Hatchet Kelsey Whipple, Jamee Miner, & Sarah Raven 1. Unit Theme: Survival 2.

Intended Grade Level: 4th Grade Integrated Areas: Reading, Writing, Speech/Listening, & Social Studies 3. Major Topics: Canadian Geography, Survival Necessities, Creating & Reading Maps, Emotions, & Movies versus Books 4. The anticipated duration of the unit is 1 week after the students have finished reading the book. 5. This unit relates to the whole learning experience of the students because they are relating the work they did in the previous week to this unit. The Hatchet will give them the basis to understand how all of the topics are related to the same theme from the book and the book gives students examples. In the future, students will be able to notice similarities in themes and topics when dealing with books and lessons. 6. The setting is the general education classroom and the students are seated in desk groups of 4 to allow for group work. The white board is in the center of the wall in the front of the room and that is where the teacher will do all of the lecturing so that everyone can see. There are 6 computers available for the students use in the back of the classroom and the teacher can also rent a cabinet of laptops from the school library.

State Standards and Objectives Standards: LA 0.1.6.h Make connections between characters or events in narrative and informational text, to own life or other cultures LA 4.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme) SS 3.3.1.b Apply map skills (e.g., identify location and distribution of physical and human features rivers/roads, identify relative and absolute locations, east/west, north/south, left/right, next to, identify cities and towns) SS 3.3.1.d Locate places on maps and globes (e.g., Missouri River, Platte, River, Rocky Mountains, Nebraska, the student's city) Objectives: Students will be able to: Connect the Hatchet novel and the events that occur in it to their own lives or to situations that they hear on the news, television, etc. Analyze the theme of the Hatchet and connect it to the activities that are completed throughout the week. Describe geographical features using maps. Create and read geographical maps of a variety of places.

Anticipatory Set

Survival
Authors: Jamee Miner, Kelsey Whipple, Sarah Raven Grade Level: 4 Integrated disciplines: Writing, Reading Nebraska Standards: LA 0.1.6.h Make connections between characters or events in narrative and informational text, to own life or other cultures LA 0.2.1.b Apply prewriting activities to generate ideas (e.g., brainstorming, discussions, drawing, literature, personal/classroom experiences) LA 0.2.1.a Demonstrate that writing communicates thoughts and ideas Objectives Students will be able to: recognize the advantages of working with others recognize their strengths and weaknesses list advantages of other peoples thoughts Assessment: This would be a formal assessment. The teacher would see if the kids understand everything when they hand in their worksheets. Materials: pen, survival worksheets

Procedures
Anticipatory Set: Re-introduce the book to the students and how the book ties in with the activity.

Learning Activities
Teacher: The teacher will introduce the survival activity to the students. Then the teacher will put the students into groups randomly. Once they are in their groups the teacher will then hand a sheet out to each of the group members then have them come together and talk about the different things that they wrote. Students:

The students will listen to the teacher as they give them the activity. Then they will get into their groups. Then they will fill out their worksheet individually afterwards they will come together as a group and talk about what they wrote. Differentiation: If the students dont know what they are doing they could ask one of their groups members. Closure: Introduce the book to the students and have them talk about each of the different things they wrote. Suggested Time Frame: 45 minutes References: http://ndstatepirc.org/pdf/titlei/7th_Hatchet.pdf Reflection:

Lesson Plan #1

Oh Canada!
Authors: Jamee Miner, Kelsey Whipple, Sarah Raven Grade Level: 4 Integrated disciplines: Math, Writing, History Nebraska Standards: SS 3.3.1.b Apply map skills (e.g., identify location and distribution of physical and human features rivers/roads, identify relative and absolute locations, east/west, north/south, left/right, next to, identify cities and towns) SS 3.3.1.d Locate places on maps and globes (e.g., Missouri River, Platte, River, Rocky Mountains, Nebraska, the student's city) SS 3.3.2.b Compare and contrast local places and regions with other places and regions Objectives Students will be able to: Compare and contrast Canada to the US Explain the different landforms in Canada Locate the different landforms on a map Assessment: this will be a formative assessment. The teachers will know if the students are learning the geography by the work they show the teacher. Materials: books, computers, lined paper, pencil

Procedures
Anticipatory Set: Ask the students what they already know about the geography of Canada.

Learning Activities
Teacher: The teacher will first tell the students what they are doing. Then she will hand each kid in the class a laptop. The students will then research the different landform in Canada and write them down on a piece of paper. They will look at the climate, mountain, hills, rivers, etc.

Students: The students will listen to what the activity is from the teacher. Then they will wait until they are handed a laptop and then they will start their research on all of the different landforms. Differentiation: if they dont know what to do or where to go to find the information they can ask the teacher for help. Closure: They will talk to a neighbor about the new things that they learned about Canada. Suggested Time Frame: 45 minutes References: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved =0CC4QFjAB&url=http%3A%2F%2Fwww.ccfpd.org%2FEducation%2FDocuments%2F FTInfo_Hatchet.pdf&ei=pDmdUulQhuugBJyYgegE&usg=AFQjCNHtiOwuCl8Ejc6KBZz QVE1rd69rHQ&bvm=bv.57155469,d.cGU Reflection:

Lesson Plan #3

Lost in the Woods

Authors: Kelsey Whipple, Sarah Raven, Jamee Miner Grade Level: 4th Grade Integrated disciplines: Reading, Writing, & Social Studies Nebraska Standards: LA 4.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g., glossary, maps, charts, tables, graphs, illustrations, headings, subheadings, captions, font/format styles) SS 4.3.1.b Apply map skills to analyze physical/political maps of the state (e.g., utilize grid systems to find locations, identify the location and purpose of time zones, identify and locate cities of the state identify relative and absolute locations east/west, north/south, left/right, next to) LA 4.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct) NETS-S: Objectives: Students will be able to: Use the Hatchet to identify features to include on their maps. Create a map with directions, geographical features, and food supplies to maneuver around the island. Write in letter in an instructional format. Assessment: Summative: The students will draw a map of what the island looks like with Brians shelter and at least 2 geographical features and food. They will then write Brian a letter telling him how to use the map. Materials: Examples of Maps Large Construction Paper Markers, Crayons, Colored Pencils Lined Paper Pens

Procedures
Anticipatory Set: Have you ever seen a map or used it for directions? How do you think a map could help Brian while he is on the island. Anticipatory Set: Have you ever seen a map or used it for directions? How do you think a map could help Brian while he is on the island.

Learning Activities
Teacher: Review geography and necessities. Lead the students in a lesson about maps and how to create maps. Lead a lesson in how geography can be used on maps. Supervise the students while they make their own maps. Discuss how to write a letter. Supervise the students during letter writing. Answer any questions the students may have.

Students: Review geography and necessities. Listen to the lectures given by the teacher. Create their own map with geological features and a legend. Write a letter to Brian. Ask questions when needed.

Differentiation: A student with writing disability will receive the accommodation of using a computer to write the letter to Brian. A student who has a hearing disability can sit closer to the teacher during lecture time. Closure: If you were given a map right now, would you be able to read it? What features of the map can help you? How can geography help you create and read maps? Suggested Time Frame: 1 Hour References: Reflection:

Lesson Plan #5

Hatchet: Film vs. Novel

Authors: Kelsey Whipple, Sarah Raven, & Jamee Miner Grade Level: 4th Grade Integrated disciplines: Reading, Writing, & Speech/Listening Nebraska Standards: LA 4.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot, theme) LA 4.1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading LA 4.3.2.c Listen to, summarize, and explain thoughts, ideas, and information being communicated NETS-S: Objectives: Students will be able to: Identify the elements of narrative text in the novel and then in the movie. Compare and Contrast the novel to the movie. Summarize in a venn-diagram what they noticed were the same and different. Assessment: Summative: Students will complete a venn diagram comparing and contrasting the Hatchet novel to the Hatchet movie. They will then write a paragraph about which one they like better and why. Materials: Venn Diagram Hatchet Novel copies Hatchet movie

Procedures
Anticipatory Set: Have you ever read a book and watched the movie that is about the book? What did you notice? Were they the exact same?

Anticipatory Set: Have you ever read a book and watched the movie that is about the book? What did you notice? Were they the exact same?

Learning Activities
Teacher: Review the emotions lesson from yesterday. Discuss what a venn diagram is. Turn on the Hatchet movie. Answer any questions that the students may have. Students: Answer questions about the previous day's lesson. Watch the Hatchet movie. Complete the venn diagram while watching the movie that compares and contrasts it to the book. Ask questions when necessary.

Differentiation: Students with visual impairments will receive the accommodation to sit closer to the screen and students with a writing disability can use a computer to complete their venn diagram. Closure: Was the movie similar to the book? What could have been different in the movie to make it more realistic to the book? Suggested Time Frame: 2 Hours References: Reflection:

Culminating Activity

In His Shoes
Authors: Jamee Miner, Kelsey Whipple, Sarah Raven Grade Level: 4 Integrated disciplines: Reading and writing Nebraska Standards: 1.1.7 By the end of first grade, students will write about familiar experiences, people, objects, or events. 4.2.1 By the end of the fourth grade, students will write using Standard English (conventions) for sentence structure, usage, punctuation, capitalization and spelling. 4.2.2 By the end of the fourth grade, students will write paragraphs/reports with focus, related ideas, and supporting details. By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction. Objectives Students will be able to: Analyze the book Construct a paper about the book and Brian Summarize the book to the teacher Tell the teacher what they would do if they were in Brians shoes Assessment: This would be a formal assessment. The teacher would determine if the student read and understood what happened by reading their paper. Materials: Book, pen, and writing paper

Procedures
Anticipatory Set: Before they start their writing their short paper the students will talk about the book with the teacher.

Learning Activities
Teacher: After the students read the book they will do a writing assignment. They will write about the book and what they liked about it. They will also put their selves in Brians shoes and tell the teacher what they would have done differently.

Students: After they have read the book completely they will talk about the book with the teacher. Then they will do a short writing assignment about the book and what they would do if they were the one stuck in the wilderness. Differentiation: If the students dont understand they can ask the teacher for help. Closure: Have some of the students share what they wrote down in their paper. Suggested Time Frame: 45 minutes References: http://www.scholastic.com/teachers/lesson-plan/hatchet-lesson-plan Reflection: