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Into the Wild Chapters 5-9

Into the Wild Chapters 5-9. Into the Wild Chapters 5-9 Stations Activity. With your group, you will visit each station in the hallway for 7 minutes and complete a given task. Take turns writing – no one writes more than once.

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Into the Wild Chapters 5-9

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  1. Into the WildChapters 5-9

  2. Into the Wild Chapters 5-9 Stations Activity With your group, you will visit each station in the hallway for 7minutes and complete a given task. Take turns writing – no one writes more than once. Some writing will be done right in your ITW text. So take it with you, along with a writing utensil and this packet in case you want to take notes as you work. Leave other belongings in the classroom. ALL group members must be part of the discussion and research/review process. Group points will be deducted for students who are not engaged so it is everyone’s responsibility to ensure that each member has a voice and takes part in the activity.

  3. Bellwork: Stations Activity Preparation • Review Maslow’s Hierarchy of Needs (see Station 2 slides). With your team, talk about at which level each of the following belongs: teenager - recent college graduate - newborn - Ghandi - injured soldier • Review Cornell Notes directions (see Station 5 slides). With your team, identify where each clause should be placed (under Key Points or Notes): McCandless embodies London’s sentiment when he leaves everything to live life on his own terms. • Review the information on Naturalism and Transcendentalism (see Station 6 slides). With your team, verbally compose a general definition for both.

  4. STATION 1: Point of View • In your text (Chapters 5-9), locate Alex’s journal. • Discuss the fact that Alex doesn’t use the pronoun “I” but instead refers to himself using the third person (don’t write yet, just discuss): Why does he do this? What is the effect? • In your text, highlight evidenceas to why he does this and/or evidence that reveals the effect of it. • In the margin of your text, warrant/explain the evidence you highlighted.

  5. STATION 2: Maslow’s Hierarchy of Needs With your group, find evidence in the text of one of Maslow’s Hierarchy of Needs. Then complete one of the far right brackets on the brace map poster.

  6. STATION 2: Maslow’s Hierarchy of Needs

  7. STATION 3: Epigraphs With your group, review and discuss the epigraph at the beginning of Chapter 5, 6, OR 7 then fill out at least TWO squares in the poster chart provided.

  8. STATION 4: Character Tree Map With your group, in the tree map provided, list at least three details about TWO characters and at least one quote per character that shows the importance of the character to Chris. Chris McCandless Alexander Supertramp Jim Gallien CarineMcCandless Walt McCandless Billie McCandless Wayne Westerberg Jan Burres (and Bob) Ron Franz

  9. STATION 5: Inferences With your group, on the Cornell notes poster, provide 2-3 textual evidences (under Key Points) for ONE of the questions below. Then warrant/explain each piece of evidence (under Notes). • Could Chris McCandless return to the “normal” life IF he had wanted to do so? Why or why not? • In terms of Maslow’s Hierarchy of Needs, what does McCandless’ return journey to Jan Burres and Bob reveal about Chris McCandless? • What did each person gain from the relationship between Chris McCandless and Ron Franz?

  10. STATION 5: Cornell Notes Directions • Key Points: Not just details, but details that are crucial to the story and the question at hand – can be direct quotes or paraphrases from text. • Notes: Your thoughts, opinions, explanations, warrants, etc. about the Key Points you list. • Summary: Summarize all of the information in your chart into a 1-3-sentence fluent statement. Key Points and Notes can be bulleted. The summary at the end must be in complete sentences.

  11. STATION 6: Naturalism & Transcendentalism With your group, review the information on Naturalism and Transcendentalism then answer ONE of the following prompts in the proper square on the poster provided. Prompt 1: Explain how the Naturalist Poem demonstrates Naturalism and how it relates to Into the Wild – support with textual evidence (cite page #s). Prompt 2: Explain how the Naturalist Quote fits demonstrates Naturalism and how it relates to Into the Wild – support with textual evidence (cite page #s). Prompt 3: Explain how Transcendental Quote 1 demonstrates Transcendentalism and how it relates to Into the Wild.– support with textual evidence (cite page #s). Prompt 3: Explain how Transcendental Quote 2 demonstrates Transcendentalism and how it relates to Into the Wild – support with textual evidence (cite page #s).

  12. STATION 6: Naturalism & Into the Wild Characteristics of Naturalism • Part of the Realism movement (1880s to 1940s) • Uses realistic details • Suggests that social conditions, heredity, and environment have an inescapable force in shaping human character • Opposed to movements wherein subjects receive highly symbolic, idealistic, supernatural treatment (Romanticism; Surrealism) • Exposed the dark harshness of life, including poverty, racism, violence, prejudice, disease, corruption, prostitution, and filth • Naturalistic writers were criticized for focusing too much on human immorality and misery • Practitioners include Jack London and Stephen Crane Naturalist Poem by Stephen Crane A man said to the universe:  "Sir, I exist!"  "However," replied the universe,"The fact has not created in me A sense of obligation." Naturalist Quote “I would rather be ashes than dust! I would rather that my spark should burn out in a brilliant blaze than it should be stifled by dry-rot. I would rather be a superb meteor, every atom of me in magnificent glow, than a sleepy and permanent planet. The proper function of man is to live, not to exist. I shall not waste my days in trying to prolong them. I shall use my time.” - Jack London

  13. STATION 6: Transcendentalism & Into the Wild Characteristics of Transcendentalism • Philosophical movement (1830s and 1840s) • Originated in the Eastern region of the United States • A protest to the general state of culture and society and, in particular, the state of intellectualism at Harvard University and the doctrine of the Unitarian church taught at Harvard Divinity School • Among the transcendentalists' core beliefs was the inherent goodness of man and nature • Suggests that society and its institutions—particularly organized religion and political parties—ultimately corrupts the purity of the individual • Faith that man is at his best when truly "self-reliant" and independent • It is only from such real individuals that true community could be formed • Practitioners include Ralph Waldo Emerson, Henry David Thoreau, John Muir, Margaret Fuller, and Amos Bronson Alcott Transcendental Quote 1 “Go confidently in the direction of your dreams! Live the life you've imagined. As you simplify your life, the laws of the universe will be simpler.” - Henry David Thoreau Transcendental Quote 2 “Whatever course you decide upon, there is always someone to tell you that you are wrong. There are always difficulties arising which tempt you to believe that your critics are right. To map out a course of action and follow it to an end requires courage.” - Ralph Waldo Emerson

  14. STATION 7: Transcendentalism • With your group, review each of the following: • Transcendentalism Wheel Template • Alex’s letter to Ron Franz (in text) • On the wheel poster provided, in the center section of the wheel, adjacent to one of the Transcendentalism characteristics, copy a quote from the letter that parallels or provides an example of that particular characteristic. • In the outside circle of the wheel, adjacent to your quote, warrant/explain how the quote evidences Transcendentalism.

  15. STATION 7: Transcendentalism Wheel Template EXPLANATION OF EVIDENCE 1 EXPLANATION OF EVIDENCE 2 QUOTED EVIDENCE 1 QUOTED EVIDENCE 2 TRANSCENDENTAL CHARACTERISTIC 2 TRANSCENDENTAL CHARACTERISTIC 1 EXPLANATION OF EVIDENCE 3 QUOTED EVIDENCE 3 TRANSCENDENTAL CHARACTERISTIC 3 TRANSCENDENTALISM

  16. HOMEWORK: Extended Analysis Create a 4-column chart (Question # / Rhetorical Focus / Answer / Evidence & Page #). Rhetorical Focus Terms: Exigence – Audience – Purpose – Ethos – Logos – Pathos – Diction – Syntax – Imagery – Figurative Language (NOTE: Each term may be used once, multiple times, or not at all and some questions might focus on more than one.) • In Into the Wild, is Krakauer merely journalistically portraying events or does the language he uses reveal a bias? Explain. • What does McCandless’s interaction with Ron Franz do to the reader’s impression of McCandless’s character? Explain. • Of Chapters 5-7, which chapter is the most developed? Why did Krakauer spend so much time and focus on this particular chapter? • In Chapters 5-7, what does the author give us that we need to know in order to understand McCandless? How does this help us understand? • Why did Krakauer interrupt the McCandless story with chapters 8 and 9? • Why does Krakauer cite letters from Alaskans who had opinions about McCandless’ death? Does it add or subtract from the story? How so? • Does inserting himself into the story in Chapter 8 give Krakauer more credibility? Why or why not? • Choose one of the following, describe his story and explain how his journey relates to McCandless’: Gene Rosellini, John Mallon Waterman, Carl McCunn, Everett Reuss.

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