Students are prompted to make and justify an opinion in Question #3: "Do you think Sophie's parents should have let her go sailing? Why or why not?", which asks for a claim and reasons. The Skills section asks students to "evaluate the author's use of various techniques, such as point of view, to influence readers' perspectives," prompting students to analyze and justify interpretations. The Character Timeline activity has students record words and phrases about characters across chapters, supporting collection of details that can be used to support claims about character change.

Students are asked to read Chapters 8–14 and answer questions in complete sentences, which requires forming claims about the text. Question 3 explicitly directs students to explain how Cody feels about Sophie and to "Use examples from the book to support your answer," prompting students to cite textual evidence. The assignment to use the "Character Timeline" to record words and phrases to describe Sophie and Cody encourages students to collect text-based evidence about characters.

Students answer reading questions that ask for explanations (e.g., "Why do you think Brian keeps talking about orphans?" and "Why is it insensitive of Brian to talk about orphans?"), requiring them to give reasons in complete sentences. Students are asked to "Research some of the different types of whales and dolphins" and are given specific web links (NOAA, Getty Images, YouTube) to consult. Students must use information from those sources to draw animals to scale and color them to reflect their real appearance, which requires gathering factual details from external sources.

Students are asked to answer Chapter questions in complete sentences, including QUESTION #4 which asks "Do you think it was selfish of Sophie not to want to take the helm? Why or why not?", prompting them to state a claim and explain their reasoning. The "Character Timelines" and "Identifying Voice" activities require students to locate, sort, and use quotations from the novel to attribute voice and to write quotes and thoughts the characters might say, which requires using text-based evidence to support interpretations. Several activities ask students to describe changes and effects (environment, emotions, character responses) based on chapters read, encouraging students to reference the text in their answers.

Students are asked to identify themes and "provide evidence from the book to support both themes" (Option 2) and to "provide evidence from the book to support the themes" on the third activity sheet of Option 1. The student activity pages include lined boxes labeled for writing evidence and ask students to "list a way each character has changed" and to support themes with examples from the text. The reading comprehension section requires students to answer questions in complete sentences, which elicits text-based responses about characters and events.

Students are asked to "Describe a theme of the book. Use examples from the story to support your theme," which requires stating a claim about theme and citing story examples as evidence. Students must record a character quote with page number and "explain why the quote is meaningful," requiring justification tied to the text. Students must choose a character artifact and "explain why you selected the picture and why it represents the character," and must write beginning/middle/end descriptions of a character using their character timeline, all of which prompt students to support interpretations with details from the book.

Activity 2 asks students to watch The City of Ember and write or perform a movie review in which they describe characters, setting, and plot and discuss how the setting plays an important role. The lesson directs students to read and/or watch movie reviews online to better understand what to include, and the parent plan emphasizes having the child give a written or oral review to explain her thoughts. The skills section lists using oral and written language to influence the thinking of others, which aligns with producing a persuasive review or critique.

Students are asked to answer comprehension questions in complete sentences (e.g., explain why Lina calls Mary "Madam Mayor" and what happens to the mayor), which requires giving reasons based on the text. The discussion prompts (e.g., "Do you think Sparks or Ember would have been a better place to live? Why?") ask students to state a position and provide reasons. Activity 2 asks students to make five predictions about adjustments and then check those predictions against the story, prompting students to use the text to confirm or refute their claims.

The lesson asks students to answer opinion question #1 (Do you think Lina should have thrown the egg at Torren? Why or why not?), which requires students to state a claim and give reasons. Question #2 asks students to explain the doctor's remark, which asks for interpretation and reasoning using the text. Option activities (monument or ballad) ask students to create a product that communicates the importance of peace, which requires them to make and express a persuasive message about the Disaster and its lessons.

Students are asked in Activity 1 to choose a side and compose three arguments for why their group is right, with explicit directions to "support each argument with evidence" and to appeal to listeners' emotions. The Student Activity Page provides structured spaces for a Position and three Arguments with supporting details so students organize reasons and relevant evidence. Directions also require students to identify which statements are facts and which are opinions and to anticipate and respond to opposing points, and the Parent Plan lists skills including supporting a position with organized evidence and addressing counterarguments.

Students are asked opinion questions that require justification, for example Question #1 (Are Tick's ideas good ideas? Why or why not?), Question #3 (Should they share resources? Why?), and Question #4 (Should Lina have hidden in the truck? Why or why not?). Activity 2 asks students to create a Venn diagram comparing Ember and Sparks and to use the log from Lesson 3 and the movie to remember discoveries, which asks them to demonstrate understanding of the text and compare evidence from sources. The directions to "Add to Doon and Lina's learning log" and class discussion prompts encourage students to explain similarities, differences, and causes of conflict.

Students are asked in Activity 1 to write a paragraph selecting one media outlet for Sparks and Ember and to explain why it would benefit the people, which requires making a claim and giving reasons. Question 3 asks students to state whether Casper should have shared food and justify their answer, prompting students to support an opinion. Activity 2 requires students to choose five items for roamers to find and to explain why each item was selected, asking students to give reasons for their choices.

Students read Chapters 17–19 and answer questions that ask them to judge who is a more effective leader and explain why, requiring them to give reasons for a claim. Option 1 and Option 2 ask students to decide which government system is more effective (or design one) and to defend or describe their reasoning to a parent, prompting students to support a position. Activity 1 requires students to record "what specifically in the book's context helped you understand the word's meaning," which has students cite textual clues as evidence for vocabulary choices.

Students are asked to answer open-response questions (e.g., "How do you think people go from angry and scared to evil?" and "Why do you think Tick does not help clean up the mess...") in complete sentences, prompting them to give explanations and reasons. Students sequence events and summarize plot elements in the "Sequencing Events" activity, which requires identifying and ordering occurrences from the text that explain how conflict escalates. Discussion prompts (e.g., "How do you think the cycle of revenge can be reversed?" and "Have you ever struggled with wanting to hurt someone... How can you make the decision to do something good?") ask students to reason about causes and propose solutions, encouraging development of claims supported by reasoning.

Students are asked to brainstorm solutions and then write a 6–8 sentence speech explaining their solution and why both groups should work together peacefully (Activity 1), which requires presenting a claim and reasons. The Story Conflict bubble map activity directs students to identify the type of conflict in The People of Sparks and to provide evidence from the text (events, characters' words/actions, or dialogue) to support that identification. The skills section and questions prompt students to identify and explain the main problem/conflict and characterize how characters affect the conflict, demonstrating textual understanding.

Students are asked to locate information about the causes, effects, and how a war or plague ended and to record findings on a provided Research Organizer. Students are instructed to use trusted sources (news organizations, museums, universities, government organizations) and to put information in their own words. Students must write a newspaper report that integrates research and the Wars and Plagues rubric explicitly evaluates "Research" and "Information Integration," and the Parent Plan/Skills list includes framing questions, establishing a controlling idea, and developing the topic with facts, details, examples, and explanations.

Students identify and record textual evidence that supports a claim about the setting in Activity 2 by providing three examples that show the story is set in a rational world and three examples of non-rational events. Students extract descriptive phrases and sentences from the texts in Activity 4 to support interpretations about how the environment shapes characters and plot. Students use credible external sources (NASA and ESA links) in Activity 3 to gather factual information about Mars to inform their understanding of the science fiction story.

Students are asked to characterize Rip Van Winkle (Question #1) and to explain how his actions support that characterization (Question #2), which requires them to make a claim about a character and cite actions as supporting reasons. Question #4 asks students to state whether Rip regrets being asleep and to explain why or why not, prompting students to give an opinion with justification. Option 2 directs students to research the Catskill Mountains in an encyclopedia, providing practice using a credible source for factual information.

Students are instructed to read "Zlateh the Goat" and answer comprehension questions in complete sentences, which requires using the text to respond. Question 2 asks students to state whether selling the goat was a good decision and to explain why, prompting students to make a claim and provide reasons. Question 4 asks how Zlateh saved Aaron's life, which asks students to cite events from the story as supporting evidence for their answers.

Students are directed to read primary texts (link to "A White Heron" is provided) and answer text-based comprehension questions that require citing story events. The Skills section explicitly lists "Make reasonable assertions about a text through accurate, supporting citations," and Activity 3 asks students to write a 6–8 sentence critique that must include specific references to the story and a stated opinion. Activity 4 requires students to compare and contrast two characters on a Venn diagram, which asks them to identify similarities and differences based on the texts.

Students are directed to use the "Story Conflict & Theme" bubble map to identify a major theme and list specific examples from the text that support that theme. The "Elements of a Short Story" organizer asks students to find actions that show character traits and to list words and phrases the author uses to describe the setting, requiring direct reference to the story. The lesson's skills list explicitly states students should "support by referencing the text to determine the plot development and author's choice of words."

The Theme & Conflict student page directs students to identify a major theme and provide examples from the text that support that theme, prompting students to cite textual evidence. Activity 3 asks students to list actions that reveal character traits and to provide words and phrases describing the setting, which requires linking details to interpretive claims about characters and setting. The short story rubric includes criteria about providing important details that further the plot and engaging the reader, encouraging students to use evidence from their stories to justify those evaluations.

Students read and analyze primary sources (diaries and a prisoner journal) and are prompted to discuss the authors' perspectives and to identify facts versus opinions. Students conduct research on the Battle of Bull Run and the statehood/admission process using provided web links (secondary sources) and are asked to record information on color-coded note cards and in journals, putting information in their own words. The lesson's skills list and parent prompts ask students to summarize an author's purpose and stance and to explore bias and word choice.

Students identify factual information from the picture book (Activity 1) and record those details in a journal. Students analyze Civil War letters as primary source documents, identifying the writer, recipient, side of the war, and the opinions expressed (Activity 5). The lesson asks students to reflect on whether reading the letters changes their perspective and to explain why or why not in the discussion questions, linking text evidence to personal conclusions.

Students read a primary-source Civil War speech and record three factual statements and three opinion statements, explicitly distinguishing facts from opinions. Students identify at least two statements that could function as propaganda and explain how Civil War images and posters could be used to sway attitudes. Students also complete activities that ask them to draw conclusions based on evidence and to explore bias and propaganda techniques (listed under Skills).

Students design a Civil War propaganda poster that requires them to craft persuasive text and images and to think about how the poster would influence a viewer. The lesson provides web links to historical propaganda collections and suggests locating examples from other wars, giving students access to credible source material. Parent prompts ask students to explain the message their poster conveys and how it would influence the reader, and the skills list names making informed judgments about propaganda and drawing conclusions based on evidence.

Students are asked to read pages 61–80 and answer comprehension questions in complete sentences, including Question #4 which asks, "At this point, who do you think is winning the battle? Why do you think they are winning?", requiring students to state a claim and give reasons. The reading assignment supplies a text source (pages 61–80) that students use to form their responses. Discussion prompts such as "How do people keep up morale during times of conflict?" invite students to explain causes and effects related to morale.

Activity 1 directs students to describe Toby's feelings before and after Bull Run and explicitly says to "Cite evidence from the book to support your ideas." The Parent Plan skills include developing a critic's stance by "considering alternative points of view or reasons," and Question #4 asks students to explain how their perspective of the Civil War changed, requiring reflective support in complete sentences. The Character Quilt and other activities require students to label character achievements and depict memorable scenes, which ask students to use details from the text to justify their choices.

Students are instructed to state reasons and provide support for their arguments in the outline and body paragraphs, with multiple prompts for 'Argument' and three 'Support' lines for each claim. The Parent Plan and Skills explicitly require students to 'Support the position with organized and relevant evidence' and the rubric checks 'Provides relevant details and information' and 'Use of knowledgeable sources.' Students are also told to 'use information you learned from the books you read on the Civil War and information you know about the time period' when providing support.

Students are directed to research Isaac Newton using an encyclopedia or online sources and to record important information on note cards (6-10 facts), with two specific web links provided as research resources. Students are asked to generate three or four questions about Einstein and then find answers to those questions as they read, which requires gathering evidence from the text. Discussion prompts ask students to state agreement or disagreement and explain why (e.g., "Do you agree or disagree? Why?" and "How has the study of physics led to inventions that we use today?"), prompting students to give reasons for their positions.

Students are asked to record positive and negative traits of Einstein and "explain a consequence" for negative traits or a positive outcome for positive traits, which requires stating a claim about a trait and giving a reason. The reading questions (e.g., describing Einstein's views on education) require students to write answers in complete sentences and explain viewpoints from the text. The timeline activity asks students to identify and record the most important events and to discuss criteria for importance, prompting students to select and justify which textual events matter most.

Students are asked to discuss and answer opinion questions such as "Do you think Einstein would have been a better scientist if he had carried out more of his own experiments? Why or why not?", which asks for a claim and reasons. Students watch videos and are instructed to take notes on important ideas and to distinguish facts from opinions, then write a video summary using those notes. Students also explain the theory of relativity to a family member using examples and props, demonstrating understanding and verbal justification of ideas.

Students answer short-response questions that require reasons from the text (for example, Question 3 asks why Einstein was passed over for the Nobel Prize and lists specific reasons). Students compare and contrast three source types (biography, encyclopedia entry, documentary) and must explain to a parent how each source contributed to their understanding and describe benefits and limitations. Students also add events to a timeline, synthesizing information from the readings and media.

Students are asked in Option 2 to "provide one or two examples from the book that demonstrate how the author fulfilled each element," which requires locating and citing textual examples to support claims about the author's choices. Students are asked to answer comprehension questions and revisit unanswered questions in Activity 1, prompting them to research and gather information. The lesson provides links to external resources (PBS, encyclopedia) and suggests using those materials, enabling students to consult credible sources during their inquiries.

Students are directed to "use your biography web and timeline to assist you in finding information and to help you decide on what to include in the scrapbook," which requires them to gather information from prior research. The Skills section explicitly lists "Conduct research (with assistance) from a variety of sources" and "Integrate main idea and supporting details from multiple sources to expand understanding of texts," indicating students will collect and synthesize information. Students are asked to fill in factual details (e.g., birth certificate) and locate photographs from the Internet, which requires retrieving factual evidence about Einstein's life.

Students are asked to take the role of a discussion director, write four open-ended questions about Chapters 5 and 6, and then go over the questions with a parent and discuss what their answers would be and why, which requires explaining reasons for their answers. On the Problem and Solution activity, students must describe three problem/solution situations from the chapters and explain how characters solved each problem, which asks them to refer to events in the text to justify solutions. In Activity 1, students are instructed to use the Internet or other resources to find information about the Jewish religion, which involves locating external sources to support their recorded information.

Students are instructed to read Chapters 7 and 8 and "describe where the characters have moved to and from and describe each setting in detail either in words or in map form," and to "be sure to give the page locations where each scene is described." Students must also "Explain what role the setting plays in the conflict of the story," which requires making a claim and supporting it with textual evidence. The Life Application asks students to "Locate a person to interview who lived during World War II" and to ask about effects of the war, providing an opportunity to use a primary, credible source.

Students select two or three passages from the text and read them aloud, then explain their reasons for picking those passages, which requires giving reasons tied to textual excerpts. Students visit a PBS page about Barbara Rodbell, read a credible source, retell her story to a parent, and answer a journal question about how Barbara's message applied then and now. The Parent Plan explicitly states students should "respond to literary or expository texts and provide evidence from the text to demonstrate understanding" and "paraphrase major ideas and supporting evidence," indicating expectation to use text-based evidence.

Students are instructed in the Character Sketch activity to name two of Annemarie's traits and "provide an example from the text" for each trait, requiring them to state a claim about character and support it with textual evidence. In the Little Red Riding Hood activity, students read two versions of the tale, decide which version is most similar to Annemarie's story, and use a graphic organizer to record similarities and differences, requiring use of the texts as sources to justify their comparison.

Students are instructed to conduct research using provided credible websites (National Museum of Denmark and BBC) and other trusted sources, and to put information in their own words to avoid plagiarism. Students are directed to include quotations and pictures and to indicate where they came from by including web links or source titles/authors. Students use a bubble map to record a central topic and three subtopics with three supporting details each, and the rubric and activity pages ask for specific facts, details, examples, and a quote box/factoids area to support their writing.

Students are assigned research and writing tasks (e.g., "Researching Alexander Hamilton and writing an essay," "writing an article as if reporting for a newspaper") that require gathering information and composing written responses. The book-jacket activity asks students to write a summary and on the front flap to explain what they learned and whether they recommend the book, which invites them to make a claim (recommendation) and provide reasons. The skills list includes "Paraphrase major ideas and supporting evidence" and "Present findings in a specified format," indicating students will summarize information and present evidence when sharing products.

Students are asked to form and justify an opinion in the wrap-up prompt: "Do you think you would enjoy a life with no change? Why or why not?" Students are specifically prompted to cite textual evidence in the discussion question: "What evidence from the book supports your theory?" Several activities require locating and quoting or underlining sentences from the text (Option 1 illustration asks students to underline three or four sentences and record a phrase or sentence from the book to use in their picture).

Several comprehension questions ask students to make claims and explain their reasoning (e.g., QUESTION #1: "Do the Tucks seem like the kidnapping type? Why or why not?" and QUESTION #2: "Do you think the Tucks' secret is a 'big, dangerous secret'? Why or why not?"). The Investigating Groundwater activity gives students a hands-on simulation and a linked video that provide factual information students can use as evidence. The Wrapping Up and parent prompts ask students to explain groundwater, describe cycles, and discuss how the book's fantasy elements conflict with natural cycles, requiring students to support their points with explanations.

Students are asked (Option 1) to write paragraphs describing the Fosters' and the Tucks' homes using the author's descriptions and to place quotation marks around any words or phrases taken directly from the text. Question #3 asks students to decide if the Tucks' eternal life is a blessing or a curse and to explain why, prompting students to give reasons for a claim. The Juxtaposition activity asks students to locate words and phrases the author uses to compare the two families, which requires selecting textual evidence to support their comparisons.

Students are asked in Activity 1 to record three examples of cause and effect from the novel and to "select one example and write a cause and effect paragraph," using a graphic organizer as an outline for a topic sentence, body sentences, and a conclusion. The Student Activity Pages include a sample paragraph that uses events from the text (the man in the yellow suit hearing the music box) as the basis for a developed paragraph. In Activity 2 students read two Norse myths and a linked web article and then write three similarities and three differences between those texts and the novel, drawing on those texts as sources of information.

The Parent Plan skills explicitly tell students to "provide evidence from the text to support understanding" and to "draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved," which directs students to use textual evidence. Question #1 asks students to answer "Do you think Winnie's relationship with her family will ever be the same? Why or why not?" requiring students to give reasons for a claim about the text. The book/movie comparison activity asks students to "record three ways the movie differed from the book," which requires students to cite specific differences (textual or film evidence). A web link to an author interview is included as a source students can read for author-based conclusions.

Students identify and record three quotes or actions from the book that describe characters' feelings about living forever and place them under pros and cons, which requires them to gather textual evidence and link it to their claims. Students prepare a two-minute opening argument that must state their position, discuss its importance, and explain why their argument is valid, which asks them to provide reasons and relevant support. During preparation and the debate, students write and answer specific opponent questions and follow rules (e.g., do not present opinions as facts), practicing use of evidence to defend claims.

Students are asked to state an opinion and justify it in Question #3 ("Do you think Cassie should have refused the book, too? Why or why not?"), which requires giving reasons grounded in the text. Students complete a "Recognizing Discrimination" graphic organizer in which they record specific incidents from chapters and explain "How was this an example of discrimination?", prompting them to cite textual examples and explain their relevance. Students watch a primary-source video about the Civil Rights Movement and write a three- or four-sentence journal response guided by questions, engaging with a credible source and summarizing what they learned.

Students are instructed to research the state of Mississippi and to use three named websites as sources (KidsKonnect, InfoPlease, Mississippi State Website). Students must record information on a "Mississippi Facts" graphic organizer or create a tri-fold brochure that requires them to write about climate, natural resources, statistics, and three historical events. Students are also asked to compare Mississippi to their own state by answering "How is Mississippi similar to your state?" and "How is Mississippi different from your state?", which requires using gathered information to make comparative statements.

Activity 2 asks students to write a 6–10 sentence formal letter to the head of the school board in the Logans' community explaining what the county is doing wrong, why it is wrong, and what should be done to correct it. The prompt requires students to identify at least two problems that need to be addressed and to include specified sentence structures in the body of the letter. The Parent Plan section provides concrete examples of injustices (e.g., worn-out textbooks, unequal funding, no school buses) that students can cite in their letters.

Students are asked to answer an evaluative question (Question #2: Do you think Stacey should have gone to the Wallace store to get T. J.? Why or why not?), which prompts them to state a position and give reasons. Students are instructed to "keep track of instances of discrimination" as they read, providing textual details they can use as evidence. The Parent Plan lists a skill to "Critique the credibility of characterization," which asks students to evaluate characters and plausibility using the text.

Students are asked an evaluative question (Do you think Cassie should have apologized to Lillian Jean again? Why or why not?), which requires them to state a claim and give reasons. The Skills section includes connecting and clarifying main ideas by identifying their relationships to other sources and related topics, prompting students to relate ideas across texts. Activity 2 directs students to watch a web video about Jim Crow laws and discuss it with a parent, providing a credible source students can use to learn more about the topic.

Students answer and discuss text-based questions that ask them to explain motivations and meanings (for example, why Uncle Hammer bought a car, whether Cassie should have apologized, and what Mama means about respect versus fear). Students create a persuasive poster to promote positive race relations and are asked to describe why their poster would be effective in swaying public opinion. The Skills section and parent prompts ask students to write responses to literary texts and to explain events and character choices.

Students answer opinion and explanatory questions that require justification, for example, "Why did Stacey give T.J. his new coat?" and "Do you think Stacey should have done this? Why or why not?" Students complete a Venn-diagram activity comparing the Logans' Christmas to their own using descriptions from specified pages and respond to a prompt about how Mr. Morrison's action could lead to community change, which asks them to explain cause-and-effect based on the text.

Students are prompted to make and justify claims in comprehension questions such as "Do you think Lillian Jean was worth Cassie's taking a stand for? Why or why not?" and to explain whether Ms. Landon should have given T.J. a break. Students are asked to keep track of instances of discrimination while reading, and to read the "Integrated Bus Suggestions" page and "underline the three suggestions you think were most important" and "explain to your parent why you selected them," which requires giving reasons tied to the text. A web link and historical flyer are provided as sources students can consult when explaining what they learned about the Montgomery Bus Boycott.

Students are asked to write a five-paragraph book report that includes a final paragraph specifically intended to "convince the reader of the book's importance and why they should read it," and organizers prompt students to record ideas about setting, characters, the major problem, and suspenseful events to support that claim. The rubric and instructions emphasize bringing characters to life, revealing details and meaning of the story, and using descriptive, engaging sentences to persuade the reader. Students must produce two full paragraphs with topic sentences, supporting body sentences, and conclusions that focus on quality sentences and convincing the reader to read the novel.

Students are asked to finish a rough draft of a report and to read their revised and edited book report aloud, which requires them to present a claim about the book. Discussion prompts ask students to answer opinion questions with justification (e.g., "Do you think Stacey should have tried to rescue T.J.? Why or why not?" and "Do you think people will believe T.J. ... Why or why not?"), prompting students to provide reasons. The lesson also asks students to identify instances of discrimination and to summarize and predict events, demonstrating engagement with and understanding of the text.

Students are asked to create a four-slide presentation that requires them to present a problem, provide examples of discrimination "based on what you learned from the story as well as what you learned about the Jim Crow laws and other related video and text presented in the unit," and offer suggestions for change. The skills list explicitly instructs students to "Support opinions with detailed evidence and with visual or media displays that use appropriate technology." The presentation rubric evaluates whether the speaker maintained a clear, coherent message and included a balance of important details, which directs students to use supporting details in their oral argument.

The Parent Plan explicitly lists as a skill: "Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge." The comprehension questions (Q1–Q3) require students to give reasons for characters' reactions and events. Option 1 asks students to list three things they can do to prepare for an assignment and to describe how each item would prepare them, and Option 2 asks for 3–4 sentences explaining why an assignment is the best fit—both prompt students to state and support reasons.

Students are asked to discuss whether Jonas' community is a utopia and to explain why or why not, which requires making a claim and giving reasons. Students read Chapters 3 and 4 and answer inferential and comprehension questions in complete sentences and record descriptive words on a timeline, tasks that prompt them to use details from the text to support understanding. Students are instructed to list three criteria for establishing laws and three criteria for home rules in a journal and to explain their reasoning, which asks for supported claims and justification.

Students are asked in Activity 1 to evaluate each rule, record a possible positive and negative effect, and "write a sentence to explain [their] decision," which requires stating reasons and supporting judgments. Question #4 prompts students to say whether anything is wrong with the system and explain why, encouraging them to give reasons for a claim. The Skills section directs students to "Explain whether facts included in an argument are used for or against an issue," which prompts analysis of evidence within arguments. The Parent Plan asks students to defend their decisions about rules, reinforcing practice in giving reasons and justification.

Students read Chapters 9 and 10 and answer comprehension questions in complete sentences, including explaining what Jonas learned and which of the eight rules would be most challenging and why. The "Character Timeline" and short-answer questions require students to describe Jonas in the text, demonstrating understanding of the reading. Activity 2 asks students to think of three historical events, describe each in three to four sentences, and then explain how each memory could help Jonas's community, prompting students to give reasons linking historical events to effects on a society.

Students are asked to answer open-response questions in complete sentences (e.g., Question #2 "Do you agree with him? Why or why not?" and Question #4 asking why Jonas wants the community to share memories), which requires them to give reasons for a claim. The plan asks students to discuss answers with a parent and to record information about Jonas on a "Character Timeline," prompting them to explain and refer to details from the chapters. The parent prompts also ask students to recommend the book and explain why, which asks for justification of a claim.

The persuasive writing option asks students to "Write a short letter to Jonas' community that explains freedom" and to "Explain the benefits of freedom and why it is worth the pain," which prompts students to make claims and give reasons. Activity 1 asks students to consider historical examples (e.g., the Holocaust, communist societies) and to answer questions about dangers of uniformity and trade-offs, which invites students to use relevant examples as evidence. The skills list explicitly includes "Write persuasive letters" and "Interpret text by explaining theme," linking argumentative writing to understanding the text.

Students are asked to explain and justify their choices on the "Musical Selection" page by writing the name of each song and explaining why they would share it. Discussion prompts ask students to answer "Why or why not?" about whether Jonas and The Giver can change the community, prompting students to give reasons for their positions. The skills section notes that students should "write responses to literary or expository texts that demonstrate an understanding of a literary work," and reading questions require complete-sentence answers about plot and character discoveries.

Students are asked to "Analyze how Jonas changed as the book progressed" and to add final thoughts to a "Character Timeline," which requires identifying events and character development. The Parent Plan skills explicitly include "Examine reasons for a character's actions, taking into account the situation and basic motivation of the character," prompting students to explain motivations. The question set asks students to explain why the planes were most terrifying, requiring students to give reasons tied to text details. The Final Chapter option instructs students to "Keep these changes in mind" and "try to stay true to his character," encouraging use of understanding from the text when composing their chapter.

Students read an informational text (What Was the Great Depression) and answer questions that require them to list causes (Q1) and explain effects (Q3, Q4), which asks for reasons and explanations drawn from the text. Students examine multiple primary-source firsthand accounts and are directed to create a photo journal using two accounts and matching images, and to indicate where they got each picture (credit the source). The Parent Plan skill list explicitly includes "Integrate the main idea and supporting details from multiple sources," and students compare the purpose/viewpoint of an informational book and a historical novel (Q5), which requires using text-based reasons.

The Skills section tells students to "analyze, make inferences, and draw conclusions about the author's purpose... and provide evidence from the text to support understanding," which asks students to use textual evidence. The Wordsmith activity requires students to locate passages they find important and then read them aloud and discuss why they identified them, prompting students to explain and justify choices with reasons. Option 1 asks students to "describe how the phoenix might serve as a symbol for Esperanza's circumstances," which requires making a claim about symbolism and using details from the reading to support that interpretation.

The lesson asks students (Option 2) to use two specific websites about the Mexican Revolution to complete Venn diagrams comparing social/class systems and political systems in Mexico and the U.S., requiring them to extract information from those sources. Students are prompted to identify similarities and differences and are given possible answers that summarize evidence from the readings. The activities require students to reread descriptive passages and to select and justify visual representations of wealthy vs. poor train cars, which asks them to use textual details to support their comparisons.

Students are asked to take on the role of a Travel Tracer to describe where characters moved to and from, describe each setting in detail, and give the page locations where each scene is described, which requires citing textual evidence. Students must "explain what role the setting plays in the conflict of the story," prompting them to state a claim about setting and support it with references to the text. In Activity 2 students read specified pages about the Dust Bowl, watch linked videos from PBS/USDA, record quotes from those sources, and create a poster that incorporates those sourced quotes and an image.

The Problem-Solution Paragraph activity requires students to state a problem, explain why the problem exists in the next two to three sentences, and provide a solution with supporting details in the following two to three sentences, which directs students to provide reasons and supporting information. The example paragraph is broken down to show a topic sentence (claim), explanation of causes (reasons), and a solution with details (evidence). The Skills section explicitly tells students to "offer persuasive evidence to validate the definition of the problem and the proposed solutions." The Literary Luminary task asks students to choose passages and explain their reasons for picking them, prompting students to cite text-based support and show understanding of the chapter.

Students are asked to state an opinion about whether caring for the children might be good for Esperanza and to explain why or why not, which prompts making a claim and giving reasons. As Connectors, students record connections between the book, their life, and the outside world, which asks them to cite text-based or real-world links as support. Discussion prompts ask students to share connections and to answer comprehension questions that require them to explain events and causes from the chapter.

Students are asked to examine listed reasons workers might go on strike and record information from the book that could support those reasons, summarizing examples and providing page numbers on the 'On Strike!' activity page. Students are directed to listen to two first‑hand interviews (Library of Congress links) that provide primary-source accounts of migrant camp life. The lesson includes prompts and parent guidance asking students to explain examples from the text that support the strike reasons and to answer discussion questions that require stating a position (e.g., whether Esperanza should strike) and explaining why.

The Skills section explicitly states students should "provide evidence from text to support understanding," which requires students to locate and use textual support. Activity 4 and the Parent Plan ask students to compare adaptations and to "explain how his script is similar to and different from the actual events found in the story," prompting students to cite parts of the book when describing differences. Activity 3 asks students to "highlight some of the main events from the story" and to "talk about the characters and the obstacles they face," which requires referencing text-based details when composing the trailer script.

Students are asked to explain preferences and reasoning in questions such as "Of the poems you read today, which did you enjoy most? Why?" and "Which version do you like best and why?", which requires them to give reasons for claims. Students are asked to reread and compare versions of a poem, which asks them to use textual details to support their comparisons. Students are instructed to find and read an encyclopedia entry about Charles Darwin, which directs them to use a credible source to learn about a topic.

Students are asked to research a prehistoric animal before writing an obituary, including details about its habitat and how it lived, which requires gathering information to support the obituary content. Students are directed to read examples of obituaries in local newspapers or online, modeling a genre that uses factual detail. Students are given links to BBC and National Geographic videos and a fossil excavation activity that provide informational sources and physical evidence about prehistoric life.

Students are asked to answer "Which poem did you most enjoy in today's reading? Why?", prompting them to state a claim and give reasons. Students brainstorm and record ways humans and animals depend on plants in a journal, generating examples and explanations that show understanding of the topic. Reading questions (identifying metaphors, rhyme patterns) and parent-guided discussion ask students to interpret text details, which requires using textual understanding to support explanations.

Students formulate a hypothesis, run the camouflage experiment (Option 2), record numeric results ("I picked up ___ black dots."), and write a conclusion and follow-up explaining what the data show about camouflage. Students locate lines in poems that contain dashes, copy the lines, and explain how or why the dash is used (Option 2, Part II), supporting their explanation with quoted text. Students answer reflective questions that require giving reasons (e.g., "Which poem did you enjoy most today? Why?"), prompting them to state and justify personal claims.

Students are asked to state which poem was their favorite and explain why (Question #1), which requires them to give reasons for a claim. Students are asked to record a line that creates a vivid image and describe the words the author uses (Question #3), which asks them to cite and explain textual evidence. Parent discussion prompts ask students to explain whether insects make good subjects for poetry and whether we can learn about ourselves by observing insects, which require students to support opinions with explanations.

Students are asked to answer why a poem was their favorite, which prompts them to give reasons for a claim. The "Analyzing a Poem" activity asks students to find poetic devices, list words/phrases from the poem, identify tone and theme, and explain how rhythm and rhyme affect meaning, which requires citing textual details to support interpretations. The student activity page also directs students to draw an image and list words/phrases that create that image, which involves pointing to specific evidence from the text.

Students are asked to explain the irony in "In Praise of Self-Deprecation" and to identify positive attributes Whitman gives animals, tasks that require citing lines or details from the poems as support. The Student Activity Page Part II asks students to choose poems and explain why each poet might have used an ellipsis, prompting students to make interpretive claims and support them with textual reasoning. Parent prompts ask students to explain which words and phrases from a poem influenced their illustration, requiring students to point to specific language as evidence.

Students are asked to answer text-based comprehension questions (e.g., explain why Cusi was fascinated and interpret the line "He must understand"), which requires giving reasons drawn from the reading. The Parent Plan explicitly instructs students to "support by referencing the text to determine effectiveness of figurative language," and the activity asks students to reread Chuto's description and personify items, promoting use of textual details.

Activity 2 asks students to create a "Guide to Incan Landmarks," instructing them to "give an interesting description of each site and the historical significance it has for the culture" and telling them "You can use the websites provided as sources of information." The Parent Plan skills explicitly list locating and exploring relevant sources and synthesizing research into a written or oral presentation. The Reading and Questions require students to answer comprehension prompts in complete sentences using details from Chapters 9 and 10 (e.g., listing ways llamas are used), which has students extract and record textual evidence.

Students are asked in Option 1 to brainstorm cultural aspects to preserve and to "Explain why each is important to you and to the community," which requires them to provide reasons supporting their claims. Option 2 directs students to research the Spanish conquest using provided web links and to write a poem that should include accurate historical information, which encourages use of external sources. Students also read Chapters 13–14 and answer comprehension questions, demonstrating understanding of the text that can inform their claims.

Students are asked whether they would recommend the book and why, which prompts them to make a claim and give reasons. The 'About the Author' activity directs students to turn listed facts into an informative paragraph, requiring them to use facts as support. The Llama Slideshow activity instructs students to read reference materials or specific websites and then organize 2–3 sentences per slide, which requires students to gather information from external sources.