The
Hatchet
Making
Predictions:
Chapter
1­2
Objectives/Learning
Goals:
1.
Given
chapters
1
&
2
the
fifth
grade
students
will
actively
read
the
introductory
chapters
to
The
Hatchet.
2.
Given
the
readings
of
chapters
1
&
2
the
fifth
grade
students
will
forecast
what
will
happen
in
the
future
chapters
of
The
Hatchet.
3.
Given
the
chapters
1
&
2
the
fifth
grade
students
will
revise
their
predictions
when
they
receive
new
evidence
Assessment:
Use
the
Predict
&
Infer
chart
to
analyze
student
understanding.
Opening/Mini­Lesson:
Making
Predictions
–
Explain
the
concept
of
making
predictions
by
giving
the
students
a
specific
sequence
of
events
that
they
are
similar
with.
I.E.
brush
teeth,
brush
hair,
put
on
pajamas,
read
a
book.
These
are
all
events
leading
up
to
going
to
bed,
which
the
students
will
most
likely
understand.
Explain
to
students
that
making
predictions
are
essentially
making
educated
guesses
based
off
of
what
you
already
know
about
a
situation.
Procedures:
1. Allow
students
15‐20
minutes
of
silent
sustained
reading
for
each
chapter.
2. Making
a
time­line
–
Students
will
be
taught
to
analyze
the
sequence
of
events
as
they
read
chapters
1
&
2.
They
will
keep
a
running
record
(in
their
literature
journals)
of
the
important
events
that
unfold
in
these
first
two
chapters.
Students
will
then
synthesize
their
notes
into
a
timeline
equipped
with
corresponding
sketches
that
represent
the
events.
3. Students
will
use
their
timeline
to
predict
what
the
next
big
event
in
the
story
will
be.
They
will
record
their
predictions
in
Figure
1
and
hand
in
as
form
of
assessment.
Students
will
make
an
initial
prediction
at
the
end
of
chapter
one,
then
a
final
prediction
at
the
end
of
chapter
2,
dividing
their
chart
in
half.
Figure
1
Closure:
Students
will
get
into
groups
of
three
or
four
and
share
their
timelines
and
predictions.
Students
will
openly
discuss
their
reasons
behind
their
predictions
and
provide
evidence
as
to
why
they
think
their
predictions
are
correct.
Materials:
• Literary
journal
• Pencil
• Predict
&
Infer
Chart
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Introducing
Literature
Circle
Roles:
Chapters
3­4
Objectives/Learning
Goals:
1. Given
chapters
3
&
4,
the
fifth
grade
students
will
engage
in
group
leadership
roles.
2. Given
chapters
3
&
4,
the
fifth
grade
students
will
research
the
characteristics
of
adventure
literature.
3. Given
chapters
3
&
4,
the
fifth
grade
students
will
compare
and
contrast
the
adventure
genre
of
literature
to
other
types
of
literature.
Assessment:
Use
the
Genre
Journal
Entry,
Group
Write‐up,
and
Literature
Circle
Role
Sheets
as
assessment.
Opening/Mini­Lesson:
What
genre
is
The
Hatchet?
Ask
students
to
brainstorm
different
types
of
books
they
have
read
before.
Ask
students
to
consider
what
makes
up
a
specific
genre,
what
are
the
characteristics
that
make
that
genre
different
from
others
(have
them
record
their
brainstorm
thoughts
in
their
literary
journal)?
I.E.
Comedic
Literature:
Encompasses
a
strong
tone
of
laughter
and
light‐heartedness.
Laughter
is
often
provoked
through
elements
of
surprise,
such
as
tricks
and
jokes.
Place
the
students
in
groups
of
four
or
five
(using
the
color‐coded
chart
below)
&
ask
them
to
consider
the
following
questions:
• What
type
of
literary
genre
do
you
believe
Hatchet
is?
• Why
do
you
believe
it
is
this
type
of
genre?
• Please
give
specific
examples
from
the
first
two
chapters
that
provide
evidence
for
your
genre.
• Is
The
Hatchet
fiction
or
non‐fiction?
*Write
these
questions
on
the
board/over­head
projector
so
students
can
refer
back
to
them.
*Have
the
groups
record
their
answers
on
a
blank
sheet
of
lined
paper
that
they
will
turn
in.
*Explain
to
students
that
it
is
very
important
that
they
all
contribute
to
the
answers
of
these
questions.
Procedures:
1. Introduce
the
concept
of
literature
circle
roles
by
passing
out
the
role
sheets.
Describe
each
literature
circle
role
and
answer
any
questions
students
may
have.
Write
roles
on
board
–
(See
BR
#1)
&
write
the
students
names
next
to
the
role
they
will
assume.
Demonstrate
any
roles
that
need
clarification.
Express
to
students
that
it
is
important
to
fulfill
their
literature
circle
role
as
they
proceed
in
their
reading
(“A
group
only
works
well
if
every
group
member
contributes
and
does
their
task.).
Allow
them
to
make
note
(in
their
literary
journal)
as
they
read,
of
anything
that
will
be
useful
in
fulfilling
their
role.
Role
Sheets
Board
Representation
#1:
Literature
Circle
Roles
Word Wizard: Tommy, Bob, Mellissa
Connector: Jack, Tammy, Lindsey
Illustrator: Kailee, Katie, Ryker
Literary Luminary: Courtney, Faith, Karissa
Questioner: Sarah, Kelly, Amber
Summarizer: Matt, Stephen, Dan
Scene Setter: Megan, Liz, Karen
Passage Picker: Tom, Ben, Phil
Artful Artist: Jake, Andrea, Cheryl
*Use
this
layout
as
a
personal
self­assessment,
walk
around
the
classroom
during
SSR
&
group
discussions
to
make
sure
each
student
understands
their
role
–
make
note
of
students
who
seem
to
be
having
trouble.
2. Allow
a
maximum
of
10
minutes
of
SSR
for
chapter
3,
and
a
solid
15
minutes
of
SSR
for
chapter
4.
*Remind
students
to
take
notes
in
their
literary
journal
as
they
read,
writing
anything
down
that
will
help
them
fulfill
their
role,
and
be
a
strong
contributor
to
their
group.
3. Give
students
some
extra
writing
time
at
the
end
to
review
their
notes
taken
throughout
their
reading.
Encourage
them
to
fill
their
literature
circle
sheets
with
as
much
detail
as
possible.
Closure:
15‐20
minutes
–
Group
Share
–
each
student
will
formally
lead
through
their
designated
role,
sharing
their
findings,
leading
discussions,
and
participating
in
role
based
activities.
*Students
will
be
the
sole
leader
of
their
assumed
Literature
Circle
Role.
No
other
student
in
his
or
her
literature
circle
group
will
have
the
same
role.
*Walk
around
during
group
share
to
monitor
students
and
their
participation,
provide
guidance
when
needed.
Materials:
• Chalk
board/white
board
• Literary
journal
• Literature
Circle
Role
Sheets
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
­Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Think
Alouds:
Chapters
5­6
Objectives/Learning
Goals:
1. Given
chapters
5
&
6,
the
fifth
grade
students
will
demonstrate
their
thinking
process
as
they
read.
2. Given
chapters
5
&
6,
the
fifth
grade
students
will
create
their
own
Missing
Person
Literary
Poster.
Assessment:
Use
Think‐Aloud
Sheet,
and
Think‐Aloud
Chart
as
forms
of
assessment
for
this
lesson.
Opening/Mini­Lesson:
What
is
the
Think
Aloud
Process?
Ask
the
students
if
they
have
ever
thought
out
loud
before?
Ask
them
what
happens
when
they
think
out
loud,
and
what
they
are
often
thinking
about
when
they
think
out
loud?
Explain
to
students
that
the
Think‐Aloud
Process
is
similar
to
thinking
aloud
examples
they
just
came
up
with.
“Thinking
aloud
is
healthy,
especially
when
reading
literature
because
it
helps
us
understand
the
kinds
of
questions
we
need
to
ask
ourselves
in
order
to
understand
what
is
going
on
in
the
book.”
Demonstrate:
The
teacher
selects
a
passage
to
read
aloud
that
contains
points
that
students
might
find
difficult,
unknown
vocabulary
terms
or
ambiguous
wording.
Develop
questions
you
can
ask
yourself
that
will
show
what
you
think
as
you
confront
these
problems.
While
students
read
the
passage
silently,
read
it
aloud.
As
you
read,
verbalize
your
thoughts,
the
questions
you
develop,
and
the
process
you
use
to
solve
comprehension
problems.
Make
sure
to
alter
your
voice,
so
students
know
when
you
are
reading
and
when
you
begin
and
end
your
think‐aloud.
Choose
a
passage
from
the
previous
four
chapters
so
students
are
familiar
with
the
reading
and
recognition
and
recall
will
come
easier.
Page
26,
last
paragraph:
“For
a
space
of
three
or
four
seconds
things
seemed
to
hang,
almost
to
stop.
The
plane
was
flying,
but
so
slowly,
so
slowly…
it
would
never
reach
the
lake.
Brian
looked
out
to
the
side
and
saw
a
small
pond
and
at
the
edge
of
the
pond
some
large
animal
–
he
thought
a
moose
–
standing
out
in
the
water.
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.”
• This
passage
is
so
descriptive,
I
almost
feel
as
if
I
am
in
the
plane.
• When
the
author
describes
the
plan
as
“almost
stopping”
I
get
this
eerie
feeling
that
the
plan
is
going
to
crash.
• I
can
clearly
see
Brian
looking
out
the
window
as
it
slowly
glides
over
the
Moose
and
the
pond.
• When
this
passage
is
described
as
being
a
picture
I
think
of
a
post
card
my
grandma
once
sent
me
of
the
Rocky
Mountains,
I
see
a
large
lake,
a
moose,
and
miles
and
miles
of
mountains
and
forest.
Procedure:
1. Pass
out
the
Think‐Aloud
Sheet
(see
Fig.
2)
2. Clarify
any
questions
students
may
have
about
the
Think‐Aloud
Procedure
3. Allow
15‐20
minutes
of
SSR
for
each
chapter
–
ask
students
to
keep
note
of
their
think‐
aloud
processes
as
they
read,
writing
them
down
on
their
Think‐Aloud
Sheet
which
will
be
handed
in.
Closure:
Think‐Aloud
Assessment
Chart
(see
Fig.
3)
*Have
each
student
individually
fill
out
this
chart.
*This
form
of
self­assessment
is
a
way
for
students
to
take
responsibility
for
their
learning.
Materials:
• Think‐Aloud
Assessment
Chart
• Think‐Aloud
Sheet
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Making
Connections
&
ReQuest
Teaching:
Chapters
7­8
Objectives/Learning
Goals:
1. Given
chapter
7,
the
fifth
grade
students
will
make
personal
connections
with
the
text.
2. Given
chapter
7,
the
fifth
grade
students
will
demonstrate
their
background
knowledge
through
constructing
their
personal
connections.
3. Given
chapter
8,
the
fifth
grade
students
will
pose
questions
to
the
teacher,
and
answer
questions
posed
by
the
teacher.
Assessment:
Use
Making
Connections
Chart
and
ReQuest
questions
as
informal
assessment.
Opening/Mini­Lesson:
What
is
making
connections?
Begin
by
asking
the
students
what
they
have
in
common
with
their
mom,
dad,
brother,
sister,
or
friends?
Make
a
brainstorm
list
on
the
board.
Predicted
Student
Responses:
“we
like
to
read
books
at
bedtime,
we
like
playing
together,
we
both
go
to
dance
class
on
Tuesday
nights,
we
both
like
to
play
with
our
family
dog…”
*Have
students
record
these
examples
in
their
literary
journals
to
refer
back
to
when
they
are
filling
out
their
Making
Connections
Chart
Explain
to
students
that
similar
relationships
can
be
developed
with
a
story…“Relationships
develop
through
personal
connections,
today
we
are
going
to
build
a
relationship
with
the
story
The
Hatchet!”
Demonstrate:
Explain
to
students
that
there
are
three
different
kinds
of
relationships
you
can
build
with
a
story.
Write
them
on
the
board
(refer
to
B.R.
#2).
Board
Representation
#2:
Types
of
Connections
1. Text-to-Self (T-S): connections made between the text and the reader’s personal
experience.
2. Text-to-Text (T-T): connections made between a text being read to a text that
was previously read.
3. Text-to-World (T-W): connections made between a text being read and
something that occurs in the world.
*Have
students
record
this
in
their
literary
journals
to
refer
back
to
during
SSR
Verbally
give
an
example
of
each
type
from
the
previous
six
chapters
and
ask
the
students
to
figure
out
which
type
of
connection
it
is.
First
read
the
passage
(give
students
the
page
number
to
follow
along),
then
the
connection,
and
then
ask
students
to
figure
out
the
connection
type.
Example
Pg.
30:
“Brian
opened
his
eyes
and
screamed.
For
seconds
he
did
not
know
where
he
was,
only
that
the
crash
was
still
happening
and
he
was
going
to
die,
and
he
screamed
until
his
breath
was
gone.”
–
When
I
was
18
I
was
in
a
six
car
pile
up
right
outside
of
Minneapolis.
I
was
the
third
car
in
the
pile
up
and
I
remember
screaming
as
loud
as
I
possibly
could
when
I
ran
into
the
back
of
a
Cadillac.
I
was
unaware
that
three
more
cars
would
cause
my
car
to
continue
to
jolt
forward,
and
I
remember
thinking
that
the
crash
would
never
end
and
that
I
was
going
to
die.
–
Type:
T‐S
Procedure:
1. Pass
out
Making
Connections
Chart
(see
Fig.
4)
–
ask
students
to
think
of
one
example
for
each
type
of
connection,
and
to
fill
it
out
as
they
read.
Remind
them
to
write
the
page
number
next
to
their
passage.
2. Allow
students
15‐20
minutes
of
SSR
for
chapter
7
Figure
4
What the reading says:
Personal connections/relationships
I can make:
1.
1.
2.
2.
3.
3.
E.C.
4.
E.C.
4.
5.
5.
3. Allow
students
any
additional
time
needed
to
fill
out
their
Making
Connections
Chart,
then
have
them
hand
it
in.
4. ReQuest
Process:
Have
the
students
silently
read
the
first
four
paragraphs
of
chapter
8
–
silently
read
with
them.
Ask
them
to
write
down
any
questions
that
pop
into
their
mind.
Have
them
record
their
questions
in
their
literary
journal
under
the
heading
“Chapter
8
Questions.”
5. Have
the
students
ask
you
the
questions
they
came
up
with
about
the
passage,
respond
to
them
in
an
open‐ended
manner,
without
giving
anything
away.
6. You
(the
teacher)
ask
the
students
questions
you
have
about
the
passage
and
have
them
respond
with
their
thoughts.
Examples
1. What
is
the
smell
in
Brian’s
shelter?
2. Why
did
Brian
scream
“Unnnnnngh!”
at
the
end
of
the
passage?
3. What
could
the
brushing,
slithering
sound
in
Brian’s
shelter
be?
4. Have
you
ever
awakened
in
the
middle
of
the
night
to
a
scary
sound?
5. What
do
you
think
the
author
is
trying
to
convey
when
he
says
“the
smell
was
alive?”
7. Allow
students
roughly
8
minutes
to
read
to
the
middle
of
page
70
(to
the
end
of
Brian’s
dream)
–
then
repeat
the
process
of
asking
questions.
Ask
the
students
to
write
a
short
prediction
of
how
the
chapter
will
end
–
specifically
ask
them:
“What
do
you
believe
Brian’s
dream
has
to
do
with
his
current
situation?”
Closure:
5‐10
minutes
of
SSR
for
remainder
of
chapter
8
Extension:
For
homework
have
the
students
do
one
of
the
following
activities.
Activities
1. Tell
why
the
story
thus
far
would,
or
would
not
make
a
great
movie.
2. Make
a
time‐line
of
events
from
the
story
thus
far.
3. Use
its
theme
or
setting
to
create
a
postcard
or
greeting
card
–
write
a
letter
to
one
of
the
characters
on
the
back.
Materials:
• Making
connections
chart
• Chalk
board/white
board
• Literary
journals
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Question­Answer­Relationship:
Chapters
9­11
Objectives/Learning
Goals:
1. Given
chapters
9‐11,
the
fifth
grade
students
will
categorize
and
dissect
questions
about
the
text.
2. Given
chapters
9‐11,
the
fifth
grade
students
will
answer
specified
and
open‐ended
comprehension
questions.
3. Given
chapters
9‐11,
the
fifth
grade
students
will
verbally
justify
their
answers
in
a
discussion
setting.
Assessment:
Use
the
QAR
Sheet
as
formal
assessment
for
chapters
9
–
11.
Opening/Mini­Lesson:
What
is
QAR?
Begin
by
asking
the
students
these
two
questions;
have
them
answer
in
their
reading
log.
1. What
is
the
name
of
the
boy
in
the
story
who
survives
the
plane
crash?
2. How
would
you
feel
if
you
were
stranded
in
the
middle
of
a
giant
forest?
Once
answers
are
complete,
probe
the
students
with
these
following
questions:
1. What
is
the
difference
between
question
1
&
2?
2. What
questions
was
easiest
to
answer?
3. What
question
did
you
write
the
most
for?
4. What
resources
did
you
use
to
answer
these
questions?
5. If
you
had
to
categorize
these
questions,
do
you
believe
they
would
be
in
the
same
or
different
categories?
Explain
to
students
that…
“Just
like
there
are
different
categories
of
cars,
houses,
and
furniture,
there
are
different
categories
of
questions
as
well.”
The
two
categories
for
Question‐Answer
Relationship
are:
In
The
Book
&
In
My
Head
(see
BR
#3)
Board
Representation
#3:
QAR
Categories
In The Book: The answer to these types of questions can be found directly in the book.
Either directly in once sentence or developed from multiple sentences.
In My Head: The answers to these questions are not found in the book, we, as readers
use our background knowledge (what we already know) to develop an answer.
*Have
students
record
this
in
their
literary
journals
to
refer
back
to
during
SSR
Now
ask
students
to
categorize
the
initial
two
questions
they
were
asked
into
either
In
The
Book
or
In
My
Head.
Once
students
understand
the
concept
of
the
two
categories,
pass
out
the
QAR
Chart
for
explanation
on
the
types
of
questions
each
category
contains.
Procedure:
1. Allow
20‐25
minutes
of
SSR
for
chapters
9‐11,
what
ever
is
not
finished
will
be
homework.
2. Have
students
answer
each
of
these
following
questions
for
each
chapter
they
read.
Have
them
state
what
type
of
question
and
in
which
category
it
is
from.
Have
them
record
their
QAR Sheet: Chapter 9-11
1.
2.
1.
2.
1.
2.
Chapter
9
Have
you
ever
tried
to
accomplish
something
in
your
life,
but
had
to
try
many
times
to
succeed?
What
was
it?
How
did
trying
so
many
times
make
you
feel?
(In
My
Head
‐
On
My
Own)
Why
do
you
believe
that,
once
Brian
got
the
fire
started,
he
referred
to
the
it
as
his
friend?
(In
My
Head
–
Author
and
Me)
Chapter
10
What
kind
of
eggs
does
Brian
find
and
then
eat?
(In
the
Book
–
Right
There)
Why
did
Brian
smile
when
he
was
thinking
about
how
his
life
was
in
the
city?
(In
the
Book
–
Think
and
Search)
Chapter
11
What
was
is
author
referring
to
in
the
first
and
last
sentence
of
chapter
11
when
he
says
“There
were
these
things
to
do?”
(In
the
Book
–
Think
and
Search)
In
this
chapter
Brian
starts
to
notice
intrinsic,
naturally
occurring
changes
to
not
only
his
body,
but
his
mind
as
well.
Have
you
ever
began
to
notice
in‐depth
changes
to
your
personal
character?
(In
My
Head
–
On
My
Own)
Closure:
How
To
Start
A
Fire
Chapter
nine’s
entire
focus
was
on
starting
a
fire.
Brian
tried
many
different
materials
and
techniques
but
he
finally
got
it
just
right
and
was
able
to
start
the
fire.
If
you
were
stranded
in
a
giant
forest
with
only
a
hatchet
and
your
surroundings,
how
would
you
start
a
fire?
*Have
student
record
their
answer
in
their
literary
journal,
using
the
heading
How
To
Start
A
Fire.
Materials:
• QAR
Sheet
• Literary
journals
• Chalk
board/white
board
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Synthesizing:
Chapters
12­13
Objectives/Learning
Goals:
1. Given
chapters
12
&
13,
the
fifth
grade
students
will
analyze
how
their
thoughts
change
throughout
their
readings.
Assessment:
Use
the
“Who
Is
Brian”
journal
entry
and
character
map
as
informal
assessment.
Opening/Mini­Lesson:
Synthesizing:
Explain
to
students
the
concept
of
synthesizing
(a
process
by
which
thinking
changes
when
new
information
is
gained)…
“In
reading
literature
our
thoughts
about
characters,
events,
and
situations
change
as
we
read
more
and
more.
Kind
of
like
when
you
watch
a
movie,
you
may
believe
you
have
a
certain
character
figured
out,
but
when
a
new
situation
arises
and
the
character
acts
in
a
way
you
would
not
expect,
this
changes
the
way
you
think
about
that
character.”
Who
Is
Brian?
Have
students
write
a
paragraph
or
two
describing
who
they
believe
Brian
is
prior
to
reading
chapters
12‐13.
Encourage
students
to
look
closely
at
his
personal
character
traits
and
abilities.
Procedure:
1. Allow
15‐20
minutes
SSR
for
chapters
12‐13
–
through
out
SSR
ask
students
to
keep
note
of
specific
words
or
phrases
that
describe
Brian’s
character.
2. Ask
students
to
re‐read
their
initial
“Who
Is
Brian”
paragraph
and
re‐evaluate
who
their
thoughts.
Have
students
combine
their
new
findings
of
Brian
with
their
old
findings
(synthesizing)
in
a
new
paragraph.
3. Have
students
fill
out
the
Character
Map
Closure:
Group
Share
&
Discussion
Materials:
• Literary
journals
• Character
map
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Visualizing:
Chapters
14­15
Objectives/Learning
Goals:
1. Given
chapters
14
&
15,
the
fifth
grade
students
will
illustrate
the
mental
pictures
they
form
while
reading.
Assessment:
Use
literary
journal
entries
and
the
My
Mental
Movie
illustration
as
formal
assessment.
Opening/Mini­Lesson:
What
is
Visualizing?
Begin
by
asking
students
this
question:
“What
do
you
see
when
reading
words
on
a
page,
specifically
what
do
you
see
while
reading
The
Hatchet?”
Students
may
seem
puzzled
and
not
fully
understand
the
question
so
explain
your
answer
in
detail…
“When
I
read
chapters
12
&
13
I
saw
a
frustrated
Brian
trying
to
catch
fish
as
he
tried
over
and
over
again,
but
was
disappointed
almost
every
time.
I
saw
Brian
adamantly
working
at
building
a
perfect
spear.
His
hatchet
became
his
most
valuable
possession,
as
I
could
see
his
face
expressing
care
and
concern
toward
the
hatchet
and
the
materials
it
aloud
Brian
to
build.
I
saw
Brian
find
his
way
in
the
wilderness,
as
he
began
to
call
it
home.”
Explain
to
students
that
visualizing
is
when
we
form
mental
pictures
as
we
read…
“it
is
like
watching
a
movie
that
our
mind
creates,
and,
just
as
information
changes
when
we
synthesize
during
reading,
the
mental
movie
of
our
story
does
as
well.
As
we
read
on
in
the
story,
our
mental
images
continue
to
adapt
and
change
to
the
new
information
we
receive.
Changes
In
Our
Mental
Cinema:
Ask
the
students
to
describe
in
their
literary
journal
how
their
mental
movie
changed
from
the
beginning
of
the
story
up
until
the
last
chapter
they
read.
Procedure:
1. Allow
20‐25
minutes
of
SSR
for
chapters
14
&
15
–
ask
the
student
pay
close
attention
to
their
personal
visualizations
as
they
read
2. Have
the
students
record
in
their
literary
journal
three
separate
times
a
specific
“scene”
in
the
book
gave
them
vivid
imagery
–
have
them
write
how
the
scene
made
them
feel,
and
what
specifically
they
saw.
3. My
Mental
Movie
–
have
students
pick
out
their
favorite
scene,
of
the
three
they
kept
track
of,
and
draw
the
scene
they
are
describing.
Allow
them
to
use
multiple
mediums
to
create
an
aesthetically
pleasing
scene
–
showcase
the
end
product.
Closure:
15‐20
minutes
Group
Share
–
Have
each
group
member
formally
introduce
his
or
her
mental
scene
without
reading
from
the
book.
Have
them
describe
their
feelings
and
emotions
toward
the
scene
and
any
specific
details
they
deemed
important
in
the
scene.
Once
they
are
done
sharing
verbally
about
their
mental
scene,
have
them
share
their
My
Mental
Movie
illustrations.
Materials:
• Markers
• Crayons
• Pencils
• Glitter
• Glue
• Construction
paper
• Tissue
paper
• Literary
journals
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
The
Hatchet
Vocabulary:
Chapters
16­17
Objectives/Learning
Goals:
1. Given
chapters
16
&
17,
the
fifth
grade
students
will
engage
in
group
leadership
roles.
2. Given
chapters
16
&
17,
the
fifth
grade
students
will
interpret
new
words.
Assessment:
Use
vocabulary
sheet
and
literary
journal
entries
as
formal
assessment.
Opening/Mini­lesson:
Vocabulary
–
pass
this
list
of
vocabulary
words
from
chapters
16
&
17
out
to
your
students
1. Accurately
2. Attempt
3. Hooves
4. Wrenched
5. Incredibly
6. Momentarily
7. Emphasize
8. Mention
9. Frustrating
10. Obvious
Explain
to
students
that
it
is
important
to
write
words
you
do
not
understand
while
reading
and
look
up
the
definition.
Ask
students
to
make
note,
in
their
literary
journal,
of
the
context
in
which
the
word
was
used.
Tell
them
to
make
up
their
own
definition
of
the
word
by
using
context
clues.
Then
have
them
look
up
the
actual
definition
in
the
dictionary,
comparing
and
contrasting
how
close
their
definition
was
to
the
certified
one.
Procedure:
1. Have
students
get
into
their
same
literature
circle
groups
as
before
(refer
to
BR
#1)
but
have
them
take
on
different
roles
than
they
did
before
–
passing
out
role
sheets
and
allowing
each
group
member
to
choose
a
new
role.
2. Allow
20‐25
minutes
of
SSR
for
both
chapters
–
remind
them
that
it
is
important
to
fulfill
their
literature
circle
role
as
they
proceed
in
their
reading
(“A
group
only
works
well
if
every
group
member
contributes
and
does
their
task.).
Stress
the
importance
of
taking
notes
(in
their
literary
journal)
as
they
read,
as
it
will
be
useful
in
fulfilling
their
role.
3. Give
students
some
extra
writing
time
at
the
end
to
review
their
notes
taken
throughout
their
reading.
Encourage
them
to
fill
their
literature
circle
sheets
with
as
much
detail
as
possible.
Closure:
15‐20
minutes
–
Group
Share
–
each
student
will
formally
lead
through
their
designated
role,
sharing
their
findings,
leading
discussions,
and
participating
in
role
based
activities.
*Walk
around
during
group
share
to
monitor
students
and
their
participation,
provide
guidance
when
needed.
Materials:
• Literature
Circle
Role
Sheets
• Literary
journals
• Dictionaries
• Vocabulary
sheet
Resources:
‐Dr.
Sippola,
Arne.
EDUC
329:
Teaching
Reading
and
Language
Arts
II
–
Course
Packet
‐Paulson,
Gary.
Hatchet.
New
York:
Aladdin
Paperbacks,
1987.
Print.
*For
closing
procedures
a
nature
survival
specialist
will
be
coming
to
class.
The
specialsist
will
be
reading
the
last
two
chapters
to
the
students,
then
discussing
and
demonstrating
certain
surviaval
techniques
that
are
used
in
mountainous
areas
(the
same
type
of
setting
that
Brian
was
stranded
in).
For
a
closing
formal
assessment
the
will
be
designing
a
medal
of
honor
for
Brian
and
will
be
asked
to
do
a
journal
entry
based
on
the
one
of
the
following
questions:
1. Suppose
Brian
prepares
a
survival
kit
for
another
trip
to
the
wilderness.
Based
on
his
experiences
in
the
wild,
what
ten
items
might
he
place
in
the
kit?
2. In
spite
of
Brian’s
bad
luck,
he
does
feel
that
he
has
some
good
luck.
Describe
his
first
good
luck
moment.
What
is
his
ultimate
good
luck?
Discuss
how
Brian’s
experiences
in
the
wilderness
might
change
the
way
he
deals
with
bad
luck
in
the
future.
3. After
the
tornado
exposes
the
tail
of
the
sunken
plane,
Brian
dives
into
the
water
and
retrieves
the
survival
kit
that
the
pilot
carried.
He
finds
food,
matches,
and
other
things
that
make
his
survival
easier.
There
is
also
a
rifle.
How
does
the
rifle
change
Brian?
Why
doesn’t
he
like
the
change?
In
closing
students
will
be
writing
a
thank
you
note
to
the
nature
specialist.