Activity 2 teaches students to identify independent and dependent clauses, to recognize subordinating conjunctions, and to use coordinating conjunctions (FANBOYS) and semicolons to join independent clauses. The clause practice asks students to mark dependent and independent clauses in sentences and to write their own sentences that include an independent clause followed by a dependent clause, a dependent clause followed by an independent clause, two independent clauses, and a sentence containing both a coordinating and a subordinating conjunction. The lesson also explains comma usage when a dependent clause begins a sentence and shows examples of joining clauses with coordinating conjunctions or semicolons.

Students are asked to draft four to five laws (Option 1) and to create a system for adopting laws and consequences (Option 2), producing journal entries and preparing to discuss and defend their points of view. The activities prompt students to consider whether laws are necessary and to argue for how laws should be adopted, which requires stating claims and giving reasons. Discussion questions ask students to predict outcomes and defend perspectives about rule-making and compliance, implying practice in making claims and supporting them.

Students are asked in the Conch and the Glasses activity to choose an interpretation for each symbol and "write an explanation supported by the text," requiring them to make a claim and cite evidence. Students must write two to three sentence explanations on the activity page and a one-page journal entry that includes actions and quotes from other characters to support their character's perspective. The lesson also states that analyzing symbols and supporting interpretations will help prepare students for the final essay at the end of the unit.

Students are asked to identify and label clauses and prepositional phrases on the Unit Test (bracketing independent and dependent clauses) and the Parent Plan skills list explicitly names use of various phrases and clauses. The guided outline and essay organizer require students to include topic sentences, specific examples, explanations, and a "Transition to next paragraph." The "You Are the Editor" materials direct students to locate and evaluate transition words and phrases and to mark transitions between main points and paragraphs. The Brainstorming page provides word-bank linking terms (e.g., "therefore") to help structure thesis statements.

Students are explicitly instructed to use transitional words and phrases when writing (Activity 3), and the lesson provides lists of transitions for contrast, similarity, and example. The rubric awards points for the use of effective transitional words and phrases, signaling assessment of cohesion. The APE (Answer, Prove, Extend) method and the "Details and Support" page guide students to state an assertion, provide textual evidence, and then explain how the evidence supports the assertion, which connects claims, reasons, and evidence. The informal outline and paragraph structure require a thesis and topic sentences that organize major sections of the text.

Students are asked to form and defend opinions in Questions #2–#4 (e.g., who should receive the quilts, whether Dee is right to be angry) and to provide reasons that draw on the text. Activity 2 requires students to rewrite a scene from another character's point of view and then write a brief paragraph reflecting on how that change alters meaning, which asks students to explain relationships between perspective and interpretation. The Parent Plan skills explicitly require students to "cite specific textual evidence when writing or speaking to support conclusions," indicating students will practice connecting reasons to evidence.

Students are asked to write extended journal responses to prompts that require claim-making and explanation (e.g., "Is the society described a fulfillment of the American ideal..." and "Is the love of equality compatible with competition?"). Students complete a compare-and-contrast activity page that asks them to list changes, explain why those changes were made, and evaluate the director's interpretation—tasks that require stating claims and supporting them with reasons and examples from the text and film. Students participate in discussions and written reflections about which society they would choose and why, which asks them to state positions and justify them.

Students learn explicit instruction on conjunctions (coordinating, correlative, subordinating) and prepositions, and they are asked to identify and circle/underline these in multiple activities (Prepositions and Conjunctions activity; Parts A/B/C). The lesson defines conjunctive adverbs, gives the punctuation formula (independent clause + semicolon + conjunctive adverb + comma + independent clause), and asks students to choose or identify correct conjunction forms in practice pages. Students complete exercises that require labeling conjunction types (correlative and subordinating) and identifying conjunctions and conjunctive adverbs in sentences.

Students learn that transitional words and interrupters such as "however" and "on the other hand" are set off with commas (see the Essential vs. Nonessential section). Students practice identifying and punctuating nonessential words, phrases, and clauses (appositives, interrupters) and complete activities that require inserting commas around these elements. Activities also require students to choose punctuation (commas, dashes, parentheses) to set off clauses and asides, with practice sentences and answer keys.

The lesson explicitly teaches conjunctive adverbs and the formula for using them with semicolons (independent clause + semicolon + conjunctive adverb + comma + independent clause) and provides examples and a list of conjunctive adverbs (however, therefore, furthermore, etc.). Students are asked to write persuasive opening statements in "The Great Punctuation Trial" and must include one example joining two independent clauses and one example joining independent clauses with a conjunctive adverb + comma. The semicolon activities require students to practice joining closely related independent clauses using transitional words, reinforcing sentence-level linking.

The "Provide Your Opinion" final-project choice asks students to write a one-page, typed, double-spaced argumentative response asserting whether Bob Dylan deserved the Nobel Prize and to "consider both sides of the debate." Students are directed to read supporting and opposing articles (links provided), read Dylan's lyrics, and "explain your reasons," and to give credit for any sources or quotations they use.

The paragraph-writing option explicitly tells students to "avoid writing a series of short, choppy sentences; instead, use transitional words and phrases to smoothly link your thoughts" and directs them to pp. 159-161 of The Only Grammar Book for transitional phrases. The task requires students to begin with a strong introductory sentence and end with a concluding sentence, which encourages use of linking devices to organize major sections of a paragraph. The Parent Plan also lists producing "clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," supporting instruction on cohesion.

The lesson requires students to use the APE strategy: Answer (include part of the question), Prove (provide evidence with specific examples and quotations, including page numbers), and Extend (give an opinion, explanation, or connection). The parent notes and activity directions tell students to write a complete sentence for the Answer, back it up with a quotation or example in the Prove section, and explain how the evidence supports the answer in the Extend section. Students are also asked to be prepared to discuss whether the decision was correct and explain their opinion, prompting explanation of relationships between claim and evidence.

Students analyze paired excerpts from Thoreau and King and mark phrases that discuss similar ideas (Activity 1), then explain the overlapping ideas they identified. Students read opposing quotations on America, the role of government, and voting and write which author they agree with and "explain the ways that your views and his align" (Activity 2). Homework asks students to read excerpts from "Civil Disobedience" and answer questions, requiring them to cite textual ideas in their responses.

Students are taught three explicit methods for transitioning into quotations (complete sentence + colon, short introductory phrase + comma, and integrating a portion of the quote into their sentence) and see multiple modeled examples of each method. The Activity 1 student page asks students to choose correctly punctuated introductory constructions and to write their own introductions for a quotation using one of the three methods. The APE homework requires students to Answer a question (claim), Prove it using a quotation introduced by a taught method, and Extend by explaining how the quotation supports the answer, prompting students to connect claim and evidence in writing.

Students are asked to write a journal response weighing two viewpoints about the accuracy of Beah's memoir, which requires presenting claims, reasons, and counterclaims. The Parent Plan lists the skill to "delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient." Activities such as the "Different Accounts" comparison and the "Child Soldiers" advantages/disadvantages chart require students to organize claims and supporting evidence from multiple sources (book and video).

The summarizing instructions tell students to use transitional words and phrases and explicitly refer them to pp. 159-161 in a grammar reference for a list of transitional words and phrases. The unit asks students to analyze authors' rhetoric and to consider how each author persuades readers when completing the Comparing Memoirs activity. The marketing activity asks students to create persuasive materials (a flyer or webpage) for a nonprofit, which requires students to present claims about the organization and persuade an audience.

Students are explicitly directed to include clear transitional words and phrases to move smoothly from one thought to the next (Homework directions referencing a list of transitions). The rubric's Organization criterion requires that thesis points be "connected with transitional words and phrases." The Parent Plan Skills list includes "Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts." Part 4 (Developing Paragraphs) asks students to explain the connection between their proof (quotes/paraphrases/summaries) and the thesis, which practices linking reasons and evidence.

Students are asked to introduce and correctly quote source material and to paraphrase passages (Part V), which requires them to integrate evidence into their writing. The discussion prompts (Part IV) require students to write thorough paragraph responses and revise them, promoting organization and coherence. The skills list and revision question on the exam reference producing clear, coherent writing and improving thesis, organization, and support.

Students write a journal entry comparing the Locke and Demosthenes personas and are asked to "reflect on the reasons" Peter chooses those pen names, which requires stating claims and supporting them with explanation. Students complete a three-column chart (Character, Quote, Reason) linking quotations about leadership to characters and must explain why each quote fits, requiring them to make claims and provide reasons/evidence from the novel. The "Complete the Thought" activity asks students to match quote beginnings and endings, which requires students to assemble clauses and phrases into coherent statements about leadership.

Students are asked in Box 4 to rewrite conversations and to add "any additional transitional phrases needed so that the quote makes sense," which asks them to insert linking language. Students are asked in Box 5 to write two to three paragraphs comparing and contrasting military and civilian leadership, an activity that requires organizing ideas and creating cohesion between sections. Students in Box 2 and Box 3 write narrative flashbacks and perspective rewrites, which require them to craft transitions and link sentences and paragraphs for coherent narrative flow.

Students identify and match coordinating conjunctions (FANBOYS), subordinating conjunctions, and conjunctive adverbs on the Grammar Matching pages and in the answer key. Students practice joining clauses and using semicolons and commas in the "Punctuation and Grammar" activity, inserting linking punctuation between independent clauses. Option 2 for homework asks students to create paragraphs that require commas and semicolons and to state the rule that applies, reinforcing use of words/phrases/clauses and punctuation to connect ideas.

Students learn the difference between restrictive and nonrestrictive clauses and when to use commas to set off nonessential information (Activity 2: That vs. Which). The lesson gives explicit rules to use "that" with restrictive clauses and "which" with nonrestrictive clauses, and it directs students to practice who/whom usage via a quiz. The Parent Plan also states students should use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements, reinforcing clause-level cohesion.

Students read Gladwell's chapter and a critical blog post and are asked to summarize the blog author's main objections (Activity 4 and Activity 5 Option 1), which requires identifying claims and counterclaims. In Activity 5 Option 2, students complete a chart that asks them to note each criticism, how Gladwell responds, and evaluate the effectiveness of those responses, which asks students to match reasons/evidence to claims. Homework and journal prompts ask students to explain why Gladwell structured the chapter a certain way and to predict how sections relate to each other, prompting analysis of connections among sections and author reasoning.

Students read Lincoln's "Second Inaugural Address" and analyze rhetorical strategies including tone, organization of ideas, and word choice. Students complete an activity identifying parallelism, antithesis, and allusion in specific quotes and explain the intended effect of each device. For homework, students select three sentences from the speech that represent background, main message, and a forward-looking statement, showing attention to the speech's overall structure and how major sections function.

The Parent Plan lists that students will "Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence." Students are asked to write an editorial (Option 2) that requires them to "use facts from the accounts you read to back up your points," and to compose persuasive journal entries arguing that the attack was unnecessary, unjust, and excessive. The graphic organizer activity explicitly has students match secondary-source claims to supporting primary-source evidence, prompting them to connect claims, reasons, and evidence.

The Parent Plan explicitly lists as a skill: "Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts." Students are asked to write an introduction that makes a claim and to back it up with an outside source, and they revise their guide (Activity 6) by re-reading the introduction, ensuring information is appropriate to the audience, and adding navigation aids such as headings or subheadings. Activities require organizing text (paragraph breaks, headings, lists), creating a glossary, and producing a coherent conclusion, all of which support overall textual cohesion.

Students learn and practice identifying breakdowns in logical connection (for example, the lesson defines "non-sequitur" as "does not follow" and asks students to identify non-sequitur examples). Students examine speeches (e.g., Andrew Jackson, Gehrig) and highlight or label specific fallacies such as straw man, ad hominem, and non-sequitur, which requires them to analyze relationships between claims, reasons, and evidence. Students are asked to write a final persuasive essay and/or a short speech and to ensure their reasoning is sound and free of misleading arguments, connecting composition practice to the analysis of claim/reason/evidence relationships.

The Skills section explicitly lists using words, phrases, and clauses to link major sections and to clarify relationships among claim(s), reasons, evidence, and counterclaims. The Essay Rubric and Content Development criteria state that key points should be "strengthened with words and phrases connected with transitions," and the lesson requires students to organize a classical five-paragraph argument (introduction, confirmation, concession/refutation, conclusion). The Day 4–7 guidance asks students to develop paragraphs in classical order and to vary sentence patterns for meaning and style.

The Reader Response Paragraph (Activity 3) requires students to write a paragraph of at least five sentences using the APE method: Answer (claim), Prove (provide evidence with specific examples and quotations), and Extend (explain/interpret). The directions explicitly ask students to 'use evidence from the play to support your points' and to 'provide evidence to support your answer.'

Students are asked to write explanations in journals about whether Romeo and Juliet meet the criteria for a tragic hero (Activity 1), which requires making a claim and supporting it with textual examples. Students complete a Timeline and Character Development worksheet that asks them to list actions/events and then explain how the character changes and whether they are static/dynamic and round/flat, which requires linking events to evaluative conclusions. Students compare excerpts of Pyramus and Thisbe with Romeo and Juliet, which asks them to identify similarities and support those comparisons with textual details.

The lesson requires students to write a thesis statement and three supporting paragraphs with topic sentences, and it directs students to use the APE method (Answer, Prove, Extend) that asks them to state a claim, provide specific examples as proof, and explain significance. The student checklist requires each paragraph to contain specific information or examples from both productions that back up the topic sentence. The lesson also reminds students to use parallelism in their thesis wording, which addresses cohesion of phrasing.

Students are asked to explain what a counterargument is and why it is useful (Part III short-answer), which directly engages them with the idea of addressing opposing claims. Several Part IV discussion prompts require students to write 1–3 paragraph responses defending a position (e.g., whether Shakespeare should be taught, whether Outliers is informational or persuasive), which asks students to organize claims, reasons, and evidence in writing. The curriculum also includes grammar and rhetoric tasks (parallelism, brevity, active vs. passive voice, and the art of persuasion) that support general coherence and persuasive technique.