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K–12 teaching and learning · from the UNC School of Education

Walk Two Moons: An Integrated Unit

Walk Two Moons by Sharon Creech is a bittersweet story of a teenager who desperately wants to be reunited with her mother. This unit is an integrated study combining setting, theme, point of view, character, and plot with geography and geometry.

A lesson plan for grade 8 English Language Arts, Information Skills, and Mathematics

By Janet Fore

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Learning outcomes

Using activities that address multiple intelligences and a variety of learning styles, students will experience a thorough theme, point of view, and plot.

Teacher planning

Time required for lesson

1 to 2 weeks

Materials/resources

A classroom set of the novel, Walk Two Moons by Sharon Creech. Published by HarperCollins.

Technology resources

Optional student access to the Internet.

Pre-activities

Students have read the novel, Walk Two Moons.

Activities

Activity 1: Theme. After a discussion of theme, both stated and implied, discuss how a story’s title can help the reader discover the story’s main idea. Does the title of Walk Two Moons reflect the novel’s theme? Discuss. This story has several mysterious messages including the one that is featured in the title. Have the students make a list of these messages and then translate them into less cryptic language. Brainstorm a list of proverbs and old saws such as “Don’t count your chickens before they hatch” or “A rolling stone catches no moss.” Then have the students rewrite them in the cryptic language of the mysterious message leaver.

Activity 2: Point of View. Discuss how the point of view of this novel is vital in concealing the end of the story. Choose a chapter such as “Homecoming” and talk how about the chapter would have been different if Phoebe’s mother or Mike had been telling the story. Have the students choose a character, assume that character’s point of view, and write one of the following:

  1. A poem that does not rhyme but that includes at least four of the following: alliteration, metaphor, onomatopoeia, personification, repetition, rhythm, and simile.
  2. A series of journal entries that reveal a character’s thoughts and feelings as that character appears in different chapters of the novel.
  3. Write a love letter from each of these characters: Gram, Gramps, Ben, and Sal.

Activity 3: Plot. After a discussion of plot, put the students in groups of two or three and have them write the first chapter of the sequel. This would be the visit of Mrs. Cadaver, Mrs. Partridge, Ben, and Phoebe to the farm in Bybanks, Kentucky. Make sure the students include the elements of plot: building interest and anticipation, climax, and resolution.

Assessment

Have the students write a book review of Walk Two Moons. The review should include the following:

  • Paragraph 1: The title, author, copyright, awards received
  • Paragraph 2: Setting. When and where did this novel take place? Was the setting an essential part of this novel? Why or why not?
  • Paragraph 3: Theme. State the theme and how the title reflects or supports this theme.
  • Paragraph 4: Point of View. From what point of view is this novel written? Did the author make the best choice? Defend your answer.
  • Paragraph 5: Character. List and briefly describe the major characters of the novel.
  • Paragraph 6: Plot - Briefly summarize the plot of this novel.
  • Paragraph 7: Give your opinion of the novel. Would you recommend it to others? Why or Why not?

See the attached Book Review for the directions for the book review ready to hand out to students. The attached Rubric is a holistic scoring guide for the book review.

Supplemental information

An audiotape version of Walk Two Moons is available.

Comments

Although these activities are presented as a unit, any one of the assignments could be used alone to enrich your class’s appreciation of the novel.

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 8

  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.
    • Objective 4.07: Organize and use information.
    • Objective 4.09: Produce and present findings in various formats (print, graphical, audio, video, multimedia).

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.01: Narrate a personal account which:
      • creates a coherent, organizing structure appropriate to purpose, audience, and context.
      • establishes a point of view and sharpens focus.
      • uses remembered feelings.
      • selects details that best illuminate the topic.
      • connects events to self/society.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of interest to the individual.
      • reading literature and other materials selected by the teacher.
      • assuming a leadership role in student-teacher reading conferences.
      • leading small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
      • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
      • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
      • extending understanding by creating products for different purposes, different audiences, and within various contexts.
      • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.

Mathematics (2004)

Grade 8

  • Goal 3: Geometry - The learner will understand and use properties and relationships in geometry.