Sixth Grade - ELA
1: Environment and Cycles
Unit 1: The Wanderer
Lesson 2
Preparations
Students read Chapters 1–7 of The Wanderer and answer explicit comprehension questions that require summarizing character traits, motivations, and plot details. Students practice analyzing author's techniques—explicitly point of view is listed as a skill to evaluate—and compare the two narrators via journal entries and the Character Development tracking sheet. Students also work with vocabulary in context (matching words to definitions with page references) and produce written responses (reflective journal, sailing paragraph) that require comprehension and interpretation of the text.
Lesson 3
Juggling
Students are instructed to read Chapters 8–14 of the novel and answer comprehension questions in complete sentences, including a prompt that asks for examples from the book to support inferences about Cody's feelings. Students practice literary analysis skills listed in the Parent Plan (point of view, characterization, style, and effects of author's craft) and maintain a Character Timeline to record descriptive words and phrases. Activities ask students to identify and distinguish the voices of two narrators (Sophie and Cody) and to summarize a short story Sophie tells, which require comprehension and interpretation of the text.
Lesson 4
Grand Manan
Students are instructed to read Chapters 15–22 and answer comprehension questions, including inferential questions such as interpreting Sophie's remark and explaining character actions. The Parent Plan lists skills students will practice: examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes, and completing a Character Timelines sheet. Activities ask students to describe relationships among characters, document how those relationships change, and respond in complete sentences to plot- and theme-related questions.
Lesson 5
Under Way
Students are directed to read Chapters 23–30 and answer specific comprehension questions about character feelings, events (e.g., Uncle Stew losing his job), and how the boat environment differs from home. Students complete a "Character Timelines" sheet to track characters across chapters and participate in discussion questions that ask them to explain responses, motives, and themes (e.g., whether suffering builds character). Multiple short-answer questions require students to cite plot details and infer character reactions.
Lesson 6
Marine Life
Students are directed to read Chapters 31–35 and answer comprehension questions in complete sentences, providing practice with literal and basic inferential comprehension (e.g., Who was Little Peep?; Why is it insensitive of Brian to talk about orphans?). Students create character timelines and summarize Bompie's story, practicing summarizing and sequencing. Students analyze symbolism when asked how whales and dolphins affect crewmembers' emotions, and they practice vocabulary through a matching/memory activity with parent-guided scaffolding.
Lesson 7
The Storm
Students are assigned to read Chapters 36–50 and answer comprehension questions, practice making character timelines, and discuss plot and relationships. Students analyze word choice and figurative language through targeted activities on similes, personification, and identifying voice, and they practice expressing character voice in writing. The materials list increasing fluency, comprehension, and insight by reading and discussing literature as an explicit skill, and two options (Option 1 and Option 2) offer differentiated tasks of varying difficulty.
Lesson 8
Changes
Students are instructed to read Chapters 51–60 and answer comprehension questions in complete sentences, including questions about character change and relationships. Students are asked to fill out "Character Timelines" and to retell and discuss specific story passages (e.g., Bompie story, Sophie quote). The Parent Plan and Skills list explicitly include monitoring comprehension, restating, and summarizing information from informational materials.
Lesson 9
Land Ho!
Students finish reading the novel and answer direct comprehension questions (Q1–Q7) about plot details, character relationships, and events. Students identify how characters change by completing character timelines and listing ways characters are changed by the voyage. Students analyze theme by naming themes and providing textual evidence in the 'Themes' activity (Option 1 and Option 2) and are asked to provide supporting examples from the book. Students are invited to read and discuss a related poem, extending comprehension to verse.
Final Project
Character Lapbook and Test
Students identify and record textual quotes with page numbers and explain why a quote is meaningful (Character Quote mini book and test items). Students analyze characters by describing traits and changes across beginning, middle, and end, and create a timeline/accordion of important events to show comprehension of plot and sequence. The test and lapbook require students to describe themes using examples from the story, use personification and vocabulary in context, and write sentences reflecting characters' voices, demonstrating analysis and synthesis of the novel's content.
Unit 2: The People of Sparks
Lesson 2
Sparks
Students are directed to read chapters 1–3 of The People of Sparks and answer specific comprehension questions about characters and events. Students make and track five predictions about how the Emberites will adjust to the new environment, checking them off as they read. Students practice interacting with text through discussion prompts and by reading aloud (parent guidance) and choose between simpler and more challenging pronoun activities, which supports engagement with the narrative.
Lesson 3
Discovery
Students are asked to read chapters 4–5 and answer comprehension questions (e.g., why Lina is afraid of fire, why she has never had certain foods), which requires literal and inferential understanding. Students keep a continuing "New Environment, New Discoveries" learning log, categorizing and illustrating discoveries across chapters and tracking relationships among characters and ideas. Discussion prompts ask students to explain character motivations and community concerns, encouraging analysis of characters and ideas.
Lesson 4
The Disaster
Students are instructed to read chapters 6–7 and answer comprehension questions that ask them to explain characters' actions and summarize events (e.g., questions about Lina throwing the egg, the doctor's remark, Torren's parents, and what the Disaster was). The Parent Plan lists skills that require interpretation and organization ("Develop an interpretation exhibiting careful reading, understanding, and insight" and "Organize the interpretation around several clear ideas, premises, or images"). Students are asked to create products that demonstrate comprehension (write a ballad or design a monument) and are given example ballads as models to study.
Lesson 5
Roamers
Students are asked to read Chapters 8–10 and answer comprehension questions in complete sentences, including questions about plot, character motivations, and effects of the environment. Students summarize prior chapters and revisit earlier predictions, practice making predictions about what will happen next, and compose a three-argument debate that requires supporting claims with evidence and distinguishing facts from opinions. Students also create a descriptive paragraph to accompany a drawing, read their arguments aloud to a parent, and discuss emotional appeals and counterarguments.
Lesson 6
Flags
Students read chapters 11–13 of a novel and answer text-dependent questions in complete sentences that ask for evaluation (e.g., whether Tick's ideas are good) and inference (e.g., what Lina thinks they are destined to do). Students create a Venn diagram and illustrations comparing the settings of Ember and Sparks, and participate in discussion prompts about causes of conflict and effects of limited resources. The lesson also asks students to add to character learning logs and to explain their illustrations, which requires comprehension and synthesis of story details.
Lesson 7
Tomatoes
Students are asked to read chapters 14–16 of a novel and answer targeted comprehension questions about character motives and actions (e.g., why Torren hates Lina and what he does, how Doon feels, and ethical decisions like sharing food). Students add entries to Lina and Doon's learning log and write a paragraph in a journal selecting a media outlet and explaining how it would benefit the people, requiring synthesis of textual context. Students engage in discussion prompts about character relationships, symbolism (fire), and cultural comparisons, which practices interpretation and comprehension skills.
Lesson 8
Unfairness
Students are asked to read Chapters 17–19 and answer comprehension questions (e.g., describing relations between Ember and Sparks, evaluating leaders, interpreting Doon's father's advice) and discuss answers with a parent. Students practice vocabulary-in-context by using a thesaurus and dictionary to choose synonyms and record contextual clues that support meaning. Students engage in higher-level comprehension tasks by comparing government systems, defending which is more effective, and proposing a government for Ember, which requires synthesis and text-based reasoning.
Lesson 9
Conflict
Students read chapters 20–22 and answer comprehension questions in complete sentences, practicing literal and inferential understanding (e.g., questions about revenge, Tick's behavior, and Lina's realizations). Students summarize key events and identify plot sequence when asked to recount important events and to cut and paste sequencing squares into the correct order. Students engage in discussion prompts and written responses about themes (conflict, revenge, violence) that require interpretation and explanation of how events and character actions drive the plot.
Lesson 10
The Decision
Students read specified chapters (23–26 and 27 to the end) and answer comprehension questions about plot details, character actions, and outcomes. Students identify the main problem/conflict and explain how it is resolved through Activities that ask them to analyze the effect of characters on conflict and explain roles and functions of characters. Students produce textual evidence in the 'Story Conflict' bubble map and write a 6–8 sentence persuasive speech proposing nonviolent solutions, showing comprehension and synthesis of the novel's events and ideas.
Final Project
Wars and Plagues or A New Environment
Students answer targeted comprehension questions about The People of Sparks (genre, main characters with descriptive adjectives, and the central conflict). Students analyze and compare settings using a Venn diagram and combine/transform sentences, demonstrating understanding of relationships between communities. Students synthesize textual understanding in extended tasks (timeline, map, newspaper report, and final project options) that require gathering evidence from the novel and explaining causes, effects, and adaptations.
Unit 3: Short Stories
Lesson 1
The Good Deed
Students read the short story "The Good Deed" (pp. 109–126) and answer specific comprehension questions about plot, character motives, and details. Students complete an activity identifying short story elements (main characters, setting, primary incident, time) and discuss lessons learned. Students write and read aloud vivid visual descriptions (the "eye bouquet" activity), practicing comprehension of descriptive language and oral expression tied to the text.
Lesson 3
The Dog of Pompeii
Students are directed to read the short story "The Dog of Pompeii" (link provided) and answer specific comprehension questions in complete sentences. Students analyze characters by listing actions and inferred traits, identify and write examples of irony, and locate descriptive language from Tito's sensory point of view. Students also conduct research about Pompeii and produce a RAFT poem/song, which requires synthesizing textual and background information.
Lesson 4
Rip Van Winkle
Students listen to or read Washington Irving's "Rip Van Winkle" and answer targeted comprehension and analysis questions about characterization, plot changes, and themes. Students read a poem excerpt of the same story and compare similarities and differences, and they convert a scene into a script and act it out, engaging with drama form. The Parent Plan and skills list explicitly instruct students to interpret characterization, explore setting and plot resolution, make inferences, draw conclusions, and use scaffolding (read aloud, stop to discuss) for the challenging text.
Lesson 5
Zlateh the Goat
Students are asked to read the full short story "Zlateh the Goat" (PDF link provided) and answer comprehension questions about plot and character (Questions #1–#4). Students practice literary analysis by identifying and explaining point of view with definitions, example sentences, and two activity options (Option 1 for identification; Option 2 that asks students to create sentences for different narrators). Scaffolding features appear as "Things to Know," parent planning notes, and an answer key that guide students through sentence structure and narrator types.
Lesson 6
Women in Short Stories
Students read two classic short stories, "A White Heron" and "The Widow Carey's Chickens," and respond to comprehension questions about plot and character. Students compare characters and themes across the two texts using a Venn diagram and write a 6–8 sentence critique that requires textual references. Students receive scaffolded support through parent read-aloud, oral discussion questions, and guided activities (dialogue practice, comprehension Q&A) to clarify understanding.
Lesson 7
Your Choice
Students are instructed to select and read one of four short stories from Shelf Life: Stories by the Book, providing direct practice with literary texts. Students must write four types of questions (In the Text, Think and Search, Reader and Author, On My Own), which requires locating explicit information, making inferences, and connecting personal knowledge to the text. Students complete graphic organizers (Elements of a Short Story, Plot Diagram, Story Conflict & Theme) to identify character traits, setting, point of view, main events, conflict, climax, resolution, and theme.
2: Force and Power
Unit 1: Bull Run
Lesson 1
Background on the Civil War
Students are asked to gather background before reading the novel Bull Run and to refer to the map as they meet characters, indicating preparation for reading a literary text. Students read and analyze primary sources (a Tennessee schoolgirl's diary and a POW journal) and use secondary sources to research the Battle of Bull Run. The Parent Plan lists ELA skills students will practice: determining importance of author's word choice and focus, summarizing author's purpose and stance, distinguishing fact and opinion, and exploring bias.
Lesson 3
Joining the Ranks
Students read pages 1–20 of the novel Bull Run, a multi‑perspective literary text, and answer directed comprehension questions in complete sentences about character motivations and events. Students use a Cast of Characters page and a Characters' Homes map to track who is from the North or South and to organize multiple viewpoints. Students summarize accounts, explain characters' perspectives, and complete a propaganda analysis activity in which they identify factual versus opinion statements and possible propaganda techniques from primary‑style texts and images.
Lesson 4
Ready for Battle
Students are directed to read pages 21–40 of the novel Bull Run and answer specific comprehension questions about events, character relationships, and quoted lines. Students analyze propaganda and author perspective by designing a Civil War propaganda poster and by responding to discussion prompts that ask them to explore bias, assumptions, and draw conclusions. Students practice grammar relevant to comprehension through a linking-verbs activity that reinforces sentence meaning.
Lesson 5
Nerves
Students are directed to read pages 41–60 of the novel and answer specific comprehension questions about characters (e.g., Carlotta King, Shem Sugg, Edmund Upwing), which requires recalling and explaining plot and perspective. Students are asked to locate characters' home states and to review characters' roles and perspectives, promoting textual reference and synthesis. Discussion prompts ask students to reread a passage aloud and analyze irony and perceptions, which asks for interpretive comprehension and textual support.
Lesson 6
The Battle Begins
Students are asked to read pages 61–80 and answer specific comprehension questions (e.g., how characters feel, what mistakes occur, and who appears to be winning), which requires literal and inferential understanding. Students discuss author choices and pacing (e.g., why entries are shorter during battle) and respond to guided discussion prompts about character perspective and the effects of witnessing battle. Students complete a creative writing option that requires them to select an event or character from the book and compose a historically consistent fictional story, demonstrating comprehension and synthesis of the text.
Lesson 7
Fleeing and Death
Students finish reading the historical novel and answer comprehension questions that check literal and inferential understanding (Questions 1–4). Students are directed to reread specific pages and cite evidence to describe Toby's feelings before and after Bull Run (Activity 1). Students analyze character roles, motivations, and multiple points of view through the Character Quilt and Favorite Character activities, and they practice reading aloud in character to demonstrate comprehension and fluency.
Unit 2: Albert Einstein
Lesson 3
University Days and Beyond
Students read Chapters 3 and 4 and answer comprehension questions in complete sentences about Einstein's university experience, consequences of his actions, and his first job. Students are asked to summarize or paraphrase what they read, add important events to a timeline, and fill in a Biography Web to organize events chronologically. Students practice identifying the speaker and distinguishing first- and third-person narration and write a journal paragraph reflecting on personal conflict and its consequences.
Lesson 5
The Professor
Students read Chapters 7 and 8 and answer specific comprehension questions in complete sentences, including cause/effect (response of the science world) and explanation (how Einstein describes gravity). Students add events to an Einstein timeline and fill a Biography Web with four major events, requiring them to identify and summarize key events. Students illustrate the trampoline demonstration and write sentences connecting math to various scientific fields, which asks them to interpret and explain textual and conceptual information.
Lesson 7
War
Students are asked to read Chapters 11 and 12 and answer comprehension questions in complete sentences, and to add events to a timeline, which requires reading for understanding and sequencing. Students complete a Biography Web by filling in four major events for "The War," and they classify at least three facts and two opinions from a video, practicing comprehension and fact/opinion discrimination. The Parent Plan lists monitoring comprehension and analyzing characteristics of expressive works as targeted skills, and the War and Peace activity asks students to consider how power can be used for good or destructive purposes, prompting thematic analysis.
Unit 3: Number the Stars
Lesson 1
Background on Denmark and World War II
Students are instructed that they will begin reading the novel Number the Stars, and the Skills section explicitly asks them to select key vocabulary critical to the text and to interact with the text before, during, and after reading. Students complete background-reading (Denmark for Kids) and a map activity that situates the novel historically, and they practice vocabulary through a card game and review activities tied to words from the novel. The lesson includes discussion prompts and a parent check to confirm that students correctly identified countries' involvement in WWII, supporting comprehension through contextual and pre-reading work.
Lesson 2
Soldiers on Every Corner
Students are assigned to read Chapters 1 and 2 of a novel about a girl in occupied Denmark and to write a four- or five-sentence summary as the "summarizer" role, which requires identifying main events and condensing text. Students respond to comprehension and discussion prompts (e.g., why soldiers are on corners, how life changed since the Nazis arrived, how characters describe the king), which requires extracting information and interpreting character and setting. Students also engage in creative and analytical responses (writing a "Before and After Occupation" poem or completing an Impact of Occupation chart) that ask them to relate textual circumstances to broader consequences and infer impacts on daily life.
Lesson 3
The Button Shop
Students read Chapters 3 and 4 and take on a "wordsmith" role, selecting passages to read aloud and discuss with a parent. Guided questions in the Parent Plan ask students to explain plot events (e.g., why Mrs. Hirsch was absent, why the Danes destroyed their fleet, why Ellen stayed with Annemarie), requiring inference and comprehension. Activities ask students to analyze a paragraph for symbolism and to interpret and summarize the messages of World War II propaganda posters, practicing analysis of author's/message intent.
Lesson 4
In Hiding
Students are instructed to read Chapters 5 and 6 and to act as a discussion director by writing four open-ended questions that address the big ideas in the chapters. Students complete a Problem and Solution graphic organizer to describe three problem/solution situations and explain how characters solved them. Students research and record information about Jewish culture and religion and discuss chapter events and answers with a parent using provided question prompts and sample answers.
Lesson 5
In the Country
Students are asked to read Chapters 7 and 8 and to follow where the action is happening as a "travel tracer," requiring them to locate and cite page locations for each scene. Students must describe each setting in detail (in words or on a map) and explain what role the setting plays in the conflict of the story, recording ideas in a journal and sharing them. Students also engage in related activities (proofreading, postcards/coded messages) that require comprehension of events and characters to produce accurate responses.
Lesson 6
Aunt Birte is Dead
Students are instructed to read Chapters 9 and 10 and to choose two or three passages that spotlight important or puzzling parts of the text, then read them aloud and explain reasons for their choices. Students retell the real-world story of Barbara Rodbell to a parent and answer reflective journal questions linking ideas in the story to broader themes. Students respond to comprehension questions and discussion prompts about character motivations, plot events, and thematic consequences, and are asked to paraphrase major ideas and supporting evidence in presentations.
Lesson 7
Run!
Students are assigned to read Chapters 11–13 and to take the role of an illustrator by drawing a picture related to plot, character, setting, or personal connections, which requires comprehension of the assigned text. Students brainstorm historical figures, compare and contrast Annemarie's sacrifice with another person's using a Venn diagram, and respond to directed discussion questions about plot events and character actions. Parent-plan prompts ask students to share and explain their illustration and to discuss the Venn diagram, providing guided opportunities to talk about meaning and themes.
Lesson 8
Little Red Riding Hood
Students are asked to read chapters 14–17 of the novel and multiple versions of "Little Red Riding Hood," providing direct engagement with literary texts. Students complete a Character Sketch activity that requires identifying two character traits of Annemarie and providing textual evidence for each, and they summarize the problem and how traits helped solve it. Students use a graphic organizer to compare and contrast Annemarie's story with the fairy-tale versions and respond to discussion prompts that ask them to interpret theme, bravery, and the Danish Resistance.
Lesson 9
A Magazine Article
Students are asked to read the Afterword of Number the Stars to identify which parts of the story were based on historical fact, showing direct engagement with a literary text. Students will review characters and main events from Number the Stars and prepare for a test, which requires comprehension and recall of the novel. Students are also asked to write responses that use evidence from the text (noted in the parent plan skills) and to incorporate textual quotations into their expository article.
Final Project
Think-Tac-Toe
Students are asked to demonstrate comprehension of the novel by taking the "Number the Stars" test that asks about characters, main events, and lessons from the book. Students create a book jacket that requires them to summarize the main character, setting, beginning, middle, and end, and they can act out a favorite scene to show understanding of dramatic elements. The skills list asks students to paraphrase major ideas and supporting evidence and to present findings in specified formats, which requires comprehension and synthesis of the story.
3: Change
Unit 1: Tuck Everlasting
Lesson 1
Getting Ready
Students are introduced to the novel Tuck Everlasting and told they will read it for the unit, with a note that they will find clues about the 1880s time period as they read. Students create a vocabulary picture dictionary using eight target words and use those words in context to support comprehension. Students reflect on a major theme (whether living forever is desirable) by listing pros/cons or writing a future-tense paragraph, and they practice identifying parts of speech in sentences drawn from Tuck Everlasting using symbols and a Memory game.
Lesson 2
The Wood
Students read the Prologue and Chapters 1 and 2 of Tuck Everlasting and answer explicit comprehension questions about events, setting, and character details. Students identify and cite phrases or sentences that describe the setting and figurative language, and they complete activities that require mapping or illustrating the setting based on textual descriptions. Students practice language and reading support skills (parts of speech review, laminated cards, and parent hints) that scaffold understanding while they work with the text.
Lesson 3
Winnie
Students read Chapters 3–5 of a novel (Winnie) and answer literal and inferential questions (e.g., why Tuck does not want Winnie to drink the water; what Winnie wants to change about her life). Students analyze figurative language by identifying and re‑creating examples of personification and discuss how personification shapes reader perspective. Students also practice grammatical and comprehension skills (identifying adverbs, parts of speech) with tiered Option 1/Option 2 tasks and parent modification suggestions that scaffold task difficulty.
Lesson 4
The Tucks
Students read Chapters 6–8 and answer targeted comprehension questions that require inference and interpretation (e.g., whether the Tucks seem like kidnappers, whether their secret is dangerous, how Winnie feels). Students summarize prior chapters, predict outcomes, retell the Tucks' story, and discuss thematic connections (cycles of nature vs. the book's fantasy elements). The lesson offers two sentence-analysis options of differing complexity and suggests modifications and parent choice, providing explicit scaffolding for more or less difficult tasks.
Lesson 5
At Home with the Tucks
Students read Chapters 9–11 of the story and answer comprehension questions (e.g., why the Tucks were excited; Winnie's theories), showing direct reading and recall. Students analyze author's craft by identifying juxtaposition between the Fosters' home and the Tucks' home and are asked to record and quote words/phrases from the text. Students write short paragraphs comparing settings and use quoted text to support their descriptions, practicing evidence-based literary analysis.
Lesson 6
The Man in the Yellow Suit
Students are instructed to read Chapters 12–14 and answer specific comprehension questions about plot details and character motives, requiring direct text comprehension. Students analyze theme and make connections in Activity 2 by reading quoted passages and responding to questions about cycles and change. Students practice interpretation and textual evidence when asked to explain themes, predict outcomes, and discuss character motivations in the Wrapping Up and Parent Plan discussion prompts. Scaffolding is provided through parent guidance, hint prompts, and two options of differing sentence complexity for the parts-of-speech activity.
Lesson 7
Fishing
Students read Chapters 15–17 and answer comprehension questions about character traits and motivations (e.g., describing the man in the yellow suit and the constable). Students write a summary of the chapters that must include specified vocabulary words, supporting practice with main-idea and detail synthesis. Students identify and create similes and metaphors and explain how figurative language contributes to the text, reinforcing interpretation of literary language.
Lesson 8
The Gallows
Students are asked to read Chapters 18–20 and answer specific comprehension questions about plot details (e.g., how the man in the yellow suit knew about the Tucks and why Mae could not go to the gallows). Students engage in guided discussion prompts that require interpretation of character motivation and thematic change (e.g., how Winnie's feelings for the Tucks have changed, and how interactions with others change us). Students apply their comprehension to extended tasks by creating a print ad or 30-second commercial that requires them to summarize and persuade based on the story's plot and characters.
Lesson 9
The Plan
Students read chapters 21–23 of a novel and answer explicit comprehension questions about character change, plot events, and plans for rescue. Students identify and record three examples of cause and effect from the novel, complete a graphic organizer, and write a cause-and-effect paragraph using a sample paragraph as a model. Students also read two Norse myths and a short historical account about the Fountain of Youth and write three similarities and three differences between those stories and the novel.
Lesson 10
The Water and the Toad
Students read the last two chapters and the epilogue of the novel and answer comprehension questions that require inference (e.g., predicting Winnie's future relationship with her family, interpreting how the Tucks felt at Winnie's grave, and describing changes in Treegap). Students analyze characters by selecting symbols and writing similes for each main character, illustrating and explaining their choices. Students select a meaningful quote of at least ten words, memorize it, and create art to represent its meaning, and they compare the book to the movie and answer how the adaptation differs.
Final Project
A Debate
Students are instructed in Part 1 to record three quotes or actions from the book that describe how characters feel about living forever, label the speaker, and list three positive and three negative responses, requiring them to locate and cite textual evidence. The Student Activity Page asks students to categorize those quotes under "Pros" and "Cons" and to summarize their own thoughts in a "Your Own Words" section, which asks them to synthesize ideas and consider the theme of change.
Unit 2: Roll of Thunder, Hear My Cry
Lesson 1
School's In
Students are instructed to read the first chapter of the novel Roll of Thunder, Hear My Cry and answer specific comprehension questions about plot and character (e.g., why the African-American children have a shorter school year, why Little Man refused the book). Students complete vocabulary activities (matching games, sentence use) to support understanding of challenging words from the text. Students record a three- or four-sentence journal response after viewing primary-source video material and use graphic organizers titled "Recognizing Discrimination" to identify and explain instances of discrimination across chapters.
Lesson 2
A Visitor
Students read Chapter 2 of the novel and answer specific comprehension questions in complete sentences, practicing literal and inferential understanding (e.g., why Papa brought Mr. Morrison, consequences for the Wallace store). Students use a Dialect Guide to interpret challenging regional language and are prompted to discuss difficult historical content and themes (questions to discuss, parent notes about reading aloud). Students research Mississippi background (Option 1 or 2) to build contextual knowledge of setting that supports comprehension of the text.
Lesson 3
The Bus
Students read Chapter 3 of the novel and answer specific comprehension questions (why Little Man was upset, how the Logans got revenge, and why the family was afraid), which requires literal understanding of the plot. Students respond to discussion prompts about character motivations and social interactions (e.g., whether the Logans were justified, how people create change), which asks them to interpret events and characters. Students complete writing activities tied to the text (a formal letter addressing injustices and sentence-combining tasks) that require them to refer to textual details and explain problems in the story.
Lesson 4
T.J.
Students are directed to read Chapter 4 and answer specific comprehension questions (e.g., why Stacey is upset, whether he should have gone to the Wallace store). Students are asked to track instances of discrimination on a "Recognizing Discrimination" page and to discuss interpretive questions about characters (e.g., "What do you think about T.J.?"). The Parent Plan explicitly lists a literary skill: "Critique the credibility of characterization and the degree to which a plot is contrived or realistic," and the lesson provides historical/contextual background and vocabulary (mortgage, interest) to support understanding.
Lesson 5
The Market
Students read Chapter 5 and answer specific comprehension questions (e.g., why Big Ma parked at the back of the market and whether Cassie should apologize), showing direct practice with understanding plot and character motivation. Students engage in guided discussion prompts about discrimination, the Civil Rights Movement, and how events affect characters (Ideas to Think About; Questions to Discuss). Students connect the text to related historical sources by watching and discussing videos about Jim Crow laws and are asked to identify relationships between main ideas and other sources (Skills and Activity 2).
Lesson 6
Uncle Hammer
Students are directed to read Chapter 6 and discuss specific comprehension questions about character motives, themes, and events (e.g., why Uncle Hammer bought a car, Mama's meaning about respect vs. fear, T.J.'s behavior). The Parent Plan and Skills section explicitly instructs students to "read and respond to historically or culturally significant works of literature" and to "write responses to literary or expository texts," indicating tasks that require comprehension and written reaction. Activities require students to explain Mama's explanation of racism, create a persuasive poster about race relations, and discuss their poster with a parent, all of which ask students to interpret and respond to the text.
Lesson 7
Christmas
Students are asked to read Chapter 7 and answer specific comprehension questions (e.g., why Stacey gave T.J. his coat; what the children received for Christmas). Students complete analytical tasks such as comparing and contrasting the Logan family's holiday with their own using a Venn-diagram activity and respond to discussion prompts about character motives and how one person's actions can affect community change. Vocabulary work requires students to select unfamiliar words from chapters 7–12, determine meanings using context or a dictionary, and apply those words by creating and solving a crossword, with parent guidance and optional read-aloud scaffolding provided.
Lesson 8
Taking a Stand
Students are instructed to read Chapter 8 of Roll of Thunder, Hear My Cry and answer comprehension questions that ask them to evaluate characters' motives and decisions (e.g., whether Lillian Jean was worth Cassie taking a stand for, and why T.J. lied). Students are asked to keep track of instances of discrimination on a "Recognizing Discrimination" page and to explain what they learned about the Montgomery Bus Boycott to a parent. Students analyze primary-source style material by underlining and justifying the most important "Integrated Bus Suggestions," connecting the narrative to historical context.
Lesson 9
Papa's Accident
Students are instructed to read Chapter 9 and answer comprehension questions that require literal and inferential responses (e.g., why T.J. hangs around R.W. and Melvin; what happened to Papa). The parent-plan skills explicitly list analyzing, making inferences, and drawing conclusions about the author's purpose in cultural and historical contexts. Students also view a contextual video on sharecropping and produce a diagram or image-and-quote to explain the sharecropping system, providing background scaffolding for understanding the text.
Lesson 10
Revival
Students read Chapter 10 and answer explicit comprehension questions about events and character actions, requiring them to recall and interpret plot details. Students plan and write a five-paragraph book report that asks them to introduce setting and historical context, describe main characters, explain the central problem, and summarize suspenseful events, which requires comprehension of themes and character motivation. Students use an organizer and rubric that prompt them to develop empathy for characters and convey meaning through voice and sentence structure, linking comprehension to written analysis.
Lesson 11
Trouble
Students read Chapter 11 of a novel and answer specific comprehension questions about plot and character (for example, how and why T.J. was hurt and why others took him from his house). Students track instances of discrimination on a "Recognizing Discrimination" page, summarize the chapter, predict outcomes, and discuss author's purpose and historical context with a parent or peer. Students read revised book reports aloud and complete writing and revision activities that require them to organize and explain their understanding of the text.
Final Project
Unit Test and Presentation for Change
Students read the final chapter of the novel and are instructed to review vocabulary words and the "Things to Know" sections to prepare for the end-of-unit test. Students take an End-of-Unit Test that asks comprehension questions (plot/location, character description, Jim Crow laws, Civil Rights Movement) and vocabulary usage. Students plan, practice, and deliver an oral presentation that requires summarizing significant events and articulating ideas from the literary work, and they use a rubric that evaluates clarity, coherence, and articulation of ideas.
Unit 3: The Giver
Lesson 1
The Community
Students read Chapters 1 and 2 of The Giver and answer specific comprehension questions (e.g., why people were afraid of the aircraft, what happens at the Ceremony of Twelve). Students practice vocabulary with Vocabulary Cards and a Vocabulary Cube game and are asked to draw inferences and write responses (skills list: select key vocabulary, draw inferences, write responses). Students track character development by keeping a Character Timeline after each reading and discuss life-application questions about societal changes.
Lesson 2
Baby Gabriel
Students read Chapters 3 and 4 and answer specific comprehension questions in complete sentences, citing details such as Jonas and Gabe's light eyes and the apple incident. Students are asked to infer implicit themes and analyze the author's purpose, and to record descriptive words about Jonas on a timeline. Students produce analytical and creative responses (list criteria for laws/rules, create a poem or collage, journal comparisons) and discuss how techniques influence emotions, with parent prompts to guide thinking.
Lesson 3
The Ceremony of Twelve
Students read assigned chapters (Chapters 5 and 6) and answer comprehension questions in complete sentences, practice summarizing main events without opinions, and record character traits on a timeline. Students analyze and evaluate community rules by listing positive and negative effects, deciding whether each rule should exist, and defending their decisions. Students create a "Timeline of Change" that requires identifying ceremonies, describing what happens at each age, and illustrating and ordering events to show understanding of text details and structure.
Lesson 5
Memories
Students are asked to read Chapters 9 and 10 and answer comprehension questions in complete sentences, record character descriptions on a timeline, and explain plot and character developments (e.g., what Jonas learned about the previous Receiver and what he received). Students complete analytic writing tasks that connect the text to historical perspective (think of three historical events and explain how those memories could help Jonas's community). Students practice vocabulary and word analysis (definitions, syllables, parts of speech) to support understanding of the text.
Lesson 6
Color
Students read Chapters 11–12 of The Giver and answer specific comprehension questions (e.g., first memory, climate control, painful memory, seeing color). Students identify and record sensory words and phrases from the sled ride on a five-sense graphic organizer and complete a character timeline. Students analyze imagery and figurative language, produce a descriptive paragraph and an art piece of a childhood memory, and are prompted to provide evidence from the text and draw inferences about imagery and symbolism. Parent-plan prompts and an answer key provide guided supports and scaffolding for student work.
Lesson 7
Pain
Students read Chapters 13 and 14 of a novel and answer specific comprehension questions (e.g., why Jonas feels Sameness is unfair; why instructors "know nothing"; why Jonas wants the community to share memories). Students record information about Jonas on a "Character Timeline," discuss answers with a parent, and respond in complete sentences. Students analyze symbolism via a dedicated activity page and practice identifying and using adjective clauses with scaffolded options and an answer key provided for parent-supported review.
Lesson 8
Love
Students read Chapters 15 and 16 of The Giver and answer comprehension questions in complete sentences, including identifying words and phrases that describe Jonas on a "Character Timeline." Students interpret underlying messages and explain theme(s) through discussion prompts and the Activity 1 options that ask them to analyze the theme of freedom. Students produce written responses (a persuasive letter or three poems including a bio-poem and before-and-after poem) that require them to explain and represent their comprehension of the novel's ideas.
Lesson 9
Rosemary
Students are asked to read Chapters 17 and 18 and answer comprehension questions in complete sentences, including recording timeline words or phrases that describe Jonas. Discussion prompts and "Ideas to Think About" ask students to analyze themes (how one person creates change, societal values, how societies change) and to reflect on character perspective and feelings. Activities require students to identify details from the text (e.g., what happened to Rosemary) and to relate textual events to emotional and thematic interpretation (Colors and Feelings, discussion questions).
Lesson 10
The Plan
Students are asked to read Chapters 19–20 and provide a verbal summary of prior chapters, demonstrating engagement with the text. Students answer specific comprehension questions in complete sentences and record words/phrases on a timeline to describe Jonas, practicing literal and inferential understanding. Students participate in discussion prompts about themes (e.g., societal values, change) and write responses to literary text as listed in the Parent Plan skills.
Final Project
The Final Chapter
Students finish reading the novel (The Giver) and answer specific comprehension questions in complete sentences, including analysis of events (e.g., what happened to Jonas' plan, what Gabriel's fate was). Students analyze character development by updating a "Character Timeline" and add final reflections on how Jonas changed over the course of the novel. Students read and discuss Lois Lowry's Newbery acceptance speech and then demonstrate comprehension and interpretation by choosing a final project: creating a memory storyboard or planning and writing a 3–5 page final chapter that requires following a plot flowchart and using imagery, active voice, and character fidelity as assessed by rubrics.
4: Systems and Interaction
Unit 1: Esperanza Rising
Lesson 1
Tragedy in Mexico
Students are assigned to read chapters of the novel Esperanza Rising ("1924" and "Las Uvas") and to respond in the role of a Cultural Commentator, recording cultural details from the chapters. Students answer interpretive discussion questions about characters, social systems, and the meaning of Papa's quote, which requires inference and comprehension of the literary text. Students also compare the novel's viewpoint to an informational book about the Great Depression, explaining differences in purpose and perspective.
Lesson 2
Escape
Students read chapters ("Las Papayas" and "Los Higos") and a poem ("The Phoenix Bird") and perform comprehension tasks such as summarizing main events, predicting outcomes, and locating powerful passages to read aloud. Students analyze the text for author's purpose and stylistic elements (parent plan lists skills to "analyze, make inferences, and draw conclusions about the author's purpose" and "analyze the function of stylistic elements"). Students apply textual evidence in discussion and written activities (recording passages in a journal, explaining selected passages, and describing the phoenix as a symbol or writing a poem inspired by it).
Lesson 3
Train Ride
Students read the chapter "Las Guayabas" and are asked to produce four discussion questions that focus on the book's big ideas, including at least one open-ended question. Students reread specified sections to analyze descriptive passages (the train description) and answer guided comprehension questions about character actions and social class. Students practice close reading and textual analysis by identifying and punctuating dialogue, writing their own dialogue based on the chapter, and completing comparative Venn-diagram activities that require synthesizing textual details with historical context.
Lesson 4
Los Angeles
Students are asked to read the chapter "Los Melones" and act as a Travel Tracer, locating where characters move and citing page locations for each scene. Students must describe each setting in detail (in words or on a map), explain the role of setting in the story's conflict, and record ideas in a journal to share with a parent. Students practice close reading of dialogue by underlining instances of "said" and replacing them with more descriptive verbs, and they write original dialogue without using "said." Parent Plan notes ask parents to prompt, check, and discuss student responses, providing adult support.
Lesson 5
Home Sweet Home
Students are asked to read the chapter "Las Cebollas" and take on the role of a Literary Luminary, choosing two or three passages and explaining why they are important, which requires close reading and textual evidence. Students are directed to write a problem-solution paragraph about a problem Esperanza faces (or a personal problem), explaining causes, proposing solutions, and composing a concluding sentence, which practices comprehension and analytical writing based on the text. Students complete a comparison chart describing similarities and differences between life at Rancho de las Rosas and life in California, which requires understanding and synthesizing information from the chapter.
Lesson 6
Papa's Roses
Students read the chapter "Las Almendras" and complete comprehension tasks such as drawing an illustration tied to plot, character, or setting. Students are asked to recognize dialect and conversational voice and to examine reasons for a character's actions, supporting analysis of character motivation. Students practice comprehension through discussion questions (e.g., describing what Miguel and Alfonso brought, explaining the agricultural labor system, and Marta's actions) and receive vocabulary scaffolding with Spanish words and translations.
Lesson 7
Dust Storm
Students are directed to read the chapter "Las Ciruelas" and take on the role of Connector, recording text-to-self and text-to-world connections in a journal. Students answer specific comprehension and discussion questions about plot and character (e.g., Esperanza's first day caring for the babies, how the dust storm affected Mama). Students sequence events using transition words and write an "I Am" poem that requires them to synthesize character details and circumstances from the text.
Lesson 8
Christmas
Students are asked to read the chapter "Las Papas" and become a Line Locator by finding three to five lines or short passages, copying or citing them, and explaining in a journal why they reflect good writing or are important to the story. Students must record at least one thinking question that prompts readers to think beyond the facts of a passage and are encouraged to read selected lines aloud and explain their choices. Activities ask students to choose a Cesar Chavez quote, explain its meaning in their own words, and relate it to Esperanza's story, which requires textual connection and interpretation.
Lesson 9
The Strike
Students read chapters "Los Aguacates" and "Los Esparragos" and are assigned to write a four- or five-sentence summary of the events in their journal, targeting main ideas and supporting details. Students use an "On Strike!" graphic organizer to find and record examples from the text that support reasons workers went on strike, summarizing examples and citing page numbers. Students listen to two primary-source interviews about migrant camps and use those recordings alongside the text to analyze cultural and historical context.
Final Project
A Dramatization
Students read and perform a provided readers' theater script (characters and dialogue are listed and students are instructed to act it out). Students write their own scripts and a movie trailer that highlight main events, characters, obstacles, and major themes (e.g., adjusting to a new culture), requiring comprehension of the novel. The Parent Plan lists skills requiring students to "understand, make inferences, and draw conclusions about the structure and elements of drama and provide evidence from text," and activities ask students to compare the dramatic adaptation with the original text.
Unit 2: The Tree That Time Built
Lesson 1
Fields
Students are asked to read poems (pages 4–15) and to read them slowly and aloud while thinking about author intent and imagery. Students answer comprehension and analysis questions (e.g., compare versions of a poem, explain structure differences, explain why a poem seems impossible to write simply). Students learn and apply poetic terminology and practice labeling stanzas and end-rhyme patterns, and they produce original poems using poetic devices.
Lesson 2
The Sea
Students are asked to read a set of poems ("The Sea is Our Mother," pp. 20–31) and answer comprehension questions (e.g., which poem they enjoyed, the rhyming pattern of "Snail," and why poets focus on certain animals). Students complete activities that require identifying metaphors and personification in the poems using a guided activity page and an answer key with examples. Students write their own poem about the sea that must include at least one metaphor and one instance of personification, and they rehearse discussing definitions and examples with a parent.
Lesson 3
Prehistoric
Students are instructed to read a set of poems (pages 36–45) and answer comprehension and analysis questions, including identifying a favorite poem, explaining personification in "Dinosaur Bone," and explaining irony in "206." The Skills list asks students to make inferences, draw conclusions about author purpose, analyze effects of author's craft, and evaluate techniques used to influence readers. Activities require students to reread texts to model an 'Obituary' poem, practice poetry vocabulary (stanza, end rhyme, personification, metaphor), and produce written work applying their reading.
Lesson 4
Plants
Students are instructed to read the poems in the "Think Like a Tree" section (pp. 50–68) and answer targeted comprehension questions. Students identify poetic elements such as rhyme pattern (Question #2: ABCB), metaphor (Question #3: dandelion compared to a king), stanza structure/couplets (Question #4), and practice tone, mood, and emotion by reading aloud. Students also analyze language in the poems by finding hyphenated adjectives, looking up spellings in a dictionary, and composing a shape poem inspired by textual observations.
Lesson 5
Amphibians and Reptiles
Students read a set of poems from "Meditations of a Tortoise" (pp. 74–86) and answer targeted comprehension questions (identifying a simile in "Earthworm," metaphors in "Rainforest," and the rhyme scheme of "The Tortoise in Eternity"). Students analyze poetic elements such as rhyme, metaphor, simile, alliteration, personification, imagery, tone, and sound effects and practice reading aloud. Students produce and revise text (create a found poem) and explain how punctuation (dashes) functions in the poems, with scaffolded options and answer keys provided for support.
Lesson 6
Insects
Students are asked to read poems on pages 92–113 and to answer comprehension and analysis questions (favorite poem, examples of alliteration, lines that create vivid images). Students identify and record a haiku and count syllables, analyze poetic devices (alliteration, imagery), and write their own narrative poem, practicing interpretation and composition. The Skills section explicitly lists "Read, analyze, and interpret poetry" and "Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes."
Lesson 7
Birds
Students read a set of poems (pages 118–127, "Everything that Lives Wants to Fly") and answer comprehension questions about favorite poem and meanings (Questions #1–#3). Students complete an "Analyzing a Poem" activity that asks them to identify stanzas, poetic devices (metaphor, simile, personification, imagery, alliteration), tone, rhythm/rhyme, and theme, and to draw images and list words/phrases that create those images. Students memorize and orally recite a chosen poem, practicing voice, tone, and performance as part of comprehension and interpretation.
Lesson 8
Mammals
Students read a set of poems (pages 132–145) and answer comprehension questions that ask them to identify irony, sensory language, and emotional responses. Students analyze how authors create meaning through stylistic elements and figurative language (e.g., imagery, metaphor, personification) and practice identifying uses of ellipses in specific poems. Students write their own lyric poems and rewrite existing poems using the authors' structures and poetic devices, applying comprehension to production.
Lesson 9
Preservation
Students read a set of poems (pages 150–171) and answer comprehension and reflection questions about enjoyment, emotions, and the poet's message. Students analyze poetic devices and figurative language in "Earth's Bondman," listing examples (rhyme, alliteration, imagery, personification) and explaining how word choices convey tone and meaning. Students compare and contrast two buffalo poems using a Venn diagram, research a poet and read selected poems, and write their own poem about an endangered species using figurative language.
Unit 3: Secret of the Andes
Lesson 2
The Valley
Students read Chapters 1 and 2 of the story and answer comprehension questions in complete sentences, showing direct engagement with literary text. Students research and record elements of ancient Incan culture to build historical context for understanding characters and events. Students perform close reading of passages to identify and explain past perfect verb usage, which requires attention to author choices and sequencing of events. Discussion prompts ask students to describe Cusi and consider how Incan culture was changed, encouraging interpretation and synthesis of text and context.
Lesson 3
People Below
Students read Chapters 3 and 4 and answer comprehension questions that require inference (where Chuto might go) and recall (how the Incans built temples). Students identify and analyze figurative language (recognizing a simile comparing llama humming to wind over water). Students reread the minstrel's songs and plan or write a 3–4 verse lyric poem retelling events, and they discuss themes such as cultural identity and how technological change affects traditions.
Lesson 4
The Journey
Students are asked to read Chapters 5 and 6 and answer comprehension questions that require recall and inference (e.g., why Cusi says Chuto is troubled; how the landscape changed; what the Indians called their home and why). The Parent Plan lists skills students are to practice, including analyzing, making inferences, and drawing conclusions about the author's purpose in cultural and historical contexts. The lesson includes discussion prompts and an "Ideas to Think About" prompt that asks students to connect locations, landforms, and climates to cultures, encouraging contextual comprehension.
Lesson 5
New Sights
Students are asked to read Chapters 7 and 8 and answer specific comprehension questions in complete sentences, requiring literal and inferential understanding (e.g., why Cusi is fascinated, interpretation of author meaning). Students analyze figurative language and personification by rereading Chuto's description of the car and creating personified descriptions of animals and objects. The Parent Plan lists skills that require students to identify elements of fiction and nonfiction and to support interpretations by referencing the text.
Lesson 6
Llama Training
Students are asked to read Chapters 9 and 10 and answer targeted comprehension questions in complete sentences (e.g., how Andean people depend on llamas; challenges training Misti; identity and teachings of Amautu). Students are prompted to describe the plot and discuss cultural differences between ancient Incas and modern Peruvians, requiring summarizing and basic inference. Students also synthesize information when creating a "Guide to Incan Landmarks" and write descriptive entries using provided sources.
Lesson 7
The Temple
Students read Chapters 11 and 12 and answer specific comprehension questions about plot details (e.g., why Cusi followed the trail, what he found on the carved stone). Students watch an animated Inca creation myth, then retell the myth orally using visual aids and practiced storyteller techniques. Students identify and underline time- and sequence-related transition words in an Aztec creation myth to track sequence and aid comprehension.
Lesson 8
The City
Students read Chapters 13 and 14 of Secret of the Andes and answer specific comprehension questions about setting, character treatment, and character feelings. Students write a short book review that requires a brief plot summary and use of transitions, which asks them to summarize sequence and cause-effect relationships in the story. Students also engage in analytical and creative responses: discussing cultural themes, researching historical context, and optionally writing a poem about the Incan conquest that uses figurative language.
Lesson 9
Belonging
Students are directed to finish reading the book and to answer specific comprehension questions in complete sentences, including questions about Cusi's feelings for the beggar, who Titu was, the family Cusi found, and discoveries about his real family. Students are prompted to discuss thematic questions about cultural identity, invasions altering culture, and how traditions persevere. The wrap-up asks students to reflect on Cusi's choice and what his journey taught him about family and belonging, requiring synthesis of character and theme.