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. |
How Tos about Mapping Setting in Walk Two Moons
Easily Integrate Literary Setting Maps into Other Subjects
Expand your lesson by connecting students' setting maps to social studies or geography. Linking literature to other subjects deepens understanding and makes learning more meaningful.
Prepare materials for an interdisciplinary mapping activity
Gather blank maps, colored pencils, and research materials about U.S. geography and culture. Having these ready helps students make richer connections between Sal’s journey and real-world places.
Guide students to research each location’s historical or cultural significance
Assign each student or group a stop on Sal’s journey to investigate. Encourage looking up fun facts, historical events, or cultural landmarks to bring each setting to life beyond the book.
Facilitate group sharing to compare discoveries
Host a brief class discussion or gallery walk where students share what they learned about their assigned locations. This fosters engagement and helps students see the diversity of settings in Sal’s journey.
Reflect on how setting influences story events
Prompt students to analyze how each place may have shaped Sal’s experiences or decisions. This reflection helps build deeper literary understanding and critical thinking skills.
Frequently Asked Questions about Mapping Setting in Walk Two Moons
What is the setting map activity for Walk Two Moons?
The setting map activity for Walk Two Moons involves students tracing Sal's journey across the United States by marking key locations from the story on a blank U.S. map. Students add symbols and scenes for each stop and may also create a postcard highlighting one special place from Sal’s travels.
How can students create a map of Sal’s journey in Walk Two Moons?
Students can create a map of Sal’s journey by using a blank United States map template, adding symbols or drawings to represent each place visited, and labeling these locations in a key. This visual helps them identify and remember the novel’s different settings.
What places did Sal visit in Walk Two Moons?
Sal visited several places including Bybanks, Kentucky; 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.
How do you write a postcard from Sal’s point of view for this lesson?
To write a postcard from Sal’s point of view, choose a place she visited, draw or describe the scene on the postcard, and write a short message as if Sal is sending it to someone back in Euclid, OH—like her dad, Phoebe, or Ben—sharing her thoughts or experiences at that location.
Why is mapping the setting important when teaching Walk Two Moons?
Mapping the setting helps students understand the importance of place in the story, visualize Sal's cross-country journey, and connect events to specific locations. It deepens comprehension by making the narrative more interactive and memorable.
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