Students read Chapter 7 aloud and answer a question asking whether they have ever felt as upset as Pete did (Question #2), which prompts them to reflect on their own feelings in relation to the character. In Activity 2, students reread the passage describing Pete's sadness and record the exact words and phrases the author uses, then discuss what makes those phrases powerful. Activity 5 has students write a paragraph about a time they were very happy or very sad, using the fishbone organizer to express their personal perspective.

Activity 1 asks students to write a journal entry from Anna's point of view, so students practice adopting a character's perspective. The wrap-up asks students to predict whether Sarah will enjoy Kansas and to support their opinion, so students practice stating and supporting their own viewpoint. The reading-and-questions task has students summarize Chapter 2 verbally, which practices expressing an understanding of the text's content and perspective.

Students are asked to consider how Sarah, Anna, and Caleb might feel as Sarah arrives and to answer text-based questions about characters' feelings and actions. Activity 1 requires students to write a journal entry from Anna's point of view, and Activity 3 asks students to pretend to be Anna when selecting a welcome token and to write why that token is special. These tasks require students to adopt and express a character's perspective and to use details from the chapter to support responses.

The Skills section explicitly says students should "use personal experiences and knowledge to interpret written and oral messages," which asks students to reflect on their own perspective. The Introduction asks the child to describe what it feels like to leave a familiar place and go to a new place, prompting students to state personal feelings. Activity 1 asks students to write a journal entry describing Anna's thoughts and the Wrapping Up prompts ask what Sarah might be thinking, which engages students in articulating character viewpoints and relating them to their own responses.

Students are asked to answer questions about characters' motivations (e.g., why Sarah asks about winter and why Papa teaches her to plow), which requires them to infer a character's perspective. Activity 1 asks students to write Anna's journal entry, prompting them to adopt a character's point of view. Activity 3 and the Wrapping Up prompt students to describe their own winter experiences and then discuss similarities and differences between their winter and the Kansas winter described in the chapter.

Students are asked to write a persuasive letter from the point of view of Caleb or Anna to convince Sarah to stay on the farm, which requires adopting a character's perspective (Activity 2 and Activity 3). The lesson prompts students to record three reasons and support each with examples from the book, encouraging them to use the characters' feelings and experiences as evidence (graphic organizer and example about singing). Students also compare two persuasive examples and discuss which is more convincing and why, practicing analysis of different authors' persuasive positions.

Students are asked to "pretend to be Anna" and plan a "Welcome to Kansas!" party for Sarah, which requires them to write a card "from Anna to Sarah" and draw a gift as Anna would give. Step 2 directs students to write a paragraph about decorating "thinking about what Sarah would like and what materials you would find on a farm," prompting consideration of a character's preferences. The self-editing checklist includes audience-focused prompts such as "Are your words going to help Sarah make her decision?", which asks students to shape writing for a character/audience.

Students read Helen Keller's quotes on the "Helen's Voice" page, underline strong phrases, and discuss how Helen's life experience makes her voice unique. Students compare two example pieces in the "Writing With Voice" activity and answer questions such as which piece they enjoyed and what words or phrases they liked. Students write about an event from their own timeline focusing on their personal voice and respond to reflective prompts (e.g., "Do I hear you in the writing?").

Students are asked to write scrapbook pages in Helen's voice (written in first person) and to decide what they think Helen would include, which requires adopting the author's/person's perspective. In the interview option, students play the part of Helen Keller, develop questions, and write Helen's answers while considering how a blind and deaf person might respond. The scoring rubrics for both the scrapbook and interview include a criterion for "Helen's voice," asking that students make Helen's voice apparent in their work, and students are guided to draft and revise their responses.

Students are asked to compare their own preferences to characters (e.g., "Are you more similar to Morning Girl or Star Boy? Why?") and to judge which narrator's account is most like their own (Voices in the Park Q6). Activity 5 has students each write an account of a shared outing and then compare differences and similarities, prompting students to reflect on why accounts vary. Activities (journal entries, Venn diagram ‘Comparing Accounts', and identifying narrator voice) require students to identify and record what each narrator thinks, feels, and says.

The lesson has students compare the voices of Morning Girl and Star Boy and discusses that the author created these distinct points of view. Students are directed to write two first-person paragraphs, one in Morning Girl's voice and one in Star Boy's voice, using an organizer that prompts what each character would see, hear, think, and do. The editing rubric includes a Voice criterion that asks whether the voice of the character is apparent throughout the paragraph, and students are asked to revise to make each character's voice obvious.

Students are asked to read the epilogue and discuss how the explorers and native people have different cultures and reactions, and to answer questions about how the explorers and natives might feel (Questions #10 and #11). In Activity 3 students write a short journal entry from Morning Girl's point of view and another from an explorer's point of view and use the Morning Girl/Visitor Organizer to record each person's description, thoughts, and feelings. The wrapping up prompts review that people can experience the same event yet have very different feelings.

The plan asks students to "review how there is more than one point of view" and to compare encounters in Morning Girl and Encounter (Question #7), prompting comparison of perspectives. Step 2 directs students to write two "before and after" poems—one from the perspective of the native people and one from the perspective of Columbus—requiring students to adopt and express two distinct viewpoints. Question #3 asks students to reflect on a personal experience of not being listened to, which invites students to articulate their own feelings and perspective.

The lesson asks students to answer "How does the author describe an Egyptian town? Would you want to visit an ancient Egyptian town? Why or why not?" which requires students to state the author's description and then give their own response. Activity 2 asks students to compare a king and a president and then write a paragraph explaining why they would rather live under one system or the other, prompting students to articulate a personal viewpoint after comparing informational content. The reading questions also direct students to identify factual descriptions (e.g., why pyramids were built, how schools differed), which can be used to characterize the author's presentation of Ancient Egypt.

The lesson explicitly defines "point of view" and tells students that journal entries are written in the first person using "I." In Activity 3, students are asked to write a journal entry from the point of view of a peasant in the Middle Ages describing daily work and feelings, and to refer back to the reading and images for details. These tasks require students to adopt a narrator's perspective and express thoughts and emotions from that peasant's viewpoint.

The lesson asks the child to relate personal experiences to text and includes prompts that require students to state opinions (e.g., asking why life in a castle might be better than the life of a peasant). Activity 2 has students compare events in a castle to events in their own community, and the wrapping up question asks students to compare the book's depiction of castle life to fairy tales and movies. The skills list explicitly includes "Relate personal experiences to those found in text," which directs students to connect their own perspective with text content.

Students are instructed to read pages from the two unit books and discuss the difference between the factual text and the fictional text, which requires attending to how the author presents information. The skills list asks students to "Discuss an author's structural decisions and word choice," and the lesson directs students to notice that the factual paragraph voice differs from the fantasy paragraph voice. The editing rubric includes a category for "voice," prompting students to evaluate and revise voice in their own writing.

Students are asked to listen to Avi explain how he came up with the idea of Poppy and then summarize Avi's idea, which requires identifying the author's perspective. Students are prompted to state what they think the book might be about and to explain whether they would enjoy being an author, providing opportunities to state their own views. In the Mouse and Owl Research activity, students predict human characteristics the author might give each animal and then mark which characteristics the author actually uses, which asks students to notice the author's choices.

Students are asked to write a paragraph about what they have in common with one of the characters and to support that opinion with evidence from the story and events in their own life. Several discussion and journal questions (e.g., "Are you more similar to Ragweed or Poppy? Why?") require students to state their own views about characters and events. The Wrapping Up prompts ask students to reflect on power and to cite situations from their own lives where power is used respectfully or abusively.

Students are asked whether the descriptions of Dimwood Forest make it seem like a good place or a bad place, which elicits their own point of view. They are then asked to reread the author's descriptions on specified pages and point out the words and phrases that make the place feel bad, which directs them to identify the author's language and perspective. The Skills section also asks students to use personal experiences and knowledge to interpret written messages, linking student interpretation to textual evidence.

Students are asked directly to describe their own changing feelings for Dimwood Forest (Question #1) and to write a summary of Chapters 13 and 14 in their journals, which requires stating their own response. Students are also asked how the author describes Dimwood Forest and how that description differs from Chapter 10 (Question #2), and whether the forest changed or Poppy's point of view changed (Question #3). These prompts require students to identify their own point of view, identify the author's description, and consider differences between character perspective and author description.

Students are asked open-response questions that require personal judgment (e.g., "Do you think it was a good idea for Poppy to humiliate Mr. Ocax? Why or why not?" and "Do you think Poppy should have told Mr. Ocax the truth about the fake owl? Why or why not?"). Students predict outcomes (ask to predict how Poppy will get the salt) and explain characters' feelings (why humiliating Mr. Ocax gave Poppy a feeling of power). Students write a personal journal entry about a time they showed bravery and then read it aloud, connecting their experience to the character's actions.

The lesson asks students to give their own interpretations (e.g., "Ask your child what she thinks Poppy will do now that Mr. Ocax is not around," and questions such as "Why do you think Poppy did not feel joy…?" and "Why do you think Poppy encouraged her family and friends to dance…?"). Activity 3 asks students to explain why the author jumps forward in time and presents the author's interpretation that children represent new life. The Story Tree worksheet includes a space for "Your feelings about the book," and the Wrapping Up prompts ask students if they see the world differently after reading.

The lesson asks students to explain the author's message in their own words (Skills: "Explain characters and author's message in own words") and to answer discussion/journal questions about character motives and events (e.g., why Charlotte weaves words, whether Charlotte's plan will work). The lesson prompts students to state personal reactions (e.g., "what she has enjoyed most about the characters") and to respond to opinion questions (Question #4: answers will vary). The friendship activity asks students to state "what the author has taught her about friendship" and to describe the friendship between Wilbur and Charlotte.

For the Book Review option, students are instructed to state their opinion of Charlotte's Web and explicitly say whether they would recommend the book, and they draft three paragraphs including a recommendation. The lesson provides a model book review that uses evaluative language and asks students to write their own review and edit it for publication. The Book Review rubric and checklist require students to record their recommendation and judge interest, spelling, and paragraph content, which supports practice in expressing a personal point of view.

Students are asked to state and justify personal opinions in guided questions (e.g., "Was it right for Armand to take the children away from the bridge? Why or why not?" and "Is Armand a good person or bad person? Why do you think this?"). Students compare groups and perspectives in the double-bubble map activity by writing similarities and differences between the Calcet children and the Gypsies, and they discuss the idea that all people have the same needs and are equally valuable. Students also answer interpretive questions about characters' feelings and motives (e.g., why finding the shoe signified hope to Armand).

The lesson asks students to compare themselves to characters (Getting Started: ask which character is most like her and explain why) and to compare the Calcets' Christmas Eve to their own (Wrapping Up). The Skills section explicitly lists 'Use personal experiences and knowledge to interpret written and oral messages,' and several discussion questions (e.g., Q4 and Q7) ask students to give reasons for events or judge whether Armand was right to say something. The Gifts activity requires students to think about characters' traits and choose items for them, which asks students to adopt or evaluate character perspectives.

The lesson asks students to locate the author's nouns and adjectives and record the author's adjective alongside a student-generated adjective, and to discuss the effect of the author's word choices on the reader. Activities prompt students to place animals in the scene "based on the author's description" and to answer an open-response question (Do you think that Tepui noticed every living thing mentioned in the chapter? Why or why not?), which asks for the student's viewpoint. The Skills section explicitly includes 'Comprehend and examine an author's decisions and word choice' and 'Locate and discuss examples of an author's use of specific word choice.'

The Skills section instructs students to "Use personal experiences and knowledge to interpret written messages," supporting students in expressing their own viewpoints. Multiple questions and activities ask students to give and justify personal opinions (e.g., Q6 "How did Prince Brat feel about life in the castle? How do you know?", Q7 "Do you think this is true? Why or why not?", Activity 2 asking if Jemmy and Prince Brat are friends and to finish "A good friend...", and Wrapping Up asking which character is more respectable and why). Activity 3 asks students which character they are most similar to and to explain why, prompting students to state personal perspective and compare it to character perspectives.

Students are asked to identify the author's message directly (QUESTION #10: "What do you think the author's message of the book was?"). Students are prompted to express personal reactions and preferences about the ending (QUESTION #6 and QUESTION #8 ask whether they liked the ending and how they would want it to end). The Book in a Bag activity asks students to choose an item to represent the theme (author's message) while other questions (e.g., QUESTION #9 about acceptance) ask students to state their own views with evidence.