Students are instructed to keep a Weather Journal recording temperature (°F), wind speed/direction, air pressure, precipitation type, and notes/forecasts for 14 days, requiring objective recording of observational data. Students fill in definitions for terms (temperature, thermometer, evaporate, heat index, wind chill, water vapor) and answer factual reading questions (e.g., scale used in the U.S., effects of humidity and wind, season when tilted toward/away from the Sun). Students label and draw the globe/lamp setup and answer questions about where the Sun's rays are most/least direct and associated temperatures, which elicits explanatory, evidence-based responses.

Students are asked to follow the scientific method by listing materials, writing procedures, recording data/observations, and drawing conclusions for the "Air on the Move" experiment, which requires written hypotheses and a written conclusion. Students are instructed to fill definitions in the "Weather Words" booklet and to record daily entries in a weather journal, including barometric pressure, wind speed/direction, and written predictions for upcoming weather. Students are directed to take notes/illustrations for Activity 4 and to possibly include pictures and results in a final project, implying written explanatory work tied to experiments and observations.

Students write definitions in the "Weather Words" booklet and answer factual reading questions about evaporation, condensation, and precipitation. Students complete the "My Environment's Water Cycle" chart by identifying components (precipitation, runoff, evaporation, etc.) and writing how each is represented in their local area. Students draw and label a diagram of the local water cycle and follow step-by-step procedures (Make a Rain Gauge) that require procedural, explanatory writing.

Students are prompted to write explanatory sentences on multiple activity pages (e.g., labeling maps: "This is a ________ map and it shows _______________," and describing four maps with multiple lines for explanation). Students must create a map key with written meanings for symbols, imagine and write two uses for each of five maps, and write directions for an alternative route using a road map. Several activities require students to describe what maps show or explain choices (e.g., Using Your Five Maps, Photo vs. Map reflection), which involve informative/explanatory writing.

Students are asked to write in complete sentences and to check for proper grammar, punctuation, and spelling to ensure writing is clear and polished. The project includes example written descriptions (Prince Edward Island examples) for students to use as models. The rubric assesses "Written descriptions are rich and interesting," and students are directed to create a finished book with an author credit and polished pages.

Students are asked to write a 6–8 sentence speech to explain a peaceful solution for the town plaza (Activity 1), which involves choosing language and tone for public address. The parent notes ask to "discuss the tone of such a speech and how to effectively deliver a speech to a small group," suggesting attention to tone. Option 2 of Activity 3 asks students to "write directions for an experiment" with a materials list and step-by-step directions, a task that typically requires procedural, objective wording. The unit also tells students to answer questions in complete sentences and to review "writing and grammar you have practiced in the unit."

Students are asked to implement the steps of the scientific method and to record a hypothesis, materials, procedure, results, and conclusions on the "Eroding Experiments" activity page, which requires them to write structured explanatory lab reports. The activity page provides dedicated sections for hypothesis, materials, numbered procedure steps, results (including comparisons), and a conclusion, prompting students to write clear, organized explanations of their experiments. Students also complete results and conclusion writing that require explanation of findings and whether the hypothesis was supported.

Students are asked to complete a "Volcano Research" page recording ten important facts about Pompeii, which requires gathering and reporting informational content. Students are also guided to conduct a volcano experiment and complete a "Volcano Experiment Sheet" with Question, Hypothesis, Procedure, Results, and Conclusion, which requires writing procedural and results-oriented text. The RAFT activity places students in the role of a historian with an invited audience, prompting them to create and record a commemorative written or performed piece for a formal ceremony.

Students are asked to record three factual statements and three opinion statements from a Civil War speech in their journals, which requires distinguishing objective facts from subjective claims. Students must explain how pictures could have been used as propaganda and describe how images might sway attitudes, which asks them to analyze persuasive vs. factual content. Students are directed to answer reading questions in complete sentences, reinforcing more formal written responses.

The lesson explicitly tells students that this is a formal writing assignment and directs them to use a professional, not conversational tone, avoid using "I," and avoid contractions and slang. Day 2 requires students to write a first draft with that formal tone and to mark verbs, reinforcing careful word choice. The editing/revising stage asks students to focus on clarity and organization, which supports maintaining a formal style.

Students are asked to write a summary of a video (Activity 5) using notes taken while viewing, which requires composing an informative/explanatory text. They are directed to answer reading questions in complete sentences and to add events to a timeline or fill a biography web (Activity 1), which asks students to organize and summarize significant events. The skills section also lists summarizing significant events and using conventions of language, implying students will practice structured informational writing.

Students are asked to fill in a formal "Certificate of Birth" with factual information, which requires use of a formal document style. Students must design an award/certificate that explains what it was presented for, implying use of formal conventions for such documents. The Parent Plan skills list instructs students to "produce work that follows the conventions of particular genres" and the letter task directs students to consult a letter-format guide (pp. 50-51), which relates to applying formal genre conventions.

Students are asked to write a "Dear Mr. President" letter with a salutation and closing, which requires them to use a conventional formal letter format and provide at least two reasons for their position. The activity directs students to create two columns of "reasons to go to war" and "reasons to stay out of the war," prompting organized, reasoned support for claims. The World Leaders activity asks students to record factual items (country, form of government, important actions, goals), which asks them to produce concise informational entries about historical figures.

The lesson's Activity 2 instructs students to take notes as newspaper reporters and states that "news reporters try to be objective—meaning they try to present the facts of the situation without being influenced by their own feelings or points of view." The activity directs students to place the most important information at the beginning of the story and to make sure their notes are objective and focused on essential details. The Student Activity Page is formatted like a newspaper with explicit question prompts (Who, What, When, Where, Why) and a header that reminds students to focus on factual reasons.

The Skills section explicitly tells students to "Paraphrase major ideas and supporting evidence in formal and informal presentations," which asks students to practice communicating in a formal mode. Activity 2 requires students to read a historical account (Barbara Rodbell) and retell it to a parent and answer a journal question, giving students an opportunity to produce an explanatory retelling. The proofreading and editing activities require students to correct spelling, verb tense, and subject/verb agreement, practices that support more formal written expression.

The rough-draft directions explicitly tell students to use a formal writing style and to avoid using "I", contractions, and slang. The Expository Rubric foregrounds word choice and organization, prompting students to focus on appropriate diction and transitions. Parent notes and drafting guidance reiterate that the magazine article should be written in a formal style.

The Skills section explicitly tells students to "paraphrase major ideas and supporting evidence in formal and informal presentations," and to "present findings in a specified format." Student tasks require writing formats that typically use formal/objective tone, including "Researching Alexander Hamilton and writing an essay," "Writing an article as if reporting for a newspaper," and writing a back-cover summary for a book jacket. The Number the Stars test also asks for editing symbols and sentence usage, indicating attention to conventions of formal writing.

Students write short-answer explanations (e.g., explain why Mendeleev left spaces, differences among magnetic behaviors, conductivity, solubility) on the Matter Test Part 2. Students record observations and write explanations and identifications on the Matter Challenge sheets, including a prompt to "explain why you feel each element is either a metal, metalloid, or nonmetal." The Mystery Elements Rubric assesses "Verbal or Written Explanations" for reasoning behind classifications and identifications.

Students are given a explicit "Rules of Debate" list that tells them to avoid exaggeration and words like "always" and "never," not to present opinions as facts, to watch their tone of voice, and to "attack the idea, not the person." The Skills section asks students to "give an organized presentation" using conventions of language, and students must prepare a two-minute opening argument and a concise closing statement, practicing phrasing and tone. Students are instructed to rephrase disagreement politely (e.g., say "your idea is mistaken" rather than "you are wrong").

Students are asked to produce several informative/explanatory products: short explanatory cards for a listening or learning station, written mock-interview scripts, book reviews, and test responses that explain historical events. The Student Activity Page rubric evaluates that the presentation "conveys accurate and important historical information," that "text or spoken/recorded script is clear and well-written," and that "presentation style is confident and professional," which relate to producing polished informative texts.

Students are asked to research Mississippi and produce informative products (a "Mississippi Facts" sheet or a tri-fold brochure) that require writing about climate, natural resources, population, historical events, and facts such as governor and capital. The Parent Plan lists the skill "Write research reports about important ideas, issues, or events," and student tasks include writing descriptions and statistics (e.g., two sentences about farming, one-sentence descriptions of historical events). The lesson includes instruction on sentence combining and varying sentence length, which addresses aspects of writing style.

Students are asked to write a 6–10 sentence formal letter to the head of the school board and to follow a provided formal letter template that labels sender address, recipient address, date, salutation, body, closing, and signature. The materials list common formal salutations and closings (e.g., "To whom it may concern," "Sincerely") and instruct students to "Know the format of a formal letter" and to "Follow the guidelines shown in the formal letter template." Parent guidance and wrapping-up notes tell students to review the format for a formal letter and check that the letter identifies specific injustices.

Students plan and produce a four-slide presentation with organized bullet points and visuals and are required to practice and deliver the presentation to an audience. The Presentation Rubric explicitly includes the criterion "The topic is clear and tone is used effectively," and rubric items ask that the speaker maintain a clear, coherent message and control qualities that hold listener focus. Parent guidance and activity directions instruct students to practice effective pitch and tone and to review the rubric before presenting.

Students plan and create posters or computer presentations that require written explanations of experiments and processes (Option 1 and Option 2). The Skills section states students will "Communicate scientific concepts and explanations, based on evidence, through oral and written presentations." Rubrics ask students to "Explain why changes are chemical or physical" and to provide clear descriptions and procedures for experiments.

The parent plan directs students to "summarize the chapters" and reminds them that a summary "does not reflect personal opinions or ideas," which targets objective tone. The Skills section explicitly lists summarizing main ideas without opinions and "explain whether facts included in an argument are used for or against an issue," which requires objective analysis of evidence. The Reading and Questions section requires students to "answer the questions below in complete sentences," which supports practice with sentence-level formality.

Students are asked to research an American holiday, record its history, reasons for celebration, past and present practices, symbols, and foods on the American Holidays activity page, which requires writing informational explanations. Students must give a presentation to their family about their research, using props to illustrate their findings, providing an opportunity to organize and convey factual information. The Venn diagram and questions about Canadian and Mexican holidays require students to compare and describe cultural practices, reinforcing explanatory writing and comparison skills.

Students are asked to research and produce informational text for a three-part display (map/geography plus history/government, economy, or culture) and to write a brief paragraph describing the country's economic status. Students create forty trivia questions and answers and record them on cards, which requires composing clear question-and-answer informational text. Rubrics and instructions ask students to include accurate information, organized presentations, and text describing what they learned and to prepare a 5–7 minute oral presentation, all of which require students to organize and present factual content.

Students are directed to reread "Obituary for a Clam" and then write their own obituary for a prehistoric animal, using a provided activity page with labeled factual fields (name, date, cause of death, native location, description of life, species name, how it will be remembered). Students are told to read examples of obituaries in local newspapers or online and to research their animal so they know details about its habitat and how it lived. The activity requires students to copy their obituary neatly and save it for a final project, reinforcing use of factual information and modeled examples.

The Camouflage (Option 2) activity asks students to write a hypothesis, follow a procedure, record results, and write a conclusion for an experiment, which requires students to produce a short scientific account. The activity's Conclusion and Follow-Up prompts ask students to explain which dots were picked up more and why, and to relate the experiment to animal camouflage. The student activity pages provide structured spaces labeled Hypothesis, Procedure, Results, and Conclusion for students to record findings.

Students are asked to write detailed descriptions of three artifacts on the "Analyzing Artifacts" pages, including identification, material, estimated age, location found, and probable use. Students must draw conclusions about the people who owned or created the artifacts and "explain the reasoning behind your conclusions," requiring them to produce explanatory prose supported by evidence. Review guidance asks that student arguments be logical and supported by available evidence, reinforcing the practice of explanatory writing tied to evidence.

Students are asked to write 2–3 sentence introductory remarks for each website explaining what visitors will learn and why the content is important. Students complete artifact description pages (Share Your Findings!) that require them to explain what each artifact tells about the culture that produced it. Students prepare short 3–5 minute explanatory presentations and answer essay questions on the unit test that require informative/explanatory writing about ancient civilizations.

The Skills list explicitly includes "Use oral and written language to communicate findings," and multiple student pages require written responses (e.g., "Explain your reasoning," prediction explanations, "Things to Ponder," and conclusion statements). Students record data, compute density, and write short explanations on worksheets such as Part B, the Measuring Mass Question, and the Measuring Density Diagram. The Parent Plan also notes that the child "uses oral and written language to communicate findings," indicating repeated opportunities for written scientific explanation.

Students are asked to construct explanations based on evidence and to "use oral and written language to communicate findings" in the Skills section. Multiple activities require students to write observations and answers (e.g., answer questions about erosion, complete the "Erosion and Weathering in Action" Activity Page, and explain how water speed affects erosion). Students create diagrams and written responses that require them to explain processes (Modeling Earth's Changing Surface) and to use vocabulary words in explanations.

Students are asked to construct explanations based on evidence, answer reflection questions, and write observations on multiple activity pages (e.g., explain how their filter removed particles, compare tap and distilled water, and analyze leak data). The skills list explicitly includes 'Use oral and written language to communicate findings' and several tasks require written analysis and evaluation (construct explanations, evaluate and improve designs). Students complete written worksheets that require organizing observations, drawing conclusions, and explaining relationships between evidence and explanation.

Students are asked to "communicate scientific information clearly through models, explanations, and a presentation about a local ecosystem" and to "use oral and written language to communicate findings." The instructions tell students to "speak in a clear, organized way," practice before presenting, and to "focus on explaining rather than reading." The project requires written components (ecosystem model labels, reflection answers, and test responses) and an oral presentation to family.

The Parable Rubric explicitly asks whether the story is told in third person under Voice/Word Choice, and the lesson emphasizes that a parable should be "short and to-the-point" and "timeless," which directs students toward a detached, universal narrative voice. Skills and activity directions ask students to use dialogue, suspense, and stylistic devices and to produce final drafts with appropriate word choice and conventions, implying attention to voice and presentation.

Students are asked in Option 2 to "write a well-organized paragraph summarizing some of the challenges that the government faces," with suggested scenarios that include writing an ambassador report, a report to a leader, or a newspaper report. The parent notes state that the child's writing should show a clear understanding of challenges and that Option 2 requires synthesis and cogent writing. Students also keep a current events journal and complete research-based activity pages that require written summaries.

Students research baboons and the social dynamics of a troop and then write an 8–10 sentence exhibit plaque intended to educate museum patrons, which requires organizing factual information. Students also create a guidebook to African animals, selecting five animals and writing 1–2 sentences about each with accompanying pictures, which requires producing concise explanatory sentences for a target audience. Student activity pages provide space for written descriptions and factual content, prompting students to summarize and present information visually and textually.

Students are asked to collect and record factual information in several activities: the "Reporter's Notebook on Aboriginal Rights" requires students to list a current concern, three relevant facts, possible solutions, and sources. The timeline activity directs students to use readings to place dates and events accurately, reinforcing factual narrative of historical events. The Government of Australia Venn diagram asks students to record factual details (constitution dates, branches, heads of government, party names) and compare similarities and differences between two governments.

Students research and write a Galápagos animal field guide page that asks for scientific name, size, description, habitat, food source, interesting facts, and how the animal is adapted to its environment, requiring factual, explanatory entries. Students create a labeled animal diagram with three key features and short explanations and a concluding explanation of adaptations, which requires concise explanatory writing. Students complete a Current Events Report that directs them to write a 2–3 sentence summary of a news story and identify region, sources, and significant people, prompting objective summarization of information.

Students are asked to write brief introductory remarks for each part of their art-and-performance presentation and to create a brochure with labeled sections (Overview, Government, Economy, Natural Environment, Cultures), which require written exposition. Students must present their museum plan and brochure to an imagined board of directors and are evaluated with rubric criteria such as "Clear and polished presentation" and "Accurate introduction." The unit test and written response prompts require students to write explanatory answers about early settlement, stories, and relationships between environment and culture.

Students are asked to write a short paper (Option 3: Written Report) organizing research into paragraphs and using an image as a cover. The example written report about Mount St. Helens models an informational, factual tone and includes specific factual details (dates, damage, fatalities, causes) that demonstrate objective reporting. The parent notes require presentations to include factual elements such as name, date, location, damage, lives lost, and technical causes.

Students correct grammar, spelling, and punctuation in the Editing Sentences activity, which requires them to rewrite sentences with standard conventions. Students are asked to construct essays/presentations that respond to a problem and to write sentences describing events and solutions, showing opportunities for extended writing. The lesson requires students to answer comprehension questions in complete sentences and to use the "Problem Solving" page to explain a personal problem and select a best solution, which involves organized written explanation. The Things to Review section asks students to review sentence structure (compound and complex sentences) and conjunctions, supporting more formal sentence construction.

Students are asked to "answer the questions below in complete sentences" and to "briefly summarize these chapters" and "record any examples of flashback or foreshadowing," which requires informative explanatory writing. Students are instructed to "record your examples in your journal with two- or three-sentence descriptions," to "classify them," and to "rank them in order," engaging them in analytical writing about greed and power. Students complete an "Editing Sentences" activity that has them correct grammar, spelling, punctuation, and word choice, practicing sentence-level conventions.

Students practice joining independent clauses with semicolons and with semicolons plus transitional expressions (e.g., 'however,' 'moreover,' 'in fact') in both Part I and Part II of the sentence-combining activities. Option 2 requires students to revise sentences using a semicolon and a transitional expression and to rewrite sentences as complex sentences, reinforcing use of formal transitional language. The 'Things to Review' and activity instructions explicitly direct students to punctuate and choose appropriate transitional expressions for sentence-to-sentence coherence.

Students are asked to answer reading questions in complete sentences, which requires organized explanatory responses (e.g., Questions #1–#4). Students complete an Editing Sentences activity that directs them to correct grammar, spelling, and punctuation. Students must "explain to your parent how each element affects the theme and mood of the story," an explicit explanatory task that requires composing explanations about textual elements.

Students are asked to write two- to three-sentence summaries of early literary reviews and to identify whether responses are positive or negative and explain major points, which requires composing concise explanatory prose. Students must answer comprehension questions in complete sentences and read aloud their summaries, providing practice in producing controlled written statements. The grammar review asks students to produce compound and complex sentences correctly and to punctuate sentences, which supports conventions of formal academic writing.

The lesson instructs students to "Try not to use many ‘I' statement" and to use present tense when discussing the book, which guides students away from casual first-person phrasing. The rubric includes a "Writing Style: Clarity, organization, and sophistication" category and the outline requires a "Strong opening statement" and a formal-looking introduction/body/conclusion structure. Editing, revision, and proofreading pages (editing symbols, Handy Guide to Writing) provide tools for improving sentence-level formality and mechanics.

Students are asked to complete short written responses to reading questions (e.g., defining the Vedas, explaining why Sanskrit is Indo-European) that require factual, explanatory answers. In Option 1, students must complete a Website Review form that asks for the site's title, URL, creator, a one-sentence description, 1–5 ratings on accuracy and usefulness, and a 2–3 sentence review — tasks that involve summarizing information and evaluating a source.

Students are required to write scripts for both the puppet show and the multimedia slide presentation and to produce clear, well-written, informative scripts (rubric items: "The script of the show is clear and well-written" and "The script of the presentation is informative and well-written"). Students must summarize main points on slides and then elaborate those points in a written script, practicing organization and elaboration of informational content. The slide guidance also requires image citations, indicating some attention to formal documentation and presentation conventions.

Students are asked to write brief captions that describe what is going on in each picture in terms of stages of succession and to write a paragraph predicting what the ecosystem will look like in 20–30 years. The activities require students to include descriptions and explanations of why changes occurred between post-disaster pictures and contemporary images. The Parent Plan lists the skill: "Use oral and written language to communicate findings and defend conclusions of scientific investigations."

The Skills section directs students to "use oral and written language to communicate findings and defend conclusions of scientific investigations," and to "analyze and evaluate information from a scientifically literate viewpoint," which implies a scientific/ objective approach. The student is required to produce a paragraph describing how the extinction could have been prevented and to create presentations or portfolio pages with captions and coherent messages, giving students practice writing explanatory text and communicating findings.

Students are repeatedly told that a summary "should not include personal interpretations" and "does not include the reader's interpretation," which directs them to adopt an objective tone. Students are instructed to "restat[e] ideas and events in your own words" and to "not include your own feelings or interpretations," reinforcing impersonal reporting. The Skills section includes "Present information in a consistent format," and the sentence-correcting activity requires students to fix grammar and punctuation, which supports formal mechanics.

Students are explicitly instructed that in formal writing they should use who instead of that when referring to people. Students are taught the which vs. that distinction (that for restrictive clauses, which for nonrestrictive clauses) and are asked to explain and apply these rules. Students are asked to write a paragraph (Option 2) or complete exercises (Option 1) that require selecting and using relative pronouns correctly, practicing grammatical choices that affect formality.

Students research and write explanations for their sustainable farm display, including labeled explanations of chosen techniques, diagrams of the water, carbon, and nitrogen cycles, and written reasons for crop/animal selections and nutrient needs. The Parent Plan lists the skill "Communicate scientific information in a clear, concise manner," and student tasks require composing explanatory text for at least two crops/animals and for each cycle diagram. Students are asked to synthesize research from university and scientific sources and to include implementation details in their display labels.

Students are asked to write an argumentative essay and to refer to an "Argumentative Essay Rubric" that scores Ideas, Organization, Voice, Word Choice, and Conventions. Students must use multiple types of resources and follow a Research Process rubric that asks about note-taking and answering a "big question," which implies attention to formal written presentation. The rubric categories (Word Choice, Conventions, Voice) provide criteria by which students' language and writing style will be evaluated.

Students are instructed to revise essays for "voice, word choice, and conventions," and to use transitional words to create cohesion and clarity, which engages them in refining style. Students must support claims with credible evidence and anticipate counterarguments, practicing a more objective, evidence-based approach. Students are directed to follow an Argumentative Essay Rubric and produce a clean, appropriately formatted final copy, which implies attention to formal presentation.

Students are asked to produce informative writing such as a news article reporting on changes in government and a short essay explaining how ancient Greek and Roman governments influenced the 21st century. The lesson directs students to brainstorm, draft, and polish written Main Course activities and includes a rubric criterion that the Main Course be well-written, with appropriate organization, correct grammar, and accurate spelling. These activities require students to compose explanatory texts about historical events and governmental change.

Students are asked to record predictions, observations, and explanations in structured activity pages (e.g., the Accelerometer and Cork Movement pages) and to explain results using Newton's first and second laws. The parent plan and answer keys instruct students to "describe and explain the situations as precisely as possible, using the language of Newton's laws of motion and the relevant vocabulary words." Students also complete explanation sections labeled by law (Law #1, Law #2) which require objective, science-based reasoning.

Students are asked to write 2-3 paragraph scripts for three historical interpreters and to prepare a clear verbal walk-through of a map or model, which requires producing informative/explanatory text. The rubrics for both the Medieval Fair and the Medieval Map include criteria for historical accuracy, polish, and clarity in a verbal presentation. The unit test includes short-answer writing tasks that require students to define feudalism and describe processes, providing practice in explanatory writing.

Students receive explicit advice to avoid using contractions in formal writing and to proofread for apostrophe errors, including examples distinguishing contractions (it's/you're) from possessives (its/your). Students practice writing sentences using correct homophone forms (e.g., it's/its, you're/your) and complete journal and connector entries where they must compose explanatory responses and comparisons between beginning and end relationships. Parents are given corrected formal examples (e.g., "It's strange to see a bird peck at its reflection...") that model correct punctuation and word choice in sentences.

Students are asked to write brief informative/explanatory essays (Part V) including a 3-4 sentence overview of feudalism and a 3-4 sentence description of peasant life, which require organizing and presenting historical information. Students produce book reviews, summaries of monologues, and labeled castle blueprints that involve summarizing and explaining historical content. Students complete grammar tasks asking them to write complex and compound sentences, passive and active voice versions, and acceptable verb-tense shifts, which develop control over sentence-level features relevant to formal writing.

Students are asked to write letters from an adult's perspective (Two Views: Adult's Perspective) and the parent notes explicitly that the adult viewpoint should include facts and figures, which could support a more formal and factual approach. Students also complete a sentence-editing activity where they correct grammar, punctuation, and word choice, practicing conventions that underpin formal style. Students create organized responses on the "Planet Problem" page, identifying problems and brainstorming solutions, which involves structuring ideas in a focused way.

Students practice standard grammar, spelling, and punctuation in Activity 1 where they correct sentences, which supports conventional aspects of formal writing. The Parent Plan skills explicitly state that students should "paraphrase the major ideas and supporting evidence in formal and informal presentations," which indicates expectation of producing formal text. The Parent Plan also asks students to create a written artist's description or poem that summarizes events, providing an opportunity to choose a more formal explanatory description.

Students are asked to write short, informative pieces such as 2–3 sentence gallery introductions that list each painting's title and artist and explain connections among works. The Digital Art Field Trip pages require students to record title, artist, year, website, and to explain why each work is interesting and why they included it. Reading comprehension questions (Q1–Q4) require students to write factual answers about Elizabeth's education and the Renaissance, and the map/timeline activities require labeling and placing events with brief explanatory notes.

Students are asked to write informative mini-books (an epitaph or a list of adjectives with supporting examples) that summarize Elizabeth I's life and accomplishments. The lesson explicitly states that "in historical writing, authors frequently analyze... and draw conclusions... but those conclusions must be supported by evidence," and Option 2 requires students to provide concrete examples and be prepared to defend their choices. The provided epitaph example (Abraham Lincoln) models a concise, fact-based biographical summary that leans toward formal informational writing.

Option 2 asks students to "draw a diagram with a brief but thorough set of directions for the procedure" and to "make notes" so someone else could duplicate the technique, which requires writing explanatory procedural text. Option 3 asks students to determine wind speeds and "advise the festival coordinators when the winds are less than 20 mph," which requires collecting data and reporting conclusions. The reading and activities repeatedly ask students to familiarize themselves with innovations and to apply them, prompting students to explain procedures and results in writing or notes.

Students are asked to evaluate da Vinci's designs and "provide evidence for your rating," requiring them to write explanations and rationale. Activities require students to "review your evaluation" and "be prepared to briefly explain why you changed any of your ratings," which prompts written explanatory responses. The Standards chart and Student Activity Pages prompt students to record Ratings and Evidence for Scientific Principles, Risks, Benefits, Constraints, and Testing Protocols, guiding evidence-based explanatory writing.

Students are asked to "Make an engineering presentation" and to "Prepare notes as though you were going to discuss societal impact and trade-offs," which requires organizing and reporting their work. Students must record test outcomes, reasons, and modification recommendations in the provided Student Activity Page table (Trial Results, Reason, Modification Recommendations). Students are required to share what they have done in its entirety with parents and to finish testing and evaluate whether solutions meet original constraints.

Students are asked to write a brief history of the bridge type, evaluate their designs, and complete an "Evaluation Report" and engineering presentation that require written descriptions, rationale, and testing results. The unit test and activity pages prompt students to define terms, explain steps of engineering and modeling processes, and evaluate the camera obscura using criteria (scientific principles, risks, benefits, constraints, testing protocols). The rubric explicitly assesses an "Evaluation Report" and the engineering presentation, requiring organized reports and use of data to generate redesign criteria.

Students are asked to write informational entries on the "Quick Guide" pages for Switzerland and Austria (population, official languages, form of government, geography and climate), which require concise factual reporting. Students must explain how geography and natural resources influence the economy and describe how people addressed challenges of the Alps (farming, communication, transportation, resource dependence), which calls for explanatory writing. In Option 2 students must produce two scenarios per international organization (one based on research and one imagined), requiring them to compose clear, informative responses about organizational roles.

Students are asked to write a letter or email to a business, organization, or government office and are given a Business Letter Template and a Business Email Template that model formal structure (sender address, date, recipient address, salutation, body paragraphs, closing, signature; and subject line, greeting, three body paragraphs, closing, signature for email). The Parent Plan lists explicit components for both business letters and emails, requiring students to include a succinct subject line, a salutation with title/last name, a clear statement of purpose, organized body paragraphs, and a formal closing. Examples prompt students to identify the appropriate recipient and to include supporting details and requests, and students must print or save a copy of their formal communication to show parents.

Students are instructed to answer reading questions in complete sentences, which promotes a basic level of formal written response. The punctuation lesson explicitly states that "Colons tend to be more formal" and teaches using a colon in the salutation of a business letter (Dear Senator Jones:). The parent plan and activity pages require correct use of colons and other punctuation in business-style contexts.

Students are instructed to write a two-paragraph analysis with a required topic sentence and at least two supporting sentences in each paragraph, which practices organized, academic paragraph structure. The rubric and proofreading directions require attention to mechanics (capitalization, punctuation) and require use of dashes or colons in the analysis and autobiography, reinforcing formal sentence-level conventions. Students must rewrite their autobiography and analysis neatly and proofread for comma and capitalization errors, which supports maintaining formal writing conventions.

Students read informational texts and complete explanatory tasks such as the "Tobacco vs. Silk or Flax" chart and the Venn diagram comparing Equiano's voyage and the Mayflower, requiring them to summarize, compare, and present factual information. Students build a timeline by placing dated cards and answer targeted reading questions that require concise, factual responses. These activities engage students in writing informative/explanatory content based on sources.

Students are asked to produce written work such as creating their own compact (Option 2) and answering analysis questions about the Mayflower Compact and the Salem Witch Trials. Students complete written activity pages that prompt prediction, observation, interpretation, and analysis (word cloud questions 1–4) and fill tables evaluating merits and doubts for different explanations of the Salem hysteria. Students also record information in structured formats (timeline cards, founding-the-13-colonies tables, and Venn diagram) that require organizing informational content in writing.

Students are asked to produce several informative/explanatory texts: they will fill out a brochure on Revolutionary National Parks with questions that require explanatory answers (Minute Man, Saratoga, Valley Forge, Yorktown), add Cards #32-35 to a timeline (summary/explanatory task), and write a short explanatory paragraph explaining an illustration choice. Option 2 asks students to write a letter from the battlefield that explains reasons for fighting, daily life, a specific battle scene, and hopes for the future, which requires organizing historical information in writing.

The lesson's Skills section instructs students to "use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact)," which links verb choice to writing effects. Activity 1 requires students to identify verb moods and correct verb forms in a paragraph, giving practice in choosing grammatically appropriate verb forms. The Vocabulary Review asks students to write sentences using grade-appropriate words, providing practice in selecting precise academic language.

Students read biographical text and primary letters and are asked to summarize and analyze how an author used those letters (Activity 1 student page asks students to summarize the main topics of a letter and compare their notes to the way the biography's author used it). Students are prompted to consider author, date, purpose, audience, content, context, and point of view when analyzing documents (Option 2 lists these categories explicitly). Students are asked to balance their own words with quotations from primary sources by noting how much of a letter the author quoted and what point the author was making with those selections.

Students are instructed to correct errors in grammar, spelling, and punctuation and to "look especially for problems related to voice and mood." The paragraph editing activity includes a specified "subjective mood verb error" for students to fix and the parent plan lists skills such as forming and using active/passive voice and various verb moods. The proofreading-symbols chart and editing task require students to apply grammatical choices that affect sentence-level tone and formality.

Students must write scripts that state dates, explain historical events, and quote at least one primary source, which requires them to include factual information and cite evidence. The rubric and planning pages require accurate dates and historical information and ask students to summarize events and list relevant primary sources. The unit review activities and study guide ask students to attend to the parts of a well-written paragraph and to review verb voice, verb mood, and verbals, which provide practice with formal grammatical structures that support formal writing.

Students read primary documents (Magna Carta, Mayflower Compact, English Bill of Rights, Articles of Confederation) and are asked to write summaries and brief explanations in their own words. Students cut out phrases and glue them into columns, then write briefly whose limits, rights, or responsibilities are being defined. Students take structured notes on each section of the Articles of Confederation, answering purpose and summary prompts and responding in writing to one of several prompts.

Students are directed to record observations using prescribed objective descriptors and codes (e.g., "No reaction," "bubbling," "heat," and legend codes C, NC, I, D, M) on the Closed System worksheet at timed intervals. The Observation Guide instructs students to note specific measurable traits (mass, volume, temperature) and to base temperature judgments on touch, encouraging objective, measurable reporting. Questions to Consider and the Wrapping Up section require students to explain causes and effects (e.g., why matches fail to ignite, how conservation of mass is shown), which prompt written explanatory responses about experimental evidence.

Students are instructed to act as a CEO and present their conclusion to an audience of potential investors, which frames their writing and presentation as a professional, formal task. Students must use the steps of scientific argumentation to collect evidence and create a brief presentation with required slides (including Claim, Evidence, Justification). The project requires creation of a PowerPoint or equivalent with organized slides describing the substance, its benefits/risks, natural counterpart, and an executive decision, encouraging structured, evidence-based exposition.

Students are asked to provide "an objective summary of the text" as part of the listed skills, indicating an expectation to produce writing with an objective tone. Students complete written responses to pre-reading questions and activity pages (e.g., describing cover art, summarizing back cover content, and categorizing topic/plot/theme), which require composing explanatory text. The activities require students to summarize plots and themes (e.g., writing plot descriptions and theme statements) that could be expressed in informative/explanatory form.

The Skills section explicitly asks students to "provide an objective summary of the text," and the Reading and Questions require students to answer comprehension prompts about Chapter 1. Activity 2 directs students to describe each character with an adjective and provide textual examples, requiring selection and support from the text. The parts-of-speech review asks students to analyze word usage, which supports precise language choices that can contribute to formal writing.

Students practice formal business-letter conventions: the Business Letters page and Jumbled Business Letter activity have students place sender address, date, recipient address, formal salutation (Dear Mr. X:), closing, signature, and enclosure in the correct positions. The Fixing a Business Letter activity explicitly directs students to correct salutation formality (e.g., change "Dear James." to "Dear Mr. Hardscrabble:"), punctuation for closings (add a comma after "Cordially"), and date/address placement, which requires students to apply formal formatting rules.

Students read explicit descriptions comparing business and friendly letters that state a business letter has a more formal, professional tone, is terser or more direct, and usually does not bring in feelings or emotions. Students complete identification activities in which they decide whether scenarios call for a business (formal) or friendly (informal) letter and brainstorm three situations for business letters. The materials also ask students to mention recipient and purpose for business-letter scenarios, which highlights audience and purpose considerations tied to tone.

Students are asked to compose a one-paragraph business letter and are explicitly instructed that "the tone should be professional and formal throughout." The lesson tells students that business letters "should be concise, professional, and courteous" and provides a full formal letter structure (sender address, date, recipient address, salutation, body, closing, enclosure) for students to follow. The activities and parent notes reiterate that the tone of the letter should be formal and that the letter must be appropriate in tone as well as format.

The lesson asks students to "provide an objective summary of the text" in the Skills list and to "cite the textual evidence that most strongly supports an analysis," which requires evidence-based explanatory writing. Students are directed to "write the main theme below your plot diagram in just 1-2 sentences" and to "show and 'tell' your audience" by pairing theme claims with specific incidents as supporting evidence. Activity 2's bubble-map and Developing a Theme pages require students to explain how incidents support a claimed theme, which involves composing explanatory prose with supporting detail.

Students are asked to choose an appropriate format (business or friendly) and to "review the appropriate tone and format for the kind of letter you choose," and the drafting/editing checklist asks students to evaluate whether their letter "follow[s] the appropriate format and tone." The unit test includes questions asking how the tone of a business letter differs from a friendly letter, and the answer key explicitly notes that business letters should be "formal, professional, and concise." A provided sample business letter and the project rubric require attention to style and mechanics, prompting students to produce a properly formatted, stylistically appropriate letter.

Students are asked to summarize each paragraph of Thomas Jefferson's First Inaugural Address (Option 2) and to select or match provided summaries to paragraphs (Option 1), which requires them to identify main ideas and produce concise explanatory text. Students complete written response questions about the speeches (e.g., "Why do you think Jefferson emphasized..." and "What do you think Jefferson meant by 'We are all Republicans...'?"), and they complete a comparison worksheet that asks for written observations and analysis of two speeches. Students also create a timeline poster and explanatory cards that require concise informational entries about presidential terms and accomplishments.

Students answer factual reading questions about chapters from A History of Us (e.g., identifying changes in New Mexico and challenges on the Oregon Trail), which requires concise informational responses. In Option 1, students complete an Image Analysis activity page that directs them to list visible elements, analyze setting, describe objects, and characterize people—tasks that require objective observation and report. The Image Analysis also includes prompts asking why a picture was taken and what it tells about the West, encouraging evidence-based explanatory writing.

Students are required to write 1-2 sentence gallery cards describing each artwork and its significance and to answer short-answer test questions in 1-3 sentences, which practices concise explanatory writing. Rubric criteria ask for "organization, conciseness, and correctness of text regarding spelling and mechanics" and for clear, historically plausible explanations in both the storyboard and art gallery projects. The storyboard panels must include text explaining scenes and historical context, prompting students to produce explanatory/illustrative prose tied to historical facts.

Students are prompted to write short explanatory justifications in Activity 2, where they must repeat their hypothesis and explain whether evidence supports or refutes it in about 3–5 sentences. The lesson asks students to answer explanatory questions throughout the reading (e.g., "Is energy transfer from one type of energy to another efficient? Why or why not?") that require them to produce informative responses and cite evidence from experiments and readings. The Student Activity Page explicitly provides a 'Hypothesis' and 'Justification' section to guide students in composing an explanatory paragraph using collected data.

Students read explicit descriptions that expository writing "uses formal, concise, or summary, exact language" and that its main goal is to inform or explain (Narrative vs. Expository pages). Students complete activities that identify expository features in The Story of Science and sketch a graphic representing five modes of expository writing (Activity 2 and Activity 3). The Parent Plan Skills section states students will "Write informative/explanatory texts to examine a topic," linking the unit to composing expository pieces.

Students are instructed to write a mini-essay with a clear thesis, organized introduction/body/conclusion, and to support points with specific details, examples, and page-number citations. The lesson provides sample paragraphs that use a formal expository voice (e.g., "One reason scientists..."), and the Parent Plan refers to a "formal essay" as an expected eventual product. Students are also directed to use transition words to create cohesion, which supports an organized, academic style.

The lesson contrasts an informal passage (Version 1) with a concise, technical passage (Version 2) and identifies problems with the informal version (e.g., casual phrasing, lack of precise tool names). The technical writing section instructs students to use concise, precise language, to determine which terms readers may not know and define them on first use, and requires posters to use at least three domain-specific terms and define them as needed. The vocabulary activity asks students to choose scientific definitions and put them in their own words, reinforcing precise word choice.

The lesson explicitly tells students to avoid expressions like "I believe" or "In my opinion" and to state claims directly (e.g., "the SpeedySnail car has a lean, sporty look"). Students are asked to write clear introductions and thesis statements, topic sentences for each person/thing, and to use specific details and transitions (with a provided transition word list) to link ideas. Planning/organization pages require students to produce a thesis, topic sentences, and a structured conclusion, which supports writing in a more formal, organized manner.

Students practice paraphrasing and summarizing by selecting the best paraphrase from options and by writing their own paraphrases and chapter summaries (e.g., Part I and Part II activities). Students receive explicit tips on paraphrasing such as making paraphrases shorter, reading and covering the original, avoiding copying wording, and keeping technical terminology while rewriting sentence structure. Students also practice integrating source material correctly by deciding when to quote, paraphrase, or treat information as common knowledge and by classifying statements as CK/GC/GCQ.

The lesson's Skills list explicitly tells students to "Establish and maintain a formal style." The Unit Test answer key contrasts expository style as "clear and logical," and the Research Rubric evaluates Word Choice (domain-specific vocabulary), Organization (thesis, introduction, conclusion), and Conventions (citations and formatting). Activities require students to analyze a student research paper (identifying thesis, topic sentences, and transition words) and to follow formatting guidelines (1" margins, double-spacing, 12-point font) when producing a formal research paper.

Students are asked to summarize the arguments for and against the expansion of slavery on the "Should Slavery Expand?" activity page, with separate columns labeled for each side and space to write main arguments and identify who might have held each position. Students answer explanatory reading questions (for example, explaining the Republican Party's opposition to expansion and describing the Dred Scott decision) that require writing informative responses. Students also add cards #68-72 to a timeline, which requires concise explanatory text about historical events.

Students are asked to "act as though you are a nutritionist" and to "include this information in your report on your findings," which requires producing a formal report and recommendations. They must "create a presentation of your information that can be shared with your parents" including summaries, examples, and a graphic breakdown, and they are assessed with a rubric that emphasizes explanation, use of data, organization, and overall impact.

The Skills section explicitly asks students to "provide an objective summary of the text," and students are directed to "summarize in a few sentences" information from websites about slavery and Mark Twain in their journals. Students are also prompted to "determine the meaning of words and phrases" and "analyze the impact of specific word choices on meaning and tone," and to answer reflective questions about dialect and stereotypes that require consideration of tone and evidence. Multiple activities require students to record answers and analyses in a journal, which practices producing written explanations and summaries.

Students are explicitly told to "gather evidence and remaining objective" to support a position and to "analyzing the 'other side' and its arguments" so they can explain counterarguments. The persuasive task asks students to write a thesis with two reasons and to use a combination of types of evidence to support each reason. Wrapping-up questions ask students to evaluate which reasons appeal to logic, emotions, or beliefs, which guides students toward objective evaluation of evidence.

Students are instructed to write an expository sentence about something they learned about slavery or dialect, and Block 4 of the story blocks requires reflecting the three types of writing (narrative, persuasive, and expository). The unit test asks students to identify three passages as narrative, expository, or persuasive, and students are directed to study a PowerPoint on the types of writing as part of test preparation.

Students are asked in Activity 2 to use internet research to decide whether viruses are living and to give reasoning for their choice, requiring them to write an explanatory conclusion. The Student Activity Page prompts students to state "My conclusion is that viruses are living / nonliving" and to list their reasons, which asks for organized, evidence-based explanation. The Parent Plan repeatedly instructs students to "support her conclusion with evidence and logic" and to "articulate and defend" a scientific opinion.

Students are asked to research a chosen specialized cell and write a short entry for the Human Cell Atlas, recording information about the cell's functions and unique properties on the "Specialized Cell" activity page. Students also respond to directed content questions (e.g., Why do different types of cells have different sizes and shapes?) that require factual, explanatory answers. The model-building activity and accompanying written prompts ask students to explain processes (how muscles contract and work in pairs), which supports writing about scientific procedures and technical processes.

Students are asked to research and write entries for a plant or animal journal, providing scientific names, brief descriptions, locations where species are found, and explanations (e.g., why a species is threatened or why a non-native species is a problem). The activity directs students to use field guides, library or online sources (preferably authoritative sites) and to record URLs for image attributions, which encourages research-based, factual writing. Many prompts require objective factual information (life cycles, what an animal eats, what part of a plant is poisonous), which guides students to report information rather than tell personal stories.

Students are required to write 3-4 well-crafted sentences explaining each researched event and its significance for their poster or timeline. Students must also write 2-3 sentence descriptions for timeline events, include titles and dates, and create an organized product for an audience. Students are instructed to take organized, clear notes and to record URLs for images, supporting accurate documentation of sources.

Students research and compile a mini-book that asks them to list and describe at least three natural resources and their economic roles and to identify top industries in their state. Students locate and record quantitative GSP information (GSP in millions, percentage of national GDP, rank in GSP per capita) and name and describe the kinds of businesses run by top employers. Students write responses that summarize factual findings from online research and complete short explanatory sentences about economic roles and employers.

Students are explicitly told to "Establish and maintain a formal style" in the Skills section and are directed to "establish an appealing tone" in the introductory paragraph of their essay. The persuasive essay rubric requires that the author "establishes a reasonable and thoughtful tone" and be "fair and respectful toward opposing viewpoints." Students are instructed to present a counterargument and "treat it respectfully but refute it fully," which reinforces maintaining an appropriate tone when addressing opposing views.

The Skills list explicitly states "Establish and maintain a formal style." and also includes "Deliver persuasive presentations... and maintain a reasonable tone," linking formal tone to student writing and speaking. In Activity 2, students are instructed to revise and edit a persuasive essay, checking structure, topic sentences, supporting details, and mechanics, which requires attention to formal writing conventions. Parents are asked to have students explain revisions and consider purpose and audience, prompting reflection on style choices.

The Skills section explicitly lists "Establish and maintain a formal style. (LA)," signaling that students should adopt formality in their writing. Activity 2 asks students to type a final draft and follow specific formatting and proofreading steps (title, indentation, 12-pt font, double-spacing, run spell-check), which guides students to produce a polished, formal product. The Skills also require students to "maintain a reasonable tone" in persuasive presentations and to deliver persuasive presentations with a well-defined thesis and evidence.

Students are asked to write multi-paragraph responses for unit test prompts that require detailed written answers (e.g., explaining how characters attain and use power, and discussing the author's choice in a character's death). The parent plan and activity pages require answers "thoroughly, using complete sentences" and ask students to describe the structure of a five-paragraph persuasive essay including thesis and supporting paragraphs. Students complete an "Evaluating My Essay" reflection and a fallacy-analysis activity, which require them to examine their own arguments and identify logical flaws.

Students are asked to "Summarize the article in 3-4 sentences," which requires concise informational writing based on a primary source. In the U.S. Entry activity, students must "assess the persuasiveness of each reason and arrange them in order" and "explain the reasoning behind their order," requiring explanatory writing. The Propaganda Posters activity asks students to identify the "goal of the poster" and check specific appeals, which requires objective description and analysis of visual evidence.

Students are asked to research an animal's digestive system and produce an informative brochure or a brief report that summarizes the digestive process in their own words. The directions require inclusion of the animal's scientific name in italics and instruct students to summarize and paraphrase rather than copy information word-for-word. The activities ask students to explain major portions of the digestive system and include a diagram, which requires organizing informational content for readers.

Students are instructed to present their research in a booklet or slide presentation and told that slides will not be narrated, so someone must understand each slide based only on its text and graphics. The directions tell students to put information in their own words, to make slides easy to read, to use bulleted lists, and to avoid long, wordy paragraphs. The unit test and short-answer questions require students to write clear explanatory responses (e.g., explain the difference between taxis and tropism; describe ways animals learn).

Students are asked to "provide an objective summary of the text" in the Skills section and to record factual information on the Rabbit Research graphic organizer (scientific name, physical description, behavior, communication, reproduction, life span). Students also complete character cards that require summarizing characters' actions, quotes, and others' reactions, which asks for informative descriptions rather than narrative invention. The Foreshadowing and Symbolism activity asks students to describe and explain textual clues, an explanatory task that can be written objectively.

The lesson's Skills section explicitly requires students to "provide an objective summary of the text," and the Summarizer role directs students to write a summary of Chapter 31. Activity 1 asks students to summarize "El-ahrairah and the Black Rabbit of Inle" and record observations about its importance. Activity 2 asks students to conduct research using at least three sources and to record those sources, which supports practice in factual, evidence-based writing.

Students are asked to research a convergent evolution example and complete a written 'Convergent Evolution Research' page and Option 1 requires them to write a paragraph describing the environmental challenge and the similarities and differences among species. A model explanatory paragraph about sharks, dolphins, and ichthyosaurs is provided that uses formal, objective phrasing and scientific detail. Students also answer focused explanatory questions (e.g., 'What is convergent evolution?') that require informative writing.

Students research factual information about World War II and record it on the "World War II Detective" grid, which requires gathering and reporting objective facts (Activity 1). Students must include factual biographical information about Markus Zusak when they design a poster or write a 90-second radio promotion, which involves producing text that conveys information about the author (Activity 2). The skill list explicitly includes adapting speech and demonstrating command of formal English when appropriate, and several activities ask students to identify and evaluate tone and word choice, linking language choices to tone.

Students complete a "Historical References" activity page that requires researching and writing explanatory answers about terms like "Kommunist," "Aryan," and the meaning of yellow stars. Students analyze three Nazi propaganda posters and write about which group each targets, the poster's goal, and what makes it effective, and they record examples of propaganda in a chart from their reading. Students answer open-response comprehension questions about events and motives (e.g., why Hans, Sr. was rejected from the party) that require informational explanation.

Students are asked to consider how word choice and figurative language create tone (Ideas to Think About) and the Parent Plan Skills explicitly list identifying/evaluating the effectiveness of tone, style, and use of language. Students watch two Hitler speech/rally clips and are instructed to take notes on what might have been compelling about his delivery, with parent discussion prompts focused on aspects of speaking and rally design that influence audiences. Reading questions and activities also prompt students to interpret the narrator's voice and the emotional effect of Max's drawings, engaging them in analysis of tone.

Students are assigned an essay on wartime censorship where they must take a side, provide reasons with examples, and anticipate/refute an opposing argument, which requires expository/analytical writing. Students must analyze three WWII propaganda posters using guided questions about emotional appeals, logical fallacies, and design, producing written analyses. The skills list and parent notes ask students to identify/evaluate effectiveness of tone and style and to produce typed, revised, polished work (e.g., revised descriptive paragraph and detailed poster analyses).

Students are asked to summarize the Truman Doctrine and the Marshall Plan in Day 2 questions, which requires writing concise explanatory responses. Students complete multiple Student Activity Pages that prompt written answers about post-war America, the Cold War, and related topics, and they take notes using provided note-taking pages while viewing the video. Activity directions ask students to record answers and additional notes, demonstrating practice in producing informative/explanatory text.

Students are asked to write a short newspaper article (Option 2) with a headline and two paragraphs, with explicit instructions that the first paragraph should explain how the person died and the second should describe his life and activism. The student activity pages include a newspaper template and an example clipping that models structuring critical information in the lead. The organizer instructions also require students to use full sentences when describing people and events.

Students write artifact description slips for seven topics that require answering "What is this artifact/document?" and "What will it help future archaeologists understand?", which asks for informative explanatory writing. Students are asked to create written products such as a fake soldier's letter, a speech for an anti-war rally, or a written list of goals for an activist movement, and to complete short-answer test responses, all of which require composing explanatory text.

Students are asked to write a one-paragraph summary or prepare a two-minute oral presentation that is "clear, informative, and original (use own words)" about reproductive organs and their functions. The Student Activity Pages require students to research and provide functions of specific organs in their own words and to write a script and practice clear speaking for the presentation.

The Parent Plan lists a Skill requiring students to "provide an objective summary of the text," which directly relates to teaching objective tone. The reading questions ask students to describe events and character attitudes (e.g., differences in Atticus's and Aunt Alexandra's treatment of Calpurnia), prompting factual, objective responses. The "Questions to Discuss" note describes Atticus as "calm and business-like, not emotional," prompting students to analyze and describe behavior in objective terms.

Students are asked to write a 7–9 sentence summary of chapters 21–23 and are told that a summary should include the most important events and omit small details. The Skills section explicitly directs students to "provide an objective summary of the text," and the parent notes reiterate that students should leave out personal opinions. The parent-facing guidance also states the activity "practices writing a focused summary" and encourages revisiting the text for accuracy and clarity.

The Skills section explicitly requires students to "provide an objective summary of the text," which directs students to produce factual, non-evaluative summaries. Students also answer focused comprehension questions (e.g., what happened to Tom Robinson) that require concise, factual responses rather than personal reflection.

Students are asked to draft Paragraph 2 of an illustrated essay that requires an overview of a technology, how it improved on earlier options, how it changed America, and proper citation of sources. Students must create an annotated bibliography listing three primary and five secondary sources and record correct MLA citations. Several activities (Space Age Technology worksheet, Emerging Technologies paragraph) require students to research and write explanatory paragraphs about technologies and their impacts.

Students are asked to write an illustrated essay with an introductory paragraph that explains the three technologies to be discussed and a concluding paragraph that sums up changes and importance. Students are instructed to edit their draft to be "error-free, engaging, and well-written" and to include appropriate citations for each paragraph. Students complete a written process paper with guided questions about topic choice and research plan, assemble their work for review, and present their project to a parent using a rubric referenced in Lesson 1.

Students are asked to do research online about a chosen poet and fill in a "Poet Research" sheet with factual information (birthplace, life events, influences, types of poetry, awards). The skills list includes producing "clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience," which implies attention to writing style for informational tasks. The research activity directs students to read additional poems and record factual responses to guided questions.