hatchet - amsco pub · 4. the hatchet had a steel handle and a rubber . (continued) name_____...

REPRODUCIBLES

HATCHETG A R Y P A U L S E N

Perfection Learning®

Reading Skills Through Literature

Gary Paulsen

Reproducible Activity Book

HATCHET

P O R T A L S T O R E A D I N G

The purchase of this book entitles an individual teacher to reproducepages for use in the classroom. This permitted use of copyrightedmaterial does not extend beyond the building level. Reproduction foruse in an entire school system or for commercial use is prohibited.Beyond the classroom use by an individual teacher, reproduction,transmittal, or retrieval of this work is prohibited without writtenpermission from the publisher.

© 1994 Perfection Learning Corporation1000 North Second Avenue, Logan, Iowa 51546-0500

The Portals to Reading series accompanies time-testedliterature that should be an important part of everyschool’s reading program. The activities will reinforce awide variety of language and reading skills which aregenerally part of the curriculum at the reading level of thenovel. However, the Portals pick-and-choose format givesyou the final decision about which activities will enhanceyour students’ personal learning.

The activities in this book are based on sentences andparagraphs especially written to support the teachingobjective of each lesson. Clearly, such literary matters asstyle and flavor may be experienced only by reading thebook itself. Thus, the words of the author have been leftwhere they belong—in their pure form in the pages of thenovel.

Table of Contents

Author! Author! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Story in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Word Attack Skills

Using Short Vowels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Making Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Finding Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Using Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Adding Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Listening for Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehension Skills

Classifying Word Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Determining Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Classifying Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Matching Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Determining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Discovering Meaning Through Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Using Cloze Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Determining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Sequencing Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Understanding Special Meanings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Evaluating What You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Getting the Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Matching Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Study Skills

Determining Alphabetical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Using a Pronunciation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Choosing Correct Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Using Guide Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Making an Outline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Creative Skills

Recalling an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Writing a Journal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Creating a Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Creating a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Using Descriptive Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Writing a Book Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Explaining Feelings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Optional Spelling and Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Response Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

5© 1994 Perfection Learning Corporation

Author! Author!

GARY PAULSEN

Gary Paulsen was born on May 17, 1939, inMinneapolis, Minnesota. After graduating from highschool, he attended Bemidji College for one year. Mr.Paulsen served in the U.S. Army from 1959 to 1962. Helater went to school at the University of Colorado.

Mr. Paulsen has lived in British Columbia, Wyoming,North Dakota, and New Mexico. At various times in hislife, he has been employed as a truck driver, dynamitehandler, carpenter, teacher, migrant worker, electronicsengineer, farmer, rancher, and trapper. He has alsowritten more than eighty books, over two hundred shortstories and articles, and two plays. One of his novels,Dancing Carl, was choreographed and performed as adance.

Although he has written a variety of fiction andnonfiction works for adults, Gary Paulsen is perhapsbest known for his books for young adult readers. Whenasked where the ideas for the adventures in his storiescome from, Mr. Paulsen said that either he hasexperienced them all or someone close to him has. In1983 Mr. Paulsen competed for the first time in theAlaskan Iditarod, a 1,180-mile dogsled race fromAnchorage to Nome. He describes this experience, alongwith some of his other nature adventures, in hisautobiography, Woodsong.

Gary Paulsen is married to Ruth Wright, an artist. Theyhave one son, James.

HATCHET

6 © 1994 Perfection Learning Corporation

Thirteen-year-old Brian Robesonremembers the day when he saw hismother in a strange car at the shoppingmall, kissing that man. Brian hasn’t told theSecret to anyone. He has never mentionedit to his mother. He didn’t even tell theSecret to his father when his parents weregetting their divorce.

Now Brian is on his way to spend hisfirst summer with his father, who is amechanical engineer working in theCanadian oil fields. Brian is flying in asmall Cessna 406 to visit him. The pilot ofthe plane is pleasant but quiet. The twohave flown in silence for much of the tripover the Canadian wilderness.

Brian is thinking again about the Secretwhen the pilot jerks and clutches his chest.Before Brian knows what is happening, theman has a heart attack and dies. Brian issuddenly alone in the plane, which is stillflying above the forests and lakes ofCanada. When Brian finally realizes hiscircumstances, the only thing that he cando is keep the plane on course until it runsout of gas. Then his only hope is that hecan manage to live through a crash landing.

The plane flies on for hours before itfinally sputters and falls from the sky into alake. Somehow, Brian survives the impactof the plane on the water and then escapesfrom the cockpit and swims to the surfaceof the lake. When he awakes hours later onthe shore of the small lake, Brian is hurtand alone, but he is alive.

Equipped with only the clothes on hisback and a small hatchet that his motherhas given him, Brian has to find a way tostay alive in the wilderness. Although it isdifficult to meet his basic needs for foodand shelter, he eventually begins to adaptto his surroundings. Brian learns how tohunt and fish, and he devises increasinglymore complex tools from the materialsavailable to him.

As Brian learns how to take care ofhimself in the woods, he also learns a newappreciation for the natural world and hisplace in it. When he is finally rescued afterliving alone by the lake for fifty-four days,Brian is a changed person. He has learneda lot about himself, the meaning ofcourage, and the importance of survival.

The Story in Brief

HATCHET


Using Short VowelsRead the words in the word box. Each

word contains a short vowel sound. Saythe words to yourself and listen for theshort vowel sounds. Then read eachsentence. Choose a word from the wordbox to complete each sentence.

Example: Brian was the only on the small plane.

1. Brian was amazed by the plane’s handles, dials, and .

2. The pilot lifted the to talk with Brian.

3. Brian had seen a cockpit on , but never in real life.

4. Brian’s father was a engineer working in Canada.

5. Mrs. Robeson gave her son a as a going-away gift.

6. A of pain drove the pilot’s body back into his seat.

7. The pilot suffered a heart attack.

8. Noise and interfered with the radio transmission.

9. Brian tried to remember how the controlled the plane.

10. Brian worked out a for using the radio every ten minutes.

Name _____________________________

Chapters 1-2

HATCHET

passenger

system static throttlespasm television passengerheadset switches massivehatchet mechanical


Making CompoundsTwo words combined form a compound. Each word in

Box A forms the first part of a compound. Each word inBox B forms the second part. In the blank in eachsentence below, write the compound that best completesthe sentence. Use a word from each box to make yourcompounds.

Example: Brian’s mother drove him to the in Hampton, New York.

1. The pilot turned and headed for the Canadian wilderness.

2. Brian didn’t understand any of the instruments on the .

3. The pilot let Brian take the controls of the .

4. The hatchet had a steel handle and a rubber .

(continued)

Name _____________________________

Chapters 1-2

HATCHET

Box A

hand heart

dash fore

ground seat

suit air

north bush

head

Box B

port speed

plane west

case beat

set head

board belt

grip

airport


5. Brian’s mother felt his to see if he had a fever.

6. Brian carried his and pack bag to the plane.

7. Brian touched the pilot’s chest hoping to feel a .

8. The sat sideways on the pilot’s head.

9. Brian wondered which dial indicated the plane’s .

10. Brian tightened his just before the crash landing.

Name _____________________________

Making Compounds

Chapters 1-2


Finding Base WordsEach word below has been made by adding an ending

such as -ly, -ed, or - ing to a base word. On the blankbeside each word, write the base word.

Example: endless

1. driven 11. increased

2. comfortable 12. fluffy

3. beginning 13. studied

4. lightly 14. hesitation

5. forgotten 15. hopeless

6. memories 16. prisoner

7. caring 17. rebelled

8. trembling 18. tried

9. incredibly 19. rehearsed

10. northern 20. nearest

Name _____________________________

Chapters 1-2

HATCHET

end


Using Long VowelsRead the words in the word box. Each

word contains a long vowel sound. Say thewords to yourself and listen for the longvowel sounds. Then read each sentence.Choose a word from the word box tocomplete each sentence.

Example: Brian as the plane crashed into the lake.

1. Brian hoped the plane would far enough to reach a lake.

2. Brian moved the wheel to bring up the plane’s nose.

3. As the plane lost altitude, Brian could see every of the trees.

4. Brian struggled as he his seatbelt and crawled through thebroken window.

5. Brian he’d have to rest before trying to do any more.

6. After careful examination, Brian realized that no part of his body was shattered

or .

7. The mosquitoes irritated Brian’s nose until he .

8. Brian began to that he might survive after all.

9. A swam across the lake to its lodge.

10. Brian looked around and noticed the beautiful blue and green .

Name _____________________________

Chapters 3-4

HATCHET

glide believe detaildecided released sprainedsneezed slightly beaverscreamed scenery

screamed


Adding EndingsRead each sentence. Then look at the word shown in

parentheses at the end of the sentence. Add an endingsuch as -ed, -ing, -s, or -er to the word to make it fit inthe sentence. Remember, you may need to change theword when you add the ending. Write the new word inthe blank.

Example: Brian was upset when he realized there were no lakes around. (sudden)

1. The thought that he had no idea how to land a plane Brian.(frighten)

2. The plane was slowly toward the lake. (fly)

3. Brian pulled his body from the lake. (ache)

4. Brian remembered the time he had his ankle. (broke)

5. Dawn was near because the sky was becoming . (light)

6. Brian noticed some black insects that looked like . (fly)

7. Brian was so frustrated that he felt like . (cry)

8. Brian watched a beaver in the lake. (swim)

9. Brian was still experiencing some caused by the crash.(dizzy)

10. The plane had stripped off the nearby trees. (branch)

Name _____________________________

Chapters 3-4

HATCHET

suddenly


Listening for SyllablesSay each of the words below to yourself. The number

of vowel sounds you hear in each word will be the sameas the number of syllables. Decide how many syllablesare in each word. Then write the number on the blankline after each word.

Example: thought

1. altitude 16. position

2. tightened 17. scrunched

3. dramatically 18. imagination

4. animal 19. mosquitoes

5. vision 20. believable

6. momentarily 21. desperation

7. windbreaker 22. agony

8. spiraling 23. outdoors

9. incredible 24. scratching

10. temperature 25. surroundings

11. strange 26. absolutely

12. memory 27. reflections

13. crawled 28. identify

14. everything 29. moderately

15. massively 30. smashed

Name _____________________________

Chapters 3-4

HATCHET

1


Classifying Word GroupsRead the following sentences. Decide if the italicized

part of the sentence tells you where, when, or how.Underline the correct choice.

Example: When Brian woke up, his mouthtasted foul and sticky. where when how

1. The sun beat down on Brian while he slept. where when how

2. Brian walked down to the lake to get a drink. where when how

3. The water looked a little murky. where when how

4. Brian balanced on a log dropped by a beaversome time before. where when how

5. Brian held himself up with the limbs of anearby tree. where when how

6. Brian let the cool water trickle past hiscracked lips. where when how

7. Brian was alone somewhere in the Canadiannorth woods. where when how

8. A glacier had formed a bowl in the side of theridge at one time in the far past. where when how

9. Brian reached into his pockets to see whathe had. where when how

(continued)

Name _____________________________

Chapters 5-6

HATCHET


10. Mental pictures of food rushed into his thoughts. where when how

11. Brian realized he must remain positive inorder to survive. where when how

12. Brian found shelter under a ledge. where when how

13. Brian stood in the shelter with his head slightly tipped. where when how

14. Brian walked along the lake shore to the north. where when how

15. Because he still ached, Brian walked slowly. where when how

16. The birds flew away when he walked underthe tree. where when how

17. Brian’s stomach was empty and he felt hungry. where when how

18. After he picked all the cherries he wanted, Brianreturned to his camp. where when how

19. Brian looked ruefully around his surroundings. where when how

20. At last, Brian was able to fall asleep. where when how

Name _____________________________

Classifying Word Groups

Chapters 5-6


Remembering DetailsThe following questions are about the main character

and some of the events in the book. Write the answers onthe lines below the questions. Be sure to use completesentences.

1. Why was Brian’s face burned? _________________________________________________

___________________________________________________________________________

2. Why did Brian go farther out into the lake to get a drink?__________________________

___________________________________________________________________________

3. What advice did Brian remember hearing from his English teacher? ________________

___________________________________________________________________________

4. Why did Brian think it might be a long time before he was found? __________________

___________________________________________________________________________

5. Why did Brian want a shelter near the lake? _____________________________________

___________________________________________________________________________

6. What did Brian find to eat?____________________________________________________

___________________________________________________________________________

7. What did Brian do to make his shelter safer? ____________________________________

___________________________________________________________________________

Name _____________________________

Chapters 5-6

HATCHET


Determining Fact and OpinionSome of the following sentences are statements of

fact. Some are statements of opinion. In the blank beforeeach sentence, write the letter F if that sentence is astatement of fact. Write O if that sentence is a statementof opinion.

Example: The sun burned Brian’s face while he slept.

1. The lake water was murky and buggy near the shore.

2. The plane crashed and sank into the lake.

3. An extensive search would find Brian in several days.

4. Brian had an English teacher named Perpich.

5. A Cessna 406 must be flown by a licensed pilot.

6. All the animals in the Canadian woods are dangerous.

7. Brian shouldn’t have eaten the berries.

8. The berries made Brian sick.

9. A glacier had carved a bowl-shaped indentation in the ridge.

10. It isn’t safe to be in the woods after dark.

Name _____________________________

Chapters 5-6

HATCHET

F


Classifying WordsIn each group of words below, one word does not

belong with the others. Draw a line through the wordthat does not belong. Then decide what the other threewords have in common. Write your answer on the blankline after the words.

Example: mother Brian Terry father

They are all __________________________________________________.

1. stomach hunger nostrils brain

They are all __________________________________________________.

2. scream moan sick whine

They are all __________________________________________________.

3. memory hour year day

They are all __________________________________________________.

4. windbreaker pants jacket cloth

They are all __________________________________________________.

5. brush ground bushes trees

They are all __________________________________________________.

(continued)

Name _____________________________

Chapters 7-8

HATCHET

members of the Robeson family


6. bear squirrel hatchet porcupine

They are all _________________________________________________.

7. red maroon black berries

They are all __________________________________________________.

8. clearing stream lake rivulets

They are all __________________________________________________.

9. morning sleep afternoon evening

They are all _________________________________________________.

10. hatchet lance staff fire

They are all __________________________________________________.

Name _____________________________

Classifying Words

Chapters 7-8


Making InferencesRead each of the questions below. Then read the three

possible answers. Think about what happened inchapters 7 and 8 of Hatchet. Use what you know tochoose the best answer for each question. Circle thenumber next to the answer you choose.

a. Why did Brian wake up with stomach cramps in themiddle of the night?

1. Brian had the flu.2. Brian was suffering from internal injuries received in

the plane crash.3. Brian ate too many berries.

b. Why did Brian take the berries to the lake andwash them?

1. Brian wanted to clean the berries because flies hadbeen on them.

2. Brian thought the cool lake water would make theberries taste sweeter.

3. Brian thought the berries would ripen more quickly ifthey were clean.

c. Why was Brian careful not to eat too many raspberries?

1. Brian was afraid he might be allergic to raspberries.2. Brian wanted to save some of the raspberries for his

friend Terry.3. Brian didn’t want to get sick again.

(continued)

Name _____________________________

Chapters 7-8

HATCHET


d. Why did Brian stop running from the bear?

1. Brian realized that the bear was not going to chase him.2. The bear caught up with Brian.3. Brian couldn’t run any farther because his leg had been

hurt in the plane crash.

e. Why did Brian’s sleeping patterns change from a deepsleep to a doze?

1. He wasn’t as tired because he wasn’t going to school.2. Brian had to be aware of sounds in the night to protect

himself from danger.3. He was too uncomfortable sleeping without a bed.

Name _____________________________

Making Inferences

Chapters 7-8


Matching SynonymsA synonym is a word having the same or

nearly the same meaning as another word.Read each sentence. Choose a synonymfrom the word box to replace the italicizedword.

Example: Brian’s mother gave the stranger more than afriendly peck.

1. Brian looked at his reflection and was shocked.

2. The raspberries didn’t grow in clusters like the cherries.

3. The downpour drenched the sand outside the shelter.

4. The berry juice began seeping through the fabric of the jacket.

5. The berry syrup quenched Brian’s thirst.

6. Brian scrambled out of the shelter and into the sun.

7. Brian was overcome with terror when he saw the form movetoward him.

8. Brian gingerly touched the quills embedded in his leg.

9. Brian saw his father in the first segment of the dream.

10. The metal head of the hatchet was nicked when it hit thecave’s wall.

Name _____________________________

Chapters 7-8

HATCHET

carefully image chippedhurried leaking soakedkiss part fearjuice groups

kiss


Determining Feelings

1. Brian sat back and hung his head when the fire wouldn’t start.

2. No matter how long it took, Brian wasn’t going to give up untilhe made fire.

3. Brian couldn’t understand why he couldn’t get a fire started.

4. Brian let out a joyous yell when the ball of bark burstinto flames.

5. Brian felt safe and warm in his shelter next to the fire.

6. Brian was glad he woke up before the fire went outcompletely.

7. Brian wondered about the strange tracks that led up fromthe lake.

8. Brian was shocked to find seventeen turtle eggs.

9. Brian wanted to eat all seventeen eggs rather than saving somefor later.

10. Brian was sure the searchers would find him before the eggswere gone.

Name _____________________________

Chapters 9-10

HATCHET

A person does not always expressfeelings directly in words. Sometimesfeelings are shown through other clues aswell. Each of the sentences below providesclues to Brian’s feelings in the book. First

study the clues, then choose the word fromthe box that best describes Brian’s feelings.Write the word in the blank in front of thesentence.

excited disappointed surprised hopeful impatientrelieved determined contented puzzled curious


Discovering MeaningThrough Context

Read the following sentences. Three meanings aregiven for each italicized word. Use the context of thesentence to figure out which meaning is correct.Underline the correct meaning.

Example: Brian made a fire in the shelter to light up the dark interior.

doorway inside ceiling

1. Brian shredded the paper into tiny pieces.

tore hid lit

2. Brian gathered an enormous pile of wood as high as his head.

adequate huge dry

3. Brian needed to regulate his sleep so he would wake up before the fire went out.

adjust finish give up

4. Brian heard a slithering sound as something dragged outside his shelter.

scary sliding happy

5. The turtle eggs were hidden in a chamber under the sand.

sack board hole

(continued)

Name _____________________________

Chapters 9-10

HATCHET


6. Brian plucked some of the loose bark from the tree with his fingers.

ate picked kicked

7. Brian was hungrier than he had ever been, and his whole body craved food.

rejected wanted refused

8. Brian slept in short intervals in order to awaken often to keep the fire going.

amounts beds pants

9. Brian couldn’t chew the egg shells because they were too leathery.

sweet tough smooth

10. Brian decided to store the eggs in his shelter, so he would have food for later.

destroy cook keep

Name _____________________________

Discovering MeaningThrough Context

Chapters 9-10


Using Cloze ReadingRead the paragraph below. Use the

words in the word box to fill in the blanks.The first example is done for you.

Brian needed (1) to ignite the sparks and start a fire. Paper would

be nice. He reached into his (2) and pulled out the twenty-dollar

bill. He (3) the bill into tiny pieces. But the pieces wouldn’t take

the (4) . Then Brian noticed the (5) trees

leaning out over the water. The bark looked like (6) paper. Brian

gathered some birch bark and took it back to his (7) . He cut the

bark into thin (8) . Brian made a (9) of the

birch bark fibers. He used his thumb to make a small (10) in the

nest. He slammed the (11) against the rock, and the sparks rained

down. But when the sparks hit the nest, they went out.

Name _____________________________

Chapters 9-10

HATCHET

ripped sparks speckledhatchet shelter kindlingwallet slivers nestbirch depression

kindling


Determining Cause and EffectTo determine a cause, ask “What is the reason?” To

determine an effect, ask “What is the result?” Match thecauses and effects below. Write the number of the causein front of its effect.

Name _____________________________

Chapters 11-12

HATCHET

Cause

1. Brian looked at his reflection in the lake.

2. Brian didn’t want his fire to go out.

3. Brian decided to make a signal fire.

4. Brian saw a kingfisher catch a fish andeat it.

5. Brian grabbed wildly at the fish.

1. Brian made a spear which didn’t work.

2. The morning sun was becoming hot asit bore down on Brian.

3. The raspberries were starting tobecome overripe.

4. Brian heard a plane’s motor in the distance.

5. The search plane turned away fromBrian’s location.

Effect

Brian decided to always haveenough wood on hand forthree days.

Brain saw that the swelling onhis forehead was nearly gone.

Brian realized he could catchand eat fish too.

The fish darted too quickly forBrian to catch them.

Brian gathered more firewoodand carried it up on the rock.

Brian worried that he wouldnever be rescued.

Brian removed his shirt.

Brian ran to the ridge to signalthe plane.

Brian knew he needed to pick asmany raspberries as he could.

The fish swam too fast for Brianto spear them.


Sequencing EventsThe two sets of events listed below are arranged in

incorrect sequence. Number each set of events in orderfrom 1 to 5 by writing a 1 in the blank before the eventthat happened first, a 2 before the event that happenednext, and so on.

Set 1

The kingfisher caught a fish and ate it.

Brian ran down the bluff to the edge of the lake.

From the top of the ridge, Brian saw a kingfisher dive into the lake.

After watching the kingfisher, Brian realized that he could catch and eat fish too.

Brian sat on the bluff and looked out over the lake.

Set 2

Brian started the signal fire on top of the bluff.

Brian turned and ran to his shelter for kindling to start a signal fire.

Brian heard the whine of a plane’s engine.

The search plane turned before it got close enough to see Brian’s fire.

Brian listened and could tell that the whine was coming closer.

Name _____________________________

Chapters 11-12

HATCHET


UnderstandingSpecial Meanings

Read the following sentences. Explain in your ownwords the meaning of the italicized word or group ofwords. Write your response on the line below eachsentence.

Example: The fish flashed away before Brian could spear them.

___________________________________________________________________________

1. Brian squared away his campsite before gathering more wood.

____________________________________________________________________________

2. The porcupine quills nailed Brian in the leg.

____________________________________________________________________________

3. Brian made a wild stab at grabbing one of the fish.

____________________________________________________________________________

4. The fish got away because Brian telegraphed his motion to the fish.

____________________________________________________________________________

5. Brian had no string for a bow and that threw him.

____________________________________________________________________________

(continued)

Name _____________________________

Chapters 11-13

HATCHET

swam


6. Brian put all of his life into his legs as he ran toward the signal fire.

___________________________________________________________________________

7. The plane turned away before Brian had the flame feeding.

___________________________________________________________________________

8. Brian settled into a deep, gray funk after the plane turned away.

___________________________________________________________________________

9. When Brian lifted the fish out of the water, he realized he had done food.

___________________________________________________________________________

10. Brian knew he could not play the game without hope.

___________________________________________________________________________

Name _____________________________

UnderstandingSpecial Meanings

Chapters 11-13


Evaluating What You ReadRead each of the story situations below. Decide

whether you agree or disagree with what the charactersaid, did, or thought about the situation. Then explainwhy you feel as you do.

1. Brian felt that surviving alone in the woods had changed him and made his sensessharper. Do you agree or disagree with Brian that such an ordeal can change a person? Why?

I ___________________ with Brian because______________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Brian was sure that the female bear would have attacked him if he’d gotten betweenher and her cubs. Do you agree or disagree with Brian that the female bear would haveattacked? Why?


___________________________________________________________________________

___________________________________________________________________________

3. Brian made many mistakes. He thought about his mistakes and tried to learn fromthem. Do you agree or disagree with Brian that a person can learn from his or hermistakes? Why?


___________________________________________________________________________

___________________________________________________________________________

Name _____________________________

Chapters 13-14

HATCHET


Getting the Main IdeaRead each of the following paragraphs. Then read the

four sentences below each paragraph. Choose thesentence that best states the main idea of the paragraph.Then neatly copy that sentence on the line provided.

a. Brian had eaten nothing but fish and berries. He wastired of both of them. He looked around for the flock offoolbirds at the end of the long part of the lake. They wouldmake a good meal.

1. There were no more fish in the lake.2. Brian wanted something different to eat.3. Brian wanted to use the foolbirds for bait.4. Foolbirds tasted better than fish.

b. Brian stood in the water above the fish. He released thearrow and watched as a fish wiggled at the end of it. Briansmiled as he lifted the arrow with the fish out of the lake.

1. Brian wanted to drain the water off the fish.2. Brian was afraid the fish would get away.3. Brian was proud to have caught a fish.4. Brian was waiting for the fish to die.

(continued)

Name _____________________________

Chapters 13-14

HATCHET


c. A skunk wandered into Brian’s cave one night as heslept. Before Brian could stop him, the skunk had eaten theturtle eggs Brian had buried. Brian looked for a new placeto store his food.

1. Brian needed to protect his food.2. Brian’s food was rotting in the cave.3. Brian needed to store the food outside the cave so he

wouldn’t get sprayed by the skunk.4. There wasn’t enough room in the cave for all of

Brian’s food.

d. Brian realized he couldn’t keep fish fresh for very longonce they were caught. So he decided to build a place nearthe shore to trap live fish. Then he used fish scraps to lurefish into his man-made pond.

1. Brian wanted to separate the fish he liked from those hedidn’t like.

2. Brian wanted to be sure he always had fresh food.3. Brian didn’t want the fish to die.4. Brian was tired of fish.

Name _____________________________

Getting the Main Idea

Chapters 13-14


Matching AntonymsAn antonym is a word that means the

opposite or nearly the opposite of anotherword. Read each sentence. Choose anantonym from the word box to replace theitalicized word.

Example: Food fish were quicker than the bigger fish.

1. It didn’t take Brian long to learn the vital knowledge thatdrives all creatures.

2. Brian used wood that was partially rotten for his fire.

3. Brian relaxed the tension on the spear in his hand.

4. The cave was suddenly filled with a rotten skunk odor.

5. Brian cooked the fish until the meat was moist and tender.

6. Brian’s new bow had a more fluid, gentle pull.

7. Brian was afraid he might be permanently blind.

8. The ledge above the cave made a natural storage place.

9. Brian used the ladder to climb to the ledge with ease.

10. The willows were woven together to make a fine mesh gate.

Name _____________________________

Chapters 13-14

HATCHET

temporarily tough freshentirely choppy difficultycoarse artificial slowerincreased unimportant

slower


DeterminingAlphabetical Order

Example: A. B.mixed explode shallow

measured expected shelter

memory exasperated somehow

middle everything sprayed

memorable except something

morning expecting sound

C. D. E.hammered brushed through

hatchet browns thick

half Brian threw

hands brought three

hamburgers breath thought

halfway bushes throat

F. G. H.around from cloud

awakened freezing close

another fright cleared

arrow frying clogging

almost fragile closer

amazingly fries clawed

Name _____________________________

Chapters 15-16

HATCHET

Words are listed in a dictionary inalphabetical order. Number the six wordsin each list below to show the order in

which they would appear in the dictionary.Write a 1 in the blank before the word thatcomes first alphabetically, and so on.

513426


Using a Pronunciation KeyUse the key at the bottom of the page to help

pronounce the respelled words. Write the word correctlyspelled on the line beside the Respelled Word. Use theWord List to help figure out the Respelled Word.

Respelled Word Word List

Example: [skwer(E)l] greasy

1. [wil: o] scattered

2. [im ed: (e) Et le] seriously

3. [gre: se] skinned

4. [pa: shEn(t)s] originally

5. [skind] willow

6. [ri lakst:] kneeled

7. [ri lest:] religious

8. [sir: e Es le] released

9. [in kred: E ble] patience

10. [E rij: en El le] focused

11. [em(p): fE siz] squirrel

12. [ne(E)ld] emphasize

13. [skat: Erd] incredibly

14. [re lij: Es] relaxed

15. [fo: kEst] immediately

Name _____________________________

Chapters 15-16

HATCHET

squirrel

pat / cake/ cär/ pet / me/ it / nıce/ pot/ cold/ nôrth/

book/ fool/ boil / out/ cup/ mule/ burn/ sing/ thin/

this/ hw in white/ zh in pleasure/ E in about

The :: mark indicates an accented syllable.


Choosing Correct MeaningsThe italicized word in each of the sentences below has

several meanings. Some of the meanings are listed in theGlossary. Decide which meaning the word has in thesentence. Then write the number of your choice on theblank.

Glossary

back 1. at the rear 2. part of the body near the spine 3. into the past 4. to supportbrush 1. tool for grooming hair 2. dense growth of bushes 3. to touch in passing

4. remove with cleaning or sweeping motions 5. brief encounterlight 1. illumination 2. ignite 3. not heavy 4. trivialpitch 1. sticky residue from coal, wood, or tar 2. to throw 3. to fall forward

4. downward slant 5. sound levelrest 1. period of inactivity or relaxation 2. something left over 3. to place or lay

Example: Brian wished he had matches to light the fire.

1. The force of the wind seemed to pitch Brian from side to side.

2. Brian began to brush the leaves out of his shelter.

3. Brian thought back to when he saw his mother with the stranger.

4. The foolbird’s nest was partially hidden by the brush.

5. Brian decided to take a rest after he feasted on the bird.

6. There was a large amount of pitch around the fire.

(continued)

Name _____________________________

Chapters 15-16

HATCHET

2


7. The wind picked up the tree as if it were light as a feather.

8. Brian huddled in the back of the cave.

9. Brian wished he had a comb or a brush for his hair.

10. Brian saved the rest of the berries for the next day.

11. The moose hit Brian in the middle of his back.

12. The pitch of the cave’s roof helped protect Brian during the storm.

13. Brian felt something brush against his leg while he was sleeping.

14. The pitch of the wind reminded Brian of something he had heard before.

15. Brian couldn’t forget his painful brush with the moose.

Name _____________________________

Choosing Correct Meanings

Chapters 15-16


Using Guide WordsAt the top of each dictionary page are guide words.

These words are the first and last words on a dictionarypage. The other words on the page fall in alphabeticalorder between the guide words.

Put the words in the word box in alphabetical orderunder the correct guide words. The first one has beendone for you.

act—fin final—march mare—tongue

1. 1. 1.

2. _ 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

Name _____________________________

Chapters 17-18

HATCHET

image figured excitement

climbed moment shortest

nibbling actually hatchet

everything survival fuselage

jammed impossible rearranging

decided major thought

actually


Making an OutlineRead the article below. Think about the topics and

subtopics of each paragraph. Use the Word List providedto outline the article. The topics should come after thenumerals. The subtopics come after the capital letters.List the topics and subtopics in the order the items fall inthe article.

Part of the outline has been done for you. Be sure tocapitalize the first letter of the topics and subtopics.

Canada

Canada is the second largest country in the world. It isan independent, self-governing nation made up of tenprovinces and territories. It is a land of great variety.There are mountains and forests in the far west. Prairiescover central Canada. In the north, there are Arcticwastelands.

Canada is slightly larger than the United States, butthere are about a tenth as many people. Most Canadianslive in cities or towns and are of British or Frenchdescent.

Canada has a wealth of natural resources. Europeansettlers first came to fish and trap fur-bearing animals.The forests are sources of wood for producing paper.Also, Canada is a leading wheat producer because of itsrich soil. The availability of petroleum, iron ore, andother minerals makes Canada a leading manufacturingregion as well.

(continued)

Name _____________________________

Chapters 17-18

HATCHET


Word List

_____________________________________________ Petroleum, iron ore, and otherminerals

I. ______________________________________ Arctic wastelands

A. __________________________________ The natural resources

B. __________________________________ A tenth as many people as U.S.

C. __________________________________ Wood for paper

D. __________________________________ The land

E. __________________________________ The people

F. __________________________________ Second largest country

II. ______________________________________ Canada

A. ___________________________________ Rich soil for wheat production

B. ___________________________________ Ten provinces and territories

C. ___________________________________ Prairies

III. ______________________________________ Independent and self-governing

A. ___________________________________ British or French descent

B. ___________________________________ Fish and fur-bearing animals

C. ___________________________________ Mountains and forests

D. ___________________________________ Most live in cities and towns

Name _____________________________

Making an Outline

Chapters 17-18

Second largest country

Most live in cities and towns

Rich soil for wheat production

Canada


Recalling an EventThink about Brian’s efforts to reach the partially

submerged plane and retrieve the survival pack. Thendescribe this event to someone who has not read thebook. Remember to include details about the setting,why Brian wanted the pack, how Brian felt, and so on.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Name _____________________________

Chapters 17-18

HATCHET


Writing a Journal SampleImagine that you are Brian. In the sample journal

below, describe how you have changed since the planecrash.

Name _____________________________

Chapter 19-Epilogue

HATCHET


Creating a PictureDraw one of the scenes the author describes in

chapter 19-Epilogue of Hatchet. Then write your owndescription of what you have drawn.

Name _____________________________

Chapter 19-Epilogue

HATCHET


Creating a CharacterImagine that you are the pilot who found Brian. You

have just returned Brian to his parents, and you’re beinginterviewed by a newspaper reporter. Write youranswers to the reporter’s questions on the lines provided.

Reporter: What were your thoughts when you first heard the emergency signal?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you expect to find as you approached the crash site?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What was your first impression of Brian?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you think of Brian’s camp?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you and Brian talk about on your way home?

Your Answer: _________________________________________________________________

_________________________________________________________________

Name _____________________________

Chapter 19-Epilogue

HATCHET


Using Descriptive WordsList four words that can be used to describe each of

the italicized words below. Write your words on theblanks. Be creative.

Example: ghost1. _________________________

2. _________________________

3. _________________________

4. _________________________

A. mosquitoes B. shelter

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

C. fire D. lake

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

E. plane _________________ F. secret

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

Name _____________________________

HATCHET

palespookymischievousfloating


Writing a Book RecommendationDo you think other students would enjoy reading

Hatchet? On the lines below, explain why you wouldrecommend reading the book. Mention specific thingsyou liked about the story. For example, did you think thestory seemed believable? Did you think the characterswere realistic? Did the descriptions of the setting seemaccurate? If you didn’t like the book, tell why you wouldnot recommend it.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Name _____________________________

HATCHET


Explaining FeelingsThe questions below ask you to describe the feelings

you had as you read the book. Read each questioncarefully. Write your response on the lines provided.Explain why you felt the way you did. Be sure to usecomplete sentences.

1. How did you feel when you found out about the Secret?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How did you feel when the pilot died?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How did you feel when Brian heard a plane engine, but it turned away before it cameclose enough to see him?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(continued)

Name _____________________________

HATCHET


4. How did you feel when Brian threw sand at the skunk and got sprayed?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. How did you feel when Brian was attacked by the moose?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. How did you feel when Brian lost the hatchet in the lake?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How did you feel when Brian offered to share his meal with the pilot?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name _____________________________

Explaining Feelings

50

Optional Spellingand Vocabulary Lists

Here are six word lists from the book. The words canbe used as spelling or vocabulary words.

Chapters 1-3 Chapters 4-6wilderness cowling memory extensiveconversation altimeter temperature amphibiousinstruments microphone reality motivatedhorizon kilometers nostrils digitaldivorce propeller windbreaker commercialsrudder throttle viciously diminishvisitation transmissions naturalist pulverizedemergency windshield wincing exerciseturbulence wrenching swollen undergrowthprocedures exploded frantic twinge

Chapters 7-9abdomen frustrationdiarrhea brilliantfrightened granitemiserable exasperationmaroon tendrilsexplosion flammableraspberries painstakingindicated smolderedpouch gratifiedaccomplished flue

HATCHET

51

Chapters 10-13 Chapters 14-16precious automatically creatures ignitedweathered concentrated devastating rotatedormant persistent sulfurous accuratelyintensity imagination structure attitudetransferred effortlessly unreachable retrievedreflection disappointment enclosure wrenchedlobster disaster saliva insaneflailing refracts deafening tornadoprimitive exulted sarcasm insanityhamburgers celebration stabilize protective

Chapters 17-Epiloguewreckage stabilizerincessant elevatorsinjured triangularexhausted frenziedsavagely stupidityruefully fuselagestymied instinctiveimpatience butanepronounced predatorsaluminum grouse

Optional Spellingand Vocabulary Lists

52

Supplementary ActivitiesBelow is a list of ideas that could be used as

supplementary or culminating activities.

I. Oral reading

A. To the entire class

B. To each other

C. To the teacher

D. To a tape recorder

II. Group discussions

A. Author’s writing style

B. Ideas gained from the book

C. Parts of the book

1. Most important

2. Most humorous

3. Most saddening

4. Most exciting

5. Most liked

D. Characters

1. Did the characters seem real?

2. What did you like best about each character?

3. What did you dislike most about each character?

4. Which character was the student’s favorite? Why?

5. List questions to ask each character.

(continued)

HATCHET

53

III. Spelling bee using words from the book

IV. Role play situations from the book

V. Artistic creations

A. Murals

B. Dioramas

C. Book jackets

D. Posters

E. Puppets

F. Poetry

G. Costumes

H. Portraits

I. Mobiles

J. Songs

K. Newspaper headlines, articles, and drawings

VI. Research

A. Cessna or other small aircraft

B. Canada

C. Other survival stories

D. Timber wolves

E. Ruffed grouse

F. Moose

G. Snapping turtles

VII. Read other books by the same author

Supplementary Activities

54

Response Key

WORD ATTACK SKILLS

Using Short Vowels (page 7)1. switches; 2. headset; 3. television; 4. mechanical; 5. hatchet; 6. spasm; 7. massive; 8. static; 9. throttle; 10. system

Making Compounds (page 8)1. northwest; 2. dashboard; 3. bushplane; 4. handgrip; 5. forehead; 6. suitcase; 7. heartbeat; 8. headset; 9. groundspeed; 10. seatbelt

Finding Base Words (page 10)1. drive; 2. comfort; 3. begin; 4. light; 5. forgot; 6. memory; 7. care; 8. tremble; 9. incredible; 10. north; 11. increase; 12. fluff; 13. study; 14. hesitate; 15. hope; 16. prison; 17. rebel; 18. try; 19. rehearse; 20. near

Using Long Vowels (page 11)1. glide; 2. slightly; 3. detail; 4. released; 5. decided; 6. sprained; 7. sneezed; 8. believe;9. beaver; 10. scenery

Adding Endings (page 12)1. frightened; 2. flying; 3. aching; 4. broken; 5. lighter; 6. flies; 7. crying; 8. swimming; 9. dizziness; 10. branches

Listening for Syllables (page 13)1. 3; 2. 2; 3. 5; 4. 3; 5. 2; 6. 5; 7. 3; 8. 3; 9. 4; 10. 4; 11. 1; 12. 3; 13. 1; 14. 3; 15. 3; 16. 3;17. 1; 18. 5; 19. 3; 20. 4; 21. 4; 22. 3; 23. 2; 24. 2; 25. 3; 26. 4; 27. 3; 28. 4; 29. 4; 30. 1

COMPREHENSION SKILLS

Classifying Word Groups (page 14)1. when; 2. where; 3. how; 4. when; 5. how; 6. where; 7. where; 8. when; 9. where; 10. where; 11. how; 12. where; 13. how; 14. where; 15. how; 16. where; 17. how; 18. where; 19. how; 20. when

HATCHET

55

Remembering Details (page 16)1. Brian fell asleep in the sun. 2. Brian thought the water might be cleaner. 3. Brian’steacher had said to be positive and stay on top of things. 4. The plane had gone off courseafter the pilot had his heart attack. 5. He thought searchers flying over the lake might spotthe crashed plane in the water, so he wanted to be close by. 6. Brian found berries growingon bushes not far from his shelter. 7. Brian used sticks and branches to make a wall acrossthe opening.

Determining Fact and Opinion (page 17)1. F; 2. F; 3. O; 4. F; 5. O; 6. O; 7. O; 8. F; 9. F; 10. O

Classifying Words (page 18)1. hunger/parts of the body; 2. sick/sounds; 3. memory/measures of time; 4. cloth/articlesof clothing; 5. ground/plants; 6. hatchet/animals; 7. berries/colors; 8. clearing/forms ofwater; 9. sleep/times of the day; 10. fire/tools or weapons

Making Inferences (page 20)a. 3; b. 1; c. 3; d. 1; e. 2

Matching Synonyms (page 22)1. image; 2. groups; 3. soaked; 4. leaking; 5. juice; 6. hurried; 7. fear; 8. carefully; 9. part; 10. chipped

Determining Feelings (page 23)1. disappointed; 2. determined; 3. puzzled; 4. excited; 5. contented; 6. relieved; 7. curious; 8. surprised; 9. impatient; 10. hopeful

Discovering Meaning Through Context (page 24)1. tore; 2. huge; 3. adjust; 4. sliding; 5. hole; 6. picked; 7. wanted; 8. amounts; 9. tough;10. keep

Using Cloze Reading (page 26)1. kindling; 2. wallet; 3. ripped; 4. sparks; 5. birch; 6. speckled; 7. shelter; 8. slivers; 9. nest; 10. depression; 11. hatchet

Determining Cause and Effect (page 27)Set 1: 2; 1; 4; 5; 3Set 2: 5; 2; 4; 3; 1

Sequencing Events (page 28)Set 1: 3; 5; 2; 4; 1Set 2: 4; 3; 1; 5; 2

Understanding Special Meanings (page 29)1. cleaned, organized; 2. hit; 3. attempt, try; 4. gave a signal; 5. confused; 6. ran as fast as

56

he could; 7. blazing, burning; 8. depression, sad mood; 9. caught food, gotten food; 10. goon, continue

Evaluating What You Read (page 31)Responses will vary.

Getting the Main Idea (page 32)a. Brian wanted something different to eat. b. Brian was proud to have caught a fish. c. Brian needed to protect his food. d. Brian wanted to be sure he always had fresh food.

Matching Antonyms (page 34)1. unimportant; 2. entirely; 3. increased; 4. fresh; 5. tough; 6. choppy; 7. temporarily; 8. artificial; 9. difficulty; 10. coarse

STUDY SKILLS

Determining Alphabetical Order (page 35)A. 6; 4; 2; 1; 3; 5B. 1; 2; 3; 6; 4; 5C. 4; 6; 1; 5; 3; 2D. 5; 4; 2; 3; 1; 6E. 6; 1; 4; 3; 2; 5F. 4; 6; 3; 5; 1; 2G. 5; 2; 4; 6; 1; 3H. 6; 4; 2; 3; 5; 1

Using a Pronunciation Key (page 36)1. willow; 2. immediately; 3. greasy; 4. patience; 5. skinned; 6. relaxed; 7. released; 8. seriously; 9. incredibly; 10. originally; 11. emphasize; 12. kneeled; 13. scattered; 14. religious; 15. focused

Choosing Correct Meanings (page 37)1. 2; 2. 4; 3. 3; 4. 2; 5. 1; 6. 1; 7. 3; 8. 1; 9. 1; 10. 2; 11. 2; 12. 4; 13. 3; 14. 5; 15. 5

Using Guide Words (page 39)act—fin final—march mare—tongue1. actually 1. fuselage 1. moment2. climbed 2. hatchet 2. nibbling3. decided 3. image 3. rearranging4. everything 4. impossible 4. shortest5. excitement 5. jammed 5. survival6. figured 6. major 6. thought

57

Making an Outline (page 40)Canada

I. The land II. The people III. The natural resourcesA. Second largest A. A tenth as many A. Fish and fur-

country people as U.S. bearing animalsB. Independent and B. Most live in cities B. Wood for paper

self-governing and towns C. Rich soil forC. Ten provinces and C. British or French wheat production

territories descent D. Petroleum, iron ore, andD. Mountains and other minerals

forestsE. PrairiesF. Arctic wastelands

CREATIVE SKILLS

Recalling an Event (page 42)Responses will vary.

Writing a Journal Sample (page 43)Responses will vary.

Creating a Picture (page 44)Responses will vary.

Creating a Character (page 45)Responses will vary.

Using Descriptive Words (page 46)Responses will vary.

Writing a Book Recommendation (page 47)Responses will vary.

Explaining Feelings (page 48)Responses will vary.

Teacher note: In Hatchet, the plural form of mosquito is spelled mosquitos. According toWebster’s Ninth New Collegiate Dictionary, the preferred plural form is mosquitoes,which is the form used in this guide.

HATCHET

#75377 ISBN 1-56312-385-1

Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

perfectionlearning.comPrinted in the U.S.A.

WORD ATTACK SKILLS

Using Short VowelsMaking CompoundsFinding Base WordsUsing Long VowelsAdding EndingsListening for Syllables

COMPREHENSION SKILLS

Classifying Word GroupsRemembering DetailsDetermining Fact and OpinionClassifying WordsMaking InferencesMatching SynonymsDetermining FeelingsDiscovering Meaning

Through ContextUsing Cloze ReadingDetermining Cause and EffectSequencing EventsUnderstanding Special MeaningsEvaluating What You ReadGetting the Main IdeaMatching Antonyms

STUDY SKILLS

Determining Alphabetical OrderUsing a Pronunciation KeyChoosing Correct MeaningsUsing Guide WordsMaking an Outline

CREATIVE SKILLS

Recalling an EventWriting a Journal SampleCreating a PictureCreating a CharacterUsing Descriptive WordsWriting a Book RecommendationExplaining FeelingsSupplementary Activities

SPELLING AND VOCABULARY

Optional Spelling and Vocabulary Lists

hatchet - amsco pub · 4. the hatchet had a steel handle and a rubber . (continued) name_____...

Documents