Students are directed to read poems about the Southeast and then complete Activity 1: Poems and Geography, which provides a student activity page image of an outline map for them to label states, cities, and bodies of water mentioned in the poems. The activity explicitly asks students to connect places named in the poems to locations on the visual map, and the activity page image is described as a visual element for students to interact with.

Students are asked, "What is the relationship between illustrations and poems in illustrated poetry books?" and to "Look at the illustration that accompanies the poem 'Behind the Redwood Curtain'" where a visual detail (a bird flying from behind a curtain) is noted. Activity 3 directs students to write a poem and "accompany your poem with an illustration," and the review section states that "illustrations in poetry books can enhance the poem." Question #4 asks students to describe the vivid images a poem creates in their mind.

Students are asked to reread "The Red Wheelbarrow" and draw a colorful picture of what they see, connecting words to visual imagery. Students cut out pictures, write grouped words and phrases to describe each picture without sentences, and then turn those words into short poems to match the images. Students read and write picture/shape (concrete) poems, copying poems onto the page in the shape of the subject and checking that the words reflect the subject. A question/answer notes that words form images and affect emotions, linking imagery to emotional impact.

Students are asked to create a program and are given the option to "display your picture or shape poem rather than read it aloud," which asks them to use a visual presentation of a poem. Students write a description of the setting (lighting, location, stage or stool, clothing) and a parent prompt explicitly says to "discuss the setting's impact on the poetry reading." The rubric evaluates the Program and Setting for creativity and appeal and prompts students to assess how presentation choices affected their performance.

Students work on activity pages that include visible graphics (a cartoon turtle near the title; images related to DNA, pizza, and puzzle pieces) which they view while completing tasks. The Life Application asks students to "Watch Alice in Wonderland, and see if you can make any comparisons between the movie and the party at Julian's house," prompting students to compare a multimedia film with events in the text. The Metaphor and Simile activity includes images accompanying the text comparisons that students use when identifying what is being compared.

Students are asked to write a script for a scene (Activity 2), including stage directions in parentheses and acting the scene out for family, which engages them with theatrical visual and performance elements. The Parent Plan suggests discussing theater vocabulary (dialogue, stage directions, script) and recalling a play or musical experience. The lesson also includes a "Life Application" suggestion to watch the movie Annie and a Relationships graphic organizer that uses images to represent characters.

Students color and label maps of American regions and cut and glue story title boxes into the regions, and they are instructed to draw a small illustration for each story box to help remember the story. The Student Activity Page directs students to add a graphic to the box with the story's title and to draw illustrations on the region grid. The Types of Stories page includes visual layout with empty boxes for students to write or place titles under each definition.

Activity 6 asks students to select songs for a modern folktale and to list titles, verses/choruses, and explain why they chose each song. Activity 6 Option 2 asks students to write a short song whose lyrics and sound should reflect the setting and mood of a folktale and then perform it. Several Student Activity Pages include illustrations (e.g., the Brer Rabbit/Sister Fox organizer and the drawing box on Same Story, Different Setting) that prompt students to produce or use visual representations.

Students examine Caribbean paintings (Activity 3), identify five things they like about the subject and three things about the artist's technique, and assign a new title to the painting. In Option 1 students research Curaçao and draw an illustrated travel-brochure picture to convey the island's natural beauty. Several activities (Setting Map, Venn diagram, Types of Boats) require students to interpret and create visual representations tied to the story's setting.

Students are asked to "Illustrate three items that serve as a reminder of Timothy" on the Student Activity Page and to "Explain what each represents," which requires them to connect visual choices to meaning. The lesson includes an "Indentation Example" image with a block of text and an explicit description of the image content, exposing students to a visual element alongside text.

Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to read part aloud or listen to an audio recording. Students are instructed to use volume, pitch, phrasing, pace, modulation, and gestures and to emphasize important words and phrases when delivering the eulogy (rubric criteria). Students design and build a monument and compose a concise inscription, using visual choices to reflect Timothy's character; an inscription model image and monument construction directions are provided.

Students create a Picture Map Vocabulary where they draw a central image and smaller pictures to represent vocabulary words, and they explain their picture maps to a parent. Students label and color a map of Germany (marking the Rhine, Breisach, Freiburg, Hamburg and the France–Germany border) to locate story settings. The student activity pages include visual organizers and images (e.g., boxes with illustrations related to vocabulary) that students use to connect words and places to the text.

Students are asked to create a book jacket (Activity 1 and Activity 3 Option 1) and to include sections such as "characters and location," "date, events, illustrations," and "development of the characters" on a Student Activity Page. The Student Activity Page is described as a tool for analyzing or organizing elements of a historical fiction novel and instructs students to add a front cover and put information and illustrations in each section.

Students design and create a Story Quilt with 10–12 squares that require illustrations, scenes, character comparisons, and written reflections tied to the novel (e.g., "Illustrate Dina's home in Germany/America," "Illustrate your favorite event in the story"). Students are directed to make quilt squares colorful, creative, and visually appealing, to choose patterns and materials, and to assemble a final visual product. Student pages for the New York option include illustrated comparisons (modern vs. late 1800s vehicles) and a rubric background with a skyline image; students also may accompany poem readings with music, dress, or food.

Students are asked to read the "Building a Campfire" information and then create a poster that summarizes the rules, with explicit directions to "Use graphics and color to make the poster attractive" and to highlight the most important parts. Students follow step-by-step illustrated instructions to produce Leaf Window Art, including small illustrations showing arranging leaves, crayon shavings, and ironing to create a stained-glass effect. Student activity pages include visual examples and illustrations that students view while completing the craft and poster tasks.

Students are asked to create a RAFT presentation as an ornithologist that may include a poster, clay models, or a PowerPoint to illustrate relationships between falcons and other organisms. The Parent Plan lists the skill 'Make oral and written presentations using visual aids with an awareness of purpose and audience.' The student activity page includes small illustrations accompanying examples, and the RAFT requires students to present their findings to an audience (family or second graders).

Students are asked to illustrate or find a photograph to include with their newspaper article and to lay out the final story in a newspaper format. The rubric includes a criterion asking, "Does the image go well with the article?" which requires students to judge the fit of an image with their text. Activity directions and the layout task require students to make choices about visual placement and presentation of their article.

Students are asked to create a watercolor (or other paints) of the Connecticut coast based on the provided "Colonial America" image and then describe similarities and differences between Connecticut and Barbados. The "Barbados vs. Connecticut" activity includes illustrated visuals (palm trees and a snowy forest) and asks students to sort descriptive statements into two columns, using the images as part of the comparison. The corn pudding Student Activity Page includes a sketch of a cauldron and a decorative rustic theme that students see while following the recipe activity.

Students are asked to color and examine a "Map of the Connecticut Colony" and to "think about how the geography and climate of the area would affect the daily lives of the colonists," recording three ideas in a journal. The lesson includes an image description of a modern map and a Student Activity Page describing the colony map with counties, towns, rivers, and boundaries. Students are directed to compare the map of the Connecticut colony to a current map of the state.

Activity 3 asks students to look closely at Edward Hicks's painting 'A Peaceable Kingdom' (with a zoom feature) and brainstorm descriptive phrases about the painting to save for later use. The Student Activity Page titled 'An Island Bird' includes decorative artwork of a bird and flower alongside prompts that ask students to compare the Jamaican bird to Kit and list parallels between the bird's experience and Kit's, linking image and text. The lesson repeatedly prompts students to use descriptive language when discussing visual material (e.g., 'use interesting language in your descriptions').

Activity 2 (‘A Picture's Worth a Thousand Words') asks students to brainstorm ideas and descriptive phrases related to a painting and then write a short story that integrates those descriptive phrases. The activity directs students to use sensory detail, dialogue, action verbs, and descriptive nouns (imagery) to respond to a visual prompt. The lesson references a prior Lesson 7 brainstorming session about a painting, indicating students have engaged with a visual image across lessons.

Students are asked in Option 1 to "paint the exact same scene in the winter" and to "share his painting" and "compare it to the picture he made in Lesson 8," which requires producing and comparing visual representations of a scene from the text. The Student Activity Page includes an illustration (a gavel) and structured spaces for students to write and support arguments, integrating at least one visual element with the written trial activity. The option to act out five important preparations for winter (Option 2) asks students to use props and perform visually to represent text-related ideas.

Students are prompted to consider "How do artists use illustrations to help the reader discover the story?" and to look closely at Brian Selznick's drawings in the first chapters (Activity 2) before creating their own mechanical-pencil drawings. In Activity 4 students are asked to "Look closely at the pictures... Write a short story based on one of the pictures," which requires them to use visual information to generate narrative meaning. The Parent Plan skills explicitly include interpreting and evaluating how visual image makers represent meanings and describing how illustrators' choices of style, elements, and media extend a text's meanings.

Students are prompted to recognize that "illustrators use pictures to help communicate a story" and to "review how the author is able to tell his story through words and pictures." In Activity 3, students select a picture from the chapters, write the text the picture is showing, try to use the same tone and voice as the author, and consider whether their words could replace the illustration and still convey the same message. Parent directions ask students to show their chosen drawing and discuss whether their substitute text used the same tone and voice and engaged the reader.

Activity 2 asks students to listen to the original Hans Christian Andersen tale and then compare it to a different version or a movie, prompting a cross-media comparison. Activity 3 provides a "Two Versions" graphic organizer with rows for Characters, Setting, Events, Message/Moral, and Mood/Tone to guide analysis of differences between an original and revised version. Student Activity Pages include visual elements (a stylized large initial, decorative borders, and a black-and-white sketch on page 11) that students can encounter and note while comparing versions.

Students are asked to watch the short silent film "A Trip to the Moon" and read commentary to help them better understand the film, which gives them direct exposure to a multimedia text. Students create an original drawing of a dream scene for a movie and are asked to analyze the picture with a parent, engaging them in thinking about visual choices. Students are directed to look back at a pictured spread (pages 344–345) to answer questions about similarities between Hugo and Prometheus, using an image as evidence for interpretation.

Students are prompted to note that the book's black-and-white illustrations and black frames make reading feel like watching an old movie, connecting visual style to tone. In Activity 1 students create a movie poster, choose casting, write a synopsis, and then compare their poster/synopsis to the actual movie trailer via the provided link, requiring comparison of their visual/multimedia choices to a multimedia presentation. In Activity 2 students evaluate picture books against Caldecott criteria (including "excellence of the illustrations," "presents children with a noteworthy visual experience," and "art is integral to the text and storyline") and must draw a cover and provide three reasons a book deserves an award, prompting students to justify visual contributions.

Students are asked to "choose a book scene and design a storyboard for a movie adaptation," which requires them to translate text into sequential visual frames. Students are asked to "create a sequence of comic-like images to represent an exciting or suspenseful movie scene," which has them produce visual representations of narrative moments. Students are asked to "analyze differences and similarities between an old and modern movie" and are encouraged to watch the movie version of The Invention of Hugo Cabret and find clips of old movies online.

Students are asked to create a raccoon craft using pictures of raccoons and to list materials, write, and illustrate directions on the "A Raccoon Craft" activity page. Students are offered an option to paint a picture or create a sculpture "in memory of Butte" and are prompted to explain why their artwork honors him. The Student Activity Pages include spaces for illustrations (e.g., an ILLUSTRATION box on the raccoon page) and the idioms page features small illustrations next to idioms to support meaning.

Students are instructed to draw pictures of three characters and write three words or phrases that describe each character, using information the author provided (Activity 1 and the Student Activity Pages). The 'Survival & Seasons' organizer presents a visual seasonal wheel with icons (summer wave, winter snowflakes, etc.) where students record threats for each season. The 'Questions for Lucy' page includes a small illustration that accompanies students' written questions and imagined answers.

Students are asked to examine the "Discoveries" illustration and "describe what is happening in the picture," brainstorming multiple ideas and elaborating on the most original one. Students complete a "Characterizing Meg" graphic organizer that requires them to record traits and supporting evidence in a visual layout. These activities require students to interpret and respond to visual material and to record thinking in graphic form.

Students are asked to underline descriptive words and then illustrate the creature from the text (Activity 2), producing a visual representation based on the author's language. In Activity 4 students write detailed descriptions of a fantastical creature and either draw it or have a family member draw it from the description, then compare drawings. Student pages include pictures (rabbit, mysterious man) that students use while rewriting sentences, linking images to textual events. Parent prompts ask students to share and discuss their drawings, comparing how different readers visualize the same description.

Students are asked to "reread the section in Chapter 5 where Mrs. Whatsit describes the five dimensions" and to "spend some time analyzing the images." Students are instructed to "draw pictures and/or use objects to help your sibling or parent better understand each dimension," which requires producing visual explanations. The Student Activity Pages include shapes and labeled spaces that students must fill in, prompting them to organize information visually. The Parent Plan lists skills to "produce visual images, messages, and meanings" and to "understand and interpret visual images, messages, and meanings."

The Parent Plan skills explicitly instruct students to "interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings." The Introducing the Lesson directs students to examine a photobiography and discuss how photographs and words together tell the story. The Reading instructions tell students to "pay close attention to the pictures and the captions" and note that most images are actual photographs that help tell the story, and a discussion question asks why the author chose the opening portrait.

Students are asked in Activity 2 to choose a picture from the book to accompany their newspaper report and to explain why they would select it. The Student Activity Pages include photographs (a Lincoln Memorial statue photo and a black-and-white historical photo) that students view when completing writing tasks. The Parent Plan Skills section explicitly lists interpreting and evaluating how graphic artists, illustrators, and news photographers represent meanings as a targeted skill.

Students are asked to create a small flyer for a Lincoln historic site that must include a picture (drawn or printed) and be made colorful and attractive to encourage visitors, which requires making visual choices. Students also create a train timeline by listing dates and describing events on illustrated train cars, cutting, gluing, and coloring them to represent sequence visually.

Students are instructed to include and place pictures with texts (e.g., print a picture of a slave next to the letter, print a picture of Frederick Douglass next to the biopoem, include a Lincoln photo and stovepipe hat illustration on the display). Students decide how to arrange visuals on a tri-fold board, add colored construction paper borders, and glue visuals into place. The rubric and parent-plan skills explicitly ask for producing projects using visuals to support meaning and evaluate display arrangement and product presentation.

The Parent Plan skills list explicitly states that students will "Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps." Student Activity Pages include visual elements such as icons on the "Where Do I Look?" source list, a black-and-white drawing of a lemur on the lemurs article, and a graphic organizer/table titled "What is the ideal environment for a lemur?" The bibliography and sample pages provide formatted visual examples (templates and citation layouts) that students are asked to use.

Students choose from multiple visual and multimedia product options (video, brochure, PowerPoint, comic strip, diorama, computer cartoon/movie) and are asked to design "informative and visually appealing" presentations. Students plan materials and steps for creating visual products and are prompted to use visuals to support meaning, as reflected in the Parent Plan skill: "Produce research projects and reports in effective formats using visuals to support meaning." Students practice presenting with visual aids and are advised to adjust pitch, tone, and body language during oral presentations.