Students are asked to "review the parts of the boat" and to use the "Parts of a Sailboat" sheets to familiarize themselves with sailing terminology, including specific definitions (e.g., mizzen, bow, jib, cleat, furling). Students are instructed to refer to the diagram and draw connections between terms and boat components so they can "refer to the diagram when the characters discuss what they are doing while aboard the boat." The lesson includes explicit vocabulary definitions and prompts that require students to learn and use technical word meanings related to the text's setting.

Students are given a vocabulary list and asked to match each word to its definition, with page references to find how the word is used in the book (Activity 2). The Parent Plan explicitly lists that students will "determine the meaning of unfamiliar vocabulary words by using context clues or a dictionary." Students also must write a paragraph using all vocabulary words correctly or create a picture dictionary, and are asked to review and use each word in context.

Students are asked to compare two short passages and discuss which piece of writing is better and why, prompting attention to differences in wording, tone, and voice. Students are instructed to identify which narrator is speaking by reading lines and to record words and phrases that describe Sophie and Cody on a Character Timeline, which requires noticing author word choices. The lesson explicitly states that voice "captures a mood or a tone," guiding students to consider how language creates tone.

Students are asked to explain what Sophie means by the line, "I love it when people do things like that — take something decrepit and create something grand out of it!" (Question #1), which requires interpreting a phrase in context. The Parent Plan discussion prompts ask students to interpret Bompie's remark, "It's not where you're going that's important -- it's how you get there," which asks students to determine the meaning of a figurative statement. The discussion prompt about feeling like a "wanderer" also invites students to interpret figurative language describing experience and tone.

The lesson provides a vocabulary list with definitions (deftly, careening, gnarly, sextant, badgering, woes) and instructs students to locate the words on the pages and read them within context (Vocabulary Memory activity). The Parent Plan explicitly states a skill: "Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension." The lesson also directs students to review the definitions and to play a matching game that pairs words with their definitions.

Students are given explicit definitions of simile and personification and complete activities (Option 1) that require them to identify quotes from the novel as simile or personification and to record what is being personified or what two things are being compared. In Option 2 students must write their own paragraphs using similes and personification, producing figurative language in context. In the Identifying Voice activity students match quotes to characters and write how each character would speak or think, which engages analysis of word choice as it creates distinct voice and tone.

The Questions to Discuss ask students to interpret Sophie's line: "I feel as if there were things inside me that were safely tucked away...hidden under the floorboards... the boards were blown off by The Wave," prompting students to explain the figurative meaning. Another discussion question asks students to evaluate Cody's remark ("maybe that's all anybody wants, to be useful. And to have somebody else notice it"), which requires students to analyze the meaning and implications of a quoted phrase from the text.

Students are prompted to plan and write with an intended tone (e.g., funny, sad, suspenseful) and to create a distinctive voice for their narratives. The rubric and editing checklist require students to consider WORD CHOICE and ask whether their language appeals to the reader's senses, includes descriptive details, and shows feelings rather than telling them. The lesson gives a concrete example of revising word choice to convey feeling ("I was scared" → "My knees were shaking and I felt frozen in time") and asks students to "select words to make the story more interesting" during revision.

The lesson includes explicit vocabulary work—students are told to "look over your vocabulary words and make sure you can use them correctly in a sentence," and test items ask students to use the words "badger" and "capricious" in sentences. The lesson reviews and asks students to produce figurative language: it directs students to "review examples of personification and similes," and test questions ask students to use personification to describe a tornado and the ocean. The Character Quote mini book asks students to select a quote from the text and "describe why the quote is meaningful," requiring students to interpret a passage from the book.

Students are directed to locate definitions in the dictionary and record the definitions for vocabulary words listed from the novel. Students are instructed to use context on the provided page to select the definition that makes sense when a word has more than one meaning. Students practice using each vocabulary word in an oral sentence with a parent and then record a written sentence on the chart.

Students identify, underline, and sort pronouns in a passage (Option 1) and cross out nouns that can be replaced and write replacement pronouns above them (Option 2). Students are asked to read the revised paragraph aloud and discuss how the paragraph sounds after pronoun substitution, and the answer key explicitly classifies words by pronoun type (subjective, objective, possessive, demonstrative, interrogative). The comprehension questions require interpretation of a title-like phrase ("Madam Mayor") and literal phrasing about characters, showing some attention to meanings of specific words or labels in context.

Students are asked to interpret a speaker's meaning in Question #2, which asks what the doctor means by "Someone pushes, someone pushes back. Pretty soon everything is ruined." The ballad writing activity requires students to choose language and stanza/rhyme patterns to tell the story of the Disaster and to remind people to live peacefully. The lesson's stated skills include developing an interpretation exhibiting careful reading, understanding, and insight, which implies student practice in interpreting text.

Students are asked to discuss character labels in the Questions to Discuss section where Tick calls the people of Sparks "primitive" and Torren refers to the people of Ember as "cave people," prompting consideration of why characters use those terms and how it makes them feel superior. The discussion prompt includes a brief explanation that such labels make characters feel justified in their beliefs, which invites students to consider connotative meaning and social impact of word choice. The wrap-up asks students to think about how exposure to media would change the situation, which could lead to conversations about language in media and cultural tone.

Students are instructed to read each vocabulary word in its sentence and surrounding context and then look up synonyms in a thesaurus (Activity 1). The lesson explicitly tells students to consider denotation versus connotation and gives the example comparing "down," "depressed," and "despairing" to show different degrees/feelings. The answer key asks students to record context clues and points out figurative and textual signals (for example, the simile "fury spread...like a fire" and exclamation points/thrashing to indicate "frenzy"), which students must use to justify synonym choices.

Students complete a vocabulary activity asking for synonyms for the words "Fury" and "Astonishing" (Activity 7), and the answer key provides possible synonyms. Students are also asked to write adjectives describing main characters and to edit and revise their final essays and reports, which involves choosing and changing words to improve meaning and focus. The parent plan and rubrics explicitly call for revision to improve meaning and clarity.

Students read The Good Deed, which includes vivid figurative descriptions (for example, phrases describing lilac bushes as "that shimmery color, halfway between purple and silver" and leaves as "the green of horses munching"). Activity 2 asks students to create an "eye bouquet": to write at least 25 words of descriptive language that appeals to sight without naming the object and then read the description aloud so a listener can guess the object. Question #3 asks why an eye bouquet was thoughtful, prompting students to connect the descriptive language to character experience.

Students are asked to locate and record words and phrases that the author uses to describe the Catskill Mountains (Activity 1), including attention to Irving's descriptions of "magical hues and shapes." Students are asked to read a poem version and compare it to the short story, noting similarities and differences (Activity 4). Characterization questions require students to cite actions and descriptions to support character traits (Questions #1 and #2).

Students are asked to list "words and phrases the author uses to describe the setting" on the Elements of a Short Story page and to reference the author's choice of words when identifying story elements. The Skills section explicitly includes supporting elements "by referencing the text to determine the plot development and author's choice of words." The activity prompts and graphic organizers require students to identify language the author uses in the text.

The Parent Plan lists as a skill that students should "Determine the importance of author's word choice and focus" and to "Explore any bias, apparent or hidden messages, or emotional factors," which directs students to consider language and tone. In Activity 4 students read two primary-source journals with older/irregular grammar and the parent notes explicitly prompt discussion of the authors' perspectives and to "identify facts and opinions" in the letters. The materials also instruct students to compare perspectives and discuss how conflict affects behavior, which implies attention to authors' tone and emotional language.

Students read a Civil War speech and are instructed to record three factual statements and three opinion statements and to identify at least two statements that could be propaganda, which requires attention to language that persuades or appeals emotionally. Students examine period pictures labeled as propaganda and explain how each image could have been used to sway Northern attitudes, prompting analysis of persuasive messaging. The Parent Plan asks students to interpret the figurative line, "Every secessionists' swaddling clothes are woven in Massachusetts...", which requires determining a figurative meaning from the text.

The Propaganda Poster activity asks students to decide whether the poster will focus mainly on words, images, or both and instructs that any text should be short and designed to influence reader thinking. The Parent Plan directs a caregiver to have the child explain the message the poster conveys and how it would influence the reader's way of thinking. The Skills list includes making informed judgments about propaganda and exploring bias and underlying assumptions, which requires consideration of word choice and persuasive language.

Students are asked to reread page 54 aloud and "describe the irony of the scene," which asks them to interpret a figurative device and its effect. A discussion prompt asks whether A.B. Tilbury's description of southerners is accurate, prompting students to evaluate connotative language ("cruel-hearted, war-loving villains"). In the photograph activity, students must write a sentence describing how each photograph makes them feel and create a title, which asks them to articulate tone and emotional meaning.

Students are asked to define and discuss the term "morale" in the Civil War Music activity and apply that meaning to questions about soldiers' behavior. Students complete exercises that require choosing correct verb forms (lie/lay, sit/set), distinguishing literal meanings and usages of commonly confused words. Students respond to a discussion prompt about why the author shortened entries and consider how brevity affects pacing and tone.

Question #3 asks students to interpret Dr. William Rye's line, "A victory? Indeed it was for death upon his pale horse," requiring students to determine the figurative meaning of that phrase. Activity 2 asks students to study personality and mannerisms and to practice reading accounts "in character," which has students attend to tone and how language is delivered. Students are directed to finish reading and answer comprehension questions, one of which explicitly targets interpretation of a metaphorical expression.

Students are instructed to mark verbs in their drafts (underline verbs, circle helping verbs, box linking verbs) and include commonly misused verbs, which they must identify and use correctly as assessed by the rubric. Students are given a list of transitional words and phrases to use and are told to avoid contractions and slang to maintain a formal, professional tone. The rubric and outline prompt students to appeal to the reader's logic and emotion and to reword sentences for clarity during revision.

The lesson asks students to interpret Einstein's quote: "What do you think Einstein meant when he said, 'Imagination is more important than knowledge'?" which asks students to determine meaning of a specific phrase. The bio-poem activity provides a list of sample adjectives and asks students to choose words to describe Isaac Newton, requiring students to select words with particular meanings. The Questions About the Genius and reading comprehension questions require students to read passages and answer meaning-focused questions about events and ideas in the text.

The Skills section tells students to "Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning," which directs students to determine word meanings from context. The lesson provides a vocabulary list with definitions in "Things to Know" and an Activity 1 matching task where students match words to definitions and place each vocabulary word into sentences drawn from the book. The activity also instructs students to look up words in a dictionary if unsure, giving students multiple strategies to establish literal word meanings.

The lesson includes Activity 3 (Beyond Roots) where students learn Latin and Greek roots, play games (Memory, Root Recall, Go Root!), and take online quizzes (Set 1 A and B) to learn root meanings. The Things to Know and Wrapping Up sections explicitly direct students to review and master roots from the Beyond Roots Set 1 cards. The parent plan also instructs that students will play with the card sets and retake quizzes until they score 80% or higher, indicating repeated practice with word parts and meanings.

Students are given a list of vocabulary words with definitions (asylum, pacifist, agog, ambivalent, anti-Semitism, retort, refute). Students complete a vocabulary crossword using definition clues and a provided word bank, requiring them to match words to meanings. The parent plan asks students to review definitions and use each vocabulary word in their own sentence, and the skills section emphasizes extending vocabulary and monitoring comprehension.

The lesson explicitly directs students to learn meanings of roots in "Beyond Roots Set 2" and to play root games and take online quizzes (Activity 3), which requires students to determine meanings of words derived from Greek and Latin roots. The Parent Plan skills list states students should "determine the meaning of grade-level academic English words derived from Latin and Greek roots," indicating explicit practice in morphological word-analysis. The Wrapping Up questions ask students to interpret the saying "knowledge is power," which prompts students to consider the meaning of a multiword phrase.

Students are asked to interpret the figurative phrase when answering QUESTION #2: "What do you think Einstein meant when he called himself a 'lone traveler'?" which requires them to determine a speaker's meaning. The Einstein Quotes activity presents multiple quotable lines with figurative or connotative language (for example, the ‘pretty girl/hot stove' relativity quote and statements about imagination and wisdom) and prompts students to think about the power of words and to memorize and share quotes. The Forms of Media activity asks students which medium produced the greatest emotional response and to explain it, which prompts consideration of how language and presentation create tone and emotional impact.

The lesson explicitly identifies "the meanings of words formed from Latin and Greek roots" in the "Things to Know" and "Things to Review" sections. Activity 5 (Beyond Roots) requires students to play root-based games and take online quizzes on Set 3 roots, with instructions to review cards and retake quizzes until they score 80% or higher. Parent notes repeat that the child will learn and review roots and play Memory/Root Recall/Go Root! games, indicating direct practice with morphological word analysis.

The lesson's skills list asks students to "Identify language devices in biographies" and to "Explain how authors create meaning through stylistic elements," which directs attention to author word choice and devices. Question #1 asks students to label what Einstein's name is a synonym for, prompting consideration of word meaning. Option 2 asks students to provide examples of how the author accomplished biography elements and to include one idea about how the author feels about the person, which engages students in considering tone. Day 2 Activity 4 reviews word roots and includes an online quiz, giving students practice with word parts and meanings.

Students are given a list of vocabulary words with definitions (contempt, hearse, sabotage, surge, intricate, brusque, outskirts, tantalize) and asked to study them. Students write each vocabulary word on a note card and play a vocabulary game in which a parent reads a definition and the student must identify the correct word, practicing matching words to meanings. The Parent Plan and Skills section explicitly state that students should 'Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension' and that students should review the vocabulary words.

Students are asked to interpret a figurative phrase in the discussion question: "What do you think the boy means when he says that all of Denmark is the king's bodyguard?" which prompts them to determine the meaning of a phrase as used in the text. Students are also asked how Annemarie describes King Christian, which asks them to consider descriptive word choices and their implications for the king's portrayal.

Students analyze Propaganda Posters by looking carefully at images and text, noting techniques used and summarizing the message each poster conveys. In the "Finding Symbols" activity, students underline symbols in a paragraph, circle words associated with those symbols, and reflect on why those symbols would leave readers feeling impacted. As a "wordsmith," students select and read aloud powerful or important passages from Chapters 3 and 4 and discuss why those selections are memorable.

Students are asked to interpret Henrik's line, "That's all brave means -- not thinking about the dangers. Just thinking about what you must do," which prompts them to determine the meaning of the word 'brave' in context. Students read dialogue-rich passages of Little Red Riding Hood and the novel chapters, exposing them to specific word choices and phrasing that could be interpreted for meaning and intent.

The Expository Rubric directs students to use "Interesting Words," including adjectives, adverbs, strong verbs, showing rather than telling, and appeal to the reader's senses, which asks them to select words that affect reader response. Activity 4 requires students to write a formal magazine article and pay attention to word choice and tone (avoid contractions, maintain formal style). The final copy pages prompt students to include memorable quotes and factoids and to "spice up" the article, encouraging deliberate selection of attention-catching language.

Students are asked to use the word intricate correctly in a sentence (Question 7), which requires them to determine and apply the word's meaning in context. Students must circle the sentence where the word contempt is used correctly (Question 9), which requires distinguishing appropriate usage and connotative sense. The Number the Stars test includes vocabulary-focused items embedded in questions about the text, giving students practice with word meaning as they answer comprehension items.

Students are given a list of key vocabulary words with definitions, parts of speech, and sample sentences and are asked to build a Vocabulary Picture Dictionary, which requires them to record the word, part of speech, definition, and sentence. The Parent Plan and activities explicitly instruct students to use context ("e.g., in-sentence restatement") to determine or clarify meanings and encourage reviewing definitions and parts of speech to aid comprehension. Parts of speech activities require students to identify word types in sentences using symbols and a Memory game, reinforcing how words function in context.

Students are asked to "record a phrase or sentence from the book where she uses words to paint a picture in the reader's mind," which requires locating examples of imagery or figurative language. The Parent Plan lists "Recognize the effectiveness of figurative language within a text," and activities ask students to quote phrases used to describe the setting. Students also practice identifying parts of speech in specific sentences, which engages them with individual word forms and functions.

Students are asked to identify examples of personification in the text by underlining the object being personified and circling the human-like characteristics, and then to write new sentences personifying the same objects (Activity 2, Options 1 and 2). The lesson asks students to discuss how the author uses personification to shape the reader's feelings or perspective and to evaluate the effectiveness of figurative language (Wrapping Up; Parent Plan). Students also identify and label adverbs and other parts of speech in sentences, which supports understanding how word types function in context (Activity 1 and answer keys).

The Juxtaposition activity asks students to "Locate words and phrases the author uses" to juxtapose the Fosters' and the Tucks' homes and to record quotations from the text, so students practice identifying author word choices used for comparison. The Parent Plan lists "Analyze the effect of author's craft on the reader," and multiple activities have students identify and label adjectives, predicate adjectives, and verbals, which has students attend to specific word forms and choices. Students are asked to quote phrases and use the author's descriptions when writing paragraphs, which requires selecting textual language that conveys meaning.

The lesson provides a list of vocabulary words with definitions and directs students to write a chapter summary that includes and correctly uses those words, which engages students with word meanings. The lesson defines similes and metaphors, gives multiple examples from the text, asks students to identify the two things being compared, and requires students to write their own similes and a metaphor. The skills list explicitly includes "Explain how figurative language contributes to text," indicating students are expected to connect figurative language to meaning.

Before beginning the lesson, students are asked to use each vocabulary word orally in a sentence and to review definitions and discuss how each word is used, which requires them to determine word meaning in context. Question #1 asks students to interpret the line that Winnie's family "sensed that she was different now... As if some part of her had slipped away," prompting students to explain what that figurative phrase means in the text. These items provide explicit opportunities for students to determine word/phrase meaning and to explain a figurative expression.

Students are asked to create similes for each main character in Activity 2, selecting an object as a symbol and writing "X is like ___ because ___," which requires them to produce and use figurative language. The Parts of Speech Sentences activity has students identify parts of speech in context (pronouns, conjunctions, adverbs, etc.), and the Things to Review note asks students to review vocabulary words learned, giving practice with word-level meanings and forms.

Students are given a targeted vocabulary list with definitions and page references and are asked to review those words. Students practice matching words to definitions (Option 1) and matching words, definitions, and contextual sentences (Option 2), including filling blanks in sentences that use the words. Parents are asked to check that students can use each vocabulary word correctly in a sentence orally, reinforcing contextual meaning.

Students are given a Dialect Guide listing regional words and their meanings (e.g., "ain't" = "is not", "ya'll" = "you all") and are instructed to use this sheet as they read to help understand challenging words or phrases. The Parent Plan skill list explicitly names "Recognize dialect and conversational voice and explain how authors use dialect to convey character," which directs students to interpret word choice tied to character voice. The guide includes explanations of variations (such as "-in" instead of "-ing") that students can apply to decode conversational language in the text.

Students read Chapter 5 and answer comprehension questions that require interpretation of text. A discussion prompt specifically asks why Cassie said, "No day in my life had ever been as cruel as this one," which asks students to interpret the meaning and emotional tone of that phrase. The questions also ask students to evaluate character responses (e.g., whether Cassie should apologize), which requires consideration of worded actions and implied attitudes.

The Expanding Sentences activity asks students to add adjectives, adverbs, prepositional phrases, and descriptive verbs and gives examples (e.g., changing "went" to "skipped, dashed, strolled...") to make sentences more vivid. The directions instruct students to use a dictionary or thesaurus to find more lively verbs and provide model revisions (Uncle Hammer's new silver car rushed across the narrow, wooden bridge) that demonstrate how word choice alters description and mood.

Students select eight unfamiliar words from chapters 7–12, read each word in context, and locate definitions in a dictionary as part of Activity 1. The parent notes and wrap-up instruct students to review the vocabulary words, recognize their meanings, and use them in context (e.g., reprint and fill the crossword from memory).

The Book Report Rubric's "Interesting Words" section asks students to use strong verbs, use words that show rather than tell, and choose words that catch the reader's attention. The rubric's "Voice" section asks whether the voice reveals details and meaning and whether it encourages empathy, prompting students to consider how word choice shapes tone. Activities instruct students to focus on creating interesting sentences and a persuasive voice, which requires selecting words for effect when drafting and revising.

Students are instructed to review vocabulary words and definitions from earlier lessons and to study vocabulary as part of test preparation. The end-of-unit test includes a question that asks students to select the sentence that uses the word "reprimand" correctly and a task that asks students to use a vocabulary word from the novel in a sentence. The unit requires students to produce sentences and extend a sentence with specific parts of speech, which engages them in using and reinforcing word meanings in context.

Students are given a targeted vocabulary list in "Things to Know" and instructed to review words, definitions, parts of speech, synonyms, antonyms, and to write sentences using the words on the "Vocabulary Cards." Students cut out cards, add unfamiliar words from the novel using a dictionary, and write sentences that apply the words. During the Vocabulary Cube game students must give definitions, identify part of speech, provide synonyms or antonyms, and "use in a sentence" when prompted.

Students are asked to identify euphemisms from The Giver (nurturer, release, replacement child, discipline wand, etc.) and to record the "actual meaning" or predict meanings on the Student Activity Page. The lesson defines a euphemism and provides concrete examples, guiding students to determine masked or connotative meanings of words used in the community. Students also locate and record italicized words and phrases in the text and practice underlining words that should be italicized, with instruction that italics can emphasize words or show a character's thoughts.

Students are given an explicit vocabulary list with definitions and complete multiple "Vocabulary Web" activities where they use a dictionary to record definitions, parts of speech, syllable counts, roots/prefixes/suffixes, and write sentences. The directions tell students to read each word in context so they choose the appropriate definition. Parents are prompted to check that students used words correctly in sentences and to review the vocabulary definitions. A discussion question asks students to consider what the rule phrase "You may lie" could mean for the community, prompting consideration of a phrase's implications.

Students are asked to reread the sled description and select descriptive words and phrases, organizing them according to the five senses (Activity 1). The skills list explicitly includes evaluating the impact of sensory details, imagery, and figurative language and describing the function and effect of literary devices such as symbolism and imagery. Students also plan and write a descriptive paragraph using sensory words from a senses chart (Activity 2), which requires attention to specific word choices that create imagery.

The lesson contains a focused Symbolism activity that asks students to identify symbols (e.g., flag, handshake, color red) and state what they represent, and it asks students to think of symbols in books they have read and describe their meanings. Parent notes prompt the child to describe symbolism in his own words and give sample connotative associations (e.g., apple: truth, the color red: knowledge, understanding, love, truth). Reading questions ask students to explain Jonas's reactions to memories, which requires interpreting figurative elements like color and symbolism in The Giver.

Students are asked to "Decide on the words and phrases that describe Jonas in today's chapters and record them on the 'Character Timeline' pages," which requires selecting language from the text to describe a character. Question #5 prompts students to consider the meaning and use of the word "love" when Jonas asks his parents and they tell him to use "precision of language," directly inviting discussion of a word's meaning and connotation. The letter and poetry options ask students to use symbolism and choose language that would help the community understand the concept of freedom, which involves selecting words and phrases to convey meaning.

The Parent Plan Skills list explicitly states students will "Determine the impact of word choice on written and spoken language," and the Final Chapter rubric asks whether the chapter "use[d] descriptive language/imagery" and whether students "write in active voice." The project instructions require students to use imagery and symbolism and to focus on appealing to the readers' senses, which asks students to select words purposefully to create tone and meaning. The storyboard rubric also assesses "Use of imagery in sentences" and "Effective descriptive writing."

Students create Spanish–English flash cards (Activity 2) that require them to match Spanish words with English meanings and pictures, practicing word meaning. In the Discussion Questions students are asked to interpret Papa's comment that "the land is alive," prompting students to determine a figurative meaning of a phrase. Students read both informational and narrative texts and are asked to compare purposes (informational book vs. historical fiction), which gives some practice with interpreting authorial language in different contexts.

Students take on a Wordsmith role to locate, read aloud, and discuss passages they find interesting, powerful, puzzling, or important, recording page numbers and paragraphs for discussion. In Activity 2, students are asked to describe how the phoenix might serve as a symbol for Esperanza or to write a free-verse poem about the phoenix that would inspire her, and are told to "pay close attention to what the author tells us about the phoenix." The Parent Plan lists skills that include analyzing author's purpose and the function of stylistic elements in literature.

Students are asked to reread the section describing the train and to "pay close attention to the description of the train and the people on the train," which directs them to notice descriptive word choices such as "leather seats," "crowded wooden benches," and "terrible stench." In the "Questions to Discuss" students are given specific quotes (for example, "Full bellies and Spanish blood go hand in hand" and "Those with Spanish blood who have the fairest complexions in the land are the wealthiest") and are asked what these quotes tell about the social system, prompting interpretation of connotative meaning. Students also create drawings based on the author's descriptions, requiring them to translate descriptive language into visual details.

Students practice replacing instances of the word "said" in three dialogue sets with more descriptive verbs (Activity 1, Option 1), and they are given a table that links alternative verbs to meanings such as "said loudly or suddenly" or "said softly." In Option 1 students underline each "said" in dialogue from the book and write a more descriptive verb above it so the verb fits the situation; in Option 2 students write original dialogue using verbs other than "said." These tasks require students to consider how specific verb choices convey how something is spoken and to select words that create an intended tone.

Students are assigned the role of Literary Luminary and must choose two or three passages from the chapter, read them aloud, and explain their reasons for choosing those passages. Students are prompted to interpret a quoted line from Mama ("...to be together and happy or to be together and miserable") and discuss whether happiness is a choice, which asks them to explain the meaning and implications of that phrase. Students discuss and share passages and comparisons between life at Rancho de las Rosas and life in California, which requires explaining important parts of the text.

Students write Spanish vocabulary words and their English translations into quote bubbles and labels, cut them out, and paste them on a picture to identify objects and dialogue. Students review the definitions of the Spanish words in a wrap-up activity. Students are prompted in the skills section to recognize dialect and conversational voice and explain how authors use dialect to convey character.

Students are instructed on the Cesar Chavez activity to choose one of Chavez's quotes, write it down, explain its meaning in their own words, and relate it to Esperanza's story. The Line Locator task asks students to find three to five lines or short passages they think reflect good writing and to explain why those lines are examples of good writing or important to the story. The lesson includes Chavez quotes that use figurative phrasing (for example, "cut from the same fabric: violence") that students could interpret when explaining meaning.

Students complete a 'Commonly Confused Words' multiple-choice and sentence-creation activity where they select correct homophones (e.g., loose/lose, breath/breathe) and write original sentences using the target words. Students are directed to review and use each commonly confused word correctly aloud and to make flash cards for words they struggle with. The skills list asks students to demonstrate understanding in speaking and writing by using troublesome verbs and to identify and correctly use verbs that are often misused.

Students are prompted to discuss and analyze figurative language in the Parent Plan skills section which explicitly names "figurative language and dialogue." Discussion questions ask students to interpret symbolism ("What did knitting symbolize in the story?") and the connotative meaning of a name (the significance of Esperanza meaning "hope"). Students are asked to share and read aloud dialogue they wrote, which can surface word choices and tone through oral performance.

Students are directed to read poems slowly, think about what the author is trying to communicate, and consider the images that form from the language. The Parent Plan explicitly lists skills to "recognize how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme" and to "analyze the use of rhetorical devices for intent and effect." The Poetry Terminology activity provides definitions for figurative devices (personification, metaphor, simile, imagery) and Activity 2 asks students to consider "what words or phrases can you use to convey the tone of the poem," linking word choice to tone in student writing.

Students are given explicit definitions of personification and metaphor in the "Things to Know" and review sections. Students are asked to find and describe examples of metaphor in the poems and to record words and phrases that attribute human traits to objects (matching objects with human traits) on the Personification & Metaphor activity page. Students must write their own poem that includes at least one metaphor and one example of personification, practicing use and recognition of figurative language.

Students are asked to "Explain how the author uses personification in 'Dinosaur Bone,'" which requires identifying figurative language and its effect. Students are asked to explain the irony in the poem "206," which requires interpreting a word/phrase-level rhetorical device and its effect on meaning. The materials direct students to "Review the poetry vocabulary... stanza, end rhyme, personification, and metaphor," and list skills including analyzing the effects of author's craft and evaluating techniques used to influence the reader.

Students are asked to identify a metaphor in "The Dandelion" (question #3), which requires recognizing figurative language. In the hyphen activities (Options 1 and 2), students find hyphenated adjectives in poems and explain whether those words create a visual image or sound, and they reflect on why a poet hyphenated certain words. Students are also asked to identify tone, mood, and emotion and to read a chosen poem aloud with appropriate tone and mood.

Students are instructed to read poems and "keep your eyes open for rhyming patterns, metaphors, alliteration, and personification," and two questions require students to record a simile from "Earthworm" and two metaphors from "Rainforest." The Parent Plan lists a skill to "define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme," and discussion prompts ask students which words or phrases create particular emotions.

Students read a set of poems (pp. 92-113) and are asked to record a line that "creates a vivid image" and describe the words the author uses to create that image (Question #3). Students are prompted to find examples of alliteration in "The Spider" (Question #2) and to identify haiku(s) that "paint a mental picture" and record them (Activity 1). The Parent Plan asks students to examine how parentheses are used in poems and notes that parentheses can change the focus or meaning of a line (Part II discussion of parentheses).

Students are prompted to identify poetic devices (metaphor, simile, personification, imagery, alliteration) and to list words/phrases that create images, which requires determining figurative meaning. Students are asked to state the tone of the poem and to name the specific words/phrases the author uses to convey that tone. Students must explain whether a distinct rhythm or rhyming pattern exists and how it affects tone and meaning, directly linking word/phrase choices to overall meaning and tone.

Students are asked to "pay close attention to how the author's sensory language creates images," and Activity 1 directs them to apply figurative devices (metaphor, alliteration, imagery, personification) when writing a lyric poem. Question 4 asks students to record words and phrases the author uses to appeal to emotions, and Activity 3/parent notes require students to explain which words and phrases from a poem influenced their illustration or rewrite. The Parent Plan skills explicitly include "Explain how authors create meaning through stylistic elements and figurative language."

Students are asked in Activity 1 to reread "Earth's Bondman," list words or phrases from the poem, and describe how those words and figurative devices convey tone and meaning. The Student Activity Page explicitly prompts students to identify metaphors, similes, personification, tone, alliteration, rhyme, and imagery in selected poems. The "Things to Review" and wrap-up prompts require students to describe poetic language techniques and give examples, reinforcing interpretation of figurative language and tone.

The rubric asks whether students' poems "show evidence of figurative language," and students create multiple poems (haiku, narrative, lyric, found, etc.) that require use of figurative language. The poetry test asks students to identify devices such as personification, metaphor, imagery, rhyme, and asks about poetic license, so students practice recognizing figurative terms. Several activities require students to write and assemble poems, giving students opportunities to apply figurative language in their own writing.

Students are asked to look up each vocabulary word in the dictionary and, when more than one definition exists, to use context clues to identify the correct definition. The vocabulary crossword activity provides sentences from the book with the target words underlined so students must determine word meanings as they appear in context. The wrap-up directs students to review definitions as they encounter the words while reading The Secret of the Andes.

Students are asked to identify figurative language in Reading and Questions (Question #3 asks them to name the simile "It sounds like wind over water"). The Parent Plan lists "Analyze how authors create meaning through figurative language" as a skill to develop. In Activity 2 students reread the minstrel's songs and are directed to use similes/metaphors/personification/imagery when writing their own lyric poems.

Students read and respond to the simile "Something that darkened his heart like a cloud at midday," which invites interpretation of a figurative phrase. A comprehension question asks students to predict what will be in store for Cusi, requiring inference from the text. The Parent Plan includes a discussion prompt asking what the author means by "the people are of two bloods," which asks students to determine the meaning of a phrase in context. The Skills list includes "Analyze, make inferences, and draw conclusions about the author's purpose," which could support analysis of language in cultural context.

Students are asked to reread Chuto's description of the truck and identify the words and phrases that personify animals and objects (Activity 2 and Question #2 includes Chuto's quoted description). Students practice creating and labeling personification by characterizing three animals and by personifying two non-living things, and they are prompted to record descriptions in complete sentences on the Personification activity pages. The Parent Plan and Skills section explicitly direct students to reference the text to determine the effectiveness of figurative language.

Students are asked to interpret a figurative passage in the parent discussion question about "The rivers of Cuzco lie hidden beneath the cobblestones…," which prompts explaining the meaning of that metaphor. In Question #3 students explain why Cusi felt "more alone than he had ever felt before," requiring them to interpret a phrase in context. Option 2 requires students to produce a poem that includes at least three examples of figurative language (personification, similes/metaphors, imagery), demonstrating recognition and use of figurative devices.

The Parent Plan discussion asks, "What did the old man mean when he said that Cusi had 'learned to read his own heart'?" and provides an interpretation, so students are prompted to determine the figurative meaning of that phrase. The Reading and Questions section requires students to answer comprehension questions in complete sentences, which includes explaining character reactions and discoveries that could involve interpreting phrase meaning in context.

Students are prompted to add and label adjectives and adverbs by answering questions such as How? When? Where? and Which? or What kind?, and they practice expanding basic sentences into more detailed ones (e.g., Cusi quietly followed Misti in the morning down the secluded path). Students are asked to "pick a word to paint" and to "work with words or phrases" and "refine wording," with an explicit example transforming Misti into "the stubborn black llama." The activity pages require students to write final, revised sentences and to check spelling and punctuation after altering word choice.

Students complete a "Painting a Sentence" activity where they copy a sentence, answer prompts (How? When? Where?), choose a "Word" and create a "Painted Word," and produce a final revised sentence. The Narrative Essay Rubric and organizer call for "descriptive language," "refine wording," and varying sentence structure, and the editing activity asks students to take a short sentence and "paint" it using the practiced technique. These elements show students practice selecting and revising specific words and phrases to make sentences more descriptive.