Students are explicitly asked in the Skills list to "Compare a dramatic performance with a print version of the same story," directing them to analyze a TV/film adaptation alongside the book. The Life Application asks students to find episodes of Little House on the Prairie and compare the characters in the book to the characters on the show, prompting students to discuss how characters look, act, and interact. Students read aloud "A Letter from the Author" and consider formal vs. informal features of letters, showing practice in comparing different text forms (though not poetry).

The Skills section explicitly asks students to "compose a variety of literary genres, including fiction, nonfiction, poetry, and drama," giving students opportunities to create poems and drama. Activity 3, Option 2 asks students to write a free verse poem describing how they would use resources on a homestead, so students practice writing poetry. Activity 1 teaches students to identify the setting (when and where the action takes place) by recording the year 1768 and locating Maine, addressing a structural element relevant to narrative/dramatic texts.

The Skills section directs students to 'Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by participating in creative interpretations,' indicating students will engage with multiple genres. Students complete 'Story Elements' and 'Character Timelines' pages in which they identify setting, characters, plot, problem, and resolution. Discussion prompts ask students to recommend the novel, explain why, and discuss feelings about characters and the ending, providing practice in speaking or writing about a prose text.

Students are asked to write a movie script with separate columns for Matt and Attean, which requires them to produce dialogue between characters. Students design a set for a favorite scene and list props and settings, and they create costumes for characters, which engages them with casts of characters and settings. The skills list and activities require students to present dramatic interpretations and to produce work that follows conventions of particular genres.

The Skills section explicitly directs students to "Understand literary forms by distinguishing among stories, poems, myths, legends, and folktales," which asks students to classify genre. Activity 1 asks students to record definitions and identify myths, legends, or folktales in their library, giving students practice in labeling and distinguishing narrative forms. Activity 2 asks students to retell and act out a story using voices, gestures, and performance, which has students speak about and present a text.

Students are asked to present dramatic interpretations and participate in creative interpretations of stories (Skills list). Students retell the butterfly story using props, body language, and varied vocal tone (Activity 3) and write a short script with five or six lines for main characters to perform in a puppet show (Activity 8). These activities require students to create dialogue and enact characters, practicing elements associated with drama such as cast roles and spoken lines.

The Skills section includes "Recognize differences among genres (LA)," which directs students to notice genre distinctions. Activity 2 (Elements of Historical Fiction) has students identify characters, setting, plot, theme, and descriptions to classify a work as historical fiction, giving practice that relates to genre recognition. Activity 6 asks students to write a poem about Philadelphia using a structured template, so students practice producing a poetic form.

The Skills section asks students to "Communicate with an audience through print and dramatic interpretations" and to "Demonstrate learning ... through productions and ... dramatizations," which indicates students will practice dramatic forms. Activity 3, Option 2 asks students to "write the script for a commercial," prompting students to produce a script-based text that uses dialogue and commercial format. The lesson also asks students to "write in different forms for different purposes and audiences," suggesting some practice distinguishing or using different written forms.

Students read Chapters 13 and 14 (working with prose) and answer comprehension and character questions about those chapters. Students sing and play "Yankee Doodle," view its sheet music and full lyrics, and are asked to write a new verse for the song from Amos's perspective, practicing working with verse and lyrics. Students complete a graphic organizer comparing Amos and Ben Franklin, identifying character traits and uses of power in writing and speaking activities.

The lesson explicitly asks students to "Consider the difference among genres" and includes a skill to "Read and interpret a variety of texts." The "Elements of Historical Fiction" activity has students identify characters, setting, plot, theme, and descriptions from the book. Activities ask students to interpret maxims in context and to discuss what they learned from the book, prompting textual discussion and prose analysis.

The Skills and Activities ask students to present dramatic interpretations (Activity 1) and to compare a dramatic performance or movie with the print version of the story (Activity 2). In Activity 2 students are asked to cast characters and justify casting choices, which requires them to identify and refer to a cast of characters and consider how characters and setting are portrayed in different forms. The act-out task has students perform as one of the siblings, engaging with dialogue and dramatic presentation.

Students are asked to "produce work that follows the conventions of particular genres" and to create specific genre-based products such as a short story and a national anthem for Narnia. The activity list includes multiple writing formats (short story, journal entries, anthem/lyrics, text-message exchanges) and requires students to share their written and oral products with an audience.

The Skills section directs students to "Relate plot, setting, and characters to personal experiences and ideas," which engages them with narrative (prose) elements. Activity 1 asks students to identify quotations from Sophie and the BFG, requiring them to locate and use dialogue. Activity 4 asks students to interpret and correct the BFG's spoken lines, having students rewrite and analyze dialogue and character language use.

Students are asked to pretend they are directing a stage version of The BFG and to choose actors for each character, explaining why they selected each person (Directing the BFG activity). The student activity page provides a table listing the cast of characters (Sophie, The BFG, The Queen, etc.) with spaces for students to name an actor and give a reason for casting. A Facts and Definitions note explicitly states that a director casts the actors for the cast of characters, reinforcing attention to the drama element of casting.

Students read the first two chapters of a prose story and answer targeted comprehension questions about setting, plot events, and character actions (e.g., how Botswana is described, how Precious reacts to new children). Students are explicitly instructed to "Relate plot, setting, and characters to own experiences" and complete "Precious and Me" pages that require recording similarities and differences between their lives and Precious's for each chapter. Students also discuss and journal responses about plot, setting, and characters during reading and wrap-up activities.

The script-writing activity asks students to write the dialogue between Precious and Pontsho and to include any stage directions, and then to act the scene out with a family member, which engages students in using drama elements (dialogue, stage directions, characters). The Story Conflict activity has students consider a variety of natural settings (ocean, desert, mountain) and generate man vs. nature conflicts, which has students attend to setting as a structural element. The scripted scene centers on a specific episode of the prose text (Pontsho bringing Kosi to school), linking prose content to a dramatic form.

The lesson explicitly asks students to write an acrostic poem about Japan (Activity 2, Option 1), specifying that each line begins with a letter of the word being described, which teaches a specific poetic form and line structure. The Skills section also directs students to read from a variety of genres to acquire information, implying exposure to different text types. The activity requiring oral reading with attention to punctuation gives students practice with spoken text features.

The lesson identifies haiku as a form of Japanese poetry and teaches its structure by having students discuss and count syllables (first line 5, second line 7, third line 5). Students are asked to read haiku aloud paying attention to syllables and to write haiku that create images, practicing poetic form. The skills list asks students to respond to stories and poems and to write in different forms, such as poetry.

The lesson's Skills list includes "Recognize distinguishing features of familiar genres, including stories, poems, and informational texts," and asks students to summarize chapters (prose) and write poems (shape poetry). Multiple activities ask students to compose shape poems and to identify musical elements such as rhymes, repeated sounds, or onomatopoeia, and Option 2 explicitly directs students to use alliteration in their poem. Students are also asked to write in different forms for different purposes, which includes composing poetry within the snake outline.

The lesson explicitly asks students to compare a dramatic performance and the print version (Questions to Explore and the Skills list: "Compare communication in different forms, such as a dramatic performance and a print version of the same story"). Activity 2 directs students to watch the movie adaptation of Holes and think about how the movie and book were similar and different, providing prompts for reasons films differ from books. Students are prompted to discuss whether they enjoyed the movie or book more and to explain differences in pacing, character development, and omitted events.

Students are asked to perform a Reader's Theater script (Activity 5), selecting parts and acting out roles, which exposes them to a dramatic script and speaking/performing a text. The Story Elements activity (Activity 3) has students identify characters and settings, providing practice with dramatic elements like cast and setting. Activity 4 asks students to read about ballads and listen to an opera, connecting the story to song forms and oral/visual presentations, and the Skills section explicitly mentions making connections between a story or drama and a visual or oral presentation.

Students watch a stage adaptation video and are asked to select a scene from the Third or Fourth Story and create a script, taking the most important words spoken between characters and shortening or changing dialogue as needed. Students complete a 'The Snow Queen Story Elements' organizer that asks them to record Characters and Setting. The script activity directs students to focus on characters' interactions and dialogue when converting prose into a dramatic format.

Students plan and write an illustrated prose story by developing characters, settings, plot (including conflict and resolution), and theme using provided organizers and a rough-draft/final-copy sequence. Students are instructed to use dialogue and description to develop experiences and events, and to decide narrative voice (first or third person). Students complete specific pages that require naming and describing characters, illustrating settings, and outlining beginning/conflict/events/resolution in a plot organizer.

Students are given explicit definitions of drama elements (script, set, prop, stage directions) and are asked to describe those theatrical terms. Students are asked to prepare a script that includes lines for characters, stage directions, a set description, and three props, and to rehearse and perform the scene. Students are prompted to observe a live play and note the set, props, and lines exchanged between characters.

The lesson's Skills section tells students to "Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by considering the differences among genres," which directs students to compare genres. Activity 3 has students discuss the genre of historical fiction and list elements (form, setting, characters, historical events), so students practice identifying characteristics of a prose genre. The Getting Started questions and several activities ask students to distinguish fact from opinion and evaluate genre-related choices, supporting genre-aware reading and responses.

The lesson's Skills section explicitly tells students to "Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by considering the differences among genres." Students are directed to read Pedro's journal entries (prose), answer selected questions in a journal, and discuss answers orally, which requires speaking or writing about a text. The lesson also includes a stated skill to "Use oral or written language to recount or narrate," supporting student practice in speaking/writing about texts.

Students practice reading and performing lines set off by quotation marks (Activity 3), which has them read dialogue using different "voices" and insert correct punctuation for spoken lines. Students write quoted speech for characters (Pedro and Columbus) and fill in examples such as "Alter course!" Columbus shouted, which gives practice with dialogue. Students also record descriptive words and draw scenes (Activities 1, 2, and 4), which involves identifying characters and settings in a prose journal context.

Students practice writing dialogue in Activity 2 "Instead of 'Said'" by composing at least five lines of conversation between Pedro and Columbus, using alternative verbs (e.g., "replied," "shouted") and correct punctuation. The Student Activity Page provides sentence starters such as "Pedro declared" and "Columbus explained," prompting students to produce and punctuate spoken lines. The Wrapping Up asks students to "Discuss the new environment that Columbus and his men are exploring," which prompts consideration of setting.

Students create a Characters Cube where they write names of six characters and describe each one, which has them identify a cast of characters. Students create a Setting Cube where they illustrate different aspects of a book's setting, and they use a Quotes Cube to write sentences containing quoted dialogue and to compose alternate speech, practicing dialogue attribution. The skills list also states that students will "recognize the distinguishing features of familiar genres," suggesting some attention to genre features.

Students plan and describe characters and the setting (Part 1) and outline a chapter with a clear sequence of events, which exposes them to narrative (prose) structure. Students are instructed to think of three conversations and to write dialogue using correct commas and quotation marks (Part 3 and Day 2 Part 4). Students read their chapter aloud and discuss organization and whether characters act true to their personalities, which involves speaking about structural elements like setting, characters, and dialogue.