Fifth Grade - ELA
1: Relationships
Unit 1: Poetry
Lesson 1
What Is Poetry?
Students are asked to keep a thought journal and to save all poems they write for a final project, supporting ongoing composition and collection of drafts. Students are told to use a thesaurus to find better synonyms and to refer to a Handy Guide to Writing for grammar, punctuation, and the writing process. Students are prompted to choose poems to memorize, to apply poetic techniques, and parents are asked to provide feedback on recitations and worksheet responses, indicating adult guidance and support.
Lesson 2
Parts of Speech and Rhymes in Poetry
Students are asked to compose an end-rhyme poem in their journals (Activity 3) and to brainstorm and record strong action verbs and adjective/noun pairs in Activities 1 and 2, which requires producing written draft work. The Parent Plan instructs an adult to read the child's end-rhyme poem and check that final words rhyme, indicating some adult review/support. The skills list explicitly includes 'Compose poetry using self-selected and assigned topics,' showing students are expected to produce original written work.
Lesson 3
Geography and Poetry
Students read model poems and write two of their own poems (a noun-list poem and an acrostic) during Activities 2 and 3. Students are prompted to reread their work aloud and to "see if you can think of any improvements that would make them even better," and parents are instructed to have children read their poems aloud and discuss word choice and factual content. The activities ask students to try different approaches to poetry (long noun list, acrostic) and to brainstorm noun lists tied to their community before writing.
Lesson 4
Haiku and Onomatopoeia
Students are given an Elements of Haiku activity page with a 5-7-5 syllable template and example, which directs them to follow structure and imagery when composing (planning) their haiku. Students are asked to write a quatrain or to find a quatrain and add a new stanza, which asks them to try a new approach by extending an existing poem. Parents are instructed to select options, check student responses (for example, confirming adjectives/nouns and reviewing titles/rhyming patterns), providing adult support and guidance during tasks.
Lesson 5
Figurative Language and Voice
Students write original metaphors and illustrate them on the Metaphor activity page (Activity 1), and students compose a short poem using personification on a provided template (Activity 3). Students organize poems from the Southwest section into a two-column chart labeled Title and Point of View (Activity 2), which scaffolds planning and organization of writing. Parent guidance is explicitly prompted: parents are asked to read the child's metaphors to check understanding and to assign options for the personification task, indicating adult involvement in the writing activities.
Lesson 6
Art and Poetry
Students are directed to write two couplets on the Student Activity Page and to follow the rhyming pattern of the poem "Boulder, Colorado," which shows planning and patterned drafting. Parents are asked to check that the child has written couplets that follow the rhyming pattern and to help teach or find a recording of "America the Beautiful," providing adult support. Students are asked to write down the words to a favorite song and decide where lines should begin and end if the song were read as poetry, which requires trying a new approach to organizing text.
Lesson 7
Robert Frost
Students are asked to brainstorm a list of action verbs and then write a poem using some of those verbs (Verbs in Poetry student activity), which shows explicit planning before writing. The materials instruct parents to choose an option and to review the child's work and analysis (Parent Plan sections), indicating adult involvement and support. The lesson also asks students to compose original poetry (writing product) and to compare poems using a Venn diagram, which involves preparatory organizational work.
Lesson 8
You Come Too
Students select three pictures, including at least one from nature, and plan descriptive words and phrases for each picture before composing (Activity 2). Students assemble the grouped words and phrases into poems and copy the poems onto the pages with the glued pictures, and students create shape (picture) poems by choosing an object and writing the poem in that object's shape (Activity 3). Adults are asked to listen to students read their poems without seeing the pictures and to check that the picture poem is done in the shape of the subject and that the words reflect the subject (Parent Plan prompts).
Lesson 9
Write About What You Know
Students are instructed to write a free verse poem using vivid adjectives, interesting nouns, strong verbs, and visual imagery (Activity 2). Students record poem titles, word examples, and figurative language on the "Book of Poetry" pages, collecting material and examples from poetry books. Parents are asked to have students read their free verse poem aloud, discuss word choice and figurative language, and to encourage the child to think of ways to improve the poem after reading it a few times (Parent Plan).
Final Project
Coffee House Poetry Reading
Students are asked to create and type a program listing poem titles and authors and to write a description of the performance setting. Parent Plan directions ask adults to check the student's program before printing, read and discuss the setting description, and let the child practice poems for feedback. The wrapping up section directs students to assess the project using a rubric and discuss what they would do differently, which prompts reflection and adult feedback.
Unit 2: The View from Saturday
Lesson 1
The Academic Bowl
Students are instructed to "use post-it notes to jot down ideas before you begin writing," which provides an explicit planning/prewriting step. Activity 3 asks students to compose a 7-8 sentence thank-you note with at least three sentences containing conjunctions, requiring them to produce a structured written draft. The Parent Plan directs a parent to "read your child's thank you note and make sure he sends it," indicating adult support in the writing process.
Lesson 2
Florida
Students create plot flowcharts for multiple characters, which requires them to plan the sequence of events before writing. Students compose a short informational plaque about loggerhead sea turtles using research, producing a written text for an audience. Parents/adults are instructed to review the plot the child recorded and to encourage the child to read the plaque aloud, providing adult support and feedback.
Lesson 3
Sea Turtles
Students are asked to write in their journal three observations about Nadia's voice and then fill in the storyline for "Nadia's Story," which has them produce written material in a different character voice. The lesson directs team members to consider different voices and briefly discusses differences between Nadia's and Noah's voices, implying peer or adult-facilitated comparison. Parent prompts instruct adults to review characteristics the child recorded and the events included on "Nadia's Story," indicating adult review or discussion of student writing.
Lesson 4
Report Writing
Students are guided to plan by researching a chosen turtle species and completing a structured outline during the Prewriting phase. Students write a First Draft and are instructed to reference a Handy Guide to Writing for mechanics. Students revise and edit using a provided Writing Rubric, make changes in a different colored pen, consult a dictionary for spelling, and conference with a parent to review and improve the draft. Students produce a Final Copy (typed) that incorporates the revisions and corrections.
Lesson 6
Adventures in Wonderland
Students are asked to plan their ideas on a bubble map labelled "FRIENDSHIP" before writing a short paragraph, demonstrating prewriting/planning. Students are instructed to write a storyline for "Ethan's Story" and to write paragraphs that include a topic sentence, supporting details, a concluding sentence, and a simile or metaphor, showing actual composing practice. Parent Plan prompts ask adults to read over recorded information, check sentences, and discuss similes and metaphors, providing adult guidance and support during writing activities.
Lesson 7
Annie
Students are asked to pick a scene from the book and write a script in their journal, including lines for each character and stage directions, and then gather family members to act it out. The lesson provides an example script and directs students to create the storyline for Julian's Story after reading, which requires students to transform narrative into a script form. Parent notes prompt adults to read the child's script and help gather family members, indicating adult support during the activity.
Final Project
An Afternoon Tea
Students are asked to plan and write invitations (including use of strong verbs, an idiom, and a simile or metaphor) and to make a shopping list and three sentences to present tokens. Students are instructed to review the "Afternoon Tea Rubric" before beginning and to evaluate the project using the rubric at the end. Parent Plan sections direct adults to review rubric criteria, discuss examples of idioms/similes, and help gather materials, indicating adult guidance during planning and preparation.
Unit 3: American Tall Tales and Legends
Lesson 2
Tales and Legends of the Northeast
Students are asked to research John Chapman and then write a John Chapman bio-poem (Activity 4), which requires gathering information and producing a written product. Students create original hyperboles for characters and record examples from the text (Activity 3), which asks them to compose new language related to stories. Parent Plan sections prompt an adult to listen as the child reads the bio-poem aloud and to assist with some activities, indicating some adult involvement in the writing tasks.
Lesson 3
Tales and Legends of the South
Students practice organizing and editing text in Activity 1 (Paragraph Organization) by cutting mixed-up sentences and arranging them into a coherent paragraph. Students plan and compose by creating a trickster character and outlining story elements in Activity 4 (A Trickster Character). Option 2 of Figures of Speech asks students to use figures of speech in sentences demonstrating contextual use, and Parent Plan notes that a parent should check translations and discuss responses, indicating adult support.
Lesson 4
Tales and Legends of the Midwest
Students practice editing skills in Activity 2 (Unnecessary Sentences) by deciding which sentences to cross out as irrelevant. Students plan writing in Activity 3 by making a list of supplies for a pioneer wagon (organizing ideas for a purpose). Students produce journal writing in Activity 4 (listing sentences that bring a character to life) and Activity 6 (recording similarities and differences between two versions of John Henry). Parent Plan prompts ask parents to check maps, read journal entries aloud, and discuss answers, providing adult guidance and feedback.
Lesson 5
Tales and Legends of the Southwest
Students plan writing when they outline a trickster tale on the "Same Story, Different Setting" page and when they use graphic organizers to compare stories (Activity 1 and Activity 3). Students draft a written summary using transitional words and phrases and are directed to circle and demonstrate correct use of at least five transitions (Activity 2). Students practice editing/proofreading mechanics by correcting capitalization errors on the "Cowboy Capitalization" page, and parent prompts ask adults to check and discuss student work (multiple Parent Plan sections).
Lesson 6
Tales and Legends of the West
Students are asked to write a short summary for the "Story Book Jacket" activity, and to fill out the "Myth" page including writing the message of the myth. The parent plan instructs adults to evaluate the storybook jacket and be available to help with activities (for example, helping create a functioning volcano or lei and evaluating the jacket). Students also practice oral retelling by recording, listening, and answering reflective questions about sequence and presentation.
Final Project
Your Own Tall Tale or Legend
Students engage in explicit planning activities (brainstorming, prewriting, a main-character web, a 10-item setting list, and a Story Plot Diagram) that guide organization before drafting. Students write a rough draft (Part 4) and are directed to revise and edit (Part 5) using a rubric, a Handy Guide to Writing, and a dictionary to make corrections. Students participate in guided conferences with an adult who reviews the draft and provides feedback, and they are encouraged to share drafts with others and produce a final, corrected copy (Part 6).
2: Diversity and Interdependence
Unit 1: The Cay
Lesson 1
Story Context
Students write for multiple purposes: they compose a paragraph for a travel brochure (Option 1), complete journal responses about World War II (Day 2), fill a Venn diagram and record reflections about living in Curacao (Option 2), and write reasons the Axis and Allied powers fought (Activity 5). Students also analyze art and write five likes, three technique observations, and create a new title (Activity 3). Parent guidance is explicitly suggested: parents are asked to check maps, review answers, and encourage students to share and explain their work.
Lesson 2
Curacao
Students write definitions for vocabulary words from context and then look up dictionary definitions to compare and refine their meanings (Activity 1). Students record effective opening sentences from other novels and write first-sentence 'hooks' for two books and two movies, producing initial drafts of writing (Activity 2). The Parent Plan instructs adults to read aloud the hooks with the child, discuss effectiveness, and have the child rewrite one to make it more effective, providing adult-guided revision support.
Lesson 3
Overboard
Students are asked to rewrite a provided paragraph to vary sentence lengths (Activity 2, Option 1), which requires revising and rewriting their writing. Students are instructed to combine sentences using commas and coordinating conjunctions, practicing editing conventions. Students may write an original paragraph in their journals describing events (Activity 2, Option 2) and are told parents will check and provide feedback, providing adult guidance and support for revision.
Lesson 4
Land
Students are asked to "write sentences to describe the two main characters" and complete multiple writing items (Part B) which require producing sentence predicates. The Skills and Parent Plan explicitly state students will "use mapping and webbing to organize ideas," and Activity 3 (Shark Research) requires students to list three important pieces of information and two related ideas on a web, showing planning of content. Parent Plan directions ask parents to check that information is organized logically on the web, indicating adult support during the planning/organization stage. The lesson also includes subject/verb agreement instruction and practice that students can apply when composing sentences.
Lesson 5
Stranded
Students brainstorm a list of prepositions in their journal and write prepositional phrases using five of them. Students write three sentences related to the novel, complete an activity page that asks them to underline prepositional phrases, and write a journal entry about diving or descriptions of survival resources. Parent Plan sections instruct adults to read, discuss, look over, and encourage sharing of the student's written work.
Lesson 6
Work
Students are asked to add commas and quotation marks to dialogue on the Comma Usage activity page, which requires them to edit existing text. The parent plan instructs a parent to choose between options and to discuss/completion, indicating adult guidance while students add punctuation and write example sentences from the chapters. Students also record written responses to discrimination scenarios, producing original written answers that apply reading to writing.
Lesson 7
Different Cultures
Students are asked to write sentences and a paragraph using varied sentence beginnings and to use an example paragraph as a guide, which supports planning and trying a new approach to sentence structure. The skills list explicitly includes "Use planning strategies to generate topics and organize ideas," and Option 2 asks students to design a classification chart, which requires organizing ideas and planning. Multiple Parent Plan notes instruct parents to choose an option and discuss the activity with the child, providing adult guidance and support during the writing tasks.
Lesson 8
Fishing
Students are asked to write a sentence or two describing characters' feelings and actions and to write two journal entries from Phillip's perspective (Activity 2). The Parent Plan instructs an adult to read over the child's writing, check that sensory details are used, and check for descriptive adjectives and strong verbs. The Student Activity Pages require students to explain choices in writing (Hurricane Survival Kit) and to describe items with reasons.
Lesson 9
The Storm
Students are asked to review and explain the steps of the writing process (organization/pre-writing, rough draft, editing/revision, final copy), showing guided discussion of those stages. Students complete "Organizing My Ideas" pages to plan and outline three paragraphs, providing explicit pre-writing/planning practice. Students write a rough draft and use a provided rubric (Interesting Words, Sentence Structure, Mechanics) to guide writing, and parents are instructed to discuss the assignment, review student ideas, and provide feedback and suggestions.
Lesson 10
Survival
Students are asked to revise their rough draft using a rubric and specific revision strategies (vary sentence length, combine sentences, vary sentence beginnings, choose more interesting words, and reorganize sentences). Students are instructed to edit/proofread for misspellings, grammar, and punctuation using the Handy Guide to Writing and a dictionary. Students then write or type a final copy after making corrections, and parents are prompted to read drafts, evaluate improvements, and provide feedback.
Final Project
For Timothy
Students plan and design a monument and inscription (including a sketch and a model) and are asked to review the project rubric before beginning. Students are encouraged to practice and rehearse their eulogy aloud, with parents prompted to listen and discuss appropriate voice, tone, and demeanor. After completing the project, students (with an adult) assess the work using the rubric and discuss specific areas that need improvement.
Unit 2: A House of Tailors
Lesson 1
German Immigrants
Students are asked to write in a journal: listing five things important for German immigrants to know about America (writing as though it is 1870) and composing a short journal entry about what they learn about their family ancestry. Students are instructed to locate information using provided websites, books, or interviews, and to describe facts in sentences on the Germany activity page. Parents are directed to help locate information, read through the child's list, and check that ideas relate to the historical time period.
Lesson 3
Journey to New York
Students write sentences describing items they would take (Activity 2) and are asked to include specific clause structures and commas, which requires composing and producing text. Students record information and details about New York and immigrants on a multi-day graphic organizer (Activity 3) and are encouraged to add a couple of sentences each day. Parent plan language directs an adult to check sentences and to encourage the child to share and explain items, providing adult support while students produce and present their writing.
Lesson 4
Welcome to New York
Students plan writing by using graphic organizers that record sensory details and by listing interesting adjectives and strong verbs. Students combine those descriptions on a separate sheet to form a paragraph and are prompted to include sentences that join two independent clauses with conjunctions, practicing comma usage. Students read their paragraphs aloud to a parent and are asked to point out word choice for each sense and discuss unrelated information, which directs revision. Students are prompted to reread their paragraph and evaluate whether it creates a vivid image, encouraging reconsideration of their word choices.
Lesson 5
Dina's Job
Students practice editing punctuation in the "More Commas" activity by inserting commas where needed and then write sentences about the novel that follow each comma rule. Students plan a hat design and list materials in Activity 3, which requires them to organize ideas before creating a product. Parent Plan prompts ask adults to review students' work and discuss drawings and bubble maps, providing opportunities for adult guidance and feedback.
Lesson 6
A New Hat
Students are asked to write a short journal entry about a time they were embarrassed, practicing narrative writing (Activity 3). Students are invited to share that journal entry with a parent and parents are instructed to let the child decide about sharing, providing an option for adult support. Students are prompted to use reference aids (dictionary/thesaurus) for vocabulary activities and parents are asked to check student work on the chart and vocabulary cubes, indicating some adult involvement in reviewing student products.
Lesson 7
Sickness
Students write focused descriptive responses on the "Finding the Right Words" page, producing four- to five-sentence descriptions for given moments. Students write a short journal entry about a time they felt fear (Activity 3). An adult is prompted to read over the students' descriptive sentences and discuss words that were effective and any information that did not directly relate, providing guided feedback.
Lesson 8
Christmas
Students plan and describe a course of action in the 'Talent' activity by identifying a talent, outlining a plan for sharing it, and recording the response they received. Students practice editing conventions in the 'Quotation Marks' activity by inserting punctuation and by writing a conversation that uses quotation marks and commas correctly. Parents are prompted to select options, check work, and discuss responses, which provides adult guidance and support during these writing tasks.
Lesson 9
A Letter
Students are guided to plan using a pre-writing organizer that requires topic sentences, supporting details, and concluding sentences for each paragraph. They are instructed to write a first draft, revise by adding/cutting/changing ideas and share their writing with someone to get feedback, edit/proofread for spelling and grammar, and produce a final draft for publishing. The lesson includes a rubric to guide revisions and multiple parent-plan prompts that ask adults to provide feedback and help with revisions and editing.
Lesson 10
Fire!
Students practice editing sentences for correct commas and quotation marks in Activity 2, using rules from the Handy Guide to Writing (p. 32). An answer key and a Parent Plan note ask adults to check that the child correctly punctuated the sentences, which provides adult guidance and support. Activity 1 asks students to highlight and reflect on effective author techniques, encouraging analysis of writing that could inform future revisions.
Lesson 11
Living the American Dream
Students plan a written product when they are asked to think of a synopsis and title for a historical fiction book and to create a book jacket. Students write reflective and creative pieces in the "Where Will She Be?" activity by completing "if...then" statements and composing a short poem or song. Adults are explicitly asked to review ideas, check spelling, and help with activities (parent plan prompts), and students review comma and quotation mark rules and match sentences to rules in Activity 2.
Final Project
Today and Yesterday or Story Quilt
Students are asked to plan by researching and taking notes ("Locate information... Record important information and vivid words and phrases"; "make a draft for the design and information for each square"). Students are asked to revise and improve work ("Look over your sketch and make any changes to the design or content that will improve the overall look of the quilt"). Adults are prompted to provide guidance and feedback (Parent Plan: "Review her draft and provide suggestions"; "Review the rubric with her and explain..."). Students are asked to evaluate their work against a rubric and to practice and present poems to an audience for further reflection.
Unit 3: My Side of the Mountain
Lesson 1
Preparing for the Adventure
Students complete the "My Survival Story" plot diagram, planning characters, setting, problem, rising action, climax, falling action, and resolution as a prewriting activity. Students research Jean Craighead George and fill an "About the Author" page, using technology and organizing information on graphic organizers. Students are prompted to share their ideas and journal entries with a parent and to discuss plots and activities, providing adult guidance and support while planning their writing.
Lesson 2
Learning to Survive
Students are asked to read pages 1–20 and answer comprehension questions using complete sentences, which requires them to write responses. Students must summarize Smokey the Bear's fire safety rules on a poster, selecting and condensing the most important points and organizing text with graphics. A parent is prompted to read the student's poster and ask how information was selected, providing adult guidance during the writing/selection process.
Lesson 3
Making a Home
Students write sentences using words derived from given roots in the "Natural Root Words" activity and fill written responses on the "Wilderness Survival" page (answering questions, ranking items, and completing a table). In the "Forced Analogy" activity students compose analogies in writing. Parent Plan notes instruct adults to check students' sentences, go over examples, and help students think through their ideas, indicating adult guidance and support.
Lesson 4
A Baby Falcon
Students are asked to write a description of a chosen wild animal and explain the relationship they would have with it in Activity 1, and to write sentences using prefixed words in Activity 2 (including an option to create their own sentences). Parent Plan notes ask an adult to prompt the child to explain how she made her choice and to select Option 1 or 2 for sentence practice, providing an adult-supported context for the writing tasks.
Lesson 5
A Stranger
Students are asked to write a short summary of the reading using words that contain specified suffixes (Student Activity Page). An adult is prompted to ask the child to summarize what happened and to check that the child's summary contains at least one example of a word with each suffix (Parent Plan sections). The lesson includes opportunities for oral discussion with an adult about Thoreau and the reading.
Lesson 6
Autumn
Students are asked to research information about falcons and prepare a short presentation (RAFT) that includes a speech and visual aids, which requires planning and organizing content. The lesson's Skills list includes making oral and written presentations using visual aids, indicating students will produce written or oral work. Parents are prompted to review the RAFT activity with the child and to find time for the child to share discoveries with family, providing adult support during the task.
Lesson 7
Newspaper Reporter
Students plan their writing using the "Newspaper Article Planning" page that prompts them to record the 5 Ws and 1 H and use paragraph organizers to create a rough draft. Students are instructed to "use the three pages of graphic organizers to organize his ideas and write his rough draft," showing explicit planning and drafting. On Day 2, students "read through your paragraphs and use the rubric to edit them," make grammar corrections, and "add or change information as needed," which directs revision and editing. The Parent Plan directs an adult to "conference with your child about his writing, using the rubric to guide your discussion," providing explicit adult guidance and support.
Final Project
Think-Tac-Toe
Students choose three mini-projects from the Think-Tac-Toe board, which requires them to plan and organize their final project across days. The "Different Setting" activity asks students to recreate the plot in a new environment, which asks them to try a new approach to the story. Parent Plan directions tell adults to "review the activities as she completes them and make suggestions for improvements" and to encourage sharing products with the family, providing adult guidance and feedback.
3: Discovery and Survival
Unit 1: The Witch of Blackbird Pond
Lesson 1
Barbados to Connecticut
In Activity 2 (Sentence Fragments) students identify incomplete sentences and change each fragment to make a complete sentence, which requires students to edit and correct written work. Parent Plan sections instruct an adult to check that the child identified and corrected fragments accurately and to review the vocabulary sentences the child recorded, indicating adult review/support for writing tasks. Activity 3 asks students to use vocabulary words in sentences about the chapters, giving students opportunities to compose and produce written sentences.
Lesson 3
Meeting House
Students are asked to set up a context and write a personal narrative in their journal after reading Kit's example, which asks them to select a focus and point of view. The Parent Plan directs adults to have the child read the narrative aloud and to discuss the event and the word choices that drew the reader in. The Skills list explicitly names selecting a focus, organizational structure, and point of view based on purpose and audience.
Lesson 5
The Meadow
Students rewrite sentences on the "Show, Don't Tell" activity page, transforming telling statements into descriptive, sensory-rich sentences (rewriting/revising). Students identify and punctuate descriptive clauses on the "Descriptive Clauses" page, underlining clauses and adding commas as part of editing their sentences. Parent Plan directions ask adults to read and discuss the child's rewrites and to work with the child on acting out or teaching a lesson, providing guidance and support from adults.
Lesson 7
A Bird
Students are asked to write a dialogue in their journal and to review the rules for punctuating dialogue (Activity 1), which requires them to apply punctuation conventions. A Parent Plan directs an adult to check that the student used correct punctuation, providing adult support for editing. Activity 3 asks students to brainstorm descriptive phrases and "save your ideas" for use in a later lesson, which asks students to plan and collect material for future writing.
Lesson 8
New England in the Fall
Students are asked to write a paragraph in their journal about a weather-related day and to paint and write three descriptive sentences about a New England fall, providing opportunities to produce draft writing. Parents are instructed to have the child read her sentences and paragraph aloud and to discuss the figurative language, descriptive choices, and whether the writing shows rather than tells. The lesson also tells students to "read over your narrative writing" and to "review the techniques in Lesson 5 that help a writer show rather than tell," prompting reflection on improvement.
Lesson 9
Halloween in the Colonies
Students practice editing sentence-level writing in Activity 1 by identifying and correcting run-on sentences; the student activity pages provide blank lines for students to rewrite corrected versions. Students write a short story in Activity 2 that requires planning and use of descriptive phrases, and they are asked to review the story and identify effective words and phrases. Parent notes prompt adults to discuss the student's narrative and make suggestions for improvements, and parents choose which run-on activity option the child completes.
Lesson 10
A Witch Hunt
Students are asked to rewrite and correct a paragraph in Activity 2 (Editing), which requires them to edit and rewrite sentences to fix run-ons and fragments. Students are asked to brainstorm reasons for the Salem witch trials and record ideas in their journals in Activity 1, providing a planning/prewriting step before composing explanations. The Parent Plan explicitly lists the skill 'Edit and revise selected drafts to improve coherence and progression' and instructs parents to discuss the topic and check students' rewritten sentences, indicating adult guidance and support.
Lesson 11
The Trial
The "On Trial" activity asks students to make up three arguments defending Kit and to provide support for each, and the Student Activity Page supplies structured spaces for an argument and supporting details, which guides students to plan and draft their responses. Option 2 asks students to make a prioritized list of preparations from most to least important, which requires organizing and planning ideas in writing. Parent Plan prompts encourage adults to discuss convincing presentation and to prompt the child to explain and defend arguments, providing adult support while students produce and present their writing.
Final Project
Narrative Essay
Students brainstorm and plan their story using a web and choose between flow-chart or topical pre-writing organizers to organize ideas (planning). Students write a rough draft and are instructed to meet with a parent to discuss their writing (adult conference/support). Students use a provided Narrative Essay Rubric to edit and revise their draft and are directed to correct mistakes, make changes, and produce a final copy that incorporates those edits (revising, editing, rewriting).
Unit 2: The Invention of Hugo Cabret
Lesson 1
Train Station in Paris
Students are asked to produce written work: they write an acrostic poem about Paris or create a three-day travel itinerary, which requires planning the trip and organizing places to visit. Students are asked to "write a short story based on one of the pictures," providing an opportunity to draft narrative content. Parent Plan notes encourage adults to help locate research and to encourage creative writing, indicating some adult involvement in the initial writing process.
Lesson 2
Magic Tricks
Students are asked to write three first-person statements describing Hugo's life before and after his father died (Activity 2 ‘‘Before & After''). Students are asked to select a picture and write the text that the picture is showing, using tone and voice and providing details about action, thoughts, and dialogue (Activity 3 ‘‘A Story in a Picture''). Parent Plan notes ask an adult to have the child read aloud these statements/texts and to discuss whether the text used the same tone and voice and how it did or did not engage the reader, providing adult feedback.
Lesson 4
The Key
Students write three predictions in a journal about how a drawing will change Hugo's life (Activity 2). Students describe their automaton's task on a note card and sketch or build a model, providing a planned description of purpose and function (Activity 1). Students may jot down important parts of a made-up story and practice telling it aloud, and parents are prompted to encourage sharing and discussion of those products.
Lesson 5
A Box
Students are asked to take research notes on note cards about Georges Méliès, collecting around 20 facts and then rereading and putting them in chronological order, which requires planning and organizing information. Student activity pages require students to record sentences from the book and write their guessed and actual definitions, which involves composing brief written responses. Parent Plan sections instruct an adult to discuss the research and ask the child to share his note cards, indicating adult guidance during the research and organization process.
Lesson 6
Prometheus
Students are asked to produce written responses on multiple Student Activity Pages (e.g., Purpose page, Two Thieves? questions) and to brainstorm lists in a journal (Activity 5), which provides an initial planning step. Parent Plan directions repeatedly ask adults to read with the child, discuss writing and ideas, and review the child's responses (e.g., "Discuss your child's brainstorm list with her," "Read your child's ideas for the purpose of the characters").
Lesson 7
Six Months Later
Students are asked to complete a "Story Organizer" page before writing, and the Parent Plan and Skills list explicitly reference using planning strategies such as brainstorming and mapping and composing a draft that conveys major ideas. The Parent Plan instructs adults to discuss the activity with the child before beginning and to read and evaluate the finished story, providing adult support. The creative writing prompt asks students to write a short story integrating factual details, indicating students will produce an initial written draft.
Final Project
Hugo Mini-Projects
Students choose and plan multi-part projects, including a storyboard for a movie adaptation and research note cards that require organizing information and identifying sources. Students produce written pieces such as informative cards about early cinema figures and sentences using prefixes and suffixes. Students are directed to use the Handy Guide to Writing for grammar and punctuation and parents are asked to review choices and provide support as students complete their projects. The research task asks students to locate sources and record important information, which supports drafting and organization.
Unit 3: The Ballad of Lucy Whipple
Lesson 1
From Massachusetts to California
Students are asked to write a 6–8 sentence journal entry about arriving as a pioneer (Activity 3), producing an extended piece of writing. The lesson prompts students to conduct research, take notes, and frame questions (Skills and Activity 2), which supports planning and gathering material for writing. The plan also instructs students to share their journal entry with a parent or sibling and discuss it, providing some peer/adult interaction and feedback opportunity.
Lesson 2
Change
Students write multiple short pieces: five sentences describing a picture using prepositional phrases (Option 1) or sentences about drawn items (Option 2). Students also record ideas on a map about the journey from Massachusetts to California and list five changes in their lives, producing written responses. Parent Plan directions ask a parent to decide which activity option to give and to check that each sentence includes a prepositional phrase, indicating adult involvement in the tasks.
Lesson 3
An Entrepeneur
Students brainstorm ideas in a journal and make a list of steps for carrying out a chosen entrepreneurial idea (Activity 3), which engages them in planning a written plan of action. Students identify eight words in a paragraph, look up synonyms in a thesaurus, and write the original words and their synonyms (Activity 1), which practices deliberate word-choice revision. Parent guidance sections prompt adults to check synonyms and help find resources, implying some adult support during these activities.
Lesson 5
A New Friend
Students are asked to rewrite a provided paragraph on the "Sentence Beginnings" page, explicitly changing sentence beginnings to include at least one prepositional phrase, one transitional word or phrase, and one participle phrase. Parents are instructed to check that children changed the sentence beginnings and to discuss which tips the child followed, providing adult guidance and support for the revision. Students are also directed to give their math word problems to a sibling or parent to solve, creating an opportunity for peer/adult feedback on student work.
Lesson 7
Loss
Students are instructed to construct the raccoon craft before writing directions and to list materials and write and illustrate step-by-step directions, showing planning and producing a written product. Parent notes direct an adult to check the child's directions and to test them or have a sibling follow them, which provides guided feedback and an opportunity to improve the writing. Students are also asked to share a poem or song and explain why it honors Butte, indicating an opportunity to present and receive adult encouragement.
Lesson 8
Fire!
Students write a summary of Chapter 16 and are instructed to alternate between shorter and longer sentences (Activity 2). Students compose a personal letter that must include greeting, body, closing, and signature, and are asked to vary sentence lengths and sentence beginnings (Activity 3). Students create a Venn diagram or a drawing plus three explanatory sentences comparing themselves now to life in 1849 (Activity 1). Parent Plan notes ask adults to review, discuss, and check the student's work, providing adult support for the writing tasks.
Lesson 10
A Library
Students are asked to plan a library collection by writing titles on the spines of 20 books on the "The Library" page, which requires selecting and organizing content. Students complete the "Lucy Changes" graphic organizer by describing Lucy at the beginning and end of the novel and explaining how and why she changed, which requires drafting explanatory writing. Parent Plan prompts ask adults to look over examples, read selections, and encourage the child to explain choices, providing adult support and feedback opportunities.
Final Project
Persuasive Essay
Students plan their writing by brainstorming reasons (Activity 1) and using multi-page Persuasive Essay Organizer graphic organizers for the introduction, three body paragraphs, and conclusion. Students revise and edit by meeting with a parent in a conference (Activity 6), using the Persuasive Essay Rubric to find and correct errors (Activity 7), and incorporating corrections into a typed final copy (Activity 8). The lesson also directs students to use tools such as a handy grammar guide, a dictionary, and spellcheck to support editing and revision.
4: Systems
Unit 1: A Wrinkle in Time
Lesson 1
A Unique Family
Students are asked to create original opening sentences for three of their favorite novels and record these sentences in a journal, which requires them to produce new writing. A parent plan directs an adult to ask the child to share the examples, describe what makes each an effective "hook," and encourage the child to share the hooks he wrote, providing adult guidance and support. The Activities require students to generate and organize writing (the hooks) and to reflect on what makes them effective.
Lesson 2
Calvin
The Skills section explicitly tells students to "Generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs," and Activity 3 asks students to brainstorm multiple ideas, select the most original, and elaborate on it. Activity 2 requires students to organize character analysis using a graphic organizer (prewriting) by listing traits and supporting evidence. Parent Plan prompts ask an adult to discuss the student's choices and check answers, providing adult guidance and support while students produce writing examples.
Lesson 3
Mrs. Whatsit, Mrs. Who, and Mrs. Which
Students generate and record three plot ideas for science fiction short stories with beginning, middle, and end, showing explicit planning of writing (Activity 3). Students write two descriptions of ideas 'beyond human comprehension' and create illustrations, then are instructed to share those explanations and illustrations with someone else to see if their explanation increases understanding (Activity 1). Parent-plan prompts ask an adult to discuss the child's explanations and to have the child share story ideas, providing adult guidance and support during the planning and sharing steps.
Lesson 4
Tesser
Students are asked to rewrite given sentences using transitional words and phrases, practicing rewriting for smoother flow. Students create a Story Map, choose or develop a protagonist, and are instructed that they may change details as their ideas evolve, supporting planning and trying new approaches. Parent Plan directions ask adults to read, evaluate, and discuss the student's sentences and choices, providing explicit adult guidance and feedback.
Lesson 5
The Thing
Students are told they will write a science-fiction short story in this unit, and parents are instructed to prompt and guide the child through storytelling (Activity 1) by interrupting and adding new constraints so the child continues the story with those changes. Students are asked to write answers in a journal about how the five dimensions relate to tessering and to explain the dimensions in their own words (Activity 2). Students also write names and short explanations on the "Fighting Powers of Darkness" activity page (Activity 3), with parent discussion suggested.
Lesson 6
Camazotz
Students are asked to generate ideas and plans using prewriting strategies (Skills section: brainstorming, graphic organizers, notes, and logs). Students rewrite sentences in the Elaboration activity to make them more descriptive, practicing rewriting and revising wording and detail. Students complete a Story Map and use the Antagonist graphic organizer (looks, behavior, thoughts, statements), glue cards to the map, and are encouraged to return to these pages as they develop ideas, which supports planning and trying new approaches. Parent Plan prompts ask an adult to prompt, discuss, check work, and encourage revision, indicating adult guidance and support.
Lesson 7
Man with the Red Eyes
Students are directed in Activity 3 to edit a paragraph for plurals, verb endings (-ed, -ing), and transitions, then rewrite the paragraph with corrections and added transitional words. The Parent Plan provides a corrected version of the paragraph and asks an adult to check the child's edited paragraph, showing explicit adult support for the editing/revising process. Activity 2 asks students to identify transitional words and phrases in a summary and to consider adding transitions, which practices a revision strategy students use when rewriting.
Lesson 8
Father
Students are directed to plan their story by writing the time and place on a story map and by describing the geography, life forms, and way of life for their science fiction setting, which shows explicit planning for writing. The activity offers a strategy to "cut out the boxes" and pick a time and place at random, which encourages students to try a new approach when stuck. The Parent Plan instructs adults to ask the child to explain the chosen setting and to discuss elaboration, providing adult guidance and feedback. The Skills section notes that students should read to discover models for their own writing, supporting development of writing through examples.
Lesson 9
The Beasts
Students are asked to develop a science fiction short story by recording a theme on a story map and using theme cards and graphic organizers, which supports planning. Students brainstorm and are instructed to continue refining ideas for protagonist, antagonist, setting, and theme, indicating work on developing their writing. Parent Plan prompts parents to review students' sentences and ask questions about how they will provide evidence for theme, indicating adult guidance and support.
Lesson 10
Love
Students plan a short story by brainstorming protagonist, antagonist, setting, theme, and problem/solution and by completing a story map and "The Problem" activity. Students organize ideas using problem cards and are told to review their idea pages and prepare to begin writing the science fiction short story. Parent Plan sections prompt parents to discuss the story with the child and to check student work, indicating adult support during planning.
Final Project
Science Fiction Short Story
Students are directed to plan their story using a story map, brainstorming pages, and a plot diagram that lists the problem, major events, climax, and solution. Students write a rough draft of their short story (3–5 pages) and are given explicit tips for dialogue and organization to use while drafting. Students edit and revise their stories using a rubric, proofread for grammar and tense, and participate in a conference with a parent to receive feedback before producing a final copy.
Unit 2: Lincoln
Lesson 3
A Lawyer and Politician
Students are asked to combine two sentences into one using participle phrases (Activity 2), with examples and five exercises that require rewriting sentences. The Student Activity Page asks students to write two sentences about the book that contain participle phrases, prompting practice in rephrasing and rewriting. Parent Plan directions tell adults to check the child's sentences and to discuss and support understanding of state vs national government, indicating adult guidance is expected during the tasks.
Lesson 4
Slavery
Students are directed to plan their speech by following the steps on the "Writing a Speech" sheet and to review the speech rubric before beginning (Activity 1). Students practice revising by reading their speech aloud, making changes to improve delivery and adding convincing language, and are instructed to use the rubric to edit content (Activity 2). Students receive guidance and support when they are encouraged to get feedback from one person before delivering to a group and to deliver the speech to family for evaluation, with parent prompts to help gather materials and evaluate delivery (Activity 3 and Parent Plan).
Lesson 5
Emancipation
Students are asked to use note cards to record important events from a short biography of Frederick Douglass, which supports planning and gathering information before writing. Students complete a Frederick Douglass biopoem and other written products (journal entries copying important lines from the Emancipation Proclamation, sentences under stovepipe hat flaps, and a Venn diagram) that require composing and organizing ideas. Parents are directed to review the student's note cards, Venn diagram, and hat explanations, providing adult guidance and feedback during the writing and planning activities.
Lesson 6
Civil War
Students brainstorm a list of ten interview questions, select their top five, and write those questions on the "Interview Questions" page (Activity 5), showing planning of writing. Students conduct the interview and record main points or answers (Activity 6), then rewrite each question with a summary of the answer on a separate sheet (Activity 7), which requires them to produce a revised version of their initial writing. Students also write a short persuasive letter to Lincoln from the perspective of a slave (Activity 3), and parents are prompted to read and discuss the child's work, providing adult involvement.
Lesson 7
Assassination
Students are asked to fill out a 5 W's chart before writing a newspaper report, which requires them to plan the facts for their piece. Students write a short newspaper report and are instructed to use at least one appositive, providing a drafting task. The parent notes ask an adult to read the student's report, check for an appositive, point out persuasive language, and discuss how the student organized the report. The lesson also tells students to reread the newspaper article they wrote.
Final Project
Lincoln Showcase
Students are instructed to gather previously produced writing pieces and to review the "Lincoln Showcase Rubric" before assembling their final display. The parent plan explicitly lists the skill to "Refine selected pieces frequently to 'publish' for general and specific audiences" and to "Use available technology to support aspects of creating, revising, editing, and publishing texts." Students are given the option to retype pieces on the computer if a writing piece is not neat and parents are told to be available to help as the student organizes the display.
Unit 3: Independent Study
Lesson 1
What Is Independent Study?
Students are asked to plan their work by following the six-step checklist (select a topic, develop questions, find sources, take notes, write a report, develop a product) and to write a five-paragraph essay. The Parent Plan explicitly notes use of planning strategies to generate topics and organize ideas and instructs parents to review steps and the rubric with the student. The Independent Study Rubric requires organization (outline adherence, clear paragraphs) and mechanics (capitalization, punctuation, sentence beginnings, neatness, and editing).
Lesson 2
Select a Topic
Students brainstorm at least five possible topics and use a guided process to select and narrow a topic (Activity 1 and Activity 3). Students complete planning pages such as "Narrowing Down the Topic," "My Topic," and a KWL chart to record what they know, what they want to learn, and plan sources. The Parent Plan sections instruct adults to discuss student answers, review the "My Topic" and KWL pages, and encourage choice, providing explicit adult support during planning.
Lesson 3
Developing Questions
Students are instructed to write three "big questions" for their topic and to list three supporting details under each question, which shows planning of their research and organization. The materials tell students that it is okay to add or change details as they make new discoveries, explicitly inviting revision of their question-detail structure. Students prepare research charts where they copy big questions and details and record bibliographic sources, demonstrating planning for writing an organized research report. Parent guidance sections ask adults to check the "3 Big Questions and Details" page and discuss what makes good questions, indicating adult support for refining students' work.
Lesson 4
Finding Information
Students identify and select multiple research sources by circling relevant items on the "Where Do I Look?" page and by gathering at least four sources including print, web, and a non-print source. Students practice planning research by locating tables of contents, glossaries, and indexes, and by using research charts to record notes and list sources in a bibliography column. Parents and adults are prompted to guide students in finding sources, checking notes, and compiling the bibliography, providing adult support during research and organization.
Lesson 5
Writing Your Report
Students are instructed to plan their report by creating a Roman-numeral outline and brainstorming thesis statements (prewriting). Students write a rough draft, then perform editing and revising by reading their paper three times with specific focuses (organization, mechanics, and ideas) and using the Independent Study Rubric as a guide. Parent Plan sections direct an adult to review the outline, check the thesis, conference about revisions, and evaluate the final copy, providing explicit adult guidance and support throughout the process.
Lesson 6
Developing a Product
Students choose a product option and answer guiding questions about how it will deliver information and help an audience understand the topic, demonstrating planning of purpose and audience. Students list needed materials, create a numbered checklist of steps to complete the product, and list the factual information to include, showing use of planning strategies. Students practice presentations, rehearse delivery, and receive adult feedback and help directing their thinking as they create and refine their product.