Students are directed in Activity 1 to "research the life of John Steinbeck on the websites listed below" and to read those web biographies to answer specific questions on the "John Steinbeck" activity page. The lesson supplies three digital sources (nobelprize.org, notablebiographies.com, and steinbeck.org) and asks students to extract facts (e.g., where he grew up, themes in his novels) and write responses on the student activity page.

The lesson directs students to use multiple digital sources (several provided websites) and at least one print source (an encyclopedia or book) for their mini-research project. For the pearl-diving option, students are asked to take notes on at least 15 note cards from provided web links and then organize those notes into a one-page script and two visual aids for an oral presentation. For the La Paz option, students collect information on a graphic organizer and then synthesize that information into a travel brochure, showing practice in gathering and organizing information from multiple sources.

Students read the print novel A Girl Named Disaster and record cultural observations in a Cultural Commentator journal, showing use of a print source. Students are directed to peruse two web links about Mozambique for about ten minutes and to examine an online satellite map, demonstrating use of multiple digital sources. Students are asked to use information from the novel and the provided links to complete projects (quilt or trivia) and to label a map, indicating they gather information from both print and digital materials.

Students are asked to take on the role of Investigator and "dig up some background information" related to the book (geography, culture, history, author info, pictures, etc.) and to record four or five bits of information in their journals. The prompt directs students to use sources such as the back of the novel and other materials that illustrate elements of the book. Students also practice extracting definitions and using vocabulary from the text in the Vocabulary Picture Dictionary activity.

Students are asked to "research baboons, looking closely at the social dynamics in a baboon troop" (Option 1) and to "print a picture from the Internet to paste on each page" and "write 1-2 sentences about each" of five selected animals (Option 2). Students must gather information to write an 8–10 sentence plaque or short guidebook entries and paste printed pictures, which requires obtaining digital/print sources and summarizing findings.

Students are directed to read articles about J.R.R. Tolkien using two provided web links (tolkiensociety.org and kids.britannica.com). Students are asked to use information from those articles to write five interview questions and explain the reasoning for each, and to list three future items they would share with Tolkien and explain why. Students are also given an option to create a collage using images cut from magazines or printed from the Internet that represent aspects of Tolkien's life.

The activities explicitly ask students to collect examples from multiple sources: Option 1 directs students to find artifacts online, in newspapers and magazines, and in their community (including taking photos). Option 2 directs students to look to different media outlets, books, newspapers, and online sources to find current and historical examples and to record them with short descriptions. Students are also asked to classify and rank their findings, demonstrating use of multiple print and digital sources to gather relevant information.

Students are asked to read a couple of early reviews/responses to The Hobbit (including a provided web link to C.S. Lewis's 1937 review and the Rayner Unwin letter) and to write a two- or three-sentence journal summary of each critic's response. The activity directs students to identify whether the response is positive or negative, explain major points the critic makes, and describe any literary elements the reviewer alludes to. The instruction to "summarize the literary critic's response" requires students to paraphrase reviewers' conclusions in their own words.

Students are asked to support their opinions with examples from the text and are explicitly told they may use direct quotes from the book to support ideas. The rubric includes a Textual Evidence category describing use of direct quotes and reference to the text. The prewriting web and outline direct students to collect and organize evidence from the book for their response.

Students are instructed to find a map of Asia in an atlas or online and to color and label Korea and neighboring countries (Activity 2), and to locate pictures of Korea online and read multiple listed websites, recording information on the Elements of Korean Culture chart (Activity 3). The lesson's Skills section explicitly lists "Evaluate information from different sources about the same topic," and the Parent Plan suggests using a map to check the accuracy of the student's map.

Students are explicitly instructed to "use your own words and not to quote directly from the book" and to "not copy from the book, but restate ideas and events in your own words," which teaches paraphrasing and avoiding verbatim plagiarism. The Parent Plan and Skills sections list "Summarize or paraphrase information in a systematic way" and recommend note taking and outlining strategies, which guide students to practice organizing and restating source material. The activity asks students to write a one-page summary that answers who/what/when/where and to follow the sequence of events, reinforcing paraphrase and summary skills.

Activity 2 directs students to research Linda Sue Park using multiple web links (the author's website, Reading Rockets interview, and another author interview) and to read and watch those sources. Students are asked to take notes in their journal, answer a set of comprehension and analysis questions on the Linda Sue Park page, and write a short paragraph about how the author's experiences influenced her writing. These tasks require students to gather information from several digital sources and synthesize that information into written responses.

Students are directed to visit multiple specified digital sources (The Metropolitan Museum of Art, Asia Society Museum, Wikipedia, and korean-arts.com) to view pictures and read explanations of Korean celadon pottery. The lesson tells students to click the "Works of Art" link and "use the search fields" to find images and descriptions, and asks students to consider how the artwork reflects Korean culture and geography. Students then use what they observed from those sites to design and color their own kimchi pot.

Students are directed to explore Korean proverbs via a provided web link and to select or "translate" a proverb to their own life (Option 2). Students are asked to add details to the 'Elements of Korean Culture' pages after reading, which requires them to gather cultural information from the text and the linked digital source. Students interpret Crane-man's quotes on the 'Quotes' page and write their own words of wisdom, demonstrating use of source material for generating ideas.

Students are directed to visit three web links and read folktales with a fox as a central character, and they are asked to think about the purpose of each story and what it teaches. Students are asked to type their own short story that stays true to traits seen in the literature they have read, using those readings as models for their writing.

Students are instructed to "Find sources of information to answer your research questions" and to "Record information to answer your research questions" in the Steps to Independent Study checklist. A specific digital source (a CNN article) is provided for analysis, and students complete a Point of View chart that directs them to analyze multiple stakeholders' perspectives. The Parent Plan requires using at least four different types of resources and the Independent Study Rubric asks about the research process and use of a note-taking method.

Students read and compare multiple print and digital sources: two historical news articles about Sir Sam Hughes and linked PDFs about detecting bias and propaganda. Students watch two online advertisement videos and locate two additional advertisements from media, recording observations on provided handouts and in journal responses. Students analyze word choice, selection/omission, headlines, and propaganda techniques as they complete the Detecting Bias and Propaganda in Advertisements activities.

Students are instructed to select topics that allow them to find information from multiple resources and to generate a research plan for gathering relevant information, as shown in the Skills list and prompts to choose topics with varied viewpoints. The lesson explicitly directs students to search a variety of resources (print, Internet, interview, and video) and to include evidence compiled through formal research processes (e.g., card catalog, Reader's Guide, computer catalog, magazines, newspapers, and dictionaries). Students complete KWM charts and question-refinement activities that require them to identify what they want to know and to clarify and synthesize collected information.

Students are asked to gather information from multiple types of resources (Activity 2 requires at least four different types such as reference books, websites, audio/video, and periodicals) and to record findings using a gathering grid or note cards. Students practice assessing source credibility and accuracy by rating websites on Purpose, Authority, Currency, and Objectivity (Activity 4's evaluating-websites rubric and practice evaluations). Students practice documenting sources in MLA format and complete practice Works Cited entries (Activity 3 provides MLA examples, a sample Works Cited page, a Purdue OWL link, and practice citation items), and note-card guidelines emphasize citing sources and avoiding plagiarism.

The Parent Plan lists supporting main ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches) and directs students to synthesize research into a presentation that uses quotations and an appropriate form of documentation (e.g., bibliography, works cited). The body-paragraph guidance instructs students to include facts, statistics, research, expert opinions, quotes, and text details as evidence and to use transitional phrases to introduce each piece of evidence. The activities require students to prepare outlines that identify evidence and to produce drafts and final copies that incorporate quoted material and supporting evidence.

The Parent Plan lists that students will "write research reports... support the main idea with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches)." The Parent Plan also states students will "synthesize research into a written or an oral presentation... uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited)." The student activities require students to prepare a visual aid and present their position orally, which involves compiling and presenting researched information.

Students read pages 9-15 of D'Aulaires' Book of Greek Myths (a print source) and use the Beyond Roots II website and online quizzes (a digital source). Students also work with an answer key for the Greek decoding activity and are directed to an online page for game instructions and quizzes, showing use of both print and digital materials. Students decode Greek messages using a provided Greek alphabet chart and translate between Greek and English, demonstrating use of multiple resource types for a task.

Students are directed to use multiple sources: several web links to images of Greek pottery and a slideshow are provided for the pot-decorating activity, and numerous printed student activity pages/flashcards about the gods are included for reference. Students are asked to "look at some of the artifacts from ancient Greece" and to use those examples to guide their designs, and are instructed to use the cards during the "Go Greek" game to learn names and descriptions.

Students are instructed to read specific print pages (pages 70–89 and 90–107) to learn about myths and to use linked web resources (Beyond Roots II link; The Young Playwright's Theater script-format PDF; an Orpheus readers-theatre PDF), and they are told to print out the playwriting document to guide formatting. Students are asked to use the online Roots quizzes and game instructions via the provided web link, which requires accessing digital sources. The activities require students to gather information from those print pages and the provided digital documents in order to write a descriptive paragraph, create a skit/script, and play vocabulary games.

Students read multiple print and digital sources about the myths (pages 132–175 of the Greek Myths book, the picture book Icarus at the Edge of Time, and an online film linked via YouTube). Students complete comparative activities (the chart comparing the traditional Daedalus and Icarus myth to a contemporary retelling) and are asked to synthesize ideas across texts and support findings with textual evidence (noted in the Parent Plan skills and in activities asking for comparisons and discussion).

Students are asked to read specific pages (pp. 178–189) and may quote from the book during their retelling; Activity instructions state, "If you would like, you can quote from the book at different points in your retelling." The Parent Plan explicitly tells students to "Use own words in oral summaries, except for material quoted from sources" and to "Deliver oral summaries...that include the main ideas...and the most significant details." The lesson also provides a web link for the Beyond Roots II online quizzes, which is a digital source students are directed to use for vocabulary/root review.

Students are instructed to read two books and examine a map in one book to record observations about jobs, clothing, homes, inventions, military defense, and comparisons to neighborhoods today, and they complete a worksheet titled "A Medieval Manor." Students write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant on the provided "Feudalism" page, practicing summarizing viewpoints. An optional digital resource (a SlideShare PowerPoint on illuminated initials) is provided for an optional activity, giving at least one explicit digital source to consult.

Students are assigned the role of Researcher and instructed to "dig up related information" on topics related to the book (geography, culture, history, or events) and to "print off the information" they gather and read it to better understand context. The Researcher description explicitly directs students to locate and collect information from outside sources to supplement their understanding of the novel.

The lesson provides multiple web links to medieval recipes (Chike Endored, Wortes, Apple Muse, Medieval Cookery) and asks students to "select one or more of the following recipes to prepare for your family," which requires consulting those digital sources. Students are prompted to compare how the recipes are similar to and different from their family's meals and to consider where ingredients came from in the Middle Ages, using the background text about food availability and social status. The activities require students to extract procedural information from the linked recipe pages in order to prepare dishes.

Students are asked to read an author biography either from the back of the book or from the provided Biography.com link, and to use the No Fear Shakespeare site as an online reading option. Students are instructed to look up definitions on the internet if they cannot remember a persuasive technique and to collect advertisements from print or online sources to paste into their activity pages. The instructions also note that SparkNotes summaries can be used unethically, suggesting some awareness of source use.

Students are asked to look up the original text of The Little Prince to see what was omitted when ellipses are used, which requires them to locate and compare source passages. Students practice inserting ellipses to indicate omitted words and are given examples and warnings about unethical uses of ellipses (showing how a quotation can be misleading when altered). Option 2 asks students to find two passages, note chapter and page numbers, write the modified text, and explain the use or effect of existing ellipses.

Students are asked to "Paraphrase the major ideas and supporting evidence in formal and informal presentations," which gives them practice restating others' ideas in their own words. Students complete comprehension questions about The Little Prince and a paraphrase-style activity (Part II asking why text is italicized) that require them to restate or explain textual information. Students also practice mechanics of referencing works by using italics/underlining for titles, reinforcing correct formatting of source titles.

Students are asked to "paraphrase the major ideas and supporting evidence" in the Parent Plan and to "describe in your own words the little prince's departure" when creating a poem or drawing, which requires them to paraphrase text. Activity 1 asks students to correct quoted sentences, so students practice working with quoted language and punctuation. The Student Activity Page questions ask students to list ways the narrator knows the little prince made it home, prompting students to restate textual evidence in their own words.

Students are directed to read multiple digital sources (an article on Early Modern English and a SparkNotes character list) and to answer comprehension questions using complete sentences. Students are asked to look up "[sic]" online and to research why it is italicized, which requires an independent online search. Students practice quoting conventions by inserting brackets and [sic] into quoted Shakespearean excerpts on the activity pages.

Students read an abridged Romeo and Juliet provided as a digital link and answer comprehension questions based on that text. In Activity 1 (Quotable) students are instructed to find quotes from the text, place them in quotation marks, and use ellipses when omitting words. The Parent Plan repeats that each response should include a quotation in quotation marks, reinforcing correct quoting.

Students are asked to take notes and "record quotes" on the Play Cupid and Strongest of All pages and to "Include quotes from your couple" when they write their persuasive essay. The Outlining page instructs students to "use the evidence you found to support each reason" and to list quotations as evidence. A grammar question (Part C) asks students what ellipses and brackets indicate in a quotation, addressing correct quotation mechanics.

Students are asked to read a print source (Chapter 21 in The Story of Science) and at least one digital source (the NASA "What Is Aerodynamics?" webpage) and an additional website for the floating ball experiment. Students are instructed to take notes including page numbers and to use diagrams, captions, and text from the demonstrations to create a numbered list of instructions on the Demonstrating Lift student activity page. Students must keep materials and summarize what they learned in a wrap-up for a parent, and the activity page includes sections for defining lift, listing materials, outlining procedure, and drawing conclusions.

Students are asked to gather information from multiple print and digital sources: they read specific book chapters and are given multiple web links (Britannica, WikiArt, Met Museum, Generation Genius, Jacques-Louis David site) to research an artist. Students are instructed to take notes (including page numbers), fill a K-W-L chart, print an artwork, and give an oral summary based on their research. Students synthesize and produce written work by composing a 1–2 paragraph sidebar with a caption and a drawn portrait using the information they collected.

Students read a printed introduction in Poetry Rocks! and are directed to use two digital sources (Merriam-Webster for pronunciations and a YouTube video on rhythm and meter) to complete syllable- and stress-marking activities. The Student Activity Pages instruct students to consult Merriam-Webster for unfamiliar vocabulary pronunciations and to watch the video up to 3:48 for help identifying stressed and unstressed syllables. These tasks require students to gather specific information (pronunciation, rhythm examples) from multiple print and digital sources to complete their exercises.

Students read Alfred, Lord Tennyson's printed poem (the "Dedication" from Idylls of the King) and complete Activity 1 by identifying specific lines that show graphic elements. Students also access a digital source (the provided royal.uk biography of Prince Albert) in Activity 2 and pick a prose statement from that website to compare with a poetic line, writing both statements on the "Prince Albert Remembered" page.

Students are asked to locate three contemporary news articles either on the Time for Kids website or in a local newspaper and to record the article title, topic, location, and three interesting facts on structured activity pages. Students read multiple print chapters about three poets (Yeats, Sitwell, Owen) and answer comprehension questions, demonstrating gathering information from several print and digital sources.