Students are asked to write a one-page script for an oral presentation on pearl diving and to create a travel brochure for La Paz, tasks that require selecting and organizing information. The Parent Plan lists the skill "Choose language that is precise, engaging, and well suited to the topic and audience" and "Write and speak with a command of standard English conventions," which indicates attention to language choices and conventions. The instructions ask students to decide a logical sequence for their presentation, practice delivery, and produce text and visual aids, providing opportunities to make word-choice and tone decisions.

Students are asked to answer reading questions in complete sentences, which targets sentence-level correctness and control. Students complete an Editing Sentences activity where they correct grammar, spelling, and punctuation, and compare to suggested corrections. Students keep a Stylistic Devices Log and select meaningful phrases and sentences from the text, practicing recognition and use of language choices.

Students correct sentences for grammar, spelling, and punctuation in Activity 1, applying conventions such as capitalization, comma placement, hyphenation, and word choice (parent plan provides model corrections). Students add sentences and phrases to a stylistic device log and are asked to consider how each device affects the reader, and they are asked to share stylistic devices recorded in their log. Students write four discussion questions and provide answers, which requires composing questions and responses in complete sentences.

Students are asked to write a speech defending or prosecuting Kino and to use persuasive techniques and evidence from the story, which requires choosing language and organization appropriate to a formal argument. Students prepare and conduct a mock trial for Kino, assigning roles and using textual evidence to argue the case, an activity that can involve formal courtroom rhetoric. Students also write and rehearse scripts (Scene Memory, Quick Script) and compose a book summary for a new cover, tasks that involve composing multi-sentence expository or persuasive writing.

Students are asked in Activity 1 to copy sentences into their journals and correct grammar, spelling, and punctuation errors. The Parent Plan provides corrected versions of those sentences, showing students specific revisions to capitalization, punctuation, possessives, and word choice that they can emulate.

Students practice conventional sentence-level expression by identifying independent clauses and combining them using a comma plus a coordinating conjunction on the "Working with Independent Clauses" activity. The lesson asks students to consider the appropriateness of starting a sentence with "But" and to evaluate Tolkien's comma choice, which prompts attention to stylistic sentence-level decisions. The Parent Plan lists as a skill: "Demonstrate an understanding of conventional written and spoken expression by using clauses correctly," linking the activities to conventional style choices.

Students are asked to answer reading questions in complete sentences and to write short descriptions on the "Events of the Journey" page, which requires use of proper sentence structure. The Skills section states students should use a variety of sentence types correctly, punctuate properly, and avoid fragments. The activities require students to identify and correct sentence fragments (Option 1) or create a sentence-fragment quiz (Option 2), reinforcing correct sentence construction.

Students are asked to answer reading questions in complete sentences, practicing sentence-level correctness and clarity. Students copy and correct sentences for grammar, spelling, punctuation, and capitalization, practicing standard writing conventions. Students create explanatory responses for the Quest Cube and are asked to "explain to your parent how each element affects the theme and mood," which requires composing organized explanatory text.

The lesson instructs students to "Use present tense when talking about the book" and to "Try not to use many 'I' statement," directing students to avoid excessive first-person phrasing. The rubric includes a "Writing Style: Clarity, organization, and sophistication" criterion that students must meet and discusses reviewing that rubric while drafting and revising. Students are given editing and revision activities (editing symbols, revise for quality, final copy) that require them to apply conventions related to tone and style.

Students are told repeatedly that a summary should not include personal interpretations or feelings (e.g., "A summary does not include personal interpretations or too many details," "Do not include your own feelings or interpretations"). The skills list asks students to "present information in a consistent format," and a sentence-correcting activity has students correct grammar, spelling, and punctuation, which practices formal conventions.

Students practice pronoun agreement through explicit instruction and an activity that requires them to correct or rewrite sentences with incorrect pronouns. The lesson gives a specific rewording strategy to avoid awkward gendered pronouns (e.g., changing "Everyone thought the prize would be his or hers" to "The students all thought the prize would be theirs"). Students complete worksheet items that require revising sentences for correct pronoun reference and number, and they write a short paragraph about the author's influences.

Students practice pronoun clarity in Activity 1 by rewriting sentences to fix unclear or missing antecedents and by clarifying vague references like "this" or "which." The "Things to Know" note explicitly tells students that antecedents must be clear. The Parent Plan Skills list instructs students to use consistent tenses and a variety of complete sentences with properly placed modifiers and parallel structures, which support more formal sentence-level control.

Students are asked to answer reading questions in complete sentences and to write interpretations of Crane-man's quotes, providing practice in producing coherent written responses. A Sentence Correcting activity requires students to copy and correct sentences, and the provided corrections model proper punctuation, capitalization, possessive forms, and quotation usage. The Parent Plan lists skills that ask students to "write responses to literature" and "organize interpretations... around several clear ideas," which implies students will produce organized written work.

The lesson explicitly states, "In formal writing, you should use who instead" when referring to people, and it explains the difference between that and which for restrictive versus nonrestrictive clauses. Students complete targeted exercises identifying and punctuating relative clauses and pronouns (underline clauses, insert commas), and they are asked to write and type a short folktale as a finished piece.

Students correct ungrammatical sentences in the "Sentence Correcting" activity, explicitly revising punctuation and word choice. Students answer comprehension questions in complete sentences and write at least two sentences describing each relationship, supporting descriptions with textual evidence. The lesson also asks students to review pronouns, antecedents, and clause types, which addresses formal grammatical conventions.

Students are directed to "revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary," and they complete explicit editing and revising activities using an editing-symbols chart. Students plan, draft, edit, conference with a parent, and produce a typed final draft assessed by a rubric that emphasizes ideas, support, organization, and mechanics. The organizer and rubric ask students to provide appropriate support from the text and to improve word choice and organization during revision.

Students are instructed to write an argumentative essay and to refer to an "Argumentative Essay Rubric" when composing their work. The rubric includes categories labeled Voice, Word Choice, and Conventions, each with detailed descriptions and score levels that relate to language use and correctness. Students are told to review the rubric throughout the independent study and to use it to guide their writing and revisions.

Students are directed to "focus on fine-tuning the essay for voice, word choice, and conventions" after revising, which prompts attention to style choices. Students are asked to use transitional words (however, moreover, therefore, etc.) to create cohesion and clarity, supporting more formal organization and flow. Students are instructed to proofread for punctuation, word usage, and grammar and to choose an appropriate paper format or font for the final copy.

Students correct a provided sentence for grammar, spelling, and punctuation in the Sentence Editing activity, practicing standard written conventions. Students are required to answer reading-comprehension questions in complete sentences, reinforcing formal sentence structure. Students write short descriptions on character cards (Option 2) explaining what each god or goddess rules over, which asks them to produce informational text in sentence form.

Students correct grammar, spelling, punctuation, and capitalization in the Sentence Editing activity, demonstrating attention to formal conventions. Students write a descriptive paragraph about life without fire (Activity 2), practicing organized written expression. Students are asked to learn proper script-writing format (Activity 4) and apply formatting rules when composing a short play, which requires attention to conventional writing form.

Students are repeatedly instructed to "answer the questions below in complete sentences," which requires attention to sentence-level correctness. Activity 5 has students copy and correct sentences for grammar, spelling, and punctuation, providing explicit practice with standard conventions. Students also produce explanatory/comparative writing in the chart (compare traditional and modern retellings) and write explanations for Venn diagram comparisons, which involve organizing information in prose.

Students are asked to revise drafts for precise word choice, consistent point of view, sentence variety, internal and external coherence, and effective transitions after rethinking purpose, audience, and genre. Students are directed to "select your words carefully" and to use editing symbols and a rubric that checks conventions (punctuation, capitalization, paragraphing, spelling). The rubric also assesses "voice," asking students to present a unique retelling voice and to use creative language to engage the reader.

The lesson explicitly instructs students to "Avoid using contractions, especially in formal writing assignments" and to check apostrophes when proofreading, which addresses a key element of formal style. The homophones activity requires students to choose correct possessives versus contractions (e.g., its/it's, you're/your, who's/whose) and correct misuse in a paragraph, providing practice with apostrophes and contraction avoidance. The Parent Plan answer key models corrected sentences that distinguish possessive forms and contractions, reinforcing attention to formal word choice and punctuation.

Students receive explicit instruction and practice on parallel structure, consistent verb tense, and active vs. passive voice (e.g., explanations, correction exercises, and web practice on tense consistency). Students complete activities that require correcting non-parallel lists and identifying tense/voice shifts (Option 1 and Option 2 'Being Parallel' page). The parent plan lists a skill goal that students will 'use a variety of complete sentences ... that include parallel structures and consistent tenses,' which students practice in journaling and worksheet tasks.

Students are asked to write letters with conventional salutations and closings (templates begin with "Dear ___," and end with "Sincerely,"). The plan tells students to "Remind her how to write a letter, including an introduction and a signature," which supports use of formal letter format. Option 2 requires an adult viewpoint letter that the parent guidance suggests should include facts and figures, encouraging a more formal, evidence-based approach.

Students are asked to answer reading questions in complete sentences and to take notes, which requires them to produce clear, organized written responses. In preparing an oral presentation, students must review sentence-diagramming sections to ensure their steps are clear and their terminology is accurate, and they are told to create neat visual aids and practice delivering precise instructions. Parents are instructed to ask the student to explain grammar terms and to clarify steps, which requires students to use correct grammatical language and organized exposition.

Students plan, draft, and revise a multi-paragraph expository essay about Newton that will accompany a public proposal, requiring organized introductions, conclusions, and transitions. Students use a Technical Writing Rubric that scores Mechanics, Ideas and Support, and Organization and Structure, and they create formal outlines (I, II, III; A, B, C) to structure their writing. Students also complete grammar review, use editing symbols, and are asked to produce a final polished copy for presentation to parents/community.

Students are asked to write a one-paragraph autobiography that includes full name, birthplace, dates, and the three current events they explored, and to rewrite it neatly on the "About the Poet" page. Students must produce a two-paragraph poem analysis with topic sentences and supporting sentences and must include at least one dash or colon in both the autobiography and analysis. The rubric and review instructions require attention to mechanics (capitalization, punctuation, correct use of dash/colon) and ask students to proofread for comma and capitalization errors.