HATCHET
BY
GARY PAULSEN
Imagine being stranded. You are completely alone, in the wilderness. The sights,
sounds, smells—everything—is new and unfamiliar. You have no food. You have
no water. You have no way to contact the outside world. You are alone, with just your
courage. You’re not even sure you have courage! What will you do? Will you make it?
Do YOU have what it takes to survive?
Materials
This week we will begin to read Hatchet, a story of one young boy’s struggle to
survive in the Canadian wilderness. In preparation for this, we will be completing
two interactive web activities. You will need:
Laptop with Internet Access
Copy of Hatchet
 Pen and colored pencils
Dictionary
Worksheets for Activities
Your journal/notebook
We’re Reading a Novel, So…
What Do You Expect?
Before Reading Activity #1
You have all had the experience of reading a novel all on your own, as well as reading one with a teacher in a classroom setting.
Before we begin to read our novel together, let’s talk. Please answer these questions honestly.
1. Whenever I find out we are going to read a novel in the classroom, I feel
a. nervous _________________________________________
b. excited _________________________________________
c. interested ________________________________________
2.
The best part about reading a novel in class is
a. Listening to the story helps me to understand it better.
b. I can ask questions.
c. I don’t have to read on my own.
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My Expectations (Part II)
3.
The worst part about reading a novel in class is
a. I cannot read at my own pace.
b. There will be activities to do each day.
c. If it is boring, I cannot skip ahead.
4.
Whenever I have read a novel in class before, the activities we completed included
a. Worksheets (vocabulary, reading comprehension, etc.)
b. Art work (draw, design or build)
c. Computer activities (web activities)
5.
The activities we will complete in class that I would MOST like to do are
a. Worksheets (vocabulary, reading comprehension, etc.)
b. Art work (draw, design or build)
c. Computer activities (web activities)
To improve our reading of a novel in class, I would most like to:
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Just How Tough Are You?
Before Reading Activity #2
•In the novel Hatchet, Brian must learn to survive without any plan or formal training.
Would you be able to do this? To learn if you have what it takes to be a survivor, take the
Survival Quiz by clicking here: http://www.wilderness-survival.net/
•In your journal, record your results. (How did you do? Could you lead us all on a camping
trip through the wilderness?) Write a paragraph in which you record the area(s) you had
the most trouble with. Were you surprised by the results? Explain. Compare your score
with other classmates.
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Off We Go, Into the Clear Blue Yonder… Before Reading
Activity #3
Brian is forced to battle for survival when the small engine plane he is riding in crashes.
Take a ride in one of these planes by clicking here:
http://www.skyhawk.cessna.com/gallery.chtml
The great advantage to a plane like the Cessna Skyhawk is that it provides the rider with a
bird’s eye view of the world. In your journal, write an entry describing the place in the
world that you would most like to see form a bird’s eye view. Explain why you would like
to travel there and how you might feel seeing it from the seat of one of these small planes.
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Interactive Bulletin Board
How It Works
After reading each chapter, we will add lists of problems and challenges that Brian
faces in the wilderness. As he finds solutions to those problems, we will add those
discoveries too. The problems/challenges are listed under “Oh, No, Brian, If It’s Not
One Thing, It’s Another” and the solutions/discoveries are listed under “Survival”.
“Oh No, Brian, If It’s Not One
Thing, It’s Another!
Problems and Challenges Faced
by Brian
Survival!
Solutions and Discoveries
Made by Brian
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Vocabulary Workshop
Chapters 1-5
During Reading Activity #1
Use your knowledge and context clues to help you complete the worksheet in the
next slide.
Remember, check your answers with a dictionary or thesaurus in the classroom, or
click here for an online dictionary: http://www.m-w.com/.
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Vocabulary Workshop
Chapters 1-5
During Reading Activity #1
Write S if the pair of words are synonyms or an A if the pair are antonyms.
1._____complicated-simple
6._____wrenching-twisting
2._____audible-silent
7._____abated-increased
3._____turbulence-whirlwind
8._____hordes-swarms
4._____visualize-picture
5._____desperately-casually
9._____murky-clear
10._____motivated-unconcerned
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I THINK, I LINK
During Reading Activity #2
How would you like to meet a black bear like Brian did? How much do you know about these
always beautiful and sometimes dangerous creatures?
Complete the first column of the chart in the next slide, then read all about our woodland friend
and see if you are right.
Click here: http://encarta.msn.com/, then search for ‘black bear’ to find the answers. Complete
the chart and compare your answers with a classmate.
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I THINK, I LINK
During Reading Activity #2
BLACK BEARS
About how much does a
black bear weigh when
grown?
Where do black bears
live?
What color is a black
bear?
What do black bears eat?
WHAT I THINK
WHAT I
FOUND OUT
MY LINK TO REAL LIFE
This equals __________
of my friends put together.
I am likely or not to meet a black bear
in Watertown. Explain.
Black bears remind me of
A black bear will or will not eat me if
hungry. Explain.
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American Black Bear
Encyclopedia ArticleEdit this articleMultimedia 1 item
American Black Bear, common name for a medium-sized bear of North America. The American black bear often has a white, starshaped mark on its chest, and its color ranges from black to brown, cinnamon, beige, and even pure white. Its habitat ranges from
the Tropics of Florida to the Arctic.
Female American black bears commonly weigh about 40 kg (about 90 lb); males usually weigh about 130 kg (about 290 lb),
although some may weigh 300 kg (700 lb). The cubs weigh only about 0.5 kg (about 1 lb) at birth. In the northern mountains, both
males and females weigh less. The American black bear has plantigrade feet (heel and sole touching the ground) and five short,
curved, sharp claws on each foot for climbing trees. It is generally solitary, except during the breeding season, or in family groups of
mother and young. The American black bear lives in a wide range of habitats, including forest, scrub forests of the subarctic, and
near jungle. It also ranges onto the open tundra and plains along streams. A unique behavioral and physiological adaptation allows
American black bears to remain dormant without eating for as long as seven months when food is scarce. When active, they are
omnivorous, feeding mostly on berries, acorns, succulent herbs, fish, carrion, and insects. When food is abundant, they may eat as
much as 20 kg (45 lb) of food per day and gain up to 2.5 kg (5 lb) a day in preparation for winter.
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Female American black bears often do not give birth to their first young until they are five or six years old, and they usually do not
have more than two cubs every second or third year. They may bear young until they are about 25 years of age. Because most
American black bears do not live beyond ten years of age, and because juvenile mortality is rather high, many females barely replace
themselves in the population. The cubs purr when fed and cry when hungry or cold. Adults huff and growl, roar, and chomp their
teeth as warnings to other bears or to people. American black bears do not prey on humans, but sometimes they hurt or kill people
in conflicts over space or food or while protecting their young. In most areas, American black bear populations are stable. Black bears
are the most abundant of the species of bears.
Scientific classification: The American black bear belongs to the family Ursidae in the order Carnivora. It is classified as Ursus
americanus
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Vocabulary Word Maps
During Reading Activity #3
Create a Word Map for each of the following words: diminish, receded, gingerly, exasperation
and dormant. Follow the format of the example below.
A Dying Campfire
Smoked,
Burned
Synonyms
Blazed, Flamed
Antonyms
Smoldered
Example
Logs in a
Fireplace
Example
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Oh no, Brian, if it’s not one thing,
it’s another!
During Reading Activity #4
Just when things were finally settled, Brian encounters his biggest challenge yet—a tornado. Just how
dangerous can these big storms be? Click here to find out:
http://www.nssl.noaa.gov/noaastory/book.html.
Now complete the “Tornadoes: So Much Energy, So Little Time” worksheet in the next slide. Use the
“Where and When”, “What” and “How” sections of the text. Use the graphs and your reasoning skills, too!
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“Tornadoes: So Much Energy, So Little Time”
Complete this worksheet, using the site http://www.nssl.noaa.gov/noaastory/book.html.
1. Name three places in the United States where tornadoes are likely to occur.
2. During which two seasons are tornadoes least likely?
3. What time of day is most dangerous for tornadic activity?
4. Tornadoes reflect only a small amount of energy in a thunderstorm, so…what
makes them so dangerous?
5. What is the biggest threat that tornadoes pose to people?
6. According to the chart, how many tornadoes occurred the year you were born? (What
year was that?)
7. According to the chart, regarding tornadoes, which three months are the
safest in Oklahoma? Which three are the most dangerous?
8. How would these graphs be different if they showed tordadic activity in Connecticut?
9. Click on the photo display. Which photo of damage most impresses you? Why?
10. Tornadoes are classified according to the amount of damage they cause. The scale connects wind speed and damage. How are these
two related?
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Vocabulary Workshop (page 1)
During Reading
Activity #5
Use your understanding of the words in BLUE to complete each of the following sentences.
1. In the wilderness, Brian might expect a STAGGERING number of
a. robins in one tree b.trees in a vast forest
c. raspberries in a handful.
2. The SHALLOWS of a lake would be a good place for
a. a youngster to play b. Brian to sail a large boat c. Brian to dive.
3. If Brian were FLAILING a raspberry bush, you would expect
a. the berries to open b. the bush to grow faster c. the leaves to fall off
4. If Brian HEFTED a large stone, you would think that he was
a. very strong
b. very smart c. very hungry
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Vocabulary Workshop (Page 2)
Use your understanding of the words in BLUE to complete each of the following
sentences.
5.
If Brian were in a boat without any MOTIVE force, he might want
a. some food
6.
b. friendly
c. dying
You would expect a HUMMOCK to be
a. difficult to climb
8.
c. some paddles
If a wolf would WAGGLE its tail, Brian might think the animal was
a. angry
7.
b. some sunglasses
b. hard to operate
c. easy to walk over
When confronted with an INFURIATING situation, Brian might
a. scream loudly b. smile happily
c. sigh sadly
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Vocabulary Workshop (Page 3)
Use your understanding of the words in BLUE to complete each of the following
sentences.
9.
Brian would want to RECTIFY a situation in which he
a. had a fight b. received a free pass to a movie c. got 100% on a test
10. Brian might use CORROSIVE material to
a. make a sandwich b. bathe a dog
c. remove rust
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Vocabulary Workshop (Page 4)
Which of These Words Just Doesn’t Belong?
Underline the word that is unrelated to the other words in the set.
1.
a. bellowed
b. yelled
c. screamed
2.
a. worrisome
b. incessant
c. constant
3.
a. panicked
4.
a. alert
5.
a. substantial
b. frantic
b. hurt
b. steamy
c. aged
c. register
c. solid
d. looked
d. unending
d. frenzied
d. impress
d. hard
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Vocabulary Workshop (Page 5)
Which of These Words Just Doesn’t Belong?
Underline the word that is unrelated to the other words in the set.
6.
a. bellowed
even
c. ill
b. yelled
d. unchangeable
7.
a. disguise
b. concealment
8.
a. smile
b. grimace
9.
a. experiment
10. a. roadway
b. system
b. obstacle
c. screamed
c. camouflage
c. grin
d. a. stabile
b.
d. disorder
d. odor
c. study
d. trial
c. blockage
d. stymie
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Everybody’s a Critic!
After Reading Activity
So, now that you’re finished reading Hatchet, what did you think?
Write a short (8-10) sentence review of the story for other kids, your age. Include your ideas about the
plot, character and theme. Finish off the review with your recommendation (a good read, or not?)
Write a draft first, get my O.K., then post your ideas on the web, by clicking here:
http://www.kidsbookshelf.com/formsubmitreviews.asp.
Newbery Award
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How Did You Do?
Rubric for Hatchet cyberlesson
20-15 points
15-10 points
10-0 points
I have completed all parts of the survival quiz
and my journal write. I have used proper English
and done my best work.
I have completed the Survival Quiz and my journal
write. Some of my writing could be improved and/or
this is not my very best effort.
I did not complete all of the assigned
tasks, and/or my effort was only poor.
I have taken a ride in a Cessna and written a
thoughtful and imaginative journal entry about
it.
I have taken a ride in a Cessna. I have written a
response that could have been more thoughtful,
and/or has many grammatical errors.
I did not complete all of the assigned
tasks, and/or my effort was only poor.
I read all about black bears and have completed
the chart correctly.
I read all about black bears but have some incomplete
or wrong responses on the chart.
I did not complete the assigned task,
and/or my effort was only poor.
I read all about tornadoes and have completed
the worksheet correctly.
I read all about tornadoes but have some incomplete or
wrong responses on the worksheet.
I did not complete the assigned task,
and/or my effort was only poor.
I wrote a review of the story that included
information about the plot, character and theme.
I made a recommendation and I posted my
review on the web.
I wrote a review of the story but did not include all of
the required information. I posted my review on the
web. Some of my writing could be improved and/or
this is not my very best effort.
I did not complete the assigned task,
and/or my effort was only poor.
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Hatchet Centers Directions
Beyond Reading Activities
This week, we will be completing a series of five activities that revolve around the novel Hatchet. These will be completed as both independent and cooperative
group work. These activities will be placed at different centers in the room. Each day, you will choose a different center to work at. By the end of the fifth day, you
will have completed all five activities. The completed work will count as a TEST grade so, as always, do your BEST work. (Note: Any work not completed at the
center must be finished for homework that night.)
Use this sheet to keep track of your activities.
BRAIN DRAIN: This center has you use your brains to connect the problems and challenges Brian faced, with the solutions and discoveries he
made on his way to survival.
REASON SEASON: This center has you use your powers of reasoning (and your math and geography skills) to survive in a hostile
environment.
I LL WILL: This center asks you to research some of Brian’s friends, the moose, skunk and porcupine.
ART PART: At this center, you use your creativity to draw an exciting scene from the novel.
NAME GAME: After identifying Brian’s characteristics, you choose an appropriate animal name and totem for our hero.
Check off each center as you complete it:
B:____ R:____ I: ____ A:____ N:____
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BRAIN DRAIN
After each day of reading Hatchet, we reviewed the action by adding note cards to our bulletin board.
We recorded Brian’s problems and challenges (“Oh, no Brian, if it’s not one thing it’s another!”). We
also recorded the solutions and discoveries he made (“Survival!”). These were also recorded in your
daily journals. Your challenge today is to record the problems/challenges Brian faced and match them
to the solutions/discoveries he made. (Solutions will sometimes solve more than one problem.)
Problems/Challenges
Solutions/Discoveries
When complete, answer the following questions:
· What do you think was Brian’s most important challenge for survival? Why?
· What do you think was Brian’s most important discovery? Why?
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REASON SEASON
Use your reasoning skills (and survival instincts) to complete the following:
Imagine that you are stranded in the wilderness of Swift Middle School. In order to survive, you will
have to make your way around the school and gather essential survival materials. Knowing there is
danger everywhere, you must take the shortest and safest route. Assume that room #7 is your home camp
and that one pace equals one foot to find these solutions:
1. You must go to the library to get books on survival. Should you go up by room 33 or travel past
room 43? Which path should you follow to get there the quickest? Explain.
To get to the library the quickest, we will travel . . .
We have chosen this path because:
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Reason Season (continued)
2a. The art room has paints and paper for your SOS signs. How far away is the room? If you can only
travel 150 feet from your home camp, is this a safe place for you to go? Why or why not?
The art room is ______ feet from my home camp.
The art room is/is not safe because:
2b. Assume that the art room is due north and therefore the science wing is due south, in what direction
do you have to travel to arrive at the cafeteria for your food? Is it too far to be safe (more than 150 feet
from your home camp)? ESTIMATE. (Use what you learned from your journey to the art room.)
In order to get to the cafeteria, we will travel ____ and then . . .
It is/is not safe because:
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Reason Season (continued)
3a. You agree to meet your friends from Mr. Hogrefe’s room exactly between the two home camps (the mid point).
How will you decide where that place is? Explain. Now record where you have agreed the mid point is located.
We will decide where the mid point is by:
The mid point is:
3b. If the art room is due north and the science wing is due south, what directions will you travel to get to the band
room for much needed drums? Draw a map below detailing your path. Include significant markers such as hallways,
stairs, etc.
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Ill Will
In this center, you will research information about the animals that show ill will towards Brian:
skunk, porcupine and moose. Go to http://encarta.msn.com/Default.aspx to read about these
animals. In your journals, write a paragraph about each animal and include the following:
A description
The lifestyle of the animal (food, mating behaviors and habitat)
The ways it protects itself (as Brian found out)
Complete the paragraph by answering this question: What would you do if you encountered one of
these animals?
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ART PART
In the space below draw and color one exciting or significant
scene from Hatchet.
Find the text that supports your drawing
and then record the text in the space below.
Text reference, page __ :
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NAME GAME
Every name has a special meaning. Some names signify strength or strong will or a kind heart. Your assignment is to choose another
name for Brian based on the characteristics he shows in this story. Then choose an animal that also represents those character traits and
draw a totem for Brian. Follow the directions below to describe our hero.
First, decide what character traits Brian shows in this story. Use the list of traits provided in the next slide to choose three
characteristics. List these traits below and explain with evidence from the story why you have chosen these.
Brian is:
I know this because he:
Brian is:
I know this because he:
Brian is:
I know this because he:
Choose an animal that best fit Brian’s character (look at the first slide after the slide with the character traits). Draw a totem to symbolize
Brian.
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Character Traits
This list of character traits may help you when describing Brian (or yourself) for your totems. You may also
choose to use a character trait that is not on this list.
Aggressive
Angry
Brave
Charming
Determined
Fearful
Courageous
Creative
Funny
Honest
Independent
Intelligent
Jealous
Kind
Loyal
Patient
Reckless
Temperamental
Resourceful
Strong
Strong-willed
Unreliable Wasteful Wise
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Totems
The following list of animal totems represent many different character traits. Choose the one you think best fits
Brian’s personality (and then choose one that fits you!)
Buffalo: Independent and strong
Butterfly: Quiet and colorful
Bear: Fearless and confident
Coyote: Wise and resourceful
Dove: Peaceful and truthful
Eagle: Brave and determined
Fox: Clever and creative
Lion: Fierce and generous
Owl: Intelligent and protective
Turtle: Sensitive and respectful
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NAME GAME
(Your Turn!)
Now, choose a totem that best represents you. First decide which character traits you show, and
then explain why you think this.
I am:
I know this because I:
I am:
I know this because I:
I am:
I know this because I:
Now choose the animal that best fits your character. Draw your totem.
If a totem pole was made from the totems of the members of your group (and Brian), what would it
look like?
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Hatchet Centers Evaluation
Completed
Yes/No?
Challenging Part
“Easy” Part
Comments/
Suggestions
Center #1
Brain Drain
Center #2
Reason Season
Center #3
Ill Will
Center #4
Art Part
Center #5
Name Game
Name the best part about these centers. Explain.
Name one thing you would change about the centers. Explain.
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Hatchet Centers
100-90 points
90-80 points
Rubric
80-70 points
70-below points
I have completed Center #1. I
matched at least 10
problems/solutions.
I have completed Center #1. I
matched at least 8
problems/solutions.
I have completed Center #1. I
matched at least 6
problems/solutions.
Some or all of the activities of
Center #1 are incomplete.
I completed Center #2. I used math,
logic and map skills accurately.
I completed Center #2. I used
math, logic and map skills
correctly.
I completed Center #2. I used math,
logic and map skills with some
accuracy.
Some or all of the activities of
Center #2 are incomplete.
I completed Center #3. I correctly used
the reference material provided.
I completed Center #3. I correctly
used at least some of the
reference material provided.
I completed Center #3. There is little
or no evidence of use of reference
material.
Some or all of the activities of
Center #3 are incomplete.
I completed Center #4. I used text,
color and detail.
I completed Center #4. I used
some text, color and/or detail.
I completed Center #4. Some text,
color and/or detail is missing.
Some or all of the activities of
Center #4 are incomplete.
I completed Center #5. I created
detailed colorful totems with evidence
from the text.
I completed Center #5. I created
totems with some evidence from
the text.
I completed Center #5. I created
totems with little or no evidence
from the text.
Some or all of the activities of
Center #5 are incomplete.
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So, Tell Me What You Think…
Now that we have read Hatchet and we have finished our culminating activities, I would like your input. Please
answer the following questions as honestly as you can. (Please do not count the Center activities in your
responses.)
1.
The activity I liked the MOST was… Explain.
2.
The activity I liked the LEAST was…Explain.
3.
I was SURPRISED when we…Explain.
4.
I would describe the WEB ACTIVITIES as…because…
5.
Reading a novel this way was…because
6.
What would you tell other students about this book?
7.
What would you tell other students about the way we responded to this book?
Add any comments, suggestions or ideas that you may have. Thanks!
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