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Into The Wild

Jon Krakauer. Into The Wild. 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?

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Into The Wild

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  1. Jon Krakauer Into The Wild

  2. 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? Essential Questions

  3. Close reading of the cover • List facts 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 PRE-rEADING Lesson 1

  4. Review abstracts for Author’s Note and Chapter 1. Read through Chapter 3 and complete reading strategies. Weekend reading assignment

  5. 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. Virtual bus and personal motto activities Lesson 2

  6. 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 Pre-Reading “Self Discovery”

  7. 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 3

  8. 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 Lesson 4

  9. 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) Vocabulary Lesson 1 Author’s Note and Ch. 1-5

  10. 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 5

  11. 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 Lesson 6

  12. Map of Alaska

  13. 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. Lesson 7

  14. 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” Poem, Rap, or Song

  15. 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 8

  16. 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. Lesson 9

  17. 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! Vocabulary Ch. 6-8

  18. 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 10

  19. 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 11

  20. 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

  21. 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 12 Contd.

  22. 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 13

  23. 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. grp2. 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 Lesson 14

  24. 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 Vocabulary chapters 11-13

  25. 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 15

  26. 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 16

  27. 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. Lesson 17

  28. 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. Journal 4:

  29. 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 18

  30. 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 Lesson 19

  31. 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 Word sort vocabulary review ch. 1-13

  32. 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 20

  33. 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 21

  34. Journal 5: (next slide) Discuss journal “The Pursuit of Happiness” quote activity pages 244 and 245 HW: “Pursuit of Happiness” page 246 Lesson 22

  35. 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. Journal 5:

  36. 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 23

  37. 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 24

  38. 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 25

  39. Class time to assemble Photo Story. Hand out permission slips for movies HW: NB and permission slips due Monday. Read outside reading book. Lesson 26

  40. 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! Lesson 27

  41. 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! “Crossing the Rubicon”

  42. Allusion: reference to something that is considered common knowledge • i.e. Hawaii is like a Garden of Eden • Or…Curtis is such a Romeo Lit. term

  43. 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? Journal 6:

  44. 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 28:

  45. Review intro and conclusion format Watch Grizzly Man HW: RD of intro and conclusion of essay Lesson 29

  46. Self analysis of RD Finish Grizzly Man HW: Typed draft of essay Lesson 30

  47. 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 31

  48. 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 32

  49. Finish Into The Wild/book talks HW: Study for unit test, bring outside reading book Lesson 33

  50. Study for unit test/book talks Lesson 34 (wed)

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