9 Week Basic Plan

10th grade, basic level English

Novel: 4 weeks
Multi-Genre Project/Porfolio: 3 weeks
(choosing 3-4 of options given, grammar lessons, work days)
Short stories/Fiction writing: 2 weeks
Supplementary texts: Survival (short story), Eye of the Tiger (song), Hunger Games
(movie), Lost (tv show)
Novel: Hatchet by Gary Pulsen
Guiding concept: Power/survival
Guiding questions:

Is man more powerful than nature?

Can humans survive in the wild in todays society with only one tool?

4 weeks; 19 chapters + epilogue; 195 pages (small pages, bigger text)

Start with a journal entry/free write about with prompt: If you were lost
in the wilderness, what would you want to have with you so you could
survive? You cannot get cell service to call for help and you have no idea
where you are. Describe the tools you would want and how you would
survive for fifty-four days by yourself.
Roughly 4 chapters/week

Major Assignments:

Multi-genre project
o Letter to the author, journal entries, book review, writing prompts
Fiction writing

Unit Plan Month Outline

MOND [DAT

TUESD [DAT

WEDNE [DA

THURS [DA

FRID [DAT

AY:

E]

AY:

E]

SDAY:

TE]

DAY:

TE]

AY:

E]

week 1
Introduce
novel-Hatchet
Bell ringer:
Short clip from
Lostbeginning
of 1st season.
What would you
do? (5 mins)

Bell ringer: If
you were lost in
the wilderness,
what would be
the first thing
you do?

Bell ringer:
Listen to song
Eye of the
Tiger (4 mins)

Bell ringer:
Write a tweet
describing the
crash Brian went
through (P)(10
mins)

Bell ringer: List

5 things you
cant survive
without. (5
mins)

(5 mins)
Answer
question: what
does it mean to
be a survivor?
What message
does this song
send?

Vocab. Activity;
group work (30
mins)

Start ch. 3-4 in

class; read to
class (25 mins)
(5 pages/12
pages)

Quiz over
chapters 1-3

Vocab quiz (10

mins)

5 min.
discussion on
question

Review Ch. 1-2

(10 mins)

Worksheet over
chapters 1-3
(HW)

Start chapter 5
individually (25
mins)(13 pages)

Talk to neighbor
about chapter 5.
What do you
think it going to
happen next?

Start novel ch.

1-2 (25 pages)
read first
chapter to them;
read second
chapter
individually

Read ahead if
extra time

Mini Grammar
lesson (15 mins)

Work on
character map
while reading
chapter 5

Start chapter 6;
read individually
(11 pages)(25
mins)

Exit ticket: 4-5

students share
answers from
bell0ringer

Exit ticket: 4-5

students give
their answers
from bell ringer
(P)(2-3 mins)

Exit ticket: Ask

students to
name other
survival songs
(3-4 answers)
(2-3 mins)

Exit ticket: Ask

the class a
couple questions
from the chapter

Exit ticket:
Students share
answers from
bell-ringer; turn
them in (2-3
mins) (P)

Standards:

Standards:

Standards:

Standards:

Standards:

9-10.SL.1

9-10.RV.1

9-10.ML.1

9-10.SL.1

9-10.RV.1

9-10.ML.1

9-10.RN.2.1

9-10.SL.2

9-10.RL.2.3

9-10.RL.2.2

Subject/verb
agreement

9-10.RN.2.1

week 2
introduce
project/novel
Bell ringer: Clip
from the Hunger
Games

Bell ringer:
Grammar
questionfix
the sentences
on the board (45 on board)(5
mins) (spelling
and
capitalization)

Bell ringer: Tell

Gary Paulsen
why you do or
dont like his
book (5 mins)

Bell ringer:
What is going to
happen next in
the novel? (3-4
mins)

Bell ringer: If
you could
choose where
you might be
stranded, where
would you
choose and
why? (5 mins)

Answer question:
what would you
do to survive?

Vocab. Activity;
individual work
(25 mins)

Introduce multigenre project

(25 mins)

Ask if they have

questions over
multi-genre
project (10)
mins

Vocab. Quiz (10

mins)

Spectrum
Discussion
Activity

Review ch. 7 (45 mins)

Show examples
in class (10)

Work day for

project

Quiz over ch. 48 (30 mins)

Read chapter 7 to
them; ask
questions during

Start reading
ch. 8 read to
class (8 pages)
(15 mins)

Go over
worksheet with
partner

Read ahead if
finish early

Worksheet
Exit ticket: Share
bell ringer
answers (P)

Exit ticket: Ask

class how they
like the book so
far (P)

Exit ticket: 4-5

students share
answers from
bell-ringer (2-3
mins)

Exit ticket:
Write down
what they think
theyll be
choosing for
project and
hand in (10
mins)

Exit ticket: 3-4

students share
their answers
from bell-ringer
(2-3 mins)

Standards:

Standards:

Standards:

9-10.RL.2.2

9-10.RL.2.2

9-10.ML.1

9-10.RV.1

9-10.SL.1

9-10.W.4

9-10.RV.1

9-10.SL.2.1

9-10.W.6.2a,c

9-10.W.1

9-10.W.1

9-10.RN.2.1

9-10.RN.2.1

week 3
Novel/project
Bell ringer: Write
down three things
that come to
mind when you
think of nature
(5 mins)

Bell ringer:
Write a tweet
to Gary
Paulsen. Tell
him what you
like/dislike
about the
novel so far.
(5 mins)

Bell ringer: If
you could only
go to the
grocery store
once a month,
what would you
buy? (5 mins)

Bell ringer: clip from

The Grey crash
scene. Write down
similarities/difference
s between this and
Hatchet 5-10 mins)

Bell ringer:
Summarize
chapter 12 in
4-5
sentences (5
mins)

Quiz corrections

Vocab. Activity
(group)(20
mins) Eraser
basketball
game (class in
teams)

Grammar
lesson (15
mins) clauses

Come to class with 23 drafts of project

Vocab quiz
(10 mins)

Read ch. 9 to
class; ask
questions during

Chapter 11 is
HW

Hand out
worksheet/note
s

In class workshop

Read chapter 10
individually or
with a partner

Peer-review/ask me
questions
Chapter 12 HW

Group
activity
come up with
campsite;
write down
answers (2025 mins)

Exit ticket: 4-5

students share
answers (5 mins)

Exit ticket:
Share bellringers (P)

Exit ticket:
Read short
passage; have
them answer
question

Exit ticket: Hand in

peer-review
sheets(P)

Exit ticket:
Each group
hand in
answers (P)

Standards:

Standards:

Standards:

Standards:

Standards:

9-10.RN.2.1

9-10.RV.1

9-10.W.6.1d

9-10.W.4

9-10.SL.1

9-10.ML.1

9-10.SL.2.1

9-10.SL.2.1

9-10.RV.1

week 4 Finish
Novel
Bell ringer: How
would you
muster the
courage to push
on?

Bell ringer: In
what 2 ways are
you different
now than you
were a year
ago?

Bell ringer:
Correct the
grammatical
errors in the
sentences on
the board.
Discuss (5 mins)

Bell ringer: (2
mins)

Online
discussion on
chapters 9-13

Vocab. Activity;
in class; write a
letter to Brian
from yourself,
his mom, dad;
use 7/10 vocab.
Words (25-30
mins)

Mini Grammar
lesson (20
mins); sentence
structure to use
in essay; writing
activity

Read chapters
18 and 19 to
class

Vocab. Quiz (10

mins)

Read chapters
14-15

In class:
brainstorm how
Brian has
changed
throughout the
novel) (15 mins)

With a partner,
answer
questions on
board to hand in
(15 mins)

Read epilogue to
class (4 pages)
(8-9) mins)

Tell a partner
what you read
last night.

Chapters 16 and
17 HW

Exit ticket:
Share bell-ringer

Exit ticket: 4-5

students give

Exit ticket:
Share stories (P)

Bell ringer:
What was your
favorite part of
the book and
why?

In class writing
activity: short
reader response
on how Brian
changed
throughout the
novel (25 mins)
Exit ticket: Hand
in questions as

Exit ticket: Hand

in the reader

(P)

answers from
bell-ringer

leave

response
exercise (P)

Standards:

9-10.W.6.1D

Standards:

Standards:

9-10.RL.2.3

9-10.W.3.3

9-10.SL.1

9-10.W.3.1

9-10.SL.2.1

9-10.RL.2.3

9-10.RN.2.1
9-10.RV.1

9-10.RN.2.1

9-10.SL.1
9-10.SL.2.1

Lesson Plans
Introduction of Hatchet
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will dive into the topics man versus nature and survival while reading
Hatchet and work on projects incorporated around those themes.
Due today: n/a

Notes:

Objectives

Students will identify a crisis and analyze

how they would react to it.
Students will support their answers using
evidence from the text.

Have
students
refer to
book to
answer
questions
about
chapters
1-2
6

Notes:

Standards

9-10.SL.1: Listen actively and adjust the

use of spoken language (e.g.,
conventions, style, vocabulary) to
communicate efectively with a variety of
audiences and for diferent purposes.
9-10.ML.2.1: Analyze how media include
or exclude information from visual to
achieve a desired result.
Bell ringer: Two short clips from Lost
beginning of season 1 (plane crash)

Introduction

1. https://www.youtube.com/watch?
v=xuYbd15n5t8
2. https://www.youtube.com/watch?
v=b2HxrxCX3es
Ask students to answer this question:
What would you do if you were on this
plane and you werent injured at all in the
crash? (2-3 mins write answers in
journal)

Start novel: chapters 1-2; read first

chapter to them, then have them read
second chapter individually or with a
partner (30 mins)

Activity

Only play
the first
minute
and a half
of the
second
clip
Bring pop
culture
into the
classroom
and
connect
pop
culture
with
literature.
Either read
out loud to
students
or ask for
volunteers
dont
call on
students
because
some may
not be
comfortabl
e reading
7

Notes:

out loud or
have the
skills to
read
fluently
out loud.
Having
them
follow
along
while I
read will
help them
become
more
fluent
readers.

Evaluation: Stop every couple pages

to ask questions about chapter 1 of
Hatchet. (see Discussion questions
sheet)
conclusion

Homework: Read chapter 2 if dont

finish in class
Exit ticket: Have 2-3 students share
what they wrote in their journals (2-3
mins)

MATERIALS

Check
comprehe
nsion of
first
chapter
and this
way, youll
know if
you need
to keep
reading
chapter
two with
them or
can let
them read
individuall
y

ADDITIONAL
INSTRUCTION

 Hatchet
pen and paper
journals

Week One Discussion Questions/Topics

Chapter 1
1.
2.
3.
4.

What does Brian say about the Secret?

Why does the pilot teach Brian how to fly the plane? (foreshadowing)
How does knowing his moms secret make him feel about her?
What happened to the pilot? Is the pilot dead? What will happen if he is?
(foreshadowing after pilot taught him to fly)
5. What would you do if you were in this situation? Would you keep flying?
Try to call for help? Try to land the plane?

Possible quiz questions (quiz over chapters 1-3):

1. What do you think the secret is based on what Brian has said so far?
2. If you had to give Brian one song to listen to for inspiration, what would it
be?
3. What evidence was given to show that the pilot was having a heart
attack?

Chapter 2
1.
2.
3.
4.

How would you feel about being next to the pilot after his heart attack?
Why does Brian take the radio from the pilot?
Brian decides he has two choices of what he can do. What are they?
Would you let the plane run out of gas or would you try to land it before?
Why?

Possible quiz questions:

9

1. What does Brian choose to do about landing the plane?

2. What would you have said to the person on the other end of the radio?
3. If Brian could call one person before trying to crash land a plane, who
would he call and what would he say?
Chapter 3
1. Where does Brian decide to land the plane? Whats unique about this
area? (L-shaped lake)
2. Who is screaming? Why doesnt Brian realize hes the one thats
screaming?
3. What happens to the plane?

Possible quiz questions:

1. What would you be thinking about as the plane crashed?
2. Where would you have chosen to land the plane?
3. Describe how Brian was feeling while trying to get out of the plane (use
at least two diferent emotions).

10

Hatchet and Vocabulary

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will be working with vocabulary from the first two chapters of Hatchet as
well as reviewing the first two chapters in an in-class discussion.
Due today: Chapters 1-2 read

Notes:

Objectives

Students will communicate their

ideas and opinions within small
groups.
Students will define ten
vocabulary words and use them
to play a vocabulary game.

Standards

9-10.RV.1: Acquire and use

accurately general academic and
content-specific words and
phrases at the college and career
readiness level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression
9-10.RV.2.1: Use context to
determine or clarify the meaning
of words or phrases.

Introduction

Journal Entry: If you were lost in

the wilderness, what would be
the first thing you do? Set up
shelter? Look under food? (2-3

Use these answers

as their exit ticket.

11

Notes:

minutes to write)
Discuss answers at end of class.

1. Vocabulary Game

Activity

Students will get a worksheet

with all ten words on it. They will
use www.vocabulary.com to look
up each word and find the part of
speech, definition, and write a
sentence using each word. (15
mins)
Go over each word and definition
with students to make sure they
have all the answers. (5 mins)
Students will then be given
another worksheet that has a
question for them to ask their
classmates.
Walk around and ask each other
their questions: give points and
sign each others papers (15
minutes)
Winner: candy bar
Give the entire class a small
piece of candy
2. Small group discussion of
questions over chapters 1-2

Second worksheet
will have three
diferent formats so
that there will be
diferent questions
asked:
1. Spell your word
2. Use your word in a
sentence
3. Whats the
definition of this
word?
Each student will be
assigned a number
1-10; that number
correlates to the
vocabulary
worksheet numbers.
They will write their
word in the blank
and ask other
students their
question.
If they get it right
without looking at
their paper: 2 points
Use worksheet and
get it right: 1 point
Wrong: no points
Have students sign
next to the points
they give out.

12

Notes:

Evaluation: Walk around during

game to make sure students are
working on vocabulary. Formative
assessmentlisten to answers.

conclusion

Homework: Vocabulary
Definitions due Friday (Day 5)
Exit ticket: Have 4-5 students
share what they wrote for their
journals (P) (2-3 minutes)

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet

If the game ends early,

have them get into small
groups and talk about the
first two chaptersput
discussion questions on
board for them to talk
about

Paper and writing utensils

Journals

(P) = participation
Some exit tickets
will be collected for
points; others will be
talked about in
class. Go towards
students
participation grade

Hatchet Vocabulary
Directions: Define each of the following words. Include the part of speech and write a sentence using
that word. The first one has been completed for you.
1.

Drone (verb): make a monotonous low dull sound

a.

I could not hear my sister talk over the drone of the bus engine.

2. Divorce:

3. Horizon:

4. Visitation rights:

13

5. Hatchet:

6. Hokey:

7. Coma:

8. Turbulence:

9. Altimeter:

10. Throttle:

Hatchet Vocabulary
Directions: Collect as many signatures as you can from your classmates by correctly answering their
questions.
Answer correctly without looking at your filled in vocabulary sheet2 points
Answer correctly with help from your vocabulary sheet1 point
Answer incorrectly0 points

Your question to ask:

How do you spell ________________________________?
_______ex. Joe Shmoe 2 points___

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________
14

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

Hatchet Vocabulary
Directions: Collect as many signatures as you can from your classmates by correctly answering their
questions.
Answer correctly without looking at your filled in vocabulary sheet2 points
Answer correctly with help from your vocabulary sheet1 point
Answer incorrectly0 points

Your question to ask:

Can you use ________________________________ in a sentence?
_____ ex. Joe Shmoe 2 points ____

______________________________

_____________________________

______________________________

_____________________________

______________________________

15

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

Hatchet Vocabulary
Directions: Collect as many signatures and points as you can from your classmates by correctly
answering their questions.
Answer correctly without looking at your filled in vocabulary sheet2 points
Answer correctly with help from your vocabulary sheet1 point
Answer incorrectly0 points

Your question to ask:

What is the definition of ________________________________?
_____ ex. Joe Shmoe 2 points ____

______________________________

_____________________________

______________________________

_____________________________

______________________________

16

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

_____________________________

______________________________

Survival and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will discuss what it means to be a survivor as well as brainstorm diferent

songs that exemplify the idea of survival/surviving. They will read chapters 3-4. The
grammar lesson will be about subject/verb agreement, and students will use
examples from the book.
Due today: n/a

17

Notes:

Students will describe in their own words

what it means to be a survivor. They will
also be able to connect pop culture to the
idea of survival.

Objectives

Everyone
deals with
adverse
situations
at some
point in
their lives.
It may not
be as
extreme at
being
stranded in
the
wilderness
for 53 days
but it can
feel that
way.
Survival is
an
important
theme to
explore
with
teenagers
as they
enter a
new stage
in their
liveshigh
school is
new and
scary and
college/wo
rk is just
around the
corner.

18

Notes:

9-10.ML.1: Critically analyze information

found in electronic, print, and mass media
used to inform, persuade, entertain, and
transmit culture.

Standards

9-10.SL.1: Listen actively and adjust the

use of spoken language to communicate
efectively with a variety of audiences and
for diferent purposes.
9-10.RN.2.1: Cite strong and thorough
textual evidence to support analysis of
what a text says explicitly as well as
inferences and interpretations drawn from
the text.

Bell ringer: Listen to the song Eye of the

Tiger (4 mins)

Introduction

Start with having them answer the

question What does it mean to be a
survivor? What message does Eye of the
Tiger send? In class discussion (5
minutes)

Bring pop
culture
into the
classroom
and
connect
pop culture
with
literature.
This will
have
students
start
thinking
about the
ideas of
survival
and
power/insp
iration

19

Notes:

Activity

Start reading chapter 3-4 in class. (25

minutes)
Give worksheet over chapter 1-3
Grammar lesson using
http://www.chompchomp.com/handouts/sv
a04.pdfsubject/verb agreement
I want to see where my students are when
it comes to subject/verb agreement.
Having them fill out this worksheet will
give me a chance to assess if they need
more practice with subject/verb
agreement.

Read out
loud to
class
Worksheet
will be
used to
make sure
they read
study for
quiz

(15 mins)
Evaluation: Their answers from their exit
ticket will also show students connecting
other songs to survival.

conclusion

Homework: Worksheet over Chapters 1-3

(due tomorrow)
Exit ticket: Ask students to name other
survival songs (3-4 students volunteer
an answer)(2-3 mins)

Students
will be able
to see that
they can
associate
certain
aspects of
pop culture
with
themes
they learn
from
literature
in the
classroom.
Students
will apply
what
theyve
learned
about
survival
from our
bell-ringer
20

Notes:

and the
first two
chapters to
brainstorm
ing on
songs
about
survival.

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet

Fight SongRachel
Platten

Pen and paper

Journals

Dont Stop BelievinJourney

Hall of FameThe
Script
TitaniumDavid Guetta
The ClimbMiley Cyrus

Hatchet (chapters 1-3)

Directions: Answer the questions using evidence from the book. Make sure you include the
page numbers of information you find.

1. Who is Brian going to visit? How will he get there?

21

2. How old is Brian?

3. What happens to the pilot?

4. How does Brian know the pilot is dead?

5. What are the two options Brian decides he has?

6. How and where does Brian land the plane?

Reading Day and Character Mapping

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will take a quiz over the first three chapters of Hatchet. They will also start
reading the next chapter as well as start a character map of Brian.
Due today: worksheet chapters 1-3

22

Notes:

Students will interpret what

has occurred in the novel so
far in 140 characters.

Objectives

Students will demonstrate

comprehension of the novel
thus far in their
interpretations of the novel.
Students will analyze the
main character of the novel.
9-10.SL.1: Listen actively

Standards

and adjust the use of

spoken language to
communicate efectively
with a variety of audiences
and for diferent purposes.
9-10.RL.2.3: Analyze how
dynamic characters (e.g.,
those with multiple or
conflicting motivations)
develop over the course of a
text, interact with other
characters, and advance the
plot or develop the theme.

Introduction

Bell ringer: Write a tweet that

Brian would send about the
crash. Use at least two
vocabulary words. Make sure
it is 140 characters or less.

Use social media to

show understanding of
Brian so far and
knowledge of
vocabulary words.

(3-4 mins)
Quiz over chapters 1-3 (1520 minutes)

Activity

Start reading chapter 5; read

first 5-6 pages; read last half
individually and work on

23

Notes:

character chart.
As reading, do a character
chart of Brian so far in the
story.

conclusion

Evaluation: Quiz over

chapters 1-3
Homework: Read chapter 5 if
dont finish; character chart
Exit ticket: Have 2-3 students
share their tweets

MATERIALS
Hatchet
Writing utensils
Journals

Quiz over Hatchet chapters 1-3

24

Directions: Write in complete sentences.

1. What do you think the secret is based on what Brian has said so far?

2. If you had to give Brian one song for inspiration, what would it be?

3. What evidence was given to show that the pilot was having a heart
attack?

4. What does Brian choose to do about landing the plane?

5. What would you have said to the person on the other end of the radio?

6. Where did Brian decide to land the plane?

7. Describe how Brian was feeling while the plane was crashing/while he
was trying to get out of the plane (use at least two emotions).

Character Mapping Sheet

Characters
Survival
Character
Tools
Name

Character
AtAt
the
the
End
Portrait

25

26

Hatchet, Vocabulary and What You

Need to Survive
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will discuss items they believe they cannot live without. They will also
take a quiz over the vocabulary they learned this week, and then read for the rest
of the time.
Due today: Vocabulary worksheet; chapters 4-5 read

Notes:

Students will be able to

evaluate what they think
they cannot live without.

Objectives

Standards

Students will also show their

understanding of the
vocabulary from Hatchet.
9-10.RV.1: Acquire and use
accurately general academic
and content-specific words
and phrases at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when considering
a word or phrase important
to comprehension or
expression.
9-10.RL.2.2: Analyze in detail
the development of two or
more themes or central
ideas over the course of a
work of literature, including
how they emerge and are
shaped and refined by
27

Notes:

specific details.

Introduction

Bell-ringer: List 5 things you

cannot survive without. (2-3
minutes)

Vocabulary quiz: Pick 7 out

of 10 words to define and
use in a sentence. (15
minutes)

Activity

Turn to neighbor and talk

about what they read in
chapter 5. What do they
think it going to happen
next? Share with class (7-10
minutes)
Read chapter 6 individually
or with a partner. (20
minutes)

conclusion

Evaluation: Vocabulary quiz

shows knowledge of
vocabulary terms. Group/In
class discussion will show
where they are in the novel.
Homework: Read chapter 6
Exit ticket: Have 2-3
students share items they
cannot survive without. (2-3
mins) (P)

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet
28

 Writing utensils
Journals

Hatchet Vocabulary Quiz

Directions: Pick 7 of the 10 words to define and use in a sentence.
1.

Drone:

2. Divorce:

3. Horizon:

4. Visitation rights:

5. Hatchet:

6. Hokey:

7. Coma:

29

8. Turbulence:

9. Altimeter:

10. Throttle:

How Far Would You Go to Survive?

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will discuss the extremes of survival and how far they would go to survive.
They will also talk about diferent points in the book through a spectrum activity.
Finally, chapter 7 will be read to them and they will be asked a couple of questions
to check comprehension and to make sure they are following along.
Due today: chapters 5-6 read

Notes:

Objectives

Students will decide how far they would go

in order to survive and defend their
reasoning.
Students will analyze Brians actions and
decide if they would do the same or
diferently.

30

Notes:

Standards

9-10.ML.1: Critically analyze information

found in electronic, print, and mass media
used to inform, persuade, entertain, and
transmit culture.
9-10.SL.2.1: Initiate and participate
efectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) on grade-appropriate topics,
texts and issues, building on others ideas
and expressing personal ideas clearly and
persuasively.

Watch clip from The Hunger Games.

Introduction

https://www.youtube.com/watch?
v=XFVqeO44ZsQ
(3:34 min)
Journal: Would you be able to do what
Katniss did to survive? Do you think she
should have let them live?
(2-3 mins)
Chapter 5-6 Discussion

Activity

Yes/no Spectrum Activityhave students get

up and move towards yes or no to answer
each question. Ask 2-3 students from each
side why they chose yes or no.
1. Would you drink the lake water like Brian
did?
2. Would you be able to think as clearly as
Brian does?
3. Do you think Brian remembering that the
pilot had caused the plane to go of
course will help him survive?
4. Does Brian choose a good shelter?
5. Would you blame Brians mom for his
current situation?
(15 mins)

31

Notes:

After activity, read chapter 7 to them (2025 minutes with questions)

Questions to ask while reading:
1. What gave Brian the stomach
problems?
2. What scares Brian by the raspberry
patch? Would you have the same
reaction?
3. What are the two berries Brian has
eaten so far?

conclusion

Evaluation: Spectrum activity and questions

during reading (formative)
Homework: n/a
Exit ticket: Ask 2-3 students to share their
journals.

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet
Journals
Writing utensils

Grammar, Vocabulary, and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will fix the grammar in the sentences from the book on the board in their
journals. They will do a vocabulary assignment individually. After about 15-20
32

minutes, you will read chapter 8 to them. A worksheet will be given over chapters
4-8 to review for their quiz.
Due today: chapter 7 read

Notes:

Objectives

Students will find the vocabulary words in

the novel and use context clues to define
the words.
Students will use evidence from the text
to support their answers to questions
about the novel.

9-10.RV.1: Acquire and use accurately general

academic and content-specific words and
phrases at the college and career readiness
level; demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.

Standards

9-10.RV.2.1: Use context to determine or

clarify the meaning of words and phrases.
9-10.W.6.2: Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling focusing on9-10.W.6.2a: Capitalizationstudents are
expected to build upon and continue applying
conventions learned previously.
9-10.W.6.2c: Spelling-- students are expected
to build upon and continue applying
conventions learned previously.
9-10.RN.2.1: Cite strong and thorough textual
evidence to support analysis of what a text
says explicitly as well as inferences and
interpretations drawn from the text.

33

Notes:

Bell ringer: Grammar (5 mins)

Fix the 4 sentences on the board. Focus
on spelling and capitalization.

Introduction

1. It was the last Thanksgiving, last

year, the last Thanksgiving they had
as a family before his mother
demanded the divorce and his father
moved out in the following January.
(page 59)
2. The doorway was about three feet,
and when he went in he found himself
in a room almost fifteen feet long and
eight to ten feet deep, with the rock
wall sloping down at the rear. (page
66)
1. Vocabulary: individual work
(worksheet)
Find the ten words in the book. Write the
sentence down and the page number.

Activity

Use context clues to figure out what the

word means. If they already know, use
context clues to prove what the
meaning is.
Then use www.vocabulary.com to look
up the meaning and part of speech for
each word. (20 minutes)
2. Read chapter 8 to class (worksheet
over chapters 4-8) (25 minutes)
Do worksheet during remaining time.

1. Do the
first one
with
them so
they
know
what is
expecte
d of
them.
Vocabular
y is due
Friday.
2. Workshe
et over
chapters
4-8 is
due
Thursda
y

Evaluation: worksheets

conclusion

Homework: Vocabulary definitions and

worksheet over chapter 4-8
Exit ticket: Ask class how they like the
book so far. What do you think will
happen next? 2-3 students to answer (P)
34

Notes:

Check their journals for answers from bellringer (P)

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet
Journals
Writing utensils

Hatchet (chapters 4-8)

Directions: Answer the questions using evidence from the book. Make sure you include the
page numbers of information you find.

1. What is the Secret?

2. What did the pilot do before he died that affected where the plane was going?

3. What kind of shelter does Brian find?

4. Who does Brian blame for being stranded alone in the wilderness?

5. Why doesnt the bear attack Brian by the berry bushes?

35

Hatchet chapter 7 Vocabulary

Directions: Find each word in the book. Write down the entire sentence and the page
number. Then, using context clues, guess what the word means. If you already know what
it means, use context clues to prove what the meaning is.
After you finish, look up each word and part of speech on www.vocabulary.com

1. Remnants:

2. Mosquito:

3. Agony:

4. Hummocks:

5. Murky:
36

6. Pulverize:

7. Skitter:

8. Granite:

9. Porcupine quills:

10.

Overhang:

37

Multi-genre Project
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will be introduced into a multi-genre project that they will work on for the
next couple weeks. They will explore diferent modes of creative writing, and then
end class with a partner discussion of the worksheet they were given for
homework.
Due today: n/a

Notes:

Students will be introduced to their multigenre projects as a pathway to creative

writing.

Objectives

Students will explore diferent types of

creative writing.
Students will further their reading and
comprehension of Hatchet through small
group discussion.
Students will use evidence from the text
to support their answers to questions
about the novel.
9-10.SL.1: Listen actively and adjust the
use of spoken language (e.g.,
conventions, style, vocabulary) to
communicate efectively with a variety of
audiences and for diferent purposes.
38

Notes:

Standards

9-10.W.1: Write routinely over a variety of

time frames for a range of tasks, purposes
and audiences; apply reading standards to
support analysis, reflection, and research
by drawing evidence from literature and
nonfiction texts.
9-10.RN.2.1: Cite strong and thorough
textual evidence to support analysis of
what a text says explicitly as well as
inferences and interpretations drawn from
the text.

Introduction

Bell-ringer: Write a short note to Gary

Paulsen. Tell him why you do or dont like
the book. Write in journal (3-4 mins)

Multi-genre project: Go over instructions

hand out and writing prompts hand out.

Activity

Show examples from a previous multigenre project from another class (The
Book Thief). (25 minutes)
Back to Hatchet: With a partner, go over
the worksheet together and discuss the
answers. (15 minutes)

conclusion

Evaluation: Worksheet; Walk around and

listen to small discussions.
Homework: Come to class with ideas for
project; worksheet over chapters 4-8 due
tomorrow
Exit ticket: 4-5 students share what they
wrote down for the bell-ringer (5 mins) (P)

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
39

 Hatchet
Writing utensils

Instructions for Multi-Genre Project

While reading Hatchet, we will explore creative writing by the means of
a multigenre project. You will get the chance to explore the Brians growth
as a character while simultaneously exploring different writing genres. The
overall goal is to allow you to seek out different writing genres and to read
and re-read the text to analyze different aspects of the story and help you
find your voice for your project.
There are three main categories we will be focusing on: literary,
personal, and public. Within each category will be three options each to
choose from. Each option is assigned a point value. You will pick five options
(at least one from each category, as well as one of each point value) and
your points must add up to at least 9.
Have fun and be creative!
**Extra credit opportunity: You can pick up to three options that you
arent turning in for a grade to turn in for extra credit.

LITERAR
Y

PERSONAL

PUBLIC

ART

1
point

Poem

Letter to Gary
Paulsen

Newspaper
article

Collage

2
point

Story
Brian

Nature Guide
to

Obituary for
pilot

Playlist
for Brian
40

wrote

plants/animals

3
point
s

Rewrite
the
Epilogue

Diary/Journal
entry

Book review

Brians
sketches

Multi-Genre Writing Prompts

LITERARY
Poem (1 point)
Imagine you are Brian, and one way you cope with the world around you is writing poetry. Choose one
of the following styles to write a poem about one of the following parts of the book:

Brians first night in the wilderness

The first food Brian found
Brians success starting fire
When Brian was rescued
When Brian walks into a grocery store after being rescued

Choices of Poem style:

ABCD
o
o
o

Poem: 5 lines; creates mood, picture or feeling.

Lines 1-4: made up of words, phrases, or clauses
Line 5 in one sentence long and begins with any letter
Example:

Although I feel sad

Be it my dogs death or
Cancer stealing my friend
Death will not best me.
I will be strong.

Limerick
o A short, humorous poem consisting of five anapestic lines
o Lines 1,2,5 have 7-10 syllables, rhyme, and have verbal rhythm
o Lines 3,4 have 5-7 syllables, rhyme, and have verbal rhythm
o Example:
41

There was once a silly cat

Who thought she was actually a bat
She did not know
Her wings did not show
Until she landed with a splat

Story about Brians disappearance (2 points)

Brians best friend wrote a story about what happened to Brian when he disappeared that involved
Brian being a spy for the United States. He was captured by spies from Russia and was currently trying
to escape from the prison cell he was in.
Write a diferent story about what could have happened to Brian.
Requirements: 2-3 pages, must have a plot, and cannot include the pilot having a heart attack and the
plane crashing into a lake

Rewrite the epilogue (3 points)

Brian was able to move on with his life, despite the plane crash he endured. He became more
observant to life around him, and he was more thoughtful in his reactions. How would Brians life been
if he had not been rescued before winter? Would he survived through the winter? Does Brian ever tell
his father about the Secret? Rewrite the epilogue, one in which Brian wasnt rescued until after the
winter, and include if his parents get back together or not, and if Brian tells his father about the
Secret.
Requirements: 3-5 pages, double spaced

PERSONAL
Letter to Author (1 point)
Compose a letter to Gary Paulsen. In this letter, you can address the following items (must pick at
least 3 of the following):

o
o
o
o
o
o

Your favorite part of the book and why

Your least favorite part of the book and why
Something you would add to the story
Favorite character and why
Least favorite character and why
Topic of your choosing (must be relevant, ask me first!)
**use textual evidence to answer why

Nature Guide (2 points)

Create a catalog of all of the plants and animals that Brian has encountered while he was alone for
fifty-four days in the wilderness.
Requirements: Include one picture of each plant and animal as well as a description of that animal.
Include what the animals eat, as well as 2-3 interesting facts about it. Tell if the plants that Brian talks
about are edible or if they are poisonous, as well as 2-3 interesting facts. There must be at least one
paragraph for each entry (4-6 sentences).
Diary/Journal Entry (3 points)
Pick one:

42

3-5 journal entries from Brians mom or dad; one specifically about the divorce
as well as another about the day he/she found out Brians plane had went
missing
o 3-5 journal entries from Brians best friend: one specifically about the first day
he met Brian. Other entries can be about school, Brians family, his own family,
etc.
o 3-5 journal entries from Brian: one specifically about his first day in the wilderness
when he was awake, his thoughts and feelings about what his parents were doing
to find him. Other entries can be about school, how Brian feels about being in the
wilderness alone, or future Brian thinking back about his time in the wilderness.
o

Requirements: Each journal entry must be at least one page typed, double spaced.

PUBLIC
News article about the plane crash (1 point)
Write a short newspaper article about the plane crash. As the author, you have to decide if you think
the plane crashed or if it disappeared for other reasons. State clearly which you think happened.
Include details about Brian and the pilot.
Requirements: 1-2 pages double spaced

Obituary (2 points)
Write an obituary for the pilot. Include surviving family members, birth and death date, and
anything interesting you can think of about the character (can be in the book or made up).
Requirements: 1-2 pages double spaced

Book Review (present day) (3 points)

Write a book review of Hatchet in present day. After a short summary of the novel, provide your
reader response (personal enjoyment and connections) as well as reasons why would or would not
suggest this to a friend to read.
Requirements: 2-3 pages, double spaced

ART
Collage (1 point)
Create a collage of items that you cannot live without. You must have at least 5 items, but no more
than 7 on your collage. Write a short paragraph (4-6 sentences) for each item explaining why you
cannot live without it.
Requirements: There must be at least one picture of each item you cannot live without in the collage.
Be creative. You may make one by cutting out pictures or use a computer to collect the images and
print it out as a collage.

Inspirational Playlist for Brian (2 points)

43

Brian goes through a life changing experience as a young teenager. Music ofers an escape for many
people and can pass on messages as well. Compose a playlist of inspiring songs you think will help
Brian deal with the traumatic experience of the plane crash that he is dealing with.
Requirements: 10 songs; each song with a 1-2 paragraph explanation as to why you chose it

Brians Sketches (3 points)

When Brian is rescued, he has a hard time adjusting back into the urban life. To remember his
experience in the wilderness better, he starts making sketches of everything. He draws the lake, his
shelter, the bear eating berries, and even the moose that didnt like him. Draw at least 2 of these
scenes, as well as one other that you think Brian would want to remember.
Requirements: Draw at least 3 scenes, each on a 8 X 11 sheet of paper. If you do not color them, they
must be shaded in gray scale. They cannot just be a plain drawing. (see examples).

Hatchet and Multi-genre Project Work

Day
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will be quizzed over chapters 4-8. They will then be given the option to
start reading chapter 9 individually or start working on their multi-genre project
(either is fine, as long as they are working). Answer any questions they may have
about the project.
Due today: Students need to have a couple ideas about which writing prompts they
want to do for the multi-genre project; worksheet over chapters 4-8

44

Notes:

Students will explore diferent types of

creative writing and how to express
diferent voices through this writing.

Objectives

Students will illustrate their knowledge of

Hatchet to questions given in a quiz.
Students will design their projects based
on their knowledge and understanding of
the novel while exploring diferent types
of creative writing.
9-10.RL.2.2: Analyze in detail the
development of two or more themes or
central ideas over the course of a work of
literature, including how they emerge and
are shaped and refined by specific details.

Standards

Introduction

Activity

9-10.W.4: Apply the writing process to

Plan and develop; draft; revise using
appropriate reference materials; rewrite;
try and new approach, focusing on
address what is most significant for a
specific audience; and edit to produce and
strengthen writing that is clear and
coherent.
Bell-ringer: What do you think it going to
happen next in Hatchet? Write in journals
(3-4 minutes)

Work day for multi-genre projects.

Everyone has to meet with me to tell me
which prompts they will be doing for their
project. This also gives me a chance to
talk to each student and make sure they
dont have any questions. (30-35 mins)
Read ahead if they get to a stopping
point.

45

Notes:

conclusion

Evaluation: Talking to each student to

make sure they all know what is going on
as well as walking around to make sure
they are working.
Homework: Project
Exit ticket: Have students share their bellringers. Check all journals for (P)

MATERIALS

ADDITIONAL
INSTRUCTION

Hatchet
paper
writing utensils

Reminders: Tomorrow
there is a vocabulary
quiz as well as a quiz
over chapters 1-8

Quiz over Hatchet and Vocabulary

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will apply what they know to their Hatchet quiz as well as take their
weekly vocabulary quiz.
Due today: Vocabulary worksheet

Notes:

Objectives

Students will apply their

knowledge to the quizzes. They
will use various levels of Blooms
Taxonomy to answer questions
throughout the quizzes.

Types of questions
will difer to include
a range of levels
from Blooms.

46

Notes:

Students will be able to correctly

use at least 7 out of 10
vocabulary words in a sentence.

Standards

9-10.RL.2.2: Analyze in detail the

development of two or more
themes or central ideas over the
course of a work of literature,
including how they emerge and
are shaped and refined by
specific details.
9-10.RV.1: Acquire and use
accurately general academic and
content-specific words and
phrases at the college and career
readiness level; demonstrate
independence in gathering
vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.

Introduction

Bell-ringer: If you could choose

somewhere to be stranded,
where would you to choose to
be? Give two reasons why this is
the best place for you to be
stranded. (3-4 mins)
Vocabulary quiz (10-15 mins)

Activity

Hatchet quiz over chapters 4-8

(25-30 mins)
If students finish quizzes early,
they can work on their multigenre projects or read ahead.

47

Notes:

Evaluation: Quizzes are both

summative assessments

conclusion

Homework: n/a
No exit ticket if students are still
taking a quiz.
If all are finished: have 3-4
students share their journals

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Writing utensils
Hatchet

Hatchet Vocabulary
Directions: Pick 7 of the 10 words to define and use in a sentence.
1.

Remnants:

2.

Mosquito:

3.

Agony:

4.

Hummocks:

48

5.

Murky:

6.

Pulverize:

7.

Skitter:

8.

Granite:

9.

Porcupine quills:

10. Overhang:

Quiz over Hatchet chapters 4-8

Directions: Write in complete sentences.

1. What is the Secret?

2. Draw a quick sketch of the lake. (Remember that it is shaped like a certain
letter)

3. What is Brian worried about? Scared about?

49

4. What are the two things Brian decides to do at the end of chapter 5? Would you
do anything else?

5. Why does Brian blame his mom for everything that has happened?

6. Why does Brian realize that running away from the bear is useless?

7. Would you keep eating the gut cherries or would you try to find new food?
Why?

8. What does the porcupine want from Brian?

9. What does the porcupine do to Brian?

10.

If you could have one other tool besides a hatchet, what would you
choose? Give two reasons for this tool.

Hatchet
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will review the quiz that they took over chapters 4-8 in class
Due today: Quiz corrections

50

Notes:

Objectives

Students will review their quizzes

and make corrections to their
wrong answers using evidence from
the text.

Standards

9-10.RN.2.1: Cite strong and

thorough textual evidence to
support analysis of what a text says
explicitly as well as inferences and
interpretations drawn from the text.

Introduction

Activity

This will give

students partial
credit for
corrected answers
and help those
who did not do as
well on the quiz.

Bell-ringer: Write down three

things that come to mind when you
think of nature. (3-4 mins)
Review quizzes. Use the book to fix
any wrong answers and cite using
page numbers (20 minutes). (Use
diferent color ink)
Read chapters 9-10 in class (read
part of chapter 9 to them for 15
minutes), then let them read
chapter 10 individually.
Questions to ask while reading
chapter 9:
1. Would you do anything
diferently than Brian?
2. How does he finally get the fire
to start?
3. What does the fire eat?
Read for homework.
Evaluation: Have students turn in
their quizzes with corrections. Ask
questions as reading chapter to
them.
51

Notes:

conclusion

Homework: Read chapter 10

Exit ticket: 4-5 students share their
journals (P)

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

Vocabulary and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

52

OVERVIEW

Students will play the Eraser basketball game with vocabulary terms, and if there is
extra time, read chapter 11 of Hatchet.
Due today: chapter 9-10 read

Notes:

Objectives

Standards

Students will learn and define ten

new words from the novel and
then use that knowledge to play a
game in class.

9-10.RV.1: Acquire and use

accurately general academic and
content-specific words and phrases
at the college and career readiness
level; demonstrate independence
in gathering vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
9-10.SL.2.1: Initiate and participate
efectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led) on
grade-appropriate topics, texts and
issues, building on others ideas
and expressing personal ideas
clearly and persuasively.

Introduction

Bell-ringer: Write a tweet to Gary

Paulsen. Tell him what you
like/dislike about the novel so far
(keep it to 140 characters). (3-4
mins)
Vocabulary activity: Eraser
Basketball
Have students fill out definitions,
part of speech and example
sentences for the ten words. Use
53

Notes:

www.vocabulary.com (15 mins)

Activity

Review the words with the class to

make sure everyone has the right
answers. (5 mins)
Split class into two teams. Give a
bell to each team. Each student
will take a turn. Ask questions, and
whichever student dings the bell
first gets to answer first. Correct
answer, get to shoot for a basket
with eraser. Incorrect answer
passes the chance to answer the
question to the other team. (20-25
mins)
Ask questions about spelling,
definition, using word in a
sentence, part of speech.
If there is extra time, have
students read.
Evaluation: Answers during game

conclusion

Homework: Read chapter 11

Exit ticket: Have students share
their journal answers within their
teams (3-4 minutes)

MATERIALS

ADDITIONAL
INSTRUCTION

Journal
Hatchet
Writing utensils

54

Hatchet chapter 7 Vocabulary

Directions: Look up each word and write down the definition, part of speech, and an
example sentence. Use www.vocabulary.com

1. Tinder:

2. Twigs:

3. Birches:

4. Tendrils:

5. Slosh:

6. Dormant:

7. Convulse:

8. Kingfisher:

9. Gnarled:
55

10.

Stagger:

Grammar and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will learn about clauses (independent and dependent) by taking notes and
then completing a worksheet over them.
Due today: chapter 11 read

Notes:

Objectives

Students will be able to identity independent

clauses and dependent clauses as well as
create their own of examples each clause.

Standards

9-10.W.6.1d: Phrases and clausesStudents

are expected to build upon and continue
applying conventions learned previously.

Introduction

Bell-ringer: If you could only go to the

grocery store once a month and only buy 5
things, what would they be? (5 mins)

Grammar lesson: Go over prezi and have

them fill in the notes as we go.

Activity

https://prezi.com/iohacxkw7qs8/edit/#78_45
341393
Hand out worksheet. Due in two days.
Exit ticket question: read from page 105 to
56

Notes:

them And when he saw somethinga bird

moving a wing inside a bush or a ripple on
the waterhe would truly see that thing, not
just notice it as he used to notice things in
the city.
Question: Why do you thing people in the
city see and hear diferently? Can you think
of time when you looked at something as
closely as Brian did in the woods? (5 mins)

Remind students to come to class tomorrow

with 2-3 drafts of their projects.

conclusion

Evaluation: Worksheet for clauses/question

from chapter 11
Homework: Clauses worksheet; project rough
drafts
Exit ticket: Hand in question on paper

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

57

CLAUSES
1. A clause is a group of __________________________________________________________
a. Independent
clause:_____________________________________________________
Example:__________________________________________________________

b. Subordinate
clause:________________________________________________
Example:_________________________________________________________
SENTENCES
2. A________________ is a group of related words containing a subject and
verb and expresses a complete thought.
a. A simple sentence contains _________________ and no
________________.
Example: ________________________________________________________.
b. A compound sentence contains
____________________________________.
Example: ________________________________________________________.
Practice: Beside each of the following sentences, identify the sentence
as simple (S), compound (C), or complex (CX). Underline independent
clauses and circle dependent clauses.
1. Television once had strict codes for family sitcoms. ______
2. Networks didnt want to ofend their viewers, and they had a long list of
topics to avoid. _____
58

3. When my sister is grumpy, everyone should steer clear. _____

4. As we were working on our homework, I discovered a fly in my drink.
Directions: Beside each of the following sentences, identify the
sentence as simple (S), compound (C), and complex (CX). Underline
independent clauses and circle dependent clauses.
1.
2.
3.
4.
5.
6.

_____
_____
_____
_____
_____
_____

I will love whatever you give me for my birthday.

Joe and his girl bought matching shirts and hats.
Trevor wanted to go to the mall, but Kristin wanted to see a movie.
You will find your car on Main Street.
The doctor told her she had mono and strep.
Brandey was looking forward to the Metallica concert; however, it

was cancelled because the lead drummer broke his finger.

7. _____ My horse likes to run around the barn looking for treats.
8. _____ The football players are practicing every day; unfortunately, they
cannot win a game.
9. _____ The swimmer, I coached last year, qualified for the Olympics.
10.
_____ Whoever you select will be eliminated from the game.

Workshop Day
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

59

Students will watch a short clip from The Hunger Games and then peer edit each
others rough drafts they bring to class.
Due today: Clauses worksheet; 2-3 rough drafts

Notes:

Objectives

Students will learn how to peer-review each

others work using worksheets given out in
class.
Students will evaluation their peers work.

Standards

9-10.W.4: Apply the writing process toPlan

and develop; draft; revise using appropriate
reference materials; rewrite; try and new
approach, focusing on address what is most
significant for a specific audience; and edit
to produce and strengthen writing that is
clear and coherent.
9-10.ML.1: Critically analyze information
found in electronic, print, and mass media
used to inform, persuade, entertain, and
transmit culture.
Bell-ringer: Watch plane crash clip from The
Grey and compare/contrast this plane crash
to the plane crash Brian experiences.

Introduction

https://www.youtube.com/watch?
v=anKyEGknvEA

Collect
clauses
workshe
et

(5 mins)
Journal: Write down 3-4 diferences or
similarities between the movie clip and
Brians crash.

Activity

In class workshop: Pair up students by

counting of in twos. Hand out worksheet and
explain how to do it. Tell them they will be
handing in this worksheet at the end of
class.
Have each student come see me and ask
questions/check in with them. (40 mins)
60

Notes:

Evaluation: Peer review sheets

conclusion

Homework: Projects, read chapter 12

Exit ticket: Turn in peer review sheets

MATERIALS

ADDITIONAL
INSTRUCTION

Journals

Reminder: Vocabulary
quiz tomorrow

Hatchet
Writing utensils

61

Peer Review Sheet

Your name:_______________________________
Authors Name:___________________________________
1. Give two suggestions to improve their sentence structure.

2. Did they have any punctuation or capitalization mistakes?

3. What are two things you like about their work?

4. Did they use variety at the beginning of their sentences?

5. Do the words flow smoothly from sentence to sentence?

6. Give two pieces of advice to improve their overall writing.

62

Vocabulary Quiz and Group Work

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will take their vocabulary quizzes. They will then work together in small
groups to create their ideal campsites.
Due today: Vocabulary worksheet

Notes:

Objectives

Students will apply their

vocabulary knowledge to
their quizzes and be able to
use at least 7 of the 10
words correctly in a
sentence.
Students will collaborate to
create their ideal campsite in
the woods.

Standards

9-10.SL.1: Listen actively

and adjust the use of spoken
language (e.g., conventions,
style, vocabulary) to
communicate efectively
with a variety of audiences
and for diferent purposes.
9-10.RV.1: Acquire and use
accurately general academic
and content-specific words
and phrases at the college
and career readiness level;
demonstrate independence
in gathering vocabulary
knowledge when considering
a word or phrase important
to comprehension or
expression.
63

Notes:

9-10.SL.2.1: Initiate and

participate efectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) on
grade-appropriate topics,
texts and issues, building on
others ideas and expressing
personal ideas clearly and
persuasively.

Introduction

Bell-ringer: Summarize
chapter 12 in 4-5
sentences. Write in journals
(3-4 mins)

Collect vocabulary
worksheet

Discuss for 3-4 minutes.

Vocabulary quiz (10-15 mins)

Activity

conclusion

Group activity: in groups of

3-4, students will design
their own campsite in the
woods. Include what tools
they would want (up to 3) as
well how they would look for
food/water. (20-25 mins)
Evaluation: Vocabulary quiz;
journals
Homework: read chapter 13
Exit ticket: Hand in their
campsites

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

64

Hatchet Vocabulary
Directions: Choose at least 7 out of 10 words to define and use correctly in a sentence. You
may do the others for extra credit.

1. Tinder:

2. Twigs:

3. Birches:

4. Tendrils:

5. Slosh:

6. Dormant:

7. Convulse:

8. Kingfisher:

65

9. Gnarled:

10.

Stagger:

Online Discussion of Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will explore the idea of courage while continuing to read the novel.
Due today: chapter 13 read

Notes:

Objectives

Students will summarize events in

chapters 9-13.
Students will discuss events that
happen in chapters 9-13.
Students will use evidence from
the text to support their ideas.
9-10.RN.2.1: Cite strong and
thorough evidence to support
analysis of what a text says
explicitly as well as inferences and
interpretations drawn from the
text.

Standards

9-10.SL.2.1: Initiate and

participate efectively in a range
of collaborative discussions (oneon-one, in groups, and teacherled) on grade-appropriate topics,
66

Notes:

texts, and issues, building on

others ideas and expressing
personal ideas clearly and
persuasively.
9-10.SL.1: Listen actively and
adjust the use of spoken lanugae
(e.g., conventions, style,
vocabulary) to communicate
efectively with a variety of
audiences and for diferent
purposes.

Introduction

Bell-ringer: How would you

muster the courage to push on if
you were Brian? Write in journals
(3-4 mins)
Online discussion board using
www.piazza.com or similar online
forum site.
Questions for online discussion to
get students talking:

Activity

1. He needed something to
spring the spear forward, some
way to make it move faster
than the fishsome motive
force. A string that snapped
or a bow. A bow and arrow
He had to invent the bow
and arrow (page 112).
What did Brian use to make his
bow and arrow? What other
ways could he have created a
bow and arrow?
2. What kind of hope does Brian
have? How will he able to keep
this hope alive until he
survives?
3. How would you react to the
plane coming so close just to
keep flying?
4. There could be fire here, he
thought. I will have a fire here,

Be a mediator
online and keep the
conversation
academic. When
students find a lull
in conversation,
inject with your
own
thoughts/opinions
to see how they
respond.

67

Notes:

he thought, and struck again

I will have fire from the
hatchet (page 86). In what
ways has the hatchet saved
Brians life? Would he have
survived this long with a
diferent tool? In what ways is
the fire his friend?
5. What steps did Brian take to
build a fire?
6. Why did Brian not want to stop
thinking about the people
looking for him?
7. How has Brian changed since
the beginning of the novel?
Physically or mentally.
(30 mins)
Read chapters 14-15 in class
individually (15 mins)

conclusion

Evaluation: Monitor conversations

online
Homework: read chapters 14-15
Exit ticket: Have 3-4 students
share their journal entries

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

68

Vocabulary and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW
Students will define and learn new vocabulary from the novel. They will also analyze how Brian has
changed over the course of the novel and discuss these changes.
Due today: chapters 14-15 read

Notes:

Objectives

Students will define new vocabulary

terms and use them correctly in
sentences.
Students will analyze diferent
characters in the novel and how
they feel about Brian.
Students will discuss the changes
Brian has gone through as the
novel as continued.

69

Notes:

Standards

9-10.RL.2.3: Analyze how dynamic

characters (e.g., those with
multiple or conflicting motivations)
develop over the course of a text,
interact with other characters, and
advance the plot or develop the
theme.
9-10.RN.2.1: Cite strong and
thorough textual evidence to
support analysis of what a text says
explicitly as well as inferences and
interpretations drawn from the text.
9-10.RV.1: Acquire and use
accurately general academic and
content-specific words and phrases
at the college and career readiness
level; demonstrate independence in
gathering vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
9-10.SL.1: Listen actively and
adjust the use of spoken language
(e.g., conventions, style,
vocabulary) to communicate
efectively with a variety of
audiences and for diferent
purposes.
9-10.SL.2.1: Initiate and participate
efectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led) on
grade-appropriate topics, texts, and
issues, building on others ideas
and expressing personal ideas
clearly and persuasively.

70

Notes:

Introduction

Activity

Bell-ringer: Write two ways that

you are diferent today than you
were one year ago. Journals (3-4
mins)
1. Vocabulary Activity: Define the
ten words given on the worksheet;
also give part of speech and an
example sentence.
Write a letter to Brian. It can be
from yourself, his mom, his dad or
his friend Terry. Use at least 7 of the
10 vocabulary words given. (25-30
mins for definitions and letter)
2. In class discussion: brainstorm
how Brian has changed throughout
the novel (write on character
mapping sheet) (10 mins)

conclusion

Evaluation: Letter to Brian with

vocabulary terms; in class
discussion
Homework: finish the letter if
havent already turned in; due next
day
Exit ticket: In journals, write down
two ways Brian has changed
throughout the novel (3-4 mins)

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

71

Hatchet Vocabulary
Directions: Look up each word and write down the definition, part of speech, and an
example sentence. Use www.vocabulary.com

1. Shallow

72

2. Jab

3. Funk

4. Fashioned

5. Mistake

6. Carp

7. Thrash

8. Wrenched

9. Crude

10.

Fuselage

Grammar and Hatchet

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW
73

Students will do a writing activity that involves using a variety of diferent types of
sentences as well as edit their work before turning it in.
Due today: Letter to Brian

Notes:

Objectives

Students will know how to

change their sentence structure
so their writing will be more
varied and diverse.
Students will compose varied
sentences based on changing
the beginning of the sentence to
avoid using the.
9-10.W.6.1d: Phrases and
ClausesStudents are expected
to build upon and continue
applying conventions learned
previously.

Standards

Introduction

9-10.W.3.3: Write narrative

compositions in a variety of
forms thatuse precise words
and phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.
Bell-ringer: Change the
sentences on the board so they
are more than just a plain
sentence. (3-4 mins)

Example: The dog

likes to play with the
tennis ball.
Correction: After his
human gets home
from school, the
black dog named
Bear likes to play
fetch with his tennis
ball.
Sentences:
The cat eats fish for
74

Notes:

supper.
The boy plays soccer.
Her boyfriend sings
music.

Activity

Pass out handout showing

varieties of sentences. Go over
the eight diferent ways to begin
a sentences. (5 mins)
Have students watch this video.
https://www.youtube.com/watch/?
v=am5lKJMibr0

1st time just to watch, 2nd time

to take notes (10 mins)
Then they need to write a 2-3
paragraph story about the video.
It could be about what happens
after the next coconut falls. It
could be about the first coconut
that he pushed of the island.
(10 mins)
When they are finished writing,
have them edit their stories. Tell
students they need to use at
least 6 of the 8 diferent ways to
start a sentence in their story
and to underline them. (10
mins)
Collect finished stories.
If students finish early, have
them read ahead in Hatchet
chapters 16-17.

75

Notes:

Evaluation: Reading stories (P)

conclusion

Homework: Read chapters 16-17

of Hatchet.
Exit ticket: If some students
would like to share their stories,
have them read them. Collect
finished stories as students exit
class.

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

76

Different Ways to Begin Sentences

1. Begin with a common noun (singular or plural)
a. Leaves crinkled under my feet as I walked through the
woods.
2. Begin with an adjective
a. Scared to drop the pan, I gripped it tight with both
hands.
3. Begin with a phrase that tells when
a. After my class, I watched Star Wars with my roommates.
4. Begin with a verb ending in ing
a. Grinning widely from ear to ear, Dan accepted his trophy.
5. Begin with a phrase that tells where
a. Standing near the water, I watched as Trevor swam
towards me.
6. Begin with a phrase that tells how
a. By asking my friend for help, I was able to get my tire
changed for free.
7. Begin with an adverb ending in ly
77

a. Excitedly, I waited for Trevor to pick me up for our date.

8. Begin with a prepositional phrase
a. After work, I went home and read Harry Potter.

End of Hatchet
SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will read the last two chapters in class and discuss in class the chapters
they read.
Due today: chapters 16-17 read

Notes:

Objectives

Students will discuss the events in the end

of the novel and continue reading to finish
the book.

9-10.SL.1: Listen actively and adjust the use

of spoken language (e.g., conventions, style,
vocabulary) to communicate efectively with
a variety of audiences and for diferent
purposes.

Standards

9-10.SL.2.1: Initiate and participate

efectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) on grade-appropriate topics,
texts, and issues, building on others ideas
and expressing personal ideas clearly and

78

Notes:

persuasively.

Introduction

Bell-ringer: Tell a partner what you read last

night (3 minutes)

Read chapters 18-19 to class. (30 mins)

Discuss chapters 16-19 with a partner. Write
down answers to turn in. (15 mins)

Activity

1. Insane, he thought. Just that, the word,

insane. Mud filled his eyes, his ears, the
horn boss on the moose drove him
deeper and deeper into the bottom
muck, and suddenly it was over and he
felt alone (page 150). Why did the
moose attack Brian? Do all things in
nature have to make sense to us? What
else happened in the story that didnt
make sense to Brian?
2. For all this time, all the living and
fighting, the hatchet had been everything
he had always worn it. Without the
hatchet he had nothingno fire, no tools,
no weaponshe was nothing. The
hatchet was, had been him (page 174).
Was the hatchet really the reason Brian
had survived? Could he have survived
with a diferent tool? Why was he so
upset to drop it? Would the hatchet also
be considered a friend by Brian?
3. It was a strange feeling, holding the
rifle. It somehow removed him from
everything around him. Without the rifle
he had to fit in, to be a part of it all, to
understand it and use itthe woods, all
of it (page 186). How would Brians
experience stranded in the wilderness
have been diferent if hed had the rifle
the whole time? Would he still have used
the hatchet? Would he have used the
gun?
4. Describe all of Brians First Days. Why

Answer
at least 3
of the 5
question
s on the
board
with a
partner
to turn in
at the
end of
class.

79

Notes:

are these days so significant to Brian? Do

you think these are good days to
remember? Add two more first days to
Brians list.
5. How did finding all of the survival gear in
the pack change Brians outlook on his
situation? Is he more hopeful? How does
he feel about all of the food? Is he more
confident that he will survive?

conclusion

Evaluation: Answers handed in at the end of

class
Homework: n/a
Exit ticket: Hand in the discussion questions
as they leave

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

Reminder: Vocabulary
quiz tomorrow

Epilogue and Reader Response

SUBJECT

TEACHER

GRADE

English

Miss Bischof

DATE

OVERVIEW

Students will completely finish Hatchet today. They will analyze how Brian has
changed throughout the novel as well as justify their reasoning with evidence from
the text.
Due today: Character map worksheet/reader response

80

Notes:

Objectives

Students will justify how the main

character has changed throughout
the novel using evidence from the
text.
Students will apply their vocabulary
knowledge to their quizzes and be
able to use at least 7 of the 10 words
correctly in a sentence.

Standards

9-10.W.3.1: Write arguments in a

variety of forms thatdevelop
claim(s) and counterclaims fairly,
supplying evidence for each while
pointing out the strengths and
limitations of both in a manner that
anticipates the audiences knowledge
level and concerns
9-10.RN.2.1: Cite strong and thorough
textual evidence to support analysis
of what a text says explicitly as well
as inferences and interpretations
drawn from the text.
9-10.RL.2.3: Analyze how dynamic
characters (e.g., those with multiple
or conflicting motivations) develop
over the course of a text, interact with
other characters, and advance the
plot or develop the theme.

Introduction

Bell-ringer: What was your favorite

part of the book and why? Journals
(3-4 mins)

Activity

Vocabulary quiz (10 mins)

Read epilogue to class (10 mins)
In class writing activity: with a
partner, write a short reader response
on how Brian changed throughout the

Questions to help
them brainstorm
about Brian:
What was Brian
like at the
81

Notes:

novel (3-4 paragraphs) (25 minutes)

beginning of the
book versus the
end?
Did he see the
world around him
diferently?
Also use character
mapping sheet;
use evidence from
text (cite page
numbers)

Evaluation/

Evaluation: vocabulary quiz

conclusion

Homework: n/a
Exit ticket: Hand in reader response
with both partners names

MATERIALS

ADDITIONAL
INSTRUCTION

Journals
Hatchet
Writing utensils

82

Hatchet Vocabulary
Directions: Choose at least 7 out of 10 words to define and use correctly in a sentence.

1. Shallow
2. Jab

3. Funk

4. Fashioned

5. Mistake

6. Carp

7. Thrash

8. Wrenched
9. Crude

10.

Fuselage

83