The One and Only Question

This story has many themes including: being bullied, friendship, empathy and resilience. Discuss each theme and its meaning with students and ask them to share any personal connections they have with any theme.

Show the front cover. Ask them to look closely at the expression on the boy’s face. Then, ask them to explain how they think he feels. Why? Ask students what else they see on the cover. Where do they think the boy is going? Why?

As a class, look through the first few pages of the book. Ask students to predict what they think the book will be about. Ask students to point to the main characters. What can they tell about the characters by looking at the pictures? Record student responses and confirm predictions after the story has been shared.

Ask students to raise their hand if they have ever had to change schools or move to a different neighborhood or city. Ask them to explain how they felt about the big change when they heard they were moving. Did their feelings change after they moved? Why or why not?

Tell students that the story is about a young boy who was bullied at his old school, and when he starts going to a new school, he wonders if the students will treat him the same way.

• Ask students if they have ever felt worried or sad because they didn’t want to go somewhere. Ask students to share their experiences and explain the feelings they experienced.
• Ask students if to raise their hand if someone has ever called them names or teased them. Encourage students to share how it made them feel. Was it friend, family member or stranger?
• Ask students to raise their hand if they have ever had to change schools. Ask them to explain how they felt before they went to the new school. Did their feelings change after they got to the school? Why or why not?

Read the story to the students. Use the questions below to interact with the students as you read aloud. Begin on the title page as page one.

• Page 2: Before reading page two, ask students how they think Zeke is feeling. After reading, ask students if anyone has ever called them names. If so, how did it make them feel? How do they think Zeke feels about his old school?
• Page 4: Before reading page four, ask students if they think Zeke’s feelings have changed. How can they tell? After reading the page, ask what it means when the author writes: “He drags on his socks”? What can you infer about Zeke’s feelings?
• Page 6–13: Read pages six to thirteen.  Ask students how they think Zeke’s day is going. Why does he think it is going to be the worst day ever? What is Zeke so worried about?
• Page 14-15: Ask students to look at the illustrations. Do they think Zeke will like this new school better? Why or why not? Read the poster on the wall to students. Ask students what they think racism means. Ask students if they think Zeke will be called names at this new school. Why or why not?
• Page 16-19: Before reading, ask students to look at the illustrations. Do they think Zeke is having a good first day? Why or why not? After reading, ask students what they can infer about Zeke when his hands are jittery and he is itching.  Ask students if they have ever felt that way in a new situation. Ask students if they think Zeke is trying to fit in.
• Page 20-end of book: Ask students to look at the illustrations. Ask them what they think is happening in the pictures. Do they think Zeke’s day is getting better? After reading each page, ask students to describe Jay’s actions and the bus driver’s actions. Ask students how they think Zeke is feeling now. How can they tell? Ask students why they think Zeke uses the word “sweet”. What does that mean?

Go back to the predictions made during the Picture Walk. Ask students if their predictions of what would happen in the story were right or not? Were they surprised?

Zeke is worried that that someone will call him names at his new school. Ask students to choose a partner. Each partner will think of a time when someone teased them or bullied them. Partners will share their experiences with each other and put themselves in the other’s shoes. Students will discuss how they would feel in their partner’s situation and give their partner encouragement. Finally, partners will discuss what they could do if they were ever in that situation again.

Ask students: How would you describe how unique you are? What do you like to eat? What language do you speak? Is there anything unique about your family or your culture? Now, think of someone who is different from you. How are you alike, and how are you different? Do you think you can be friends? Why?

Ask students: Have you ever moved, or changed schools? If so, how did you feel? Were you scared or nervous? How did you make friends? How did others make it easy to be friends? Suggest that students make a commitment to approach three new people that might become new friends. When students approach these new people, they should smile, make eye contact and then introduce themselves. Ask students: Where are some places that you can make new friends?

Form a welcome group in your class. Work together and make a plan on how to welcome a new student. Ask your group to make sure that every student is included and doesn’t feel sad or alone. What are some things that your group can do?

If you saw someone getting picked on, would you join in with the bully or stand up to the bully? Would you tell someone or walk away

Set out white 3″ x 5″ cards, a black ink pad, a pen and a magnifying glass. Ask the students to make prints of their thumbs by pressing them on the ink pad and then onto the cards. Label each print with the student’s name. Let students use the magnifying glass to see how the prints are alike and different. Point out that everyone has patterns on the skin of their fingers, and each person’s fingerprints are different from everyone else’s.

Set out a number of nylon knee-high stockings in various shades: tan, black, white, pink, yellow and red. Encourage children to try them on their hands and arms, or their legs and feet. Ask questions to help students increase their awareness of skin color. For example: “Can you find a stocking that is the same color as your skin?” Or “What color is that stocking you have on your arm?” Ask students to “Try the _________ stocking. Is it lighter or darker than your own skin?” Tell the children that no one’s skin color is really white, pink, yellow or red. Emphasize that skin color differences are interesting and desirable.

Ask students to find a partner. One partner will act out a feeling (mad, sad, lonely or happy). The other partner will share encouraging words to practice their empathy skills.

Pair students in groups of two. Ask them to find out three ways they are different and three ways they are alike.