The "Questions to Discuss" section contains explicit oral prompts (e.g., "How do you think...?," "How do citations help...?," and "If someone was going to write a biography of our family, what might they include...?") that ask students to respond verbally to different prompts. The parent guidance tells parents to preview chapters and to discuss topics before and/or after reading, encouraging spoken discussion. Activity 2 asks students to imagine being Reverend and Mrs. Smith and to list positives and negatives and answer a reflection question, which can be used as the basis for spoken explanation or defense of ideas.

Students are asked to write either a eulogy (defined in the text as a short speech delivered at a funeral) or an obituary, which directly involves composing speech-like text for a memorial context. The unit culminates in a final project where students will "present a performance" about Abigail Adams, implying an oral presentation. Students also review and are asked to use grammatical concepts (verb tenses, voice, and mood) when creating the memorial, which supports use of correct/formal language forms.

Students are required to write and perform a one-person play with separate scenes (setting, costuming, props) and to speak in the first person about historical events, including stating dates and explaining unfamiliar references. The rubric and instructions ask students to rehearse, deliver lines with confidence, include at least one quotation from a primary source, and answer audience questions thoughtfully after the performance. Students are directed to practice the play, assemble props/costumes, and present to an audience of family members, and they may read from a script or memorize their lines for the presentation.

Students are asked to write a short (2-minute) speech honoring a participant in the Battle of the Cowshed and then read it aloud to a parent (Activity 1, Option 2). Students may also orally explain a battle map to a parent after creating it (Activity 1, Option 1), requiring them to present information about events and movements. Students complete focused pronoun reference and agreement activities (Activity 2) that require them to correct pronoun usage and explain the errors, reinforcing formal English mechanics.

Students are prompted to "Talk with a parent about what you think and about how you were able to identify the type of letter before continuing," which requires an oral explanation of their choices. Parent guidance asks students to share specific portions of each sample that helped them decide, prompting spoken justification. Students are instructed to use an appropriately informal or formal voice when composing friendly and business letters, showing attention to register (though presented in written tasks).

Students are asked to decide whether a situation is more appropriate for a business (formal) letter or a friendly (informal) letter and to "review the appropriate tone and format," which teaches choosing register for audience and purpose. The Skills list explicitly states that students will "self correct errors in everyday speech" and "independently practice formal oral presentations." Activity 4 asks students to read their letter "preferably out loud" during editing, giving an opportunity to practice oral delivery and monitor language use.

Students analyze dialogue and dialect through quote-analysis activities that ask them to explain what lines reveal about characters. Students write narratives that include conversations between Huck and Jim and are invited to model the dialect used in the novel (Option 2). The skills list and activities explicitly direct students to use dialogue and to analyze how dialogue reveals personality and propels action.

Students analyze multiple dialogue passages (Miss Watson, Huck and Jim) and answer questions about what dialogue reveals about characters and how it propels action. Students practice composing dialogue in their own one-page narratives and are instructed to make dialogue concise, purposeful, and reflective of character voice. Students discuss their writing with a parent, identifying examples of when dialogue moves action and when they are 'showing not telling.'

Students are asked to present the "Types of Writing" slideshow to a parent and to share their expository writing aloud and explain why it is expository rather than narrative, which requires speaking for an audience. The parent-guided blindfold activity has students listen and identify types of writing and respond, engaging them in oral classification and brief spoken explanation. The Parent Plan lists "Establish and maintain a formal style" as a skill to develop, signaling an intention to address register.

Students are asked to explain their collage pieces and justify why specific pieces of writing fit into narrative, persuasive, or expository categories (Parent Plan: "Ask her to explain the pieces of the collage..."). Students are prompted to discuss what the Mississippi River and raft represent and to give examples of each type of writing (Questions to Discuss). The lesson includes oral discussion prompts and opportunities to describe symbols and analyze texts aloud during parent-student conversations and wrap-up reviews.

Students are asked to write a 6-8 sentence persuasive speech encouraging a newly freed person to reside in Buxton and then read that speech aloud to a parent (Activity 4). The lesson also asks students to perform or read a poem/song about the Underground Railroad for a friend or family member (Option 1), providing opportunities to plan and present spoken work.

Students are asked to prepare and deliver a short welcome speech in Option 2: they present a "Welcome to Buxton" basket, give a short speech of welcome, and explain why they chose each item. The Parent Plan explicitly says the student should "prepare a short welcome speech and give an oral presentation about the basket." The lesson also prompts spoken discussion questions (e.g., Questions to Discuss, Life Application) where students are expected to talk about persuasion and community values.

Students are asked to create and deliver a short monologue as their character, using note cards, practicing aloud, possibly filming it, and sharing it with a parent. Students complete a Sentence Editing activity in which they correct grammar, punctuation, and pronoun agreement in given sentences. Students also perform an oral option (monologue) that requires speaking to an audience and reflecting on what the audience learned about the character.

Students are asked to "read your descriptions to a parent or friend" and to "perform your new, improved song to a friend or family member," which requires oral presentation. The Parent Plan and Skills sections ask students to "discuss the effects" of literary devices and include discussion questions for verbal response. The Sentence Editing activity has students correct grammar and pronoun usage (e.g., "Cooter and I" vs. "Cooter and me"), which practices standard English forms.

Students are asked to participate in oral activities: Option 1 has the student role-play someone who cannot read and be interviewed (with the possibility of filming or sharing the interview). Students are directed to discuss vocabulary words with a parent and to talk about the importance of education in guided discussion questions. Option 2 asks students to write the remainder of a play scene and optionally use puppets or friends as actors to perform the scene.

Students are asked to create a one- to two-minute mock newscast (Option 2), rehearse it, and present it to family or friends, which requires them to adopt a newscaster's speech and delivery. The lesson also directs students to "discuss with a parent" the use of humor and to perform their mock-newscast, providing opportunities to practice spoken presentation and adjust tone for an audience. The instruction to rehearse the newscast "until you can present it as if it is serious" explicitly asks students to modify their delivery for a particular task and context.

The lesson's Skills list explicitly states that students will "Deliver persuasive presentations that include a well-defined thesis... anticipate and answer listener concerns and counterarguments... and maintain a reasonable tone," and it also lists "Establish and maintain a formal style." The Parent Plan instructs students to "share your thesis statement and three arguments with a parent," and several activities ask students to plan persuasive arguments and consider tone and audience (e.g., applying persuasive strategies and the Persuasive Essay Rubric's voice criteria).

The lesson's Skills list explicitly states that students will "Deliver persuasive presentations..." and that they should "Establish and maintain a formal style." The Skills list also includes "Demonstrate command of the conventions of standard English... in everyday speech and more formal oral presentations." The lesson requires students to revise and edit a persuasive essay, reinforcing formal style and organization that could transfer to oral presentation.

The Parent Plan Skills list includes expectations that students will "Deliver persuasive presentations that include a well-defined thesis... anticipate and answer listener concerns... and maintain a reasonable tone" and to "Establish and maintain a formal style." Activity 2 asks students to produce a final draft of a persuasive essay with formatting and formal style guidelines, and the skills also refer to producing final drafts/presentations that demonstrate correct conventions.

Students are asked to turn a novel scene into a one-act play, write dialogue limited to 20–30 lines, and ensure that their dialogue "communicates to the audience" and shows protagonist/antagonist distinctions through words and physical placement. Students are instructed to use words, movements, and facial expressions to make conflict and mood evident and to include stage directions, props, and lighting cues to enhance the dialogue. The activity asks students to practice the scene and perform it for friends or family, which requires them to produce spoken language for an audience.

Students are asked to "share [the family crest] with a parent and discuss the symbols and choices you made," which requires oral explanation and justification. The lesson includes multiple "Questions to Discuss" that prompt spoken comparison and reflection about characters, power, and identity. The Parent Plan repeatedly instructs parents to "discuss" vocabulary definitions and student sentences or illustrations, creating opportunities for spoken interaction.

Students are asked to write a 5–6 sentence persuasive paragraph to convince parents to get a pet and then read the paragraph to parents, which requires oral presentation to an audience. The lesson includes multiple discussion prompts (e.g., Questions to Discuss) that ask students to talk about themes, values, and rhetorical techniques with a parent or classmate. The student activity pages direct students to identify and highlight persuasive techniques in passages, which can be discussed aloud during review.

The Questions to Discuss and Parent Plan ask students to talk about what they think the book will be about and to refer to the map in discussion, requiring oral responses. The Vocabulary Cubes activity directs students to "roll" a cube and either give a definition, identify which word matches a definition or part of speech, or use the word in a sentence, which requires spoken answers during the game. The Parent Plan repeatedly encourages discussing vocabulary and the map with an adult, prompting students to explain meanings and observations aloud.

Students are assigned the literary role of Questioner and must develop a list of 3–5 discussion questions about Chapters 35–37, which they are directed to share and discuss. The Parent Plan instructs students to develop and share their questions and to explain their maps to a parent, requiring verbal explanation and discussion of setting and connections to characters. Several prompts ask discussion questions (e.g., about Bigwig's determination and the storm) that students are expected to talk about aloud.

Students write a 3–5 minute script and are asked to "consider the actions the characters take as well as the words they speak," plan additions or omissions, and include notes for music and lighting. Students practice enacting their scene using character cut-outs and perform the scene for family or friends. The materials prompt students to evaluate how a producer might alter or remain faithful to the original story, which requires making choices about language and presentation for a dramatic context.

Students are prompted to discuss the book's ending with a parent (multiple Parent Plan sections instruct discussion of how characters changed, conflicts were resolved, and themes). The Parent Plan also suggests parents quiz the student using the study guide and be available to answer questions, implying opportunities for oral question-and-answer. The lesson's Skills list briefly notes using knowledge of language when speaking.

The lesson asks students to create a 90-second promotional radio ad (Activity 2, Option 2), instructing them to make the ad appropriate to its topic, time it to about 90 seconds, and then read the ad aloud to a parent using their best radio voice. The Parent Plan Skills section explicitly lists "Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate." The activity directs students to consider the effectiveness of both words and presentation, which requires choosing tone and register for a radio audience.

Students are asked in Option 1 to conduct a Journey Interview with a person via phone, email, or in person and to use provided or self-created questions, which requires choosing how to communicate across different contexts. The instructions tell students to "modify questions as necessary for the interviewee's situation" and to record or save email interviews, implying attention to adapting the interaction for different formats. The Parent Plan asks students to present their ideas to a parent before starting and to choose the most important details to communicate in a map or diagram, which involves planning how to convey information to an audience.

Students are asked to create a "Teaching Figuratively" mini-lesson for younger children in which they define devices and provide examples, requiring them to adapt explanations for a different audience. Students are asked to record a radio-style "War Reporter" broadcast from a character's point of view, practicing delivery in a specific genre and role. Students are also prompted to take a side on censorship, write reasons and refutations, and may engage in an informal mock debate with a parent, which provides an opportunity to practice spoken argumentation.

The Parent Plan includes a prompt to "Ask your student to reveal the gift he gave, why it is significant, and how he delivered it," which requires students to explain an action orally. The Parent Plan also provides "Questions to Discuss" (e.g., interpreting Miss Maudie's remark, why Jem cried) that ask students to talk through interpretations and ideas. These elements create opportunities for students to speak and explain reasoning aloud to an adult or group.

The Questions to Discuss prompt asks students to explain why Atticus does not want Scout to use the racial slur and to discuss its historical and contemporary meaning, prompting spoken discussion about appropriate language. The Parent Plan repeatedly instructs discussion with family about the use of the word and encourages students to consider respect and social consequences of language choices. The Run-Ons and Fragments activity reviews grammatical correctness and sentence forms, which relates to using correct English structures.

Students are asked to role-play a chosen moral dilemma and two possible solutions with a sibling or an adult (Activity 2), which requires them to produce spoken responses in a simulated interpersonal context. The Parent Plan and Wrapping Up include discussion prompts (Questions to Discuss) that ask students to talk about mob mentality, Jem's maturity, and the jail scene, inviting oral discussion and explanation. The activity directions require students to decide which solution was better after role-playing, prompting reflective oral justification of choices.

Students are asked to "share your collage with your family and explain why you chose various images, words, and phrases" and to "share [the grab-bag] with a family member and discuss why you chose those items," requiring spoken explanation. The lesson includes "Questions to Discuss" about characters and courtroom behavior that prompt students to speak about Atticus's affect and community roles. Students read chapters and answer comprehension questions that could be used as prompts for classroom discussion.

Students are asked to write a short movie script for a 2–3 minute deleted scene, including stage directions, and to rehearse and perform it for family, which requires them to produce spoken dialogue in a performance context. Students respond orally to several discussion questions comparing the film and book (e.g., which actors felt like the characters, how director used effects, which version they enjoyed more), providing multiple opportunities for spoken responses. Students may also present a film poster and explain its summary sentence and pertinent information aloud, creating another spoken task with a specific audience.

Students plan, rehearse, and deliver an organized oral book presentation, including preparing slides and using index cards so they do not read word-for-word. Students are instructed to practice speaking loudly, clearly, and slowly, make eye contact, avoid fidgeting, and use deliberate gestures. The rubric and parent notes require presentations to be clear, well-prepared, and to use appropriate eye contact, adequate volume, and clear pronunciation.

The lesson directs students to memorize and orally recite a 4–6 stanza poem to family and listeners, instructing them to practice reading the poem out loud, observe pauses and stops, and use voice modulation, tone, and gestures expressively. The parent plan and skills list explicitly tell students to choose a poem that will appeal to listeners and to run the poem by a parent to ensure appropriate subject matter and length. Activities require daily practice of oral delivery and provide tips for making the poem easier to read and annotate for performance.

The lesson instructs students to continue poem memorization and lists as a skill: "Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning." Students are prompted to practice recitation and expressive delivery and to save and prepare a poem for a final project, which implies oral performance practice.

Students are asked to memorize and recite a poem for their parents, practicing delivery: "Try to have the entire poem memorized...Tomorrow you will recite it for your parents." Students are instructed to work on tone, volume, and gestures to communicate the poem ("work on how you can communicate the poem through the tone or your voice, how quiet or loud you are, or even hand motions or gestures"). The Parent Plan explicitly lists reciting poems using voice modulation, tone, and gestures to enhance meaning.

Students practice reciting a memorized poem using voice modulation, tone, facial expressions, and hand gestures to enhance meaning (Activity 3; Skills). Students are instructed to practice in front of a mirror, to name the poem and its author before reciting, and to share why they chose the poem afterward.