Students research John Steinbeck using provided web links and answer specific factual and analytical questions (e.g., where he grew up, college history, common themes in his novels). Students explain how themes reflect Steinbeck's experiences, requiring them to connect facts about his life to literary themes. Students write original sentences using vocabulary words where they must apply definitions and examples in context.

Students gather information using specified websites and at least one book and take notes on note cards (required minimum of 15 cards) to collect facts about La Paz or pearl diving. Students complete graphic organizers with labeled sections (food, places to see, geographical location, nature and wildlife, people and culture) to record concrete details. Students use their notes to write a one-page script or create a travel brochure containing pictures and text and organize the material into a logical sequence for presentation.

Students are asked to skim Chapter 3 and locate at least three examples of stylistic devices, selecting phrases and sentences they find meaningful and effective, which requires collecting quotations and concrete textual examples. Students must answer guided comprehension questions in complete sentences about details from the text (for example, what Kino will do with the money and why people become interested in him), which requires citing or using text-based details. In Activity 2 students write a song that should reflect Kino's culture and include stylistic devices, imagery, and concrete cultural details in 5–10 lines.

Students are instructed to read Chapter 5 and develop four discussion questions of different types (Right There, Think and Search, Author and You, On My Own) and to provide answers or possible answers to those questions. Students complete a "Wants" activity where they record what each character wants, draw a symbol representing those wants, and answer a reflective question about greed and contentment. Students add sentences and phrases to a stylistic device log and correct/edit example sentences, which engages them in composing and revising written responses.

Students answer comprehension questions in complete sentences that require explanation (for example, explaining whether Kino loses his soul and citing plot consequences). Students are asked to add examples of effective stylistic devices from the final chapter to a log, which prompts them to collect textual examples/quotations. Students are asked to explain what a verbal phrase is and to provide examples of gerund, infinitive, and participial phrases, giving them practice with definitions and examples.

Students are asked to "use evidence from the book" in the Kino Trial and the Speech activities to prepare arguments or defend/prosecute Kino. Students must write a summary and "include a summary of the book and details about the author" on the Book Cover activity and create a 2-minute Quick Script "summarizing the book" focusing on key events and characters. Part D short-answer prompts require students to identify stylistic devices and "support your answer with evidence from the story," and the Speech Symbols and Compare/Contrast tasks require students to identify symbols and organize similarities/differences using examples.

As Cultural Commentator, students are instructed to use a journal to record what they learn about culture and characters, describing customs, homes, clothing, beliefs, food, or any other cultural element. Activity 1 asks students to locate and label Mozambique and specific geographic features (Lake Cabora Bassa, the Zambezi River, bordering countries, the ocean), requiring students to collect concrete geographic facts. Activity 2 requires students to either create a quilt that represents at least twelve cultural/geographic/economic/health/education elements or to write ten trivia questions and answers across specified categories, both of which require selecting relevant facts and examples.

Students are asked to take on the role of Investigator and dig up background information (geography, weather, culture, history, author information, word derivations) and record four or five bits of information in a journal, which has them collect relevant facts. Students create a Vocabulary Picture Dictionary in which they write definitions, paste sentences from the book, draw visual symbols, and write their own sentences using each word, which engages them in using definitions and concrete examples. Discussion prompts and wrap-up questions ask students to explain why villagers thought cholera had come and why survival would be harder in the village, prompting students to use reasoning and concrete details to support explanations.

Students learn the stages of the writing process, including prewriting steps that explicitly mention planning, brainstorming, taking notes, and organizing ideas. Students complete a timed freewriting to generate ideas and reflect on what causes problems when they write, which produces raw material for developing a topic. Students read a quotation from Mark Salzman and are asked to write or discuss its meaning, engaging with a quotation as a piece of supporting material.

Students are prompted to generate and organize ideas using specific prewriting methods (brainstorming, freewriting, idea webs) and to read back over and decide which ideas to develop. Students are asked to choose a meaningful personal event, consider the circumstances, consequences, and what others could learn, and to begin planning a first-person narrative. Students are also asked to describe settings in detail (in words or map form) and to explain the role of setting in the story's conflict, which requires attention to concrete descriptive detail.

The 5 W's prewriting chart asks students to generate specific details about who, when, where, what, and why, which prompts them to collect concrete details about their topic. The Personal Narrative Story Elements organizer requires students to describe setting, characters, rising action, climax, and resolution, guiding them to develop the topic with descriptive and contextual information. The Personal Narrative Rubric demands vivid words and phrases, well-developed characters, effective dialogue, and a variety of figurative language, which expects students to include concrete details and examples in their writing.

Students are asked to research baboons, focusing on social dynamics, and to write an 8–10 sentence museum plaque that explains how baboons live and interact in the wild. Students can alternatively create a guidebook by selecting five African animals and writing 1–2 sentences about each, plus adding pictures. The lesson explicitly prompts students to gather and record facts about baboons and other animals from the text and research.

Students are asked to read Chapters 24-27 and write a four- to five-sentence summary that includes main events and significant details, which requires selecting and reporting relevant information. The parent/teacher notes define a calabash and explain what drafting is, giving an explicit example of a definition and a writing process term. Activity 2 instructs students to use sensory details, dialogue, and figurative language in drafting, which asks students to include concrete, descriptive details in their writing.

Students are asked to write a 4–6 sentence postcard from Nhamo that explains what she endured, how she survived, and how she has changed, which prompts inclusion of concrete details about survival and geography. The storyboard task requires students to choose 6 important scenes, draw each scene, and write a sentence describing the action, explicitly asking that scenes accurately reflect Nhamo's village culture, the geography of the land, and her struggle for survival. The Dialogue Designer role asks students to recreate interactions through 6–10 lines of dialogue and to use quotation marks correctly, requiring students to record direct quotations between characters.

The skills list explicitly asks students to "clarify and support spoken ideas with evidence and examples" and to "support opinions in verbal presentations with detailed evidence and with visual or media displays." The activities require students to select 2–3 visual aids or props to "enhance the meaning or action of the story" and to use those aids at appropriate times during an oral presentation. The parent checklist asks that the speaker "used visual aids or props at the appropriate times" and "used movements, gestures, and facial expression to engage the audience," which reinforces supporting and illustrating spoken ideas.

Students read Chapter 1 and answer explicit comprehension questions in complete sentences that require summarizing and explaining Tolkien's characterization and the dwarves, which asks for relevant facts and details from the text. Students record short sentences on the "Events of the Journey" pages and mark map locations with chapter references, which requires citing concrete events and chapter-based facts. Students create and use vocabulary cards and the vocabulary cube, reciting definitions and using words correctly in sentences, which has them supply definitions and concrete examples in writing or speech.

Students are directed to read two informational biographies of J.R.R. Tolkien, which requires gathering factual information about his life. In Option 1 students must write five interview questions and explain why each question is important, and identify three future facts to share with Tolkien with reasons, which asks for use of information to support their choices. In Option 2 students create a collage that must include images representing Early life, Interests, Accomplishment, Family, Change, and an Interesting Fact, and they are asked to explain each image.

Students are asked to chart the journey and write descriptions on the "Events of the Journey" page, which requires recording concrete details about settings and events. Students must find at least one example of foreshadowing, read it aloud, and record it on a chart with chapter and page number, which involves locating and citing a textual quotation. Students answer comprehension questions in complete sentences, including one that quotes the moon-letters instruction, showing practice with using textual details.

Students are asked to "write a brief description of what happens in this chapter" on the Events of the Journey page and to answer specific comprehension questions about plot points (e.g., what Bilbo found, the ring's magic, Gollum's feelings), which requires using relevant facts and concrete details from the text. Students are instructed to "record any examples of foreshadowing from Chapter 5 on the chart," which prompts them to identify textual examples or quotations. Students review the "Things to Know" section and are asked to explain definitions and facts from memory (e.g., thesaurus, runes, runic alphabets).

Students are asked to read Chapter 6 and answer comprehension questions in complete sentences, which requires them to state facts from the text (questions about how wolves and goblins work together, what Gandalf does, and how the eagles help). Students are instructed to "Write a brief description of what happens in this chapter" on the Events page, producing an explanatory summary. Students are also told to "Record any examples you found of foreshadowing from this chapter," which directs them to identify and cite specific textual examples.

Students are asked to write a descriptive paragraph explaining the human characteristics, animal characteristics, and special abilities of a new Middle-earth race, which requires them to provide details and examples about their creature. The task directs students to use figurative language techniques to describe the new race, and the Student Activity Page provides space for composing and displaying the paragraph. Students also build a model and then write while the model bakes, linking concrete creation to the written description.

Students are asked to explain problems in two or three sentences, brainstorm three solution options, list pluses and minuses for each, and select and explain the best solution (Activity 2). The skills section explicitly asks students to "construct essays/presentations that respond to a given problem by proposing a solution that includes relevant details." Student activity pages require students to identify problems from the story and record the solution and problem-solver for each.

Students are asked to locate and use quotations from the text (e.g., provided quotes about Smaug and wealth) and to note chapter summaries and examples of foreshadowing. The Things to Know section supplies a definition of consumerism that students can use as background. In Activity 2 students collect concrete examples (ads or historical/current events), record two- to three-sentence descriptions of each example, and classify or rank them, which requires citing specific instances and details.

Students answer targeted comprehension questions (e.g., Why did Bilbo sneak out of the cave?; Did he do the right thing in giving away the Arkenstone?) requiring them to state plot facts and provide reasons. Students complete the Quest Cube by identifying the six quest elements and are asked to explain how each element contributes to central themes and the mood, using examples from The Hobbit. The Parent Plan supplies specific examples and facts (e.g., the treasure as the precious object; Bilbo as the heroic seeker; Gandalf, Beorn, the eagles as supernatural helpers) that students can use when developing their explanations.

Students read early critical responses to The Hobbit and write two- or three-sentence journal summaries that identify whether each response is positive or negative and explain the major points the critic makes. Students are asked to describe any literary elements the reviewer alludes to. Parent guidance instructs students to read their summaries aloud and to recognize that one review discusses themes while another focuses on characters and plot, prompting students to reference those elements as supporting details.

Students are instructed to support their opinions with examples from the text and are told they may use figurative language, direct quotes, and events from the story to support ideas. Students complete a prewriting web that asks them to record evidence such as an important lesson learned and how the characters changed, and they use an outline template that provides lines for each idea with supporting details. Students are evaluated with a rubric that explicitly includes a "Textual Evidence" category requiring use of direct quotes and references to the text.

Students read and use vocabulary definitions to complete a contextual paragraph, demonstrating use of definitions and concrete word meanings. Students locate Korea on a map and label geographic features, practicing selection and organization of relevant geographic facts. Students read linked websites and record information on the "Elements of Korean Culture" charts, sorting facts into "Today" and "Centuries Past," which requires gathering and organizing concrete cultural details.

Students are asked to write a one-page summary and to "look for the most important ideas and events" and "put all the main ideas together in a logical order," which requires selecting relevant facts. The lesson provides guiding questions for summaries (Who did what? When? Where?) that direct students to identify and report concrete events. A bulleted list of major points that might be included gives students explicit factual items they can use in their summaries (e.g., Min lets Tree-ear continue to work; Tree-ear learns to cut and drain clay).

Students are asked to use information from Chapters 4-6 to identify and sequence the steps for making pottery (Option 1 and Option 2), which requires them to extract relevant process details from the text. Students must write four thoughtful questions about the chapters, including a fact-based question whose answer can be taken directly from the book, and provide answers to each question. Students are instructed to add details to the "Elements of Korean Culture" pages in the "Centuries Past" column, requiring them to record cultural information from the reading. Students also write directions (technical writing) for a process, practicing clear sequencing and step description based on their reading or personal experience.

Students are asked to research Linda Sue Park using provided biographies and interviews, take notes, and answer detailed comprehension and analysis questions about her life and influences. Students must write a short paragraph describing how the author's experiences and relationships influenced her writing, drawing information from the sources and their notes. The student worksheet prompts require recalling specific biographical facts (e.g., where she grew up, when her first poem was published) that students can use as supporting details.

The lesson provides a definition of "opportunity" in the Things to Know section, which gives students a precise term to use. Students are asked to read Chapters 7 and 8 and answer comprehension questions in complete sentences, requiring them to pull concrete details from the text (for example, explaining Crane-man's actions and what happens to Min's pieces). The Tree-Ear mini-book activity directs students to list specific opportunities and "record at least one way the opportunity benefited Tree-ear," prompting students to provide examples and explanations drawn from the story.

Students are asked to interpret Crane-man's quotations in their own words on the "Quotes" activity page, responding to five specific quoted statements and writing explanations beneath each. Option 2 directs students to create their own "words of wisdom," write them down, and "explain to the child how you have seen the truth play out in your own life," which requires giving concrete examples. The Parent Plan skills explicitly tell students to "develop and justify the interpretation of literature through sustained use of examples," and the chapter questions require students to answer in complete sentences with reasons (e.g., why Tree-ear decides to make the journey).

Students are asked to complete the Relationship Web activity in which they write at least two sentences describing Tree-ear's relationship with each main character and must support their descriptions with examples from the text, including characters' thoughts, words, and actions. The Relationship Words option requires students to select descriptive words from magazines and then support each choice with examples from the book. Reading Chapters 11–13 and answering comprehension questions in complete sentences also requires students to cite concrete details (e.g., bandits, the salvaged shard, Emissary Kim's actions).

Students are prompted to brainstorm similarities and differences and to note how the relationships affect decisions and emotions, guiding them to generate relevant details. The essay organizers (Option 1 and 2) require students to record topic sentences, list similarities/differences, and explicitly provide "support from the text" for each point. The rubric's "Ideas and Support" criterion evaluates whether students provide specific examples and supporting information for their comparisons. Students complete a rough draft, revise using editing symbols, confer with a parent, and produce a final draft, all requiring them to include and refine supporting details.

Students are asked to develop research questions, find sources, and "record information to answer your research questions" (Steps to Independent Study). Students complete a Point of View chart that requires them to list reasons different stakeholders would support or oppose the Dakota Access Pipeline, prompting them to gather and note perspectives and supporting details. The Parent Plan and rubrics require use of multiple resources (at least four types) and ask whether students used a note-taking method and followed a research process, which implies collecting evidence to support their argumentative essay.

Students read paired news articles and are asked to record their findings on a "Detecting Bias" handout, identifying how Sam Hughes is portrayed and citing examples of bias techniques. Students are given definitions in "Things to Know" (bias and propaganda) and directed to read resources on propaganda techniques, then answer journal questions about types of techniques used and reasons for their use. In Activity 3 students analyze advertisement videos and complete a handout that asks them to identify the intended audience, the idea/product being promoted, and to explain effectiveness, which requires citing concrete examples from the ads.

Students brainstorm and select a research topic and generate open-ended research questions using the KWM chart to list what they know and what they want to know. Students generate a research plan for gathering relevant information and are prompted to use a variety of sources (print, Internet, interview, video) and include evidence compiled through the formal research process. Students are guided to clarify research questions and evaluate and synthesize collected information when refining their major research question.

Students are instructed to collect and organize relevant facts and concrete details using a gathering grid or note cards, with sample entries showing factual information from reports, speeches, photographs, and articles. Students must find at least four different types of resources and record quotations and source details on a Works Cited page (including a practice item that uses a quote from an online article). Students complete a Stakeholders chart requiring at least three supporting details for each stakeholder and develop research questions to gather information supporting their position and opposing arguments.

Students are instructed to include "facts, statistics, research, expert opinions, examples, quotes, text details" as evidence in each body paragraph and to "define any terms" in background information. The provided example outline contains concrete facts and figures (e.g., "The U.S. consumes 20.8 million barrels of oil a day; this is 25% of the oil consumed worldwide," "The U.S. imports 50% of its oil," and "Only 2% of the world's oil reserves are in the U.S."). The activity pages provide explicit spaces for students to list multiple pieces of evidence for each supporting reason and to write counterarguments with counter-evidence. The parent/skills notes also direct students to support ideas from multiple authoritative sources and to use quotations and appropriate documentation.

Students are asked to design visual aids (tri-board, brochure, poster, PowerPoint, slideshow, movie) that require including pictures, captions, and information to present a topic and multiple points of view. Activity instructions tell students to "add information to help your audience understand the visual aid" and to reference their research when organizing and presenting ideas. The Parent Plan skills explicitly state that students will support main ideas with facts, details, examples from multiple sources and that they will synthesize research and "use quotations to support ideas" and provide documentation.

Students are asked to summarize the Greek creation story in two sentences (Question #2), which requires them to identify and state key facts (Gaea, Uranus, the Titans, etc.). Question #3 asks students to compare this creation story to others and explain similarities or differences, prompting students to use examples and explanation. The Beyond Roots II activity has students learn and quiz on root meanings (definitions) and the decoding activity has students translate Greek to English and justify likely translations, which engages them with definitions and concrete linguistic details.

Students answer reading comprehension questions in complete sentences about how myths explain phenomena, demonstrating use of relevant facts from the text. In Option 2 of the character-card activity, students write short descriptions explaining what each god or goddess rules over and important facts about them. The vocabulary activity requires students to match words with definitions and use those definitions in study strips, reinforcing use of definitions as supporting information. The family-tree activity has students organize names and relationships, showing selection and organization of factual content.

Students are asked (by a parent prompt) to explain which god or goddess they found most interesting or respected and to explain their decisions with examples. Activity 2 asks students to consider how myths reflect culture and to answer analytic questions, prompting students to use examples and reasoning. The Go Greek card game and accompanying flashcards provide students with factual descriptions and symbols of each god that students read, memorize, and could draw on in explanations.

Students brainstorm five uses for fire on the "Fire Web" and then write a descriptive paragraph titled "Life Without Fire," which requires listing concrete uses and explaining consequences. Students answer comprehension questions that ask for specific examples from myths (e.g., provide an example of greed causing conflict; compare Deucalion's flood story to others), which requires citing facts or story details. Discussion prompts ask students to compare Greek creation and flood stories with those from other cultures, encouraging use of examples and concrete details.

Students read specific pages about Perseus (pages 114–122) and answered comprehension questions that require retrieving relevant facts (e.g., why Acrisius locked his daughter, the king's task for Perseus, what sprang from Medusa's neck, and the Red Sea origin). Students complete the "Conventions of a Myth: Perseus" activity by naming the hero, gods, monster, problem, assistance, and maiden, which requires selecting and recording concrete details and examples from the text. The parent/plan notes that students will be asked to write their own myth for a final project, linking their collected details to a future writing task.

Students compare Heracles to a modern superhero using a Venn diagram, identifying at least three similarities and three differences, which requires selecting and organizing concrete details. Students complete a comparison chart for the traditional Daedalus and Icarus myth and a contemporary retelling with labeled categories (theme, method of flight, setting, etc.), which asks them to cite specific facts and outcomes from each text. Students answer comprehension questions in complete sentences about Hercules, Theseus, Jason, and Oedipus that require recalling and stating relevant facts (for example, who helped Jason and how).

Students are instructed to "pick out the most important events" for a retelling and to "start your story summary on page 180... end on p. 184," which requires selecting relevant narrative details. The materials explicitly allow students to "quote from the book at different points in your retelling" and to "write out your entire summary, take notes, or make a diagram to remember what happens next." The parent plan states students should "deliver oral summaries... that include the main ideas of the event or article and the most significant details" and to "use own words... except for material quoted from sources."

Students complete a "Conventions of a Myth" prewriting activity in which they identify conventions, themes, characters, problems, helpers, and cultural elements for a retelling. The rubric requires that students provide insight into culture and that their story reflect cultural details, and Part V asks students to write two- to three-sentence synopses of famous myths, demonstrating use of factual summary. The unit test and matching activities ask students to identify gods and goddesses and root-word meanings, which requires recall and use of factual definitions.

Students examine a map of a medieval manor and record observations in six explicit categories (Jobs, Clothing, Homes, Inventions & Technological Advancements, Military Defense, Comparisons) on the "A Medieval Manor" activity page, requiring collection of concrete details and facts. Students write 3–4 sentence commentaries about feudalism from the perspectives of a knight, a lord, and a peasant, which asks them to describe roles, relationships, and advantages/disadvantages using relevant information. The answer key provides factual examples (jobs, clothing, homes, inventions, defenses) that students can use to develop their observations and written responses.

Students are assigned the role of Researcher and asked to dig up related information about the book's geography, culture, or history and print off what they gather, which requires locating relevant facts and information. The vocabulary activity has students read words in context, use context clues or a dictionary to determine definitions, and match definitions in a crossword, which practices identifying and using definitions and concrete details. The poem questions ask students to cite specifics about what the narrator lacks physically and emotionally and to compare that situation to Beetle's, prompting use of concrete details from the text.

Students take on the role of a Line Locator and record page and paragraph numbers for three to five passages, then explain in their journals why those passages are examples of good writing or important to the story, which requires citing short quotations and giving reasons. In the Venn diagram activity students compare a personal event to Alyce's delivering of the calves and list two similarities and three unique aspects, which asks students to generate concrete comparisons and examples. The Parent Plan skills also note that students will "write responses to literature and select a focus, an organizational structure, and a point of view," indicating some practice in organizing and supporting a written response.

Students complete the "Livestock and Economics" activity in which they draw three domesticated animals and write specific examples of how each animal influenced peasants' economics (what they provided, how they generated income, and consequences if an animal or the serf died). Students read monologues from Good Masters! Sweet Ladies!! that highlight the role of domesticated animals and can use those passages as concrete examples or quotations. In Option 1, students write three sentences explaining the relationship between peasants and their animals, practicing selection of relevant facts and concrete details.

Students are asked to take the role of a Connector and record connections between the book, their life, and the outside world in a journal, which requires them to support ideas with examples. In Activity 2 students must describe Alyce's relationships at the beginning and end of the book, write one or two sentences for each box, and "provide details from the book to support your answers." The Relationship activity's parent answer key models using specific details from the text to explain changes in relationships.

Students are asked to read monologues and fill out a Cast of Characters chart that requires a 1–2 sentence summary of each character's monologue. Students must provide one example of effective descriptive language used by the author for each character (which can function as a quotation or textual example). Students must also describe each character's relationship or encounter with others and look for connections across monologues.

Students read explicit definitions of first-, second-, and third-person point of view and of limited/omniscient and objective/subjective narration, giving them technical terminology and examples. Students practice identifying point of view in texts by finding two first-person and two third-person books, deciding limited vs. omniscient and placing narrators on the objective/subjective spectrum, and sharing their findings. Students write 3–5 short sentences describing an observed item, then revise to add concrete sensory details and combine sentences for elaboration and variety.

Students are asked to write definitions, list parts of speech, and compose example sentences for three homophone pairs on the "More Homophones" page, which requires producing definitions and usage examples. Students complete a "Cast of Characters" chart for the monologues they read, which has them select and organize information about characters. On the "Spotting Errors" page students read a paragraph with concrete details about a medieval festival and correct verb-tense, voice, parallelism, and homophone errors, engaging directly with factual and descriptive content.

Students reread characters' monologues from Good Masters! Sweet Ladies! and use those details to expand simple sentences into more descriptive ones. They answer prompts (How? When? Where?) to create a painted predicate and choose modifiers to 'paint' the subject, producing final, polished sentences tied to the text. The student activity pages guide students to add concrete sensory details, adjectives/adverbs, and specific wording changes drawn from the source material.

Students are asked to "Summarize three important changes that took place during the Middle Ages and their impact" (European Transformations), which requires selecting and organizing relevant facts and explaining consequences. The Castle Blueprint task asks students to draw and label important features and their purposes, prompting use of concrete details and functional explanations. Several labeled pages (Food, Shelter, Jobs/Responsibilities, Village Life, Struggle for Survival) provide space for written descriptions that require factual detail and examples. Unit Test Part V prompts students to write brief overviews of feudalism and to describe peasant life focusing on physical and emotional resources, explicitly asking for 3–4 sentence explanations and examples.

Students are asked to define each persuasion technique and place those definitions into a table (Descriptions column) and to collect and paste real advertisements as concrete examples (Examples and Real World Example columns). Option 2 explicitly requires students to write their own examples of things that might be said in commercials, and the answer key shows sample definitions and example phrases for promises, dares, flattery, and glittering generalities. Students also read the author's biography and answer factual comprehension questions about Antoine de Saint-Exupéry.

Students answer comprehension questions in complete sentences that require them to explain reasons from the text (e.g., why the little prince wants the sheep to eat baobabs and why he wants a drawing of a planet taken over by baobabs). Activity 1 gives students two quoted sentences and asks them to write why the author uses parentheses in each case, prompting analysis of specific quotations. Activity 2 asks students to extract and organize what the narrator says adults and children want to know about a friend and to add their own example questions on a Venn diagram, requiring the use of concrete details from the book.

Students complete a "Planet Problem" worksheet that asks them to describe the planet, list what else is on the planet, identify problems faced by the inhabitant, and brainstorm solutions. Students create a clay model using book illustrations and consider planet size, proximity, and descriptions the little prince gives, which requires them to use concrete details from the text. In Option 2 students are explicitly directed (in the parent notes) to include facts and figures in the adult-perspective letter, and in Option 1/2 they must write letters proposing solutions that draw on the notes they took.

Students are prompted in the Wrapping Up to "Explain to your parent why the fox says that having a friend prevents everyday activities from becoming monotonous" and to give two examples, which asks students to produce an explanation with examples. The Parent Plan lists a skill to "Paraphrase the major ideas and supporting evidence in formal and informal presentations," and reading questions require students to answer in complete sentences about character reasoning (e.g., why the rose has tamed him and the fox's secret), which asks for explanation and use of textual ideas. The Student Activity Page asks students to write two sentences using italics to emphasize words, which requires composing purposeful sentences that change meaning by emphasis.

Students answer targeted comprehension questions in complete sentences (e.g., explain how the little prince gives the narrator a gift of the stars and how he intends to get home), which requires using textual details. The "Persuading the Fox" activity asks students to write a poem or artist's description describing the little prince's departure and feelings for the fox, and the student pages specifically prompt listing two ways the narrator knows the prince made it home. The Parent Plan provides model sentences and suggested factual details and a quotation ("I do! It sounds like millions of little bells."), which students can use as concrete examples.

Students practice inserting definitions and clarifications into quoted text using brackets through multiple exercises that ask them to add bracketed explanations to underlined words from A Midsummer Night's Dream. Students research and explain the use of "sic," including why it is italicized, and they are asked to restate confusing Shakespearean lines in modern English and answer comprehension questions in complete sentences. Students also organize information by grouping characters into categories (actors, humans, fairies), which supports organizing content.

Students read Act 1 Scene 1 through Act 2 Scene 1 and answer specific comprehension questions in complete sentences that require citing plot facts (e.g., Theseus's three choices, identification of couples). Students complete a character study by creating a collage or a written casting description that asks for concrete details: 3–5 adjectives, problems the character faces, what the character wants to persuade others to do, and examples or images showing those traits. Students fill out a detailed Student Activity Page that prompts factual descriptions (age, occupation, freedom, rich/poor), character challenges, and skills, and then explain who the character is and what he or she has done so far when sharing with a parent.

Students are asked to write a short paragraph about a chosen scene (Option 1) or to summarize what happens and how the passage deals with persuasion (Option 2). The activity instructs students to copy a section, make notes on their performance, and practice it, which prompts them to identify details from the text. The lesson also requires students to answer specific plot questions in complete sentences, requiring use of factual plot information.

Students read Act 4, Scene 2 to the end using a modern translation and are invited to compare favorite phrases with the original, which supports locating quotations. The "Things to Know" section gives explicit definitions of tragedy and comedy that students can use as relevant facts. Questions ask students to answer in complete sentences, identify whether the play is a comedy or tragedy and explain why, and one question asks what Robin says at the end (recalling a specific line). The activities ask students to discuss which key scenes were included or omitted and to evaluate how well the animated version tells the story, prompting use of examples and details.

The "Quotable" activity asks students to write three interview questions for Romeo or Juliet, locate quotes from the text that answer those questions, and write the character answers using correct quotation marks and ellipses. The student activity page provides lines for recording two quotes to include and for transcribing the interview content, directing students to select and insert textual quotations. The lesson also includes vocabulary definitions (e.g., pestilence, presage) and an activity that asks students to create a persuasive message using 2–3 unit vocabulary words.

Students are prompted to record "evidence to their love" and "important quotes" on the Play Cupid and Strongest of All note pages and to take notes that include a thesis, problems, solutions, and evidence. The OUTLINING page tells students to use evidence (observations, examples, quotations, personal experiences) and to list 2–3 good points of evidence for each reason. Activity 3 requires students to "include quotes from your couple" and "provide persuasive evidence of their love," and the Classics Rubric evaluates Ideas and Support for strength and evidence.

Students are asked to highlight main ideas and then write definitions for nonfiction features (page layout, table of contents, index, headings, graphics, extra information) on the activity page, demonstrating practice with definitions and concrete details. The parent plan lists exact facts and definitions students should record (e.g., spreads, margins, functions of the table of contents and index), so students write factual information about text features. Students answer directed comprehension questions about Newton and Francis Bacon that require recalling specific factual details about names and the scientific method.

Students read specified pages and take notes with page numbers on important information and unfamiliar words, prompting them to record facts and definitions (e.g., "Things to Know" vocabulary and Newton's annus mirabilis). Students complete Activity 4 by answering guided questions about title, topic sentence, the graphic, and details on page 163 and then give a 2-minute oral summary that explains the main idea and what the graph shows (calculating running speed and the "skinny rectangle" technique). In Activities 1 and the ellipse tasks, students must summarize ordered steps and concrete procedural details so a parent can reproduce the ellipse without seeing the diagram.

Students are asked to read pages 164–171 and take notes on important information and unfamiliar words, which prompts gathering facts and definitions. Students answer four content questions in complete sentences about Newton, Kepler, Hooke, and spectroscopy, requiring them to state relevant facts and explanations. The lesson also includes a "Things to Know" definition (corpuscles) and parent discussion prompts to review definitions and explain why Newton and Hooke's approaches were novel.

Students read specified pages (172–183) and are instructed to highlight or take notes with page numbers on information they find important and unfamiliar, which requires collecting relevant facts and details. The "Things to Know" section provides explicit definitions (inertia, force, Newton's laws) that students can use to develop topics. Option 2 asks students to "describe the event as it is described in the book," take notes on what each person thought about the event, and write headlines from each perspective, using the Student Activity Page that allocates space for a description and two perspectives.

Students are asked to read Chapter 21 and a NASA aerodynamics page, take notes, and create a numbered list of instructions based on diagrams, captions, and text from the demonstrations. The Student Activity Page requires students to define "lift," list materials, outline a step-by-step procedure, and write conclusions/inferences about how the demonstration explains airplane flight. The wrap-up directs students to summarize for a parent how an airplane wing works, and the Things to Know section supplies a clear definition of Bernoulli's principle for use in their explanations.

Students research an artist using provided links and complete a K-W-L chart (Activity 3) that requires them to record what they know, what they want to know, and what they learned. They give an oral summary of their findings (Activity 5) and then write a 1–2 paragraph sidebar about the artist that includes a caption and descriptive text (Activity 6). The Parent Plan skills explicitly list researching a topic, summarizing and determining importance of information, and ‘‘Summarize and determine the importance of information'' as learning goals.

Students are instructed to review highlighted passages and notes to summarize key points and key facts from each chapter, directly engaging them in locating and using factual evidence. Brainstorming questions prompt students to identify specific facts about Newton (laws of motion, light and color, planetary findings, math, chemistry) that they might include in their paper. The Outlining Newton activity explicitly tells students to gather observations, examples, quotations, and 2-3 supporting details per area. The Technical Writing Rubric requires students to list 2-3 relevant areas of Newton's studies and explain their relation to current industries, prompting development with concrete details and explanation.

Students read the introductory pages and are asked to answer comprehension questions in complete sentences, which requires them to state facts (e.g., Industrial Revolution, modernism). The lesson includes explicit definitions in the "Things to Know" section (modernism, meter, iambic pentameter) that students can use as informational content. In Option 2 of the activities, students are asked to write two or three lines using vocabulary words, and vocabulary practice directs students to Merriam-Webster for pronunciation and stress patterns.

Students identify and record two lines from Tennyson's "Dedication" that exemplify specified graphic elements (capitalization, punctuation in the middle of a line, and varying line lengths) in Activity 1. Students copy poetic lines as quotations into the "Graphic Variations" page as concrete examples of those elements. Students read an online biography of Prince Albert and select a prose statement that expresses the same idea as a chosen poetic line, writing both the poetic quotation and the prose statement on the "Prince Albert Remembered" page.

Students read explicit definitions of figurative language terms (metaphor, simile, idiom, personification, onomatopoeia, and connotation). Students identify similes and personification in assigned poems and cite examples (e.g., listing similes from "Dover Beach"). Students gather concrete details by taking at least five photographs on a nature walk and making notes about each one on the "Walk Like a Poet" page to use as examples in their writing.

Students read chapters on Yeats, Sitwell, and Owen and answer comprehension questions that require them to identify factual information (e.g., roles in theater and politics, references to the Apocalypse, the effect of repetition in a poem). Students complete the "News Watch!" or "Today's News Hunt" pages where they record article titles, locations, and three interesting facts or vivid details for each story and write a summarizing phrase. Students are given definitions (facade, armistice) and an explanation of allusion to support understanding and selection of relevant content.

Students read chapters about W.H. Auden and Dylan Thomas and answer specific comprehension and analysis questions in complete sentences (e.g., Why did Auden marry Erika Mann? What role does Wales play in Thomas' poetry?), which requires citing facts and explaining meanings. Students are given explicit definitions of literary terms (juxtapose, villanelle, elegy) that they can use to develop explanations. Students must choose, memorize, and recite a poem and explain why they selected it, prompting them to articulate reasons and examples orally.

Students are asked to write a one-paragraph autobiography that must include their full name, where and when they were born, and three current events they explored, and to explain why they chose those issues as poetic subjects. Students are required to write a two-paragraph analysis of one of their own poems with a topic sentence and at least two supporting sentences about images/events and at least two supporting sentences about structure and techniques. Students also fill a timeline with poets' names, birth/death years, and key poetic genres or techniques, recording factual details and examples.