Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
The pre-writing organizer 'A Memory' asks students to 'Briefly describe the memory' and to list who was involved and what feelings it evokes, prompting students to introduce a topic and gather related details. The organizer's sections (Who was involved? What feelings? Why does this memory stand out? What did you learn?) require students to group related ideas for their writing. Activity 2 directs students to write an account of a memory (or write freely for advanced writers), giving practice composing a focused piece. The Skills section states students will 'use oral and written language to present information in a sequenced, logical manner,' supporting organization.
Lesson 3
Winter Days and Winter Nights
Students are asked to answer journal and discussion questions, including QUESTION #3 ("Do you enjoy the winter? Why or why not?"), which prompts them to state an opinion and provide reasons. The lesson lists the skill "Use planning strategies to organize ideas," and several activities (compare/contrast charts and the Homes Today and Yesterday drawing plus similarity/difference lines) require students to collect and group related information about topics in the text. Students also practice writing chores and responsibilities next to family members, which involves organizing information by category.
Lesson 5
Christmas
Students are asked to plan and write three short paragraphs using the "Christmas at My House" graphic organizer that includes fields for Main Idea, Topic Sentence, supporting Details, and a Concluding Sentence. The lesson directs students to compose a draft of preliminary plans that conveys major ideas and maintains focus on a topic and to write paragraphs with topic sentences, supporting details, and logical sequence. Students are also taught to use transitional words and to group related ideas by paragraph (options specify three organized paragraph topics: traditions, food, gifts).
Lesson 6
Sundays and Two Big Bears
Students are asked to identify and state an opinion when they discuss which day of the week is their least favorite and why. Students write a five-senses poem titled "Least Favorite Day of the Week" that expresses what they do not like about that day. The Student Activity Page organizes lines by the five senses (look, smell, feel, taste, sound), which requires students to group related sensory ideas.
Lesson 7
The Sugar Snow
Students are asked to state and support an opinion in QUESTION #1 (Do you think Laura was happy to see the new snow? Why or why not?), which requires them to give a judgment and a reason. Students practice organizing ideas in sequence by cutting out and ordering the steps Grandpa took to make maple syrup (Maple Sugar Farming, Option 1) and by creating a recipe card with step-by-step directions (Maple Sugar Recipe). Students are also prompted to summarize the chapter, which asks them to put events into a coherent sequence or overview.
Lesson 9
Going to Town
The lesson asks the child to state which character he feels most similar to and to give examples to support his answer (Wrapping Up and Activity 3). Students are asked to describe differences between Laura and Mary, list five adjectives for each, and explain why they identify with one sister (Activity 3). The Life Application asks the child to write about a visit to a historic place and to describe why it is an important part of the community's history, which prompts a written explanation with reasons.
Lesson 10
Summertime and Harvest
Students are prompted to give and justify opinions in comprehension questions (e.g., "Do you think Charley deserved to be stung by yellow jackets? Why or why not?" and "Did you like the song that Pa sang…? Why or why not?"). Students are asked to write paragraphs in Activity 3 Option 2: one describing the interdependence between bees and flowers and a second describing what the world would be like if bees disappeared. Activity 4 asks students to plan and write an original story by answering scaffolded questions (main character, setting, who is lied to, what happens), which requires grouping story details into related parts.
Lesson 11
Finishing the Book
The organizer directs students to write a multi-paragraph letter with defined paragraph roles (who you are; jobs and roles; entertainment and hobbies; environment), which requires students to introduce themselves and group related ideas. The rubric and directions explicitly require formal letter format, paragraph clarity, and that each paragraph focus on one idea. Skills and activities require students to compose a draft that conveys major ideas and maintains focus, then revise and produce a final copy, so students practice organizing and developing written content.
Final Project
Pioneer Family Night
Students are asked to choose two to three favorite book sections, practice reading them aloud, and explain why they are their favorites, which requires stating a preference and giving reasons. The activity pages prompt students to explain how pioneers used natural resources and to explain the significance of music, dance, and storytelling, which asks students to present and support ideas. The skills list includes using oral and written language to present information in a sequenced, logical manner, and the Student Activity Pages provide lined spaces where students can write notes or responses.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
Students are asked to discuss why Native Americans and settlers might have been upset with one another, prompting them to generate reasons for each perspective. Students are asked to write a paragraph describing whether they would have wanted to be a settler or a Native American during this time period, which requires stating a personal position. The Skills section lists composing a variety of literary genres and responding to text by reflecting on learning, which supports student writing and reflection activities.
Lesson 2
Alone
Students are directed to answer three or four chapter questions in a journal, including Question #4 which asks for their opinion on whether Matt's father should have left him alone and asks them to explain why, prompting students to state an opinion and give reasons. Students engage in discussions that ask for their judgments (e.g., whether they will enjoy the book, comparing Matt's responsibilities to their own), which provides practice stating and verbally supporting opinions. Students complete Character Timelines where they record and group words or phrases about a character's feelings, attitudes, and actions over time, practicing organizing related ideas about a text.
Lesson 4
A Treaty
Students are asked to choose two books and explain why (Question #7), which requires stating a preference and giving reasons. Students are asked to infer how Attean felt and provide evidence (Question #4), which asks them to state an opinion about a text and support it. In Option 2 of "The ABCs," students must write a lesson plan with a materials list, three activities, and a conclusion, which requires organizing related ideas into a structured plan.
Lesson 5
A Story
Students are asked to write journal responses explaining why Matt identifies with Robinson Crusoe and why Attean reacts strongly to Friday's portrayal, which requires them to state a viewpoint and give reasons. The lesson also asks students to answer questions such as "Why do you think Attean did not like the idea of Matt teaching him to read?" and to describe differences between groups and changes in interactions with the environment, prompting written explanations. Students record how they would use island resources on the activity page, which requires them to describe choices and reasoning in writing.
Lesson 6
The Beaver
The lesson asks students to answer journal/discussion questions and specifically prompts an opinion response in Question #7 ("Why do you think the story is called The Sign of the Beaver?"). The Comparing Stories activity requires students to use a Venn diagram to organize related ideas into grouped sections for similarities and differences. The Beaver Research activity has students locate and record information about beavers and explain why beavers use trees to make dams, which prompts students to gather facts that could support a position.
Lesson 7
Real Life Learning
Students are asked in the Wrapping Up section to state whether they have more book smarts or common sense and to explain why, which prompts them to state an opinion and give reasons (oral or in a journal). Students make a "Rules of the Forest" book in Activity 3 where each page holds a rule and illustration, which has them group related ideas on discrete pages and organize content. The vocabulary memory game also requires students to use words in a sentence when they get a match, giving additional brief practice in producing written statements with supporting language.
Lesson 9
Attean's Past
Students answer selected journal questions about Chapters 17 and 18, producing written responses that engage with the text. Students complete the "Stereotypes" activity page, answering guided questions about how groups view one another and describing a stereotype they have observed or held. Students fill in Character Timelines and describe/illustrate a devised method for keeping track of time, demonstrating practice in organizing information and explaining ideas in writing.
Lesson 11
A Choice
The lesson asks students to answer opinion-style questions such as "Would you have gone with Attean and his grandfather? Why or why not?", which prompts students to state a position and give reasons. The Skills list explicitly notes that students should "Support interpretations or conclusions with examples from text," and the Reflecting activity asks students to write about favorite, scariest, saddest, and happiest parts in their journal, prompting personal responses tied to the text. The Character Interview activity has students develop and respond to interview questions, requiring them to compose written responses grounded in the story.
Lesson 12
Persuasive Writing
Students are asked to list advantages for Matt going with Attean and advantages for Matt staying at the cabin (Activity 1), which has them group related ideas on each side of a page. Students must decide which option is best and then write a persuasive letter or speech to Matt that "must include the three best reasons" and provide support for each reason (Activity 2). The included rubric explicitly asks whether the letter/speech addresses Matt, provides three reasons, and provides support for all three reasons, and it prompts revision into a final copy (Activity 3).
Lesson 13
The Return
Students are asked to report whether they would recommend the novel and to explain why or why not, which prompts them to state an opinion and give reasons. The lesson directs students to use three or four of the provided questions in a journal, promoting written responses about the text. Wrapping-up prompts ask students to describe what they enjoyed and whether they liked the ending, encouraging evaluative statements and supporting details.
Final Project
The Sign of the Beaver Movie
Students are asked to write a movie synopsis (6–8 sentences) and use a rubric that focuses on descriptive language, setting, and main characters, which requires drafting, revising, and producing a final copy. Students create a one-sentence movie poster tagline and are prompted to practice and finalize that sentence. Students are prompted verbally at the end to explain why people would want to see the movie and why audiences would enjoy it, which asks them to give reasons supporting a viewpoint. The skills list instructs students to compose drafts that convey major ideas, maintain focus, and identify purpose and audience (with assistance).
Unit 3: Native American Animal Stories
Lesson 2
People and Animal Stories
Students are prompted to state preferences and reasons in activities such as choosing an animal emblem and explaining why and selecting which story is their favorite and why. Students complete organizational graphic organizers (story map, Venn double-bubble, Elements of Culture chart, and the four-box fold) to group related ideas about stories, characters, and cultural elements. Activity 7 directs students to record story title, animal, animal's importance, and what people learned in separate boxes, which asks students to organize information by topic.
Lesson 3
The Natural World
Students are asked to compare the mythical and scientific explanations for the fawn's spots and to state which explanation they prefer and why, which prompts them to give an opinion and reasons. Students complete an "Elements of Culture" chart that groups related cultural information into columns, showing practice in organizing related ideas. Students are asked to write in a journal the problem and solution for each myth and to write short puppet-show scripts, which require ordering ideas and composing short written passages.
Lesson 5
Legends from Other Cultures
Students complete a double-bubble map on the "Creation Stories" page comparing Pan Gu and "Silver Fox and Coyote Create the Earth," which has students group and organize details about each text. Students answer journal questions and summarize stories (Brazilian tale and African tale), practicing written responses about characters, events, and lessons. In Activity 1, students select three animals and describe the lesson a human could learn from each, requiring them to state an interpretation about the animals' meanings.
2: Force and Power
Unit 1: Ben and Me
Lesson 3
Swimming
Students are asked to invent a new swimming apparatus and then write either a descriptive paragraph intended as an advertisement or a script for a commercial (Activity 3, Options 1 and 2). The lesson tells students to look through magazine advertisements and discuss the language used, and to discuss types of words and phrases for commercials, which supports persuasive writing and audience awareness. The Skills section explicitly states students will "Write in different forms for different purposes and audiences."
Lesson 4
Electricity
Students are asked in Question #2 to judge Amos's action (right or wrong) and explain why, which requires them to state an opinion and give supporting reasons. Activity 3 directs students to write a first-person paragraph about a personal vision, which asks them to produce a focused piece of writing on a topic. The skills list includes "Use writing to express ideas," and journal questions are assigned, giving students opportunities to write responses that could include opinion and supporting information.
Lesson 5
Electrifying
Students answer journal questions that require opinions and reasons (e.g., "Why do you think Ben thought it was important...", "Do you think it was wrong for Ben to deceive Amos? Why or why not?", "Do you think he used his influence...?"). Students write factual/fictional entries and a first-person account of flying the kite, recording events and feelings in a journal. Students respond to the Experiment with Lightning questions, explaining why they think the effect occurred, and discuss in wrap-up whether Franklin's actions were fair or unfair.
Lesson 7
France
Students are asked to answer evaluative journal questions such as "Why do you think Ben was in no rush to return to the colonies?" which requires stating an opinion and giving reasons. Students are asked to "devise a plan" and "write out a step-by-step plan" for rescuing the children, which requires organizing related steps and ideas in a clear sequence. The skills list includes "Write in different forms for different purposes and audiences" and "Write to record ideas and reflections," indicating opportunities for written responses.
Lesson 8
Amos's Account
Students are asked to name an event or accomplishment and list ten facts about it and five ideas, thoughts, opinions, and feelings Amos would have had, which prompts them to generate content and an opinion-based perspective. The lesson directs students to record the sequence of events and to use transitional words (first, then, after that, next, lastly, finally) to make order clear. A three-paragraph sample outline (lead-up, event, outcomes) and a rubric that checks for clarity of paragraph descriptions and logical order guide students to organize related ideas into grouped sections.
Lesson 9
The Rescue
Students are asked in Question #5 to choose which of Amos's accomplishments was greatest and explain why, which requires stating an opinion and giving reasons in a journal response. In Activity 2 (Ben and Amos Bags) students list words and details in labeled categories (e.g., 'uses of power,' 'personality') and place representative items in each bag, which requires grouping related ideas into organized categories. The Skills list includes "Share written and oral products," indicating students will produce and present written responses.
Lesson 10
Back Home
Multiple discussion questions ask students to state opinions and give reasons (e.g., "Do you think Amos should stay home or continue to accompany Ben? Why?" and "Would you recommend this book to a friend? Why or why not?"). The "Ben's Maxims" activity requires students to interpret each maxim, record an adult's interpretation, and write their own maxim and interpretation, which asks students to formulate and explain their position. The "Elements of Historical Fiction" page asks students to fill examples under labeled categories (Characters, Setting, Plot, Theme, Descriptions), which has students group related ideas under organizational headings.
Final Project
An Interview or Party for Ben
Students write ten interview questions and answer them in character, which requires composing focused prompts and responses about Ben Franklin's life. Students write two of Ben's maxims and explain why each is important, and students explain why a chosen gift would be appropriate—tasks that require giving reasons. Students prepare a card thanking Ben for ways he used his power and intelligence and write a themed song about his influence, which ask students to produce written statements tied to a clear topic.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
Students are asked in Activity 1 to describe a battle between good and evil and state which side ultimately won, which requires taking a position about a topic. Activity 3 Option 2 asks students to brainstorm five or six important details and then write a short newspaper article about C.S. Lewis, engaging students in planning and drafting a focused piece. The Skills section includes 'Compose a draft that conveys major ideas and focuses on a topic,' indicating practice in drafting focused writing.
Lesson 3
Always Winter and Never Christmas
Students are asked to answer journal questions such as Question #1 (Why do you think Edmund lied?) and Question #6 (Do you think the siblings should have stayed in Narnia or gone back home? Why?), which require stating an opinion and giving reasons. The directions note that teachers should "identify the questions to use in discussion and those you want your child to answer in his journal," indicating students will write responses about the text. Activity 1 asks students to list and illustrate examples of good vs. evil from the chapters, prompting them to select and support a viewpoint about events or characters.
Lesson 4
The Lion
Students are asked in Activity 3 to write a paragraph or song describing an animal and to answer specific questions including "Is your animal good or evil?" which requires them to state a position. Activity 2 directs students to record words and phrases that describe a lion in a chosen story and then use a Venn diagram to compare that lion to Aslan, which has students group related descriptive ideas. Activity 1 asks students to list and illustrate an example of good vs. evil, prompting them to select and express a stance about characters or events.
Lesson 5
A Disappointment
Students are asked in Question #7 to choose which gift was best and explain why, requiring them to state an opinion and give reasons in their journal. Multiple activities ask students to write sentences describing villains and how they use power, and the life-application asks students to record names of villains and write a sentence describing each, which elicits judgments and brief justification. The directions also assign three or four questions for the child to answer in a journal, providing opportunities for short written responses that may include reasons supporting a point of view.
Lesson 6
A Gift from Father Christmas
Students are directed to plan and write a three-paragraph draft with each paragraph focused on a specific idea: paragraph 1 (the problem/conflict), paragraph 2 (how the gift was received), and paragraph 3 (description of the gift and how it can be used for good). The Student Activity Page asks students to record ideas in boxes and the rubric asks whether paragraphs stayed focused on main ideas, which guides students to group related ideas. Revision and rubric criteria ask students to make ideas interesting and check grammar and vocabulary, supporting clearer expression and organization of their writing.
Lesson 7
Spring
Students are asked to write a letter to a chosen hero that "tell[s] the person why he or she is a hero and give[s] examples of heroic deeds," which asks them to state an opinion and support it with examples. Students also answer guided journal questions (Who is the person? What does the person do? What makes the person a hero? Why do you think he or she deserves an award?), which prompt them to collect reasons and details about their topic. Students may present an award and "explain why he is awarding it," which requires them to give reasons to support their evaluation of the person as a hero.
Lesson 8
Deep Magic
Students are asked to write journal responses that require stating an opinion and a reason (Question #2: "Do you think Edmund should have been rescued? Why or why not?"). The "Four Siblings" activity asks students to choose which character they are most similar to and explain why, prompting an opinion with supporting details. The "A Powerful Leader" activity has students research a ruler, record up to ten facts, and decide whether the ruler is more like Aslan or the White Witch, using those facts to support their decision.
Lesson 10
Back Through the Wardrobe
The lesson asks students to write a movie review that highlights what they enjoyed and what could be better, which requires stating preferences and giving reasons. The lesson asks students to discuss differences between book and movie and to answer which they enjoyed most and why, prompting justification of opinion. The casting activity asks students to list characters and add a brief explanation for each casting choice, asking for opinion with supporting reasons. The skills list also includes "Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task," which prompts consideration of audience and form.
Final Project
Narnia Think-Tac-Toe
Several Think-Tac-Toe prompts ask students to state viewpoints and provide reasons, for example: "Write about three books/movies that affected you and tell why you think they affected you," and "Pretend that you are Edmund. How do you think you would want your reputation to be?" Students are also asked to write journal entries and a paragraph describing tensions, which require students to articulate positions or perspectives about characters and events. Students must select and complete multiple writing tasks and then summarize the book before presenting, which gives opportunities to express opinions about the text.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students answer comprehension questions (Question #1 and Question #8) that require them to state an opinion/inference (where Sophie lives; the book's genre) and cite text clues or reasons to support that opinion. Students respond to Question #7 by explaining how curiosity can cause problems, which asks for an opinion with supporting explanation. Students are asked in Activity 2 Option 1 to write a paragraph describing how the street looks different at night versus day, giving practice in composing a focused written response.
Lesson 2
Snatched
Students are asked directly whether the giant is a powerful character and to explain why or why not (Question #3), which prompts them to state an opinion and give reasons. In Activity 2 students collect information about London under labeled flaps (Location, Language, People, Homes, Buildings, Similarities, Differences, Other), which has them group related ideas under clear categories. In Activity 1 students write a description of a good home for giants on the back of the page, an opportunity to express preferences or judgments in writing.
Lesson 3
The BFG
Students are asked to answer assigned questions in a journal, including Question #5 which asks "Do you think he should have taken her out of her bed under the circumstances? Why or why not?" This requires students to state an opinion and give reasons. The Giant Geography activity asks students to "write what they think the giants would say about how people in his state taste," which prompts personal response and justification. The Wrapping Up prompts ask students to explain why the BFG did not want to exert his power, inviting reasoning about character motives.
Lesson 4
Ears and Snozzcumbers
Students are asked in Activity 2 to write about a vivid dream and to explain why that dream would have been a good one for the giant to capture, which requires them to give reasons supporting a view. Students are asked in Activity 3 to write a paragraph describing how they would use an incredible power of hearing to help others, which prompts them to state a position about use of the gift and elaborate on it. Students also answer journal questions about the chapters, practicing writing about a text and citing details from the story.
Lesson 5
Time with the BFG
Students are prompted to write answers in a journal, including QUESTION #6 which explicitly asks for an opinion and reasons: 'Do you think you would want to be in Sophie's position? Why or why not?'. Activity 2 requires students to compare the Bloodbottler and the BFG across defined categories (appearance, personality, power), asking them to list similarities and differences and thereby group related ideas. The 'Quotable Quotes' activity asks students to identify and record textual quotes, which requires selecting evidence to support responses in writing.
Lesson 6
Catching People and Dreams
Students are directed to answer selected questions in a journal, which requires written responses. Question #7 explicitly asks for an opinion and a reason: "Do you think that this is any worse than the giants eating humans? Why or why not?" Students are also asked to "describe how the BFG captures dreams" and to write descriptions on activity pages (e.g., describing a dreamer's response and describing how a new giant catches human beans).
Lesson 7
A Nightmare for Fleshlumpeater
Students are asked to answer opinion questions in their journals (e.g., "Do you think it was right for the BFG to blow the Fleshlumpeater the nightmare? Why or why not?" and "Which story do you like better? Why?"). The lesson prompts students to compare texts and discuss similarities and differences, and it tells students to respond to selected questions in writing, which requires them to state opinions and provide reasons. The Tangible/Intangible activity asks students to list intangibles and give examples as evidence, prompting written explanation and justification.
Lesson 8
A Dreamy Plan
Students are prompted to answer opinion-based journal questions such as Question #3 ("Do you think it will work? Why or why not?") and Question #6 ("Do you think it was right for them to give the queen a nightmare? Why or why not?"), which require stating a position and giving reasons. Activity 2 (The Queen of England) includes prompts that ask students to compare and contrast the queen and president and complete sentence stems (e.g., "The queen is different from the president of the United States because __"), which ask for judgments and supporting explanation. The journaling and discussion format asks students to provide answers and reasons in writing or discussion, encouraging development of opinion statements with supporting details.
Lesson 9
The Palace
The lesson asks students to answer opinion-style discussion questions (e.g., Question #5: "Do you think the queen will listen to Sophie? Why or why not?"), which requires students to state a position and give reasons. Activity 2 directs students to "write out a plan" for how the BFG and Sophie could save children in a chosen U.S. city, asking for steps and background information, which requires organizing ideas into a sequence. The Cause and Effect activities ask students to fill in or list actions and their effects using a table, providing practice grouping related ideas to explain outcomes.
Lesson 10
A Breakfast Fit for a Queen
Students are asked to select five adjectives that describe the queen and provide at least one supporting example from the text for each adjective, which requires citing evidence to support a claim. Students are prompted in the wrapping-up questions to state whether the queen's response was believable and to explain why or why not, which asks for an opinion with reasons. Students are also directed to answer three chapter questions in a journal, producing written responses about the text.
Lesson 11
Fighting Giants
Students are prompted to write journal responses to questions that require an opinion and reasons (e.g., Question #3: "Do you think the giants should be killed? Why or why not?"). The Armed Forces activity asks students to research branches, take notes on separate labeled pages, and answer which branch they think would be most interesting and why, requiring them to state a preference and give reasons. The skills list includes "Write to record ideas and reflections," supporting written expression of opinions and reasons.
Lesson 12
Snozzcumbers
Students are asked whether they would recommend the book, prompting them to state an opinion about the text. In the "Directing the BFG" activity students choose actors and "explain why" for each casting decision, which requires stating judgments supported by reasons and uses a table (Character / Actor / Reason) to organize those ideas. The "Theme" graphic organizer has students record events, quotes, and characters' actions under specific theme ovals, which has students group related supporting details to back up a main idea.
Final Project
Recipe for a Dream or Newspaper Report
The lesson requires students to compose three or more paragraphs with topic sentences, supporting details, logical sequence, and sufficient elaboration (Skills). Activities require students to write three-paragraph pieces (both the Dream in a Jar and The London Times options) with specified content to organize (recipe/beginning-middle-end/gift and reasons; event description/response/quotes). Rubrics evaluate organization, sequence, paragraph length, and use of vocabulary and details, and directions ask students to plan, draft, edit, and revise.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 2
Meeting Precious
Students are asked to answer comprehension questions in a journal (Reading And Questions) and to make a prediction for QUESTION #6, which requires them to give a personal response. The "Precious and Me" activity asks students to record, for each chapter, one way they are like Precious and one way they are different, using a two-column table that groups related ideas. The "Ostrich, Cobra, and Meerkat" chart has students fill organized rows (Kind of Animal, Diet, Predators, Defense, Habitat, Special Characteristics) for each animal, practicing grouping related information.
Lesson 3
The Surprise
Activity 3 asks students to pretend to be a zoologist, select an African animal to research, and "write a paragraph that describes why he would want to study the animal," which prompts students to choose a topic and give reasons for their choice. The Life Application asks students to watch a documentary and discuss how the meerkats in the film are similar to and different from the book, providing a source of information students could use to support their reasons. The Activities also include a short writing-related task in "Precious and Me" where students record similarities and differences, giving limited practice with organizing related ideas about a subject.
Lesson 5
A Good Idea
Students are asked to write a paragraph about a challenging experience (Activity 2), which requires them to present an account in writing and reflect on what a reader could learn. The Wrapping Up discussion asks students whether they would enjoy living in Africa and to explain why or why not, prompting students to state an opinion and give reasons orally. The "Precious and Me" chart (Activity 1) asks students to group similarities and differences, which gives practice organizing related ideas.
Lesson 6
African Bush Diorama
Students are instructed to write a four-paragraph book report with explicit paragraph purposes: Paragraph 1 for characters and setting (introducing the text), Paragraph 2 for plot, Paragraph 3 for comparison of Precious's life with life in the United States, and Paragraph 4 for the student's opinion. The lesson provides 'Organizing My Report' pages for students to draft the main idea of each paragraph and a rubric that asks whether the first paragraph focuses on setting and characters and whether the fourth paragraph gives an opinion. The skills list and directions tell students to use planning strategies to organize ideas and to compose a draft that conveys major ideas and maintains focus on the topic.
Lesson 7
Japan
Students are asked to complete a Venn diagram to describe ways Japan and America are similar and different, which requires organizing related ideas visually. One option asks students to make a travel poster that "might influence people to visit," which implies selecting reasons and information to persuade an audience. The skills list includes "Use written language to report information on a topic" and "Share written...projects," indicating students will write and present information about Japan.
Lesson 8
Peace Day
Students are asked to answer journal questions that require explanation and personal response (for example, "Why do you think it is important to remember people who have died?"), which prompts them to state a belief. The Peace Day Option 1 activity asks students to describe why the Japanese celebrate Peace Day and to compare it to an American holiday, including identifying similarities and differences. Multiple graphic organizers (the Peace Day circle map and the chapter-by-chapter cultural elements tables) require students to group related ideas about culture and celebrations across sections of text.
Lesson 9
The Secret is Out
The journal question #5 asks students, "Would you have told your parents if you had been feeling dizzy? Why or why not?," which requires students to state an opinion and provide reasons. Activity 3 Option 2 asks students to write a paragraph about a special ability, which requires them to introduce a topic and organize related ideas into a paragraph. Activity 2 asks students to create a chart or Venn diagram comparing themselves to Sadako, which has students group related ideas to support a comparison.
Lesson 10
Kenji
Students are asked to write a get-well card of at least eight sentences and to draft and edit their work, which practices composing a written product. Students review the form for letter writing (greeting, date, first person, closing, signature) and discuss the difference between personal and formal letters, including thinking about purpose and audience. The skills section explicitly asks students to compose letters and identify the purpose, audience, and appropriate form for a written task.
Lesson 12
Racing the Wind
The lesson asks students to answer journal questions such as "Should Sadako feel that it is her fault her mother is so sad? Why not?" and prompts answers that "will vary," which requires students to state an opinion and provide reasons. Multiple reading questions ask for explanations (e.g., why the author ends the story this way) and the Wrapping Up section asks students how they feel about Sadako's story, prompting reflective written or spoken responses. The activities require writing (haiku and a short wish for a peace monument), showing students will practice composing short written responses tied to the text or topic.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students are asked to answer the question "Would you go to a camp in the desert? Why or why not?," which requires them to state an opinion and provide reasons. The skills list instructs students to "compile notes into outlines, reports, summaries," and Activity 2 and Option 2 require students to write sentences or a paragraph, indicating practice with written organization. Activity 1 asks students to brainstorm and create a Venn diagram comparing states, which has students group related ideas visually.
Lesson 2
Camp Green Lake
The lesson asks students to answer journal questions about the text (Questions #1-#8) and explicitly includes an opinion prompt (Question #8: Do you think that making a bad boy dig a hole every day... Why or why not?), which requires students to state a position and give reasons. The Wrapping Up section asks students to describe what they learned and what they think about the main character, prompting students to express judgments about the text. The 'An Inventor' activity asks students to explain how an invention will change lives and to outline steps and materials, requiring students to provide reasons and supporting information for a claim about usefulness.
Lesson 3
Digging
Students are asked to write in a journal about nicknames, including recording their own nickname, describing why they have it, and stating why they like or do not like it, which asks them to express a preference and provide reasons. Students answer guided questions in their journals about Chapters 5–7, which requires them to respond to prompts and give explanations (for example, explaining what actually happened with the stolen shoes and why Stanley felt proud after digging). The Nicknames activity asks students to list family nicknames and create one if none exist, prompting personal explanation and justification.
Lesson 4
Caveman
Students are prompted to state opinions and give reasons in several places: Question #3 asks whether the nickname was a good choice and requires explanation, Question #8 asks if the student likes Mr. Pendanski and to explain why, and Activity 3 asks students to write what they want to do with their life and to explain their answer in a journal. Skills and activities repeatedly direct students to use written language to answer open-ended questions and to write reflections, which requires expressing a point of view with supporting information.
Lesson 5
KB
Students are asked to record a prediction in their journal and to answer reading questions in writing, including QUESTION #1 which asks, "Do you think he should have given it to X-Ray? Why or why not?" This question explicitly prompts students to state an opinion and provide reasons. Several activities require students to write sentences (e.g., elaborated subjects, irony examples, possessive statements), giving students practice composing written responses.
Lesson 8
Sam the Onion Man
Activity 1 asks students to "Write a speech to the town members that explains why racism is wrong and why they should not punish Kate and Sam," which requires taking a position and giving reasons. The listed skills include "Draw conclusions, make generalizations, and gather support by referencing the text" and "Consider a character's point of view," which direct students to support an opinion with textual evidence. Several open-response questions (e.g., Q6, Q8, Q11) prompt students to give their own answers and reasoning about characters and events.
Lesson 9
Driving a Truck
Students are asked to write answers in a journal to selected questions, including explicit opinion prompts such as "Do you think Stanley should have let Zero dig part of his hole? Why or why not?" and "Do you think Stanley should have gone out after Zero? Why or why not?". Students can choose the Wanted Poster or Character Comparisons activities, which require composing text and recording similarities and differences that group related ideas. The lesson skill list also states that students will "compose readable text in a variety of forms," implying written practice.
Lesson 10
The Mary Lou
Students are asked to answer three chapter questions in a journal and to select which questions to answer, which requires written responses. The introduction prompt asks students to state why Stanley decided to go and whether or not he made a good decision, inviting them to give a judgement. Question #5 explicitly asks "Why do you think Zero would rather die than go back and dig another hole?", prompting students to provide a reasoned opinion in writing.
Lesson 11
The Thumb of God
The lesson prompts students to answer journal questions that require opinions and reasons (e.g., "Do you think it was wrong for Zero to take the shoes? Why or why not?" and "What would you have done if you were Stanley..."). Activity 3 asks students to create a Venn diagram comparing two storylines, which has students group similarities and differences as an organizational exercise. Wrapping up questions ask students to state what Stanley learned about Zero and to explain personal responses, giving additional opportunities to state and support opinions in writing or discussion.
Lesson 12
Treasure and Lizards
Students are asked to write three or four answers in their journal to comprehension questions, including opinion prompts such as "Do you think Stanley and Zero should have tried to get back to civilization? Why or why not?" and "Do you think it was a good idea for them to dig for the treasure? Why or why not?" These prompts require students to state a position and provide reasons. The task of answering journal questions provides written practice rather than only oral responses.
Lesson 13
Innocent
Students are asked whether they enjoyed the book and whether they would recommend it to a friend, prompting them to state an opinion. Activity 2 asks students to compare the movie and book and to discuss reasons (including a provided list of reasons why movies differ from books), which prompts students to support preferences with reasons. Activity 1 provides a business-letter organizer that has labeled parts (sender, address, greeting, body, closure) that students use to structure written work. Activity 3 has students group and sequence events and identify problem, climax, and solution, practicing grouping related ideas.
Final Project
Welcome to Camp
Students are asked to write two focused paragraphs: Paragraph 1 must name the camp and describe geography, sleeping/eating quarters, and staff; Paragraph 2 must describe activities, how activities build character, and staff–camper interaction, which organizes related ideas into distinct paragraphs. Students must explain why the camp will be an effective place for 12-year-old boys who committed crimes and describe five ways the new camp differs from Camp Green Lake, providing reasons for each difference. A "Camp Checklist" and the "New Camp vs. Camp Green Lake" page require students to list and organize steps and differences, supporting clear organization and reasoned support of a viewpoint.
Unit 3: Stories from Europe
Lesson 1
Tradition Stories
Students are asked to respond to prompts such as "Which type of story is your favorite? Why?", which requires stating a preference and giving reasons. In Activity 2 students brainstorm stories they remember and sort them on the "Story Traditions" page into categories (folktale, fable, fairy tale, myth, legend), practicing grouping related ideas. The Student Activity Pages provide spaces for written examples and short reflective answers that prompt students to state opinions and give brief explanations.
Lesson 2
Fiona's Luck
Students are asked in Question #1 to describe Fiona and provide evidence from the story to support their opinion of her, which requires stating an opinion and citing reasons. Day 2 Question #3 asks students to state a preference about learning about a place (story vs. factual information) and explain why, prompting students to give a supported opinion. The wrapping up activity asks students to give a verbal summary and describe story elements, requiring them to organize details about the text orally.
Lesson 3
The Sea King's Daughter
Students are asked an opinion question: "Do you think Sadko made the right decision when he chose not to embrace the princess and instead return to his city? Why or why not?" which prompts them to state a viewpoint and give reasons. Students are asked to verbally summarize The Sea King's Daughter, which requires them to introduce the text and convey main ideas aloud. The Story Elements activity provides a graphic organizer that has students group related ideas (characters, setting, conflict, resolution, theme).
Lesson 4
The Snow Queen
Students are asked in the Wrapping Up section to say whether they would recommend The Snow Queen to other students and to explain why or why not, which requires stating an opinion and giving reasons. Activity 8 (Frozen vs The Snow Queen) asks students to record at least two differences and two similarities in a comparison organizer and to consider why screenwriters made changes, which has students group related ideas and produce reasons about a text. The Denmark booklet and the Story Elements snowflake organizer require students to organize factual information into labeled sections, giving practice in grouping related ideas.
Lesson 5
Comparing and Contrasting Stories
Students are asked in the Wrapping Up section to choose which story they think is the best and explain why, prompting them to state an opinion and give reasons. The Comparing Story Elements activity asks students to list three similarities and three differences and to explain which stories are most similar and most different, prompting them to support judgments with information from the texts. The Life Application and activity prompts require students to identify point of view and discuss story elements, which leads students to use text-based details as support.
Final Project
Writing Your Own Story
Students are instructed on the Rough Draft page to "Introduce the setting and the characters" and to start the story with a good hook, which supports introducing a topic or text clearly. Students use the "Theme" page to write a few sentences about the lesson or belief they want to teach, which asks them to articulate a central belief or point of view for their story. Students complete a Plot Organizer and multi-page rough draft layouts that group related ideas into beginning, conflict, events, and resolution, which builds an organizational structure for supporting their purpose.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students answer prompts that require them to state preferences and give reasons (e.g., "What animal would you pick…? Why would you choose this animal?" and the journal prompt to list three things they would miss and describe why). Students complete a "Natural River Resources" chart and are asked to report on uses of resources, which asks them to organize related facts under need categories (food, shelter, clothing, water). The skills list explicitly includes "Use oral and written language to report on a topic," indicating students will write about their choices and observations.
Lesson 2
The Storm
Students are asked to write answers in a journal and discuss reading questions, including QUESTION #8 which prompts an opinion: "Do you think Abel is a strong, brave mouse? Why or why not?" The Skills section explicitly includes "Support interpretations or conclusions with examples drawn from text," which asks students to justify responses with textual evidence. The "Using Natural Resources" student activity provides a two-column organizer where students record natural resources by chapter, which has students group related information across the text.
Lesson 3
Where Am I?
Students are asked to "think of a plan for helping Abel get off the island" and to "support interpretations or conclusions with examples drawn from text" (Question #8), which asks for a supported written plan. Students are instructed to answer assigned questions in a journal, prompting written responses based on the chapters. The skills list includes increasing writing vocabulary through book discussion, which supports development of writing behaviors.
Lesson 5
Perseverance
Students are guided to plan and compose three-paragraph pieces using a Reflective Writing Organizer that prompts a topic sentence, supporting sentences, and a conclusion for each paragraph. The activities require students to introduce the goal/problem (Paragraph 1), describe obstacles (Paragraph 2), and explain how they persevered (Paragraph 3), giving explicit spaces for topic sentences and supporting details. The Reflective Writing Rubric asks students to check organization, specifically that paragraphs have a topic sentence, supporting details, and a concluding sentence, and planning strategies are listed as a recommended skill.
Lesson 6
Surprises
In Activity 3, students choose five items to take to a deserted island, then pull out each item and describe why they selected it and how they will use it, which requires giving reasons and information to support their choices. Activity 2 asks students to write a daily schedule for themselves and compare/contrast it with Abel's, which has students organize related ideas (their routine items) side-by-side. The Skills section notes that students will "draw conclusions, make generalizations, and gather support by referencing the text," supporting the use of reasons and textual information.
Lesson 9
The Newcomer
Students are asked opinion-style questions (Question #1 and Question #4) that require them to state a position (e.g., Do you think Gower will organize a rescue crew? Why or why not?) and provide reasons. Students are directed to create a Venn diagram comparing Gower and Abel, which has them group related ideas about physical attributes, attitudes, and personalities. The Student Activity Page provides space and lines for written responses, allowing students to record their answers and reasons in writing.
Lesson 10
Escape
Students are asked directly "if she thinks Abel will ever get home. Why or why not?", prompting them to state an opinion and give reasons. In the "Abel to Change" activity students describe Abel before and after the island and explain what caused his change, which requires grouping related ideas (before/after/cause) and supplying supporting information. The prompt to choose whether they like the new Abel or the old Abel better asks for an evaluative opinion with justification.
Lesson 11
Home at Last
The lesson asks open-response questions (Question #5 and #6: 'Why do you think...') that prompt students to state a reasoned interpretation. The Skills section explicitly states students will 'Support interpretations or conclusions with examples drawn from text.' The Theme Bubble Map activity asks students to identify a theme and cite evidence in connected bubbles, which has students group related ideas to support a central claim.
Final Project
Your Own Deserted Island
Students are asked to write a paragraph describing the island environment and to draw a labeled map (Part 1), and the Part 1 rubric checks for paragraph description, vocabulary use, and adjectives. Students make lists of items and discovered resources and write a paragraph describing how they landed and used natural resources (Part 2), and the rubric asks for logical order and realistic steps in the escape plan. Students plan an escape using a numbered step-by-step format and the skills list explicitly includes using planning strategies, identifying purpose/audience (with assistance), and composing a draft that conveys major ideas.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students are asked to decide whether Columbus "was a hero or not" and to use the "Columbus, The Man" activity sheet to organize positive and negative characteristics and actions. In Activity 2, students fill a table listing reasons for exploration and write possible positives and possible negatives for each reason, producing reasons and supporting information. The Wrapping Up prompts ask students to reflect on what they learned and whether their opinions about Columbus have changed, encouraging students to form and reconsider an opinion based on gathered evidence.
Lesson 3
September
Students are asked to write in their journal about what they would do with 10,000 Maravedis (Activity 3), which requires them to state a personal choice or opinion. Students also answer comprehension questions and respond to prompts (Activity 1 and journal questions), and they are asked to "make up his own myth or omen" about meteors (Activity 2), which requires composing a written response. Option 2 asks students to write a short paragraph using vocabulary words, providing practice in organizing a brief written piece.
Lesson 4
October
Students are asked to answer open-ended journal and discussion questions that require opinions and reasons (e.g., "Would you enjoy the night watch? Why or why not?" and "Do you think he is crazy? Why or why not?"). Activity 4 asks students to write in their journal what their thoughts would have been if they had landed on the island, prompting a personal viewpoint. The bubble-map activity and wrapping-up prompts ask students to describe how the book portrays the native people and why Pedro is uncomfortable, which elicits evaluative responses.
Lesson 5
Journal Writing
Students are guided to select a specific event and answer focused questions (Did the event change your life? Did it cause strong feelings? Could you teach someone something?) that prompt reasons and judgments about the event. Students complete a Pre-Writing organizer where they list ten facts, three feelings, and possible quotes, and then use that organizer to write a dated journal entry. Students are asked to read their entry and determine whether they communicated the importance of the event and their own feelings and observations.
Lesson 6
November
Students are asked opinion questions (e.g., "Do you think this was right or wrong?", "Do you respect Pedro? Why or why not?") that require them to state a position and give reasons. In Activity 2 students fill a two-column graphic organizer titled "Life at Sea" vs "Life on Land," listing disadvantages on each side which groups related ideas. The organizer concludes with the prompt "I would rather be ___ because ___," requiring students to state a clear choice and support it with reasons.
Lesson 7
December
Students are asked to answer three or four questions in a journal, including prompts that require a position and reasons (e.g., "Should Ruiz have let Pedro steer the ship? Why or why not?" and "What did Pedro do on Christmas Eve? Was it his fault? Why or why not?"). Students compare two lists of expected versus actual treasures and are asked, "Does he believe the soldiers are right to complain about their discoveries?", which asks for a stated opinion and justification. Several questions are marked "Answers will vary," indicating students must generate their own responses and reasoning in writing or discussion.
Lesson 8
The Island of the Skog
Students are asked to use a graphic organizer (Comparing Stories) to record similarities and unique characteristics of two texts, which requires grouping related ideas. The lesson lists a skill: "Use planning strategies (with assistance) to generate topics and organize ideas," indicating students will practice organizing ideas. Students are prompted to write in a journal about specific text-based items (three ways the mice showed prejudice and three ways Columbus was prejudiced) and to compose an anthem that reflects a particular viewpoint about mutual respect.
Lesson 10
February
The Wrapping Up section asks the child to recommend the book to a friend and explain why or why not, which prompts students to state an opinion and give reasons. Activity 3 directs the child to write a firsthand report from Pedro's perspective that must explain the crew's survival, their discoveries, and what it was like to sail, which asks students to group related ideas (survival, discoveries, experience). The Skills list includes 'Respond to fiction using evaluative processes by considering the main character's point of view,' indicating students will engage in evaluative/opinion-based thinking.
Final Project
Story Blocks
Students organize information into distinct, themed cubes (Setting, Characters, Survival, Exploration, Historical Fiction, etc.), which groups related ideas by topic. The Skills list explicitly includes "Use planning strategies (with assistance) to generate topics and organize ideas," and students are prompted to discuss what they liked and did not like about the story. Students also prepare sentences (vocabulary, quotes) and explanations on specific cube faces, practicing focused, topic-based writing and speaking.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
The Plot Flowchart directions tell students to "Record the title and a brief retell of what you read each day" and to "Give your opinion and recommendations for each selection," so students introduce texts and state opinions for each reading. The wrapping-up prompts ask students if they think they will enjoy the story and to explain why, which requires students to state an opinion and give reasons. The Plot Flowchart graphic organizer groups day-by-day retells and opinions into connected boxes, so students organize related ideas by chapter/event.
Lesson 2
Spring is Coming
Students are asked to state a preference and reason in the Wrapping Up question: "would you rather be a mouse or a rat and why," which prompts an opinion and supporting reason(s). Students are directed to record answers in their journal for two or three reading questions and to illustrate and describe the setting and threats to survival, producing written responses about the text. Students are asked to compare rats and mice using a Venn diagram or another organizer, which has them group related factual ideas visually.
Lesson 3
A Visit to an Owl
Students are asked a direct opinion question (Question #6: "Do you think Mrs. Frisby should have gone to see the owl? Why or why not?") that prompts them to state a position and give reasons. The lesson frames these as journal and discussion questions, so students are expected to write or speak answers that support their point of view. The activities include opportunities for written responses in journals or activity pages tied to the reading.
Lesson 4
Rats in the Rosebush
The lesson asks students to answer journal questions and specifically asks, "Would you have gone to explore the rosebush if you were Mrs. Frisby?" which prompts students to state a personal opinion. The bubble-map activity labeled "Bravery" directs students to draw Mrs. Frisby and list five ways she showed bravery, which requires students to collect and group related ideas around a central topic. The plot flowchart and journal-writing task provide opportunities for students to organize information about the text.
Lesson 6
A Plan for Mrs. Frisby
Students are asked to answer journal Question #5: "Do you think the rat's plan will work? Why or why not?", which requires stating an opinion and giving reasons. Activity 3 directs students to devise a plan for moving the house and to illustrate and show where the rats will move it, then to describe that plan, which asks students to organize steps and explanations. The Plot Flowchart activity asks students to describe important events, which can support grouping related ideas about the sequence of events.
Lesson 8
Life at NIMH
Students are prompted to answer journal questions that ask for personal judgments (Questions #6 and #7 ask "What do you think the scientists could learn..." and "Why do scientists do research on animals?") and to discuss beforehand reasons for and against animal research. The Wrapping Up directs students to describe life at NIMH and state whether they think the scientists were doing a good or bad thing and explain why, which asks for an opinion and supporting reasons.
Lesson 9
The Escape
Students are asked to take a position and give reasons when they respond to "Was Nicodemus better off in the Farmer's Market or now on the Boniface Estate? Why?", prompting an opinion with justification. Students write examples in their journal of how the rats are becoming more like humans and list needs beyond food and shelter, which requires providing supporting information. Students complete a "Nicodemus Before NIMH / After NIMH" worksheet and a Plot Flowchart, which require grouping related ideas and organizing events or comparisons.
Lesson 10
Amazing Rats
Activity 4 asks the child to write a paragraph describing how her opinion about rats has changed after reading the text and to support that opinion with reasons. The instructions tell students to use linking words and phrases such as "for example," "in addition," "most importantly," and "finally" to connect opinions and reasons. The activity also reminds students to include a conclusion sentence that wraps up the paragraph.
Lesson 11
The Plan
Students are asked to research arguments for and against animal testing, record positives and negatives on a chart, and then write a speech that includes their opinion for or against animal research. The speech must include three reasons that scientists should or should not experiment on animals, use transitional phrases (for example, "one reason," "in addition," "most importantly") to move between points, and include a conclusion that refers back to the student's opinions and reasons. In Option 1 and Option 2 students also write a paragraph or a poem/song explaining why a chosen place would be perfect to live, providing reasons to support their choice.
Lesson 12
Working in the Night
Students are asked to answer and journal about questions that require stating an opinion and giving reasons (e.g., "Did Billy treat Mrs. Frisby badly? How do you know?" and "Was she doing a good thing? Why or why not?"). Students are prompted to discuss whether investigators are from NIMH and to give reasons, and to discuss ways the rats were inventive using examples from the text. The activities direct students to respond in writing or discussion, which involves articulating a viewpoint and supporting it with textual information.
Lesson 13
A New Home
The lesson includes journal/discussion questions that ask students for opinions (e.g., "Do you think it is important to make it look as if they never lived in their home? Why or why not?" and "Do you think it was Justin or a different rat? Why?"). The Skills section explicitly notes that students will "Use a variety of strategies to organize ideas." Students are asked to create a Plot Flowchart and complete Plot Diagram graphic organizers that require grouping events into problem, rising action, climax, falling action, and solution.