Students are asked to analyze front and back matter including a chronology where they list five key events with dates, which prompts collection of factual details. Students answer comprehension questions that require interpreting quotations from the text (for example, explaining "wild colts make the best horses" and John Adams' need for "ballast"). The lesson provides a vocabulary list with definitions and example sentences and requires students to use those definitions in context when composing a letter. Activity 2 asks students to write an intellectual letter about a topic (books, current events, etc.), which asks them to organize ideas and incorporate vocabulary in connected writing.

Students analyze paragraph structure by identifying topic sentences, supporting sentences, and concluding observations in the Paragraph Analysis activity, and they label sentences as providing background, examples, or reasons. In Part II of the activity students must identify two out-of-place sentences and write replacements, which requires them to create supporting sentences that fit a paragraph's main idea. In the reading questions students locate the sources for quotations and provide full bibliographic entries, which engages them with quotations and citation information.

Students are asked to write a well-formed paragraph about Paul Revere's engraving and explicitly told to "support that argument with 2-3 specific examples," requiring them to use concrete details from a primary source (Activity 2, Option 1). Students choosing Activity 2, Option 2 must read John Adams's diary and the chapter reading and then compose a first-person account based on those sources, which requires drawing facts and details from provided documents. The reading-and-questions section also has students identify factual information (e.g., the Townshend Acts, colonists' reactions, British responses), which provides material students can use as relevant facts in their writing.

Students read primary-source letters and summarize their main topics and interesting points (Exploring Primary Sources student page). Students analyze how the biographer used letter excerpts, noting how much was quoted and what ideas the selections support (Option 1 questions). Students identify concrete details about household and civic roles by listing specific duties for John, Abigail, and shared responsibilities (Exploring Roles/Household Responsibilities activities).

Students are asked to find a news article about girls' education and use the Paragraph Analysis page to determine the role of each sentence in a chosen 4–6 sentence paragraph, using suggested labels such as "States the main point," "Supplies background information," "Gives an example of...," and "Explains...." Reading questions ask students to locate and report specific facts from Abigail Adams chapters (for example, John Adams' advice about Nabby's study), requiring students to identify relevant details and quotations from text.

Students read the "Things to Know" definitions of genres and use those definitions to categorize book proposals in the Matching Genres activity, practicing use of definitions to sort and classify information. Students are asked to summarize a chosen scene from the nonfiction biography based solely on known facts, which requires selecting and organizing relevant factual information from the text. Students then choose a genre and rewrite the scene, which begins with a factual summary before any fictional elaboration.

Students are instructed to read at least two original letters between Abigail Adams and Thomas Jefferson and then write a diary entry from Abigail's point of view, including the topics of the letter, a description of Jefferson, and an explanation of the role his friendship played. The reading-and-questions section also asks students factual comprehension questions (e.g., how George III greeted Jefferson; Franklin's comment on the vice presidency), requiring students to identify and use specific details from the text. The activity prompts students to think about what the correspondents write about and how each might have influenced the other, which directs students to draw on information from primary-source letters.

Students read Chapters 19–20 and answer specific comprehension questions that require extracting factual information (e.g., John Adams's views on the French Revolution, John Quincy Adams's appointment, John Adams's palsy, Abigail's leisure activities). In Activity 2 students complete a three-column compare/contrast chart ("Federalists and Republicans") that asks for leaders, views of federal power, views of the French Revolution, and presidential endorsements, requiring them to locate and record relevant facts from the text. The grammar scavenger hunt also asks students to find concrete examples and quotations in the passage (e.g., an interrogative quotation, passive-voice examples).

Students read Chapters 21 and 22 and answer factual comprehension questions (e.g., What did the Sedition Act do?; why John Adams was distraught about his children), which requires extracting concrete facts from the text. Students are directed to look up descriptions and images of Peacefield and the President's House on specified websites and then record details in a Venn diagram or use those details in drawings. The activities prompt students to use words or phrases to convey ideas and to bring out particular details from the readings and websites when creating artwork or completing the graphic organizer.

Students read Chapters 23 and 24 of a biography and answer comprehension questions that list specific events, personal tragedies, and Abigail Adams's comments on women's roles, providing factual material they can use. The writing task asks students to write a 6–8 sentence eulogy or obituary and defines those genres as including general information about a person's life and personal memories. The memorial design option asks students to draw on important themes in Abigail Adams's life when creating a prototype.

Students are instructed to write three scenes that each state the dates of relevant events and explain anything the audience may not know. The task requires at least one scene to include a direct quotation from a primary source and planning pages include a field for "Relevant primary sources cited." The rubric explicitly assesses inclusion of three critical events, reading from at least one primary source, and providing accurate dates and historical information. A sample planning page and sample play model use of concrete historical details (e.g., smallpox inoculation) and quoted material.

Students are asked in Activity 2 to choose an adjective for each character and then "provide an example of something that happened in the book or a description offered by the author that led you to choose your adjective," which asks them to support a claim with concrete textual examples. The student activity pages and answer key for the parts-of-speech items require students to cite and mark specific words and phrases from sentences, showing practice in selecting textual details and quotations as evidence.

Students are asked in Option 1 to list specific examples from the novel to support assertions about each character's leadership strengths and weaknesses, prompting them to develop claims with textual details. In Option 2, students compare the Seven Commandments to the Bill of Rights and answer directed questions that require citing differences and explaining circumstances, which asks for use of evidence and reasoning. Reading comprehension questions also require students to recall concrete plot details (e.g., how the rebellion occurred, Mollie's concerns), which supports use of relevant facts.

Activity 1 asks students to compare farm work before and after the rebellion and explicitly directs them to "use specific examples from the text to support your points," which requires selecting factual details from Chapter 3. The reading questions ask students to identify concrete facts and a direct quotation (e.g., Boxer's motto "I will work harder!"), and the answer key models specific factual details about who worked, how tasks were done, and who benefited.

Students are asked to reread the chapter and "create a map of the physical location of the battle based on specific evidence in the book," requiring them to identify and place concrete details and events. Students choosing the speech option must "explain the role that the individual played in the battle," "highlight the admirable characteristics," and "explain what award or honor you would bestow," which requires selecting and presenting relevant facts and examples from the text. Reading comprehension questions ask students to recall specific facts (e.g., how the animals spread the word, what they did with the gun), reinforcing use of textual evidence.

Students are instructed to research key figures of the Russian Revolution and complete activity pages that ask for birth/death dates, roles, connections to Animal Farm, and "specific evidence that leads to that connection." Students are asked to create a short timeline making connections between historical events and the novel. Reading questions and answer keys require students to recall and record concrete facts from Chapter 5 (e.g., Mollie's fate, differences between Snowball and Napoleon, how Napoleon seized power).

Students answer specific comprehension questions that require citing concrete details from Chapter 6 (e.g., hours worked, Boxer's added slogan, and the goods the animals could not produce and how Napoleon arranged trade). Students complete a graphic organizer that asks them to record observations about work, sacrifice, productivity, happiness, power, and fairness for each leadership phase and to describe each leader's style. Students are asked to interpret Orwell's intentions about leadership, which prompts them to use examples from the text to support their ideas.

Activity 1 asks students to write Napoleon's "Rules for Ruling" and explicitly tells them to "use examples to illustrate key points" and to be persuasive; the Student Activity Page provides nine specific prompts (e.g., how to get work done, how to manage information, how to present yourself to foreign powers) that require students to produce topic-focused content. Activity 2 requires students to choose appropriate content for friendly or business letters and to "choose the topic for your letter based on the recipient," which asks students to select and organize relevant information for a particular audience. The materials also direct students to a "Handy Guide to Writing" for more information about letter forms.

Students are asked in Option 2 to write two paragraphs that identify the original scene (book/movie/play, focus, main characters, qualities) and then explain changes (which animals are used, how each animal fits the character, setting changes, and the significance of the personification), which requires concrete examples and explanatory detail. Activity 2 asks students to write a formal business letter that may include benefits of a transaction, a proposed price, and an optional enclosure such as a profit chart or receipt, prompting students to include relevant facts and supporting information. The lesson also defines personification and points students to a Handy Guide for further definitions and examples, giving explicit vocabulary and reference material students can use in developing their explanations.

The activities require students to identify specific incidents from Animal Farm as supporting evidence for chosen themes (Activity 2 Option 1 asks for at least two incidents per theme). The student pages and prompts ask students to be specific, to explain how each example connects to the theme, and to write 1–2 sentences stating the theme under their plot diagram. The Skills section explicitly lists "cite the textual evidence that most strongly supports an analysis" and the materials stress that a theme argument is valid only if students can provide evidence from the text.

The writing task in Activity 2 asks students to write a paragraph applying a theme to a historical or modern situation and explicitly requires at least two specific examples or incidents from the book (Option 1 and Option 2). Option 1 tells students they may do research to determine specific historical facts to support their point. The Parent Plan skills list includes "Cite the textual evidence that most strongly supports an analysis," which directs students to use textual evidence.

Students plan and outline letters with concrete examples in the provided Sample Outline (e.g., specific instances of Napoleon breaking the seven commandments, examples of lies, and comparisons of life under Jones). Students are prompted to cite textual evidence (Skills list: "Cite the textual evidence...") and the rubric's 'Ideas' category explicitly assesses use of appropriate evidence. Students are asked during revising to check whether each paragraph is well-supported by evidence and to add examples that strengthen their argument.

Students analyze an italicized paragraph by underlining effective words and phrases and explaining what makes them effective, which focuses on selection of concrete descriptive details. Students complete a "Descriptive Phrases" activity in which they add sensory adjectives and phrases for given nouns, practicing use of concrete, sensory detail. Students write a paragraph describing a picture that must include sight and at least one other sense and use spatial transitions to cover the most important points of the image.

Students are asked to define vocabulary words in their own words and provide synonyms/similes and sentence examples (Vocabulary Student Activity Pages). Students are instructed to take notes that include important information such as scientists, discoveries, terms and definitions, and to put information in their own words and note page numbers (Option 1 note-taking strategies and sample notes). The answer key and sample notes model recording relevant facts and concrete details (e.g., descriptions of radioactivity, pitchblende, and key discoveries) that students are to capture in their notes.

Students are prompted to complete Planning and Organization pages that ask them to list materials and provide step-by-step "Steps" with accompanying "Details," which requires inclusion of concrete details and facts. Students choosing Option 2 are asked to record "People involved," "Important dates," and "Terms or concepts that need explanation," prompting use of factual information and definitions. Students are given a guacamole example with specific ingredients, quantities, and ordered steps to model how to use concrete details and examples in their own informative writing.

Students are instructed to read Chapters 22–24 and take notes on key concepts such as what E=mc² means and how Einstein's discoveries affected conservation laws. In Activity 1 students record one-to-two scientific events per year (1932–1939) on a timeline, selecting and organizing concrete historical and scientific facts. The Internet Research activity asks students to evaluate web pages for accuracy, credibility, and understandability and to decide whether each source would be appropriate for a formal research paper. The Parent Plan explicitly lists skills for gathering relevant information from print and digital sources and for distinguishing facts from reasoned judgment and speculation.

Students are instructed to support each point with specific details and examples (e.g., "Specific details and examples support each point" and the park example). The planning and organizing pages require students to list 3–4 specific causes/effects and to record supporting descriptions or examples, and the sample planning shows students citing page numbers for book evidence. Directions tell students how to quote exactly and include page numbers, and the Parent Plan asks caregivers to confirm that students discussed 1–2 examples per point.

Students look up and write definitions and provide examples or drawings for domain-specific vocabulary (Activity 1: Domain-Specific Vocabulary), directly practicing development of topic-specific definitions and concrete examples. Students answer focused reading questions that require recall and use of factual information (Questions #1-#4), practicing selection and use of relevant facts. Students design a technical-expository poster (Activity 2) that requires defining unfamiliar terms, using at least three domain-specific words, and using text and graphics to explain a scientific concept, which asks them to organize and present facts, definitions, and concrete details.

The lesson repeatedly instructs students to use specific details and examples to support each point and provides a sample contrast paragraph that models concrete facts (e.g., colors, seating capacity, features) used to develop comparisons. The Planning and Organization pages require students to list 3-4 specific points of comparison/contrast and to record specific descriptions or examples to use in their writing. Option 2 tells students to use examples from the book in their own words and to include page numbers and quotation marks for any brief phrases or sentences copied from the book.

Students practice choosing and rewriting source material in the Paraphrasing and Summarizing activity, including explicit tips (read, cover, rewrite; keep essential information; quote technical terms) and a guided example selecting the best paraphrase of the definition of "luminosity." Students write a chapter summary (Chapter 36) in their own words and are told when to include short quotations with page numbers. In Activity 1 students classify statements as Common Knowledge, Give Credit, or Give Credit and Quote, which practices recognizing when to use facts, paraphrase, or direct quotation.

Students are asked to read specific chapters and answer factual questions about supernovas, black holes, and related concepts, which requires locating and using relevant facts from the text. The problem/solution assignment and the sample paragraph demonstrate using specific historical and scientific details (for example, the ether theory and Einstein's photons) and instruct students they may use examples from the book in their own words. The planning page prompts students to list pros and cons and evaluate solutions, which requires supporting choices with information.

Students answer reading questions that require identifying facts and definitions (e.g., explaining what a bit and a qubit are and how Boolean AND/OR affects searches). In Part I students practice paraphrasing and identifying correct parenthetical citations for quotations and online sources. In Activity 2 students revisit a prior expository writing piece (process, cause/effect, comparison/contrast, or problem/solution) and create a graphic that explains or clarifies their topic, and Part II asks students to produce Works Cited entries for sources they used.

The lesson explicitly instructs students to gather and record information from multiple sources (Activities 4 and 5), require at least three sources including the course book, and to record page numbers/URLs and quotation marks for direct quotes. Activity 9 gives concrete guidance on using statistics, quotations from authorities, paraphrase/summarize strategies, and examples to support claims; the Research Rubric requires supporting details and "effective use of outside sources," domain-specific vocabulary, and a Works Cited page. The KWS chart, notecard/research-notes templates, and the essay organizer scaffold students to select and organize relevant facts, definitions, quotations, and concrete details into three body paragraphs.

Students are asked to research Mark Twain and write journal answers that describe his childhood and river experience, including specific factual details drawn from the provided website. Students record and analyze quotations (e.g., the Hemingway quote) in their journals and are asked to summarize articles about the growth of slavery and list 3–4 slave rules, supplying concrete historical details. Students complete vocabulary activities that require selecting definitions from context and respond to dialect activities that ask them to explain how society makes judgments based on speech.

Students read Chapters 3–7 of Huckleberry Finn and answer specific comprehension questions, which requires them to cite character actions (e.g., Pap beats Huck; Huck leaves money with Judge Thatcher). Students respond in a journal to prompts that ask them to analyze character perspectives and interpret a direct quotation from Tom ("I've seen it in books; and so of course that's what we've got to do."). Activities ask students to identify point of view using definitions and examples and to record titles and point-of-view classifications for texts they analyze.

Students are asked to complete a Venn diagram and write a compare-and-contrast paragraph about Huck and Jim, using evidence from the novel to support their ideas. The lesson specifically instructs students to include support such as dialogue, events, or quotations from the text and to think about themes (freedom and slavery), dialect, and social status as evidence. Students also practice identifying types of writing and taking notes on definitions and examples, reinforcing use of concrete examples and facts for expository purposes.

Students are told to support reasons with "explanations, facts, statistics, quotations from experts, anecdotes, examples, or personal experiences," and to make each body paragraph cover one reason. In Option 1 students identify the thesis, the three reasons, and for each reason list one type of evidence the writer provides. In Option 2 Part II students brainstorm a thesis, 2–3 reasons, and list evidence that might help support one reason. Activity 2 asks students to write persuasive sentences that use logic, emotion, explanations, problem/solution, storytelling, and similes—forms of evidence and concrete detail.

Students are instructed to write a persuasive paragraph that must include a thesis, two reasons, and "evidence to back up each reason," and are told to "use a combination of types of evidence to support your reasons." Students are directed to read a linked article about the debate ("Editing the Novel") as a source of information and to use the online Persuasion Map, which asks them to "Record your evidence in the 'Facts or Examples' section." A reading question explicitly requires students to "Support your answer with a quote," and the Parent Plan skills include supporting claims with "logical reasoning and relevant evidence."

Students are asked to research a variety of writing from magazines, newspapers, online articles, encyclopedias, and books and to sort examples into expository, narrative, and persuasive categories. Students must create three collage posters, each containing at least four examples of writing, and are allowed to print or photocopy sections of sample text or write out parts of the sample text on the collage. The Skills section instructs students to conduct short research projects to answer a question about the type of writing examined, showing some engagement with source material and examples.

Students read definitions of figurative language in the "Things to Know" section and on the activity pages, and they practice by producing examples (e.g., completing similes, finishing hyperbole sentences, creating oxymorons). Students identify and label expressions from Adventures of Huckleberry Finn on the "Figurative Language in the Novel" page and underline figurative language in "Fred's Letter," using color-coding to mark puns, idioms, hyperbole, simile, and oxymoron. The Parent Plan/Answer Key maps specific novel expressions to figurative types, showing students work with quotations and textual expressions as examples.

Students are asked to explain Hemingway's quote in 3–4 sentences, which requires them to identify Twain's techniques and give reasons for the claim. Students listen to two slave narratives and take notes comparing and contrasting the lives and dialects of real slaves with the character Jim, noting dialect and figurative language as specific evidence. The activities direct students to cite examples from texts/audios (dialect, figurative language, techniques) when making comparisons or explanations.

Students are asked to take notes while watching the film, observing changes the director or actors have made regarding character, plot, language, setting, or dialect and to consider why those changes were made. Students answer guided questions about plot and character outcomes (for example, what happened to Huck's father and the irony of Jim's freedom) that require use of details from the novel. Students compare and contrast the novel and the movie and discuss whether changes impacted the adaptation positively or negatively.

Students are asked to include direct quotations on both the cultural biography poster ("Include a quote from the character") and the story blocks (Block 1: Quotes). Students must write concrete sentences using vocabulary words, copy sentences from a persuasive paragraph, and write an expository sentence about slavery or dialect. The story blocks require students to provide examples (irony examples, figurative language, characterization symbols, point of view) that draw on text-based details.

Students locate and read informational web pages about the Underground Railroad and the Buxton settlement and answer factual questions on the "Getting to Know Christopher Paul Curtis" activity page. Students study and illustrate vocabulary definitions, read the author's note and watch the Buxton video, and write a 6-8 sentence persuasive speech encouraging a freed person to live in Buxton that draws on historical reasons. Students also complete a journal-entry option that asks them to adopt a historical perspective informed by the readings.

Students analyze Frederick Douglass's passage by circling vivid adjectives, underlining the repeated verb "whip," and answering questions about what makes his account persuasive. Students use a senses web to list descriptive words and choose verbs, then write a 4–5 sentence paragraph showing a strong negative emotion with concrete sensory detail and repeated verbs. Students create a "Welcome to Buxton" basket and write a 3–4 sentence welcome note or deliver a short speech explaining why each item was chosen and how it would help a newly freed resident.

Students are asked to "record textual evidence from the novel for each category" in the Getting to Know Elijah activity, which requires them to collect character quotes, thoughts, physical appearance details, and others' actions as concrete evidence. The Student Activity Pages include explicit sections for "Quotes from Elijah," "Physical Appearance," "Character Traits," and "Thoughts and actions of others," prompting students to gather and use specific details and quotations. Activity 2 requires students to fill out detailed fields (name, age, physical appearance, goals, likes/dislikes, events that impacted the character) and assemble a booklet, which asks students to organize and present concrete information and examples about a character. The Skills section directs students to "employ narrative and descriptive strategies that use relevant dialogue, specific action, physical description, background description," signaling practice in selecting and using relevant details and examples.

Students read Chapters 7 and 8 and complete activities that ask them to identify words, images, and quotations that create tone and mood (e.g., charts asking for "Words that created that tone" and the Mood chart listing "Words or images that made you feel that way"). In the "Accounts of Slavery" activity, students read quotes and view artworks and are asked to write words or brief phrases explaining what they learned about the experience of being a slave from each source. The optional poetry/art assignment instructs students to incorporate ideas and information they have considered from the novel and supplementary readings into an original product.

Students are given explicit definitions of figures of speech (idiom, simile, metaphor, personification, pun, hyperbole) and asked to identify examples from Elijah of Buxton. Students must write a 6–8 sentence narrative that uses "precise words and phrases, descriptive details, and sensory language" and are directed to create a visual display or carnival advertisement that uses each of the six figures of speech as examples. The activities require students to select and produce concrete descriptive details and labeled examples of figurative language.

Students are given a definition of a symbol and asked to explain the symbolic value of items from Elijah of Buxton (Liberty Bell, Emma's doll, Mr. Taylor's dagger) in writing. Students create a personal symbol sculpture and write 2–3 sentences explaining its symbolism. In the precise-language activities, students write 2–3 sentence descriptions of two household items and a feeling using specific, descriptive words and a thesaurus, and they revise song lyrics to use more precise vocabulary.

Students read informational passages about the limits on slave education and examples (e.g., Buxton's schooling and Frederick Douglass) and discuss the importance of education. Students complete a vocabulary activity where they derive and write definitions from context and categorize words. Students produce spoken/written work in Option 1 (being interviewed as someone who cannot read or write) and in Option 2 (writing the remainder of a play scene in which characters explain why they risk education), requiring them to explain consequences, motivations, and hopes related to the topic.

Students read Chapters 15–17 and answer specific comprehension questions that require recalling concrete details (e.g., identifying Mrs. Holton's $2,200 loan and describing what happened to Theodore Highgate). Students complete a character-comparison graphic organizer for Elijah and either Huck or Cooter, recording similarities and differences. Students practice selecting and inserting transition words in sentences and circling transitions in passages, which supports organizing ideas and connecting supporting details.

The lesson asks students to choose a recent real event and write a 5–7 sentence humorous news paragraph (Option 1) or create a 1–2 minute mock newscast about a real event (Option 2), which requires reporting on an event. The reading comprehension questions require students to recall and summarize plot details from Chapters 18 and 19, and the activities include using quotations and examples from Elijah of Buxton when discussing humor techniques. The lesson also asks students to rehearse and present their newscast, implying they must organize information about the chosen event for an audience.

Students are asked to write 2–3 sentence explanations of an allusion's origin and connection to Elijah of Buxton on the Allusions activity page, and the lesson provides biblical and literary passages (Mark 6:33–44, Joshua 6:1–20, Luke 3:1–9) for students to reference. The Answer Key models connecting allusions to their sources and explains how those references illuminate meaning in the novel. Option 2 asks students to write a descriptive paragraph about a historical-fiction setting and character, giving them a chance to include details in their own writing.

Students are asked in Activity 2 to "write a paragraph that explains your personal connection to the story" and to "use specific examples from the book and explain the impact of these incidences," which requires selecting and using concrete details from the text. In Activity 1 students create a plot diagram and a theme web, identifying seven rising-action events, the climax, falling action, and "instances from different parts of the story that help develop" the theme of freedom, which has students collect and organize textual examples. The Parent Plan reiterates that students should "relate specific instances from the story" and gives sample instances to record, reinforcing use of text-based examples.

Students are instructed to describe characters with clear details and to use precise words and sensory language (rubric: Word Choice; Parent Plan skills list). The narrative requirements explicitly ask for transition words, a flashback, a symbol, a figure of speech, and two vocabulary words to be used correctly, and Activity 4 asks students to add transitions, symbols, flashbacks, and figures of speech during revision. The rubric and planning steps require students to plan story elements (conflict, climax, rising/falling action) and to compose a multi-paragraph narrative with effective mood and tone.

Students are instructed to research cloning across six specified sources and to record definitions, benefits, risks, and arguments for and against cloning on labeled note cards (Steps 1–7). The lesson explicitly requires students to write sentences in their own words or copy exact wording in quotation marks and shows examples of parenthetical citations and a Works Cited page for quoting and attributing sources. Activity 6 directs students to develop each body paragraph with details, facts, and persuasive strategies and to include at least one counterargument, indicating they must use concrete evidence and examples to support their claims.

Activity 2 directs students to read their persuasive essay and "check to be sure each paragraph has a topic sentence and clear supporting details," and to "consider whether you have explained your ideas thoroughly and clearly." The Parent Plan Skills list explicitly includes supporting claims with "logical reasoning and relevant evidence" and arranging "details, reasons, and examples effectively and persuasively." These items ask students to identify and evaluate supporting details in their own writing.

The lesson's Skills section repeatedly states that students should "support claim(s) with logical reasoning and relevant evidence" and "support arguments with detailed evidence, examples, and reasoning." Activity 2 asks students to produce a final draft of a persuasive essay and, if not already done, create a Works Cited page, linking to MLA guidance for citing sources. The parent and skills notes also require delivering persuasive presentations that differentiate fact from opinion and anticipate counterarguments.

Students are asked to record similarities and differences between Opium and the United States using a Comparing Societies graphic organizer and to consider specific prompts (who holds power, what is legal/illegal, how human rights differ). The lesson includes a Things to Know section that defines "utopia" and "dystopia," and Skills state that students will "cite the textual evidence that most strongly supports an analysis." In Option 2 students must "write a descriptive paragraph of your society" and visually represent it, which asks them to develop and present details about a topic.

Students are asked to turn a scene into a one-act play and to ‘‘make sure the dialogue communicates'' what they want the audience to gain, which requires choosing concrete lines and details. The directions require students to ‘‘indicate directions for setting and action, props, lighting cues,'' and to use stage directions and movements to enhance the plot. A sample one-act script and student activity pages give students practice composing dialogue and stage directions that convey character, conflict, and mood.

Students are asked to imagine a character trait El Patrón would want to emphasize and to choose colors, shapes, a motto, and symbols that communicate that attribute, then create a family crest using a template. The Student Activity Page directs students to create the crest and to share and discuss the symbols and choices they made. The vocabulary activity requires students to consult a dictionary, record each word and its part of speech, and create example sentences or illustrations using the definitions.

Students are asked to write in a journal what makes a piece of literature science fiction and to decide whether The House of the Scorpion fits that definition. Students complete a Student Activity Page that lists science-fiction characteristics and instructs them to fill in "Evidence From The House of the Scorpion" for each characteristic. The parent answer key gives concrete examples (cloning, hovercrafts, dystopian society) that students are expected to identify and record as supporting details.

Students are asked to read specific excerpts and "Write your thoughts in your journal," using those excerpts to identify religious symbols and messages Celia communicates to Matt. The Activity 1 poster task requires students to create an artistic rendition that "Include[s] some words, phrases, or quotes from the character as well as some images," which asks students to select and use quotations and concrete details from the text. The reading questions require students to cite plot details (e.g., Tattoo revealed; punishment in the bone pit), which directs students to use concrete details from the chapters.

Students read an informational Student Activity Page that provides facts, definitions, customs, and symbolism about El Día de Los Muertos (e.g., altars, offerings, skull symbolism). Students select and arrange concrete objects that represent a deceased person's life when they create a clear ornament, and they are asked to "share your ornament with a parent and explain the importance of the items you included," which requires citing specific details and examples to support their choices.

Students are asked to write short-answer and essay responses (e.g., explain how characters attained and exercised power; defend a position on Tam Lin's death; reflect on cloning) that require use of facts and details from the text. The parent plan explains the structure of a five-paragraph persuasive essay and instructs students to support each reason with facts, details, and arguments. Students complete an "Evaluating My Essay" activity that has them reflect on their arguments and identify any logical or rhetorical fallacies, which prompts reconsideration of the quality and relevance of their evidence.

Students complete Vocabulary Cube activities in which they write each word's definition, an alternate definition, part of speech, a synonym, and the word used in a sentence. Students use context sentences from Watership Down to choose the correct definition and part of speech for each word. The parent notes and sample vocabulary information provide explicit definitions and example sentences that students copy or model.

Students gather and record relevant facts and quotations on character cards by filling in physical appearance, character traits, actions, quotes, and others' reactions for many characters. Students complete a rabbit-research graphic organizer that asks for scientific name, physical description, behavior, communication, reproduction, and life span, requiring them to collect definitions and concrete details. Students identify foreshadowing and symbolism in passages and, in one option, make a written list in a journal of clues and brainstorm additional examples.

Students are asked to "Record an example of the use of each characteristic in Watership Down" on the Fantasy and Epic organizer, which requires them to provide examples for items such as "Elements that are not realistic," "An amazing hero," and "A vast setting." Students must use the Lapine Glossary and the provided list of English borrowings to write several sentences or a short poem using at least ten borrowed or Lapine words, which requires them to use definitions and word meanings. The Travel Tracker role asks students to record settings by drawing picture postcards of each setting the rabbits passed through, prompting attention to concrete setting details.

Students are asked to list characteristics of Hazel's group and Cowslip's group using information from the text (Activity 2, Option 2) and to place text-derived traits into a Venn diagram (Activity 2, Option 1). Students must write several sentences explaining connections between the reading and their own experience or the world (Connection Commander writing task), which requires them to use text-based details to support their connections. Students practice creating definitions for unfamiliar words by analyzing Latin roots, prefixes, and suffixes and using passage context to define words (Activity 1).

Students are asked in Activity 1 to briefly research the works cited in chapter-opening quotations and to "record a couple of sentences" explaining the nature of the work, its cultural/time period, important themes, and why it is well known, then explain how the quote relates to the chapter. In Activity 2 students research each living thing listed, record whether it is a producer or consumer and its diet, and then create a food web poster or graphic that uses those facts to depict ecosystem relationships. The student pages prompt use of quotations, facts, definitions (producer/consumer), and concrete details (dietary preferences and thematic connections) as part of their written and visual responses.

Students hypothesize word meanings from Latin roots and then look up and record dictionary definitions on the "Latin Roots and Affixes" worksheet, producing explicit definitions and concrete word-example connections. Students complete the "Dramatic Irony" activity pages where they explain, in writing, what the reader knows, what the characters believe, and the effect on the reader using quoted passages from Watership Down. In Option 1 students write a brief postcard to a character explaining what that character needs to know, which requires them to convey explanatory information to a particular audience.

Students are asked to write definitions from context and record two dictionary meanings on the "Vocabulary: Multiple Meanings" pages, requiring them to work with definitions and examples. As Passage Practitioner, students must locate two quotations, record page numbers and reasons they selected them, and discuss those passages with a parent, which requires identifying and using quotations as supporting material. In the "Rabbit Societies" activity students cut and glue boxes into a chart to record each group's positive and negative traits and the leaders' positive and negative traits, which has them collect and organize facts and concrete details about each society.

Students are asked to conduct research on a chosen animal, consult at least three sources, and record specific facts (habitat, diet, lifespan, physical appearance, family relationships, predators and defense) on the "Animal Research" page. Students must summarize Chapter 31 and write summaries of El-ahrairah stories on the "Myths, Legends, and Folktales" activity page and record the importance/messages of each story. The lesson provides explicit definitions of myth, legend, and folktale in the "Things to Know" section and asks students to update character cards with descriptions, traits, actions, memorable quotes, and reactions of others.

Students are asked to create 2–3 characters of the same species and to record each character's name, draw a picture, and describe the character's personality including strengths and weaknesses. The Character Planning activity also directs students to record some quotes the character might say, and sample characters (Ellen, Wanda, Phoebe) provide modeled personality details and quotations. The activity pages require students to write personality traits and notable quotes, which are concrete details and direct quotations.

Students are asked to compare and contrast two settings using a Venn diagram or artwork and to write a 2-4 sentence reflection explaining how physical details give clues about each place. Activity instructions tell students to refer back to the text when creating artwork and to add to character cards as they read, prompting use of textual details. In Activity 2, students draw and label a map, name landforms and important places, and consider events that could occur there, tying setting details to characters and plot.

Students are instructed to update character cards with each character's physical description, traits, important actions, memorable quotes, and the reactions of other characters, which requires gathering concrete details and quotations from the text. In the Root Charade activity, students read root definitions and name English words that use those roots, practicing use of definitions and word-based evidence. The script-writing activity asks students to write a 3–5 minute script that considers actions and words and whether to add or omit elements, which requires selecting and organizing details to convey the scene.

Students are instructed to use their planning sheets (character, setting, plot diagram) and to "include additional details and events" to fill out their story, which prompts adding concrete narrative detail. The Fantasy Short Story Rubric's Content and Word Choice criteria require stories to combine factual knowledge with realistic detail and to use strong, specific words, signaling that students must provide concrete details and realistic examples. Students are also asked to complete character cards with descriptions, traits, memorable quotes, and reactions, which asks them to record specific details about characters.

Students research and record specific factual information about World War II on the "World War II Detective" page (when, where, sides involved, leaders, reasons for the war, role of the U.S., who was Hitler, what was the Holocaust, how the war ended). Students use web links and biographical sources to gather factual details about Markus Zusak and then produce a poster or a 90-second radio promotion that must include factual information about the author to interest an audience. Students answer comprehension questions about narration and details from the reading (e.g., narrator is Death; colors associated with Liesel), demonstrating attention to concrete details from the text.

Students are asked to look up six vocabulary words, write definitions in their own words, and create a mini picture dictionary pairing each word with a symbol, which requires producing and recording definitions and examples. Students identify and analyze similes and metaphors by naming the two things being compared (Part A), classifying phrases as similes or metaphors (Part B), and choosing quotes to explain why they are similes/metaphors and describe their effect (Part C). Students are directed to quote specific lines from the text in the simile/metaphor activities and to explain the effects of those quotations in writing.

Students research historical references by completing the "Historical References" activity page using the provided web links and answer specific questions about Communists, the term "Aryan," goals in Mein Kampf, anti-Semitism, and the yellow stars, which requires them to produce definitions and factual explanations. Students analyze Nazi propaganda posters in Part A by choosing three posters, identifying target groups and goals, and describing what makes each poster effective, which asks for concrete details and examples. Students record multiple examples of propaganda from the day's reading on a structured chart, citing instances like speeches, articles, parades, and the book burning as evidence.

Students mark and record passages from Part Three that appeal to one or more of the five senses, underlining or noting page numbers as textual evidence. Students analyze provided quotations from the novel (for example, quoted sky and taste descriptions) and are asked what made each example effective. Students write a short descriptive paragraph about eating a piece of candy using detailed sensory observations and list five "Special Books" with a sentence or two explaining why each is valuable, demonstrating use of concrete details and examples.

Students read and answer questions about excerpts from the Nuremberg Laws and the Hitler Youth law, using the laws' definitions and provisions to determine citizenship eligibility and rights. Students are asked to record examples of propaganda from the book and to consider how characters' actions were influenced, which requires citing textual evidence. Students complete "Be Specific" activities that require them to revise sentences by adding concrete details, replace vague words with precise diction, and discuss quoted phrases from the book as models of specific description.

Students are given clear definitions of several logical fallacies and asked to identify those fallacies in real ads (Link A and Link B) and in example statements. Students analyze quoted passages from Nazi propaganda—identifying logical fallacies, naming the emotions appealed to, and explaining why the arguments may have been effective—sometimes using provided quotations (e.g., Hitler quote) as evidence. Students also produce written responses when they create ad lines that use specified fallacies and when they write short analyses on the student activity pages.

Students are guided to expand basic sentences in Activity 2 by adding How, When, and Where details, painting the predicate and subject, choosing a word to elaborate, and refining wording to produce a final, more detailed sentence. The Painting Sentences student pages require students to construct and revise sentences (e.g., turning "Max was sick" into a more detailed predicate and subject and elaborating a chosen word). The figurative language activity asks students to find and record multiple examples of simile, metaphor, personification, and onomatopoeia, which reinforces use of concrete descriptive details and illustrative examples.

Students are asked to research and write about the significance of relationships in the Relationship Web activity, which requires them to describe connections between Liesel and other characters using details from the text. In the War Journalism activity students read primary and secondary sources and answer questions that prompt them to cite concrete examples (e.g., how correspondents brought vivid descriptions, the three main news sources, informational vs. propaganda aspects of a newsreel, and examples from an Ernie Pyle column). The provided answer key explicitly identifies factual details (reporters with troops, radio, newspapers, newsreels) that students are expected to use in their responses.

Students are asked in the "Primary Sources vs. Historical Fiction" activity to choose three ideas and provide specific examples or excerpts from the day's primary source readings or from The Book Thief to support those ideas. Students read and record examples of propaganda and phrases from the texts on the "Propaganda" page, requiring them to select concrete textual evidence. Students locate and explain effective adjectives, adverbs, and verbs on the "Descriptive Examples" page, practicing identification and brief explanation of specific textual details.

Students are prompted to conduct a Journey Interview using guided questions that ask for background, highlights, challenges, important decisions, who was affected, the significance of the journey, and lessons learned, and to jot down important parts of answers. Students are instructed to "choose the most important details that communicate the importance of the journey" and to communicate those details using words and images in a map or diagram. In the reading section students are told to jot down especially effective instances of figurative language and notes that will be used in a final project, encouraging collection of textual evidence.

Students are asked to define figurative devices and provide examples from the book in the "Teaching Figuratively" mini-project, directly requiring definitions and examples. The descriptive-paragraph task requires students to use sensory details, specific adjectives/verbs, and figurative language to develop a topic with concrete details. The censorship essay task asks students to take a side, list reasons, provide examples or specifics to back up two reasons, and anticipate/refute an opposing argument. The propaganda-poster analysis prompts students to identify how each poster functions as propaganda, enumerate emotions and logical fallacies, and explain how design features add to the message, requiring concrete analysis and evidence.

Students watch a video titled "Alabama in the 1930s" and create a mind map labeled "Alabama in the 1930s," adding branches, sketches, and connections to record historical information. Students answer a journal question asking "Would you have wanted to live in Alabama in the 1930s? Why or why not?", which requires them to use the gathered historical details to explain their position. The Parent Plan text specifies that students' mind maps should include specific facts and examples (the WPA, the Dust Bowl, Jim Crow segregation, lynchings, and Civil Rights figures), indicating students collect and record relevant facts and concrete details.

The literature response prompt instructs students to write a 6–8 sentence personal reflection and to "Refer to specific examples from the book in your discussion," which requires students to cite concrete details from the text. The vocabulary activity has students generate "my definition" and verify a "dictionary definition," which has students practice using and recording precise definitions. The journal task asks students to record three events/people/circumstances from their lives and explain how a novel based on them might impact a reader, prompting students to provide concrete details and explanations about their examples.

Students are directed to read chapters 1 and 5 and list five things based on "Hearsay and Gossip" and five things based on "Personal Experience and Reliable Sources," requiring them to pull concrete details from the text. The Student Activity Page asks students to compare and contrast those columns and to write a hypothesis about "The Real Boo Radley," prompting use of gathered information to support an idea. The Parent Plan notes the skill to "Cite the textual evidence that most strongly supports an analysis," and the "Things to Know" section defines hearsay, giving students a definition to use when classifying information.

Students are asked to write a literature response that must include at least one quotation from Chapters 8–9 and an explanation of its meaning and importance. The Character Line-Up chart directs students to record brief descriptions, memorable descriptions from the text, quotes of or about the character, and memorable actions performed by the character. Sample answers show students collecting concrete details, quotations, and descriptive facts about characters to support responses.

Students practice quoting, paraphrasing, and summarizing in Activity 1, where they identify examples and are asked in Part II to record a direct quotation (with page number), write a paraphrase, and summarize changes in Scout and Jem's relationship. The "Things to Know" and "Ideas to Think About" sections define quotations, paraphrases, and summaries and remind students to credit sources. The literary response instructions and example explicitly ask students to refer to specific examples from the text to support their ideas.

Students read chapters 24–26 and answer guided questions about events and reactions (e.g., Tom Robinson being shot, community responses). Activity 1 asks students to identify and list examples of innocence being threatened or destroyed and to complete a web graphic organizer connecting symbols and instances from the text. The lesson supplies relevant quotations (Atticus's comment about mockingbirds; Mr. Underwood's editorial) and defines the term "symbol," which students can use as concrete details and textual evidence.

Students are asked to choose five quotes from To Kill a Mockingbird and "explain each quote in your own words," which requires them to use quotations and paraphrase as supporting material. Students must select one quote to memorize and create a cited, creative display, demonstrating selection and attribution of a quotation as evidence. In the Someone Else's Skin activity, students write a 6–8 sentence diary entry or complete a Venn diagram comparing perspectives, requiring them to state concrete perceptions, feelings, and reactions as supporting details.

Students plan and write content for slides on historical context, characters, plot, themes, and personal reactions, recording key points on a graphic organizer and index cards. The slides and rubric require students to include text, powerful quotations, facts, and examples (e.g., Slide 1: Historical Context; Slide 4: Themes with at least two central themes and book examples). The study guide defines quotation, paraphrase, and summary and asks students to select quotations, paraphrase sentences, and provide examples from the book to support themes and historical-context claims.

Students learn and record explicit definitions of poetic terms (simile, alliteration, onomatopoeia, line break, stanza, couplet, refrain, rhyme scheme, assonance, rhythm) and are asked to identify these features in poems (Activity 3). Students practice selecting vivid words and concrete imagery by transforming simple prose sentences into poetic lines (Activity 1). Students annotate poems, circle unfamiliar words, and write definitions (Activity 2), and they locate repeating lines/couplets and record rhyme schemes and examples from provided poems.

Students reread Longfellow's poem and Paul Revere's first-person account, mark phrases they find effective, and complete a Venn diagram noting similarities and differences in content, use of literary language, and details. The provided answer key and parent notes direct students to identify factual details unique to Revere's account and poetic devices and memorable language unique to Longfellow's poem. The comma activity and practice items require students to identify and set off quotations and to locate lines from poems that illustrate the punctuation rules.

Students are asked to research poets and fill in poet cards with dates of birth/death and 2–3 interesting facts, which requires gathering and recording factual information. The lesson provides definitions of figurative language terms (metaphor, hyperbole, idiom, personification) and asks students to identify and cite examples from poems. Students also write descriptive two-paragraph scenes that require concrete sensory details and examples of figurative language.

Students are given explicit definitions and features of poetic forms in the "Things to Know" section (e.g., definitions of lyric poetry, sonnets, ballads, blank verse, iambic pentameter, haiku, and limerick). On the Student Activity Page students are asked to mark unstressed and stressed syllables, decide whether a poem uses iambic pentameter and whether it is a sonnet, and to explain their conclusions (Q1). Other tasks (Q2–Q5) require students to identify qualities of lyric poetry, compare rhyme schemes and structure, analyze why "John Henry" is a ballad, and classify "Snow-storm," prompting use of definitions and examples from the texts.

Students are asked in Option 1 to identify what Poe believes poetry should focus on and to "record at least one line from two different poems by Poe" that demonstrate that focus, which requires selecting and citing textual quotations as support. In the Reading and Questions section, students mark the end-rhyme scheme and describe the internal rhyme pattern of "The Raven," which requires locating and analyzing specific lines from the text. The Commas and activity pages also require students to examine lines from poems and decide where commas belong, prompting close attention to concrete textual details.

Students are directed to summarize a poem's literal meaning and to identify its symbolic meaning (Activity 1 and the Literal and Symbolic Meaning student page), requiring them to explain what the poem is about and how words or images refer to something else. Students are taught and asked to apply definitions (denotation, connotation, allusion) and to look up unfamiliar words, using those definitions to interpret poems and cite stanza-level details in their summaries. Students analyze specific textual features (word choice, imagery, punctuation) and explain their effects (e.g., comma use, mood words, allusions), which requires them to reference concrete examples from the poems.

Students complete a Poem Analysis page that asks them to identify examples of sound devices and figurative language, to quote or cite lines for imagery and favorite lines, and to write the poem's literal and symbolic meanings. The vocabulary activities require students to provide or match definitions and examples for poetry terms (Option 2 asks students to write examples/definitions for each term). The analysis prompts explicitly ask students to use concrete examples and quotations from the poems to support their answers.

Students read explicit definitions and structural rules for an elegy and a villanelle (the lesson states the usual elegy parts and lists the villanelle's stanza, refrain, and rhyme requirements). Students answer guided questions that ask them to explain whether a poem is an elegy and to compare how two villanelles adhere to formal rules, which requires them to refer to poem features. Students are prompted to look up unfamiliar references or words (e.g., "Euclid") and to re-read poems, encouraging the use of facts and textual details in their responses.

Students are asked in Option 1 to write a poem that explains how to use a punctuation mark "as if the poem were used to help another student," which requires including definitions and usage examples. Option 2 asks students to compose a short poem containing at least three punctuation marks and then, on a separate sheet, describe why they used each mark, requiring explicit explanation and concrete examples. The Tech Poem activity also instructs students to double-check capitalization, punctuation, and line breaks, which directs attention to concrete details of usage.

Students use a Five Senses Web to brainstorm sight, smell, taste, sound, and touch descriptions and then draw a detailed picture to generate concrete sensory details for their final poem. Students complete a Poet Research sheet (or poet card) by researching a poet's life, influences, works, places lived, struggles, and awards and by reading additional poems, gathering factual information and examples. Students are asked to read at least two additional poems by a chosen poet, which requires locating and using those poems as examples or source material.