I selected the book entitled Hatchet by Gary Paulsen for my Young Adult Literature Project. Brian Robeson, the main character, was traveling over the Canadian forest in a two-man plane when the pilot has a massive heart attack, leaving Brian to fend for him self. With the thoughts of his parent’s divorce looming in Brian’s mind, he is forced to crash land the plane and survive with nothing but the clothes on his back and the hatchet his mother had giving to him prior to his departure. Little did Brian know that this day was the beginning of a very long struggle in the rugged wilderness? Brian must fight to obtain food, clothing, warmth and the other basic needs he has taken for granted for so long. In the coarse of doing so, he learns that pity and self-doubt are luxuries that he can no longer afford.

Gary Paulsen was born on May 17,l939 in Minnesota. During the first few years of his life, he was raised by his grandmother and several aunts because his father was stationed in Europe during World War II. His mother worked in a factory. He lived overseas after the war in the Philippines between 1946-49. After that time, he was constantly moving because of his father's military career. His parents were alcoholics and eventually Gary had to move out and live with relatives and be self supporting.

Gary Paulsen found security and support from his grandmother and aunts, but he also found comfort in books. A librarian offered him a library card while he was warming himself from the cold. He read constantly, even as much as a book a day. Ever since he was fifteen, he worked many jobs to support himself.

He attended Bemidj College in Minnesota, paying his tuition by being a trapper. He also spent some time in the army. He decided one day to try writing and tried to become a magazine editor. He spent nearly a year as an associate magazine editor on a magazine for men in Hollywood, California. He published his first book, Special War, in 1966. His early career was very productive. He published nearly forty books and several articles and short stories. His career was interrupted by a lawsuit in 1977 over Winterkill. He won the lawsuit but at a high cost. During that time he picked up the hobby of dog sledding which because the subject of some of his future works, like Dogsong. He later attended the University of Colorado in 1972. He suffered a heart attack in 1990 which has reduced some of his physical activity. He and his wife Ruth who has illustrated some of his books live in La Luz, New Mexico and Minnesota.

Brenda Hoffman

I believe that Hatchet was very easy to read and very enjoyable to read. Anyone who has grown up in the country knows what it is like to be lost in the wilderness for an extended period of time. I found that this book kept me interested till the very end. I still wonder what would have happened to Brian if he had rescued the survival pack. I believe this book is written at the level of a sixth grade students but is suitable to read at any level. I really liked how this book pulls in the non-reader. I don’t read much but I could not put this book done. It was one of the better afternoons I had in a long time reading the book Hatchet.

For my project, I am using five specific parts of the book as a read aloud and doing activities relating each. I tried to construct my activities to resemble a unit on the Canadian Coniferous Forest Biome. I selected activities from a K-12 activity guide and modified each of them to my liking with the book.

Canadian Coniferous Forest Biome

Activity 1: What’s a Forest to You

Length: Two class periods

Grades: 6-12

Materials: Survey

Objectives: Human Dependence on Forests, Conduct a Survey, Written Reflection

Skills: Compare and Contrast, Evaluation and Discussion

Getting Ready: Before we dive into the activity I need to provide a little bit of background knowledge on the forest biome. I would briefly lecture the ingredients making up the forest biome. These ingredients include plant and animal-make up, soil make up, weather and also some of the forest’s limiting factors.

Let’s Go: Start the activity.

(1) Students list foods, products and environmental benefits from the trees.

(2) Discuss and imagine what their physical surroundings would be like without trees.

(3) Conduct Survey to find out more about students and forests. Break students into groups and have small group discussion about the survey.

(4) Hold a class discussion lead by the team captains. Discussion should include forest topics, forest activities, and what students want to know more about.

(5) I would now read the passage out of the Hatchet book (Pp. 56-67).

(6) Now have each group create their own survey (previous survey as guidelines). Make sure students create an unbiased survey. Swap surveys with the small groups.

(7) Written reflection of the activity including the results of both surveys, analysis of both surveys, and conclusions based upon the results of the surveys.

How Did They Do: Assessment.

I can assess the class in two ways. (1) First I can use their written reflection. I would look for significant learning from this activity. I would also look for grammatically correct writing. (2) I would also be looking at how they constructed their own surveys. I would be looking for unbiased questions, and originality. I would compare their survey with my survey and see if the student’s attitudes have changed because of this activity.

Using this lesson as an introduction to the forest biome, I now believe that my students are prepared enough to move on to another activity. The next activities will be dealing with specific parts of the forest biome. These parts of the forest biome include the animals and the weather.

Activity 2: Fishy Who’s Who.

Length: Three Class Periods Grade: 4-12

Materials: Fish Reference, Overhead Machine, Packaging Paper, Art Utensils, Canadian Map

Objectives: Recognition of Different Species of Fish, Values of Fish on Aquatic Habitat, Location of Different Species of Fish

Skills: Classification, Mapping, Written Biography , Group Work

Getting Ready: Before I start this activity I would lecture to my students about the fact that fish are virtually in every area in North America, including within Coniferous Biome. There are many different types of fish, some of which are carnivores while others are herbivores and even scavengers. The major purpose of this activity is to expand the students’ knowledge of the different type of fish that occur in the Coniferous Forest Biome.

Let’s Go: Start the Activity.

The students will brainstorm out loud the fish they believe live in the Coniferous Biome.

I will read aloud the passage of the out of the book Hatchet (Pp. 106-112).

The students will research to determine which species of fish Brian could attempt to catch for food. Students will also research to determine which fish species are located in the Coniferous Forest Biome.

In small heterogeneous groups the student will construct a wall map. The wall map will include a certain providence of Canada along with four fish that I have assigned to them. The wall map should be constructed using an overhead projector and a map of Canada. The wall map should be colored and decorated to the groups liking. Each providence should be labeled correctly along with each fish being labeled correctly.

Each group will now write a biography of one of the four fish I have selected for them. The biography should include the fish’s scientific name, common name, and a location in which the fish lives and what its habitat is. The biography should also include information about what makes this fish special to the Coniferous Biome (ecological, scientific, recreational, economic, political, cultural or aesthetic).

The groups should make two copies of the biographies, one of which is turn in to me while the other copy should be posted on the wall map.

How Did They Do: Assessment.

I can assess the class in two formats. The first format is group grading. I think it is important that students learn how to work in groups and also except assessment in groups. I would assess the groups wall maps, including originality, creativity, artistic value and correct information. I would also assess the groups’ biographies. The second format would be to grade each individual based upon the following: 1) group participation, 2) worksheet dealing with the different fish species of the Coniferous Forest.

Extra Credit: I will give extra credit to each group that can correctly name the fish involved in the book Hatchet. Answers should be submitted on paper and one answered is allowed per group.

From this activity I would move to another activity dealing with the Coniferous Forest Biome. This activity is related to the previous activity and it also sets up a latter activity. So it is important that this activity is done now so that the students will be able to link this entire unit together.

Activity 3: Habitat Lap Sitting.
Length: One Half Class Period
Grade: 6-12
Materials: None
Objectives: Components of Habitat, Human & Animal Dependence on Habitat, Habitat Degradation
Skills: Generalization, Discussion, Group Work

Getting Ready: In this case I am not going to say anything to introduce this activity. I planned that since the class was already outside it would be a great time to do another small activity as well.

Let’s Go: Start The Activity.

The class will brain storm on what makes up a suitable habitat.

The class will number off one to four and all the ones go to one corner of the football field, the two’s go to an adjacent corner, etc.

Assign each group as follows: ones = food, twos = water, threes = shelter, fours = space.

The class will form a circle in the correct numerical order. One student from each group will come together to start the circle. Four more students—one from each group will be added—until the circle is formed. Students will be standing shoulder to shoulder, facing the center of the circle.

I will ask the class turn toward the right and take one step toward the center of the circle. The class will be standing looking at the backs of the student ahead of them.

Students will be asked to listen carefully. They will next place their hands on the shoulder of the person ahead of them. Students will slowly sit down--on the count of three—on the knees of the person behind them keeping their knees together to support the person ahead of them.

I will slowly say, "food, water, shelter, space—in proper arrangement—are what is needed to have a suitable habitat."

I will talk to different parts of the circle to make sure the class understands what makes up a good habitat.

Now while the class is still lap sitting, I will ask the students who are "water" to identify themselves. I will explain that it is a drought year and have the "water" students remove themselves from the circle. We will watch the circle collapse or suffer some disruption. I will try this in several ways, removing different groups of the four habitat needs. Since animal habitat needs depend upon food, water, shelter, and space, in the correct arrangement, removal of any will have an impact.

I would now read to them the passage out of the book Hatchet dealing with Brian’s’ needs for survival (Pp. 43-55).

Discussion: I will ask the students what point I was trying to get across to them. I will ask them what this activity meant to them and what the passage from the book meant to them. I will ask them to summarize the main ideas they have learned, including: 1) habitat is food, water, shelter, and space in the proper arrangement; 2) humans depend on habitat; 3) loss of any element will impact habitat.

How Did They Do: Assessment.

I have two ways I can assess the students because of this activity. First I can have them answer a five-question short answer worksheet pertaining to the discussion. The second idea I had to evaluate them was to have them include a section about habitat in the essay they have to write in the next activity. Either way they are going to have to write about a couple paragraphs on habitat.

At the conclusion of this activity, I now believe the class is ready to move on to the next activity which deals with migration and the effects of limiting factors and habitat degradation on these migrating animals

Activity 4: Migration Headaches

Length: One Class Period Grade: 6-12

Materials: Large Playing Surface, paper plates

Objectives: Limiting Factors of Migratory Animals, Habitat Loss and Degradation

Skills: Evaluation and Discussion, Prediction and Observation

Getting Ready: I would begin this activity with a brief introduction about migratory animals of the Coniferous Forest, asking the students how birds, fish, mammals, reptiles and insects travel immense distances with such exactness. Some travel at night while others travel by day, some in the skies and others deep within the sea. Yet they located habitats with great precision in order for the continuation of their species. Next I would turn to the troubles involved in migration. Troubles that could destroy the existence of many of these migratory animals. Troubles such as degradation of habitat, predators, weather, and disasters.

Let’s Go: Start the Activity.

I will read aloud from the book Hatchet the scene that describes a snapping turtle reproducing (Pp. 94-103). I will not give away what the animal is that Brian hears.

Next I will ask the class to get in groups of three and each group will need to pick up two paper plates. We would go outside to the school parking lot. One paper plate will be set at one end of the parking lot while the other paper plate will be placed on the opposite side of the parking lot. One side of the parking lot is the wintering habitat while the opposite side is the nesting habitat. A distance of 70 feet should separate the two habitats.

I will explain to the class that they are the migrating animals in the book. The paper plates represent the necessary habitat for this animal. They will have to travel from one habitat to the other. At the end of the journey, the students with one foot on a paper plate have survived the migration and can reproduce successfully. Students who do have one foot on a paper plate have fallen victim to a limiting factor, predator, and or degraded habitat. These students are temporarily eliminated from the activity. These students can only re-enter the game if one of their group members successfully reproduces the next breeding season.

Before the next journey, I will remove three of the paper plates and explain to the class that they have just come across an oil spill and three nesting habitats have been destroyed. The class will travel the journey and nine students will be eliminated from the game.

We will continue to remove and or add paper plates. The game will end as soon as all the paper plates have been removed or when time is up. In order for all of the paper plates to be removed, a catastrophic disaster must have occurred.

Discussion: Have the class brainstorm answers to what were the limiting factors, and to what caused habitat degradation.

I will conclude having the students write a short piece (one or two paragraph) explaining what they think the animal in the Hatchet book was doing and also what animal caused trouble for Brian? When this is completed, read the remaining portion of the passage to the class.

How Did They Do: Assessment.

My assessment in this case would be an essay to the following question. True or false: Habitat loss is a greater threat to the survival of migrating populations than for stationary populations of wildlife in the Coniferous Forest. Explain your answer.

From this activity, my students now know that it is important to have the necessary component of a habitat to allow for animal survival and reproduction. This is true to form in all biomes including the Coniferous Forest Biome. From here I would like to turn to one possible cause to the loss of habitat in the Coniferous Forest Biome, weather.

Activity 5: Stormy Weather.

Length: One Half Class Period         Grade: 4-12

Materials: None

Objectives: Generalize that human and animals share the exact same natural phenomena.

Skills: Generalization, Comparison, Visualization

Getting Started: Before I get started with the activity, I want to explain and practice guided imagery. I would explain to them what guided imagery is and how to do it in order to get the best results. Enclosed is a handout on guided imagery. I will also use the example provided in the guided imagery handouts as a warm up to the activity. Now that the class is warmed up and ready, it would be wise to start the activity.

Let’s Go: Start the Activity.

I will make sure that the class is comfortable and relaxed. Turning down the lights I will ask the class to close their eyes and imagine that they are Brian from the book Hatchet. I will ask them to visualize themselves as Brian and also visualize what I am about to say. I will remind them to use all of their senses in this activity.

From Hatchet, I have selected to read the following sentences to use in this activity.

"The noise awakened him. It was a low sound, a low roaring sound that came from wind."

"His eyes snapped open."

"He had felt the wind in his shelter, felt the rain that came with wind."

"The noise was a roar, a far-off roar but coming at him."

"The sound was coming for him, was coming just for him and he had to get ready."

"It was wind, wind like the sound of a train, with the low belly roar of a train."

"The wind tore at the fire and sprayed red coals and sparks in a cloud around him."

"He was whipped against the front wall of the shelter like a rag."

"The wind took the whole wall, his bed, the fire, his tools—all of it—and threw it out into the lake, gone forever."

"He heard trees snapping in the forest around the rock"

"He heard the great, roaring sucking sounds of water and opened his eyes to see the lake torn by the wind."

"Just like that, he had lost everything and was back to square one."

I will ask the class to open their eyes and find out what the students saw and felt during the imaginary "field trip". I will let the students volunteer their responses and will let the class enjoy this time.

How Did They Do: Assessment.

There is two possible ways I have thought of that I could use to assess my class after this activity. The first way I can assess them is to have them write an essay paper on the story I just read to them. But this time instead of the class being Brian, I will ask them to select an animal that is located in the Coniferous Forest Biome and explain to me what this animal had to go through while this storm was passing. I will persuade them to use their imagination when doing this activity. In other words, repeat the activity but this time, have the class imagine they are an animal in the coniferous forest. The other assess idea I had was to have them research and report to me in a scientific paper how much habitat is loss due to natural disasters and/or natural phenomena.

Extra Credit: I will give extra credit to any of my students who present either their essay to the class or their scientific paper to the class. They can choose to present it in any fashion as long as I am giving fair warning of what they plan to do.

This would conclude the lesson of the Canadian Coniferous Forest Biome unit. There were several main points I tried to get across in this unit that were also evident in the Hatchet book. The main points included: 1) habitat and basic needs, 2) plants and animals within the biome, 3) weather relating to the biome, 4) human value of the forest. I believe that this project would be a great start to a young adult literature portfolio

Reflection

Wow, what can I say? I believe this is a very useful activity for a number of reasons. First I learned how to better construct a lesson. I really do not know how to construct one in the first place, but after doing this activity, I believe I can now construct a lesson with less problems. Another thing this project taught me was to think for myself. I was going to use the lessons for a lesson guide but you convinced my to think of my own. After looking at my ideas, I believe that my ideas are better, at least for me. I think that this skill will be very useful in the field because I will be able to modify each lesson according to the class make-up. I just believe that I can put more meaning into my lessons than some person who is being paid to think of lessons. I also learned that I like to read Gary Paulsen books. I don’t know what it is but I get sucked in to them. I plan on reading Dogsong or Tracker this summer. A final thing that I learned because of this project was that it is very time consuming to do this project. From this I can assume it will be very time consuming preparing lessons and/or unit plans. By hey, I like it.

From this project I would like to see if I could construct an entire unit on the eight biomes of the world. Within each biome I would like to use a book, like the Paulsen book, to describe the lesson. I think a lot of students in school don’t like to read but like to be read to. So if I can find good books which deal with each of the remaining seven biomes, I’ll be well on my way to completing my first ever unit plan.

One final note, I think that by not giving me much direction in the beginning, you expanded my thinking. That is good. So I would suggest to you to continue that because too many people want the security of an example. By taking a risk and not really following any of the examples you provided, I feel I have benefited from it greatly.

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