Students are asked to name all the people in the cellar and identify who is not present, which requires identifying characters (Question #4). Students are asked why Pete decides to tell a story while they are in the cellar, prompting inference about a character's motivation (Question #6). Students discuss how the family felt during the tornado and what they did to feel better, which asks them to describe characters' feelings and actions. Students write chapter summaries using time-transition words, which has them retell the sequence of events and place characters' actions in order.

Students are asked in Question #5 to consider how the dog felt after the tornado, prompting them to infer a character's feelings. Activity 1 asks students to verbally summarize Chapter 2 and use transition words to show the order in which events occurred, giving practice with sequencing events. Activity 2 has students identify descriptive words the author uses about the dog and doghouse and to write their own descriptions, and Activity 3 has students write a paragraph describing a pet with sensory details and traits.

Students read Chapter 3 and are asked to describe what happens (a chapter summary). Multiple comprehension questions prompt students to infer character motivations and reactions (e.g., whether Tornado poked Pete's leg to play cards, whether Tornado knew a card trick, and why Tornado dropped the card when Pete's dad told him to). Activity 1 asks students to write and illustrate their chapter summary, which requires them to recount events and include character actions.

Students answer targeted comprehension questions about Tornado and the turtle (e.g., why Tornado did not drop the turtle, how Pete got the turtle out, whether Tornado knew he was picking up a turtle, and why Tornado ran around the yard), which asks them to infer reasons for characters' actions. Students complete a Story Map Graphic Organizer that requires them to identify characters, problems, events, and the solution. Students plan and write their own myth using a 'My Own Myth' organizer that asks them to specify characters and sequence multiple events leading to a solution.

Students answer targeted comprehension questions about Tornado's behavior and motivations (e.g., QUESTION #2: Tornado digs a hole to keep cool; QUESTION #6: Tornado digs more dirt to get the cat's smell out). Students identify Tornado's words and feelings (QUESTION #5: Tornado says, "Get out, please") and recall episodic details such as Five-Thirty arriving at 5:30. In the World's Best Pet Award activity students write reasons that Tornado is "smart," "funny," or "nice," and Option 2 explicitly asks for specific examples from the story to support those trait claims.

Students are asked to describe "the saddest day of Pete's life," including Pete's feelings (QUESTION #1) and to relate personal experiences (QUESTION #2). Students are asked to judge Pete's father's actions (QUESTION #3 and #4) and to consider what they would do if they were Pete (QUESTION #6), prompting consideration of motivations and choices. The Story Conflict activity has students write sentences and illustrate two conflicts and label their types, and the journal activity asks students to produce a chapter summary and event illustration.

Students are asked to read Chapter 7 aloud and answer explicit questions about Pete's feelings (QUESTION #1 asks how Pete felt and asks for evidence). Students record and discuss the author's specific words and phrases that show Pete's sadness (Activity 2 lists phrases like "the saddest and longest day of my life," "I couldn't eat," and "my eyes kept filling up with tears"). Students complete a "Mood and the Environment" organizer comparing how characters and the environment are described at the beginning (Chapter 1) and end (Chapter 7) and write personal paragraphs about times they felt happy or sad (Activities 4 and 5).

Students are directed to identify the problem, major events, climax, and resolution by writing them on a Story Plot Diagram and arranging event strips on the Tornado Plot Diagram. Students act out or retell the order of important events and are asked to identify which event is the climax and which is the resolution. The materials note that a climax can occur with conflict between two characters or between characters and the environment, and the Tornado activity requires students to place character actions (e.g., a girl taking Tornado away, Pete moping, dad returning) into the sequence of events.

The Think-Tac-Toe includes multiple prompts that require students to adopt a character's perspective (e.g., "Pretend you are Pete. Write a letter..." and "Pretend you are Pete and write a journal entry"), which asks students to express character feelings and motivations. A task explicitly asks students to "write a paragraph that describes how the environment and/or weather affects the characters' feelings or actions," requiring explanation of how actions or feelings relate to events. Other activities ask students to identify major events (five objects representing major events) and to write how an event changing would have affected characters, prompting students to explain how characters' actions contribute to the sequence of events; the Hamburger Paragraph Organizer supports structuring those explanations.

Students are asked to "write a sentence to describe your favorite character" and to provide one-word and two-word descriptions of the main character on the Story Pyramid, which gives explicit practice in labeling character traits. Students are prompted to explain definitions in their own words and share examples of story elements from books they have read, including characters. In the Writing a Story activity students select characters and create a sequence of events (problem, events, solution) and write a short story, practicing use of events and resolution tied to chosen characters.

Students are asked to write journal entries pretending to be Anna, using first person to express Anna's ideas, thoughts, and feelings based on the chapter and to use time-transition words to show event order. Comprehension questions ask students why Anna took three days to love Caleb and why Caleb repeatedly asks about Mama, prompting students to describe characters' feelings and possible motivations. The advertisement activity asks students to list specific qualities wanted in a mother and to describe what makes a good mom, prompting students to identify character traits and roles.

Students are asked to summarize Chapter 2 verbally after hearing it read aloud, which prompts them to recount events and characters. Question #2 and its answer explicitly identify Anna's worry and note that Sarah "loves the sea," giving students language about a character's motivation/trait. Activity 1 asks students to write a journal entry from Anna's point of view, requiring them to express Anna's feelings and perspective. Activity 2 asks students to describe personality and character traits in a letter, giving additional practice in describing traits and feelings.

The introduction asks students to consider how Sarah, Anna, and Caleb might feel as they prepare to meet, prompting description of feelings. Question 1 asks what Papa does to get ready for Sarah's arrival (combs hair, wears clean shirt, hitches the horse and sets off), which has students identify specific character actions. Question 3 asks what Sarah brought for Caleb and Anna and why, asking students to infer motivations for gift choices. Activity 1 (journal from Anna's point of view) and Activity 3 (selecting and explaining a welcome token) require students to write from a character's perspective and explain reasons for actions.

Students are asked inferential questions about characters' motivations and feelings, e.g., "Why do you think Sarah brought her collection of shells?" and "Are there any clues that suggest Sarah might stay in Kansas?" Students write a journal entry describing Anna's thoughts on the day spent with Sarah and answer prompts about what Sarah enjoyed and what she might be thinking about staying. The introduction asks students to describe feelings about moving, connecting personal experience to character emotions.

Several comprehension questions ask students to identify Sarah's traits and motivations (Question #2 asks what we learn about Sarah's personality; Question #1 asks why she names the sheep after her aunts). Question #5 asks students to explain how Sarah's wording "our dune" leads to Caleb's reaction, which links a character's words/actions to another character's response. The journal and wrapping-up prompts ask students to reflect on Sarah's experience and predict whether she will enjoy Kansas, encouraging inference about feelings and likely outcomes.

Students answer specific comprehension questions that ask about character motivation (QUESTION #1 asks why Sarah asks about winter; QUESTION #2 asks why Papa teaches Sarah to plow, with an answer linking his action to future help on the farm). Students are asked to write Anna's journal entry (Activity 1), which prompts them to reflect on conversations and activities she shared with Sarah and can elicit feelings or traits. Activity 3 asks students to act out events people do in snow and to act out events that might occur in Kansas 100 years ago, connecting character actions to historical activities.

Students are asked to identify the problem of the story and what Caleb and Anna have been worried about since Sarah's arrival (that she will decide to go back to Maine). Students are instructed to support their persuasive reasons with examples from the book about how the characters might feel. Students are given an explicit example linking Sarah's arrival to a change in family behavior (the family stopped singing when their mom died, but started singing again when Sarah came), which ties a character's action/presence to an event.

Questions prompt students to identify why Maggie and Matthew come to visit (they help Papa plow a new field), which asks students to state characters' motivations and actions. A question asks why Sarah's eyes fill with tears, prompting students to identify Sarah's feelings and what she misses from Maine. Activities ask students to write Anna's journal entry and to discuss what Sarah and Maggie miss and whether Sarah would be happier in Maine, letting students adopt character perspectives and describe emotions and desires.

Students are prompted to explain characters' motivations and feelings through guided questions (e.g., Q1 asks why Sarah wants to learn to drive the wagon and ride a horse; Q2 asks why Anna gets upset), encouraging inference about traits and motives. Students are asked to write a journal entry from Anna's perspective about Sarah's request and the storm, practicing describing emotions and motivations in writing. In the Character Line-Up activity, students draw each main character and write words or phrases that describe them, explicitly practicing describing traits and characteristics.

Students write a journal entry about how Anna feels when Sarah announces she is staying (Activity 1), directly addressing description of a character's feelings. Question 4 asks what Sarah purchases and why, prompting students to state Sarah's motivation. Students create a story plot diagram that identifies problem, events, climax, and resolution (Activity 2) and are encouraged to use their chapter journal entries to recall Anna's feelings across events. Activity 3 asks students to record examples of how the author supports the theme through characters' actions, words, and thoughts, which engages students with characters' actions.

Students are asked to "pretend to be Anna" and plan a "Welcome to Kansas!" party for Sarah, which requires adopting a character's perspective. Step 2 asks students to "write a paragraph explaining how you would decorate... thinking about what Sarah would like," and Step 5 directs students to write a card telling Sarah they are "glad she decided to stay," which prompts students to express a character's feelings and preferences. The skills list also includes "Make inferences and draw conclusions" and "Recall main ideas, facts, and details from a text," supporting inference about character.

Students are asked to "Describe Helen in her first two years of life," prompting them to state her traits (healthy, learned quickly, spoke and walked early). Students answer questions such as how Helen's mother discovered she was deaf and blind, which requires students to note Helen's lack of response to stimuli. Students participate in sensory simulation (blindfold, cotton/earmuffs) and then discuss how it felt, allowing them to identify feelings and reactions. Students create a timeline of Helen's life by identifying and recording important events from each chapter, practicing sequencing.

Students are asked in the Introduction to predict what kind of child Helen might have been because of her disabilities, prompting them to describe probable traits and feelings. Question #2 asks why Helen threw tantrums and gives the explicit motivation that she became frustrated by her inability to communicate. Question #3 asks students to identify the ways Helen found to communicate (actions she took), and Activity 1 asks students to place one or two important events from Chapter 2 on a timeline, engaging them with sequence of events.

Students answer targeted comprehension questions that ask what dangerous things happened because of Helen's disabilities (Question #1) and what Helen learned to do despite her disabilities (Question #3). Students explain how Helen gathered information from her environment (Question #2) and are prompted in Wrapping Up to discuss why Helen was a challenging child for her parents. Activity 1 asks students to add an event from the chapter to a timeline, and Activity 3 (Helen's Song / A Gift for Helen) asks students to write words reflecting how it felt to live in Helen's dark, quiet world or to explain why they would choose a particular gift for Helen, addressing feelings and reasoning.

Students answer targeted comprehension questions that ask about characters' feelings and traits (e.g., Q1 asks why Helen loved Alexander Graham Bell; Q2 asks how Bell felt about Helen; Q4 asks what we know about Annie Sullivan). Students also write facts about Bell and add events to a timeline, which requires recalling character-related details and sequencing events from the chapter.

Students answer targeted comprehension questions asking how Helen felt about Annie (feelings/attitude) and why the doll caused problems (actions leading to events). Students create a timeline of Helen Keller's life, adding events from the chapter to show sequence. In the "Before and After Adjectives" activity students draw Helen before and after Annie, record adjectives describing her traits and feelings, write sentences using those adjectives, and discuss why Helen changed and how Annie's actions and the environment produced that change.

Students are asked to predict and discuss how Helen will respond to visiting the ocean and going to school and then read Chapter 6 and answer questions about what she enjoyed at Cape Cod and why she loved the ocean. Students answer questions about being accused at Perkins School and report the consequences (she became ill, lost eagerness to learn, feared copying others' words, and lost a friendship). Students create and discuss timelines of Helen's life and how her environment and events changed over time, reinforcing sequencing of events.

Students answer text questions that identify Helen's traits (QUESTION #1 asks why the interviewer was surprised because she was "talkative, funny, and even flirtatious") and motivations (QUESTION #3 notes she "wanted to finish in 3 years and studied a lot"). Students write a bio poem with prompts for feelings, needs, fears, and descriptive words, which requires them to describe a character's traits and feelings. Students create a timeline of Helen Keller's life and label places/events on a map, which has them recall and order events in her life.

Students read Chapters 9 and 10 of Helen Keller's biography and answer comprehension questions that identify events (e.g., what college was like for Helen, what happened after Annie died, and Helen's lifelong job). Students create a timeline of Helen's life, adding later important events. Students read Helen's own quotations in the "Helen's Voice" activity and discuss language that reveals her feelings and perspective, and they compare writing samples to identify voice and emotional tone.

Students write a biography scrapbook in Helen Keller's first person voice with pages for birth, illness, how she learned, family, school, a postcard, and her proudest moment, which requires recounting important events and Helen's perspective. Students develop and answer five interview questions about Helen's childhood, family, Annie, environment, and achievements, and rubrics explicitly evaluate whether "I can hear Helen's voice" and whether the scrapbook "shows Helen's environment." Students draft journal entries, letters, and a description of "how Helen learned" that prompt expression of feelings and how the environment shaped her.

Students are asked to record three thoughts, feelings, or phrases a character uses and two important events from each chapter in the Journal Entry activity, which prompts attention to character voice and events. The Voices in the Park activity asks students to write a short description of each character and identify words, phrases, and sentences that reveal personality, and the activity page includes fields for "Personality traits." Day 2 comprehension questions prompt students to identify characters and compare how each narrator views the same events, encouraging students to note differences in characters' perspectives and feelings.

Students answer direct comprehension questions about characters (Question #2 asks how Morning Girl feels about Star Boy; Question #4 asks how Star Boy feels and what he would do) and about shared feelings and reactions (Questions #5 and #6). Students are asked to record three feelings/words/thoughts that Morning Girl has and two events that happen to her in a journal (Activity 1) and to record three phrases Morning Girl uses to describe Star Boy (Activity 3). Skills and activity prompts ask students to retell, summarize, discuss similarities and differences in characters, and to consider story structure (beginning, middle, end).

The skills list and activities explicitly ask students to analyze characters and their changes. Question prompts ask students to identify Star Boy's motivation for pretending to be a rock and to describe what he notices and feels while pretending, and Activity 1 directs students to record feelings, phrases, and events in Star Boy's and Morning Girl's voices. Activity 4 asks students to explain how Star Boy changed from the beginning to the end of Chapter 4, what caused that change, and to identify family members' words/actions that influenced him.

Students plan and write two first-person paragraphs, one in Morning Girl's voice and one in Star Boy's voice, using an organizer with fields for Opening Idea, See, Hear, Think, Do, and Concluding Idea. Students are prompted to describe how the two characters sound and act differently and to think about each character's personality. Students use an editing rubric that explicitly evaluates the clarity of a character's voice.

Students are asked in Activity 1 to record Morning Girl and Star Boy's feelings, thoughts, words, and events from each chapter, which directs them to describe characters' inner states. The reading questions ask students to identify what happens to Star Boy (stuck in a hurricane) and how he stays safe (tucks himself into a tree), linking a character's action to an outcome. Question #7 asks students to explain Morning Girl's motivation for eating quickly (embarrassment), and Activity 3 asks students to consider how a name change reflects who a person has become, which invites description of character change and traits.

Students are asked to record Star Boy's feelings, actions, and words in a journal (Activity 1) and to write a Name Poem that documents how Star Boy has changed, which requires using events and character descriptions. The Visitor's Point of View activity asks students to write journal entries for Morning Girl and an explorer, including each person's feelings, ideas, and descriptions of the arrival. The lesson includes specific comprehension questions about characters (e.g., why Star Boy leaves, what Morning Girl finds, how the visitors look) and lists the skill 'Analyze characters, including their traits, relationships, and changes.'

Students are asked to read Encounter aloud and answer targeted comprehension questions that ask about character feelings and motivations (e.g., QUESTION #1 asks why the boy is worried and QUESTION #2 asks why the native people do not listen). Students compare characters directly in QUESTION #7, noting traits such as Morning Girl being more trusting than the boy. Students also write two first-person before-and-after poems and create a mini-fold book using the "European Explorers and Native Americans" text, which asks them to identify effects of explorers' actions from different perspectives.

Students are asked comprehension questions that target character feelings and motivations: Question #1 asks why the Binkerton twins are bored, prompting students to state their feeling and situation. Question #10 asks why the men take Josh and asks students to predict what will happen to him, prompting consideration of characters' motivations and the consequences of their actions. The skills list explicitly includes 'Make predictions about a text,' which supports connecting character actions to later events.

Question #3 asks students why Emma and Libby have to work and provides the answer that they are offered food and shelter in exchange for work, which asks students to identify character motivation. The Wrapping Up prompt asks students to predict whether Libby and Emma will rescue Josh and, if so, to predict how they will do it, which asks students to connect characters' possible actions to future events.

Students are asked in Question #1 to explain how Emma and Libby rescue Josh, requiring them to recount the characters' actions. Question #4 asks why the guards chase the Binkertons, prompting students to state a character motivation (the guards think the kids are grave robbers). The Plot Pyramid activity has students record five events leading to the climax (Emma and Libby finding Josh) and three events after, so students map how characters' actions move the plot from problem to climax to solution.

Students are asked to design a daily schedule of events for an ancient Egyptian life, listing work, meals, entertainment, and other activities at ordered time slots, which requires sequencing actions. Students are prompted to decide whether they will be a wealthy Egyptian or a laborer and to include descriptive details about what happens during each event (e.g., what they eat, what they enjoy at recreation). Students are directed to refer back to the book and a "What I have learned" page to gather information about what ancient Egyptians did for work, food, entertainment, and living situations.

Students answer comprehension questions that ask why the Binkertons return to the Good Times Travel Agency (identifying motivation) and what Josh had always dreamed of being (identifying a character's aspiration/trait). Students answer why Josh is surprised on arrival, which prompts them to identify his expectations and feelings. Students write a first-person journal entry from a peasant's point of view describing daily work and feelings, practicing describing a character's perspective and emotions.

Question 6 asks why the people at the castle do not think Josh is funny and provides an answer that links his jokes to things not yet invented, requiring students to interpret a character's behavior. Question 4 asks whom the Binkertons find in the forest, prompting students to identify characters encountered. Activity 3 instructs students to use small dolls or action figures to act out some of the activities inside the castle, giving students an opportunity to dramatize characters' actions.

The Skills list tells students to identify and describe characters. Activity 3 asks students to read characters' thought and word bubbles, examine illustrations of actions, record three adjectives for each character, and explain how the text and illustrations support those adjectives. Question 5 asks students to recount who had the book and how the Binkertons get it back, requiring students to describe the characters' actions in sequence (e.g., Josh pretends to be a knight while Libby and Emma destroy supplies, creating confusion that allows Josh to retrieve the book).

Students are asked to write both a factual paragraph with detailed information and a fantasy paragraph that emphasizes action and focuses on characters, using prompts such as "When I was in ___, I saw ___" and "I couldn't believe ___." Students are directed to compare factual and fictional voice, noting that the factual paragraph should have more details and the fantasy paragraph should focus more on characters. Students use an editing rubric with a 'voice' criterion that encourages shaping reactions and word choice in their narrative paragraph.

Students list eight adjectives that describe a hero and match each adjective to a real or famous person, practicing description of character traits. Students draw a picture of a chosen hero, list adjectives that describe that hero, and write a sentence using each adjective. Students write a sentence about what the hero did and how the hero changed the world and are prompted to describe what the hero did and how heroes motivate others.

Students are prompted to list three adjectives for each hero and answer questions about their talents, interests, and characteristics (e.g., Hero Cards; questions for Franklin, Jefferson, and Washington). Students write a sentence describing how each hero "changed the world" and answer questions about the greatest contributions of each man, and why Washington refused to be king (showing some attention to actions and motivations). Students place heroes on a "Heroes Timeline" by birth or death year, which has students order historical figures chronologically.

Students are asked directly to describe Abraham Lincoln and Harriet Tubman (e.g., "How would you describe Abraham Lincoln?" and "How would you describe Tubman?") and are prompted with possible traits such as compassionate, brave, and determined. Students answer questions about each hero's actions (e.g., Tubman led about 300 slaves to freedom; Lincoln freed the slaves and kept the Union together) and complete a hero card activity that places names and birth dates on a timeline. Students plan and map routes for the Underground Railroad, identifying signs of safety and the correct path, which requires describing actions and choices that helped people reach freedom.

Students answer targeted questions about Eleanor Roosevelt that ask how she changed from a shy, lonely child to a confident, outspoken woman (Q1) and how she differed as First Lady (Q3), prompting description of traits and development. Students answer questions about Franklin D. Roosevelt that ask about his personal challenges (polio) and the characteristics he exhibited as a hero (charisma, care for others, persistence) that identify traits and motivations. Students complete Hero Cards and record heroes' names and birth dates on a timeline, which has them identify and record attributes of historical figures.

Students answer direct questions asking them to identify characteristics and motivations (e.g., "What characteristics of a hero do you believe Disney demonstrated?" and "Which of those four things do you think Owens demonstrated most in his own life?"). Students record adjectives for people and write sentences about heroes in the "Adjectives Describe Nouns" activity and the imagineer task asks students to "briefly describe the character's personality" when inventing a new character. Students also explain outcomes of actions in questions such as "How did Disney change the world?" and describe Owens's achievements and their significance.

Students answer targeted comprehension questions that ask about each person's beliefs, characteristics, and actions (e.g., "What did Mary McLeod Bethune believe about education?," "What characteristics made [Carver] a famous hero?," and "What did Douglass do that made him a hero?"). Students identify outcomes of actions (e.g., Bethune founded a school and hospital, Carver's experiments helped Southern planters, Douglass's writing and speeches supported abolition). Students create hero cards and record birthdates on a timeline, which asks them to place these people and their accomplishments in temporal order.

The reading questions about Susan B. Anthony ask why she was arrested (answer: she voted) and what changed after her death (answer: women were given the right to vote via the Nineteenth Amendment), which connects a character's action to a later historical outcome. The Sandra Day O'Connor questions ask what she was first to do and prompt students to remember her roles beyond the Court, prompting description of her accomplishments. Activity 3 (A Woman I Admire) asks students to write an acrostic describing a woman's accomplishments and what the student admires, and Activity 1 has students create hero cards recording biographical details.

Students answer direct questions about characters' feelings and traits (for example, asking how Einstein felt about weapons and war and asking what were some of Edison's greatest qualities). Students reflect on motivations and legacy by responding to prompts such as what Einstein would want to be remembered for and which of Edison's inventions was greatest. Students create hero cards and complete a Perseverance activity that has them identify and describe the trait of perseverance and give supporting details from their own experiences.

Students are asked to cut apart hero cards, arrange the people in chronological order on a timeline, number the pages, and create a table of contents, which has them sequence individuals and their lives. Students are prompted to describe what each hero has done to change the world and to think of the character traits and other characteristics that the heroes possess (Activities 1 and Wrapping Up). In Activity 2 students compare three heroes with a three-ring Venn diagram and note each person's name, dates, and significant events in America during that person's life, which connects individual actions to historical context.

Students complete a Pre-Writing Organizer that prompts them to record birth information and three major life events, and to identify an action that makes them a "hero." Students are asked to include characteristics of a hero and to use at least five adjectives and three adverbs, reinforcing description of traits and actions. Students select photographs that "help tell their story," arrange events on a scrapbook page, and write two paragraphs about past events and actions they have taken or will take to change the world.

Students are asked to identify the protagonist (Poppy) and antagonist (Mr. Ocax) and to research mice and owls, then list human characteristics for each animal and mark which apply as they read (Activity 2). Students practice vocabulary tied to feelings/traits (timid, livid, dignity) and are prompted to copy the story map and label major events and trace Poppy's journey as chapters are read (Activity 4). The introduction and wrapping-up ask students to consider cycles of power and Poppy's need to be "brave and resourceful," linking character motivation to the plot situation.

Students read Chapters 1–2 and answer targeted questions that ask them to identify character motivations and traits (e.g., Q1 asks why Mr. Ocax wants the mice to fear him; Q2 asks how Ragweed and Poppy differ). Students write a paragraph comparing themselves to a character with three supporting similarities from the story, which requires citing traits and feelings as evidence. Students also combine sentences and reenact scenes with puppets (including the event when Mr. Ocax tries to catch Poppy), activities that tie characters' actions to consequences in the narrative.

Students answer targeted comprehension questions that ask them to infer characters' feelings and motivations (e.g., QUESTION #2 asks how Mr. Ocax felt; QUESTION #6 asks why the mice assumed Mr. Ocax was keeping his bargain; QUESTION #7 asks why Poppy's father chose her). Students describe character actions and their effects on plot (e.g., QUESTION #1 asks how Poppy escaped; QUESTION #4 and #5 ask about the emergency meeting and preparations for the journey). Students also summarize chapters in writing and complete a Setting Map activity that has them draw and label Poppy's escape path, requiring them to sequence events and link actions to movement through the story.

Students are asked to explain reasons Basil gave for disliking Ragweed (QUESTION #1) and to justify whether those reasons are good, which asks them to consider character motivations and traits. QUESTION #3 asks students to infer why Mr. Ocax did not try to eat Poppy and Lungwort, prompting students to identify a character's motive. QUESTION #4 and the Wrapping Up prompts ask students to explain Mr. Ocax's stated reason for denying the mice and how that refusal continues his cycle of power, which links a character's action to its effect on events.

The lesson includes targeted comprehension questions asking why Poppy wanted Ragweed's earring, why she told the mice the truth, and how she felt about Ragweed, which prompt students to describe motivations and feelings. The Skills section explicitly lists "Analyze characters' actions and the consequences," and the Cause and Effect activity has students read character actions (causes) and write the resulting effects in the story. The Wrapping Up prompts ask students to discuss Poppy's plan to break Mr. Ocax's power and to predict outcomes, connecting character motivations and actions to subsequent events.

Students are asked in their journal to describe a decision Poppy made, including the effects of that decision and whether it was good or bad, which requires explaining consequences of a character's action. Comprehension questions ask students to identify Poppy's secret desire and how Poppy felt in the forest, and to explain why Mr. Ocax disliked feeling fearful, which asks students to state traits, motivations, and feelings. Activity 3 (Diamante Poem) and Activity 2 (Good vs. Evil) ask students to compare Poppy and Mr. Ocax, list opposing traits (e.g., kind/mean, large/small), and identify which characters represent good or evil, prompting students to describe character traits and motivations.

Students are prompted to describe Ereth directly (Skills: "Describe a character in own words") and answer Q2 asking "How would you describe Ereth?" with traits (moody, grouchy, defends himself, opinionated). Activity 4 asks students to write words or phrases that describe Ereth on a circle map, and the journal activity asks students to choose important quotes and record why each quote is important. Activity 3 asks students to discuss how Poppy's new knowledge about porcupines might help her break Mr. Ocax's power, linking character information to consequences for the mice.

Students are asked to write a summary of Chapters 13 and 14 and to trace Poppy's journey on a Setting Map, which asks them to recall events and sequence. Question #4 asks students to interpret Poppy's description of Ereth as a "likable unlikable creature," prompting them to describe a character's traits. Question #5 asks why the mice believe Mr. Ocax, which asks students to identify characters' motivations, and Question #6 asks how Poppy convinced Ereth to go with her, connecting a character's action to an outcome. The Porcupine Puppet activity has students copy and perform dialogue from pages 112–113, which requires them to interpret characters' lines, voices, and feelings.

Students are asked directly about characters' feelings and motivations in Questions #5, #6, and #7 (e.g., why Mr. Ocax lied, how Poppy feels and why). The journal activity asks students to write "Poppy wanted...But...So..." and "Mr. Ocax wanted...But...So...", prompting them to state motivations, traits, and the resulting actions. Activity 4 has students illustrate and explain the cycle of events caused by Mr. Ocax's lies, and Activity 3 asks students to record textual evidence showing how Poppy's and Mr. Ocax's actions change the sequence of events.

The Reading and Questions section asks students to explain Poppy's feelings and motivations (QUESTION #1: why humiliating Mr. Ocax brought Poppy a feeling of power; QUESTION #3: what gave Poppy the bravery) and to identify actions and outcomes (QUESTION #6: how did Poppy escape Mr. Ocax; QUESTION #5: how was Poppy able to gain power). The Wrapping Up prompt asks students to describe how Poppy defeated Mr. Ocax and broke the cycle of power. Activity 2 asks students to write a personal journal entry explaining what made them afraid, how they overcame the fear, and the outcome, reinforcing linking feelings/motivation to actions and results.

Students are asked to explain the cycle of power between the mice and Mr. Ocax and to describe how Poppy broke the cycle, which requires them to describe actions taken by characters. Students use a paragraph organizer that directs them to write one paragraph describing the power relationship, one paragraph describing how Poppy was able to break the cycle, and one paragraph describing how life will be different for the mice, prompting explanation of consequences. Students convert organizer notes into full paragraphs and use a rubric that asks for supporting evidence, so they practice connecting actions to outcomes in their writing.

Students are asked directly to explain Poppy's feelings (Question #1) and to interpret Ereth's description of Poppy as the "salt of the earth" (Question #2), prompting description of character traits and emotions. Students trace Poppy's physical journey on a setting map (Activity 1) and complete a Story Tree worksheet that asks them to record main characters, conflict, problem, solution, and resolution. Students are also asked why Poppy encouraged dancing and why Poppy and Ereth become close friends (Activity 3), prompting discussion of motivations and relationships.

Students are required to complete a Plot Diagram identifying the problem, rising action, climax, falling action, and resolution, with example plot points that link character actions (e.g., "Poppy fights Mr. Ocax") to the climax and resolution. Students must "pretend that you are Poppy" and write a journal entry explaining how they felt after defeating Mr. Ocax, which asks them to express a character's feelings. Other tasks ask students to create acrostic poems for Mr. Ocax and Poppy and to plan a victory party or select a present and explain why, which prompts students to represent character traits and preferences.

Students are asked to complete 'Character Descriptions' pages for Fern, Charlotte, and Wilbur, writing the best word or phrase to describe how each character acted or felt as they finish each chapter. Students create a Plot Flow Chart, writing a major event for each chapter so they track the sequence of events across the story. Guided discussion questions (e.g., why Fern was angry, how Fern and Wilbur's relationship changed, why Wilbur preferred the pen) prompt students to explain characters' motivations and how actions affect events.

The lesson includes multiple comprehension questions that prompt students to describe characters' traits and feelings (e.g., questions asking how to describe Wilbur's day, what Wilbur wanted, what is unusual about Charlotte, and how to describe Templeton). Activity 1 asks students to fill in a Character Descriptions page where they write words or phrases describing how each character acted or felt during the chapter. Activity 1 also directs students to complete a Plot Flow Chart by highlighting a major event from each chapter, requiring students to identify the sequence of events.

The lesson includes a skills statement asking students to "Describe plot, major events, and characters in own words," and provides specific comprehension questions (Q1–Q7) that ask why characters act (e.g., why Wilbur wants to spin a web, what Charlotte promised, why animals trust Fern) and how characters feel. Activity 1 directs students to complete a Plot Flow Chart highlighting a major event in each chapter and a Character Descriptions page where they write words or phrases about how each character acted or felt. The Wrapping Up and some discussion questions ask students to predict what Charlotte will do to save Wilbur, which links character intentions to future events.

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 chapters. Students fill a "Plot Flow Chart" by highlighting a major event in each chapter, linking events across the sequence. Guided discussion questions require students to explain motivations and consequences (e.g., why Charlotte weaves words to save Wilbur, how Templeton was convinced to help, and how Charlotte avoided capture).

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 chapters. Discussion/journal questions ask about characters' motivations and feelings (e.g., why Farmer Zuckerman treated Wilbur differently, why Charlotte chose particular words, and why Charlotte might not go to the fair). Activity 1 directs students to fill a Plot Flow Chart highlighting a major event in each chapter, which asks them to connect events in sequence.

Students answer targeted comprehension questions that ask about characters' motivations and feelings (e.g., why Mrs. Zuckerman wanted Wilbur clean, why Wilbur fainted, evidence that Fern is growing up, and Charlotte's motives for making an egg sac). Activity 1 asks students to complete a Plot Flow Chart by highlighting a major event in each chapter and to write words or phrases describing how each character acted or felt during the chapter. Several discussion prompts and journal questions direct students to note character changes over time (Fern growing up) and to identify causes for characters' reactions (Wilbur fainting when told about meat).

Students answer targeted reading questions about characters' feelings and motivations (e.g., how Charlotte tells Wilbur she will die, Wilbur's reaction, Charlotte saying Wilbur helped her, and why Wilbur fainted). Students complete a "Character Descriptions" page and a "Characters Change" chart that asks them to write descriptions of characters at the beginning and end of the story. Students complete a "Plot Flow Chart," which asks them to sequence events from the chapters they read.

The Book Review directions explicitly ask students to "describe the main characters in an interesting way" (Paragraph 2) and to refer to "Character Descriptions" and "Characters Change" pages. The sample book review models character traits and feelings (e.g., Charlotte is "intelligent, friendly, and caring"; Wilbur is a "worrywart" who is "distressed"). The Book Advertisement option and its rubric require students to create character pictures with "interesting and exciting descriptions" and include a checklist item asking if a part of the advertisement "reveal[s] the characters in an interesting way."

Students are asked to describe characters using the "Meeting Characters" organizer that prompts them to record Thoughts and Feelings, Words, and Physical Characteristics for Armand, Suzy, Paul, and Evelyne. The lesson includes specific comprehension questions (e.g., how Armand lives, how he feels about children, whether he was hungry, and what he discovers at the end of the chapter) that require students to identify traits, feelings, and events. Activity 3 has students list advantages and disadvantages Armand experiences from not having a job and to role-play explaining what he enjoys, which prompts students to articulate his motivations and consequences of his choices.

Students answer targeted comprehension questions that ask why Armand was upset, why he shared his food, and why he decided to stay, addressing characters' motivations and feelings. Students complete a "Meeting Characters" page to record new information about characters' traits. Students write diary entries from Armand's and Suzy's perspectives using sentence starters such as "I felt __ because __," practicing description of feelings and motivations.

Students answer targeted questions that ask about character feelings and motivations (e.g., Question #1 asks what Armand says about pigeons and how he feels; Question #2 asks why Armand said the Christmas log tasted like medicine). Students complete a "Meeting Characters" activity to fill in information about characters. The text explicitly has students discuss Armand's action of escorting the children and how that action helps them cope with their poverty, connecting his behavior to an effect on the children.

Students answer targeted questions that ask about character motivations and feelings (e.g., Why did Armand want the children to sing? How did you feel about the man with the monkey? Why did Armand leave the children?), prompting them to describe motivations and emotions. In Activity 2 students adopt a Calcet child's perspective, review the "Meeting Characters" page, and write a letter or speech giving three reasons (with support) to persuade Armand to stay, which requires using character knowledge and motivations. In the "Working for Money" activity students list what the children did to make money and how they spent it, organizing actions into a cycle that ties character actions to a sequence of economic events.

Students answer targeted comprehension questions (Q1–Q7) that ask why finding the shoe mattered to Armand, why Armand worried about the children, how his feelings changed, and whether he was a good person after stealing food, which requires identifying motivations, feelings, and traits. Students complete Activity 1 "Meeting Characters" by filling in information about characters from Chapter 5, which asks them to describe characters directly. In Activity 3 students use a double-bubble map to write words and phrases that describe the Calcets and the Gypsies and note similarities, which has them identify character traits and compare groups.

The skills list explicitly requires students to "Analyze characters, including their traits, relationships, and changes," and the "Meeting Characters" activity asks students to record new information about characters. Multiple comprehension questions require students to identify motivations and feelings (e.g., why Suzy did not want a house with wheels, why Madame Calcet was ashamed, what the children thought of the Gypsies). Question #6 asks students what Suzy and Tinka learned from each other, asking students to describe character change and its results.

Students are asked to add information about characters to a "Meeting Characters" chart and to draw gifts for each character, which requires them to think about traits and motivations. Several comprehension questions ask about characters' feelings and motives (e.g., why Madame Calcet denied being a tramp, why Suzy was anxious, how Armand helped the family, and why Armand told the children about Father Christmas). Students are asked to describe how Armand and the Calcets celebrate Christmas Eve and to compare that to their own celebrations, prompting discussion of character behavior and feelings.

Students are asked to explain characters' feelings and motivations in targeted discussion questions (e.g., why Suzy was upset at Paul; why Paul wanted to go with the Gypsies). Questions and discussion prompts ask students to identify emotional reactions and reasons for actions (e.g., how the Gypsies acted when the policeman arrived, why they packed up their things, and why the policeman searched for Nikki). The Meeting Characters chart, the Culture Commentary section that asks about people's personalities and jobs, and the quinzaine poem task require students to describe a character's traits or feelings in writing. Several questions require students to link actions to outcomes (e.g., packing up so Nikki wouldn't get in trouble; Armand deciding to get a job and help rent a room), prompting explanations of how actions affect the sequence of events.

Students answer targeted comprehension questions (e.g., How did Armand help solve the children's problem?; What job did Armand want and why?) that require them to identify Armand's actions and motivations. Students fill in a "Meeting Characters" chart to record new attributes learned about Armand in Chapter 9, prompting description of traits and changes. Students create a flip book summarizing Best/Funniest/Saddest/Most Exciting parts and discuss how Armand's willingness to get a job will help the children, connecting actions to subsequent events.

Students select a scene from the novel, reread the event aloud, and then write a Reader's Theater script giving each character words to say. They are directed to "review the 'Meeting Characters' page" and to think about what words characters might use, what attitude or emotion they could have, and what actions they might perform. The skills list explicitly includes "Retell or act out the order of important events in stories," and students practice acting out the scene with voices and stage directions.

Students are asked to describe Tepui directly (Question #1 asks "How would you describe Tepui?" with example traits such as slender, observant, and quiet). Students practice discussing characters and events as part of the listed skills (e.g., "Discuss similarities and differences in events, characters, and concepts" and "Recall the main idea, facts, and details from a text"). Students record the sequence of events and roles through Activity 3 by mapping chapter events to times and answering questions about their role and the role of other living things, and Activity 1 asks students to note relationships among animals in each chapter.

Students are asked to "Describe the army ants" (Question #2), which prompts them to state traits of a character/animal. In Activity 3 students match and record the author's adjectives (e.g., flesh-eating ants, crab-eating raccoons, terrified insects) and circle adjectives that clarify relationships among living things. In Activity 2 students draw and place animals around Tepui's favorite tree according to the author's description, using textual details to locate characters. Activity 1 asks students to record the major events that occurred during the time periods found in Chapter 2 on a "Daily Activities" sheet.

Students answer targeted comprehension questions (Questions #3–#7) that ask about a character's job, why Tepui is better at finding animals (trait/skill), why Dr. Rivero was not made happy (feeling), and why Dr. Rivero wanted to find a new butterfly species (motivation and consequence). Activity 1 asks students to record major events from Chapter 3 on a Daily Activities sheet, supporting sequencing of events. Activity 2 asks students to write a paragraph describing which type of animal scientist they would like to be, prompting description of traits and preferences.

Students are asked to describe the nameless butterfly's appearance (Q1), which has them identify character traits. Questions about the sloth and sloth moth (Q5) and the mother and baby sloth (Q6) ask students to describe behaviors and roles between characters. The Relationships activity prompts students to describe how pairs of living things help or harm one another, and the Plot Timelines activity requires students to place events for specific characters and answer questions about the story problem and how characters attempt to solve it.

Several comprehension questions ask students to identify characters' feelings or motivations (e.g., Question #7 asks why Tepui was upset; Question #5 asks why Tepui believed his people would get sick and die). Other questions require students to explain how actions lead to events (e.g., Question #3 asks how Dr. Rivero and Tepui avoided the jaguar and the answer links the army ants' action to that outcome). Activity 1 asks students to record major events on a 'Daily Activities' sheet, and the listed skills include making predictions about events and explaining new information in their own words.

Students are asked to infer Dr. Rivero's feelings in QUESTION #2 (Why did Dr. Rivero have a "tinge of fear in his voice"?), which requires identifying motivation/feeling. Questions #5 and #6 ask students to identify specific actions Tepui and Dr. Rivero took (securing a ladder, shooting an arrow and pulling up a rope), and Activity 1 and the Skills section ask students to record and retell the order of major events. Activity 2 directs students to describe the Tepui–Dr. Rivero relationship, think about characters' feelings, tone, facial expressions, and to write and act dialogue and stage directions that reflect the characters' actions and emotions.

The introduction asks the child to identify the problem in the story and how the characters were trying to solve the problem, and to consider what would have happened if the problem was not solved. The prompt requires students to explain characters' actions in relation to the problem and its outcomes, which connects actions to sequence of events.

Students answer targeted comprehension questions that reveal character motivation and actions (e.g., Question 1 asks why Dr. Rivero climbed the tree — to look for the undiscovered butterfly; Question 4 asks how Tepui stopped the bulldozers and whether that was a good decision). Students record reactions and feelings (Question 5 asks how animals and people reacted when Dr. Rivero announced the trees could not be felled). Students construct a plot diagram: they list major events, identify the problem and its resolution, and discuss the climax where Tepui and Dr. Rivero try to stop the trucks, which connects actions to the sequence of events.

Students record specific information about selected animals using the Field Guide and Documentary organizers, including name, where it is found, food, predators, interesting facts, and relationships with other living things. Students write scripts for a documentary and create field guide entries that require describing the animals and their relationships. The rubric includes a criterion for "Relationships," prompting students to explain interactions among organisms.

The Skills list explicitly includes "Discuss similarities and differences in events, characters, and concepts within a text," which asks students to think about characters. Activity 3 (Relationships) has students list relationships, compare the prince Brat and the servant Jemmy to their own relationships, and role-play events, then reflect whether each acted event was positive or negative and what that reveals about the relationship. Activity 6 directs students to create a comic strip that illustrates a major event from each chapter, requiring students to represent sequence of events visually as they read.

The chapter question set asks students to explain character traits and motivations (e.g., Why do you think the prince had the nickname Prince Brat?; Why did Jemmy not want to run away with Prince Brat?), and to describe feelings and relationships (e.g., What do you think about the way Prince Brat was disciplined?; How would you describe the relationship between Jemmy and Prince Brat?). Activity 3 directs students to write diary entries from Jemmy's and Prince Brat's points of view using events from the story, which requires articulating feelings and motivations. Activity 1 asks students to create a comic strip that illustrates important events in sequence and to add voice/thought bubbles and narration, prompting students to connect character actions to sequential events.

Students answer targeted comprehension questions that ask them to explain characters' motivations and actions (e.g., Question #1 asks why Jemmy changed his mind about running away; Question #2 asks where Jemmy planned to hide and why). Students describe characters' physical and personality traits (e.g., Question #4 asks how the kidnappers are described). Students create crests for Prince Brat and Jemmy using colors and symbols tied to specific trait meanings and are asked to describe how the two characters' personalities affect their relationship. Students also produce a comic strip that draws scenes reflecting the action in each chapter, reinforcing the sequence of events.

Students are asked to read Chapters 7-9 aloud with character voices, which prompts them to express and consider characters' feelings. Several comprehension questions target motivations and feelings (e.g., Q3 asks why Jemmy volunteered; Q5 asks how Prince Brat felt when threatened). Other questions focus on characters' actions that move the plot (e.g., Q4 asks how Jemmy convinced the men by reading the letter backwards; Q6 asks how Jemmy suggested getting the note to the castle), and the comic-strip activity asks students to record events in sequence.

The Skills section asks students to "Explain and describe characters in own words" and to "Discuss similarities and differences in events, characters, and concepts," directly prompting character description and event comparison. The guided questions (Q1, Q2, Q4, Q6, Q7, Q8) require students to state characters' motivations, feelings, and traits (e.g., why the prince refuses orders, who is smarter, the relationship between Jemmy and Prince Brat) and to explain actions that produced outcomes (e.g., how Jemmy convinced others and why the horse was sent back). The comic strip activity has students sequence chapters by filling a box for each chapter, asking them to represent events and therefore connect characters' actions to the sequence of events. The Wrapping Up prompts ask students to state what they learned about the two characters and why their relationship is poor, reinforcing description of traits and motives.

Multiple comprehension questions ask students to identify characters' actions and motives (e.g., Q1 asks how Jemmy escaped; Q3 asks why Prince Brat called Jemmy unfaithful and whether that was true; Q5 and Q6 ask why Prince Brat didn't want to return and how he felt about the castle). Activity 3 directs students to describe how Prince Brat and Jemmy differ in family, personality, and experiences and to justify items each character would pack, supporting trait- and motivation-based description. The comic-strip activity and the wrapping-up retell prompt require students to sequence events and show how character actions lead to outcomes (e.g., why Jemmy helped the Hot-Potato Man, why Jemmy let the prince come along).

Students answer targeted comprehension questions that ask about characters' motivations and feelings (e.g., Q1 asks why Prince Brat decided not to betray Jemmy; Q3 asks how Jemmy felt during the whipping; Q5 asks how Prince Brat is changing). Students explain causes of events (Q2 and Q4 ask why characters acted as they did and why the whipping stopped) and sequence events by drawing scenes in a comic strip to reflect action across chapters. Additional activities ask students to discuss how characters act differently in different settings (At Home discussion) and to list virtues on a crown, which prompts description of character traits.

Students are asked to list four things the prince does in chapters 1-2 that show he is mean, stubborn, or selfish and four things in chapters 19-20 that show he is a good person and friend (Activity 2 "Changes"), which requires identifying character traits and changes. The journal/diary prompts in Activity 3 ask students to write from Prince Horace's and Jemmy's perspectives, describing thoughts, decisions, feelings, and future plans. Several reading questions (e.g., Why was the prince afraid to follow Jemmy? Why did Jemmy decide that he did trust the prince? What did the prince promise the king? How has Jemmy and Prince Horace's relationship changed?) ask students to identify motivations, feelings, and changes in relationships. Activity 1 asks students to complete the last two boxes of a comic strip and read the whole strip to see if it makes sense, which has students reconstruct or review the sequence of events.

Students are asked to write monologues for Prince Brat and Jemmy that explicitly ask them to reflect on feelings, motivations, and how relationships changed (e.g., Prince Brat: how he felt when subjects did not respect him and how Jemmy changed him; Jemmy: how he felt about possibly leaving the castle and how his relationship with the prince is beginning to change). The provided sentence starters and rubrics prompt students to include specific ideas and explanations about character background, difficulties, and the main message, and require students to rehearse and present the character's speech with expression and physicality.

The Skills section explicitly lists "Analyze characters, including their traits, relationships, actions, and changes," which directs students to examine character qualities. The comprehension questions ask students to explain Winnie's feelings (Why was Winnie upset?), her reasons for liking Iggie's family, and why she reacted by running home, prompting students to identify traits, feelings, and motivations. The Reactions Chart activity asks students to record characters' reactions to specific events and to reflect personally, and it states that characters' responses "drive the plot," linking reactions to events.

Students answer targeted comprehension questions that ask for characters' motivations and feelings (e.g., Q1 asks why Winnie's mom did not tell her father; Q2 and Q5–Q6 ask why Winnie became frustrated and why her questions offended the Garbers). The Skills section explicitly directs students to "analyze characters, including their traits, relationships, actions, and changes." Students also complete a Reactions Chart and describe how Winnie's first meeting went (Q9), which asks them to summarize character interactions and responses.

Students are asked direct comprehension and discussion questions that require describing characters' traits, motivations, and feelings (e.g., Q1 asks why Winnie lied, Q2 asks why she told Big Red the Garbers were from Africa, Q4 asks how to describe Mrs. Landon, and Q5 records Clarice's refusal). Students are prompted to evaluate Winnie's actions toward the Garbers (Q6 and Q7) and to complete a "Reactions Chart," which asks them to record characters' responses to events.

The Skills section explicitly directs students to "Analyze characters, including their traits, relationships, actions, and changes," which targets description of character traits and actions. Reading comprehension questions ask students to infer motivations and feelings (e.g., why Winnie tears up her letters; why Winnie's dad would not sign the petition). Activities require students to complete a Reactions Chart, write a paragraph about pet relationships, and summarize Chapter 4, prompting them to describe characters and recount events tied to character actions.

The lesson explicitly asks students to analyze characters (Skills: "Analyze characters, including their traits, relationships, actions, and changes") and includes specific comprehension questions about characters' motivations and feelings (e.g., Q1 asks why the Garbers were glum; Q3 and Q4 ask why Winnie's parents did/did not sign and why Winnie pretended; Q5 and Q7 probe Herbie's and Winnie's actions and feelings). Activities require students to record reactions (Activity 1: Reactions Chart) and to identify problems in relationships and suggest solutions (Activity 2: Problems in Relationships). The wrapping-up prompts ask students to state what Winnie did to be a good friend, reinforcing character actions and responses.

The Skills list explicitly tells students to 'analyze characters, including their traits, relationships, actions, and changes,' linking directly to identifying traits and actions. The Character Circle Maps activity requires students to write descriptive words or phrases for each main character and to 'support his ideas with evidence from the text (events, character's actions, and words),' prompting explanation tied to events. Specific comprehension questions ask students to identify feelings (Question #1), motivations (Question #7 asks why Winnie went to the pool), and consequences of actions (Question #2 notes Winnie ran away instead of helping and her belief about the Garbers), which requires connecting character actions to outcomes in the story.

Students answer targeted comprehension questions that ask about characters' feelings and motivations (e.g., How did Big Red feel about the Garbers?; Why didn't Mr. Berger sign Winnie's petition?). Students complete a Reactions Chart to record how characters responded to events and draw/write sentences about character friendships in the Friendship House activity, describing relationships and traits. The wrapping-up prompts ask students to describe what happened to Winnie, which requires recalling character actions and reactions.

Students answer targeted comprehension questions that ask how Winnie felt when she entered the Garbers' house and why, why Herbie was upset, what Winnie did to Herbie and whether that was the right response, and why Mrs. Landon visited Winnie's home. Students complete a "Reactions Chart" and fill double-bubble maps to record character traits, similarities, differences, and relationships for pairs (Tina/Clarice, Herbie/Winnie, Winnie/Mrs. Landon). The Skills section explicitly lists analyzing characters' traits, relationships, actions, and changes.

The planning pages require students to write Paragraph 1 about what Winnie misses about Iggie and her family, prompting students to state Winnie's feelings and relationship history. Paragraph 2 asks for descriptions of the Garbers (Glenn, Herbie, Tina) and "why I am friends with them," prompting students to describe traits and motivations. Paragraph 3 asks students to write sentences about the petition, the parents' response, and what must be done to help, and the directions tell students to "use events that occurred in the story," which requires recounting character actions and neighborhood consequences.

Students are asked multiple comprehension questions about characters (e.g., Why did Winnie say her mother was acting like Herbie Garber? Why did Winnie bring all the food for the picnic?) that require identifying motivations and feelings. Activity 1 asks students to complete a "Reactions Chart" for Chapter 9, which prompts students to record characters' reactions and likely feelings. Activity 3 asks students to read about Martin Luther King Jr., answer what his dream was, and answer "What is Winnie doing to try to help Martin Luther King Jr.'s dream come true?", linking character actions to broader outcomes.

The Skills section explicitly asks students to "Analyze characters, including their traits, relationships, actions, and changes," and the Introduction asks students to name and describe the main characters and the story problem. Multiple guided questions ask about characters' motivations and feelings (e.g., why Winnie said she wanted them to remember her that way, why Tina asked "Where are the black people?", and why Glenn bought drinks). Activities require students to track events and responses (Reactions Chart), choose items to represent protagonist/antagonist/problem/relationship (Book in a Bag), and write about which character they would be friends with and why (Character Friendship).

Students are asked to write interview questions for specific characters (Winnie, Mrs. Landon, Herbie Garber, and Mr. Garber), including at least one question about relationships, which prompts consideration of traits and feelings. Students must make up responses from each character's perspective and are directed to 'include events in the story' and refer to a Reactions Chart to remember how characters responded to events. The interview rubric asks whether students used events in the story, whether answers reflected the personalities of the characters, and whether one question asked about a relationship, reinforcing character analysis and perspective-taking.