Sixth Grade - ELA
1: Environment and Cycles
Unit 1: The Wanderer
Lesson 2
Preparations
Students read specified chapters (Chapters 1-7 and beyond) and answer questions about events and characters (e.g., where the crew is going; descriptions of Sophie, Brian, and Cody). Students use the Character Development sheet to record words or phrases describing Cody and Sophie for chapter ranges (Chapter 1-7, 8-15, 16-end), which requires tracking character traits over episodic chunks of the book. The parent plan asks students to evaluate the author's use of point of view, supporting comparison of characters' perspectives across entries.
Lesson 3
Juggling
Students read Chapters 8–14 and answer directed comprehension questions that ask about events (e.g., summarizing the Bompie story) and character reactions (QUESTION #3 asks how Cody feels about Sophie with text-based examples). Students are instructed to use a "Character Timeline" to record words and phrases describing Sophie and Cody from the reading, which supports tracking characterization across chapters. Discussion prompts ask students to describe relationships (Cody and his father; Cody and Sophie), prompting students to explain character interactions and responses to events.
Lesson 4
Grand Manan
Students are asked to read Chapters 15–22 and answer comprehension questions that probe character background and reactions (e.g., why they threw the lobster, Dock's name, Sophie's interest in the environment). Students are instructed to fill out a "Character Timelines" sheet and to complete Activity 2 (Relationships), where they describe how characters are related, how they interact, and note that "the relationships among the characters begin to change." The Parent Plan lists student skills including examining relationships among characters and making and evaluating inferences about characters, events, and themes.
Lesson 5
Under Way
Students read Chapters 23–30 and answer targeted comprehension questions about events (e.g., what happened to Uncle Stew, why Cody and Sophie felt a certain way) which requires attention to episodes and character reactions. Students are instructed to fill out a "Character Timelines" sheet for these chapters, prompting them to record changes in characters over the series of chapters. Discussion prompts ask students to consider how characters respond to conflict and hardship (e.g., Bompie's view that "suffering builds character" and questions about family dynamics on the boat).
Lesson 6
Marine Life
Students read Chapters 31–35 and answer targeted comprehension questions (e.g., Who was Little Peep?; Why is it insensitive of Brian to talk about orphans?), which requires recalling events across multiple chapters. Students are asked to fill out "Character Timelines" for these chapters, prompting them to track character actions and reactions over the span of episodes. Discussion prompts ask students to summarize Bompie's story and explain why Bompie repeatedly gets in the water, and to explain how animal sightings affect crewmembers' emotions, which directs students to identify character responses to events.
Lesson 7
The Storm
Students read a specific series of chapters (Chapters 36–50) and answer guided questions about changes in the external environment and changes aboard the boat (Questions #1–#3). Students are directed to fill out a "Character Timelines" sheet for these chapters and to discuss the voyage and relationships among characters with a parent. In the Identifying Voice activities, students match quotes to characters and write how each character would think, speak, and act in a new scenario, which requires them to describe character responses.
Lesson 8
Changes
Students read Chapters 51–60 and answer specific comprehension questions asking how the storm and The Wave changed Cody and how relationships among crewmembers changed (Questions #2 and #3). Students are directed to fill out a "Character Timelines" sheet for these chapters and are given discussion prompts that ask them to retell stories and interpret characters' feelings and motivations. The "Ideas to Think About" and parent discussion items prompt reflection on how experiences and environment change people, which encourages noticing character responses over time.
Lesson 9
Land Ho!
Students are asked to complete a "Character Timelines" sheet and to list ways each character has changed as a result of the voyage in the "Themes" activities. Guided questions ask students to describe characters' feelings and backgrounds (e.g., how the crew felt when they saw land, what was learned about Sophie's past, whether Sophie knew Bompie), and parent notes give specific examples of character changes to use as models. Activities require students to provide evidence from the book to support themes tied to character change.
Lesson 10
Narrative Essay Writing and Voice
Students use a Prewriting Narrative Organizer that requires them to identify a brief description of the experience, list three main events (Event 1, Event 2, Event 3), and note how they felt at the bottom of each event box. The rubric asks students to show how they felt at different points in the narrative and to produce an identifiable tone and personality. The editing checklist directs students to explain key details and the chronology of events and to reflect on what was learned or how views were changed, and writing instructions require an introductory paragraph, body paragraphs, and a concluding paragraph.
Final Project
Character Lapbook and Test
Students create an "Important Events" accordion in which they select and illustrate the four most important things that happened to the character in chronological order, requiring them to sequence episodes of the plot. Students complete a three-flap "Character's Changes" mini book in which they write a sentence describing the character at the beginning, middle, and end of the story. The student activity pages also provide beginning/middle/end sections and a question asking students to describe a theme using examples from the story, prompting them to link events to character development.
Unit 2: The People of Sparks
Lesson 1
The City of Ember
The movie review activity directs students to watch The City of Ember and "describe the characters, setting, and plot of the movie" and to "pay special attention to the environment of Ember and the main characters." The parent plan questions ask students to identify who Lina and Doon are and what they did, prompting students to recount character actions ("They saved the town members"). The wrapping up prompt asks students to "think about what might happen next to Doon, Lina, and the people of Ember," encouraging consideration of subsequent events.
Lesson 2
Sparks
Students read chapters 1–3 of The People of Sparks and answer comprehension questions about specific events (for example, what happens to the mayor and why Lina calls Mary 'Madam Mayor'). Students make and track five predictions about adjustments the people of Ember will have to make and check them off as they read. The wrap-up notes ask students to consider how the Emberites meet and differ from the people of Sparks and to review survival in the new environment.
Lesson 3
Discovery
Students are asked to read chapters and answer comprehension questions that probe character responses (e.g., why Lina is afraid of fire; why Doon feels good about his new life). Students create a "New Environment, New Discoveries" learning log and add discoveries each day through Chapter 16, which has students record episodic developments as they read. Discussion prompts ask students to describe town leaders' concerns and whether Sparks welcomes the people of Ember, eliciting explanations of characters' reactions to unfolding events.
Lesson 4
The Disaster
Students are asked to read chapters 6–7 and answer comprehension questions that require recalling plot events (e.g., what happened to Torren's parents and what the Disaster was). Students respond to questions about character actions and motivations (e.g., whether Lina should have thrown the egg at Torren and interpreting the doctor's remark about revenge). In Activity 1, students must create a monument or write a ballad that retells the Disaster and its consequences, requiring them to summarize and represent key episodes and themes.
Lesson 5
Roamers
Students are asked to summarize what happened in previously read chapters and to read Chapters 8–10, answering questions about specific events (what a roamer is; how jewelry is traded) and about how the new environment affects the people of Ember, which asks students to identify character responses. The activities ask students to argue about the escalating conflict between Sparks and Ember, requiring them to use evidence about events and motivations, and the wrap-up prompts students to predict what will happen next as tensions escalate. Parent-plan discussion questions ask why Doon is excited when led to the books and to discuss reasons tensions are high, prompting consideration of characters' reactions to events.
Lesson 6
Flags
Students read chapters 11–13 and are asked to think about similarities and differences between Ember and Sparks, which prompts attention to events and context. Students answer questions that require evaluation of character actions and responses (e.g., whether Tick's ideas are good, what Lina thinks the people might be destined to do, and whether Lina should have hidden in the truck). Wrapping-up prompts ask students to consider the root of the problem and whether Lina will be able to help, encouraging prediction about future events and outcomes.
Lesson 7
Tomatoes
Students are directed to read chapters 14–16 and answer questions that ask about specific episode events and character motives (e.g., why Torren hates Lina and what he does, and how Doon feels when Lina leaves). Students are asked to add information to Lina and Doon's learning log, which prompts recording events and reactions over time. Discussion questions prompt students to describe character traits and reactions (e.g., describing Maddy, recalling references to fire, and explaining characters' attitudes toward one another).
Lesson 8
Unfairness
Students are asked to read Chapters 17–19 and answer questions about relations between Ember and Sparks (QUESTION #1) and to evaluate who is a more effective leader, Mary or Ben (QUESTION #2). The Introducing the Lesson notes that Lina wonders about coming on the journey and that Doon is wrongly accused and treated unfairly, and parent discussion prompts ask about town leaders' decisions and characters' motives (e.g., Tick, Casper). Activity directions require students to cite context for vocabulary tied to events in the chapters, linking word choice to actions in the plot.
Lesson 9
Conflict
Students are asked to summarize important events to this point and told that the sequence of events makes up the plot. In Activity 2 students cut out and order story events (Sequencing Events), directly practicing putting episodes in sequence. Discussion questions and comprehension items (e.g., questions about revenge, Tick's behavior, and what Lina realized) ask students to explain characters' motivations and responses to conflict.
Lesson 10
The Decision
The lesson asks students to read specific chapter groupings (chapters 23–26 and then 27–end) and answer comprehension questions about events, which requires attention to events across the text. The stated skills include identifying the main problem or conflict and explaining how it is resolved, analyzing the effect of character qualities on the conflict, and explaining characters' roles and relationships. Activity 2 directs students to create a bubble map identifying the type of conflict and to provide textual evidence (events, words, actions, dialogue) that reveal and support the conflict.
Final Project
Wars and Plagues or A New Environment
The unit test asks students to identify the two main characters and list adjectives for each (Question 2) and to describe the conflict in the novel (Question 6). Activity 8 asks students to combine sentences into a summary that the two communities "must learn to live and work together," which points to the story's resolution. Option 2 final-project Paragraph 3 directs students to describe what the people of Ember will discover and how they will learn to adapt to a new environment, which asks students to consider character responses to change.
Unit 3: Short Stories
Lesson 1
The Good Deed
Students answer directed comprehension questions (Q1–Q4) that require them to identify specific events and motivations in the story (e.g., why Heather visited Miss Benson, why Heather hid the book). Activity 1 asks students to identify the primary incident/problem, main characters, setting, and approximate time span, and the Parent Plan instructs students to reference the text to determine plot development and to explore the problem and its resolution. Discussion prompts ask students to describe how Heather's impressions change between visits, addressing character response and change.
Lesson 3
The Dog of Pompeii
Students answer comprehension questions that require recalling key events (e.g., the earlier earthquake, the stranger's warning, what Bimbo was doing when he died). Students complete Activity 1 by listing actions each main character takes and identifying the character traits those actions reveal. Students compare Tito's sensory descriptions before and after the eruption (Activity 3) and discuss the volcano as the antagonist and the conflict of character versus nature (Activity 5), which touches on how events affect characters.
Lesson 4
Rip Van Winkle
Students listen to or read the full text of "Rip Van Winkle" and answer guided questions that ask them to characterize Rip (Questions #1 and #2) and to identify major changes that occurred while he was asleep (Question #3). Students rewrite and act out the scene where Rip returns to the village (Activity 5), engaging directly with a plot episode and its immediate character reactions. The Parent Plan and activities ask students to consider the impact of literary elements such as characterization, setting, and the problem and its resolution.
Lesson 5
Zlateh the Goat
Students read the entire story and answer comprehension questions that require recounting key events (e.g., why the family decided to sell the goat and how Zlateh saved Aaron's life). Students are asked to discuss how the family treated Zlateh differently after Aaron's experience and the role of the natural setting in the conflict. Activities and wrap-up questions prompt students to review plot-relevant elements such as events, conflict (man vs. nature), and characters' reactions.
Lesson 6
Women in Short Stories
Students read two complete short stories ("A White Heron" and "The Widow Carey's Chickens") and answer guided questions that target key events (e.g., how Widow Carey survived, why Sylvia struggles with her decision). Parent/teacher discussion prompts ask students to explain Sylvia's feelings, the role of the natural environment, and whether Sylvia made the right choice, which address character responses to events. Activities ask students to compare the two female characters on a Venn diagram and to write a short story critique that must discuss characters and plot.
Lesson 7
Your Choice
Students complete a Plot Diagram where they identify main events, the problem, rising action, climax, falling action, and the solution, and they list three main events. Students use the Story Conflict & Theme organizer to identify the story's major conflict and provide text examples. Students fill an Elements of a Short Story page by naming the main character and citing specific actions that show character traits.
Final Project
Writing a Short Story
Students are asked to complete a Plot Diagram that requires them to identify the problem, rising action, climax, falling action, and solution and to list the three most important events, which supports tracing how a plot unfolds in episodes. Students plan and follow a plot diagram when writing their story and are prompted to stay focused on a central incident and to provide important details that further the plot. Students complete an activity that requires them to list character actions and corresponding traits, and to consider how setting and conflict shape the plot.
2: Force and Power
Unit 1: Bull Run
Lesson 1
Background on the Civil War
Students cut out and paste timeline events from 1861 into chronological order, organizing a sequence of episodes that led to the Battle of Bull Run. Students color and label a Civil War map and are told that as they meet characters in the novel they can refer to the map to determine which side a character fought for. Students read and compare primary-source diary and journal entries and discuss differing perspectives and sequences of events recorded by those authors.
Lesson 2
Pink and Say
Students read Pink and Say and answer specific comprehension questions about key events (e.g., what Pink did when he found the wounded soldier; why Say did not want to return; what happened to Moe Moe Bay; where the boys were taken). Students rewrite a short passage from a different point of view (Pink or an omniscient narrator), which requires them to consider characters' thoughts and reactions. Classroom discussion prompts ask students to compare Pink and Say and to consider outcomes of conflict, which encourages explanation of characters' responses to events.
Lesson 3
Joining the Ranks
Students read multiple first-person and third-person accounts from different characters and are asked to summarize the accounts and explain each character's perspective. The lesson includes comprehension questions that require students to identify characters' reactions to events (e.g., Vernon being afraid to show emotion, Toby volunteering as a musician, Gideon facing rejection because he was part black). Students complete a cast-of-characters map that locates each character and helps track which side they fight for, supporting comparison across accounts.
Lesson 4
Ready for Battle
Students read pages 21–40 of Bull Run and answer text-based questions about characters (e.g., what Dietrich Herz found, the relationship between Lily and Patrick). Discussion prompts ask students to explain how Toby's attitude toward the war has changed and to consider Gideon's reactions to racist comments, which requires students to track character responses over time. The poster activity asks students to think about which characters would be influenced by particular propaganda, prompting consideration of characters' perspectives and reactions.
Lesson 5
Nerves
Students read pages 41–60 and answer targeted questions that require them to identify character desires and perspectives (e.g., Carlotta King wanting to run to freedom; Shem Sugg's concern for horses). Students are asked to review the names, roles, and different perspectives of characters and to locate characters' home states when new characters are introduced. Option 2 and other activities ask students to write sentences about characters and events in Bull Run, which prompts them to describe character actions and immediate responses.
Lesson 6
The Battle Begins
Students are asked to read pages 61–80 and answer questions that require identifying specific events and character reactions (e.g., how Carlotta felt when she heard the South was "licked," how Gideon Adams felt during the fighting, and the mistake A.B. Tilbury's squad made). Discussion prompts ask about pacing and structure (why the author made entries shorter during this section) and ask students to consider how witnessing battle can change a person (Shem Suggs's feelings after shooting another man). Option 2 of Activity 2 asks students to select an event from the book or a character and write a fictional story based on that event, which requires retelling and elaborating on plot episodes or character perspectives.
Lesson 7
Fleeing and Death
Students are asked to finish reading the novel and answer plot-focused questions (e.g., why James Dacy was upset, Carlotta King's reaction, the meaning of Dr. Rye's comment), which requires identifying events and outcomes. Activity 1 directs students to reread Toby's accounts on specific pages (13, 29, 63, 83, 96) and describe his feelings before and after Bull Run using a two-box "Before/After" organizer, prompting comparison across episodes. The Character Quilt and Favorite Character activities ask students to depict memorable scenes, main achievements, and changes in characters' lives and perspectives, encouraging analysis of character response over time.
Unit 2: Albert Einstein
Lesson 2
Einstein, The Boy
Students are asked to create a Timeline of Einstein's Life and "record important events...in chronological order," which requires sequencing episodes from the text. Students complete a "Positive and Negative Traits" activity in which they record traits and "explain a consequence that Einstein suffered because of a negative trait or a positive outcome" from a positive trait. The Parent Plan skills explicitly include: "Analyze the effect of the qualities of the character ... on the events and conflict in the story."
Lesson 3
University Days and Beyond
Students read Chapters 3 and 4 and are asked to summarize earlier chapters, maintain meaning and logical order, and add two to four of the most important events from the chapters to Einstein's timeline. Students complete a "Biography Web" by locating and placing events into the "Childhood & Young Adult" section and answer specific comprehension questions about Einstein's university experience and the consequences of his actions. The Skills section explicitly asks students to summarize or paraphrase what they read and to identify the speaker and narration perspective.
Lesson 4
Research and Discovery
Students read Chapters 5 and 6 and answer comprehension questions, then add events to a timeline, which requires them to sequence episodes from Einstein's life. Students fill in a "Biography Web" with four major events from Einstein's turning point year, and they are asked to summarize videos and chapters, prompting them to identify and condense significant events and details. Parents are instructed to ask the child to explain major events read so far, which elicits students' verbal recounting of a series of episodes.
Lesson 5
The Professor
Students are asked to read Chapters 7 and 8 and add events to an Einstein timeline, which requires them to identify and sequence events from this portion of the story. Activity 1 directs students to fill in four major events that occurred during "The Professor" period on a Biography Web, reinforcing identification of discrete episodes in the narrative. The introductory and wrap-up text note developments in Einstein's professional success and deterioration of his personal life, providing material that could be used to track changes over time.
Lesson 6
Fame
Students are asked to "Read Chapters 9 and 10 and answer the questions below" and to "add events to your timeline," which requires them to sequence events from the text. Question prompts ask students to explain how Einstein felt about war and what he meant by being a "lone traveler," and another question asks why he was passed over for the Nobel Prize, prompting students to describe his experiences and responses. Activities also ask students to compare biography, documentary, and encyclopedia accounts, which requires discussing how information and portrayals of Einstein change across sources.
Lesson 7
War
Students read Chapters 11 and 12 and are instructed to add events to a timeline and to fill in four major events for the section "The War," which requires identifying a series of episodes. Question #4 asks students to explain how Einstein's feelings about the war changed when he discovered Hitler's Germany was working on a bomb. Activity 1 and the Wrapping Up sections have students note Einstein's later regret and his work promoting peace, prompting students to describe changes in his responses over time.
Unit 3: Number the Stars
Lesson 2
Soldiers on Every Corner
Students are assigned the role of summarizer and must read Chapters 1 and 2 and write a four- or five-sentence summary of the main events, which requires identifying key episodes in the beginning of the story. Discussion questions prompt students to explain how life is different since the Nazis came and to describe how Annemarie describes King Christian, asking students to consider characters' feelings and community responses. Activities ask students to imagine the effects of occupation on daily life, connecting events in the narrative to consequences for people in the story.
Lesson 3
The Button Shop
Students are assigned to read Chapters 3 and 4 and to choose and mark passages they find interesting or important, which requires them to identify key episodes or moments in the narrative. Parent-facing discussion questions ask students to explain specific events and character situations (e.g., why Mrs. Hirsch was not in her shop, why the Danes destroyed their fleet, why Ellen stayed with Annemarie), prompting students to describe character actions and motivations. The front matter notes that characters must make tough decisions and show courage as circumstances worsen, which frames opportunities for students to discuss how characters respond to escalating events.
Lesson 4
In Hiding
Students are asked to read Chapters 5 and 6 and take on the role of a discussion director by creating four open-ended questions that cover the big ideas of the chapters. Students complete a 'Problem and Solution' graphic organizer in which they describe three problem/solution situations from the chapters and explain how characters solved each problem. Skills listed in the Parent Plan explicitly instruct students to identify plot conflicts and explain how they are resolved and to explore the problem/solution process by sequencing reasons to support solutions.
Lesson 5
In the Country
Students are assigned the role of a "travel tracer" to follow where the action happens, describe where the characters have moved to and from, and describe each setting in detail with page references. Students are asked to explain what role the setting plays in the story's conflict and to record and share those ideas. Activities ask students to write from characters' perspectives (a postcard from Ellen or a coded message from Annemarie) and discussion questions prompt students to explain characters' motives and reactions (e.g., why Mama kept the girls hidden, why Annemarie found Aunt Birte suspicious).
Lesson 6
Aunt Birte is Dead
Students are asked to read Chapters 9 and 10, choose two or three passages that spotlight important parts, read them aloud, and explain why they selected them, which requires identifying key events and moments. Parent prompts ask students to recount what was happening in Uncle Henrik's house, predict why Henrik and Mama are secretive, and discuss why characters lied and how Annemarie felt older, directly asking about character reactions and change. The Parent Plan skills explicitly instruct students to explain the roles and functions of characters, describe relationships and conflicts, and provide evidence from the text, reinforcing analysis of character behavior and motives.
Lesson 7
Run!
Students read Chapters 11–13 and are asked to illustrate an element of the story (plot, character, setting), which requires them to represent events and character moments visually. Directed questions ask students to identify specific events (what was inside the coffin, what happened to Mama, what dangerous task did Mama send Annemarie to do), prompting recall of episodes and character actions. The Venn diagram activity has students compare Annemarie's sacrifice to a historical figure, requiring them to analyze similarities and differences in responses and motivations.
Lesson 8
Little Red Riding Hood
Students are asked to read Chapters 14–17 and take on the role of a connector, which requires engagement with events in the text. In the Character Sketch activity, students must identify two of Annemarie's traits, provide textual examples, describe the problem she faced, and explain how her traits helped her solve it. Discussion prompts ask students to summarize the plan that Peter and Annemarie's mother have for helping the Jewish families escape and to explain why Annemarie acted a certain way when stopped by soldiers.
Final Project
Think-Tac-Toe
Students are asked to write a back cover summary for a book jacket that explicitly requests the main character, setting, and the beginning, middle, and end, which requires them to describe the plot in episodes. Students answer specific test questions that ask how Annemarie showed bravery and to explain the plan Uncle Henrik and Mrs. Johansen carried out, prompting description of events and character actions. Students can choose activities to act out a favorite scene or create a scrapbook/page for characters, which has them dramatize or represent particular episodes and character responses.
3: Change
Unit 1: Tuck Everlasting
Lesson 2
The Wood
Students read the prologue and Chapters 1–2 and answer a question that asks them to list three events that occur in the prologue, which has them identify a sequence of plot happenings. Students identify and describe two characters (Mae and Tuck) and respond to prompts about Tuck's personality and why he acts as he does. Students respond to a discussion prompt imagining a life with no change that connects to Mae's line, encouraging thinking about character perspective and reaction.
Lesson 4
The Tucks
Students are asked to summarize what happened in previous chapters and to predict what will happen next, which requires them to recount episodic events. Students are prompted to retell the Tucks' story and answer questions about whether the Tucks seem like kidnappers, whether their secret is dangerous, and what Winnie thinks of them, which engages them in describing character responses. Parent prompts ask students to explain how Winnie's life is starting to change, directly addressing character change over time.
Lesson 5
At Home with the Tucks
Students read Chapters 9–11 and answer questions that ask about character motivations and reactions (e.g., why the Tucks were excited to have Winnie, and Winnie's theories about their lifestyle). The lesson prompts students to predict Winnie's reaction to the Tucks' home and then check those predictions after reading. Multiple discussion prompts and the Wrapping Up question ask students to consider how Winnie's interactions with the Tucks will change her and why she keeps changing her mind about staying with them.
Lesson 6
The Man in the Yellow Suit
Students read Chapters 12–14 and answer questions that require them to identify specific episode events (what the Tucks thought happened to the horse vs. what actually happened; Jesse's plan for Winnie; Winnie's emotional reaction to being kidnapped). Students are asked to describe the Tucks' home and explain the Tucks' circumstances, which orients them to character context. Students are prompted to make predictions about future plot developments (whether the man in the yellow suit will find Winnie's family and whether Winnie will drink the water), linking current episodes to potential resolutions.
Lesson 7
Fishing
Students are prompted to read Chapters 15–17 and write a summary of the chapters using vocabulary words, which requires recounting events and main ideas. The Getting Started section explicitly asks students to "consider how the events lead to these changes" and includes prompts about how events cause change and their results. Discussion questions ask students to describe the personalities of characters (the man in the yellow suit, the constable) and to explain Winnie's motives, which engages students in thinking about character responses to events.
Lesson 8
The Gallows
Students read Chapters 18–20 and answer comprehension questions that require recalling specific events (e.g., how the man in the yellow suit knew about the Tucks, what his plans were, and why Mae could not go to the gallows). Parent discussion prompts ask students to describe which character is their favorite and why, and to explain how Winnie's feelings for the Tucks have changed and how she has changed as a person. The wrapping-up notes and question prompts direct students to consider the major events and Mae's decision that has dire consequences.
Lesson 9
The Plan
Students are asked to read Chapters 21–23 and answer questions that require describing plot events (e.g., identifying Winnie's plan to rescue Mae) and interpreting character change (QUESTION #1 asks what it means that Winnie is 'different now'). Activity 1 explicitly teaches that "events build on one another, and one event spurs on the next event," asks students to record three examples of cause and effect from the novel, and requires them to use a graphic organizer to link causes and effects and write a cause-and-effect paragraph. The Student Activity Pages provide organizers and a sample paragraph that show how students map specific events (episodes) to their consequences and connect those outcomes to character motives and decisions.
Lesson 10
The Water and the Toad
Students are prompted to read the last two chapters and the epilogue and to predict and then evaluate the story's ending. Question #1 asks students to consider whether Winnie's relationship with her family will ever be the same, and Question #2 asks what the Tucks felt when they saw Winnie's grave, both prompting consideration of character response and fate. Question #3 asks how things had changed in Treegap when Mae and Tuck returned, and Activity 2 (Symbols and Similes) asks students to select objects and explain in similes why those objects represent each main character, including an explicit example showing Winnie's change. Activity 5 asks students to record three ways the movie differed from the book, including plot differences.
Unit 2: Roll of Thunder, Hear My Cry
Lesson 1
School's In
Students read the first chapter and answer targeted questions that ask about plot events and character responses (e.g., why African-American children have a shorter school year; why Little Man refused the book; whether Cassie should have refused the book). Students complete "Recognizing Discrimination" graphic organizers that are organized by chapter ranges (Chapters 1-4, 5-8, 9-12) in which they record who was involved, what happened, and how the event was an example of discrimination. Discussion prompts (e.g., Would you have accepted the worn-out textbook? Was Mama upset?) ask students to consider characters' reactions to specific events.
Lesson 2
A Visitor
Students read Chapter 2 and answer specific comprehension questions that require explaining events and character actions (e.g., how Papa knew Mr. Morrison and why Papa brought Mr. Morrison home). Students respond to a question about Papa's decision not to shop at the Wallace store and its community impact, which asks them to consider cause-and-effect and a character's response to wrongdoing. Students also discuss Papa's choice as a peaceful opposition and answer discussion prompts about injustices and reactions to violence, which involve interpreting character behavior.
Lesson 3
The Bus
Students read Chapter 3 and answer direct comprehension questions that require recounting episodes (e.g., why Little Man got upset each day, how the Logan children dug the hole to stop the bus, and why the family felt afraid after Mr. Avery's visit). The Student Activity Page asks students to write sentences or a paragraph about the book's setting, plot, or main characters, prompting them to summarize events. The Parent Plan asks caregivers to have the child explain how schools were run, which elicits description of events and social interactions from the story.
Lesson 4
T.J.
Students read Chapter 4 and answer comprehension questions that ask them to explain character reactions (e.g., QUESTION #1 asks why Stacey is upset that Mr. Morrison is staying). The Parent Plan lists a skill to 'Critique the credibility of characterization and the degree to which a plot is contrived or realistic,' and discussion prompts ask students to evaluate T.J. and Mr. Morrison's choices. Several prompts (e.g., whether Stacey should have gone to the Wallace store) require students to analyze characters' decisions in the context of chapter events.
Lesson 5
The Market
Students read Chapter 5 and answer comprehension questions asking why Big Ma had to park her wagon at the back of the market and whether Cassie should have apologized to Lillian Jean, engaging with specific plot events and character choices. Students are prompted to discuss why Cassie said, "No day in my life had ever been as cruel as this one," and why Mr. Barnett waited on other customers, which asks them to explain character reactions to incidents. The wrap-up summary describes Cassie beginning to understand discrimination and realizing she must act, which highlights a character change students are meant to recognize.
Lesson 6
Uncle Hammer
Students are prompted to recall and discuss specific events (for example, what happened to Cassie in town with Big Ma and the arrival of Uncle Hammer). Discussion questions ask students to analyze character motivations and responses (why Uncle Hammer bought a car, why T.J. mocked Stacey, and the meaning of Mama's comment about fear). The Wrapping Up note explicitly states that Cassie's attitude changes after her mother explains why black people are treated differently, directing attention to character change.
Lesson 7
Christmas
Students read Chapter 7 and answer targeted comprehension questions (e.g., why Stacey gave T.J. his coat; whether Stacey should have done this), which require explaining characters' motives and responses. Discussion prompts (Why do you think Uncle Hammer wanted T.J. to keep the coat?; Do you think it was right for Papa to tell Stacey not to become too good of friends with Jeremy?) ask students to consider character motives and reactions. The question about Mr. Morrison offering to back credit asks students to consider how one character's action can lead to changes in the community.
Lesson 8
Taking a Stand
Students are asked to read Chapter 8 and to predict what will happen between Cassie and Lillian Jean and to describe their relationship, prompting students to consider immediate plot events and character interactions. The Getting Started summary notes that Cassie decides to stand up and that children learn of T.J.'s betrayal, and questions ask why T.J. lied and whether Cassie's actions were justified, which requires students to explain character motivations and responses. The lesson also instructs students to "keep track of instances of discrimination" as they read chapters each day, which encourages ongoing attention to events across readings.
Lesson 9
Papa's Accident
Students read Chapter 9 and answer comprehension questions that require identifying plot events (QUESTION #3 asks what happened to Papa) and character motivations (QUESTION #1 asks why T.J. is associating with R.W. and Melvin). QUESTION #2 has students connect community actions to consequences (why Averys and others stopped shopping in Vicksburg). The discussion prompts ask students to consider Papa's decision to go to Vicksburg and how community power dynamics affect characters' actions.
Lesson 10
Revival
Students read Chapter 10 and answer questions about specific plot events (e.g., Mr. Morrison moving the truck) and character behavior (Uncle Hammer's temper; T.J. changing for the worse). The Organizing Ideas pages ask students to describe the setting, introduce main characters, describe the major problem or struggle, and explain suspenseful or exciting events. The book-report prompts instruct students to bring characters to life and encourage empathy for characters and the injustices they experience.
Lesson 11
Trouble
Students answer specific plot questions (e.g., how and why T.J. got hurt; why R.W. and Melvin brought everyone out to take T.J.), which requires identifying episode events and motives. Students are asked to summarize what happened in the chapter and to predict what will happen in the final chapter, and to discuss whether Stacey should have tried to rescue T.J., which engages students in explaining character responses to events.
Final Project
Unit Test and Presentation for Change
Students are asked to read the final chapter and parents are instructed to ask what the student thought about the end of the book, prompting reflection on the story's conclusion. The end-of-unit test asks comprehension questions about events and context (e.g., treatment of black school children, Jim Crow laws) and includes an item asking which two words best describe Cassie, requiring students to identify character traits. The skills list also includes that students will "deliver oral responses to literature that summarize significant events and details," which implies practice summarizing events.
Unit 3: The Giver
Lesson 1
The Community
Students are asked to read Chapters 1 and 2 and answer comprehension questions that require them to identify plot events (e.g., why the community was afraid of the aircraft, what happens at the Ceremony of Twelve) and character concerns (e.g., Jonas's worry about Asher). Activity 3 directs students to keep a "Character Timeline" segmented by chapter pairs and to record a word or phrase describing Jonas after each reading, with parent checks to ensure timeline entries are completed. The timeline pages span the entire book (chapter ranges listed) so students are prompted to track Jonas's changes over multiple episodes.
Lesson 2
Baby Gabriel
Students read Chapters 3 and 4 and answer specific event-based questions (for example, what happened when Jonas threw the apple and what a Release Ceremony is), which requires them to recall episodes. Students are asked to record words or phrases on a timeline to describe Jonas in Chapters 3 and 4, prompting them to note character details across sequential chapters. Students are also prompted to identify incidents that may foreshadow future events, which relates to recognizing plot development over time.
Lesson 3
The Ceremony of Twelve
Students are asked to "summarize the chapters he read yesterday," with a reminder that a summary recounts the main events in the order they occurred, which practices sequencing plot events. The directions tell students to "record on the timeline words or phrases that describe Jonas in the chapters you read today," prompting tracking of a character across chapters. Activity 2 has students create a "Timeline of Change" by ordering ceremonies and labeling what happens at each age, which has students arrange episodic events in sequence. Question #1 asks students to characterize Asher, prompting direct character analysis.
Lesson 4
The Selection
Students read Chapters 7 and 8 and answer comprehension questions that identify a key plot event (Jonas being selected as Receiver of Memory) and related details. Students are instructed to record on a timeline words or phrases that describe Jonas in these chapters, which requires them to track character description across episodes. Students are also prompted (in parent/ discussion prompts) to predict Jonas's assignment and to evaluate Jonas against the four qualities of a Receiver (intelligence, integrity, courage, wisdom).
Lesson 5
Memories
Students read Chapters 9 and 10 and are asked to record words or phrases to describe Jonas on a "Character Timeline" page, providing direct practice in identifying character traits. Discussion questions ask students to explain what Jonas was selected for, predict what the job will entail, and describe how Jonas felt after his assignment, which requires students to note Jonas's responses to plot events. Specific comprehension questions (e.g., what Jonas learns about the previous Receiver and what he receives from the Receiver of Memory) focus students on events that occur in these chapters.
Lesson 6
Color
Students read Chapters 11–12 and answer questions that identify specific plot events (the sled memory, the sunburn, and Jonas seeing color). Students are directed to record words or phrases that describe Jonas on a "Character Timeline" page for the chapters they read. The comprehension question asking what was happening when Jonas was "seeing beyond" asks students to connect an event to Jonas's experience and reaction.
Lesson 7
Pain
Students are asked in "Getting Started" to predict how Jonas will respond when he receives painful memories from The Giver, prompting analysis of character reaction. The Reading and Questions ask students to answer questions about Jonas's feelings (Question #1), his understanding of the instructors (Question #3), and his motivation to have the community share memories (Question #4), and to record information about Jonas on the "Character Timeline" pages. Activities require students to record and track Jonas-specific details from Chapters 13 and 14, which directs students to note changes or responses across those chapters.
Lesson 8
Love
Students are asked to read Chapters 15 and 16 and to record words and phrases that describe Jonas on a "Character Timeline," which prompts them to track his traits across chapters. Question prompts ask students to analyze Jonas's reaction to receiving painful and joyful memories and to explain his desire to return to his prior life. Activities require students to write a before-and-after poem and a bio-poem for Jonas that explicitly ask them to show how memories have changed him, and the "Before freedom/After freedom" pages ask students to compare states before and after a change.
Lesson 9
Rosemary
Students are instructed to record on a timeline words or phrases that describe Jonas in Chapters 17 and 18, which prompts attention to changes in the character across episodes. Reading questions require students to identify specific events and character responses (e.g., Jonas seeing all the colors, his upset reaction during the play, and Rosemary's release). Discussion prompts ask students to consider why Rosemary requested release and how one person might create change, encouraging consideration of character motivation and consequences of events.
Lesson 10
The Plan
Students read Chapters 19–20 and are asked to provide a verbal summary of prior chapters, which requires them to recount episode events. Students record words or phrases on a timeline to describe Jonas in these two chapters, which asks them to track his traits and reactions across the episodes. Students answer and discuss questions about Jonas's discovery, The Giver's relationship to Rosemary, and the escape plan, which asks them to explain character responses and plot actions that move toward a resolution.
Final Project
The Final Chapter
Students are asked to finish reading and answer targeted questions about key events (e.g., what happened to Jonas' plan, what was terrifying on the journey), which requires tracking episodes of the plot. Students analyze and add final thoughts to a "Character Timeline," explicitly directing them to analyze how Jonas changed as the book progressed. Students plan the sequence of events with a provided "Plot Flowchart" and are asked to write a 3–5 page final chapter that must follow the plot diagram and stay true to Jonas' character, reinforced by rubrics that evaluate following the plot and character consistency.
4: Systems and Interaction
Unit 1: Esperanza Rising
Lesson 2
Escape
The lesson asks the child to "summarize the main events" from chapters read and to "predict how life in America will be different for Esperanza and for Miguel," which engages sequencing and cause/effect. The "Questions to Discuss" and parent prompts ask why events happened (e.g., what happened to Papa, why they had to escape, why the uncles set fire) and ask "How has Esperanza's life changed?", directing students to explain character response and consequences. Option 1 asks the student to "describe how the phoenix might serve as a symbol for Esperanza's circumstances," prompting students to connect symbol and character situation and infer change or renewal.
Lesson 3
Train Ride
The parent prompt asks the child to predict how Esperanza will respond to being poor, prompting analysis of character reaction. The Discussion Director activity requires students to write four discussion questions about the chapters' big ideas, encouraging consideration of events and character responses. Wrapping-up and Parent Plan questions ask students to explain specific plot events (how the family escaped) and to describe characters' actions and contrasts (what Carmen did vs. well-dressed people), which requires referring to episodes in the chapter.
Lesson 4
Los Angeles
Students are assigned the role of a Travel Tracer to follow where the action happens in the chapter "Los Melones," describing where characters move to and from, detailing each setting, and citing page locations. Students are asked to explain what role the setting plays in the conflict and to share their map or descriptions with a parent. Discussion questions prompt students to describe how Marta treats Esperanza and to explain reasons for Marta's behavior, and dialogue activities require students to rewrite or create dialogue that shows characters' tone and reactions.
Lesson 5
Home Sweet Home
Students are asked to read the chapter "Las Cebollas," choose two or three passages to read aloud, and explain why they selected them, prompting identification of important plot moments and character reactions. Students are instructed to write a problem-solution paragraph (with an explicit example about Esperanza leaving Mexico) that has them state the problem, explain causes, describe the solution steps (including leaving and joining servants), and conclude with the outcome. Students complete a comparison chart describing differences between life at Rancho de las Rosas and life in California and answer discussion questions about Esperanza's chores and emotional adjustment.
Lesson 6
Papa's Roses
The lesson asks students to describe what Esperanza encountered when she arrived in Los Angeles and to predict what her new home will be like, prompting recall and interpretation of events. The parent/skills section directs students to "examine reasons for a character's actions," which asks them to analyze character motivation and responses. The Illustrator activity asks students to draw scenes related to plot, character, or setting, giving them an opportunity to represent specific events or moments in the story.
Lesson 7
Dust Storm
Students practice ordering events and using transition words in Activity 1, where they arrange sentences into a logical sequence and choose transitions (then, next, later, because, as a result). The lesson asks students to take the role of Connector and record connections between the book and their life/world, which requires referencing events from the chapter. Discussion questions and the wrapping-up prompts ask students to describe specific events (Esperanza's first day caring for babies, the dust storm) and how those events affected characters (Mama's illness), and the 'I Am' poem has students reflect on Esperanza's personality and circumstances.
Lesson 8
Christmas
Students are asked to be a "Line Locator," copying three to five lines or passages they believe are key to the story and explaining why those passages are important, which prompts attention to important events and moments. Parent discussion questions ask students to answer why Mama went to the hospital, what Esperanza was determined to do, and what Esperanza did for Christmas, which requires students to identify specific events and character responses. The Cesar Chavez activity asks students to relate a quote to Esperanza's story, prompting students to connect themes or character motivations to events in the narrative.
Lesson 9
The Strike
Students are asked to write a four- or five-sentence summary of the chapters "Los Aguacates" and "Los Esparragos," which requires identifying main events. Students examine text examples and record page numbers on the "On Strike!" graphic organizer, summarizing evidence that supports reasons for striking. Students answer discussion questions about how characters were treated, whether Esperanza should join the strike, and whether she should help Marta, which prompts consideration of characters' choices and responses.
Lesson 10
Together
The Getting Started prompt asks students to finish the book and consider how Esperanza's life has changed over the course of the novel and how those changes have changed her as a person. The Reading and Questions section assigns chapters "Los Duraznos" and "Las Uvas" and asks students, as a Dialogue Designer, to create a conversation that "must center around one or more events that occurred in the chapters you read today," which requires focusing on specific episodes and characters' reactions. The Wrapping Up and Questions to Discuss sections prompt students to explain character responses (e.g., Miguel's defense, Isabel's discrimination) and the significance of Esperanza's name, directing attention to character change and reaction to events.
Final Project
A Dramatization
Students are asked to write a movie trailer that "highlight[s] some of the main events from the story, talk about the characters and the obstacles they face," and to include lines related to major themes such as adjusting to a new culture or social class. Students pick an event from the story and write a 12–15 line readers' theatre script for that event, then rehearse and perform the script with family or friends. Students are prompted to compare their script to the original text and to discuss similarities and differences between the dramatic interpretation and the events in the story.
Unit 2: The Tree That Time Built
Lesson 6
Insects
Students read a narrative poem called "The Microscope" about Anton Leeuwenhoek and are directed to write their own narrative poem. Activity 3 prompts students to identify a main character, determine what will happen to that character, specify a problem/conflict, and plan events for the start, middle, and end of the poem. Parent prompts repeat those planning questions and encourage students to think about what will happen to the character throughout the poem.
Final Project
Poetry Lapbook
Students are asked to write and place a narrative poem in Part 8 (Narrative Poem), and the unit test includes an item that defines a narrative poem as "a poem that tells a story with plot, setting, and characters." The activities require students to compose and present various poems (including narrative), copy their narrative poem into a layered book, and review poems during the wrap-up.
Unit 3: Secret of the Andes
Lesson 3
People Below
Students are asked to reread Chapters 3 and 4 and to answer questions (e.g., speculate where Chuto goes on his second trip), which engages them with plot events. Students are prompted to divide a story into different events (3–4 ideas) on the "Writing a Lyric Poem for a Minstrel" page, which has them organize episodes into stanzas. Discussion prompts ask students about Cusi and Chuto's relationship and Cusi's feelings (quoting the text), which has students identify character responses to their situation.
Lesson 4
The Journey
Students read Chapters 5 and 6 and answer specific comprehension questions about events (e.g., how the landscape changed as they descended the mountain) and about character feelings (e.g., why Cusi says Chuto is troubled and how Cusi feels about the journey). Students are prompted to predict future events with questions like "What do you think will be in store for Cusi?" and to discuss whether Cusi will enjoy the journey, which asks them to consider ongoing episodes. Students also identify setting details (the village Condor Kuncca) that anchor episodes in the plot.
Lesson 5
New Sights
Students read Chapters 7 and 8 and answer comprehension questions that ask why Cusi is fascinated by new people and animals and what Chuto's description of the truck means; these questions require students to explain characters' reactions to events. The Wrapping Up question asks students to decide whether Cusi will go home to stay, prompting prediction about the story's outcome. Parent-plan discussion prompts ask students to explain Chuto's motives for sheltering Cusi and to consider mysteries about Cusi, which engages students in discussing character motives and possible change.
Lesson 6
Llama Training
Students read Chapters 9 and 10 and answer targeted comprehension questions (e.g., how Misti is a challenge to train and what Cusi learns from the stranger), which requires describing events and character responses. Discussion prompts ask students to explain why characters acted as they did (e.g., why Chuto would not take Cusi) and to describe the plot "to this point." These tasks ask students to recount episodes and to explain character behavior in specific scenes.
Lesson 7
The Temple
Students answer specific comprehension questions about Chapters 11 and 12 that require them to identify sequential events (for example, what caused Cusi to leave home, where Misti led him, and what he found on the carved stone). Students practice identifying and using time and sequence transition words by underlining time/sequence-related words in the Aztec Creation Myth and reviewing typical sequence/time transitions (first, next, then, before, after, suddenly). Students retell the Incan creation myth to family using visual aids and storytelling techniques, which requires organizing events in order for an engaging retelling.
Lesson 8
The City
The student activity asks learners to write a brief summary of the plot and to "show the sequence of events and how events are related" using time, cause-effect, and contrast/comparison transitions, which asks students to describe plot unfolding in order. The reading questions require students to identify specific episodes (e.g., Cusi's arrival in Ayllu and interactions with the guardsman) and to explain Cusi's feelings while in the city. The transitions chart and directions explicitly direct students to use temporal and causal transitions to link events, supporting practice in sequencing episodes.
Lesson 9
Belonging
Students are instructed to finish reading the book and answer comprehension questions (Q1–Q4) in complete sentences, including questions about Cusi's feelings about the beggar, who Titu was, the family Cusi found, and what Cusi discovered about his real family. The Wrapping Up section asks students to consider Cusi's discovery of where he belongs, his destiny, and the choice he faced between mountain life and city life. Parent discussion prompts ask students to explain what the story teaches about family, what it means that Cusi "learned to read his own heart," and who Cusi was and what he was called to do, all of which address character responses and realizations near the resolution.
Final Project
Narrative Essay
Students are asked to choose three important events and make them the beginning, middle, and end of Cusi's story, putting the events in chronological order (Activity 2). The graphic organizer prompts students to describe each event and explicitly to write how Cusi felt using first person (Event prompts and Event 2/3 pages). The conclusion section directs students to describe what the narrator learned and how it changed him, and the parent guidance emphasizes choosing events that bring about a change in Cusi's life.