Castle runs in different contexts over the course of the novel. Where is running negative and where is it beneficial for him? Consider these points as you revisit the text for evidence.

• When does Castle say he started running?
• How does he initially feel about track?
• How does joining the track team affect his life?
• What are some ups and downs he experiences on the team?
• How does Castle feel at the track meet at the end of the novel?

Teaching Suggestion: Students might benefit from rereading several key scenes featuring running: remembering his father shooting at him and his mom, stealing the running shoes, track practices, etc. It might also help to list different scenes in order of how positive or negative they are on a continuum. Some scenes might be in the middle of the continuum.

Differentiation Suggestion: For students who would benefit from additional persuasive writing, it might be helpful to turn this into an essay. The prompt could be the following: How positive is running in Castle’s life? Students could focus on incorporating the Rogerian argument (an argumentative form that tries to establish a middle ground between parties), using qualifiers such as somewhat, increasingly, mostly, etc. Discussing how qualifiers can make arguments more exact can add sophistication to students’ writing.