Hatchet by Gary Paulsen

 

 

 

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Annotation

After a plane crash, thirteen-year-old Brian spends fifty-four days in the Canadian wilderness, learning to survive with only the aid of a hatchet given him by his mother, and learning also to survive his parents' divorce.

From the Publisher

Thirteen-year-old Brian Robeson is on his way to visit his father when the single engine plane in which he is flying crashes. Suddenly, Brian finds himself alone in the Canadian wilderness with nothing but his clothing, a tattered windbreaker, and the hatchet his mother has given him as a present -- and the dreadful secret that has been tearing him apart ever since his parents' divorce. But now Brian has no time for anger, self-pity, or despair -- it will take all his know-how and determination, and more courage than he knew he possessed, to survive.

Synopsis

Stranded in the Canadian wilderness with only the clothes on his back and a hatchet, Brian Robeson must put his bitter thoughts of his parents' divorce behind and deal with trying to stay alive. "Plausible, taut, this (survival) story is spellbinding".--Kirkus Reviews.

Pages from the novel study guide

Teaching Suggestions

1. Read the novel and this study guide before beginning any work on the novel in class.

2. Multiple copies of the novel should be available.

3. Pair weaker readers with stronger ones to ensure that all students have completed the reading.

4. Comprehension questions can be used as written exercises or as conferencing questions.

5. Vocabulary lists can be used as dictionary work or as spelling words.

6. Have the students keep all work for this unit in a portfolio. Page 7 can be reproduced for each student to use as the cover of the portfolio.

7. Use response journals to ensure that all students have completed the reading and to check comprehension of the text.

8. Mini-lessons may have to be held regarding the writing process.

9.Instruct the students on how to use the student tracking sheet to keep a record of work completed.

10. Do not expect students to complete all activities. Assign a minimum number from each category which must be completed.

11. Collect other books by Gary Paulsen, particularly the other two of the Brian Trilogy, and display in the classroom.

12. Use the artwork from the unit to make a colorful bulletin board for this unit.

13. Work with the learning resource and technology teachers to ensure enough time is provided for your students to complete research projects.

14. Use peer editing techniques for writing projects.

 

Comprehension:

Chapter 3

1. Why do you tink the author repeated the words "Gonna die" in the first sentence?

2. Why did Brian desperately need a lake?

3. How did turning the plane to the right affect the landing?

4. Describe the landing.

5. How does the author help us to feel Brian’s panic?

6. What colour do you think Brian saw? Why?

 

Creative Writing

Creative Writing

Activity 1

In a monologue, there is only one speaker who reveals

his thoughts and feelings.

 

Pretend you are Brian.

Choose a section of the novel and in a monologue describe

what is happening to you and how you feel about it.

Recite the monologue for your class.

Grammar:

Grammar

Activity 9

Underline the correct verb:

1. I (wrote, write) to my pen pal once a month.

2. The sponge (absorb, absorbs) water.

3. Brenda (eat, ate) her cereal this morning.

4. They (weave, weaves) beautiful carpets.

5. Feather pillows (make, makes) me sneeze.

6. The ballerinas (practices, practice) five hours a day.

7. My old teddy bear (sit, sits) on top of the bookcase.

8. Marian (likes, like)chewing bubblegum.

9. Tom (drived, drove) his Dad’s car.

10. He (jogs, jog) every morning.)

 

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