Seventh Grade - ELA
1: Semester 1
Unit 1: The Pearl
Lesson 1
Steinbeck
Students are directed to research John Steinbeck using the provided web links and answer specific questions on the "John Steinbeck" activity page, which requires reading and gathering information. The materials include a set of open-ended "Questions to Discuss" that prompt students to talk about what they found interesting, prior vocabulary knowledge, and predictions about The Pearl. Students complete vocabulary exercises by reading definitions, examining example sentences from the text, and writing their own sentences to prepare for discussion.
Lesson 2
The Scorpion
Students are instructed to read Chapter 1 of The Pearl and keep a journal recording descriptive words and phrases, which has them come to discussion prepared. Students must answer comprehension questions in complete sentences that require reference to the text. The Wrapping Up and Parent Plan direct students to read aloud the descriptive phrases they recorded and respond to discussion prompts about social class and Kino's perspective, explicitly drawing on their prepared notes as evidence.
Lesson 3
The Pearl
Students are asked to read Chapter 2 before completing tasks and to answer comprehension and interpretation questions in complete sentences, requiring them to draw on the text (e.g., explain the value of Kino's canoe and interpret phrases such as "vagueness of a dream"). Students complete a Verbs and Adjectives chart that directs them to record Steinbeck's verbs and adjectives from the second paragraph of Chapter 2, explicitly using textual evidence. Option tasks require students to borrow Steinbeck's language in a poem or to base a drawing on the passage and parents are prompted to "look for evidence of Steinbeck's descriptions" in student work. Questions to Discuss include direct quotations from the text and ask students to interpret those quotations in discussion.
Lesson 4
Related Research
Students research either La Paz or the history of pearl diving using websites and at least one book and record information on graphic organizers and note cards (the pearl-diving option requires at least 15 note cards). Students write a one-page script and create at least two visual aids for an oral presentation and practice delivery techniques such as eye contact and voice inflection. Students present their findings to family and are assessed on content, delivery, and effectiveness of visual aids. The wrap-up prompt asks students to think about how their research helps them understand the novel and characters' choices.
Lesson 5
Songs
Students are instructed to read Chapter 3 and answer text-based questions in complete sentences, requiring them to use knowledge from the chapter. The Stylistic Devices Log asks students to "jot down examples" and "select phrases and sentence[s]" from the chapter, which requires collecting textual evidence. Parent-facing 'Questions to Discuss' and prompts (e.g., predict how the pearl will change Kino's life; discuss how words reflect Kino's culture) ask students to refer to specific events and language when responding.
Lesson 6
For Sale
Students are asked to read Chapter 4 of the novella and answer comprehension questions in complete sentences, demonstrating preparation with the text. The lesson includes discussion prompts and 'Questions to Discuss' (e.g., how money and education form divisions of power; how Kino has changed) that require students to reflect on themes from the reading. Activities ask students to list stylistic devices in a journal and to complete a web of symbolic meanings for the pearl, providing specific items students can draw on in conversation.
Lesson 7
The Attack
Students are directed to read Chapter 5 and develop four discussion questions, including Right There and Think and Search types that require locating answers in the text. They are asked to provide answers or possible answers to the questions they develop, and to add stylistic devices to a log to share during discussion. Discussion prompts (for example, responding to Kino's line "I am man") ask students to reflect on the text and justify agreement or disagreement.
Lesson 8
Escape
Students are instructed to read the last chapter of the novella and then answer comprehension and analysis questions in complete sentences, which requires preparation with the text. The activity asks students to add examples of effective stylistic devices from the final chapter to their logs and Option 2 asks students to find two sentences in Chapter 6 that contain verbal phrases, both requiring students to locate and use textual evidence. The lesson includes discussion prompts (e.g., ‘‘Questions to Discuss'' and predicting whether Kino will be caught) that invite students to reflect on ideas from the chapter.
Lesson 9
Parables
Students are instructed to read four parables and to explain the lesson of each to a parent, which requires coming to a discussion prepared. Students are prompted to compare the Parable of the Pearl to Steinbeck's The Pearl and to retell a chosen parable orally to family, asking the audience to explain the lesson—activities that involve discussing ideas drawn from the texts. The lesson also prompts students to reflect on whether the parables changed their thinking, encouraging probing and reflection on the readings.
Lesson 10
Writing a Parable
Students make a list of moral lessons from The Pearl and choose one to be the heart of their parable, showing they read and reflected on the text. Students must describe the lesson to a parent before writing, engaging in a one-on-one discussion about their chosen idea. The parent guidance explicitly asks the parent to make sure the student can support her idea with evidence from the text, prompting students to draw on their preparation.
Final Project
Think-Tac-Toe
Students are asked to write and rehearse a script to perform in pairs or small groups (Scene Memory), which requires preparation from the text. Students must prepare and conduct a mock trial for Kino and are explicitly directed to use evidence from the book to argue the case. Students are instructed to write speeches defending or prosecuting Kino using persuasive techniques and evidence, and to answer short-answer questions that require supporting claims with evidence from the story.
Unit 2: A Girl Named Disaster
Lesson 1
Nhamo
Students are asked to read the first four chapters of A Girl Named Disaster and take the role of Cultural Commentator, using a journal to record what they learn about customs, homes, clothing, beliefs, food, and other cultural elements. Students are directed to peruse two Mozambique web resources for about ten minutes to gather additional information. Students must create a Mozambique Quilt or write ten Mozambique Trivia questions and answers that draw on information from the novel and the provided links. Students are prompted to give a brief verbal summary and to respond to specific discussion questions about plot events and cultural practices.
Lesson 2
Sickness
Students read Chapters 5–7 of the book as assigned and are asked to take on the role of Investigator to dig up background information (geography, culture, history, author information, word derivations) and record four or five bits of information in a journal. The lesson provides discussion prompts in the Wrapping Up/Parent Plan sections (e.g., why villagers thought cholera arrived, why the family traveled to the trading post, why survival would be harder in the village) that are intended for use in discussion. The vocabulary activities require students to locate sentences in the text and create definitions and examples, reinforcing preparation based on the reading.
Lesson 3
A Visit with the Muvuki
Students are instructed to read Chapters 8–10 and then take on the role of Discussion Director, which requires them to prepare by creating four discussion questions that target the book's big ideas. The directions emphasize that questions should not be yes/no and that at least one question be open-ended and one be an inference, prompting students to think about interpretation and implied information. The lesson also prompts students to consider specific issues while reading (for example, Western/Portuguese influence), directing their preparation toward particular text-based themes.
Lesson 4
Escape
Students are asked to read Chapters 11–14 and serve as a Literary Luminary by choosing two or three passages from the text, recording page numbers, marking passages, reading them aloud to a parent, and explaining their reasons for choosing them. Students read the background pages titled "The History and Peoples of Mozambique and Zimbabwe" and complete activity pages that require answering specific historical questions, coloring flags, and labeling answers drawn from that research. The parent plan includes explicit "Questions to Discuss" and prompts to "Ask your child to describe some things she learned," which require students to refer to what they read when discussing.
Lesson 5
Lake Cabora Bassa
Students are instructed to read Chapters 14–16 and take on the role of a Travel Tracer, describing where characters moved to and from and describing each setting in detail. They are asked to explain what role the setting plays in the conflict of the story, record ideas in a journal, and then share those recorded ideas with a parent. Multiple activities require students to use their reading to generate and organize ideas (prewriting methods) and to discuss which prewriting methods were helpful.
Lesson 6
Abandoned Farm
Students are asked to become a Line Locator while reading chapters 17–20: they must find three to five lines or short passages, copy the lines or record page and paragraph numbers, and explain in their journal why those passages are examples of good writing or important to the story. Students must also record at least one thinking question that prompts readers to think beyond the facts of a passage. The Parent Plan includes specific discussion prompts and asks the parent to have the child describe how Nhamo's journey started, which connects the student's prepared notes to a discussion format.
Lesson 7
Baboons
Students are instructed to read chapters 21–23 and to research baboons or other animals (Options 1 and 2), which requires preparation. The Skills section explicitly states students should "synthesize and make logical connections... and support those findings with textual evidence," implying use of evidence. The Parent Plan includes "Questions to Discuss," which prompts discussion about details from the chapters (for example, describing the baboon and Nhamo's survival).
Lesson 8
Survival
Students are instructed to read Chapters 24–27 and take on the role of a Summarizer, writing a four- or five-sentence summary of the chapters and sharing it with a parent. Parent-facing questions prompt students to discuss specific plot events, character actions, and cultural elements (for example, what Nhamo did to survive and what her stories teach about her culture). The calabash activity asks students to explain how they decided on their design when displaying their work.
Lesson 9
The Leopard
Students are directed to read Chapters 28–30 and serve as a 'Figurative Language Finder,' identifying at least three examples of figurative language and recording them in a journal to read aloud to a parent. The parent plan and 'Questions to Discuss' prompt students to explain how Nhamo has changed, answer specific plot questions (e.g., what animal died and how), and explain the difference between revision and proofreading, which requires referring to events and details from the text. Several activities ask students to bring written examples or a revision checklist to parent discussions, indicating preparation with textual material before talking.
Lesson 10
A Rude Awakening
Students are asked to read Chapters 31–34 and take on the role of a Dialogue Designer, creating a 6–10 line conversation that must center on one or more events from those chapters. Students must design a postcard that "reflects what you know about the geography of the island based on the story" or a storyboard whose scenes "accurately reflect the culture of Nhamo's village, the geography of the land, and Nhamo's struggle for survival." The parent plan includes specific "Questions to Discuss" that prompt students to discuss how Nhamo felt, what she learned about Zimbabwe, and where she ended up, encouraging use of chapter details in discussion.
Lesson 11
Out with the Old
Students are assigned to read Chapters 34–38 and take on the role of Real-life Connector, which directs them to find connections between the book, their life, and the outside world and to record those connections in a journal. The lesson instructs to review the "Questions to Discuss" after Day 1 activities are complete and provides specific discussion questions about the text that students are expected to consider. The parent plan repeatedly reminds students to explain elements of the personal narrative and to use their recorded connections and checklist during revision and discussion.
Lesson 12
A New Beginning
Students are assigned to read Chapter 39 to the end and to take the Story Connector role, finding and recording at least three connections from the text in their journals. The Student Activity Page (Part IV) asks students to characterize Nhamo using text evidence, and the skills list explicitly includes "Clarify and support spoken ideas with evidence and examples" and "Support opinions in verbal presentations with detailed evidence." Parents are prompted to ask discussion questions and to have students present and defend ideas to family, linking prior reading to spoken responses.
Unit 3: The Hobbit
Lesson 1
Bilbo Baggins
Students are told to read Chapter 1 and answer text-based questions in complete sentences, including characterization and interpretation questions (e.g., explaining Gandalf's remark about Bilbo). The Setting Map activity requires students to trace the journey and record important events with the chapter number next to each location, directly linking events to textual chapters. The Parent Plan includes specific discussion prompts (e.g., summarize Thorin's explanation; how does Bilbo change?) that require students to refer to the text when discussing and reflecting.
Lesson 2
Trolls
Students are instructed to read Chapter 2 and to read two biographical articles about J.R.R. Tolkien, showing that they come to discussions after reading/research. Students answer comprehension questions in complete sentences (e.g., explain Bilbo's feelings, identify events, and characterize Gandalf), which requires referring to the chapter's content. Option 1 directs students to write five interview questions and three future items with explanations and then read those questions aloud and explain their reasoning to a partner (parent acting as Tolkien). Discussion prompts ask students to explain whether their opinions of Bilbo changed and why, and to justify answers about characters and events.
Lesson 3
The Elves
Students are instructed to read Chapters 3 and 4 and answer targeted comprehension questions in complete sentences, requiring them to refer to specific events and details (e.g., moon letters on the map). Activity 2 asks students to find at least one example of foreshadowing from the assigned chapters, read the example aloud to a parent, and record the chapter and page number on a chart. Students chart the group's journey on a Setting Map and record Events of the Journey, which requires locating and citing places and events from the text.
Lesson 4
Gollum
Students are instructed to read Chapter 5 and then answer specific comprehension questions in complete sentences, requiring them to use details from the text (e.g., identifying the ring, its powers, and Gollum's feelings). Students are asked to "Record any examples of foreshadowing from Chapter 5 on the chart," which requires locating and citing textual evidence. Students must "Reread the riddles exchanged between the two characters" and respond to guided "Questions to Discuss" with family members that ask for explanations tied to events and details in the chapter.
Lesson 5
Wolves, Goblins, and Eagles
Students are directed to read Chapter 6 and answer text-based questions in complete sentences, which requires preparation with the material. Students are asked to "Record any examples you found of foreshadowing from this chapter," which has them identify and gather textual evidence. The Parent Plan includes a set of "Questions to Discuss" about Bilbo, the ring, and Gandalf that prompt discussion about chapter events and character changes.
Lesson 6
Skin-Changer
Students are instructed to read Chapter 7 and then answer comprehension questions in complete sentences, which requires preparation from the text. Students are asked to verbally summarize what happened after Bilbo escaped Gollum, a task that draws directly on their reading. Students must draw the journey path, circle locations, write chapter numbers, and record examples of foreshadowing or flashback on a chart, which requires referring to specific events in the chapter.
Lesson 7
Spiders
Students are asked to read Chapter 8 and then answer specific comprehension questions in complete sentences, which requires them to refer to the text (e.g., questions about Bombur, Bilbo, and Thorin). Students must draw a path from the Forest Gate to the spiderwebs, label the chapter number, write a short sentence about the chapter's events, and record an example of foreshadowing found in the chapter, which requires identifying textual details. The "Questions to Discuss" section asks students to explain changes in Bilbo and provide situations from the book that support a theme, prompting students to use examples from the text when discussing.
Lesson 8
Elvenking
Students are instructed to read Chapter 9 and answer specific comprehension questions in complete sentences, requiring them to come to discussion-preparation tasks with knowledge of the text. Students must record chapter events on a Setting Map and write sentences describing what happened, which requires referencing details from the reading. Parents are prompted to ask the child to explain how Bilbo has changed and to present the problem-solving process she used, creating opportunities for oral discussion about the text and personal connections.
Lesson 9
Men of the Lake
Students read Chapters 10 and 11 and answer specific comprehension questions in complete sentences, demonstrating preparation with text-based responses. Students trace the journey on a Setting Map and record chapter numbers, and they write short descriptions of events and note examples of flashback or foreshadowing, which requires referring to specific chapters. Parents are prompted to ask students to explain Bilbo's plan and to discuss how the ring has helped him, creating opportunities for student-led discussion about the text.
Lesson 10
The Dragon
Students are instructed to read Chapters 12 and 13 and answer text-based questions in complete sentences, summarize chapters, and record examples of flashback or foreshadowing, which requires drawing on the text. In Activity 2 (both options) students are asked to research contemporary or historical examples of greed and power, collect and record examples with descriptions, classify or rank them, and share findings with a parent. The "Questions to Discuss" include author quotations and prompt students to explain and reflect on those quotations, which encourages referring to textual evidence during discussion.
Lesson 11
Bard
Students are instructed to read Chapters 14 and 15 and answer comprehension questions in complete sentences, which requires preparation. Students are told to "record examples of foreshadowing or flashback" on a chart, explicitly asking them to gather textual evidence. The lesson includes a "Questions to Discuss" section (e.g., "Do you think the townspeople should be upset with the dwarves... Why or why not?") that prompts students to explain and justify their thinking aloud.
Lesson 12
The Arkenstone
Students are instructed to read Chapters 16 and 17 and then answer comprehension questions in complete sentences, including questions that require referencing plot events (e.g., Bilbo's reason for sneaking out and the role of the Arkenstone). Students are prompted to discuss major themes, describe character changes, and explain how elements of the quest contribute to theme and mood, tasks that require drawing on the text. Activities ask students to explain to a parent how each quest element affects the story, which encourages using details from the novel during discussion.
Lesson 13
The Battle
Students are asked to finish reading the novel before completing activities and to answer comprehension questions in complete sentences about plot events (e.g., who helps in the battle, what treasure Bilbo takes). Students are instructed to read early literary reviews of The Hobbit and to write a two- to three-sentence journal summary identifying whether each review is positive or negative and describing literary elements the reviewer mentions. The parent plan directs students to read their summaries aloud and to identify literary elements and themes discussed in the reviews, and it provides discussion questions about greed, power, and Bilbo's gains to talk about with an adult.
Final Project
Responding to Literature
Students read and complete The Hobbit and are instructed to write a personal literary response that must be supported with examples from the text, including direct quotes, events, and figurative language. Students fill out a Prewriting Web and a structured Literary Response Outline to gather and organize textual evidence for three body paragraphs and then write rough and final drafts using that evidence. Students review a rubric section labeled "Textual Evidence" and are asked to discuss the rubric with a parent, which prompts students to explain and justify the evidence they plan to use.
Unit 4: A Single Shard
Lesson 1
Korea
Students are instructed to locate maps and reputable websites about Korea and to read those sources (e.g., Ancient History Encyclopedia, Britannica, National Geographic Kids). Students record information from those readings on 'Elements of Korean Culture' charts, compare 'Today' and 'Centuries Past,' and color/label maps to demonstrate knowledge of geography. The parent/teacher prompts ask families to discuss the information the student recorded and to continue adding evidence from the novel as they read.
Lesson 2
Tree-Ear
Students are directed to read the first two chapters of A Single Shard and to give a brief oral summary that highlights the main events, showing an expectation that they come prepared. Students answer text-based comprehension questions in complete sentences (for example, identifying Crane-man's honorable and dishonorable ways with a page reference to p.6). Students are asked to add details from the reading to an "Elements of Korean Culture" page, indicating they must draw on what they read when contributing content.
Lesson 3
Hard Work
Students are directed to read Chapters 3 and 4, underline the most important information, and write a one-page summary that synthesizes main ideas and events. Students answer specific comprehension questions in complete sentences and are given prompts (Who did what? When? Where?) to shape their summary. Parents are instructed to have students read their summary aloud and to review discussion questions about character motivations and plot, which encourages preparation and familiarity with the text.
Lesson 4
Food and Pottery
Students are asked to explain what happened in yesterday's reading and to discuss how 12th-century Korean culture is similar to and different from their own, which requires coming to a discussion with knowledge of the text. The lesson directs students to add new information to an "Elements of Korean Culture" page, and the pottery option provides a web link and hands-on investigation steps that require students to research and gather data about clay. Parent-plan discussion prompts (e.g., "How did the food and art of Korea reflect the natural environment?") invite students to reflect on the material they explored.
Lesson 5
The Royal Emissary
Students are instructed to read Chapters 5 and 6 and to jot down ideas or underline places in the text they might want to ask a question about, showing preparation for discussion. They must write four thoughtful questions (including a fact-based question whose answer can be taken straight from the book) and provide answers or possible answers, which requires using information from the text. Students also sequence the pottery-making steps using information spread across Chapters 4–6 and answer Parent Plan discussion prompts (e.g., explain how the pottery-making process depends on the environment), which requires drawing on textual details.
Lesson 6
Village Life
Students are asked to research Linda Sue Park using linked biographies and video interviews, take notes in a journal, and answer specific comprehension and analysis questions on the "Linda Sue Park" page. They are directed to write a short paragraph explaining how the author's experiences and relationships influenced her writing. The plan also includes prompts to "Discuss with your child" and a set of "Questions to Discuss" about the author and her work.
Lesson 7
Opportunity
Students are instructed to read Chapters 7 and 8 before completing questions and activities, showing they must come to discussion prepared. The mini-book activity requires students to identify opportunities for Tree-ear and to record how each opportunity benefited him, which students are then told to share with a parent. The Parent Plan explicitly tells the parent to ask the child to defend answers with logical explanation and to encourage the child to provide evidence from the text to support conclusions.
Lesson 8
Korean Pottery
Students are directed to visit multiple museum and reference websites (Metropolitan Museum, Asia Society, Wikipedia, etc.) to explore celadon pottery and consider how the artwork reflects Korean culture and geography. The activity instructions ask students to "consider how the artwork reflects the Korean culture and geography of the region" and to view several examples of pottery, which prompts background research. Parent/guardian discussion prompts ask students questions such as "How did Korean pottery reflect the environment and culture of the region?" and "What was the most interesting thing you learned about celadon?", encouraging follow-up conversation based on that research.
Lesson 9
Words of Wisdom
Students are instructed to read Chapters 9 and 10 and then answer specific plot- and character-based questions in complete sentences, requiring them to use knowledge from the text. The Getting Started prompt and Parent Plan ask students to explain what happened in the last two chapters and to add details to the "Elements of Korean Culture" page after reading, showing expectation of preparation. The Quotes activity asks students to interpret Crane-man's sayings in their own words and then to illustrate or create a personal proverb, which requires students to draw on their reading and reflections to support their interpretations.
Lesson 10
The Fox
Students are prompted to summarize the two chapters they were assigned to read yesterday, which requires having read material before discussing. Students are directed to read multiple fox folktales online and to "think about the purpose of the story and what it teaches," and to write a short story that stays true to the literature they read. Parent prompts and Wrapping Up questions ask students to explain the purpose of their story and discuss common traits of foxes, encouraging reflection on texts they have read.
Lesson 11
Relationships
Students are asked to read Chapters 11-13 before answering comprehension questions and before discussing their predictions about Tree-ear, demonstrating preparation for discussion. Multiple activities (Relationship Web and Relationship Words) require students to "support your descriptions with examples from the text, including characters' thoughts, words, and actions," directing students to draw explicitly on textual evidence. Parent/teacher prompts ask students to explain what happened in the text to support their descriptions and to discuss whether their predictions were correct, which requires referring to evidence to probe and reflect on ideas.
Final Project
Comparison and Contrast Writing
Students are prompted to "provide support from the text for each similarity and difference described" on the Essay Organizer (Option 1) and the organizer directs students to record text-based support for paragraph ideas. The Comparison and Contrast Essay Rubric's Ideas and Support criterion requires the paper to compare and contrast clearly and provide specific examples. Multiple parent-guided conference and review steps (review brainstorming page, review rubric with parent, and Activity 6 conference) require students to meet with a parent to discuss their paper and revisions.
Unit 5: Independent Study
Lesson 1
Independent Study Introduction
Students are asked to develop research questions, find sources, record information, and use at least four different types of resources to build an argumentative essay and a presentation. The Point of View activity requires students to read a linked article and complete a chart listing how various stakeholders view the Dakota Access Pipeline, prompting students to refer to that text when analyzing perspectives. The checklist and rubrics require students to use a note-taking method and to review research process criteria as they work, encouraging documentation of their preparation.
Lesson 2
Bias and Propaganda
Students read the "How to Detect Bias in the News" article and two contrasting news reports ("Sir Sam Steps Down!" and "Hughes Fired from Cabinet") and record specific findings on a "Detecting Bias" handout. Students read the "U.S. Steps Up Leaflets to Sway Afghans" article and answer journal questions that ask them to identify propaganda techniques and explain the purpose and effectiveness, drawing on evidence from the article. Students watch two advertisement videos and locate two additional ads, analyzing intended audience, message, and effectiveness on a "Propaganda in Advertisements" handout.
Lesson 3
Starting Your Research
Students are guided to select a research topic, brainstorm issues, and generate open-ended research questions (Activities 1–4). The skills list directs students to generate a research plan and to "include evidence compiled through the formal research process (e.g., use of a card catalog, Reader's Guide..., magazines, newspapers, and dictionaries)." Students complete KWM charts and "Just Right Questions" and refine focused, open-ended, important essay questions, which require preparatory reading and research.
Lesson 4
Finding Information
Students are directed to read and research their topic by developing 4–5 research questions and 2–3 questions for opposing views (Activity 6), and to gather information from at least four different types of resources (Activity 2). Students practice organizing and recording evidence using a gathering grid or note cards, including fields for source details, and are asked to find at least three opinions from different stakeholders with three supporting details each (Activity 5). Students are instructed to document sources on a Blank Works Cited page and to evaluate website purpose, authority, currency, and objectivity before using information (Activity 4 and Activity 3).
Lesson 5
Writing the Essay
Students are required to gather and use evidence in planning and writing the essay (e.g., the body-paragraph guidance: "Evidence, evidence, and more evidence" and the outline templates that include spaces for multiple pieces of evidence). The Skills section explicitly asks students to "Support the main idea or ideas... with facts, details, examples, and explanations from multiple authoritative sources" and to "synthesize research into a written or an oral presentation" that "uses evidence to support conclusions." The unit also prompts students to prepare a presentation (visual aids) and includes "Questions to Discuss" about what they learned and different points of view.
2: Semester 2
Unit 1: Greek Myths
Lesson 1
Ancient Greece
Students are assigned to read pages 9–15 of D'Aulaires' Book of Greek Myths, which gives them preparation on the creation story. Students must summarize the Greek creation story (Question #2) and compare it to other creation stories (Question #3), which requires them to use what they read to answer and explain. Parent/teacher prompts ask the child to describe what he already knows and include discussion questions (e.g., "Do you think you will enjoy learning Greek mythology? Why or why not?" and a factual recall question about Zeus' mother), indicating opportunities for students to discuss the text.
Lesson 2
The Gods and Goddesses
Students are instructed to read specified pages about Zeus, his family, and his children (e.g., pgs. 16-27, 28-37, 42-54, 56-62, 64-69) and to answer comprehension questions in complete sentences, which requires coming to any discussion prepared with the text. Students make character cards and either match or write descriptions using information from the book (Option 1 and Option 2 reference pages 22-23 and activity pages), which requires them to draw on their reading to describe what each god or goddess rules over. Parent prompts ask students to think about differences between Greek myths and their own religion and include discussion questions (e.g., "How does mythology compare to your religion or other religions you know about?"), providing opportunities for oral exchange based on the reading.
Lesson 3
The Stories
The Introducing the Lesson prompt asks the student to pick a favorite god or goddess and "explain his decisions with examples," which asks students to draw on prior knowledge. Activity 2 asks students to consider how myths conveyed beliefs and to "select your favorite god or goddess that you have learned about in the previous lessons," linking discussion prompts to prior reading. The Go Greek card game requires players to read the gods' descriptions aloud when asking for a card, providing students opportunities to use text information during interaction.
Lesson 4
Minor Gods, Nymphs, Satyrs, and Centaurs
Students are assigned specific pages to read (pages 70–89 and 90–107) and are instructed to "consider how greed and the desire for power lead to devastating consequences," which prompts use of the text when answering. Several comprehension questions require students to provide examples "from the myths you read" (e.g., give an example of greed causing conflict), and prompts ask students to explain events such as Prometheus giving fire or why Zeus sent Pandora's box. The Parent Plan repeatedly suggests discussing the readings with a parent and asking the child to explain reasons, which encourages verbal engagement about the text.
Lesson 5
Mortal Descendants of Zeus
Students are instructed to read pages 114–122 about Perseus and answer specific comprehension questions, which requires coming to class prepared with knowledge from the text. Students complete a 'Conventions of a Myth: Perseus' activity that asks them to identify the hero, gods, monster, problem, helpers, and maiden directly from the story. The Parent Plan includes prompts for students to verbally summarize the story and discuss outcomes (e.g., what happens when the king wields power), encouraging discussion based on the reading.
Lesson 6
Vainglorious Kings
Students are instructed to read specific myths (Heracles, Theseus, Daedalus and Icarus, Oedipus, Jason) and answer comprehension questions in complete sentences that require details from the text. The Skills section explicitly lists "Come to discussions prepared...; explicitly draw on that preparation by referring to evidence..." and other activities ask students to compare texts using a chart or Venn diagram, tasks that require citing textual details. Several activities require students to "discuss your findings with a parent," "share specific details to back up their observations," or to read their trailer script aloud to family, prompting oral reference to preparation and evidence.
Lesson 7
The Trojan War
Students are instructed to read pages 178–189 and to start their retelling at a specified paragraph (page 180) and end on page 184, demonstrating preparation from the text. Students are told they may quote from the book at different points and can write out their entire summary, take notes, or make a diagram to remember events, which encourages drawing on textual evidence. The skills list includes "Convey a comprehensive understanding of sources, not just superficial details when providing a summary," and students must practice the retelling using figures and props before presenting to family.
Final Project
A New Twist on an Ancient Myth
Students are asked in Prewriting to identify the conventions and theme of an original myth using the "Conventions of a Myth" pages and to develop ideas for a retelling, which requires preparation and reference to the original text. The lesson requires students to review the rubric with a parent before drafting and to meet with a parent in Part 6 to share their draft and explain how it follows the conventions of traditional myths. Students also study unit materials (stories, vocabulary, gods/goddesses cards) and are directed to review these resources prior to the final project and test.
Unit 2: Tales from the Middle Ages
Lesson 1
Medieval Times
Students are asked to examine the manor map in their book and record specific observations on the "A Medieval Manor" activity page (jobs, clothing, homes, inventions, military defense, comparisons). Students are asked to look at the map again to identify peasants, knights, and lords and then write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant. Students are instructed to read their commentaries aloud to a parent and the parent plan encourages discussing the different points of view and answering guided discussion questions about feudalism.
Lesson 2
Beetle
Students are assigned chapters 1–3 and given the Researcher role, which directs them to "dig up related information" about the book's setting or topics, print that information, and read it to better understand context. Students read the poem "A Dialogue on Poverty" and answer text-based questions comparing the narrator to Beetle and analyzing point of view. The Researcher instruction and text-analysis questions require students to gather and read materials related to the text.
Lesson 3
Summer
Students are assigned to read Chapters 4 and 5 and take the role of Discussion Director, which requires them to write four discussion questions and provide answers based on the chapters. The prompt requires at least one open-ended question and at least one question focused on relationships and one on survival, so students must use their reading to generate thematic questions and responses. The Part II writing task asks students to write a paragraph summarizing character, living conditions, or story events, requiring them to draw on what they read.
Lesson 4
Special Delivery
Students are directed to read Chapters 6-8 and take on the role of a Line Locator, finding three to five lines or short passages and recording page and paragraph numbers. Students must explain in their journals why the passages are examples of good writing or important to the story, and are asked to share the passages aloud and explain their selections. The Parent Plan includes explicit prompts to have the student read selected passages aloud and explain why she selected them, and the lesson includes discussion questions and a Venn diagram activity that ask students to compare and reflect on events from the text.
Lesson 5
A Baby
Students are instructed to read Chapters 9–11 and then create a conversation that must center around one or more events from those chapters, and to record it in their journal and read it aloud to a parent. The Student Activity Page Part I directs students to locate specified sentences in the book and explain the author's use of passive voice, and Part II asks students to note page numbers and convert active sentences to passive, requiring direct reference to the text. The Options ask students to find instances of passive voice in The Midwife's Apprentice, rewrite them in active voice, and explain whether the active version would work better, explicitly drawing on the book passages for reasoning.
Lesson 6
The Inn
Students are assigned to read Chapters 12 and 13 and to take the role of Illustrator, drawing a picture related to the chapters and sharing it with a parent. The Parent Plan provides "Questions to Discuss" that ask students to respond to a direct quote from Chapter 12 and to explain characters' motivations and events, which prompts reflection on the text. The lesson also directs students to review novel vocabulary and sentence structures, indicating preparation with the text prior to discussion.
Lesson 7
An Angel or a Saint
Students are assigned Chapters 14-15 to read and to serve as a "Literary Luminary," which asks them to locate specific passages, record page and paragraph numbers, and read those passages aloud to a parent and discuss them. Students are also directed to read specific monologues in Good Masters! Sweet Ladies! (pages 14, 24, 39) and then complete activities that require them to write explanations of how domesticated animals influenced medieval economics. The livestock/economics activity asks students to draw animals and write concrete examples of what the animals provided and how loss of an animal would affect a peasant's economic situation, which requires referring to the text evidence they read.
Lesson 8
Newborn Hope
Students are instructed to finish the novel and take on the role of a Connector, recording connections between the book, their life, and the outside world in a journal. The Relationships activity asks students to describe Alyce's relationships at the beginning and end of the book and to "Provide details from the book to support your answers." The Parent Plan and Questions to Discuss ask students to share ideas they recorded as a Connector and to explain/reflect on Alyce's decisions and life changes during discussion.
Lesson 9
Cast of Characters
Students are assigned to read the first 23 pages and to complete a Cast of Characters chart that asks for a 1–2 sentence summary of each monologue, an example of descriptive language from the text, and a description of relationships with other characters. The Wrapping Up and Questions to Discuss sections ask students to compare character struggles (e.g., to Alyce's) and to reflect on cultural elements such as superstitions, which prompt students to use their reading to probe and reflect. The activity pages require students to identify and record specific textual language and connections across monologues that they can use in discussion.
Lesson 10
Point of View
Students are instructed to read pages 24-41 of Good Masters! Sweet Ladies! and fill out a chart for each monologue, demonstrating pre-discussion preparation. Activity 2 directs students to find two first-person and two third-person books, determine whether third-person narrators are limited or omniscient, evaluate subjectivity/objectivity, and share findings with a parent. Discussion prompts explicitly ask students to use examples from the book to support answers (e.g., "Use examples from the book to support your answer") and the parent plan instructs parents to ask students how they determined narrator type.
Lesson 11
Village Life
Students are assigned to read pages 42–65 of Good Masters! Sweet Ladies! and to fill out a "Cast of Characters" chart, showing they prepare by reading and collecting textual information. The "Questions to Discuss" and Wrapping Up prompts ask students to compare perspectives (Isobel vs. Barbary) and to "Explain the relationship between Jews and Christians as described by the author," which directs students to refer to the text. The Getting Started "Ideas to Think About" and discussion prompts require students to probe and reflect on ideas about relationships and historical context based on the monologues they read.
Lesson 12
Glassblowers, Tanners, and Snigglers
Students are assigned to finish reading Good Masters! Sweet Ladies! and to complete the "Cast of Characters" chart, and are told to reread characters' monologues before activities. The Painting Sentences tasks require students to relate sentences to the book and include basic-sentence cues with page references (e.g., "Alice sang (p.14)", "Hugo hunted (p 2)"). The Parent Plan includes "Questions to Discuss" that prompt students to answer content-specific questions about the text.
Unit 3: The Prince and the Bard
Lesson 1
Introduction to The Little Prince
Students are instructed to read the biography of Antoine de Saint-Exupéry and answer comprehension questions (e.g., why the writer used the word "prestigious" repeatedly and what happened at the end of his life), which requires drawing on that reading. The lesson includes directed discussion prompts under "Questions to Discuss" (e.g., examining the book cover, explaining what parentheses indicate) and asks students to "share your parentheses statements with a parent," indicating planned verbal exchange about prepared work. Activity 2 asks students to collect advertisements, paste examples, and role-play as the creator, which asks students to prepare and bring evidence-based examples to an interactive task.
Lesson 2
Meeting the Little Prince
Students are assigned to read Chapters I–VI and to answer comprehension questions in complete sentences, which requires preparation on the text. In Activity 1 students are asked to look back at two specific sentences and explain why the author uses parentheses, explicitly drawing on the text to support their explanations. In Activity 2 students must extract what the narrator says on page 10 and place those ideas into a Venn diagram, then include additional questions and share that diagram with a parent to discuss the ideas from the book.
Lesson 3
The Flower and Other Planets
Students are instructed to read chapters VII–XII of The Little Prince and answer comprehension questions in full sentences, which requires preparation with the text. In Option 2 students must find two passages in Chapters I–XII, note chapter and page numbers, write the sentence, and explain the use or effect of ellipses, explicitly drawing on textual evidence. The lesson includes a discussion prompt asking whether the little prince would return and asks students to perform a 30-second persuasive message and explain which technique(s) they used, which asks them to reflect on ideas from the reading.
Lesson 4
Earth and Other Planets
Students are assigned to read Chapters XIII-XX of The Little Prince and answer comprehension questions in complete sentences, showing they must come prepared with knowledge of the text. Students complete a "Planet Problem" worksheet that directs them to describe the planet using illustrations and "what the little prince says," requiring them to draw on the reading when planning solutions. Students write persuasive letters (one or two versions) to an inhabitant proposing solutions and are instructed to share the letter with a parent and explain how the solution would solve the problem, creating an opportunity to refer to their notes aloud.
Lesson 5
Making Friends on Earth
Students read Chapters XXI-XXV of The Little Prince and answer specific comprehension questions in complete sentences, requiring them to draw on what they read to explain ideas like being 'tamed' and the fox's secret. Part II of the activity asks students to look back in Chapter II and reflect on why certain caption text is italicized, which requires referring directly to the text. The wrapping-up prompt asks students to explain to a parent why the fox says friendship prevents monotony and to give two examples, encouraging students to use the book's ideas to support their explanation.
Lesson 6
Saying Goodbye
Students are instructed to finish reading Chapter XXVI to the end of The Little Prince and to answer comprehension questions in complete sentences, including text-based items (e.g., how the little prince gives the narrator a gift of the stars and how he intends to get home). The Student Activity Page asks students to list two ways the narrator says he knows the little prince made it home and to explain emotions, perspectives, and motivations, requiring reference to story details. Students are also prompted to share a letter with a parent and "explain why you agree with the narrator that the little prince made it home or why you do not," which asks for justification drawn from the reading.
Lesson 7
Introduction to Shakespeare
Students are instructed to read the "Early Modern English: Reading Shakespeare" article and answer specific questions in complete sentences (e.g., restating confusing lines in modern English), and to read the Character List and group characters into categories, which requires preparation and reference to the texts. Students complete annotation activities using brackets on excerpts from A Midsummer Night's Dream and are told to "Show your parent the sections that you have marked up with brackets," which asks them to bring their annotated evidence to a discussion. The student pages also include online research tasks (looking up "[sic]") that require students to research and use that knowledge in their written responses.
Lesson 8
Beginning A Midsummer Night's Dream
Students are instructed to read Act 1, Scene 1 through Act 2, Scene 1 and to answer specific comprehension questions in complete sentences, which requires drawing on the text (e.g., Theseus's choices for Hermia; identifying main couples). In the character activities students must create a collage or a casting description that includes images and explanations showing the character's problems and what the character tries to persuade someone else to do, and the Student Activity Page asks explicit prompts about character challenges and persuasion. The Wrapping Up step asks students to show a parent their product and explain who the character is and what he or she has done so far, prompting students to refer to the text in an oral explanation.
Lesson 9
Puck's Pranks
Students are asked to read Act 2, Scene 2 to Act 3, Scene 2 (modern translation) and to answer specific comprehension questions in complete sentences about plot events (e.g., what Oberon does to Titania, Puck's mistake). Students are instructed to read their poem or short story aloud to a parent and to discuss prompted questions such as why Shakespearean phrases have endured and whether humans find Puck's mistakes funny. The activity requires students to use Shakespearean phrases from a provided PDF, showing they must prepare by reading source material and apply that preparation in a follow-up task.
Lesson 10
Dreams
Students are asked to read Act 3, Scene 2 to Act 4, Scene 1 and to answer specific comprehension questions in complete sentences, which requires using information from the text. For the performance activity students must copy a chosen scene, make notes on their performance, practice it, and write a short paragraph about how the passage deals with love, friendship, or persuasion. Students are prompted to talk with a parent about their performance and discuss how the section they performed uses the chosen theme.
Lesson 11
Watching the Play
Students are instructed to finish reading Act 4, Scene 2 through the end of the play and to use the modern translation, showing they come to the activity having read the material. Students answer specific comprehension questions in complete sentences about characters' reactions, lines, and whether the play is a comedy or tragedy, requiring reference to plot details. Students watch an animated adaptation and are asked to discuss with a parent which key scenes were included or omitted and whether the animation does a good job telling Shakespeare's story, prompting comparison between their reading and the media.
Lesson 12
Tragic Love
Students are assigned to read an abridged Romeo and Juliet (pages 7–40 and 43–77), showing preparation before activities. In Activity 1, students must write three interview questions and "find quotes from the text that answer your questions," then include those quotations with correct quotation marks and ellipses. The Reading and Questions sections require students to answer comprehension questions in complete sentences based on the text.
Final Project
Love Letters
Students are instructed to take notes on a chosen couple using the "Play Cupid" or "Strongest of All" pages, recording thesis, problems/solutions, and "evidence of their love" including "important quotes." The OUTLINING pages direct students to use the evidence they found (observations, examples, quotations, personal experiences) to support each reason in their essay. Activity 3 requires students to "include quotes from your couple" and "provide persuasive evidence of their love," and the unit ends with a directive to "Discuss the readings, your essay, and your test with your parent."
Unit 4: Newton at the Center
Lesson 1
Features of Non-Fiction
Students read specified pages (ix–xii) and answer text-based questions in complete sentences that require information from the reading (e.g., why Newton called himself a "natural philosopher" and Francis Bacon's view). Students highlight main ideas and feature names, then fill in definitions on an activity page, creating explicit notes about the text's features. Students are instructed to share their notes with a parent and are given discussion prompts to talk about which features are most important and why sidebars might be read separately.
Lesson 2
Newton and Math
Students are assigned specific pages to read (pages 118–163) and are told to take notes including page numbers on important information and unfamiliar words. Students must use their notes to write ordered steps for drawing an ellipse and to give a 2-minute or less oral summary of page 163 that includes the main idea and what is shown by the graph. Students are asked to have a parent follow only their written or oral directions for drawing an ellipse and to discuss the oral summary and which task was more difficult, prompting reflection on their preparation.
Lesson 3
Newton and Light
Students are assigned to read pages 164–171 and are told to take notes and mark page numbers for important information and unfamiliar words. Students must answer specific reading questions in complete sentences that draw on the text (e.g., explaining Newton's methods, Kepler's camera obscura, spectroscopy). Students prepare an oral presentation using the reading as inspiration and practice explaining and answering questions during an interactive Q&A with a parent.
Lesson 4
Newton and Motion
Students are assigned to read pages 172-183 and are told to ask a parent whether to highlight or take notes including page numbers on important information and unfamiliar words. Students are instructed to describe an event "as described in the book," to take notes on two people's perspectives, and to prepare index cards with the actual event and what each person would say. Students are directed to act out their characters for a parent or share the headlines and to discuss the actual event during the wrap-up.
Lesson 5
Newton's Contemporaries
Students are asked to read chapter 18 and the sidebar "Turning on the Light" and to highlight or take notes including page numbers on important information and unfamiliar words, which shows preparation. Students answer specific comprehension questions in complete sentences about Roemer, Cassini, Huygens, and experiments with light, demonstrating that they extract information from the text. The Parent Plan includes "Questions to Discuss" (e.g., what the author means by "We are seeing ancient history when we look at the sky"), indicating prompts intended for discussion based on the reading.
Lesson 6
Math and Science Take Flight
Students are instructed to read Chapter 21 and the NASA "What Is Aerodynamics?" page and to take notes, including page numbers and unfamiliar words, so they come to discussion prepared. Activity 2 requires students to use diagrams, captions, and text to create a numbered list of instructions and to keep materials to demonstrate and summarize what they learned. The wrap-up directs students to summarize for their parent how an airplane wing works, and the Parent Plan lists specific discussion questions to use in parent-student conversations. The lesson also asks students to ask a parent to check their sentence diagrams and to seek hints, creating one-on-one discussion opportunities.
Lesson 7
Using Newton's Work
Students are assigned specific readings and research tasks (multiple chapters, web links) and are told to take notes including page numbers and unfamiliar words as they read. Students complete a K-W-L chart, research an artist using provided links, and prepare a painting printout to give an oral summary to a parent. Option 2 for the verb-tenses activity asks students to record original sentences or page/paragraph numbers from the text before rewriting them, showing attention to citing source locations.
Final Project
Lobby for Newton
Students are instructed to review their highlighted passages and notes and to summarize key points from each chapter, comparing their summaries to the "Things to Know" and "Readings and Questions" sections. The project asks students to look back at highlighted passages and notes when answering brainstorming questions about Newton and to use those notes to create an outline and write an essay. The wrap-up directs students to "Show your Newton sculpture proposal to your parents" and provides discussion questions asking why they chose features and how those features relate to Newton's discoveries.
Unit 5: British Poetry
Lesson 1
Rhythm and Meter
Students are assigned to "Read the introduction (pages 5-15) in Poetry Rocks! Modern British Poetry" and to "Answer the following questions in complete sentences," which requires using the text. Students are asked to "Read your own stanza or the poem fragment you marked up aloud with your parent" and to respond to the Parent Plan "Questions to Discuss," which prompts one-on-one discussion about stressed/unstressed syllables and historical context. The activity pages and answer keys require students to mark syllables and identify meter based on the assigned readings, indicating preparation and use of text details.
Lesson 2
Voice and Rhyme
Students are assigned to read Chapter 1 and Chapter 2 about Elizabeth Barrett Browning and Robert Browning and to answer comprehension questions in complete sentences, which requires preparation with the texts. Students are asked to read their finished poem aloud to a parent and explain how their poem reflects a time period, and parent-facing discussion prompts ask students to compare voices and themes from the poems. The lesson includes guided questions (e.g., how My Last Duchess would differ with a second speaker) that invite students to reflect on the text and its implications.
Lesson 3
Graphic Elements
Students are instructed to read Chapter 3 about Alfred, Lord Tennyson and answer comprehension questions in complete sentences, citing facts (for example, why Ulysses leaves and about whom poems were written). In Activity 1, students identify and record two lines that exemplify three graphic elements, requiring them to locate and cite textual examples. In Activity 2, students read an external biography of Prince Albert and write a paired poetic line and prose statement that express the same idea, explicitly linking prose evidence to lines from the poem. The Parent Plan includes specific "Questions to Discuss" that prompt students to talk about graphic elements, blank verse, and the chapter's main topic, implying discussion based on the reading and collected examples.
Lesson 4
Figurative Language
Students are assigned to read chapters on Matthew Arnold and Christina Rossetti and answer comprehension questions in complete sentences, including identifying specific similes and the natural phenomena Arnold uses, which shows they prepare by reading the texts. Students take a nature walk, photograph scenes, and record specific notes labeling each photo with a metaphor, simile, personification, or other figurative language, linking preparation to later work. Students write a poem using personification and metaphor/simile based on their notes and then read the poem aloud and talk about which figurative devices they used, connecting their created work back to their observations and readings.
Lesson 5
Allusions
Students read assigned chapters on Yeats, Sitwell, and Owen and answer comprehension questions in complete sentences, demonstrating preparation with textual details. In the Contemporary Events Scavenger Hunt students choose three news articles and record the article title, location, and three interesting facts or vivid details, and write a phrase to use later in a poem. The Parent Plan skills explicitly list that students should "provide evidence from text to support understanding," and the lesson includes parent-led "Questions to Discuss" that prompt students to refer to the poets' lives and poetry when comparing perspectives.
Lesson 6
Tone
Students are instructed to read Chapter 9 about Stevie Smith and answer specific comprehension questions in complete sentences that require details from the text (e.g., why she was called Stevie, what inspired "Not Waving But Drowning," and how that poem differs from Browning's monologue). The provided sample answers show students referring to textual details (an article about a drowning, differences in speakers and in rhyme/meter). Parent discussion prompts ask students to compare the original article with Smith's poem and to reflect on tone versus theme, which encourages using their reading to probe ideas in conversation.
Lesson 7
Themes
Students read Chapters 10 and 11 about W.H. Auden and Dylan Thomas and answer comprehension questions in complete sentences, demonstrating content preparation. Students choose, memorize, and recite a poem and are asked to explain why they chose it during the wrap-up, creating a prompted discussion with a parent. The Parent Plan supplies discussion prompts about themes and what the poems communicate about their eras, which direct students to reflect on ideas from the readings.
Final Project
Autobiography of a Poet
Students are asked to reread all poems, review the "Things to Know" sections, and add poets and genres to a historical timeline using information from the book, which requires coming to tasks prepared with the text. Students must write a one-paragraph autobiography that includes the three current events explored in Lesson 6 and explain why they chose those issues, explicitly drawing on prior study. Students are instructed to use the book's poem analyses as models when writing a two-paragraph analysis of one of their own poems, citing images, events, structure, and techniques from the texts. Students compile their work and read their poems aloud to family and are given discussion prompts (e.g., which poem you liked best and why).