This Booklet Will Be Turned in at the End of Our Unit and You Will Receive a Test Grade

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This booklet will be turned in at the end of our unit and you will receive a test grade for completing all components of the booklet, with effort shown. We do the majority of this booklet together in class so be sure you keep up with it for a good grade.

Vocabulary homework grade will be a separate grade from the booklet and is averaged with the rest of your homework grades. Vocabulary is an all or nothing grade; no partial credit. You must have all terms completed and all components (word, complete definition, two synonyms) completed. Vocabulary may not be typed.

Table of Contents

Chapters 1-3:

Page 1: Annotation Sheet

Page 2-4:Vocabulary Sheets

Page 5: Gaining a little PERSPECTIVE & PREDICTING using Text Clues

Page 6: Flashbacks

Page 7-8: Foreshadowing

Page 9: Identifying Cause and Effect

Page 10-11: Point of View

Page 12: Figurative Language

Page 13-14: Comprehension Questions

Chapters 4-6:

Page 15: Annotation Sheet

Page 16-18:Vocabulary Sheets

Page 19: Characters and Plot Chart

Page 20: Plot Timeline

Page 21: Figurative Language

Page 22-23: Comprehension Questions

Chapters 7-9:

Page 24: Annotation Sheet

Page 25-26:Vocabulary Sheets

Page 27: Setting

Page 28: Figurative Language

Page 29-30: Making Inferences

Page 31-32: Comprehension Questions

Chapters 10-12:

Page 33: Annotation Sheet

Page 34-36:Vocabulary Sheets

Page 37: Conflict

Page 38-39: Theme

Page 40-41: Comprehension Questions

Chapters 13-15:

Page 42: Annotation Sheet

Page 43-45:Vocabulary Sheets

Page 46:Plot Events and Themes

Page 47-48: Comprehension Questions

Chapters 16-Epilogue:

Page 49: Annotation Sheet

Page 50-52:Vocabulary Sheets

Page 53:Character Development

Page 54-55: Comprehension Questions

Page 56:Final Thoughts

Directions – Use the chart below to annotate while reading this section of the novel. This is to help organize your thoughts while reading. You must have at least 3 items per column for this section of the novel. I will need to check this as a grade before you begin your comprehension.

Chapters 1-3 Vocabulary

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PREDICTING using Text Clues – Pre-reading Activity

Using clues from the cover and back of the book, predict why the author, Gary Paulsen, titled this book Hatchet. Be sure to give at least three (3) reasons for your answer.

Gaining a little PERSPECTIVE – Chapter 1

Directions – Imagine you are Brian at the end of chapter 1.

Part A. Describe how you would feel in his situation.

Part B. Then, discuss what your next steps would be.

Flashbacks

A flashback is an interruption in the chronological narrative of a literary work to relate events from an earlier time. Authors use flashbacks to give readers necessary background or to create tension or contrast.

In chapters 1 and 2 of Hatchet, identify the order the events are told to the reader and then the order they actually occurred. Decide why the author may have chosen to use flashbacks and the effect they have on the story. Fill in the chart below.

Order the events are told to the reader:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. / Order events actually occurred:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why were flashbacks used? Answer in a complete, restated sentence and use evidence to support your answer.

What effect does the use of flashbacks have on the story? Answer in a complete, restated sentence and use evidence to support your answer.

Foreshadowing

Foreshadowing is when the author gives the reader a hint of something that is going to happen to build suspense. It may occur in conversation or narration. It may be in the form of a memory, a dream, or a conversation.

On the back of this sheet, you will explain how Gary Paulsen, the author of Hatchet, uses foreshadowing in Chapters 1-2 to build suspense. In your response, you will use at least three examples from the story that support your explanation. Your explanation must be in the RACE format: Restate, Answer, Cite Evidence, Explain.

Fill in the chart below to help organize your thoughts before writing.

Example of Foreshadowing / Quote from the Text to Support Your Examples / Explanation
(This shows…)

Directions: See previous page.

Identifying Cause and Effect

There are many examples of cause and effect in chapter 3. As you read, complete the graphic organizer below to show at least 3 examples of cause and effect relationships in chapter 3. Examples must be in complete sentences.

CAUSE EFFECT

Point of View

Point of view is the way the author allows you – the reader – to “see” and “hear” what is happening in the story. There are many different points of view, but we are going to learn about the following three:

First – person point of view is used when a character narrates the story using words such asI, me, my, and mine. You get the point of view from one person when this style is used.

Example: I opened my eyes to see the most hideous thing I had ever seen. It was coming toward me, and I just didn’t know what to do, so I closed my eyes again.

Second – person point of view is used when the author uses the words such as “you” and “your.” The author speaks right to the reader, and the reader feels like he or she is almost in the action.

Example: You should really learn how to make your bed because your mom would want you to. It’s important that you respect your elders as well. Everyone thinks that you could improve your manners.

Third – person point of view comes from an outsider looking in on the action of the story. There are two kinds of third-person point of view. Third-person omniscient is used when readers know the thoughts of every character. Third-person limited is used when readers only know thoughts of one character.

Example: Sarah really didn’t want to go to school because she was nervous about the upcoming dance. She didn’t know what to wear, and she also didn’t like the fact that she would still be wearing braces. She decided to pretend that she was ill so that she wouldn’t have to go.

Part 1 Directions – In complete, restated sentences, answer the following questions using the point of view descriptions discussed.

1. Why might an author use first-person point of view?

2. Why might an author use second-person point of view?

3. Why might an author use third-person point of view?

4. Based on what you have read in Hatchetso far, what point of view is Gary Paulsen using in his writing? Explain your answer with support from the text.

5. Why do you think Paulsen used this point of view?

6. How would the story be different if he had used a different point of view?

Part 2 Directions – Change the point of view for each section from Hatchet. Change to the point of view indicated.

7. Brian Robeson stared out the window of the small plane at the endless green northern wilderness below. (Change to first-person)

8. He was stopped. Inside he was stopped. He could not think past what he saw, what he felt. All was stopped. The very core of him, the very center of Brian Robeson was stopped and stricken with a white-flash of horror, a terror so intense that his breathing, his thinking, and nearly his heart had stopped. (Change to second-person)

9. For a time that he could not understand Brian could do nothing. Even after his mind began working and he could see what had happened he could do nothing. It was as if his hands and arms were lead. (Change to first-person)

Figurative Language and Style – Chapters 1-3

What is figurative language? Authors use figurative language to describe things in different ways. They use interesting words and word arrangement to paint a picture in the mind of the reader.

Style describes the ways that authors put their own personal touch on writing.

Imagery / Example
Very descriptive language that helps the reader “see” what is happening in a book, so the reader can experience the story. / The drone and the sea of green trees that lay before the plane’s nose and flowed to the horizon, spread with lakes, swamps, and wandering streams and rivers.
Repetition / Example
Repeating words or phrases close together to add effect and to make a point. / The thinking started. Always it started with a single word. Divorce. It was an ugly word, he thought. A tearing, ugly word that meant fights and yelling, lawyers…His home, his life-all the solid things. Divorce. A breaking word, an ugly word. Divorce. Secrets. No, not secrets so much as just the Secret. What he knew and had not told anybody, what he knew about his mother that had caused the divorce, what he knew, what he knew-the Secret. Divorce. The Secret.
Simile / Example
Comparing two things using the words “like” or “as.” / But her voice was thin, had a sound like something thin that would break if you touched it; and he felt bad for not speaking to her.
Personification / Example
Giving human characteristics to something that is not human. / “…to be sitting in the copilot’s seat with all the controls right there in front of him, all the instruments in his face as the plane clawed for altitude, jerking and sliding on the wind currents…”

Part A Directions – Name the correct example of figurative language or style in each statement below.

1. The rain cloud cried as the tears came swimming through the sky.

2. The blue hues of the ocean made me think about last summer, a summer where I spent lazy afternoons resting in the tall, green grass and listening to the buzz of the bees.

3. The man looked like an ear of corn after all of the kernels had been nibbled off.

4. It was dark and very cold. The room was filled with cobwebs. And dark. The cold floor made me shiver as I slowly walked across. It was so dark. Dark and very cold.

Part B Directions – In chapters 1-3 find one example for each of the following terms. Be sure to include page number where you found your example.

Term / Example
Imagery
Repetition
Simile
Personification

Chapter 1-3 Comprehension Questions

Directions: Answer the following questions in complete, restated sentences as you are reading Hatchet. These are a guide to help you understand what you are reading. You should use this and your annotation to study for your test. However, this is not a direct guide of what is on the test.

1.Who is telling this story? (third person point of view- an outside person is telling the story) Give examples from the text that show who is telling the story. (use of pronouns like he and she, etc.)

2. Who is the main character in the story? Where is the main character going? Why is the main character going there?

3. "All flying is easy. Just takes learning. Like everything else. Like everything else.” (page 5) Who is saying this? Why is he saying it?

4. "He was alone. In the roaring plane with no pilot. He was alone." (page 12) Who is saying this and why is he saying it?

5. Look at the quotes in questions 3 and 4. Why do you think the author repeats certain words? Can you find another example in chapter 1 where the author repeats words? What affect is he trying to make on the reader?

6. What situation is the main character’s parents going through? What does the main character think about the situation? Include information from the text.

7. Name the gift that the main character’s mother gets for him. Make a prediction as to why this gift is important to the story.

8. What tool does the main character use when calling for help? Name any other situation in real life when this type of tool is used.

9. What choices, or options, did the main character have when he was alone in the plane?

10. Where does the main character want to land? Why does he think this is the better choice? Give details from the text to support your answer.

11. What would have happened if the main character had not been taught how to fly a plane? What type of literary device did the author use for the main character’s situation?

12. On page 21, the author writes, “All is hopeless.” How do these words affect the tone and mood of this chapter?

13. On page 21, the author writes that Brian “feels like a prisoner.” Reread page 21 to determine why the author uses the word prisoner to describe how Brian feels.

14. Chapter one ended with one word, “alone” while chapter three also ended with one word, “nothing.” Explain why this is effective.

Chapters 4-6 Vocabulary

Characters and Plot Chart

Characters are a very important part of any story. They are the real or imaginary beings that carry out the action. Complete the following graphic organizer for the characters in Hatchet based on the information in the text. Note: You may NOT be able to fill in all of the sections for each character and those boxes are filled with an X.

Characters / Who They Are / What They Do / What They Say / Why They Are Important to the Story
Brian Robeson
Brian’s mom
Brian’s dad / /
The Pilot
The Pilot on the Radio
Man with Blonde Hair / /
Mr. Perpich
Foolbirds /

Plot Timeline

A plot is the combination of EVENTSthat make up a story. All stories have a plot. Plots are the things that keep you wanting to read more. They keep you on the “edge of your seat;” you want to see what happens next.

Directions – The plot of the story includes the events that happen. You will learn more about the parts of a plot in a later lesson. For now, focus on the events that have happened so far in Hatchet. Make a timeline of what you think are the 15 most important events you’ve read about so far. Make sure to put the events in chronological order (the order they happened in the book).

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