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The guidance links specific passages to page numbers for both A and H editions, specifying where to place labels such as “I-crisis” and “I—sympathetic vs. unsympathetic.” It also provides example excerpt locations and highlights key words (e.g., territory, persistence, sympathetic, crisis) to support classroom discussion and consistent student annotation.","| POPPY LABEL INSERT DIRECTIONS FOR THE INSTRUCTOR’S BOOK |  |  |  |\n| --- | --- | --- | --- |\n| Item | Page \\#\u003Cbr>(A) | Page \\#\u003Cbr>(H) | Location |\n| Color Key | 1 | 1 | Top of page |\n| Day 3 | 1 | 1 | Top of page |\n| Day 4 | 3 | 3 | Near,“On Bannock Hill, the golden mouse turned to his timid companion…” |\n| Day 5 | 9 | 9 | Top of page |\n| Day 6 | 11 | 11 | Near,“Mr. Ocax protects us from creatures that eat us…” |\n| Day 7 | 16 | 16 | Top of page |\n| Day 8 | 18 | 18 | Near,“Panting hard, but protected by the crevice, Poppy squirmed about and sniffed for hints of danger.” |\n| Day 9 | 22 | 22 | Near,“Poppy lay in the hole beneath the bush, hurting from ears to tail.” |\n| I—crisis | 23 | 24 | Near,“A red flag was her father’s signal that the entire clan needed to gather for an emergency meeting.” |\n| Day 10 | 30 | 30 | Near,“Now, can you please tell me what’s going on?” |\n| I-sympathetic vs.\u003Cbr>unsympathetic | 32 | 32 | Near,“Certain they would not be sympathetic, she decided to skip some parts of her story.” |\n| Day 12 | 36 | 36 | Top of page |\n| Day 15 | 48 | 48 | Top of page |\n| Day 16 | 57 | 57 | Top of page |\n| I—guilty\u003Cbr>conscience | 58 | 58 | Near,“Look at all the trouble she’d caused.” |\n| Day 17 | 61 | 62 | Near,“Oh, she thought, if only Ragweed were here.” |\n\n\n| POPPY LABEL INSERT DIRECTIONS FOR THE INSTRUCTOR’S BOOK (CONT.) |  |  |  |\n| --- | --- | --- | --- |\n| Day 18 | 69 | 69 | Near,“Poppy lay on the floor of her Log Cabin Syrup room and studied a map of the area.” |\n| Day 19 | 76 | 76 | Near,“Scampering from bush to bush, Poppy soon reached the banks of Glitter Creek.” |\n| Day 21 | 83 | 83 | Top of page |\n| Day 22 | 88 | 89 | Near,“Mr Ocax came to rest on the gray, lifeless tree—a snag—that was his nest.” |\n| Day 24 | 100 | 100 | Top of page |\n| Day 25 | 107 | 107 | Top of page |\n| Day 26 | 116 | 117 | Top of page |\n| Day 28 | 123 | 124 | Top of page |\n| Day 30 | 136 | 138 | Top of page |\n\n\n| POPPY HIGHLIGHTING DIRECTIONS FOR THE INSTRUCTOR’S BOOK |  |  |  |\n| --- | --- | --- | --- |\n| Color | Page \\#\u003Cbr>(A) | Page \\#\u003Cbr>(H) | Location |\n| Pink | 1 | 1 | Moonlight—even faint moonlight—was as good as daylight for him. |\n| Yellow | 2 | 2 | Just the glimmer of food was enough to cause his owl’s heart to pound, his curved black beak to clack, his feathered horns to stand up tall. |\n| Orange | 2 | 2 | satisfaction |\n| Orange | 3 | 3 | consequences |\n| Yellow | 3 | 3 | “Catching these two mice,” he mused,“is going to be fun.” |\n| Pink | 5 | 5 | Nevertheless, Mr. Ocax decided to hold back another moment to see if the deer mouse might budge. |\n| Yellow | 6 | 6 | “Poppy,” he said,“you may be my best girl, but admit it, you don’t know how to live like I do.” |\n| Orange | 6 | 8 | satisfied |\n| Yellow | 8 | 8 | Then Mr. Ocax did that rare thing for an owl: He smiled. |\n| Pink | 10 | 10 | Oh, how she wished she were home. |\n| Pink | 10 | 10 | “Mr. Ocax has been about for ages,” her father, Lungwort, lectured in his sternest voice. |\n| Orange | 10 | 10 | territory |\n| Orange | 10 | 10 | king |\n| Pink | 10 | 10 | The territory around Dimwood belongs to him. Mr. Ocax is king. |\n| Yellow | 10 | 10 | Sweet Cicely was a small creature even for a deer mouse, with soft, pale eyes and a nervous habit offlicking her ears with her paws as if they were dusty. |\n| Orange | 11 | 11 | admired |\n\n\n| POPPY HIGHLIGHTING DIRECTIONS FOR THE INSTRUCTOR’S BOOK (CONT.) |  |  |  |\n| --- | --- | --- | --- |\n| Orange | 11 | 11 | persistence |\n| Orange | 11 | 11 | protects, protects |\n| Yellow | 11 | 11 | Poppy admired Ragweed’s persistence. |\n| Pink | 11 | 11 | The young mice gasped in dread. |\n| Yellow | 11 | 12 | All except Ragweed. |\n| Yellow | 12 | 12 | In private conversations with me—mind, these actual personal experiences I can verify—he informed me that porcupines are not only extremely dangerous but also devilishly sly. |\n| Yellow | 13 | 13 | Asking permission is a small sacrifice to pay for our safety. |\n| Yellow | 13 | 14 | Kill without merc","cbCaim5MpzWFhYZt","https://ap.wps.com/l/cbCaim5MpzWFhYZt","pdf",86798,10,"English","en",105,"# Poppy Label Insert Directions for the Instructor’s Book\n## Color key and label locations by day\n# Poppy Highlighting Directions for the Instructor’s Book\n## Color highlights and key-word placement by page","[{\"question\":\"What do the “Label Insert Directions” provide for the instructor’s book?\",\"answer\":\"They map specific labels (such as “I-crisis” and “I—sympathetic vs. unsympathetic”) to exact page locations for editions A and H, including where to insert them and which quoted text surrounds them.\"},{\"question\":\"How are highlighting directions organized in the instructor’s guide?\",\"answer\":\"They use a color key to assign highlight colors to particular pages, then provide example sentences or highlighted keywords tied to those pages for consistent classroom marking.\"},{\"question\":\"What does the “Color Key” indicate in this guide?\",\"answer\":\"It shows which colors correspond to which types of highlighted content and where those highlights should appear on the relevant pages, with separate page references for (A) and (H).\"}]","Poppy - 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