While reading it, take the opportunity to discuss the behaviors and the emotions experienced in each of the paired scenarios. Use the process below to open up a further discussion on positive and supportive behavior, or behaviors that could be modified for more constructive and caring results.

READ: Read the book the first time, from start to finish, making note of the scenarios that you may want to revisit. Take special note if your child or student reacts to one, laughs, or comments on it.

RELATE: Everyone who reads this book, has a story to tell of their own, either feeling like a ‘nobody’ or a ‘somebody’. Find the statements that reflect an experience you may have had or observed when you were a child, or even as an adult. Tell your own personal story about it, and how it made you feel at the time. Relate those emotions to the main characters in the illustrations with your own version of what it may feel like to be them.

RECOGNIZE: Try to recognize the LIFESKILLS™* that are being used, or ignored in the different paired scenarios. Here is a list of some of the core LIFESKILLS and other suggestions that have been made by other educators and parents. Use them as a starting point and reference only.

REINFORCE: After discussing the statements, reinforce the LIFESKILLS being used or ignored. What ones could be useful in order to prevent, avert or counter act a negative situation? Some situations, obviously, we can’t control, (other people yelling for example), however, we all need to find our ‘voice’ and begin to say it is not allowed to make us feel certain ways. It is equally important to reinforce those LIFESKILLS that working for us and the people around us in positive, helpful and supportive ways.

• LIFESKILLS: Kovalik and Associates www.kovalik.com

Teachers:
If you have a character development process you have implemented at your school, this project fits in to any category promoting LIFESKILLS, character development, anti-bullying, asset building, and other positive reinforcement student programs. The exercise requires little, except there are some guidelines you may want to consider.

Step 1: Read the Somebody/Nobody book following the 4’R strategy stated above, keeping in mind your own criteria for the character/asset or LIFESKILL set.

Step 2: After reading the book, ask the class to come up with their own S/N combinations. You can do this several ways. Depending on the class, and how well you know the students and their situations.

A. You can work individually or in a small group of 3-5 students
B. You can choose both the somebody/nobody or one or the other
C. You can write something you have seen happen to another student or that you have observed or even thought about
D. You can draw pictures (optional but recommended if possible)

Some instructors make the assignment anonymous. That is up to you and your class dynamics. Once the scenarios are created, the class can illustrate them and you can have a class book based on experiences of your students. You can then use it as a class book that you reflect upon, or reference too, or add too on a regular basis.

NOTE: You may want to review the responses ahead of publishing them, and have solid ideas of how to respond to more sensitive issues that may arise based on your district and school policies.