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    If These Wings Could Fly

    by McCauley, Kyrie
    If These Wings Could Fly by Kyrie McCauley is a lyrical young adult novel that explores the complexities of family violence through the story of seventeen-year-old Leighton. As she starts her senior year, Leighton struggles to protect her two younger sisters while coping with her father’s ongoing abusive behavior. The narrative incorporates elements of magical realism, using the presence of thousands of crows to underscore themes of trauma, resilience, and hope.
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    If These Wings Could Fly

    Chapter Four

    by McCauley, Kyrie

    In Chap­ter Four of *If These Wings Could Fly*, the pro­tag­o­nist, Leighton, dis­cov­ers that her senior year lock­er is locat­ed in the junior hall­way, a sub­tle but sting­ing reminder of her out­sider sta­tus. This place­ment excludes her from the cher­ished Senior Wall tra­di­tion, a social hub where seniors con­gre­gate and assert their sta­tus. Leighton reflects on the nor­mal high school expe­ri­ences she has missed due to her dif­fi­cult home life, under­scor­ing her sense of iso­la­tion. Despite her attempts to down­play the sig­nif­i­cance of the Senior Wall, the moment high­lights her yearn­ing for con­nec­tion and a typ­i­cal senior year.

    Leighton’s soli­tude is inter­rupt­ed when Liam McNa­ma­ra, a pop­u­lar senior and stu­dent coun­cil vice pres­i­dent, mis­tak­en­ly tick­les her, con­fus­ing her for his cheer­leader friend. Their awk­ward exchange intro­duces Liam as some­one who embod­ies the priv­i­leged, charis­mat­ic side of high school life—football star, social­ly well-con­nect­ed, and with a seem­ing­ly pol­ished future. Yet, Leighton’s guard­ed per­spec­tive reveals she has wit­nessed a harsh­er real­i­ty beneath such charm, hint­ing at com­plex­i­ties in Liam’s char­ac­ter and the social dynam­ics at play.

    As they con­verse, the inter­ac­tion shifts from ini­tial dis­com­fort to a sur­pris­ing moment of cama­raderie. Liam car­ries Leighton’s heavy cal­cu­lus book, and they bond over their Advanced Place­ment Eng­lish class and the sum­mer read­ing selec­tion, *Beloved*. Their dis­cus­sion about lit­er­a­ture reveals deep­er themes of rep­re­sen­ta­tion, cul­tur­al aware­ness, and dis­il­lu­sion­ment with tra­di­tion­al roman­tic nar­ra­tives. Liam’s can­did cri­tique of *Romeo and Juli­et* and his per­spec­tive on love con­trast with Leighton’s guard­ed­ness, reveal­ing the nuanced ways each nav­i­gates per­son­al and soci­etal expec­ta­tions.

    The chap­ter clos­es with an under­cur­rent of ten­sion and reflec­tion. While their con­ver­sa­tion is light­heart­ed, Leighton’s mind drifts back to the vio­lence she endures at home, jux­ta­pos­ing the safe­ty of school with her tur­bu­lent per­son­al life. This con­trast deep­ens the reader’s under­stand­ing of Leighton’s resilience and vul­ner­a­bil­i­ty, set­ting the stage for the chal­lenges and growth she will face through­out her senior year. The encounter with Liam hints at poten­tial new con­nec­tions and com­plex­i­ties ahead, blend­ing themes of iden­ti­ty, belong­ing, and the search for nor­mal­cy.

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    FAQs

    • 1. What does Leighton’s reassignment to a junior hallway locker symbolize about her senior year experience?

      Answer:
      Leighton’s locker being located in the junior hallway, rather than the senior hall, symbolizes her feeling of exclusion and isolation during her senior year. The text highlights that this banishment means she misses out on the Senior Wall tradition, a significant social ritual for seniors, emphasizing her separation from typical senior experiences. This physical displacement mirrors her emotional distance from normal high school life, as she reflects on the things she has already missed due to her difficult home life. The locker situation underscores her status as an outsider within her own class.

      2. How does Leighton’s initial interaction with Liam McNamara reveal their social dynamics and individual personalities?

      Answer:
      The interaction between Leighton and Liam reveals a clash and contrast in their social worlds. Liam, a popular senior involved in football and student council, mistakenly tickles Leighton’s ribs, confusing her for a junior cheerleader, showing his casual confidence but also a social blind spot. Leighton’s sarcastic and guarded responses suggest her wariness and outsider status. Despite this, their conversation evolves into a more genuine exchange, revealing Liam’s awareness of Leighton’s identity and a surprising depth regarding literature and personal values. This interaction highlights Leighton’s skepticism and Liam’s complexity beyond his social facade.

      3. In what ways does the conversation about the book Beloved serve to deepen the themes of representation and understanding in the chapter?

      Answer:
      The discussion about Beloved serves as a platform to explore themes of representation and empathy. Liam appreciates the book’s importance and the stories it tells, contrasting it with the more traditional, Eurocentric literature like Romeo and Juliet. His perspective introduces the idea that literature reflecting diverse experiences matters deeply, especially in a predominantly white school. This exchange also reveals Liam’s critical thinking about love and relationships, linking literary themes to real-life values. The conversation subtly encourages readers to consider whose stories are told and valued, reinforcing the chapter’s broader themes of identity and belonging.

      4. How does Leighton’s internal reflection during her conversation with Liam illustrate her personal struggles and growth?

      Answer:
      Leighton’s internal reflections during the conversation reveal her ongoing emotional challenges and cautious openness to connection. Initially defensive and sarcastic, she gradually softens, especially when Liam carries her heavy calculus book and shares his thoughtful opinions on literature. Her mental effort to avoid eye-rolling and her reminder to herself that “not everyone is out to get you” indicate her struggle to trust others and let down her guard. This moment marks a subtle but meaningful step in her personal growth, showing a tentative willingness to engage beyond her solitary existence despite past hardships.

      5. Considering the setting and characters introduced, what potential conflicts or developments can be anticipated for Leighton’s senior year?

      Answer:
      Several potential conflicts and developments emerge from this chapter. Leighton’s physical separation from senior traditions suggests ongoing social isolation, which may cause tension or growth as she navigates her final year. Her complicated home life, hinted at through her reflections on missed events and a recent violent incident, suggests personal struggles that could impact her school experience. Liam’s presence introduces a possible new social connection that might challenge Leighton’s solitary tendencies. Additionally, themes of identity, representation, and resilience are likely to develop further, as Leighton balances academic pressures, social dynamics, and emotional healing throughout her senior year.

    Quotes

    • 1. “All I really need out of senior year is a diploma, but I still feel a pang over missing out on another normal high school thing.”

      This quote captures the protagonist’s sense of loss and alienation, highlighting the emotional cost of her difficult home life and social exclusion. It sets the tone for the chapter by expressing a yearning for normalcy amidst hardship.

      2. “Lyla is the cheerleader, who I respect and do not consider property in any way, shape, or form, who is paired with me for the season. She’ll, like, decorate my locker and make me cookies and stuff.”

      Here, the narrator subtly critiques the possessive attitudes some have toward cheerleaders, while also revealing social dynamics and her own skepticism about those circles. It reflects themes of respect, identity, and social expectations.

      3. “Stories matter. Representation matters. Besides, it’s better than reading Romeo and Juliet freshman year. Enough about rich white kids already.”

      Liam’s candid statement about literature and representation underscores a broader theme of the chapter: the importance of diverse stories and perspectives. It also provides insight into his character and the social environment of the school.

      4. “I don’t know who said ‘all is fair in love and war,’ but I’m calling bull. When you love someone, you don’t treat them like that. You don’t end up dead.”

      This powerful reflection on love and violence connects literary discussion to real emotional trauma, hinting at the narrator’s personal experiences and adding depth to the chapter’s exploration of relationships and pain.

    Quotes

    1. “All I really need out of senior year is a diploma, but I still feel a pang over missing out on another normal high school thing.”

    This quote captures the protagonist’s sense of loss and alienation, highlighting the emotional cost of her difficult home life and social exclusion. It sets the tone for the chapter by expressing a yearning for normalcy amidst hardship.

    2. “Lyla is the cheerleader, who I respect and do not consider property in any way, shape, or form, who is paired with me for the season. She’ll, like, decorate my locker and make me cookies and stuff.”

    Here, the narrator subtly critiques the possessive attitudes some have toward cheerleaders, while also revealing social dynamics and her own skepticism about those circles. It reflects themes of respect, identity, and social expectations.

    3. “Stories matter. Representation matters. Besides, it’s better than reading Romeo and Juliet freshman year. Enough about rich white kids already.”

    Liam’s candid statement about literature and representation underscores a broader theme of the chapter: the importance of diverse stories and perspectives. It also provides insight into his character and the social environment of the school.

    4. “I don’t know who said ‘all is fair in love and war,’ but I’m calling bull. When you love someone, you don’t treat them like that. You don’t end up dead.”

    This powerful reflection on love and violence connects literary discussion to real emotional trauma, hinting at the narrator’s personal experiences and adding depth to the chapter’s exploration of relationships and pain.

    FAQs

    1. What does Leighton’s reassignment to a junior hallway locker symbolize about her senior year experience?

    Answer:
    Leighton’s locker being located in the junior hallway, rather than the senior hall, symbolizes her feeling of exclusion and isolation during her senior year. The text highlights that this banishment means she misses out on the Senior Wall tradition, a significant social ritual for seniors, emphasizing her separation from typical senior experiences. This physical displacement mirrors her emotional distance from normal high school life, as she reflects on the things she has already missed due to her difficult home life. The locker situation underscores her status as an outsider within her own class.

    2. How does Leighton’s initial interaction with Liam McNamara reveal their social dynamics and individual personalities?

    Answer:
    The interaction between Leighton and Liam reveals a clash and contrast in their social worlds. Liam, a popular senior involved in football and student council, mistakenly tickles Leighton’s ribs, confusing her for a junior cheerleader, showing his casual confidence but also a social blind spot. Leighton’s sarcastic and guarded responses suggest her wariness and outsider status. Despite this, their conversation evolves into a more genuine exchange, revealing Liam’s awareness of Leighton’s identity and a surprising depth regarding literature and personal values. This interaction highlights Leighton’s skepticism and Liam’s complexity beyond his social facade.

    3. In what ways does the conversation about the book Beloved serve to deepen the themes of representation and understanding in the chapter?

    Answer:
    The discussion about Beloved serves as a platform to explore themes of representation and empathy. Liam appreciates the book’s importance and the stories it tells, contrasting it with the more traditional, Eurocentric literature like Romeo and Juliet. His perspective introduces the idea that literature reflecting diverse experiences matters deeply, especially in a predominantly white school. This exchange also reveals Liam’s critical thinking about love and relationships, linking literary themes to real-life values. The conversation subtly encourages readers to consider whose stories are told and valued, reinforcing the chapter’s broader themes of identity and belonging.

    4. How does Leighton’s internal reflection during her conversation with Liam illustrate her personal struggles and growth?

    Answer:
    Leighton’s internal reflections during the conversation reveal her ongoing emotional challenges and cautious openness to connection. Initially defensive and sarcastic, she gradually softens, especially when Liam carries her heavy calculus book and shares his thoughtful opinions on literature. Her mental effort to avoid eye-rolling and her reminder to herself that “not everyone is out to get you” indicate her struggle to trust others and let down her guard. This moment marks a subtle but meaningful step in her personal growth, showing a tentative willingness to engage beyond her solitary existence despite past hardships.

    5. Considering the setting and characters introduced, what potential conflicts or developments can be anticipated for Leighton’s senior year?

    Answer:
    Several potential conflicts and developments emerge from this chapter. Leighton’s physical separation from senior traditions suggests ongoing social isolation, which may cause tension or growth as she navigates her final year. Her complicated home life, hinted at through her reflections on missed events and a recent violent incident, suggests personal struggles that could impact her school experience. Liam’s presence introduces a possible new social connection that might challenge Leighton’s solitary tendencies. Additionally, themes of identity, representation, and resilience are likely to develop further, as Leighton balances academic pressures, social dynamics, and emotional healing throughout her senior year.

    Note