Standards Correlations

R.1, R.3, R.4, R.6, R.7, W.3, SL.1, SL.2, L.4, L.5, L.6

Learning Objective:

Students will analyze characters and make inferences about events in a fiction story.

Key Skills

inference, text features, vocabulary, character, figurative language, critical thinking, making connections, narrative writing

Complexity Factors

Levels of Meaning: The story explores themes of leadership, personal growth, and the relationship between humans and nature.

Structure: The story is written in three parts and is chronological. It takes place over the span of several hours. 

Language: The language is simple and conversational. The sound effect clang, clang, clang is used as a recurring sensory detail.

Knowledge Demands: The story mentions a pickax and a coyote skull.

Levels

Guided Reading Level: T 

DRA Level: 50

Lesson Plan: Climbing Skulll Mountain

Essential Questions

  • How do we react in times of great stress? 

  • Are our personalities fixed or can they change over time?

Literature Connection

  • Novel: Hatchet by Gary Paulsen

1. Preparing to Read 

Preview Text Features (15 minutes)

Guide students to locate the story. Then help them preview the text features by asking the following questions:

  • Read the title and subtitle of the story. Look at the image at the beginning. What do you think the mood of this story will be? What clues help you guess at the mood? The mood of this story might be spooky. Clues are: the image of a skull and the mysterious “if you come back at all” statement in the subtitle. The statement makes you think that something scary could happen on the mountain that would cause you to not come back.
  • Read the “A Closer Look: Character” note near the start of the story. What details in the story can help you figure out what a character is like? The character’s thoughts, speech, and actions can tell you a lot about them.
  • Find the image of a sign that says “Keep Out.”  What prediction can you make about what’s going to happen in the story based on this sign? The sign says “Keep Out. No Trespassing.” Based on this sign, we can predict that the characters in the story will face the decision to enter a place they’re not supposed to enter.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (confiscating, fate, dilapidated, strewn, mesmerized) aloud and discuss the definitions.
  • Play the Vocabulary Slideshow.

Set a Purpose for Reading

  • Set the purpose for reading by telling students they will make inferences about “Climbing Skull Mountain.” Making an inference means figuring out something that isn’t directly stated by using clues from the text. Point out the activity at the end of the story, which allows students to practice making inferences.

2. Reading and Unpacking the Text

  • Guide students to read the story. Once they understand it well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • Character (p. 15) These lines show us that Jordan is bossy. He decides that he and Eddie will climb Skull Mountain without even asking Eddie. This shows us that in their relationship, Jordan makes the decisions and Eddie just follows along.
  • Character (p. 15) The fact that Eddie goes with Jordan toward the mountain even though he doesn’t want to shows that he generally follows Jordan’s lead. He could insist on staying or express more concern about going, but he stays quiet. It seems like he’s afraid to question Jordan’s authority.
  • Character (p. 16) Based on these lines, it seems like Jordan is strong. He climbs the fence easily, he’s tall, and he walks at a fast pace. He seems to be in good shape.
  • Figurative Language (p. 16) The author means that the sand scratched and cut Eddie’s skin. He was caught in a sandstorm, with sand blowing in all directions, going up his nose and hurting his skin. This sounds painful.
  • Character (p. 16) Eddie and Jordan are not coming back from Skull Mountain the same. It seems like Eddie has always been the quiet, timid follower, while Jordan has been the confident, bossy leader. But after Jordan picks up the coyote skull on Skull Mountain, Eddie takes action and becomes the leader. Eddie yells at Jordan, yanks the skull from his hands, and charges down the mountain, pulling Jordan behind him. Perhaps this experience  will change how the brothers see one another and relate in the future. 

Critical-Thinking Questions (10 minutes)

  • Do you think Jordan owes Eddie an apology for putting him in harm’s way? Why or why not? (critical thinking) Answers will vary. Some students might say that Jordan owes Eddie an apology for insisting on going to the mountain even though it was off-limits. He might apologize for not asking Eddie for his opinion. Other students may argue that Eddie chose to go along. Jordan didn’t threaten him or force him, so he doesn’t owe Eddie an apology for what happened.
  • If you have siblings, think about your relationship with one of them. If you don’t, think about a cousin, neighbor, or friend who you’re close to. How would you compare your relationship with that person with that of Eddie and Jordan? Do you have an equal say in making decisions, or does one of you act more as the leader? Do your roles stay the same, or are they different based on where you are and who you’re with? (making connections) Answers will vary.

3. Skill Building and Writing

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Urban Legends

In this story, you learn of a fictional mountain that takes revenge on anyone who tries to take anything from it. This type of story is an urban legend, or a story that’s told as if it’s true and that’s often scary or spooky. To study urban legends, pick one of the two choices below.

  • Write an urban legend. Imagine the setting, the characters, the events that take place, and the ending of the story. Add depth to your story by centering it around a “lesson learned.” In “Climbing Skull Mountain” the lesson is “Do not disturb nature.” What will it be in your urban legend?
  • Tell an urban legend. A lot goes into telling a good story out loud. To capture the audience’s attention, you have to include good descriptive details, decide when to go fast or slow, use pauses, and maybe even sound effects. Tell the story of the explorers who disappeared on Skull Mountain in this way. You can record your voice and share it online or find a real audience and tell your story in person.

ELL Springboard

Teach onomatopoeia to foster appreciation for literary devices.

After reading the story, tell students that onomatopoeia means words that sound like the thing they stand for. Ask:.

  • What makes the clang, clang, clang sound in the story? (explorers hitting rocks with pickaxes) 
  • What makes the boom sound in the story? (thunder)

Next, ask students to think of other sound words. Challenge them to make the sound represented by each word, using their bodies or items they have nearby. (Some sound words they may use include: bang, buzz, click, crack, crunch, hiss, hoot, hum, rumble, and snap.)

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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