Students are asked to create an Urbanization Flow Chart that traces Farming -> Villages -> Towns -> Cities -> Civilizations and to "explain what may have happened in each stage that led to the next," which requires representing a text's sequence/causal organization. The Elements of Civilization activity asks students to complete a comparison chart describing how each element functioned in small villages versus complex civilizations, prompting students to reorganize information into a compare/contrast structure. Reading questions (e.g., about irrigation and iron-working) ask students to explain causal relationships drawn from the assigned text.

Students are instructed to outline their essay, develop a thesis, and create body paragraphs with strong topic sentences and supporting evidence. They are directed to summarize the main point of each paragraph, check whether paragraphs flow in order, and to reorder paragraphs or rewrite transitions to improve organization. The rubric explicitly evaluates organization and smooth transitions, requiring students to produce a well-organized essay that emphasizes main points.

Students are directed to use readings from earlier lessons to fill a template and assemble a flowchart that "clearly shows the relationships between ideas and stages of development." The Option 2 instructions require students to "show the progression of societies" and to "show the relationship between the development of agriculture and the creation of more complex societies," including dates and 2–3 sentence descriptions for each element. The rubric and project template ask students to draw arrows/lines to indicate how events are related and to note specific advantages certain changes created for civilizations.

Students are instructed to locate the author's thesis and supporting points in the provided article and to annotate the text (underline topic sentences, circle key words, mark questions). The Student Activity Page requires students to record the "Author's main argument/thesis" and list "Key points that support the thesis" in a two-column organizer. The lesson also has students compare omniscient and first-person narrators and write from a character's point of view, which asks them to consider how narrative point of view shapes presentation.

Students are asked to identify and discuss underlined passages from Lord of the Flies that show how Golding slows narrative pacing through interruptions, sensory detail, and verb sequences. The Parent Plan and Introducing the Lesson explicitly state students will analyze how choices about structure, order of events, and manipulation of time create effects like tension, suspense, and surprise. Students compare Example A and Example B to notice how breaking a moment into discrete components and adding detail changes emphasis, then practice by recreating an important moment in "slow motion."

The Parent Plan explicitly lists as a skill: "Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise." The Introducing the Lesson section instructs students to learn how to create dramatic irony by providing or withholding information and uses Golding's revelation of the parachutist as the central example. Activity 1 (The Beast) asks students to predict characters' responses based on the characters' knowledge versus the reader's knowledge, requiring students to compare perspectives and explain how the author's placement/withholding of information affects suspense and character behavior.

Students watch the 1963 film and complete a "Movie vs. Book" chart that asks them to record similarities and differences in characters, setting, theme, and plot. Students answer journal questions asking which omitted scenes were too critical to the novel's major theme and to explain why. The answer key and discussion prompts direct students to consider specific omissions (for example, the missing Ralph-officer conversation and the unclear adult/war context) and how those omissions change the story's thematic emphasis.

Students answer a question about how the Qur'an is organized, noting it is arranged from the longest sura to the shortest rather than chronologically or thematically. Students create a chronological timeline of Muhammad's life, organizing events and writing explanatory paragraphs about each date's significance. Students compare stories from the Bible and the Qur'an and are asked to note omissions, differences in tone and writing style, and how details vary between the two versions.

Students are instructed to finish a multi-section "Dimensions of World Religions" booklet, which requires organizing information by topic (e.g., Animism, Hinduism, Buddhism) and referring to a rubric for completeness. The homework directs students to "look over the headings and major sections of the readings," encouraging them to use headings as a review strategy. Students must write a 5–7 paragraph essay on the unit topics, which requires producing text with a clear organizational structure.

Students are asked to record plot elements including conflict, climax, and resolution on the Short Story Elements activity, requiring them to identify narrative structure. The annotation guidance directs students to mark where the action changes location or a gap in time occurs so they can follow the timeline and "notice its structure." The "Same Story, Different Place" activity asks students to replan the story in a new setting while keeping the main ironic plot and theme, which has students attend to how plot structure supports the central theme.

The lesson asks students to consider "How do authors use of repetition and specific literary elements to direct their readers' attention towards a main theme?" and directs students to reread annotated sections to note repetitive literary elements (imagery, symbolism) and their contexts. The Exploring Theme activity instructs students to record a central theme and answer prompts about how the theme is developed (including a prompt listing "paragraphs, etc.") and how characters' words or actions reflect that theme. Students fill a theme web using textual evidence and compare how repeated elements appear in different situations to support their theme claim.

Students are asked to compare first-person and third-person point of view (Question #3) and to explain why Poe's choice forces the reader to experience the narrator's madness, which is an analysis of narrative structure. Activity 2 directs students to locate 3–4 examples of foreshadowing and to note how repeated words/images (e.g., "heart", "beat") and metaphors anticipate the ending, tying structural repetition to emphasis. The Crazy Like a Fox? chart requires students to organize textual evidence into columns (rational vs. irrational), prompting analysis of how the narrator's presentation and sequencing of claims affect interpretation.

The lesson directs students to closely read the opening description of setting and notes that "The contrast between the beginning and ending makes the horror of the final scene even more shocking," prompting attention to narrative placement. Students are instructed to track every mention of the black wooden box and to record its physical descriptions, townspeople reactions, and connections to the town's history, which requires connecting repeated textual elements across the story. The activity asks students to organize evidence from different parts of the text into categories and to think about how the symbol contributes to the overall plot or theme.

Students are asked to identify the narrator's point of view in Question #1 and to explain that the story is told from the mother's first-person perspective. Students rewrite a chosen scene from Dee's or Maggie's point of view (Activity 2) and then write a reflective paragraph on how the change in point of view altered the story's meaning and focus. The lesson prompts students to consider how different points of view change readers' feelings about characters and the overall focus, and it explicitly instructs students to review how changing point of view may change a story's meaning and themes.

Students are asked to identify the narrative point of view (third-person limited) and to notice that the story's opening paragraphs function as exposition, including discussion of how the film uses a voice-over to convey that exposition. Students complete an activity comparing the printed story to the film 2081, listing scenes the director added, altered, or deleted and explaining how those changes affect emphasis and meaning. Discussion prompts ask students to explain which concepts the film emphasizes more than the written version and why the filmmaker may have changed scenes, pacing, or characterization.

Activity 2 directs students to write a paragraph analyzing how an author uses dialogue in a chosen short story, asking them to reread dialogue, refer to specific lines or sections, and consider what the dialogue reveals about characters and how it affects pacing. The sample paragraph about "The Necklace" models analysis showing how dialogue frames crucial points, slows pacing, reveals character traits, and is crucial to the story's impact. The homework and parent-plan prompts require students to produce original dialogue and to review punctuation rules, reinforcing attention to dialogue as a structural element.

Students create and complete a plot diagram that labels exposition, rising action, climax, falling action, and resolution and are instructed to indicate the story's main conflict. Students plan and sequence events (beginning, middle, end) and are told to consult and revise the plot diagram as they write to keep the progression of the story coherent. During revision, students are directed to change narrative structure (add scenes, change point of view, reorder or emphasize scenes) to draw attention to a theme or clarify meaning and to use reader review and critical reading to assess big-picture structural issues.

Students prepare written and oral "opening statements" in the Great Punctuation Trial that require them to explain how semicolons and colons shape meaning and clarity and to provide examples (e.g., a semicolon joining independent clauses, a semicolon + conjunctive adverb + comma, a colon introducing a list or a quotation). Judge questions ask students to explain differences in relationships created by punctuation (e.g., how a semicolon changes the relationship between two ideas compared to a period; why a colon adds emphasis). Students also analyze and correct/sample sentences on semicolon and colon activity pages, demonstrating how punctuation affects the flow and clarity of sentences and lists.

Students are asked to examine specific lines (e.g., "Look at line 3" in "Richard Cory") and consider why the poet chose particular phrasing such as "sole to crown" instead of "bottom of his feet to the top of his head." The Dickinson activity directs students to underline words by line number, record denotation and connotation, and compare the effectiveness of the original word (e.g., "frigate" vs. "ship"). Homework requires students to print and mark a poem with symbols for important, surprising, or unclear phrases and then answer questions about the poem's language and the speaker's suggestions.

Students identify and mark structural features of poems (rhyme scheme, alliteration, assonance, consonance, onomatopoeia) in multiple activities (e.g., they determine the AABBCCDD rhyme scheme for Frost's poem and mark sound devices in "The Tyger"). Students perform scansion to mark stressed/unstressed syllables, identify feet and meter, and determine how meter contributes to a poem's effect (Day 2 activities and scansion practice). Students answer reflective questions that ask them to explain the effect of structural choices (e.g., why the repeated stanza word change in "The Tyger" draws attention, why a poet used rhyme in a particular way, and how repetition reinforces images in examples like "slithering snake").

Students are asked to identify stanza and line numbers for similes, metaphors, personification, and symbolism in "I Wandered Lonely as a Cloud," which requires locating figurative language within the poem's stanza/line structure. The Questions to Discuss ask students to identify the poem's rhyme scheme and meter (ABABCC; iambic tetrameter), prompting attention to formal poetic structure. Homework Option 1 directs students to pay particular attention to stanzas 2–12 of "To a Skylark" and note how imagery and other devices are used there, which focuses analysis at the stanza level.

Students are asked to analyze how line-level structure and punctuation create tone: they examine Frost's "The Pasture" line-by-line to note tone changes and answer how interruptions (dashes) and dialogue breaks in "The Fear" contribute to an eerie tone. Students identify meter and rhythmic qualities in Shel Silverstein's "Sick" (optional challenge) and are instructed to write new lines in the same style, rhythm, and rhyme scheme, attending to structural features. Activity directions also ask students to record words or phrases that convey tone and explain how poets use words and voice to create mood, tying structural word choice to emotional effect.

Students are asked to "summarize each stanza" for longer poems and to "notice the progression of the poem" (homework on "The Fish"), which requires tracking how the poem develops across its parts. The lesson defines and asks students to identify an extended metaphor and notes that the comparison is "sustained for much or all of the poem," prompting students to see how a sustained device organizes meaning. Activity pages guide students to reread, determine the speaker, and answer ordered questions about images, tone, symbols, and theme, involving attention to how elements appear across the poem's structure.

Students are asked to annotate poems and the provided example shows students marking rhyme scheme, structural connections, and notes about speaker and attitude (the Ozymandias annotation image). Students complete a Poetry Map where they identify word choice, sound devices, imagery, tone (including noting where tone changes), and other figurative language. Students are instructed to perform explication that brings together word choice, sound and rhythm, literary devices, and layers of meaning.

Students are instructed to mark rhyme schemes and follow iambic pentameter on several sonnets and then identify whether each is Petrarchan or Shakespearean. The lesson explains that a Petrarchan octave "usually introduces the poem's problem or question" and the sestet "often presents the problem's solution," and that Shakespearean quatrains often establish a problem while the final couplet resolves it. Students complete an activity on "Anthem for Doomed Youth" asking which sonnet type it resembles and in what ways it differs structurally (line indenting, stanza division, meter breaks).

The Parent Plan Skills list explicitly requires students to "analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot." The homework Option 1 asks students to examine how the word "crossover" shifts meaning across specific poems (pp. 227-228 and pp. 234-237) and to judge whether those shifts are effective, which requires analyzing repeated structural use. Discussion prompts ask students to evaluate the effectiveness of using text messages as poems, and Activities ask students to compare the book's vocabulary-poem structure to dictionary definitions and explain how that structure aids understanding.

The Parent Plan explicitly instructs students to "analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme" and to "analyze the structure of texts, including how specific sentences, paragraphs, and larger portions... relate to each other and the whole." Student tasks require using a "Poetry Map" to identify stanza, sound devices, word choice, and theme and to paraphrase and summarize sections of a poem. Guided questions ask students to compare meter and rhyme schemes and to explain why unusual spacing and punctuation (e.g., Williams and Cummings) affect movement and emphasis in the poems.

The lesson defines and explains enjambment and gives a Wordsworth example, instructing students that a sentence may continue across line breaks and that readers should not automatically pause at line ends. Students are told to mark poems with short (/) and long (//) pauses and to try different placements to communicate meaning. The homework directs students to determine speaker and tone, consider imagery and word choice (with a Housman example), and to consider how pauses and lineation help convey meaning when reciting.

The Poetry Explication choice (Choice 5) instructs students to perform a close, thorough explication that explicitly examines structure, rhyme and meter, sound devices, and how larger portions of the poem relate to the whole. The assignment requires students to place poem excerpts on presentation slides and demonstrate structural features (e.g., highlighting words that convey tone, marking alliteration/assonance in different colors) so they must analyze how those features contribute to the poem's effect. The Parent Plan skills list also explicitly includes "Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text ... relate to each other and the whole."

Students are asked to examine a book's catalog record, front matter, and back matter and to cite specific examples (map, table of contents, glossary, timeline) that indicate the work is nonfiction. The Student Activity Page directs students to provide evidence from the catalog record, front matter, and back matter to support whether a title is a biography, autobiography, or memoir. Students are also asked to note how characters, setting, and plot events contribute to the book's theme, which asks them to connect textual elements to larger points.

Students practice paraphrasing individual sentences and analyze the effectiveness of sample paraphrases on the Student Activity Page. The lesson gives explicit paraphrasing tips that discuss changing the order of a sentence (e.g., switching effect-then-cause to cause-first) and re-reading surrounding material to understand context. Students are asked to paraphrase quoted passages from Malala's diary and evaluate whether a paraphrase preserves essential information without copying key wording.

The Wrapping Up section explicitly asks students to identify instances of foreshadowing in the text and even lists examples (nightmares, the crooked picture, the Peace Prize mention, and the diary anecdote) for students to locate. The APE activity requires students to provide quotations and specific examples from the text in the "Prove" step, which supports text-based analysis of those instances.

Students are asked in Activity 1 to compare how the book and the filmmaker's video differ in focus and which details each emphasizes (e.g., questions about the father's role, the filmmaker's focus vs. Malala's focus, and differences in impressions of Malala's mother). The Parent Plan lists the skill of analyzing various accounts in different media and determining which details are emphasized in each account, and students are prompted to note ways the film and book are effective in telling the story.

Students read substantial portions of King's "Letter from Birmingham Jail" and are asked to list the four basic steps to a nonviolent campaign, requiring them to extract an explicit sequence King uses to organize action. Students answer which argument in the reading was most persuasive and explain why, prompting evaluation of how King's choices emphasize points. In the "People of the Past" activity, students identify historical figures referenced in the letter and explain what the references mean, requiring analysis of how King's comparisons and allusions advance his reasoning. The double-entry diary asks students to underline excerpts and record agreement or disagreement, prompting close analysis of how specific passages function in King's argument.

Students are asked to read and annotate the first half of Wiesel's speech and to "notice the style and tone he uses," which requires them to identify rhetorical features and important ideas. Activity 2 directs students to compare a speech and an essay and to reflect on how voice inflections, pauses, repetition, and other oral devices add emphasis, prompting analysis of how form affects emphasis. Multiple tasks ask students to find quotes, identify metaphors, and rewrite passages in their own words, which requires selecting textual evidence that supports central points.

Students are directed to read the Chronology section (pp. 222-224) to learn who was involved in the war and how the war began and progressed, and they are asked to use the map in the book to track the author's movements during the story. Students are also asked to note how the book's style of writing differs from I Am Malala and to watch an author interview and answer questions about what the book tries to explain. Vocabulary and comprehension questions require students to connect events in sequence and explain causes and effects of the conflict.

Students are asked to compare how the book and a short video present the same topics in Activity 2's "Different Accounts" worksheet, filling "Book" and "Video" columns to determine which details each medium emphasizes. Reading questions prompt students to infer author/commander intent (e.g., why the lieutenant shows bodies, why commanders repeat "The rebels are responsible..."), which asks students to consider how repeated scenes and lines shape meaning. The memoir-accuracy activity directs students to consider timeline differences (1993 vs. 1995) and how those chronological choices affect readers' understanding.

The Parent Plan skills list explicitly tells students to "Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them." The lesson's discussion prompts ask students to consider chapters that contain flashbacks and to compare the use of repetition (e.g., "Chapters 16 and 17 contain flashbacks..." and "How is that use of repetition similar?"). Students are also asked to re-read specific passages (the lieutenant's speech and the conversation with the RUF soldier) before writing analytical responses.

The rubric and several activities require students to plan and produce organized writing: students develop a clear thesis, order three supporting points into body paragraphs (Part 4), and are instructed to use appropriate and varied transitions to link major sections. Students use the APE (Answer, Prove, Extend) method to structure paragraphs and are explicitly told to use outlines or storyboards to plan essay structure. The homework and revision steps ask students to check that their ideas follow the order suggested by the thesis and to add transitional words and phrases (Homework, Day 3).

Students are asked to identify and evaluate narrative point of view (Short Answer 7 asks them to identify the narrator and describe why that point of view was effective), which requires analyzing a structural choice and its effect. In the poetry tasks, students identify rhyme scheme and provide examples of enjambment and other formal devices, and they explain how apostrophe functions in a poem. Several discussion prompts (e.g., comparing genres and explaining how authors elicit feelings) ask students to explain how authors' choices lead to effects, implying analysis of structural/genre choices.

Students are asked to define flashback and to identify a specific flashback in Chapter 5, recording the passage (Student Activity Page Q1 and Q3). Students answer questions that require analysis of function and effect (Q2, Q4, Q5 ask how flashbacks provide background, insight into Ender, and increase tension). The Parent Plan explicitly states students will "analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise."

Students are asked in Activity 2 to review the first few paragraphs of each chapter and identify examples of foreshadowing, which requires them to link the placement and ordering of information to suspense. They must explain how the opening conversations create tension by showing conflicting opinions and give textual examples, directly analyzing how structural choices emphasize dramatic effect. Students also answer why the revelation of the speakers' job titles in Chapter 8 matters for the plot and describe stylistic differences between those conversations and the main text, tying structure to how key points are advanced.

Students are asked to explain why the author reveals Valentine's thoughts but not Peter's (discussion question: "Why does Orson Scott Card often tell us what is in the mind of Valentine, but not what is in Peter's mind?"), which asks them to analyze a narrative structural choice and its effect on suspense and characterization. Students are asked to read about John Locke and Demosthenes and write a journal entry reflecting on why Peter chose those pen names, which requires analyzing an authorial/character framing choice and how those borrowed identities shape readers' understanding. The Parent Plan lists the skill "Analyze how the author draws on and transforms source material," which asks students to consider how structural choices (use of historical personae) affect meaning.

The Parent Plan explicitly lists the skill: "Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole." The introductory guidance asks readers to "evaluate Ender's actions, rather than simply accept Ender's perception," which prompts consideration of narrative perspective and how portions of the text shape interpretation. The Lord of the Flies vs. Ender's Game activity asks students to compare settings, leadership, and themes across whole works, which requires students to examine and relate larger portions of each text.

Students analyze the chapter title "Veni, vidi, vici," writing one to two paragraphs speculating why the author chose that allusion and how it foreshadows plot developments. Students complete a chart identifying internal and external conflicts in Ender's Game and write a paragraph about how those conflicts develop over the course of the story and affect plot, relationships, and character change. Students are asked to consider how particular conflicts fit the story's theme and plot, which requires tracing the organization of events across the text.

The lesson explains that Chapter 13 shifts focus from Ender to Valentine and explicitly identifies the narrator as third person omniscient, able to relay the thoughts of more than one character. Students are asked to "notice how much the story is enriched" when the narrator provides insights into other characters and to "imagine how the story would have been different" if written from Ender's first-person perspective. The Parent Plan skill statement instructs students to assess how point of view or purpose shapes content and style, reinforcing analysis of narrative structure.

Students are asked to re-read a scene from Ender's Game and re-watch the corresponding movie scene, take notes on differences, and consider what information or dialogue was omitted or changed. In the comic-book option, students complete a "Comic Adaptation" activity page that directs them to list narration or dialogue omitted or changed and decide whether Marvel's pictures communicated the omitted content. The Parent Plan skill explicitly directs students to "analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment."

Students watch a video summarizing Campbell's 12-step "hero's journey," record the steps in their journals, and then choose six steps to map onto Ender's Game using a provided activity sheet. The Parent Plan lists explicit example mappings (e.g., "Call to Adventure -- Colonel Graff recruits Ender," "Trials -- Ender is tested almost daily in battle school"), showing students describe how specific narrative events correspond to structural stages.

The Parent Plan explicitly lists the skill of analyzing an author's structural choices (ordering events, parallel plots, pacing, flashbacks) and connects those choices to effects like mystery, tension, or surprise. Activities require students to identify and compare the Graff and Peter/Valentine subplots, note that the Graff subplot begins each chapter while the other subplot is developed in specific chapters, and complete a "Discovering Subplots" table that links structural placement to unanswered questions and suspense. Discussion prompts ask students to explain what themes or ideas would be missing if a subplot were removed, prompting analysis of how subplot structure emphasizes key points.

The Parent Plan explicitly lists analyzing how an author's structural choices (ordering events, manipulating time, paragraph/section relationships) create effects, which students are directed to practice. The unit test asks students to define flashbacks and name two functions of flashbacks, prompting analysis of how that time-structure creates background, tension, or insight. Box 2 asks students to write a one- to three-paragraph flashback to insert into a scene, and Box 6 has students map six "hero's journey" steps to the novel and create a storyboard, both requiring students to identify and apply narrative structure and its effects. Box 3 asks students to rewrite a passage from first-person Ender, engaging students in examining how a change in narrative structure/point of view alters emphasis.

Students read explanations of misplaced, dangling, and squinting modifiers and participial phrases and how their placement affects which noun is modified. Students complete a "Modifier Problems" activity in which they rewrite sentences to move or reword modifiers so the intended meaning is clear. In Option 1 and Option 2 students produce corrected sentences, cartoons, or a quiz (including a misplaced-adverb item), practicing how changing sentence structure alters meaning or emphasis.

Students explain how hyphenation changes meaning in paired sentences (Part 1: "Hyphen or No Hyphen?") and rewrite sentences with correct hyphenation and number-hyphenation (Parts 1–2). Students practice using em dashes to emphasize or interrupt thought by rewriting sentences in Part 5, and they are introduced to en dashes for ranges and connections in Part 4. The lesson also asks students to produce explanations (e.g., explain how meaning changes) and to rewrite sentences, requiring them to analyze how punctuation and small-scale structure affect meaning and emphasis.

Students study restrictive vs. nonrestrictive clauses in Activity 2, comparing pairs of sentences (The player who scores... vs. Maria, who scored...) and learning that commas and the choice of that/which affect whether information is essential. Students complete practice quizzes and note examples that show how clause structure and punctuation change meaning and emphasis. Students also edit a college-essay paragraph to revise wordy or vague phrasing and to choose stronger sentence constructions that make key details clearer.

Students are asked in Activity 1 to "explore what informational text features [Outliers] uses and how it may tweak some of them," and the Student Activity Page directs students to find and check specific features (headings/subheadings, sidebars, footnotes/endnotes, table of contents, charts/diagrams, appendix, bibliography, etc.). Question 1 asks students to compare how the book's Contents differs from other nonfiction tables of contents, and Activity 4 asks students to identify elements that seem more literary than informational. The Answer Key directs students to locate index, footnotes, charts/diagrams, and headings and to note rare uses of some features.

Activity 1 directs students to examine the Introduction and asks why that section appears where it does and what purpose it serves, prompting analysis of how the author frames the book. The answer key asks students to locate the dictionary definition on p. 3, the definition at the end of Section 1 (p. 7), and to re-read the last two paragraphs (pp. 10-11) to explain how the Roseto study functions as an analogy that advances Gladwell's argument. The Parent Plan explicitly lists the skill: "Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them."

Students are asked to take the author's charts (the Medicine Hat Tigers roster) and create a different visual representation (bar chart, pie chart, pictograph), which requires them to evaluate how the original graphic communicates birth-month patterns. Students are asked to sketch a graphic that would replace or supplement a specific paragraph (the TIMSS study paragraph) and to imagine a rink graphic labeling players' birthdays instead of a play-by-play, which requires judging how visual structure would convey the same information. Discussion questions prompt students to evaluate whether the author should have used a different chart or diagram to convey birthdate information.

Students are asked to "look back over the three sections" and complete a "Looking Closely" page that requires brief summaries of Sections 1–3 and direct answers about how Gladwell introduces Bill Joy, why Joy is omitted in Section 2, and how Section 3 adds to understanding of Joy and the 10,000-hour rule. Question 4 on the activity explicitly prompts students to "analyze the structure of the three sections and explain the reasoning behind it." The Parent Plan skills list explicitly includes analyzing "how the author unfolds an analysis or series of ideas... the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them."

Students answer targeted reading questions that ask about the purpose of specific sections and how descriptions and details connect across sections (Activity 2 Read and Predict). The parent-plan skills list explicitly includes analyzing how the author unfolds ideas, the order in which points are made, and connections between them. Homework and follow-up activities require students to journal and explain why Gladwell delays revealing his main issue and to evaluate how his examples support a broader claim (Activity 4 and Activity 5).

The Parent Plan skills list explicitly includes "Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them," and also asks students to "Determine a central idea of a text and analyze its development over the course of the text." Students are assigned reading of specific sections of the chapter and discussion questions (e.g., whether the author's goal was to inform or persuade) and are tasked with creating an infographic that condenses and clarifies chapter concepts, which requires identifying and organizing key ideas.

The Parent Plan and Introducing sections explicitly tell students to analyze how the author unfolds ideas, including the order in which points are made and how they are introduced and developed. The homework asks students to choose three sentences from Lincoln's address to represent Background, Main Message, and a Forward-looking Statement, directly practicing mapping speech structure to key points. Activities and the Student Activity Page require students to identify quotes and explain how rhetorical choices (tone, parallelism, antithesis, allusion) contribute to the development and organization of the speech's ideas.

Students are asked to read "The Search for the Site of the Sand Creek Massacre" and list the subtitles in order (QUESTION #1) and to explain why the author organized the information that way (QUESTION #2). The Parent Plan and Skills lists explicitly include "Analyze how a text uses structure to emphasize key points or advance an explanation or analysis." Students also complete questions that ask how the author communicates emphasis and provides evidence (QUESTION #3).

The student activity 'Investigating Claims in Science Writing' asks students to explain how the author supports two specific claims and to identify the methods the author uses to explain 'centripetal force' (referring to the lesson introduction's list of methods such as explanation, example, highlighting, and illustration). The Parent Plan skills explicitly direct students to 'determine how an author explains or clarifies a scientific phenomenon and trace how supporting details are incorporated' and to 'analyze the structure of the relationships among concepts in a text.' Students read specified sections of the science booklet and answer focused questions about how explanations and supporting details function in the text.

Students annotate a long block of text to identify main topics, mark paragraph breaks, and indicate where headings, lists, and highlighted vocabulary would improve readability, then copy the text into a word processor and reformat it (title, headings, bulleted/numbered lists) to make information easier to locate and understand. Students plan and revise their own how-to guides by organizing materials, arranging steps in chronological order, adding headings/subheadings, inserting infographics, and creating a glossary to clarify specialized terms. Students test a peer or family member using their guide and observe where structural features (headings, steps, graphics) help or hinder comprehension.

Students read and analyze Lou Gehrig's speech and are asked to identify the main point (thesis) and how the speaker supports that thesis with specific examples, connecting support to the speaker's logos. Students print or read Andrew Jackson's speech and highlight at least three passages, identifying the type of fallacy or weak argument in each selected section, which requires examining how claims are presented and linked. The wrapping-up guidance asks students to notice when a writer places two statements together without connecting them and to follow up, which directs attention to how connections (or lack thereof) between statements affect explanation.

Students read an explanation of the classical argument (Purdue OWL link) and complete a student activity page that outlines the main parts of argument structure: introduction, narration, confirmation, concession/refutation, and conclusion. The lesson requires students to organize a five-paragraph essay explicitly following the classical order (Paragraph 1: Introduction/Narration; Paragraphs 2–3: Confirmation; Paragraph 4: Concession and Refutation; Paragraph 5: Conclusion). The rubric and multiple activity pages ask students to arrange evidence and key points in the classical order and to use transitions to clarify relationships among claims, reasons, and evidence.

Students are asked to apply Aristotle's Six Elements of Tragedy to Trifles, including prompts that require them to identify whether the plot is centered on discovery or reversal and to describe how the plot is unified in time, place, and action. The Applying Aristotle activity specifically prompts students to analyze plot structure (beginning, middle, end; unity) and to explain how diction, melody, and spectacle create effects. The Skills section explicitly instructs students to analyze how specific larger portions of a text (e.g., scene, chapter, scene) relate to each other and the whole.

Students are prompted to "think about why the author chose to tell her story on stage rather than in a book" and to "consider how the action and dialogue on the stage would affect an audience," which asks them to analyze the play's dramatic form. The lesson points out stage directions (defining the term "beat") and asks students to note Hansberry's detailed stage descriptions and strong adjectives for characters on the "Characters and Their Dreams" organizer. Students are also asked to stage a scene or draw the set, which requires them to use structural elements (blocking, dialogue, stage directions) to convey meaning to an audience.

Students read the play and the poem "Harlem" and are directed to examine the poem as the play's epigraph and its relationship to A Raisin in the Sun. The Student Activity Page asks students to identify five similes in the poem and analyze the imagery of the final line, comparing it with other images in the poem. Students are asked to choose a play character and explain how that character's deferred dream corresponds to one of the poem's comparisons, linking poem imagery to character development. The Parent Plan skills explicitly list analyzing how an author draws on and transforms source material and analyzing representation in two different artistic mediums.

Students watch the movie Fences and are asked to note that the movie is a play made into a film, with a focus more on dialogue and less on action, which prompts comparison of medium and emphasis. Students complete a comparison chart that directly asks them to compare plot and setting (including notes that Fences spans several years while A Raisin in the Sun lasts only a few days). Students watch an interview in which actors/director discuss differences between stage and film performance and then write at least three insights about character and medium in a journal entry.

Students read introductory material and specific passages from Romeo and Juliet and use an activity sheet to analyze dialogue in Act 1 Scene 2, identifying speaker, meaning, actions, and desires. Students are prompted to summarize passages in their own words and to reflect on how a passage relates to the play's theme and its impact on the storyline. The Parent Plan skills explicitly state that students will "analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole."

Students are asked to "look out for characters or situations that provide comic relief" as they read Act 1, which directs attention to a structural device that breaks tension. Students are asked to summarize the most important event for each scene in their journals, which requires identifying key moments across the play's scene structure. Students are instructed to note staging and scene-transition features when watching the Globe production (e.g., "the quick movement from one scene to the next," "the chorus," and use of on-stage balcony), prompting observation of how performance choices relate to scene organization.

The lesson provides an explicit sonnet refresher that defines sonnet structure (14 lines, iambic pentameter, three quatrains with rhyme scheme ABAB CDCD EFE and a final couplet GG) and states that the three quatrains establish the problem while the couplet resolves it. The student activity asks students to cut out and unscramble sonnet lines, paste them in the correct order, mark the rhyme scheme, and answer a question explaining what major conflict the sonnet summarizes. These tasks require students to use knowledge of poetic structure to order lines and to explain how that structure highlights the poem's central conflict.

Students read Act IV and are directed to "explore how Shakespeare creates tension in the act by manipulating time." The Parent Plan explicitly lists the skill of analyzing "how an author's choices concerning how to structure a text, order events within it ... and manipulate time ... create such effects as mystery, tension, or surprise." The Student Activity Page has explicit tasks: searching for time-related words, counting their occurrences, analyzing Friar Lawrence's monologue for time references, examining Capulet's repetition of "tomorrow" and its effect on suspense, and analyzing the Nurse's monologue for ironic foreshadowing tied to time.

Students are asked to complete a "Timeline and Character Development" activity that lists specific acts and scenes (e.g., Act 1 Scene 1, Act 1 Scene 5, Act 2 Scene 2, Act 5 Scene 3) and to fill in actions/events for each scene. Students must use that timeline to determine whether a character is static or dynamic and to explain how the character changes over the course of the play. Students also summarize the most important event in Act 5 in their journals and compare Ovid's "Pyramus and Thisbe" to Romeo and Juliet, noting parallels between the two narratives.

Students are directed to complete a "Two Versions" comparison chart that asks them to note specific production choices such as use of setting, use of color, character portrayals, and major changes from the original play. Students watch the Luhrmann film and the Globe Theatre performance and collect specific examples from both productions to support comparisons. Students are required to write a three-paragraph analysis using the APE method that asks them to answer a question, prove points with specific examples from both productions, and extend by explaining the significance or effect of the differences.

Students are asked to evaluate Malcolm Gladwell's Outliers for whether it is primarily informational or persuasive and to consider features (endnotes, charts, headings) and rhetorical methods he uses, which requires analyzing how structural features support argument and explanation. The Ender's Game review asks students to "think about how those devices are used in the novel," and the answer key explicitly points out the chapter-opening adult conversations that foreshadow later events, which identifies a structural device used to emphasize plot development. The Informational Texts review and multiple questions ask students to identify logos, pathos, ethos, and logical fallacies, prompting analysis of persuasive structure and technique.