m
)Lesson Plans for Hatchet
| Vocabulary | Reading | Comprehension Questions | Skill Worksheets | English Lesson | Extra Activities | |
| Day1 |
Cessna turbulence |
Chapters 1-2 | Chapters 1-2 | Worksheet from Teacher Created page 18 |
Lesson 1 - What is Descriptive Language? |
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| Day 2 |
horde altitude |
Audio Chapters 3-4 |
Chapters 3-4 |
Lesson 2 - Imagery |
Computer Activity - Light Refraction | |
| Day 3 |
pulverize murky |
Chapters 5-6 | Chapters 5-6 | Portals page 17 - orally (Fact and Opinion) |
Lesson 3 - Imagery Part 2 |
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| Day 4 | jolt imbed |
Chapters 7-8 | Chapters 7-8 | Portals pages 18-19 (Classifying Words), pages 20-21 (Inference), page 22 (Synonyms) | Lesson 4 - Figurative Language | |
| Day 5 | reposition intervals Worksheet for Week 1 |
Chapters 9-10 | Chapters 9-10 | Portals pages 24-25 (Meaning through Context) | Lesson 5 - Figurative Language Part 2 | |
| Day 6 | persistent gnarled |
Chapters 11-12 | Chapters 11-12 | Portals page 27 (Cause & Effect) & page 28 (Sequencing) | Lesson 6 - Figurative Language | |
| Day 7 | shaft corrosive |
Chapters 13-14 | Chapters 13-14 | Portals page 29-30 (Special Meaning), pages 32-33 (Main Idea), & page 34 (Antonyms) | Lesson 7 - Figurative Language | |
| Day 8 | stabilize intact |
Chapters 15-16 | Chapters 15-16 | Portals pages 37-38 (Correct Meanings) | Lesson 8 - Planning a Descriptive Paragraph | |
| Day 9 |
frenzied stymie |
Chapters 17-18 | Chapters 17-18 | Portals pages 40-41 (Making an Outline) | Lesson 9 - Writing your Descriptive Writing | |
| Day 10 |
butane Vocabulary Worksheet for Week 2 |
Chapters 19-Epilogue | Chapters 19-Epilogue | Lesson 10 - Editing a Descriptive Paragraph | Activity on Board | |
| Day 11 | Vocabulary Test | Movie Version of Hatchet | ||||
| Day 12 | English Quiz | Raspberry-Vanilla Cocoa Mix |
Lesson Plans for Hatchet
Day 1
Vocabulary
Chapter 1
| Cessna | Small plane used for passenger and small cargo transport |
Page 1 - It was a small plane, a Cessna 406-a bush plane- and the engine was so loud, so roaring and consuming and loud, that it ruined any chance for conversation.
Chapter 2
| turbulence | Motion of the atmosphere that interrupts the flow of wind |
Page 14 - The plane lurched again, hit more turbulence, and Brian felt the nose drop.
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Reading - Chapters 1-2 (Pages 1-25) 25 pages - Listen to audio
Comprehension Questions
Activity - Worksheet in Packet - Determine the location of the plane at the time of the heart attack and again at the place where the plane went down. Worksheet from Teacher Created Materials, Inc. page 18
Writing Lesson - Lesson 1 - What is Descriptive Language?
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Day 2
Vocabulary
Chapter 3
| altitude | The height of a thing above a reference level, especially above sea level or above the earth's surface, elevation |
Page 26 - The plane went into a glide, a very fast glide that ate altitude, and suddenly there weren't any lakes.
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Chapter 4
| horde | A large group or crowd; a swarm; mass; gang; multitude |
Page 36 - With it came some warmth, small bits of it at first, and with the heat came clouds of insects-think, swarming hordes of mosquitoes that flocked to his body, made a living coat on his exposed skin, clogged his nostrils when he inhaled, poured into his mouth when he opened it to take a breath.
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Reading - Chapters 3-4 (Pages 26-42) 16 pages - Read in small groups
Comprehension Questions - Take on computer
Computer Activity - Light Refraction - Use a clear glass half full of water and a straw to show how light refraction creates the illusion that the straw is bent. At first Brian was unable to catch the fish because the water made the fish appear in a different location than where they really were. This is due to light refraction in the water. Have students go to http://www.mce.k12tn.net/survival/hatchet/chapters_3_activities.htm and experiment with the angle of the light going into water.
Writing Lesson - Lesson 2 - Imagery
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Day 3
Vocabulary
Chapter 5
| murky | Dark, dim, or gloomy; Lacking clarity or distinctness; cloudy or obscure. |
Page 44 - Along the edge there were thick grasses and the water looked a little murky and there were small things swimming in the water, small bugs.
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Chapter 6
| pulverize | To pound, crush, or grind to a powder or dust; chop into pieces; mash |
Page 58 - Some of the rock that had been scooped out had also been pulverized by the glacial action, turned into sand, and now made a small sand beach that went down to the edge of the water in front and to the right of the overhang.
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Reading - Chapters 5-6 (Pages 43-66) 23 pages - Listen to audio
Comprehension Questions
Reading Skill - Portals page 17 (Fact and Opinion)
Writing Lesson - Lesson 3 - Imagery Part 2
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Day 4
Vocabulary
Chapter 7
| jolt | A sudden jarring or jerking, as from a heavy blow or an abrupt movement. |
Page 67 - His whole abdomen was torn with great rolling jolts of pain, pain that doubled him in the darkness of the little shelter, put him over and face down in the sand to moan again and again: "Mother, mother, mother. . . "
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Chapter 8
| imbed | To deposit in a partly inclosing mass |
Page 86 - It was some form of chalky granite, or a sandstone, but imbedded in it were large pieces of darker stone, a harder and darker stone.
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Reading - Chapters 7-8 (Pages 67-86) 19 pages - Listen to audio
Comprehension Questions
Reading Skills - Portals pages 18-19 (Classifying Words), pages 20-21 (Inference), page 22 (Synonyms)
Writing Lesson - Lesson 4 - Figurative Language
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Day 5
Vocabulary
Chapter 9
| reposition |
Placed or put in a new position; positioned again; relocate; change the position; put something in a new place |
Page 90 - He repositioned the nest, made a new and smaller dent with his thumb, and struck again.
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Chapter 10
| intervals | The amount of time between two specified instants, events, or states. |
Page 97 - He had to be sure to try and sleep in short intervals so he could keep the fire going, and he tried to think of a way to regulate his sleep but it made him sleepy to think about it and he was just going under again when he heard the sound outside.
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Reading - Chapters 9-10 (Pages 87-102) 15 pages - Read in small groups
Comprehension Questions
Reading Skills - Portals pages 24-25 (Meaning through Context)
Writing Lesson - Lesson 5 - Figurative Language Part 2
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Day 6
Vocabulary
Chapter 11
| gnarled | Having gnarls; knotty or misshapen |
Page 107 - At the other end of the bottom of the L there was another large rock sticking out over the water and on top of the rock a snaggly pine had somehow found food and grown, bent and gnarled.
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Chapter 12
| persistent | Refusing to give up or let go; constant; continual; unrelenting |
Page 115 - A persistent whine, like the insects only more steady with an edge of a roar to it, was in his ears and he chopped and cut and was thinking of a bow, how he would make a bow, how it would be when he shaped it with the hatchet and still the sound did not cut through until the limb was nearly off the tree and the whine was inside his head and he knew it then.
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Reading - Chapters 11-12 (Pages 103-118) 15 pages - Read in small groups
Comprehension Questions
Reading Skills - Portals page 27 (Cause & Effect) & page 28 (Sequencing)
Writing Lesson - Lesson 6 - Figurative Language
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Day 7
Vocabulary
Chapter 13
| shaft | The long narrow stem or body of a spear or arrow; pole; rod; stick |
Page 123 - The shafts were willow, straight and with the bark peeled, and he fire-hardened the points and split a couple of them to make forked points, as he had done with the spear.
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Chapter 14
| corrosive | A substance, especially a strong acid; capable of destroying or eating away by chemical action |
Page 130 - The corrosive spray that hit his face seared into his lungs and eyes, blinking him.
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Reading - Chapters 13-14 (Pages 119-136) 17 pages - Read in small groups
Comprehension Questions
Reading Skills - Portals page 29-30 (Special Meaning), pages 32-33 (Main Idea), & page 34 (Antonyms)
Writing Lesson - Lesson 7 - Figurative Language
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Day 8
Vocabulary
Chapter 15
| stabilize | To make stable or steadfast; even out; become constant; become stable |
Page 142 - Even when a bird was seven or eight feet away the arrow would turn without feathers to stabilize it and hit brush or a twig.
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Chapter 16
| intact | Physically and functionally complete |
Page 159 - He turned to look at his shelter-saw that some of the wood for the wall was scattered around the beach but was still there, then saw his bow jammed into a driftwood log, broken but with the precious string still intact.
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Reading - Chapters 15-16 (Pages 137-160) 23 pages - Listen to audio
Comprehension Questions
Reading Skills - Portals pages 37-38 (Correct Meanings)
Writing Lesson - Lesson 8 - Planning a Descriptive Paragraph
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Day 9
Vocabulary
Chapter 17
| stymie
(stm) |
To baffle, stump, perplex, puzzle, bewilder |
Page 169 - And for a moment he was stymied.
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Chapter 18
| frenzied | A state of violent mental agitation or wild excitement; hyperactive; hysterical |
Page 174 - Three more hacks and he had a triangular hole the size of his hand and he could see four cables that he guessed were the control cables going back to the tail and he hit the skin of the plane with a frenzied series of hacks to make a still larger opening and he was bending a piece of aluminum away from tow aluminum braces of some kind when he dropped the hatchet.
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Reading - Chapters 17-18 (Pages 161-183) 22 pages - Listen to audio
Comprehension Questions
Reading Skills - Portals pages 40-41 (Making an Outline)
Writing Lesson - Lesson 9 - Writing your Descriptive Writing
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Day 10
Vocabulary
Chapter 19
| butane | Occurs in natural gas; used in the manufacture of rubber and fuels |
Page 185 - A waterproof container with matches and tow small butane lighters.
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Reading - Chapters 19-Epilogue (Pages 184-195) 11 pages - Read in small groups
Comprehension Questions
Activity on Board - Have students name while you list on board traits they feel would best describe Brian's character. To support their list, have the students think of some of the things Brian said, did, or thought that demonstrated these traits.
Example:
|
Trait |
Proof |
| Courage- acting bravely for a good reason | Brian faces wild animals, hungry, survival of an airplane crash |
| Patience- demonstrating a calmness and a willingness to wait when necessary | Brian works until he starts the fire, Brian continues working on spearing the fish, & making a bow and arrow to hunt the foolbird |
| Perseverance- persisting in efforts to improve yourself or a situation, even when it would be easier to give up | After the airplane flies over Brian feels like giving up, however after going through a tough time he becomes stronger |
| Positive Attitude- trying to find the best in any situation | Brian could have given up many times. He chooses to make the best of his situation and learns how to survive in the wilderness |
| Pride in Accomplishment- being pleased with goals that you have accomplished | Brian learns how to spear fish, hunt with a bow and arrow which he makes, build a safe shelter |
Writing Lesson - Lesson 10 - Editing a Descriptive Paragraph
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Day 11
Vocabulary Test
Movie Version of Hatchet
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Day 12 - To do with Mr. Henley's class - Students will bag up samples for the other two classes.
Raspberry-Vanilla Cocoa Mix
6 cups instant powdered milk
2 (8 ounces) jars French vanilla flavored coffee creamer
1 (16 ounces) package powdered sugar
1 (15 ounces) package powdered chocolate milk mix
1 (0.15 ounce) envelope raspberry drink mix (like Kool-aid)
1/2 teaspoon salt
Makes 13 cups of mix
1. In your biggest mixing bowl, combine all ingredients well.
2. Store in an airtight container in a cool, dry spot.
3. To serve: Pour 6 ounces of hot water over about 2 1/2 heaping tablespoons
of mix.
4. Stir well.
5. Just fill up a canister with the mix and don't forget to include serving
instructions!
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