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Unit 4 - Narrative Reporting

Page history last edited by Russell 13 years, 4 months ago

 

"Into the Wild" by Jon Krakauer

 

Tue, Nov 30

 

DUE TODAY: By end of class, your essay comparing similarities of "tragedy" in Macbeth and Into the Wild

HOMEWORK TONIGHT: Read "A Long Way Gone" aiming for 50 pages by tomorrow

FOCUS TODAY: In-class essay

 

Completion of the in-class essay

 

MENTAL PREPARATION:

  • First and foremost, answer the prompt. In the days leading up to the in-class essay, you practiced by comparing AND contrasting. The prompt only asks you to find similarities and common characteristics, which is LESS than you thought you would be required to do.
  • Aim to find characteristics shared by both texts. If you wish to discuss hamartia, then explore how both Macbeth and Chris McCandless share personality traits that lead to their tragic end. If you see peripeteia in both texts, explore how the characters' fall begins and ends similarly.
  • A discussion of mutually exclusive characteristics (such as Macbeth as too trusting and McCandless as too arrogant under hamartia) works fine - you are still showing you can gather evidence and support it. However, a stronger argument is made where you can find similarities (like both Macbeth and McCandless sharing a distrust of society).

 

Mon, Nov 29

 

DUE TODAY: Nothing

HOMEWORK TONIGHT:

  • Prepare to complete the in-class essay experience on Tues
  • Read "A Long Way Gone" aiming for 50 pages by Wed.

FOCUS TODAY: In-class essay prep

 

Due to the unexpected snow days, we will first take 30 minutes to re-orient everyone for the in-class essay that was not completed. You will be given your pre-writing notes and assigned a small group for discussion about how to prepare for completion of the essay experience tomorrow.

 

Last 20 min. of class = interviews with Ishmael Beah, author of "A Long Way Gone"

 

Tue-Wed, Nov 23-24

 

SNOW DAZE!

 

Mon, Nov 22

 

In-class essay experience. Your prompt:

 

Many literary texts contain elements of "tragedy" as defined by Aristotle. Discuss how Shakespeare’s “Macbeth” and Krakauer’s “Into the Wild” contain similar elements of tragedy, including how their tragic figures share characteristics related to the tragic elements.

 

NOTE: If there is NOT a full day of class on Tuesday, we shall finish the in-class write on Wednesday. If there IS a full class day on Tuesday, then there is no change in plan: The essay is due at the end of class on Tuesday.

 

Fri, Nov 19

 

DUE TODAY: One page or more: Explore the epigraphs that introduce each chapter. Why do you think these epigraphs are relevant to the chapters? Select one and discuss its implications for the McCandless story.

HOMEWORK TONIGHT: Prepare for the timed in-class write on Monday, as described below

FOCUS TODAY: The tragic hero and the compare/contrast essay

 

BOOK CHECKOUT: "A Long Way Gone" by Ishmael Beah

 

On Monday and Tuesday, students will write a timed essay that compares Chris McCandless to Macbeth, exploring both as tragic heroes. Today's lesson shall be dedicated to helping students prepare for the timed essay experience.

  • Monday: Students may bring the two texts, blank paper, and writing instruments only. Pre-writing and planning will take place, perhaps some drafting. Students will leave the writing in the class, but may take the texts home for further study.
  • Tuesday: Students will write the final draft of their essay and submit it for review. 

 

Book Checkout: Go to the library and check out the book “A Long Way Gone” by Ishmael Beah

Review of recent work:

  • Last weekend: Characterization homework required that you make conclusions about Chris’s personality traits and support your conclusions with evidence from the text
  • Monday: Compare/contrast of Krakauer (author) with McCandless (subject)
  • Tuesday: Exploration of what aspects of Chris’s personality and character caused his demise AND discussion of how Krakauer wants his readers to “see” Chris
  • Wednesday: Take a stand on how you “see” Chris
  • Thursday: Categorize “Into the Wild” as romantic text, epic journey text, or tragic text
  • Thursday: Discuss how one of the epigraphs relates to the text as a whole

 

At this time, turn in to me any “leftover” categorization class work from Thursday.

 

Upcoming work: Monday and Tuesday you will write an in-class essay that explores how Macbeth and Chris McCandless align as tragic heroes. Regardless of what your view has been on previous work, you must argue that both are tragic heroes, and you must find ways to “fit” each character into the elements of tragedy as defined by Aristotle. This does not mean that each fits nicely into every requirement – we have already established that Macbeth experiences little, if any anagnorisis and remorse for his actions – but each must be made to fit where an opportunity exists.

 

Envision the testing environment:

  • Desks will be arranged in rows, not clusters
  • You will only be allowed your texts, blank paper, and writing implements on Monday
  • On Tuesday, you will be allowed your texts, the writing from Monday, more blank paper, and writing implements
  • You MAY NOT use any pre-written/pre-printed notes, and you may not take home any work from Monday’s session; all writing is done in class

 

Careful preparation is paramount:

  • Create a chart that allows you to write quick thoughts concerning how each text fits into the tragedy requirements
  • Use color-coded stickies to mark key pages/passages in the texts – perhaps yellow = hamartia, blue = mimesis, green = anagnorisis, etc
  • Create an outline to guide the main points of the essay, and internalize that outline

 

Thu, Nov 18

 

DUE TODAY: From one to two pages: Chris is a hero to many: tragic hero, adventure hero, transcendental hero, rugged individualist. Decide if you wish to support the view he is a hero, reject it, or embrace it only in part. As always, support opinions with textual evidence.

HOMEWORK TONIGHT: One page or more: Explore the epigraphs that introduce each chapter. Why do you think these epigraphs are relevant to the chapters? Select one and discuss its implications for the McCandless story.

FOCUS TODAY: McCandless as hero

 

Tragedy? Adventure? Epic? Romantic text?

  • A review of the key requirements of tragedy
  • A review of the key requirements of epic
  • A review of the key elements of Romanticism

Exit slip: Select one of the types of texts reviewed today, and explain briefly how "Into the Wild" fits within the confines of that genre's requirements.

 

TRAGEDY REVIEW:

Aristotle defines many key literary components in the Poetics: 1.mimesis (imitation/reflection of life events/themes) 2.muthos (plot centers around one purpose/theme, logical chain of events) 3.anagnorisis(epiphany and self-discovery by the protagonist) 4.periperteia (reversals of fortune) 5.hamartia (misjudgment or “flaw” by the protagonist) 6.catharsis (purifying or relieving of the audience’s/ reader’s emotions)

 

 

 

EPIC JOURNEY REVIEW:

Protagonist has a quest/goalProtagonist crosses the threshold from the “norm” into the “unknown”Protagonist possesses abilities/qualities beyond the “norm”Protagonist has allies who help him in his journeyProtagonist travels a “road of trials” and demonstrates his worthiness by overcoming trialsAt one or more points, seems defeated or even dead – these points of darkness are when the protagonist finds himself furthest from the “norm”Protagonist discovers accomplishes his “quest” and finds a “treasure,” whether material or immaterial, like knowledgeProtagonist emerges from his journey “transformed” with new treasure/knowledge, and regains his proper “seat” of honor

 

ROMANTICISM/TRANSCENDENTALISM REVIEW:

The journey as declaration of independenceViews the city as a place of moral corruption, poverty, and both figurative and literal deathAssociates the country with independence, moral clarity, purityValues feelings/intuition over reasonSeeks beauty of unspoiled natureValues youthful innocence and individual freedomIndividuals can transcend to a higher being of existence in natureExperience valued over scholarship

 

Wed, Nov 17

 

DUE TODAY:

  • Finish reading the text, and do not ignore the epilogue
  • TWO QUESTIONS:
    1. What do you believe caused Chris' death? Avoid an answer like "starvation" - that over-simplifies Chris's desires and the complexity we discussed the previous lesson.
    2. How do you believe Krakauer wants his readers to "see" Chris? For Krakauer, is Chris more of a lunatic, genius, fool, wayward soul? What?

HOMEWORK TONIGHT:

  • From one to two pages: Chris is a hero to many: tragic hero, adventure hero, transcendental hero, rugged individualist. However, to those from Alaska who wrote to Krakauer (see the letters he quotes at the start of chapter eight) Chris was arrogant, irrational, ignorant, uneducated, a "greenhorn." Which Chris is more accurate, in your view? Support a viewpoint, or present an argument that these two views are not in conflict at all.

FOCUS TODAY: How to view Chris when all is said and done

 

Review of last night's writing

 

Regarding Chris:

  • Was he admirable for his courage and noble ideas?
  • Was he a reckless idiot?
  • Was he a wacko?
  • Was he a narcissist who perished out of arrogance and stupidity--and was undeserving of the considerable media attention he received?

 

Logical and emotional views - To what extent do you WANT to like and admire Chris? Does any part of you wish to REJECT Chris and his aspirations? If so, why? How complex are your views compared to the complex character Chris McCandless? How does Chris's story appeal to your emotional side? How does the logical and rational side view his tale?

 

Tue, Nov 16

 

DUE TODAY: Discuss similarities and differences between the wanderlust of McCandless and Krakauer as a young man. How are their escapades prompted by similar desires? What differences do you notice in their adventures, excepting the fact that Krakauer survived his?

HOMEWORK TONIGHT:

  • Finish reading the text, and do not ignore the epilogue as there will likely be a QUIZ tomorrow
  • TWO QUESTIONS:
    1. What do you believe caused Chris' death? Avoid an answer like "starvation" - that over-simplifies Chris's desires and the complexity we discussed the previous lesson.
    2. How do you believe Krakauer wants his readers to "see" Chris? For Krakauer, is Chris more of a lunatic, genius, fool, wayward soul? What?

FOCUS TODAY: Krakauer's interjections and "psycho-neurotic" tendencies

 

Discussion questions for today:

  • What was Krakauer's adventure that nearly ended in disaster?
  • What do you think is Krakauer's purpose in revealing his own story about the Devil's Thumb at this point?
  • Why do you think Krakauer was drawn to Chris's story?
  • Are Chris and Krakauer any different, when it comes right down to it?

 

Collection of last night's response.

 

Mon, Nov 15

 

DUE TODAY: Characterization homework assignment (two lessons ago); reading through ch 15

HOMEWORK TONIGHT:

  • Read to the end of the text by WED
  • WRITING TONIGHT: Answer in about one to 1.5 pgs:  Discuss similarities and differences between the wanderlust of McCandless and Krakauer as a young man. How are their escapades prompted by similar desires? What differences do you notice in their adventures, excepting the fact that Krakauer survived his?

FOCUS TODAY: The many facets of Chris's character

 

Groups assigned

Challenge: Present the full complexity of Chris's character within fifteen minutes' preparation

Specifics:

  • Each group is given a large piece of newsprint
  • Among group members, decide what three aspects of Chris's character best depict his complexity; these aspects of character are based on the homework completed over the long weekend.
  • Select aspects from sufficiently different parts of Chris's life and chapters in the text
  • Select aspects that reveal character through different strategies. A review of some ways:
    • What the character says
    • The character's physical appearance/behaviors
    • What others say about the character
    • What the narrator says about the character
  • The three aspects of character will be recorded on the newsprint. For EACH aspect, an example from the text must be provided on the paper
    • Quick summary of events at that point
    • Paraphrase of events at that point
  • An explanation of HOW the character trait can be derived from the text must be provided VERBALLY when the group presents

 

Groups will present their findings quickly and results tacked to the wall.

 

Discussion: Consider chapters 11-13. What was Chris like as a child, teen, young adult? Were there indications as to what he would become? Do you think you are the same person you were as a child? What, if anything, has changed?

 

Fri, Nov 12

 

DUE TODAY: Exit slip on the way out: In what ways are Transcendentalism and Romanticism seen in the text?

HOMEWORK TONIGHT: Read through Ch 15 and complete the characterization homework in previous lesson

FOCUS TODAY: American Romanticism and Transcendentalism

 

Notes, notes, notes on Pwrpt slide shows (links to come)

 

Exit slip: In what way have you seen Romanticism and Transcendentalism in the text?

 

Wed, Nov 10

 

DUE TODAY: Have you read through chapter 6?

HOMEWORK TONIGHT and WEEKEND:

  • Read through chapter fifteen
  • See below for the characterization homework

FOCUS TODAY: Characterization

 

Anyone with extra credit from last night's "Beyond High School" affair?

 

REMINDER: Wish to revise your Macbeth essay? Please do so by Friday. If you have difficulties with TURNITIN, I will understand, but you must detail what the problem is so I can investigate it.

 

Discussion on chapters six and seven: Big events, revelations, relationships

 

LONG WEEKEND HOMEWORK:

  • Read through chapter 15 (about 25 pages/day)

 

Character Evaluation – Chris McCandless

 

Krakauer helps us attain a vision of Chris through various strategies of characterization. We hear from Chris’s journal, we hear from others what Chris said aloud, we have descriptions of Chris’s appearance and behavior, we hear the opinions of others about Chris, and Krakauer, as narrator, provides us with some editorializing. For this assignment, your job is to locate segments of text that strongly reveal and suggest aspects of Chris’s personality and character. For each text segment you will be required to:

  • State clearly the personality trait (e.g. a desire for self-sufficiency)
  • State the characterization strategy that elicits this trait (e.g. “The reader discovers this trait through the recollections of Jan Burres, who Krakauer quotes.”)
  • State the location of the evidence (e.g. “The evidence is found on the paragraph that spans pages 30-31.”)
  • Provide a context for what is happening at that point.  (e.g. “At this point in Chris’s journey he is on the Oregon Coast, and he’s picked up by Burres and her boyfriend Bob.”)
  • Quote, summarize, and/or paraphrase the key evidence that should lead us to the personality trait (e.g. “When Burres first spies Chris, he’s thin and picking berries to feed himself. She states that he has a book with him about edible berries and plants, ‘Said he’d been surviving on edible plants he identified from the book. Like he was real proud of it. Said he was tramping around the country, having a big old adventure.’”)
  • Explain HOW the evidence points to the personality trait (e.g. “The fact that Chris did not ask for a ride in this case shows that he was making his own way. When he accepts the offered ride from Burres, he displays the book and Burres event notes Chris “was real proud” of being able to feed himself simply by making sense of the book’s information and his own surroundings. The fact he could feed himself without working or relying on others – just by finding food on the land, seems to provide him with pride, according to Burres. In addition, the fact that he’s ‘tramping’ and associates it with ‘adventure’ suggests that this style of living off the land makes him feel as though he has escaped the ‘routine’ into the world of explorers and adventurers. Burres got the sense that he was proud of this existence and the reader understands through Burres’ words that Chris has a clear desire for self-sufficiency.”)

 

The magic number is THREE for this assignment, as protagonists are dynamic, multi-faceted characters, and you should be able to pinpoint three aspects of Chris McCandless. These are not to be seen as required formal paragraphs, but observations that can be in bullet form (as above) OR in paragraph format. You will share this information with other class members after the weekend, when you will work in teams to determine how Krakauer wishes us to see Chris. You will then make a determination as to whether Chris’s story is tragedy or merely tragic.

 

CHALLENGE YOURSELF: Show you understand the complexity of Krakauer’s prose by locating different types of evidence in different chapters. Don’t stick to one chapter – that would suggest a lack of knowledge of the text as a whole. Don’t stick to one type of characterization – that would suggest an inability to identify types of characterization.

DUE MONDAY, with one started today by the end of the period.

 

 

Tue, Nov 9

 

DUE TODAY: Did you examine evidence of Chris's personality?

HOMEWORK TONIGHT: Read chapters 5-6

FOCUS TODAY: Characterization

 

Extra Credit Opportunity!! Attend tonight's "Beyond High School" event. Talk with people, gather information, and write a one-page summary of the key knowledge and information you acquire. Within the one page, describe not only what you learn, but what you plan to do as a result of what you experienced.

 

For clarification on test corrections (Macbeth final and the mid-term) see the previous lesson below).

 

Tips and tricks for improvements on the Macbeth essay

Intro Issue: "Insufficient Road Map"

  • Problem: After your thesis, you have a sentence like "Shakespeare makes use of three of Aristotle's guidelines: peipeteia, muthos, and hamartia." You then move on to your first body paragraph.
  • Good stuff: You did provide a promise of an outline - you show what topic of tragedy will be first, second, etc. Now it's time for further development. 
  • Improvement: In a longer (2+ page) paper, it is expected you will provide a fully-developed outline or preview of the main arguments to come. When you provide merely a key word per argument, you haven't taken full opportunity to explain the upcoming main points. 
  • IDEAS:
    • Rule of thumb: In a longer formal essay, give at least one sentence of "road map" per main point to be made in the essay. This usually means one sentence per body paragraph.
    • Include the key concept, like peripeteia, and show that you understand the concept with a quick, accurate definition. Ex: Macbeth is a play in which one finds many reversals of fortune, or peripeteia, from both high to low and low to high. The sentence shows that the author knows the basics of the Greek term and even promises an example from the play of high to low (perhaps Macbeth's fall) and low to high (perhaps Macbeth's rise). Good stuff.
    • Include they key concept, like mimesis, and quickly link it to your best example from the text. Ex: Shakespeare's play also contains many examples of mimesis, including the realistic portrayal of guilt and regret through Lady Macbeth's character. This sentence is strong in that it already shows the student can find a valid example from the text. It promises in the body paragraph a discussion of Lady Macbeth's guilt and regret. Good stuff.
    • Even more complex: Combine the two. Ex: The first of the elements of tragedy in Macbeth is mimesis, or the concept of reflecting real life through the charcters or plot, and this is found most strongly in Shakespeare's portrayal of guilt and regret in Lady Macbeth. 

Body paragraph issue: "No concluding sentence/wrap up"

  • Problem: Your body paragraph comes to a close without reviewing what the main point was. For example, you may be discussing hamartia, and after you finish explaining how Macbeth's fatal flaw was his misjudgment of the prophecies, you start in on peripeteia.
  • This pattern follows Step-Up to Writing to a "T." Just like the topic sentence previews and sets the stage for a body paragraph's main focus, a concluding sentence provides a reminder of that main focus. Think of an ice-cream sandwich: You need a top cookie and a bottom cookie to make it a "sandwich." The same is a characteristic of a well-constructed argument in your body paragraph. Such sentences can be simple or provide a transition into the next point as well:
    • Simple: The presence of Macbeth's misjudgment directly relates to Aristotle's concept of hamartia.
    • Simple: The examples demonstrate a strong presence of reversals, or peripeteia, in Shakespeare's play. 
    •  More complex: Aristotle's concept of hamartia is exemplified through Macbeth's misjudgment of the weird sisters' prophecies, and the effects of his misjudgment lead directly to catharsis in the audience. (The next body paragraph would be on catharsis.)

 

CLASS NOTES FOR "INTO THE WILD" 

Who is Chris McCandless? Alexander Supertramp? Are they the same?

PERIOD ONE NOTES/OBSERVATIONS

  • There’s a difference between them, but they’re both physically the same person. They’re opposites
  • C = smart, studied, yet he hasn’t tried these ideas he has learned
  • A = master of his own fate, willing to go explore, like the Nietzche “uber-man”
  • C has gone out briefly before w/o telling parents, so he has taste of adventure
  • Opposites – the father is the model father, and C followed the steps of society; seems his early life has made him insane; ALEX on the other hand has a sense of superiority, and doesn’t respect authority, breaks rules
  • Same person, yet A is more “true” – C has had to keep certain feelings inside; C hates material goods – BURNS CASH; rejects a society pre-occupied w/ material goods
  • A is more “pure” and “raw” – he is not wholesome, and he pushes himself to extreme limits
  • C has a filter while in college and growing up; A’s filter is completely gone
  • Odd: “Alex McCandless” early on
  • C is the “Joe Average” = goes to school, gets good grades, is involved; A is a transcendentalist – wants to live off the land on his own terms and no one else’s

His journals are in third person.

  • Alex is tired …” “Alex has one spare oar. He calms himself. If he loses second oar is dead”
  • Almost like he’s narrating his own adventure. STYLE = quick. Q = Is he writing for
  • Style of his journals is non-academic; does it reflect a regression to primal?
  • Purposefully removes “Chris McCandless”

So … what’s going on in the mind of someone who writes in the third person … about an alter-ego?

 

PERIOD FIVE NOTES:

Who is Chris McCandless? Alexander Supertramp? Are they the same?

C = just the body they found in AK, whereas A is the life that the body had lived

A lives as long as the diary lives – he dies once the reading of the diary finishes

Physically the same, but A is an alternate personality that C takes on and writes about

C = wealthy boy from VA, whereas A = the person he makes up when off “tramping”

C = dreamer/intelligent student looking for what life should BE like; A = product of those dreams

A = symbol of C’s new life – he lets go of the old life by leaving it; the new personality IS his new life

C = was college, the education (formal/book); A = someone who could appreciate the raw, wild nature

C = has a different view of the world, even while in college; is the SPECTATOR to A’s life

C = tired, bored, too “perfect” (by meeting society’s expectations?); A = what C wishes to be, not his family/education; he’s Alex, and Alex is capable and free

C seeks to escape the shell of society; A has more freedom to do what he wants; doesn’t want to be told what to do and rejects formal society

A’s way of living is not sane

They are the same person: C has his ideas to go out and live the stray life, and he does it. Why does he change his name? Disguise for traceability. Sets himself free to pursue the dream.

C tries to escape, but goes into the wild so he can find his origin – like the “primal” existence without any influences except those he lives off of. Some parts of what he seeks are unrealistic – the supplies he has are not enough.

Odd: Why wouldn’t he think that living off the land would be potentially fatal? Couldn’t he have lived that kind of life another way?

Cheap boots, insufficient food, supplies, gun. Chris knows there are needs for such an expedition. He seems stupid that he could be alone for that amount of time w/ the supplies he had.

As Alex, the decisions are poor. Because he opposes society, he brings less – the greater the challenge the more he moves to “purity?” “True nature?” Consistently rejects help.

First impression: Chris is dumb. Don’t just read fiction about where you want to go – read REALITY. Alex’s decision-making is about overcoming adversity – he wants challenge. His near-drowning led him to realize he needed even LESS than what he was carrying at the time.

You can’t un-educate yourself. How can you go into a foreign place and purposefully reject what you know you need? Was he insane, or was he purposefully making arrogant decisions?

He’s arrogant. His classes help him discover he doesn’t need but basics.

I understand where Chris is coming from. Going off to “find myself.” They know that’s possible – people do it all the time. Difference = Chris is simply ignorant of the skills and supplies needed. Misjudgment = overconfidence.

It’s nature vs. nurture. Chris = nurtured by family and school; Alex = more nature and the desire for challenge. Chris also saw college as a challenge – he did well, and now wants to get a challenge outside.

Once he breaks away, he gets exhilarated. It’s like a drug – the more he overcomes adversity, the greater the high, and he gets the idea that the further he moves from the old life, the better he feels.

He doesn’t care what people think; he just wants to be the master of his own destiny.

He doesn’t like to listen to people; won’t even take practical supplies. Why can’t he just take this stuff? He’s hard-headed and high strung in the way he thinks about himself and his goals.

 

 

Mon, Nov 8

 

DUE TODAY: Nothing except the reading of chapters from "Into the Wild"

HOMEWORK TONIGHT:

  • Krakauer helps us get a picture of Chris through characterization. Find a specific section of text that you think illuminates a part of Chris's personality/character. Record the page, summarize it, and explain what you learn.

FOCUS TODAY: Characterization, dramatic irony, narrative reporting

 

New vocab words from pgs 29-32 – by now I trust you will create study tools that are best suited to you. Some of you may create flash cards, others may seek the online review tools, others (at my encouragement) will create sample sentences in addition to learning definitions. Regardless, quiz Friday.

Abhorrent; admonish; ambrosial; ephemeral; haggle; immerse; lapse; probe; render; repast; snub; unwittingly

Try searching the title, then perusing the results for study guides and flash cards.

 

TURNITIN – You can see my comments on the Macbeth papers when you go online (except for the few folks who received my comments on their hard copy.)

  • Log in to your Turnitin account
  • Click on our class
  • Click to expand the options for the Macbeth Essay assignment
  • Click on the GradeMark icon that looks like a cartoon bubble
  • Mouse over the blue comments to see my notes
  • Grades are found near the bottom of the two graded paragraphs
  • Revisions? Due by Friday.

 

TEST REVIEW and the possibility for TEST CORRECTIONS

  • You may do "test corrections" for both the Macbeth final and the mid-term. All you need to do is: 
    • Write the question, the correct answer, and an explanation of WHY that answer is correct
    • For each corrected and explained answer, you will receive 1/2 point credit to increase your score. 

 

“Into the Wild”

Characterization happens as an author reveals a character to us through

  • The way the character speaks/thinks
  • The way the character looks/physical appearance
  • The way others speak about the character and interact w/ him/her
  • The narrator

Challenge: Can you find at least one example of each type of characterization in the first four chapters? See the homework for tonight in the lesson overview above.

 

Dramatic irony: Something that an audience member or reader knows that a character does not.

Krakauer does not employ dramatic irony in a traditional sense; instead, he informs you of the death of Chris McCandless at the outset trusting that the information will elicit in his reader a series of questions concerning the death. There is a tension in that we wait to find out if all of our questions will be answered. Such questions include:

  • What took him to Alaska?
  • Where was he from?
  • Was his death accidental?
  • How did he die?
  • Did anyone know him or know he was there?

 

QUESTION: Krakauer is a journalist/writer. To what extent does Krakauer provide an objective view of his subject? Does he cause you to feel certain ways about Chris through a kind of editorializing, or does he only give you facts, leaving you to develop your own opinions? 

 

The third-person diary entries are striking. Note that Chris creates an pseudonym for himself: Alexander Supertramp. Why Alexander? What is the Supertramp part? When he writes in the third person, to what extent is Chris viewing another person's existence and reporting it? Is this really Alex's story or Chris's? As "Alex" Chris is more free to roam and embrace the wild. What threats exist as Chris that cause him to become Alex? Why can't the diaries be in first person AS Alex?

 

The level of detail in the descriptions of landscape should interest the reader. Chris goes to Alaska, the desert, the ocean. All are wide, open spaces where nature has its way with life. They are barren, unforgiving, and raw. Is there a relationship between the landscapes he sought and Chris in any way? How about in Chris's desires?

 

 

Fri, Nov 5

 

DUE TODAY: Nothing

HOMEWORK TONIGHT: Reading, as assigned in class

FOCUS TODAY: Test day

 

Mid-term exam

 

Wed-Thu, Nov 3 - 4

 

DUE TODAY: Anyone for late submission of SAT review?

HOMEWORK TONIGHT: Begin studying for mid-term

FOCUS TODAY: Review of mid-term

 

We used a Powerpoint slide show to review the texts and concepts of the first quarter.

 

Mid-Term Review Powerpoint

Daily Usage/Grammar Tips and an extremely helpful sample test

 

Tue, Nov 2

 

DUE TODAY: Have you uploaded your Macbeth essay to TURNITIN?

HOMEWORK TONIGHT: Research futher the SAT and ACT prep sites; write a review of TWO sites that offer prep for SAT/ACT

TODAY'S FOCUS: Standardized test prep that's free - evaluating effectiveness

 

It's not only holiday season - people have already taken or signed up for the SAT and ACT tests. Today, after you have verified your upload of the Macbeth paper, I invite you to explore FREE SAT and ACT prep offerings on the Internet. Since the Internet is a tool, you will evaluate the effectiveness of that tool today.

 

  1. Select two test prep pages (below are a few to start - you can search for others)
  2. Carefully give each page a "test drive" and consider how it does or does not meet your learning style
  3. Write a brief (1/2 to one page) REVIEW of each test prep site/page
    1. Include the site URL, sponsor (author), and title of the page/site
    2. Explain what the site/page offers to users
    3. Explain fully HOW the site engages the user in test prep
    4. EVALUATE the effectiveness of the site/page
    5. Close by stating succinctly in what way(s) this site/page would be useful for a student 

 

 

Here are some tools for SAT and ACT test prep

 

Mon, Nov 1

 

DUE TODAY: Essay on whether Macbeth should be considered a tragedy

HOMEWORK TONIGHT: Submit the Macbeth essay to TURNITIN.COM

FOCUS TODAY: Turnitin.com

 

  • Overview of "the cloud" and its relevance for storing student work
  • Students are encouraged to set up an account on "Google Docs" - a free word processing and data storage service that is NOT blocked at school
  • Introduction to TURNITIN.COM
  • Set up of a TURNITIN.COM account for all students
    • Our class ID numbers are:
      • Period 1 = 3610029
      • Period 2 = 3610032
  • The class password is "honors"
  • Verification of account creation
  • Upload of one assignment (likely the one pararaph from the setting essay) 

 

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