Junior considers Rowdy’s jumping advantage before deciding how to challenge him.
“I knew he’d jump about two feet higher than I could.” (Alexie 191)Read in the chapter
Week 13 · A related practice question
How does Junior use planning to challenge an opponent who can jump higher?
Junior challenges Rowdy by studying a disadvantage and changing his timing instead of pretending the disadvantage does not exist. Rowdy, the opponent Junior knows from years of friendship, is a powerful jumper. Junior admits, “I knew he’d jump about two feet higher than I could” (Alexie 191). This says that Junior expects Rowdy to have the advantage if they depend only on height. It shows that confidence does not require ignoring what another player can do. Junior’s expectations give him a problem to solve. So he changes the plan: “So I needed to jump quicker” (Alexie 191). This says that he tries to reach the ball earlier instead of merely jumping as high as Rowdy. It shows how careful attention can reveal a different way to compete. His timing, a choice about when to move, helps him steal the ball. Junior also imagines support from his parents and from Grandmother and Eugene; encouragement is part of the legacy he carries onto the court. He is persistent, but persistence here includes thinking. However, a clever play does not make every purpose admirable: he also wants to demoralize Rowdy. The scene lets us recognize the quality of his strategy while still questioning what he hopes to do with it.
Use these four words for this model exercise. The review words are drawn from earlier lessons; they are not additional Words of the Day assigned this week. For your weekly Aim Response, use the words your teacher assigns.
See the exact vocabulary groups for your Aim Response →
Practice-only review words: persistent — Week 4
Where this model’s evidence came from
Reader note 13: Junior starts with a disadvantage he expects in this matchup. His next move makes more sense when we connect it to the difference in jumping height.
Junior decides that timing might help him reach the ball before Rowdy.
“So I needed to jump quicker.” (Alexie 191)Read in the chapter
Reader note 4: He knows Rowdy can jump higher, so he changes his plan. Quick thinking becomes part of his strength. He cannot change Rowdy’s height, but he can change his timing.
Notice how the model develops the observation into an explanation. Borrow that writing move; choose evidence for your own question.
See how the argument builds
- Answer the question
Junior changes timing to address a physical disadvantage.
- Explain the first quote
He recognizes Rowdy’s greater jumping height.
- Explain the second quote
Jumping earlier offers another route to the ball.
- Connect action and support
Planning and remembered encouragement support his effort.
- Build the ending
A strong strategy can still serve a harmful goal.
Try one writing move
Because ___ cannot ___, ___ tries ___ instead.
Fill each blank with a person, action, or reason that fits the sentence. This is a thinking frame, not a vocabulary matching exercise.
Compare with an example
Because Junior cannot rely on jumping higher than Rowdy, he tries reaching the ball sooner instead.