RL 1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL 2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
RL 3: Using a graphic organizer, students will identify the elements of the plot: rising action(s) and climax.
Standards:
RL 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 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.
Teacher Background Knowledge: Read Chapters 10-12 over the course of the week. Students should have opportunity to read silently/independently, in literature circles, and/or whole group.
After each chapter, students will complete a reflective journal write.
Students will continue charting examples of figurative language which they will add to during/after each chapter. (L.4a, L.5a)
Students will also continue adding to the Story Map and Plot Map graphic organizers as well as chart Brian’s experiences of survival. (RL.2, RL.3)
Students will have a CFA at the end of the week.
Opportunities for argumentative writing should be embedded as often as possible.
Why does Brian bother to clean up the camp? What does that say about how he feels ‘living’ there? Would you bother to clean?
In what ways is Brian changing? Physically? Mentally? How are his actions and his thinking different now?
What does Brian mean that his mind and his body have come together?
The author repeatedly uses the phrase ‘there were these things to do’. Why does the author use this phrase and hoe does it reflect Brian’s frame of mind?
How do the animals in the ecosystem once again lead Brian to food?
Figurative Language (find and chart) (L.4a, L.5a)
Reflective Journal Write (Appendix D)
T-Chart
Add to the T-Chart for literary themes. (perseverance, survival, maturity). On the left side write the literary theme and on the right side write the explicit examples from the text that support the theme. The theme of survival should be obvious for students but focusing on the other literary themes that are examined in the novel is important to point out.
Point of View (RL.6)
Students will begin looking at the ways the author develops Brian’s point of view. What are Brian’s points of view on his survival and life now? How has he changed? How do we know that his point of view has changed since the beginning of the novel? What examples can we pull from the novel? Use the following guiding questions:
Who is telling the story?
How are THEY viewing the story?
How do you know?
How does the way THEY see it affect how you perceive it?
How does point of view affect the perspective?
If you changed the perspective, how would the action change?
How would the story be different?
How does it affect how you see the story or how the story unfolds?
How has Brian once again used the hatchet to help in his survival? (chart it)
Why does Brian think that the spear has become more than just a tool? What else does the spear represent to his survival?
What does Brian mean that he has a ‘hunger to make him hunt’?
What happens that makes Brian lose hope he will ever be found? What game is Brian playing and how is hope involved?
Reflective Journal Write (Appendix D)
CFA
RL 1: Looking back at the last six chapters, Brian has faced many problems. Fill in the chart in Problem-Solution chart (Appendix A) to explain the problem. Beside each problem, write how Brian reacted to the situation or solved the problem.
WEEK 8
Learning Targets:
RL.1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL.2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
RL.3: Using a graphic organizer, students will sequence episodes of a story or drama and identify the elements of a plot (exposition, rising action, climax, falling action, resolution).
Standards:
RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details
RL.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.
Teacher Background Information: Read Chapters 13-15 over the course of the week. Students should have opportunity to read silently/independently, in literature circles, and/or whole group.
After each chapter, students will complete a reflective journal write.
Students will also continue adding to the Story Map and Plot Map graphic organizers as well as chart Brian’s experiences of survival. (RL.2, RL.3)
Plan ahead this week! In addition to the novel, the class will be reading and have tasks on a poem.
Students will have the opportunity to work in small groups this week. Review group work expectations, goals and roles. (SL.1b)
Opportunities for argumentative writing should be embedded as often as possible.
Hatchet by Gary Paulsen
Tasks: Chapter 13
Read Chapter 13 (Key Vocabulary: shaft, shallows)
Discussion Questions (SL.1c)
After reading the third paragraph, determine the time frame for this event. (Much time as passed between the end of chapter 12 and the beginning of chapter 13. What clues tell you that an extended time has passed? Point out that this chapter is reflecting back on the time that had passed).
Compare and contrast Brian’s feelings to the time he saw the bear to the time he saw the wolf. Describe how his feelings changes about these experiences. What does that say about how Brian has changed?
Why did Brain not want to live anymore?
Who is the new Brian and what two things does he know that the old Brian did not know?
How did Brian use the hatchet to help in his survival? (chart it)
Brian is mentally listing his mistakes. Why do you think he says that he is making the list to tell his father? What does this demonstrate about Brian’s relationship with his dad?
What is tough hope? How has Brian changed in regards to the hopes he has in his life now compared to right after the crash?
Is there irony in Brian’s celebration to being alive considering all he has been through? How does this support the idea that Brian is no longer the same person?
Reflective Journal Write (Appendix D)
Chart Brian’s Survival
Revisit the theme of survival and begin a chart with examples as reading progresses
Story Map (Appendix A) (RL.2)
Fill out the story map to identify elements of the story discovered until this point.
Plot Map (Appendix A) (RL.3)
Continue to fill out the experiences for the rising action. Instruct students in understanding that the rising action is not just one event. Several experiences that Brian has gone through will ultimately lead to the climax of the story.
Tasks: “Desert Places” by Robert Frost (Appendix D or at website: http://www.poemhunter.com/poem/desert-places/)
Read the poem
Discussion Questions (SL.1c)
Think about the meaning behind the poem in the word choice and phrases that Robert Frost uses. (snow is cold, night is darkness- how do the words cold and darkness make a reader feel? How does that feeling influence understanding of the poem?) What is the narrator feeling? (depressed, alone, solitude)
How are the feelings evoked in the poem similar to Brian’s feelings, especially in the first part of Chapter 13? Explain how is imagery used in the poem?
Analysis: Explain the similarities and differences in how Gary Paulson and Robert Frost write about survival.
How have Brian’s thoughts about making a mistake in life changed? What caused these changes?
What has Brian learned about small mistakes? About hope? About patience? About struggle? About survival?
Think back to our study of ecosystems: Does food drive all living things in the wilderness? Why or why not? How?
How did Brian use the hatchet to help in his survival? (chart it)
Predict what new skills Brian will acquire.
Reflective Journal Write (Appendix D)
T-Chart
Add to the T-Chart for literary themes. (perseverance, survival, maturity). On the left side write the literary theme and on the right side write the explicit examples from the text that support the theme. The theme of survival should be obvious for students but focusing on the other literary themes that are examined in the novel is important to point out.
What is the significance of a ‘first day’ mean to Brian? Chart his ‘first days’ and describe why each are significant to Brian’s survival.
Why do the foolbirds bother Brian? Why does he want to catch one?
How is killing the fish with the spears different than killing a foolbird with his bare hands?
How does Brian use the hatchet for his survival? (chart it)
Reflective Journal Write (Appendix D)
Small Group Work
Find three passages in Chapters 10 – 15 illustrating Person vs. Self and three passages illustrating Person vs. Nature or Fate. State the conflict Brian must face. In one or two sentences, explain how Brian resolves this conflict and the extent to which he is successful. Chart on the Story Map.
WEEK 9
Learning Targets:
RL.1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL.2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
RL.3: Using a graphic organizer, students will sequence episodes of a story or drama and identify the elements of a plot (exposition, rising action, climax, falling action, resolution).
Standards:
RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details
RL.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.
Teacher Background Information: Read Chapters 16-18 over the course of the week. Students should have opportunity to read silently/independently, in literature circles, and/or whole group.
After each chapter, students will complete a reflective journal write.
Students will continue charting examples of figurative language which they will add to during/after each chapter. (L.4a, L.5a)
Students will also continue adding to the Story Map and Plot Map graphic organizers as well as chart Brian’s experiences of survival. (RL.2, RL.3)
Students will have a CFA at the end of the week.
Opportunities for argumentative writing should be embedded as often as possible.
Why is rebuilding from the disaster different for Brian this time?
Where does he start in the rebuilding process? How does he prioritize the order in which to rebuild?
What does Brian think will make him rich? Why? What does rich mean to him now?
Brian decided to fish and eat food first before finding a way out to the tail of the plane. What does that say about Brian’s priorities? About what he has learned about survival?
Why does Brian build a raft? How has his experience in building the shelter helped in his ability to build the raft?
How did Brian use the hatchet to help him survive? (chart it)
Why does Brian think of his mother? How have his feelings about his mother changed from the time he was on the plane to now? What are the reasons for those changes?
How did Brian use the hatchet to help him survive? (chart it)
Why is the loss of the hatchet so devastating to Brian? What would happen to Brian’s ability to survive if he lost the hatchet for good?
The author spends more than two chapters describing Brian’s trip out to the plane and back. What effect does this description have on the reader?
Figurative Language (find and chart) (L.4a, L.5a)
Reflective Journal Write (Appendix D)
T-Chart
Add to the T-Chart for literary themes. (perseverance, survival, maturity). On the left side write the literary theme and on the right side write the explicit examples from the text that support the theme. The theme of survival should be obvious for students but focusing on the other literary themes that are examined in the novel is important to point out.
Chart Brian’s Survival
Revisit the theme of survival and begin a chart with examples as reading progresses
Story Map (Appendix A) (RL.2)
Fill out the story map to identify elements of the story discovered until this point.
Plot Map (Appendix A) (RL.3)
Add to Plot Map
CFA
RL 1: Why might Brian have mixed feelings about some of the items in the survival pack? Use specific examples from the text to support your inference.
WEEK 10
Learning Targets:
RL.1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL.2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
RL.3: Using a graphic organizer, students will sequence episodes of a story or drama and identify the elements of a plot (exposition, rising action, climax, falling action, resolution).
RL.6: Students explain how an author develops the point of view of the narrator or speaker in a text.
Standards:
RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details
RL.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.
RL.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Teacher Background Knowledge:Read Chapter 19 and Epilogue over the course of the week. Students should have opportunity to read silently/independently, in literature circles, and/or whole group.
After chapter 19 and the epilogue, students will complete a reflective journal write.
Students will finish charting examples of figurative language which they will add to during/after each chapter. (L.4a, L.5a)
Students will also finalize the Story Map and Plot Map graphic organizers as well as chart Brian’s experiences of survival. (RL.2, RL.3)
How does Brian feel about the contents of the survival pack? Use clues from the story to support your answer. Are there some items he is more excited about than others? If Brian had found the survival pack right after the crash, how would that have changed Brian’s experience? Would it have altered the person Brian has become?
Is there anything in the survival pack that Brian needs for survival? Why or why not?
How does Brian feel about the gun? Why does he feel this way? Why are those feelings significant to the change in Brian’s personality and the way he now thinks about survival?
How does Brian feel about finding the transmitter? Why does he react the he does? Why is his reaction significant to the mentality of survival that Brian now has?
How did Brian and his rescuer react to each other? What is similar in their reactions? Different?
Why did Brian react the way he did? What does that say about Brian’s beliefs and feelings about the situation he is in?
Reflective Journal Write (Appendix D)
Point of View
Students will examine the ways the author develops Brian’s point of view. How do Brian and the rescuer differ in their point of view regarding Brian’s rescue? How has the author illustrated their different points of view? Use the following guiding questions:
Who is telling the story?
How are THEY viewing the story?
How do you know?
How does the way THEY see it affect how you perceive it?
How does point of view affect the perspective?
If you changed the perspective, how would the action change?
How would the story be different?
How does it affect how you see the story or how the story unfolds?
Tasks: Epilogue
Read Epilogue
Discussion Questions (SL.1c)
What changes does Brian notice when he returns to society?
What types of dreams does Brian have after returning home? Why do you think he doesn’t have nightmares?
If the rescue pilot had not saved Brian when he did, what could have happened to Brian?
Why didn’t Brian tell his father the secret? Should he have told his father? Why or why not?
Why did the media give Brian and his story so much attention?
What does the hatchet represent to Brian? What significance did the hatchet have because it came from his mother? (The hatchet was an extension of his mother that although Brian was experiencing life changes and he was growing up, his mother in the form of the hatchet, was still there for him. Does this happen when we mature and grow? Do we let go of our parents a little bit to become more individual? What does Brian’s attachment to the hatchet demonstrate about his feelings for his mother even though he is upset with her?)
Reflective Journal Write (Appendix D)
Quick Write
Create a magazine cover. Pretend it is right after Brian is saved. Include a headline, article titles and pictures of what the ‘camp’ Brian created looked like.
Make a list of interview questions that you would ask Brian and interview another student.
Chart Brian’s Survival
Revisit the theme of survival and begin a chart with examples as reading progresses
Story Map (Appendix A) (RL.2)
Complete the story map to identify elements of the story.
Plot Map (Appendix A) (RL.3)
Complete the plot map.
Optional Extension Activity
Extension activity: Literary characters on trial: Combining argumentative and literary analysis. In this lesson from ReadWriteThink, students read a work of literature as a class then brainstorm “crimes” committed by characters from that text. Groups of students work together to act as the prosecution or defense for the selected characters, while also acting as the jury for other groups. Students then research their case and write an argumentative piece to complement their trial work: http://www.readwritethink.org/classroom-resources/lesson-plans/literary-characters-trial-combining-799.html
WEEK 11
Learning Targets:
RL.1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL.2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
RL.3: Using a graphic organizer, students will sequence episodes of a story or drama and identify the elements of a plot (exposition, rising action, climax, falling action, resolution).
Standards:
RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.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.
RL.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.
W.1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
Teacher Background Knowledge: This week is dedicated to providing students the opportunity to complete the Summative assessments to the end of Unit 2. Instructions can be provided for each task but students should work on the assessments independently.
UNIT SUMMATIVE Tasks
Argumentative Writing Prompt
The Canadian government stopped looking for Brian and the plane two months before he was found. You think they should have kept searching. You have organized a group of Brian’s friends and relatives who feel as you do. They have asked you to present their request for an extended search to the government. You are now preparing that request and will present it at the next government meeting. State your request in the form of a claim (example: Brian’s intelligence, knowledge of basic survival skills and the rich resources in the Canadian forest all support the possibility that Brian is alive in the Canadian wilderness.)
Pre-Writing
Students need to use a graphic organizer (Forming and/or Making Evidence Based Claims, Appendix A) to lay out the information that will allow them to answer the prompt. Students need to make a claim around the belief that the Canadian government should continue to search for Brian.
Students should use their knowledge of Brian (his strengths and weaknesses) to support the claim. Students should also use their knowledge of survival to support the claim. Before writing their support on the worksheet(s), students should brainstorm a list of the reasons they want the search to continue. Then, encourage them to think of statements to support each reason. Then, this brainstorm information gets transferred to the Forming/Making Evidence Based Claims worksheets.
Next, students will transfer their information from the Forming and/or Making Evidence Based Claims worksheet to a blank Organizing Evidence Based Claims worksheet found in Appendix A. This is the final step before writing.
Remind students of the following:
The Claim: is written as part of the introductory paragraph. You also want to include some background information in the introduction. For example, describe Brian, the reason he was flying to Canada, and your knowledge of what was going on in his life. Briefly touch on what has been done so far to find him. Then state your request.
Point 1: is the topic sentence for the first body paragraph. This is reason number one.
Supporting Evidence A, B, C, D is used within the first body paragraph
Point 2: is the topic sentence for the second body paragraph. This is reason number two.
Supporting Evidence A, B, C, D is used within the second body paragraph.
Etc. depending on how many paragraphs students will be writing.
Conclusion: Summarize your request and respectfully ask for a reply from the government by a certain date, possibly a week after the meeting.
Remind students that argumentative writing is successful when it is based on the writer’s ability to appeal to reason or the emotion of the reader. A well-written essay includes a clearly identifiable subject, audience and purpose. The writer manipulates the reader’s reasoning or feelings using specific techniques such as repetition, testimonials, and emotive words. Give each student a copy of the Evidence-Based Writing Rubric found in Appendix A or project one to refer to as a class. Discuss the rubric before writing.
Tasks
Independently Read: “The View From Saturday” by E.L. Konigsburg (HM 6th grade anthology)
