Students are directed to explore primary sources that include visual arts (Activity 2) and to view a Paul Revere engraving via a provided Library of Congress link. Students must write a paragraph arguing what the artist might have thought about the event and support that argument with 2–3 specific examples from the image. The activities ask students to use the visual evidence to inform and support their written account or first-person narrative.

Students are asked to create a graphic-novel version of a scene (Option 2) using provided comic-panel templates and art supplies, and they may combine the graphic novel format with other genres. The instructions tell students they may write on paper or "using a computer," and multiple Student Activity Pages describe empty panels for students to draw and organize visual content. The activity asks students to retell a nonfiction scene visually, which requires producing a visual display that conveys story information.

Students are directed to view online photo galleries and virtual tours (Adams National Historical Park, White House History, Google Arts & Culture) and to use details from those images and readings when creating work. In Option 1, students create two drawings and are encouraged to display the images side by side on poster board or a bulletin board to show contrast. In Option 2, students complete a Venn diagram graphic organizer that uses visual context (background illustrations) and information from the multimedia sources to compare the two homes.

Students design a physical memorial (statue, garden, park) using colored pencils, paint, clay, or other media in Activity 1 Option 2, producing a visual prototype. Students are asked to view Internet images of memorials for inspiration, and student activity pages include illustrations and labeled visual examples (active vs. passive voice images, mood illustrations). The final project asks students to "present a performance" about Abigail Adams, which implies an opportunity for a presentation.

Students are asked to plan and assemble props, costumes, and sets (e.g., sections on "Ideas for props, costuming, or scenery" and stage notes in the Plan Your Play pages). The rubric explicitly includes a criterion for "Chooses appropriate props, costumes, and sets." Instructions tell students to assemble costumes, props, or set materials and to set them up where they will present the play.

The map option (Option 1) instructs students to create a detailed visual map of the Battle of the Cowshed based on specific evidence in the book, use colors and symbols to show individual movements and events, and then "show it to a parent and talk him or her through what happened in the battle." The parent notes emphasize that the map should illustrate physical features, movements from start to finish, and major events, and that the student should be able to explain the battle thoroughly using the map.

Students are asked in Activity 1 (Option 1) to draw or paint a re-imagined scene and write 2–3 sentences describing how personification changes the scene, which has them produce a visual display. In Activity 2 students are invited to include an enclosure (for example, a chart showing possible profits or a receipt) to support the business letter proposal, prompting creation of a visual artifact to support a claim. The student activity page includes an "Enclosure" line and space for a supporting document, signaling that students may create visual materials to accompany their written work.

Students are asked to create a visual plot diagram (Activity 1) by listing key events in order and creating a visual representation that highlights especially important moments, using bold color or spatial placement. Students are also given a bubble-map style Student Activity Page (Activity 2) that requires placing a central theme in the middle and surrounding it with specific evidence bubbles, and a sample image of a bubble map is provided as a model.

Students are given an optional task to create letterhead that may include style, font, colors, and images and are instructed they may omit typing the sender address if they use letterhead. Students are shown an image and instructions for using word-processing outline and formatting tools (Numbering, Increase/Decrease Indent) and are told how to use these tools to create organized documents. Students are asked to print their final letter (on letterhead if they designed some), which requires producing a visually formatted document.

Students are asked to sketch a graphic that visually demonstrates the five types of expository writing (Activity 2), and an example flowchart image is provided showing categorization with boxes and arrows. In Activity 1 and the Narrative vs. Expository pages, students examine and analyze book graphics, sidebars, captions, charts, maps, and diagrams and match sidebar colors to their purposes. The activities require students to interpret visual elements (index, captions, sidebars) and use visuals to organize and communicate information about text structure.

Students create a Chapter 23 timeline, recording scientific and world events on a visual timeline (Activity 1), which has them organize information spatially above and below the timeline. The Internet-search section (TIP #5) asks students to search for different media and explicitly suggests looking for websites that present multimedia such as videos in addition to text. The Student Activity Page also directs students to evaluate web sources for suitability, including consideration of different media formats.

Students are asked to design a poster that uses a combination of text and graphics (drawings, photographs, or images from the Internet) to explain a scientific concept to a younger audience. The poster guideline requires students to include illustrations/graphics and to define at least three domain-specific terms, and the vocabulary activity asks students to provide examples or draw pictures for key terms. The Parent Plan skills also mention integrating quantitative or technical information expressed in words with a visual version (flowchart, diagram, model, graph, or table).

The lesson provides a short video link titled "Einstein's General Theory of Relativity" as a resource for clarifying content. It includes a visual chart titled "Comparison/Contrast Transition" that lists transition words for use in writing. The lesson also supplies multiple visual planning/organization worksheets and sample pages (with images) that students can view while planning their comparison/contrast writing.

Activity 2 asks students to revisit a previous writing assignment and create an accompanying graphic (photograph, drawing, chart, table, flowchart, Venn diagram, etc.). The activity tells students to use tools like Microsoft Excel and PowerPoint, to include captions when appropriate, and to avoid simply printing images from the Internet by requiring students to modify or add to any borrowed images. The Parent Plan skills list explicitly includes integrating quantitative or technical information expressed in words with a visual version (flowchart, diagram, model, graph, or table).

Students are asked to plan a graphic for their research paper (Activity 8) by brainstorming types of diagrams, pictures, or graphs and sketching rough ideas. They are required to create a final graphic that accompanies the paper and add a caption if appropriate (Activity 11). The Research Rubric explicitly evaluates Presentation and lists "inclusion of graphics like diagrams or charts accompanying the paper," and Activity 8 refers students back to prior instruction about how graphics can help readers understand expository writing.

Students use multiple multimedia sources and visual displays: they watch the Linguistic Profiling video and read the PBS article, visit web pages about Mark Twain and slavery, and completemap activities (Map of Free and Slave States; Huck and Jim's Journey) where they shade states and trace routes. Students record information and responses from these multimedia sources in a journal and answer guided questions that require them to reference video content and maps.

Students are instructed to view the "Types of Writing" slide show (YouTube link) and to take notes as they watch, providing direct interaction with multimedia. Parents are asked to have the student present the "Types of Writing" slideshow as a "virtual tour," which requires students to use a multimedia slideshow in a spoken presentation. Students complete a Venn diagram visual organizer comparing Huck and Jim and then use that visual evidence to write an expository paragraph, linking a visual display to their claims in writing.

Students are asked to review a "Types of Writing" slideshow (YouTube) and to read an online student persuasive essay, exposing them to multimedia and web-based examples. The lesson includes a Student Activity Page ("Dogs Are Better Pets Than Cats") that contains a photo and decorative visuals which students read as an example of persuasive displays. Students are instructed to share their persuasive writing with a parent, which could involve an oral sharing of written work.

Students create three collage posters (Persuasive, Narrative, Expository) using printed or photocopied text, written excerpts, illustrations, and graphic symbols. The activity instructs students to collect multimedia sources (magazines, online articles, picture books) and allows them to print or glue sections of text and illustrate book covers. Parents are asked to have students explain the pieces of the collage and why specific pieces fit a category, and the raft activity asks students to add a symbol to signify what the raft/river means to characters.

Students are asked to create a cultural biography poster that includes a typed or hand-lettered title, a central sketch or symbol, additional graphics, and pasted printed elements. Students are asked to build story blocks using a combination of words, illustrations, and art materials and to decorate and assemble cubes that display quotes, figurative language, characterization, and point of view. Students are instructed to include textual evidence such as quotes, a persuasive-paragraph sentence, and an expository sentence on their visual products and to share those visuals with family as a presentation.

Students are asked to view multimedia resources such as a video interview with the author and the Buxton School House Tour, and to use online links (PBS and Pathways to Freedom) for research about the Underground Railroad. Students create visual items when they illustrate vocabulary words on index cards and use maps to locate Ontario and North Buxton. Students also prepare spoken products (a short song or poem to perform, a 6–8 sentence journal entry option, and a 6–8 sentence persuasive speech to read aloud to a parent).

Students are asked to create a physical "Welcome to Buxton" basket (Option 2) using real items or replicas and to give a short welcome speech while unpacking the basket and explaining why each item was chosen and how it will help. Option 1 asks students to design and glue paper items into a paper basket and write brief descriptions for each item. The activities require students to use these visual artifacts during an oral presentation, tying the visuals to explanations about newcomers' needs.

Students are instructed to cut or print a picture from a magazine or the Internet and glue it to the cover of a booklet about their character, organizing and presenting information on the booklet pages. Students create and design three t-shirts representing aspects of their character and share them with a parent to communicate character traits visually. In the monologue option, students are asked to practice a short speech as their character and, if possible, film it and share the video with a parent.

Students are directed to watch a YouTube video about tone and mood and to view several linked images (photograph of a slave family, engraving of slaves picking cotton, plantation dance sketch) as part of analysis activities. Student activity pages ask students to identify words or images that contributed to their mood and to write words or phrases explaining what they learned from quotes and artwork. An optional assignment asks students to create original art or a poem reflecting on slavery, using information and images they examined.

Students are asked to create a visual display (Option 1) by dividing a large paper into six boxes, labeling each with a figure of speech, writing an example, and illustrating each box. Students are also asked to create a large carnival advertisement (Option 2) that uses each of the six figures of speech to attract visitors, which requires producing a visual persuasive piece. The student activity page itself uses visuals (e.g., a horse for idiom and clock imagery for puns) to illustrate the concepts.

Students are asked to use a Student Activity Page that includes images of the Liberty Bell, Emma's doll, and Mr. Taylor's dagger and to write each item's symbolic meaning. Students are instructed to create a sculpture with Play-Doh or clay representing a personal life symbol and to write 2–3 sentences explaining its symbolism. Students are asked to read their item descriptions to a parent or friend and, in the song activity, to perform revised lyrics for a friend or family member.

Students complete graphic organizers (Elijah and Huck / Elijah and Cooter) that include images and structured visual layouts to record similarities and differences. Students use Student Activity Pages and a "Transitions List" that present transition words in categorized, highlighted text boxes and decorative borders. Several activities present passages with bolded transitions and illustrated sentence prompts that require students to insert or identify transition words.

Students are asked to create a family tree and are given the option to use art materials or a computer drawing program to design it, producing a visual display of character relationships. Students are instructed to type a final draft of their persuasive essay using a computer and to run spell-check and format the document, showing use of technology to produce work. The Parent Plan lists skills including using technology to produce and publish writing and delivering persuasive presentations, which implies some focus on technology and presentations.

Students are asked to create either a print advertisement or a 30-second film commercial (Activity 2, Options 1 and 2) and to include at least three rhetorical or logical fallacies in that ad. The instructions and Parent Plan explicitly direct students to produce a visual advertisement or to film/present a dramatized commercial and to share or show it to a parent. The student activity page also requires underlining fallacies in a written essay using color codes, engaging students with visual marking of rhetorical devices.

Students are asked to use a graphic organizer titled "Comparing Societies" to record similarities and differences between Opium and the United States, which requires them to organize information visually. Option 1 directs students to "visually represent the setting" of a dystopian novel on a blank sheet of paper. Option 2 asks students to "represent the environment of your society visually" and to "write a descriptive paragraph" to accompany that visual.

Students are instructed to "indicate directions for setting and action, props, lighting cues, etc." and to use those aspects to enhance dialogue and plot. The activity directs students to gather props, practice staging, and perform the scene (or use dolls/figurines) and gives an example of a physical cue (the shattering glass) that highlights a plot moment. The student activity pages include stage directions and a scripted scene that require students to plan visual and physical elements for a presentation.

Students are asked to design an El Patrón family crest, selecting colors, shapes, symbols, and a motto to communicate a particular character trait; they are then to share it with a parent and discuss the symbols and choices. The Student Activity Page provides a large blank shield for drawing the crest and directions to "Create a crest to represent El Patrón's family." The vocabulary activity offers an option for students to create an illustration for each word on an index card, linking visuals to word meanings.

Students are asked to create an artistic rendition of Tam Lin or Celia on poster board or art paper that includes words, phrases or quotes from the character as well as images associated with that character. The Parent Plan directs that the child explain the poster or picture to a parent, describing why particular symbols or words were chosen. The activity requires students to produce a visual display tied to their analysis of character teachings and development.

Students in the Travel Tracker role are asked to record the rabbits' journey by drawing picture postcards of each setting the rabbits passed through, producing visual representations of information. Students complete a Fantasy and Epic graphic organizer to record examples of genre characteristics, which asks them to place textual evidence or examples alongside labeled visual sections. The materials include an answer-key image and refer to underlining borrowed or Lapine words in writing, showing use of visual marking and worksheet displays to organize information.

Students are asked to research organisms and then "create a food web poster" using pictures, words, and visual connections (Option 1), which asks them to make an "attractive visual display" that is clear and creative. Option 2 explicitly asks students to "use a computer graphics or presentation program" to produce a diagram, directing students to use digital visual tools. The Food Web activity page lists organisms and asks students to record producer/consumer status and diets to be represented visually in the web.

Students are asked to create a visual depiction of dramatic irony (Option 2), with instructions to "draw a picture of the scene, making clear to the viewer what is really going on while the character is unaware." The dramatic irony activity pages require students to explain what the reader knows, what the characters believe, and the effect on the reader, which ties a visual or textual analysis to audience interpretation. The lesson also provides multimedia read-aloud links for children's books that students could use as examples of dramatic irony.

Students design a campaign sign for Hazel that combines a short slogan and a symbol/logo, requiring them to use visual design to encapsulate and promote a leadership claim. Students create flags for each rabbit community using colors and symbols and then share and describe their choices with a parent. Students cut out boxes and glue them into a Rabbit Societies chart to display positive and negative traits of groups and leaders, organizing evidence visually.

Students are assigned the reading role "Graphic Artist" and are instructed to create an illustration or series of sketches related to the reading and to prepare to share that illustration with a parent. Students are also asked to draw pictures of 2–3 characters on the Character Planning activity page and to record personality traits and quotes alongside those images.

Students create visual displays: they make a Venn diagram or artwork to compare Efafra and Watership Down and write a 2–4 sentence reflection explaining how visual details give clues about the places. Students draw and label a Simbaya map (including jungle, watering hole, vegetation, and mountains) and are asked to explain their map and how it connects to characters and plot. Students develop and share 3–5 discussion questions and are prompted to share explanations, which involves using visuals to communicate ideas about setting.

Students are asked to create a visual display (collage, photography, or other artwork) that explains an environmental issue without using words (Option 1). Students are asked to make a simple map of the rabbits' journey by drawing pictures of each setting as they read (Travel Tracker). A sample plot diagram image is included and students are asked to create a plot diagram for their fantasy story, which is a visual organizational tool.

Students cut out character figures, glue them to cardstock, write a 3–5 minute script, and practice enacting a chosen scene. Students are asked to include notes for music, lighting, or other special effects and to consider set design as part of bringing the scene to life. Students perform the scene for family or friends using labeled visual character illustrations and the prepared audio/lighting ideas.

Students are asked to create a visual poster (Activity 2, Option 1) that must contain factual information about the author and may include a printed picture, and they may watch an author interview video (Activity 2) as a multimedia source. Students can create a 90-second radio promotional spot (Activity 2, Option 2) that integrates audio presentation skills and must be timed and read aloud. In Activity 4 students create a collage using drawn or found images (online or in magazines) and then write sentences that explain the colors/feelings represented.

Students are instructed to create a mini picture dictionary by drawing symbols for vocabulary words and assembling the pages into a small stapled book, which requires producing visual images to represent word meanings. The student Activity Page and accompanying illustration show the process of creating and storing visual flashcards and a vocabulary diary, and students are prompted to draw symbols for each vocabulary word. The Similes and Metaphors activity includes a picture prompt and asks students to write their own simile or metaphor based on a given image, encouraging them to produce imagery tied to text.

Students choose three Nazi propaganda posters from an online collection and analyze which group each poster targets, the poster's goal, and what makes it effective. Students view and interpret an infographic titled "Understanding Nazi Ideology" and other images that explain key ideas and symbols. Students record examples of propaganda from the reading on an activity chart and share chosen posters with a parent.

Students are asked to write and illustrate a short, 10–15 page story and to use storyboard pages to sketch illustrations and accompanying text, which requires combining visual displays with narrative text. The materials provide a Charcoal 101 video link and explicit instructions for creating and arranging illustrations (using charcoal, pencil sketches, and binding the pages), so students practice producing visual elements to accompany their written work. The activity includes multiple storyboard pages and encourages students to think about what images they can use to convey their story, which supports using visuals to clarify and add interest to content.

Students view a 1943 newsreel and read an article and Ernie Pyle column, then answer questions comparing informational content and propaganda, demonstrating analysis of multimedia sources. Students complete a relationship web graphic organizer about Liesel and other characters, researching and writing about the significance of those relationships using a visual display. Students are instructed to record examples of propaganda on the Part Seven "Propaganda" page, directly using textual and visual evidence from the reading.

Students are asked to create an illustration of a scene from an excerpt (Option 1), and to explain why they chose that scene and how the illustration relates to the excerpt. Students complete a graphic organizer comparing primary sources and historical fiction (Primary Sources vs. Historical Fiction) which uses a visual two-column format for advantages and disadvantages. Students are prompted to examine pictures in Max's story and answer questions about what the pictured items represent, showing analysis of visual displays.

Students are asked to create a map or diagram of a person's journey (Option 1) or a character's physical and emotional journey (Option 2) and are given a flowchart example that visually represents key events. Students are directed to communicate ideas using both words and images and to choose important details that communicate the importance of the journey. The instructions explicitly allow use of art materials, images from the Internet, printing maps, cards, arrows/string, and computer design software to create the diagram.

Students are offered explicit options to present their "Teaching Figuratively" mini-project as a handout, poster, or slideshow, which permits use of visual displays. Students are asked to record a radio-style war correspondent segment, integrating audio multimedia into a presentation format. Students are instructed to select, copy/paste, and attach three World War II propaganda posters to a document and analyze how design features add to a poster's message. Students watch a movie or trailer and discuss how cinematic choices differ from the book, engaging with multimedia as a source of evidence.

Students are asked to watch a video titled "Alabama in the 1930s" and use information and images from that multimedia source to create a mind map centered on "Alabama in the 1930s." Students are instructed to add branches, sketches, images, and color to their mind maps and are given an option to use an online mind-mapping tool (Coggle) to create a visual representation. Students are prompted to reflect in a journal on whether they would have wanted to live in Alabama in the 1930s, using knowledge gathered from the video and mind map.

Students are asked to create a 4-square comic strip using pictures and dialogue bubbles to tell the story of revealing a hidden talent (Option 1). The skit option asks students to write and perform a short skit, with suggestions to use a friend, puppets, props (a ball, inflated trash bag) and to act it out for others (Option 2). The lesson also uses sentence-diagram images and asks students to produce diagrams, which require students to create and interpret visual displays that clarify sentence structure.

Students choose an image from a slideshow about segregation, print it, glue it onto black notebook paper, and add a gripping caption that ties the image to the book. They write two to three sentences on the back explaining how the image relates to the story or characters, explicitly connecting the visual to textual elements. The parent plan also states students mounted the image and included a motto speaking against racism and segregation.

Students are asked to create a visual collage that uses images, words, and symbols to depict their identity and then share the collage with their family, explaining why they chose various images, words, and phrases. As an alternative, students collect 6–8 physical objects in an "Identity Grab-Bag" and share them with a family member, discussing how each item represents aspects of their identity. Both options require students to produce visual artifacts and use those artifacts when presenting and explaining their ideas.

Students are instructed to select one quote to memorize and to display in a creative, artistic way, explicitly allowing them to use the computer or art materials and to hang up the quote to share with others. Students are asked to create a Venn diagram comparing two characters' perspectives, which requires them to produce a visual display that organizes and contrasts information.

Students are instructed to watch the 1964 film adaptation and use a student activity page to keep a running list of similarities and differences between the novel and the film. The lesson prompts students to analyze special effects (lighting, music, camera angle) and how the director used those effects to help tell the story. One option asks students to design a film poster that includes a picture, a summary sentence, and other information to encapsulate themes. The other option asks students to write a 2–3 minute movie script with stage directions for lighting, props, and music and, if possible, rehearse and perform it for family.

Students are required to create a computer slide show (PowerPoint or similar) that highlights historical context, characters, plot, themes, and personal reactions and to include graphics and text on each slide. Instructions tell students to use text to highlight important terms or display relevant, powerful quotations and to design slides that support and illustrate oral points rather than contain full text. The rubric and Parent Plan explicitly list "Integrate multimedia and visual displays into presentations" and evaluate "Use of Slide Show - Use slides for illustrating points and adding interest." Students are asked to practice advancing slides and using them effectively during rehearsals and the final presentation.

Students are asked in the Visual Response activity to create or select artwork and then copy their poem into the "Poem" frame and paste a picture of their artwork into the "Artwork" frame. The activity instructs students to use web images (link to Guggenheim) and to scan, photograph, shrink, print, and paste images so they fit the activity page. Option instructions explicitly guide students to combine textual (poem) and visual (artwork image) elements on a single activity page.

Students create a Tech Poem using a computer or presentation software, choosing fonts, spacing, colors, and graphics to present a poem and printing/saving the result. The activity directs students to jot emotions, images, and colors to guide their design and to double-check capitalization, punctuation, and line breaks, and an extended example shows how visual choices emphasize words and imagery. The lesson also asks students to save the visual product for a final project.

Students are asked to create a colored-pencil sketch of their poem topic in Activity 1 and to use that drawing and web resources as inspiration for lines of their poem, providing a visual product tied to their writing. In Activity 2 Option 2, students create a poet card and are instructed to either draw a pencil outline of the poet or print and paste a small picture from the internet, producing a visual artifact about a poet. In Activity 3 students present a memorized poem to family, naming the poem and author and explaining why they chose it, which is an opportunity for a live presentation.

Students are instructed to add illustrations, borders, and other decorations to their poetry journals and may use images printed from the Internet or natural materials (e.g., pressed leaves or flowers). The project requires a "visual response activity" in which students include both the artwork and the poem. The Parent Plan Skills explicitly lists: "Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently."