Students read vocabulary words with definitions and example sentences drawn from The Pearl and are directed to write their own sentences using each word. Students are prompted to pay careful attention to each word's part of speech and to use the word correctly in their sentences. The vocabulary pages include contextual sentences (e.g., "silver incandescence," "hundreds of years of subjugation") that students can use to infer meaning from context.

Students are asked in Question #3 to analyze phrases such as "vagueness of a dream," "things of the imagination," and "more illusions than realities" and to explain the effect these phrases have on the reader. The Parent Plan discussion prompts students to interpret figurative language such as "the minds of people are as unsubstantial as the mirage of the gulf" and to explain the meaning of a passage about pearls and power. Activities ask students to identify vivid adjectives and strong verbs in a descriptive passage and to write a poem borrowing Steinbeck's descriptive language, which requires attention to how word choice creates imagery and tone.

QUESTION #1 asks students to describe what Steinbeck means by a simile comparing the town to a colonial animal, requiring interpretation of figurative language. Activity 3 (Stylistic Devices Log) directs students to locate at least three examples of similes, metaphors, imagery, symbolism, and irony and to select phrases that are "meaningful and effective." Activity 2 asks students to write a song that includes stylistic devices such as alliteration, simile/metaphor, and rhyming patterns and to consider how beat and tempo reflect mood. The "Things to Review" prompt asks students to think about how each language-device example affects the reader.

Students are explicitly asked to "determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood" in the Parent Plan skills list. Students are instructed to "be on the lookout for any effective stylistic devices and list them in your journal," which requires identifying figurative language and its effects. Students complete Activity 2 by brainstorming what the pearl symbolizes, practicing interpretation of symbolic (figurative and connotative) meanings in context.

Students are asked to share and record stylistic devices in a log: the parent plan instructs to "share some of the stylistic devices he recorded in his log." The lesson directs students to "Add sentences and phrases to your stylistic device log in your journal. Consider how each one affects the reader," which asks students to analyze effects of language. The editing-sentences activity presents vivid phrasing (e.g., "The sun was hot yellow..." and "vision was insubstantial") that students copy and correct, exposing them to figurative language and diction choices they must inspect.

Students are asked to "Add examples of effective stylistic devices from the final chapter to your log," and discussion questions ask students to explain what the pearl symbolizes and to describe characters at the end of the story. The Reading and Questions section directs students to read the final chapter and answer interpretive questions (e.g., whether Kino loses his soul, why they return to the village), prompting analysis of figurative meaning and theme. The Wrapping Up paragraph explicitly frames the pearl as symbolic of loss and regret, which students are asked to discuss.

The Parent Plan Skills list explicitly asks students to "Experiment with figurative language and speech patterns," and the Parable Rubric asks for "evidence of a variety of stylistic devices in the story (Similes and metaphors, figurative language, lively verbs)." Students are required to produce a parable and to revise/edit their language use using proofreading symbols, which gives them opportunities to apply and refine figurative wording in their own writing.

Students complete a vocabulary exercise (Part A) in which they choose words from a bank (e.g., incandescent, consecrated, petulant) to fill in sentences, requiring them to use context to determine word meanings. Students answer a short-answer question asking them to identify the stylistic devices Steinbeck uses and support their answers with evidence, prompting analysis of authorial language. Students are asked to read and discuss poems (Jesse J. Moore's "Money, O!" and a Carl Sandburg poem) and relate poetic themes to the novel, which engages them with poetic language and meaning.

The Parent Plan lists the skill "Determine the meaning of unfamiliar vocabulary words using context clues," and the activities require students to create a Vocabulary Picture Dictionary where they paste each vocabulary word, draw a visual symbol, glue the actual definition and the sentence from the book, and write their own sentence. The Things to Know and vocabulary lists give page references and definitions, and the activity asks students to practice recalling words and definitions using the book sentences.

Students are asked to be a Line Locator and copy three to five lines or short passages and explain why they are examples of good writing, which can prompt attention to word choice and figurative expression. The Personal Narrative Rubric explicitly asks for "vivid words and phrases, including interesting adjectives and strong verbs" and "a variety of figurative language techniques," so students are expected to identify and use figurative language. Parent notes remind students to engage the reader through description and figurative language, reinforcing attention to figurative phrasing.

Students are assigned the role of a "Figurative Language Finder" and are directed to identify at least three examples of figurative language (similes, metaphors, hyperbole, imagery, personification, or alliteration) in Chapters 28–30, record them in a journal, and read them aloud. The revision checklist and style criteria explicitly prompt students to use and notice figurative language and strong verbs when revising their writing.

Students encounter a Word Box with targeted vocabulary (belligerently, sated, protruding, profound, riveted, precarious, pariah, constrict) and complete fill-in-the-blank sentences in Part II that require choosing the correct word for context. The answer key shows those vocabulary words used in sentences, and instructions tell students to review vocabulary definitions and be able to use them effectively in a sentence. The unit also asks students to review vocabulary as part of studying for the test, which prompts students to recall and apply word meanings.

The Parent Plan lists the skill "Determine the meaning of unfamiliar vocabulary words using context clues," and student activities require creating and using vocabulary cards that include definitions, parts of speech, synonyms, and antonyms. The vocabulary-cube game asks students to "Recite the definition," "Name the part of speech," "Name a synonym or antonym," and "Use correctly in a sentence," which has students practice word meaning and usage. The materials also instruct students to consult a thesaurus or dictionary for synonyms/antonyms and allow a clue when rolling "Use Correctly in a Sentence," which supports active vocabulary clarification.

Students are asked to explain the narrator's line about good and bad tales ("Now it is a strange thing, but things that are good to have...") which requires them to determine the meaning of that passage. Students are prompted to consider why Tolkien inserted a comma in a sentence and whether starting a sentence with "But" is effective, which asks them to analyze the effect of punctuation and sentence rhythm on meaning. The activities have students locate and read examples of foreshadowing aloud, which requires attention to how phrasing signals future events.

Students determine figurative meanings and analyze how language creates imagery, appeals to the senses, and suggests mood by rereading the Bilbo–Gollum riddles and by following directions to "write your own riddle." Students practice specific figurative devices (simile, metaphor, hyperbole, personification) in Step 6 and compose five "I"-statement clues using those devices in Step 7, then revise wording and details in Step 8. Students use a thesaurus to find synonyms and antonyms to refine word choice when creating and revising their riddles.

Students are asked to correct word choice and usage in the Editing Sentences activity (for example, distinguishing "lightning" vs. "lightening" and "heavyweight" vs. "heavy weight"), which requires attention to word meaning and form. Students are directed to "Review vocabulary words" in the Things to Review section, indicating explicit vocabulary work. Students are asked to record examples of flashback or foreshadowing from the chapters they read, which has them identify specific language-based devices in context.

Students complete vocabulary exercises that require them to choose and use correct words from a unit list in sentences drawn from the book (Part III). Students are instructed to review vocabulary for the unit test and to use examples of figurative language, direct quotes, and events from the story to support their literary responses. The rubric emphasizes textual evidence and interpretation, which guides students to reference word choice and phrasing when defending their ideas.

The Parent Plan lists the skill "Determine the meaning of unfamiliar vocabulary words using context clues," and Activity 1 ("Vocabulary Words in Context") gives students a list of vocabulary with definitions and asks them to insert the words into a paragraph. The Student Activity Page and provided answers show students choosing vocabulary (e.g., urchin, connoisseur, chrysanthemum, noxious) to complete sentences that describe a scene, and the Wrapping Up section asks students to use each word in a sentence and review definitions daily.

Students are asked to interpret Tree-ear's line, 'The work of a human, the work of nature; clay from the earth, a branch from the sky,' and to explain why viewing a vase with a branch gives him peace, which requires determining figurative and connotative meaning. The discussion prompts ask students to describe what Tree-ear sees and to reflect on his reactions, prompting analysis of meaning and emotional connotation in the text. The reading-and-questions task also asks students to write prediction, fact-based, opinion, and personal-response questions, encouraging close reading and interpretation of text passages.

The parent plan asks the child to define "opportunity" (Things to Know and Introducing the Lesson) and to explain an opportunity from their past, which requires determining a word's meaning. The lesson directs students to review vocabulary words and to use each word correctly in a sentence, and it includes sentence-correcting activities that focus on word forms and usage.

Students are asked on the Student Activity Page titled "Quotes" to "In your own words, explain each of Crane-man's quotes," providing direct practice in determining meaning of phrases and sayings. The quotes include figurative language (e.g., "the same wind that blows one door shut often blows another open") that students must paraphrase and interpret. Students also have the option to create their own proverb or illustrate a chosen quote, which requires explaining connotative or figurative meanings in context.

Students are asked to read several folktales and fables in which a fox is the central character and to "think about the purpose of the story and what it teaches," exposing them to how the fox is portrayed in context. The text explicitly describes foxes as being "associated with forces of the supernatural" and typically "seen as cunning and even deceitful, yet he is often also admired and respected," and the Parent Plan prompts discussion of common traits (cunning, deceitful, powerful, tricky, possessor of supernatural powers). Students are also asked to write their own fox story keeping the fox true to its literary representation, which requires applying the connotative traits they observed.

Students are asked in Part B of the end-of-unit test to use specific vocabulary words (insolence, connoisseur, skepticism) in sentences related to the novel, which requires them to demonstrate word meaning and correct usage. Students are asked to list how foxes are often portrayed in literature (deceitful, cunning, tricky, clever, supernatural, dangerous), which asks them to identify connotative traits associated with a character type. Students are prompted to "revise writing to improve ... the precision of the vocabulary" and to "provide support from the text" for similarities and differences, which requires attention to word choice and textual evidence.

Students read paired news articles and are asked to identify word choice and tone (e.g., labeled examples: "incompetent," "Sir Sam") and to record examples of bias techniques tied to specific wording. Student tasks and the parent plan direct learners to "recognize bias, emotional factors, and/or semantic slanting" and to "examine the effectiveness of style, tone, and use of language." Activity prompts require students to cite specific phrases or headlines as evidence of bias, asking them to explain how language shapes portrayal.

Students practice using Beyond Roots II Set 1 cards and online quizzes to learn meanings of Greek, Latin, and Anglo-Saxon roots and affixes and apply those meanings to content-area vocabulary. The Parent Plan explicitly states skills to "use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary" and to "determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes." Students also read the Greek creation story (D'Aulaires, pp. 9-15), providing text in which root-based vocabulary knowledge can be applied.

Students locate vocabulary words in the myth text and match each word with its definition and a contextual motion, as described in Activity 3. Students use Greek and Latin roots and affixes to determine meanings (Parent Plan skills list and Beyond Roots II activities). Students create vocabulary strips, read words in context, and act out motions to practice and clarify word meanings through definition, example, and restatement.

Students play Beyond Roots II Set 2 games and take a Set 2 A quiz to test knowledge of roots and their meanings, which supports determining word meanings. Students complete a Sentence Editing activity that has them correct vocabulary and usage in sentences (for example, discussion of "shone" vs. "shined" and corrections to words like "echoing," "nymphs," and "constellation"). The Parent Plan lists correct sentence versions and explains usage nuances, giving students explicit examples of word choice and usage.

Students are asked to "review the vocabulary words" and "review the Beyond Roots Set 3 roots and their meanings," and they play Beyond Roots II Set 3 games and take Set 3 A and B quizzes, which practice word roots and meanings. The lesson includes sentence editing tasks that require students to correct word forms and spelling, reinforcing word-level knowledge. Several activities (e.g., chart comparisons and character cards) require students to use textual evidence and vocabulary while answering comprehension questions.

The lesson requires students to review vocabulary words and to use the Beyond Roots II cards to review roots and their meanings, including playing Go Root! and taking two online quizzes that ask about root meanings. The Parent Plan repeatedly instructs students to review vocabulary, god/goddess cards, and the roots and meanings found on the Beyond Roots II cards. The activities ask students to quote from the book if desired and to retell the story, which could involve using vocabulary in context.

Students match root words to their meanings and complete vocabulary exercises (Part III roots, vocabulary definitions, and matching activities). Students write original sentences using vocabulary words on the unit test and study god/goddess and root cards to learn word meanings. Students are instructed to choose precise words, create vivid images, and use figurative language devices when drafting and revising their myth, and the rubric rewards creative language and vivid imagery.

Students read a centuries-old poem and answer comprehension questions, and students complete a vocabulary activity that asks them to read vocabulary words in context and solve a crossword. The Parent Plan explicitly states students will "determine the meaning of unfamiliar vocabulary words using context clues," and the activity directs students to consult a dictionary if needed. The vocabulary pages list specific words, provide contextual sentences, and require students to match words to definitions in the crossword.

Students are asked to "review the vocabulary words" and to read definitions and provide the correct definitions, which engages them in word-meaning tasks. As a Line Locator, students must find three to five lines or short passages, record their locations, and explain why those passages are examples of good writing or important to the story. The ballad option asks students to write a song (a ballad) that narrates a memorable event, which involves creating lines that may use rhyme or repetition of sounds.

Students work with homophones in the "Things to Know" section and Activity 1, where they correct seven incorrect homophone usages in a provided paragraph (Part I) and produce sentences using specific homophone groups (Part II). The Parent Plan answer key shows students choose between pairs/triples like its/it's, your/you're, and there/their/they're based on context. The Relationships and theme activities require textual support but focus on character relationships rather than word-level figurative or sound analysis.

Students are asked to choose homophone pairs and write definitions, parts of speech, and example sentences on the "More Homophones" activity page, which requires them to determine literal word meanings and usage. Students must find and correct homophone errors on the "Spotting Errors" page, crossing out incorrect words and writing correct forms. The parent answer key and wrapping-up sections explicitly review homophone pairs and correct usages, reinforcing students' practice with word meanings.

Students are given a vocabulary list (e.g., pockmarked, gluttony, casks, teeming, comely) and complete Part I of the unit test by filling those words into context-based sentences. Students also use Middle Ages–related vocabulary to create a Story Cube and then generate a creative story, applying word meanings in their own writing. The unit review directs students to "review the vocabulary words" as part of test preparation.

The lesson explicitly defines the word "prestigious" for students ("Prestigious means having a strong reputation for greatness"). Question #1 asks students to consider why the biographer used the word "prestigious" repeatedly, prompting students to think about word choice and repeated usage. Students are directed to read the author's biography and answer questions that require attending to specific word use in the text.

Students are given explicit definitions of the words 'apparition' and 'edification' in the "Things to Know" section and are instructed to review these definitions. In Activity 1, students analyze two sentences containing parentheses and write in their journals why the author uses them and what effect the parentheses create, with suggested answers in the Parent Plan. Students are reminded to look beyond the text to main messages and to think about what the narrator says he talks to adults versus children, prompting some textual interpretation.

Students are given a direct vocabulary definition when the lesson states that "ephemeral means something that lasts only a short time or that is temporary." Students read Chapters XIII-XX and answer comprehension questions that require interpreting figurative language, for example explaining why the little prince says the businessman is "like a mushroom" and what that comparison means. The sentence-editing activity includes corrective work on quoted lines from the geographer, exposing students to sentence-level phrasing and diction in context.

Students answer direct comprehension questions asking what it means to be "tamed" (Q1) and why the little prince says his rose has tamed him (Q2), which requires them to determine word/phrase meaning in context. Students are asked to interpret the fox's secret, "Anything essential is invisible to the eyes," (Q3) and to explain why a friend prevents activities from becoming "monotonous," with a definition of monotonous provided in Things to Know. These tasks require students to infer figurative or connotative meanings from the text and apply those meanings to examples.

Students are instructed to restate confusing Shakespearean lines in today's English to focus on overall meaning, and they answer questions about archaic pronouns (e.g., that "thou"/"thy" mean "you"). Students complete bracket exercises in which they insert definitions or clarifications for underlined words from A Midsummer Night's Dream, and they are directed to look up unfamiliar words in a dictionary or the provided article.

Students are given explicit vocabulary definitions (e.g., pestilence, presage) in the "Things to Know" and a vocabulary list with definitions (prestigious, apparition, edification, etc.). Students are asked to choose 2–3 vocabulary words and create a persuasive message using those words (Activity 2). Students are also asked to find and include direct quotations from the text in the interview activity, which requires locating words/phrases in the original language.

Students are asked in Part B: Vocabulary to use the words presage, acclamation, and ephemeral in sentences related to The Little Prince, A Midsummer Night's Dream, and Romeo and Juliet, which requires them to show understanding of word meanings in context. Activity pages (Play Cupid / Strongest of All) prompt students to record "important quotes" about chosen couples, and Activity 3 requires inclusion of quotes in the persuasive essay, giving students opportunities to read and use phrases from the texts.

Students are asked to note unfamiliar words as they read and to take notes including page numbers for words they find important or unfamiliar. The lesson provides explicit definitions under "Things to Know" (eccentric, obstinate, hokum, feign, annus mirabilis) and tells students to review these definitions. Students are also directed to use a dictionary or the "Parts of a Sentence" guide if unsure about a specific word's part of speech.

Students are instructed to read Chapter 21 and "take notes including page numbers, as you read, on information you think may be important and unfamiliar words you come across," which requires them to identify unknown words in context. The Things to Review and parent notes explicitly ask students to review the definition of "ingenious" and Bernoulli's principle, showing they practice checking word meaning. The skills list includes "Monitor comprehension for understanding of what is read, heard, and/or viewed," which prompts students to attend to meaning while reading.

Students are required to use unit vocabulary in their writing (Activity 4 asks for at least two vocabulary words; the Newton Test Part B asks students to choose three vocabulary words and use them in a sentence about Newton). The answer key and instructions reference a master vocabulary list and correct usage, indicating students consult definitions when composing sentences. The rubric and test prompt students to produce sentences that demonstrate word knowledge.

Students identify the rhyme scheme for Elizabeth Barrett Browning's sonnet 13 (QUESTION #1 asks for the rhyme scheme abbaabbacdcdcd). Students are prompted to consider how structured meters and rhyme schemes affect the feel and meaning of poems and to use a sonnet rhyme scheme when composing their own love poem (Activity 1 and the Sublime Rhyme page). The skills list also asks students to analyze how genre-specific characteristics and an author's choice of genre shape meaning, which connects to analyzing poetic structure.

The lesson defines and models figurative and connotative meanings (definitions for metaphor, simile, personification, onomatopoeia, and connotation) and asks students to identify similes in Matthew Arnold's "Dover Beach" and personification in Rossetti's "Winter: My Secret." Students complete the "Walk Like a Poet" table labeling photographs with metaphor/simile, personification, and other figurative language, and they are instructed to consider connotation when composing their own poem. Reading questions also ask students to interpret Arnold's use of the tide to represent passage of time, which requires deriving figurative meaning from a text.

Students are given vocabulary definitions (facade, armistice) and an explanation of allusions, and they answer questions identifying Yeats's biblical and mythological allusions. Students answer a comprehension question about Edith Sitwell that asks what the repeated line "Still falls the rain" is supposed to represent, linking repetition to meaning. In Activity 2, students must write a poem that repeats a chosen phrase at least three times and may use figurative language, and they then create and stage an image to represent that repetition poem.

Students read Chapter 9 and answer Question 3, which explicitly asks them to compare "Not Waving But Drowning" to Browning's "My Last Duchess" and to "Think about the rhyme and meter as well." The provided answer has students identify that Smith's poem is written in unrhymed lines that vary in length while Browning's follows a strict meter and rhyme scheme. Students are also asked to write a conversational poem and told they may rhyme or not, engaging them in making choices about rhyme in their own writing.

Students are asked in Activity 6 to write a two-paragraph analysis of a poem where the first paragraph explains images and events and what they allude to or represent, which requires determining figurative and connotative meanings. The unit test (Part A and Part B) asks students to define and apply personification, distinguish metaphors and similes, and mark stressed syllables/iambic pentameter, providing explicit practice with figurative language and sound/meter. The lesson text and model analyses cite repetition (Sitwell's repeating the same line to create the feeling of bombs) and discuss blank verse and formal meter/rhyme, directing students to analyze structure and techniques in their own poems.