Peak

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

“Preparation Bag”

In this activity, students analyze what Peak needed to climb Mount Everest—including personal traits as well as equipment—and then pack a bag of representative objects that they will need in pursuit of a life goal.

Part A: Having the appropriate gear to climb Mount Everest is essential to survival in the harsh climate. What made Peak’s climb possible?

• Create a t-chart on paper. Label the left column “Items Needed” and the right column “Personality Traits Needed.”
• Consider the items or equipment Peak needed to make his journey to the top of Mount Everest. Also consider the personality traits that assisted Peak in his climb.
• List as many items and traits as you can in each column.

Part B: Apply Peak’s story to your own life.

• Describe how Peak’s climb up the mountain is a metaphor for his coming-of-age journey and development.
• Think of a goal in the future that you would like to accomplish.
• Pack a bag with items you will need to complete your journey. The items in your bag may be literal, such as a college diploma, or they may be symbolic, such as running shoes to symbolize endurance. Record each item and how it will help you on your journey.

Part C: Share your results.

• Compare your own journey to Peak’s. What are some obstacles that may cross your path? What will be the most important lesson in your journey?
• Present your bag of items to the class, describing how each item will help you overcome obstacles and accomplish your goal.

Teaching Suggestion: Consider setting aside time to allow students to brainstorm the different items and personality traits Peak needed to make his journey to Mount Everest successful. Afterward, you might allow students to discuss their lists in pairs.

Ask students to describe how Peak’s climb up the mountain is a metaphor for his achievements in life. Encourage them to describe how his character achievements aligned with his climb to the summit. Ask students to consider what the peak of his journey meant for his character development. You may want to allow additional time for students to brainstorm possible tools and equipment they will need for their own journeys. Consider allowing several days for students to collect items to present to the class.