Students are asked personal response questions such as "How would you feel if you saw a tornado? What would you do?" which prompt expression of their own point of view. The Life Application asks students to "Discuss how the family felt during the tornado" and to compare those feelings to what the student does when nervous or afraid. Question #4 requires students to identify characters and explicitly names the narrator, so students practice recognizing who is narrating the events.

Students are asked to verbally summarize Chapter 2 and answer comprehension questions, including QUESTION #5 which asks, "How do you think the dog felt after the tornado?," prompting students to infer a character's feelings. Activities ask students to examine the author's decisions and word choice and to compare an "Author's Description" with a "Simple Description," which requires students to notice how the narrator/author presents events or characters. Journal and writing activities require students to describe events and sensations, encouraging them to adopt descriptive language that could reflect a narrator's portrayal.

Students are asked to describe characters' feelings (e.g., "How do you think the girl feels after she thinks the tornado took her dog?") and to relate personal experience ("Have you ever had a sad day?"). Students are asked to imagine acting as a character ("What would you have done if you were Pete in this situation?") and to give opinions about characters' actions (e.g., whether Pete's father should have told the man). The journal and verbal response activities ask students to connect and compare events in the story to their own experience.

The discussion question "Have you ever felt as upset as Pete did…?" asks students to compare their own feelings with Pete's, prompting them to relate personal perspective to a character's feelings. Activity 4 (Mood and the Environment) requires students to reread chapters and describe differences in how the characters felt at the beginning and end, leading students to identify character viewpoints across the story. Activity 5 asks students to write a paragraph about a time they were happy or sad using a fishbone organizer, having students state and elaborate their own feelings in contrast to the text.

Students are asked to take on a character's perspective in multiple tasks (e.g., "Pretend you are Pete. Write a letter...", "Pretend you are Pete and write a journal entry...", and "Pretend you are Pete and write a song..."). Students are asked to write about how the environment or weather affects characters' feelings or actions, and to write alternate outcomes that include what characters would have thought or done.

The lesson asks students to identify the narrator directly (Question #4: "Who tells the story to the reader? answer: Anna"), which makes students locate the story's point of view. Activity 1 directs students to write a journal entry pretending to be Anna in first person and tells them to decide how Anna feels based on the chapter, which has students adopt a character's perspective. The introduction asks the child whether she thinks she will enjoy the story and why, eliciting the student's own viewpoint about the text.

Students are asked in Activity 1 to write a journal entry from Anna's point of view, which requires them to adopt and express a character's perspective. Students are asked to summarize Chapter 2 verbally after listening, which requires understanding events and characters' perspectives. Students are asked to give and support their own prediction about whether Sarah will enjoy Kansas, which elicits students' personal viewpoints.

Students are asked to write a journal entry from Anna's point of view (Activity 1), which requires adopting a character's perspective. Students are asked to "pretend to be Anna" when selecting a welcome token and to write why the token is special (Activity 3), again practicing speaking as a character. The introduction and Question #4 prompt students to consider how Sarah, Anna, and Caleb might feel, asking students to infer and describe characters' internal states.

The lesson prompts the child to describe personal feelings about moving and to compare those feelings with Sarah's experience, asking the child to ‘describe what it feels like to leave a place' and to answer questions about what Sarah might be thinking about staying in Kansas. Activity 1 asks the child to write a journal entry describing Anna's thoughts, and wrap-up questions ask the child what Sarah enjoyed and what she might be thinking. The Skills section explicitly lists using personal experiences and knowledge to interpret written and oral messages, and multiple discussion questions ask the child to compare activities in the book with activities at home.

Students are asked to write Anna's journal entry (Activity 1), which has them adopt a character's voice and perspective. Activity 3 asks students to read the chapter's description of winter, describe their own winter environment, and act out events that might occur in Kansas 100 years ago. The wrapping up prompts ask students to discuss similarities and differences between winter where they live and winter in Kansas.

Students are asked to write a persuasive letter from Caleb or Anna to Sarah, which requires them to adopt a character's point of view (Activity 2 and Activity 3). Students are instructed to support reasons by providing examples from the book about how the characters might feel, prompting them to refer to character perspectives. The lesson also prompts students to recall their own experiences as possible support, so students may use both character-based and personal perspectives when composing arguments.

Students are asked to write Anna's journal entry about the visit from Matthew and Maggie, which requires them to adopt and produce a character's point of view. In Activity 3 (Missing Home) students identify what Sarah misses about Maine and then list what they themselves would miss, creating an explicit contrast between a character's feelings and their own. In Wrapping Up students are asked whether they think Sarah would be happier in Maine and to explain why, prompting them to state their own opinion and consider Sarah's perspective.

Students are asked to write Anna's journal entry, which requires them to write from a character's perspective. Students complete a Character Line-Up where they draw and write descriptions of characters and compare and contrast characters as listed in the Skills section. The introduction prompts students to discuss how the weather in the story differs from the weather where they live, asking them to relate their own experience to the story's environment.

Students are asked to write a journal entry about how Anna feels when Sarah announces she is staying, which requires them to identify a character's feelings and perspective. Question #3 asks students to explain how Caleb and Anna's life is different from their own, prompting students to compare their own situation to characters'. The wrap-up asks whether the student would recommend the book and to explain why, eliciting the student's personal viewpoint separate from the characters'.

Students are asked to pretend to be Anna and to plan a "Welcome to Kansas!" party for Sarah, which requires them to compose a card and write from Anna's voice. Students write a rough draft and final copy of a card "Dear Sarah," signed "Your new daughter, Anna," and they read the card aloud to guests. Students plan party details (invitations, decorations, food, games) while keeping in mind the story setting and what Sarah would like, which asks them to adopt a character's perspective when making choices.

Students perform sensory simulations (blindfold, cotton/earmuffs) and then discuss how the activities felt and what strategies might help, which elicits their personal reactions and perspectives. Students read Chapter 1 and answer discussion/journal questions (for example, "How will Helen's life be different? How do you think her family will treat her differently?") that ask for their opinions and predictions. Students are encouraged to generate their own questions about Helen's life and to record answers in complete sentences, providing opportunities to state their own viewpoints in relation to the text.

Students are asked to predict what kind of child Helen might have been because of her disabilities and to record and revisit those ideas, which prompts them to state their own viewpoint. Students answer guided questions such as "Why did Helen throw tantrums? Were they her fault?" and "How would you compare your childhood to Helen's?" that require them to consider Helen's motives and contrast her experience with their own. In the Wrapping Up section, students describe how deaf people communicate and imagine how Helen's life might differ if she were deaf but not blind, giving reasons for their ideas.

The Getting Started prompt asks the child to describe why living in Helen's environment could be frustrating and sometimes dangerous for Helen and her family, which asks students to consider Helen's and her family's perspectives. Activity 3 Option 1 directs students to write words for a song that "reflects what it felt like for Helen to live in her dark, quiet world," requiring students to adopt Helen's point of view. Activity 3 Option 2 asks students to pick and justify a gift for Helen while "consider[ing] that Helen could not see or hear," which has students reason from Helen's perspective.

Several comprehension questions (e.g., Why did Helen love Alexander Graham Bell right away? How did Alexander Graham Bell feel about Helen? Why was Annie Sullivan afraid to take the job?) require students to infer and state characters' feelings and motivations. Activity 2 asks students to say what they enjoyed about a biography and whether they would enjoy meeting Bell, and to note any differences between the biography and Chapter 4. Activity 3 asks students to relate inventions to how they helped people or "even his own family," prompting personal connection.

Students are asked to infer Helen's feelings in QUESTION #1 (How did Helen feel about Annie at first?), which requires taking the character's point of view. QUESTION #4 asks students to state and justify their own opinion (Do you think Annie was too hard on Helen? Why or why not?), prompting students to express a personal viewpoint about characters. The Before and After adjectives activity and the Braille discussion ask students to describe Helen's changes and to discuss how challenging experiences were for Helen, which has students consider the character's perspective.

Students read Chapter 6 aloud and answer questions that ask them to infer Helen's feelings and motivations (Question 2 asks why Helen loved the ocean; Question 4 asks whether Helen was telling the truth and why). The introduction asks students to predict how Helen will respond to events and then check those predictions, engaging them in comparing expected responses to the character's actual behavior. Question 6 and the Wrapping Up prompt students to relate Helen's experiences to their own lives by describing times they were accused or what they learned from Helen.

Students answer Question #4 and Question #5 asking "How are you similar to Helen?" and "How are you different from Helen?", which prompts them to compare their own perspective with Helen's. Students complete an "A Bio Poem" about Helen and an "A Poem About Me" page, requiring them to state Helen's feelings, needs, and resident information and then state their own, making viewpoints explicit. Students discuss how the places Helen lived or visited influenced her, which asks students to reflect on Helen's experiences and perspective versus their own.

Students are directed to write scrapbook pages in first person "from Helen's point of view," including journal entries, a postcard, and descriptions of how Helen experienced her environment. Students are asked to role-play Helen in an interview, to think about how a blind and deaf person might respond, develop questions, and write Helen's answers. Rubrics for both the scrapbook and interview include criteria that evaluate whether "Helen's voice" or "voice" is present throughout the work.

Students are asked to describe what they would enjoy most about visiting the Bahamas and to create a short report about visiting the islands, which elicits their own perspective. Students are also asked what they think Columbus might have thought about the Bahamas when he first arrived and are prompted to say what they know about Christopher Columbus, which asks them to express an inferred historical figure's viewpoint. The activity asking students to imagine a major event in their life and create cave drawings asks students to represent their own perspective nonverbally.

Students read Morning Girl and Voices in the Park and answer explicit questions identifying who is telling each chapter (e.g., "Who is telling the story in Chapter 1/2?" and "Who is telling the story?" for Voices in the Park). Students record three thoughts/feelings or phrases used by the narrating character and two important events in a journal, and they analyze each narrator's voice and personality. Students compare multiple narrators' accounts using a four-part Venn diagram and answer questions about why the stories differ and which account is most believable. Students write their own account of an outing and then compare it with an adult's account to note differences in perspective.

Students are asked to record three feelings/words/thoughts that Morning Girl has in the chapter, which requires identifying the character's perspective and emotions. The guided questions ask students how Morning Girl feels about Star Boy and how Star Boy feels about the baby, prompting students to note differing character viewpoints. Activity 3 instructs students to record three phrases Morning Girl uses to describe Star Boy and then draw and describe their own family members, which asks students to produce their own perspective alongside the character's words. The wrapping-up asks students to describe how Morning Girl and Star Boy are similar to and different from their own lives, prompting direct comparison between student perspective and characters'.

Students are asked to record three feelings, three phrases, and two events from Chapter 4 using Star Boy's voice and then do the same for Chapter 5 told in Morning Girl's voice. Students role-play family interactions in which they act out how they would respond to an upset family member, taking on others' perspectives. Students are directed to analyze characters, including their traits, relationships, and changes, and to retell or summarize spoken messages.

The lesson asks students to discuss why different people have different points of view and to describe differences between Morning Girl and Star Boy voices. Students are instructed to write two first‑person paragraphs—one in Morning Girl's voice and one in Star Boy's voice—and to use an organizer that prompts what each character would see, hear, think, and do. The editing rubric explicitly evaluates whether the "voice of the character is very apparent throughout the paragraph."

Students are asked to write a short journal entry describing Morning Girl's feelings about the visitors and a separate journal entry from the point of view of an explorer (Activity 3), using the Morning Girl/Visitor organizer to outline each individual's thoughts, feelings, and descriptions. Students record Star Boy's feelings, actions, and words in a journal (Activity 1) and complete a Name Poem about how they themselves have changed, responding to prompts about their own feelings and experiences. Discussion prompts and wrap-up ask students to compare reactions (e.g., how explorers vs. natives feel) and review that people can experience the same event yet have very different feelings.

The lesson has students read Encounter told from the perspective of a native child and includes a prompt to "review how there is more than one point of view." In Step 2 students are asked to write two "before and after" poems: one from the native people's perspective and one from Columbus's perspective, requiring them to adopt and produce distinct viewpoints. Discussion questions also ask students to compare the boy's encounter with Morning Girl's encounter, prompting comparison of different characters' perspectives, and Question #3 invites students to relate a personal experience.

The Skills list asks students to "Compare similarities and differences between self and others" and to "Connect and compare information within and across selections... to experience and knowledge," which invites personal comparison with characters. Activity 3 has students locate the Nile, describe homes/foods, and record how needs were met in ancient Egypt and in their own community, asking them to judge whether changes are positive or negative. Reading questions ask students to explain character situations (e.g., why the Binkerton twins are bored, why men take Josh), prompting consideration of characters' motivations and situations.

The reading question "How does the author describe an Egyptian town? Would you want to visit an ancient Egyptian town? Why or why not?" prompts students to note the author's description and then state their own opinion. Activity 2 asks students to complete a Venn diagram comparing a king and a president and then write a paragraph explaining why they would prefer one system over the other, requiring them to state and justify a personal viewpoint. Several comprehension questions ask students to identify characters' actions and motivations (for example, why Emma and Libby have to work), which has students interpret characters' perspectives or circumstances.

Students are asked to create a daily schedule "if you lived in ancient Egypt," choosing whether to be a wealthy Egyptian or a laborer and describing events (Part 1). Students then record their actual daily schedule for themselves (Part 2). Finally, students write a paragraph explicitly comparing how life in their own community is different from life in ancient Egypt, focusing on areas such as meals, shopping, and school (Part 3).

The lesson explicitly reviews that "point of view" describes who is telling the story and instructs students that journal entries are written in the first person using "I." Activity 3 asks students to write a journal entry from the point of view of a peasant, describing daily work and feelings. Activity 6 has students role-play living as a peasant and then reflect on the experience, discussing differences between peasant life and that of princes/princesses.

The lesson includes the skill "Relate personal experiences to those found in text" and asks students to answer a personal question (Have you ever been to a carnival or fair?). The Wrap-up prompt asks students to compare how life in the book is similar to and different from fairy tales and movies, which asks for comparison of perspectives. Question #6 asks students to explain why the people at the castle do not think Josh is funny, requiring students to infer characters' reactions and viewpoints.

Activity 3 directs students to read characters' thought and word bubbles and examine illustrations to identify traits, then record three adjectives for each character and explain how the text and illustrations support those adjectives. Students are asked to circle the character most similar to them and complete a Venn diagram comparing themselves to that character, explicitly prompting them to note similarities and differences. The instructions require students to use characters' actions, thoughts, dialogue, and descriptions as evidence for their character judgments.

Students are asked to interpret Abraham Lincoln's poem and read it aloud, which asks them to consider the speaker's feelings and memories. Students answer reflective questions such as "Are you similar to Lincoln in any way?" and "In what ways are you similar to her?" that prompt them to compare their own views and experiences with those of the historical figures. Students write a free-verse poem about their childhood, providing an opportunity to express their own perspective after engaging with Lincoln's narrated memories.

Students are asked open-response questions about Eleanor and Franklin Roosevelt (e.g., "What do you admire most about her?" and "Why do you think some people thought she was controversial?") that prompt them to state personal reactions and reasoning about characters. The lesson directs students to pretend they are in a scenario (Activity 3) and write what they would or would not do, requiring them to adopt and express their own point of view. The teacher-led discussion prompts about the racial climate and how Eleanor's activism could have been controversial invite students to consider social viewpoints and reactions to characters' actions.

Students are asked to choose a favorite hero and write three sentences explaining why the person is their favorite, what they can learn from the person, and in what ways they are similar to the person (Activity 3). Students complete a three-ring Venn diagram comparing three heroes, listing names, dates, and overlapping characteristics (Activity 2). The skills list includes discussing similarities and differences in characters and concepts, which prompts students to compare perspectives among characters.

The lesson asks students to write a paragraph about what they have in common with one of the characters and to support their opinion with evidence from the story and their own life, requiring three stated similarities. The skills list explicitly includes "Use personal experiences and knowledge to draw connections between literature and one's own life" and "Compare similarities and differences between self and others." Several discussion questions ask students to state whether they are more similar to Ragweed or Poppy and to explain their reasoning (Questions #3 and #4) and to evaluate character beliefs and actions.

Question #8 asks, "How did Poppy's family feel about Ragweed? Do you think their feelings were correct? Why or why not?," which requires students to state their own opinion and compare it to the characters' feelings. Question #2 asks students to infer how Mr. Ocax felt when he missed Poppy, prompting identification of a character's perspective. The journal prompt and written answers requirement ask students to explain and justify responses in complete sentences, providing an opportunity to articulate their own viewpoint about events and characters.

The lesson asks students to evaluate characters' reasons (Question #1 asks whether Basil's reasons were good and why), which requires students to consider and judge a character's viewpoint. Activity 3 asks students to compare Lungwort's speech with a speech to a kind ruler and then write and present their own speech to parents, which asks students to adopt their own voice and contrast it with a character's approach. Wrapping Up asks the child to explain why the mice must ask Mr. Ocax for permission and what is wrong with his cycle of power, prompting analysis of character motivations and rules.

Students are asked to predict how the mice will respond to Mr. Ocax's decision, which asks them to anticipate and adopt characters' reactions. Students answer discussion and journal questions about Poppy's motives and feelings (e.g., why she wanted Ragweed's earring, why she told the mice the truth), requiring inference about characters' perspectives. Students write a journal entry comparing an event in the chapters to something in their own life or the real world, which has them relate story events to their personal viewpoint.

Students are asked to identify Poppy's secret desire and then reflect by answering "Do you have a secret desire?", which prompts comparison between their own wishes and a character's. Students are asked to describe a decision Poppy made and explain why the decision was good or bad, requiring them to state a judgment about a character's actions. Students are prompted to decide whether descriptions of Dimwood Forest make it seem like a good or bad place and to point out words and phrases that create that impression, and a skill listed asks students to use personal experiences and knowledge to interpret written messages.

The lesson asks students to "Describe a character in own words" and provides a Circle Map activity where students write words or phrases that describe Ereth, which engages students in articulating character perspectives. Discussion and journal prompts (e.g., selecting important Poppy quotes, answering "Do you think Mr. Ocax would be upset...?") require students to state opinions about characters' feelings and actions. Several questions prompt students to infer what characters know or believe (e.g., what Poppy learns from Ereth and why Mr. Ocax misled the mice).

The lesson asks students directly about their own feelings with QUESTION #1: "How does your feeling for Dimwood Forest change in these chapters?" and asks them to write a summary of Chapters 13 and 14. QUESTION #3 asks students to evaluate whether the forest changed or "Poppy's point of view changed," requiring students to identify a character's perspective. Activity 3 directs students to copy character quotes and give the characters voices while acting out the dialogue, which has students take on and perform character viewpoints.

Students are asked to give personal reactions (e.g., "Ask your child if he enjoys reading Poppy" and to tell a favorite part) and to state opinions (QUESTION #2: "Do you think it was mean for Ereth to leave Poppy? Why or why not?"). Students also analyze and describe character perspectives and feelings (QUESTION #6: "How does Poppy feel at the end of Chapter 16? Why does she feel this way?" and Activity 3 directing students to record evidence that Poppy is gaining power). The journal prompt ("In Chapters 15-16, Poppy wanted...But...So...") has students articulate characters' wants and outcomes.

Several discussion questions ask students to explain Poppy's feelings and motivations (e.g., why humiliating Mr. Ocax gave Poppy a feeling of power; what gave Poppy the bravery to confront him), which requires students to infer and describe a character's point of view. The prediction prompt at the start asks students to anticipate Poppy's actions, engaging them with the character's perspective. Activity 2 asks students to write a personal journal entry about a time they showed bravery, which elicits the student's own point of view and encourages them to express their feelings and reasoning.

Students are asked to explain why Poppy did not feel joy when Mr. Ocax died (Question #1), which requires them to infer and articulate a character's feelings and perspective. The Story Tree activity asks students to record "Your feelings about the book," and to fill in main characters and other literary elements, providing space for students to express personal reactions. Activity 3 asks students to demonstrate how a young mouse and how Ereth would dance, asking them to adopt and enact a character's viewpoint.

Students are asked to "Pretend that you are Poppy. Write a journal entry that explains how you felt after defeating Mr. Ocax," which requires adopting a character's point of view. Students create items for Poppy (a card, present, song) and must "write about why you selected it," which asks them to express their own choices and reasoning. Students also write acrostic poems for Mr. Ocax and Poppy, asking them to produce language from the perspective of or about specific characters.

Students are asked to state personal reactions (e.g., whether they would enjoy living on a farm and why) and to answer opinion questions such as whether Fern or her father was right about the runt. Activities prompt students to describe characters' actions and feelings (Character Descriptions) and to list characteristics of friendship in a bubble map and then check which words apply to story characters. Questions and discussions (Activity 3 and reading questions) require students to discuss characters and their relationships and to explain how Fern and Wilbur relate to one another.

Students are asked to write a poem from Wilbur's point of view (Activity 3, Option 1 and Option 2), which requires adopting a character's perspective. Discussion and journal questions ask students to give their own opinions (e.g., "Do you think Wilbur should have been critical... Why or why not?" and "Do you think real pigs feel this way? Why or why not?"), prompting students to express personal views about events and characters. The Plot Flow Chart and Character Descriptions activity asks students to describe how each character acted or felt during chapters, encouraging consideration of characters' perspectives.

Students are asked to describe characters and their actions (Activity 1: Character Descriptions) and to answer open-ended questions about why characters feel or act as they do (e.g., Why do you think Fern enjoyed being in the barn? Why do the animals trust Fern?). The skills list includes "Use personal experiences and knowledge to interpret written and oral messages," and writing tasks (Activity 4) ask students to express feelings and personal impressions in a sensory paragraph.

Students are asked to describe how characters acted or felt in Activity 1 (Character Descriptions) and to answer comprehension questions about why characters believed or did not believe events (Questions 4 and 5), which requires taking the characters' perspectives. Question 3 prompts students to relate their own feelings about sleep songs, and Activity 2 asks students to choose and explain adjectives for family members, which has students express their own viewpoint. These items require students to state character perspectives and to state their own opinions or feelings.

Students are asked to complete a "Meeting Characters" chart that requires recording characters' thoughts and feelings, words, and physical characteristics, which has them identify what characters think and feel. Students answer guided questions about Armand's feelings, actions, and discoveries (e.g., how he feels about children, whether he is hungry). Students are asked to pretend to be Armand and explain what she enjoys about not having a job and to discuss how the story's community is different from and similar to their own community.

Students are asked to write two diary entries: one from Armand's perspective and one from Suzy's point of view, using sentence starters that prompt feelings and reactions. Activity 1 asks students to record new information they learned about characters, and Activity 3 has students write questions and exclamations that characters might say. The activities require students to adopt and produce language from characters' perspectives.

Students are asked to infer Armand's feelings in QUESTION #1 ("How do you think he feels about them?") and to record character information on the "Meeting Characters" page, which requires attending to characters' perspectives. QUESTION #5 prompts students to relate personal experiences of unfair treatment, encouraging them to articulate their own viewpoint. The Skills section includes "Discuss similarities and differences in events, characters, and concepts within texts," which supports comparing perspectives.

Activity 2 directs students to ‘‘pretend to be one of the Calcet children'' and to write a letter or speech from that character's perspective, using the Meeting Characters page to review what the author tells about the character. Question #2 asks students to state how they felt about the man with the monkey and to explain why, eliciting the student's own point of view. Activity 3 has students locate and copy sentences containing quotes spoken by characters, which draws attention to what characters say versus narration.

Students are asked questions that require identifying and explaining character feelings and motivations (e.g., Question #1 about what finding the shoe signified to Armand; Question #3 about how Armand's feelings changed). Activity 1 has students fill in new information about the characters, and Activity 3 asks students to compare the Calcets and the Gypsies using a double-bubble map, prompting description of characters and groups. Questions such as Question #7 and Question #5 ask students to form and explain their own judgments about Armand's actions and whether taking the children was right.

Students are prompted to state their own opinions with questions such as "What do you think of the Gypsies?" and to compare those opinions with characters' views in questions like "What did the children think of the Gypsies?" and "Was it wrong of her to act this way? Why or why not?" The skills list asks students to "analyze characters, including their traits, relationships, and changes," and Activity 1 directs students to record new information learned about characters, which supports identifying characters' perspectives.

The introduction asks the student which character is most like her and asks her to explain why, prompting comparison between the student's views and a character's traits. Skills include "Use personal experiences and knowledge to interpret written and oral messages," and Activity 2 asks the student to discuss her own experiences of worship and compare them to those in the book. The wrapping up prompt asks the student to compare how Armand and the Calcets celebrate Christmas Eve to celebrations in her own house, encouraging explicit comparison of perspectives.

Several discussion questions ask students to state their own opinions about characters and actions (e.g., Question #1: "Do you think she should have been upset? Why or why not?"; Question #4: "Would you want to go with the Gypsies? Why or why not?"). The reading-and-questions prompts ask students to discuss why characters acted a certain way (e.g., why the Gypsies feared the police and why Paul wanted to travel), which requires considering character motivations and perspectives. The Meeting Characters activity and Culture Commentary ask students to record information about characters, which can support comparing character behaviors and views.

Students fill in a "Meeting Characters" chart to record what they learn about Armand (Activity 1) and answer comprehension questions that ask them to explain Armand's actions and motives (e.g., why the floorwalker did not recognize Armand). Students create a flip book labeling Best Part, Funniest Part, Saddest Part, and Most Exciting Part, which requires them to state personal reactions to events. Students write journal entries about a time they gave up something to help someone and compose a letter and singing telegram explaining why they selected a housewarming gift (Option 2), which asks them to express their own viewpoint in relation to the characters.

Students are asked to record "My Life" alongside "Tepui's Life in the Rain Forest" on the Daily Activities chart and to compare a day in their life to Tepui's day. The lesson prompts students to answer reflective questions such as "Which part of the day was your favorite time? Why?" and "Which events of the day involved a relationship between you and a person or other living thing?" The skills list also includes "Discuss similarities and differences in events, characters, and concepts within and across texts," which suggests discussion of perspectives.

Students are asked in Question #5 to explain why Tepui believed his people would get sick and die if the rain forest was destroyed and then to answer "Do you believe this could happen? Why or why not?", which prompts them to state Tepui's view and their own. The Introduction asks students to predict how Dr. Rivero and Tepui will attempt to find the butterfly and to record their ideas, requiring students to generate their own ideas about characters' actions. Wrapping Up asks the student to describe The Law of the Jungle and to explain why she thinks this law exists, prompting students to give their own interpretation relative to the story content.

Students are asked to write two diary entries: one from Jemmy's point of view and one from Prince Brat's point of view (Activity 3, Option 1 and Option 2). Students create comic-strip panels with voice/thought bubbles and narration lines, requiring them to represent characters' spoken and internal perspectives. The skills list includes "Connect experiences and ideas with those of others," and discussion prompts ask students to reflect on the relationship between Jemmy and Prince Brat and what they like or dislike about each character.

Students answer comprehension and interpretive questions about characters (e.g., why Jemmy changed his mind, where he would hide, what made the kidnappers believe the prince). Students create crests for Jemmy and Prince Brat and describe how the characters' personalities affect their relationship. The wrap-up asks students to describe differences between Jemmy and Prince Brat and to discuss assumptions about princes and whipping boys.

The Skills section tells students to "Use personal experiences and knowledge to interpret written messages," which asks students to relate their own views to the text. Activity 2 asks students to decide whether Jemmy and Prince Brat are friends and to make a list of what a good friend does, then circle statements that apply to each character, prompting students to compare their own ideas about friendship to characters' actions. The Characters activity asks "Which character are you most similar to and why?" and the Wrapping Up asks whether the child thinks Prince Brat or Jemmy is more respectable and why, which elicits students' personal viewpoints about characters.

Students are asked to state where they feel most comfortable and to explain why, and then to identify where the prince feels most comfortable and how he acts differently in different settings (At Home activity). Students answer comprehension questions about Jemmy's and the prince's feelings and reactions (e.g., how Jemmy felt when the prince was whipped, and how the prince is changing). Students are prompted to decide whether the prince is worthy of a crown and to write a paragraph comparing their own community to the medieval town, which requires comparing personal perspective with characters' situations.

Students are asked to write journal entries 'A Day in the Castle' from Prince Horace's and Jemmy's perspectives, with prompts that guide them to describe events, thoughts, and feelings as each character. The 'Changes' activity asks students to list four things the prince does in early chapters and four things he does in later chapters, prompting students to compare character behavior across the story. Guided comprehension questions ask students to explain why characters acted as they did (for example, why the prince was afraid or why Jemmy decided he trusted the prince), which requires students to infer characters' viewpoints and motivations.

Students write monologues for Prince Brat and Jemmy that ask them to reflect on how each character feels (e.g., Prince Brat's reaction to being disrespected; Jemmy's feelings about leaving the castle). The lesson provides sentence starters and structured prompts that require students to adopt the characters' voices and include figurative language, and instructs students to "think about how the prince might talk and how Jemmy might talk" when practicing their performances. Students also rehearse and present the monologues to an audience, encouraging expressive choices tied to each character's viewpoint.

Students complete a Reactions Chart where they write the characters' reactions to specific events and then write their own personal reactions in a separate column. Activity 2 explicitly directs students to write their own reactions to events and to the characters' reactions and to describe how they would have felt. Multiple student activity pages repeat the graphic organizer layout with columns labeled "Characters' Reactions" and "Personal Reaction," prompting students to compare character responses with their own.

Students are asked to answer journal and discussion questions that probe characters' motives and reactions (e.g., why Winnie upset Herbie, why Winnie's parents reacted to the Garbers). Students complete a "Reactions Chart" for Chapter 2, which prompts them to note responses to events in the story. In the Racial Relationships activity students read scenarios and decide how they would respond, producing their own reactions to situations involving characters.

Students are prompted to analyze characters and their reactions (Skills: "Analyze characters, including their traits, relationships, actions, and changes") and they answer questions about why characters acted as they did (e.g., Question #1, #3, #4, #5). Several prompts ask students to state their own response or feelings, such as "What would you have done?" in Question #7 and "Ask your child how she feels about Mrs. Landon going to the Garber's house" in Wrapping Up. Activities ask students to record problems between characters and suggest ways to solve them, requiring consideration of characters' perspectives and motives.

Students are asked which character's personality is most similar to their own and to explain how, requiring them to compare their perspective to a character's. Journal questions prompt students to relate personal experiences (e.g., being upset) and to give opinions about characters' actions, which asks students to express their own viewpoints. The Character Circle Maps activity asks students to select descriptive words for characters and to support their choices with evidence from the text, encouraging comparison between reader interpretations and character portrayals.

Students are asked to record how the characters responded to events and their personal response in the Reactions Chart, which directs them to note character reactions alongside their own. Journal/discussion questions (for example Q5) ask students to explain why characters acted or felt a certain way, prompting students to express their own interpretations. The skills list includes discussing similarities and differences in events and characters, supporting comparison of viewpoints.

Students answer comprehension questions that ask them to infer how Winnie felt (Question #1) and to explain why characters acted as they did (Questions #2, #4). Question #5 asks students to judge Winnie's actions and suggest alternatives, prompting them to state their own view about a character's behavior. Activity 2 and the double-bubble maps ask students to compare and contrast characters and discuss similarities and differences, and the Reactions Chart activity has students record reactions to events and characters.

The instructions tell students to write a three-paragraph letter from Winnie's perspective and explicitly review that a letter is written in the first person using the word "I." Students are given a model letter written by Winnie and are told to use events from the story to support Winnie's feelings about Iggie and the Garbers. The planning pages prompt students to craft topic sentences, supporting details, and concluding sentences that convey Winnie's point of view.

Students are asked inferential questions about characters' motives and feelings (e.g., Q1 asks why Winnie wanted to be remembered that way; Q2 asks why Tina asked "Where are the black people?"), and they are prompted to state personal reactions and preferences (e.g., Q6: Did you like the way the book ends? Q8: How would you want the book to end?). Activity 3 asks students to identify which character they would enjoy being friends with, describe what they would have in common, and write and draw about those similarities, which connects student perspectives with character experiences.

Students write interview questions for specific characters and are prompted to include questions about relationships and events in the story. Students make up and write responses "as the character would answer it," and are told to think about what they have learned about the characters and their experiences. Students practice taking on the roles of different characters (including costume/props) and perform or record interviews. The rubric asks whether students' answers reflected the personalities of the characters and whether they used events in the story when developing questions and answers.