Students are asked to match vocabulary words to their definitions and to the passages in which they appear using the Vocabulary activity pages that include quotations from Lord of the Flies. The Parent Plan explicitly states that students are provided with vocabulary words, definitions, images, and passages so that contextual and image prompts help students independently decipher which words and definitions match. The activity includes specific sentence-level quotations (with page references) that students must use to select the correct word.

Students are taught that some words can function in different ways depending on usage, with the explicit example that "before" can be a subordinating conjunction, a preposition, or an adverb. The materials state that the key to identifying a subordinating conjunction is to see if it is followed by a subject-and-verb pair, which directs students to use a word's position and function in a sentence as a clue. Students complete an "Independent and Dependent Clauses" activity in which they identify dependent and independent clauses and write sentences using coordinating and subordinating conjunctions, practicing recognition of word function in context.

The Parent Plan Skills statement explicitly says students will "determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings," which directly relates to using context to infer meaning. In Activity 1 students cite quotations, mark positive/negative connotation, and explain how word choice functions as imagery, requiring analysis of how words convey meaning in context. Activity 2 asks students to identify noun, adjective, and adverb clauses and to write sentences using those clauses, which teaches students about a word or phrase's function and position in a sentence.

Students are asked to "learn the meanings of the words and practice recognizing them in context" and to "match the meaning to the words based on the context" (Vocabulary Activity, Option 1). Option 1 provides sentences from Lord of the Flies with bolded vocabulary and a definition bank for students to match based on sentence context. Option 2 asks students to fill blanks in sentences using a word bank, noting that "the sentences will give you the context you need to fill in the blanks."

Students complete a unit test vocabulary section in which they match words (e.g., furtive, susurration, discursive) with definitions, and they identify prepositional phrases and label them as adjective or adverb phrases in given sentences. Students also bracket and label clauses as independent or dependent, and they are asked to locate and note passages from the novel to support essay prompts (finding passages and paraphrasing questions about meaning and effect).

Students are asked to interpret dialogue when Question #1 cites George's line referring to the past as "the dark ages," prompting students to infer what happened to create Harrison's society. The Things to Know and Wrapping Up sections provide explicit definitions of terms like "medium" and "voice-over," and students are told to "Review what medium and voice-over are." Activities require students to compare wording and scenes between the printed story and the film, which asks them to use surrounding material to explain differences in meaning and emphasis.

The Jabberwocky activity explicitly asks students to use surrounding grammatical context and substitution (replace a nonsense word with a plausible word) to determine a nonsense word's part of speech and likely meaning (e.g., using 'was' as a linking verb to infer that 'brillig' is a noun or adjective). The lesson tells students to "look at how a word is used in a sentence to determine if it is an adjective" and gives the example of 'embarrassed' functioning as either a verb or an adjective depending on usage. Multiple student tasks require labeling parts of speech in sentences and short passages and note that words like 'after,' 'once,' and 'that' can function differently depending on sentence position and use, prompting attention to position/function as a clue.

Students are given multiple sentence-level exercises (Commonly Confused Words sets and Subject-Verb Agreement pages) that require them to choose the correct word form based on how the word functions in the sentence. The lesson explicitly tells students to "look at the prepositional phrase that follows the word to determine whether the word the pronoun refers to is singular or plural," directing them to use a word's position and surrounding phrase as a clue. Activities and Option 2 (creating a quiz with correct/incorrect sentence pairs) require students to decide which sentence version is correct using sentence context.

Students are instructed to draw an arrow from a pronoun to its antecedent to determine reference and agreement, and activities ask them to identify and correct unclear or vague pronoun references. The homework and explanations teach students to use a pronoun's function or position (subject vs. object) to choose the correct case (e.g., cover the other noun to test whether "I" or "me" fits). The lesson also tells students to replace vague pronouns with specific nouns or reword sentences to clarify meaning, and asks students to explain and correct examples that rely on sentence-level context.

Students read explicit explanations distinguishing commonly confused word pairs (all together/altogether, allusion/illusion, altar/alter) and record examples and notes. Students complete the "Commonly Confused Words, Set III" activity where they must circle the correct word in context for ten sentences. The lesson provides contextual tips (e.g., "All together now" versus "altogether" as an adverb; allusion as a literary reference) and an answer key so students can check choices against sentence meaning.

Students identify and correct commonly confused words in a passage (Part I) by crossing out incorrect words and writing the correct forms above them, requiring them to use the sentence and paragraph context to choose the right word. Homework and the Grammar Quiz present multiple-choice and fill-in items (e.g., among/between, bad/badly, bear/bare) that ask students to select the correct word based on how it functions in the sentence. The lesson includes explicit explanatory notes for bad/badly and bear/bare that describe word function (adverb vs. adjective; different senses of bear vs. bare), and directions encourage reading passages aloud and reviewing rules on index cards to help determine correct usage from context.

Students read explanations and tips for commonly confused word pairs (breath/breathe, can/may, capital/capitol, coarse/course) and record notes and examples on an activity page. They complete a worksheet that requires circling the correct word in context for ten sentences, using sentence meaning and word form to choose between alternatives. Guidance explicitly points out part-of-speech cues (e.g., coarse is an adjective) and permissions vs. ability for can/may, which students apply to the sentences.

Students complete sentence-level exercises in "Commonly Confused Words, Set VI" and "Set VII" where they must read each sentence and circle the correctly used word (e.g., carat/karat/caret; insure/ensure; discreet/discrete). The lesson includes brief explanatory notes that connect word meaning and function (e.g., "cite" = verb related to "citation," and "council" is a noun while "counsel" can be verb or noun), which students can use when choosing the correct word in context. Students also are instructed to record notes and examples for each word group and to review rules when they miss questions, reinforcing sentence-level meaning decisions.

Students answer multiple items in Part II (questions 6–12) that require choosing the correct word form (desert/dessert, capital/capitol, beside/besides, council/counsel, ensure/insure, complement/compliment) based on sentence meaning. Part I items (identifying adverbs and correct pronoun forms) and Part III question 15 (when to put a comma between two adjectives) require students to use a word's position or grammatical function to determine correctness. Mini-project Option 2 asks students to create a paragraph quiz using commonly confused words, which asks them to place words correctly in context and explain missed items to a quiz-taker.

Students read poems (e.g., "Richard Cory" and an Emily Dickinson poem) and are instructed to mark words or phrases in the text, underline words with specific connotations, and choose three words to explore further. For each selected word students write the denotation (using a dictionary if needed) and the connotations, list similar words, and explain why the original word is more effective. The text models using surrounding language to infer meaning (e.g., analyzing line 3 of "Richard Cory" — "sole to crown," "imperially slim," "richer than a king" — to show how word choice implies royalty). Homework asks students to mark words they don't understand and answer questions about why chosen words are effective within the poem's context.

The Parent Plan explicitly states students will "Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings," and activities require students to identify similes/metaphors, personification, symbolism, and explain their meanings in specific stanza and line numbers (Figurative Language I student page). Activity 2 asks students to identify irony, paradox, understatement, and overstatement in poems and to provide the phrase or line that illustrates each device and explain how the poem uses it, which requires interpreting words/phrases in context.

Students are asked to record words or phrases that convey tone and to note words or phrases that show the poet's attitude (Activity 2 chart), which requires attention to how words function in context. The Parent Plan explicitly lists determining the meaning of words and phrases, including figurative and connotative meanings and analyzing the impact of specific word choices on meaning and tone. The lesson includes an optional prompt analyzing the phrase "sexual seeds," noting denotation and alliteration, and it tells students to look up unfamiliar words if needed.

Students are instructed to re-read poems, identify the speaker, summarize in their own words, and answer questions about images, tone, symbols, and theme, which requires using surrounding text to interpret meaning. The Allusion activity asks students to explain how references help their understanding and to research Appalachian traditions to clarify references. The steps for literal meaning explicitly direct students to 'look up any unfamiliar words' and to record unfamiliar words on the activity pages.

The Parent Plan lists a skill to "demonstrate understanding of figurative language, word relationships, and nuances in word meanings," which directs attention to word meaning and nuance. The instructions tell students to "listen for some things you have learned thus far like metaphors and allusions or literal versus figurative language," encouraging students to notice how words function in context. The wrapping-up question asks whether listening or reading gives further insight into poems, prompting students to consider how language and context affect meaning.

The Parent Plan skills state that students will "determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings," and activities ask students to annotate words they don't understand, circle or underline important words, and "comment on a word or phrase that conveys a strong image or feeling." The Poetry Puzzle asks students to mark words by sense and then read the full poem to see which words they marked, which requires using surrounding text to make sense of listed words. The Poetry Map and annotation activities direct students to analyze word choice, imagery, and connotation as they read.

Students are asked in Option 1 to compare words and definitions as shown in the book with dictionary entries and to explain how the book's method of defining words aids understanding using one word as an example. In Option 2 students must write a vocabulary poem that includes three 'As in:' sentences using people and events from their own lives, requiring them to create and use contextual clues to define a word. The homework Option 1 asks students to trace how the word 'crossover' changes meaning across specific poems/pages, prompting students to use sentence-, stanza-, and text-level context to determine meaning. The parent-plan skills explicitly state students will 'determine the meaning of words and phrases as they are used in the text,' including figurative and connotative meanings.

The Skills section tells students to "Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings," which directs students to work with word meanings. The Poetry Map student page includes a "Word Choice" box and asks students to paraphrase and summarize poems and to annotate while reading aloud, prompting students to examine words in context. Activity 4 asks students to research unfamiliar references and the Hu Xudong example models linking cultural references to meaning, showing students connect textual references to broader meaning.

Students are asked to consider why the poet chose certain words and are given the Housman example where the verb "chaired" is interpreted from surrounding imagery. Students are directed to determine the speaker and the poem's tone and to consider how to communicate tone through voice and delivery, which requires attending to sentence- and stanza-level meaning. The lesson explains enjambment and shows how a sentence can continue across line breaks, prompting students to use a word's position/function (line break vs. sentence boundary) when reading aloud.

Students are asked to use details from poems to infer setting and time (e.g., "Can you figure out what time of year it might be? (Hint: Look at line 33.)" and "Be sure to use the poem for details."). Students analyze word choice and meanings in the poetry explication choice, including literal meaning, notable word choice, figurative and connotative meanings, and levels of meaning. The unit assessment asks students to define denotation and connotation and includes annotation as a reading strategy, which requires attending to surrounding text.

Students are asked to paraphrase sentences from Malala's diary and to analyze sample paraphrases, which requires them to determine word meanings in context (e.g., paraphrasing "The Taliban's order forbidding girls from going to school made Malala fearful as she went to class"). The lesson explicitly tells students to "re-read the surrounding material so you understand the context of the information" and gives an example of using the prior sentence to clarify an ambiguous meaning. The Parent Plan skills also state that students will "interpret words and phrases as they are used in a text," linking classroom activities to contextual interpretation.

Students read and analyze portions of Martin Luther King Jr.'s "Letter from Birmingham Jail" and answer comprehension questions that require interpreting phrases (e.g., Question #1 asks what King means by a "strangely irrational notion" and a "tragic misconception of time"). In the "People of the Past" activity, students identify historical figures referenced in King's excerpts, using contextual clues in the excerpts to determine who is being described. Students also underline portions of King's text and explain their agreement or disagreement, which requires them to use sentence- and paragraph-level context to make meaning judgments.

Students are asked to "use the words to fill in the blanks in sentences from the book," which requires them to use sentence-level context to select vocabulary. The activity directs students to write tentative definitions, attempt sentence completions, and then "look up each word in the dictionary and record its definition in your own words," showing they must first rely on textual clues before consulting a reference. The text also points out that some unfamiliar terms are defined in-line and that foreign words are italicized, so students encounter meanings presented in context while reading.

The lesson asks students to infer the identity of "white tablets" (Day 2, Question #1) and the answer key explicitly directs students to use context to determine they are stimulants and addictive. Multiple comprehension questions (e.g., why the lieutenant shows bodies, why commanders repeat certain lines) require students to draw meaning and motivation from surrounding sentences and events. Activity 2 asks students to compare what the book implies with what the video states, which prompts using textual context to clarify meaning or inference.

Students are asked to explain why Beah says he "needed" guns and drugs rather than "wanted" them, which requires them to infer nuance from the sentence and surrounding context. A question asks students to interpret the phrase "I found their somber eyes irritating," prompting students to determine meaning from how the phrase functions in the passage. The Wiesel's Words activity requires students to choose a quotation and explain how it relates to Beah's memoir using specific examples or quotations from the text, which asks students to draw meaning from textual context. The lesson also defines the term "non-combatants" in context, giving a clear textual definition to students.

Students are asked to identify the "open metal box" the author encounters and to explain why he does not know what it is (Question #4), which requires using surrounding text to infer that the object is an elevator. The summarizing activity asks students to read chapters fully and annotate or note key points, encouraging attention to sentence- and paragraph-level meaning when interpreting the text. Several comprehension questions (e.g., why the author is worried about living with a family) require students to use sentence- and paragraph-level information to infer character feelings and motivations.

Students are asked to paraphrase passages from Wordsworth (Part V), which requires them to read a quoted sentence and restate its meaning in their own words. In the poem-analysis and short-answer items, students identify and interpret figurative language (personification, metaphor, imagery), using surrounding lines to explain meaning. The grammar/editing exercises require students to choose correct words (affect/effect, sites/sites) and correct usage in context when revising the paragraph.

The Parent Plan Skills section explicitly states students will "determine the meaning of words and phrases as they are used in the text," which names the target strategy. The lesson text uses the term "eugenics" and immediately explains it in the introductory paragraphs and the "Things to Know" box, providing contextual explanation of that word. The vocabulary activity presents nine vocabulary words with numbered definitions for students to match, showing direct vocabulary-focused practice.

Students are asked to match terms (soft science fiction, hard science fiction, anachronism, romanticization) to sentences that exemplify them, requiring them to use the meaning of each sentence as a clue to which term fits. In the Science Fiction or Fantasy? section, students label short example statements as science fiction or fantasy based on the content of each sentence. The Defeating the Giant activity asks students to interpret game descriptions to understand why Ender changes his approach, which involves reading sentence-level meaning to explain actions.

Students are asked directly to interpret Graff's phrase "damaged merchandise" at the start of Chapter 14, requiring them to infer that it refers to Ender's mental and emotional fitness from surrounding text. In the comic-adaptation activity, students compare quoted passages and decide whether Marvel's pictures communicate the message of omitted words, which requires using sentence- and paragraph-level context and images as clues to meaning. The review of onomatopoeia and close reading of passages with altered or omitted dialogue gives students additional instances where meaning must be derived from surrounding text or visuals.

Students complete a unit test vocabulary section where they must circle the correct answer (puerile, ascetic, dirigible) that best fits each sentence, requiring them to use sentence-level context to determine word meaning. Students are asked to use the word "invective" in a sentence and to fill in a definitional blank for "polyglot," which requires them to apply word meanings in context. The acrostic puzzle asks students to supply vocabulary answers from clues, prompting them to infer words from definitional or contextual prompts.

Students complete a fill-in-the-blank letter using a word bank (envelop/envelope, everyday/every day, faze/phase, fewer/less, foregone/forgo), which requires them to use surrounding sentence and paragraph meaning to select the correct word. Students read about each set of commonly confused words and record notes and examples on activity pages (including notes that point out a word's function, e.g., "everyday" as an adjective vs. "every day" as two words). The answer key and activity directions ask students to check their answers and review rules when mistakes occur, providing immediate feedback on context-based choices.

Students complete activities that require them to identify participles, gerunds, and infinitives and to mark the noun each participial phrase modifies, which uses a word's position and function as a clue. The lesson explicitly tells students to determine whether "to" begins an infinitive or a prepositional phrase by checking for a verb immediately after it, and it explains that adjectives (not adverbs) follow linking verbs when distinguishing "good" vs. "well." Students also choose correct commonly confused words in sentence-level exercises (escape-room and activity pages) and apply the words in a creative writing task.

Students complete the "Commonly Confused Words, Set XI" fill-in-the-blanks and word-sorting activities that require selecting between forms such as peak/peek/pique and past/passed based on sentence context. The lesson gives explicit guidance to use overall sentence meaning and a word's part of speech as clues (for example, distinguishing "past" for time vs. "passed" as a verb). Students are instructed to read explanatory tips, record examples, and check their answers against an answer key.

Students read and fill in a humorous passage using choices like real/really and principle/principal, requiring them to use sentence context to select the correct word. The activity description explicitly states the page is designed to teach correct usage of similar-sounding words through context and examples. The lesson provides explicit notes about word function (e.g., "principle" is always a noun; "principal" can function as an adjective) and explains verb transitivity for sit/set, which directs students to use a word's position or function to determine correct usage.

Students learn to choose "that" versus "which" by using the clause's role (restrictive vs. nonrestrictive) and punctuation, which teaches them to use a word's function and position in a sentence as a clue. The lesson explains differences between than/then and stationery/stationary and gives usage tips that show students how surrounding grammatical context signals correct meaning. A logic puzzle directs students to use than/then and supposed to correctly to make sense of clues, forcing them to interpret word function within sentence-level context.

The lesson instructs students to "figure out how [words are] used in the sentence to confirm the correct spelling" for confusing words like there/their/they're and to/too/two, and provides explicit examples of different parts of speech and positions (e.g., preposition vs. infinitive; adverb vs. number). Student activities require choosing the correct word in individual sentences (Hidden Plan Puzzle) and correcting words in a multi-sentence passage (Terrible Advice Column), forcing students to use sentence- and passage-level context and word function to decide which form fits. The parallelism activity pages also ask students to note how words and phrases function in sentence structures, reinforcing attention to position and function.

Students correct commonly confused words in Part III (item 10) of the unit test, which requires them to choose the appropriate form (e.g., to/too/two; there/their) based on sentence meaning. The Explanatory Guide mini-project (Choice 3) asks students to explain idiomatic expressions and "translate" common clichés so nonnative speakers can better understand their meaning in context. Several mini-project choices and the slideshow/poster requirements ask students to clearly define terms and provide examples, which requires applying word meanings within sample sentences or explanations.

Students are asked in Homework Question #5 to infer the meaning of the phrase "egalitarian ethos" based on the context of the sentence and then look up each word in the dictionary to check their guess. The Student Activity Page directs students to locate glossary entries and bold/italicized vocabulary words in Outliers, which encourages noticing in-text vocabulary features. The Parent Plan lists as a skill that students will "determine the meaning of words and phrases as they are used in a text," tying vocabulary work to reading practice.

Students are instructed on the "Chapter One Vocabulary" page to "read the words in context," look up synonyms in a thesaurus, and try inserting the synonym into the sentence to see if it still makes sense, which requires using sentence context as a clue. The vocabulary activity presents contextual quotes for words like "patronage," "beneficiary," and "persist," and asks students to choose synonyms based on those quotes. Activity 1 has students re-read specific introduction pages and last paragraphs to locate how "outlier" is defined in context and to interpret Gladwell's analogy, which engages paragraph-level contextual interpretation.

Students are instructed to read Chapter 6 and lightly underline unfamiliar words as they encounter them, then use those underlined words for Activity 1. The Chapter 6 Vocabulary page provides context sentences for six target words and directs students to guess each word's meaning based on that context before recording a dictionary definition. Directions and the parent notes explicitly tell students to check their inferred meanings in a dictionary and to listen to pronunciations via the provided dictionary link.

The Parent Plan explicitly lists determining or clarifying word meanings by using context clues and verifying preliminary meanings (e.g., checking inferred meaning in context or a dictionary). Activity 1 directs students to use a dictionary, write synonyms or antonyms, and 'use the words in context,' and it tells students to refer to Lesson 7 sentences when matching words to definitions. Activity 3 asks students to brainstorm situations and sketch examples that show when mitigated speech or euphemisms are appropriate, which asks students to think about word meaning in context.

Students are asked to read Sections 1–3 and answer comprehension questions that require interpreting language from the text, including QUESTION #2: "What does 'rice is life' mean?" which asks students to use surrounding details (what people ate, how wealth was measured) to explain the phrase. The lesson also includes vocabulary to review before reading (autonomous, efficacy, recompense, disparagement), which directs attention to word meaning in the context of the chapter.

The lesson explicitly defines the term "squaw," noting it is an antiquated term for a Native American woman, that it was more common in the 1800s, and that using it today would be offensive (Things to Know; Activity 1 note). Students read primary and secondary source texts that include that term and are alerted to its historical usage and connotation. The lesson also prompts students to consider how "language can have profound effects and influence the way we interpret sources," which draws attention to word choice and meaning in context.

Students read specific pages (Section 1: Forces and Circular Motion and Fictitious Forces) and answer direct questions asking for definitions (e.g., "What is equilibrium?" and the difference between centrifugal and centripetal force), requiring them to derive word meanings from the text. The Student Activity Page asks students to identify what methods the author uses to explain the term "centripetal force," referencing the lesson's list of methods (Example, Explanation, Highlighting, Synonym, Antonym, Analogy, Illustration). The Parent Plan skills explicitly include determining the meaning of domain-specific words and phrases as they are used in a scientific context.

Students are asked to identify and highlight subject-specific or possibly unfamiliar vocabulary in Activity 1 when annotating the hydroponics passage. Activity 4 explicitly has students compile glossary entries, translate jargon into plain-language definitions (the doctor example), and mark first uses of glossary terms in their how-to guide. The Guide Checklist requires a glossary and instructs students to assume readers have little or no knowledge and to include definitions for unfamiliar terms.

The Student Activity Page includes a Diction/Language section that asks students to identify figurative language, explain how language shows character differences, and to explain whether the playwright uses dialect. The lesson asks students to read the play/script and answer questions about subtext and stage directions, and to use the video and script to complete the Applying Aristotle's Six Elements activity. These tasks require students to attend to words and phrasing in dialogue and to explain how language evokes feelings or signals character.

Students encounter specific vocabulary in context, for example Nemiroff's introduction uses the word "presaged" in a sentence and immediately provides a parenthetical definition "(foretold)." The "Things to Know" section gives definitions for terms such as "tenements" and "presage," and the historical passage repeats the term "presaged" while explaining its meaning in the surrounding sentences. Students also read passages and watch a Civil Rights Act video where these terms appear in contextual historical explanations.

The Act I Vocabulary activity directs students to determine the meaning of bolded words based on context in provided excerpts and to consult a dictionary if the context is unclear. The Student Activity Page supplies seven short excerpts from the play containing target words in context and asks students to match those words to definitions. The Parent Plan explicitly lists "Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase" as a skill students will practice.

The vocabulary activity instructs students to "read the word in the context of the phrase or sentence in which it appears in the play," write a guessed definition, and then look up the word in a dictionary and revise their definition. The Parent Plan explicitly lists the target skill including "Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase." The student activity page provides multiple example lines from Act II (with words in sentence/phrase context) for students to analyze.

Students read Langston Hughes's poem "Harlem" and are asked to define the word "defer" and explain the concept of a "dream deferred," which requires using the poem's language to determine meaning. Students identify five similes in the poem and analyze the final line ("Or does it explode?"), using imagery and surrounding lines as clues to interpret the phrase. Students are also asked to relate the poem's comparisons to characters' experiences in the play, applying contextual interpretation across texts.

The student activity sheet explicitly instructs students: "If a word or phrase is unclear, use contextual clues or check a dictionary." Students are asked to identify the speaker, "understand their meaning, watching for hidden meanings," and to "summarize" the passage, which requires using overall sentence and paragraph meaning. The lesson notes that the margin notes "will help you interpret the meaning of challenging words and phrases," directing students to use surrounding text as a clue.

Students are asked to interpret Juliet's line "My only love sprung from my only hate!" (Question about its meaning), which requires using sentence/text context to determine the phrase's meaning. Students are asked to read Act I scenes and then summarize the most important events in their journals, which requires understanding word/phrase meaning in context to produce accurate summaries. The Parent Plan skills section explicitly states students will "acquire and use accurately general academic and domain-specific words" and "demonstrate independence in gathering vocabulary knowledge," indicating a vocabulary-focused expectation.

Students read Romeo's lines and are asked to circle oxymorons and underline paradoxes, then explain what those examples mean (Oxymoron and Paradox activity). In the Puns, Idioms, and Euphemisms activities students underline idioms in sentences and explain their meanings, fill in real meanings for euphemisms, and identify puns that rely on multiple meanings. The lesson directs students to read the full speech in context and discuss why Shakespeare uses many oxymorons and paradoxes, requiring them to use surrounding text as a clue to meaning.

Students are instructed to read bolded words in context from Romeo and Juliet and select meanings from a provided word box (Student Activity Page Parts I and II). The activity presents five excerpts with target words and a word box of possible meanings, and the answer key links each target word to a specific meaning (e.g., physic = medicine; gyves = leg chains). Part III has students produce synonyms with positive and negative connotations and use them in sentences, reinforcing meaning based on context and connotation.

Students are directed to search the play for specific time-related words (minute, hour, day, to-night, to-morrow, etc.) and record how often each is used, which requires noticing a word's position and frequency in context. Students analyze Friar Lawrence's monologue (Scene 1, line 90), Capulet's repetition of "tomorrow" (Scene 2), and the Nurse's lines (Scene 5) to explain how those time references and their placement create tension. The activity asks students to explain how Shakespeare creates tension without explicit time words in Scene 3, prompting analysis of how words and their functions contribute to meaning and effect.

Students are instructed to "make sure you understand the context of the monologue (what is happening in the scene at the time) and what the character is saying" when preparing a recitation. The homework tips also tell students to "look on the left-hand page to make sure you understand unfamiliar words and phrases" and to read the monologue aloud several times. Students read Act V and answer questions about character actions and motives, which requires attending to meaning in the scene.