https://www.storyboardthat.com/lesson-plans/walk-two-moons-by-sharon-creech/text-connection

Activity Overview


Having students choose a favorite quote or scene from the book allows them to express which parts of the story resonated with them on a personal level. In this way, students are making a text-to-self connection that demonstrates their understanding of the characters and their development or the themes of the novel. Students can share their storyboards afterwards and have a short discussion about what the quotes mean to them.

Some students may end up choosing the same quote, but have different perspectives. This is always interesting for students to see and can open up a discussion as to how not everyone can read the same lines in the same way based on their own perspectives and personal experiences.


Examples of Quotes from Walk Two Moons

“Don't judge a man until you have walked two moons in his moccasins.”


Everyone has his own agenda.


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


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


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


“Sometimes you know in your heart you love someone, but you have to go away before your head can figure it out.”


“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. ”


“It seems to me that we can’t explain all the truly awful things in the world like war and murder and brain tumors, and we can’t fix these things, so we look at the frightening things that are closer to us and we magnify them until they burst open. Inside is something that we can manage, something that isn’t as awful as it had first seemed. It is a relief to discover that although there might be axe murderers and kidnappers in the world, most people seem a lot like us: sometimes afraid and sometimes brave, sometimes cruel and sometimes kind.”


“A person isn't a bird. You can't cage a person.”


“Being a mother is like trying to hold a wolf by the ears,” Gram said. “If you have three or four –or more – chickabiddies, you’re dancing on a hot griddle all the time. You don’t have time to think about anything else. And if you’ve only got one or two, it’s almost harder. You have room left over – empty spaces that you think you’ve got to fill up.”


“You never know the worth of water until the well is dry.”


“I was wishing I was invisible. Outside, the leaves were falling to the ground, and I was infinitely sad, sad down to my bones. I was sad for Phoebe and her parents and Prudence and Mike, sad for the leaves that were dying, and sad for myself, for something I had lost.”


“On that 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.”


“I wondered about Mrs. Winterbottom and what she meant about living a tiny life. If she didn't like all that baking and cleaning and jumping up to get bottles of nail polish remover and sewing hems, why did she do it? Why didn't she tell them to do some of the things themselves? Maybe she was afraid there would be nothing left for her to do. There would be no need for her and she would become invisible and no one would notice.”


“I'm New-" "New? How blessed," he said. "There's nothing in this whole wide world that is better than a new person!”


“I had not said anything about what had happened the day before—about being scared down to my very bones when I thought they had left me. I don't know what came over me. Ever since my mother left us that April day, I suspected that everyone was going to leave, one by one.”


“It seems to me that we can’t explain all the truly awful things in the world like war and murder and brain tumors, and we can’t fix these things, so we look at the frightening things that are closer to us and we magnify them until they burst open. Inside is something that we can manage, something that isn’t as awful as it had at first seemed. It is a relief to discover that although there might be axe murderers and kidnappers in the world, most people seem a lot like us: sometimes afraid and sometimes brave, sometimes cruel and sometimes kind.”


“I prayed to trees. This was easier than praying directly to God. There was nearly always a tree nearby.”


“She was my mother, and she was part of me.”


“At home that night, I was working on my mythology report when Phoebe called. She was whispering. When she went downstairs to say good night to her father, he was sitting in his favorite chair staring at the television, but the television wasn't on. If she didn't know her father better, she would have though he had been crying. 'But my father never cries,' she said.”


“I hated her that day. I didn't care how upset she was about her mother, I really hated her, and I wanted her to leave. I wondered if this was how my father felt when I threw all those temper tantrums. Maybe he hated me for a while.”


“My middle name, Tree, comes from your basic tree, a thing of such beauty to my mother that she made it part of my name.”



Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a storyboard that identifies your favorite quote or scene in Walk Two Moons. Illustrate your quote and write what it means to you.

Student Instructions:

  1. Click "Start Assignment".
  2. Choose a favorite quote or scene from Walk Two Moons.
  3. Create an image that represents this quote using appropriate scenes, characters and items.
  4. In the description box, write the quote and at least one sentence about what this quote means to you.

Requirements: Quote or Scene, Illustration, 1-2 sentences about what it means to you.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Common Core Standards
  • [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Rubric

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