REPRODUCIBLES HATCHET A RY. Perfection Learning

Transcription

1 REPRODUCIBLES G A RY PAU L S E N Perfection Learning

2 P ORTALS TO R EADING Reading Skills Through Literature Gary Paulsen Reproducible Activity Book

3 The purchase of this book entitles an individual teacher to reproduce pages for use in the classroom. This permitted use of copyrighted material does not extend beyond the building level. Reproduction for use in an entire school system or for commercial use is prohibited. Beyond the classroom use by an individual teacher, reproduction, transmittal, or retrieval of this work is prohibited without written permission from the publisher Perfection Learning Corporation 1000 North Second Avenue, Logan, Iowa

4 The Portals to Reading series accompanies time-tested literature that should be an important part of every school s reading program. The activities will reinforce a wide variety of language and reading skills which are generally part of the curriculum at the reading level of the novel. However, the Portals pick-and-choose format gives you the final decision about which activities will enhance your students personal learning. The activities in this book are based on sentences and paragraphs especially written to support the teaching objective of each lesson. Clearly, such literary matters as style and flavor may be experienced only by reading the book itself. Thus, the words of the author have been left where they belong in their pure form in the pages of the novel.

5 Table of Contents Author! Author!...5 The Story in Brief...6 Word Attack Skills Using Short Vowels....7 Making Compounds...8 Finding Base Words...10 Using Long Vowels...11 Adding Endings...12 Listening for Syllables...13 Comprehension Skills Classifying Word Groups...14 Remembering Details...16 Determining Fact and Opinion...17 Classifying Words...18 Making Inferences Matching Synonyms...22 Determining Feelings...23 Discovering Meaning Through Context...24 Using Cloze Reading...26 Determining Cause and Effect...27 Sequencing Events...28

6 Understanding Special Meanings Evaluating What You Read...31 Getting the Main Idea...32 Matching Antonyms...34 Study Skills Determining Alphabetical Order...35 Using a Pronunciation Key...36 Choosing Correct Meanings...37 Using Guide Words...39 Making an Outline Creative Skills Recalling an Event...42 Writing a Journal Sample...43 Creating a Picture...44 Creating a Character...45 Using Descriptive Words...46 Writing a Book Recommendation...47 Explaining Feelings Optional Spelling and Vocabulary Lists...50 Supplementary Activities...52 Response Key...54

7 Author! Author! GARY PAULSEN Gary Paulsen was born on May 17, 1939, in Minneapolis, Minnesota. After graduating from high school, he attended Bemidji College for one year. Mr. Paulsen served in the U.S. Army from 1959 to He later went to school at the University of Colorado. Mr. Paulsen has lived in British Columbia, Wyoming, North Dakota, and New Mexico. At various times in his life, he has been employed as a truck driver, dynamite handler, carpenter, teacher, migrant worker, electronics engineer, farmer, rancher, and trapper. He has also written more than eighty books, over two hundred short stories and articles, and two plays. One of his novels, Dancing Carl, was choreographed and performed as a dance. Although he has written a variety of fiction and nonfiction works for adults, Gary Paulsen is perhaps best known for his books for young adult readers. When asked where the ideas for the adventures in his stories come from, Mr. Paulsen said that either he has experienced them all or someone close to him has. In 1983 Mr. Paulsen competed for the first time in the Alaskan Iditarod, a 1,180-mile dogsled race from Anchorage to Nome. He describes this experience, along with some of his other nature adventures, in his autobiography, Woodsong. Gary Paulsen is married to Ruth Wright, an artist. They have one son, James Perfection Learning Corporation 5

8 The Story in Brief Thirteen-year-old Brian Robeson remembers the day when he saw his mother in a strange car at the shopping mall, kissing that man. Brian hasn t told the Secret to anyone. He has never mentioned it to his mother. He didn t even tell the Secret to his father when his parents were getting their divorce. Now Brian is on his way to spend his first summer with his father, who is a mechanical engineer working in the Canadian oil fields. Brian is flying in a small Cessna 406 to visit him. The pilot of the plane is pleasant but quiet. The two have flown in silence for much of the trip over the Canadian wilderness. Brian is thinking again about the Secret when the pilot jerks and clutches his chest. Before Brian knows what is happening, the man has a heart attack and dies. Brian is suddenly alone in the plane, which is still flying above the forests and lakes of Canada. When Brian finally realizes his circumstances, the only thing that he can do is keep the plane on course until it runs out of gas. Then his only hope is that he can manage to live through a crash landing. The plane flies on for hours before it finally sputters and falls from the sky into a lake. Somehow, Brian survives the impact of the plane on the water and then escapes from the cockpit and swims to the surface of the lake. When he awakes hours later on the shore of the small lake, Brian is hurt and alone, but he is alive. Equipped with only the clothes on his back and a small hatchet that his mother has given him, Brian has to find a way to stay alive in the wilderness. Although it is difficult to meet his basic needs for food and shelter, he eventually begins to adapt to his surroundings. Brian learns how to hunt and fish, and he devises increasingly more complex tools from the materials available to him. As Brian learns how to take care of himself in the woods, he also learns a new appreciation for the natural world and his place in it. When he is finally rescued after living alone by the lake for fifty-four days, Brian is a changed person. He has learned a lot about himself, the meaning of courage, and the importance of survival Perfection Learning Corporation

9 Using Short Vowels Read the words in the word box. Each word contains a short vowel sound. Say the words to yourself and listen for the short vowel sounds. Then read each sentence. Choose a word from the word box to complete each sentence. Chapters 1-2 system static throttle spasm television passenger headset switches massive hatchet mechanical Example: Brian was the only passenger on the small plane. 1. Brian was amazed by the plane s handles, dials, and. 2. The pilot lifted the to talk with Brian. 3. Brian had seen a cockpit on, but never in real life. 4. Brian s father was a engineer working in Canada. 5. Mrs. Robeson gave her son a as a going-away gift. 6. A of pain drove the pilot s body back into his seat. 7. The pilot suffered a heart attack. 8. Noise and interfered with the radio transmission. 9. Brian tried to remember how the controlled the plane. 10. Brian worked out a for using the radio every ten minutes Perfection Learning Corporation 7

10 Making Compounds Chapters 1-2 Two words combined form a compound. Each word in Box A forms the first part of a compound. Each word in Box B forms the second part. In the blank in each sentence below, write the compound that best completes the sentence. Use a word from each box to make your compounds. Box A Box B hand heart port speed dash fore plane west ground seat case beat suit air set head north bush board belt head grip Example: Brian s mother drove him to the airport in Hampton, New York. 1. The pilot turned and headed for the Canadian wilderness. 2. Brian didn t understand any of the instruments on the. 3. The pilot let Brian take the controls of the. 4. The hatchet had a steel handle and a rubber. (continued) Perfection Learning Corporation

11 Making Compounds Chapters Brian s mother felt his to see if he had a fever. 6. Brian carried his and pack bag to the plane. 7. Brian touched the pilot s chest hoping to feel a. 8. The sat sideways on the pilot s head. 9. Brian wondered which dial indicated the plane s. 10. Brian tightened his just before the crash landing Perfection Learning Corporation 9

12 Finding Base Words Chapters 1-2 Each word below has been made by adding an ending such as -ly, -ed, or -ing to a base word. On the blank beside each word, write the base word. Example: endless end 1. driven 11. increased 2. comfortable 12. fluffy 3. beginning 13. studied 4. lightly 14. hesitation 5. forgotten 15. hopeless 6. memories 16. prisoner 7. caring 17. rebelled 8. trembling 18. tried 9. incredibly 19. rehearsed 10. northern 20. nearest Perfection Learning Corporation

13 Using Long Vowels Read the words in the word box. Each word contains a long vowel sound. Say the words to yourself and listen for the long vowel sounds. Then read each sentence. Choose a word from the word box to complete each sentence. Chapters 3-4 glide believe detail decided released sprained sneezed slightly beaver screamed scenery Example: Brian screamed as the plane crashed into the lake. 1. Brian hoped the plane would far enough to reach a lake. 2. Brian moved the wheel to bring up the plane s nose. 3. As the plane lost altitude, Brian could see every of the trees. 4. Brian struggled as he his seatbelt and crawled through the broken window. 5. Brian he d have to rest before trying to do any more. 6. After careful examination, Brian realized that no part of his body was shattered or. 7. The mosquitoes irritated Brian s nose until he. 8. Brian began to that he might survive after all. 9. A swam across the lake to its lodge. 10. Brian looked around and noticed the beautiful blue and green Perfection Learning Corporation 11

14 Adding Endings Chapters 3-4 Read each sentence. Then look at the word shown in parentheses at the end of the sentence. Add an ending such as -ed, -ing, -s, or -er to the word to make it fit in the sentence. Remember, you may need to change the word when you add the ending. Write the new word in the blank. Example: Brian was upset when he lakes around. (sudden) suddenly realized there were no 1. The thought that he had no idea how to land a plane Brian. (frighten) 2. The plane was slowly toward the lake. (fly) 3. Brian pulled his body from the lake. (ache) 4. Brian remembered the time he had his ankle. (broke) 5. Dawn was near because the sky was becoming. (light) 6. Brian noticed some black insects that looked like. (fly) 7. Brian was so frustrated that he felt like. (cry) 8. Brian watched a beaver in the lake. (swim) 9. Brian was still experiencing some caused by the crash. (dizzy) 10. The plane had stripped off the nearby trees. (branch) Perfection Learning Corporation

15 Listening for Syllables Chapters 3-4 Say each of the words below to yourself. The number of vowel sounds you hear in each word will be the same as the number of syllables. Decide how many syllables are in each word. Then write the number on the blank line after each word. Example: thought 1 1. altitude 16. position 2. tightened 17. scrunched 3. dramatically 18. imagination 4. animal 19. mosquitoes 5. vision 20. believable 6. momentarily 21. desperation 7. windbreaker 22. agony 8. spiraling 23. outdoors 9. incredible 24. scratching 10. temperature 25. surroundings 11. strange 26. absolutely 12. memory 27. reflections 13. crawled 28. identify 14. everything 29. moderately 15. massively 30. smashed 1994 Perfection Learning Corporation 13

16 Classifying Word Groups Chapters 5-6 Read the following sentences. Decide if the italicized part of the sentence tells you where, when, or how. Underline the correct choice. Example: When Brian woke up, his mouth tasted foul and sticky. where when how 1. The sun beat down on Brian while he slept. where when how 2. Brian walked down to the lake to get a drink. where when how 3. The water looked a little murky. where when how 4. Brian balanced on a log dropped by a beaver some time before. where when how 5. Brian held himself up with the limbs of a nearby tree. where when how 6. Brian let the cool water trickle past his cracked lips. where when how 7. Brian was alone somewhere in the Canadian north woods. where when how 8. A glacier had formed a bowl in the side of the ridge at one time in the far past. where when how 9. Brian reached into his pockets to see what he had. where when how (continued) Perfection Learning Corporation

17 Classifying Word Groups Chapters Mental pictures of food rushed into his thoughts. where when how 11. Brian realized he must remain positive in order to survive. where when how 12. Brian found shelter under a ledge. where when how 13. Brian stood in the shelter with his head slightly tipped. where when how 14. Brian walked along the lake shore to the north. where when how 15. Because he still ached, Brian walked slowly. where when how 16. The birds flew away when he walked under the tree. where when how 17. Brian s stomach was empty and he felt hungry. where when how 18. After he picked all the cherries he wanted, Brian returned to his camp. where when how 19. Brian looked ruefully around his surroundings. where when how 20. At last, Brian was able to fall asleep. where when how 1994 Perfection Learning Corporation 15

18 Remembering Details Chapters 5-6 The following questions are about the main character and some of the events in the book. Write the answers on the lines below the questions. Be sure to use complete sentences. 1. Why was Brian s face burned? 2. Why did Brian go farther out into the lake to get a drink? 3. What advice did Brian remember hearing from his English teacher? 4. Why did Brian think it might be a long time before he was found? 5. Why did Brian want a shelter near the lake? 6. What did Brian find to eat? 7. What did Brian do to make his shelter safer? Perfection Learning Corporation

19 Determining Fact and Opinion Chapters 5-6 Some of the following sentences are statements of fact. Some are statements of opinion. In the blank before each sentence, write the letter F if that sentence is a statement of fact. Write O if that sentence is a statement of opinion. Example: F The sun burned Brian s face while he slept. 1. The lake water was murky and buggy near the shore. 2. The plane crashed and sank into the lake. 3. An extensive search would find Brian in several days. 4. Brian had an English teacher named Perpich. 5. A Cessna 406 must be flown by a licensed pilot. 6. All the animals in the Canadian woods are dangerous. 7. Brian shouldn t have eaten the berries. 8. The berries made Brian sick. 9. A glacier had carved a bowl-shaped indentation in the ridge. 10. It isn t safe to be in the woods after dark Perfection Learning Corporation 17

20 Classifying Words Chapters 7-8 In each group of words below, one word does not belong with the others. Draw a line through the word that does not belong. Then decide what the other three words have in common. Write your answer on the blank line after the words. Example: mother Brian Terry father members of the Robeson family They are all. 1. stomach hunger nostrils brain They are all. 2. scream moan sick whine They are all. 3. memory hour year day They are all. 4. windbreaker pants jacket cloth They are all. 5. brush ground bushes trees They are all. (continued) Perfection Learning Corporation

21 Classifying Words Chapters bear squirrel hatchet porcupine They are all. 7. red maroon black berries They are all. 8. clearing stream lake rivulets They are all. 9. morning sleep afternoon evening They are all. 10. hatchet lance staff fire They are all Perfection Learning Corporation 19

22 Making Inferences Chapters 7-8 Read each of the questions below. Then read the three possible answers. Think about what happened in chapters 7 and 8 of Hatchet. Use what you know to choose the best answer for each question. Circle the number next to the answer you choose. a. Why did Brian wake up with stomach cramps in the middle of the night? 1. Brian had the flu. 2. Brian was suffering from internal injuries received in the plane crash. 3. Brian ate too many berries. b. Why did Brian take the berries to the lake and wash them? 1. Brian wanted to clean the berries because flies had been on them. 2. Brian thought the cool lake water would make the berries taste sweeter. 3. Brian thought the berries would ripen more quickly if they were clean. c. Why was Brian careful not to eat too many raspberries? 1. Brian was afraid he might be allergic to raspberries. 2. Brian wanted to save some of the raspberries for his friend Terry. 3. Brian didn t want to get sick again. (continued) Perfection Learning Corporation

23 Making Inferences Chapters 7-8 d. Why did Brian stop running from the bear? 1. Brian realized that the bear was not going to chase him. 2. The bear caught up with Brian. 3. Brian couldn t run any farther because his leg had been hurt in the plane crash. e. Why did Brian s sleeping patterns change from a deep sleep to a doze? 1. He wasn t as tired because he wasn t going to school. 2. Brian had to be aware of sounds in the night to protect himself from danger. 3. He was too uncomfortable sleeping without a bed Perfection Learning Corporation 21

24 Matching Synonyms A synonym is a word having the same or nearly the same meaning as another word. Read each sentence. Choose a synonym from the word box to replace the italicized word. Chapters 7-8 carefully image chipped hurried leaking soaked kiss part fear juice groups Example: kiss Brian s mother gave the stranger more than a friendly peck. 1. Brian looked at his reflection and was shocked. 2. The raspberries didn t grow in clusters like the cherries. 3. The downpour drenched the sand outside the shelter. 4. The berry juice began seeping through the fabric of the jacket. 5. The berry syrup quenched Brian s thirst. 6. Brian scrambled out of the shelter and into the sun. 7. Brian was overcome with terror when he saw the form move toward him. 8. Brian gingerly touched the quills embedded in his leg. 9. Brian saw his father in the first segment of the dream. 10. The metal head of the hatchet was nicked when it hit the cave s wall Perfection Learning Corporation

25 Determining Feelings A person does not always express feelings directly in words. Sometimes feelings are shown through other clues as well. Each of the sentences below provides clues to Brian s feelings in the book. First Chapters 9-10 study the clues, then choose the word from the box that best describes Brian s feelings. Write the word in the blank in front of the sentence. excited disappointed surprised hopeful impatient relieved determined contented puzzled curious 1. Brian sat back and hung his head when the fire wouldn t start. 2. No matter how long it took, Brian wasn t going to give up until he made fire. 3. Brian couldn t understand why he couldn t get a fire started. 4. Brian let out a joyous yell when the ball of bark burst into flames. 5. Brian felt safe and warm in his shelter next to the fire. 6. Brian was glad he woke up before the fire went out completely. 7. Brian wondered about the strange tracks that led up from the lake. 8. Brian was shocked to find seventeen turtle eggs. 9. Brian wanted to eat all seventeen eggs rather than saving some for later. 10. Brian was sure the searchers would find him before the eggs were gone Perfection Learning Corporation 23

26 Discovering Meaning Through Context Chapters 9-10 Read the following sentences. Three meanings are given for each italicized word. Use the context of the sentence to figure out which meaning is correct. Underline the correct meaning. Example: Brian made a fire in the shelter to light up the dark interior. doorway inside ceiling 1. Brian shredded the paper into tiny pieces. tore hid lit 2. Brian gathered an enormous pile of wood as high as his head. adequate huge dry 3. Brian needed to regulate his sleep so he would wake up before the fire went out. adjust finish give up 4. Brian heard a slithering sound as something dragged outside his shelter. scary sliding happy 5. The turtle eggs were hidden in a chamber under the sand. sack board hole (continued) Perfection Learning Corporation

27 Discovering Meaning Through Context Chapters Brian plucked some of the loose bark from the tree with his fingers. ate picked kicked 7. Brian was hungrier than he had ever been, and his whole body craved food. rejected wanted refused 8. Brian slept in short intervals in order to awaken often to keep the fire going. amounts beds pants 9. Brian couldn t chew the egg shells because they were too leathery. sweet tough smooth 10. Brian decided to store the eggs in his shelter, so he would have food for later. destroy cook keep 1994 Perfection Learning Corporation 25

28 Using Cloze Reading Read the paragraph below. Use the words in the word box to fill in the blanks. The first example is done for you. Chapters 9-10 ripped sparks speckled hatchet shelter kindling wallet slivers nest birch depression Brian needed (1) kindling to ignite the sparks and start a fire. Paper would be nice. He reached into his (2) bill. He (3) and pulled out the twenty-dollar the bill into tiny pieces. But the pieces wouldn t take the (4). Then Brian noticed the (5) trees leaning out over the water. The bark looked like (6) gathered some birch bark and took it back to his (7) paper. Brian. He cut the bark into thin (8). Brian made a (9) of the birch bark fibers. He used his thumb to make a small (10) in the nest. He slammed the (11) against the rock, and the sparks rained down. But when the sparks hit the nest, they went out Perfection Learning Corporation

29 Determining Cause and Effect Chapters To determine a cause, ask What is the reason? To determine an effect, ask What is the result? Match the causes and effects below. Write the number of the cause in front of its effect. Cause 1. Brian looked at his reflection in the lake. 2. Brian didn t want his fire to go out. 3. Brian decided to make a signal fire. 4. Brian saw a kingfisher catch a fish and eat it. 5. Brian grabbed wildly at the fish. Effect Brian decided to always have enough wood on hand for three days. Brain saw that the swelling on his forehead was nearly gone. Brian realized he could catch and eat fish too. The fish darted too quickly for Brian to catch them. Brian gathered more firewood and carried it up on the rock. 1. Brian made a spear which didn t work. 2. The morning sun was becoming hot as it bore down on Brian. 3. The raspberries were starting to become overripe. 4. Brian heard a plane s motor in the distance. 5. The search plane turned away from Brian s location. Brian worried that he would never be rescued. Brian removed his shirt. Brian ran to the ridge to signal the plane. Brian knew he needed to pick as many raspberries as he could. The fish swam too fast for Brian to spear them Perfection Learning Corporation 27

30 Sequencing Events Chapters The two sets of events listed below are arranged in incorrect sequence. Number each set of events in order from 1 to 5 by writing a 1 in the blank before the event that happened first, a 2 before the event that happened next, and so on. Set 1 The kingfisher caught a fish and ate it. Brian ran down the bluff to the edge of the lake. From the top of the ridge, Brian saw a kingfisher dive into the lake. After watching the kingfisher, Brian realized that he could catch and eat fish too. Brian sat on the bluff and looked out over the lake. Set 2 Brian started the signal fire on top of the bluff. Brian turned and ran to his shelter for kindling to start a signal fire. Brian heard the whine of a plane s engine. The search plane turned before it got close enough to see Brian s fire. Brian listened and could tell that the whine was coming closer Perfection Learning Corporation

31 Understanding Special Meanings Chapters Read the following sentences. Explain in your own words the meaning of the italicized word or group of words. Write your response on the line below each sentence. Example: The fish flashed away before Brian could spear them. swam 1. Brian squared away his campsite before gathering more wood. 2. The porcupine quills nailed Brian in the leg. 3. Brian made a wild stab at grabbing one of the fish. 4. The fish got away because Brian telegraphed his motion to the fish. 5. Brian had no string for a bow and that threw him. (continued) 1994 Perfection Learning Corporation 29

32 Understanding Special Meanings Chapters Brian put all of his life into his legs as he ran toward the signal fire. 7. The plane turned away before Brian had the flame feeding. 8. Brian settled into a deep, gray funk after the plane turned away. 9. When Brian lifted the fish out of the water, he realized he had done food. 10. Brian knew he could not play the game without hope Perfection Learning Corporation

33 Evaluating What You Read Chapters Read each of the story situations below. Decide whether you agree or disagree with what the character said, did, or thought about the situation. Then explain why you feel as you do. 1. Brian felt that surviving alone in the woods had changed him and made his senses sharper. Do you agree or disagree with Brian that such an ordeal can change a person? Why? I with Brian because 2. Brian was sure that the female bear would have attacked him if he d gotten between her and her cubs. Do you agree or disagree with Brian that the female bear would have attacked? Why? I with Brian because 3. Brian made many mistakes. He thought about his mistakes and tried to learn from them. Do you agree or disagree with Brian that a person can learn from his or her mistakes? Why? I with Brian because 1994 Perfection Learning Corporation 31

34 Getting the Main Idea Chapters Read each of the following paragraphs. Then read the four sentences below each paragraph. Choose the sentence that best states the main idea of the paragraph. Then neatly copy that sentence on the line provided. a. Brian had eaten nothing but fish and berries. He was tired of both of them. He looked around for the flock of foolbirds at the end of the long part of the lake. They would make a good meal. 1. There were no more fish in the lake. 2. Brian wanted something different to eat. 3. Brian wanted to use the foolbirds for bait. 4. Foolbirds tasted better than fish. b. Brian stood in the water above the fish. He released the arrow and watched as a fish wiggled at the end of it. Brian smiled as he lifted the arrow with the fish out of the lake. 1. Brian wanted to drain the water off the fish. 2. Brian was afraid the fish would get away. 3. Brian was proud to have caught a fish. 4. Brian was waiting for the fish to die. (continued) Perfection Learning Corporation

35 Getting the Main Idea Chapters c. A skunk wandered into Brian s cave one night as he slept. Before Brian could stop him, the skunk had eaten the turtle eggs Brian had buried. Brian looked for a new place to store his food. 1. Brian needed to protect his food. 2. Brian s food was rotting in the cave. 3. Brian needed to store the food outside the cave so he wouldn t get sprayed by the skunk. 4. There wasn t enough room in the cave for all of Brian s food. d. Brian realized he couldn t keep fish fresh for very long once they were caught. So he decided to build a place near the shore to trap live fish. Then he used fish scraps to lure fish into his man-made pond. 1. Brian wanted to separate the fish he liked from those he didn t like. 2. Brian wanted to be sure he always had fresh food. 3. Brian didn t want the fish to die. 4. Brian was tired of fish Perfection Learning Corporation 33

36 Matching Antonyms An antonym is a word that means the opposite or nearly the opposite of another word. Read each sentence. Choose an antonym from the word box to replace the italicized word. Chapters temporarily tough fresh entirely choppy difficulty coarse artificial slower increased unimportant Example: slower Food fish were quicker than the bigger fish. 1. It didn t take Brian long to learn the vital knowledge that drives all creatures. 2. Brian used wood that was partially rotten for his fire. 3. Brian relaxed the tension on the spear in his hand. 4. The cave was suddenly filled with a rotten skunk odor. 5. Brian cooked the fish until the meat was moist and tender. 6. Brian s new bow had a more fluid, gentle pull. 7. Brian was afraid he might be permanently blind. 8. The ledge above the cave made a natural storage place. 9. Brian used the ladder to climb to the ledge with ease. 10. The willows were woven together to make a fine mesh gate Perfection Learning Corporation

37 Determining Alphabetical Order Words are listed in a dictionary in alphabetical order. Number the six words in each list below to show the order in Chapters which they would appear in the dictionary. Write a 1 in the blank before the word that comes first alphabetically, and so on. Example: A. B mixed explode shallow measured expected shelter memory exasperated somehow middle everything sprayed memorable except something morning expecting sound C. D. E. hammered brushed through hatchet browns thick half Brian threw hands brought three hamburgers breath thought halfway bushes throat F. G. H. around from cloud awakened freezing close another fright cleared arrow frying clogging almost fragile closer amazingly fries clawed 1994 Perfection Learning Corporation 35

38 Using a Pronunciation Key Chapters Use the key at the bottom of the page to help pronounce the respelled words. Write the word correctly spelled on the line beside the Respelled Word. Use the Word List to help figure out the Respelled Word. Respelled Word Example: [skwer(e)l] squirrel Word List greasy 1. [wil: o] scattered 2. [im ed: (e) Et le] seriously 3. [gre: se] skinned 4. [pa: shen(t)s] originally 5. [skind] willow 6. [ri lakst:] kneeled 7. [ri lest:] religious 8. [sir: e Es le] released 9. [in kred: E ble] patience 10. [E rij: en El le] focused 11. [em(p): fe siz] squirrel 12. [ne(e)ld] emphasize 13. [skat: Erd] incredibly 14. [re lij: Es] relaxed 15. [fo: kest] immediately pat/ cāke/ cär/ pet/ mē/ it/ nīce/ pot/ cōld/ nôrth/ book/ fool/ boil/ out/ cup/ mūle/ burn/ sing/ thin/ this/ hw in white/ zh in pleasure/ E in about The : mark indicates an accented syllable Perfection Learning Corporation

39 Choosing Correct Meanings Chapters The italicized word in each of the sentences below has several meanings. Some of the meanings are listed in the Glossary. Decide which meaning the word has in the sentence. Then write the number of your choice on the blank. Glossary back brush light pitch rest 1. at the rear 2. part of the body near the spine 3. into the past 4. to support 1. tool for grooming hair 2. dense growth of bushes 3. to touch in passing 4. remove with cleaning or sweeping motions 5. brief encounter 1. illumination 2. ignite 3. not heavy 4. trivial 1. sticky residue from coal, wood, or tar 2. to throw 3. to fall forward 4. downward slant 5. sound level 1. period of inactivity or relaxation 2. something left over 3. to place or lay Example: 2 Brian wished he had matches to light the fire. 1. The force of the wind seemed to pitch Brian from side to side. 2. Brian began to brush the leaves out of his shelter. 3. Brian thought back to when he saw his mother with the stranger. 4. The foolbird s nest was partially hidden by the brush. 5. Brian decided to take a rest after he feasted on the bird. 6. There was a large amount of pitch around the fire. (continued) 1994 Perfection Learning Corporation 37

40 Choosing Correct Meanings Chapters The wind picked up the tree as if it were light as a feather. 8. Brian huddled in the back of the cave. 9. Brian wished he had a comb or a brush for his hair. 10. Brian saved the rest of the berries for the next day. 11. The moose hit Brian in the middle of his back. 12. The pitch of the cave s roof helped protect Brian during the storm. 13. Brian felt something brush against his leg while he was sleeping. 14. The pitch of the wind reminded Brian of something he had heard before. 15. Brian couldn t forget his painful brush with the moose Perfection Learning Corporation

41 Using Guide Words Chapters At the top of each dictionary page are guide words. These words are the first and last words on a dictionary page. The other words on the page fall in alphabetical order between the guide words. Put the words in the word box in alphabetical order under the correct guide words. The first one has been done for you. image figured excitement climbed moment shortest nibbling actually hatchet everything survival fuselage jammed impossible rearranging decided major thought act fin final march mare tongue actually _ Perfection Learning Corporation 39

42 Making an Outline Chapters Read the article below. Think about the topics and subtopics of each paragraph. Use the Word List provided to outline the article. The topics should come after the numerals. The subtopics come after the capital letters. List the topics and subtopics in the order the items fall in the article. Part of the outline has been done for you. Be sure to capitalize the first letter of the topics and subtopics. Canada Canada is the second largest country in the world. It is an independent, self-governing nation made up of ten provinces and territories. It is a land of great variety. There are mountains and forests in the far west. Prairies cover central Canada. In the north, there are Arctic wastelands. Canada is slightly larger than the United States, but there are about a tenth as many people. Most Canadians live in cities or towns and are of British or French descent. Canada has a wealth of natural resources. European settlers first came to fish and trap fur-bearing animals. The forests are sources of wood for producing paper. Also, Canada is a leading wheat producer because of its rich soil. The availability of petroleum, iron ore, and other minerals makes Canada a leading manufacturing region as well. (continued) Perfection Learning Corporation

43 Making an Outline Chapters Word List Canada Petroleum, iron ore, and other minerals I. Arctic wastelands A. Second largest country The natural resources B. A tenth as many people as U.S. C. Wood for paper D. The land E. The people F. Second largest country II. Canada A. Rich soil for wheat production B. Most live in cities and towns Ten provinces and territories C. Prairies III. Independent and self-governing A. British or French descent B. Fish and fur-bearing animals C. Rich soil for wheat production Mountains and forests D. Most live in cities and towns 1994 Perfection Learning Corporation 41

44 Recalling an Event Chapters Think about Brian s efforts to reach the partially submerged plane and retrieve the survival pack. Then describe this event to someone who has not read the book. Remember to include details about the setting, why Brian wanted the pack, how Brian felt, and so on Perfection Learning Corporation

45 Writing a Journal Sample Chapter 19-Epilogue Imagine that you are Brian. In the sample journal below, describe how you have changed since the plane crash Perfection Learning Corporation 43

46 Creating a Picture Chapter 19-Epilogue Draw one of the scenes the author describes in chapter 19-Epilogue of Hatchet. Then write your own description of what you have drawn Perfection Learning Corporation

47 Creating a Character Chapter 19-Epilogue Imagine that you are the pilot who found Brian. You have just returned Brian to his parents, and you re being interviewed by a newspaper reporter. Write your answers to the reporter s questions on the lines provided. Reporter: Your Answer: What were your thoughts when you first heard the emergency signal? Reporter: Your Answer: What did you expect to find as you approached the crash site? Reporter: Your Answer: What was your first impression of Brian? Reporter: Your Answer: What did you think of Brian s camp? Reporter: Your Answer: What did you and Brian talk about on your way home? 1994 Perfection Learning Corporation 45

48 Using Descriptive Words List four words that can be used to describe each of the italicized words below. Write your words on the blanks. Be creative. Example: ghost 1. pale 2. spooky 3. mischievous 4. floating A. mosquitoes B. shelter C. fire D. lake E. plane F. secret Perfection Learning Corporation

49 Writing a Book Recommendation Do you think other students would enjoy reading Hatchet? On the lines below, explain why you would recommend reading the book. Mention specific things you liked about the story. For example, did you think the story seemed believable? Did you think the characters were realistic? Did the descriptions of the setting seem accurate? If you didn t like the book, tell why you would not recommend it Perfection Learning Corporation 47

50 Explaining Feelings The questions below ask you to describe the feelings you had as you read the book. Read each question carefully. Write your response on the lines provided. Explain why you felt the way you did. Be sure to use complete sentences. 1. How did you feel when you found out about the Secret? 2. How did you feel when the pilot died? 3. How did you feel when Brian heard a plane engine, but it turned away before it came close enough to see him? (continued) Perfection Learning Corporation

51 Explaining Feelings 4. How did you feel when Brian threw sand at the skunk and got sprayed? 5. How did you feel when Brian was attacked by the moose? 6. How did you feel when Brian lost the hatchet in the lake? 7. How did you feel when Brian offered to share his meal with the pilot? 1994 Perfection Learning Corporation 49

52 Optional Spelling and Vocabulary Lists Here are six word lists from the book. The words can be used as spelling or vocabulary words. Chapters 1-3 Chapters 4-6 wilderness cowling memory extensive conversation altimeter temperature amphibious instruments microphone reality motivated horizon kilometers nostrils digital divorce propeller windbreaker commercials rudder throttle viciously diminish visitation transmissions naturalist pulverized emergency windshield wincing exercise turbulence wrenching swollen undergrowth procedures exploded frantic twinge Chapters 7-9 abdomen diarrhea frightened miserable maroon explosion raspberries indicated pouch accomplished frustration brilliant granite exasperation tendrils flammable painstaking smoldered gratified flue 50

53 Optional Spelling and Vocabulary Lists Chapters Chapters precious automatically creatures ignited weathered concentrated devastating rotate dormant persistent sulfurous accurately intensity imagination structure attitude transferred effortlessly unreachable retrieved reflection disappointment enclosure wrenched lobster disaster saliva insane flailing refracts deafening tornado primitive exulted sarcasm insanity hamburgers celebration stabilize protective Chapters 17-Epilogue wreckage incessant injured exhausted savagely ruefully stymied impatience pronounced aluminum stabilizer elevators triangular frenzied stupidity fuselage instinctive butane predators grouse 51

54 Supplementary Activities Below is a list of ideas that could be used as supplementary or culminating activities. I. Oral reading A. To the entire class B. To each other C. To the teacher D. To a tape recorder II. Group discussions A. Author s writing style B. Ideas gained from the book C. Parts of the book 1. Most important 2. Most humorous 3. Most saddening 4. Most exciting 5. Most liked D. Characters 1. Did the characters seem real? 2. What did you like best about each character? 3. What did you dislike most about each character? 4. Which character was the student s favorite? Why? 5. List questions to ask each character. (continued) 52

55 Supplementary Activities III. Spelling bee using words from the book IV. Role play situations from the book V. Artistic creations A. Murals B. Dioramas C. Book jackets D. Posters E. Puppets F. Poetry G. Costumes H. Portraits I. Mobiles J. Songs K. Newspaper headlines, articles, and drawings VI. Research A. Cessna or other small aircraft B. Canada C. Other survival stories D. Timber wolves E. Ruffed grouse F. Moose G. Snapping turtles VII. Read other books by the same author 53

56 Response Key WORD ATTACK SKILLS Using Short Vowels (page 7) 1. switches; 2. headset; 3. television; 4. mechanical; 5. hatchet; 6. spasm; 7. massive; 8. static; 9. throttle; 10. system Making Compounds (page 8) 1. northwest; 2. dashboard; 3. bushplane; 4. handgrip; 5. forehead; 6. suitcase; 7. heartbeat; 8. headset; 9. groundspeed; 10. seatbelt Finding Base Words (page 10) 1. drive; 2. comfort; 3. begin; 4. light; 5. forgot; 6. memory; 7. care; 8. tremble; 9. incredible; 10. north; 11. increase; 12. fluff; 13. study; 14. hesitate; 15. hope; 16. prison; 17. rebel; 18. try; 19. rehearse; 20. near Using Long Vowels (page 11) 1. glide; 2. slightly; 3. detail; 4. released; 5. decided; 6. sprained; 7. sneezed; 8. believe; 9. beaver; 10. scenery Adding Endings (page 12) 1. frightened; 2. flying; 3. aching; 4. broken; 5. lighter; 6. flies; 7. crying; 8. swimming; 9. dizziness; 10. branches Listening for Syllables (page 13) 1. 3; 2. 2; 3. 5; 4. 3; 5. 2; 6. 5; 7. 3; 8. 3; 9. 4; 10. 4; 11. 1; 12. 3; 13. 1; 14. 3; 15. 3; 16. 3; 17. 1; 18. 5; 19. 3; 20. 4; 21. 4; 22. 3; 23. 2; 24. 2; 25. 3; 26. 4; 27. 3; 28. 4; 29. 4; COMPREHENSION SKILLS Classifying Word Groups (page 14) 1. when; 2. where; 3. how; 4. when; 5. how; 6. where; 7. where; 8. when; 9. where; 10. where; 11. how; 12. where; 13. how; 14. where; 15. how; 16. where; 17. how; 18. where; 19. how; 20. when 54

57 Remembering Details (page 16) 1. Brian fell asleep in the sun. 2. Brian thought the water might be cleaner. 3. Brian s teacher had said to be positive and stay on top of things. 4. The plane had gone off course after the pilot had his heart attack. 5. He thought searchers flying over the lake might spot the crashed plane in the water, so he wanted to be close by. 6. Brian found berries growing on bushes not far from his shelter. 7. Brian used sticks and branches to make a wall across the opening. Determining Fact and Opinion (page 17) 1. F; 2. F; 3. O; 4. F; 5. O; 6. O; 7. O; 8. F; 9. F; 10. O Classifying Words (page 18) 1. hunger/parts of the body; 2. sick/sounds; 3. memory/measures of time; 4. cloth/articles of clothing; 5. ground/plants; 6. hatchet/animals; 7. berries/colors; 8. clearing/forms of water; 9. sleep/times of the day; 10. fire/tools or weapons Making Inferences (page 20) a. 3; b. 1; c. 3; d. 1; e. 2 Matching Synonyms (page 22) 1. image; 2. groups; 3. soaked; 4. leaking; 5. juice; 6. hurried; 7. fear; 8. carefully; 9. part; 10. chipped Determining Feelings (page 23) 1. disappointed; 2. determined; 3. puzzled; 4. excited; 5. contented; 6. relieved; 7. curious; 8. surprised; 9. impatient; 10. hopeful Discovering Meaning Through Context (page 24) 1. tore; 2. huge; 3. adjust; 4. sliding; 5. hole; 6. picked; 7. wanted; 8. amounts; 9. tough; 10. keep Using Cloze Reading (page 26) 1. kindling; 2. wallet; 3. ripped; 4. sparks; 5. birch; 6. speckled; 7. shelter; 8. slivers; 9. nest; 10. depression; 11. hatchet Determining Cause and Effect (page 27) Set 1: 2; 1; 4; 5; 3 Set 2: 5; 2; 4; 3; 1 Sequencing Events (page 28) Set 1: 3; 5; 2; 4; 1 Set 2: 4; 3; 1; 5; 2 Understanding Special Meanings (page 29) 1. cleaned, organized; 2. hit; 3. attempt, try; 4. gave a signal; 5. confused; 6. ran as fast as 55

58 he could; 7. blazing, burning; 8. depression, sad mood; 9. caught food, gotten food; 10. go on, continue Evaluating What You Read (page 31) Responses will vary. Getting the Main Idea (page 32) a. Brian wanted something different to eat. b. Brian was proud to have caught a fish. c. Brian needed to protect his food. d. Brian wanted to be sure he always had fresh food. Matching Antonyms (page 34) 1. unimportant; 2. entirely; 3. increased; 4. fresh; 5. tough; 6. choppy; 7. temporarily; 8. artificial; 9. difficulty; 10. coarse STUDY SKILLS Determining Alphabetical Order (page 35) A. 6; 4; 2; 1; 3; 5 B. 1; 2; 3; 6; 4; 5 C. 4; 6; 1; 5; 3; 2 D. 5; 4; 2; 3; 1; 6 E. 6; 1; 4; 3; 2; 5 F. 4; 6; 3; 5; 1; 2 G. 5; 2; 4; 6; 1; 3 H. 6; 4; 2; 3; 5; 1 Using a Pronunciation Key (page 36) 1. willow; 2. immediately; 3. greasy; 4. patience; 5. skinned; 6. relaxed; 7. released; 8. seriously; 9. incredibly; 10. originally; 11. emphasize; 12. kneeled; 13. scattered; 14. religious; 15. focused Choosing Correct Meanings (page 37) 1. 2; 2. 4; 3. 3; 4. 2; 5. 1; 6. 1; 7. 3; 8. 1; 9. 1; 10. 2; 11. 2; 12. 4; 13. 3; 14. 5; Using Guide Words (page 39) act fin final march mare tongue 1. actually 1. fuselage 1. moment 2. climbed 2. hatchet 2. nibbling 3. decided 3. image 3. rearranging 4. everything 4. impossible 4. shortest 5. excitement 5. jammed 5. survival 6. figured 6. major 6. thought 56

59 Making an Outline (page 40) Canada I. The land II. The people III. The natural resources A. Second largest A. A tenth as many A. Fish and furcountry people as U.S. bearing animals B. Independent and B. Most live in cities B. Wood for paper self-governing and towns C. Rich soil for C. Ten provinces and C. British or French wheat production territories descent D. Petroleum, iron ore, and D. Mountains and other minerals forests E. Prairies F. Arctic wastelands CREATIVE SKILLS Recalling an Event (page 42) Responses will vary. Writing a Journal Sample (page 43) Responses will vary. Creating a Picture (page 44) Responses will vary. Creating a Character (page 45) Responses will vary. Using Descriptive Words (page 46) Responses will vary. Writing a Book Recommendation (page 47) Responses will vary. Explaining Feelings (page 48) Responses will vary. Teacher note: In Hatchet, the plural form of mosquito is spelled mosquitos. According to Webster s Ninth New Collegiate Dictionary, the preferred plural form is mosquitoes, which is the form used in this guide. 57

60 WORD ATTACK SKILLS Using Short Vowels Making Compounds Finding Base Words Using Long Vowels Adding Endings Listening for Syllables COMPREHENSION SKILLS Classifying Word Groups Remembering Details Determining Fact and Opinion Classifying Words Making Inferences Matching Synonyms Determining Feelings Discovering Meaning Through Context Using Cloze Reading Determining Cause and Effect Sequencing Events Understanding Special Meanings Evaluating What You Read Getting the Main Idea Matching Antonyms STUDY SKILLS Determining Alphabetical Order Using a Pronunciation Key Choosing Correct Meanings Using Guide Words Making an Outline CREATIVE SKILLS Recalling an Event Writing a Journal Sample Creating a Picture Creating a Character Using Descriptive Words Writing a Book Recommendation Explaining Feelings Supplementary Activities SPELLING AND VOCABULARY Optional Spelling and Vocabulary Lists #75377 ISBN Perfection Learning Corporation 1000 North Second Avenue, P.O. Box 500, Logan, Iowa perfectionlearning.com Printed in the U.S.A.