Unit Title: Into the Wild A look at Identity and Literary Non-Fiction

Grade level: 11-12 grade

Length of unit: 3 weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

Identity is an abstract idea that is given concrete

evidence
Identity and self are fluid ideas
The idea of the self is important to our
perception of ourselves and our lives
Writers use literary non-fiction to take readers on
a journey

How does the use of literary non-fiction lend itself to

the idea of creating an identity or self?
How is the archetypal journey of identity represented
in literature?
Do we have to give up the self to become part of
society?
Why is it important to know who you are?
How vital is identity to our survival?
Knowledge & Skills Acquisition

Learning Goals: (e.g., Iowa/Common Core standards.)

. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well
as other authors.) (Reading 11-12.4)
. 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. (Reading 11-12.1)
. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. (Writing 11-12.10)
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for
a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades
1112 on page 55.) (Writing 11-12.5)
. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.(Speaking and Listening 11-12.2)
. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used. (Speaking and Listening 11-12.3)

Students will know

The difference between considerate and

inconsiderate texts
The basic structure of literary non-fiction
The stages of a literary journey (starting
conflict, obstacle, rising action, climax,
falling action, conclusion)
The vocabulary and jargon used in the
text
How to read critically

Students will be able to

Identify considerate and inconsiderate texts

Analyze/Break down inconsiderate texts to

make them easy to understand
Characterize certain aspects needed to
create a literary non-fiction piece
Argue for or against the need to give up the
self to be in society
Explain the difference between a
considerate and inconsiderate text
Write a analytical essay on the idea of
developing the self and identity using the
texts as examples

Resources/Materials:
Literature:
Into the Wild by Jon Krakauer
Excerpts from The Giver by Lois Lowry
Selected Essays from A Supposedly Fun Thing Ill Never Do Again by David Foster
Wallace
Excerpts from Into Thin Air by Jon Krakauer
Articles:
How are names shape our identity by Michael Hedrick
How to Distinguish Between Fiction and Nonfiction Literary Genres by Paige
Johansen
How Do You Define Yourself? taken from an article on beingmore.co.uk
Media Texts:
Ted Talk with Hetian Patel: Who am I? Think again

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication
(interview, oral exam, discussion); Written Response (short constructed response questions,
entrance/exit slips, essays); Performance Assessment (role-play, Simulation, labs,
dramatization)
Pre-assessment/ Introductory Activity:
Think Pair Share: What do the words Identity and Self mean to you? : Students will pair up to
discuss this question and then launch into a discussion about the similarities and differences in meaning.
The purpose is to get students thinking about these two concepts and to prepare them for finding
moments of identity and self in the anchor text

Formative Assessment:
Four Corner Activity: Students will stand in the corner that corresponds to their opinion on the statement
Chris McCandless story follows the standard archetypal journey pattern seen in many stories.
Weekly Journal responses
Vocabulary Sheet for Into the Wild
Persuasive essay outline
Persuasive essay (first draft)
Considerate V. Inconsiderate text activity
Written answers to these Short Response Questions:
- How does the author use different stories of people getting lost to elaborate his main story?
-what does the use of quotes and excerpts do (if anything) to the fluidity of the story?
- Compare and Contrast Chris McCandless and Jon Krakauers journeys, is there a similarity in their
internal identity struggles? How does this define their identity?
-is this text an inconsiderate or considerate text? Why?
-what are you learning about yourself through reading this novel?

Summative Assessment:

Analytical Essay: Students will write an analytical essay the will attempt to answer the question How vital
is identity to our survival? Students will cite the texts as examples (Rubric sheet will be provided)

Stage 3 Learning Plan

Use these questions to help guide the creation of your pacing calendar (learning plan).

How many days will your unit last?

How will you sequence/organize learning your unit in an iterative/incremental way?

What opening activity will you use to hook or engage student learning in this unit?

How will you ensure students know where the learning is headed in this unit?

How will you introduce students to your Enduring Understandings and Essential Questions? At what
points will you have your students re-consider these understandings/questions?

How will you sequence/organize your assessments in an iterative/incremental way?

How will you foster critical thinking and problem solving in this unit? Self-reflection? Curiosity and
imagination? Collaboration? Innovation/Creativity? Adaptive thinking? Accessing and analyzing
information? Oral and written communication?

What active instructional strategies/learning activities might you use to engage students in learning (You
need to use at least 3 different types of instructional strategies)?

How will you differentiate for individual student needs in this unit? What differentiated instructional
strategies will you use (e.g., student choice, flexible grouping, jigsaw, choice boards/menus, tiered
assignments, anchor activities, etc.)?

How will you use technology to support and facilitate student learning in this unit?