Standards Correlations

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

Learning Objective

Students will use text evidence to draw and support a conclusion.

Key Skills

text evidence, text features, vocabulary, sequence of events, author’s craft, cause and effect, critical thinking, informational writing

Complexity Factors

Purpose: The text explores the mysteries and dangers surrounding Arizona’s Superstition Mountain, from legends to the very real risks that hikers face.

 

Structure: The text is mainly informational but uses narrative elements to engage the reader.

 

Language: The text contains some domain-specific vocabulary, which is defined in the vocabulary box.

 

Knowledge Demands: No prior knowledge is needed.

Levels

Lexile: 600L-700L 

Guided Reading Level: S 

DRA Level: 40

SEL Connection

This story and lesson promote responsible decision-making skills. 

Lesson Plan: Is This Mountain Cursed?

Essential Questions

  • What drives people to pursue something dangerous, even when the risks are known?
  • How do legends and myths shape our understanding of places and history, and why are we so drawn to them?

Literature Connection

  • Novel: Missing on Superstition Mountain by Elise Broach

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Preview the text features by asking the following questions:

  • Read the article’s title and subtitle. Why might people believe a mountain is cursed? People might believe a mountain is cursed if it has a history of unexplained disappearances or deaths. They may think that something supernatural is causing the mysterious and dangerous events.
  • Look at the map included with the article. In which state is Superstition Mountain located? Where is it in relation to the city of Phoenix? Superstition Mountain is located in Arizona, to the east of Phoenix.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (plummet, peoples, wealth, misunderstanding, mine, minerals) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading by telling students that the article “Is This Mountain Cursed?” explains how legends of hidden treasure and real-life dangers have made Superstition Mountain both a fascinating and a dangerous place for adventurers.
  • Point out the Pause and Think boxes. Tell students they can check their understanding of what they’ve read by answering these questions.
  • Tell students that as they finish each section, they should think about how the text features on the page (e.g., photos, captions, and section headings) relate to what they’ve just read.
  • Point out the activity at the end of the article, and tell students they’ll complete it after reading. Encourage them to keep the Think About It! question at the bottom in mind as they read.

 2. Reading and Unpacking the Text

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (25 minutes)

  • In the article’s opening section, how does the author grab your attention? (author’s craft) The author begins the article with a series of quotations from local people about the mountain—all warnings against going there. She then describes what it’s like to climb the mountain, addressing you directly as if you’re a climber who is facing danger. All this creates a sense of suspense and curiosity about the mysteries of the mountain.
  • What brought Spanish people to Superstition Mountain in the 1500s? (cause and effect) The Spanish had heard stories from Native peoples about the “great riches” in the American Southwest. The Spanish assumed “riches” meant gold, and they came to Superstition Mountain eager to find it. But in reality, the Indigenous peoples may have been referring to the wealth of bison that they used for food, clothes, and tools.
  • Who was Jacob Waltz, and what impact did he have on the legend of Superstition Mountain? (cause and effect) Jacob Waltz, known as the Dutchman, claimed to have found a secret gold mine on the mountain. His story inspired treasure hunters, many of whom risked their lives searching for the mine.

Critical-Thinking Questions (10 minutes)

  • Why do you think people continued to search for the Lost Dutchman’s Mine, even though so many before them disappeared or died? People were drawn by the idea of finding hidden treasure and becoming rich. The mystery and legend surrounding the mine probably added to the excitement, and some people may have believed they would be the ones to finally solve the mystery.
  • What do you think of legends? Are they inspiring, dangerous, or just entertaining? Support your answer with details from the article and/or your own experiences. (supporting an opinion) Answers will vary. 

3. Skill Building and Writing

  • Have students work in pairs to complete the Spotlight Skill Workout: Text Evidence activity. As a class, discuss students’ answers and the Think About It! question.
  • Have students work independently to complete our Sequence of Events Skill Builder, available in higher- and lower-level versions. (Click here to view all your Skill Builders for this article.)
  • Writing prompt: Imagine you are a local guide living near Superstition Mountain. Write a letter warning a group of hikers about the real dangers of the mountain. Explain why the mountain is dangerous and how both the legends and the physical conditions make it a risky place to explore. Use examples from the article to support your warnings.

Learn-Anywhere Activity

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

Project the task below on your whiteboard or share it with students in your LMS.

Look At Language

The word gold is part of our everyday language. It’s found in many common expressions and sayings. Think about the phrases below. For as many as you can, explain what the phrase means or use it in a sentence.

  • “a heart of gold”
  • “good as gold”
  • “the golden touch”
  • “a golden ticket”
  •  “sitting on a gold mine”

When you think about the meanings of all these expressions, what do they tell you about how we use gold in language? What does it symbolize, or stand for?

Language-Acquisition Springboard

Explore morphology with the prefix mis-.

After reading the article, direct students’ attention to the word misunderstanding in the vocabulary box. Point out that the word begins with the prefix mis-. Without the prefix, the word is just understanding. When you add mis-, you get a word that means a bad or wrong understanding.

Let students know that mis- means something is being done badly or wrong. Show them the following examples of words that start with mis-. Challenge them to use each word in a sentence.

  • misbehave
  • miscount
  • misquote
  • misspell
  • misuse

Finally, have students reinforce their understanding of mis- and other prefixes with our fun interactive quiz “What’s That Prefix?”

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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