Students are asked to write words for one of Kino's songs and may "add a beat and music to your song," which asks them to produce and respond to an audio element. The Parent Plan instructs students to sing the song as Kino would have heard it in his head and to "discuss how the beat, tempo, and rhythm of the song reflect the song's mood," which directs analysis of sound effects on meaning. The Skills section includes responding to materials that are "read, heard, and/or viewed by generating a learning log or journal," supporting engagement with both written text and heard/music elements.

Students are asked to choose a favorite scene and "write and rehearse a script to perform it in pairs or small groups," and to create a 2-minute "Quick Script" summarizing the book, which requires staging and performance. The parent plan lists speaking and presentation skills (voice modulation, facial expressions, gestures, eye contact) that students must use during performances. The Think-Tac-Toe board also includes a Compare/Contrast activity where students use a Venn diagram to organize similarities and differences between the book and another story.

Students are asked to select a myth and adapt it into a short play (Activity 4), write dialogue and include stage notes to indicate important actions, and follow script-formatting guidelines. Students are directed to read an existing adaptation (Orpheus -- A Greek Myth) to see how a myth can be adapted to play form and to read their script aloud to ensure the story is conveyed through characters' actions and dialogue. Students may perform the skit for family members, acting and directing to realize the staged version of the written story.

Students are instructed to reread the Daedalus and Icarus myth, watch a filmed version (The Storyteller), pause to take notes, and discuss findings with a parent. The activity explicitly prompts students to consider how the film's characters differ from their mental images, how the film expands or improves scenes, which features or techniques unique to a filmed version enhance the story (specifically citing sound, music, and images), and how added dialogue, acting, and narration affect the story.

Students read both a novel and a play (collection of monologues) and are asked to write 3–4 sentence commentaries from the perspectives of a knight, lord, and peasant. Students are instructed to read their commentaries aloud to a parent using an appropriate tone and to give each character dramatic flair, which involves performing a text aloud.

Students practice acting out a portion of A Midsummer Night's Dream, copying and marking a printed script, paying attention to stage directions, and performing the scene for a parent or family. Students are instructed to change their voice and actions to communicate different characters and to use punctuation-based pausing when reading lines aloud. The lesson asks students to choose between modern and original text for performance, and to write a short paragraph about the scene's theme or persuasion.

Students read Act 4, Scene 2 through the end of A Midsummer Night's Dream and then watch a 25–30 minute animated BBC version of the play. Students are asked to discuss which key scenes were included or omitted and whether the animated tale does a good job of telling Shakespeare's story. Students are prompted to compare the shorter animated version with the written play in terms of content and narrative fidelity during parent-student discussions.

Students are asked to "explore how poems sound different when they are read aloud" and to choose, memorize, and recite a poem with emotion (Activity 2 and Wrapping Up). The activities require students to practice oral performance and to attend to how a poem sounds when spoken aloud, including practicing expression and delivery for a family recitation.

Students are instructed to "read your poems aloud to your family, paying attention to your personal style and the individual tone of each poem" and to "consider how the poems sound different when read aloud than when read silently." Students also share their compiled poetry book with their family, providing an opportunity to perform their work aloud.