Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
Students are asked to read the book Tornado and, if unfamiliar, to read about tornadoes in a weather book or on the Internet, then write three factual sentences about tornadoes and discuss factual vs. nonfactual information. Students are directed to look at and label the Tornado Alley map and to talk about the location of their home in relation to Tornado Alley, drawing on geographic information they examined. Students are asked to review the definition of setting, read about life on a farm, look at pictures, and then discuss farm jobs, what they would enjoy, and differences between farm life now and in the past.
Lesson 2
The Storm
Students are prompted to read Chapter 1 before being asked specific comprehension questions (e.g., summarize Chapter 1, name people in the cellar, describe the setting). Students are asked to write a three- or four-sentence chapter summary in a daily journal and then read that summary aloud to compare it with a provided summary. Students are directed to read vocabulary words in context and use classroom activity pages (e.g., Time Transition Words) to support their summaries and responses.
Lesson 3
The Tornado
Students are asked to listen as an adult reads Chapter 2 aloud and then verbally summarize the chapter, which requires them to use the just-read text in discussion. Students read the page "The Doghouse: Choosing Words," read descriptions aloud, compare the author's description with a simple description, and underline words that make the writing exciting, drawing explicitly on that reading to discuss word choice. The lesson provides specific discussion questions (e.g., what Pete's mom means, how the yard looked, what Pete found) that prompt students to refer to the text during conversation.
Lesson 4
A Card Trick
The lesson directs the child to read Chapter 3 independently and then answer specific comprehension and inferential questions (e.g., "Describe what happens in this chapter," "Do you think Tornado knew a card trick? Why or why not?"), requiring use of the read material. Activity 1 asks the child to discuss how dogs learn from their environment and to write and illustrate a chapter summary in a journal, which asks the child to draw on the chapter reading. The Life Application asks the child to play a card game and discuss strategy and the challenge of playing with a dog, prompting the child to bring outside knowledge into discussion.
Lesson 5
Turtles
Students are instructed to read Chapter 4 and then answer specific comprehension questions in complete sentences, requiring them to draw on the text. Students read How the Turtle Got Its Shell and are asked to retell a myth, compare myths, evaluate believability, and discuss similarities and differences, which requires using the read material to explore ideas. Students are prompted to locate information about turtles through research and to answer habitat/diet/predator questions and to share their own myth orally with the family, drawing on both research and prior knowledge.
Lesson 6
The Best Pet Award
The lesson asks students to read Chapter 5 aloud and then discuss questions about the chapter, including specific text-based questions (Q1–Q7) that require referring to events and details from the reading. Students are prompted to discuss how animals get on a schedule and how animals change their environment, drawing directly on the chapter content. The World's Best Pet Award activity (Option 2) explicitly asks students to give specific examples from the story to justify why Tornado is a good pet, requiring them to use their preparation in writing and discussion.
Lesson 7
Conflict
The lesson instructs the child to read Chapter 6 before answering a set of comprehension and reflection questions, requiring students to use that reading to respond (e.g., describing the saddest day of Pete's life). Activities ask students to write a chapter summary, illustrate events, and dictate sentences that describe story conflicts, all of which require drawing explicitly on the prepared reading. The instructions also ask students to provide examples of conflicts from other stories they have read, prompting them to draw on prior knowledge and other studied material.
Lesson 8
The End of the Storm
Students are asked to read Chapter 7 aloud before answering a set of discussion questions, directly requiring them to prepare by reading the required material. Several questions prompt students to cite the text (e.g., "How did Pete feel at the beginning of the chapter? How do you know?"), asking them to draw on what they read to support their answers. Activity 2 directs students to reread the passage describing Pete's sadness, record the exact words and phrases the author uses, and discuss how those phrases make the feeling clear. Activity 4 asks students to reread Chapters 1 and 7 and complete a "Mood and the Environment" sheet comparing beginning and end, explicitly using their reading to explore changes in the story.
Lesson 9
Plot
Students are directed to reread chapter summaries and go through their journals (Activity 2, Option 1 and 2) to identify major events before placing them on the Tornado Plot Diagram. The activities require students to explicitly draw on those summaries and text-based information when ordering events, identifying the problem, climax, and resolution. The wrap-up prompts ask the child to describe a story plot and define rising action, climax, falling action, and resolution, which involves speaking about the prepared material. Activity 1 suggests the child may act out events and may include a sibling, offering an opportunity for partner interaction.
Final Project
Think-Tac-Toe
The activities assume students have read the book Tornado and ask the child to select and complete three mini-projects based on that reading. The parent is instructed to discuss project choices with the child and to ask the child to explain what she learned from the story, prompting the child to draw on book knowledge. The center-square task and Hamburger Paragraph Organizer require the student to write a paragraph describing how the environment or weather affects characters, which asks the student to use details from the text in writing.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
Activity 3 directs students to read about Kansas and Maine in an encyclopedia or on the Internet and then discuss differences in environment, weather, geography, and late-1800s life. Students are asked to list six facts for each state and to write five-senses poems, which requires drawing explicitly on the information they researched. Activity 1 and the wrapping-up prompts have students identify Maine and Kansas on a map, color regions, and discuss distances and possible climate/land differences, using their map work as preparation for discussion.
Lesson 2
Story Elements
Students are asked to read Sarah, Plain and Tall and to think about story elements as they read. Students read definitions aloud, explain them in their own words, and share examples from books, and they answer four activity-sheet questions about story elements of favorite books. Students also create a story pyramid and write a short story after reading, using details from the text to describe characters, setting, plot, and theme.
Lesson 3
The News
The parent guide instructs the child to read Chapter 1 before answering and discussing a set of comprehension questions, noting that questions should be used for discussion and journal responses. Students are asked to write a first-person journal entry as Anna, requiring them to infer and base responses on the chapter they read. Discussion prompts (e.g., why Anna's father might need help, what was learned about the environment) and the advertisement activity require students to use story details and discuss them aloud.
Lesson 4
The Letters
The child listens to or reads Chapter 2 and is then asked to summarize the chapter verbally, which requires drawing on the text. The child reads and answers specific comprehension questions (e.g., what Sarah tells about Maine, why Anna was worried) and discusses some aloud with the adult. The child is asked to predict whether Sarah will enjoy Kansas and to support that opinion, prompting use of details from the reading during discussion.
Lesson 5
The Arrival
Students are asked to read Chapter 3 before answering questions and to answer those questions aloud in a discussion or in their journal, which requires referencing specific events (e.g., what Papa did to get ready for Sarah). The Venn diagram activity explicitly tells students to "look for examples in the book" about geography, plants, animals, and transportation to record similarities and differences. Students are directed to write a journal entry from Anna's point of view and to choose and explain a farm token for Sarah, both tasks that require using details from the text.
Lesson 6
Life on the Prairie
The lesson directs students to read Chapter 4 before answering questions and to discuss some questions aloud, which requires coming to discussion prepared. Students are asked to discuss song lyrics and how they reflect life on the prairie and to write a new song based on farm life, explicitly drawing on their reading and knowledge. The Wildflower Field Guide activity requires students to find information using an encyclopedia, field guide, or the Internet and to record names and facts about flowers mentioned in the book, drawing on preparation and outside information during discussion.
Lesson 7
The Dune
The lesson instructs the child to read Chapter 5 and then either answer the provided comprehension questions in a journal or discuss them with an adult, explicitly linking the discussion prompts to the chapter content. The introduction tells the child what she will read today, preparing her for the discussion, and the Questions section requires answers that draw directly on details from the chapter (e.g., Sarah's actions, feelings, and quotes). Activity 3 asks the child to discuss ways people enjoy environments and to share ideas after an outdoor excursion, prompting the child to bring outside knowledge and experience into the discussion.
Lesson 8
Work and Play
Students are instructed to read Chapter 6 and then answer specific comprehension questions in their journal or discuss them aloud, which requires coming to discussion with the required material. In Activity 2 students are asked to list three things from the book that they believe are factual and three that are not, explicitly drawing on their reading to support their lists. Activity 3 asks students to read aloud the winter description and then describe and discuss similarities and differences between their environment and Kansas 100 years ago, using the text and their own knowledge during discussion.
Lesson 9
Writing
Students are asked to identify the problem of the story and recall what characters (Caleb and Anna) have been worried about, which requires having read or studied the text. Students are prompted to support persuasive reasons with examples from the book (e.g., using book events to show how characters feel). Students listen to and discuss two model persuasive paragraphs and are asked which is more convincing and why, engaging in teacher-led discussion about evidence and reasoning.
Lesson 10
Neighbors
Students are asked to read Chapter 7 aloud and then answer specific comprehension questions about why characters visit, chores on the farm, and characters' feelings, which requires drawing on the text. Activity 2 explicitly instructs students to use details from the text to draw the story setting, connecting their reading to discussion. Activity 3 and the Wrapping Up prompts ask students to discuss what Sarah misses and explain whether she would be happier in Maine, encouraging them to use their reading and personal knowledge to explore ideas.
Lesson 11
Squall
Students are asked to read Chapter 8 before answering comprehension questions, which requires preparation. Students are prompted to discuss what they learned about Kansas weather from the reading and to compare it to their own environment, explicitly drawing on that reading and personal knowledge. Students must write a journal entry and complete a character line-up that requires using details from the chapter to explain character motives and events.
Lesson 12
The End of the Storm
Students are asked to read Chapter 9 and to make a prediction about how the story will end before reading, showing pre-reading preparation. After reading, students answer comprehension questions and write a journal entry about Anna's feelings, which require them to draw on the text. Students create a plot diagram and are encouraged to reread journal entries to recall events, and the Theme activity asks students to record examples from characters' actions, words, thoughts, and events to support a stated theme. The Wrapping Up prompts ask students to explain why they would or would not recommend the book, inviting use of their prepared responses.
Final Project
Welcome To Kansas
Students are asked to locate sources to read about pioneer activities and foods and to use that information to plan a "Welcome to Kansas" party (Step 1–4). Students create invitations, plan activities and a game, follow a historical recipe, and write a welcome card that they later read aloud to guests. The activity includes a group event (the party) where students share the game and food with family and friends.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
Students are asked to read Chapter 1 and answer chapter questions either verbally or in writing, with instructions to answer in complete sentences. The materials tell students to use the chapter questions as discussion prompts with a partner (parent) and suggest a mix of written and spoken responses (write odd answers, discuss even ones). Students are instructed to generate their own questions about the book to discuss or to research further, and to add two or three important events to a timeline after reading each chapter.
Lesson 2
Helen's Childhood
Students are asked to read Chapter 2 and then answer specific comprehension questions, encouraging them to think of their own questions. They are prompted to make predictions before reading and to record those ideas to see if the chapter addresses them. Activities require students to reread page 12 to decode and then practice an ASL message and to locate vocabulary words in the text and write the sentence that uses each word.
Lesson 3
Helen's Challenges
Students are asked to read Chapter 3 before answering a set of comprehension questions, requiring them to come prepared with information from the text. Students add an event from the chapter to a timeline and discuss how Helen relied on smell and touch, explicitly drawing on chapter details. Students plan and write a sensory-only descriptive paragraph and a birthday-gift paragraph, which requires thinking ahead and using specific knowledge about Helen's situation when they read aloud and discuss their choices.
Lesson 4
Inventors
Students are instructed to read Chapter 4 and then answer specific comprehension questions, which requires prior reading. Students are asked to read an additional biography (Alexander Graham Bell) and compare what they learned from the biography with what they learned from Chapter 4. Students write ten facts about Bell and read those clues aloud to family or others, and Activity 3 asks students to begin researching inventors using library or online sources.
Lesson 5
Annie
Students are instructed to read Chapter 5 and then answer specific comprehension questions, which requires using information from the reading to respond. Students add events from the chapter to a timeline and complete a before-and-after drawing and adjective activity that asks them to describe Helen at two points in the text. Students reread the Braille pages, study the Braille alphabet sheet, and then use that preparation to create and read Braille words and discuss how Helen used nonvisual senses.
Lesson 6
Helen Leaves Home
Students are instructed to read Chapter 6 aloud and then answer specific comprehension questions (Questions #1-#6). The Getting Started prompts ask students to recall Chapter 5 and make predictions about how Helen will respond, and Question #2 explicitly asks students to explain why Helen loved the ocean "based on what we know about Helen." Activity 3 directs students to read their recorded timeline events and discuss how Helen's life changed, drawing on their notes and prior reading.
Lesson 7
More Learning
Students are assigned to read Chapters 7 and 8 and then answer specific comprehension questions, requiring them to use that reading to respond. Activity 2 directs students to locate information in the chapters to label places on a map and paste events next to the correct locations, explicitly drawing on their preparation. Wrapping Up asks students to name important events from Helen's life and explain why they were important, prompting them to use knowledge from the text in discussion.
Lesson 8
All Grown Up
Students are instructed to read Chapters 9 and 10 of the biography and then answer specific comprehension questions, demonstrating reading preparation. Students read Helen Keller's quoted passages on the "Helen's Voice" page, underline parts they think are very good, and then discuss those quotes using prompts (e.g., "Do you want to keep reading? Why?", "What words or phrases create images?"). Students reread their personal timeline and the "Writing with Voice" examples, answer comparison questions, and then write about a personal event focusing on voice, drawing explicitly on their prior reading and timeline work.
Final Project
Scrapbook or Interview
Students are instructed to use the book they have just finished reading and to look up new information in an encyclopedia or on the Internet to record ideas for the scrapbook. Students complete 'Scrapbook Ideas' pages and are told to draft each page and revise their writing, drawing explicitly on gathered information. For the interview option, students must develop five questions, write Helen's answers, and practice the interview with a parent or sibling as the interviewer. Rubrics for both the scrapbook and interview are reviewed in advance so students know scoring criteria before they prepare their responses.
2: Change
Unit 1: Morning Girl
Lesson 1
Background Information
Students are asked to read about the Bahamas and the Taino using provided web links and reference materials, to memorize and sing a song about Columbus, and to record facts in a journal. Students must create a short report using the "If You Visited the Bahamas..." outline and summarize information they found. Students share an acrostic poem about the Taino and discuss map locations, environment details, and artifact uses during guided discussions with the adult.
Lesson 2
Point of View
Students are asked to read Chapters 1 and 2 of Morning Girl and to read Voices in the Park aloud and reread, providing a clear expectation that they come prepared. Students are instructed to answer comprehension questions in discussion or writing, record three thoughts/phrases and two important events in a journal (drawing directly on what they read), and use a four-part Venn diagram to compare and contrast the different narrators' accounts. Activity 5 asks students to write separate accounts of an outing and then discuss differences, which requires students to draw on their own experiences as additional information during discussion.
Lesson 3
The News
Students are instructed to read Chapter 3 and to answer questions aloud and record answers in their journals, which requires coming to discussion prepared with the required material. Students are asked to recount what they have learned about Morning Girl and Star Boy and to record three phrases Morning Girl uses to describe Star Boy, explicitly drawing on their reading. Students are asked to compare Morning Girl and Star Boy with their own family and to use personal knowledge to explore similarities and differences.
Lesson 4
The Rock
Students are instructed to read Chapters 4 and 5 of Morning Girl and then answer questions aloud or record responses in a journal, which requires coming to discussions prepared. Students answer text-based comprehension questions (e.g., why Star Boy pretends to be a rock, how the environment changes) and are asked to identify pronouns the author uses in context, explicitly drawing on their reading. Students discuss character changes, record family members and write how they would help them feel better, and role-play responses using information from the chapters and their own family knowledge to explore ideas under discussion.
Lesson 5
Let's Write
Students review the book's two points of view and are asked to describe differences between Morning Girl and Star Boy, explicitly drawing on their reading. Students read the prompt aloud, complete a graphic organizer that prompts what each character would see, hear, think, and do, and then write two first-person paragraphs in the distinct voices of Morning Girl and Star Boy. Students share their final paragraphs with family and are asked to explain how they gave each paragraph an obvious voice.
Lesson 6
The Storm
Students are directed to read Chapters 6 and 7 and then answer specified questions in their journal and/or in a discussion, which requires preparation before talking. The materials instruct students to record feelings, thoughts, words, and events from the chapters and to look through the book to record words or phrases that describe the setting, prompting them to draw on text-based preparation. Students are asked to discuss differences between verbal and written answers, encouraging them to use their prior reading when speaking. Activity 3 asks students to relate cultural naming practices to their own experience, which prompts them to bring outside ideas into the discussion.
Lesson 7
Visitors
Students are asked to read Chapters 8 and 9 and then answer specific comprehension questions in their journal and/or in a discussion, with directions to answer in complete sentences. Students are instructed to record Star Boy's feelings, actions, and words from his chapter and to use events and descriptions from the text to write a Name Poem showing how Star Boy has changed. Students are asked to read the epilogue aloud and then write journal entries from Morning Girl's and an explorer's point of view, including each individual's feelings, ideas, and description of the event, and to discuss reactions to the visitors.
Final Project
Poetry Night
Students are asked to read the book Encounter aloud and to listen as the adult reads it, then use the provided discussion questions to talk about the text. Students are directed to read the "European Explorers and Native Americans" activity page and to "look through Encounter to find examples" to place under Positive, Negative, and Mixed flaps in a mini-fold book. Students write two before-and-after poems that must include changes drawn from the natives' and Columbus's perspectives, and then prepare and present those poems aloud to family while reflecting on their recorded readings.
Unit 2: Communities and Culture
Lesson 1
Getting Started
Students are asked to record prior knowledge in the "What I already know" boxes and to write questions in "What I want to learn," then add information to the organizer each day as they read the two books. Students locate the books' settings, look through the texts to list proper nouns, and are prompted to discuss differences in clothing, homes, and settings based on the illustrations and text. Students are asked at the end to name the two time periods and to name three proper nouns related to each, explicitly drawing on what they read and recorded.
Lesson 2
Where Are We?
Students are instructed to read pages 4–15 of Hot on the Trail in Ancient Egypt before answering a set of verbal and written questions, and to answer in complete sentences. The introduction asks students to tell what they already know about ancient Egypt, prompting them to draw on prior knowledge. Activities require students to record new information on a Historical Time Periods sheet each time they read and to compare facts from the story with prior knowledge (Fact or Fantasy) and with their own community (Life in Egypt). The teacher/parent prompts ask students to explain how rivers and natural resources meet needs and to judge whether changes are positive or negative, requiring use of reading and other knowledge to explore ideas.
Lesson 3
The King
Students are assigned to read pages 16–27 and then answer specific comprehension questions that refer directly to that reading (e.g., where Emma goes, how schools differed, why pyramids were built). Students are prompted to use the diagram of the Egyptian monarchy and complete a Venn diagram comparing a king and a president, then write a paragraph explaining their preference, which requires using the reading and background knowledge. Students are asked to lookup vocabulary, use words in a story about Egypt, and to tell what they learned in a wrap-up discussion, all activities that draw on their preparation.
Lesson 4
Back Home
Students are asked to finish reading Hot on the Trail in Ancient Egypt (through p. 47) and then answer specific comprehension questions that reference text details (e.g., the pyramid diagram on p. 33 and the construction description on pp. 28–29). Students are prompted to predict the story ending before finishing and then compare their prediction to the actual outcome, and to add information to a "Historical Time Periods: Ancient Egypt" page, which requires drawing on their reading. Students are also directed to discuss how burial rituals have changed and to relate ancient Egyptian religious beliefs to their family's beliefs, explicitly using the reread pages to support that discussion.
Lesson 5
A Day in Egypt
Students are asked to complete this project after finishing reading Hot on the Trail in Ancient Egypt, and they are told to let her read through the "What I have learned" section and to refer to the book as needed. Students are prompted to brainstorm and plan a daily schedule using information from the book and to check whether questions posed at the beginning were answered in the story. Students are also prompted to discuss with an adult whether life in ancient Egypt would have been more enjoyable than life in their own community.
Lesson 6
Middle Ages
Students are instructed to read pages 1-15 in Adventures in the Middle Ages before answering questions and participating in discussion, and to read what they already know about the Middle Ages and any questions they hope to have answered. Students are asked to answer comprehension questions verbally and in writing in complete sentences and to record new information on the Historical Time Periods page. Students are directed to reread specific pages (pp. 8-11, 12-15, and p.14) when completing comparisons, a journal entry, and diagrams, and to use those readings to describe peasants, list similarities/differences with ancient Egypt, and assemble social-class charts.
Lesson 7
Off to the Castle
Students are instructed to read pages 16–31 of Adventures in the Middle Ages and then answer specific comprehension questions that require information from that reading. Students respond to prompts that ask them to compare castle activities to their own community (Activity 2) and to discuss how buildings are used differently after reading about castles and pyramids (Activity 3). The Wrapping Up and Life Application prompts ask students to explain similarities and differences and to relate personal experience (e.g., fairs, game materials) to what they learned from the book.
Lesson 8
Return Home
Students are asked to finish reading the books before answering guided questions and predicting the story's ending. Students go back through the texts to read thought/word bubbles and use text and illustration details to record adjectives and explain how the text supports those choices. Students discuss and write about differences and similarities between the Middle Ages and ancient Egypt, labeling artifacts from each book (AE/MA) and using those items as evidence. Several activities require students to use information from the books (vocabulary sentences, plural noun sentences, artifact labeling) when discussing or writing about the topics.
Lesson 9
Writing About History
Students are asked to "read more about the element she selects in books or online" and to "collect information about the time period" before writing. Students are also instructed to "read a number of pages in the book and discuss the difference between the factual text and the fictional text" and to "discuss that the voice of the factual paragraph will be very different from that of the fantasy paragraph." These directions require students to prepare by reading and to engage in at least one discussion about texts and writing choices.
Final Project
Elements of Change
Students plan and prepare a "Book of Change" by selecting three cultural elements and writing sentences for Ancient Egypt, the Middle Ages, and Today, which requires them to gather and record information. Students are asked to read through and edit their sentences and to provide illustrations or printed images, demonstrating preparation and organization of ideas. At the end, students are prompted to "describe some reasons for the changes" they included and to "share the book with his family and explain how cultures and communities have changed," which requires them to draw on their completed work when speaking.
Unit 3: American Heroes
Lesson 1
Heroes
Activity 3 directs students to record a list of American heroes, crosscheck that list using the table of contents of 60 American Heroes Every Kid Should Meet, and encourages them to read the "A Tribute" and Introduction pages, which requires students to read/study assigned material before discussion. Activity 1 asks students to think of people they have read about or seen on TV when matching adjectives to people, explicitly drawing on prior reading/viewing. The Wrapping Up prompts ask students to tell and discuss a time they have seen or read about a hero and to describe what the hero did, which asks students to use what they have read or observed in conversation.
Lesson 2
Early American Heroes
Students are assigned specific pages to read about Benjamin Franklin (pp. 46-47), Thomas Jefferson (pp. 64-65), and George Washington (pp. 120-121) and then are asked to answer discussion and journal questions tied to those readings. After reading, students complete Hero Cards (recording years lived, three adjectives, and a sentence about how each hero changed the world) and add names/dates to a Heroes Timeline, tasks that require using facts from the texts. Students are also prompted to discuss how each figure changed America, calculate America's age from the founding date, create epitaphs based on the figures' accomplishments, and talk about family Fourth of July traditions, all of which draw on their reading and prior knowledge.
Lesson 3
Heroes of Freedom
Students are asked to read the Abraham Lincoln and Harriet Tubman chapters and then answer specific comprehension and reflection questions (e.g., describe Lincoln/Tubman, how they changed the world). Students discuss the Underground Railroad using a provided map and signs information, then create their own secret signs and a map, explicitly using the prior reading and discussion as models. Students read and interpret Lincoln's poem and are prompted to write and share a free-verse poem drawing on their memories and the text.
Lesson 4
Hard Times
Students are instructed to read the chapters on Eleanor Roosevelt (pp. 102-103) and Franklin D. Roosevelt (pp. 104-105) and then answer specific comprehension and reflection questions about changes in Eleanor, FDR's challenges, and characteristics of a hero. Students are prompted to discuss with an adult the racial climate of the 1940s and 50s and how Eleanor's activism could have been controversial, which directs them to draw on their reading and background knowledge. Activities ask students to fill out hero cards and to use knowledge of the Roosevelts when writing sentences (e.g., using contractions in sentences Eleanor or Franklin might have said).
Lesson 5
Recent Heroes
Students are asked to read the chapters on Walt Disney (pp. 30-31) and Jesse Owens (pp. 86-87) and then answer specific comprehension and reflection questions based on those readings. The lesson instructs students to fill out hero cards and record names and birth dates on a timeline after finishing their reading. The Wrapping Up prompt directs students to describe other modern-day heroes, and the Life Application asks students to identify a local hero and prepare questions to ask them, tying discussion prompts to prior reading and investigation.
Lesson 6
African-American Heroes
Students are instructed to read chapters on Mary McLeod Bethune, Frederick Douglass, and George Washington Carver and then answer specific comprehension questions, which requires reading the required material before responding. Students create hero cards and add birthdates to a timeline, and they complete activities (a letter about education and a Scientific Discovery worksheet) that ask them to use information they read or researched. The lesson also includes prompts to review and discuss how people from different backgrounds have changed the world and asks the child to think of other African-American heroes.
Lesson 7
Female Heroes
Students are instructed to read the chapters on Susan B. Anthony and Sandra Day O'Connor and then answer specific comprehension questions after reading each chapter. Students are asked to write two declarative, two interrogative, and two exclamatory sentences "about what he has learned and questions he still has" which requires drawing on the reading. Students are prompted to discuss equality with a caregiver and to answer why it is important to treat men and women as equals, relying on the material they read.
Lesson 8
Heroes of Science and Invention
Students are instructed to read the chapters on Albert Einstein, Thomas Edison, and the Wright brothers and then answer specific comprehension and opinion questions about each (e.g., questions about Einstein's feelings on war and what made Edison's inventions impactful). Students are asked to describe why science and inventions are important and to explain ways the heroes had to persevere. The Perseverance activity asks students to list three reasons that motivated them to persevere and to support those reasons with details.
Lesson 9
Book of Heroes
Students read and arrange hero cards into a chronological "Book of Heroes," which requires them to study the provided materials before discussing them. Students are asked to reread pages in the 60 American Heroes book and record names, dates, and national events on a three-ring Venn diagram to compare their three chosen heroes. During Wrapping Up, students are prompted to recall facts, explain character traits, and describe how each hero changed the world, drawing directly on what they read and researched. Activity 3 asks students to research a hero further (internet or library) and write three sentences explaining why that person is their favorite.
Final Project
My Life Story
Students complete a Pre-Writing Organizer and use it to produce a First Draft and Final Copy, showing that they prepare written material before sharing. The lesson instructs students to review the Editing Rubric and examples of sentence types, adjectives, and adverbs so they come to the sharing phase with reviewed work. The Wrapping Up section directs an adult to "discuss areas" of the child's writing, ask the child what she is proud of, and have the child share her scrapbook page with family and friends, creating an opportunity to talk about prepared work.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are asked to complete Mouse and Owl Research pages using library or online sources before reading (Activity 2), gathering factual information about habitat, food, predators, and more. Students create vocabulary note cards and record sentences from chapters as they read (Activity 3) and copy a setting map on poster board before reading so they can label events and trace Poppy's journey as they encounter them (Activity 4). Students also list fantasy elements and use that list when they tell a short story (Activity 1) and listen to and summarize the author's explanation of Poppy (Activity 5).
Lesson 2
Mr. Ocax
Students are instructed to read Chapters 1 and 2 of Poppy and to use the chapter questions as discussion or journal prompts, showing they must prepare by studying the required material. Students are asked to write a paragraph about similarities with a character and to "support her opinion with evidence from the story and events in her own life," which requires drawing explicitly on their reading and personal knowledge. The lesson requires students to answer verbally and in writing in complete sentences and includes a Wrap Up prompt asking students to relate the story to situations in their own life, reinforcing use of prior preparation and knowledge during discussion.
Lesson 3
The Emergency Meeting
Students are instructed to complete reading of Chapters 3 and 4 before engaging in the discussion and journal questions and to answer those questions verbally and in writing in complete sentences, including writing a short summary of the chapters. Students are directed to refer to specific page details (for example, chart Poppy's escape path described on page 28 and discuss paragraph divisions on pages 20–22). Students examine owl pellets, use a bone chart, and research animal bones to draw food chains, connecting their hands-on findings to discussion prompts.
Lesson 4
Standing Before Mr. Ocax
Students are instructed to read Chapters 5 and 6 and to think of three or four questions they could use for discussion, then ask those questions and discuss them. Students are asked to explain what happened in yesterday's reading and to answer verbal and written questions in complete sentences. Students reread Lungwort's speech, write their own speech drawing on that reading, and present it to an audience.
Lesson 5
Poppy and Poppa
Students are directed to read Chapters 7 and 8 and to use the provided questions as discussion questions and/or journal prompts. The materials remind students to answer verbal and written questions in complete sentences and prompt them to make and check predictions as they read. The wrapping-up prompt asks students to discuss how Poppy might break the cycle of power and to write ideas in a journal, which uses their reading to explore ideas.
Lesson 6
Dimwood Forest
Students are instructed to read Chapters 9 and 10 and then write in a journal describing a decision Poppy made, its effects, and why the decision was good or bad. Students are asked oral questions about Poppy's feelings and Mr. Ocax that require answers based on the assigned chapters. Students are prompted to define good vs. evil, identify which characters represent those ideas, explain how Poppy and Mr. Ocax are opposites, and to reread and point to specific words and phrases on pages 83 and 85 to support their responses.
Lesson 7
Ereth
Students are asked to read Chapters 11 and 12 and then answer discussion and journal questions, including answering verbal and written questions in complete sentences. Students must select three important quotes from those chapters and record why each quote is important, requiring them to draw explicitly on their reading. Students are asked to locate Ereth's uses of alliteration in the chapters and to read about porcupine diets and defenses to discuss how Poppy's new knowledge might break the cycle of power.
Lesson 8
On the Way to New House
Students are directed to read Chapters 13 and 14 and to write a summary of the two chapters in their journal. Students are given specific discussion questions (e.g., compare descriptions of Dimwood Forest, explain character motivations) to use in oral or written discussion. Students are instructed to copy and use dialogue from pages 112–113 when acting out scenes and to review vocabulary words and use each word orally.
Lesson 9
The Truth at Last
Students are instructed to read Chapters 15 and 16 and to use the provided discussion and journal questions to respond in complete sentences. Activity 3 requires students to record two examples from the text that show Mr. Ocax losing power and two that show Poppy gaining power, explicitly drawing on the chapters. Activity 4 and the Wrapping Up prompts ask students to discuss and recap the cycle of power using evidence from the text and to identify where the cycle could be broken.
Lesson 10
The Battle
Students are prompted to predict Poppy's actions and to answer discussion and journal questions specifically about Chapters 17 and 18, which requires having read those chapters. Students are asked to answer verbal and written questions in complete sentences about events (for example, how Poppy escaped Mr. Ocax and what gave her bravery). Students create a victory flag and then explain the meaning of their symbols, and they are asked at the end to describe how Poppy defeated Mr. Ocax, drawing on story details.
Lesson 11
Writing Project
Students are asked to record ideas in a Paragraph Organizer and to use those notes to write a first draft, which shows preparation for talking about the topic. The Skills section mentions "refining writing with guided discussion," and the directions ask the child to explain the cycle of power and to read his three paragraphs aloud to his family, providing opportunities to discuss ideas orally. The rubric and editing steps prompt students to review and improve content before sharing, implying they draw on their prepared drafts when speaking.
Lesson 12
A New Beginning
The materials provide discussion and journal questions that accompany Chapters 19 and 20, asking students to answer verbal and written questions in complete sentences. Students are instructed to trace Poppy's journey on a setting map and are given a specific page reference (page 156) to locate the path she took. Activities require students to fill a Story Tree with theme, setting, protagonist, antagonist, and other literary elements and to write epitaphs for characters based on their understanding of the text. Students are prompted to discuss the theme of cycles and explain character relationships using details from the book.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are asked to read the first three chapters (Reading And Questions) and to answer verbal and written questions in complete sentences, which requires coming to discussion with the reading done. Activity 4 has students preview and record vocabulary words, locate them in the text, highlight them, and write definitions on note cards, explicitly preparing materials tied to the text. Activity 5 has students complete a plot flow chart and character descriptions as they finish each chapter so they have organized notes to use. Activity 3 and the Wrapping Up prompt students to discuss characters, relationships, and similarities across texts, drawing on their reading and preparatory work.
Lesson 2
Charlotte
Students are instructed to read Chapters 4–6 and to use the provided questions as discussion and journal prompts, which requires them to come to discussions having studied the required material. Students are asked to reread Charlotte's descriptions and to locate information about spiders in books or online, then fill out a Spider Research page. Students must write a poem from Wilbur's point of view using information from their research and what they learned in the story, explicitly drawing on both text-based preparation and external information to develop ideas.
Lesson 3
Bad News
Students are asked to read Chapters 7–9 before discussion and then respond to specific discussion and journal questions that refer directly to events and dialogue in those chapters (e.g., Q1–Q7). Students complete activities that require them to draw on the reading, such as filling a Plot Flow Chart with a major event from each chapter and identifying sensory descriptions on specified pages (13, 25, 33, 43, 62). Students are prompted to use additional knowledge and research (e.g., listing six pig products and circling those consumed by their family) to explore related ideas.
Lesson 4
Some Pig
The lesson directs students to read Chapters 10–12 and use the provided questions as discussion or journal prompts, which requires preparation from the text. Students are asked to fill in a plot flow chart and write character descriptions based on events in each chapter, explicitly drawing on their reading. Students must locate three adverbs in Charlotte's Web and read the sentences aloud, and they are asked to select friendship scenarios to answer in their journals and discuss with others.
Lesson 5
Progress
Students are asked to read Chapters 13–15 and answer questions in a discussion or in their journal, ensuring they come to the discussion having studied the required material. Students complete a Plot Flow Chart and Character Descriptions by highlighting major events and describing characters from those chapters, which requires drawing directly on their reading. Students match vocabulary cards, find each word in context on the listed pages and write the sentence from the book, and research the spider life cycle online or in an encyclopedia, which directs them to explicitly use both text-based preparation and other information to explore ideas.
Lesson 6
The Fair
Students are instructed to read Chapters 16–18 and to "use the questions below in a discussion or in her journal," which requires coming to discussion with the assigned reading. Several comprehension questions ask for textual evidence (for example, evidence that Fern is growing up and why Mrs. Zuckerman wanted Wilbur clean), and Activity 1 asks students to highlight major events from each chapter on a plot flow chart. Activity 5 explicitly asks students to make a list of fair activities "based on experience and on the book" and to design a booth that "relate[s] to cycles in some way," drawing on both the reading and other knowledge.
Lesson 7
The End
Students are asked to read Chapters 19–22 and to predict outcomes, providing direct preparation before discussion. The lesson provides discussion/journal questions tied to the text and directs students to use their 'Character Timeline' and information from the story to complete 'Character Descriptions' and the 'Characters Change' chart. Activities ask students to reread specific passages (Charlotte's description of the seasons), compare book and movie, and conduct outside research for the 'Spiders Around the World' project, requiring them to draw on both the text and other information.
Final Project
Charlotte's Web
Students are instructed to read Charlotte's Web and to use prior notes (e.g., Plot Flow Chart, Character Descriptions, Character Timelines) when planning their book review or advertisement. Students prepare a written rough draft and then revise it, with guidance to refer back to those materials for content and ideas. Students participate in one-on-one conferences and are invited to share their final product with family or friends, which provides opportunities to discuss their work.
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
Students are asked to research and record information about Paris (location, weather, people, historic sites, food) and use that research to complete the Setting activity. The teacher/parent prompts students to review the economic cycle, list community examples in each part, and explain how the cycle would be disrupted if a person did not have a job. The activities direct students to discuss themes (poverty, caring for others), make lists of ways to help, and circle actions their family has done, drawing on prior knowledge and the research they completed.
Lesson 2
The French Man
Students are instructed to read Chapter 1 of The Family Under the Bridge before answering questions and participating in discussion, and they are reminded to answer verbal and written questions in complete sentences. Students complete a "Meeting Characters" organizer after each chapter and fill vocabulary webs using a dictionary and words in context, which requires using their chapter preparation. Discussion prompts ask students to list advantages and disadvantages Armand experiences and to pretend to be Armand and explain his choices, and specific questions (e.g., "Was Armand hungry? How do you know?") prompt students to draw on the text to support their answers.
Lesson 3
A Discovery
Students are asked to read Chapter 2 and to use the provided comprehension questions for discussion or journal writing, which requires prior reading. The Introduction prompts students to recall the end of Chapter 1 and predict what will happen, asking them to draw on prior knowledge. The activity directions remind students to answer verbal and written questions in complete sentences and include specific discussion prompts (e.g., why Armand stayed, why children were under the bridge) that require information from the text.
Lesson 4
A Day in the City
Students are instructed to read Chapter 3 and then answer specific journal and discussion questions (e.g., about Armand, the Christmas log, and being treated unfairly), which requires drawing on that text. Students are directed to use the linked article "Christmas in France" and complete questions and a Venn diagram comparing it to Christmas in America, explicitly using that preparation to explore similarities and differences. Multiple activities ask students to discuss story events (Armand escorting the children, giving of time) and to plan how they would give time, which prompts them to use what they read to support discussion and idea generation.
Lesson 5
Singing
Students are instructed to read Chapter 4 before discussion and to answer the provided questions in complete sentences, and they are asked to reread page 27 aloud and list goods from the text. Students are told to review the "Meeting Characters" page and use the author's information about characters to plan a letter or speech that includes three reasons with supporting details. The "Working for Money" activity requires students to describe the economic cycle of the Calcet children (drawing directly on chapter events) and then fill in a cycle for their own family.
Lesson 6
The Shoe
Students are asked to read Chapter 5 and to use that reading to answer journal and discussion questions (e.g., questions #1–#7). Students must locate and discuss textual examples of dashes, hyphens, and ellipses in the assigned pages and explain why the author used them, explicitly drawing on the text. Students fill a double-bubble map comparing the Calcet children and the Gypsies based on the chapter and discuss similarities and differences, and they use pictures of Paris to compare the story setting with real-world information.
Lesson 7
Among Friends
Students are asked to make a prediction before reading and then read Chapter 6 aloud, which requires them to come to discussion having studied the material. Students answer guided discussion and journaling questions (e.g., what did Suzy learn from Tinka?, Were the Gypsies good citizens?) that require them to draw on their reading to explore ideas. In Activity 2 (Pack a Bag) students select items, explain their reasons, and identify which character benefits, explicitly using knowledge of the characters' wants and needs from the text.
Lesson 8
Christmas Eve
Students are instructed to read Chapter 7 before discussing the text and to answer the provided comprehension questions in discussion or in their journals. Students add information from the chapter to a "Meeting Characters" chart and are told to read over that chart to remember what they have learned about each character. Students are prompted to use personal experiences and knowledge (for example, about places of worship) when discussing why churches might host a Christmas Eve dinner and when comparing celebrations to their own families.
Lesson 9
Saying Goodbye
Students are instructed to read Chapter 8 and to answer the provided discussion and journal questions in complete sentences, which prepares them for discussion. Activity 4 (Culture Commentary) directs students to look back at Chapters 1–5, locate examples of French culture, and record findings on a page that references specific book pages. Activity 1 asks students to decide what new information to add to a "Meeting Characters" chart after finishing the chapter, and the Culture Commentary includes page references for locating evidence.
Lesson 10
A Home at Last
Students are instructed to read Chapter 9 and to answer chapter questions in their journals, with some questions designated for use in discussion. Students complete a 'Meeting Characters' chart and a flip book that summarize and cite events from the chapter, requiring them to draw on what they read. In Activity 4 Option 2 students are told to use information the author shares about the new home when writing a song and a letter, explicitly calling for use of textual details.
Final Project
Reader's Theater
Students are asked to reread specific pages (pages 60-64) and to reread selected scenes from The Family Under the Bridge before creating a Reader's Theater script, showing they prepare by studying the required material. Students review a "Meeting Characters" page and the Final Project Rubric before writing, and they discuss script format and punctuation with an adult, which involves drawing on that preparation to shape their writing. Students practice lines with family members, perform the scene, watch a recording, and answer reflective questions about what they would change.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 1
The Rain Forests
The lesson asks students to read the book about a boy's adventures in the rain forest and to go online to look at pictures and read about Venezuela (Introduction and Activity 1). Students are prompted to discuss relationships among living things and to illustrate and describe those relationships, with a note that they may use what they already know about rain forest plants and animals in their illustrations (Activity 2). The Wrapping Up directs students to tell what they learned and to explain the difference between temperate and tropical rain forests, which requires drawing on prior reading and study.
Lesson 2
Morning in the Rain Forest
Students are instructed to review Activities 1 and 3 before reading and to read each chapter while filling in the Rain Forest Animals Chart, which requires classifying animals and noting relationships from the text. The directions tell students to select questions to answer in a journal independently and to use some questions as discussion prompts, and Activity 2 requires students to locate vocabulary in the text, look up definitions, and use the words in sentences. Activity 3 asks students to record events from the book alongside their own daily activities and then answer discussion questions that compare and draw on those notes.
Lesson 3
The Tree
Students are instructed to read Chapter 2 and answer journal or discussion questions about that reading (Questions 1–4). Students must locate nouns and adjectives in the text and record the author's adjectives, matching language choices to the nouns and circling adjectives that clarify relationships. Students are asked to place animals in and around Tepui's favorite tree based on the author's descriptions and, if unsure, to look up pictures or read about the animal in a book or online, explicitly drawing on the text and other sources.
Lesson 4
Butterfly Search
Students are instructed to read Chapter 3 and to "select three of the following questions as journal questions and use the others in a discussion," which requires reading before discussion. Activity 2 tells students they "can refer to the book for assistance" when matching scientists and writing a paragraph, prompting use of the prepared material. The Life Application asks students to think of four or five interview questions to learn more about a scientist's job, encouraging them to draw on their reading and knowledge when preparing for a conversation.
Lesson 5
Rain Forest Relationships
Students are instructed to read Chapter 4 and Chapter 5 and then use specific journal and discussion questions that reference pages and text details (e.g., sketch the butterfly using the author's description on pages 25–26; describe the fig and palm tree on pages 26–27). Students answer text-dependent questions (why jaguar would fear ants, why chainsawyers did not swim) and complete a Relationships activity that asks them to describe how pairs of organisms help or harm one another. The Plot Timelines activity requires students to place events from the chapters into time slots, cutting and pasting or matching events to characters, which directly requires drawing on the prepared reading.
Lesson 6
Law of the Jungle
Students are instructed to read Chapter 6 and to use the provided questions as journal and discussion questions, requiring them to refer back to the text to answer Question #1–#7. The lesson asks students to predict before reading and then check their predictions, and to reread page 40 and illustrate or describe three examples from the story, explicitly drawing on the text. The vocabulary activity directs students to look up words in the book for context clues and then use the words in sentences related to the rain forest, requiring use of their prior reading to support discussion and written responses.
Lesson 7
Helping a Friend
Students are instructed to read Chapter 7 and to use the provided comprehension questions as discussion or journal prompts, which requires them to come prepared with the text. Students are asked to reread pages 49–52 aloud and to dramatize the scene by writing dialogue and stage directions that reflect events and character feelings from the text. Students complete activities that ask them to record major events on a Daily Activities page and to add animals/relationships to a Rain Forest Animals Chart, drawing directly on what they read. An extension asks students to read additional material about leaf-cutter ants and consider the ants' roles, encouraging use of outside information.
Lesson 9
A Close Call
Students read Chapters 8–10 and respond to discussion and journal questions that require recalling plot details (for example, why Dr. Rivero climbed the tree and how Tepui stopped the bulldozers). Students are asked to discuss metaphors and similes from the text and to identify the two things being compared, then create their own comparisons based on the book's language. Students review events recorded on their "Daily Activities" sheet, select major events for a Plot Diagram, discuss the climax, and identify relationships affected by those events, all tasks that draw directly on their prior reading.
Final Project
Field Guide or Documentary
Students are instructed to look up information about each animal in books or online and to use the Field Guide and Documentary Organizer pages to record name, habitat layer, food, predators, interesting facts, and relationships with other living things. Students are directed to write scripts for a documentary or to create organized pages for a field guide, review the rubric to understand criteria, and practice before presenting. Students are asked to share their finished product with family and discuss places for improvement, which involves presenting prepared material.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are prompted to read The Whipping Boy and to read/reference nonfiction sources and websites about the Middle Ages, then "refer back to the information on the activity page" to discuss places in the story that reflect factual information (Activity 5). Students are asked to write what they already know about medieval times and to list disadvantages of a monarchy in a journal before comparing and contrasting kings and presidents using a Venn diagram (Activities 1 and 2). Students prepare drawings and notes (comic-strip frames, illustrations, journal entries) as they read each chapter and then use those prepared materials to identify similarities and differences in relationships and historical details (Activities 3 and 6).
Lesson 2
Jemmy and Prince Brat
Students are instructed to read Chapters 1-3 before answering a provided list of chapter questions and to use some of those questions in a discussion. Students must copy sentences from the book for vocabulary practice and create new sentences that fit chapter contexts, which requires drawing directly on their reading. Students prepare written artifacts (comic-strip scenes, journal/diary entries from Jemmy's and Prince Brat's viewpoints) that use events from the story as source material for discussion.
Lesson 3
The Plot Thickens
Students are instructed to read Chapters 4–6 and answer journal questions, with some journal answers explicitly noted for use in discussion. Students create crests for Prince Brat and Jemmy using a provided list of colors and symbols that reflect character traits and are asked to describe how those personalities affect their relationship. Students match idioms from the book with their translations and are invited to bring idioms they have heard at home to extend the discussion, connecting text to prior knowledge.
Lesson 4
A Note to the King
Students read Chapters 7–9 aloud and then answer comprehension questions in their journals and in discussion, drawing on details from the reading (for example, why Jemmy could write and how he convinced the scoundrels). Students study the Feudal System flowchart, discuss relationships between levels, and answer specific questions about power, duties, and exchanges. The wrapping-up prompts ask students to explain the feudal relationships and discuss how life might differ, asking them to use their reading and chart work to explore ideas under discussion.
Lesson 5
Disagreements
Students are instructed to read Chapters 10-12 and then answer some questions in a journal and discuss others with a partner, which requires coming to discussion prepared. Several comprehension questions ask students to explain plot events and character motivations (e.g., how Jemmy convinced Cutwater and why the prince refused to go), prompting use of the read material. Vocabulary and hyperbole activities direct students to locate words and phrases in the book and to rewrite or explain them, which asks students to draw on their reading when discussing word meanings.
Lesson 6
In the Woods
Students are instructed to finish reading Chapters 13–15 and to answer selected questions in their journal before using the remaining questions for a discussion, which requires coming to the discussion prepared. Multiple discussion prompts ask students to explain their answers and cite reasons (e.g., "How do you know?", "Explain their meaning," and retell what happened), prompting students to draw on their reading. The Skills section explicitly includes using personal experiences and knowledge to interpret written messages, and activities (bag items, friend discussion) require students to use text details and personal knowledge to explore ideas.
Lesson 7
The Rescue
Students are instructed to read Chapters 16-18 and to answer selected questions in their journal while using the remaining questions as discussion prompts, which requires them to draw on their reading. The guide asks students to recall prior reading (e.g., who found Jemmy and the prince) and to predict what will happen, prompting use of preparation. The lesson directs students to stop and discuss sites on pages 63-65 as they read and to base a ballad and journal paragraph on events from the story, explicitly connecting discussion and writing tasks to the text.
Lesson 8
Friends
The lesson tells students to read Chapters 19–20 and to ‘‘select a few questions below for your child to answer in her journal and use the remaining questions in a discussion,'' requiring preparation before discussion. Activity 2 directs students to reread Chapters 1–2 and to list four specific behaviors from those chapters on the "Changes" page, which asks them to draw on what they read. Activity 3 asks students to write diary entries for Prince Horace and Jemmy that describe events, thoughts, and plans, explicitly prompting students to use knowledge from the text in their writing and reflection.
Final Project
A Monologue
Students are instructed to reread specific pages (pages 68-70 for Prince Brat and pages 65-66 and 79 for Jemmy) before writing their monologues. Students are told to review the rubric and examples of similes, idioms, and hyperboles and to watch or read monologue examples to model performance. Students practice their monologues aloud, receive feedback, create videos of practice, and present to an audience, and parents are prompted to discuss the project with the student afterward.
Unit 3: Iggie's House
Lesson 1
The Move
Students are instructed to read Chapter 1 and to answer selected questions in their journal, with remaining questions used in group or parent-led discussion. Students write a five-item list of friend characteristics with sentences and examples from their own experience, then share and discuss those ideas. The Reactions Chart requires students to write characters' reactions from the text and their own personal reactions, explicitly tying their responses to events they read. Activity 4 asks students to locate Tokyo on a map and discuss distance, connecting outside knowledge to the book's events.
Lesson 2
Meeting the Neighbors
Students are asked to read Chapter 2 and to answer selected questions in a journal, with some of those questions designated for use in a discussion. The Skills list asks students to recall the main idea, facts, and details from a text, which supports preparing for discussion. Activity 2 instructs students to read each racial-relationships scenario aloud and decide how they would respond, practicing bringing their responses into conversation.
Lesson 3
The Softball Game
Students are asked to read Chapter 3 and to think about what Winnie does to be a good friend before discussion. Students answer targeted discussion and journal questions that require recalling facts and explaining characters' motivations (for example, why Winnie lied and why she told Big Red the Garbers were from Africa). Students complete a Reactions Chart and are prompted to describe the softball game, using their reading as the basis for those responses.
Lesson 4
A New Dog
Students are instructed to read Chapter 4 and to answer two or three questions in their journal and discuss the remaining questions aloud, which requires coming to discussion having read the required material. Activity 2 asks students to discuss the relationship between pets and owners and to write a paragraph about their own pet (or a pet they would like), drawing on personal experience and knowledge. The wrap-up asks students to summarize Chapter 4 and to produce sentences in past, present, and future tense, which asks them to explicitly draw on their preparation to explore and verbalize ideas about the text.
Lesson 5
A Visit from Germs
Students are directed to read Chapter 5 before discussion and to use the provided questions as journal and discussion prompts, requiring recall of specific events (e.g., why the Garbers were glum, whether Winnie's parents signed the petition). Students complete Activity 2 (Problems in Relationships) by identifying problems between named characters and thinking of ways the characters could solve those problems, which requires drawing on chapter details. The Wrapping Up prompts ask students to discuss how Winnie behaved and how people who look different can be friends, encouraging students to use their reading to explore ideas in discussion.
Lesson 6
A New Petition
Students are asked to read Chapter 6 before answering journal questions and to use the remaining questions in a discussion, which requires prior reading. The introduction directs students to summarize important events from yesterday's reading, prompting them to draw on prior preparation. Activity 3 asks students to justify each descriptive word or phrase with evidence from the text (events, character actions, and words), explicitly linking discussion comments to their reading.
Lesson 7
The Swim Club
Students are asked to read Chapter 7 aloud and then use provided journal and discussion questions to respond, which requires them to have read the text before discussing. The Introduction prompts students to recall yesterday's reading and describe Winnie's petition, explicitly drawing on prior reading. Activities ask students to write sentences about characters and events (Option 2) and to describe what happened to Winnie in the wrapping up, requiring use of the text to explore ideas. The Friendship House activity and the guidance to discuss skin color and friendship ask students to connect the story to personal knowledge and experiences.
Lesson 8
Moving
Students are instructed to finish reading Chapter 8 and then answer targeted journal and discussion questions that ask them to recall feelings, actions, and motivations from the text (e.g., how Winnie felt entering the Garbers' house, why Herbie was rude). Students complete a Reactions Chart and double-bubble maps comparing characters, which require them to pull similarities, differences, and character traits directly from their reading. Students are prompted to discuss similarities and differences with an adult, using examples from the chapter to support those comparisons.
Lesson 9
A Letter
Students are prompted to "Discuss the relationship that Iggie and Winnie had with each other," and they are told to "use events that occurred in the story in her writing," indicating they must draw on the text. The planning pages ask students to organize topic sentences and supporting details based on story events, and students are asked to read their letter aloud and discuss which parts they enjoyed most. The rubric and editing steps require students to refer back to the story and their notes while revising their work.
Lesson 10
I Have a Dream
Students are instructed to read Chapter 9 and then answer questions in a journal and use the remaining questions for discussion, showing preparation before discussion. Students are asked to read an excerpt of Martin Luther King Jr.'s "I Have a Dream" aloud and respond to specific comprehension and application questions (e.g., What was Martin Luther King Jr.'s dream? What can you do to help King's dream come true?). The wrapping-up prompts ask students to state what they learned about Martin Luther King Jr. and how Winnie can help his dream, requiring them to refer back to the reading.
Lesson 11
The End
Students are instructed to finish reading the story and to use journal and discussion questions after reading, which require them to refer to specific events and character choices (e.g., Questions #1–#7 ask about why characters acted and whether the problem was solved). Students are directed to finish the Reactions Chart to remember major events and responses, and to review story elements for the Book in a Bag activity, selecting items that represent protagonist, antagonist, problem, theme, setting, and relationships. Question #9 and Activity 3 ask students to draw on broader knowledge (changes in societal acceptance; personal commonalities with a character) when discussing and writing.
Final Project
Character Interviews
Students are instructed to write interview questions for story characters and to avoid yes/no questions, demonstrating preparatory work on the text. Students are told to refer to the "Reactions Chart" and their journal questions and answers and to include events from the story when composing responses. The rubric explicitly asks whether students used events in the story to develop questions and answers and whether their answers reflected character personalities. The introduction also asks students to watch sample interviews to prepare for the discussion format.