Joelle's home run primarily serves to relieve some of the tension in the passage. As she steps up to the plate, she is anxious about being the new girl and the uncertainty of how her classmates perceive her abilities. Hitting the ball well not only boosts her confidence but also helps her gain the approval and admiration of her peers. This moment of success allows her to transition from being an outsider to starting to feel accepted, creating a positive shift in her experience at the school. While it introduces some new dynamics regarding her talent and potential involvement in the softball team, the immediate effect of the home run is to relieve the tension surrounding her initial nervousness and uncertainty.
excerpt from Sliding Into Home
by Dori Hillestad Butler
1
“You’re up, Joelle!”
2
Thirteen-year-old Joelle Cunningham wiped her damp palms on her gym pants and walked over to the plate. The brisk March wind was cold. She shouldn’t be sweating. But she was. Every girl in the entire gym class was staring at her. Joelle could feel their eyes boring holes into her back.
3
She couldn’t blame them. After all, they didn’t know her. They had no idea whether she’d slam the ball into left field or strike out.
4
She was the New Girl. Was there anything worse than changing schools in the middle of the year?
5
Joelle took a deep breath and picked up the aluminum bat. She tapped it against home plate a couple of times and brought it up over her shoulder. It was a bigger bat than she was used to. Heavier, too.
6
She carefully adjusted her grip. Then she changed her position a bit. Closer to the plate. No, a little further away.
7
The girl on the pitcher’s mound tossed the ball from one hand to another, her wispy brown hair blowing in the breeze. “You ready?”
8
Joelle nodded. She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
9
The pitcher took a step forward and released a fast pitch underhand.
10
It wasn’t the angle Joelle was used to, but it came in at the height she liked. She pulled her bat back and swung hard.
11
Whack!
12
“Whoa,” said one of the girls on the bench.
13
The ball sailed between first and second base and all the way to the street, where it dropped to the ground and rolled along the curb. Not bad, Joelle thought, as two outfielders took off after it.
14
Joelle dropped the bat and sprinted toward first base. She glanced over her shoulder as she rounded second and saw one of the fielders, a tall, gangly girl, bend down and scoop up the ball. Yikes. Better get moving.
15
“Come on, Kate!” the shortstop yelled. “Throw it here!” She waved her glove.
16
Should I stop at third or go for home? Joelle wondered. But Kate had only gotten the ball about halfway to the shortstop. The ball rolled on the ground and several girls ran toward it.
17
Home, Joelle decided, and poured on the steam.
18
“All right!” A girl with a bouncy blonde ponytail cheered as Joelle crossed home plate.
19
“Way to go!” Another girl slapped her on the back.
20
“Thanks,” Joelle said. She was a little out of breath, but she felt good.
21
The gym teacher, Ms. Fenner, tossed Joelle a towel. “That was some hit,” she said.
22
“Thanks,” Joelle said again, patting the towel against her damp forehead.
23
She was disappointed when the bell rang a few moments later, ending P.E. Most of the girls took off for the school building, but a few hung back to walk with Joelle.
24
“Hey, I knew you were good, but I didn’t know you were that good!” Elizabeth Shaw said. Elizabeth lived in the house behind Joelle’s. She and her dad had been out tossing a baseball around on Saturday, the day Joelle’s family moved to Greendale. Joelle went over and threw a few with them until her mom made her come back and help unpack. Then this morning, Elizabeth had turned up on Joelle’s doorstep to walk with her to school.
25
Joelle grinned. “I’m okay, I guess.”
26
The girl with the blonde ponytail wedged herself in between Joelle and Elizabeth as they headed toward the school. “You mean you always hit like that?” she asked.
27
Joelle hesitated. What could she say? She didn’t usually play softball. But yeah, she was a decent hitter. Not a bad fielder, either. Her older brother Jason, who was now playing baseball for the University of Minnesota, had taught her everything she knew. “I do have a pretty good batting average,” she admitted.
28
“Looks like our softball team just got lucky, then,” said a girl with straight brown hair and a splash of freckles across her nose. “And hey, we’re having tryouts after school today. Perfect timing, huh?”
29
“That’s right,” Ms. Fenner said, coming up behind the group. “They’ll be at the same field where we just had class. Hope you can make it, Joelle.”
30
“Can you?” the blonde girl wanted to know.
31
Joelle glanced at Elizabeth. Her new friend had already tried to talk her into going out for softball. It’ll be a great way to meet people, Elizabeth had said. Which was true. Except softball wasn’t Joelle’s game.
32
“Well . . .” Joelle began. She had to admit, she was kind of enjoying all this attention. But she was going to have to tell these girls the truth. “Actually, I play baseball,” she said.
33
“Baseball?” The blonde girl frowned.
34
“But only boys play on the Hoover baseball team,” Freckle Girl put in.
35
“Hey, you saw Joelle hit.” Elizabeth leaned forward. “She’s really good. Definitely good enough to play with the guys!”
36
Joelle cringed. It wasn’t a matter of being “good enough” to play with a bunch of guys. Baseball was just her sport.
How does Joelle’s home run affect the plot in this passage?
Responses
It helps add to the tension.
It helps add to the tension.
It solves the main conflict.
It solves the main conflict.
It introduces the main conflict.
It introduces the main conflict.
It relieves some of the tension.
It relieves some of the tension.
11 answers
What is mainly introduced in Paragraphs 1 through 7?
Responses
the theme
the theme
the setting
the setting
the rising action
the rising action
the supporting characters
the supporting characters
Responses
the theme
the theme
the setting
the setting
the rising action
the rising action
the supporting characters
the supporting characters
In Paragraphs 1 through 7, the setting is mainly introduced. These paragraphs establish the context of Joelle's situation, including the gym class setting, the weather conditions (the brisk March wind), and Joelle's feelings as the new girl about to bat. The atmosphere of the gym class and the physical environment are key elements introduced in these lines, setting the stage for Joelle’s experience and the events that follow.
How does Elizabeth already know about Joelle’s athletic ability?
Responses
Elizabeth saw Joelle playing catch in Joelle’s front yard.
Elizabeth saw Joelle playing catch in Joelle’s front yard.
Joelle told Elizabeth about her brother’s baseball talent.
Joelle told Elizabeth about her brother’s baseball talent.
Joelle and her brother have played catch with Elizabeth.
Joelle and her brother have played catch with Elizabeth.
Elizabeth and her father have played catch with Joelle.
Elizabeth and her father have played catch with Joelle.
Responses
Elizabeth saw Joelle playing catch in Joelle’s front yard.
Elizabeth saw Joelle playing catch in Joelle’s front yard.
Joelle told Elizabeth about her brother’s baseball talent.
Joelle told Elizabeth about her brother’s baseball talent.
Joelle and her brother have played catch with Elizabeth.
Joelle and her brother have played catch with Elizabeth.
Elizabeth and her father have played catch with Joelle.
Elizabeth and her father have played catch with Joelle.
Elizabeth saw Joelle playing catch in Joelle’s front yard. This is mentioned in the passage where it states that Elizabeth had been out tossing a baseball around with her dad on the day Joelle's family moved to Greendale, and Joelle joined them for a while. This experience informs Elizabeth of Joelle's athletic ability.
Based on the information in the passage, which will most likely happen?
Responses
Joelle will return to her old school and play baseball.
Joelle will return to her old school and play baseball.
Joelle’s brother will become a professional baseball player.
Joelle’s brother will become a professional baseball player.
Elizabeth and Joelle will remain friends despite the sport they play.
Elizabeth and Joelle will remain friends despite the sport they play.
Ms. Fenner will put pressure on Joelle to try out for the softball team.
Ms. Fenner will put pressure on Joelle to try out for the softball team.
Responses
Joelle will return to her old school and play baseball.
Joelle will return to her old school and play baseball.
Joelle’s brother will become a professional baseball player.
Joelle’s brother will become a professional baseball player.
Elizabeth and Joelle will remain friends despite the sport they play.
Elizabeth and Joelle will remain friends despite the sport they play.
Ms. Fenner will put pressure on Joelle to try out for the softball team.
Ms. Fenner will put pressure on Joelle to try out for the softball team.
Elizabeth and Joelle will remain friends despite the sport they play. The passage indicates a budding friendship between Joelle and Elizabeth, as Elizabeth has already shown support for Joelle's athletic ability and is encouraging her to join the softball team. Their connection seems to be based on mutual interests and respect, suggesting that their friendship will thrive regardless of the sports they choose to play.
Which sentence from the passage offers the best evidence that Joelle is an experienced batter?
Responses
Joelle took a deep breath and picked up the aluminum bat.
Joelle took a deep breath and picked up the aluminum bat.
The ball rolled on the ground and several girls ran toward it.
The ball rolled on the ground and several girls ran toward it.
She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
It wasn’t the angle Joelle was used to, but it came in at the height she liked.
Responses
Joelle took a deep breath and picked up the aluminum bat.
Joelle took a deep breath and picked up the aluminum bat.
The ball rolled on the ground and several girls ran toward it.
The ball rolled on the ground and several girls ran toward it.
She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
She bent her knees and squeezed her fingers tighter around the unfamiliar bat.
It wasn’t the angle Joelle was used to, but it came in at the height she liked.
It wasn’t the angle Joelle was used to, but it came in at the height she liked. This sentence indicates that Joelle has prior experience with batting; she has a preferred height for the pitch and an understanding of how pitches come in, which suggests familiarity with the sport.
Read this excerpt from the passage.
The ball sailed between first and second base and all the way to the street, where it dropped to the ground and rolled along the curb. Not bad, Joelle thought, as two outfielders took off after it.
What do the words in italics suggest to the reader?
Responses
that Joelle could play better
that Joelle could play better
that the outfielders were playing well
that the outfielders were playing well
that the play would result in a home run
that the play would result in a home run
that Joelle was pleased with the way she hit the ball
The ball sailed between first and second base and all the way to the street, where it dropped to the ground and rolled along the curb. Not bad, Joelle thought, as two outfielders took off after it.
What do the words in italics suggest to the reader?
Responses
that Joelle could play better
that Joelle could play better
that the outfielders were playing well
that the outfielders were playing well
that the play would result in a home run
that the play would result in a home run
that Joelle was pleased with the way she hit the ball
That Joelle was pleased with the way she hit the ball. The phrase "Not bad, Joelle thought" indicates that she feels positively about her performance, suggesting satisfaction and confidence in her abilities after hitting the ball well.