Students analyze paragraph structure by identifying topic sentences, supporting sentences, transitions, and concluding observations in the Paragraph Analysis activities. Students locate and interpret citations and endnotes in the reading questions, showing practice with using evidence sources. Students compare positive and negative attributes of John Adams in the 'John Adams, The Suitor' activity, which has them list pros and cons that reflect opposing perspectives.

In Option 1 of Activity 2 students are instructed to "state your argument about what the artist might have thought about these events" and to "support that argument with 2-3 specific examples," ending with a concluding idea. The prompt requires students to write a "well-formed paragraph" and to use evidence from the engraving (a primary source) to support their claim. Several activity pages also ask students to use examples from the readings when composing a first-person account or explanations.

Students answer a reading question that asks them to identify Abigail Adams's argument for educating women (Question #2), which requires recognizing a claim and its supporting reasons. Students are asked to consider whether paragraph structure and component parts can make writing more persuasive in the "Ideas to Think About" section. Students practice paragraph editing that focuses attention on sentence structure, voice, and mood, which engages them in refining the clarity of reasons within a paragraph.

Students analyze a selected paragraph from a news article about girls' education using the Paragraph Analysis page, identifying the role of each sentence and connections between sentences. The Paragraph Analysis page lists prompts such as "States the main point of the paragraph," "Gives an example of...," and "Provides transition to (next line/next paragraph)," which have students identify a paragraph's main claim and supporting sentences. The lesson's guiding question about whether attention to paragraph structure can help authors craft more persuasive writing further directs students to consider organization and support.

Students are asked to state assertions about characters' leadership and to "list specific examples to support your assertions" on the Characters as Leaders activity page, which requires them to give reasons and evidence for claims about strengths and weaknesses. In Option 2, students compare the Seven Commandments to the Bill of Rights and answer prompts such as "Which do you think is most important? Why?" and "Would you rather live under... Explain," which require students to make a claim and provide supporting reasons. The Characters as Leaders table also asks students to organize their ideas into columns (e.g., strengths, weaknesses, examples), prompting some organization of reasons and evidence.

Students are asked in Activity 1 to compare how work was done on Manor Farm and Animal Farm and to "use specific examples from the text to support your points," which requires them to gather and organize evidence for a claim about similarities and differences. The Parent Plan lists a skill to "Write a letter that reflects an opinion, registers a complaint, or requests information," and the Business Letters example shows a modeled persuasive letter advocating legislation, giving students a template for expressing a claim and supporting reasons. Students are also prompted in wrap-up and discussion questions to consider who benefited and to reflect on whether animals were happier under different leadership, prompting evaluative claims with supporting text references.

Option 2 asks students to write a short speech honoring a participant and to "Explain the role that the individual played in the battle," "Highlight the admirable characteristics...," and "Explain what award or honor you would bestow upon the character." These prompts require students to make a claim (that the person should be honored) and to supply reasons and evidence from the text about role and qualities to support that claim. The Parent Plan also lists "Write a letter that reflects an opinion," indicating practice with expressing an opinion/claim.

Students are asked to research Russian Revolution figures and complete activity pages that require a "Connection to 'Animal Farm'" and a section for "Specific evidence that leads to that connection," and they are instructed to create a short timeline linking historical events to the novel. The answer key models drawing connections between characters (e.g., Napoleon to Stalin, Snowball to Trotsky) and asks students to provide supporting evidence for those claims. The Parent Plan lists a skill to "Write a letter that reflects an opinion," which indicates an opportunity for expressing an opinion with supporting details.

Students are asked to describe the leadership style of Mr. Jones, Napoleon and Snowball, and Napoleon alone, which requires them to state judgments about each leader. The Activity 1 prompt asks students to choose which leadership style they would want influencing their life and explain why, prompting students to introduce a claim and provide reasons. The graphic organizer directs students to record observations about work, productivity, happiness, power, and fairness for each leader, which provides material students can use as evidence to support their claims.

Students are asked in Activity 1 to write persuasive advice from Napoleon's perspective and to be "forceful and persuasive," using examples and appeals to emotion, logic, or duty, which requires them to state claims and support them with reasons and evidence. The parent plan and skills section ask students to "write a letter that reflects an opinion," reinforcing practice in making a claim and supporting it. Question 4 asks students to evaluate whether Snowball actually visited or whether Napoleon exaggerated, prompting students to consider alternate explanations.

The Skills section directs students to "Write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context." Activity 2 requires students to compose a formal business letter from Mr. Frederick that may "briefly mention the benefits to Mr. Pilkington," "propose a price," and notes an "Enclosure" line for supporting documents. Question #2 asks students to assess how often claims in the text are backed by credible evidence, prompting evaluation of reasons and evidence in a reading context.

Students are asked to decide a theme and "write the main theme below your plot diagram in just 1-2 sentences," which requires them to introduce a claim. Students are instructed to identify and list specific incidents from the novel as supporting evidence (e.g., Activity 2 Option 1 requires at least two incidents per listed theme). Students are guided to organize evidence using graphic organizers (plot diagram, bubble map) and are told to "show" and "tell"—to provide specific examples to convince an audience—indicating instruction on organizing reasons and evidence logically.

Students are asked (Activity 2) to write a paragraph explaining how a theme from Animal Farm applies to a historical event or to the present, explicitly naming which events/aspects they focus on and giving at least two specific parallels or examples. Students complete "The Seven Commandments, Revisited" table and answer reflective questions, documenting textual changes and citing evidence of how commandments were altered. Students are prompted to explain what Orwell might want readers to know, which requires linking claims about relevance to supporting examples from the text or history.

Students are asked to create an outline and an introduction that includes the purpose of the letter, which requires them to introduce a central claim (e.g., the Sample Outline states the purpose: tell Napoleon he abused his power). Students plan and organize at least three supporting paragraphs with topic sentences and supporting details, and the editing checklist asks whether each paragraph has a clear topic sentence and is well-supported by evidence. The rubric explicitly assesses ideas, use of appropriate evidence, and organization, prompting students to arrange reasons and evidence logically.

Students are instructed to write a clear thesis that states the topic, indicates causes or effects, and lists the points they will cover ("The thesis for a cause/effect essay states the topic, indicates whether you are covering causes or effects, and briefly lists the reasons or results..."). The Planning and Organization organizer directs students to write an introduction with a thesis, two body points with topic sentences and supporting details, and a conclusion, and the sample planning pages model logical organization. The lesson also provides a Cause/Effect transition chart and explicit directions to use transitions to clarify relationships among ideas.

Students are instructed to write a clear introduction/thesis that names the two things being compared or contrasted, states whether they are comparing or contrasting, and lists the 2 points of comparison/contrast (Planning and Organization, Part A and Parent Plan checks). Students plan and organize reasons and evidence by listing 3–4 specific points, writing topic sentences for each person/item, and providing details/examples for each point (Part II and Part III worksheets and the Sample Planning pages). Students are taught to use transition words to link ideas and to give a conclusion that restates the comparison/contrast and presents a verdict, which supports logical organization of reasons and evidence.

Students are instructed to write a sentence or two describing the problem, to present two possible solutions with a sentence explaining each and sentences listing pros and cons, and to write a sentence or two explaining and evaluating the chosen solution. The sample paragraph and mini-paragraphs model presenting multiple solutions, comparing them, and concluding with the accepted solution. The Student Activity Planning sheet and the provided transition-word chart guide students to organize ideas and link reasons and evaluations.

Students are instructed to write a clear thesis that names the topic, what is being said about it, and the three supporting points (Activity 7). The Essay Organizer and Research Rubric require a thesis statement, topic sentences for body paragraphs, supporting details, and use of transitions, and students practice identifying theses, topic sentences, and transitions in a student model (Activity 1). Activities and tips also ask students to integrate quotations, paraphrases, statistics, and other evidence from multiple sources to support their points (Activities 4, 5, 9).

The lesson asks students to write a paragraph that opens with a hook and "reveal[s] the main idea of the paragraph," which functions as introducing a central claim. Students use a Venn diagram to organize similarities and differences between Huck and Jim and are prompted to "support your ideas with evidence from the text," requiring logical organization of reasons and textual support. The activity lists compare/contrast as an expository organizational structure and directs students to include two differences and one similarity with evidence.

Students are instructed to decide a position and create a thesis statement that states their claim and often includes reasons. Students are told to brainstorm reasons, choose the three best reasons, and write each body paragraph to cover one reason, supporting those reasons with explanations, facts, statistics, examples, anecdotes, or quotations. Students read and analyze a model persuasive essay and answer questions about how the writer begins, the thesis, whether reasons are included with the thesis, and the types of evidence used. Option 2 asks students to imagine writing an essay taking the opposite position, providing brief practice in considering an alternate view.

Students are asked to write a persuasive paragraph that includes a thesis statement stating their position and two reasons, and to provide evidence to back up each reason. Students are directed to use an online Persuasion Map to plan their thesis, reasons, and facts/examples, which supports organizing reasons and evidence. The lesson text also tells students that "analyzing the 'other side' and its arguments can make your paper stronger," and instructs students to use a combination of types of evidence.

Students are asked to compare and contrast the novel and the 1993 film and to "decide if the directors and actors made good choices," taking notes on changes to character, plot, setting, language, or dialect and addressing why those changes were made. The lesson prompts students to evaluate similarities and differences and to consider which version they enjoyed more and why. Discussion questions ask students to identify ways directors or actors strayed from the novel and whether those changes impacted the movie positively or negatively.

Students are asked to "Copy a sentence or two from the persuasive paragraph you developed about whether 'slave' should be substituted in the book," indicating they produced persuasive writing. The project materials and blocks include a "Types of Writing" component and the unit test asks students to identify passages as narrative, expository, or persuasive. The lesson directs students to review a PowerPoint on the types of writing, which exposes them to persuasive writing as a genre.

Students are asked to write a 6-8 sentence speech persuading a newly freed slave to reside in Buxton (Activity 4), which requires them to state a position and give reasons to support it. Students research Buxton and the Underground Railroad through readings and videos earlier in the lesson, so they can use historical facts (land, schools, safety) as evidence in their speech. The parent guidance lists specific reasons students can use, which supports students in selecting relevant evidence for their claim.

Students read paired passages by George Fitzhugh and Frederick Douglass and answer questions asking whether they agree with Fitzhugh and whether Douglass's account is persuasive, prompting students to state a position and supply reasons. Students identify persuasive features in Douglass's writing (vivid adjectives, repeated verbs) and compare the authenticity of competing voices, which requires distinguishing opposing claims. Students prepare a "Welcome to Buxton" basket and give a short speech explaining why each item was chosen, requiring them to present reasons to support their choices.

Students are asked to state an opinion and support it in the discussion question: "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?" Students may also create a carnival advertisement intended to persuade visitors, which requires them to assert claims and use language to support those claims. The lesson asks students to explain whether MaWee will be better off in Buxton and to give reasons, prompting them to offer a position with supporting evidence.

Students are asked to respond to question #2 ("Do you think Mr. Leroy made a good choice…? Why or why not?") and are prompted to note evidence about the Preacher's past faults and Mr. Leroy's desperation when supporting their answers. Students are prompted in discussion to decide whether Elijah bears any responsibility and to give reasons for their position. Students use a graphic organizer to compare and contrast characters, recording similarities and differences in organized lines.

Students are instructed to develop a clear, debatable thesis statement and place it at the end of the introduction (Activity 5; Paragraph 1 guidance). Multiple activities require students to identify counterarguments and write rebuttals (Activity 3, Activity 4, and rubric that requires one counterargument presented fairly and rebutted clearly). Students are directed to use a Persuasion Map and an outline to plan and organize three supporting arguments and to develop each argument in its own body paragraph with transitions (Persuasion Map link, Paragraphs 2–4 guidance, and Persuasive Essay Rubric).

Students revise and edit their persuasive essay by reading it once to focus on the structure of their argument and to ensure they have used the correct persuasive-essay format. Students check that each paragraph has a topic sentence and clear supporting details and consider whether ideas are explained thoroughly, adding or omitting words, sentences, or phrases as needed. The parent-plan skills explicitly state that students will support claims with logical reasoning and relevant evidence and will anticipate and address counterarguments and use words and clauses to clarify relationships among claims, counterclaims, reasons, and evidence.

The lesson's Skills section explicitly states that students will "Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically." The Skills section also instructs students to "deliver persuasive presentations" that "anticipate and answer listener concerns and counterarguments." Activity 2 requires students to produce a final draft of a persuasive essay, implying students will present claims and supporting reasons in written form.

Students read two opposing essays about human cloning and record each author's main arguments and any logical or rhetorical fallacies (Activity 1 student page). Students are asked to compare how the two authors reached different conclusions and to analyze the evidence each presents (Parent Plan skill and activity directions asking what would have strengthened the argument). Students practice applying fallacies by drawing argument and fallacy cards and using those fallacies to support given claims (Activity 2 game).

Students use the "Comparing Societies" graphic organizer to record similarities and differences between Opium and the United States, organizing observations and supporting details. The Parent Plan skills list asks students to "cite the textual evidence that most strongly supports an analysis" and to "analyze how a text makes connections among and distinctions between individuals, ideas, or events," which directs students to gather and use evidence. Students are asked to consider the warning the book offers and to write a descriptive paragraph for an imagined dystopian society (Option 2), prompting interpretation supported by details.

Students use the Science Fiction activity page to fill a table linking genre characteristics to specific evidence from The House of the Scorpion and to write a concluding judgment about whether the novel fits the genre. The Skills section directs students to 'delineate and evaluate the argument and specific claims in a text' and to 'cite the textual evidence that most strongly supports an analysis,' prompting students to identify claims and support them with evidence. Students also write a 5–6 sentence persuasive paragraph to convince parents to get a pet, which requires stating a position and providing supporting examples.

Students are directed to review a PowerPoint presentation that "covers the structure of a persuasive essay and recommended persuasive techniques." The review list explicitly includes "Logical and rhetorical fallacies," which students will study. The Activities ask students to prepare for a unit test using these materials.

Students are asked to describe the structure of a five-paragraph persuasive essay, including that the introductory paragraph should end with a clear, arguable thesis and that three body paragraphs should each give a reason supported by facts and details. Student prompts ask what a counterargument is and how to use it effectively, and the parent plan defines presenting and refuting a counterargument. Students complete reflection pages asking them to reconsider their position on cloning, evaluate whether they used fallacies, and mark examples of fallacies in given statements.

Students are asked to cite textual evidence as a stated skill, which directs them to identify text-based support for analyses. Students complete a Venn diagram activity (Option 1 or 2) in which they sort and organize characteristics of Hazel's group and Cowslip's group, practicing organizing information and evidence logically. Students also write several sentences making connections between the reading and their own experience or the world, producing short written responses that could include supported interpretations.

Students are asked to create a campaign sign and write a short, powerful slogan for Hazel that "encapsulates the strength of his leadership style and the reasons people should vote for him," which requires choosing and presenting supporting reasons. Students complete a Rabbit Societies chart in which they record positive and negative traits of each group and of each leader, and they compare Hazel's strengths and weaknesses to other leaders. Students are directed to discuss their slogan/logo choices and the flags with a parent, which prompts them to explain and justify their choices orally.

Students are asked to analyze fidelity when evaluating how a production stays faithful to or departs from a text (Skills section), which requires making evaluative judgments and supporting them. In Activity 2, students must write a 3–5 minute script, decide whether to add or omit material, and include notes for music/lighting, requiring them to make and justify creative choices. Discussion prompts ask students to provide examples and explain why a pivotal decision is important, prompting students to support interpretations with textual evidence.

Students are asked to publicize an author event by designing a poster or creating a 90-second radio promotion (Activity 2, Options 1 and 2) and to include "factual information about the author that might interest people" and "what details about the author/book might make people want to hear Zusak speak." The parent notes and activity instructions require the promotional piece be at least one paragraph and include basics such as date and location and information meant to draw people in, which asks students to present reasons and supporting details for attending.

Students are prompted to form and explain opinions in discussion questions such as "Do you think Rudy is a good friend for Liesel? Why or why not?" and "Why do you think Hans took the time to teach Liesel to read?," which require stating a claim and giving reasons. Question #2 asks students to "Describe Rudy's father's mixed feelings," which has students identify and explain conflicting perspectives. The reading questions and Part D of the Similes and Metaphors activity ask students to write their own simile or metaphor and to explain effects, giving practice in supporting interpretations with textual details.

Students are asked in the "Special Books" activity to choose five books and "write a sentence or two that describes why you value each of the books," which requires stating a claim about each book's value and giving reasons. The Skills section states students will "Develop a topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples," which asks students to provide supporting information for a topic.

Students are asked to compare primary source documents and historical fiction in Option 2, brainstorming advantages and disadvantages and then choosing three ideas and providing specific examples from the day's readings, which requires stating ideas and supporting them with textual evidence. Students are prompted to reflect on which type of writing has more impact and why, an activity that asks them to take a position and justify it. A discussion question asks students to state whether the Steiners should have let Rudy go to the special school and explain why, prompting students to form and support an opinion with reasons.

Students are asked to "take a side on this issue and write down reasons that support his opinion, examples or specifics to back up two of the reasons, and a specific argument his opponent might make (and how he'd refute it)" in the bottom-middle mini-project on censorship in journalism. Another activity asks students to "analyze a speech by a journalist on wartime censorship, then write an essay on the topic considering different viewpoints," which requires consideration of alternate claims and viewpoints. The mock-debate suggestion asks students to test out reasons against an opposing position, reinforcing practice with counterarguments and support.

Students are asked to list five items about Boo Radley under separate columns for "Hearsay and Gossip" and "Personal Experience and Reliable Sources," which requires them to identify and sort evidence. Students are then instructed to compare the two columns and develop a hypothesis about who Boo really is, prompting them to use organized reasons and evidence to support a claim. Question prompts (e.g., who mended Jem's pants?) and the activity guidance ask students to form explanations and note that some students may hold different opinions.

Students are asked to write a 6–8 sentence literary response that expresses opinions, makes predictions, and 'refer[s] to specific examples from the text to support' ideas. The activities require students to produce direct quotations and paraphrases from chapter pages and to distinguish quoting, paraphrasing, and summarizing, which practices using textual evidence. The Skills section notes that students will 'draw supported inferences' and 'connect responses to specific textual references,' indicating practice in supporting claims with evidence.

Students plan and deliver an organized oral presentation with slides, using a graphic organizer and index cards to record key points and arrange segments logically. The Skills and rubric explicitly ask students to "present claims and findings... with relevant evidence, sound valid reasoning, and well-chosen details" and to "support judgments through references to the text." The unit test and final project require students to state themes or judgments and give multiple book examples or quotations as evidence.

Students are asked to state and support interpretive positions (for example, Question #1 asks for adjectives to describe Prufrock based on poem details, and the student activity asks "Which poem did you like better and why?"), which requires making a claim and giving reasons. Students are instructed to underline phrases or images that strike them and to answer specific questions about lines and images in the poems, prompting them to cite textual evidence and explain meanings. The ellipses activity asks students to explain why poets use ellipses and to analyze punctuation choices, which asks for explanation and justification grounded in the text.