I CAN STATEMENTS FOR NOVEL STUDY

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

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

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

I can explain my own point of view.

I can take on different roles in a group.

I can work cooperatively in a group.

Hatchet by Gary PaulsenLiterature Circles

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

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

Discussion ResponsibilitiesLeader (Discussion Director): Ask the summarizer to briefly review the novel to date. Read questions for discussion in turn. Encourage courteous interaction of members. Guide group evaluation of discussion period. Present the group evaluation to teacher.

Group Members: Be prepared for discussion. Back up statements with evidence from reading. Listen attentively. Add to idea presented or indicate agreement or

courteous disagreement. Respect the opinions of others. Speak only one at a time. Participate in a fair evaluation of the group’s work.

Literature Circle Role Descriptions

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

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

ConnectorYour job is to find connections between the book and the outside world. This means connecting the reading to your own life, to happenings at school or in the community, to similar events at other times and places, to other people or problems that you are reminded of. You might also see connections between your book and other writings on the same topic, or by the same author. Connections should have thoughtful reflections and explanations that accompany the connection.

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

Hyperbole – a bold overstatement, or the extravagant exaggeration of fact or of possibility, not meant to be taken literally (ex. He’s older than the hills.).Onomatopoeia – the use of words to imitate sounds (ex buzz, meow)Irony - an event occurs which is unexpected, in the sense that it is somehow an absurd or mocking opposition to what would be expected or appropriate. Mere coincidence is generally not ironic; neither is mere surprise, nor are any random or arbitrary occurrences. (Note: Most of the situations in the Alanis Morissette song are not ironic at all, which may actually make the song ironic in itself.) An example of irony would be your mom yelling at you that you should not be yelling in the house. Colloquialism: - informal speech particular to a certain region or area (ex. Canadians say “eh”).Parallel Structure – a series of words or phrases that are in the same pattern to create emphasis or to make comparisons. (ex While you are eating your fruit and sweets…..over here, we are plucking grass to survive…..While you are at the cinema……we are scurrying into basements… or The “I have a Dream” speech my Martin Luther King where he repeats this several times to emphasize how he wishes the world would change).Paradox – a situation created which cannot possibly exist in a literal sense, but can be possible if looked at from different points of view or in different was, it is possible. (ex. “It was the best of times; it was the worst of times)Alliteration – a repetition of initial, or beginning, sounds in two or more consecutive or neighbouring words (ex. What a tale of terror now their turbulence tells!).Assonance – repetition of vowel sounds within a sentence but it does not have to rhyme. (Ex. Kate weighed the ways she could fake her fate.Allusion - reference to a person, place, or thing in history or another work of literature. They can often be biblical in nature. (ex. biblical: He had the patience of Job. His strength rivalled Hercules.)Personification – a figure of speech in which an inanimate object or an abstract idea is given human characteristics (ex. The ship bowed before the wave.).Oxymoron – a figure of speech in which opposite or contradictory ideas or terms are combined (ex. sweet sorrow).Simile – a figure of speech that uses like or as to compare two unlike things (ex. a heart as big as a whale).

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

InvestigatorYour job is to dig up some background information on topics related to your reading. The best investigations are those that help us understand the book better. Topics that could be covered at any time include::1. The geography, weather, culture, or history of the book’s setting.2. Information about the author, her/his life, and other works.3. information about the time period portrayed in the book4. music that reflects the book or the time;5. An investigation into the book’s genre.

Hatchet

Reading Assignment ScheduleSession Reading

AssignmentDiscussion Date

1 Chapters 1 - 32 Chapters 4-63 Chapters 7-104 Chapters 11-135 Chapters 14-166 Chapters 17-

Epilogue

Literature Circle Roles ScheduleRole Title

Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Discussion

Director

NA

Summarizer

NA

Connector

NA

Figurative

Linguistic

NA

Investigator

NA

Discussion Director

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

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:Your job is to develop a list of questions (minimum 6) with detailed answers that include evidence from the book for your group to discuss about the assigned reading. Don’t worry about the small details: your task is to help people talk over the big ideas in the reading and share their reactions. Here are the guidelines to assist you in creating these discussion items:Inferential questions - How would you compare…, Choose the best…, How did the character feel…, What is the difference between…, Interpretive questions: Predict what would happen if…, Why did the author include…, Can you prove that…, What was the author’s purpose when…, What will happen when…, Why did the character…, Opinion questions: Assess how you would feel if…, How would I improve…, How did I feel when…, Why I think…, Was it fair when…, Use the following chart or some other graphic organizer to present the information to your group. You need to present at least 3 of these to your group (one from each type). You may do more depending upon time.Type Question: My Answer

Evaluation

Excellent

Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading covering a variety of story elements (setting, character, events, etc.).

Answers are detailed demonstrating a strong understanding of the novel using thoughtful reflections that articulate the thoughts, feelings, and emotions experienced during the reading.

Proficient

Questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading.

Answers are detailed demonstrating an understanding of the novel using thoughtful reflections that articulate the thoughts, feelings, and emotions experienced during the reading.

Acceptable

Most questions/topics are clearly designed to encourage group members to share their thoughts, feelings, and concerns about the assigned reading.

Most Answers are detailed demonstrating an understanding of

the novel using thoughtful reflections that articulate the thoughts, feelings, and emotions experienced during the reading.

Limited Few questions are designed to encourage group members to share

their thoughts, feelings, and concerns about the assigned reading. Answers lack depth in terms of understanding and/or reflections

are superficial.

Connector

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

HAND IN THIS SHEET WITH YOUR WORK

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

nReflection

My life

I have a brother that bothers me.

My brother often teases me about this girl in my class that I’m going to marry her. This is similar to the character in the book, but it is his friend and not his brother. Like the character in the book, I just want to punch and scream at him when he does this because she’s not my girlfriend and I’m tired of him always teasing me about it.

EvaluationExcellent Connections relate to the reading in a variety of

aspects which are detailed and

insightful/meaningful. Proficient Connections relate to the reading in a variety of

aspects which are clear and thoughtful.Acceptable Connections relate to the reading and are clear and

personal, but lack detailLimited Connections are unclear/vague or there are too few

to assess.

Comments: ______________________________________________________________________________________________________________________________________________

______________________________________________________

Figurative Linguistic

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

HAND IN THIS SHEET WITH YOUR WORK

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

MethodMeaning Discussion

Metaphor It was a rugged dangerous mountain.

Read quote and ask for meaning.

The problem was not only immense, it was difficult and also could have dire consequences if a wrong decision was made.

This provides the reader with a feeling of the multiple issues with the problem without having to do a lot of description. It is almost over-exaggerating at the same time, so I guess it could be considered a hyperbole as well.

Onomatopoeia

Whoosh…crash…spat

Find it. NA This provides the reader with some ability to visualize in his head this event. The author might have also

used it for humour.

EvaluationExcellent A variety of techniques are correctly identified

and explained/discussed in detail (meaning, significance, discussion points).

Proficient

A variety of techniques are identified and explained (meaning, significance, discussion points), but some are incorrect or all are correct, but there is not much variety.

Acceptable

There is some variety of techniques, but some are incorrectly identified and/or are some are insufficiently explained

Limited Limited knowledge of techniques is demonstrated.

Investigator

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

HAND IN THIS SHEET WITH YOUR WORK

JOB DESCRIPTION:Your job is to dig up some background information on topics related to your reading. The best investigations are those that help us understand the book better. Topics that could be covered at any time include::1. The geography, weather, culture, or history of the book’s setting.2. Information about the author, her/his life, and other works.3. information about the time period portrayed in the book4. music that reflects the book or the time;5. An investigation into the book’s genre.

This is not a formal research report! The idea is to find one bit of information or material that helps your group understand the

book better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading or something that seems vitally important to this section of the reading.

EvaluationExcellent Student has chosen an interesting topic(s)

to investigate noting significant information to provide interesting insight into an important element, or elements of the novel.

Proficient

Student has chosen an interesting topic(s) to investigate noting adequate information to provide some insight into an element, or elements, of the novel.

Acceptable

Student has chosen a relevant topic(s) to investigate noting adequate information about an element(s) of the novel.

Limited Student has chosen a relevant topic(s) to investigate, but information is lacking and/or topic is loosely related to the novel.

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________

Summarizer

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

HAND IN THIS SHEET WITH YOUR WORK

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

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

1. What is the setting (time, place)?2. What is the main problem?3. Are there other important problems? What are they?4. How does the main character deal with the problem(s)?5. What are some of the emotions the main character or other

characters experience during the problems?6. Is there a message for this section?

Evaluation

Excellent Key elements and connections have been

effectively presented; format chosen is effective

Proficient

Key elements and connections have been clearly presented; format chosen is suitable.

Acceptable

Most key elements have presented; format chosen is suitable.

Limited Key elements are clearly missing; summary is incomplete.

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________

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

Session One1. What are the two words that come to the protagonist’s mind as he

thinks? Explain the significance.

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

3. How does the protagonist feel towards his mother?

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

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

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

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

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

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

Session Two1. The “Secret” is revealed at the beginning of chapter two. Explain.

2. Why does Brian scream (pg. 30)?

3. What injury do you think is most responsible for Brian’s difficulty in moving? Justify your choice.

4. Discuss Brian’s thoughts in chapter 4 about his luck.

5. Brian’s English teacher, Mr. Perpich, inspires Brian in several ways. Discuss.

6. Judge Brian’s plan at the end of chapter 5. Discuss both what you believe to be positives and negatives of this plan. Include what you would do in his position.

7. In both chapter 5 and chapter 6, Brian keeps referring to keeping things simple, “Short thoughts.” Pg. 44. “Simple. Keep it simple.” Pg. 60. What is Brain’s reasoning behind this?

Session Three

1. Why does Brian call for his mother at the beginning of chapter 7?

2. Why does Brain call the berries he ate gut cherries? Why do you think they made him sick?

3. Why is Brian thinking about the bear at the end of chapter 7?

4. Brian believes that that things change quickly (pg. 78). What does he mean?

5. Discuss the significance of Brian’s two dreams.

6. Why does Brian call the fire his “hungry friend” and his “guard”?

7. What are Brain’s thoughts at the end of chapter 9? Why?

8. Why does Brain refer to himself as a “city boy” (pg.95)?

9. Discuss Brain’s decision to save the eggs and eat only one per day.

Session Four

1. Why would Brian bury the eggs?

2. How has Brian change mentally since the crash?

3. Why does the author end chapter 11 with “There were these things to do.”

4. Why does Brian laugh at the idea of “inventing” his own bow and arrow?

5. What is the “game” that Brian refers to at the end of chapter 12? Why can’t he play it anymore?

6. Discuss the wolf encounter and its significance.

7. What does it mean when the author writes that Brian’s thought is “clouddown” (pg.118).

8. What does the author mean by “He was new.”?

9. Discuss how Brian’s hope has changed.

Session Five

1. Discuss how the skunk experience leads Brian to vital knowledge about the creatures in the forest.2. What actions does Brian take as a result of this knowledge? Be as detailed as possible.3. How does Brian keep track of time now? What is the significance of the first event?4. Brian makes another realization that is important to survival at the end of chapter 15; explain.5. The word “insane” is prevalent in Brian’s mind during his encounter with the moose. Discuss why.6. Discuss how Brian feels about the “mystery sound”. What is the aftermath in terms of how it affects Brian?7. The moose, the tornado and the cold snap are all terrible events. Discus how the old Brian would have dealt with these? How does the new Brian?

Session Six

1. Why does Brian have a “healing sleep” (pg. 158)2. What is the first problem Brian faces in retrieving the survival pack and how does he resolve it?3. Explain the irony that Brian expresses when he thinks about if he ever returned to his old life.4. What are Brian’s fears about retrieving the survival kit?5. How does Brian’s anger help him at the beginning of chapter 18?6. Define symbolism with respects to literature. What object is symbolic in this novel and what does it symbolize?7. What fear does Brian face that almost made him turn back in chapter 17, but his horror is not what he thought about originally. Explain8. What are the three most important items in the survival pack? Explain your reasoning.9. What do you think of Brian’s reaction to the arrival of the pilot?10. Why do you suppose Brain never revealed the Secret to his father?

Name: ______________________ Assigned Reading: __________________

Individual Assignment Rubric

Criteria Excellent! Proficient! Acceptable LimitedCompleteness, Comprehension & Character Insight

The student has responded fully to the writing prompts, demonstrating a thorough understanding of the events in the novel as well as insight into character motivation and emotion. The student has communicated clearly using examples from the novel to support ideas.

The student has responded to most of the writing prompts, demonstrating a good understanding of the events in the novel as well as some insight into character motivation and emotion. The student has communicated clearly.

The student has responded to the writing prompts, demonstrating a basic understanding of the events in the novel. The student has little insight into character motivation and emotion. The student has some difficulty communicating ideas.

The student has not fully responded to the writing prompts. Answers lack understanding of the events in the novel and/or insight into character motivation and emotion. The student has difficulty communicating ideas.

Personal Response

The response demonstrates a thoughtful reflection of the selected reading and articulates the thoughts, feelings, and emotions experienced during the reading.

The response demonstrates a personal reflection of the selected reading and articulates some of the thoughts, feelings, and emotions experienced during the reading.

The response demonstrates a reflection of the selected reading and articulates few of the thoughts, feelings, and emotions experienced during the reading.

The response demonstrates little reflection of the selected reading and articulates few, if any, thoughts, feelings, and emotions experienced during the reading.

Language Conventions

Commonly used rules of spelling, grammar and punctuation are consistently adhered to.

Commonly used rules of spelling, grammar and punctuation are usually adhered to.

Commonly used rules of spelling, grammar and punctuation are generally adhered to.

Commonly used rules of spelling, grammar and punctuation are inconsistently adhered to which inhibits the communication of the assignment’s goals.

Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________