| Seventh Ped Grade Essential Question What do internal and external conflicts look like in a story? How do people overcome conflict?‘what is the most. exattng or tense moment gp shat ae the man events ih the story? Wret ors to reach || the story? complications make tt dfficut for cheract ther goals? What loose ends of the ted up? Sais ‘Who are the characters? What. moter? +3? hat the settng? What Incent sets the st. tory in“Seventh Grade” by Gary Soto On the first day of school, Victor stood in line half an hour before he came to @ wobbly card table. He was handed a packet of papers and a computer card on which he listed his one elective!, French, He already spoke Spanish and English, but he thought some day he might travel to France, where it was cool; not like Fresno, where summer days reached 110 degrees in the shade. There were rivers in France, and huge churches, and fair-skinned people everywhere, the way there were brown people all around Victor Besides, Teresa, a git] he had liked since they were in catechism classes at Saint Theresa's, was taking French, too, With any luck they would be in the same class. Teresa is going to be my girl this year, he promised himself as he left the gym full of students in their new fall clothes. She was cute. And good in math, too, Victor thought as he walked down the hall to his homeroom. He ran into his friend, Michael Torres, by the water fountain that never turned off. They shook hands, raza-style, and jerked their heads at one another in a saludo de vato*. “How come you're making a face?” asked Victor. “] ain't making a face, ese’. This is my face.” Michael said his face had changed during the summer. He had read a GQ magazine that his older brother had borrowed from the Book Mobile and noticed that the male models all had the same look on their faces. They would stand, one arm around a beautiful woman, and scow!, They would sit at the pool, their rippled stomachs dark ie shadow, and scow/. They would sit at dinner tables, cool drinks in their hands, and scowl. “T think it works,” Michael said. He scowled and let his upper lip quiver. His teeth showed along with the ferocity of his soul. “Belinda Reyes walked by a while ago and looked at me,” he said. Victor didn’t say anything, though he thought his friend looked pretty strange. They talked about recent movies, baseball, their parents, and the horrors of picking grapes in order to buy their fall clothes. Picking grapes was like living in Siberia’, except hot and more boring. “What classes are you taking?” Michael said, scowling. “French. How ‘bout you?” “Spanish. I ain’t so good at it, even if 'm Me: “['m not either, but I’m better at it than math, that’s for sure.” ‘A tinny, three-beat bell propelled students to their homerooms. The two friends socked each other in the arm and went their ways, Victor thinking, man, that’s weird. Michael thinks making a face makes him handsome. (On the way to his homeroom, Victor tried a scowl. He felt foolish, until out of the comer of his eye he saw a girl looking at him. Umm, he thought, maybe it does work. He scowled with greater conviction Tn the homeroom, roll was taken, emergency cards were passed out, and they were given a bulletin to take home to their parents. The principal, Mr. Belton, spoke over the crackling. Joudspeaker, welcoming the students to a new year, new experiences, and new friendships. The students squirmed in their chairs and ignored him, they were anxious to go to first period. Victor sat calmly, thinking of Teresa, who sat two rows away, reading a paperback novel. This would "elective (n.) - optional course or subject 2 paza-style.. saludo de vato - Spanish gestures of greeting between friends > ese - Spanish word for “man” 4 Sibera - region in northern Asia known for its harsh winters * conviction (n.) - beliefbe his tuck year She wis in ls homeroom, and would probably bein iis End TRA 9 his lucky year. She classes. And, of course, French. herded noisily through the door. Only Teregy The bell rang for first period, and the sats 1 lingered, talking with the homeroom teacher: ed the teacher. “She Would know aby “So you think I should talk to Mrs. Gaines?” she ask out ballet?” 4 added, “Or the gym teacher, Mrs, Garza.» = Stetuoall apes ee ee ei ats desk, He wanted to leave when she Victor lingered, keeping his head down and st aa did so he could bump into her and say erie sve, he stood up and hurried tothe door, He watched her on the sly. As aes a said, “ffi, Victor.” Where he managed to catch her eye. She smiled and said, "19, SIO He smiled back and said, “Yeah, that’s me: pie eke uM sie “Hi, Teresa,” or "How was your summer?” or somet ‘3 . aft As Teresa walked down the hall, Victor walked the other a oe i] ‘gracefully she walked, one foot in front of aged So much for being. she thought. As he trudged to English, he practiced scowling. In English they reviewed the parts of speech. Mr. Lucas, a portly man, waddled down the aisle, asking, “What is a noun?” » “A person, place, or thing,” said the class in unison. 2 note “Yes, now somebody give mean example of a person--you, Victor Rodriguez. "Teresa,” Victor said automatically. Some of the girls giggled. They knew he had a crush on Teresa. He felt himself blushing again. 5 : “Correct,” Mr. Lucas said. “Now provide me with a place.” z Mr. Lucas called on a freckled kid who answered, “Teresa’s house with a kitchen full of big brothers.” After English, Victor had math, his weakest subject. He sat in the back by the window, hoping that he would not be called on. Victor understood most of the problems, but some of the stuff looked like the teacher made it up as she went along. It was confusing, like the inside of a watch, After math he had a fifteen-minute break, then social studies, and finally lunch. He bought a tuna casserole with buttered rolls, some fruit cocktail, and milk. He sat with Michael, who practiced scowling between bites. Girls walked by and looked at him, “See what I mean, Vic?” Michael scowled, “They love it.” “Yeah, I guess so.” They ate slowly, Victor scanning the horizon for a must have brought lunch, he thought ands eating ouside, Victor seraped his plate and left Michael, who was busy scowling ata girl two tables away, The small, triangle-shaped campus bustled with students talk A : ak ing about lasses. Everyone was in sunny mood, Victor huried tothe bag lunch ac, vbecheae aa opened his math book: He moved hislips asthe were reading, but ener fe else. He raised his eyes slowly and looked around. No Tene” ae He lowered his eyes, pretending to study, then looked ; , slow! Fane Se ee er aula te math prea thie ones naa would have to do them eventually. He looked atthe right, Slillue dk eee lazily in anatempt o disguise his snooping sign of her. He streiched out Then he saw her. She was sitting with « Ne sirlfriend und. x near her and daydreamed about taking her toa mare Wiese era "Teco looked - glimpse of Teresa. He didn’t see her. Sheand their eyes met. She smiled sweetly and gathered her books. Her next class was French, same as Victor's. They were among the last students to arrive in class, so all the good desks in the back had already been taken. Victor was forced to sit near the front, a few desks away from Teresa, while Mr. Bueller wrote French words on the chalkboard. The bell rang, and Mr. Bueller wiped his hands, turned to the class, and said, “Bonjour.”® “Bonjour,” braved a few students. “Bonjour,” Victor whispered. He wondered if Teresa heard him. Mr. Bueller said that if the students studied hard, at the end of the year they could go to France and be understood by the populace. ‘One kid raised his hand and asked, “What’s ‘populace’ “The people, the people of France.” Mr. Bueller asked if anyone knew French. Victor raised his hand, wanting to impress Teresa. The teacher beamed and said, “Trés bien. Parlez-vous francais?” Victor didn’t know what to say. The teacher wet his lips and asked something else in French. The room grew silent. Victor felt all eyes staring at him. He tried to bluff his way out by making noises that sounded French. “La me vave me con le grandma,” he said uncertainly. Mr. Bueller, wrinkling his face in curiosity, asked him to speak up. . Great rosebushes of red bloomed on Victor’s cheeks. A river of nervous sweat ran down his palms. He felt awful. Teresa sat a few desks away, no doubt thinking he was a fool. Without looking at Mr. Bueller, Victor mumbled, ‘Frenchie oh wewe gee in September.” Mr. Bueller asked Victor to repeat what he said. “Frenchie oh wewe gee in September," Victor repeated. Mr. Bueller understood that the boy didn’t know French and turned away. He walked to the blackboard and pointed to the words on the board with his steel-edged ruler. “Le bateau,” he sang. “Le bateau,” the students repeated. “Le bateau est sur l'eau.” he sang. “Le bateau est sur l'eau.” Victor was too weak from failure to join the class. He stared at the board and wished he had taken Spanish, not French. Better yet, he wished he could start his life over. He had never been so embarrassed. He bit his thumb until he tore off a sliver of skin. The bell sounded for fifth period, and Victor shot out of the room, avoiding the stares of the other kids, but had to return for his math book. He looked sheepishly” at the teacher, who was erasing the board, then widened his eyes in terror at Teresa who stood in front of him. “I didn’t know you knew French,”she said. “That was good.” Mr. Bueller looked at Victor, and Victor looked back. Oh please, don’t say anything, Victor pleaded with his eyes. I’ll wash your car, mow your lawn, walk your dog--anything! I'll be your best student, and I’ll clean your erasers after school. Mr. Bueller shuffled through the papers on his desk, He smiled and hummed as he sat down to work. He remembered his college years when he dated a girlfriend in borrowed cars. She © Bonjour — French for “Hello”; “Good day” 2 Trés bien. Parlez-vous francais? —French for “Very well. Do you speak French?” * Le bateau est sur l'eau ~ French for “The boat is on the water.” ® Sheepishly (adv.) ~ in a shy or embarrassed wayferent thought he was rich because each time ne picked her WP he had a different car. It head spent al his money o8 Ber 2 area aig th Victor couldn’t stand to look at Tere :. 1 few things from movies and books ks and stuff like that.’ They let the class 0 sked him ithe would help her with her French. “Sure, anytime,” Vietor said. “[ won't be bothering you, will I?” “Oh no, [like being bothered. Z “Bonjour.” Teresa said, leaving him outside her next ¢ hair from her face. “Yeah, right, bonjour,” Vietor said. He cays aa headed to shame on his face became bouquets of love isa good guy.the lines Inside the figure and the externdl conflict(s) on the lines outside the Figure- Internal anq External Conflict DIRECTIONS: Think about the main character Victor, Record the internal conflict(s) Victor Faces On fiFToDu uuu “suet Ode by G0 Sold. Dyes: AW Tt tlw ques 00 mu “Sen aking French class? > 1. What is Victor’s motivation for t 2, What do we learn about Victor's background in the exposition of the story? 3, What does Victor do in an attempt to impress Teresa in French class? 4, Summarize the resolution of the story. 5. How would you ct - you characterize Mr. Bueller? Use details from the story to support your answet ————fee I. Citing Text Evidence - Literal Comprehension Use the ACE method to answer each question. See the example below, Describe Michael’ S plan for getting girls to notice him. What did Victor think about the plan? ‘Answer: Michael thinks that he can impress girls by scowing Ike male models do in magazines. Victor was curious when he noticed Michael's Face. Cite: Victor asked Michael why he was making that Face, and Michael explained that he had read a G@ magazine and that's what all of the male models did in photos. Explain: The scowl must have been much different from the usual expression Michael held because Victor noticed tt right away and asked about tt 1, Why does Victor want to take French? Answer: Cite: Explain: 2. Did Victor and Michael have an easy summer? Why or why not? Answer: Cite: Explain: 3. Why did Victor and Michael think that scowling at girls was actually working? Was it? Answer: Cite: Explain.IL. Citing Text Evidence - Story Analysis Use the ACE method to answer each question. See the example below. 7. Do you think that Teresa might have had a crush on Answer: Cite: Explain 5, Why did Victor sprint to the library at the end of the story? Answer: Cite: Explain 6.Do you think Mr. Bueller is a good teacher? Why or why not? Answer: Cite: Explain:The first time | walked Bir twas twelve, Cold, and weighted down Diane oranges in my jacket. december. Frost cracking Beneath my steps, my breath Before me, then gone As Lwalked toward Her house, the one whose Porch light burned yellow ‘Night and day, in any weather. dog barked at me, until She came out puling At her gloves, face bright With rouge. smiled, Touched her shoulder, and led Her down the street, across ‘Aused car lot and OF newly planted tres, Until we were breathing Before a drugstore. We Entered, the tiny bell Bringing a salestady Down a narrow aisle of goods, Uturned to the candies Tiered lke bleachers, ‘And asked what she wanted— Lightin her eyes, a smile Starting atthe corners Of her mouth. fingered Anickelin my pocket, ‘And when she lifted a chocolate That costa dime, I didn't say anything. took the nickel from My pocket, then an orange, ‘And set them quietly on ‘The counter. When looked up, ‘The lady's eyes met mine, And held them, knowing Very well what it was al About. Outside A few cars hissing past, Fog hanging lke old Coats between the trees. 1 took my git’s hand Jn mine for two blocks, Then released itto let Her unwrap the chocolate. I peeled my orange That was so bright 2g The gray of December That, from a distance, Someone might have thought | was making a fire in my hands.a “Oranges” poetty Analysis: 1 read the poem for te fist time. pond Wl: Anse these questions after yo 4, Describe the narrator. _ = ee 9, _ Describe the setting 3, Summarize the poem in renin, i Read #2: Read the poem again. Find twoo examples of simile and write them in the spaces provide Then, name the too things that are being compared i each simile 2d below, 6. Simile #2: 4,Simile #1: 5, What two things are being compared? 7. What two things are being compared? Read #3: The author uses imagery throughout the ise Nene aaa e apne ‘poem to appeal to your senses. Find examples from the txt 8, Sense of Hearin, 9. Sense of Feeling 10. Near the end of the ; Poem, does the cashier understand about the narrator's situation? ituation?a compare and Contrast; “Seventh Grade & “Oranges” How is Vieto like the narrator in “Oranges”? 2. How is Viciors relationship with a gil atthe beginning of “Seventh Grade” diferent from the narrator's relationship with a gir at the beginning of “Oranges”? 3. How are Mr. Bueller's actions like the actions of the drugstore cashier? 4. Inwhich selection did you feel more of a connection with the main character? Why?“A TUM FOAL LON OCAL OCA Ni] “seventh Gide: DU Gary Sup cs ea ao cho oS tip gs cdl Sut? WA WP M0