Students copy and correct two complex sentences in the Editing Sentences activity, practicing punctuation and clause joining (for example, adding a comma and coordinating conjunction and using a semicolon to link independent clauses). Students add sentences and phrases to a stylistic device log and consider how each one affects the reader, which gives practice noticing phrase- and clause-level choices. Students develop four discussion questions and provide answers, requiring them to produce written responses that may organize ideas into claims and supporting information.

Students are asked to identify and label prepositional, appositive, adverbial/adjectival, and verbal phrases in Activity 1, using colored underlines and function labels. The grammar chart defines phrase types and shows how phrases function (noun, adjective, adverb), and the Parent Plan lists applying parts of speech to clarify language usage. The lesson includes examples and an answer key that analyze how specific phrases and verbal constructions operate in sentences.

Students are asked to write a speech defending or prosecuting Kino that uses persuasive techniques and evidence from the story. Students prepare and conduct a mock trial for Kino, assigning roles and using textual evidence to argue the case. Students complete a grammar activity that asks them to identify infinitive, participial, gerund, and appositive phrases and to note whether each functions as a noun, adjective, or adverb.

Students are asked to revise drafts with attention to "use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions" as listed in the Skills section. The Revision Checklist and Student Activity Page explicitly prompt students to check for "Use of transitional words/phrases" and "Variation in sentence length and type." Activities instruct students to focus on organization, introductions, and improving transitions when they revise their personal narratives.

Students are asked in Option 1 to write five interview questions for J.R.R. Tolkien and to "consider why each question would be an important one," which requires them to state reasons for their questions. The option also asks students to record three things they would tell Tolkien about the future and to "think about your reasoning for sharing each piece of information," prompting students to connect claims (what they'd tell him) with reasons. Parent prompts ask students to read their questions aloud and to "explain her reasoning for each question and piece of information shared," encouraging explanation in complete sentences.

Students practice combining independent clauses using a comma and coordinating conjunctions on the "Working with Independent Clauses" activity page. Students choose appropriate conjunctions (FANBOYS) for sentence pairs and explain why "for" fits to show cause in one example and why "and" fits in another. The activity and answer key explicitly prompt students to consider how conjunction choice changes meaning and creates cohesion between clauses.

Students are taught to identify independent clauses and to fix run-on sentences by adding a comma plus a coordinating conjunction (FANBOYS) or by separating clauses into separate sentences. The activity asks students to mark clause boundaries, insert commas and coordinating conjunctions, and use periods and capitalization to correct fused sentences and comma splices. The provided answer key shows clause divisions and expects students to vary how they separate clauses, reinforcing practice with clause-level joining.

Students are asked to construct essays/presentations that respond to a given problem by proposing a solution that includes relevant details, which requires organizing a claim and supporting reasons. Students review the seven coordinating conjunctions and are asked to give examples of subordinating conjunctions and describe what compound and complex sentences contain. Students practice sentence-level cohesion by editing sentences for grammar, punctuation, and sentence structure.

Students are given a chart of commonly used transitional expressions organized by relationship (effect, addition, contrast, example, emphasis) and instruction on the punctuation pattern for using a semicolon with a transitional expression. In Part II students must determine the relationship between two independent clauses (cause, effect, addition, contrast, example, emphasis) and choose an appropriate transition, joining clauses with either a semicolon+transition or a period+transition. Option 2 requires students to revise run-on sentences using a variety of techniques and to produce at least one sentence that contains a semicolon and transitional expression and one complex sentence.

Students summarize early literary reviews in two or three sentences and identify the reviewers' major points and literary elements, which gives practice in organizing ideas. Students complete a grammar review that asks them to differentiate independent and dependent clauses, list coordinating and subordinating conjunctions, and write example compound and complex sentences. The answer key and punctuation exercisemodels use of transitional expressions (for example, "however" with proper punctuation) and instruction on effective coordination and subordination of ideas.

Students practice sentence combining by creating a complex sentence and a compound sentence from given clauses (Part IV). Students rewrite two short sentences into one using a semicolon and a transitional expression, analyze and correct a run-on/comma splice, and fix a sentence fragment in grammar exercises. The outline, prewriting web, and rubric require students to write topic sentences, provide supporting ideas and textual evidence, and organize body paragraphs with conclusions.

Students are asked to "write responses to literature and develop an interpretation" and to "organize interpretations of literature around several clear ideas" and to "develop and justify the interpretation...through sustained use of examples," which requires arranging claims, reasons, and evidence. Students answer directed reading questions in complete sentences and explain Crane-man's quotes "in your own words," producing written explanations and examples. Students also complete a sentence-correcting activity and produce original "words of wisdom" and written explanations of how those truths have applied to their lives.

Students are prompted to write an organized comparison/contrast essay with a clear introduction, topic sentences for body paragraphs, and a conclusion. The organizer and Option 1 explicitly require students to "provide support from the text" for each similarity and difference and to record ideas for each paragraph. The rubric assesses 'Ideas and Support' and 'Organization and Structure', asking for a clear comparison/contrast and adherence to an outline, and skills include revising writing to improve organization and word choice.

Students are explicitly told to include transitions in topic sentences ("Include a transition and then your supporting reason"). Students are directed to "use transitional phrases (e.g., for example, in addition, moreover, and secondly) to introduce each piece of evidence." Students are also instructed during revision to "insert transitional words or phrases to create cohesion and clarity" with examples (however, moreover, therefore, furthermore, likewise).

Students are asked to explain which god or goddess they found most interesting or respected and to "explain his decisions with examples," which requires stating a claim and giving supporting examples. The Sentence Editing activity has students correct run-ons and uses of commas and semicolons, showing practice with linking clauses. The Go Greek and flashcard activities require students to read and recount descriptions, practicing how to state information and connect facts about gods and goddesses.

Students are prompted to "revise drafts to ensure... use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions" and to "use the rubric to help you check" organization and varied sentence length. The rubric requires organization, logical sequence, and varied sentence length, and the edit/revise steps direct students to make corrections for coherence and transitions. Peer/parent conferences and revision tasks require students to revisit wording and transitions when improving their draft.

Students complete Activity 1 (Sentence Combining) where they combine sets of sentences into compound and complex sentences, practicing use of coordinating conjunctions and subordinate clauses. The Skills section directs students to use a variety of complete sentences (simple, compound, complex) and to employ parallel structures and properly placed modifiers, which requires manipulating words, phrases, and clauses for cohesion. Students also record and explain passages they select as examples of good writing, requiring them to comment on sentence-level choices.

Students complete a Sentence Combining activity that asks them to combine short sentences into compound and complex sentences, and the provided sample complex sentences use subordinating conjunctions such as "Since," "because," and "While/As." The Parent Plan asks students to use a variety of complete sentences (simple, compound, complex), and the Things to Review section explicitly lists reviewing the differences among simple, compound, complex, and compound-complex sentences.

Students are asked to write a book review discussing themes and historical accuracy, which requires making evaluative claims and supporting them with reasons and evidence. Students must complete Part IV: Grammar by writing complex and compound sentences, and converting between active and passive voice, giving practice with clauses and sentence variety. Students are assigned short essays (3-4 sentences) about feudalism and life in the Middle Ages, requiring them to state ideas and provide supporting details.

Students are asked in Activity 2 to choose a persuasion technique and write or perform a 30-second persuasive message from the flower to the little prince, which requires them to produce a claim and use reasons or appeals to try to convince him. Students must review prior work on "Persuasion Techniques" or "Write Persuading Copy" from Lesson 1 and then perform the message and identify which technique(s) they used.

Students write persuasive letters to planet inhabitants using provided letter templates that include linking phrases such as "I have heard...", "I have also heard...", "I'd like to solve...", and "This will solve your problem by...". Students must state a problem, propose a solution, and explain how the solution will solve the problem, linking claim, reasons, and supporting explanation. Option 2 asks students to write two versions (child and adult) that require adapting language and reasons for different audiences.

The Persuading the Fox activity asks students to write a poem or an artist's description explaining the little prince's departure and to reassure/persuade the fox, and the Student Activity Page explicitly asks, "What else could the narrator say to persuade the fox?" The Skills section tells students to "Offer persuasive evidence to validate arguments and conclusions" and to "Paraphrase the major ideas and supporting evidence," prompting students to state claims and supply reasons and evidence. The Wrapping Up prompt asks students to "Explain why you agree with the narrator that the little prince made it home or why you do not," which requires making a claim and supporting it.

Students are asked to state whether the play is a comedy or tragedy and to explain why (Question #3), which requires making a claim and providing reasons. Discussion prompts (e.g., whether the animated tale does a good job and why, which scenes should have been included) ask students to justify opinions with reasons. The instructions require answers in complete sentences, prompting students to express claims and supporting reasons in writing or oral discussion.

Students are guided to create a thesis and list supporting reasons in the Outlining page, putting each reason as its own body paragraph and listing evidence under A, B, C, and D. The Outlining directions explicitly tell students to "add details and transitions to your body paragraphs," and Activity 3 reminds students to state the thesis, provide persuasive evidence, and summarize in the conclusion. The Organization and Structure section of the rubric asks students to demonstrate clear structure, logical sequencing, and clarity of ideas.

Students are instructed to develop a thesis statement and identify three supporting areas with 2–3 supporting details each in the 'Outlining Newton' activity, requiring them to connect claim, reasons, and evidence. The Writing Tips explicitly tell students to use details and transitions effectively, and the Organization and Structure rubric evaluates use of cohesive transitions to link paragraphs. The Ideas and Support rubric requires students to explain how 2–3 areas of Newton's work relate to current industries, which asks students to clarify relationships between their claim and supporting evidence.

Students are asked to write a one-paragraph autobiography that includes their name, birthplace, and the three current events they explored, and to "Explain why you chose those three issues in your world as possible poetic subjects," which requires giving reasons to support a claim. Students must write a two-paragraph analysis with a required topic sentence and at least two supporting sentences in each paragraph, which asks students to present an assertion about images/events and about structure/technique and support it with details (evidence). The rubric and review directions require correct use of punctuation (including a dash or colon) and ask students to proofread for cohesion-related punctuation, and the unit test includes grammar items about colon and hyphen uses.