By Sharon Creech http://www.mysticmountainarts.com/MMH/MoonOverMysticMountain.jpg
Created by: Betty Wallace, Bonnie Dale, Norma Helms, Sheila Pritchard, Amanda Lowman
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Why We Chose Walk Two Moons
In searching for the ideal novel for our multi-text unit, we wanted an interesting and entertaining story about a young person that could be easily shared with a class of fourth or fifth grade students. We wanted to increase awareness in students about other boys and girls in the United States that have similar problems, needs and wants.
We wanted them to experience other locations and cultures that are easily accessible if we only open the cover of a great book.
Walk Two Moons , by Sharon Creech, is the story of thirteenyear-old Salamanca Tree Hiddle, originally from Bybanks, Kentucky who moved to a new town and school, as many children must do.
Her new life in Euclid, Ohio is complete with interesting, fun-to-meet characters and situations such as those involving Salamanca’s new friend, Phoebe Winterbottom. At the same time, the author beautifully connects a second story of Salamanca’s summer trip across country with her grandparents, Gram and Gramps Hiddle.
During this once-in-a-lifetime trip, two thousand miles west from
Euclid, Ohio to Lewiston, Idaho, Salamanca shares stories of her new life in Euclid as she resolves some of the problems the country girl was retaining in her own life.
The novel is funny, mysterious, and touching. It is a difficult- to- put- down read. Walk Two Moons was the winner of the Newberry
Medal, the United Kingdom Reading Association Award, and the
Children’s Book Award of the United Kingdom in 1995. Ms. Creech’s book won the Literaturhaus Award from Austria and Young Adult
Sequoyah Award, Oklahoma in 1997.
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The main point we wanted to get across to our students through the books, activities and the Internet workshop is how much we can learn through traveling. Lessons learned through the experiences of travel are very different from the lessons learned through merely reading. Perhaps, students will take some of the lessons and activities with them on their future travels. Traveling offers a unique educational opportunity and we hope our students will yearn for new experiences throughout their lives.
The companion non-fiction book is Tour America, A Journey
Through Poems and Art by Diane Siebert
This book was chosen as the companion book to Walk Two
Moons because is incorporates the mystery and beauty of travel.
This book contains beautiful paintings of “scenic treasures” in the
United States. The paintings combined with the award winning poetry of Diane Siebert make this an excellent resource for travel inspiration and adventure.
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Creech, Sharon. Walk Two Moons. Harper Collins Publishers, 1994.

reading level: 5th
Siebert, Diane. Tour America A Journey Through Poems and Art. San Francisco:
Chronicle Books LLC

reading level: 5 th – 6th
 http://www.enchantedlearning.com/usa/states/idaho/
 http://www.nps.gov/archive/yell/insideyellowstone/videolist.htm (this one has links to live time web cams in Yellowstone
 http://poem-and-poet.com/travel.asp
 http://www.kidstravelguides.com

http://travel.nationalgeographic.com/places/
 http://kids.nationalgeographic.com
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North Carolina Language Arts Standard
Course of Study:
Grade 5
Unit Activity
Students define Tier 2 vocabulary with their student packet and complete various vocabulary. The student’s knowledge of the vocabulary words is assessed at the end of the unit using a multiple choice final vocabulary test. Students also examine the author’s craft by investigating similes and onomatopoeia within the novel, Walk Two Moons.
Then, students create an artistic representation of two similes found within the text in order to compare the two.
During “Discussion Director” students create text based on discussion questions for their small groups.
NC Language Arts Grade 5
1.03
Increase reading and writing vocabulary through:
 wide reading.
 word study.
 knowledge of homophones, synonyms, antonyms, homonyms.
 knowledge of multiple meanings of words.
 writing process elements.
 writing as a tool for learning.
 seminars.
 book clubs.
 discussions.
 examining the author's craft.
Before, during and after reading students will complete a K-W-L. I will use this to assess what the students know before, want to know and learned from reading the texts. Students also interact with the text and make inferences and evaluations by perusing and browsing three different areas full of books and information on travel. Students will use an Internet workshop to seek additional information about travel and travel destinations. Students will also complete a learning log/response journal as a
2.02
Interact with the text before, during, and after the reading, listening, and viewing by:
 making predictions.
 formulating questions.
 supporting answers from textual
 information, previous experience, and/or other sources.
 drawing on personal, literary, and cultural understandings.
 seeking additional information. making connections with previous
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means of connecting the text to the student’s personal experiences.
Students will create higher level thinking questions to ask classmates, complete with pages numbers in the text to support their answer.
Students will complete a character sketch that asks students to focus on implied character traits by looking at a character’s actions and words. Students will add to this throughout the entire text.
And complete a visual to accompany the information. Students support their evidence of implied traits by the citing page numbers and passages on which they found the supporting evidence.
Students develop a Reader’s Theatre presentation of sections from Walk Two
Moons. experiences, information, and ideas
.
3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).
Students will write an “I Am” poem using a main character from Walk Two Moons.
Students will create a Reader’s Theatre script from a section of the novel and perform it in class. Students will create a travel brochure
4.01 Read aloud grade-appropriate text with fluency, comprehension, expression, and personal style demonstrating an awareness of volume, pace, audience and purpose.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama using selfselected topic and format (e.g., poetry, research reports, news articles, letters to the editor, business letters).
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Aylesworth, Jim. My Sister’s Rusty Bike. Atheneum Books for Young
Readers, 1996
 This book is about a boy who decides to ride across
America. He rides across America on his sister’s rusty bike.
Along the way he meets some interesting characters. These characters are not your average people. There is something unique about each one. The first state he visits is
Massachusetts. He travels through many other states, finally stopping in California. Along the way he tells about each person he meets and the state they are in. There is something very special about each of these people. The boy wants to continue on his trip across America but must stop because he has a flat tire. He looks for someone to take him to town so that he can fix his flat and continue on his way.
Caines, Jeannette. Just Us Women. New York: Harper & Row,
1982.
 The story in this book is about a young girl and her favorite aunt who share the excitement of planning a very special car trip for just the two of them. This picture book shares the
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excitement of planning and what the two of them will share with the others when they return home.
Keller, Laurie. The Scrambled States of America, 1998, Macmillan
 This is a great little book about the United States of
America. The individual states get together and decide to have a party. They discover things about each other that they like and envy. The states decide to exchange places and have lots of fun doing so. However, they soon discover that they really like being themselves and change back to their original state and place. This is a great book to read and have fun learning about the states and what each might have to offer.
Williams, Vera. Stringbean’s Trip to The Shining Sea, 1998, New
York: Greenwillow
 This is a very entertaining book about a boy nick-named
Stringbean. Stringbean and goes on a travel adventure with his older brother to see the Pacific Ocean. They travel through several states and camp out of the back of a homemade truck camper. Stringbean writes a postcard to his parents and grandfather everyday while they are traveling. It is a wonderful adventure story and the pages of the book are the written postcards. Children should enjoy reading this book and learning about many new places at the same time.
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Ansary, Mir Tamin. Eastern Woodlands Indians. Chicago:
Heinemann Library, 2000.
 In this book are many interesting facts and information about the first people in the Great Lakes region about 9,000 years ago. The reader can learn about their homes, clothing, farming, hunting, fishing, their beliefs, ceremonies, and life after the Europeans came.
Duvall, Jill. The Seneca. Chicago: Children’s Press, 1992.
 From this book the reader can become familiar with the
Seneca Indians in the New York area. The Seneca, one of five nations of the Iroquois, a group of Native Americans from the woodlands of New York State. The Iroquois lived in longhouse villages and farmed small plots of land.
Salamanca’s great-great-grandmother belonged to the
Seneca tribe.
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Miller, Minnie & Nelson, Cyndi. The United States of America, A
State-by-State Guide. New York: Scholastic, 1999.
 This is a great book for studying the individual states. It contains a United States map with the states outlined and named. Each state has its own page. The pages contain numerous drawings, state maps with rivers and important places marked. The book incorporates lots of information about each states animals, wildlife, vegetation, landmarks and interesting facts. For example, the Arizona page has information the town of Tombstone, Geronimo (Apache leader), state caverns and endangered species. This is a very informative and student friendly book packed with valuable information.
Bernstein, Joanne E., and Cohen, Paul. Riddles to Take on Vacation.
Niles, Illinois: Albert Whitman & Company, 1987.
 Traveling can be more fun when there are games, jokes, and riddles to help pass the miles. This book is full of vacation riddles for adults and children to share about such subjects as airports, expressways, famous landmarks, motels, states, and cities.
All of the above books will be available for students to self-select and read on their own. It is very important for teachers to provide additional reading for students to expand their knowledge and understanding of the
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subjects being taught. There is no doubt that students will have questions about travel, life and death while reading Walk Two Moons.
Having resources available about these subjects in general will encourage students to expand their knowledge and interest in this unit. We hope to stimulate student’s imagination and desire to explore the world around them through this unit. The exploration of Walk Two Moons can go in many different directions. We chose to focus on travel and nature, however, Native American heritage, adolescence issues and the reality of death are just a few of the many ways this book can be used in the classroom.
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Before Reading: Day 1 (Small Group and Individual)
 “What I Noticed About These Areas” Activity o Students will view books, pictures, and websites related to: travel o Students will complete a worksheet about what they noticed about these areas.

K-W-L on travel

Read: Tour America A Journey Through Poems and Art by
Diane Siebert Illustrated by Stephen T. Johnson

Predictions of Story Elements

Read pages 1-24 (Chapters 1-4) as a class
Pg. 25-40 (Chapters 5-7) Day 2

Discuss ABC Book Assignment (Whole Group)

Begin Character Sketcher: Characterization (Individual)
Pg. 41-58 (Chapters 8-10) Day 3 (Small Group and Individually)

Discussion Director (Small Group)

Vocabulary Worksheet (Week 1)-Introduce and begin

Vocabulary Activity (Week 1) in packet, individually
Pg. 59-79 (Chapters 11-12) Day 4

Double Entry Diary (Individual)

Vocabulary Activity (Week 1) continued in packet (Individual)
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Pg. 80-101 (Chapters 13-16) Day 5
 Author’s Craft (Whole Group)

Artistic Representation (Individual)

Begin Internet Workshop (Pairs)
Pg. 102-120 (Chapters 17-19) Day 6

I Poem (Whole Group, then Individual)

Vocabulary Worksheet (Week 2) and Activity in packet
Pg. 121-141 (Chapters 20-22) Day 7

Feature Story (Pairs)

Internet Workshop continued (Pairs)

Travel Worksheet

Vocabulary Activity (Week 2) continued in packet (Individual)
Pg. 142-163 (Chapters 23-25) Day 8

Learning Log/ Response Journal (Individual)

Vocabulary Activity (Week 2) continued in packet (Individual)
Pg. 164-182 (Chapter 26-28) Day 9

Poems for Two Voices (Pairs)
 Reader’s Theater (Small Group)

Wanted Poster (Individual)

Vocabulary Activity (Week 2) continued in packet (Individual)
Pg. 181-204 (Chapter 29-31) Day 10
 Performance of Reader’s Theater,

Poem for Two Voices

Presentations of Wanted Posters
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Pg. 205-225 (Chapters 32-34) Day 11 (whole group)

Revisit Story Elements Predications
 Completion of “L” (K-W-L)
Pg. 226-250- (Chapters 35-39) Day 12

ABC Book
Pg. 251-280 (Chapters 40-44) Day 13

Final Vocabulary Assessment
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You will be completing a K-W-L on travel. Think about what you know, what you want to know, and finally what you have learned.
Use the following words to help you come up with questions you would like answered for the “W” column.
WHO, WHAT, WHERE, WHEN, WHY, & HOW
K
What I Think I
KNOW
W
What I WANT To
Know
L
What I LEARNED
After reading Touring America and gaining an understanding of your topic, go back to the “K” column and see if any of the ideas you ‘”thought you knew” were inaccurate. Check any of them that are inaccurate, according to the text. Rewrite any of your statements that were inaccurate so that they are correct. Then go to the “L” column and begin grouping or categorizing what you have learned.
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Setting (Time and Place): When and Where do you think this book takes place?_______________________________
___________________________________________
_____
Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?
____________________________________
____________________________________
Problem(s) & Solution(s) (What goes wrong in
the story and how is it solved?): What do you
predict will be the most significant problems in this book? How do you believe the problems might be solved?
_____________________________________________________
_____________________________________________________
_____________________________________________________
Write down any other questions or predictions:
______________________________________________________
______________________________________________________
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Choose one or two items from the chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should be vertical. The following words are examples you may use but are not limited to:
A
Alabama
Aurora Borealis
(Northern Lights)
B
Bonne Terri Mine,
Missouri
Black Hills
Badlands
Bunker Hill
C
Colorado River
Covered Bridges
Cadillas Ranch, TX
Cape Canaveral
F
Florida
Frank Lloyd
Wright’s Falling
Water
K
Kentucky Derby
Kitty Hawk
P
Pacific Coast
Highway
Pikes Peak
Pipestone
National
Monument
U
Universal Studios
G
Great Lakes
Georgia
Gateway Arch
L
Lake Charles
Liberty Bell
Lewiston, Idaho
Lucy the Elephant
Q
Queen Mary (ship)
V
Vietnam Veterans
Memorial
H
Hersey Chocolate
Factory
Hover Dam
Hatteras
Lighthouse
M
Mammoth Hot
Springs
Mt. Rushmore
Mt. St. Helens
R
River Rapids adventure
Rosewell, New
Mexico
W
Washington
National Cathedral
WWII Memorial
Washington
Monument
D
Delaware
Dinosaur
Adventure Land
I
Dinosaur National
Park
Indiana
Idaho
Intrepid Aircraft
Carrier & Space
Museum, NY
N
New York City
Niagara Falls, NY
S
San Francisco
Smithsonian
Sioux Falls
Statue of Liberty
X
X on your own travel treasure map
(where do you most want to go?)
E
Everglades
Ellis Island
J
Jacksonville
Jamestown, VA
O
Ohio River Trail
Ozarks
Oregon Trail
Old Faithful
T
Tucson City,
Arizona
Times Square, NY
Teton Mountains
Y
Yellowstone
National Park
Yosemite
Z
Zion National Park
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Your job as Character Sketcher is to identify a character’s actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to do or accomplish), identify the problem and solution in the reading, and complete a sketch or illustration of the character.
You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You really want to use descriptive words for your character traits. You do not want to use words like good, bad, nice, and mean.
Be sure to use your “Descriptive Character Traits” page for help.
Sometimes the solution to your character’s problem will not be in the section of the book that you are reading. In this case, you will need to come up with a possible solution for your character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.
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Char acter’s Name
______________________
Book Title _____________________________
I. Implied Character Traits (3):
1. (trait) _______________________ p. _______ par. _______
(explanation or proof of trait)
_______________________________________________________
_______________________________________________________
2. (trait) ________________________ p. ______ par. _______
(explanation or proof of trait)
_______________________________________________________
_______________________________________________________
3. (trait) ________________________ p. ______ par. _______
(explanation or proof of trait)
_______________________________________________________
_______________________________________________________
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II. Character Goal:
_________________’s goal is to ____________________________
_______________________________________________________
_______________________________________________________
III. Problem:
_________________’s problem is ___________________________
_______________________________________________________
_______________________________________________________
IV. Solution or possible solution:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
(Google Images Search)
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
Your job is to involve the students in your group by thinking and talking about the section of the book you have just read. You are going to ask questions that really help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about issues that come up during the reading.

Your job as the Discussion Director is to come up with 5 thinking
questions. Your teacher really wants you to help the students in
your group to go back to the book to find their answers if they don’t know them. So, to help this run very smoothly, you need to
write down the questions, your answers to your questions,
and the page numbers where the students can reference
the text to justify their responses to your questions.
 When developing your questions, think about Salamanca’s new friends, her family, and her trip with her grandparents to Idaho in time for her mother’s birthday. Think about the many feelings she is trying to sort out.
Remember to ask BIG, FAT, JUICY THINKING QUESTIONS!!
No skinny questions allowed
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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.
ornery p. 6 sprunkled p. 26 mussed p. 43 accumulated p. 62 slathered p. 82
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
What people, things, situations, or words come to mind when you think about the word vivid?
(p. 45)
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Synonym
Word Antonym peculiar (p.6,12) lanky (p.9) divulge (p.29)
 The competition attempted to ambush us by
________________________________________________________.
 The dignified lady reminded me of a ____________________
_______________________________________________________.
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Name:__________________________________

If someone was trying to devour something; what would they be doing?

You are traveling across America and are following a certain agenda. If you are following a certain agenda, what does that mean you are doing?
Which would best illustrate the word “sullen”?

A person who is very excited about going on vacation?

A student who is not very happy about moving to a new school?

Which of the following could be described “massive”?
Circle your answers:
1. an elephant
2. a mouse
3. a tree
4. a nail
5. the universe http://images.chron.com/blogs/sciguy/archives/Mountrushmore.jpg
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You are invited to complete a Double-Entry Diary for this section of the book. Remember to write down the quotation or passage and the page number on the left side of your paper. On the right side of your paper, write your response or personal reactions and connections to what was written in the left column .
Here’s an example to start with:
Quotation/Passage
and page number
“ I should explain right off that my real name is Salamanca Tree
Hiddle. Salamanca, my parents thought, was the name of the
Indian tribe to which my greatgreatgrandmother belonged.”
(page #7)
Your response, reactions, and connections to the quotation or passage.
Connection: We all would like to know where our names came from and if there is a family connection. As we were later told in the story, Salamanca’s grandmother’s tribe was the Seneca.
We can investigate and discover that this tribe is one of five tribes that are a part of the Iroquois nation that originated in the New
York area.
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Now, it’s your turn… Go for it!
Quotation/Passage Your response, reactions,
and page number and connections to the quotation or passage.
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Sharon Creech chose her words very carefully, making use of several interesting literary devices. They appeal to the reader’s senses and sense of humor by using such figurative language. Find two examples of each listed below. Then explain how each passage adds meaning to the story.
Page number:
Example:
What does this passage add to the story?
Page number:
Example:
What does this passage add to the story?
Onomatopoeia : a word(s) that imitates the sound it represents
“ Outside the hospital, I heard the warbling of a bird, and it was such a familiar warble.” Page
99
Simile: a comparison that includes the words like or as
“…my father plucked me up like a weed and took me and all our belongings and we drove three hundred miles straight north…”
Page 1
Page number:
Example:
What this passage adds to the story:
Page number:
Example:
What this passage adds to the story:
Page number:
Example:
What this passage adds to the story:
Page number:
Example:
What this passage adds to the story:
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two
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You are invited to create your own travel destination. Your job is to learn as much as you can about the area you want to visit so that you will be prepared when you go to your destination.
The follow websites will help you with your information gathering.
Websites:
 http://www.enchantedlearning.com/usa/states/idaho/
 http://www.nps.gov/archive/yell/insideyellowstone/videolist.htm
 http://www.poem-and-poet.com/travel.asp

www.kidstravelguides.com
 http://travel.nationalgeographic.com/places/
 http://kids.nationalgeographic.com
Questions:
1. What is your travel destination?
2. Why would you like to travel there?
3. What would you expect to find there?
4. What do you think the people and environment might be like there?
Why?
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Now that you are an expert on traveling, you are invited to use your research on destinations to create an “I Poem” from the perspective of one of the destinations you found. Click on the following website to view the “I
Poem” template. http://ettcweb.lr.k12.nj.us/forms/iampoem.htm
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Travel Poetry
Directions: Go to one of the internet links. Describe one of the places you find by filling in each box below. What kind of sounds do you think you might hear, what kind of smell might you experience, etc.
Colors Sounds Smells
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
Tastes What I would like to do How I might feel there
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
What I might see there What I might like there What I might not like there
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
____________________ ____________________ ___________________
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“I Poem”
Write an I Poem from the point of view of a main character in
Walk Two Moons.
Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
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You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.
cavorted p. 116 malinger p. 132 optimistic p. 157 quivering p. 172 ghastly p. 192
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 What people, things, situations, or words come to mind when you think about the word tentatively? (p. 153) tentatively
36

Synonym
Word Antonym malinger (p. 132) suspicious (p. 139) cavorted (p. 116)
 The student half-heartedly completed his___________________________________________________
_____________________________________________________.
 As she entered the room she smelled the distinctive
________________________________________________________
________________________________________________________.
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Lewiston, Idaho from the North
 What would be happening if someone was agitated?
 If you can visualize a certain location, what are you doing?

Which would best illustrate the word berserk?

A person who acts who is acting calmly.

A person who is acting like they are out of control and doing strange things.

Which of the following would be considered churning (page 239)?
1. Riding in a car
2. Racing through the woods
3. Eating lunch
4. Reading a book
5. Talking to a friend http://en.wikipedia.org/wiki/Lewiston,_Idaho
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As Sal traveled from Euclid, Ohio to Lewiston, Idaho she and her grandparents traveled through many states. There were lots of different things to see and do.
Tourism is a big business and means lots of money for towns and cities. The areas that Sal visited would love to see more visitors come to their area so you have been hired to create a travel brochure for one of Sal’s stops. Be creative and have fun discovering a new destination. You will need to include the following in your brochure.
Requirements: The brochure can be any size but it must be three fold.

Include the following: Cover page, short history, things to do or why I would want to visit this area (you may include things that are within a days drive), climate, location and then anything else that would entice a visitor.

Presentation is important so be neat but creative.

Use descriptive language but make sure grammar and spelling are correct.

Remember to be creative! Your goal is to attract more visitors to the area.
Please pick one destination from the following list.

Euclid, Ohio

Elkhart, Indiana

South Bend, Indiana

Chicago, Illinois

Madison, Wisconsin

Wisconsin Dells

Pipestone Minnesota

Sioux Falls, South Dakota

Badlands/Black Hills

Yellowstone
 Coeur d’Arlene, Idaho

Lewiston, Idaho
 Bybanks, Kentucky (Sal’s hometown)
39

L
L
R
J
Salamanca Tree Hiddle’s life has changed greatly over the last year. Her baby sister was stillborn, her mother left to go to Lewiston,
Idaho, Salamanca and her father moved from their farm, her father has a new woman friend named Margaret, Salamanca is going to a new school, and she makes a new friend named Phoebe. Trying to help
Salamanca deal with the changes in her life and get over what has happened to her mother, Salamanca’s grandparents have decided to take a trip to Lewiston, Idaho where her mother is. On their way to
Lewiston, Salamanca and her grandparents visit several famous landmarks as they travel. In their travels some interesting things and some sad things happen to them.
Have you ever traveled somewhere when something didn’t go right? Perhaps as you were traveling you had a flat tire, or the car broke down. What did you do when something happened? Did anyone stop to help you? Did you (or your parents) take care of the problem yourselves? Explain.
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W A N T E D
You will complete an artistic representation of the person and then complete the following information for the wanted poster:
Wanted:
Character name
Time and Place Last Seen
Physical Description
Acts
Likes
Dislikes
Hang Outs
Suspected Whereabouts
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Now that you know the two girls, Salamanca and Phoebe, you are invited to explore poems for two voices and create a compare/contrast poem using the voices of the two girls as your speakers. For more help with your poem you can check out the website below. For examples to read that may help you, you may wish to check out the book Joyful Noise, Poems for Two Voices by Paul
Fleischman or The Blood Hungry Spleen by Allan Wolf.
Think of something that the characters might have different views about.
Then, get them to talk to one another. Lines written across from one another are read together. Although these poems rhyme, yours doesn’t have to. In addition, you are invited to include an artistic representation that symbolizes a theme in your poem.
You may want to write your poem with a partner. You might also want to write a poem for three or even four voices. http://www.read
write think.org/lesson_images/lesson391/ two -voice.pdf -
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
Sharon Creech reveals the characters in Walk Two Moons by how they speak, what they do, and by how they look. The narrator allows for the reader to “hear” the characters’ voices. You are invited to prepare a
Reader’s Theatre presentation for a scene from the book. The scene should be no less than 2 pages and no longer than 8 pages. Read
Readers on Stage: A Guide to Reader’s Theater (or Readers Theatre)
by
Aaron Shepard to help you with the process. http://www.aaronshep.com/rt/Tips.html

In one form of Read er’s Theatre, students are assigned to read both the narration and the dialogue in certain sections of a book. A narrator(s) reads the non-dialogue parts. If the non-dialogue parts become long, or are more than one paragraph at a time, there is often more than one narrator. The students sit on stools or chairs in the front of the classroom.
No scenery or props are necessary.

The focus is for students to read and re-read the script so that in the end, they will perform the reading with fluency, appropriate prosody (phrasing and expression), and a complete and thorough understanding of the text.
Because props are minimal, students read from their scripts, and use their expression, intonation, rate and other prosodic features to convey the meaning of the story to audience members.
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Name: ___________________________
Final Vocabulary Assessment
Multiple Choice
Directions: Circle the best response or responses:
1. Which is the characteristic of an ornery person? a. Difficult to get along with. b. Someone who gets upset easily. c. A person who is always happy.
2. If someone was quivering, what might they be doing? a. Laughing and having a good time. b. Shaking with fear. c. Running and breathing hard.
3. In which of the following might something have accumulated? a. Snow b. Cars c. Ice Cream
4. If someone’s hair is mussed, what does it look like?
a. Messed up b. Curly c. Straight
5. If you took a test and were optimistic about your grade, what would you
be? a. Hopeful b. Worried c. Not concerned
6. His teacher was worried about him, because she thought he looked
ghastly.
Ghastly means______________ a.
Happy b.
Sickly c.
Dirty
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7. The dog cavorted around happily. Cavorted means to________________ a. Run around. b. Crawl on the ground. c. Disappear.
8. The child appeared to malinger before going to school. Malinger means
to: a. Pretend to be ill. b. Be sleepy and not in a hurry to get up. c. Rushing around: in a hurry.
9. My grandparents said our tires were sprunkled. Sprunkled means:
__________ a. Flat b. New c. Worn out
10. When we had breakfast I slathered my toast with butter. Slathered
means:
___________________ a.
Spread. b.
Cut. c.
Make a sandwich.
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Activity/Criteria
NOTE: This packet is to be word-processed!
Pre-Reading Activities
 Examples are complete; thought and effort is demonstrated
 K-W-L is complete
 Predictions of Story Elements complete
Your points/Total possible points
/5
Page for ABC Book
 Information is correct and interesting
 Information is organized
 Design is creative, colorful, and inviting
Character Sketcher
 Sketch includes thoughtfully selected information about the character, including 3 implied character traits, problem and solution, and character goal
 Artistic Impression is creative and demonstrates knowledge of information given in text regarding character’s physical description
Discussion Director
/5
/5
 Questions displays insight into novel’s main events and themes; questions are “higher level”
 Answers are provided and when appropriate, page #’s
/5
Vocabulary Definitions and Activities
 Definitions are “child friendly” and correct
 Activities are correct and complete
/5
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Double-Entry Diary
 Example is well chosen, well explained and thoughtfully crafted
 Provides more than one thoughtful idea/supporting reason
Internet Workshop (1 workshop complete)
 Notes reveal thoughtful preparation for participation;
 Information in graphic organizer, PowerPoint or poem is correct and well organized; main ideas are present.
 Visual representation is present.
 Travel worksheet is complete.
Author’s Craft
 Chart includes 2 well-chosen examples of simile and onomatopoeia from the novel
 Explanations are included of how figurative language adds meaning to the text
 Artistic representation is thoughtful and creative
“I Poem”
 Is in the form of an I poem
 Includes thoughtfully chosen words and images to reveal character
 Includes alliteration, simile or metaphor
Learning Log/Response Journal
 Log/journal is complete
 Includes thoughtful comments and connections to text
 Includes connection to personal life
 Answers question
/5
/10
/5
/10
/5
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Travel Brochure
 Interesting lead grabs the reader
 Concise, organized, creative and includes travel information, includes pictures
 Specific examples in text are referenced
 Word choice is thoughtful and demonstrates an understanding of the historic nature travel destinations
 Brochure is designed in a three fold format
/10
Poem for Two Voices
 Poem reveals insight into characters selected
 Poem includes dialogue that is true to the characters
 Artistic representation is creative and thoughtful
Reader’s Theatre
 Script is carefully planned and well-organized
 Dialogue and narration are present
 Performance rubric:
 Intonation
 Clarity
 Expression
 Fluency
Missing Poster
 Biographical information is present
 Includes thoughtfully chosen words and images to reveal character
 Information is presented creatively (not just listed)
 Artistic representation is creative and thoughtful
Final Vocabulary Assessment (1pt each)
Total:
/10
/5
/5
/10
/100
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Other Sources: http://Googleimages.com http://www.redbirdsvision
http://www.redbirdsvision.org/gallery.html
Extra Website for activities for Walk Two Moons http://www.sdcoe.k12.ca.us/score/walk/walktg.htm
, http://falcon.jmu.edu/%7Eramseyil/creech.htm
http://www.emints.org/ethemes/resources/S00001439.shtml-lesson http://www2.scholastic.com/browse/collateral.jsp?id=1346_type=Book_typeId=15
99 http://www.ncsu.edu/globalbookclub/moons.html
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