REPRODUCIBLES

HATCHET
G A RY PAU L S E N

Perfection Learning
®
P ORTALS TO R EADING
Reading Skills Through Literature

HATCHET
Gary Paulsen

Reproducible Activity Book

The purchase of this book entitles an individual teacher to reproduce
pages for use in the classroom. This permitted use of copyrighted
material does not extend beyond the building level. Reproduction for
use in an entire school system or for commercial use is prohibited.
Beyond the classroom use by an individual teacher, reproduction,
transmittal, or retrieval of this work is prohibited without written
permission from the publisher.

© 1994 Perfection Learning Corporation

1000 North Second Avenue, Logan, Iowa 51546-0500
 The Portals to Reading series accompanies time-tested
literature that should be an important part of every
school’s reading program. The activities will reinforce a
wide variety of language and reading skills which are
generally part of the curriculum at the reading level of the
novel. However, the Portals pick-and-choose format gives
you the final decision about which activities will enhance
your students’ personal learning.
The activities in this book are based on sentences and
paragraphs especially written to support the teaching
objective of each lesson. Clearly, such literary matters as
style and flavor may be experienced only by reading the
book itself. Thus, the words of the author have been left
where they belong—in their pure form in the pages of the
novel.
 Table of Contents
Author! Author! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Story in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Word Attack Skills

Using Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Making Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Finding Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Using Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Adding Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Listening for Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehension Skills
Classifying Word Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Determining Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Classifying Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Matching Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Determining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Discovering Meaning Through Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Using Cloze Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Determining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Sequencing Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
 Understanding Special Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Evaluating What You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Getting the Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Matching Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Study Skills
Determining Alphabetical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Using a Pronunciation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Choosing Correct Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Using Guide Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Making an Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Creative Skills
Recalling an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Writing a Journal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Creating a Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Creating a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Using Descriptive Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Writing a Book Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Explaining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Optional Spelling and Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Response Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
 HATCHET

Author! Author!
GARY PAULSEN

Gary Paulsen was born on May 17, 1939, in

Minneapolis, Minnesota. After graduating from high
school, he attended Bemidji College for one year. Mr.
Paulsen served in the U.S. Army from 1959 to 1962. He
later went to school at the University of Colorado.
Mr. Paulsen has lived in British Columbia, Wyoming,
North Dakota, and New Mexico. At various times in his
life, he has been employed as a truck driver, dynamite
handler, carpenter, teacher, migrant worker, electronics
engineer, farmer, rancher, and trapper. He has also
written more than eighty books, over two hundred short
stories and articles, and two plays. One of his novels,
Dancing Carl, was choreographed and performed as a
dance.
Although he has written a variety of fiction and
nonfiction works for adults, Gary Paulsen is perhaps
best known for his books for young adult readers. When
asked where the ideas for the adventures in his stories
come from, Mr. Paulsen said that either he has
experienced them all or someone close to him has. In
1983 Mr. Paulsen competed for the first time in the
Alaskan Iditarod, a 1,180-mile dogsled race from
Anchorage to Nome. He describes this experience, along
with some of his other nature adventures, in his
autobiography, Woodsong.
Gary Paulsen is married to Ruth Wright, an artist. They
have one son, James.

© 1994 Perfection Learning Corporation 5

 HATCHET
The Story in Brief
Thirteen-year-old Brian Robeson
remembers the day when he saw his
mother in a strange car at the shopping
mall, kissing that man. Brian hasn’t told the
Secret to anyone. He has never mentioned
it to his mother. He didn’t even tell the
Secret to his father when his parents were
getting their divorce.
Now Brian is on his way to spend his
first summer with his father, who is a
mechanical engineer working in the
Canadian oil fields. Brian is flying in a
small Cessna 406 to visit him. The pilot of
the plane is pleasant but quiet. The two
have flown in silence for much of the trip
over the Canadian wilderness.
Brian is thinking again about the Secret
when the pilot jerks and clutches his chest.
Before Brian knows what is happening, the
man has a heart attack and dies. Brian is
suddenly alone in the plane, which is still
flying above the forests and lakes of
Canada. When Brian finally realizes his
circumstances, the only thing that he can
do is keep the plane on course until it runs
out of gas. Then his only hope is that he
can manage to live through a crash landing.
6 © 1994 Perfection Learning Corporation
The plane flies on for hours before it
finally sputters and falls from the sky into a
lake. Somehow, Brian survives the impact
of the plane on the water and then escapes
from the cockpit and swims to the surface
of the lake. When he awakes hours later on
the shore of the small lake, Brian is hurt
and alone, but he is alive.
Equipped with only the clothes on his
back and a small hatchet that his mother
has given him, Brian has to find a way to
stay alive in the wilderness. Although it is
difficult to meet his basic needs for food
and shelter, he eventually begins to adapt
to his surroundings. Brian learns how to
hunt and fish, and he devises increasingly
more complex tools from the materials
available to him.
As Brian learns how to take care of
himself in the woods, he also learns a new
appreciation for the natural world and his
place in it. When he is finally rescued after
living alone by the lake for fifty-four days,
Brian is a changed person. He has learned
a lot about himself, the meaning of
courage, and the importance of survival.
 Name _____________________________

HATCHET
Chapters 1-2

Using Short Vowels

Read the words in the word box. Each system static throttle
word contains a short vowel sound. Say spasm television passenger
the words to yourself and listen for the headset switches massive
short vowel sounds. Then read each hatchet mechanical
sentence. Choose a word from the word
box to complete each sentence.

Example: Brian was the only passenger on the small plane.

1. Brian was amazed by the plane’s handles, dials, and .

2. The pilot lifted the to talk with Brian.

3. Brian had seen a cockpit on , but never in real life.

4. Brian’s father was a engineer working in Canada.

5. Mrs. Robeson gave her son a as a going-away gift.

6. A of pain drove the pilot’s body back into his seat.

7. The pilot suffered a heart attack.

8. Noise and interfered with the radio transmission.

9. Brian tried to remember how the controlled the plane.

10. Brian worked out a for using the radio every ten minutes.

© 1994 Perfection Learning Corporation 7

 Name _____________________________

HATCHET
Chapters 1-2

Making Compounds
Two words combined form a compound. Each word in
Box A forms the first part of a compound. Each word in
Box B forms the second part. In the blank in each
sentence below, write the compound that best completes
the sentence. Use a word from each box to make your
compounds.

Box A Box B
hand heart port speed
dash fore plane west
ground seat case beat
suit air set head
north bush board belt
head grip

Example: Brian’s mother drove him to the airport in Hampton, New York.

1. The pilot turned and headed for the Canadian wilderness.

2. Brian didn’t understand any of the instruments on the .

3. The pilot let Brian take the controls of the .

4. The hatchet had a steel handle and a rubber .

(continued)

8 © 1994 Perfection Learning Corporation

 Name _____________________________
Making Compounds
Chapters 1-2

5. Brian’s mother felt his to see if he had a fever.

6. Brian carried his and pack bag to the plane.

7. Brian touched the pilot’s chest hoping to feel a .

8. The sat sideways on the pilot’s head.

9. Brian wondered which dial indicated the plane’s .

10. Brian tightened his just before the crash landing.

© 1994 Perfection Learning Corporation 9

 Name _____________________________

HATCHET
Chapters 1-2

Finding Base Words

Each word below has been made by adding an ending
such as -ly, -ed, or -ing to a base word. On the blank
beside each word, write the base word.

Example: endless end

1. driven 11. increased

2. comfortable 12. fluffy

3. beginning 13. studied

4. lightly 14. hesitation

5. forgotten 15. hopeless

6. memories 16. prisoner

7. caring 17. rebelled

8. trembling 18. tried

9. incredibly 19. rehearsed

10. northern 20. nearest

10 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 3-4

Using Long Vowels

Read the words in the word box. Each glide believe detail
word contains a long vowel sound. Say the decided released sprained
words to yourself and listen for the long sneezed slightly beaver
vowel sounds. Then read each sentence. screamed scenery
Choose a word from the word box to
complete each sentence.

Example: Brian screamed as the plane crashed into the lake.

1. Brian hoped the plane would far enough to reach a lake.

2. Brian moved the wheel to bring up the plane’s nose.

3. As the plane lost altitude, Brian could see every of the trees.

4. Brian struggled as he his seatbelt and crawled through the

broken window.

5. Brian he’d have to rest before trying to do any more.

6. After careful examination, Brian realized that no part of his body was shattered

or .

7. The mosquitoes irritated Brian’s nose until he .

8. Brian began to that he might survive after all.

9. A swam across the lake to its lodge.

10. Brian looked around and noticed the beautiful blue and green .

© 1994 Perfection Learning Corporation 11

 Name _____________________________

HATCHET
Chapters 3-4

Adding Endings
Read each sentence. Then look at the word shown in
parentheses at the end of the sentence. Add an ending
such as -ed, -ing, -s, or -er to the word to make it fit in
the sentence. Remember, you may need to change the
word when you add the ending. Write the new word in
the blank.

Example: Brian was upset when he suddenly realized there were no

lakes around. (sudden)

1. The thought that he had no idea how to land a plane Brian.

(frighten)

2. The plane was slowly toward the lake. (fly)

3. Brian pulled his body from the lake. (ache)

4. Brian remembered the time he had his ankle. (broke)

5. Dawn was near because the sky was becoming . (light)

6. Brian noticed some black insects that looked like . (fly)

7. Brian was so frustrated that he felt like . (cry)

8. Brian watched a beaver in the lake. (swim)

9. Brian was still experiencing some caused by the crash.

(dizzy)

10. The plane had stripped off the nearby trees. (branch)

12 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 3-4

Listening for Syllables

Say each of the words below to yourself. The number
of vowel sounds you hear in each word will be the same
as the number of syllables. Decide how many syllables
are in each word. Then write the number on the blank
line after each word.

Example: thought 1

1. altitude 16. position

2. tightened 17. scrunched

3. dramatically 18. imagination

4. animal 19. mosquitoes

5. vision 20. believable

6. momentarily 21. desperation

7. windbreaker 22. agony

8. spiraling 23. outdoors

9. incredible 24. scratching

10. temperature 25. surroundings

11. strange 26. absolutely

12. memory 27. reflections

13. crawled 28. identify

14. everything 29. moderately

15. massively 30. smashed

© 1994 Perfection Learning Corporation 13

 Name _____________________________

HATCHET
Chapters 5-6

Classifying Word Groups

Read the following sentences. Decide if the italicized
part of the sentence tells you where, when, or how.
Underline the correct choice.

Example: When Brian woke up, his mouth

tasted foul and sticky. where when how

1. The sun beat down on Brian while he slept. where when how

2. Brian walked down to the lake to get a drink. where when how

3. The water looked a little murky. where when how

4. Brian balanced on a log dropped by a beaver

some time before. where when how

5. Brian held himself up with the limbs of a

nearby tree. where when how

6. Brian let the cool water trickle past his

cracked lips. where when how

7. Brian was alone somewhere in the Canadian

north woods. where when how

8. A glacier had formed a bowl in the side of the

ridge at one time in the far past. where when how

9. Brian reached into his pockets to see what

he had. where when how

(continued)

14 © 1994 Perfection Learning Corporation

 Name _____________________________
Classifying Word Groups
Chapters 5-6

10. Mental pictures of food rushed into his thoughts. where when how

11. Brian realized he must remain positive in

order to survive. where when how

12. Brian found shelter under a ledge. where when how

13. Brian stood in the shelter with his head

slightly tipped. where when how

14. Brian walked along the lake shore to the north. where when how

15. Because he still ached, Brian walked slowly. where when how

16. The birds flew away when he walked under

the tree. where when how

17. Brian’s stomach was empty and he felt hungry. where when how

18. After he picked all the cherries he wanted, Brian

returned to his camp. where when how

19. Brian looked ruefully around his surroundings. where when how

20. At last, Brian was able to fall asleep. where when how

© 1994 Perfection Learning Corporation 15

 Name _____________________________

HATCHET
Chapters 5-6

Remembering Details
The following questions are about the main character
and some of the events in the book. Write the answers on
the lines below the questions. Be sure to use complete
sentences.

1. Why was Brian’s face burned? _________________________________________________

___________________________________________________________________________

2. Why did Brian go farther out into the lake to get a drink?__________________________

___________________________________________________________________________

3. What advice did Brian remember hearing from his English teacher? ________________

___________________________________________________________________________

4. Why did Brian think it might be a long time before he was found? __________________

___________________________________________________________________________

5. Why did Brian want a shelter near the lake? _____________________________________

___________________________________________________________________________

6. What did Brian find to eat?____________________________________________________

___________________________________________________________________________

7. What did Brian do to make his shelter safer? ____________________________________

___________________________________________________________________________

16 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 5-6

Determining Fact and Opinion

Some of the following sentences are statements of
fact. Some are statements of opinion. In the blank before
each sentence, write the letter F if that sentence is a
statement of fact. Write O if that sentence is a statement
of opinion.

Example: F The sun burned Brian’s face while he slept.

1. The lake water was murky and buggy near the shore.

2. The plane crashed and sank into the lake.

3. An extensive search would find Brian in several days.

4. Brian had an English teacher named Perpich.

5. A Cessna 406 must be flown by a licensed pilot.

6. All the animals in the Canadian woods are dangerous.

7. Brian shouldn’t have eaten the berries.

8. The berries made Brian sick.

9. A glacier had carved a bowl-shaped indentation in the ridge.

10. It isn’t safe to be in the woods after dark.

© 1994 Perfection Learning Corporation 17

 Name _____________________________

HATCHET
Chapters 7-8

Classifying Words
In each group of words below, one word does not
belong with the others. Draw a line through the word
that does not belong. Then decide what the other three
words have in common. Write your answer on the blank
line after the words.

Example: mother Brian Terry father

members of the Robeson family

They are all __________________________________________________.

1. stomach hunger nostrils brain

They are all __________________________________________________.

2. scream moan sick whine

They are all __________________________________________________.

3. memory hour year day

They are all __________________________________________________.

4. windbreaker pants jacket cloth

They are all __________________________________________________.

5. brush ground bushes trees

They are all __________________________________________________.

(continued)

18 © 1994 Perfection Learning Corporation

 Name _____________________________
Classifying Words
Chapters 7-8

6. bear squirrel hatchet porcupine

They are all _________________________________________________.

7. red maroon black berries

They are all __________________________________________________.

8. clearing stream lake rivulets

They are all __________________________________________________.

9. morning sleep afternoon evening

They are all _________________________________________________.

10. hatchet lance staff fire

They are all __________________________________________________.

© 1994 Perfection Learning Corporation 19

 Name _____________________________

HATCHET
Chapters 7-8

Making Inferences
Read each of the questions below. Then read the three
possible answers. Think about what happened in
chapters 7 and 8 of Hatchet. Use what you know to
choose the best answer for each question. Circle the
number next to the answer you choose.

a. Why did Brian wake up with stomach cramps in the

middle of the night?

1. Brian had the flu.

2. Brian was suffering from internal injuries received in
the plane crash.
3. Brian ate too many berries.

b. Why did Brian take the berries to the lake and

wash them?

1. Brian wanted to clean the berries because flies had

been on them.
2. Brian thought the cool lake water would make the
berries taste sweeter.
3. Brian thought the berries would ripen more quickly if
they were clean.

c. Why was Brian careful not to eat too many raspberries?

1. Brian was afraid he might be allergic to raspberries.

2. Brian wanted to save some of the raspberries for his
friend Terry.
3. Brian didn’t want to get sick again.

(continued)

20 © 1994 Perfection Learning Corporation

 Name _____________________________
Making Inferences
Chapters 7-8

d. Why did Brian stop running from the bear?

1. Brian realized that the bear was not going to chase him.
2. The bear caught up with Brian.
3. Brian couldn’t run any farther because his leg had been
hurt in the plane crash.

e. Why did Brian’s sleeping patterns change from a deep

sleep to a doze?

1. He wasn’t as tired because he wasn’t going to school.

2. Brian had to be aware of sounds in the night to protect
himself from danger.
3. He was too uncomfortable sleeping without a bed.

© 1994 Perfection Learning Corporation 21

 Name _____________________________

HATCHET
Chapters 7-8

Matching Synonyms
carefully image chipped
A synonym is a word having the same or
hurried leaking soaked
nearly the same meaning as another word.
kiss part fear
Read each sentence. Choose a synonym
juice groups
from the word box to replace the italicized
word.

Example: kiss Brian’s mother gave the stranger more than a

friendly peck.

1. Brian looked at his reflection and was shocked.

2. The raspberries didn’t grow in clusters like the cherries.

3. The downpour drenched the sand outside the shelter.

4. The berry juice began seeping through the fabric of the jacket.

5. The berry syrup quenched Brian’s thirst.

6. Brian scrambled out of the shelter and into the sun.

7. Brian was overcome with terror when he saw the form move
toward him.

8. Brian gingerly touched the quills embedded in his leg.

9. Brian saw his father in the first segment of the dream.

10. The metal head of the hatchet was nicked when it hit the
cave’s wall.

22 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 9-10

Determining Feelings
A person does not always express
feelings directly in words. Sometimes
feelings are shown through other clues as
well. Each of the sentences below provides
clues to Brian’s feelings in the book. First
study the clues, then choose the word from
the box that best describes Brian’s feelings.
Write the word in the blank in front of the
sentence.

excited disappointed surprised hopeful impatient

relieved determined contented puzzled curious

1. Brian sat back and hung his head when the fire wouldn’t start.

2. No matter how long it took, Brian wasn’t going to give up until

he made fire.

3. Brian couldn’t understand why he couldn’t get a fire started.

4. Brian let out a joyous yell when the ball of bark burst
into flames.

5. Brian felt safe and warm in his shelter next to the fire.

6. Brian was glad he woke up before the fire went out

completely.

7. Brian wondered about the strange tracks that led up from

the lake.

8. Brian was shocked to find seventeen turtle eggs.

9. Brian wanted to eat all seventeen eggs rather than saving some
for later.

10. Brian was sure the searchers would find him before the eggs
were gone.

© 1994 Perfection Learning Corporation 23

 Name _____________________________

HATCHET
Chapters 9-10

Discovering Meaning
Through Context
Read the following sentences. Three meanings are
given for each italicized word. Use the context of the
sentence to figure out which meaning is correct.
Underline the correct meaning.

Example: Brian made a fire in the shelter to light up the dark interior.

doorway inside ceiling

1. Brian shredded the paper into tiny pieces.

tore hid lit

2. Brian gathered an enormous pile of wood as high as his head.

adequate huge dry

3. Brian needed to regulate his sleep so he would wake up before the fire went out.

adjust finish give up

4. Brian heard a slithering sound as something dragged outside his shelter.

scary sliding happy

5. The turtle eggs were hidden in a chamber under the sand.

sack board hole

(continued)

24 © 1994 Perfection Learning Corporation

 Name _____________________________
Discovering Meaning
Through Context
Chapters 9-10

6. Brian plucked some of the loose bark from the tree with his fingers.

ate picked kicked

7. Brian was hungrier than he had ever been, and his whole body craved food.

rejected wanted refused

8. Brian slept in short intervals in order to awaken often to keep the fire going.

amounts beds pants

9. Brian couldn’t chew the egg shells because they were too leathery.

sweet tough smooth

10. Brian decided to store the eggs in his shelter, so he would have food for later.

destroy cook keep

© 1994 Perfection Learning Corporation 25

 Name _____________________________

HATCHET
Chapters 9-10

Using Cloze Reading

Read the paragraph below. Use the ripped sparks speckled
words in the word box to fill in the blanks. hatchet shelter kindling
The first example is done for you. wallet slivers nest
birch depression

Brian needed (1) kindling to ignite the sparks and start a fire. Paper would

be nice. He reached into his (2) and pulled out the twenty-dollar

bill. He (3) the bill into tiny pieces. But the pieces wouldn’t take

the (4) . Then Brian noticed the (5) trees

leaning out over the water. The bark looked like (6) paper. Brian

gathered some birch bark and took it back to his (7) . He cut the

bark into thin (8) . Brian made a (9) of the

birch bark fibers. He used his thumb to make a small (10) in the

nest. He slammed the (11) against the rock, and the sparks rained

down. But when the sparks hit the nest, they went out.

26 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 11-12

Determining Cause and Effect

To determine a cause, ask “What is the reason?” To
determine an effect, ask “What is the result?” Match the
causes and effects below. Write the number of the cause
in front of its effect.

Cause Effect
1. Brian looked at his reflection in Brian decided to always have
the lake. enough wood on hand for
three days.

2. Brian didn’t want his fire to go out. Brain saw that the swelling on
his forehead was nearly gone.

3. Brian decided to make a signal fire. Brian realized he could catch

and eat fish too.

4. Brian saw a kingfisher catch a fish and The fish darted too quickly for
eat it. Brian to catch them.

5. Brian grabbed wildly at the fish. Brian gathered more firewood

and carried it up on the rock.

1. Brian made a spear which didn’t work. Brian worried that he would
never be rescued.
2. The morning sun was becoming hot as
it bore down on Brian. Brian removed his shirt.

3. The raspberries were starting to Brian ran to the ridge to signal

become overripe. the plane.

4. Brian heard a plane’s motor in Brian knew he needed to pick as

the distance. many raspberries as he could.

5. The search plane turned away from The fish swam too fast for Brian
Brian’s location. to spear them.

© 1994 Perfection Learning Corporation 27

 Name _____________________________

HATCHET
Chapters 11-12

Sequencing Events
The two sets of events listed below are arranged in
incorrect sequence. Number each set of events in order
from 1 to 5 by writing a 1 in the blank before the event
that happened first, a 2 before the event that happened
next, and so on.

Set 1

The kingfisher caught a fish and ate it.

Brian ran down the bluff to the edge of the lake.

From the top of the ridge, Brian saw a kingfisher dive into the lake.

After watching the kingfisher, Brian realized that he could catch and eat
fish too.

Brian sat on the bluff and looked out over the lake.

Set 2

Brian started the signal fire on top of the bluff.

Brian turned and ran to his shelter for kindling to start a signal fire.

Brian heard the whine of a plane’s engine.

The search plane turned before it got close enough to see Brian’s fire.

Brian listened and could tell that the whine was coming closer.

28 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 11-13

Understanding
Special Meanings
Read the following sentences. Explain in your own
words the meaning of the italicized word or group of
words. Write your response on the line below each
sentence.

Example: The fish flashed away before Brian could spear them.

swam
___________________________________________________________________________

1. Brian squared away his campsite before gathering more wood.

____________________________________________________________________________

2. The porcupine quills nailed Brian in the leg.

____________________________________________________________________________

3. Brian made a wild stab at grabbing one of the fish.

____________________________________________________________________________

4. The fish got away because Brian telegraphed his motion to the fish.

____________________________________________________________________________

5. Brian had no string for a bow and that threw him.

____________________________________________________________________________

(continued)

© 1994 Perfection Learning Corporation 29

 Name _____________________________
Understanding
Special Meanings
Chapters 11-13

6. Brian put all of his life into his legs as he ran toward the signal fire.

___________________________________________________________________________

7. The plane turned away before Brian had the flame feeding.

___________________________________________________________________________

8. Brian settled into a deep, gray funk after the plane turned away.

___________________________________________________________________________

9. When Brian lifted the fish out of the water, he realized he had done food.

___________________________________________________________________________

10. Brian knew he could not play the game without hope.

___________________________________________________________________________

30 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 13-14

Evaluating What You Read

Read each of the story situations below. Decide
whether you agree or disagree with what the character
said, did, or thought about the situation. Then explain
why you feel as you do.

1. Brian felt that surviving alone in the woods had changed him and made his senses
sharper. Do you agree or disagree with Brian that such an ordeal can change a
person? Why?

I ___________________ with Brian because ______________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Brian was sure that the female bear would have attacked him if he’d gotten between
her and her cubs. Do you agree or disagree with Brian that the female bear would have
attacked? Why?

I ___________________ with Brian because______________________________________

___________________________________________________________________________

___________________________________________________________________________

3. Brian made many mistakes. He thought about his mistakes and tried to learn from
them. Do you agree or disagree with Brian that a person can learn from his or her
mistakes? Why?

I ___________________ with Brian because ______________________________________

___________________________________________________________________________

___________________________________________________________________________

© 1994 Perfection Learning Corporation 31

 Name _____________________________

HATCHET
Chapters 13-14

Getting the Main Idea

Read each of the following paragraphs. Then read the
four sentences below each paragraph. Choose the
sentence that best states the main idea of the paragraph.
Then neatly copy that sentence on the line provided.

a. Brian had eaten nothing but fish and berries. He was

tired of both of them. He looked around for the flock of
foolbirds at the end of the long part of the lake. They would
make a good meal.

1. There were no more fish in the lake.

2. Brian wanted something different to eat.
3. Brian wanted to use the foolbirds for bait.
4. Foolbirds tasted better than fish.

b. Brian stood in the water above the fish. He released the

arrow and watched as a fish wiggled at the end of it. Brian
smiled as he lifted the arrow with the fish out of the lake.

1. Brian wanted to drain the water off the fish.

2. Brian was afraid the fish would get away.
3. Brian was proud to have caught a fish.
4. Brian was waiting for the fish to die.

(continued)

32 © 1994 Perfection Learning Corporation

 Name _____________________________
Getting the Main Idea
Chapters 13-14

c. A skunk wandered into Brian’s cave one night as he

slept. Before Brian could stop him, the skunk had eaten the
turtle eggs Brian had buried. Brian looked for a new place
to store his food.

1. Brian needed to protect his food.

2. Brian’s food was rotting in the cave.
3. Brian needed to store the food outside the cave so he
wouldn’t get sprayed by the skunk.
4. There wasn’t enough room in the cave for all of
Brian’s food.

d. Brian realized he couldn’t keep fish fresh for very long

once they were caught. So he decided to build a place near
the shore to trap live fish. Then he used fish scraps to lure
fish into his man-made pond.

1. Brian wanted to separate the fish he liked from those he

didn’t like.
2. Brian wanted to be sure he always had fresh food.
3. Brian didn’t want the fish to die.
4. Brian was tired of fish.

© 1994 Perfection Learning Corporation 33

 Name _____________________________

HATCHET
Chapters 13-14

Matching Antonyms
temporarily tough fresh
An antonym is a word that means the
entirely choppy difficulty
opposite or nearly the opposite of another
coarse artificial slower
word. Read each sentence. Choose an
increased unimportant
antonym from the word box to replace the
italicized word.

Example: slower Food fish were quicker than the bigger fish.

1. It didn’t take Brian long to learn the vital knowledge that

drives all creatures.

2. Brian used wood that was partially rotten for his fire.

3. Brian relaxed the tension on the spear in his hand.

4. The cave was suddenly filled with a rotten skunk odor.

5. Brian cooked the fish until the meat was moist and tender.

6. Brian’s new bow had a more fluid, gentle pull.

7. Brian was afraid he might be permanently blind.

8. The ledge above the cave made a natural storage place.

9. Brian used the ladder to climb to the ledge with ease.

10. The willows were woven together to make a fine mesh gate.

34 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 15-16

Determining
Alphabetical Order
Words are listed in a dictionary in
alphabetical order. Number the six words
in each list below to show the order in
which they would appear in the dictionary.
Write a 1 in the blank before the word that
comes first alphabetically, and so on.

Example: A. B.
5 mixed explode shallow
1 measured expected shelter
3 memory exasperated somehow
4 middle everything sprayed
2 memorable except something
6 morning expecting sound

C. D. E.
hammered brushed through
hatchet browns thick
half Brian threw
hands brought three
hamburgers breath thought
halfway bushes throat

F. G. H.
around from cloud
awakened freezing close
another fright cleared
arrow frying clogging
almost fragile closer
amazingly fries clawed

© 1994 Perfection Learning Corporation 35

 Name _____________________________

HATCHET
Chapters 15-16

Using a Pronunciation Key

Use the key at the bottom of the page to help
pronounce the respelled words. Write the word correctly
spelled on the line beside the Respelled Word. Use the
Word List to help figure out the Respelled Word.

Respelled Word Word List

Example: [skwer(E)l] squirrel greasy

1. [wil: o] scattered

2. [im ed: (e) Et le] seriously

3. [gre: se] skinned

4. [pa: shEn(t)s] originally

5. [skind] willow

6. [ri lakst:] kneeled

7. [ri lest:] religious

8. [sir: e Es le] released

9. [in kred: E ble] patience

10. [E rij: en El le] focused

11. [em(p): fE siz] squirrel

12. [ne(E)ld] emphasize

13. [skat: Erd] incredibly

14. [re lij: Es] relaxed

15. [fo: kEst] immediately

pat/ cāke/ cär/ pet / mē/ it / nı̄ce/ pot/ cōld/ nôrth/
book/ fool/ boil/ out/ cup/ mūle/ burn/ sing/ thin/
this/ hw in white/ zh in pleasure/ E in about
The : mark indicates an accented syllable.

36 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 15-16

Choosing Correct Meanings

The italicized word in each of the sentences below has
several meanings. Some of the meanings are listed in the
Glossary. Decide which meaning the word has in the
sentence. Then write the number of your choice on the
blank.

Glossary
back 1. at the rear 2. part of the body near the spine 3. into the past 4. to support
brush 1. tool for grooming hair 2. dense growth of bushes 3. to touch in passing
4. remove with cleaning or sweeping motions 5. brief encounter
light 1. illumination 2. ignite 3. not heavy 4. trivial
pitch 1. sticky residue from coal, wood, or tar 2. to throw 3. to fall forward
4. downward slant 5. sound level
rest 1. period of inactivity or relaxation 2. something left over 3. to place or lay

Example: 2 Brian wished he had matches to light the fire.

1. The force of the wind seemed to pitch Brian from side to side.

2. Brian began to brush the leaves out of his shelter.

3. Brian thought back to when he saw his mother with the stranger.

4. The foolbird’s nest was partially hidden by the brush.

5. Brian decided to take a rest after he feasted on the bird.

6. There was a large amount of pitch around the fire.

(continued)

© 1994 Perfection Learning Corporation 37

 Name _____________________________
Choosing Correct Meanings
Chapters 15-16

7. The wind picked up the tree as if it were light as a feather.

8. Brian huddled in the back of the cave.

9. Brian wished he had a comb or a brush for his hair.

10. Brian saved the rest of the berries for the next day.

11. The moose hit Brian in the middle of his back.

12. The pitch of the cave’s roof helped protect Brian during the storm.

13. Brian felt something brush against his leg while he was sleeping.

14. The pitch of the wind reminded Brian of something he had heard before.

15. Brian couldn’t forget his painful brush with the moose.

38 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapters 17-18

Using Guide Words

At the top of each dictionary page are guide words.
These words are the first and last words on a dictionary
page. The other words on the page fall in alphabetical
order between the guide words.
Put the words in the word box in alphabetical order
under the correct guide words. The first one has been
done for you.

image figured excitement

climbed moment shortest

nibbling actually hatchet

everything survival fuselage

jammed impossible rearranging

decided major thought

act—fin final—march mare—tongue

1. actually 1. 1.

2. _ 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

© 1994 Perfection Learning Corporation 39

 Name _____________________________

HATCHET
Chapters 17-18

Making an Outline
Read the article below. Think about the topics and
subtopics of each paragraph. Use the Word List provided
to outline the article. The topics should come after the
numerals. The subtopics come after the capital letters.
List the topics and subtopics in the order the items fall in
the article.
Part of the outline has been done for you. Be sure to
capitalize the first letter of the topics and subtopics.

Canada

Canada is the second largest country in the world. It is

an independent, self-governing nation made up of ten
provinces and territories. It is a land of great variety.
There are mountains and forests in the far west. Prairies
cover central Canada. In the north, there are Arctic
wastelands.
Canada is slightly larger than the United States, but
there are about a tenth as many people. Most Canadians
live in cities or towns and are of British or French
descent.
Canada has a wealth of natural resources. European
settlers first came to fish and trap fur-bearing animals.
The forests are sources of wood for producing paper.
Also, Canada is a leading wheat producer because of its
rich soil. The availability of petroleum, iron ore, and
other minerals makes Canada a leading manufacturing
region as well.

(continued)

40 © 1994 Perfection Learning Corporation

 Name _____________________________
Making an Outline
Chapters 17-18

Word List
Canada
_____________________________________________ Petroleum, iron ore, and other
minerals

I. ______________________________________ Arctic wastelands

A. Second largest country

__________________________________ The natural resources

B. __________________________________ A tenth as many people as U.S.

C. __________________________________ Wood for paper

D. __________________________________ The land

E. __________________________________ The people

F. __________________________________ Second largest country

II. ______________________________________ Canada

A. ___________________________________ Rich soil for wheat production

Most live in cities and towns

B. ___________________________________ Ten provinces and territories

C. ___________________________________ Prairies

III. ______________________________________ Independent and self-governing

A. ___________________________________ British or French descent

B. ___________________________________ Fish and fur-bearing animals

Rich soil for wheat production

C. ___________________________________ Mountains and forests

D. ___________________________________ Most live in cities and towns

© 1994 Perfection Learning Corporation 41

 Name _____________________________

HATCHET
Chapters 17-18

Recalling an Event
Think about Brian’s efforts to reach the partially
submerged plane and retrieve the survival pack. Then
describe this event to someone who has not read the
book. Remember to include details about the setting,
why Brian wanted the pack, how Brian felt, and so on.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

42 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapter 19-Epilogue

Writing a Journal Sample

Imagine that you are Brian. In the sample journal
below, describe how you have changed since the plane
crash.

© 1994 Perfection Learning Corporation 43

 Name _____________________________

HATCHET
Chapter 19-Epilogue

Creating a Picture
Draw one of the scenes the author describes in
chapter 19-Epilogue of Hatchet. Then write your own
description of what you have drawn.

44 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET
Chapter 19-Epilogue

Creating a Character
Imagine that you are the pilot who found Brian. You
have just returned Brian to his parents, and you’re being
interviewed by a newspaper reporter. Write your
answers to the reporter’s questions on the lines provided.

Reporter: What were your thoughts when you first heard the emergency signal?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you expect to find as you approached the crash site?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What was your first impression of Brian?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you think of Brian’s camp?

Your Answer: _________________________________________________________________

_________________________________________________________________

Reporter: What did you and Brian talk about on your way home?

Your Answer: _________________________________________________________________

_________________________________________________________________

© 1994 Perfection Learning Corporation 45

 Name _____________________________

HATCHET

Using Descriptive Words

List four words that can be used to describe each of
the italicized words below. Write your words on the
blanks. Be creative.

Example: ghost
pale
1. _________________________
spooky
2. _________________________
mischievous
3. _________________________
floating
4. _________________________

A. mosquitoes B. shelter
1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

C. fire D. lake
1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

E. plane _________________ F. secret

1. _________________________ 1. __________________________
2. _________________________ 2. __________________________
3. _________________________ 3. __________________________
4. _________________________ 4. __________________________

46 © 1994 Perfection Learning Corporation

 Name _____________________________

HATCHET

Writing a Book Recommendation

Do you think other students would enjoy reading
Hatchet? On the lines below, explain why you would
recommend reading the book. Mention specific things
you liked about the story. For example, did you think the
story seemed believable? Did you think the characters
were realistic? Did the descriptions of the setting seem
accurate? If you didn’t like the book, tell why you would
not recommend it.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

© 1994 Perfection Learning Corporation 47

 Name _____________________________

HATCHET

Explaining Feelings
The questions below ask you to describe the feelings
you had as you read the book. Read each question
carefully. Write your response on the lines provided.
Explain why you felt the way you did. Be sure to use
complete sentences.

1. How did you feel when you found out about the Secret?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How did you feel when the pilot died?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How did you feel when Brian heard a plane engine, but it turned away before it came
close enough to see him?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

(continued)

48 © 1994 Perfection Learning Corporation

 Name _____________________________
Explaining Feelings

4. How did you feel when Brian threw sand at the skunk and got sprayed?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. How did you feel when Brian was attacked by the moose?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. How did you feel when Brian lost the hatchet in the lake?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How did you feel when Brian offered to share his meal with the pilot?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

© 1994 Perfection Learning Corporation 49

 HATCHET

Optional Spelling
and Vocabulary Lists
Here are six word lists from the book. The words can
be used as spelling or vocabulary words.

Chapters 1-3 Chapters 4-6

wilderness cowling memory extensive
conversation altimeter temperature amphibious
instruments microphone reality motivated
horizon kilometers nostrils digital
divorce propeller windbreaker commercials
rudder throttle viciously diminish
visitation transmissions naturalist pulverized
emergency windshield wincing exercise
turbulence wrenching swollen undergrowth
procedures exploded frantic twinge

Chapters 7-9
abdomen frustration
diarrhea brilliant
frightened granite
miserable exasperation
maroon tendrils
explosion flammable
raspberries painstaking
indicated smoldered
pouch gratified
accomplished flue

50
Optional Spelling
and Vocabulary Lists

Chapters 10-13 Chapters 14-16

precious automatically creatures ignited
weathered concentrated devastating rotate
dormant persistent sulfurous accurately
intensity imagination structure attitude
transferred effortlessly unreachable retrieved
reflection disappointment enclosure wrenched
lobster disaster saliva insane
flailing refracts deafening tornado
primitive exulted sarcasm insanity
hamburgers celebration stabilize protective

Chapters 17-Epilogue
wreckage stabilizer
incessant elevators
injured triangular
exhausted frenzied
savagely stupidity
ruefully fuselage
stymied instinctive
impatience butane
pronounced predators
aluminum grouse

51
 HATCHET

Supplementary Activities
Below is a list of ideas that could be used as
supplementary or culminating activities.

I. Oral reading

A. To the entire class

B. To each other

C. To the teacher

D. To a tape recorder

II. Group discussions

A. Author’s writing style

B. Ideas gained from the book

C. Parts of the book

1. Most important

2. Most humorous

3. Most saddening

4. Most exciting
5. Most liked

D. Characters

1. Did the characters seem real?

2. What did you like best about each character?

3. What did you dislike most about each character?

4. Which character was the student’s favorite? Why?

5. List questions to ask each character.

(continued)

52
Supplementary Activities

III. Spelling bee using words from the book

IV. Role play situations from the book

V. Artistic creations

A. Murals

B. Dioramas

C. Book jackets

D. Posters

E. Puppets

F. Poetry

G. Costumes

H. Portraits

I. Mobiles

J. Songs

K. Newspaper headlines, articles, and drawings

VI. Research

A. Cessna or other small aircraft

B. Canada

C. Other survival stories

D. Timber wolves

E. Ruffed grouse

F. Moose

G. Snapping turtles

VII. Read other books by the same author

53
 HATCHET

Response Key

WORD ATTACK SKILLS

Using Short Vowels (page 7)
1. switches; 2. headset; 3. television; 4. mechanical; 5. hatchet; 6. spasm; 7. massive;
8. static; 9. throttle; 10. system

Making Compounds (page 8)

1. northwest; 2. dashboard; 3. bushplane; 4. handgrip; 5. forehead; 6. suitcase;
7. heartbeat; 8. headset; 9. groundspeed; 10. seatbelt
Finding Base Words (page 10)
1. drive; 2. comfort; 3. begin; 4. light; 5. forgot; 6. memory; 7. care; 8. tremble;
9. incredible; 10. north; 11. increase; 12. fluff; 13. study; 14. hesitate; 15. hope;
16. prison; 17. rebel; 18. try; 19. rehearse; 20. near
Using Long Vowels (page 11)
1. glide; 2. slightly; 3. detail; 4. released; 5. decided; 6. sprained; 7. sneezed; 8. believe;
9. beaver; 10. scenery

Adding Endings (page 12)

1. frightened; 2. flying; 3. aching; 4. broken; 5. lighter; 6. flies; 7. crying; 8. swimming;
9. dizziness; 10. branches

Listening for Syllables (page 13)

1. 3; 2. 2; 3. 5; 4. 3; 5. 2; 6. 5; 7. 3; 8. 3; 9. 4; 10. 4; 11. 1; 12. 3; 13. 1; 14. 3; 15. 3; 16. 3;
17. 1; 18. 5; 19. 3; 20. 4; 21. 4; 22. 3; 23. 2; 24. 2; 25. 3; 26. 4; 27. 3; 28. 4; 29. 4; 30. 1

COMPREHENSION SKILLS
Classifying Word Groups (page 14)
1. when; 2. where; 3. how; 4. when; 5. how; 6. where; 7. where; 8. when; 9. where;
10. where; 11. how; 12. where; 13. how; 14. where; 15. how; 16. where; 17. how;
18. where; 19. how; 20. when

54
Remembering Details (page 16)
1. Brian fell asleep in the sun. 2. Brian thought the water might be cleaner. 3. Brian’s
teacher had said to be positive and stay on top of things. 4. The plane had gone off course
after the pilot had his heart attack. 5. He thought searchers flying over the lake might spot
the crashed plane in the water, so he wanted to be close by. 6. Brian found berries growing
on bushes not far from his shelter. 7. Brian used sticks and branches to make a wall across
the opening.

Determining Fact and Opinion (page 17)

1. F; 2. F; 3. O; 4. F; 5. O; 6. O; 7. O; 8. F; 9. F; 10. O

Classifying Words (page 18)

1. hunger/parts of the body; 2. sick/sounds; 3. memory/measures of time; 4. cloth/articles
of clothing; 5. ground/plants; 6. hatchet/animals; 7. berries/colors; 8. clearing/forms of
water; 9. sleep/times of the day; 10. fire/tools or weapons

Making Inferences (page 20)

a. 3; b. 1; c. 3; d. 1; e. 2

Matching Synonyms (page 22)

1. image; 2. groups; 3. soaked; 4. leaking; 5. juice; 6. hurried; 7. fear; 8. carefully;
9. part; 10. chipped

Determining Feelings (page 23)

1. disappointed; 2. determined; 3. puzzled; 4. excited; 5. contented; 6. relieved;
7. curious; 8. surprised; 9. impatient; 10. hopeful

Discovering Meaning Through Context (page 24)

1. tore; 2. huge; 3. adjust; 4. sliding; 5. hole; 6. picked; 7. wanted; 8. amounts; 9. tough;
10. keep

Using Cloze Reading (page 26)

1. kindling; 2. wallet; 3. ripped; 4. sparks; 5. birch; 6. speckled; 7. shelter; 8. slivers;
9. nest; 10. depression; 11. hatchet
Determining Cause and Effect (page 27)
Set 1: 2; 1; 4; 5; 3
Set 2: 5; 2; 4; 3; 1

Sequencing Events (page 28)

Set 1: 3; 5; 2; 4; 1
Set 2: 4; 3; 1; 5; 2

Understanding Special Meanings (page 29)

1. cleaned, organized; 2. hit; 3. attempt, try; 4. gave a signal; 5. confused; 6. ran as fast as

55
he could; 7. blazing, burning; 8. depression, sad mood; 9. caught food, gotten food; 10. go
on, continue

Evaluating What You Read (page 31)

Responses will vary.

Getting the Main Idea (page 32)

a. Brian wanted something different to eat. b. Brian was proud to have caught a fish.
c. Brian needed to protect his food. d. Brian wanted to be sure he always had fresh food.

Matching Antonyms (page 34)

1. unimportant; 2. entirely; 3. increased; 4. fresh; 5. tough; 6. choppy; 7. temporarily;
8. artificial; 9. difficulty; 10. coarse

STUDY SKILLS
Determining Alphabetical Order (page 35)
A. 6; 4; 2; 1; 3; 5
B. 1; 2; 3; 6; 4; 5
C. 4; 6; 1; 5; 3; 2
D. 5; 4; 2; 3; 1; 6
E. 6; 1; 4; 3; 2; 5
F. 4; 6; 3; 5; 1; 2
G. 5; 2; 4; 6; 1; 3
H. 6; 4; 2; 3; 5; 1

Using a Pronunciation Key (page 36)

1. willow; 2. immediately; 3. greasy; 4. patience; 5. skinned; 6. relaxed; 7. released;
8. seriously; 9. incredibly; 10. originally; 11. emphasize; 12. kneeled; 13. scattered;
14. religious; 15. focused

Choosing Correct Meanings (page 37)

1. 2; 2. 4; 3. 3; 4. 2; 5. 1; 6. 1; 7. 3; 8. 1; 9. 1; 10. 2; 11. 2; 12. 4; 13. 3; 14. 5; 15. 5

Using Guide Words (page 39)

act—fin final—march mare—tongue
1. actually 1. fuselage 1. moment
2. climbed 2. hatchet 2. nibbling
3. decided 3. image 3. rearranging
4. everything 4. impossible 4. shortest
5. excitement 5. jammed 5. survival
6. figured 6. major 6. thought

56
Making an Outline (page 40)
Canada
I. The land II. The people III. The natural resources
A. Second largest A. A tenth as many A. Fish and fur-
country people as U.S. bearing animals
B. Independent and B. Most live in cities B. Wood for paper
self-governing and towns C. Rich soil for
C. Ten provinces and C. British or French wheat production
territories descent D. Petroleum, iron ore, and
D. Mountains and other minerals
forests
E. Prairies
F. Arctic wastelands

CREATIVE SKILLS
Recalling an Event (page 42)
Responses will vary.

Writing a Journal Sample (page 43)

Responses will vary.

Creating a Picture (page 44)

Responses will vary.

Creating a Character (page 45)

Responses will vary.

Using Descriptive Words (page 46)

Responses will vary.

Writing a Book Recommendation (page 47)

Responses will vary.

Explaining Feelings (page 48)

Responses will vary.

Teacher note: In Hatchet, the plural form of mosquito is spelled mosquitos. According to
Webster’s Ninth New Collegiate Dictionary, the preferred plural form is mosquitoes,
which is the form used in this guide.

57
 HATCHET
WORD ATTACK SKILLS STUDY SKILLS
Using Short Vowels Determining Alphabetical Order
Making Compounds Using a Pronunciation Key
Finding Base Words Choosing Correct Meanings
Using Long Vowels Using Guide Words
Adding Endings Making an Outline
Listening for Syllables
CREATIVE SKILLS
COMPREHENSION SKILLS
Recalling an Event
Classifying Word Groups Writing a Journal Sample
Remembering Details Creating a Picture
Determining Fact and Opinion Creating a Character
Classifying Words Using Descriptive Words
Making Inferences Writing a Book Recommendation
Matching Synonyms Explaining Feelings
Determining Feelings Supplementary Activities
Discovering Meaning
Through Context SPELLING AND
Using Cloze Reading
VOCABULARY
Determining Cause and Effect
Sequencing Events Optional Spelling and
Understanding Special Meanings Vocabulary Lists
Evaluating What You Read
Getting the Main Idea
Matching Antonyms

#75377 ISBN 1-56312-385-1

Perfection Learning® Corporation

1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500
perfectionlearning.com
Printed in the U.S.A.