In Activity 3 Option 1 students draw themselves working on a farm and write a short paragraph describing what they enjoy about the farm, which asks them to express feelings. In Activity 4 students write a journal schedule listing chores and activities each hour, which has them describe actions. The Life Application asks students to visit a farm and then write about the visit, providing an opportunity to describe responses to real events and personal reactions.

Students are asked to discuss how they would feel during a tornado and what they would do (Question #3 and Life Application), and to discuss how the family felt during the tornado and what family members did to feel better. Students keep a daily journal and are asked to write three or four-sentence summaries of each chapter and to illustrate a major event, which requires them to retell events and convey responses. Activities also prompt students to retell the story and to recall main ideas, facts, and details, which may involve describing characters' experiences.

Students compare an "Author's Description" and a "Simple Description," underline the descriptive words, and are asked to name their five senses and create their own unique description of the doghouse scene, which practices describing actions and sensory detail. Students answer a discussion question about how the dog felt after the tornado, prompting them to consider and express feelings in response to events. In the "My Pet" activity students write a descriptive paragraph using rich language and sensory details and are assessed on creating images and engaging the reader's senses.

Students are asked to read myths and retell one, identify similarities and differences, and complete a Story Map Graphic Organizer with setting, characters, problem, events, and solution. Students are prompted to write their own myth using the "My Own Myth" graphic organizer and to produce a written draft, revise it, and read it aloud to the family. The writing tasks emphasize providing relevant details, staying focused on the main idea, and supporting the main idea with details that get the reader's attention.

Students read Chapter 5 aloud and answer comprehension questions that include lines of dialogue (e.g., Question #5 asks what Tornado says: "Get out, please"). Activity prompts (Option 2) ask students to give specific examples from the story that show Tornado's behavior (e.g., "He is fun because he likes to run with Pete"), which requires describing actions. The Journal Entry activity asks students to write and illustrate a chapter summary, providing a writing task connected to the story.

Students reread Chapter 7 and identify specific words and phrases the author uses to describe Pete's sadness (Activity 2), such as I couldn't eat, I couldn't sleep, and my eyes kept filling up with tears. Students compare character feelings at the beginning and end of the story and describe how environmental changes affect characters (Activity 4). Students plan and write a personal paragraph about a time they felt happy or sad using a fishbone organizer and are reminded to use interesting descriptive words and supporting details rather than just the words happy or sad (Activity 5).

Students are asked to identify the problem, major events, climax, and resolution and to write those events on a Story Plot Diagram, which practices retelling and sequencing. The activities ask students to act out important events and to represent events on graphic organizers, which engages them in describing characters' actions and responses. The Tornado activity answer key includes an instance of dialogue (Pete tells him, "Drop it!") and many event descriptions that show characters' actions.

Several writing choices ask students to write from a character's perspective (e.g., "Pretend you are Pete. Write a letter..." and "Pretend you are Pete and write a journal entry..."), which prompts students to explain feelings and intended actions. One prompt explicitly asks students to "write a paragraph that describes how the environment and/or weather affects the characters' feelings or actions" and requires a sentence that explains how weather affected actions or feelings. Another prompt asks students to "write for the characters as well saying what they would have thought or done," directing students to state characters' thoughts and actions when imagining alternate events.

Students are prompted to write five-senses poems about Kansas and Maine that require them to describe what each place 'looks like,' 'sounds like,' 'tastes like,' 'smells like,' and 'feels like.' Students are asked to imagine and discuss what it might have been like to live on a farm 100 years ago and to explain which state they would prefer to live in and why. Students create a personal book cover using adjectives (regular, comparative, and superlative) and explain how their design reflects who they are.

Activity 1 asks students to write a first-person journal entry pretending to be Anna, explicitly instructing them to write Anna's ideas, thoughts, and experiences and to decide how Anna feels based on the chapter. The skills list and directions also ask students to write structured narratives and to use time transition words to show the order of events, supporting development of actions and event sequencing.

Students are asked to write a journal entry from Anna's point of view (Activity 1), which engages them in taking a character's perspective; Question #2 explicitly has Anna being worried, giving a basis for expressing a character's feelings. Activity 2 asks students to include details about personality and character traits in a letter, and Activity 3 asks students to use interesting and descriptive vocabulary when describing an environment. The skills list also includes writing structured narratives and using expanded vocabulary, which supports descriptive writing.

Students are prompted in the Introduction to consider how Sarah, Anna, and Caleb might feel as Sarah prepares to arrive, prompting articulation of thoughts and feelings. Question #4 asks students to identify how Anna thought Sarah was feeling, which requires students to read and interpret a character's thoughts and emotional response. Activity 1 asks students to write a journal entry from Anna's point of view about Sarah's arrival, and Activity 3 asks students to choose and explain a welcome token, prompting description of actions, motives, and feelings.

Students are prompted to write a journal entry that describes Anna's thoughts on the day spent with Sarah, which asks them to describe a character's internal responses. The skills list includes "Write structured, informative narratives," which directs students to produce narrative writing. Activity 2 asks students to write a new song that Sarah might sing about farm life, giving students an opportunity to express experiences and feelings in words.

The lesson includes a quoted line of dialogue from the text (Sarah says, "our dune") and a comprehension question asking why Caleb gets excited, which asks students to interpret a character's response to dialogue. Activity 1 asks students to write a journal entry reflecting the fun day Anna spends with Sarah, providing an opportunity to retell events and describe actions. Activity 3 asks students to write and/or illustrate how the environment can provide entertainment, which can prompt descriptions of feelings and activities. The skills list also names writing structured narratives as a learning goal.

Students are asked to write Anna's journal entry to reflect on conversations and activities she shared with Sarah, which invites them to record actions, thoughts, and feelings about events. Students are prompted to read aloud and act out winter activities and prairie events, allowing them to demonstrate characters' actions and responses through dramatic interpretation. The lesson notes that when thoughts and dialogue are given to characters it is a clue that a book is historical fiction, drawing attention to the role of dialogue and inner life in character development.

Students are asked to write a persuasive letter from Caleb or Anna to Sarah and to record three reasons with support for each reason. The directions explicitly tell students to "support her three reasons by providing examples from the book about how the characters might feel," and the lesson gives an example that links Sarah's arrival to the family starting to sing again. The self-editing checklist asks students to check "Contents and Ideas" and "Choice of Words," prompting them to refine support and word choice that could convey feelings or responses.

Students answer comprehension question #5 about why Sarah's eyes fill with tears, which requires them to identify and explain a character's feelings. Activity 3 asks students to discuss what Sarah misses and to write a journal list, song, or poem about things they would miss, prompting students to express thoughts and feelings. Activity 1 asks students to write Anna's journal entry about the visit, which invites students to produce first-person descriptions of events and internal responses.

Students are asked to write Anna's journal entry about Sarah's request to ride a horse and the big storm, which invites them to express character reactions and feelings. Comprehension questions ask why Anna gets upset and what clues show she misses her mother, prompting students to identify and explain characters' feelings and responses. The Character Line-Up activity requires students to write words or phrases describing each character, which can include actions and traits.

The journal activity asks students to write a journal entry about how Anna feels when Sarah announces she is staying, prompting students to describe feelings. Activity 2 instructs students to reread journal entries to recall Anna's feelings and map events on a plot diagram, reinforcing attention to characters' actions and responses. Activity 3 directs students to record examples of how the author supports the theme through characters' actions, words, and thoughts, requiring students to identify and explain characters' mental states and dialogue as evidence.

Students are asked to write a card from Anna to Sarah and explicitly told to "tell her you are glad she decided to stay," which requires expressing a character's feeling. The activity asks students to write a paragraph explaining how they would decorate "thinking about what Sarah would like," which asks students to adopt a character perspective. The self-editing checklist asks students to consider "Choice of Words" and whether words will help Sarah make her decision, prompting revision of expressive language.

Students physically role-play being blindfolded and with earmuffs and then discuss how the activities felt and what strategies could help, which requires them to describe actions and feelings. Students are prompted to answer chapter questions in complete sentences in a journal, including Question #4 which asks how Helen's life and her family's treatment will be different (inviting descriptions of responses and feelings). In the Wrapping Up section students are asked to describe Helen's early life and to name the most challenging aspects of being deaf or blind, which elicits descriptions of thoughts and feelings.

Students are asked in Activity 3 (Option 1) to write words for a song that "reflects what it felt like for Helen to live in her dark, quiet world, to not be able to communicate, and to get herself into dangerous situations," prompting them to describe feelings and experiences. Activity 2 asks students to write a paragraph describing an object using smell, touch, or taste words, practicing sensory descriptions to develop an experience for the reader. Reading questions and the timeline activity require students to identify and record specific actions and events Helen did or experienced (e.g., folding clothes, using motions and gestures, dangerous incidents).

Students answer comprehension questions that ask about Helen's feelings and reactions (e.g., "How did Helen feel about Annie at first?") so they identify characters' emotions. Students draw before-and-after pictures of Helen and write three adjectives for each picture, then write a sentence using an adjective, practicing descriptive language about a character's state. Students discuss why Helen changed and how her environment influenced her actions and feelings, connecting descriptions of feelings and behavior to events.

Students read Chapter 6 aloud and answer comprehension questions that ask them to explain Helen's reactions (e.g., why she loved the ocean) and to judge whether Helen told the truth and how she responded after the accusation. Question #6 asks students to recall a time they were accused and describe how they felt, prompting reflection on feelings and responses. The skills list also asks students to plan and make judgments about what to include in written and oral products, suggesting some consideration of content choices when communicating events.

The lesson asks students to write a bio poem about Helen and provides prompts such as "Who feels ____, ____, and ____," "Who needs ____, ____, and ____," and "Who fears ____, ____, and ____," which require students to describe feelings and internal states. Students are also asked to write "A Poem About Me" using similar prompts, giving them practice in describing thoughts and emotions. Question #1 highlights a character response (the interviewer's surprise at Helen), which models how a character can react to a situation.

Students read and analyze Helen Keller's passages that contain sensory detail and explicit statements of feelings, underlining phrases that create images and discussing figurative language and voice. Students compare two example personal narratives (one emotive, one flat) to identify which words and phrases create feeling and engage readers. Students write a personal event focusing on voice and are evaluated with questions that ask whether the writing evokes feelings and sounds like a real person.

Students choose an interview option where they write five questions and record Helen's answers, then practice the interview (producing question–answer dialogue and character responses). Students compose scrapbook pages written in Helen's first person voice, including journal entries, a postcard, a "Proudest Moment" description, and a journal about how her environment shaped her (opportunities to write thoughts and feelings). The rubrics explicitly score "Helen's voice" and "Answers"/"Helen's Voice," signaling that students must produce voice and responsive content in their writing and presentation.

Students are asked to record three thoughts, feelings, or phrases that the narrator uses and two important events from each chapter (Activity 1), which has them identify and write characters' thoughts and feelings. Students rehearse different character voices aloud and compare multiple first-person accounts in Voices in the Park, asking them to describe how each character interprets events and to identify words, phrases, and sentences that reveal personality (Activities 2–4). Activity 5 directs students to write short descriptions of events and their feelings and reactions after an outing, prompting students to develop events with emotional responses.

Students are asked to record three feelings/words/thoughts that Morning Girl has and two events that happen to her (Activity 1), and questions ask students to state how Morning Girl and Star Boy feel and respond to news (Questions #2, #5, #6). Activity 3 directs students to record three phrases or sentences Morning Girl uses to describe Star Boy and to write descriptive phrases for family members, prompting attention to characters' traits and responses. The vocabulary/short-story activity asks students to tell and record an "island short story" and reviews that stories have beginning, middle, end, characters, a problem, and a solution, which encourages narrative writing that could include actions and feelings.

Students are asked to record three feelings, three phrases, and two events from Chapter 4 in Star Boy's voice and do the same for Morning Girl, which requires them to describe characters' thoughts and feelings. Students answer comprehension questions about why Star Boy hides and what he notices, practicing description of internal experience and reactions. In Activity 4 students identify what each family member says they want Star Boy to hear, write sentences about how they would comfort family members, and role-play responses, which practices describing actions and showing character responses to situations.

Students are asked to write two first-person paragraphs in the distinct voices of Morning Girl and Star Boy, using an Ideas and Rough Draft organizer. The organizer explicitly prompts students to record what each character would "See," "Hear," "Think," and "Do," which asks students to describe actions and thoughts. Students receive an Editing Rubric that emphasizes making the character's voice very apparent and asks them to revise for precise word choices and vivid images. Students are reminded to write in first person using the word "I" and to consider each character's personality and responses to the environment.

Activity 1 asks students to record Morning Girl and Star Boy's feelings, thoughts, words, and events in their journals, which directs them to notice and write about characters' internal states and spoken words. Several comprehension questions (for example Question #7) ask students to explain characters' responses to situations, prompting students to consider how actions and feelings show response. The introduction and reading instructions also ask students to answer questions in complete sentences and to write reflections, encouraging written practice with describing characters.

Students are asked to "record Star Boy's feelings, actions, and words" in a journal (Activity 1), which directs them to identify and write descriptions of actions, thoughts, and spoken words. Activity 3 requires students to write short journal entries from Morning Girl's and an explorer's point of view and to include each individual's "feelings, ideas, and opinions" and a "description of the event." The provided Morning Girl/Visitor organizer explicitly prompts students for "Thoughts and feelings about it" and a description of meeting the native people.

Students are asked to write two first-person "before and after" poems from the perspectives of a Native person and Columbus, which requires them to adopt character viewpoints and describe changes to environment, community, health, and lives. The sample poems provide first-person phrases that show shifts in states and actions (e.g., "Before I used a spear / Now I use a gun," "Before I was free / Now I am a slave"). Discussion questions ask students to reflect on a character's worry and how being dismissed made someone feel, prompting students to consider characters' feelings and reactions.

Students are instructed to record a daily schedule and to "include details in her descriptions about what happens during each event," with examples such as describing what she eats, what she enjoys about entertainment/recreation, or what she buys at the marketplace. Students choose a social role (wealthy or a laborer), which affects the actions and events they describe. Students are also asked to write a paragraph comparing life now and then, with guidance to draft, read aloud, and edit using the Hamburger Paragraph Organizer to structure details.

Activity 3 asks students to write a first-person journal entry from the point of view of a peasant that describes the work done during the day and the peasant's feelings and thoughts about what occurred. Activity 6 has students role-play living as a peasant for a day and then reflect on the experience, prompting descriptions of actions and emotional responses. The wrapping-up prompt asks students to describe the Binkertons' adventures, which can elicit narrative recounting of events and reactions.

The lesson instructs students to "review that we can learn about characters through their actions, thoughts, dialogue, and the descriptions the author provides" and asks them to go through the books and read the thought or word bubbles for each character. In Activity 3 students look at illustrations to see what actions characters take, record three adjectives for each character, and explain how the text and illustrations support those adjectives. The skills list also explicitly includes "Identify and describe characters in a text," which directs students to attend to dialogue, actions, and thoughts as sources of characterization.

Students are asked to write a fantasy paragraph that "will have more action and focus more on characters," and the Rough Draft prompts include lines such as "When I was in _____, I saw _____" and "I couldn't believe _____," which elicit character reactions. The lesson directs students to revise with attention to voice using an editing rubric, encouraging changes to make writing better and to focus on the voice of their paragraphs.

The lesson asks the student to write a free-verse poem about his childhood and explicitly encourages inclusion of both positive and sad memories, which asks students to describe feelings and personal experiences. The comprehension questions ask students to describe Abraham Lincoln and Harriet Tubman and to explain how each changed the world, which prompts students to describe characters and actions. The skills list includes "Write in different forms for different purposes such as... stories or poems," suggesting opportunities for narrative writing.

Students are asked in Activity 2 (Option 1 and Option 2) to write sentences that Eleanor or Franklin Roosevelt might have said, which requires composing quoted speech in a character's voice. In Activity 3, students must pretend they are in a scenario and write sentences describing what they would or would not do, which prompts them to describe actions and make choices in response to a situation. The example sentence "I won't sit on the 'white' side of the classroom." models a first-person utterance that students can imitate as dialogue reflecting a character's stance.

The Adverbs activities (Option 1 and Option 2) ask students to choose or match adverbs with verbs and then write sentences using those verb-adverb pairs, which requires students to describe how actions are performed. The Perseverance activity asks students to think about a challenging experience, report whether they have succeeded, list three things that encouraged them, and support those reasons with details, which prompts students to describe personal experiences and responses. The Hero Cards and timeline activity ask students to record information about scientists and inventors, which can involve describing events and actions associated with those figures.

Students are prompted to list three major life events and to write a paragraph about events in their life, which requires describing actions that occurred. Students are asked to identify an action that makes them a "hero" and to explain a hope for changing the world and a reason for wanting change, which invites statements of motivations and responses. The Editing Rubric asks students to include specific sentence types (one interrogative and one exclamatory) and to use adjectives and adverbs, supporting descriptive writing about events and characters' traits.

Students read Chapters 1–2 of Poppy and answer questions that probe characters' motivations and reactions (e.g., why Mr. Ocax wants the mice to fear him and whether Poppy or Ragweed is more like the student). Students are asked to write a paragraph comparing themselves to a character with three supporting similarities, which requires citing character actions and traits as evidence. Students create puppets and are encouraged to reenact the event when Mr. Ocax tries to catch Poppy, giving them a chance to dramatize actions and spoken lines.

Activity 2 instructs students to identify quotation marks in a short interaction on pages 50–51, determine who is speaking, reenact the discussion with puppets using unique voices that reflect each character, and write a conversation between Poppy and Mr. Ocax in their journal using quotation marks. The Life Application suggests students practice writing dialogue for toys and giving the toys voices as they recite the dialogue.

Students are prompted to analyze and describe characters' thoughts and feelings in questions such as QUESTION #2 (about Poppy hating herself for loving Ragweed) and QUESTION #3 (why Poppy told the mice), and they are asked to predict how characters will respond in the Introduction. The Skills list explicitly requires students to "Analyze characters' actions and the consequences." Journal and wrapping-up prompts ask students to write about character decisions, consequences, and ways Poppy might overcome Mr. Ocax. The "Choose the Right Word" activity has students select precise words that convey different strengths of feeling or action.

Students are asked in a journal to describe a decision Poppy made, including the decision, its effects, and whether it was good or bad, which requires describing actions and reasoning. A comprehension question asks students to identify how Poppy felt in Dimwood Forest, prompting them to state character feelings. The diamante poem activity asks students to produce -ing words and adjectives for Poppy and Mr. Ocax, which leads students to write action-describing words and character descriptions that contrast responses.

Students are asked to copy the dialogue among three animals from pages 112–113, label each line with the character's name and a colon, and give the characters voices when they speak. The Porcupine Puppet activity asks students to act out the scene (or perform it as a play) using motions and the quoted dialogue. The Skills section lists that students will "Present dramatic interpretations of experiences, stories, poems, or plays," which supports practice using spoken dialogue and actions in performance.

Students are asked to explain how Poppy feels at the end of Chapter 16 and why (Question #6) and how Mr. Ocax is feeling (Question #7), prompting description of characters' feelings and responses. The journal activity directs students to record Poppy's and Mr. Ocax's goals and outcomes using the format "Poppy wanted...But...So..." which asks students to state motivations, actions, and consequences. Activity 3 asks students to record two textual examples showing Mr. Ocax losing power and Poppy gaining power and to draw Poppy's face to show how she felt at two points, which requires identifying and representing feelings and reactions from the text.

Students answer guided questions that ask about Poppy's feelings and motivations (e.g., why humiliating Mr. Ocax gave Poppy a feeling of power and what gave her bravery in Chapter 17). Students are prompted to describe actions when they explain how Poppy escaped Mr. Ocax (she fought him with a quill) and to summarize how she defeated him in the wrap-up. Activity 2 asks students to write a personal journal entry describing what made them afraid, how they overcame the fear, and the outcome, and to read it aloud, which practices describing thoughts, feelings, and actions.

The paragraph rubric explicitly requires students to include quotation marks for dialogue (students must mark yes/no), which directs students to write dialogue. The organizer and writing prompts ask students to describe the cycle of power, how Poppy broke the cycle, and how life will be different, so students plan and write sentences about characters' experiences and events across three focused paragraphs. The directions guide students to turn organizer ideas into full paragraphs and to revise using the rubric, providing structured practice in including required elements such as dialogue.

Students are asked to explain Poppy's emotional response (Question #1 asks why Poppy did not feel joy when Mr. Ocax was dead) and to record "Your feelings about the book" on the Story Tree worksheet. Activity 3 asks students to explain the relationship between Poppy and Ereth and to demonstrate how each would dance, prompting students to show character actions. Activity 1 and the Life Application ask students to write epitaphs and a short speech, which require students to describe a person's life and feelings.

The Language Think-Tac-Toe explicitly asks students to "Write a three sentence dialogue that includes quotation marks to show the words someone is speaking," requiring practice with spoken exchanges. The Poppy Think-Tac-Toe asks students to "Pretend that you are Poppy. Write a journal entry that explains how you felt after defeating Mr. Ocax," which directs students to describe thoughts and feelings. The Think-Tac-Toe also asks students to create a plot diagram (problem, rising action, climax, falling action, resolution) and to "draw obstacles from the story" in a maze, which requires students to identify and describe events and actions in sequence.

Students are asked to complete "Character Descriptions" pages where they find the best word or phrase to describe how Charlotte, Wilbur, and Fern acted or felt after each chapter. Questions (e.g., why was Fern angry) require students to explain characters' feelings and responses in complete sentences. The Plot Flow Chart and related activities ask students to describe major events and consider changes in character development, and Activity 2 has students brainstorm descriptive words/phrases for friendship to apply to characters as they read.

Students are asked to fill in a "Character Descriptions" page by writing words or phrases that describe how each character acted or felt during the chapter. Students respond to guided questions about characters' thoughts and feelings (for example, that Wilbur wanted love and friendship and what about Charlotte bothers Wilbur). Students are asked to write a poem from Wilbur's point of view that asks for his likes/dislikes about spiders and to write in Wilbur's voice, which requires expressing thoughts and feelings and showing a character's perspective.

Students complete a "Character Descriptions" page where they write a word or phrase describing how each character acted or felt during the chapters. Students identify sensory descriptions of the barn (what they hear, see, smell, feel) and then write a paragraph about their home using descriptive language and specific word choice to convey feeling. The skills list also asks students to "describe plot, major events, and characters in own words" and to "write structured... narratives," which supports practicing descriptions of actions and feelings.

Students identify and describe how characters act or feel by completing the "Character Descriptions" page, writing a word or phrase about each character's actions and feelings during the chapters. Students answer comprehension questions about character responses (for example, why Charlotte weaves words and how other characters react), which has them explain character reactions to situations. Students locate and read sentences with adverbs from Charlotte's Web and add adverbs to sentences, practicing how adverbial descriptions show how actions occur.

Activity 1 asks students to fill a Plot Flow Chart and to write a word or phrase that describes how each character acted or felt during the chapter, prompting students to identify actions and feelings. Activity 2 has students choose creative adjectives for family members, place them in webs, and explain why they selected each word, which practices using descriptive language to show character traits and responses. The Reading and Questions require students to journal or discuss answers about characters' feelings and motivations (for example, why Charlotte chose certain words and how songs make a character feel), which elicits identification of thoughts and feelings.

Students are asked to complete a "Character Descriptions" page where they write a word or phrase describing how each character acted or felt during the chapter, which requires noting actions and feelings. Reading comprehension questions prompt students to explain character responses (e.g., why Wilbur fainted, evidence that Fern is growing up), asking them to identify how characters react to situations. The lesson directs students to notice quotation marks and includes an example paragraph with spoken dialogue, so students examine how dialogue appears in text.

Students read Chapters 19–22 and answer questions that ask how Charlotte tells Wilbur she will die and how he responds, requiring them to identify dialogue and character feelings. Students answer a question about how Charlotte says Wilbur helped her, which asks them to interpret character thoughts and emotions. Students complete "Character Descriptions" and "Characters Change" pages in which they write descriptions of characters at the beginning and end of the story, practicing description of actions and changes.

Students are asked to record characters' "Thoughts and Feelings," "Words," and "Physical Characters" on the Meeting Characters organizer, which directs attention to dialogue, actions, thoughts, and decisions. The lesson explicitly notes that authors reveal characters through dialogue and descriptions and includes comprehension questions that require students to identify Armand's feelings and actions (e.g., "How does Armand feel about children?" and "Was Armand hungry? How do you know?"). The Commas activity and examples show speech in dialogue and require students to edit punctuation in quoted dialogue, and Activity 3 has students pretend to be Armand and explain what he enjoys about not having a job, asking them to express a character's perspective.

Students are asked to write two diary entries from Armand's and Suzy's perspectives, with sentence starters such as "I felt __ because __" and prompts to write how Armand feels about discovering the children and how Suzy felt when discovered. Activity 3 asks students to write a question Armand might ask and an exclamatory sentence he might say, and to write a question and exclamation that the children or their mother might say. The "Dear Diary" template explicitly directs students to express feelings, reactions, and point of view in first person.

Students answer comprehension questions that ask them to identify what Armand says about pigeons and infer how he feels. Students explain why Armand told the children the Christmas log tasted like medicine, reflecting interpretation of character motives and feelings. Students complete a "Meeting Characters" page to fill in information about characters and discuss Armand's actions in Activity 3 (how he gives time despite being poor).

Students are asked to pretend to be one of the Calcet children and write a letter or speech from that character's perspective, including three reasons that should appeal to Armand's emotions, which requires expressing feelings and character viewpoint. Students are directed to review the "Meeting Characters" page to gather character details to support their writing. Students read the punctuation pages about quotation marks, copy sentences that contain quotes spoken by characters, and are invited to record a short pretend conversation between two characters, giving practice with dialogue and spoken lines.

Students answer targeted comprehension questions that ask how Armand felt (Questions 1–3) and why he acted (Questions 5 and 7), requiring them to identify characters' feelings and responses to situations. Students complete a "Meeting Characters" activity sheet to record information about characters, which requires describing people and events. Students compare the Calcets and the Gypsies on a double-bubble map, writing descriptive words and phrases about each group's traits and reactions.

Students are encouraged to read Chapter 6 aloud with expression and to give characters voices when they read dialogue, practicing oral use of dialogue. Students answer discussion and journal questions that require them to describe characters' reactions, motives, and feelings (for example, why Madame Calcet felt ashamed or what the children thought of the Gypsies). Students can fill out a "Meeting Characters" sheet and analyze characters' traits, relationships, and changes, linking actions and responses to events.

Students answer comprehension questions that ask about characters' actions and responses (for example, what Armand did in the church, why Madame Calcet denied being a tramp, and why Suzy was anxious to leave). Students can add information about characters to a "Meeting Characters" chart and discuss what each character notices, does, or feels. The skills and activities reference use of quotation marks and punctuation, and students are asked to write five sentences related to the book (providing opportunities to write about events and characters).

Students answer comprehension and journal questions that ask them to explain character reactions and feelings (e.g., why Suzy was upset, why the Gypsies were afraid when the policeman arrived, why Paul wanted to go with the Gypsies). Students are prompted to discuss consequences of actions and economic choices, and to describe how the Calcet children cared for the Gypsies. Students are asked to write a quinzaine poem about a character and about homelessness, which asks them to express statements and questions related to character experience or feeling.

Activity 2 directs the child to write in her journal about a time she gave up something to help someone else, which asks the student to describe actions and motivations and may include feelings. The Flip Book activity asks the student to illustrate events for Best/Funniest/Saddest/Most Exciting parts and to accompany each illustration with a descriptive phrase or sentence, prompting students to show emotional tone and event details. Activity 4 (Option 1 and Option 2) has students write a paragraph about why having a home is important and to write a letter and a singing telegram explaining a gift choice and how it can be used, which require descriptive explanation of events and responses.

Students read and analyze example Reader's Theater scripts to see how character names, dialogue, and stage directions are formatted. Students are instructed to give all characters words to say, to write at least twenty lines of dialogue, and to include stage directions (rubric requires at least three). Students are told to think about how characters might say things, what attitude or emotion they could have, and what actions they might perform, and the lesson points out using punctuation (question/exclamation marks) to show feelings.

Students locate and match the author's adjectives to nouns and are asked to circle adjectives that help explain relationships (examples given: "flesh-eating ants," "crab-eating raccoons," "terrified insects"). In Option 2, students record the adjective the author used for specific nouns, discuss the effect of those adjectives on the reader, and generate alternative adjectives. Activity 2 asks students to place animals in and around Tepui's favorite tree based on the author's descriptions, requiring them to interpret descriptive language about actions and positions.

Students are asked to answer comprehension questions about characters' beliefs and feelings (e.g., Question #5 asks why Tepui believed his people would get sick and die; Question #7 asks why Tepui was upset with the monkey). Activity 3 asks students to illustrate or describe three examples of "The Law of the Jungle," which requires describing actions and events (army ants killing prey, jaguar and deer, etc.). Students are also asked to write a free verse poem titled "The Law of the Jungle," which could be used to convey reactions, actions, or feelings about events in the jungle.

Students are asked to write dialogue lines for Tepui and Dr. Rivero and to format a script with character names and lines, directly practicing use of dialogue. Students are instructed to include stage directions and to think about the characters' actions, tone of voice, facial expressions, and feelings while acting the scene, which encourages describing actions and emotional responses. Students rehearse and perform the scene (or identify speaker/order of provided lines) to show how characters respond to the situation and to develop the sequence of events.

The lesson asks students to act out events from relationships (Activity 3, Option 2), where students describe events to be acted and provide ideas for what actors should do. The skills list includes "Present dramatic interpretations of experiences, stories, poems, or plays," which supports performance of dialogue and actions. Activity 6 directs students to create a comic strip that tells the story through pictures and a few words, which could include speech or short quoted dialogue.

Students are asked to create a comic strip that requires them to illustrate important events, provide voice/thought bubbles for characters, and write a sentence narrating each scene, which directly prompts use of dialogue and characters' thoughts. Students are prompted to write two diary entries—one from Jemmy's point of view and one from Prince Brat's point of view—that ask them to describe pranks, feelings about the tutor, and reflections on life in the castle. Journal and discussion prompts ask students to reflect on the relationship between Jemmy and Prince Brat and to explain characters' reactions to situations, encouraging descriptions of responses and feelings. The comic activity and diary options explicitly link writing of speech, thoughts, and emotional responses to events from the story.

After reading Chapters 4–6, students answer Question #1 asking why Jemmy changed his mind, requiring them to infer and explain a character's thoughts and motivations. Activity 2 (Crests) asks students to select colors and symbols that reflect Jemmy and Prince Brat's traits and to describe how the two characters' personalities affect their relationship. Activity 1 (Comic Strip) asks students to draw scenes that reflect the action in each chapter, prompting them to represent events and characters' responses visually.

Students are asked to add a scene to a comic strip for each chapter they read (Activity 1), which requires them to create events and can include dialogue and actions. Students answer guided journal questions and comprehension prompts (e.g., Question #6 asks how Prince Brat felt and asks for evidence), prompting them to describe characters' feelings and responses. In Activity 3 students describe differences in personalities and choose items for each character's duffel bag, explaining those choices, which requires describing actions, traits, and reactions.

Students are asked to answer journal questions that require identifying characters' feelings and responses (e.g., Question 3 asks how Jemmy felt when the prince was whipped; Questions 1, 5, and 6 ask why the prince changed and how the relationship is changing). The "At Home" writing activity directs students to write a paragraph explaining why a place is comfortable and what they enjoy there, which prompts description of feelings and reactions. The Comic Strip and Ballad activities ask students to retell scenes and events from the chapters, encouraging them to represent actions and develop events in a narrative form.

Students are prompted to list four specific behaviors showing how Prince Brat acted (actions) and four behaviors showing how Prince Horace acts now, which requires them to describe characters' actions and changes. Students are asked to write a poem about the changes, encouraging description of feelings and development over time. In the "A Day in the Castle" diary activity students are prompted to describe the day's events, record Jemmy's and the prince's thoughts and reflections, and write about feelings and future plans.

Students are prompted to write monologues that explicitly ask them to reflect on how Prince Brat felt when his subjects did not respect him and how Jemmy felt about possibly leaving the castle, which requires describing thoughts and feelings. The provided sentence starters and structured prompts ask students to state wishes, reactions, and how relationships have changed, and the rubric and presentation criteria require clear expression and physicality when performing. Students are also asked to reread specific pages for textual support and to practice performing the monologues aloud, encouraging descriptions of actions and emotional responses.

Students complete a Reactions Chart in which they write the characters' reactions to specific events and their own personal reactions, prompting them to describe actions, thoughts, and feelings in response to situations. Students are asked to list five important characteristics of a good friend in a journal and write a sentence for each describing why it is important and examples of how they have demonstrated those characteristics, which practices describing actions and feelings. In Activity 4 students write either a letter to a friend who moved away or a paragraph about what they would miss and how life would be different, which asks them to express feelings and personal responses in writing.

Students answer comprehension questions that ask why characters acted or felt a certain way (for example, why Winnie got frustrated, why Herbie was upset), which requires them to identify characters' actions and feelings. Students complete a Reactions Chart for Chapter 2, which has them record and analyze characters' responses to events. In Activity 2 students read scenarios about racial relationships, decide how they would respond, and create their own scenario, giving opportunities to describe responses to situations.

Students are asked comprehension questions that probe characters' motivations and feelings (e.g., why Winnie lied, why she was disappointed, Clarice's refusal to play), which requires describing character responses. The skills list includes "Respond to events and characters in stories," and Activity 1 asks students to fill in a Reactions Chart for the chapter, prompting students to record characters' reactions (actions, thoughts, feelings). The Wrapping Up prompt asks students to describe the softball game, encouraging description of events and actions.

Students answer journal and discussion questions that ask why characters feel a certain way, why Winnie pretends, and what characters do in response to situations, which requires describing actions and feelings. Students fill in a Reactions Chart for characters and complete a "Problems in Relationships" page where they record relational problems and suggest solutions, prompting analysis of characters' actions and responses. Students role-play inviting a new friend to a tree house and list points of interest, which elicits descriptive thinking about events and feelings.

Students answer journal questions that require them to describe characters' feelings and reactions (e.g., Question #1 asks about being so upset that you felt sick; Question #2 asks why Winnie thought the Garbers would hate her). Students complete Character Circle Maps by writing descriptive words or phrases about characters and are asked to support each choice with evidence from the text (events, character actions, and words). The skills section also indicates students will compose texts when responding to literature, and vocabulary activities ask students to write and use words in sentences.

Students complete a Reactions Chart in which they record how characters responded to events and their own personal responses, which asks them to identify reactions and feelings. In the Friendship House activity, students write numbered sentences that describe the friendship between pairs of characters, prompting them to describe relationships and character responses. Option 2 of the Contractions Game asks students to write six sentences in their journal related to characters and/or events, which has students compose sentences about characters' actions or events.

Several comprehension questions ask students to identify characters' feelings and reasons (e.g., Question #1 asks how Winnie felt and why), and Question #5 asks students to describe Winnie's actions toward Herbie. Activity 1 (Reactions Chart) asks students to record characters' reactions, which requires noting responses to situations. Activity 2 presents actual dialogue between characters and directs students to discuss similarities/differences and character traits using double-bubble maps.

Students are asked to write a letter from Winnie's first-person perspective and to plan three paragraphs that ask them to state what they miss, describe the Garbers, and explain neighborhood problems—prompting descriptions of feelings and actions (e.g., planning sentences about missing Iggie, starting a petition). The provided example letter models first-person statements of feelings and actions ("I miss you," "I started my own petition," "I'm doing everything I can to help them"). Students are directed to use events from the story and to include descriptive words and examples in their writing through the rubric and paragraph-support prompts.

Students are asked to answer journal questions after reading Chapter 9 that require explaining characters' actions and motivations (e.g., why Winnie asked the Garbers on a picnic, why she brought all the food). Students complete a "Reactions Chart" for Chapter 9, which directs them to identify character reactions and likely their feelings and responses to situations. In Activity 3 students read an excerpt of "I Have a Dream" and answer questions about what characters (and they themselves) can do to help the dream, and they illustrate their own dream, connecting feelings and hopes to actions.

Students are asked to complete a Reactions Chart and read through it to remember major events and how characters responded, which has them record actions and responses. Students answer and discuss comprehension questions that probe characters' motivations and feelings (for example, why Winnie said she wanted Herbie and Glenn to remember her that way, and why Tina asked "Where are the black people?"). In Activity 3 students write in a journal about which character they would be friends with, what they would have in common, why the character would be a good friend, and what kinds of things they would do together, which invites description of actions and feelings.

Students write interview questions for named characters (Winnie, Mrs. Landon, Herbie Garber, Mr. Garber) and are instructed to avoid yes/no answers and to include at least one question about relationships. Students make up and write character responses from each character's perspective, are told to include events from the story in their answers, and may refer to a Reactions Chart to remember how characters responded to events. Students practice and perform interviews orally—taking on roles, using costumes/props, and answering as the characters—and a rubric asks whether answers reflect character personalities and use events from the story.