Crazy Loco

Teacher’s Guide 

Crazy Loco 

Reading Level Lexile 830 

Genre/Length Short Stories; 176 pages 

Language Register Contemporary, Cultural, Familiar 

Content Load Mexican American, Teen, Coming of Age 

Selected Awards ALA Best Books for Young Adults 

Notable Books for a Global Society 

Overview 

Background The Texas annexation to the United States in 1846 caused much 

controversy and contributed to starting the Mexican American War. Though its 

official statehood led to an influx of new residents from all racial backgrounds, to 

this day over one-fifth of Texas residents are of Hispanic descent. Communities 

on the southwestern border of Texas are almost entirely composed of Hispanic 

residents. The beauty of Mexican history and culture is echoed through the rich 

architecture, art, names, and language of the region. Crazy Loco reflects the 

Mexican American culture of this vast and beautiful land. 

Book Summary Crazy Loco is a collection of warm, humorous short stories written 

by David Rice. The collection features nine stories with nine different protagonists. 

These engaging, young characters each have a story that revolves around “coming 

of age.” The stories involve everything from a first kiss with an older girl, to the 

death of a beloved grandfather, to a dog named Loco who thinks he can drive. This 

collection of stories, set in southern Texas, is full of teen angst, love, growth, and, 

ultimately, something every teen can relate to. 

About the Author 

Born in 1964, David Rice grew up in Edcouch, a small Texas town near the Mexico- 

United States border. He spent much of his childhood and adolescence in the 

Rio Grande Valley and often uses it as a backdrop to his stories. 

At an early age, Rice knew he wanted to become a writer. After high school, he 

attended Southwest State Texas University in San Marcos. He pursued a degree 

in business, but continued writing as an investigative journalist for his college 

newspaper. After college, he decided to write fiction, supporting himself with various 

jobs as he practiced writing short stories. In 1996, he published his first book, Give 

the Pig a Chance, a collection of short stories. 

Since that first publication, Rice’s stories have been printed in numerous journals 

and anthologies. Crazy Loco is his second major work and was nominated for the 

Pura Belpré Award the year it was released. 

THE EXCHANGE QUESTION 

How do people know when they 

are ready for responsibility? 

Teacher’s Guide page 1 of 15 © Hampton-Brown


Reading the Book 

There are several options for reading Crazy Loco. They include: 

Whole Class Assign sections of the book and discussion dates 

using the planner on Student Journal, page 1. After students 

read a section and respond to the corresponding Student 

Journal pages, have a class discussion. At the end of the book, 

the class meets for The Exchange. 

Small Groups Read the book’s Introduction with the group. 

Group members then read an agreed-upon number of pages, 

complete the corresponding Student Journal pages, and meet 

to discuss. When they finish the book, they meet again for The 

Exchange. Use the planner on Student Journal, page 1 to 

establish meeting times. 

Independently Students read the book on their own and 

then meet as a group for The Exchange. Use the planner on 

Student Journal, page 1 to establish the meeting time. 

Guided Reading Have students read Student Journal, 

page 2 and monitor their discussion of the What If? scenario. 

Read aloud the book’s Introduction to give students background 

on the book. As students read, use the Before You Move On 

questions to guide comprehension. Use the Look Ahead to set 

a focus for reading the next set of pages. At the end of each 

section, assign the appropriate Student Journal pages. 

Discuss the pages before starting the next section. Establish a 

date for The Exchange and record it on the planner. 

Getting Started 

Have students read What If? on Student Journal, page 2 

and discuss the scenario. Encourage students to describe the 

similarities and differences between the scenario and their lives and 

imagine how the situation would affect them. 

Have students write their responses to the three questions below 

the scenario and compare answers with a partner or the group. 

Have students discuss how the situation might relate to The 

Exchange question and then write a brief summary of their 

discussion in the Student Journal. 

Student Journal 


by David Rice 

Reading Schedule 

Student Journal, page 1 

Teacher’s Guide page 2 of 15 © Hampton-Brown 

Name: 

Group members: _____________________________________________________________ 

_____________________________________________________________________________ 

Crazy Loco Student Journal Due Date Discussion Date 

Introduction Pages 2–4 

Pages 13–46 Pages 5–6 



Pages 105–141 Pages 11–12 

Pages 142–175 

The Exchange 

Assessment 

Pages 13–14 

Getting Started 

What If? 

How do people 

know when they 

are ready for 

responsibility? 


You just got your driver’s license. You are so excited to be able to drive, 

but you do not have the money to buy yourself a car. Your parents agree 

to let you drive their car as long as you agree to help them with some 

errands. 

The next week, your aunt has an emergency. Your parents are at work 

and ask you to pick up your four-month-old niece from her daycare 

center and bring her to your house. You have the car seat, but you do 

not know how to put it in the car. You are not sure what to do if your 

niece cries or how to change a diaper. And, you are not confident in 

your new driving skills. 

Make notes about how this would affect you. 

Would you feel ready for this responsibility? 

Would you agree to help with this errand? Why or why not? 

What could you do to better prepare yourself for this errand? 

Connect to The Exchange Question Discuss how this situation 

could relate to The Exchange Question: How do people know when 

they are ready for responsibility? Summarize your discussion. 

Crazy Loco


Introduction 

Have students read the book’s Introduction. Check their 

comprehension with the three follow-up questions on Student 

Journal, page 3. 

Introduction: Key Concepts 

Have students study the first Key Concept with the help of the 

graphic organizer on Student Journal, page 4. After studying the 

example, they should create similar graphic organizers to focus 

their understanding of the three remaining Key Concepts. 

Introduction 


Read the Introduction on pages 9–11 in Crazy Loco. The Introduction will 

help you understand key concepts in the book. Knowing them will help 

you discuss and write about the book. 

The Introduction includes information about 

what a short story is 

how teens can relate to the stories 

when David Rice decided to become an author 

After you read the Introduction, answer these questions to check your 

understanding. 

1. What is a short story? How is it similar to and different from a novel? 

2. How can teenagers relate to the stories in this collection? 

3. When did David Rice know he wanted to be an author? 



A short story is a work of fiction that is shorter than a 

novel. A short story can be one page or more than fifty 

pages long. Like a novel, a short story has its own setting, 

characters, and plot. 

Teenagers can relate to the common experiences and 

struggles that the teenage characters face as they grow up. 

Rice knew at a young age that he wanted to be an author. 

He became a professional writer when he was twenty-seven 

years old. 

Introduction: Key Concepts 

Personal Experience Chart 

Study the Personal Experience Chart for emotion. Write about a 

personal connection using the word emotion. 

Personal Experience Chart 

Key Concept: _______________________________________________________ 

emotion 

Define or rename: ______________________________________________________ 

a strong feeling 

Specific Examples 

My mom could not 

hide her emotions 

when our dog died. 

She cried all day. 

Personal Connection: ___________________________________________________ 

_________________________________________________________________________ 

On a separate sheet of paper, create a similar Personal Experience 

Chart for community, maturity, and respectful. 


At the Memorial Day 

parade, people showed 

different emotions. 

Most people were 

proud but sorrowful. 


Key Concepts 

collection 

community 

emotion 

maturity 

respectful 

Our drama class 

instructor taught us 

how to express different 

emotions through 

gestures.


Pages 13–46 Answers for Before You Move On 

Pages 13 – 46 

PAGE 28 

1. Narrator Who is the narrator? What does he want? 

Romero is the narrator. He wants to date an older girl. 

2. Character Romero does not get Veronica to be his 

girlfriend, but he seems happy at the end of the story. Why? 

Romero got to kiss Annette on the hayride. 

PAGE 46 

1. Sequence What events occur that lead to Tommy meeting 

Catalina’s sons? 

Tommy’s parents sell their house, so Catalina doesn’t work 

for them anymore. Then Catalina’s grandson dies, so Tommy 

goes to the funeral. 

2. Cause and Effect Reread pages 42–45. What causes 

Tommy’s opinion of Emiliano and Guillermo to change? 

Tommy didn’t know much about them before visiting their 

home. Now he cares about them because he realizes how 

much they care about him. 

Respond to Pages 13–46 


1. Personal Response The school in “Sugarcane Fire” holds special 

events for high school students, such as dances and a hayride. What 

events does your school have? Which do you enjoy the most? Why? 

2. Cause and Effect In “Her Other Son,” how does Tommy experience 

maturity when he visits Catalina’s family in Mexico? Use the word 

maturity in your response. 

3. Irony In “Sugarcane Fire,” what is ironic about Romero and Annette’s 

relationship? 

4. Generate Questions Write a question about this section for someone 

else reading this book. Exchange questions with them. Do you agree 

with their answer? 



Tommy realizes for the first time how much his family 

means to Catalina and her family. Tommy feels guilty 

because Catalina has made him part of her family, but 

Tommy doesn’t know anything about Catalina’s family. 

This reaction shows that Tommy has a growing maturity. 

It is ironic that Annette is attracted to Romero because 

Romero likes Annette’s sister Verónica. Romero thinks 

Verónica would never notice him because she is a year 

older than he is. It is ironic that Annette flirts with Romero 

because she is even older than Verónica is. 

Respond to Pages 13– 46, continued 

5. Comparisons In “Her Other Son,” Tommy remembers crossing the 

border when he was young. At the end of the story, he crosses the 

border again. Write his feelings and actions during these crossings. 

T Chart 


Tommy’s First Crossing Tommy’s Second Crossing 

is afraid of crossing the 

border 

is nervous to answer the 

agent 

does not answer because he 

is afraid 


Compare Tommy’s border crossings. Why is Tommy’s second border 

crossing so different from his first? 

___________________________________________________________________________________ 

When Tommy is young, he is too nervous to answer. He is 

___________________________________________________________________________________ 

afraid of authority and is willing to do as he is told. As he 

___________________________________________________________________________________ 

gets older, he realizes that life is unfair, especially Catalina’s 

___________________________________________________________________________________ 

life ___________________________________________________________________________________ 

in Mexico. At his second border crossing, his awareness 

of ___________________________________________________________________________________ 

the problems in the world affect him. He does not 

answer the agent out of defiance. 

is distracted by thoughts 

about Catalina 

is not afraid or nervous 

about the agent 

does not answer because 

he is conflicted



Pages 47 – 79 

PAGE 58 

1. Cause and Effect Luis tells the teacher that Bobby and 

Marco lifted Nina’s skirt. How does this affect him through 

the rest of his schooling? 

Luis has a hard time making friends. The boys bully him 

through high school. Nina is never nice to him again. 

2. Paraphrase On pages 54– 55, Luis says that loving 

someone hurts. What does he mean? 

Luis means that his love for Nina cost him a lot—eight years 

of getting bullied by Bobby and Marco. 

PAGE 79 

1. Comparisons On page 65, Harry thinks Papa Lalo is dead. 

On page 76, he is dead. How do Harry’s reactions change 

from the beginning to the end of the story? 

The first time Harry didn’t really care and didn’t want to 

touch Papa Lalo. The second time he was very upset and 

tried to save him. 

2. Character’s Motive Why do you think Harry burns his 

grandfather’s suit? 

Harry burns the suit as a way of dealing with his grandfather’s 

death and saying farewell. 


1. Personal Response In “Valentine,” Luis remembers Valentine’s Day 

in his kindergarten class. What is a strong memory you have from 

when you first went to school? Why do you think this memory stays 

with you? 

2. Character’s Motive In “Papa Lalo,” Papa Lalo is respectful when he 

gives Harry his surveyor’s compass. What does this show you about 

Papa Lalo? Use the word respectful in your response. 


3. Making Decisions In “Valentine,” Luis goes to a graduation party and 

talks about what happened when Bobby and Marco lifted Nina’s skirt. If 

you were Luis, would you have mentioned that incident? Why or why not? 






Papa Lalo wants to give Harry something important to take 

with him on his camping trip. Giving Harry the compass is 

a loving, respectful gesture. This gift shows that Papa Lalo 

recognizes that Harry is growing up and would treasure the 

compass. 

Respond to pages 47–79, continued 

5. Cause and Effect In “Papa Lalo,” Harry and his family move in with 

Papa Lalo. List the effects this has on Harry in the Effects column. 

Use the Cause and Effect Chart to answer the question. 

Why do you think Harry and Papa Lalo have problems with their 

relationship? What causes the problems? 



Cause and Effect Chart 

Causes Effects 

1. Harry’s mother tries to burn 1. Harry’s family moves 

down their home. 

to Papa Lalo’s. 

2. Harry’s room is the T V room. 2. Harry has to watch 

bad programs. 

3. Papa Lalo gives Harry a 

3. Harry begins to like 

compass. 

Papa Lalo. 

4. Papa Lalo kills Harry’s 

4. Harry is angry with 

rabbits. 

Papa Lalo. 

5. Harry is invited to a lot of 5. Papa Lalo gives Harry 

quinceañeras. 

money for them. 

6. Papa Lalo dies. 

6. Harry realizes how 

much he loves 

Papa Lalo. 

Harry causes problems because he does not like Papa 

Lalo’s TV programs and yells at him when Papa kills his 

rabbits. Papa Lalo causes problems because he kills 

Harry’s rabbits and is stubborn. They probably are not used 

to compromising for another person.



Pages 80 – 104 

PAGE 91 

1. Character Reread pages 80–82. How does Loco the dog 

get his name? Why is the name “Crazy” good for him? 

The family tries giving the dog many names, but he doesn’t 

respond. He responds to Loco when he tries to drive the 

car. Loco acts crazy—he jumps in the public pool, chases 

everything, and loves being in the car. 

2. Conclusions Why does Mom say she thinks Loco drove 

to California? 

Loco loved to pretend he was driving, and he loved their trip 

to California. 

PAGE 104 

1. Evidence and Conclusions Reread pages 92–93. Richard’s 

father is very patriotic. What evidence supports this conclusion? 

Richard’s father named his son after Richard Nixon. He was 

proud to serve in the U.S. Army and National Guard. 

2. Comparisons Reread page 102. Compare what Rosie 

and Dad say about America. What do each of them think it 

means to be American? 

Rosie thinks being Mexican American means being treated 

badly. Dad thinks being American means serving your 

country and being proud. 



1. Personal Response In “Proud to Be an American,” Richard’s father is 

proud of his country and of serving in the war. What story or event in 

your family’s history makes you proud? 

2. Conclusions In “Crazy Loco,” how does the family deal with their 

emotions when Loco disappears? Is this a good way to deal with loss? 

Why or why not? Use the word emotion in your response. 

3. Paraphrase In “Proud to Be an American,” what does Rosie mean on 

page 104 when she says the family looks like “Americanos”? 






The family deals with their emotions by pretending that 

Loco is in a better place. This helps them deal with the pain 

of missing their dog. They also adopt a new dog to replace 

Loco. 

The family is celebrating the Fourth of July. When the 

flare goes into the sky, it is so bright that it lightens the 

skin of everyone. Rosie is saying they look like Caucasian 

Americans. 

Respond to Pages 80–104, continued 

5. Summarize In “Crazy Loco,” the dog, Loco, does many interesting 

things. Write Loco’s actions in the Details Web. 

Details Web 

enjoys 

going to 

California 

pretends 

to drive the 

car 

barks 

at sirens 

Why is Loco such a special dog to the narrator? 


Loco 

swims 

in pool 

sleeps 

outside 

chases 

animals and 

fireworks 

runs into 

a cactus 


Loco is a special dog to the narrator because he acts like 

a normal dog by doing things like barking at sirens and 

chasing cars, but he also acts like a human by the way he 

goes swimming in the pool and tries to drive the car. Loco 

is a fun, sweet, interesting dog.



Pages 105 – 141 

PAGE 126 

1. Character Tía Mana laughs when Milagros accidentally frees 

her 300 parakeets. What does this tell you about Tía Mana? 

Tía Mana does not get mad easily. She is a happy, carefree 

person. 

2. Character’s Motive On pages 125–126, Tía Mana lets 

Milagros free Pájaro. Why does Tía Mana do this? 

Tía Mana uses Párajo as an example. She wants to show 

Milagros’s parents that Milagros should be allowed to choose 

her own future. 

PAGE 141 

1. Inference Reread pages 128–129. Why is the narrator’s 

mother so concerned about cleaning the house before the 

cousins arrive? 

The narrator’s mother is embarrassed of their home. She 

wants to impress the California family. 

2. Paraphrase Why does Jordon say on page 134: “Even 

when you dudes get to high school, you’ll still be little 

Texas Mexicans.” 

Jordon is trying to hurt their feelings and insult them. Jordon 

thinks he is better than them. 



1. Personal Response In “The California Cousins,” the cousins complain 

that the narrator’s country home is boring compared to their city life. 

Would you rather live in the country or in a city? Why? 

2. Paraphrase What does Tía Mana mean when she says on 

pages 119–120, “Mi’ja, fly as far as your wings will take you. You can 

always come back”? 

3. Symbolism What does Pájaro represent to Tía Mana and Milagros? 






Tía Mana means that Milagros should travel and visit as 

many places as she can while she is still young. Milagros 

might miss home or be afraid, but she can always come 

home to her family and community. 

Pájaro represents freedom and opportunities. Tía Mana 

keeps a string on Pájaro so that he won’t escape. 

Milagros’s parents keep her “tied down” by not letting her 

travel. When Tía Mana cuts the string, she is showing that 

freeing someone to pursue opportunities is an act of love. 


5. Foreshadowing In “The California Cousins,” everyone reacts to the 

family visit in a different way. Write what the characters do and what 

their actions say about how they feel in the Chart. 

Character Description Chart 

Mom 

Dad 

Character 

California Cousins 

Texas Cousins 


What the 

Character Does 

makes family clean 

house; bribes 

family 

tries to get out of 

visit; is cool to Tio 

Mike 

act rude; wear 

flashy clothes; 

complain 

complain; suggest 

family visits later; 

call cousins “sissy 

soft-butts” 

What do the actions of the characters at the beginning of the story 

suggest about the story’s ending? Were you surprised by the ending? 


What This Shows 

About the Character 

likes California family, 

but is insecure 

does not like 

California family 

do not want to be 

there 

do not want California 

cousins to visit 

The reactions of the characters imply that the story will turn 

out badly. None of the characters like each other. Mom has 

to bribe her family, the Texas cousins resent their California 

cousins because they are rude, and the California cousins 

clearly do not want be in the country.



Pages 142 – 175 

PAGE 157 

1. Plot Reread page 142. Why does Pedro have to become an 

altar boy? 

Pedro’s father is the mayor. He wants Pedro to volunteer 

because he thinks it will help him get re-elected. 

2. Comparisons Reread page 157. Pedro did not want to be 

an altar boy. How does he feel about it now? 

Pedro is excited because Father Pedro told him he is ready 

for Sunday mass. He knows there will be a lot of people 

watching him. 

PAGE 175 

1. Inference Reread pages 160–162. Ricardo and José care 

about Pedro. How can you tell? 

Ricardo and José help Pedro when he falls during Sunday 

mass. They stop people from laughing at Pedro and making 

fun of him at school. 

2. Conclusions Why does Pedro decide to help José paint 

the church? 

Pedro wants to help José remember and honor Ricardo’s life. 



1. Personal Response Pedro’s father volunteers him to be an altar boy. 

What kind of activities do your friends or family think you should be a 

part of? How do their opinions affect your actions? 

2. Author’s Purpose Why do you think the author chose to write this 

book as a short story collection instead of as a novel? Use the word 

collection in your response. 

3. Irony Why is it ironic that Ricardo and José take their positions as 

altar boys so seriously? 


What If? 


The author wrote this book as a short story collection 

because the plots of the stories are concise. The stories are 

contained tales about growing up. A novel would be longer 

and would not be concise. 

It is ironic because they are both tough men who have been 

in trouble with the law. You wouldn’t think that they would 

care about church-related responsibilities. They look and 

act tough, but they sincerely care about helping the priest. 

4. Connect Look at your notes on Student Journal, page 2. Think about what might 

happen if you suddenly had a serious responsibility. Compare this to Crazy Loco. How 

does responsibility affect the characters in three of the stories? 



5. Character Pedro shares his experiences as an altar boy in “Last 

Mass.” Write Pedro’s actions as an altar boy in the Sequence Chain. 

Sequence Chain 

1. 

3. 

5. 

tries to hide 

when his father 

volunteers him 

trips over his 

cassock and spills 

holy water 

helps with the 

mass for Ricardo 

How does Pedro change from the beginning to the end of the story? 

2. 

4. 

6. 

is trained by 

Ricardo and 

José 

slowly stops 

helping at the 

church 

is going to 

help José paint 

the church 


At first, Pedro does not want to help at the church and 

does a bad job. At the end of the story, he is confident about 

helping at the church and is more respectful and proud.


Exchange Discussion 

THE QUESTION 

How do people know when they are ready 

for responsibility? 

How do the characters in Crazy Loco learn responsibility? Are 

there some who do not? 

In “She Flies,” Milagros learns that she has to have a responsibility to 

herself and her own needs. She learns this by listening to and following 

Tía Mana’s examples. In “Papa Lalo,” Harry learns about responsibility 

when he has to be more mature after his mother and father divorce. The 

boys in “The California Cousins” are not responsible. 

In “Last Mass,” Pedro becomes an altar boy when he is nine. Tell 

about a time when you were given a new responsibility. What 

did it help you learn? 

What kinds of responsibilities do you believe teenagers should 

have at home, at school, and in their communities? 

Evaluate the Discussion 

Use the reproducible master from page 10 of this Teacher’s Guide 

to evaluate The Exchange discussion. The form may also be used 

by students for group assessment. 

Crazy Loco, inside back cover 

Review the work you did in your Student Journal. Take 

your book and your Journal with you to The Exchange 

book discussion. 

EXCHANGE IDEAS 

Tell the group why you would recommend or not 

recommend this book. 

Compare this book to something it reminded you 

of, such as another book, a song, artwork, or a 

personal experience. 

Can you imagine yourself in this book? How? 

THE QUESTION 

How do people know when they 

are ready for responsibility? 

How do the characters in Crazy Loco learn 

responsibility? Are there some who do not? 

In “Last Mass,” Pedro becomes an altar boy when he 

is nine. Tell about a time when you were given a new 

responsibility. What did it help you learn? 

What kinds of responsibilities do you believe 

teenagers should have at home, at school, and in 

their communities? 

REFLECT 

Summarize your Exchange. How did this book change the 

way you see something? What questions do you still have? 

How will you answer them? 


Excellent Good Fair 

Everyone participated. Most people participated. Only a few people 

participated. 

Everyone spoke clearly. Most people spoke clearly. Some people did not speak 

clearly. 

Everyone listened carefully. Most people listened 

carefully. 

We stayed on the topic 

throughout the discussion. 

We responded to each 

other’s thoughts and ideas 

often. 

Most people used examples 

from the book to support 

their points. 

Most people gave detailed 

answers using their 

experiences and even other 

texts. 


most of the time. 

We commented on each 


sometimes. 

Many people used 

examples from the book 

to support their points. 

Many people gave detailed 


experiences. 

Some people did not listen 

carefully. 

We did not stay on the 

topic all the time. 

We did not make many 

comments on each other’s 

thoughts and ideas. 

Only a few people used 



Only a few people gave 

detailed answers. 


Notes: 

Discussion Rubric

Book Title Date 


Notes: 

Excellent Good Fair 

Everyone participated. Most people participated. Only a few people 

participated. 

Everyone spoke clearly. Most people spoke clearly. Some people did not speak 

clearly. 

Everyone listened carefully. Most people listened 

carefully. 


throughout the discussion. 

We responded to each 


often. 

Most people used examples 

from the book to support 

their points. 

Most people gave detailed 


experiences and even other 

texts. 


most of the time. 

We commented on each 


sometimes. 

Many people used 



Many people gave detailed 


experiences. 

Some people did not listen 

carefully. 

We did not stay on the 

topic all the time. 

We did not make many 

comments on each other’s 

thoughts and ideas. 

Only a few people used 



Only a few people gave 

detailed answers. 

© Hampton-Brown


Assessment 

Assess students’ understanding of Crazy Loco by administering 

the multiple-choice test and essay questions. (Teacher’s Guide, 

pages 12–14) 

How you administer the Assessment depends on your objective. 

You may choose to use the test as: 

an open-book test to allow students to continue practicing 

reading strategies and/or become familiar with a typical 

standardized test format 

a closed-book test to check students’ comprehension of the 

book and their abilities in various reading skills 

a take-home test to allow students to practice reading strategies 

as well as test-taking skills 

Suggested point values are as follows: 

Assessment Part I: 5 points per question for a total of 50 points 

Assessment Part II: 40 points possible (see Scoring Guide, 

page 15) 


Guidelines for Short Essay 

Have students write a short essay in response to one of the writing prompts 

below. Use the Scoring Guide to assist in your evaluation of their essays. 

A. The characters in these stories all have experiences that change them or help 

them mature. Who changes and how do they change? What experience have 

you had that has changed or matured you in some way? 

Responses could include: “Papa Lalo”: Harry’s experiences with his grandfather make him 

more mature by the end of the story, he also appreciates his family more; “Last Mass”: Pedro 

understands responsibility more by the end of the story; “Her Other Son”: Tommy realizes all 

the good fortune he has had and how privileged he is to have a house, clothes, and family. 

B. Choose two characters from two different stories. Tell what their problems 

are. Imagine if they met. How would they help each other solve their 

problems? What sections from the text helped you decide how each 

character would help? 

Responses could include: Harry, in “Papa Lalo,” does not like living with his grandfather, 

and the unnamed narrator in “The California Cousins” does not like his cousins. They could 

help each other learn how to tolerate and appreciate unfamiliar relatives and how to make 

themselves happy in the process. Harry appreciated Papa Lalo after he died; the narrator 

learned how to laugh at the cousins. 

Scoring Guide 

Description of the response: 

4 Interpretation is accurate and thoughtful 

Explanation is fully developed 

Support includes specific and relevant text evidence 

All parts of the question are clearly addressed 

3 Interpretation is adequate 

Explanation is developed but may lack some insight 

Support includes most specific and relevant text evidence 

All parts of the question are addressed to some degree 

2 Interpretation is literal or limited 

Explanation is incomplete 

Support includes some specific and relevant text evidence 

Only parts of the question are addressed and mostly in a limited way 

1 Interpretation is weak 

Explanation is vague 

Support includes few, if any, relevant details from the text 

Only one part of the question is minimally addressed 

0 Response is totally incorrect or irrelevant 

Assessment Part II 

Assessment Part I 

Circle the best answer. 

1. At the end of “Last Mass,” Pedro shows his 

maturity by helping with the mass and offering 

to paint the church walls. In this sentence, what 

does maturity mean? 



A religion 

B feelings 

C growth 

D weakness 

2. In “Valentine,” Bobby and Marco get mad at 

Luis because Luis— 

A eats their chocolate cake at the 

graduation party 

B dates Nina all through high school 

C made mean valentines for them 

D tells the teacher that they lifted 

Nina’s skirt 

3. From Tommy’s descriptions of Catalina at 

the beginning of “Her Other Son,” you can 

conclude that Tommy— 

A thinks Catalina is smarter than he is 

B hates Catalina 

C does not appreciate Catalina and 

her family 

D is embarrassed to have a maid 

Name: 

4. Which of these best summarizes the short 

story “Crazy Loco”? 

A An eight-year-old boy and his brother 

get a puppy. After trying different names, 

they decide on Loco. Loco loves to sit in 

and pretend to drive cars. One day, Loco 

and the car disappear. The family adopts 

another dog, but they never forget Loco. 

B A family gets a dog. The dog loves to 

ride in the car, and the family thinks this 

is crazy. So they name the dog Loco. 

Loco loves to swim and decides to go 

swimming at the local swimming pool. 

C Loco’s family takes Loco to the mall with 

them. When the family returns to the 

parking lot, they see that their car is gone. 

Loco was in the car, so he is missing, 

too. They go to the dog pound to look for 

Loco, but he is not there. 

D An eight-year-old boy and his brother get 

the puppy they have been begging for. 

They try to think of a name for him. The 

dog will not respond to any of the names 

they think of. Finally, the boys’ mother 

says the dog is loco. The name Loco is 

perfect for this dog. 

5. In “Proud to Be an American,” Richard’s 

actions and words show that— 

A he does not like his father 

B he respects and loves his father 

C he hates the Fourth of July 

D he is afraid of fireworks 

HSLL.T1.TG.Crazy.indd 12 9/22/06 9:35:17 AM 


Assessment Part I, continued 


6. In “Papa Lalo,” Harry feels sad, upset, and 

angry when he discovers that Papa Lalo has 

killed his rabbits. These are examples of— 

A collections 

B headaches 

C emotions 

D communities 

7. José is going to paint the church at the end 

of “Last Mass” because he— 

A has promised the priest he will paint it in 

exchange for a mass for Ricardo 

B wants to spend time with Pedro 

C needs something to do in his spare time 

D has promised to paint it as punishment for 

spilling the water bowl at mass 

8. The author changes the mood at the end of 

the short story “She Flies” by— 

A having Tía Mana sell her house 

B having Tía Mana set Pájaro free 

C making Milagros buy Tía Mana another 

parrot 

D making Milagros set Tía Mana’s parakeets 

free 



Name: 

9. Romero feels excited at the end of 

“Sugarcane Fire” because— 

A Annette kisses him 

B Verónica kisses him 

C he buys a ticket for the high school dance 

D his girlfriend goes on a hayride with him 

10. Which sentence from “The California 

Cousins” shows how the family prepares for 

the relatives’ visit? 

A “The paint keeps the worms off.” 

B Mom even had us fix up the outhouse. 

C We took them out to throw rocks at cans 

and bottles. 

D Dad burst out laughing. 

HSLL.T1.TG.Crazy.indd 13 9/22/06 9:35:28 AM




1. At the end of “Last Mass,” Pedro shows his 

maturity by helping with the mass and offering 

to paint the church walls. In this sentence, what 

does maturity mean? 

A religion 

B feelings 

C growth 

D weakness 

2. In “Valentine,” Bobby and Marco get mad at 

Luis because Luis— 

A eats their chocolate cake at the 

graduation party 

B dates Nina all through high school 

C made mean valentines for them 

D tells the teacher that they lifted 

Nina’s skirt 

3. From Tommy’s descriptions of Catalina at 

the beginning of “Her Other Son,” you can 

conclude that Tommy— 

A thinks Catalina is smarter than he is 

B hates Catalina 

C does not appreciate Catalina and 

her family 

D is embarrassed to have a maid 

Name: 

4. Which of these best summarizes the short 

story “Crazy Loco”? 

A An eight-year-old boy and his brother 

get a puppy. After trying different names, 

they decide on Loco. Loco loves to sit in 

and pretend to drive cars. One day, Loco 

and the car disappear. The family adopts 

another dog, but they never forget Loco. 

B A family gets a dog. The dog loves to 

ride in the car, and the family thinks this 

is crazy. So they name the dog Loco. 

Loco loves to swim and decides to go 

swimming at the local swimming pool. 

C Loco’s family takes Loco to the mall with 

them. When the family returns to the 

parking lot, they see that their car is gone. 

Loco was in the car, so he is missing, 

too. They go to the dog pound to look for 

Loco, but he is not there. 

D An eight-year-old boy and his brother get 

the puppy they have been begging for. 

They try to think of a name for him. The 

dog will not respond to any of the names 

they think of. Finally, the boys’ mother 

says the dog is loco. The name Loco is 

perfect for this dog. 

5. In “Proud to Be an American,” Richard’s 

actions and words show that— 

A he does not like his father 

B he respects and loves his father 

C he hates the Fourth of July 

D he is afraid of fireworks 

© Hampton-Brown




6. In “Papa Lalo,” Harry feels sad, upset, and 

angry when he discovers that Papa Lalo has 

killed his rabbits. These are examples of— 

A collections 

B headaches 

C emotions 

D communities 

7. José is going to paint the church at the end 

of “Last Mass” because he— 

A has promised the priest he will paint it in 

exchange for a mass for Ricardo 

B wants to spend time with Pedro 

C needs something to do in his spare time 

D has promised to paint it as punishment for 

spilling the water bowl at mass 

8. The author changes the mood at the end of 

the short story “She Flies” by— 

A having Tía Mana sell her house 

B having Tía Mana set Pájaro free 

C making Milagros buy Tía Mana another 

parrot 

D making Milagros set Tía Mana’s parakeets 

free 

Name: 

9. Romero feels excited at the end of 

“Sugarcane Fire” because— 

A Annette kisses him 

B Verónica kisses him 

C he buys a ticket for the high school dance 

D his girlfriend goes on a hayride with him 

10. Which sentence from “The California 

Cousins” shows how the family prepares for 

the relatives’ visit? 

A “The paint keeps the worms off.” 

B Mom even had us fix up the outhouse. 

C We took them out to throw rocks at cans 

and bottles. 

D Dad burst out laughing. 

© Hampton-Brown


Assessment Part II 

Choose one question to answer. Write 3–4 paragraphs. Use 

3 examples from the text to support your answer. Continue your 

essay on a separate sheet of paper if necessary. 

A. The characters in these stories all have experiences that change 

them or help them mature. Who changes and how do they change? 

What experience have you had that has changed or matured you in 

some way? 

Name: 

B. Choose two characters from two different stories. Tell what their 

problems are. Imagine if they met. How would they help each other 

solve their problems? What sections from the text helped you decide 

how each character would help? 

© Hampton-Brown


Guidelines for Short Essay 

Have students write a short essay in response to one of the writing prompts 

below. Use the Scoring Guide to assist in your evaluation of their essays. 

A. The characters in these stories all have experiences that change them or help 

them mature. Who changes and how do they change? What experience have 

you had that has changed or matured you in some way? 

Responses could include: “Papa Lalo”: Harry’s experiences with his grandfather make him 

more mature by the end of the story, he also appreciates his family more; “Last Mass”: Pedro 

understands responsibility more by the end of the story; “Her Other Son”: Tommy realizes all 

the good fortune he has had and how privileged he is to have a house, clothes, and family. 

B. Choose two characters from two different stories. Tell what their problems 

are. Imagine if they met. How would they help each other solve their 

problems? What sections from the text helped you decide how each 

character would help? 

Responses could include: Harry, in “Papa Lalo,” does not like living with his grandfather, 

and the unnamed narrator in “The California Cousins” does not like his cousins. They could 

help each other learn how to tolerate and appreciate unfamiliar relatives and how to make 

themselves happy in the process. Harry appreciated Papa Lalo after he died; the narrator 

learned how to laugh at the cousins. 

Scoring Guide 

Description of the response: 

4 Interpretation is accurate and thoughtful 

Explanation is fully developed 

Support includes specific and relevant text evidence 

All parts of the question are clearly addressed 

3 Interpretation is adequate 

Explanation is developed but may lack some insight 

Support includes most specific and relevant text evidence 

All parts of the question are addressed to some degree 

2 Interpretation is literal or limited 

Explanation is incomplete 

Support includes some specific and relevant text evidence 

Only parts of the question are addressed and mostly in a limited way 

1 Interpretation is weak 

Explanation is vague 

Support includes few, if any, relevant details from the text 

Only one part of the question is minimally addressed 

0 Response is totally incorrect or irrelevant 

Teacher’s Guide page 15 of 15 © Hampton-Brown

Crazy Loco

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