The Getting Started and introduction tell students the novel is written as journal entries by two children and ask them to discuss the book's two points of view, which orients students to narrators and characters. The Reflective Journal activity asks students to select a meaningful event, describe what happened, express feelings, and state what was learned, giving practice in recounting an event and using a journal narrator. The Character Timeline activity asks students to record descriptive words/phrases for each character across chapter ranges, prompting students to track changes and order events across the narrative.

Students read paired passages that contrast two narrators and discuss which voice is more effective, directly identifying narrator voice. Students answer a question about why the author used two narrators and maintain a "Character Timeline" to record words and phrases describing Sophie and Cody. Students complete the "Your Voice" sentence prompts and read them aloud, practicing writing in a distinct narrator voice and showing personality in first-person statements.

Students practice character introduction and voice by matching quotes to Brian, Cody, and Sophie and by writing one- or two-sentence quotes and thoughts/actions for each character in a given scenario. Students are directed to fill out a "Character Timelines" sheet for the chapters, which requires them to record events associated with characters. The Identifying Voice activities ask students to produce character-specific journal-style quotes and responses, engaging them in portraying distinct narrators/characters.

Students are asked to complete "Character Timelines" for Chapters 51–60 and answer comprehension questions about how the storm and The Wave changed Cody and how relationships among crewmembers changed, which requires tracking characters and events. Students are directed to retell the Bompie story and discuss character quotes, which has them recount events and explain characters' feelings and context. Students write postcards and short descriptive sentences (Option 2 asks for two sentences per picture) that require them to adopt a narrator voice and set a context in a brief written note.

Students are asked to finish a "Character Timelines" sheet, which requires them to place events and character developments in order. Students answer comprehension questions in complete sentences about how characters feel, who they visited, and details of past events, reinforcing understanding of characters and event details. Students list ways each character changed and provide textual evidence for themes, which involves identifying characters and linking events to outcomes.

Students are prompted to establish context with the Prewriting Narrative Organizer that asks for a brief description of the experience and a 'Who, When, Where' section and asks them to list Event 1, Event 2, and Event 3 in sequence with associated feelings. Students are instructed in Part 3 to "grab the reader's attention in the first couple of sentences" and to include an introductory paragraph, body paragraphs, and a concluding paragraph. The Editing and Revision checklist asks students to check that they are "engaging the reader at the beginning of the essay" and to "explain key details like who was involved and the chronology of events."

Students create a Character Tree, write two descriptive sentences using adjectives and modifiers, and select a cover/quote/artifact that introduces and represents a chosen character. Students complete a three-flap "Character's Changes" book requiring a sentence for the character at the beginning, middle, and end of the story. Students make an "Important Events" accordion book in which they select and illustrate the four most important events in chronological order. The test asks students to write sentences that reflect the voice of three main characters, prompting practice with character voice.

Students are asked to keep a daily "Learning Log" of discoveries Doon and Lina make, recording and illustrating each discovery and labeling pages by category. The task names the characters (Doon and Lina) and situates entries in the new environment (Sparks vs. Ember), and students add to the log each day through Chapter 16, which creates a chronological record of events. The activity asks students to organize discoveries into categories and label pages, requiring students to structure information across multiple entries.

Students are asked to write a ballad about the Disaster that tells the story and reminds people what happened; the ballad prompt requires a narrative form (four-line stanzas, 4–6 stanzas) and directs students to tell a story that could be passed down. Students also read chapters 6–7 and answer comprehension questions about specific events (e.g., what the Disaster was, Torren's parents), and they add information to Lina and Doon's learning log, which requires recounting events. Optionally, students create a monument that represents the Disaster and its meaning for the community, requiring them to represent the event sequence and significance in a product.

Students practice organizing plot events in Activity 2 by cutting out and ordering story events and by answering sequencing questions; the Parent Plan explicitly lists "Recognize the sequence of events that leads up to a problem." Students are asked to summarize important events and to reflect on what will happen next, which requires understanding a logical event sequence. The Combining Sentences and discussion prompts also require students to restate and connect events and character actions.

Students are asked to create a Timeline of Events listing six major events for a war or plague, which requires them to order events chronologically and show causes/effects. Students must write a newspaper report ("The End of _______!") using a Daily News organizer that asks for research-based causes, effects, and the end of the event, requiring coherent sequencing of information. In Option 2, students write a three-paragraph essay that includes a paragraph describing what the people of Ember will discover and how they will learn to adapt, prompting students to describe a sequence of discoveries/adaptations.

Students answer guided questions identifying the main characters, the central setting, the primary incident, and how much time passes (Activity 1 and Student Activity Page). Students explain characters' motivations and actions in the reading questions (e.g., why Heather hid the book, why Risa tucked cookies away), which requires them to consider character introduction and event causality. Students practice creating vivid, sight-based descriptions in Activity 2 (Eye Bouquet), using descriptive detail to engage a listener without naming the object.

Students read two short stories and answer questions about the main character, problem, and why the setting is important, which has them identify characters and context. Activity 3 asks students to research Mars and record facts to build background knowledge, supporting establishment of context. Activity 4 directs students to record phrases and sentences that describe an environment from the text and create a painting, which has students analyze and reproduce setting details. The unit states students will write their own short story at the end, linking reading activities to an eventual writing task.

The lesson's Skills section explicitly lists 'Narrate an expressive account that uses remembered feelings and specific details,' which signals practice in narration. Activity 1 has students identify actions and traits for the two main characters (Bimbo and Tito), which requires students to attend to and introduce characters through actions. Activity 3 asks students to record sensory descriptions of Pompeii 'before' and 'after' the eruption, prompting students to organize observations in a temporal sequence. Activity 4's RAFT asks students to adopt a historian role and create a poem or song in remembrance of Pompeii, which requires establishing a context/audience for a written piece.

Students are asked to rewrite the scene where Rip returns to the village as a script, identifying characters and writing lines and stage directions (Activity 5), which requires them to place characters and actions in a dramatic context. Students write a paragraph imagining waking up twenty years in the future (Activity 2), which asks them to create a narrator perspective and describe setting, technology, and changes in people. Students answer characterization questions (Questions 1–2) and locate the author's descriptive phrases for the Catskill Mountains (Activity 1), which prompt them to establish context and describe characters and setting.

Students are asked to read and summarize background information (Getting Started) that establishes setting and context for A White Heron. Option 2 explicitly directs students to "narrate the meeting from a third person omniscient point of view" and to give both characters multiple lines of dialogue, which requires them to introduce a narrator and characters. The lesson provides detailed guidance and practice on writing dialogue and dialogue tags so students can present characters' speech and interactions clearly.

Students identify the main character and cite actions that show character traits on the "Elements of a Short Story" organizer. Students record when and where the story takes place and list words and phrases the author uses to describe the setting. Students note the narrator's point of view and fill a plot diagram with main events, the problem, climax, falling action, and solution. Students also identify the story's conflict and supporting examples for theme using a bubble map.

Students choose a point of view (first or third) and decide whether the narrator is omniscient (Activity 2). Students complete a plot diagram that asks for the problem, three important events, the climax, and the resolution, supporting a logical event sequence (Activity 2 and the plot diagram student page). Students identify main character actions and traits and list words/phrases to describe the setting, connecting character/introduction and context (Activity 3). The rubric explicitly asks whether the writing engages the reader, stays focused on the plot, keeps a consistent point of view, and keeps sentences/paragraphs in logical order, reinforcing reader orientation and organized event sequencing.

Students gather background context about the Civil War (causes, state alignments) and research the Battle of Bull Run, recording information on color-coded note cards to establish setting and context. Students cut out and paste event boxes to create a chronological timeline for 1861, practicing organizing an event sequence that unfolds in time. Students read and analyze first-person diary entries (primary sources), identifying perspective and narrator voice as part of understanding narrative documents.

The lesson explicitly notes that the story is told from the first-person point of view of Say and directs students to consider how the story would differ from Pink's or an omniscient narrator's perspective. In Activity 2 students are instructed to choose a short passage and rewrite it from Pink's point of view (using "I") or from an omniscient third-person narrator (using "he" and "she") and to include what Pink is seeing and thinking. Parent notes instruct students to imagine themselves in Pink's shoes and to include what both characters are thinking and feeling when using an omniscient narrator. Activity 5 asks students to identify the writers and recipients of Civil War letters and describe the writers' perspectives.

Option 2 asks students to "select an event from the book and make up a story" or to "select a character and make up a story the character might have told," and it specifies the story should reflect the time period. The Parent Plan restates that the story can be told from a character's point of view and should be based on an event from the book. Students are instructed to "add details to the event to make it entertaining," which prompts development of narrative detail and contextualization.

Students are asked to complete the "Character, Conflict, & Change" organizer (two boxes labeled "Toby Before Bull Run" and "Toby After Bull Run" with an arrow), which requires them to identify and sequence Toby's feelings and events before and after the battle. Students must reread character accounts and "practice reading the accounts aloud as you think the character might have said them," then present those accounts to family, which asks them to adopt character voice and introduce a narrator/character orally. The Character Quilt activity asks students to depict a memorable scene and list a character's main achievement on each square, prompting students to select and represent events and character details in a coherent way.

Students are asked to adopt a historical narrator perspective by pretending they were alive during the Civil War and to write as if influencing citizens, which requires taking on a voice. Students are instructed to write a five-paragraph essay with an Introduction that introduces the topic, presents both pro and con points, and ends with a clear position, which orients readers and establishes context for the argument. Students complete structured outline pages and paragraph prompts that guide them to organize ideas and sequence their introduction, body paragraphs, and conclusion logically.

Students are asked to record important events from Chapters 1–2 on a vertical timeline and to include dates or place events in chronological order, which requires organizing events logically. Students complete a "Positive and Negative Traits" page where they record words or phrases that describe Einstein and explain consequences of traits, and they answer comprehension questions (e.g., what made Einstein different) that require describing characters and context. Vocabulary and short-answer tasks require writing complete sentences about Einstein's life and characteristics.

The Skills section asks students to identify the speaker and recognize first- vs. third-person narration, which addresses awareness of narrator and point of view. Activity 1 and the timeline task require students to locate and place important events from Einstein's life chronologically on a Biography Web, practicing organization of events. Activity 2 asks students to write a short journal paragraph about a personal conflict, which has students produce a brief narrative of a real experience.

Students are asked to fill in four major events on a "Biography Web" and to add events to a timeline for Einstein's "miracle year," which requires identifying and ordering significant events. The Reading and Questions and timeline activities prompt students to identify major events (e.g., questions about what happened in 1905) and place them in sequence. Activity 5 asks students to write a video summary that requires selecting and ordering major topics or events from a video.

Students are asked to read Chapters 7 and 8 and add events to an Einstein timeline, and Activity 1 directs students to fill in four major events on a "Biography Web" sheet (cutting/gluing events or placing them on a web). The reading and timeline tasks require students to identify and sequence biographical events from the text, showing organization of events related to Einstein's years as a professor.

Students are asked to read Chapters 11 and 12 and add events to their timeline, which requires them to identify and order events from the text. Activity 2 directs students to fill in four major events for the section "The War" on a biography web, which has them select and arrange events from a specific period. Several tasks (timeline, biography web, and answering comprehension questions in complete sentences) focus on sequencing and summarizing events from Einstein's life.

Students are asked to "add events to your timeline" and to record "Important Moments in His Life," which requires them to order events and reflect on sequence. In Option 1 students must write a biography that includes characteristics, accomplishments, and important life moments and are told to add feelings and a personal touch to engage readers. In Option 2 students must identify how the author accomplished biography elements (e.g., showing how the person affects others, describing surroundings), which prompts analysis of how an author orients a reader to a subject.

Students are asked to write an imagined letter from Einstein and a journal entry from his point of view, requiring them to adopt a narrator voice and address someone who played a role in his life. The directions tell students to use their biography web and timeline to find information and to assemble the scrapbook "in a way that makes logical sense," prompting them to order material. The rubric/checklist and the note to "make the letter interesting and engaging" and to use the Handy Guide to Writing for letter format provide explicit prompts to craft engaging, formatted pieces.

Students are asked to take the role of a travel tracer and "carefully follow where the action is happening" by describing where the characters have moved to and from, describing each setting in detail, and giving page locations for each scene, which requires ordering the sequence of scenes. Students are asked to create a postcard from Ellen or a coded message from Annemarie to Papa, writing from a character's point of view and describing how things are going at Uncle Henrik's, which requires establishing context and a narrator/character voice. The mapping and setting tasks also require students to explain what role the setting plays in the story's conflict, situating events within context.

Activity 2 directs students to read the Barbara Rodbell biography and retell her story to a parent, requiring students to recount events and characters. The Student Activity Page asks students to rewrite and edit a provided paragraph, so students practice composing coherent prose and correcting sentence-level issues. The Parent Plan prompts students to summarize what was happening in characters' home and to predict motives, which asks students to organize and explain events and character roles. The skills list explicitly includes paraphrasing major ideas in presentations, which involves organizing information for an audience.

Students are asked to write an introductory paragraph that describes the topic and main ideas, which orients the reader to the article's context. Students use a bubble map organizer to plan three body paragraphs and arrange supporting details, guiding a logical or chronological sequence of events. Students are directed to use transition words (Transition Examples sheet) and a rubric that assesses organization, introduction of topic, and sentence/paragraph sequence.

Several Think-Tac-Toe activities require students to produce narrative-like products: the book jacket task asks students to write a summary including the main character, setting, and the beginning, middle, and end of the story. Other options ask students to "write a letter from the perspective of a historical figure," "create a skit," and "act out your favorite scene," which require adopting a narrator/character voice and sequencing events. The Number the Stars test and related prompts also ask students to describe events and characters (e.g., how Annemarie showed bravery), reinforcing recall of event sequences and character actions.

The lesson asks students in Activity 2 Option 2 to imagine taking a sip of "Everlasting Life" and to write a paragraph about themselves ten years in the future, noting that they remain the same age; this directs students to establish a time context and to write from a narrator's perspective (themselves). The prompt asks students to describe how life has changed and whether they regret the decision, which requires students to create situational detail and express the narrator's reaction.

Students read the prologue and Chapters 1–2 of Tuck Everlasting and answer comprehension questions that require identifying events (QUESTION #1 asks students to list three things that happen in the prologue). Students analyze how the author describes setting by recording sentences or phrases that describe the setting and by underlining descriptive sentences to use when illustrating or mapping the setting. Students are prompted to identify and discuss characters (Mae and Tuck) and respond to questions about character behavior and the setting in the wrapping-up discussion.

The plan asks the child to summarize chapters and to predict what will happen with the characters, which requires putting events in order and describing context. Parent prompts explicitly ask the child to retell the story the Tucks told Winnie and to answer comprehension questions about what Winnie thinks and why the Tucks acted as they did. Several discussion prompts and questions focus on characters and events (e.g., "Do the Tucks seem like the kidnapping type?" and "What does Winnie think about the Tucks?"), encouraging students to recount and explain character actions and motivations.

Students are asked to record three examples of cause and effect from the novel and to use a graphic organizer to plan and write a cause-and-effect paragraph. The Skills section explicitly directs students to "develop drafts following the cause-and-effect organizational strategy," and a sample paragraph models organizing events by cause and effect. Students answer plot questions about characters and events (e.g., Winnie's plan to rescue Mae), which requires summarizing event relationships.

Students are asked to predict how the story will end and write down those predictions after finishing the novel, which requires them to think about event outcomes and sequence. In the "Symbols and Similes" activity, students select objects to represent each main character and write similes explaining why, which requires them to introduce and describe characters. In the movie comparison task students record three ways the movie differed from the book and three things they would change, which asks them to analyze and remark on plot events and sequencing.

Students research Mississippi (Option 1 or 2) to learn setting details, which helps establish context for a story. Students use the Dialect Guide and answer reading questions about Papa and Mr. Morrison, which orients them to characters and character relationships. Students practice combining independent and dependent clauses and adding descriptive detail, which supports creating more engaging sentence-level introductions and descriptions.

Students read Chapter 9 of a narrative that names characters (the Logans, Papa, T.J., R.W., Melvin) and answers questions about events (e.g., "What happened to Papa?" and why T.J. hangs around R.W. and Melvin). Students practice editing and revising sentences, including combining short sentences, correcting fragments and run-ons, and adding details or descriptive verbs. One editing option presents a fictional paragraph (It was 1934... Henry...) that includes setting and characters for students to revise and expand.

Students are prompted to introduce the setting with place, time, and historical context in Paragraph 1 of the organizer. Students are asked to introduce the main characters (three or four) and 'bring the characters to life' in Paragraph 2, and later organizer sections ask students to describe the major problem/struggle and suspenseful events. The Book Report Rubric and Activity 3 require students to produce paragraphs with topic sentences, 3–5 supporting sentences, and concluding sentences, and to use voice and sentence structure to engage the reader.

Students are asked to finish a rough draft of their report and to use elements of the writing process (planning, drafting, revising, editing, and publishing). The Parent Plan instructs students to "plan a first draft by selecting a genre appropriate for conveying the intended meaning" and to "develop drafts by using an appropriate organizational strategy and building on ideas to create a focused, organized, and coherent piece of writing." The revision/editing activity directs students to combine sentences, add details, and use paragraphing and proofreading symbols to improve clarity.

Students are asked to "pretend that you live in rural Mississippi in the 1930s," which orients the audience by establishing a historical context and perspective. The assignment requires students to create four slides with explicit ordered functions (Slide 1: present the problem; Slide 2: examples of discrimination; Slide 3: suggestions for change; Slide 4: describe how the community will change), which directs students to organize content in a logical sequence. The PowerPoint Organizer and the Presentation Rubric ask students to plan main points and maintain a clear, coherent message, supporting practice in organizing information for an audience.

Students are asked to summarize chapters and "recount the main events in the order they occurred," which practices organizing events sequentially. In the "Stages of Life Timeline" activity students create and order pages for each ceremony to produce a visual timeline that organizes events across ages. Students also identify and record words or phrases that describe Jonas and answer a characterization question about Asher, which practices introducing and describing characters.

Students are asked to plan and write a 3–5 page final chapter (Option 2) describing the fate of Jonas and Gabriel and to use the "Plot Flowchart" to put events in chronological order. The materials direct students to consult a "Character Timeline," keep Jonas' changes and personality in mind, and to follow a plot diagram; the Final Chapter Rubric explicitly asks whether the chapter "follow[s] the plot diagram," uses descriptive language, and is written in active voice. The lesson requires students to focus on fewer events with more detailed description, implying attention to sequencing and coherence.

The lesson text orients the reader to a specific context by describing Esperanza and her mother undertaking a dangerous journey to flee Mexico and head for California, and asks students to consider how Esperanza will respond. Students are asked to imagine and write dialogue that might take place on the long train ride (Option 2, Part 2), which requires them to create character voice and situational context for a scene. The reading and discussion tasks require students to identify characters and discuss their responses to circumstances, reinforcing attention to character introduction and context.

Students follow the action as a Travel Tracer by identifying where characters move to and from, describing each setting in detail, and giving page locations, which requires them to sequence events and establish context for scenes. Students practice creating character voice through two writing activities: replacing instances of "said" with more descriptive verbs and writing a realistic dialogue between Esperanza and her mother in their journal, which involves introducing and portraying characters via speech.

Students discuss Esperanza's change in status and new responsibilities (Parent Plan: "Discuss the fact that Esperanza has always had servants..." and discussion questions about why adjustment is hard), which orients readers to character circumstances. Students write an "I Am" poem using prompts about Esperanza's personality, culture, and circumstances, requiring them to introduce and represent a narrator/character. Students complete a "Using Transition Words" activity where they reorder sentences into a logical sequence and apply transition words, practicing organization of events that unfold naturally.

The lesson explicitly teaches use of transitions and paragraph-level topic sentences: students rewrite topic sentences with transitional elements in the "Transitioning Between Paragraphs" activity and review common paragraph transitions and their typical uses. Skills listed include using a variety of sentence structures and transitions to link paragraphs, and students are asked to find and explain lines in the chapter "Las Papas," identifying examples of good writing. The Cesar Chavez activity asks students to explain a quote's meaning and relate it to Esperanza's story, which asks students to make connections between events and ideas.

Students are assigned the role of "Dialogue Designer" and asked to create an imaginary conversation that centers around one or more events from the chapters, which requires them to focus on characters and event-based interaction. The activities instruct students to include descriptions that show how characters speak, what they look like, and what they are doing, and to vary dialogue tags and paragraphing so each speaker is clear. The example dialogue begins with a brief narrative phrase ("As he stepped off the bus") and students are told to rewrite a scene in their own words, preserving the events of the scene.

Students are asked to write a movie trailer script that highlights main events, talks about characters and the obstacles they face, and makes the story sound exciting, which requires selecting and presenting events and character information. Students are instructed to write a readers' theater script for an event with two to four characters, follow the provided script structure (no quotation marks, actions in parentheses), and produce 12–15 lines, which gives practice in creating dialogue that conveys action and character. Students then rehearse and perform their scripts and are prompted to give each character a unique voice and use gestures, reinforcing presentation of characters and the sequence of events through performance.

The lesson explicitly defines a "Narrative poem" as "a poem that tells a story" and lists it under types of poetry, giving students explicit terminology. In Activity 2 students are asked to write their own poems about the wonder of nature and are prompted to consider topic, emotion/tone, word choice, and title; the poem must be at least two stanzas long and use end rhyme. Activity 3 asks students to imagine traveling back in time to meet Charles Darwin and to record questions and things to show him, which asks students to create an imagined scenario.

Students are asked to reread "Obituary for a Clam" and then write their own obituary for a prehistoric animal, which requires them to collect contextual details such as name of the animal, date of death, cause of death, and native location. The Student Activity Page directs students to list family members and a description of how the animal lived and enjoyed life, prompting inclusion of characters and life details. Students are instructed to read examples of obituaries and to research the animal's habitat and lifestyle before writing, which supports placement of contextual information for the reader.

The Activity 3 prompt directs students to write a narrative poem and explicitly asks them to think about who the main character will be, what will happen to that character, what problem/conflict the character will face, and to plan an event to start the poem, what will happen in the middle, and how it will end. The Parent Plan repeats these planning questions and asks the adult to have the student describe the main character and the intended sequence of events. Students are also asked to hold onto their poem for a final project and to read it aloud, which reinforces attention to narrative structure and presentation.

Students are asked to include a narrative poem in their layered book (Part 8: "Copy your narrative poem on the fourth layer of your book"), and the unit refers to students having written a variety of poems including a narrative poem. The poetry test (Question 6) explicitly identifies a narrative poem as one that tells a story with plot, setting, and characters, so students must recognize those narrative elements.

Students are asked to retell an event in a 3–4 verse lyric poem and to use the "Writing a Lyric Poem for a Minstrel" graphic organizer that prompts a one-sentence story summary and four boxes labeled Event 1–Event 4. The activity directions tell students to "divide your story into different events (3-4 ideas) to form the stanzas," which requires them to sequence events. The reading and discussion prompts reference characters Cusi and Chuto and include parent questions about their relationship, providing material students can use to establish context or characters.

Students are asked to characterize Cusi and discuss how he may live differently from other children, which prompts them to identify context and character traits. Students answer comprehension questions about Cusi's reactions and Chuto's description of the truck, requiring them to interpret character perspective and descriptive detail. Students write five journal sentences using verbal phrases related to the plot or setting and complete personification descriptions in complete sentences, practicing descriptive introduction of characters and setting.

Activity 2 defines transition words and has students underline time- and sequence-related transitions in an Aztec myth, teaching how transitions move action and clarify event order. The retell-the-myth task asks students to retell the Incan creation myth aloud using the voice of a storyteller and two visual aids, which practices engaging and orienting an audience. Reading comprehension questions require students to recount causal and sequential events from Chapters 11–12 (why Cusi followed Misti, where Misti led him, what Cusi found), which makes students practice ordering events.

Students are asked to write a short book review that must include a brief summary of the plot and to use time, cause-effect, and contrast/comparison transitions to show the sequence of events. The provided "Using Transitions" chart lists time and cause-effect transition words and the directions require at least two paragraphs with transitions linking them. The Introducing the Lesson prompts students to think about Cusi's journey and predict what he will discover, engaging them with the character and the story context.

Students are prompted to add contextual details by painting the predicate (answers for How, When, Where) and to introduce or describe characters by painting the subject (Which? What kind? How many? Whose?), as shown in the Cusi/Misti example. The activities require students to relate their expanded sentences to a story (Secret of the Andes) and to write final polished sentences that include time, place, manner, and character descriptors.

Students are directed to write in first person as Cusi, explicitly telling the story from the narrator's point of view and to consider Cusi's voice. The organizer and instructions require students to choose three important events and place them in chronological order as the beginning, middle, and end, and to create a hook and thesis to establish context. The rubric and activities check for point-of-view consistency, narrative flow, and use of transitional words/phrases, and the conclusion organizer asks students to state what the narrator learned and how he changed.