Students are asked to consider the purpose of biography in the 'Ideas to Think About' section and the Parent Plan explains that pre-reading (exploring title, cover, front and back matter) helps students form impressions and questions about the book's purpose. Student activity pages prompt students to analyze the foreword ('How the foreword helps you understand the book's subject and why it might be important'), to evaluate the bibliography and acknowledgments ('Does this reflect thorough research?'), and to read chapter titles and judge whether the author chose them well. A 'Further Reading' task asks students to write what they think other authors might emphasize, prompting comparison of different authors' emphases.

Students are asked to state an argument about what the artist (Paul Revere) might have thought about the Boston Massacre and support that argument with 2–3 specific examples, which requires determining an author/creator's point of view or purpose. Students must choose passive-voice sentences from the reading and explain why the author used passive voice, which asks them to analyze authorial choices that shape perspective. A discussion prompt asks students to evaluate whether the author balances Abigail Adams's personal life and historical context, prompting consideration of the author's viewpoint and emphasis.

Students are directed in Activity 1 (Option 1) to read Abigail Adams's letters and compare their own reading to how the biographer used the letters, including answering: "What point or idea was the author attempting to convey using selections from this letter?" The student activity page asks how much of the letter the author quoted and whether there were interesting parts the author did not note. The Parent Plan prompts discussion about authors' interests, agendas, or biases and how to judge whether an author is using a primary source thoughtfully.

Students read Chapters 23–24 of a biography and respond to comprehension questions that ask about Abigail Adams's beliefs and life (for example, her commentary on the role of women). The lesson includes prompts under "Ideas to Think About" that ask, "What is the purpose of biography..." and "How do authors make choices about what to include and what to leave undiscussed in nonfiction writing?" The final project asks students to present ways Abigail was influenced by and influenced others, which requires some consideration of author-selected themes and emphases.

Students are asked to analyze a nonfiction paragraph about Abigail Adams in the unit test (Part 2: Paragraph Analysis) where they identify her stance on education for girls and evaluate supporting evidence, including the role of a quoted sentence. The unit includes tasks that require students to cite and quote primary sources in their scripts and to provide accurate historical information and dates, which asks students to interpret source perspective. The study prompts also ask students to consider "How do authors make choices about what to include and what to leave undiscussed in nonfiction writing?", encouraging reflection on authorial choices.

Students are asked to read the front/back cover, author biography, preface, foreword, and/or introduction and answer questions such as "What did you learn about the author?" and "What did you learn from the preface, introduction, and/or foreword for the book?". The Activity 1 notes explicitly state that these surrounding materials can tell readers why they ought to read the book or explain how the book was written, which relates to author purpose. Students complete pre-reading questions about introductory materials and summarize information they find in those sections.

Students read Chapter 4 of Animal Farm and answer questions that note differing reactions to Animal Farm (e.g., neighboring farmers' disbelief, mockery, and spreading lies). The "Ideas to Think About" prompt asks how authors use characters, settings, and plots to develop themes, and the "Wrapping Up" prompt asks students to think about how leaders influence the memorializing of events. In Activity 1 Option 2, students write a speech that requires them to explain a character's role and draw a lesson from the Battle of the Cowshed, encouraging consideration of perspective and how events are represented.

The lesson explicitly states that "George Orwell intended Animal Farm to be a satire of the Russian Revolution" and asks students to answer, "What do you think Orwell is trying to say about the leaders of the Russian Revolution?" Students are asked to compare leadership styles of Snowball and Napoleon and to identify the factions and disagreements among the animals (e.g., windmill vs. food production). The reading questions also ask how Napoleon won out over Snowball, showing students examine how dissent is treated in the narrative.

Students read Chapter 6 of Animal Farm and answer comprehension questions about Napoleon's policies, the animals' work, and Squealer's use of dogs, which focus attention on Orwell's depiction of leadership and propaganda. Activity 1 asks students to describe leadership styles (Jones, Napoleon, Napoleon and Snowball) and to interpret "Orwell's intentions regarding leadership" through those portrayals. The Wrapping Up and Parent Plan discussion questions prompt students to think about what Orwell might have been trying to say about government, power, and leadership.

Students read Chapter 7 and respond to Question 4, which asks whether Snowball really visited the farm or whether Napoleon fabricated/exaggerated Snowball's treachery, prompting students to weigh competing claims in the text. Parent discussion prompts ask students to identify what qualities Orwell might think make for a good leader and explain how they know, which asks students to infer the author's viewpoint. Activity 1 asks students to write persuasive advice from Napoleon's perspective, requiring students to adopt and articulate a particular point of view.

The reading questions ask students to evaluate how often claims about Frederick, Snowball, and farm success are backed by credible evidence and to consider reasons for misinformation, prompting evaluation of evidence and viewpoint. Parent-plan discussion prompts ask how Napoleon maintains power (misinformation and intimidation) and invite students to infer Orwell's stance on abuse of power, directing students to determine authorial purpose. Questions about how animals reinforce Napoleon (titles, speeches, heroic poem, dogs) require students to identify narrative techniques that present and suppress dissenting viewpoints.

Students are asked to identify themes and what Orwell might be trying to tell readers (e.g., "Decide what theme you think Orwell was trying to convey" and "think critically about what Orwell might be trying to tell his readers"). Activity prompts require students to cite specific incidents as evidence for themes (Developing a Theme asks students to list at least two incidents that illustrate each theme). The parent/skills section explicitly lists determining a theme or central idea and providing textual evidence as a targeted skill.

Students are asked to think about how themes reveal what the author 'thinks the world works or wishes that it might work,' and a discussion prompt directly asks, 'What do you think Orwell's point might have been?' Activity 2 requires students to write a paragraph explaining 'what you think Orwell would want you to know' and 'what would he want the reader to come away understanding.' The parent/skills sections require students to 'cite textual evidence' and 'determine a theme or central idea' and to analyze its development in relation to characters, setting, and plot.

Students are asked to identify an author's purpose via activities that define expository writing and ask "What is the writer's main goal? to inform" and to sketch the five modes of expository writing. The lesson directs students to examine front matter (introduction/preface) where "authors typically describe why they wrote the book," and students skim the book jacket and pages to circle phrases that indicate expository versus narrative writing. Activities require students to decide whether the book uses narrative, expository, or both, and to justify that decision based on features and wording on the cover and jacket.

Students answer direct questions about the author's intent and audience (QUESTION #1 asks to whom the author dedicated the book; QUESTION #2 asks why the author says she wrote the book), so students practice identifying the author's purpose and implied point of view. The reading selections (dedication, introduction, chapters) and the discussion prompt comparing Roentgen and Thomson provide text-based material that students read and reference when answering those purpose/audience questions.

Students are asked to consider "What is the purpose of expository writing?" and to read Chapters 7–12 that present competing scientific views (e.g., ancient Greeks' particle idea, Huygens' wave theory, Young's double-slit evidence, and Einstein's resolution). The Questions to Discuss prompt students to explain why some scientists thought light was a wave while others thought it was a particle, and the reading summarizes multiple viewpoints and how Einstein challenged the ether idea.

Students read chapters about Einstein and Bohr and answer explicit questions that ask them to compare their ideas about light particles (Question 3). Students answer how the Einstein–Bohr debate was settled by Arthur Compton's x-ray scattering experiments (Question 4), which requires identifying conflicting viewpoints and the experimental evidence that resolved the dispute. Students are also asked to summarize sequences of scientific events (Option 2) and review the idea that light/electrons have wave and particle interpretations, so they practice recounting how scientists responded to opposing ideas.

The Parent Plan Skills list explicitly asks students to 'utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view)' and to 'assess the credibility and accuracy of each source.' The Internet Research activity asks students to examine author credentials, decide whether web pages are understandable and appropriate for formal research, and to evaluate Wikipedia authorship—all tasks that require attention to who is writing and their perspective.

Students answer comprehension questions that require comparing Newtonian and Einsteinian views (e.g., why Einstein rejected instantaneous gravity and how scientists proved his theory by observing an eclipse). The Parent Plan discussion prompts ask when Newton's laws fail and note that other researchers verified Einstein's ideas, which exposes students to conflicting viewpoints and how they were tested. The skills list includes determining central ideas or conclusions of a text, which supports summarizing author claims about relativity.

Students read Chapters 36 and 38–39 of The Story of Science and are asked to write summaries (e.g., the provided sample summary of Chapter 39 notes that Eddington mocked and discredited Chandra). Students complete paraphrasing and summarizing activities that require identifying central ideas and distinguishing facts, reasoned judgment, and speculation (as listed in the Parent Plan skills). The activity prompts students to explain events and viewpoints from the text when classifying statements as common knowledge, quoted material, or paraphrase.

Students are asked to evaluate two possible solutions and list pros and cons for each (Activity 1 and the Student Activity Page), and then state and evaluate the chosen solution. A sample passage models presentation of conflicting explanations (ether vs. Einstein's photons) and shows how one view was accepted over another. The Problem/Solution Planning sheet explicitly guides students to compare viewpoints and justify a selected solution.

Students read a student research paper and are instructed to underline the paper's thesis statement and double-underline each body paragraph's topic sentence, which helps them identify the author's purpose and main points. They are also asked to record whether the author uses quotations, paraphrases, or both and to write the paper's problem and the three solutions the author explores, which requires students to extract the author's presented positions. The rubric and organizer require students to state a thesis and supporting points, reinforcing practice in determining purpose and main claims.

Students are asked to consider Mark Twain's attitudes and purpose through prompts such as "What attitudes toward society does Mark Twain reveal through the characters and themes in the novel?" and to evaluate Twain's use of dialect with journal questions like "is he promoting stereotypes in the process?" The Parent Plan skills also direct students to "analyze the purpose of information" and to "evaluate the motives" behind presentation. Activities require students to gather evidence in a journal, summarize historical context, and discuss how dialect and social context shape meaning and authorial perspective.

Students read Chapters 3–7 of Adventures of Huckleberry Finn and are directed to observe the pronouns the author uses and identify that Mark Twain tells the story in first person from Huck's perspective. Students complete an "Identifying Point of View" practice sheet and a "What's the Point" chart where they label texts as 1st, 2nd, 3rd limited, 3rd omniscient, or 3rd objective. In Activity 2 students compare Jim's and Huck's perspectives (e.g., on slavery and superstition) by sketching and answering journal questions about how characters see the world differently.

Students are asked to identify and use point of view in narrative writing (intro: "Narrative writing tells a story from a point of view") and to reflect on choices about point of view in the Wrapping Up section. Students analyze quotes from Huck, Pap, and Jim to draw conclusions about characters' perspectives and feelings (Activity 1 "And You Can Quote Me on That"). Students practice showing rather than telling emotions and use dialogue and dialect to reveal character perspectives (Activity 2 options and the "Show, Don't Tell" exercises).

Students read a model persuasive essay and answer directed questions that ask them to identify how the writer begins the essay, the thesis statement, whether reasons are included with the thesis, the three reasons given, and the type of evidence used for each reason. Students practice building their own thesis statements, selecting reasons, and supporting those reasons with explanations, facts, anecdotes, or quotations. In Option 2, students brainstorm an essay taking the opposite position and list possible reasons and evidence for that opposing view.

Students are asked to 'identify the style and purpose of the author' and to categorize texts as narrative, persuasive, or expository in the collage activity. Students collect samples from magazines, newspapers, online articles, picture books, and manuals, then sort them into the three categories and create collages with at least four examples each. Parents are instructed to ask students to explain the pieces of the collage and why specific pieces of writing fit into a particular category, prompting students to state author purpose.

Students are asked to write 2–3 sentences describing a character's point of view on life for the Cultural Biography poster. In the Story Blocks option, Block 6 requires one side to reflect the point of view in which the text was written and other sides to reflect Huck's and Jim's points of view. The unit test Point of View section asks students to produce sentences in first, second, and third-person perspectives, and several activities ask students to compare Huck and Jim and reflect on what they learned about society.

Students read paired passages titled "Slavery: Two Views," one by George Fitzhugh and one by Frederick Douglass, and answer questions that directly ask whether they agree with Fitzhugh and whether Douglass's account is persuasive. Students are asked to judge whose voice is more authentic and to explain why, which requires identifying each author's point of view and purpose. Students analyze Douglass's language by circling vivid adjectives and underlining repeated verbs to evaluate the techniques that make his account persuasive, and they are asked to look for methods of persuasion in everyday life.

Students read the book chapters and a Q&A with Christopher Paul Curtis and are asked to "think about the experience of the author" and "consider the role of the author of the story." Students analyze allusions by writing 2–3 sentence explanations of an allusion's origin and connection to Elijah of Buxton and use provided biblical and literary passages to link references in the novel to outside texts. Students answer guided questions about specific scenes (e.g., the Preacher's allusions, the Liberty Bell) and review an answer key that explains how those allusions relate to meaning and character statements.

Students practice identifying an author's point of view by highlighting thesis statements and labeling persuasive strategies in sample paragraphs (Activity 3 and the Persuasive Techniques PowerPoint). They read multiple pro- and con-articles about cloning and record each author's arguments and purpose while taking research notes (Activity 1). Students explicitly identify an author's argument, the counterargument presented, and the author's means of rebuttal in a sample paragraph and are required by the rubric to present and rebut a counterargument in their own essays.

Students read a persuasive essay entitled "Human Cloning" and are instructed to read for and mark rhetorical and logical fallacies (loaded terms, caricatures, leading questions, false assumptions, incorrect premises). The parent-plan skills statement asks students to "compare and contrast persuasive texts... and explain how the authors reached their conclusions through analyzing the evidence each presents," linking the activities to analysis of persuasive purpose and evidence. Students also create their own persuasive advertisements, which requires them to apply persuasive techniques and recognize authorial strategies.

Students read two persuasive essays on cloning and record each author's main arguments and conclusions, which requires identifying author point of view. Students compare and contrast the two authors' conclusions and analyze the evidence each presents through the "Arguing the Issue" activity page. Students identify logical and rhetorical fallacies in each text and answer reflection prompts such as "What do you think was the most compelling part of the author's argument? What would have strengthened the argument?"

Students are asked to "consider what commentary the author might be making about society" and to answer "What warning do you think The House of the Scorpion offers?", which prompts them to infer author purpose. Activities require students to compare the dystopian society of Opium to the United States and to note similarities and differences, supporting analysis of themes and author perspective. The Parent Plan explicitly suggests students might note the author's warning against human cloning or the dangers of concentrated power, directing students to identify the author's concerns.

Students are asked to analyze whether The House of the Scorpion "seeks to comment on issues in present-day society" by filling in a Science Fiction characteristics table with evidence from the text. The Parent Plan and activity prompts explicitly suggest that "Perhaps the author seeks to comment on the use of power and the potential negative impact of the science of cloning," directing students to infer author purpose. The lesson also instructs students to "delineate and evaluate the argument and specific claims in a text" and to "cite the textual evidence that most strongly supports an analysis," and it provides practice identifying irrelevant evidence in persuasive passages.

Students read Chapters 28–30 and complete a Venn diagram comparing Matt's life in Opium and Aztlán, which asks them to consider the author's contrasting portrayal of the two settings. Students answer discussion questions that prompt thinking about control and resistance (Why are Jorge's demands effective? How does Matt resist?), which requires interpreting authorial depiction of characters and power dynamics. Students are explicitly asked to consider the author's intended comment about human treatment of the environment, prompting them to infer author purpose from textual description.

Students answer questions asking why the author chose to have Tam Lin die and consider Matt's changing identity, which asks them to infer authorial choices and purpose. Students identify theme and classify the novel as a dystopia, linking setting and authorial intent to thematic development. Students learn about counterarguments, refutation, and logical/rhetorical fallacies and evaluate their own persuasive essays for opposing views and faulty reasoning.

Students are asked to identify narrative voice as part of the epic characteristics: the student activity asks them to record an omniscient narrator and the answer key explicitly states that the narrator explains the emotions of the rabbits and gives information known to readers but not to characters. Students compare and contrast elements of fantasy and epic, which includes noting how the narrator presents events and characters. Discussion questions prompt students to interpret Fiver's premonition and to evaluate the unusual nature of Cowslip's warren, requiring students to consider what the narrator reveals and withholds.

Students are assigned the role Connection Commander to make connections between the text and the world or their experiences, prompting them to analyze perspectives and implications from Chapters 14–17. Discussion questions ask students to explain Fiver's account of what was happening in Cowslip's warren and to analyze why Hazel's group and Cowslip's group respond differently to their circumstances. The Wrapping Up and Ideas to Think About sections highlight the theme that some characters deny difficult circumstances while others acknowledge them, and the Parent Plan lists citing textual evidence as an expected skill.

Students are asked to research the quotations Adams includes at the start of chapters and "explain how the quote relates to the events and theme of the chapter," which requires identifying authorial purpose and thematic intent. The Parent Plan and Skills sections explicitly direct students to analyze allusions and "analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts." A discussion prompt asks students to interpret Holly's comment about men and to explain the commentary the author may be making, prompting students to infer author viewpoint or purpose.

Students are asked to summarize Chapter 31 and to record the messages and values conveyed by the El-ahrairah tales, including an explicit prompt to consider "what commentary do you think the author might have been making about more modern issues?"; this requires students to infer authorial commentary or purpose. Students analyze how folktales transmit values and identity by recording why each story was important to the rabbits and what lesson it taught. The Parent Plan also lists skills for students to "cite textual evidence" and to "analyze how a modern work of fiction draws on themes...," which directs students to use evidence to support interpretations about the author's choices.

Students are asked to explain why the author chose to set Chapter 35 during the distant approach of a storm and to describe the effect that choice has on the mood, which asks them to infer authorial purpose. Students are assigned the role of Questioner and must develop 3–5 big-idea questions about the text, prompting consideration of author choices and meaning. Students compare and contrast Efafra and Watership Down and write reflections explaining how physical details give clues about the nature of each place, which involves interpreting author-created setting decisions.

The Parent Plan discussion asks students to explain how the author uses the different perspectives of the reader and the rabbit in Chapter 41 to create humor, prompting students to identify and explain authorial perspective. The discussion questions ask students to provide examples of Hazel's leadership and to describe the crucial juncture where Woundwort chooses between visions, asking why Woundwort made his decision, which prompts analysis of conflicting character viewpoints and responses. The lesson directs students to read the climax where leaders must make a crucial decision, which orients students to evaluate how characters respond to conflict and to compare perspectives.

Students are asked to "reflect on its meaning" and to "consider the commentary you think Richard Adams intended to communicate and whether you find it compelling," which directs them to infer author purpose or commentary. The study guide and parent prompts ask students to discuss how characters changed, how major conflicts were resolved, and what themes or messages were most meaningful, which requires students to interpret author choices related to theme and leadership development. The unit test includes questions about dramatic irony, myths, and how Watership Down functions as an epic tale, which ask students to explain literary techniques the author used to convey meaning.

Students read the Prologue and Part One and answer a direct question identifying the narrator as Death and noting that the narrator often directly addresses readers (Question #1). Activity 3 asks students to consider the effect of personifying Death and to think about how that choice of narrator could affect a story. Activities on color and tone and the author interview prompt students to analyze word choice, tone, and the author's narration choices.

Students are asked to record examples of propaganda and to consider whether characters' actions were influenced by propaganda, which asks them to think about motives and the purpose behind messages. The Parent Plan lists a skill to "analyze the purpose of information presented in diverse media and formats" and to "evaluate the motives (e.g., social, commercial, political) behind its presentation," which students practice when reading the Nuremberg Laws and related questions. Students also answer questions about how the laws apply to characters, prompting analysis of the purpose and effects of those laws.

Students analyze written Nazi propaganda by identifying persuasive arguments, emotional appeals, and logical fallacies (Activities 1 and 2; 'Analyzing Propaganda' pages ask students to identify what emotions arguments appeal to and why arguments may have been effective). Students are asked to identify specific quotes (including quotes attributed to Hitler) and explain how those statements could influence readers, which asks them to consider author purpose and intended audience impact. The Parent Plan skills explicitly list exploring and evaluating argumentative works, delineating a speaker's argument and claims, and evaluating the soundness and relevance of evidence.

Students are asked to analyze propaganda by watching two clips of Hitler speaking and to "take notes on what might people may have found compelling about the way Hitler spoke," which requires examining speaker purpose and persuasive technique. The Parent Plan explicitly asks students to "delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence" and to "evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material)." Students also analyze Max's drawings and the narrator Death's descriptions, which prompts consideration of narrator perspective and how imagery communicates intent.

Question #4 asks students why Death begins Part Six with disturbing descriptions and what this has to do specifically with Liesel's story, prompting students to consider the narrator's purpose. The parent discussion asks students to compare Rudy's belief about the mayor's open window with Death's suggestion and to give their own opinion, which asks students to identify and contrast different perspectives in the text. The 'Things to Think About' prompt about how writers use figurative language to create tone asks students to consider author choices that reveal purpose and point of view.

Students are prompted to record and analyze examples of propaganda from Part Seven by adding items to the "Propaganda" page, which asks them to identify how words and images influenced thinking. Students read a PBS piece on news and censorship, view 1943 newsreel footage, and read Ernie Pyle's column, then answer questions that ask them to distinguish informational content from propaganda and to evaluate motives behind media presentation. Students are also asked to compare how words and images Americans received about the war differed from those the German people got, which asks them to consider differing viewpoints and purposes in wartime reporting.

Students are asked in the "Primary Sources vs. Historical Fiction" activity to consider and document qualities including writing style and point of view, and to provide specific examples from the day's primary source readings or The Book Thief. The Parent Plan and Skills sections prompt students to "analyze the purpose of information" and "evaluate the motives (e.g., social, commercial, political) behind its presentation." Students also analyze Max's allegory about propaganda (e.g., identifying what Hitler is "planting") and explain its meaning, which targets authorial purpose or message.

Students are asked to consider how "good writers use figurative language and word choice to create tone and to emotionally engage the reader," which directs them to analyze authorial choices tied to purpose. Discussion prompts ask students to "Explain what Death means when he says, 'No person was able to serve the Führer as loyally as me,'" and "Why do you think Death mentions the scene with the downed plane and the teddy bear early in the book?", which require students to determine the narrator's point of view and purpose. The lesson also prompts students to collect instances of figurative language to use in their final project, supporting analysis of authorial tone and intent.

Students are instructed to read an essay by Walter Kronkite about censorship and to "take a side," list reasons with supporting examples, and write down a specific argument an opponent might make and how they'd refute it. The Parent Plan skills explicitly ask students to "explore and evaluate argumentative works... identifying the social context of the argument, recognizing the effects of bias, emotional factors, and/or semantic slanting, comparing the argument and counter-argument presented." The Propaganda Posters activity directs students to analyze posters for how they function as propaganda, what emotions they aim to generate, and to identify logical fallacies.

Students are directed to read an 'About the Author' article and in Activity 2 they must connect Harper Lee's life experiences to the novel and record three personal events that could inspire a novel, explaining how those experiences could surface issues or lessons. The lesson's 'Ideas to Think About' and writing prompts emphasize that writers often draw on personal experience, prompting students to reflect on authorial purpose. The Parent Plan lists the skill of citing textual evidence to support analysis, which asks students to use text-based evidence in their responses.

Students read Chapters 8–9 of To Kill a Mockingbird and complete a literature response that requires including at least one quotation from the section and explaining its meaning and importance, prompting them to interpret authorial language. Students discuss guided Questions to Discuss about the use of the "n" word and why Atticus refuses Scout's use of it, which asks students to consider attitudes and messages about race that the text conveys. Students track character information on the Character Line-Up chart and answer questions about Atticus's motives and Uncle Jack's change in perspective, which engage students in interpreting character viewpoints and conflicts in the text.

Students read chapters 10–11 of To Kill a Mockingbird and answer questions that require interpreting characters' perspectives (e.g., why Scout and Jem changed their minds about Atticus and Miss Maudie's explanation about the mockingbird). Discussion prompts ask students to evaluate Atticus's quote about conscience versus majority opinion and to explain whether Mrs. Dubose's actions represent courage, which asks students to weigh conflicting viewpoints and character motivations.

Students read chapters 12–13 of To Kill a Mockingbird and complete a literary response that asks them to refer to specific examples from the text to support their ideas. Discussion questions ask students to describe contrasts and perspectives (e.g., what Scout and Jem learned at Calpurnia's church, Calpurnia's two lives, Aunt Alexandra versus Atticus). Activity 2 has students select historical images of segregation and write 2–3 sentences connecting the image to the story or characters, encouraging them to view events from different perspectives.

Students read chapters 18-20 and answer questions that require them to compare conflicting testimonies (Mayella's versus Tom Robinson's) and to summarize Atticus's explanation of events. The introduction asks students to consider whether the ideals of the American legal system were applied fairly in this situation, and the Wrapping Up section prompts students to consider jurors' prejudices. Discussion questions ask students to evaluate whether the jury will believe Atticus and to reflect on Dill's reaction to the courtroom scene.

Students are asked to explain why Harper Lee chose the mockingbird symbol and how she uses it to communicate the idea that innocence can be destroyed, which prompts identification of author purpose. Students answer text-based questions about events and reactions (e.g., Tom Robinson's death, Mr. Underwood's editorial, and the Ladies Missionary Society) that require interpreting character viewpoints and community responses. Discussion prompts ask students to explain Miss Maudie's comment about hypocrisy and to interpret the quote about "the secret courts of men's hearts," which asks students to analyze differing perspectives within the text.

Students answer a question asking why Sheriff Tate concocted the story that Bob Ewell fell on his knife, which requires them to infer motives and outcomes in the text. Parent-plan discussion questions ask students to explain what Scout's actions show about her and to interpret the mockingbird symbol, prompting students to articulate authorial message and character perspective. Compare-and-contrast activities ask students to identify and evaluate changes between the novel and the film, including discussion prompts about why changes were made and whether the director's decisions are justified.

The skills list instructs students to "connect responses to the writer's techniques and to specific textual references" and to "present oral responses to literature that interpret a reading and provide insight," which directs students to analyze authorial technique and use text evidence. The unit study and test require students to choose powerful quotations, paraphrase passages, summarize, and explain how Scout's identity or themes are developed, which has students practice interpreting perspective and effects. The sample graphic organizer (Book vs. Movie) and the rubric require students to explain omissions and portrayals, prompting comparison of different representations of the text.

The lesson has students reread Longfellow's "Paul Revere's Ride" and a first-person excerpt titled "Paul Revere's Ride in His Own Words," then complete a Venn diagram to note similarities and differences in content, literary language, and details. The parent/answer key explicitly directs students to consider each account's purpose (e.g., Revere's purpose as factual testimony versus Longfellow's purpose as a dramatic, entertaining narrative). An optional extension asks students to read an article about Longfellow's inaccuracies and consider whether knowing the poem contains factual errors affects their reading or appreciation.

Option 1 asks students to read an excerpt from Poe's essay "The Poetic Principle" and answer "According to Poe, what should poetry focus on?" Students must record lines from two poems that demonstrate that focus and write a brief definition of poetry. The activity therefore requires students to identify Poe's expressed beliefs about the purpose and focus of poetry.

Students are asked to think about how the Civil War influenced poets' subject matter and purpose, and Question #1 asks why Holmes's protest poem "Old Ironsides" inspired people, prompting analysis of author purpose and persuasive effect. Question #3 directs students to reconsider meaning once they know the poem is about Lincoln, asking how that knowledge changes understanding of the poet's purpose and point of view. Activity 1 explicitly instructs students to distinguish literal and symbolic meanings and states that symbolic meaning can emerge once students are aware of the poet's purpose, influences, or references.

Students are asked to compare author/speaker perspectives in several questions (e.g., Question #1 asks how Sandburg's "Chicago" is similar to Walt Whitman, and Question #2 asks how "Euclid" is similar to Whitman's "When I Heard the Learn'd Astronomer"). Question #3 asks students to reconsider meaning if they treat the narrator of "Gubbinal" as "stupid and insensitive," which requires students to distinguish narrator viewpoint from authorial stance. The Student Activity Page asks whether "Abraham Lincoln Walks At Midnight" is an elegy and asks students to explain the speaker's urged action in "Do Not Go Gentle Into That Good Night," prompting students to state an author's/speaker's purpose or point of view.

Students are asked to interpret author meaning in multiple prompts (e.g., explain the last stanza of Marianne Moore's "Poetry" and the last two lines of MacLeish's "Ars Poetica"). Questions about "The Love Song of J. Alfred Prufrock" ask students to infer character traits and consider the irony of the title, which requires analyzing narrator tone and purpose. The lesson also asks students to compare the two poems and explain which they prefer and why, and to underline phrases/images that strike them for later analysis.

Students read several linked poems (e.g., "A Supermarket in California," "Those Winter Sundays," "Legacies," and "A Fable") and answer guided questions that ask them to interpret the poems' meanings. Question #1 asks students to explain why Ginsberg's imagined meeting with Whitman is an odd way to honor the poet, prompting interpretation of authorial choice and intent. Question #3 asks students to describe what each poet was trying to communicate about family relationships, which requires students to determine the poets' purposes or points of view. The research and poet-card activities require students to read additional poems and note influences and types of poetry, supporting analysis of author perspective and purpose.