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by: Jocelyn Upton


Jocelyn Upton
GPA 3.72

Tadayuki Suzuki

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Tadayuki Suzuki
Class Notes
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This 27 page Class Notes was uploaded by Jocelyn Upton on Wednesday September 30, 2015. The Class Notes belongs to LTCY 444 at Western Kentucky University taught by Tadayuki Suzuki in Fall. Since its upload, it has received 86 views. For similar materials see /class/216736/ltcy-444-western-kentucky-university in LITERACY at Western Kentucky University.


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Date Created: 09/30/15
Literature Based Reading Strategies Hatchet By Gary Paulsen Ltcy 444G Summary Gary Paulsen s Hatchet is one of the most popular fiction books for young adults It is a Newberry Honor book After reading Hatchet it is easy to see why this book has captivated so many young and older readers alike It is a story of what we all would hope to beia survivor When put to the test Paulsen s character Brian rises to the challenge The book is not a complicated read because it ows and the characters are limited mostly to Brian and nature itself I think this book is especially great for young adolescents who are for the first time exploring their self identity Paulsen s character demonstrates this as he finds who the real Brian is as he struggles to survive the elements of the Canadian Wilderness where he has been stranded This book not only has a great character that adolescents can relate to and admire but it also has many elements that can be used in content areas other than literature For example the geography of the setting and the biology of the animals and plant life could be used to incorporate in a unit The plot of Hatchet revolves around thirteen year old Brian Robeson Brian is going to visit his father for the summer Brian s father is working in Canada and so Brian leaves from his home in New York to spend his first summer alone with his Dad since his parents divorce The reader quickly learns through Brian s thoughts and memories that the divorce is still very painful for him Mostly because he carries a secret about his mother He had seen her with another man before his parents separated He never tells his father or his mother This secret quickly leaves the focus of Brian s attention when the Bush plane pilot has a heart attack and dies Brian is force to land the plane alone and survive the elements of the Canadian Wilderness Important is the hatchet which his mother gave to him as a present before he left He had it on his belt Now Brian is alone and only has his clothes and a hatchet to survive With the Hatchet Brian is able to lea1n how to start a re build himself a shelter amp make tools for hunting sh and birds for food After two months Brian is nally rescued Paulsen uses many different literary techniques to make the style so intriguing to readers One technique in particular is his use of repetition He also uses great imagery to describe the setting and Brian s actions in general These literary elements make the book much more descriptive and exciting to read The main characters of Hatchet are Brian Robenson and Nature Brian is a thirteen year old who is taking a trip to visit his father who is working in the Canadian oil elds His mother is introduce and brie y through Brian s memories Brian recollects the time that he sees his mother with another man and as she sees him off for his trip to visit his father Brian is a teenager who is struggling with the newness of his parents divorce and tormented by the secret he has of knowing his mother was seeing another man while still married to his father This con ict is overshadowed when Brian is forced to crash land the plane He has to mature and put his feelings aside as he uses his wits and the hatchet to survive the wilderness Nature the other character is huge At rst it is Brian s enemy because its elements antagonize Brian By the end of the story Brian has befriended his foe and found respect for it Hatchet is written in third person point of view also know as the omniscient point of view This point of view is very common It allows us to know Brian s thoughts and recollections plus visualize his actions as an observer The setting is in the northern Canadian Wilderness What we know from the story is that the area is covered in trees and lakes It is also inhabited by much wildlife There are bears porcupines skunks moose and wolves The lake is full of sh and the skies full of birds The theme of the book is one of survival Brian must survive the elements of nature where he has crash landed He has no food and only the clothes on his back and of course the Hatchet his mother gave him which is the key to his survival The book plays upon the key factors in what makes Brian survive He is clever and he is positive The tone for Hatchet is one of suspense This keeps the reader anticipating the turn of the next page Paulsen keeps the reader in suspense of what Brian s next encounter in the wilderness will be LiteratureBased Instruction Lesson Plan 1 Name Date of Lesson 40406 Title of Book Hatchet Student Name Calvin Time started 130 Time ended 330 Pages Read From 1 to 40 Curriculum Ties I will use the rst lesson to tie in both my content areas which are social studies and language arts First I used the setting of Hatchet to introduce a geography lesson on the northern Canadian wilderness This included physical features landscape wildlife climate and natural resources Also to work well with the geography lesson Itied in the literary use of imagery that Paulsen uses so well Supplementary Materials I will use an Atlas of World Geography Regional Geography of the United States and Canada text book Book Notes Teacher s guide from random house website to give author bio Figurative language activity on imagery from website httpwww mchiZtn net sur 39 39 39 39 39 39 Introduction to lesson To start the lesson we will look at our double entry journals My entries give examples of Imagery and develop the interest of the setting of the story I will also have student read a small paragraph on background of the author to establish credibility in what he has written After getting Calvin interested in the setting of Hatchet I will show him on a map actually where the Canadian Wilderness is located I will tell him we will be learning about the geography of this area so we will know more about the place Brian is going to have to live and survive Vocabulary Instruction Lesson one vocabulary words are lurched hummocks and amphibious For today s lesson we will use the Previewing in context strategy and build on prior knowledge a strategy found in Chapter six of Readers Teachers Learners First I will introduce the words to Calvin and then I will have him tell me what he may already know about the meaning of these words We will then nd them in the selected reading for today s lesson and see how they are used We will then compare what Calvin knew about the words and how the books use the word I will demonstrate how it is important to know how the word is used in context We will do this by looking at the clues of the context Comprehension Instruction For today s lesson I will use a KWL Chart a strategy used in chapter three of Readers Teachers Learners Calvin will list what he knows about Canada and what he wants to know I will then use a geography text and Atlas to supplement Hatchet on the geography of the Canadian wilderness This lesson will include information about the landscape climate and plant and animal habitation of the Canadlan Wlldemess Thls lesson ls rrnportant for Calvm to really understand and know says what you have learned 39 After geography lesson Ifeel ls rrnportant to mtxoduce Calvm to the rrnportant hterary rntroduee the use oflmagery m Hatehet le11 use aLrterary Lummary whlch ls a strategy from ehapter erght m Readers Teachers Learners Thls strategy guldes oral readlng for apurpose le11 have Calvm read passages from pages 1 and 17 ofHatchet The plan for shanng thrs readlng ls to look for the lltxary devlce oflmagery A er agery used cheese ahe atthe phatas helaw These are thurhhhatls ta larger phatas prtht the large phata As yuu leak at the phatagraph pretehu yuu are urtah ahu thts ts the autah wtluerhess Vuu are 522mg teehhg Experlenclng the area tar the rst ttrhe 5 quotill I i G See x H Feel Sme Taste a Hear Now use the words to write a paragraph Imagine you have just stepped into the wilderness for the first time You look around Describe what you feel see hear smell etc What are you doing Do you try to walk around Do you simply stand still and watch Include this information in your paragraph LiteratureBased Instruction Lesson Plan 2 Name Date of Lesson 4506 Title of Book Hatchet Student Name Calvin Time started 300 Time ended 500 Pages Read From 41 to 83 Curriculum Ties Social Studies animal habitation and characteristics focusing on Brian s encounter with a black bear We will do a mini study on black bears physical attributes and what they eat I will also give a lesson on the two ways to make re We will discuss which way Brian uses Both these mini lessons tie into our discussion today of survival and the skills and characteristics needed for Brian and others to be a survivor Supplementary Materials Newsweek Article Survivor I got this article from the following site httpwwwmsnbcmsncomid 4460568 and supplementary information on bears and re from Study Guide for Hatchet at httpcmswestnort k1 ctus cms quot 39 imh het ndf Introduction to lesson As with lesson one Calvin and I will begin by looking at our journal entries My entry relates to what Brian has learned about what it takes emotionally to be a survivor This passage will set up the discussion of survival which includes encounters when out of our natural setting and the attitude needed to overcome the obstacles Vocabulary Instruction Today s vocabulary words are viciously slewed wuf ing and gingerly Today I will have Calvin use the dictionary to de ne the words I will use the strategy in Chapter 6 of Readers Teachers Learners on using the dictionary After I aid him in using the dictionary we will then nd the sentences were they are used in the book I will then help Calvin by demonstrating how to determine which definition is used in the sentence Often times words have more than one definition and I will show Calvin how to use context clues to determine which definition is being used Comprehension Instruction In this lesson I will use Reciprocal Teaching method from chapter three of Readers Teachers Learners My student and I will take turns generating questions and summarizing This is when I will introduce the real life survivor article from Newsweek After reading the article I will summarize how this man was a survivor Calvin will summarize from the reading of Hatchet how Brian is becoming a survivor We will then take turns giving characteristics of each survivor and then compare them Content Instruction From chapter eight I will use FollowUp Activity from Readers Teachers Learners that allows my student to personalize New Trade Text Knowledge with a writing assignment The writing assignment is Hatchet s character Brian is now alone in nature He is in their world Write about a time you ve been in a situation where nature frightened you What were some of the mistakes Brian made and you How the snowboarder kept himself alive he teMereee ehe he mathev Susan eft thh the rheereet team that treetee 39 rhh aftev he ast he feet In I L rvesttete Ted Soqux Corbxs for Newsweek wee EXCLLISIVE ay Andrew Murr Newsweek uvdxed n 552 h Uszzh ls 2mm Mereh 5 e The sun was drnppmg eetekty threegh the fruzen etr when Em LEMarque reehzee he was 051 An heer eerher the aweereem snuwbuarder hee dudlt2d eet er bnunds eh unneeteet Merhrheth MDuntam W Cettterhte39s Sterre N Vedas anmg fur a fresh hheLwrgth puwder But a wrung terh seht htrh mm the WHdEmESS eh the badlt er rh r H r H r w e He had he fund bEyDnd fuur pteees ngum and he preteeeeh bEyDnd the eteththg he were r x theeght Gee h v eeh u Speedmg further frnm safety and resme Every mmutE Story eonnnues below advemsem ent stunned Army National Guard helicopter crew He was on the point of exhaustion and death on what became for him a very lucky Friday the 13th LeMarque endured nights of single digit temperatures and days that often failed to crack freezing The snow lay 12 feet deep Frostbite dogged him early on and he trudged on feet that were increasingly numb until finally he could no longer walk or even stand up What food he ate consisted of tree bark and pine seeds he lost 35 pounds By the end he was hallucinating and dreamed that his struggle was just a videogame that he was losing 1 was thinking the game is overquot LeMarque told NEWSWEEK Let s reset it I give up LeMarque was well suited for survival Born in Paris but raised in Los Angeles he grew up to be a solid college hockey player good enough to be drafted by the NHL s Boston Bruins When he didn t make the pros he played in Europe for five years including a tour with the French national team during the 1994 Winter Olympics In recent years he s taught hockey and kept in shape with sports and frequent snowboarding A risk taker and an optimist he had no doubt he wouldn t mind boarding by himself even after friends returned to Los Angeles the morning he became lost Even after dark that first night he Launch was sanguine I figured it was an adventure he recounts I ll Snowboarder5 wake up the morning and I ll be saved survival story March 11 A former Olympic Hockey He should have worried more LeMarque continued downhill for play m39raCUIou ly another day putting miles between him and safety and getter surVIved seven nights in the High Sierra ever colder He found a riverbed and found hopping on the Mountains without food or shelter He rocks easier going than navigating the deep snow until he fell tells his story to MSNBCS Deborah In and got soaked Fast movmg water pushIng agaInst hIs Nol39Ville snowboard threatened to drag him over an 80 foot waterfall MSNBC He was soaked The next day in the cold sunshine he peeled off his frozen socks and tore the soles off his feet They were already black and purple and red he recalls I tried to forget them The will to live and some clever thinking kept him alive He avoided eating snow which lowers the body temperature dangerously At night he used the edge of his board to shave pine boughs and branches for a bed to keep off the snow Recalling a movie he jury rigged a compass by floating a metal needle on a bit of wood floating in water He turned the radio on his MP3 player into a direction finder after he noticed that reception on a station broadcast from Mammoth grew stronger when pointed north So he turned course and headed in that direction pushing step by slow step up the side of a mountain called Pumice Butte where he might be seen His endurance helped but by day five he ran out of energy He stayed in his snow shelter for two nights barely able to move I was too tired By Friday morning Feb 13 I knew today was the day He would either be saved that day or die Luckily rescue efforts had finally geared up For days no one knew LeMarque was on the mountain Friends he d stayed with in Mammoth had returned to LA the morning he was lost It wasn t unusual for him not to check in with his parents We didn t worry at first says his mother Susan LeMarque He s 34 By midweek they were panicked and his father and stepmother drove to the resort and pushed a search The only things missing from his condo police found were his board keys and season pass That meant he was on the mountain But where Search and rescue patrols swung into action on Thursday Feb 12 The next day patrollers found the abortive fire pit then the tracks By 330 a helicopter crew spotted him using infrared imaging Semiconscious LaMarque rose to his knees waving frantically in the air Stunned rescue workers were shocked to find him alive It amazed everybody says Bill Greene of Mono County Sheriff Search and Rescue 1 don t think anybody was not surprised to find him alive Rescue workers radioed the chopper crew to double check his name figuring that maybe this guy was a second lost skier Eric LeMarque couldn t have survived He was alive not well His feet and ankles were suffering from stage IV frostbite water in the cells had frozen causing muscle blood and tissue cells literally to burst explains Dr Peter H Grossman of the Grossman Burn Center at Sherman Oaks Hospital in Los Angeles where LeMarque has been treated since he was stabilized at a Mammoth hospital Doctors had amputated both feet and this week they took off six more inches of shin bone to close the wounds He ll be fitted with prosthetic limbs this spring and begin the long task of learning to walk again He says he ll face life with a new humility He even vows to hit the slopes again I ll be snowboarding next season he promises But next time he ll be much much better prepared 2006 Newsweek Inc Subscribe to Newsweek LiteratureBased Instruction Lesson Plan 3 Name Date of Lesson 41006 Title of Book Hatchet Student Name Calvin Time started 600 Time ended 800 Pages Read From 84 to 114 Curriculum Ties Gary Paulsen uses gurative language very effectively in his writing For language arts content I will introduce different uses of gurative language Supplementary Materials Figurative language activity found at httpWWW mceKl7tn net I 39 39 39 39 lmt Let htm Introduction to lesson Today s lesson my student and I will start by discussing our journal entries My journal gives an example of personification on p 89 This will stimulate our discussion and lesson on figurative language From the attached figurative language sheet I will make cards for my student I will have the picture clue on one side and the definition of the figurative language term on the other side We will go over these and some examples of each We will use these cards to aid with comprehension section also Vocabulary Instruction The vocabulary words for this lesson are as follows ruefully gratify dormant eddy and ue I will use the possible sentence strategy from chapter 6 of Readers Teachers Learners with my student I will have Calvin write a possible sentence for each then we will look at the passage in the book and discuss how it was used Then I will have him write new sentences with the words I will discuss with him the usage of the word to make sure he has a clear understanding as he applies the words Comprehension Instruction Particular passages from today s assignment will be given to show examples of the figurative language terms we are discussing today because of their importance in the style of writing Paulsen uses in Hatchet I will use the attached chart charting which is a strategy from chp 3 of Readers Teachers Learners After Studying the chart Calvin will be given examples from today s reading listed on the activity sheet He will then attempt to chart the passages under the appropriate figurative Language Heading Content Instruction I will use Making Reading a real life experience from chapter eight inReaders Teachers Learners A er the comprehension exercise and the demonstration of the importance of gurative language in Writing I Will give Calvin a vane of ma ty everyday literature I Will have concept cards made for him With de nitions With examples so he can look at these as he searches azines and newspapers to see if he can recognize these literary devices in d the terms an Alliteration flylrlg feathers flutterth freely Alliteration is the repetition of usually initial consonant sounds to emphasize certain words they may use alliteration Tongue TWlSterS A big black bug bit a big blac ear DR Deter piper picked a peck of pickled peppers Familiar Sayings such as down in tbe durnps o or die now or never Safe and sound sweet srnell of success f f 39 is the imitation of Examples natural sound in wor BANG DOW These words help us form mental buzz hiss roar woof bang g pictures about the things people pop hiss and sizze or places that are described Hyperbole Hyperbole is a figure of speech in Examples which exaggeration is used for emphaSiS 0quot EffeCt It may be His eyes were as round as confused with a simile because it saucers often co pares two items The I nearly died laughing difference Is that wit a hlS Torn carried inancial responsibilities aroun birn hyperbole the comparison is an exaggeration I could sleep for a I39ve told you a mill to exaggerate year ion times not Repetition Repetition is when one or more words are repeated to show urgency or importance Hatchet Page 3 Dlvorce A breaking word an ugly breaking word Dlvorce Secrets No not ecrets so rnucb as Just tbe Secret wbat be knew and bad not told anybod wbat be knew about bis rnother tbat bad caused tbe dworce wbat be knew the Secret Dlvorce The Secret Activity 1 Determine which type of figurative language is used for each item below Write one of the following words on each line below to show the type of figurative language being used Alliteration Onomatopoeia Hyperbole Repetition 1 Page 10 quotDon39t know kid quot The pilot39s words were a hiss barely audible 2 Page 12 The jolts that took the pilot back had come and now Brian sat and there was a strange feeling of silence in the thrumming roar of the engine a strange feeling of silence and being alone 3 Page 12 He was alone In the roaring plane with no pilot he was alone Alone 4 Page 16 Find two types of figurative language in this passage 5 Transmitter 221 was stamped in the metal and it hit him finally that this was the radio The radio Of course He had to use the radio Page 24 Easy to say he thought hard to do Easy say hard do Easy say hard do It became a chant that beat with the engine Easy say hard do Impossible to do 10 11 12 13 Page 26 GOING TO DIE Brian thought Going to die gonna die gonna die his whole brain screamed it in a sudden silence Gonna die Page 34 He closed his eyes and slept dreamless deep and down Page 40 Destroyed The word came I would have been destroyed and torn and smashed Driven into the rocks and destroyed Luck he thought I have luck I had good luck there Page 41 Traffic people talking sounds all the time the hum and whine of the city Page 44 Besides he had probably swallowed a ton of it while he was swimming out of the plane and getting to shore Page 51 quotI39m hungryquot He said it aloud In normal tones at first then louder and louder until he was yelling it quotI39m hungry I39m hungry I39m hungryquot Page 52 Then the bird started again and some kind of buzzing insect and then a chattering and a cawing and soon there was the same background of sound 14 15 Page 74 Shining black and silky the bear stood on its hind legs half up and studied Brian just studied him then lowered itself and moved slowly to the left eating berries as it rolled along wuffling and delicately using its mouth to lift each berry from the stem and in seconds it was gone Page 80 But the hatchet missed sailed into the wall where it hit the rocks with a shower of sparks and his leg was instantly torn with pain as if a hundred needles had been driven into it LiteratureBased Instruction Lesson Plan 4 Name Date of Lesson 41106 Title of Book Hatchet Student Name Calvin Time started 1100 Time ended 100 Pages Read From 115 to 154 Curriculum Ties Hatchet takes the character Brian out of his usual environment of New York City and puts him in the remote wilderness of Canada He has no supplies and is forced to go back to primitive ways of being a hunter and gatherer During the lesson we will do a socials studies content connection with supplements that discuss the ways of hunters and gatherers and then my student will be engaged in activities which compare Brian in modern society and the way Brian is in the Wilderness Supplementary Materials Online information about Hunters and gatherers found at httpenwikipediaorgwikiHuntergatherer Introduction to lesson As with each lesson Calvin and I will begin instruction with our journals From my quote in my journal the student and I will see that Brian has made tools for fishing We must keep reading to know how Brian knows what fish to hunt and how did he make the bow and arrows that he now has We will make connections throughout the lesson with Brian as a hunter and gatherer Vocabulary Instruction The vocabulary words for this lesson are corrosive fuselage and mesh I will once again teach these words in context as our text suggest But this time I will only do one word with Calvin and I will observe him and facilitate as he uses the context to decipher the meaning of the words Previewing in context is a strategy from chapter 6 of Readers Teachers Learners which I used in a earlier lesson I will see if he is more familiar and confident with this strategy Comprehension Instruction For Comprehension instruction that goes along with the social studies content instruction for today s lesson I will use charting as suggested in Chp 3 of Readers Teachers Learners The chart will have Calvin remember from the reading ways old Brian and new Brian differ in the ways they hunted and gathered and emphasizing what foods he ate how he got food and tools he used I will chart and example of each to get Calvin started Chart is attached Content Instruction Today I will use the read aloud strategy from Chapter 8 of Readers Teachers Learners The purpose of this is to stimulate discussion that will end today s lesson As I read I will have Calvin listening closely to the passages that relate to Brian as a hunter and gatherer HunterGatherer Old Brian New Brian What he ate How he got food Tools he used LiteratureBased Instruction Lesson Plan 5 Name Date of Lesson 41206 Title of Book Hatchet Student Name Calvin Time started1 00 Time ended 300 Pages Read From 155 to 189 end of book Curriculum Ties Today I will use writing strategies to connect my language arts content It is important that Calvin know how to summarize the importance of the overall theme of this book Supplementary Materials dictionary Introduction to lesson Today we will nish looking at our journals This entry involves feelings Brian has as he nds the survival pack after being alone in the wilderness for almost two months This entry will stimulate us to read further into conclusion of the book to see how Brian s character has changed Vocabulary Instruction The words for today s reading are incessant surging frenzied butane lighter Calving will use the generate possible sentences strategy from chapter six of Readers Teachers Learners My student will write possible sentences which might be in the text Then read Hatchet to check if correct We will evaluate the sentences and then my student will write new ones We will then discuss these sentences so that Calvin understands the use of the word correctly in the context Comprehension Instruction After giving Calvin two specific questions he gave a verbal demonstration from his reading which is a technique from chp 3 of Readers Teachers Learners The questions were 1 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 Use examples from the text to explain 2 Why might Brian have mixed feelings about using some of the items in the survival pack Explain with passages from your reading and give your opinions Content Instruction Writing assignment I will demonstrate summary of the survival theme in Hatchet We will make a list together of old characterizes of Brian and new ones since his two month stay in the wilderness before being rescued I will have Calvin use Brian s best attributes in writing a newspaper article regarding Brian s ordeal and how he survived This activity is also an example of making reading a real life experience from chapter eight of Readers Teacher Learners Journal Entry 1 Date 40406 Time 130330 Place my home Chapters 14 Brian Robeson stared out the window of the small Plane at the endless green northern wilderness below It was a small plane a Cessna 406a bushplaneand the engine Was so loud so roaring and consuming and loud that it Ruined any chance for conversation pg 1 This quote sets the setting of the book and I think the reader will understand that but I think my student will need help in understanding how Paulsen uses imagery in his style of writing Divorce A breaking work an ugly breaking 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 knewithe Secret Divorce The Secret p3 I believe the student will read and understand that Brian has a secret and this will peak their interest to learn what it is and how this unfolds in the story Ithink my student Calvin will wonder why Paulsen wrote this way and what is this style called and how is it effective Journal Entry 2 Date 40506 Time 300500 Place My home Chps 58 He did not know how long it took but later he looked back on this time of crying in the corner of the dark cave and thought of it as when he learned the most important rule of survival which was that feeling sorry for yourself didn t work It wasn t just that it was wrong to do or that it was considered incorrect It was more than thatiit didn t work When he sat alone in the darkness and cried and was done all done with it nothing had changed His leg still hurt it was still dark he was still alone and the selfpity had accomplished nothing P 79 When first reading this passage I wonder why would Brian say feeling sorry for yourself didn t work As I read and Calvin reads we will see that Brian says self pity accomplishes nothing What does this have to do with attitude and Brian s survival This will be a good time to introduce the real survivor story from Newsweek article It also talks about attitude of survivor Journal Entry 3 Date April 10 Time 600800 Place My home Chps 912 I have a friend he thoughtI have a friend now A hungry friend but a good one I have a friend named fire hello f1re P 89 From reading the leading passages I and my student understand that Brian has learn to make fire and he is excited and knows that fire is key to his survival But why does Paulsen call it his friend and what is this type style of writing called This is a great quote to use for my example of personification on my less for figurative language that Paulsen uses Journal Entry 4 Date 41 106 Time ll00l00 Place My home Chps 1316 Brian Stood at the end of the long part of the L of the lake and watched the water smelled the water listened to the water was the water A fish moved and his eyes jerked sideways to see the ripples but he did not move any other part of his body and did not raise the bow or reach into his belt pouch for a fish arrow It was not the right kind of fish not a food fish P 115 From this passage my student and I learn that Brian has made tools for fishing and that he knows what fish to eat We must keep reading to know how Brian knows what fish to hunt And how did he make the bow and arrows Journal Enry5 Date 41206 100300 Place My home Chps 1719 Up and down he thought The pack was wonderful but it gave him up and down feelings P 180 This quote has to do with Brian s feelings about nding the survival pack after being out in the wilderness for 2 months My student and I will discuss why Brian would have up and down feelings of what he found We will read surrounding passages to help us as we conclude this book References BrozoW amp Simpson M 2003 Readers Teachers Learners Expanding Literacy Across the Content Areas New Jersey Merrill Prentice Hall McKnight T 2004 Regional Geography of United States and Canada Fourth Edition New Jersey Pearson Prentice Hall Paulsen G 1999 Hatchet New York Simon amp Schuester 2005 Atlas of World Geography Rand McNally Publishing I I http www com teachers httpwwwmsnbcmsncomid4460568 II 121 httpwww meek 7m net nrviva intive lessnnt htm http enwikipedia orgwikihunter gatherer httpcmswestnortk17om cm quot 39 imhhetndf Re ection on Field Experience Using Hatchet by Gary Paulsen My student Calvin and I met the following dates and times April 4 130330 April 5 300500 April 10 600800 April 11 ll00l00 and April 12 100300 This totals ten hours of eld experience Calvin is sixteen and is considered a sophomore in high school He has been attending public school this year after being home schooled for several years He just recently decided to go back to being home schooled That is why I was able to work with Calvin on some days during regular school hours Calvin s number one strength in literacy is that he loves to read He also likes to nd other people who like to read so that he can discuss the books with them His vocabulary is good due to his frequent reading Unfortunately Calvin is quite shy and tends to only really express his feeling about what he has read to his older brother who likes to read I think that Calvin through our eld experience began to open up to me discussing Hatchet because he saw that I too was interested in books and discussing them I actually think he enjoyed our lessons I believe he is above average on his reading level for his age range I believe he needs to be challenged I tried to incorporate lessons that would challenge his thinking His opinions are strong A teacher of Calvin s would need to be on their toes and ready to back up their ideas with facts Also he needs knew knowledge that helps him build on prior knowledge or he could easily be bored in the classroom Hatchet was a wonderful book to teach comprehension strategies and content material in both Language Arts and Social Studies Place is a huge part of this book which stimulates geography lessons and Paulsen s style gives a multitude of passages to discuss use of gurative language As for instructional changes while using this book again for teaching I would probably deal more with the survivor theme and use more activities to involve students Of course with a whole classroom of students you can do more discussionssuch as round robinetc Also I would really love to team teach this book across the curriculum with my colleagues Hatchet as many content emphasis It brings in sociologypsychology biology geography and language arts I feel overall that I met the needs of my student I believe I kept the lessons interesting by adding in supplemental literature I believe Calvin became more con dent in his responses to the comprehension activities I also hope that now whenever he hears about a survivor story or Canada or even a black bear he will automatically connect it with Hatchet


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Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.