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: the exposition.
RL.6: Students explain how an author develops the point of view of the narrator or speaker in a text.
W.1: In two paragraphs, students will identify and introduce a claim and support the claim with relevant evidence.
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.
RL.6: Explain how an author develops the point of view of the narrator or speaker in a text.
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.
Teacher Background Knowledge: Read Chapters 1-3 over the course of the week. Students should have opportunity to read silently/independently, in literature circles, and/or whole group.
There is a pre-reading task for students to complete prior to beginning the novel.
Theme and author review are also important to developing a student’s background knowledge.
After each chapter, students will complete a reflective journal write (Appendix D).
Opportunities for argumentative writing should be embedded as often as possible.
As instruction begins on literary themes, discuss that literature can have more than one theme. Although the universal theme is survival, the themes of maturity, growth, independence etc., all are developed in the story. The theme, surviving the elements, encompasses not just the physical elements that Brian must face but the emotional elements as well. Literary Theme(s): survival, courage, perseverance, relationships- personal and with nature, interdependence, rites of passage, growing up (maturity)
As instruction begins on literary conflicts, provide direct instruction on the four different types of conflicts presented in Hatchet: (RL.2)
Person versus Nature or Fate: A character must face what seems to be an uncontrollable problem. For example, a boy must deal with his mother’s terminal illness.
Person versus Person: A character has a conflict with another character. For example, a small boy must deal with a large, aggressive classmate.
Person versus Self: A character struggles within himself or herself about how to think and behave. For example, a young boy must struggle within himself to find the courage to face the problems in his life.
Person versus Technology: A character struggles with an object separate of themselves.
Using Generalizations in theme development: The examples provided in the unit are samples of the kinds of statements you might use as the focus for your teaching in the unit on survival. Therefore, they are intended as idea generators, not a prescriptive recipe. Generalizations can be written as a conclusion or final thought that can be proved or disproved with support from information found while researching the topic. Using generalizations to explain a topic or idea can help get the main points across in a quick and easy manner. Once you get the main idea across, details can be added that provide support to ideas.
Begin charting or using a graphic organizer for Figurative Language. Possible examples in Chapter 1: Onomatopoeia (pilot’s words were a hiss; in the thrumming roar of the engine); Repetition (He was alone. In the roaring plane with no pilot he was alone. Alone.; continued use of divorce and secret). Also begin discussing the use of foreshadowing and flashbacks in the story. The use of these two elements, especially the flashbacks to his experiences with his mother, aid in the plot of the story. (L.4a, L.5a)
Tasks
Pre-Reading
“Battling Everest”by Michael Burgan in 6th grade HM anthology.
Explain that the text is a Narrative Nonfiction. Discuss the features of the text that assist with comprehension (photographs with captions, subtitles). Make predictions based on previewing the textual features.
Read the text and discuss the survival techniques
Theme Review
Revisit the skills necessary to survival as done during the first week in the unit. Discuss the different survival skills that may be needed if one is lost in the woods compared to one that makes the choice to survive in nature like in “Battling Everest”.
Discuss these generalizations about survival:
People draw on inner strength to help them survive.
When we draw on our own inner strength we make a conscious decision to act out of courage rather than fear in order to survive .
Survival means overcoming change in spite of the odds.
When they face challenges, people need to be resourceful in order to survive.
*You can ask students if they agree or disagree with the generalizations. Why? Give evidence from _____________ to support your thoughts.
Author Review
Getting to know the author: http://www.randomhousekids.com/authors-illustrators/detail/2
Review the website and discuss the life and work of author, Gary Paulsen. A video is also available to watch to learn about his life as a writer.
What does Brian think about during the flight? Why are these thoughts painful?
Predict the possible meanings for the ‘Secret’. Discuss the significance of the author writing a common noun “secret” as a proper noun “Secret”.
Brian is hesitant to fly to plane but decided to take over the controls anyway. What does this say about Brian’s character/personality?
Do you think Brian will be able to continue flying the plane? What makes you think so?
Figurative Language(L.4a, L.5a)
How does the author use descriptive language in the first paragraph?
Create a two or three column chart or a graphic organizer of your choice to keep track of multiple examples of figurative language in the novel.
Reflective Journal Write (Reference Appendix D)
Point of View
Students will need direct instruction on the process authors develop to create point of view in a narrative but will first need to understand the basis for a point of view. Also introduce the idea of perspective.
Students will complete a Point of View graphic organizer (Appendix A). After instruction on point of view, this can be homework or an independent task. The purpose is for students to understand that everyone has a point of view. One column is their own point of view and the second column can be the point of view of a parent/teacher etc.
How does Brian use his prior knowledge to help him fly the plane?
Why does Brian decide to look for a lake? Explain is reasoning.
Why does Brian decide to keep flying until he runs out of fuel? Explain his feelings about this decision.
How did you react to Brian’s thoughts and actions? Do you think that he is sensible or unreasonable? Explain your answer using evidence in the text.
Figurative Language (find and chart examples) (L.4a, L.5a)
How does the author use imagery beginning with the paragraph “Brian had to get the headset from the pilot…..” and continuing for the next 3 paragraphs? Do you feel as if you are in the airplane with Brian? Which words does the author use that can be felt using the five senses?
Foreshadowing: Discuss the use of foreshadowing in the novel. Foreshadowing is a technique used by authors to hint at what is to come. How do these two quotes foreshadow what is about to happen? “All flying is easy. Just takes learning. Like everything else. Like everything else.” (page 5) and “He was alone. In the roaring plane with no pilot. He was alone.” (page 12) Use Foreshadowing Chart (Appendix A)
After Chapter 2, have students chart other examples from the story that demonstrate the author’s use of foreshadowing to build suspense. In a three column chart, identify the example of foreshadowing, quote directly from the text to support the example, then explain what could it possibly mean. Possible examples: Brian’s mother gives him a hatchet; The pilot teaches Brian how to fly a plane; Pilot’s pain in his shoulder and forearm; Brian’s mother has a secret.
Brian decided that he was going to die once his plane crashed into the lake. He began swallowing water. What overtook Brian in the water and made him begin swimming to the surface? Discuss what that represents in terms of survival and instinct behavior.
Figurative Language (find and chart) (L.4a, L.5a)
Reflective Journal Write (Appendix D)
Quick Write
After Chapter 3, have students decide if they believe Brian made the right decision to fly the plane and to crash in the lake. Why or why not? It is important to use direct citation from the story to support their reasoning. After answering the response journal, form two groups: one that supports the decision, one that does not support the decisions. Allow each group to make a case, with textual evidence, for the argument they support.
In Hatchet, the limited omniscient narration conveys the thoughts and feelings of Brian alone. Because the narrative is limited to Brian’s view, it does not describe the thoughts and feelings of any other characters. What do you think Brian’s parents might be thinking and feeling at this point in the story? Would the story be better if we knew what they were thinking and feeling? Why or why not?
CFA
(RL.1, L.4a, L.5c, L.6) Fill in the Word Choice Chart (Appendix A) to show how Paulsen’s word choice make the reader feel about Brian’s experience as he flies the plane, crash lands in the lake, and come to on the banks of the lake. Cite examples from Hatchetto support your answer.
