Students are asked to examine the book's front/back matter, including the bibliography and foreword, and to judge whether the bibliography "reflect[s] thorough research," which asks them to consider source credibility. Students analyze chapter titles and write explanations (e.g., whether titles are relevant) and answer interpretive reading questions that require explaining meanings (such as the grandmother's proverb and John Adams's need for "ballast"). Option 2 invites students to write an intellectual letter about a book or current events, which could require them to present ideas and reason about a topic.

Students are asked to locate and record the sources for quoted material using endnotes and the Bibliography (Questions 1 and 3) and to evaluate whether the sources cited seem valid and reliable (Question 4). The Skills section directs students to record bibliographic information and to differentiate between paraphrasing and plagiarism. In paragraph-analysis activities, students identify topic sentences, supporting sentences, and concluding observations, and Activity 2 asks students to list positive and negative attributes of John Adams as a suitor, drawing on the reading.

In Activity 2 Option 1 students must view Paul Revere's engraving (Library of Congress link) and "write a well-formed paragraph in which you state your argument about what the artist might have thought... support that argument with 2-3 specific examples." In Activity 2 Option 2 students must read John Adams's diary entry and the Abigail Adams text and "compose a short paragraph..." based on those sources, using them to describe events from a first-person perspective. The activities require students to use primary, credible sources and to produce written claims supported by specific examples from those sources.

Students read primary-source letters (Activity 1) and are asked to summarize the letter, note interesting points, and compare how the biographer used the letter versus other possible uses. In Activity 1 Option 2, students answer explicit source-analysis questions (who created it, type, content, context, point of view/bias, connection to study) and are directed to look for specific places in the letter that provide evidence. The Parent Plan skills statement asks students to utilize elements that demonstrate reliability and validity of sources and explain why one source is more useful and relevant than another.

Students read and answer Question #2 asking what argument Abigail Adams made for educating women and are expected to explain her reasons (that educated women could better educate children and form citizens). The "Ideas to Think About" section prompts students to consider how paragraph structure and component sentences allow authors to craft more persuasive writing. The paragraph-editing activity directs students to focus on voice and mood and to analyze sentence roles, which supports understanding how sentences contribute to persuasive reasoning.

Students are asked to work with a parent to identify and read a news article about girls' education and are given links to credible organizations (UNGEI, World Bank, UNICEF) as source options. Students complete a Paragraph Analysis page that prompts them to determine the main point of a paragraph and the role of each sentence (e.g., supplies background, gives an example, provides transition). The lesson explicitly asks students to analyze how sentences work together, which can reveal how evidence and claims are organized within a paragraph.

Students read Chapters 15 and 16 of Abigail Adams: Witness to a Revolution and answer comprehension questions that require explaining reasons drawn from the text (for example, Question #1 asks why John and Abigail might have had reservations about Royall Tyler and the provided answer cites rumors and John's letters). Students are instructed to "summarize the scene you chose based solely on known facts -- do not add any details," which requires extracting and using textual evidence from the nonfiction biography. Students are given the opportunity to read correspondence between Abigail Adams and Thomas Jefferson firsthand, providing access to primary sources they can use in responses.

Students are directed to read at least two original letters between Abigail Adams and Thomas Jefferson via the National Archives Founders Online site, a credible primary-source repository. Students answer guided questions that ask what the correspondents write about and how Jefferson might have influenced Abigail, prompting students to draw inferences from the texts. Students then compose a diary entry from Abigail's point of view that asks them to state the topics of the letter, describe Jefferson, and explain the role his friendship plays in her life, which requires using information from the letters.

Students are required to include at least one direct quotation from a primary source and are given a link to the digital Adams archive for locating original documents. Planning pages prompt students to list "Relevant primary sources cited" for each scene and to provide dates and summaries explaining context. The rubric explicitly requires reading from at least one primary source and providing accurate dates and historical information, and the study guide boxes ask students to note parts of a well-written paragraph, including supporting sentences.

Students must choose an adjective for each character and provide an example from the book or an author description that led them to that choice (Activity 2), which requires citing textual evidence to support a claim about a character. The reading comprehension questions ask students to restate Major's characterization, blame, and proposed solution using details from Chapter 1, which engages students in using text-based evidence. The student activity pages and answer key show labeled sentences and examples drawn directly from the text for analysis.

In Option 1, students are instructed to list specific examples to support their assertions about each character's strengths and weaknesses, which requires citing evidence from the text. In Option 2, students review the Seven Commandments and the Bill of Rights and answer prompts such as "Which... is most important? Why?" and "Which document places more restrictions...?" that ask for explanations and comparisons. The Parent Plan explicitly states that students should "provide evidence to support his claims" when comparing the documents.

Activity 1 directs students to compare farm work before and after the rebellion and explicitly tells them to "use specific examples from the text to support your points," requiring citation of textual evidence. Reading questions ask students to explain actions and justifications from the text (for example, how the pigs justified having the milk and apples), which has students identify and explain textual reasons. The Parent Plan lists skills such as analyzing themes and writing a letter that reflects an opinion, which implies students will connect claims to textual understanding.

Students are asked to base their work on Chapter 4 of Animal Farm: Option 1 directs students to "create a map of the physical location of the battle based on specific evidence in the book," and Option 2 requires students to write a 2-minute speech that "explain[s] the role that the individual played in the battle," "highlight[s] the admirable characteristics...reflected by that character's actions," and "explain what award or honor you would bestow"—all prompting students to use the text to justify claims. The activity instructions also require students to reread the battle section and to talk through their product with a parent, reinforcing reliance on the primary text as evidence.

Students are asked to research the Russian Revolution using encyclopedias, library sources, or the provided BBC web links and to fill in roles, dates, and connections for historical figures (Czar Nicholas II, Karl Marx, Josef Stalin, Leon Trotsky, Vladimir Lenin). Students must create a short timeline and explicitly provide "specific evidence that leads you to make that connection," which requires citing facts from their sources to support claims linking figures to Animal Farm characters. The activity pages and answer key prompt students to use researched information as evidence to justify their connections between history and the novel.

Students read Chapter 7 of Animal Farm and answer text-based comprehension questions, which orients their writing to the text. In Activity 1, students write a persuasive memoir from Napoleon's perspective and are explicitly told to be forceful and persuasive, to "use examples to illustrate key points," and to appeal to emotion, logic, or duty. These directions require students to draw on the chapter and use examples as part of persuasive argumentation.

Students answer Question #2 asking how often claims about Frederick, Snowball, and the farm's success are backed with credible evidence and are prompted to recognize when assertions lack actual support. Students write a formal business letter from Mr. Frederick to Mr. Pilkington in which they must state a proposal, mention benefits, and propose a price, practicing persuasive claims in a professional format. Students may include an enclosure (for example, a profit chart or a receipt) to support their proposal, and the activity emphasizes concise, formal tone and clearly stated expectations.

Students are asked to "cite the textual evidence that most strongly supports an analysis" and to list specific incidents from Animal Farm that illustrate given themes (Activity 2, Option 1 and Option 2). Instructions state that when making an argument about theme students must both "show" and "tell" by providing clear specific examples from the novel to convince an audience. The plot-diagram and theme activities require students to identify, order, and explain how particular plot incidents support a theme, and the Skills section explicitly includes citing textual evidence and determining a theme and its development.

Students are prompted to write a paragraph applying a theme from Animal Farm to a historical or modern situation and must include at least two specific incidents from the book as examples. The Skills section explicitly asks students to "cite the textual evidence that most strongly supports an analysis," and the "Seven Commandments, Revisited" activity requires students to document textual changes and explain their significance. Option 1 tells students they may research specific historical facts to support their points, implying use of outside information to back claims.

Students are asked to write a multi-paragraph letter that defends a claim about a theme in Animal Farm and to include at least three supporting paragraphs and a conclusion. The provided sample outline lists specific textual examples (e.g., Napoleon breaking the commandments, lying about resources, comparisons to Jones) that students should use as evidence. The rubric and editing checklist explicitly require students to use appropriate evidence, to determine whether each paragraph is "well-supported by evidence," and to cite textual evidence in the skills list.

Students examine book features and use textual details to justify whether The Story of Science is narrative, expository, or both by underlining/circling cover and jacket phrases and skimming pages to support their conclusion (Activity 3). Students practice selecting and evaluating index search terms for a research task about atoms and weak nuclear forces, then infer which terms worked best and explain why, using page references (Activity 1, Part II). Students learn to locate publication and copyright information and are told that this information can be used to give proper credit when quoting from a text, linking source details to later use.

Students evaluate web pages for use in a formal research paper by answering questions about credibility, accuracy, understandability, and clues to author credibility (Activity 2 and the Internet Research activity pages). Students practice search strategies and source selection by using tips such as choosing precise search terms, recognizing sponsored results, and using research databases. Students record and organize historical and scientific events on a timeline, which requires selecting relevant facts from chapters and noting them in categorized evidence (scientific events above, world events below).

Students are instructed to develop their topic with relevant facts, concrete details, quotations, or other information and examples (Skills section). Students must include specific details or examples to support each point and are told to include page numbers for information taken from the book and to quote exactly with a page number if they cannot paraphrase. The planning and organization pages require students to list 3–4 specific causes or effects and to record supporting descriptions or examples for each point. The assignment requires students to write a thesis, topic sentences, and supporting details, and to use transition words to clarify relationships among ideas.

Students read chapters and answer text-based questions that require them to explain scientific ideas (e.g., Galileo's principle, Einstein's invariant of the speed of light). In Activity 1, students look up domain-specific vocabulary, write definitions in their own words, and provide examples or illustrations, demonstrating comprehension of terms used to explain concepts. In Activity 2, students design a poster to explain a scientific concept to a younger audience, determine what that audience already knows, define unfamiliar terms, and use at least three domain-specific terms to communicate their point.

Students are instructed to support points with "specific details and examples" and to "use specific examples or details" for each point of comparison or contrast. Students are told that if they use information from the book they should include page numbers and put quotation marks around any copied phrases, which directs them to use text-based evidence. The activity requires students to list 3-4 specific points of comparison/contrast and to record specific descriptions or examples they can use in their writing.

Students practice paraphrasing and summarizing text (Activity 2) by rewriting captions and writing a chapter summary in their own words, and they select the best paraphrase from multiple choices. In Activity 1 they classify statements as common knowledge, require quoting, or require giving credit and must explain their answers, and instructions tell students to record sources and page numbers when gathering information. The parent-plan bullets instruct students to quote or paraphrase others' data and conclusions while avoiding plagiarism and to distinguish among facts, reasoned judgment, and speculation.

Students read specified chapters from The Story of Science and answer content questions about supernovas, black holes, and related concepts, showing engagement with the source text. Students plan and write a problem/solution piece that requires them to state a problem, propose two solutions with pros and cons, and explain which solution is best, which requires giving reasons and referring to examples (the Manhattan Project topic explicitly directs students to use the book). The Parent Plan lists that students should "develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples," and the Student Activity Planning sheet prompts listing pros/cons and evaluating solutions.

Students are taught MLA parenthetical citation rules (include author's last name and page number when applicable; omit page numbers for online sources) and practice identifying correct and incorrect parenthetical citations in Part I. Students are instructed to create a Works Cited entry in Part II and are given a citation-builder link to generate accurate bibliographic entries. The lesson includes paraphrasing practice (exercise requiring paraphrase from an online source) and a skills list that explicitly states students should "assess the credibility and accuracy of each source" and "cite specific textual evidence to support analysis of science and technical texts."

Students are required to use at least three sources (one being The Story of Science) and to record page numbers/URLs and create Works Cited entries (Activities 5, 10). Students practice quoting and paraphrasing, are instructed to integrate quotations and paraphrases into their writing, and are directed to use an online citation builder and follow a standard format for citation (Activities 4, 5, 9, Skills). Students plan a thesis with three supporting points, outline body paragraphs with topic sentences and supporting details, and use a rubric that rates the effective use of outside sources and correct citation format (Activities 7, Essay Organizer, Research Rubric). The Skills list explicitly asks students to assess the credibility and accuracy of each source and to distinguish among facts, reasoned judgment, and speculation.

Students are asked to gather information from specified websites (ushistory.org, PBS, a Linguistic Profiling video) and record answers in a journal, including summarizing slave trade history and listing slave codes. The Parent Plan skills explicitly include "Cite the textual evidence that most strongly supports an analysis" and students are instructed to record and later analyze a quoted Hemingway line and to locate quotes from the novel (e.g., evidence of Widow Douglas's view). Students are prompted to answer evaluative questions (for example, whether Twain is promoting stereotypes) that require reasoning based on the novel and the provided sources.

Students read Chapters 3-7 of Adventures of Huckleberry Finn and answer questions that require drawing on text (for example, describing Huck and Pap's relationship and Huck's actions with money). Students complete 'Identifying Point of View' and the 'What's the Point' table, reading short passages or aloud texts and determining the narrator and pronouns used. Activity 2 asks students to compare sketches and answer journal questions that require inferring characters' perspectives from dialogue and actions (e.g., Huck's view of civilized life, Jim and Huck's superstitions).

Students read chapters and answer text-based questions (e.g., why Jim ran away), which requires citing plot reasons. In the "And You Can Quote Me on That" activity, students examine specific quotes and record what those quotes reveal about characters, using the text as evidence for their interpretations. The "Show, Don't Tell" activity asks students to choose an event from the novel and write sentences that show a character's emotion based on actions and dialogue, tying their writing to specific textual details.

Students are directed to compare and contrast Huck and Jim and to "support your ideas with evidence from the text," including dialogue or events as examples. The activity requires students to gather information on characters from Chapters 16–18 and to use a Venn diagram to organize similarities and differences before writing a paragraph that includes supporting evidence. Reading questions ask students to analyze a quote and explain Huck's actions, prompting textual analysis and use of text-based evidence to explain character motivation.

The lesson explicitly tells students that they should "support your reasons with evidence, which can include explanations, data, statistics, quotations from experts, anecdotes, examples, or personal experiences." In Option 1 students read a model persuasive essay and answer questions asking them to identify the thesis, the three reasons, and for each reason to list one type of evidence the writer provides. In Option 2 Part II and the Powers of Persuasion activity students brainstorm reasons and explicitly list evidence to support a chosen reason and write sentences that use logic, explanations, stories, and other evidence types.

Students read a linked CBS News article about the Huckleberry Finn editing debate and are asked to form a position on whether the book should be changed. Students are instructed to write a one-paragraph persuasive piece that includes a thesis with two reasons and to "use a combination of types of evidence," recording facts or examples in the Persuasion Map planner. Students also answer reading questions that require supporting answers with a quote from the novel and reflect on which reason and evidence are stronger.

Students are assigned to "conduct short research projects to answer a question about the type of writing examined" and to collect examples from newspapers, magazines, online articles, and encyclopedias. In Activity 1 students examine and sort texts into persuasive, narrative, and expository categories and create collages with at least four examples each. The Parent Plan asks the student to explain the pieces of the collage and why specific pieces of writing fit into a particular category, prompting students to justify their classifications.

Students are asked in Activity 1 to explain in 3–4 sentences what Hemingway meant by his quote, being prompted to consider Twain's techniques, theme, and speech as support. In Activity 2, students listen to two specific slave-narrative videos, take notes, draw conclusions about slaves' lives, and compare and contrast those conclusions and dialects to the character of Jim in the novel. The Parent Plan and Skills section instructs students to analyze information presented in diverse media and evaluate motives, which directs students to interpret source material and connect it to the text.

Students are asked to compare and contrast the novel and the 1993 film, take notes observing changes to character, plot, language, setting, or dialect, and "address why she thinks the changes were made." Students are prompted to decide whether the directors and actors "made good choices" and to consider which version they enjoyed more and why. The activity requires students to finish reading the novel and use observations from both texts to form judgments about fidelity and artistic choices.

Students are instructed to write a persuasive paragraph about whether the word "slave" should be substituted in the book and to copy a sentence or two from that persuasive paragraph onto their poster. The story-blocks option includes a block entitled "Types of Writing" that asks students to reflect the three types of writing (narrative, persuasive, and expository). The unit test and activities ask students to identify passages as narrative, persuasive, or expository, showing attention to persuasive writing as a form.

Activity 4 asks students to write a 6–8 sentence speech encouraging a newly freed slave to choose Buxton, which requires students to make a claim and give reasons to persuade. Activity 1 provides students with links to PBS and Pathways web resources about the Underground Railroad that students are directed to read. The "Getting to Know Christopher Paul Curtis" activity has students research the author and answer specific questions about his job, motivations, and influences.

Students read paired primary/source excerpts by George Fitzhugh and Frederick Douglass and answer questions that ask whether they agree with Fitzhugh and whether Douglass's account is persuasive. Students identify textual evidence by circling vivid adjectives and underlining the repeated verb in Douglass's passage and explain which features make his writing persuasive. In Option 2 of the Welcome Basket activity, students prepare a short oral presentation explaining why they chose each item, giving reasons for each choice.

Students are asked to "skim back through the first six chapters to find evidence for each category" and to "record textual evidence from the novel for each category" on the Getting to Know Elijah activity page, which directs them to locate quotes, thoughts, actions, and others' reactions. The reading questions require students to describe characters and life circumstances using details from Chapters 5 and 6 (e.g., describing Mrs. Brown, settlement rules, and Mrs. Holton and Mr. Leroy) and to cite specific events and quotations as evidence.

Students are asked to identify the tone Elijah sets for specific events and "provide an example of a sentence or words that set that tone," requiring them to cite textual evidence. The mood activity asks students to choose a word for their personal mood and "identify any words or images from the book that have contributed to that mood," which has students link evidence to a claim about mood. The "Accounts of Slavery" activity directs students to read quotes and linked primary-source images/webpages and then write words or brief phrases explaining what they learned from each source.

Students are asked to read Chapters 9 and 10 and answer comprehension and discussion questions that require supporting opinions with text-based evidence (for example, "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?"). Questions such as why the Preacher did not follow through with the plan also ask students to explain motives and cite story details as support. The "Questions to Discuss" section explicitly directs students to cite theatrical tricks and specific events from the text as evidence for their conclusions.

Students read Chapters 15–17 and answer questions that ask them to justify judgments (e.g., Question 2 asks whether Mr. Leroy made a good choice and prompts students to note evidence of the Preacher's past faults). Discussion prompts ask students to explain whether Elijah bears responsibility for what happened to Mr. Leroy's money and to assign two words that describe each main character, requiring students to cite character actions and traits. The character-comparison activity asks students to list similarities and differences between characters, prompting them to support those comparisons with details from the text.

Students are asked to write 2–3 sentences explaining an allusion's origin and its connection to Elijah of Buxton on the Student Activity Page, using provided biblical passages (e.g., Mark 6:33–44 and Joshua 6:1–20) as source text. The activity directs students to use the "Allusions" pages and to ask an adult to help research unfamiliar allusions, implying students will bring in outside information. The Answer Key explicitly ties claims about allusions to specific source passages, showing students are expected to support their explanations with textual evidence.

Students are asked to create a theme web for 'Freedom' by recording instances from the book that develop that theme, which requires citing specific textual examples. In the plot diagram activity, students must identify the main conflict and list seven rising-action events and three falling-action events that show how the conflict is developed, which asks them to use evidence from the text to support their choice. In the reflections activity, students must write a paragraph explaining their personal connection and use specific examples from the book to explain the impact on them, requiring selection and use of relevant text evidence.

Students are asked in the unit test to "Name one theme the author considered and give two examples of how this theme was developed in the story," which requires naming a claim (theme) and supporting it with textual examples. In the Story Structure and Literary Devices pages, students answer short-response questions about conflict, climax, flashbacks, and the purpose of transitions, which requires them to cite specific events or examples from the text in 1-2 complete sentences. The rubric and grading guidance ask for examples and explanations in student responses, implying students must refer to story evidence when answering.

Students are instructed to research six specified Internet articles, create MLA-style source cards, and take labeled note cards linking each fact or quotation to a numbered source for later use in an essay. The lesson provides explicit guidance on parenthetical citation and a Works Cited page with examples, and directs students to use their research note cards as the basis for three powerful arguments supporting a debatable thesis. Activities and the rubric require students to include facts, numbers, counterarguments and rebuttals, to arrange details persuasively, and to use persuasive strategies and reasoning in a five-paragraph argumentative essay.

Students are asked to revise and edit a persuasive essay, reading their essay for structure and ensuring each paragraph has a topic sentence and clear supporting details. The Parent Plan Skills list explicitly names supporting claims with logical reasoning and relevant evidence and arranging reasons, examples, and counterarguments effectively. The Activity instructs students to consider whether they have explained their ideas thoroughly and clearly and to use editing symbols to revise content and mechanics.

The lesson requires students to create a final draft of a persuasive essay and to type up a Works Cited page, with a provided link to an MLA Works Cited guide. The skill list explicitly states that students will "Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text" and that students will "support arguments with detailed evidence, examples, and reasoning." The lesson also asks students to produce and present persuasive writing with a well-defined thesis and to anticipate and address counterarguments.

Students read Chapters 10-12 of The House of the Scorpion and answer comprehension questions that require attention to ethical dilemmas and character choices, demonstrating textual understanding. Students read a short persuasive essay on human cloning and identify rhetorical and logical fallacies by underlining examples in specific colors, showing they analyze how arguments are constructed. The Parent Plan skills statement explicitly asks students to compare and contrast persuasive texts that reached different conclusions and to explain how authors reached their conclusions by analyzing the evidence each presents.

Students read two essays about human cloning and use the "Arguing the Issue" activity page to record each author's main arguments and identify logical and rhetorical fallacies. The activity prompts students to note what was most compelling and what would have strengthened each author's argument, and the parent plan states students will "compare and contrast persuasive texts...and explain how the authors reached their conclusions through analyzing the evidence each presents." The game and fallacy activities require students to generate and recognize faulty reasoning and categorize specific fallacy types (loaded terms, false assumptions, leading questions, incorrect premises).

Students read Chapters 16–18 and answer guided questions that require recall and interpretation of plot details (e.g., what Matt learns about the eejits, Tam Lin, and Furball's death). The Parent Plan Skills statement explicitly asks students to "cite the textual evidence that most strongly supports an analysis," and the Comparing Societies graphic organizer directs students to record similarities and differences between Opium and the U.S.A. Option 2 asks students to write a descriptive paragraph about a created dystopian society, which requires them to make and explain claims about social features.

Students read Chapters 22–24 and answer specific comprehension questions that require recalling events and causes (e.g., how Maria's plan fails, Celia's actions to save Matt). Students create an El Patrón family crest and are asked to choose a character trait and explain what colors, shapes, motto, and symbols would communicate that attribute. Discussion prompts ask students to compare and contrast how characters use power and to explain how Matt is "Mi Vida" to different characters, encouraging explanation based on the text.

Students are asked to cite textual evidence and assess whether reasoning and evidence are relevant (Skills section: "Delineate and evaluate the argument...assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). In Activity 1 students fill a Science Fiction chart by providing specific examples from The House of the Scorpion to support a claim about whether it fits the genre. In Activity 2 students identify and highlight irrelevant evidence in persuasive passages and write a 5–6 sentence persuasive paragraph (then analyze the irrelevant evidence used).

Students are asked to read Chapters 31–33 and to answer comprehension questions that require citing events and details from the text (e.g., explanations of character changes and actions). In Activity 1 students are prompted to use provided excerpts and their memory of the book to identify religious symbols and messages Celia communicates and to write their thoughts in a journal, which requires using textual evidence to support interpretations. Discussion prompts ask students to explain and judge consequences and character motivations, requiring logical reasoning tied to story events. The poster task asks students to include words, phrases, or quotes from characters, reinforcing use of the text as evidence.

Students are directed to review a PowerPoint presentation that covers the structure of a persuasive essay and recommended persuasive techniques. Students are also asked to study logical and rhetorical fallacies as part of unit test preparation. The review suggestions (index cards, creating a practice test) ask students to actively study and recall persuasive-writing concepts.

Students are asked to plan and write persuasive essays and are taught the structure of a five-paragraph persuasive essay, including thesis, supporting reasons, and counterarguments. Student activity pages require students to identify ethos, kairos, and pathos, to identify and give examples of logical/rhetorical fallacies, and to evaluate their own essays for use of fallacies and strength of arguments. Unit test short-answer prompts require students to explain character actions and decisions with detailed written responses, prompting use of textual evidence and reasoning from The House of the Scorpion.

Students are asked to locate and record quotes, actions, and others' reactions on character cards, which requires identifying and citing textual details from Chapters 1–8. Students read passages on the "Foreshadowing and Symbolism" page and describe what is being foreshadowed and what symbols stand for, practicing inference tied to specific textual passages. Students complete a Rabbit Research graphic organizer using a provided link to an academic source (Animal Diversity Web), which requires gathering factual information from a credible source.

Students are asked to "Record an example of the use of each characteristic in Watership Down" in the Fantasy and Epic graphic organizer, which requires them to identify textual examples that correspond to genre characteristics. Discussion prompts ask students to explain Fiver's premonition and to evaluate what is unusual about Cowslip's warren, asking for interpretation tied to the text. Students are instructed to use the Lapine Glossary and examples of borrowed words to write several sentences or a short poem, which requires selecting and using vocabulary from a provided source.

The lesson's Skills list explicitly asks students to "cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," and Option 2 of the "Strange Rabbits" activity asks students to list characteristics for each group "using information from the text." The Connection Commander role requires students to write several sentences explaining connections between the reading and their own experience or the world, which asks students to refer to the text when making personal claims.

Students are asked in Activity 1 to "briefly research" the works cited in chapter quotations and to write a couple of sentences explaining the nature of the work, its cultural/time context, themes, and why it is well known, then explain how the quote relates to the chapter. In Activity 2 students must research each living thing to determine whether it is a producer or consumer and what it eats, and then use that researched information to create a food web demonstrating the ecosystem connections. The parent notes also direct students to update character cards with quotes, traits, and actions, which requires finding and recording textual details.

Students are asked to be a "Passage Practitioner," locating two passages, recording the page number, and writing the reason they chose each passage before discussing them with a parent, which requires stating and explaining an interpretation. In the "Rabbit Societies" activity students cut and sort boxes into a chart to record positive and negative traits of groups and leaders, requiring comparison and justification of judgments about each society and leader. The parent prompts ask students to explain Hazel's motivations and to analyze narrative comparisons, which asks students to give reasons for their interpretations.

The Skills section directs students to "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text," which asks students to identify and use evidence from the text. In Activity 1 students summarize Chapter 31 and record observations about what lessons and values the folktales convey, prompting them to analyze and support interpretations with textual detail. In Activity 2 students are told to research an animal, consult at least three sources, and record those sources on the "Animal Research" page, requiring students to gather and document external evidence for their writing.

Students are asked to identify and analyze the theme of environmentalism in Watership Down and to answer, "What evidence of the theme of environmentalism have you encountered? How does the author communicate his ideas through the characters, setting, and plot?" Students are asked to consider and express their own views on an environmental issue and to choose a creative vehicle (visual art or song/poetry) to communicate that concern. The skills list includes "Determine a theme or central idea of a text and analyze its development," which requires students to use text details to support their interpretation.

Students are asked to provide examples and explanations in the Parent Plan discussion questions (e.g., "Provide examples of the fruits of Hazel's leadership" and "Describe why it is so important"), which requires them to cite events and details from Chapters 41–45. Students update character cards by adding physical descriptions, traits, important actions, memorable quotes, and other characters' reactions, which asks them to gather and use textual evidence. The dramatization activity asks students to write a 3–5 minute script that considers character actions and words, requiring understanding and selection of relevant details from the text.

Students must respond to unit test question V by choosing a rabbit leader and giving two examples of how he exercised leadership and how others responded, which requires citing examples from Watership Down. The literary-terms and study-guide sections ask students to explain foreshadowing and how themes and leadership are developed, prompting students to use text-based evidence. Parent-plan prompts instruct students to discuss how characters changed and how conflicts were resolved, requiring students to refer to specific events and details from the book.

Students are asked to research Markus Zusak using linked biographical webpages and an interview and then create either a poster or a 90-second radio promotion that includes factual information about the author/book to interest listeners/viewers. In Activity 1 students use Britannica and CNN links to gather basic World War II facts on a "World War II Detective" page, demonstrating use of accurate, credible web sources. The promotional task explicitly asks students to think about what details "might make people want to hear Zusak speak," which prompts persuasive choices based on gathered facts.

Students are directed to complete a "Historical References" activity using specific web links (e.g., USHMM, HMD) to answer targeted questions about Communists, the term "Aryan," Mein Kampf, anti-Semitism, and yellow stars, requiring them to gather information from those sources. In the "Propaganda" activity, students choose three Nazi posters from a provided archive and must identify the target audience, state the poster's goal, and describe what makes each poster effective, tying visual features to intended persuasive effects. Students also record examples of propaganda from today's reading (e.g., the book burning, speeches, parade) on an activity chart, linking events in the text to interpretations supported by evidence.

The "Special Books" activity asks students to choose five books and "write a sentence or two that describes why you value each of the books," which requires students to state a claim (which books to keep) and give reasons. The parent-plan discussion question about Rudy and Liesel asks students to justify whether their stealing and plotting were justified, prompting students to provide reasoning for a moral claim. The "Propaganda" page instruction asks students to record examples from Part Three, which could be used as textual evidence to support claims about propaganda.

Students read excerpts from the Nuremberg Laws and the Hitler Youth law and answer questions that require applying those texts to cases (e.g., whether a person with certain ancestry would be eligible for citizenship and whether Hans might be denied citizenship). Students record examples of propaganda on a "Propaganda" page and are asked to identify characters whose actions may have been influenced by propaganda. The optional extension links to the USHMM and PBS provide students with credible background sources they can consult about Kristallnacht.

Students are asked to record examples of propaganda they noticed in the reading on the "Propaganda" page (Part Four), which requires locating and citing textual examples. A discussion question asks, "Do you think Max is being selfish? Why or why not?", inviting students to give reasons for an evaluative claim. Comprehension questions (e.g., similarities between Liesel and Max; how Rosa has changed) require students to cite details from the text to support answers.

Students identify and label common logical fallacies in Activity 1 by classifying examples (e.g., the Jennifer Aniston ad as an Appeal to Improper Authority and the DIRECTV ad as a Slippery Slope). Students analyze written Nazi propaganda in Activity 2 by identifying logical fallacies, naming the emotions appealed to, and explaining why specific arguments may have been effective. The Parent Plan Skills explicitly instruct students to delineate a speaker's argument, evaluate the soundness and relevance of evidence, and cite textual evidence to support analysis.

Students watch two short clips of Hitler speaking and are asked to take notes on what might have been compelling about his speaking and the rally, which requires identifying persuasive techniques and appeals. Discussion questions prompt students to analyze speaking pace, repetition, hand motions, music, marching, and crowd behavior as features designed to influence audiences. The Parent Plan skills explicitly state students should delineate a speaker's argument, evaluate the soundness of reasoning, the relevance and sufficiency of evidence, and evaluate speaker credibility.

Students read multiple primary and secondary sources about World War II (a PBS article, a 1943 newsreel, and an Ernie Pyle column) and answer analytic questions that ask them to cite examples (e.g., give an example from Pyle's writing and identify informational vs. propaganda aspects). Students record examples of propaganda from the novel's Part Seven and complete a Relationship Web in which they research and write about the significance of Liesel's relationships with other characters. Students answer prompts that require explanation and use of textual or media details to support their responses.

Students are asked to compare primary source documents and historical fiction (Part I and Part II of the "Primary Sources vs. Historical Fiction" page) and then provide three ideas with specific examples drawn from the day's primary source readings or The Book Thief, which requires using textual evidence to support their points. Activity 1 asks students to reflect on whether historical fiction or primary sources have more impact and to explain why, prompting students to give reasons tied to texts they read (Anne Frank excerpt and Warsaw Ghetto writings). Students are instructed to record examples of propaganda from the reading on the Propaganda page and to find and explain effective adjectives/adverbs/verbs, which has them cite specific passages as evidence for their analyses.

Students conduct a Journey Interview (Option 1) where they ask guided questions, jot down important parts of the interview, and choose the most important details to communicate the journey's significance and what the person learned. In Option 2 students take notes on Max's physical and emotional journey from the text and are asked to explain the significance of each stop on their map or diagram. The reading task also asks students to jot down especially effective instances of figurative language as they read, which requires collecting textual evidence for a later project.

Students are asked in the bottom-middle mini-project to read a Walter Kronkite essay about censorship, take a side on whether modern-day wartime journalism should be censored, and write down reasons supporting their opinion with examples or specifics to back up two reasons. The activity also asks students to anticipate an opponent's argument and write a refutation, which practices logical reasoning and counterargument. The Skills section explicitly directs students to explore and evaluate argumentative works, recognize bias and semantic slanting, and compare argument and counter-argument. The Propaganda Posters activity prompts students to identify logical fallacies and analyze persuasive techniques, which connects to evaluating evidence and reasoning.

Students watch a linked video about "Alabama in the 1930s" and create a mind map, which requires them to gather and record information from a source. Students answer a journal prompt asking, "Would you have wanted to live in Alabama in the 1930s? Why or why not?", which asks them to give reasons and refer to historical details. Discussion prompts and reading questions ask students to identify evidence from the text and historical context (e.g., Great Depression effects, Jim Crow laws, examples like the Cunninghams and Calpurnia) to support their responses.

Students are asked to refer to specific examples from the book when writing a 6–8 sentence literature response, which requires them to cite textual support for their reflections. The Parent Plan Skills explicitly tell students to "cite the textual evidence that most strongly supports an analysis" and to "produce clear and coherent writing," directing students to support analyses with evidence and organize their reasoning. Activity 2 provides a named web source about Harper Lee for students to read, giving at least one credible external source they can consult about the author and context.

Students are directed to rely on chapters 1 and 5 to list five things based on hearsay and five things based on personal experience or reliable sources on the Student Activity Page. The activity asks students to compare and contrast the two columns and then develop and record their own hypothesis about who Boo Radley is. The Parent Plan skills statement explicitly instructs students to "cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text."

Students are asked to read Chapters 8–9 and then complete a literature response that must include at least one quotation from the section and an explanation of that quotation's meaning and importance. Students complete a Character Line-Up chart, recording brief descriptions, quotes of or about each character, memorable descriptions, and memorable actions, which requires extracting and citing specific textual evidence. The Character Line-Up worksheet explicitly prompts students to collect quotes and descriptive details from the text.

Students read chapters 10–11 and are directed to "continue to add information [to] the character Line-Up charts as you learn more," which requires citing textual details. The comprehension questions (e.g., Why did Scout and Jem find their father less impressive? What changed their minds?) ask students to explain causes and use the text for answers. The discussion prompts ask students to agree or disagree and "Explain," and to consider reasons for characters' actions, prompting students to give reasons and textual evidence.

Students read an OWL Purdue article about quoting, paraphrasing, and summarizing and complete a student activity that asks them to identify examples of quotation, paraphrase, and summary. Students must write a direct quotation and a paraphrase from chapter 12 and summarize changes in Jem and Scout's relationship (Part II). Students are asked in the literary response instructions and Activity 2 to refer to specific examples from To Kill a Mockingbird and to write 2–3 sentences explaining how a historical image relates to the book.

Students read chapters 14–15 and answer comprehension questions that require explanation (for example, explaining how the lynch mob was persuaded to disband). Students discuss prompts that ask them to identify evidence of Jem's maturity and to analyze mob mentality, which asks for text-based reasoning. In Activity 2, students choose a moral dilemma, generate two solutions, role-play each, and decide which solution is better, practicing logical reasoning and justification.

Students watch the film adaptation while using a student activity page to keep a running list of similarities and differences between the novel and the movie, which requires them to cite specific moments from both sources. The Movie and Text activity asks students to answer questions such as why changes were made, whether they agree with the director's decisions, and which version they enjoyed more and why, prompting students to provide reasons tied to the text and film. The Parent Plan asks students to complete and discuss comparison questions, indicating they must use evidence from the book and movie to explain their answers.

Students plan and give an oral presentation that requires them to present claims and findings about To Kill a Mockingbird, and the rubric explicitly asks them to "support judgments through references to the text, other works, other authors, or personal knowledge." The project requires students to explain at least two central themes and give book examples, to choose powerful quotations and paraphrase passages, and the unit test asks for three examples from the book showing how a theme is developed. Slides and graphic organizers instruct students to use text and quotations to highlight points and to add relevant evidence to their oral claims.

Students read Longfellow's "Paul Revere's Ride" and Paul Revere's first-person account, mark significant phrases in both texts, and complete a Venn-diagram 'Comparing Texts' page to note similarities and differences. Students are asked in discussion prompts to decide which version is more effective and why, which requires providing reasons tied to textual features such as imagery, rhyme, and factual detail. An optional extension directs students to read an external article about inaccuracies in Longfellow's poem, creating an opportunity to consider differing sources about the same event.

Students are asked to identify and mark unstressed and stressed syllables and then conclude whether a poem uses iambic pentameter and whether it is a sonnet, explaining why (Student Activity Question 1). Students compare rhyme scheme and iambic pentameter between Longfellow's sonnet and the Shakespearean sonnet and analyze qualities that make "John Henry" a ballad (Questions 2–4), requiring them to cite textual features as support. The lesson provides direct access to primary texts via links (Longfellow, Poetry Foundation) that students read and use when answering analytic questions.

Students are asked in Option 1 to state "According to Poe, what should poetry focus on?" and to "Record at least one line from two different poems by Poe that, in your opinion, demonstrates that focus," which requires them to support a claim with textual evidence. The lesson directs students to read Poe's essay excerpt ("The Poetic Principle") and a Poetry Foundation biography, giving them a credible source to use when forming claims about Poe's views. Reading-and-questions items ask students to identify irony, mood, and rhyme patterns in poems, requiring students to demonstrate understanding of the texts that could support claims.

Students answer text-dependent questions asking them to explain why a poem inspired people (question 1) and how mood is created (question 2), with model answers pointing to imagery, word choice, and punctuation as evidence. Students complete the Literal and Symbolic Meaning activity by summarizing a poem stanza-by-stanza, identifying allusions (e.g., Helen of Troy), and are encouraged to look up unfamiliar words to demonstrate understanding. The answer key models using specific words, images, and punctuation (exclamation points, diction like "horror" and "crashing") as evidence to support interpretive claims about the poems.

Students read assigned poems and complete a Poem Analysis page that asks them to identify rhyme scheme, sound devices, figurative language, imagery, tone and mood, and to state the poem's literal and symbolic meanings. The activity directions require students to read the poem multiple times (including aloud) and to give examples from the poem (e.g., list examples of alliteration, simile, personification) and to answer what the poem "literally" and "symbolically" means. The parent notes and guidance tell students to apply prior knowledge and to avoid looking up others' analyses, encouraging independent textual interpretation.

Students are asked to analyze and explain textual features and meanings (e.g., explain the symbolic meaning of "The Road Not Taken" and figure out and explain the rhyme scheme of "Stopping by Woods on a Snowy Evening"), which requires making claims about texts and justifying them. The hyphens-and-dashes activity asks students to analyze the effect of punctuation in poems and to cite examples (Part I and II answer key shows specific textual examples). The lesson directs students to use an external, credible web source (the Guggenheim Cubism page) to compare Cubist artworks with Gertrude Stein's "Susie Asado," prompting comparison grounded in outside material.

Students answer comparative and interpretive questions that require them to make claims about poems (e.g., Q1 asks how Sandburg's "Chicago" is similar to Whitman; Q3 asks how knowledge of the slang meaning of "gubbin" changes understanding of the narrator). The student activity asks students to evaluate how two villanelles adhere to formal rules and to explain the speaker's urged action, which requires students to analyze text-based features and justify their responses. The lesson instructs students to "look up 'Euclid' online" for Q2, directing them to use an external source for context.

Students are asked to draw conclusions from text details in questions such as identifying adjectives for J. Alfred Prufrock (Q1) and explaining why the title is ironic (Q2), which requires citing poem details. Activity 1 directs students to reread two poems, underline phrases or images that strike them, and answer interpretive questions (including explaining meanings of specific stanzas and lines). The Poems About Poetry student page includes a question asking which poem the student liked better and why, prompting students to state a preference and justify it with reasons from the texts.

Students read multiple poems and answer analytic questions that ask them to explain which poem they found most effective and describe what the poet was trying to communicate (Question #3). Students conduct online research about a chosen poet, read at least one or two additional poems by that poet, and fill in a Poet Research sheet using suggested websites (Poetry Foundation, Poets.org).