Students are prompted to discuss whether the doctor is telling the truth about scorpion stings and why the doctor and priest visit Kino, which asks them to judge a speaker's credibility and motives. The Skills section instructs students to "analyze the purpose of the author" and "analyze the effects on texts of such literary devices," which frames analytical practice about claims and intent. Discussion prompts (e.g., "Do you think the doctor is telling the truth... Why or why not?") require students to form judgments about the truthfulness and intent behind specific spoken claims.

Students read Chapter 5 and are asked to develop four discussion questions of different types (Right There, Think and Search, Author and You, On My Own) and to provide answers, which requires locating text-based claims and synthesizing information across the text. Parent-plan discussion prompts ask students to respond to a quoted claim ("I am man") and justify agreement or disagreement, prompting students to consider and respond to a speaker's assertion. The Wants activity asks students to evaluate and categorize each character's desires (good, evil, self-centered), which requires making evaluative judgments about motives and claims about character.

Students prepare and conduct a mock trial for the character Kino, assigning roles and using evidence from the book to argue the case. Students write and rehearse speeches defending or prosecuting Kino that require persuasive techniques and citation of evidence from the story. Students answer short-response questions that ask for answers supported with evidence and are prompted to identify and trace an author's point of view in the parent skills list.

The Reading And Questions asks students to take on the role of a Discussion Director and write four discussion questions, including at least one open-ended and one inference question, which requires students to frame and probe claims and interpretations. Parent Plan discussion prompts ask students to explain how the muvuki tricks visitors and why the trader negotiated, prompting students to identify claims and reasons behind characters' actions. Wrapping Up asks students to consider Nhamo's options and what keeps her from having options, prompting students to analyze causes and motivations.

The Parent Plan Skills list asks students to "clarify and support spoken ideas with evidence and examples" and to "support opinions in verbal presentations with detailed evidence," and students practice delivering oral narratives aloud using these strategies. The Student Activity Page asks students to "characterize Nhamo using text evidence," requiring students to make claims about a character and back them with evidence. Students rehearse presentations in front of a parent and receive feedback, and a checklist prompts assessment of expressive delivery and use of visual aids.

Students read Chapter 1 and answer questions that require them to explain how Tolkien characterizes Bilbo and what Gandalf means by saying "There is a lot more in him," prompting students to state claims and offer supporting details from the text. Discussion prompts ask students to summarize Thorin's explanation of the mission and to answer "Do you think Bilbo should go on the mission? Why or why not?," which asks students to give reasons for a position. The Setting Map and Events of the Journey tasks require students to record events and link them to locations, which students can use as evidence when explaining characters' motivations or decisions.

The Parent Plan skills explicitly state that students should "identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities)." Activity 2 (Option 1) has students collect advertisements and "classify them according to how much each ad preys on people's greediness and need for power," which requires analyzing persuasive appeals. Option 2 asks students to find historical and current examples of greed-motivated events and "rank them in order from least to most devastating," which requires evaluation of consequences and relative impact.

Students are asked in Activity 1 to read early literary reviews and "summarize the literary critic's response to the novel" in two or three sentences, identifying whether the response is positive or negative and explaining major points. The prompt also asks students to "describe any literary elements that the reviewer alludes to in the review." The Parent Plan further instructs students to read aloud their summaries and to identify literary elements and themes mentioned by the reviewers.

Students are instructed to read and watch interviews and bios of Linda Sue Park and to take notes, and the skills list explicitly includes "Listen to and interpret a speaker's messages" and "Determine the speaker's attitude toward the subject." The Linda Sue Park activity asks students to answer questions about the author's advice, attitude, and what she is trying to teach, which requires students to interpret spoken and written information about the author.

The Parent Plan directs the child to "defend his answer with a logical explanation" and to "provide evidence from the text to support his conclusions," which asks students to make claims and cite evidence. Multiple discussion prompts ask students to explain motivations, feelings, and how opportunities benefited Tree-ear, and students are asked to answer comprehension questions in complete sentences. The mini-book activity requires students to record opportunities and "at least one way the opportunity benefited Tree-ear," prompting students to link claims to textual details.

Students are asked to explain Crane-man's quotes in their own words on the Student Activity Page, which requires identifying the claim or message of each quotation. Discussion questions ask students to take positions and give reasons (e.g., "Do you think Min should teach Tree-ear... Why or why not?" and "What did Crane-man say would be Tree-ear's biggest danger... Do you think he will be right? Why or why not?"). Guided response questions (about pride, family, and Crane-man's teachings) prompt students to cite examples from the text to support their interpretations.

Students are instructed to read the CNN article that presents multiple stakeholders' viewpoints on the Dakota Access Pipeline and to use the "Point of View" handout to list how each group would view the pipeline, focusing on reasons for supporting or opposing it. The Parent Plan skills statement tells students to "explore and analyze argumentative works... summarizing the author's purpose and stance, examining the importance and impact of establishing a position or point of view, and drawing inferences." The Argumentative Essay rubric evaluates the clarity, focus, and effectiveness of the argument (Ideas) and asks students to use multiple sources in their research process.

Students read two conflicting news articles about Sir Sam Hughes and complete a "Detecting Bias" handout comparing how he is portrayed in each piece, citing examples of selection/omission, word choice, headlines, and statistics. Students answer journal questions about the U.S. propaganda leaflets (identifying types of techniques used and the government's purpose) and judge whether the leaflets were convincing. Students watch advertisements, identify propaganda techniques, state the intended audience, and rate and explain how effective each ad is.

Students are asked to find at least three opinions on their essay question from different stakeholders and to record at least three supporting details for each (Activity 5), which requires identifying claims and collecting evidence. Students practice evaluating sources using a four-criterion rubric (purpose, authority, currency, objectivity) and rate websites on those criteria (Activity 4). Students develop research questions to gather information supporting their position and the opposing argument (Activity 6) and record evidence using gathering grids or note cards.

Students write a clear position statement and break that argument into supporting reasons and pieces of evidence in the outlined introduction and body paragraphs. Students identify and address opposing points of view in a dedicated counterarguments paragraph and are prompted to support claims with facts, statistics, research, expert opinions, and examples. Students use an "Argumentative Essay Rubric" to evaluate and revise their essays for ideas, organization, and use of evidence, and the Parent Plan notes supporting main ideas from multiple authoritative sources (e.g., speakers) and synthesizing research into oral or written presentations.

The Parent Plan skills list instructs students to "synthesize and make logical connections between ideas within a text and across two or three texts... and support those findings with textual evidence," and to "come to discussions prepared... explicitly draw on that preparation by referring to evidence on the topic, text, or issue." Several comprehension questions ask students to take a position and explain why (e.g., "Do you think Oedipus deserved his fate? Why or why not?" and "Do you think Jason or Medea was the 'hero' of the story? Why?"), requiring justification. The Icarus comparison chart and activities asking students to compare traditional and contemporary retellings prompt students to identify similarities, differences, and support comparisons with details from the texts.

Students are asked to form and support claims in the discussion question, "Do you think Alyce makes the right decision to go back to the village? Why or why not?", which prompts justification with reasons. Activity 2 directs students to describe Alyce's relationships at the beginning and end of the book and to "Provide details from the book to support your answers," requiring students to cite textual evidence. The parent/connector prompts ask students to share connections between the book, their life, and the outside world, encouraging students to articulate claims and supporting examples.

Students read multiple first-person monologues and fill out a chart for each monologue, prompting them to identify what each narrator says and how they describe events. Discussion questions ask students to explain character traits (e.g., "What makes Otho's tale so cynical?") and to "Use examples from the book to support your answer," which requires citing textual evidence for claims. Activities ask students to compare characters (e.g., how Jack and Otho are similar; how Edgar and Simon are different) and to share findings with a parent, encouraging them to state claims and back them with examples.

The Skills section explicitly asks students to "distinguish between fact and opinion in oral presentations and media messages" and to "recognize effective arguments in oral presentations and media messages." The Media Awareness activity has students identify four persuasion techniques (glittering generalities, flattery, dares, promises), collect advertisements that use those techniques, and write or role-play their own persuasive copy. The Life Application and wrap-up ask students to watch ads and decide what each ad is trying to persuade and which techniques it uses.

Students are asked to consider how characters persuade or change one another, prompting identification of claims and persuasive moves. Question #4 asks students to explain why the narrator shows his drawing and how he treats people differently based on their response, which requires recognizing the narrator's claim about adults versus children. The Venn diagram activity has students extract and compare what adults and children want to know about a friend, which asks students to delineate differing perspectives and claims about what matters.

Students are asked to choose a persuasion technique and compose or ad-lib a 30-second persuasive message from the flower to the little prince (Activity 2), then perform it and identify which technique(s) they used. The lesson prompts discussion questions such as "Do you think the little prince would return if he heard the flower's message? Why or why not?" and includes the guiding idea "How do characters persuade or change one another?" which invites consideration of persuasive claims and effects. Reading questions (e.g., about the King being obeyed) require students to give reasons for answers, showing some practice in supporting claims with explanation.

Students are prompted to plan solutions on the "Planet Problem" worksheet by listing problems, resources, and brainstorming solutions, which requires stating claims and supporting reasons. In Option 1 and Option 2 students write persuasive letters proposing the same solution from child and adult viewpoints, and the adult view is explicitly encouraged to include facts and figures. Students are also asked to share their letter and explain how their solution would solve the problem and to reflect on which persuasion techniques they used.

The Parent Plan skills state that students will "Paraphrase the major ideas and supporting evidence in formal and informal presentations," which asks students to restate claims and evidence. Reading questions (e.g., asking what it means to be "tamed" and why the prince says his rose has tamed him) require students to identify characters' claims and explain them. The Wrapping Up prompt asks students to "Explain to your parent why the fox says that having a friend prevents everyday activities from becoming monotonous" and to give two examples, prompting students to give reasoning and illustrative evidence.

Students are asked to list ways the narrator says he knows the little prince made it home and to answer questions about why the little prince left and how the narrator perceives that event, which requires identifying the narrator's claims and supporting statements. The Persuading the Fox activity asks students to create a poem or drawing plus a written description to persuade the fox that the little prince made it home, requiring them to offer evidence to validate that claim. The wrapping-up prompt asks students to explain why they agree or disagree with the narrator, prompting them to use and consider the narrator's reasons and evidence.

The lesson repeatedly asks students to consider persuasion: the "Ideas to Think About" asks, "How do characters persuade or change one another?" Option 1 states that "All the characters in the play so far are trying to persuade someone else" and requires students to include at least one image showing what their character tries to persuade someone else to do. The Student Activity Page asks "What does your character want to persuade someone else to do?" and "Is your character good or bad at persuasion?"

The lesson asks students in Option 2 to choose a passage that deals with persuasion and to write a short paragraph about how the passage deals with persuasion, which directs students to examine attempts to influence beliefs. The Ideas to Think About section asks, "How do characters persuade or change one another?", prompting students to consider persuasive actions between characters. The Wrapping Up parent discussion asks whether Demetrius's love is real and to explain why or why not, which asks students to weigh reasons for a character's claim.

The Parent Plan lists a skill to "identify, analyze, and critique persuasive techniques such as promises, dares, flattery, and glittering generalities," which directs students to work with persuasive strategies. Activity 2 asks students to create a persuasive message from Romeo or Juliet using glittering generalities, flattery, dares, or promises and to choose 2–3 vocabulary words, requiring students to construct and label persuasive claims. The Wrapping Up step requires students to share their message and explain which type of persuasive message they used and why they chose those vocabulary words, prompting students to justify their rhetorical choices.

Students are guided to state a thesis and identify supporting reasons on the OUTLINING page, with directions to list 2–3 reasons and 2–3 pieces of evidence for each reason. Activity pages (Play Cupid / Strongest of All) prompt students to record a thesis, problems and solutions, evidence of love, and important quotes. Activity 3 instructs students to include quotes and "provide persuasive evidence" and to summarize why their chosen relationship has the strongest love. The Classics Rubric includes an "Ideas and Support" section that asks students to rate the strength and evidence of their ideas.

Students read specific pages about Newton and answer questions that require summarizing his experimental approach, Kepler's camera obscura improvements, the conflict between Newton and Hooke, and how spectroscopy uses light as evidence for elements. Students are prompted to discuss how Newton and Hooke were similar and why they disagreed, and the skills list includes summarizing and determining the importance of information. The spectroscopy question describes how scientists use spectral evidence to support claims about elemental composition.

Students are asked in Question #1 to identify who convinced Newton to publish and to state "What arguments did the person make?", which requires students to delineate a speaker's claims and reasons. In Activities (both Option 1 and Option 2) students take the perspective of two people involved in an event, summarize the event, and write or speak opposing viewpoints and headlines that reflect each person's claims. The Student Activity Page directs students to describe the event and write perspective-based topic sentences or headlines for two people, prompting students to pull specific claims from a text.

Students are asked to read model poem analyses that explain the main topic and specific images and events and how they function in the poem (Activity 6). Students must write a two-paragraph analysis of one of their own poems: a paragraph on images/events with a topic sentence and supporting sentences, and a paragraph on structure and techniques. The Parent Plan skill statement explicitly asks students to provide evidence from text to support understanding of poetry's structure and elements.