Activity Overview
The setting of a story is the location and time, or the where and when. Settings often play a crucial role especially in the case of historical fiction or when there are multiple places as is the case in the book Walk Two Moons. Students will create a map of Sal's journey in order to identify the different settings in the book. They can trace the route that she and her grandparents traveled throughout the United States. The template provides a blank map of the United States and students are invited to add symbols and scenes to indicate where Sal stopped along the way out west from Bybanks, Kentucky to Idaho. Students may use the postcard side of the template to choose one place on Sal's journey to highlight. They may create a scene, write a description of the place below the picture and then write a postcard from Sal's point of view to someone back in Euclid, OH. She could write to her father, Phoebe, Ben, or another character. Places Sal visited: Chicago, IL, Madison Wisconsin, Wisconsin Dells, Pipestone National Monument, MN, Badlands, SD, Mount Rushmore, SD, Old Faithful, WY, Coeur d'Alene, ID and Lewiston, ID.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard identifying the different settings in the book Walk Two Moons.
Student Instructions:
- Click "Start Assignment".
- Identify the different places Sal visited on her journey cross-country in Walk Two Moons.
- Add symbols to the map and correspond them to the key by writing the place names in the key.
- On the Postcard, highlight one of your favorite places that Sal visited.
- Create a picture on the postcard using appropriate scenes, characters and items and label it with the place name
- Write a postcard from Sal's point of view to someone back home in Euclid, OH. Sal could write to Phoebe, Ben, her dad or someone else.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 20 Points | Emerging 15 Points | Beginning 10 Points | |
|---|---|---|---|
| Setting Description | The student effectively describes the setting by identifying the place, time, and atmosphere. | The student describes two elements of the setting. | The student describes only one aspect of the setting. |
| Role of Setting | The student effectively identifies how the setting contributes to the development of plot, characters, mood, and theme. | The student is able to identify how the setting contributes to the development of two aspects of the novel: plot, characters, mood, or theme. | The student is able to identify how the setting contributes to the development of one aspect of the novel: plot, characters, mood, or theme. |
| Shifts in Setting | The student identifies how the setting shifts and the effect this change has on plot, character, mood and theme development. | The student is able to identify how the setting shifts, and the effect this shift has on two aspects of the development of the novel (plot, character, mood, or theme). | The student is able to identify how the setting shifts, and the effect this shift has on one aspect of the development of the novel (plot, character, mood, or theme). |
| Appearance | Final product contains accurate visual depictions of setting and characters. | Final product demonstrates an effort to accurately portray settings and characters though some aspects are confusing and/or inaccurate. | Final product contains irrelevant images. |
| Spelling, Grammar, Punctuation | Final product is free of spelling, punctuation and grammatical errors. | Final product contains up to three errors in spelling, punctuation, or grammar that do not alter the meaning of the text. | Final product contains more than three errors in spelling, punctuation, or grammar. |
Activity Overview
The setting of a story is the location and time, or the where and when. Settings often play a crucial role especially in the case of historical fiction or when there are multiple places as is the case in the book Walk Two Moons. Students will create a map of Sal's journey in order to identify the different settings in the book. They can trace the route that she and her grandparents traveled throughout the United States. The template provides a blank map of the United States and students are invited to add symbols and scenes to indicate where Sal stopped along the way out west from Bybanks, Kentucky to Idaho. Students may use the postcard side of the template to choose one place on Sal's journey to highlight. They may create a scene, write a description of the place below the picture and then write a postcard from Sal's point of view to someone back in Euclid, OH. She could write to her father, Phoebe, Ben, or another character. Places Sal visited: Chicago, IL, Madison Wisconsin, Wisconsin Dells, Pipestone National Monument, MN, Badlands, SD, Mount Rushmore, SD, Old Faithful, WY, Coeur d'Alene, ID and Lewiston, ID.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard identifying the different settings in the book Walk Two Moons.
Student Instructions:
- Click "Start Assignment".
- Identify the different places Sal visited on her journey cross-country in Walk Two Moons.
- Add symbols to the map and correspond them to the key by writing the place names in the key.
- On the Postcard, highlight one of your favorite places that Sal visited.
- Create a picture on the postcard using appropriate scenes, characters and items and label it with the place name
- Write a postcard from Sal's point of view to someone back home in Euclid, OH. Sal could write to Phoebe, Ben, her dad or someone else.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 20 Points | Emerging 15 Points | Beginning 10 Points | |
|---|---|---|---|
| Setting Description | The student effectively describes the setting by identifying the place, time, and atmosphere. | The student describes two elements of the setting. | The student describes only one aspect of the setting. |
| Role of Setting | The student effectively identifies how the setting contributes to the development of plot, characters, mood, and theme. | The student is able to identify how the setting contributes to the development of two aspects of the novel: plot, characters, mood, or theme. | The student is able to identify how the setting contributes to the development of one aspect of the novel: plot, characters, mood, or theme. |
| Shifts in Setting | The student identifies how the setting shifts and the effect this change has on plot, character, mood and theme development. | The student is able to identify how the setting shifts, and the effect this shift has on two aspects of the development of the novel (plot, character, mood, or theme). | The student is able to identify how the setting shifts, and the effect this shift has on one aspect of the development of the novel (plot, character, mood, or theme). |
| Appearance | Final product contains accurate visual depictions of setting and characters. | Final product demonstrates an effort to accurately portray settings and characters though some aspects are confusing and/or inaccurate. | Final product contains irrelevant images. |
| Spelling, Grammar, Punctuation | Final product is free of spelling, punctuation and grammatical errors. | Final product contains up to three errors in spelling, punctuation, or grammar that do not alter the meaning of the text. | Final product contains more than three errors in spelling, punctuation, or grammar. |
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