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TRANSCRIPT
Hatchet
By
Gary Paulsen
A Novel Study by Nat Reed
About the Author
Gary Paulsen
Gary Paulsen, a renowned author of novels for young people, presently lives in New Mexico. Three of Gary Paulsen’s novels have been acclaimed as Newbery Honor Books: Hatchet, Dogsong, and The Winter Room. A sequel to Hatchet, entitled The River, hasalso been published. (The River is a sequel to Hatchet).
His other novels include:
Brian’s Winter (sequel)Brian’s Return (sequel)CanyonsThe CrossingDancing CarlThe IslandThe Winter RoomSentriesTrackerWoodsongThe Legend of Red Horse CanyonEscape From Fire MountainDanger on Midnight River.
Gary Paulsen is an avid outdoorsman who competed in the Iditarod, a dog sled race acrossAlaska. He also frequently sails the Pacific Ocean.
About the author: Nat Reed has been a member of the teaching profession for more than 35 years. He was a full-time instructor at Trent University in the Teacher Education Program for nine years. For more information on his work and literature, please visit the websites www.reedpublications.org and www.novelstudies.org.
Copyright © 2012 Nat ReedAll rights reserved by author.
Permission to copy for single classroom use only.Electronic distribution limited to single classroom use only.
Not for public display.
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Preface
The activities, questions and exercises included in this novel study program are meant to supplement the reading and enjoyment of this excellent novel. The program incorporates both pre-reading and post-reading activities which address:
- Concept development
- Vocabulary enrichment
- Reading and writing skills
- Research and problem solving strategies.
A principal expectation of the unit is that students will develop their skills in reading, writing, listening and oral communication, as well as in reasoning and critical thinking.
Links with the Common Core Standards (U.S.)Many of the activities included in this curriculum unit are supported by the Common Core Standards. For instance the Reading Standards for Literature, Grade 5, makes reference to a) determining the meaning of words and phrases. . . including figurative language; b) explaining how a series of chapters fits together to provide the overall structure;c) determine how characters … respond to challenges;d) drawing inferences from the text;e) determining a theme of a story . . . and many others.
Students can work on the activities at their own pace. Every activity need not be completed by all students. Most activities in this novel study have been designed for individual or small group work. However, the Discussion and Creative Writing suggestions lend themselves to whole group sharing, evaluation, and reflection. The number and variety of activities allow the teacher much choice and discretion. Research components of the unit lend themselves to working in collaboration with the school librarian.
Themes which are in integral part of the novel include: Ecology and the environment (northern Canada) Perseverance in the face of adversity Divorce.
Both the novel and this program can be utilized as part of a larger thematic unit of study.
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Table of Contents
SECTION PAGE
I. Student Exercises ••••••••••••••••••• 6
II. Answers ••••••••••••••••••••••••••• 78
III. Appendix •••••••••••••••••••••••••• 91
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Possible Concepts Which Could be Taught From Hatchet
Listed below are several concepts which could be taught in conjunction with the novel. The definitions are meant as suggestions – the teacher may wish to make alterations and amendments.
1. CRISIS – a time of intense difficulty or danger
2. CHARACTER – the qualities of an individual which make that person distinctive (different from others).
3/4. SETTING – that place and time in which a story or event takes place.
5. RESOURCES – something or someone to which one can turn to for help or support to achieve one’s purpose.
6. CONFLICT – struggle between opposing forces or powers 7. PANIC – sudden and overpowering fear, especially when affecting a large number of
people at the same time
8/9. PERSEVERANCE – persistence in any purpose or enterprise in spite of discouraging circumstances.
10/11. PATIENCE – the quality or habit of enduring with little complaint.
12. DISCOURAGEMENT – the disheartening or dampening of someone’s courage.
13. RESOLVE – to make up one’s mind to a course of conduct or action.
14. ENVIRONMENT – the collection of all external and internal conditions affecting the existence, growth and welfare of organisms.
15/16. COINCIDENCE – a circumstance agreeing with another, often implying accident.
17. STRENGTH – the quality or property of being strong and able to sustain the application of force without yielding or breaking.
18. SELF PITY – feeling of grief or pain awakened by one’s own misfortunes.
19 CLIMAX – a progressive increase in force throughout a rhetorical or musical passage culminating at the close.
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PART II
STUDENT EXERCISES
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Chapter 1
VOCABULARY
The following Word Box identifies a number of words from Chapter One which may be new to some readers. Look up the meaning of any unfamiliar words in the dictionary, thenfrom the sentences beneath the Word Box fill in the blank with the word which gives the correct meaning to each sentence.
extensionextension initialinitial contractcontract discomfortdiscomfort designeddesigned
consumedconsumed slewedslewed stoutstout complicatedcomplicated audibleaudible
1. The airplane was so noisy that the pilot’s voice was barely_______.
2. The canoe was fastened to the trailer by a _________rope.
3. An aircraft is ________ to brave the roughest weather.
4. After an _______ burst of anger, Brian came to accept the fact.
5. The Cessna 406 ______ dangerously in the high winds.
6. Brian ______ too many berries.
7. The pilot felt his chest ______ with a sharp pain.
8. The steering column became an _______ of his body.
9. The Secret made Brian’s life very ________.
10. The hard airplane seats were a source of extreme _______ to all the passengers.
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READING
1. Why was conversation almost impossible during the plane trip?
2. Describe the pilot’s appearance and personality from what we know of him in the chapter.
3. In what town did the plane trip begin?
4. What was Brian’s father’s profession?
5. Why do you think Brian objected to his mother referring to his father as hisfather, rather than his dad?
6. What did Brian mean when he said that having a hatchet in his belt would look too hokey?
7. What crisis does Brian face at the very end of this chapter?
8. What details does the introduction establish about the setting and the main character?
Literary Device
Personification is a device used by writers in which nonhuman objects are granted human attributes. An example of personification can be found early in this Chapter. What object is being personified? What mood does this device create?
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ACTIVITIES (Page 1 of 2)
I. Pilot Interview.
Interview a person who has his/her pilot’s license and have the pilot briefly explain the important instruments used in flying a plane and the general procedure followed by the pilot when landing and taking off. Record your interview by one of the following methods: a) audio/visual b) audio c) written.
II. Charting the Route.
a) Although we aren’t told Brian’s exact destination, we do know the general area. Brian isgoing to visit his father who is working on the oil fields in the Canadian Arctic (“on the tree line where the tundra started and the forests ended”). From these two importantclues, try to determine more specifically the destination of Brian’s flight (i.e. which province or territory, and what specific region of the province/territory?) You may wish to include a map showing Brian’s approximate destination.
b) Although Hampton, New York, is a fictitious city, there are a number of communities with airports in the eastern part of the state. Imagine the author used the city of Ogdensburg, New York, as a model for the fictional Hampton. Calculate the approximate distance from Ogdensburg to Brian’s destination, and the length of time his journey would take if he was flying at an average air speed of 80 mph (128 km/hr) (this includes stops). (The fact sheet for the Cessna T182 included with this Study Guide might be of assistance in calculating the number of stops which would be necessary.) File a possible flight plan to show your route including any possible refueling stops along the way.
III. Heart Attack:
a) List at least six things which happened to the pilot during his heart attack.
b) Either through investigating written material on the subject or by interviewing someonein the medical field, find out what causes a heart attack, and what happens to the human body when a heart attack occurs. Include any first aid measures which might be taken to assist someone having such an attack. From your investigation, do you think the author’s description of the pilot’s heart attack is realistic?
IV. Engineering:
The story mentions that Brian’s father was a mechanical engineer. What are the responsibilities of a mechanical engineer? In what possible fields would such an engineer work?
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ACTIVITIES (Page 2 of 2)
V. Cessna Fact Sheets.
Brian mentions that he is flying in a Cessna 406 airplane. Cessna does not actually make a model 406 aircraft, but they do manufacture a number of models similar to the plane described in Chapter One.
Check out the two accompanying Cessna fact sheets (p11-12). The Turbo Skylane (Model T182) is probably very similar to the plane in which Brian was a passenger. Select two criteriafrom each of the four categories given (Specifications, Cruise, Takeoff and Landing) to compare the Turbo Skylane with the Crusader (Model T303) using the Comparison Framework below. An example is shown.
Criteria Turbo Skylane Cessna Crusader
Number of Seats 4 6
10
11
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DISCUSSION
By brainstorming in groups of three or four students:
Compile a list of facts which you have learned about Brian.
Brian faces two crises in this chapter, his parents' divorce and the pilot's heart attack. Supposing Brian survives the results of the pilot's heart attack without serious injury, which of these two events do you think might have a more long-lasting effect on his life? Please explain your answer.
What do you think the real reason was for Brian hating judges and lawyers so much? What might have been the root of this hatred?
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Chapter 2
VOCABULARY
14
Word Bank for the Crossword Puzzle (If Necessary)
noise rudder large hesitation rehearsed vague
propeller cowling indicate microphone wrench altimeter
headset procedure static throttle reduce turbulence
rectangle hurtle dashboard device violent interval
pull
READING
1. What does an altimeter measure?
2. What did Brian’s radio contact mean by saying “you are covering me”?
3. Why wasn’t Brian able to maintain radio contact?
4. What was Brian preparing himself for while flying the plane?
5. Where did Brian decide he would have to come down?
6. Do you think the concluding sentence in this chapter is effective? Why or why not?
CLIFFHANGER
This chapter contains a literary device called a cliffhanger. A cliffhanger usually occurs at the end of a chapter when the author leaves the reader in suspense. How is this true of this chapter? Why do you think the author ended the chapter this way?
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ACTIVITIES (Page 1 of 2)
Match Brian’s emotions with examples from the first two chapters.
1. Bitter a) The very core of him, the very center of Brian was stopped and stricken with a white-flash… so intense that his breathing …. stopped.
2. Cautious b) Now Brian sat, looking out the window…
3. Embarrassed c) He moved around in the seat, feeling only slightly ridiculous.
4. Confused d) Brian shook his head. “I’d better not.”
5. Fear e) How he hated lawyers who sat with their comfortable smiles…
6. Curious f) “Please,” Brian said. But did not know what or who to ask.
OBSERVATION CHART
Hatchet is a novel filled with strange sights and sounds. Look back over the last two chapters and find as many examples of the five senses as you can, listing them in the chart below with a brief description about where each was found. You may wish to chooseyour examples from one particular scene, or include a number of different scenes.
Sight Sound Touch Taste Smell
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ACTIVITIES (Page 2 of 2)
The Main Parts of an Airplane.
The accompanying diagram of the airplane’s main parts lists 20 different items.
a) Working individually or in pairs, state the purpose of as many of the items as possible
b) Working in larger groups or as a class, compare your answers and attempt to complete the entire exercise.
1. Spinner: ________________________________________________2. Propeller: ________________________________________________3. Engine cowl: ________________________________________________4. Windshield: ________________________________________________5. Wing Strut: ________________________________________________6. Wing: ________________________________________________7. Right Aileron: ________________________________________________8. Right Flap: ________________________________________________9. Vertical Stabilizer: ______________________________________________10. Rudder: ________________________________________________11. Elevator: ________________________________________________12. Horizontal Stabilizer:_____________________________________________13. Left Flap: ________________________________________________14. Left Aileron: ________________________________________________15. Main Landing Gear: ______________________________________________16. Door: ________________________________________________17. Seat: ________________________________________________18. Nose Gear: ________________________________________________19. Landing Lights: _________________________________________
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DISCUSSION - FEELINGS AND POSSIBLE REACTIONS
Why do you think Brian contemplated pushing the throttle in and making it happen sooner?
In groups of 3 or 4, brainstorm a list of possible feelings a person might have in such a
crisis. With each feeling generated by your group, also list an individual’s possible
reactions to these feelings in such a crisis. Record your findings in the following chart.
An example is given.
FEELINGS REACTIONS
Giving up. Making the plane crash sooner
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Chapters 3 – 4
VOCABULARY
Draw a line from each word on the left to its meaning on the right. Then use the numbered words to fill in the blanks in the sentences below.
1. altitude a. frantically2. desperately b. pain3. hoarse c. flinch4. massively d. remainders5. agony e. briefly6. viciously f. height7. frustration g. enormously8. remnants h. harsh9. wince i. savagely10. momentarily j. futility
1. He _________needed a lake in front of the plane.
2. He was __________blinded.
3. His forehead felt _________ swollen to the touch.
4. Brian was only able to speak in a _________ whisper.
5. The mosquitos _______ attacked Brian as soon as the fire went out.
6. Brian felt himself _________ with pain.
7. He was almost crying in __________ and ___________.
8. The plane cruised at a high _____________.
9. Only __________ of Brian’s jacket remained.
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READING
1. Why did Brian feel that it was important to land on a lake rather than in the forest?
2. Why do you think that author said “Someone was screaming…”instead of saying “Brain began to scream”?
3. Brian mentioned at least three parts of his body which ached - his legs, back and forehead. Describe how you think each of these items became injured in the crash or its aftermath?
4. Why do you suppose Brian dreamt of The Secret when he was unconscious?
5. Can you think of any ways in which Brian might have protected himself from the mosquitos and black flies?
6. Brian compared the mosquitos to vampires. Can you think of any other things to whichthese insects might be compared?
7. The first bird that Brian saw he described as “a crow but larger”. What kind of bird was this?
8. What three types of trees does Brian identify? Knowing that the story took place in northern Canada, research the names of some other types of trees which might grow there.
9. What would have happened if the plane had come down a little to the left?
Literary Devices: onomatopoeia is a literary device which refers to the use of words whose sounds seem to express or reinforce their meanings. A couple of examples of this device can be found in these chapters. Find one such example and describe how the sound might have been created.
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ACTIVITIES (Page 1 of 3)
I. A Naturalist
In Chapter 4 Brian mentions that mosquitos were an unexpected problem for him. Interview a Naturalist or someone who has spent considerable time in the woods.
• From the interview make a list of several things (3 or more) which this person considered to be important obstacles to wilderness survival.
• Also make a list of three or more items which the naturalist take with him/her on awilderness excursion.
II. Fish Habits
Brian noticed a number of fish in the nearby lake jumping out of the water. Find out and explain what causes fish to jump.
III. Brian’s Pests
Using the following chart, research and compare several important facts about the following insects: mosquito, blackfly, sandfly and horsefly. You are also responsible fordeciding on three additional criteria by which to compare these insects. The first criteria is given as an example.
Criteria Mosquito Blackfly Sandfly Horsefly
LifeExpectancy
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ACTIVITITY 2
Instrument Panel
Using the diagram of the Instrument Panel, and from what you have learned by reading the first four chapters of the novel, state the purpose of the following instruments.
1) Magnetic Compass _________________________________________
2) Altimeter __________________________________________
3) Fuel Gauges __________________________________________
4) Microphone __________________________________________
5) Tachometer __________________________________________
6) Rudder Pedals __________________________________________
7) Throttle Control __________________________________________
8) Ignition Switch __________________________________________
9) Wing Flaps Control __________________________________________
10) Panel Light Control __________________________________________
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24
ACTIVITIES
Adverbs modify or help a verb or another adverb. An adverb often ends in “ly”. Rewrite each of the following sentences indicating the adverb with a single line and the word(s) it modifies with a double line.
1. He desperately needed a lake right in front of the plane.
2. This caused the plane to slow dramatically.
3. He was momentarily blinded.
4. His forehead felt massively swollen.
5. The mosquitos and flies attacked the new soft flesh of his back so viciously that he pulled his shirt down.
PARTS OF SPEECH
From this chapter find at least two examples of each of the following six parts of speech and list them in the appropriate section of the chart below.
Nouns
Pronouns
Prepositions
Adjectives
Adverbs
Verbs
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DISCUSSION
In groups of three of four, consider Brian’s idea: “If you keep walking back from good luck… you’ll come to bad luck.”
What did he mean by this?
Do you agree with the thought? Defend your answer.
CREATIVE WRITING
Imagine a different setting for the novel (i.e. Brian is flying over the
Sahara Desert, the snow-covered Arctic…) Rewrite the two paragraphs
beginning “There was a great wrenching…” imagining that the crash occurred
in this new locale. Be sure to incorporate elements of this completely
different setting in your description.
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Chapter 5
VOCABULARY
Complete the following Word Search puzzle by finding the 20 words from Chapter Five listed below.
M T D I G I T A L U O F N S R
W S N D M G M O S Q U I T O Q
L T W E C O T O R C Y D G R E
W X D A M J E J T L K Z P B X
T K T A U N T Q S I O U O K P
S Z M X S E R U P E V V S D L
S U L M S S O E X U Y A I I O
H B O S U I U T V B W L T R D
S L A I C R E M M O C U I E E
W U D I B N K S E R G A V C D
O R V O S I C Y N D T B E T C
L B S I M C H R C E B L K I X
L S V D C E K P R O T E S O C
E E U W G N T R M X I N H N J
N D F F D J Y F R A N T I C A
AMPHIBIOUS ASSET ASSUMED BLURBS GOVERNMENT
COMMERCIALS DIGITAL DIRECTION EXPLODED EXTENSIVE
FRANTIC MOTIVATED MURKY POSITIVE VICIOUSLY
MOSQUITO FOUL SWOLLEN VALUABLE INTENSE
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READING
1) What mood do you think the author attempts to create in the chapter’s introduction by using such expressions as: hammered open and unbelievably viciously thirsty?
2) When Brian finally started to recover, what did he find was his most pressing need?
3) What did Brian find advantageous about keeping short thoughts?
4) What two things was Brian’s English teacher, Mr. Perpich, always telling his students?
5) List the resources which Brian had on him.
6) When the pilot was having his heart attack he accidentally pushed on the plane’s rudder pedal. Explain what effect this action had on Brian’s chances of being found.
7) How far off the pilot’s flight plan did Brian think he might be?
8) What two things did Brian have to provide for himself?
Literary Devices: Point of View
The term “point of view” refers to the voice that is telling the story in a work of fiction. A story which is narrated by a person directly involved in the action is known as a first person point of view. This gives the story a real sense of immediacy but often limits the reader’s vision. Another popular approach is the author’s use of a third person narrative, in which the author is telling the story. Although this approach is more removed from the story, it has the advantage of being able to offer many viewpoints simultaneously.
Go back and skim read Chapter Five and tell what point of view the author has chosen for Hatchet.
Do you think the author made a good choice of “voice” for his story? Explain possible advantages or disadvantages.
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ACTIVITIES
I. Calculations:
#1 If Brian called for help on the radio a total of seventeen times at ten minute intervals, how much time transpired during this part of the flight?
b) If the plane’s air speed was 160 miles per hour, how far could it have flown in this time?
#2 If the Cessna’s air speed was 160 mph, how long would it take for the plane to reach the lake Brian noticed which was one mile away?
#3 Calculate the plane’s crash time from the initial moment it began losing altitude, if the air speed was 160 mph, and the plane was flying at 6000 feet and descending at a rate of 50 feet per second.
II. COVER STORY
Do a cover page for your Hatchet assignments.
Include: a) a colored pictureb) title and authorc) your name.
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DISCUSSION
“You are your most valuable asset. Don’t forget that. You are the best thing you have.”
Brian is inspired by this statement which he remembers his former teacher, Mr. Perpich, telling the class.
Debate the merits of this thought.
If you or your group agrees with this point of view, brainstorm as many reasons why this statement is true, especially with regard to Brian’s situation.
If you or your group disagrees with this point of view, offer as many other possible resources which might merit consideration as an individual’s most valuable asset. Be readyto defend your choices.
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Chapter 6
VOCABULARY
Assemble the word parts below into ten compound words which are found in Chapter 6.
noon out some lake fire
head box hang after door
wood side way where any
over body ice fore with
1 6
2 7
3 8
4 9
5 10
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READING
Indicate whether the following statements are true or false. If you believe the answer to be false, correct the statement on the line below.
1. Brian decided to stay near the lake because he thought the T or Fwrecked plane might be spotted by someone flying overhead.________________________________________________
2. Brian’s shelter had been formed years ago by a flood T or Fwhich covered the area. ________________________________________________
3. After discovering his shelter, Brian realized that his next most T or Fpressing need was finding something to eat.________________________________________________
4. Getting a drink of water from the lake helped to ease his T or Fhunger.________________________________________________
5. Brian couldn’t start a fire by using his watch crystal because his T or Fcrystal had been broken in the crash. ________________________________________________
6. He was attracted to the berry bushes by a flock of excited birds. T or F_______________________________________________
7. After failing to start a fire by rubbing two sticks together, Brian T or Fdecided his next task was to fix up a storage place for his foodsupplies.________________________________________________
Literary Device: Foreshadowing is an author’s way of hinting about what might happen later in the story. Find what might be an example of this device and describe what youthink it might foreshadow.
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ACTIVITIES
I. Sketch a diagram of Brian’s shelter from the description in this chapter.
II. Investigate: What noisy bird did Brian see which was “reddish orange with a thick beak”?
III. The author mentions a survival course which Brian had heard about in the desert of Arizona. Investigate the environment with which these survival teams had to contend and compare four factors with the environment of HATCHET using the comparison framework below. The first criteria is given.
Criteria Arizona Desert Canadian North
Temperatures
DISCUSSION
At the beginning of Chapter 6, Brian wishes his friend, Terry, was with him in the wilderness.
Discuss with your group the advantages and disadvantages of surviving in the wilderness with
another person. Record your points in a chart similar to the one shown below.
ADVANTAGES DISADVANTAGES
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Chapter 7
VOCABULARY
From the following sentences choose an antonym from the word box for each underlined word.
1. Brian’s hunger cramps began to recede.
2. It was apparent that the raspberries were a better food choice than the gut cherries.
3. Brian was convinced to try the berry patch again.
4. He gorged himself with the berries.
5. The bear was delicately using its mouth to lift each berry from the stem.
6. A tiny rivulet of water ran down to the lake.
7. Brian knew enough to exercise caution around bears.
recklessness discouraged coarsely torrent
starved increase unclear
What is another way of saying “the day caught up with him.”
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READING
1. To what was Brian referring when he said “explosion in the night”?
2. Why do you think Brian referred to the berries he ate as “gut cherries”?
3. Do you agree with Brian that his tears of self-pity were wasted? Explain your answer.
4. What does the phrase “his mind decided then to bring the memory up again” imply about the way Brian felt about remembering his mother and the man with the short, blond hair?
5. Brian decides to search for a “sweeter kind of berry”. Give several examples ofberries which would probably be sweeter than his “gut cherries”.
6. The little sentence “..so I’ll call it home” marks an important decision for Brian. What decision do you think this remark reveals, and what does it say about Brian’s state of mind with regard to his situation?
7. What made Brian think that the black bear didn’t mind sharing?
8. What thought caused Brian to take his mind off his own troubles for the first time since the crash?
Literary Device: Simile
A simile is a comparison between two unlike objects using the words “like” or “as”. Find the simile in this chapter. What is being compared? Does this description help you to visualize the scene? Explain. How else might you compare the subject of this simile?
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ACTIVITIES
Research & Investigation!
I. Berries Everywhere.From the description of the appearance and taste of the “gut cherries”, suggest the kind of berry it might have been.
II. Medically Speaking. Brian found the physical effect of eating so many “gut cherries” to be devastating. What is it which causes the human body to react in this way when it consumes a mild poison such as the “gut cherry”?
III. Bears.The black bear in the berry patch gave Brian quite a fright.a) In attempting to describe the size of the bear, Brian compares it to one he saw from India. What kind of bears are native to India?
b) Brian describes the bear he saw as “huge”, but size is relative. Complete the following framework comparing the height and weight of the following types of adult male bears found in North America.
Type of Bear Average Height Average Weight
Black Bear
Brown Bear
Grizzly Bear
Polar Bear
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CREATIVE WRITING
Brian’s meeting with the black bear in the raspberry bushes took both Brian and the bear completely by surprise. Brian was probably the first human which the bear had ever seen.
Imagine that you are the bear and you are relating your adventures to the rest of your family at the end of the day, or perhaps you are recording the day’s events inyour journal for posterity. Tell your story from the bear’s point of view, including as much detail as possible. What you saw and felt.
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Chapters 8 – 9
VOCABULARY (Page 1 of 2)
Choose the one word that does not belong in each of the sets of words below, then write a sentence explaining why the word does not fit.
1. intense acute powerful weak
2. opening final initial first
3. disappointment satisfaction contentment enjoyment
4. frustration failure success futility
5. segment portion piece complete
6. ambiguous apparent evident explicit
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VOCABULARY (Page 2 of 2)
In each sentence there is one word that is not in context. Replace that word with its antonym from the Word Box.
1. The twigs seemed fireproof, dry and nearly powdery. __________
2. Brian was dissatisfied to see the grass and wood catch fire. __________
3. He was very pleased when he couldn’t get the fire going. __________
4. Brian shook his head and tried to scatter his thoughts. __________
5. It was hard to work until the fire was going. __________
focus exasperated flammable
gratified relax
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READING (Page 1 of 2)
Answer the following questions in full sentences:
1. What was there about the smell which woke Brian at the beginning of Chapter 8and terrified him?
2. Explain what Brian meant when he says, “So fast things change.”
3. Why did Brian believe that feeling sorry for yourself didn’t work?
4. After pulling out the quills, Brian feels that “he couldn’t take it. Not the way it was.” What did Brian mean by this?
5. Why do you think that it was at this specific time that Brian dreamt of his dad and Terry?
6. What did Brian feel his dad and Terry were trying to tell him in the dream?
7. How was the hatchet Brian’s answer – “the key to it all”?
8. Chapter 8 might be divided into two segments entitled The Porcupine and The Dream. Summarize each section in one or two paragraphs. (or summarize as a newspaper article)
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READING (Page 2 of 2)
The opening sentence of Chapter Nine states: “Brian found it was a long way from sparksto fire”. Put the following events from Chapter Nine in their proper order.
Event OrderA Brian cuts the birch bark into thin slivers.
B Brian tries tapping sparks into dried grass and small twigs.
C Brian blows on the embers too hard, causing them to go out.
D Brian peels enough tiny tendrils of bark from a birch tree to form a wad the size of a baseball.
E Brian feeds dead limbs to the hungry flames.
F By blowing gently on the glowing embers, Brian causes the bark hairs to burst into flame.
G Brian rips the twenty dollar bill into tiny pieces and hits sparks into them.
H Brian collects a ball of birch bark fluff as big as a grapefruit.
Literary Devices: Metaphor
A metaphor is an implied comparison between two seemingly unlike objects. For example: “He . . . was hit with the smell.” It is actually impossible for a smell to hit, but the authoruses the verb hit to give the sentence power.
• In the concluding three paragraphs of Chapter 8, metaphors are used to “give life” to the sparks which Brian makes with his hatchet. What four verbs are used in this passage to bring the sparks to life?
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ACTIVITIES
I. The Porcupine
Investigate the porcupine using a framework to outline different features of this fascinating animal. You might wish to include aspects of its appearance, habitat, diet, enemies, etc. An example is given.
CRITERIA THE PORCUPINE
Diet
II. Bigfoot
The author mentions the legendary monster, Bigfoot. Research at least five points of relevant information regarding this mythical creature, and then put the points into sentence and paragraph form. Include a sketch of what Bigfoot is supposed to look like.
42
DISCUSSION
In small groups brainstorm a list of at least three rules for surviving in the
Canadian wilderness. Discuss the merits of Brian’s most important rule of survival:
feeling sorry for yourself doesn’t work. How might this statement be true?
Which rule from your list would your group rate as more important than Brian’s?
Explain.
CREATIVE WRITING
When Brian awakens to the smell in the cave, he compares the smell to graves,
cobwebs, dust and old death. It was a smell that was “alive and full”.
Imagine that instead of awakening to a porcupine, Brian woke to the smell of a
black bear in his shelter. How might Brian have described the bear smell? (Use at
lease four vivid words or phrases.) Finish your story by relating what might have
happened in the shelter occupied by both Brian and a bear.
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Chapters 10 – 11
VOCABULARY
During the last two chapters the author has introduced several key words
regarding the starting of a fire. Explain what each of the following underlined
words or expressions mean in the following sentences.
1. Brian made sure the fire was banked.
2. The curve of the rock back made an almost perfect drawing flue.
3. Working as fast as he could he carefully placed the dried grass… on top of the
4. bark and was gratified to see them take.
5. They seemed flammable, dry and nearly powdery.
6. And so he sat through a long part of the day, keeping the flames even…
44
READING
1. Explain why Brian was almost consumed with the thought of keeping the fire
going.
2. What did Brian discover was a fringe benefit of the fire?
3. Explain the exact purpose of the signal fire. Can you foresee any weaknesses in
Brian’s plans for such a fire?
4. Other than the signal fire, what possible ways might Brian have attracted the
attention of passing planes?
5. Why did Brain decide to sleep in short intervals?
6. Explain what Brian meant by saying that he made a mirror in his mind. Why did
he do this? What was the outcome?
7. Why did Brian force himself to delay eating more of the turtle eggs?
8. How had Brian changed during the few days since the plane crash (physical and
otherwise)? Why do you think he had changed in these ways?
9. What event helped Brian to realize that he could try to catch fish to eat?
10. What implement did Brian think he needed on order to fish successfully?
11. Give titles to Chapters 10 and 11.
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ACTIVITIES (Page 1 of 2)
Research:
As Brian discovered, the snapping turtle is one of nature’s more mysterious creatures, yet this shy animal certainly arrived on the scene at the perfect time.
Research and complete the information chart below with facts about this interesting reptile.
INFORMATION THE SNAPPING TURTLE
How it got its name.
Habitat
Diet
Appearance and Size
Predators (Enemies)
Life Expectancy.
46
ACTIVITY 2
I. In these two chapters Brian continues to learn how to adapt and survive in an unfamiliar environment. He faces a number of problems and also makes several exciting discoveries. Identify the discoveries that each of the following statements represent.
1. “It was a wonderful discovery.” (Resulting from the fire.)
2. “… he must try to understand the reason.” (Involving the mysterious tracks)
3. “… he suddenly realized he didn’t know how to eat them.”
4. “He would have to find the right kind of wood…”
II. What was the significance of each of the following items in these chapters?
a) the kingfisher
b) Uncle Carter
c) A fresh pile of sand
d) Smoke
e) Spearwood
f) A star-shaped pattern of holes
47
ACTIVITY 3
A number of interesting topics have been mentioned in this novel. These have included moose, porcupines, bushplanes, skunks, mosquitoes, snapping turtles, raspberries, ruffed grouse and many others.
Suppose you were asked to research one of these topics (or another from this novel which has been approved by your teacher). A useful tool to begin such a research project is an organizer, like the one featured below. Place the topic of your choice in the middle balloon, then in the connecting balloons choose subtopics which would help you to do a thorough investigation of the topic.
For example: if your topic was cats, a subtopic could be diet, or breeds.
48
Topic
1.
4. 2.
5.
3.
Chapter 12
VOCABULARY
Synonyms are words with similar meanings: antonyms are words with
opposite meanings. Complete the following chart with appropriate synonyms
and antonyms for each of the following words.
Synonyms Antonyms
1. hefted
2. effective
3. crude
4. abrupt
5. vicious
6. primitive
7. persistent
49
READING
1. Why wasn’t Brian successful with his spear at first?
2. How do you think Brian might have “telegraphed” his motion to the fish when trying to spear them?
3. What weapon did Brian “invent” after the spear?
4. What explanation did Brian offer himself for not being hungry?
5. What was it that frightened Brian so badly on his walk throughthe woods?
6. Why do you think Brian didn’t recognize the sound of the airplane when he first heard it?
7. Why do you think Brian refers to his situation as being a “game” at the end of the chapter?
50
ACTIVITY 1
Cloze Encounters
The following passage is adapted from Chapter 12. Complete the exercise byfilling in the blanks with words from the chapter which make sense. When you are finished, go back and check your answers from the novel.
Brian’s fish spear didn’t work because the _________ were just too fast. The
fish spear was made of a straight _________ which Brian had peeled and was ____ feet
long. Brian split the _________ of the spear with his __________, creating two prongs.
It looked effective and __________ to have good balance when he ___________ the
spear.
He’d spent hours and _______ on it, and now it didn’t ____________. The fish
swarmed around his __________, but when he tried throwing the _________ at them
he had no ________. As soon as he brought his _____________ back – the movement
frightened ___________. Next he tried lunging at the __________, thrusting with the
spear. Finally he _____ the spear in the water and ___________ until the fish were
right in _____________of it but before he thrust the spear they ________ it and
flashed away.
He had to “invent” a __________ and arrow. Maybe it was always that
_________, discovery happened because they needed to _________.
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ACTIVITY 2
“Halfway up the lake, just as he started to step over a log, he was absolutelyterrified by an explosion under his feet. Something like a feathered bomb blew up and away in a flurry of leaves and thunder. It frightened him so badly that he fell back and down and then it was gone, leaving only an image in his mind.”
DISCUSSION
Working in groups of three or four, brainstorm a list of ten to fifteen thingswhich tend to frighten people (i.e. heights, snakes…). After your list is completed to your satisfaction, choose two or three items from your list, and give reasons why people would be frightened of these things.
CREATIVE WRITING
As it turns out the “explosion” which so badly frightened Brian was only a “foolbird”. But a sudden fright like this can be very horrifying, especially if we don’t realize what is threatening us.
Have you ever experienced a fright like Brian’s? Write a story (real or imagined) telling about a time when you were terrified.
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Chapter 13
VOCABULARY
Match the words on the left with the definitions on the right. Then use as many of the words as possible in an original paragraph.
1. precise a. stress2. exult b. tragedy3. refract c. study of life4. hummock d. rejoice5. biology e. bending a ray of light6. tension f. accurate7. disaster g. mound or small hill
53
READING
1. The author uses a number of unique expressions in this chapter. Checkthe context of the following expressions from the novel and then put each into your own words:
a) “Brian… was the water” b) “his mental journal” c) “tough hope”d) “Clouddown, Clouddown.” e) “he had done food.”
2. How do you think Brian knew that “something would come”?
3. Brian stated that it was 42 days since “he had died and been born as the new Brian”. To what event was Brian referring?
4. Describe how Brian almost blinded himself.
5. What adjustment did Brian make when he realized that water refracts light?
6. Explain how Brian could justify his statement “he could feel new hope building in him. Not hope that he would be rescued – that was gone.” What exactly do you think this new hope involved?
54
ACTIVITIES
I. Wolves
Complete the following information chart on the timber wolf by researching the pertinent information. Choose two relevant topics for the last two criteria.
Criteria The Timber WolfHabitat
Diet
Size
II. Food Fish
Brian mentions that he did not kill a particular kind of fish because it was not a “food fish”. Research and complete the following chart with possible examples.
Food Fish Not a Food Fish
Foolbirds – what is the possible correct name for this bird? ______________________
55
Chapter 14
VOCABULARY
Use the context of the following sentences to determine the meaning of the underlined words. Compare your definitions with those of a dictionary.
1. In the tiny confines of the shelter the effect was devastating.
2. The corrosive spray that hit his face seared into his lungs and eyes, blinding him.
3. The thick sulfurous rotten odor filled the small room.
4. Brian was thrashing around in the water like a dying carp.
5. In the city if he made a mistake usually there was a way to rectify it.
Word Your Definition Dictionary Definition
devastating
corrosive
sulfurous
carp
rectify
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READING
1. What did Brian consider to be the “single driving influence in nature”?
2. Describe how a small mistake turned into a disaster for Brian in this chapter.
3. As a result of the skunk episode, Brian made three important changes in his long range plans. What were they?
4. What do you think the author means by the last part of the statement:“The skunk had found food and was taking it and Brian was paying for the lesson.”?
5. Describe how Brian set about improving the shelter by tearing it down.
6. Where did Brian decide to store his food so that it would be safe?
7. Describe how Brian invented a way to store fish.
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ACTIVITY
Figurative Language
The author enjoys using expressions which do not mean exactly what they say. An
example of figurative language might be “It is raining cats and dogs.” This, of course,
means that it is raining very hard. What do the following expressions from the novel
actually mean?
1. “the day caught up with him”
2. “I would kill for a book of matches.”
3. “chewing with his mind on the day.”
4. “It tasted as if he had been sucking on his foot all night.”
5. “He eeled in through the cables.”
6. “Something like a feathered bomb blew up and away in a flurry of leaves and
thunder.”
7. “he telegraphed his motion.”
8. “stay positive and stay on top of things.”
9. “his eyes…hammered open.”
10, “events were burned into his memory.”
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DISCUSSION
“He’d been lazy – but now he knew the second most important thing about nature, what drives nature. Food was first, but the work for the food went on and on. Nothing in nature was lazy.”
In a small group brainstorm examples to prove the above statement. Consider at least a half-dozen different wild animals and list at least one example for each to prove how their industriousness is a key to their survival.
Animal Proof of Industriousness
CREATIVE WRITING
“Small mistakes could turn into disasters, funny little mistakes could snowball so that while you were still smiling at the humor you could find yourself looking at death.”
From your own experiences or from your imagination, write about a personal incident which would prove the above statement. Make sure to include enough detail to make the story as exciting as possible for your readers.
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Chapters 15 – 16
VOCABULARY
Word analogies are pairs of words with a similar relationship. For example LIGHT is to DARK as Day is to NIGHT. Both pairs of words are opposites. Complete the analogies below using a word from the Word Box to fill in the blank.
1. SHARP is to KEEN as RETRIEVED is to ________________.
2. DETACH is to ____________ as SELFISH is to GENEROUS.
3. ___________ is to PANIC as JOKE is to LAUGHTER.
4. BELLOW is to BELLOWER as DEBATE is to _________________.
5. CONCENTRATE is to ___________ as INSANE is to DERANGED.
debater focus attached fright fetched
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READING
1. Explain what Brian meant by keeping a “mental journey“.
2. How did the “foolbirds” make Brian’s life difficult?
3. How did Brian manage to solve the problem of the “foolbirds”?
4. Killing his first “foolbird” presented Brian with a new problem. Describe the problem and how it was solved?
5. Give Chapters 15 and 16 titles.
6. After escaping the moose, Brian goes to sleep “with his mind trying to make the moose have reason.” Why do you think the moose attacked Brian?
7. What injuries did Brian come away with as a result of the moose attack?
8. What were Brian’s thoughts when the storm hit?
9. What possible good thing came from the storm?
10. Why was Brian’s wish that the pilot have “rest forever” appropriate in this situation. (Hint: read the first paragraph in the next chapter.)
Literary Device: Sarcasm
Sarcasm is a remark made by a speaker who usually intends the opposite of what is being expressed. In this section of the novel Brian realizes that he is being sarcastic.
1. What do you think causes Brian to become sarcastic at this point?
2. What did he say that he considered to be sarcastic? Why did he consider this to be sarcasm?
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ACTIVITIES (Page 1 of 2)
Two very different animals play important roles in these two chapters: the ruffedgrouse (foolbird) and the moose. Research and compare both animals (adult females), using criteria pertaining to their appearance, habitat, diet, habits, etc. The first criteria is given for you.
Criteria Ruffed Grouse MooseWeight
62
ACTIVITIES (Page 2 of 2)
I. Investigate: Outline step-by-step the correct procedure for cleaning a ruffled grouse or chicken.
II. Research information on tornadoes and hurricanes. Using a comparisonframework like the one shown below, compare tornados with hurricanes. Research at least three points of comparison (criteria).
Criteria Tornado Hurricane
DISCUSSION
“All that was left was the hatchet at his belt.”
In a group of three or four students consider the above statement. Is this entirely correct? Compare this to the earlier quote by Mrs. Perpich’s “You are your most valuable asset. Don’t forget that. You are the best thing you have.”
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CREATIVE WRITING
Brian refers to some of his more important days as First Days: First Arrow
Day, First Rabbit Day, etc. Everyone experiences First Days – days which
are memorable because they were “firsts” for important events. Write an
account of one such First Day in your life, describing the event, your
feelings, and why in retrospect it was an important day in your life.
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Chapter 17
VOCABULARY
The following sentences are taken from the book. Use the context of each sentence to
determine the meaning of the underlined word. Then choose its synonym from the
choices listed below each sentence. Check your answers with a dictionary.
1. The flames cut the cool damp morning… chasing away the incessant mosquitos.
a) persistent b) moderate c) infirm d) solemn
2. Once an eddy of breeze came up against him and he seemed to be standing still…
a) blast b) current c) torrent d) absence
3. Which, he found ruefully, was much easier said than done.
a) anxiously b) sadly c) happily d) regretfully
4. Tomorrow he would find food and refine the camp…
a) shelter b hide c) improve d) build
5. And for a moment he was stymied.
a) angry b) puzzled c) hungry d) determined
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READING
1. Compare Brian’s dream in this chapter with his earlier dream involving Terry and his dad (re. Fire). You may wish to use a comparison framework to organize your answer.
2. What was Brian’s first priority when he got up?
3. How had Brian’s previous day been so “completely insane”?
4. How would “refining the camp” bring things back to sanity?
5. How did Brian manage to keep the logs of the raft together?
6. Why did Brian decide to turn back on his first attempt to reach the plane?
7. How long did it take Brian to reach the plane on his second attempt?
8. What was it that kept Brian going in his quest to get inside the plane?
66
ACTIVITIES
I. Art
From the descriptions in this chapter, sketch the following:a) Brian’s spearb) his fish board.
II. Descriptive Words
Adjective: a word added to a noun to describe a quality or modify a meaning, as (old, tall, Swedish, my, this).
A. A writer who uses interesting, descriptive adjectives helps make his/her work more vivid and exciting. Gary Paulsen is quite adept at using appropriate adjectives. Identify the adjectives in the following sentences from this chapter by underlining them, and then draw an arrow to the word which they are modifying.
1. Brian tried to find some dry twigs and grass.2. In the morning he rolled out before true light.3. He needed a stable platform to get the job done4. His mother would have the small television on the kitchen counter.
B. In the following sentences fill in an appropriate adjective which fits the sentence.
a) Only a _______ piece of the fuselage stuck out of the water.
b) There was great beauty here, almost _________ beauty.
c) ________ pines were twisted and snapped off, blown sideways.
d) But at last, in the ________ afternoon, he was done.
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DISCUSSION
“Brian felt lucky once more that he had not been killed or more seriously injured – which would have been the same,” he thought.
In a small group setting discuss what Brian meant in the above quotation from this chapter. Discuss whether or not Brian might have survived the following serious injuries (defend your answers): a broken ankle; a deep gash just above his right elbow; permanent blindness.
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Chapter 18
VOCABULARY
Match the words on the left with the definitions on the right, then answer each of the questions below.
a) fuselage 1) range of sightb) substantial 2) clothc) expand 3) still being testedd) fabric 4) considerable amounte) visibility 5) body of airplanef) frenzied 6) increaseg) experimental 7) wildly excited
1. What is a fabric type which you often wear?
________________________________________________________
2, What do you consider to be a substantial amount of money?
________________________________________________________
3. An airplane’s fuselage is usually made from what kind of metal?
________________________________________________________
4. What might obstruct a pilot’s visibility?
________________________________________________________
5. Reading what kind of book might allow us to expand our knowledge?
________________________________________________________
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READING
1. How did Brian discover the thickness of the plane’s fuselage?
2. How was Brian able to avert a possible disaster at the beginning of the chapter?
3. Why did Brian feel he must retrieve the hatchet after dropping it?
4. What was the total depth of the lake?
5. Why do you think Brian had expected” that removing the survival pack from the plane would be difficult?
6. Why did Brian hesitate before getting inside the plane?
7. Describe the horrifying discovery Brian made inside the plane.
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ACTIVITIES (Page 1 of 2)
I. Research
Diving to the bottom of the lake proved to be quite an ordeal for Brian: “badair triggers were starting to go off in his brain”; “his lungs were ready to explode”; and “he had flashes of colour in his brain”.
Find a source which explains the purpose(s) of oxygen to the human body. How does the body use oxygen and what exactly happens when our supply is cut off (oxygen deprivation)? Provide as much detail as possible.
II. Journey to the Bottom of the Plane.
Sketch an accurate representation of Brian’s route from the plane’s tail down through the cables and formers to the plane’s cabin and his return. Show the water level and critical parts of the plane.
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ACTIVITIES (PAGE 2 0F 2)
Calculations
A) How deep was the water where Brian dropped the hatchet?
B) If it was possible for Brian to hold his breath for 50 seconds while diving, and it took him half this time to reach the bottom of the lake, and another six seconds to ascend to the top, how many seconds would he have left to search the lake bottom for his hatchet?
C) If Brian could only explore four square feet per second in the murky waters, how many dives would it have taken him to explore an area around the plane 15 feet by 15 feet?
72
DISCUSSION
“He hung that way for several minutes… fighting to clear the picture ofthe pilot from his mind. It went slowly – he knew it would never completely leave…”
Many people, like Brian, have unpleasant, even horrifying memories which they would gladly forget forever, yet know that this is likely impossible.
In groups of three or four discuss possible life situations which might cause people to come away with memories which they wish they could forget.
Do you think that these situations are always unavoidable? Explain. How did Brian attempt to cope with what he had seen? What other strategies might an individual employ to handle a
horrifying or unpleasant memory?
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Chapter 19 – Epilogue
VOCABULARY
Use a dictionary to find the meaning of the following descriptive words. Then use each adjective to fill in the sentences below.
a) antiseptic_________________________________________________________
b) precise __________________________________________________________
c) incredible_________________________________________________________
d) ineffective________________________________________________________
e) initial____________________________________________________________
f) emergency________________________________________________________
g) sheath___________________________________________________________
1. The north is a land of ____________ beauty.
2. The first-aid kit contained bandages and tubes of _______ paste.
3, At that ______ instant, the plane appeared.
4. The kit contained a _________ knife.
5. The _________ shock quickly wore off.
6. It was an __________ fly repellant.
7. “I heard your ____________ transmitter,” the pilot said.
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READING
1. Itemize in point form the contents of the survival kit.
2. What was the difference between Brian’s survival rifle and a normal .22?
3. Why was the simple act of carrying water back to the fire amazing to Brian?
4. Describe Brian’s reaction to the appearance of the bushplane?
5. What do you think of Brian’s question to the bushpilot?
6. List a number of the changes recorded in the Epilogue that resulted from Brian’s ordeal.
7. The author states that Brian did not have any nightmares from his adventures. If he did have nightmares, which of his adventures do you think he would particularly remember in this way?
8. Had Brian not been rescued for a few more months, what great difficulty would he have had to endure?
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DISCUSSION
I. “Without the rifle he had to fit in, to be a part of it all, to understand it and use it – the woods, all of it. With the rifle, suddenly, he didn’t have to know; did not have to be afraid or understand.”
In small groups discuss exactly what you think Brian meant by this comment.
List examples of how the rifle would have affected Brain’s day-to-day life for the better and for the worse.
Discuss why Brian wasn’t sure he really liked the change that the rifle would have brought?
II. In small groups discuss possible reasons why Brian never told his dad about The Secret. What possible advantages and disadvantages were there in this decision?
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CREATIVE WRITING
Journal Entry.
Chapter 19 records a very interesting day for both Brian and the pilot
of the rescue plane. Pretend that you are either Brian or the pilot and
describe this eventful day in a journal entry at day’s end. Pay particular
attention to recording in your journal what was going on in your mind while
reading about the incidents described in this chapter.
77
Part III
ANSWERS
78
Answers...
Chapter 1
Vocabulary
1. audible 2. stout 3. designed 4. initial 5. slewed6. consumed 7. contract 8. extension 9. complicated 10. discomfort
Reading
1. plane’s engine was a very noisy2. Jim or Jake – mid-forties, large, quiet, but warmed-up as trip went on…3. Hampton, N.Y.4. mechanical engineer5. answers will vary – Brian probably sees this as a subtle attempt to break up the family
by removing his father from their circle.6. childish7. the plane was flying without a pilot in control8. Setting: fairly recent, in a single-engine bush plane flying into northern Canada from
New Your. Character: Brian Robeson – 13 years old, upset because his parents have recently split, nervous about flying north to spend the summer with his dad.
Personification: “the plane clawed for altitude” Mood: answers will vary – makes Brian feel subject to the plane’s power.
Chapter 2
Vocabulary
Across: 1. procedure 4. dashboard 6. throttle 9. wrench 10. vague11. pull 13. altimeter 12. noise 16. large 19. static20. turbulence 21. rudder 22. violent 23. interval 24. rehearsed25. hurtle
Down: 1. propeller 2. cowling 3. rectangle 5. headset 7. hesitation8. test 12. indicate 15. microphone 17. reduce 18. device
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Answers...
Chapter 2 (con’t)
Reading
1. height above sea level2. Brian’s mike switch was depressed so he could not receive radio messages3. the plane went beyond radio range4. the crash5. a body of water6. answers will vary – dramatic and realistic
Cliffhanger: the engine died and the plane was about to crash
Activity 1
1 – e 2 – d 3 – c 4 – f 5 – a 6 - b
Activity 2
1. cone – shape cover at front of aircraft 2. device which pulls aircraft through air 3. engine covering 4. protects passengers from wind, etc. 5. supports wing 6. provides the lift for airplane 7. gives rolling motion to airplane 8. increases lift to slow plane 9. body of plane 10. makes plane fly straight11. steers plane (left-right motion) 12. lifts plane (up & down)13. makes plane fly straight 14. works in conjunction with right flap (8)15. works opposite to right aileron (#7) 16. main struts and wheels – support when 17. passageway into body of plane landing and taking off18. to support pilot and passengers 19. front wheel support20. lights up runway when landing
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Answers...Chapter 3 - 4
Vocabulary
1 - f 2 - a 3 - h 4 - g 5 - b6 – i 7 – j 8 – d 9 – c 10 – c
1. desperately 2. momentarily 3. desperately 4. hoarse 5. viciously6. wince 7. agony and frustration 8. altitude 9. remnants
Reading
1. “softer” landing2. answers will vary – Brian’s state of panic was so great at this moment he didn't
realize he was screaming3. answers will vary4. it was foremost in his mind most of the time5. smoke from a fire, get an evergreen branch to brush flies away…6. answers will vary7. a raven8. pines, spruce, aspen – other possible trees: birch, poplar, cedar, balsam,
tamarack, ash9. it would have hit the rocks.
Onomatopoeia: slops, hisses, blurks, slapping, hum, whine, splashes
Activity 2
1. direction indicator 2. height indicator 3. quantity of fuel remaining4. communication device 5. measures propeller’s rotation speed6. steers plane left/right 7. controls speed 8. starts motor9. decreases/increases lift 10. light switch for instrument panel
Activity 3
1. desperately – needed 2. dramatically – slow 3. momentarily – was blinded 4. massively – swollen 5. viciously - attacked
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Answers...
Chapter 5.
Reading
1. excitement, tension.2. thirst.3. less confusion and panic.4. stay positive and stay on top of things.5. his clothing (including a nylon windbreaker) and the hatchet.6. pointed the plan far off course which meant that Brian would be in an area far
from the pilot’s flight plan.7. several hundred miles.8. a shelter and something to eat.
Activity (Calculations)
1.a) 160 minutes (call #1 is made at 0 minutes) b) about 427 miles2. 22.5 seconds3. 120 seconds
Chapter 6
Vocabulary.
Compound words: overhang, somebody, icebox, anywhere, doorway, lakeside, firewood, without, afternoon, forehead
Reading
1 – T 2 – F 3 – T 4 – F 5 – F 6 – T 7 – F
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Answers...
Chapter 7
Vocabulary
1. increase 2. unclear 3. discouraged 4. starved5. coarsely 6. torrent 7. recklessness
Expression: he was exhausted.
Reading
1. being sick2. the unsettling effect they had on his gut3. answers will vary4. Brian couldn’t stop his thoughts5. raspberries, blueberries, strawberries6. he is beginning to adjust to his surroundings and circumstances7. the bear didn’t seem upset8. he wondered what the bear was thinking when he saw him in the berry patch?
Simile: tree snags compared to broken teeth
Activities I. Choke cherries.
Chapter 8 – 9
Vocabulary 1
1. weak 2. final 3. disappointment4. success 5. complete 6. ambiguous
Vocabulary 2
1. flammable 2. gratified 3. exasperated4. focus 5. relax
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Answers...
Chapter 8 - 9 (con’t)
Reading 1
1. the smell was of rot and reminded him of graves, cobwebs and dust and old death2. he had gone to sleep satisfied and woken up to a major crisis 3. nothing changed as a result of your self-pity4. he had to go about changing his living conditions for the better5. answers will vary - probably his self-conscious was reminding him of the hatchet’s
potential through two people whom he had turned to for help and advice in the past6. he could make fire by using his hatchet7. fire is the key to Brian’s very hatchet8. answers will vary
Reading 2
3 – 1 – 6 - 4 – 8 – 7 – 2 - 5
Metaphor Exercise - four of: skipped, exploded, flew, skittered, jumped
Chapter 10 - 11
Vocabulary
1. wood stacked together to allow for combustion2. smoke duct; channel for conveying heat3. catch fire4. “burnable”5. keeping the fire from going out
Reading
1. he regarded the fire as an ally and friend in his struggle to survive2. it kept the insects away3. the signal fire would attract the attention of a passing plane – Brian would have
only a few seconds to light the fire before a plane would pass out of sight4. answers will vary: i.e. message made of large rocks on the beach5. to keep the fire going
84
Answers...
Chapter 10 – 11 (con't.)
Reading (Con’t)
6. to see how he must look in his present circumstances – he was trying to look at the situation more objectively – he solved the problem of the tracks on the beach
7. he was rationing them8. he was slimmer and was becoming more resourceful and self-reliant9. he noticed the kingfisher eating a fish10. a spear11. answers will vary
Activity 2
1. it kept the insects at bay2. why the animal which made the tracks had come up on the beach from the water3. the turtle eggs4. to make a spear
a) he could catch fish to eatb) Brian was reminded that he had eaten raw eggsc) Beneath it were buried the turtle eggsd) Kept away the insectse) Brian could fashion a spear to catch fishf) Result of the porcupine’s quills
Chapter 12
Vocabulary
Answers will vary1. lifted – dropped2. competent – ineffective3. coarse – refined4. sudden – gradual5. fierce –gentle6. simple – advanced7. determined – reluctant
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Answers...
Chapter 12 ( Con’t)
Reading
1. he couldn’t hit the fish with the spear2. moving his upper body before thrusting3. bow and arrow4. his stomach had shrunk5. the “foolbirds”6. he was so acclimatized to his surroundings, the plane did not register as one of the
sounds of nature that he was used to7. answers will very – game of survival? He was now determined to win this ”game”
Activity
– answers may vary
Brian’s fish spear didn’t work because the fish were just too fast. The fish spear was made of a straight willow which Brian had peeled and was six feet long. Brian split the point of the spear with his hatchet creating two prongs. It looked effective and seemed to have good balance when he hefted the spear.
He’d spent hours and hours on it, and now it didn’t work. The fish swarmed around his legs but when he tried throwing the spear at them he had no chance. As soon as he brought his arm back – the movement frightened them. Next he tried lunging at the fish thrusting with the spear. Finally he put the spear in the water and waited until the fish were right in front of it but before he thrust the spear they saw it and flashed away.
He had to “invent” a bow and arrow. Maybe it was always that way discovery happened because they needed to happen.
Chapter 13
Vocabulary
1 – f 2 – d 3 – e 4 – g 5 – c 6 – a 7 – b
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Answers...
Chapter 13 (con't)Reading
1. answers will vary2. his senses were heightened because of his wilderness experience3. when the plane passed by without seeing him4. the bow which Brian made exploded in his face when he tried to shoot his first
arrow5. he aimed just under the fish6. answers will vary – hope that he would survive
Activities
Foolbirds are Ruffed Grouse
Chapter 14
Vocabulary
Answers will vary 1. disastrous 2. abrasive3. fiery 4. fish 5. correct
Reading
1. the drive to eat2. he threw sand at a skunk who sprayed him in the face, temporarily blinding him3. protect his food; have a good shelter; make a fish trap4. lesson regarding how to deal with a skunk5. starting by rebuilding a more secure shelter from scratch6. a small ledge on a rock face above his shelter7. he enclosed a small pond with rocks and a willow gate. Into this he lured a number
of fish with fish guts, etc. as bait
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Answers...
Chapter 15 – 16Vocabulary
1. fetched 2. attach 3. fright 4. debater 5. focus
Reading
1. remembering what happened to him during his adventures2. Brian was unable to see them while walking in the bush, and they would fly up
suddenly and startle him3. he was able to correctly distinguish their shape and recognize them perching in the
trees4. how to clean the bird5. answers will vary6. Brian may have infringed upon the moose’s territory and the animal was defending
it7. an injured chest (ribs) and a wrenched right shoulder8. “…on top of the moose not this – not this.” Just insanity. He was afraid – praying.9. a part of the plane was now sticking above the surface of the water10. Brian's ribs hurt and he longed for rest
Chapter 17
Vocabulary
1 – a 2 – b 3 – d 4 – c 5 - b
Reading
1. in both dreams Brian’s subconscious was making him aware of an important element in his survival: in the former dream it involved the use of the hatchet in making a fire; in this chapter it reminded Brian of the survival bag in the plane. There are several points of difference which could be brought out as well
2. getting food3. the “unreasonable” attack by the moose and the storm which created hurt and
confusion
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Answers...
Chapter 17 (con't)
4. this would make him feel more secure and comfortable5. he crossed the limbs of one log over the limbs of another and wove them together6. it was taking too long to reach the plane. He knew he wouldn’t be there until dark
and he therefore wouldn’t have enough time to work7. over two hours8. the survival pack
Activity
II A. 1 – dry 2 – true 3 – stable 4 – small, kitchenB. Answers will vary
Chapter 18
Vocabulary
a – 5 b – 4 c – 6 d – 2 e – 1 f – 7 g - 3
Reading
1. he slammed his fist against the plane2. he retrieved his hatchet from the lake’s bottom3. he needed the hatchet to finish making the hole in the plane’s fuselage so he could
get inside and retrieve the survival pack4. 18 – 19 feet5. answers will vary – probably because nothing about his whole experience had been
easy6. afraid of being trapped – seeing the pilot’s body7. the partially decomposed body of the pilot
Activities (Page 2)
a) 18 – 19 ft. b) 19 sec. c) 3
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Answers...
Chapter 19 – Epilogue
Vocabulary
a) disinfectant b) exact c) amazing d) useless e) beginningf) urgency g) holster, case
1. incredible 2. antiseptic 3. precise 4. sheath 5. initial6. ineffective 7. emergency
Reading
1. sleeping bag, aluminum cookset, matches, butane lighter, sheath knife, first aid kit,cap, fishing kit, a .22 survival rifle and shells, emergency transmitter, soap, packages of freeze-dried food
2. the barrel and other parts were kept inside the stock – the barrel screwed into the stock
3. he hadn’t had anything to carry water in before the survival kit4. stunned surprise 5. answers will vary 6. lost weight; increased powers of
observation; more thoughtful; food was a wonder to him 7. answers will vary 8. the harsh winter
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PART IV
APPENDIX
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UNIT PLANNER FOR HATCHET
Day 1 Day 2 Day 3 Day 4 Day 5
Teaching a Concept
Vocabulary
Reading
Activities
Discussion
Creative Writing
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Related Books:
Cook, Lyn. The Hiding Place, Lester
George, Jean Craighead. My Side of the Mountain, Dutton
Godfrey, Martyn. Mystery in the Frozen Lands, Lorimer.Plan B is Total Panic, Lorimer.
MacDonald, Thomas A. The Time of the Wolf, Maxwell Macmillan
Mowat, Farley. Two Against the North, Bantam.The Curse of the Viking Grave, Bantam.
O’Dell, Scott. Island of the Blue Dolphins, Dell.
Palsen, Gary. The River, Penquin.Brian’s Winter, ScholasticBrian’s Return, Laurel Leaf.
Roth, Arthur. The Iceberg Hermit, Scholastic.
Sperry, Armstrong. Call it Courage, Scholastic
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