Fish in a Tree

Content Warning: This section of the guide contains discussion of bullying and ableism.

Gather initial thoughts and broad opinions about the book.

1. The title Fish in a Tree comes from the Einstein quote that Mr. Daniels shares about judging a fish by its ability to climb a tree. Which aspects of this metaphor resonated most strongly with you throughout the novel?

2. If you’ve read Lynda Mullaly Hunt’s other works, which include One for the Murphys and Shouting at the Rain, what similarities and differences do you notice (between those books and Fish in a Tree) in her portrayal of young people facing difficult circumstances?

3. Which character’s journey affected you most deeply? Did your feelings toward any character shift significantly during the story? Why?

Encourage readers to connect the book’s themes and characters with their personal experiences.

1. Ally describes feeling simultaneously invisible yet exposed in the classroom. When have you experienced this same paradox in your life?

2. What challenges have you experienced that felt like Ally’s bike analogy, when “every single time you got on your bike, you had to worry that the wheels would come off” (138)?

3. Has someone adapted their approach to help you understand something difficult? If so, explain the impact of that experience.

4. What creative or mental strategies similar to Ally’s “mind movies” have you developed to navigate difficult situations?

5. Albert stands up to bullies only when they threaten his friends, despite his principle against violence. Have you ever had to reconsider a personal value when facing a difficult situation?

6. When have you or someone you know found success outside conventional paths, similar to Travis’s discovery of his mechanical abilities?

Examine the book’s relevance to societal issues, historical events, or cultural themes.

1. What progress do you think society has made in understanding and accommodating learning differences since the period in which the novel is set?

2. The novel portrays the challenges facing military families who move frequently. What support systems might better serve children in similar situations today?

3. Mr. Daniels shares that many accomplished historical figures likely had dyslexia. Why does this kind of representation matter in educational settings and broader society?

Dive into the book’s structure, characters, themes, and symbolism.

1. What narrative techniques does Hunt use to immerse readers in Ally’s experience of dyslexia?

2. Consider Ally’s comparison of people to chess pieces in Chapter 36. What does this metaphor reveal about her understanding of power and relationships?

3. In what ways does Lewis Carroll’s book Alice’s Adventures in Wonderland both comfort and serve as a symbol for Ally throughout the story?

4. Compare Hunt’s examination of learning differences in this book with other novels that explore difference and acceptance, such as R. J. Palacio’s Wonder.

5. Examine the transformation of Ally’s “Sketchbook of Impossible Things” (266) from the beginning to the end of the novel. The book begins as an escape but evolves into something different: What does this change symbolize about Ally’s internal journey?

Encourage imaginative and creative connections to the book.

1. What would you include in your own Sketchbook of Impossible Things?

2. If you designed a classroom like Mr. Daniels’s that accommodates different learning styles, what features and activities would you incorporate to ensure that all students could discover their strengths?

3. If Fish in a Tree had a sequel following Ally into high school, what new challenges and triumphs might she encounter as she continues to develop her confidence and abilities?

Need more inspiration for your next meeting? Browse all of our Book Club Resources.