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?