Students are instructed to create a program that lists the order in which poems will be read, including names of each poem and the author and the possibility of an intermission. Students are told to decide the order of events, type the program, and make copies for guests, which requires planning a sequence for the performance. Students are asked to write a description of the setting (time of day, lighting, location, attire), which orients the audience to the context of the event.

Students read Nadia's chapter and answer comprehension questions identifying characters, relationships, and situational details (e.g., Nadia's family situation and connection to Noah). Students create plot flowcharts for Noah's story and are instructed to create a plot flowchart for Nadia's story (Problem, Event 1–3, Solution), and similar flowcharts are provided for Ethan and Julian. Students also discuss similarities and differences between characters, reinforcing identification of narrator/characters and story situation.

Students are asked to finish reading Nadia's story and to fill in the storyline for "Nadia's Story," which requires them to place events in sequence. Activity 2 directs students to write three things they notice about Nadia's voice and to compare Nadia's voice with Noah's, which has them identify narrator/character traits. The Parent Plan lists analyzing characters, their relationships, and changes they undergo, which engages students in understanding character and situation.

Students are asked to summarize the first half of Ethan's story and then "write your storyline for 'Ethan's Story,'" which requires them to recount events and produce a written narrative. The lesson also has students analyze characters (through similes/metaphors) and plan friendships with a bubble map before writing a paragraph, providing some practice in gathering details about characters and situations. The wrap-up asks students to identify sentences with linking verbs in the novel, promoting close reading of the text's sentences and phrasing.

Students are asked to "create the storyline for Julian's Story" after reading and answering comprehension questions, which requires them to organize events from the text. In Activity 2 students pick a favorite scene and "write a script in your journal," recording lines for each character and adding stage directions; the example begins with a stage direction that establishes setting and names characters. Activity 3 asks students to draw lines between characters and "write a phrase to explain the connection," which has students identify and introduce character relationships.

Students are asked in Activity 2 to "describe the journey of each member of The Souls and what they found" in their journals, which requires them to write about characters and events. Activity 3 asks students to dedicate a page to each person, illustrating a prize and explaining why they selected it, which has students introduce and describe characters. Activity 4 asks students to perform random acts of kindness and then "write about your experience in your journal," prompting students to recount events they carried out.

Students are asked to write creative invitations that use strong verbs, at least one idiom, and a simile or metaphor; the rubric specifically assesses the Invitation for these features. Students make a checklist of tasks for the party and create a shopping list and preparations, which requires them to plan and order steps for the event. Students write three sentences to say to each guest when presenting tokens, practicing short written presentations to particular readers.

Students analyze and record character information on character webs for the three main women characters, which requires them to identify and introduce characters. Students answer comprehension questions about events in each folktale (for example, why Star Maiden left or what the Seneca man's message meant), which requires understanding and ordering story events. Students are asked to retell tall tales aloud when serving the apple pie or dedicating the planted tree, which offers practice in recounting events to an audience.

Students identify and name protagonists and antagonists when answering questions about Brer Rabbit and other stories, showing attention to character roles. Students practice ordering sentences into a coherent paragraph in the Paragraph Organization activity, which asks them to arrange events/sentences into a logical sequence. Students plan characters, nemeses, settings, and a plot idea in the "A Trickster Character" activity, prompting them to establish situation and introduce characters in preparation for storytelling.

Students read multiple folktales and answer comprehension questions that require identifying characters, actions, and event outcomes (e.g., questions about Sal Fink, Betsey, and John Henry). Students analyze author language by listing sentences that bring John Henry to life, which supports character introduction and descriptive technique. Students practice organization and relevance by identifying unnecessary sentences to keep a paragraph focused and by comparing two versions of John Henry to note differences and similarities in events.

Students are asked in Activity 3 to outline a trickster tale by describing the story setting and naming a protagonist, antagonist, and a human-like figure, and to explain how the protagonist tricks the antagonist. Students are directed in Activity 2 to write a summary of a story using at least five transitional words or phrases (some at the beginning of sentences and some within), practicing coherence and logical connections between events. Activity 1 has students compare two trickster tales and note parallel plots, which requires identifying character roles and elements of event sequences.

Students reorder cut-apart paragraphs from the story "Hekeke" (Activity 2), which requires them to arrange events into a correct sequence. In Activity 5 students practice retelling a chosen legend aloud, are prompted to use transition words, check that the sequence of events makes sense, and highlight important relationships. Activity 1 (the "Myth" page) and the matching activity ask students to list and match gods and humans, identifying and describing characters. Activity 4 asks students to write a short summary for a book jacket, which orients a reader to the story's content.

Students develop and describe the main character using the Part 1 character web and provide detailed, oral descriptions that require naming and character details. Students record ten setting details in Part 2 and are prompted to think about how setting will play a role, which establishes the story situation. Students create a Story Plot Diagram in Part 3 that maps Problem, Rising Action, Climax, Falling Action, and Resolution to organize a natural event sequence. Students are instructed in Part 4 to think about the order of action, use transition words, and the rubric asks whether paragraphs are in logical order and include introductions and supporting details.

Students are asked to write a paragraph describing what happened to Phillip when the boat was torpedoed (Activity 2, Option 2), which requires recounting events and using descriptive language. Students record sentences for Phillip and Timothy for each set of chapters, focusing on characters' feelings, thoughts, and actions (Activity 1), which asks them to introduce and describe characters across an unfolding narrative. Reading comprehension questions ask students to state what happened in the lifeboat and to reflect on characters' reactions, supporting practice in sequencing events and character introduction.

Students are asked to "pretend you have recently been diving and write in your journal about what you have seen and experienced," which prompts writing about a real or imagined experience. Students complete the Survival activity by illustrating resources and describing how each resource could be used, requiring written descriptions of events or uses. Students also write sentences related to the novel (Part B) and practice starting sentences with prepositional phrases (Part C), which support adding descriptive detail to writing.

Students read Chapters 11 and 12 of The Cay and answer plot and character questions that require identifying character fears, beliefs, and how characters help one another. Students complete a "Phillip and Timothy" activity page by filling in information about the characters and make journal lists of ways Timothy has helped Phillip and vice versa. Students write sentences and a paragraph about being stranded on a deserted island using varied sentence beginnings, producing narrative sentences and short narrative content.

Students are asked to write two journal entries in Activity 2, pretending to be Phillip and therefore adopting a first-person narrator voice to describe the island and to describe Timothy from Phillip's perspective. Students also write one- or two-sentence responses after reading Chapters 13 and 14 that describe the two characters' feelings and actions toward one another, which requires identifying and introducing the characters and their situation.

Students are asked to write three paragraphs describing how Phillip and Timothy's relationship changed from the day they met on the raft to the day Timothy was killed, and organizer pages prompt students to write a topic sentence, supporting details, and a concluding sentence for the relationship at the beginning and the relationship changes. The materials require pre-writing/organization and direct students to outline main ideas for each paragraph and to use the provided "Organizing My Ideas" pages. The rubric asks for a strong hook in the first paragraph and the parent notes emphasize reviewing the writing process and organization before drafting.

Students are asked to finish an essay that highlights how Timothy and Phillip's relationship changed over the course of the book, which requires them to describe events across time and show change. Activity 3 asks students to pretend they are Phillip and to illustrate and describe three items that remind Phillip of Timothy, asking students to write from a character's perspective. Revision guidance asks students to reorganize sentences so ideas make sense and to vary sentence beginnings, which supports practicing coherent organization of ideas.

Students are asked to "pretend that you are Phillip as an adult" returning to the island to dedicate it to Timothy, which establishes a narrator and a clear situation for their writing. Students design a monument, write a short inscription (under 20 words) that reflects Timothy's character, and prepare a eulogy that describes how they and Timothy depended on each other and how Timothy changed their life. The eulogy prompt requires students to include a description of Martin Luther King Jr.'s dream and connect their personal experience to that larger idea, situating events within a purpose-driven ceremony.

Activity 2 asks students to write in a journal "as though the year is 1870," asking them to list five things important for German immigrants to know about America, which requires adopting a narrator's perspective. Activity 3 asks students to "write a short journal entry" about family immigration history, which asks students to produce personal narrative-style writing. The Getting Started and Activities prompt students to locate facts about Germany and reflect on immigrant experiences, providing background content for narrative writing.

Activity 3 asks students to "write a short journal entry about a time you were embarrassed" and to "Describe what happened and how you felt," which requires students to adopt a narrator's voice and recount events. The Parent Plan explicitly labels this as a narrative writing activity and tells parents to let the child decide whether to share it, indicating an intent for students to produce a personal narrative.

The lesson's Skills list asks students to "Provide a context that enables the listener to imagine the circumstances of the event or experience" and to "Use concrete sensory details in writing," which directs students to orient a reader with context and detail. Activity 3 asks students to "write a short journal entry about a time [they] felt fear," giving students practice in recounting an experience from a narrator's perspective. The "Finding the Right Words" activity has students craft focused, moment-centered descriptions, reinforcing how to establish a situation with sensory language.

Students are asked to write a conversation that could have occurred between Barbara and Dina, requiring them to produce dialogue and represent characters. Students describe a personal talent and outline a plan for sharing it, which asks them to establish a situation and identify people involved. Students make a reasons-to-stay and reasons-to-go list for Dina and state a decision, which requires organizing ideas and choosing a course of action.

The prompt instructs students to "Write a letter from Dina to Katharina," which orients the reader by establishing a narrator and situation. The "Organizing Your Ideas" graphic organizer requires students to plan three paragraphs with a topic sentence, at least three supporting details, and a concluding sentence for each paragraph, guiding organization. The rubric explicitly asks whether each paragraph has an introduction, supporting details, a conclusion, and whether sentences/paragraphs are in a logical order.

Students are asked to create a synopsis and a book jacket that include labeled sections such as "characters and location," "beginning of the story," and "date, events," which requires them to name characters, set the situation, and outline events. The Skills and Reading questions require students to identify main events of the plot, their causes, and influences on future actions, prompting them to sequence events. Activity 3 Option 2 asks students to answer questions from Dina's point of view, giving practice with narrator perspective.

Students complete Story Quilt squares that ask for the Title and Author (providing context), three sentences describing how Dina's life in America differed from Germany, and three reasons Dina stayed in New York. Students make a Venn diagram comparing Dina and her uncle and illustrate or write about their favorite event in the story. The Story Quilt rubric and directions ask students to represent major events, conflicts, characters, and to demonstrate understanding of the story.

Students complete the "My Survival Story" plot diagram where they are instructed to list the main characters and describe the setting at the top. Students fill in labeled narrative elements: Problem, Rising Action (three events), Climax, Falling Action, and Resolution. The student activity pages explicitly organize characters, setting, and a sequence of events for a survival-themed narrative.

Students choose a wild animal, name its ecosystem, draw it, and describe the animal's personality and their relationship with it (Activity 1), which has them introduce a character and set a situation. Students read pages 41–58 and answer questions about specific events (e.g., what happened when Sam tried to get the baby falcon), which requires them to recall and describe event actions and sequence. The activity prompts require students to explain relationships and motivations (why Sam wanted a falcon), engaging with character purpose.

Students are asked to read pages 58–85 and answer targeted questions about characters and events (e.g., describing the Baron, what Sam must do to prepare for winter, who Bando is). The lesson repeatedly prompts students to "summarize what happened" and to "write a short summary of the section of the book you read today," which requires recounting events. Activity prompts (Suffixes page) require students to compose a written summary using provided vocabulary, and discussion prompts ask students to compare Sam and Thoreau, reinforcing character understanding.

Students are instructed to include the 5 Ws and 1 H (who, what, when, where, why, how) and to put the basics (who, what, when, where) in the first few sentences of the article. The Paragraph Organizers for Paragraph 1 explicitly prompt students to write an attention-grabbing first sentence and to provide basic information about Sam (who, what, when, where). The rubric's Structure criteria ask whether the first paragraph provides basic information (who, what, when, where) and whether paragraphs 2 and 3 are each focused on a specific topic, supporting organized sequencing.

Students are asked to create a plot diagram in the "Different Setting" activity, which requires them to organize story events and think through how the plot unfolds. The "A Special Friendship" activity has students identify and describe Sam's relationships, which engages them in naming and describing characters. The "Living in Nature" prompt asks students to "document your experience," inviting them to compose a personal narrative about surviving in the wilderness.

Students read and hear a model personal narrative that orients the reader: the narrator opens with 'When I went to live with my aunt, who was a Puritan,' introducing the narrator, her aunt, the minister, and the Meeting House situation. The Parent Plan and Skills lists explicitly instruct students to 'Provide a context to enable the reader to imagine the world of the event or experience' and to 'Select a focus, organizational structure, and point of view.' Students are prompted to write their own short personal narratives (Option 1 or 2) and to read them aloud, focusing on the event and word choices that draw the reader in.

Students are asked to summarize the chapters they read and to describe differences between Mercy and Judith, which requires identifying characters and situational details. Students answer comprehension questions about specific events and dialogue (e.g., what Judith told Kit; whom Kit saw), demonstrating recall of event details. Students make a journal list of daily activities Kit and her cousins performed, producing concrete details that relate to setting and character actions.

Students are asked in Option 1 to find a story, read it aloud, assign parts, discuss how the story should be acted out, and practice a performance, which requires sequencing events and portraying characters. The "Show, Don't Tell" activity has students rewrite sentences to reveal emotion through actions and dialogue, teaching use of descriptive detail and character behavior. Reading comprehension questions ask students to explain character actions (e.g., why Kit ran away) and compare teaching styles, which engages them in understanding event sequences and character traits.

Students are asked in Activity 1 to write the dialogue for a conversation between John Holbrook and Mercy, which requires them to produce character voice and direct speech. Activity 3 asks students to brainstorm descriptive phrases about a painting, which has students generate descriptive detail. The Student Activity Page (An Island Bird) asks students to list three ways Kit's time in Wethersfield parallels the Jamaican bird, prompting students to compare character experiences and recall events.

Students are instructed in Activity 3 to "write a paragraph about a day the weather made special for you" and to "give enough details to show the reader what happened on that day," prompting them to recount an experience. The Skills section directs students to "Provide a context to enable the reader to imagine the world of the event or experience" and to "Use concrete sensory details in writing." The Wrapping Up and Parent Plan prompts ask students to review how they "showed rather than told" what happens and to discuss descriptive language choices.

Students are asked to write a short story about a picture and to integrate descriptive phrases and ideas, which gives them practice composing narratives. The skills list asks students to exhibit an identifiable voice in personal narratives and stories and to write to entertain, which supports introducing a narrator or character perspective. Writing tips prompt students to use dialogue, sensory details, action verbs, and descriptive nouns, which support development of characters and scene detail.

Students are asked to rewrite an editing paragraph that describes a clear situation and names characters (Kit, Hannah, Nat) while presenting a sequence of events (townspeople searching, Hannah reaching the boat, Nat rescuing her). The skills list explicitly includes editing and revising to improve coherence and progression and combining short or incomplete sentences, which directs students to work on sentence-level organization. Reading questions require students to identify character actions and relationships (e.g., how Kit rescues Hannah, why Matthew defends Kit), reinforcing attention to characters and event order.

Students are directed to write a narrative from a defined point of view and to include feelings and sensory details, with an explicit example ("Kit's Story") that establishes a narrator, setting, and characters. The lesson requires students to write an introductory paragraph with a topic sentence that orients the reader and three supporting sentences tied to the essay's main topics, and it models an introduction that names situation and characters. Multiple organizers (Flow Chart for beginning/middle/end and Topical Organizer for three elements) plus instructions to choose chronological or topical structure and a rubric emphasizing logical, easy-to-follow sequence provide concrete practice organizing events that unfold naturally.

Students read Chapters 1–3 of The Invention of Hugo Cabret and answer comprehension questions that identify Hugo, his living situation (a secret apartment above the subway), and his actions (stealing wind-up toys, winding clocks), which orients readers to character and situation. Students are asked to write a short story based on a picture (Activity 4), giving them practice producing a narrative and applying picture-based cues to storytelling. Students research Paris and complete activities that deepen understanding of setting, which can help them establish a situation in their own writing.

Students are asked in Activity 2 to "write three statements from Hugo's perspective" in first person that describe life before and after his father's death, which orients the reader by establishing a situation and a narrator. Activity 3 directs students to select a picture and "write the text that the picture is showing," including details about action, character thoughts, and dialogue, which requires introducing characters and conveying events. The reading questions focus on concrete events (father's death, discovery of the automaton) that students can use as narrative content and context.

Students are asked to "make up a story about a mysterious key that you found" and to "jot down important parts to remind you what happens next," which prompts them to create a situation and sequence events. The Skills section explicitly lists "Provide a context that enables the listener to imagine the circumstances of the event or experience" and "Use traditional structures for conveying information," which supports orienting an audience. The lesson also has students practice telling their story aloud using appropriate voice, tone, and body language, and asks them to review the important events that occurred in Part 1, reinforcing sequencing.

Students are asked to "retell the story in your own words" after listening to "Prometheus and the Story of Fire," which requires recounting characters and events in sequence. Students answer written questions on the "Two Thieves?" page about Hugo's reasons for stealing and comparisons to Prometheus, which prompts analysis of character motivations and event consequences. Students create and explain an imagined scene in "Drawing a Dream" and watch a film clip, prompting them to develop situations and think about characters and setting.

Students are asked to write a short creative story and to complete a Story Organizer that prompts them to record Setting (time and place), Characters, Problem, three Events, and a Resolution, which orients readers and outlines an event sequence. Students must write an exciting synopsis for a movie adaptation, requiring them to introduce characters and summarize plot movement. The Skills list explicitly encourages use of planning strategies (brainstorming and mapping) and composing a draft that conveys major ideas and maintains focus, supporting organization of events.

Students are asked to select and retell a Greek myth (Mythology Activity 1 and 2), which requires them to recount events and characters from a story. Students are asked to choose a book scene and design a storyboard (Movies Activity 1) or create a comic-like sequence (Movies Activity 2), which requires organizing events into a clear sequence. Some options (writing sentences using prefixes/suffixes) involve writing but do not focus on extended narrative construction.

Students are asked in Activity 3 to "pretend that you are a pioneer" and to "select a state...and pretend that you are a pioneer who has just arrived at your new home," then "write a journal entry of 6-8 sentences about your observations and feelings on your first night in your new home," which places them in a narrator role and establishes a situation. Students read Chapters 1 and 2 about California Whipple and answer comprehension questions about her circumstances and feelings, which requires them to identify and describe a character and situation.

Students read Chapters 5 and 6 that present a clear situation (Lucy in California) and introduce characters (Lucy/California and Snowshoe) and answer comprehension questions about those characters and motivations. Students are asked in Activity 3 to brainstorm ways to make money, select an idea, and make a list of steps to get the job done, which has them plan and order actions (a sequence of events) in a journal.

Students are asked to reread the "Ballad of Rattlesnake Jake" and then write a ballad about a character in the Old West, selecting from specific characters (Prospector, Native American, General Store Owner, Preacher, Sheriff). The task requires composing a story in stanza form (at least three stanzas of four lines) and deciding on a rhyme and syllable pattern, which guides students to produce a narrative poem. A short narrative paragraph about Lucy (used for parts-of-speech practice) presents characters and a simple sequence of events (Lucy lost Sweetheart, got lost, Prairie led her home), giving a model of characters and event progression that students read and analyze.

Students read an opening that states the season and year and describes life in Lucky Diggins, providing a clear setting and naming characters (Lucy and Butte). The Reading and Questions require students to identify events and characters (e.g., who Joe is, what Lucy is doing with the books, and the naming of Joe), showing attention to who is in the story and key happenings. The Sentence Beginnings activity asks students to rewrite a paragraph that describes the spring setting and the characters' tasks, which practices producing introductory material and varied sentence starts (prepositional, transitional, participial).

Activity 3 asks students to write a personal letter that "recount[s] important events and include[s] [the writer's] feelings and reactions," and it provides the parts of a personal letter (greeting, body, closing, signature). The lesson models letter writing through Lucy's example, noting that her letters "read almost like journal entries" and recount events. Activity 2 asks students to write a summary of Chapter 16, alternating shorter and longer sentences to improve flow, which practices sequencing and coherence in writing.

Students read an introductory scene that orients them to the situation (the town's tragedy and Lucy's changed life). Students draw and write descriptions for named characters (Joe, Lucy, Lucy's Mother) and select who they are most similar to, which requires introducing and describing characters. Students write three questions for Lucy and then write answers 'as Lucy' (the parent plan explicitly directs a child to pretend to be Lucy and be interviewed). Students record threats by season on a wheel, organizing dangers into a seasonal sequence.

In Activity 3 ('Lucy Changes'), students complete a graphic organizer with sections for the beginning, how Lucy changed, and the end, prompting them to describe character traits and the sequence of events that led to change. The reading questions ask students to identify and discuss characters and decisions (e.g., which character they enjoyed most; whether Lucy made the right decision), requiring students to reference characters and outcomes. The wrapping-up prompts and life-application ask students to think about events in their own lives and how those events caused change, reinforcing understanding of event sequences and causes.

Students are prompted to "Imagine you're Lucy, living in California in 1852" and to write from that perspective to persuade Eastern readers, which places them in a specific historical situation. Students are guided to write an introductory paragraph that describes the issue, states a position, and lists three supporting reasons, and organizers include a "Paragraph #1: Introduction" page where students record the issue and their position. The persuasive organizer and example essay give students practice in stating a perspective and situating an argument for an audience.

Activity 1 (Hooking the Reader) asks students to create their own first sentence(s) for three novels and notes that a novel might begin with dialogue, a character description, action, or a question. The parent plan lists a skill to "Write to entertain such as to compose ... short stories," which implies students will engage in narrative writing. The materials explicitly tell students that a good beginning sentence must pull the reader in and may use imagery, strong verbs, figurative language, or adjectives.

The Science Fiction Ideas activity instructs students to produce three plot ideas and explicitly tells them that short stories have a beginning, middle, and end; the accompanying Student Activity Page provides labeled spaces for Beginning, Middle, and End for each story idea. The activity also tells students that short stories typically have two to four characters and that characters' actions should make sense within the story, prompting consideration of character roles and internal logic. The introductory prompt asking the child to predict who Mrs. Whatsit is and why she came to Meg's family engages students in thinking about characters and situation.

Students choose and describe a protagonist on the Story Map and Protagonist pages, writing the character's name, mission, obstacles, and how the character accomplishes the mission. Students complete a Story Map with boxes for setting, protagonists, antagonists, problem, and solution to record plot elements and situate events. Students practice organizing events and time order by using the Transitional Words and Phrases pages and by rewriting and combining sentences with time/sequence transitions.

Students are asked to begin telling a story about an alien who has landed on Earth and to continue the narrative after the parent adds new character attributes (monkey-like traits, a frightened family, time travel origin). The unit statement tells students they will be writing a science fiction short story and directs them to look for genre elements including characters and alternate settings. The oral storytelling activity requires students to introduce a situation (an alien landing) and to incorporate new character information as the plot continues.

Students create and characterize an antagonist using Antagonist Cards and a graphic organizer that asks them to describe looks, behavior, thoughts, and statements and to draw the antagonist. Students record antagonist information on a Story Map and list three ways the antagonist will try to harm or overpower the protagonist, linking character traits to possible plot actions. Students practice elaboration by rewriting simple sentences to add descriptive words, verbs, and phrases, which supports developing richer narrative detail.

Students read and work with a written summary (Activity 2) that introduces characters (Calvin, Charles, Meg) and presents events in sequence using clear transitional words (e.g., On the contrary, Out of nowhere, Then, Next, Finally). Students are asked to circle transitional words in the summary and to write summaries that contain main ideas and significant details. In Activity 3, students edit a paragraph for verb tense and add transitional words or phrases, then rewrite the corrected paragraph.

Students are asked to write the time and place of their science fiction story on a story map and to describe the setting's geography, life forms, and way of life, which orients a reader with when and where events occur. Students discuss events that happened in the previous chapter and answer comprehension questions about plot details (for example, where Meg's father was found), which requires recounting events in sequence. The activities prompt students to illustrate the setting and add setting cards, reinforcing how to establish situation and context for a story.

Students are directed to brainstorm and refine story elements such as protagonist, antagonist, setting, and theme and to record their theme on a story map (Activity 3; Wrapping Up). Students complete graphic organizers that prompt them to list "Characters' actions or words," "Author's descriptions," and "Story events," and to connect those boxes to a central theme. The Skills section asks students to "Provide a context to enable the reader to imagine the world of the event or experience," which asks students to consider setting and context for their stories.

Students are asked to brainstorm and record the protagonist, antagonist, setting, and theme for a short story and to jot the major problem and solution on a story map (Activity 3). The "The Problem" sheet prompts students to describe the problem in detail—who/what causes it, who is affected, whether it is occurring now or will occur—which scaffolds planning the situation and the conflict. The Wrapping Up section directs students to review organized ideas (protagonist, antagonist, setting, theme, and problem/solution) in preparation for beginning the short story the next day.

Students are asked to establish the setting, create a protagonist and antagonist, and consider a problem and solution before writing. The Plot Diagram activity has students list the problem, three or four major events leading to a climax, the climax, and the solution, and the rough-draft instructions tell students to introduce the problem early and follow their plot diagram. The rubric requires a story structure with a beginning, middle, and end, engaging the reader from the beginning, and accurate description/consistency of characters.

Students are asked to create and paste together a Timeline of Lincoln's Life and to record important events with dates, sometimes calculating years from ages, which practices ordering events chronologically. Students complete a KWL chart and answer comprehension questions (e.g., how Douglass's feelings changed over time), which requires them to identify and sequence events and describe Lincoln as a character. Students are also prompted to describe Lincoln in their own words during discussion, engaging them in character description.

Students are asked to think about what events someone might write about if writing a biography of their life, prompting consideration of situation and events. Students complete an "Elements of a Biography" organizer in which they identify how an author describes a person's life, relates it to other people and events, and tells the story so readers can relate to the person. Students answer comprehension questions about Lincoln's life events (moves, jobs, experiences), which requires ordering and understanding key events in his life.

Activity 3 asks students to "Pretend that you are a slave" and to "Write a short letter to Lincoln" explaining personal experiences (childhood, events, or why slaves deserve freedom). The prompt provides specific narrator details (separated from family, owned, learned to write in secret), which requires students to adopt a first-person narrator and establish a situation. The letter task asks students to describe events or experiences, encouraging use of descriptive detail from a narrator's perspective.

Students are asked to "pretend you are a newspaper reporter in Washington DC in 1865," fill out a 5 W's chart, and write a short newspaper report with a headline and date. The lesson provides a newspaper template and directs students to gather who/what/when/where/why facts and to "hold the attention of the reader while giving the facts." The reporter role and the requirement to place a date/headline give students practice orienting a reader to time, place, and situation.

Students are asked in Activity 3 to select six important events in Lincoln's life, write dates above each train car, and describe each event, which requires organizing events in chronological sequence. In Activity 1 students copy a Lincoln quote and respond to questions including what insights it gives about Abraham Lincoln, which prompts consideration of a central character. The wrapping up and timeline directions ask students to review and add birth and assassination dates, reinforcing chronological ordering of events.

Students gather and assemble previously created pieces such as a "Letter from a slave to Lincoln," "Interview questions and answers," and a "Train timeline," which involve a narrator/voice and chronological events. Students also include a speech and an assassination newspaper article, artifacts that can contain introductions of characters or situational context. The train timeline explicitly asks students to display a sequence of events, and students are directed to arrange these products on a tri-fold board for an observer to understand the topic.

The student product options include narrative formats such as "Story Book," "Dramatization," "Comic Strip," and "Video," which require students to create characters and sequences of events. The "Preparing for the Product" activity asks students to write numbered "Steps to Completing the Product" and to list the information to be included, supporting organization of tasks and events. Activity 5 directs students to read or explain their product to an audience, which requires them to present a developed piece (e.g., a story) to listeners.