Article
Art by Sara Alfageeh

Practice the Goodbye

Naomi and Sabine were best friends. Then Eli entered the picture. 

By Nora Raleigh Baskin
From the November 2025 Issue

Learning Objective: to analyze point of view in a story, then rewrite a scene from another character’s perspective

Lexile: 650L
Other Key Skills: critical thinking, character, inference, figurative language, text structure, author’s craft, conflict, mood
AS YOU READ

Consider what each friend is truly feeling throughout the story.

I’ve always had an inside-self and an outside-self. Sometimes, I think one thing on the inside but then do something different on the outside. Other times, it’s like my inside-self isn’t thinking at all, leaving my outside-self completely on its own. Either way, the results are rarely good.

I’ll give you an example. Most days, there’s a decent-sized crowd at the bus stop. Normally, everyone is half asleep and it’s pretty quiet.

This morning was a bit different.

“Naomi, how could you do that to me?” my best friend, Sabine, yelled.

“Do what?”

“Get a puppy,” Sabine said. “You got the idea from me.”

My face got really hot, and there may have been the briefest moment when my inside-self considered apologizing for not telling Sabine about the dog. But right there in front of everyone, my outside-self decided I had to defend myself.

“You don’t own the idea,” I snapped. I could already feel the others taking sides, although they had no idea what we were fighting about. It’s just the way kids are. 

“You don’t know anything about puppy raising.” Sabine jutted out her chin. “You didn’t even want to foster a dog until I told you I wanted to.” 

The others were nodding. Sabine had been talking about fostering a service dog for weeks. 

“Getting a dog doesn’t exactly fall under proprietary rights.” I sounded so mean, but I couldn’t stop myself. “It’s not like I need your permission.” 

“You knew how much I wanted to do this,” she said. “You stole my idea, and you did it behind my back.”

I thought Sabine might cry, but she looked angry. Really angry.

“I don’t know why you’re so mad,” I said.

My inside-self knew exactly why.

Sabine didn’t waste a second. “Because you’re a horrible person.”

There was an audible gasp from Hailey. Clark and Simon laughed and jokingly shoved each other.

Like I said, Sabine is my best friend. She and I text like a hundred times a day. Double on weekends. We tell each other everything. Well, clearly not everything.

But for you to really understand what happened, I have to go back to yesterday. 

My mom and I were in Stop and Shop, in the pet supply aisle. Eli was with us, of course, because he’s supposed to get used to public places. He’s allowed pretty much anywhere as long as he’s wearing his harness and the bright-purple vest that says “Service Puppy in Training.”

I didn’t expect to see Sabine and her mom coming down the aisle. At first, Sabine looked confused, like when you see someone in a place you’ve never seen them before—say your gym teacher at a restaurant—and forget who they are. But then Sabine’s face rearranged itself as if she’d obviously figured out the whole story. Neither of us spoke. 

“Dara, I didn’t know you got a dog,” Sabine’s mom said to mine.

I immediately felt guilty.

“He’s so cute.” She bent down. “Can I pet him?”

My mom looked at me. “I’m not sure,” she said. “The trainer told us not to let people pet Eli when we’re out. Remember, Naomi?”

I remembered. We’d only had Eli for two weeks, but the trainer had visited five times already. There weren’t many rules at home: No playing chase or tug of war. No feeding Eli from the table. In fact, we weren’t supposed to even look at Eli when we were eating. Other than that, Eli was just like any other pet. (Except, of course, that he wasn’t our dog at all, which the trainer told us to always remember so that we would be prepared when it was time to give him back.) But when we were out, Eli was supposed to learn not to be distracted by anything or anyone.

“Remember, in public, Eli is a professional,” the trainer had said. “It’s hard work. For both of you. But it’ll be even harder for Eli if you aren’t consistent.” 

The containers of litter, boxes of birdseed, and shelves full of canned pet food all seemed to be closing in on me. The silence stretched. I’m sure my mom had started to figure out that something was wrong. But she kept right on talking.

“Remember what the trainer said, sweetie?” Mom asked again.

I shrugged, trying to avoid Sabine’s eyes. But she was staring at me so hard that it was impossible. If she could, I think she might have shot actual daggers from her eyes, not just metaphoric ones.

But to explain how we ended up in that Stop and Shop face-off, I have to rewind another three weeks. 

At Sabine’s house after school, Sabine and I plopped down on the couch to ask if we could make chocolate chip banana bread. Her mom was watching a documentary about guide dogs for the blind.

Sabine and I aren’t usually into documentaries, but it was about dogs and caught our eye. Five minutes in, though, we were all crying—Sabine the most. When it was over, I knew, maybe before she did, that Sabine wanted to be a puppy raiser like the people in the movie. Then Sabine’s mom knew too because Sabine, wiping her eyes, said, “Can we foster a dog?”

“Sabine,” her mom said softly, “you could barely watch the people giving back their dogs in the documentary—”

“But I could do it,” Sabine tried. “Look how important it is. And you know how much I love animals.” 

“I’ll think about it,” her mom said. “Let’s sit with the idea for a while.”

Sabine agreed, but no sitting ensued. We went into Sabine’s room and immediately started researching. 

“Look, Naomi.”

Sabine had found a place called Exceptional Sidekicks. It trained service dogs for veterans coming back from combat, or for anyone else—adults or kids—who had experienced something really bad and needed a companion to help. And Exceptional Sidekicks was right here in town! 

“It says you should bring the puppy everywhere with you,” Sabine said, “so it can get used to being around crowds. Isn’t that so cool?”

“For sure,” I replied. But I wasn’t so sure. Sabine is really sensitive. It’s what makes her a kind person, but it can also make her a bit fragile. I worry about that sometimes. I think her mom does too—that’s why I knew Sabine’s mom was going to decide fostering wasn’t a good idea.

And that’s what happened.

What I didn’t expect was my parents’ reaction when I told them about Exceptional Sidekicks at dinner that night. They looked at each other for a long time but didn’t say anything. Not at first, anyway.

“What?” I turned my head back and forth between them.

“You know that Uncle Bruce is a veteran, right?” my mom said.

“He has something called PTSD,” my dad added. “He had a lot of nightmares when he returned from his first tour of duty. Trouble with crowds. At times it was hard for him to just leave his house.”

“He’s fine now, though, right?” I asked. “He visits us all the time.”

“Yes,” my mom agreed. “But a service dog could have helped. I bet he could have gotten better sooner.”

That simple statement turned into a dinner-long discussion that lasted way past dessert, into the next day, and then into the next week. 

There aren’t enough people fostering dogs. 

Why not us? In fact, who better than us?

It will be hard. We’ll get attached. 

But we’ll be helping others, and that’s what really matters.   

I can’t say I wasn’t excited, because of course I was. But looking back, I should have told Sabine about it before my parents decided to fill out the application. Before things moved really quickly and a few weeks later, we had a 4-month-old chocolate lab.

OK, so now you’re all caught up.

Sabine hasn’t said a word to me all day, not since our fight at the bus stop. Honestly, I don’t know how she does it. Eyes straight ahead when she passes me in the hall, as if I’m invisible. My inside-self knows she is hurt and maybe jealous, and that makes perfect sense. But my outside-self decides two can play this game. I pretend not to notice when Sabine walks into the cafeteria, then right past the table where we eat lunch.

As she walks by, she gives a little nod to Claudio and Regina, who always sit with us, and totally ignores me. 

I don’t know where she’s heading, but I know for certain that we have never—never ever—not sat together for lunch. It’s been that way since third grade, when Sabine first moved here. These most unpleasant girls were picking on her in the cafeteria, for some stupid thing or the other. Sabine looked like she was about to cry. I didn’t know her, but I jumped right in, and with one “Knock it off,” put an end to it. That was the day Sabine and I became best friends.

Now there she is, eating lunch with the very same most unpleasant girls. 

“Why is Sabine over there?” Claudio points with his chin, his hand occupied with a turkey club.

Regina turns to look. “Hey, yeah. What’s with that?”

Everyone at our table looks at me. 

“She’s mad at me,” I start, “because I didn’t tell her I was fostering a service puppy in training.” I tell them what that means. 

Regina leans forward. “But why is she so mad at you?”

“She wanted to foster a puppy first, but her mom wouldn’t let her.”

Everyone at the table is quiet. Then Regina says, “So you got a puppy without telling her. And now she hates you.”

It’s a statement—not a question. 

“That’s not true.” I hear my voice squeak. “I didn’t do anything wrong.” 

Claudio suddenly hunches over and ducks his head between his shoulders. “Well, I guess you can tell her that yourself,” he says. “Because she’s heading over here.”

Like a flock of geese, those most unpleasant girls—plus my one time best friend—strut up to us, then take a sharp turn and flutter out of the cafeteria without a second glance.

Neither my inside- nor my outside-self has any idea what to do. 

Other than panic.

Heading to sixth period, I pass Sabine in the hall and wave. No reaction.

Then, in Spanish class, Sabine sits two rows behind me, never once glancing my way. I know because I spend the whole class craning my neck to look at her with what I hope is the perfect “Can’t we put this behind us?” expression on my face.

Nothing.

Sabine doesn’t acknowledge my existence the whole bus ride home. She ignores the 12 texts and 6 memes I send her from my seat a few feet away. By the time I get home, I think maybe I hate Sabine.

“Hate is a pretty strong word,” Mom says. She pushes a glass of milk and some cookies across the kitchen counter. I’m probably too old for milk and cookies, but is anyone ever too old for milk and cookies?

“Try and see it from Sabine’s point of view,” Mom says wisely.   

Then she reaches for the leash hanging next to the back door. “Take Eli for a walk and think about it.”

As soon as Eli hears the rustling of the leash, he gets up from where he has been lying quietly on the kitchen floor. Now he’s trying so hard not to jump up that I think his whole body might burst.

The trainer told us to give Eli a treat every time he does something good or when he stops doing something he’s not supposed to be doing. He’s not supposed to jump up, so I give him a treat. 

“Ready?”

Dumb question. Eli’s always ready. He runs to the door, his tail flying back and forth like a windshield wiper on high speed. He sits like a champion while I slip the harness on him. Then comes the purple vest. He’s better at this than I am. He holds perfectly still while I struggle. He gets another treat.

“I’ll get the hang of this one of these days,” I whisper into his soft floppy ear. “OK, let’s go.”

The one thing Eli is really not good at yet is walking in a straight line. Every single thing on the street grabs his attention. A wrapper. A stick. Somebody’s chewed-up gum. 

We are supposed to be consistent, with Eli walking on my left side, always. I have to get behind him so I can switch the leash from one hand to the other and get us correctly configured. I swear, I loosen my grip only for a second, but it’s enough.

“Wait! No! Eli stop!” 

He’s gone.

I see his tail wagging his whole body, the leash trailing after him. He races down the block and takes a loopy, wide turn at the corner. Then I can’t see him anymore.

“No, no, no! This can’t be happening!”

In a single instant every terrible thing that could happen happens in my mind, along with every single consequence of those terrible things. I will spare you the details. Enough to say, I’m a total wreck. 

For once my outside-self and my inside-self are in total agreement. 

Sweating and out of breath, I run as fast as I can. I still don’t see Eli. My legs hurt. My heart pounds. Then I hear it. 

Sabine is shouting my name. 

“Naomi!”

When I turn the third corner of my 400-meter sprint, she’s kneeling near Eli, who’s licking her face. I drop down next to them, sobbing from relief, but also from sheer terror. My arms are around Sabine, and her arms are around Eli.

“It’s OK, Naomi,” she says softly. “He’s fine. He came right to me. What’s his name?” 

“Eli,” I say. “Like Eli Manning, the football player. We didn’t get to name him. They did at the breeder. All dogs from his litter got an E name.” I’m talking too fast, like that might make Sabine forget how mad she is. “Remember how the dogs in the documentary got M names?” 

Sabine nods. “I remember.”

As she pets Eli, he closes his eyes and drops his head right into her lap.

“I think your dog likes me,” Sabine says. We’re both quiet, just staring at the cutest dog in the world.

“You know he’s not my dog,” I say. 

“I know.”

“And you know we have to give him back.”

“I know,” she says. And in almost a whisper, “That’s going to be hard.”

I feel a sharp pain in my throat and my chest. “I don’t think I can do it. Maybe this was a really bad idea.”

Sabine reaches for my hand. “It’s not,” she says. “You’re doing something really important. It’s brave and I’m proud of you. If you want, I can help.”

The words burst out of my mouth. “I’m sorry I didn’t tell you first.”

Sabine nods. “I know,” she says. “It’s OK. Eli’s here now.” 

Sabine doesn’t need to say anything else. Knowing she’s not mad at me anymore is a huge relief. Like the world has returned to normal.

“We can share time with him,” I tell her. “If your mom says it’s OK, he can stay at your house. He’s supposed to get used to new places.”

“That would be really cool.” Sabine gently rubs the top of Eli’s head. He’s snoring loudly now, like a little motor.

“There was something the trainer said when we first got Eli,” I start.

“What’s that?” Sabine has her face buried in Eli’s furry neck. 

“She told us we have to practice the goodbye,” I say. “Before we say the hello.”

“Practice the goodbye,” Sabine says softly. She bends down, pressing her face into Eli’s fur. “Goodbye, Eli.” Then she lifts her head and turns to me. “Hello, best friend.”

“Hello, best friend,” I say. 

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Scholastic Press

Writing Contest

Rewrite a scene of the story from Sabine’s point of view. Be sure to include her thoughts and feelings. Entries must be submitted to Goodbye Contest by a teacher, parent, or legal guardian.* Three winners will get The Planet, the Portal, and a Pizza by Wendy Mass and Nora Raleigh Baskin.

*Entries must be written by a student in grades 4-12 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. See Contest Page for details.

This story was originally published in the November 2025 issue.

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Activities (8)
Quizzes (1)
Answer Key (1)
video (1)
Audio ()
Activities (8)
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

Close Reading, Critical Thinking, Skill Building

Essential Questions: How do friendships change when trust is broken? How do we maintain strong relationships? Why is it important to consider someone else’s perspective? How are conflicts resolved?

1. Prepare to Read

(20 minutes)

Do Now: Journal (10 minutes)

Project the following on your whiteboard for students to respond to in their writing journals or on a sheet of paper:

Choose one of the prompts about friendship below.

Why are friends important?

What makes someone a good friend?

What was the last disagreement or conflict you had with a friend? How did you handle it? Is there anything you would do differently now if you could?

Invite volunteers to share their responses.

Preview Vocabulary (10 minutes)

Project the Google Slides version of Vocabulary: Definitions and Practice on your whiteboard. Review the definitions and complete the activity as a class. Highlighted words: audible, configured, ensued, fragile, professional, proprietary rights. Audio pronunciations of the words and a read-aloud of the definitions are embedded on the slides. Optionally, print the PDF version or share the slideshow link to your LMS and have students preview the words and complete the activity independently before class.

2. Read and Discuss

(75 minutes)

Read the “As You Read” box on page 25 or at the top of the digital story page.

For students’ first read, have them follow along as they listen to the audio read-aloud, located in the Resources tab in Teacher View and at the top of the story page in Student View.

Have students reread and annotate the story independently. Here are some symbols you might have them use: 

∞ = connection

⭐ = important

❓ = I don’t understand

💭 = “I’m thinking . . .” (add words and comments)

💙 = love this

Alternatively, have students complete a double-entry journal during their reread. In their journals or on a piece of paper, have students create a T-chart. In the left-hand column, have them record three to five lines that jump out at them or feel particularly meaningful. In the right-hand column, have them record their reactions to these lines through questions, comments, connections, or analysis. You can find both a print and a digital version of our Double-Entry Journal handout in the Resources tab. 

Divide students into groups to discuss their annotations or double-entry journals. Then reconvene as a whole group and pose the following questions, some of which may draw on students’ reading responses and group discussions. (If you prefer to have students answer these questions in writing, use the Discussion Questions in the Resources tab.)

Discussion Questions (30 minutes)

1. Did Naomi really steal the idea from Sabine? Or is Naomi right that someone can’t “own” an idea? (critical thinking, character) Answers will vary. Naomi didn’t literally “steal” the idea, because no one can truly “own” the idea of getting a puppy, which is something that many people might want to do. In that sense, Naomi is right. However, Sabine had been talking about fostering a dog for weeks, so when Naomi suddenly got a dog without mentioning it, it looked like she had taken Sabine’s special plan and claimed it as her own. From Sabine’s perspective, it felt like a betrayal because she thought Naomi should have told her first. From Naomi’s perspective, she wasn’t trying to steal; she just acted without thinking about how her friend would feel. The real issue isn’t about “owning” an idea but about trust and respect between friends.

2. The narrator says she has “an inside-self and an outside-self.” How would she define a person’s “inside-self”? (character, inference) Naomi—the narrator—might define a person’s inside-self as the part of them that holds private thoughts, feelings, and intentions that others can’t (and won’t) always see. It’s the version of themselves that knows the truth of what they feel, even if their outside-self says or does something different. For Naomi, her inside-self knew she felt guilty for getting the foster puppy and understood why Sabine was so upset, but her outside-self felt like she needed to defend herself so that she wouldn’t be judged. 

3. What does Naomi mean? What does this line tell you about how Sabine is feeling in this moment? (figurative language, inference) If someone says that someone is “shooting daggers” at you, it means they are glaring at you or looking at you with intense anger. Naomi is saying that Sabine is very angry at her, and Naomi can see the anger in Sabine’s face.

4. Why are these lines in italics? Who is speaking here? (text structure, author’s craft) These sentences are in italics because the author is indicating that these are things that Naomi’s parents were saying as they discussed the possibility of fostering a service puppy.

5. How does the story’s first-person point of view help you connect (or not connect) with each of the main characters? (author’s craft, critical thinking) The first-person point of view from Naomi’s perspective makes the reader feel more connected to Naomi because we’re hearing the story directly from her, and she’s explaining her thoughts and feelings about the events of the story. At several points, Naomi even addresses the reader directly, which helps the reader feel even more connected to her—as if Naomi is a friend telling you a story. Because we don’t hear from Sabine at all, and because we’re only learning Sabine’s thoughts and feelings through Naomi, we feel less connected to Sabine.

6. What is Sabine’s perspective on what’s happened? Do you think her treatment of Naomi is understandable? (conflict, inference) Sabine’s perspective is that Naomi has essentially betrayed her. She feels hurt that Naomi would get a service puppy when Naomi knew that it was something Sabine wanted. The fact that Naomi did not tell Sabine about the puppy is adding to her feelings. She says that Naomi “did it behind [her] back,” which shows that Sabine feels like Naomi intentionally hid the puppy from her. It’s possible that Sabine is feeling jealous of Naomi and it’s manifesting as anger toward her. But she is also hurt that Naomi didn’t even tell her. Answers to the second half of the question will vary. Students may say that Sabine is being a bit harsh on Naomi. She may be angry but the silent treatment can really hurt someone’s feelings and can make the problem worse. Confronting Naomi sooner about how Sabine was feeling may have been a more productive way to go about it.

7. What is the mood of this scene? How does the author create that mood? (mood, author’s craft) The author is creating a tense and suspenseful mood. Several paragraphs before this, Eli gets loose and runs down the street. The author writes, “He races down the block and takes a loopy, wide turn at the corner. Then I can’t see him anymore.” This creates feelings of anxiety in the reader. The anxious mood continues as the author clues us into what is going on in Naomi’s head: “In a single instant every terrible thing that could happen happens in my mind, along with every single consequence of those terrible things.” This, in turn, inspires the reader to think about the terrible things that Naomi might be thinking of, contributing to the anxiety. The details that Naomi is sweating, out of breath, and running as fast as she can add to the tension of the moment as we wait to find out whether she can get to Eli.

3. Write a Scene

(20 minutes)


Have students use the Featured Skill Activity: Point of View to help them respond to the writing prompt on page 29 in the printed magazine and at the bottom of the digital story page:

Rewrite a scene of the story from Sabine’s point of view. Be sure to include her thoughts and feelings.

Alternatively, have students choose a task from the Choice Board, a menu of culminating tasks. Our Choice Board options include the writing prompt from the magazine, differentiated versions of the writing prompt, and additional creative ways for students to demonstrate their understanding of a story.

Connected readings from the Scope archives:

Text-to-Speech