Fourth Grade - ELA
1: Interdependence
Unit 1: Little House in the Big Woods
Lesson 1
Introducing the Story
Students are asked to state whether they would want to live in Wisconsin and to explain how Wisconsin is similar to and different from their own state, which requires giving reasons. Students are prompted to write an account of an early memory and to note "what did you learn and/or what could someone else learn from your memory," which asks for explanations that could function as reasons. The skills section asks students to use oral and written language to present information in a sequenced, logical manner to discuss and sustain conversation on a topic.
Lesson 2
Little House in the Big Woods
Students are asked to answer open-ended questions that require reasons, such as QUESTION #1 asking "Why do you think it was made from this material?" and QUESTION #2 asking how animals were dependent on the woods. The Skills list includes "Use oral and written language to answer open-ended questions," and Activity 1 asks students to record ways life in the woods differed from life today, which prompts students to state observations and reasons in a journal or chart.
Lesson 3
Winter Days and Winter Nights
Students are asked to write two journal responses, including QUESTION #3 which directly prompts an opinion and reasons ("Do you enjoy the winter? Why or why not?"). Students are also directed to answer two questions in discussion, giving opportunities to state an opinion and support it aloud. The Skills section includes "Use planning strategies to organize ideas," which supports students in organizing reasons to back up a point of view.
Lesson 5
Christmas
The lesson asks students to "compose two or more paragraphs with topic sentences, supporting details, and a logical sequence," and to plan three short paragraphs with a main idea and supporting ideas for Activity 3. It explicitly teaches transitional words and phrases, stating that "transitional words and phrases like \"for example,\" \"another,\" and \"also\" help one supporting idea flow smoothly to another." It directs students to use supporting ideas and examples when developing paragraph details.
Lesson 7
The Sugar Snow
The reading question "Do you think Laura was happy to see the new snow? Why or why not?" asks students to state an opinion and provide reasons. Activity 1 (Life in the Big Woods vs. Life Today) asks students to record something they learned about how life was different, which may elicit personally stated points with supporting details. The Skills section asks students to use oral and written language to present information in a sequenced, logical manner, supporting discussion and written products.
Lesson 10
Summertime and Harvest
Students are prompted to give opinions and reasons in guided questions such as "Do you think that Charley deserved to be stung by yellow jackets? Why or why not?" and other "Answers will vary" items that require justification. Students are asked to write paragraphs in Activity 3 Option 2 describing interdependence and imagining what would happen if bees disappeared, which requires presenting claims with supporting information. Students complete a creative writing task in Activity 4 where they plan and write their own version of a story, answering specific questions that prompt choices and explanations.
Lesson 11
Finishing the Book
Students are asked to give an opinion and reasons (e.g., "Why did Pa say he didn't shoot the deer? Do you think he made a good decision? Why or why not?"). Students plan and compose a multi-paragraph letter using an organizer that prompts focused paragraphs and the rubric requires clear content and paragraph clarity. The skills list asks students to clarify ideas, add descriptive words and phrases, and sequence events and ideas when revising.
Final Project
Pioneer Family Night
Students are prompted to choose and explain two to three favorite sections from the book and to explain why they are favorites, providing space to write those reasons. Students are asked to explain how pioneers used natural resources and to explain the importance of music, dance, and storytelling to pioneers, which requires stating opinions and supporting reasons. The checklist and activity pages provide written and oral tasks where students must present information and explanations to family members.
Unit 2: The Sign of the Beaver
Lesson 1
Background Information
Activity 2 asks students to write a paragraph stating whether they would have wanted to be a settler or a Native American and to explain why, which requires expressing an opinion and giving reasons. The Wrapping Up prompt asks students whether they think they will enjoy the story and to explain why, prompting an opinion with supporting reasons. Several writing opportunities (paragraph, poem option) require students to state preferences or viewpoints tied to supporting details.
Lesson 2
Alone
Students are asked to write answers in a journal to chapter questions, including Question #4 which explicitly asks for an opinion and a reason: "Do you think Matt's father should have left him alone at the cabin? Why or why not?" The wrapping-up activity asks students to discuss and compare Matt's responsibilities to their own, which requires stating opinions and supporting them with reasons. The curriculum also directs students to choose questions for written responses and classroom discussion, creating opportunities to state a viewpoint and provide supporting information.
Lesson 4
A Treaty
Students are asked to answer open-ended questions in a journal (e.g., "Why do you think the Indians had been watching Matthew?" and "How do you think Attean felt about Matt? What evidence do you have?"), which requires them to state opinions and provide reasons or evidence. Activity 3 asks students to think about a relationship and answer directed questions about give and take, prompting explanations of how people help one another. The wrap-up and life application ask students to describe the treaty and make a treaty, which invites students to justify actions or agreements.
Lesson 10
Manitou
Students are asked to record and describe values for Matt and Attean and to "circle the most important value that you share with each character and describe how you demonstrate these values in your own life," which requires stating a claim and giving supporting details. Journal questions ask students to answer "How do you know?" (e.g., How have Attean's grandmother's feelings toward Matt changed? How do you know?), prompting students to provide reasons or evidence for a response. The Wrapping Up prompts ask students what they would like about the Native American culture and what would be hard, which asks for personal opinions and explanations.
Lesson 11
A Choice
Students are asked to give and support personal positions in Question #4 ("Would you have gone with Attean and his grandfather? Why or why not?"), which requires stating an opinion and giving reasons. The lesson's Skills list includes "Support interpretations or conclusions with examples from text," which asks students to provide reasons or evidence for their views. Activities 2 and 3 ask students to reflect on favorite/scariest/saddest/happiest parts and to answer interview questions thoughtfully, which elicit opinions and supporting details.
Lesson 13
The Return
The introduction asks the child to finish the novel and to say whether she would recommend the novel to someone else and to explain why or why not, prompting students to state an opinion and give reasons. The wrap-up prompts students to discuss what they enjoyed, their feelings about characters, and whether they liked the ending, which requires articulating opinions with supporting explanations. The Solving Problems activity asks students to describe how Matt solved problems and to create their own solutions, which asks for reasons and explanations tied to choices.
Final Project
The Sign of the Beaver Movie
Students are asked in the Wrapping Up section to state whether people would want to see The Sign of the Beaver and to explain why it would make a good movie and why audiences would enjoy it, which prompts them to give an opinion and supporting reasons. The Movie Poster activity requires the student to write one sentence related to the movie, offering an opportunity to state a concise opinion or tagline. The Movie Synopsis and Movie Script tasks require students to produce short written pieces (6–8 sentences for the synopsis) where they supply reasons and descriptions about the story and characters.
Unit 3: Native American Animal Stories
Lesson 2
People and Animal Stories
Students are asked to give opinions and supporting reasons in prompts such as choosing a favorite story and explaining why, selecting an animal emblem and justifying the choice, and answering "If he had not treated his dogs kindly, how might the story have been different?". Students are also asked to write in their journal the names of the stories and describe what people learned from each animal, which requires providing reasons for their explanations. Several activities require students to explain similarities and differences and to answer "why" questions, prompting them to state claims supported by reasons.
Lesson 3
The Natural World
The Scientific Explanations activity asks the child to compare the mythical and scientific explanations and explicitly asks which one he likes more and why, prompting the child to state an opinion and give reasons. The Wrapping Up prompts ask the child to explain why cultures told myths and how his family's beliefs differ, which requires the child to express opinions and support them with discussion. Activity 7 asks the child to record problems and solutions in a journal, which engages the child in writing and explaining causes and outcomes of stories.
2: Force and Power
Unit 1: Ben and Me
Lesson 3
Swimming
Students are asked to give an opinion and reasons in journal QUESTION #1 ("Do you think the agreement was fair? Why or why not?"). Students are asked to write a descriptive advertisement paragraph or a commercial script that will promote their new swimming invention, tasks that require presenting a claim and supporting reasons. The lesson prompts discussion of "the language used" in magazine advertisements and to "discuss the types of words and phrases that might be used in a commercial," which engages students with word/phrase choices for connecting ideas.
Lesson 4
Electricity
Students are asked in Question #2 to state whether Amos's action was right or wrong and to explain why, which prompts them to give an opinion and a reason. Activity 3 asks students to write a first-person paragraph about a vision for the future and requires use of at least four conjunctions. Activity 2 prompts students to discuss prompts such as "What do you think this means?" and to explain how authors influence thinking, engaging students in expressing and supporting viewpoints orally and in writing.
Lesson 5
Electrifying
Students are asked to write responses to opinion questions (e.g., Q6: "Do you think it was wrong... Why or why not?", Q9, Q10) and to write a first-person account describing their feelings and ideas after flying a kite. Students respond to the experiment page question "Why do you think this happened?", which asks them to give reasons to support explanations. The wrap-up asks students to discuss whether Franklin's use of power was fair or unfair, prompting students to state an opinion and provide justification.
Lesson 9
The Rescue
Students are asked to select and answer journal questions, including Question #5 that asks which of Amos's accomplishments they think was greatest and to explain why, prompting them to state an opinion and give supporting reasons. Students decorate and populate "Ben Franklin" and "Amos" bags and then explain the significance of each item they pull from the bags, requiring them to give reasons that connect evidence to character judgments. Students also summarize the chapters and answer discussion questions, which provides opportunities to state judgments and support them with details from the text.
Lesson 10
Back Home
The lesson asks students to state opinions and give reasons in multiple discussion questions (e.g., "Do you think this was a good gift? Why or why not?", "Do you think Amos should stay home or continue to accompany Ben? Why?", "Would you recommend this book to a friend? Why or why not?"). The Fact and Fiction and Elements of Historical Fiction pages require students to provide examples and explanations that can involve stating reasons for their choices. The Ben's Maxims activity asks students to interpret sayings and explain those interpretations, which requires articulating reasoning.
Unit 2: The Lion, the Witch and the Wardrobe
Lesson 4
The Lion
Students are prompted in Question #2 to give an opinion about the robin's allegiance and to explain why, requiring them to state a claim and provide reasons. In Activity 3 students are asked to write a paragraph or song describing an animal, including whether it is good or evil and how it uses its power, which requires stating an opinion and supporting it with explanation. In Activity 2 students record descriptive words and phrases about a lion and use a Venn diagram to compare characters, which supports developing reasons for similarities and differences.
Lesson 5
A Disappointment
The lesson asks students to choose and justify a preference in QUESTION #7 (Which gift do you think was the best? Why?), requiring an opinion with reasons. Activity 2 asks students to write a sentence that describes how the White Witch (and other villains) uses her power to do evil, which asks for explanatory reasons. The life application asks students to record villains and write a sentence to describe each one, prompting students to state and support ideas in writing.
Lesson 8
Deep Magic
Students are asked to state opinions and reasons in prompts such as Question #2 ('Do you think Edmund should have been rescued? Why or why not?') and the journal task to answer three or four questions. In Activity 2 ('The Four Siblings') students must decide which character they are most similar to and explain why, writing reasons beneath their drawings. In Activity 4 ('A Powerful Leader') students research a ruler, decide if the ruler was more similar to Aslan or the White Witch, and answer how the leader used power, which requires giving reasons for their judgment.
Lesson 10
Back Through the Wardrobe
Students are asked to write a movie review that highlights what she enjoyed about the movie and what could have been better, which requires stating an opinion and giving reasons. Students are asked to list casting choices and "add a brief explanation for each casting choice," which asks for opinion with supporting explanation. Students are prompted to answer journal questions and discussion prompts that ask "why," requiring them to provide reasons for their opinions about characters and events.
Final Project
Narnia Think-Tac-Toe
Several writing prompts require students to state opinions and provide reasons: for example, "Write about three books/movies that affected you and tell why you think they affected you" and "Pretend that you are Edmund. How do you think you would want your reputation to be?" Students are asked to "Write a paragraph that describes the tension between the struggles of fictional creatures and their loyalty to God's will versus their peers," which asks for explanation and reasoning. The activities include multiple written pieces and presentations where students must share information and ideas in writing and orally.
Unit 3: The BFG
Lesson 1
In the Middle of the Night
Several comprehension questions ask students to state a position and support it with text evidence (e.g., Question #1 asks where Sophie lives and requests clues from the text; Question #8 asks students to choose the genre and explain how they know). Students are directed to answer journal questions each day, which will require giving reasons for their responses. Activity 2 Option 1 asks students to write a paragraph comparing night and day, which can require explaining differences (reasons) in writing.
Lesson 2
Snatched
Students are asked directly to state an opinion and give reasons in QUESTION #3: "Do you think the giant is a powerful character? If yes, why? If no, why not?" This requires students to form a claim about the giant and support it with reasons. Several activities (writing a description of a good home for giants; recording similarities and differences about London) ask students to write and explain choices, which could elicit reasons.
Lesson 3
The BFG
Question #5 asks students to state whether the BFG should have taken Sophie and to explain "Why or why not?", prompting them to write an opinion and provide reasons. The wrap-up asks students to explain why the BFG did not want to exert his power, prompting justification and reasoning in discussion or writing. Students are assigned journal answers and discussion questions, which require them to produce opinions supported by reasons.
Lesson 5
Time with the BFG
Students are asked to write answers in a journal to questions including QUESTION #6, which asks "Do you think you would want to be in Sophie's position? Why or why not?", prompting students to state an opinion and provide reasons. Activity 2 directs students to compare the BFG and the Bloodbottler in appearance, personality, and power, which requires students to support comparisons with explanations. The lesson also includes short-answer and discussion prompts (e.g., why Bloodbottler is rude) that require students to give reasons for their views.
Lesson 6
Catching People and Dreams
The lesson asks students to answer journal questions that require stating an opinion and giving reasons (for example Question #7: "Do you think that this is any worse than the giants eating humans? Why or why not?"). Skills and activities prompt students to consider the main character's point of view and to relate plot and characters to personal experiences, which can require stating opinions and supporting them. The 'A New Giant' activity asks students to describe and justify how a new giant catches human beans, which asks for explanatory writing that may include reasons.
Lesson 7
A Nightmare for Fleshlumpeater
Several journal and discussion prompts require students to state an opinion and give reasons (e.g., "Do you think it was right for the BFG to blow the Fleshlumpeater the nightmare? Why or why not?", "What does the BFG believe... Do you think that this is true? Why or why not?", and "Which story do you like better? Why?"). Students are asked to answer those questions in their journals or verbally, which asks them to provide reasons to support their views. The activities also ask students to compare stories and explain similarities/differences, prompting explanation and justification of their responses.
Lesson 8
A Dreamy Plan
Several short-answer and journal questions require students to state opinions and provide reasons (e.g., Question #1 asks who Sophie thought was a good human being and why; Question #3 asks whether Sophie's plan will work and why or why not). The compare/contrast activity about the Queen and the President and the Option 2 paragraph task require students to write explanatory responses that include judgments or conclusions. These tasks require students to produce opinions supported by reasons in writing or discussion.
Lesson 9
The Palace
Students are asked to answer opinion questions in writing (e.g., Question #5: "Do you think the queen will listen to Sophie? Why or why not?" and Question #6: "Why do you think the BFG kissed Sophie on the cheek...?") and to record three chapter questions in their journal. Activity 2 asks students to write a plan describing how the BFG and Sophie could save children in a different setting, which requires stating a position and supporting steps. Option 2 and the Life Application prompt students to list actions and their positive/negative outcomes, asking for explanations that connect actions to effects.
Lesson 10
A Breakfast Fit for a Queen
Students are asked opinion questions such as "Were you surprised by how the queen treated the giant? Why or why not?" and "Do you think the queen would have acted differently if she had not had the dream? Why or why not?," which prompt students to state an opinion and give reasons. In the Characterizing the Queen activity, students select five adjectives and must "support it with at least one example from the text," requiring them to link a claim (adjective/opinion) to supporting information. Wrapping Up prompts ask students to describe whether the queen's response was believable and to explain why, reinforcing practice of giving reasons for an opinion.
Lesson 11
Fighting Giants
Students are asked an explicit opinion question (Question #3: "Do you think the giants should be killed? Why or why not?") and are directed to answer selected questions in a journal, which requires stating a position and reasons. Activity 2 also asks students to choose which military branch they think would be most interesting and to explain why, prompting students to give an opinion supported by reasons. The skills list includes "Write to record ideas and reflections" and "Draw conclusions from information gathered," which supports students composing opinion responses with reasoning.
Lesson 12
Snozzcumbers
Students are asked whether they would recommend the book and to answer journal questions that solicit opinion (e.g., questions about the BFG's power and the difference between common sense and book sense). Several questions require students to provide reasons or support (e.g., explaining how the giants were imprisoned, why the BFG brought snozzcumbers, and why they would cast particular actors). Activity 3 asks students to record events, quotes, and characters' actions that support each theme, and Activity 4 (Directing the BFG) requires students to explain why they selected each actor for a role.
3: Similarities and Differences
Unit 1: Stories from Africa and Asia
Lesson 3
The Surprise
Students are asked in Activity 3 to pretend to be a zoologist, choose an animal, and "write a paragraph that describes why he would want to study the animal," which requires stating an opinion and giving reasons. In the reading questions (e.g., Question #1 and #5) students explain why characters respond a certain way and give reasons about story inclusion, which has students link claims to supporting information.
Lesson 9
The Secret is Out
Students are asked to give opinions and reasons in journal questions such as QUESTION #5 (Would you have told your parents... Why or why not?) and in the Wrapping Up prompt to explain Sadako's secret and discuss reasons she may have kept it. Activity 3, Option 2 asks students to write a paragraph about a special ability and to think about how to share it, which requires composing a written response that could include opinions and supporting reasons. Activity 2 (Venn diagram) and several discussion prompts require students to state similarities/differences and justify their choices.
Lesson 12
Racing the Wind
Students are asked to answer journal questions that require opinions and reasons, for example "Should Sadako feel that it is her fault her mother is so sad? Why not?" and "Why do you think the author thought it was important for American children to hear Sadako's story?" The skills list includes "Write to record ideas and reflections" and responding in writing and discussion, so students write and discuss their viewpoints. The wrap-up prompts students to explain how they feel about Sadako's story and discuss why it is important, which requires giving reasons.
Lesson 13
Precious and Sadako
The Wrapping Up section asks students whether they would recommend the books and to explain why or why not, which requires stating an opinion and giving reasons. Activity 2 asks students to brainstorm a list of ways they could help or support a friend or family member, prompting reasons for actions. Option 2 (a letter written in first person) asks students to explain an important event, the circumstances, and how the character felt, which can require connecting a stated viewpoint with supporting information.
Unit 2: Holes
Lesson 1
Texas and Desert Biomes
Students are asked directly to answer the question "Would you go to a camp in the desert? Why or why not?", which requires them to state an opinion and give reasons. The Activities ask students to make lists of things that make Texas different from other states and to report information in writing (e.g., paragraph in Desert Biome Option 2), providing opportunities to state positions and supporting details. The Skills section includes using oral and written language to report information, which supports students composing responses that include reasons.
Lesson 2
Camp Green Lake
Students are asked to state and justify an opinion in Question #8 ("Do you think that making a bad boy dig a hole every day in the desert will make him a good boy? Why or why not?"). The Wrapping Up prompt asks students to describe what they learned and what they think about the main character, requiring stated judgments with supporting details. Activity 1 ("An Inventor") directs students to explain how an invention solves a problem and how it will change lives, prompting students to give reasons that support a claim.
Lesson 3
Digging
Students are asked to write in a journal about nicknames, including describing why they have a nickname and why they like or do not like it, which requires stating an opinion and providing reasons. Several reading questions prompt students to answer 'Why do you think...?' (e.g., Questions #3 and #6), asking students to give reasons for their thinking. The journaling and question responses require students to connect an opinion (their explanation) with supporting reasons in writing or discussion.
Lesson 4
Caveman
Students are asked to write journal responses that require opinions and explanations (e.g., Activity 3 asks students to pretend they are a camper and write what they want to do with their life and explain their answer). Several reading questions (Q3, Q5, Q6, Q8) prompt students to state judgments or preferences and give reasons ("Why?" or "Answers will vary"). The skills list includes "Write to record ideas and reflections" and "Use oral and written language to answer open-ended questions," which implies students will produce opinion-and-reason writing.
Lesson 8
Sam the Onion Man
Students are asked to produce an opinion piece in Activity 1: they must write a speech explaining why racism is wrong and why the townspeople should not punish Kate and Sam, or write a poem about equality. The Skills and questions ask students to consider a character's point of view, draw conclusions, gather support by referencing the text, and answer opinion questions (e.g., Do you feel sorry for Kate Barlow? Why or why not?). The run-ons/fragments activity asks students to combine clauses using FANBOYS, which gives some practice with connecting clauses within sentences.
Lesson 9
Driving a Truck
Students are prompted to write answers to journal questions that ask for opinions and reasons (e.g., Question #2: "Do you think Stanley should have let Zero dig part of his hole? Why or why not?"; Question #5 and #7 similarly ask "Do you think... Why or why not?"). The Skills list includes "Compose readable text in a variety of forms," and students are asked to summarize chapters and respond in writing, which requires stating positions and reasons. Activity options (Wanted Poster, Character Comparisons) require students to produce written responses that could include stated judgments or claims about characters.
Lesson 12
Treasure and Lizards
Students are asked to answer opinion questions such as "Do you think Stanley and Zero should have tried to get back to civilization? Why or why not?" and "Do you think it was a good idea for them to dig for the treasure? Why or why not?", which require them to state a position and provide reasons. Students are directed to write three or four answers in their journal, so they practice putting opinions and supporting reasons into written form. The wrapping-up prompts ask students to say which conflict is most interesting and why, encouraging explanation and justification of a viewpoint.
Lesson 13
Innocent
Students are asked to state whether they enjoyed the movie or the book more and to discuss reasons for that preference (Activity 2 and Wrapping Up). Students are prompted to explain why movies based on books differ from the book, with a list of possible reasons to discuss. Students are asked to write a business letter reporting conditions at the camp, which requires stating claims and supporting information in the letter body.
Final Project
Welcome to Camp
Students are asked to write two paragraphs describing a new camp and explaining why it will be an effective place for 12-year-old boys who have committed crimes, which requires giving reasons to support their position. Students must list five ways their camp differs from Camp Green Lake and describe the importance of each difference, requiring them to connect claims with supporting explanations. Students present their ideas to the family, which gives them an opportunity to state opinions and back them up orally.
Unit 3: Stories from Europe
Lesson 1
Tradition Stories
Students are prompted to state their preferences and give reasons in the reflection prompts such as "Which type of story is your favorite? Why?" and "Is there a type of story you don't really enjoy? Why or why not?". In Activity 2 students brainstorm stories, sort them into categories, and justify their sorting choices, which requires stating opinions and offering reasons. The wrapping up activity asks students to review types and explain which they prefer and why, reinforcing opinion-plus-reason responses.
Lesson 3
The Sea King's Daughter
The lesson asks students to form and defend an opinion in QUESTION #4: "Do you think Sadko made the right decision...Why or why not?" which requires students to state a position and give reasons. Several activities (Fact and Fantasy, Story Elements, and the Day 2 questions) ask students to record and explain details from the text, which requires providing supporting information. The Reader's Theater and the Wrapping Up verbal summary ask students to explain and justify elements of the story orally.
Lesson 4
The Snow Queen
Students are asked to state whether they enjoyed The Snow Queen and to explain why or why not, which prompts them to give an opinion and supporting reasons. The "Frozen vs. The Snow Queen" activity asks students to list at least two differences and two similarities and to explain why screenwriters may have changed the plot, prompting students to provide reasons for a viewpoint. The comma and coordinating conjunction activities require students to combine independent clauses using commas and conjunctions (FANBOYS), giving practice in linking clauses with connecting words.
Lesson 5
Comparing and Contrasting Stories
Students are asked to state preferences and support them: the lesson asks which story was their favorite and why and later asks which story is the best story and why. The student activity page requires students to list similarities and differences and to explain which two stories are most similar or most different and why. Students are also prompted to write 8–10 sentences when retelling events from a first-person point of view, which requires composing connected sentences that may include reasons or explanations.
4: Exploration and Survival
Unit 1: Abel's Island
Lesson 1
Survival
Students are asked in Activity 1 to choose an animal to represent them and answer 'Why would you choose this animal?', which requires stating an opinion and supporting it with reasons. In Activity 4 students write in a journal three things they would miss and 'describe why' they would miss each one, prompting them to give reasons for their opinions. In Activity 3 students list river resources and explain 'How Resources Can Be Used,' which has them provide reasons linking resources to needs like food, shelter, and clothing.
Lesson 2
The Storm
Students are asked to state and explain opinions (e.g., Question #8: "Do you think Abel is a strong, brave mouse? Why or why not?"), which requires giving a point of view and supporting it. The stated skills include "Show understanding and interpretation of text in discussion and writing" and "Support interpretations or conclusions with examples drawn from text," prompting students to produce reasons tied to their opinions. Several activities (journal responses, predictions, and the natural resources chart) require students to write answers and support them with text evidence.
Lesson 4
Who Is Abel?
Students are asked to describe Abel's personality and physical appearance and to "use evidence from the book to support their descriptions," recording words/phrases with corresponding textual evidence on the activity page. Students answer journal questions about Abel's actions, plans, and changes in self-opinion, which require them to give reasons (e.g., why Abel knew which foods to eat, how he is adapting). Activity prompts and the student worksheet explicitly require students to cite evidence from Chapters 5 and 6 to support their responses.
Lesson 6
Surprises
Several activities ask students to state and justify choices: in Activity 3 students pick five items for a deserted island and "describe why she selected it and how she will use it," and Activity 2 asks students to order Abel's routines and "ask her how she decided on the order of the activities" and to compare/contrast schedules in writing. Journal prompts and the "describe why" directions require students to express opinions (choices) and provide reasons supporting them.
Lesson 7
Threats
Students are asked to think of three adaptations for Abel and describe how each will aid in his survival, requiring them to state choices and provide supporting reasons. Students will write those adaptations and corresponding explanations on the "Adaptations for a Mouse" activity page and illustrate how they work. The Wrap Up asks students to describe threats Abel faces and how he is adapting, which prompts students to connect chosen adaptations to survival outcomes.
Lesson 9
The Newcomer
Students are asked to answer opinion questions such as "Do you think Gower will organize a rescue crew? Why or why not?" and "Do you think Abel and Gower would have been friends under different circumstances? Why or why not?", which prompt them to state an opinion and provide reasons. Students are asked to compare characters using a Venn diagram and to list three ways they are similar, which requires giving reasons or examples to support a chosen viewpoint. The skills list asks students to use oral and written language to present information in a sequenced, logical manner, implying practice in organizing opinion and supporting ideas.
Lesson 10
Escape
Students are asked to state a preference when prompted to say whether they like the new Abel or the old Abel better, which elicits an opinion. Students are asked to describe what caused Abel to change and to explain how and why a situation in their own life changed them, which elicits reasons supporting that opinion. The 'Abel to Change' activity asks students to write acrostic descriptions before and after, providing space to justify changes with explanatory statements.
Unit 2: Pedro's Journal
Lesson 1
Exploring with Columbus
Students are asked to decide whether Columbus was a hero and to organize findings on the "Columbus, The Man" activity sheet, listing positive and negative characteristics. In Activity 2, students write possible positives and negatives for listed reasons for exploration, producing reasons that support judgments. The lesson instructs students to distinguish fact from opinion and to reflect on how and if their opinions about Columbus have changed, prompting them to state opinions and accompanying reasons.
Lesson 2
August
Students are asked to answer several "why" questions (e.g., Questions #1, #2, #3, #6) that require stating reasons for beliefs or actions. Activity 3 asks students to describe their feelings about the ocean and explain why they have those feelings, and offers a writing prompt to produce a paragraph about their experience or facts. The monthly "Journey" chart requires students to record attitudes (Columbus', Pedro's, crew's) and important events, which prompts students to state opinions/attitudes and provide supporting information.
Lesson 4
October
Students are asked multiple questions that require stating an opinion and giving reasons (e.g., "Would you enjoy the night watch? Why or why not?", "Do you think he is crazy? Why or why not?", and "Why would Columbus want to take some natives back to Spain?"). Students are asked to write journal responses and draw and describe what their thoughts would have been upon landing on the island, which asks for personal viewpoints and explanations. The bubble-map and discussion prompts ask students to record words or phrases describing each group, supporting students in organizing observations and reasons.
Lesson 5
Journal Writing
Students are asked to choose an event and explain why it would make a good journal entry, prompting them to give reasons for their choice (Activity 1). In Pre-Writing, students list ten facts and three feelings about the event and think of quotes, which requires organizing supporting information. Activity 3 asks students to judge whether they communicated the importance of the event and their feelings, which involves connecting opinions about the event to supporting details.
Lesson 6
November
Students answer opinion questions tied to the reading (e.g., "Do you think this was right or wrong?") that require them to give reasons for their responses. In Activity 2 students complete the prompt, "I would rather be ___ because ___," which explicitly asks them to link an opinion to a reason using the word "because." Students also discuss and write responses to journal/discussion questions that prompt justification of their opinions.
Lesson 7
December
Students are asked to answer journal questions that require stating reasons, for example: "Should Ruiz have let Pedro steer the ship? Why or why not?" and "What did Pedro do on Christmas Eve? Was it his fault? Why or why not?" Students are also asked to explain whether the soldiers are right to complain about their discoveries and to compare expected versus actual treasures, which requires giving opinions supported by reasons.
Lesson 10
February
Students are asked to give an opinion when prompted to recommend the book to a friend and explain why or why not, which requires stating a viewpoint and supporting it with reasons. Journal questions (e.g., "Was Pedro enjoying the voyage? Why or why not?") require students to state an opinion and provide reasons. Activity 3 asks students to write a firsthand report from Pedro's perspective that explains how the crew survived and what it was like, which asks for explanatory reasons tied to a perspective.
Unit 3: Mrs. Frisby and the Rats of NIMH
Lesson 1
Sickness
Students are asked to give their opinion and recommendations for each selection on the Plot Flowchart, which requires them to state a viewpoint about the chapters they read. The Wrapping Up section asks students whether they think they will enjoy the story and to explain why or why not, prompting students to provide reasons for their opinion. One journal question asks which child of Mrs. Frisby the student is most similar to and to explain why, which asks students to state an opinion and support it with reasons.
Lesson 2
Spring is Coming
Students are asked in the Wrapping Up to state whether they would rather be a mouse or a rat and explain why, which requires giving an opinion and supporting it with reasons. Several comprehension questions (e.g., QUESTION #3 and #4) prompt students to answer "what do you think" and "why," asking for explanations that link belief and reasoning. Activity 2 asks students to describe threats and then explain how Mrs. Frisby's family's survival is threatened, prompting students to provide reasons tied to their descriptions.
Lesson 3
A Visit to an Owl
The lesson asks students to answer QUESTION #6: "Do you think Mrs. Frisby should have gone to see the owl? Why or why not?", which requires students to state an opinion and give reasons. The lesson also directs journal and discussion responses and a final wrap-up that asks the child to describe what happened and to give reasons, providing occasions for students to support a point of view with information.
Lesson 4
Rats in the Rosebush
The lesson asks students to state an opinion in Question #5 (Would you have gone to explore the rosebush if you were Mrs. Frisby?) and to answer in a journal, which requires students to give their viewpoint and reasons. The Life Application prompts students to recall a time they were brave and to explain what they did and why, which asks for an opinion/claim supported by reasons. Activity 2 asks students to list five ways Mrs. Frisby showed bravery, which has students produce reasons or evidence supporting a characterization.
Lesson 6
A Plan for Mrs. Frisby
Students are asked to write in a journal and answer QUESTION #5: "Do you think the rat's plan will work? Why or why not?", which requires stating an opinion and giving reasons. Students are also asked to "describe the rats' plan" and to "devise a plan" for moving the house, tasks that ask them to state a position and support it with reasons or steps. The activities include discussing alternative solutions and answering open-ended why questions that prompt students to provide reasons for their opinions.
Lesson 7
The Capture
The lesson asks students to form and write opinions about the scientists' treatment of rats (Question #7) and whether it is right or wrong for scientists to use rats for testing (Wrapping Up). The Skills section directs students to "draw conclusions, make generalizations, and gather support by referencing the text," and Activity 2 asks students to write a summary and list important events, which involves producing written responses with supporting information.
Lesson 8
Life at NIMH
Students are prompted to write answers in a journal and to discuss whether the scientists were doing a good or bad thing and why, requiring them to state an opinion and provide reasons. Question prompts (e.g., Question #6 and #7) ask students to explain what scientists could learn and why scientists do research on animals, which ask for reasoning and judgment. Students are also asked to describe life at NIMH and justify their view in the Wrapping Up activity, giving multiple opportunities to produce opinion-plus-reason responses.
Lesson 9
The Escape
Students are asked to state opinions and reasons in writing or discussion, for example by answering "Was Nicodemus better off in the Farmer's Market or now on the Boniface Estate? Why?" and by explaining what Nicodemus was like before and after NIMH in their journals. The activities also ask students to list needs beyond food, water, and shelter and to discuss why the mice wanted to leave NIMH, which require giving reasons to support responses.
Lesson 10
Amazing Rats
Activity 4 asks students to write a paragraph describing how their opinion about rats has changed and to support that opinion with reasons. The activity explicitly instructs students to use linking words and phrases such as for example, in addition, most importantly, and finally to connect their opinion and reasons. Students are also reminded to include a concluding sentence that wraps up the paragraph.
Lesson 11
The Plan
In Activity 3 students are asked to "write a speech that includes his opinion for or against animal research" and to provide "three reasons" supporting that opinion. They are explicitly reminded to use transitional phrases such as "for example," "one reason," "in addition," "most importantly," to move smoothly from one point to another. The activity also requires a conclusion that refers back to the student's opinion and reasons.
Lesson 12
Working in the Night
Students are asked to give an opinion and reasons in Question #6 ("Was she doing a good thing? Why or why not?"), requiring students to state a judgment and support it. Students practice combining sentences and inserting conjunctions (and, but, or, so, yet) and commas on the provided worksheets, which engages them in using linking words to join clauses. Students are asked to discuss ways the rats were inventive "using examples from the text," which prompts students to support claims with textual reasons.
Lesson 13
A New Home
Students are prompted to give opinions and support them in discussion and journal questions that ask "Do you think... Why or why not?" (Question #2) and ask for reasoning about characters' actions (Question #6). Students are asked to compare the book with the movie and discuss how they are similar and different, which requires stating opinions and giving supporting reasons. Students are also asked to name and describe their favorite part and character, prompting them to express a preference and explain it.