Students are asked to choose one word to describe Kino's life and explain why (Question #1), and several discussion prompts ask students to justify whether Kino is rich or poor and to explain changes in his perspective. The lesson requires answers in complete sentences and prompts students to give reasons (e.g., why the doctor would not care for Coyotito). These tasks ask students to make a claim and support it with reasons and textual evidence from Chapter 1.

Students take notes on at least 15 note cards about pearl diving and are instructed to "organize your note cards to write a one-page presentation" and to "decide on a logical sequence for the presentation," which requires arranging reasons and evidence. For the La Paz option, students create a travel brochure that must "provide information and entice people to visit," with a specified brochure outline (places to see, nature and wildlife, people and culture, map, food) that requires organizing content for a purpose. The lesson's skills list explicitly includes "Organize information to achieve particular purposes," indicating students will plan and structure material to achieve a communicative goal.

Students are asked to answer open-ended questions in complete sentences that require making claims and supporting them with reasons and evidence (e.g., QUESTION #1 asks whether Kino loses his soul and to explain; QUESTION #2 and QUESTION #3 ask students to explain how setting affects action and why characters return to the village). The Wrap-Up and Discussion prompts ask students to take a position and explain (e.g., "Do you think Kino and Juana should have thrown the pearl back into the ocean? Why or why not?" and "What does the pearl symbolize at the end of the story? Explain."). The activities require students to locate and write sentences about events in Chapter 6, which invites use of textual evidence in answers.

Students are asked to write a speech "defending or prosecuting Kino" using persuasive techniques and evidence from the story, and to prepare and conduct a mock trial for Kino in which roles are assigned and evidence from the book is used to argue the case. Part D short-answer prompts ask students to support claims about characters, symbols, and stylistic devices with evidence from the story. The Compare/Contrast and Quick Script activities require students to organize information (e.g., Venn diagram, summarizing key events) which supports logical organization of reasons and evidence.

Students choose two or three passages as a Literary Luminary and read them aloud, then explain their reasons for picking those passages, which requires stating a claim (choice) and giving supporting reasons. A discussion question asks, "Do you think that Nhamo should have listened to Ambuya when she told her to leave? Why or why not?" which prompts students to take a position and provide justification.

Students are asked to read Chapter 1 and "answer the questions below in complete sentences," which requires them to state opinions and support them (for example, "Do you think Bilbo should go on the mission? Why or why not? Would you go? Why or why not?"). Discussion prompts ask students to summarize the reason for the mission and to explain Gandalf's remark about Bilbo, prompting students to give reasons and textual evidence. The activities require students to explain directions and discuss answers with a parent, providing opportunities to practice making a claim and giving supporting reasons orally or in writing.

Students are asked to state and explain opinions in multiple places (e.g., parent prompt: "ask her if her opinions have changed and why or why not," and discussion question: "Do you think Bilbo will be an asset on this journey? Why or why not?"). In Option 1 students must "consider why each question would be an important one" and "explain your reasoning for each question and piece of information shared," which requires stating a claim and giving reasons. The interview/future-sharing tasks ask students to record and explain reasons for their choices, prompting practice in supporting claims with reasons.

Students are asked to explain a problem in two or three sentences, brainstorm three solution options, list pluses and minuses for each, and select and explain the best solution on the "Problem Solving" page, which requires organizing reasons and evidence for their choice. The Skills section directs students to "Construct essays/presentations that respond to a given problem by proposing a solution that includes relevant details," and Activity 2 has students present the problem-solving process and implement their plan. The Problems and Solutions chart and answer key require students to identify who solved each problem and to describe the solution steps.

Students are asked to answer an evaluative question (Question #3: "Do you think the group should continue with their journey? Why or why not?") which requires them to state a position and provide reasons. Parent-plan discussion prompts (e.g., "Do you think the men of the town should have helped the dwarves? Why or why not?") also ask students to take a stance and justify it. Several written tasks require complete-sentence answers and short written descriptions, which could be used to give supporting reasons.

Students are asked to answer an opinion question (Q1: "Do you think it is Bilbo's job to enter the cave door first? Why or why not?"), which requires them to state a claim and give reasons. In Activity 2 (both options) students collect examples, write two- or three-sentence descriptions, classify artifacts, and rank examples, which requires gathering and organizing evidence to support an interpretation. The Skills section also lists that students will "identify, analyze, and critique persuasive techniques," which involves examining reasons and evidence used to persuade.

Students are prompted to give opinions and reasons in the "Questions to Discuss" (e.g., "Do you respect the Master? Why or why not?" and "Do you think the townspeople deserve some of Smaug's treasure? Why or why not?"). The lesson explicitly teaches and has students practice using transitions and semicolons for sentence-to-sentence coherence, and lists "Identify and use transitions for sentence-to-sentence coherence" as a skill. The activities require students to combine independent clauses and to choose transitional expressions that show relationships (cause/effect, contrast, addition), which supports organizing ideas at the sentence level.

Students are asked to answer opinion questions in complete sentences (e.g., "Do you think Bilbo should have given Thorin the Arkenstone or do you think he was right to give it to Bard and the Elvenking? Explain."). Several prompts ask students to explain reasons for characters' actions (e.g., why Bilbo admitted giving the Arkenstone and why the dwarves turn on him), which requires stating a claim and supporting it with reasons. The activities ask students to discuss major themes and explain how quest elements contribute to theme and mood, prompting students to justify interpretations with evidence from the text.

Students are instructed to write an introductory paragraph that names the title and author and to develop three body paragraphs each presenting an argument or opinion about the book with support from the text (quotes, events, figurative language). The provided outline template asks for topic sentences, multiple supporting ideas with lines for evidence, and a conclusion that summarizes the three ideas, guiding logical organization of reasons and evidence. The rubric explicitly assesses "Textual Evidence" and "Writing Style" including clarity and organization, which directs students to provide relevant evidence and organize it coherently.

Students are asked opinion questions that require taking a position and giving reasons (QUESTION #1: "Do you think Tree-ear should have told the man that he was losing his rice? Why or why not?" and a discussion prompt "Do you think working for Min is a good opportunity for Tree-ear? Why or why not?"). Students must deliver oral summaries of the book, which requires them to state main events and could involve stating judgments about events. Several short-answer questions ask students to explain characters' actions, prompting them to support answers with textual details.

Students are asked to record opportunities and "at least one way the opportunity benefited Tree-ear, or how he used the opportunity to make his life or someone else's life better," which requires making a claim and giving supporting reasons. The parent notes instruct parents to ask the child to "defend his answer with a logical explanation" and to "provide evidence from the text to support his conclusions." Students also answer comprehension questions in complete sentences, which prompts them to state positions and justify them.

Students are asked to "write responses to literature and develop an interpretation" and to "organize interpretations of literature around several clear ideas," which requires stating a central claim or interpretation. Students answer discussion questions such as "Do you think Min should teach Tree-ear... Why or why not?" and are directed to respond in complete sentences, prompting them to give reasons. Activities ask students to "develop and justify the interpretation of literature through sustained use of examples" (e.g., interpreting Crane-man's quotes and explaining how they apply), which requires supporting claims with evidence.

The Skills section tells students to "organize interpretations of literature around several clear ideas" and to "justify interpretations of literature through sustained use of examples and textual evidence," which asks students to arrange reasons and support them with evidence. The Relationship Web and Relationship Words activities require students to write at least two sentences describing each relationship and to "support your descriptions with examples from the text, including the characters' thoughts, words, and actions." The Parent Plan prompts ask students to explain predictions and provide examples from the book to support their descriptions.

Students brainstorm similarities and differences between Tree-ear's relationships and record ideas in a four-section organizer labeled for each relationship, similarities, and differences. Students complete essay organizers that prompt an introduction, topic sentences for body paragraphs, spaces to list similarities/differences, and lines to record text-based support for each point. Students are evaluated with a rubric that requires specific examples for support and an organizational score for following the outline (introduction, comparison paragraph, contrast paragraph, conclusion).

Students are asked to research multiple points of view on a controversial topic (Steps to Independent Study: find sources, record information, write an argumentative essay). Students complete a "Point of View" chart that requires them to list how different stakeholders would support or oppose the Dakota Access Pipeline and to note reasons for each position. The Argumentative Essay Rubric and Independent Study Rubric require students to organize their essay (Organization category) and evaluate clarity and effectiveness of ideas, and the research process prompts students to use note-taking and multiple sources.

The lesson repeatedly instructs students to consider multiple points of view before determining a position and asks them to brainstorm controversial issues that have differing opinions. Students complete KWM charts and research plans to record what they know, what they want to know, and why the topic matters, and the Skills list requires including evidence from formal research sources. The "Just Right Questions" and "Focusing Your Topic" activities guide students to form focused, open-ended, and important essay questions and to refine those questions based on criteria.

Students are asked to create a position statement (example provided) and to develop 4–5 research questions supporting their position and 2–3 questions for the opposing argument (Activity 6). Students must find at least three opinions from different stakeholders and record three supporting details for each on a Blank Stakeholders Chart (Activity 5). Students use gathering grids or note cards to record evidence from multiple sources and complete a Works Cited page, which organizes sources and evidence for later use.

The lesson directs students to write a clear position statement in the Introduction and provides an outline template where students write their thesis/position. It requires students to develop body paragraphs with topic sentences, reasoning, and multiple pieces of evidence, and tells students to organize arguments from least important to most important. The lesson explicitly requires a Counterarguments paragraph where students acknowledge opposing points of view and briefly state why they disagree, and it gives prompts and space on activity pages for opposing points and counterarguments.

Students are instructed to present their position on the topic to a live audience and to prepare a visual aid to support that presentation. The Visual Aid Options include tasks that require explaining multiple points of view (Poster) and showing both the student's position and the opposing view (Propaganda). Students are asked to create an outline that may follow the same sequence of ideas as their argumentative essay and to use the "Plan for Creating Visual Aid" sheet to list steps and organize materials. The Parent Plan skills explicitly mention writing persuasive compositions that anticipate/address counterarguments and synthesizing research using evidence to support conclusions.

Students are asked to answer open-response questions that require a position and reasons (Question #1 asks why the Greeks chose to worship idealized gods, and the parent/teacher prompts ask "Do you think you will enjoy learning Greek mythology? Why or why not?"). Question #3 asks students to compare the Greek creation story with other creation stories, which prompts students to note similarities and differences between competing explanations. The activity asking students to summarize the Greek creation story in two sentences asks students to organize key ideas concisely.

Students are prompted to take a position and give reasons in QUESTION #1: "Do you think Prometheus should have given fire to the people? Why or why not?" The provided sample answers model both a pro and a con position, showing alternate viewpoints. Day 2 QUESTION #3 also asks students to provide examples from the myths that support a claim about greed causing consequences, requiring use of evidence from the texts.

Students are asked to form and justify opinions in short-answer prompts such as "Do you think Jason or Medea was the 'hero' of the story? Why?" and "Do you think Oedipus deserved his fate? Why or why not?" Students also organize similarities and differences using a Venn diagram when they compare Hercules to a modern superhero, and they complete a comparison chart contrasting the traditional Icarus myth with a contemporary retelling. The Parent Plan skills explicitly state that students should "synthesize and make logical connections between ideas within a text and across two or three texts, and support those findings with textual evidence."

The Questions to Discuss ask students to take a position (e.g., "Do you think she is right in feeling this way? Why or why not?"), which prompts students to state a claim and give reasons. The Life Application asks students to consider why certain foods or restaurants are not affordable for all and to explain why obesity rates differ by socioeconomic level, prompting students to generate explanations and supporting reasons. Several discussion prompts ask students what they would say if asked what they want, which encourages expressing a claim with supporting reasons.

Students are asked to "write three sentences in your journal that explain the relationship people had in the Middle Ages with their domesticated animals," which requires them to state an explanatory claim and provide supporting detail. In Option 2, students "draw a picture of three different examples of domesticated animals" and "write examples of how each animal influenced the economics of life," including prompts about what could happen if an animal or the serf died, which asks for reasons and consequences. The Livestock and Economics activity uses a grid page that prompts students to organize examples for each animal.

Students are prompted to take a stance in the discussion question "Do you think Alyce makes the right decision to go back to the village? Why or why not?" which asks for reasons. The Relationships activity asks students to describe relationships "at the beginning" and "at the end" and to "Provide details from the book to support your answers," requiring use of textual evidence. The Connector role and parent plan encourage students to share recorded connections and explain how the book relates to their life and the world, which asks students to state ideas and support them with examples.

Students are asked to identify the point of view in texts and to determine whether a third-person narrator is limited or omniscient, then share and justify those determinations with a parent. Students are prompted to compare characters (e.g., "How are Edgar and Simon different?") and to "Use examples from the book to support your answer." Students locate passages from first- and third-person novels and decide whether narrators are subjective/objective or limited/omniscient, explaining their reasoning.

Students are asked to "Choose a book about the Middle Ages and write a review, discussing themes and historical accuracy," which requires them to make evaluative claims and support those claims with examples. The Unit Test Part V essay prompts ask students to provide overviews and to describe or discuss topics (feudalism, peasant life, monologue summary, Alyce's skills), which requires selecting relevant reasons or examples to explain a position. Several Think-Tac-Toe writing tasks (monologue, descriptive writing, story cube) require organized written responses that could include stated opinions and supporting details.

Students are asked to craft and perform a 30-second persuasive message from the flower to the little prince, choosing and applying specific persuasion techniques (flattery, dares, promises, glittering generalities). Students must decide what the flower would say and either ad-lib or script the message, and then perform it and identify which technique(s) they used. The lesson prompts students to think about how characters persuade or change one another, which engages thinking about persuasive claims.

Students are asked to propose a solution and write persuasive letters to a planet inhabitant, which requires introducing a claim (e.g., move to a bigger planet or change a behavior). Students complete a 'Planet Problem' worksheet to describe the inhabitant, list problems, note available resources, and brainstorm solutions—activities that prompt collection of relevant evidence. Option 2 asks students to write two letters (child and adult perspectives) and the parent notes encourage the adult viewpoint to include facts and figures, and the letter template includes the prompt "This will solve your problem by ___," which requires students to state reasons.

Students are asked in Activity 2 to create a poem or drawing reassuring the fox and to describe in their own words the little prince's departure and feelings, which requires giving reasons about what happened. The Student Activity Page asks students to list two ways the narrator says he knows the little prince made it home and to answer what else the narrator could say to persuade the fox, prompting use of evidence. The Wrap Up asks students to explain why they agree with the narrator or why they do not, requiring students to state a position and support it with reasons. The Parent Plan notes the skill to offer persuasive evidence to validate arguments and conclusions.

Students are asked to choose a passage that deals with persuasion (Option 2) and write a short paragraph summarizing how the passage deals with persuasion, which requires identifying persuasive actions and their effects. The parent discussion question asks students to state whether Demetrius's love is real or only because of the flower and to explain why, prompting students to give a claim with reasons. Students are also instructed to write a short paragraph about what a passage says about love or friendship (Option 1), offering an opportunity to assert an interpretive claim supported by textual details.

Students answer Question #3 by stating whether the play is a comedy or a tragedy and explaining why, which requires them to introduce a claim and provide supporting reasons. Students watch an animated version and then discuss whether key scenes were included and whether the adaptation tells the story well, which asks them to give evaluative claims and support those judgments in discussion. Students are explicitly asked to answer in complete sentences, prompting them to articulate claims and supporting evidence in writing.

Students are asked in Activity 2 to "create a persuasive message from either Romeo or Juliet to their parents using glittering generalities, flattery, dares, or promises," which requires composing a persuasive position and applying rhetorical techniques. Parent Plan skills state students will "identify, analyze, and critique persuasive techniques," indicating practice with persuasive devices. The wrap-up asks students to share their message and explain which type of persuasive message they used and why they chose specific vocabulary, reinforcing rhetorical choice and audience awareness.

Students are prompted to write a thesis/main idea on the Play Cupid and Strongest of All activity pages and to state the thesis as the last sentence of the introductory paragraph on the OUTLINING page. Students are directed to identify 2–3 supporting reasons and list evidence for each reason (A, B, C, D) on the outlining worksheet. Activity 3 instructs students to state the thesis, explain the couple's problem, include quotes, provide persuasive evidence, and summarize the conclusion, and the rubric includes an Organization and Structure section assessing logical sequencing.

Question #3 asks students to choose which of Newton's accomplishments is most important and explain why, prompting students to state a claim and give reasons. The reading directions tell students to take notes with page numbers on important information and unfamiliar words, which guides students to collect evidence. The Headliners activity (Option 2) and the acting option ask students to write or perform two opposing perspectives and to write headlines or topic sentences for each perspective.

Students are prompted to create a thesis statement (example: "Newton's discoveries heavily influence our very modern town") and identify three areas to support that thesis, transferring those to a Roman-numeral outline. The Outlining Newton pages require students to list 2–3 supporting details per area and to use the outline while writing to keep the paper clear and organized. The Technical Writing Rubric and Mechanics criteria require clear introduction and conclusion paragraphs and evaluate organization and logical order, prompting students to construct and sequence reasons and evidence.

Activity 6 directs students to write a two-paragraph analysis with a required topic sentence and at least two supporting sentences in each paragraph, asking students to state images/events and structure/techniques. Activity 3 asks students to write a one-paragraph autobiography that names three current events and explains why they were chosen as possible poetic subjects, which requires students to give reasons. The rubric and mechanics criteria require clear expression of purpose and organization (e.g., a 1-paragraph autobiography and a 2-paragraph analysis and scoring for coherence), reinforcing organization of reasons and supporting details.