Podcast
Questions and Answers
What incident triggered the narrator's outburst in the situation described?
What incident triggered the narrator's outburst in the situation described?
- Being separated by the teacher
- Being called blind (correct)
- Having big lips
- Hearing a mean drawing story
Which emotion does the narrator primarily experience before losing control?
Which emotion does the narrator primarily experience before losing control?
- Sadness
- Joy
- Indifference
- Frustration (correct)
What did the narrator do in response to being insulted?
What did the narrator do in response to being insulted?
- Walked away
- Screamed in anger
- Retaliated physically (correct)
- Ignored the insult
How did the narrator feel immediately after losing control and slapping the girl?
How did the narrator feel immediately after losing control and slapping the girl?
What did Ms. G relate to the narrator after the fight?
What did Ms. G relate to the narrator after the fight?
Which physical reaction did the narrator exhibit after becoming furious?
Which physical reaction did the narrator exhibit after becoming furious?
How did the narrator perceive the girl they slapped?
How did the narrator perceive the girl they slapped?
What action did the science teacher take during the conflict?
What action did the science teacher take during the conflict?
What does the speaker miss the most about school?
What does the speaker miss the most about school?
How did Ms.G show her support when the speaker was hospitalized?
How did Ms.G show her support when the speaker was hospitalized?
What is the speaker’s concern regarding missed assignments?
What is the speaker’s concern regarding missed assignments?
Why does the speaker hope to not be out of school for more than two weeks?
Why does the speaker hope to not be out of school for more than two weeks?
What negative comments did the speaker hear during childhood?
What negative comments did the speaker hear during childhood?
How did the speaker feel coming home from school?
How did the speaker feel coming home from school?
What does the speaker hope regarding their surgery?
What does the speaker hope regarding their surgery?
What does the phrase 'I hate to be out of school longer than that' imply?
What does the phrase 'I hate to be out of school longer than that' imply?
Which aspect of school does the speaker NOT mention missing?
Which aspect of school does the speaker NOT mention missing?
What does the speaker hope regarding the assignments they might miss?
What does the speaker hope regarding the assignments they might miss?
What emotional state is the narrator experiencing?
What emotional state is the narrator experiencing?
What impact has the chaos had on the narrator's home life?
What impact has the chaos had on the narrator's home life?
Why did the narrator come to Wilson?
Why did the narrator come to Wilson?
How does the narrator perceive their mother's parenting?
How does the narrator perceive their mother's parenting?
What does the narrator question about their mother’s ability to teach responsibility?
What does the narrator question about their mother’s ability to teach responsibility?
What complex feelings does the narrator have towards their mother's behaviors?
What complex feelings does the narrator have towards their mother's behaviors?
What does the narrator mean by saying their mother might be tired of playing the role of mother?
What does the narrator mean by saying their mother might be tired of playing the role of mother?
What causes the narrator to feel vulnerable in their environment?
What causes the narrator to feel vulnerable in their environment?
How does the narrator feel when situations become comfortable?
How does the narrator feel when situations become comfortable?
Which of the following factors does the narrator suggest might affect their mother's behavior?
Which of the following factors does the narrator suggest might affect their mother's behavior?
What motivated the speaker to enroll in Ms.G's class?
What motivated the speaker to enroll in Ms.G's class?
What impact did the combination of Ms.G's class, church experience, and parental encouragement have on the speaker?
What impact did the combination of Ms.G's class, church experience, and parental encouragement have on the speaker?
How did the speaker describe their mental state before the changes occurred?
How did the speaker describe their mental state before the changes occurred?
What was the speaker's attitude toward drugs in their current life?
What was the speaker's attitude toward drugs in their current life?
What activities does the speaker prefer instead of using drugs?
What activities does the speaker prefer instead of using drugs?
What academic improvement did the speaker achieve by their senior year?
What academic improvement did the speaker achieve by their senior year?
What does the speaker believe they now have the capability to achieve?
What does the speaker believe they now have the capability to achieve?
What does the speaker primarily focus on now?
What does the speaker primarily focus on now?
What does the speaker's mother hope for them by enrolling in the reading class?
What does the speaker's mother hope for them by enrolling in the reading class?
How does the speaker view their past mistakes?
How does the speaker view their past mistakes?
What activity did Ms. Gruwell's class engage in?
What activity did Ms. Gruwell's class engage in?
What characteristic did the author use to describe the peanut?
What characteristic did the author use to describe the peanut?
What realization did the author have about the 'Peanut Game'?
What realization did the author have about the 'Peanut Game'?
What kind of insults did the author endure in junior high?
What kind of insults did the author endure in junior high?
How did the author feel about the peanut despite its appearance?
How did the author feel about the peanut despite its appearance?
What did the author do during the 'Peanut Game'?
What did the author do during the 'Peanut Game'?
What did the author's classmates do during the lesson?
What did the author's classmates do during the lesson?
What was the group's reaction to the author in junior high?
What was the group's reaction to the author in junior high?
Which phrase best describes the nature of the taunts the author faced?
Which phrase best describes the nature of the taunts the author faced?
What was the author's emotional response to playing the 'Peanut Game'?
What was the author's emotional response to playing the 'Peanut Game'?
Study Notes
The Peanut Game and Body Image
- The protagonist compares the "Peanut Game" to her struggles with weight.
- In the "Peanut Game", students described a peanut's appearance and taste.
- The protagonist wrote that the peanut was "small, round, and dirty" but tasted fantastic despite its looks.
- The game involved categorizing peanuts based on their exterior appearance.
Struggles with Bullying and Hospitalization
- The protagonist endured taunts like "Fatso" and "You big Buffalo" in junior high.
- She was hospitalized the previous year.
- Ms. Gruwell, the protagonist's teacher, visited her in the hospital with a card signed by her classmates.
Weight and School
- The protagonist is hoping to be out of school for less than two weeks because school is one of the few things she enjoys.
Lesson on Tolerance
- The protagonist was called names like "Four eyes," "Blind as a bat," and "Coke bottle" as a child.
- She found a student who called her "shut up, blind" and slapped her in response.
- She felt a release of anger and blacked out after the fight.
- Ms. Gruwell shared a story about another student who was teased for having big lips.
Separation Anxiety
- The protagonist feels that chaos is affecting her home and school life.
- She believes that her home environment was not conducive to her growth.
- She states that her mother’s parenting consisted of offering money and car keys in exchange for being left alone.
- The protagonist was confused about how her mother could demand responsibility while not taking responsibility herself.
Football Focus
- The protagonist's mother enrolled her in Ms. Gruwell's English class hoping she would "catch" some of the teacher's excitement.
- Ms. Gruwell's class, a church camp experience, and parental encouragement helped the protagonist to see that she was on the wrong path.
- The protagonist has gone from a "mess" with a bad mindset and drug use to a dedicated student who is working hard in school and in the gym for a career in football.
- She has improved her grades from an "F" to a high "A" in chemistry.
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Description
This quiz explores the themes of body image, bullying, and personal struggles faced by the protagonist in relation to the 'Peanut Game.' It delves into her experiences at school and in the hospital, highlighting the importance of tolerance and acceptance. Reflect on how these experiences shape perceptions of self-worth and societal standards.
