Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
Students are directed to begin reading a historical fiction book about Laura Ingalls Wilder and to look at the cover and timeline dates, which engages them with a grade-level story. The Skills section instructs students to interact with the text by making connections, answering questions, and locating information, and Activity 3 asks students to read about Wisconsin and record details about plants and animals, which practices comprehension and text-based information gathering. Activity 2 asks students to recall and write a memory related to personal experience, practicing narrative comprehension and production tied to the text's autobiographical basis.
Lesson 2
Little House in the Big Woods
Students read the chapter "Little House in the Big Woods" and are asked to answer chapter questions in a journal and discuss remaining questions orally. The Skills section explicitly lists "Read independently," "Interact with the text by making connections, answering questions, and locating information," and "Use oral and written language to answer open-ended questions." Vocabulary activities require students to use dictionaries, sort and analyze affixes, and fill in context-based cloze sentences, providing scaffolded word-level support.
Lesson 3
Winter Days and Winter Nights
Students read the chapter "Winter Days and Winter Nights" and answer comprehension questions in writing and discussion (Questions #1–#4). Students are asked to interact with the text by making connections, locating information, responding interpretively and evaluatively, relating plot/setting/characters to their experiences, and rereading a specific descriptive paragraph. Students complete activities that organize textual information (charts on chores and family roles) and compare/contrast the story's setting with their own homes.
Lesson 4
The Long Rifle
Students read the chapter "The Long Rifle" and answer specific comprehension questions about plot and character motives (e.g., why Pa made bullets, retelling Pa's story about the cows). Students retell the story aloud and discuss why Pa told the story, connecting events to their own experiences. Students practice discussing themes (how family members depend on one another) and compare life in the Big Woods to life today, which requires understanding the text.
Lesson 5
Christmas
Students are prompted to preview the chapter title and predict events, and to write three questions before reading and check them while reading, which supports active comprehension. Students answer specific text-based questions about details (e.g., how the author describes the snow, what Pa made Ma), and are asked to reference the text when identifying similarities and differences. Students compare life in the woods to life today and write three paragraphs using main ideas and supporting details, demonstrating comprehension and synthesis of the narrative.
Lesson 6
Sundays and Two Big Bears
Students read two chapters ("Sundays" and "Two Big Bears") and answer specific comprehension questions about plot, character motives, and moral. Students compare events to their own lives, discuss fact vs. opinion, and record differences between life in the woods and life today. Students compose and read aloud poems (a five-senses poem and an acrostic using BEARS) and complete activities that require summarizing and recording factual information from research.
Lesson 7
The Sugar Snow
Students read the chapter "The Sugar Snow" and answer targeted comprehension questions (e.g., why Pa calls the sap the tree's "blood", why the snow is a "sugar snow"). Students practice story-structure comprehension by summarizing the chapter and sequencing Grandpa's maple-sugar steps (Option 1 and Option 2). Students build vocabulary and word-study skills through the Vocabulary Mini-Book (writing a sentence from the book, dictionary definitions, and creating new sentences) and use reference materials for pronunciation and meaning.
Lesson 8
Dance at Grandpa's
Students read the chapter "Dance at Grandpa's" and answer targeted comprehension questions (e.g., describing Grandma's house, explaining why Laura enjoyed visiting, and explaining food/cultural practices). Students are asked to draw a diagram from Laura's description and to reference the text to support conclusions, which practices citing textual evidence. The Skills section explicitly lists drawing conclusions, making generalizations, responding to fiction, and relating plot/setting/characters to personal experience.
Lesson 9
Going to Town
Students read the chapter "Going to Town" and respond to explicit comprehension questions (five Q&A items) about setting, character differences, motivations, and details of events. Students analyze characters by listing adjectives for Mary and Laura, drawing pictures, acting out scenarios, and comparing pioneer life to their own. Students practice text-based reasoning by making lists of purchased items and explaining differences, and they are prompted to research Pepin, Wisconsin, connecting text to real-world context.
Lesson 10
Summertime and Harvest
Students read the chapters "Summertime" and "Harvest" and answer specific comprehension questions that require literal recall and some inference (e.g., why people visited the Big Woods, differences in character behavior, what happened to Charley). Students identify and record the words and phrases the author uses to describe each season and illustrate those descriptions, practicing close reading of descriptive language. Students compare Pa's story about Charley to "The Boy Who Cried Wolf," make comparisons and contrasts, and produce original writing and illustrations to demonstrate understanding.
Lesson 11
Finishing the Book
Students read the last two chapters of Little House in the Big Woods and answer specific comprehension questions that require literal recall (e.g., What did Ma make from the grain?) and some inference (e.g., Why did Pa say he didn't shoot the deer?). Students read a primary-source letter by Laura Ingalls Wilder and evaluate its formality, and they are asked to compare the book's characters and events with early TV episodes as a dramatized performance. The lesson's skills list explicitly includes comparing a dramatic performance with a print version of the same story, and activities prompt students to record and explain differences between life in the woods and life today.
Final Project
Pioneer Family Night
The lesson requires students to choose two to three favorite sections from Little House in the Big Woods, practice reading them aloud, and explain why they are their favorites. The Skills section explicitly lists "Read aloud grade-appropriate text with fluency, comprehension, and expression" and "Interact with the text by making connections, answering questions, and locating information." The Student Activity Pages prompt students to summarize main ideas, prepare notes, and explain the significance of selected passages to family members.
Unit 2: The Sign of the Beaver
Lesson 2
Alone
Students are directed to read Chapters 1 and 2 and to answer three or four questions in a journal and discuss others, practicing literal and inferential comprehension. Students complete vocabulary webs for multiple words, looking up definitions, parts of speech, roots, synonyms, and antonyms to support decoding and meaning. Students record words or phrases about characters' feelings, attitudes, and actions on character timelines to track character development and changes across the text.
Lesson 3
A Stranger
Students read Chapters 3–5 of the story and answer five specific comprehension questions about character description, plot events, and cause/effect (e.g., why Matt lied, what happened to the cabin, who helped Matt after the bee attack). Students create a Character Timeline to record Matt's feelings, attitudes, and actions, and discuss why it might be unusual for an Indian to help a white settler, prompting inferential thinking. Writing tasks ask students to write sentences about characters, events, and settings, connecting grammar practice to story content.
Lesson 4
A Treaty
Students are asked to read Chapter 6 and answer three or four comprehension questions in a journal and discuss others with an adult. The skills list asks students to answer open-ended questions and to relate plot, character, and setting to their own experiences, and activities require students to create character timelines and cite evidence about feelings and gifts. The lesson also directs a parent to prompt and discuss the text with the child, providing informal scaffolding while students draw, write, and explain the treaty and interdependence.
Lesson 5
A Story
Students read Chapters 7–9 and answer specific comprehension questions in a journal and discussion (e.g., why Attean reacted to the story, how Matt prepared, how they depended on each other). Students practice summarizing main ideas and making text-to-self and cross-cultural connections through guided journal prompts and the 'Past and Present' activity. Students identify similarities and differences and support ideas with text evidence via character timelines and targeted discussion questions.
Lesson 6
The Beaver
Students read Chapters 10 and 11 and answer targeted comprehension questions (e.g., how Attean fishes differently, how the boys' relationship changes, what the "sign of the beaver" means). Students complete analysis activities that require comparing stories with a Venn diagram and creating character timelines, requiring them to identify similarities/differences and trace character development. Students conduct beaver research and are prompted to reread specific pages (pp. 55–57) and use text plus other sources to verify facts and explain why beavers use natural resources.
Lesson 7
Real Life Learning
Students read Chapters 12 and 13 of a literary text and answer five comprehension questions that require them to recall events, character actions, and causes (e.g., how Attean taught Matt to make a bow; why Matt was upset). Students create Character Timelines to record what they learned about Matt and Attean, and they discuss similarities and differences in events, characters, and ideas as listed under Skills. Students practice vocabulary in context by writing definitions, creating symbols, and using words in sentences through the Vocabulary Memory Game.
Lesson 8
The Bear
Students are asked to read Chapters 14–16 and answer specific comprehension questions about plot, character actions, and feelings (e.g., how they killed the bear; why Attean felt bad). Students complete activities that require organizing character information (Character Timelines), identifying cause-and-effect relationships from the text, and comparing two flood stories using a double-bubble map. Students also plan and deliver oral storytelling (practicing audience and form with guidance) and are prompted to share written and oral products.
Lesson 9
Attean's Past
Students read Chapters 17 and 18 and answer specific comprehension questions in a journal and in discussion (e.g., describing the village, explaining character motivations, and noting plot events). The Skills section explicitly asks students to respond to stories in discussion, writing, and art and to support interpretations or conclusions with examples from text. Activities ask students to produce character timelines, track time using textual context, and analyze stereotypes by citing how characters' views change, which requires using evidence from the story.
Lesson 10
Manitou
Students are instructed to read Chapters 19 and 20 and answer specific comprehension questions in a journal, requiring them to recall events, infer feelings, and summarize character actions. Students identify and record three passages that create vivid images and illustrate them, practicing analysis of imagery and visualization. Students create character timelines and compare values between characters and themselves, practicing interpretation of character development and theme through writing and discussion.
Lesson 11
A Choice
Students read Chapters 21 and 22 and answer specific journal and discussion questions that require literal and inferential comprehension (e.g., why Matt would not go with Attean, why kidnapped white people might stay, what Attean gave Matt). Students analyze characters by identifying traits, changes, and relationships through questions about Attean's appearance, respect, and understanding of ownership. Students complete applied activities—adding to character timelines, reflecting on key events, and writing/performing character interview questions—that require them to interpret, cite examples, and represent characters' perspectives.
Lesson 13
The Return
Students are asked to finish reading a novel and to answer specific comprehension questions about plot events, character actions, and outcomes (e.g., how Matt prepared for winter, how he solved problems, why his family was delayed). Students fill in a Story Elements page identifying setting, theme, characters, problem, and resolution and complete a Character Timelines entry, requiring them to synthesize narrative information. Students also complete a Solving Problems activity that asks them to describe book solutions and generate their own solutions based on textual details and environmental resources.
Final Project
The Sign of the Beaver Movie
Students are asked to produce a 6–8 sentence movie synopsis that must accurately describe setting and main characters and to revise it using a rubric and teacher conference, which requires comprehension of the novel's events and details. Students must choose and illustrate their favorite scene, design sets and props for that scene, and design costumes for characters that reflect resources in the environment, which requires extracting and using textual information. Students must write a two-character script (dialogue between Attean and Matt) based on an interaction from the book, which requires understanding character interactions and plot.
Unit 3: Native American Animal Stories
Lesson 1
Myths, Legends, and Folktales
Students are asked to read myths, legends, and folktales from their library, record definitions, and reread selected stories. Students retell a story after listening to a modeled oral telling and identify elements of culture in texts using the "Elements of Culture" activity page. Students compare stories from different cultures and discuss what can be learned from them, which requires understanding and interpreting story content.
Lesson 2
People and Animal Stories
Students read multiple literary texts (four Native American animal stories) and answer targeted comprehension questions about characters, events, and motivations. Students complete graphic organizers (a story map, Elements of Culture chart, Animal Characters page) and compare stories using a Venn diagram to identify similarities, differences, themes, and cultural elements. Students write journal responses, create an animal tale, and locate tribes on a map, requiring synthesis and written demonstration of understanding.
Lesson 3
The Natural World
Students read multiple Native American myths (for example, "How Butterflies Came to Be," "How Poison Came Into the World," "Why Possum Has a Naked Tail") and answer text-based comprehension questions. Students retell stories using props, create and perform a puppet show, and practice presenting dramatic interpretations, which requires comprehension of characters, plot, and resolution. Students identify problem and solution in each myth, compare oral traditions, and complete activities that ask them to respond interpretively and evaluatively to fiction and drama.
Lesson 4
Survival Stories
Students read multiple Native American survival stories and answer specific comprehension questions for each story (literal and inferential questions are provided). The lesson lists targeted skills students practice: locating information, making inferences and drawing conclusions, reflecting on learning, and using written language to report information. Activities require students to identify elements of culture in myths, write sentences about why Indians hunted, draw and describe animals in ecosystems, and write poems or lists—practicing comprehension and written responses. The teacher prompts and question options provide scaffolding for discussion and guided responses.
Lesson 5
Legends from Other Cultures
Students read multiple traditional stories (a Central African tale, the Chinese myth Pan Gu, and a Brazilian tale) and answer comprehension questions about characters, plot, and themes. Students summarize stories, retell spoken messages, complete story maps (double-bubble compare/contrast), and record transformations and cultural elements, practicing comprehension and analysis. Scaffolding is provided through teacher read-aloud, guided discussion prompts, and an advanced option for independent sentence and synonym work.
2: Force and Power
Unit 1: Ben and Me
Lesson 1
Ben Franklin and the Colonies
Students are prompted to identify and analyze elements of historical fiction by filling in examples of characters, setting, plot, theme, and descriptions from a historical fiction novel they have read (Activity 2). The lesson lists 'Recognize differences among genres' as a language arts skill and references the book Ben and Me in connection with themes students will explore (Activity 5). Students are asked to write a poem about Philadelphia using a provided template (Activity 6), which involves creating poetry.
Lesson 2
Setting the Record Straight
Students read Chapters 1 and 2 of the historical fiction novel Ben and Me and answer three or four journal questions about the text. Students practice comprehension skills by determining point of view (listed as a targeted skill) and by completing a Fact and Fiction chart to identify factual versus fictional events from each chapter. Students build vocabulary and word-knowledge by selecting unfamiliar words, copying the sentence from the book, writing definitions, and using the words in new sentences related to the text.
Lesson 3
Swimming
Students read Chapters 3 and 4 of a narrative and answer assigned journal questions and discussion prompts that require recalling events and interpreting character actions. Students practice identifying factual versus fictional events and copy and circle descriptive sentences and adjectives from the text, then illustrate and label the hat based on the author's description. Students list modern inventions, design a new swimming invention, and write an advertisement or commercial script, applying comprehension of Ben Franklin's experiments to create and explain new ideas.
Lesson 4
Electricity
Students read Chapters 5 and 6 and answer assigned journal questions that check comprehension of plot, character actions, and events. Students practice summarizing by verbally summarizing the chapters and by completing a "Fact and Fiction" activity to distinguish events. The skills list and activities ask students to respond to stories and to retell/summarize, and discussion prompts require interpretation of ideas (e.g., power of words, being a person of vision).
Lesson 5
Electrifying
Students are asked to read Chapters 7 and 8 and respond to four or five comprehension questions in journals and take part in guided discussions, which requires them to read and explain story events (Questions #1–#10). Students identify factual versus fictional events from each chapter and write a first-person account of flying a kite, practicing comprehension and narrative perspective. The lesson provides question prompts and suggested discussion facilitation, which function as scaffolding while students read and interpret the text.
Lesson 6
War
Students are asked to read Chapters 9 and 10 and answer comprehension questions, which requires them to read and interpret narrative text. Students complete activities that require identifying factual and fictional events, distinguishing fact from opinion, and placing vocabulary in context, all of which practice comprehension and text-based reasoning. The wrap-up directs students to explain why the colonists went to war and to discuss problems the colonists had, prompting summarizing and inferencing from the text.
Lesson 7
France
Students are asked to read Chapters 11 and 12 and answer selected comprehension questions in a journal about character feelings, events, and motives. Students summarize what happened and record a factual and fictional event from each chapter, practicing comprehension and distinguishing fact from fiction. Students locate countries on a map, devise and write a step-by-step rescue plan based on story details, and practice writing craft by varying sentence beginnings to improve clarity and interest.
Lesson 9
The Rescue
Students read Chapters 13 and 14 and answer comprehension questions, including inferencing and drawing conclusions (Questions #1-#6). Students complete a Fact and Fiction activity and a Ben and Amos graphic organizer to compare characters and record textual details. Students summarize the chapters orally, discuss characters' feelings, and engage with a poem/song by reading the words for "Yankee Doodle" and writing a new verse from a character's perspective.
Lesson 10
Back Home
Students read Chapter XV of Ben and Me and answer targeted comprehension questions about plot, character motivation, and opinions. Students identify factual and fictional details from the chapter and interpret maxims, including locating each maxim in context and explaining its meaning. Students record examples for Characters, Setting, Plot, Theme, and Descriptions to show how the book fits the elements of historical fiction.
Final Project
An Interview or Party for Ben
The lesson asks students to write ten interview questions and answer them "according to what [they] know about Ben Franklin and the event," and the Skills section explicitly states students will "draw conclusions, make generalizations, and gather support by referencing the text." Students also must describe maxims and explain their importance, and practice presenting answers that reference events and accomplishments from the book.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
Students read chapters 1–2 of The Lion, the Witch and the Wardrobe and answer selected comprehension questions in a journal or discussion. Students practice vocabulary lookup using an online learner's dictionary and record definitions on note cards to support word meaning. Students summarize events, discuss genre (fantasy vs. historical fiction), and complete author-research or a biographical writing task that builds background knowledge and comprehension. The listed skills explicitly include recognizing the theme or author's message and composing a draft that conveys major ideas.
Lesson 2
Edmund Discovers Narnia
Students are assigned Chapters 3 and 4 to read and told to answer chapter questions in a journal, providing direct practice in reading and comprehension. Students complete guided comprehension questions (e.g., what happened when Lucy returned, why the queen changed tone, meaning of "enchanted") that require recalling and inferring from the text. Students also complete activities that require interacting with the text before/during/after reading—locating setting on a map, creating their own fantasy map, recording examples of good vs. evil across chapters, and writing descriptive paragraphs about food or persuasive language.
Lesson 3
Always Winter and Never Christmas
Students are assigned Chapters 5 and 6 of a literature text to read and respond to specific comprehension questions (e.g., why Edmund lied, what happened to Mr. Tumnus' home, the Professor's reasoning). Students are instructed to identify the conflict of the story, answer discussion questions, and write responses in a journal. Students complete activities that require interpreting the text (Good vs. Evil illustration, Narnia Logic worksheet) which ask them to draw conclusions from given statements.
Lesson 4
The Lion
Students are assigned Chapters 7 and 8 of The Lion and answer 11 targeted comprehension questions that ask them to recall events, describe characters' feelings, and explain plot points. Students read and compare other fictional lion stories (myths, folktales) from provided links, record descriptive words and phrases, and use a Venn diagram to compare the lion in the chosen story to Aslan. Students list and illustrate examples of good vs. evil and write reflective journal responses, and the skills list explicitly states students will read a variety of fictional texts and interact with text before, during, and after reading.
Lesson 5
A Disappointment
Students are asked to read Chapters 9 and 10 and to summarize events (e.g., what they learned from Mr. and Mrs. Beaver and what happened to Edmund). Students answer targeted comprehension questions in a journal (three or four assigned) about character motivations, events, and details. Students practice comprehension strategies through activities: recording examples of good vs. evil, describing villains in writing and illustration, comparing experiences of characters across texts, and using word-reference materials to extend vocabulary meaning.
Lesson 7
Spring
Students read Chapters 11 and 12 of a novel and answer guided comprehension questions that require recall and inference (e.g., treatment of Edmund, environment changes, characters present at the Stone Table). Students analyze characters and their changes, record examples of good vs. evil, and respond in a journal to prompts about heroic actions and moral decision making. Students practice writing for comprehension by composing paragraphs, letters, or award descriptions that cite examples from the text.
Lesson 8
Deep Magic
Students read Chapters 13 and 14 of a literary text and answer guided comprehension questions in a journal (e.g., questions about Edmund's rescue, the Deep Magic, and why Aslan was killed). Students identify author's use of figurative language and conflict, locate information for specific purposes, and relate plot/setting/characters to personal experiences through activities like "Good vs. Evil," "The Four Siblings," and the imagery worksheet. Students also interact with text by recording sensory words/phrases, illustrating scenes, and conducting research about historical leaders to compare them to story characters.
Lesson 9
Back to Life
Students are asked to read Chapters 15 and 16 and to summarize what Lucy and Susan observed, which requires literal comprehension of the text. Students answer targeted comprehension questions (e.g., what happened to Aslan, the Stone Table, and the stone creatures) that check understanding of events and cause-effect. Students also practice higher-level comprehension by identifying themes, interpreting the author's message, identifying conflict and resolution, and connecting ideas across texts (Activities and Skills sections).
Lesson 10
Back Through the Wardrobe
Students read Chapter 17 of the novel and answer selected comprehension questions in a journal, directly practicing literal and inferential comprehension (e.g., questions about Edmund's bravery, the significance of the lamppost, and character outcomes). Students discuss answers orally and compare the print story to a movie version, then choose to write a movie review or create casting justifications, practicing interpretation and text-to-media comparison. Students also dramatize scenes (acting out a sibling) and are prompted to interact with the text before, during, and after reading, as indicated in the listed skills.
Final Project
Narnia Think-Tac-Toe
Students summarize The Lion, the Witch and the Wardrobe for an audience, demonstrating comprehension of plot and key events. Students make inferences and draw conclusions about characters and events and identify theme or the author's message through prompts and Think-Tac-Toe activities. Students read aloud with fluency and expression and produce written responses (journal entries, paragraphs, creative writing) that require understanding of the text.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students read the "List of Characters" and the first two chapters of The BFG and respond to targeted journal and discussion questions about setting, character description, plot events, and genre (Questions #1–#8). Students complete a vocabulary matching activity that requires using context clues from the novel and participate in follow-up tasks (describe nighttime street, or write a song/poem about the "witching hour") that require written responses tied to the text. The Skills section explicitly lists reading contemporary and classical works of fiction and reading from a variety of genres, indicating practice with prose comprehension.
Lesson 2
Snatched
Students read two chapters of The BFG and answer specific comprehension questions about events, feelings, character power, and setting, showing literal and some inferential comprehension. Students copy and illustrate the author's description of Giant Country and write their own setting descriptions, practicing using text details to visualize and respond. Students locate London on a map and gather information about the city, and are asked to summarize and predict what will happen next, practicing retelling and making inferences.
Lesson 3
The BFG
Students read two chapters of The BFG and answer assigned comprehension questions in a journal, including inferential items (e.g., why the BFG took Sophie, how giants use power). Students locate and record meaningful quotes from each chapter and identify speaker, which requires identifying key details and determining importance. Scaffolded supports are provided as students receive modeled review, guided practice, and discussion prompts (prediction, select questions, and worksheet directions) to help them understand the text.
Lesson 5
Time with the BFG
Students are asked to read the next two chapters and to summarize what happened and predict outcomes, providing practice with literal comprehension and anticipating plot. Students answer targeted comprehension questions (e.g., how the BFG got the Bloodbottler to eat the snozzcumber, differences between characters) that require recalling details and making inferences. Students complete activities that require quoting characters, comparing appearance/personality/power, and drawing conclusions about character motivations, which practices text-based analysis.
Lesson 6
Catching People and Dreams
Students read two chapters of a narrative ("Journey to Dream Country" and "Dream Catching") and answer specific comprehension questions about plot, character actions, and themes (questions #1–#8). Students practice identifying quotes from characters, consider the main character's point of view, relate plot/setting/characters to personal experiences, and correct the BFG's nonstandard language to interpret meaning. Students also perform creative interpretation tasks (drawing dreams, creating a new giant, making collages) that require comprehension and synthesis of the text.
Lesson 7
A Nightmare for Fleshlumpeater
Students read two chapters of The BFG and a retelling of "Jack and the Beanstalk," then answer selected comprehension questions in a journal or discussion. Students identify quotes from Sophie and the BFG, compare similarities and differences between the two stories, and respond to questions about characters, events, and themes. Students complete activities that require categorizing tangible vs. intangible items and providing evidence for intangible concepts, which practices comprehension and inference.
Lesson 9
The Palace
Students are instructed to read two chapters ("Journey to London" and "The Palace") and answer comprehension questions in a journal and discussion. Students identify quotable lines from characters, analyze setting and character traits, and complete cause-and-effect activities based on story events. Students are asked to summarize events and predict what will happen next, and to produce written plans and responses (e.g., different setting activity, life application list).
Lesson 10
A Breakfast Fit for a Queen
Students read two chapters, "The Queen" and "The Royal Breakfast," and are asked to answer three chapter questions in a journal and discuss the other three, providing direct comprehension practice. Students identify quotations from Sophie and the BFG and record them (Activity 1) and select adjectives to describe the queen with supporting examples from the text (Activity 3), requiring use of textual evidence. Students draw conclusions (listed under Skills) and enact the queen's responses in dramatizations, practicing comprehension through production and oral response.
Lesson 11
Fighting Giants
Students read two chapters of a story and answer selected comprehension questions in a journal (literal and inferential questions such as how the BFG tied Fleshlumpeater and why countries have armed forces). Students identify and record quotable passages from characters and take notes from multiple sources about the armed forces, interpret the atlas/map reference, and draw conclusions about characters' actions. Skills listed include taking simple notes, writing reflections, drawing conclusions, and interpreting graphic sources, which students practice in the activities.
Lesson 12
Snozzcumbers
Students read specified sections of The BFG ('Feeding Time' and 'About the Author') and answer three comprehension questions in a journal while discussing three others. The lesson's skills list and question prompts require students to identify theme, draw conclusions, and reference the text to support their answers. Activities ask students to record events, quotes, and character actions on a theme graphic organizer and to produce creative interpretations (quotable quotes, new cover, directing a stage version) based on textual evidence.
Final Project
Recipe for a Dream or Newspaper Report
Students produce multi-paragraph written products that recount the beginning, middle, and end of events (A Dream in a Jar requires a three-paragraph description; The London Times requires three paragraphs of the event). Students summarize story events and character actions by describing what happened to the disappeared children, how the Queen found out and responded, and how characters used their power. Students must include at least three of the giant's quotes and use vocabulary words from a provided list, and rubrics check sequence, paragraph length, and accurate capitalization and punctuation.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 2
Meeting Precious
Students read the first two chapters of the story and answer targeted comprehension questions in a journal or discussion (questions ask about setting, plot events, character actions, feelings, and making predictions). Students complete activities that connect text features to understanding: vocabulary work (crossword or create-a-crossword), a compare/contrast "Precious and Me" chart linking plot/characters to personal experience, and a chart/notes activity that requires gathering textual and research-based details about animals in the story.
Lesson 3
The Surprise
Students read Chapters 3 and 4 of a novel and answer guided comprehension questions about character responses, motivations, and cultural details. Students identify point of view and locate examples of authorial intrusion, and they practice summarizing and predicting events from the chapters. Students compare the fictional meerkat to real meerkats via a recommended documentary and engage in writing activities (editing paragraphs, writing a zoologist research paragraph) that require understanding and responding to the text.
Lesson 4
A Missing Cow
Students read Chapters 5 and 6 of The Mystery of Meerkat Hill and answer specific comprehension questions about events, characters, and motivations. Students identify story conflict (man vs. nature) and complete a 'Story Conflict' activity generating man-vs-nature scenarios for different natural settings. Students write dialogue and stage directions by creating a script for a scene (transforming a story episode into a dramatic script) and make predictions about what will happen next.
Lesson 5
A Good Idea
Students read the last two chapters (Chapters 7 and 8) and are asked to describe what happened and to predict what will happen next. Students answer three or four comprehension questions in a journal and discuss the remaining questions, with specific questions about plot, character actions, and outcomes provided. Students complete follow-up activities that require recounting/narrating (Precious and Me chart), drawing conclusions about what characters learned, and writing a personal paragraph connecting their own experience to the story.
Lesson 6
African Bush Diorama
Students read The Mystery of Meerkat Hill and plan and write a four-paragraph book report that requires them to summarize the plot, describe main characters, and describe the setting. The rubric and organizer prompt students to relate the protagonist's life to life in the United States and to give an opinion, and the activities require drafting, conferencing, editing, and producing a final copy. The Skills list explicitly states students will summarize plot/major events and relate plot, setting, and characters to their own experiences.
Lesson 7
Japan
Students are asked to read a book (A Kids Guide to Japan) and to begin reading a novel about a young girl who lives in Japan, providing opportunities to practice reading whole texts. The Skills list instructs students to "Read from a variety of genres," "Read independently to build background knowledge," and "Read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation)." Students complete comprehension questions about the informational text and engage in related activities (Venn diagram, map labeling) that require understanding and organizing text-based information.
Lesson 8
Peace Day
Students are instructed to read the prologue and the first two chapters of Sadako and the Thousand Paper Cranes and to answer three or four comprehension questions in a journal and discuss the rest. Students complete vocabulary activities (find definitions, record sentences, illustrate words) and use graphic organizers to record cultural elements and compare Peace Day to an American holiday. The Skills section explicitly lists using word reference materials to confirm decoding, verify spelling, and extend word meanings, and parent prompts guide discussion and scaffolded reading.
Lesson 9
The Secret is Out
Students read two chapters, "Sadako's Secret" and "A Secret No Longer," and answer written journal questions and participate in discussions that require comprehension. Students make predictions, draw connections, and analyze characters' traits, feelings, relationships, and changes. Students practice reading silently and orally, develop vocabulary through reading, and represent text information in story maps, charts, and Venn diagrams. These activities require students to extract meaning from the narrative and explain how Sadako's secret is revealed.
Lesson 10
Kenji
Students read the chapters "The Golden Crane" and "Kenji" and then answer three comprehension questions in a journal and discuss others, requiring recall and interpretation of plot and character. Students are directed to summarize events, reflect on Sadako's situation and family response, and develop two of their own discussion questions, practicing comprehension and critical questioning. The lesson's stated skills ask students to identify and discuss similarities and differences in events and characters and to support those observations by referencing the text, which requires citing textual evidence.
Lesson 11
O Bon
Students read the chapters "Hundreds of Wishes" and "Last Days" aloud, using intonation and expression. Students answer comprehension questions in a journal and discuss remaining questions, citing details such as weather, food, and how the family celebrated O Bon. Students respond to the story in writing and discussion and complete activities that require recalling plot details and comparing cultural traditions.
Lesson 12
Racing the Wind
Students read the story "Racing the Wind," its epilogue, and the "About the Author" section and answer text-dependent questions in their journals and discussions. Students read and discuss haiku examples, analyze syllable patterns (5-7-5), and write their own haiku, reading them aloud and pairing them with images. Students create a sketch and a model of a peace monument and write reflective journal responses, practicing comprehension through discussion, writing, and art.
Lesson 13
Precious and Sadako
Students identify and record character descriptions, quotes, actions, and personality traits for Precious and Sadako and then state how the characters are similar and different (Activity 1 and activity pages). Students explain three or four important events from each story and produce a scrapbook image or write a first-person letter of at least eight sentences to show understanding and point of view (Activity 3). Students create five assessment questions per book and use tasks that require them to draw conclusions, make generalizations, and reference the text in writing, discussion, art, or drama (skills list and Activity 4).
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students are instructed to read the book Holes and to examine the cover to infer what the story might be about, which engages them in making predictions from a text. Students practice vocabulary from Holes by alphabetizing words, writing synonyms/antonyms, and using each word in a sentence orally. Students identify the story setting by researching Texas and the Chihuahuan Desert, labeling maps, and relating textual setting to real-world geography.
Lesson 2
Camp Green Lake
Students read chapters 1–4 of the novel Holes and answer specific comprehension questions (e.g., about plot, character motivations, and setting). Students record and illustrate details about characters on the "The Happy Campers" organizer and participate in wrap-up discussions summarizing what they learned about Camp Green Lake and the main character. Scaffolded supports are provided through guided questions, vocabulary/legal-term matching, title/capitalization practice, and structured activity pages for invention and character notes.
Lesson 3
Digging
Students read Chapters 5–7 of a novel and answer explicit comprehension questions (e.g., what rule at Camp Green Lake, what Stanley told the boys, why shoes fell). The lesson lists targeted skills: relate plot, setting, and characters to personal experiences and make inferences and draw conclusions about characters, and students complete journal entries and discussion prompts to practice these skills. Activities require students to record information about characters (Happy Campers), match names to nicknames, and reflect on character feelings and motivations (e.g., how Stanley felt after digging his first hole).
Lesson 4
Caveman
Students are assigned to read Chapters 8–12 of Holes and answer selected comprehension questions in a journal, with remaining questions used in discussion. Students practice character analysis through guided questions and a listed skill ("Analyze characters, including their traits, feelings, relationships, and changes"), and they identify imagery by recording the author's description of the yellow-spotted lizard and creating an illustration or model. Students produce written and oral responses (journal entries and discussions) that require comprehension and use of textual evidence.
Lesson 6
Sunflower Seeds
Students read Chapters 17–20 of a novel and answer guided comprehension questions about character actions, motivations, and events. Students are asked to summarize previous chapters and to record information about characters on the "Happy Campers" pages. The Skills list explicitly includes "Summarize written text" and "Recognize distinguishing features of familiar genres, including stories, poems, and informational texts." Students also create and read aloud shape poems, attend to alliteration, and identify musical elements of literary language.
Lesson 7
Zero
Students read Chapters 21–24 and answer specific comprehension questions in a journal that ask about character actions, motivations, and plot details. The skills list explicitly includes describing how the setting affects characters and plot, and activities ask students to locate the author's description of Green Lake and draw it, supporting close reading of descriptive text. Students also write a paragraph or letter about living in the Old West, which requires summarizing and using textual/historical information, and discuss answers orally with an adult.
Lesson 8
Sam the Onion Man
Students read Chapters 25–28 and answer four or five text-dependent questions in a journal and discuss remaining questions, practicing comprehension of a literary text. Students are asked to draw conclusions, make generalizations, gather support by referencing the text, consider a character's point of view, identify similarities and differences in events and characters, and summarize the dual plots. Students complete written activities that require correcting sentence fragments/run-ons and rewriting a paragraph from the narrative, reinforcing understanding of sentence-level meaning within the text.
Lesson 9
Driving a Truck
Students read Chapters 29–32 of a novel and respond to specific comprehension questions (selecting four to write in a journal and answering others orally). Students summarize the chapters in a wrap-up and complete character-analysis tasks (a 'Character Comparisons' graphic organizer and a Wanted Poster option) that require extracting and comparing story details. Students practice comprehension through guided Q&A about plot events, motivations, and outcomes and produce written and spoken responses, addressing story elements and character similarities/differences.
Lesson 10
The Mary Lou
Students are asked to read Chapters 33–36 and answer three chapter questions in a journal, with one chapter read aloud using intonation and expression. The lesson provides specific comprehension questions and answer keys for those chapters, and students complete written activity pages identifying similes and metaphors from the text. Students also have options to find similes and metaphors in song lyrics or poetry and to write their own poem or song containing figurative language.
Lesson 11
The Thumb of God
Students read Chapters 37–41 of the novel and respond to text-dependent comprehension questions in a journal, including prediction and discussion prompts. Students answer specific questions about plot, character actions, and irony (e.g., why Zero was arrested, where onions came from), and select questions to write about. Students create a Venn diagram (or another comparative product) that requires them to identify at least two similarities and differences between Kate and Sam's story and Stanley and Zero's story, practicing analysis of interwoven storylines.
Lesson 12
Treasure and Lizards
Students are directed to read Chapters 42–45 and to summarize previously read chapters, then answer several comprehension questions that require recall and inference about characters and events. In Activity 1 students select three types of literary conflict from Holes, describe each conflict in writing, and illustrate them, practicing analysis of character, society, nature, and internal struggles. The lesson provides student activity pages (Conflict in Holes and Homophone Bingo) and guided prompts and options that scaffold practice and oral discussion.
Lesson 13
Innocent
Students are asked to finish reading Chapters 46–50 of the novel and answer specific comprehension questions (e.g., why characters acted as they did, what was in the suitcase). Students sequence story events, divide events into two plots, and identify the problem, climax, and solution for each storyline. Students compare the book to the movie version and discuss similarities and differences, predict the ending, and identify irony in the last chapters. A business-letter organizer and student activity pages provide structured supports for writing and sequencing tasks.
Unit 3: Stories from Europe
Lesson 1
Tradition Stories
Students are instructed to read the unit stories and, as they read each story, shade the country of origin and paste a picture for that story, which indicates they will read multiple traditional narratives. Students categorize and sort remembered or read stories into types (fable, folktale, fairy tale, myth, legend) using definitions and examples, showing they practice identifying key literary characteristics. Students respond to reflection prompts (Which type did you hear/read the most? Which is your favorite and why?), which requires them to explain understanding and preferences about the texts they read.
Lesson 2
Fiona's Luck
Students read the folktale "Fiona's Luck" and answer targeted comprehension questions (e.g., describing Fiona, explaining events, what happened when the leprechauns swept up the luck). Students complete a Story Elements activity that has them record setting, characters, plot, conflict, resolution, and theme and produce a verbal summary of the story. Students distinguish fact from fantasy using a guided activity and read additional informational material about Ireland with follow-up questions the next day.
Lesson 3
The Sea King's Daughter
Students read the story "The Sea King's Daughter" and answer explicit comprehension questions about character, setting, feelings, and decisions. Students complete a Story Elements organizer (characters, conflict, setting, resolution, theme) and a Fact vs. Fantasy sorting activity to distinguish literal details from fictional elements. Students connect text to visual and oral presentations by examining paintings and watching an opera excerpt, and they perform a Reader's Theater script to engage with the drama form.
Lesson 4
The Snow Queen
Students read The Snow Queen across multiple days (First through Seventh Story) and answer specific comprehension questions about plot details (e.g., what the goblin's mirror does; what Gerda does at the river). Students complete a "Snow Queen Story Elements" organizer to identify characters, setting, theme, conflict, and resolution, and they compare the book to the movie Frozen to analyze similarities and differences. Students also adapt selected scenes into a script, practicing transforming the prose into drama and focusing on key dialogue and interactions.
Lesson 5
Comparing and Contrasting Stories
Students summarize three different stories and identify which was their favorite and why, demonstrating literal and evaluative comprehension. Students identify and label point of view (first vs. third person), retell events from a different narrator's perspective in 8–10 sentences, and explain how the change in point of view affects the story. Students complete a "Comparing Story Elements" page listing similarities and differences, and answer wrap-up questions about plot, characters, theme, and setting to support comparative comprehension.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
The lesson has students read Abel's Island and instructs them to interact with the text before, during, and after reading by making connections and looking for names of river plants and animals. Students complete activities that require relating plot, characters, and setting to their own experience (An Animal for Me; Deserted Island journal) and fill a chart linking river resources to survival as they read (Natural River Resources). The skills list explicitly includes interacting with the text and responding to literature using interpretive, critical, and evaluative processes.
Lesson 2
The Storm
Students read chapters 1–2 of the novel Abel's Island and answer directed comprehension questions (e.g., describing events, character traits, and setting). Students make inferences and predictions using dedicated activity pages and record text-based responses. Students develop vocabulary by creating a picture dictionary for eight vocabulary words from chapters 1–10. Students track and describe how Abel uses natural resources across chapters, supporting interpretations with examples drawn from the text.
Lesson 3
Where Am I?
Students read Chapters 3 and 4 and answer specific comprehension questions in a journal, practicing locating information for specific purposes (Questions 1–7). Students are asked to support interpretations or conclusions with examples drawn from the text (Question #8). Students also summarize the chapters, fill a chart using text details, and engage in daily independent reading and book discussion to increase vocabulary and comprehension.
Lesson 4
Who Is Abel?
Students are assigned to read Chapters 5 and 6 and answer three to four journal questions, providing direct practice with reading comprehension. Students practice citing textual evidence and analyzing characters through the "Who Is Abel?" activity that asks them to record personality and physical traits with supporting evidence. The skills list and questions prompt students to make inferences, draw conclusions, and represent text information in maps, charts, and story maps, which practices higher-level comprehension tasks.
Lesson 6
Surprises
Students read Chapters 9 and 10 and answer explicit comprehension questions (e.g., why Abel was not lonely; how the owl encounter happened) that require citing text details and making inferences. The lesson's skills list and questions prompt students to draw conclusions, make generalizations, and verify facts using text and personal experience. Activities require students to extract information into a "Using Natural Resources" chart, sequence events by ordering Abel's routines, and compare/contrast schedules, which engages literal and inferential comprehension and text-based support.
Lesson 7
Threats
Students are instructed to read Chapters 11 and 12 and to answer specific comprehension questions about Abel's feelings, actions, and environment (e.g., why Abel feels uneasy, how he protects himself, how he adapts to changing weather). Students complete activities that require extracting information from the text (filling the "Using Natural Resources" chart) and explain adaptations based on events in the chapters. Students practice vocabulary and word-structure skills by recording sentences from the book, defining words, counting syllables, and using roots/prefixes/suffixes, which supports understanding of the text.
Lesson 8
The Dead of Winter
Students read Chapters 13 and 14 of the story and respond to specific comprehension questions about why Abel acted as he did, how he adapted to cold, and how his attitude changed. Students are asked to fill a chart titled "Using Natural Resources" using information drawn from those chapters and to find passages that explain Abel's hibernation/torpor (p. 74–75). The listed skills explicitly require students to "identify and discuss similarities and differences in events, characters, concepts, and ideas within and across selections and support them by referencing the text."
Lesson 9
The Newcomer
Students are asked to read Chapters 15 and 16 and to answer specific comprehension questions about plot, character motivations, and relationships. Students complete activities that require comprehension and analysis, including filling a chart about natural resources from the chapters and creating a Venn diagram comparing Gower and Abel. Students also prepare and rehearse a script to reenact a scene, which requires them to interpret dialogue and stage directions and to present the text orally.
Lesson 10
Escape
Students read chapters 17–18 and generate their own "big" and "little" questions while reading, practicing comprehension and inferential thinking. Students analyze character traits, feelings, relationships, and changes by describing Abel before and after the island and explaining causes of his change. Students use text and personal experience to verify facts and ideas and produce an acrostic poem that summarizes character understanding.
Lesson 11
Home at Last
Students read Chapters 19 and 20 and answer specific comprehension questions (e.g., how Abel got off the island, what he discovered when he woke). Students complete activities that require identifying and interpreting elements of fiction (plot, theme) and supporting interpretations with examples from the text, including a Theme Bubble Map that asks for cited evidence. Students also write an alternate ending, practicing comprehension through production and application of story events.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students read a historical fiction novel (Pedro's Journal) and complete guided activities that require them to identify plot, author's message, and elements of historical fiction. Students use graphic organizers to list factual descriptions, fictional elements, historical events, and authentic settings, and they read the author's note aloud to discuss genre. Students research Columbus using biographies and web sources and practice distinguishing fact from opinion and organizing positives/negatives on an activity sheet.
Lesson 2
August
The lesson requires students to read Pedro's journal entries and answer assigned comprehension questions and discussion prompts, providing direct practice with understanding a literary text. The Skills section explicitly states students will "Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes," indicating attention to reading and responding across genres. Activities ask students to record characters' attitudes, important events, and geographic location in a chart and to write descriptive or factual paragraphs, which practices comprehension, summarizing, and text-to-self/text-to-world connections.
Lesson 3
September
Students read Pedro's journal entries and answer specific comprehension questions (e.g., identifying Pedro's job, predicting consequences if no port is found, and noting signs of land). Students write journal responses, fill out "The Journey" sheet, summarize what happened in September, and respond to fiction by reflecting on reading and gaining new insights (Skills list). Vocabulary activities and a follow-up activity asking students to make up their own myth about meteors require students to interpret events and explain characters' beliefs and reactions.
Lesson 4
October
Students read the October journal entries and answer directed comprehension questions (e.g., identifying what animals they saw, where Columbus thought they landed, and explaining characters' motivations). Students record comparative vocabulary in two bubble maps to describe how the crew and the natives view each other, and they write journal responses and draw scenes to demonstrate understanding. Students practice reading quoted dialogue aloud with appropriate voice inflection and complete exercises inserting quotation marks and related punctuation, reinforcing comprehension of spoken lines in the text.
Lesson 5
Journal Writing
Students are asked to identify three events Pedro writes about and three places where Pedro records his feelings, which requires reading and locating evidence in a narrative told through journal entries. The introduction directs discussion of how the author tells the story through Pedro's journal entries, prompting students to read and reflect on that form of literary narration.
Lesson 6
November
Students read Pedro's journal entries for November and answer seven targeted comprehension questions about motives, feelings, and events. The Skills section explicitly asks students to 'Draw conclusions from information gathered' and to 'Analyze characters, including their traits, feelings, relationships, and changes.' Activities require students to compare perspectives (Life at Sea vs. Life on Land), justify choices, and explain what Pedro is learning about the natives and Columbus.
Lesson 7
December
Students read the journal entries for December and answer three or four assigned questions in their journal, with additional questions used for group discussion. Students make predictions about the text, describe specific events (e.g., the sailors' encounter on December 3rd, Pedro sinking the Santa Maria), and compare expected versus actual treasures by illustrating and labeling items from the text. Students also answer comprehension questions with supplied answers and participate in oral discussion to explain differences and justify opinions.
Lesson 8
The Island of the Skog
Students are prompted to read The Island of the Skog aloud and answer guided comprehension questions about plot, character, and comparison to Pedro's Journal. The Skills section tells students to identify and discuss similarities and differences in events and characters and to support them by referencing the text. The Comparing Stories graphic organizer and related activity require students to compare two literary texts and record similarities and unique characteristics.
Lesson 9
January
Students read Pedro's journal entry for January and answer five targeted comprehension questions (Q1–Q5) that check literal and some inferential understanding. Students complete a "Journey" page and discuss questions, demonstrating comprehension through written and oral responses. Students practice narrative craft by writing a five-line dialogue between Pedro and Columbus using alternative words for "said" and correct punctuation.
Lesson 10
February
Students finish reading the story Pedro's Journey and answer assigned journal questions that ask about plot details, character feelings, and events (Questions #1–#7). Students identify and interpret figurative language by locating similes and idioms in the text and explaining their meanings on the Figures of Speech activity page. Students write and deliver a firsthand report in the voice of Pedro that recounts survival, discoveries, and what it was like to sail with Columbus, using their journey notes as support. An advanced option is provided for more challenging simile-writing and explanations.
Final Project
Story Blocks
Students identify and illustrate different aspects of the story's setting on the Setting Cube, and write the names and descriptive phrases for six characters on the Characters Cube. Students use vocabulary words in sentences on the Vocabulary Cube, record survival threats and survival strategies on the Survival Cube, and distinguish historical facts from fictional elements on the Historical Fiction Cube. Students analyze figurative language by recording similes and composing original ones on the Simile Cube, practice quoting text with correct punctuation on the Quotes Cube, and describe discoveries and cultural impacts on the Exploration Cube.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students read the first two chapters of a novel and answer specific comprehension questions about characters, setting, plot events, and character concerns. Students complete a Plot Flowchart to record major events for each chapter and to track plot sequence and progression. Students perform targeted vocabulary work (root/prefix/suffix, part of speech, definitions, sentence use) and discuss elements of the fantasy genre to identify characterization, setting, plot, theme, and style.
Lesson 2
Spring is Coming
Students read specified chapters (The Crow and the Cat, Mr. Fitzgibbon's Plow, and Five Days) and answer journal questions that require comprehension of characters and events. Students complete a Plot Flowchart to record events, describe and illustrate the setting and explain how it affects characters' survival, and compare characters (rats and mice) using a Venn diagram or an alternative organizer. Students discuss answers and produce written and illustrated responses demonstrating engagement with story elements and meaning.
Lesson 3
A Visit to an Owl
Students read the chapters "A Favor from Jeremy" and "The Owl" and answer a series of literal and inferential comprehension questions about events, character actions, and setting. Students fill out a plot flowchart, summarize what happened in the reading during the wrap-up, and discuss journal questions that ask for reasoning (e.g., whether Mrs. Frisby should have gone to see the owl). Students also create visual images from text (bird's-eye drawing) and engage in guided discussion and written responses tied to the story.
Lesson 4
Rats in the Rosebush
Students read two specific chapters ('Go to the Rats' and 'In the Rosebush') and answer assigned journal questions that include literal and inferential prompts. Students complete a plot flowchart and respond to open-ended discussion questions, predict outcomes, and describe threats to a character, practicing comprehension and analysis. Students identify and list ways the main character shows bravery using a bubble map graphic organizer and draw evidence from the text. Scaffolding is provided through assigned questions, guided discussion, and the graphic organizer, and students may research background information to support understanding of the owl scene.
Lesson 5
Meeting the Rats
Students read chapters Brutus and In the Library and answer guided comprehension questions in a journal, including character description, reactions, and inferential questions (e.g., connection between Mrs. Frisby's husband and the rats). Students create a Plot Flowchart to describe important events and complete a "Beyond Needs" organizer that asks them to analyze how the rats function beyond basic survival. The Skills list explicitly includes "Respond to stories and poems in ways that reflect understanding and interpretation," and activities prompt prediction, discussion, and written responses.
Lesson 6
A Plan for Mrs. Frisby
Students read two chapters (Isabella and A Powder for Dragon) and answer targeted journal questions about characters, plot, and events (e.g., who Isabella is, where the rats want to move the house, how Mr. Frisby died). Students create a Plot Flowchart to describe important events and answer comprehension/math application questions on the "A Bushel" activity, and they devise and illustrate a plan for the rats to move the house, explaining and justifying the solution.
Lesson 7
The Capture
Students read two chapters (The Marketplace and In the Cage) and answer targeted comprehension questions about plot, setting, and events. Students draw conclusions and gather textual support as described in the skills list and in questions that ask for evidence-based answers. Students produce a plot flowchart and write a written summary in a journal, practicing summarizing main ideas and sequencing events. The activities include discussion prompts and journal writing that require students to reference the text.
Lesson 8
Life at NIMH
Students are asked to read the chapters "The Maze" and "A Lesson in Reading" and to answer specific comprehension questions in a journal and in discussion, which practices literal and inferential understanding. Students sequence events by describing important events on a Plot Flowchart, which practices comprehension of plot structure. Students build domain-specific vocabulary by making word cards, looking up definitions, and completing a fill-in-the-blank scientist dialogue, which supports understanding of the text. A pre-reading discussion prompt asks students to consider reasons for animal research, framing background knowledge before reading.
Lesson 9
The Escape
Students read the chapters "The Air Ducts" and "The Boniface Estate" and answer specific comprehension questions about plot, tools, motivations, and character actions. Students practice locating information in the text to answer questions (e.g., where vents could be opened, what tools were used). Students make inferences and draw conclusions (e.g., why the rats delayed escape, whether they were better or worse off) and consider a character's point of view by comparing Nicodemus before and after NIMH and completing a plot flowchart.
Lesson 10
Amazing Rats
Students read specified chapters (The Main Hall and The Toy Tinker) and answer directed comprehension questions in a journal. Students record key events on a Plot Flowchart and complete a 'Tools and Machines' worksheet that requires referencing how items are used in the text. The lesson skills list and activities require students to 'support interpretations or conclusions with examples drawn from text' and to write a reasoned paragraph using linking words and a conclusion sentence.
Lesson 11
The Plan
Students read specific chapters (Thorn Valley and Captured) and answer comprehension questions in a journal that probe literal details and inferences (for example, questions about what the rats discovered, how they got power, and why characters acted as they did). Students record an important event from each chapter on a Plot Flowchart, which requires summarizing and sequencing plot events. Students produce a paragraph to accompany a pop-up or write a poem/song about a chosen place, demonstrating their ability to describe setting and express understanding of characters' motivations and themes.
Lesson 12
Working in the Night
Students read two chapters of a novel and answer specific comprehension and inferential questions (e.g., what happened to Jenner, whether visitors are from NIMH). Students summarize prior chapters, complete a plot flowchart to sequence events, and draw scenes based on the author's description to support visualization and text-based evidence. The lesson offers two worksheet options (regular and advanced) and prompts students to discuss when to use commas before conjunctions and to cite examples of the rats' inventiveness from the text.
Lesson 13
A New Home
Students read specified chapters of a novel (At the Meeting, The Doctor, and the Epilogue) and answer guided comprehension questions about characters, events, and motivations. Students identify plot elements by completing a Plot Flowchart and a Plot Diagram, listing problem, rising action, climax, falling action, and solution. Students analyze genre-specific features by listing examples of elements of fantasy (setting, characterization, plot, theme, style/tone) from the book and compare the book with a film adaptation.
Final Project
The Next Chapter or Book Float
Students identify and describe characters and the setting by referring back to the chapter "Thorn Valley," and they write summaries and four major events for a new chapter (Outlining the Chapter). Students plan and write realistic dialogue using correct commas and quotation marks (Dialogue Between Characters) and compose a short chapter that describes events, character interactions, and how the characters survive in and interact with their environment (Day 2, Part 4). Students present their work orally by reading the chapter aloud and receive feedback on organization and character consistency using the provided rubric.