Question #1 asks students "Which poem did you enjoy the most? Why?", which requires students to state a preference and give reasons. The prompt "answer: Answers will vary" implies students are expected to write or speak their opinion and supporting reasons.

Question #1 asks students to name their favorite poem and explain why, requiring students to state a preference and provide a reason. The Parent Plan Skills list explicitly includes "Select a writing focus, organizational structure, and a point of view based upon purpose, audience, and format requirements," which signals an expectation that students consider viewpoint and structure. Several activities require students to choose a writing focus and follow genre constraints (haiku and quatrain), giving practice in choosing a format and focus.

Students are asked to state a preference and justify it in QUESTION #1 ("What was your favorite poem in this section and why?"), which requires giving an opinion with reasons. Activity 2 asks students to evaluate whether the use of second person makes a poem more effective and explain why, prompting an opinion supported by reasoning. The Skills section lists selecting a writing focus and organizational structure, indicating attention to choosing structure and point of view.

The lesson asks students to name their favorite poem and explain why (Question #1), which requires students to state an opinion and support it with reasons. Question #2 asks students what they learned about culture and geography after reading the poems, prompting students to provide information to support their ideas. The lesson includes activities in which students write poems and decide line breaks, giving practice in organizing poetic lines into stanzas.

Students are prompted to give opinions in short responses, e.g., questions asking "What do you think about the poem?" and "Do you like the poem? Why or why not?" on the Frost Poems activity. Students are also asked to speculate and support ideas in short-answer form, such as "Why do you think Jack does not want his poems read aloud or hung on the board?". These items require students to state a viewpoint and provide reasons in brief written answers.

Students are prompted to state an opinion and give reasons in the reading questions (e.g., "Do you think Jack should write Mr. Walter Dean Myers a letter inviting him to come to Jack's school? Why or why not?"). Students are also asked to choose a personal topic (a pet or other experience) and write about it in Activity 2, where they produce a free-verse poem based on their own experience. The activities require students to generate content and provide reasons or explanations in response to text-based questions.

Students practice distinguishing facts from opinions in Activity 1, identifying statements as F or O and creating their own examples of each. Students are asked to write a 7-8 sentence thank-you note in Activity 3, with at least three sentences containing conjunctions to connect ideas. The Parent Plan includes a discussion prompt asking students whether they agree with a statement and to explain why or why not, which elicits stating an opinion and giving reasons orally.

Students are guided to organize ideas using multiple outline templates and directed to "Organize the draft according to your outline." The student rubric asks students to provide an introduction, supporting details, and a conclusion for paragraphs and to confirm that writing stays focused on the topic. Prewriting prompts and section headings (Habitat and Food Source, Predators and Dangers, Relationships Among Turtles) require students to group related information under logical headings.

Students are asked to complete a bubble map about friendship and then "write a short paragraph to describe one of your friends," with explicit directions to include a topic sentence, supporting details, and a concluding sentence. The activity requires students to use the bubble map to organize ideas before writing, and the paragraph prompt also asks for a simile or metaphor. The lesson also asks students to "write your storyline for 'Ethan's Story,'" providing additional opportunities for composing a focused piece with organized ideas.

Question #3 and Question #4 explicitly ask students to respond to prompts that begin 'Do you think...' and require justification with 'Why or why not?,' which asks students to state an opinion and give reasons. The parent plan prompts students to 'explain the storyline' and to 'answer the following questions,' which involves producing written responses about the text. Several discussion prompts in the Parent Plan (e.g., 'Discuss a time when your child has seen a play...') invite students to articulate judgments about relationships and performances.

Students are prompted to state and justify an opinion in Question #2 (Do you think Julian should have disagreed with the judge? Why or why not?), which requires them to take a position and explain it. Activity 3 asks students to select prizes for characters and "explain why you selected it specifically," asking for reasons tied to character traits. The Parent Plan explicitly instructs students to "support his own ideas by citing examples in the text and personal experiences," which directs students to use text evidence and personal information to back their claims.

Students practice organizing ideas by cutting apart and reordering mixed-up sentences to form a coherent paragraph in Activity 1 (Paragraph Organization), which gives direct practice creating a logical sequence of sentences. Students respond to open-ended questions after readings (e.g., "Why do you think...?") that require them to state an opinion and give reasons. Students plan and describe elements of a story (Activity 4: A Trickster Character), which asks them to organize character, setting, and plot details into a structured outline.

Students are asked opinion questions such as "Do you think John Henry should have challenged the machine? Why or why not?" and "Do you think Ike and Betsey should have stayed in California or gone back home? Why?" which require students to state a position and give reasons. In Activity 5 (Option 2) students must list three machines, weigh positive and negative effects, and decide whether each machine should have been built, which asks for evaluative claims with supporting information. The "Unnecessary Sentences" activity has students identify and remove off-topic sentences, practicing staying focused and maintaining coherence in a paragraph.

Students are asked to compare "Brer Rabbit and the Tar Baby" and "Sister Fox and Brother Coyote" using a graphic organizer or another method, which has them group similarities and differences in organized boxes. Students are asked to choose which story they liked better and explain why, and to list songs for a modern folktale and explain why each was chosen, requiring them to give reasons for their choices. Students write a summary using transitional words and phrases, practicing logical sequencing of ideas within a written piece.

Students are asked to write a paragraph for a travel brochure (Option 1) that highlights Curacao and is meant to attract tourists, which requires introducing the island as a topic and presenting information to persuade readers. In Option 2 students complete a Venn diagram comparing Curacao to their own community and then journal three things they would enjoy and three things that would be hard to adjust to, which requires stating personal opinions/preferences. Activity 3 asks students to list five things they like about a painting and three technical observations, asking for evaluative statements about subject and technique.

The lesson defines a "hook" as the first sentence or two of a book or essay and directs students to record the first sentence of The Cay and to write first-sentence hooks for two books and two movies (Activity 2). The lesson asks students to answer opinion-type discussion questions in complete sentences (e.g., "Do you think Phillip should have left the house when his mother told him not to? Why or why not?" and "Would you prefer to live in Virginia or Curacao? Why..."). The lesson prompts students to think about how diversity makes a community more interesting, which invites them to form and express a viewpoint in writing or discussion.

Students are asked to use mapping and webbing to organize ideas: the Parent Plan lists 'Use mapping and webbing to organize ideas' and the Shark Research page requires students to write the shark name in a central oval and list three important things with related details. Students write sentences describing the two main characters on the 'Phillip and Timothy' pages, and complete structured sentence prompts in Part B that require them to place a topic into a sentence frame. Students also locate singular and plural sentences in the book (Part C), which practices identifying grammatical structure within text.

Students are asked to write a paragraph about being stranded on a deserted island (Activity 1) and to practice varied sentence beginnings, which requires composing an introductory sentence and additional sentences. Students are asked to design a chart that separates vertebrates and invertebrates and to glue creatures into the correct positions (Activity 2 Option 2), practicing creating an organizational structure. The skills list explicitly tells students to "use planning strategies to generate topics and organize ideas," and Activity 3 asks students to make journal lists comparing ways Timothy helped Phillip and vice versa, which has students arrange related ideas.

Students are asked to write journal entries as Phillip that describe the island and describe Timothy, practicing descriptive writing and use of sensory details (Activity 2). Students are asked to create a "Hurricane Survival Kit" listing five items and to "describe why you would include each one," which requires students to give reasons supporting their selections (Activity 3). The parent guide asks reviewers to check that students used interesting, descriptive adjectives, strong verbs, and that explanations justify choices.

Students are asked to plan a three-paragraph essay and to use the provided "Organizing My Ideas" pages to write main ideas, topic sentences, supporting details, and concluding sentences for each paragraph. Students review and explain the steps of the writing process (organization/pre-writing, rough draft, revising, editing, final copy) before writing. Students write a rough draft guided by a rubric that prompts attention to sentence structure, hooks, and mechanics, and parents may assign Option 1 (main ideas provided) or Option 2 (student chooses main ideas).

Students are directed to finish an essay that highlights how Timothy and Phillip's relationship changed, giving them a clear topic to write about. Students are asked to revise their rough draft using a rubric and to reorganize sentences so ideas make sense, which addresses improving coherence and structure. Students are guided to produce a final copy after revising and to explain the theme of the book with evidence, which practices supporting ideas with text-based information.

Students are asked to write a eulogy that "will describe how you and Timothy depended on each other, what you learned from Timothy, and how Timothy changed your life," and to include a description of Martin Luther King Jr.'s dream and how their experience helped accomplish it. Students are directed to create a concise inscription (usually less than 20 words) and write it neatly on a plaque. The project rubric evaluates the eulogy for clarity, reflection on dependence, relation to MLK's dream, lessons and personal changes, and rehearsal/presentation, which guides what students must include and demonstrate.

Students sort statements into 'Expectations' and 'Realities' and add two of their own ideas, which has them group and organize related ideas (Activity 1). Students write a short personal journal entry describing an embarrassing event and how they felt, which asks them to express and reflect on a topic in writing (Activity 3). The skills section lists 'Write to express and reflect on ideas,' indicating a general writing purpose.

Students are asked on the "Should I Stay or Go?" activity page to make two lists (Reasons to Go; Reasons to Stay) and then decide what Dina should do, prompting a conclusion line beginning "I think Dana should because." The activity provides a clear organizational scaffold (two columns for reasons and a conclusion sentence) that requires students to gather reasons to support a decision. The prompt directs students to decide and explain their choice, which requires stating an opinion and offering supporting reasons.

The organizer directs students to write three paragraphs with a topic sentence, at least three supporting details, and a concluding sentence for each paragraph (Paragraph 1: What you like about New York; Paragraph 2: What you miss about Germany; Paragraph 3: Your Decision). The prompt explicitly asks students to explain their decision about whether to stay in America or return to Germany, which requires stating an opinion. The rubric asks whether each paragraph provides an introduction, supporting details, and a conclusion and whether writing remains focused, guiding students to group ideas logically to support their purpose.

Students are asked in Activity 3 to choose the five items they would most want to save from a fire and "explain to your family why you selected each item," which requires them to state preferences and give reasons. Discussion prompts (e.g., "Do you think Dina should have gone back to the apartment? Why or why not?") ask students to take a position and provide supporting explanations. The student activity pages include prompts that require written responses, so students practice expressing opinions in response to text-based questions.

Students are asked to record basic bibliographic information (Square 1: Title and Author) and to take notes using a chart titled "New York Today and Yesterday," which prompts comparison of ideas. Students organize content into 10-12 quilt squares with specific prompts (e.g., differences between Dina's life, Venn diagram comparing characters, three reasons Dina stayed) and a rubric that evaluates content clarity and reflection. The poems option asks students to research, take notes, and produce poems that reflect on life in New York today and yesterday, and to evaluate their work using the rubric.

Students are prompted to state preferences and reasons when they "select a season you think you would enjoy most and describe why in your journal" (Option 2) and when asked discussion questions such as "Do you think this author is interesting? Why or why not?" Activity 2 asks students to create a "My Survival Story" plot diagram where they describe setting, characters, problem, events, climax, and resolution, which has students practice organizing ideas into a logical structure.

Students are asked in QUESTION #2, "Do you think Sam should have left his home? Why or why not?" and instructed to answer using complete sentences, which requires them to state an opinion and provide supporting reasons. The poster activity asks students to "summarize the rules in a way that can be read quickly and be easily understood" and to "highlight the most important parts," prompting students to select and organize information for a clear presentation. The parent prompt to "Ask her how she selected the information she chose to include" encourages students to explain their selection and organization decisions.

Students are asked to research falcons and give a short presentation (speech and poster/models/PowerPoint) to a specified audience, which requires organizing information for a purpose and audience. The Skills list tells students to "Make oral and written presentations using visual aids with an awareness of purpose and audience" and to "Support judgments through references to both the text and prior knowledge." The Reading and Questions section includes an "On My Own" question that asks for a personal opinion about running away to the woods.

Students are instructed to write a lead that grabs readers' attention and to include basic information (who, what, when, where) in the first paragraph. The lesson provides a 5 Ws and 1 H planning page and paragraph organizers that direct students to group ideas into a first paragraph (lead with basics) and two focused body paragraphs (how/why and specifics). The rubric explicitly checks that the first paragraph provides basic information and that paragraphs 2 and 3 are each focused on a specific topic, guiding organizational structure.

Students are asked to "explain what Sam's story meant to you" in the Wrapping Up section, which prompts them to express and justify personal interpretations. The Think-Tac-Toe activities ask students to "Discuss Sam's friendships... Describe its significance" and to "Think about how you would survive a year in the wilderness. Document your experience," both of which require students to write about a topic and give reasons or details. The Parent Plan lists writing goals including "Write to express..." and "Write to inform...," indicating opportunities for students to produce written responses tied to the text.

The Parent Plan skills list explicitly asks students to "Select a focus, organizational structure, and point of view based upon purpose, audience, length, and format requirements" and to "Provide a context to enable the reader to imagine the world of the event or experience." The personal narrative section instructs students to "set up a context" and use "descriptive language and action" and then asks them to write a short personal narrative (Option 1 or 2). The activities direct students to choose a narrative focus (an embarrassing moment or a new experience) and to read their narrative aloud to emphasize word choices that bring the story to life.

Students are asked to list three reasons a colonist might have been a Royalist and three reasons for a free government, using a two-column Student Activity Page that organizes ideas as "Royalist" and "Free Government." Students are prompted to review the reasons they listed and to answer discussion questions including "Would you have been a Royalist or a colonist? Why?" Students also make a journal list of colonists' daily activities, practicing grouping related ideas about daily work.

Several questions ask students to state and justify opinions: the discussion question "Do you think Kit really wants to marry William? Why or why not?" and the Student Activity Page prompt asking whether the metaphorical comparison is effective with space to justify the answer. Activity 2 also asks students to list three ways Kit's experience parallels the Jamaican bird, which requires naming ideas and supporting them with examples. The parent/skills notes emphasize writing to reflect and supporting conclusions with textual evidence.

Students are asked to brainstorm colonists' reasons for accusing others of witchcraft and record their ideas in a journal. In Activity 1 students review a list of possible explanations, select three reasons they believe are most likely, and explain their selections on the activity sheet. Discussion questions prompt students to state opinions (e.g., whether Kit should have helped Hannah or whether a witch hunt could happen today).

Students are asked to "make up three arguments" to defend Kit and to "provide support to defend each argument" on the On Trial activity page, which requires stating claims and supplying reasons/evidence. Questions #2 and #3 ask students to state whether they agree with William's judgment and whether Kit should have tried harder to fit in, and to explain why, prompting opinion statements with reasons. The lesson's Skills section and parent prompts encourage presenting information "in a clear, concise manner" and persuading listeners, which supports practice in organizing and supporting an opinion.

Students are instructed to write an introductory paragraph with a topic sentence that "states why settling in the location you chose is a good idea," which asks them to introduce a topic and take a position. The lesson provides prewriting organizers (Topical and Flow Chart) and requires students to choose an organizational structure (three topical elements or beginning/middle/end). Students are guided to write three body paragraphs each with a topic sentence and concluding sentence, and a rubric explicitly evaluates provision of introduction, supporting details, and conclusion and the focus of each paragraph.

The reading questions include explicit opinion prompts (QUESTION #1: "Do you think Hugo should have agreed to work to earn back his notebook? Why or why not?" and the Wrapping Up prompt "Do you think Hugo can do the same? Why or why not?") that ask students to state a view and give reasons. Activity 3 provides a graphic organizer with labeled sections (Characters, Setting, Events, Message/Moral, Mood/Tone) that requires students to group and organize ideas when comparing two versions. Activity 1 asks students to write in a journal about a memory, giving practice in composing complete written responses.

Question #4 asks students to state whether Isabelle would have given Hugo her key and to explain why, requiring students to state an opinion and provide reasons. The parent-plan skills list includes "Make oral and written presentations" and "Use traditional structures for conveying information," which suggests students will practice presenting and organizing information. Activities ask students to describe tasks and make predictions in writing, providing occasions to give reasons and explanations in written form.

Students are asked to state and support opinions in Question #1 (Do you think Isabelle and Hugo should have told Mama Jeanne and Papa Georges... Why or why not?) and in Two Thieves? (Do you think Prometheus was a thief? Why or why not?), which prompt students to give reasons. Students are directed to brainstorm and write about purposes for characters and family members on the 'Purpose' page, with separate sections for each role (Enuga, Papa Georges, Isabelle), which requires writing responses organized by person. Students are asked to retell the Prometheus myth and to compare Hugo and Prometheus, prompting written explanations that require linking ideas about motivations and consequences.

The 'Book Award' activity asks students to record the book's Title, Author, Illustrator, a Synopsis, the Name of the award, and 'three reasons the book deserves the award,' prompting students to state an opinion and provide supporting reasons. The activity explicitly instructs students to 'evaluate a book using specific criteria' (originality, excellence of illustrations, etc.), which guides students in selecting evidence to support their judgment. Parent prompts ask students whether they would recommend the book and why, encouraging students to articulate an opinion about the text and justify it.

The Parent Plan includes a discussion prompt: "Do you think California's mother should have left Massachusetts with her young family? Why or why not?" which asks students to take a position and give reasons. Activity 3 asks students to "Write a journal entry of 6-8 sentences about your observations and feelings" after imagining themselves as a pioneer, which requires students to introduce a situation and express a viewpoint or feeling in writing.

Students are asked a direct opinion question: "Do you think Lucy's mother should have asked her to hunt? Why or why not?" which prompts students to state a position and give reasons. Activity 2 asks students to identify geographic features or wildlife that could have posed a threat and mark them, requiring students to judge and support why those features were dangerous. Activity 3 asks students to list changes in Lucy's life and in their own life, encouraging personal reflection that can include evaluative statements.

Activity 3 asks students to brainstorm ideas for making money, select the most appealing and viable idea, and make a list of steps to get the job done; this requires students to organize ideas logically to achieve a purpose. A discussion question asks, "Do you think California's mother should start calling her Lucy? Why or why not?", which prompts students to state an opinion and give reasons. The wrapping-up notes and parent plan encourage using a thesaurus and synonyms to make writing more interesting, supporting word choice in expression.

Students are asked discussion questions that prompt them to take a position, e.g., "Do you think he needs it?" which requires stating an opinion. Students rewrite a paragraph on the "Sentence Beginnings" page, practicing how to craft sentences and vary openings. Students answer comprehension questions about characters and events, demonstrating understanding of a text that could be used as the basis for opinion discussion.

The lesson asks students to write a personal letter that includes specific parts (greeting, body, closing, signature) and to "reflect on your feelings and thoughts regarding what has occurred," which requires expressing a viewpoint. The Skills section explicitly lists "Organize and compose letters," and Activity 3 directs students to vary sentence lengths and sentence beginnings while composing their letter. The parent prompts ask the child which character is her favorite and why, prompting students to state an opinion and provide reasons orally.

Students are asked discussion prompts such as "Do you think Lucy should go with her family? Why or why not?" which require stating a position and giving reasons. The student pages include prompts like "I am most similar to __ because __" and an activity asking students to pick a character they have most in common with and explain why, which require stating an opinion with supporting explanation. The "Survival & Seasons" activity has students record two or three threats per season, which has students group ideas by season.

Students are asked orally whether they would recommend the novel to a friend and what they enjoyed, prompting them to state opinions (Introducing the Lesson). Question #1 asks which character they enjoyed most and why, and Question #2 asks whether Lucy made the right decision to stay and to explain why, requiring students to give reasons supporting their viewpoints. Parent prompts ask students to explain their selections for book titles and to justify whether they would have made the same decision as Lucy, which elicits opinion and rationale.

Students are instructed to write an introductory paragraph that describes the issue, states a position, and lists three supporting reasons (Activity 3 and the Introductory Paragraph section). The lesson provides a modeled example ("Recycling") with labeled Issue, Position, and Reasons and supplies a dedicated Persuasive Essay Organizer and a Paragraph #1: Introduction activity page for students to plan their opening. The Essay Structure section directs students to state their most compelling reason last and to group each reason into its own body paragraph, and the Organization criteria on the rubric ask whether each paragraph focuses on an idea and includes a topic sentence, supporting details, and a conclusion.

Students are asked to generate and organize ideas using prewriting strategies noted in the Parent Plan (brainstorming, graphic organizers, notes), and a skill explicitly lists producing graphic organizers. In Activity 2, students write three character traits for Meg and provide three pieces of evidence for each trait, which requires stating claims about the text and supporting them with information. A reading question asks students to explain why Meg is doing poorly in school ("Why do you think..."), prompting students to give a reasoned answer.

Students complete a Story Map with labeled boxes for Theme, Problem, Solution, Protagonists, Antagonists, and Setting, which requires grouping ideas into organized sections. Students choose or create a protagonist and fill out Protagonist pages (mission, obstacles, how the protagonist accomplishes the mission), supporting structured planning. Students rewrite and combine sentences using transitional words and phrases to make writing flow smoothly, practicing logical connections between ideas.

Students are asked to answer in their journal how the five-dimension theory relates to the title "A Wrinkle in Time," which requires them to state a position and explain it in writing. Students are asked to explain the five dimensions in their own words to a sibling or parent and to record simple descriptions and drawings, practicing explanatory organization and rationale. In the "Fighting Powers of Darkness" activity students must add five names not in the book and explain why they would add each name, which requires students to give reasons supporting their choices.

Students are asked to "record your theme on your story map" and to give examples of events, characters' words or actions, and author's descriptions that support the theme on the first "Theme" page. The second "Theme" graphic organizer directs students to record the theme at the top and to brainstorm how the theme might affect characters' thoughts and actions, the plot, and the descriptions they provide, grouping evidence into labeled boxes. The Skills list also asks students to "represent text information in different ways such as in outline, timeline, or graphic organizer," which students do when filling the theme organizers.

Students create a plot diagram that requires them to introduce the problem early and list major events, a climax, and a solution. Students are instructed to produce a clear story structure with a beginning, middle, and end and to write well-organized, easy-to-follow paragraphs (rubric Organization criteria). Students are asked to engage the reader from the beginning and to follow a logical progression of events when drafting and revising.

The student activity requires students to "state your position on the idea" at the beginning of a 2–3 minute speech and asks "Did I state my position clearly at the beginning?" on the rubric. The activity also requires "three supporting reasons" and that each point be supported with statistics, experiences, or quotations, and directs students to "conclude by restating your position and linking reasons." The instructions ask students to "describe your position, explaining why you feel the way you do, and trying to convince your audience," which frames an organizational approach for grouping ideas.

Students complete the "To Fight or Not to Fight" activity where they list reasons for and against the Civil War and answer "Do you think the Civil War should have been fought? Why or why not?", which asks them to state an opinion and support it with reasons. In Activity 3 students write a short letter to Lincoln arguing why he should continue the fight to end slavery, requiring them to give reasons and personal examples. Activity 4 has students listen to a political speech and record opinions and facts and identify persuasive techniques, which practices distinguishing and supporting opinions.

Activity 2 asks students to select a Lincoln-related site, locate information, and create a colorful half-sheet flyer that "highlights what you will find" and is intended to "encourage people to visit," which requires choosing a topic and supporting details. Activity 3 has students determine six important events and write dates and descriptions on train cars, practicing organization and sequencing of ideas. Activity 1 has students copy a quote and answer questions about what they like and why it is meaningful, prompting evaluation of text content.

Students are asked to include a title on at least one side of the display so an observer will know what the display is about, which provides an explicit task to introduce the topic. Students gather and arrange multiple written products (speech, article, interview, letter, biopoem, flyer, timeline) and decide how to place them on a tri-fold board, practicing organization and grouping of materials. The rubric evaluates whether students included all required products and whether the display arrangement is neat and attractive, reinforcing selection and arrangement of content.

Students are asked to select a topic, develop questions, locate sources, take notes, and "write a report" or a five-paragraph essay, which requires them to introduce a topic and produce organized writing. The Independent Study Rubric explicitly checks "Organization" and "outline adherence" and asks for clear paragraphs, and the Skills section lists "use planning strategies to generate topics and organize ideas." The Steps checklist and Interest Survey guide students in choosing and focusing a topic before writing.

Students are prompted to introduce their topic by completing the "My Topic" page with prompts such as "My topic is" and "I chose this as my topic because." Students practice narrowing broad subjects into focused subtopics by listing two focus areas for each broad subject on the "Narrowing Down the Topic" page and deciding if a topic is manageable for a five-paragraph paper. Students organize prior knowledge and research questions using a KWL chart, recording what they know, what they want to find out, and later what they learned.

Students are asked to write a Topic at the top of the organizer and to develop three "Big Questions" related to that topic, which requires them to introduce a research focus. Students list three details under each big question and copy questions and subtopics across research-chart columns, showing practice in grouping related ideas and organizing information. Students also record bibliographic sources on the charts, demonstrating organization of supporting information.

Students are guided to create a five-paragraph outline using Roman numerals with an Introduction, three body paragraphs, and a Conclusion. Students are instructed to write an introductory paragraph that ends with a thesis sentence and to restate that thesis in the conclusion. Students practice grouping ideas under each main paragraph (three big questions) and filling subpoints with supporting details on the provided outline and activity pages.

Students choose a product and answer guiding questions about how the product will deliver information and help others understand the topic. Students list materials, outline numbered steps to complete the product, and record the factual information to be included, which requires organizing content. Students rehearse and present the product, explaining and discussing why the information is important to an audience.