Multiple-Choice cont...

Today we will:  Start page 208
1. Review the synthesis prompt (I would like you to read the articles and annotate in class tomorrow during my absence--PLEASE MAKE SURE IT IS FINISHED SO THAT YOU CAN COMPLETE FRIDAY'S TASK)
2. Complete/review the final section of multiple-choice (note: we will complete some as a group and review multiple-choice taking strategies) Page 199

AP Practice Test cont..

Go to page 195 in the packet (if you missed yesterday you can either try them on your own and correct tomorrow or ask a friend for the correct answers)
*First, we will read it as a class
*Second, work with a partner or 2 to come up with answers for numbers #14-25. We will check the answers as a group.
*Lastly, work on the next section #26-34 (if you do not finish, complete it as homework)

Work on your essays for Into the Wild

Today you have time to work on your essays. I will provide some formatting information for those that need it. Otherwise, I can help with outlines for those who are making those first.

All Into the Wild essays are due by Monday 1/27. We will have all of class tomorrow to work on it.

Last essay option:
Compare/contrast Jon Krakauer's portrayal of Chris McCandless in Into the Wild with Jack London's portrayal of the "man" in "To Build a Fire". Do not merely compare and contrast the characters themselves, but how the author's writing portrays them to the audience.

Finish-up presentations/work on the final questions for Into the Wild ---tomorrow and Friday (essay for Into the Wild)

Chapter 12, pages 117-126; Chapter 14-15, page 133-56 9. Contrast McCandless’ feelings about his family with his family’s feelings about him. How does the Thoreau quote that opens the chapter match Chris’ feelings about his family? Support your points with two quotes from the reading. 10. Krakauer admits to not being an “impartial biographer” (ii). How do his experiences (particularly his own journey into the wild (pp.133-56) comments and opinions add to or take away from Chris’ story? Support your answer with specific details from these chapters.
 Chapter 16, pages 157 – 171; Chapter 17; pages 172 - 186 11. Read the italicized passage on page 168 that McCandless wrote and the italicized passage he highlighted from Tolstoy on page 169. Based on these writings and events in this chapter, what convinced McCandless that it was time to return to civilization? What did he learn from his time “in the wild”? Support your answer with specific details. 12. Krakauer observes that it is not “unusual for a young man to be drawn to a pursuit considered reckless by his elders.” Identify two details from this chapter where McCandless exemplifies this observation. Explain whether or not McCandless would agree with Krakauer. Finally compare McCandless’ view with that of one of the following men mentioned in this chapter: Andy Horowitz, Gordon Samel, Roman Dial, Sir John Franklin. 13. Krakauer goes on to claim that McCandless’ “life hummed with meaning and purpose. But the meaning he wrested from existence lay beyond the comfortable path.” Do you agree with Krakauer? Support your response with two specific quotes from this chapter. 
Chapters 18 and Epilogue; pages 185-203 14. How does the Doctor Zhivago quote that opens the chapter foreshadow McCandless’ actions and writings later in the chapter? Cite two specific examples using quotations from the text. 15. Do you believe McCandless is to blame for his own death? Explain your answer using two specific details from the chapter. Use quotations to support your response.

Expert Analysis on "To Build A Fire"

Today will be spent completing the following items:
1. We will watch the very end of the movie (remember the link is still available to watch on your own time)
2. Work on finishing ALL of your study guide questions for "To Build a Fire" from last week (this is one of the last assignments of Q2 along with your presentation/analysis)
3. Work on your analysis/presentation for tomorrow---you will be responsible for presenting your annotations and information to the class
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Name: ___________________________________________________CLOSE READING FICTION WORKSHEET When close reading any literary text, narrative or fiction, the goal remains to make a claim for potential meanings locatable within a text based supported by analysis of the way the text is put together. At the heart of this is a kind of invention: taking the materials presented to you and explaining how they lead to ideas and insights that are not explicitly spelled out by the text itself. Training your eye to notice these “materials” in all their forms is the first step. It can be hard to know where to start, however, because sometimes writing about a novel or a longer text presents you with too much to analyze! This worksheet offers you some preliminary guidelines. Not every question will be productive, but the idea is to think (slowly, resourcefully, and inventively) about the features of a text on a micro- and macro-scale.

 1. After you’ve finished reading the full narrative once, pause and think about which moments/passages you remember as particularly striking, utterly confusing, or wonderful (hopefully, you’ve been marking passages all along while reading!). Try to recover the parts of the text that left the greatest impression on you—these parts generally make good fodder for analysis (especially if they were confusing!)

What section of the text are you analyzing: _____________________________________

2. Summarize what is happening in this moment in the text, and how this passage fits into what is happening– in just ONE OR TWO SENTENCES:

3. Read over the paragraph slowly, attending to its “poetic” features Describe the rhythm of the language. Is it hurried? Calm? What makes it so? Are there any similes/metaphors/personification involved? What are their tenors and vehicles? Are there any repeated words/ phrases/images within this passage?

 4. Read the paragraph over again, attending to the narrative and structural features: What perspective is the passage written from? (Is it 1st/2nd/3rd person?) Is the speaker – in this passage alone—presented as omniscient? Limited? Are any, pronouns are used? What is the setting of this moment in the text? What details are provided about the setting? How much time is passing at this moment in the text? How do you know time is passing? Characterize the kinds of events occurring in this moment—what kinds of actions are being taken (are they violent? Free? Forced?). If actions are not being taken, what kinds of experiences are being had? (Are characters emotional? Thoughtful? Emotional?) Characterize the relationships between the characters in this scene (are they communicating? Fighting? Awkward? Friendly? Intimate?)

5. Think more pointedly about the passage in relation to the text as a whole. Poetic Features Does a motif appear in the passage? Does an image or specific kind of imagery appear in this passage and elsewhere in the text? Which ones, and where else? How does the way this moment is written reflect or contradict the events being described? Does the “tone” or feeling of this moment match the content described? Narrative/ Structural Features Is the narrator behaving differently in this moment of the text than at other times? How? What seems to catalyze the narrator’s changes in behavior? How is setting of this passage reflective of the events happening or the ideas being discussed? Do the events occurring in this moment resemble events that occur elsewhere in the text?

6.Taking a more “macro” view, think about the general experience of reading the text AS A WHOLE: What are its biggest themes? What ideas does it wrestle with? What conflicts/ tensions/ relationships seem to be at its core? Look back at your inventory of observations. What do the patterns and disjunctions manifested in this passage (poetically, narratively, structurally) have to do with the broader themes/relationships preoccupying the text as a whole? (IN OTHER WORDS—HOW DOES YOUR SEGMENT OF THE TEXT RELATE TO THE TEXT AS A WHOLE OR WHY IS IT AN IMPORTANT PIECE?)

"To Build A Fire"--Day 1--2

story text: Click here

Agenda: 

• Today will be spent mostly reading and annotating the story/watching a video clip
• Tomorrow will be spent working with a partner on analysis questions
• IF you get a chance, for homework watch the remainder of the video version before class tomorrow (click here)

“To Build a Fire” Reading Questions

1. Why do you think the protagonist is referred to as “the man” as opposed to being given a name?
2. What is the weather like at day break when the story begins?  What do you think this foreshadows for the rest of the story?
3. London writes, “He was quick and ready in the things of life, but only in the things, and not in the significances” . What does this tell us about the man?  What is his character like?
4. How are the man and the dog similar?  How are they different?
5. Why doesn’t the man worry more about the cold?  What is alarming/absurd about his reaction to the frostbite?
6. Why do you think London continues to emphasize the coldness, and how the man had never felt such cold before?
7. Why does the man “shy like a horse” from certain parts of the road?
8. Do you agree or disagree with the man when he sends the dog ahead of himself to aid in his own safety?  What would you do?
9. Why does London point out that the dog acts from instinct?
10. While eating, what startles the man?  Why is this important?
11. After deciding not to eat his lunch, how does the man’s outlook of his situation drastically, albeit briefly, change?
12. What do you think London means when he says, “This man did not know cold”?
13. When he falls in the river, the man curses his bad luck.  Do you agree with where he places his blame?  Why or why not?
14. In the paragraph where the man reflects on “old-timers” and “men who are men” what do you think of his mentality and beliefs?
15. What happens to the man’s fire and why?
16. What difficulty occurs when the man finally lights all of his matches at once?
17. When the man contemplates “using” his dog for survival, how does London emphasize the qualities of naturalism?
18. What is the flaw in the man’s plan when he begins to run to camp?
19. Why does the man start to berate the dog?
20. How does the dog know to leave and head to the camp?

Ch. 14-15 "The Stikine Ice Cap"

Today we will be looking at the author Jon Krakauer and his place in Into the Wild. 

• 1. Think about and then jot down comparisons you see between McCandless’s relationship with his father and Krakauer’s relationship with his. 

•2. Do you think Krakauer understands McCandless? Why or why not?

• 3. Do you think Krakauer reads too much into McCandless’s life because he feels some sort of affinity to him? Explain your answer.

• 4. Respond to the following quotation at the end of chapter 15: “It is easy, when you are young, to believe that what you desire is no less than what you deserve, to assume that if you want something badly enough, it is your God-given right to have it” (155).

Why do we care about Chris McCandless? (Please finish the book by Monday 1/13 and have double-entry journals for your assignments next week)

Today's article link: click here

Diana Saverine, "Should We Still Care About Chris McCandless?", Outside magazine (outsideonline.com), May 7, 2016

• Second label the paragraphs (number them) in the left column 
• Circle any unknown vocabulary as we read and star or underline/highlight anything you believe is important.
• Next, we will discuss our notes/questions that we have on the article

Complete the following assignment based on the reading of today's article:

Answer the question the article poses: "Should we still care about what happened to Chris McCandless?" Write a minimum of 2-3 paragraphs with 2-4 min. textual examples as support for your answer.

Some ideas:

• Why does the author John Krakauer think we should still care?
• What is the public debate? What does each side believe?
• What new (or old) information causes you to sway one way or the other?
• What do you believe the author of this article has concluded?

After discussing as a group--write ONE combined paragraph that explains your final determination---should the reader care what actually happened to Chris McCandless?---Hand it in! OR EMAIL.

Into the Wild---you choose the chapter/chapters that you will use (must be Ch. 10 or later)

*WE will read selections of  Ch. 12 aloud as a class---you will then be asked to finish reading this chapter. 
*When you are done complete both sides of the worksheet (either using chapter 12 or anything after chapter --you may use multiple chapters or work with a partner).
PLEASE BE SURE TO LABEL EACH SIDE WITH THE SECTION OF THE BOOK YOU ARE USING SO I KNOW!!!

(Read 13-15 on page 156 for homework )---DUE MONDAY!! 

Today we are going to complete a close-read of ch. 10 (and 11) and work on the prompt labeled for this section

1. First, we will start by completing an in-class reading of Ch. 10 together
2. I will give you time to read or review Ch. 11 (about 10-15 minutes)---when you finish add 2-3 quotes from Ch. 10-11 to your dialectical journal.
3. Then we will review the prompt (#7 and 8) together and brainstorm.
4. Lastly, complete #7 and #8 and place it in your folder.

posting of the week's agenda:
Today--ch 10-11 prompts 
Friday--Ch. 12 (Read 13-15 on page 156 for homework )---worksheet
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Chapters 10 and 11; pages 98-116 7. Identify two qualities that Walt McCandless and his son have in common. Support each quality with a quote from the text. 8. Identify two specific details or examples (using quotes) from Chris McCandless’ childhood/high school years that seem to predict his later behavior. What is it about these events that help to explain his actions as an adult?