Students answer comprehension and interpretive questions (Question #1 asks what Kino owns and what that suggests about him; Question #3 asks about the effect of phrases like "vagueness of a dream" and "things of the imagination"). Students complete Activity 2 by recording Steinbeck's strong verbs and vivid adjectives from the second paragraph of Chapter 2 and then use those textual words to draw or write a poem. The Parent Plan explicitly lists the skill "Draw inferences and/or conclusions," indicating students are expected to make inferences from the text.

Students are asked to skim Chapter 3 and "locate at least three examples" of stylistic devices, selecting phrases and sentences they find meaningful, which requires them to pull textual lines as evidence. The reading questions (e.g., describing the simile that compares the town to a colonial animal and explaining why Kino became "every man's enemy") require students to analyze explicit text and make inferences about meaning and motives. The editing activity and parent plan include specific quoted lines from the chapter that students are asked to correct or discuss, prompting attention to exact wording from the text.

Students are asked to read Chapter 5 and develop four discussion questions using specified types (Right There, Think and Search, Author and You, On My Own), which requires locating explicit answers and synthesizing author information with prior knowledge. The Think and Search task asks students to look across sentences or paragraphs, and the Author and You task asks students to draw on the text plus background knowledge to respond. A discussion prompt quotes Kino ('I am man') and asks students to agree or disagree and explain, prompting textual interpretation and inference.

Students are asked to identify and list the moral lessons taught in The Pearl and to decide on a central lesson for their parable (Activity 1). The parent guidance explicitly asks that if a student's chosen lesson differs, the parent should make sure the student can support her idea with evidence from the text. The curriculum also directs students to analyze how place and time influence theme and to consider how the plot and setting support the theme (Things to Know; Skills).

Students are instructed in the Kino trial activity to "use evidence from the book to argue the case," which requires them to find textual support for claims about characters and events. In the Speech activity students must "use persuasive techniques and evidence from the story" to defend or prosecute Kino. Part D, question 3 asks students to identify stylistic devices and to "Support your answer with evidence from the story." The Parent Plan skills also list "Draw conclusions based on evidence" and "Identify and trace the development of an author's argument, point of view, or perspective in text."

Students are assigned the role of Cultural Commentator and instructed to use a journal to record what they learn about culture and characters from the first four chapters, which requires identifying details from the text. Discussion prompts ask students to describe events (e.g., what happened to Nhamo's mother and father) and to explain relationships and cultural practices, which requires drawing explicit information and making inferences. The lesson asks students to provide a brief verbal summary of the chapters, which asks them to restate explicit content.

Students read Chapters 8–10 and take on the role of Discussion Director to write four discussion questions that focus on big ideas rather than simple recall. Students are required to include at least one open-ended question and at least one inference question, prompting them to identify and formulate interpretive inferences based on the text. Parent discussion prompts and the provided 'Questions to Discuss' ask students to consider characters' motivations and options, encouraging analysis of events and implications in the chapters.

Students are asked to choose two or three passages from Chapters 11–14 that spotlight interesting, powerful, funny, puzzling, or important parts of the text. Students read their chosen passages aloud to a parent, explain their reasons for picking them, record the page numbers in a journal, and mark the beginning and end in the book. Students also discuss comprehension questions (for example, why Ambuya told Nhamo to run away) that require answering based on the text.

While reading chapters 17-20, students are asked to be a Line Locator and find three to five lines or short passages that reflect good writing or are key to the story. Students must copy the lines or record page and paragraph numbers, directly citing multiple pieces of the text. Students must explain in their journal why those passages are examples of good writing or important to the story and record at least one thinking question that prompts readers to think beyond the facts of a passage.

The Parent Plan skills section states that students will "synthesize and make logical connections between ideas within a text and across two or three texts ... and support those findings with textual evidence." Students are asked to read chapters 21–23 and to answer discussion questions about the baboon and Nhamo's survival, which require referring to the chapter content. The wrapping up prompt to "Review the information your child learned about baboons and/or other African animals" reinforces using details from the reading.

Students are asked to be a 'Figurative Language Finder' and identify at least three examples of similes, metaphors, imagery, personification, or alliteration from Chapters 28–30 and record them in a journal, which requires locating and writing specific textual phrases. Discussion questions ask students to explain events (e.g., what animal Nhamo discovered and how it died) and to infer motivations (e.g., why Rumpy decided Nhamo was a troop member), which prompts students to refer to story details and make inferences from the text. The parent prompts ask students to compare Nhamo at different points in the novel, which asks for analysis of character change based on textual knowledge.

Students are asked to read Chapters 31–34 and to create a Dialogue Designer journal entry that centers on one or more events from those chapters, recreating character interactions. Students must design either a postcard that "reflects what you know about the geography of the island based on the story" and write a 4–6 sentence note about survival, journey, and change, or a storyboard of 6 scenes with sentences describing action and culture/geography. Discussion questions prompt students to explain how Nhamo felt and why, and to say what she learned about Zimbabwe, requiring students to make and justify inferences from the text.

Students are asked to "characterize Nhamo using text evidence" in Part IV, question 2, which explicitly directs them to support answers with evidence from the text. Several short-answer questions in Part I require students to cite story details (e.g., reasons Nhamo left, creatures she interacted with), asking for textual information. The skills list and checklist instruct students to "clarify and support spoken ideas with evidence and examples" and to "support opinions in verbal presentations with detailed evidence," indicating application of evidence in oral work.

Students are asked to locate and record textual details: Questions 1–3 require students to identify explicit events or discoveries from Chapters 3–4 (e.g., the moon-letters Elrond discovers, how Gandalf is separated). Activity 2 asks students to find at least one example of foreshadowing from the reading, read it aloud, and record the chapter and page number on a chart. The charting task and "Events of the Journey" require students to identify where events occur in the text and write descriptions tied to specific chapters.

Students read Chapter 5 and answer specific comprehension questions in complete sentences about concrete details (e.g., Bilbo finding a gold ring; the ring makes wearers invisible; Gollum's feelings about the ring). Students are asked to "Record any examples of foreshadowing from Chapter 5 on the chart," which requires locating passages that suggest future events. Students are also instructed to reread the riddles exchanged between Bilbo and Gollum, which supports close reading of text passages.

Students are directed to read Chapter 6 and answer specific comprehension questions in complete sentences, which requires locating explicit details from the text (Questions 1–3). Students are asked to "Record any examples you found of foreshadowing from this chapter," which requires identifying text passages that support an inference. Students also draw the path and write a brief description of events, which asks them to reference chapter details when summarizing what happens.

Students are asked to read Chapter 7 and answer comprehension questions in complete sentences, including an inferential question ("Why do you think Gandalf introduces the dwarves two at a time...") that requires drawing conclusions from the text. Students are directed to record examples of foreshadowing or flashback on their journey chart and to analyze characterization as delineated through the narrator's description (listed in the Parent Plan skills).

Students answer comprehension questions about explicit events from Chapter 8 in complete sentences (e.g., what happens to Bombur; how Bilbo saves the dwarves). Students are asked to draw a path of events and write a short sentence about the chapter's events, which requires identifying explicit details. Students are also asked to record an example of foreshadowing, which asks them to make an inference from the text.

Students are asked to explain how Bilbo has changed from the beginning of the story up to Chapter 9, which requires them to refer to events and character behavior. Reading questions ask students to answer why Thorin hides the mission and how Bilbo frees the dwarves, prompting students to use plot details as support. Activities ask students to record chapter events, identify examples of flashback or foreshadowing, and fill in who solved specific problems and how, which requires referencing specific moments from the text.

Students read Chapters 12 and 13 and answer short-response questions that ask them to explain causes and character actions (e.g., why the dragon wakes, how Bilbo becomes the leader). Students are asked to "briefly summarize these chapters" and to "record any examples of flashback or foreshadowing," which requires pointing to specific parts of the text. The unit also quotes lines about dragons and greed and asks students to analyze how wealth and power motivate characters, prompting students to refer to those quoted passages in their analysis.

Students are instructed in Part 1 to "support your feelings and thoughts about the book with examples from the text" and to use direct quotes, figurative language, or events as support. The rubric explicitly includes a "Textual Evidence" criterion that evaluates use of direct quotes and reference to the text. The prewriting web and the Literary Response Outline provide spaces for students to identify evidence and list multiple supports for each body paragraph.

Students read the first two chapters and answer comprehension questions in complete sentences, including factual questions (Q2, Q3) that require locating details and inferential questions (Q1, Q4) that ask for reasoning. Students are asked to give an oral summary of the chapters, which requires them to recount and reference events from the text. One question explicitly points to a page number (p.6) for Crane-man's views, prompting students to locate and use a specific textual detail as support.

Students read Chapters 5 and 6 and are asked to write four thoughtful questions and provide answers, including a fact-based question whose answer can be taken straight from the book. Students use information from Chapters 4–6 to identify and sequence the steps in the pottery-making process, requiring them to locate specific details in the text. The introductory notes ask students to consider that some questions require information taken directly from the text for an answer, prompting use of textual details.

Students are asked to research Linda Sue Park, answer detailed questions about her life and writing, and write a short paragraph explaining how the author's experiences and relationships influenced her writing (Activity 2 and Student Activity Page). Question 9 explicitly asks students to infer what Linda is trying to teach readers in A Single Shard, and the introduction and wrap-up prompt students to consider how the author's perspective and background influence the story.

Students are asked to explain how each opportunity benefited Tree-ear and to "defend his answer with a logical explanation," with an explicit note to "encourage your child to provide evidence from the text to support his conclusions." The Question section includes an inferential prompt (Why do you think Min laughs...) that asks students to give reasons for character behavior. The mini-book activity requires students to record at least one way each opportunity benefited Tree-ear, which prompts use of textual details.

Students are instructed to read Chapters 9 and 10 and answer comprehension questions in complete sentences, including explanation questions that require using details from the chapters (for example, why Tree-ear goes on the journey and what he learns from the fox). The Parent Plan lists skills that include developing and justifying interpretations of literature through sustained use of examples. The Quotes activity asks students to explain each of Crane-man's quotes in their own words and then select an option to illustrate or create a related proverb, which prompts students to connect textual lines to broader meanings.

Multiple activities require students to support interpretations with examples from the text: the Relationship Web directs students to "support your descriptions with examples from the text, including characters' thoughts, words, and actions," and the Relationship Words task requires students to "support the words you select with examples from the text." The Parent Plan prompts ask students to explain whether their prediction was correct and to provide a couple of examples from the book to support chosen words. The skills list explicitly states students should "justify interpretations of literature through sustained use of examples and textual evidence."

Students are directed to "provide support from the text for each similarity and difference" on the Essay Organizer and Brainstorming pages, prompting them to use textual details when comparing Tree-ear's relationships. The Comparison and Contrast Essay Rubric evaluates "Ideas and Support," requiring specific examples and support from the text. The brainstorming and organizer activities ask students to consider how relationships affect Tree-ear's decisions and emotions and how they provide opportunities, which requires drawing inferences from the text. The end-of-unit test asks students to describe setting, processes, and opportunities from the novel in written responses, requiring text-based answers.

Students read two contrasting news articles about Sir Sam Hughes and complete the "Detecting Bias" handout asking how Hughes was portrayed in each piece. Students are prompted to identify "types of bias" used in each article and to "write down an example of it from the article," which requires locating specific textual examples. In Activity 2 students answer questions about propaganda in an article (e.g., "Based on this article, what types of propaganda techniques did the U.S. use?"), which asks them to refer to the article's content to support their answers.

Students are asked to find at least three opinions from different stakeholders and to find at least three supporting details for each (Activity 5), which requires locating and recording evidence from texts. Students practice organizing evidence using a gathering grid or note cards and are directed to record resources on a Blank Works Cited page. The lesson provides explicit instruction and examples for formatting bibliographic citations in MLA and asks students to write Works Cited entries for specific sources.

Students are prompted to include multiple pieces of evidence in body paragraphs: the lesson instructs "Evidence, evidence, and more evidence" and lists facts, statistics, research, expert opinions, examples, quotes, text details, etc. The Parent Plan skills direct students to "support the main idea or ideas of a paper with facts, details, examples, and explanations from multiple authoritative sources" and to "use quotations to support ideas and an appropriate form of documentation." The student activity outlines provide explicit spaces labeled for Evidence A and B for each supporting reason and counterargument, requiring students to gather and record supporting text details.

Students read pages 9–15 of D'Aulaires' Book of Greek Myths (the Greek creation story) and answer comprehension questions. Students are asked to summarize the creation story in two sentences, which requires extracting explicit information from the text. Students are also asked to explain why Greeks might have worshipped gods that looked and acted like perfect people, which requires drawing inferences from the text.

Students are asked to read specified pages (e.g., pgs. 16-27, 38-41, 56-62, 28-37, 42-54, 64-69) and answer comprehension questions in complete sentences, such as how the Greeks explained volcanoes and why winter and spring occur. Several questions require inference or synthesis (e.g., explain the seasons via Persephone, how Athena's myth explains the origin of the spider, and compare Apollo and Artemis). Students also create character cards and write short descriptions of gods/goddesses, and complete a family tree, requiring them to locate and use details from the text.

The Parent Plan Skills section explicitly tells parents to have students "analyze, make inferences, and draw conclusions... and provide evidence from the text to support their understanding," which indicates an expectation that students use textual evidence. The Introducing the Lesson asks students to "explain his decisions with examples" when choosing a favorite god or goddess, and Activity 2 prompts students to "consider what people in the past were trying to convey" and "analyzing these age-old stories," which asks students to make inferences from the texts and artifacts. The Go Greek cards and flashcard descriptions require students to read and refer to short textual descriptions of gods while playing, providing sources students could cite when explaining attributes or drawing conclusions.

The Skills section states students will "support those findings with textual evidence," and the Reading and Questions section requires students to read pages 114–122 and answer specific text-based comprehension questions. The Activities and Parent Plan prompt students to identify conventions of the myth (hero, gods, monster, problem) and to verbally summarize and discuss outcomes and themes using details from the story.

The Parent Plan skills explicitly tell students to "synthesize and make logical connections... and support those findings with textual evidence" and to "come to discussions prepared... by referring to evidence on the topic, text, or issue." Multiple activities require students to answer text-based questions in complete sentences, compare traditional and contemporary versions using a chart (Activity 3), and compare Heracles to modern heroes using a Venn diagram (Activity 1), all of which ask students to draw on the texts. The film activity asks students to take notes on details and "share specific details to back up" their observations during discussion.

The Parent Plan skills explicitly tell students to "analyze, make inferences, and draw conclusions about the author's purpose … and provide evidence from the text to support their understanding" and to "synthesize … and support those findings with textual evidence." In prewriting students must "identify the conventions and theme of the original myth" and develop a retelling, which requires analyzing text details. During the conference students must explain how their draft follows myth conventions, prompting them to reference parts of the text or source myths.

Students examine a labeled map of a medieval manor and record specific observations in the "A Medieval Manor" activity page (jobs, clothing, homes, inventions, military defense, comparisons to today). Students are prompted to identify peasants, knights, and lords from the map and to write 3–4 sentence commentaries from the perspectives of a knight, a lord, and a peasant, which requires drawing inferences about roles and relationships. Students are asked to consider advantages and disadvantages of feudalism and to speak their commentaries aloud, which practices using textual/map details to support viewpoint and inferred meanings.

Students are assigned the role of Line Locator and told to find three to five lines or short passages that reflect good writing or are key to the story. Students must record the page numbers and paragraph numbers that contain the passages they selected, providing explicit citation information. Students must explain in their journals why they believe those passages are examples of good writing or important to the story and share them aloud, which requires reasoning about the text.

Students are asked in Option 1 and Option 2 to locate specific sentences in the book (three cited examples on pp. 31, 55, and 64) and explain why the author used passive voice, which requires them to cite and refer to exact textual passages. In Part II students convert active sentences from the text into passive voice, again locating and working directly with text-based sentences. The activity also asks students to rewrite passive sentences into active voice and to explain whether active voice would work better, prompting them to support their explanations with the sentences they found.

Students are asked to act as a Literary Luminary by locating "a few special sections" of the text and recording page numbers and paragraph numbers to remember which passages to share aloud. The lesson directs students to read specific monologues (Mogg p. 24, Alice p. 14, Edgar p. 39) that "highlight the important role domesticated animals," which requires students to refer to textual passages. In Option 1 and 2 students write three sentences or explain how animals influenced medieval economics, drawing on the readings they completed.

Students are directed to finish the novel and take on the role of a Connector, recording connections between the book, their life, and the outside world using the entire text. Activity 2 asks students to describe Alyce's relationships at the beginning and end of the book and to "Provide details from the book to support your answers." The Parent Plan answer key models using events and character interactions from the text as supporting details for those analyses.

Students read the first 23 pages of Good Masters! Sweet Ladies! and complete a Cast of Characters chart for each monologue, writing a 1–2 sentence summary of each character's monologue. For each character entry, students must provide one example of effective descriptive language from the text and describe one relationship or encounter the character has with another character. The chart directions also ask students to try to find connections between characters across different monologues, which requires using details from the text to infer relationships.

Students read pages 24–41 of Good Masters! Sweet Ladies! and fill out a chart for each monologue, which requires them to collect details from the text about each character. Questions ask students to explain character similarities and differences and explicitly instruct them to "Use examples from the book to support your answer." The review and parent-plan prompts ask students to read passages, identify point of view, decide limited versus omniscient narration, and share textual findings with a parent.

Students are asked to provide "examples from the book" in the Unit Test essay prompts (e.g., discussing what the midwife's apprentice learned with examples from the book) and to summarize or analyze monologues and themes in the Book review and essay questions. The book-review task asks students to discuss themes and historical accuracy, which requires using text-based support. The Unit Test includes passages for identifying narrative perspective, which asks students to analyze text-level features and could prompt reference to textual details.

Students read Chapters I–VI and answer comprehension and inferential questions (e.g., why the little prince wants the sheep to eat baobabs and why he asks for a drawing) that require referring to the text. In Activity 1, students examine two specific sentences with parentheses and explain the effect, looking back at the reading for context. In Activity 2, students extract what the narrator says on page 10 about what adults and children want to know and place those textual details into a Venn diagram.

Students read chapters VII–XII of The Little Prince and answer comprehension questions in full sentences, showing engagement with the text. In Option 2 Part II, students are asked to find two examples where ellipses are used, note the chapter and page number, write the exact sentence, and explain the use or effect of the ellipses. In Option 1 and the student activity pages, students work with quoted sentence fragments and reconstruct or replace parts with ellipses, handling specific textual passages.

Students read Chapters XXI-XXV and answer targeted comprehension questions (e.g., explain what it means to be "tamed" and why the little prince says his rose has tamed him), which requires them to refer to the text for answers. One question reproduces the fox's secret quote ("Anything essential is invisible to the eyes"), prompting students to consider inferred meaning. The wrapping-up prompt asks students to explain why the fox says friendship prevents monotony and to give two examples, encouraging text-based explanation and inference.

Students read Chapters XXVI to the end of The Little Prince and answer comprehension questions that require drawing conclusions about events (e.g., how the prince intends to get home). Students complete a Student Activity Page that asks them to "List two ways the narrator says he knows the little prince made it home," prompting them to cite specific narrative details. Students create a persuasive poem or drawing "to the fox" that asks them to describe the prince's departure and give reasons (evidence) to reassure the fox that the prince made it home.

Students are instructed to read Act 3, Scene 2 through Act 4, Scene 1 in a modern translation, giving them a specific text to analyze. Students answer comprehension questions that ask about explicit events (what happens after Demetrius falls in love) and inferential matters (whether characters believe the events were real). Students write short analytical paragraphs about themes (love, friendship, persuasion) and discuss their performance, which requires using the text to support summary and interpretation.

Students are asked in Activity 1 (Quotable) to find quotes from the text that answer three interview questions and to write those answers using correct quotation marks and ellipses. The Student Activity Page provides dedicated lines for students to record "Quote to Include in Answer," prompting inclusion of direct textual quotations. Parent notes reiterate that each response should include a quotation in quotation marks and may use ellipses if words are omitted. The reading comprehension questions on both days require students to answer plot- and motive-based questions in complete sentences, which can be supported by text details.

Students are prompted to record "important quotes" and "evidence to their love" on the Play Cupid and Strongest of All note pages, and to "take notes and record quotes about your chosen couple". The OUTLINING page instructs students to list 2–3 pieces of evidence for each reason and to use quotations and examples to support reasons. The essay prompt requires students to "Include quotes from your couple" and to "Provide persuasive evidence of their love," and the rubric's Ideas and Support section evaluates strength and evidence of ideas.

Students are repeatedly instructed to take notes including page numbers as they read (directions appear on Days 1–3), which requires locating and recording textual details. Activities ask students to use those notes to write summaries, give a 2-minute oral summary of page 163, and summarize directions from the book, which requires referring back to the text. The skills list explicitly includes "Summarize and determine the importance of information," indicating practice with identifying important textual information.

Students are asked to read specific pages (164-171) and are told to take notes including page numbers on information they think may be important and unfamiliar words, which prompts locating textual details. Students must answer comprehension questions in complete sentences about specific points in the text (e.g., what was revolutionary about Newton's methods, how spectroscopy works), requiring them to refer to the reading. Students are also directed to use the reading as inspiration for creating sentences for the diagramming activity, linking their work back to the text.

Students are instructed to take notes including page numbers on information they think is important or unfamiliar, which prompts them to refer to specific parts of the text. Question prompts (e.g., asking who convinced Newton and what arguments were made, and asking which accomplishment is most important and why) require students to use the book to answer explicit-knowledge and opinion questions. The Headliners activity asks students to "describe the event as it is described in the book" and to record two people's perspectives, which requires students to use textual details and make inferences about viewpoints.

Students are directed to read chapter 18 and the sidebar and are told to highlight or take notes including page numbers on information they think may be important. Students are asked to answer reading questions in complete sentences, which requires referring to the text for responses. An "Ideas to Think About" prompt asks how the scientific method changed understanding, inviting students to make inferences from the reading.

Students are asked to highlight or take notes including page numbers as they read Chapter 21, which prompts them to identify textual details. The Parent Plan lists "Deliver an oral summary with inferences and conclusions" and "Monitor comprehension," which asks students to form and communicate inferences. The Student Activity Page and wrap-up ask students to write conclusions/inferences and "summarize for your parent how an airplane wing works," connecting reading and demonstration notes to an explanation.

Students are instructed to review and use highlighted passages and notes from the book to summarize key points and to compare their summaries to the "Things to Know" and "Readings and Questions" sections, requiring them to pull specific text-based points. The Outlining Newton activity explicitly directs students to gather observations, examples, quotations, and personal experiences as supporting details and to list 2–3 details per area. The Technical Writing Rubric and outline template require 2–3 relevant areas and supporting explanations, which leads students to include multiple pieces of textual evidence to support their points.

Students read Chapter 1 and Chapter 2 about Elizabeth Barrett Browning and Robert Browning and answer analytical questions (e.g., "Why was it unusual for Browning to write a sonnet?" and "How might 'My Last Duchess' be different if it included both sides of the conversation?"). The lesson asks students to answer these questions in complete sentences and includes parent-discussion prompts that ask students to compare the poets' voices and identify familiar themes, which requires making inferences from the texts.

Activity 1 asks students to identify and record two lines from Tennyson's "Dedication" that exemplify three graphic elements, which requires students to select specific textual lines as examples. The Student Activity Page is a table prompting students to fill in lines from the poem for each graphic element. Activity 2 asks students to choose a favorite line from the poem and pair it with a prose statement expressing the same idea, prompting students to link a poetic line to a prose passage as supporting evidence.

Students read Chapter 4 (Matthew Arnold) and Chapter 5 (Christina Rossetti) and answer specific questions in complete sentences that ask them to identify textual elements (for example, what natural phenomenon represents passage of time). Students are asked to list similes from "Dover Beach," and the provided answers include direct quoted lines, showing students work with explicit textual wording. Students identify personification and the tone of poems, which requires interpreting explicit lines and making inferences from the text.

Students read chapters on Yeats, Sitwell, and Owen and answer guided questions in complete sentences that ask for content and inferred meaning (for example, identifying biblical allusions in "The Second Coming" and interpreting the repetition in "Still Falls the Rain"). The Parent Plan skills explicitly state that students should "provide evidence from text to support understanding." In the contemporary news activities, students identify "3 interesting facts or vivid details" from articles, which asks them to pick specific textual details.

Students read Chapter 9 about Stevie Smith and answer comprehension questions in complete sentences, including factual questions about why she was called Stevie and what inspired "Not Waving But Drowning." Students answer a comparative/analytical question (Question #3) asking how the poem differs from Browning's monologue, which requires them to infer structure, rhyme, and speaker perspectives. Discussion prompts ask students to compare the original article and Smith's poem and to analyze differences between tone and theme, inviting inferential thinking about the text.

Students read chapters on W.H. Auden and Dylan Thomas and answer analytic questions (e.g., why Auden married Erika Mann, whether "The Unknown Citizen" is about a real person, how the speaker changes in "Fern Hill"). Students are asked to explain themes common to the poets and to recite and explain their choice of a memorized poem. Students also analyze punctuation and word use in poetry excerpts, identifying why a colon or hyphen is used in specific lines.

The Parent Plan Skills statement explicitly tells students to "provide evidence from text to support understanding." Activity 6 directs students to review model poem analyses that explain main topics, images, and techniques and then write a two-paragraph analysis of one of their own poems with a topic sentence and at least two supporting sentences. The project rubric requires a two-paragraph analysis for a poem as part of the supporting materials.