Into The Wild

1
Into The Wild

• Jon Krakauer

2
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?

3
PRE-rEADING Lesson 1

• 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

4
Weekend reading assignment

• Review abstracts for Authors Note and Chapter 1.
  
• Read through Chapter 3 and complete reading
  strategies.

5
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.

6
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

7
Lesson 3

• Spelling Lesson
• Review Chapter Abstracts through Chapter 3
• Discuss Jon Krakauers 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.

8
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

9
Vocabulary Lesson 1 Authors 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)

10
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 HWturn 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.

11
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

12
Map of Alaska
13
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.

14
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

15
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.

16
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 groups assigned
  article
• HW Find information about Henry David Thoreau
  and compare Chris to him using a Venn diagram.

17
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!

18
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

19
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

20
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

21
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.

22
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.

23
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. 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

24
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

25
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.
• HomeworkRead 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

26
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 sides 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)

27
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.

28
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.

29
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.

30
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

31
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

32
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.

33
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

34
Lesson 22

• Journal 5 (next slide)
• Discuss journal
• The Pursuit of Happiness quote activity pages
  244 and 245
• HW Pursuit of Happiness page 246

35
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.

36
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.

37
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

38
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
  Tuesdays 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.

39
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.

40
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 havent already!

41
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!

42
Lit. term

• Allusion reference to something that is
  considered common knowledge
• i.e. Hawaii is like a Garden of Eden
• OrCurtis is such a Romeo

43
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?

44
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!

45
Lesson 29

• Review intro and conclusion format
• Watch Grizzly Man
• HW RD of intro and conclusion of essay

46
Lesson 30

• Self analysis of RD
• Finish Grizzly Man
• HW Typed draft of essay

47
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.

48
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

49
Lesson 33

• Finish Into The Wild/book talks
• HW Study for unit test, bring outside reading
  book

50
Lesson 34 (wed)

• Study for unit test/book talks

51
Lessson 35 (Thurs)

• Study for unit test/finish book talks

52
Lesson 36

• Unit Test