1 It’s probably important to explain that Atticus really is my best friend, although sometimes it can be difficult to tell, particularly when we are locked in some colossal, overblown competition.
2 It would be the understatement of the millennium to say that we are feeling competitive this morning as we arrive at school. The whole crew strolls in at roughly the same time – Carson, Atticus, and me, piling into our regular booth in the cafeteria to wait for classes to start.
3 “Today’s the big day, Saul. Are you ready to see my name in lights?” Atticus chuckles, patting my shoulder just a bit more vigorously than necessary. “You remember when Mr. French said, ‘There are no small parts, only small actors?’ “ I nod and he continues, “Well, all I can say is I better not get a small part in this play.” I roll my eyes and Carson laughs, which surprises me. He’s usually so quiet. Then Carson’s face morphs into a look of dogged determination. Curious, I think, before turning my attention back to Atticus.
4 “Sure thing, Atticus,” I say. “We’ll just see whose name is on the board.”
5 Atticus and I, as well as most of our friends, auditioned last week for parts in the high school production of the musical Oliver! Spoiler alert! It’s a play about a boy in England who is thrown out of a workhouse, experiences misadventures, and eventually finds a wonderful home.
6 Since the production will be at the high school, Ms. Lopez, the high school director, came to our middle school to hold auditions for the kids’ parts. Most of the younger roles are just parts in the chorus. They sing in group scenes, but they don’t have many lines. All the adult parts will be played by high school students.
7 There are a few parts with lines for younger kids. One interesting character, the Artful Dodger, would be fun to play, but the part that we all have our eyes on is the lead, Oliver.
8 “Come on, man. You know I always get the best parts. Remember?” Atticus stands up and lifts his arms in front of his head, chomping down like a giant pair of jaws.
9 “Seriously, The Carnivore Waltz? That was second grade, Atticus,” I respond, as that day comes flooding back to me.
10 Do I remember? Of course I remember. Atticus and I had bolted to the cafeteria after recess, excited to audition for our first-ever class play. Our teacher told us that everyone would have a part, but we all wanted to be the mightiest dinosaur, Tyrannosaurus rex. We took turns performing our interpretation of a T. rex roar and showing off our best dinosaur moves. Atticus auditioned last, pushing his elbows into his shirt sleeves so that he had tiny front arms and stomping ferociously in circles. I wished I had thought of making my arms look shorter. When our teacher smiled at his interpretation, my heart dropped to my stomach. Clearly, Atticus was made to be front and center, playing the lead.
11 I jolt back to the present when I hear others around me laughing and cheering as Atticus revives his role from The Carnivore Waltz. He lumbers around the booths, growling at everyone while performing a ridiculous dance. Yes, yes, he had been the Tyrannosaurus rex, and I had been some herbivore whose name I can’t remember and could never pronounce correctly. That was a long time ago.
12 Atticus and I always seem to be in direct competition. Whether it was who got to be line leader in our third-grade class or who earned a solo in a school production, it was always Atticus and me, struggling to get the biggest part. The frustrating thing is that he usually gets it. It’s exasperating! Last year our drama class presented two theater productions, and he got the lead role in both. I get parts, but Atticus gets leads.
13 Maybe this time will be different. I feel like I was made for this part. It’s Oliver, the underdog, the kid who wants just a little bit more and ends up realizing his dreams. I have talent – I can sing and act as well as any kid, almost as well as Atticus.
14 Eventually, Atticus quits clowning around and sits down beside me. “You know I’m joking, right?” he says. “You would make a perfect Oliver, Saul. I’ll be happy if you get it.”
15 “Thanks, Atticus. You’re right, I would be perfect,” I say with a smirk. Then I add sincerely, “You would be great too.” After all the bantering, I am relieved that we can have this moment. Whatever happens, we will always be friends.
16 The bell rings, and a throng of students moves toward the door. We are jostling to get ahead, eager to see the page hanging on the wall outside the auditorium door, the page that will tell us who got which part.
17 Everyone crowds together, scanning the page. Carson gasps, and I glance at him and then back at the paper. There it is, in large pring at the top – Oliver: Carson V.
18 Atticus and I finally find our names at the very bottom of the page with our characters’ names written next to them: “Boy 3” and “Boy 4.” After a moment of shock, we both start laughing. Then we turn toward Carson, each of us trying to give him the first “congratulations!”
1. What characteristics of the story help the reader identify it as realistic fiction? Support your answer with evidence from the story.
2. Read this sentence from paragraph 15.
After all the bantering, I am relieved that we can have this moment.
What text evidence from the story best helps the reader understand the meaning of the word bantering?
A. "You know I’m joking, right?” (paragraph 14)
B. Atticus and I always seem to be in direct competition. (paragraph 12)
C. Most of the younger roles are just parts in the chorus. (paragraph 6)
D. “You know I always get the best parts.” (paragraph 8)
1. The story can be identified as realistic fiction because it has relatable characters, a clear setting, and a plot that could happen in real life. The characters are middle school students who audition for a play, which is something that many students experience. The setting is a school and a cafeteria, which is also relatable to most readers. The plot involves a competition between friends, which is a common theme in many middle school friendships.
2. The text evidence that best helps the reader understand the meaning of the word bantering is A. "You know I’m joking, right?” (paragraph 14). This shows that the characters were teasing and joking with each other, which is the definition of bantering. The other answer choices are not related to the meaning of the word bantering.
1. The characteristics of the story that help identify it as realistic fiction are the relatable and everyday situations that the characters experience, such as competing for parts in a school play, the interactions between friends, and the emotions they feel. The story also includes realistic dialogue and a setting that is familiar to many readers - a school cafeteria and an auditorium for school performances.
2. The text evidence from the story that best helps the reader understand the meaning of the word bantering is option A: "You know I’m joking, right?” (paragraph 14). This shows that bantering refers to the playful and teasing exchange of remarks between the characters, indicating that they were engaging in lighthearted banter or joking with each other.
1. The characteristics of the story that help identify it as realistic fiction include the setting in a middle school, the realistic dialogue and interactions between the characters, and the relatable theme of competition and friendship. The story portrays typical experiences and conflicts that middle school students can relate to, such as auditioning for a school play and hoping for a certain role. The descriptions and events are believable and reflect everyday life situations.
2. The text evidence from the story that best helps the reader understand the meaning of the word bantering is option A: "You know I’m joking, right?” (paragraph 14). In this sentence, Atticus mentions that he was joking, suggesting that the bantering referred to the playful and teasing back-and-forth exchange between Saul and Atticus. Bantering typically involves light-hearted teasing or joking between friends, as seen in this interaction.
1. To identify the story as realistic fiction, we can look at several characteristics. Firstly, the story is set in a familiar school setting, where the characters attend classes and participate in a school play. This provides a sense of realism as it mirrors experiences that readers may have had or can relate to. Additionally, the interactions between the characters, such as their competition for roles, their bantering, and their friendships, reflect realistic dynamics and emotions. The story also includes relatable events, like auditions for a school play and the anticipation of seeing the cast list. These elements collectively contribute to the identification of the story as realistic fiction.
2. The best text evidence from the story that helps the reader understand the meaning of the word "bantering" is found in paragraph 14, where Atticus says, "You know I’m joking, right?” This demonstrates that the bantering mentioned in paragraph 15 refers to the playful teasing or joking between Atticus and the narrator. It suggests that their previous exchange involved lighthearted banter or playful bantering.