Students locate and label geographic locations on a map in the Charting the Course activity, organizing places the crew visits spatially. Students review and match definitions to parts of a sailboat using a labeled diagram and a Sailing Terminology section, which asks them to draw connections between terms and components (definition/classification). The lesson includes graphics (maps and a sailboat diagram) and web links (Google Maps, author biography) and prompts an Ideas to Think About question that invites comparison between life on water and life on land.

Students are asked to write a Reflective Journal entry describing a meaningful event, their feelings, and what they learned, which asks them to select and organize personal content. Students are given an option to write a Sailing Paragraph that requires composing a paragraph about sailing using specific vocabulary. Students complete a Character Development timeline to record descriptive words/phrases across chapters (chronological organization) and can create a picture dictionary that pairs words with illustrations and arranges entries alphabetically (formatting/graphics).

Students are asked to describe relationships among characters on the "Relationships" page and to fill a diagram listing characters (Cody, Mo, Brian, Stew, Sophie, Dock) and write how they interact and feel about one another. Students complete "Character Timelines" and answer reading questions in complete sentences about setting and character details (e.g., environment of Grand Manan, how Dock got his name), which requires organizing information. The parent plan includes an image chart and answer key that shows a table identifying grammatical components, providing an example of a formatted graphic students can use to analyze sentences.

Students are asked to locate Ireland and England on a map and research what they might see and do if they visited one country, using provided web links. They must design a 4" x 6" postcard, illustrate one side (graphics) and write a note on the other side (formatted template), and are instructed to use the template and ruler for lines. The activity therefore has students select information for a focused communicative purpose and incorporate a visual element and a specific formatting requirement.

The lesson asks students to use three 'Themes' student pages that include a graphic organizer with labeled sections and lines where students list ways each character changed and provide evidence supporting given themes, which requires organizing ideas around themes. Option 2 asks students to "Write down a plan for how you would teach the skill or idea to your family and then practice providing that instruction," which asks for a written, organized explanatory plan. The student pages include headings, boxed sections, and illustrated frames (graphics/formatting) that students use when recording their responses.

Students organize and classify character information in the Character Tree by recording descriptive words and then turning them into full sentences. Students sequence and explain changes in the Character's Changes three-flap book (Beginning, Middle, End) and illustrate four main events in the Important Events accordion, demonstrating chronological organization. The lapbook requires labeled mini-books (headings), insertion of pictures for the Character Artifact and drawings for Important Events (graphics), and provides a web link video showing how to fold the folder (multimedia).

Students complete the SPARKS VOCABULARY chart by locating dictionary definitions, selecting context-appropriate meanings, drawing an illustration, and writing a sentence, which has them practice definition as an organizational strategy and use a table/graphic. Students watch The City of Ember (multimedia) and are asked to write or perform a movie review describing characters, setting, and plot and to discuss how the setting influences the story; parents are directed to have students read/watch reviews to understand what to include. The activity pages and parent materials explicitly provide a chart layout and an answer key for definitions, demonstrating use of formatting and graphic organizers.

Students are asked to make five predictions on the "The Environment" page about adjustments the people of Ember will have to make and to check off which predictions come true, which requires generating and organizing ideas about a topic. Discussion questions ask students to compare Sparks and Ember (e.g., "Do you think Sparks or Ember would have been a better place to live? Why?"), prompting comparison/contrast. The pronoun activities include a table where students sort pronouns by type, providing a formatted chart that students use to classify information.

Students are instructed to keep a "New Environment, New Discoveries" learning log and to record and illustrate discoveries from the chapters. Students are told to decide how to group similar things together, label each page to designate its category, and use the provided graphic organizer with labeled spaces and boxes. The activity header and organizer include spaces for "Learning Log" and "Category," prompting students to use headings and illustrations to organize information.

Students are asked to write a ballad about the Disaster that conveys what happened and urges peace, including stanza structure and rhyme guidance, which requires them to introduce and develop a topic in a structured poetic form. Students are asked to create a monument by drawing a sketch and building a model, which requires planning, visual representation, and use of graphics/materials to communicate an idea. Students add information to Lina and Doon's learning log and answer comprehension questions in complete sentences, practicing written explanation of the topic.

Students are asked to use "The Debate" activity page to record a Position and three Arguments with supporting details, which requires them to organize ideas under headings and provide relevant evidence. The Student Activity Page includes labeled sections (Position; 1., 2., 3. Argument) and a small illustration, providing a formatted graphic scaffold for organizing content. Students also write a short descriptive paragraph to accompany their Dreams in Color picture, practicing focused explanatory/descriptive writing about a single topic. Students are directed to identify which statements are facts versus opinions, which supports distinguishing types of information.

Students create illustrations of Ember and Sparks and produce a Venn diagram to compare the two cities, which uses comparison/contrast as an organizational strategy and includes a graphic organizer. Students are asked to explain their illustrations and use their learning log, and several comprehension questions require responses in complete sentences. The activity directions explicitly mention including landforms, bodies of water, and manmade structures, guiding selection of relevant content for the comparison.

Students are asked in Activity 1 to write a paragraph selecting one media outlet for the people of Sparks and explain why it would benefit them, describing how it could help solve problems and change the emotional climate; this requires introducing a topic and giving reasons. The Roamers activity has students draw five items and write on the back why they chose each item, which asks students to explain and justify selections and convey information. The reading questions require students to answer in complete sentences, prompting practice in composing explanatory responses about character actions and consequences.

Students are asked to compare American city governments and the government of Sparks using a provided "Town Government Systems" table, which prompts them to record and organize information side-by-side (comparison/contrast). In Option 1 students must decide which system is more effective and justify their choice by considering offices, hierarchy, economics, decision making, and elections, requiring them to organize ideas and select relevant information. In Option 2 students must design a diagram that illustrates a government system for Ember and describe that system to a parent, which requires creating a graphic representation and explaining its features.

Students practice ordering events on a Sequencing Events activity, cutting and pasting story events to show the progression that led to conflict, which supports cause/effect organization. Students answer short response questions in complete sentences about plot events and motives, and they complete a Combining Sentences page that asks them to combine and reorganize ideas into single sentences. The Student Activity Pages include headings and illustrations, so students interact with formatted pages and graphics while completing tasks.

Students complete a "Story Conflicts" bubble map to identify and classify the type of conflict in the novel, which asks them to organize evidence (events, dialogue, actions) around a central topic. Students write a 6–8 sentence speech explaining a chosen nonviolent solution, which requires them to introduce a topic and present supporting reasons. In the science activity, students either create an illustrated depiction with five written explanations of how electricity will change lives or write an experiment with a materials list and step-by-step directions, both of which require organized informational writing and use of graphics. Activity directions also ask students to perform or record short performances, providing a multimedia option for demonstrating understanding.

Students are prompted to gather research and record causes, effects, and how the war/plague ended using a Research Organizer that explicitly asks "What were the causes? What were the effects? How and why did it end?". Students create organized products: a Timeline of Events graphic organizer, a map showing affected regions, and a newspaper template (Daily News) that requires a headline, article text, and two pictures. Option 2 requires students to write a three-paragraph essay with specified paragraph focuses (geography/resources; government/economy; adaptation) and a Venn diagram to compare/contrast Ember and the new environment; rubrics require visuals, organization, revision, and presentation formatting.

Students research the history of Pompeii and record ten important facts on the Volcano Research page (Activity 4). Students complete a Volcano Experiment sheet in which they write a question, hypothesis, procedure, results, and conclusion, organizing information in a scientific structure. Students are asked in Option 2 to create a chart for a character (using a ruler), and the lesson includes web and video links that students can use as multimedia resources.

Students are asked to write a paragraph imagining waking up twenty years later and are given three explicit categories to address (environment, technology, people), which prompts organization by classification. Students rewrite a scene as a script, identifying characters, lines, and stage directions, which requires using a specific informational format. Students locate and use pictures of the Catskill Mountains and choose between creating a painting or writing trivia, and they compare the short story to a poem excerpt, which supports use of graphics/multimedia and comparison/contrast.

Students complete a Venn diagram comparing Sylvia and Widow Carey, which requires them to organize ideas using a comparison/contrast strategy. Students write a 6–8 sentence critique that asks them to discuss characters, plot, and setting and to include specific references, which requires organizing information and conveying ideas. The lesson includes headings, images (the Great White Heron drawing guide), and a web link to the story, providing graphics and multimedia that support comprehension.

Students complete multiple graphic organizers (Elements of a Short Story, Plot Diagram, Story Conflict & Theme) that require them to identify main ideas, supporting details, and classify types of conflict. Students write and describe an original activity using a template that asks for a title, materials, and step-by-step directions, which practices organizing information and using a basic format. Students also frame and write different types of questions (Text, Think and Search, Reader/Author, On My Own) that require selecting and organizing content from the story.

Students classify states on a provided map (Activity 1), using color and border markings to distinguish Union, Confederate, and border states. Students arrange events in chronological order on a Timeline (Activity 3) and cut/paste timeline cut-outs to organize information sequentially. Students read and define primary and secondary sources and analyze perspectives and facts vs. opinions (Activity 4), and they use color-coded note cards to record and organize research topics (Activity 5).

Students are asked to identify and record factual information about the Civil War in a journal (Activity 1), which requires selecting relevant content from the text. Students are asked to create a Venn diagram comparing life during the Civil War to life today (Activity 4, Option 2), which uses comparison/contrast and a graphic organizer to organize ideas. Students analyze Civil War letters to identify the writer, recipient, side, and opinions (Activity 5), which practices examining and organizing primary-source information.

Students classify characters into North and South on the "Cast of Characters" page and glue character nameplates onto a state map in the "Characters' Homes" activity, using a graphic map to organize information. Students are given a definition of propaganda and are asked to record three factual statements and three opinion statements from a historical speech, and to identify at least two statements that could be propaganda, which requires analysis and use of definition. Students examine historical images and write explanations of how each picture could have been used as propaganda and summarize character accounts and perspectives, which involves comparison of differing viewpoints and organizing information in written responses.

Activity 2 asks students to design a Civil War propaganda poster, choose a side (North or South), and decide whether to focus on words, images, or both, which requires selecting and presenting content and using graphics. The activity also asks students to think about characters from Bull Run and to explain the message their poster conveys and how it would influence a reader. The lesson provides web links to historical propaganda poster galleries that students can consult as multimedia examples. Activity 1 (Options 1 and 2) requires students to write three or five sentences about the Civil War, so students produce written content about the topic.

Students are asked to write sentences about characters and events in Bull Run (Option 2) and to answer reading questions in complete sentences, which requires composing explanatory sentences about a topic. Students also title and write descriptive sentences for Civil War photographs, working directly with graphics to convey meaning. The verb-tenses activity asks students to write sentences about the book using specified verb forms, prompting targeted writing practice about the topic.

Students complete a "Character, Conflict, & Change" page that asks them to describe Toby's feelings before and after Bull Run using two labeled boxes and to cite evidence from the book, which requires comparison/contrast and cause/effect organization. Students create a "Character Quilt" with labeled squares that require naming each character, noting a main achievement, depicting a memorable scene, and placing a compass rose, which asks them to classify and organize information and uses visual formatting and diagrams. The student activity pages include headings, diagrams, and an example quilt square, providing explicit graphic organizers for organizing ideas and information.

The lesson requires students to write a five-paragraph essay with an Introduction that "introduces the topic, presents both points of view (pro and con), and ends with your position," and it provides multiple "Argumentative Outline" pages that guide students to fill in introduction, body paragraphs (two pro arguments and one opposing argument to refute), and conclusion. Students are instructed to brainstorm pros and cons, decide two supporting arguments and one to refute, and to use the provided chart of transitional words and phrases (e.g., contrast, time sequence, similarity) to organize ideas and move between points. The lesson also asks students to consider how conflict leads to positive/negative outcomes and how people's lives change, which prompts cause/effect thinking as they gather and organize information.

Students read a biography and answer comprehension questions in complete sentences, practicing written explanation of content. Students research Isaac Newton, take notes on note cards, and use those notes to produce a bio-poem, which requires selecting and organizing information. Students generate questions to guide inquiry and later find answers, and they label a map of Europe, working with a graphic to record factual information.

Students match vocabulary words to definitions in the Chapters 1-6 Vocabulary activity, practicing definition as a strategy for organizing information. In the Positive and Negative Traits activity, students classify traits as positive or negative and explain consequences, using classification and cause/effect reasoning. In the Timeline activity, students record and arrange important events in chronological order on a graphic timeline, practicing organization of information by sequence.

Students use a Biography Web graphic organizer to place events from Einstein's childhood and young adult life into labeled categories (e.g., "Childhood & Young Adult," "Miracle Year," "The Professor"), and they add two to four events to a timeline, demonstrating chronological organization. In Activity 2, students write a short journal paragraph analyzing a personal conflict and its consequences, explicitly practicing cause-and-effect organization. The lesson provides an online link for Beyond Roots quizzes and instructs students to play card games and take online quizzes, offering multimedia and interactive formatting for vocabulary work.

Students use a Biography Web graphic organizer to record four major events from Einstein's "miracle year," which requires them to select and arrange information. Students watch videos and take notes, then write a video summary that asks them to capture major topics, themes, or events. Students complete the "Bending Light" activity with guiding questions and a "What's happening?" explanation that introduces and defines the concept of refraction, and they practice vocabulary through a crossword that links words to definitions.

Students are asked to answer reading questions in complete sentences and add events to an Einstein timeline, which requires them to organize factual information chronologically. Students fill in a Biography Web with four major events, using a graphic organizer to arrange key ideas about Einstein's life. Students complete a 'Math and Science' graphic organizer by writing a sentence describing how math is used in each scientific field and create an illustration (the trampoline demonstration) to explain a concept visually.

Students are directed to read an encyclopedia entry and answer the "Forms of Media" questions that ask how the encyclopedia, biography, and videos differ and how each contributed to their understanding. Students must explain the benefits and limitations of each source and state situations when each source would be useful. The activity requires students to compare and contrast multiple informational media and to convey that analysis to a parent orally and in written answers.

Students read Chapters 11 and 12 and answer comprehension questions in complete sentences about Einstein's theories, threats, migration, and changing views on the bomb. Students fill in four major events for the section "The War" on a biography web and add events to a timeline, which requires organizing information chronologically. Students watch a documentary and record facts and opinions, and they may create a graphic product (t-shirt or bumper sticker) or a song, which uses multimedia/graphics to convey ideas.

Students are asked to write a biography (Option 1) by recording characteristics, accomplishments, important moments, and notable features, which requires them to select and organize relevant content. Option 2 directs students to provide two examples under each common element of a biography (shows how the person affects others; provides examples of behavior; illustrates individuality; notes author feeling; describes surroundings), prompting organization by categories. The student activity pages present labeled sections (Characteristics, Accomplishments & Contributions, Important Moments) that guide students to structure their information.

Students are asked to create a biography scrapbook on Albert Einstein and to use their biography web and timeline to find information and decide what to include, which requires selecting and organizing relevant content. Students must assemble multiple organized components (letter, certificate, journal entry, photographs, quotes, memorabilia, and a "Mind Power" display) and are told to "assemble the information in a way that makes logical sense." The project asks for photographs, printed images from the Internet, labels, drawings, and allows use of technology, which leads students to include graphics and multimedia elements.

Students are asked to color-code a map and use the provided chart "European Involvement in WWII" to categorize countries as Axis, Allied/At War with Germany, German-Occupied, or Neutral, which requires classification. The lesson provides explicit definitions for vocabulary words (e.g., contempt, sabotage), so students practice using definition as a strategy. The materials include a map, a chart, images (Hitler photo, answer-key map), and a linked e-book, giving students graphics and multimedia to aid comprehension.

Students are asked to write a "Before and After Occupation" poem that asks them to compare life before and after an occupation, which requires organizing ideas using a comparison/contrast structure. Students can alternatively complete an "Impact & Occupation Chart" that asks them to list Areas of Life (Jobs, Food, Family, Education, etc.) and Possible Impacts, which requires classification and uses a table/graphic format. The summarizer task also requires students to introduce and organize the main events of Chapters 1 and 2 into a concise, organized summary.

Students analyze several historical propaganda posters and write a one-sentence summary of the message each poster conveys. Students design and produce an original propaganda poster on half a posterboard, choosing a clear message and selecting images and text to influence attitudes. Students are instructed to hang the poster up and explain it to family, practicing oral presentation of their organized visual message.

Students complete a labeled 'Jewish Religion' menorah graphic organizer, classifying information into categories (Foods, Holidays, History, Tradition, Famous Jews, Leaders of Faith, Tenets of Religion). Students complete a three-column 'Problem and Solution' organizer that asks them to describe problems from the chapters and explain how characters solved them, showing cause/effect or problem/solution organization. Students also write four discussion questions aimed at the book's big ideas, which requires them to identify and focus on main topics and ideas from the text.

Students are asked to read Chapters 7 and 8 and "describe where the characters have moved to and from and describe each setting in detail either in words or in map form," giving page locations and explaining "what role the setting plays in the conflict of the story," which prompts organization of information and cause/effect explanation. The two writing options require students to produce a formatted product: a 5" x 7" postcard with an image and message or a coded letter with a code key, which involves creating graphics and an explicit format. The Student Activity Page directs students to rewrite provided paragraphs using indicated proofreading marks, supporting organization and clarity in writing.

The lesson asks students to brainstorm historical figures who made sacrifices and then choose one to compare/contrast with Annemarie using a Venn diagram, directing students to record differences and similarities and to create a symbol for the person. The Student Activity Page includes a Venn diagram graphic and explicit directions for placing two distinct aspects for each person and at least two shared aspects in the center. The activity also asks students to record the name of the individual, which supports organizing information for comparison.

Students read two versions of "Little Red Riding Hood" and are instructed to use a graphic organizer to show similarities and differences between Annemarie's story and Little Red Riding Hood, directly practicing comparison/contrast organization. Students complete a Character Sketch where they list two traits, provide textual examples, describe the problem Annemarie faced, and explain how her traits helped solve it, which requires selecting and organizing evidence and analyzing character actions. Students act as a "connector" and record connections between the book, their life, and the outside world in a journal, which asks them to organize and relate ideas across contexts.

Students are told to write an introductory paragraph that describes the topic and main ideas and to develop three body paragraphs tied to a bubble map organizer (central topic, three subtopics, three supporting details each). The provided polar bear bubble map example shows classification of information into categories, and the Transition Examples sheet and rubric explicitly require introduction of topic, supporting details, paragraph sequence, and use of transitions. Students are instructed to use the Magazine Template with a title/author area, spaces for quotes and factoids, and to include two pictures (images may be printed from the internet), demonstrating use of formatting and graphics.

Students are asked to produce a book jacket that requires a written summary describing the main character, setting, and the beginning, middle, and end, which organizes ideas chronologically. The Skills and activity list ask students to "present findings in a specified format," paraphrase major ideas and supporting evidence, and create products such as essays, newspaper articles, comic strips, dioramas, and an online museum visit, which involve formatting, graphics, and multimedia. The Number the Stars test and related tasks require students to describe events and explain plans, demonstrating practice in organizing narrative and explanatory content.

Students create a Vocabulary Picture Dictionary where they record words, parts of speech, definitions, and example sentences, using alphabetical organization and picture entries (definition and formatting). Students make a pros-and-cons chart titled "Pros of Drinking the Water" / "Cons of Drinking the Water," organizing ideas in a comparison/contrast frame and deciding based on those lists. Students use a Parts of Speech table and a Grammar Symbols Chart (a formatted chart/graphic) to classify words and play Memory to reinforce classification strategies.

Students are asked in Activity 2 (Juxtaposition) to write one paragraph describing the Fosters' home and one describing the Tucks' home, using the author's descriptions and placing quotations around any text taken directly from the book. The directions ask students to locate words and phrases the author uses to juxtapose the two homes and, in Option 2, to record those phrases on paper and illustrate the homes, which requires organizing ideas by comparison/contrast and adding a graphic. The materials define and model the term 'juxtapose' and prompt students to decide which family they would prefer and explain why, requiring them to organize and convey information about both subjects.

Students are instructed to create a two-page print ad (Option 1) and to write and film a 30-second commercial (Option 2) to market the spring of eternal life, requiring selection of images, text, layout, and multimedia. The Skills section explicitly states producing a multimedia presentation involving text and graphics using available technology. Option 1 also directs students to analyze magazine layouts to plan page formatting and visual organization.

Students are instructed to write a cause-and-effect paragraph with guidance that the topic sentence will describe the effect (introducing the topic) and the body will explain causes, and a concluding sentence will restate the relationship. The lesson provides graphic organizers (cause-to-effect and effect-to-cause) and a sample paragraph that students use to plan and organize ideas. Activity 2 asks students to write three similarities and three differences between myths and the novel, giving explicit practice with comparison/contrast, and the lesson includes a web link to additional material (multimedia) for reading.

Students compare and contrast the book and movie in Activity 5 by recording three ways the movie differed from the book and three changes they would make. Students create symbols and describe them in simile format in Activity 2, which asks them to illustrate objects (graphics) and write comparative descriptions. The unit provides multimedia links (an author interview PDF and a movie trailer) and illustration boxes on activity pages that students use to support their responses.

Students record three quotes or actions and categorize three positive and three negative responses on the "To Live Forever" chart, linking evidence to pros and cons and noting the theme of change. Students prepare a two-minute opening argument that asks them to explain the importance of the issue, state their position, and give reasons why their argument is valid, which requires introducing a topic and organizing supporting ideas. The Student Activity Pages include a graphic organizer (Pros/Cons layout, "Your Own Words" box) and a Rules of Debate/Facilitator Duties sheet that structures how students sequence and present ideas.

Students complete a "Recognizing Discrimination" graphic organizer that asks them to record "Who was involved?/What happened?" and "How was this an example of discrimination?", requiring them to identify and analyze examples from the text. Students watch a Civil Rights Movement video (multimedia) and then write a three- or four-sentence journal response explaining what they learned and how the video made them feel. The materials include labeled student activity pages and an image (segregated lunch counter) that provide headings and visual context to support students' analysis.

Students research Mississippi and record findings on a structured "Mississippi Facts" graphic organizer with labeled sections for Natural Resources, Weather and Climate, Map, Population, and Three Historical Events. Students choose Option 2 to create a tri-fold brochure that requires labeled maps, panels for natural resources and climate (with graphics), statistics, and pasted internet images, which uses formatting, graphics, and multimedia. The activity includes explicit compare/contrast prompts asking students how Mississippi is similar to and different from their state.

Students are instructed to write a 6–10 sentence formal letter to the head of the school board in which they must explain what the county is doing wrong, why it is wrong, and what should be done to correct it, and to identify at least two problems. The activity requires following a formal letter template (image) that shows sender address, date, salutation, body, closing, and signature, providing explicit formatting guidance. The Parent Plan and prompts list specific injustices students can include, guiding selection and analysis of relevant content.

Students read an explicit definition of the Jim Crow laws in the "Things to Know" and Activity 2 text, and they are asked to watch and discuss a video about Jim Crow (multimedia). The lesson prompts students to review how Jim Crow laws discouraged equality and to discuss questions about events in the chapter, which requires organizing ideas verbally. The lesson also provides materials (conjunction and noun cards) and journaling options for sentence writing practice.

Students are asked to create a poster to promote positive race relations that must include a powerful slogan and images, which requires them to use graphics and formatting to aid comprehension. Students discuss Mama's explanation that slavery led to enduring racist beliefs, and they answer questions that require explaining cause and effect. The plan also asks students to write responses to literary or expository texts and to expand sentences with descriptive detail, which provides some practice in composing focused text.

Students are asked to use the "A Southern Christmas" student page—a Venn diagram graphic organizer with boxes for Family, Food, and Gifts—to compare and contrast the Logan family's Christmas with their own, which uses comparison/contrast as an organizing strategy and includes a graphic. Students use recipe pages and a blank recipe template (Butter Pound Cake, Fried Chicken, Sweet Potato Pie) that have headings, ingredient lists, preparation steps, and illustrations, demonstrating formatting and graphics to organize information. Students select unfamiliar words from chapters 7–12, look up definitions, and create a crossword using those definitions, which requires the use of definition as a strategy for organizing vocabulary information.

The lesson provides a clear definition and extended explanation of sharecropping, including causes and effects on families' economic freedom. Students are asked to draw a diagram that "visually explains the sharecropping system" with both visual and textual elements, and an alternative asks students to find an image and write a captioned quote — both tasks require organizing information and using graphics. The lesson includes a linked video about sharecropping (multimedia) and directs students to explain the system orally to a sibling or parent using their diagram or picture.

Students are directed to use an "Organizing Ideas" graphic organizer that is divided into labeled sections (Paragraph 1–5) with prompts to introduce the setting, characters, major problem, key events, and a concluding persuasive paragraph. Students are asked to write the first two paragraphs with a topic sentence, 3–5 body sentences, and a concluding sentence, which teaches them to introduce a topic and organize ideas into a clear paragraph structure. The Book Report Rubric and activity prompts ask students to bring characters to life and focus content that will interest readers, guiding selection and organization of relevant content.

The Parent Plan's skills list tells students to plan a first draft and to "develop drafts by using an appropriate organizational strategy," which directs students to organize ideas and produce a draft. Activities require students to "finish the rough draft of your report" and to perform editing and revising tasks such as combining sentences and adding details, so students practice drafting and revising for clarity and organization. The Student Activity Page gives students specific proofreading symbols and examples, so students practice sentence-level editing and correction.

Students are asked to create four slides/posters that sequence content: Slide 1 introduces the problem, Slide 2 gives examples of discrimination, Slide 3 proposes changes, and Slide 4 describes community outcomes. Students must use bullet points, charts or diagrams, and at least one graphic per slide and may use a PowerPoint Organizer to plan content. A rubric and a web link to slideshow tools reinforce the expectation to include visuals and formatting to aid comprehension.

Students complete vocabulary cards that require providing definitions, parts of speech, synonyms/antonyms and using words in sentences. Students keep a "Character Timeline" graphic organizer to record descriptive words/phrases for Jonas after each reading, which organizes information across chapters. Students write in a journal (Option 1) listing three actions and describing how each prepares them for an assignment, or write 3–4 sentences beneath a drawn picture (Option 2) explaining why an assignment fits them.

Students record descriptive words or phrases about Jonas on a timeline, which asks them to organize information chronologically and use a graphic organizer. In Activity 2 students make a journal list of three criteria for establishing laws and three criteria for home rules, which has them select and organize relevant content. Activity 1 offers a collage option that requires students to assemble and explain graphics and to describe what makes their place a Utopia, and prompts ask students to consider positive and negative outcomes of societal change (a cause/effect consideration).

Students are asked to evaluate each community rule by recording a possible positive effect and a possible negative effect and by writing a sentence to explain whether the rule should exist, which practices cause/effect and justification writing. Students create a "Timeline of Change" by making a labeled sheet for each ceremony with a heading, a description, and a picture, then ordering the sheets into a timeline, which requires organizing information chronologically and using graphics and headings. Students are prompted to summarize chapters and to record words or phrases that describe a character on a timeline, which practices selecting and organizing relevant content.

Students are given a definition of euphemism and instructed to record or predict the actual meanings of listed euphemisms, directly teaching definition and vocabulary analysis. Students complete a two-column Student Activity Page (Euphemism / Actual Meaning), classifying terms and filling a table to organize information. Students practice formatting by identifying italicized words in the text, underlining them in their journals, and reviewing rules for using italics and underlining for titles and emphasis.

Students are asked to think of three historical events, write three or four sentences describing each event, and explain how each memory could help Jonas's community, which requires selecting and analyzing relevant content (History: To Be Forgotten or Remembered?). The History activity page organizes students' responses into paired boxes with arrows from "Historical Event" to "How a Memory Could Help," providing a graphic organizer that supports organizing ideas and showing cause/effect relationships. The vocabulary web activities require students to write definitions and use words in sentences, which practices using definition as an organizing strategy for information.

Students sort descriptive words and phrases into a five-senses chart ("Sled Ride" and "Childhood Memory"), which requires them to classify sensory details. Students create a descriptive paragraph about a memory and produce an accompanying painting or sketch, using the senses chart to organize ideas. The materials include graphic organizers (chart with labeled rows for smell, sight, touch, taste, sound) and an image answer key showing modeled sensory wording.

Students are asked to write a short letter that explains the concept of freedom to Jonas' community, which requires them to define the topic and explain benefits and trade-offs. The Option 2 poetry task asks students to produce a before-and-after poem (comparison/contrast) and a bio-poem (organized, categorical information about a person). The Student Activity Pages provide formatted scaffolds (an acrostic FREEDOM page with symbols, a before/after comparison page with paired sections, and a bio-poem template) and graphics (broken chain, icons) that students can use to organize and present information.

Students are asked to find and print small images of paintings for each color and paste them on the activity sheet, which requires selecting and using graphics/multimedia. Students record feelings associated with each color in written form and answer comprehension questions in complete sentences. The activity pages provide spaces for writing and organizing responses (e.g., labeled color sections and boxes for painting).

Students are asked to explain the concept of music to Jonas' community by creating a music collage that uses words and pictures, which requires them to introduce the topic and include graphics. In the Musical Selection activity students write titles of five songs and describe why they selected each one, a task that asks them to convey ideas and use multimedia (playing selections) to aid comprehension. The Student Activity Page explicitly prompts students to "Describe why you selected each one," requiring organized explanatory responses.

Students are asked to choose a clear topic for a major writing task (either a personal memory storyboard or a 3–5 page final chapter describing the fate of Jonas and Gabriel). Students are given a Plot Flowchart graphic organizer and labeled storyboard "Draft" and "Storyboard" frames to plan and sequence events in chronological order. Students must include images/graphics in the storyboard, are given a web link to storyboard examples (multimedia), and use rubrics and editing pages to organize and refine their content.

Students create a Great Depression photo journal by selecting two firsthand accounts, pasting the accounts on construction paper, finding and adding corresponding images (with source credit), and making a titled cover, which requires organizing information and using graphics. Reading questions ask students to list three reasons for the Great Depression and to explain how the Depression was especially hard for farmers, prompting students to identify and explain cause-and-effect relationships. Question 4 asks students to state Roosevelt's three "R"s and explain one, which asks students to classify and explain elements of a topic. Question 5 asks students to compare the author's purpose in an informational book with that of a historical fiction novel, prompting comparison/contrast analysis.

Students are asked to describe how the phoenix might serve as a symbol for Esperanza's circumstances (Option 1), which requires explanatory writing about a topic. The lesson offers an option to illustrate the phoenix rising from its ashes, and Option 2 allows an accompanying illustration, providing a place for graphics and multimedia. The lesson also provides a web link and an image about the phoenix that students can use to support their writing.

Students are directed to complete Venn diagrams comparing the social/class systems and political systems of Mexico and the USA, which asks them to identify similarities and differences (comparison/contrast). Students are asked to draw the interior of wealthy and poor train cars and the people who ride them, using graphics to represent classification of social classes. The activity instructs students to use two provided web links as resources to gather information for the comparison tasks.

Students are asked to create a poster titled "The Dust Bowl," print or draw an image, and record quotes from videos in different colors, which requires them to introduce a topic and use graphics/multimedia. Students take on the role of a Travel Tracer to describe settings in words or map form, give page locations, and explain the role of setting in the story's conflict, which requires organizing ideas spatially and citing evidence. In Activity 2 students read explanatory text about causes of the Dust Bowl, use a U.S. map with scale to estimate migration distance, and watch linked videos, all of which ask students to organize and analyze information using cause/effect and to incorporate multimedia into their product.

Students are instructed to write a problem-solution paragraph with an explicit structure that tells them to state a problem in a topic sentence, explain why it exists, provide a solution with details, and conclude by restating the problem and benefit. Students complete a graphic organizer (Problem-Solution Paragraph page) to organize those parts before writing. Students also complete a Comparison Chart that asks them to record similarities and differences between life at Rancho de las Rosas and life in California, and the activity pages include headings and illustrations (graphics) for organizing information.

The "A Shrine" activity asks students to draw a shrine and "explain the elements of the shrine, what they represent about your life, and why they are an important part of who you are," requiring them to write explanatory text about a topic. The "More Spanish Vocabulary" page lists Spanish words with English translations and asks students to write or paste labels onto a picture, explicitly using definition as a strategy. The student pages include titled activities and graphics (illustrations and labeled pictures) that students use to support their writing and explanations.

Students practice combining and sequencing sentences using transition words, including explicit examples of cause/effect transitions (e.g., because, therefore, as a result) and temporal transitions (e.g., then, next, later). Students complete a Student Activity Page that contains a chart of common transition words (a graphic) and reorder sentences to create coherent paragraphs. Students take on a Connector role and record connections between the text, their life, and the world, which asks them to organize related information in a journal.

Students practice organizing body paragraphs by rewriting topic sentences to include transitional words and phrases; the lesson explicitly instructs students to place transitions in the first sentence of each body paragraph and provides examples and a worksheet for rewriting topic sentences. Students analyze and organize content when they select Cesar Chavez quotes, write the quote, explain its meaning in their own words, and relate it to Esperanza's story. Students also locate lines in the chapter, copy or reference them, and explain why those passages are important, demonstrating analysis of relevant content.

Students are asked to write a four- or five-sentence summary of two chapters, which requires them to select and convey main ideas. In the "On Strike!" activity students categorize reasons workers might strike and record textual examples into a graphic organizer, which has them classify information and cite page numbers. The lesson provides multimedia interview links for students to listen to first-hand accounts and instructs students to use those recordings and text examples to support reasons for striking.

Students create a movie poster that requires a title and an image, demonstrating use of visual formatting and graphics. Students draw two sets (Set in Mexico and Set in California), which asks them to represent and contrast environments and cultures. Students write a movie trailer script that must highlight main events, characters, obstacles, and major themes, and they are given script-formatting guidance (no quotation marks; actions in parentheses) in the readers' theatre activity.

Students are introduced to the topic by reading a set of poems about prehistoric life and by being asked to discuss what they know about prehistoric animals. Students are asked to research a chosen prehistoric animal and complete an 'Obituary for a _____' activity that provides labeled sections (name, date, cause of death, native location, description of how the animal lived, family, species name) that guide how they record information. Students are given multimedia links (Walking with Dinosaurs clips, a National Geographic video) and an illustrated Student Activity Page, so they use graphics and videos to aid comprehension.

Students are asked to name examples of reptiles and amphibians and check differences between them (parent plan), which requires classifying and defining the topic. The Camouflage Option 2 experiment asks students to write a hypothesis, follow a procedure, record results, and write a conclusion, which has students organize information and draw cause/effect inferences. Several activity pages include labeled sections (e.g., "Explanation," "Prose and page #") and prompts to explain how dashes are used in poems, requiring short explanatory responses.

Students research a selected poet and use the poet's last name to write an acrostic that represents the poet's life and literary contributions, which requires gathering and organizing biographical information. Students compare and contrast two buffalo poems by creating a Venn diagram, practicing the comparison/contrast organizational strategy. Students research an endangered or extinct species, write a poem with details about the animal, and create a physical model and display (poem on folded cardstock), which incorporates a simple multimedia/visual element.

Students give titles and headings to mini-books (e.g., write the title on the accordion top fold, title the haiku fan blade "Insect Haiku," and put titles on one-page and matchbook covers). Students arrange and organize their poems inside a lapbook, decide layout, glue poems down, and follow a rubric that asks whether the lapbook "appears well-organized." Students add illustrations or print pictures from the Internet and follow a video (multimedia) to assemble the lapbook.

The lesson introduces the Andes as a topic (title, 'Ideas to Think About' question about how location, landform, and climate influenced cultures) and provides multimedia and graphic resources (a link to a video about environmental and cultural influence and a map activity where students draw, label, and shade the Andes). Students create a vocabulary crossword and use definitions from context, which requires selecting and organizing word meanings. The wrapping-up and life-application prompts ask students to consider how geography and climate impact people, encouraging analysis of cause/effect relationships.

Students explore multiple web resources about Incan culture and record key information on an "Elements of Incan Culture" chart, using labeled sections (Holidays/Celebrations; Clothing; Religious Practices; Animals; Interaction with Other Cultures). Students complete a second graphic organizer that divides information into Government, Transportation, Family Roles, and Technology, thereby classifying information into categories. Students are prompted to draw or paste pictures and use web links, which incorporates graphics and multimedia into their notes.

The Student Activity Page "Writing a Lyric Poem for a Minstrel" asks students to write a one-sentence summary of the story, which serves as an introduction to the topic. The same organizer directs students to "Divide your story into different events (3-4 ideas) to form the stanzas of your poem," requiring students to organize ideas into a sequence of events. The activity provides a graphic organizer (four labeled boxes for events) that students use to structure their information.

Students are instructed to create a "Wildflowers of ___" book where they draw each wildflower, list its name, and staple pages together, which requires choosing a title and formatting pages. The Student Activity Page provides framed areas and labeled spaces for headings, supporting formatted presentation. The Peru Photo Collage option asks students to locate and glue pictures, include different cultural elements, and may use printed internet images, which requires selection and use of graphics/multimedia.

Students are asked to create a "Guide to Incan Landmarks" book in which they give an interesting description of each site and explain the historical significance, which requires writing informative text. The student pages include titles/headings for each page (e.g., "Machu Picchu," "The Sacred Valley," "Cuzco," "Temple of the Sun"), and the activity includes illustrations and images to be colored and described. The materials provide web links and image descriptions as sources, and the Parent Plan lists skills to "locate and explore...relevant sources" and "synthesize research into a written or oral presentation."

Students are directed to write a short book review of Secret of the Andes with at least two paragraphs and to use transitions to link paragraphs. The activity explicitly asks students to use time, cause-effect, and contrast/comparison transitions to show sequence and how events are related and provides a chart of common transition words and phrases (time, cause-effect, addition/comparison, contrast, example). The Preserving Culture section includes web links and multimedia resources that students can consult for background information on the Spanish conquest of the Inca Empire.

The slideshow activity (Option 2) directs students to create a five-slide presentation with explicit slide headings (Introduction; How to care; Historical uses; Interesting facts; Your Pick) and to include many pictures, 2–3 sentences or bullets per slide, which requires introducing a topic, organizing information across labeled sections, and using multimedia. The "About the Author" activity asks students to take a list of factual points and turn them into an informative paragraph, which requires students to introduce the topic (the author) and organize relevant facts into coherent sentences. The llama research activity asks students to read reference sources before creating either a craft or a slideshow, supporting selection of relevant content for the slideshow option.

Students are instructed to introduce their topic with a hook and thesis statement (examples provided) and to write in first person as Cusi. Students use graphic organizers titled "Organizing Your Writing" that prompt hook, thesis, event details (what, when, where, why), and a conclusion that restates the thesis and describes what the narrator learned. Students are directed to choose three important events and put them in chronological order to organize the body paragraphs and to use the rubric and editing pages to revise sentence structure and ideas.