Doby s Gone Ann Petry

1. �Doby�s Gone�Ann Petry Courtney Berry Sean�Ciminera

2. Summary At the age of two the main character, Sue, develops a close relationship with an imaginary character named Doby, who followers her everywhere. As Sue�s first day of school approaches Sues� mother, Mrs. Johnson, had hoped Doby would have disappeared by now. Mrs. Johnson walked Sue, and Doby, to school. Sue didn�t want her mother to come but was glad that she had. As they walked up the path to the school Sue remembered the first time she had asked her mother about the gravel that made the path. She decided that she and Doby would later play in the gravel. Once inside the school Sue is instructed to sit on a bench and wait while her mother and her teacher, Miss Whittier talk. After their talk Miss Whittier tells Sue she can go outside and play. Sue walks up to a group of children playing in the gravel and ask can she join in. One freckle face frowns at her and continues playing and another girl in a blue dress shouts that Sue�s �legs are black.� Sue thinks to herself of course they are and there are other children just like her because her mother said so. The bell rings and sue goes into the classroom in tears. She whispers to Doby no to worry because she wont let them hurt him. Sue didn�t go out for recess, instead she stayed in and helped Miss Whittier draw on the chalkboard. Sue put out a piece of chalk for Doby, Miss Whittier noticed but didn�t say anything. During lunch break the children followed Sue halfway home. Sue and Doby ran hand-in-hand as fast as they could. After lunch she returned to school and went straight to class not stopping to play. After school she nervously walked down the gravel path. Again the children chased her. The chasing and chanting continued for two days. When she return home her mother asks her what makes her run home so fast. Sue replies that Doby doesn�t like the other children but he loves Miss Whittier.

3. Summary (cont.) The next day the children waited for her at the end of the gravel path. Sue walked right into the middle of the circle they had formed without noticing. The children began to chant �her legs are black� and closed in around her. One child pulled her hair and another pushed her. Outraged, Sue began to lash out at the children. She kicked, slapped, and pulled hair. Sue picked up gravel and threw it in their eyes. While fighting Sue had noticed that Doby was gone. It was the first time that he had ever left her and she knew that he would never return. The circle around her began to clear and the children took off running down the street. Standing alone, Sue felt a sense of loss and began to call for Doby. She noticed a girl, Daisy Bell, leaning against a tree. Daisy insisted that they walk home together. Another red haired child, Jimmie, joined along beside Sue. Both children accompanied Sue to her home. Mrs. Johnson asked what happened because her clothes were tattered and her hair undone. After consideration she remembered that Doby was gone.

4. Major Characters Sue Johnson- six years old, going to the first grade, Doby- Sue's imaginary friend, her first and only "friend�, the same age as her  Mrs. Johnson- Sue's mother who is not fond of Doby Miss Whittier- Sue's first grade teacher, Sue adores her a lot Daisy Bell- mean to sue at first then later became friends with her Jimmie Piebald- a red haired freckle faced boy who is rude to Sue at first and later becomes her friend after she fights off the other children

5. 1. What is the significance of the title? The title signifies Dobys� absence at the after Sues quarrel with the other children in the story

6. 2. How is the story told? Who is the Narrator? What perspective is used? What is the tone of the language? Is the Narrator reliable? The story is told in third person limited The narrator is an unknown source The tone was mostly that of concern The narrator is reliable

7. 3. Look Closely at the opening and ending. On what does the author and Narrator focus? In the beginning of the story the author Focuses on Sue�s imaginary friend, how he came along, and what her family thinks of him. The end of the story shift to her struggles at school and then to loss of her imaginary friend.

8. 4. How does the character transform in the story? The character transforms from a little girl who does not understand the world she lives in to a young girl with better understanding and an open mind.

9. 5. What is the major theme of the story? Are there any minor themes? Coming of age Imaginary friend Not being social with other children Introduction to a new social setting Transition from a young, innocent mind to an aware and open mind Introduced to racism Sue has never interacted with children of a different race or her race Sue is surrounded by the children chanting �her legs are black.� Sue thinks to herself �Of course they are. Just like these children were white some other children are dark like her. Her mother said so.� The children have never seen someone of a different race

10. 6. Are there any allusions that could add meaning to your interpretation of the story? No references to other literary works

11. 7. What are the symbols or other figurative elements in the story? Black legs Racial Differences Doby Childhood adolescence Loneliness Safety net Innocence Mrs. Johnson, Sue�s mother, allows Sue to discover that Doby is not real on her own because she identifies Doby as her innocence and wants her to progress on her own. Ribbons Dependence Tie things together The ribbons hold the connection between Sue and Doby When Sue loses her ribbons during the fight she also loses Doby Gravel Comfort Sue is intrigued by the gravel, its color, and texture Children Harshness of the world

12. 8. What seems to be the author�s primary purpose in writing this short story? The authors main purpose it to show the readers that the transition from being a �little kid� to a �big kid� is not always the easiest when a child little social exposure.

13. 9. What is your reaction to this story? How does your reaction influence your reading? When the story first revealed that Sue and her family are black I was surprised because there is no indication that they had any other struggles with racism so I assumed they were white. Afterwards I assumed that the family lived close to the time of segregation or in a small town populated by mostly white people.