Fish in a Tree Discussion Questions

Students will make inferences about character motivation and relationships throughout the novel, such as Ally's connection to her grandfather and Albert's home life.

Students will discuss the novel's themes of belonging, self-worth, and living with an undiagnosed learning difference.

Students will form and support a personal opinion on open-ended questions, such as whether it is better to fit in or stay true to oneself.

Students will write an evidence-based response describing how supporting characters change by the end of the novel.

Several questions are opinion-based rather than fact-based, such as whether it is better to fit in or be alone and secure in who you are — use student responses to guide open discussion rather than looking for one right answer, as the guide itself notes.

The Chapter 6 question about Travis's coin collecting suggests having students look up real coin values as a quick extension activity.

Two vocabulary terms (fatigues, ally) are called out for definition mid-guide — pre-teach these or address them as they come up in discussion.

Save the closing evidence-based writing prompt about character change for after the class finishes the novel, since it asks students to describe how multiple characters change by the end.

Character inference — students infer motivations and relationships, such as why Ally avoids reading the sign in the principal's office or what Albert's home life is like.

Theme discussion — students discuss belonging, self-worth, and the impact of an undiagnosed learning difference as the novel's plot develops.

Opinion formation and discussion — students respond to open-ended prompts with no single correct answer, supporting a personal position.

Evidence-based written response — the closing prompt asks students to describe character change across the novel using evidence from the text.