Into The Wild by A786TG8

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									Jon Krakauer

INTO THE WILD
ESSENTIAL QUESTIONS
   Does everyone have a tragic flaw?
   Is it true that happiness can only be shared with others?
   Does every life story have a critical turning point that
    determines their destiny?
   When does your “real life” start?
   What factors determine that point?
   When should it begin?
   What happens to people who die before they reach that point?
   What is your responsibility to yourself relative to your
    responsibility to others (family, society, friends, etc.)? Who do
    you feel most responsible to?
PRE-READING LESSON 1
   Close reading of the cover
        Listfacts presented on the front cover and evaluate the
         details and the effectiveness of the cover of Into The Wild
        Review the way different publications may use a
         particular slant or point of view, based on the target
         audience.
        Work in small groups to evaluate different publications
         using graphic organizer
        Create the headline and lead for an article about Chris
         McCandless, modeling the writing that appears in the
         kind of publication your group evaluated.
        Present products
        Discuss new understanding of slant/bias in publications
WEEKEND READING ASSIGNMENT

 Review abstracts for Author’s Note and Chapter
  1.
 Read through Chapter 3 and complete reading
  strategies.
VIRTUAL BUS AND PERSONAL MOTTO ACTIVITIES
                LESSON 2
 Hand out virtual bus handout and discuss
  purpose
 Show examples of completed busses
 Discuss personal motto essay and share
  examples
 Journal 1: What is your personal motto or
  philosophy? What is most important in life?
  What does it mean to really live? Write at least
  ½ page and title/date your entry.
PRE-READING “SELF DISCOVERY”
 Read “Self-Reliance” excerpt by Ralph Waldo
  Emerson
 Write a response paragraph agreeing or
  disagreeing with the author.
     Use correct body paragraph format
     Cite at least 2 examples from the article
     Use at least 2 personal examples
     Edit for conventions
     Vary sentence structures and word choices

   HW: Finish response paper at home
LESSON 3
   Spelling Lesson
   Review Chapter Abstracts through Chapter 3
   Discuss Jon Krakauer’s motivation for writing the book.
    Is he biased in any way?
   E.C. For reading Into This Air or Call of The Wild for your
    next book talk and discussing parallels to Into The Wild.
   Read Outside Magazine article using reading strategies
    and write a response discussing information in the
    article that suggests Jon Krakauer understood Chris
    McCandless and his adventure that ended in his
    untimely death. Use correct body paragraph format and
    at least 2 examples from the article.
   HW: Finish article and response paper.
LESSON 4
 Vocabulary Exercise for words through Chapter 5
  (next slide)
 Discuss aliases and why Chris insisted on using
  one during his travels
 Critique the use of flashbacks in the book in terms
  of (1) does it add interest and raise curiosity? (2)
  is it easy to follow or will it be confusing?
 Share the quotation Krakauer uses from a
  postcard Chris wrote. (page 3, Into The Wild)
 Locate the line that sets the tone for the whole
  chapter and, in a way, for the whole book.
 Create a postcard home
 HW: Finish postcard, if necessary. Read Ch. 4
           VOCABULARY LESSON 1
         AUTHOR’S NOTE AND CH. 1-5
 For each of the following words, write the word,
  the definition, and an original sentence for
  each on a separate sheet of paper.
 narcissist, congenial, ominous, anomaly,
  immensity, environs, detrital, oxymoronic,
  destitute, fervent
 Bonus: If you finish early, add 5 more words you
  find in these chapters and do the same for
  them.
  (2 points each)
LESSON 5
   Grammar: Revise one of your response papers from a previous
    Into The Wild lesson and add at least 5 new sentence
    beginnings or structures and 5 new word choices.
   Review Chapter abstract for Ch. 4
   Review and discuss HW—turn in postcards.
   Introduce Photo Story Assignment/Hand out notebook grade
    slips
   Thinking in terms of living alone in a place like Alaska for three
    months, itemize the things Chris took and evaluate their value.
   Discuss what it means to live off the land--what knowledge is
    essential? How much does experience enter into the equation?
    What are the basic needs
   Chris was well equipped in some areas but terribly lacking in
    others. Point those out.
   HW: Find pics for each of Chapters 1-4 and read Chapter 5.
    Quiz and notebook due tomorrow.
LESSON 6
   Weekly Quiz on Chapters 1-5
   Turn in NB
   On a map of Alaska, draw a red line down Highway A3 from Fairbanks to beyond
    Healy, Alaska. Then draw the line southwest from A3 to the Teklanika River. Cross the
    river.
   On the map, mark an X for the approximate spot where Chris found the bus. This is a
    little over 20 miles from the A3 highway. About 1/2 mile south, mark a circle.*
   The map indicates approximately the Stampede Trail and students will input
    information about that once heavily used road.
   Contrast the equipment the moose hunters have as opposed to what Chris took with
    him.
   This circle will later be recognized as a Geological Survey Station where Chris could
    have crossed the raging river.
   Study the finding of Chris's body and the decisions the hunters had to make.
    Discuss how the narrative shows that even seasoned hunters with a lot of equipment
    have difficulties in that area.
   Create a Venn Diagram comparing Chris’ equipment and the seasoned hunters’
    equipment
   HW: Read Ch. 6-7 with reading strategies. Find pics for Photo Story Ch. 5-7
MAP OF ALASKA
LESSON 7

 Journal 2: What does it mean to live
  deliberately? Is it necessary to do that away
  from society or is it possible to do it from within
  society? Is it a solitary pursuit or can it be done
  in the company of others? Write ½ page and
  title /date your entry.
 Review and discuss chapter abstracts through
  chapter 7.
 Write a poem/rap or song that reveals your
  attitude toward family and/or happiness.
POEM, RAP, OR SONG
 Topic should be family or happiness
 Should be approximately 1 page, double-spaced
  and typed, 12-font
 Should include at least 5 literary devices

 Should have a clear point of view, tone and voice

 Should be edited for conventions

 Should have a creative title and demonstrate
  creativity and effort
 HW: Poem due tomorrow at start of class. Be
  working on “bus”
LESSON 8
   Spelling
   Share poems and relate to Chris McCandless’ attitudes toward
    family and happiness
   Discuss quote at the beginning of Chapter 4 and the tone it
    sets for the chapter. Discuss imagery.
   Introduce and define concept of “tragic flaw”
   Think-pair-share character flaws demonstrated by Chris.
   Complete “Meeting Christopher McCandless” handout
   HW: Trace the canoe trip in terms of impulsive behavior, lack of
    knowledge, lack of purpose, and irrational behavior. Create a
    visual that illustrates this trip and these characteristics as they
    are exhibited by Chris.
LESSON 9
 Vocabulary for Chapters 6-10 (see next slide)
 Where do personal rights end and the rights of
  others begin?
 Read the jigsaw article assigned to your group
  and fill out the graphic organizer.
 Meet with 2nd jigsaw group and discuss and
  share information from your first group’s
  assigned article
 HW: Find information about Henry David
  Thoreau and compare Chris to him using a
  Venn diagram.
VOCABULARY CH. 6-8

 Fill out the concept boxes for each of the
  following words:
 anachronistic, inundating, indigent, virulent,
  endowed, conjecture
 Remember:
     Complete sentences must start with a capital letter
      and end with punctuation
     Example and non-example must be specific!
LESSON 10

 Grammar: “Avoiding Sentence Problems” page
  500-501 Blue Grammar book Ex. 32
 Discuss Thoreau HW and read Walden excerpt
  and highlight quotes that might appeal to Chris.
  Write a response agreeing or disagreeing with
  Thoreau based on your own opinions and
  experiences.
 HW: Read Ch. 8, NB and quiz due tomorrow
LESSON 11

 Quiz in chapter 1-8, spelling, vocabulary Ch. 1-8
 In small groups, discuss Chris’ interactions with
  various characters and decide what is
  relationship with them is using the graphic
  organizer.

   HW: Read Chapters 9-10 and do reading
    strategies. Work on “bus”
LESSON 12

   Journal 3: Often in the paper and on the news
    we read or hear that names are being withheld
    until notification of families. How and why is the
    article at the start of Ch. 10 different?Jim
    Gallien had valuable information as to Chris's
    identity, although he only knew him as Alex.
    Discuss why it took so long for him to get to the
    authorities. Write at least ½ a page and
    title/date your entry
LESSON 12 CONTD.
   As a large group,
       Discuss how it was that Wayne Westerberg had Chris's identification.
        Compare this fact to Chris's giving his correct name and address to the
        California police.
       Discuss if you see any irony in Sam McCandless being the family
        member contacted by the Alaskan police.
   In small groups, analyze the various theories about what
    happened to Ruess. Do you agree with Ken Sleight's
    interpretation?
   HW: Read chapter 11.
    List traits of Chris that come to light in chapter 11.
    Note Walt McCandless's unique working qualifications.
    Pay close attention to Chris's concern for the homeless. Make
    sure you have photos for Photo Story available digitally.
LESSON 13

 Spelling Lesson
 Discuss Chapter 11 and HW assignment

 Review Photo Story Assignment and use
  laptops carts to find pictures through Chapter
  11 and begin organizing photos and finding
  caption quotes.
 HW: Read Chapter 12 and update “Meeting
  Christopher McCandless” graphic.
LESSON 14

   Vocabulary for Chapters 11-13 (see next slide)
   1. Think-Pair-Share and discuss the deterioration of the
    relationship between Chris and his family. Decide if Chris’
    attitude is rational or over the top idealism. Share out w/lg. grp
    2. Define the effect Chris's finding out about his father's bigamy
    and keeping the information bottled up inside him caused Chris
    to hold greater resentments. Could he have handled the
    information better? Do you think he is too unbending and does
    not give other people the benefit of any doubt?
    3. Analyze why Chris turned against money and wealth? What
    did money represent to him?
    4. Talk about actions that cause other people pain.
   HW: Character sketch of Chris McCandless
VOCABULARY CHAPTERS 11-13

 For each of the following words, look up the
  definition and create visual to go along with the
  meaning of the word.
 Taciturn, volatility, gregarious, incorrigible,
  denounce, castigated
LESSON 15
   Grammar: Assess character sketch for sentence fragments. Underline subject of
    each sentence once and double underline verb or verb phrase. Correct any sentence
    fragments.
   So far in the story, show how Krakauer equates physical exploration that Chris does
    with the exploration of his mind. Krakauer suggests Chris was ready to return to
    society.
   Krakauer mentions that Chris's actions, like his when he was that age, were
    understandable but not justifiable. Think-pair-share and explain what that means.
   Considering the lingering pain of Carine and the closeness Chris has said exists
    between them, editorialize on whether Chris ever considered how he might be
    hurting her? Write a brief note from Chris’ perspective to his sister explaining his
    actions.
   Homework:
    Read chapter 14.
    Create a Venn Diagram to evaluate similarities and differences between some of
    Chris's failures and Krakauer's first failure to climb Devil's Thumb.
    Include similarities and differences between Krakauer's relationship to his father
    and that of Chris and Walt. Notebook and quiz due tomorrow
LESSON 16
 Quiz on Chapters 1-14, spelling, vocabulary Ch. 1-
  13
 Divide into groups and draw to determine if you will
  debate that Chris’ post card to Westerberg was a
  suicide note or a promise to return to civilization.
 Debate and take notes on each side’s perspective

 HW: Select an outside reading book and bring to
  class on Monday. Work on “bus.” You should have
  at least ten items on your bus by now!
  (e.c. for Call of the Wild or Into Thin Air)
LESSON 17
   Journal 4: next slide
   Discuss
   Discuss the author's reasons for including his own experience
    in a book basically about Chris McCandless.
   Considering Chris's failure to find work to pay for his trip to
    Alaska and finally calling Franz to come get him, compare his
    probably emotions to Krakauer's after failing to climb Devil's
    Thumb the first time.
   Complete “Shedding Light” Graphic Organizer with a partner

   HW: Finish graphic if necessary. Work on “bus” or read outside
    reading book.
JOURNAL 4:

   What is the biggest adventure that you have
    ever been on? Describe the situation and your
    emotions surrounding it; did you feel free?
    Happy? Alone? Bonded with those with you?
    Independent? Like a tourist?

   Write at least 1/2 page and title/date your
    entry.
LESSON 18

 Spelling
 Work on Photo Story project

 HW: Read chapter 15.
  One of the quotes to begin this chapter has to
  do with a son's anger with his father. Relate this
  to both Chris and Krakauer in a body paragraph
  written with correct format.
LESSON 19
   Vocabulary Review: Word Sort (next slide)
   Discuss family relationships and how children may
    resent and rebel against their parents as anger builds.
   Discuss how rebellion such as Krakauer and Chris
    might have been a case of cutting off their noses to
    spite their faces.
   Make a time line of Krakauer's building resentments
    of his father. Compare especially the unforgiving
    nature of Krakauer and Chris in terms of their fathers'
    weaknesses.
   HW: Read Chapter 16 and complete reading strategies
WORD SORT VOCABULARY REVIEW CH. 1-13

   In a group of 3-4 students, sort the following review
    vocabulary into 3-5 categories of your own making. Be
    prepared to defend your choices of category and
    which word belongs in each category. For instance,
    taciturn, gregarious, and congenial might be
    personality traits.
   narcissist, congenial, ominous, anomaly, immensity,
    environs, detrital, oxymoronic, destitute, fervent,
    anachronistic, inundating, indigent, virulent, endowed,
    conjecture, taciturn, volatility, gregarious, incorrigible,
    denounce, castigated
LESSON 20
   Grammar: Blue Grammar page 502-503 Exercise 33 “Revising To
    Change Sentence Fragments”
   Take notes on definition of Romanticism in terms of frontierism and
    comment on how much of that explains Chris McCandless's behavior.
   List activities Chris participated in during his first month and a half at
    the bus and interpret those as to whether it sounds like a person who
    had given up using graphic organizer.
   HW: Read chapter 17.
   Itemize the artifacts that are all that is left behind by Chris
    McCandless. Begin to finalize your “bus.” Busses due Monday. NB
    due tomorrow with quiz.
LESSON 21
   Quiz on Chapters 1-17, spelling lessons, vocabulary
    through Ch. 13
   With a partner, read your assigned chapters and identify
    types of genres used by Krakauer in the novel. Fill in the
    appropriate section of the graphic organizer.
   Share in large group and fill in the rest of the graphic
    organizer.
   Think-pair-share and brainstorm a list of additional genres
   HW: Select one of the brainstormed genres and create an
    example that relates to the novel. Also, find an example of
    that same genre to contribute to a class collection of
    examples. “Bus” due Monday
LESSON 22

 Journal 5: (next slide)
 Discuss journal

 “The Pursuit of Happiness” quote activity pages
  244 and 245

   HW: “Pursuit of Happiness” page 246
JOURNAL 5:
   In the Declaration of Independence, Thomas
    Jefferson stated, “We hold these truths to be
    self-evident, that all men are created equal,
    that they are endowed by their creator with
    certain unalienable rights, that among these
    are Life, Liberty, and the pursuit of
    Happiness.” What do these words mean to
    you? What rights are each of us entitled to and
    what are the limits of our personal rights? Are
    all “men” created equal? Write at least ½ page
    and title/date your entry.
LESSON 23
   Spelling lesson
   Discuss HW assignment
   Read aloud what Chris’ mother said at the end of the Epilogue
    and discuss if others would agree.
   Return to your “Relationships” graphic organizer and, on a
    separate sheet, add a column to discuss the effect that Chris’
    death had on each of your chosen characters. Defend your
    opinions with choices from the book and include page
    numbers.
   HW: Write an opinion paragraph using correct body paragraph
    format about whether or not a person has the right to pursue
    happiness in whatever way they choose, regardless of the
    effects on those around him or her. Include at least one
    example from the book and one personal example.
LESSON 24

 Vocabulary Review Activity: Pass the Parcel
 Study questions for Chapters 1-17 in jigsaw
  format and share.

   HW: Read Chapter 18 and complete “Searching
    for the Author” activity on page 250
LESSON 25

   Grammar: “Correcting Run-On Sentences” on
    page 505 of blue grammar book. Exercise 35
    and underline any run-ons in response paper
    from Tuesday’s homework and correct them.

   Search for Photo Story pics and captions

   HW: Read the epilogue and collect photos
    through epilogue for Photo Story. NB due
    Monday.
LESSON 26

 Class time to assemble Photo Story.
 Hand out permission slips for movies



   HW: NB and permission slips due Monday.
    Read outside reading book.
LESSON 27

 Collect permission slips
 Journal 6: Crossing The Rubicon (next 3 slides)

 Discuss journal

 Finish Photo Story in class. Due tomorrow.



   HW: Brainstorm personal motto essay, get
    permission slip signed if you haven’t already!
“CROSSING THE RUBICON”
   The Rubicon is a river in Italy that Julius Caesar crossed with
    his army, against the orders of the leaders of Rome who feared
    his power. A civil war followed, and Caesar became the ruler of
    Rome.
   “Crossing the Rubicon” is now a general expression for taking a
    dangerous, decisive, and irreversible step.
       NO GOING BACK!
LIT. TERM

   Allusion: reference to something that is
    considered common knowledge
         Hawaii is like a Garden of Eden
     i.e.

     Or…Curtis is such a Romeo
JOURNAL 6:

   Now that we know what “crossing the Rubicon”
    means, describe a time that you made a
    dangerous or irreversible step.
     What happened?
     How did it work out?
LESSON 28:

 Turn in Photo Story
 Discuss why author changed up timeline of the
  story
 Spelling Lesson

 Essay review

 RD of personal motto body paragraphs 1-2



   HW: Body paragraph 3, tomorrow last day to
    turn in movie permission slips!
LESSON 29

 Review intro and conclusion format
 Watch Grizzly Man



   HW: RD of intro and conclusion of essay
LESSON 30

 Self analysis of RD
 Finish Grizzly Man



   HW: Typed draft of essay
LESSON 31

 Evaluate sentence structures of a peer in typed
  draft
 Finish Grizzly Man if necessary or start Into The
  Wild

   HW: Final Draft Due Monday. Final exam for
    unit next Friday.
LESSON 32

 Turn in final draft of essay
 Watch Into The Wild

 Pass out unit test study guide



   HW: Study for unit test and/or finish outside
    reading book
LESSON 33

   Finish Into The Wild/book talks

   HW: Study for unit test, bring outside reading
    book
LESSON 34 (WED)

   Study for unit test/book talks
LESSSON 35 (THURS)

   Study for unit test/finish book talks
LESSON 36

   Unit Test

								
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