The curriculum is aligned with the Common Core State Standards and college-level reading and writing demands. Furthermore, these discussions will elicit student interpretations regarding the themes of the text: How can readers build interpretations of this quote without first analyzing elements such as subject or tone? On the other end, he can be considered a recluse, a reckless idiot, an inconsiderate son and brother who severed ties with his family, and abandoned modern society to venture into uninhabited Alaskan territory. Was this epigraph directly related to McCandless or to Krakauer himself? I want them to know that they must evaluate, investigate, and possess some degree of skepticism so that their interpretive conclusions line up with their truths, beliefs, and values. Once the students have color-coded and applied symbols, in the margins around their paper they will write their ideas, explanations, and the meanings behind their markings.

There has been a steady decrease in the Caucasian population and an increase in the Vietnamese and Filipino populations; the Hispanic population has remained stable. He was looking for more adventure and freedom than today’s society gives people” For the purposes of this unit, the epigraphs in question are the quotes or excerpts pulled from various literary sources that Krakauer selected and planted at the beginning of each chapter in his text. Some of these words may have double meanings or contain some level of symbolism. For the remaining epigraphs, students will hand-copy the remaining epigraphs one sheet of paper per epigraph into their packets. Every student will be an informed and involved community member.

Have a suggestion to improve this page? Considering these questions and Krakauer’s statement, write an wipd in which you define who Chris McCandless was and explain what he was trying to do. McCandless was something else—although precisely what is hard to say. Our task in interpreting is to isolate and describe the two levels of experience connected through the writer’s language. These ideas will be recorded in their student packets.

  A2 HISTORY COURSEWORK THATCHER

Krakauer provides a lot of quotations from McCandless’s journal in these chapters.

erwc into the wild essay prompt

Student Demographics 2 Independence High School has an ethnically diverse student population. Before you begin writing, read the passage carefully and plan what you will say. Every detail presented by Krakauer was taken at face value: Epigraphs offer a place for the reader to interpret the text of the author and correlate it to society. Regardless of the different perceptions students may have of him, McCandless maintained “truth” as his life’s mantra.

erwc into the wild essay prompt

Nevertheless, in spite of increasing poverty and decreasing budgets, our test scores in all subgroups continue to rise. Students will stop at each section and form small groups in order to discuss and address questions to guide their comprehension and understanding of the text. As a teacher, I envision that each of my students will discover and make strides to fulfill their own meaning in life.

The information Krakauer gathered is relayed through a multitude of perspectives. In his annotations, McCandless presents his own text to self and text to world connections. Significance is textual meaning as related to some context.

For the remaining epigraphs, students will hand-copy the remaining epigraphs one sheet of paper per epigraph into their packets. Do you think this is true? How can readers build interpretations of this quote without first analyzing elements such as subject or tone?

Epigraph-allacy: Using Epigraphs to Elicit Student Interpretations

The students will all use a first colored highlighter to mark details that refer to tone, a second colored highlighter will be used to mark details that refer to figurative language devices, and a third color for sensory details found in the epigraph. Where is the line between innocence and wickedness drawn? The students will use their analysis of multiple perspectives in order to clarify their own positions.

By the end of the text, the students placed their trust in the narrator. There are other aspects of McCandless ‘ s life that are brought to the surface in the letters by his siblings. Chapters – McCandless’s death, his motivations, and family reactions Students will stop at each section and form small groups in order to discuss and address questions to guide their comprehension and understanding of the text.

  SGM CRITICAL THINKING TRIANGLE

What was Chris McCandless seeking in the wilderness? Is the last paragraph of the book an effective ending to the book?

Epigraph-allacy: Using Epigraphs to Elicit Student Interpretations

In addition to the first focus question, students will address a set of critical thinking questions: Comprehension and discussion questions for Section 3: As the century wore on, the epigraph spread to the novel.

Was Krakauer’s choosing of this particular excerpt representative of McCandless or was it a precursor to other chapters devoted to his own experiences at Devil’s Thumb?

The students make the decision to side with one view or the other, or even create their own interpretation. The ERWC curriculum requires students to produce expository essays for the culmination of each unit. Be the first person to comment.

erwc into the wild essay prompt

My curriculum unit brings together higher order thinking skills through the analysis of author or narrator reliability, the evaluation of evidence, and in particular the dissection of epigraphs, all of which lead to student interpretations.

On the other end, he can be considered promppt recluse, a reckless idiot, an inconsiderate son and brother who severed ties with his family, and abandoned modern society to venture into uninhabited Alaskan territory.

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