Middle School, the Worst Years of My Life Comprehension Questions

The narrator is not explicitly named in the text.

Georgia

They are sitting in the back of a Hills Village Police Department cruiser.

Jules

The narrator trusts Leonardo.

The narrator believes that understanding them and their life isn't easy.

Students shall not tamper with smoke or fire alarms under any circumstances.

That felt pretty good too.

It was a rush, sitting there and knowing they were all talking about me.

Carl, also known as Bear.

Ditka knows all about 'attack' but not so much about 'down' or 'stop.' He usually tries to eat my face for an after-school snack.

Squirt.

The protagonist is motivated by the idea of improving his school experience and feeling empowered by breaking the rules.

Leo encourages and supports the protagonist throughout the plan to break every rule in the book.

The protagonist sets off a fire alarm at school as part of the plan to break the rules, which causes chaos and prompts the entire school to evacuate.

The protagonist initially feels guilty after setting off the fire alarm.

The protagonist ultimately finds the situation amazing after the chaos caused by the fire alarm.

The protagonist and Leo bond over their shared mischievousness and celebrate their achievement together.

Leonardo the Silent

a special assembly

fries

dress code, prohibited items, and grounds for expulsion

the assembly and the Code of Conduct

overwhelmed

Ms. Ruthless Donatello is a teacher who teaches English and handles after-school detention at Hills Village Middle School (HVMS).

Mrs. Ida Stricker is the vice principal who is in charge of every aspect of HVMS.

Georgia is portrayed as nosy and obnoxious, with a resemblance to someone named Jules.

The narrator likens their first day of sixth grade at HVMS to a 'max security prison' and describes the challenges of fitting in.

Miller is a bully known as 'Miller the Killer' who intimidates and threatens the narrator, leaving him feeling targeted and vulnerable.

Leo is the illustrator and less talkative half of the narrator's partnership. His communication style is likened to a giraffe, and the narrator highlights Leo's talent for conveying messages through drawings.

The protagonist plans to assign points for various activities and create a major ending challenge worth half a million points.

The protagonist is actually looking forward to going back to school for the first time in their life.

The protagonist aims to create a challenge that is huge, high risk, and worth half a million points, something everyone in school would see and remember long after the protagonist was gone.

The protagonist is eager and excited to start figuring it out, and is looking forward to the challenge.

The protagonist was actually looking forward to going back to school for the first time in their life.

The protagonist started thinking that the whole thing needed some kind of major ending, a huge challenge before they could go on to the next level.

Rafe starts a game of breaking school rules for points, with various rule-breaking attempts and point values. He decides to elevate the game by seeking advice from his friend Leo, who introduces the concept of 'lives' in the game and sets a challenge for Rafe to earn 30,000 points in 49 minutes or lose a life. Rafe feels pressured by the challenge but ultimately accepts it to keep the game interesting. In English class, he seizes an opportunity to earn points by incorporating rule-breaking into his reading of Romeo and Juliet, demonstrating his creativity and determination to earn points.

Rafe's involvement in the game and his creative approach to earning points illustrate his desire for excitement and challenge in his middle school experience. His actions reflect his commitment to the game and his willingness to take risks for the sake of the game.

Rafe dislikes lying to his mother, prompting his hesitation to share his thoughts on middle school with her. Despite this, he ultimately shares a somewhat positive view of middle school with his mother, surprising her and expressing his desire for excitement and challenge in his middle school experience.

Leo introduces the concept of 'lives' in the rule-breaking game and sets a challenge for Rafe to earn 30,000 points in 49 minutes or lose a life, adding pressure and intensity to the game.

Rafe's successful incorporation of rule-breaking into his reading demonstrates his creativity and determination to earn points, reflecting his commitment to the game and his willingness to take risks for the sake of the game.

Rafe's mother expresses surprise and pride when he shares a somewhat positive view of middle school, indicating a supportive and caring relationship between them despite Rafe's initial hesitation to share his thoughts with her.

Change in behavior; Leo

Encounters a bully named Miller; avoids a fight by claiming detention

Warns the protagonist to watch his back; uses a play on the protagonist's last name 'Khatchadorian' as a threat

Plays a prank on his dog, sneaks a caffeinated drink, changes the TV channel while his brother is asleep

Receives thirty push-ups, two extra laps, and detention; deletes a message about detention from the answering machine to avoid his mom finding out

Smells like apple pie and cinnamon; sometimes brings home pie for breakfast

The protagonist initially denies losing a life and feels unjustly treated. This event contributes to the development of the protagonist's character by showcasing his frustration and sense of unfairness in the rule-based environment of the school.

The protagonist's encounter with Miller and Leo's subsequent actions highlights the theme of friendship and loyalty by demonstrating Leo's role as a friend who enforces the rules of the game and challenges the protagonist to navigate the consequences of his actions.

The protagonist's internal dialogue reveals his frustration, defiance, and sense of injustice regarding the challenges he faces, reflecting his inner turmoil and determination to navigate the obstacles in the school environment.

The protagonist's interaction with Ms. Donatello and the anticipation of detention contribute to the tension and conflict in the story by adding an additional layer of consequence and suspense to the protagonist's already challenging day, heightening the stakes and the sense of impending trouble.

The concept of 'losing a life' serves as a tangible consequence within the game the protagonist and Leo are playing, reflecting the overarching theme of rules and consequences by emphasizing the strict and unforgiving nature of the school environment and the game's impact on the protagonist's choices and actions.

The protagonist's use of humor and sarcasm in his internal monologue contributes to the tone and mood of the story by injecting moments of levity and irony into the otherwise tense and challenging situations he faces, highlighting his resilience and defiance in the face of adversity.

Rafe is motivated to create the 'No-Hurt Rule' in the game to avoid causing harm and to be less like his controlling brother, Bear.

Rafe's Spanish teacher, Señor Wasserman, and gym teacher, Mr. Lattimore, are introduced as individuals who contribute to Rafe's motivation.

Rafe compares his increasing investment in the game to a vampire's thirst for blood, indicating growing enthusiasm for the game.

Rafe's focus on perfecting his technique is driven by Leo's encouragement and the motivation of bonus points for creativity.

Rafe expresses a desire to be less like his brother, Bear, due to his mean and controlling attitude towards his sister, Georgia.

Rafe reflects on his behavior and the impact of the game on his character, expressing a desire to be less like his controlling brother and to excel in the game with the motivation of individuals at his school, including the cafeteria ladies and strict teachers.

The protagonist's new plan is to sell Zoom, a sugary drink, at school. He executes it by having kids line up at his locker to buy Zoom from Bear's stash.

The protagonist's strategy is to make it BYOC (Bring Your Own Cup) so there wouldn’t be any marked cans floating around. He also takes the empties home, puts them back in their cases, and waits to see if Bear ever got to the bottom of his stash.

The customers keep saying how cool it is and thank the protagonist, including people who he didn’t even think knew his name.

The protagonist's statement reveals his awareness of his actions and their potential impact on others. It shows his desire for acceptance and acknowledgment of his behavior.

The protagonist's decision to sell Zoom at school demonstrates his entrepreneurial spirit, willingness to take risks, and disregard for rules. It also sets the stage for further development of the plot and the protagonist's character.

The protagonist's plan to sell Zoom at school reflects his rebellious attitude towards authority and rules. It shows his willingness to challenge the established norms and take matters into his own hands.

Rafe finds himself in 'The Dungeon' after breaking the dress code at school on Halloween.

The Lizard King accuses Rafe of being a show-off and sentences him to three rounds in the detention chamber with the Dragon Lady.

Rafe uses his Zoom money to buy his mom a card and perfume for her birthday.

Rafe's mom's birthday is on November 2.

Rafe's mom expresses her birthday wish for her family to have dinner at Swifty's Diner.

Rafe and his family plan to have dinner at Swifty's Diner while his mom is working.

Leo gives the protagonist the silent treatment and refuses to talk to him.

The protagonist pays extra attention to good kids, shows up on time for class, raises his hand, and volunteers to hand out assignment sheets.

Donatello looks at the protagonist like nothing weirder had ever happened in her life and thanks him for volunteering to hand out the assignment sheets.

The protagonist just says 'You’re welcome.'

The protagonist's room suddenly feels kind of empty, and he realizes he had never seen Leo mad before.

The protagonist tells his Zoom customers he is out of business until further notice.

The financial struggle adds strain to the family dynamics, affecting their choices and interactions.

The narrator's decision to put a hold on Operation R.A.F.E. demonstrates his internal conflict and desire to avoid causing further distress to his mother by being a better person.

Leo advises the narrator that his mother doesn’t want him to be normal, just himself.

Georgia reveals a scandalous rumor about the narrator being naked at school, causing a scene in the diner and visibly upsetting the narrator's mother.

The narrator plans to lay low until things get better, but Leo doubts this will happen anytime soon.

The mother expresses concern about the narrator talking to 'Leo' and getting into trouble at school, leading to her crying and showing emotional distress.

Rafe plans to break the school's dress code by dressing as a ninja on Halloween. He sneaks out of his house in a ninja costume, aims to earn points by navigating the school without getting caught, and uses makeshift ninja weapons to earn points by running through the school.

Mrs. Stricker reprimands Rafe for his ninja costume and bans ninjas from the school. However, Rafe sees this as an opportunity for double points and quickly changes out of his ninja costume to continue running through the school to earn more points.

Rafe's actions bring him closer to 'Section Four, Rule Seven' as a mysterious achievement in his game with Leo, indicating progress and advancement within the game.

The overall tone of the story is humorous and adventurous, emphasizing Rafe's attempts to defy the rules and earn points in his middle school game.

Rafe's encounter with Jeanne leads to a positive interaction, and she seems to appreciate his 'No-Hurt Rule,' which may influence Rafe's perspective on his rule-breaking game.

Leo encourages Rafe and supports him in earning points by running through the school in his ninja costume, demonstrating his role in supporting and encouraging Rafe's rule-breaking endeavors.

Mrs. Stricker suggests tutoring for the protagonist, including working with Ms. Donatello after school and having a peer tutor once a week for math and science. The protagonist feels conflicted about the tutoring, as it brings both academic support and added pressure.

The big fight between the protagonist's mother and Bear causes tension and distress for the protagonist, who wishes for the situation to be over. Leo responds to the protagonist's dilemma by pointing out that the protagonist has run out of reasons for staying out of the game, implying that it's time to face the challenges.

The protagonist feels overwhelmed by the changes in their life, including the tutoring and the conflicts between their mother and Bear. The protagonist realizes that they've been trying to be someone else for the past two months and haven't made any progress, leading to a feeling of being stuck.

The protagonist's reaction to Jeanne becoming their tutor is not explicitly mentioned in the text. However, based on the context of feeling overwhelmed and stuck, it can be inferred that the protagonist may have mixed feelings about this additional academic support.

The protagonist perceives their life as chaotic and filled with conflicts, leading to a feeling of being trapped. Leo believes that the protagonist should make the decision to stop avoiding the challenges and responsibilities they are facing.

The protagonist faces an internal conflict regarding their attempts to be someone else and the lack of improvement in their situation. External pressures, such as academic struggles, family conflicts, and the expectations of others, contribute to this internal conflict.

Jeanne asks the protagonist to help let people around the neighborhood know about the sale.

Jeanne takes out what looked like about fifteen pounds of orange fur, which was the costume for the Hills Village High School mascot.

Once the protagonist put on the mascot costume, they felt about sixteen shades of red.

The protagonist started getting kind of into it once they realized that nobody knew who they were in the mascot costume.

Jeanne said 'This will really get people’s attention' about the mascot costume, and the protagonist responded 'I mean, uh… sure. Anything for charity.'

The protagonist felt that the laughter they heard was a whole lot more at them than with them, and they were not laughing, not even a little.

Rafe is given in-school suspension and warned about future behavior by Sergeant Stricker. His mother and Mrs. Stricker lecture him about his actions, and he is sent to the 'Box' for punishment and contemplation.

The story highlights the consequences of Rafe's impulsive behavior and the challenges he faces in dealing with authority figures and the aftermath of his actions, including the impact on his relationship with his mother and his overall experience at school.

Sergeant Stricker is portrayed as a tough guard using intimidation to control the young inmates. He confronts Rafe, warns him about the consequences of his behavior, and is involved in the lecture and discussion with Rafe's mother and Mrs. Stricker.

The text provides insight into Rafe's internal thoughts and emotions, including his fear and frustration during the ordeal.

Rafe is given in-school suspension, a clear reprimand from his mother, and is sent to the 'Box' for punishment and makeup tests to contemplate his actions.

The text emphasizes the challenges Rafe faces in dealing with authority figures, such as Sergeant Stricker, and the aftermath of his impulsive actions, including the impact on his relationships and overall experience at school.

Rafe burns his report card, scuffs the ground to hide footprints, and unties Ditka to avoid being seen. This reflects Rafe's rebellious nature and determination to avoid facing the consequences of his poor grades.

Rafe feels Christmas could have been worse, experiences the weirdness of having Bear around on Christmas morning for the first time, enjoys a good Christmas dinner with two kinds of pie and watches Raiders of the Lost Ark on TV. However, Mom finding out about Rafe's grades and Bear demanding stricter rules and supervision for Rafe's schoolwork contribute to the escalating problems.

Mom expresses disappointment about Rafe's grades and turns him over to Bear for stricter supervision, leading to a heated argument between Rafe and Bear. Rafe feels betrayed by his mother and loses trust in her as the one person he could rely on, leading to an impact on his emotional state.

Rafe is harassed by Miller, who demands money for his notebook, threatens to expose Rafe's drawings of Jeanne Galletta, and physically bullies him in front of other students. These challenges contribute to Rafe's sense of isolation and vulnerability.

The chapter portrays Rafe's increasing sense of despair and frustration as he navigates the challenges of family and school life, including his sense of abandonment and betrayal by his mother, escalating bullying at school, and the pressure from his family.

Rafe's rebellion, the escalating problems in his life, and his emotional turmoil reflect his internal conflict and desire to navigate through his challenges while maintaining his individuality and integrity.

Rafe considers hiding his bad report card from his mom to give her a worry-free Christmas. His imaginary friend, Leo, advises him on a better way to hide the report card. Rafe takes his dog, Ditka, for a walk and burns his report card and the letter from Mrs. Stricker in a secluded field, feeling a sense of relief after burning the report card.

Rafe feels embarrassed and disappointed after the encounter with Jeanne at the bake sale.

Rafe receives all A's on his report card.

Rafe's teacher encourages him to do better at school.

Rafe considers hiding his bad report card from his mom to give her a worry-free Christmas. His imaginary friend, Leo, advises him on a better way to hide the report card. Rafe takes his dog, Ditka, for a walk and burns his report card and the letter from Mrs. Stricker in a secluded field, feeling a sense of relief after burning the report card.

Rafe anxiously waits for his report card during winter break and considers hiding his bad report card from his mom to give her a worry-free Christmas. His imaginary friend, Leo, advises him on a better way to hide the report card. Rafe takes his dog, Ditka, for a walk and burns his report card and the letter from Mrs. Stricker in a secluded field, feeling a sense of relief after burning the report card.

Math.

Unit eight.

Dividing fractions.

Five dollars.

She raises one eyebrow and stares at him for a long time.

Whether it's a staring contest or something.

He wrote a quick note on an old tardy slip and passed it to Jeanne.

She asked them to come inside and explain the situation.

She claimed they were just tutoring.

They were both given after-school detention.

He protested and exclaimed that it was unfair.

She warned him that he could also end up in detention with Ms. Galletta.

Rafe becomes upset and locks himself in a bathroom stall.

Jeanne finds Rafe and encourages him not to give up.

Jeanne warns Rafe about the potential consequences of his poor grades, including repeating sixth grade.

Mrs. Stricker finds Rafe and Jeanne in the boys' bathroom and sends them to the office.

Rafe and Jeanne are waiting to be reprimanded by Mrs. Stricker and Mrs. Harper, and they are shocked by the situation as Jeanne has never been in trouble before.

They face a tense wait as they anticipate the consequences of their actions.

The protagonist creates a plan to spread flyers with a humiliating nickname for Miller around the school. They strategically distribute the flyers in various locations without getting caught.

The protagonist reflects on their success and feels empowered by their ability to outsmart and negotiate with Miller.

As the school year nears its end, the protagonist starts preparing for their final project, Operation R.A.F.E. They feel a sense of relief as they anticipate the end of the school year and the diminishing influence of Miller.

The protagonist and Miller have a strange dynamic and a history involving money and a notebook. Despite their mutual dislike, they end up striking a deal with Miller to receive additional pages and eventually purchase the remaining pages from him.

The protagonist strikes a deal with Miller to receive additional pages in exchange for identifying the creator of the flyers. They manage to convince Miller of their innocence and retrieve some of their belongings.

The protagonist continues to sell Zoom and eventually purchases the remaining pages from Miller, contributing to their sense of relief as the school year nears its end.

Rafe discovers a passion for sketching while receiving tutoring from Donatello. This discovery leads to Rafe embracing his artistic talent and receiving a sketch pad from Donatello to further pursue his passion.

Rafe plans to execute a secret project using art, stealth, and bravery. He focuses on using his skills to pull off this secret project.

Rafe has a social studies report on copper mining. This report ties into Rafe's experiences at school as it reflects his academic responsibilities and the challenges he faces in balancing his schoolwork with his personal projects.

Rafe is uncertain about taking the sketch pad from Donatello and unsure about what to do with his completed sketch pages. He feels hesitant and conflicted about accepting and using the sketch pad.

Rafe is determined to make a big finish at the end of the game. He practices asking for a bathroom pass in Spanish to execute his plan, showing his determination to achieve his goal.

Rafe faces uncertainty and hesitation as he nears the end of the rule book. He navigates through this internal conflict by focusing on using his skills to pull off his secret project and practicing asking for a bathroom pass in Spanish to execute his plan.

Jamie's comedic aspirations are a driving force in his life, leading up to the comedy contest.

Jamie's humor is evident in his unique perspective on his ordinary life in Long Beach.

The story showcases Jamie's journey to find humor in everyday life and pursue his passion for comedy. The narrative provides insight into Jamie's determination and creativity in the face of challenges.

Jamie's story highlights the universal appeal of finding humor in everyday situations and the power of laughter to make life more enjoyable.

He finds himself onstage at a comedy club, struggling to make strangers laugh in a contest. Despite the pressure, Jamie manages to tell a joke that gets a chuckle from the audience. Jamie is determined to become a stand-up comedian despite not fitting the typical mold.

His imaginative take on reality serves as a coping mechanism and a source of amusement.

He studies famous comedians and writes his own jokes, showing dedication to his craft.

The protagonist copes with the expulsion by spending every school day at Swifty’s Diner and finding positive aspects in his life, such as his mother's improved cooking and a potential offer to go see a movie from Jeanne Galletta.

The protagonist experiences significant changes during the summer, including a fire at Swifty's Diner, leading to his family losing their home and having to move in with Grandma Dotty in the city.

The protagonist's life is characterized by constant unexpected changes, which he attributes to things always 'falling out of the sky.'

The protagonist's plans to attend Airbrook Arts Community School for seventh grade are disrupted due to the family's relocation to the city.

The text includes an excerpt from the next Middle School book, hinting at more challenges and changes the protagonist will face.

The book's authors are James Patterson and Chris Tebbetts, with Laura Park as the illustrator.

The protagonist won a writing contest for the series and the winning entry is provided in the text.

Rafe proposes to create a real mural for the school and initially faces hesitation from Mrs. Stricker and Mr. Dwight.

Ms. Donatello suggests that the mural project could be part of the application to Airbrook, which influences Mrs. Stricker and Mr. Dwight's decision.

Mrs. Stricker and Mr. Dwight set conditions such as needing to see sketches before any paint goes on the walls and starting the project in the summer session. Rafe and his mother respond positively, assuring them of Rafe's good behavior.

Rafe admits his uncertainty in pulling off the mural project, but he is motivated by the possibility of attending art school in the fall, even as a seventh grader.

The text reveals Rafe's determination and willingness to make the proposed mural project happen, showcasing his positive attitude towards the endeavor.

Rafe's proposal reflects his desire for a significant change by aiming to trade Hills Village for art school. He anticipates challenges in pulling off the mural project and adjusting to potential behavioral expectations.

Rafe's willingness to take on the mural project and attend art school signifies his determination, creativity, and aspirations for a different educational path.

The protagonist uses humor to distract bullies and avoid getting beat up at school.

Stevie Kosgrov is a notorious bully at the school. The protagonist successfully distracts him with jokes to help another victim, but Stevie later directs his rage towards the protagonist and physically attacks him.

The physical attack results in the protagonist feeling a sense of normalcy and acceptance, as he is no longer singled out due to his wheelchair.

The protagonist finds a sense of triumph in being treated as an 'ordinary' kid, despite the physical assault.

The protagonist uses humor as a defense mechanism against bullies, showcasing the power of laughter in diffusing tense situations.

The protagonist's experience with bullying and triumph over adversity is a central theme in the text.

The narrative emphasizes the protagonist's resilience and ability to find strength in the face of adversity.

The text sheds light on the protagonist's struggle to fit in and the challenges he faces in a new school environment.

The text presents a narrative of bullying and the protagonist's resilience in the face of adversity.

The protagonist finds positive aspects in his life, such as his mother's improved cooking and a potential offer to go see a movie from Jeanne Galletta.

The protagonist experiences significant changes during the summer, including a fire at Swifty's Diner, leading to his family losing their home and having to move in with Grandma Dotty in the city.

The fire at Swifty's Diner results in the protagonist's mother losing her job, causing financial strain on the family.

The protagonist's plans to attend Airbrook Arts Community School for seventh grade are disrupted due to the family's relocation to the city.

The protagonist initially struggles with boredom but eventually comes up with a new project to pass the time at Swifty's Diner.

The book's authors are James Patterson and Chris Tebbetts, with Laura Park as the illustrator.

The text includes an excerpt from the next Middle School book, hinting at more challenges and changes the protagonist will face.

Jamie finds humor in mundane situations by perceiving his neighbors as zombies and finding humor in ordinary life in Long Beach. His imaginative take on reality serves as a coping mechanism and a source of amusement for him.

Jamie is driven by his comedic aspirations and determination to become a stand-up comedian. He demonstrates dedication to his craft by studying famous comedians, writing his own jokes, and showcasing his unique perspective on ordinary life in Long Beach.

Jamie copes with the pressure of being onstage at a comedy club by managing to tell a joke that gets a chuckle from the audience. This experience reveals his resilience and determination to pursue his passion for comedy despite facing challenges.

Jamie's story highlights the universal appeal of finding humor in everyday situations and the power of laughter to make life more enjoyable. It emphasizes the importance of humor as a source of joy and resilience in the face of challenges.

The narrative provides insight into Jamie's determination and creativity in the face of challenges. It showcases his ability to find humor in everyday life and his unwavering pursuit of his passion for comedy.

Jamie's unique perspective on his ordinary life in Long Beach contributes to his comedic journey by providing him with material for his comedy. It impacts his aspirations by fueling his determination to find humor in everyday life and share it with others through comedy.

Jamie's humor serves as a coping mechanism and a source of amusement in his life. It shapes his journey as a stand-up comedian by driving him to find humor in everyday situations and pursue his passion for comedy despite facing challenges.

using humor to distract bullies

Stevie Kosgrov

a sense of normalcy and acceptance

humor

bullying and the protagonist's resilience

to find strength in the face of adversity

the protagonist's experience with bullying and triumph over adversity

fitting in and the challenges in a new school environment

being treated as an 'ordinary' kid despite the physical assault

Rafe proposed doing a real mural with paint and everything as a way to say sorry and improve his application to Airbrook. Mrs. Stricker shrugged and Mr. Dwight set conditions for the project to proceed, including seeing sketches before painting and starting the project only during the summer session.

Rafe's motivation was to trade Hills Village in for art school in the fall, possibly even as a seventh grader. The mural project signified a potential opportunity for him to pursue his passion for art and potentially attend art school.

Rafe assured them that there wouldn't be any behavioral issues and agreed to their conditions, while his mother supported him by squeezing his hand and affirming that he wouldn't have any behavioral issues.

Rafe expressed uncertainty about whether he could pull off the mural project, attend the classes, and manage his behavior. This revealed his doubts and lack of confidence in his abilities.

Ms. Donatello suggested that the project could make an excellent part of the application to Airbrook, which influenced the decision-making process and added weight to the potential benefits of the mural project.

Rafe's proposal reflected his willingness to take responsibility for his actions by offering to create something meaningful for the school as a way to apologize and potentially improve his academic prospects.

The approval of the mural project could mean a transition from Hills Village to art school in the fall, aligning with Rafe's aspirations to pursue art and potentially attend art school.