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DAY 1
OBJECTIVES
Build vocabulary by finding words related to the lesson concept.
Target Skill Listen for the story's plot and theme.
Concept Vocabulary
encountered met someone or something unexpectedly
fascinated held a great interest in
guilty knowing or showing that you have done something wrong
Monitor Progress
SUCCESS PREDICTOR
then… review the lesson concept. Place the words on the web and provide additional words for practice, such as sadness
and forbidden.
If… students are unable to place words on the web,
Check Vocabulary
Whole Group
Introduce and discuss the Question of the Week. Then
use pp. 354l–356b.
Group Time
Reading
Differentiated Instruction
Read this week's Leveled Readers. See pp. 354f–354g for the small group lesson plan.
Whole Group
Use p. 379a.
Language Arts
Use pp. 379e–379h and
379k–379m.
DAY 1
Grouping Options
Set Purpose
Read the title aloud and have students set their own purposes for reading.
Creative Response
Encourage students to work with a partner to write a script for the next night at Julian's house. Have students decide whether or not Julian will stop time again and the adventures he will have if he does. Invite students to present their script to the class. Drama
ELL
Build Background Before students listen to the Read Aloud, show them a picture of a clock with a pendulum. Discuss how it works.
Access Content Before reading, share this summary: A young child, Julian, stops time so that he will not have to obey his mother and go to bed at 7:30. Julian learns that even though he's awake, it isn't fun to be alone.
Homework Send home this week's Family Times newsletter.
School + Home
Vocabulary: SUCCESS PREDICTOR
Build Concepts
FLUENCY
MODEL ACCURACY, APPROPRIATE PACE/RATE, AND EXPRESSION As you read
“The Boy Who Stopped Time,” model reading accurately, at an appropriate
pace, and with expression. You can read the mother’s voice in paragraph 2 in a
stern manner. Model regular speech when reading dialogue. Emphasize pauses
indicated by punctuation such as commas and ellipsis.
LISTENING COMPREHENSION
After reading “The Boy Who Stopped Time,” use the following questions to
assess listening comprehension.
  1. What problem does Julian have at the beginning of the story?
    (He has to go to bed every night at 7:30.) Plot and Theme
  2. What is the big idea of the story? (It is better to obey the rules
    than to be alone.)
    Plot and Theme
BUILD CONCEPT VOCABULARY
Start a web to build concepts and vocabulary related to this week’s lesson and
the unit theme.
  • Draw a Too Much Freedom Web.
  • Read the sentence with the word encountered again. Ask students to
    pronounce encountered and discuss its meaning.
  • Place encountered in an oval attached to Dangers. Explain that encountered
    is related to this concept. Read the sentences in which fascinated and guilty
    appear. Have students pronounce the words, place them on the web, and
    provide reasons.
  • Brainstorm additional words and categories for the web. Keep the web on
    display and add words throughout the week.
Concept Vocabulary Web
   No matter how much fun he was having, every night at 7:30, when the clock on the living room wall went ding-dong, Julian had to go to bed.
   One summer evening, just before bedtime, Julian asked his mom if he could stay up late to watch a special TV show. "No, Julian," she said. "You need your rest more than you need that show. When the big hand gets to the six, it's off to bed with you." She left the living room to tuck in his little sister, AnnaRose.
   Julian watched the clock's pendulum swing back and forth until the big hand slid past the five. Then he went to the window. Outside, his father was piling stones in the yard. And from his sister's bedroom he heard his mother begin a lullaby. Julian suddenly had a wonderful idea. He pushed a chair beneath the clock, then climbed up and opened the clock's face. He took a deep breath . . . and stopped the pendulum. A strange hush fell over the house.
   He tiptoed down the hall to his sister's room. There in the shadows was his mom, leaning over AnnaRose's crib. Her mouth was open as if she were singing, and AnnaRose was smiling up at her. Everything looked perfectly normal, except his mom and his sister were both as still and quiet as statues. Julian backed out of the room, amazed at what he had done, and ran outside.
   He found his dad with arms outstretched by the rock pile, his eyes fixed on a big rock he had just thrown. Julian called to him but got no reply. Looking at his dad made Julian feel guilty. He had not intended to have everything stop, only the clock. Maybe he should start the clock again, even though he would have to go to bed.
   But on the way back to the house he thought of not having to go to bed. The more he thought about it the better he liked the idea. If he didn't start the clock he never had to go to bed again. So . . . instead of going inside he walked slowly around the house, fascinated by the eerie stillness.
   Down by the creek that edged their land, he encountered a magnificent buck deer. It was twice his height, with a huge rack of antlers. Julian had to use a stepladder from the shed to reach its back. Up there he felt like the king of all he saw, and he wished he could make the deer move from the creek and race over the countryside. He looked at his house and his father by the stone pile. He could still go anywhere and do anything he wanted. He decided to take his bike up the driveway to the main road, where he was strictly forbidden to go.
   Before leaving, he stopped at the house, gave his mom a secret kiss good-bye, and took some cookies for the trip. He pedaled fearlessly out onto the main road and didn't stop until he was almost a mile away, at the first intersection. He had never been this far on his own before. Julian stopped at the library. It was still
continued on TR1
by Anthony Tabor
The Boy Who Stopped Time
Read ALOUD