The lesson provides multiple vocabulary web activities in which students must look up each target word, write a definition, and list a synonym and an antonym. Directions prompt students to read the word in context, choose the dictionary definition that matches the context, and complete synonym/antonym boxes on the student activity pages. The answer key supplies possible synonyms and antonyms for several target words (for example, neglected: possible antonym "taken care of"; contemptuous: possible antonyms "flattering, praising"; savage: possible antonym "civilized").

Students are asked to record definitions for legends, folktales, and myths and to define and name examples of each. The Skills section and activities ask students to "understand literary forms by distinguishing among stories, poems, myths, legends, and folktales," and to identify which stories in their library fit each category. Activity directions require students to identify elements of culture in specific myths or folktales and to compare stories from different cultures, which involves noting differences in terms and forms.

Students are asked to "Record and recognize synonyms and antonyms for words" in the Skills list. In Grammar Practice (Option 1) students match words from the stories with their synonyms (e.g., watched/saw, ailing/sick, sleepy/drowsy, outwitted/fooled, strolled/walked). Option 2 requires students to record three pairs of words from the stories that are synonyms.

Students are asked in Activity 1 to list and illustrate an example of "Good vs. Evil," which has them identify and contrast opposing concepts. In Activity 2 students are instructed to record words and phrases that describe a lion from a chosen story and then use a Venn diagram to compare that lion to Aslan, which has them group similar and different descriptive words. The guided questions (e.g., how each child felt when hearing the name "Aslan" and what words describe Mr. and Mrs. Beaver) prompt students to generate descriptive vocabulary to compare characters.

Students create a picture dictionary where they write each vocabulary word, write the definition, and glue a related picture. Students build and play a vocabulary cube where they refer to definitions on notecards and use each vocabulary word verbally and in writing. Students record descriptive words or phrases for villains and record examples of good vs. evil, and a skills objective asks them to use word reference materials to extend meanings.

Students correct the BFG's misuse of words in the "Interpreting the BFG" activity by substituting correct vocabulary and rewording phrases (e.g., turning "Cross your figglers!" into "Cross your fingers" and fixing other sentences). The life application asks students to invent words to replace ordinary words and keep a list, encouraging them to think about alternative word choices. Several activity directions prompt students to reword phrases and interpret meaning, which requires selecting appropriate words to convey intended meaning.

Students are given a definition that something tangible can be touched and something intangible cannot, and they are asked to sort a provided word list into tangible and intangible columns. In Activity 2, students must select three intangibles and think of a tangible example that could demonstrate or provide evidence of each one. The tangible/intangible task requires students to distinguish and relate the pair of concepts (tangible vs. intangible) as opposites.

Activity 2 directs students to cut out vocabulary words, glue them in alphabetical order, and write a synonym or antonym beneath each word, with an explicit suggestion to use a thesaurus to locate synonyms and/or antonyms. The activity also requires students to use each vocabulary word in an oral sentence and the Wrapping Up section has students read the vocabulary words aloud and use each one in a sentence. These steps ask students to relate words to opposites or to similar words and to practice using the words in context.

The Prefixes and Suffixes table explicitly labels un- as "opposite meaning" with the example unhappy, and students are directed to add prefixes/suffixes to root words in sentences. The fill-in-the-blank exercise requires students to produce forms such as meaningless, unsupportive, overprotective, and regain, showing students create words with opposite or changed meanings. Activity 3 focuses student practice on applying prefixes that yield opposites (un-) and other meaning changes in context.

In Activity 1 students read definitions that sometimes restate vocabulary in similar terms—for example, the lesson defines "hyperbole (overstatement or exaggeration)," directly relating the term to words with similar meanings. Students are instructed to refer to and use the provided definitions when sorting stories, so they read and use these word explanations during the categorization task.

Students match each vocabulary word to its definition and then choose a synonym and an antonym for each word (Vocabulary Activity, Student Activity Page). The lesson offers two options: a guided option with provided synonym/antonym choices and a more challenging option requiring students to generate their own synonyms and antonyms. The answer key lists example synonyms and antonyms for each target word and the lesson provides a link to dictionaries and thesauruses for students to consult.

Students are asked to record a synonym or antonym for each vocabulary word on the Chapters 11-20 Vocabulary Cards and on the Student Activity Page cards that include a labeled field "Antonym or synonym." The vocabulary game gives clues including an explicit antonym clue ("The antonym of the word is ..."), prompting students to identify opposites. Activity instructions explicitly tell students to use a dictionary to find word information, which can include finding synonyms or antonyms.

The lesson provides explicit definitions distinguishing hibernation and torpor in the "Facts and Definitions" section and asks the question "What is the difference between true hibernation and torpor?" on the Hibernation student activity page. The wrap-up asks students to find information in the chapters that explains Abel's hibernation/torpor, prompting students to compare the two related terms using textual evidence.

Students practice vocabulary through a fill-in-the-blank activity that requires selecting words (beckons, mutiny, cargo, solemn, uncharted, converted, tempest, treachery) to complete a passage. Students are asked to look up unfamiliar words in a dictionary and to use context to build word meanings. An advanced option asks students to write a short paragraph using the provided vocabulary words, and the Skills section states students will "use resources and references... and context to build word meanings."

Students are given a Student Activity Page titled "Instead of 'Said'" that lists alternative reporting verbs (for example, "replied," "shouted," "argued," "cheered") and asks them to write at least five lines of dialogue using words other than "said." Students are instructed to practice correct punctuation for dialogue and are asked at the end to list five words that can be used instead of "said." These tasks require students to select and apply words with similar but not identical meanings in context.

Students are explicitly told on the Quotes Cube to use a different word than "said" for their quotes, which requires selecting an alternative verb (a synonym) for "said." Students are asked on the Characters Cube to write two or three words or phrases describing each character, which has them choose descriptive vocabulary for specific words. The Vocabulary Cube has students record vocabulary words and use them in sentences, providing opportunities to practice word use in context.