Walk Two Moons (6th Grade)

Introduction:

TSWBAT determine the author, Sharon Creech’s purpose for writing Walk Two Moons by
participating in small and whole group discussion. (TN.ELA.6.6.1)

TSWBAT use prewriting strategies to prepare for their assigned essay. They will be instructed to
use planning webs or outlines to prepare accordingly. (TN.ELA.6.2.2.1)

TSWBAT write an essay using a descriptive prompt based on the book, Walk Two Moons by
Sharon Creech. The students will be given 20 minutes after they have conducted their prewriting
strategies to write the essay and the prompt will be titled “Choose a person in your life that you
would want to ‘walk two moons’ in their shoes. Write a descriptive essay on a day in the life of
your selected person.” (TN.ELA.6.6.2)

Instruction:

• Come dressed as Sharon Creech to introduce the book for the day. She will give a brief
biography of the author. (10 minutes)
• Hometown
• Education
• Other published books
• Other interesting facts
• Give a brief introduction of the book, Walk Two Moons by Sharon Creech. (5 minutes)
• Salamanca Tree Hiddle embarks on a six day journey with her grandparents to find her
long lost mother. On the way, she tells the story of Phoebe Winterbottom. This story
includes a case of a cadaver, lunatic and entwined mysteries. Not only is Sal on a quest
for her mother, but she may just find herself along the way…
• Have the students break up into small groups. The students are to discuss possibilities of why
the author chose to write the book, Walk Two Moons. They are to use the title and the cover
page ONLY to make their predictions. (5 minutes)
• What does the author mean by “Don’t judge a man until you’ve walked two moons in
his moccasins”?
• What does the art on the cover page suggest?
• The students will be given the writing prompt, “Choose a person in your life that you would
want to ‘walk two moons’ in their shoes. Write a descriptive essay on a day in the life of your
selected person.”
• They will conduct prewriting strategies to prepare for the essay. They may chose a
planning web or an outline. (10 minutes)
• After they have completed their prewriting strategies, they will write a comprehensive
essay on the prompt provided. (20 minutes)

Assessment:
1. Monitor group discussions about prediction why the author chose to write Walk Two
Moons

2. Review prewriting strategies to check for completion, understanding, and accuracy.

3. Grade essay based on relevance, creativeness, grammar, and overall clarity.

Lesson One--Chapter 1-5

TSWBAT use a dictionary and thesaurus to locate unknown vocabulary words in chapters 1-5 in
the book Walk Two Moons. This will encourage the students to become failure with confusing
text to better understand the literature. (TN.ELA.6.6.1)

TSWBAT locate facts and opinions represented in the book Walk Two Moons. This book
presents many opinions that are presented as facts. It is important for the students to be able to
tell fact from opinion in fiction novels. (TN.ELA.6.6.1)

TSWBAT build their vocabulary by reading the book Walk Two Moons and clarifying confusing
or unknown words. (TN.ELA.6.6.1)

Instruction:

• Review the introduction to Walk Two Moons by Sharon Creech. (5 minutes)

• Salamanca Tree Hiddle embarks on a six day journey with her grandparents to find her
long lost mother. On the way, she tells the story of Phoebe Winterbottom. This story
includes a case of a cadaver, lunatic and entwined mysteries. Not only is Sal on a quest
for her mother, but she may just find herself along the way…
• List main characters, plot, and setting.
• Have the students flip through chapters 1-5, looking for unknown vocabulary. When they have
found words they are unfamiliar with they are to write them down. After they have a
comprehensive list, they are to use a dictionary and thesaurus to clarify the meaning of the
words. (15 minutes)
• Read to the class chapters 1-5. Ask clarification questions and discussing vocabulary during
each of the chapters. (20 minutes)
• Chapter 1: Why is Sal upset about the move?
• Why was Phoebe Winterbottom like the plaster on the wall?
• What was the “bad news”?
• Chapter 2: Where were they going on their trip?
• What were the real reasons for them traveling?
• Why was Sal praying?
• Why did her grandparents interrupt her prayers?
• Chapter 3: Why did her father look uncomfortable?
• What is their birdhouse?
• What is a “wangdoodle”?
• Why did Phoebe think Sal was brave?
• Who were the Pickfords? What are characteristics of them?
• Chapter 4: Where does Sal wish she was?
• What was different about Mrs. Partridge?
 • How does Phoebe describe her father?
• Define the word “remarkable”
• What is Mrs. Cadaver’s real profession?
• What does Phoebe suggest it means?
• Chapter 5: Who is Peeby?
• What are some examples of how the grandparents get into trouble?
• After reading chapters 1-5, discuss facts and opinions represented in the book. Have the
students write down 5 facts and 5 opinions on a paper to be turned in. (10 minutes)

Assessment:

4. Monitor the students as the find unknown vocabulary in the chapters and use dictionaries
and thesauruses to clarify meanings.

5. Check for understanding during the reading by asking comprehension questions and
engaging the students into discussion questions.

6. Monitor the students while they write down fact and opinions and evaluate their work
based on correctness and accuracy.

Lesson Two--Chapter 6-11

TSWBAT distinguish between stated and implied cause and effect relationships by selecting
them out of chapters 6-11. This is important because Walk Two Moons has many examples of
causes and effects. (TN.ELA.6.6.1)

TSWBAT discuss the purpose for the book based on their knowledge of chapters 1-6. The
students should start to develop more of an understanding and intrigue for the book Walk Two
Moons. (TN.ELA.6.6.1)

TSWBAT write expressively in their journals about a given prompt. (TN.ELA.6.2.2.10)

Instruction:

• Discuss what happened in the previous chapters (chapters 1-6). (5 minutes)

• Have the students break up into small groups to discuss what the purpose is for Walk Two
Moons, based on the previous chapters. They are to write their ideas on paper to share when we
are back in whole group. (10 minutes)
• Read the book Walk Two Moons, chapters 6-11. During the reading, ask questions and clarify
vocabulary. (20 minutes)
• Chapter 6: How did the Winterbottoms’ eat?
• How does the family treat Mrs. Winterbottom?
• What does Phoebe think happened to Mr. Winterbottom?
• What part of the blackberry bush did Sal’s mother like to pick? Why?
• What were some of the things Sal remembered as she ate blackberry pie
• Chapter 7: Why was Sal experiencing the hurry, hurry, rush, rush?
• When did Sal realize she could be happy without her? Who is her?
 • Why are they going to the Badlands and Blacklands?
• Chapter 8: Who is Gloria?
• Why does Mrs. Winterbottom say “you can never be too careful”?
• Who was the visitor at the Winterbottom’s home?
• Why does Sal say Phoebe has a vivid imagination?
• Chapter 9: What were Phoebe’s reasons for being more civilized than the Finney’s?
• What was the message they received?
• Predict what the message means.
• Chapter 10: Did Gramps really have shrapnel in his leg?
• What is shrapnel?
• What does gullible as a fish mean?
• Again, why is Sal feeling the rush, rush, hurry, hurry?
• Why didn’t Sal’s mother like the term “Native American”?
• Chapter 11: Why was Sal scared in the previous chapter?
• What was the second message? Discuss what it could mean.
• Is there a relationship developing between Sal and Ben?
• How did Phoebe’s mom react to the new message?
• Why was Sal’s dad crying?
• Why didn’t Sal flinch when her dad hugged her?
• After we finish reading chapters 6-11, discuss cause and effects. Have the students work with
partners and write down 5 implied and stated causes and effects using the chapters 6-11. (10
minutes)
• Give the students the writing prompt for their journal: what does “everyone has his own
agenda” mean and how can it be applied to your life. Spend five minutes discussing the prompt
and answering any questions. The students are to work on this assignment as homework.

Assessment:

7. Monitor the students as they work in groups to predict the author’s purpose for writing
the book Walk Two Moons and make notes on their responses during the whole groups
discussion.

8. Make sure every student is involved in the discussions during the reading.
1.1. Monitor the students as they work in pairs to find causes and effects using the book.
Check their work for completion and accuracy.
1.2. Check journals for appropriate responses to the prompt.

Lesson Three--Chapters 12-17

TSWBAT participate in work teams and group discussions about the book Walk Two Moons,
while actively expanding their knowledge of the text. (GLE 0601.2.8)

TSWBAT employ various prewriting strategies while referring to passages from the book, Walk
Two Moons (GLE 0601.3.2)
TSWBAT complete a graphic organizer with information from notes for a writing selection. (SPI
0601.3.)

TSWBAT read to develop fluency, expression, accuracy, and confidence. (6.1.05)

(a.) demonstrate the ability to read fluently with expression, accuracy, and with poise from a
variety of texts

(c.) read using appropriate pronunciation, expression, and rate.

(d.) adjust speed based on the purpose for reading.

TSWBAT use active comprehension strategies to derive meaning while reading and to check for
understanding after reading (6.1.08)

Instruction:

• Introduce chapter twelve by asking students about Sal’s grandparents. Sal’s grandparents are
very present in chapter 12. Discuss with students Sal’s relationship with her grandparents. Are
there any benefits to spending lots of time with your grandparents? Have any students taken a
road trip with their grandparents before like Sal is doing? (3 Minutes)
• Review the chapters 12-14 (assigned for homework the night before and should be read before
class began. (5 minutes)
• Students will work in pairs to read chapters 15-17. Students will alternate reading pages. This
will allow them to practice fluency and help each other if they have trouble.
• After reading, students will work with their partner to write a summary of chapters 12-
17. It does not have to be long or detailed but should show that they students read the
chapters. (15-20 minutes for both reading and writing a brief summary)
• Begin group discussion after students have read and written summaries. (10 Minutes)
• What are some things that happen during Sal’s road trip with her grandparents?
• How does Sal interact with her grandparents?
• Who does the family meet during a swimming break?
• What does Gramps always say when he and Gram lay down for sleep?
• What is the significance of this? What can you tell about their relationship from your
reading?
• What is the significance of the singing tree to Sal? Do you have anything like this?
• Why do Phoebe and Prudence not notice that their mother is unhappy?
• How could their family situation improve?
• Is it important to be aware of the way our family members are feeling? What can
happen if we are not sensitive to the feelings of those around us?
• Direct students to listen to instructions for activities that they are going to complete. These
extension activities will allow students to expand on their reading. Students may choose one
activity to complete. Whichever is not finished in class is homework. If they finish before class
is over, they are to begin reading the next chapters in the book. (20 Minutes to complete 1
activity)

• Activity 1: An Explanatory Essay, Poem, or Piece of Art Tribute to Grandparents

 • Students will use a learning log graphic organizer to take and make notes about
Grandparent’s Day. Students will use prewriting strategies today to begin writing their
essay. Students will create a web to organize their ideas about their own grandparents
or a story that they will use in their piece of writing. After students have compiled notes
and ideas for their writing, students may choose whether to write an essay or a poem.
• Activity 2: Map out the places that Sal and her grandparents visit throughout chapters 12-17.
Find some of the sites and places to visit near these places. Are there places you would like to
visit that Sal and her grandparents do not visit? Are there places they do visit that you would
like to visit as well?
• After explaining both activities to students, allow students to start working.

Assessment:

(1) Monitor answers to comprehension questions and explain as needed. If it appears that
students do not comprehend what they read, then stop and begin reading to students and asking
questions during reading.

(2) Review learning log organizer to make sure it is completed.

(3) Review map for locations.

Lesson Four--Chapters 18-22

TSWBAT Participate in work teams and group discussions. (GLE 0601.2.8)

TSWBAT Gather relevant information from a variety of print and electronic sources, as well as
from direct observation, interviews, and surveys. (GLE 0601.4.2)

TSWBAT Read to develop fluency, expression, accuracy, and confidence. (6.1.05)

(a.) Demonstrate the ability to read fluently with expression, accuracy, and with poise from a
variety of texts

(c.) Read using appropriate pronunciation, expression, and rate.

(d.) Adjust speed based on the purpose for reading.

TSWBAT Use active comprehension strategies to derive meaning while reading and to check for
understanding after reading (6.1.08)

• Introduce the chapters by discussing chapter 18. Have students list some of the qualities
exhibited by Sal’s father. Talk about why Sal’s mother felt that she had to leave. (Students
were to read chapters 18-20 for homework. Chapters 21 and 22 will be read in class) (3
Minutes)
• Pair students up to read chapters 21 and 22 aloud. Students will alternate reading pages to
practice fluency and help each other.
• After students finish reading, they are to write a summary of the chapters 18-22. It does not
have to be long or detailed but should show that they students read the chapters. (15-20
minutes to read and write brief summary)
• Begin group discussion after students have read and written summaries. (10 Minutes)
• Chapter 19- “catch fish in the air”- what does this mean?
• Ch. 20 Mr. Birkway reminded Sal of her mother- How? Why did Sal think that?
• What did Phoebe find when she got home from school in chapter 20?
• Where do you think Phoebe’s mother went?
• Why does Sal have a hard time believing that Mrs. Winterbottom will return? Is this
understandable? Why or why not?
• If you had to draw your soul, what would you draw? Why?
• What makes up our soul?
• What did Phoebe draw for her soul? Why do you think she drew this?
• What did Sal draw? Who else drew this? Do you think there is some significance to
this?
• Why can Sal understand what Phoebe is going through? How does this help their
friendship?

• Introduce Activities- Students may choose one activity to complete. Whichever is not
finished in class is homework. If they finish before class is over, they are to begin reading the
next chapters in the book. (20 Minutes to complete one activity)

• Activity 1: What’s in a Name?

• Students are to research their name and find the meaning and origin. Students
may also find statistics about their name (i.e. if their name has been on a most
popular baby name list, ranking on popular baby name lists, years it was a
popular name, etc.) Students may also research celebrities or influential people
who share their name. Students are also to ask their parents how they decided on
this name and for any funny or interesting stories about their name. After
gathering this research, students will write a paper to show and explain all they
have found.

• Activity 2: Murals

• In the book, mysterious messages are left on the Winterbottom’s steps. Students
will pick one message through the end of chapter 22 and interpret the message
from their own perspective. Students will also create a picture representing what
they think the message means. Students may also paraphrase the message.

• Activity 3: Create a Travel Brochure

• Students will create a travel brochure highlighting one of the places visited or
mentioned in the book. Students will choose a place from the book that they
would like to visit. This could be Lewiston, Bybanks, or anywhere Sal and her
grandparents traveled. Travel brochures may be on PowerPoint or paper but
must include pictures or drawings, maps, and information about the place.
 Assessment:

9. Monitor answers to comprehension questions and explain as needed. If it appears that

students do not comprehend what they read, then stop and begin reading to students and
asking questions during reading.

10. Review activity students choose to complete. Check name for accuracy, mural for
interpretation, and brochure for location and reason for wanting to visit.

Lesson Five--Chapters 23-27

TSWBAT find a sentence or short paragraph in the text that relates to their personal life
experiences or feelings. Students will write a journal entry expressing their connection with the
passage of their choice. (ELA.6.6.1.tpi.24, ELA.6.6.2.tpi.16)

TSWBAT use the information in the text to draw inferences on information not given. Students
will also find and use this information and their inferences to make predictions about future
outcomes and later confirm those predictions as the story continues. (ELA.6.6.1.spi.15,
ELA.6.6.1.spi.17)

Instruction:

• Students will read chapters 23 and 24 as homework the night before the lesson.

• Review the content of chapters 23 and 24. (5 minutes)

• Teacher will ask questions:

• What story does Sal recount about her mother in chapter 23?

• Who does Sal blame for her baby sister’s death? Why?

• Why do you think Sal chooses to name the baby Tulip?

• What does Sal dream in chapter 24? What do you think her dream means?

• What does the message “the lunatic” left for Phoebe mean?

• Before reading, teacher will give the students a reason to listen. Teacher will say, “As we
read the next few chapter of the story, listen for one or two sentences that stand out to you.
Look for a sentence you can relate to or from which you draw meaning.

• Read chapter 25 aloud to the students, pausing occasionally to ask questions: (35
minutes)

• Page 160: Do you think Sal is right about the reason Phoebe is acting so picky? Why or
why not?
 • Page 162: What does the excerpt, “I could practically see the birds of sadness pecking
at his head, but Phoebe was busy swatting at her own birds” mean?

• Page 163: Do you think her father was crying? Why do you think he was crying?
Where do you predict Phoebe’s mother is? Or what do you predict she is doing?

• Students will ready chapter 26 with a partner. Students will alternate reading by
paragraphs. When students have completed reading the chapter, they will discuss the events
and discuss the answers to four questions the teacher will write on the board:

• Why do you think Phoebe is acting so rude to Sal?

• What can you infer about Sal’s parents’ relationship before and after the stillborn from
the last paragraph on page 167?

• What can you infer about the way Sal feels about Ben from her thoughts in this
chapter?

• What do you think the last paragraph about Sal’s mother climbing a ladder means?

• Teacher transitions back into whole class instruction with a question:

• Did anyone see a sentence of interest in chapter 26?

• Teacher reads chapter 27, pausing to ask students questions:

• Page 171: Why does Phoebe think Mrs. Cadaver killed her mother?

• Page 175: What do you think about the Pandora box? Why is there hope in the box
filled with other terrible things? Have you ever felt like Phoebe does—“Even when
everything seems fine and good, I worry that something will go wrong and change
everything”?

• Page 176: Why do Sal’s grandparents say, “You mean it had nothing to do with
Peeby?”—what point are they trying to make?

• Journal entry: (20 minutes)

• Students will be asked to select a passage (one or two sentences—no more than a
paragraph) from the text. Students will select a passage to which they relate. They may
choose the passage because they like what it means, because they have had a similar
life experience, or because it portrays an emotion with which they are familiar. Students
will write a journal entry including the passage along with an explanation of why they
chose the passage.

• When students are finished with their journals, teacher will ask students if anyone would
like to share the passage they chose to journal about. As students share the passages, teacher
will lead the class in a discussion of each chosen passage.
 Assessment:

11. Teacher will monitor comprehension questions.

12. Teacher will read journals for completion, effort, and ability to follow instructions.

• Grading Criteria:
• Did student select and write out a passage of selected chapters?
• Did student relate the passage to himself in an appropriate, meaningful way?
• Did student use complete sentences and proper grammar?

Lesson Six--Chapters 28-32

TSWBAT locate and cite information from the text to show the meaning of a specific quotation
from the story. (ELA.6.6.1.spi.15)

TSWBAT relate the meaning of the quotation to personal experiences, feelings, or broader issue
of life. (ELA.6.6.1.tpi.24, ELA.6.6.2.tpi.10)

TSWBAT identify specific words and clues to support key themes, ideas, and tones in the story.
(ELA.6.6.2.spi.15)

Instruction:

• Students will read chapters 28 and 29 as homework the night before the lesson.

• Review the content of chapters 28 and 29. (10 minutes)

• Teacher will ask questions:

• When Sal and her grandparents get close to the Black Hills, what are the winds saying?
Why do you think they are saying, “rush, rush, rush”? What does that mean?

• (Students will read the excerpt of the Longfellow poem chorally.) What was your
interpretation of Longfellow’s poem? Why do you think the children in the class
interpreted it so differently?

• Why do Sal and Phoebe go to the police station? Who do they accuse of kidnapping,
and possibly murdering, Phoebe’s mother? Why?

• (Students will read each note from “the lunatic” chorally.) Which of the four notes from
“the lunatic” do you find most interesting or relate to most? Why?

• Teacher will read chapters 30-32 aloud to the students, pausing occasionally to ask
questions: (35 minutes)
 • Page 192: What do the girls think about the inside of Mrs. Cadaver’s house? What
specific words and descriptions does the author use to create a frightening tone inside
the house?

• Page 198: What do you think the new message, “We never know the worth of water
until the well is dry” means? Do you have any idea who the lunatic might be?

• Before reading chapter 32, the teacher will give each student a blackberry. Teacher will
read students the title of the chapter, “Chicken and Blackberry Kisses,” and ask
students to predict what the chapter might have to do with blackberries.

• Students will wait until page 215, and then they may eat their blackberry while teacher
reads Sal’s journal entry about blackberry kisses.

• Page 215: Why do you think Sal cherishes the memory of the “blackberry kiss”? Do
you have a memory of one of your parents that you cherish, as Sal cherishes this
memory?

• Page 216: What do you think will happen now that Mr. Birkway knows that Phoebe
thinks Mrs. Cadaver murdered her mother? Why is this situation particularly
complicated?

• Journal entry: (15 minutes)

• Students will choose one of the notes left on Phoebe’s porch:

• Don’t judge a man until you’ve walked two moons in his

moccasins.

• Everyone has his own agenda.

• In the course of a lifetime, what does it matter?

• You can’t keep the birds of sadness from flying over your head,
but you can keep them from nesting in your hair.

• We never know the worth of water until the well is dry.

• Students will select one of the above quotations. Teacher will supply small pieces of
parchment paper. Students will use their creativity to write their quotation on their slip.
They will write it the way they think it would have appeared on Phoebe’s notes.

• Then students will glue their parchment slip to the top of a page in their journal. Students
will write a journal entry on their quotation, answering the questions:

• What does the quotation mean as it applies to the story? Students must find and cite
specific examples from the story.
 • What does the quotation mean as it applies to the broader scope of your life or life
in general?

Assessment:

13. Teacher will monitor comprehension questions.

14. Grading criteria for journal entry:

1.1. Did student write on and paste the parchment slip neatly?

1.2. Did student cite correct information from the text to show the meaning of the
quotation?

1.3. Did student relate the quotation to broader issues of life?

· Introduce Final Project: Speech/Presentation

• The students will be presenting a speech to the class (allow about a week for this).
• Assignment: Overcoming Obstacles
• In Walk Two Moons, Sal overcomes many obstacles. (Discuss some of these in
class so students are familiar with them.) The assignment is to write about a
time where you overcame an obstacle in your life. It can be anything from
learning how to ride a bike to being cured of a serious health condition. This is
your opportunity to share your own story of something you have achieved.
• MUST TURN IN:
• Some sort of pre-writing to show your writing process and thoughts
• A final copy for both teacher and student giving speech (3-4 pages)
• “show and tell” item (if it is a larger object, teacher will note what the object
is and not collect it)
• Presentation Guidelines:
• 3-5 minutes (speech + presenting show and tell item)
• Hard copy for teacher as well as for student
• Some sort of “show and tell” to present to the class that is associated
with what you overcame
• Might be helpful to go over speech-making skills:
• loud, clear speaking voice
• confidence, speak to audience, etc.
Assessment of final activity:
· The students will be assessed based on a prepared rubric for the writing activity. The
rubric will include: mechanical errors, prewriting strategies, relevant topic, creativity, etc.
The rubric will be based on a point system.

Lesson Seven--Chapters 34-39

TSW continue to develop oral language and listening skills.

6.1.01c. Continue to formulate and respond to questions from teachers and classmates.
TSW read to develop fluency, expression, accuracy, and confidence.
6.1.05 e. Read independently on a daily basis.

TSW practice writing to a prompt within a specified time limit.

GLE 0601.3.2

Instruction:

• Begin by discussing chapter 34. (Students should have read chapters 34-36 for
homework.). Discuss some facts about Old Faithful:
• Old Faithful is seen in Yellowstone National Park
• It erupts every 30-120 minutes for about 1 1/2 to 5 minutes
• It reaches a height of 90-184 feet
• Optional: show video (www.youtube.com) of Old Faithful eruption
• Discuss: what is a geyser? is a vent, or hole, in the earth’s surface that shoots a column of
hot water and steam. They have hot rocks and a water source below them. The hot rocks allow
the water to get hot, forming steam. Steam is a gas formed when water reaches it’s boiling
point. When the water is hot enough, is it pushed to the earth’s surface, creating a stream of
water and steam.
• Ask if anyone has ever seen Old Faithful or another geyser in the United States?

• Ask students how the felt about Sal and Phoebe trying to find the lunatic.
• Would you feel comfortable going to the phone book and calling random people to find
someone?
• What things did Sal do to conceal her identity?
• How do you think Sal and Phoebe are going to react to finding Phoebe’s mother with the
boy? How would you react in that situation? (10 minutes)
• Partner students up with a different person and have them read chapters 37-39. (10-15
minutes)
• When class comes back together, ask comprehension questions:
• Who was Ben visiting at the hospital? Why was she there?
• Why did Ben ask if the kiss tasted like blackberries?
• How did Phoebe feel about seeing her mother and the boy?
• What news did Phoebe and Sal get when they got back to her house?
• Who did Mrs. Winterbottom bring with her when she came back?
• How did everyone react to their new brother? Does anyone have any adopted siblings
in their family?

• Reaction Journal Entry:

• Make predictions for the next chapter. (Mrs. Partridge putting the envelopes on the
porch) Write in journal your prediction and why you chose that prediction. Is it Mrs.
Partridge that is putting the envelopes on the porch? What do you think Sal and
Phoebe’s reaction to this will be if it’s true? Etc. This can be assigned as homework.
 Assessment:

15. Teacher will monitor comprehension questions.

16. Grade journal entry based on understanding of characters and plot.

Lesson Eight--Chapters 40-44

TSW continue to develop oral language and listening skills.

6.1.01 c. Continue to formulate and respond to questions from teachers and classmates.
TSW use active comprehension strategies to derive meaning while reading and
to check for understanding after reading
6.1.08 b. 3. Derive meaning after reading by identifying the author's purpose.

• Begin class by discussing the chapters assigned for homework the night before. (Ch. 40-42)
• Have you ever received a note of encouragement from someone? From someone you
didn’t know? How did it make you feel?
• Why did Ben get Sal a chicken? Why did he name it blackberry?
• How would you feel if you were driving by yourself like Sal? Do you think her being
nervous is normal?
• At the end of chapter 41, the stranger mentions the bus crash and only one survivor.
Can you make a prediction as to who the survivor might be?
• How did you feel when you found out what happened to Sal’s mother?
• Why did Sal kiss the tree at the end of Chapter 42?
• Teacher will then read chapters 43-44 and ask questions throughout:
• Who does the survivor end up being? How did Salmanca find out?
• Why was Mrs. Cadaver spending time with Sal’s father?
• Where did the sheriff take Sal? What did she see there?
• What did Sal find out when she got back to the hospital?
• Why did Tom Fleet write back saying “Is your riverbank private property?”
• Reread third paragraph on page 277, “ It seems to me that we can’t explain...sometimes
cruel and sometimes kind.” Have students reflect on this passage.

• Assignment:
• Reaction Journal Entry: (choose one)
• How did you feel about how the story ended?
• Respond to the above passage on page 277. Do you agree? Disagree? Explain.
• Work on speech (Details before Lesson 7)

Assessment:

1. Monitor comprehension questions and explain as needed.

2. Grade journal entries based on content knowledge and effort.

BIBLIOGRAPHY:
Creech, Sharon. Walk Two Moons. New York: Harper Collins, 1994

Hurst, Carol. Carol Hurst’s Children’s Literature Site. 1996-2010.

http://www.carolhurst.com/titles/walktwomoons.html

Ladd, Patricia. San Diego County Office of Education Office. 1999.

http://www.sdcoe.k12.ca.us/score/walk/walktg.htm