Lesson Plan - Hatchet by Gary Paulsen
Learning Ally Bookshelf # KM747
Title
“Hatchet” by Gary Paulsen
Theme
Setting and plot
Subject
Language Arts
Time
1-2 class periods
Grade Range
Grades 6-8
Standards
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or
change as the plot moves toward a resolution.
Objectives
Students will:
• Analyze how setting can affect conflicts in “Hatchet”
• Determine a series of events that influence the conflict in a story.
• Make text to self connections
Materials and
Preparation
Introduction/hook
LearningAlly.org
• Audio version of “Hatchet” by Gary Paulsen, Learning Ally
bookshelf #KM747
• Print copies of “Hatchet” by Gary Paulsen
• Copies of Hatchet Setting Challenges worksheet (available
on website)
• Computer with access to the internet
• Cue “Hatchet” to chapter five
• Images of Canadian wilderness
Optional
• Setting Challenges General worksheet
(available on website)
• NOTE: Students may be unfamiliar with a wilderness setting. Prepare stories of the wilderness
in case students have limited knowledge of this
environment. See authors such as Jack London or
John Krakauer or magazines such as “Outside” or
“Backpacker” for descriptions of the wilderness.
• Write the word setting on the board. Tell the class that the setting of a story is the general place, time and location of a
story. A setting sets the backdrop for a story’s action and conflict. In the story, “Hatchet,” the setting plays a big part in
how the story unfolds.
Lesson Plan - The Lightening Thief by Rick Riordian
page 2
Learning Ally Bookshelf # KM747
Instructional
Activities
Review chapters 1-4 of “Hatchet” with the students: Brian’s plane has crashed, and he has landed in the wilderness. How do
you think he feels? How would you feel? Ask students why this is a conflict for Brian. Their responses should reveal an understanding that the plane has crashed deep in the wilderness, and Brian will have to figure out how to survive on his own without
the comforts of civilization or support from other people.
Distribute print copies of “Hatchet” by Gary Paulsen and the Hatchet Setting Challenges worksheet. Cue the Learning Ally audiobook VOICEtext version of “Hatchet” to chapter 5 and have it play aloud for the class (you may want speakers and a projector for this). Explain to students that they will be listening to chapters five and six aloud. Tell the class: your task is to focus on
the challenges that the setting presents, how Brian copes with the challenges, and what he learns in the process.
After playing the audiobook for approximately five minutes, pause the playback. Model completing the Hatchet Setting Challenges worksheet, asking students to identify one challenge. Then ask how Brian responded to the challenge – what did he feel
and do? Finally, discuss what lesson Brian learned. Continue reading or listening to the story through chapter 6. Next, have
students complete the worksheet on their own.
Wrap Up
• Put students in groups. Have student volunteers to read their charts to their group members. The members should decide if
their peers wrote about circumstances that might occur in the wilderness and if it is clear whether Brian has learned something from the challenge.
Differentiated Instruction
•
Group students during classroom discussions and share out (High-Low, at random, student choice, interest.)
•
Extension: Find the setting/conflicts from a different story the class has read together and have students fill out the
General Setting Challenges Chart for the alternative book. How are the challenges different? The same?
Assessment
Formal:
• Completion of Setting Challenges Worksheet
Accommodations/
modifications
LearningAlly.org
•
•
•
•
•
Provide audiobook from Learning Ally.
Read worksheet questions aloud.
Provide picture definitions as necessary.
Allow for student to use assistive technology.
Allow student to type assignments.
Informal:
• Informal: Assess the complexity of student
understanding by evaluating students’ charts and
class discussions.
• Allow extended time on assignments.
• Allow for a scribe.
• Grade based on content, not misspelling or
handwriting.
• Student read-aloud as optional.