L I T E R AT U R E G U I D E

GRADES 48

Hatchet

by 


Gary Paulsen

Scholastic, Inc., grants teachers permission to photocopy the activity pages from this book for classroom use. No other part of this
publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic, Inc., 555 Broadway, New York, NY 10012.
Written by Linda Ward Beech
Cover design by Jaime Lucero and Vincent Ceci
Interior design by Grafica, Inc.
Original cover and interior design by Drew Hires
Interior illustrations by Jenny Williams
Photo research by Sarah Longacre
Photo acknowledgments
Cover: Jacket cover from HATCHET by Gary Paulsen. Copyright 1987 by Gary Paulsen. Used by permission of Puffin Books, a
division of Penguin Books, USA Inc.

ISBN: 0-590-38924-6
Copyright 1998 by Scholastic, Inc.
All rights reserved. Printed in the U.S.A.

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Table of Contents
BEFORE READING THE BOOK
Summary ............................................................................ 3
Characters ........................................................................... 3
About the Author ................................................................ 4
Vocabulary .......................................................................... 4
Getting Started..................................................................... 5

EXPLORING THE BOOK

Chapters 1 6
Summary and Discussion Questions ..................................... 6
Cross-Curricular Activities: Art
Language Arts, Language Arts ............................................ 7
Chapters 7 13
Summary and Discussion Questions ..................................... 8
Cross-Curricular Activities: Science,
Social Studies, Science ......................................................... 9
Chapters 14 Epilogue
Summary and Discussion Questions ................................... 10
Cross-Curricular Activities: Science,
Language Arts, Writing ..................................................... 11

SUMMARIZING THE BOOK

Putting It All Together........................................................ 12
Class, Partner, and Individual Projects................................. 12
Evaluation Ideas................................................................ 13

STUDENT REPRODUCIBLES
In the Wilderness............................................................... 14
Growing Steps ................................................................... 15
Sensory Sentences ............................................................ 16
Answers for Worksheets .................................................... 13

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Before Reading the Book

SUMMARY
While Brian is flying to visit his father
in northern Canada, the pilot of the
single engine Cessna has a heart attack
and dies. Brian somehow manages to
land the plane in a lake. He then
spends the next 54 days alone in the
wilderness. At first Brian expects
search planes will soon rescue him. As
he waits, he thinks bitterly about his
parents divorce and the new man in
his mothers life. But Briana city
boyis caught up immediately in a
fight for survival: finding food; creating
shelter; building a fire; escaping from
mosquitoes, bears, wolves, and an
angry moose; and enduring the
destructive force of a tornado. He must
manage with only the hatchet that his
mother gave him as a gift, and a growing sense of determination and
courage. Slowly, Brian sheds his self-pity and acquires the skills he needs to survive.
His senses become more acute, and he learns to benefit from his mistakes. By the time a
fur buyer finds him, Brian has become remarkably at home in the wilderness.

CHARACTERS
People
Brian Robeson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-year-old boy; main character
Jim or Jake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pilot of Cessna
Mrs. Robeson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brians mother
Mr. Robeson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brians father
Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brians friend
Mr. Perpich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brians English teacher
Carter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Brians uncle
Rescue pilot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fur buyer

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ABOUT THE AUTHOR

Award-winning author Gary Paulsen has a huge following among your people.
Paulsens life as a writer began after he had undertaken many other careers. A
runaway at the age of 14, he joined the circus. Paulsen has also worked as an
actor, trapper, teacher, singer, and truck driver. The author writes about what
he knows. Dogsong grew out of a meeting with an Eskimo boy Paulsen met
while participating in the Iditaros dogsled race across Alaska. Eastern Sun, Winter
Moon is based upon his experiences as a boy in the Philippines during World
War II. When writing a book, he makes sure that the details are accurate. For
instance, when writing Hatchet, Paulsen ate a raw turtle egg. "It tasted something
like old motor oil or tired Vaseline, he revealed. Also, like Brian, Gary Paulsen made
a fire with a rock and a hatchet. It took him four hours! Since the publication
of Hatchet, the author has received many letters from his young readers describing
their own tales of survival. The character Brian Robeson also appears in
The River and Brians Winter.

LITERATURE CONNECTIONS
Other books for young readers by Gary Paulsen:
Dogsong
The River
Brians Winter
Tracker
Sentries
Dancing Carl

VOCABULARY
The following words appear in the story but may be unfamiliar to students. Assign
several words to each student. Have them learn the meanings, parts of speech,
syllables, roots, and other information. Then instruct students to write riddles about
the words. Encourage them to use a variety of clues such as the following:

It is a synonym for the

word leftovers, and it
contains the word ants.
(remnants)

furor
oblivious
stabilizer
fuselage
drone

syllables
It has three d to the
and is relate
word flame.
(flammable)

tundra
bush flight
audible
turbulence
cowling

It rhymes with stone, an

a kind of sound. (moan) d its

altimeter
throttle
abated
keening
flammable

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comprised
refracts
eddy
ruefully
incessant

pods
camouflage
sulfurous
massively
remnants
hordes
hummocks
wincing

viciously
amphibious
haunches
flue
smolder
exulted
predators
stymied

savagely
grimacing
retrieved
dung
corrosive
welted
gorge
rivulets

slithering
rasping
ignite
dormant
convulse
virtual
rectify

GETTING STARTED
Consider the following activities as you introduce the book to the class:
Write the book title Hatchet on the board, and ask students to speculate on its significance to the story. Ask: What kind of story does the title suggest?

When students determine that this is an adventure story, encourage them to

describe the elements they expect to find in this genre. Save their descriptions to
review after they finish the book.
Do students know what an epilogue is? Point out that this section at the end of a
book often deals with the future of the characters. Mention that Hatchet has an epilogue. After students have read the book, discuss why the author might have decided to include an epilogue.

TEACHER

TIP

In the story, Brian keeps a mental journal of events he experiences in the

wilderness. Suggest that students keep their own written journals as they read
the book. These journals can include vocabulary, questions, ah-has (sudden
insights), disagreements, and other responses.

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Exploring the Book

CHAPTERS 1 6

WHAT HAPPENS
As he begins a plane trip to visit his
father, Brian Robeson is a very angry
thirteen-year-old boy. Hes bitter
about his parents divorce and feels
that his mothers Secretanother
mancaused the split. Brian soon
has a lot more to worry about when
the pilot of the small plane suffers a
fatal heart attack, forcing the teenager to take over the controls. In the
confusion, the plane veers from its
flight path, and Brian is unable to
radio his position when calling for
help. The plane runs out of gas, and he manages to crash-land the plane into a lake.
Battered and bruised, Brian escapes from the submerged plane and finds himself
stranded in the vast Canadian wilderness. He suffers from thirst, hunger, sunburn,
and vicious mosquito attacks, but recalls the words of an English teacher about staying positive and motivated. After following some birds, Brian finally finds some
berries and gorges himself until he upsets his stomach.

QUESTIONS TO TALK ABOUT

C OMPREHENSION AND R ECALL
1. Why does Brian feel so negatively toward lawyers and judges? (He blames
them for his parents divorce.)
2. Why doesnt Brian get much response when he calls for help on the radio? (He
is over Canadian wilderness and out of range of control towers.)
3. After Brian climbs out of the lake, what are some of the problems he faces?
(mosquitoes, chills, aches, probably a concussion, sunburn, dehydration, hunger,
fear)
4. How does Brian realize that a search party might not find him easily? (He
remembers that the pilot pushed the rudder when he had his heart attack, and the
plane changed course from its original flight plan.)
H IGHER L EVEL T HINKING S KILLS
5. How might the pilots treatment of Brian as an adult have helped save the
teenagers life? (The pilot let Brian handle the controls, which gave him experience,
confidence, and sense of responsibility he needed when he was on his own.)
6. Why does Brian seem more focused on the divorce and the Secret than on the
crash? (He is hurting badly from the divorce; he is angry; at this point, the crash
hasnt fully registered.)

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7. How might his mothers gift help Brian survive? (Students answers will vary.)
L ITERARY E LEMENTS
8. Action: Describe what makes the first chapter so dramatic. (The reader learns
of the divorce and the Secret; the pilot suffers a heart attack; Brian lands the plane
safely, but he is stranded in the wilderness.)
9. Style: Why does the author repeat some phrases; for example, But he had to.
Had to get the radio.? (The repetition is for emphasisto show how Brian is
thinking and how desperate he is.)
P ERSONAL R ESPONSE
10. Do you think Brians luck is good or bad? Explain your reasons.
11. Brian recalls advice from a teacher. What advice would you give him?
12. Television shows that Brian once saw prove helpful to his survival. What have
you learned from television that might help you in similar circumstances?

CROSS-CURRICULAR ACTIVITIES
ART: A Look at Small Planes
To see his father, Brian flies in a small plane called a Cessna 406. Interested students
might research this particular aircraft and similar small planes and then draw pictures of them. Suggest that they also draw diagrams showing the planes interiors
and include labels for the exteriors and interiors so they can discuss the parts, relationships to the story.
LANGUAGE ARTS: The Vocabulary of Flight
There are specialized vocabularies for many kinds of careers, businesses, and
events. In Hatchet the author uses a number of words related to aircraft and flight.
Examples include rudder pedals and transmitter. Challenge students to look for
and definesuch words as they read. Urge them to follow up by making mini-dictionaries of flight vocabulary with illustrations.
LANGUAGE ARTS: Sentence Subjects
Draw students attention to the style of Gary Paulsens writing. Explain that the
author uses this style deliberately to emphasize Brians thoughts as he faces fear,
danger, loss, and frustration in his quest for survival. Note that Paulsen uses short or
one-word sentences, repeats phrases, or omits parts of sentences to create this effect.
As an example, write the following on the board: Just battered around a bit. Ask
students what is missing in the sentences structure (subject). Have them find other
examples of sentence fragments in the story, and challenge them to supply the missing subjects or other missing parts.

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CHAPTERS 7 13

WHAT HAPPENS
Brian becomes violently ill from
eating too many unripe gut berries.
The next day he finds raspberries
but has to share them with a bear.
That night an encounter with a
porcupine leaves Brian with quills
in his leg. After many attempts, he
manages to start a fire by creating
sparks with his hatchet. He discovers another source of foodsea
turtle eggs. Collecting wood, keeping a signal fire going, and trying
to make a spear and bow and
arrow to catch fish keep Brian
busy. When a plane does fly overhead, however, he is unable to signal to it and must again face the
seriousness of his plight. After a
period of great despair, Brian realizes that he is no longer the same person who
began the trip, and he resolves not to die.

QUESTIONS TO TALK ABOUT

C OMPREHENSION AND R ECALL
1. How do the unripe gut berries affect Brian? (He eats too many and becomes
very sick.)
2. How does Brian learn he is sharing his new home with wild animals? (While
eating raspberries, he encounters a bear; a porcupine invades his shelter; he sees
wolves by the lake.)
3. How do Brians dreams help him? (He realizes he can make a fire.)
H IGHER L EVEL T HINKING S KILLS
4. Why does Brian start thinking of his shelter as home? (Its the safest place he
knows; the only place he now has to call home.)
5. What lesson does Brian learn after the porcupine attacks him? (He cant survive
in the wilderness by feeling sorry for himself.)
6. How does Brian feel when he finally makes a fire? (Hes happy, victorious, feels
safe; he has a friend.)
7. In what ways does Brian show self-sufficiency? (He figures out how to make a
shelter, find food, build a fire, make weapons. He keeps trying; doesnt give in to
his fears.)
8. Why does Brian try to keep busy? (He needs to avoid being depressed about
his situation.)

9. How does Brians use of his senses change? (He sees and hears things differently; has a more acute sense of danger, too.)
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10. It is often said that necessity is the mother of invention. How is this true for
Brian? (He makes a spear and bow and arrow and starts a fire because he needs
these things for survival, and theres no other way to obtain them.)
11. How does the search plane incident change Brian? (He becomes stronger; he
feels new and wont let death come.)
12. How would you describe the way Brian learns new skills in the wilderness?
(Possible: trial and error; with persistence)
L ITERARY E LEMENTS
13. Character: How do Brians goals change from the time of the crash to the fortyseventh day? (He no longer expects to be rescued by others but hopes to survive on
his own.)
P ERSONAL R ESPONSE
14. Brian thinks he is full of tough hope. How would you define tough hope?

CROSS-CURRICULAR ACTIVITIES
SCIENCE: What Water Does
Brian is unsuccessful in catching fish until he recalls a science lesson where he
learned that water bends light; thus, the fish are not where they appear to be when
he looks down at them through the lakes surface. Have students set up an experiment to demonstrate how refraction works.
SOCIAL STUDIES: Plan a Wilderness Trip
Brians wilderness experience is unexpected, and he is ill-prepared for it. Ask students what they would take on such a trip if they could prepare for it. Direct them to
identify a specific area in the Canadian north that they would like to visit. Students
should research the weather and climate conditions, the plant and animal life, and
other resources. Then they should compile a list of clothing, food, tools, and other
equipment that would enable them to survive on their trips. Remind students to plan
no-impact trips so they can leave the environment just as they found it.
SCIENCE: Brians Neighbors
Suggest that students keep a list of the wildlife that Brian encounters and then make
tables showing information about each animal. Some of the creatures they should
include are beaver, moose, rabbit, squirrel, skunk, bear, wolf, porcupine, snapping
turtle, bluegill, sunfish, and perch.

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CHAPTERS 14 EPILOGUE

WHAT HAPPENS
Brian is almost blinded when a skunk sprays him. He realizes
that he has to build a better shelter and protect his food. As
his skills with the spear and bow and arrow improve, he is
able to catch birds and small animals for food. One day a
moose attacks and nearly kills him. Then a tornado strikes,
turning Brians environment upside-down. As he surveys the
damage, Brian sees the tail of the plane sticking out of the
lake; somehow the tornado has flipped the plane, making the
tail visible. He recalls the survival kit in the Cessna and sets out
to retrieve it. After building a raft, Brian makes his way to the plane,
hacks his way through its exterior, and gets the kit. Inside are unbelievable richesincluding a transmitter, which he unwittingly turns on. He
is soon found by a bush pilot. Brian survived 54 days in the wilderness. He leaves there a different, more thoughtful and observant, boy.

QUESTIONS TO TALK ABOUT

C OMPREHENSION AND R ECALL
1. What law of naturea single, driving influencedoes Brian learn? (All creatures, human and animals, must eat.)
2. What are some mistakes that Brian makes? (He scares a skunk; doesnt protect
his food well enough; leaves his shelter open to animals; doesnt see foolbirds in
the right way.)
3. How does Brian keep track of the time? (He marks a stone; uses memory by
keeping a mental journal.)
4. What is the secret of catching the foolbirds? (Brian learns to see them in a new
wayhe looks for an outline instead of features or color.)
5. Why is dropping the hatchet in the lake so traumatic for Brian? (Its his only
tool and is a gift from his mother; its become a kind of talisman.)
H IGHER L EVEL T HINKING S KILLS
6. Why does Brian start to think ahead? (He realizes he might not ever be rescued
and will need food and shelter.)
7. Why is creating a store of food a breakthrough for Brian? (It ensures that he
wont go hungry if he is hurt; frees his time for other activities.)
8. How is Brians confidence both a help and a danger in the wilderness? (He
knows that he can survive, but there is danger of letting down his guard.)
9. How does Brian show a sense of humor about the moose? (He hopes the tornado gets it.)
10. What is Brians attitude after the tornado? (He is positive and strong; plans to
rebuild; dares nature to hit him again; no longer indulges in self-pity.)
11. What does Brian learn about solving problems? (He needs to use sense, think
things through, be patient and plan.)

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12. Why do the contents of the survival kit give Brian up and down feelings?
(Hes glad to have the supplies but feels they remove him from where he is and
what he has to know. They represent technology, not the natural world in which he
finds himself.)
13. Why is Brian less obsessed by the Secret at the end of the book? (Hes grown
independent; matured; has his own experiences; isnt as focused on his parents
and their relationship to him.)
L ITERARY E LEMENTS
14. Foreshadowing: How does the author foreshadow Brians injury from the
moose? (After the skunk attack, Brian realizes that he needs food in case of an
injury.)
15. Character: What qualities does Brian show when he tries to get the survival kit
from the plane? (Possible: courage, determination, strength, fear)
P ERSONAL R ESPONSE
16. What survival skills do you possess?
17. Brian asks the bush pilot if he would like some food. What would be your first
words to a rescuer?

CROSS-CURRICULAR ACTIVITIES
SCIENCE: What Time Is It?
Remind students how Brian kept track of time (see question 3). Then ask them to
think of other ways to record the passing of time in the wilderness. Discuss why
time would be important to someone in a situation like Brians.
LANGUAGE ARTS: Descriptive Writing
Draw students attention to the authors use of similes and metaphors. Give the
following examples:
And now a jolt took him like a hammerblow . . . (describing the pilots heart
attack)
. . . leaving the snags poking into the sky like broken teeth. (describing trees
after a fierce wind)
a flying pear (describing a foolbird)
a brown wall of fur (describing the moose)
Encourage students to find other examples of similes and metaphors in the book to
share with the class. Then challenge them to write their own.
WRITING: Looking at Luck
Brian considers himself unlucky because his parents are getting a divorce but lucky
because he survives the plane crash. Have students make charts showing other
examples of Brians good and bad luck. Then ask: Is it enough to be lucky, or is it
how you use good luck that matters? Why might the way you react to bad luck
make a difference? Conclude by asking students to write compositions about how
Brian responds to his luck, good and bad.

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Summarizing the Book

PUTTING IT ALL TOGETHER
Use one or more of the following activities to help students summarize and review
Hatchet.
CLASS PROJECT: Survival Skills
Work with the class to make a list of all the skills students think Brian had or
acquired to survive his ordeal in the wilderness. Point out that these skills might
include practical knowledge such as knowing how to swim and personal characteristics such as courage. Once the list is complete, ask students if there are skills that
Brian didnt have but might have used. Then discuss and list what kinds of skills
students feel that they need to survive in their world. Compare their list of skills to
Brians skills.
PARTNER PROJECT: An Illustrated Translation
Have students work with partners to translate a chapter of the book into comic
book form. One partner might draw the illustrations while the other partner writes
the dialogue for the speech and thought balloons. Explain that they will need to condense the narrative and present Brians state of mind in thought balloons. They
should also give their work a title. Allow time for partners to share their books with
the rest of the class.
PARTNER PROJECT: Story Chains
In this activity, students make connections to show how one event leads to another
in the story. See the example below.

sees
tracks

finds
eggs

buries
eggs

skunk digs
up eggs

skunk
sprays
Brian

Brian sees tracks.

He finds turtle eggs.
He buries the eggs.
A skunk digs up the eggs.
Brian gets sprayed by the skunk.
Partners create their own story chains using at least five related events from the book.

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INDIVIDUAL PROJECT: Story Tapes

Suggest that students select dramatic passages from the book to read aloud on
audiocassette tape. Allow time for them to practice beforehand. Have students label
their tapes and write short blurbs introducing their readings. Place the tapes in a
class or school library so that other students can listen to them and decide if they
would like to read the book.

EVALUATION IDEAS
You might use the following rubric to assess students work for the Illustrated
Translation activity. You may also wish to let students create their own rubric.
Does the translation have a title?
Do students demonstrate an understanding of the plot, setting, and character?
Do students show attention to detail in their text and illustrations?
Do students successfully adapt the book into comic book form?

Possible Answers for Worksheets

Page 14: 1. e. 2. f. 3. b. 4. a. 5. d. 6. c.
Page 15: 1. He learns that self-pity is out of place in the wilderness. 2. He learns
that survival depends on mental attitude; he has to keep busy and keep up his
spirits because he doesnt want to die. 3. He realizes his senses are more acute.
Animals are part of the environment, and hes not afraid of them. 4. He learns
that he has to think things through; he needs to exercise patience. 5. He has to
learn from his mistakes to avoid future problems; he needs a better shelter and a
place to store food. 6. He has to see his surroundings in a new way. 7. Nature
and life are unpredictable; he has to be resilient and not give up.
Page 16: 1. taste 2. sound 3. touch 4. sight 5. smell. Check to see that students
find other appropriate examples in the book for each sense.

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Name: ____________________________________________________

In the Wilderness
The pictures show what Brian used or might have used in the wilderness. Match each
picture to a way that Brian could use it.

1.

a. marker that means

this way

2.
b. egg beater

3.
c. criss-cross fire for
long burning

4.
d. ladder

5.
e. rack for storing
clothes and other items
6.

f. rod for drying items

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Name: ____________________________________________________

Growing Steps
Brian learns a lot about himself as he fights to survive. What lesson
does he learn after each of these events?
1. The porcupine slaps Brian with quills. Brian cries in the cave.
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Brian feels depressed after the search plane flies away without spotting him.
________________________________________________________________________________________________
________________________________________________________________________________________________
3. Brian sees the wolf looking at him.
________________________________________________________________________________________________
________________________________________________________________________________________________
4. Brian makes a spear and a bow and arrow but cant catch a fish.
________________________________________________________________________________________________
________________________________________________________________________________________________
5. Brian scares a skunk and gets sprayed.
________________________________________________________________________________________________
________________________________________________________________________________________________
6. Brian has trouble catching a foolbird.
________________________________________________________________________________________________
________________________________________________________________________________________________
7. A tornado strikes Brians shelter.
________________________________________________________________________________________________
________________________________________________________________________________________________

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Name: ____________________________________________________

Sensory Sentences
The author often describes Brians experiences through his sensestaste, smell, touch, sound, and
sight. Write which sense each sentence describes. Then find another sentence in the book that describes
each sense.
1. It wasnt that they were bitter so much as they lacked any sweetness . . .
Sense: ______________________ Sentence: ___________________________________________________
____________________________________________________________________________________________

2. At first he thought it was a growl.

Sense: ______________________ Sentence: ___________________________________________________
____________________________________________________________________________________________

3. . . . the skin was cold, hard cold, death cold . . .

Sense: ______________________ Sentence: ___________________________________________________
____________________________________________________________________________________________

4. . . . he noticed that the water seemed to make the arrow bend or break in the middle.
Sense: ______________________ Sentence: ___________________________________________________
____________________________________________________________________________________________

5. . . . thick, sulfurous, rotten odor . . .

Sense: ______________________ Sentence: ___________________________________________________
____________________________________________________________________________________________

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