LESSON 23 TEACHER’S GUIDE After the Crash

Number of Words: 2,952

L E S S O N 2 3 T E A C H E R ’ S G U I D E

After the Crashby Dennis Brown

Fountas-Pinnell Level WHistorical FictionSelection SummaryThe economy and Western drought of the 1930s transformed the lives of ordinary Americans—like Maria’s family, who are forced to relocate to her grandmother’s apartment when her father’s farm and home is forced into foreclosure. How will Maria adjust to the new circumstances?

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Characteristics of the Text Genre • Historical fi ction

Text Structure • Third-person narrative, organized into eleven chapters following a brief introduction Content • Adjusting to economic and social change as a pre-adolescent

• Plot detailed with economic and climatic circumstances of the 1930s• Public speaking

Themes and Ideas • Personal sacrifi ces are sometimes necessary for one’s family.• Diffi cult choices are a reality for families living in poverty.• Even under diffi cult circumstances, people can fi nd reasons for gratitude.

Language and Literary Features

• Some fi gurative language • Flashbacks shift narrative from past to present• Inspirational ending, provided by Maria’s speech• Some idiomatic language

Sentence Complexity • Serial commas, italics• Mostly complex sentences • Many cases of dialogue, some split dialogue

Vocabulary • Terms related to economic strife, such as defaulted, foreclosed, settle, debts, savingsWords • Multisyllable words throughout story: exasperated, scornfully

Illustrations • Cartoon-like illustrations Book and Print Features • Seventeen pages of dense text, with illustrations on many pages

• Easy-to-read chapter heads© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

confronting – facing and challenging something, p. 17

contempt – disrespect and strong dislike, p. 7

exasperated – greatly annoyed or out of patience p. 3

implored – desperately asked or

begged, p. 5intently – do something with

concentration and attention to detail, p. 2

occupying – remain and have control, p. 2

scornfully – unworthy or

contemptible, p. 8strident – unpleasantly loud and

harsh, p. 11subsided – became less intense,

p. 9warily – cautiously and

watchfully, p. 11

After the Crash by Dennis Brown

Build BackgroundHelp students use their knowledge of the Great Depression, loss of jobs, and relocation to visualize the story. Build interest by asking a question such as the following: What kinds of sacrifi ces did families have to make during the Great Depression? Read the title and author and talk about the cover illustration. Tell students that this story is historical fi ction. Its characters and events are set in a real period in history, the Depression of the 1930s.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 2–3: Explain that this story is about a fi ctional character, Maria, whose family is forced to relocate due to a drought and the effects of the Great Depression. Have students notice the Introduction and the header (A New Life) and look at the illustration on page 3. Suggested Language: The text on page 2 says that Maria’s brother, Jasper, is listening intently to an adult conversation about jobs and the Depression. How do you act when you do something intently? The text on page 3 compares and contrasts Maria’s life before and after her family had to move. Jasper is exasperated with Maria for not being aware of her father’s business problems. How do you feel when you are exasperated?

Page 5: Explain that this section jumps forward two months in time. Notice the header (Harsh Reality). The text says that the bank took Papa’s business because he could not repay loans, and the family moved to her Abuelita’s, grandma’s, apartment. Ask: Why might the family have had to move out of their home?

Pages 6–7: Have students look at the illustration. The text on page 7 says that Papa told Maria to help Abuelita by taking her basket. Have students read the last sentence on page 7: Maria stopped talking, but she cringed when she thought of the contempt her old friends would feel for her and her family at the sight of Mama scrubbing their fl oors. Ask: How do people treat a person they feel contempt for?

Page 8: Direct students to the phrase manual labor in the fi rst paragraph. Ask: What is manual labor? What kinds of jobs involve manual labor?

Now turn back to the beginning of the selection and read to fi nd out how Maria and her family will handle adapting to their new circumstances.

2 Lesson 23: After the CrashGrade 6© Houghton Mifflin Harcourt Publishing Company


ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Analyze/Evaluate Strategy and to think carefully about the text and form opinions about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Did you think the characters and setting of this story were appropriate for the historical subject? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Maria’s family is forced to relocate after her father’s business goes into foreclosure.

• Many adjustments are required of the family when they move in with Abuelita.

• Maria discovers ways to appreciate her family and their circumstances and share this in a school assembly.

• Adjusting to poverty can have a series of effects on a family.

• Sometimes having something negative occur in one’s life will create a new, more positive outlook.

• Sharing a positive message can inspire the speaker as well as the audience.

• Dialogue moves action of the text along and makes the story seem realistic.

• The author uses vivid description to help readers connect with the circumstances Maria’s family confronts.

• The illustrations provide helpful information.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a scene from the story to demonstrate phrased

fl uent reading. Remind them to shift their tone and stress when reading different characters’ dialogue.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that some words contain Greek roots. For example, academic (p. 9) is related to the word academy, which is derived from the Greek word akademeia, meaning “gymnasium.”



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 23.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillCause and Effect

Target Comprehension Skill Tell students to determine how events are related, and

how one event causes another. Remind students that they should look for signal words that indicate cause and effect in the text as they read. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below.

Think Aloud

There are several effects that result from Maria’s father losing his business. At the top of page 8, her father announces that he has been hired as a construction laborer. He describes himself as doing manual labor now. That signal word indicates a change. Add this detail as an effect.

Practice the SkillEncourage students to share their examples of another book that uses Cause and Effect to discuss characters who must adjust to a circumstance that changes their lives.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• In paragraph 2 on page 4, the sentence “Papa, who was so tall and dignifi ed, looked

shrunken in his suit” means that Papa felt ________________________________.

• What is the meaning of occupying on page 2?

• The reader can predict at the end of the book that Maria will probably

__________________________________________________________________.



Critical ThinkingRead and answer the questions.

1. Think within the text What causes Maria’s family to move in with her

grandmother?

2. Think within the text Why is Maria able to purchase brand new work

boots for her father?

3. Think beyond the text Identify two or more effects of the Great

Depression on Maria’s life.

4. Think about the text How was Maria’s life changed by the Great

Depression?

Making Connections What other books have you read that explore the effects of situations such as the Great Depression or other hardships on human beings? Compare one of these books to After the Crash.

Write your answer in your Reader’s Notebook.

Name Date

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 23B L A C K L I N E M A S T E R 2 3 . 8

After the CrashCritical Thinking

10 Grade 6, Unit 5: Taking Charge of Change

Her family loses their company and their home to the bank.

She sells her pearl ring.

Maria was embarrassed by accepting help from the government.

Maria learned a very valuable lesson about the importance of

family.

Before the Great Depression, Maria seems to have been a spoiled

girl who looked at poor people unkindly. After the Depression, she

seems more compassionate.

Possible responses shown.

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First Pass

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind them that Maria’s family has to adjust to many changes during the Great Depression.

Idioms The story includes many idioms, such as efforts paid off (p. 9), bursting to tell (p. 9), and mind kept wandering (p. 13). Guide students as needed to understand these references.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is this story about?

Speaker 2: Maria and her family

Speaker 1: Who must stop attending school?

Speaker 2: Maria’s brother, Jasper

Speaker 1: What is Maria’s gift to Papa?

Speaker 2: a new pair of leather boots

Speaker 1: Where does Maria’s family move?

Speaker 2: They move to her grandmother’s apartment.

Speaker 1: Where will Maria present her speech?

Speaker 2: Maria’s speech will be presented at the Thanksgiving assembly.

Speaker 1: Why is Maria so concerned about having a new dress for the speech?

Speaker 2: Maria does not want the entire school to know that her family is poor, and thinks she needs to wear something brand new.



Name Date

After the CrashThinking Beyond the Text

Think about the question below. Then write your answer in a dialogue.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Think about the end of the story: “Catching Maria’s eye, Papa winked and saluted her before he turned to go back to work.” Imagine that Maria and Papa have a conversation later about the assembly. What might they say to each other? Write your response as a dialogue between the two characters, talking about the problems, events, and feelings described in the story.


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Critical ThinkingRead and answer the questions.

1. Think within the text What causes Maria’s family to move in with her

grandmother?

2. Think within the text Why is Maria able to purchase brand new work

boots for her father?

3. Think beyond the text Identify two or more effects of the Great

Depression on Maria’s life.

4. Think about the text How was Maria’s life changed by the Great

Depression?

Making Connections What other books have you read that explore the effects of situations such as the Great Depression or other hardships on human beings? Compare one of these books to After the Crash.

Write your answer in your Reader’s Notebook.

Name Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 8

After the CrashCritical Thinking



1414521

Student Date Lesson 23

B L A C K L I N E M A S T E R 2 3 . 1 2

After the CrashRunning Record Form

After the Crash • LEVEL W

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

7 That night, Maria tried extra hard to be helpful. She served

everyone else tortillas and beans before sitting to eat herself.

Jasper could barely lift his fork to his mouth because he was

so tired. He was working two jobs to help bring in money for

the family. Maria knew her parents were worried that he might

not want to go back to school when it started in two weeks.

That is why her mother had taken on cleaning jobs earlier in

the summer.

Comments: Accuracy Rate (# words read

correctly/84 × 100)

%

Total Self- Corrections


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LESSON 23 TEACHER’S GUIDE After the Crash

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