Literature Circle Unit for:
Hatchet
Written By: Gary Paulsen
Unit Constructed By: David Taylor
Due April 6, 2010
Hatchet Chapter 1 and 2
Objective/Learning GoalsA. By the end of this lesson the student will be able to develop a prediction based on
what they have already read.
B. By the end of this lesson the student will understand the vocabulary words: slewed,
hatchet, bush plane, rudder, and lurched.
AssessmentThe main assessment for today’s activity is to look at the student’s literature response log
and see if they can create a somewhat realistic and creative prediction for what is going to
happen in the coming chapter.
OpeningTalk to the students about the word hatchet. Explain that they are going to be reading this
chapter book about adventure over the next few weeks. Show the students the cover of
the book and ask them to make predictions. Call on a few students to see what they think
the book is going to be about.
Procedure(s)1. Mini-lesson-Have the students get into groups of five and toss ideas around on what they
believe this book is going to be about. This group of five is going to be their
group for the remainder of the book.
-Read the first two pages of the story and have the student work in their group to
decide what they think is going to happen in the first two chapters.
-Explain to the students that making predictions is of vital importance when
reading any story and even when living out real life situations.
2. During Reading-Hand out the student’s vocabulary dictionary that they are going to be using as
they progress through the book. Explain that there are many words that they are
going to be looking for as they progress through the book and it is their job to use
the context of the story to define those words. For today’s reading have the
students use the context if they can but if they cannot they can use their group
member or the dictionary.
-The students will be reading chapter one in class and chapter two for homework.
3. Post-Reading
-Have the students write a prediction for what they believe is going to happen in
chapter two of the story in their literature response log. Chapter one leaves the
students hanging on a cliff so this is perfect for predictions.
A second challenge question on predictions is to have the student write what they
think happened between Brian’s parents that made him so emotionally sad.
Closure-Explain that the students need to read chapter 2 for homework, which should not
be much trouble because of the cliffhanger at the end of the chapter. Have them
give a name to chapter 2.
-Have a few students read their predictions to the class.
Materials1. The book Hatchet, by Gary Paulsen, for each student
2. A vocabulary dictionary for each student
3. A spiral notebook for each student to use as a literature response log
4. Pencils
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 3 and 4
Objective/Learning GoalsA. By the end of this lesson the student will be able to create a QAR and understand the
four classifications of different types of questions.
B. By the end of this lesson the student will understand that comprehension of literature
involves a lot more that one word answers that come right out of the text.
AssessmentThe main assessment in today’s activity is to listen to each of the group’s questions that
they develop for the QAR and to make sure that they are on the right track for
understanding the four question-answer relationships.
OpeningHave the students get into their literature circles. Once in their circles, explain to the
students that they are going to be reading chapter three in class and developing a QAR or
Question-Answer-Relationship for the reading.
Procedure(s)4. Mini-lesson-Teach the students that there are many types of questions that can be asked from
any piece of literature and it is important to know how to classify these questions.
-The four types are Right There, Author and Me, Think and Search, and On My
Own.
-Pass out the QAR sheet and give an example of each type of question, make sure
the students understand that some questions come straight from the book, some
come solely from their own thoughts, and some are a mixture of both.
5. During Reading-Have the students read chapter three on their own and develop two questions that
fit each of the four levels of the QAR. Walk around to ensure that all students
understand the four levels. These will be done in the literature response log.
-It is each student’s responsibility to define the words in their vocabulary
dictionary as they progress through each chapter. Every couple days they will
share their definitions during group time.
6. Post-Reading
-Have the students come together and share their questions with one another.
-Have each group pick their top two questions from each category and develop a
final copy of their list.
-Have each group share their list in front of the class, making sure everyone says
at least one question.
Closure-Explain that the students need to read chapter 4 for homework. They can do it
during free time, or when they are at home, make sure that they are filling in their
vocabulary lists.
-Ask the class what important skill they learned today?
-Ask the class to name the four types of classification in a QAR.
-Have a few students share their favorite part of chapter 3.
Materials5. The book Hatchet, by Gary Paulsen, for each student
6. A vocabulary dictionary for each student
7. A spiral notebook for each student to use as a literature response log
8. Pencils
9. QAR Sheet
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 5 and 6
Objective/Learning GoalsA. By the end of this lesson the students will understand important survival skills
including: Building a fire, finding edible plants, and building a shelter, which
were some of the skills Brian used too save his life in the book Hatchet.
B. By the end of this lesson students will understand the crucial ingredients that are
need in any given survival situation: water, food, shelter, fire, clothing.
AssessmentThe assessment of today’s activity is to watch as the students read about edible plants,
different types of shelters and how to build a fire. Make sure that the students understand
the importance of food, shelter, water, and clothing. On the field trip at the end of this
book the student will be assessed on these skills out in the woods.
OpeningWe are cruising through this book and are finding out the many struggles that Brian has
faced as he teaches himself to survive with only a hatchet and his own ideas. Today we
are going to learn three important skills that Brian had to teach himself. We will not be
reading today but tomorrow will be a catch up day to read chapters 5 and 6 and work on
your vocabulary journals with your literature circles.
Procedure(s)DAY ONE
7. Mini-lesson-Show the students the different types of edible plants that you have brought into
the class, explain the importance of knowing exactly which plants are edible
because some plants are actually poisonous.
-Demonstrate to the students how to build a lean-too shelter.
-Show this video on building a fire with flint and steel.
http://www.youtube.com/watch?v=cTs6BwT2kJU
8. Literature Circles-Have the students get into their literature circles and read the Edible Plant of
Minnesota article.
-Have each group research different types of shelters that can be made on the
Internet.
-Have each group come up with a plan for what they will do on the day of the
field trip. Have them type this plan out on the computer.
DAY TWO
1. Allow students enough time to read chapters 5 and 6.
2. Have the students get into their groups and discuss the different survival skills
that Brian has used in the book so far. Have them compile a list of most important
to least important survival skills, for example water will be first.
3. Allow 5-10 minutes for the students to talk and work through their vocabulary
journal up to chapter 6.
Closure-We have gone through many survival skills and you and your group made a list
of the most important elements of survival. What are those elements in order? Go
group to group.
-On the last day of this book we will be going on a trip into the woods for the
entire school day to practice our survival skills, so get ready, you are going to be
learning what it is like to actually be in a situation like Brian’s.
Materials10. The book Hatchet, by Gary Paulsen, for each student
11. A vocabulary dictionary for each student
12. A spiral notebook for each student to use as a literature response log
13. Pencils
14. Edible Plants of Minnesota
15. Internet
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Edible Plants of Minnesota Worksheet
Edible Plants of Minnesota
Folks,
It's the middle of April & it's time to start keeping your eyes open
when out fishing, or hunting, or even just taking a stroll thru the
woods. There's food to be had, all around ya!
Mother nature gives us an abundant crop of edible plants for us to
harvest & eat. Now, I'm no E. Gibbons, but I do know a few plants to
eat, as the year progresses, & would like to share some of my
favorites. I hope there are others here who would like to share some
of their favorite wild plants too!
As the days grow longer & the rains start to wash away the last bits
of snow, I start thinking of looking for some of the plants I enjoy
eating. Some of my, & my familys favorites are fresh trout , or some
of last years venison,( deer pheasant & waterfowl) served up with
morels & leeks! Fiddlehead ferns are great & are a nice side dish too.
So here are some of the ones I like to try & find. {I want to caution
everyone who harvests plants for eating. DO NOT take plants to eat,
from road-ditches. The exhaust chemicals from vehicles are not
healthy & plants absorb the chemicals. The plants in road ditches can
harm you & make you sick. They don't taste as good either!}
Leeks(also known as ramps) are a type of wild onion, are are easy to
find, They have a tendency to be found in sandy, moist soils , on
hillsides near creeks & springs. They are very pungent & they would
remind many of the "salad" onions you see in stores. They can be
eaten fresh, right out of the ground( I do this often, after rinsing off
the dirt). Or saved to have for supper, or even frozen or dried for use
later. Both the leaves, stem & bulbs are edible, but most just eat the
stem/bulbs. They look like this:
Another edible plant is the Ostrich Fern, or "Fiddleheads". They are
found in early spring also. Wait until the fronds are abut 8" long, &
take as much of the stem as you can. Don't remove all of the
fiddleheads , or you can kill the plant. There should be the remnants of
the last years fronds around them as in the picture. Those brown bits
are the old leaves of the adult plants & are not to be eaten. Stick to
the green juvenile plants. The stem should be smooth & narrow. They
also look like a curved piece of small celery. They look like this:
Morel Mushrooms are a tasty favorite of mine, & many others also. It
is one of the most treasured edible mushrooms. Many folks will go well
out of their way to keep other mushroom hunters from finding patches
of them. Almost to the extreme, in fact. People have their "favorite"
spots & are very possessive of those spots. So, it's almost a "rush"
like a "gold rush", when the morels start to pop up. This is usually
about late April, early May in Minn.. Other states to the South of us
are well into their morel season, when they start to appear here. It is
interesting to note, that you can almost track the morels popping up,
as they emerge from the southern states to us here in the Northern
ones. And then from here in SE Mn, up to our friends in N. Mn.. They
come in many colors also. Yellow-tan/brown is the most common,
Black is another color to look for also. Here are some example pics:
Now, as far as finding them... Here is where I want to stress
something to those who are interested in finding these mushrooms.
There are some mushrooms out there that can be DEADLY! The morel
is one of the easiest that I can tell you what to look for, other than
puffballs, but puffballs are not what we're talking about in this post. So
,sticking to morels. It is always best to go morel hunting as a
beginner, with someone who knows them well. Morels are easy to
identify , but they do have a mushroom that looks like them called a
"False Morel". It is "not" edible.Or at least it isn't gonna be good for
you to eat one. It is likely to make you very sick. But... The easiest
way to tell the difference between a real morel, & a "false" one is the
stem. The stem of the real morel is hollow, the false morel is not.
Here's what real morels look like when split:
here's is what a false morel looks like when split.:
As you can see, the False morel is "Meaty" in the stem. Stay away
from them, The are also generally of a reddish color. & real morels are
not.
NOw sticking to the "real" morels....They are commonly found around
the remains of old Elm trees that have started to loose their bark.
So...Take the time to learn the difference between an elm & a boxelder tree. The difference in leaves is the easiest way for me, & the
bark is another. I am not going to spend the time here to explain the
differences. You are going to have to do a little "research" on your
own..
So old Elm tress are a good place to start looking. But, they can also
be found in other areas also. Fruit trees have sometimes been an
indicator of a likely morel haven. Like old apple trees, wild plum,etc..
They can be found in many places, but you just have to know what to
look for, & narrow the field from places that aren't going to produce, to
ones that might. This usually comes with a lot of looking before there
is any finding. "Pack a lunch", as some folks say ,because they can be
very difficult to find. You can save yourself some time & gain
experience by starting with the Elm trees & then trying other locations
after you find some morels & get accustomed to seeing what they look
like in the outdoors. For example..Can you see this one?:
( it's hiding in "plain sight" in the middle...
Now, I'll describe how I usually start my search....
I usually start by looking in areas that have sandier soils, that are
on the South facing slopes of hills, as this ground warms up first in the
Spring with the Sun crossing the southern half of the sky & then I
move on to valleys & then North facing slopes as the season
progresses towards Summer. (BTW, this is also how my fishing
locations progress on lakes as the ice starts to go out. N. sides first,
then open lake, then S. side shores. Easy way to remember for me.)
I'll search around meadow areas first, then get into the woods &
shadier areas later on. Be sure to have a staff or stick with you to push
grass out of the way, as morels can hide very well. Sometimes you will
only find a few, & sometimes you find a "treasure trove", that covers a
large area. But be prepared to find them hiding under the newly
sprouting plants. If you find a few or a patch of them, try not to take
them all. Leave some for "seed". They spread by spores & you want to
try & keep some growing, for Mother Natures' & everyones sake!
Which brings us to harvesting. When you go out to look for
mushrooms, you should carry , along with a stick, a few other items.
One of which is a mesh sack, like on onion,potato, or garlic sack from
the grocery store. Or even a mesh laundry bag. This is so that as you
walk along, you can help spread the mushroom spores, & possibly
create a new patch in other places. like this one:
Another item is a pocket knife, which is handy to have with you
regardless, but will help cut the base of the mushrooms near the
ground, as you only want to eat the morel that is exposed above
ground. Nothing fancy, just a basic pocket knife is fine. You will think
of other items to take along, but the above are just some of the basics
I take with me.
I want to stress that when hunting for morels. Please start out with
someone who has done it before. It would be safer. Just like going out
on ice you are not sure of,it is always safer & better, to have a buddy
or two around, to help out if the ice breaks. Having a buddy when
looking for mushrooms is a good idea too. & you get to share the
results if you are successful!
Make sure you take the time to wash your edible plants &
mushrooms well, before eating. Get rid of some of the dirt,debris,etc.
thats on them. Morels should be soaked in some water overnite in your
refrigerator , to allow the spores & sand particles to fall of & I ususally
rinse them several times. (I save the water & try to return it to the
woods where I found them. Hopefully to create more. I have done this
& it appears to have worked. Can't hurt anyway! ) I also usually saute
my edibles in Butter/ margerine( Butter is the best, I think) But there
are many ways to prepare them. I'll leave that subject for another
time.
Well, I hope I have made some of your mouths start to water, for
some tasty morsels of Mother Natures' bounty. I certainly didn't cover
all of them & I stress that you should be as informed as you can before
you go hunting. I want everyone to be safe! There are a lot more
edible plants & mushrooms to find. But you should do some more
research at the local library, and on the internet for more info, if you
have become more interested. Maybe I'll take the time to tell of more
edibles that I like to collect some other time. But it's time for some
others here to pass on some of what they know about our tasty plants
of the outdoors.
Information taken from :
http://www.minnesotagreatoutdoors.com/forum/forum_posts.asp?TID=940
Hatchet Chapter 7 and 8
Objective/Learning GoalsA. By the end of this lesson the students will understand how to evaluate a character,
using a Character map.
AssessmentThe assessment of this activity is to look at each groups character map of Brian and
determine if they have a good understanding of who Brian is after seven chapters of
reading.
OpeningThe past two days we have been working on building our own set of survival skills.
Today we are going to dive back into the book through building a character map of our
main man, Brian. I expect that you have a good understanding of who Brian is and I
know you will be able to complete this exercise with ease.
Procedure(s)9. Mini-lesson-Hand out a copy of the character map to each student.
-Explain that it is their job to create a map of Brian so his name goes in the center
of the page.
-Show an example of a character map that uses a different character from a
different story so that the students understand what type of words to use for each
of the four boxes: feelings, description, behavior, and personality traits.
10. During Reading-Give enough sustained silent reading time for all of the students to complete
chapter seven. Make sure the students remember to fill out their vocabulary
journals as they move through the chapters.
-Have the students get into their literature circles and discuss the main events of
chapter seven. Once they have finished, it is time for the students to create their
own character map for Brian.
-Give each group fifteen minutes to complete the character map.
11. Post-Reading
-Build a large version of the character map on the board.
-Have each group give some of their thoughts about Brian for each of the four
boxes.
-Allow the groups to adapt their own map in any way they please as other groups
put in their opinions. This activity is to make sure that each group has the best
understanding of who the main character is.
Closure-Have the student’s complete chapter 8 in their free time throughout the day or for
homework.
-To end this lesson I want each group to come up with one word that you believe
best describes Brian and in two minutes we will each share it with the class.
Materials16. The book Hatchet, by Gary Paulsen, for each student
17. A vocabulary dictionary for each student
18. A spiral notebook for each student to use as a literature response log
19. Pencils
20. Character Map Worksheet
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 9 and 10
Objective/Learning GoalsA. By the end of this lesson the students will know that reading can spark many other
ideas that have nothing to do with what is being read.
B. By the end of this lesson the students will understand that every person thinks
very differently in his or her own way.
AssessmentThe primary assessment in this activity watching as the students tell their stories to their
peers. This will show how comfortable the students are with one another and with
reading their own work out loud. Also, reading each students story shows the students
capability to creatively write.
OpeningToday we get to work on an individual basis, but you will get to share your work with
your literature circle at the beginning of class tomorrow. Brian has made it a long way on
his journey to surviving in the North woods. At the end of chapter 8 Brian had a dream,
he encountered something in his dream that led to something very important in Brian’s
life, what did he discover?
Procedure(s)DAY ONE
12. Mini-lesson-Yes, Brian discovered that hitting the hatchet on the wall creates a spark, which
can ultimately lead to fire.
-Today we are going to do some creative writing on our own, you are going to be
reading chapter nine, where Brian puts his dream into action.
-The assignment is: after you finish reading I want you to create a story about a
made up character who has a dream and then puts that dream into action. This
paper should be at least one page and can be hand written. I want you to use at
least one vocabulary word from each chapter that we have read thus far.
13. During Reading-Have the students read chapter nine and write down ideas for their paper as they
progress through the chapter.
-Remind the students to fill out the vocabulary journal and while they do they can
look through it and find words that might work for their story.
14. Post-Reading
-Allow the students to write their stories, give them 45 minutes. Whatever they do
not finish is assigned for homework.
DAY TWO
1. Allow the students to share their stories by reading them out loud to their
literature circles.
2. Give the students the remainder of the day to read chapter 10 in class.
Closure-No homework.
-The past two days Brian figured out two more important survival skills, one was
that he figured out how to make fire, like we did in class last week. What was the
other skill?
-Do you think while on our field trip we could use either of these skills?
Materials21. The book Hatchet, by Gary Paulsen, for each student
22. A vocabulary dictionary for each student
23. A spiral notebook for each student to use as a literature response log
24. Pencils
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 11 and 12
Objective/Learning GoalsC. By the end of this lesson the students will understand how to build a proper
survival campsite, like Brian’s, through using art supplies to create a replica.
D. By the end of this lesson the students will be able to use teamwork and understand
that teamwork is important to complete a task in a minimal amount of time.
E. By the end of this lessons students will have more compassion for students with
physical disabilities.
AssessmentThe primary assessment in this lesson is to listen to the students as they explain their
replica of Brian’s campsite and how it included:
-Items that are meant for survival.
-Parts that illustrate main events of the story.
And each groups description of how being physically disabled impacted their ability to
create quality work in a short amount of time.
OpeningBrian had been bruised at battered throughout his survival journey. He has not been able
to walk, stabbed by a porcupine, almost permanently blinded and many other physical
disabilities. Today you are going to feel how hard it is to complete a task when you do
not have use of certain parts of your bodies, but unlike Brian you get to rely on your
group to help you through this task.
Procedure(s)15. Mini-lesson-You are going to be building a miniature version of Brian’s campsite while
focusing on the main items needed for survival and some of the main events of
the story. Like I said you are not going to have use of certain parts of your body
while building this art project.
-I want everyone to raise the hand they are write with, I want you to partner with
someone in you group and tie those hands together.
-Have each partner pair find a place and read chapter 11.
16. During Reading-After each group is finished reading allow them to get into their full literature
groups and start their artwork.
-Each group must have two students without the use of one of their legs, two
students who cannot see, and one student without the use of their other hand.
-Set out the craft supplies and let the students get to work with the notion that they
must include:
-Parts in their work that are meant for survival.
-Parts that illustrate main events of the story.
-A short description of the impact of being physically disabled.
-You only get 45 minutes to complete this project.
17. Post-Reading
-Have each literature group share their survival campsite with the class.
Here are the main points each group must hit:
-Parts that are meant for survival.
-Parts that illustrate main events of the story.
-A short description of the impact of being physically disabled.
Closure-Have the student read chapter 12 for homework.
-To close this lesson up I want you to write in your literature journals what you
believe my goals for today were.
Materials25. The book Hatchet, by Gary Paulsen, for each student
26. A vocabulary dictionary for each student
27. A spiral notebook for each student to use as a literature response log
28. Pencils
29. Art supplies: Popsicle sticks, glues, construction paper, beads, paper bags, white
paper, etc.
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 13 and 14
Objective/Learning GoalsF. By the end of this lesson the students will understand some of the main wildlife
around where they live (Minnesota).
G. By the end of this lesson students will understand the dangers and importance of
the wildlife around them.
AssessmentThe assessment for this lesson is to look at the students Venn Diagrams and be sure that
they understand what wildlife is truly around the area in which they live. The students
will be excited to go on a hike but it is important that they understand and maintain a
sense of quietness like Brian did while he was hunting for the meat that would save his
life.
OpeningBrian has encountered tons of wildlife while he has been on his journey. Some of the
wildlife has been crucial for saving his own life because they have kept him alive and
sane. So far brain has not been able to catch anything except fish, but he is really hoping
for some real meat. Do you believe he will be able to catch anything? If so, how? Write a
short entry into your journal on what you think he will catch and how he will do it.
Procedure(s)18. Mini-lesson-Talk about how when being put into a survival situation wildlife can be very
dangerous but on the other hand it can also be the key to survival and sanity.
-Explain and show pictures of some of the dangerous wild life that you can find in
Minnesota. For example: Moose, Bear, Rattlesnakes, Water Moccasins, and
Skunks.
-Ask the students what animals they would eat if the were stranded in a forest in
Minnesota.
-Give them a few minutes to think about what they could use to obtain the
animals. Have them think about what Brian has done so far.
19. During Reading-Have each student read chapter 13 and think about what Brian does in order to
obtain meat.
-While reading have the students make a Venn Diagram of animals they have
encountered in Minnesota compared to animals that Brian has encountered in
Canada.
20. Post-Reading
-Talk about the importance of camouflage and the ability to maintain quiet while
watching for or hunting for animals.
-Go on a nature hike into the forest behind your school (Because I will have a
forest behind my school).
-Have the students simply look for wildlife that they see while walking.
Closure-Have the student read chapter 14 for homework.
-Have the students write a summary of what they have learned today in their
literature response logs.
Materials30. The book Hatchet, by Gary Paulsen, for each student
31. A vocabulary dictionary for each student
32. A spiral notebook for each student to use as a literature response log
33. Pencils
34. Pictures of wildlife native to Minnesota.
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 15 and 16
Objective/Learning GoalsH. By the end of this lesson the students will be able to analyze a character based on
personality traits.
I. By the end of this lesson students will have a better grasp on how to make a
prediction.
Assessment
This is a group assessment. Look at the group’s literary report card and make sure each
group has a good understand of what a personality trait is. Also, watch as the students
present the traits to the class and make sure that the grades given are somewhat logical.
OpeningNot only is Brian battling to survive in the wilderness he is also battling the separation
between his parents back home and the thought that he may never be rescued. Brian truly
has gone through a lot up to this point. I want you to write down a paragraph prediction
as to what you think is going to happen to Brian in the final five chapters of this book.
Procedure(s)21. Mini-lesson-We come to know Brian very well and I think it is about time we analyze him a
little more.
-Explain what literally report card is. Talk about how they will be grading Brian’s
personality traits, and that it is their job to come up with at least six traits to grade
Brian.
-This will be a project amongst your literature groups once you have completed
chapter fifteen.
22. During Reading-Have the students read chapter fifteen and come up with 3 personality traits for
Brian on their own as they read.
-Make sure they fill out their vocabulary dictionary.
23. Post-Reading
-Have the students come together and compile a group list of character traits.
-Have them pick 6-8 of their favorite traits and build a report card for Brian on
these traits.
-Have each group turn in a completed report card at the end of this lesson.
-Allow a few minutes for the groups to discuss their vocabulary journals.
Closure-Have the student read chapter 16 for homework.
-To summarize this lesson we are going to have each group share their two
favorite personality traits that Brian possesses and the grade and rationale behind
the grade.
Materials35. The book Hatchet, by Gary Paulsen, for each student
36. A vocabulary dictionary for each student
37. A spiral notebook for each student to use as a literature response log
38. Pencils
39. Example Literary Report Card
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 17 and 18
Objective/Learning GoalsJ. By the end of this lesson the students will be able to understand how to pack for a
camping trip.
K. By the end of this lesson the students will be able to understand what goes into a
survival kit and why.
Assessment
Look at each groups camping and survival kit list. Make sure they seem logical and well
thought out. Highlight on the list things that are the same on both lists so the students
understand that when out in the wilderness, whether for pleasure or for survival, humans
desire the same things.
OpeningBrian has to make some very courageous moves in the coming chapters. Before we start
today’s lesson I want you to read chapter 17 and focus on your vocabulary words.
Procedure(s)24. Mini-lesson-Talk about how when you go camping you want many of the same items that
Brian desired while he was out in the forest.
-Have the students make a list of items that they would bring camping in order to
make life easier than what Brian faced with nothing but a hatchet. Have them
each come up to the whiteboard and write one item that they would want. They
cannot repeat an item a peer already has listed.
25. During Reading-Have the students read chapter eighteen and unravel what Brian’s survival kit
from the plane consisted of. Have the students write these items into their journal.
26. Post-Reading
-Have the class get into their literature circles and come up with their own list of
items they would bring on a camping trip and a list of items they would pack into
a wilderness survival kit. Make sure the students are thinking logically.
-Have each group word process this list and post it up onto their class blog on
Wikispaces.
Closure-To summarize today we came up with two lists, a survival kit checklist and a
camping trip checklist. Brian had only one item with him besides the clothes on
his back, it was his hatchet, if you were stranded like him, what two items would
you bring and why? Write about this topic for homework and remember that
tomorrow is our big field trip. Dress in clothes that can get dirty and bring a water
bottle, your literature response long, and the copy of your book.
Materials40. The book Hatchet, by Gary Paulsen, for each student
41. A vocabulary dictionary for each student
42. A spiral notebook for each student to use as a literature response log
43. Pencils
44. White Board and Markers
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen
Hatchet Chapter 19 and Epilogue
Objective/Learning GoalsL. By the end of this lesson the students will experience what it feels like to spend a
day out in the woods.
M. By the end of this lesson students will develop compassion for what Brian went
through when spending multiple weeks in the north woods.
N. By the end of this lesson students will take what they have learned over the past 9
lessons and use it in the field.
Assessment
There is no formal assessment for this field trip. The sole purpose is to allow students to
spend a day in the woods, especially students who may have never had this experience.
Also, it is allow students to build on the skills they have learned over the past few weeks
and relate their lives to the life of the main character, Brian. As the students finish with
the day the have completed many tasks. The completion of these tasks as a group helps
prove an underlying knowledge of the survival skills your students have learned.
OpeningToday is the day you have all been waiting for, we get to go into the forest and
experience some of the skills that Brian experienced trapped in the woods of Canada. All
of you have a couple advantages. The first is that you get to work in groups. The second
is that you have learned skills that Brian had to teach himself in order to survive. It is
now 8 am and we will be out in the field until 5 pm. I know it is a long day but I it will be
worth it.
Procedure(s)27. Mini-lesson-Explain the tasks to the students for the day.
1. You are to build a shelter with no tools that is strong and water resistant.
2. You are to make your way to the fire building station conducted by Mr./Mrs.
______.
3. You are to find three edible plants to show to me, do not eat them, they may be
poisonous, at the end of the day we will have a feast of safe edible plants that I
have brought.
4. You are to read chapter 18 and the epilogue.
5. You are to document where the nearest water source is to your survival site.
6. You are to write down all the wildlife that you see.
7. You are going to document all of the dangers that surround your area, for
example: bears and tornados.
8. Have fun and try to live like Brian. There is a water station to fill your bottles at
the first aid station.
9. Each group will have an adult watching from a distance and if you have an
emergency just yell the safe word, which is: Grizzly Bear.
10. Finish vocabulary dictionary.
11. Finally have fun and survive!
28. During Reading-Have the students complete the tasks above in any order.
29. Post-Reading
-Have the students meet up at 3 pm to talk about their day.
-Have a class discussion on the students favorite parts of the book, the ending of
the story, the epilogue of the story, what there struggles were for today, what
wildlife each group saw and any of the other tasks that the students completed.
-They have not eaten all day and will feel hungry; this was part of the experience,
but so mom and dad do not get too angry have a feast of an edible plant salad,
beef jerky, grilled fish, and water.
Closure-To close this lesson I want you to write me three things that you liked about the
lessons we did throughout this book and three items that I can improve on to
make you experience better. This is anonymous.
-Have the students turn in their literature response logs and vocabulary
dictionaries.
Materials45. The book Hatchet, by Gary Paulsen, for each student
46. A vocabulary dictionary for each student
47. A spiral notebook for each student to use as a literature response log
48. Chaperones
49. 5 gallon jug for water
50. Food for the edible plants/fish/jerky feast
51. First Aid Kit
52. Children’s Medications
53. Fire building materials
ResourcesDr. Arne E. Sippola’s Educ 329 Teaching Reading and Language Arts II- Course Notes
The story Hatchet, by Gary Paulsen