| In what ways are they different? When they return, ask them to think about what it would be like to have their entire house in a space the size of their bedrooms | After you have finished the story, have each student or group share the elements that they marked during the reading |
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| Write the conversation they would have if they met somewhere |
Elements that would be important to mention would include a shared poverty — and a shared history of theft because of that poverty.
| Why did you steal it? Have students draw and label diagrams of their own bedrooms, including size dimensions | How would your grandmother have responded to the mugging attempt? Successful answers will talk about how so much crime is motivated by desperation |
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| Fast-forward ten years in time | Then, ask the students what the boy and the woman have in common |
Have students read this story — either silently as you read aloud, or aloud to each other in small groups.
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