Ortunately Ilk: Discussion Guide

FOrtUNAtELy, the MiLK bY neil Gaiman
i l l u s t r at e d b Y s K o t t i e Y o u n G
discussion Guide
about the booK
Going to the store for milk has never been such an adventure. When Dad walks out of the local corner store with milk, he has no idea
that he will be abducted by aliens, held captive by pirates, rescued by a time-traveling stegosaurus, and threatened by vampires. When
Dad finally returns home, he recounts his incredible adventure for his son and daughter, describing how—still managing to save the
milk—he ultimately saved the world. As his children listen with disbelief, they wonder whether their father could be telling the truth
about why he was gone so long. Fortunately, along with Dad’s astonishing account, they now have milk for their cereal.
discussion Questions
1. About how long in real time is the father gone? Can you tell? What do 8. How does the reader know when the point of view changes from the
the kids do while their father is away? son to the daughter and then to the father? How would the point of
2. What observations do the kids make while their father is telling them view be different if the story was told by the reader? CCSS: Reading:
why he was gone so long? What questions do they ask? Literature (Craft and Structure) RL.3.6, RL.4.6
3. Among the characters the father meets, which ones want to harm him? 9. How does the phrase “fortunately, the milk” help tie all of the stories
Which characters help him return home with his milk? together? How does the milk finally help the father return home to
his children?
4. Why do the aliens want to redecorate the planet? Why do they choose
the father? What are some of the aliens’ ideas? 10. Why does the father threaten to touch the two bottles of milk together?
What are the aliens afraid will happen?
5. What are Professor Steg’s special talents? What personality traits
make Professor Steg a likable character? CCSS: Reading: Literature 11. Where does the father get his ideas for the fantastical tale he tells his
(Key Ideas and Details) RL.3.3, RL.4.3 children? How does he try to prove it was all true?
6. How do the illustrations help convey the words in the story? In what 12. What is on the bottom of the bottle of milk in the final illustration?
ways do the illustrations add meaning to the story? CCSS: Reading: What does it mean?
Literature (Integration of Knowledge and Ideas) RL.3.7, RL.4.7 All questions correlate to CCSS: Reading: Literature (Key Ideas
7. How does the father use previous events and time travel to his and Details) RL.3.1, RL.4.1, RL.5.1; Language (Conventions of
advantage by meeting himself in the past or future? CCSS: Reading: Standard) English L.3, L.4, L.5; Language (Knowledge of Language)
Literature (Craft and Structure) RL.3.5 L.3.3, L.4.3, L.5.3; Speaking & Listening (Comprehension and
Collaboration) SL.3.1, SL.4.1, SL.5.1
eXtension activities
1. creepY connotations. The author uses descriptive words to help create images of the characters and events. With
students working in small groups, ask them to make a chart of descriptive words (they can use the ones listed below or find their
own in the story). On the chart, students should write the word, the definition, and the connotation of each word and accompany
each entry with a simple sketch or illustration. Then challenge each student to write a short passage as a “story starter,” creating
a mood and setting using the vocabulary words listed. Have students exchange story starters and write imaginative stories to
match the connotative meanings of the words. Some descriptive words to start with: glittery (p. 11), shimmery (p. 12), booming
(p. 24), rushing (p. 42), weathered (p. 50), revolting (p. 52), ominous (p. 58), disquieting (p. 58), pallid (p. 59), suspicious
(p. 64), glutinous (p. 75), globby (p. 88), imposing (p. 91). CCSS: Language (Vocabulary Acquisition and Use) L.3.5,
L.4.5, L.5.5; Reading: Literature (Craft and Structure) RL.3.4, RL.4.4; Writing (Text Types and Purposes) W.3.3,
W.4.3, W.5.3
aliGns with common core state standards For Grades 3–5

FOrtUNAtELy, the MiLK
DISCUSSION GUIDE
2. T ime Travel Revisited. After discussing Professor Steg’s Really Good Moves Around in Time Machine, divide students into small groups
and ask each group to research a famous time machine in literature, movies, or television (examples: The Time Machine, Back to the Future,
Planet of the Apes, The Big Bang Theory, etc.). Have students draw an illustration and write accompanying text that includes an explanation of
how the researched time machine operates, a summary of the consequences of time travel in the text/movie/show, and a group reflection of the
author/creator’s message regarding time travel. Have the groups post their illustrations and written commentary in the classroom and conduct
a gallery walk of the time machines. CCSS: Writing (Text Types and Purposes) W.3.2, W.4.2, W.5.2; Writing (Research to Build and Present
Knowledge) W.3.7, W.4.7, W.5.7
3. D
inosaurs = Galactic Police. Ask students to make a list of all the different types of dinosaurs in the Galactic Police. Then ask
each student to select one dinosaur to draw, adding articles of clothing or weapons that would help identify the dinosaur as police. Ask students
to writes brief descriptions of the dinosaurs, including what they ate, how they protected themselves, what they weighed, and any other facts the
students find interesting. Students can display their drawings and written descriptions in the classroom. CCSS: Writing (Text Types and Purposes)
W.3.2, W.4.2, W.5.2; Writing (Research to Build and Present Knowledge) W.3.7, W.4.7, W.5.7
4. A
nother Fantastical Tale. Ask students to write their own fantasy tale of what really happened to the children at home while Dad
went out to buy milk. Have students create a storyboard to plan the unbelievable adventure(s) of the children and include the exposition, conflict,
climax, and resolution. Students should also incorporate imagery and dialogue into their stories. Upon completion of the stories, have students sit
in a reading circle and share their stories with the class. CCSS: Writing (Text Types and Purposes) W.3.3, W.4.3, W.5.3; Writing (Production and
Distribution of Writing) W.3.4, W.4.4, W.5.4
About the Author

Neil Gaiman is the author of The Graveyard Book, which is the only
Courtesy of Brady Hall
work to win both the Newbery (US) and Carnegie (UK) Medals. His books
for readers of all ages include the bestselling Coraline, also an Academy
Award–nominated film; Odd and the Frost Giants; and The Wolves in the
Walls. Originally from England, Gaiman now lives in the United States. You
can visit him online at www.mousecircus.com.
About the illustrator

Illustrations copyright © 2013 by Skottie Young
Skottie Young is an Eisner Award–winning cartoonist and writer who illustrates

Photo by Skottie Young
New York Times bestselling adaptations of L. Frank Baum’s Oz novels for

Marvel Entertainment. Skottie lives in Illinois, and you can visit him online at
www.skottieyoung.com.
Available from HarperCollins ebooks. For exclusive information on your favorite authors and artists, visit www.authortracker.com.
To order, please contact your HarperCollins sales representative, call 1-800-C-HARPER, or fax your order to 1-800-822-4090.
Discussion guide prepared by Susan Geye, Coordinator of Library Services, Everman Independent School District, Everman, Texas.
www.mousecircus.com www.harpercollinschildrens.com

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FOrtUNAtELy, the MiLK bY neil Gaiman

aliGns with common core state standards For Grades 3–5

About the Author

About the illustrator

Skottie Young is an Eisner Award–winning cartoonist and writer who illustrates

New York Times bestselling adaptations of L. Frank Baum’s Oz novels for

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