Invest Like a Millionaire With Fidelity Investments

© 2007 Citizen Schools Inc.

All rights reserved.

A resource guide for teaching quality financial literacy apprenticeships

developed through a collaboration between Fidelity Investments and Citizen Schools.

Version 5.0 September 2010

Invest Like a Millionaire

CURRICULUM GUIDE

“Invest Like a Millionaire” was developed, modified and edited by Tracy Epp, Rachel MacNeill and Elijah Heckstall. It represents a revision of Fidelity Investments’ original curriculum, “Who Wants To Be a Millionaire?” which was compiled and edited by Jean Horstman, Becca Moskowitz and Lea Crusey. We’d like to recognize the entire Fidelity Investments team, led by Sheila Cavanaugh and Betsey Brew, for their support of both “Millionaire” curriculum, and to the Citizen Schools staff and Citizen Teachers who informed its revision. Thank you!

Acknowledgements

Overview: This curriculum is a revision of the apprenticeship, “Who Wants To Be a Millionaire?”. The content here borrows from the concepts in the original curriculum and was modified, developed and edited to improve the teaching and learning experience of our Citizen Teachers and students, respectively. Though there have been some modifications and a name change, this apprenticeship still maintains the original spirit of the “Who Wants To Be a Millionaire” curriculum. Following is a description of the similarities and differences between “Who Wants To Be a Millionaire?” and the revised “Invest Like a Millionaire.” Approach: Prior to beginning the revision, a curriculum audit was conducted to determine which revisions were most needed. Through this audit, feedback was solicited from key constituents such as former Citizen Teachers, Campus Directors and Citizen Schools staff who had observed the apprenticeship. Though we received a lot of praise for “Who Wants To Be a Millionaire,” constituents also told us that:

• Vocabulary was difficult and extensive; • There was not enough time to complete activities and pacing was unrealistic; • The title and pitch were not aligned to the actual content of the apprenticeship;

and • A range of teaching strategies and student-friendly activities were needed.

Key Improvements:

1. Overall: The WOW! Plan and weekly lessons were revised to address the above feedback. While the overall flow and outcomes of the apprenticeship were not significantly changed, each weekly lesson was reviewed and revised as needed to ensure student success.

2. Layout: The extent to which content revisions were done varied depending on objectives each week, though every lesson was reformatted to align with Citizen School’s new apprenticeship curriculum template.

3. Standards Aligned: Each lesson was revised to align to a specific set of financial literacy standards. In addition to teaching general 21st Century Skills, Citizen Schools is moving towards ensuring each apprenticeship integrates sector

Summary of Revisions

SUBJECT AUTHOR JANUARY 1, 2006 PAGE 2 OF 2

standards. In this case, Citizen Schools Financial Literacy Standards1 were used to revise the curriculum. These standards were developed this summer and will be used for future apprenticeships in the finance sector.

4. Weekly Connection to WOW!: At the heart of this apprenticeship, we aim to provide students with the tools and knowledge needed to advise a real client on an investment strategy that aligns with his/her personal goals. Secondarily, students share this knowledge with their entire community at their WOW! To ensure each lesson working toward those ends, we have added a “Road to WOW!” section to each lesson and built in specific lesson activities to enable students to get to WOW! successfully.

5. Detailed Guidance for CTs: For some CTs this apprenticeship may be the first time they have taught financial concepts to adolescents. There is a certain language and way of explaining that becomes natural over time when working with young people though it may not be obvious at the outset. The detailed scripts and guidance in the lessons provide CTs the language and strategies needed to set students up for success.

1 Source: Jumpstart Coalition for Personal Financial Literacy, Standards in K-12 Personal Finance Education

Apprenticeships are meaningful learning experiences for apprentices and volunteer Citizen Teachers (CTs). This curriculum (WOW! plan and ten individual lesson plans) was carefully crafted to meet those goals. However, well designed curriculum alone does not ensure student learning. Students must be effectively engaged in order to learn; this can only be achieved through high quality instruction and planning. There are three key elements to successfully implementing apprenticeship curricula:

1. Planning – Most of the lessons in this guide require special preparation, therefore, both the CT and the Team Leader (TL) should be clear on what needs to be done and who is responsible at least one week before each lesson. See the Preparation Notes section of each lesson plan for more information.

2. Communication – Team Leaders and Citizen Teachers need to communicate each week to make crucial decisions and be sure everyone knows what will happen in each lesson.

3. Assessment and Adaptation – No curriculum can prepare for every group of students. Therefore, CTs and TLs should debrief after each lesson so that adaptations to lesson plans can be made.

Use the sections of this guide in the following way to help create engaging and meaningful learning opportunities for your apprenticeship:

1. WOW! Unit Plan – The WOW! described in this guide has been successfully implemented in the Citizen Schools program. The WOW! is authentic, adds value to the community and allows students to teach back what they have learned about financial literacy and investment strategy. The WOW! Unit Plan describes the end product, an investment strategy recommendation to a real-life client, and the weekly lessons leading up to the WOW! Please be sure you fully understand the WOW! before you begin teaching your first lesson so that you can ensure each week’s lesson is directly aligned to the desired outcome at the end of the apprenticeship.

2. Weekly Lesson Plans – Ten detailed lesson plans are included in this curriculum

guide. These offer weekly learning objectives, specific activities, and the length of time to be spent on each activity. Most of the lessons require materials and preparation, which are noted on page one of each lesson. If you need to adapt the lessons, be sure that you keep the changes in line with the goals of the apprenticeship and the WOW!

Curriculum Implementation Guide

Invest Like a Millionaire- Implementation Guide September 2010 PAGE 2 OF 4

3. Appendix- The appendix includes pre-developed materials as referenced in the lessons. In many cases you simply need to make enough copies of these for your students, though you may modify them as needed.

The Theory of Apprenticeship Learning: At Citizen Schools we believe that the power of an apprenticeship is that students get the opportunity to learn from members of the community who do what they love. Additionally, apprenticeships are powerful because students learn by doing. To effectively learn by doing, students learn in steps. At Citizen Schools we refer to these phases as: Model/Scaffold/Coach/Fade. The structure and flow of this curriculum follow these phases to enable students to effectively learn by doing. Let’s look at a simple example to illustrate this concept, learning to ride a bike:

• Model -- Your mom showed you how to ride a bike by riding it herself and told you why it was fun and why you should learn how to do it, too.

• Scaffold -- Your mom held the back of your bike and/or put training wheels on it while you practiced.

• Coach -- Your mom watched you try riding by yourself and gave you tips, suggestions, and pointed out the things you were doing correctly.

• Fade -- Your mom came to see you in a neighborhood bike parade, letting you take the spotlight and feel a sense of accomplishment.

Try to adhere to these phases as you are teaching students new concepts and skills each week as you are building their skills towards the WOW!


Lesson Structure Apprenticeship learning is unique in that it is experiential, hands on and has real application for students and teachers. The lessons in this guide have been thoughtfully planned to create experiences that match these requirements. Most have been successfully taught by at least one Citizen Teacher. In many cases, there is preparation involved in creating each lesson, therefore it is critical that both the CT and the TL review and discuss each lesson before teaching it to apprentices. Each lesson follows the same basic structure. The following is a brief description of the elements of a lesson plan and how to use them: Overview: The first page of the lesson plan summarizes the learning and lesson objectives for each lesson, gives a snapshot of the agenda, and lists preparation and material needs. Opening Ritual: This is typically a 5-10-minute long opening activity designed to prepare students for the apprenticeship and set the tone for focused learning. The ritual should be used as a chance for students to get settled and prepared for the apprenticeship. It can also be used to practice one skill weekly that the apprentices need to master for the WOW!. The Opening Ritual usually includes a quick review of the previous week’s learning and a preview of the day’s lesson. During this time, you will communicate to students (1) what they are going to learn and do (i.e., share learning objectives), (2) why it is important to learn, (3) how it relates to their progress towards WOW!, and (4) how the learning will happen (i.e., share the agenda). The introduction is also a time to clarify your expectations of students during the lesson. Activities: Most lessons have three or four content activities that make up the bulk of the lesson (about 60 minutes). These activities are often preceded by a short introduction to the skill, usually through modeling or an explanation provided by the Citizen Teacher. It is through the activities that students further explore and practice the new skill. Practice is essential for learning. Closing Ritual/Teach Back: Typically lasting five to ten minutes, the closing is an opportunity to summarize what students have learned and why it is important. Student “teach backs” are the most important part of the closing, as they allow you to assess the degree to which students have accomplished the learning objectives.


Key Preparations for Citizen Teachers and Team Leaders Review this guide in its entirety so that you can ensure you have a clear picture of where you are taking students in their learning. First, a few key preparation steps that are critical to the success of the apprenticeship: When Action Step Person Responsible Related Lesson

Identify three clients from the community who will allow students to make financial recommendations based on a personal/financial goal.

Citizen Teacher with support from Team Leader

Lesson 7 WOW! Showcase

Prior to the start of the apprenticeship

Have clients complete client profiles to be used by students during the apprenticeship.

Citizen Teacher with support from the Team Leader

Lesson 1 Lesson 2

Prior to Lesson 5

Arrange a field trip to CT’s office

Citizen Teacher with support from the Team Leader

Lesson 6

Considerations for the Team Leader As the Team Leader and Citizen Teacher support, you perform two critical functions to help impact student learning. The first is to provide your knowledge in the fields of lesson planning, youth development and classroom management to your Citizen Teacher and apprentices each week. The second is to communicate effectively with your Citizen Teachers to be sure that the planned activities are appropriate to your apprenticeship group. Occasionally, you or your CT may find that activities are not appropriate due to group size, personalities or learning styles. In these circumstances, you should consult your Citizen Teacher Liaison (CTL) and this guide to help create alternative activities and plans. Considerations for the Citizen Teacher As the Citizen Teacher, you perform two critical functions to help impact student learning. The first is to bring your expertise and passion to the learning experiences you provide to students each week. The second is to communicate effectively with your Team Leader to be sure that the activities you are planning are appropriate to your apprenticeship group. Occasionally, you or your TL may find that activities are not appropriate due to group size, personalities or learning styles. In these circumstances, you should consult your Team Leader and this guide to help create alternative activities and plans.

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10 WEEK WOW! PLAN AT-A-GLANCE Week WOW! Connection

1

Students will be introduced to essential vocabulary and have their first look at their future client’s profiles. They will understand what the WOW! will be and expectations surrounding professionalism within a financial analyst’s world. They will be able to greet a client and introduce themselves in a professional manner.

2

Students will be introduced to the basics of budgeting. Students will understand what an expense is and the basic expenses of a majority of budgets. They will be able to calculate budgets and apply these skills to clients they interview. They will be introduced the client interview and the types of information gathered.

3

Students will identify the differences between needs and wants. Students will be able to explain how this affects budgeting decisions and will be introduced to the concept of considering those decisions when advising clients.

4

Students will learn how interest affects spending and saving. Students will recognize that saving is the first step to investing and that savings and debt have the biggest effect on our achievement of financial goals.

5

Students will learn the basics of various investment strategies, or vehicles. Students will learn the difference between stocks, bonds and cash savings and the characteristics of each type of investment. Students will then apply this knowledge to recommendations they make for their clients.

6

Field Trip! Students will meet professionals who work alongside or as analysts and understand their pathway, income potential and job duties. Students will be able to identify potential job references in their lives, and the importance of references.

7

Students will learn the parts of a financial plan and how to present it to clients for their implementation. Students will apply previously gained knowledge to draft a plan for their clients.

8

Students will finalize the financial plan for their clients and will create a draft presentation for their clients (e.g., a Powerpoint presentation).

9

This lesson serves as a final review of the course material, teaches students the keys to powerful presentations and allows ample time for students to practice. Students will also learn the basic format of the WOW! showcase and their role in the presentation of the WOW!.

10

Students will make any final adjustments to the actual client recommendation as needed and will focus their time on practicing their individual roles. There will also be time for a full WOW! showcase rehearsal.

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LESSON PLANS AT A GLANCE (SCOPE AND SEQUENCE)

Guiding Question

Week Learning Objectives By the end of the lesson, each

student will be able to:

CS Standards &

21st Century Skills

Specific Activities & WOW! Connection

1 Learn new

skills Model

! Explain what a financial advisor does for a living

• Define goal, plan, and client in relation to financial analysis.

• Explain class expectations for apprenticeship sessions and professionalism.

• Choose a potential client to represent.

Oral Communication Data Analysis

CS.CSFS.5

1. Hook/Introduction: Do Now (10) 2. Model: Working Together (25) 3. Scaffold: Terms & Tools (25) 4. Coach: My Client (20) 5. Assessment: Exit Ticket (10) WOW! Prep: Students will be introduced to essential vocabulary and have their first look at their future clients. Students will gain an understanding for the WOW presentation and expectations surrounding professionalism within a financial analyst’s world.

Why is a personal budget a fundamental financial management practice?

2 Learn new

skills Model

! Define budget, savings, interview, confidentiality & expenses.

• Identify the steps to making an investment

• Practice the first part of a client interview

Oral

Communication Data Analysis

CS.CSFS.3 d, i

1. Opening Ritual (20) 2. Budgeting Basics (40) 3. The Client Interview (20) 6. Closing Ritual (10) WOW! Prep: Students will be introduced to the basics of budgeting. Students will understand what an expense is and the basic expenses of a majority of budgets. They will be able to calculate budgets and apply these skills to clients they interview.

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3 Learn new

skills Model

• Define emergency fund, needs and wants.

• Evaluate the consequences/rewards of financial responsibility or irresponsibility

• Identify examples of

financial responsibility & irresponsibility

Oral

Communication Data Analysis

CS.CSFS.1 a, b, i

1. Opening Ritual (20) 2. Money Choices (15) 4. Needs vs. Want (20) 5. Client Coaching (25) 6. Closing Ritual (10) WOW! Prep: Now that students have basic understanding of budgeting they will delve into what is a “need” versus what is a “want”. Students will then apply this knowledge to their client’s budget. Students will recognize that needs outweigh wants and in order to achieve a financial goal wants must be cut out responsibly.

4

Produce Scaffold

• Explain the difference between debit and credit

• Define interest, debt, and savings

• Understand how interest effects spending and savings

• Articulate why credit history is important.


CS.CSFS.4

a, i

1. Opening Ritual (10) 2. Money Terms (10) 3. A Penny Saved (30) 4. Client Coaching (25) 5. Closing Ritual (10) WOW! Prep: Students will learn how interest affects spending and saving. Students will recognize that saving is the first step to investing and that savings and debt have the biggest effect on our achievement of financial goals. Students will then apply this knowledge in the upcoming weeks to strategies for helping their clients

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5 Produce Scaffold

• Differentiate between stocks, bonds, and cash investment “vehicles”.

• Give examples of benefits of saving money

• Understand steps necessary for investment (i.e. saving first; short or long term goal; vehicle)


CSFS.5

1. Opening Ritual (20) 2. Investment 101 (30) 3. Client Coaching (30) 4. Closing Ritual (10) WOW! Prep: Students will recognize that savings is a prerequisite to investment. They will learn today the different strategies they can apply to their clients. Students will apply all previous knowledge to think about the steps necessary to make an investment.

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Practice Scaffold

• Articulate different finance careers and pathways to them

• Use resources to find information on similar careers and employers

• Understand income potential of these finance careers

• Identify multiple hands on skills used in a finance setting

Oral Communication Data Anaylsis

CS.CSITS.2 b, d, e,

1. Opening Ritual (15) 2. Professional Panel & Office Tour (40) 3. Tour & Panel Debrief (15) 4. Closing Ritual (10) WOW! Prep: By the end of the session, students will know different careers that they can have and the duties of these careers related to finance and investment. Students will know the pathways and income of these careers and gain access to resources to find information about these careers and the companies that employ them.

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7 Practice

Coach

• Apply knowledge of budgeting, savings and debt, and goals to investment strategies.

• Create and explain multiple

options for their clients.


CS.CSFS.1 a, b, i

S.CSFS.4

a, h, i

CS.CSITS.6 a, d,

1. Opening Ritual (15) 2. The Client Interview (30) 3. The Financial Plan- Modeling (15) 4. The Financial Plan- Student work time (25) 4. Closing Ritual (10)

WOW! Prep: In this lesson, students will work with CT(s) to draft a financial plan for their candidates.

8 Practice

Coach

! Finalize vision for client presentation

! Fully develop presentation materials (business card, presentation PowerPoint, etc.)

! Understand roles and

logistics for the WOW!

! Understand expectations for oral presentation excellence


CS.CSFS.1

a, b, i

CS.CSITS.2 b, d, e

CS.CSFS.3

d, i

S.CSFS.4 a, h, i

CS.CSITS.6

a, d,

1. Opening Ritual (10) 2. Swap, Review & Combine (30) 3. Prepare Presentation (40) 4. Closing Ritual (10) WOW! Prep: Students will finalize their financial plan recommendations for their clients and begin drafting their presentation.

10

9

Practice Fade

• Recall vocabulary and key terms from previous apprenticeship sessions.

• Apply knowledge to

coherently articulate financial plans for their clients.

• Apply their understanding

of their respective WOW! roles by individually performing basic rehearsals for ceremony.


CS.CSFS.1

a, b, i

CS.CSITS.2 b, d, e

CS.CSFS.3

d, i

S.CSFS.4 a, h, i

CS.CSITS.6

a, d

1. Opening Ritual (10) 2. Powerful Presentations (10) 3. Preparing Presentations (60) 4. Closing Ritual (10)

WOW! Prep: Students will finalize last details of their respective client’s plans and practice delivering the content of these plans to an audience and to clients.

11

10 Practice

Fade

! Apply their understanding

of their respective WOW! roles, investment strategies, and financial planning & goals through clear presentations for ceremony (as individuals and cohesively as a big group.)


CS.CSFS.1

a, b, i

CS.CSITS.2 b, d, e

CS.CSFS.3

d, i

S.CSFS.4 a, h, i

CS.CSITS.6

a, d

1. Rehearse as needed 2. WOW!

WOW! Prep: Apply their understanding of their respective WOW! roles, investment strategies, and financial planning & goals through clear presentations for the showcase (as individuals and cohesively as groups).

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Invest Like a Millionaire WOW! Plan

This apprenticeship teaches the basic terminology and financial management skills critical for students’ development into responsible, money savvy adults. Through the applied knowledge of budgeting, saving, investing and more, students will be empowered to assist a real client with his/her individualized investment plan at the WOW!, and to make smart financial decisions themselves for years to come. KEY SKILLS AND OUTCOMES FOR STUDENT LEARNING

The lessons and WOW! outlined in this curriculum are grounded in Citizen Schools’ established standards and 21st Century Skills. Finance Sector Standards, specifically, establish clear learning outcomes in the area of financial literacy. As you teach this apprenticeship, you will work toward students’ mastery of the following standards and acquisition of the following skills.

21ST Century Skills Oral Communication: Students will be able to speak to an audience with confidence using proper eye contact and inviting body language while delivering coherent and well-organized content.

Data Analysis: Students will be able to draw concrete conclusions from data sets. Finance Sector Standards CS.CSFS.1 Citizen Schools students will apply reliable information and systematic decision making to personal financial decisions.

• I can give examples of the benefits of financial responsibility and irresponsibility. • I can evaluate the results of a financial decision.

CS.CSFS.2 Citizen Schools students will use a career plan to develop personal income potential.

• I can identify online and printed sources of information about jobs, careers and entrepreneurship. • I can describe the educational/training requirements, income potential and primary duties of at least

two jobs of interest. • I can identify individuals who could provide a positive job reference.

CS.CSFS.3 Citizen Schools students will organize and plan personal finances using a budget to manage cash flow.

• I can, given a household case study, calculate percentages for major expense categories. • I can explain the relationship between spending practices and achieving financial goals.

2

CS.CSFS.4 Citizen Schools students will maintain credit-worthiness, borrow at favorable terms, and manage debt.

• I can explain how debit cards differ from credit cards. • I can explain why it is important to establish a credit history.

CS.CSFS.6 Citizen Schools students will implement a diversified investment strategy that is compatible with personal goals.

• I can give examples of how saving improves financial well being • I can explain why savings is a pre-requisite to investing

GUIDING QUESTIONS Guiding questions generally do not have one right or wrong answer, but rather serve to tie together the concepts related to the topic of study. They help create relevance and engagement, providing opportunities for students to connect technical knowledge to conceptual understanding. The following guiding questions are provided with each week’s lesson, as appropriate, and should help frame your discussions with students.

• Why is a personal budget a fundamental financial management practice?

• How can I tell if I need something versus just wanting it?

• What steps are essential to making a successful investment?

• What role does financial planning play in achieving my short/long term goals?

• Is there such a thing as good debt?

THE WOW! The WOW! is the culminating event that the students are working toward all semester long. As the Citizen Teacher, be sure to connect weekly lessons to the WOW! whenever possible. The content students master throughout the apprenticeship should be reflected in the WOW!, and they should constantly be honing their ability to explain what they’ve learned and demonstrate it clearly. For many students, the WOW! will be the first time they’ve had a chance to present their knowledge publicly, and preparing students for their public speaking role is part of the development we expect from them during apprenticeships. At the Invest Like a Millionaire WOW!, students will present to a panel of experts (assembled by the Citizen Teacher and Team Leader) and an audience of staff, family and friends. First, students will explain the investment strategies they employed when working with their client and why they chose particular approaches. Students will conclude their presentation with a pitch for why new clients – from the panel of experts, for example – should choose them to manage their money. After the presentation, the panel of experts will ask students questions to assess their financial literacy and will consider their answers, along with the presentation, to determine who (or which team of students) they would hire as their financial advisor and why. While the expert panel deliberates, students can take questions from audience members. All students should receive certificates recognizing them as “Junior Financial Advisors.”

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HIGH QUALITY WOW! CRITERIA The following features should be part of your high quality WOW! Presentation, Product and/or Performance

Students will present the product (client investment strategy) and demonstrate their mastery of financial planning skills. Through the presentation and the Q&A by the panel and audience, students will demonstrate their learning as well as their improved oral communication skills.

Professionalism

A key theme throughout the lessons is how to present a professional persona, including the specific skills of proper introductions, handshakes and taking thorough notes on clients’ needs. During the student presentation, they will speak with poise and confidence.

Authentic Audience

Students will present their work to a panel of financial professionals who will then ask students questions to assess their financial literacy. The panel will present an award based on students’ pitches. The general audience will also be given the opportunity for a Q & A.

Adds Value to the Community

This apprenticeship adds value in three specific ways: 1) students advise three real-life clients on their investment strategy 2) audience members have an opportunity to ask questions related to financial literacy 3) students learn the financial literacy concepts that will carry them into adulthood

MATERIALS & PREPARATION Each lesson includes a list of materials and preparation required before teaching. The list below provides an overview of suggested materials that may be more challenging to come by, and so should be considered well in advance.

• Computer & projector (if not available at the school, the CT may want to arrange for this)

• Contacts Folder (one per student, used weekly as a notebook, provided by CT where possible)

• Calculators (one per student, used weekly)

• Business Card Template (one per student provided by CT where possible)

• Three Real-Life Clients (recruited and selected by the CT)

• Panelists for the WOW! (finance professionals recruited and selected by the CT, with assistance from the Team Leader, as needed)

• Any other materials can usually be obtained by the Team Leader with sufficient advance notice

Invest Like a Millionaire, Lesson 1

Invest Like a Millionaire - Lesson 1 Students will be introduced to the “Tools of the Trade” needed to be a financial analyst. Students will be introduced to the WOW! and receive information on the clients they will be choosing from. Students will also get an introduction to professionalism and what it means in the context of this apprenticeship.

• Explain what a financial advisor does • Define financial goal, financial plan, client and

investment in relation to financial analysis • Explain class expectations for apprenticeship sessions

and professionalism.

I Can (Learning Objectives)

CS.CSFS.5 Saving & Investing: Students will be able to implement a diversified investment strategy that is compatible with personal goals.

Connection to Guiding Questions

Students will be introduced to essential vocabulary and have their first look at their future clients. Students will gain an understanding of the WOW!

presentation and expectations surrounding professionalism within a financial analyst’s

world.

The Road to WOW!

CS Financial Literacy Standards

Lesson Snapshot: 1. Do Now (10) 2. Working Together (25) 3. Terms & Tools (25) 4. My Client (20) 5. Closing Ritual (10)

Vision for Student Mastery: Various oral assessments will be given throughout the lesson as consistent check points for understanding. At the end of the lesson, students will be given a mini-quiz to complete. Materials & Preparation:

1. Post Do Now (on board or as Powerpoint) 2. Visual for definition of financial advisor 3. Copy & cut vocabulary cards 4. Develop the three client profiles you’ll be using 5. Prepare exit tickets 6. Bring financial advisor tools for each student including

Contacts Folder, business cards and calculator 7. Develop and agree on team expectations

How do I make choices about my finances and where do I get help?

Invest Like a Millionaire, Lesson 1 Invest like a Millionaire- Lesson 1

1. Do Now: Imagine a very nice person gave you $1,000,000 and told you that you could use

it as you wish with two conditions: 1) you have to save part of it, and 2) you have to use some of it to help others. Write down all of the things you would do with the money.

2. Teacher Introductions: Citizen Teacher(s) introduces self as a Financial Analyst and a

teacher in this apprenticeship over the next ten weeks. Share one reason why you chose to volunteer as a CT and what you’re excited to teach students. The TL should also introduce him/herself as a co-teacher of the apprenticeship.

3. Hook Students: Have students share their responses to the Do Now. This is always a fun question so use this as the first opportunity to set the expectation that students raise hands rather than just shouting out so you can manage the discussion. After students have shared some fun ideas, be sure they share some ideas for how to help others (to reinforce giving back) and then transition the discussion to why investing and financial management is important.

4. Introduce the Apprenticeship: Our apprenticeship is Invest Like a Millionaire. There

is a saying that those who have money make money. Why? Because often people who have a lot of money hire people like me to help them make smart choices about their finances, just like your Team Leaders here at Citizen Schools help you make smart choices about your academics. You don’t have to be born a millionaire to become one. If you work hard, find a job you love and make a decent salary you can stretch your money even further, using an investment strategy that will give you financial freedom. As you are doing this introduction, these underlined terms will likely be new to students, so have your vocabulary vision posted.

My job is to help all kinds of people expand their wealth by helping them learn how to use their money to plan for their future life goals such as vacations, educations, buying a new home or new car, etc. During this apprenticeship, you are going to learn how to be a financial advisor and you are going to give real people, we call them clients, advice on how to invest their money so that they can achieve their goals.

5. Check for Understanding: Okay, before we go any further, let’s do a quick Teach

Back. Who can tell me why we help people invest their money? To help them achieve their goals. Everyone has different goals. I hear you all have set goals for your future, as well. Because everyone has different goals, the way they invest their money is different.

6. Transition: Now it’s time for you to tell me a little more about yourself and learn

the special skills that financial advisors need. Over the course of ten weeks, you are going to become a financial advisor for real clients and, at the end of the semester, you’ll be able to give advice to many people about how to use their money to reach their goals.

Do Now - 10 minutes

Student Action

Check for all students giving 100% attention. Be sure you have their full attention before moving on.

During this time, students will be either actively listening (eyes on speaker) or answering the questions provided, as called upon.


1. Set Expectations: We are going to have a lot of fun together and I am looking

forward to sharing some tricks of the trade. In addition to helping real people make plans for their financial future, you will also learn things that will be helpful to you and your family. To ensure we make the most of our time together, we have expectations for how we will interact with one another during apprenticeships.

Do we have any returning Citizen Schools students who can share with us an important rule for how we work with each other during apprenticeships? Take a couple of examples and weave it into your list of expectations. Ask your TL how to best set up this conversation and agree with your TL on the list of expectations for student behavior and participation.

2. Get To Know Students: Now let’s get to know one another. We’re going to do this

by practicing one of the most important skills for a financial advisor. Can anyone guess what it is? Making a great first impression, which begins with a great handshake and personal introduction.

Why are first impressions really important? Take a few ideas from students and then connect to why first impressions are really important as a financial advisor, especially when seeking out clients, and building a trusting relationship so that they’re comfortable with you handling their money. You are going to practice your first impressions handshake, because in just a few weeks you will meet the clients that you are going to advise about their financial future. Ask for a volunteer to come up and model a great handshake. Ask the class to break it down into steps (hands are firm, smile, look person in the eye). Then model a strong introduction. Have the student volunteer say it out loud as you give them the script. Remind students to speak clearly

Hello, my name is_________________ I am interested in this apprenticeship because ________________ It’s very nice to meet you, thank you for being our apprenticeship teacher.

Have students practice in pairs first, then you will circulate around the room, having each student introduce him/herself. Instruct the rest of the students to listen carefully and then have them rate on a fist to five (five being an awesome introduction, fist/zero being weak—your Team Leader can show you how this works).

3. Transition: Great job with those introductions! Now that you’ve made a great

first impression, let’s start learning about the tools that financial advisors use and the work we need to do in preparation for our WOW!

Working Together – 25 minutes

Student Action

Check for all students giving 100% attention. Be sure you have their full attention before moving on. Students practice handshakes and introductions

Invest Like a Millionaire, Lesson 1 Invest like a Millionaire- Lesson 1

Student Action

Students will be guided through new vocabulary tools of the trade (client, plan, goal, financial advisor) During this time, students will be either actively listening (eyes on speaker) or answering the questions provided, as called upon. Students get up and walk around the room trying to identify their correct match During this time, students will be either actively listening (eyes on speaker) or answering the questions provided, as called upon. Students review the materials Students record vocabulary words in their Contact Folders

1. Key Vocabulary: One of the first skills you learn as a financial advisor is how to

do research. This requires reading and asking other financial advisors for advice. There’s also a special way of talking and some new words you’ll need to learn so that you can serve your clients. Every week, we’re going to learn just a few money terms (or financial vocabulary words).

The most important term you’ll learn today is “financial advisor.” “Financial” has to do with money and having enough to meet your needs and get what you want. An “advisor” is someone who helps you or gives you advice about what to do. So a financial advisor is someone who advises you on how to handle your money in order to meet your needs and reach your future goals. Keep this definition posted so you can constantly refer to it—by week two students should be able to confidently explain what a financial advisor is.

The key terms are: salary, invest, investment, client, financial freedom, investment strategy, wealth, financial goal, financial plan and financial advisor. To help students learn the vocabulary, they are going to do a Mix –n- Match. Give half of the students cards with the vocabulary words and half of the students cards with the definitions. Instruct them that they have to find their match. When they think they have it correct, they should raise their hands. Once all the students have circulated and found their match, have them teach their word to the class while you listen to see if they got it right. Remind students that now is the time to start practicing speaking loudly and clearly so that their WOW! is powerful.

2. Tools of the Trade: There are many tools we use as financial advisors to help us

help clients. These tools are the Contacts Folder, the calculator and the business card. So I have some of these special tools for you. Pass these out to the students and enjoy the oohs and aahs; tell students that they will be responsible for these tools during each session.

Explain to students how they will be using the business cards when meeting their clients so they can present a professional appearance.

Explain the Contacts Folder and that they will use it to record what they are learning that will help their clients. If you provide calculators, explain how you use calculators to show clients the benefits of using certain kinds of savings plans.

Give students a few minutes to explore these tools; ask them how this will help them prepare to become financial advisors.

3. Own Your Learning: Students will record the new vocabulary and definitions in their Contacts Folders.

4. Transition: Now that we have the basic information you need to begin your work as a financial advisor, let’s talk more about the WOW! and the clients you’ll be serving.

Terms & Tools – 20 minutes


1. Review WOW! As I mentioned at the beginning of our lesson, you will be advising a client on his/her investment strategy and presenting that to other financial advisors to see if your advice and investment strategy is going to help the client meet his/her goals. Through this process you are going to learn a lot about:

-how to set a budget -how much things cost -how to connect your money to your goals

2. Choose a Client: Now it is time to choose the client you want to work with. We have three clients and you will need to choose one that you will work with over the course of the semester.

Provide students with the three client profiles. Have them write silently the benefit of working with each client. Then have them rank their top choices (one through three) and explain why they chose their top choice. Collect students’ responses and use this with input from your Team Leader to assign groups for each client. You will announce the groups in the next lesson.

My Client – 20 minutes

1. Closing: Good class today! We are well on our way to learning how to Invest Like Millionaires. In the coming weeks we will be spending a lot of time learning how to make more money and to advise our clients to reach their financial goals. I’m really excited that you all know what our WOW! is and who we’ll be advising. Next, I want to quickly make sure you all remember everything we learned today. Take this exit slip and fill it out silently and individually and we’ll do Teach Backs afterwards to make sure we’re all on the same page. 2. Assessment/Exit Ticket: On your note card, write your name at the top, and then answer these questions. (It might be easier to have these questions already developed and posted somewhere):

1. Define the following in your own words: client, financial goal, financial analyst 2. Summarize what you will be doing for your WOW! presentation. 3. Name one class expectation that we will have to remember in order for class to run smoothly.

Upon collecting these exit slips before students leave, the Citizen Teacher should review the note cards to determine if there is any concept that needs to be clarified in the next class for particular students.

Student Action

All students listening and

showing signs of attention

Working independently and silently to review client profiles and write out the

responses to the assignment

Closing Ritual – 10 minutes


Additional Resources

financial advisor

invest

salary


investment

strategy

financial plan

financial goal

client

client

Invest Like a Millionaire – Lesson 2 This lesson introduces the basics of budgeting to students. Students will learn how to calculate budgets, percentages and various household expenses and then apply this learning to their clients’ situations. Students will also learn how to interview clients and develop the professional traits of a financial analyst.

• Define budget, savings, interview, confidentiality and expenses • Explain the relationship between spending practices and

achieving financial goals • Calculate household percentages for major expense categories • Practice the initial client interview

CS.CSFS.3 Citizen Schools students will organize and plan personal finances using a budget to manage cash flow.

Why is a personal budget a fundamental financial management tool?


Students will be introduced to the basics of budgeting, understand what an expense is, and the basic

expense categories of personal budgets. They will be able to

calculate budgets and apply these skills to clients they interview.

The Road to WOW!

CSFS Standards


Lesson Snapshot: 1. Opening Ritual (20) 2. Budgeting Basics (40) 3. The Client Interview (20) 6. Closing Ritual (10)

Vision for Student Mastery: Students will be able to explain the basic expense categories of a budget and determine the amount one can spend on each category based on recommended percentages. They will conduct a mock initial client interview with confidence and command of the terms related to budgeting. Materials & Preparation:

1. Chart paper for each expense category and percentage 2. Client Interview Sheet 3. Poster with new vocabulary 4. Prepare sample budget 5. Sample income amounts (8 different ones that show a range) 6. Budget note-taking handout

Invest Like a Millionaire – Lesson 2 Invest like a Millionaire- Lesson 2

1. Do Now: As students enter, instruct them to take out five business cards and write their

names NEATLY. When students are ready, explain the opening activity: Financial Advisor Challenge. You have just been invited to the Investor’s Ball. It’s the party of the year. Your job is to get as many good leads as you can so that you can build your base of clients. You have two minutes to give out as many of your business cards as you can. Here’s the catch. In order for someone to take your card, they have to feel you are professional. Remember how we practiced introductions last week? So, do not take a card if the person you’re speaking with does not have a strong introduction. Simply say, “No thank you, I’m not interested at this time.” Let’s assign everyone number 1 or 2. We’ll do two rounds. In the first round, ones will be the advisors, and twos will be the potential clients. Then we’ll switch. Let’s see who can give out the most cards.

2. A Day in the Life: Use this opening activity to explain a key part of the financial advisor’s job: networking and recruiting prospective clients. This activity provides rich opportunities to help students see and practice many critical social skills such as: poise, confidence, comfort with casual conversation, eye contact, showing interest, etc. Share with students some of the positives you saw that illustrate students who effectively worked the room. Ask students to share whose card they wanted to take and why they did not want to take others. What was the difference? Each week we’ll begin with you learning something very specific about the career of a financial advisor.

3. Review Previous Lesson: Based on what we discussed last week, who can tell me what we will be doing for our WOW!? And let’s quickly review our money terms! You may modify this time to review those items students were confused by according to the exit slips from last week.

4. Frame Today’s Lesson: Great review! So moving forward, we have to get ready for our clients, who we will soon meet. Today’s lesson is about making sure you’re ready for that. First we’re going to learn about the basics of budgeting and then we’re going to practice the first interview with your client.

5. Transition: In order to do these things we have more money terms you’ll need to

master, so take out your Contacts Folder.

Opening Ritual - 20 minutes

1. New Vocabulary : budget, income, fixed expenses, variable expenses, discretionary

spending, savings, confidential Explain these terms using the visual and have students write them in their Contacts Folder. Then give students five minutes in pairs to come up with a movement to demonstrate one of these words. Have the class share and listen for correct understanding of the terms.

2. Explain Budget Basics: Now that we know more terms, we can apply them to our work with clients and, ultimately, investing because this is what millionaires do. In order to help our clients we need certain information about their income, expenses and how they budget. To understand that, we need to know what a budget is and how it works.

Budgeting Basics- 40 minutes

Student Action

Students will be

introduced to the new

vocabulary “tools” for this week’s lesson (confidential,

expenses, budget, income,

etc.)

Student Action

Students will

revisit introductions and recognize

that this is their opening ritual and that they

must perfect it.

Students will match up last weeks’ main

objectives with partners and explain why

they make sense to the full group.

At its simplest, a budget is a plan for what to do with your money. Money needs to be controlled. Let’s practice telling our money what to do. (Depending on your comfort level, this is a chance to be a little silly and to let students be silly as well. Take out a bill and mockingly tell the money what to do. Then have students hold up an imaginary $20 bill and tell it what to do). If you don’t have a budget, money has a way of disappearing and then you wonder where all your money went. As a financial advisor, your job is to help clients direct their money based on their goals, and that’s when the budget comes into play. Check students’ understanding: So what is a budget and how do we use it? 3. Model Sample Budget: In a bit, you are going to practice understanding a budget. There are a few steps in establishing a budget. (As you explain, model a sample budget on a grid on chart paper or the board):

First, we look at income. Explain income. Jane’s income is… Next, we have several major categories of expenses. What are the two types of expenses we just learned? As you go through each of these categories, have students identify as a class if they are fixed or variable and why. Budget Categories: Taxes, Housing, Utilities, Groceries & Food, Clothing, Shopping, Entertainment, Savings, Transportation, and Miscellaneous. Each expense category has a recommended percentage of income. List these percentages as you explain each category. When we develop a budget, we assign amounts to each category, based on this recommended percentage. Model this math with the calculator explicitly for students. Now that we have an amount for Jane, we have to see if this is realistic for her. Maybe Jane wants to live in a fancier apartment in the center of downtown so her rent should be more. Or maybe Jane loves her iPhone and has to spend $150/month on her cell phone bill instead of $50. Finally, we balance the budget. We subtract expenses from income. Is there money left over or is there not enough money? Note: you’ll come back to the concept of budgeted vs. actual spending, adjusting expenses, wants vs. needs, and aligning the budget with one’s goals. For now, we want students to understand the basics of budgeting. Seems so simple, right? But so many people don’t take the time to direct their money. Remember, you earn your money and you want to tell it what to do. The best way to do a budget is to plan BEFORE you spend. I’ve just showed you an example of a budget that we planned at the beginning of the month before Jane spent her money.

4. Student Practice: Now it’s your turn. I’m going to give you a few different monthly incomes and using the categories and percentages, you are going to make a budget. As you are doing this, think about the categories where you would want to spend more or less. We are going to do a carousel activity for this.

a. Break students into pairs. b. Give each pair a predetermined monthly income. c. Assign each group a place to start in the room.

At the end of all the stations the teacher should say, “that depending on income level is how much you can afford to spend on certain things. Some people may opt to spend more money on certain things and less on others depending on preference.” !Transition: These are the basics of budgeting class. Can some define income for me? Expenses?

Student Action

Students should

pay close attention and learn how to

calculate budget expenses based

on income.

During this time, students

will rotate through different common

expense and practice using

different numbers.

Budgeting Basics, cont’d

Invest Like a Millionaire – Lesson 2

1. Introduce the First Interview Okay, we’re just about ready to meet with our clients. Now that we know the basics of budgeting, we have to learn how to conduct a client interview. This initial interview is all about gathering information so that you as a financial advisor can develop a smart investment strategy to help the client meet his/her goals. First, I’m going to show you how a client interview goes. My co-teacher here is going to be my client.

2. Model an initial client interview. Be explicit about all of the little things like greeting the client, thanking them for trusting you with their private information, etc. Instruct students to write down the things you do, say and ask during the client interview.

3. Debrief the model interview. Ask students to identify the positive things they noticed. Did you make the client feel comfortable, did you tell the client that all information you receive is confidential?

4. Student Practice Now it’s your turn to practice. Put students in pairs in a fun way – ask

the Team Leader for advice on this. You are each going to practice a client interview. You will use the income and the amounts from the budget activity we just did to answer the questions as a client. You can also make up your own goal for purposes of this exercise. Handout and preview the Client Interview Sheet. Each of you will have 5 minutes to do the client interview and then switch. As students are interviewing one another, circulate the room and listen for confidence, clarity, command of the terms, etc.

5. A Word About Confidentiality Take this time to remind students about the importance of

client confidentiality and why it is critical in the role of financial advisor.

The Client Interview - 20 minutes

Student Action

Students will

take notes as the CT models the

interview.

Students will answer the

debrief questions to

make sure they are on track.

Students will practice the confidential interviewing

skills.

d. Each location should have an expense category and recommended percentage. e. Students will work their way through and write on the large chart paper how much they can spend on this category and on their paper. f. Students will rotate through each station.

5. Summarize Key Points: Point out to students how the actual amount spent on each category depends on how much income one has (and note how this is something they can determine based on their educational and career choices). Point out that these percentages are recommendations and they may shift based on each person’s goals and priorities. Help students see that this is now their role as a financial advisor—to help clients align their finances with their goals, and invest their money so they can reach their goals.

Budgeting Basics, cont’d

Connection to WOW! – Once we have our clients’ information we will advise them accordingly. You all are on your way to being financial analysts. We know how to be professional, introduce ourselves and conduct a first interview. Over the next few weeks we’ll look at the different factors that we need to consider in order to make sure our advice is really good advice for our clients. Just like week, we’ll have an exit ticket and Teachbacks. Work on this silently and independently. Assessment (Closing Ritual):

Exit Ticket: On your note card, write your name at the top, and then answer these questions (It might be easier to have these questions already developed and posted somewhere.):

1. What do you need to know in order to figure out a budget? a. Expenses b. Income c. Both a & b

2. Define confidential. What does it have to do with our clients? Upon collecting these exit slips before the students leave, the Citizen Teacher should review the note cards to determine if there is any concept that needs to be clarified next week for particular students.

Connection to WOW! & Closing Ritual - 10 minutes

Invest like a Millionaire-

Lesson 2

Invest Like a Millionaire – Lesson 3 This lesson focuses on differentiating between wants and needs. Students will look at budgeting from a deeper perspective. They will dissect the previous weeks’ broader categories of expenses and think of budgeting on a micro-level, analyzing financial decisions.

• Define emergency fund, needs and wants • Differentiate between the consequences/rewards of

financial responsibility or irresponsibility • Identify examples of financial responsibility • Evaluate the results of a financial decision


CS.CSFS.1 Citizen Schools students will apply reliable information and systematic decision-making to personal financial decisions.


Now that students have a basic understanding of budgeting, they

will delve into “needs” versus “wants.” Students will then apply

this knowledge to their client’s budget. Students will recognize that needs outweigh wants and

that, in order to achieve a financial goal, wants must sometimes

responsibly eliminated.

The Road to WOW!

CSFS Standards

Lesson Snapshot: 1. Opening Ritual (20) 2. Money Choices (15) 4. Needs vs. Want (20) 5. Client Coaching (25) 6. Closing Ritual (10) Vision for Student Mastery: Students will complete an exit ticket that shows they can describe what it means to be financially responsible, why it is important to be financially responsible, and the consequences for financially irresponsible decisions. They will also be able to provide examples of wants and needs. Preparation & Materials 1. Large poster board signs with T column (needs/wants) 2. Client income and budget sheet 3. Budget templates

How can I tell if I need something versus just wanting it?

What financial planning

strategies will aid in achievement of short/long-term goals?

Invest Like a Millionaire- Lesson 3 Invest like a Millionaire- Lesson 3

1. Do Now: As students enter, have them respond to a prompt: “What is one thing you

really want to buy? What is one thing you really need to buy?” When they finish, instruct them to get ready for a competition. They should review their vocabulary and notes on budgeting and financial advising. After giving students approximately 3 minutes to review their notes, they will play a game, “3 Heads,” in teams. Student will compete in teams of three with each student having a number (1-3). The teacher poses a question, each student writes his/her answer on his/her paper and then the teammates put their ‘heads together’ to ensure all members can answer. The teacher calls a number (1, 2 or 3) and team members with that number share the answer. This answer has to be written down so you can check multiple teams at once. Teams with correct answers each get a point.

2. A Day in the Life: Who can tell me one of the most important things about being a

financial advisor? (E.g., make great first impressions, etc.) Let’s check how we’re doing on our introductions. Have students introduce themselves as financial analysts quickly. Stress that they should be making eye contact, have a firm handshake, and speak clearly and confidently.

If the students are doing really well with introductions you can have students evaluate each other by providing a rubric. (See small example below.) Circle the number that corresponds to each category for each speaker.

1: Needs Improvement 2: Fair 3: Great 4: WOW! Speaks Clearly 1 2 3 4 Eye Contact 1 2 3 4 Voice Volume 1 2 3 4

3. Review Previous Lesson: Last week, we learned a few really important things. Who can tell me one thing we learned about budgets? Who can tell me one thing we learned about working with clients?

4. Frame Today’s Lesson: Last week we learned the basics of budgeting. Because a budget is a way of telling one’s money what to do, there are lots of choices to be made about how to spend one’s money and use it to reach goals. Today, we’re going to learn how to make responsible financial choices by evaluating the difference between needs and wants and helping our clients make budget choices based on needs and wants.


1. New Vocabulary: The word for today is emergency fund. Really quickly we’re going to do a whip-around of every single type of emergency we can think of. When I point to you I want to hear an emergency that you know of. I’ll give you 10 seconds to think.”Go around the room having students give examples (house on fire, car breaks down, etc.) Once you hear an ample amount of answers, tell the students that an emergency fund is money you save for any of those situations. Have them record definition in their Contacts Folder (visual with definition should be posted or written on the board).

Money Choices - 15 minutes

Student Action

Students will

think of emergencies pertinent to

them and then define

emergency fund.

Student Action

Students will participate in review game

Students will begin to master

their introductions

Optional:

Students can evaluate other

students’ introductions

2. Needs & Wants: Now that we all understand emergency funds, I want to remind you of the other two words you already know. Those two words are “need” and “want.” Look back to your Do Now and consider the difference between a need and a want. Explain several examples to students so they can internalize the difference between needs and wants. For example, draw a T chart on the board. Come prepared with material cut-outs (cars, jewelry, food, etc.) Go through examples of needs and wants and have students tell you where each example goes on the T-chart and explain why they belong in each category. 3. Advising Clients: Ask students how the concepts of having an emergency fund and distinguishing between wants and needs applies to a client. Review these concepts as they relate to the budgets students made last week. Have students take out the budget worksheet and adjust it to include an emergency fund, and then have them note which items on their budgets are wants (write a W) and which are needs (N). Sometimes budget categories have both wants and needs (e.g., food is a need but eating at restaurants is a want). Then, have students add a category to the budget for saving a little each week/month to the emergency fund. When advising clients, there are two important points to remember. You are balancing two things as a financial advisor. One the one hand, you want to help your clients be financially responsible and make good choices about what to do with their money. On the other hand, your job is to help them develop a financial plan to reach their financial goals. It is not our job as financial advisors to judge someone’s needs and wants. We just have to help them budget for them. We can use this needs and wants categorizing to help our clients think about where they spend their money, but we definitely need to help them ensure their needs are taken care of first and foremost. We can help our clients be financially responsible. Who can tell me what this means? To be financially responsible we must make sure our needs are taken care of. Why is it important to have an emergency fund? This may be a good time to briefly mention the danger of credit cards as a means of responding to emergencies. 4. Transition: We need to advise our clients to make financially responsible decisions by understanding their needs and wants.

2007

Student Action

Students will be

introduced to wants and needs in the context of

finances. .

Students should recognize that

financial responsibility means paying

for needs before wants.

During this time, students

will show understanding

by completing a sentence

showing they can give an

example of a financially responsible

decision.

Money Choices, cont’d - 15 minutes

Invest Like a Millionaire- Lesson 3

1. Revising Client Budgets: have students take out their client sheets and review the budgetary information they went over in the previous weeks’ lesson. Students will develop an alternative budget worksheet for their clients to complete, applying what they learned about distinguishing needs vs. wants and the importance of an emergency fund. The very first step will be dividing expense categories into more specific subcategories (e.g., utilities! lights, cable, internet, phone, etc.). Model this example for students so they can then apply it to other sections of the budgets (e.g., breaking food down into groceries and restaurants, breaking down entertainment). 2. Connecting Client Goals & Budget: Now, we’re going to make a recommended client budget based on the following information we’ve learned during our three lessons together so far:

i. the client goal & how much to save towards that goal ii. the recommended percentage of each expense category iii. the need for an emergency fund

In future lessons, students are going to revise this budget again as they gain a better understanding of how much is needed and which investment strategies are available to help reach goals.

Connection to WOW! – We have already done a great job of analyzing our client’s budgets for the month. In the coming weeks, we are going to learn how they can take these budgets and invest to make more money so they can achieve their goals. Great job today! Let’s do our closing ritual with teachbacks afterwards to make sure we all understand everything we went over today. Questions before we begin? Assessment (Closing Ritual):

Exit Ticket: On your note card, write your name at the top, and then answer these questions (It might be easier to have these questions already developed and posted somewhere):

1. List 3 needs and wants. 2. Define emergency fund. 3. Name one REWARD you can get for being financially responsible. Now name one CONSEQUENCE you might

experience if you are financially irresponsible. 4. If you spend money on “wants” BEFORE “needs” are you being financially responsible (yes or no)?

Upon collecting these exit slips, the Citizen Teacher should review the note cards to determine if there is any concept that needs to be clarified in the next lesson for particular students.

Student Action

Students will

actively analyze the clients’

budgets and will make necessary

changes

Client Coaching - 25 minutes

Closing Ritual - 10 minutes

Invest Like a Millionaire – Lesson 4 This lesson has students take a deep look at savings and debt and all that goes along with those two concepts. Students will gain a basic understanding of credit history and benefits and consequences of saving as well as living with debt.

• Define savings, debt, interest and investment • Explain the benefits and danger of savings & debt • Explain why it is important to establish a good credit

history

•

CSFS.4 Citizen Schools students will know how to maintain creditworthiness, borrow at favorable terms and manage debt.


Students will learn how interest

affects spending and saving. Students will recognize that

saving is the first step to investing and that savings and debt have the biggest effect on our achievement of financial

goals. Students will then apply this knowledge in the upcoming weeks to strategies for helping

their clients.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (10) 2. Money Terms (10) 3. A Penny Saved (30) 4. Borrow & Beware (30) 5. Closing Ritual (10)

Vision for Student Mastery: Students will be able to apply savings recommendations to their client’s recommended budget and develop a list of key questions to ask their clients about their debt and borrowing habits. Materials & Preparation: 1. Client budget worksheets 2. Showdown scenarios (to be prepared, see Money Terms section) 3. Review each section for examples to be prepared

Citizen School Financial Literacy Standards

Is there such a thing as good debt?

What steps are essential to making a successful investment?


1. Do Now : Using the money terms (vocabulary) we have learned in our first three lessons,

make up a story involving money. Give students five minutes to make up stories. Have a few students share.

Correct any misused vocabulary words and move into practice introductions

2. A Day in the Life: Who can tell me one of the most important things about being a

financial advisor? Make great first impressions. Let’s check how we’re doing on our introductions. Have students introduce themselves as financial analysts, adding the twist of what they will say to the client, using the money terms reviewed during the Do Now. Example: It’s great to meet you. I think we’ll start by talking about your expenses and income so we can determine a budget.

3. Review Previous Lesson: Last week, we learned a few really important things. Who

can tell me one thing we learned about financial responsibility? Who can tell me one thing we learned about working with clients?

4. Frame Today’s Lesson: Last week we learned how to begin to make choices in one’s budget. However, in financial planning, budgets are just the foundation. There are many tools and strategies we use as financial advisors to help our clients’ money grow so they can reach their goals sooner and more efficiently. Today, we’re going to learn about borrowing money and common mistakes to avoid.


1. New Vocabulary: The new terms are: savings, debt, investment and interest. Explain these

terms to students (e.g., savings is money you keep, debt is money you owe and pay to someone else, an investment is similar to savings but some investments are risky and some are safe, interest is something you can earn or something you pay…).

2. Savings vs. Debt: Explain a few examples of how you can save (savings account, CDs) and a few examples of how people incur debt (loan, credit card).

3. Savings or Debt Game: Showdown! Divide students into two teams and have them line up.

The first two students in line come to the front to faceoff. You will read a statement and the students have to say whether it is an example of saving or an example of debt, whoever answers first correctly gets a team point. Example: You put money into a bank account (savings); you owe money to the lunch lady (debt).

4. Transition: Now that we know these new financial advisor tools we’ll dive deeper into

their true meaning and how you can use these tools to help your clients.

Money Terms – 10 minutes

Student Action

Students will

note new vocabulary

Students will play a round of Showdown to

make sure they understand the

new vocabulary.

Student Action

Students will

enter room and begin Do Now quickly, while

referencing their Contacts Folder for vocabulary

assistance.

Students will master the

professional introduction.

!!1. Savings as a Tool: Now that we know the difference between savings and debt, we

will learn how to use them to achieve financial goals. There are many ways to save, ranging from stuffing money under your mattress to storing your money in a bank. When you save money through a bank, you can earn more money—also known as what? Interest. There are three general types of savings accounts that can earn interest from the bank:

Regular Savings: easy to put money in and take money out; but for that convenience, you earn a lower interest rate. Money Market Account: the bank requires a minimum balance which means you cannot spend all your money all of the time; but the higher the amount you have in your account, the higher the interest. Certificate of Deposit (CD): money is saved for a specific amount of time (the longer, the more interest) so it’s harder to just go get whenever you want

Can you think about how each of these types of savings would be good for different purposes? Which type would be good for an emergency fund? Which type would be good if you were saving to buy a car when you turned 16? Last week we discussed financial responsibility. I want to talk a little bit about financial freedom. Who has a good guess of what this is? It’s the ability to be able to make the choices you want because you have the finances you need to do so. With this in mind, can you think about how savings helps you have financial freedom? With students, list on the board all the benefits of saving. As a financial advisor, you have to understand these basic types of savings tools to help your clients determine their savings plans. We also have to understand how much savings we should recommend our clients have.

2. Save, Save, Save: We have to be able to help clients set a savings goal. When setting

a savings goal, there’s a few things you should help the client think about:

-Basic Emergency Fund -Rainy Day Fund, when things don’t go as planned but not an immediate emergency, like losing one’s job -Retirement Fund -Dream Fund, things we want like a big vacation, a new car, etc.

Provide students a basic percentage that is recommended for each; refer them to the budget categories they used last week to break down the savings category into these four types of savings.

Let’s practice with your own ideas. Have students complete a list of things they and their family would save for in each of these categories (except retirement). Circulate as they are doing this to check their understanding of the distinction between the various types of savings.

3. Advise Your Client: Take out your client sheets and recommended budgets from

last week. Now, adjust your client’s budgets based on the savings you think they should have.

A Penny Saved - 30 minutes

Student Action

Students will take notes on

types of savings and respond to

teacher questions

Students will apply savings

concepts to their client’s budgets


1. Two Sides of Debt: Now there are some people who believe that the only way to buy anything is to save up and buy it with good old cash—and that’s a good policy. But there are times, when used wisely, debt can help you accomplish your goals. But if you are not careful, debt can get you into big trouble. First, let’s recap what debt is. Now let’s look at how debt works and what it means for you and your clients.

2. How Debt Works: Explain to students the basic concept of debt and how you are paying

someone to loan you money. Explain that debt always costs you more than you borrow but interest rates vary and determine how much you owe back. Provide a few simple examples, showing how much it costs to borrow $100 based on a range of interest rates. You might note that most of today’s credit cards have an interest rate of around 20%!

3. ‘Good Debt’: Explain to students that many people have a few types of debt that are generally

considered to be acceptable. These are for purchasing a home and for education loans. Show the comparison of interest rates for these types of debt versus interest rates for consumer credit cards.

4. Not All Rates Are Equal: Explain that the interest rates you’ve described vary based on your

history as a borrower to pay back money early and on time. This is called your credit history. This record is sort of like your school records. Just like having a record of good grades can mean you get into any college you want with a full scholarship, having a good credit history means you can get a loan for a lower interest rate.

5. Teach Back Skits: We have just learned a lot about savings and debt! Imagine that you

have a client, Clueless Cal, come to you who needs A LOT of help! He does not know where he spends all of his money, he does not have savings, he has a lot of credit card debt and he needs help understanding the basic concepts of budgeting, savings and debt. In your team, come up with a 2-3 minute skit to teach Clueless Cal what he needs to know about budgeting, saving and borrowing. Be creative!

Tip: Ask a student to repeat back the task to ensure clarity. Give them about give minutes to plan and two minutes to practice. As students are planning, circulate to listen for accurate understanding of the concepts you’ve just taught. When students present to the class, have the class score them on correctness.

6. Advise Your Client: Now that we know a lot more about savings and debt, develop a list of questions you need to ask your client about his/her borrowing habits and current debt. As students are working, check their understanding based on the types of questions they are writing down to ask their clients.

Connection to WOW! – We know so much more about the tools we use to manage money. We know how we should save it, what happens when we work with credit and we also know a lot of ways to analyze our clients’ finances. Next week we’ll talk about how we use all this information to make more money. Assessment (Closing Ritual): Exit Ticket: Collect revised client budgets to assess the savings recommendations and collect the list of questions students developed to assess their understanding of debt. Review these to determine if there is any concept that needs to be clarified in the next lesson for particular students.

Student Action

Students will apply concepts

through a skit so the teacher can check for their understanding

of debt vs. savings and how

they relate to credit history.

Students will work with

teacher to apply skills to analyze clients’ budget.

Borrow & Beware - 30 minutes


Invest Like a Millionaire – Lesson 5 This lesson introduces the basics of various investment strategies, or vehicles. Students will learn the difference between stocks, bonds and cash savings and the characteristics of each type of investment. Students will then apply this knowledge to recommendations they make for their clients.

• Give examples of how saving improves financial well-being

• Explain why savings is a prerequisite to investing

• Differentiate between stocks, bonds, and cash investment

“vehicles”

CSFS.5 Citizen Schools students will be able to implement a diversified investment strategy that is compatible with personal goals.


Students will recognize that savings is a prerequisite to investment. They will learn the different strategies they can apply in advising their clients. Students will apply all previous knowledge to think about the steps necessary to make an investment.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (20) 2. Investment 101 (30) 3. Client Coaching (30) 4. Closing Ritual (10)

Vision for Student Mastery: Students will be able to write a clear and logical recommendation to their clients regarding the type of investments they should consider to reach their financial goals using their knowledge of budgeting, savings and the pros/cons of each type of investment. Materials and Preparation:

1. Large signs with investment vehicles and characteristics 2. Lingo Bingo sheets and vocabulary definition strips 3. Prizes for bingo (simple swag, etc.) 4. Investment Vehicles graphic organizer


What role does financial planning play in achieving short/long term goals?


Invest Like a Millionaire- Lesson 5 Invest like a Millionaire- Lesson 5

1. Do Now: As students enter, have them each take a Lingo Bingo card. They will then answer the

question, “If you loan your friend $100 to start a business where s/he will sell silly bands and your friend agrees to give you part of the profits, what term would you use to describe the financial move you’ve just made?” (Investment)

2. Lingo Bingo Review: We’re going to come back to our Do Now in just a bit. First, let’s give ourselves a hand—we are half-way to our WOW! and you have learned so much about being a financial advisor, as well as how to make your own personal financial decisions. We’ve learned a lot of money terms so let’s review them by playing bingo.

Each student should have one Lingo Bingo card. Teacher reads definitions of words (not the word

itself), students listen to the definition, identify the word to themselves and mark their bingo card if they have the word. When they get 5 in a row in any direction they get BINGO! Note: teacher keeps a running list of the “words” called but not where students can see it. The point is to have them listen to the definition, identify the word themselves and look for it on their bingo card. Once a student gets BINGO, they have to state the words and define them again in order to ‘win.’ Give prizes or praise as needed.

3. A Day in the Life: We have been practicing introductions and you all have those near

perfect! I’m now going to show you one of the many ways I conduct a meeting with clients about their finances, budgets and goals. As I am modeling this, write down the things you hear me say or see me do that would make a client feel confident in me as their financial advisor.

4. Frame Today’s Lesson: We’ve spent the last four weeks learning the foundation of financial planning—setting goals, setting budgets, adjusting budgets, saving and being careful about debt. Now we are going to learn what to do with all the money you have because you’ve stuck to your budget, saved and are now ready to invest—to make that money grow!


1. New Vocabulary: It’s time for our money terms! We have three new terms that all come from the same word: invest, investment and investment vehicle. Take responses to students’ Do Now to see if they recognized the example as an investment. Then briefly explain the new definitions and have students write them in their Contacts Folder.

2. Investment Vehicles: Let’s learn more about investment. Around the room you’ll notice that I have hung up posters. Similar to what we did a few weeks ago, we’re going to do a carousel where we rotate stations. At each station we’re going to learn about different investment methods. Pass out Investment Vehicles graphic organizer. You are going to use those sheets to record the characteristics of each type of investment and then we will share out and talk about which method works best for investing in different situations. Divide students into groups and assign them a station to start at. Give them roles (writer, reader and presenter). Each group will spend a couple of minutes recording key characteristics for their investment vehicles (time period, money gained, risk involved).

Investment 101 - 30 minutes

Student Action

Students will work in groups to understand

the characteristics of different types of investments.

Student Action

Students will

enter class smoothly and begin the Do Now silently.

Students will review terms

and concepts by playing Lingo

Bingo.

Students will observe and take notes on what a

great client meeting looks

like.

1. Check for Understanding: Check for understanding of the investment vehicles and concept of risk by

asking students review questions about what they just learned. Give students index cards numbered 1, 2 or 3. (1=low,2= middle, 3=high) or have students use their fingers. Ask them questions, such as, “On a scale of 1-3, low, medium, and high, how risky is making an investment using stocks”? Have students explain their answers.

2. Pros and Cons of Investments: Review the three types of investment vehicles (stocks, bonds, cash savings) and list the pros and cons of each on the board with students contributing. Model an example first (e.g., a cash investment is very safe – pro - but it doesn’t yield much money - con). Ask students what investment they should make first. (Save first!)

3. Advise Your Client: Break students into their three client groups; students will review the client profile and client’s financial goals and make a recommendation for how to invest to accomplish goals. Consider the following questions:

Timeframe: How long can the client wait to pay for the goal? Cost: How much money will the client need?

Write a recommendation for your client, listing the pros and cons for your recommendation. Model what you want the recommendation to look like. As students are working, check their thinking and their recommendations; you will likely need to correct/guide them to ensure they understand the investment concepts and how they tie to reaching a goal.

Client Coaching - 30 minutes

Student Action

Students will actively apply knowledge of

investment vehicles to their

clients and understand how

to think about which one

would be best for different

clients.

Key points students should record on their graphic organizer based on the posters include: Stocks (Long-term Investment) - Most risky but highest return potential (historically about 10% over the long-term) - Good for investors who have a timeframe of greater than seven years Bonds (Intermediate Term Investment) - Middle of the road in terms of risk (less than stocks, more than cash) - Historical return of about 5% over time - Good for investors who have at least 3-7 years to invest their money Cash (Short-term Investment) - Example - money market fund, savings account - Historical return is about 2% - Good for people who don't want any risk and/or people who have less than three years to invest - Offers the least risk but also the lowest return over time. Note: depending on time and students’ progression, you can be more specific and add other investment vehicles as well (i.e. CDs, etc.) 3. Debrief: When students are finished, ask them to share out the types of investment vehicles and the key differences between them. You may need to explain risk in this context and that risk means you may lose money. 4. Transition: All of these are great vehicles for growing your money so you can accomplish your financial goals. However, what is one thing you need for each of these investments? Cash. You cannot do any of these if you do not set a smart budget and save cash over time. Now let’s think about how we can apply this to our clients…

Invest like a Millionaire - Lesson 5

Student Action

Students should

be able to differentiate

between various investment

vehicles.

Students will be either actively listening (eyes on speaker) or answering the

questions provided, as called upon.

Investment 101 - cont’d

Invest Like a Millionaire- Lesson 5

Connection to WOW! – During our WOW! you will be presenting recommendations such as the one you just worked on. Let’s practice our presentation skills by sharing our recommendations. Here’s what I want you to say, “Hello, my name is ______________ and I am a financial advisor. My client is _______ and has a goal of _________. One of my recommendations is for him/her to ____________________. Next week we will meet a lot of people who work in finance to hear how they help analysts and others meet their goals. We learned some very important things about investing today, and we can’t forget the things we learned in the previous weeks that help us determine what type of investment we choose. As usual, we will finish with an exit ticket. Work on this silently and independently. Assessment (Closing Ritual): Collect client recommendations and review to assess conceptual understanding of how to use investments to reach a financial goal based on one’s specific situation.


1. In order to make an investment you should do what first? a. Save b. Be in Debt c. Both a & b

2. Name three types of investment methods/vehicles. What is one way they differ? 3. What is a benefit (pro) of investing?

Review the note cards to determine if there is any concept that needs to be clarified during the next lesson for the whole class or particular students.



Field trip! This lesson introduces students to professionals in the finance sector with the aim of having them recognize daily life in the finance world, and giving them accurate knowledge of the pathways to these professions and the income and lifestyle possible with these jobs.

• Articulate different pathways to varied finance careers • Use resources to find information on similar careers and

employers • Understand income potential of these finance careers • Describe the educational/training requirements, income potential

and primary duties of a financial advisor

CS.CSFS.2

Citizen Schools students will use a career plan to develop personal income potential.


Students will learn different careers related to finance and investment. They will know the pathways and incomes related to these careers, and be aware of resources to learn more.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (15) 2. Professional Panel & Office Tour (40) 3. Tour & Panel Debrief (15) 4. Closing Ritual (10)

Vision for Student Mastery: Students will be able to describe at least two types of careers in finance, the responsibilities involved and steps to get there, and specific educational pathways. Materials & Preparation:

1. Prepare review questions for opening 2. Contacts Folder for note taking 3. Graphic Organizer for collecting info about professionals 4. Secure and prepare volunteer finance professionals 5. Make travel arrangements

What methods are essential to making a successful investment?



This opening ritual will depend on the logistics and space arrangements of the offices students are visiting. If students are being hosted at the Citizen Teacher’s offices, it is likely that the Team Leader will bring students to the offices, where the CT will greet them and will have made space arrangements to gather to recap last week’s lesson and focus on the purpose of today’s visit and expectations for behavior and participation. 1. Review Previous Lesson: This is so exciting! Before we begin our field trip and meet

finance professionals, I want to review key things we learned last week. We’re going to play a quick game of Four Corners. Label four corners in the room A, B, C and D. I’m going to ask you a question, and will give your four options for the possible answer: A, B, C or D. You should go to the corner that you think corresponds to the correct answer. Once you get there, you’ll talk with others who chose the same answer and share why you picked the one you did. Then we’ll do another example with another question. Alternate version: give students four index cards each with A, B,C, D and they hold up the index card.

Example: “Pick a corner that best describes how long you should let a stock investment grow.”

A- At least 7 years B- 3-7 years C- Under 3 years D- More than 9 years

Rotate through similar questions reviewing the characteristics of investment vehicles. 2. Prep for Visit: Before we meet some professionals in finance, we are going to review our goals and expectations so that we can ask the right questions of them and get the best answers. Review the goals, expectations and questions you went over with students at the end of last week’s lesson. Remind students to use their contacts folder for taking notes. Review additional questions students can ask:

1) Where did you go to college? 2) How long have you been working in finance? 3) What is your job? 4) How did you decide that you liked this career? 5) What do you usually do each day? 6) How is this different than any other job you’ve had? 7) What is the best and worst part of your job?

You may want to guide students’ note-taking by creating a graphic organizer. Sample categories on the graphic organizer can be “College Majors for Finance Jobs” (e.g., economics, finance, entrepreneurship, etc.) The team leader can help the teacher put together this graphic organizer. Organizer should contain empty spaces for additional information students gather. Remind students that it is not professional to ask volunteers how much money they make and that they’ll be researching income and different companies after speaking with the volunteers.

Opening Ritual – 15 minutes

Student Action

Students will play Four Corner to

review investment

vehicles.

Students will understand the

goals of this office visit and

prepare accordingly.

Split class in half. The CT will stay with the group on the office tour and the TL will stay with the group for the panel. Panel Instructions: Be sure to prep panelists beforehand, informing them of the learning goals and the introductions we have been modeling.

• Panelists will introduce themselves in the same format that the students have practiced during opening ritual.

• Team Leader will open the panel by asking a basic question and then students will follow up with their questions.

• Students will take notes in a graphic organizer. • As questions are answered that correspond to certain categories, the TL should pause and

facilitate, making sure students copy answers down.

Tour Instructions: The structure and flow of the office tour depends on the nature of the office being visited. Ideally, this tour is not just a tour of the office and water cooler, but also incorporates any hands on activity where possible (i.e. showing students computer software that finance professionals use and giving them a chance to explore and “click through” anything available. Have students switch groups so that the panelists are now on the tour and vice versa.

“Coaching” - 25 minutes

Professional Panel & Office Tour- 40 minutes

Time permitting, design this activity to help students make the connection between what they learned today and tools they can use as they get older to explore finance related careers. Help students summarize what they have learned, answer questions they have and reinforce key messages about how one can pursue many different careers in the area of finance. This will be a good time to show the range of salaries and summarize the education needed to obtain various types of jobs in the industry.

Student Action

Students will

meet panelists to learn more

about career pathways.

Students will

take a tour of the office and work with some of the

software and technology that

finance professionals

use.

Student Action

Students will ask questions and take notes

on finance careers.

Tour & Panel Debrief - 15 minutes


Connection to WOW! – Great job today. We learned a lot about what happens on a day to day basis in finance companies. Can someone remind me the name of this one? (E.g., Fidelity.) Exactly! We got a chance to see different careers and research places where you can find these careers. As usual we will do our ticket to leave and then we will be done for the day. Assessment (Closing Ritual):


1. Name two finance careers 2. What is the income of a _______________________ (common career)? Where can you find this information? 3. What is the name of a computer program financial analysts use?

Upon collecting these exit slips before the students leave, the Citizen Teacher should review the note cards to determine if there is any concept that needs to be clarified in the next lesson for particular students.



This lesson combines previous objectives and has students apply the knowledge they’ve gained to put together a draft of their financial plans for their assigned clients.

• Apply knowledge of budgeting, savings, debt and goals to

investment strategies.

• Create and explain multiple investment options for clients.

•

CS.CSFS.1, 4, 6 Citizen Schools students will apply reliable information and systematic decision making to personal financial decisions. Citizen Schools students will implement a diversified investment strategy that is compatible with personal goals.


In this lesson, students will work with CT(s) to finish a draft vision of a financial plan for their candidates. Students will also work towards putting their vision into a professional format by deciding the mode in which they’ll present.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (10) 2. The Client Interview (30) 3. The Financial Plan -Modeling (15) 4. The Financial Plan - Student Work Time (25) 5. Closing Ritual (10)

Vision for Student Mastery: Students will develop a draft financial plan for their clients using accurate reasoning to defend their choices of recommended investment strategies. Materials & Preparation

1. Arrange for clients to attend (first 30 minutes) 2. Financial Plan Template (copies for each student) 3. Client Interview Guide (copies for each student)



strategies will aid in achievement of short/long term goals?



1. Do Now: List three questions you have for your clients that you need answered so that

you can develop their personal financial plan & investment strategy.

2. Review Previous Lessons: Ask students to recap the most interesting and important things they learned during the field trip. Listen for possible misconceptions and reinforce the benefits of a career in finance and the steps to take to have a successful career in the field.

3. Frame Today’s Lesson: During this lesson, students will begin to pull all the pieces together to

create a financial plan for their client. They will interview their client during this lesson based on the skills they have learned thus far and use that information to draft a financial plan with an investment strategy. Apprentices, this is the day we’ve all been waiting for. You get to meet your clients! No need to be nervous because you have learned all that you need to know in order to have a successful client meeting. Let’s review some key points for your meeting, then we’re going to learn how to take all of this information and begin putting all of the pieces together by drafting the financial plan and investment strategy for your client. We have to be extra focused today because we only have a few more lessons to get ready for our WOW!


Student Action

Students should

pay close attention to

teacher as they review the parts

of a financial plan.

Student Action

Students will actively discuss

with teacher answers to the

provided questions.

1. The Key Three: When meeting with your client there are three things that should be

very strong.

First, the introduction. Practice with your neighbor.

Second is eye-contact and confidence.

Third, ask the right questions so you understand the client’s needs. We’ve spent time learning the first two. Let’s learn the questions you can ask your clients. Refer to students Do Now responses and then give them at least three questions to ask their client; give students the Client Interview Guide to review these three questions. Then give students an opportunity to write down additional questions.

Now, when you conduct your interviews, because there are groups of you, you will each introduce yourself to your client and take turns asking questions.

2. Model the Interview: I’m going to model this for you so you can see how I do all three altogether. Model with the TL from introduction to note-taking and eye contact. When you are finished, allow students to get in their client groups and decide who will ask which questions.

3. Introduce the Clients: Apprentices, we have three awesome clients who are letting us help them with their financial goals. Have the clients introduce themselves.

4. Client Interviews: Designate the three places in the room where groups will meet and give the client and apprentices 15 minutes. Circulate to listen for those that need some help getting started.

The Client Interview - 30 minutes

Student Action

Students will get an example and highlight or take guided notes on

the modeled plan.

Students work on their drafts of financial plans.

5. Thank Clients: Class, let’s give our clients a big thank you! Clients, we hope we’ll see

you at the WOW! in a few weeks.

2. Model the Financial Plan: Pass out the financial plan template. A good financial plan has a few important pieces, some of which we’ve already learned. Now we just need to put all of the parts together. A financial plan includes:

• A clear goal • A budget of income and expenses • Options for the client • A timeframe for options (e.g., if a client chooses A, how long will it take vs. option

B?) • Investment strategy that matches the above • Rationale

Using a sample, go through each of these and model for students, thinking aloud as you choose the options, the investment strategy and the timeline. For example:

Ms Kim wants to buy a car, but she has very low income. She has a few options. Option A: Save money in a bank account each month. She will earn about 2% on her money. However, she will have to wait a while before she’s saved enough for a car.

Option B: She can take out a loan to buy the car. She will have to pay interest on the money she borrows, but she can buy the car within her timeframe. In the long run, she will pay more for the car this way, however.

If there is enough time do another example with guided notes or on the board to make sure that ALL students understand the parts of a financial plan.

3. Student Work Time: Now it is your turn. Using all of the information in your Contacts Folder and the information you gained from your client earlier today, complete the draft financial plan. Remember that you will need to be able to articulate the reasoning for your choices because you will be presenting to your clients and other financial advisors. Circulate as students are working.

If students finish early they can compare their plans to other students’ plans or practice delivering plans verbally to one another. They can also calculate specific numbers for savings/investments.

4. Transition: We’ve all done a good job of creating a these drafts, let’s bring it back to the

group and talk about our next steps.

The Financial Plan - 40 minutes


Connection to WOW! – Today we completed our draft financial plans for our clients. In the next couple of weeks we will be finalizing these plans and writing out our presentation in order to prepare for the WOW! Here is your exit ticket, please work on this quietly and independently. Assessment (Closing Ritual): Collect the draft financial plans and review to check for understanding of different investment vehicles, timeframe and the logic of their recommendations.


1. What are the three major parts of a financial plan? 2. How many options should we provide our clients in a financial plan?

Upon collecting these exit slips before the students leave, review the note cards to determine if there is any concept that needs to be clarified in the next class for particular students.


Invest Like a Millionaire - Lesson 8

This lesson has students finalize their financial plans. Students will work on their presentation visuals as well as what they will say in the presentation.

! Finalize investment strategy for client

! Draft vision for client presentation

! Develop draft presentation materials (business cards, presentation

PowerPoint, etc.)

CSFS.1, 4, 6 Citizen Schools students will apply reliable information and systematic decision making to personal financial decisions. Citizen Schools students will maintain creditworthiness, borrow at favorable terms, and manage debt. Citizen Schools students will implement a diversified investment strategy that is compatible with personal goals


Students will finalize their financial plan

recommendations for their clients and begin drafting their

presentation.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (10) 2. Swap, Review & Combine (30) 3. Prepare Presentation (40) 4. Closing Ritual( 10) Vision for Student Mastery: By the end of this lesson, each team of students will have completed a strong financial plan and investment strategy for their client. They will also have a completed outline for their presentation of the plan for the WOW! showcase. Materials & Preparation:

1. Verify the type of venue for the WOW! showcase to determine presentation format

2. Students’ draft plans with teacher feedback




1. Do Now: Think of one personal goal you have and how something you have learned during this

apprenticeship will help you achieve that goal. Be specific.

2. Review Previous Lesson: Use this time to review/reteach any concept that students seem to be struggling with based on your review of the draft plans and exit tickets.

3. Frame Today’s Lesson: Last week you completed your financial plan drafts independently. Now you are going to get into client groups and review each other’s proposals. You are going to list the strengths of each proposal and then work together with your group to improve your own proposal based on what you see. Then we’re going to begin to put together our presentation, establish roles and begin practicing for the WOW!


1. Revisit the WOW!: You have been working all semester to learn the tools and strategies

that financial advisors use so that you can help real life clients invest. During the WOW!, you are going to present your recommendations to the clients themselves as well as finance and investment professionals. Above all, they are going to evaluate your effectiveness based on the accuracy of the content you deliver. However, presentation matters…a lot! If you just mumble or read off a paper, no one will really hear the great work you accomplished. So, we’re going to lay out the guidelines for our presentation.

2. The Presentation Method: This will vary based on the CT/TL’s choice and the venue for the WOW! showcase. If you use a Powerpoint presentation, you should discuss that clipart and animation are not professional, and that the slides are a guide and not a script Slides should include bullets, graphs and images and selected notes, but NOT whole narratives. Depending on the method, show students an example. Model it exactly how it should look in terms of detail and quality.

Preparing the Presentation – 40 minutes

1. Set Up Activity: Get students into client groups and then give instructions. Give very specific

time breakdowns here. Okay apprentices, last week you developed draft plans for your clients individually. This week you’re going to use the power of your team brains and use everyone’s ideas to create the best client plan, which will be the one presented at the WOW! Return the draft plans you collected last week and instruct students to spend 5 minutes each reading their team members’ plans. Have them highlight the things they like.

2. Combine the Best: After students have had enough time to review each other’s drafts, bring them back together to give them the next set of instructions. Now that you have reviewed each other’s plans, you need to create a final plan together, using the best features from all the plans you saw. This is a great example of how teamwork looks at Fidelity, too—you use the ideas from a group of people to come up with a better plan than you would have on your own.

Swap, Review & Combine – 30 minutes

Student Action

Students enter room and begin the Do Now. Students will share their completed financial plans with team members who have the same client. They will compare and evaluate to develop one awesome team plan for the client.

Student Action

Students take

note of the expectations

for the presentation

format.

3. Team Work Time: In your teams, you will have about 15 minutes to create the outline of your presentation. Depending on the format you have chosen, provide explicit directions about what students need to create. I am going to need to approve these before you present, so be sure I can understand what you are trying to do.

2007

Connection to WOW! – Remind students that they are ready. They have all the tools of the trade and their clients are lucky to have such professional, knowledgeable financial analysts! Assessment (Closing Ritual):

Exit Ticket: Collect each team’s final recommendation and review for approval or provide feedback where necessary. Flag any teams that you or the Team Leader will need to work one on one with in the final two lessons to ensure they are adequately prepared.

Students work

in teams to outline and develop the

presentation of the actual plan

they are presenting to their clients.

Preparing the Presentation, cont’d


Invest Like a Millionaire - Lesson 9

This lesson serves as a final review of the course material, teaches students the keys to powerful presentations and allows ample time for students to practice. Students will also learn the basic format of the WOW! showcase and their role in the presentation of the WOW!.

• Apply knowledge to coherently articulate financial plans for clients.

• Apply understanding of my WOW! role by actively participating in a basic rehearsal.

CSFS.1, 4, 6 Citizen Schools students will apply reliable information and systematic decision making to personal financial decisions. Citizen Schools students will maintain creditworthiness, borrow at favorable terms, and manage debt. Citizen Schools students will implement a diversified investment strategy that is compatible with personal goals.


Students will finalize last details of their respective client’s plans and practice

delivering the content of these plans to an audience and to

clients.

The Road to WOW!


Lesson Snapshot: 1. Opening Ritual (10) 2. Powerful Presentations (10) 3. Preparing Presentations (60) 4. Closing Ritual (10)

Vision for Student Mastery: Students will have a final client recommendation presentation and will be able to speak with poise, clarity and confidence in preparation for the WOW! showcase. Materials & Preparation:

1. Presentation materials (business cards, Powerpoint, etc.) 2. Large chart paper with WOW! showcase outline (Requires confirmation of the venue of the WOW! showcase) 3. Identify teams that need more intensive support 4. Index cards

What steps are essential to

making a successful investment?



1. Do Now: Think about a time you attended an event where the speaker did not do a

good job (could be church, in school, anything). What was that experience like for you? Write it down.

2. Review Previous Lesson: Last week we finalized our client recommendations. I’ve made a few comments on each team's recommendations so that they can be even better. You also outlined your presentations. Who can tell me one thing they feel good about regarding the recommendation or the presentation?

3. Frame Today’s Lesson: Today, we are going to put it all together and make final adjustments so that our recommendations are perfect. We are going to finalize the presentation and go over the roles and expectations for the WOW! showcase.

Debrief with students their responses to the Do Now help illustrate how important presentation skills are and how a poor presentation can ruin a good idea or product.


1. Keys to Powerful Presentations: The points you choose to emphasize here may vary depending on the venue and the style of the showcase. What follows assumes an auditorium style presentation with a panel in the front and audience members. Adjust accordingly. Write these pointers on the board.

• Big Voices: You will need to speak louder than usual without screaming or shouting. Model this for students.

• Go Slow: You spent 10 weeks working on this…take your time to explain yourself. Model this for students.

• Be Clear: Avoid mumbling and filler words. Model use of “like, um” and how it makes a presentation less powerful.

• Guide & Eye: Use your notecards as a guide, not a script. Glance at them when you need to, and keep eye contact on the audience.

As you explain each of these concepts, model examples and non-examples. It’s okay to be silly with the non-examples so students can see the difference.

2. Student Practice: Have students demonstrate how to do this well and how to do this

poorly by having one student recite something they know well (like the Pledge of Allegiance), while following the pointers above. Then demonstrate yourself, or ask a student to demonstrate, reading the same text deliberately NOT following the pointers. This may be a humorous exercise but will show students how eye contact makes a difference in professional presentation.

3. Transition: Now that we know the basics of oral presentation, we’re going to finish our presentations and start practicing!

Teacher should give each student a few observation oral presentation rubrics.

Powerful Presentations – 10 minutes

Student Action

Students will take notes on

powerful presentation

pointers.

Students will practice the difference between

powerful and poor

presentations.

Student Action

Students will enter and

complete the Do Now in

their regular routine.

Student Action

Students will choose their

preferred presenter roles.

Students will script their

presentations, transfer them to note cards and

practice delivering their presentations.


1. Individual Roles: Depending on the presentation format you’ve chosen, the format of this part of the lesson will vary. Below is just a sample format you may use. Students may have more than one role depending on the size of the class. Discuss the roles to be played at the WOW! – put them on the board and describe how important each one is.

Introducers (2 students) Introduction of Clients (3 – one from each team) Summarize Apprenticeship and Present Key Learnings (2) Present Recommendations To Each Client (3 – one from each team) Summarize and Call to Action (1)

Have students list their top 3 preferred roles independently on a note card. Gather them and review to assign roles while students are working on their client presentations.

2. Complete Presentations: In teams, students will work to complete their presentations. They should review your comments from the final client recommendations they handed in last week. During this time, you may need to work one on one with a team to help them get the content correct before they move on to developing the presentation. (20 minutes)

3. Prepare Written Materials for Presentation: Announce to the class who will be doing what roles and list on the board.

Have students draft their introductions and the things that they’ll say during the presentation. Students should work with others who have similar roles so that they can compare. Group students by like-roles and have them work quietly. Instruct them to write down word for word what they will say—this is a script. Give students about 10 minutes to work.

Model at the board with one role’s script how you would put that on an index card taking notes and not including every word.

The teacher should use the earlier presentation as a guide by first translating a full paragraph to note form and then presenting it, glancing at a cue card so students understand how to translate the script to an index card. Now give students small index cards to take their notes on. (10 minutes)

4. Students Practice: Once students have written their script and transferred it to their

note cards, they will practice their parts in like roles first. As students are practicing, circulate and provide feedback as needed. Explain that next week we will make any final adjustments and do a full rehearsal. Time permitting during this lesson, you can also do a full rehearsal during this lesson. (10 minutes)

Preparing Presentations – 60 minutes

Connection to WOW! –Today will be the last exit ticket, but it is special because I want you to make sure that on question number four you are completely honest. If anyone feels uncomfortable about anything, we want to work those jitters out before the WOW! We’re looking good. You are all finance analysts! Please fill out your exit slip silently and independently. Assessment (Closing Ritual):


1. What is your role in the WOW? Who do you speak before and after? 2. Summarize what you will be doing for your WOW! presentation 3. What are some of the criteria to pay attention to for a good oral presentation? 4. What are you most nervous about for the WOW?

Upon collecting these exit slips before the student leaves, review the note cards to determine if there is any concept that needs to be clarified in the next lesson for particular students.



Invest Like a Millionaire – Lesson 10 This is the last day of the apprenticeship. Students will make any final adjustments to the actual client recommendation as needed and will focus their time on practicing their individual roles. There will also be time for a full WOW! showcase rehearsal.

! Apply my understanding of my WOW! role and my knowledge of financial analysis in a clear presentation for my WOW! showcase.

CSFS.1, 4, 6 Citizen Schools students will apply reliable information and systematic decision making to personal financial decisions. Citizen Schools students will maintain creditworthiness, borrow at favorable terms, and manage debt. Citizen Schools students will implement a diversified investment strategy that is compatible with personal goals


It’s here! Ensure students are ready to present content using

strong oral communication skills.

The Road to WOW!


Lesson Snapshot:

1. Opening Ritual (10) 2. Prepare for Q&A (15) 3. WOW! Showcase Logistics (15) 4. Full Rehearsal & Adjustments (40) 5. Closing Ritual (10)

Vision for Student Mastery: Students will rehearse the WOW! in its entirety, demonstrating mastery of the content as well as strong oral communication and teamwork skills. Materials & Preparation:

1. WOW! presentation materials 2. Visual for program/order of presentation 3. Sample Questions handout (one per student)

a. Business cards b. Powerpoint or other display option c. Cue cards



strategies will aid in achievement of short/long term

goals?


Invest Like a Millionaire – Lesson 10 Invest like a Millionaire-Lesson 10

1. Do Now: As students enter, have them give you a strong handshake and practice introductions.

2. Frame Today’s Agenda: We have a lot to accomplish today and there may be groups working on different things, so I need everyone to take responsibility for being on task and ensuring you are doing everything you can to prepare for the WOW! showcase. Here’s what we need to accomplish today:

-Finalize presentations, scripts and cue cards -Review WOW! showcase logistics -Prepare to answer questions from the audience -Do a full run-through practice

Opening Ritual – 10 minutes

1. During the WOW! showcase you will be presenting your learning to real financial

advisors, as well as your clients and the audience of your family, friends and teachers! When we complete our presentation, there will be a time for the audience to ask questions and you need to be prepared to answer them!

2. Preview anticipated questions: Give students the Sample Questions handout and have them independently write down their answers. When they are finished, have one student share a response and then correct as necessary so students can have accurate and powerful responses. • How did you choose the different types of investments for your clients? • What was the coolest part of the apprenticeship? • What other finance careers did you learn about? • What types of majors should you have for these careers? • What was the hardest part about this apprenticeship? • How are you going to use what you learned in this apprenticeship in your life?

Prepare for Q &A - 15 minutes

3. Logistics: Review transportation, meeting spot and start time. Have students write this down so

they can invite their family, friends and teachers. (If you have time, you can have them make invitations.)

4. Dress: Review expectations for dress and answer any questions.

5. Behavior: Depending on the context, what should students do when they are waiting, when they

are done, etc.?

WOW! Showcase Logistics - 15 minutes

Student Action

Students will practice their introductions

and handshakes.

Student Action

Students will anticipate

questions the audience will

ask and prepare their responses.

Student Action

Students will

know the specifics of the

WOW! showcase and

the expectations for the

showcase.


Student Action

Students will demonstrate

mastery as well as feel successful

in their WOW and

apprenticeship experience.

1. Recap the program and roles: Refer to visual and choose a place to serve as the “podium” and set

up the practice microphone there. Review timing. Instruct students to listen and be ready to give feedback when observing their peers.

2. First Run Through: Have students run through the whole presentation, interrupting and correcting when necessary.

3. Debrief & Adjust: Ask students for thoughts and provide a few adjustments as needed.

4. Second Run Through: This time allow students to go through the whole presentation

uninterrupted.

5. If necessary and time allows, go through the presentation a third time.

6. Close with a check for understanding of where, when and what time students need to be at the WOW! showcase and remind them to invite their family, friends and teachers!

Full Rehearsal & Adjustments - 40 minutes

Use this time to share any reminders or remaining details about the WOW! Showcase and to thank students for your being able to teach them this semester. Have students close in a circle by saying one interesting thing they learned from this apprenticeship that they think they will use in their own lives.


Handout: Client Interview Sheet Lesson 2

Handout: Investment Vehicle Graphic Organizer Lesson 5

Name: Investment Type: Time Period:

% Return: Risk Level:

Handout: Financial Plan Template Lesson 7

Financial Advisor Name: Client Name: Goal(s): Budget: Based on the client’s budget, how much does s/he have to invest towards their goal? Investment Strategy Recommendations: Option 1: Investment vehicle: For how long: Rationale: Option 2: Investment vehicle: For how long: Rationale: Option 3: Investment vehicle: For how long: Rationale:

Invest Like a Millionaire With Fidelity Investments

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Transcript of Invest Like a Millionaire With Fidelity Investments