I fidgeted nervously. "So what do we do?"
Eve's eyes met mine. "You're smarter than Toby, Kyle. You gotta use that brain of yours." She paused, then added, "Wear your weakness like armor, and it can never be used to hurt you."
JB and I stared at her, puzzled.
"Toby's a bully because he's insecure," Eve explained. "He picks on you because he thinks you're different, and that scares him. But you're not weak, I. Don't hide where you're from. Embrace [35 - to embrace – принять]it. Use your intelligence to shut him down. Show him you're not ashamed of your accent or your hometown."
The next day, in math class, Miss Miller asked a question about trigonometry. I hesitated for a moment, then raised my hand.
"Yes, Kyle?" Miss Miller said, a hint of surprise in her voice.
I took a deep breath and answered the question. As I spoke, I heard a snicker [36 - snicker – хихиканье]from the back of the room. It was Toby.
"What did you say, farm boy?" he mocked. "Speak up, we can't understand your backwoods accent."
I turned to face him, my heart pounding[37 - to pound – громко стучать]. But this time, I didn't back down.
"If you had more than two brain cells to rub together," I said clearly, my voice steady, "you'd know the answer yourself."
The classroom fell silent. Everyone stared at me, even Toby. I waited looking right at him. He opened his mouth, but no words came out. “Nailed it[38 - nailed it – попал в точку]!” whispered JB when I sat down.
As the bell rang, a few kids came up to me, patting me on the back.
"Dude, that was awesome!" one said.
"Yeah! Finally someone told him to shut his pie hole[39 - to shut a pie hole – заткнуть рот]!" said another.
For the first time since arriving in Glendale, I felt a sense of belonging. I didn't need to hide who I was. I could be proud of where I came from and still hold my own in this new world.
And that was a lesson worth more than any math problem.
Story 2 – Questions
Who is the bully in the story?
What Kyle’s traits does Toby mock?
What subject is Kyle in when Toby mocks his accent?
What does Eve say about Toby?
What does Kyle say to Toby to shut him down?
Why do you think Toby bullies Kyle? What might be his underlying motivations?
How does Kyle's self-image change throughout the story? What events or interactions contribute to this change?
In what ways does Eve's advice help Kyle overcome Toby's bullying? Discuss the concept of "wearing your weakness like armor."
How does the setting of the story (a new school, a different town) contribute to Kyle's vulnerability [40 - vulnerability – уязвимость]and Toby's ability to target him?
What message does this story convey about the importance of standing up to bullies and embracing your individuality?
Story 3 – The Stern-Bot 3000
The school day was going okay, just like any other day. JB and I were hanging out by our lockers, chatting and laughing.
"So, are you ready for the Robotics Club?" I asked, checking my backpack to make sure my robot prototype was safe inside.
"Ugh, I wish," JB groaned. "I haven't even started building mine yet. I'm such a procrastinator."
I chuckled. "Yeah, we know." I pulled out a small, boxy contraption[41 - contraption – устройство]. "Check this out. It's a robot pencil sharpener. Never have to worry about messy shavings again."
The bell rang, and we shuffled into Mr. Stern's history class. As Mr. Stern droned [42 - to drone – жужжать]on about the Victorian factories, I pulled out a beat-up [43 - beat-up – потрепанный]lunchbox. "My grandpa packed my lunch today," I explained. "He's kinda grumpy, but he's the best."
JB peeked inside. "Wow, those look like fossils[44 - fossil – окаменелость]!"
I grinned. "They're army biscuits. Grandpa's been saving them since the war. Bet you can't eat one in under a minute without drinking anything."
JB's eyes lit up with a challenge. "You're on!"
Mr. Stern continued his lecture, oblivious [45 - oblivious – не замечая]to the bet taking place in the back row. JB chomped down on the biscuit, his face contorting [46 - to contort – кривить]as the dryness hit him. He chewed furiously, his eyes watering, but stubbornly refused to reach for his water bottle.
Suddenly, a loud choking sound erupted [47 - to erupt – вырваться, разразиться]from JB's throat. Mr. Stern whipped around, his eyebrows raised in disapproval. "Mr. Simons, Mr. Williams," he sneered[48 - to sneer – ухмыляться]. "Would you care to share your fascinating culinary experience with the class?"
JB, gasping for air, managed to squeak out, "That’s a… biscuit."
Mr. Stern's lips tightened into a thin line. "Detention[49 - detention – наказание в виде задержания после уроков], both of you."
“I wish you gave him one to try too,” whispered JB after a few gulps of water.
In detention, we found our place in the back of the classroom, since it was pretty full with other of Stern’s students. It was hot. Flies lazily buzzed in the air, tuning in to the humming of the air vent.
JB slumped in his chair, grumbling. “I can't even do this stupid homework, let alone build a robot.” He pushed an empty worksheet away in frustration[50 - frustration – раздражение].
Mr. Stern loomed over, his voice dripping with sarcasm. "Is that your best effort, Mr. Simons? Your historical knowledge seems as lacking [51 - to lack – недоставать, отсутствовать]as your table manners."
JB's face flushed. "But I tried, sir," he muttered.
"Trying is for those who lack ability, Mr. Simons," Mr. Stern retorted. "Results are what matter. And your results are… pitiful[52 - pitiful – жалкий]."
I watched JB's shoulders drop. "Don't listen to him, JB," I whispered. "Remember when he told Emily her essay was so boring it could put a zombie to sleep?"
JB chuckled weakly. "Yeah, that was pretty harsh."
Suddenly, an idea seemed to spark in JB's eyes. He grabbed his phone and marched to Mr. Stern's desk.
"Mr. Stern," he began, his voice dripping with false politeness, "I'm having a bit of trouble understanding the significance of the Industrial Revolution. Could you please elaborate[53 - to elaborate – уточнить]?"
Mr. Stern, seemingly surprised by JB's sudden interest in history, launched into a lengthy explanation, his voice echoing through the room. Meanwhile, JB held his phone up secretly, recording every word.
On the next day, at the Robotics Club meeting, JB stood before the panel of judges, a triumphant grin plastered on his face. "Ladies and gentlemen, I present to you… the Stern-Bot 3000!"
He held up a small, sleek device resembling a miniature loudspeaker. "This little buddy," JB explained, "is programmed to encourage the students who need an extra pat on the back."
He tapped a button on his phone, and Mr. Stern's voice boomed through the speaker.
"You are a brilliant young mind! Your creativity knows no bounds! You are destined [54 - you are destined – вам предназначено]for greatness!"
The club members erupted in laughter. Even the teachers couldn't help but smile. Finally, the head judge announced, "We've decided to accept your project, Mr. Simons. It's… unconventional[55 - unconventional – нетривиальный], but undeniably [56 - undeniably – бесспорно]creative and potentially beneficial [57 - beneficial – благотворный]for students."
As club members gathered to congratulate him, I gave JB a sly wink. "See? I told you that history stuff would come in handy[58 - to come in handy – пригодиться]."
JB grinned back. "Yeah, you were right, as usual. Thanks, dude."
Story 3 – Questions
What club was Kyle excited to join?
What did Kyle's grandpa pack for his lunch?
Why did JB and Kyle get detention?
What historical topic did Mr. Stern lecture about?
What did JB create for the Robotics Club presentation?
Why do you think JB procrastinates on his projects, even though he's clearly creative and capable?
Analyze Mr. Stern's teaching style and his interactions with students. Is he an effective teacher? Why or why not?
JB tricked Mr. Stern to use his voice in the Robotics Club presentation. Do you think this behavior was excusable? Why or why not?
What does JB's invention, the Stern-Bot 3000, reveal about his character and his relationship with Mr. Stern?
In what ways does the story demonstrate the importance of creativity, resourcefulness[59 - resourcefulness – находчивость], and thinking outside the box?
Story 4
– The Spooky Halloween
Halloween was just around the corner, and the school hallways were a whirlwind of costumes and candy chatter. But for me, the excitement had fizzled out like a cheap firework. Back in Westwood, Halloween was the bomb. My friends and I would spend hours crafting our own costumes, raiding our parents' closets for old hats and scarves, and transforming cardboard boxes into spaceships and pirate ships. We'd run through the neighborhood until our legs ached, our trick-or-treat bags overflowing with candy. Later, we'd gather around a bonfire, our faces aglow in the flickering light as we swapped spooky stories and roasted marshmallows.
Those memories felt like a lifetime ago. Now, the thought of dressing up and begging for candy seemed silly, a relic of a childhood I was leaving behind. The costumes in the store windows looked cheesy[60 - cheesy – слащавый], the decorations felt over-the-top[61 - over-the-top – чрезмерный], and the whole holiday seemed to have lost its magic. It was like a favorite song that had gotten stuck on repeat, the melody growing stale [62 - stale – затхлый]with each listen.
JB noticed my downer [63 - downer – зануда]mood. "Hey, dude, why the long face?" he asked, nudging me with his elbow.
"Just missing the old days, I guess," I sighed. "Halloween doesn't feel the same anymore."
JB grinned that mischievous grin of his. "Don't worry, buddy," he said. "I've got a surprise for you. It'll be a Halloween you won't forget."
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notes
Примечания
1
to clutch – сжимать
