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March 29, 2019

3/29/2019

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Objective: I can determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Review Vocab Set 1 in your journal and any words that you found in the last two weeks.
Take Vocab. Set 1 Quiz
When you are done, turn in our test and grab your Chromebook.
- Cut and paste Vocab Set 2
- Finish your letter in Google Classroom and “Turn In” for feedback
Review Rubric:
- You should have at least 2-3 vocabulary words and 1-2 quotations at this point..
If you have both, and have added color throughout, the “Symbols and Illustrations” section is extra credit:
- McCandless illustrates his journey on his leather belt, including images and words that show where he has been as well as where he is going. As you read, reflect on your own past and future journey including at least 6-½ page, detailed, and colored symbols with labels to describe where you have been and where you are going. Makes an explicit connection to the reading.
Exit Task: If you have completed everything above, and have extra time, you may practice your new vocabulary set with this Quizlet

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March 28, 2019

3/28/2019

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Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W11-12.4).
Agenda:

Entry Task: Cut and paste the Alaska postcard and the back into your journal. You may color it when you have extra time.
Pre-reading: Do you think McCandless knew what he was doing what dangerous or do you think he was ignorant of the dangers? What evidence do you have to support your thinking?
Follow along to Ch. 7 (18:00) p.59-69
Post-reading: Re-read the last two communications from Alex on p. 69 and revisit our pre-reading question. Why do you think he wrote these postcards in this way?
Select one of the quotes from this chapter to copy onto the back of your postcard--you may complete a response to this later if you like.
- “It is true that many creative people fail to make mature personal relationships, and some are extremely isolated” from Anthony Storr, Solitude: A Return to the Self (Krakauer 60).
- “I’m going to divorce them as my parents once and for all and never speak to either of those idiots again as long as I live” (Krakauer 64).
- “Unlike most of us, he was the sort of person who insisted on living out his beliefs” (Krakauer 67).
- “I now walk into the wild” ~Alex (Krakauer 69).
Review the expectations for the letter in the rubric. Finish handwriting your paragraphs.

Exit Task: Get your Chromebook and begin typing your letter in Google Classroom. Work until the last 3 min. of class; you will have some time tomorrow, but not enough to type the whole letter.

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Objective: I can develop and strengthen writing as needed byr trying a new approach and emulate an author’s style in order to focus on addressing what is most significant for a specific purpose and audience (W11-12.5).
Agenda:

Entry Task: Get out your journal and chat with a neighbor about the definitions of imagery and diction. Cut and paste the poem “Remember” in your notebook unless you already have it from earlier this week.
- Review imagery and diction in the poster poem “Remember” by Joy Harjo. Make sure to annotate around your own copy of the poem.
Pre-reading: What instances have you noticed about imagery and diction in Into the Wild?
Follow along to Ch. 6 (30:02) p. 47-60
Post-reading: Annotate for imagery and diction on your copy of Alex’s letter to Ron. What does he write about in each paragraph?
- Review the directions for the letter on your rubric and begin to write your own version of the letter to someone who is meaningful to you.
- Keep in mind, his diction sounds like Alex is giving Ron advice, but really he is telling Ron how he thinks life should be lived.
Exit Task: Find a good place to stop in your letter draft (try for at least 2 paragraphs today); make note to yourself about your ideas for the rest of the letter, so you remember where to start tomorrow. On the rubric, check off the paragraphs you have completed.

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March 26, 2019

3/26/2019

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Objective: I can initiate and participate effectively in a 4-corners discussions to share my thoughts on our reading thus far building on others’ ideas and expressing my own clearly and persuasively about the characterization of Christopher McCandless (SL11-12.4).
Agenda:

Entry Task: Select your favorite of the provided coloring pages, cut and paste into your notebook after your characterization notes.
Pre-reading: Review the 4-corners posters and think about whether or not your stance has changed since last week.
Be watching for evidence that supports each of the questions as you follow along to Ch. 5 (18:09) p. 38-46
Post-reading: Review these quotes from today’s chapter. Which do you think best supports or refutes each question in 4-corner?
- “He was so enthralled by these tales, however, that he seemed to forget they were works of fiction, constructions of the imagination that had more to do with London’s romantic sensibilities than with the actualities of life in the subarctic wilderness.”
- “’I thought he’d be fine in the end,’ [Burres] reflects. ‘He was smart. He’d figured out how to paddle a canoe down to Mexico, how to hop freight trains, how to score a bed at inner-city missions. He figured all of that out on his own, and I felt sure he’d figure out Alaska, too.’”
- “One morning I was shaving in a restroom when an old man came in, and observing me, asked me if I was ‘sleeping out.’ I told him yes and it turned out that he had this old trailer . . . I kind of have to keep things toned down and stay out of sight . . . The only drawback is this old guy, whose name is Charlie, is something of a lunatic . . .”
- “‘Frankly, I was surprised he ever got hired,’ {Zarza] says. ‘He could do the job--he cooked in the back--but he always worked at the same slow pace, even during the lunch rush, no matter how much you’d get on him to hurry it up.’”
In your journal copy one of the 4-corner questions and write your response. Using a quotation to support or refute this characterization of McCandless.
Color, cut and paste in the picture you selected. If possible, select a quote that goes with the picture and complete one of your quotations to go with the picture.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly. Tally on your rubric for one vocabulary word. How many do you still need to find?

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March 25, 2019

3/25/2019

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Objective: I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.(RI11-12.2).
Agenda:

Entry Task: Split yourselves into equal groups and meet at one of the posters “In the Depths of Solitude” by Tupac Shakur, “Remember” by Joy Harjo, “A Light Exists in Spring” by Emily Dickinson, “The Oxbow” by Thomas Cole, or “Kindred Spirits” by Asher Durand.
With your group, “read” the poem or artwork for elements of Transcendentalism by reviewing your notes.
Annotate the poem or painting for at least 3 elements of Transcendentalism that are revealed.
- Share out your poem/painting to the class and and one of your pieces of evidence.
- Take a copy of your poem/painting back to your desk with you.
Pre-reading: Look for evidence of Transcendentalism as we listen today.
- Listen to Ch. 4 (29:14) p. 25-37
Post-reading: Cut and paste your poem or painting into your journal. Explain how it and ch. 4 utilize Transcendental ideals.
- If you use a quotation to support your thinking and you feel the page, this could count as one of your quotations!
Exit Task: Cut and paste the map of the Detrital Wash into your notebook--remember to add color details throughout in order to earn a 4 for creativity. Put away your scissors, glue, and garbage.

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March 22, 2019

3/22/2019

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Objective: I can demonstrate command of parallel structure (L11-12.1) and determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Get your Chromebook and sign in to Google Classroom; set your Chromebook aside and be ready to listen. If you have headphones, get them out to use later.
Revisit the questions like the Retakeable Grammar Test regarding sentence structure, fragments, and parallel structure
- Mark your best answer
- Turn this paper over--you may take notes on the back, but do not turn over while watching the video.
In Google Classroom, complete the EdPuzzle activity; make sure to answer the questions when it pauses. You may rewatch as necessary to get the correct answer.
Close your Chromebook away and edit your answers on the quiz. Make sure your correct answer is clear.
- Turn your quiz into the teacher.
Exit Task: Practice your vocabulary using the quizlet link in Google Classroom. We will take this test next Friday.
- The last 3 min., you may put away your Chromebook in the correct slot, plugged in!

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March 21, 2019

3/21/2019

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Entry Task: As you come in, look at the 4-corners posters stand next to the poster you think best represents your thoughts on McCandless at this point in your reading. Be ready to share your thoughts by having out your journal.
Review the Speaking and Listening Rubric
Share with the people in the same corner as you your thoughts on Christopher McCandless
- Make sure you have evidence for your claim--use your journal.
- Select a spokesperson, but be prepared to add ideas yourself if another group disagrees with yours.
- If you are persuaded to join another group, move there.
After the discussion, self-assess on your Speaking and Listening Rubric--this is a portion of your score, the majority comes from your reflection which will be scored by the teacher.
On your way back to your seat, grab a Chromebook if you wrote your Synthesis essay there; your Visual Text will also be returned to you.
- Review your scores for each--note your self-assessment on the visual text and compare that to the score you received.
- Your journal for Into the Wild also has a very explicit Rubric; make sure you utilize it to create your best product that reflects your learning
If you would like to make quick edits to your Synthesis Essay or Visual Text, you may use this class time to do so. For more significant edits, you may utilize this weeks’ access times or do so as homework.
- Edits will only be accepted this week.
Exit Task: If you are satisfied with your essay and visual text products, you can either make test-corrections to your visual text vocabulary OR study the Into the Wild vocabulary on Quizlet for our retake next week.

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March 20, 2019

3/20/2019

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Entry Task: Cut and paste the map of the characterization methods into the center of the next blank page and discuss what you think about McCandless with a neighbor.
- As a class, share out one idea for each type of characterization presented.
Pre-Reading: Read the epigraphs (a phrase, quotation, or poem that is set at the beginning of a document) on p. 15.
- Why do you think McCandless was drawn to these types of writers? How do they add to his characterization?
Follow along to Ch. 3 “Carthage” (17:09) p. 15-23
Post-Reading: Review the ways in which McCandless is characterized and identify a quotation from Ch. 1-3 that reveals each of them.
- Select one of the quotes to count for this aspect of the rubric:
  - Find a quotes from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for the quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

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March 19, 2019

3/19/2019

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Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: Cut and paste the map of the Stampede Trail onto the next blank page. Don’t forget to add color to your journal as a whole when you have the chance!
Pre-Reading: Review the elements of tragedy: Hubris, Fatal Flaw, and Fate from your guided notes.
- What evidence have we seen of these for McCandless so far?
Follow along to Ch. 2 “The Stampede Trail” (11:53) p. 10-14
Post-Reading: Because we knew this was a tragedy, we knew McCandless was going to die. Discuss what the impact is of learning this in the second chapter has on your reading?
- In your journal, explain the impact this chapter has on your reading and what you think about McCandless’ hubris or fatal flaw as well as how you think fate impacted his outcome. What aspects of his death were out of his control?
Review the rubric and accomplish one of the following from Chapter 1:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quotes from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for either the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently

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March 18, 2019

3/18/2019

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Entry Task: Cut and paste the map of Alaska into your journal AFTER your 5 vocabulary pages and Into the Wild vs. “To Build a Fire” notes.
Teacher will call on students to read the 4 criteria for each section of the Journal Rubric
- Highlight any key components to earning a 4; check off anything you have already done
Pre-Reading: Review your prediction after reading the Author’s Note; as we listen to Ch. 1 consider whether or not your inference about the text was correct.
- Define inference based on the video
Follow along to Ch. 1 “The Alaska Interior” (9:53) p. 3-7
Post-Reading: Discuss what you infer about McCandless (Alex) based on his interaction with Galien.
- Add to your initial prediction based on the reading and our discussion.
Review the rubric and accomplish one of the following from Chapter 1:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quotes from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for either the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Fold the rubric in ½ and use it as a bookmark in your journal, so you can reference it frequently.

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