Lesson 2: Getting to know the text

Duration of lesson: 60 minutes
Lesson objective: For students to familiarise themselves with the set text including obtaining
geographical knowledge about Mt Everest.
Select, navigate and read texts for a range of purposes, applying appropriate text processing
strategies and interpreting structural features, for example table of contents, glossary,
chapters, headings and subheadings (ACELY1712)
Geography: Geographical knowledge and understanding: Significant events that connect
people and places throughout the world (ACHGK034)
Classroom organisation: Group and pair work
Resources: Focus text- Hall, L. (2008). Alive in the death zone (1st ed.). Milsons Point,
N.S.W.: Random House, TV/projector, laptop, computers or Ipads
Learning experiences:
1. Working in pairs, talk about your existing knowledge of Mt Everest, and what drives
people to want to climb it.
2. Using the map on the front, inside cover of the text, talk about and record your answers on
the following:
 Find Everest: what do you know about this part of the world?
 For mountain climbers what difficulties present themselves just from its location?
Consult Google: find out all you can about the Himalayas, especially the climate.
 Look at the cover (use a PowerPoint image cater for diverse needs). Imagine you are the
climber in the red helmet . . . how would you feel? What do you think the ‘death
zone’ is?
 Look carefully at the photos on the title-page: what feelings do you have for what
you see? Beauty or terror?
 Again, look at the image on the contents page. What difficulties can you see in
climbing this peak?
3. Students form groups of four and take it in turns to read the introduction around the
group. The last two paragraphs are really significant. Discuss Andrew Brash’s comment
about his self-sacrificing decision to save Hall’s life. What would you have done
that day? Ask students to record their answers.
4. Divide the class into two even groups. Assign group one to read the first chapter and group
two to read the second chapter of Alive in the dead zone and record information that
they’ve learned in relation to an autobiographical content.
5. Once both groups have completed the reading pair students together from opposing groups
to discuss what they each have learned. Then come together as a whole group to list the
details on the whiteboard.
5. At the end of the lesson have students move their I.D forward on the map