Eighth Grade - ELA
1: Semester 1
Unit 1: Abigail Adams
Lesson 1
Getting to Know Abigail Adams
Students complete a structured "Exploring the Book" pre-reading activity and read Chapters 1–2, generating questions and answering comprehension prompts based on the text. Students answer targeted reading questions (e.g., meanings of phrases, characters' impressions) that require using details from the chapters. Students write a letter that may draw on their reading and vocabulary study and are prompted in a Parent Plan to discuss reading questions with an adult.
Lesson 2
John and Abigail Adams
Students are instructed to read Chapters 3 and 4 of the book before completing activities, establishing preparation. Several questions (e.g., Question #1 and #3) require students to use the book's endnotes and bibliography to identify the original sources for quotations, so students must explicitly refer to textual evidence and citation information. The activities and Parent Plan emphasize citation practice (recording bibliographic info, differentiating paraphrase/plagiarism) and include "Questions to Discuss" that prompt students to refer to the Adams correspondence and citations when explaining historical interpretations.
Lesson 3
Unrest and War
Students are assigned to read Chapters 5 and 6 of Abigail Adams: Witness to a Revolution and to consult primary sources (the Paul Revere engraving and John Adams's diary), which requires background reading and research before activities. Students must write a paragraph about the engraving that cites 2–3 specific examples to support an argument and must use the Adams diary together with the Abigail Adams reading to compose a first-person account, which directs them to draw on textual evidence. The lesson includes explicit "Questions to Discuss" prompts about the readings and voice that can be used for discussion of the texts.
Lesson 4
Continental Congress
Students are instructed to read Chapters 7 and 8 of Abigail Adams: Witness to a Revolution and then answer specific comprehension questions about why John Adams wanted letters saved and what challenges Abigail faced, which requires preparation from the text. The lesson includes a "Questions to Discuss" section (parent plan) with prompts about moods and examples, implying students will engage in discussion about material they read. Some activity items (Activity 1 and the worksheets) ask students to identify moods in sentences drawn from the day's reading, linking preparation to classwork.
Lesson 5
Remember the Ladies
Students are instructed to read Chapters 9–10 of the biography and specific primary-source letters before completing activities and questions. In Activity 1 students read a full letter, take notes, and compare their own analysis to how the biographer used the letter, explicitly locating and using passages as evidence. Option 2 directs students to answer analysis questions by "look[ing] for specific places in the letter that will provide the evidence you need." The parent plan and discussion prompts ask students to talk through questions with a parent and to review their responses to the reading and document analyses.
Lesson 6
Separation
Students are instructed to read Chapters 11 and 12 of Abigail Adams and answer specific comprehension questions that require referring to the text (e.g., Q1 includes a quoted crowd reaction on p.78; Q2 asks for Abigail's argument for educating women). The lesson provides discussion prompts under "Questions to Discuss" that ask students to compare historical and modern experiences and to give advice about editing paragraphs, implying preparation from the reading and activities. Students also complete activities (paragraph editing and vocabulary) that require interaction with the text and details from the chapters.
Lesson 7
Education
Students read Chapters 13 and 14 of Abigail Adams and answer text-based comprehension questions (e.g., Q1 asks about John Adams' advice to Nabby), which requires drawing on the reading. Students research a current news article about girls' education, read it with a parent, and select a 4–6 sentence paragraph to analyze using the Paragraph Analysis page. The Questions to Discuss prompt students to explain what they learned about girls' education from their reading, encouraging oral discussion of the material they prepared.
Lesson 8
Genre
Students are asked to read Chapters 15 and 16 of Abigail Adams: Witness to a Revolution and to answer specific comprehension questions that require details from the text (e.g., why John and Abigail had reservations about Royall Tyler). In the Experimenting with Genre activity, students must "summarize the scene... based solely on known facts" from the nonfiction biography before rewriting it, which requires drawing directly on their reading. The Parent Plan also includes a "Questions to Discuss" section prompting students to talk about how John Adams's appointments influenced Abigail's life, implying that students will discuss the reading with a partner or parent.
Lesson 9
The Vice Presidency
Students are asked to read Chapters 17 and 18 of the biography and to answer text-based comprehension questions that require details from the reading. Students are directed to read at least two original letters between Abigail Adams and Thomas Jefferson (from the National Archives link) and to consider specific questions about topics, impressions, influence, and the value of the friendship. Students must write a diary entry from Abigail Adams's point of view based directly on the letters they read, which requires drawing on that textual material.
Lesson 10
Presidential Politics
Students are instructed to read Chapters 19 and 20 of Abigail Adams: Witness to a Revolution and answer specific comprehension questions, demonstrating preparation with the text. Students must refer back to the reading to complete the Federalists and Republicans chart ("review the first three pages of Chapter 19 and refer back to the rest of the reading as needed"). The grammatical scavenger hunt requires students to locate examples (passive voice, participles, subjunctive, etc.) in the assigned passages, which asks them to draw on their reading to find textual evidence.
Final Project
A One-Person Play
Students are directed to consult primary sources (a provided link to the Digital Adams archive) and to list "Relevant primary sources cited" on planning pages. The project requires that at least one scene include a direct quotation from a primary source and that students state dates and explain events in each scene. The rubric explicitly rates inclusion of three critical events, use of at least one primary source, and the requirement to "answer questions thoughtfully post-performance."
Unit 2: Animal Farm
Lesson 1
What Is a Theme?
Students are asked to pre-read all material surrounding Animal Farm (front and back covers, author biography, preface/foreword/introduction, table of contents) and answer specific Pre-Reading questions about what they learned from those materials. The Pre-Reading activity page includes prompts that require students to describe cover art and to state "What did you learn about the author?" and "What did you learn from the preface, introduction, and/or foreword?", which require students to refer to the sources they read. The Parent Plan's "Questions to Discuss" invites students to talk about what a topic is and the difference between plot and theme, encouraging them to use their pre-reading to form responses.
Lesson 2
Major's Dream
Students are assigned to read Chapter 1 of Animal Farm and answer comprehension questions, showing they come to the work prepared. Activity 2 asks students to choose an adjective for each character and "provide an example of something that happened in the book or a description offered by the author" to justify the choice, which requires referring to textual evidence. The lesson includes a "Questions to Discuss" list intended for discussion about the chapter and students' responses.
Lesson 3
The Rebellion
Students are assigned to read Chapter 2 of Animal Farm before completing activities and comprehension questions. In Option 1, students must list specific examples from the novel to support assertions about each character's leadership strengths and weaknesses. In Option 2, students are instructed to review the Seven Commandments and the Bill of Rights and answer comparative questions that require referring to those documents and providing evidence for their claims. The Parent Plan repeatedly urges students to cite specific examples and provide evidence to support their answers.
Lesson 4
Work on the Farm
Students are assigned to read Chapter 3 of Animal Farm and answer specific text-based questions (e.g., what work did the pigs do; Boxer's motto), requiring recall of details. Activity 1 explicitly directs students to compare farm work before and after the rebellion and to "use specific examples from the text to support your points," which requires citing textual evidence in their written responses. The lesson includes "Questions to Discuss" prompts (e.g., whether animals were happier under Jones or the pigs) that could be used for discussion of the text.
Lesson 5
The Battle of the Cowshed
Students are asked to read Chapter 4 of Animal Farm and to reread the section about the Battle of the Cowshed before completing Activity 1. In Option 1 they must create a battle map "based on specific evidence in the book" and then show it to a parent and talk him or her through what happened; in Option 2 they must write a short speech that explains the individual's role and lessons drawn from the text and then read it aloud to a parent. The Student Activity Page and Challenge question require students to locate and analyze a specific pronoun in a named paragraph of Chapter IV, directly drawing on the text.
Lesson 6
Comrade Napoleon
Students are asked to read Chapter 5 of Animal Farm and to conduct historical research for the 'Animal Farm and the Russian Revolution' activity, which directs them to identify roles, dates, and make connections to the novel. The student activity pages explicitly require students to provide a 'Connection to Animal Farm' and 'Specific evidence that leads you to make that connection.' The lesson includes web links and an answer key that models citing specific evidence linking historical figures to characters/events.
Lesson 7
Changes on the Farm
Students are assigned to read Chapter 6 of Animal Farm and answer comprehension questions that require recalling specific details (e.g., hours worked, Boxer's slogan, trade arrangements). Students complete a "Leadership on the Farm" graphic organizer and respond to questions asking them to describe leadership styles and interpret Orwell's intentions, which invite use of textual details. The lesson includes discussion prompts that ask how different leaders exerted power and how those choices impacted the animals, directing students to consider ideas grounded in the text.
Lesson 8
The End of the Rebellion
Students are assigned to read Chapter 7 of Animal Farm before answering comprehension questions, which requires coming prepared with the text. The Parent Plan and activity instructions ask students to "talk with a parent" about how they identified the type of letter and to "share specific portions of each letter that helped [them] decide," which directs students to refer to textual excerpts in a discussion. Students are asked to write advice from Napoleon's perspective using persuasive techniques and examples, which prompts them to draw on the chapter's content for support.
Lesson 9
The Battle of the Windmill
Students are instructed to read Chapter 8 of Animal Farm before answering comprehension questions. Question 2 explicitly asks students to evaluate how often claims are backed with credible evidence, prompting students to consider the presence or absence of evidence in the text. The Reading and Questions section and the 'Questions to Discuss' prompts ask students to refer to specific events (e.g., how Frederick tricked Napoleon and what happened to the windmill) when forming answers.
Lesson 10
Boxer's Fate
Students read Chapter 9 and answer specific comprehension questions that refer directly to events in the text. Students complete activities that require them to diagram the plot and identify 1–2 sentence theme statements backed by textual incidents. In Activity 2 students must list at least two incidents that illustrate each provided theme or generate their own theme and supply supporting evidence. The lesson includes prompts and parent discussion questions that ask students to point to specific examples from the reading to support their conclusions.
Lesson 11
The Farmers Pay a Visit
Students are asked to finish reading Chapter 10 and to return to and complete their Plot Diagram, which requires them to draw on the text. The skills list explicitly states students should "cite the textual evidence that most strongly supports an analysis". Activity 1 asks students to document how the Seven Commandments changed (with an answer key showing specific textual events) and Activity 2 requires students to cite at least two specific incidents from the book when relating themes to history or the present day.
Final Project
Animal Farm Letter
Students are asked to read Animal Farm and prepare a multi‑paragraph letter that uses examples from the text (Activity 2, Sample Outline) and a rubric explicitly requiring use of appropriate evidence under the Ideas category. The Skills list includes "Cite the textual evidence that most strongly supports an analysis...," and the editing checklist prompts students to check whether each paragraph is "well‑supported by evidence." The unit also requires students to study and refer to specific textual details when drafting and revising their letter.
Unit 3: Einstein Adds a New Dimension
Lesson 1
Expository Writing
Students are asked to use The Story of Science: Einstein Adds a Dimension to answer specific questions (e.g., find publication date on the copyright page, evaluate the usefulness of the table of contents, and identify front/back matter features). Activity pages require students to skim pages, underline/circle indicators of narrative vs. expository writing, and match sidebar colors to page content—tasks that require locating and citing parts of the book as support. The parent plan includes explicit discussion prompts (e.g., "Explain how The Story of Science...has both narrative and expository writing features") that invite students to refer to their examination of the text.
Lesson 2
Descriptive Writing
Students are assigned specific readings (Dedication page, Chapters 1 and 5, etc.) and must answer comprehension questions that require text-based responses (e.g., who the book was dedicated to, why the author wrote the book, specific facts about Einstein, Tesla, and Thomson). Students practice locating and citing effective language by underlining or copying phrases from the italicized paragraph on p.36 and explaining what makes them effective. The parent plan offers "Questions to Discuss" that prompt students to talk about their reading (e.g., curiosity and how discoveries were made), providing an opportunity to use their preparation in conversation.
Lesson 3
The Curies' Discoveries
Students are asked to read Chapters 7–8 and 11–12 and to take notes (Option 1) or highlight and annotate the text (Option 2), with explicit guidance to include page numbers and to put information in their own words. The lesson provides sample notes and an answer key showing specific facts and page references students should record. The Parent Plan includes "Questions to Discuss" with prompts that reference specific pages (e.g., "See p. 101"), implying students should use their reading to respond.
Lesson 4
Process Writing
Students are asked to read Chapters 16, 17, 19, and 20 before answering comprehension questions, which requires preparation from the text. Option 2 explicitly instructs students to refer to the book to confirm key details (names and dates) when summarizing a sequence of events. The Parent Plan includes a "Questions to Discuss" list (e.g., Schrödinger's cat analogy, particle accelerators) and a "Wrapping Up" prompt asking students to let a friend or sibling read their writing to see if it is clear.
Lesson 5
Envisioning Fission
Students are instructed to read Chapters 22–24 and take notes on key ideas (e.g., what E=mc² means, Rutherford's views, Szilard's moment) and to complete a Chapter 23 timeline based on those readings, which requires drawing on their preparation. Students are directed to use specific web pages and to evaluate each site for credibility, accuracy, and understandability, answering questions that ask them to cite clues about authorship and trustworthiness. The "Questions to Discuss" section and parent notes indicate students will discuss chapter content (e.g., Rutherford, effects of 1930s Germany on scientists), linking the reading to class discussion prompts.
Lesson 6
Cause and Effect Writing
Students are assigned specific pages to read from the book and answer targeted comprehension questions about those readings (Questions #1-#4). Students are instructed to refer to things they read in the book when writing, including a requirement to include page numbers for specific information and to quote with page numbers if they cannot paraphrase. Parent/teacher-facing "Questions to Discuss" prompts ask students to discuss ethics and life at Los Alamos, encouraging discussion of ideas from the assigned reading.
Lesson 7
Relativity
Students are assigned to read Chapters 28, 29, 31, and 32 and to answer specific comprehension questions, which requires preparation from the text. Activity 1 directs students to look up domain-specific vocabulary using provided page numbers, write definitions in their own words, and give examples or drawings, explicitly drawing on the assigned pages. Activity 2 asks students to design a poster that defines unfamiliar terms, uses at least three domain-specific terms, and considers audience knowledge, requiring them to use information from the reading. The "Questions to Discuss" and parent notes reference specific pages (for example, page 271) and pose conceptual prompts that invite students to refer to the text when answering.
Lesson 8
Comparison and Contrast Writing
Students are instructed to read Chapters 33–35 and answer guided questions, with one answer explicitly citing page numbers (pp. 297–299), which requires preparing by referring to the text. Option 2 and the Parent Plan tell students they may use examples from the book and must include page numbers and quotation marks for any quoted material, which directs them to draw on textual evidence. The Parent Plan also provides "Questions to Discuss" (e.g., when Newton's laws do not apply; how Einstein tested hypotheses), which prompts students to revisit the text and consider discussion topics.
Lesson 9
Avoiding Plagiarism
Students are assigned specific readings (Chapter 36, pp. 322–325 and Chapters 38–39, plus p. 331) and must answer content questions based on those pages. Students are instructed to record sources and page numbers, choose or produce paraphrases and summaries tied to particular page citations, and explain their answers on the 'Understanding Plagiarism' and 'Paraphrasing and Summarizing' activity pages. The parent/teacher-facing 'Questions to Discuss' and answer keys require students to justify classifications (CK, GCQ, GC) and provide explanations that reference the text.
Lesson 10
Problem and Solution Writing
Students are assigned specific pages and chapters to read from The Story of Science (p. 346–348, p. 355, Chapter 41, Chapter 46), which prepares them with background material. The lesson provides discussion prompts under "Questions to Discuss" (e.g., where problem/solution writing appears; mysteries about black holes) that imply oral discussion opportunities. The assignment instructs students that if they write about topics from the book they may use examples they find there and suggests skimming whole chapters for a fuller picture of the Manhattan Project topic.
Unit 4: Adventures of Huckleberry Finn
Lesson 1
Introduction to Mark Twain and the Novel
Students are directed to use websites and the novel to research Mark Twain, the historical setting, and slavery, and then answer specific questions in a journal that will be used throughout the unit to collect information and quotes. The lesson tells students to "read the questions now so that you can be prepared to find the answers in the novel" and asks them to locate specific examples and record a quote demonstrating Widow Douglas's view. Activities require students to find textual evidence (vocabulary in context, rules for slaves, map identifications) and to summarize or list findings in their journal for later analysis and discussion.
Lesson 2
Point of View
Students are assigned to read Chapters 3–7 of Adventures of Huckleberry Finn and answer guided questions, showing they are expected to come prepared with that reading. Several activities ask students to observe textual features (e.g., pronouns) to determine author point of view and to answer prompts like "How do we know that Huck and Jim are superstitious?" which requires referring to text evidence. The lesson includes parent-student discussion prompts that ask students to explain point of view differences and to review the sketch exercise, encouraging students to use their reading to support their explanations.
Lesson 3
What is Narrative Writing I
Students are assigned to read Chapters 8–11 before completing activities, which requires coming to tasks prepared with knowledge of the text. In the "And You Can Quote Me" activity, students examine specific quotations and record what each quote reveals about characters, directly drawing on textual evidence. In the "Wrapping Up" and parent discussion prompts, students are asked to give examples from their writing and explain how they showed rather than told, prompting reflection grounded in their reading and work.
Lesson 4
What is Narrative Writing II
Students are assigned to read Chapters 12-15 and answer comprehension questions, which requires coming to the activity prepared with the text. Students examine several quoted dialogue passages and explicitly answer guided questions about what the dialogue reveals, how it propels action, and how it keeps the reader interested, requiring reference to textual lines. Students are asked to discuss with a parent two examples from their own writing where they used dialogue to move action and to scan the novel to identify places where dialogue shows themes, prompting them to draw on preparation and evidence to probe and reflect.
Lesson 5
Expository Writing
Students are instructed to "Read Chapters 16-18 of the novel" and answer comprehension questions, showing they come to the task having read the material. Students are told to "take notes in your journal" while viewing the Types of Writing slideshow, recording definitions and examples. The compare-and-contrast activity requires students to "provide the reader with support for or evidence of your information" and to include information from the novel (dialogue or events) to support claims in their paragraph. Students are also asked to "Share your expository writing with a parent" and to present the Types of Writing slideshow to a parent.
Lesson 6
The Power of Persuasion
Students are asked to read Chapters 19–21 of the novel and a linked student persuasive essay, showing they prepare by reading material under study. In Options 1 and 2 they identify the thesis, list three reasons, and name types of evidence the writer provides, which requires them to refer to and analyze evidence in the text. Students are also asked to share their persuasive writing with a parent and discuss which arguments were strongest, creating an opportunity to discuss prepared ideas aloud.
Lesson 7
Persuasive Writing
Students are asked to read Chapters 22-25 and to answer comprehension questions, including one that requires them to "Support your answer with a quote," which asks students to draw directly on text evidence. In Activity 1 students must read a linked article about the editing debate, decide a position, gather reasons and use a Persuasion Map to record "Facts or Examples," and are instructed to use a combination of types of evidence to back up each reason. The Wrapping Up and Parent Plan sections include prompts to discuss the persuasive writing, identify the thesis and reasons, and consider arguing the opposite position.
Lesson 8
Hiding the Money
Students read Chapters 26-28 of the novel and complete comprehension questions, showing they come prepared with text knowledge. Students conduct short research projects and collect examples from magazines, newspapers, online articles, and books to create three collages sorted into persuasive, narrative, and expository categories. Parent prompts ask students to explain pieces of the collage and to discuss what the Mississippi River and raft represent for Huck and Jim, which requires students to draw on their reading and collected materials during discussion.
Lesson 9
Irony
Students are asked to read Chapters 29–32 of Adventures of Huckleberry Finn and answer comprehension questions, demonstrating required preparation with the text. Students watch three videos about irony and take notes in an "Irony Chart," recording examples from the videos and creating original examples for each type. In Options 1 and 2, students locate and categorize examples of verbal, situational, and dramatic irony from the novel (and from other books or movies) and analyze whether examples meet the definitions. Parent/teacher prompts ask students to explain the different types of irony and to share the list of examples they generated.
Lesson 10
Figures of Speech
Students are instructed to read Chapters 33–36 of Huckleberry Finn before answering questions, which requires coming to class prepared. Students complete the "Figurative Language in the Novel" activity where they read expressions taken from the novel and identify the type of figurative language, directly drawing on the text. The Parent Plan and discussion prompts ask students to identify where Mark Twain used figurative language and to discuss how it enhances the story.
Lesson 11
Mark Twain's Influence
Students are asked to read Chapters 37–40 and to listen to two slave-narrative recordings, taking notes that compare the narratives to Jim and that analyze dialect and figurative language. Students write a 3–4 sentence journal entry interpreting Hemingway's quote and complete guided question responses based on their reading. The parent plan repeatedly prompts students to share their chosen narrative and to discuss their answers with an adult, and students complete a story map and one-page narrative using preparatory notes.
Lesson 12
The Movie Adaptation
Students are asked to finish reading the novel and then compare and contrast it to the 1993 film adaptation, which requires they come to the activity having read the material. Students are instructed to take notes while watching the film, observing changes the director or actors made regarding character, plot, language, setting, or dialect. Students are prompted to discuss and share ways the movie and novel are the same or different and to explain why directors might change scenes, dialogue, or endings.
Final Project
Cultural Biography
Students prepare artifacts that require gathering textual evidence: the poster and blocks ask them to include a character quote, a sentence from a persuasive paragraph, favorite narrative sentences, and an expository sentence about slavery or dialect. Students are instructed to review rubrics and to share their poster or story blocks with family and to 'tell them your feelings and thoughts about the novel' and to discuss decisions made about what to include. The unit test and reflective questions prompt students to write about what they learned and compare Huck and Jim, which requires drawing on the text.
Unit 5: Elijah of Buxton
Lesson 1
Introduction to the Novel
Students read Chapters 1 and 2 of Elijah of Buxton and complete web-based research about the Underground Railroad, preparing factual background on the topic. Students complete a Flashback activity in which they highlight the flashback passage and answer analytical questions, requiring them to refer to specific parts of the text. Students read the author biography and answer guided questions, and they write and record a 6–8 sentence persuasive speech about moving to Buxton that asks them to use historical information to support their reasons.
Lesson 2
The Preacher
Students are assigned to read Chapters 3 and 4 of Elijah of Buxton and excerpts from Fitzhugh and Frederick Douglass before completing questions and activities, establishing required preparation. In the Douglass/Fitzhugh comparison activity, students must reread Douglass's passage, circle vivid adjectives, underline and count the repeated verb, and answer whether Douglass's account is persuasive and why—actions that require citing textual evidence. The discussion prompts and the Option 2 welcome-basket task ask students to list specific incidents from the story that create suspicion about the Preacher and to give a short speech explaining why they chose items, which requires drawing on prior reading and specific details from the texts.
Lesson 3
Creating a Character
Students are instructed to read Chapters 5 and 6 of Elijah of Buxton as preparation for the activities. Students are asked to "skim back through the first six chapters to find evidence for each category" and to "record textual evidence from the novel for each category" on the "Getting to Know Elijah" activity page. The Parent Plan includes "Questions to Discuss" that quote text (Mr. Leroy) and prompts students to explain and reflect on its meaning, and optional activities ask students to share a monologue or T-shirt project with a parent.
Lesson 4
Tone and Mood
Students are asked to read Chapters 7 and 8 of Elijah of Buxton and complete activities that require citing text: the Tone activity asks students to identify Elijah's tone for specific events and "provide an example of a sentence or words that set that tone." The Mood activity asks students to choose a reader mood for listed events and identify the words or images that created that mood. The Accounts of Slavery activity directs students to read quoted passages and artwork and write words or phrases explaining what they learned from those sources.
Lesson 5
Colorful Language
Students are asked to read Chapters 9 and 10 of Elijah of Buxton before completing activities and questions, which requires coming to class prepared. Several activities direct students to locate and analyze specific passages (e.g., identify sensory language, precise verbs, and figures of speech) and to identify which lines from the text illustrate those techniques. The "Questions to Discuss" prompt explicitly asks students to support their opinions with evidence: "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?" Parent notes reinforce discussing answers and citing textual examples.
Lesson 6
Symbolism
Students are asked to read Chapters 11 and 12 of Elijah of Buxton and then answer specific comprehension questions that require citing story details (e.g., why newcomers hid in the trees, how they were coaxed out, and the Liberty Bell tradition). The Student Activity Page asks students to explain the symbolic value of items from the story (Liberty Bell, Emma's doll, Mr. Taylor's dagger), which requires students to draw on their reading. The Parent Plan includes discussion prompts (e.g., interpreting the Frederick Douglass quote and explaining characters' actions) that ask students to explain reasons and cite examples from the chapters.
Lesson 7
The Importance of Education
Students are instructed to read Chapters 13 and 14 of Elijah of Buxton and answer comprehension questions, which requires preparation with the text. Students complete a vocabulary activity that asks them to determine word meanings from context and then discuss those words with a parent, explicitly using textual context as evidence. The lesson includes discussion prompts and parent-led discussion tasks about the importance of education that require students to reflect on the reading.
Lesson 8
Transitions and Characters
Students are directed to read Chapters 15–17 of Elijah of Buxton before answering comprehension and discussion questions, which requires coming prepared with the assigned text. Question guidance explicitly tells students to note evidence (e.g., Q2: students should note the evidence of the Preacher's past faults when evaluating Mr. Leroy's choice). Discussion prompts and activities ask students to describe events, assign character traits, and compare/contrast characters, all of which require referring to details from the chapters. Exercises also ask students to read passages and identify transition words in context, drawing directly on the text to support their responses.
Lesson 9
Transitions and Humor
Students are asked to read Chapters 18 and 19 of Elijah of Buxton before completing the lesson and to answer specific comprehension questions about those chapters. The lesson includes discussion prompts (e.g., "Discuss with a parent the use of humor") and "Questions to Discuss" that ask students to compare, contrast, and explain reactions to events in the text. The humor section and activities present direct quotes and examples from the novel for students to read and consider when completing the humor and transitions activities.
Lesson 10
Allusions and Authors
Students are instructed to read Chapters 20 and 21 of Elijah of Buxton and to read the back-of-book Q&A with the author, providing a clear preparatory reading task. Students are asked to use the Allusions pages to examine allusions in the novel and to write 2–3 sentences explaining an allusion's origin and connection to the book, which requires using the text as evidence. The lesson asks students to "discuss your thoughts with a parent" and includes "Questions to Discuss" that prompt students to give specific examples (e.g., examples of Elijah's courage and responses to the slaves' condition), which directs students to draw on events from the reading during discussion.
Lesson 11
Story Reflections
Students are instructed to finish reading Elijah of Buxton before completing tasks, and several activities require referring to the text (e.g., the plot diagram instructs students to 'Refer to your book for ideas!'). Activity 2 explicitly directs students to 'Use specific examples from the book' when writing a personal reflection. The parent plan also provides 'Questions to Discuss' that prompt students to talk about emotions, the ending, and how Elijah shows fragility and courage.
2: Semester 2
Unit 1: The House of the Scorpion
Lesson 1
Cloning
Students research the topic of cloning using six assigned internet articles, create source cards in MLA format, and take labeled note cards that link each fact or quote to a numbered source, which prepares them with documented evidence. Students read Chapters 1–4 of The House of the Scorpion and answer specific questions that ask them to identify textual clues (e.g., cells in petri dishes, embryos failing to develop), showing practice in citing text-based evidence. Students are instructed to share their thesis statement and three supporting arguments with a parent and to watch and discuss the persuasive techniques PowerPoint and model essay, indicating at least one required one-on-one discussion that could draw on their research and notes.
Lesson 2
Revising and Editing
Students are instructed to read Chapters 5 and 6 of The House of the Scorpion and then answer targeted comprehension questions (e.g., describe Matt's living conditions; what provisions does El Patrón make) that require details from the text. The lesson includes a 'Questions to Discuss' section that asks students to identify examples from the chapters (e.g., examples of love and loyalty, corruption and betrayal) and to review and discuss vocabulary terms with a parent. The parent plan repeatedly directs students to 'read' and to 'discuss' the reading and their revisions, implying preparation before discussion.
Lesson 3
Cast of Characters
Students are instructed to read Chapters 7–9 and answer specific comprehension questions that require facts from the text (e.g., Matt's origins as a clone, what compels him to talk, what eejits are). Students must compile information about the Alacrán family by creating a family tree and writing brief character descriptions, using the book's "Alacrán Family History" as a source. The parent plan includes "Questions to Discuss" with prompts and sample answers that draw explicitly on events and details from the chapters.
Lesson 4
Rhetorical and Logical Fallacies
Students are instructed to read Chapters 10-12 of The House of the Scorpion and answer comprehension questions that require referring to events and details from the text. Students read a short essay on human cloning and are directed to underline instances of specific fallacies in the text, marking exact phrases and sentences as evidence. Students are asked to create advertisements that use fallacies and then share and discuss their ads with a parent, explaining the choices they made.
Lesson 5
Arguing the Issue
Students read Chapters 13–15 of The House of the Scorpion and two linked essays on human cloning, and they complete the "Arguing the Issue" activity page that asks them to record each author's main arguments and note logical and rhetorical fallacies. Students answer directed questions about the novel that require recall of events and details. The Parent Plan includes "Questions to Discuss" that ask students to cite evidence (e.g., "What evidence of this does she present?") and students play a fallacies game with a partner, practicing using evidence-based claims and counterclaims.
Lesson 6
Societal Comparisons
Students are instructed to read Chapters 16–18 of The House of the Scorpion before completing questions and activities, which demonstrates coming to work having read the material. The Parent Plan Skills statement explicitly tells students to "cite the textual evidence that most strongly supports an analysis," indicating an expectation to draw on preparation. Activity 1 asks students to record similarities and differences between Opium and the United States on a graphic organizer, which requires using details from the text to compare societies.
Lesson 7
One-Act Play
Students are instructed to read Chapters 19–21 of The House of the Scorpion and to answer specific text-based comprehension questions, which requires preparation with the text. Students choose a scene from the novel and turn it into a one-act play, then practice and (ideally) perform it with friends or family, engaging in collaborative rehearsal. Parent discussion prompts and the ‘Questions to Discuss' encourage students to talk about chapter events and character roles, prompting spoken discussion about the text.
Lesson 8
Family Crest
Students are asked to read Chapters 22–24 of The House of the Scorpion and then answer specific text-based questions about plot and character actions, which requires using the text as a source. The parent-plan "Questions to Discuss" prompts students to compare and contrast characters' uses of power and to explain how Tam Lin's statement relates to Matt's experience, encouraging discussion grounded in the chapters. Students are instructed to share and discuss their El Patrón family crest with a parent, explaining the symbols and choices they made after reading about the family.
Lesson 9
Science Fiction
Students are assigned to read Chapters 25–57 (and specifically Chapters 25–27 for questions) before completing activities and questions, demonstrating required preparation. Students must fill in the Science Fiction activity page by providing evidence from The House of the Scorpion next to each listed characteristic, explicitly citing textual examples. The reading-and-questions section asks students to answer specific text-based questions (e.g., Matt's impressions, where he is brought), and the discussion prompts ask students to reflect on a quoted passage and explain their reasoning.
Lesson 10
Opium and Aztlán
Students are instructed to read Chapters 28–30 and answer specific text-based comprehension questions (e.g., what Matt's job is, what comforts him), which requires preparation from the text. Students complete an "Opium and Aztlán" activity page and a Venn diagram that ask them to list words and phrases describing the two settings and compare Matt's life in each place based on the reading. The Parent Plan includes a "Questions to Discuss" section with prompts (e.g., why Jorge's demands are effective; how Matt resists control) that ask students to probe and reflect on ideas from the chapters.
Lesson 11
Wisdom and Love
Students are assigned to read Chapters 31–33 of The House of the Scorpion and to consider specific excerpts from earlier chapters, which requires preparation with the text. Students are asked to write journal responses using "these excerpts and from your own memory of other parts of the book," prompting them to refer to textual material when reflecting. Students create a poster including words, phrases, or quotes from characters and are asked to discuss the poster with a parent, which encourages them to explain and justify choices based on the text.
Lesson 12
El Día de los Muertos
Students are assigned to read Chapters 34–36 of The House of the Scorpion and to prepare for a unit test by studying a PowerPoint, vocabulary terms, genre characteristics, and fallacies, which requires independent preparation. Students answer specific text-based comprehension questions (Q1–Q4) that require recalling events and details from the reading. The lesson provides discussion prompts (Questions to Discuss) and asks students to share and explain their Day of the Dead ornament to a parent, creating opportunities for oral explanation about their choices.
Lesson 13
Unit Test and Essay Reflections
Students are asked to read Chapters 37 and 38 and complete comprehension and short-answer unit test questions that require answers grounded in the plot (e.g., explaining how Matt's status changed and why Tam Lin drank the wine). Students complete an essay reflection activity that prompts them to reconsider their position on cloning and to evaluate the arguments and possible fallacies they used. The plan instructs students to "discuss with a parent" their revised opinions and whether they used logical or rhetorical fallacies, creating at least one explicit discussion opportunity tied to their reading and writing.
Unit 2: Watership Down
Lesson 1
Preparing to Read
Students complete a map activity that requires them to identify and record numbered locations, color the map, and refer back to it as they read, which prepares them with spatial evidence about the text. Students create vocabulary cubes using sentences from the novel to choose the correct definition and part of speech, record definitions/synonyms, and use the cubes in a game to practice the words. The parent plan includes a directed discussion prompt that asks students to base predictions about the book on the vocabulary terms studied and their observation of the map, explicitly asking them to draw on that preparation.
Lesson 2
Foreshadowing
Students are instructed to read Chapters 1-8 of Watership Down and to use character cards to record physical description, actions, quotes, and others' reactions for each character, which requires gathering textual details. The Rabbit Research activity directs students to read an external article about the European Rabbit and record facts on a graphic organizer, showing preparation through research. The Foreshadowing and Symbolism activity asks students to read specified passages and describe what is being foreshadowed and what symbols are used, prompting students to refer to those passages in their answers.
Lesson 3
An Epic Journey
Students are instructed to read Chapters 9–13 and to add information to character cards, showing they prepare by reading the text. Students take the Travel Tracker role and must record settings from the chapters by drawing picture postcards, requiring them to refer to specific events and places in the reading. The Fantasy and Epic activity directs students to "Record an example of the use of each characteristic in Watership Down," and the discussion prompts ask students whether events in the section match Fiver's premonition and to relate a quoted passage to their experience, which requires referring to textual details.
Lesson 4
Comparing Rabbits
Students are assigned to read Chapters 14–17 and to add information to character cards, showing they come to class having read the material. The Connection Commander role asks students to find connections between the book and personal/world examples and to write several sentences explaining those connections, which requires using the text as a basis. The Strange Rabbits Venn-diagram activities instruct students to list characteristics "using information from the text" and classify traits from provided text-based boxes, requiring students to draw on textual details. The "Questions to Discuss" section poses specific, text-focused discussion prompts (e.g., Pipkin's description, Fiver's explanation) that expect answers grounded in the reading.
Lesson 5
Quotes and Creatures
Students are assigned to read Chapters 18–21 and to update character cards, demonstrating required preparation. In Activity 1 students are asked to briefly research the works cited in chapter epigraphs and to explain how each quote relates to events and theme, which requires referring to textual and contextual evidence. In Activity 2 students must research the plants and animals from Chapter 18 (producers/consumers) and use that research to create a food web poster or diagram, showing they prepare and gather evidence about the topic. The lesson includes a set of "Questions to Discuss" that frames topics for group or teacher-led conversation.
Lesson 6
Dramatic Irony
Students are assigned to read Chapters 22 and 23 and to add to their character cards as they read, and they are given the literary role of Questioner with a task to develop 3–5 discussion questions based on their reading. Students complete dramatic-irony activity pages that ask them to explain what the reader knows, what the characters believe, and the effect on the reader using specific passages from Watership Down. Option tasks ask students to find examples of dramatic irony in other texts and to produce a postcard or visual depiction that explains the character's situation and the emotion the reader felt, tying their responses to the text.
Lesson 7
Rabbit Societies
Students are instructed to read Chapters 24–27 and add to their character cards, demonstrating preparation with the assigned text. As Passage Practitioner, students must locate two quotations, record page numbers, note why they picked each passage, and prepare questions — actions that require referring to specific textual evidence. Students then discuss those selected passages with a parent and share/justify choices for activities (Rabbit Societies chart, flag designs, Hazel campaign poster), which ask them to describe how text details support their analyses.
Lesson 8
Folktales and Fantasy
Students are assigned to read Chapters 28–31 of Watership Down and to update character cards, showing they must come prepared with text knowledge. The lesson assigns the literary role of Summarizer for Activity 1, requiring students to write a summary of Chapter 31. The Skills section explicitly lists "Cite the textual evidence that most strongly supports an analysis," and Activity 2 requires students to consult at least three sources and record those sources for animal research. The Parent Plan includes "Questions to Discuss," which prompt students to talk about Fiver's philosophy and Hazel's leadership.
Lesson 9
Characters
Students are instructed to read Chapters 32–34 and take the reading role of 'Graphic Artist,' creating an illustration tied to the text and preparing to share it with a parent. The Parent Plan includes specific discussion questions about Bigwig's actions and plot events that require students to recall and discuss details from the chapters. The Denotations and Connotations activity uses passages with italicized words for students to analyze, and parents are asked to discuss students' written responses.
Lesson 10
Setting
Students are asked to read Chapters 35–37 and serve the literary role of Questioner by developing a list of 3–5 discussion questions based on their reading. The parent prompts explicitly tell students to develop and share 3–5 questions after reading and to discuss them together. Activity 1 and Option 2 require students to refer back to the text and write a 2–4 sentence reflection explaining how specific details of the two physical spaces give clues about those places.
Lesson 11
Conflict and Escape
Students are assigned to read Chapters 38–40 and to add details to their character cards and create a simple map as the Travel Tracker, indicating that they prepare by gathering information from the text. The teacher prompts in the "Questions to Discuss" ask students to identify "evidence of the theme of environmentalism" and to explain "How does the author communicate his ideas through the characters, setting, and plot?", which requires students to refer to text-based evidence. The activities ask students to consider how Richard Adams expresses concern for the environment and to choose a creative response, prompting use of ideas drawn from their reading.
Lesson 12
Dramatic Enactment
Students are assigned to read Chapters 41–45 and to update character cards with physical descriptions, traits, important actions, memorable quotes, and reactions of other characters, which requires gathering textual evidence. Students are given several discussion prompts (e.g., provide examples of Hazel's leadership, describe the critical juncture for Woundwort) that ask for examples and explanations drawn from the text. Students write a 3–5 minute script for a dramatized scene, which asks them to consider characters' actions and words and to decide what to add or omit based on the story's events.
Lesson 13
A Fantasy Story
Students are instructed to finish reading Watership Down, including the Epilogue, and to add final details and memorable quotes to their character cards before discussing the ending with a parent. The study guide and unit test require students to identify literary devices (e.g., foreshadowing) and to give examples from Watership Down, and a test prompt asks students to describe a rabbit leader and provide two examples of leadership from the text. Parents are told to discuss how characters changed, how conflicts were resolved, and what themes or messages were meaningful, prompting students to refer to the text in that discussion.
Unit 3: The Book Thief
Lesson 1
The Author and Narrator
Students are assigned preparatory reading (Prologue and Part One) and comprehension questions that require reference to the text (e.g., identifying the narrator and why Liesel is called "the book thief"). Students research World War II using provided web links and complete a "World War II Detective" page that collects specific factual evidence about the war. Students research Markus Zusak using biography pages and an interview and then produce a poster or a 90-second radio spot that must include factual information drawn from that research. The unit includes discussion prompts (e.g., "Questions to Discuss" about colors Death focuses on and Hans Hubermann) and a prompt to "talk to a parent" when choosing personification activities.
Lesson 2
Similes and Metaphors
Students are assigned to read Part One, Chapters 4–8 and answer text-based comprehension questions that require recall of events and character details. Students identify and analyze specific similes and metaphors using quoted lines from the book and explain why chosen quotes are effective (Part C asks students to choose two quotes and describe the effect). Parent/teacher prompts ask students to show the original reference and explain their simile or metaphor and include "Questions to Discuss" that expect discussion of text-based ideas.
Lesson 3
Burning Books
Students are asked to complete a "Historical References" activity page using the provided web links to research terms and events referenced in the book and to answer specific questions that draw on those sources. In the "Propaganda" activity students must choose three Nazi posters from an online archive, identify the target audience and goal, describe what makes each poster effective, and share the posters with a parent. Students are instructed to record examples of propaganda they find in today's reading on an activity chart and to continue adding evidence from each day's reading.
Lesson 4
The Value of Books
Students are instructed to "Read all of Part Three and then answer the questions below," and to record examples of effective images and propaganda as they read (e.g., mark sensory images and record page numbers). The lesson directs students to complete the Part Three section of the "Propaganda" activity page and to use marked examples in Activity 2 to explain what made each sensory image effective. The Parent Plan includes "Questions to Discuss," which prompt discussion about plot and character and imply using prior reading to respond.
Lesson 5
The Accordion Player
Students are instructed to read Part Four (pages 171–204) and then record any examples of propaganda on the provided "Propaganda" page, which requires coming to discussion with prepared notes. In Activity 1 students read excerpts of the Nuremberg Laws and answer targeted questions that ask them to apply those laws to characters (e.g., eligibility for citizenship, rights denied), requiring them to draw on that reading. The lesson includes "Questions to Discuss" and prompts to "Discuss with a parent" that ask students to justify interpretations and compare character relationships, implying use of evidence from the text and laws.
Lesson 6
The Standover Man
Students are instructed to finish reading Part Four and to record examples of propaganda on the 'Propaganda' page from Lesson 3, which requires them to gather textual evidence. Students are given comprehension questions to answer about the reading (e.g., similarities between Liesel and Max, Rosa's changes, why Hans and Rosa let Max upstairs). Parent-facing 'Questions to Discuss' provide prompts that ask students to reflect on textual events and character meanings (for example, how the meaning of 'standover man' changes and whether talking about nightmares had effects).
Lesson 7
The Seven-Sided Die
Students are instructed to read Part Five (pages 240–277) and to write four different types of text-based questions (Right There, Think and Search, Author and You, Opinion), which requires consulting the text for answers. In Activity 1 and the student pages, students identify logical fallacies in provided ads and commercials and complete written responses that label fallacies using specific examples. In Activity 2 students analyze quoted passages from The German National Catechism (or read the linked excerpt), identify logical fallacies, explain what emotions the arguments appeal to, and explain why those arguments may have been effective, which requires referring to text excerpts as evidence. The lesson also prompts students to "share your findings with a parent" and includes "Questions to Discuss," suggesting a discussion based on their prepared analyses.
Lesson 8
The Thief Strikes Again
Students are asked to finish reading Part Five and to record any examples of propaganda on the "Propaganda" page from Lesson 3, which requires them to gather textual evidence. In Activity 1 students are instructed to watch two clips of Hitler, take notes on what might have been compelling about his speaking, and respond to parent discussion questions about those observations. The student activity and parent prompts require students to prepare by reading/watching and to discuss aspects of the material (e.g., why Hitler started slowly, what features of rallies appealed to crowds).
Lesson 9
Close Calls
Students are instructed to "look over Activity 1 before beginning the reading" and to record instances of figurative language as they read, which requires preparatory work prior to discussion. Activity 1 directs students to find specific numbers of personification, simile, metaphor, and onomatopoeia examples and to record them on the activity page (with page-numbered examples provided in the answer key). The lesson includes comprehension questions that require referring to the text (e.g., how Liesel found out about Max waking up) and "Questions to Discuss" that prompt students to identify and explain their favorite examples of figurative language, encouraging them to cite textual evidence in discussion.
Lesson 10
The Trilogy of Happiness
Students are asked to read Part Seven of the book and to record examples of propaganda on the "Propaganda" page, explicitly noting items from the text (e.g., Liesel saying "heil Hitler," soldiers calling the march a "parade"). Students must read linked sources about war journalism (PBS article, 1943 newsreel, Ernie Pyle column) and then answer War Journalism questions that ask for examples and analysis (e.g., identify informational vs. propaganda aspects, give an example from Pyle's writing). The Relationship Web activity directs students to research and write about the types and significance of Liesel's relationships with other characters, requiring them to draw on their reading to explain connections.
Lesson 11
The Word Shaker
Students are instructed to read Part Eight and primary-source excerpts (Anne Frank and Warsaw Ghetto writings) and to record examples of propaganda on the Propaganda activity page after reading. The Primary Sources vs. Historical Fiction activity (Part II) asks students to choose three ideas and provide specific examples from either the day's primary-source reading or The Book Thief that reflect those ideas. The Descriptive Examples activity directs students to find and explain 2–3 examples each of adverbs, adjectives, and strong verbs from the reading, and the lesson repeatedly prompts students to jot down phrases and sentences as they read.
Lesson 12
The Teddy Bear
Students are assigned to read Part Nine and Part Ten and to jot down especially effective instances of figurative language, which asks them to prepare by gathering textual details. Activity options require students to take notes and create a map or diagram explaining significant physical and emotional developments in a character's journey, using details from the reading. Option 1 asks students to research by interviewing someone about a journey, and the Parent Plan includes a "Questions to Discuss" list that prompts discussion about specific events and meanings from the text.
Final Project
Think-Tac-Toe
Students are instructed to finish reading Part Ten and the Epilogue and to jot down especially effective instances of figurative language to use in their final project, showing they prepare by reading and collecting evidence. The "Teaching Figuratively" and "Figurative Illustration" tasks require students to identify and provide examples from the book for specific figurative devices, explicitly drawing on textual examples. The censorship mini-project asks students to read a Walter Cronkite essay, take a side, and write reasons with examples to back up two reasons and prepare a mock debate, requiring students to use researched evidence in discussion. The propaganda posters and movie-comparison prompts require students to analyze sources and discuss how the film differs from the book, referring to specifics from texts and media.
Unit 4: To Kill a Mockingbird
Lesson 1
Historical Context
Students watch a video on Alabama in the 1930s and create a mind map synthesizing the information from that research. Students read the first two chapters of To Kill a Mockingbird and write a journal response to the question about whether they would have wanted to live in 1930s Alabama. Students are prompted to discuss their mind map and journal answer and to identify "evidence of the historical period" observed in the chapters during guided discussion questions.
Lesson 2
Home and School
Students are instructed to read chapters 3 and 4 of To Kill a Mockingbird and to read an author background article, showing required preparation. The literature response prompt asks students to write a 6–8 sentence personal reflection and explicitly tells them to "refer to specific examples from the book in your discussion." Parent guidance and the "Questions to Discuss" include prompts that require students to use textual details (for example, how Atticus and Calpurnia treat Walter Cunningham) when explaining their ideas.
Lesson 3
The Mystery of Boo
Students are assigned to read chapters 5–7 of To Kill a Mockingbird, which requires coming to class prepared with the text. The Student Activity Page asks students to list five things based on hearsay and five things based on personal experience from chapters 1 and 5 and then develop a hypothesis about Boo Radley, which requires drawing on text details. The Parent Plan explicitly lists the skill "Cite the textual evidence that most strongly supports an analysis," and discussion prompts include a direct quotation from the text for students to reflect on.
Lesson 4
Snow and Fire
Students are instructed to read Chapters 8–9 and to "read over Activity 1" before beginning, filling in the Character Line-Up chart as they read to record textual details. Students must complete a literature response that requires including at least one quotation from the section and explaining its meaning and importance. The parent "Questions to Discuss" provide prompts that ask students to refer to Atticus's statements and other text details in discussion.
Lesson 5
Surprising Talent
Students are assigned to read chapters 10–11 of To Kill a Mockingbird and to continue adding information to character Line-Up charts, which requires referring to the text. Students answer guided comprehension questions (e.g., why Scout and Jem changed their minds about Atticus) that require recalling and using events from the chapters. Students are given discussion prompts that ask them to reflect on quotes and character motives, which invite reflection tied to the assigned reading.
Lesson 6
Separate
Students are assigned to read chapters 12–13 and to write a literary response that should refer to specific examples from the text to support ideas. The Activity 1 prompt asks students to record a direct quotation (with page number), produce a paraphrase, and summarize changes in Scout and Jem's relationship, requiring explicit use of textual evidence. The parent plan asks caregivers to read the student's response and talk about the points she raises, and the Questions to Discuss list prompts students to describe and cite observations from the chapters (e.g., what they learned at Calpurnia's church).
Lesson 7
A Moral Dilemma
Students are instructed to read chapters 14–15 of To Kill a Mockingbird before completing questions and activities. The lesson includes four text-based comprehension questions (e.g., how Aunt Alexandra responds; how the lynch mob is persuaded) that require students to refer to events in the chapters. The "Questions to Discuss" prompts ask students to cite evidence of Jem's maturity and to consider how the jail scene might have ended, encouraging students to reflect on the text during discussion. The moral-dilemma activity requires students to role-play scenarios and discuss solutions with a sibling or adult, providing opportunities for prepared discussion.
Lesson 8
Identity
Students are asked to read chapters 16–17 of To Kill a Mockingbird before answering comprehension questions, indicating preparation with the text. The lesson includes text-based comprehension questions and a "Questions to Discuss" section (e.g., how Atticus evaluates the mob scene; Jem's comments about biracial children) that require students to think about events and characters from the assigned chapters. Students are asked to share and explain their identity collages or grab-bag items, which requires them to explain choices and reflect during discussion.
Lesson 9
Order in the Court
Students are instructed to read chapters 18–20 of To Kill a Mockingbird and to complete Activity 1 (read the "Order in the Court" page and watch a courtroom video) before answering questions, which requires coming to discussion prepared. The reading questions (e.g., asking what details about Mayella's life were learned from her testimony and asking for Tom Robinson's version of events) require students to refer to specific testimony and events from the text. The student activities ask students to apply legal terms to Tom Robinson's trial (fill-in-the-blank "The Trial" and ordering trial steps), linking their preparation to discussion of the case. The discussion prompts (e.g., "Do you think the jury will believe Atticus's version of events? Why or why not?") ask students to reflect and justify their views based on the text.
Lesson 10
Equal Rights?
Students are assigned to read chapters 21–23 of To Kill a Mockingbird and to write a 7–9 sentence summary, which requires revisiting the text for accuracy. The lesson provides discussion prompts (e.g., Was the jury's decision inevitable? Why or why not?) and a "Wrapping Up" prompt asking students to consider whether the law guaranteed justice after studying Jim Crow laws. The Found Poetry activity requires students to create a poem using words and phrases drawn directly from the provided Jim Crow law texts.
Lesson 11
The Mockingbird
Students are asked to read chapters 24–26 and answer specific comprehension questions, showing preparation on the text. Students complete a Mockingbird web organizer that prompts them to list examples from the book where innocence is threatened or destroyed, requiring them to draw on events in the text. Discussion prompts (e.g., explaining Miss Maudie's comment, interpreting Atticus's quote, and comparing Scout's analogy to historical events) ask students to reflect on and probe ideas based on the story.
Lesson 12
Wise Words
Students are instructed to read Chapters 27–28 of To Kill a Mockingbird before completing activities. In Activity 1, students choose five quoted lines from the text, explain each quote in their own words, and must cite the source when they create a creative display of one memorized quote. In the "Someone Else's Skin" activity students pick a character and a specific scene and then write a 6–8 sentence diary entry or complete a Venn diagram comparing perspectives, requiring them to refer to events from the text.
Lesson 13
Text and Film
Students are assigned to finish reading chapters 29–31 of To Kill a Mockingbird and to watch the 1964 film adaptation, providing the preparation required for discussion. As they watch, students are instructed to keep a running list of similarities and differences between the novel and the film on a Student Activity Page, which requires them to collect specific evidence from both sources. The Movie and Text activity asks students to record answers to targeted questions (e.g., setting, which actors match characters, what effects the director used, biggest changes and why), prompting students to refer to concrete examples from the text and film.
Final Project
Oral Book Presentation
Students are asked to support judgments through references to the text, other works, or personal knowledge as specified in the skills and rubric sections, and to include relevant, powerful quotations on slides. The study guide and unit test require students to choose a quotation, paraphrase, summarize passages, and give book examples for themes and historical context, which requires referencing textual evidence. Students are instructed to practice and give an oral presentation and to ask their audience for feedback, linking their prepared evidence to an oral report.
Unit 5: Great American Poets
Lesson 1
Poetry Basics
Students practice preparing by reading poems aloud, reading them multiple times, and annotating texts (underlining alliteration, circling unfamiliar words, and recording definitions). Students are instructed to look up words and references and record notes, and to save activity pages for use in a final project, which reinforces gathering evidence from texts. The Parent Plan includes "Questions to Discuss" that prompt student-parent conversations about poetic techniques and reading strategies.
Lesson 2
Early American Poetry
Students are instructed to read specific pages (p. 1–13) and to read poems slowly and aloud, marking lines and images that strike them. The Comparing Texts activity directs students to reread Longfellow's poem and Paul Revere's first-person account, mark significant sections, and complete a Venn diagram noting similarities and differences. Questions and activities ask students to explain effects (e.g., the near rhyme at the end of Bradstreet's poem) and to evaluate word choices by testing synonyms in context, requiring them to refer back to the text for justification.
Lesson 3
Figurative Language
Students are asked to look up specific poems in 101 Great American Poems and answer questions that require referring to the text (Activity 1, Part I asks how comparisons differ and what two things are being compared). Activity 2 directs students to research poet information in the book and online to fill in Poet Cards, requiring preparation and use of researched facts. The "Questions to Discuss" prompts (e.g., "Is 'Fog' personification? Why or why not?") ask students to explain their answers, which implies using textual details to support their responses.
Lesson 4
Poetic Forms
Students are asked to read linked texts (Longfellow's "The Sound of the Sea," "John Henry," haiku samples) and complete analysis questions on the Poetic Forms activity page. Students must identify and mark stressed/unstressed syllables, determine whether poems use iambic pentameter, and explain whether a poem is a sonnet, which requires referring to textual features. The wrapping-up section includes explicit "Questions to Discuss" prompts that invite students to talk about features and their writing experience.
Lesson 5
Edgar Allan Poe
Students are directed to read pp. 13–19 in 101 Great American Poems and to use the Poetry Foundation page on Edgar Allan Poe, which requires them to come prepared with background reading/research. Students answer text-based questions that require referring to specific lines and stanzas (e.g., identify the irony in "Alone," describe mood from the last stanzas of "The Conqueror Worm," and mark end- and internal-rhyme schemes in "The Raven"). In Option 1 students must record at least one line from two different Poe poems that demonstrate his poetic focus and respond to Poe's definition of poetry, explicitly drawing on textual evidence.
Lesson 7
Poetry Analysis
Students are instructed to read specific pages (pp. 29–40) and to complete a Poem Analysis activity that asks them to read poems several times and record concrete evidence (rhyme scheme, sound devices, figurative language, imagery, tone/mood, literal and symbolic meaning, and favorite lines). The lesson includes directed "Questions to Discuss" (e.g., how an allusion helps understanding; whether step-by-step analysis helped) that prompt students to reflect on their reading and analysis. The vocabulary card activities require students to prepare definitions and examples that they can use to support their thinking about the texts.
Lesson 8
Robert Frost
Students are assigned to read pages 41–52 and answer analytical questions that require referring to the text (e.g., identifying the form of "Acquainted with the Night," citing images in "After Apple-Picking," and explaining the symbolic meaning in "The Road Not Taken"). The Hyphens and Dashes activity asks students to analyze the effect of specific hyphens and dashes in named poems and to cite line examples. The parent/teacher "Questions to Discuss" section lists prompts (e.g., how "Susie Asado" is like Cubist artwork; favorite Frost poem and why) that presuppose students have read and can discuss the texts.
Lesson 9
Memorizing Poetry
Students are assigned to read pages 53-63 and answer specific questions that require comparing texts (e.g., Question #1 asks how Sandburg's "Chicago" is similar to Whitman; Question #2 asks students to reread "Euclid" and compare it to Whitman's poem). The Student Activity Page asks students to compare adherence to villanelle rules in two named poems and to analyze speaker action and form, which requires referring back to those poems. The parent discussion prompts ask students to look back at specific pages (pp. 60-61) and to explain which poem they chose to memorize and why, encouraging use of the texts in discussion.
Lesson 10
Poems about Poetry
Students are directed to read specific pages (pp. 63–73), look up unfamiliar words, and underline phrases or images that strike them, which requires coming to class having read and annotated the texts. The student activity asks students to answer questions about specific lines and stanzas (e.g., the last stanza of "Poetry," the last two lines of "Ars Poetica," and chosen phrases), prompting them to refer to textual details when explaining meaning and effectiveness. The ellipses activity asks students to examine specific punctuation occurrences in named poems and justify their reasoning, which requires using evidence from the text.
Lesson 11
Editing Your Work
Students are directed to read specified pages (74-80) and linked poems and to answer text-based questions that ask them to compare poems, analyze techniques, and interpret lines (e.g., reread "Dream Deferred" and look up "deferred"). The activities ask students to double-check their typed poem against the book and to note capitalization, punctuation, and line breaks, which requires referring back to the text. The lesson includes "Questions to Discuss" for parent-child conversation and asks students to share their written poem with a parent and solicit specific suggestions, creating opportunities to discuss their preparation.
Lesson 12
Reciting Poetry
Students read multiple poems from provided web links and complete guided questions that ask them to analyze and compare texts (e.g., Question #1 asks why Ginsberg's poem is an odd way to honor Whitman). Students conduct research on a chosen poet (Option 1) or read additional poems and create a poet card (Option 2), demonstrating preparation through research. Students recite a memorized poem for family and are prompted to state the poem's title, author, and why they chose it, which requires them to draw on their reading and selection.