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174 Unit 2 ■ Analyzing Comparisons and Representations

INTRODUCING THE TEXT
Ask students to think about how much control
they had over their lives in childhood (how they Cloud Nine
lived, what they ate, how they spent their free
time). Depending on students’ responses, you Sofia T. Romero
may ask them about the moments or conditions
that allowed them to feel the most free. (For
example, perhaps during recess or on field trips). THE TEXT IN CONTEXT
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs were used with this sample chapter.
You may ask students how families balance Writer Sofia T. Romero (b. 1972) is a native of Wellesley,
children’s need for independence while also Massachusetts. She received her undergraduate degree
keeping them safe. from Wellesley College and her graduate degree from Boston
College. Her fiction has appeared in literary journals such as
Blue Mountain Review, Waterwheel Review, Rigorous, and Leon
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
IDEAS IN THE TEXT Literary Review. Romero is an editor, as well as the proprietor Courtesy of Sofia T. Romero
of the blog The Mighty Red Pen, which focuses on issues of
Immigration Escape
language and grammar. In “Cloud Nine,” she skillfully captures
Trauma Bliss
the complex thoughts and emotions of the young protagonist.
Childhood Freedom
Cloud Nine
LITERARY CONCEPTS After a grey, drizzly morning, the sun finally I like being Beth, said Christina.
Character Shift broke through. Outside on the playground for 25 And you’re good at it, I said, trying to be
Perspective Word Choice recess, we divvied up the roles. Everyone encouraging.
You can’t be Jo because Jo had brown hair
Conflict Imagery wanted to be Jo, of course. I called dibs. 3 You can’t be Jo because Jo had brown hair
and you have black hair, said Susie to me,
Tension Repetition 5 You can’t be Jo, Susie said. and you have black hair, said Susie to me,
Contrast Why not? I said, kicking the damp dirt a seizing on what she thought was some kind
bit with my sneakers. We were all wearing
1 bit with my sneakers. We were all wearing 30 of reason. Down the hill, the boys were playing
sneakers, but I was the only one who didn’t
sneakers, but I was the only one who didn’t kickball on the blacktop. Another group of
TEXT RESOURCES get nice white sneakers that year. Mami girls was playing on the swings and Kimberly
get nice white sneakers that year. Mami
made me get Zips. They were navy blue so
TRM The following reusable graphic 10 made me get Zips. They were navy blue so was upside down on the jungle gym again.

they wouldn’t get dirty. Susie had white
organizers can be found in the Teacher’s they wouldn’t get dirty. Susie had white Everyone could see her underpants.
Nikes, the leather kind.
Resource Materials on the digital platform. Nikes, the leather kind. 35 The whistle. A teacher spotted Kimberly
Because, she started. And then she and ordered her to sit upright. She did, but
Describing a Character’s Perspective
paused. Why don’t you be Meg? stuck her tongue out at the teacher first.
Analyzing Shifts and Contrasts
15 No one wanted to be Meg. Meg is bossy. I’m going to be Jo, I insisted.
Explaining the Function of Words and Phrase
She’s the annoying big sister. We all wanted She flushed. You can’t be Jo, Lulu, and I
Explaining the Function of Comparisons
to be Jo because she was cool. I liked her 40 won’t play if you are.
because she wrote stories. Why can’t she just be Jo, Christina put in.
You know what, said Christina. I’ll be Beth. Recess was almost over. We wouldn’t be able
1 TENSION Lourdes recognizes that her family
Phew. No one really wanted to be Beth,
cannot afford the nice white sneakers; her mother 2 20 Phew. No one really wanted to be Beth, to play.
who did nothing inter
esting but be s
who did nothing interesting but be sweet to
who did nothing interesting but be sweet to
eet to
w
gets navy because the shoe doesn’t show dirt who did nothing inter esting but be s w eet to I looked over at Christina, who smiled
everyone and then die at the end. Where’s
as easily (as it would likely be some time before everyone and then die at the end. Where’s 45 softly at me. Christina was always on
they could afford a replacement for Lourdes). the fun in that? my side.
This recognition indicates the Martinez family
is economically disadvantaged (or at least very
financially conservative).
2 CONTRAST Christina volunteers to play
the role of Beth because to Lourdes, Christina
already is Beth in real life. Though Lourdes 03_williamlit1e_46174_ch02_116_207.indd 174 22/09/22 9:47 AM
is not content to play the role of Beth, both CRITICAL APPROACHES
Christina and Lourdes downplay, shrink, or
quiet themselves to make others around them Biographical
happy (or to make themselves less noticeable as Writer Sofia Romero often explores the imagined. These moments of magic are often
immigrant children). experiences of outsiders in her fiction, pivotal to the resolution of the story.” Like other
particularly as these characters try to interpret writers that she admires, Romero also focuses
3 IMAGERY Here and elsewhere throughout the their own lives, thoughts, and emotions: “My on the mystery and enchantment of ordinary
text, Lourdes’s hair (which she describes as frizzy writing often centers on characters like Lourdes life: “As a writer, I was inspired early on by
and black) is representative of her Puerto Rican who feel isolated or left out and what they do authors such as Edgar Allan Poe and Gabriel
identity. Lourdes rejects the hair she currently has to make sense of those feelings. Often, the García Márquez, who challenge readers to
and instead wishes for long blond hair (to belong answer comes in a form that may leave the accept that extraordinary things happen in
with the white girls in her school). reader wondering whether it was real or everyday life.”
174 Unit 2 Analyzing Comparisons and Representations

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