Walk Two Moons Summary

Walk Two Moons tells the story of Salamanca Tree Hiddles

road trip to Idaho with her grandparents to find Sals mother. Sal
recently moved with her father to Ohio. Sal left behind her
beloved farm and lives in a cookie cutter neighborhood. As they
travel to Idaho, Sal tells her grandparents the story of Phoebe and
the lunatic.
Phoebe Winterbottom is Sals new friend and neighbor.
Phoebes family is very well behaved and well mannered.
Everything is fine, until Phoebes mother disappears one day.
Phoebe suspects a lunatic kidnapped her mother and Phoebe and
Sal decide to figure out what happened to Phoebes mother. They
suspect their scary neighbor, Ms. Cadaver, murdered her, or
maybe, a lunatic they spotted in their neighborhood kidnapped
her. Strange notes begin appearing on the Winterbottoms front
porch and the girls get more and more confused. Her mother
wouldnt just leavewould she?
As Sal tells Phoebes story, she also shares her own. Sals
mother also left. Sals mother and father wanted to fill the house
with children, but they had many complications. Her mother gave
birth to a stillborn baby. This was very hard for Sals parents to
deal with. Her mother began changing; she lost herself. Her
mother went on a journey to find herself. She sent Sal postcards
along the way.
Right before they reach their destination, Gram suffers a
stroke. Gramps tells Sal that he is not leaving Grams side. He
1

gives Sal the keys to the car and Sal decides to finish the journey
on her own. She drives up a terrifying hill and reaches the
overlook. Down below Sal sees the bus her mother was on. She
climbs down and examines the remains of the bus. When she
climbs back up, the police are waiting for her. Sal explains that
her mother was on the bus and the officer takes Sal to her
mothers grave.
Sal sits and memorizes the gravesite. She made it to her
mother on her birthday. For Sal, seeing her mothers grave
solidifies the fact that her mother is not coming back.
Sal, her father, and Gramps return to the farm in Bybanks.
Sals friends from Ohio are planning to visit her soon.

About the Author

Sharon Creech grew up in Ohio with her
parents and four siblings. When she was a
young girl, she and her family would go on road
trips every summer. Those road trips inspired
her to write Walk Two Moons. Sharon was in
college when she became interested in
storytelling. She became an English and
literature teacher and taught in England and
Switzerland. She began writing novels for adults,
but then decided to focus on writing books for
young people. Walk Two Moons was her first
novel published in America. It won the Newbery
Medal in 1995. Today, Sharon lives in Maine with
her husband, Lyle Rigg. She has two children,
Rob and Karin.
Other Books by Sharon Creech
Absolutely Normal Chaos
The Wanderer
Hate That Cat
Love That Dog
Granny Torrelli Makes Soup
Replay
The Unfinished Angel
3

 The Great Unexpected

The Boy on the Porch

Grade Level
Fifth grade Language Arts

Introduction
Have you ever been on a road trip? Who did you go
with? How far did you travel? How long did it take? Did
you feel differently after? Students will share their stories
with small groups and the whole class. Have you read
books or seem movies about road trips? What happened
in those books/movies?
The book Walk Two Moons tells the story of a young
girl named Sal and her grandparents as they travel from
Ohio to Idaho. Walk two moons: what could the title
mean? Has anyone heard this phrase before? In the story,
Sals friend receives mysterious messages. One of these
messages says: Dont judge a man until youve walked
two moons in his moccasins. This phrase will displayed on
a poster in the front of the classroom.
The students will brainstorm about the phrase and
share what they think it means. Students will make
predictions about what they think the story will be about
Think about those road trips discussed earlier. Some
trips can take days and days. Thats a lot of time to sit in
the car. How can you pass the time? Well, in our story, Sal
and her grandparents pass the time by telling stories.
5

Cross Curricular Activities: Math

Standard: 24. [5.G.2] Represent real-world and
mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation.
Objective: Students will demonstrate understanding of
plotting points on a graph when given a first quadrant
graph and correctly plotting six points.
Activity: Students will be given a set of coordinates and
a first quadrant graph. The coordinates will be various
locations on Sals road trip. Students will order the
locations and correctly plot each point.

NAME_______________________________

Sals Road Trip

Help Sal map out her trip to Idaho. Plot the following points on the
graph below.
Euclid, Ohio (5,10)

Lake Michigan (7,9)

Lewiston, Idaho (7,0)

Pipestone National Monument (5,7)

Old Faithful (6,2)

Badlands (6,4)

Cross Curricular Activities: Science

Standard: 4.) Describe forms of energy, including
chemical, heat, light, and mechanical.
Describing alternatives to the use of fossil fuels
Objective: Students will describe how hydroelectric
power can be used as an alternative to fossil fuel by
creating an invention a writing a paragraph.
Activity: Students will create their own inventions to
harness the power of Old Faithful. Students will design
and illustrate their inventions and describe their
8

inventions. Students will write a paragraph describing

how their invention will use hydroelectric power as an
alternative to fossil fuels.

Cross Curriculum: Art

Standard: 1.) Utilize the elements of art and principles of
design and the structures and functions of art to
communicate personal ideas.
Objective: Students will create drawings to represent a
characters soul from the book, students who complete a
drawing will be considered proficient.
Activity: Students will reread the section in chapter 21
when Sal and her classmates draw their souls. The
students will recreate the activity and draw their own
souls. They will compare the drawings and notice the
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similarities, just as Sal and her classmates did. Next, the

students will choose a character from the book and draw
that characters soul. Students will share their drawings in
small groups. What did you include in the characters
soul? Why?

Cross Curricular Activities: Music

Standard: 6.) Compose melodies and accompaniments
to songs, poems, stories, and dramatizations, using AB,
ABA, and rondo forms.
Objective: Students will create melodies to accompany
poems inspired by Walk Two Moons consisting of at least
10 lines to be considered proficient.
Activity: Students will work in pairs or groups of threes
to write an original poem inspired by Sal and her
mothers Native America heritage. Students will read
examples of Native American poems and then write their
own. After creating a poem at least 10 lines long,
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students wills compose music to accompany their poems.

They will use classroom instruments to create music,
sounds, and sound effects to accompany their poems.
After composing their music, students will share their
poems and music with the class.

Cross Curricular Activities: Social Studies

Standard: 3.) Distinguish differences among major
American Indian cultures in North America according to
geographic region, natural resources, community
organization, economy, and belief systems.
Objective: When given a worksheet, students will
determine important information about major American
Indian cultures with 100% accuracy.
Activity: Students will learn about the Native American
cultures located in Sals region. Students will learn about
the tribes culture, resources, economy, traditions, and
belief systems. Students will be assigned a tribe to
research. After completing the worksheet, students will
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be put into groups and students will share their

information with the other people in their group.

Name____________________________________

Describe A Tribe
Fill in the boxes with information about your tribe. Be
prepared to share what you learn!
Name of tribe

Region & Resources

the economy
What
did describe
theyDescribe
believe?
List and
traditions
12

Cross Curricular Activity: Technology

Standard: 10.) Use digital environments to collaborate
and communicate.
Objective: Students will create a weebly describing a
tourist location from Walk Two Moons that describes the
location, gives interesting facts, and includes at least
three pictures to be considered proficient.
Activity: Students will work in groups to research the
various tourist stops Sal and her grandparents visited on
their road trip. Each group will create a weebly to share
their research with the other students in their class. The
websites will inform others about the tourist location.
Information will include the location, interesting facts,
why people should visit, and why this location is worth
driving to. Students will include pictures and videos in
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their weebly. Students are encouraged to be as creative

as possible! These websites should inform, but also
convince tourist to stop by their tourist spot.

Visualization
For this novel study, students will practice visualizing by
completing a sketch to stretch activity. At the end of the
novel, Sal and her grandfather play a game in which they
pretend to put themselves in another persons shoes.
Empathy is a major theme of this novel and sketch to
stretch activities help students think more deeply about a
novels theme.
Students will discuss empathy in small groups. What
symbols or images come to mind when they think about
empathy and putting themselves in someone elses
shoes? Students will create individual sketches that
reflect what the theme of empathy means to them.
Students can use symbols, images lines, colors, and/or
words to represent their ideas. After finishing their
sketches, students will return to their small groups and
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share their drawings. Students from each small group will

share their sketch with the whole class.

Predicting
Students will be given a chart to act as their doubleentry journal. They will write their predictions in one
column, and write what happened in the other column.
This chart will be used multiple times during the novel
study. After reading, students will stop and write their
predictions at the intervals listed below. The students will
fill in the What happened column as they continue
reading. Students will discuss their predictions in partners
or small groups and explain what happened in the story
to make them make their prediction. Creating the chart
will allow students to question the text and think about
what could happen next. Walk Two Moons has a lot of
mysterious characters and situations, so I think they will
enjoy predicting what might happen next. This book lends
itself very well to predicting. The mysterious
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circumstances in both Phoebe and Sals stories leave

reading guessing and looking for clues while reading.
Predict:
What happened to Sals mother? Why did she leave?
(after reading chapter 6)
Why is the lunatic looking for Mrs. Winterbottom?
(after reading chapter 8)
Who is leaving the mysterious notes on Phoebes
door? (After reading chapter 9)
Why is Sals father spending time with Mrs. Cadaver?
(after reading chapter 11)
Why were the lunatic and Mrs. Winterbottom
together? (after reading chapter 37)
Will Sal make it to her mother by her mothers
birthday? (after reading chapter 40)
Name__________________________________________

Walk Two Moons: Making Predictions

In the My Prediction column, make predictions based on your
reading. After reading, fill in the What Happened column.

My Prediction

What Happened

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Summarizing
Students will practice summarizing is by completing
a story pyramid. This graphic organizer will help students
identify important information by organizing ideas and
parts of the story. This activity will help students recall
information like the setting and characters, as well as
more complex ideas such as problems and resolutions.

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Name____________________________________________

Walk Two Moons: Story Pyramid

Theme
Setting
Characters

Main Events

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Problem

Resolution

Questioning
To practice questioning skills, students will practice
asking thick and thin questions. Before beginning the
novel, the whole class could create a Think/Thin question
chart. Periodically, student could work together to ask
thick/thin questions after reading. This activity will help
students learn to ask thin questions (questions that are
easy to find) and thick questions (questions that are
longer, more in depth, and require discussion). After
coming up with questions in small groups or pairs,
students would trade questions with other groups and
answer their questions. This would help guide a whole
group discussion.

19

Name___________________________________________

Walk Two Moons: Asking Questions

After reading the chapter, work with a partner and write three thin
questions and two thick questions. Be prepared to trade
questions!

Thin Questions

THICK
Questions

20

Making Inferences
In order to practice making inferences, students will
complete the worksheet on the next page. To make
inferences, students need to find textual evidence to
support their thinking. Students need to base their
opinions/thinking/predictions on evidence from their
reading. Walk Two Moons leaves readers with lots of
questions, so students will need to find evidence to
support their thinking based on clues they picked up on
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while reading. In the story, Sal foreshadows (her mothers

death, Grams death, Mrs. Winterbottoms leaving of her
family) and these events could be predicting if students
make inferences based on what they have read.

Name____________________________________________

Walk Two Moons: Making Inferences

I think>>>
I

22

because..

What I read

Making Connections
Students would practice making connections by
creating a text to text, text to self, and text to world
chart. Identifying similarities (similar novels, similar
experiences) will allow students to link their new learning
with past experiences and prior knowledge. Making
connections encourages critical thinking because
students are analyzing new information and comparing

23

what they have learned with something they have

learned in the past.
In Walk Two Moons, Sal experiences loss in many
ways. Sal is an extremely relatable character for all
readers. We have all experienced loss, grief, uncertainty,
jealousy, confusion, and acceptance at some point in life.
I think students will be able to make text to self
comparisons with Sal.
A major theme of this book is empathy. It is
important for students to understand that we all have
different perspectives and life experiences. By making
text to world connections, students could think about
times when they have walked in someone elses
moccasins and thought about life in a different way. By
making this connection, students will understand the
importance of valuing others opinions and viewpoints.
Walk Two Moons is a very unique novel, but students
should be able to compare this novel to other stories they
have read in the past. Text to text connections allow
students to connect what they are reading to something
they read in the past. Students are adding to their
schemas when making these connections.

Name________________________________________
Walk Two Moons: Making Connections
Text to Text

24

Text to Self

Text to World

Determining Importance
Students will practice determining importance by
completing a GIST worksheet. This could be completed at
after various points throughout the story. This activity
allows students to summarize a book (or chapter) by
using w questions. This newspaper-style activity
teaches students to pull out the most important
25

information: who, what, when, where, why, and how.

Finding the gist will help students separate the important
from the unimportant. After answering the questions,
students write a summary of the chapter or book using
only 20 words. I think this activity will make students
consider what is actually important to the overall story
and what information is minor to the overall story.

Name_________________________________________

Whats the GIST?

Complete the questions chart by answering the questions in the
boxes provided. After answering the questions, write a 25 word
summary using the lines provided.

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Who?
What?
Why?
Where?
Why?
How?

Summary:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Name_______________________________
Walk Two Moons: Reading Guide
As you read, answer the following questions on your own
paper.
Chapters 1-5
How did Salamanca Tree Hiddle get her name?
27

 Why do you think Sals journey to Idaho with her

grandparents is important?
Why doesnt Sal want to know Mrs. Cadaver?
Compare and contrast Sals sets of grandparents.
Why does Phoebe think Sal is brave?
Chapters 6-10
How does Sal describe Mrs. Winterbottom? Mr.
Winterbottom?
How did Sal feel after her mother left? Why did she
feel this way?
Describe Mary Lou Finneys family.
Who do you think the lunatic is?
Why doesnt Gram like the term Native American?
Chapters 11-15
What do you think the mysterious message means?
Why do you think Sal flinches when others touch her?
How does Sal describe Mrs. Cadaver?
What does Mrs. Winterbottom mean by a tiny life?
Why did Tom Fleet stay in the hospital?
Chapters 16-20
What is a singing tree?
How does Sal describe her father?
Why doesnt Mrs. Winterbottom tell Mr. Winterbottom
about the lunatic?
What did Sal write about in her journal? How did her
classmates react?
Chapters 21-25
How did Sal feel about Phoebes mother leaving?
Why does Phoebe lie about her mothers
whereabouts?
How are the Winterbottoms managing without their
mother?
28

 How does Phoebe respond to her mothers

disappearance?
Why might Sal be afraid of pregnant women?
Chapters 26-30
How is Mr. Winterbottom responding to his wifes
disappearance?
Describe the story of Pandoras Box.
What does Sal mean when she says, we couldnt
own our mothers?
How did Sal and Phoebe react to the poem?
Why did Sal defend Phoebe in the police station?
How do you think this made Phoebe feel?
Chapters 31-35
How are Mrs. Cadaver, Mrs. Partridge, and Mr.
Birkway connected?
What did Sal see on the police officers desk?
What was the next mysterious message left on the
Winterbottoms porch?
What happened when Mr. Birkway read Sals journal?
Chapters 36-40
What surprising event did Sal and Phoebe witness at
the end of chapter 36? How did they react? How did
you react?
Describe Sals interaction with Ben and his mother.
How do the Winterbottoms prepare for Mrs.
Winterbottoms return?
Compare and contrast Mrs. Winterbottoms new look
with her old look.
Who is Mike?
Chapters 41-44
Who was leaving the messages? Why?
What happens to Gram? How does Gramps react?
29

Why did Sal drive to the overlook?

Where did the sheriff take Sal?
Why did Gram and Gramps take Sal to Idaho?
What do you think the authors message was in
chapter 44?
What did you think of the end of the book? Did you
like the ending? Why or why not?

Writing Connection

For a writing assignment, students will put

themselves in someone elses moccasins. Students will
research a famous historical figure and write an essay
from that persons point of view. Students will use books
and online articles to find information about their person.
30

Students will practice note taking skills and actively read

their resources. Students will synthesize their sources and
write a paper from their persons point of view.

Prewriting:
Read resources and use graphic organizer to take notes

31

Drafting:
Students will write their first draft.
32

 Paragraph one: Introduce person, include

birthday/birthplace, why this person is
remembered
Paragraph two: describe two hardships and two
successes this person experienced in his/her
lifetime.
Paragraph three: what impact did this person
have? What legacy did he/she leave behind?

Revising:
33

The teacher will have conferences with students to revise

their writing.

34

Editing:
Student will edit their papers using an editing checklist

Publishing:
35

Students will type a final copy of their paper

Genre Web
36

The
Sisterhood of
the Traveling
Pants by Ann
Brashers

Walk Two
Moons by
Sharon
Creech

Theme: Travel
Picture Me
Gone by
Meg
Rosoff

From
Norvelt to
Nowhere
by Jack
Gantos
Around the
World in
100 Days
by Gary
Blackwood

Poetry
The Tide Rises, the Tide Falls
37

By Henry Wadsworth Longfellow

The tide rises, the tide falls,
The twilight darkens, the curlew calls;
Along the sea-sands damp and brown
The traveller hastens toward the town,
And the tide rises, the tide falls.
Darkness settles on roofs and walls,
But the sea, the sea in the darkness calls;
The little waves, with their soft, white hands,
Efface the footprints in the sands,
And the tide rises, the tide falls.
The morning breaks; the steeds in their stalls
Stamp and neigh, as the hostler calls;
The day returns, but nevermore
Returns the traveller to the shore,
And the tide rises, the tide falls.
This is the poem that Sal and her classmates read at
school. Sal and Phoebe both have strong reactions. The
poem relates to the novels themes of travel and change.

Weekly Schedule
Week 1: Introduction, Chapters 1-5
Making Predictions worksheet
38

 Vocabulary: peculiar (synonym/antonym T chart)

Week 2: Chapters 6-10
Making Predictions worksheet
Vocabulary: diabolic and shrapnel (vocabulary four
square)
Week 3: Chapters 11-15
Making Predictions worksheet
Vocabulary: tinkering (skit)
Week 4: Chapters 16-20
Asking Questions: Thick/thin questions
Vocabulary: warble (word poster)
Week 5: Chapters 21-25
Making Inferences: Why did Mrs. Winterbottom
leave?
Vocabulary: malinger, ornery (vocabulary four
square)
Week 6: Chapters 26-30
Whats the GIST? Phoebe and Sals trip to the police
station
Vocabulary: omnipotent (synonym/antonym T chart)
Week 7: Chapters 31-35
Making Connections
Vocabulary: geyser (word map)
Week 8: Chapters 36-40
Making Predictions worksheet
Story Pyramid: Phoebes Story
Vocabulary: fiend (word map)
Week 9: Chapters 41-44, Closing
Making Predictions worksheet
Sketch to Stretch activity: Empathy
Closing activity

Vocabulary

39

Week 1: peculiar
Students will create a synonym/antonym T chart
NAME__________________________________________

Peculiar
Use the word in a sentence:

Synonyms

Antonyms

Week 2: diabolic, shrapnel

Students will complete a vocabulary four square

40

Week 3: tinkering
Students will work in groups of three or four and create a
short skit that incorporates the word tinkering. Students
41

are encouraged to be as creative and original as possible.

The groups will share their short presentations with the
class
Week 4: warble
Students will create word posters using the word warble.
Groups of three or four students will be given a piece of
chart paper. Students will work together to brainstorm
ideas, then they will write the word warble in the center
of the paper and write, draw, illustrate, etc. anything to
represent the word.
Week 5: malinger, ornery
Students will complete vocabulary four square activities
for each word. Students will define the vocabulary word in
their own words, use the word in a sentence, write a
synonym, and draw a picture to represent the word.

Week 6: omnipotent
NAME__________________________________________
42

Omnipotent
Use the word in a sentence:

Synonyms

Antonyms

Week 7: geyser
Students will create word maps
NAME___________________________________________
43

Related Words

Geyser

Meanings

Week 8: fiend
Students will complete a Frayer model worksheet

44

Closing
45

To close the study, students will work in groups to walk in

one of the characters moccasins. Each group will be
assigned a character (Sal, Phoebe, Mrs. Winterbottom,
Gram, Gramps, Sals father, Mrs. Cadaver). Students will
work together to write a summary of their characters role
in the story from their characters point of view.
Summaries will be written in first person. Each group will
also search the internet and find a pair of shoes that
represents their character and explain why they chose
those particular shoes to represent their character. Each
group will share their shoes and their summary with the
class.

Final Project
46

Walk Two Moons Tic Tac Toe

Students will choose three in a row to complete for their

final project.

Create a
postcard to
advertise Walk
Two Moons.
Illustrate one
side and write a
brief summary
on the other

Write a letter to
Sal from Sals
fathers point of
view explaining
why he and Sal
are moving to
Ohio

Write journals
entries from
Phoebes
Student choice!
perspective.
Idea must be
How did she feel
approved by
when her mother
teacher
left?

Create a Venn
diagram
comparing and
contrasting
Phoebes family,
Sals family, and
the Finney
family.
Research the
origins of at
least three of
Gramps and
Grams
interesting
phrases and
idioms

47

Use
roadtrippers.com
to map out Sals
route. Mark each
stop along the
way from Ohio to
Idaho.

Research on of
the stops on
Sals road trip.
Create a poster
advertising the
location to
tourists.

Write a story
based on or
inspired by one
of the messages
from Mrs.
Partridge

Name__________________________________
Walk Two Moons: Summative Assessment
Circle the letter next to your answer (2 points each)
1. Which message was NOT left on Phoebes from
porch?
a. You cant keep the birds of sadness from flying
over your head
b. In the course of a lifetime, what does it matter?
c. An apple a day keeps the doctor away
2. Where did Sal grow up?
a. Allentown, Pennsylvania
b. Bybanks, Kentucky
c. Atlanta, Georgia
3. Why does Sals father let her go on the trip with her
grandparents?
a. He wants her to bond with her grandparents
b. He doesnt want to spend time with Sal
c. He does not think Gram and Gramps can read
maps
4. Who is Mike?
a. A boy is Sals class
48

b. Mrs. Cadavers brother

c. Mrs. Winterbottoms son
5. Where are Sal and her grandparents going?
a. Nevada
b. Utah
c. Idaho
Short Answer (5 points each)
1. Compare and contrast Phoebes story and Sals story.
How are they alike?

How are they different?

2. Compare and contrast Mrs. Winterbottom and

Chanhassen
How are they similar?
How are they different?

Essay (10 points)

49

Explain the phrase dont judge a man until youve

walked two moons in his moccasins.

KEY
1.
2.
3.
4.
5.

C
B
A
C
C

How are the stories similar? Both girls lost their mother,
both girls deal with the loss of their mother, both girls are
confused about why their mother left
How are they different? The stories have different
endings; Sals mother is dead and Phoebes mother
returns
How are Sugar and Mrs. Winterbottom similar? They both
leave their families to find themselves, they both use
written correspondence (notes and postcards).
How are they different? Phoebes mother returns home.
Sugar lost her baby does not return.

50

Essay: this phrase means put yourself in someones shoes

and look at life from their perspective, show empathy to
others, think about life from anothers perspective before
passing judgement

Additional Resources
Videos:
60 Second Book Review:
https://www.youtube.com/watch?v=8edW3IeaHuY
Book Trailer: https://www.youtube.com/watch?
v=2gK5gCBBOYk
About Sharon Creech:
http://www.sharoncreech.com/meet-sharon-creech
Greek Mythology
Pandora by Robert Burleigh

51

 Greek Myths for Young Children by Jenny Tyler

Information about Old Faithful/geysers P

Old Faithful Live Webcam

52

 http://www.nps.gov/features/yell/webcam/oldFaithfulS
treaming.html

Native American Sayings

http://www.legendsofamerica.com/na-proverbs.html
Terminology: Native American vs. Indian
http://www.learnnc.org/lp/editions/nc-americanindians/5526
Crazy Horse Memorial

53

 http://crazyhorsememorial.org/

Poetry in Walk Two Moons

the little horse is newlY
Born)he knows nothing,and feels
everything;all around whom is
perfectly a strange
ness(Of sun
light and of fragrance and of
Singing)is ev
54

erywhere(a welcom
ing dream:is amazing)
a worlD.and in
this world lies:smoothbeautifuL
ly folded;a(brea
thing a gro
Wing)silence,who;
is:somE
oNe.
--e. e. cummings
Empathy
How Do I Walk in Your Shoes? By Susan Debell

Resources
http://www.liferichpublishing.com/AuthorResources/General/5Step-Writing-Process.aspx
http://wvde.state.wv.us/strategybank/GraphicOrganizersforSumm
arization.html
http://www.orrt.org/teachers/lesson4.PDF
http://www.poetryfoundation.org/poem/173917
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http://www.webenglishteacher.com/walk-two-moons-lessonplans.html
https://readersareleaders2014.wordpress.com/the-road-trip-walktwo-moons/
https://www.pinterest.com/teachervision/sharon-creech-teachingideas/
http://www.sharoncreech.com/teach-creech
http://www.sharoncreech.com/pdfs/SharonCreech_TG_WalkTwoMo
ons.pdf
http://www.ala.org/offices/resources/walktwomoons

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