Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
Students are asked to write an account of an early memory as a possible story (Activity 2), giving them a clear, grade-appropriate narrative task. The provided pre-writing organizer ('A Memory') prompts students to plan key elements (description, who was involved, feelings, why it stands out, and what was learned), which supports organization and development of ideas. The lesson also states students should present information in a 'sequenced, logical manner' under Skills and offers an advanced option to draft without the organizer.
Lesson 2
Little House in the Big Woods
Students are asked to answer 2–4 chapter questions in a journal, providing written responses to comprehension prompts. Students complete the 'Life in the Big Woods vs. Life Today' chart by recording one way each chapter describes life differently, producing organized notes. Students fill the 'Natural Resources and Survival' page by listing resources and describing how each aided survival, and complete vocabulary writing tasks (sorting cards, filling in a cloze story) that require written responses.
Lesson 3
Winter Days and Winter Nights
Students are asked to write responses in a journal to two of four reading questions, providing written answers about characters, events, and comparisons. Students record chores next to character names and fill a 'My Family' chart, organizing information in columns for family member and responsibilities. Students illustrate and then write two similarities and two differences between Laura's house and their own, and the lesson lists 'Use planning strategies to organize ideas' under Skills.
Lesson 5
Christmas
The skills list and activities ask students to compose drafts and two or more paragraphs with topic sentences, supporting details, and a logical sequence. The graphic organizers for "Christmas at My House" require students to state a main idea, write a topic sentence, list supporting details, and include a concluding sentence for each paragraph. Instructions also prompt students to use transitional words and phrases and to plan ideas before writing, supporting development and organization.
Lesson 6
Sundays and Two Big Bears
Students are asked to produce multiple written pieces: a five-senses poem about their least favorite day and an acrostic poem using the word BEARS. Students are instructed to record factual research about bears in the bear paw print organizer and to complete a comparative entry on "Life in the Big Woods vs. Life Today." The Skills section explicitly states students will "use oral and written language to present information in a sequenced, logical manner" and to "compose a variety of fiction, nonfiction, poetry, and drama selections" and to "share written and oral products."
Lesson 7
The Sugar Snow
Students are asked to write a recipe card with step-by-step directions (Activity 4), which requires organizing procedural writing for a real task and audience. Students sequence the steps Grandpa took to make maple syrup in both a cut-and-glue ordering activity and an Option 2 where they record steps from the text (Activity 3), practicing logical organization. Students are prompted to summarize the chapter in the Wrapping Up section and to present information in a sequenced, logical manner per the listed Skills, which supports coherent written expression.
Lesson 8
Dance at Grandpa's
Students are asked to write a song with two verses and a chorus (Activity 4, Option 1), which requires organizing lyrics into labeled sections. Students must decide on a mood and appropriate instruments and then perform the song for family, which connects writing choices to purpose and audience. Students also record one thing learned comparing life in the Big Woods to life today (Activity 1) and answer open-response questions about the chapter, providing brief written responses.
Lesson 9
Going to Town
Students are asked to answer comprehension questions in writing after reading the chapter (e.g., listing items the family bought, explaining why the family dressed up, and describing the woods in spring). Students complete the "Life in the Big Woods vs. Life Today" activity by recording what they learned and compare past and present life. Students are prompted to write about a visit to a historic place — "When you return from your outing, let your child write about his experience...and describe why it is an important part of the community's history."
Lesson 10
Summertime and Harvest
Students are asked to write descriptive pieces about the four seasons, recording vivid words and phrases and illustrating each season (Activity 2 and the Seasons on the Farm pages). In Activity 3 (Option 2) students write a paragraph describing the interdependence between bees and flowers and a second paragraph describing what the world would be like without bees. In Activity 4 students answer planning questions (main character, setting, who is lied to, etc.) and write a creative story in their journal, and the skills list asks students to organize information using notes, charts, labels and to demonstrate learning through reports and written productions.
Lesson 11
Finishing the Book
Students are given an organizer that requires them to plan four focused paragraphs (who you are; family roles; entertainment; environment), which directs development and organization. The rubric requires formal letter format, paragraph clarity, and consistent use of date, greeting, and closing, and students are asked to compose a rough draft, revise for clarity and descriptive detail, and proofread for grammar and spelling. The skills list explicitly asks students to compose a draft that conveys major ideas and maintains focus and to reflect upon and revise writing with assistance.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
Students are asked to write a paragraph describing whether they would have wanted to be a settler or a Native American (Activity 2), which requires composing a coherent paragraph expressing a viewpoint. Activity 3 Option 2 asks students to write a free-verse poem (or another type) describing use of resources, and Activity 1 asks students to list ten facts worded as clues and to complete structured Student Activity Pages that organize information about Maine. These tasks require students to produce written work in a variety of forms and to organize information on graphic organizers.
Lesson 2
Alone
Students are asked to answer three or four chapter questions in a journal, which requires them to write responses to text-based prompts. Students complete vocabulary webs that ask them to write a sentence for each word, provide definitions, parts of speech, and root/prefix/suffix information. Students record words or phrases on character timelines to track characters' feelings, attitudes, and actions over time, which requires organizing information sequentially.
Lesson 3
A Stranger
Students are asked to write five sentences about characters, events, and settings that include prepositions and to mark subjects and predicates, which requires composing focused sentences. Students record words or phrases on a Character Timelines page to capture character feelings, attitudes, and actions. Students research and describe natural remedies in a two-column table, producing short explanatory entries about environmental resources.
Lesson 4
A Treaty
Students write answers to three or four journal questions after reading Chapter 6, practicing written responses about characters and events. Students complete a Character Timelines activity that requires them to organize information about Attean and Matt chronologically. In Option 2 of The ABCs, students write a lesson plan listing materials and describing three activities to teach letters A, B, and C to Attean, which asks them to organize content for a specific audience and purpose.
Lesson 5
A Story
Students are asked to write responses in a journal to focused prompts (e.g., why Matt identifies with Crusoe, why Attean reacts to Friday, and a personal connection to a character). Students complete a "A Desert Island" activity page where they record and describe how they would use natural resources for specific items (knife, home, food) and provide illustrations. The lesson lists a skill to "Summarize main ideas from written or spoken texts using succinct language," and students fill in character timelines and answer comprehension questions in writing.
Lesson 6
The Beaver
Students are asked to answer reading questions in a journal and orally, which requires them to produce written responses to specific prompts. Students complete Character Timelines and a Venn diagram to organize information and compare stories, practicing organization of ideas. The Beaver Research page asks students to record researched information in labeled sections and to answer an explanatory prompt (e.g., "Why do beavers use trees to make dams?"), requiring them to produce written explanations.
Lesson 7
Real Life Learning
Students are asked to record descriptions of what they learned about Matt and Attean on a "Character Timelines" page, which requires them to write and sequence information about characters. Students create a small book "Rules of the Forest," listing a rule on each page, illustrating it, designing a cover, and organizing pages into a bound sequence. Students must write definitions and, when playing the vocabulary game, use each word in a sentence, practicing sentence-level composition.
Lesson 8
The Bear
Students are asked to identify (with assistance) the purpose, audience, and appropriate form for an oral or written task as listed in the Skills section. Students record information on a "Character Timelines" page and complete the "Cause and Effect" activity by writing effects for given causes, practicing short written responses. Students compare two flood stories using a double-bubble graphic organizer and are prompted to share written and oral products, which provides practice in organizing information for a task.
Lesson 9
Attean's Past
Students are asked to answer guided journal questions about Chapters 17–18 and to fill in "Character Timelines" for Matt and Attean, which requires organizing events. Students are instructed to describe and illustrate a settler's method for keeping track of time in their journal, producing an explanatory piece. Students complete a "Stereotypes" activity page that asks them to explain how characters break stereotypes and to describe a stereotype they have observed or held, requiring reflective writing.
Lesson 10
Manitou
Students are asked to write answers to journal questions for Chapters 19–20, producing short written responses that explain character feelings and plot events. Students record three text passages and write accompanying descriptions on the "Word Pictures" page, producing written imagery responses paired with illustrations. On the "Values" page students list three values for Matt and three for Attean, circle the most important shared value, and describe how they demonstrate that value in their own lives, producing reflective, purposeful writing.
Lesson 11
A Choice
Students are asked to write journal responses to guided comprehension questions (Questions #1–#8), which requires them to produce written answers about plot and character. Students are directed to reflect in their journal on specific story moments (favorite, scariest, saddest, happiest), prompting them to organize ideas about events and feelings. Students must develop five interview questions for each main character and respond in role for a local newspaper, which asks them to write with a defined audience and purpose. Students add information to a "Character Timelines" page, which asks them to organize character events chronologically.
Lesson 12
Persuasive Writing
Students are asked to plan advantages for each choice and decide which side Matt should take, then write a persuasive letter or speech addressed to Matt that includes three reasons and support for each reason. Students draft, use a provided "Letter or Speech Rubric" that checks addressing the audience, providing three reasons, supporting each reason, and convincingness, and then revise and produce a final copy. Students also practice sentence-level organization and conventions via rubric items about punctuation, sentence variety, sentence beginnings, and spelling.
Lesson 13
The Return
Students are asked to finish the book and write three or four journal responses to provided questions, which requires them to produce written answers about plot, character actions, and events. Students record an entry on a "Character Timelines" page and fill in a "Story Elements" beaver page with setting, theme, characters, problem, and resolution. Students complete a "Solving Problems" worksheet by describing how Matt solved problems in the book and by writing their own alternative solutions in a designated column.
Final Project
The Sign of the Beaver Movie
Students are asked to produce multiple written products (a one-sentence movie poster, a 6–8 sentence movie synopsis, and a scene script) and to draft and revise their synopsis using a provided rubric that checks length, descriptive language, accurate setting, and character description. The instructions require students to write a rough draft, make corrections while referring to the rubric, conference about writing, and produce a final copy. The lesson's skill statements direct students to identify purpose and audience (with assistance), compose drafts that maintain focus using preliminary plans, and focus revision on clarifying ideas, sequencing events, and strengthening word choice.
Unit 3: Native American Animal Stories
Lesson 2
People and Animal Stories
Students are asked to write answers in a journal to comprehension questions after each story, providing opportunities to produce written responses. Students complete a Story Map with labeled sections (main characters, setting, problem, events, resolution, ending) that guides organization of narrative elements. Students fill out structured pages (Elements of Culture chart, Animal Characters, Animal Tale) and a Venn diagram to compare stories, which require them to organize information and state reasons or lessons in writing.
Lesson 3
The Natural World
Students are asked to write a short script for a puppet show (with assigned lines for characters), record story titles and the problem-and-solution of each myth in a journal, and complete an Elements of Culture chart by writing cultural details from the legends. Students also complete a Relative Pronouns activity that requires them to write sentences and to compose two original sentences using different relative pronouns.
Lesson 4
Survival Stories
Students are asked to answer two questions about each story in their journal and to write short answers to guided comprehension questions for each reading. Activity 2 directs students to write a sentence about why the Indians hunted in each story and another sentence describing where people get food today. The Elements of Culture and Ecosystems activity pages require students to record information in a chart and to write one-sentence descriptions of animals' roles; an option asks students to write a poem from the perspective of an animal. The lesson's skills list explicitly includes "Use written language to report information on a topic."
Lesson 5
Legends from Other Cultures
Students are asked to answer journal questions and to summarize the Brazilian story, providing practice in composing organized summaries. Students complete a double-bubble story map to compare "Pan Gu Makes the World" and "Silver Fox and Coyote Create the Earth," which requires organizing similarities and differences. Students fill out an "Elements of Culture" chart and the "Animal Tales" activity where they draw an animal and describe a lesson, and the Grammar Practice asks students to record examples of declarative, interrogative, and exclamatory sentences, supporting sentence-level composition.
Final Project
My Own Myth
Students use the "Organizing the Myth" worksheet to record the natural phenomenon, characters, setting, problem, and solution, which structures their ideas before writing. Students follow the Rough Draft Rubric's Organization criteria (sentence length variety, at least three paragraphs of 5–8 sentences, and varied sentence beginnings) when composing their draft. Students perform three focused editing passes (organization, content, grammar/spelling), type a final copy, and design a cover and share the myth with an audience, reinforcing attention to purpose and audience.
2: Force and Power
Unit 1: Ben and Me
Lesson 1
Ben Franklin and the Colonies
Students are prompted to produce written responses such as filling in a kite-shaped diagram with biographical details about Ben Franklin and recording dates on a timeline (Activity 1). Students are asked to write journal entries listing how people lived without modern conveniences and to list "instead of" ideas (Activity 4). Students are asked to write a poem contrasting Philadelphia yesterday and today using a provided template (Activity 6), and to record elements of historical fiction by filling in examples of characters, setting, plot, theme, and descriptions (Activity 2).
Lesson 2
Setting the Record Straight
Students are asked to answer three or four assigned questions in a journal after reading Chapters 1 and 2, requiring written responses to comprehension prompts. Students complete the "Finding Vocabulary Words" activity by copying sentences from the book, writing definitions, and composing new sentences that use each word. Students list objects and describe the function of invented items in the "Something New" activity and record factual and fictional events for each chapter on the "Fact and Fiction" chart, producing short written entries for each task.
Lesson 3
Swimming
Students are asked to design a new swimming invention and then either write a descriptive paragraph as an advertisement (Option 1) or write a script for a commercial (Option 2), directly requiring written work for a specific task and audience. The lesson directs students to look through magazine advertisements and discuss the language used and to discuss types of words and phrases for a commercial, giving models for purpose-driven writing. The skills list explicitly includes "Write in different forms for different purposes and audiences," and students keep a journal with responses and lists related to the readings and invention.
Lesson 4
Electricity
Activity 3 directs students to write a paragraph about a personal vision, specifying first-person perspective, correct capitalization and punctuation, and varied sentence lengths. The activity requires explicit features of sentence craft (at least ten adjectives, four adverbs, and four conjunctions). Activity 2 asks students to prepare and teach a writing lesson to a younger child and to design a badge, which requires composing for a specific younger audience.
Lesson 5
Electrifying
Students answer four or five chapter questions as journal prompts, requiring them to write responses to questions about content (Questions #1–#10). Students record a factual and fictional event from each chapter on a "Fact and Fiction" page, practicing distinguishing and writing different kinds of statements. Students write a first-person account of flying the kite in their journal and complete short written responses on the Experiment with Lightning student page describing what happened and explaining why.
Lesson 6
War
Students are asked to "answer two or three of the following questions in her journal," which requires them to write responses to chapter comprehension questions. Students record a factual and fictional event from each chapter on the "Fact and Fiction" page, and they write two facts and two opinions that Amos shares on the "Fact and Opinion" page. Students also fill vocabulary words into a paragraph by writing or pasting words into blanks, and they may read their completed paragraph aloud.
Lesson 7
France
Students are asked to write a step-by-step rescue plan that describes steps and includes illustrations for mice that do not read English, which requires them to organize information for a specific purpose and audience. Students answer chapter questions in a journal, recording ideas and reflections in writing. Students complete a "Varying Sentence Beginnings" activity in which they rewrite sentences to improve sentence-level coherence and variety. The lesson's skills list explicitly states students should "write in different forms for different purposes and audiences" and "write to record ideas and reflections."
Lesson 8
Amos's Account
Students generate ideas and organize content on the "Organizing My Writing" page by listing an event, ten facts, five thoughts/feelings, and a sequence of events with transitional words. Students write a three-paragraph, first-person rough draft using a provided sample outline and a "Writing Rubric" that checks factual information, clarity of paragraph descriptions, descriptive language, and mechanics. Students revise for audience and word choice, edit grammar/spelling/punctuation, produce a final copy (typed if possible), and read the account to family or another audience.
Lesson 9
The Rescue
Students are asked to answer three selected questions in a journal and to give a summary of Chapters 13–14, which requires producing written responses and summaries. Students complete the "Ben and Amos Bags" organizer by listing characteristics (dislikes, appearance, uses of power, likes, personality) and place details into categories, practicing organization of ideas. Students are asked to write a new verse for "Yankee Doodle" from Amos's perspective, a focused creative writing task with a clear purpose and implied audience.
Lesson 10
Back Home
Students are asked to write a factual and a fictional detail on the "Fact and Fiction" page, requiring them to produce short written responses. Students locate each of Ben's maxims, provide their own interpretations, and write an original maxim and its interpretation on the "Ben's Maxims" worksheet. Students fill in the "Elements of Historical Fiction" page by recording examples of characters, setting, plot, theme, and descriptions from the book, producing organized written responses beneath each element.
Final Project
An Interview or Party for Ben
Students are asked to write ten interview questions and answer them in role as Ben Franklin, which requires composing organized question-and-answer responses tied to specific topics (influence, inventions, electricity, founding work, Philadelphia). Students must write two of Ben's maxims and explain why they are important, and they must create a birthday card that thanks Ben for ways he used his power and intelligence—tasks that target purpose and audience. The Skills section explicitly instructs students to identify (with assistance) the purpose, audience, and appropriate form for oral or written presentation.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 1
The Professor's House
The Skills section explicitly asks students to "compose a draft that conveys major ideas and focuses on a topic," and Activity 3 Option 2 directs students to write a short newspaper article about C.S. Lewis after brainstorming five or six important details. Activity 1 asks students to describe a battle on a sheet of paper (including which side won) and Activity 4 has students answer selected comprehension questions in a journal or online, which requires written responses.
Lesson 2
Edmund Discovers Narnia
Students are asked to answer chapter questions in a journal, producing written responses to specific reading prompts. In Activity 2 Option 1 they write a descriptive paragraph about how their favorite food tastes, and in Option 2 they write a paragraph imagining how the White Witch would persuade them to eat it (a persuasive voice). Activity 3 requires students to record examples of good vs. evil in a chart, producing brief written evidence and illustrations for each chapter.
Lesson 4
The Lion
Students are asked in Activity 3 to write a paragraph or a song that describes an animal character and to answer focused questions about the animal's human characteristics, moral alignment, and role, which requires producing organized descriptive writing for a clear task and purpose. Students are directed to record words and phrases that describe a lion from a chosen myth or legend and to use a Venn diagram to compare that lion to Aslan, which has them gather and organize details before composing. Students also answer journal questions about chapters 7 and 8, practicing short written responses tied to reading purpose and content.
Lesson 5
A Disappointment
Students are assigned three or four journal questions about Chapters 9–10 and are asked to answer them in writing, producing short written responses. In Activity 2 students record descriptive words/phrases about the White Witch, write a sentence describing how she uses her power, list two other villains, illustrate them, and write three descriptive words/phrases plus a sentence about how each uses power. Vocabulary activities require students to write definitions, create a picture dictionary, and compose sentences using vocabulary words (Vocabulary Cube: use the word in a sentence verbally and write it down). The Life Application asks students to record names of villains from books and media and write a sentence describing each one.
Lesson 6
A Gift from Father Christmas
Students plan and record ideas using a prewriting page that specifies a three-paragraph structure (paragraph 1: problem, paragraph 2: how you received the gift, paragraph 3: describe the gift and how it can be used for good). Students write a draft, revise for precise word choice and vivid images, and edit for grammar, punctuation, and spelling using the provided rubric that checks focus on main ideas, vocabulary use, descriptive language, and correct mechanics. Students prepare a final polished copy (typed or handwritten-to-typed) and use tools like spell check, showing practice in producing a coherent finished product.
Lesson 7
Spring
Students are asked to write journal responses to selected reading questions, to write a paragraph in their journal describing a time they made the right decision, and to choose between writing a letter to a real-life hero or creating and presenting an award with an explanation. The skills section explicitly lists "Write to discover, develop, and refine ideas" and "Write to record ideas and reflections," and the letter task requires students to tell the person why he or she is a hero and give examples of heroic deeds (addressing audience and purpose). The award option also requires students to design and then present an explanation, which prompts organization and a purpose-driven presentation to an audience.
Lesson 8
Deep Magic
Students are asked to answer three or four journal questions about Chapters 13 and 14, requiring written responses that explain events and opinions. Students must "decide which character she is most similar to and explain why," and they fill in descriptive lists for each sibling, which involves organizing descriptive words and a short explanation. In Activity 4, students research a historical leader, record 10 facts, and answer comparison questions (Was the leader more similar to Aslan or the White Witch? How did the leader use his or her power?), requiring them to organize information and write an evaluative response.
Lesson 9
Back to Life
Students are asked to answer three or four comprehension questions in a journal, which requires them to produce written responses. Students are instructed to record an example of good vs. evil on a dedicated page, which requires composing a short written entry. Students are asked to describe three ways Aslan resembles a Christ-like figure, prompting written comparison and explanation.
Lesson 10
Back Through the Wardrobe
Students are asked to write journal answers to three selected comprehension questions, requiring them to describe events and explain significance (e.g., Questions about bravery, power, and discoveries). The Skills list explicitly tells students to "identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task." Activity 2 offers a specific writing task: students may write a movie review that highlights what they enjoyed and what could be improved, and/or produce a casting list with brief explanations for each choice.
Final Project
Narnia Think-Tac-Toe
The activity grid asks students to produce multiple written products (short story, national anthem, journal entries, paragraph analysis, list of text messages, reflective pieces) that require different genres and purposes. The Skills section lists "Produce work that follows the conventions of particular genres" and "Share written and oral products," and Day 2 requires students to summarize the book for an audience and present their projects to family or via videotape. The tasks require students to create and share writing intended for an audience and to choose projects appropriate to a specific creative or analytical task.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Students are asked to answer three or four journal questions each day, producing written responses to comprehension and inferencing prompts. Students are prompted in Activity 2 Option 1 to write a paragraph describing how a street looks different at night than during the day. Students are also prompted in Activity 2 Option 2 to brainstorm nighttime words and write a song or poem about the 'witching hour,' producing a written piece with a clear purpose to satisfy curiosity.
Lesson 2
Snatched
Students are asked to copy the author's description of the giant's environment and then write their own description of a suitable giant home (Activity 1, Option 2), practicing descriptive writing. Students write information about London under labeled categories (Location, Language, People, Homes, Buildings, Similarities/Differences, Other) and organize content on folded flaps (Activity 2). The Skills list explicitly includes responding in writing to stories and using text to locate information for specific purposes, indicating students will produce written responses tied to reading.
Lesson 4
Ears and Snozzcumbers
Students are asked to answer three or four journal questions about the chapters, producing written responses to comprehension prompts. Students are asked to write about one of their most vivid dreams and to illustrate it, choosing a color scheme to convey emotions. Students take a focused nature walk, record sounds, and then write a paragraph describing how they would use an incredible power of hearing (or write a song) to help others. The skills list also explicitly includes sharing written products and responding in writing.
Lesson 5
Time with the BFG
Students are asked to answer three or four comprehension questions in a journal, which requires them to produce written responses about the chapters. Activity 2 directs students to compare the BFG and the Bloodbottler in appearance, personality, and power, listing one similarity and two differences in organized slots on an activity page. Activity 1 asks students to record quotes from characters, which requires selecting and transcribing textual evidence into a written record.
Lesson 6
Catching People and Dreams
Students are asked to answer selected comprehension questions in a journal (short written responses). Students record quotes from characters on the "Quotable Quotes" page and write a description on the back of the "Sweet Dream or Nightmare" jar explaining how the dreamer would respond. In "A New Giant" students write a name and a description completing the sentence "The __________ catches human beans by __________," and on "Interpreting the BFG" students rewrite and correct the giant's sentences to improve grammar and word choice. The Life Application asks students to keep a list of inventive words and use them in context.
Lesson 7
A Nightmare for Fleshlumpeater
Students are asked to answer three or four comprehension questions in their journals after reading the chapters, providing written responses to prompts (Questions #1–#7). Students are directed to record quotable quotes from Sophie and the BFG on a "Quotable Quotes" page. Students are asked in Option 2 to list five tangible and five intangible things in their journal and to write an example that could demonstrate each intangible, requiring written explanation.
Lesson 8
A Dreamy Plan
Students are directed to answer three journal questions, including Q3 which asks them to "Describe Sophie's plan," requiring them to write a coherent description and reasoning. Students complete the "Queen of England" activity by writing comparative responses to prompts (e.g., "The queen is __"; "The queen is different from the president of the United States because __"), which requires organized comparative writing. An advanced option asks students to write a paragraph describing an encounter with a giant that must include specified vocabulary words, requiring paragraph-level composition.
Lesson 9
The Palace
Students are asked to answer three chapter questions in a journal and to complete other questions in discussion, requiring written responses. Students are asked to "write out a plan" in Activity 2 describing steps the BFG and Sophie would take to rescue children in a chosen U.S. location, using information about the city. Students summarize events and predict what will happen next, and they list decisions and outcomes in the Life Application activity. The lesson's skills list explicitly includes "Generate and record ideas for writing," "Write to discover, develop, and refine ideas," and "Write in different forms for different purposes and audiences."
Lesson 10
A Breakfast Fit for a Queen
Students are asked to answer three chapter questions in their journal and to use the other three questions to guide discussion, which requires written responses. Students record quotations on the "Quotable Quotes" page and complete the "Characterizing the Queen" page by selecting five adjectives and supporting each with at least one example from the text. Students also write descriptions and solutions on the "Hosting a Giant" page (describing what they would use and illustrating items) and complete journal prompts comparing themselves to the queen and describing how she received Sophie and the Giant.
Lesson 11
Fighting Giants
Students are asked to answer three or four selected comprehension questions in a journal, which requires written responses to prompts from the chapters. Students are instructed to take notes on four labeled sheets (Army, Navy, Air Force, Marines) as they gather information, and to record quotes on a "Quotable Quotes" page. The Skills section explicitly lists "Write to record ideas and reflections," indicating students will produce brief written work tied to reading and research.
Lesson 12
Snozzcumbers
Students are asked to answer three journal questions about the text, which requires them to write short, focused responses. Students are asked in the Author Study activity to write five interview questions for Roald Dahl, practicing question formulation as a written task. Students use a graphic organizer to record events, quotes, and characters' actions that support themes and complete a casting chart where they name actors and explain their casting choices, which requires organizing and explaining ideas in writing.
Final Project
Recipe for a Dream or Newspaper Report
Students are instructed to use planning strategies (with assistance), identify purpose/audience/form (with assistance), and use preliminary plans to compose a draft that conveys major ideas and maintains focus. The activities require students to write multi-paragraph pieces (three paragraphs for the dream and three paragraphs of 5–8 sentences for the newspaper) with topic sentences, supporting details, logical sequence, and specific content tied to task and audience. Rubrics and directions require sequencing (beginning, middle, end), correct capitalization and punctuation, formal tone for the newspaper, and editing/revising steps for final production.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 1
Meerkats in Botswana
Students are asked to write a descriptive paragraph beneath a drawing of a meerkat that must include five facts, which requires composing a focused paragraph. As an alternative, students can write a short story about a meerkat that also must include at least five facts, combining narrative writing with factual development. Students are directed to use a four-circle graphic organizer to record information about Botswana's land, language, animals, and people, supporting prewriting organization.
Lesson 2
Meeting Precious
Students are prompted to answer comprehension questions in a journal (Questions #1–#6), requiring written responses about plot, character, and cause/effect. Students complete structured writing tasks such as listing five facts about ostriches and cobras and filling a chart that organizes Kind, Diet, Predators, Defense, Habitat, and Special Characteristics. Students record similarities and differences between Precious and themselves on the "Precious and Me" pages, using a two-column table for each chapter.
Lesson 3
The Surprise
Students answer open-ended comprehension questions in a reading journal, which requires them to produce written responses to prompts. Students complete the "Precious and Me" page by recording ways they are similar to and different from Precious, practicing organized compare/contrast writing. Students write a paragraph as a pretend zoologist describing why they would study a chosen African animal and may illustrate or model it, which asks for a focused, purpose-driven paragraph. Students perform an editing activity correcting grammar, spelling, and punctuation in three paragraphs, which practices clarity of expression and sentence-level correctness.
Lesson 4
A Missing Cow
Students write answers to journal questions about Chapters 5–6 and complete a "Precious and Me" compare/contrast chart, requiring organized written responses. Students complete a "Story Conflict" activity in which they generate man-vs-nature conflicts for specific settings, producing focused, purpose-driven sentences for each prompt. Students write a "Script for a Scene," creating dialogue and stage directions for a movie scene (Pontsho bringing Kosi to school), which asks them to organize writing for a specific task, purpose, and audience (actors/viewers).
Lesson 5
A Good Idea
Students are asked to write a paragraph in Activity 2 describing a personal challenge and to reflect on what someone could learn from the account, which prompts attention to purpose and audience. The Skills list explicitly includes identifying (with assistance) the purpose, audience, and appropriate form for the oral or written assignment. Activity 4 offers two writing options (a labeled poster with descriptive sentences and a short fictional story that includes factual information), which require students to organize information for different tasks.
Lesson 6
African Bush Diorama
Students are given a clear four-paragraph organizer that directs Paragraph 1 to cover characters and setting, Paragraph 2 to cover plot, Paragraph 3 to compare Precious's life with life in the United States, and Paragraph 4 to give an opinion. Students use a rubric that asks them to summarize the main events, describe characters and setting, use interesting adjectives/adverbs, and keep each paragraph focused on its assigned content. Students draft, hold a conference to revise content, grammar, and organization, and produce a final copy for presentation or display.
Lesson 7
Japan
Students are asked to write an acrostic poem about Japan, with each line beginning with a specified letter, which requires them to produce a written piece with a given structure. Students can make a travel poster that must include major sights and cultural elements to influence people to visit, which asks them to select and present information for a clear purpose and audience. Students organize similarities and differences using a Venn diagram and label places on a map, practicing organization of factual information. The skills list explicitly includes using written language to report information on a topic and sharing written projects.
Lesson 8
Peace Day
Students are asked to answer three or four journal questions after reading the first two chapters, which requires them to write responses about characters and events. Students complete a "Peace Day" activity in which they describe why the Japanese celebrate Peace Day and compare it to an American holiday, producing a written comparison. Students fill graphic organizers labeled by chapter and cultural topics and create a picture dictionary entry by writing definitions and recording sentences from the book, which organizes information in written form.
Lesson 9
The Secret is Out
Students are asked to answer three or four comprehension questions in a journal after reading, producing written responses about Sadako's talents, feelings, and how her parents learned her secret. Students are asked to record information about Japanese cultural elements and to represent text information in charts, Venn diagrams, or other organizers when comparing their life to Sadako's. In Activity 3 Option 2, students are explicitly instructed to write a paragraph about a special ability or talent and to plan how to teach that skill to others.
Lesson 10
Kenji
Students are asked to write a get-well card for Sadako and review the form for letter writing (initial greeting, date, first person, closing, and signature). Students are prompted to identify purpose and audience by discussing personal vs. formal letters and to include Japanese cultural elements to tailor their message. Students are required to draft, edit, and produce a final card of at least eight sentences, and the lesson skills explicitly list composing written products including letters and identifying purpose/audience/form.
Lesson 11
O Bon
Students are asked to write a journal entry as an American child and a separate journal entry as a Japanese child after O Bon, which requires producing written pieces for two different perspectives/audiences. Students can choose to write remembrance songs that express reasons for remembering loved ones in America and the meaning of O Bon, providing additional purposeful writing tasks. Students also record cultural information on a "Japanese Cultural Elements" chart and answer three journal questions about the chapters, producing organized written responses to prompts.
Lesson 12
Racing the Wind
Students write answers to reading questions in a journal, practicing written responses to texts. Students learn haiku structure (5-7-5 syllables), read examples, discuss meaning, and compose a haiku to include in Sadako's story and a personal haiku on nature, feelings, or experiences. Students also write a short wish for a peace monument and are encouraged to type and present their haiku using slideshow tools, linking writing to audience/presentation.
Lesson 13
Precious and Sadako
Students are asked to write a letter from Precious to Sadako or vice versa (Activity 3, Option 2) that is at least eight sentences long, uses first-person point of view, and explains an important event, its circumstances, and the writer's feelings. Students are prompted to brainstorm and record a list of ways they could help or support a friend or family member in a journal (Activity 2), producing organized bullet/paragraph ideas. Students also create a five-question test with an answer key (Activity 4), requiring them to produce written questions and an organized answer document.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students are asked to write a paragraph (Activity 3, Option 2) describing a desert's geographic location, rainfall, indigenous plants and animals, and adaptations. Students compile notes, make lists, and record information (Skills: compile notes into outlines, reports, summaries; Activity 1 journal brainstorming; Desert Biome recording lists). Students produce written products such as a Venn diagram comparing states, labeled maps, and a paragraph or short answers to guided questions about deserts.
Lesson 2
Camp Green Lake
Students are asked to complete the "An Inventor" activity page in which they name an invention, explain how it solves a problem, list materials, and give numbered steps for how the invention will be made and how it will change lives. Students record information and illustrations about characters on "The Happy Campers" pages, organizing details by character. Students respond to chapter questions in a journal, producing written answers about plot and character; the "Titles" activity has students apply punctuation and capitalization rules in writing.
Lesson 4
Caveman
Students are instructed to answer four assigned journal questions about Chapters 8–12, providing written responses to comprehension and reflection prompts. Students are asked to record the author's description of the yellow-spotted lizard on provided lines and to illustrate it, combining writing with visual representation. Students are also asked to write a journal response imagining their future as a camper and to explain their answer, and the skills list explicitly includes "Use oral and written language to answer open-ended questions" and "Write to record ideas and reflections."
Lesson 5
KB
Students are asked to record a prediction in a journal and to answer comprehension questions in their journal, which requires them to produce written responses tied to the reading. Students rewrite simple sentences with elaborated subjects and write three elaborated sentences (including one about rattlesnakes), practicing sentence-level development and word-order for clarity. Students create two verbal-irony sentences and provide examples of situational irony, producing purposeful sentences that reflect intended meaning.
Lesson 6
Sunflower Seeds
Students are instructed to compose shape poems about rattlesnakes, including writing a rough draft and producing a final copy within a traced snake outline (Option 1 and Option 2). Students are prompted to write three research questions about rattlesnakes and then find and record answers, and the skills list explicitly includes "Write in different forms for different purposes" and "Summarize written text."
Lesson 7
Zero
Students are asked to answer four journal questions after reading Chapters 21–24 and to record information about characters on the "Happy Campers" pages, which requires producing written responses. Activity 2 gives two writing tasks: Option 1 asks students to write a paragraph describing their experiences and occupation in the Old West; Option 2 asks students to write a letter to a relative describing their journey, job, and hardships—specifying an audience and purpose. The Skills list also includes "Share written products in a variety of ways," indicating students will produce and present written work.
Lesson 8
Sam the Onion Man
Students are asked to write a speech to town members explaining why racism is wrong or to write a poem about equality, which gives a clear task, purpose, and audience. Students answer journal questions about chapters, producing written responses to text-based prompts. Students identify and correct run-on sentences and sentence fragments and rewrite a paragraph to fix those errors, practicing sentence- and paragraph-level clarity.
Lesson 9
Driving a Truck
Students are asked to write responses to four reading questions in a journal, requiring them to compose short answers. Students can design a Wanted Poster that requires them to produce descriptive text (picture, crimes, reward) for a specific audience and purpose. Students complete a Character Comparisons graphic organizer and are prompted to summarize chapters orally, which asks them to organize and convey key information about the text.
Lesson 10
The Mary Lou
Students are asked to answer three chapter questions in a journal, which requires them to write responses to specific prompts. Activity 2 (Option 2) asks students to write a poem or song containing at least two similes and one metaphor and then identify those devices in writing, and to read the piece aloud to the family. The wrapping-up prompt asks students to describe what happens to Stanley and to think of a simile and metaphor the author could have used, prompting short written responses and figurative-language use.
Lesson 11
The Thumb of God
Students are asked to answer three or four selected questions in a journal and share answers, which requires producing written responses. In Activity 3 students create a Venn diagram or another recorded representation to compare two stories, practicing organization of ideas. Activity 2 requires inserting missing punctuation in sentences, which practices sentence-level clarity.
Lesson 13
Innocent
Students are asked to pretend they are Stanley's lawyer and write a business letter to the state department informing the government about conditions at Camp Green Lake, giving a clear task, purpose, and audience. Students are taught the five parts of a business/formal letter (sender, recipient, greeting, body, closure/signature) and given a student activity page organizer that structures where to place each part. Students have the option to type the letter on a computer, which supports producing a finished, organized product.
Final Project
Welcome to Camp
Students are asked to write two specified paragraphs (Paragraph 1: name, geography, sleeping/eating quarters, staff; Paragraph 2: activities, character-building, staff interaction), which requires organizing content by topic. The Camp Checklist and step-by-step Student Activity Pages require students to complete discrete writing tasks (design/uniform description, Welcome Pack items, camp song/chant lyrics, exercise routine, and a New Camp vs. Camp Green Lake comparison) that ask for developed explanations and comparisons. Students are also asked to present their ideas to the family, which creates a real audience for their writing.
Unit 3: Stories from Europe
Lesson 3
The Sea King's Daughter
Students answer specific comprehension questions in writing about Sadko's job, feelings, and decisions. Students record the story title on a map and write three factual details and three fantasy elements on the "Fact and Fantasy" activity page. Students complete a "Story Elements" graphic organizer by writing characters, setting, theme, conflict, and resolution.
Lesson 4
The Snow Queen
Students are instructed to create a small informational book about Denmark and are explicitly told to convey information concisely and use accurate, precise words (Activity 1). Students use a snowflake graphic organizer to record story elements and plan writing, and they create scripts by selecting and condensing key dialogue to fit the stage (Activities 6 and 7). Students also complete a "Frozen vs The Snow Queen" compare/contrast page and sentence-level exercises (combining independent clauses, comma rules) that require organizing ideas and producing coherent sentences (Activities 3, 5, and 8).
Lesson 5
Comparing and Contrasting Stories
Students identify first- and third-person narration by examining the beginnings of three stories and by listening to a short point-of-view video. Students write an 8–10 sentence retelling of selected events from a story in first person and then explain what difference the new point of view makes. Students complete a "Comparing Story Elements" page in which they list three similarities and three differences between stories and explain which stories are most similar and most different.
Final Project
Writing Your Own Story
Students are guided to plan and organize their writing using a Plot Organizer that requires them to outline a beginning, conflict, events, and resolution. Students complete character, setting, and theme pages and use a Story Checklist to ensure characters, setting, plot, and a clear lesson/theme are present. Students write a multi-page rough draft using specified page layouts (introduce setting/characters, present conflict, describe events, resolve problem), revise with adult/peer guidance, and produce a final edited copy with illustrations.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students are asked to write responses to guided questions and create a title and cover for a fictional novel in Activity 1, which requires them to compose character descriptions, traits, challenges, and a book title. In Activity 4 students write in a journal listing three things they would miss and describe why, practicing organized paragraph-style reflection. Activity 3 asks students to fill a graphic organizer listing river resources and how they are used, which involves informational writing. The Skills section explicitly includes using oral and written language to report on a topic.
Lesson 2
The Storm
Students are asked to answer comprehension questions in a journal after reading Chapters 1 and 2, requiring written responses tied to the text. Students complete a "Using Natural Resources" graphic organizer in which they record natural resources Abel uses and describe how he uses them, organizing information in writing. Students create a picture dictionary for vocabulary and write predictions and inferences on the "Predictions and Inferences" pages, producing short written explanations and responses.
Lesson 3
Where Am I?
Students are asked to answer journal questions about Chapters 3 and 4, including a prompt that requires supporting interpretations or conclusions with examples drawn from the text (Question #8). Students complete a chart titled "Using Natural Resources" and a "Parts of a Boat" labeling activity that require organizing information taken from the chapters. Students are offered a writing option to compose a "Sailing Song" whose words and tune should reflect Abel's experiences, and they are asked to summarize what happened to Abel in the chapters.
Lesson 4
Who Is Abel?
Students are directed to answer three to four questions in a journal after reading Chapters 5 and 6, producing written responses. Students complete the "Who Is Abel?" activity by recording words and phrases with corresponding textual evidence about Abel's physical appearance and personality. Students write estimates and short answers in the Mouse Measurements pages, including a critical-thinking response explaining why map scales are important.
Lesson 5
Perseverance
Students are asked to plan and write a three-paragraph reflective essay using the Reflective Writing Organizer, which explicitly guides topic sentences, supporting details, and concluding sentences for each paragraph. The Skills section instructs students to use planning strategies (drawing, mapping, listing) and to identify purpose, audience, and form (with assistance). Students draft their essay, use the Reflective Writing Rubric (Grammar, Organization, Ideas) to revise, and produce a final copy in Activity 3.
Lesson 6
Surprises
Students are asked to write a schedule for their typical day in their journal (Activity 2, Option 1 and Option 2), and to create Abel's daily schedule and then contrast it with their own (Activity 2, Option 2). Students must select five items for a deserted island and describe why they selected each item and how they will use it (Activity 3). The Skills section explicitly lists using oral and written language to recount or narrate, and students are directed to fill in a "Using Natural Resources" chart and journal responses to reading questions.
Lesson 7
Threats
Students are asked to answer journal and discussion questions in writing about Chapters 11–12 (e.g., explaining Abel's feelings, actions, and adaptations). In Activity 3, students must list three adaptations for Abel and describe how each will aid his survival, producing explanatory sentences for each adaptation. Activity 2 has students record a sentence using each vocabulary word and fill out vocabulary cards that require a written definition, part of speech, and usage.
Lesson 8
The Dead of Winter
The Skills section includes "Use oral and written language to report on a topic," which requires students to produce written responses. Directions on the Hibernation activity explicitly tell students to "Answer the following questions using complete sentences," and the student pages provide structured prompts and lines for written answers. Activities ask students to fill a chart, conduct research, and complete the Hibernation Experiment data table and follow-up questions, all of which require students to write and report observations and explanations.
Lesson 9
The Newcomer
The lesson asks students to prepare a script that includes character lines, stage directions, a set description, and three props, and it provides space for writing the script on the student activity page. The skills list explicitly names composing drama and using oral and written language to present information in a sequenced, logical manner, and the activity requires students to rehearse and perform the script for an audience.
Lesson 10
Escape
Students are asked to write three big questions and three little questions about Chapters 17–18, which requires composing written questions as they read. In the "Abel to Change" activity, students write descriptions of Abel before and after the island, explain what caused his change, and create acrostic poems that reflect character traits. The Wrapping Up prompt asks students to describe a personal situation that caused change and to explain how and why it changed them, requiring explanatory writing.
Lesson 11
Home at Last
Students are asked in Activity 2 to write an alternate ending for the story in their journal, beginning from the provided starter sentence "Abel knew there had to be a way off the island...." The directions require the student to describe a new ending that is realistic and fits with the story, which asks students to develop a coherent narrative response appropriate to the task and purpose.
Final Project
Your Own Deserted Island
Students write focused pieces for distinct purposes: a descriptive paragraph about the island environment (Part 1), a paragraph explaining how they landed and use resources (Part 2), a personal letter with greeting, date, and tone (Part 3), and a step-by-step escape plan that must be in logical order (Part 4). The skills list instructs students to use planning strategies (drawing, mapping, listing) and to identify purpose, audience, and appropriate form (with assistance), and it directs students to compose a draft that conveys major ideas and maintains focus. The Final Project Rubric and activity pages prompt students to include organization features (map scale/key, logical order of steps, paragraph structure) and to self-check whether elements were included.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students are asked to record prior knowledge and questions in a journal and to use an activity sheet to organize findings about Columbus (Activity 1). Students write possible benefits and negatives for listed reasons for exploration in a three-column table (Activity 2). Students fill a bubble map listing factual and fictional elements of a historical fiction text and record dates and events on a route map (Activities 3 and 4). The Life Application asks students to describe what historical fiction means and to identify two fictional and two factual events from books they have read.
Lesson 3
September
Students are asked to write answers to guided reading questions in a journal, fill out a "The Journey" sheet, and summarize what happened to Columbus and the crew in September. Students are instructed to make up their own myth or omen about a meteor and to write about what they would do with 10,000 Maravedis. An advanced vocabulary option asks students to write a short paragraph using a set of target words.
Lesson 5
Journal Writing
Students are guided to select an important personal event using explicit criteria and to justify why it makes a good journal entry. Students complete a Pre-Writing organizer that requires them to list ten facts, three feelings, and possible quotes to use, and then they use that organizer to draft a dated journal entry. Students are asked to read their entry and determine whether they communicated the importance of the event as well as their feelings, and they discuss differences between journal writing and other forms (letter/report) as well as the audience implications (privacy).
Lesson 6
November
Students are prompted to answer journal and discussion questions about Pedro's journal entries, which they can write in response to prompts (e.g., Why did Columbus want to take the native people back to Spain?). Students fill in a "The Journey" activity sheet after answering questions, and they complete the "Surviving Life at Sea, Surviving Life on Land" graphic organizer by listing disadvantages and finishing the sentence "I would rather be ___ because ___." These tasks require students to produce short written responses and a brief reflective sentence supporting a choice.
Lesson 8
The Island of the Skog
The Skills section instructs students to use planning strategies (with assistance) to generate topics and organize ideas. Activity 1 requires students to write and organize similarities and differences in a graphic organizer comparing two stories. Activity 2 asks students to write three examples of prejudice for each text, and Activity 3 asks students to write an anthem that reflects mutual respect, which asks them to compose text for a specific purpose and audience.
Lesson 9
January
Students are asked to write two or three sentences with dialogue and to compose a five-line conversation between Pedro and Columbus using alternative tags instead of "said," which practices sentence-level clarity and correct punctuation. The Skills list includes "Use correct punctuation and capitalization" and "Demonstrate understanding of informational text in a variety of ways through writing and illustrating," and Activity 1 asks students to fill in "The Journey" page, prompting written responses about the story. The student activity page and wrapping-up task require students to produce written dialogue and list alternative words, reinforcing word choice and sentence construction.
Lesson 10
February
Activity 3 asks students to pretend they are Pedro and write a firsthand report to deliver to an audience, explicitly requiring that the report explain the crew's survival, their discoveries, and what it was like to sail with Columbus. The Skills section lists that students will "Use oral or written language to recount or narrate" and "Share written and oral products," indicating students will both write and present their work. Students are directed to use their journal "The Journey" pages and assigned comprehension questions as sources for the content of their report.
Final Project
Story Blocks
Students write targeted content on eight themed cubes (e.g., Characters: names + descriptive phrases; Vocabulary: words used in sentences; Survival: threats and survival actions; Similes and Quotes: record and create similes/quoted sentences with correct punctuation). The skills list explicitly includes using planning strategies (with assistance) to generate topics and organize ideas and using oral or written language to recount or narrate. Students also prepare to explain their cubes aloud to others, indicating awareness of audience and purpose when sharing their work.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students are asked to answer three or four journal questions about the chapters, requiring written responses about characters, environment, and plot. Students complete a Fantasy Genre activity sheet by recording examples for characterization, setting, plot, theme, and style/tone, organizing information into labeled boxes. Students keep a Plot Flowchart in which they record a brief retell of each chapter and provide an opinion and recommendations, explicitly asking them to organize events in sequence.
Lesson 2
Spring is Coming
Students are asked to write two or three answers in a journal in response to reading questions and to record events from each chapter on a Plot Flowchart. Students describe and illustrate the setting and then write beneath the picture how Mrs. Frisby's family is being threatened. Students compare rats and mice by reading informational sources and creating a Venn diagram or another organizer in their journal to show similarities and differences.
Lesson 3
A Visit to an Owl
Students are asked to fill out a Plot Flowchart with an event from the chapters, which requires them to organize story events. Students may respond to journal and discussion questions about the chapters, prompting short written answers about plot and character. Students complete homophone activities that require them to write sentences using correct spellings (Option 2) and to use homophones in sentences during the wrap-up.
Lesson 4
Rats in the Rosebush
Students are asked to answer three or four questions in their journal, which requires them to write responses to text-based prompts. Students complete a Plot Flowchart to organize events from the chapters, demonstrating practice with organizing information. Students fill a bubble-map labeled "Bravery" listing five ways Mrs. Frisby shows bravery and are asked to describe the owl's house and think of a new home, which prompts descriptive writing and planning.
Lesson 5
Meeting the Rats
Students are asked to answer comprehension questions in a journal, which requires them to produce written responses about characters and events. Students complete a Plot Flowchart by describing important events from the chapters, practicing organization of story elements. Students write sentences using irregular plurals (Option 2) or fill-in-the-blank sentences (Option 1) and list examples in the "Beyond Needs" activity, producing short, focused written work.
Lesson 6
A Plan for Mrs. Frisby
Students are asked to answer journal questions about the chapters, responding in writing to specific comprehension prompts. Students complete a Plot Flowchart, describing important events from the chapters, which requires them to organize narrative events in sequence. Students illustrate and devise a plan for moving the house and are asked to describe the rats' plan, which asks for explanatory/planning writing tied to a concrete task.
Lesson 7
The Capture
Students are asked to answer comprehension questions and write responses in a journal, providing practice composing short written answers. Activity 2 directs students to make a list of important events and then write a summary of Nicodemus' story, which requires them to select, condense, and organize key ideas. Activity 1 (Plot Flowchart) has students describe important events in sequence, supporting organization of content and logical progression.
Lesson 8
Life at NIMH
Students answer comprehension questions in a journal (e.g., explaining Justin's escape plan and what scientists taught the rats). Students write a dialogue using specified scientific vocabulary (Option 2) that requires composing organized lines of speech for a specific audience (scientists). Students complete a Plot Flowchart and a final descriptive/opinion response about life at NIMH and whether the scientists acted rightly, which require organizing events and reasons.
Lesson 9
The Escape
Students answer guided comprehension questions and write responses in a journal about events and character actions from the chapters. Students complete a "Nicodemus Before NIMH" and "Nicodemus After NIMH" worksheet, explaining and comparing character traits in written sentences. Students create a Plot Flowchart and write a personal list of needs beyond food, water, and shelter, producing several short written pieces for different prompts.
Lesson 10
Amazing Rats
Activity 4 directs students to write a paragraph describing how their opinion about rats changed and to support that opinion with reasons, using linking words such as "for example," "in addition," "most importantly," and "finally," and to include a concluding sentence. Activity 1 asks students to record an important event from each chapter on a Plot Flowchart, requiring organization of events. Activity 2 and the Student Activity Page require students to write how the Rats of NIMH use listed tools and machines, prompting concise explanatory writing tied to a task and purpose.
Lesson 11
The Plan
Students are asked to write a paragraph to accompany a pop-up that describes a chosen place and explains why it would be the perfect place to live. Students are given an option to write a poem or song expressing how wonderful an environment is and their desire to live there. Students must research and record arguments for and against animal research and then write a speech that states a position, includes three reasons, uses transitional phrases (e.g., "for example," "one reason," "in addition"), and ends with a conclusion referring back to their opinion.
Lesson 12
Working in the Night
Students are asked to summarize what they learned from previously read chapters and to respond to discussion and journal questions, which requires producing written answers. Students complete a Plot Flowchart by filling in events, practicing organization of story elements. Students practice sentence-level organization and clarity through the Combining Sentences activity, where they combine short sentences using conjunctions and place commas correctly.
Lesson 13
A New Home
Students are asked to answer discussion and journal questions about chapters, which requires written responses to specific prompts. Students complete a "Plot Flowchart" and fill in a "Plot Diagram," recording the problem, rising action, climax, falling action, and solution, which practices organizing narrative events. Students record examples for each element in the "Elements of Fantasy" activity, which asks them to read prompts and write corresponding examples from the book.
Final Project
The Next Chapter or Book Float
Students are asked to write an additional chapter (Part 4) and to produce character descriptions and a Thorn Valley setting (Part 1) to guide content and organization. Students create an outline listing four major events and a chapter summary (Part 2) and are given a rubric that explicitly asks about organization (events easy to follow, dialogue flow) and content appropriateness. Students plan three realistic conversations with attention to correct commas and quotation marks (Part 3) and read their chapter aloud for feedback on organization and character consistency during wrapping up.