Students are asked to become a "Line Locator" and copy lines they think reflect good writing, then explain in their journals why those lines are examples of good writing or important to the story, which directs attention to specific word choices and phrasing. The Personal Narrative Rubric explicitly requires "vivid words and phrases, including interesting adjectives and strong verbs" and calls for "a variety of figurative language techniques," pushing students to attend to vocabulary and figurative language. Students must also explain why passages are effective and plan their own narratives with attention to word choice and voice, which promotes consideration of nuance in language.

Students are asked to describe animals and their symbolic associations (e.g., the question "What was Nhamo's totem? (The lion) What do lions represent? (Answers might include: power, strength, leadership, ferociousness, untamed, etc.)"), which prompts students to generate word associations and meanings. Students write descriptive text for a baboon exhibit plaque (8–10 sentences) or short guidebook entries (1–2 sentences each), requiring them to select words to characterize animals and their behaviors.

Students are instructed to "use a thesaurus to find synonyms for some adjectives and verbs," and are told to "choose language that is precise, engaging, and well suited to the topic and audience" in the Skills section. Students are also encouraged to use figurative language (similes, metaphors, hyperbole) and to avoid "boring words," which directs them to consider word choice.

Students are asked to identify at least three examples of figurative language (similes, metaphors, imagery, personification, alliteration) while reading Chapters 28–30. The Skills and Parent Plan sections instruct students to "revise drafts to ensure precise word choice" and to choose language that is "precise, engaging, and well suited to the topic and audience." The Revision Checklist (Style) explicitly prompts students to use figurative language and strong verbs and to focus on word choice during revision.

The lesson provides explicit vocabulary entries with definitions, parts of speech, synonyms, and antonyms for eight words (e.g., audacious: synonym adventurous; eminent: synonym distinguished). The Vocabulary Cube activity asks students to "Name a synonym or antonym" and to "Use correctly in a sentence," requiring students to select related words and produce contextualized usage. The parent/skills notes list clarifying word meanings through definition, example, restatement, or contrast and instruct parents to prompt synonyms/antonyms during play.

Students are directed to use a thesaurus to find synonyms and antonyms for words as part of the riddle activity (Activity 2) and the Parent Plan explicitly notes "Use a thesaurus to alternate word choices." Student activity pages provide charts where students list Associated Words and then record Synonyms, and Step 8 asks students to "switch wording and add details" when revising clues. The materials include examples of synonyms (e.g., breeze → draft, storm → inclement weather) that students can consult and emulate.

Students complete Part III where they must "use the correct vocabulary word in the sentences from the book," choosing from a provided list (flummoxed, desolate, recompense, inquisitive, audacious, stratagems, eminent, ominous). The unit directs students to study vocabulary words for the test and suggests parents quiz vocabulary, reinforcing word meaning and usage in context. Several writing tasks (literary response, rubric expectations for textual evidence, and sentence-combining grammar exercises) require students to select appropriate words for clear expression.

The Relationship Web activity requires students to place one adjective on the lines connecting Tree-ear to each main character and to write two sentences supporting each relationship with examples from the text. The Relationship Words activity asks students to cut out at least three words from magazines to describe each relationship and to glue them between Tree-ear and the character, with instruction to support each word choice with textual examples. Parent prompts ask the child to read the words/sentences used and provide examples from the book to justify their selections.

Students read two contrasting articles about Sir Sam Hughes and complete a "Detecting Bias" handout that asks them to note how Hughes is portrayed and to identify bias techniques. The activity explicitly asks students to identify "word choice and tone" and to record examples such as "able," "competent," "incompetent," "shady deals," and the use of the honorific "Sir Sam" versus "Hughes." The lesson also names propaganda techniques (e.g., glittering generalities, name calling, card-stacking) that rely on emotionally charged or connotative language.

The parent notes in the sentence-editing activity point out a nuanced usage distinction between "shone" and "shined," showing attention to subtle differences in word meaning and usage. The Beyond Roots II activity asks students to study root meanings and to play vocabulary games and take a quiz, which gives students practice with word meanings and word parts.

Students are given an explicit vocabulary list with definitions (prestigious, apparition, edification, acclamations, ephemeral, monotonous, pestilence, presage) that they can use in writing. In Activity 2 students are instructed to choose 2–3 vocabulary words to create a persuasive message using persuasive techniques (glittering generalities, flattery, dares, promises). In the Wrapping Up section students must share their message and explain why they chose the vocabulary words they chose.

The lesson explicitly defines connotation in the "Things to Know" section: "Connotation is the feeling and meaning that is implied by a word and its emotional associations as opposed to its explicit dictionary definition." Activity 2 instructs students to "consider the connotation that your words carry with them in the poem" while composing, and the "Things to Review" reminds students to review connotation along with figurative language. Vocabulary instruction (definitions for turbid and cloying) gives students individual words to consider for meaning and tone.