Hatchet: Close Reading of Brian's Transformation and Growth, Study notes of English Literature

Download Hatchet: Close Reading of Brian's Transformation and Growth and more Study notes English Literature in PDF only on Docsity!

Close reading plan

Hatchet, Chapter 13 by Gary Paulsen Ryan Howard, 2014 Connecticut Dream Team teacher

What makes this text complex? Text and Author Hatchet by Gary Paulsen (Chapter 13) Where to Access Text Scholastic ISBN-13: 978- 0 - 439 - 391191 Text Description Thirteen-year old Brian Robeson is on his way visit his father in Canada for the summer when his single-engine plane crashes. Brian is alone and forced to survive in the Canadian wilderness with only his hatchet. After forty-seven days of relentless physical and emotional challenges, Brian is defeated and attempts suicide. This text provides a context to help students identify theme through character development. Additionally, this text provides a context to help students comprehend mood, imagery and conflict. Quantitative Lexile and Grade Level 1020; 5th^ Text Length Chapter 13 Qualitative Meaning/Central Ideas Text Structure/Organization The central idea of the text is perseverance. This is depicted through Brian’s transformation, which highlights the theme of the novel. This is expressed in the text through the development of the “two” characters, old and new Brian. Hatchet is a narrative told in third-person omniscient about Brian’s survival in the wilderness. The text follows a sequence of events that supports the development of the main character. The text includes figurative language as well as single, repeated words capturing the age and emotions of the main character. Prior Knowledge Demands Language Features Students should have a prior knowledge of the traits of the main character. Additionally, students should be able to identify theme and conflict. The language of this text contains figurative language. Some vocabulary is text-dependent and invented by the main character. Vocabulary Tier Two Words (General academic vocabulary) “Words that are far more likely to appear in written texts than in speech. [They] often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example.” (CCSS ELA Appendix A) Tier Three Words (Domain-specific words) “[Tier Three words]…are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text.” (CCSS ELA Appendix A)

• Tension
• Fury
• Hissing
• Smolder
• Funk
  • Punky
  • Willow
  • Infuriating
  • Refracts
  • Exulted
    • Clouddown • Foolbirds Potential Reader/Task Challenges

Text-dependent questions Question Standard alignment Page of this document TDQ #1 On page 122, Gary Paulsen states, “Madness. A hissing madness that took his brain.” Why did Paulsen choose the phrase “hissing madness” to describe Brian’s state of mind? What does this word mean based on other words in the paragraph?

CCSS.ELA-

LITERACY.RI.

TDQ #2 Compare and contrast Brian’s efforts to make a bow. Why was Brian’s second attempt so much more successful than his first?

CCSS.ELA-

LITERACY.RI.5.

TDQ #3 The plane had come and gone. Brian has been in the wilderness for forty-two days. Explain how Brian is responding to the challenge of his circumstances at this point in the story. Use text evidence and your own words to support your response.

CCSS.ELA-

LITERACY.RI.

TDQ #4 Gary Paulsen repeats the word c louddown. What does this word mean? Why did the author create this word to describe Brian’s emotions?

CCSS.ELA-

LITERACY.RI.

TDQ #5 On page 123, Gary Paulsen states that Brian "was not the same... he was new." Compare and contrast the “old” and “new” Brian, citing evidence from the text to show how Brian has changed.

CCSS.ELA-

LITERACY.RI.5.3 17

Target Standards CCSS.ELA-LITERACY.RI. 5. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI. 5. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-LITERACY.RI.5. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). CCSS.ELA-LITERACY.RI. 5. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Question 1 Question # On page 122, Gary Paulsen states, “Madness. A hissing madness that took his brain.” Why did Paulsen choose the phrase “hissing madness” to describe Brian’s state of mind? What does this word mean based on other words in the paragraph? Standard(s) covered:

CCSS.ELA-LITERACY.RI. 5.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI. 5. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Example response that meets standard Look-fors The description “a hissing madness that took his brain” shows that Brian’s head was filled with noise and confusion. His attempt to take his life was caused by this temporary confusion. Context clues describe Brian’s muddled mind by stating he went “into a gray funk deep and still deeper until finally dark”. This claim is supported by other words in the paragraph such as “wishing for death, wishing for an end”.

• Reread text to determine the meaning of words.
• Infer meaning of words from context clues in the text.
• Quote accurately from a text when drawing inferences from the text.
• Explain the meaning of figurative language quoted from the text. If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice: Objective In this lesson you will learn how to make an inference about the meaning of unknown words or phrases by using specific details in the text and your own background knowledge. Prior knowledge to review Referring to the text to draw conclusions and/or infer meaning of words. Using context clues to determine meaning. Familiarity with figurative language, such as metaphors & similes. Prior knowledge of author’s purpose. Steps to achieve objective Think aloud for direct instruction

1. Reread to locate the figurative language addressed in the question.

• Okay, I located the section where Brian is talking to himself on page 122. Hmm… let me re-read the question.

For additional practice, with students or for students' independent work, apply this learning objective and set of steps to (name type of text and skill/standard See more examples of how to teach descriptive language, RI. 5. Objective: In this lesson you will learn how to make an inference about the meaning of unknown words or phrases by using specific details in the text and your own background knowledge.

1. Reread the text, identifying the unknown language.
2. Ask yourself, “How does the use of this language add to the mood of the text?”
3. Construct my response supported by textual evidence. Analyze descriptive words to understand characters Determine the mood of a poem by analyzing word choice & meaning

Question 2 Question # 2 Compare and contrast Brian’s efforts to make a bow and arrow. Why was Brian’s second attempt to make a bow so much more successful than his first? Standard(s) covered:

CCSS.ELA-LITERACY.RI. 5.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.5. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Example response that meets standard Look-fors Brian’s first attempt to make a bow was unsuccessful and dangerous. Brian spent “a whole night shaping the limbs carefully until the bow looked beautiful”. However, it was not functional. The text states that it was “a disaster that almost blinded him”. The author adds “two pieces actually stuck into his forehead just above his eyes, any lower they would have blinded him”. Brian was able to improve on his second attempt, because he made a “mental journal, listed all his mistakes”. He chose to make it with slender limbs. Additionally, Brian was more patient and careful. When he was done, he used his knowledge of how light bends to capture his first fish. This patience and persistence results in “First Feast Day”.

• Compare and contrast two events within the text.
• Make connections between specific details about the two events.
• Quote accurately from a text when explaining what the text says explicitly. If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice: Objective In this lesson you will learn how to compare and contrast two events described in the text by making connections between specific details about the two events. Prior knowledge to review Use of a graphic organizer to establish an instrument for comparing and contrasting two major events in the text. Steps to achieve objective Think aloud for direct instruction

For additional practice, with students or for students' independent work, apply this learning objective and set of steps to (name type of text and skill/standard See more examples of how to compare and contrast two events described in the text by making connections, RI. 5. Objective: In this lesson you will learn how to compare and contrast two events described in the text by making connections between specific details about the two events.

1. Reread the text.
2. Ask, “What happened in the first event compared to the second event?”
3. Construct my response supported by textual evidence. Organize information for an essay using a graphic organizer Develop ideas about characters by tracking their actions & feelings

Question 3 Question # 3 The plane had come and gone. Brian has been in the wilderness for forty-two days. Explain how Brian is responding to the challenge of his circumstances at this point in the story. Use text evidence and your own words to support your response. Standard(s) covered:

CCSS.ELA-LITERACY.RI. 5.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI. 5. Determine a theme of a story, drama, or poem from details in the text , including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Example response that meets standard Look-fors The text states that Brian “had let the fire go out”. This shows his attitude and outlook towards life has gone out, too. Fire provides protection and is difficult to create. Additionally, the text illustrates Brian’s attempts to obtain food, as he is constantly hungry. Brian’s lack of desire for food shows that he has given up and no longer has the desire to go on.

• Describe how a character responds to challenges.
• Quote accurately from a text when drawing inferences from the text. If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice: Objective In this lesson you will learn how to quote accurately from details in the text by analyzing how a character responds to challenges. Prior knowledge to review Character traits to help build comprehension skills. Steps to achieve objective Think aloud for direct instruction

1. Reread and locate the event that is addressed in the question.

• So I’m re-reading for this section in the text described in the question. Here it is on pg. 122.

Objective: In this lesson you will learn how to quote accurately from details in the text by analyzing how a character responds to challenges.

1. Reread the text.
2. Look for evidence that supports the theme of the text. How does the character’s response to challenges act as a symbol to the theme of the story?
3. Construct a response, using evidence from the text, to answer the question in your own words. Describe how characters respond to events in a story Explain how theme is developed by analyzing character relationships

Question 4 Question # Brian repeats the word clouddown on p. 122. What does this word mean? Why did the author create this word to describe Brian’s emotions? Standard(s) covered:

CCSS.ELA-LITERACY.RI. 5.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI. 5. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Example response that meets standard Look-fors “Clouddown” captures Brian’s depression as he wishes for everything to end. The word stands for the clouds coming down and taking him, ending his life. The text supports this by stating “wanting all his clouds to come down”. The author might have chosen this word to capture Brian’s desperation while also connecting to the wilderness setting.

• Reread text to determine the meaning of words.
• Infer meaning of word from context clues in the text.
• Draw conclusions for the author’s word choice. If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice: Objective In this lesson you will learn how to make an inference about the meaning of unknown words or phrases by using specific details in the text and your own background knowledge. Prior knowledge to review Refer to the text to draw conclusions and/or infer meaning of words. Compound words , figurative language Author’s purpose Mood, tone, word choice Steps to achieve objective Think aloud for direct instruction

Extension and practice Word choice highlights the writers’ craft. Word choice is choosing the perfect words that can enhance a story. An author’s word choice can affect the tone, mood, and meaning of the text.

• Divide the students into groups. Have the students brainstorm words that describe the situation that Brian is facing. Guide them to think about the physical and natural elements within the word clouddown. Brainstorm words such as dark, black, sky, storm, gloom, haunting , etc. o Using each student’s knowledge of compound words and word choice, each student will create a word to replace cloudown , for example, blackstorm or skyhaunting. o Compare your word to cloudown. Does it represent the same meaning as cloudown or does it change the meaning of the text? What next? For additional practice, with students or for students' independent work, apply this learning objective and set of steps to (name type of text and skill/standard See more examples of how to teach figurative language, RI.5. Objective: In this lesson you will learn how to make an inference about the meaning of unknown words or phrases by using specific details in the text and your own background knowledge.

1. Reread the text.
2. Make an inference about why the author uses repetition in the text, such as “clouddown, clouddown”. How does this add to the tone?
3. Construct a response, using evidence from the text, to answer the question in your own words. Evaluate an Authors Word-Choice to Anticipate Tone Understand Figurative Language

Question 5 Question # On page 123, Gary Paulsen states that Brian "was not the same... he was new." Compare and contrast the “old” and “new” Brian, citing evidence from the text to support how Brian has changed. Standard(s) covered:

CCSS.ELA-LITERACY.RI.5.

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Example response that meets standard Look-fors When the author states that Brian "was not the same... he was new" it means that Brian's perspective has evolved into a new Brian. Old Brian wanted to die. Paulsen writes that Brian "had let his brain take him down to where he wanted to be done and done. To where he wanted to die." The author supports this by adding Brian had "taken the hatchet and tried to end it by cutting himself". Paulsen states that the new Brian "hated the blood, hated what he had done to himself when he was the old Brian and was weak". The author supports this by adding that "he would not let death in again. He was new.” The new Brain was more knowledgeable, more insightful, seasoned and patient. He would not let himself get that low again. The new Brian could not believe all the mistakes that the old Brian had made.

• Compare and contrast two characters, drawing specific details from the text.
• Quote accurately from a text when drawing inferences from the text. If students are struggling to answer the text-dependent question, use this follow-up plan for modeling and practice: Objective In this lesson you will learn how to compare and contrast two characters in the text by citing specific evidence from the text. Prior knowledge to review Characterization/development of characters and the relationship to theme. Steps to achieve objective Think aloud for direct instruction

Extension and practice

• Characters in stories are challenged by conflicts, or problems. The main character, Brian, is faced with both internal (man vs. self) and external (man vs. nature) conflict. o In a group, have students list all of Brian’s external and internal conflicts. Each student will identify two conflicts in the text, one internal and one external. For example, Brian is facing the internal conflict of coping with his parent’s divorce, and not letting “death” in again. External conflicts that Brian has endured include a plane crash, a tornado, a moose, a skunk, etc. o Using evidence from the text, the students will compare and contrast how Brian faced these two conflicts. What did Brian learn from each conflict? What mistakes were made? How did Brian grow as a character after facing each conflict and overcoming each challenge? Each student will share their findings to their classmates. What next? For additional practice, with students or for students' independent work, apply this learning objective and set of steps to (name type of text and skill/standard See more examples of how to teach compare and contrast two characters in the text by citing specific evidence, RI. 5.3. In this lesson you will learn how to compare and contrast two characters in the text by citing specific evidence from the text.

1. Reread the text.
2. Make a list of character traits for both characters.
3. Construct a response, using evidence from the text, to answer the question in your own words. Describe a change in a character Describe a character using evidence from what the character does says & thinks Develop ideas about a character by analyzing what he does says & thinks