Guiding Comprehension

If you are teaching the selection in two days, discuss the sequence of events so far and review the vocabulary.

Vocabulary
• Unknown Words

Reread the first paragraph on
p. 76. What does the word
fined mean?

Students may say: "paying money because you broke a rule or law." To locate the definition, students need to recognize fined as the past tense of to fine. Dictionaries often list several definitions of a word, and students need to select the appropriate definition by examining the context.

Sequence • Literal

Look at the third paragraph on p. 76. What happens after Alexander walks on his hands?

He tries to get the nickel that fell through the crack.

then… use the skill and strategy instruction on
p. 77.

If… students are unable to indicate the sequence of events,

Sequence

Whole Group Discuss the Question of the Day.

Group Time
Differentiated Instruction

Alexander Who Used
to Be Rich Last Sunday. See
pp. 64f–64g for the small
group lesson plan.

Reading

Language Arts
Use pp. 85e–85h, 85k–85m.

Whole Group Discuss the Reader Response questions on p. 82. Then use p. 85a.

Grouping Options

SKILLS
STRATEGIES IN CONTEXT

Sequence Visualize

TEACH

Read the first paragraph on p. 76 to students. Describe to students how they might visualize the events and characters. Demonstrate for students how this information can be used to help keep track of the sequence of events.

MODEL First Anthony says Alexander will be ninety-nine and still won't have enough for a walkie-talkie. I can imagine Alexander as a really old man. Then Nick says Alexander is too dumb to be let loose. I can imagine Alexander as a monkey in a zoo. Then Alexander's father fines his son for saying bad words. I can picture Alexander digging into his pocket and pulling out a nickel. So, if I think of an old man, a monkey, and Alexander digging for a nickel, I find that it is easier to keep track of the sequence of events.

PRACTICE AND ASSESS

Ask students to list the sequence of events on p. 77 based on a series of visualized images. To assess, make sure the images are accurate and evocative, and confirm that the images are used properly to present the sequence of events.

Humor

Continue discussing Alexander's phrase, "Last Sunday, when I used to be rich." Explain that exaggeration is used in this statement (and throughout the story) as a means of conveying humor. As students read, encourage them to identify and discuss the types of humor the author uses as she tells the story.

"Alexander, Who Used to Be Rich Last Sunday"
by Judith Viorst

Student Edition
Unit 1, pp. 68–81

Realistic fiction is a made-up story that could really happen. Do you know anyone like Alexander?

I'm Alexander and for some reason, I just can't hold on to money. The only things in my pockets are a few bus tokens. My brothers, Anthony and Nick, are the opposite. They always seem to have more money than they need. It is totally unfair that they can hold on to their money as my money disappears without a trace.

On Sunday, Grandma and Grandpa came to visit. They gave each of us a dollar. Well, I was rich, not rich enough to pay for college, of course. But I did have one whole dollar, and I had a plan. I planned on saving it because I wanted to buy a walkie-talkie.

As you know, plans do not always work out. Dad and I went downtown and I bought some bubble gum. That cost me fifteen cents, or three nickels. The clerk gave me three quarters and a dime in change.

Later I bet my brothers that I could do some amazing tricks like jumping from the top of the stairs without falling. Wrong! I even bet my Mom that she couldn't guess which hand held a marble. She guessed right, and now I was out another fifteen cents. I was down to 70 cents. That's just seven dimes.

Well, my brothers thought this was a good time to tease me. I had a few choice words to say to them, but I should not have said them. Dad fined me for those words, and I was out another ten cents. That was just my first fine of the day.

All day long, money slipped through my fingers. It cost me more than ten cents to borrow a snake from my friend Eddie. Then I went to a garage sale. Who could resist a one-eyed stuffed animal or a deck of cards with only two cards missing?

That's when I knew I had to put the rest of that dollar away or I would have nothing left to save. Oops! It was too late. My dollar had vanished. I looked everywhere for more money but found none. I guess it is just how my life is supposed to be. I will be spending it with nothing but bus tokens in my pockets though once I was rich.

From Alexander, Who Use to Be Rich Last Sunday. Text copyright © 1978 by Judith Viorst. Reprinted with permission of Atheneum Books for Young Readers, Simon & Schuster Children's Publishing Division. All rights reserved.



	Close
	Extend Language Ask students to close their books. Read aloud the first paragraph on p. 76. Pause each time you reach a word that may have multiple meanings: let, can, matter, and mean. Have students define each word in context. Then have volunteers suggest alternate meanings. Read the paragraph again. Pause when you read a word that can be a homophone for another word (I-eye, for-four, too-two, fined-find). Have students spell and define each word and its homophone.

"Alexander, Who Used to Be Rich Last Sunday" by Judith Viorst

"Alexander, Who Used to Be Rich Last Sunday"
by Judith Viorst