Hatchet Novel Study

Discussion in 'General Education' started by MissScrimmage, Dec 29, 2010.

  1. MissScrimmage

    MissScrimmage Aficionado

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    Dec 29, 2010

    Does anyone read Hatchet by Gary Paulsen with their class?

    What kinds of activities do you do to go along with your study? The majority of my class is male so I really want to get them into this book!! I was thinking of using an online timeline generator and have them make a timeline of Brian's experiences. Hmmm.. maybe journal entries from Brian's perspective?
     
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  3. MrsC

    MrsC Multitudinous

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    Dec 30, 2010

  4. Lindager

    Lindager Companion

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    Dec 30, 2010

    We do Hatchet in our school

    One of the things I used when I read Hatchet with my one on one student was (who hated to read anything except Twilight novels) was to have her pick one of the animals Brian ran into and do a short report on that she enjoyed that because she loves animals. We also did an essay on how she thought she would react in Brian's situation(she was a Tom Boy). At the end I also had her write an essay about what she thought Brian's mother was thinking all the time he was missing. This was just with one student, but I know the regular classroom teacher has used the animal report and some of these websites
    http://www.mce.k12tn.net/survival/hatchet/hatchet.htm
    http://www.bookrags.com/studyguide-hatchet/literaryqualities.html
    http://www.sparknotes.com/lit/hatchet/summary.html
     
  5. MissScrimmage

    MissScrimmage Aficionado

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    Dec 31, 2010

    Great ideas, thanks!

    How do you handle "The Secret"... the mom having an affair. Do you discuss it in much depth?
     
  6. Upsadaisy

    Upsadaisy Moderator

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    Have the kids draw a map of the scene, adding details as they come across them in the book.
     
  7. Upsadaisy

    Upsadaisy Moderator

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    This is a plan that I've posted before. People are probably sick of it by now. You can use it with any novel:

    Students kept reader response journals. They wrote in it daily. They each had a copy of the novel (they had to buy it). They were not allowed to read ahead or start it on their own.

    First, we previewed the book, the title, the author's name, cover illustration. We predicted what the book was about. I kept a chart on the wall to record predictions. Then, we read the back cover which had a brief summary. The kids wrote in their journals about any questions they had, what they wanted to know. I recorded questions on the chart paper. This was done in 2 sessions.

    I made charts for recording names of characters, descriptions of characters, settings. We kept adding to the charts as we read.
    We updated the predictions chart as we proved or disproved our predictions.

    The next lesson was about how to use the reader response journal. Every day of reading, they dated the page before writing. They were to keep it open while they read, jot down questions they had, things they wondered about, conclusions they could draw, emotional responses, words they did not understand, and (their favorite) figurative language. (Tie in to language arts lesson on figurative language.)

    Each day, the kids read one chapter (they were short, you might have to limit it to a certain number of pages if the chapters are long) silently. They wrote in their response journals.

    Chart paper for vocab words was kept up until the book was done. I listed the words and page numbers for each days reading. Sometimes we projected the definitions before the kids read a chapter. I gave them pages for recording vocab words and definitions - just made it on the computer with appropriate lines. They used the dictionary to find the definitions after reading silently.

    When everyone had finished reading and recording, I read the same chapter aloud while they followed along. This could take place at any time later that day. We stopped and discussed at appropriate spots. We updated charts. Each student shared their favorite parts (which they had noted in their journals), and interesting language (words, phrases, similes, metaphors). This turned out to be their absolute favorite part of the discussions, which surprised me.

    On most days, I posted a question of the day (or two or three) on the board. They had to answer the question in their journals. Their answers had to contain the question and be in complete sentences. I encouraged them to cite the page number and/or a quote from the chapter which helped them.

    Sometimes, I had them draw a particular scene, or even a vivid use of language right in their journals. They loved this, too. You could also ask them to make short comic strips of chapters, write letters to characters giving advice, write 'found' poems using words they found in the novel, compare characters to themselves......
     
  8. Mark94544

    Mark94544 Companion

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    Dec 31, 2010

    I'm still a newbie here so I can't post links; there are some great free resources out there, though.

    There's a nice education-student-written unit plan at AppState, try googling "Hatchet and The River both take its readers on a journey which they will never forget." (it's an MS Word .doc file).

    There's a concise collection of short teaching ideas at proteacher (search for "Hatchet is a such a wonderful book, my 5th graders LOVE it!").

    And of course, there are some useful links for Hatchet at WebEnglishTeacher.

    My "Lesson Index" web site links to 133 teaching resources for Hatchet.
     
  9. Special-t

    Special-t Enthusiast

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    Dec 31, 2010

    THANK YOU. This is a perfect plan for me. I love how you consistently incorporate comprehension strategies.
     
  10. Upsadaisy

    Upsadaisy Moderator

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    I'm glad you can use it!
     
  11. MissScrimmage

    MissScrimmage Aficionado

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    Thanks for the plan! It will definitely adapt this and use it!
     
  12. Upsadaisy

    Upsadaisy Moderator

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    You are so welcome.
     

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