Day 1- Unit Introduction, Research and Journal Making
Learning Objectives:
Students will understand various new procedures for the coming unit
Students will begin to evaluate Chris McCandless’s character BEFORE reading the
text in preparation for further study of his characterization
State Standards:
Standard-1.8.11.C. Analyze, synthesize, and integrate data, creating a reasoned
product that supports and appropriately illustrates inferences and conclusions
drawn from research.
R11.A.2.1.1: Identify and/or apply meaning of multiple-meaning words used in
text.
Materials:
Unit Plan Handout
Markers
Classroom Map
Brown Paper Bags
Classroom Calendar
String, Ribbon
Scissors
Tape
Construction Paper
Glue
Loose Leaf Paper
Research Question Worksheet downloadable from Scoodle page
Procedure:
1) Teacher project the word of the day on the overhead projector from the
website: (CONTRITE) http://www.merriam-webster.com/trendwatch/archive.html
2) The teacher will read the word aloud, it’s definition and a fun fact about it. (5
min)
3) Teacher will distribute the Unit Plan handout and ask students to popcorn read
each section: ...
4) After class has read information about the Vocabulary Quiz, teacher will
announce to the class that there will be a vocabulary quiz this Thursday (on the
words that they should have looked up for homework on Friday. Review some of
those words in class. (5 min)
5) After class has read information about the Journal Assignment teacher will
explain that today students should have brought in materials to make their own
journals. Teacher should show students her own example of her handmade journal
and the other materials she has for the class (construction paper, loose leaf paper,
markers, brown paper bags, string, ribbon, scissors, etc.) (4 min)
6) After class has read information about Chapter Summaries the teacher should
direct students attention to the classroom calendar hanging up on the bulletin board
to sign up for chapters to summarize with a partner. Explain that by the end of
tomorrow students should have chosen a slot on the calendar to be responsible for.
(5 min)
7) Skip sections about Socratic Circles and Response Essay until a later date
8) Teacher should direct student’s attention to the map hanging on the bulletin
board and explain that pinpointing where McCandless journeys to during each
chapter will be marked here. Partner pairs will be responsible for placing a marker
on the map after presenting their information to the class for their day. (3 min)
9) Teacher should ask students about any questions they may have about the unit so
far. (3 min)
10) Teacher should show students online where to find the “Research Questions”
handout on the class scoodle page. Teacher should explain that these questions have
been designed to help students investigate Chris McCandless’s character on their
own before reading to help them begin to understand the text. Teacher should
announce that these questions will be due tomorrow at the beginning of class,
printed out before class. (7 min)
11) With the remaining time teacher should instruct students to put away their Unit
Overviews in a safe place and begin making their own journals. Teacher should let
students know that they will also have tomorrow to work on the journal making
process. Students may and are encouraged to keep their journals in the classroom.
(15 min)
12) During last five minutes of class remind students that their homework will be to
complete the research questions about McCandless from the scoodle page and to be
prepared to finish their journals tomorrow.
Check for Understanding:
Students will read aloud the information from the Unit Overview
Students will have some product of their production of a journal
Students will turn in a copy of their research questions
Day 2- Authors Note, Themes, Data Collection
Learning Objectives:
Student will practice using vocabulary from the text
Students will evaluate the themes of the text
Students will begin to analyze the role of the author in the text
Students will build on their interpretation of Krakauer’s characterization of
McCandless
State Standards:
Standard - 1.2.11.D: Analyze inferences and draw conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs about a
subject.
R11.A.2.1.1: Identify and/or apply meaning of multiple-meaning words used
in text.
R11.A.1.3.2: Cite evidence from text to support generalizations.
R11.A.1.3.1: Make inferences and/or draw conclusions based on information
from text.
Materials:
Journals
Textbook (Into the Wild)
Procedure:
1) The teacher will project the word of the day from Merriam websters trend
watch website. (GAFFE) students will copy it down.
2) The teacher will read the word aloud, it’s definition, and a fun fact about it
3) Teacher will collect the Research Questions the students completed the night
before (2 min)
4) Teacher will allow students to finish their journals for the next 10 minutes. As
students work on journals, teacher will distribute new textbooks with yellow slips
for student information and record keeping. (10 minutes)
5) Teacher will ask students to stop working on their journals even if they are not
yet completed, and to open their books to the authors note.
6) Students will popcorn read the authors note aloud. (10 min)
7) After reading the teacher should be sure to ask the following questions: (7 min)
*How long did Krakauer conduct research on McCandless’s journey?
(more than a year.)
*What themes does McCandless’s story highlight for Krakauer? What will
this story be about? (wilderness for the american imagination, allure of high
risk activities for young men, relationship of father and son)
*What does McCandless want you as the reader to do? (form your own
opinion of Chris)
*Should we be vigilant about the information we gain from this text? (yes...)
8) The students should be prompted to answer the following questions in
their journal by making a T chart:
What are your impressions of McCandless based on Krakauer’s description here?
What specific details or words gave you that impression?
What are your impressions of Krakauer himself? What specific details or words give
you that impression? (7 min)
9) Students should then write about their own experience with “going into
the wild” by responding to the following prompt in their newly made journals.
1st journal prompt= tell me about a time you tried to do something completely
out of your comfort zone? Where were you? What do you remember feeling? How
did you keep going when you wanted to give up? did you give up? What did you
learn about the activity? about yourself?
Check for Understanding:
Students will have read aloud the Author’s note of the text
Students will have a written reflection of the characterization of McCandless
Day 3- Summary Practice, Connotation, and Chapter 1 Reading
Learning Objectives:
Students will interpret the connotation of words used in the text
Students will collaborate with peers to evaluate key ideas from the first chapter
reading
State Standards:
Standard - 1.3.11.C: Analyze the relationships, use, and effectiveness of literary
elements (characterization, setting, plot, theme, point of view, tone, mood,
foreshadowing, irony, and style) used by one or more authors in similar genres.
Standard-1.1.11.C: Analyze textual context to determine or clarify the meaning of
unfamiliar or ambiguous words and to draw conclusions about nuances or
connotations of words.
Standard-1.1.11.E: Demonstrate an appropriate rate of silent reading based upon
specific grade level texts.
Materials:
Projector
Book
Chalk Board
Journal
Procedure:
1) students will come into class and copy down the word of the day that is
projected on the overhead. (HUBRIS)
2) Teacher will read aloud to the class the word, it’s definition and a fun fact about
the word.
3) The teacher should review some of the vocab words from Into The Wild that
the students will be quizzed on tomorrow.
4) The teacher should ask students to open their books to Chapter 1. Teacher will
read aloud the first paragraph and ‘popcorn’ the reading to another student.
5) The teacher should open the class google doc where all chapter summaries will
be kept. She should read the description at the top of the document:
Our goal for this google doc is to keep track of the order of events
presented in the text. It’s important to keep a detailed record of the plot of each
chapter so that we may come to some conclusions about Chris McCandless’s
state of mind and how it changes as time goes on. At the end of the reading we
will cut out each chapter summary and attempt to put the dates in order. Then we
will analyze the changes in Chris’s character chronologically.
6) After reading the entire first chapter the teacher should ask students to answer
the following questions together as a class. The teacher should be modeling how to
upload this information to the class google doc with correct formatting.
*Who is telling us about McCandless? What is his job? What was he worried
about for McCandless? Why do you think Galien doesn’t tell the police about
McCandless?
*What does Gallien do for McCandless? What does he try to give McCandless?
Why doesn’t Chris want his help? What is the one thing Chris accepts from Gallien?
*When does this happen? How old is Chris at this time? How old does he
appear? What time of day is it?
*Where are the two men? Where is Gallien headed? Where is Chris headed?
Find these spots on the map and mark them.
*****What would YOU think of Chris if you met him on the side of the road like
Gallien did?
7) Teacher will project the journal prompt for students to complete in their
journals. Teacher should emphasize using context clues to decipher the meaning of
the phrase “unsullied enormity of the Last Frontier”. The teacher should announce
that the goal of this journal is to pick apart and make sense of the meaning of words
and how they shape the readers opinion about a setting or a character.
Chapter 1 Journal: “Alaska had long been a magnet for dreamers and misfits, people
who think the unsullied enormity of the Last Frontier will patch all the holes in their
lives. The bush is an unforgiving place, however, that cares nothing for hope or
longing (4, Krakauer).”
What do you think ‘unsullied enormity of the Last Frontier’ means?
What is the Last Frontier? Why might it be called the Last Frontier?
What does this passage make you predict/foreshadow for the rest of the book?
How does this quote and its word choice characterize McCandless, even though
McCandless isn’t directly mentioned here?
8) Teacher should ask for student volunteers to share their responses. Teacher
should be sure to address the prediction questions as foreshadowing.
9) Teacher will announce that the vocabulary quiz will be tomorrow. Chapter 2
reading will be due for homework tomorrow as well- the first partner pair should
have their summary completed by then.
Check for Understanding:
Students will have a written record of their interpretations of word meaning
based in context.
Students will record their responses to what they believe is salient information
from the first chapter of the text.
Students will have a copy of the chapter summary of salient information for the
first chapter.
Day 4- Primary Source Documents, Vocabulary Quiz and Journal Drawing
Learning Objectives:
The students will be able to define what a primary source document is
The students will be able to articulate the effect of the use of a primary source
document within a text
The students will be assessed on how well they understand the use of textual
vocabulary
State Standards:
Standard - 1.1.11.A: Apply appropriate strategies to analyze, interpret, and
evaluate author’s use of techniques and elements of fiction and non-fiction for
rhetorical and aesthetic purposes.
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Projector
Vocabulary Quiz
Book
Journal
Procedure:
1) Students will come into class and begin copying down the word of the day
projected on the overhead. (GREGARIOUS)
2) Teacher will read aloud the word, it’s definition, and a fun fact about it. (5 min)
3) The teacher should distribute the vocabulary quiz and 12th grade English
course sign ups. (20 min)
4) The teacher collect the quizzes and sign ups (1 min)
5) The teacher should distribute rubrics for chapter summaries and the journal
assignment as a whole. The teacher should explain that the journal assignment is
based almost completely on effort and therefore is in the students full control. If
they are applying their best effort, giving as much detail as possible, and keeping up
with the reading then they will be able to achieve an A. The chapter summaries
should be explained by showing an example of the Chapter 1 summary we did as a
class yesterday. The teacher should emphasize that students should read the
chapter, add their information to the google doc, and present in front of the class to
achieve full points.
5) The teacher should check the front calendar to see which partner pair will be
presenting the chapter summary for chapter 2. These students should come to the
front of the class and present their findings. (3 min)
6) The teacher should display the image of the PRIMARY SOURCE DOCUMENT-
defined formally as: an artifact, a document, a recording, or other source of
information that was created at the time under study. It serves as an original
source of information about the topic.
Orally discuss the following questions:
How does it appear differently in the book?
How do you know it’s a primary source document?
7) The teacher should project the next few questions on the front screen. Students
should answer the following questions in their journals:
Copy down this definition of a primary source document:
an artifact, a document, a recording, or other source of information that was
created at the time under study. It serves as an original source of information about
the topic.
1) Is that how you imagined his handwriting? Does seeing it make
McCandless seem more real to you?
2) What if you saw this in real life? What would you think?
3) How does it impact you as a reader? how is it different from just
paraphrasing or summarizing the note? What does it make you feel?
4) What’s the advantage of using a primary source document as an author?
5) What does this say about the physical/emotional state of McCandless at
that time?
8) The teacher should announce that students must finish the journal assignment
for homework if not yet completed and read Chapter 3. (2 min)
Check for Understanding:
Students will orally present a summary of key information from Chapter 2
Students will hand in an assessment of their vocabulary study
Students will orally discuss the effect of a primary source document
Students will compose an image of what they believe to be a salient theme of the
story
Chapter 2 Summary:
Late September 1990, Carthage, South Dakota. Chris McCandless is a
hitchhiker in Alaska and he is found on the street and picked up my Mr. Wayne
Westerberg. He uses the name Alex once again. Shortly after picking Alex up, Mr.
Westerberg arrives at a friends house and there Alex is fed and falls asleep
immediately.
Alex tells Westerburg that his destination is to Saco, which is 240 miles away,
but Westerberg says he can only take Alex 10 miles up the street. When they arrive
10 miles down, it’s raining extremely hard, so Westerberg requests that McCandless
stays with him at his trailer. He stays for three days. Before McCandless departs,
Westerberg tells him to come back if he ever needs a job, and just a couple of weeks
after, McCandless returns.
Alex is describes as a hard worker, but very deep in his thoughts. When a tax
return comes in, Westerberg discovers that Alex’s real name is Chris, but he doesn’t
worry enough to ask him about his family and why he changed his name. We find
out that Westerberg spends four months in jail for making a black box which gets
people cable without paying for it.
After some time, McCandless becomes very comfortable with the house and
the people there. Then it flashes back to when Chris is graduating from Emory
University, also describing his family a little bit. Shortly after, they describe the
relationship between Chris and his parents and also Chris and his car.
Lastly they explain the months and weeks before McCandless’s departure.
The letters his family sent him were all returned, his family hadn’t heard from him
and they were worried, and he had now changed his name: Alexander Supertramp.
Day 5- Allusion, Westerberg, Pseudonym
Learning Objectives:
The students will understand the definition of allusion
The students will examine the effect allusion has in this chapter on the
characterization of McCandless
The students will evaluate the relationship between McCandless and Westerberg
The students will reflect on what their own experience with identity
transformation might look like
State Standards:
Standard - 1.3.11.D: Analyze the effectiveness, in terms of literary quality, of the
author’s use of literary devices, (e.g., personification, simile, alliteration, symbolism,
metaphor, hyperbole, imagery, allusion, satire, foreshadowing, flashback, irony) in
various genres.
Materials:
Book
Journal
Projector
War and Peace Handout
Procedure:
1) Students will copy down the new word of the day that is projected on the
overhead.
2) The teacher will read the word, it’s definition, and a fun fact about it. (5 min)
3) The teacher should check the front calendar for which partner pair is
presenting the chapter summary today. Partner pairs should present in front of the
class the summary for Chapter 3. (3 min)
4) The teacher should probe the class for the answers to the following questions:
Chris- (5 min)
a) What do we find out about Chris’s family? – (8 kids, 6 half)
b) Where did he graduate from? What were his grades?- (Emory, with honors)
c) Why didn’t he want the new car for graduation from his parents?- (doesn’t
want them to buy his respect, very attached to old Datsun)
d) How does he start his new life? When do his parents find out?- (moved out
of his off campus apartment at end of June, told mail not to return parents
letters until August 1st so they wouldn’t worry, leaves from Atlanta w/new
name)
Westerberg- (5 min)
a) How long did McCandless stay with Westerberg?- 3 days at first, month
later
b) What was his job when working for Westerberg?- grain elevator
c) What did Westerberg go to jail for? For how long?- unscrambling satellite
TV for free, four month sentence in Sioux Falls
d) What did Westerberg think of McCandless?- intelligent, read a lot, hard
worker, thinks too much.
5) The teacher should transition students to the next activity by saying “Now
that we have an understanding about Westerberg’s character, lets look more
closely at his relationship with Chris and how Chris interacts with him. What
did Chris give to Westerberg as a parting gift?”
6) The teacher should direct students to the handout researching Tolstoy’s
War and Peace. Students should be given time to complete questions. (12
min)
7) The teacher should review the answers to the worksheet with the class. (7
min)
8) The teacher should project the Journal entry for Chapter 3 on the
projector (10)
Chapter 3 journal= give yourself a new name, what would be your
pseudonym (ficticious name)? why did you pick that name? What would you
want to be different about your life or outlook on it when you have this
name? (23)
*Students should finish journal for homework if not yet completed and read Chapter
4.
Check for Understanding:
The students will have a written record of the analysis of the use of allusion to
War and Peace
The students will have a written definition of what an allusion is.
The students will have discussed the definition of a pseudonym
Chapter 3 Summary
When: Sept 10th 1990, left October 23 1990-end of June 1990. Leaves Atlanta
without telling anyone.
Who: Chris McCandless, Wayne Westerberg, Walt and Billie McCandless
What:Wayne gives him a ride, doesn’t want to leave him in the rain so he stays with
him for 3 days, comes back a few weeks later to work for him. Find out he has 8
brother and sisters (6 half siblings) Went to Emory University, donates all of his
money to OXFAM America- charity to fight hunger. When graduating from Emory he
didn’t want the new car his parents offered him. He loves his Datsun. Gives himself a
new name; Alexander Supertramp.
Where: Cut Bank, Montana, Chris wants to go to Saco Hot Springs (240 miles away)
Carthage is where the grain elevator job was.
Day 6: Civil Disobedience, Allusion and Transcendentalism
Learning Objectives:
The students will review the content of Civil Disobedience
The students will relate their reading of Chapter 4 of Into the Wild to the
themes and ideas of previous reading of Civil Disobedience
State Standards:
Standard - 1.3.11.B: Interpret and analyze works in various genres of
literary and/or cultural significance in American and world history: Reflect a variety
of genres in the respective major periods of literature. Represent important authors
in each historical period. Reveal contrasts in major themes, styles, and trends in the
respective historical periods. Examine the important philosophical, religious, social,
political, or ethical ideas of the time.
Standard - 1.3.11.D: Analyze the effectiveness, in terms of literary quality, of
the author’s use of literary devices, (e.g., personification, simile, alliteration,
symbolism, metaphor, hyperbole, imagery, allusion, satire, foreshadowing,
flashback, irony) in various genres.
Standard - 1.5.11.B: Develop content appropriate for the topic. Gather,
organize, and determine validity and reliability of information. Employ the most
effective format for purpose and audience. Write fully developed paragraphs that
have details and information specific to the topic and relevant to the focus.
Materials:
Book
Journal
Civil Disobedience Review Handout
Projector
Procedure:
1) students will enter class and copy down the word of the day projected on
the screen
2) the teacher will read the word, it’s definition and a fun fact about it.
3) the partner pair for chapter 4 will come to the front of the class to present
their summary of the reading.
4) the teacher will ask the students the following questions:
a) How was Chris’s old Datsun found in the desert? (Walsh bontanical
survey)
b) Why didn’t McCandless seek help from authorities when his
car battery died in Detrital Wash? (didn’t want to answer questions
about why he’d ignored postings and warnings, expired registration,
expired license, uninsured)
c) How do we know that Chris is a “latter-day adherent of Thoreau?
(Krakauer says)
d) is this an allusion to The Night Thoreau spent in jail?
5) The teacher should distribute the Civil Disobedience Review Handout and
ask students to complete the multiple choice questions to the best of their ability
without help from any notes.
6) The teacher should review the answers to the review sheet with the class.
7) The teacher should project the days journaling assignment on the
overhead projector:
Chapter 4 journal: “McCandless could endeavor to explain that he answered to
statues of a higher order- that as a latter-day adherent of Henry David
Thoreau, he took as gospel the essay “On the Duty of Civil Disobedience....(28)”
-What does it mean to be a “latter-day adherent of HDT”?
-So far, what actions does McCandless display that agrees with
Transcendental ideals? Use direct quotes form the letters in Chapter 4 to
support your claims.
8) The teacher should invite students to share their answers and create a
checklist on the board.
Transcendental Ideals vs. Chris McCandless
Nature
yes
make time for yourself
yes
live intentionally
yes
give up car
yes
make less money
yes
quit working
yes
9) The teacher should remind students that they will be reading Chapter 5 as a class
tomorrow together.
Check For Understanding:
*Students will review the term allusion
*Students will have a copy of the main ideas of Civil Disobedience on the
handout
*Students will have a written record of claims and data relating the ideas of
Thoreau with textual evidence of the ideas of McCandless
*Students will have orally discussed the ways in which McCandless correlates
with the ideas of Transcendentalism presented in Civil Disobedience
July 6th 1990- February 24th 1991- Chapter 4 Summary
Who: Bud Walsh (botanical surveyor), Crazy Ernie, Walt and Billie, Peter Kalika, Jan
Burres.
What: Chris abandons his car in the Wash, burns his money, stripped it’s plates,
buried his Winchester deer-hunting riffle. July 10th hike around Lake Mead. Gets a
ride from Crazy Ernie and worked on his ranch for 11 days without getting paid.
Leaves to Arcata, CA where he gets a ride from Jan Burres to Orick Beach, OR stays
with them for a week. August 10th was ticketed for hitchhiking. That ticket showed
up when Walt and Billie received the back mail from Chris and hired a private
investigator Peter Kalika. October 28th Chris paddles down Colorado river. By end of
November he paddled through Yuma. December 2nd he reached Morelos
Dam/Mexican border, gets lost had to carry his canoe to the new canal. Duck
hunters dropped him in El Folfo de Santa Clara. December 14th he beached for 10
days. January 11th 1991 almost capsizes decides to return north- goes to the boarder
on Jan 18th (Houston to Pacific coast). Feb 3rd goes to LA to get and ID and job but
felt “extremely uncomfortable in society now”. February 24th returns to Detrail
Wash, Hitched to Las Vegas found a job at an Italian restaurant.
Where: Detrital Wash near Lake Mead
Day 7- Jack London, Bullhead City, Allusion review
Lesson Objectives:
Students will know who Jack London is
Students will read a poem by Jack London
Students will make further claims about McCandless’s character
Students will recall information read the night before
Students will review what the term allusion means
State Standards:
Standard - 1.3.11.D: Analyze the effectiveness, in terms of literary quality, of
the author’s use of literary devices, (e.g., personification, simile, alliteration,
symbolism, metaphor, hyperbole, imagery, allusion, satire, foreshadowing,
flashback, irony) in various genres.
Standard - 1.2.11.D: Analyze inferences and draw conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs about a
subject.
Materials:
Book
Projector
Procedure:
1) Students will come into class and copy down the word of the day from
Merriam Webster’s trend watch website.
2) The teacher will read the word aloud and it’s definition and a fun fact
about the word.
3) The teacher should direct students to open their books to chapter 5 for
popcorn reading. Each student should read two paragraphs before passing the
reading off to another student.
4) The teacher should ask the class the following questions after the students
have read:
a) Why does Bullhead city not seem like a place that would “appeal to
an adherent of Thoreau and Tolstoy”?
b) What did Chris hate about working at McDonalds?
c) Why do you think he tried to keep his nomadic lifestyle a secret?
d) Why did Jan Burres like McCandless so much? What did she give
him? How did he give it back to her?
e) Which authors “turgid portrayal of life in Alaska” did Chris enjoy
reading? Is this an allusion?
5) The teacher should provide a brief lecture on Jack London: (1876-1916)
Wrote Call of the Wild, White Fang, Short stories like the one they read “A Piece of
Steak”. Write in the Adventure/Nature genre ironic because London himself was an
obese man who struggled with alcoholism, and mental illness. Found dead of a
morphine overdose.
6) The teacher should ask the following questions after the lecture: Why
might he have been someone who McCandless liked? What’s ironic about London’s
lifestyle? About McCandless’s?
7) The teacher should project the days journal entry on the overhead
projector: Chapter 5 Journal: Read Poem-
choose a quote from the chapter that illustrates McCandless as a ‘Man of the Future.’
Write an explanation of your choice. List 2-3 adjectives that classify McCandless at
this point in the text.
8) Students may be asked to share their responses if time remains.
9) For homework students should read chapter 6. Teacher should remind
partner pairs who will be presenting the chapter summary.
Check for Understanding:
Students will have a brier written analysis of one of Jack London’s poems and
how it relates to Chris McCandless.
Chapter 5 Summary
Who: Jan and Bob Burres, Charlie, Chris McCandless
What: worked at McDonalds as Chris. Didn’t like to wear socks or work fast, bad
hygiene. Told people he wasn’t a drifter. Lived with a man named Charlie. Goes to
visit Burres in Nilands (the Slabs) help them at their flea market book table. Burres
likes him because her son left. He put her gift (swiss army knives, belt knives) and of
long underwear and warm clothing under the seat of her car when he left.
When: Left Las Vegas in May 1991, spent July and August on the Oregon coast
Where: Bullhead City, Arizona October 1991until December Lots of fast food
restaurants, high rise hotels and casinos near the Mohave Valley Highway, leaves off
at Salton City, fifty miles away from Niland.
Day 8- Self-Reliance, Civil Disobedience, Franz, Primary Source Documents
Learning Objectives:
*The students will review the main ideas of Civil Disobedience and Self
Reliance
*The students will practice determining meaning of difficult texts
*The students will use textual evidence to support their connections between
C.D. and Self Reliance with Chris’s letter to Franz.
*The students will review what a primary source document is
State Standards:
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Standard - 1.3.11.B: Interpret and analyze works in various genres of
literary and/or cultural significance in American and world history: Reflect a variety
of genres in the respective major periods of literature. Represent important authors
in each historical period. Reveal contrasts in major themes, styles, and trends in the
respective historical periods. Examine the important philosophical, religious, social,
political, or ethical ideas of the time.
Materials:
Book
Journal
Excerpts from Self-Reliance Review
Civil Disobedience Review
Procedure:
1) The teacher will project the word of the day on the overhead projector
from Merriam Webster’s Trend Watch website.
2) The teacher will read the word, it’s definition, and a fun fact about it
aloud.
3) The teacher should check the front calendar to see which partner pair is
presenting the Chapter 6 summary. These students should present in
front of the class.
4) The teacher should review these questions is not yet addressed:
a) Where does Chris live in San Diego? How does Chris get
arrested? (bajada, past ohmygod hotsprings, jumping trains)
b) What offer does Franz make to Chris? (adopt him)
c) Why does Franz become an atheist? ( Chris died and he
prayed to keep him safe)
d) Why do you think Chris wanted to “once again evaded the
impending threat of human intimacy (55)”.
5) The teacher should distribute the Self-Reliance Handout. Students should
read the excerpts from the essay provided in four groups. They should determine a
summative sentence of the main point of their paragraph. The teacher should then
have students read their groups paragraph, and describe which words or phrases
brought them to their understanding of it.
6) The teacher should direct students to their Civil Disobedience Handout
from the previous class and ask them to complete the days’ journal prompt:
* When doing research on McCandless, what might we call his letter to
Ronald A. Franz? (primary source document)
Chapter 6 Journal: Re-read Chris’s letter to Franz (pages 56-57) –
Choose two quotes that highlight an idea from Civil Disobedience
and/or Self Reliance
7) The teacher should ask students to share their entries with the class.
8) The teacher should remind students to finish reading chapter 7 for
homework and which partner pairs will be presenting tomorrow. Students should
complete chapter 6 journal for homework if not yet finished.
Check For Understanding:
*Students will have a written record of the main points of four excerpts from
Self-Reliance
*Students will have re-visited their review sheets about Civil Disobedience
*Students will have a journal entry using textual evidence connecting
McCandless’s ideas with the Transcendental ideals of Thoreau and Emerson.
Jan 1992-Jan 1993 Chapter 6 Summary
Who: Ronald Franz- eighty years old, son and wife were killed on new years 1957
What: Franz picks Chris up going back to his camp on the bajada. Chris lectures him
on his sedentary lifestyle urges him to sell his belongings and live on the road. Franz
teachers Chris how to make a leather belt. McCandless leaves for San Diego in early
February, calls Franz to say happy birthday on Feb 19th (he had turned 24 on Feb
12th). Sends Jan a letter on Feb 28th saying he hates San Diego and it’s missions,
Another one on March 5th saying he was riding the rails. Wants to make it to Alaska
by May 1st. Calls Franz to pick him up in Coachella after serving time for jumping
trains. They eat lunch together and he drops him in Grand Junction on March 14th.
Franz wanted to adopt McCandless but he refuses him. Franz takes McCandless’s
advice from his letter in early April and lives on the bajada for 8 months. Franz finds
out about Alex’s death from two hitchhikers on December 26th 1992. Becomes an
atheist.
Where: Salton Sea, near Palm Springs , OhMyGod Hot Springs, San Diego, Grand
Junction, Coachella, CA
Day 9- Character Review, Authorial Voice
Learning Objectives:
The students will be able to share their voice on a topic we have written in
class about so far.
The students will be able to distinguish between which characters have
narrated Chris McCandless’s story until this point
The students will compare and contrast two depictions of Chris based upon
two different characters voices.
State Standards:
Standard - 1.2.11.B: Distinguish among facts and opinions, evidence, and
inference across a variety of texts by using complete and accurate information,
coherent arguments and points of view.
Standard - 1.6.11.A: Listen critically and respond to others in small and
large group situations. Respond with grade level appropriate questions, ideas,
information or opinions.
Materials:
Book
Journal
Character Review Handout
Procedure:
1) The students will enter class and copy down the word of the day
projected on the overhead from Merriam Webster’s Trend Watch
website.
2) The teacher will read the word aloud, it’s definition and a fun fact about
the word.
3) The teacher should check the front calendar for which partner pairs will
be presenting the Chapter 7 Summary and have them come to the front of
the class.
4) The teacher should ask the following questions if not yet addressed:
a) Who is Gail in relation to Westerberg?
b) What do we learn about Chris and his romantic past?
c) What higher law cited in Thoreau’s Walden does Chris seem
to abide by?
d) Why does Westerberg offer Chris a plane ticket to Alaska?
Why doesn’t Chris accept it?
e) What instrument can Chris play that surprised everyone?
5) The teacher should tell the class that today we will be discussing the
various voices present in the text and that to prepare for that she/he would like to
open the floor up to the students to review their journals thus far and choose one
they enjoyed writing and might want to share with the class. (Hear their voice)
5) The teacher should ask students to list all of the major voices present in
the text thus far that tell us about Chris McCandless’s story. The teacher should
make this list on the board. (Gallien, Westerberg, Jan Burres, McDonalds managers,
Ron Franz, Gail Borah, Krakauer, Chirs)
6) The teacher should instruct students to work with a partner and choose
two characters to review. Each student in the partner pair should review one
character and then they should present their findings to the other partner. Each
student should take notes on both characters. The students should be given the
character review handout.
7) After about 7 minutes the teacher should prompt students to share their
findings with their partner.
8) The teacher should direct the students’ attention to the days journal
prompt:
Chapter 7 Journal: After sharing your character reviews with a partner
compare and contrast the depictions of Chris McCandless as presented by two
different characters. What is similar about the way the two characters view him?
What is different? What role do you think Krakauer plays in keeping these accounts
similar?
9) The teacher should remind students to read Chapters 8 and 9 over the
weekend for homework and which two sets of partner pairs will be presenting their
summaries. The teacher should announce to the class that there will be a quiz next
week on Chapters 1-11.
Check for Understanding:
The students will have a written depiction of Chris McCandless’s
character as portrayed by two different characters from the text.
The students will have a written comparison of how these characters
accounts of Chris are similar or different and how Krakauer influences the
amount of information we hear about him.
Four weeks from March to April 15th1990 --Chapter 7 Summary
Who: Westerberg, Gail Borah- his girlfriend
What: Chris works for Westerberg weeding, mucking out warehouses. Gets invited
to Gail’s house for dinner, talks about his sister with her. Chris thinks a lot about the
hypocrisy of his fathers lifestyle, tyranny of their conditional love. Learn that he
hasn’t had many girlfriends (nor boyfriends). Reference to Walden. Westerberg says
Chris intended to write a book about his travels. Doesn’t want to fly, wants to
hitchhike north. Chris used to love to talk about books and be hungry for knowledge.
Final night in Carthage he partied hard, played piano, told about belt. Said a tearful
goodbye that may have been a warning about his fatal end. He now “walks into the
wild”
Where: Carthage, ND
Day 10- Twenty Thousand Leagues Under The Sea, Alaskan Voyagers
Learning Objectives:
The students will understand the allusion to 20 Thousand Leagues Under the
Sea
The students will summarize the various characters Krakauer introduces in
Chapters 8 and 9
The students will make comparisons between Twenty Thousand Leagues
Under the Sea and War and Peace to further characterize McCandless and make
connections between the two texts.
State Standards:
Standard - 1.3.11.D: Analyze the effectiveness, in terms of literary quality, of
the author’s use of literary devices, (e.g., personification, simile, alliteration,
symbolism, metaphor, hyperbole, imagery, allusion, satire, foreshadowing,
flashback, irony) in various genres.
Standard - 1.3.11.B: Interpret and analyze works in various genres of
literary and/or cultural significance in American and world history: Reflect a variety
of genres in the respective major periods of literature. Represent important authors
in each historical period. Reveal contrasts in major themes, styles, and trends in the
respective historical periods. Examine the important philosophical, religious, social,
political, or ethical ideas of the time.
Materials:
Book
Alaskan Voyagers Handout
Twenty Thousand Leagues Under The Sea Handout
Procedure:
1) The students will come into class and copy down the word of the day
from the Merriam Webster’s Trending Words website on the overhead
projector.
2) The teacher will read the word aloud, it’s definition and a fun fact about it.
3) The teacher should check the front calendar to see which partner pairs
are presenting the Chapter 8 and Chapter 9 summaries. These students
should come to the front of the class and present.
4) The teacher should ask the following questions if not yet addressed:
a) What critique was offered of McCandless by readers of
Outside magazine? (he was just damn lucky, foolish pointless
death, hardly unique)
b) What did Ken Sleight say of McCandless and Everett when
he heard that people thought them foolish? (at least they tried
to follow their dreams)
c) What is the name Everett Ruess uses as his own during his
travels? Where did he get it from? (Nemo, Twenty Thousand
Leagues Under The Sea)
d) What can we infer about these types of adventure seekers or
Alaskan voyagers in history? Are they the ONLY ones who did this? (no, they are just
a few of many followers of ideals like the ones Henry David Thoreau promoted)
5) The teacher should distribute the handout on Twenty Thousand Leagues
Under the Sea and give students time to work on it
6) The teacher should review the answers with the class.
7) The teacher should distribute the Alaska Voyagers Chart to students and
assign 4 small groups to gather information about one of the 4 boxes.
8) The class should review the answers together
9) The teacher should remind students to read Chapter 11 for homework and
write 3 discussion questions pertaining to the idea of Chris’s motivations for going
into the wild, how it affects his family, what influences encouraged him, how he’s
different from his siblings, etc. The teacher should remind students of the quiz
tomorrow.
Check For Understanding:
The students will have a written recording of the themes and ideas presented
in Twenty Thousand Leagues Under The Sea
The students will have written answers to analysis questions about
comparisons between the previously researched War and Peace, and Twenty
Thousand Leagues Under The Sea
Chapter 8 Summary:
Who: Countercultural idealist- communing with nature, Vietnam Vet- get away
from people, Wayward Genius- Gene Rosellini- Krakaer met him, live like a
neolith, knife through his heart, John Waterman-friends committed suicide, solo
ascent of Mt. Hunter, ran for school board, attempted Denali-145 days in March
1978, in 1979 tries again but cabin caught fire and his notes were burned,
committed self to Psychiatric Institution, Lost on Denali, Carl McCunn,- 35 years old
amature photographer, forgot to arrange a flight back at summers end, March 1981late Nov, made the wrong SOS sign, shot himself when wasn’t rescued.
What: Krakauer hears many critiques of Alex’s advendures (Jans Letter) Krakauer
offers a collection of stories about other adventurers like him. K compares Chris to
Rosellinin and Waterman= impractical fascination with the harsh side of nature.
Waterman and McCunn= didn’t assume someone would save him.
Where: Alaskan Odysseys- Denali, Fairbanks, Mt. McKinley
Chapter 9 Summary:
Who: Everett Ruess
What: born Oakland, CA 1914, when 16 hitchhiked through Yosemite and Big Sur,
After high school tramped pushed his body, stint at UCLA, lives life on the edge, a
romantic, suffer philosophically, Used the pseudonym Nemo-latin for nobody,
assumed fell to his death, murdered by cattle rustlers? Drowned? At least
McCandless and Ruess tried to follow their dreams. Krakauer mentions Irish monks
known as papar who find lonely places to dwell in peace in 5th and 6th century A.D.
Where: Davis Gulch
Day 11- Family Dynamic, Discussion Practice, Quiz
Learning Objectives:
The students will practice small group discussions in preparation for the end
of unit Socratic circle
The students will evaluate the affect of chronology and order in the text.
The students will make a claim about what influences encourages
McCandless to make his journey into the wild.
The students will be assessed on their reading up to this point in the text
State Standards:
Standard - 1.3.11.C: Analyze the relationships, use, and effectiveness of
literary elements (characterization, setting, plot, theme, point of view, tone, mood,
foreshadowing, irony, and style) used by one or more authors in similar genres.
Materials:
Book
Journal
Midway Quiz
Procedure:
1) The students will enter the classroom and copy down the word of the day
from the word of the day from the Merriam Websters Trending Words
website.
2) The teacher will read the word aloud, it’s definition, and a fun fact about it
3) The teacher should check the front calendar to see which partner pairs
will be presenting the Chapter 11 Summary. These students should come
to the front of the class and present.
4) The teacher should ask the following questions if they have not yet been
addressed:
a) How did Walt and Billie McCandless meet?
b) Which member of Chris’s family was “Proud, stubborn and
dreamy, a woodsman, self-taught musician and writer of poetry (108)”?
(grandfather)
c) What is the one thing Carnie is better at than Chris? (French Horm)
d) How did Chris spend some of his weekends in high school?
(Feeding the homeless in D.C., talking to the poor)
e) What paradox about McCandless is presented at the end of the
chapter? How was he an entrepreneur? (selling vegetables to his neighbors, running
a paper filing company, he was a very good business man but not interested in
business)
5) The teacher should distribute the Chapters 1-11 Quiz.
6) The teacher should ask the students to get into three small discussion
groups to share their discussion questions from the night before. Each student
should share at least one of their questions with the group. ( about 7 students per
group).
7) After groups have discussed the teacher should ask each group to read
aloud their best question as a group and some ideas about their response to it.
8) The teacher should project the days journal prompt on the front overhead
projector:
Chapter 11 Journal: How does your reading about Chris’s family life at this point in
the text change your perception of him? How might it have been different if this
was the first chapter of the text? Now that you have a more well rounded picture
of Chris’s character from childhood into adulthood what do you think were some
driving influences that inspired Chris to go into the wild?
9) The teacher should invite students to share their entries with the class.
10) The teacher should announce to students that we will be reading
Chapters 12 and 13 in class tomorrow.
Check for Understanding:
The students will turn in a copy of the Chapters 1-11 quiz.
The students will orally share ideas about their impressions of Chris
McCandless and his motivations for making his journey.
The students will have a written recording of their ideas about the influence
order has on shaping their perceptions of Chris.
Chapter 11 Summary
Who: Samuel Walter McCandless, Billie McCandless, Loren Johnson (grandpa) Eric
Hathaway, Kris Maxie Gillmer, Carnie McCandless
What: Samuel Walter McCandless Jr. 56 years old, kid that had so much compassion
could cause his parents so much pain! Billie says she spent more time with Chris
than with any of her other kids. Walt is accustomed to calling the shots, with an
undercurrent of nervous energy. Walt was in a band in college played piano. 1957
gets a job Hughes aircraft, marries, 4 kids. 1965- gets divorced, 1968- Chris is born
by his secretary Wilhelimina Johnson (Billie) 3rd grade Chris was classified as a
gifted students but didn’t want to be. When he was 6 he moved to Annandale.
Parents often fought and worked long hours- brought Chris and Carnie closer
together. Chris is a lot like his maternal grandfather- doesn’t like to shoot animals,
did oddball hobbies like raise chickens sold horse rides, self taught musician,
woodsman. Chris’s first overnight camping trip when he was 8 with dad to climb Old
Rag. Chris only failed physics because the formatting of his labs wasn’t to par. Chris
competes with Carnie at playing French Horn- she’s better. He’s very protective of
her. Tried to learn golf but resisted instruction. Attacks challenges head-on. At age
10 entered his first running competition. Close to Buckley the family dog- Eric
Hathaway, Kris Maxie Gillmer recall Chris as cross country captain. On weekends
Chris spent time with prostitutes and homeless people and was obsessed with racial
oppression. Andy Horowitz says he has trouble with the whole idea of parents
(forcing him to go to college). Billie tells us that Chris was good at making money
even though it didn’t interest him. Offered a job working construction and paying his
tuition instead of going to school right away—Chris says no way.
Where: Chesepeak Beach, MD, Annandale, MD, Woodson High School
Day 12- Chris McCandless, Fictional Dialogue
Learning Objectives:
The students will read practice silently reading with Chapters 12 and 13 in
class
The students will make inferences about Chris’s relationship with various
characters in the text
The students will use specific word choices to create a tone about the way
they view Chris.
State Standards:
Standard - 1.1.11.E: Demonstrate an appropriate rate of silent reading
based upon specific grade level texts.
Standard - 1.5.11.D: Write with an understanding of style using a variety of
sentence structures and descriptive word choices. Create tone and voice through the
use of precise language.
Materials:
Books
Journals
Procedure:
1) The students will enter the classroom and copy down the word of the day
from Merriam Webster’s Trend Watch website projected on the overhead.
2) The teacher will read the word, it’s definition and a fun fact about it.
3) The teacher should instruct students to silently read Chapters 12 and 13
4) After reading Chapter 12 and 13 students should choose a character
presented in these chapters and write a fictional dialogue between them and Chris
McCandless in
Chapters 12 and 13 Journal: Construct a dialogue between Chris
McCandless and any of the other characters presented in Chapters 12 or 13.
This dialogue should illustrate the way you perceive Chris’s character to
speak or behave based on the previous reading you have done on his
character. You may want to write about a specific action he is doing or has
done, a memory he may have, or an emotional response to something.
5) The teacher should encourage students to share their dialogues with a
partner and offer students to recite them in front of the class.
6) The teacher should remind students to read chapter 14 for homework and
which partner pairs will be presenting the Chapter 14 Summary.
Check For Understanding:
Students will be able to be observed silently reading.
Students will have a written dialogue that illustrates Chris relationship with
another character from Chapters 12 or 13.
1986-1988- Chapter 12 Summary
Who: Chris McCandless, Walt and Billie, Marcia (previous wife), Eric Hathaway,
Quin McCandless
What: Chris graduates from high school Left on a trip cross country. Got lost in the
Mojave Desert. Chris goes to Emory University- got grades good enough to get into
law school. Took a job as a delivery boy- made a lot of money working hours no one
wanted. Chris discovers his father’s previous marriage- and out of wedlock son Quin
McCandless. He admired London and Tolstoy who were hypocrites in their own rite,
but couldn’t see past it with his father. Chris co-founds the College Republican Club
at Emory (Civil Disobedience). College classes end 1989- takes another road trip.
Disappears to Alaska. Billie hears her son calling her name to help in July 1992.
Where: Emory University, Annandale, Woodson High School.
September 17th 1992-Chapter 13 Summary
Who: Carnie McCandless, Walt and Billie, Chris McCandless, Buck the dog, Chris
Fish,
What: Picture of Chris as a child. Carnie talks about how things might have been
different if he took Buck with him, he wouldn’t have taken so many risks. Carnie
works 14 hour days at C.A.R. Services Inc with husband Fish in hope of making first
million early. 10 months after his death Carnie still cries everyday. Fish told her
about Chris’s death when he got a call from Sam- Walt’s oldest child. Carnie and Sam
flew to Fairbanks to bring home Chris’s remains. Chris was cremated and his urn
had the wrong initial on it- Chris would have thought it was funny. Carnie and Billie
have lost a lot of weight and are grieving.
Where: Virginia Beach
Day 13- Krakauer/McCandless Venn Diagram, Connections to your life
Learning Objectives:
The students will compare and contrast Krakauer’s experience with Chris
McCandless’s
The students will analyze ideas presented by Krakauer, connect them to
McCandless, and relate them to their own lives.
The students will practice silently reading Chapter 15
The students will understand and be able to define the difference between
mood and tone.
State Standards:
Standard - 1.1.11.E: Demonstrate an appropriate rate of silent reading
based upon specific grade level texts.
Standard - 1.2.11.D: Analyze inferences and draw conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs about a subject.
Materials:
Book
Venn Diagram Handout
Procedure:
1) Students will enter the classroom and copy down the word of the day
from Merriam Webster’s Trend Watch website projected on the front
screen.
2) The teacher will read the word, it’s definition, and a fun fact about it.
3) The teacher should check the front calendar for which partner pair will
present the Chapter 14 Summary. These students should come to the
front of the room and present.
4) The teacher should review the following questions if not yet addressed:
a) What animal does Krakauer see drowning on his boat
journey to the Devils Thumb? What might be the purpose of describing this image?
A mule deer. To show that the wild shows no mercy.
b) What “exposed (Krakauer) to his self deceit and left him
hallow and aching (for real human connection)? His sleepover with Kai Sandburn.
c) How does Krakauer react when he realizes the plane doesn’t
see him? Cries and then screams obsenities
5) The teacher should distribute the Venn Diagram Handout and give
students time to complete the front and read Chapter 15.
6) The teacher should review the front of the Handout with the class by
drawing a Venn Diagram on the front board and filling it in together.
7) The teacher should direct students to complete the back side of the
handout.
8) The teacher should invite volunteers to read their responses aloud to the
class
9) The teacher should remind students that they should read Chapter 16 for
tomorrow and which partner pairs will be doing the Chapter 16 Summary.
Check For Understanding:
The students will have a written comparison of Krakauer and McCandless
The students will have a written response to their own connections to
Krakauer and McCandless’s outlook on adventure and nature.
May 1977-Chapter 14 Summary
Who: Jon Krakauer, Kai Sandburn, Maynard Miller (his picture of The Thumb),
What: Krakauer forwards his opinion that Chris wasn’t suicidal and that his death
was an accident by describing his own near death experience on a mountain. 1977
he first wanted to climb the Devil’s Thumb. Krakauer quits his 3.50 and hour job
framing condos in Boulder. Hitches a boat ride from Gig Harbor to Petersburg on the
Ocean Queen. Spends the night with Kai Sandburn after she invites him for dinner,
reminds him how lonely he will be. Begins his journey but is three days behind so
the helicopter won’t be able to pick him up in the spot he instructed. Almost makes
it to top of Devils Thumb, can’t find a good way up.
Where: The Stikine Ice Cap, Petersburg, Gig Harbor, Seattle
May/June 1977-Chapter 15 Summary
Who: Jon Krakauer, Jim Freeman, Lewis Krakauer
What: Krakauer tries to decide to leave or stay on the Thumb to make it to the top.
He smokes a marijuauna joint and lights a section of his tent on fire. We hear about
Krakauer’s family. Father had a brash demeanor that masked deep insecurities,
bought him first ax and rope when he was eight. Had a relentlessly competitive
nature, loved Stephen Potter, wanted Jon to be a doctor at Harvard Medical School,
had four other children. Post- Polio Syndrome drove his father to self-administer
painkillers, sterioids, amphetamines and mood elevators. Attempted suicide—
psychiatric hospital in Portaland. The Stiking Ice cap was like medical school for Jon.
Climbs down a bit more, then back up again after a storm. Makes it to the peak. Was
alone for 20 days on the mountain. Gets a ride back from Freeman- timber faller
from Petersburg. Krakauer claims nothing changed after his climb and that if he had
not returned from the ascent and descent people would have compared him to
McCandless. He suffered from a great hubris. The point is, wanting to be terrified
and push your limits it a very different thing from wanting to die.
Where: Thomas Bay, Stikine Ice Cap
Day 14- Carnie McCandless Letter
Learning Objectives:
The students will be exposed to alternate information about why Chris went
into the wild
The students will analyze Chris’s family dynamic further
The students will thoughtfully respond to this new information to synthesize
new theories about why McCandless went into the wild.
State Standards:
Standard - 1.2.11.B: Distinguish among facts and opinions, evidence, and
inference across a variety of texts by using complete and accurate information,
coherent arguments and points of view.
Standard - 1.2.11.C: Examine the author’s explicit and implicit bias and
assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s
argument or defense of a claim as related to essential and non-essential information.
Materials:
Book
Carnie’s Letter Handout
Journal
Procedure:
1) Students should come in to class and copy down the word of the day from
Merriam Webster’s Trend Watch website.
2) The teacher should say the word aloud, it’s definition and a fun fact about
it.
3) The teacher should check the front calendar for which partner pair
should present the Chapter 16 summary. These students should come to
the front of the room and present.
4) The teacher should ask the following questions if not yet addressed:
a) What does Stuckey regret not doing after meeting Chris?
b) What is Chris’s heaviest item in his pack?
c) What type of book does Chris get in Fairbanks?
d) What animal does Chris kill? How does he feel?
e) What does he realize at the end of the chapter?
5) The teacher should distribute the handout that is Carnie’s Lettter. The
students should popcorn read the letter aloud.
6) After reading the students should complete the follow up questions in
their journals as the Chapter 16 Journal:
1) Why is Carnie upset with her parents?
2) What role did she play in forwarding a false image of her family and
her brother in Into The Wild?
3) What new information surprised you about the McCandless family
story?
4) After reading this letter describe your previous understanding of
why Chris ‘went into the wild’ and how it may be different now.
7) The teacher should ask for student volunteers to share their responses
and guide students to come to the conclusion that Chris may have went into the wild
more as a means of escaping his family rather than “live deliberately”.
8) The teacher should give students time to begin reading Chapter 18 and tell
them to complete it’s journal for tomorrow. The teacher should note the partner
pair that will be doing the summary.
Chapter 18 Journal:
Assess the statement “Happiness is only real when shared”. What does this
say about McCandless’s transition throughout the novel? How does it speak to his
journey across the country that we have mapped in class? What do you think
influenced him to say this? What does Krakauer suggest this might mean for Chris?
What do you think it means?
Check for Understanding:
The students will have a copy of the artifact that is Carnie’s Letter
The students will have read aloud the information from said letter
The students will respond to reflection questions
The students will orally share their ideas about why McCandless went into
the wild.
May 1992- Chapter 16 Summary:
Who: Gaylord Stuckey, Jim Gallien, Chris McCandless,
What: McCandless arrives in Alaska at Laird River in hot springs. 63-year-old
Hoosier Stuckey who is on his way to deliver an RV in Fairbanks at first denies his
hitchhiking request but then accepts. After three days the men get to Fairbanks
discussing Chris’s sister and debating the earliness of Chris’s arrival. Stuckey
worried there was too much snow on the ground. Stuckey gives him his credit card
number and requests a postcard.
McCandless buys a book on edible plants called Tanaina Plantlore/Nena’ina
K’et,una: An Ethnobotany of The Dana’ina Indians of Southcentrail Alaska, and a gun.
Then he walks found miles west of town and his picked up by Jim Gallien as we saw
in the beginning. Heaviest item in back was 9-10 books. Because of a big thaw in
early April and then a cold twist the Teklanika River’s volume was quiet low when
he crossed the first time. As the river thawed again it would multiply 9-10 times its
volume. Chris finds the bus, notes he has been living like this for 2 years.
Tries to go further on his journey but turns around on May 19th, less than 30
miles east is the George Parks Highway, 16 miles south is Denali Park, 6 mile radius
there are 4 cabins. Alex kills a moose, hard time keeping it, feels guilty for waste.
When tries to return to the highway he realizes he’s rained in, lonely and scared.
Probably thought it patient the water would lower again so he returns to bus.
Where: Stampede Trail, Fairbanks, AL, Carthage, SD
Day 15- MAPPING!
Learning Objectives:
Students will review the events of Chapter 18
Students will map the entirety of Chris McCandless’s journey from start to
finish
State Standards:
Standard - 1.8.11.C: Analyze, synthesize, and integrate data, creating a
reasoned product that supports and appropriately illustrates inferences and
conclusions drawn from research.
Standard - 1.2.11.A: Evaluate and critique text organization and content to
determine the author’s purpose and effectiveness according to the author’s theses,
accuracy, thoroughness, logic, and reasoning.
Materials:
Book
Classroom Map
Projector
Procedure:
1) Students will come into class and copy down the word of the day from
Merriam Websters Trend Watch website projected on the overhead.
2) The teacher will read the word aloud, it’s definition and a fun fact about it.
3) The teacher should check the front calendar to see which partner pairs
will present the Chapter 18 summary. These students should come to the
front of the room and present.
4) The teacher should ask the following questions if not yet addressed:
a) What is the last book McCandless ever read? What does it
help him realize about happiness?
b) What ultimately is responsible for killing McCandless?
c) What is the controversy surrounding the cabins nearby the
bus site? How close are other areas of civilization from this site?
d) How many days had Chris been at the bus when he died?
What was one of the last things he did?
5) The teacher should direct students to the overhead projector where the
timeline is presented. Students should use the timeline on the projector to review
the events of the chapter and track McCandless’s journey on the big map on the
bulletin board. The teacher should randomize the students they select to help them
find the locations on the map.
6) After marking all of the spots in the board the teacher should applaud
students for following all of the details of the text so closely. The teacher should then
tell students that we will be thinking about what the end of Chris’s journey may
have meant to him.
7) The teacher should direct students to complete the Chapter 18 Journal:
Assess the statement “Happiness is only real when shared”. What does this
say about McCandless’s transition throughout the novel? How does it speak to his
journey across the country that we have mapped in class? What do you think
influenced him to say this? What does Krakauer suggest this might mean for Chris?
What do you think it means?
8) The teacher should remind students to finish the journal for homework,
we will read the Epilogue in class tomorrow.
Check for Understanding:
Students will have a visual trace of Chris McCandless’s travels
Students will have a written reflection of the changes in Chris’s mentality
towards social situations and true happiness.
Day 16- Essential Question Reflection, Socratic Circle Work Day
Learning Objectives:
Students will thoughtfully respond to one of the unit’s essential questions
about a person’s responsibility for their own happiness and others feelings.
Students will read the epilogue
State Standards:
Standard - 1.2.11.E: Examine and respond to essential content of text and
documents in all academic areas.
Materials:
Book
Journal
Socratic Circle Assignment Sheet
Procedure:
1) The students will enter class and write down the word of the day
projected on the front screen from the Merriam Webster Trend Watch
website.
2) The teacher will read the word; it’s definition and a fun fact about it.
3) The teacher should check the front calendar and see which students were
responsible for doing the Chapter 18 summary. These students should
come to the front of the class and present
4) The teacher should ask these students what was ultimately responsible
for killing McCandless. (swainsonine mold on wild potato seeds)
5) The teacher should ask students to take out their books and turn to the
epilogue. Students should popcorn read aloud the epilogue aloud as a
class.
6) The teacher should ask the following questions once reading is finished:
a) Why couldn’t the McCandless’s travel to the buss with
Killian by land as they wanted to? (river was too high- take a
helicopter)
b) What has Walt been working on for NASA since Chris’s
death? (search and rescue radar)
c) How long after McCandless’s death do his parents go to see
the bus? (10 months)
d) What are some of the things his parents notice about the
inside of the bus that prove he was there? (spoons, boots,
handwriting)
6) As a concluding activity students should complete the:
Epilogue Journal: Consider the statement Billie McCandless makes about her son ‘I
don’t know that you ever get over this kind of loss. The fact that Chris is gone is a sharp
hurt I feel every day.’ Answer the question; where does one’s responsibility for
one’s own happiness end and responsibility for others begin?’ Give examples
from the text and/or from your own life to explain your thinking.
7) After allowing time for students to share their responses, the teacher
should distribute the Socratic Circle Assignment Sheet and read it to the class.
8) The teacher should give the class the remaining time to being working on
the assignment and remind them to complete it for homework.
Check For Understanding:
Students will have read the Epilogue aloud in class
Students will have a written opinion of one’s moral obligations and their own
happiness.
July 1992- Chapter 18 Summary:
Who: McCandless, Ken Kehrer Forsberg, Carwile
What; Reestablished at the bus Chris was still hunting and gathering but his meat
was very lean and he was working hard so he ran up a sizable caloric deficit.
Reading Doctor Zhivago, writes “HAPPINESS ONLY REAL WHEN SHARED”. After
July 30th physical condition goes to hell, August 19th he’s dead. Theories about his
death: Potato seed can be toxic but he would have had to eat pounds of them. Not
likely since he didn’t carry much. Wild Potato root as the Dena’ina relied on until
late spring. Chris starts eating the seeds because the roots are becoming too tough
to eat.
A related species is the Wild Sweet Pea, very easy to confuse, much more
toxic to eat it’s seeds (as noted by Sir John Richardson the Scottish surgeon from the
19th century, arctic exploration). Not likely Chris confused these because he’d been
eating the right seeds for three weeks prior. More likely it was wild potato. The
seeds of the potato are susceptible to alkaloids-chemical compounds that have
powerful pharmacological effects on humans and animals. No alkaloids in samples
of seedpods. THE ANSWER IS THE FUNGUS. Rhizoctonia Leguminicola- grows on
legumes in soggy climates is a mold that produces a potent alkaloid called
swainsonine. Chris ate these seedpods in damp, unclean Ziploc bags- a good culture
for mold.
In Journal of the American Veterinary Medicine Association livestock that eat
these seeds are depressed, emaciated, uncoordinated, difficulty eating or drinking.
Body is prevented from turning what it eats into usable energy; sugars must be
present to mop up poison. August 5th marks day 100; DEATH LOOMS AS SERIOUS
THREAT TOO WEAK TO WALK OUT, HAVE LITERALLY BECOME TRAPPED IN THE
WILD.
Forsberg reports suspicions that McCandless destroyed his cabin, Kehrer,
chief ranger of Denali doesn’t think so- he would have boasted in his journal. Signs
his SOS note as Chris- abandons his nickname Alex. Wouldn’t dream of burning
down a forest to call attention to himself. Starvation is the ultimate killerhallucinations, dies in the sleeping bag his mother had sewn for him. Last thing he
did was take a picture of himself on day 112, smiling.
Where: Stampede Trail, Bus 142
Day 17 –Socratic Circle Discussion
Learning Objectives:
Students will share their discussion questions in small groups
Students will listen to their peers and respond thoughtfully
State Standards:
Standard - 1.6.11.A: Listen critically and respond to others in small and
large group situations. Respond with grade level appropriate questions, ideas,
information or opinions.
Materials:
Chairs set up in a circle at front of room
Discussion Questions
Procedure:
1) The students should enter class and copy down the word of the day
projected overhead from the Merriam Webster’s Trend Watch website.
2) The teacher should read the word, it’s definition and a fun fact about it.
3) The teacher should ask students to take out their discussion questions.
The teacher should group students according the premade list. (see below)
4) Students should be aware that the Socratic circle will occur in 4 rounds of
about 5-6 people. The teacher should ask Group 1 to sit in the circular arrangement
of chairs at the front of the room with their questions. The students should be aware
that after all 4 groups have a turn they will be responding to a question they found
interesting (that is not their own) so they should listen carefully and perhaps take
notes on interesting topics that their peers share.
5) The teacher should begin the timer for Group 1 to go off after 8 minutes.
The teacher should take notes on the discussions as they occur.
6) This process should be repeated for all 4 groups. Groups should be able to
add on to the previous groups discussion or generate it’s own new topics.
7) Students should turn in their printed out questions to the teacher.
8) The teacher should direct students to complete the Socratic Circle Journal:
Choose a question or topic that sparked your attention as you were
listening to your peers. Write an entry in your journal that states the question and
then express your thoughts and opinions about this question.
9) The teacher should announce that the students’ only homework is to
complete the journal entry.
Check for Understanding:
Students will turn in a hard copy of their discussion questions
Students will have orally responded to each other and have a written journal
response as well
Day 18- Response Essay Work Day
Learning Objectives:
The students will understand the Response essay assignment
The students will review the structure of a claim, data, warrant essay
The students will have time to begin working on their essy in class
State Standards:
Standard - 1.4.11.C: Write persuasive pieces. Organize ideas and appeals in
a sustained and effective fashion. Use specific rhetorical devices and persuasive
strategies to support assertions. Clarify and defend positions with precise and
relevant evidence, including facts, expert opinions, quotations, expressions of
commonly accepted beliefs, and logical reasoning. Address readers’ concerns,
counterclaims, biases, and expectations.
Materials:
Response Essay Handout
Journal
Book
Procedure:
1) The students will enter class and copy down the word of the day
projected from the Merriam Webster Trend Watch website on the
overhead
2) The teacher will read the word, it’s definition, and a fun fact about it.
3) The teacher will distribute the Response Essay Handout and ask a student
volunteer to read the assignment for the class.
4) The teacher will describe the structure of the essay as making a claim and
providing 3 pieces of evidence for said claim.
5) The teacher should review with the class an example claim, 3 data points
and a warrant (See handout)
6) The teacher should give the students the rest of the class to work on their
outlines for their papers.
7) The teacher should tell the class that these papers will be due on Monday.
Check for Understanding:
The students will fill in the handout with an example of claim, data, warrant
structure
The students will have an outline of their essay written on the assignment
handout