Banning Unified School District
English Language Arts
Unit 4: Into the Wild
Grade/Course:
12th Grade: Expository Reading and Writing Course (ERWC)
Unit Title:
Into the Wild
Unit Number:
Unit 4
Length of Unit:
4 weeks
Phase I: Desired Outcomes
Unit Overview:
(overall objectives
and literacy focus)
This module is designed for the end of first semester English courses. It should take between 25
and 30 classes to complete, depending on how you handle discussions and homework
assignments. This module focuses on developing student ability to understand the drives of
human nature, and the attributes of the human condition. It focuses their drive to discuss
ideological beliefs, and develop a stance on the novel’s premise based on their reading and
personal research.
This module asks students to
❏ Cite strong and thorough textual evidence to support analysis of what a text says and
implies
❏ • Analyze how ideas, events, and/or narrative elements interact and develop over the
course of a full-length text
❏ • Determine the meaning of words and phrases as they are used in a text
❏ • Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument
❏ • Determine an author’s point of view or purpose in a text
❏ • Analyze an author’s assumptions and appeals (e.g., ethos, pathos, and logos)
❏ • Analyze the extent to which the writer’s arguments anticipate and address reader
concerns and counterclaims
❏ • Analyze the writer’s use of rhetorical devices and strategies
❏ • Understand key rhetorical concepts such as audience, purpose, context, and genre
through analysis of texts
❏ • Make effective rhetorical choice in light of audience and purpose
❏ • Contribute to an ongoing conversation in ways that are appropriate to the academic
discipline and context
❏ • Write reading-based arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence
❏ • Develop academic/analytical essays that are focused on a central idea and effectively
organized
❏ • Incorporate the texts of others effectively and use documentation styles suitable to the
task, genre, and discipline
❏ • Edit for clarity and for standard written English grammar, usage, and mechanics
Performance Task
Summary:
At the end of the module, students are expected to create a visual essay that expresses their
thoughts, feelings, and understanding of the actions taken by Christopher McCandless and their
own interpretation and beliefs about the various ideological lifestyles that were introduced
throughout the novel’s examination of Christopher’s life.
Their goal is to make appeals to their audience and sway them towards the position and
understanding that they have on the topic of Christopher McCandless’s life choices, personal
beliefs, and ultimate effect on those whose lives of which he was a part.
Technology
Focus:
● Internet-based research
● E-novels (optional)
● Word-processing/digital text creation
Common Core Learning Standards
Priority Standards
W2a
Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension. CA
W2b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
W2c
Use appropriate and varied transitions and syntax to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
W2d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
W2e
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
W2f
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
W7
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
RI3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas,
or events interact and develop over the course of the text.
SL1a
Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
SL1b
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
SL1c
Propel conversations by posing and responding to questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creative perspectives.
SL1d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on
all sides of an issue; resolve contradictions when possible; and determine what additional
information or research is required to deepen the investigation or complete the task.
SL2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
SL3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Additional Standards Addressed​
:
SL2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility
and accuracy of each source and noting any discrepancies among the data.
W4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing and
speaking
W6
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
Enduring Understandings / Big ideas
Essential Questions
An enduring understanding is the “big idea,” concept or
skill a student will use beyond this course.
What thought-provoking questions will foster inquiry,
meaning-making and transfer?
1. In this book, we explore the actions and
consequences of those actions of Christopher
McCandless. Why did he do the things that he
did? Was he a fool or was he just unlucky?
2. The author of this book, Jon Krakauer, originally
wrote an article on the strange death of one
loner in the wild. He later expanded it into a book
because McCandless was a great deal like him.
3. By using the rhetorical choices that he does,
Krakauer tries to slant the story in a certain way.
Unit Objectives:
These are the overarching learning
objectives (smaller objectives and
targets will be presented in other
elements of the unit)
1. After reading ​
Into the Wild,​
was the protagonist,
Christopher McCandless an idealist who was just
unlucky? Or was he a fool who took on an
environment he did not really understand?
2. What was so compelling about the death of one
young man that a book and a movie was made
about him?
3. How do the author’s rhetorical choices affect the
way that you see the protagonist?
4. How does the way the story is written affect your
understanding of the story?
Students will be able to...
•Cite strong and thorough textual evidence to support analysis of what a text
says and implies
• Analyze how ideas, events, and/or narrative elements interact and develop
over the course of a full-length text
• Determine the meaning of words and phrases as they are used in a text
• Analyze and evaluate the effectiveness of the structure an author uses in his
or her exposition or argument
• Determine an author’s point of view or purpose in a text
• Analyze an author’s assumptions and appeals (e.g., ethos, pathos, and logos)
• Analyze the extent to which the writer’s arguments anticipate and address
reader concerns and counterclaims
• Analyze the writer’s use of rhetorical devices and strategies
• Understand key rhetorical concepts such as audience, purpose, context, and
genre through
analysis of texts
• Make effective rhetorical choice in light of audience and purpose
• Contribute to an ongoing conversation in ways that are appropriate to the
academic discipline and context
• Write reading-based arguments to support claims in an analysis of
substantive topics or texts,
using valid reasoning and relevant and sufficient evidence
• Develop academic/analytical essays that are focused on a central idea and
effectively organized
• Incorporate the texts of others effectively and use documentation styles
suitable to the task,
genre, and discipline
• Edit for clarity and for standard written English grammar, usage, and
mechanics
Academic Language
Tier II Words
High frequency
academic
terms
Essential
Response
Frames:
The necessary
language
scaffolds to
ensure every
●
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●
●
●
●
antimony
contumacious
mawkish
stasis
plebeian
mien
upbraid
fatuous
hegira
desiccated
fulminate
● One of the author’s primary
purposes for writing this is to
____________________________
_
● The piece of evidence that most
strongly supports _____________’s
(insert author’s name) argument
about ________________ (insert
Tier III Words
Specific to
content
Structured
Collaborative
Conversation
(listening and
speaking
activities):
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
unsullied
sonorous
meandered
trough
permafrost
derelict
anomaly
environs
enigmatic
itinerant
estranged
nomadic
unencumbered
emancipated
intermittent
emasculated
indolently
espoused
class discussion
pair/share
ticket out
4 corner discussion
Socratic Seminar
student has
the chance to
speak and
write using the
necessary
language
targets of the
unit
topic) is found in ______________
(line, paragraph, etc.) ____. He/she
writes ______________________
(insert quote).
● The substantive topic the author
evaluate in the article titled
___________ is ________. He/she
claims that ___________.
● The rhetorical strategies the author
employs to develop his/her
argument are __________.
Phase II: Desired Results
Summative/Culminating Performance Task(s)
Assessment
Summative Assessment Measures
Unit Culminating
Performance
Task
(summative)
(DOK 3 or 4)
The student will create a Visual Essay that expresses their thoughts, feelings, and understanding
of the actions taken by Christopher McCandless and their own interpretation and beliefs about
the various ideological lifestyles that were introduced throughout the novel’s examination of
Christopher’s life.
Their goal is to make appeals to their audience and sway them towards the position and
understanding that they have on the topic of Christopher McCandless’s life choices, personal
beliefs, and ultimate effect on those whose lives of which he was a part.
The Visual Essay must include 18 different passages that demonstrate the author’s use of Ethos,
18 passages that demonstrate his use of Pathos, and 18 different passages Logos,for a total of 54
passages. as well as pictures that illustrate your theme.
Rubric
CSU EPT (English Placement Test) Rubric
Formative Assessment Measures
Pre-Assessment:
Into the Wild is a nonfiction, full-length text by Jon Krakauer. Published in 1996,it is based on an
article Krakauer wrote in Outside Magazine about Christopher McCandless, a young college
graduate who went off to Alaska and died in the woods. Because Krakauer’s article drew a huge
amount of mail to the magazine, he decided to write a book about this interesting character.
Chris McCandless was an idealistic young man who formed a life philosophy based on his
experience and his reading in college. His idealism, ironically, led to his death by starvation.
He made choices that seemed foolish as we look at them now. But McCandless genuinely loved
the outdoors and wanted to live in the world without all the trappings of money and his
middle-class upbringing. Into the Wild is, in a way, a mystery story. We’re unsure as to why
McCandless rejected his family, why he was so angry with them, and why he chose to head for
Alaska.
Quickwrite: Write for three to five minutes on one of the following prompts:
Think about your experience hiking, backpacking, and/or existing in the wild. What are the
benefits of any one of these activities?
or
Think about some alternative plans you might have to beginning college immediately after high
school. What might you do? Why would you do it, and for how long could you see yourself
doing that activity?
or
Think about an experience you have had when you were alone and made some misjudgments
that could have led to disaster but didn’t, (It doesn’t have to be in the outdoors.) What
miscalculations did you make and how did you avoid disaster?
Formal Formative
Assessment #1
After Chapters 1-7:
A classroom discussion about what has occurred thus far and how the student feel about it,
using the central question of Chris’s state of mind
Formal Formative
Assessment #2
After Chapters 8-15
A Four Corners debate to see where the students are falling in the response to the central
question. Making sure that the students understand the underlying issue of choice
Formal Formative
Assessment #3
After Epilogue:
A Quick Write: Did Chris know what he was doing? DId he have the knowledge to survive? Was
what happened even ultimately his fault?
Real-time, Daily Checking for Understanding
EXAMPLES:
● Micro-writing tasks: ​
there will be at least 2-3 opportunities per text for students to write 1-3 paragraph
responses to text-dependent, critical thinking questions which are linked to the first formative assessment.
Students will write their responses collaboratively and independently, depending on the context. They will
always read/present their writing to someone, usually a partner, and have the chance to make edits.
Sometimes they will be asked to share with a larger group or even the whole class.
● Text-dependent questioning​
: students will regularly answer text-dependent questions which they will answer in
the following ways:
Verbally (often w/collaboration w/partner or small group)
In extended response essays
Phase III: Learning Plan and Activities
Required and Recommended Resources to Support Student Learning
Textbook and
other print
sources​
:
Special
Materials​
:
Into the Wild ​
by Jon Krakauer (available for check out from library)
Keyes, Christopher. “I Want This Movie to Grip People in the Heart.” ​
OutsideOnline.com​
.
Outside Magazine​
, 27 Aug. 2007. Web. 27 Jan. 2013.
What learning experiences and instruction will enable students to achieve the desired results?
How will we introduce the unit of study​
?
How will we engage all students​
?
How will we assess prior knowledge​
?
How will we provide access for all students​
?
The unit is introduced by a quick synopsis of the novel,
including its grisly ending, then, by a choice of three Quick
Writes. They are:
1.Think about your experience hiking, backpacking, and/or
existing in the wild. What are the benefits of any one of
these activities?
or
2.Think about some alternative plans you might have to
beginning college immediately after high school. What might
you do? Why would you do it, and for how long could you
see yourself doing that activity?
or
3.Think about an experience you have had when you were
alone and made some misjudgments that could have led to
disaster but didn’t, (It doesn’t have to be in the outdoors.)
What miscalculations did you make and how did you avoid
disaster?
By using the three different topics for Quick Writes this
provides access for all students by providing a topic for all.
Each student should be able to find something he/she will
be able to reflect upon. In this way we will also assess prior
knowledge as each of the three topic speaks to something
has to do with the topic..
What conceptual understanding will need to be
mastered​
?
How will students demonstrate real life application
of these concepts​
?
What skills need to be mastered​
?
How might technology be used to support concept
and skill development​
?
There will need to be some understanding of some specific
vocabulary in order to understand the novel. Some of the
vocabulary is extremely specific to the novel, while still other
words have one or the other meanings that need to be
understood for the novel.
There are some new rhetorical devices to be mastered, but
this can all be done while reading in context. Technology
might prove helpful in the area of vocabulary history,
How will we address the different needs​
,​
interests​
,
The needs of the various levels of students can be met by
and abilities of all learners, including advanced
how the work is assigned. Those students who are advanced
learners, English learners, and students with
learners can be given supplemental materials to be used..
disabilities​
?
Those students with disabilities and English Learners can be
paired with other students who can assist them with the
things that are difficult for them.
How will we engage students in inquiry and
The students can do further research on other people that
research to deepen knowledge​
?
How might technology be used to support this​
?
have died in the same fashion to deepen their understanding
of the circumstances that can lead to these tragedies .
The internet can be helpful on in this because it is where the
information needed can be found.
How will we provide opportunities for
communication and collaboration​
?
How might technology be used to support this​
?
How will we provide access for all students​
?
Students will work with partners and small groups to further
their understanding of the story. Technology can help with
this because it can bring all of the incidents together in one
place.
How will we create opportunities for creativity and
critical thinking​
?
How might technology be used to support this​
?
How will we provide access for all students​
?
There are various opportunities for creativity and critical
thinking, as the novel is read. The Summative assignment is
one such example, since instead of it being a normal, run of
the mill essay, it is a Visual essay.
There are also several opportunities to create and debate
the situation.
Suggested Sequence of Instruction across the Unit
Note: Instructors will be informed this is simply a limited list/outline of instruction
Lesson Title
Summary
Introductory
Lesson
Summary:
Introduction to
Into the Wild​
,
using Quick
Writes, and
various other
techniques.
Lesson ___1___
Summary:
Students will
survey and read
the first 7
chapters of the
novel
Lesson ___2___
Summary:
Standards
Addressed
W5a
L4a-d, L 6
W5a, L4a-d,
L6
Lesson
Objectives
and
Academic
Language
Texts,
links,
resources,
etc.
To
introduce
the novel
Into the
Wild​
to the
students
Into the
Wild ​
by
Jon
Krakauer
to read the
first 7
chapters of
the novel
and begin
to try to
understand
the
reasons for
his actions
Into the
Wild ​
by
Jon
Krakauer
to read CH.
8-15 of ​
Into
Into the
Wild ​
by
Activities, Assessment, etc.
After the teacher give a brief synopsis of ​
Into the
Wild​
, the students are given a choice of three Quick
Writes to choose from.
See Activity 1 and 2 in ERWC unit for ​
Into the Wild
Activities 3,4,5,6,7,8,9,10,11,12, 13,14, 15, 16,and
17 in the ERWC module
Activity 12: ​
Considering the Structure of the Text
Activity 13: ​
Descriptive Outlining:
Formative Assessment:
Activity 18: Thinking Critically: Divide the students
into three groups and each group needs to answer
one section of questions, ethos, pathos, and logos.
Then they come together to share the asnwers
Activities 20-26 in the ERWC module
Read Chapters
8-15 of ​
Into the
Wild.
Lesson ____3__
Summary:
PreReading/Readi
ng of Ch 16-18,
plus Epilogue
Lesson ___4___
Summary:
Enter text here
RI1, SL
W5a, L4a-d,
L6
RI1, SL ,W2,
W10
RI1,RI3, RI5,
RI6
the Wild,
continue to
find the
passages
for the
Visual
Essay
Jon
Krakauer
Activity 26: Question 44. Taking your notes and your answers to the above
questions into account, write a short paragraph
answering the following question: Who was Chris
McCandless?
to read CH.
16-18,
Epilogue,
continue
Into the
Wild ​
by
Jon
Krakauer
Activities 27-37 in ERWC Module
Formative Assessment
You can conduct a “Once Around” or “Whip” in
which each student in the class orally shares an
example of an answer for any of the questions
related to their reflections on their reading
processes. You may want to explore answers to a
particular question, such as the strategy-focused
one, and ask each student to identify a reading
strategy he or she used or learned from the
module. The Feedback you get from students could
be rendered in a list. Those strategies
that were taught, such as annotation and reading
“against the grain,” but not mentioned might
warrant further review—or some mention to
prompt recall.
to
complete
the VIsual
Essay
Into the
Wild ​
by
Jon
Krakauer
The student will create a ​
Visual Essay​
that
expresses their thoughts, feelings, and
understanding of the actions taken by Christopher
McCandless and their own interpretation and
beliefs about the various ideological lifestyles that
were introduced throughout the novel’s
examination of Christopher’s life.
Their goal is to make appeals to their audience and
sway them towards the position and understanding
that they have on the topic of Christopher
Formative Assessment:
The summary paragraphs answering the question
“Who was Chris
McCandless?” provide an opportunity to gauge how
well your students understand the book at this
point. These paragraphs could also be read in small
groups with represent the group’s view of who
Chris McCandless is, including competing or
conflicting readings of his identity. These team
paragraphs could then be read in class and used as
the foundation for a discussion of students’
understanding
of McCandless. The reading and discussion will
provide you with windows into students’ thinking,
including various ways you might contribute to their
understanding of McCandless’s interior life.
McCandless’s life choices, personal beliefs, and
ultimate effect on those whose lives of which he
was a part.
The Visual Essay​
must include ​
18 different passages
that demonstrate the author’s use of Ethos, 18
passages that demonstrate his use of Pathos, and
18 different passages Logos,for a total of 54
passages. as well as pictures that illustrate your
theme.