Chpts 1-2: “Into the Wild”
Begin your day by writing the standard, Essential question, and “Do Now” on the board.
Standards
WFV 1.0, 1.1, 1.2
WS 1.7 – organize and record information
RC 2.2- analyze clarity of meaning- patterns of organization, hierarchical structure, repetition of main ideas, syntax, word choice...
Essential question(s)
How does the structure of Chpts 1-2 set up meaning for Into the Wild?
Materials:
Chpt 1-2
“Into the Wild” book
Do Now:
What is your assessment of Chris McCandless so far?
Agenda:
Quiz – 10 minutes
Take out your reading journals. What do your notes look like for these chapters? What vocabulary
words did you put down? Look at the handout: how many of these words were on your list? What
categories did you place them under?
1. Vocabulary (10 minutes)
Word
Meaning
Concept Dictionary
unsullied
sonorous
meandered
trough
pure, innocent, not ruined
character description
Eloquent, grandiose
Wandered around
Long/narrow channel usually
used for feeding/watering
Character description
Character actions
Setting
amalgam
permafrost
derelict
oxidized
anomaly
combination of diverse elements
opaque with glacial till
amphibious
environs
enigmatic
Soil that is always frozen
Broken down
rusted
odd, peculiar, or strange
condition, situation
large angular rock fragments not
allowing light to pass through.
able to live on land and in water
surrounding objects;
perplexing; mysterious
Setting
Setting
Setting
Setting
Setting
Setting
Setting
Character description
2. Epigraphs for chpts 1-2: Each chapter begins with a short epigraph (a quotation that is relevant
to that chapter). Now that you have a better sense of Chris McCandless’s story, why do you
think these epigraphs are relevant to these chapters?
The first is from a postcard that McCandless wrote to a friend; the next epigraph quotes graffiti
he carved into a piece of wood and has a quotation from White Fang by Jack London as well.
Ask your students why these epigraphs are relevant to these chapters. Have them keep track of
these epigraphs to perhaps make better sense of them at the end of the book.
3. Stylistic choices – the WORDS themselves, the sentences. As you revisit these chapters,
pay attention to the denotative and connotative meanings of key words. Think about the
effect certain words have on you. Krakauer describes McCandless’s body in a very
clinical way. Reread that description:
“Virtually no subcutaneous fat remained on the body, and the muscles had
withered significantly in the days or weeks prior to death. At the time of the
autopsy, McCandless’s remains weighed sixty-seven pounds. Starvation was
posited as the most probable cause of death.”
How are you affected by this description?
Personally, this seems so cold and distant from the actual person/human. It is clinical. It shows
no emotion.
Sentences – His sentences are usually long and frequently interrupted by dashes and
commas. The few short sentences he has are short for the purpose of creating stark
contrast. Example above: . Starvation was posited as the most probable cause of death.”
4. Structure of the text
a. Contrast the two chapters. What is the purpose of each? What is the purpose of each
chapter 1 and 2? 1 introduces us to the PERSON Christopher McCandless. 2 reveals the
aftermath. It is the beginning and the end of Christopher.
b. How effective is the organization? The juxtaposition creates interest and drew me in,
giving me the hope that I would see the “in between” in the coming chapters.
c. Each chapter has a bit of an “introduction.” Write the first words of the sentence that
ends each introduction.Chpt 1: A rifle protruded… Chpt 2: Wayne is sipping…
The introduction is the physical/setting description that leads into the action, in both
cases.
d. Consider the last paragraph of each chapter. What is the function of each? How does
each paragraph work? The final paragraph in each chapter closes it out and brings us
back to description.
Homework
Re-read Chapter 3 (25-37)