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Overview
Thirteen-year-old Sal has lived her whole life in Bybanks, Kentucky, and she is not at all happy about moving to Ohio with her father. During a cross-country car trip with her eccentric grandparents to visit her mother in Idaho, Sal tells the story of her life in Ohio so far. Her tale is often funny, but it also reveals the wisdom Sal has gained through her experiences as the “new kid” and her reflections on missing her mother. This wisdom, however, does not fully prepare Sal or the reader for the surprise that waits at the end of the book. At that point, Sal’s journey has become a metaphor for her growth in terms of her identity and her ability to accept (and embrace) her new life.
As students read Walk Two Moons, the activities in this lesson help them develop the ability to read actively, write confidently, and respond articu- lately to the text. Students learn about writing techniques such as flashback and foreshadowing, examine mythology in Native American and other cul- tures, and share their personal reflections through class discussions and jour- nal entries. Students have additional opportunities for research and writing related to the novel’s themes, particularly a young person’s need for identity as a member of a family, a community, and a group. This focus on self is balanced by another theme, the importance of empathy, as major characters come to realize that they can gain insight into their own lives by “walking two moons” in another person’s shoes.
Getting Started
Lesson Objectives
At the conclusion of this lesson, students will be able to:
- Demonstrate reading comprehension and the ability to apply effective reading strategies, such as making predictions, making inferences, comparing and contrasting, making connections, and determining main ideas and supporting details
- Write informal essays generated by close reading of the text, brainstorming sessions, and self-generated ideas
- Analyze nonfiction essays
Sharon Creech
Walk Two Moons
SHARON CREECH (^) 43
44 THE OHIO READING ROAD TRIP
- Write and prepare for publication a nonfiction essay that demonstrates understanding of subject matter, effectively organizes ideas, and cor- rectly uses techniques including thesis statement, persuasion, and point of view
- Correctly identify the use and purpose of literary terms, such as setting, theme, foreshadowing, flashback, etc.
Grade Level Indicators
In meeting the above lesson objectives, students will:
A Use the text to demonstrate reading comprehension strategies,
including the ability to make predictions, compare and contrast, make inferences, and draw conclusions
D Identify and explain the writer’s technique in describing characters,
characters’ interactions and conflicts, and how these interactions and conflicts affect the plot
F Identify the main and minor events of the plot, and explain
how each incident leads to the next
G Generate writing ideas through discussions with others and
from printed material, and keep a list of writing ideas
H Use available technology to compose text
J Write informational essays or reports (including research) that present
a literal understanding of the topic; pose relevant and tightly drawn ques- tions that engage the reader; provide a clear and accurate perspective on the subject; create an organizing structure appropriate to the purpose, audience, and context; support the main ideas with facts, details, examples, and explanations from sources; and document sources and include bibliographies
K Produce informal writings (e.g. journals, notes, and poems)
for various purposes
M Compare and contrast important details about a topic using
different sources of information, including books, magazines, newspapers, and online resources
N Persuade readers with writing that demonstrates the ability to identify
an author’s argument or viewpoint; assess the adequacy and accuracy of details; identify persuasive technique (e.g. bandwagon, testimonial, and emotional word repetition); identify examples of bias and stereotyping; identify and understand an author’s purpose for writing (including to explain, entertain, persuade or inform); and identify intended audience
Reading Strategies
Determining Importance in a Text, Visualizing, Questioning before Reading, Making Connections, Thinking Aloud, Evaluating Texts
For more information on Sharon Creech, visit http://www.ohio readingroadtrip.org/creech.html
To further tie the idea of Native American customs or storytelling to this instruction, share with your class Joseph Bruchac’s picture book, “Thirteen Moons on Turtle’s Back” (Philomel Books, 1992, ISBN# 0399221417).
Additional Resources
- (optional) Thirteen Moons on Turtle’s Back by Joseph Bruchac (Philomel Books, 1992, ISBN# 0399221417)
- (optional) Book that contains the meanings and origins of first names
- (optional) Materials for making posters
- (optional) In the Beginning: Creation Stories from Around the World by Virginia Hamilton (Harcourt, 1991, ISBN# 0152387420)
- (optional) Pandora by Robert Burleigh (Silver Whistle, 2002, ISBN# 0152021787)
- (optional) The Ohio Reading Road Trip Instructional DVD/videocassette, television monitor, DVD player or VCR
- (optional) Access to computers with word processing and printing capability
- (optional) Internet access
Prepare to Learn
Organize students in small groups, and have them discuss the quotation, “Never judge a man until you’ve walked two moons in his moccasins.” Allow five minutes of discussion after referring to the meaning of “two moons”: it takes approximately one month for the moon to complete its phases, so “two moons” is approximately two months. Students will probably suggest that the quotation means “Don’t judge people until you’ve been in their shoes.” They also are likely to identify the expression with Native American culture because of the word moccasins. Ask students to address why “two moons” is the length of time designated. Ask students what we can learn about a person in two months.
Reading Journals
Reading journal entries will complement instruction throughout this lesson. In addition to encouraging active reading, these entries will offer the opportunity to assess students’ understanding of concepts and reading comprehension. The entries then can help you determine what instruction needs to be repeated, as well as what concepts students have mastered. You might consider asking students to use vocabulary words from the novel in their journal entries. The journal entries can serve as springboards to other discussions: ask students to read portions of their entries or share ideas from the entries as a way to get the conversation started.
Reading Journal Entry 1
After building background knowledge, students will use the quotation and the book’s title and cover illustration to make predictions about the book. As these entries are shared with the class, record students’ predictions on paper. Then post the list in the room so that the items are easily accessible during reading, when students revisit and then confirm, discount, or adjust their predictions.
46 THE OHIO READING ROAD TRIP
Definitions for setting, plot, and character development can be found in the Relevant Literary Terms section which begins on page 185.
SHARON CREECH (^) 47
Before beginning the book, establish the purpose for reading. Explain that, after reading these chapters, students will discuss setting, plot, and character development. Emphasize that the book presents three different settings as its three plots develop.
Flashback
Although students are probably familiar with the use of flashback in film and television, they may not know the term. Define flashback as a scene that interrupts the events in a story to tell what has happened in the past, often to help the reader or viewer understand events in the present. Then ask students to think of a movie or a television series that uses the technique of flashback. Explain that, because flashback is used in the novel, the setting (time and place) will occasionally change so that read- ers can understand the “back story.”
To further illustrate the multiple plot structure and the use of flash- back in the novel, present a chart such as the one found here. It will be useful as a review until students have become comfortable with Creech’s storytelling style.
Chapters 1–
Read these chapters as a class, or have students read silently. Remind students that, after reading these chapters, they will discuss, compare, and contrast the settings presented.
Sal’s memories of events in Bybanks often interrupt the story that she tells Gram and Gramps as the three of them travel across the country. Ask students to revisit page 14, where the use of flashback is evident. Sal has begun the Euclid story when she is interrupted by Gram: “At this point in my story, Gram interrupted me to say…”
When students have finished reading and have been introduced to the con- cept of flashback and the framework for the story, have them use the chart on page 48 to compare and contrast the different settings in the novel. Ask them to predict how each setting might affect character development and plot. (This may be a small-group or a full-class activity.) For the novel’s road trip, students will need access to a map of the United States. Encourage students to find paper maps, rather than accessing sites that map the route for them.
While completing the road trip portion of the chart, students should predict which states Sal and her grandparents will travel through on their way to Lewiston, Idaho. Encourage students to list some landmarks or places
Chapters 1–
bob caboodle dignified elderly heartily peculiar scads suspend tottery Definitions for these words can be found in the Novel Glossary on page 191.
Chapters 4–
cadaver diabolic gnarled muesli prim prudence Definitions for these words can be found in the Novel Glossary on page 191.
SHARON CREECH (^) 49
Chapters 4–
Building Reading Strateges
You will model the use of several reading strategies and encourage students to make their use of these strategies visible through class discussion. This technique will allow you to informally assess individual use of the reading strategies. It is important that students understand that these reading strate- gies work in combination to help them become better readers and see more deeply into a fiction or nonfiction text.
Define and post reading strategies on a bulletin board or chart paper to help students recognize and use the strategies in their daily reading.
Begin with the strategy of making connections and identifying details that are important to the text. List the major details learned while reading to this point:
- Sal is traveling to Lewiston, Idaho, in time for her mother’s birthday.
- Sal and her grandparents have three reasons for taking the road trip (see the list on page 5 of the novel).
- As she is traveling with her grandparents, Sal tells the story of her move from Bybanks, Kentucky, in the country, to Euclid, Ohio, a small city (remind students that this technique is called flashback). Sal is not comfortable with the move because she considers herself a “country girl.”
- In Euclid, Sal meets Phoebe Winterbottom and other classmates, all of whom seem very different from Sal. You may wish to review students’ comparison-and-contrast chart of the settings and briefly review the earlier discussion of how setting affects Sal.
Read this section of the novel aloud, and have students follow along. As you read, you should “think aloud” and encourage students to do the same when they are reading independently. Begin by establishing a purpose for reading by asking the question, “Why is this chapter titled ?” Encourage students to make inferences and predictions based on what they have learned in previous chapters.
As you read aloud, interrupt yourself at several points. During these short pauses, demonstrate active reading by verbalizing questions or observations that indicate a deeper involvement with the text.
Your “think-aloud” reading for Chapter 4 might sound something like this:
- Think-aloud question (as you begin to read this chapter): Why is this chapter titled “That’s What I’m Telling You”? (Strategy: Questioning before reading) Maybe it has to do with Sal’s telling her story to Gram and Gramps. Or maybe it will be about someone trying to explain something to someone else. (Strategy: Making inferences)
- Think-aloud question (as you read pages 18–19): Why is Phoebe nervous about meeting Mrs. Partridge? (Strategy: Questioning during reading) Maybe she knows something that Sal doesn’t, or maybe she has wit- nessed something that she has not yet told Sal. (Strategy: Making inferences)
50 THE OHIO READING ROAD TRIP
- Think-aloud observation (as you read the top of page 19): The descrip- tion of Mrs. Partridge’s laugh, “a wicked laugh that sounded as if it were bouncing off jagged rocks,” is quite vivid. I can just hear her laughing, and that may be part of what makes Phoebe nervous. (Strategy: Visualizing) During and after reading each chapter, students should confirm, adjust, or discount their predictions. While you model this reading strategy, encourage students to share their thoughts as well. The goal of the think-aloud exercise is for students to raise questions in their minds as they read. Continue reading Chapters 5–6, inviting students to share their strategies through “thinking aloud.” Remind them that speak- ing their thoughts is meant to prepare them to be more active in their silent reading. If students resist thinking aloud, you may prompt their thinking with the following discussion questions.
Discussion Questions
- Why is this chapter titled “A Damsel in Distress?”
- Have you ever met anyone like Gram and Gramps?
- What does Sal mean when she says, “Rush, rush, rush whispered the wind, the sky, the clouds, the trees. Rush, rush, rush”?
- Does the title “A Damsel in Distress” fit the chapter? If so, why? If not, what would be a more appropriate title?
Chapter 6 Think-Aloud Activity
When you have modeled various reading strategies and practiced with the class, organize students in pairs or in small groups to read Chapter 6. Tell students to read the chapter aloud with their partners or group mates. Ask one student from each group or pair to record the discussion. Require each student to contribute one or two questions or comments (depending on the size of the group) for the group or pair “think-aloud.” You may need to guide some groups of students to raise and answer these questions:
- Why is this chapter titled “Blackberries”?
- What is confusing about Mrs. Winterbottom’s behavior?
- Why is the Winterbottom family so “stiff ”? It seems that their “stiff” behavior makes Sal a little uncomfortable. Why?
- What do you think about Phoebe’s hypothesis regarding Mr. Cadaver’s absence?
Links to many Ohio newspapers’ websites can be found at http://www.ohioreadingroad trip.org/ohionewspapers.html
52 THE OHIO READING ROAD TRIP
- Identify the author’s purpose and the intended audience for the essay.
- What is the thesis of this essay?
- List the supporting details that the writer uses in developing his or her thesis.
- Does the writer use any emotionally charged words to sway the reader’s feelings? If so, list the words that the writer uses and explain how these words appeal to the reader’s emotions concerning the topic.
- Do you find any evidence that the writer is biased about this topic? Explain, using specific examples from the essay or article.
- Give examples of how the writer’s voice is clear in the essay. Identify sentences and words that the writer uses to contribute to his or her unique style and voice.
Discussion Questions
- In Chapter 3, Sal says, “What I have since realized is that if people expect you to be brave, sometimes you pretend that you are, even when you are frightened down to your very bones” (page 14). What does she mean? Do you agree with her? Explain your answer.
- List roles or jobs in our society in which the person holding the position is generally thought of as being brave. (Examples: firefighters, police officers, and soldiers) Is being brave a requirement for these jobs?
- Can a person become brave over time, or is courage an inborn trait?
- Who is the bravest person you know? Give an example of his or her bravery.
Write Now!
Have each student write an expository essay exploring the idea of bravery. Tell students to use this title: “What It Means to Be Brave.” The final draft of each essay should have an introduction with a clear thesis statement. The body of the essay must be organized clearly and further develop the student’s thesis (personal definition of bravery) by presenting specific details. The conclusion brings the essay to a logical close, providing the reader with a sense that the student has fully explained his or her ideas regarding the defi- nition of bravery. The essay should be revised, word processed, and prepared for classroom display. Determine the required length of the essay according to student capabilities. In most cases, four paragraphs should be sufficient (one each for introduction and conclusion, and two body paragraphs). Tell students: Now that you have spent some time analyzing expository writing and the concept of bravery, develop a thesis for your essay. How do you define bravery? Your answer to this question should be a complete sentence. This sentence will become your thesis statement. Your introduction should grab your reader’s attention and present your thesis statement clearly. The body of your essay should present ideas that clearly support your thesis and persuade your reader to agree with your point of view. You might use examples from your own experience or stories about the bravest people you
Chapters 7–
civilized hankering kosher mussed pandemonium pastrami shrapnel Definitions for these words can be found in the Novel Glossary on page 191.
You may wish to use the Ohio Graduation Test’s 6-point writ- ing rubric to evaluate students’ essays. This rubric can be found on page 183.
SHARON CREECH (^) 53
know. Finally, your conclusion should leave the reader with a final thought to ponder concerning your position on bravery.
- After students draft their essays, you may wish to hold either peer writing conferences in small group format (for more advanced students) or student/teacher writing conferences.
- Students should revise drafts and word process final drafts.
- Optional: To make the writing process more meaningful, have students present their essays to their classmates or submit them for publication in the school newspaper.
Chapters 7–
Before students read, refer them to the list of reading strategies posted in the classroom. Encourage students to apply these strategies as they read every day.
Reading Journal Entry 4
In this journal entry, students will practice making connections across the text to make inferences through confirming, discounting, and making new predictions based on their reading. Students must refer to specific informa- tion from the novel for satisfactory completion of this journal entry.
- Ask students to make inferences about the identity of the boy who knocks on Phoebe’s door and asks for Mrs. Winterbottom, then predict what he wants.
- Ask students if they can confirm any of their pre-reading predictions that were made on the basis of the quote “Don’t judge a man until you’ve walked two moons in his moccasins.” If so, ask them to list their predictions and explain them. Ask students: What does the character do or say? Are Sal and Phoebe guilty of pre-judging others? If so, name those others and say how or why they have been pre-judged.
- Ask students if they can discount any of their predictions because the development of character and plot does not support them.
Compare and Contrast Families
At the beginning of Chapter 9, Phoebe says, “Mary Lou’s family is not nearly as civilized as ours.” Ask students to scan Chapter 9 for details about the Finneys’ home life and behavior. Then ask them to re-read Chapter 6 to find details about the Winterbottoms’ home life and behavior.
Ask students to characterize both families by making inferences about the things that are important to them. You may want to make a Venn dia- gram to record students’ findings. Then draw their attention to page 48. Ask students to explain Sal’s theory about why Phoebe says the Finneys’ behavior is “embarrassing.” Then ask them: Do you think Sal has a good point? Why or why not?
Chapters 18–
canopy colossal Definitions for these words can be found in the Novel Glossary on page 191.
For an activity that gives students the opportunity to perform reader’s theater, visit http://www.ohioreadingroad trip.org/creech.html
SHARON CREECH (^) 55
my desk, and I just did not feel like going. ‘Maybe later,’ I kept saying. When she asked me for about the tenth time, I said, ‘No! I don’t want to go. Why do you keep asking me?’ I don’t know why I did that. I didn’t mean anything by it, but that was one of the last memories she had of me, and I wished I could take it back.” Although students may predict that Sal’s mother is very ill, the best pre- diction is that the reader will learn Sal’s mother has died. Evidence: Sal says that it would be impossible to live with her mother. Sal also says that telling her mother “No!” was one of the last memories her mother had of her. Earlier in the book, other events foreshadow this prediction: (page 5) “Gram and Gramps wanted to see Momma who was resting peacefully in Lewiston, Idaho.”; (page 74) Sal smokes the peace pipe and says, “…a tiny stream of smoke curled out into the air, and when I saw that, for some rea- son I was reminded of my mother…my brain was saying, ‘There goes your mother,’ and I watched the trail of smoke disappear into the air.” Students may also cite the moments when Sal says that she does not feel like explaining where her mother is; it is just too painful for her.
Ask students what predictions they can make about Mrs. Winterbottom. Here are two passages that students will likely cite.
- “Mrs. Winterbottom was trying to rise above some awful sadness she was feeling, but Prudence couldn’t see that. Prudence had her own agenda, just as I had had my own agenda that day my mother wanted me to walk with her. I couldn’t see my own mother’s sadness.” (page 104)
- “As I walked home, I thought about the message. In the course of a life- time, what does it matter? I said it over and over. I wondered about the mysterious messenger, and I wondered about all the things in the course of a lifetime that would not matter. I did not think cheerlead- ing tryouts would matter, but I was not so sure about yelling at your mother. I was certain, however, that if your mother left, it would be something that mattered in the whole long course of your lifetime.” (page 106) The most believable prediction is that Mrs. Winterbottom will leave her family. Evidence from this chapter indicates that Sal attaches Mrs. Winterbot- tom’s sadness to the sadness that Sal had seen in her own mother. Sal’s final sentence above is also evidence connecting a mother’s leaving with the new mysterious message. Other evidence includes Sal’s having dinner with the Winterbottoms and noticing that Mrs. Winterbottom sighs and glances at her plate (Chapter 6). Another indication appears in Chapter 2, page 9, the last sentence: “And that is how I happened to suspend my tree prayers and tell them about Phoebe Winterbottom, her disappearing mother, and the lunatic.”
Chapters 18–
Before students read this section, ask them to share the predictions that they made in their last journal entries. Tell students to read to confirm or discount their predictions or make new ones.
For an activity that gives students the opportunity to perform reader’s theater, visit http://www.ohioreading roadtrip.org/creech.html
Chapters 21–
adhesive amnesia lentil malinger Definitions for these words can be found in the Novel Glossary on page 191.
To review the definitions and usage of similes and metaphors, turn to the Relevant Literary Terms section on page 185.
56 THE OHIO READING ROAD TRIP
In addition to reading to confirm predictions, ask students to pay close attention to Creech’s use of figurative language. After reading, students should review some lines from the beginning of the book to examine simile and metaphor.
Reading Journal Entry 7
You may wish to assign one or more of these prompts.
- Ask students to write about the degree to which predictions they made in previous journal entries came true.
- Ask students to compare Sal’s mother’s disappearance with Mrs. Win- terbottom’s disappearance, describing some of the similarities leading to each departure.
- Ask students to explain why Phoebe thinks that her mother has been kidnapped by the lunatic.
Chapters 21–
Tell students that, as they read, they should note situations Sal describes using specific “feeling words” such as sad, joyful, confused, angry, etc.
Reading Journal Entry 8
Guide students to write about their personal feelings about the character of their choice and that character’s situation. You might suggest that stu- dents place themselves in the character’s position (walk in their moccasins) and write about the emotions the character is feeling at a given moment. Require students to begin by using such feeling words as surprised, sad, angry, relieved, or frustrated in writing their responses. Then ask students to explain their feelings. Ask students: How can you relate to the character? Do the character’s emotions or situation remind you of something you have experi- enced? After students write, discuss their responses.
Discussion Questions
- A new mysterious message arrives on Phoebe’s porch: “You can’t keep the birds of sadness from flying over your head, but you can keep them from nesting in your hair.” What do you think this quote means? Does it relate to any of the characters? Explain.
- What is your response to Chapter 23? Explain your feelings. You might relate your response to predictions you made earlier during the Chapter 6 think-aloud activity.
Reading Journal Entry 9
- Ask students to choose two of the following passages, then return to the designated page, and re-read the passage in context. Students should then write their personal responses to the event or to the character’s situation.
- Page 130: “…I noticed that inside each was a distinct design. At first it seemed that every one was different. There was a cross, a dark scribble, an eye, a mouth, a window. There was one with a teardrop inside that I thought must be Phoebe’s.”
Chapters 34–
percolate psychiatric Definitions for these words can be found in the Novel Glossary on page 191.
Chapters 31–
nonchalant rummaged Definitions for these words can be found in the Novel Glossary on page 191.
For an activity that allows students to conduct research about Native American leaders, visit http://www.ohioreading roadtrip.org/creech.html You can also find a color trans- parency of David Behrens’s painting, The Founding Fathers, an artistic response to Mount Rushmore, at the end of this lesson.
58 THE OHIO READING ROAD TRIP
- At the end of Chapter 29, Phoebe says, “Mom loves me, and she would not leave me without any explanation.” Her father begins to cry. Why does he cry? Explain.
Reading Journal Entry 11
At the beginning of Chapter 30, Sal says, “In spite of all her cholesterol- madness and her annoying comments, there was something about Phoebe that was like a magnet. I was drawn to her. I was pretty sure that underneath all that odd behavior was someone who was frightened. And, in a strange way, she was like another version of me—she acted out the way I sometimes felt.” Say to students: Sal has become close to Phoebe because she sees herself in Phoebe. Think about your closest friends. In your journal, answer these questions: How did you meet one another? Do you think that you are a lot alike? Do you see yourselves in one another? Explain and give examples to support your response.
Chapters 31–
Before students read, ask them to refer to Entry 5 in their reading jour- nals. Have students share their predictions concerning the problems the characters’ journals would cause. Record these predictions on the board or on chart paper. Allow students to adjust, eliminate, or add to the predic- tions on the basis of information gained from the novel.
Discussion Questions
- In Chapter 31, Mr. Birkway begins to share some of the journals with the class. What is his purpose in doing so?
- Do you agree that Mr. Birkway should have apologized for sharing the journals? Explain.
Reading Journal Entry 12
You may wish to assign one or both of these writing prompts.
- Another message appears on Phoebe’s porch the day after Sal and Phoebe break into Mrs. Cadaver’s house. The message is, “We never know the worth of water until the well is dry.” Ask students to write what this quote means and how it relates to the characters in the novel.
- After learning the truth about Margaret Cadaver’s husband’s death, Sal allows herself to “walk” in Margaret’s “moccasins.” Ask students to re-read pages 220–221 and then explain how each of the mysterious messages helps Sal understand Margaret Cadaver’s perspective. Ask students: What does Sal realize by placing herself in Margaret’s position?
Chapters 34–
Before students read, ask them to predict what Sal and Phoebe will do, now that Sal has drawn the conclusion that the lunatic is Sergeant Bickle’s son. Ask students what plan they think Sal and Phoebe have devised and what the results of the plan might be.
Chapters 41–
grotesque A definition for this word can be found in the Novel Glossary on page 191.
A link to a live webcam at Old Faithful is available at http://www.ohioreadingroad trip.org/creech.html This page refreshes every 30 seconds and has links to more information about the geyser. Patient view- ers can see Old Faithful erupt.
SHARON CREECH (^) 59
Read Chapters 34–36. Allow time for students to respond at the end of Chapter 36. Some may try to confirm predictions. Because students are eager to keep reading, pausing here should produce lively discussions.
Reading Journal Entry 13
Use these prompts for journal writing that will prepare students to read the rest of the book.
- Ask students to revisit their fifth journal entry to find the inference they made about Ben and the word lunatic. After reading Chapter 37, have students explain why Ben prefers to not use the word.
- Ask students to write about how the Winterbottom family might change over the course of the next year. Ask: Why do you think these changes will occur? Be specific.
- Ask students to think about everything that has happened in the book so far. Then read the two passages below, and ask students to write predictions about Sal, Margaret Cadaver, Gram, and Gramps. “I went to see Margaret Cadaver, and we had a long talk, and that’s when I found out how she met my father. It was painful to talk with her, and I even cried in front of her, but afterward I understood why my father liked to be with her.” (page 254)
“Gram closed her eyes for the next hour as Gramps drove toward Coeur d’Alene, he and I listened to her rattly breathing. I watched her lying there so still, so calm. ‘Gramps,’ I whispered. ‘She looks a little gray, doesn’t she?’
‘Yes she does chickabiddy, yes she does.’ He stepped on the gas and we raced toward Coeur d’Alene.” (page 255)
Chapters 41–
To avoid revealing the story’s ending, do not have students who have read ahead share their predictions. To establish purpose for reading, tell students that they will finish the book today and that they will respond in full-class discussion and in their reading journals.
Post-Reading Discussion
After they finish the novel, allow students to respond. Encourage students to articulate their feelings. This discussion will present an opportunity to identify and elaborate on theme in the novel, an important part of the final assessment for this lesson. Start by defining theme: the universal message of a piece of literature. Theme expresses something about the human condition.
- Through class discussion, present the theme of hope, as it is established through Phoebe’s Pandora’s Box presentation. Review this section of the novel (pages 171–174). At the end of this chapter, Sal says, “On the night after Phoebe had given her Pandora report, I thought about the Hope in Pandora’s box. Maybe when everything seemed sad and miserable, Phoebe and I could both hope that something might start to go right.”
Character: Desire/ Problem/ Advocate/ Outcome: Universal Goal: Obstacle: Support: Meaning:
Salamanca
Phoebe
Gramps
Mrs. Winterbottom
Margaret Cadaver
Sal’s father (John Hiddle)
THE OHIO READING ROAD TRIP (^) HANDOUT
Discerning Theme:
Sharon Creech
Walk Two Moons
Name _________________________________________ Date ______________________
TEST THE OHIO READING ROAD TRIP
Directions: Match each term with its definition by writing the letter of the definition
on the line.
Directions: Choose the best answer for each of the following questions about
the characters in Walk Two Moons.
9. At the end of the novel, Sal says that she and her father did not need to bring her mother’s body back to Bybanks “... because she is in the trees, the barn, the fields.” However, “Gramps needs Gram in Bybanks... ” because “He needs to walk out to that aspen grove to see his gooseberry.” According to these statements, which statement below is the most logical conclusion that the reader may draw? a. It was too difficult to bring Sal’s mother’s body back to Bybanks. b. Sal and Gramps deal with loss differently. c. Gram preferred to be buried in the aspen grove.
Name _________________________________________ Date ______________________
a. The time and place of a story b. Tells a story with character development, conflict, and plot development c. The universal message of a piece of literature d. Figure of speech in which two unlike things are compared by saying that one thing is the other e. The use of hints or clues to suggest what will happen later in the story f. Figure of speech in which two unlike things are compared using the words like or as g. Scene that interrupts the events in a story to tell what has happened in the past h. The main idea of an expository essay
1. Simile 2. Theme 3. Flashback 4. Metaphor 5. Setting 6. Foreshadowing 7. Narrative Writing 8. Thesis
Sharon Creech
Walk Two Moons
