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

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

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Table of ContentsChapters 1-3:

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Page 1: Annotation SheetPage 2-4: Vocabulary SheetsPage 5: Gaining a little PERSPECTIVE & PREDICTING using Text CluesPage 6: FlashbacksPage 7-8: Foreshadowing Page 9: Identifying Cause and EffectPage 10-11: Point of ViewPage 12: Figurative LanguagePage 13-14: Comprehension Questions

Chapters 4-6:Page 15: Annotation SheetPage 16-18: Vocabulary SheetsPage 19: Characters and Plot ChartPage 20: Plot TimelinePage 21: Figurative LanguagePage 22-23: Comprehension Questions

Chapters 7-9:Page 24: Annotation SheetPage 25-26: Vocabulary SheetsPage 27: SettingPage 28: Figurative LanguagePage 29-30: Making InferencesPage 31-32: Comprehension Questions

Chapters 10-12:Page 33: Annotation SheetPage 34-36: Vocabulary SheetsPage 37: ConflictPage 38-39: ThemePage 40-41: Comprehension Questions

Chapters 13-15:Page 42: Annotation SheetPage 43-45: Vocabulary SheetsPage 46: Plot Events and ThemesPage 47-48: Comprehension Questions

Chapters 16-Epilogue:Page 49: Annotation SheetPage 50-52: Vocabulary SheetsPage 53: Character DevelopmentPage 54-55: Comprehension QuestionsPage 56: Final Thoughts

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

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Chapter 1-3

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PREDICTING using Text Clues – Pre-reading Activity

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

Gaining a little PERSPECTIVE – Chapter 1

Directions – Imagine you are Brian at the end of chapter 1. Part A. Describe how you would feel in his situation.Part B. Then, discuss what your next steps would be.

Flashbacks

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

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

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Order events actually occurred:

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Why were flashbacks used? Answer in a complete, restated sentence and use evidence to support your answer.

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

Foreshadowing6

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

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

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

Example of Foreshadowing

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Directions: See previous page.7

Identifying Cause and Effect

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

CAUSE EFFECT

Point of View

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

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

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

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

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

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

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

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

1. Why might an author use first-person point of view? 2. Why might an author use second-person point of view? 3. Why might an author use third-person point of view?

4. Based on what you have read in Hatchet so far, what point of view is Gary Paulsen using in his writing? Explain your answer with support from the text. 5. Why do you think Paulsen used this point of view?

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

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

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

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

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

Figurative Language and Style – Chapters 1-311

What is figurative language? Authors use figurative language to describe things in different ways. They use interesting words and word arrangement to paint a picture in the mind of the reader. Style describes the ways that authors put their own personal touch on writing.

Imagery ExampleVery descriptive language that helps the reader “see” what is happening in a book, so the reader can experience the story.

The drone and the sea of green trees that lay before the plane’s nose and flowed to the horizon, spread with lakes, swamps, and wandering streams and rivers.

Repetition Example

Repeating words or phrases close together to add effect and to make a point.

The thinking started. Always it started with a single word. Divorce. It was an ugly word, he thought. A tearing, ugly word that meant fights and yelling, lawyers…His home, his life-all the solid things. Divorce. A breaking word, an ugly word. Divorce. Secrets. No, not secrets so much as just the Secret. What he knew and had not told anybody, what he knew about his mother that had caused the divorce, what he knew, what he knew-the Secret. Divorce. The Secret.

Simile Example

Comparing two things using the words “like” or “as.”

But her voice was thin, had a sound like something thin that would break if you touched it; and he felt bad for not speaking to her.

Personification ExampleGiving human characteristics to something that is not human.

“…to be sitting in the copilot’s seat with all the controls right there in front of him, all the instruments in his face as the plane clawed for altitude, jerking and sliding on the wind currents…”

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

1. The rain cloud cried as the tears came swimming through the sky. 2. The blue hues of the ocean made me think about last summer, a summer where I spent lazy afternoons resting in the tall, green grass and listening to the buzz of the bees. 3. The man looked like an ear of corn after all of the kernels had been nibbled off. 4. It was dark and very cold. The room was filled with cobwebs. And dark. The cold floor made me shiver as I slowly walked across. It was so dark. Dark and very cold.

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

Term ExampleImagery

Repetition

Simile

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Personification

Chapter 1-3 Comprehension Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Characters and Plot Chart

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

CharactersWho They Are What They Do What They Say Why They Are

Important to the Story

Brian Robeson

Brian’s mom

Brian’s dad

The Pilot

The Pilot on the Radio

Man with Blonde Hair

Mr. Perpich

Foolbirds

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Plot Timeline

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

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

1 3 5 7 9 11 13 15

2 4 6 8 10 12 14

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Figurative Language and Style

Remember that authors use figurative language to describe things in different ways. They use interesting words in different arrangements to paint a picture in the mind of the reader. Style describes the ways that authors put their own personal touch on writing.

It’s time to add three more words to your Figurative Language/Style vocabulary:

Metaphor ExampleComparing two things without using the words “like” or “as”

He had never, not even on long bike trips in the hot summer been this thirsty. It was as if the water were more than water, as if the water had become all of life, and he could not stop.

Onomatopoeia ExampleWords that sound like what they mean

Worst was a keening throb in his head that pulsed with every beat of his heart.

Alliteration ExampleRepeating the sounds in the first syllables of words that are close together

He pulled his legs out of the lake and crawled on his hands and knees until he was away from the wet-soft shore and near a small stand of brush of some kind.

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

1. Whizz. The mosquitoes were flying by Brian’s head. 2. Brian’s legs were solid lead. He couldn’t move them at all. 3. Brian can still remember the thumps and bangs that he experienced while crashing. 4. In the still, soft night, Brian thought that he was blind. 5. The stone ledge is a home to Brian. 6. Brian loves the beautiful, bounteous, berries.

Directions – In chapters 4-6 find one example for each of the following terms. Be sure to include page number where you found your example.

Term ExampleMetaphor

Onomatopoeia

Alliteration

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Chapters 4-6 Comprehension Questions


1. What is the Secret? Explain why the author writes this word with a capital letter. (p. 31)

2. Reread the bottom of page 34 and top of page 35 in order to identify the imagery that the author uses. How does Brian feel in this paragraph? What is his mood? What words help you understand his mood?

3. What does Brian compare the insects to?

4. Brian thinks about the actors he has seen in the movies who were trying to survive in the woods. He thinks that those people made it look fun and easy to survive in the forest, but it is actually very difficult. What words does Brian use (top of p. 45) to let you know that he is being sarcastic as he describes the movies?

5. What advice does Brian remember from his teacher? Think of a situation where this advice would be useful.

6. How does the author’s use of repetition in the following sentences cause tension?“I’m hungry.” He said it aloud. In normal tones at first, then louder and louder until he was yelling it. “I’m hungry, I’m hungry. I’m hungry!” What does this statement say about Brian?

7. Why did the author write that the memory of the pilot having a heart attack keeping “coming into his thinking that way, nudging and pushing?” What is he trying to remember?

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8. Why will it be hard for people to find Brian?

9. Are there any flashbacks in chapter 5? How do they help the reader understand the story better? (page 48)

10. Can you identify any foreshadowing in chapter 5? Explain how it affects the mood of the story? (page 51)

11. Explain the flashback at the beginning of chapter 6. (Pretending with Terry in the park.) How does the topic of this flashback compare to the flashback he had on the plane? How does this flashback reflect the focus of his thoughts at this time?

12. “It was his first good luck.” (p. 54) Explain how this sentence is foreshadowing. What word in this sentence makes you think that this is a beginning? (first)

13. Explain the meaning of the flashback on page 55. (Remembering a Thanksgiving meal. His flashbacks are directly related to what is on his mind at the time and what he is going through.)

14. What conclusions can you draw about what Brian will need to survive?

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Setting

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The setting of a book is its location, surroundings, and environment. It’s where the action takes place. For example, a setting could be a grocery store, a baseball diamond, or a forest. Setting also includes the time period (when the action occurs), such as the Middle Ages, the 1950s, or Ancient Egypt. Books can have more than one setting. Setting often influences the mood of the story and plays a very important part in the actions of the characters and the events of the plot. For example, an author might choose to write an adventure story in the Arctic because many adventurous things could happen there.

1. What is a setting? 2. Describe the settings of Hatchet so far. 3. In what time period would you infer that Hatchet is set? Why? 4. How has the setting played an important part in Hatchet? 5. How would the story be different if the setting were different? Directions – Create a setting for each of the following genres of stories. Remember that setting often sets the mood of the story. “Setting sets the scene so the scene seems set.”

6. Mystery: 7. Fantasy: 8. Historical fiction:

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Figurative Language and Style

Time to add more words to your Figurative Language/Style vocabulary:

Hyperbole ExampleExaggerating something to REALLY make a statement

It was as if all the berries, all the pits had exploded in the center of him, ripped and tore at him. (p.65)

Idiom ExampleA word or phrase that is not taken literally

His tongue, stained with berry juice, stuck to the roof of his mouth and he stared at the bear. (p.74)

Symbolism ExampleAn object or idea that stands for something else

The mosquitoes could be seen as a symbol for Brian’s problems constantly nagging at him.

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

1. The pain was so severe that Brian felt like one million mosquitoes bit him. 2. The rain came down in buckets, like cats and dogs, like it had never rained before, like it would never stop raining. 3. The berries meant hope, hope for the future. 4. The water was his energy, his positive attitude about what could happen.

Directions – In chapters 7-9 find one example for each of the following terms. Be sure to include page number where you found your example.

Term ExampleHyperbole

Idiom

Directions – Write what you thing each item could symbolize in the story.

7. the porcupine quills

8. the hatchet

9. the fire

10. the bear

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Making Inferences

An inference is a meaning that is suggested rather than directly stated. Inferences are implied through clues that lead the reader to make assumptions and draw conclusions. For example, instead of making a direct statement, “These people are rich and influential,” an author could imply that idea by describing a palatial residence, expensive heirlooms, and prominent friends. Understanding an inference is what we mean by “reading between the lines,” because the suggestion, rather than the actual words, carries the meaning.

Directions – The events of chapter 9 change what happens for the rest of the book. Using your background knowledge and the information from the author throughout the chapter, write two paragraphs (minimum 10 sentences) about why these events will change Brian’s life. Explain your answer.

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1. After Brian eats the berries he found, he fell asleep and woke up screaming. Why did he do this? What did he name the berries as a result of his actions?

2. Describe Brian’s feelings after he sees his reflection in the lake.

3. What does Brian start to call his shelter? Why do you think he began referring to his shelter in that way?

4. Identify the simile in the last paragraph on page 68. What two things are being compared? How are they alike? How does this simile help the reader imagine the setting?

5. Compare and contrast Brian’s actions in eating the raspberries and his actions when he ate the gut cherries. What does he do the same? What does he do differently?

6. What is the meaning of the idiom, jumped out of his skin, on page 72?

7. How does the author’s use of imagery (sensory words) help you understand the pain that he felt from the porcupine’s attack?

8. Which rule of survival does Brian learn after he sits in his shelter and cries? (page 82)

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9. What did Brian learn from the dream about his father and Terry?

10. Why do you think the author uses the word home in the following sentence, “I must make a home for the sparks…”? What other word(s) does he use to describe the “home for the fire”?

11. What does the word kill mean in this statement from the novel, “I would kill, he thought suddenly, for a book of matches.”? Why does the author use the word kill? How does this show his desperation to get a fire started?

12. What is the key ingredient that Brian realizes he needs to add to make fire?

13. Brian calls the fire his friend. How does this help the reader to understand his situation? (p. 87)

14. How is Brian starting to change as a character in the novel?

15. Why was it so important that Brian make fire? List several reasons.

16. Predict how Brian will change further in later chapters.

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Conflict

Have you ever had an argument with a friend or one of your siblings? Have you ever gotten mad at yourself for something that you said or did? How about disagreeing with something

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that you’ve seen or heard? If so, then you’ve experienced conflict, something that happens in real life every day. Conflict is also an important part of books and stories. It’s what helps to make the story interesting and the problem the main characters have to solve.

There are two main types of conflict in stories: external and internal. External conflict happens outside the body. It’s conflict between a person and something else. Internal conflict happens inside the body. It’s conflict in the mind of the character.

There are three kinds of external conflict: man vs. man, man vs. nature, and man vs. society. Man vs. man shows characters in conflict with each other, for example, an argument between a brother and a sister. Man vs. nature conflict shows a character working against a natural force such as weather, disease, or animals. For example, a character might have to learn how to survive in a tornado. Man vs. society shows a character working against something that is not fair in the government or culture. For example, a character might have to work against racism.

There is one kind of internal conflict, and that is man vs. self. Characters that are having internal conflict work against fear, doubt, other emotions, and memories.

Directions – State whether the conflict that Brian is experiencing in Hatchet is “external” or “internal” and state the specific kind of conflict (man vs. man, man vs. nature, etc.). Some statements will have more than one correct answer.

1. Brian keeps having memories of seeing his mom with another man.

2. Brian doesn’t talk to his mom in the car.

3. Mosquitoes attack Brian.

4. Brian has to land a plane because the pilot dies from a heart attack.

5. A porcupine jams needles into Brian’s leg.

6. Brian feels sorry for himself and starts to cry.

7. Brian can’t stand the way judges and lawyers talk to him.

8. Brian eats too many gut cherries and gets very ill.

9. Brian struggles to get a fire started.

10. A plane flies overhead, but then it leaves Brian without stopping.

Theme

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When you read a story, you learn something about yourself or the world around you. The way the author writes the story helps you to see things in a new way; it sends you a message about people, life, or the world that he or she wants you to understand. This main message or main idea in a story is called its theme. It’s the central or underlying idea of a story. It answers questions like these:

What is the author trying to tell us? What did we learn from reading this? Why was this story written? What’s the big idea?

The theme is usually not written specifically in a story. The reader has to think about the plot, the characters, the setting, and other parts of a story in order to discover the theme.

Here are some examples of common themes: Sometimes you have to give something up in order to be happy. It’s always best to be honest. Friends do what they can to help other friends. When you grow up, you learn more about yourself. People can change. Life can be very difficult. Good can overcome evil.

Conflict often reveals theme. How characters respond to the conflict of the story reveals the message that the author is trying to share with the reader.

When sharing a theme from a story, make sure that you include examples from the text to explain your answer. You should be able to provide the theme based on what the characters say or do or the setting of the story or other literary element.

Directions – Answer the following questions about theme.

1. What is theme?

2. What are some questions that theme answers?

3. How do you find the theme in a story?

4. Give the theme of a book you recently read. What is the name of the book?

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5. What often reveals theme? 6. What do you think the theme of Hatchet is so far? Use examples from the text to explain your answer.

Directions – Think about the following well known tales. Write the theme for each.

7. Goldilocks and the Three Bears 8. Little Red Riding Hood 9. The Wizard of Oz 10. Beauty and the Beast 11. The Tortoise and the Hare 12. Cinderella


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1. Describe what Brian feels about the fire.

2. How did Brian make sure he had enough wood to keep the fire going? What does this show about how he is changing?

3. Why is keeping the fire going an important thing for Brian to do?

4. Name two ways that smoke is beneficial to Brian.

5. What “city boy” mistake does Brian make?

6. What animal comes out of the water and makes tracks in the sand? What does the animal leave behind for Brian? What does Brian do with what is left behind?

7. What does “with the camp squared away” mean? How did Brian “square away” the camp?

8. List at least three ways Brian has changed since the beginning of the book.

9. Name two ways Brian’s body has changed.10. On page 107, the author describes the “beauty of the scenery.” How does his description impact the mood of the novel? What has been the mood up until now? What words create a more peaceful, serene mood?

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11. What tool does Brian make to catch the fish? What tool does he then decide to make?

12. Why is Brian not successful in catching the animal in the water? What would you have done differently?

13. Describe the event that causes Brian to lose all hope.

14. Make a list of three of the animals that Brian has encountered so far. What has he learned from each encounter?

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Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2

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1.

2.

3.

4.

5.

6.

7.

8.


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2

Term`


Syn. 1

Syn. 2


Syn. 1

Syn. 2

44

9.

10.

11.

12.

13.

14.

15.

16.


Syn. 1

Syn. 2

45

17.

Plot Events and Themes

Now that you’ve read almost all of Hatchet, it’s time to think about some of the events, and how these events have shaped the overall themes of the story. Fill in the chart below to compare and contrast each event and also include possible ideas from themes that the author may have wanted to reveal from these events. The first one has been completed for you to give you an example.

Event 1 Event 2 Compare (Similarities) Between the Events

Contrast (Differences) Between the Events

Possible Theme

Brian crashes the plane.

Brian makes a home for himself.

has to think quickly in stressful situations

has to figure out something new

learning how to make a shelter is not as deadly as learning

how to land a plane

You must adapt and learn in order to

survive.

A skunk invades Brian’s shelter

A porcupine invades Brian’s shelter.

Brian eats all of the gut cherries he can

and becomes ill.

Brian eats some raspberries and saves the rest.

Brian sees a bear in the woods.

Brian sees a wolf in the woods.

At first, Brian can’t figure out how to

catch fish.Mosquitoes attack

Brian.A plane flies over

Brian, but it doesn’t land.

Brian cries when he feels hopeless.

Brian starts a fire.Brian makes a

rotisserie to cook food.

Brian banks wood for the fire.

Brian makes a pen for the live fish.

Brian notices more about the natural

world.

Brian finds a higher place to store his

food.

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Chapter 13-15 Comprehension Questions


1. What did Brian call the birds he found? Why does Brian give the birds this name?

2. What animal does Brian see in the woods? What does he do when he sees the animal?

3. Explain how the author’s use of imagery brings the wolf to life in chapter 13.

4. How did Brian change after the plane passing? Why do his actions not help his situation? What could he have done differently?

5. Describe the test shot of the bow and arrow.

6. When fishing, what did Brian forget about water?

7. What kind of hope does Brian feel that he now has? In your own words, explain what Brian means about this type of hope.

8. Name two mistakes that Brian makes while learning to survive and what he learns from each mistake.

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9. What animal attacks Brian in his shelter? What lesson does Brian learn from this attack?

10. Describe how Brian rebuilds his shelter. Why does he need to rebuild his shelter?

11. Why does the author say that when Brian figured out how to see the fool birds it was “like turning on the television?” (p. 133)

12. How does Brian finally learn to catch the foolbirds? What does this show you about how he has changed from the old Brian?

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49

Chapter 16-Epilogue

Chapters 16-Epilogue VocabularyTerm Part of

Speech Definition

Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2

50

1.

2.

3.

4.

5.

6.

7.

8.


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2

Term`


Syn. 1

Syn. 2


Syn. 1

Syn. 2

51

9.

10.

11.

12.

13.

14.

15.

16.


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2


Syn. 1

Syn. 2

52

17.

18.

19.

20.

21.

Character Development

After finishing Hatchet, you’ve realized that Brian has really changed since the beginning of the book. He is a character who has learned to survive in his environment. Sometimes he got lucky, and sometimes he learned the hard way, but he still learned and adapted.You can think about Brian at the beginning of the book as Old Brian and the Brian at the end of the book as New Brian. Brian even says that he feels that he has been reborn, that he now has tough hope, and that he isn’t like he once was.

Directions – Fill in the table below to explain how Brian changed throughout Hatchet.

Situation/Event How Old Brian would have acted/ what Old Brian might have done

How New Brian acts/ what New Brian does

What You Would Have Done

A tornado destroys Brian’s shelter

Brian is attacked by a moose.

Brian can’t catch fish at first.

Brian drops his hatchet in the lake.

A plane flies overhead but doesn’t stop.

A skunk sprays Brian in his shelter.

Brian can’t get into the plane at first.

Brian sees beauty in nature.

Brian appreciates food.

Brian doesn’t tell The Secret.

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Chapters 16-Epilogue Comprehension Questions


1. Describe one of the First Days that Brian experienced.

2. What animal attacks Brian, shoving him into the lake?

3. How does Brian get away from this animal?

4. What natural disaster – one that ruins his camp – does Brian experience?

5. Describe Brian’s reaction after the natural disaster. How would his reaction have been different at the beginning of the book?

6. What does Brian want to get out of the plane?

7. How is Brian going to get to the plane?

8. Why does the author include the detail of Brian feeling the night chill? Explain why this detail is important to Brian’s survival.

9. What stupid mistake does Brian make while he is trying to get inside the plane?54

10. What happened to the pilot?

11. List five things that were found in the survival pack.

12. How was Brian found? Explain Brian’s response to the pilot who find him.

13. What do you think would have happened if Brian had not been rescued? Predict how long you think Brian would have survived.

Final Thoughts

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At the conclusion of any novel, you can have many different feelings. Sometimes you are satisfied with the read and just want it to end there, sometimes you want a sequel and can’t stand that the story is over. Give some feedback below on your final thoughts of the novel Hatchet. Also, give feedback on the overall study we did with the novel as a class. You may include your favorite lessons, least favorite lessons, as well as your opinions on the study of this novel overall. Remember though, when including your favorite and least favorite lessons, be sure to include reasons so you can help future classes study this novel.

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