Students write a scripted dialogue in which a hunter-gatherer and a farmer each state advantages and disadvantages of their ways of life and ask each other questions, which requires expressing opposing perspectives. Students complete a Venn diagram comparing pastoral and agricultural lifestyles, organizing similarities and differences into overlapping and separate categories. Students analyze uses, benefits, and challenges of domesticated animals in a table, linking specific reasons (e.g., milk, labor) to potential challenges (e.g., herding, training).

Students are instructed to develop a rough thesis statement and to outline main ideas so body paragraphs will support and explain that thesis. Students are directed to gather specific evidence from earlier readings and to provide parenthetical citations for quotations and specific evidence. Students are given steps and a rubric that emphasize organization, clear topic sentences, smooth transitions, and summarizing each paragraph to check flow and relationships among ideas.

Students read a linked article and are prompted to identify the author's thesis and supporting points. Students annotate the text and fill a graphic organizer that asks for the "Author's main argument/thesis," "Key points that support the thesis," and "Your reaction to the thesis." Students review the completed organizer and evaluate the writer's view and decide their own opinion about the topic.

Students are asked in Activity 1 to choose an interpretation for symbolic objects (e.g., Piggy's glasses, the conch) from a set of provided options and to write an explanation supported by the text. The Student Activity Page directs students to circle the interpretation they agree with and provide text-based reasoning for that choice. The Parent Plan reiterates that students should be able to explain their choice and back it up with support from the text.

Students are asked to choose themes that best support Golding's major theme and to support those choices by referring to specific details from the novel (Option 1 and Option 2 activities). Students write 3-4 sentence explanations describing how their chosen minor theme supports the major theme and are prompted to provide examples from the text. The parent plan skills explicitly ask students to determine a theme, analyze its development using specific details, and provide an objective summary.

Students are asked to complete a "Movie vs. Book" chart recording similarities and differences across characters, setting, theme, and plot, which requires stating comparative claims and supporting observations. Students must answer journal questions that ask whether omitted scenes were too critical to the novel's theme and explain why, prompting students to make a position and give reasons/evidence. The plan also prepares students to write a final essay and includes a skill statement about developing and strengthening writing through planning and revision.

The lesson defines the thesis as the claim and states that a thesis should be specific, arguable, and supportable (Things to Know). Multiple activity pages (Traditional Outline, Essay Organizer, Guided Outline) require students to write a thesis, list three supporting points, include specific examples/quotes from the text, and explain how those examples support each point. The Essay Rubric and 'You Are the Editor' pages prompt students to check that the thesis is specific, arguable, and supportable and to assess development, logical order, and transitions between points.

Students are asked in Option 2 to create a protest poster that makes one of two explicit arguments about Hatshepsut (either she should be deposed for violating gender/religious roles or she is a victim of unfair treatment). Students are asked in Option 1 to respond to recent research on Hatshepsut and to "draw your own conclusions" about gender, religion, and power in an informal response. Students are asked to find and summarize a modern news article about religiously-influenced conflict and to reflect on the role religion plays in that conflict.

Students are required to write a 5-7 paragraph timed essay (45 minutes) in Part II, and Topic 2 explicitly asks them to "make a persuasive argument" about whether the religions chosen are more alike or more different. Students must also describe core similarities and differences in detail for three world religions, which requires presenting claims and supporting reasons/evidence. The test format (short answer plus essay) gives students practice composing organized multi-paragraph responses under time constraints.

Students practice stating central ideas and supporting them with textual evidence when they complete the Exploring Theme web and answer prompts about how characters and details develop the theme. Students use the APE (Answer, Prove, Extend) method in homework instructions, which requires them to state an answer (a claim), provide quotations or summaries as proof, and explain or extend their reasoning. Students write a one-paragraph objective summary that must mention the main idea and include plot and thematic elements, demonstrating attention to linking claims about theme to supporting details.

Students are required to write an introduction that ends with a thesis statement naming two similarities and to create body paragraphs whose topic sentences explain each similarity and include evidence and explanations. The lesson provides the APE (Answer, Prove, Extend) method and a "Details and Support" organizer that guides students to turn assertions into questions, provide quotations, and explain how evidence supports claims. The rubric and instructions explicitly require citing textual evidence, explaining how evidence supports points, and using transitional words and phrases to show relationships between claim(s), reasons, and evidence. The skills section also lists linking text sections to "clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counter claims."

Students are asked to state opinions and provide evidence in prompts such as Question #1 (Do you think Roger should be in jail? Why or why not?) and Question #2 (Do you believe that Roger changed after interacting with Mrs. Jones? Support your answer with evidence from the story.). The teacher guidance for these questions instructs students to justify conclusions by pointing to specific textual details (e.g., Roger's behavior, narrator descriptions, and quoted lines). The Parent Plan also lists a related skill: "Develop a topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic."

Students are asked to complete the "Crazy Like a Fox?" activity sheet by listing evidence in two columns—one for reasons the narrator is "Rational and Trustworthy" and one for reasons he is "Irrational or Insane." Students must then answer a bottom question asking whether the narrator is a reliable source of information and explain why or why not. The answer key directs students to cite specific textual lines that support both the narrator's claims of sanity and the counter-evidence of his madness.

Students are asked in homework to write a paragraph stating whether greater public acceptance of disturbing dystopian material is overall positive or negative and to "Support your ideas with your own evidence and observations." The Parent Plan and Things to Know repeatedly instruct students to "provide specific evidence from the text" and to "cite strong and thorough textual evidence" when analyzing the black box symbol. Activity 2 asks students to evaluate controversies and to judge whether people's complaints about a work were valid, which requires considering alternative viewpoints.

Students are asked to take and justify positions in guided questions (e.g., QUESTION #2 asks whether Dee or Maggie should have the quilts and QUESTION #3 asks if Dee is right to be angry), with suggested reasons provided for both sides. The Skills section explicitly expects students to "cite specific textual evidence when writing or speaking to support conclusions drawn from the text," which requires students to connect evidence to their claims. Discussion prompts list contrasting viewpoints (preserving vs. using quilts; Dee's preservation vs. Maggie's use) that students are prompted to consider and articulate. Activities ask students to reflect in writing (e.g., journal reflections after rewriting scenes and homework describing symbols) where they must support interpretations with textual or contextual details.

The lesson asks students to answer analytical questions that require a stated position and explanation (e.g., QUESTION #1: "Was the Roman republic a democracy? Explain.") and provides a model answer that asserts a claim and cites reasons/evidence about Senate power and General Assembly influence. The discussion prompts ask students to explain causes for the Republic's failure and to consider Roman contributions to law, tasks that require students to give reasons and cite historical factors. Activity 2 asks students to organize information about politics, religion, and culture, which can be used to support claims about similarities and differences between the Republic and Empire.

Students are asked to write formal opening statements for both the semicolon and the colon, using the listed claims and including specified examples (e.g., joining independent clauses, conjunctive adverb + comma, complex lists, introducing a list and a quotation). Students then present those opening statements aloud in a courtroom format and answer judge questions, providing examples and reasons when asked. The Great Punctuation Trial directs students to demonstrate rules with example sentences and to defend their reasoning verbally, requiring them to support claims with evidence.

The lesson's Choice 7 asks students to read supportive and critical articles about Bob Dylan's Nobel Prize and to "consider both sides of the debate" before writing a one-page, typed, double-spaced response arguing whether Dylan deserved the prize. The parent notes reiterate that students should read Dylan's lyrics and other writers' arguments and "provide specific reasons to support their argument," and instruct students to give credit for quotations or arguments they use.

Students are instructed to use the APE strategy (Answer, Prove, Extend) and to complete a graphic organizer that asks them to answer a question, provide textual evidence (quotations or examples, with page numbers), and extend with an explanation or opinion. The example model shows students how to state an answer that restates part of the question, cite a direct quotation as proof, and explain how that quotation supports the answer. The Parent Plan explicitly requires students to include part of the question in their answer, provide quotations or specific examples as proof, and explain how the evidence supports the answer.

Students read Martin Luther King Jr.'s "Letter from Birmingham Jail" and answered journal prompts asking them to identify the most persuasive argument King made and explain why it was effective. Students completed a "Just and Unjust Laws" double-entry diary in which they underlined excerpts, stated whether they agreed with King's reasoning, and articulated their own views. Students completed a "Students in Action" graphic organizer that required them to list arguments for and against children marching and to state an overall opinion, thereby practicing weighing opposing claims and reasons.

Students are prompted in Activity 2 (Opposing Quotes) to read paired quotations from Thoreau and King, decide which man they agree with more, and explain the ways their views align, which requires taking a position and giving reasons. Activity 1 (MLK and Civil Disobedience) asks students to analyze excerpts from both authors and fill an "Overlapping Ideas" column, which has students distinguish points of agreement and difference between competing claims. The Parent Plan skills list also instructs students to draw evidence from texts and to develop topics with relevant facts and quotations.

Students are asked to skim Wiesel's speech and "draft a paragraph" in which they consider a universal-statement and align Wiesel's view with one or two other advocates, and they are explicitly told to "Use a quote from each person you mention to support your argument." Students create a model museum wall and must write "one or two sentence explanations" and a "clear and formal description of the point you want to make," which requires stating a claim and supporting it with explanation. The Parent Plan skills list includes developing a topic with "well-chosen...quotations, or other information and examples appropriate to the audience's knowledge of the topic," which signals practice in using evidence to support claims.

Students are asked to use the APE strategy (Answer, Prove, Extend) when responding to a prompt, which requires them to state an answer (claim), use a quotation as proof, and explain how the quotation supports the answer. Activity 1 and the Student Activity Page give explicit instruction and practice in integrating quotations as evidence, including methods to introduce quotes and use brackets/ellipses for clarity. Part II of the activity asks students to introduce a specific quotation in context, reinforcing the connection between a stated idea and supporting textual evidence.

Students are asked to write a journal response about the controversy over Beah's memoir, explicitly considering two opposing viewpoints and explaining whether inaccuracies matter. Students complete 'Different Accounts' pages comparing what the book and a video say, which requires them to identify and record claims from two sources. The Parent Plan skills list asks students to cite strong textual evidence and to delineate and evaluate arguments and specific claims in a text.

Students are asked in Activity 1 (Option 1) to decide for each listed war crime whether the government army was guilty and to record supporting examples or quotations from the text on the "RUF vs. Government Soldiers" worksheet. In Activity 1 (Option 2) students must write a journal response that states a conclusion about whether one or both sides committed war crimes and provide examples or quotations from the book to support that conclusion. In Activity 2 students must choose one of Elie Wiesel's quotations and explain how it applies to Beah's memoir, citing specific information from the book or video to justify their choice.

Students are asked to consider authors' use of rhetoric and to determine how an author uses rhetoric to advance a point of view or purpose. Students evaluate whether each memoir effectively persuades readers and identify what the authors want readers to understand or believe. Students create persuasive marketing materials (a flyer or webpage) for nonprofit organizations, which requires composing messages meant to attract volunteers, donations, and support.

Students are instructed to develop a working thesis that answers a specific research question and to record three supporting facts as evidence. Students draft three body paragraphs using an APE (Answer, Prove, Extend) structure that links each key point to supporting facts and sources. The rubric and lesson emphasize organization, use of transitional words and phrases, and citing evidence (in-text citations and a Works Cited page).

Students are asked in the "Competing Commanders" activity to choose three evaluation criteria, assign 0–10 scores for each commander, sum totals, and rank the commanders, which requires forming an evaluative judgment and supporting it with criterion-based evidence. The activity instructions tell students to "solidify your own point of view" and to organize those points visually on the activity sheet. The sample completed sheet shows students producing a ranked decision (e.g., Petra 8/6/7 leading to first place), indicating students practice using reasons and evidence to support a position.

Students are prompted to write a journal entry explaining the reasons Peter chose the pen names Locke and Demosthenes, which asks them to form a theory linking character motivations (an implied claim) and support it with references to historical figures and the novel. In Activity 2 students must match leadership quotes to characters and complete a Character/Quote/Reason chart, which requires students to state a claim about which quote fits each character and provide reasons or textual evidence for their choice.

Students complete a 'Lord of the Flies vs. Ender's Game' graphic organizer that asks them to compare settings, leadership, themes, power, responsibilities, fears, and consequences. Students respond to discussion questions that ask them to evaluate Ender's self-assessment (e.g., whether Ender can evaluate himself objectively) and to consider whether adults' choices at Battle School are wise. The activities ask students to analyze similarities and differences and to provide answers that will be evaluated for depth of insight.

Students are asked to compare a scene from the book and the movie and to "determine which version of the scene [they] find more effective" and explain why, which requires stating an evaluative claim and supporting it with observed differences. The comic-adaptation activity asks students to note narration or dialogue omitted or changed and to judge whether the omission "compromised the original novel," prompting students to provide reasons and evidence from both texts. Discussion prompts (e.g., deciding responsibility after Ender learns he was used) and several short-answer questions ask students to give explanations for characters' motivations, which calls for claims supported by textual evidence.

Students watch Malcolm Gladwell's TED talk and answer questions that ask them to compare Gladwell's interpretation of David and Goliath with the traditional view, identifying ways David may have had the advantage. Students answer reading questions about "The Roseto Mystery" that require them to identify researchers' hypotheses (diet, exercise, genetics, region) and the evidence-based conclusion (close-knit community protected from stress). The Parent Plan also indicates students will initiate and participate in discussions, building on others' ideas and expressing their own persuasively.

Students read Malcolm Gladwell's chapter and a critical blog post (Activity 4) and are asked to identify the blog author's primary objections and summarize them orally (Activity 5, Option 1). In Option 2, students complete a chart noting each criticism, how Gladwell responds, and whether the response was effective, which requires students to match claims and counterclaims and cite responses as evidence. Discussion questions ask students to judge which objection is strongest and whether the blog changes their mind, prompting evaluation of competing claims and supporting details.

Students are asked to discuss and respond to prompts that require taking a position (e.g., whether Gladwell's goal was to inform or persuade, whether the 10,000-hour rule is encouraging or fatalistic). The homework/infographic task asks students to produce a visual that 'clearly and effectively communicates the concept' and suggests embedding audio or evidence from the text. The parent-plan skills list includes drawing evidence from texts and citing textual evidence to support analysis, which students are expected to do for discussion and the infographic.

Students read Lincoln's Second Inaugural Address and analyze his rhetorical strategies, including identification of parallelism, antithesis, and allusion. Students complete activities that ask them to identify quotes, name the literary device (e.g., antithesis that shows opposing ideas), and explain the intended effect on the audience. The homework asks students to pick three sentences that correspond to Background, Main Message, and Forward-Looking Statement, prompting students to map broad organizational parts of the speech.

Students read pro- and anti‑Chivington editorials and are asked (Option 2) to compose an editorial supporting the Indians' side, using facts from the accounts to back up their points, which requires stating a claim and citing evidence. Students complete a graphic organizer that links specific secondary‑source claims to supporting primary‑source excerpts, explicitly matching claims to evidence. Students analyze firsthand testimonies in the "Primary Falsehoods" and double‑entry diary activities, selecting quotes and giving reasons, which practices evaluating evidence and reasons that could support or oppose a claim.

Students are asked to evaluate specific claims from the science booklet (e.g., "Noncontact forces are invisible" and "Centripetal force is often called a fictitious force") and explain how the author supports and explains them on the Investigating Claims page. The Parent Plan and Skills list require students to "assess the extent to which the reasoning and evidence an author presents supports his or her scientific analysis" and to "determine how an author explains or clarifies a scientific phenomenon and trace how supporting details are incorporated." The activity also asks students to identify the methods the author uses (example, explanation, illustration, highlighting) and judge audience appropriateness, which requires linking reasons and evidence to the claims.

The Parent Plan and activities ask students to delineate and evaluate arguments and specific claims, assessing reasoning and evidence, and to identify fallacious reasoning (explicit skill statements). Students identify the main point (thesis) and supporting evidence in Gehrig's speech (Activity: Appeals in Gehrig's Speech). Students write their own short persuasive speech and mark where they used ethos, logos, and pathos, which requires formulating a claim and providing supporting reasons or examples.

Students are guided to develop a research question that becomes a thesis and an opposing answer that becomes a counterargument (Part 1 and the "Present the Evidence" activity). Students learn the classical argument structure and are instructed to organize a five-paragraph essay with an introduction/narration, confirmation (reasons and evidence), a concession/refutation paragraph, and a conclusion (Part 2; Part 7). The rubric and activities require students to use transitions, present reasons and supporting evidence with in-text MLA citations, and explicitly acknowledge and rebut counterarguments (Essay Rubric; Parts 9–11; Works Cited guidance).

The Reader Response Paragraph asks students to write a paragraph of at least five sentences using the APE method (Answer, Prove, Extend) and to "use evidence from the play" including specific examples and quotations. Multiple reading question sets require students to answer comprehension/interpretation questions with referenced answers from Act II scenes. The Hansberry Quotes activity asks students to read excerpts and explain which characters or ideas the quotations describe, requiring students to support their explanations with textual connections.

Students are asked to answer opinion questions such as "Do you think Beneatha should marry and move to Africa? Why or why not?" and "Do you think it is a good idea for the Youngers to move into a neighborhood where they are not wanted? Why or why not?", which requires stating a position and giving reasons. The activity "Choose one of the play's characters and explain how his or her dream has been deferred" asks students to connect poem imagery to a character's experience, prompting them to support a claim with textual evidence and analysis.

Students are instructed to write a thesis statement: "The Luhrmann 1996 film version and 2009 Globe Theatre production of Romeo and Juliet have significant differences in ____, ____, and ____," which requires them to introduce a central claim. Students are directed to write three supporting paragraphs, each beginning with a topic sentence that answers a focused question and to provide specific examples from both productions. The lesson teaches organization of reasons and evidence via the APE method (Answer, Prove, Extend) and a checklist that requires topic sentences, specific examples, and explanations of significance for each paragraph.

The lesson's Skills list explicitly includes "Write arguments to support claims in an analysis of substantive topics or texts" and "Draw evidence from literary or informational texts to support analysis, reflection, and research," which signals practice with claims and evidence. Several mini-projects require students to write explanatory paragraphs or scripts (e.g., Costume and Set Design require a paragraph describing choices; Podcast and Commercial require written scripts), and the News project requires students to compose article leads that report who/what/when/where. The project rubric also evaluates "Content" and "Sources," and the instructions require citing outside information, which requires students to gather and use evidence.

Students are asked to explain what a counterargument is and why it is useful in an argumentative or persuasive essay (Part III / short-answer). Several discussion prompts require students to take a side and defend it with reasons and examples (e.g., whether Shakespeare should be taught, whether Outliers is informational or persuasive, which type of writing is more challenging). The exam asks about rhetorical techniques (logos, pathos, ethos) and identifies rhetoric in the answer key, which relates to constructing reasons and evidence to support claims.