I Can Statements for Novel Study

I CAN STATEMENTS FOR NOVEL STUDY

I can identify and explain the use of a variety of literary techniques (i.e. Personification, Imagery, Metaphor, etc.) to enhance the reader’s experience.

I can indentify and explain story elements such as plot, character, and setting and make connections between them.

I can respond to written works by making connections to my life including my own personal experiences as well as those that relate to my understanding of community and world issues.

I can explain my own point of view.

I can take on different roles in a group.

I can work cooperatively in a group.

Hatchet by Gary Paulsen

Literature Circles

This novel study is designed to help you get more out of your reading and share your experiences with others. This study is different from pleasure reading in that your reading is programmed by sections for study, discussion and activity.

Since many of your activities are done in a small group, your responsibilities go beyond personal ones. The others will depend on you to do your best and be prepared.The key to success in literature circles is to come prepared to each discussion session. You are encouraged to share your responses to the week’s questions and your general thoughts and feelings about the novel. This is a time when you can learn to accept the opinions of others and practice the fine art of courteous disagreement as well as the skill of listening to others’ comments so you can add more details or information without repetition.

Discussion Responsibilities

Leader (Discussion Director):

Ask the summarizer to briefly review the novel to date.

Read questions for discussion in turn.

Encourage courteous interaction of members.

Guide group evaluation of discussion period.

Present the group evaluation to teacher.

Group Members:

Be prepared for discussion.

Back up statements with evidence from reading.

Listen attentively.

Add to idea presented or indicate agreement or courteous disagreement.

Respect the opinions of others.

Speak only one at a time.

Participate in a fair evaluation of the group’s work.

Literature Circle Role Descriptions

Discussion Director

Your job is to develop a list of questions for your group to discuss about the part of the book that was assigned. Don’t worry about the small details: your task is to help people talk over the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read, which you can jot down or use sticky notes as you read.

Summarizer

Your job is to prepare a summary of the assigned reading. This will include the important events and ideas that occurred in the story. You must do this in a creative way, NOT as a paragraph summary. It could be in the form of a timeline, interview, monologue from a different character perspective, newspaper article, and poem….be creative! Have an idea you would like to do, but not sure? Ask me!

Connector

Figurative Linguistic

Gary Paulson employs a variety of figurative language techniques to enhance the reader’s experience. You are to find a variety of these techniques and share them with your group. Your peers should be able to correctly identify these techniques and you are to encourage discussion revolving around the meaning and/or significance of the figurative language. Below is a list of several different types of literary techniques and their definitions. If you come across one that is not in the list below, feel free to enlighten your peers with your discovery.

Hyperbole – a bold overstatement, or the extravagant exaggeration of fact or of possibility, not meant to be taken literally (ex. He’s older than the hills.).

Onomatopoeia – the use of words to imitate sounds (ex buzz, meow)

Irony - an event occurs which is unexpected, in the sense that it is somehow an absurd or mocking opposition to what would be expected or appropriate. Mere coincidence is generally not ironic; neither is mere surprise, nor are any random or arbitrary occurrences. (Note: Most of the situations in the Alanis Morissette song are not ironic at all, which may actually make the song ironic in itself.) An example of irony would be your mom yelling at you that you should not be yelling in the house.

Colloquialism: - informal speech particular to a certain region or area (ex. Canadians say “eh”).

Parallel Structure – a series of words or phrases that are in the same pattern to create emphasis or to make comparisons. (ex While you are eating your fruit and sweets…..over here, we are plucking grass to survive…..While you are at the cinema……we are scurrying into basements… or The “I have a Dream” speech my Martin Luther King where he repeats this several times to emphasize how he wishes the world would change).

Paradox – a situation created which cannot possibly exist in a literal sense, but can be possible if looked at from different points of view or in different was, it is possible. (ex. “It was the best of times; it was the worst of times)

Alliteration – a repetition of initial, or beginning, sounds in two or more consecutive or neighbouring words (ex. What a tale of terror now their turbulence tells!).

Assonance – repetition of vowel sounds within a sentence but it does not have to rhyme. (Ex. Kate weighed the ways she could fake her fate.

Allusion- reference to a person, place, or thing in history or another work of literature. They can often be biblical in nature. (ex. biblical: He had the patience of Job. His strength rivalled Hercules.)

Personification – a figure of speech in which an inanimate object or an abstract idea is given human characteristics (ex. The ship bowed before the wave.).

Oxymoron – a figure of speech in which opposite or contradictory ideas or terms are combined (ex. sweet sorrow).

Simile – a figure of speech that uses like or as to compare two unlike things (ex. a heart as big as a whale).

Metaphor – a figure of speech that compares two unlike things without the use of like or as (ex. the curtain of night).

Investigator

Your job is to dig up some background information on topics related to your reading. The best investigations are those that help us understand the book better. Topics that could be covered at any time include::

The geography, weather, culture, or history of the book’s setting.
Information about the author, her/his life, and other works.
information about the time period portrayed in the book
music that reflects the book or the time;
An investigation into the book’s genre.

Hatchet

Reading Assignment Schedule

Session / Reading Assignment / Discussion Date
1 / Chapters 1 - 3
2 / Chapters 4-6
3 / Chapters 7-10
4 / Chapters 11-13
5 / Chapters 14-16
6 / Chapters 17- Epilogue

Literature Circle Roles Schedule

Role Title / Session 1 / Session 2 / Session 3 / Session 4 / Session 5 / Session 6
Discussion Director / NA
Summarizer / NA
Connector / NA
Figurative Linguistic / NA
Investigator / NA

Discussion Director

MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:

Your job is to develop a list of questions (minimum 6) with detailed answers that include evidence from the bookfor your group to discuss about the assigned reading. Don’t worry about the small details: your task is to help people talk over the big ideas in the reading and share their reactions. Here are the guidelines to assist you in creating these discussion items:

Inferential questions - How would you compare…, Choose the best…, How did the character feel…, What is the difference between…,

Interpretive questions: Predict what would happen if…, Why did the author include…, Can you prove that…, What was the author’s purpose when…, What will happen when…, Why did the character…,

Opinion questions: Assess how you would feel if…, How would I improve…, How did I feel when…, Why I think…, Was it fair when…,

Use the following chart or some other graphic organizer to present the information to your group. You need to present at least 3 of these to your group (one from each type). You may do more depending upon time.

Type / Question: / My Answer
Evaluation
Excellent / Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading covering a variety of story elements (setting, character, events, etc.).
Answers are detaileddemonstrating a strong understanding of the novel using thoughtful reflections that articulatethe thoughts, feelings, and emotions experienced during the reading.
Proficient / Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading.
Answers are detailed demonstrating an understanding of the novel using thoughtful reflections that articulatethe thoughts, feelings, and emotions experienced during the reading.
Acceptable / Most questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading.
Most Answers are detailed demonstrating an understanding of the novel using thoughtful reflections that articulatethe thoughts, feelings, and emotions experienced during the reading.
Limited / Few questions are designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading.
Answers lack depth in terms of understanding and/or reflections are superficial.

Connector

MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:

Your job is to find connections between the book and the outside world. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between your book and other writings on the same topic, or by the same author. Connections must have thoughtful reflections and explanations that accompany the connection and should be from a variety of aspects of your life (try for at least 4 connections). For example, writing that you have a brother that bugs you sometimes just like a character in the book is insufficient. Writing that you have a brother and discuss a similar time about what he did to bug you and how it made you feel would be appropriate. Copy this chart or other organizer onto your page to record. An example is provided within the chart.

Type / Connection / Reflection
My life / I have a brother that bothers me. / My brother often teases me about this girl in my class that I’m going to marry her. This is similar to the character in the book, but it is his friend and not his brother. Like the character in the book, I just want to punch and scream at him when he does this because she’s not my girlfriend and I’m tired of him always teasing me about it.
Evaluation
Excellent / Connections relate to the reading in a variety of aspects which are detailed and insightful/meaningful.
Proficient / Connections relate to the reading in a variety of aspects which are clear and thoughtful.
Acceptable / Connections relate to the reading and are clear and personal, but lack detail
Limited / Connections are unclear/vague or there are too few to assess.

Comments: ______
Figurative Linguistic

MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:

You are to find a variety of figurative language techniques (minimum of 5) and share them in a variety of ways with your group. Your peers should be able to correctly identify these techniques. Discuss the meaning, if applicable, and the reason the author might have used it. Refer to the list and definitions under the Literature Circle Role Descriptions. Refer below for an example:

Type / Quote / Share Method / Meaning / Discussion
Metaphor / It was a rugged dangerous mountain. / Read quote and ask for meaning. / The problem was not only immense, it was difficult and also could have dire consequences if a wrong decision was made. / This provides the reader with a feeling of the multiple issues with the problem without having to do a lot of description. It is almost over-exaggerating at the same time, so I guess it could be considered a hyperbole as well.
Onomatopoeia / Whoosh…crash…spat / Find it. / NA / This provides the reader with some ability to visualize in his head this event. The author might have also used it for humour.
Evaluation
Excellent / A variety of techniques are correctly identified and explained/discussed in detail (meaning, significance, discussion points).
Proficient / Avariety of techniques are identified and explained (meaning, significance, discussion points), but some are incorrect or all are correct, but there is not much variety.
Acceptable / There is some variety of techniques, but some are incorrectly identified and/or are some are insufficiently explained
Limited / Limited knowledge of techniques is demonstrated.

Investigator

MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:

The geography, weather, culture, or history of the book’s setting.
Information about the author, her/his life, and other works.
information about the time period portrayed in the book
music that reflects the book or the time;
An investigation into the book’s genre.

This is not a formal research report! The idea is to find one bit of information or material that helps your group understand the book better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading or something that seems vitally important to this section of the reading.

Evaluation
Excellent / Student has chosen an interestingtopic(s) to investigate notingsignificant information to provide interesting insight into an important element, or elements of the novel.
Proficient / Student has chosen an interesting topic(s) to investigate noting adequate information to provide some insight into an element, or elements, of the novel.
Acceptable / Student has chosen a relevant topic(s) to investigate noting adequate information about an element(s) of the novel.
Limited / Student has chosen a relevant topic(s) to investigate, but information is lackingand/or topic is loosely related to the novel.

Comments:

______
Summarizer

MAKE SURE YOU PUT YOUR NAME, ROLE AND THE CHAPTER NUMBERS AT THE TOP OF YOUR PAGE.

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:

Your job is to prepare a summary of the assigned reading. This will include the important events, characters, setting and ideas that occurred in the story along with any connections between them. You must do this in a creative way, NOT as a paragraph summary. It could be in the form of a timeline, interview, monologue from a different character’s perspective (not the main , newspaper article, and poem….be creative! Have an idea you would like to do, but not sure? You can always ask me!

To assist in creating your summary, Use the questions below as a planning tool. Hand this in with your summary.

What is the setting (time, place)?
What is the main problem?
Are there other important problems? What are they?
How does the main character deal with the problem(s)?
What are some of the emotions the main character or other characters experience during the problems?
Is there a message for this section?

Evaluation
Excellent / Key elements and connections have been effectively presented; format chosen is effective
Proficient / Key elements and connections have been clearly presented; format chosenis suitable.
Acceptable / Most key elements have presented; format chosen is suitable.
Limited / Key elements are clearly missing; summary is incomplete.

Comments:

______

Individual Assignments

Answer all questions on a separate sheet of paper. Use full sentences and correct language conventions.

Session One

What are the two words that come to the protagonist’s mind as he thinks? Explain the significance.

The author uses a technique call foreshadowing in the first chapter. Define/explain this technique and find and quote the evidence of it in this chapter.

How does the protagonist feel towards his mother?

What is going on in the mind of the protagonist at the end of chapter 1 and the beginning of chapter 2?

In chapter 2, what fact does the protagonist NOT want to admit?

A critical problem occurs in chapter 2, what is it? Discuss the possible solutions.

As the plane descends and the protagonist attempts to land the plane, the author describes the direction and other details of the plane’s travel. Draw the details and the route of the plane.

As the plane hits the water, the author shows that the situation is unreal for Brian and that it cannot be happening to him. Quote two sentences that show this lack of reality.

To what does the word “Nothing” refer at the end of the chapter?

Session Two