Oranges F

Oranges
Gary Soto
Story Synopsis: A poem recollecting the first time the author walked with a girl. He had two
oranges in his pocket. It was winter and the boy takes his girl to a drugstore to buy a piece of
chocolate. He does not have enough money, so he pays with a nickel and an orange. They
continue to walk, then she eats the chocolate and he eats the other orange.
Objectives:
Students will hear a poem read aloud as written by the author
Students will physically manipulate the original version of the text to create their own
version of the poem.
Students will share their altered version aloud with the class
As a class, students will determine how different use of line breaks can change the
meaning or focus of the poem.
Activity: Line Breaks and Reading Poetry Aloud (55 minutes)

Students will discuss the impact of line breaks when reading poetry aloud. They will have an
opportunity to redistribute the line breaks in the poem and take turns reading aloud to observe
the changes that occurred.
Discussion Questions:
1. Emotions arent specifically described in the poem, but what do you think the author feels
at various parts of the poem? How can you tell?
2. The author frequently mentions colors. What colors are mentioned and in what context?
3. Only some things are described with detail. For example, the author does not describe
his own jacket, but describes the candies, tiered like bleachers. What things are
described in detail? How are they described? What things are not described?
4. The ladys eyes met mine, and held them, knowing very well what it was all about.
What does this passage mean?
5. How would the poem be different without line breaks? Or with the line breaks in
different places?
Examining Language:
Oranges uses line breaks to emphasize particular phrases and words. Deciding to break a line at
a particular place can change the meaning of the line. The same thing happens in speech when
we choose to speak one word with more emphasis.
________________________
Minnesota Humanities Center 1
www.minnesotahumanities.org
Read the following phrases aloud to show how word choice can change the meaning of a phrase:
I'm going to the store. (Regular stress on the last content word of the phrase/sentence)
I'M going to the store. (Not YOU, but ME!)
I AM going to the store. (Im not kidding, I AM going!)
I'm GOING to the store. (Have you GONE to the store? -No, I'm GOING to the store.)
I'm going TO the store. (Not coming FROM it.)
I'm going to THE store. (THE store=favorite or only store, known to both speaker and listener.)
I'm going to the STORE. (Not somewhere else.)
While we can do this easily when reading aloud, in writing it can be harder to determine
emphasis. Poets can make deliberate choices regarding line breaks that can affect the sound,
meaning, punctuation, and even appearance of their writing.
Activity: Line Breaks and Reading Poetry Aloud (55 minutes)

Students will discuss the impact of line breaks when reading poetry aloud. They will have an
opportunity to redistribute the line breaks in the poem and take turns reading aloud to observe
the changes that occurred.
Materials: Prose version of Oranges Handout

Scissors
Tape, glue, or glue sticks
Blank paper to compose the poem
1. Read the poem out loud, emphasizing line breaks.
2. Read aloud the phrases from above to show how word emphasis can change meaning.
3. Give each student the handout and have them re-create the poem. Students must keep the
poem in the order that it is, but may choose to add line breaks wherever they like.
4. Have students volunteer to read their altered poems aloud.
5. Return to the original poem and reflect on why the author might have chosen to put line
breaks in where he did. What gets emphasized by choosing to break where he did?
Compare some of the altered poems with the original to see the difference.
________________________
Oranges Prose Version
The first time I walked with a girl, I was twelve, cold, and weighted down with two
oranges in my jacket. December. Frost cracking beneath my steps, my breath
before me, then gone, as I walked toward her house, the one whose porch light
burned yellow night and day, in any weather. A dog barked at me, until she came
out pulling at her gloves, face bright with rouge. I smiled, touched her shoulder,
and led her down the street, across a used car lot and a line of newly planted trees,
until we were breathing before a drugstore. We entered, the tiny bell bringing a
saleslady down the narrow aisle of goods. I turned to the candies tiered like
bleachers, and asked what she wanted light in her eyes, a smile starting at the
corners of her mouth. I fingered a nickel in my pocket, and when she lifted a
chocolate that cost a dime, I didnt say anything. I took the nickel from my pocket,
then an orange, and set them quietly on the counter. When I looked up, the ladys
eyes met mine, and held them, knowing very well what it was all about. Outside,
a few cars hissing past, fog hanging like old coats between the trees. I took my
girls hand in mine for two blocks, then released it to let her unwrap the chocolate.
I peeled my orange that was so bright against the gray of December that, from
some distance someone might have thought I was making a fire in my hands.
________________________
Name______________________________
Oranges Altered Poetry Version
________________________

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Oranges

Activity: Line Breaks and Reading Poetry Aloud (55 minutes)

I'M going to the store. (Not YOU, but ME!)

I AM going to the store. (Im not kidding, I AM going!)

I'm going TO the store. (Not coming FROM it.)

I'm going to the STORE. (Not somewhere else.)

Activity: Line Breaks and Reading Poetry Aloud (55 minutes)

Materials: Prose version of Oranges Handout

1. Read the poem out loud, emphasizing line breaks.

4. Have students volunteer to read their altered poems aloud.

oranges in my jacket. December. Frost cracking beneath my steps, my breath

Oranges Altered Poetry Version

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