HATCHET by Gary Paulsen. Reproducible Activity Book by Gretchen Kauffman

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2 to HATCHET by Gary Paulsen Reproducible Activity Book by Gretchen Kauffman

3 Senior Editor: Marsha James Editor: Pegi Bevins Book Designer: Geri Boesen 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. Copyright Perfection Learning Corporation, Logan, Iowa PP

4 Table of Contents Welcome to Portals to Literature 1 Gary Paulsen 4 Paulsen s Experiences 5 Chapters 1 3 Teacher Notes 6 Check for Understanding: Deciding True or False 8 Vocabulary Building: Synonyms 9 Literary Skills Making Inferences: Drawing Your Own Conclusions 10 Predicting: What Next? 12 Chapters 4 6 Teacher Notes 14 Check for Understanding: Answering in Brief 16 Vocabulary Building: Vocabulary Acrostic 17 Literary Skills Flashback: What Happened? 18 Simile and Metaphor: Picture Perfect 20 Chapters 7 9 Teacher Notes 23 Check for Understanding: Deciding True or False 26 Vocabulary Building: Fill in the Blank 27 Literary Skills Personification: Words That Personalize 28 Conflict: Opposing Forces 30 Chapters Teacher Notes 33 Check for Understanding: Choosing the Best Response 36 Vocabulary Building: Vocabulary Analogies 37 Literary Skills Realism: Is This Guy for Real? 38 Imagery/Mood: Sensing the Mood 43 Chapters Teacher Notes 48 Check for Understanding: Completing Sentences 50 Vocabulary Building: Supplying Definitions 51 Literary Skills Cause and Effect: What Brian Discovers 52 Character Development: Changes in Human Nature 54

5 Chapters 17 Epilogue Teacher Notes 57 Check for Understanding: Choosing the Best Response 59 Vocabulary Building: Vocabulary Crossword 60 Literary Skills Symbols: For Which It Stands 61 Suspense: The Edge of Your Seat 63 Culminating Literary Skills Activities Teacher Notes 66 Characterization: Who Will Survive? 67 Theme: Meaningful Messages 69 Plot Structure: Pyramid of Action 71 Student Projects for Hatchet 74 Response Key 77 Vocabulary Index 86 Skills Index 87

6 Welcome to Portals to Literature Purpose of this Activity Book This activity book has been designed with you, the teacher, in mind. It has three main purposes: 1. to help you teach Hatchet as a literary piece; 2. to help you improve students reading skills by offering a framework for developing reading strategies such as previewing and predicting, developing a purpose for reading, checking for understanding during reading, and evaluating and synthesizing reading in follow-up writing and discussion activities; 3. to help you give students meaningful practice with other language arts skills, using examples and information from Hatchet. Structure and Activity Descriptions The structure of the Portals to Literature book reflects the teaching patterns of most secondary teachers. We have assumed that teachers will devote about four weeks of class time to Hatchet. Therefore, teaching materials are organized around six reading assignments of pages each. For each assignment you will find the following activities and teaching tools. Activities that appear in the Teacher Notes rather than on a reproducible page will be specified below. Plot Summaries (Teacher Notes) These summaries provide a concise review of each reading assignment for the teacher. Focus Activities (Teacher Notes) The focus activities are designed to arouse students interest and center their attention on the lesson ahead. Each activity is intended to be a brief introduction to one day s lesson and should take about five minutes of class time. Focus activities also may serve as journal prompts. Used in this way, the activities will become a cohesive record of students reaction to the novel while still effectively focusing attention. No reproducible pages are required for the focus activities; directions appear on the Teacher Notes. Teacher preparation is minimal. 1

7 Vocabulary Preview (Teacher Notes) Words that students should become familiar with before completing the reading assignment and Vocabulary Building activity are listed in the Teacher Notes as a preview. Words have been defined as they are used in the novel. There is also a notation to indicate from which chapter each word came. We suggest that you pronounce words orally to help students add them to listening and speaking vocabularies. You may wish to vary the way you introduce students to word meanings. Following are some ideas: asking students to volunteer meanings for words they recognize while classmates take notes using the words in sentences (orally or on paper) and having students identify meanings through context dictionary work Check for Understanding This review provides a quick check of students comprehension of their reading assignment, quizzing students over plot and character motivation. It will provide the teacher with information about areas that need additional instruction. This activity is designed to measure comprehension. For higherlevel thinking skills activities, see the Literary Skills worksheets, the Discussion/Writing Questions, and the list of student projects at the back of the book. Format will vary. The exercise may appear in multiple choice, true/false, brief response, sequencing, matching, or sentence completion form. Vocabulary Building Student comprehension of words appearing in their reading assignment is tested by this vocabulary exercise. The format varies from sentence completion to analogies to crossword puzzle, brief response, multiple choice, and acrostics. Literary Skills The Literary Skills pages focus on major literary concepts present in the novel. These concepts are introduced, explained, and related to the novel. Then students are given an exercise, using the text, that tests their understanding of the literary concept. Most activities culminate in a short writing assignment. (In many instances the exercise leading up to this assignment serves as a prewriting activity.) Other culminating assignments are discussion questions. Both writing and discussion topics frequently offer students an opportunity to relate the literary concept to their personal experience Perfection Learning Corporation, Logan, Iowa

8 Discussion/Writing Questions (Teacher Notes) These questions are offered as a chance for students to synthesize and evaluate important plot, theme, and character developments in each reading assignment. Some questions also ask for personal reaction to the text. Additional Aids As a stimulating introductory exercise, an activity page has been included on Paulsen s life. At the back of the book, you ll find several culminating literary skills activities. A list of projects which students may do individually or in small groups is also included. A response key, vocabulary index, and a skill index have been provided as well Perfection Learning Corporation, Logan, Iowa 3

9 Gary Paulsen A statement made by Gary Paulsen in Contemporary Authors sums up why he chose a writing career. I write because it s all I can do. Every time I ve tried to do something else I cannot, and have to come back to writing, though often I hate it hate it and love it.i write because it s all there is. If writing is all Paulsen can do, at least he does it well. In books such as Hatchet, Dancing Carl, Dogsong, Sentries, and Tracker, he mixes hair-raising adventures with problems commonly faced by young people today. The result is fascinating books that young adults can relate to. Paulsen s experiences during his prewriting years provide him with a rich source of adventures for his stories. He has worked as a truck driver, dynamite handler, carpenter, teacher, folk singer, migrant worker, electronics field engineer, soldier, sailor, actor, farmer, rancher, trapper, and professional archer. He has even participated twice in the Iditarod, a grueling 1,049-mile dogsled race across Alaska. Paulsen s interests have also taken him to New Mexico, British Columbia, Colorado, Wyoming, and North Dakota. He currently resides in Minnesota, where he was born. Because many of Paulsen s books are based on his own adventures, he is able to write what he calls stories indicative of what life is like. In Hatchet, for instance, Paulsen s own struggles for survival come through in his descriptions of Brian s ordeal. A reviewer for the Journal of Reading says about the novel, Paulsen writes simply, clearly and with so much detail that Brian s struggle becomes the reader s. Gary Paulsen s first work was published in He has written nonfiction, including Survival Guide (1981) and Martin Luther King: The Man Who Climbed the Mountain (1976 with Dan Thies); fiction for adults, such as Murphy s Gold (1988), The Sweeper (1982), and many short stories; and fiction for young adults. The Foxman (1978), Tracker (1984), Dogsong (1986), and Sentries (1986) join Hatchet (1987) in his list of award-winning titles. His young-adult books have been honored on such lists as Newbery Honor Books, ALA Notable Books, NCSS-CBC Notable Trade Books, and ALA Best Books for Young Adults Perfection Learning Corporation, Logan, Iowa

10 Paulsen s Experiences Directions Use information provided about Gary Paulsen to answer the following questions. 1. Many elements of Paulsen s life could have provided him with background for the setting and story of Hatchet. Choose three elements that you think were important to him when he was writing this book. Explain how each one might have helped him. a. element b. how the author could use this in writing Hatchet a. element b. how the author could use this in writing Hatchet a. element b. how the author could use this in writing Hatchet 2. Paulsen says he writes stories indicative of what life is like. Keeping in mind that Hatchet features a 13-year-old boy stranded in the wilderness, what kinds of situations might you expect to find? List three below. a. situation b. situation c. situation 3. Based on Paulsen s experience and background, identify a subject and specific title for another book he might write. subject title 1996 Perfection Learning Corporation, Logan, Iowa 5

11 Teacher Notes Chapters 1-3 Plot Summary of Chapters 1 3 One month after his parents divorce, 13-year-old Brian Robeson leaves New York in a small plane to visit his father in Canada. Brian carries the hatchet his mother gave him. On the way, he is burdened by the Secret, knowledge about his mother that caused the divorce. The pilot allows Brian to steer the plane for a time but soon afterward has a heart attack and dies. Brian, who has never flown before, is alone in a pilotless plane. After Brian s first wave of fear subsides, he removes the headset and microphone switch from the pilot and attempts to radio for help. He manages to establish contact with someone, but the transmission is lost before the plane s position can be established. Unable to successfully reach help, Brian realizes he has two choices: wait for the plane to run out of fuel and fall, or pull the throttle out, forcing the plane to go down. He decides to continue flying and to radio for help every ten minutes. After three hours, the plane runs out of fuel and the engine dies. Brian sees a lake in the distance and manages to steer the plane toward it. The plane crashes in the water. He escapes the wreckage and swims blindly to the shore, where he passes out. Before Students Read Focus Activities There are no reproducible pages required for the following focus activities. Teacher preparation is minimal. 1. You Be the Pilot Have students brainstorm what they know about singleengine planes. List the following words on a chalkboard or overhead: size, range, controls, equipment. Students should discover that the bush plane is a complicated machine to operate. Bush planes can land on turf, grass, or unprepared fields and are often equipped with floats for water landings. These versatile planes can service hunters, and oil and mineral prospectors in the sub-arctic regions of Canada and Alaska. They require limited runway areas for steep takeoff and landing paths, thus their classification, STOL (short takeoff and landing craft). Bush planes can reach a maximum speed of mph at altitudes below 10,000 feet, cruise at mph, carry gallons of fuel, fly below 10,000 feet, and have a range of about 1,000 miles Perfection Learning Corporation, Logan, Iowa

12 Teacher Notes Chapters The Broken Family Ask students what Brian might be experiencing as the child of newly divorced parents. Some of them may have experienced a similar situation. In small groups, students can list Brian s feelings about and reactions to the following issues: (a) the absent parent; (b) leaving his home for the summer; (c) his place as the only child in a broken family. Each group can then share its own discussion with the class. Vocabulary Preview These words will appear in the students reading assignment and on the Vocabulary Building exercise. Words are listed in order of appearance; the number in parentheses indicates the chapter in which the word occurs. initial (1) beginning catalog (1) list items according to a system tundra (1) a treeless plain characteristic of arctic regions grimacing (1) twisting of facial features; frowning turbulence (2) irregular atmospheric currents gratitude (2) appreciation throttle (2) a valve regulating fuel to an engine rebelled (2) resisted wrenching (3) pulling violently with a twisting force spiraling (3) circling outward from the center After Students Read Check for Understanding: Deciding True or False (page 8) Vocabulary Building: Synonyms (page 9) Literary Skills 1. Making Inferences: Drawing Your Own Conclusions (page 10) 2. Predicting: What Next? (page 12) Discussion/Writing Questions 1. Why do you think Brian s mother gave him the hatchet? What significance might the hatchet have in the story? 2. Brian seems to be dwelling on his parents divorce and on the Secret. What do you think the Secret is? How do you think this problem might affect the story? 3. Think about the decisions Brian has to make before the plane crashes. What would you have done the same? What would you have done differently? Explain your responses Perfection Learning Corporation, Logan, Iowa 7

13 Check for Understanding Chapters 1-3 Deciding True or False Directions Test your understanding of what you read by marking the following statements true or false. Then rewrite each false statement to make it accurate. 1. At first, Brian is excited about the flight to Canada. 2. During the flight, Brian is bothered by a feeling of guilt for causing his parents divorce. 3. Brian s mother gives him an emergency kit to take along. 4. Brian and the pilot barely talk on the flight to Canada. 5. After the pilot becomes ill, he has time to give Brian a few instructions in flying. 6. Brian s radio transmissions aren t received by anyone. 7. Brian is able to use the throttle successfully. 8. Brian hears the pilot scream as the plane hits the water. 9. The plane floats to the surface after landing in the lake. 10. Brian passes out when he reaches the shore Perfection Learning Corporation, Logan, Iowa

14 Vocabulary Building Chapters 1-3 Synonyms Synonyms are words that have similar meanings; they can be substituted for each other. For instance, snarl is often used in sentences where growl would also be correct. Read the following sentence. The growl/snarl of the large dog was a warning that it intended to bite anyone who entered its territory. Growl and snarl are synonyms because either word indicates that the dog sounded dangerous. Directions In the sentences below, the vocabulary words have been underlined. A synonym for each word can be found at the bottom of the page. Match each vocabulary word with the correct synonym. 1. The pilot s grimacing face showed that he was in terrible pain. 2. The plane soared over the tundra. 3. Brian tried to mentally catalog his knowledge of airplanes. 4. When the plane crashed, Brian saw the color red spiraling in front of him. 5. Tree branches caused the wrenching and ripping of the plane as it hit the water. 6. The pilot couldn t hear Brian express his gratitude at being able to steer the plane. 7. Because he had never flown before, Brian felt initial excitement as the plane took off. 8. Everything in Brian rebelled against stopping the engine and falling. 9. Brian had seen the pilot push the throttle in to increase speed. 10. The turbulence of the upper air made the pilot s head roll from side to side. Synonyms a. resisted b. frowning c. list d. spinning e. pulling f. plain g. beginning h. appreciation i. fuel regulator j. disturbance 1996 Perfection Learning Corporation, Logan, Iowa 9

15 Literary Skills Chapters 1-3 Making Inferences Drawing Your Own Conclusions Authors supply readers with many details for understanding a story. For example, in Hatchet, readers know almost immediately that Brian s parents are divorced. However, sometimes authors allow readers to infer information. Infer means to draw a conclusion based on information or clues in the book and your own personal experience. Directions Each of the following items is an inference you might make from Hatchet. Below each item, quote directly or paraphrase (write in your own words) one or two pieces of evidence from the first three chapters that allow you to make these inferences. 1. The divorce is still very painful for Brian. a. b. 2. The Secret is a terrible thing. a. b. 3. At the beginning of the flight, Brian is not very observant. a. b. 4. There is more wrong with the pilot than indigestion. a. b. 5. Brian is capable of taking control of a situation. a. b. 6. The plane runs out of fuel. a. b. 7. At times, Brian seems to be experiencing the ordeal secondhand. a. b. continued Perfection Learning Corporation, Logan, Iowa

16 Literary Skills: Making Inferences Drawing Your Own Conclusions Chapters Brian passes out when he reaches the shore. a. b. One Step Further Review the text and make two inferences about Brian s parents. Remember, an inference is a conclusion you make from information or clues in the text. Cite evidence from Chapters 1 3 to back up your conclusions. 1. Inference Evidence 2. Inference Evidence 1996 Perfection Learning Corporation, Logan, Iowa 11

17 Literary Skills Chapters 1-3 Predicting What Next? If you know someone well, you can often predict his or her behavior. In the first three chapters of Hatchet, readers get to know Brian Robeson well because the author provides many details about his character. For example, readers know that Brian is troubled by the Secret. By paying close attention to these details, readers can make predictions about what Brian will do later in the story. Directions Below is a list of details concerning Brian. Based on the details, make predictions about what might happen to Brian or what Brian might do in the story. 1. Detail: Brian is troubled by the Secret. Prediction: 2. Detail: Brian is angry at his parents about the divorce. Prediction: 3. Detail: Brian s mother gave him the hatchet before he left for Canada. Prediction: 4. Detail: Brian is able to get the headset from the dead pilot. Prediction: 5. Detail: Brian analyzes his choices and decides to continue flying. Prediction: 6. Detail: Brian prepares himself for what will happen when the plane runs out of gas. Prediction: 7. Detail: Brian figures out how the throttle works. Prediction: 12 continued 1996 Perfection Learning Corporation, Logan, Iowa

18 Literary Skills: Predicting What Next? Chapters Detail: Brian is able to escape the plane wreckage. Prediction: One Step Further Many survivors record their personal feelings in journals. Now that you know Brian fairly well, write one or more journal entries he might have written about the crash and his first few days alone. Remember, you are writing from Brian s perspective, so be sure the journal entries focus on his feelings about his ordeal Perfection Learning Corporation, Logan, Iowa 13

19 Teacher Notes Chapters 4-6 Plot Summary of Chapters 4 6 Brian sleeps fitfully, dreaming of the Secret seeing his mother in a car with a strange man. Upon waking the next morning, he doesn t know where he is. But then he remembers the crash and realizes he has survived. Observing his surroundings, he sees he s by an L-shaped lake surrounded by lush green forest. He takes stock of his physical situation aching legs, sore back, throbbing head, and tender forehead. As the sun rises, mosquitos and black flies attack him until his eyes are swollen and his face is puffy. Brian drifts in and out of sleep for most of the day. He wakes severely sunburned and thirsty. His thirst causes him to drink so much water from the lake that he throws up. Confused, his thinking switches between his past the crash, meals at home, TV and movies, a teacher who preached get motivated and the present. He realizes that because the plane veered off the flight plan, no one knows where he is. He takes inventory of his possessions: a twenty dollar bill, sixty-two cents in change, fingernail clippers, scraps of paper, hatchet strapped to his leather belt, socks, shoes, jeans, underwear, T-shirt, torn windbreaker, broken digital watch. Brian realizes that he needs food and shelter but decides food should come first. He follows some birds to a stand of berries, eats his fill, and carries some away in a pouch made from the torn windbreaker. He attempts unsuccessfully to make a fire by rubbing two sticks together. He builds a shelter by weaving a wall of dead branches across a stone ridge. When the mosquitos swarm again at dusk, Brian seeks the safety of his shelter and falls asleep after an exhausting day. Before Students Read Focus Activities 1. Assets Remind students that Brian is on his own in the wilderness and must use what he already has or what he can find to survive. Write the word asset on the board or overhead projector. Explain that an asset is a helpful or valuable quality or possession. Under the word make two headings: tangible (something real and touchable, such as Brian s hatchet) and intangible (something that cannot be touched; a concept, idea, or skill, such as Brian s ability to prepare himself for what might happen). Ask students to suggest what Brian has available to him that will fit into each category. Then ask students to predict how Brian might use each of his assets Perfection Learning Corporation, Logan, Iowa

20 Teacher Notes Chapters Get Motivated! Brian s English teacher, Mr. Perpich, must have made a strong impression on him. Brian remembers the man s advice stay positive and stay on top of things and get motivated. Write either or both of the quotes on the chalkboard or overhead projector. Ask students to define motivation and to suggest causes for motivation. Discuss with them why that attitude is necessary in Brian s situation. Ask students to suggest other situations in which motivation is the first ingredient for success. Vocabulary Preview abated (4) lessened; reduced keening (4) sharply cutting remnants (4) remains of something wincing (4) shrinking back, as if in pain murky (5) cloudy, hazy frantic (5) emotionally out of control asset (5) a helpful or valuable quality or possession sloshing (5) moving with a splashing motion pulverized (6) ground into a powder or dust tart (6) sharp, biting taste After Students Read Check for Understanding: Answering in Brief (page 16) Vocabulary Building: Vocabulary Acrostic (page 17) Literary Skills 1. Flashback: What Happened? (page 18) 2. Simile and Metaphor: Picture Perfect (page 20) Discussion/Writing Questions 1. Comment on Brian s thought on page 40, If you keep walking back from good luck you ll come to bad luck. Is this a positive or negative outlook on life? Explain. 2. Discuss three specific fears that Brian has at this point and how these fears affect his actions. 3. What do you think Brian s strongest quality is so far? Explain. 4. On page 61, Brian blames his mother for his situation. In your opinion, is anyone to blame for Brian s situation? Do you think placing blame on others is a healthy attitude or not? Explain Perfection Learning Corporation, Logan, Iowa 15

21 Check for Understanding Chapters 4-6 Answering in Brief Directions Test your understanding of what you read by briefly answering the questions below. 1. What is the Secret? 2. How does Brian know that he has no broken bones? 3. What advice did Brian s English teacher, Mr. Perpich, give him? 4. How does Brian know that rescue might not come soon? 5. Why does the fact that it s Thursday bother Brian? 6. Why does Brian stay close to the lake in his search for berries? 7. How does Brian find the berries? 8. Brian builds three walls of his shelter out of tree branches. What makes up the fourth wall? Perfection Learning Corporation, Logan, Iowa

22 Vocabulary Building Chapters 4-6 Vocabulary Acrostic Directions Match each vocabulary word in the box to the correct definition. Print your answer, one letter to a space, on the lines provided. When you have finished, unscramble the letters in the circles to supply the bonus phrase. abated murky sloshing asset pulverized tart frantic remnants wincing keening Definitions 1. sour 2. flinching; drawing back 3. crushed; smashed 4. decreased 5. resource 6. shadowy; dirtied 7. leftovers 8. splashing motion 9. in a panic 10. sharply cutting Bonus Phrase Brian s most valuable asset is Perfection Learning Corporation, Logan, Iowa 17

23 Literary Skills Chapters 4-6 Flashback What Happened? Sometimes it s necessary for an author to supply information about events that occurred before the story starts. This technique is called flashback. In a flashback, the mind of a character actually returns to something that has happened in the past. Usually the author has the character recall this event to help readers understand the character and story. Directions The following events are subjects of Brian s flashbacks. Think about each event and figure out how it helps readers understand Brian s personality or actions. 1. Brian recalls the conversation he and his mother had during the drive to meet the plane. a. What details of the conversation does he remember? b. How does this flashback help readers understand Brian now? 2. Brian recalls riding his bike with Terry past Amber Mall. a. What or whom did he see? b. How does this flashback help readers understand Brian now? 3. Brian thinks about last Thanksgiving. a. What details does he remember? b. How does this flashback help readers understand Brian now? 4. Brian remembers some advice from his English teacher. a. What advice from Mr. Perpich does Brian remember? b. How does this flashback help readers understand Brian now? continued Perfection Learning Corporation, Logan, Iowa

24 Literary Skills: Flashback What Happened? Chapters Brian thinks about the time he and Terry were playing in the park. a. What did they do? b. How does this flashback help readers understand Brian now? 6. Brian remembers watching a TV show about air force pilots in a survival course. a. What details does he remember? b. How does this flashback help readers understand Brian now? One Step Further Think of an event in your life that might allow people to better understand you as a person. Pretend you are experiencing that event again and write a flashback of that event Perfection Learning Corporation, Logan, Iowa 19

25 Literary Skills Chapters 4-6 Simile and Metaphor Picture Perfect Gary Paulsen s writing is rich with figurative language. Figurative language creates pictures within the reader s mind. Two examples of figurative language in Hatchet are similes and metaphors. Similes and metaphors are devices that allow an author to compare two unlike things. Such comparisons help the reader see what the author is describing. Similes use the words as, as if, or like to make a comparison. The child s eyes shone like stars is an example of a simile. Here the child s eyes are being compared to the way stars shine. A metaphor, on the other hand, does not use the word as or like. She thought she would sail through the exam, but she quickly hit rough water. In this metaphor, taking a test is compared to sailing a ship. A metaphor can also compare by identifying two things with each other. For example, My father is a bear in the morning identifies the speaker s father with a bear. Directions For each of the following examples, decide if the author is using a simile or metaphor. Then note the two things that are being compared. 1. He felt like a prisoner, kept in a small cell that was hurtling through the sky at what he thought to be 160 miles an hour. a. Figurative language b. Items compared 2. All so still looking, so stopped, the pond and the moose and the trees, as he slid over them now only three or four hundred feet off the ground all like a picture. a. Figurative language b. Items compared 3. The memory was like a knife cutting into him. a. Figurative language b. Items compared continued Perfection Learning Corporation, Logan, Iowa

26 Literary Skills: Simile and Metaphor Picture Perfect Chapters His forehead felt as if somebody had been pounding on it with a hammer. a. Figurative language b. Items compared 5. Mosquitos made a living coat on his exposed skin. a. Figurative language b. Items compared 6. a log with old limbs sticking up, almost like handles. a. Figurative language b. Items compared 7. It was as if the water were more than water, as if the water had become all of life. a. Figurative language b. Items compared 8. A mental picture of a hamburger, the way they showed it in the television commercials, thundered into his thoughts. a. Figurative language b. Items compared 9. Gradually, like sloshing oil his thoughts settled back and the panic was gone. a. Figurative language b. Items compared 10. Hot little jets of hate worked into his thoughts, pushed once, moved back. a. Figurative language b. Items compared continued 1996 Perfection Learning Corporation, Logan, Iowa 21

27 Literary Skills: Simile and Metaphor Picture Perfect Chapters 4-6 One Step Further You can describe a place that is special to you by using metaphors and similes the way Gary Paulsen does. First, write the name of the place below. Second, list three or four details about the place that you want your reader to see. detail: detail: detail: detail: Next, write a simile or metaphor for each detail you listed. simile/metaphor: simile/metaphor: simile/metaphor: simile/metaphor: Finally, write a one-paragraph description of your special place, working in your similes and metaphors where appropriate Perfection Learning Corporation, Logan, Iowa

28 Teacher Notes Chapters 7-9 Plot Summary of Chapters 7 9 Brian awakens on his third day, sick from the gut cherries he has gorged himself on and calling to his mother for help. The memory of his mother kissing the man in the station wagon comes to mind, and he feels shame. While washing his hands in the lake, he is frightened by his own reflection: matted hair, a cut and bleeding face, and eyes that are only slits in the bites. He cries wasted tears of self-pity. Hungry, Brian eats more cherries, but this time in moderation. In search of something easier to digest, he finds some ripe raspberries and eats a few, again in moderation. Wrapping some in his windbreaker to eat later, he turns to see a bear nearby. After studying Brian, the bear eats a few raspberries and disappears into the woods. At first Brian is weak with fright, but he soon realizes that the bear is no real danger to him; the animal is just another hungry creature of nature. It rains, and Brian makes juice from the ripe berries. When he sleeps, he positions the hatchet for use as a weapon. Brian awakens in the night, aware of the smell of rot in his shelter and the sound of slithering near his feet. Frightened, he throws the hatchet at the sound; the weapon glances off the stone wall, falling in a trail of sparks. The intruder, a porcupine, slithers away but leaves Brian with eight quills in his leg. The pain from the wounds causes him to resort to self-pity again. When he is done crying, though, he realizes his situation hasn t changed. Later, Brian will remember this as the night when he learned the most important rule of survival, which was that feeling sorry for yourself didn t work. When he sleeps again, two disquieting dreams his father trying to make Brian understand his words and Terry making fire for a barbecue haunt him. In the morning, he notices a nick in the hatchet. Putting this information together with the incident and dreams of the night before, he realizes that the hatchet is the key to making fire. Brian creates fire with sparks from the hatchet and shredded birch bark. The fire becomes his friend and guard, and he falls asleep next to it, dreaming of his parents Perfection Learning Corporation, Logan, Iowa 23

29 Teacher Notes Chapters 7-9 Before Students Read Focus Activities 1. The Importance of Fire Write the word fire on the chalkboard or overhead projector. Ask students how fire could help ensure Brian s survival. Warmth, cooking, protection, light, and signaling for help are ideas they might discover. Ask students how they would make fire without matches or lighters. They may mention natural means, such as lightning, but remind them that Brian can t wait for that. If they know about friction rubbing objects together make sure they understand the importance of oxygen to feed the sparks. They probably understand that fire cannot burn without air. This may be a good time to read one of the following to the students to stress the importance of fire: Prometheus of Greek mythology or To Build a Fire by Jack London. 2. Big Boys Don t Cry Tell students that Brian learns an important lesson in this section: self-pity doesn t work. When he cries from loneliness, from pain, from frustration, from fear, he is releasing emotion, but that release doesn t change his situation; it doesn t change the reality he faces. Ask students to discuss the attitude our society takes toward crying. Whom do we allow to cry and for what reasons? Why do some people make fun of males when they cry? Ask if any of them would laugh at Brian for crying. Vocabulary Preview receded (7) grew smaller; moved away from crude (7) rough; unrefined gorge (7) to overeat seeping (7) flowing slowly through a small opening slithering (8) sliding, as if on a loose gravel surface gingerly (8) lightly; tenderly segment (8) a piece or part of something registered (9) made an impression flammable (9) easily set on fire smoldered (9) burned slowly with a great deal of smoke Perfection Learning Corporation, Logan, Iowa

30 Teacher Notes Chapters 7-9 After Students Read Check for Understanding: Deciding True or False (page 26) Vocabulary Building: Fill in the Blank (page 27) Literary Skills 1. Personification: Words That Personalize (page 28) 2. Conflict: Opposing Forces (page 30) Discussion/Writing Questions 1. Discuss three ways in which the hatchet is becoming important to Brian s survival. 2. What does the change in his attitude toward the bear indicate about Brian? 3. In what ways is the Secret an important force in Brian s life? 1996 Perfection Learning Corporation, Logan, Iowa 25

31 Check for Understanding Chapters 7-9 Deciding True or False Test your understanding of what you read by marking the following statements true or false in the blanks on the left. 1. Brian s reflection in the lake frightens him. 2. Brian stuffs himself on the raspberries he finds. 3. The bear chases Brian all the way back to the shelter. 4. Brian is afraid to go back for more food because of the bear. 5. Brian s shelter is invaded by a porcupine. 6. When Brian sees the sparks fly from the hatchet in the dark, he immediately realizes the hatchet can help him make fire. 7. The most important rule of survival Brian has learned so far is Never give up. 8. Brian feels reassured about rescue after dreaming of his father and of Terry. 9. Brian is reluctant to use his $20 bill to start the fire. 10. Brian thinks of his fire as a friend and a guard Perfection Learning Corporation, Logan, Iowa

32 Vocabulary Building Chapters 7-9 Fill in the Blank Directions After you ve studied the definitions of the words listed below, place the correct word in the blanks below. Each word fits in only one space. You ll be able to place the words correctly because the use of the word in the sentence fits the definition you ve learned. seeping gingerly slithering crude receded smoldered flammable registered segment gorge After Brian built his shelter, he set off to find more food. He discovered some deliciously sweet raspberries but this time did not on them. His mind had the fact that eating too many at one time could make him sick. Instead, he ate a few and saved some in his windbreaker. His hunger for a time, but it didn t go away completely. He needed more food, and he needed a way to cook it. He remembered the first of his dream from the night before. His father was trying to tell him something. Then he remembered the second part of the dream and realized that the hatchet was the key to making fire. He set off to find materials. He shredded some birch bark with his hatchet. Then he added sparks produced from the hatchet as he struck it on rock. Next, he blew on the sparks. Soon he had bits of burning material that and finally burst into flame. He celebrated by drinking the juice from the raspberries that was through his windbreaker. By keeping the fire going, he d have warmth and protection from intruders Perfection Learning Corporation, Logan, Iowa 27

33 Literary Skills Chapters 7-9 Personification Words That Personalize The old desk groaned each time someone sat in it. The bus rumbled and snorted and then charged off with a roar. A desk that resembles a person in pain? A bus that acts like an angry bull? These two examples show how a writer can use personification. Personification is the technique of giving human characteristics to animals. It can also be used to make objects, qualities, and forces of nature seem as though they are living beings. In Hatchet, Gary Paulsen uses personification to create vivid and interesting images for the readers. Directions Circle the word or words in the following quotes that give the underlined word human qualities. Then describe the image the personification creates in the quote. 1. The engine coughed, roared violently for a second and died. 2. The plane, committed now to landing, to crashing, fell into the wide place. 3. He ripped at it until it released and somehow the water trying to kill him, to end him. 4. There were tall trees with a gentle breeze sighing in them. 5. The smell was alive, alive and full and in the shelter. 6. His heart hammered in his throat. 7. The terror took him, stopping his breath. 8. I must make a home for the sparks, a perfect home or they won t stay, they won t make fire. continued Perfection Learning Corporation, Logan, Iowa

34 Literary Skills: Personification Words That Personalize Chapters At first they seemed to take, there were several, many sparks that found life and took briefly, but they all died. Starved. 10. I have a friend named fire. One Step Further Choose one of the scenes listed below (check your choice) and write a one-paragraph description of it. In your description, use three examples of personification. After you finish your description, proofread it, and then trade papers with a classmate. Have that person underline each example of personification and put a check by the most appealing example. the first five minutes for Brian after the pilot has a heart attack the attack of the black flies and mosquitos Brian s encounter with the porcupine Brian s successful attempt at making fire 1996 Perfection Learning Corporation, Logan, Iowa 29

35 Literary Skills Chapters 7-9 Conflict Opposing Forces Life in the wilderness of Canada presents many challenges for Brian. Alone, he must contend with the difficulties of finding food and providing shelter for himself. He must also face the dangers that surround him. Such challenges are called conflicts. Conflict, the clash of opposing forces, is a vital part of most plots. Authors often include several conflicts in an interesting story. Five types of conflict are defined below. character vs. character a character faces a problem with other characters character vs. self a character faces a physical or emotional problem or struggle character vs. society a character faces a problem with a group or a part of society (government, law, tradition, etc.) character vs. nature a character faces a problem with some force of nature (cold, storm, etc.) character vs. fate a character faces a problem with a force such as fate, God, or luck Directions For each of the following situations from Hatchet, explain specifically who or what is involved in the conflict. Then identify the type of conflict. Some situations may involve more than one type of conflict, but you need only list one. 1. Brian is burdened by the Secret. a. Who or what is involved in the conflict b. Type of conflict 2. The pilot dies, leaving Brian alone in a pilotless plane. a. Who or what is involved in the conflict b. Type of conflict 3. Brian s attempts at radioing for help are unsuccessful. a. Who or what is involved in the conflict b. Type of conflict continued Perfection Learning Corporation, Logan, Iowa

36 Literary Skills: Conflict Opposing Forces Chapters When he regains consciousness after the crash, Brian is confused and in pain. a. Who or what is involved in the conflict b. Type of conflict 5. Black flies and mosquitos attack Brian. a. Who or what is involved in the conflict b. Type of conflict 6. The chances of being rescued anytime soon are slim. a. Who or what is involved in the conflict b. Type of conflict 7. At times, Brian is terrified and feels he can t go on. a. Who or what is involved in the conflict b. Type of conflict 8. The fact that today is Thursday bothers Brian. a. Who or what is involved in the conflict b. Type of conflict 9. Brian cries wasted tears of self-pity. a. Who or what is involved in the conflict b. Type of conflict 10. A porcupine invades Brian s shelter. a. Who or what is involved in the conflict b. Type of conflict continued 1996 Perfection Learning Corporation, Logan, Iowa 31

37 Literary Skills: Conflict Opposing Forces Chapters 7-9 One Step Further Review your reading up to this point. In the blank below, predict what you think will be the main conflict of the novel. Then identify the type of conflict. Main conflict Type of conflict vs. The main conflict gives valuable clues as to what message about life, or what theme, the author is trying to express. Based on your conclusions above, what do you think the main idea or theme of the novel will be? Theme Perfection Learning Corporation, Logan, Iowa

38 Teacher Notes Chapters Plot Summary of Chapters Brian soon realizes how valuable his fire is. Besides providing light and warmth, the fire keeps insects away. Most importantly, it can serve as a signal to search planes. Now he realizes that the fire is a responsibility. He must keep it going at all times in order to increase his chances of rescue. He spends most of the day gathering firewood to get him through the night. The next morning he sees tracks leading from the lake to a small pile of sand and back to the lake again. Shedding his city boy perspective, Brian attempts to think like an animal in the woods. He discovers the tracks are from a turtle who laid her eggs in the sand. After his initial revulsion at eating eggs raw, he has a new source of food which he stores in the sand. His plans are to ration them one a day until he s rescued. Assigning himself daily tasks eases his depression at not being rescued. He begins by gathering material for a signal fire atop the rock ledge. As he works, he realizes he has changed. Physically, he is leaner; mentally, he is more aware and observant. When he looks at the lake, he can see below the surface; fish, clams, and crayfish wait for him if he can catch them. He decides to make a fishing spear but finds that it s easier said than done. His first attempt fails, so he invents a bow using a tree limb and a shoelace. As he is working on his bow, he hears a plane in the distance but is not able to fuel his signal fire before the plane disappears. Crushed, Brian is sure he will never be rescued and that everything he s accomplished so far has just been a silly game. Before Students Read Focus Activities 1. Making Connections Write this quote on the chalkboard or overhead projector: His mind and his body had come together had made a connection with each other he didn t quite understand. Ask students to suggest how or why this connection is occurring in Brian. Then ask them to speculate in what ways Brian s mind and body were disconnected before the ordeal and why. 2. The Survival Story Ask students what elements make up a good survival story. Have them consider the setting, plot, and character(s). If students have a difficult time, refer to the list of suggested elements on the next page Perfection Learning Corporation, Logan, Iowa 33

39 Teacher Notes Chapters Setting unfamiliar area with strange or exotic elements elements described in great detail for authenticity Plot isolation of main character(s) unsuccessful rescue attempt(s) setback for main character(s), often in the form of natural disasters final effort by main character(s) to overcome obstacles rescue of main character Character undergoes three stages in ordeal initial optimism isolation will not last long recognition of reality, often followed by despair decision to take control of situation compelled to meet personal needs food, drink, shelter develops relationship with surroundings often relies upon one indispensable item need for companionship often fulfilled through friendship with another creature, either human or animal changes as a result of experience becomes stronger and more self-reliant After you have listed the elements, ask students to predict what direction Hatchet might take if it proves to be a typical survival story. Vocabulary Preview banked (10) fueled; fed intervals (10) periods of time between events dormant (10) inactive intensity (10) high degree; power convulse (10) involuntary action; shake staggering (11) astonishing; overwhelming comprised (11) made up lunged (12) made a sudden forward leap or jab persistent (12) constant; untiring abrupt (12) sudden After Students Read Check for Understanding: Choosing the Best Response (page 36) Vocabulary Building: Vocabulary Analogies (page 37) Literary Skills 1. Realism: Is This Guy for Real? (page 38) 2. Imagery/Mood: Sensing the Mood (page 43) Perfection Learning Corporation, Logan, Iowa

40 Teacher Notes Chapters Discussion/Writing Questions 1. Brian thinks he s getting a handle on things. How well do you think he s doing? Give evidence to support your opinion. 2. How big of a setback do you think being missed by the plane will be for Brian? How might he pull himself out of it and go on? 3. What kinds of changes are you beginning to see in Brian? 1996 Perfection Learning Corporation, Logan, Iowa 35

41 Check for Understanding Chapters Choosing the Best Response Test your understanding of what you read by completing the statements below. Write the letter of the best response on the blank. 1. The most important function of Brian s fire is that it a. keeps mosquitos away; b. will allow him to signal for help; c. offers him warmth. 2. The noise Brian awakens to in the night is a. an owl in the woods; b. another porcupine outside his shelter; c. a turtle in the sand. 3. In order to figure out what the source of the noise was doing during the night, Brian a. remembers something Mr. Perpich told him; b. relies on his city boy instincts; c. tries to think like an animal. 4. Brian forces himself to eat a. roots; b. raw eggs; c. clams. 5. For the first time, Brian notices that his surroundings are a. hopelessly isolated; b. incredibly beautiful; c. unfriendly. 6. Brian first discovers fish as a source of food by a. watching a bird catch and eat one; b. seeing some in the lake; c. dreaming about fishing with his dad. 7. In order to catch fish, Brian first makes a. a bow and arrow; b. a spear; c. a fishing rod. 8. The explosion under his feet that terrifies Brian is actually a. a bird; b. a rabbit; c. a fox. 9. The persistent whine Brian hears is a. an airplane; b. a nest of bees; c. a motorboat. 10. By the end of the chapter, Brian decides that what he has accomplished so far is a. very satisfying; b. just a game; c. not nearly enough Perfection Learning Corporation, Logan, Iowa

42 Vocabulary Building Chapters Vocabulary Analogies An analogy is a shorthand formula for stating relationships between words. One common type of analogy expresses the relationship between synonyms. An example of such an analogy follows. frightened : scared :: picky : choosy This means the relationship between frightened and scared is the same as the relationship between picky and choosy. (The symbol : means is to and :: means as. ) An analogy may also involve antonyms. Take a look at the one below. good : bad :: right : wrong Another way to state the above analogy is good is to bad as right is to wrong. Directions Complete the analogies by using the appropriate synonym or antonym in the box below. banked convulse lunged intervals staggering persistent dormant comprised abrupt intensity 1. wild : tame :: usual : 2. sad : happy :: active : 3. fast : slow :: gradual : 4. jump : hop :: shake : 5. erased : deleted :: fed : 6. constructed : built :: thrust : 7. annoying : irritating :: constant : 8. hero : champion :: sections : 9. dangerous : safe :: weakness : 10. disagreed : opposed :: included : 1996 Perfection Learning Corporation, Logan, Iowa 37

43 Literary Skills Chapters Realism Is This Guy for Real? Gary Paulsen says of his writing, I try to write stories indicative of what life is like. Mr. Paulsen s style of writing is realistic. Realism has been defined as showing things as they are and holding up a mirror to life. Literary realism has a long history. Sinclair Lewis, George Eliot, and Mark Twain are some famous realists. Their examples and the work of others have helped define the following characteristics of realistic fiction. a. The lives and emotions of common people are depicted. b. The dialogue or narration is written in vernacular (everyday speech). c. Moral issues faced by ordinary people are explored. d. Painful and unpleasant facts of life are not avoided. e. Most characters have both good and bad sides. f. Many of the characters problems are not easily solved. g. Descriptions include vivid, true-to-life details. Directions Read the following excerpts from the book. (A chapter reference is given in parentheses if you need more background.) Show why the excerpt is realistic by citing a characteristic from the checklist above. Write the letter of that characteristic on the line. Then justify your response with evidence from the excerpt. Finish up by listing a second characteristic, when possible, and a second piece of evidence. The first one has been partially done for you. 1. With the heat came clouds of insects thick, swarming hordes of mosquitos that flocked to his body, made a living coat on his exposed skin, clogged his nostrils when he inhaled, poured into his mouth when he opened it to take a breath. In moments his eyes were swollen shut and his face puffy and round to match his battered forehead. He pulled the torn pieces of his windbreaker over his head and tried to shelter in it but the jacket was full of rips and it didn t work. (4) a. Characteristic of realism: d Evidence: The experience with the insects is both painful and unpleasant. b. Characteristic of realism: Evidence: continued Perfection Learning Corporation, Logan, Iowa

44 Literary Skills: Realism Is This Guy for Real? Chapters Knowing what he knew, even with the anger, the hot white hate of his anger at her, he still felt bad for not speaking to her, and so to humor her he loosened his belt and pulled the right side out and put the hatchet on and rethreaded the belt. (1) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 3. No, not secrets so much as just the Secret. What he knew and had not told anybody, what he knew about his mother that had caused the divorce, what he knew, what he knew the Secret. (1) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 4. The lake stretched out slightly below him. He was at the base of the L, looking up the long part with the short part out to his right. In the morning light and calm the water was absolutely, perfectly still. He could see the reflections of the trees at the other end of the lake. Upside down in the water they seemed almost like another forest, an upside-down forest to match the real one. As he watched, a large bird flew from the top, real forest, and the reflection-bird matched it, both flying out over the water. (4) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence Continued 1996 Perfection Learning Corporation, Logan, Iowa 39

45 Literary Skills: Realism Is This Guy for Real? Chapters It was as if the berries, all the pits had exploded in the center of him, ripped and tore at him. He crawled out the doorway and was sick in the sand, then crawled still farther and was sick again, vomiting and with terrible diarrhea for over an hour, for over a year he thought. (7) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 6. His mother sitting in the station wagon with the man. And she had leaned across and kissed him, kissed the man with the short blond hair, and it was not a friendly peck, but a kiss. The memory was so real that he could feel the heat in the mall that day, could remember the worry that Terry would turn and see his mother, could remember the worry of the shame of it and then the memory faded and he slept again. (7) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 7. The pain filled his leg now, and with it came new waves of self-pity. Sitting alone in the dark, his leg aching, some mosquitos finding him again, he started crying. It was all too much, just too much, and he couldn t take it. Not the way it was. (8) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: continued Perfection Learning Corporation, Logan, Iowa

46 Literary Skills: Realism Is This Guy for Real? Chapters It s me, he thought. I m doing something wrong. I do not know this a Cro-Magnon man would have a fire by now but I don t know this. I don t know how to make a fire. (9) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 9. He smiled. City boy, he thought. Oh, you city boy with your city ways he made a mirror in his mind, a mirror of himself, and saw how he must look. City boy with your city ways sitting in the sand trying to read the tracks and not knowing, not understanding. (10) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: 10. Gone, he thought finally, it was all gone. All silly and gone. No bows, no spears, or fish or berries, it was all silly anyway, all just a game. He could do a day, but not forever he could not make it if they did not come for him someday. (12) a. Characteristic of realism: Evidence: b. Characteristic of realism: Evidence: continued 1996 Perfection Learning Corporation, Logan, Iowa 41

47 Literary Skills: Realism Is This Guy for Real? Chapters One Step Further Using the guidelines for realistic fiction in the preceding exercise, propose a realistic ending for Hatchet. Briefly describe what will happen to Brian at the conclusion of the novel. Then explain why you think your ending would be realistic Perfection Learning Corporation, Logan, Iowa

48 Literary Skills Chapters Imagery/Mood Sensing the Mood Gary Paulsen, author of Hatchet, is known for his ability to create vivid scenes and characters. Part of his skill depends on his use of imagery. An image is a description that appeals to the senses (sight, sound, touch or feel, taste, and smell). Sensory descriptions can do more than just give readers a mental picture. Such descriptions can also evoke or create a mood or feeling for readers. If an author writes The soft-green glider sifted through the air like a loose leaf, a dreamy or soothing feeling might be created for readers. Directions Following are some descriptions from Hatchet. (A chapter reference is given in parentheses if you need more background.) For each description, list three images. Then classify the image by noting to which sense or senses it appeals sight, sound, touch, taste, or smell. Finally, decide which mood or moods the entire passage evokes. Be prepared to explain your choice. Part of number 1 has been done for you. 1. It was so incredibly beautiful that it was almost unreal. From his height he could see not just the lake but across part of the forest, a green carpet, and it was full of life. Birds, insects there was a constant hum and song. At the other end of the bottom of the L there was another large rock sticking out over the water and on top of the rock a snaggly pine had somehow found food and grown, bent and gnarled. (11) Image Sense Example a. a green carpet sight; touch b. c. d. Circle the word or words that best describe the mood. mysterious peaceful awesome happy continued 1996 Perfection Learning Corporation, Logan, Iowa 43

49 Literary Skills: Imagery/Mood Sensing the Mood Chapters The pilot was having a heart attack and even as the knowledge came to Brian he saw the pilot slam into the seat one more time, one more awful time he slammed back into the seat and his right leg jerked, pulling the plane to the side in a sudden twist and his head fell forward and spit came. Spit came from the corners of his mouth and his legs contracted up, up into the seat, and his eyes rolled back in his head until there was only white. (1) Image a. Sense b. c. d. Circle the word or words that best describe the mood. sorrowful tense violent terrifying 3. He saw nothing but sensed blue, cold blue-green, and he raked at the seatbelt catch, tore his nails loose on one hand. He ripped at it until it released and somehow the water trying to kill him, to end him somehow he pulled himself out of the shattered front window and clawed up into the blue, felt something hold him back, felt his windbreaker tear and he was free. (3) Image a. Sense b. c. d. Circle the word or words that best describe the mood. tense eerie explosive bleak continued Perfection Learning Corporation, Logan, Iowa

50 Literary Skills: Imagery/Mood Sensing the Mood Chapters With [the sun] came some warmth, small bits of it at first, and with the heat came clouds of insects thick, swarming hordes of mosquitos that flocked to his body, made a living coat on his exposed skin, clogged his nostrils when he inhaled, poured into his mouth when he opened it to take a breath. He coughed them up, spat them out, sneezed them out, closed his eyes and kept brushing his face, slapping and crushing them by the dozens, by the hundreds. But as soon as he cleared a place, as soon as he killed them, more came, thick, whining, buzzing masses of them. (4) Image a. Sense b. c. d. Circle the word or words that best describe the mood. threatening overwhelming disgusting depressing 5. He was unbelievably, viciously thirsty. His mouth was dry and tasted foul and sticky. His lips were cracked and felt as if they were bleeding and if he did not drink some water soon he felt that he would wither up and die. Lots of water. All the water he could find. (5) Image a. Sense b. c. d. Circle the word or words that best describe the mood. violent desperate shocking harsh continued 1996 Perfection Learning Corporation, Logan, Iowa 45

51 Literary Skills: Imagery/Mood Sensing the Mood Chapters The meal had been turkey and they cooked it in the back yard in the barbecue over charcoal with the lid down tight. His father had put hickory chips on the charcoal and the smell of the cooking turkey and the hickory smoke had filled the yard. When his father took the lid off, smiling, the smell that had come out was unbelievable, and when they sat to eat the meat was wet with juice and rich and the taste of the smoke in it. (6) Image a. Sense b. c. d. Circle the word or words that best describe the mood. lighthearted happy tempting comforting 7. The smell was one of rot, some musty rot that made him think only of graves with cobwebs and dust and old death. His nostrils widened and he opened his eyes wider but he could see nothing. It was too dark, too hard dark with clouds covering even the small light from the stars, and he could not see. But the smell was alive, alive and full in the shelter. He thought of the bear, thought of Bigfoot and every monster he had ever seen in every fright movie he had ever watched, and his heart hammered in his throat. (8) Image a. Sense b. c. d. Circle the word or words that best describe the mood. explosive shocking dreamy terrifying continued Perfection Learning Corporation, Logan, Iowa

52 Literary Skills: Imagery/Mood Sensing the Mood Chapters He threw down the limb and his spear and, holding the hatchet, he started to run for camp. He had to get fire up on the bluff and signal them, get fire and smoke up. He put all of his life into his legs, jumped logs and moved through brush like a light ghost, swiveling and running, his lungs filling and blowing and now the sound was louder, coming in his direction. (12) Image a. Sense b. c. d. Circle the word or words that best describe the mood. alarming happy exciting desperate One Step Further For this activity, you will write a one-paragraph description of something you are familiar with (a room, car, restaurant, a store, etc.). Begin by writing the topic of your paragraph on the line below. I will describe. Now identify the mood you usually associate with your topic. (Some examples of moods might be peaceful, exciting, boring, frightening, depressing, homey, stressful, and charming.) Write that mood on the line below. Mood Finally, write your description, using words which reflect the mood Perfection Learning Corporation, Logan, Iowa 47

53 Teacher Notes Chapters Plot Summary of Chapters After missing the opportunity to signal the plane, Brian becomes depressed. He tries to end his misery by attempting suicide. After his failure, a new Brian emerges from the experience. Now, 47 days into his ordeal, he refuses to let himself die. He resolves to rely on the lessons from his past mistakes and his keen observation skills. Rather than living in fear of the wild animals, he accepts them as part of the woods, another part of it all. When a skunk steals his store of eggs, Brian realizes that food is all for him and for the other creatures in his environment. He protects his stores by building a rock shelf in his shelter. He also makes a holding pen for live fish in the pond to ensure a fresh supply. Brian marks actual days on a stone near his shelter door but measures real time in his mind by events. One of them, First Meat Day, teaches him patience. He craves meat so much that he stalks a foolbird. After many failed attempts, Brian realizes that he must look for the shape of the bird, not its camouflaged appearance, and he kills one with his first spear thrust. Brian continues to learn from his experiences. On First Arrow Day, Brian uses thread from his jacket along with pitch from a tree stump to attach feathers to his arrows. He kills his first rabbit with his bow and arrow on First Rabbit Day. He suffers a brutal attack by an insane moose who butts him into the lake. Although terrified and in pain, Brian manages to escape by creeping away on his hands and knees a half-foot at a time. That night he s awakened by a sound like a freight train. A tornado takes his shelter, bed, fire, and tools into the lake. The only thing he has left is the hatchet on his belt. Instead of giving up, however, he knows he will rebuild when morning comes. As a result of the tornado, the tail of the plane now becomes visible above the lake water. Brian says some words to put the pilot to rest. Before Students Read Focus Activities 1. The Discomforts of Home In order to survive, Brian does things he would never have to do in New York. For example, in Chapter 10, Brian forces himself to eat raw turtle eggs. Have students discuss some of the other discomforts of home Brian must endure. Then ask students to rate four or five of Brian s experiences and actions so far according to how difficult it would be for them to do the same thing. Students could set up a rating scale as follows: 1 = no problem 2 = probably 3 = no way Have students share their ratings. Then ask them to list other skills Brian must learn in order to survive. How might he learn these skills later? Perfection Learning Corporation, Logan, Iowa

54 Teacher Notes Chapters First Days Brian marks actual days on a stone near his shelter door but measures real time in his mind by events First Days, as he calls them. Ask students to decide what experiences in Brian s ordeal, either at this point in the book or in upcoming chapters, might earn the title of First Days. Then encourage students to think about their own personal First Days. These might include days they experienced accomplishments in school or in their personal lives. Invite students to share their most memorable First Days with the class. Vocabulary Preview funk (13) depression precise (13) exact infuriating (13) maddening; enraging exulted (13) rejoiced vital (14) of utmost importance confines (14) boundaries or limits of something devastating (14) destructive; ruinous exasperated (15) frustrated; bothered baring (16) exposing to view (as teeth) massive (16) large in extent or degree After Students Read Check for Understanding: Completing Sentences (page 50) Vocabulary Building: Supplying Definitions (page 51) Literary Skills 1. Cause and Effect: What Brian Discovers (page 52) 2. Character Development: Changes in Human Nature (page 54) Discussion/Writing Questions 1. Why are mistakes so valuable to Brian? 2. How well does Brian fit into his surroundings? Give some specific examples to support your opinion. 3. What lessons about nature might Brian have learned from this section? 1996 Perfection Learning Corporation, Logan, Iowa 49

55 Check for Understanding Chapters Completing Sentences Test your understanding of what you read by completing the following sentences. 1. As a result of being missed by the plane, Brian 2. When a skunk steals the turtle eggs, Brian 3. In order to keep a supply of fresh fish, Brian 4. Brian finds he can attract fish by 5. Brian marks the passing of the days by 6. Brian feels he is being driven insane by 7. Brian calls the day he kills his first rabbit 8. While washing his hands in the lake, Brian is attacked by a 9. Brian loses his fire, shelter, bed, and tools as a result of a 10. One morning, Brian looks at the lake and is able to see Perfection Learning Corporation, Logan, Iowa

56 Vocabulary Building Chapters Supplying Definitions Directions The vocabulary words have been underlined in the sentences below. A definition for each word is provided at the bottom of the page. In the blank, write the letter of the correct definition of the underlined vocabulary word. 1. Despite its massive size, Brian dragged his new ladder to his shelter. 2. Brian was surprised that the wolves weren t baring their teeth at him. 3. He was exasperated but not defeated when his bow exploded. 4. The confines of his area were set by his fear of getting lost. 5. Of vital help to Brian was his hatchet; he used it for everything. 6. The skunk sprayed at the precise moment Brian threw sand at it. 7. Most infuriating to Brian about the foolbirds was the shock their quick escapes gave him. 8. Brian exulted in his skill at outsmarting the foolbirds. 9. The tornado wasn t as devastating as he thought; he could rebuild. 10. Brian s greatest funk occurred after he missed the rescue plane, not after the tornado. a. low spirits b. exact c. maddening d. delighted e. crucial f. limits g. huge h. frustrated i. showing j. damaging 1996 Perfection Learning Corporation, Logan, Iowa 51

57 Literary Skills Chapters Cause and Effect What Brian Discovers One of the first lessons Brian learns is cause and effect. Eating too many gut cherries, for example, causes him to be sick. One way Brian learns to survive is to recognize cause and effect relationships and use them to his advantage. Because the gut cherries make him sick, he looks for other food sources. Directions In the first column of the chart below are Brian s actions that cause something to happen. In the second column, list the effects of each action. Then, in the third column, briefly summarize how Brian uses his observation of the cause and effect relationships to his advantage. Cause Effect Use (Brian s action) (What happens) (How Brian makes use of his observations) Brian eats the gut cherries. Brian gets sick. Brian looks for other food sources. Brian throws his hatchet at the porcupine. Brian feels sorry for himself. Brian comes near the fire and smoke. Brian observes his fire from a distance. Brian sees a kingfisher eat a fish. Brian s spear does not work for killing fish. Brian puts an arrow down in the water to shoot fish. A skunk steals Brian s eggs. Brian observes a foolbird in flight. continued Perfection Learning Corporation, Logan, Iowa

58 Literary Skills: Cause and Effect What Brian Discovers Chapters One Step Further In the space below, create a diagram that illustrates the idea of a cause and effect relationship. Then diagram four or five of what you think are the most important cause and effect relationships Brian observes Perfection Learning Corporation, Logan, Iowa 53

59 Literary Skills Chapters Character Development Changes in Human Nature In Hatchet, Brian is stranded alone in the Canadian wilderness. All elements of his previous life his parents, his friends, his pastimes are gone. What he was before no longer matters. All that matters now is what he can become. And during his ordeal, Brian becomes a different person. Directions For each of the following categories of change, explain what Brian is like before he becomes stranded and how he changes afterwards. Then supply three other categories of change and how Brian changes. An example has been provided. Example Category of change: appreciation of nature Before: Brian barely notices the landscape below the plane. After: Brian thinks the area is incredibly beautiful. 1. Category of change: ability to sense danger Before: After: 2. Category of change: reaction to dangerous situations Before: After: 3. Category of change: tendency to blame others Before: After: continued Perfection Learning Corporation, Logan, Iowa

60 Literary Skills: Character Development Changes in Human Nature Chapters Category of change: confidence in himself Before: After: 5. Category of change: appreciation of previous life Before: After: 6. Category of change: Before: After: 7. Category of change: Before: After: 8. Category of change: Before: After: continued 1996 Perfection Learning Corporation, Logan, Iowa 55

61 Literary Skills: Character Development Changes in Human Nature Chapters One Step Further Everyone undergoes changes. In a paragraph, discuss some of the categories of change you ve undergone in the past few years. Give examples of each category Perfection Learning Corporation, Logan, Iowa

62 Teacher Notes Chapters 17 Epilogue Plot Summary of Chapters 17 Epilogue After the tornado, Brian rebuilds his shelter and decides to retrieve the survival pack from the plane. He makes a raft by weaving together driftwood and treetops. He also makes a rope with strips from his windbreaker, so he can moor the raft to the plane. Once Brian reaches the plane, he realizes there is no way to enter it. In frustration, he slams his fist against the fuselage, and to his surprise, the aluminum covering gives easily. He begins hacking at the aluminum with his hatchet but then drops the hatchet into the water. After a brief period of self-pity, he realizes the value of the tool and dives 20 feet to retrieve it. Back to work, he cuts a hole big enough to enter the plane. He finds the survival bag wedged under the seats of the plane and frees it. But at the same time he sees the pilot s body still strapped into the seat. Fish have been eating at the skull. Overcome with nausea and fear, he surfaces until he is able to gain control. Brian finally manages to load the survival pack onto the raft and drags it to his shelter. The survival pack contains many treasures: sleeping bag and pad, aluminum cookset, waterproof matches and butane lighter, soap, a knife and compass, first aid kit, cap, fishing kit,.22 survival rifle, and freeze-dried food packets. The rifle and butane lighter make him uneasy the convenience they offer indicates a change in his situation that he is not yet ready to deal with. He also discovers an emergency transmitter which he discards, thinking it doesn t work. He s just beginning to cook a feast when he hears a plane and sees it land on the lake. The pilot has picked up a signal from the emergency transmitter. He approaches and recognizes Brian as the missing boy. Brian invites him to eat. He has been at the lake for 54 days. Back in civilization, Brian is much changed by his ordeal. Physically he is stronger and leaner, and mentally he is more observant and able to react quickly to situations. After the initial joyous welcoming, things go back to normal. His father returns to the oil fields, and his mother resumes her career and continues to see the man in the station wagon. Brian never reveals the Secret. Before Students Read Focus Activities 1. Tail-spins Ask students to predict how the sudden appearance of the tail of the plane might affect the story. How will the author use this event? 1996 Perfection Learning Corporation, Logan, Iowa 57

63 Teacher Notes Chapters 17 Epilogue 2. And They All Lived Happily Ever After? Arrange students in groups and ask each group to make a list of pros and cons of two possible endings: Brian being rescued or Brian staying in the wilderness. Have each group share its outline with the class. Vocabulary Preview incessant (17) constant; unending virtually (17) for the most part; practically chipper (17) being in good health and spirits ruefully (17) regretfully; sadly stymied (17) blocked; stopped frenzied (18) wildly excited substantial (18) large; sizable instinctive (18) based on senses; automatic response oblivious (19) unaware unwittingly (Epilogue) unknowingly After Students Read Check for Understanding: Choosing the Best Response (page 59) Vocabulary Building: Vocabulary Crossword (page 60) Literary Skills 1. Symbols: For Which It Stands (page 61) 2. Suspense: The Edge of Your Seat (page 63) Discussion/Writing Questions 1. What do you think Brian s attitude is toward the hatchet by the end of the book? 2. In your opinion, was Brian foolish to go after the survival pack? Explain. How do you think the contents of the survival pack might have changed Brian s situation? 3. Did you expect Brian s parents to get back together? Why or why not? 4. If you were stranded in the wilderness, what might you remember from this book that might help you survive your ordeal? Perfection Learning Corporation, Logan, Iowa

64 Check for Understanding Chapters 17 Epilogue Choosing the Best Response Test your understanding of what you read by completing the statements below. Write the letter of the best response on the blank. 1. Brian decides to enter the plane and retrieve a. the pilot s body; b. the radio; c. the survival pack. 2. Brushpile One is a. Brian s raft; b. Brian s first fire after the tornado; c. Brian s shelter. 3. Once he reaches the plane, Brian becomes frustrated because a. he can t get into the plane; b. he must turn back because of darkness; c. his hatchet will not cut the aluminum body of the plane. 4. Outside the plane, Brian a. is bothered by swarms of insects; b. drops his hatchet; c. becomes frightened when he loses sight of his camp. 5. Once inside the plane, Brian becomes nauseated from a. swallowing too much water; b. extreme hunger; c. the sight of the pilot. 6. Brian overcomes his nausea by a. breathing deeply; b. talking to himself; c. gazing on his surroundings. 7. Back at his shelter, Brian immediately a. hunts for food; b. collapses from exhaustion; c. becomes deeply depressed. 8. The discovery of the rifle and butane lighter make Brian a. happy; b. frightened; c. uneasy. 9. Brian asks the rescue pilot a. the date; b. to join him in a meal; c. if Brian s parents are worried. 10. After Brian is rescued, his parents a. get back together and try again; b. agree to counseling; c. remain divorced Perfection Learning Corporation, Logan, Iowa 59

65 Vocabulary Building Chapters 17 Epilogue Vocabulary Crossword Directions The vocabulary words in the box at the bottom of the page are used in the crossword puzzle at the right. Other words from previous lessons are also used in the puzzle. Read the definitions below. Then solve the puzzle by putting the correct words in the boxes Across sudden 4. blocked 7. sizable 11. unending 13. healthy and happy 15. frustrated 17. shrinking back in pain 18. regretfully 20. beginning 21. rough; unrefined 22. easily set on fire 23. inactive Down 1. fed or fueled 2. unaware 5. sharp, biting taste 6. based on automatic response 8. for the most part 9. unknowingly 10. to overeat 12. wildly excited 14. resisted 16. valuable quality or possession 18. grew smaller; moved away 19. of utmost importance 23 abrupt asset banked chipper crude dormant exasperated flammable frenzied gorge incessant initial instinctive oblivious rebelled receded ruefully stymied substantial tart unwittingly virtually vital wincing Perfection Learning Corporation, Logan, Iowa

66 Literary Skills Chapters 17 Epilogue Symbols For Which It Stands Hatchet may seem to be a fairly straightforward tale, simply relating Brian s ordeal in the wilderness of Canada. However, careful readers will see that Paulsen is also telling his story in symbolic terms. A symbol is an object or action that stands for itself and yet also suggests another meaning. For example, the heart is a blood-pumping organ of the body. Symbolically, it also suggests love and deep feelings. By using symbols, Paulsen can develop the plot of the story while communicating his message on a deeper level. Directions For each of the following symbols from Hatchet, decide upon an appropriate meaning. Some symbols may have several meanings, but you need only list one. Also, you may decide that some symbols have the same meaning. Finally, give evidence from the book for each answer. An example has been provided. Example turtle eggs Symbolic meaning: self-control; willpower Evidence: Brian forces himself to eat only one egg per day to increase his chances of survival. 1. the Secret Symbolic meaning: Evidence: 2. the hatchet Symbolic meaning: Evidence: 3. Brian s shelter Symbolic meaning: Evidence: continued 1996 Perfection Learning Corporation, Logan, Iowa 61

67 Literary Skills: Symbols For Which It Stands Chapters 17 Epilogue 4. the lake Symbolic meaning: Evidence: 5. gut cherries Symbolic meaning: Evidence: 6. fire Symbolic meaning: Evidence: 7. daily tasks Symbolic meaning: Evidence: 8. the moose and the tornado Symbolic meaning: Evidence: 9. survival pack Symbolic meaning: Evidence: 10. the rifle and butane lighter Symbolic meaning: Evidence: Perfection Learning Corporation, Logan, Iowa

68 Literary Skills Chapters 17 Epilogue Suspense The Edge of Your Seat Suspense is the tension caused when the outcome of an interesting event is unknown. Authors of adventure stories such as Hatchet begin building suspense at the beginning of the book and don t stop until the end. By presenting unanswered questions about the story, suspense arouses readers curiosity and causes them to want to read on. Directions Following are some suspenseful moments from Hatchet. Respond to the questions following each excerpt. (A chapter reference is given in parentheses if you need more background.) 1. No, not secrets so much as just the Secret. What he knew and had not told anybody, what he knew about his mother that had caused the divorce, what he knew, what he knew the Secret. (1) What unanswered question(s) does this passage present? a. b. 2. But between the seventeenth and eighteenth radio transmissions, without warning, the engine coughed, roared violently for a second and died. There was sudden silence, cut only by the sound of the windmilling propeller and the wind past the cockpit. (2) What unanswered question(s) does this passage present? a. b. 3. He saw nothing but sensed blue, cold blue-green, and he raked at the seatbelt catch, tore his nails loose on one hand. He ripped at it until it released and somehow the water trying to kill him, to end him somehow he pulled himself out of the shattered front window and clawed up into the blue, felt something hold him back, felt his windbreaker tear and he was free. (3) What unanswered question(s) does this passage present? a. b. continued 1996 Perfection Learning Corporation, Logan, Iowa 63

69 Literary Skills: Suspense The Edge of Your Seat Chapters 17 Epilogue 4. When the pilot pushed the rudder pedal the plane had jerked to the side and assumed a new course. Brian could not remember how much it had pulled around, but it wouldn t have had to be much because, after that, with the pilot dead, Brian had flown for hour after hour on the new course. (5) What unanswered question(s) does this passage present? a. b. 5. The smell was one of rot, some musty rot that made him think only of graves with cobwebs and dust and old death. His nostrils widened and he opened his eyes wider but he could see nothing. The smell was alive and full and in the shelter. He thought of the bear, thought of Bigfoot and every monster he had ever seen in every fright movie he had ever watched, and his heart hammered in his throat. (8) What unanswered question(s) does this passage present? a. b. 6. A plane! It was a motor, far off but seeming to get louder. They were coming for him! He threw down the limb and his spear and, holding the hatchet, he started to run for camp. He had to get fire up on the bluff and signal them, get fire and smoke up. (12) What unanswered question(s) does this passage present? a. b. 7. He could not play the game without hope; could not play the game without a dream. They had taken it all away from him now, they had turned away from him and there was nothing for him now. The plane gone, his family gone, all of it gone. They would not come. He was alone and there was nothing for him. (12) What unanswered question(s) does this passage present? a. b. continued Perfection Learning Corporation, Logan, Iowa

70 Literary Skills: Suspense The Edge of Your Seat Chapters 17 Epilogue 8. As soon as he moved, the hair on her back went up and she charged him again, using her head and front hooves this time, slamming him back and down into the water, on his back this time, and he screamed the air out of his lungs and hammered on her head with his fists and filled his throat with water and she left again. (16) What unanswered question(s) does this passage present? a. b. 9. Somehow he had to get into the plane. All openings, even the small rear cargo hatch were underwater so he couldn t get at them without diving and coming up inside the plane. Where he would be trapped. (17) What unanswered question(s) does this passage present? a. b. 10. He was bending a piece of aluminum away from two aluminum braces of some kind when he dropped the hatchet. It went straight down past his legs. He felt it bump his foot and then go on down, down into the water and for a second he couldn t understand that he had done it. For all this time, all the living and fighting, the hatchet had been everything he had always worn it. Without the hatchet he had nothing no fire, no tools, no weapons he was nothing. The hatchet was, had been him. (18) What unanswered question(s) does this passage present? a. b Perfection Learning Corporation, Logan, Iowa 65

71 Teacher Notes for Culminating Literary Skills Activities The literary skills activities found on pages have been designed to teach or reinforce concepts that are related to students knowledge of the entire story. 1. Characterization: Who Will Survive? (page 67) This activity presents the qualities of a survivor according to the U.S. Army Survival Manual and asks students to evaluate Brian against this criteria. In a follow-up activity, students will evaluate themselves as survivors. 2. Theme: Meaningful Messages (page 69) This activity develops students understanding of theme. Students will be asked to identify events illustrated by several themes from the novel. In a follow-up activity, students will choose a theme from the exercise and explain how a past experience in their own lives could have been different had they read Hatchet earlier, or how they might apply that theme to the present and to the future. 3. Plot Structure: Pyramid of Action (page 71) This activity develops students understanding of the episodes that make up the plot and the development of plot structure. Students will graph the episodes in the story in chronological order, drawing on their knowledge of the whole novel. Then students will identify the exposition, rising action, climax, falling action, and resolution. In a follow-up activity, students will examine possible climaxes of the novel. They will identify what they think is the best choice and discuss why other possible options are not as good Perfection Learning Corporation, Logan, Iowa

72 Literary Skills Culminating Activity Characterization Who Will Survive? According to the 1992 U.S. Army Survival Manual, personality plays an important role in survival. For example, how such things as exhaustion or hunger affect a person often depends more on the person than on the situation. Directions The chart below lists the personal qualities Brian should have to survive, according to the manual. Read the list and decide whether Brian possesses these qualities either at the beginning or by the end of his ordeal. Enter a Yes or No answer for each quality. Finally, supply evidence from the book to support your ideas. Qualities Important to Brian s Yes/No Evidence from Book Survival ability to improvise Yes uses hatchet to make fire (p. 92); makes spears out of willow (p. 110, 165); makes a raft (p. 167); uses his shoestring for a bow string (p. 124) ability to make up his mind ability to live with himself ability to adapt to the situation remaining cool, calm, and collected hoping for the best, but preparing for the worst having patience understanding where his special fears and worries come from, and knowing what to do to control them continued 1996 Perfection Learning Corporation, Logan, Iowa 67

73 Literary Skills: Characterization Who Will Survive? Culminating Activity One Step Further Write a paragraph describing yourself as a survivor according to the qualities listed in the U.S. Army Survival Manual. Give evidence from your life to support your opinions Perfection Learning Corporation, Logan, Iowa

74 Literary Skills Culminating Activity Theme Meaningful Messages Paulsen develops a number of themes in Hatchet. A theme is a message or important idea of a novel. Through themes, an author makes comments about life and leaves important questions for the reader to think about. Directions Several of the major themes from Hatchet are listed below. Cite an incident from the book that illustrates each theme. Then include several additional themes that you think are present in Hatchet. As before, cite incidents to support your themes. 1. Theme: Never give up. Incident: 2. Theme: Everything in moderation. Incident: 3. Theme: Nature doesn t play favorites. Incident: 4. Theme: Sometimes there is no one to blame for a situation. Incident: 5. Theme: The simple things in life can bring pleasure. Incident: 6. Theme: Incident: 7. Theme: Incident: continued 1996 Perfection Learning Corporation, Logan, Iowa 69