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Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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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.

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

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 1.03: 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.
  • 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.