Students analyze and rewrite passive-voice clauses into active voice, identifying subjects and verbs (Option 1 and Option 2 activities). Students compose written arguments about Paul Revere's engraving or first-person accounts of the Boston Tea Party, supporting a claim with 2–3 specific examples and a concluding idea. Students explain why an author used passive voice in selected sentences, providing reasoning about focus and authorial choice.

Students are prompted to read Abigail Adams's letters out loud to better understand older English, which gives practice in clear pronunciation and oral reading. Students are asked to discuss their analyses with a parent and compare their interpretations to the biographer's use of the letters, which requires explaining findings and citing textual details. Students may conduct interviews of parents about household responsibilities (Option 2), which involves asking questions, gathering information, and verbally reporting results.

Students are asked to prepare a final project in which they "present a performance" reflecting Abigail Adams's influence, which implies an oral presentation component. The Option 1 activity directs students to write a eulogy, defined as "a short speech delivered at a funeral," and asks for 6-8 sentences that include general information and memories. Parent notes prompt students to share their memorial or designed memorial with a parent, which provides an opportunity for students to speak about their work aloud.

Students must write and present a 6–9 minute one-person play in the first person that focuses on three specific scenes from Abigail Adams's life and explain the impact of events and people, including stating dates and explaining unfamiliar context. The project requires at least one direct quotation from a primary source and planning pages prompt students to cite relevant primary sources and stage notes. The rubric and instructions require accurate dates, historical information, reading from a primary source, and answering questions thoughtfully after the presentation, and the rubric includes a criterion to "deliver lines with confidence."

Students are asked to analyze characters as leaders and to "list specific examples to support your assertions," which requires forming claims and citing evidence (Characters as Leaders activity). In Option 2, students compare the Seven Commandments to the Bill of Rights and answer evaluative questions that ask them to justify which document places more restrictions and to explain circumstances, requiring reasoning and supporting details. The activities also prompt students to "talk to a parent about which option you would like to complete," which involves at least a brief verbal exchange about their choice.

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 characteristics, justify an award, and provide a lesson for the audience, which requires organizing claims and supporting them with details from the text. Students may alternatively create a detailed battle map based on specific evidence in the chapter, track movements and major events, and then talk a parent through what happened, which requires presenting findings coherently and citing textual evidence. Students are instructed to read their speech aloud to a parent and to show and explain their map to a parent, giving them practice with oral presentation of their claims and findings.

Students research key Russian Revolution figures and fill in a timeline and connection boxes linking those figures to characters in Animal Farm, requiring them to state roles, make connections, and provide specific evidence. The activity pages and answer keys ask students to identify connections and provide specific evidence that supports those claims. The parent 'Questions to Discuss' section prompts students to discuss Orwell's critique of leaders, which could involve stating opinions and reasons aloud.

Students are asked in Activity 1 to write persuasive advice from Napoleon's perspective and are instructed to be "forceful and persuasive," to use examples to illustrate key points, and to appeal to emotions, logic, or duty, which trains organizing claims and supporting them with evidence. Students answer reading questions that require explaining causes and motivations from the text (for example, why animals hid the food shortage or why animals were killed), which requires using reasoning and textual evidence. Activity 2 requires students to choose appropriate letter types and to write a friendly letter with an appropriate tone and supporting details, which practices structuring claims for an audience and selecting relevant details.

Students are asked to state a central theme in 1-2 sentences and to "show" and "tell" their audience by identifying specific incidents from the novel that support that theme (Activity 2, Option 1 and Option 2). Students complete organizers (plot diagram, bubble map, and Developing a Theme page) that require them to select relevant textual evidence and explain how those incidents connect to their claim about theme. The activities instruct students to provide objective summaries and to cite textual evidence that supports analyses and inferences (Parent Plan Skills and activity instructions).

Students plan and draft letters that state a purpose, include an introduction, multiple supporting paragraphs with evidence, and a conclusion, which requires presenting claims and supporting details in a coherent written form. Students use a rubric that asks for understanding of plot and themes and use of appropriate evidence, so they practice selecting relevant evidence and reasoning to support claims. Students are instructed to read their letter aloud while editing and to "share it with a parent," and the skills list explicitly asks students to independently practice formal oral presentations and to self-correct errors in everyday speech.

Students read chapters and take notes on key concepts such as what E=mc² means and how discoveries changed conservation laws, which requires them to identify and record salient scientific points. Students create a Chapter 23 timeline, selecting 1-2 significant scientific and world events per year, which practices prioritizing important details. The Parent Plan skills and Activity 2 direct students to gather relevant information, assess credibility and accuracy of sources, and distinguish among facts, reasoned judgment, and speculation, which supports using relevant evidence and valid reasoning.

Students are instructed to write a clear thesis that states the topic and lists two causes or effects (Things to Know; Activity 1 introduction and Part III: Organizing). Students are directed to choose the most significant causes/effects, support each point with specific details or examples (Activity 1 characteristics; sample planning and organization), and use transition words to create cohesion (Cause/Effect Writing Transition chart). The planning pages require students to produce topic sentences, supporting details, and a conclusion, and the sample shows use of book evidence with page numbers.

Students are asked to design a poster that explains a complex scientific concept to a younger audience, which requires them to determine the audience, select key ideas, define unfamiliar terms, and use a combination of text and graphics to communicate points. The technical-writing section contrasts a verbose vs. concise experimental description, prompting students to recognize and practice concise, clear organization and well-chosen details. The poster task requires use of at least three domain-specific terms and suggests showing the poster to a younger child to test clarity, which engages students in presenting findings to an audience.

Students plan and write a comparison/contrast piece that requires them to introduce a topic, state a thesis, organize ideas into sections for each item, and conclude with a verdict. Students are asked to develop their topic with "relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples," use varied transitions (a transition word chart is provided), and include page-numbered examples from the book when appropriate. The Planning and Organization pages guide students to write topic sentences, list 2-3 points with details/examples for each item, and craft a concluding sentence that restates points and the verdict.

Students read chapters and answer comprehension questions, practice identifying central ideas and writing a concise chapter summary (e.g., "Chapter 36 is about ..."). Students complete paraphrasing tasks—selecting best paraphrases, rewriting captions in their own words, and classifying statements on the "Understanding Plagiarism" page as common knowledge, quoted, or requiring citation—which requires using and acknowledging relevant evidence. Students are asked to distinguish facts, reasoned judgment based on research findings, and speculation, and to quote or paraphrase others' data and conclusions while avoiding plagiarism.

Students are asked to "summarize the video" and "share" their reactions to Twain's use of dialect (Activity 4, Option 1 Parent Plan). Students are prompted to "share the map of the journey of Huck and Jim and point out the slave and free states" and to "share information he gathered about the author and his experience on the Mississippi" (Things to Review / Parent Plan). Students are instructed to "practice and review the vocabulary words" and "take turns using the words in sentences together," which implies oral practice of word use.

Students analyze multiple passages of dialogue and answer specific comprehension and analysis questions (e.g., "What does the dialogue reveal about the characters?" and "How does the dialogue propel the action?"). Students write a one-page narrative using dialogue and complete charts that require them to identify events, feeling words, and dialogue/descriptions. Students are asked to discuss with a parent two examples of when they used dialogue to move the action and to point out examples in the novel that show rather than tell, which requires citing textual evidence and explaining reasoning.

Students plan and write an expository compare-and-contrast paragraph about Huck and Jim, including an introduction that previews the main idea and supporting evidence from the novel. Students are directed to provide two differences and one similarity and to support claims with text-based evidence. Students are asked to present the "Types of Writing" slideshow to a parent and to share their expository writing with a parent, explaining why it is expository rather than narrative.

Students learn to craft a clear thesis statement and to include reasons in that statement, with examples showing how to add reasons to the thesis. Students analyze a model persuasive essay and identify the thesis, three supporting reasons, and the types of evidence used (facts, statistics, anecdotes, quotations). Students practice persuasive techniques (reasoning, emotion, beliefs, repetition, analogies, problem/solution, storytelling) and write sentences and paragraphs that support claims with relevant evidence and explanations.

The lesson asks students to write a persuasive paragraph with a thesis and two reasons and to "use a combination of types of evidence" and to record evidence on the Persuasion Map, which requires students to gather and apply relevant evidence and reasoning. The Parent Plan skills explicitly list "Support claim(s) with logical reasoning and relevant evidence," and the Things to Know section tells students to gather evidence and analyze the other side. The Wrapping Up and Things to Review sections ask students to analyze which reasons are stronger and to identify the thesis and two reasons when sharing their writing.

Students analyze a variety of texts and create three collages categorizing examples as persuasive, narrative, or expository and are asked to explain why specific pieces fit each category. Students answer guided questions about Huck's actions (e.g., why he hides the money and where), demonstrating practice in stating claims and supporting them with text-based answers. Students construct a raft and are prompted to think about and discuss what the raft and river symbolize for Huck and Jim, which requires presenting interpretive findings.

Students are instructed to take notes while watching the film, observing changes the director or actors made to character, plot, language, setting, or dialect and to address why they think those changes were made. Students are asked to compare and contrast the novel and movie, decide if directors and actors made good choices, and answer specific questions about plot and character that require reasoning. Parent prompts ask students to "share" ways the movie and novel are the same or different and to "discuss" whether changes impacted the movie positively or negatively.

The Parent Plan lists the skill to "Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest," indicating students will present information using visual media. Students are instructed to "share your poster or story blocks with your family" and to "tell them your feelings and thoughts about the novel," which requires an oral presentation of findings. Project tasks require students to include a persuasive paragraph, quotes, expository sentences, and point-of-view reflections, providing content and evidence they can use when presenting.

Students are asked to write a 6–8 sentence persuasive speech encouraging a newly freed slave to join Buxton and to record the speech in their writing journal, then read it aloud to a parent. Students may also write a short song or poem about the Underground Railroad and perform or read it for a friend or family member. The activity prompts students to give reasons for joining Buxton (e.g., land, school, stable community) that function as supporting details for their claim.

Students are asked in Option 2 to create a physical "Welcome to Buxton" basket and give a short speech of welcome to a parent, explaining why each selected item was included and how it will help. Students analyze Frederick Douglass's persuasive writing, identify vivid adjectives and repeated verbs, and answer questions about what makes his account persuasive, which provides models of relevant evidence and well-chosen details.

The lesson asks students to create a short monologue in which the character "introduces and provides information about him or herself," and it instructs students to use note cards so they can speak while looking at the audience. Students are told to practice the monologue several times and, if possible, film it and share it with a parent, who then explains what was learned from the speech. The t-shirt activity and sharing the booklet likewise require students to present information about their character to an audience (parent or peer).

Students explain the symbolic value of items (Liberty Bell, Emma's doll, Mr. Taylor's dagger) on the Student Activity Page and write 2–3 sentence explanations for a personal sculpture, which requires them to state interpretations. Students read their item descriptions to a parent or friend and may perform a revised children's song for an audience, providing opportunities for spoken presentation. The Parent Plan lists consulting reference materials to find pronunciation, which supports attention to clear pronunciation.

The lesson asks students in Option 2 to write the remainder of a play scene in which characters "explain why they are willing to risk so much to receive an education" and "what they hope education will do for their lives," which requires students to state claims and reasons. The lesson invites students to perform the scene ("Use puppets or additional friends as actors to bring your scene to life!"), and Option 1 asks students to be interviewed and suggests filming or sharing the interview, which requires oral presentation of responses. The wrap-up and discussion prompts ask students to explain implications of illiteracy and to discuss whether the U.S. provides a good education, prompting students to articulate viewpoints and supporting ideas.

Students are asked to answer comprehension and opinion questions (e.g., Question #2 asks whether Mr. Leroy made a good choice and notes that answers should cite evidence of the Preacher's past faults). The character comparison activity directs students to record similarities and differences between characters, which requires organizing claims about traits. The "Questions to Discuss" and "Wrapping Up" prompts ask students to explain, justify, and discuss characters' actions and outcomes aloud.

Students are asked to create and rehearse a 1–2 minute mock newscast (Option 2) and to perform it for family or friends, which requires them to plan and deliver spoken content. Discussion prompts and parent-guided questions ask students to explain and discuss the use of humor and transitions orally, encouraging them to speak about their ideas. The wrapping-up and review sections prompt students to describe different uses of transitions and to discuss why humor is included, which involves speaking claims or explanations aloud.

Students are asked to create a plot diagram and a theme web that require identifying the main conflict, selecting seven rising-action events and examples from the text that develop the theme of freedom, which asks them to organize and cite textual evidence. Activity 2 requires students to write a paragraph explaining their personal connection using specific examples from the book and explaining the impact of those incidents, requiring reasoning and well-chosen details. The 'Questions to Discuss' section prompts students to verbally explain emotional responses and how the author set the stage, which asks students to articulate findings and supporting details aloud.

The lesson's skills list explicitly requires students to "deliver persuasive presentations that include a well-defined thesis... differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning, anticipate and answer listener concerns and counterarguments... and maintain a reasonable tone." Students practice constructing clear thesis statements, selecting and organizing three supporting arguments, and planning counterarguments and rebuttals through Activities 2–6. Students also practice applying persuasive strategies (ethos, pathos, kairos, facts/names) and share their thesis and arguments with a parent as part of the preparation.

Students are assigned to revise and edit a persuasive essay, with directions to check essay structure, topic sentences, and clear supporting details, which builds their ability to organize claims and evidence. The Parent Plan's Skills explicitly states students will "Deliver persuasive presentations that include a well-defined thesis... support arguments with detailed evidence, examples, and reasoning, anticipate and answer listener concerns and counterarguments" and to "demonstrate command... in more formal oral presentations." Students are also asked to explain the revisions they made to a parent, providing an opportunity to articulate their claims and reasoning orally.

The Parent Plan lists that students will "deliver persuasive presentations that include a well-defined thesis," "support arguments with detailed evidence, examples, and reasoning," and "anticipate and answer listener concerns and counterarguments." The plan also instructs students to "introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically," and to "use words, phrases, and clauses to create cohesion." Activity 2 requires students to produce a final draft of a persuasive essay and create a Works Cited page, indicating practice in organizing and supporting claims in a polished format.

Students are asked to create a print ad or a 30-second commercial that requires them to produce persuasive claims and include at least three logical or rhetorical fallacies. Students are instructed to film the commercial or, if not possible, to present it live and to share and discuss their ad with a parent, providing an opportunity for oral presentation and feedback. Students read an argumentative essay on human cloning and mark instances of loaded terms, caricature, leading questions, false assumptions, and incorrect premises, practicing analysis of claims and evidence.

The activity directs students to "make sure the dialogue communicates to the audience what you want them to gain," and to "write the scene so that the conflict is evident," which asks students to emphasize key points and choose details that communicate meaning. Students are told to indicate stage directions, props, and lighting cues so those elements "enhance the dialogue and the plot," encouraging well-chosen supporting details. Students are asked to practice the play "a few times and then perform it," which provides an opportunity for rehearsal and public presentation.

Students complete a Science Fiction activity page that asks them to list "Evidence From The House of the Scorpion" next to each characteristic, requiring them to make claims about the genre and cite supporting examples from the text. The Parent Plan and Skills sections instruct students to "cite the textual evidence that most strongly supports an analysis" and to "delineate and evaluate the argument and specific claims," which directs students to assess reasoning and relevance. In Activity 2 students write a 5–6 sentence persuasive paragraph using examples of irrelevant evidence and are directed to "Read the paragraph to parents," which requires them to present their claims aloud.

Students are asked to "share your ornament with a parent and explain the importance of the items you included," which requires them to present findings and justify choices with specific details. Students are directed to review a PowerPoint that "covers the structure of a persuasive essay and recommended persuasive techniques," which addresses constructing claims and supporting them with reasoning and evidence. Parent 'Questions to Discuss' prompt students to respond orally about El Día de Los Muertos and character analysis, providing additional opportunities to state and defend ideas aloud.

Students are asked to describe the structure of a five-paragraph persuasive essay and to explain how to use a counterargument, which requires organizing claims and supporting reasons. The unit test and activity pages require written short answers and essay reflections where students explain character motivations and defend positions about cloning, prompting use of evidence and reasoning. Students also evaluate their own essays for rhetorical and logical fallacies and explain ethos, kairos, and pathos, supporting selection of relevant details and sound reasoning in writing.

Students complete a Vocabulary Cube game where they must give definitions, identify synonyms, and say words in a sentence when a cube face is shown, which requires them to speak responses aloud and practice pronunciation. The Parent Plan directs an adult to ask the student what the book will be about based on the vocabulary terms and map, prompting the student to state a prediction and cite clues from the map and word meanings. The Map activity asks students to record places and later 'refer to this map to see how the action is unfolding,' which can lead students to describe events and locations orally as they read.

The Parent Plan lists the skill of citing textual evidence to support analysis, and the Connection Commander role asks students to find connections and write several sentences explaining those connections, which requires students to state claims and support them. The Venn-diagram "Strange Rabbits" activity has students identify and classify characteristics from the text, requiring them to distinguish and justify differences and similarities. The "Questions to Discuss" prompt asks students to explain Fiver's interpretation and the rabbits' adaptations, prompting reasoning about causes and evidence from the story.

Students read passages from Watership Down and complete organizer prompts that ask them to state "what the reader knows," "what the characters believe," and the "effect on the reader," which requires them to articulate claims about dramatic irony and support those claims with textual details. Students create 3–5 big-picture discussion questions in the Questioner role, preparing focused points for group discussion. Students produce a postcard explaining what a character needs to know (Option 1) or create a visual depiction that communicates a scenario of dramatic irony (Option 2), both tasks requiring selection and explanation of key ideas and supporting details.

Students are asked to be a "Passage Practitioner" and locate two quotations to discuss with a parent, which requires them to speak about chosen passages and explain their reasons. Students are asked to share flag designs and "describe the choices you made" with a parent, requiring them to explain symbols and colors. In the Hazel for President activity, students must write a slogan and explain why the words and image are appropriate, then discuss those choices with a parent.

Students create illustrations as the Graphic Artist while reading and are instructed to prepare to share their illustration with a parent after reading. Students complete Character Planning pages where they record names, personalities, strengths/weaknesses, and sample quotes for 2–3 characters and are prompted to discuss and explain these plans with a parent. Students write descriptive details and quotations that they can use when verbally explaining their characters or the reading.

Students are assigned the Questioner role and instructed to develop a list of 3–5 discussion questions based on Chapters 35–37, which they are to share and discuss. Students create a Venn diagram or artwork comparing settings and write a 2–4 sentence reflection explaining how setting details give clues about the places. Students are asked to draw and label a map for their story and to explain the map to a parent, connecting setting, characters, and plot.

Students are instructed to write a 3–5 minute script for a scene, practice enacting the scene using character cut-outs, and perform the scene for family or friends. The activity asks students to consider whether to add or omit material and to include notes for music, lighting, or other effects, which requires making choices about how to communicate the story. The Parent Plan also asks students to analyze how a production stays faithful to or departs from the text, evaluating choices made by director or actors.

Students are asked to research Markus Zusak and create either a poster or a 90-second radio promotional spot that presents factual information designed to interest and persuade an audience (Activity 2, Options 1 and 2). The radio option requires students to consider the effectiveness of words and presentation, time the ad to about 90 seconds, and read the ad aloud to a parent using their "best radio voice," which practices oral delivery, volume, and pronunciation. The Parent Plan and Skills list explicitly include adapting speech to a variety of contexts and demonstrating command of formal English.

Students research historical references using provided web links and complete the "Historical References" activity page, identifying meanings of terms like "Aryan," "Kommunist," and the yellow stars. Students analyze three Nazi propaganda posters, specifying target groups, the posters' goals, and what makes each poster effective, and they record examples of propaganda from the reading on a chart. Students are asked to share the posters with a parent and to record and continue collecting examples of propaganda from daily readings.

Students identify and label logical fallacies in Activity 1 by examining ads and examples (Part I) and by writing original ad lines that use specific fallacies (Part II). Students analyze written Nazi propaganda in Activity 2 by identifying persuasive arguments, naming logical fallacies, explaining what emotions the arguments appeal to, and explaining why the arguments may have been effective. The Parent Plan and Student Activity Pages ask students to cite textual evidence, explain reasoning, and evaluate the soundness and effectiveness of arguments.

Students are asked to take notes on two Hitler speech/rally clips, focusing on what might have been compelling about his delivery and what aspects of the rally appealed to the crowd. The Parent Plan explicitly lists a skill of delineating a speaker's argument and specific claims and evaluating the soundness of reasoning and relevance and sufficiency of evidence. Discussion questions prompt students to identify speech techniques (repetition, hand motions, pacing) and rally features (music, marching, flags) that could influence audiences.

Students are asked to choose three ideas from a brainstorming activity and provide specific examples from today's primary source readings or The Book Thief (Primary Sources vs. Historical Fiction, Part II), which requires stating claims and supporting them with textual evidence. Option 2 and the Descriptive Examples activity ask students to identify examples, explain why they are effective, and analyze allegory, prompting students to justify interpretations with details. Parent-facing prompts and the "Questions to Discuss" section ask students to explain choices (e.g., why a scene was chosen, whether Rudy should have gone to the special school), which requires giving reasons and citing textual details in discussion.

Students conduct a Journey Interview in which they ask questions, collect answers, and 'jot down the important parts of the person's answers.' They are instructed to 'choose the most important details that communicate the importance of the journey and what the person learned or achieved along the way' and to create a map or diagram that communicates those findings. The lesson also tells students to 'present your ideas to a parent before starting on the project,' which requires a brief spoken summary of their plan.

Students are asked to record a radio-style "War Reporter" piece in which they choose a scene and deliver it as a broadcast, encouraging them to go beyond bare facts and use a story-like reporting style. Students take a side on censorship, list reasons with supporting examples, and may engage in an informal mock debate with a parent to test out their arguments and rebuttals. Students create a mini-lesson to teach younger children about figurative language (definitions and examples) and may present it via handout, poster, or slideshow; they also write and revise a descriptive paragraph, strengthening sentences for clarity and detail.

Students create a mind map summarizing historical information from a video (Activity 1) and answer a reflective journal question about living in 1930s Alabama, which requires them to state a position and reasons. The Parent Plan tells parents to "discuss your child's mind map with him" and to "discuss his answer to the question," and the "Questions to Discuss" section asks students to provide evidence of the historical period from the first two chapters, prompting students to explain observations and cite examples (e.g., Jim Crow practices, WPA, lynchings).

The lesson's Skills section asks students to "cite the textual evidence that most strongly supports an analysis" and to "produce clear and coherent writing," which directs students to make claims and support them with evidence. The literature response prompt requires students to reflect, state opinions or predictions, and "refer to specific examples from the book" in a 6–8 sentence response. Journal and writing activities ask students to record events and explain how a novel based on them could impact readers, prompting students to develop reasoning and choose supporting details.

Students are asked on the Student Activity Page to list five things based on hearsay and five things based on personal experience and then "develop your own hypothesis about who Boo really is," which requires making a claim and supporting it with textual details from chapters 1 and 5. The Parent Plan skills line directs students to "cite the textual evidence that most strongly supports an analysis," which asks students to select relevant evidence and reasoning to support conclusions. Parent directions and discussion questions ask students to explain interpretations (for example, why Jem cried or what Miss Maudie means), and parents are instructed to ask the student to "reveal the gift he gave, why it is significant, and how he delivered it," prompting an oral explanation of actions and reasoning.

Students are asked to complete a literature response that must include at least one quotation from the text and an explanation of its meaning and importance, which requires supporting a claim with textual evidence. Students complete a Character Line-Up chart, recording brief descriptions, quotes, memorable actions, and descriptive scenes—activities that require gathering and organizing evidence about characters. The parent-plan discussion prompts ask students to explain why Atticus must defend Tom Robinson and to interpret character motivations, which asks students to state claims and justify them orally in discussion.

Students are asked to write, practice, and act out a short skit (30–60 seconds) that demonstrates revealing a hidden talent, which requires them to present content orally to friends or family. The lesson includes discussion questions that prompt students to explain reasons (e.g., why Atticus gave up shooting, whether Mrs. Dubose's actions are an example of courage), asking for explanations and justification. The Parent Plan lists a skill goal to "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking," which implies attention to spoken performance.

Students are asked to write literary responses that "connect responses to the writer's techniques and to specific textual references; and draw supported inferences," which requires using relevant evidence and reasoning. Activity 1 asks students to identify quotations, paraphrases, and summaries and to record a direct quotation, a paraphrase, and a summary, so students practice selecting and citing supporting details. The parent plan and discussion prompts instruct students to refer to specific examples from the text when explaining their reactions and to discuss what Scout and Jem learned, which supports organizing claims around evidence.

Students choose one of three moral dilemmas, generate two possible solutions, and role-play both solutions with a sibling or adult. Students act out the scenarios and decide which solution was the better one, requiring them to state positions and explain reasoning orally. Discussion prompts ask students to consider alternative endings to the jail scene and to explain character motivations, which elicits verbal explanation and defense of ideas.

Students are asked to share a visual collage and explain why they chose various images, words, and phrases to represent aspects of their identity, requiring them to present claims about who they are. Students collect 6–8 objects for an Identity Grab-Bag and discuss with a family member why each item represents parts of their identity, prompting oral explanation and justification. Students respond to and discuss targeted questions about the trial (for example, Atticus's affect and whether his approach will be effective), which asks them to state opinions and provide reasons aloud.

Students answer specific comprehension questions (e.g., describing Mayella's life, Tom Robinson's version of events, and Atticus's explanation) that require stating claims and citing details from testimony. Students complete activities that sequence trial events and fill-in-the-blank items using legal terms, which has them organize findings about the case and identify relevant evidence. The lesson includes discussion prompts that ask students to explain why the jury might or might not believe Atticus, prompting students to give reasons.

Students answer focused comprehension questions and discussion prompts that require them to state interpretations (e.g., explaining Miss Maudie's comment, interpreting Atticus's quote, and evaluating Scout's historical comparison). Students complete a graphic organizer to express examples of innocence being threatened and are prompted to "express your thoughts about the communication of this theme throughout the book." The lesson also directs students to explain what they think in the "Questions to Discuss," which asks for comparisons and reasoning about themes and historical parallels.

Students are asked to compare the novel and film using a two-column running list and to answer targeted discussion questions (e.g., identify biggest changes, explain why changes were made, and state whether they agree with the director's decisions), which require forming claims and offering reasons. One activity asks students to write a short movie script for a deleted scene and, if possible, rehearse and perform it for family, which involves speaking aloud and performing. The film-poster option asks students to encapsulate important themes in a sentence and supporting details, which requires selecting salient points and details.

Students plan and deliver an organized oral book presentation with a slide show, using a graphic organizer to record key points for each segment (historical context, characters, plot, themes, personal reactions). The rubric and parent-plan skills require students to support judgments with references to the text and to integrate multimedia to clarify information and strengthen claims. Students are given explicit coaching on delivery: practice, speak loudly, clearly, and slowly, make eye contact, avoid fidgeting, and use deliberate gestures, and they present to an audience and receive feedback.

Students are instructed to read poems slowly and aloud and to mark lines or phrases that strike them, which gives practice in oral reading and in identifying evidence from texts. Students complete a Comparing Texts activity (including a Venn diagram) in which they note similarities and differences between Longfellow's poem and Revere's account, prompting them to analyze and record findings. Discussion prompts ask which version is more effective and why, encouraging students to articulate judgments about effectiveness based on textual features.

Students answer specific analytical questions about Poe's poems (e.g., identifying irony in "Alone," describing mood in "The Conqueror Worm," and marking end and internal rhyme schemes in "The Raven"). Students complete an activity asking them to record at least one line from two different Poe poems that demonstrate Poe's stated poetic focus, which requires selecting and citing textual evidence. Students write a poem about loss or death, using Poe's poems as models, and explain comma usage in sentences drawn from the poems, practicing clear written explanation and justification.

The skills list explicitly requires students to "recite poems (of four to six stanzas) ... using voice modulation, tone, and gestures expressively to enhance the meaning." Activity 1 directs students to choose and memorize a poem, "read the poem out loud a few times," "look up any word ... or aren't sure how to pronounce," observe pauses, and "practice the poem each day" before reciting it to family. The parent plan reiterates that the child will "recite it for the family in a few days" and advises choosing a poem that will appeal to listeners.

The Skills section explicitly requires students to recite poems (or speeches/soliloquies) using voice modulation, tone, and gestures to enhance meaning, which practices oral delivery. The student activity pages ask students to explain meanings of stanzas and to choose and justify effective phrases or images, requiring them to state interpretations and support them with textual details. The "Questions to Discuss" prompts ask students to talk about what they hoped to communicate in their poem, which encourages them to articulate claims about their own work.

Students are instructed to memorize and recite a poem for their parents and to practice delivery, including working on tone, how quiet or loud they are, hand motions or gestures, and accurate pronunciation. The Parent Plan lists a skill: "Recite poems (of four to six stanzas)... using voice modulation, tone, and gestures expressively to enhance the meaning." Students are asked to double-check that their recitation matches the printed poem exactly, which requires attention to clear pronunciation and accuracy.

The Skills section tells students to recite poems using voice modulation, tone, and gestures to enhance meaning. Activity 3 directs students to practice aloud (in front of a mirror), vary tone and use facial expressions or hand motions, then recite the poem for family and state the poem's name and author. The activities also ask students to share why they chose the poem, prompting a brief oral explanation.