by David Lubar
II. Winning and Losing
A. The notion of winning and losing can be found throughout the Nathan Abercrombie books, from Mookie’s mom’s constant prize winning to the various sports competitions Nathan encounters at school to BUM’s battles to defeat RABID. Go to the library or online to find definitions of “win” and “lose.” Write these words at opposite ends of a large sheet of paper. Add magazine clippings, photographs, drawings, small objects, and quotations to create a word collage depicting what winning and losing mean to you.
B. David Lubar describes many situations where Nathan and his friends seem like they are about to win, only to have them lose. For example, Abigail and Mookie come to rescue Nathan on the barge only to realize their lifeboat (a “win”) is a useless toy (a “loss”). Make a list of moments in the story where this win-lose switch takes place. Discuss how this plotting technique works well in the novel.
C. Can you win and lose at the same time? Have you ever won something but felt like a loser—or lost a prize and felt like a winner? Are there moments in The Big Stink where the line between winning and losing isn’t quite clear? With friends or classmates, make a reading list of other books, movies, plays, and songs that explore the idea of winning and losing. Make sure each student from the group contributes at least one entry along with a two-to-three sentence explanation of why their title belongs on the list.
D. With friends or classmates, role-play a conversation between Nathan and his teammates as they get into their football huddle to try to lose so they don’t have to play the eighth-graders. Role-play a second huddle chat where the fifth-graders discuss changing strategies to try to win. (Hint: Don’t worry about realistic football dialogue. Student-actors should discuss their strategies, reasons for trying to win or lose, and concerns about what will happen after the game.) Finally, role-play the conversation between the fifth-grade and eighth-grade players after the football game actually takes place at the end of the story.
III. Safe and Sorry
A. One feature of Nathan’s zombie status is that animals, such as guard dogs and skunks, don’t recognize him as alive, so they do not trouble him. From the point of view of a dog or animal, write a paragraph describing what you notice when you encounter Nathan and how you decide to proceed. Or, in the character of Mr. Murphy, write a secret BUM memo explaining how you will use this quality of Nathan’s to help with spy efforts. Read your paragraphs and memos aloud to friends or classmates.
B. In chapter 14, Abigail quotes lines from Lewis Carroll’s poem “The Walrus and the Carpenter” (Through the Looking-Glass, and What Alice Found There, 1871). Read the entire poem and, if possible, the dialogue that follows in the story. You may also choose to learn more about the poem, particularly the story of its illustration, and about Lewis Carroll’s Alice books. Write a short essay explaining why you think David Lubar makes reference to this poem in his novel. Who (if anyone) do you think the Walrus and the Carpenter represent? Who might be the gullible oysters? What connections can you make between Carroll’s work and the story of Nathan Abercrombie?
C. In order to help solve Nathan’s undead problem, Mookie reads and watches every zombie book and movie he can find. Do you think this is a good way to help? If you were Nathan’s friend, how might you help him try to find a solution to his problem? Write an outline of your plan to share with Nathan.
D. With friends or classmates, discuss whether Nathan would try the Hurt-Be-Gone and become a zombie if he had the chance to go back to that moment in time, and note the upsides and downsides of Nathan’s zombie life. Then, individually, in the character of Nathan, write a speech beginning: “If I hadn’t become a zombie, I never would have realized . . .”
QUESTIONS FOR DISCUSSION
As The Big Stink begins, why has Nathan’s fifth-grade class been relocated to Borloff Lower Elementary? What physical features make this a challenge? Who else has been relocated to Borloff Lower? How does this affect lessons, lunchtime, and recess for Nathan and his friends? Compare this plan to the grade level organization of your school.
Mookie announces that the move to Borloff Lower “stinks.” What other problems “stink,” both literally and figuratively, in the course of the story?
Who are Rodney and Ridley Mullasco? What is Nathan’s relationship to each of these boys? How would you describe the Mullascos’ relationship to each other? Use quotes from the story to support your description. Do you think Rodney or Ridley is the worst bully? Explain your answer.
How does Nathan feel about being a spy for BUM? What is BUM’s mission? Does this mission affect the way Nathan behaves in other parts of his life? Give some examples to show how this might be the case.
Compare and contrast the different ways Abigail and Mookie try to help Nathan. Is one way better than the other? Do their strategies complement each other? Why or why not? Do you have friends who relate to you, and help you with problems, in different ways? Describe how this can be useful or challenging, using examples if possible.
What is “Bear Season,” and how does Nathan’s mom handle it? What is the result of her first attempt at costume ordering? Do you talk to your parents about their jobs? Do you know if they are relaxed or stressed about their work? Do you think parents should share information about their work with their kids? Why or why not?
Besides joining BUM, how has becoming a zombie changed Nathan’s life? What physical changes have taken place and what is their result? How does Nathan deal with these changes? Why has Nathan begun to smell?
In chapter 9, Nathan says, “I thought about the cover of Mookie’s comic book with all the badly rotted zombies. . . . I could hear the screams kids would make when they saw me. I’d be a real monster.” How might you comfort Nathan at this moment in the story? What makes a “monster”? Do you agree with Dr. Cushing when she tells Nathan that “most adults would give up if they were in your situation. Don’t ever think you lack courage” (chapter 13)? Explain.
How does Nathan feel about the various teachers and coaches who appear in the story? Do these teachers ever surprise him? Do you think he approaches his lessons with Mr. Murphy differently than his classroom lessons? Why or why not?
What skills does Nathan use when he sneaks aboard the garbage barge to intercept the RABID drop? Who comes to the rescue when the barge begins to sink? Who winds up rescuing whom? What realization does Nathan have while he is floating in the water?
In chapter 18, Nathan wishes he could use his zombie skills to help his mom with her troubles at Stuffy Wuffy. Is he able to do this and, if so, how? What other problems does he solve at the same time? Does his being a zombie have anything to do with these other solutions? Why or why not?
Beyond an adventure about a rotting kid zombie, might The Big Stink be read as a story about seeing the connections between people, ideas, and situations? Who makes—or realizes how to make—such connections? What connections do you observe? Do you see any lessons in these connections that might apply to your own life?
