Students read Chapters 17 and 18 of Abigail Adams: Witness to a Revolution and primary-source letters between Abigail Adams and Thomas Jefferson. Students are asked to read at least two letters, consider what the writers discuss and how they influence one another, and then write a diary entry from Abigail Adams's point of view that reflects that influence. Students also reimagine the book in different genres, creating new titles and descriptions that show how genre choices change presentation and interpretation.

Students answer text-based comprehension questions about Chapter 1 (e.g., how Major characterizes life on the farm, who is to blame, what the solution is), requiring them to cite plot details. In Activity 2, students choose an adjective for each character and provide an example from the book that led them to that choice, directly drawing evidence from the text to support character analysis. The Student Activity Page asks students to identify subjects, verbs, and prepositional phrases in sentences drawn from the novel, reinforcing attention to textual detail.

Students are asked to determine themes and analyze character qualities (Parent Plan skills) and to provide objective summaries and examples from the text. In Option 1 students compare characters as leaders and are prompted to list specific examples from Animal Farm to support claims. In Option 2 students compare the animals' Seven Commandments to the Bill of Rights, explicitly asking them to use both the novel and an informational text in their analysis.

Students are asked to research key Russian Revolution figures (Czar Nicholas II, Karl Marx, Josef Stalin, Leon Trotsky, Vladimir Lenin), fill in their roles and birth/death dates, and create a short timeline linking those figures to events in Animal Farm. Each research page requires a "Connection to 'Animal Farm'" entry and a space for "Specific evidence that leads you to make that connection." The answer key explicitly maps characters (e.g., Napoleon–Stalin, Snowball–Trotsky, Old Major–Marx, Jones–Nicholas II), showing students must draw parallels between the novel and historical sources.

Students read Chapter 9 of Animal Farm and answer explicit comprehension questions that require citing plot events (e.g., treatment of Boxer, elections, Spontaneous Demonstration). Students create a plot diagram that requires them to determine key events in order and write 1-2 sentences stating a theme. Students identify themes and list at least two specific incidents as textual evidence to support each theme and explain how those incidents relate to the theme (Activity 2, Options 1 and 2 and the bubble-map evidence activity).

Students are asked to write letters that explain and analyze a central theme of Animal Farm and to provide supporting examples (e.g., letter options require sharing insights about a central theme and asking questions). The rubric and parent plan require students to determine a theme or central idea, analyze its development across the text, analyze how central characters influence theme and conflict resolution, and cite textual evidence that supports analysis. The sample outline and drafting activities require students to identify instances in the text (Napoleon breaking commandments, lying, comparisons to Jones) and organize those examples as evidence in their letter.

Students are instructed to collect information and quotes in a journal to analyze the story, characters, plot, and theme, and the parent plan skills explicitly list "Cite the textual evidence that most strongly supports an analysis" and "Determine a central idea of a text and analyze its development." Reading questions ask students to locate specific examples and quotes (e.g., a quote that demonstrates Widow Douglas's view) and to analyze dialect and author intent. Activities require students to draw connections between characters, themes (slavery, social judgment), and historical context using textual examples.

Students read Chapters 26–28 and answer guided questions about Huck's motives and actions (e.g., why he hides the money, where he hides it, and whom he blames), which requires citing events and character decisions. Students build a model raft and are prompted to "consider what the raft and the river symbolize" and to discuss what the Mississippi River represents for Jim and Huck. The wrap-up and discussion prompts ask students to review setting and symbols and to give examples of themes (freedom) and types of writing, supporting thematic analysis of the novel.

Students read Chapters 29–32 and answer comprehension questions about characters and events. Students locate and label examples of verbal, situational, and dramatic irony from provided passages in Adventures of Huckleberry Finn (Option 1) and are asked to find, list, and "analyze the irony" from the novel in Option 2. Students record examples on charts, categorize cut-out textual examples, and explain why items fit the definitions of each type of irony.

Students read chapters of Adventures of Huckleberry Finn and answer comprehension questions that require attention to plot and character (Questions 1–3). In Activity 1 students write 3–4 sentences interpreting Hemingway's quote by identifying Twain's techniques, themes, and use of dialect. In Activity 2 students listen to two slave narratives, take notes, and directly compare and contrast the life, dialect, and figurative language of real slave narrators with the character Jim in the novel.

Students are instructed to finish the novel and then view the 1993 film adaptation, taking notes on changes the director or actors made to character, plot, language, setting, or dialect. Students are asked to compare and contrast the novel and movie, decide whether the directors and actors made good choices, and explain why those changes were made. The Parent Plan explicitly lists the skill to "analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text," directing students to evaluate creative choices.

Students are required to include direct quotations from the text (a quote that shows something about the character and a sentence copied from a persuasive paragraph) and to use vocabulary and expository sentences about slavery or dialect, which requires pulling evidence and wording from the novel. The story-blocks option explicitly asks students to record important quotes, figurative language, characterization symbols, examples of irony, and sides reflecting point of view, so students collect and display textual evidence tied to literary elements. The unit test and reflective questions ask students to explain what they learned about life during the historical period and to compare Huck and Jim, prompting students to use text-based details to support analysis and reflection.

Students are asked to compare and contrast two characters by completing a graphic organizer that compares Elijah with either Huck Finn or Cooter, recording similarities and differences. Students answer several comprehension questions about character actions and motives (e.g., Mr. Leroy's trust, the Preacher's deception, and reactions to stolen money) that require analyzing character traits and events. Discussion prompts ask students to assign two words to describe each main character and to consider responsibility for events, which requires students to analyze character qualities and consequences.

The lesson's Skills section explicitly lists analyzing how a modern work draws on themes or character types from religious works. Students are asked to use the "Allusions" pages to examine allusions found in Elijah of Buxton and to write 2–3 sentence explanations of an allusion's origin and connection to the book. The student activity pages provide biblical passages (Mark 6:33–44, Joshua 6:1–20, Luke 3:1–9) and specific prompts (e.g., the "stones into fish" allusion, the Liberty Bell, Jericho, "den of vipers") for students to link those texts to scenes in Elijah of Buxton, and the answer key models mappings between the biblical stories and the novel.

Students map the plot using a Plot Diagram, identifying main conflict, climax, rising action, falling action, and resolution, and they list specific events from Elijah of Buxton in chronological order. Students complete a Theme Web for the theme of freedom, recording instances from different parts of the book that support that theme. Students answer targeted comprehension questions about character actions and outcomes and write a reflective paragraph using specific examples from the book to explain personal impact.

Students are asked to identify an allusion (the reference to the Garden of Eden) and explain why an author might choose to make an allusion, which requires recognizing religious references in text. Students are asked to name a theme from Elijah of Buxton and provide two examples of how that theme is developed, which requires drawing evidence from the text. The rubric and activities also require identification and use of symbols and figures of speech, supporting students' practice in locating literary elements tied to broader traditions.

Students read Chapters 31–33 and examine explicit excerpts showing Celia's devotion to the Virgin of Guadalupe (the statue, the lullaby) and quoted teachings from Tam Lin. They are asked directly to answer: "What religious symbols and messages does Celia communicate to Matt? How does he internalize these messages..." and to reflect in a journal how Tam Lin's teachings affected Matt. Students also create a poster of Tam Lin or Celia including words, phrases, or quotes that represent the characters and their symbolic meanings.

Students answer a question that explicitly links El Patrón's funeral practice to historical/mythic practice: the answer notes he wanted people buried with him "like the Chaldean kings." The Parent Plan skills list asks students to "analyze the impact of specific word choices...including analogies or allusions to other texts," indicating students practice identifying allusions. Several short-answer and reflection prompts ask students to explain character motivations and thematic reasons (e.g., why Tam Lin dies), which could support comparative analysis.

Students identify and record examples of epic characteristics in Watership Down using a graphic organizer that lists prompts such as "An amazing hero," "An amazing task or long journey," "A vast setting," and "An omniscient narrator." Students explain elements of fantasy and epic by citing specific examples like Hazel as the hero and the search for a new home as the long journey. Students use the definitions of fantasy and epic to match features in the novel to genre traits and provide textual examples in the organizer.

Students are assigned the Connection Commander role, which asks them to make connections between the book and other writings or media and to write several sentences explaining those connections. Discussion questions prompt students to analyze the in-story folktale of El-ahrairah—asking what students learn from the story, what question it answers, and why different rabbit groups respond differently. The Skills section explicitly asks students to "cite the textual evidence that most strongly supports an analysis," requiring students to identify supporting text for their interpretations.

Activity 1 directs students to research the works cited in the chapter quotations (e.g., William Blake and Thomas Hardy), record the culture/time period and important themes of each work, and then explain how each quote relates to the events and theme of the corresponding chapter of Watership Down. The Student Activity Page explicitly asks students to "explain how the quote relates to the events and theme of the chapter," requiring direct comparison between the source text and the novel. The Parent Plan also models connecting Blake's and Hardy's themes to specific chapter events, giving students an example of linking earlier literature to the modern work.

The Parent Plan explicitly lists the skill "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works…" as a target. Activity 1 directs students to read summaries of El-ahrairah tales, summarize "The Story of El-ahrairah and the Black Rabbit of Inle," and record the lessons, values, and importance of each story to rabbit society. Students are assigned the Summarizer role for Chapter 31 and are asked to identify key events and ideas from that internal folktale.

Students read Chapters 41–45 and are instructed to update character cards with each character's physical description, traits, important actions, memorable quotes, and reactions of other characters, which requires citing textual evidence. Discussion questions ask students to provide examples of the fruits of Hazel's leadership and to describe the importance of a pivotal decision, prompting students to analyze events and character choices using the text. The skills list and an activity ask students to analyze the extent to which a production stays faithful to or departs from the text, requiring evaluation of authorial choices against the source material.

The study guide and unit test explicitly ask students to identify and explain myths and epic elements in Watership Down (e.g., Frith, the Black Rabbit of Inle, El-ahrairah) and to give examples of mythology and dramatic irony. Multiple prompts ask students to analyze themes and leadership development (e.g., questions about Hazel's legacy and Bigwig's qualities) and to reflect on the author's commentary and the novel's ending. Discussion of the phrase deus ex machina and the specific question about who the 'dea' is requires students to analyze how a plot device resolves events.

Students are asked to analyze Max's short piece as an allegory, answering questions that identify what Hitler is 'planting' and what scenes (e.g., conveyor belt with swastikas and buckets of words) represent. Students collect and cite specific examples of descriptive language (adverbs, adjectives, and verbs) from The Book Thief and record them on activity pages. Students compare primary source documents and historical fiction by choosing ideas and providing specific examples from the day's primary-source readings or from The Book Thief.

The Parent Plan asks students to interpret Miss Maudie's remark about the Bible and to explain how religion may have contributed to Boo Radley's confinement, prompting students to connect religious ideas to character treatment. Activity 1 asks students to collect textual evidence about Boo from chapters 1 and 5, classify hearsay versus reliable information, and develop a hypothesis about who Boo really is, engaging students in character analysis and thematic inference. Discussion prompts ask students to explain Jem's reaction to Nathan Radley filling the knot-hole and to consider changing sibling relationships, which involve analyzing themes and character responses.

Students read chapters 16–17 of To Kill a Mockingbird and answer guided questions that require analysis of character attitudes, courtroom placement, and plot events (e.g., comparing Aunt Alexandra and Atticus, describing the town atmosphere on trial day, and how Atticus challenges the status quo). The Parent Plan explicitly lists the skill of determining a theme or central idea and analyzing its development across the text, including its relationship to characters, setting, and plot. Activity 2 asks students to consider the novel's major theme (identity) and relate its development to Scout's and Jem's growth, prompting students to analyze how identity is shaped by family, culture, and community.

Students are asked to read chapters 24–26 and answer comprehension and analysis questions (e.g., questions about Tom Robinson's death and Scout's comparisons), requiring them to cite events from the text. The Skills section explicitly asks students to "determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text." Activity 1 directs students to analyze the mockingbird as a recurring symbol and to fill a graphic organizer with examples from the book where innocence is threatened or destroyed.

Students read Longfellow's "Paul Revere's Ride" and Paul Revere's first-person account, mark phrases or lines they find effective, and complete a Venn diagram noting similarities and differences in content, literary language, and details. Instructions ask students to consider how the differing structure of a poetic, fictionalized account and a factual first-person account influences the reader's response and meaning. An optional extension directs students to read an article about Longfellow's inaccuracies and reflect on whether knowing the poem's historical errors affects their reading or appreciation.

Students are directed to recognize and research allusions (for example, the lesson explains that understanding the allusion to Helen of Troy in "To Helen" reveals symbolic meaning). Students are guided to identify literal versus symbolic meanings (the "O Captain! My Captain!" activity asks students to reinterpret the poem once they know it refers to Lincoln). The activities require students to summarize poem content and explain how figurative language and references contribute to meaning.

Students are asked to consider an allusion in "The New Colossus" (question in Parent Plan) and explain how knowing the Colossus of Rhodes helps them understand the poem. The Skills list explicitly tells students to "analyze...analogies or allusions to other texts," and the Poem Analysis page asks students to identify symbolic meaning, figurative language, and imagery. Students are prompted to read poems closely (including reading aloud) and answer guided questions about meaning, tone, and devices that support interpretation of references.

Students are asked to identify the type of poem "Acquainted with the Night" and explain how Frost's sonnet differs from typical sonnet groupings and rhyme patterns, which requires analyzing a modern poet's use of a traditional form. In Activity 2 students compare Gertrude Stein's "Susie Asado" to Cubist artwork and are asked to explain how the poem is like a Cubist painting, prompting analysis of how a modern poem draws on an art movement and renders material in a new way. Questions about the symbolic meaning of "The Road Not Taken" and identification of vivid imagery in "After Apple-Picking" require students to use details from the poems to support interpretive claims.

Students answer direct comparison questions asking how Carl Sandburg's "Chicago" is similar to Walt Whitman poems (noting free verse, style, depiction of working people, and repetition). Students reread "Euclid" and explicitly compare it to Whitman's "When I Heard the Learn'd Astronomer," identifying thematic contrasts between scientific fact and wonder. The Lyric Poems activity asks students to identify features of elegies and to compare how two villanelles adhere to form and rhyme, requiring textual evidence and structural analysis.

Students are asked to cite text details (e.g., Question #1: "Based on details in the poem..."), requiring them to draw evidence from the poem to support character descriptions. The Activity 1 student page has students re-read, underline phrases/images, interpret last stanzas, explain meanings, and justify why a phrase or image is effective, which asks for text-based analysis. The Parent Plan skills list and activities require students to compare/contrast structure and analyze idioms, metaphors, and other figurative language in the poems, applying reading skills to literary texts.

Students are asked to read multiple poems (including older and more contemporary works) and answer focused analysis questions. Question 4 asks students to reread Dunbar's "Sympathy" and compare it to Angelou's "Caged Bird," noting similarities in theme and specific differences in structure, rhyme, and imagery. Question 2 requires students to look up a word and reread "Dream Deferred" to interpret the final line, and Question 3 asks students to identify poetic techniques that produce a particular effect. These tasks require students to draw on details from the texts to support their answers.

Students read several contemporary poems including Louise Glück's 'A Fable,' and the lesson explicitly notes that this poem contains an allusion to a biblical story (1 Kings 3:16-28). Students answer analytical questions about poem themes, for example comparing how 'Those Winter Sundays,' 'Legacies,' and 'A Fable' deal with family relationships. The research activity asks students to identify what other poets or artists influenced a poet, and students must read additional poems by chosen poets.