Students are asked in the Wrapping Up section: "How are Nadia and Noah similar and how are they different?", which explicitly asks for a comparison. Students are instructed to create plot flowcharts for Noah's story and Nadia's story (and additional flowcharts for Ethan and Julian), which requires identifying specific events and problems/solutions from the text. Parent Plan discussion questions prompt students to identify relationships the author introduced and to explain ways characters struggle in their relationships, encouraging use of text-based details about interactions.

Students are prompted to discuss differences between Nadia's voice and Noah's voice and to briefly compare those two character perspectives. Students write three observations about Nadia in their journals and fill in Nadia's storyline, using details from her account. Students respond to discussion questions that ask them to compare how Nadia's father is portrayed in Nadia's story versus Noah's story and to explain relationships (e.g., Nadia and Ethan), with a parent prompt to support ideas by citing examples in the text.

Students are asked in Life Application to "make any comparisons between the movie and the party at Julian's house," which prompts comparing an event/setting in the story to the movie. Discussion questions ask students to describe the relationship between Ethan and Julian and to evaluate whether members of The Souls would make good friends, which requires students to consider how characters interact. Activity 2 asks students to create similes and metaphors for each character, which has students analyze and represent character traits.

Students are asked to complete Activity 3 (Relationships) where they draw lines between characters and write phrases explaining each connection, requiring them to identify and describe relationships among characters. The Wrapping Up and Questions to Discuss sections ask students to review relationships and answer comparative prompts such as how The Souls' friendships differ from Knapp and his friends. The Parent Plan lists analyzing characters (traits, motivations, relationships, changes) which directs students to examine character elements that can support comparison.

Students list round characters and write three things they know about each (Activity 2), and they list flat characters and describe each one's relationship with a main character, which requires identifying character traits and relationships from Chapters 5–8. Students answer discussion questions that ask how having Knapp on the team would have changed things and how characters' personalities and situations have changed, prompting consideration of differences between character states or team compositions.

Students read the tall tale "Johnny Appleseed" and research the life of John Chapman, then are instructed to "make a Venn diagram that compares the legend of Johnny Appleseed to the real man, John Chapman." Students complete character webs that ask them to record words and phrases describing the three main women characters from the stories they read. The activities also include questions and prompts that require students to summarize relationships and events from the texts (e.g., why Star Maiden left, why Bess acted as she did).

The Parent Plan Skills section explicitly lists "Compare and contrast tales from different cultures by tracing the exploits of one character," indicating a learning goal about comparison. Students read multiple related stories ("Annie Christmas," "Susanna and Simon," Brer Rabbit tales, and Anansi tales), and discussion prompts ask students to choose which story they enjoyed and to "Describe the relationship between Brer Rabbit and Brer Fox," which encourages consideration of character interactions. Activity 4 (A Trickster Character) asks students to name a nemesis and describe the setting, prompting comparison of protagonist/antagonist roles and story contexts.

Activity 6 asks students to read another version of the John Henry story and record five ways the two versions are different and three ways they are similar. Activity 4 directs students to list three sentences that helped bring John Henry to life, prompting attention to specific language about a character. The Parent Plan Skills section explicitly lists 'Compare and contrast information on the same topic after reading several passages or articles.'

Students are asked to compare "Brer Rabbit and the Tar Baby" and "Sister Fox and Brother Coyote" using a graphic organizer (Activity 1) and Option 2 requires students to show at least three ways the stories are similar and different. Reading questions ask students to explain why Sister Fox easily tricks Brother Coyote and to interpret the characters' actions, prompting analysis of how characters interact. Activity 3 asks students to create a trickster tale with a different setting and Activity 4 asks students to list ten geographic details from "Pecos Bill," both reinforcing comparison of settings.

Students are asked explicitly to compare Hiiaka and Pele (Question for "Hiiaka": "How are Hiiaka and Pele different from each other?"), with the provided answer listing specific traits (age, gifts, temperament, role). Students complete a "Myth" matching activity that requires listing gods and humans and matching each name to descriptive details, which has them distinguish characters by role and attributes. The parent/planning discussion prompts ask students to consider whether Hekeke and Et-tetti were heroes, prompting comparison of character actions and roles.

Question 4 asks students where Phillip's family lived before moving to Curacao and explicitly asks "How was life in Curacao different for his mother?", prompting students to cite differences (Virginia vs. Curacao) and text details (friends, seasons, a house on an acre). The wrapping-up and parent discussion prompts ask "Would you prefer to live in Virginia or Curacao? Why would it be hard to adjust to living in a different culture?" which requires students to compare the two settings and explain differences. The prompt "How does diversity make a community more interesting?" and the task to describe the diverse citizens of Curacao invite consideration of similarities and differences among groups.

Students are asked to record a sentence or two describing both Phillip and Timothy on 'Phillip and Timothy' activity pages for specific chapter ranges, focusing on the characters' feelings, thoughts, and actions toward one another. The student activity pages present side-by-side columns labeled for Phillip and Timothy across multiple chapter groupings, prompting students to note character details across events. Discussion questions and comprehension items ask students to analyze interactions and specific events (for example, why Phillip reacted strongly to Timothy, why Timothy limited water, and what happened in the lifeboat), which require drawing on details from the text.

Students are asked to "write sentences to describe the two main characters" (Phillip and Timothy), which requires focusing on character traits from Chapters 5 and 6. Students answer text-based questions such as explaining what Phillip meant by "His [Timothy's] eyes were becoming mine," requiring them to draw on specific details about how the characters interact. Parent discussion prompts ask students to evaluate Timothy's statements and reactions, prompting analysis of character behavior and interaction.

Students are instructed to "Fill in information from these chapters about both characters on the 'Phillip and Timothy' pages," which requires gathering details about two characters. Discussion prompts ask students to explain whether Timothy has been honest and whether Phillip's belief about Timothy is true, and to consider "How are Timothy and Phillip's differences becoming less important as they struggle to survive?" The Parent Plan lists a skill to "identify and examine characters' motives," guiding students to analyze character behavior and interactions.

Students are asked to read Chapters 9 and 10 and to write sentences that describe Phillip's and Timothy's attitudes and actions on the 'Phillip and Timothy' pages. Question #4 asks students to explain how Timothy's childhood was different from Phillip's, and Question #5 asks students to list three practical things Timothy did that Phillip would not know how to do. Discussion prompts and Activity 3 ask students to explain how their relationship is changing and how backgrounds and interactions influence characters' feelings and judgments.

Students are asked to fill in information about Phillip and Timothy on a character activity page after reading Chapters 11 and 12, and to answer questions that probe how Timothy and Phillip help one another (e.g., "How does Timothy need Phillip now?" and "How did Phillip help Timothy?"). Activity 3 directs students to make two lists in their journal: ways Timothy has helped Phillip and ways Phillip has helped Timothy. The parent plan and discussion prompts ask students to discuss the cultural differences between the characters and how their relationship is changing, focusing attention on character interaction.

Students read Chapters 13 and 14 and are prompted to "write a sentence or two that describe the two characters' feelings and actions toward one another" on a "Phillip and Timothy" activity page. Activity 2 asks students to write journal entries from Phillip's perspective describing the island and describing Timothy based on words and actions. Discussion prompts ask students to describe Phillip's and Timothy's feelings toward each other and to explain ways each is smart, which requires noting similarities and differences in character traits. The Parent Plan lists the skill to "analyze characters, events, and plots and cite supporting evidence."

Students are asked to "write about how Phillip and Timothy's relationship has changed since the day they first met on the raft to the day when Timothy was killed" and to write three paragraphs addressing that change. Students complete "Phillip and Timothy" activity pages and "Organizing My Ideas" pages that require a topic sentence, supporting details, and a concluding sentence for the relationship at the beginning and how it changes over the course of the novel. Students answer guided questions (e.g., why Phillip was angry, what Timothy did to help Phillip survive) that require referring to specific words, phrases, and events in the text.

Students are asked to "finish your essay that highlights how Timothy and Phillip's relationship changed over the course of the book," which requires comparing the two characters over time. Students must "fill in information on the 'Phillip and Timothy' activity page," prompting them to record details about each character. Activity 3 asks students to "think about how life on the island was different for Phillip when Timothy was alive than it is now," which has students compare two states/events and explain significance.

Students are asked to fill in information on a "Phillip and Timothy" activity page after reading the last chapter, which indicates work focused on those two characters. Students write a eulogy describing how they and Timothy depended on each other, what they learned from him, and how he changed their life, and the rubric specifically evaluates reflection of dependence on Timothy and relation to Martin Luther King Jr.'s dream. The skills section asks students to identify and interpret elements of fiction and support their ideas by referencing the text, and students are directed to review the novel and answer comprehension questions drawing on textual events.

Students read Chapters 1–2 and answer comprehension questions that identify characters (Dina, Elise) and events (Dina paddling across the river, the soldier suspecting a spy). Students complete a map activity labeling settings (Rhine River, Breisach, Freiburg, Hamburg) which locates and distinguishes places in the story. The Parent Plan asks students to "hypothesize how differences and similarities among people have produced diverse American cultures" and includes discussion prompts comparing Dina's assumptions about Americans with reality.

The "Ideas to Think About" prompt asks students to consider how the lives of immigrants in the 1800s are similar to and different from lives in America today, which prompts comparison of settings/time periods. Activity 3 directs students to record details they learn about New York City and the lives of immigrants in 1870, giving students textual details to use. Several comprehension questions (e.g., impressions of New York, Dina and Katharina's exchanged items, and descriptions of Dina's uncle) provide specific facts about characters and settings that students could use in comparison.

The lesson asks students to consider similarities and differences between life in the United States and immigrants' native countries in the "Ideas to Think About" section and Q1 asks students to compare weather in New York and Germany. Several comprehension questions (Q2–Q4) require students to identify motivations of characters (Uncle vs. Dina), which can be used to contrast characters. Activity 3 asks students to describe a local street from the perspective of an outsider, prompting comparison between their community and the text's setting.

Students are asked to compare Dina's two families by drawing each family and to "Record two ways the families are different and two ways they are alike," which requires identifying similarities and differences. The bubble map directions explicitly tell students to "Think back on each character's actions and words, as well as what other characters have said about one another," and to list character traits, prompting use of specific textual details. The Parent Plan lists skills including "Analyze characters and events and cite supporting evidence" and "Analyze characters, including their traits," reinforcing that students must base comparisons on text-based evidence.

Students are asked to read Chapters 19-21 and answer questions that require recalling events (e.g., Dina's gifts, the fire on the roof) and interpreting dialogue (Johann's comment about the hat). Activity 3, "Should I Stay or Go?", asks students to make a list of reasons for Dina to stay in New York and reasons for her to return to Germany and to decide which choice is best. The Parent Plan and Skills list explicitly ask students to analyze characters' motivations and to draw conclusions supported with text evidence.

Students are asked to write a letter from Dina to Katharina explaining how life is different in New York, explicitly prompting them to describe what they like about New York and what they miss about Germany. The provided organizer directs students to plan three paragraphs: one on New York, one on Germany, and one on their decision, each requiring a topic sentence and at least three supporting details. The lesson prompts (e.g., "How was life in the states similar and different from the lives of the immigrants in their native countries?") guide students to identify similarities and differences between the two settings.

The lesson includes a directive in Special Notes asking the student to "discuss how the characters' experiences are similar and different from Dina's," and the Parent Plan lists "Analyze characters and their actions." Student activity pages prompt students to record "characters and location" and "development of the characters," and comprehension questions require recall of specific character actions (for example, how Mrs. Koch helped Uncle, why Dina found it hard to talk to Johann, and why Dina decided to stay).

Students are asked to make a Venn diagram comparing Dina and her uncle (Square 5) and to write three sentences describing how Dina's life in America is different from her life in Germany, which requires identifying similarities and differences between characters and settings. Students must illustrate Dina's home in Germany and her home in America "according to the author's descriptions," directing them to use textual details about settings. The project rubric requires accurate information and demonstration of understanding of the story, which reinforces using specific story details in their comparisons.

Students answer targeted questions about Sam and Bando (e.g., "What did Sam think about Bando at first? Who was Bando?" and "Did Sam enjoy spending time with Bando? How do you know?"), which prompt consideration of character interactions and require textual reasoning. Students are asked to think about why Bando called Sam "Thoreau" and to discuss "How are Sam and Henry David Thoreau similar?," directly asking them to compare two people. The Thoreau activity and timeline task require students to draw on details about Thoreau's life when explaining similarities.

QUESTION #1 asks students how Sam has changed since he first began his wilderness adventure, prompting a comparison of the character at two points in the text. The "Different Setting" activity asks students to create a plot diagram for the story set in a different environment and describe challenges, which requires contrasting the original and new settings. The "A Special Friendship" activity directs students to discuss Sam's friendships with animals and people and describe their significance, which can involve comparing types of interactions.

Students are asked to complete a 'Barbados vs. Connecticut' comparison chart (Activity 3) that directs them to sort descriptions of climate, geography, and culture into two columns. The Wrapping Up section asks students to 'look at your chart and review some of the differences between Connecticut and Barbados' and to think about how these differences will make it challenging for Kit. The reading questions (Questions #1 and #2) require students to identify how Kit was received and how Mr. Wood reacted when Kit gave gifts, prompting attention to specific character interactions from Chapters 3 and 4.

Students read Chapters 5 and 6 and answer a question asking what Reverend Bulkeley and Matthew Wood argued about, which requires identifying and describing an interaction between two characters. Students answer how Kit feels at the Meeting House and read a personal narrative that highlights Kit's contrast with the Puritan congregants, prompting reflection on differing character perspectives. Students compare the colonial map to a modern map of Connecticut and record how geography and setting affected colonists' lives, practicing comparison of settings.

The Parent Plan asks the child to describe the differences between Mercy and Judith, prompting a direct comparison of two characters. The Skills section tells students to analyze characters and their conflicts and to support judgments about the text using references to the text, which directs students to draw on textual details. Activity 2 and its Student Activity Page require students to list reasons for being a Royalist or for supporting a free government in two parallel columns, prompting comparison of two perspectives/events.

The lesson includes a direct question asking students to identify the difference between Mercy's and Kit's teaching styles (Question #1), prompting students to compare two characters. The "Questions to Discuss" asks whether Reverend Woodbridge and Mr. Kimberly should have been so upset, which invites students to consider and contrast adults' reactions to the same event. The reading questions require students to refer to events (e.g., Kit running from the school) that can be used in discussion of how characters interact and respond.

Students are asked in Activity 2 to read about the Quaker faith and compare it to the Puritan faith using a Venn diagram, directly prompting a compare/contrast task. Activity 1 has students record discoveries about the community, the Woods family, and Kit herself across chapters, which requires noting details about different people and settings. The Parent Plan and Skills section explicitly list "Compare and contrast information on a topic" and prompt discussion of which discoveries are most important and how they changed Kit.

Activity 2 (An Island Bird) asks students to identify a metaphor comparing Kit to a tropical Jamaican bird, to compare two things, to evaluate whether the comparison is effective, and to list three ways Kit's time in Wethersfield parallels the bird. The Student Activity Page prompts students to justify their opinions and the Parent Plan lists skills including understanding major ideas and supporting evidence and drawing conclusions with textual evidence. Wrapping Up asks students to "Think about how Nat and Kit's relationship is changing," which prompts attention to character interactions.

Students read Kit's narrative and discuss its organization, including separate body paragraphs titled "The People," "Survival and Work," and "Hannah," which isolate different characters and aspects of setting. Students complete topical organizers that label distinct elements (Hannah Tupper; Survival Chores & Work; The People) and use a flow-chart or web to list details about their memory/place. The concluding-paragraph guidance asks students to reflect on what they learned and to address the three topics, which encourages describing differences among people, work, and one named character.

Activity 2, "Before & After," asks students to write three statements from Hugo's point of view describing his life before and after his father died, prompting comparison of two states/events. The Parent Plan directs students to review ways Hugo's life and personality have changed and to discuss how his judgment may have changed since he has been forced to survive on his own. The Reading and Questions section requires students to identify specific details from the text (e.g., what Hugo found, his father's occupation, how his father died), providing textual facts students can use.

Students are asked to compare two different versions of a Hans Christian Andersen fairy tale using a 'Two Versions' graphic organizer that specifically prompts comparison of Characters, Setting, and Events and asks for similarities and differences. Students are instructed to compare the original text to a revised version or a movie adaptation after listening to or watching two versions of the story. Students are also prompted to compare Hans Christian Andersen and Hugo by discussing parallels in their lives and circumstances.

Students answer comprehension questions that identify specific actions and motives in the text (e.g., Hugo taking the key from Isabelle and why he took it). A discussion prompt asks students to consider how Hugo and Isabelle are alike, with an explicit note (Both are stubborn and very clever). The "Things to Review" and review questions ask students to recall important events from Part 1 that could serve as textual details for comparisons.

Students read the myth of Prometheus and Chapters 5–8 and are asked explicitly to compare Hugo and Prometheus on the student page titled "Two Thieves?", answering questions about reasons for stealing, how each was punished, and ways Hugo relates to Prometheus. Students are also asked to retell the Prometheus story and to look back at a picture in the book (pp. 344–345) to support their responses. The wrap-up prompt asks students to identify which character they are most similar to and explain why, giving additional practice in comparing characters.

Activity 3 asks students to describe a discovery for each of the three main characters (Papa Georges, Isabelle, and Hugo) and explain how each discovery changed the character's life, using a three-column graphic organizer labeled Discovery → Change. The Parent Plan prompts discussion of how each character makes discoveries and how their lives are changed. The Introducing the Lesson section asks the student which character he liked best and why, encouraging consideration of characters' traits and responses.

Students read Chapters 1–2 of The Ballad of Lucy Whipple and answer comprehension questions about California's feelings about living in California and why she changes her name, which asks them to draw on text details. Parent discussion prompts ask students to explain why California wanted to return to Massachusetts and whether her mother should have moved, inviting comparison of life in Massachusetts versus California. Activity 3 asks students to imagine settling in a western state and write a 6–8 sentence journal entry about observations and feelings, which prompts students to consider differences in settings and to use descriptive details.

Students choose one character and collect five items that represent that character based on what the author has told them about the character and the character's actions (Activity 2: Packing for a Character). Students are asked to analyze characters' traits and points of view and to examine reasons for characters' actions (Skills in Parent Plan). Students are prompted to explain how the town has changed since Lucy first arrived, which asks them to compare the setting at two points in time (Wrapping Up Questions).

Students are asked to read Chapters 13 and 14 and answer comprehension questions that require attention to character details. Question #4 explicitly asks, "How was Lizzie different from Lucy?", which directs students to identify differences between two characters. The activities require students to recall character actions and feelings (e.g., questions about Cora and Butte) that could inform comparisons.

Students answer a direct comparison question (Question #1) asking how Brother Clyde reminded Lucy of her father and identify a specific textual detail: "He had big hands and a merry heart." The parent/teacher prompts ask the child which character is her favorite and why, encouraging students to talk about likes and dislikes of characters. The wrapping-up discussion question asks whether Lucy's personality and mannerisms would suit today versus mid 19th century California, prompting students to compare a character with a different setting/time.

Students are asked to choose three characters, draw them, and write descriptive words or phrases (Activity 1), which requires collecting character details. An option asks students to record physical appearance, personality traits, a quote, and other characters' reactions to each character, and some activity pages include a labeled space for "Interactions." Activity 3 asks students to record threats associated with each season, which has students gather details about events across multiple time periods.

Activity 3 ('Lucy Changes') directs students to describe Lucy at the beginning of the book, explain how she changes, and describe her at the end, which requires comparing two states of the same character. Activity 1 ('Cause and Effect Flaps') requires students to identify four cause-and-effect relationships among events in the novel, drawing attention to how events relate. The Parent Plan 'Skills' section states students should 'Identify and interpret elements of fiction by referencing text,' indicating an expectation to use the text when responding.

Students are asked directly to compare Meg and her mother in Question #2 (How were Meg and her mom different from each other?), and to describe character traits in Question #3 and Question #4 (Charles Wallace's unusualness; describe Mrs. Whatsit). Parent-plan discussion prompts ask students to compare Meg's family to a traditional family and to their own family. The Elements of Science Fiction activity and its directions ask students to "fill in evidence from the book" as they read, which requires citing details from the text.

Students complete Activity 2: Characterizing Meg by identifying three character traits for Meg and providing three examples or pieces of evidence from the book to support each trait, which requires drawing on specific details from the text about a character. The parent plan asks the child to explain the traits and the evidence they found, prompting students to articulate textual support for character analysis. In the Possessive Plurals answer key one example sentence states, "Meg's and Calvin's families are very different," which explicitly names a difference between two characters' families.

Students are asked to reread Chapter 5 and answer questions about the chapter. Students are prompted to discuss character differences explicitly with questions such as "How are Mrs. Whatsit, Mrs. Who, and Mrs. Which different from one another?" and "What do you think about Charles Wallace's attitude toward Mrs. Who, Mrs. Whatsit, and Mrs. Which?" These prompts require students to consider how characters interact and to use the text as the basis for discussion.

Questions #4 and #5 ask students to explain why Charles Wallace could not taste the food while Meg and Calvin could, prompting students to identify differing reactions and mental states using details from the chapter. The summary and Student Activity Page describe contrasting actions and outcomes (Charles Wallace looking into the man's eyes and beginning to act differently while Meg and Calvin refuse the food). The Life Application and Things to Review prompt students to think about and discuss other books or movies where an antagonist uses kindness to trick protagonists, inviting comparisons across texts.

Students read Chapters 10 and 11 and answer targeted questions that require citing text details (e.g., describing the beasts' appearance and how they helped Meg). Students are asked to explain how the communication among the beasts was different from human communication in the parent discussion questions, which prompts comparison of interactions. The theme graphic organizers direct students to record characters' actions or words, author descriptions, and story events as evidence supporting a theme, requiring use of specific textual details.

The Parent Plan directs students to "analyze characters, including their traits, motivations, conflicts, relationships, and the changes they undergo" and to discuss which character they most identify with and why. The reading comprehension questions (Q1–Q3) ask students to explain why Mrs. Whatsit would not permit Calvin and Meg's father to go, why Meg had to go, and what Meg had that IT did not—questions that require reasoning about character relationships and actions. A wrapping-up discussion prompt asks students to "Explain how Meg was able to rescue Charles Wallace," prompting explanation of character interactions and choices.

The "Ideas to Think About" prompt asks students to consider in what ways Lincoln did not fit into the "system" prescribed for politicians, which invites comparing Lincoln to political norms or other politicians. Question #3 asks students how Frederick Douglass's feelings about Lincoln changed over time, which asks students to draw on specific details in the text to describe a change in a relationship between two historical figures. The Timeline activity asks students to record and order important events in Lincoln's life, which can require students to consider and relate multiple events across the text.

Students are instructed to read Chapter 3, "Law and Politics," and answer specific comprehension questions (e.g., identifying Stephen A. Douglas and differences between Whigs and Democrats), which requires locating details in the text. A parent discussion prompt asks, "How were Lincoln and Mary different from each other?" which directs students to compare two characters. An activity asks students to create a Venn diagram comparing state and federal government systems, which provides practice with compare-and-contrast structure.

Students read Chapter 4 and answer a direct question (Question #3) asking how Stephen A. Douglas's views on slavery differed from Lincoln's, requiring them to compare two characters' positions using text details. Students answer Questions #1 and #2 by citing specific events and rulings from the text (fear that forced abolition would lead to violence; summary of the Dred Scott decision), showing use of textual evidence about events. The Parent Plan discussion questions prompt students to contrast North and South perspectives about western territories, which asks students to compare regional viewpoints.

Students are asked in Activity 6 to make a Venn diagram that compares the lives of Abraham Lincoln and Frederick Douglass. Students read two texts (Lincoln: A Photobiography and A Picture Book of Frederick Douglass) and create note cards of important events in Activity 4 to use as source material. The Parent Plan prompts reviewing the Venn diagram and discussing differences, reinforcing use of information from the texts.