Call of the Wild Close Reading Resources
Created by Margaret Murray Feb. 17, 2021
https://www.oercommons.org/courseware/lesson/64499
Author: Margaret Murray
Subject: Literature
Level: High School
License: Creative Commons Attribution Non-Commercial Share Alike
Language: English
Overview
The attached close reading activities go with the novel The Call of the Wild by Jack London and are aligned to
9-12 CC ELA standards and focus on analyzing word choices, interpreting literary techniques, and
determining themes.
Full Text: https://www.gutenberg.org/files/215/215-h/215-h.htm
Audio Link: https://www.youtube.com/playlist?list=PLVuRdoIItQC9ER0sqT4CTUV1uu7pi1JDK
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Unit Overview
The attached resources are meant to accompany a unit on the novel The Call of the Wild by Jack London and
are aligned to 9-10 and 11-12 Common Core ELA standards, most notably those associated with analyzing
word choices, interpreting literary techniques, and determining themes. The close reading activities should
be used either before or after the appropriate chapter in the book, the formative writing should be used after
chapter 5, and the summative writing should be used at the end of the unit. Questions on the close reading
sheets move from lower to higher level, so scaffolding may be appropriate on later questions to assist with
struggling readers. The writing assignments can be given based on the suggested passages, passages
students have already close read only, or passages they self select depending on the need to provide
intervention or enrichment opportunities. A sample response is included to help instructors share
expectations for organizing and developing the theme response, and a rubric is included to provide
guidelines on how instructors should score the responses. These materials can stand alone to create a close
reading unit or be used to supplement a larger unit on the novel.
Common Core Standards:
9-10 Reading Literature
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.6
11-12 Reading Literature
RL.11-12.1
RL.11-12.2
RL.11-12.3
RL.11-12.4
RL.11-12.6
Links to Online Texts:
Full Text: https://www.gutenberg.org/files/215/215-h/215-h.htm
Audio Link: https://www.youtube.com/playlist?list=PLVuRdoIItQC9ER0sqT4CTUV1uu7pi1JDK
Video Clips to Build Background and Support Struggling Readers:
This video provides background on dog sledding: https://www.youtube.com/watch?v=Nj1p02iE0t4
This trailer for the 2020 film version builds anticipation for the book and previews
characters: https://www.youtube.com/watch?v=5P8R2zAhEwg
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Chapter 1 Close Reading Assignments
This first close reading can be done either before or after reading chapter one of the novel. Since there are
two passages, the first passage can be used to model how to perform a close reading and answer the
accompanying questions, and the second passage can be used as independent practice. Since the questions
move from detail-oriented comprehension questions to deeper questions that require using critical thinking
skills to make inferences and determine themes, the instructor may want to provide support and scaffolding
for struggling learners and ELL students on the later questions. This link contains a list of universal themes
which can be used to help students come up with ideas for theme related questions. Students can pick 1-3
universal themes from this list and then use them to come up with a theme statement.
Chapter 1 Close Reading Passages
Passage 1:
Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for
himself, but for every tidewater dog, strong of muscle and with warm, long hair, from Puget Sound to
San Diego. Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship
and transportation companies were booming the find, thousands of men were rushing into the Northland.
These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to
toil, and furry coats to protect them from the frost. (London 1)
1) What does the bolded text in the first line suggest about what will happen to Buck in the story?
2) What does the phrase “Arctic darkness” in the third line of the passage suggest?
3)Based on the other bolded text, what can you infer about Buck’s physical attributes?
4) What affect does the personification of Buck in the first line have on you as the reader?
5) What theme does this passage develop?
Passage 2:
But Buck was neither house dog nor kennel dog. The whole realm was his. He plunged into the
swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters,
on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring
library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their
footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the
paddocks were, and the berry patches. Among the terriers he stalked imperiously, and Toots and Ysabel he
utterly ignored, for he was king--king over all creeping, crawling, flying things of Judge Miller's place, humans
included.
His father, Elmo, a huge St. Bernard, had been the Judge's inseparable companion, and Buck bid fair to
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
follow in the way of his father. He was not so large--he weighed only one hundred and forty pounds--for
his mother, She, had been a Scotch shepherd dog. Nevertheless, one hundred and forty pounds, to which
was added the dignity that comes of good living and universal respect, enabled him to carry himself in right
royal fashion. During the four years since his puppyhood he had lived the life of a sated aristocrat; he had a
fine pride in himself, was even a trifle egotistical, as country gentlemen sometimes become because of their
insular situation. But he had saved himself by not becoming a mere pampered house dog. Hunting and
kindred outdoor delights had kept down the fat and hardened his muscles; and to him, as to the cold-tubbing
races, the love of water had been a tonic and a health preserver . (London 2)
1. What do the underlined words in the passage above tell us about how Buck viewed himself compared
to the other dogs?
1. What idea does the short second sentence of this passage suggest?
1. What do the activities listed in the third sentence suggest about how the Judge’s family treated him?
1. What can you infer about how Buck felt about the Judge’s family from the italicized words in the third
sentence?
1. What does it mean when the text says that Buck “bid fair to follow in the way of his father’ in the
second paragraph of this passage? What does this suggest about the life he expected to lead?
1. What does the word mere in the phrase “mere pampered house dog” suggest about how Buck viewed
house dogs?
1. Based on what we learned from passage one,why might the italicized details in the last sentence be
significant? What can we infer will happen to Buck?
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
1. What theme can you associate with Buck’s character based on details in this passage?
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Chapter 2 Close Reading
This close reading can be done either before or after chapter 2. Since the questions move from detailoriented comprehension questions to deeper questions that require using critical thinking skills to make
inferences and determine themes, the instructor may want to provide support and scaffolding for struggling
learners and ELL students on the later questions. This link contains a list of universal themes which can be
used to help students come up with ideas for theme related questions. Students can pick 1-3 universal
themes from this list and then use them to come up with a theme statement.
Mrs. Murray
Chapter 2 Close Reading: Marxist Perspective
He swiftly lost the fastidiousness which had characterized his old life. A dainty eater, he found that his
mates, finishing first, robbed him of his unfinished ration. There was no defending it. While he was
fighting off two or three, it was disappearing down the throats of the others. To remedy this, he ate as fast as
they; and, so greatly did hunger compel him, he was not above taking what did not belong to him. He
watched and learned. When he saw Pike, one of the new dogs, a clever malingerer and thief, slyly steal a
slice of bacon when Perrault's back was turned, he duplicated the performance the following day, getting
away with the whole chunk. A great uproar was raised, but he was unsuspected; while Dub, an awkward
blunderer who was always getting caught, was punished for Buck's misdeed.
This first theft marked Buck as fit to survive in the hostile Northland environment. It marked his adaptability,
his capacity to adjust himself to changing conditions, the lack of which would have meant swift and terrible
death. It marked, further, the decay or going to pieces of his moral nature, a vain thing and a handicap in
the ruthless struggle for existence. It was all well enough in the Southland, under the law of love and
fellowship, to respect private property and personal feeling; but in the Northland, under the law of club and
fang, whoso took such things into account was a fool, and in so far as he observed them he would fail to
prosper. (London 13)
1. What can you infer about Buck’s personality before his kidnapping based on the bold words in the
first line? How does this hinder his ability to have power in the society of the pack?
1. What can you infer about how the other dogs initially treated him based on the underlined words in
lines 2 through 4? How does this relate to power and the social order?
1. What do the italicized words in the passage suggest about Buck’s character? What type of character
is he?
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
1. What mood, or emotional atmosphere, is suggested by the underlined phrases in the second
paragraph?
1. What power struggle does this passage reveal?
1. What does the second paragraph tell us about Buck’s ability to gain power in the society of the pack?
1. What theme do the underlined phrases in the second paragraph suggest when analyzed through the
Marxist perspective?
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Chapter 4 Close Reading
This close reading can be done either before or after chapter 4. Since the questions move from detailoriented comprehension questions to deeper questions that require using critical thinking skills to make
inferences and determine themes, the instructor may want to provide support and scaffolding for struggling
learners and ELL students on the later questions. This link contains a list of universal themes which can be
used to help students come up with ideas for theme related questions. Students can pick 1-3 universal
themes from this list and then use them to come up with a theme statement.
Mrs. Murray
Chapter 4 Close Reading
Dave refused to run quietly on the trail behind the sled, where the going was easy, but
continued to flounder alongside in the soft snow, where the going was most difficult, till exhausted. Then
he fell, and lay where he fell, howling lugubriously as the long train of sleds churned by.
With the last remnant of his strength he managed to stagger along behind till the train made another stop,
when he floundered past the sleds to his own, where he stood alongside Sol-leks. His driver lingered a
moment to get a light for his pipe from the man behind. Then he returned and started his dogs. They swung
out on the trail with remarkable lack of exertion, turned their heads uneasily, and stopped in surprise. The
driver was surprised, too; the sled had not moved. He called his comrades to witness the sight. Dave had
bitten through both of Sol-lek's traces, and was standing directly in front of the sled in his proper place.
1. What do the bolded words in the first paragraph suggest about Dave’s condition?
1. Despite his condition, what can you infer about him based on the first line of this passage? What
specific details in the first line support your inference?
1. Why does Dave bite through Sol-lek’s traces?
1. What theme do the underlined words and phrases in this passage develop? Explain how at least
three specific details, word choices, or phrases support your chosen theme. Comment on symbolism
and other literary techniques where appropriate.
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Formative Writing Assessment
This formative assessment should be done after students finish reading chapter 5 of the novel. This
assignment can be differentiated based on the skill level of your learners. Struggling students and/or ELL
students can complete this assignment based on a passage that has been close read as a class as a part of a
scaffolding activity. Gen ed students can either be assigned a fresh passage or pick from one of the
passages that they performed a close reading on. Advanced students can be challenged to pick out their
own original passages from chapters 1-5. This link contains a list of universal themes which can be used to
help students come up with ideas for theme related questions. Students can pick 1-3 universal themes from
this list and then use them to come up with a theme statement.
Assignment:
The Call of the Wild Close Reading Theme Response
Formative Assessment
Prompt: Write a 1-2 page theme response in which you analyze how details, word choices, and
literary techniques in a passage from chapters 1 through 5 of The Call of the Wild develop a
theme statement.
To complete this assignment, follow these steps:
1)Pick a passage of approximately 8-10 lines from The Call of the Wild. You can use one that we
did a close reading on and find additional clues or pick one of your own.
2) Use your close reading strategies to write notes about how details, word choices, and literary
techniques in your passage develop insight into characters and /or power struggles. Also, come
up with a unique theme statement based on the insights into characters and/or power struggles
between characters.
3) Set up a Google doc according to MLA format. (No Works Cited Necessary)
4) Write passage and then copy and paste your passage onto the document.
5) Write theme response and then write a well developed theme response that
1. Clearly states your theme statement.
2. Uses the ICE method to explain how smaller quotes from your passage develop ideas that
relate to your theme.
3. Thoroughly investigate how details, word choices, and literary techniques in each quote
develop the meaning you see.
4. End by restating your theme and adding an insightful statement/ real world connection.
Your response will be scored on the following rubric:
Quality
100 (4)
90 (3.5)
80 (3)
70 (2.5)
Responses :
Responses:
Responses :
Responses:
60 (2)
Responses:
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Meaning: the
extent to which
the response
exhibits sound
understanding,
interpretation,
and analysis of
themes
-determine a deeply
insightful theme that
captures the nuances
of real life in one work
of literature
-Perceptive
connections to the
theme
- determine an insightful
theme that required
investigating subtext in
one work of literature
-clear and thoughtful
analysis of theme
-determine a
proficient
theme in
one work of
literature
-determine a
basic theme in
one work of
literature
-superficial
-determine
an emerging
theme in one
work of
literature
-adequate
analysis of
theme
analysis of
theme -
- unclear or
unwarranted
connections
-develop
ideas with
well-chosen,
relevant,
and
sufficient
details and
quotations
-develop ideas
simply, using
general
evidence and
textual
evidence with
some
relevance
-are largely
undeveloped,
using vague,
irrelevant, or
inaccurate
textual
evidence
- adequately
explain how
textual
evidence
supports the
analysis of
the theme
-simple or
superficial
explanation of
how textual
evidence
supports the
analysis of the
theme.
RI.9-10.4, RI.910.3,RI.910.6 RI.11-12.4,
RI.11-12.3,RI.1112.6
Development: the
extent to which
ideas are
elaborated using
strong and
thorough textual
evidence
RI.9-10.1, RI.910.2, RI.11-12.1,
RI.11-12.2
-develop ideas clearly
and fully, making
effective use of textual
evidence that lends
itself to an
investigation of subtext
-develop ideas clearly and
consistently using strong
and thorough textual
evidence
-discussion of quote
explains how textual
-Discussion of quote
evidence supports the
shows a deeply
analysis and sometimes
insightful
delves into how literary
understanding of how
techniques contribute to
literary techniques and the analysis of the theme
elements contribute to
the analysis of the
theme
-Illogical
explanation
of how
textual
evidence
supports the
theme
Example Theme Response:
Student
Sample Student
Mrs. Murray
English III
18 June 2019
Call of the Wild Theme Response
Passage:
In the 'tween-decks of the Narwhal, Buck and Curly joined two other dogs. One of them was a big, snowwhite fellow from Spitzbergen who had been brought away by a whaling captain, and who had later
accompanied a Geological Survey into the Barrens. He was friendly, in a treacherous sort of way, smiling
into one's face the while he meditated some underhand trick, as, for instance, when he stole from Buck's
food at the first meal. As Buck sprang to punish him, the lash of Francois's whip sang through the air,
reaching the culprit first; and nothing remained to Buck but to recover the bone. That was fair of Francois, he
decided, and the half-breed began his rise in Buck's estimation. (London)
Theme Response:
The passage develops the theme that people should be judged based on their actions rather than their
outward appearances. The passage shows this by showing that Spitz is tricky and devious while Francois is
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
fair and honest. The author's description of Spitz provides insight into how Spitz appears good on the
outside while harboring an evil inner nature. For example, the text states, “One of them was a big, snowwhite fellow” (London). Snow in literature often symbolizes death while white symbolizes goodness. The
juxtaposition of these descriptions highlight that Spitz appears good on the outside while his internal
character is deadly like the snow. The text elaborates on this idea in the lines, “He was friendly, in a
treacherous sort of way, smiling into one’s face while he meditated some underhand trick” (London).
Although on the surface Spitz goes around smiling, suggesting his friendly exterior, underneath he is
actually planning to torment Buck. London uses the negative words teacherous and underhand to reveal
Spitz’s true nature, which is further confirmed by his actions when he steals Buck’s bone. Spitz illustrates
the ideas that people who appear to be good can hide an evil inner nature. In contrast to Spitz, Francois
shows that people who appear to be mean can have a good inner nature. He appears to be a cruel owner
because he carries around a whip and speaks sternly to the dogs. However, his true character is revealed
when Francois punishes Spitz for stealing Buck’s bone. The text reads, “the lash of Francois's whip sang
through the air, reaching the culprit first; and nothing remained to Buck but to recover the bone” (London).
Francois uses his whip in order to administer justice. The metaphor “sang through the air” gives his action a
positive connotation while the use of the word culprit to refer to Spitz places a negative connotation on
Spitz’s dishonest action. Buck realizes, “That was fair of Francois, ... and the half-breed began his rise in
Buck’s estimation (London). Francois’s actions, as exhibited through the use of his whip to administer justice,
shed light on the goodness of his inner nature. Both Buck and the readers learn an important lesson from
this passage: people should be judged based on actions that reflect their inner character rather than on
external appearances.
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Chapter 6 Close Reading
This close reading fits best after chapter 6. Since the questions move from detail-oriented comprehension
questions to deeper questions that require using critical thinking skills to make inferences and determine
themes, the instructor may want to provide support and scaffolding for struggling learners and ELL students
on the later questions. This link contains a list of universal themes which can be used to help students come
up with ideas for theme related questions. Students can pick 1-3 universal themes from this list and then
use them to come up with a theme statement.
Mrs. Murray
Chapter 6 Close Reading: Psychological Perspective
He was older than the days he had seen and the breaths he had drawn. He linked the past with the present,
and the eternity behind him throbbed through him in a mighty rhythm to which he swayed as the tides and
seasons swayed. He sat by John Thornton's fire, a broad-breasted dog, white-fanged and long-furred; but
behind him were the shades of all manner of dogs, half wolves and wild wolves, urgent and prompting,
tasting the savor of the meat he ate, thirsting for the water he drank, scenting the wind with him, listening
with him and telling him the sounds made by the wildlife in the forest; dictating his moods, directing his
actions, lying down to sleep with him when he lay down, and dreaming with him and beyond him and
becoming themselves the stuff of his dreams.
So peremptorily did these shades beckon him , that each day mankind and the claims of mankind slipped
farther from him. Deep in the forest a call was sounding, and as often as he heard this call, mysteriously
thrilling and luring, he felt compelled to turn his back upon the fire and the beaten earth around it, and to
plunge into the forest, and on and on, he knew not where or why; nor did he wonder where or why, the call
sounding imperiously, deep in the forest. But as often as he gained the soft unbroken earth and the green
shade, the love for John Thornton drew him back to the fire again.
Thornton alone held him. The rest of mankind was as nothing.
1. What does it mean when it says that “eternity behind him throbbed through him in a mighty rhythm
to which he swayed as the tides and seasons swayed” (London)?
1. What meaning do the italicized words in the first paragraph suggest about instincts?
1. What call beckons Buck in the second paragraph? What stops him from following the call?
1. Based on the fact that the call comes from deep in the forest, what can you infer about what might
happen to Buck if he were to answer the call?
1. What mood, or emotional atmosphere, is created by the bold phrases in the second paragraph of the
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
passage?
1. What might the fire at the end of the second paragraph of this passage symbolize?
1. What do the last two sentences suggest about Buck’s level of civilization at this point in the novel?
Explain how details in the sentences reveal this insight.
1. What insights into Buck’s mindset and motivation does this passage reveal?
1. What theme do you think this passage develops? Highlight the textual evidence that you would use
to develop this theme.
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
Summative Writing Assessment
This summative assessment should be done after students finish reading the novel. This assignment can
be differentiated based on the skill level of your learners. Struggling students and/or ELL students can
complete this assignment based on a passage that has been close read as a class as a part of a scaffolding
activity. Advanced students can be challenged to pick out their own original passages. Instructors can also
replace the suggested passage with any passage of their choosing. This link contains a list of universal
themes which can be used to help students come up with ideas for theme related questions. Students can
pick 1-3 universal themes from this list and then use them to come up with a theme statement.
The Call of the Wild Close Reading Theme Response
Summative Assessment
Prompt: Write a 1-2 page theme response in which you analyze how details, word choices, and literary
techniques in the attached passage from chapter 7 of The Call of the Wild develop a theme statement.
To complete this assignment, follow these steps:
1) Use your close reading strategies to write notes about how details, word choices, and literary techniques
in your passage develop insight into characters and /or life. Also, come up with a unique theme statement
based on these insights.
2) Set up a Google doc according to MLA format. (No Works Cited Necessary)
3) Write passage and then copy and paste the passage below onto the document.
5) Write theme response and then write a well developed theme response that
1. Clearly states your theme statement.
2. Uses the ICE method to explain how smaller quotes from the passage develop ideas that relate to
your theme.
3. Thoroughly investigate how details, word choices, and literary techniques in each quote develop the
meaning you see.
4. End by restating your theme and adding an insightful statement/ real world connection.
Your response will be scored on the following rubric:
Learning objective
Indicators
of
success
1)Students are able to
make meaning of a
text through analysis of
literary devices and
themes.RL.9-10.4,
RL.9-10.3,RL.910.6 RL.11-12.4,
RL.11-12.3,RL.1112.6
Students
respond to
a prompt
about
theme,
literary
devices, or
rhetoric.
Advanced (100%)
Student gives a correct, indepth analysis that shows
understanding of the text and
addresses all aspects of the
prompt.Student discusses two
literary devices or a
combination of theme,
rhetoric, and literary devices.
Proficient (85%)
Student gives a
correct analysis that
shows understanding
of the text and
addresses all aspects
of the prompt.Student
discusses literary
devices or author
choices.
Basic (70%)
Student completely
addresses the prompt
but gives a
partially correct
response, or the
student correctly
responds to but does
not address
all aspects of the
prompt.
Below Basic
(55%)
Student does
not answer all
aspects of the
prompt, or
student
answers
incorrectly or
nonsensically.
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499
2)Students are able to
incorporate text
evidence into their
response.RL.9-10.1,
RL.9-10.2, RL.1112.1, RL.11-12.2
Students
use textual
evidence
correctly to
enhance
their
response.
Student introduces, cites, and
explains (ICE method) text
evidence using MLA format
appropriate to the
task.Student incorporates at
least two pieces of text
evidence in their response.
(per point)
Student introduces,
cites, and explains
(ICE method) text
evidence using MLA
format appropriate to
the task.
Student is missing
elements of the correct
use of text evidence,
including an
introduction, citation,
or MLA formatting.
Student does
not use
evidence in
their
response.
Passage:
All day Buck brooded by the pool or roamed restlessly about the camp. Death, as a cessation of movement,
as a passing out and away from the lives of the living, he knew, and he knew John Thornton was dead. It left
a great void in him, somewhat akin to hunger, but a void which ached and ached, and which food could not
fill. At times, when he paused to contemplate the carcasses of the Yeehats, he forgot the pain of it; and at
such times he was aware of a great pride in himself--a pride greater than any he had yet experienced. He
had killed man, the noblest game of all, and he had killed in the face of the law of club and fang. He sniffed
the bodies curiously. They had died so easily. It was harder to kill a husky dog than them. They were no
match at all, were it not for their arrows and spears and clubs. Thenceforward he would be unafraid of them
except when they bore in their hands their arrows, spears and clubs.
Night came on, and a full moon rose high over the trees into the sky, lighting the land till it lay bathed in
ghostly day. And with the coming of the night, brooding and mourning by the pool, Buck came alive to a
stirring of the new life in the forest other than that which the Yeehats had made. He stood up, listening and
scenting. From far away drifted a faint, sharp yelp, followed by a chorus of similar sharp yelps. As the
moments passed the yelps grew closer and louder. Again Buck knew them as things heard in that other
world which persisted in his memory. He walked to the center of the open space and listened. It was the call,
the many-noted call, sounding more luringly and compelling than ever before. And as never before, he was
ready to obey. John Thornton was dead. The last tie was broken. Man and the claims of man no longer bound
him.
This passage is from Chapter 7 of The Call of the Wild by Jack London.
"Call of the Wild Close Reading Resources" https://www.oercommons.org/courseware/lesson/64499