The speaker appreciates their peers’ honesty.

The speaker does not trust their peers’ words or actions.

The speaker is annoyed by having to wait on their peers.

The speaker dislikes the way their peers only sing sad songs.

The speaker appreciates their peers’ honesty.

The speaker does not trust their peers’ words or actions.

The speaker is annoyed by having to wait on their peers.

The speaker dislikes the way their peers only sing sad songs.

The speaker's tone is appreciative.

The speaker's tone is annoyed.

She thinks that if she was gone, the people around her would tell the truth.

It says in the text that they will sing sad songs.

“why do I have to be / the one / wearing braces” (Lines 28-30)

“the boy I cannot live without / still sucks his thumb” (Lines 3-4)

“and momma’s in the bedroom / with the door closed.” (Lines 10-11)

“I should have been on Math Team / my marks were better than his” (Lines 26-27)

“why do I have to be / the one / wearing braces” (Lines 28-30)

“the boy I cannot live without / still sucks his thumb” (Lines 3-4)

“and momma’s in the bedroom / with the door closed.” (Lines 10-11)

“I should have been on Math Team / my marks were better than his” (Lines 26-27)

the boy

cannot live without

still

sucks his thumb

by using hyperbole to exaggerate the speaker’s concerns

by using metaphors to compare teenagers’ different problems

by using repetition to illustrate the biggest struggle teenagers face

by using rhyme to emphasize the ways the speaker tries to overcome challenges

by using hyperbole to exaggerate the speaker’s concerns

by using metaphors to compare teenagers’ different problems

by using repetition to illustrate the biggest struggle teenagers face

by using rhyme to emphasize the ways the speaker tries to overcome challenges

An exaggeration

A type of metaphor

Repetition

A specific rhyme scheme

It causes Charles to develop as a character as he is punished for his bad behavior.

It causes Laurie to resolve the conflict with Charles by befriending him and setting a good example.

It introduces the conflict by providing a place where Laurie’s parents can meet with Charles’ mother

It builds to the climax by separating Laurie from his classmates so there is no one to confirm his stories of Charles

It causes Charles to develop as a character as he is punished for his bad behavior.

It causes Laurie to resolve the conflict with Charles by befriending him and setting a good example.

It introduces the conflict by providing a place where Laurie’s parents can meet with Charles’ mother

It builds to the climax by separating Laurie from his classmates so there is no one to confirm his stories of Charles

Laurie would come home and tell stories about school and Charles.

Laurie's mother met with his classmates and teacher, and Charles's mother.

The narrator discovers her son Laurie has an imaginary friend.

The narrator discovers that Charles is not the only child misbehaving in class.

The narrator discovers that Charles is no longer part of the kindergarten class.

The narrator discovers her son Laurie has been the kindergarten troublemaker.

The narrator discovers her son Laurie has an imaginary friend.

The narrator discovers that Charles is not the only child misbehaving in class.

The narrator discovers that Charles is no longer part of the kindergarten class.

The narrator discovers her son Laurie has been the kindergarten troublemaker.

Laurie made up a friend who behaved badly for fun.

Charles was real, but moved away. Laurie was sad.

Laurie was lying to his parents and blaming his bad behavior on a fake student.

The first person narrator prevents the audience from seeing what Laurie is like when he is at school.

The first person narrator allows the audience to question Laurie’s reliability when he’s telling the stories.

The omniscient third person narrator allows the audience to witness the interactions between Laurie and his classmates.

The first person narrator allows the audience to experience the mother’s confusion at what the teacher reveals about Charles.

1. The limited third person narrator allows the audience to view each character’s internal perspective about the events regarding Charles.

The first person narrator prevents the audience from seeing what Laurie is like when he is at school.

The first person narrator allows the audience to question Laurie’s reliability when he’s telling the stories.

The omniscient third person narrator allows the audience to witness the interactions between Laurie and his classmates.

The first person narrator allows the audience to experience the mother’s confusion at what the teacher reveals about Charles.

1. The limited third person narrator allows the audience to view each character’s internal perspective about the events regarding Charles.