SAMPLE Inc. Units, Novel - ECS Learning Systems THE WILD by Jon Krakauer Student Packet Written by James H Duncan Contains masters for: 2 Prereading Activities 5 Vocabulary Activities

Into the WildJon Krakauer

Grades 9–12

SAMPLE

© Nove

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, Inc.

INTO THE WILD

byJon Krakauer

Student PacketWritten by

James H Duncan

Contains masters for: 2 Prereading Activities5 Vocabulary Activities1 Study Guide4 Character Analysis Activities2 Literary Analysis Activities1 Comprehension Activity1 Writing Activity5 Quizzes1 Final Test

PLUS Detailed Answer Keyand Scoring Rubric

ISBN 978-1-60878-723-4

NoteThe 1997 Anchor Books paperback edition of the book, © 1996 by Jon Krakauer, was used to prepare this guide. The page references maydiffer in other editions. ISBN: 978-0-385-48680-4

Please note: Parts of this book deal with sensitive, mature issues. Pleaseassess the appropriateness of this book for the age level and maturity ofyour students prior to reading and discussing it with them.

Teacher NoteSelected activities, quizzes, andtest questions in this Novel Units®

Student Packet are labeled withthe appropriate reading/languagearts skills for quick reference.These skills can be found abovequiz/test questions or sectionsand in the activity headings.

Copyright infringement is a violation of Federal Law.© 2012 by Novel Units, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying,recording, or otherwise) without prior written permission from ECS Learning Systems, Inc.

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SAMPLE

SAMPLE 5 Vocabulary Activities

SAMPLE 5 Vocabulary Activities

4 Character Analysis Activities

SAMPLE 4 Character Analysis Activities2 Literary Analysis Activities

SAMPLE 2 Literary Analysis Activities1 Comprehension Activity

SAMPLE 1 Comprehension Activity1 Writing Activity

SAMPLE 1 Writing Activity5 Quizzes

SAMPLE 5 Quizzes1 Final Test

SAMPLE 1 Final TestDetailed Answer Key

SAMPLE Detailed Answer Keyand Scoring Rubric

SAMPLE

and Scoring Rubric

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SAMPLE

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© © © © © © © © and in the activity headings.

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Novel The 1997 Anchor Books paperback edition of the book, © 1996 by

Jon Krakauer, was used to prepare this guide. The page references may

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Jon Krakauer, was used to prepare this guide. The page references maydiffer in other editions. ISBN: 978-0-385-48680-4

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differ in other editions. ISBN: 978-0-385-48680-4

Please note:

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Note to the Teacher

Selected activities, quizzes, and test questions in this Novel Units® Student Packet are labeled with thefollowing reading/language arts skills for quick reference. These skills can be found above quiz/testquestions or sections and in the activity headings.

Basic Understanding: The student will demonstrate a basic understanding of written texts. Thestudent will:

• use a text’s structure or other sources to locate and recall information (Locate Information)• determine main idea and identify relevant facts and details (Main Idea and Details)• use prior knowledge and experience to comprehend and bring meaning to a text

(Prior Knowledge)• summarize major ideas in a text (Summarize Major Ideas)

Literary Elements: The student will apply knowledge of literary elements to understand writtentexts. The student will:

• analyze characters from a story (Character Analysis) • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

metaphor, etc.) (Literary Devices)• consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

Analyze Written Texts: The student will use a variety of strategies to analyze written texts. Thestudent will:

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)• follow written directions and write directions for others to follow (Follow/Write Directions)

Critical Thinking: The student will apply critical-thinking skills to analyze written texts. Thestudent will:

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)• draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)• recognize and identify the author’s tone (Tone)• write to entertain, such as through humorous poetry or short stories (Write to Entertain)• write to express ideas (Write to Express)• write to inform (Write to Inform)• write to persuade (Write to Persuade) • demonstrate understanding by creating visual images based on text descriptions (Visualizing) • practice math skills as they relate to a text (Math Skills)

SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)

SAMPLE • analyze conflict and problem resolution (Conflict/Resolution)• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

SAMPLE • recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

• consider characters’ points of view (Point of View)

SAMPLE • consider characters’ points of view (Point of View)• recognize and analyze a story’s setting (Setting)

SAMPLE • recognize and analyze a story’s setting (Setting)• understand and explain themes in a text (Theme)

SAMPLE • understand and explain themes in a text (Theme)

The student will use a variety of strategies to analyze written texts. The

SAMPLE The student will use a variety of strategies to analyze written texts. The

• identify the author’s purpose (Author’s Purpose)

SAMPLE

• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)

SAMPLE

• identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)

SAMPLE

• identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)SAMPLE

• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) SAMPLE

• make and verify predictions with information from a text (Predictions) • sequence events in chronological order (Sequencing) SAMPLE

• sequence events in chronological order (Sequencing) • identify and use multiple text formats (Text Format)SAMPLE

• identify and use multiple text formats (Text Format)

© • draw conclusions from information given (Drawing Conclusions)

© • draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)

© • make and explain inferences (Inferences)• respond to texts by making connections and observations (Making Connections)© • respond to texts by making connections and observations (Making Connections)• recognize and identify the mood of a text (Mood) © • recognize and identify the mood of a text (Mood) © • recognize an author’s style and how it affects a text (Style) © • recognize an author’s style and how it affects a text (Style) • support responses by referring to relevant aspects of a text (Support Responses)© • support responses by referring to relevant aspects of a text (Support Responses)

Novel • interpret information given in a text (Interpret Text)

Novel • interpret information given in a text (Interpret Text)

• make and verify predictions with information from a text (Predictions)

Novel • make and verify predictions with information from a text (Predictions)

• sequence events in chronological order (Sequencing)

Novel • sequence events in chronological order (Sequencing)

• identify and use multiple text formats (Text Format)

Novel • identify and use multiple text formats (Text Format)

Novel

• follow written directions and write directions for others to follow (Follow/Write Directions)

Novel

• follow written directions and write directions for others to follow (Follow/Write Directions)

The student will apply critical-thinking skills to analyze written texts. The

Novel

The student will apply critical-thinking skills to analyze written texts. The

• write and complete analogies (Analogies) Novel

• write and complete analogies (Analogies) • find similarities and differences throughout a text (Compare/Contrast)Nove

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l • draw conclusions from information given (Drawing Conclusions)• make and explain inferences (Inferences)Nove

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• make and explain inferences (Inferences)

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• identify the author’s purpose (Author’s Purpose)

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• identify the author’s purpose (Author’s Purpose)• identify cause and effect relationships in a text (Cause/Effect)Units

, • identify cause and effect relationships in a text (Cause/Effect)• identify characteristics representative of a given genre (Genre)Units

, • identify characteristics representative of a given genre (Genre)• interpret information given in a text (Interpret Text)Units

,

• interpret information given in a text (Interpret Text)• make and verify predictions with information from a text (Predictions) Units

,

• make and verify predictions with information from a text (Predictions)

Inc.The student will apply knowledge of literary elements to understand written

Inc.The student will apply knowledge of literary elements to understand written

• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,Inc.• recognize and interpret literary devices (flashback, foreshadowing, symbolism, simile,

Name ________________________________

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Into the WildActivity #3 • Vocabulary

Chapters One–Four

unsullied ominous anomaly implicationestranged convivial severance austereparched irksome vagabonds jubilant

Vocabulary Comprehension

Directions: Choose the word closest in meaning to the vocabulary word as it is used in thebook.

____ 1. unsullied (a) pure (b) poisoned (c) poor (d) playful

____ 2. ominous (a) grotesque (b) grievous (c) griping (d) gloomy

____ 3. anomaly (a) glimpse (b) gibberish (c) greatness (d) glitch

____ 4. implication (a) simulation (b) suggestion (c) sincerity (d) surprise

____ 5. estranged (a) sheltered (b) shocked (c) separated (d) silenced

____ 6. convivial (a) cordial (b) cheerless (c) circular (d) clean

____ 7. severance (a) decision (b) disconnection (c) dismissal (d) diversion

____ 8. austere (a) grave (b) glaring (c) glowing (d) gory

____ 9. parched (a) anchored (b) abounding (c) amicable (d) arid

____ 10. irksome (a) thrilling (b) tactless (c) tiresome (d) tangled

____ 11. vagabonds (a) divers (b) drifters (c) dreamers (d) disrupters

____ 12. jubilant (a) tarnished (b) threatening (c) triumphant (d) talented

SAMPLE (a) grotesque (b) grievous (c) griping (d) gloomy

SAMPLE (a) grotesque (b) grievous (c) griping (d) gloomy

(a) glimpse (b) gibberish (c) greatness (d) glitch

SAMPLE (a) glimpse (b) gibberish (c) greatness (d) glitch

(a) simulation (b) suggestion (c) sincerity (d) surprise

SAMPLE (a) simulation (b) suggestion (c) sincerity (d) surprise

(a) sheltered (b) shocked (c) separated (d) silenced

SAMPLE (a) sheltered (b) shocked (c) separated (d) silenced

(a) cordial (b) cheerless (c) circular (d) clean

SAMPLE (a) cordial (b) cheerless (c) circular (d) clean

(a) decision (b) disconnection (c) dismissal (d) diversion

SAMPLE


SAMPLE

(a) grave (b) glaring (c) glowing (d) gory

SAMPLE


(a) anchored (b) abounding (c) amicable (d) aridSAMPLE

(a) anchored (b) abounding (c) amicable (d) arid

(a) thrilling (b) tactless (c) tiresome (d) tangled SAMPLE

(a) thrilling (b) tactless (c) tiresome (d) tangled

© Nove

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Novel (a) anchored (b) abounding (c) amicable (d) arid

(a) thrilling (b) tactless (c) tiresome (d) tangled

Novel (a) thrilling (b) tactless (c) tiresome (d) tangled

(a) divers (b) drifters (c) dreamers (d) disrupters

Novel

(a) divers (b) drifters (c) dreamers (d) disrupters

Novel

(a) tarnished (b) threatening (c) triumphant (d) talented

Novel

(a) tarnished (b) threatening (c) triumphant (d) talented

Units,


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(a) simulation (b) suggestion (c) sincerity (d) surprise

Units, (a) simulation (b) suggestion (c) sincerity (d) surprise

(a) sheltered (b) shocked (c) separated (d) silenced

Units, (a) sheltered (b) shocked (c) separated (d) silenced


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(a) grave (b) glaring (c) glowing (d) goryUnits,


(a) anchored (b) abounding (c) amicable (d) aridUnits,

(a) anchored (b) abounding (c) amicable (d) arid

Inc.(a) pure (b) poisoned (c) poor (d) playful

Inc.(a) pure (b) poisoned (c) poor (d) playful

(a) grotesque (b) grievous (c) griping (d) gloomy

Inc.(a) grotesque (b) grievous (c) griping (d) gloomy

(a) glimpse (b) gibberish (c) greatness (d) glitchInc.(a) glimpse (b) gibberish (c) greatness (d) glitch

(a) simulation (b) suggestion (c) sincerity (d) surpriseInc.(a) simulation (b) suggestion (c) sincerity (d) surprise

Into the WildStudy Guide

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© Novel Units, Inc.10

Name ________________________________

Directions: Answer the following questions on a separate sheet of paper. Use your answers toguide your reading, prepare for class discussions, and review for quizzes and tests.

Chapters One–Four

1. According to Jim Gallien, why was “Alex” afraid of water?

2. What did Gallien give “Alex” when they parted ways?

3. What did the note Chris left tell the hunters? What did the hunters find inside the bus?

4. What did an investigation by the crime lab reveal about Chris’s body?

5. Who is Wayne Westerberg, and how did he know Chris?

6. According to Westerberg, what kind of worker was Chris?

7. Describe Chris’s academic career. How did he pay for college?

8. How did Chris symbolically “sever” himself from his old life?

9. What was Chris’s plan when he bought the canoe?

10. What is unusual about the way Chris wrote his early journal entries, and what effect doesthis give his writing?

Chapters Five–Eight

1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think heliked it?

2. What are the Slabs, and what happens there?

3. What was ironic about Chris’s love for Jack London’s work?

4. What did Ronald Franz do to help recover after the loss of his family?

5. According to Chris, what are some negative aspects about hopping trains?

6. What advice did Chris give Franz? How did Franz react to this advice?

7. What was Westerberg’s hypothesis about Chris’s relationship with his father? Was he correct?

8. What did Chris tell Westerberg and Jan Burres in his postcards?

9. Who was the “Mayor of Hippie Cove” (p. 73) that the author met in 1981, and whatwas his goal/lifestyle? What happened to him?

10. Why did Carl McCunn go into the wild? What oversight did McCunn make? How did he die?

11. What similarities did Chris share with the other adventurers mentioned in Chapter Eight?How was he different from these men?

SAMPLE 5. Who is Wayne Westerberg, and how did he know Chris?

SAMPLE 5. Who is Wayne Westerberg, and how did he know Chris?

6. According to Westerberg, what kind of worker was Chris?

SAMPLE 6. According to Westerberg, what kind of worker was Chris?

7. Describe Chris’s academic career. How did he pay for college?

SAMPLE 7. Describe Chris’s academic career. How did he pay for college?

8. How did Chris symbolically “sever” himself from his old life?

SAMPLE 8. How did Chris symbolically “sever” himself from his old life?

9. What was Chris’s plan when he bought the canoe?

SAMPLE 9. What was Chris’s plan when he bought the canoe?

10. What is unusual about the way Chris wrote his early journal entries, and what effect does

SAMPLE 10. What is unusual about the way Chris wrote his early journal entries, and what effect does

1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think heSAMPLE

1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think he

2. What are the Slabs, and what happens there?SAMPLE


© 6. What advice did Chris give Franz? How did Franz react to this advice?

© 6. What advice did Chris give Franz? How did Franz react to this advice?

7. What was Westerberg’s hypothesis about Chris’s relationship with his father? Was

© 7. What was Westerberg’s hypothesis about Chris’s relationship with his father? Was he correct? © he correct? ©

8. What did Chris tell Westerberg and Jan Burres in his postcards?© 8. What did Chris tell Westerberg and Jan Burres in his postcards?

Novel 1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think he

Novel 1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think he


Novel 2. What are the Slabs, and what happens there?


Novel



Novel



Novel


6. What advice did Chris give Franz? How did Franz react to this advice?Novel

6. What advice did Chris give Franz? How did Franz react to this advice?

7. What was Westerberg’s hypothesis about Chris’s relationship with his father? Was Novel

7. What was Westerberg’s hypothesis about Chris’s relationship with his father? Was

Units, 8. How did Chris symbolically “sever” himself from his old life?

Units, 8. How did Chris symbolically “sever” himself from his old life?


Units,


1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think heUnits,

1. Why wouldn’t Bullhead City be appealing to someone like Chris? Why do you think he

Inc.3. What did the note Chris left tell the hunters? What did the hunters find inside the bus?

Inc.3. What did the note Chris left tell the hunters? What did the hunters find inside the bus?

Into the WildActivity #9 • Character Analysis

Use After Reading(Character Analysis)

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Name ________________________________

Sociogram

Directions: A sociogram shows the relationship between characters in a story. Complete the sociogram below by writing a word to describe the relationships between the characters.Remember, relationships go both ways, so each line requires a descriptive word.

RonaldFranz

WaltMcCandless

WayneWesterberg

CarineMcCandless

Chris SAMPLE

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© © © Wayne © WayneWesterberg © Westerberg © N

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Inc.McCandless

Into the WildActivity #13 • Literary Analysis

Use After Reading(Sequencing)

Time Lin

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Directio

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bered boxes below, w

rite four main events that drastically altered C

hris’s plans the sum

mer he

went into the w

ild. In the larger boxes, describe the event or draw a p

icture representing the event.

1.2.

3.4.

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Name ________________________________

SAMPLE

SAMPLE

SAMPLE

SAMPLE

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© © © © © Nove

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In the numbered boxes below

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In the numbered boxes below

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ain events that drastically altered Chris’s p

lans the summ

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ent into the wild. In the larger boxes, describe the event or draw

a picture rep

resenting the event.

Inc.

went into the w

ild. In the larger boxes, describe the event or draw a p

icture representing the event.

Inc.Inc.

Name ________________________________


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Into the WildQuiz #1

Chapters One–Four

(Main Idea and Details)A. True/False: Mark each with a T for true or an F for false.

____ 1. Wayne Westerberg convinced Chris to buy an aluminum canoe to travel theColorado River.

____ 2. Chris considered it his moral responsibility to ignore and oppose state and federal laws.

____ 3. A friend of the family gave Chris $40,000 to pay for his education.

____ 4. Wayne Westerberg claimed Chris was a lazy employee who preferred to read andwrite in his journal rather than work.

____ 5. Chris found refuge in the Alaskan wild in an abandoned camper.

(Main Idea and Details)B. Fill in the Blanks

6. Chris chose the new name _______________ _______________ while on the road.

7. Chris wanted Jim Gallien to take him to the _______________ _______________.

8. According to the autopsy, _______________ was the likely cause of Chris’s death.

9. _______________ _______________ claimed he could tell right away that “Alex” wasextremely intelligent.

10. Chris got lost in ______________ as he was looking for the _______________.

(Main Idea and Details)C. Open-Ended Comprehension: On the lines below, describe a significant event involvingeach of the modes of transportation Chris used in this section: car, canoe, on foot.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

SAMPLE ____ 5. Chris found refuge in the Alaskan wild in an abandoned camper.

SAMPLE ____ 5. Chris found refuge in the Alaskan wild in an abandoned camper.

6. Chris chose the new name _______________ _______________ while on the road.

SAMPLE 6. Chris chose the new name _______________ _______________ while on the road.


SAMPLE 7. Chris wanted Jim Gallien to take him to the _______________ _______________.


SAMPLE 8. According to the autopsy, _______________ was the likely cause of Chris’s death.

9. _______________ _______________ claimed he could tell right away that “Alex” was

SAMPLE

9. _______________ _______________ claimed he could tell right away that “Alex” wasextremely intelligent.

SAMPLE

extremely intelligent.

10. Chris got lost in ______________ as he was looking for the _______________. SAMPLE


© ___________________________________________________________________________________

© ___________________________________________________________________________________

___________________________________________________________________________________ © ___________________________________________________________________________________

___________________________________________________________________________________© ___________________________________________________________________________________

Novel 10. Chris got lost in ______________ as he was looking for the _______________.

Novel 10. Chris got lost in ______________ as he was looking for the _______________.

C. Open-Ended Comprehension:

Novel

C. Open-Ended Comprehension: On the lines below, describe a significant event involving

Novel

On the lines below, describe a significant event involvingeach of the modes of transportation Chris used in this section: car, canoe, on foot.

Novel

each of the modes of transportation Chris used in this section: car, canoe, on foot.

___________________________________________________________________________________

Novel

___________________________________________________________________________________

___________________________________________________________________________________ Novel

___________________________________________________________________________________

Units, 6. Chris chose the new name _______________ _______________ while on the road.

Units, 6. Chris chose the new name _______________ _______________ while on the road.


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9. _______________ _______________ claimed he could tell right away that “Alex” was

10. Chris got lost in ______________ as he was looking for the _______________. Units,


Inc.____ 4. Wayne Westerberg claimed Chris was a lazy employee who preferred to read and

Inc.____ 4. Wayne Westerberg claimed Chris was a lazy employee who preferred to read and

____ 5. Chris found refuge in the Alaskan wild in an abandoned camper. Inc.____ 5. Chris found refuge in the Alaskan wild in an abandoned camper.

Into the WildFinal Test

page 4

(Summarize Major Ideas)D. Short Answer: Briefly respond to each of the following. Use a separate sheet of paper if necessary.

31. How did the author feel after climbing the Devils Thumb? How did this differ from howhe expected to feel?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

32. Why didn’t Chris want to bring a lot of supplies with him into the wild?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

33. Explain why most Alaskans were incredulous about Chris’s journey into the wild.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

34. How did Chris’s morals and beliefs differ from his father’s? How did this affect theirrelationship?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

E. Essay: Complete two of the following in well-developed essays. Cite specific evidence fromthe book to support your responses.

(Drawing Conclusions/Support Responses)(a) Analyze Chris’s personal beliefs about the world in general, and explain whether or

not he was justified in abandoning his comfortable life to go into the wild.

(Cause/Effect/Making Connections)(b) Explain how Chris’s relationship with his father affected his decisions after

high school.

(Interpret Text/Author’s Purpose)(c) Analyze the reasons for Jon Krakauer’s apparent empathy for Chris.

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Name ________________________________

SAMPLE 32. Why didn’t Chris want to bring a lot of supplies with him into the wild?

SAMPLE 32. Why didn’t Chris want to bring a lot of supplies with him into the wild?

_______________________________________________________________________________

SAMPLE _______________________________________________________________________________

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SAMPLE _______________________________________________________________________________

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SAMPLE 33. Explain why most Alaskans were incredulous about Chris’s journey into the wild.

_______________________________________________________________________________

SAMPLE _______________________________________________________________________________

_______________________________________________________________________________

SAMPLE _______________________________________________________________________________

_______________________________________________________________________________

SAMPLE

_______________________________________________________________________________

34. How did Chris’s morals and beliefs differ from his father’s? How did this affect their

SAMPLE


_______________________________________________________________________________SAMPLE

_______________________________________________________________________________

© the book to support your responses.

© the book to support your responses.

(Drawing Conclusions/Support Responses)

© (Drawing Conclusions/Support Responses)(a) Analyze Chris’s personal beliefs about the world in general, and explain whether or © (a) Analyze Chris’s personal beliefs about the world in general, and explain whether or

not he was justified in abandoning his comfortable life to go into the wild. © not he was justified in abandoning his comfortable life to go into the wild.

(Cause/Effect/Making Connections)© (Cause/Effect/Making Connections)

Novel _______________________________________________________________________________

Novel _______________________________________________________________________________

_______________________________________________________________________________

Novel

_______________________________________________________________________________

_______________________________________________________________________________

Novel

_______________________________________________________________________________

Complete two of the following in well-developed essays. Cite specific evidence fromNovel

Complete two of the following in well-developed essays. Cite specific evidence fromNovel

the book to support your responses.Novel

the book to support your responses.

(Drawing Conclusions/Support Responses)Novel

(Drawing Conclusions/Support Responses)

Units, _______________________________________________________________________________

Units, _______________________________________________________________________________

_______________________________________________________________________________

Units, _______________________________________________________________________________


Units, 33. Explain why most Alaskans were incredulous about Chris’s journey into the wild.

_______________________________________________________________________________

Units,

_______________________________________________________________________________

_______________________________________________________________________________

Units,

_______________________________________________________________________________

_______________________________________________________________________________

Units,

_______________________________________________________________________________

34. How did Chris’s morals and beliefs differ from his father’s? How did this affect theirUnits,


Inc._______________________________________________________________________________

Inc._______________________________________________________________________________

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32. Why didn’t Chris want to bring a lot of supplies with him into the wild?

Inc.32. Why didn’t Chris want to bring a lot of supplies with him into the wild?

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Answer Key

Activity #1: 1. Jon Krakauer 2. The book will be about someone having an adventure in thewilderness. 3. 1996 4. 207 5. Answers will vary. 6. The wilderness adventure will be in a remote, very cold part of the world.

Activity #2: Answers will vary.

Activity #3: 1. a 2. d 3. d 4. b 5. c 6. a 7. b 8. a 9. d 10. c 11. b 12. c

Activity #4: Word maps will vary. Example: Vocabulary Word—recluse; Definition—someone who chooses to live apart from others; Synonyms—hermit, loner, outsider; Antonyms—socialite,communalist, extrovert; Part of Speech—noun; Pronunciation—re·cluse [re-klüs]; Sentence—Henrybuilt his home far from town and any highways, preferring the quiet life of a recluse.

Activity #5: Associations will vary. Examples: disdain—Many of Chris’s decisions were based on hisdisdain for his father, desiring to never become like him; monomania—Chris suffered from monomaniaregarding surviving alone in the wild, an obsession that eventually cost him his life; hypocrite—Itseems strange that Chris based so many of his ideals and dreams on Jack London’s glorification of theoutdoors because London was a bit of a hypocrite, rarely treading into the wilderness and dying as adrunkard after a long, indolent, and urban life.

Activity #6: Crossword puzzles will vary.

Activity #7: 1. nickname/moniker 2. barren/fecund 3. praised/castigate 4. pride/hauteur 5. thicket/coppice 6. scavenge/forage 7. mainstream/unorthodox 8. clown/bumbler 9. hoofed animal/ungulate10. smog/miasma 11. commending/lambasting 12. deep thoughts/ruminations; Antonyms—2, 3, 7, 11

Study GuideChapters One–Four: 1. “Alex” told Gallien that in the previous year, he was out on the ocean in acanoe and almost drowned during a storm. 2. two sandwiches, a bag of chips, rubber work boots,and his phone number 3. The note was a plea for help and stated that Chris was near death andtoo weak to hike out of the woods. The note also stated that Chris was collecting berries nearby.When the hunters went inside the bus, they saw Chris’s belongings scattered throughout andfound his corpse inside a sleeping bag. 4. The lab had difficulty placing the time of death due todecomposition, but they found no broken bones or injuries. No fat remained on the body, and themuscles had withered away. Chris’s body weighed only 67 pounds at the time of the autopsy.5. Wayne Westerberg lives in South Dakota and manages a combine crew. He picked up Chris whenthe young man was hitchhiking. He eventually offered Chris a job, and the two worked togetherseveral times. 6. Chris was “the hardest worker [Wayne had] ever seen” (p. 18). When Chris starteda job, he would finish it, no matter what. 7. Chris was a good student and graduated from EmoryUniversity in 1990. He was a writer and editor for the college newspaper and distinguished himselfwith a 3.72 grade-point average. The final two years of his college education were paid for by afamily friend who entrusted $40,000 to Chris. 8. He created a new identity: Alexander Supertramp.9. He planned to paddle down the Colorado River to the Gulf of California and then across the borderto Mexico. 10. Chris wrote his journals in the third person, constantly referring to himself as acharacter. Answers will vary, but students may note that this style makes his journal read like fiction.One gets an almost eerie feeling while reading it, as if Chris was observing his own life from theoutside rather than actively participating.

Chapters Five–Eight: 1. Bullhead City is basically a strip mall with too many of the trappings ofmiddle-class, capitalist, mainstream America. Chris may have liked it because of the many itinerant,poor travelers who lived along the outskirts of town. He may have connected with their lifestyle, andtheir presence may have balanced the monotony of the typical American life present in Bullhead City.

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Linking Novel Units® Student Packets to National and State Reading Assessments

During the past several years, an increasing number of students have faced some form ofstate-mandated competency testing in reading. Many states now administer state-developedassessments to measure the skills and knowledge emphasized in their particular readingcurriculum. This Novel Units® guide includes open-ended comprehension questions thatcorrelate with state-mandated reading assessments. The rubric below provides importantinformation for evaluating responses to open-ended comprehension questions. Teachers mayalso use scoring rubrics provided for their own state’s competency test.

3-Exemplary Thorough, complete ideas/informationClear organization throughoutLogical reasoning/conclusionsThorough understanding of reading taskAccurate, complete response

Many relevant ideas/pieces of informationClear organization throughout most of responseMinor problems in logical reasoning/conclusionsGeneral understanding of reading taskGenerally accurate and complete response

Minimally relevant ideas/informationObvious gaps in organizationObvious problems in logical reasoning/conclusionsMinimal understanding of reading taskInaccuracies/incomplete response

Irrelevant ideas/informationNo coherent organizationMajor problems in logical reasoning/conclusionsLittle or no understanding of reading taskGenerally inaccurate/incomplete response

2-Sufficient

1-Partially Sufficient

0-Insufficient

Scoring Rubric for Open-Ended Items

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SAMPLE Thorough, complete ideas/information

SAMPLE Thorough, complete ideas/informationClear organization throughout

SAMPLE Clear organization throughoutLogical reasoning/conclusions

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SAMPLE Accurate, complete response

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Many relevant ideas/pieces of informationClear organization throughout most of response

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SAMPLE Scoring Rubric for Open-Ended Items

SAMPLE Scoring Rubric for Open-Ended Items

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Documents

SAMPLE Inc. Units, Novel - ECS Learning Systems THE WILD by Jon Krakauer Student Packet Written by James H Duncan Contains masters for: 2 Prereading Activities 5 Vocabulary Activities