Sixth Grade - ELA
1: Environment and Cycles
Unit 1: The Wanderer
Lesson 1
Charting the Course
Students are asked to gather background information before reading by visiting an author website and answering questions about Sharon Creech, and by using an atlas or Google Maps to locate and label the boat's stops on the provided map. Students are instructed to review the "Parts of a Sailboat" diagram and sailing terminology and told they can refer to the diagram as they read when characters discuss actions aboard the boat. Parent discussion prompts ask students to discuss the course the crew will take and compare life on a boat with life on land, which requires having completed the preparatory activities.
Lesson 2
Preparations
Students read Chapters 1–7 and answer comprehension questions that require explanation of character traits and events (e.g., explaining what Sophie's father calls her). Students are instructed to use page references to find how vocabulary words are used in the book and to use context to choose definitions, which requires consulting textual evidence. Students complete a Character Development timeline where they record words or phrases describing characters after each reading, prompting them to draw on their reading when reflecting on changes.
Lesson 3
Juggling
Students are directed to "Read Chapters 8-14 in the book and answer the following questions... Also pick 2-3 questions to discuss with your parent," which requires coming to discussion having read the material. One question explicitly instructs students to "Use examples from the book to support your answer," and other prompts (e.g., why the author chose two narrators; compare two sample passages and explain which is better and why) require referring to textual evidence. Students are also told to use the "Character Timeline" to record words and phrases to describe Sophie and Cody, which they can draw on during discussion.
Lesson 4
Grand Manan
Students are asked to read Chapters 15–22 and answer specific comprehension questions in complete sentences, which requires coming to class having read the required material. Students are instructed to fill out a "Character Timelines" sheet and to complete the "Relationships" activity in which they describe how characters are related and how they interact, tasks that require using details from the text. One question's answer explicitly cites a page (p. 68), showing an expectation to refer to textual details when answering questions.
Lesson 6
Marine Life
Students are assigned to read Chapters 31–35 and then answer specific questions in complete sentences, which requires coming to tasks prepared with knowledge from the text. Students are instructed to fill out "Character Timelines" for these chapters and to summarize Bompie's story, activities that ask them to draw on the chapters' content. The Parent Plan includes "Questions to Discuss" that prompt students to reflect on how animal sightings affect crewmembers' emotions, suggesting follow-up discussion based on reading.
Lesson 7
The Storm
Students are instructed to read Chapters 36–50 and answer comprehension questions in complete sentences, which requires preparation. The Identifying Voice activity has students cut out and match direct quotes from the novel to characters and write character-specific quotes and thoughts for a scenario, which makes students use textual evidence. Parent-plan prompts ask students to describe the voyage and share sentences they developed, supporting oral recounting based on the reading.
Lesson 8
Changes
Students are asked to read Chapters 51–60 and then answer specific questions in complete sentences, including questions about how the storm and The Wave changed Cody and how relationships among crewmembers changed. Students are instructed to fill out a "Character Timelines" sheet for these chapters, which requires referencing events from the reading. Parent/teacher discussion prompts quote text (e.g., Sophie's line) and ask students to reflect on meaning, and parents are told to discuss how the environment might change people's emotions.
Lesson 9
Land Ho!
Students are instructed to finish reading the book and then answer comprehension questions in complete sentences, showing they must come prepared with the text. The Themes activities (both Option 1 and Option 2) explicitly require students to "provide evidence from the book to support" identified themes and include lined boxes for citing that evidence. The lesson also prompts students to arrange a time to share their paintings or lessons with family and offers "Questions to Discuss," which set up opportunities to refer to the text during oral discussion.
Lesson 10
Narrative Essay Writing and Voice
Students are instructed to review the Narrative Essay Rubric before beginning, which asks them to check criteria such as voice, word choice, and mechanics. Students complete a Prewriting Narrative Organizer that documents who, when, where, main events, feelings, and what was learned, showing preparation for discussion of their writing. Students are asked to meet with a parent to conference about their writing and "discuss the rubric... as it relates to your essay," and to share their personal narrative with family members.
Final Project
Character Lapbook and Test
Students are asked to record a Character Quote with the quote and page number and to explain why the quote is meaningful, which requires locating and citing text evidence. The test asks students to "Describe a theme of the book. Use examples from the story to support your theme," prompting students to draw on examples from the text. The lapbook requires a Character Tree and Character Changes that refer students to their character timeline and story events, and the unit ends with instructions to "Share your character lapbook with others" and provided discussion questions for parents to use.
Unit 2: The People of Sparks
Lesson 1
The City of Ember
Students are instructed to watch The City of Ember before writing or performing a movie review and to "pay special attention to the environment of Ember and the main characters," which requires preparing by viewing the required material. Students complete vocabulary preparation by locating definitions, using context to choose meanings, practicing sentences with a parent, and reviewing words multiple times. Students are asked to describe characters, setting, and plot in their reviews and to read or watch movie reviews online to understand what to include. Parent discussion questions prompt students to recall who Lina and Doon are and what they did, supporting oral discussion about the text.
Lesson 2
Sparks
Students are directed to read chapters 1–3 of The People of Sparks and answer comprehension questions in complete sentences, showing they prepare by reading the required material. Students make five predictions about how the people of Ember will adjust and are instructed to check off which predictions come true as they read, which requires comparing ideas to events in the text. The parent plan prompts students to describe their predictions and discuss why they think they will occur, providing opportunities to reflect on ideas from their reading.
Lesson 3
Discovery
Students are assigned to read chapters 4–5 and to add daily entries to a "New Environment, New Discoveries" learning log, which requires recording and categorizing discoveries from the text. Students answer text-based comprehension questions in complete sentences (e.g., why Lina is afraid of fire; why she never had certain foods). The Parent Plan and "Questions to Discuss" prompt students to share discoveries, describe town leaders' concerns, and compare uses of oxen, which directs students to use information from their reading when talking.
Lesson 4
The Disaster
Students are asked to read chapters 6–7 and answer comprehension and opinion questions, which requires preparation with the required material. Students must produce a monument or write a ballad that retells the Disaster, using details from chapter 6 to shape their product. Students are prompted to discuss how the Emberites are adjusting and to respond to a wrap-up question about whether a disaster like this could happen today.
Lesson 5
Roamers
Students are asked to read Chapters 8–10 and to summarize what happened and revisit prior predictions, which requires coming to discussion prepared. In Activity 1 (The Debate) students must choose a side, compose three arguments, and explicitly "support each argument with evidence." Students are instructed to read their arguments aloud to a parent and then identify which statements are facts versus opinions and discuss emotional appeals.
Lesson 6
Flags
Students are instructed to read chapters 11-13 and to think about how the people of Ember and Sparks are similar and different, and to answer questions in complete sentences about the reading. The Comparing Ember to Sparks activity asks students to illustrate both cities and make a Venn diagram, using the log from Lesson 3 and the movie to help remember discoveries. The Wrapping Up and Parent Plan discussion prompts ask students to explain their illustrations and discuss similarities and differences between the two communities.
Lesson 7
Tomatoes
Students are instructed to read chapters 14–16 and then answer specific comprehension questions in complete sentences, which requires use of the assigned text. Several questions ask about plot details and character feelings (e.g., why Torren hates Lina, how Doon feels), so students must draw on what they read to respond. The lesson also includes discussion prompts, a media-paragraph activity tied to the book's setting, and a suggestion to read the paragraph aloud, which invite students to use their reading in talk and writing.
Lesson 8
Unfairness
Students are instructed to "Read Chapters 17-19 and then answer the following questions. Discuss your answers with a parent," which requires preparation before discussion. Activity 1 directs students to look at each vocabulary word in context and "record what specifically in the book's context helped you understand the word's meaning or helped you choose a good synonym," explicitly asking students to draw on textual evidence. Parent-facing prompts ask the student to "defend her reasoning" about town government comparisons and to "describe the system to a parent," which require students to use their reading and thinking when discussing.
Lesson 9
Conflict
Students are instructed to read chapters 20–22 and then answer comprehension and discussion questions in complete sentences, which requires coming to discussion prepared. The Sequencing Events activity has students cut out and place story events in chronological order, requiring them to identify and use events from the text. The Introducing the Lesson prompt asks students to summarize important events and the Wrapping Up/Parent Plan questions prompt students to discuss causes, consequences, and possible solutions based on the story.
Lesson 10
The Decision
Students are instructed to read specific chapters (23–26 and chapter 27) before answering comprehension questions, which requires coming to activities prepared. Activity 2 (Story Conflict) explicitly directs students to identify the conflict in The People of Sparks and "provide evidence from the text" (events, characters' words/actions, or dialogue) to support their identification. Activity 1 asks students to brainstorm solutions based on the story and write a 6–8 sentence speech to explain their solution and persuade others, which requires drawing on their reading.
Final Project
Wars and Plagues or A New Environment
Students are asked to gather information and record it on a "Research Organizer" that prompts notes on causes, effects, and how a war or plague ended, showing preparation with textual/evidence-based notes. Parents are instructed to "discuss the requirements" and to "ask your child to explain the events she chose to list on her timeline and how she decided which events to include," which requires students to explain and talk about their research. Students complete rubrics, timelines, maps, and newspaper reports that require them to locate, organize, and refer to researched information in their written work.
Unit 3: Short Stories
Lesson 1
The Good Deed
Students are instructed to read "The Good Deed" (pp. 109–126) and answer comprehension questions in complete sentences that require referring to events and character motivations (e.g., why Heather visits Miss Benson, why Risa hid the cookies). The Skills section explicitly notes identifying elements of fiction and supporting answers by referencing the text to determine plot development. Parent/teacher discussion prompts ask students to describe characters and explain how Heather's impressions changed, which requires students to draw on details from the story.
Lesson 2
Short Story Genre
Students complete Activity 3 (Mars Research), recording facts about Mars in a journal before reading the science fiction story, which requires them to come to the text prepared. Activity 4 directs students to "record some phrases and sentences from the story" that describe an environment and to record those descriptions in a journal, which has students identify and collect textual evidence. The lesson includes discussion prompts (e.g., "Questions to Discuss" about the role of the natural environment) that provide opportunities for students to talk about the texts and the environment.
Lesson 3
The Dog of Pompeii
Students are instructed to read "The Dog of Pompeii" and to read the story aloud to a sibling or parent and then answer comprehension questions in complete sentences, demonstrating preparation. In Activity 3 students must locate and record phrases from the book that describe Pompeii from Tito's point of view, providing explicit textual evidence. In Activity 4 students research Pompeii and record ten important facts and then develop and present a RAFT poem or song for an audience, drawing on their gathered information. The parent/teacher prompts include discussion questions that ask students to review events and give examples of irony, prompting reflection on the text.
Lesson 4
Rip Van Winkle
Students listen as the parent reads the full text and then answer comprehension questions that ask them to cite actions and changes (e.g., "How do his actions support this characterization?" and "What were two or three major changes that occurred while Rip was asleep?"). Activity 1 directs students to locate the author's descriptions of the Catskill Mountains and record words and phrases the author uses, requiring them to draw directly on the text. Activity 4 asks students to read a poem version and compare it to the story, prompting students to identify similarities and differences between texts.
Lesson 5
Zlateh the Goat
Students are instructed to read "Zlateh the Goat" and answer comprehension questions in complete sentences, including text-based items (e.g., why the family sold the goat, how Zlateh saved Aaron). Activity 2 asks students to reread the first page of short stories they have read and identify the narrator's point of view, requiring them to consult the text. The Parent Plan includes specific discussion prompts (e.g., how the family treated Zlateh, the role of the natural setting) and directs parents to discuss point of view and review passages with the child.
Lesson 6
Women in Short Stories
Students are asked to read or listen to the required texts (parents are instructed to read "A White Heron" aloud and students read "The Widow Carey's Chickens") before engaging in discussion. Parents are given oral discussion questions that include prompts requiring justification (e.g., "Does Sylvia enjoy her new life in the country? How do you know?"). The Skills section and Activity 3 (Short Story Critique) require students to make assertions with accurate, supporting citations and to include specific references to the story in their critique. Activity 4 asks students to compare characters on a Venn diagram, which requires drawing on details from both texts.
Lesson 7
Your Choice
Students are instructed to select and read a short story from the book, which has them come to class having read required material. Multiple graphic organizers (Elements of a Short Story, Plot Diagram, Story Conflict & Theme) require students to identify specific examples and "specific examples from the text that support that theme," to list "words and phrases the author uses to describe the setting," and to reference actions that show character traits. The Parent Plan provides "Questions to Discuss" prompts and tells parents to encourage the child to answer the questions after writing them, which creates an opportunity for one-on-one discussion drawing on their preparation.
Final Project
Writing a Short Story
Students are asked to complete a "Theme & Conflict" organizer that directs them to identify a major theme and provide examples from the text that support that theme, which requires them to draw on evidence from their story. Students are prompted to refer back to their graphic organizers (plot diagram, character/setting sheet) as they write, which supports using prepared material to support ideas. Parent-plan prompts ask students to discuss their rubric, point of view, plot diagram, and types of conflict with an adult, creating structured opportunities for one-on-one discussion about their prepared work.
2: Force and Power
Unit 1: Bull Run
Lesson 1
Background on the Civil War
Students read and analyze multiple required texts (background passage, primary-source diaries, and secondary-source articles) and are instructed to read the timeline and map so they are "familiar" with events before proceeding. Students are asked to record organized research notes (color-coded note cards and journal entries) and to use those notes when writing sentences or annotating the map. Parent prompts ask students to explain differing perspectives of the diary and journal accounts and to identify facts and opinions in those primary sources, which requires referring back to the texts as evidence.
Lesson 2
Pink and Say
Students are instructed to read Pink and Say and answer text-based questions in complete sentences, demonstrating preparation with the required material. In Activity 1 students identify and record factual information about the Civil War from the book in a journal for later review. In Activity 5 students read and analyze primary-source Civil War letters, identify the writers/recipients and the writers' opinions, and are directed to circle helping verbs in a selected letter. The Wrapping Up and Parent Plan include explicit discussion prompts that ask students to compare perspectives and explain how the letters changed their views.
Lesson 3
Joining the Ranks
Students are instructed to read pages 1–20 of Bull Run and then answer specific comprehension questions in complete sentences, using the Cast of Characters and map activity as they read. Activity 2 directs students to read a Civil War speech and record three factual statements and three opinion statements in a journal, and to identify at least two statements that could be propaganda. The Parent Plan includes discussion prompts and asks the child to summarize the accounts read and explain each character's perspective, connecting reading preparation to follow-up discussion.
Lesson 4
Ready for Battle
Students are asked to read pages 21–40 in Bull Run and answer comprehension questions, which requires prior preparation. Activity 2 asks students to design a Civil War propaganda poster and explicitly tells them to "think about the characters you have read about in Bull Run" when deciding what would influence those characters. The Parent Plan and Skills sections instruct drawing conclusions based on evidence and suggest discussing the poster message and how it would influence readers.
Lesson 5
Nerves
Students are instructed to read pages 41–60 and answer comprehension questions in complete sentences, including locating a character's home state and explaining character perspectives. The Wrapping Up section includes discussion prompts that direct students to reread a specific page (page 54) and evaluate a character's perception, which requires referring back to the text. Parent Plan directions ask students to review characters, roles, and perspectives and to read aloud their photo-response sentences and explain how they chose titles.
Lesson 6
The Battle Begins
Students are asked to read pages 61–80 and answer comprehension questions in complete sentences, which requires familiarity with the text. The lesson includes guided "Questions to Discuss" (e.g., why the author shortened entries, how a character felt) that prompt students to reflect on events and character reactions. Option 2 asks students to select an event or character from the book and write a fictional story based on that event, requiring students to draw on their knowledge of the text.
Lesson 7
Fleeing and Death
Students are asked to finish reading the novel and to reread specific pages before activities, showing preparation. Activity 1 directs students to "Cite evidence from the book to support your ideas" when describing Toby's feelings before and after Bull Run. Activity 2 asks students to reread character accounts, practice them aloud, and present their accounts to family, and the Parent Plan includes specific "Questions to Discuss" and asks students to share their character quilt and describe images and descriptions on the back.
Unit 2: Albert Einstein
Lesson 1
Who Is Albert Einstein?
Students read the biography introduction and answer comprehension questions in complete sentences, demonstrating preparation with the text. Students are instructed to generate three or four questions about Einstein and to record and later seek answers in the book, prompting them to gather evidence while reading. Students also take notes on Isaac Newton (6–10 facts on note cards) and mark countries and dates where Einstein lived on a map as they read, which requires collecting and using information from the text.
Lesson 2
Einstein, The Boy
Students are directed to read Chapters 1 and 2 and answer specific questions in complete sentences, showing they come to tasks having read the required material. Vocabulary and sentence activities use sentences taken directly from the book and ask students to place words into those sentences, requiring attention to the text. The timeline and trait activities require students to record events, dates, and consequences from the chapters, and the Parent Plan provides discussion prompts that refer to specific facts from the reading.
Lesson 3
University Days and Beyond
Students are asked to read Chapters 3 and 4 and answer text-based questions in complete sentences, which requires using information from the reading. Students must add two to four important events from the chapters to Einstein's timeline and complete a Biography Web, which asks them to locate and place events from the text. Parents are instructed to ask the child to summarize earlier chapters and to discuss guided questions (e.g., what college students could learn from Einstein's mistakes), prompting verbal discussion about the reading.
Lesson 4
Research and Discovery
Students are instructed to read Chapters 5 and 6, answer questions in complete sentences, and add events to a timeline, which requires coming to activities prepared. Students are asked to take notes while watching assigned videos and then write a video summary using those notes. Students are directed to explain the theory of relativity to a family member using an example from the video or book and to compare how the book and video accounts are similar or different during wrap-up discussions.
Lesson 5
The Professor
Students are instructed to "Read Chapters 7 and 8 and then answer the questions below in complete sentences," which requires coming to tasks prepared. Several questions direct students to specific pages (for example, Question #3 asks how Einstein describes gravity on page 85 and Question #4 asks for an illustration of the trampoline demonstration on page 86), so students must refer to textual material. The Wrapping Up and Parent Plan include explicit "Questions to Discuss" that ask students to reflect on ideas (e.g., "What do you think the saying 'knowledge is power' means?").
Lesson 6
Fame
Students are directed to read Chapters 9 and 10 and answer comprehension questions and add events to a timeline, demonstrating required preparation. Students must look up an encyclopedia entry, compare it to the biography and videos using the "Forms of Media" questions, and then orally explain to a parent how each source contributed to their understanding and the benefits/limitations. Students are also asked to memorize three Einstein quotes and share them with family, which requires preparing material to present in discussion.
Lesson 7
War
Students are directed to read Chapters 11 and 12 and answer specific questions in complete sentences and add events to their timeline, which requires using text content. Students complete a biography web for "The War" and are asked to cut and place events from the readings. For the video activity, students must record at least three factual statements and two opinions and parents are prompted to have students share those facts and opinions after viewing. The lesson includes discussion prompts (e.g., whether Einstein was right to urge FDR to research the bomb) that invite students to talk about ideas drawn from the readings and video.
Lesson 8
Peace
Students are directed to finish reading the last chapter and answer specific comprehension questions, which requires coming prepared with the text. Activity 1 asks students to revisit questions recorded earlier and to use the biography (and additional research if needed) to answer them. Option 2 of Activity 3 explicitly asks students to provide one or two examples from the book that demonstrate each common element of a biography, requiring students to draw on textual evidence. The lesson includes prompts for students to share thoughts and discuss what they admire or learn from Einstein, which creates opportunities for discussion about the text.
Unit 3: Number the Stars
Lesson 1
Background on Denmark and World War II
Students are asked to read background material about World War II and an e-book about Denmark before activities, showing preparation (Introduce the Lesson; Activity 2). Students complete a map color-coding task using a provided chart that requires them to apply information from their reading to categorize countries (Activity 1 and Student Activity Page). Discussion prompts and parent-plan directions ask students to share what they know and to answer questions about Hitler and Denmark, and parents are told to check correctness of map identifications and to have the child read his acrostic aloud.
Lesson 2
Soldiers on Every Corner
Students are assigned the role of summarizer and told to read Chapters 1 and 2 and write a four- or five-sentence summary, which requires coming to class having read the required material. The lesson includes specific 'Questions to Discuss' that ask about events and character descriptions (e.g., why Papa and Mama burn the newspaper, how Annemarie describes King Christian, how life changed since the Nazis came), which prompt students to refer to the text. The parent plan asks students to read their poem aloud or explain the chart they completed, which asks students to draw on their preparation when sharing ideas.
Lesson 3
The Button Shop
Students read Chapters 3 and 4 and are instructed to locate and mark passages they think are worth reading aloud. Students read selected passages aloud to a parent and then discuss why they chose those sections. In the propaganda activity, students analyze multiple posters, attend to techniques and messages, and write a sentence summarizing each poster's message. Students also design their own propaganda poster and explain it to family as a wrap-up.
Lesson 4
In Hiding
Students are instructed to read Chapters 5 and 6 and take on the role of a discussion director, writing four open-ended discussion questions that cover the book's big ideas. Students are directed to go over their questions with a parent and "discuss what your answers would be and why." In Activity 2 students must record three problem/solution situations from the chapters, describing each problem and how characters solved it.
Lesson 5
In the Country
Students are instructed to read Chapters 7 and 8 and to act as a travel tracer, following where the action happens. After reading they must describe where characters move and describe each setting in detail either in words or on a map and "be sure to give the page locations where each scene is described," recording ideas in a journal. Students are directed to share their journal/map with a parent and to discuss guided, text-based questions (for example, why Mama did not want the girls to see anyone), which requires referring to the text during discussion.
Lesson 6
Aunt Birte is Dead
Students are instructed to read Chapters 9 and 10 and serve as a "literary luminary," choosing two or three passages to read aloud and explain why they selected them to a parent. Students are directed to go to the PBS "Barbara Rodbell" page, read her story, retell it to a parent, and answer in a journal how Barbara's message relates to WWII and today. The Parent Plan prompts caregivers to ask the child to summarize what was happening at the end of the prior chapter and to encourage predictions, supporting preparation for discussion.
Lesson 7
Run!
Students are instructed to read Chapters 11–13 as their required preparation for class. Students take on the role of an illustrator and are asked to draw a picture related to the chapters, then are encouraged to share their illustration and explain what it represents and why they chose it. Students complete a Venn diagram comparing Annemarie's sacrifice to a historical figure, which requires them to use details from the reading and their research. Discussion prompts and parent questions ask students to explain whether they would have been brave and to describe events from the chapters.
Lesson 8
Little Red Riding Hood
Students are assigned to read Chapters 14-17 and to act as a 'connector,' recording connections between the book and the real world in a journal. The Character Sketch activity directs students to list two traits and "provide an example from the text" for each trait. The Little Red Riding Hood activity requires students to read two versions of the tale and use a graphic organizer to show similarities and differences between Annemarie's story and Little Red Riding Hood, deciding which version is most similar. Parent/teacher prompts ask the child to share connections and describe similarities/differences, implying follow-up discussion.
Lesson 9
A Magazine Article
Students are directed to read the book's "Afterword" and to do additional research using the provided National Museum and BBC links, which requires them to prepare knowledge on Denmark's WWII involvement. Students are instructed to find memorable quotations and to include quotations and source links on their article, and to put research into their own words to avoid plagiarism. The materials include a parent–student conference step and "Questions to Discuss" prompts that ask the student to explain parts of the assignment and reflect on challenges and rewards.
Final Project
Think-Tac-Toe
Students take the "Number the Stars" test that asks them to describe characters, main events, and explain plans carried out in the novel, indicating they have read and studied the text. Students create two Think-Tac-Toe products (e.g., book jacket, skit, scrapbook) that require them to gather information from the novel and related research. Students are asked to share their products with family and to "explain the significance of the products and what you learned," and parent prompts ask students to discuss what they learned and what was challenging.
3: Change
Unit 1: Tuck Everlasting
Lesson 1
Getting Ready
The lesson asks students to prepare to read Tuck Everlasting by becoming familiar with vocabulary and by thinking about a major theme (Introduce the Lesson). It instructs students to discuss elements of fantasy with a parent, to contemplate the ‘Everlasting Life' prompt and to write pros/cons or a future-paragraph (Activity 2). Students build a Vocabulary Picture Dictionary and practice parts of speech, which are concrete preparatory tasks tied to later reading and discussion.
Lesson 2
The Wood
Students are asked to read the Prologue and Chapters 1–2 of Tuck Everlasting before answering questions, establishing required preparation. Several questions require students to record or quote specific sentences or phrases from the book (e.g., identify two sentences that describe the setting; record a phrase where the author "paints a picture"). Option 1 and the map activity instruct students to reread pages and underline three or four sentences to use as captions or guides for their picture/map, and a discussion prompt explicitly asks students to cite "evidence from the book" to support their theory about Tuck and Mae.
Lesson 3
Winnie
Students are instructed to "Read Chapters 3, 4, and 5 today" and then answer questions, which requires coming prepared with the assigned text. The Skills section directs students to "provide support by referencing the text to determine the effectiveness of figurative language," and Personification activities require students to underline the object being personified in the story and write new sentences based on those textual examples. Discussion prompts (e.g., "What do you think about the man in the yellow suit?" and "Ask your child how the author uses personification to shape the reader's feelings or perspective") ask students to reflect on ideas using the text evidence they reread.
Lesson 4
The Tucks
Students are instructed to read Chapters 6–8 and then answer comprehension and opinion questions (e.g., "Do the Tucks seem like the kidnapping type? Why or why not?"), which requires them to draw on the chapters they read. Parents are told to ask the child to summarize what happened previously and to retell the Tucks' story, prompting students to come prepared and refer to the text in discussion. The wrap-up and parent-plan discussion questions (e.g., "Retell the story the Tucks told to Winnie") ask students to use details from the reading to explain events and character motivations.
Lesson 5
At Home with the Tucks
Students are instructed to read Chapters 9–11 before answering guided questions, including one question whose answer is identified as found in Chapter 10, which requires referring to the text. In the juxtaposition activity students must "use the author's descriptions" and put quotation marks around any words or phrases taken directly from the text. The plan prompts parent-child discussions (predict-before-reading and compare-after-reading) and lists explicit "Questions to Discuss" that ask students to explain reasons and changes in Winnie based on the reading.
Lesson 6
The Man in the Yellow Suit
Students are asked to read Chapters 12–14 and answer specific comprehension questions that require recalling plot events (e.g., what happened to the horse, Jesse's wishes, Winnie's reactions). Students read and respond to quoted passages about cycles and are prompted to consider guided questions about nature, collect items, and explain the significance of each item to a parent. Parent/Wrap-up prompts ask students to explain themes, make predictions about characters, and discuss whether Tuck's theory is correct, which grounds discussion in the text.
Lesson 7
Fishing
Students are asked to read Chapters 15–17 and answer comprehension questions, which requires preparation with the text. Students must write a chapter summary that includes the vocabulary words, explicitly drawing on the chapters to produce the summary. Students identify and analyze similes and metaphors taken directly from the book, recording the two things being compared from text examples.
Lesson 8
The Gallows
Students are instructed to read Chapters 18–20 and then answer specific comprehension questions (Questions #1–3) that require recall of plot details from the text. Parent/teacher prompts ask students to describe what they like or dislike about the story, name a favorite character and explain why, and respond to discussion questions (e.g., why Mae acted, how Winnie's feelings changed) that ask for reasons grounded in events. The wrapping-up and parent plan discussion prompts explicitly ask students to reflect on characters' actions and motivations, which directs students to draw on the reading when probing ideas.
Lesson 9
The Plan
Students are directed to read Chapters 21–23 and then record three examples of cause and effect from the novel, select one, and use a graphic organizer and sample paragraph to write a cause-and-effect paragraph. Activity 2 asks students to read two Norse myths (and a linked Fountain of Youth page) and then write three similarities and three differences between those stories and the novel. Parent guidance and the Questions to Discuss prompt students to share examples, use vocabulary orally, and discuss consequences and decisions related to the text.
Lesson 10
The Water and the Toad
Students are instructed to read the last two chapters and the epilogue, which prepares them with required material for discussion. Students must select a book quote of at least ten words, memorize it, and recite it, showing explicit use of textual material. Students are asked to record three ways the movie differed from the book and three things they would change, which requires comparing and drawing on the text.
Final Project
A Debate
In Part 1, students record three quotes or actions from the book that describe characters' feelings about living forever, label them as pros or cons, and note the character who made each statement. In Part 3 students prepare a two-minute opening argument and a closing statement, using note cards (but not reading verbatim), which requires drawing on prior analysis. In Parts 4 and 5 students create three specific questions (one tied to the novel's theme of change) and then switch cards and prepare timed answers to the opponent's questions, setting up use of their prepared textual evidence during discussion.
Unit 2: Roll of Thunder, Hear My Cry
Lesson 1
School's In
Students are instructed to read the first chapter and answer text-based comprehension questions (e.g., why the African-American children have a shorter school year; why Little Man rejected the book), which requires referencing story details. Students complete the "Recognizing Discrimination" graphic organizers for chapters 1–12 to record "Who was involved?/What happened?" and "How was this an example of discrimination?", which has them collect examples from the text. Activity 2 asks students to watch primary-source video(s) about the Civil Rights Movement and write a three- or four-sentence journal response explaining what they learned and how the video made them feel, linking media evidence to reflection.
Lesson 2
A Visitor
Students are asked to read Chapter 2 and answer comprehension questions in complete sentences, which requires coming to discussions having read the required material. The lesson provides discussion prompts in the Parent Plan (e.g., Questions to Discuss and Wrapping Up) that ask students to reflect on why injustices occurred and Papa's response. Students are also assigned a research task (Option 1 or 2) about Mississippi that requires gathering facts they could bring to conversation.
Lesson 3
The Bus
Students are asked to read Chapter 3 and answer specific comprehension questions (e.g., why Little Man got upset, how the Logans got revenge), which requires referring to events from the text. Before reading, parents are instructed to ask the child to explain what the book says about how schools were run and to discuss how black school children were treated differently, prompting preparatory discussion. The lesson requires students to write a formal letter to the school board identifying at least two injustices from the novel, which directs students to draw on the book's content as preparation for that task.
Lesson 4
T.J.
Students are instructed to "Read Chapter 4 and then answer the questions below," requiring them to come to tasks after reading the text. They are told to "keep track of instances of discrimination as you read your chapters each day on the 'Recognizing Discrimination' pages," which directs students to gather textual evidence. The lesson includes "Questions to Discuss" and parent-guided prompts that ask students to explain events (e.g., how the family got their land) and reflect on characters and actions.
Lesson 5
The Market
Students are directed to read Chapter 5 and answer questions, providing specific preparation on the text. The lesson includes a video on Jim Crow laws with an explicit instruction to "watch this video with a parent and discuss". The lesson provides "Questions to Discuss" (e.g., why certain events occurred) and lists a skill to "connect and clarify main ideas by identifying their relationships to other sources and related topics."
Lesson 6
Uncle Hammer
Students are instructed to "Read Chapter 6 and then discuss the answers to the following questions with a parent," which requires them to come to discussion having read the text. The question set asks students to explain characters' motivations (e.g., why Uncle Hammer bought a car; what Mama means by respect vs. fear; why T.J. mocked a coat), prompting students to use the chapter to form responses. Activities ask students to describe and justify a poster promoting positive race relations and to explain Cassie's choices when discussing the chapter with a parent, connecting the reading to discussion and reflection.
Lesson 7
Christmas
Students are asked to read Chapter 7 and answer specific comprehension questions (e.g., why Stacey gave T.J. his coat, what the children received for Christmas), which requires recall of text details. Students are directed to compare and contrast the Logans' Christmas with their own using a Venn-diagram-style activity and are pointed to exact page ranges where the author describes the holiday, prompting use of the text. Students select vocabulary from chapters 7–12, are told to read each word in context, and to review meanings, which requires consulting the text before discussing or completing activities.
Lesson 8
Taking a Stand
Students are asked to read Chapter 8 and to keep track of instances of discrimination on the "Recognizing Discrimination" pages as they read, which directs them to prepare by gathering textual examples. Students answer specific comprehension questions about events and motives in the chapter (e.g., why T.J. told Mr. Wallace something), requiring them to use the text to support answers. Students read the "Integrated Bus Suggestions," underline three important suggestions, and explain to a parent why they selected them, linking their choices to the provided document and the Montgomery Bus Boycott information.
Lesson 9
Papa's Accident
Students are instructed to read Chapter 9 and answer content questions about characters and events, demonstrating use of the text for comprehension. Students watch a video on sharecropping and are asked to observe images and consider the life of sharecroppers, then create a diagram or find an image and write a quote that draws on that material. Students are asked to explain the system of sharecropping to a sibling or parent using their diagram or picture, and the editing activity tells students to incorporate information from their reading or research.
Lesson 10
Revival
Students are directed to read Chapter 10 and answer specific comprehension questions, which requires them to come to class having read the required material. The lesson includes "Questions to Discuss" (e.g., "Why do you think Jeremy likes the Logans so much?" and "Describe the annual revival") and parent-guided prompts, which invite students to talk about chapter content and their responses. Students also complete organizers and a rubric-based book report plan, which ask them to record setting, characters, problems, and events from the text before writing.
Lesson 11
Trouble
Students are instructed to read Chapter 11 and answer specific comprehension questions that require recalling chapter events (e.g., how T.J. was hurt and why he was taken from his house). Students are told to "keep track of instances of discrimination on the 'Recognizing Discrimination' pages" after reading, which directs them to collect evidence from the text. Discussion prompts (for parents and peers) ask students to explain how T.J. is being discriminated against and to predict outcomes, which draws on the chapter's events.
Final Project
Unit Test and Presentation for Change
Students are instructed to read the final chapter and review vocabulary words and the "Things to Know" sections to prepare. The presentation task requires students to include examples "based on what you learned from the story as well as what you learned about the Jim Crow laws and other related video and text presented in the unit." The Skills section explicitly tells students to "support opinions with detailed evidence and with visual or media displays," and students are guided to use a PowerPoint Organizer, note cards, and a rubric that emphasizes articulating understanding of ideas communicated by the novel.
Unit 3: The Giver
Lesson 1
The Community
Students are asked to read Chapters 1 and 2 and to read and discuss the book's back-cover description with a parent, showing they come to discussion prepared. The Parent Plan explicitly lists the skill to "Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge." Students answer specific comprehension questions (e.g., why people were afraid, what happens at the Ceremony of Twelve, why Jonas worried about Asher) that require referring to events and details in the text. Discussion prompts at the end ask students to reflect on community features and changes, encouraging reflection on ideas from the reading.
Lesson 2
Baby Gabriel
Students are asked to read Chapters 3 and 4 and answer specific questions in complete sentences (e.g., about Jonas, the apple, and Release Ceremonies), which requires preparation and knowledge of the text. The Getting Started prompt asks the child to explain what was learned about Jonas and the community from prior reading, and multiple discussion prompts ask students to explain whether the society is perfect and to compare laws in the book with real laws. The Parent Plan skills explicitly state that students should "provide evidence from the text to support understanding," and activities ask students to record words/phrases on a timeline to describe Jonas and to justify criteria for laws and rules.
Lesson 3
The Ceremony of Twelve
Students are assigned to read Chapters 5 and 6 and to record words or phrases that describe Jonas on a timeline, which requires preparation from the text. In Activity 1 students evaluate specific community rules/laws, record positive and negative effects, write reasoning for their decisions, and are asked (in the parent plan) to defend those decisions in discussion. The Stages of Life timeline activity asks students to label ceremonies and descriptions based on the chapters, prompting students to use details from the text to complete the timeline.
Lesson 4
The Selection
Students are instructed to read Chapters 7 and 8 and to record words or phrases that describe Jonas on a timeline, which requires preparation from the text. Students complete a Euphemisms activity where they must record the actual meanings (or predict meanings) beside listed euphemisms drawn from the novel. Students skim chapters to find and write five italicized words/phrases and copy the entire sentence, and they answer comprehension questions in complete sentences. Parent-plan discussion prompts ask students to predict Jonas's job and to explain euphemisms with examples, directing them to use the text in discussion.
Lesson 5
Memories
Students are instructed to read Chapters 9 and 10 and then answer specific comprehension questions in complete sentences, including text-based items such as what Jonas learned about the previous Receiver and which rule would be most challenging. Students are asked to record words or phrases to describe Jonas on a "Character Timeline," which requires drawing on the reading. Parent Plan prompts ask the child to explain what Jonas was selected for, predict the job's duties, and respond to guided discussion questions about Jonas' feelings and community implications, which invite discussion about the text.
Lesson 6
Color
Students are asked to read Chapters 11-12 and answer specific comprehension questions in complete sentences that require reference to events in the text (e.g., the first memory Jonas received, what he saw when "seeing beyond"). Students reread the sleigh-ride passage and select descriptive words and phrases, organizing them by the five senses on a "Sled Ride" chart, which requires locating and recording textual evidence. Parent-plan discussion prompts ask students to consider advantages/disadvantages of Climate Control and Sameness, which connect the prepared reading to guided discussion questions.
Lesson 7
Pain
Students are instructed to read Chapters 13 and 14 and answer comprehension questions in complete sentences, and to discuss answers #2-4 with a parent. Students are told to record information about Jonas on a 'Character Timeline' page, and parents are prompted to ask the child to share thoughts about the novel and whether they would recommend it. The lesson includes discussion prompts (e.g., questions to discuss about Jonas, the Committee, and freedom of speech) that require students to reflect on the text.
Lesson 8
Love
Students are asked to read Chapters 15 and 16 and answer questions in complete sentences and to record words and phrases that describe Jonas on a "Character Timeline," which requires referring to the text. The parent-plan prompts ask students to compare Jonas' community with U.S. communities and to discuss sacrifices for freedom, implying discussion based on the reading. Assigned activities (writing a letter to the community, composing poems, and filling bio-poem templates) require students to use examples and memories from the novel to explain freedom.
Lesson 9
Rosemary
Students are assigned to read Chapters 17 and 18 and to answer questions in complete sentences, which requires them to study the text before responding. Students are asked to record words or phrases on a timeline that describe Jonas, an explicit task to locate and note textual details. The lesson includes discussion prompts (e.g., "Jonas believes that the feelings families discuss... Do you agree? Why or why not?") and a parent prompt to ask the child to think about fitting into the community, which guide students to reflect on the read material during conversation.
Lesson 10
The Plan
Students are instructed to read Chapters 19–20 and answer specific comprehension questions in complete sentences, which requires them to prepare by reading the required material. Students are asked to record words or phrases on a timeline that describe Jonas in these chapters, which asks them to draw directly from the text. Students are prompted to provide a verbal summary of prior chapters and to share and explain their musical collage or song selections, which involves discussing ideas based on their reading and choices.
Final Project
The Final Chapter
Students are asked to finish reading the novel and answer targeted questions in complete sentences, and to "look carefully at your 'Character Timeline' pages" and add final thoughts, which requires preparation and reference to prior work. Students read Lois Lowry's Newbery acceptance speech and are encouraged to stop and discuss how her memories relate to The Giver, prompting them to draw on that preparation in discussion. For the final project (Option 2) students are instructed to "remember to look at the 'Character Timeline' and how Jonas changed over the course of the novel" and to use that when planning and writing their final chapter.
4: Systems and Interaction
Unit 1: Esperanza Rising
Lesson 1
Tragedy in Mexico
Students are assigned to read pp. 1-81 of What Was the Great Depression and to examine accompanying photos and firsthand accounts, which requires coming to class prepared with that material. Students must answer specific comprehension questions (e.g., list three reasons for the Depression, explain how it affected farmers, describe Roosevelt's three R's) that require using information from the text. The Cultural Commentator role asks students to record cultural details from designated chapters in a journal, and the photo-journal activity requires students to choose two primary accounts and pair them with images and citations. The Questions to Discuss prompt students to compare primary-source photos and the secondary-source book, encouraging use of those prepared materials in discussion.
Lesson 2
Escape
Students are asked to read the chapters Las Papayas and Los Higos and serve as a Wordsmith by locating specific passages they think are worth reading aloud, recording page numbers and paragraphs in their journal, and then reading those passages aloud to a parent and discussing them. Parent prompts ask students to summarize main events, describe social problems in Mexico, and predict how life in America will differ, encouraging reference to the text. The Parent Plan skills explicitly state students should analyze and provide evidence from the text to support understanding.
Lesson 3
Train Ride
Students are asked to read "Las Guayabas" and take on the role of Discussion Director by writing four discussion questions (including at least one open-ended question), which requires reading the text before planning discussion. Students are asked to read passages and answer or discuss questions about authors' use of dialogue, referring to specific quoted passages and page locations. Students are instructed to reread a specified section of the chapter when completing the class-systems activity and to use two external websites to fill Venn diagrams comparing political and social systems, which requires drawing on studied material.
Lesson 4
Los Angeles
Students are instructed to read the chapter "Los Melones" and take on the role of a Travel Tracer, then describe where characters moved to and from and give the page locations for each scene. Students are asked to record quotes from Dust Bowl videos in their journals and paste those quotes on a poster titled "The Dust Bowl." Parents are prompted to have students share their maps, descriptions, and posters and to answer specific discussion questions about setting, causes of migration, and treatment of characters.
Lesson 5
Home Sweet Home
Students are asked to read the chapter "Las Cebollas" and to take the role of Literary Luminary, choosing two or three passages from the text to read aloud and explain why they picked them. The plan asks students to predict before reading and then check those predictions after reading, requiring them to refer back to the text. The problem-solution and comparison activities require students to use details from Esperanza's chapter to explain problems, solutions, and similarities/differences.
Lesson 6
Papa's Roses
Students are directed to read the chapter "Las Almendras" and to take on roles (Illustrator) that require them to produce work tied to that reading. The lesson includes explicit discussion prompts and comprehension questions (e.g., "What had Miguel and Alfonso brought…?" and "Describe the agricultural labor system in California.") and parent prompts ask students to describe what Esperanza encountered, share their illustration, and explain elements of their shrine, which require recalling details from the text.
Lesson 7
Dust Storm
Students are assigned to read the chapter "Las Ciruelas" and take the role of Connector, recording connections between the book, their life, and the outside world in a journal. Parents are instructed to ask students to share the connections they made and to answer specific discussion questions about events (for example, Esperanza's first day caring for babies and how the dust storm affected Mama), which requires referring to the reading. The answer key directs students to have highlighted several transition words and phrases on specific book pages (pp. 78–79), indicating students locate and mark details in the text.
Lesson 8
Christmas
Students are instructed to read the chapter "Las Papas" and act as a Line Locator by finding three to five lines or short passages, copying the lines or recording page/paragraph numbers, and explaining in a journal why those passages are examples of good writing or important to the story. The activity requires students to record at least one "thinking question" that prompts reflection beyond the facts of a passage. In the Cesar Chavez activity, students must choose a Chavez quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story. Parent-plan prompts ask students to read their selected lines or Chavez quote aloud and explain the meaning and significance, supporting discussion of evidence.
Lesson 9
The Strike
Students are assigned to read the chapters "Los Aguacates" and "Los Esparragos" and to write a four- or five-sentence summary in their journal, showing they must come prepared. The "On Strike!" activity instructs students to examine listed reasons for striking, record information from the book that supports each reason, and "summarize the examples found in the text and provide page numbers." Parent/teacher prompts ask the student to "explain examples from the text that support the reasons for why some of the workers chose to go on strike."
Lesson 10
Together
Students are directed to read the chapters "Los Duraznos" and "Las Uvas" and then create a Dialogue Designer entry that must center around one or more events that occurred in those chapters, which requires using the text as the source for their conversation. The lesson asks students to pick a scene from the book and rewrite it involving mostly dialogue, and then to record and read that dialogue aloud, linking their work directly to specific events and character interactions. Parent-plan prompts ask the student to share the conversations they recorded and include discussion questions (e.g., about discrimination, symbolism, and comparisons to another text) that require reflection on what was read.
Final Project
A Dramatization
Students are asked to read the provided Readers' Theater script and then write their own script based on a specific event from the novel, which requires drawing on book events and character information. Students are prompted to explain how their script is similar to and different from actual events in the story and to share and justify design choices for a movie poster and sets. The skills list explicitly states students should "provide evidence from text to support understanding," linking student work to textual evidence.
Unit 2: The Tree That Time Built
Lesson 1
Fields
Students are asked to read the poems in the section "Oh, Fields of Wonder" (pp. 4-15) and answer analytic questions that require referring to the text (e.g., comparing three versions of "from March '79" and explaining structural differences in "Tunnels"). Activity 1 directs students to identify stanza counts and to label end-rhyme patterns in specific poems, which requires close reference to the poems. Activity 3 asks students to read about Charles Darwin and then record three questions and two things they would show or tell him "based on what you learned," linking preparation to follow-up responses. Parent-plan prompts explicitly instruct a parent to ask the child to share what they learned and to discuss the questions the child would ask Darwin.
Lesson 2
The Sea
Students are instructed to read the poems on pages 20–31 and then answer comprehension and reflective questions (e.g., which poem they enjoyed and why, why poets focus on certain animals). The Personification & Metaphor activity asks students to find examples of metaphors in the poems and to record the exact words and phrases poets attribute to objects, requiring them to refer to textual evidence. Parent prompts direct students to read their brainstormed lists aloud and to provide examples of personification and metaphor when asked, prompting one-on-one discussion grounded in the reading.
Lesson 3
Prehistoric
Students are directed to read the poems in the section "Prehistoric Praise" (pages 36-45) and answer comprehension questions that require explanation (e.g., explain how the author uses personification in "Dinosaur Bone" and identify irony in "206"). Students are asked to research a chosen prehistoric animal's habitat and life in order to write an "Obituary for a _______," which requires drawing on researched details. The lesson includes discussion prompts (Questions to Discuss) that ask students to explain how their perspective has changed after reading the poems.
Lesson 4
Plants
Students are assigned to read the poems in the section "Think Like a Tree" (pages 50–68) before completing questions, which requires coming to class prepared. Several comprehension questions (identify rhyming pattern; identify a metaphor in "The Dandelion") require students to refer to text details. The Wrap Up and Parent Plan ask students to select a poem they enjoyed and read it aloud to a parent and to discuss interdependent relationships between plants and animals/humans, prompting verbal discussion based on their reading and journaled ideas.
Lesson 5
Amphibians and Reptiles
Students are asked to read the poems in "Meditations of a Tortoise" and answer text-based questions that require citing lines (e.g., recording the simile in "Earthworm," naming metaphors in "Rainforest," and identifying the rhyme scheme of a poem). Activities require students to locate and explain how dashes are used in specific poems (students copy lines with dashes and justify their use) and to create a found poem from source text to save for a final project. Parent/teacher prompts ask students to explain what language the author uses in poems like "Early Walk" and "The Iguanas of Santiago," which directs students to refer back to the text when discussing feelings and meanings.
Lesson 6
Insects
Students are assigned to read the poems on pages 92–113 and answer specific questions that require citing the text (e.g., recording an example of alliteration from "The Spider" and recording a line that creates a vivid image and describing the author's word choices). The lesson includes discussion prompts for parent-child conversation (e.g., asking the child to describe feelings toward insects and to discuss whether insects make good subjects for poetry). Students also complete written activities (haiku identification and composition, narrative poem planning) that draw directly on the poems they read.
Lesson 7
Birds
Students are assigned to read pages 118-127 in the section "Everything that Lives Wants to Fly," requiring them to study the required material before activities. Students complete an "Analyzing a Poem" activity that asks them to list words/phrases from the poem and identify poetic devices, prompting them to refer to textual evidence in their analysis. Students memorize and recite a poem for family and parents are prompted to encourage discussion of the child's analysis, creating an opportunity to share prepared ideas orally.
Lesson 8
Mammals
Students are asked to read the poems on pages 132–145 and answer questions that require citing words and phrases (e.g., recording emotional wording from "The Panther" and "The Bear"). Activity 2, Part II requires students to choose poems and explain why a poet might have used an ellipsis, which asks them to refer directly to passages. Parent/teacher prompts ask students to read their original and rewritten poems aloud and to explain which words and phrases influenced their pictures or revisions, prompting students to draw on their preparation.
Lesson 9
Preservation
Students are asked to read the assigned poems (pages 150–171) and to discuss their answers with a parent, demonstrating preparation for discussion. Students must reread specific poems (e.g., "Earth's Bondman") and list words or phrases and describe how they convey tone and meaning, which requires citing textual evidence. Students are asked to identify poetic devices and give examples from poems and to read selected poems aloud to family, providing multiple opportunities to draw on preparation during discussion.
Final Project
Poetry Lapbook
Students are instructed to study the "Things to Know" section, create flashcards, and review vocabulary and poetry types (Parts 1 and 10), showing preparation before assessments. Students copy, arrange, and read through their poems when assembling the lapbook (Parts 2–14) and are prompted to "share your lapbook with your family and friends." The wrap-up includes discussion prompts (e.g., "How do the poems in your lapbook reflect systems, cycles, and patterns in nature?" and "Which poem is your favorite? Why?") that ask students to reflect on the poems they prepared.
Unit 3: Secret of the Andes
Lesson 2
The Valley
Students read Chapters 1 and 2 and answer comprehension questions in complete sentences, showing they prepare by reading the required text. Students explore Incan culture using provided web links and record key information on the "Elements of Incan Culture" chart, indicating out-of-class preparation. Parent guidance and the "Questions to Discuss" prompt parents to read over the student's chart and have conversations about Cusi and Incan culture, creating opportunities for discussion based on prior work.
Lesson 3
People Below
Students are instructed to read Chapters 3 and 4 and then answer specific comprehension questions, which requires using the text (e.g., describing how the Incans built their temples and identifying a simile from the text). Before Activity 2, students are told to reread the minstrel's songs in Chapters 3 and 4 to prepare for retelling or writing a lyric poem. The parent plan includes guided discussion prompts that quote a passage and ask students to explain its meaning and to compare past and present entertainment, prompting reflection on the text.
Lesson 4
The Journey
Students are asked to read Chapters 5 and 6 and answer comprehension questions in complete sentences, which requires coming prepared with the text. The activity directs students to re-read the first page of Chapter 5 and identify 1 gerund, 2 infinitives, and 3 participles, requiring them to locate and record specific words from the text. Multiple prompts ask parents to ask the child discussion questions (e.g., whether Cusi will enjoy his journey; What have you learned about Incan culture?), creating opportunities for verbal exchange about the read material.
Lesson 5
New Sights
Students are asked to read Chapters 7 and 8 before answering questions and to "consider how Cusi's life and experiences are different," which requires preparation. One question asks students to refer to a specific page (page 47) and to quote Chuto's characterization of the truck, and Activities direct students to "reread Chuto's description" for the personification task. Parent/teacher prompts instruct adults to "ask your child how he would characterize Cusi" and to "discuss" guided questions that draw on the text.
Lesson 6
Llama Training
Students are asked to read Chapters 9 and 10 and then answer comprehension questions in complete sentences, including a prompt that explicitly says "Reread page 54," which directs students to draw on specific text details. Students are given a research-and-presentation task (Guide to Incan Landmarks) that directs them to use provided websites as sources and to synthesize research into a written or oral presentation. The Parent Plan skills list explicitly includes locating relevant sources and synthesizing research into an oral presentation, which requires students to gather and use evidence from texts and websites.
Lesson 7
The Temple
Students are asked to read Chapters 11 and 12 and answer comprehension questions in complete sentences, showing preparation with the required text. Students watch an Incan creation myth video and are asked to retell the myth to their family using two visual aids, which requires studying and preparing a presentation. The lesson includes parent-led discussion prompts (e.g., explain advantages/disadvantages of secluded mountain life; interpret the golden slippers) that ask students to explain and reflect on ideas after reading.
Lesson 8
The City
Students are instructed to read Chapters 13 and 14 before answering specific comprehension questions, which requires preparation from the text. The lesson includes discussion prompts (e.g., predicting what Cusi will discover; interpreting the old Indian's quote) that ask students to reflect on and explain ideas drawn from the story. Writing activities (a book review and a poem about the Incan conquest) require students to summarize plot and use examples from Secret of the Andes, encouraging reference to the text in their responses.
Lesson 9
Belonging
Students are instructed to finish reading the book and then answer specific comprehension questions in complete sentences, which requires them to draw on the text (e.g., questions about Cusi's feelings, family, and identity). Parent prompts ask the student to explain whether he would recommend the book and why, and the Wrapping Up / Questions to Discuss sections ask students to reflect on themes and choices from the story (e.g., "What would you have chosen?" and "What does this story teach us about family?"). The Llama slideshow activity asks students to read reference sources and prepare a presentation to share, requiring them to study material before presenting.