Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
Students are asked to draw themselves working on a farm and then write a short paragraph describing what they enjoy about the farm (Activity 3, Option 1), which prompts them to express a personal preference or opinion. Students create a Venn diagram comparing their life with farm life (Activity 3, Option 2), which has them list and organize similarities and differences. Students also write a daily farm schedule in a journal (Activity 4) and write three factual sentences about tornadoes (Activity 1), giving additional practice in organizing and distinguishing types of information.
Lesson 2
The Storm
Students are asked orally whether they think they will enjoy the story and why or why not, which prompts them to state an opinion and give reasons. Question prompts (e.g., "How would you feel if you saw a tornado? What would you do?") ask students to express personal responses that may include reasons. Activity 4 has students write three or four sentences summarizing Chapter 1 and to use transition words, giving practice in composing short written responses.
Lesson 4
A Card Trick
The lesson includes several prompt questions (Questions #2–#4) that ask students to state whether they think Tornado poked Pete's leg, knew a card trick, or how Pete taught Tornado, each followed by 'Why or why not?,' which requires students to state an opinion and provide reasons. Activity 1 asks the child to write and illustrate a chapter summary in her journal, which has students introduce the chapter/topic in writing. The question prompts and the journal entry provide opportunities for students to express viewpoints and give explanatory responses in writing.
Lesson 5
Turtles
Students are asked to retell one of the myths and to answer questions such as "Which myth was your favorite? Why?" and "Which myth do you think was most believable? Why?", which requires stating a preference and giving reasons. Students complete a Story Map Graphic Organizer (setting, characters, problem, events, solution) for a chosen myth and write an original myth using the "My Own Myth" graphic organizer. Students are also prompted to answer comprehension questions in complete sentences and to write a chapter summary in their journal.
Lesson 6
The Best Pet Award
Students create a badge labeled "World's Best Pet: Tornado," which introduces the topic they are writing about. Students complete sentence starters such as "Tornado is the smartest dog because _______________" and write reasons on each ribbon, directly stating opinions. Option 2 asks students to write reasons with specific examples from the story, and the ribbons serve as an organizational structure that lists multiple reasons.
Lesson 7
Conflict
Several comprehension questions (Questions #3, #4, and #6) ask students to give their viewpoint and justify it (e.g., "Do you think Pete's father should have told the man... Why or why not?" and "Was it right for Pete's father to give the dog to the girl?"). Activity 1 asks students to write a chapter summary in their journal, and Activity 2 asks students to dictate a sentence describing a conflict and label its type, which requires composing a written sentence about the text. The Life Application suggests students read other books and identify conflicts, prompting written or oral responses about text events.
Lesson 8
The End of the Storm
The discussion questions (Questions #3 and #4) ask students to state an opinion (e.g., whether another dog would have made Pete feel better; whether it was right for Pete to keep Tornado) and to explain why, prompting students to give reasons orally. The teacher prompt reminds the child to speak in complete sentences when answering questions, supporting practice in stating opinions clearly. Activity 5 provides a fishbone organizer and asks students to write a paragraph with a main idea (topic sentence) and supporting details, which practices organizing reasons or details in written form.
Final Project
Think-Tac-Toe
The lesson provides a Hamburger Paragraph Organizer with a labeled Topic Sentence and three Detail slots, which supports students in creating an organized paragraph with a clear topic and supporting reasons. The wrap-up prompts ask students to say whether they would recommend the book and to explain why or why not, which asks students to state an opinion and give reasons. Several mini-project options (e.g., creating a new cover to make someone want to read Tornado, writing a song describing why Tornado is a good dog) invite students to express evaluative claims that could be supported with reasons.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
Students are asked in Activity 3 to choose which state they would most enjoy living in and to explain why, which requires stating an opinion and providing reasons. Students list six facts about Kansas and Maine, which can supply supporting information for a stated preference. The Wrapping Up prompts ask students to describe differences between Maine and Kansas and to imagine living in each place, encouraging explanation and justification of a choice.
Lesson 3
The News
Activity 2 asks students to create an advertisement titled "WIFE WANTED," telling them to "create an advertisement for a helper, describing the things you are looking for in a mom for Anna and Caleb" and to make a list of words to describe the perfect wife. The advertisement template prompts students to fill in attributes and special abilities and includes a space for an "Added Bonus," which guides students to list specific qualities. Skills and activities also ask students to write journal entries in first person and to use transition words and an organized page layout for their writing.
Lesson 4
The Letters
The Wrapping Up prompt asks the child to predict whether Sarah will enjoy Kansas and to support his opinion, which requires stating an opinion and giving supporting reasons. The Student Activity includes a Hamburger Paragraph Organizer with labeled sections for a topic sentence, three details, and a conclusion, and the lesson text explains that the topic sentence gives a general idea and the body gives details related to the topic. Activity directions repeatedly ask the child to 'support his opinion' or to 'include details,' linking opinion support to organized paragraph structure.
Lesson 5
The Arrival
In Activity 3 students pretend to be Anna, choose a welcome token, and "write a sentence or two explaining why the token is special and why she would select it," which asks students to state a preference and give a supporting reason. The Wrapping Up prompt asks students to "predict whether or not Sarah will enjoy Kansas," inviting students to state an opinion about the outcome. The Comparing the Coast and the Prairie activity requires students to record three differences for each place and two similarities in a Venn diagram, which has students organize information into labeled categories.
Lesson 6
Life on the Prairie
Students are asked to answer inferential questions that require opinions and reasons (e.g., "Why do you think Sarah brought her collection of shells?" and "How are the activities described in the book different from those you do at your home?"). Students are prompted to write a journal entry describing Anna's thoughts on the day with Sarah, which could include expressing a viewpoint. Wrapping up questions ask students to state what they think Sarah enjoyed most and whether she will stay, prompting students to state opinions orally or in writing.
Lesson 7
The Dune
Students are asked to write a journal entry reflecting on the fun day Anna spends with Sarah, which prompts them to write about the chapter topic. In Wrapping Up students are asked to predict whether Sarah will enjoy Kansas and to explain why it might be hard, which asks them to state an opinion and give reasons. Activity 3 asks students to write and/or illustrate how the environment can provide entertainment and to record ideas, offering a chance to give supporting reasons for a point of view.
Lesson 8
Work and Play
Students are asked to write Anna's journal entry to reflect on conversations and activities in Chapter 6, which asks them to produce a written piece that names the topic or events. The lesson asks the child what he likes most and least about winter and asks him to describe or predict what he enjoys most about winter, prompting students to state personal preferences (opinions). Activity 2 asks students to list three things from the book they believe are factual and three that are not, which has students create organized lists related to the text.
Lesson 9
Writing
Students are instructed to write a persuasive letter from a character to Sarah and are told that the letter can begin by asking Sarah to stay, which prompts them to introduce the topic and state an opinion. Students are asked to record three reasons and supporting details on the provided graphic organizer labeled "Ideas," creating an organizational structure that lists reasons and supports. The self-editing checklist explicitly asks students "Do you have three reasons?" and "Do you support each reason?", prompting them to confirm those elements in their draft.
Lesson 10
Neighbors
The Wrapping Up section asks the child to say whether Sarah would be happier in Maine and to explain why, which asks students to form an opinion and give reasons. Activity 3 asks the child to list five things he would miss in his journal and to write about what he would miss if he moved, which has students produce a list of supporting ideas. The activities require students to generate reasons orally and in journal form about feelings tied to the text and setting.
Lesson 12
The End of the Storm
The Wrapping Up prompt asks the child whether he would recommend the book and to explain why or why not, which asks the student to state an opinion and give reasons. Activity 1 requires the student to write a journal entry about how Anna feels, giving practice with writing and explaining a perspective. Activity 3 asks students to record examples that support a central idea or theme, which practices providing supporting reasons or evidence for a claim.
Final Project
Welcome To Kansas
Students are asked to "write the card from Anna to Sarah that welcomes Sarah to Kansas" and specifically to "tell her you are glad she decided to stay," which requires stating an opinion. The Self-Editing Checklist prompts students to check, "Do you have three reasons?" and "Do you support each reason?", directing students to include and support reasons. The checklist also asks, "Are your words going to help Sarah make her decision?", which frames the writing as persuasive and audience-focused.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
The lesson includes open-ended Chapter Question #4 ("How will Helen's life be different? How do you think her family will treat her differently?") that asks for answers that "will vary," prompting students to form and record opinions. The lesson instructs students to record chapter answers in a journal and to answer in complete sentences for both verbal and written answers. Several prompts (e.g., asking which sense would be most challenging) require students to state personal judgments or predictions about Helen's life and experiences.
Lesson 3
Helen's Challenges
Students are asked in "A Gift for Helen" to draw a gift and "write about why you selected the gift for her," which requires stating a judgment about the gift. The lesson provides a "Hamburger Paragraph Organizer" with a Topic Sentence, three Details, and a Conclusion to help students create an organized paragraph listing supporting points. The skills list includes "Generate ideas for writing by listing key thoughts" and "Plan and make judgments about what to include in written and oral products," which supports producing a reasoned written response.
Lesson 5
Annie
Question #4 asks students, "Do you think Annie was too hard on Helen? Why or why not?," which prompts students to state an opinion and provide reasons. The Skills section includes "Write structured, informative presentations and narratives when given help with organization," indicating some emphasis on organizing writing. Activity 2 requires students to write sentences, showing opportunities for short written responses.
Lesson 6
Helen Leaves Home
Students are asked to answer Question #4: "Do you think Helen was telling the truth? Why or why not?" which requires them to state an opinion and give reasons. The skills section includes "Plan and make judgments about what to include in written and oral products," which implies students will think about what to include when responding. The wrapping-up prompts ask the child to reflect on what they learned from Helen Keller and how events influenced them, inviting personal opinions supported by explanation.
Final Project
Scrapbook or Interview
Students are asked to write about Helen Keller either by creating a scrapbook in first person or by scripting and answering interview questions, which requires them to introduce the topic (Helen Keller) and record organized content. The scrapbook includes a planned page structure (Pages 1–6) and a "Scrapbook Ideas" sheet where students record ideas for each page, and students are instructed to compose drafts, revise, and produce a readable, well-organized final product. The interview option requires students to develop five substantive questions and write answers, and both options include rubrics that evaluate organization, voice, and the quality of answers/writing.
2: Change
Unit 1: Morning Girl
Lesson 2
Point of View
Students are asked to answer "Are you more similar to Morning Girl or Star Boy? Why?" which requires them to choose a side and explain their reasoning in writing or discussion. The journal activity asks students to record three thoughts/phrases and two important events in a labeled format, giving practice in listing and organizing ideas. Activity 5 asks students to write a short description of what happened and what they enjoyed about an outing and then compare accounts, which prompts students to state reactions/preferences and support them in a written comparison.
Lesson 7
Visitors
Students are asked to write short journal entries from Morning Girl's point of view and from an explorer's point of view, with an explicit reminder to include each individual's feelings, ideas, and opinions. Students are given a "Morning Girl/Visitor Organizer" with labeled sections for description of the arrival, thoughts and feelings, and other ideas/opinions to outline their responses. Reading questions prompt students to state how the explorers and native people might feel, inviting opinion-based answers.
Final Project
Poetry Night
Students are instructed to create a three-flap mini-fold book labeled "Positive Changes," "Negative Changes," and "Mixed," and to read through the activity page and Encounter to find examples to write or draw under each flap. Students are asked to write two "before and after" poems (one from the native people's perspective and one from Columbus's) with five before-and-after phrases each that describe how lives, environment, health, and communities changed. Students are guided to produce organized products (the categorized flap book and the five-phrase poems) that arrange information about causes and effects of contact.
Unit 2: Communities and Culture
Lesson 2
Where Are We?
Students are asked to state an opinion when prompted: "Ask him if he thinks Egypt would have been a fun place to live... Let him explain why or why not," and when asked if changes that occurred over time are "positive or negative" and to discuss why. The lesson instructs students to answer in complete sentences for both verbal and written answers and to write in a journal (e.g., Fact or Fantasy) and on the "Life in Egypt" activity page, which requires written responses comparing ancient Egypt and their community.
Lesson 3
The King
Students complete a Venn diagram comparing a king and a president and record similarities and differences (Activity 2). After completing the diagram, students are asked to "write a paragraph in her journal that explains why she would rather live in a country with an elected president than one with a king (or vice versa)." The activity asks students to use the diagram to support their written response, which organizes reasons before writing.
Lesson 4
Back Home
The Wrapping Up prompt asks the child whether he would recommend the book to a friend and explicitly encourages him to describe why he would or would not recommend it, which prompts stating an opinion and giving reasons. The questions and activities require students to recall events and details from the text, information they could use to support their reasons when recommending the book.
Lesson 5
A Day in Egypt
Students are asked to write a paragraph describing how life in their own community is different from life in ancient Egypt, which requires them to introduce the topic they are writing about. Students are given a "Hamburger Paragraph Organizer" with a Topic Sentence, Detail #1, Detail #2, Detail #3, and Conclusion, which directs them to create an organizational structure and list three supporting details. Students are prompted to focus on three areas (meals, shopping, school) and to do a rough draft, read it aloud, and edit, which supports developing organized reasons.
Lesson 6
Middle Ages
Students are asked to compare governments and "talk about how different our government is today" and to "ask him why our government is better than the governments during these historical time periods," which prompts stating an opinion and giving reasons orally. Students complete the "Being Poor" activity by recording at least three similarities and three differences between laborers in ancient Egypt and peasants in the Middle Ages, which requires organizing information into lists. Students also produce written work such as a first-person journal entry and two sentences about the Middle Ages, showing practice in composing sentences about a topic.
Lesson 8
Return Home
Students are prompted to state opinions and provide reasons in Questions #2 and #6 (e.g., "Would you like to be a knight? Why or why not?" and "If you had the chance to travel back in time... would you go? Why or why not?"). Activity 7 asks students to record ideas in a journal about which time/place they would most like to visit, which requires them to choose a preference and support it with details. Several activities require students to write sentences (vocabulary, plural nouns) that could include stated positions and supporting ideas.
Unit 3: American Heroes
Lesson 1
Heroes
Students draw and name a hero on the "My Hero" page, which has them introduce the topic they are writing about. Students list eight adjectives that describe a hero and then write a sentence using each adjective, producing multiple statements about the topic. Students complete the prompt "______ made the world a better place by ______," which asks them to explain how the hero changed the world and can function as a claim with supporting information.
Lesson 2
Early American Heroes
Students answer journal and discussion questions that ask for personal judgments (e.g., "What do you admire most about Franklin?" and "What do you believe to be the greatest thing [he] did to change the world?"). Students complete Hero Cards by writing a sentence such as "______ changed the world by ______," which asks them to state a claim about a hero's impact. Students create an epitaph that lists the three greatest things a person did, which requires listing multiple points about a subject.
Lesson 4
Hard Times
Students are asked in the "Making a Difference" activity to read a scenario and write sentences describing what they would or would not do, which requires them to state personal choices or opinions. In Option 1 and Option 2 of the Contractions activities, students must write sentences that Eleanor or Franklin Roosevelt might have said, prompting them to produce short written statements that can express viewpoints. The skills section includes "Write to record ideas and reflections," indicating students will produce written responses to prompts.
Lesson 5
Recent Heroes
Students answer direct questions that require them to state beliefs and support them, for example explaining what characteristics of a hero Walt Disney demonstrated and how Disney changed the world. Students respond to prompts that ask for opinions (e.g., "What do you think was the best idea that Disney ever had?" and which of Owens's four traits they think he demonstrated most) and provide explanatory reasons. Students describe what makes modern heroes heroes and complete activities that require short written descriptions (imagineer tasks and hero cards) that include justified opinions about people and ideas.
Lesson 6
African-American Heroes
Students are asked to write a letter to a leader that begins with prompts such as "Dear Leader" and "I am writing you because...", which guides them to introduce the topic. The activity prompts include "One reason all children should go to school is..." and asks for three reasons, which directs students to list reasons as an organizational structure. The page also includes an opinion prompt "I believe one of the best things about learning is..." and a concluding hope, supporting students in stating an opinion and organizing their reasons.
Lesson 7
Female Heroes
Activity 3 ('A Woman I Admire') directs students to choose a woman, use her name for an acrostic, and write phrases that describe her accomplishments and what the student admires. The 'Types of Sentences' activity asks students to write declarative, interrogative, and exclamatory sentences about Susan B. Anthony and Sandra Day O'Connor, including examples that express reactions to events. The wrapping-up discussion asks students why it is important to treat men and women as equals, prompting students to articulate reasons verbally.
Lesson 8
Heroes of Science and Invention
Students are asked direct opinion questions such as "Which invention do you think was his greatest? Why?", prompting them to state a preference and give reasons. The Perseverance activity asks students to list three things that encouraged them to keep persevering and to support each reason with details. The wrap-up prompts students to "describe why science and inventions are so important," which asks for an opinion supported by reasons.
Lesson 9
Book of Heroes
On the "My Favorite Hero" page students write the name of their chosen hero and can draw a picture, which introduces the topic/text they are writing about. The page provides a sentence-completion prompt "__________ is my hero because __________" and asks students to write three sentences describing why the person is their favorite, which prompts them to state an opinion and give reasons. Students also create and number hero cards, put them in chronological order, and make a table of contents, demonstrating that they can produce an organized book structure.
Final Project
My Life Story
The pre-writing organizer asks students to plan two paragraphs (one about life events and one about actions/hope for changing the world) and provides prompts such as birth information, three major life events, an action that makes them a "hero," a hope for changing the world, and a reason for wanting change. The Editing Rubric asks whether paragraphs have an introduction sentence and a concluding sentence and prompts students to explain how they hope to change the world. Activity instructions ask students to develop first drafts from the organizer and to use the rubric to check organization and content.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are asked to explain whether they would or would not want to be an author and to give reasons for their position (Activity 5: "encourage him to explain why he would or would not want to be an author"). Students are prompted to discuss whether power is wrong and to think of situations where a person has power, which asks them to state and justify an opinion verbally. Students write in a journal when listing elements of fantasy, showing they have opportunities to produce written responses tied to prompts.
Lesson 2
Mr. Ocax
The lesson asks the child to write a paragraph about what she has in common with one of the characters and to support her opinion with evidence from the story and events in her own life. It specifies that the paragraph should include three ways that she and the character are similar, which requires listing reasons. The instruction to answer in complete sentences further reinforces composing a clear written response that introduces a topic and gives supporting reasons.
Lesson 4
Standing Before Mr. Ocax
In Activity 3 students are asked to write a speech to their parents asking permission to do something and then present it. The activity states that "The speech explains an action or idea and is supported with evidence, examples, or reasons." The Skills section also notes students will "Write structured, informative presentations and narratives when given help with organization."
Lesson 5
Poppy and Poppa
Students are asked to answer opinion questions such as "Why do you think Poppy wanted Ragweed's earring?" and to predict how characters will respond, which requires stating a viewpoint. Students are prompted to write journal entries about similarities between events in the book and real life and to write ideas for how Poppy can overcome Mr. Ocax, which gives opportunities to express opinions in writing. Students are reminded to answer verbal and written questions in complete sentences and to record ideas in a journal, providing practice in producing written responses.
Lesson 6
Dimwood Forest
The lesson asks students to read Chapters 9 and 10 and then, in a journal, describe a decision Poppy made, describe the decision's effects, and explain why the decision was good or bad. The activity asks students to define good and evil and identify which characters represent good or evil, prompting evaluative thinking that can support stating an opinion and giving reasons.
Lesson 7
Ereth
Multiple discussion questions ask students to state opinions and support them (e.g., Question #4: "Do you think Mr. Ocax would be upset… If so, why?" and Question #7: "Why does Poppy think Ragweed would have liked Ereth?"). Activity 3 prompts students to discuss how Poppy's new knowledge might help her break the cycle of power, requiring them to give reasons. Activity 1 asks students to copy three quotes and record why each quote is important, which asks for justification of ideas in writing. The lesson also reminds students to answer verbal and written questions in complete sentences.
Lesson 10
The Battle
Students are asked in Questions #2 and #4 to state whether they think Poppy's actions were good and to explain why, prompting them to give an opinion and support it with reasons. Activity 2 asks students to write a personal journal entry about a time they showed bravery and to explain what made them afraid, how they overcame the fear, and the outcome, which requires introducing a topic and providing explanatory details. The lesson also reminds students to answer verbal and written questions in complete sentences, supporting clear statements of opinion.
Lesson 11
Writing Project
Students are asked to write three focused paragraphs about the cycle of power, how Poppy broke it, and how life will be different, and the organizer requires an introductory sentence, multiple supporting ideas, and a concluding sentence for each paragraph. The student activity page provides a paragraph organizer where students record topics, introductory sentences, supporting ideas, and concluding sentences. The rubric prompts students to check that their paragraphs follow a central idea, have topic and concluding sentences, and that they provide supporting evidence for each idea.
Lesson 12
A New Beginning
Students are prompted to answer open-ended 'Why do you think...' questions (e.g., why Poppy did not feel joy, why she encouraged dancing), which requires them to state a viewpoint and provide reasoning. Students are asked to write epitaphs in a journal (four to five lines) and to write a short speech about a person after planting a tree, which ask for written expression about a topic. Students are reminded to answer verbal and written questions in complete sentences, supporting extended responses.
Final Project
Poppy
Students are asked to "make a card for [Poppy], decide what present you would buy her, and write about why you selected it," which requires them to state a preference and give reasons for that choice. Students are asked to "write a journal entry" as Poppy explaining how they felt after defeating Mr. Ocax, which asks for a stated position or feeling with supporting explanation. Students must "describe how one of the characters... and explain the story elements and plot supporting that theme" in a paragraph, which asks them to support a claim with textual evidence/reasons.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are asked to answer question #2 ("Do you think Fern or her father was right about the runt? Why?"), which requires them to state an opinion and provide reasons. The guide tells students to answer verbal and written questions in complete sentences, and to write in a journal for activities such as describing a special pet. Students create a bubble map listing characteristics of a good friend, which has them generate and organize supporting ideas connected to a central claim.
Lesson 2
Charlotte
Students are asked to write a poem from Wilbur's point of view about spiders and to use information from their research and the story, which establishes the topic for their writing. The provided poem template begins lines with "I like spiders because" and "I also like spiders because," prompting students to state an opinion and supply multiple reasons. The Spider Research page directs students to locate and record facts about spiders that they can use as supporting reasons in their poem.
Lesson 3
Bad News
Students are prompted to use the provided questions as discussion and journal questions, which asks for personal judgments (for example, Question #2 asks whether Charlotte can follow through and how). Activity 2 asks students to "discuss whether it is decent for farmers to kill pigs and why," prompting students to state an opinion and give reasons. The Skills list also notes that students should "plan and make judgments about what to include in written products" and "write structured...presentations...when given help with organization," implying some focus on planning and organizing written responses.
Lesson 4
Some Pig
Students are prompted to give opinions in several journal/discussion prompts (for example, Q4 asks whether Avery would have gotten in trouble and Q5 asks why people thought Wilbur was "out of the ordinary"). The Friendship Scenarios ask students to select scenarios and answer in their journal, which invites students to state a response and justify it. The Wrapping Up section asks the child whether Charlotte's plan will keep Wilbur alive and to explain why, prompting students to give an opinion with reasons.
Lesson 5
Progress
Activity 2 asks students to choose a creative word that describes each family member, create a web for each person, give each person their web, and explain why they selected the word. The activity extension explicitly tells students they must give reasons for why they selected synonyms from a thesaurus. Activity 1 has students write a word or phrase that describes how each character acted or felt during chapters, which asks them to express judgments about characters.
Lesson 7
The End
The lesson asks students to answer discussion or journal questions about the text and specifically prompts a personal preference: "Ask your child which character he liked most in the book and why," which elicits an opinion and supporting reasons. It also allows students to create a two-circle Venn diagram comparing the book and movie, which requires stating similarities and differences and giving reasons for those comparisons. The lesson notes that the listed questions can be used as journal prompts, implying students may write responses expressing views about characters and events.
Final Project
Charlotte's Web
Students are instructed to write a book review that gives basic information about the characters, events, and setting and to tell the reader their opinion of the book and whether they would recommend it. The activity requires students to produce a three-paragraph review with Paragraph 1 introducing setting and a major event (introducing the text), Paragraph 2 describing characters, and Paragraph 3 discussing the theme and giving a recommendation. The rubric and checklist explicitly ask whether the third paragraph gives a recommendation and whether the first paragraph names the setting, events, and problem.
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
Students are asked to research and write a paragraph on the "Setting: Paris, France" page, with prompts that have them introduce Paris by writing about location, people, historic sites, food, and what to pack. The paragraph prompts explicitly ask students to "summarize what one might like most about Paris," which asks for a personal preference or opinion. Students also list examples on the "Economic Cycles" page and explain how the cycle would be disrupted if a person did not have a job, which has them explain consequences related to a topic.
Lesson 2
The French Man
In Activity 3 (Opportunity Costs), students list the advantages and disadvantages Armand experiences for not having a job and then pretend to be Armand to explain what she enjoys about not having a job. Question #4 asks students to respond personally about what they would miss if they did not have a home, prompting them to state preferences or judgments. The lesson instructs students to answer discussion or journal questions in complete sentences and to record ideas on activity pages.
Lesson 3
A Discovery
Students are prompted to write first-person diary entries that introduce the event (e.g., "You won't believe what happened today!") and identify characters and feelings (e.g., "Those children are __."). The prompts include a sentence-starter that asks for a causal statement ("I felt __ because __."), which asks students to give reasons for feelings. Students also practice writing questions and exclamations that require them to frame topical sentences about the discovery.
Lesson 4
A Day in the City
Students are asked directly to answer the final question on the Christmas in France activity: "Would you enjoy Christmas in France? Why or why not?" which requires them to state an opinion and provide reasons. The Venn diagram activity has students compare Christmas in the U.S. and France and list similarities and differences, offering a visual organizer where students can place supporting details. The Reading and Questions section instructs students to answer verbal and written questions in complete sentences, encouraging written expression of their responses.
Lesson 5
Singing
The Activity 2 prompt asks students to write a letter or plan a speech from the Calcet children's perspective to persuade Armand to come back, which requires them to take a clear stance (persuade Armand to stay). The provided graphic organizer explicitly directs students to list three reasons and to provide support for each reason, creating an organizational structure that lists reasons. The directions tell students to review the "Meeting Characters" page so they reference the text and the character when composing their persuasive piece.
Lesson 6
The Shoe
Students are asked to respond to journal and discussion questions that require opinions and reasons, for example Question #4 (whether the women were "picking on children"), Question #5 (whether it was right for Armand to take the children away and why), and Question #7 (whether Armand is a good or bad person and why). The lesson reminds students to answer verbal and written questions in complete sentences, which implies composing written responses to those opinion prompts. The activities include opportunities for students to discuss and compare similarities and differences between groups, which can prompt justification of viewpoints.
Lesson 7
Among Friends
The lesson directs students to use the discussion questions for journaling, including opinion prompts such as "What do you think of the Gypsies?" and "Was it wrong of her to act this way? Why or why not?", which require students to state opinions and give reasons. In the Pack a Bag activity, students select items for characters and must explain their reasons for each selection and which character benefits, which asks students to list and justify choices tied to wants and needs.
Lesson 8
Christmas Eve
Question #7 asks students to take a position ('Was it right for him to say this? Why or why not?') requiring them to state an opinion and give reasons. Activity 3 asks students to choose gifts for characters and to 'think carefully about what she would give each character and why she would select the gift,' prompting justification of choices. Activity 2 offers an option for students to 'write about the things that she enjoys' at a place of worship, which can elicit personal opinions and supporting details.
Lesson 9
Saying Goodbye
The lesson includes journal/discussion questions that ask for opinions and reasons (e.g., QUESTION #1: "Do you think she should have been upset? Why or why not?" and QUESTION #4: "Would you want to go with the Gypsies? Why or why not?"). The directions remind students to "answer verbal and written questions in complete sentences," prompting written expression of opinion with supporting reasons. The Culture Commentary and other written activities require students to write about topics from the text, offering opportunities to reference the text in writing.
Lesson 10
A Home at Last
In Option 1 students are asked to write a paragraph that describes why having a home is important and what families are able to do when they have a home, which asks them to state a claim about the importance of a home and give supporting ideas. In Option 2 students must write a letter describing how they selected a housewarming gift, why it is special, and how it can be used, which requires them to give reasons for their choice. Activity 2 asks students to write in a journal about a time they gave up something to help someone else, prompting them to explain and justify their actions.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 3
The Tree
The lesson includes journal/discussion prompts and explicitly gives QUESTION #4: "Do you think that Tepui noticed every living thing mentioned in the chapter? Why or why not?" which asks students to state an opinion and explain it. The directions note that the questions can be used as journal or discussion questions, and Activity 2 asks the child to "explain how the tree in his environment differs from Tepui's favorite tree," prompting a written or oral explanation with reasons.
Lesson 4
Butterfly Search
Students are prompted to write a paragraph describing which type of animal scientist they would most like to be using sentence starters such as "I would most enjoy being a ____ who studies ____." The activity asks students to name a habitat and three animals they would study, and to explain a relationship between two organisms using the prompt "I think it is important to learn about ____ because ____." The provided outline organizes student responses into clear sections that require an introduced topic (type of scientist), a stated opinion (which scientist they'd enjoy being), and stated reasons (because clauses and listed examples).
Lesson 6
Law of the Jungle
Students are asked to reread page 40 and to write a poem titled "The Law of the Jungle," which gives them a clear topic to write about. Activity 3 directs students to illustrate or describe three examples of the Law of the Jungle, and the Wrapping Up prompts ask students to describe the law and explain why they think it exists. The lesson also gives a specific writing product (a 5–10 line free verse poem) tied to the topic.
Lesson 8
Persuasive Writing
Students are asked to write a persuasive piece to convince men in bulldozers and trucks to stop clearing rainforest land, which frames a clear opinion-based task. The paragraph organizers require an Introductory/Topic Sentence and explicitly list Reason 1, Reason 2, and Reason 3 for each relevant paragraph. The advanced organizer asks students to write an introductory sentence and to list reasons with supporting details, and the editing rubric specifically prompts students to check whether their opening paragraph tells the reader what they are hoping to convince him or her of.
Lesson 9
A Close Call
The Reading and Questions includes Question #4 asking "Was this a good decision? Why or why not?", which prompts students to state a judgment and give reasons. The Wrapping Up section asks students whether they would recommend the book and what they would tell a friend, prompting a stated opinion and supporting comments. The materials identify these prompts as discussion and journal questions, which implies students may write responses expressing opinions and reasons.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Activity 4 asks students whether they would enjoy living in a castle and to explain why or why not, which requires stating an opinion and giving supporting reasons. Activity 2 directs students to list the disadvantages of a monarchy in a journal and to use a Venn diagram to compare and contrast a king and a U.S. president, which has students organize information about similarities and differences. Activity 3 has students write sentences describing personal relationships and to compare those to relationships in the text, which gets students to relate ideas about a topic in writing.
Lesson 2
Jemmy and Prince Brat
Several comprehension questions ask for students' judgments (e.g., Question #1: Why do you think the prince had the nickname Prince Brat?; Question #3: What do you think about the way Prince Brat was disciplined?). The "Wrapping Up" prompt asks students to describe the relationship and say what they like or do not like about each character. The "A Day in the Castle" journal activity asks students to write diary entries from Jemmy's and Prince Brat's points of view, which requires composing written responses about the characters and events.
Lesson 5
Disagreements
Students read Chapters 10–12 and write answers in a journal to comprehension and interpretive questions. Several journal/discussion prompts require students to state an opinion and support it (for example, "Who seems to be smarter, Jemmy or Prince Brat? Why?" and the wrapping-up prompt asking why the two characters do not have a very good relationship). Students explain reasons for character behavior or choices when answering questions such as why the prince refused to go to the castle or why Jemmy convinced others to send the horse back.
Lesson 6
In the Woods
The lesson asks students to write a letter to a close friend in which they "tell the person why he or she is a good friend and what she enjoys doing with the friend," which requires stating an opinion and giving supporting reasons. The lesson also asks students to make a journal list of "things that friends do" and to finish the prompt "A good friend...," which prompts students to state an opinion and list supporting traits or reasons. Activity 2 Option 2 directs students to design a "Best Friend Award" that "should list the traits that make this person a good friend," encouraging students to organize reasons as listed traits.
Lesson 7
The Rescue
Students are asked to "write a paragraph about the place he feels most comfortable" and given a sentence-starter introduction: "The place where I feel the most comfortable is ______." Option 1 provides a five-sentence organizer with spaces for a topic sentence, three reasons, and a concluding sentence. Option 2 (advanced) provides an outline that prompts an introduction sentence, three reasons each with a detail line, and a concluding sentence, and directs students to write the paragraph in their journal.
Lesson 8
Friends
The Wrapping Up section asks students whether they would recommend the story to a friend and to explain why or why not, which prompts students to state an opinion and give reasons. The "Changes" activity requires students to list four things the prince did in early chapters and four things he did in later chapters, producing organized lists of supporting details about the character's change. The "A Day in the Castle" journal pages prompt students to write "Dear Diary" entries that introduce the characters and describe events and reflections about their experiences.
Final Project
A Monologue
Students are asked to write monologues for Prince Brat and Jemmy that refer to specific pages and events, so they introduce the topic/text they are writing about (e.g., feelings when subjects did not respect him; Jemmy possibly leaving the castle). The Option 1 sentence starters for the prince ("I can't believe the people ____.", "I wish ____.", "... I have to change because ____.", "For Jemmy I will ____." ) prompt students to state reactions and make declarative statements about the situation. The rubrics ask whether students included specific ideas and explanations about the character's background, difficulties, and the main message, guiding students to organize content and include supporting details.
Unit 3: Iggie's House
Lesson 1
The Move
Activity 1 asks students to list the five most important characteristics of a good friend in their journal and to write a sentence for each characteristic explaining why it is important, which requires stating a viewpoint and giving reasons. Question #2 asks students to answer whether Winnie's mother should have been upset and to explain why or why not, prompting students to state an opinion and provide justification. Activity 4 Option 2 directs students to write a paragraph describing what they would miss about a friend and how life would be different, which elicits a personal stance supported by explanation.
Lesson 2
Meeting the Neighbors
Students practice identifying opinions versus facts by marking statements as F or O and by writing two opinion sentences on the "Fact or Opinion" page. Students respond in writing to scenarios about racial relationships, deciding how they would act and creating their own scenario on the activity page. Students answer journal questions about Chapter 2 that ask "why" (e.g., why Winnie got frustrated, why she upset Herbie), which requires giving reasons for opinions or interpretations.
Lesson 3
The Softball Game
Students are prompted with journal/discussion questions that ask for judgments and explanations (for example, Question #7: "Is Winnie being a good friend? Why or why not?"). The lesson lists the skill "Respond to events and characters in stories," and includes a Reactions Chart and journal question prompts that require students to state views and give reasons. The activities invite written responses about the chapter and characters, which can produce opinion statements and supporting reasons.
Lesson 5
A Visit from Germs
Several discussion and journal questions ask students to state an opinion and explain why (e.g., "Was it okay for the Garbers to be upset with Winnie? Why or why not?", "Would this be right or wrong? Why?", "What would you have done?"). Wrapping Up prompts students to say how they feel about Mrs. Landon going to the Garbers' house and to describe what Winnie did to be a good friend, which asks for evaluative responses. Activity 3 asks students to list three points of interest they would show a new friend, requiring them to produce a short organized list.
Lesson 6
A New Petition
Students are asked to answer journal questions that require an opinion and reasons (e.g., Question #4: "Do you think it was wrong for Winnie's parents not to do something to help the Garbers? Why or why not?" and Question #8: "Do you think this [petition] is a good idea? Why or why not?"). The Character Circle Maps direct students to select descriptive words and "support his ideas with evidence from the text (events, character's actions, and words)," which prompts students to give reasons for their claims. The Wrapping Up prompt asks students to explain which character's personality is most similar to their own and to explain how, encouraging explanation and justification in writing or discussion.
Lesson 9
A Letter
Students plan a three-paragraph letter using the "Planning My Letter" pages that provide space for a topic sentence, multiple supporting details, and a concluding sentence for each paragraph. Students are directed to write in the first person from Winnie's perspective and to use events from the story; the provided sample letter begins with an opinion-based opener, "You can't imagine how much I miss you," and then lists specific reasons (missing the tree house, conversations with Iggie's family, spending free time together). The rubric and editing steps prompt students to attend to organization and the use of examples and descriptive words.
Lesson 10
I Have a Dream
The lesson instructs students to "answer some of the questions below in his journal," which makes students write responses. Question #5 asks, "Would you want to move? Why or why not?" prompting students to state an opinion and give supporting reasons. The I Have a Dream section asks students questions such as "What can you do to help King's dream come true?" that invite personal viewpoints and rationale.
Lesson 11
The End
Multiple discussion and journal prompts ask students to state preferences and explain their thinking (e.g., Question #6: "Did you like the way the book ends? Why or why not?", Question #5: "Was this a good decision? Why or why not?", and Question #9 asking for evidence about acceptance). Activity 3 specifically asks the student to write in her journal about which character she would be friends with, why she thinks the character would be a good friend, what they would have in common, and what they would do together. The Skills section also lists "Write to record ideas and reflections," indicating students are expected to produce written responses that include reasons.
Final Project
Character Interviews
Students are asked to write interview questions that require the interviewee to supply information and his or her opinions and to avoid yes/no answers. Students must write at least one relationship question for each character and use events in the story when developing questions and answers. Students create character responses from the perspective of the characters, using a Reactions Chart and story events, and the rubric explicitly checks whether answers reflect personalities and use story events.