Two Steppin' To Texas

There really are two sides to every story! Seventh graders analyze various texts and media types to compare and contrast how perspective is conveyed. The fourth and fifth days of the unit focus on learners writing first drafts of a...

Learners read "Long Walk to Freedom" by Nelson Mandela, review vocabulary, and prepare for a critical textual analysis. After reading, they complete a chart on Mandela's life.

Five days of lesson planning, done. Seventh graders develop strong cross textual and cross media analysis skills while learning about the Vietnam Era. They view a video and discuss the Vietnam War, explore vocabulary, compare two texts...

Is Phoebe a good friend to Sal or not? After reading chapters twenty-five and twenty-six of Walk Two Moons, class members use the provided graphic organizer to develop an argumentative piece. Writers must decide if the two main...

As an introduction to Sharon Creexh's Walk Two Moons, a volunteer dons a pair of boots and walks about the classroom.Observers then ponder the axiom, Don't judge a man until you've walked two moons in his moccasins. Their collaborative...

Story chains connect literary concepts, reinforce context clues, and even help learners predict what's coming next! Using words from the next chapter of Sharon Creech's Walk Two Moons, middle schoolers craft story chains to determine...

Readers are sure to increase their vocabulary in no time by using this graphic organizer. Individuals copy a sentence used in the novel Walk Two Moons, define the vocabulary word, write six possible synonyms for the word, and then create...

Learners can become familiar with one of Aesop's fables with this resource. They read the fable and then answer two questions—one directly about the content of the fable and the other about a main idea in the fable and how it relates to...

Use this question and answer worksheet as an assignment for Sharon Creech's Walk Two Moons. The questions listed support better comprehension and critical thinking of chapter seventeen.  

What was the most beneficial policy for nineteenth-century African Americans: to stay in the United States and work for freedom, or to immigrate to a new place and build a society elsewhere? Your young historians will construct an...