Unit Unit Exam

Bimester 1

1 Hatchet by Gary Paulsen

Name: Date:

Listening
Part I

You are going to listen to a story about a student who lied about her summer vacation
■■
and what she learned from it. You will only hear the story twice. Before listening, read the
questions below. Listen to the story and then circle the correct answers

The Lesson

Hello, my name is Emily and I’m fourteen years old now. Two years ago, I had an experience that
taught me an important lesson. That summer, all of my friends were going away to different camps
and exciting vacations. My family did not have anything planned but when I asked if we would
go somewhere exciting this summer, my mom said no. I felt like I was the only person without
something interesting to do over the summer. I started telling people we were going to France as
soon as school ended. I wanted my friends to think that I would also have an exciting summer vacation. My friends
told about my trip to other people at my school and soon everyone knew I was going to France. They were all
jealous of my fabulous summer plans but I began to feel uneasy about the lie. It seemed to get bigger every day.

During the last week of school, all the students in my class were invited to a celebration for the end of the year.
This celebration was at an amusement park and there would be roller coasters and a pool party. All of my friends
planned on going, but I had told them that my family was going to France right after school got out on the last day.
According to my lie I would not be able to attend the party because I would already be on the plane. I was too
embarrassed to admit that I had been lying about going to France, so I decided not to go to the party. My parents
saw the invitation in my backpack and asked if I was going. I told them I would rather relax at home and enjoy my
summer vacation. My mother became worried. She thought maybe I was not getting along with my friends, so she
made an appointment to talk to my teacher. At the meeting, the first thing my teacher said was “you must be so
excited for your summer trip.” My mom looked at her strangely and the truth came out. My mom made me tell my
friends the truth about my summer plans: that I would not be in France. I was so embarrassed that I decided not to
go to the end-of-the-year celebration anyway. But looking back I see that I learned a lot from this experience.

1. What do you think that Emily learned from this experience?




2. What did Emily want people to think about her summer plans?

A. Educational B. Interesting C. Relaxing D. Dangerous

3. Where did Emily tell people she was going?

A. France B. London C. New York D. Japan

4. Where did Emily’s parents see her party invitation?

A. her locker B. her desk C. her bedroom D. her backpack

5. How does Emily feel about her experience two years later?

A. sad B. angry C. wiser D. proud Unit Exam Unit 1 1

 Multiple Choice
After reading Hatchet by Gary Paulsen answer the following questions. Choose the correct
■■
answer A, B, C or D according to the novel.

6. Where was Brian flying to at the beginning of the story?

A. Alaska
B. California
C. Canada
Part II

D. New Hampshire

7. What made him sick right after the plane crash?

A. Berries
B. Fish
C. Leaves
D. Food from the plane

8. How did Brian learn to make a fire?

A. With matches and dried grass

B. With a magnifying glass and bits of paper
C. With sparks from his hatchet
D. With an old lighter he found

9. When the plane passed over without rescuing him, how did Brian react?

A. He started a forest fire

B. He killed a moose
C. He lost hope
D. He ate the last of his food

10. How did Brian handle “the secret” at the end of the story?

A. He discussed it with his parents

B. He couldn’t talk about it
C. He told just his dad
D. He told just his mom

2 Unit 1 Unit Exam

Reading Comprehension
Use proper grammar and spelling when answering the questions.
■■

11. What was the secret that Brian referred to at the beginning of the story? How did it make him feel?




Part III


12. How did the fire help Brian? Explain three different ways it was important to him.





13. What happened when the storm struck Brian’s camp? How did he react?





14. What do you think happens to Brian and his family after the story ends? Why?





Unit Exam Unit 1 3

 Vocabulary
Match each vocabulary word with its definition.
■■

15. abated A. slightly wet

16. adjustable B. to create a sound like a prolonged “s”

17. compass C. enormous in size

Part IV

18. damp D. stopped or declined in intensity

19. flailing E. unaware

20. frenzied F. limited

21. haunches G. to return to a state of health

22. haze H. to do something unintentionally

23. hissing I. to be changeable to match or fit

24. jabbing J. to rise or swell rapidly

25. lashed K. the hip, buttock, and upper thigh area

26. massive L. a device used to determine geographical direction

27. oblivious M. a process for achieving a planned result

28. procedure N. to beat or whip

29. recover O. cruel or harsh

30. scarce P. moving wildly or without control

31. surging Q. to be in a state of craziness or excitement

32. unwittingly R. to thrust or poke quickly

33. viciously S. smoke or fog

4 Unit 1 Unit Exam

Essay
Answer the following essay question. Make sure you reflect on your Case Study journals to
■■
support your essay. The essay rubric will be used to grade your essay, carefully look over it
before starting your essay.

34. We learn to survive and be successful in our world by learning from experiences and
developing skills and knowledge that will help us in different situations. In our modern society,
few people will ever be in a real situation where they need to use wilderness survival skills.

Part V
Should people learn wilderness survival skills? Why or why not? If you argue that people should
continue to learn these skills, make sure you explain how they are useful. If you argue that
people do not need these skills, give examples of skills that are more important.






























Unit Exam Unit 1 5

 Category 4 - Above Standards 3 - Meets Standards 2 - Approaching 1 - Below Standards
Standards

The position The position A position statement There is no position

statement provides statement provides a is present, but does statement.
a clear, strong clear statement of the not make the author's
Position Statement statement of the author's position on position clear.
author's position on the topic.
the topic.

All of the examples Most of the examples At least one of Examples are NOT
are specific, relevant are specific, relevant the examples is relevant AND/OR are
and explanations and explanations relevant and has not explained.
Evidence and
are given that show are given that show an explanation that
Examples
how each piece of how each piece of shows how that piece
evidence supports the evidence supports the of evidence supports
author's position. author's position. the author's position.

A variety of thoughtful Transitions show how Some transitions The transitions

transitions are used. ideas are connected, work well, but some between ideas
They clearly show how but there is little connections between are unclear OR
Transitions ideas are connected. variety. ideas are fuzzy. nonexistent.

No errors in grammar 1-2 errors in grammar 3-4 errors in grammar More than 4 errors
or spelling that or spelling that or spelling that in grammar or
distract the reader distract the reader distract the reader spelling that distract
Grammar & Spelling from the content. from the content. from the content. the reader from the
content.

No errors in 1-2 errors in 3-4 errors in More than 4 errors

capitalization or capitalization or capitalization and/ in capitalization and/
punctuation, so the punctuation, but the or punctuation that or punctuation that
Capitalization &
essay is exceptionally essay is still easy to catch the reader's catch the reader's
Punctuation
easy to read. read. attention and interrupt attention and interrupt
the flow. the flow.

6 Unit 1 Unit Exam