PEAK Teacher Pack

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Peak Teacher Pack

PEAKPEAKBy Roland SmithBy Roland Smith

_______________________________ _______________________________

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Greetings,Greetings,

I am thrilled to present this curriculum to you. I know that your students are going to loveI am thrilled to present this curriculum to you. I know that your students are going to love

readingreading PeakPeak and that you are going to enjoy using it to meet your state standards forand that you are going to enjoy using it to meet your state standards for

English Language Arts. Whats more, !eak is full of some of the most important issuesEnglish Language Arts. Whats more, !eak is full of some of the most important issues

our young adolescents face today. "he #ook represents themes such as courage,our young adolescents face today. "he #ook represents themes such as courage,honesty, interdependence, change, hope and respect. "hese themes are driven #y thehonesty, interdependence, change, hope and respect. "hese themes are driven #y the

main character, !eak, and the events that affect his survival while on Everest and hismain character, !eak, and the events that affect his survival while on Everest and his

survival and growth as a young adolescent.survival and growth as a young adolescent.

!eak is an e$traordinary young man #oth in positive and negative ways. %e loves his!eak is an e$traordinary young man #oth in positive and negative ways. %e loves his

family #ut feels lost and confused. "hough he seldom reveals his deep love andfamily #ut feels lost and confused. "hough he seldom reveals his deep love and

commitment to his mother, she is, in fact, his hero. %e is close to his stepfather andcommitment to his mother, she is, in fact, his hero. %e is close to his stepfather and

dearly loves his twin half&sisters #ut he has a 'hole( in his heart. %e attempts to fill thisdearly loves his twin half&sisters #ut he has a 'hole( in his heart. %e attempts to fill this

void in negative and a#usive ways. %e pushes his familys grace to the limits #yvoid in negative and a#usive ways. %e pushes his familys grace to the limits #y

clim#ing skyscrapers and leaving his 'tag.( "rou#le catches !eak and his innerclim#ing skyscrapers and leaving his 'tag.( "rou#le catches !eak and his inner

struggles #ecome outward trou#les with the law. All of !eaks choices are taken fromstruggles #ecome outward trou#les with the law. All of !eaks choices are taken fromhim in a dramatic fashion when he #egins an adventure with his #iological father farhim in a dramatic fashion when he #egins an adventure with his #iological father far

from the family who loves him. "hough he travels far, this new adventure #rings himfrom the family who loves him. "hough he travels far, this new adventure #rings him

closer to his family than he could have imagined and to an understanding of who he iscloser to his family than he could have imagined and to an understanding of who he is

and who he wants to #ecome.and who he wants to #ecome.

"his unit is a #lend of down and dirty English, thematic studies, research and writing. It"his unit is a #lend of down and dirty English, thematic studies, research and writing. It

is designed as a read aloud or students can read in small cooperative groups that shareis designed as a read aloud or students can read in small cooperative groups that share

their ideas using the learning e$periences for guidance. )tudents will work with parts oftheir ideas using the learning e$periences for guidance. )tudents will work with parts of

speech, elements of literature, literary devices, and even a #it of poetry and there arespeech, elements of literature, literary devices, and even a #it of poetry and there are

suggestion for differentiation throughout. )tudents will also research *t. Everest and itssuggestion for differentiation throughout. )tudents will also research *t. Everest and its

indigenous people. +inally, students will work in small groups to create and analyeindigenous people. +inally, students will work in small groups to create and analyescenarios regarding each of the themes of the novel. *uch of what students will knowscenarios regarding each of the themes of the novel. *uch of what students will know

and #e a#le to do will coincide with state standards and also touch the uni-ue needsand #e a#le to do will coincide with state standards and also touch the uni-ue needs

and characteristics of young adolescents. I hope your students have a 'peak(and characteristics of young adolescents. I hope your students have a 'peak(

e$perience with the novel and the unit. I highly recommend that each student #uy theire$perience with the novel and the unit. I highly recommend that each student #uy their

own #ook and take notes in the margins and learn to highlight and underline.own #ook and take notes in the margins and learn to highlight and underline.

!lease contact me if you have any concerns or -uestions. I enjoy the feed#ack!lease contact me if you have any concerns or -uestions. I enjoy the feed#ack

Julie Julie

*rs. /ulie )prague*rs. /ulie )praguespraguef0charter.netspraguef0charter.net

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"imeline"imelineIn the Appendix is a time line calendar of when each learning experience is started. TheIn the Appendix is a time line calendar of when each learning experience is started. The

week before the book is read and the majority of the unit is begun, the research andweek before the book is read and the majority of the unit is begun, the research and

vocabulary are completed. Then the unit is approximately six weeks long. eel free tovocabulary are completed. Then the unit is approximately six weeks long. eel free to

revise, drop, substitute or edit any item in the unit. Please make the unit work for !"#$ revise, drop, substitute or edit any item in the unit. Please make the unit work for !"#$

students.students.%omework is infused throughout the unit. As soon as students have a start on figurative%omework is infused throughout the unit. As soon as students have a start on figurative

language, characteri&ation, themes, etc. they can do some of the work at home. I neverlanguage, characteri&ation, themes, etc. they can do some of the work at home. I never

assign chapters to read at home unless students have been ill.assign chapters to read at home unless students have been ill.

English Language Arts )tandardsEnglish Language Arts )tandardsThese 'tandards are taken from the state of (innesota but can be readily and easily

adapted to any state or national )nglish *anguage Arts standards. The boldrepresents the learning experiences in the unit and the following are the actualstandards and benchmarks.

All Vocabulary, Read Aloud – Think Aloud, Figurative Learning Experiences, “!"oe#+ord $ecognition, Analysis, and luency

♦ $ead unfamiliar complex and multi-syllabic words using cueing systems,

advanced phonetic analysis and structural analysis

♦ $ead narrative text with fluency, accuracy and comprehension at an appropriate

silent reading rateocabulary )xtension

♦ Ac/uire, understand and use new vocabulary through explicit vocabulary

instruction and independent reading

♦ Analy&e word structure and use context clues to understand new words

♦ Identify and explain similes

♦ 0etermine pronunciation, meanings and alternate word choices through the use

of dictionaries, thesauruses and electronic tools

Frontloading Research, Read Aloud, $ournal %uest, The#e &onnections,&haracter Analysis ' Triple Venn, (ord )ountain, "ersuasive "osition, “! "oe#,*nots1omprehension

♦ #se a variety of strategies and demonstrate literal, interpretive, inferential and

evaluative comprehension♦ 1omprehend, interpret and evaluate text by asking and answering /uestions

♦ $ecall and use prior learning and preview text to prepare for reading

♦ #se texts2 structural organi&ers, such as graphics, illustrations, references, notes,

introductions, boldface type and subheadings to aid comprehension

♦ (ake inferences and draw conclusions based on explicit and implied information

from text.

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♦ 1ritically read and evaluate to determine the author2s purpose, point of view,

audience and message

♦ 1reate logical notes and summaries across content areas.

♦ #se knowledge of narrative and expository text structures and subject specific

texts to summari&e content

Frontloading Research, &haracteri+ation, "lot – (hat , &onlict, &ause andEect, The#e &onnections, $ournal %uest, -ocratic .iscussion, FigurativeLanguage, "oint o Vie/ – &haracter Flip*iterature

♦ Actively engage in the reading process and read, understand, respond to,

analy&e, interpret, evaluate and appreciate a wide variety of fiction

♦ $ead a variety of high /uality, contemporary literary works specific to America.

♦ $ecogni&e the difference between first and third person point of view

♦ Identify and analy&e the relationships among elements of fiction

♦ 1ontrast points of view in narrative texts and explain how they affect the overall

theme of the works

♦ $espond to literature using ideas and details from the text to support reactions

and make literary connections

♦ Identify and analy&e the effect of characters2 traits on the plot and resolution of

the conflict

♦ Analy&e how figurative language and literary devices contribute to the meaning

of a text

♦ Identify and understand recurring themes across literary works, citing evidence

from the texts

♦ $espond to literature using ideas and details from the text to support reactionsand make literary connections

"oint o Vie/ – &haracter Flip, "osition Essay, “! "oe#+riting

♦ 1reate informative and expressive writing

♦ )ngage in the writing process

♦ 1reate multiple paragraph compositions that state, maintain and use details in a

logical order to support a main idea

♦

1reate narratives that develop settings, people3characters, and conflicts usingdescriptive, concrete language to engaged audiences

♦ 1reate informative reports4 including gathering material, formulating ideas based

on gathered material, organi&ing information, and editing for logical progression

♦ 1onsider the intended audience when composing text

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"osition Essay, "oint o Vie/ – &haracter Flip, “! "oe#'pelling, 5rammar, #sage

♦ Apply 'tandard )nglish conventions when writing

♦ 1ompose complete sentences when writing

♦ )dit writing for correct spelling and sentence clarity ♦ Apply grammar conventions correctly in writing

♦ Apply punctuation conventions correctly in writing

Frontloading Research$esearch

♦ ormulate /uestions and collect and assess relevant information to address

these /uestions

♦ 5ather and organi&e information from a variety of sources, including electronic

and print

♦

1ite sources for /uoted and paraphrased information in a bibliography whenwriting a research essay

0rainstor#ing, )etacognitive Relection, %uestioning, Vocabulary 1a#es, “!"oe#, -ocratic .iscussion'peaking and *istening

♦ Participate in and follow agreed-upon rules for conversation and formal

discussion in large and small groups

♦ 6now and apply listening rules for formal setting

♦ "rally communicate information, opinions and ideas effectively to different

audiences for a variety of purposes

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"eacher 1otes and Answer Guide"eacher 1otes and Answer Guide

Reading the NovelWhether students are reading the novel in small cooperative groups or you are readingthe novel aloud, there must #e time set aside for metacognitive reflection. )tudentsneed to stop, think, and analye 'what they know that they know( a#out the character,voca#ulary, plot, themes, etc. As you implement the learning e$periences, you mustimplement metacognitive reflection. Whole class reflection can #e done #y askingstudents to 'pair share( 2share something they know with someone who is close tothem3 'mi$&freee( 2mi$ up the class #y asking them to move a#out the room then sayfreee. )tudents find two people with whom to share their knowledge, or students canrecord #its of information on 'e$it tickets( 2small sheets of paper they fill with their ideasand then pass to teacher #efore they leave class3. It is good to mi$ up all these different

types #ut what is crucial is that they are utilied periodically as the #ook is read.

Student Pack"he )tudent !ack is to #e used in conjunction with a journal just as !eak uses hismoleskins. As students work through the learning e$periences, 2those in the studentpack and those strictly in this teacher pack3 they are for you to select as you work withyour uni-ue set of students. 4oth you and your students should note that all the actionver#s, actual student tasks, are set in #old type. All my e$amples for the students areset it italics.

Frontloading the Author

4efore students do anything with the novel, help them get to know 5oland )mith. Itwont take more than 67 minutes as he has an informative #iography, pictures, andother interesting information right on his we# site, www.rolandsmith.com)tudents can also email him -uestions, though it would #e #est to decide on three'class( -uestions so that he can respond -uickly. %elping your students understand thewriter will help them #etter understand how he writes and how other authors write.

Frontloading Research)tudents will reap a great deal more #enefits if they can have a frame of reference forclim#ing *t. Everest. "his learning e$perience will also help them practice manyimportant skills.

!lan si$ different mini&lessons as students work through the research process.

8. 5esources 9 %ow to (#i#( the resources 2given in student pack34ias, 5elia#ility and :alidity 9 )tudents need to know that not all we# sites arevalid. )ometimes authors have a #ias or post nonsense. Wikipedia is a site thathas #asic information #ut it is not relia#le or valid, while !4) is a well&known andtrusted site with e$perts who are there to inform.

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0ifferentiate this learning experience by asking some of your students to prove bias,reliability and validity within their sources.

;. < *inute 5esearch 9 see Appendi$

6. Loaded Words and !ersuasive Writing 9 )tudents need to #e reminded thatwords have power and even a sarcastic 'dont #e stupid( in a persuasive paperwill not help their argument.

=. 4road >uestions 9 )tudents dont always see the #ig picture so you will want tohelp them form their #road -uestions regarding the Everest 5esearch. ?ou mighteven have students #rainstorm their -uestions as a class, then split into theirpartner2s3 groupings.

@. "ransitions 9 %elp students understand the importance of transitions inpersuasive writing.

Frontloading Vocabulary

8. )tudents should underline each of the voca#ulary words if they have their own#ooks.

;. A word wall would #e a perfect choice for the words in this novel. ?ou could set itup like levels of Everest. se the visual in the #ook to create Everest and fill inthe words inside the mountain as you go. !lace the technical words on theoutside of the mountain. 4oth sets of words help you con-uer Everest as you

read the novel. It will also help students see the many levels of the clim#.

6. 4efore the Bown and Birty )entencing e$perience and other sentencing work,students need a -uick review of simple and compound sentences. %ave studentsidentify these in the novel and create a few on their own. Also, prepositionalphrases should #e reviewed, what they are and their purpose.

=. After students complete the first section of the )entencing )heet, give them all acopy of the words and synonymsCshort phrases to check their answers. "heyshould also place the synonyms and short phrases on the #ack of their notecards. 5emind them to do this for #oth sets of cards. "o score the sentences, Iask the students to select the 87 sentences they are the most proud of and thatrepresent their #est work. "hese are the ones I score. ?es, I skim them all.

A differentiation plan would be to have students who are stronger in vocabulary notonly learn the meaning of new words but also search out similar sophisticatedwords. In this way they are learning several meanings for the word relaxed. )xmellowed 7novel word8, relaxed7synonym8, tran/uil, serene7other sophisticatedsynonyms that are variations on the word relaxed.8

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Another differentiation would be to have students find a sophisticated antonym forthe novel word such as mellowed7novel word8, harried, distressed.

@. )peak It, %ear It, Dandy "oss and !ing !ong :oca#ulary are four ways to help

students learn the words #efore, during, and after the #ook is read.

)peak it, %ear it 9 2not in )tudent !ack3)tudents need to hear the words and synonyms and phrases spoken and, in turn, speakthe words they will learn themselves. At the #eginning of the memoriation process askall students to stand up and mimic you as you speak through the master list of words.Words like treacherous and jarring can #e said with great dramatics for ease inmemoriation. "he word 'verified( may not have the same dramatic effect #ut moreoften than not the words provide opportunities for drama. I ask students to start manyof our days throughout the unit doing this with a partner.

Dandy "oss9 2not in )tudent !ack3Dall a word from the master list & the student who calls out the meaning first gets apiece of candy. +or every piece earned, the winner must sit out that many sessions. Iusually do this for a#out twelve words on "uesdays and "hursdays. Bifferentiate thisassignment #y asking students to reply with an accurate and appropriate sentenceinstead of just the meaning. 2Ask each student to #ring in a #ag of their favorite candy 9this saves on the teachers #udget and most parents dont mind if they know thepurpose for the re-uest.3

!ing !ong :oca#ulary9 2not in )tudent !ack3Write num#ers on ping pong #alls, one num#er for every word that is on the master list

A1BC5 write 1, :, Adj, and Adv on a#out @7 #alls. !lace an overhead of the mastervoca#ulary list so that all students can see the list. "oss out the #alls. )tudents taketurns looking at what they have on their #all and then responding with thesynonymCshort phrase andCor a sentence that contains the word. )tudents can do thisamongst themselves in groups of si$ as well. ?ou can create homogenous groups 2topractice their additional synonyms or antonyms3 to toss and gather points and thencreate heterogeneous groups for students to #ring #ack their point for e$tra unit pointsor pries. In this way students are challenged and contri#uting to a larger group. "his isa simple version of "eams, Games, and "ournaments.

Frontloading itles)tudents predict the story using chapter titles and lead sentences. )ee Appendi$ 9Predicting

!ournaling)tudents use their journals for three different tasksF

%omework & to record periodically 'what they know that they know( a#out Peak Dlass work & to answer, in detail, the )ocratic Biscussion >uestions

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4oth class work and homework & to record information for some of the learninge$periences, complete their research, take notes as the read etc.

Figurative "anguage

If students have their own #ooks they should mark any signs of figurative language intheir #ook as they read. A simple 's( for simile, 'm( for metaphor and 'p( forpersonification works well. "hen they can easily go #ack and use these for the learninge$periences.

)imiles"here will #e varied answers for the five similes given #ut here is a list of some othersimiles they should #e a#le to find throughout the novel. "here are many other similesthroughout the #ook. I have recorded some of the most engaging.

p. 8 H 8 'like fingernails scraping on a chalk#oard.(

p. ; H 8 'like a red&headed scarecrow dressed in pink goose down.(p. ; H ; 'like turtles coming out of their shells.(p. ; H @ '%er hawklike #rown eyes darted(p. J= H @ 'and %olly was waiting for me like a guard dog.(p. 877 H 6 'we had to dou#le and triple up in the remaining tents like sardines.(p. 878 H = 'as likely as me flying a Gamow #ag to /upiter.(p. 888 H ; 'like a puppet with its strings cut.(p. 88; H J 'like some kind of magic eli$ir.(p. 8;8 H 8 'like we were on the moon.(p. 8=< H = "here are 6 in a row 'dark as a moonless nightstraight as a floortim#eras #road as I am tall(

p. 8@6 H J 'like the glacier was a #owling lane.(p. 8@ H = 'like giant jagged teeth.(p. 8J H 8 'like they were ice&skating.(p. ;76 H K 'looks like an army encampment.(p. ;87 H 8C; 'like a corpse emerging.(p. ;8K H 8 'like a wa$ figure.(p. ;8J H ; 'like clim#ing at sea level.(

*etaphors%ere is a list of a few other metaphors they should #e a#le to find throughout the novel."here will #e varied answers for the meanings.

p. ;; HK '#ut it wasnt watertight yet.(p. ;= H 'I felt the drain plug loosen.(p. 68 "itle '5ock 5ats(p.66 H 8C; ')he was #ullet&proof.(p.6= H 8C; 'the whole orthopedic jigsaw pule.(p. @; H ; 'everything I needed to get through the death one.(

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Poetry is meant to be read aloud. All students should practice at home and then practice in small groups. They should finally be asked to read at least one poem aloudin a poetry circle 7desks or chairs are placed in a circle8. I ask them to bring inflashlights. I turn off all the lights then students shine their flashlights at the paper of the

person reading the poem. I the person states,


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)un&jo At first 'un-jo is a friend and then an enemy and then a friend again. I hope there is asecond book that unites these two young men. %e makes Peak think about himself and helps Peak reali&e what is most important in his life, family. 'un-jo is climbing to helphis family while Peak is climbing to help himself 7though >osh my profit from it8. 'un-jo

also helped Peak persist in climbing even when he wanted to stop4 they spurred eachother forward?

/oshua Wood>oshua +ood is only Peak2s biological father4 he has never been his oshaffects how Peak views himself4 Peak wonders if he is worth much if his father doesn2teven take the time to write him back. It is devastating to Peak when he gets the lettersand during the oshua +ood looks out for his business and forhimself. %e actually shows Peak how ;"T to behave. %is actions show Peak what istruly important in life.

Mopa@opa is a monk and a 'herpa who helps Peak throughout his climb and evenafterwards. %e gets him the right e/uipment, makes sure that Peak is


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"riple :enn 9 see Appendi$

As a final look at Dharacteriation, ask students to fill in a "riple :enn Biagram 2see Appendi$3. "his will #e teacher directed as students fill in one circle with !eakscharacteristics, one with their own and one with their partners traits 2the partner theywere trying to convince to take the trip or stay home3."ake them step #y step through the :enn, even if they are familiar with this graphicorganier.

Ask students to answer these -uestions and remind them that they need to share whysfor the 'Bo you s.(

83 %ow are the traits of your partner and you the same as !eak;3 %ow are the traits of your partner and you different than !eaks63 Bo you think you made the right decision persuading your friend to go or not to

go=3 Bo you think you would like to try and #e a mountain clim#er@3 +inally, have them discuss their answers and how they arrived at them.

)etting)tudents should use a variety of their senses to create the paragraphs for the differentsettings of the novel.0ifferentiate by allowing your


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!eak made it to the top of Everest

Donflict

"he major conflicts that the storyline takes for !eak areF*an vs. *an 9 +ather vs. )on*an vs. )elf 9 Who is he and what is important to him*an vs. 1ature 9 %is clim# up Everest*an vs. )ociety 9 !eak #roke the laws of society #y clim#ing the skyscraper

ther Donflict *atches areF/oshs *om 9 *an vs. *an and *an vs. )elf

?ou get the feeling throughout the #ook that she is at odds with /osh. Alsoshe is worried a#out her son and if she has #een a good mother, makingthe right decisions for !eak.

)un&jo 9 *an vs. )elf and *an vs. 1ature)un&jo must also discover who he is and what he needs to do to con-uerEverest.

Mopa 9 *an vs. +ate?ou always get the feeling that Mopa is like a god and that he is in control. "hereis that inner struggle in the #ook.

/osh Wood & *an vs. )ociety/oshs one #ig worry is his #usiness. %e wants society to see him as a success.

DonflictC5esolution & Dause and Effect Graphic2"he Appendi$ holds the Dause and Effect Graphic.3 Ask students to keep track of the

major events and then determine the cause of the event. Bo the first couple together.1e$t ask students to work with their partner2s3 from +rontloading 5esearch. +inally theymust do the last few on their own.)xamples1ause Peak is bored and dissatisfied with his life. %e is confused about who he is andhow he fits in. ------B)ffect %e climbs skyscrapers and


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connections. I tell the students to,


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p. 6; H8 'I was conceived in a two&man tent under(p. 87 H; ')he rarely talked a#out her parents. "hey still(p. 8; H 'With some work I could have gotten my clim#ing condition #ack. In fact, thereason I went for that(

'arcasmp. 8 H6 'its not likely that Im going to find an eraser around here.(p. 6 H= '"hats why there are over si$ #illion people sitting safely inside homes andone(p. @ H8 '"o reach the top you must have resolve, muscles, skill, and A +ADE(p. J H< '?es, I just talked with your mother. )he said that I had her permission to #eatyou to death.(p. 8; H; '#ut unlike me they deserve to #e there.(p. 86 H; '2or more likely someone would take it away and sta# me with it3.(p. ;6 H J '1ot any for the last seven years to #e e$act, I thought.(

p. 6< H8 'I guess my plan didnt -uite work out in the Woolworth #uilding.(p. =< H@ 'its a very #ad idea to leave your lungs #ehind.(p. =J H6 '#viously /osh had not listened to him.(p. @8 HK '#ut it wasnt from altitude.(p. @< H86 '#ow out of a return trip to the hotel on the death motorcycle.(

+ord 1hoice 9'mall +ord - :ig (eaning Peak 9 his name and all the e$pectations that go with it.p. 8J H; and HK '%e was also my father.( 'Act remorseful.(p. ;; H@ '"he prosecutor gave her a sour look.(p. ;@ H ' OPoo#( he said.(

p. =6 HJ 'Everest

for a clim#er, saying that you are stopping #yEverest

is like sayingyoure going to stop #y and see God.(p. =K H; 'Katmandu) +or me the name conjured up(p. @; H; ' Everything I needed to get through the death one.(p. 8;@ H 8 '1ot '*e.( & miss you. & want you home.(

ther devices to note F

Alliteration on p. K H< 'Gathering grist(p8; H87 'weather window right.(

$ymoron on p. < H '#eautiful graffiti.(

5enres Adventure)urvivalDontemporary 5ealistic +ictionGeographic +iction)port +iction

'pecial eatures

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(apPicture*etters)ven the 0enouement is a special feature2Benouement is included so that readers have closure. "hey know that !eak is home,

safe and truly happy with his family. 5oland )mith likes to provide closure to studentswith 'true endings( to his stories.3

Socratic +iscussion ,uestions2)ee )ocratic Biscussion *ethods in the Appendi$. A ru#ric is also provided.3"hese -uestions are here to help all students understand the heart of the novel as youread it together or as they read it in their cooperative groups. "here are two sets so thatyou can stop one&third of the way through the novel, pages 8&KK and have a )ocraticBiscussion and then again at the end of the novel. ?ou can also choose specific-uestions and hold the discussion at the end. )tudents can also select which -uestionsthey would like to discuss. 4e aware that a few -uestions from each type must #e

selected to hold an effective )ocratic Biscussion. "he writings from the journal-uestions and the discussion work serve as a checkpoint and final evaluation. "here isno need for a test on the information you will gain from these discussions and the otherlearning e$periences in the unit. I have provided answers #ut I am sure that yourstudents will develop even more in&depth and sophisticated ones.

>uestions )et ne, pages 8&KK"iteral8. What happened to !eaks cheek and ear when he was clim#ing the skyscraper

ro&en to the side of the building. %e had to rip it off to get to the top, he took a layer of skin and it was bleeding.

;.What is 'tagging((arking a building with a special symbol or stamp.

6. When did !eak truly feel regret and shame for having 'tagged( the #uildingsIn the courtroom when he saw the faces of the osh arranged.

C. What are three types of writing advice the author shares through !eaks teacher, :incent

5et the reader


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+riters must choose what to


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8. %ow does a '#rain function at high altitudes(It doesn2t 9 you go into ha&es and black-out a bit because of the loss of oxygen.=

;. Why is clim#ing a 'solo( sport What does it take to get to the top!our own strength, determination, wisdom, perseverance, selfishness

6. Why is ;K,777 feet considered to #e the 'death one(The oxygen is so sparse that you begin to die a bit as oxygen cells can never bereplaced. Also, because the path to the summit is


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Peak Teacher Pack

Physically 9 he grew stronger and his lungs changed so they could withstandoxygen deprivationIntellectually 9 Peak began to reali&e more about writing skills as he reflected onall incent had taught him. %e grew mentally tough, learning everything aboutclimbing )verest.

)motionally 9 This is where Peak changed the most. %e changed from a selfishboy who climbs skyscrapers for kicks to a selfless young man who chose to stopbefore he reached the top of )verest so that 'un-jo could have the glory, money,etc. %e understood that when you care about someone you put their needsbefore your own. %e also reali&ed that the love of his family 9 his whole-realfamily, including $olf was more important to him then the climb or even >osh.Peak also reali&ed that in his own way >osh did care about him.'ocially 9 %e learned to trust and listen to @opa, 'un-jo, !ashi, !ogi. %e learnedto have fun with 'un-jo and not doubt his loyalty. %e learned to think of othersbefore himself 9 allowing 'un-jo to have the fame.

J. %ow are #uilding a wall and #uilding a story the same %intF p 8== should help youas 5oland )mith shared the 'wall( section of the comparisonN now you share the'writing( part.

+hen a story is built, not all the ideas will fit. )ven if an idea or a section is goodit may not fit and so it must be edited out. 'ome of the ideas might not be clearenough for others to understand so they will have to be revised2 Editing andrevising are t/o i#portant pieces o the /riting process2 3ere is a good

point or a #ini'lesson revie/ing this process2

87. %ow does the phone call from !eaks mom change himThe phone call grounds him. It reminds him who he is 9 who he is connected to 9that he has a family at home


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Peak Teacher Pack

8. Why did /osh #ring !eak with him to Everest:uild up his business, fame, get to know him a bit better

;. Why is clim#ing Everest not a competition #etween !eak and )un&jo #ut a #attleagainst life or death

1limbing is a


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Peak Teacher Pack

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PEAK Teacher Pack