Teachers Name: Andrew Betances

Grade:5
Subject: English Language Arts
Lesson Title: Hatchet: Brains journe into manhood
!ate:"#$%$&#"'
The Big Idea
Throughout this stor( Brains character )ro*es to be dnamic and ada)table+ As a result o, Brians e-treme
circumstances a,ter his )lane crashes( his sur*i*al in the wilderness ,acilitates his de*elo)ment into a )hsicall and
emotionall strong oung man+ Thus( the signi,icance o, the chronolog o, the e*ents in the stor ,unctions as e*idence
that illustrates Brians )ositi*e change in the wilderness+ There,ore( as a class( we can anal.e the chronolog o, the stor
to e*aluate and identi, te-tual moments where Brians beha*ior and )ers)ecti*e on li,e changes into a more )ositi*e
outloo/+ 0ltimatel( b using the in,ormation we ha*e collected throughout this unit we will be able to com)are and
contrast Brians old attitude toward li,e and his newer )ers)ecti*e on li,e+
Prior Knowledge
Previously Learned Content
1. Students have learned to use textual evidence to support their claims.
. Students understand how to use graphic organi!er to se"uence events.
#. Students can identi$y changes in a character%s personality &y using comparison diagrams.
o Prere"uisite S'ills
List an other )rere1uisite language art s/ills that ma be re1uired ,or this lesson+
Lesson (&)ectives
Content (&)ectives
2eading Standards ,or Literature5:
3+ 4om)are and contrast two or more characters( settings( or e*ents in a stor or drama( drawing on s)eci,ic details in
the te-t 5e+g+( how characters interact6+
5+ E-)lain how a series o, cha)ters( scenes( or stan.as ,its together to )ro*ide the o*erall structure o, a )articular stor(
drama( or )oem+
7riting Standards Grade5:
&+ 7rite in,ormati*e$e-)lanator te-ts to e-amine a to)ic and con*e ideas and in,ormation clearl+
a+ 8ntroduce a to)ic clearl( )ro*ide a general obser*ation and ,ocus( and grou) related in,ormation logicall9 include
,ormatting 5e+g+( headings6( illustrations( and multimedia when use,ul to aiding com)rehension+
b+ !e*elo) the to)ic with ,acts( de,initions( concrete details( 1uotations( or other in,ormation and e-am)les related to the
to)ic+
c+ Lin/ ideas within and across categories o, in,ormation using words( )hrases( and clauses 5e+g+( in contrast( es)eciall6+
d+ 0se )recise language and domain:s)eci,ic *ocabular to in,orm about or e-)lain the to)ic+
e+ ;ro*ide a concluding statement or section related to the in,ormation or e-)lanation )resented+
Language *rt (&)ectives
Students will be able to:
Copyright 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.
Beck, I.L., McKeown, M.G., & Kucan, L.L. (2002). Bringing 7ords to Li,e: 2obust <ocabular 8nstruction. New York: Guilford Pre.
!"da#ed $anuar% &', 20&&
&
"+ 4ite te-tual e*idence ,rom cha)ters ":"=( in Hatch( to su))ort their ideas on moments in the te-t where Brian is wea/
or strong+
&+ Anal.e how Brian o*ercomes his )hsical or emotional wea/nesses in the wilderness and how these elements
contribute to his new )ers)ecti*e on li,e+
3+ >utline their e*idence and analsis to )re)are their ideas ,or their writing assessment+
'+ 4om)are and 4ontrast ?old Brian@ to ?new Brian@( in a com)arison essa( b using the e*idence the collected on the
cha)ters that the ha*e read+

Common Core Standards Learning Targets
2eading Standards ,or Literature5:
3+ 4om)are and contrast two or more characters( settings(
or e*ents in a stor or drama( drawing on s)eci,ic details
in the te-t 5e+g+( how characters interact6+
5+ E-)lain how a series o, cha)ters( scenes( or stan.as ,its
together to )ro*ide the o*erall structure o, a )articular
stor( drama( or )oem+
7riting Standards Grade5:
&+ 7rite in,ormati*e$e-)lanator te-ts to e-amine a to)ic
and con*e ideas and in,ormation clearl+
a+ 8ntroduce a to)ic clearl( )ro*ide a general obser*ation
and ,ocus( and grou) related in,ormation logicall9
include ,ormatting 5e+g+( headings6( illustrations( and
multimedia when use,ul to aiding com)rehension+
b+ !e*elo) the to)ic with ,acts( de,initions( concrete details(
1uotations( or other in,ormation and e-am)les related to
the to)ic+
c+ Lin/ ideas within and across categories o, in,ormation
using words( )hrases( and clauses 5e+g+( in contrast(
es)eciall6+
d+ 0se )recise language and domain:s)eci,ic *ocabular to
in,orm about or e-)lain the to)ic+
e+ ;ro*ide a concluding statement or section related to the
in,ormation or e-)lanation )resented+
List the ELA and$or Aath Learning Targets ,or this lesson+
"+ 0sing gra)hic organi.ers to understand how the
structure o, the stor is signi,icant in con*eing the
)ersonal changes Brian undergoes in the wilderness+
&+ !e*elo)ing the s/ills o, com)are and contrast to
su))ort the conce)t character de*elo)ment+
3+ Sca,,olding students understandings o, the
con*entional *iews o, manhood and the
com)le-$modern )ers)ecti*e o, masculinit in
;aulsens wor/+
Cross+curricular Connections
Sayings and Phrases ,optional-
Core .oca&ulary ,#+/ words-
Tier 0ords
List an general academic words targeted ,or the lesson+ Aost o, these words are li/el to a))ear ,re1uentl in a wide
*ariet o, te-ts and in written an oral language 5Bec/ and Bucan &##&6+
Copyright 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.
Beck, I.L., McKeown, M.G., & Kucan, L.L. (2002). Bringing 7ords to Li,e: 2obust <ocabular 8nstruction. New York: Guilford Pre.
!"da#ed $anuar% &', 20&&
2
7ord
5;art o, S)eech6
7rite a brie, de,inition o, the word+
7rite a sam)le sentence using the word+
Tier # 0ords
List an domain $ content s)eci,ic words targeted ,or the lesson+ These words are li/el to a))ear in multi)le lessons
,rom this domain+
4on,lict: 8t is a literar element
that illustrates a struggle
between the )rotagonist and the
antagonist+ 8t can also be an
internal or e-ternal the
)rotagonist ,aces+
8nternal con,lict$Aan *s+ Sel,: Should 8 ha*e that coo/ie or wait ,or dinner( 8 just cant
ma/e u) m mind+
E-ternal con,lict$ Aan *s+ Aan: A brother and 8 ,ought o*er the tele*ision remote
this morning+
1ead+*loud
Hatchet b( Gar ;aulsen+ 58SBN C: D%E"'"=D3='==6+
2aterials
List an materials used to conduct the lesson+ These include an handouts( instructional masters( gra)hic organi.ers(
su))lies( etc+
Procedure and *ctivities
Differentiation
Approaching
hese students will be supported by
the !odeling o" writing this
#o!parative essay. $ndeed, students
will have senten#e starters to
"a#ilitate their writing pro#ess.
%oreover, as a #lass, we will go over
te&tual !o!ents that illustrate !a'or
#hanges in (rian)s #hara#ter. hus,
these students will be able to #olle#t
data "ro! the support o" other
students* in addition, they will have
the organi+er to sort out their ideas.
On-level
hese students will also be
supported by sharing their ideas
about !o!ents in the novel where
(rian)s #hara#ter #hanges. hese
students will be able to #o!!uni#ate
will the #lass and tea#her to
e""e#tively #onvey their eviden#e in
a #on#ise !anner. %oreover, these
students will bene"it "ro! the
stru#tural supports in their essay
writing.
Beyond
hese students will be #hallenged and
supported by the rubri# #reated to assess
their abilities to #o!pare (rain)s old
perspe#tive on li"e to his new views on
his environ!ent, "a!ily, e!otions and
way o" thin,ing. $n addition, these
students will be #hallenged to write a
#o!pare and #ontrast essay that !ust be
supported by ,ey details "ro! what they
have read so "ar in the novel. hus, they
will have to evaluate the !ost relevant
pie#es o" in"or!ation that #ontribute to
the idea that (rian #hanges "or the
better while he is stranded in the
wilderness.
Curriculum Integration
Materials/R
esources
Procedures/trategies
-!art board
.upiter
Day !
-ponge A#tivity /a#tivity that will be done as students enter the roo! to get the! into the !indset o" the #on#ept to be
learned0
1ui#, write2 3ow are you di""erent "ro! when you were in se#ond grade4
Assu!ed Response2 5 $)! taller, stronger, "aster and s!arter 0
ea#her)s Response 25 -i!ilarly, (rian goes through signi"i#ant #hanges while he is in the wilderness.
3e learns to hunt, #ontrol his te!per and develop a sense o" hope in his li"e6.
7et)s log in to .upiter and start answering these 8uestions that pertain to (rian)s #hara#ter develop!ent.
9ire#t $nstru#tion /input, !odeling, #he#, "or understanding0
Copyright 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.
Beck, I.L., McKeown, M.G., & Kucan, L.L. (2002). Bringing 7ords to Li,e: 2obust <ocabular 8nstruction. New York: Guilford Pre.
!"da#ed $anuar% &', 20&&
'
:ral; print
out
:rgani+ers
and .upiter
grader
:ral
presentation
$n a #hara#ter analysis essay, <ou develop a #hara#ter by telling the reader about that #hara#ter, what he
is doing or thin,ing. <ou reveal "i#tional #hara#ters by the way they appear, by what they say, by what
they do, and by what others say about the!. $n developing a #hara#ter analysis re!e!ber that a
#hara#ter analysis presents the reader with a #riti#al view o" either the protagonist or antagonist, and
eviden#e to support your view !ust #o!e "ro! the wor, itsel". o organi+e your prewriting and dra"t
your analysis2
1. -urvey all the details you have #olle#ted and group the! in #lusters that reveal so!e si!ilar 8ualities
in the #hara#ters.
2. $n a single senten#e, su! up what the #hara#ter is li,e. his su!!ary senten#e is the thesis or the
#ontrolling idea "or your entire essay.
=. 7oo, again at those details that, on#e #o!bined, !a,e a single point. 9ivide the details into groups
with ea#h group !a,ing a separate point. -ele#t all o" the details that help support, e&plain, and
illustrate your thesis.
>. ?ull "ro! your prewriting e&er#ise the spe#i"i# details "ro! the story that e&plain, illustrate, and
support your topi# senten#es. @se only the !ost e""e#tive 8uotes and e&a!ples, sele#ting details that
relate to your topi# senten#es and thesis state!ents.
A. ?lan your introdu#tion and #on#lusion /see handout0
Buided ?ra#ti#e /how students will de!onstrate their grasp o" new learning0
@sing your series o" events organi+er and tC#hart, you will that eviden#e to support your analysis o"
(rian)s #hara#ter develop!ent.
Closure /a#tion;state!ent by tea#her designed to bring lesson presentation to an appropriate #lose0
De will read aloud our "inal produ#ts "or the day and go over the rubri# to see i" we are on the right
tra#, with our essay. his will be li,e a peer review.
Comprehension 3uestions
1. In the beginning of chapter 16, Brian is hunting using his bow and arrow which he is not particularly skilled with.
Furthermore, Brian keeps missing the bird he is hunting, however he refuses to give up. Eventually, Brian hits the
bird !hoose the choice that best describes Brian character in this situation.
". #n pages 1$%& 1$', after Brian kills the bird, he encounters a moose( the moose attacks him. )hat con*ict is being
portrayed in this moment+
,. -ow does Brian react when he is being attacked by the moose+ !hoose the multiple choice option that does not
make sense among the rest.
$. )hich of the following .uotes best illustrates Brian being a determined, tough and hopeful individual+
& /0here is a di1erence now, he thought& there really is a di1erence. I might be hit but I2m not done. )hen the light
comes I2ll start to rebuild. I still have the hatchet and that2s all I had in the 3rst place/ 4pg 1%"5.
& /-e had changed, and he was tough. I2m tough where it counts& tough in the head/ 4pg 1%"5.
& /I am back at to nothing he thought. . . back to where I was when I crashed. -urt, in the dark, 6ust the same/ 4pg
1%15.
& /7oing 0o 8ie, Brian thought. 7oing to die, gonna die, gonna die& his whole brain screamed it in the sudden
silence/ 4pg "%5.
& /-e sat back on the bank and fought crying. 0hen let it come and cried for perhaps three, four minutes. 9ong
tears, self&pity tears, wasted tears/ 46:5.
%. In the beginning of the story, Brian had no idea how to hunt. -owever, his time spent in the wilderness has made
him more adaptable. )hat are some tools that Brian creates;builds during his time in the wilderness+
Copyright 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.
Beck, I.L., McKeown, M.G., & Kucan, L.L. (2002). Bringing 7ords to Li,e: 2obust <ocabular 8nstruction. New York: Guilford Pre.
!"da#ed $anuar% &', 20&&
(
4xtension ,optional-
Students ma/e a su)er,icial connection to Brian and his situation b re,lecting on a time when the were di,,erent+
2elate what students are learning in the lesson to their li*es and$or to real world issues+
Sca$$olding and Support
Gra)hic organi.ers
Te-tual e*idence
Sentence starters
Transitional words and )hrases
;eer re*iew
*ssessment and 4valuation
(ngoing *ssessment
8denti, the methods used to assess learning during the lesson+
Summative 4valuation
7riting assignment
Bi&liography
List all boo/s and materials used in writing and teaching this lesson+ ;ro*ide com)lete bibliogra)hic in,ormation as
noted in the )*ica+o Manual of ,#%le+ 8n addition( include 8SBN numbers( e+g+:
-irc*, ../. $r. 7hat Four Girst Grader Needs to Bnow: Gundamentals o, a Good Girst:Grade Education 5The 4ore
Bnowledge Series6. 0e1ied ed. New York: /el#a, &223. (I,BN 24350'36'&234()
Copyright 2010 by the Core Knowledge Foundation, Charlottesville, VA. All Rights Reserved.
Beck, I.L., McKeown, M.G., & Kucan, L.L. (2002). Bringing 7ords to Li,e: 2obust <ocabular 8nstruction. New York: Guilford Pre.
!"da#ed $anuar% &', 20&&
6
5Cultural Connection
51eal 0orld *pplication