Interactive Student Workbook

How to Use My Workbook

This book holds my reading, thinking, writing, and reflection for this module.

Why This Matters to Me

A believable response grows from a deliberate plan. This module focuses on TRAILS R and A, which are Relationship and Actions, Thoughts, and Dialogue, and on LEAVES E and V, which are Emotion/Experience and Voice. You will notice how a concern can lead to more than one response, choose a relationship or belief that shapes each choice, and make actions, thoughts, and dialogue visible. In poetry, you will name emotion and experience, then revise line breaks, word choice, and sound until the speaker's voice is unmistakable.

Essential Question

How do people respond when they believe something should change?

My Progress Tracker

I Can

• I can use TRAILS R and A in a narrative.
• I can use LEAVES E and V in a poem.
• I can connect a character's response to a relationship, belief, or evidence.
• I can make one speaker's voice recognizable.

I Will

• I will identify relationships that influence character responses.
• I will show responses through actions, thoughts, and dialogue.
• I will use exact poem evidence to explain a response.
• I will make emotion and experience clear in a poem.
• I will shape an unmistakable voice through attitude and perspective.

My Week at a Glance

Where We Are Going

I will read two poems, build a response chain, write two different responses, and shape two rhyming stanzas with one clear voice.

I'll Know I've Got It When...

Check Myself

How I Will Show What I Know

I will annotate with TRACKS, build a response chain, write and revise a narrative and two stanzas, and use Fresh Recall.

My GRADUATE Learning Path

Say It Together!

These are the exact TEKS this module teaches. Read the code, then say the job in your own words.

Call and Response

Read this together as a class before we start.

Before We Begin: What Do I Already Know?

A response is what someone says, thinks, or does after an event. A poem often shows a response and the relationship, belief, or evidence behind it.

Remember It!

Ready Check

Where This Fits in My Writing

A believable response grows from a deliberate plan. When you name the relationship, response, evidence, emotion, and voice before you draft, your narrative and poem show decisions instead of a list of events.

Part 1: Name the Response

Name one response in a poem and explain the relationship, belief, or evidence that influenced it.

Part 2: Build the Response Chain

Part 3: Put the Response in Order

Number these sentences from 1 to 4 so the response chain makes sense.

Part 4: Name the Relationship

Part 5: Shape the Voice

These are everyday words you need so you can read about our topic and talk about it clearly.

Words I Need: Tier 2, academic words

These thinking words help you understand prompts and explain answers. Say each word, then use it with a partner.

Words I Need: Tier 3, passage words

These special words belong to our topic. Knowing them helps you talk about our texts like an expert.

Strong writers show how a relationship, action, thought, and dialogue shape a response, then use emotion and voice to make a poem recognizable.

TRAILS and LEAVES Framework

Narrative voice makes a character's response audible; poetic voice makes a speaker's attitude and perspective recognizable.

Response Part and Job

How I Say the Standard!

Check My Writing

Five Thinking Levels

Move from naming a response to a complete, believable response path.

Red, Orange, Yellow, Green, and Blue name the progression.

Five Thinking Levels

Use the same guide rows to see how the parts work together.

The Difference Between WHY and HOW

A response becomes believable when a relationship, belief, or piece of evidence explains it. Voice is attitude and perspective, not volume.

Dot, Discover, Drop

DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.

TRACKS Legend

TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.

Connect It to Our World

One poem moves from colonial taxation and limited representation to petitions, protest, the Declaration, natural rights, the Bill of Rights, and civic participation today. The other poem follows Kendrix's garden, animal instinct and learned behavior, and Edison's experiments.

Background I Need

The same word, response, works across both poems. People respond from beliefs, relationships, and reasons. Problem solvers revise a response when evidence challenges a first idea. Narrative voice makes those differences audible, while poetic voice makes a speaker's attitude and perspective recognizable.

One Voice Can Start a Wave

Try, Learn, Change

Annotate: One Voice Can Start a Wave

Notice the question, the reactions, the actions, the key knowledge, and the scenery that show how a concern becomes a response.

Highlight the smallest meaningful phrase. If I cannot say why I highlighted it, I should not highlight it.

Annotate: Try, Learn, Change

Notice the observation, the changed plan, instinct, learned behavior, and how evidence shapes a response.

STOP & THINK

Which detail helps a reader understand why this response makes sense?

My Prompt Marking Notes

The prompt gives me a topic, a charge, and a focus. I can use the shapes to slow down and see the job.

Listen with pencils down to a poem in which one voice asks a question and another stops to listen, and to a poem in which a problem solver changes a plan after the soil gives new evidence.

Gather: Listen and Sketch

• Listen once with pencils down.
• Listen again and sketch a shared problem, a response, an action, and a thought.
• Add the relationship, belief, or evidence that shapes the response.
• Compare sketches and explain one connection.
• Turn the page over and redraw the response path from memory.

Reveal: Make TRAILS and LEAVES Visible

TRAILS R names the Relationship that influences a character. TRAILS A names the Actions, Thoughts, and Dialogue that make a response visible. LEAVES E names Emotion/Experience, and LEAVES V names Voice.

Fresh Recall

Close your notes and reconstruct the response path from memory. Name the shared problem, the response, the evidence, and the effect. Show that the evidence is not a repeated detail.

Access Without Lowering Rigor

Reread one stanza aloud and rehearse your response orally. You still choose the evidence and the framework element. Your job is to name one response in each poem and explain what relationship, belief, or evidence influenced it.

Groups receive one Situation Card, one Character Card, one Response Card, and one Evidence Card. Build the chain and defend why the response fits the character. Then express the same situation in two voices: confident and uncertain or questioning.

How Would They Respond? Steps

Build My Response Chain

Write one card in each box. Every part must make sense with the part above it.

Voice Challenge

Express the same situation in two voices: one confident and one uncertain or questioning. Decide what changed and what stayed the same.

Discuss: Compare the Poems

Both poems show that a concern can lead to more than one response. One voice asks and listens; Kendrix observes, changes her plan, and learns from evidence. Compare how each poem makes a response visible.

Personal Connection

What small problem has made you respond differently from someone else? What relationship, belief, or evidence influenced each response? Connect your idea without changing the meaning of the poems.

Use: Try It On Your Own

Write a 2 to 3 paragraph narrative with two characters who initially respond differently to the same problem.

• Step 1: Plan the shared problem and the relationship that matters.
• Step 2: Give each character an action, a thought, and a line of dialogue.
• Step 3: Add one exact evidence detail from a poem that helps you understand response, emotion, or voice.
• Step 4: Write two rhyming four-line stanzas from one character's point of view.

My Two Stanzas

Name the emotion and experience. Make the speaker's attitude and perspective unmistakable. Use LEAVES E and V.

Poetry Craft Check

Use the LEAVES Poetry Check to test each stanza. Then fix at least one line where the craft can be stronger.

Fix One Line

Award one controlled move. Target one measurable next step. Prove both with your own writing.

Award: One Move I Control

Highlight one sentence that best shows a deliberate relationship or response choice. Point to your own writing as evidence for the strength you name.

Target: One Measurable Next Step

Target a place where both characters sound too much alike. Underline the relationship evidence, actions, thoughts, and dialogue before you decide on a target. Compare the questioning voice in “Is this thing fair?” with the instructional voice in “First stop and see what facts tell you.”

Revise for Clarity

Add a relationship, combine or rearrange an idea, strengthen a line of dialogue, or make the speaker's attitude more precise.

Build It, Fix It, Say It

• Build It: The shared problem was ______. This character cared about ______. So the character ______.
• Fix It: Add one thought and one line of dialogue.
• Say It: “Because ______ matters to this character, ______.”

Teach: Evidence is ______. Thinking is ______. Voice is ______. Relationship matters because ______.

Educate: Teach the Pathway

Partners demonstrate the response path: character, response, evidence or reason, possible effect. Add voice and emotion. Explain one exact poem detail and teach how relationship influences a character and how voice influences poetry. Round 1 uses notes. Round 2 closes notes. Your listener asks one clarifying question and names one accurate idea.

Fresh Recall and Transfer

Close the poems and reconstruct one stanza's central idea in prose. Then explain what poetry adds through line layout, emotion, artistic language, voice, echo or sound, and significance.

Study the Samples

Compare a developing response, an approaching response, and a secure response. Notice what improves from one level to the next.

My Response and Voice Award

What can I already do? Name one relationship, response, evidence, emotion, or voice move you wrote successfully, and the evidence in your work.

My Student Target

What do I want to practice next? Name one next step for making a response believable or a voice unmistakable.

Return to the Overarching Question

Compare your first thinking to your final thinking. Explain how the poems answer the question: How do people respond when they believe something should change?

Write Your Narrative and Two Stanzas

Write a personal or fictional narrative in which two characters initially respond differently to the same problem. Then write two rhyming four-line stanzas from one character's point of view.

My Plan

• Name the shared problem and introduce two characters.
• State the relationship that influences each character.
• Plan an action, a thought, and a line of dialogue for each character.
• Choose one exact detail from either poem as evidence.
• Name the emotion or experience the poem should communicate.
• Choose words, line breaks, rhyme, or repetition that make voice unmistakable.
• Plan a conclusion that shows the lasting effect of the response.

Track the Response Parts

Use labels or symbols so the shared problem, the two responses, the evidence, the emotion, and the voice are clear without depending on color alone.

My Narrative Draft

Use exact evidence from one of the poems. Show an action, a thought, and a line of dialogue for each character.

Revise, Edit, and Share

Revise

Edit

Share

Read your response to a partner. Your partner names the relationship, action, thought, dialogue, emotion, and voice evidence, then asks one clarifying question and names one accurate idea heard.

Final Narrative and Poetry Check

Score the response and the voice before surface polish. A small convention error should not remove meaning points if the response and voice still work.

Study the Samples

Read the responses to this prompt. Notice what improves from Developing to Approaching to Secure.

Study the Secure Sample

This is the target. Notice how every part makes the response believable.

Secure Response Key

My Progress Tracker

My Response Path Award

My Student Target

Essential Question Answered

How do people respond when they believe something should change?

How My Thinking Changed

Try Another Response

Choose one poem and explain how one character or speaker responds to a problem. Use one relationship, one exact detail, and one sentence of thinking.

Connect Across Texts

Compare civic participation and evidence-based problem solving while preserving the differences between the poems. Compare how civic participation and evidence-based problem solving each show a believable response, while preserving the differences between the poems.

• Name one response from each poem.
• Use exact evidence from both poems.
• Preserve the differences between civic voices and evidence-based problem solving.
• Explain how each response becomes believable.
• Compare how each speaker's voice shapes the meaning.
• Explain one lasting effect or significance.

Draw the Response Path

Draw and label the shared problem, the response, the evidence, the thinking, the emotion, and the voice.

At-Home Connection

Choose one card to talk about with someone at home. End with a conversation, not a worksheet.

My Family Conversation Notes

What did I teach? What did my family member remember?

Track My Progress

Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.

Why This Helps Me

This chart shows how my scores change over the whole module, not just on one day.

Add a new row every time I get feedback, a score, or a grade on my work.

My Response and Voice Snapshot

I can keep this page with my other work. It shows how my thinking grew.

My Strong Roots

I am ready to show a believable response and an unmistakable voice.

How to Use My Workbook

This book holds my reading, thinking, writing, and reflection for this module.

Why This Matters to Me

A responsible thinker does not change merely because someone disagrees. A responsible thinker changes when relevant evidence supports a stronger conclusion. In this module I read two poems, gather evidence, and use the Important Moment and Lasting Effect in a narrative, and Artistic Language and Echo/Sound in a poem.

Essential Question

What should happen when new evidence challenges what we first believed?

My Five Day Progress

I Can

• I can distinguish disagreement from evidence that challenges an idea.
• I can reconsider and revise an idea when evidence supports a stronger conclusion.
• I can build an Important Moment and show its Lasting Effect.
• I can use metaphor, repetition, rhyme, rhythm, imagery, and symbolism purposefully.

I Will

• I will gather, compare, and explain evidence before deciding to keep or revise an idea.
• I will let readers experience evidence arriving through setting, relationships, actions, thoughts, and dialogue.
• I will use precise language and sound choices to make a changed understanding memorable.
• I will teach a partner how evidence can change thinking.

My Week at a Glance

Where We Are Going

We move from gathering a first thought and evidence, to sorting keep, revise, or wait decisions, to discussing and drafting the Important Moment and Lasting Effect, to strengthening one craft move, and finally to explaining and teaching the evidence habit to someone else. Each day we practice the Evidence-to-Revision Path: first thought, evidence, Important Moment, and Lasting Effect, in both the narrative and the poem.

I'll Know I've Got It When...

Check Myself

How I Will Show What I Know

I can distinguish disagreement from evidence. I can identify the evidence that earns an Important Moment. I can show a Lasting Effect. I can use Artistic Language and Echo/Sound to make a changed understanding memorable. I explain the causal link between the evidence and the change, not just the change itself.

My GRADUATE Learning Path

Say It Together!

These are the exact TEKS this module teaches. Read the code, then say the job in your own words.

Call and Response

Read this together as a class before we start.

Before We Begin: What Do I Already Know?

['Say the standard in my own words.', 'Name my Writer Notebook and my poetry page.', 'Remember that disagreement is not the same as evidence.']

Remember It!

Ready Check

Where This Fits in My Writing

Both genres start with a first thought that meets evidence. A narrative shows the change through setting, relationships, actions, thoughts, and dialogue. A poem shows the same change through Artistic Language and Echo/Sound. My exact words from the poems give both products their evidence.

These pages show me what I already know before we begin. I answer on my own first, then we talk about it as a class.

Part 1: Disagreement or Evidence

Read each statement. Write EVIDENCE if it is a detail that supports or challenges an idea. Write DISAGREEMENT if it is only an opinion with no detail behind it.

Part 2: State My First Thought

A first thought is a belief, expectation, or plan. Write one first thought a fifth grader might have.

Part 3: Plan My Narrative with TRAILS I and L

I is Important Moment. L is Lasting Effect. A narrative shows a first thought meeting evidence.

Part 4: Plan My Stanza with LEAVES A and E

A is Artistic Language. E is Echo/Sound. Three rhyming stanzas carry my transformation.

Part 5: Name My Evidence

Copy one exact phrase from a poem that could support or challenge a first thought.

Part 6: Keep, Revise, or Wait

Decide whether the evidence means keep the first thought, revise it, or wait for more information. Explain why.

Part 6: Explain the Connection

Explain one connection between the two poems. Use one exact phrase from each poem as evidence.

STOP & THINK

What should happen when new evidence challenges what we first believed?

Look at My Starting Point

Read my answers on these pages. Circle one answer that already shows strong thinking, and tell why.

These are everyday words we will use all week. I say each word, then I use it in a sentence.

Words I Need: Tier 2, academic words

These are the thinking words for this module. I say each word, then I use it with a partner.

Words I Need: Tier 3, passage words

These are the words from One Voice Can Start a Wave and Try, Learn, Change. I say each word, then I use it in a sentence.

First Thought, Evidence, Important Moment, Lasting Effect

I begin with a first thought. I make the evidence visible. I slow down at the Important Moment. Then I show the Lasting Effect through what changes afterward.

Evidence-to-Revision Path

TRAILS Narrative Chart

This module's required focus is TRAILS I Important Moment and L Lasting Effect.

LEAVES Poetry Chart

This module's required focus is LEAVES A Artistic Language and E Echo/Sound.

The Core Habit

Begin with the first thought. Make the evidence visible through a detail, image, action, thought, or line of dialogue. Slow down at the Important Moment. Then show the Lasting Effect through what changes afterward.

How I Say the Standard!

The Five Thinking Levels

This module works mostly at Connect, Analyze, and Synthesize.

Thinking Prompts

Check My Writing

Watch Out! Two Common Mix-Ups

My Strategy Plan

Name my genre, my first thought, and the evidence that will earn my Important Moment.

Dot, Discover, Drop

DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.

TRACKS Legend

TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.

Connect It to Our World

A citizen's voice can take a form that is not loud, such as a vote, a letter, or service. But speaking should not end the task. A thoughtful citizen also asks what facts support a statement and what other viewpoints should be weighed. I can see that same habit when I decide whether to keep, revise, or wait on my own first thought.

Background I Need

One Voice Can Start a Wave moves from colonial taxation and limited representation to petitions, the Declaration, natural rights, the Bill of Rights, and civic participation, and it asks readers to notice a contradiction between stated principles and lived reality. Try, Learn, Change develops evidence-based response through the turtle and the orca, Wampanoag knowledge at Plymouth, Kendrix's garden, and Edison's experiments. TRAILS I is Important Moment and L is Lasting Effect. LEAVES A is Artistic Language and E is Echo/Sound.

One Voice Can Start a Wave

Try, Learn, Change

Annotate: One Voice Can Start a Wave

Look for the moment when a first thought meets evidence. Mark the exact words that show a viewpoint, a contradiction, or informed civic participation.

Star the Important Moment, box the Lasting Effect, underline Artistic Language, and circle Echo/Sound. If I cannot say why I marked it, I should not mark it.

Annotate: Try, Learn, Change

Look for the steps the speaker gives: observe, guess, test, and change. Mark the exact words that show the Important Moment and the Lasting Effect.

STOP & THINK

Which detail supports or challenges the speaker's or character's first thought?

My Prompt Marking Notes

The writing task tells me a genre and a job. I name the genre first, then I find the exact words that tell me what to do.

Our Question for Today

What should happen when new evidence challenges what we first believed?

1. Gather: What Do I Already Know?

I read both poems at high stamina and notice a first thought and a detail that could challenge it.

• In the civic poem, I notice disagreement, consent of the governed, and contradictions between stated rights and lived reality.
• In the problem-solving poem, I identify Kendrix's Important Moment and Lasting Effect.
• Changing my mind because better evidence gives me a stronger conclusion is different from changing for no reason.

2. Reveal: The Evidence-to-Revision Path

3. Modeled Annotation

Passage 14, stanzas 7 and 8: Kendrix thought her plants were dry, and more water seemed the reason why. But muddy soil and yellow leaves did not support what she believed. She had to let her first thought go, observe the roots and watch them grow.

4. Connect the Thinking

The same evidence habit feeds both products. I use exact poem evidence in each one.

5. Notice and Name the Evidence

Read the two poems with me. Notice one exact detail, then name whether it supports or challenges a first thought.

6. Watch Me!

A wrong first answer isn't strange; new information helps us change. Observe, then question, test, arrange, we try, we learn, and then we change.

STOP & THINK

Why is changing your mind because of evidence different from changing your mind for no reason?

7. Check for Understanding

Require a visible evidence-to-decision trace and an oral explanation. Changing your mind because better evidence gives you a stronger conclusion is different from changing for no reason.

Our Question for Today

How do I decide to keep, revise, or wait on a claim?

1. Read the Claim

The claim is that Kendrix's plants need more water.

2. Sort the Evidence

Look at the Keep It or Revise It cards. Read each evidence card and decide KEEP CLAIM, REVISE CLAIM, or NOT ENOUGH EVIDENCE. Then check the Self-Check key on the back of the cards.

3. My Turn: Plan Both Products

• Step 1: Name a first thought, belief, expectation, or plan.
• Step 2: Name the evidence that will challenge it.
• Step 3: Plan the Important Moment and Lasting Effect with TRAILS I and L.
• Step 4: Plan Artistic Language and Echo/Sound with LEAVES A and E. Do not simply cut the narrative into shorter lines.

4. My Attempt

5. TRACKS Practice

Mark one Time, Reactions, Actions, Character, Concept, Creature, Key Knowledge, or Scenery / Setting detail in each poem. Keep the color rules fixed. Decide whether a detail supports the first thought or challenges it.

Our Question for Today

How do both poems value listening to evidence?

1. Discuss with a Partner

Compare the two poems. Passage 13 shows voices growing through questions, conversations, and informed participation. Passage 14 shows observation, learning, testing, and changed answers.

2. Use: Write My Narrative

Write a 3-4 paragraph fictional narrative in which a belief, expectation, or plan meets evidence that challenges it. Show the Important Moment and the Lasting Effect. Do not simply write, Then I changed my mind.

3. Use: Write My Stanzas

Write three four-line rhyming stanzas with metaphor, purposeful repetition, rhyme, emotion, and transformation from first thought to new understanding.

Partner Check

Our Question for Today

What successful framework move can I award in my own writing?

1. Award the Best Parts

Reread your draft and identify one successful framework move: precise evidence, a setting that makes the situation real, a line of dialogue that reveals a viewpoint, an Important Moment that slows down, or a Lasting Effect that changes action.

2. Target My Next Step

Choose the most useful next move: stronger evidence in the narrative, or stronger metaphor, repetition, rhyme, or emotional transformation in the poem. Your target should identify the most useful next move, not the easiest correction.

Our Question for Today

How did a specific piece of evidence cause or support my changed conclusion?

1. Explain the Change

• First I state my first thought.
• Then I name the exact evidence that challenged it.
• Next I show the Important Moment when I recognized the evidence.
• Last I show the Lasting Effect, what remains afterward.

2. Connect the Two Poems

Use exact words from both poems. Name what each set of words shows.

3. Educate Someone Else

Teach one person outside this class one concept: claim, evidence, revision, contradiction, Important Moment, Lasting Effect, metaphor, or repetition. If your partner can repeat your definition but cannot use the idea, you have explained but not yet taught.

4. Speak: Share and Listen

Read your narrative and your stanzas to a partner. Your partner identifies your Important Moment, your Lasting Effect, and one Artistic Language or Echo/Sound choice.

5. My Writing Check

Read each line. Check it when I can show it in my own writing.

6. Show My Score

STOP & THINK

What should happen when new evidence challenges what we first believed?

What I Learned This Week

My Writing Assignment

Write a 3-4 paragraph fictional narrative in which a belief, expectation, or plan meets evidence that challenges it. Develop the Important Moment and Lasting Effect using TRAILS I and L. Then write three rhyming four-line stanzas using LEAVES A and E. Show setting, relationship, actions, thoughts, and dialogue so the reader experiences the evidence arriving, not just the announcement of a change.

My Plan

• Name my first thought, belief, expectation, or plan.
• Plan the evidence that will arrive through action, thought, dialogue, or a concrete image.
• Draft the Important Moment and Lasting Effect with TRAILS I and L.
• Use LEAVES A and E for my three stanzas.
• Do not simply cut my narrative into shorter lines.

The Writing Checklist

My narrative needs a first thought, evidence, an Important Moment, and a Lasting Effect. My three stanzas need rhyme, metaphor, repetition, and emotion. My evidence must be copied exactly from the poems. Keep the writing colors separate from TRACKS, which mark evidence categories in reading.

My Draft

Use my plan. Write my narrative first, then my three stanzas.

Revise, Edit, and Share

Revise

Edit

Share

Choose one: read my narrative and stanzas to a partner, share in author chair, join a gallery walk, or add my stanza to a class poem.

Before I Turn It In

Read each line. Check it when I can show it in my work.

Study the Samples

Read the three responses about the poem. Notice what improves from Low to Medium to High.

My Progress Tracker

Something I Did Well

My Next Step

Essential Question Answered

What should happen when new evidence challenges what we first believed?

What Changed in My Thinking?

Try It Another Way

Choose one thing that happened today. Name your first thought, the evidence, and whether you decided to keep, revise, or wait.

Take It Further! Add More Craft

Grow both products with deeper evidence and craft: add a second piece of evidence that complicates the Important Moment, and add one more stanza using symbolism to extend the Lasting Effect.

• Narrative: add a second piece of evidence that complicates the Important Moment.
• Narrative: use a physical object or setting detail as symbolism for the change.
• Poem: add one more rhyming stanza that shows what happens after the Lasting Effect.
• Poem: choose one more Echo/Sound choice that reinforces the transformation.
• Read your narrative and stanzas to a partner.
• Ask your partner to name one strong choice and one choice to revise.
• Revise that one choice, then read it aloud again.
• Compare your narrative's evidence to your poem's Echo/Sound choice and explain how they work together.

My Evidence Challenge

Draw or list your deeper evidence and craft plan in the box. Label each choice and what it adds.

At-Home Connection

Choose one card to talk about with someone at home. End with a conversation, not a worksheet.

My Family Conversation Notes

What did I teach? What did my family member remember?

Track My Progress

Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.

Why This Helps Me

This chart shows how my scores change over the whole module, not just on one day.

Add a new row every time I get feedback, a score, or a grade on my work.

My Module 3 Snapshot

I can keep this page with my other work. It shows how my thinking grew.

My Strong Roots

I am a writer who changes my thinking when evidence earns it.

How to Use My Workbook

This book holds my reading, thinking, writing, and reflection for this module.

Why This Matters to Me

A loud claim is not automatically a reliable one. In this module I read two poems and weigh source reliability, viewpoints, and consequences. Then I use exact evidence to create a complete TRAILS narrative and a connected full LEAVES poem that show responsible change.

Essential Question

What responsibilities come with using our voices and making decisions that affect others?

My Five Day Progress

I Can

• I can evaluate a source by checking the evidence and another viewpoint.
• I can explain how a decision may help one group while affecting another group differently.
• I can write a complete TRAILS narrative with an Important Moment and a Lasting Effect.
• I can create a full LEAVES poem whose lines, language, voice, sound, and significance work together.

I Will

• I will gather, compare, decide, act, check, and revise when new evidence appears.
• I will show responsible change through actions, thoughts, dialogue, relationships, and setting.
• I will use exact details from both poems to weigh sources, viewpoints, and consequences.
• I will write a complete TRAILS narrative and a connected full LEAVES poem, and explain my craft choices.

My Week at a Glance

Where We Are Going

We move from reading both poems and checking sources, to playing Source Check Showdown, to planning a complete narrative and poem from one exact detail, to revising one craft choice, and finally to teaching the source-check habit. Each day we practice the Source-Check Path: source detail, viewpoint, consequence, and decision, in both the narrative and the poem.

I'll Know I've Got It When...

Check Myself

How I Will Show What I Know

I can evaluate a source, name a viewpoint, and ask who is affected. I can show a consequence and use it in a complete TRAILS narrative and a full LEAVES poem. I explain how exact evidence earns the change, not just that a change happened.

My GRADUATE Learning Path

Say It Together!

These are the exact TEKS this module teaches. Read the code, then say the job in your own words.

Call and Response

Read this together as a class before we start.

Before We Begin: What Do I Already Know?

['Say the standard in my own words.', 'Name my Writer Notebook and my poetry page.', 'Remember that a loud claim is not the same as a reliable source.']

Remember It!

Ready Check

Where This Fits in My Writing

The source-check habit becomes my narrative when a character's first plan meets evidence and must change, and it becomes my poem when a line, image, or sound carries that change.

These pages show me what I already know before we begin. I answer on my own first, then we talk about it as a class.

Part 1: Source or Loud Claim

Read each statement. Write SOURCE if it can be checked. Write CLAIM if it is only a loud opinion with nothing behind it.

Number the steps in order from 1 to 4.

Why the Order Matters

For each decision, name who gained, who was affected differently, and one thing that happened next.

Underline the exact words in each line that could earn a change.

• "The evidence refused to fit the answer she had chosen first."
• "Abigail Adams raised her voice: Remember women in your choice."
• "But louder doesn’t equal right; strong claims require more than might."

Write a complete TRAILS narrative and a full LEAVES poem showing how an informed voice uses evidence, listening, and reasoning to create responsible change.

• First I check the source and name the exact evidence.
• Then I name a viewpoint and ask who is affected.
• Next I explain what happened next, the consequence.
• Last I plan and draft the TRAILS narrative and the LEAVES poem.

I mark where my thinking is today, then I name one goal for the week.

These are everyday words we will use all week. I say each word, then I use it in a sentence.

Words I Need: Tier 2, academic words

These are the thinking words for this module. I say each word, then I use it with a partner.

Words I Need: Tier 3, passage words

These are the words from One Voice Can Start a Wave and Try, Learn, Change. I say each word, then I use it in a sentence.

Source, Viewpoint, Consequence, Decision

I begin with a claim. I check where it came from. I name who is affected. I ask what happens next. Then I decide to keep, repair, or revise.

Source-Check Path

TRAILS: My Narrative

LEAVES: My Poem

• I check the source before I trust the claim.
• I name a viewpoint and ask who is affected.
• I explain what happened next.
• I revise when stronger evidence appears.

Watch Out For

Level 1 finds the detail. Level 2 names the viewpoint. Level 3 explains the consequence. Level 4 chooses a responsible response. Level 5 explains why it matters beyond the moment.

The source I will use, the viewpoint I will name, and the craft choice I will try.

Dot, Discover, Drop

DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.

TRACKS Legend

TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.

Connect It to Our World

A voice can be a vote, a letter, or service, but speaking should not end the task. A thoughtful citizen asks what facts support a statement, which viewpoints are missing, and who is affected.

Background I Need

One Voice Can Start a Wave moves from colonial taxation to petitions, the Declaration, the Bill of Rights, and civic participation. Try, Learn, Change develops evidence-based response through the turtle, the orca, Wampanoag knowledge at Plymouth, Kendrix's garden, and Edison's workshop.

One Voice Can Start a Wave