1. Focus Reading Strategy: Compare & Contrast Focus Writing Strategy: Personal Narrative Essential Question: Compare and contrast the situations of Henry and Evelyn. Workshop 8: Crash! (Day 2)

2. R-Book: Pages 200-201, “Money Problems: Is Anybody Listening?” Other resources: AVID article summary writing frame Daily Paragraph Writing Prompt: Summarize the article, “Money Problems: Is Anybody Listening.” Workshop 8: Crash! (Day 2)

3. Standards: RI.9-10.1 (LAFS.910.RI.1.1): RI.9-10.1 (LAFS.910.RI.1.1): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts RI.9-10.2 (LAFS.910.RI.1.2): RI.9-10.2 (LAFS.910.RI.1.2): Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts RI.9-10.4 (LAFS.910.RI.2.4): RI.9-10.4 (LAFS.910.RI.2.4): Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning W.9-10.9 (LAFS.910.W.3.9): W.9-10.9 (LAFS.910.W.3.9): Draw evidence from literary or informational texts to support analysis, reflection, and research. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning W.9-10.10 (LAFS.910.W.4.10): W.9-10.10 (LAFS.910.W.4.10): Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

4. Objectives: Identify the steps used to compare and contrast. Identify the steps used to compare and contrast. Compare and contrast ideas in a news article. Compare and contrast ideas in a news article. Use a graphic organizer to organize similarities and differences. Use a graphic organizer to organize similarities and differences. Write a one-paragraph summary of the article. Write a one-paragraph summary of the article. Workshop 8: Crash! (Day 2)

5. Read the title, photo and caption of the article on page 200. How did Evelyn Aguilar react after her family lost their home? Work in pairs to generate how, what, or why questions that you expect the text to answer. Write them on a piece of paper.

6. Read along silently as I read the article aloud. After I finish reading, be prepared to tell what the text is mainly about. This news article is about two teens who are affected by money problems. Return to you pair partner, reread the article and write the answers to the questions you generated before.

7. To admit or accept that a situation exists Lionel refuses to acknowledge that he made a mistake, though he is clearly wrong. Synonyms (same): recognize Antonyms (opposite): deny, dispute

8. A time of slow economic activity Many people lost their jobs and their homes during the recession. Synonyms (same): collapse, decline, depression Antonyms (opposite): rise, success

9. Why might someone not acknowledge making a mistake? Why do you like to have people acknowledge your feelings? How did the Kases improve their finances? When was the last recession?

10. Evelyn revealed personal information in the video. Would you reveal personal information in a public setting? Why or why not? Why might it help someone going through financial troubles to hear that other people have similar problems?

11. DIFFERENT DIFFERENT 1. Kase’s family almost lost their home. 2. Kase’s family got help from a local nonprofit organization. 3. Kase’s family worked out a payment plan for their bills and got back on track financially. DIFFERENT DIFFERENT 1. Aguilar’s family lost their home. 2. Aguilar and her class made a video about money troubles. 3. President Obama saw Aguilar’s class’s video about money problems, and met with the class to discuss it. SAME 1.Both teens know firsthand what it’s like to be affected by a recession. 2.Both have parents who lost jobs in 2008 after a recession hit the United States. HenryHenry EvelynEvelyn

13. Using the AVID template from AVID Critical Reading: Deep Reading Strategies for Expository Texts, we will write an academic summary of the article, “Rocking for a Cause.”

14. Too Good to Be True?