Curriculum / ELA / 5th Grade / Unit 6: Adapting to Survive: Short Stories and Poems / Lesson 12
ELA
Unit 6
5th Grade
Lesson 12 of 18
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Lesson Notes
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Analyze how the author builds suspense and how it contributes to the structure of the story.
Book: Hatchet by Gary Paulsen (pp. 113–120, 161–170) pp. 161 – 170
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is the purpose of the phrase “bone tired” as used in paragraph 3 of p. 169?
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How does the author build suspense? How does it contribute to the structure of the story?
Questions about the text that will help guide the students understanding
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
frenzied
adj.
to be very excited or upset
visibility
n.
the ability to see or be seen
substantial
a large amount, size, or number
instinctive
based on feelings or desires that do not come from thinking or learning
Suggestions for teachers to help them teach this lesson
Background information: After nearly two months of surviving on his own with nothing but his hatchet, Brian is determined to retrieve the survival pack from the plane. The only problem is the plane is floating upside down in the middle of the pond. Brian creates a raft in order to reach the plane. Read to find out what happens when Brian tries to enter the airplane and retrieve the survival pack.
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RL.5.2 — Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.5 — Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Standards that are practiced daily but are not priority standards of the unit
L.5.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.5.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.4 — Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4—5 text complexity band independently and proficiently.
SL.5.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
W.5.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Summarize the excerpt from Hatchet.
Explain what steps can be taken to prepare for a wilderness emergency.
Standards
RL.5.2
Describe what makes the tundra a unique habitat, why the author includes so much description about the tundra, and how it contributes to the overall structure of the story.
RL.5.3RL.5.5
Compare and contrast Miyax’s actions with those of the wolves and analyze how Miyax was able to integrate herself into the pack.
Write a summary of the excerpt from Julie of the Wolves that includes the theme of the excerpt.
RL.5.2RL.5.3RL.5.5W.5.1W.5.9
Identify and explain the speaker’s perspective on choices in life by analyzing how the speaker in a poem reflects upon a topic.
Compare and contrast the perspective on choices of the speaker in the poem with Miyax from Julie of the Wolves.
RL.5.2RL.5.5RL.5.9
Describe bonobos.
RL.5.3
Explain how the events on pp. 80–81 contribute to the overall structure of the story.
RL.5.3RL.5.5RL.5.6
Analyze how each interaction between Anastasia and Sophie contributes to the overall structure of the story.
RL.5.5
Summarize the excerpt from Endangered by identifying a theme and explaining how the characters in the story respond to the main challenges.
Compare and contrast the excerpts from Julie of the Wolves and Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2RL.5.9
Describe Brian’s current predicament and how he responds.
RL.5.2RL.5.3
Analyze how Brian’s “figuring out food” contributes to the structure of the story.
RL.5.2RL.5.5
Identify and explain the speaker’s perspective on choices in life.
Compare and contrast the perspectives on choices of the speaker in the poem and Brian.
Compare and contrast the excerpts from Hatchet, Julie of the Wolves or Endangered by analyzing the way they both approach the theme and topic of survival.
RL.5.2RL.5.9SL.5.1SL.5.3SL.5.6
2 days
Write a multiple-paragraph essay that compares how Brian, Sophie, and/or Miyax approached survival.
L.5.2.dRL.5.2RL.5.3RL.5.9W.5.1W.5.9
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
4 days
Write a continuation of one of the stories from the unit.
W.5.3W.5.3.aW.5.3.bW.5.3.cW.5.3.dW.5.3.e
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