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LUKE IN A REALLY BIG PICKLE

Chapter 1 Activities

1. Luke in a Really Big Pickle is an example of fiction - a story created from the writer's imagination. In other words, it's make-believe. Every work of fiction, whether it's a short story or novel, contains elements that are partly or entirely imaginary. Non-fiction, then, is factual writing about real-life situations. Newspapers are filled with this type of writing, as are magazines, history books, and biographies.

Look in your newspaper and identify an example of non-fiction on the front page. How is the factual writing in the example different from the creative writing in the first chapter of Luke in a Really Big Pickle? Which of the two is written to entertain? Which to inform? Discuss it with your classmates.

2. Good stories have interesting characters - the people or objects that are central to the story. Developing characters is not always easy. Some authors go so far as to write complete character sketches so they will have background information to use as they write about their characters.

In this first chapter of Luke in a Really Big Pickle, the authors introduce us to four of the story's characters. After you've read the chapter, name the characters and describe what you know about each one. Then turn to the comics section of your newspaper to meet more interesting characters. Pick one character that you like and think about how the creator of the comic strip might have developed him or her - or it. Write a brief character sketch that makes the character "come to life."

LUKE IN A REALLY BIG PICKLE

Chapter 2 Activities

All stories have characters, and all characters have problems. These problems are known as "conflict."

There are five basic types of conflict:

Man vs. Man - a character has a problem with one or more of the other characters.

Man vs. Society - a character has a problem with society (school, laws, etc.)

Man vs. Himself - a character struggles with himself and his decisions.

Man vs. Nature - a character is in conflict with some element of nature.

Man vs. Fate - a character is in battle against a problem that seems too big to control.

In the beginning of Chapter 2, we discover that one of the main characters, Luke, has a problem. Which type of conflict is Luke faced with? Discuss your thoughts in small groups.

Now, turn to the main news section of your newspaper. Search the stories for real-life examples of each of the five types of conflict. Share one example with the class.

All stories are told from a "point of view." For example, if one of the characters is telling the story, it's called "first-person." If someone outside of the story tells it, it's called "third-person." The "all-knowing" point of view, sometimes called omniscient, lets you see, hear, and know it all with descriptive words. Finally, the "second-person" point of view, which is rarely used in fiction, is the telling of a story with variations of the pronoun you (e.g.: You crept toward the barn. Beneath your heavy boots, the grass shattered like windowpanes.).

From which point of view is Luke in a Really Big Pickle told? What one word gives you a clue? Discuss.

Now practice identifying the different points of view by finding an example of each type of newspaper writing listed below. Identify the point of view each one is written in.

~ Letter to the editor

~ Syndicated column

~ Sports story

~ How-to-article

~ Editorial

~ News report

~ Obituary

LUKE IN A REALLY BIG PICKLE

Chapter 3 Activities

1. It's bad enough that Luke has to try to keep a talking dog quiet. Now, he has to keep Pickles - and himself - out of trouble with Mrs. Fister. This is part of the "rising action," or the point during which various problems or conflicts arise. It is important to the story because it creates suspense and makes the reader want to find out what happened.

The rising action is one of several elements that explain a story's "plot." The other elements are the exposition, climax, falling action, and resolution.

The "exposition" is usually the beginning of the story and describes the setting and introduces the characters.

The "climax" is the turning point of the story and usually is the most interesting to read. Once the climax is reached, the falling action provides the action and dialogue needed to bring the story to an end. And the "resolution" is the ending or the part when the problems are resolved.

Discuss the other problems that arise as the plot thickens in Luke in a Really Big Pickle. Then study your newspaper for intriguing plots. Look for events that change a person's life. For each event, list who is involved and write a few sentences explaining how the event changed the person's life.

2. When you do something wrong, you get in trouble. Although Luke didn't mean to break Mrs. Fister's window - and he certainly couldn't help it when Pickles called her a "grouch" - there were still consequences to pay.

For one thing, Luke had to earn money to replace the window. He also had to write a letter of apology to Mrs. Fister.

Writing the letter was the difficult part, especially when Pickles' suggestions only posed more trouble for Luke. What would you say if you were in Luke's shoes? Put your thoughts in a letter of apology.

Next, look through the newspaper for a story about someone who needs to apologize for his or her actions. Identify the actions and consequences, then write a letter of apology for that person, too. In what other ways should the person have to "pay" for his actions? Discuss.

Luke in a Really Big Pickle

Chapter 5 Activities

1. In Chapter 5, problems continue to plague Luke. Mrs. Fister has spurned Luke's offer to be her friend. She calls his mother to tell her what happened. She even threatens to call the dogcatcher the next time Pickles steps out of line. And, to make matters worse, Luke's brother, Barry, discovers his secret: Pickles can talk! What are a boy - and his dog - to do?

Pretend that you are a newspaper advice columnist - just like Ann Landers or Dear Abby. Luke has written you a letter asking for help in dealing with this situation. (Read your newspaper's advice column for examples of such letters and model your letter after one of them.) Take turns reading your letters of advice to the class.

2. You probably can imagine how Luke must feel at this point in the story. But you don't have to imagine; the authors have provided dialogue, or talking, between Luke and Pickles that gives you a firsthand view "inside" our main characters. After reading the dialogue, describe Luke's feelings. How is Pickles feeling? Discuss your thoughts in small groups.

Next, turn to the comics section of your newspaper. Find a comic strip in which two characters are talking to each other. Does the dialogue create a mood, or feeling? Talk it over with a classmate.

Now clip the comic strip and mark out the dialogue. Rewrite the dialogue to change the mood of the strip. For instance, if the comic strip is funny, change the dialogue to make it more serious. If it's serious, change the conversation to be lighter and more fun.

Finally, talk about how reporters use what people say to make a newspaper story more interesting or easier to understand. Find an interesting quote in the newspaper and copy what was said onto a separate sheet of paper. Underneath the quote, describe how it sets a mood or adds to what the reporter is reporting.

Luke in a Really Big Pickle

Chapter 6 Activities

1. The events in Chapter 6 lead to the climax, or turning point, of our story. After you've read this chapter and before you go on to Chapter 7, make a prediction about what you think will happen as the story reaches its climax. In other words, what happens next? Describe your thoughts in a few brief paragraphs. Come back to this after you read Chapter 7. How close or how far off was your prediction?

You can practice making predictions using newspaper comic strips. Ask a partner to cut out all but the last panel in a comic strip. Read the remaining panels, then make a prediction about how the comic strip ends. Describe or draw your thoughts.

2. Also in Chapter 6, Luke's mom talks about being a good pet owner. Trouble is, Mom doesn't realize that Luke's dog is not your everyday, run-of-the-mill pet. After all, Pickle's can talk!

Write a Help Wanted ad for a "good pet owner." List the qualifications and responsibilities needed for the job, just like you'd see for real jobs in your newspaper's Help Wanted ads. (Check out the Classified Section for examples.) Would you be qualified?

Now assume someone is looking for a person to take care of a talking dog. Write another ad, listing the qualifications and responsibilities needed to take care of the special animal and, most important, keep him out of trouble.

Create a bulletin board display with all of the ads you and your classmates made.

3. Mood is the feeling a reader gets when he reads a story. It might make the reader happy, sad, scared, or peaceful, for instance. At this point in the story, how do you feel? Describe your mood in a brief paragraph. What are the other feelings you've had as you've read about Luke and Pickles? Jot down words from the story that evoke those feelings.

Now look for newspaper stories that make you feel happy, sad, scared or peaceful when you read them. Cut out and label your findings. Is there a difference in the way fiction and non-fiction set the mood of a story? Discuss.

Luke in a Really Big Pickle

Chapter 7 Activities

1. In Chapter 7, we reach the climax of the story. Describe what happens in the form of a news story. Be sure to include the 5 W's - who, what, when, where, and why.

The story also reaches its resolution, or ending, in Chapter 7. Summarize this part of the story in the form of a newspaper headline. Remember: headlines no only summarize a story; they make the readers want to read the story to find out more. As a class, pick the Top 3 Headlines, and ask your teacher to copy them onto the chalkboard.

2. Now that you've finished reading Luke in a Really Big Pickle, it's time to write a review. Instead of a regular book review, though, we're going to write a newspaper-style review.

Newspaper reviews are much like book reviews. The goal is to give your readers an idea of what the book is about and whether you liked it. (Scan your newspaper for examples of reviews of books, plays, concerts, or art exhibits.)

As you write your review, remember: Don't be afraid to share your thoughts and feelings. If you truly enjoyed this short story, try to persuade others to want to read it. If not, you will want to tell your readers why.

Answer these questions:

· What is the short story about? (Provide a few details.)

· What do I like or dislike about the story.

· What is the book's theme, or subject? Is there a message the authors are trying to convey?

· Why did the authors write this story? (What is your opinion?)