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Focus Reading Strategy: Compare & Contrast Focus Writing Strategy: Personal Narrative Essential Question: Compare and contrast the schemes of Ponzi and Madoff. Workshop 8: Crash! (Day 4-5)

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R-Book: Pages 202-205, Too Good to Be True? Other resources: AVID article summary writing frame Daily Paragraph Writing Prompt: Summarize the article, Too Good to Be True? Workshop 8: Crash! (Day 4-5)

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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

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Objectives: Practice comparing and contrasting ideas in a magazine article. Practice comparing and contrasting ideas in a magazine article. Practice using compare-and-contrast signal words. Practice using compare-and-contrast signal words. Use text marking to identify comparisons and contrasts. Use text marking to identify comparisons and contrasts. Workshop 8: Crash! (Day 2)

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Read the title, photo and caption of the article on pages 202-204. Work in pairs to generate how, what, or why questions that you expect the text to answer. Write them on a piece of paper. How did Ponzi and Madoff cheat people?

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Read along silently as I read the article aloud. After I finish reading, be prepared to tell what the text is mainly about. This article tells about the history and impact of two Ponzi schemes, one by Charles Ponzi and one by Bernard Madoff. Return to you pair partner, reread the article and write the answers to the questions you generated before.

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Rules or standards for judging right and wrong My parents try to teach me good ethics by asking me to always think about how my actions affect others. Synonyms (same): morality, decency, conscience Antonyms (opposite): corruption, dishonesty, dishonor

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Crime, usually theft, by a professional or office worker Madoffs Ponzi scheme was a multi- billion dollar white-collar crime.

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Well-known for being bad or evil The Joker is an infamous criminal. Synonyms (same): shameful, disgraceful, heinous Antonyms (opposite): good, kind, wonderful

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How can parents teach their children to have good ethics? How would someone with good ethics behave? Is it ever okay for proprietors to be dishonest about their businesses? Why or why not? What are some different types of white-collar crime?

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If you lost a lot of money in a Ponzi scheme, what would you do? What should someone do if a money-making deal seems too good to be true? What would you say to someone who lost all of his or her money in a Ponzi scheme?

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1. Circle the detail in the introduction about the Falks discovery that things were different from what they had thought. In 2008, the Falks discovered that their entire life savings had vanished almost overnight. 2. How was Ponzis life during his scheme different from his life after his scheme was revealed? During his scheme, Ponzi lived a life of luxury. After the scheme was revealed, he went to prison and died in poverty.

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3. Underline: What made Bernard Madoffs scam different from all other Ponzi schemes? It was the biggest Ponzi scheme ever, lasting over 30 years.

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Too Good to Be True?, continued

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Focus Reading Strategy: Compare & Contrast Focus Writing Strategy: Personal Narrative Essential Question: Compare and contrast the schemes of Ponzi and Madoff. Workshop 8: Crash! (Day 4-5)

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R-Book: Pages 202-205, Too Good to Be True? Other resources: AVID article summary writing frame Daily Paragraph Writing Prompt: Summarize the article, Too Good to Be True? Workshop 8: Crash! (Day 4-5)

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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

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Objectives: Practice comparing and contrasting ideas in a magazine article. Practice comparing and contrasting ideas in a magazine article. Practice using compare-and-contrast signal words. Practice using compare-and-contrast signal words. Use a graphic organizer to compare and contrast ideas. Use a graphic organizer to compare and contrast ideas. Workshop 8: Crash! (Day 4-5)

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Read the title, photo and caption of the article on pages 202-204. Work in pairs to generate how, what, or why questions that you expect the text to answer. Write them on a piece of paper. How did Ponzi and Madoff cheat people?

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Read along silently as I read the article aloud. Star: How did Madoff fool his clients into thinking he was making money for them?

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Parts of something larger, such as an organization Nurses represent the largest sector of the health care workforce. Synonyms (same): part, region, zone Antonyms (opposite): whole

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Expensive, fancy, luxurious Madoff lived a lavish lifestyle with money he stole from others. Synonyms (same): extravagant, lush, swanky Antonyms (opposite): moderate, reasonable, sparse

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What sector of the workforce are nurses a part of? Which sector of the United States do we live in? How did Madoff trick his clients? What would you have if you had a lavish lifestyle?

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What do you think could be done to protect people from Ponzi schemes? How did Madoffs multibillion-dollar Ponzi scheme finally end?

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DIFFERENT DIFFERENT 1. exposed in 1920. 2. lasted for less than a year 3. exposed by reporters 4. millions of dollars lost 5. affected individual investors DIFFERENT DIFFERENT 1. Exposed in 2008 2. lasted 30 years 3. confessed to scheme himself 4. Billions of dollars Lost 5. Affected individuals, companies, and charities SAME 1.Many people lost life savings in both schemes. 2.Both scammers sent false reports to make investors think they were earning huge profits. 3.Both Ponzi schemers went to prison. 4.Both Ponzi schemers used money from the scams to live in luxury. PonziPonzi MadoffMadoff

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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.

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