Students analyze paragraph structure by identifying topic sentences, supporting sentences, and concluding observations in provided paragraphs (Activity 1, Part I). Students identify sentences that do not fit a paragraph and write replacements, which requires recognizing irrelevant or off-topic evidence (Activity 1, Part II). Students locate and record citations and evaluate whether sources cited in Chapters 3 and 4 seem valid and reliable (Reading questions and Question #4).

Students are asked to analyze Paul Revere's engraving and "state your argument about what the artist might have thought" and to "support that argument with 2-3 specific examples," which asks them to use evidence to back a claim. Students are instructed in Activity 2 to explore primary sources (diaries, letters, images) and to write a first-person account based on those sources, requiring use of source material as support. In Option 2 of the voice activity, students must choose passive-voice clauses from readings and "explain why the author used the passive voice," which asks them to provide reasoning about an author's choices.

Students read Abigail and John Adams's letters and complete activities that ask them to summarize main topics and note interesting points. In Option 1, students compare their own reading to how the biographer used the letter and answer questions about what point the author attempted to convey and how much of the letter was quoted. In Option 2, students analyze the source for author/creator, purpose, audience, content, context, and point of view and are instructed to look for specific places in the letter that provide evidence for their answers.

The reading question #2 asks students to state "What argument did Abigail Adams make for educating women?", which requires students to identify a speaker's claim. The Parent Plan explicitly lists the skill to "Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept," supporting practice in locating claims and how sentences develop them. The Wrapping Up/Review directions ask caregivers to review students' answers to the reading questions, reinforcing identification of claims from the text.

Students are asked to find a news article about girls' education and select a 4–6 sentence paragraph to analyze using the Paragraph Analysis activity. The Paragraph Analysis page asks students to determine the role of each sentence and the connections between sentences, with suggested statements such as "States the main point of the paragraph," "Gives an example of...," and "Provides transition to..." which requires students to identify main points and supporting sentences.

Students complete a Paragraph Analysis (Part 2) that asks them to identify Abigail Adams's stance on education for girls and to analyze her influence, with one question asking students to evaluate the role of a quoted sentence (answered in the key as "supporting evidence"). The unit test and rubric require students to cite or read from at least one primary source and to provide accurate dates and historical information, and planning pages prompt students to summarize events and list relevant primary sources for each scene. The rubric also asks students to answer questions thoughtfully after their performance, which provides an opportunity to discuss claims and evidence.

Students read Chapter 1 of Animal Farm and answer direct comprehension questions (Q1–Q3) that ask how Major characterizes life on the farm, where he places blame, and what he proposes as the solution. The questions require students to identify Major's claims (e.g., life is miserable, humans steal their labor, rebellion is the answer). Activity prompts ask students to cite examples from the text when describing characters, which requires returning to Major's speech for support.

Students answer a comprehension question (Question #4) that asks how the pigs justified having the milk and apples, requiring them to identify the pigs' stated reasons (for health and for doing "brainwork") and the claimed consequence (Jones' return if pigs failed). In Activity 1, students compare Manor Farm and Animal Farm and are instructed to "use specific examples from the text to support your points," which asks students to cite evidence to back comparative claims. The discussion prompt asking whether the animals were happier with Jones or the pigs encourages students to form and state a position about the characters' leadership based on the text.

Students are asked to write a short (2 minute) speech honoring a participant in the Battle of the Cowshed that must explain the individual's role, highlight admirable qualities, and provide an audience lesson, which requires making claims and supporting them. The wrapping-up prompts ask students to think about how leaders influence the way events are remembered, which invites consideration of motives and claims about historical interpretation. Reading comprehension questions require students to cite specific events from Chapter 4, which could serve as textual evidence to support claims in the speech.

Students are asked to research Russian Revolution figures and complete pages that require listing a role, a connection to Animal Farm, and "specific evidence that leads to that connection," which asks them to link claims to supporting evidence. Reading questions ask students to explain how Napoleon won out over Snowball and how their leadership styles differed, prompting students to identify claims about characters and point to events that support those claims. A wrap-up discussion question asks students to state what Orwell is trying to say about the leaders, which invites students to articulate a central claim and support it with examples from the text.

Students read Chapter 7 and answer Question #4 which asks them to judge whether Napoleon invented or exaggerated Snowball's treachery, prompting students to consider competing claims and motives. In Activity 1, students write persuasive advice from Napoleon's perspective and are prompted to use examples and appeals to emotion or logic to convince a reader, giving practice with constructing and supporting claims. The activities ask students to explain causes (e.g., why animals wanted to hide the food shortage, why hens protested), which requires students to cite events from the text as support.

Question #2 asks students to judge how often claims (about farm success, stories of Frederick's treatment of animals, Snowball's role, and his alleged moves) are backed by credible evidence and to consider reasons for possible misinformation, prompting evaluation of evidence. Question #1 asks students to list how animals close to Napoleon reinforced his leadership (protecting him, announcing his presence, making up titles, giving speeches, attributing good things to him), which prompts identification of specific claims and propaganda tactics. Parent discussion prompts explicitly ask how Napoleon maintains power (with misinformation and intimidation) and why Frederick tricked the animals, inviting students to consider motives and the role of irrelevant or misleading information.

Students are asked to cite textual evidence and provide supporting incidents for thematic claims (Skills section: "Cite the textual evidence..." and Activity 2: identify two or more incidents that illustrate each theme). Students must "show" and "tell" their audience by selecting specific examples from the novel to convince readers that a theme is central (Activity 2 instructions). The bubble-map/Analyzing Theme activity requires students to list specific incidents as evidence and explain how those incidents connect to a chosen theme.

Students plan and write argumentative letters (for example, a letter to Napoleon) that require them to state a purpose, list claims (see the Sample Outline listing complaints and supporting examples), and organize supporting examples into paragraphs. During revision, students answer questions such as "Is that main idea well-supported by evidence?" and "Are there other examples I could add that might strengthen my argument?" The rubric explicitly evaluates a student's "use of appropriate evidence" and the quality of ideas and support.

The Parent Plan lists that students will "determine the central ideas or conclusions of a text; provide an accurate summary" and "distinguish among facts, reasoned judgment based on research findings, and speculation in a text." Student activities require students to write a summary of Chapter 36 and to choose and create paraphrases, and the CK/GCQ/GC activity asks students to classify statements and explain their answers based on source material.

Students are asked to identify a problem, present two possible solutions, and list pros and cons for each solution (Activity 1 and the Student Activity Page). The assignment directs students to evaluate the solutions and explain why one is better than the other, and the provided sample compares competing explanations (ether vs. photons) citing experimental outcomes. The planning sheet requires students to determine criteria and evaluate a chosen solution, which engages them in weighing evidence for different claims.

Students read a student model paper and mark its thesis statement, topic sentences, transition words, and whether the author uses quotations or paraphrase (Activity 1). The KWS chart, research notes, and rubric require students to gather and record sources, use outside evidence (quotations, statistics), and distinguish among facts, reasoned judgment, and speculation (Skills and Research activities). The rubric also asks for effective use of outside sources and supporting details in body paragraphs.

Students are asked to view the 'Linguistic Profiling' video (Option 1) and answer journal questions about how people make judgments based on how a person sounds and how the video shows stereotypes are formed. The dialect activities prompt students to consider whether Twain's use of dialect promotes stereotypes and to summarize the investigative report shown in the video. The Parent Plan and Skills list also ask students to analyze the purpose of information presented in diverse media and evaluate motives behind its presentation.

Students read a model persuasive essay and answer questions that require them to identify the thesis statement, whether reasons are included, the three supporting reasons, and one type of evidence used for each reason. Students practice labeling reasons and evidence types in Activity 1 and then apply persuasive techniques (reason, emotion, beliefs, repetition, analogies, problem/solution, storytelling) by writing persuasive sentences in Activity 2. The Parent Plan also directs students to compare and contrast persuasive texts and analyze the evidence presented.

Students read a linked article about the Huckleberry Finn word-change debate and are asked, "Are you convinced… What persuaded you?" which asks them to consider another author's argument. Students must write a persuasive paragraph with a thesis and two reasons, plan using a Persuasion Map, and are instructed to use a combination of types of evidence to support their reasons. Students are also prompted to analyze the opposing side and to evaluate which of their reasons is stronger and which could have the most convincing evidence.

Students are asked to interpret and explain Ernest Hemingway's quote in 3–4 sentences, which requires identifying and articulating a speaker's claim about Twain's influence. Students listen to two slave narratives and take notes drawing conclusions about the lives described and comparing those accounts to the character of Jim, which engages them in analyzing speakers' statements in oral texts. The Parent Plan lists a skill to "Analyze the purpose of information presented in diverse media and formats and evaluate the motives," indicating an expectation that students consider intent and presentation of oral/visual material.

Students are instructed to write a 6–8 sentence persuasive speech encouraging a newly freed slave to reside in Buxton and then read it aloud to a parent (Activity 4), which requires them to state claims and provide supporting reasons. Students are directed to research Buxton and the Underground Railroad through linked readings and the author's note, giving them sources to cite as evidence for their speech. The Parent Plan suggests specific reasons for Buxton's success (strict rules, land ownership, good schools), which students can use as supporting claims in their arguments.

Students read paired passages by George Fitzhugh and Frederick Douglass and answer questions contrasting the two views, including whether Douglass's account is persuasive and whether they agree with Fitzhugh. Students are asked to consider which voice seems more authentic and to cite features that make Douglass persuasive (e.g., vivid adjectives, repeated verbs), and they mark adjectives and underline repeated verbs in the Douglass passage. The curriculum also prompts students to look for persuasion methods in everyday contexts and to explain which methods are effective.

Students are asked to interpret Mr. Leroy's remark and to respond: "What is Mr. Leroy trying to communicate to Elijah? Do you agree with Mr. Leroy? Why or why not?" Students are also prompted to explain the meaning of the proverb "familiarity breeds contempt" and to consider whether the settlement rules "serve a good purpose" or have downsides, which asks them to weigh reasons for and against those rules.

Students read and analyze first-person quotes and historical images in the "Accounts of Slavery" activity, writing words or phrases about what they learn from each source. Students respond to discussion questions asking whether Mr. Leroy was justified in his harsh response and to explain why or why not, which asks them to consider reasons and consequences. Students also synthesize information from Elijah of Buxton and supplementary sources when creating a poem or artwork about slavery, drawing on textual and visual evidence.

Students are asked to support an opinion in discussion: "Do you believe the conjurer's act was a flimflam? What evidence supports your opinion?" which requires citing textual details (painted eyes, unusual staring, Sammy outwitting him). Students may construct persuasive material in Option 2 (Carnival Advertisement) where they create claims to attract visitors using rhetorical/figurative devices. Comprehension questions and parent discussion prompts repeatedly ask students to cite episodes and details to justify interpretations of characters and events.

Students are asked to justify whether Mr. Leroy made a good choice to trust the Preacher (Question #2) and to consider whether Elijah bears responsibility for what happened to Mr. Leroy's money in the Wrapping Up discussion; these prompts ask students to note and use evidence (for example, the Preacher's past faults). The lesson asks students to describe character reactions and events (Questions #1–#4) and to assign descriptive words to characters, which requires citing textual details to support claims.

Students read short persuasive paragraphs and are instructed to highlight thesis statements and label the persuasive strategies used (Activity 3). Students identify an author's argument, the counterargument presented, and the author's rebuttal in a specific paragraph. Students gather research evidence on cloning, take source cards and note cards, and are directed to support claims with detailed evidence, examples, and reasoning when planning and writing their persuasive essays (Activities 1, 5, rubric).

Activity 2 asks students to revise and edit their persuasive essays, with a first reading focused specifically on the structure of the argument, correct persuasive-essay format, topic sentences, and clear supporting details. The Skills list explicitly states students will "Support claim(s) with logical reasoning and relevant evidence" and "Deliver persuasive presentations" that differentiate fact from opinion and support arguments with detailed evidence and reasoning. Parent guidance asks adults to prompt students to look for topic sentences and supporting sentences and to explain revisions made.

Students are asked to produce and deliver persuasive presentations that include a well-defined thesis, differentiate fact from opinion, and support arguments with detailed evidence, examples, and reasoning (Parent Plan skills). Students are directed to introduce claims, acknowledge opposing claims, organize reasons and evidence logically, and anticipate and address counterarguments (Parent Plan skills). Students must create a final draft of a persuasive essay and prepare a Works Cited page, which requires gathering and citing evidence to support their claims (Activity 2).

Students are given definitions and examples of specific logical and rhetorical fallacies (loaded terms, caricature, leading questions, false assumptions, incorrect premises). They read a persuasive essay on human cloning and are directed to identify and underline instances of those fallacies in the text using a color-coding scheme. Students also create advertisements that intentionally include at least three fallacies, and an answer key maps particular sentences in the essay to specific fallacy types.

Students read two persuasive essays and are instructed to use the "Arguing the Issue" activity page to record each author's main arguments, which requires them to delineate the speakers' arguments and specific claims. The activity page asks students to identify logical and rhetorical fallacies the authors employ, and to answer "What would have strengthened the argument?", prompting students to evaluate argument quality. The Parent Plan skill statement explicitly tells students to compare and contrast persuasive texts and to analyze the evidence each author presents.

Students are asked to "cite the textual evidence that most strongly supports an analysis" (Skills section), which requires locating support for claims about the text. Students complete a Comparing Societies organizer to record similarities and differences between Opium and the United States, directly practicing making and supporting comparative claims. Discussion prompts (e.g., "What warning do you think The House of the Scorpion offers?" and questions about the "pact made in hell") ask students to articulate the author's argument about society and draw connections to current issues.

In Question #2 students are asked, "How does El Patrón justify his plan to use Matt to prolong his own life?" which requires students to identify El Patrón's claims and stated reasons. The discussion prompt about Tam Lin's line, "No one can tell the difference between a clone and a human," asks students to consider how that claim conflicts with Matt's experience, prompting comparison of a speaker's claim with evidence from the text. The prompt to "compare and contrast the purpose and the methods of the power" asks students to analyze characters' reasons and actions as forms of argument or justification.

The Skills section explicitly states that students will "delineate and evaluate the argument and specific claims" and "recognize when irrelevant evidence is introduced." Activity 2 directs students to read persuasive passages, identify and highlight parts that use irrelevant evidence, and write their own 5-6 sentence persuasive paragraph that deliberately uses irrelevant evidence for later analysis. Discussion prompts ask students to distinguish pathos from irrelevant evidence and to analyze when emotional appeals are manipulative versus legitimate.

Activity 1 directs students to review a PowerPoint that "covers the structure of a persuasive essay and recommended persuasive techniques," and it explicitly lists "Logical and rhetorical fallacies" as material to study. The unit test review encourages students to create their own test and study persuasive techniques, which relates to recognizing arguments and flaws in reasoning. These items provide direct study material about persuasive claims and common flawed reasoning.

Students are asked to define and identify logical and rhetorical fallacies on multiple Student Activity Pages (including a list with items such as "irrelevant evidence") and to label examples, which requires recognizing when evidence is irrelevant. Students are prompted to explain the structure of a five-paragraph persuasive essay and to describe what a counterargument is and how to refute it, which requires identifying thesis and supporting claims. Students complete an "Evaluating My Essay" reflection that asks them to consider whether they used any rhetorical or logical fallacies and to reconsider the arguments they used about cloning.

The Parent Plan skills list asks students to "cite the textual evidence that most strongly supports an analysis" and to "determine a theme or central idea...and analyze its development," which requires students to identify support for their claims. Activity 1 directs students to summarize "El-ahrairah and the Black Rabbit of Inle" and to record what lesson the story teaches and why it is important to the rabbits, prompting students to identify reasons for the story's significance. Discussion questions ask students to explain how Hazel's leadership was strengthened and why the rabbits trust him and to respond to Fiver's philosophy, which asks students to consider reasons and offer agreement or disagreement.

Students analyze Nazi propaganda posters by choosing three posters, identifying the target group, stating the goal of each poster, and describing what makes each poster effective (colors, fonts, images that stir fear or patriotism). Students record and categorize examples of propaganda from the reading (e.g., the Molching Express article, the speech before the book burning, and the parade/bonfire) on an activity chart. The Parent Plan skills explicitly instruct students to analyze the purpose of information presented in diverse media and evaluate the motives behind its presentation.

Students are asked to record examples of propaganda from the reading and to consider whether characters' actions may have been influenced by propaganda, which asks them to identify persuasive content and its effects. Students read excerpts of the Nuremberg Laws and answer questions about eligibility for citizenship and the purpose of the Hitler Youth, which requires interpreting motives and the purpose behind presented information. Discussion prompts ask students to evaluate whether Hans's threats were justified, prompting students to state and defend a position about a character's actions.

Students are asked to record examples of propaganda (for example, noting Mein Kampf) which requires them to identify claims or persuasive materials and cite textual examples. Discussion prompts ask students to take positions and give reasons, for example "Do you think Max is being selfish? Why or why not?" and questions about how characters change and why Hans and Rosa let Max come upstairs require students to state claims and support them with text-based reasons. Several comprehension questions ask students to explain motivations and similarities between characters, prompting students to articulate claims and supporting details from the reading.

Students are asked to identify three persuasive arguments from Nazi texts and to identify logical fallacies (Activity 2, Option 2). Multiple student pages require students to analyze quoted propaganda, name the logical fallacy, state what emotions the argument appeals to, and explain why the argument may have been effective (Analyzing Propaganda pages). The lesson's answer keys and examples explicitly point out unsupported claims and lack of evidence (e.g., noting "There is no real evidence presented" about Jews' responsibility for the revolution), prompting students to judge the sufficiency of evidence.

The Parent Plan section explicitly lists the skill: "Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced." The Speeches and Rallies activity has students watch two Hitler clips and "take notes on what might people may have found compelling about the way Hitler spoke," and take notes on rally aspects "designed to appeal to the crowd." Discussion questions prompt students to consider aspects of speaking that were compelling and to evaluate the appeal of rally features.

Students are asked to record examples of propaganda from the novel and to complete the War Journalism activity after reading an article, viewing a 1943 newsreel, and reading an Ernie Pyle column. In the War Journalism questions students analyze how newsreels were informational versus propagandistic (Q3) and explain how Pyle's column creates living pictures rather than giving just facts (Q4–Q5). The Parent Plan skills also state that students will "analyze the purpose of information presented in diverse media" and "evaluate the motives" behind presentation.

Students are asked to read an essay by Walter Cronkite on censorship, take a side on whether modern-day journalism should be censored, and "write down reasons that support his opinion, examples or specifics to back up two of the reasons, and a specific argument his opponent might make (and how he'd refute it)." The Propaganda Posters activity prompts students to analyze posters with questions including "What logical fallacies do you notice?" The Skills and Parent Plan sections explicitly direct students to "explore and evaluate argumentative works," "recognizing the effects of bias, emotional factors, and/or semantic slanting," and to compare argument and counter-argument.

Students are asked to complete a Student Activity Page that requires listing five things about Boo based on hearsay and five things based on personal experience or reliable sources, then compare the two columns and develop a hypothesis about who Boo really is. The Parent Plan and Skills sections direct students to cite textual evidence that supports analyses and inferences drawn from the text, and several questions (for example Q2 and Q4) prompt students to use details from chapters 5–7 to support answers. A discussion prompt asks students to interpret Miss Maudie's remark about the Bible and provide an example, which asks students to explain the meaning and supply supporting detail.

Students are asked to explain Atticus's stated reason for defending Tom Robinson with the question, "Why does he say this? What does this tell you about Atticus?", which requires identifying a speaker's claim and rationale. Students must include at least one quotation from Chapters 8–9 and explain its meaning and importance in a literature response, connecting claims to textual evidence. Discussion prompts about Atticus's objection to Scout using the slur ask students to consider his reasoning and its implications for respect and integrity.

Students are asked to discuss and explain characters' reasons and claims in the "Questions to Discuss" prompts (for example, evaluating Miss Maudie's theory about why Atticus gave up shooting and explaining Atticus's claim that Mrs. Dubose was an example of courage). Discussion prompts ask students to state whether they agree or disagree and to explain their answers, which requires identifying a speaker's explanation and offering supporting reasons. The prompts also ask students to consider why Atticus never told his children about his skill, which asks students to articulate and defend competing claims about motive.

Students read chapters 16-17 of To Kill a Mockingbird and answer specific questions about the courtroom scene, including Question #4 which asks how Atticus sought to discredit Mr. Ewell; student answers identify specific claims and evidence (e.g., questioning lack of medical attention and proving Ewell was left-handed). Discussion prompts ask students to compare Aunt Alexandra's and Atticus's attitudes and to judge Atticus's affect in court, which requires students to identify attitudes, claims, and consider effectiveness. Students also recount where the children sat and describe town atmosphere, providing context for evaluating speakers and witnesses.

Students read chapters 18–20 and answer comprehension questions that require them to summarize Mayella's testimony (Question #1), Tom Robinson's version of events (Question #2), and Atticus's explanation of Mayella's actions (Question #4). Students complete activities that label courtroom roles and sequence trial events (The Trial flowchart and cut-and-paste ordering) and a wrap-up/discussion asks whether the jury will believe Atticus and to consider the jurors' decision based on the evidence presented.

Students are prompted to discuss whether the jury's decision was inevitable and whether it was just (Questions to Discuss), which asks them to make claims and justify them. Students read multiple real examples of Jim Crow laws and are asked to consider whether 'separate, but equal' is a just way to treat people, prompting evaluation of the laws' justifications. The Parent Plan notes that students will 'see how "separate but equal" was used to justify unequal treatment,' indicating engagement with the reasoning used in historical texts.

Students read Mr. Underwood's editorial likening Tom Robinson's death to the killing of songbirds and are asked to consider that comparison. Students are prompted to explain the meaning of the quote about Atticus using every tool to save Tom Robinson and to discuss Miss Maudie's comment pointing out the ladies' hypocrisy. Discussion questions ask students to compare historical events (Hitler's treatment of Jews) with the African-American experience, requiring students to articulate similarities and differences in reasoning.

Students are asked to plan and present claims and findings, with the rubric explicitly requiring presentations that emphasize salient points "with relevant evidence, sound valid reasoning, and well-chosen details." Students design slides "to clarify information, strengthen claims and evidence," and they practice and revise their oral presentation to smooth unclear or wordy sections. Students also solicit audience feedback after presenting, which could involve reactions to the content and reasoning.

Students read Longfellow's "Paul Revere's Ride" and a first-person account titled "Paul Revere's Ride in His Own Words," and they complete a Venn-diagram comparing the two texts, noting unique details and similarities. The answer key and parent notes prompt students to observe that Revere's account aims to report events factually while Longfellow's poem is dramatized and contains events not in the testimony. An optional extension asks students to read an article pointing out factual inaccuracies in Longfellow's poem and to consider whether those inaccuracies affect their appreciation.

Students read an excerpt from Poe's essay "The Poetic Principle" (Option 1) and answer the question "According to Poe, what should poetry focus on?" which requires identifying the speaker's claim. Students must record at least one line from two different Poe poems that "demonstrates that focus," requiring them to cite textual evidence linking lines to the claim. Students are also asked to create a concise definition of poetry, reinforcing their articulation of the speaker's central idea.