Students analyze and cite primary sources in the Reading and Questions section (e.g., Questions #1-#4 ask them to identify endnote sources and judge whether sources are valid and reliable). In Activity 2 (John Adams the Suitor) students make a two-column list of positive and negative attributes and answer a reflective question about the importance of marriage, which requires weighing evidence about Adams. The Questions to Discuss section prompts verbal discussion with a parent about how citations help readers and how available letters influence historians, which can prompt students to consider evidence presented by others.

Students are asked to explain why an author used passive voice and to argue whether active voice would have been more effective (Option 2, Part II), which requires citing the author's choices and defending a position. In Activity 2 (Option 1) students must state an argument about what the artist thought in Paul Revere's engraving and support that argument with 2–3 specific examples from the image. The wrapping-up Questions to Discuss prompt students to evaluate the author's balance of personal life and historical context, inviting reasoned responses based on the text.

Students are asked in Activity 1 (Option 1) to read a letter and then compare their own thoughts on the letter with the way the biography's author used it, explicitly asking what the author highlighted and what the student noticed that the author did not. Activity 1 (Option 2) directs students to ask how the source connects to what they're studying and whether it supports or challenges other information. The materials repeatedly invite students to "discuss the questions together" or "talk through each question with a parent," providing opportunities to hear others' perspectives while analyzing evidence.

Students read original letters between Abigail Adams and Thomas Jefferson and are prompted to note what each writer discusses and what impressions they give (e.g., "What do Thomas Jefferson and Abigail Adams write to each other about?"). Students complete a diary entry in Abigail Adams's voice that asks them to describe topics of the letter, characterize Jefferson, and explain how his friendship influences her. The activity therefore requires students to take in others' expressed information and use it to produce a reasoned account of influence.

Students are required to quote directly from at least one primary source in one of their scenes and to explain the impact of events and quotations on Abigail Adams, which requires them to use evidence to support claims. Students must present a 6–9 minute play to an audience and the rubric explicitly includes a criterion that students "answer questions thoughtfully post-performance," indicating a planned opportunity to respond to others' input. The plan also asks students to review the rubric with a parent and be available to answer questions, creating occasions for verbal exchange about the project.

Students are asked to compare characters as leaders and to "list specific examples to support your assertions," which requires them to justify their views with textual evidence. In Option 2, students compare the Seven Commandments to the Bill of Rights and answer questions that ask them to explain which document they would prefer and why, requiring justification. The lesson includes prompts to "talk to a parent" and "Questions to Discuss," which set up opportunities for students to engage in discussion with others about their views.

Students are asked to compare work on Manor Farm and Animal Farm in Activity 1 and to "use specific examples from the text to support your points," which requires them to justify claims with textual evidence. The lesson's skills list includes analyzing and evaluating themes in relation to personal and societal issues, which prompts students to form and support opinions. The "Questions to Discuss" section (e.g., asking whether animals were happier under Jones or the pigs) directs students to talk about their interpretations with another person.

Students are instructed to talk with a parent about which activity option to complete and to show and talk a parent through their finished map. Students are told to read their 2-minute speech aloud to a parent and to discuss questions about antecedents and how leaders influence memory with a parent. The Parent Plan includes a explicit "Questions to Discuss" section prompting a one-on-one conversation about the battle and its memorialization.

The Student Activity Pages require students to research historical figures and provide a "Specific evidence that leads to that connection," which asks students to support their interpretations with evidence. The reading questions ask students to explain events (e.g., how Napoleon won out, how Snowball and Napoleon differed), prompting students to interpret text-based information and give reasons. The "Questions to Discuss" and wrap-up prompt students to explain what Orwell is saying about leaders and to give examples, which invites students to state and explain their viewpoints in a discussion format.

Students are asked to weigh competing explanations in Question #4 about whether Snowball visited the farm or Napoleon fabricated the story, which asks them to consider evidence and give a supported answer. The persuasive writing task (writing Rules for Ruling from Napoleon's perspective) requires students to use examples and appeals to convince readers, which practices justifying a viewpoint with evidence. The activity instructions ask students to "talk with a parent about what you think and about how you were able to identify the type of letter," prompting an exchange in which students must articulate the evidence that led to their decision.

In Question #2, students evaluate how often claims are backed up with credible evidence and are asked to explain reasons behind misinformation, which requires them to consider evidence when judging claims. The "Questions to Discuss" section prompts students to talk about why Frederick tricked the animals and how Napoleon maintains power, inviting verbal explanation and reasoned responses. The reading questions and discussion prompts ask students to explain credibility and causes, which involves justifying views with reference to textual evidence.

Students are asked to discuss their conclusions with a parent in the "Questions to Discuss" section, including "Do you agree with the point you think Orwell was trying to make?" Activity 2 and the option pages require students to identify specific incidents from the text and "explain how each example... connects to the theme," which asks students to justify their views with textual evidence. The lesson also prompts students to ask a parent which activity option to complete, creating at least one intended conversational exchange about their ideas.

The lesson's Skills section requires students to "cite textual evidence" and to "analyze and evaluate themes," which asks students to support claims with evidence. Activity 2 asks students to provide at least two specific incidents and explain connections between the novel and historical or modern situations, prompting students to justify views with examples. The Parent Plan includes "Questions to Discuss" and asks students to consult a parent about which option to complete, implying some opportunity for verbal exchange of ideas.

The lesson includes 'Questions to Discuss' prompts that ask students whether they agree and to explain why, encouraging students to state and justify their views. Parent-plan discussion prompts ask students to compare how discoveries were made (Thomson vs. Roentgen), which asks students to use evidence from the readings to explain differences. Reading comprehension questions require students to answer based on text details, supporting practice in using evidence to justify answers.

The Parent Plan includes a "Questions to Discuss" section that asks students to give examples of how science and ethics crossed paths and to consider positives and negatives of living at Los Alamos, which invites verbal discussion and reflection. The reading and sample planning show scientists (for example, Einstein changing his view about ether) and include page-cited evidence that students must use to support points. The activity asks students to discuss two causes or effects and to provide examples from the book, prompting them to use evidence when explaining ideas.

Students are instructed to support each point with specific details and examples and to include page numbers or quotation marks when using information from the book, which requires citing evidence for claims. The assignment requires a conclusion that gives a verdict based on the points of comparison or contrast, asking students to justify which option is better. The Parent Plan includes "Questions to Discuss" and prompts parents to talk with students about which option to complete, providing some opportunity for oral discussion of ideas.

Students categorize specific statements as Common Knowledge, Give Credit, or Give Credit and Quote (CK, GC, GCQ) and are required to explain their answers, which asks them to justify their classifications with reference to the text. Students practice paraphrasing and summarizing and are repeatedly reminded to give credit when using others' ideas and to record sources and page numbers. The activities include examples and answer keys that model explaining why a passage should be quoted, paraphrased, or treated as common knowledge.

Students are asked to evaluate two possible solutions by listing pros and cons and then explain which solution is better, which requires them to justify their chosen view using evidence. The sample paragraph and mini-paragraphs show scientists weighing competing explanations (ether vs. photons) and concluding based on evidence, providing a model for justifying views. The student activity planning sheet guides students to compare solutions against criteria and to write a chosen solution with an evaluation, reinforcing justification based on gathered reasons.

Students are directed to locate and record information from multiple sources, paraphrase or quote others, and integrate statistics or quotations to support their own observations when writing the research paper. Students complete a KWS chart listing what they already know and what they want to know, then record research notes and page/URL citations to compare prior knowledge with new information. Students are asked to explain why scientists believed particular ideas and to include what experiments showed, which requires using evidence from sources to justify claims in their writing.

Students watch a video on linguistic profiling and answer journal questions that ask whether Twain is promoting stereotypes and whether he should have avoided using dialect, prompting them to weigh evidence from the video and text. Students read historical articles about slavery and are asked to consider how the book mirrors the political and social era and to list rules slaves followed, requiring them to use evidence from sources. Multiple prompts ask students to "discuss" quotes and the novel's dialect and to summarize the video, which asks for explanation and evaluation of viewpoints.

Students are asked to answer journal questions such as "How do we know that Huck and Jim are superstitious? How do we know they share this point of view?" which requires citing text-based evidence to justify interpretations. Students complete a sketch-and-compare activity where they draw the same objects from different seats and then compare sketches, prompting them to describe and discuss differing perspectives. The lesson includes discussion prompts (e.g., "How might Adventures of Huckleberry Finn be different if Pap or Jim were telling the story?" and parent-student discussion tasks) that ask students to talk about how experiences shape viewpoints.

Students are asked to present the "Types of Writing" slideshow and discuss differences between narrative and expository writing with a parent, which requires listening to and responding to another person's explanation. Students must complete a compare-and-contrast Venn diagram and then write a paragraph that requires them to support claims about Huck and Jim with evidence from the novel. In the blindfold activity a parent reads passages aloud and students identify the type of writing based on the information they hear, practicing listening and classifying others' statements.

Students read and analyze a published persuasive essay and answer questions about the writer's thesis, reasons, and types of evidence (Option 1/Part I). In Option 2 Part II, students imagine writing an essay that takes the opposite position and brainstorm a thesis, reasons, and supporting evidence. Students are instructed to share their persuasive writing with a parent and ask which arguments were strongest and whether the parent was convinced.

Students read a linked article presenting both sides of the debate (Editing the Novel) and are asked directly, "Are you convinced... What persuaded you?" prompting them to consider others' information. Students must plan a persuasive paragraph using a Persuasion Map and are instructed to use a combination of types of evidence to support their reasons. The lesson also tells students that "analyzing the 'other side' and its arguments can make your paper stronger," which asks them to engage with opposing viewpoints.

Students create three collage posters and are asked to explain the pieces of the collage and why specific pieces of writing fit into a particular category, which requires them to justify categorizations. Students are asked to consider what the raft and the river symbolize and to include a symbol or object that reflects that meaning, prompting students to support their interpretations. The "Questions to Discuss" and wrapping-up prompts ask students to give examples and discuss representations, implying oral explanation and justification of their views.

Students listen to two slave-narrative recordings and take notes comparing the lives and dialects in those narratives to the character Jim in the novel. Students write 3–4 sentence journal responses interpreting Hemingway's quote and make compare/contrast notes about dialect and figurative language. The parent/teacher prompts ask students to share the narrative they chose and to discuss which techniques they used in their own writing.

Students are asked to take notes while watching the film, observing changes the director or actors made to character, plot, language, setting, or dialect and to consider why those changes were made. Students are prompted to compare and contrast the novel and movie, decide whether the directors' choices were good, and explain whether changes impacted the movie positively or negatively. Parent-plan discussion prompts ask students to share how the movie and novel are similar or different and to explain which they enjoyed more and why.

Students are asked to discuss guided questions with a parent or group (e.g., "What do you think courage is? Was Elijah courageous or not?" and "Was Elijah justified in feeling embarrassed?") that require considering others' viewpoints and weighing events from the text. The lesson includes discussion prompts about the risks and rewards of the Underground Railroad that ask students to evaluate evidence and discuss whether those risks were worth it. Students also prepare and present a persuasive 6-8 sentence speech encouraging a freed slave to move to Buxton, which asks them to use reasons that could respond to others' concerns.

Students read two contrasting texts (Fitzhugh and Douglass) and are asked explicitly whether they agree with Fitzhugh and to explain why or why not, prompting them to cite evidence. Students are directed to analyze Douglass's passage (circle vivid adjectives, underline repeated verbs) and to evaluate whether his account is persuasive and which features make it so, which supports justifying a view with textual evidence. The lesson also asks students to judge whose voice is more authentic and to compare perspectives, requiring students to weigh evidence from different sources.

The Parent Plan includes several 'Questions to Discuss' that ask students to evaluate another character's opinion and state whether they agree, for example: 'What is Mr. Leroy trying to communicate to Elijah? Do you agree with Mr. Leroy? Why or why not?' The lesson also asks students to discuss pros and cons of the settlement rules and to explain the meaning of a proverb and provide examples, which require students to give reasons for their positions. The lesson prompts students to share responses with a parent (or partner) in several places, including the monologue and t-shirt activities, implying an exchange of ideas.

Students are asked to read multiple firsthand quotes and images about slavery and write what they learned from each source, which requires attending to new information presented in those materials. Discussion prompts (Questions to Discuss and Life Application) ask students to talk with parents about whether Mr. Leroy was justified and whether Elijah made the right decision, inviting students to consider alternative perspectives. The Accounts of Slavery activity has students compare varied excerpts and artworks and explain what each reveals, which asks students to use evidence from sources to form responses.

The "Questions to Discuss" section asks students to answer "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?", which requires students to justify their views with textual evidence. Other discussion prompts (e.g., "Do you think MaWee will be better off in Buxton? Why or why not?") ask students to explain reasoning and cite details from the text. Parent-plan notes explicitly tell students to "discuss these answers" and suggest specific pieces of evidence students might cite (theatrical tricks, painted eyes, Sammy outwitting him).

Students are asked to discuss vocabulary words and compare their context-based definitions with a parent, which requires listening to and considering another person's input. In Activity 2 students answer discussion questions about the importance and fairness of education and may be interviewed (Option 1) or write a play scene (Option 2) in which characters explain why they risk obtaining an education, giving students opportunities to state and justify viewpoints. The parent plan repeatedly prompts discussion of students' thoughts and asks parents to point out ways reading and writing create opportunities, prompting students to consider evidence about education's value.

The lesson asks students to evaluate Mr. Leroy's decision to trust the Preacher (Question #2) and directs them to "note the evidence of the Preacher's past faults," which asks students to justify their opinion using text evidence. The "Questions to Discuss" ask students to consider whether Elijah bears responsibility and suggest students may "notice" facts and weigh both good and bad about the Preacher, prompting evidence-based reasoning. The character comparison activities require students to identify similarities and differences between characters, which invites students to cite character traits from the text to support their comparisons.

Students are asked to give and defend opinions (e.g., QUESTION #4 asks whether Elijah did the right thing and notes answers may vary), which requires students to justify their views. Students are prompted to discuss the use of humor and its appropriateness with a parent and to compare and contrast community, Mr. Leroy, and Elijah responses, which asks them to explain reasons and consider alternative perspectives. Students prepare and perform a mock newscast or write a humorous article for family/friends, which has them present a viewpoint and potentially respond to audience reactions.

Students are prompted to "Discuss your thoughts with a parent" about the author's Q&A and to "discuss his responses to the interview," which requires them to listen to and respond to another person's information. The "Questions to Discuss" ask students to explain reactions and give several examples of Elijah's courage, which asks students to justify their views with textual evidence. The Student Activity Page asks students to write 2–3 sentences explaining an allusion's origin and connection to the book, using cited biblical passages, which has students incorporate new informational sources into their explanations.

Students are asked to write a paragraph explaining their personal connection to Elijah of Buxton and to "Use specific examples from the book and explain the impact of these incidences on the story and on you," which requires them to justify responses with textual evidence. Discussion prompts (Questions to Discuss) ask students to explain emotions, how the author created those responses, and to answer "Would you have chosen to end the book the same way... Why or why not?", prompting students to give reasons for their views. The plot diagram and theme web activities require students to cite events and instances from the text to support their identification of conflict, climax, and themes, which practices evidence-based justification.

Students read multiple sources that present arguments FOR and AGAINST human cloning and take labeled note cards summarizing those opposing views. Students identify authors' counterarguments and rebuttals in Activity 3 and are instructed to include at least one counterargument and a rebuttal in their own essays. Students are asked to revise their thesis based on the evidence they gather and to support claims with detailed evidence, examples, and reasoning as reflected in the rubric and research tasks.

The Skills section directs students to "introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims" and to "anticipate and address reader/listener concerns and counterarguments," which students practice while composing and revising persuasive essays. The Activities require students to produce a final persuasive draft and to "deliver persuasive presentations" that differentiate fact from opinion and support arguments with evidence, implying practice in recognizing opposing views. The "Questions to Discuss" and parent prompts ask students to discuss character motivations and evidence, providing a context for students to hear others' perspectives.

Students are prompted to discuss ethical questions from The House of the Scorpion in the "Questions to Discuss" section, which asks them to explain actions, results, and what was learned. Students are instructed to read the "Human Cloning" essay, mark specific fallacies with colors, and thus locate and cite evidence within a text. Students must share and discuss their created advertisements with a parent and see if the parent can identify the fallacies, providing an explicit opportunity for oral exchange and feedback.

Students read two opposing essays on human cloning and use the "Arguing the Issue" activity page to record each author's main arguments and identify logical and rhetorical fallacies. The activity asks students to reflect on "What do you think was the most compelling part of the author's argument? What would have strengthened the argument?", prompting evaluation of opposing evidence and reasoning. Students also practice creating and identifying fallacies through a partner game, which reinforces analysis of others' claims.

The Parent Plan lists a skill to "cite the textual evidence that most strongly supports an analysis," which requires students to use evidence to justify interpretations. Activity 1 asks students to compare Opium and the United States using a graphic organizer and consider questions about who holds power, legality, and human rights, prompting students to form and record comparative claims. Several tasks (Activity 2 options and multiple "Discuss with your child" prompts) instruct students to discuss the book's warnings and questions with a parent, creating opportunities for students to hear others' ideas during discussion.

Students are asked to "share [the family crest] with a parent and discuss the symbols and choices you made," which requires explaining and responding to another person's reactions. The "Questions to Discuss" prompt students to consider Tam Lin's statement about clones versus Matt's experience and to compare and contrast how characters use power, prompting students to engage with others' perspectives and textual evidence. Parent-plan directions ask students to discuss vocabulary definitions and sentences/illustrations with a parent, encouraging them to respond to feedback and clarification.

Students complete a Science Fiction activity page that asks them to match characteristics of science fiction with "Evidence From The House of the Scorpion" and then conclude whether the novel fits the criteria, requiring them to cite and use textual evidence to justify a claim. Students read persuasive passages and identify irrelevant evidence, and they write and present a persuasive paragraph to parents, which requires analyzing and defending the use of evidence. Discussion prompts ask students to explain whether Matt's existence means El Patrón still "exists" and to evaluate the Keepers' values, prompting students to consider alternative viewpoints and provide reasons.

Students are prompted to write journal reflections using specific excerpts from the text to identify religious symbols and explain how Matt internalizes them, which requires students to support interpretations with textual evidence. Students create a poster of Tam Lin or Celia and are asked to explain why they chose particular symbols or words, prompting them to justify their representational choices. Parent and discussion prompts ask students to explain and defend judgments (for example, whether the consequences of friendship are worth the benefits), which asks students to articulate reasons for their views.

Students are prompted to reconsider their position on cloning by answering whether the book reinforced or changed their views and whether they would approach the essay differently. Students are instructed to use the "Evaluating My Essay" pages to reflect on their arguments and whether they used rhetorical or logical fallacies, then discuss their reflections with a parent. Students complete activity pages that require them to identify specific fallacies (marking yes/no and providing examples) and earlier questions ask students to define and explain how to use a counterargument effectively.

The lesson includes explicit 'Questions to Discuss' that ask students to debate Fiver's intuition and the Threarah's leadership, prompting students to explain reasons (e.g., "Do you think Fiver's strong sense of dread was based in reality?"). Several activities instruct students to identify foreshadowing and symbolism in passages and then "discuss your child's findings with" a parent, which creates an opportunity to hear new information from a partner. Option 1 and Option 2 ask students to view a film clip or read a book and then discuss instances of foreshadowing, which can prompt exchange of ideas and evidence.

The lesson includes explicit discussion prompts (Questions to Discuss) that ask students to explain Pipkin's comparison, interpret the Story of the King's Lettuce, and explain Fiver's explanation—tasks that require discussing text-based ideas. The Connection Commander role asks students to make connections between the book and their own experiences or world events and then write several sentences explaining those connections. The Strange Rabbits Venn-diagram activity requires students to list characteristics of each group using information from the text, which asks students to use textual evidence when comparing viewpoints.

Students select two passages to discuss with a parent (Passage Practitioner) and record reasons for choosing each passage, which requires them to explain and defend their choices. In the Rabbit Societies activity students compare leaders' positive and negative traits and are prompted to "discuss with a parent" which option to complete, which asks them to describe and justify choices. Option 1 and Option 2 both require students to create products (a campaign slogan/logo or community flags) and "discuss your child's choices" with a parent, prompting students to explain and provide reasons for their decisions.

Students are assigned the literary role of Summarizer and will write and share a summary of Chapter 31, which requires them to present their understanding to others. The "Questions to Discuss" prompt asks students to talk about Fiver's philosophy and explicitly asks "Do you agree or disagree? How does your personal belief system compare to his?", which invites students to state and compare viewpoints. Activity 1 directs students to read story summaries, "consider why each story was important," and "record your thoughts," which can be used as the basis for discussion about messages and values.

Students are assigned the literary role of Questioner and asked to develop 3–5 discussion questions about Chapters 35–37 and to share and discuss those questions with others. The Parent Plan and Activities prompt students to compare and contrast settings (Venn diagram or artwork) and to explain their setting maps to a partner or parent, which requires sharing observations and discussing connections between setting, characters, and plot. The Parent Plan also provides explicit 'Questions to Discuss' that students are expected to talk about with others.

Students are asked to express their own views on an environmental issue and to consider how Richard Adams communicates concern for the environment, which requires identifying evidence in the text. Students are given discussion prompts (Questions to Discuss) that ask for evidence of the theme of environmentalism and how the author communicates ideas through characters, setting, and plot. Students select a creative vehicle (visual art or song/poetry) and are instructed to consider how the form or medium connects to and supports their expressed concern.

The parent-plan discussion prompts ask students to provide examples of Hazel's leadership and to describe why Woundwort made a particular decision, requiring students to cite events and reasoning from Chapters 41–45. The dramatization activity asks students to decide whether to add or omit material from the text and to include notes for music/lighting, which asks them to defend choices about faithfulness to the original work. The character-card and question tasks require students to identify characters' actions and reactions, which supports using textual evidence to justify interpretations.

Students are asked to discuss the ending of Watership Down with a parent and to answer guided "Questions to Discuss" (e.g., identify the "dea" and explain how she saves the day), which requires citing events from the text. The unit test prompt V asks students to "describe [a leader's] leadership style" and "give two examples," prompting students to justify their claims with textual evidence. The study guide and literary-terms questions ask students to provide examples of foreshadowing and other devices, which requires students to support interpretations with evidence from the novel.

Students research historical references using provided web links and complete the "Historical References" activity page, answering factual questions about Communists, the meaning of "Aryan," Mein Kampf, anti-Semitism, and yellow stars. Students analyze propaganda by choosing three Nazi posters, identifying target audiences and goals, and describing what makes each poster effective. Students record examples of propaganda from the day's reading on a structured chart and are asked to share their poster choices with a parent and discuss guided questions about consequences and motives.

Students are prompted to discuss and justify opinions in the "Questions to Discuss" (e.g., "Do you think he went too far... Why or why not?" and comparing friendships), which asks them to give reasons for their views. The lesson directs students to "Discuss with a parent why each of these phrases..." in the Be Specific section, requiring verbal exchange about interpretations of language. Activity 1 asks students to read excerpts of laws and answer questions about rights and citizenship, which requires using textual evidence to support answers.

The lesson includes discussion prompts that require students to state and support opinions, for example: "Do you think Max is being selfish? Why or why not?" and questions about whether sharing nightmares had any effect on the characters. Parents are instructed to discuss how meanings change (e.g., the standover man question) and to have students record examples of propaganda, which can be used as evidence in discussion.

In Activity 1 students are asked to watch two clips of Hitler speaking and to "take notes on what might people may have found compelling about the way Hitler spoke," and to answer discussion questions that ask them to explain why he began slowly and what aspects of the rallies appealed to crowds. The parent-plan explicitly encourages a spoken discussion in which students respond to prompts such as why Hitler's delivery built momentum and to compare the experience to other public events, which requires students to offer reasons tied to observed evidence from the clips.

Students are asked to answer inferential questions (e.g., Question #4 asks why Death's disturbing descriptions relate to Liesel's story) that require them to explain reasoning and link textual evidence to a claim. The "Questions to Discuss" section prompts students to state opinions and give reasons (e.g., "Do you think it was believable that Max could have successfully hidden... Why or why not?"). Several prompts ask students to identify their favorite example of figurative language and explain why it was effective, which asks students to justify their evaluations with examples from the text.

Students analyze wartime media (newsreel, PBS article, Ernie Pyle column) and answer questions that ask them to identify informational versus propagandistic elements and to give examples from the sources. Students complete the "War Journalism" page questions that require explaining how reporting brought vivid descriptions and how Pyle's columns differ from straight news, which asks them to justify interpretations with textual or visual evidence. Students are prompted to record examples of propaganda from the reading (e.g., Liesel saying "heil Hitler," soldiers calling the march a "parade") and to explain the significance of those examples on the Propaganda page.

Students are asked in the "Primary Sources vs. Historical Fiction" activity (Part II) to choose three ideas and provide specific examples from the day's primary source reading or The Book Thief that reflect those ideas, which requires using textual evidence to support claims. In Option 1 students must create an illustration and explain why they chose that scene and what was significant about it, prompting them to justify their interpretation with reference to the excerpt. Discussion prompts (e.g., "Do you think the Steiners should have let Rudy go to the special school? Why or why not?") ask students to explain and support their positions.

Students conduct a Journey Interview in which they find someone who has undergone a significant journey, ask guided questions, and jot down important parts of the person's answers. Students are instructed to read over the interview questions and answers and decide how to communicate the journey as a diagram or map, selecting the most important details that communicate what the person learned. The Parent Plan includes discussion prompts and encourages students to talk over options with a parent, which creates opportunities to hear and respond to others' perspectives.

Students read an essay by Walter Cronkite and a speech by a journalist about wartime censorship, then are asked to take a side on whether modern-day citizen journalism should be censored and write reasons with specific examples to support two reasons. They are instructed to write a specific argument an opponent might make and how they would refute it. The parent plan encourages an informal mock debate with a parent taking the opposing side to help students test out and defend their reasons.

Students are asked to write a literature response that refers to specific examples from the book ("Refer to specific examples from the book in your discussion") and an example response models stating an opinion and citing text (the student cites Atticus's advice). The lesson includes prompts to "Read and discuss your child's response with her" and several "Questions to Discuss" that require students to discuss characters' actions and values with others.

The Student Activity Page "The Mysterious Boo Radley" asks students to list things based on hearsay and things based on personal experience or reliable sources, compare and contrast the two columns, and then "develop your own hypothesis about who Boo really is." Question #4 asks students to state who they think mended Jem's pants and to "explain these occurrences," prompting students to use textual evidence to support their claims. The "Questions to Discuss" section poses prompts (e.g., why Jem cried when the knot‑hole was filled) that require students to consider evidence and offer explanations.

The lesson includes explicit "Questions to Discuss" that ask students to talk about Atticus's reasons for forbidding the racial slur and to consider its historical and contemporary meaning, prompting students to explain and justify viewpoints. A discussion prompt asks what Uncle Jack learns from his interaction with Scout and notes that he "changes his mind," which directs students to identify when a character revises a view based on new information. The parent notes repeatedly instruct to "discuss with your child" and provide sample answers that model acknowledging new information and comparing evidence (e.g., Jack learns to ask for both sides).

Students are asked open-ended discussion questions that prompt them to explain and justify their interpretations (e.g., "Do you agree or disagree? Explain" about Mrs. Dubose as an example of courage). Prompts ask students to consider Atticus's reasoning about conscience and to give reasons why he might have kept his marksmanship a secret. The wrap-up includes a quotation about respecting others' opinions, which students can use as a basis for discussing differing views.

The Parent Plan includes an example literary response in which the student says, "I was surprised... It made me realize how deep the racial tensions are," showing a student acknowledging new information from the text and reflecting on it. Parents are instructed to "read her response together and talk about the points she raises," which asks students to share and discuss their reactions. Activity 2 asks students to select an image and write two or three sentences describing how the image relates to the story, which requires students to connect evidence to their interpretation.

Students read chapters 18–20 and compare Mayella's testimony and Tom Robinson's version of events, identifying specific details (Questions #1 and #2). Students complete activities that apply legal terms and trial procedures to the Tom Robinson case (The Trial fill-in and ordering the sequence of trial events). Discussion prompts ask students to evaluate outcomes and reasons (e.g., "Do you think the jury will believe Atticus's version? Why or why not?"), which requires citing evidence from testimony and courtroom procedure.

Students are prompted to discuss and defend positions in the "Questions to Discuss" and "Wrapping Up" sections, e.g., "Do you think the jury's decision was inevitable? Why or why not? Was it just? Why or why not?" Students read Jim Crow laws and the trial outcome and are asked, "Having read the story and studied Jim Crow laws and their effect on the South, what do you think?" The activity asks students to explain reactions (Reverend Sykes, Finch family, community) and to consider who or what determined whether justice was achieved, which invites justification with textual and historical evidence.

Students answer discussion prompts that require them to explain and justify interpretations based on text evidence (e.g., explaining Miss Maudie's comment about Atticus, explaining the quote about the ‘secret courts of men's hearts,' and evaluating Scout's comparison to Hitler). Students complete a graphic organizer listing examples from the novel where innocence is threatened or destroyed, using textual incidents (Tom Robinson's death, Boo Radley, treatment of Scout) as support. The lesson asks students to analyze Mr. Underwood's editorial and Maycomb's reactions, which requires students to interpret new information presented in the text and cite evidence.

Students are asked to 'put yourself in this character's skin' by writing a 6–8 sentence diary entry or by creating a Venn diagram that compares and contrasts two characters' perceptions, feelings, and reactions, which asks them to articulate and explain different points of view. The lesson includes 'Questions to Discuss' that prompt students to consider unanswered questions from the text and offer reasons (e.g., noting hints and foreshadowing) for their answers. Students are also directed to select quotes, explain them in their own words, memorize one, and share that quote with others, which requires students to restate meaning and present justification for their interpretations.

Students watch the film and keep a running list of similarities and differences between the novel and the movie, which provides concrete evidence they can cite. The student activity page asks questions that require explanation and evaluation (e.g., "What do you think were the biggest changes... Why do you think those changes were made? Do you agree with the director's decisions...?"), prompting students to justify their views. The lesson also asks students to compare and contrast and to choose a creative response (poster or script) that requires them to defend interpretive choices.

Students plan and give an oral presentation to an audience of family and friends and are instructed to "ask them to give you feedback, both on your presentation and on their reactions to what they learned from it." The parent/skills section and rubric require students to "present claims and findings" and to "support judgments through references to the text, other works, other authors, or personal knowledge." Students are also told to practice, revise, and smooth unclear sections of their presentation prior to presenting.

Students read both Longfellow's poem and Paul Revere's first-person account and complete a Venn diagram noting similarities and differences, which requires identifying conflicting facts and differing purposes. Students mark lines they find effective and compare how poetic form versus a factual account influences readers, prompting them to consider how evidence and form affect interpretation. An optional extension asks students to read an article about Longfellow's inaccuracies and to consider whether knowing the poem is inaccurate changes their appreciation, and discussion questions prompt students to judge which version is more effective and why.

Students are asked to identify and explain figurative language in specific poems (e.g., Part I asks for examples of personification in the "Paul Revere's Ride" stanza and to compare the comparisons in "Hope is the thing with feathers" and "There is no frigate like a book"). The "Questions to Discuss" section prompts students to explain and defend responses (e.g., "Is it an example of personification? Why or why not?" and "Would the concrete poems...still be effective...? Why or why not?"). Student writing tasks (Part II) require students to use sensory observations and textual examples to compose and justify poetic lines and descriptions.

Students read Poe's essay excerpt on the Student Activity Page ("The Poetic Principle") and are asked to state "According to Poe, what should poetry focus on?" and to "Record at least one line from two different poems by Poe that, in your opinion, demonstrates that focus," which requires citing evidence to support a claim about Poe's view. Students complete written explanations on the "Using Commas, Part 2" page, where they must explain why they added or did not add commas to specific sentences, justifying their choices with grammatical rules. The "Questions to Discuss" prompts ask students to explain how closely their poem followed Poe's style, encouraging reflection that could reference textual evidence.

The question about "Gubbinal" asks students to apply a proposed meaning for a word and consider whether that new information changes their understanding of the poem, prompting students to revise interpretation in light of evidence. The "Euclid" question instructs students to look up a reference and then compare that context to Whitman's poem, requiring students to incorporate new factual information into their analysis. The Student Activity Page asks students to compare how closely two villanelles adhere to formal rules, which asks students to weigh textual evidence when judging poetic form.

Students are asked to compare two poems and answer which poem they liked better and why, requiring them to provide reasons tied to specific lines or images (Activity 1, question 5). Students analyze and interpret specific lines and phrases from poems and explain why an image or line is effective (Activity 1, questions 1, 2, 3, 4), which asks them to justify their interpretations with textual evidence. The ellipses activity asks students to explain why a poet used ellipses and to evaluate punctuation choices, prompting evidence-based explanations.

Students are asked to share a poem with a parent and ask for one or two suggestions, then make revisions and save both original and revised versions, which requires them to receive and act on others' input. The parent discussion prompts ask students to explain what changes they made and how those changes improve the poem, which asks students to justify revisions. Option 2 requires students to describe why they used each punctuation mark, asking them to explain and justify their compositional choices.