I CAN STATEMENTS FOR NOVEL STUDY
 I can identify and explain the use of a variety of literary
techniques (i.e. Personification, Imagery, Metaphor, etc.) to
enhance the reader’s experience.
 I can indentify and explain story elements such as plot,
character, and setting and make connections between them.
 I can respond to written works by making connections to my
life including my own personal experiences as well as those
that relate to my understanding of community and world
issues.
 I can explain my own point of view.
 I can take on different roles in a group.
 I can work cooperatively in a group.
Hatchet by Gary Paulsen
Literature Circles
This novel study is designed to help you get more out of your reading and share your experiences with others.
This study is different from pleasure reading in that your reading is programmed by sections for study,
discussion and activity.
Since many of your activities are done in a small group, your responsibilities go beyond personal ones. The
others will depend on you to do your best and be prepared.The key to success in literature circles is to come
prepared to each discussion session. You are encouraged to share your responses to the week’s questions and
your general thoughts and feelings about the novel. This is a time when you can learn to accept the opinions of
others and practice the fine art of courteous disagreement as well as the skill of listening to others’ comments
so you can add more details or information without repetition.
Discussion Responsibilities
Leader (Discussion Director):
 Ask the summarizer to briefly review the novel to date.
 Read questions for discussion in turn.
 Encourage courteous interaction of members.
 Guide group evaluation of discussion period.
 Present the group evaluation to teacher.
Group Members:
 Be prepared for discussion.
 Back up statements with evidence from reading.
 Listen attentively.
 Add to idea presented or indicate agreement or courteous disagreement.
 Respect the opinions of others.
 Speak only one at a time.
 Participate in a fair evaluation of the group’s work.
Literature Circle Role Descriptions
Discussion Director
Your job is to develop a list of questions for your group to discuss about the part of the book that was assigned.
Don’t worry about the small details: your task is to help people talk over the big ideas in the reading and share
their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as
you read, which you can jot down or use sticky notes as you read.
Summarizer
Your job is to prepare a summary of the assigned reading. This will include the important events and ideas that
occurred in the story. You must do this in a creative way, NOT as a paragraph summary. It could be in the form
of a timeline, interview, monologue from a different character perspective, newspaper article, and poem….be
creative! Have an idea you would like to do, but not sure? Ask me!
Connector
Your job is to find connections between the book and the outside world. This means connecting the reading to
your own life, to happenings at school or in the community, to similar events at other times and places, to other
people or problems that you are reminded of. You might also see connections between your book and other
writings on the same topic, or by the same author. Connections should have thoughtful reflections and
explanations that accompany the connection.
Figurative Linguistic
Gary Paulson employs a variety of figurative language techniques to enhance the reader’s experience. You are to
find a variety of these techniques and share them with your group. Your peers should be able to correctly
identify these techniques and you are to encourage discussion revolving around the meaning and/or significance
of the figurative language. Below is a list of several different types of literary techniques and their definitions. If
you come across one that is not in the list below, feel free to enlighten your peers with your discovery.
Hyperbole – a bold overstatement, or the extravagant exaggeration of fact or of possibility, not meant to be
taken literally (ex. He’s older than the hills.).
Onomatopoeia – the use of words to imitate sounds (ex buzz, meow)
Irony - an event occurs which is unexpected, in the sense that it is somehow an absurd or mocking opposition to
what would be expected or appropriate. Mere coincidence is generally not ironic; neither is mere surprise, nor
are any random or arbitrary occurrences. (Note: Most of the situations in the Alanis Morissette song are not
ironic at all, which may actually make the song ironic in itself.) An example of irony would be your mom yelling at
you that you should not be yelling in the house.
Colloquialism: - informal speech particular to a certain region or area (ex. Canadians say “eh”).
Parallel Structure – a series of words or phrases that are in the same pattern to create emphasis or to make
comparisons. (ex While you are eating your fruit and sweets…..over here, we are plucking grass to
survive…..While you are at the cinema……we are scurrying into basements… or The “I have a Dream” speech my
Martin Luther King where he repeats this several times to emphasize how he wishes the world would change).
Paradox – a situation created which cannot possibly exist in a literal sense, but can be possible if looked at from
different points of view or in different was, it is possible. (ex. “It was the best of times; it was the worst of times)
Alliteration – a repetition of initial, or beginning, sounds in two or more consecutive or neighbouring words (ex.
What a tale of terror now their turbulence tells!).
Assonance – repetition of vowel sounds within a sentence but it does not have to rhyme. (Ex. Kate weighed the
ways she could fake her fate.
Allusion - reference to a person, place, or thing in history or another work of literature. They can often be
biblical in nature. (ex. biblical: He had the patience of Job. His strength rivalled Hercules.)
Personification – a figure of speech in which an inanimate object or an abstract idea is given human
characteristics (ex. The ship bowed before the wave.).
Oxymoron – a figure of speech in which opposite or contradictory ideas or terms are combined (ex. sweet
sorrow).
Simile – a figure of speech that uses like or as to compare two unlike things (ex. a heart as big as a whale).
Metaphor – a figure of speech that compares two unlike things without the use of like or as (ex. the curtain of
night).
Investigator
Your job is to dig up some background information on topics related to your reading. The best investigations are
those that help us understand the book better. Topics that could be covered at any time include::
1. The geography, weather, culture, or history of the book’s setting.
2. Information about the author, her/his life, and other works.
3. information about the time period portrayed in the book
4. music that reflects the book or the time;
5. An investigation into the book’s genre.
Hatchet
Reading Assignment Schedule
Session
1
Reading Assignment
Chapters 1 - 3
2
Chapters 4-6
3
Chapters 7-10
4
Chapters 11-13
5
Chapters 14-16
6
Chapters 17- Epilogue
Discussion Date
Literature Circle Roles Schedule
Role Title
Discussion
Director
Session 1
Summarizer
NA
Connector
NA
Figurative
Linguistic
NA
Investigator
NA
NA
Session 2
Session 3
Session 4
Session 5
Session 6
Discussion Director
MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.
HAND IN THIS SHEET WITH YOUR WORK
JOB DESCRIPTION:
Your job is to develop a list of questions (minimum 6) with detailed answers that include evidence from the book for your group
to discuss about the assigned reading. Don’t worry about the small details: your task is to help people talk over the big ideas in the
reading and share their reactions. Here are the guidelines to assist you in creating these discussion items:
Inferential questions - How would you compare…, Choose the best…, How did the character feel…, What is the difference between…,
Interpretive questions: Predict what would happen if…, Why did the author include…, Can you prove that…, What was the author’s
purpose when…, What will happen when…, Why did the character…,
Opinion questions: Assess how you would feel if…, How would I improve…, How did I feel when…, Why I think…, Was it fair when…,
Use the following chart or some other graphic organizer to present the information to your group. You need to present at least 3 of
these to your group (one from each type). You may do more depending upon time.
Type
Question:
My Answer
Excellent


Proficient


Acceptable



Limited

Evaluation
Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and
concerns about the assigned reading covering a variety of story elements (setting, character, events, etc.).
Answers are detailed demonstrating a strong understanding of the novel using thoughtful reflections that
articulate the thoughts, feelings, and emotions experienced during the reading.
Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and
concerns about the assigned reading.
Answers are detailed demonstrating an understanding of the novel using thoughtful reflections that
articulate the thoughts, feelings, and emotions experienced during the reading.
Most questions/topics are clearly designed to encourage group members to share their thoughts, feelings,
and concerns about the assigned reading.
Most Answers are detailed demonstrating an understanding of the novel using thoughtful reflections that
articulate the thoughts, feelings, and emotions experienced during the reading.
Few questions are designed to encourage group members to share their thoughts, feelings, and concerns
about the assigned reading.
Answers lack depth in terms of understanding and/or reflections are superficial.
Connector
MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.
HAND IN THIS SHEET WITH YOUR WORK
JOB DESCRIPTION:
Your job is to find connections between the book and the outside world. This means connecting the reading to
your own life, to happenings at school or in the community, to similar events at other times and places, to other
people or problems that you are reminded of. You might also see connections between your book and other
writings on the same topic, or by the same author. Connections must have thoughtful reflections and
explanations that accompany the connection and should be from a variety of aspects of your life (try for at least
4 connections). For example, writing that you have a brother that bugs you sometimes just like a character in
the book is insufficient. Writing that you have a brother and discuss a similar time about what he did to bug you
and how it made you feel would be appropriate. Copy this chart or other organizer onto your page to record. An
example is provided within the chart.
Type
Connection
Reflection
My life
I have a brother
My brother often teases me about this girl in my class that I’m going to marry
that bothers me.
her. This is similar to the character in the book, but it is his friend and not his
brother. Like the character in the book, I just want to punch and scream at
him when he does this because she’s not my girlfriend and I’m tired of him
always teasing me about it.
Excellent

Proficient

Acceptable
Limited


Evaluation
Connections relate to the reading in a variety of aspects which are detailed and
insightful/meaningful.
Connections relate to the reading in a variety of aspects which are clear and
thoughtful.
Connections relate to the reading and are clear and personal, but lack detail
Connections are unclear/vague or there are too few to assess.
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Figurative Linguistic
MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.
HAND IN THIS SHEET WITH YOUR WORK
JOB DESCRIPTION:
You are to find a variety of figurative language techniques (minimum of 5) and share them in a variety of ways
with your group. Your peers should be able to correctly identify these techniques. Discuss the meaning, if
applicable, and the reason the author might have used it. Refer to the list and definitions under the Literature
Circle Role Descriptions. Refer below for an example:
Type
Quote
Share Method
Meaning
Discussion
Metaphor
It was a rugged
Read quote and ask The problem was This provides the reader
dangerous mountain. for meaning.
not only immense, with a feeling of the
it was difficult and multiple issues with the
also could have
problem without having to
dire consequences do a lot of description. It
if a wrong
is almost overdecision was
exaggerating at the same
made.
time, so I guess it could
be considered a
hyperbole as well.
Onomatopoeia Whoosh…crash…spat Find it.
NA
This provides the reader
with some ability to
visualize in his head this
event. The author might
have also used it for
humour.
Excellent

Proficient

Acceptable

Limited

Evaluation
A variety of techniques are correctly identified and explained/discussed in
detail (meaning, significance, discussion points).
A variety of techniques are identified and explained (meaning, significance,
discussion points), but some are incorrect or all are correct, but there is not
much variety.
There is some variety of techniques, but some are incorrectly identified
and/or are some are insufficiently explained
Limited knowledge of techniques is demonstrated.
Investigator
MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.
HAND IN THIS SHEET WITH YOUR WORK
JOB DESCRIPTION:
Your job is to dig up some background information on topics related to your reading. The best investigations are
those that help us understand the book better. Topics that could be covered at any time include::
1. The geography, weather, culture, or history of the book’s setting.
2. Information about the author, her/his life, and other works.
3. information about the time period portrayed in the book
4. music that reflects the book or the time;
5. An investigation into the book’s genre.
This is not a formal research report! The idea is to find one bit of information or material that helps your group
understand the book better. Investigate something that really interests you – something that struck you as
puzzling or curious while you were reading or something that seems vitally important to this section of the
reading.
Excellent

Proficient

Acceptable

Limited

Evaluation
Student has chosen an interesting topic(s) to investigate noting
significant information to provide interesting insight into an important
element, or elements of the novel.
Student has chosen an interesting topic(s) to investigate noting
adequate information to provide some insight into an element, or
elements, of the novel.
Student has chosen a relevant topic(s) to investigate noting adequate
information about an element(s) of the novel.
Student has chosen a relevant topic(s) to investigate, but information is
lacking and/or topic is loosely related to the novel.
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Summarizer
MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.
HAND IN THIS SHEET WITH YOUR WORK
JOB DESCRIPTION:
Your job is to prepare a summary of the assigned reading. This will include the important events, characters,
setting and ideas that occurred in the story along with any connections between them. You must do this in a
creative way, NOT as a paragraph summary. It could be in the form of a timeline, interview, monologue from a
different character’s perspective (not the main , newspaper article, and poem….be creative! Have an idea you
would like to do, but not sure? You can always ask me!
To assist in creating your summary, Use the questions below as a planning tool. Hand this in with your
summary.
1. What is the setting (time, place)?
2. What is the main problem?
3. Are there other important problems? What are they?
4. How does the main character deal with the problem(s)?
5. What are some of the emotions the main character or other characters experience during the
problems?
6. Is there a message for this section?
Excellent
Proficient
Acceptable
Limited




Evaluation
Key elements and connections have been effectively presented; format
chosen is effective
Key elements and connections have been clearly presented; format
chosen is suitable.
Most key elements have presented; format chosen is suitable.
Key elements are clearly missing; summary is incomplete.
Comments:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Individual Assignments
Answer all questions on a separate sheet of paper. Use full sentences and correct language conventions.
Session One
1. What are the two words that come to the protagonist’s mind as he thinks? Explain the significance.
2. The author uses a technique call foreshadowing in the first chapter. Define/explain this technique and find
and quote the evidence of it in this chapter.
3. How does the protagonist feel towards his mother?
4. What is going on in the mind of the protagonist at the end of chapter 1 and the beginning of chapter 2?
5. In chapter 2, what fact does the protagonist NOT want to admit?
6. A critical problem occurs in chapter 2, what is it? Discuss the possible solutions.
7. As the plane descends and the protagonist attempts to land the plane, the author describes the direction and
other details of the plane’s travel. Draw the details and the route of the plane.
8. As the plane hits the water, the author shows that the situation is unreal for Brian and that it cannot be
happening to him. Quote two sentences that show this lack of reality.
9. To what does the word “Nothing” refer at the end of the chapter?
Session Two
1. The “Secret” is revealed at the beginning of chapter two. Explain.
2. Why does Brian scream (pg. 30)?
3. What injury do you think is most responsible for Brian’s difficulty in moving? Justify your choice.
4. Discuss Brian’s thoughts in chapter 4 about his luck.
5. Brian’s English teacher, Mr. Perpich, inspires Brian in several ways. Discuss.
6. Judge Brian’s plan at the end of chapter 5. Discuss both what you believe to be positives and negatives of
this plan. Include what you would do in his position.
7. In both chapter 5 and chapter 6, Brian keeps referring to keeping things simple, “Short thoughts.” Pg. 44.
“Simple. Keep it simple.” Pg. 60. What is Brain’s reasoning behind this?
Session Three
1. Why does Brian call for his mother at the beginning of chapter 7?
2. Why does Brain call the berries he ate gut cherries? Why do you think they made him sick?
3. Why is Brian thinking about the bear at the end of chapter 7?
4. Brian believes that that things change quickly (pg. 78). What does he mean?
5. Discuss the significance of Brian’s two dreams.
6. Why does Brian call the fire his “hungry friend” and his “guard”?
7. What are Brain’s thoughts at the end of chapter 9? Why?
8. Why does Brain refer to himself as a “city boy” (pg.95)?
9. Discuss Brain’s decision to save the eggs and eat only one per day.
Session Four
1. Why would Brian bury the eggs?
2. How has Brian change mentally since the crash?
3. Why does the author end chapter 11 with “There were these things to do.”
4. Why does Brian laugh at the idea of “inventing” his own bow and arrow?
5. What is the “game” that Brian refers to at the end of chapter 12? Why can’t he play it anymore?
6. Discuss the wolf encounter and its significance.
7. What does it mean when the author writes that Brian’s thought is “clouddown” (pg.118).
8. What does the author mean by “He was new.”?
9. Discuss how Brian’s hope has changed.
Session Five
1. Discuss how the skunk experience leads Brian to vital knowledge about the creatures in the forest.
2. What actions does Brian take as a result of this knowledge? Be as detailed as possible.
3. How does Brian keep track of time now? What is the significance of the first event?
4. Brian makes another realization that is important to survival at the end of chapter 15; explain.
5. The word “insane” is prevalent in Brian’s mind during his encounter with the moose. Discuss why.
6. Discuss how Brian feels about the “mystery sound”. What is the aftermath in terms of how it affects Brian?
7. The moose, the tornado and the cold snap are all terrible events. Discus how the old Brian would have dealt
with these? How does the new Brian?
Session Six
1. Why does Brian have a “healing sleep” (pg. 158)
2. What is the first problem Brian faces in retrieving the survival pack and how does he resolve it?
3. Explain the irony that Brian expresses when he thinks about if he ever returned to his old life.
4. What are Brian’s fears about retrieving the survival kit?
5. How does Brian’s anger help him at the beginning of chapter 18?
6. Define symbolism with respects to literature. What object is symbolic in this novel and what does it
symbolize?
7. What fear does Brian face that almost made him turn back in chapter 17, but his horror is not what he
thought about originally. Explain
8. What are the three most important items in the survival pack? Explain your reasoning.
9. What do you think of Brian’s reaction to the arrival of the pilot?
10. Why do you suppose Brain never revealed the Secret to his father?
Name: ______________________
Assigned Reading: __________________
Individual Assignment Rubric
Criteria
Excellent!
Proficient!
Acceptable
Completeness,
Comprehension &
Character Insight
The student has responded fully
to the writing prompts,
demonstrating a thorough
understanding of the events in
the novel as well as insight into
character motivation and
emotion. The student has
communicated clearly using
examples from the novel to
support ideas.
The response demonstrates a
thoughtful reflection of the
selected reading and articulates
the thoughts, feelings, and
emotions experienced during the
reading.
Commonly used rules of spelling,
grammar and punctuation are
consistently adhered to.
The student has responded to
most of the writing prompts,
demonstrating a good
understanding of the events in
the novel as well as some insight
into character motivation and
emotion. The student has
communicated clearly.
The student has responded to
the writing prompts,
demonstrating a basic
understanding of the events in
the novel. The student has little
insight into character motivation
and emotion. The student has
some difficulty communicating
ideas.
The student has not fully
responded to the writing
prompts. Answers lack
understanding of the events in
the novel and/or insight into
character motivation and
emotion. The student has
difficulty communicating ideas.
The response demonstrates a
personal reflection of the
selected reading and articulates
some of the thoughts, feelings,
and emotions experienced during
the reading.
Commonly used rules of spelling,
grammar and punctuation are
usually adhered to.
The response demonstrates a
reflection of the selected
reading and articulates few of
the thoughts, feelings, and
emotions experienced during the
reading.
Commonly used rules of spelling,
grammar and punctuation are
generally adhered to.
The response demonstrates little
reflection of the selected
reading and articulates few, if
any, thoughts, feelings, and
emotions experienced during the
reading.
Commonly used rules of spelling,
grammar and punctuation are
inconsistently adhered to which
inhibits the communication of
the assignment’s goals.
Personal
Response
Language
Conventions
Limited
Comments:_________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_____________________________________________