Students are asked in Option 1 to imagine and describe a typical day in the life of an early Homo sapiens by filling out the "A Day in the Life" activity page, listing shelter, food, water, warmth, protection, daily jobs, and descriptive adjectives. Students in Option 2 are asked to imagine being an early human in their own environment and write detailed strategies for finding, taking, and protecting resources, noting how they would use items and potential problems. The homework prompts require students to produce extended, imagined responses that recount daily activities and problem-solving behaviors.

In Activity 1 students are asked to imagine a dialogue between two teenagers and "write your dialogue in script form," requiring each character to ask at least two questions and to include "detailed and realistic responses." The Parent Plan further specifies that the script should "demonstrate an understanding of the advantages and disadvantages of each way of life," which asks students to develop imagined perspectives and substantive details in their writing.

Students are asked in Option 2 to "imagine that you are a time-traveling journalist" and to write a report, short story, podcast, or video blog describing being in ancient Mesopotamia. The task requires students to draft ideas on Day 1 and produce a written or recorded report on Day 2 that can take a creative, narrative form while addressing six content areas (geography, economy, politics, social distinctions, culture, religion). The instructions explicitly allow a short story or creative podcast as an acceptable product, which gives students an opportunity to produce a first-person or imaginative account.

Students are asked in Activity 2 to choose a character from Lord of the Flies, answer role-preparation questions (Who am I? Where am I? What do I want and why?), and write a short one-paragraph journal entry from that character's point of view. The lesson explicitly instructs students to shift from omniscient narration to a first-person perspective and to write the character's emotional response to circumstances at a specific point in the story. The Parent Plan reiterates that students will write a one-paragraph journal entry that demonstrates effort and ability to describe what a character is thinking and feeling.

Students are asked to "use slow motion narrative pacing to recreate an important moment from your life," supporting practice in crafting a narrative with well-chosen details and controlled pacing. The lesson provides direct modeling by comparing Example A and Example B, highlighting use of specific sensory details, broken-down action verbs, and dialogue to slow time. Students are directed to watch a short instructional video on slowing down time in writing and film and then write their own paced narrative on provided writing lines.

The lesson includes Activity 2, which asks students to "write a one-page journal entry from the point of view of your chosen character," prompting use of a narrative voice and consideration of a deceased narrator as a literary strategy. The Parent Plan reiterates the writing task and notes that a "deceased narrator is a common literary strategy," and the Skills section lists "Produce clear and coherent writing" as a targeted skill.

Activity 1 asks students to imagine the life of a hunter-gatherer or early farmer and spend 10 minutes free-writing about that person's experiences and questions, then write a 3–4 sentence paragraph reflecting on how religious beliefs might have helped such people. The Life Application and several homework options (e.g., Option 1 on Hatshepsut and the protest-poster Option 2) ask students to produce informal paragraphs or creative products that require imagining perspectives or expressing responses to historical persons/events. The free-writing and poster activities require students to generate imagined experiences and communicate them in writing or visual form.

Students are asked in Option 2 to write a description of the same scene from the point of view of at least three different castes, producing at least one solid paragraph (4–5 sentences) for each perspective. In Option 3 students must draft a 4-page children's-book section about a Hindu festival with text and accompanying sketches, which requires sequencing content across pages and describing events and details. In Option 1 students summarize the plot of a portion of the Ramayana and answer analytical questions about the story and images, which requires retelling events and describing narrative elements.

Students are asked in Activity 1 to "write an informal journal entry" reflecting on their understanding of at least two Daoist concepts and how those concepts connect to their own lives or experiences. The homework and Option 2 ask students to write 1–2 paragraphs explaining what they find interesting about related quotations, which requires composing extended written responses. The lesson therefore requires students to produce personal, experience-based writing and short analytical paragraphs.

The homework Option 1 asks students to write a short narrative about a teenager celebrating a Jewish holiday and explicitly directs students to include the time of year, the religious and cultural significance, special traditions, religious observances, and the personal meaning of the holiday. The instructions tell students to be creative, give the vignette personality, and may write in first or third person, which requires composing a narrated scene with character perspective.

Students are asked to plan a rewritten version of the story using Activity 3, which prompts them to create a new setting, name and describe female and male characters, describe the gifts each buys, explain the irony of the gifts, and record characters' responses. The Student Activity Page and parent notes direct students to imagine the same story in a different place and to use the graphic organizer to record these narrative details. The lesson also asks students to write a descriptive paragraph for homework, giving them some practice with descriptive writing related to story elements.

Students are asked to plan a main character for a short story using the "Character Portrait" page and to consider how to use direct and indirect characterization to bring that character to life. The Parent Plan lists skills including using "precise words and phrases, telling details, and sensory language to convey a vivid picture" and "Develop a topic with well-chosen, relevant, and sufficient facts...," which students are prompted to practice in the Characterization and Character Portrait activities. The activities require students to provide dialogue, appearance, thoughts, actions, and others' responses as concrete details for characters.

Students are instructed to plan, draft, and revise an original 500–700 word short story, completing brainstorming, a plot diagram (exposition, rising action, climax, falling action, resolution), and a character portrait. Students practice narrative techniques including point of view, dialogue, descriptive language, symbolism, pacing, and "show, don't tell," and they use a rubric and reader review to revise big-picture elements and then proofread mechanics. Students sequence events using the plot diagram and are directed to produce a coherent beginning, middle, and end and a conclusion that reflects the story's development.

Students are asked in Homework Option 2 to write their own poem that describes a subject (preferably in nature) using sensory details and to include imagery that appeals to two or more senses as well as two other figurative language devices. The Parent Plan reiterates that students will write a poem to have readers experience something familiar in a new way and specifies use of imagery and additional figurative devices. These tasks require students to produce a developed, sensory-rich written piece using rhetorical/figurative techniques.

Students are asked to produce original writing in a character's voice by writing a short letter as one of the speakers or composing a new stanza of a poem from another character's perspective. Students must refer to parts of the poems to justify their choices and mimic style, rhythm, or rhyme when applicable. Students analyze speaker and tone across multiple poems to inform their creative choices about perspective and emotion.

Students are asked in the homework to write a one-page diary entry about an important or significant event in their life, and the Parent Plan explicitly lists "Write narratives to develop real or imagined experiences or events" as a targeted skill. The Parent Plan summary also states that "Students read short excerpts of the diary Malala wrote for the BBC and then wrote their own one-page journal entry." These items show students produce a personal narrative in journal form.

Students are asked in homework to "make a record of something important but sad" by writing it as a journal entry or a poem, and the Parent Plan confirms students created a written record of a personal or family experience. Students also write one-to-two paragraphs in their journals when they identify a universal truth in Wiesel's speech and relate it to other advocates, which provides additional short-form personal/expository writing practice.

Students are asked to write a one- to three-paragraph flashback to insert into a key conversation (Box 2), which requires composing a narrative segment that develops past events and character thoughts. Students rewrite a three- to four-paragraph passage from third person into first-person narration (Box 3), practicing narrative voice and perspective. Students create a six-step storyboard of the hero's journey (Box 6), which asks them to organize events into a clear sequential presentation.

Students are required to complete a 1–2 page Creative Writing Challenge titled "The Misunderstood Message," choosing from story prompts and writing in first or third person. The task requires students to use all nine target words correctly, to include at least one instance of someone implying and someone inferring, and to demonstrate both meanings of good/well and correct use of hopefully. Students also draft, revise as needed, and share their narrative with a parent for review.

Students read targeted sections of a science booklet on forces and circular motion and answer specific comprehension questions asking them to define equilibrium and distinguish centrifugal and centripetal force. Students complete an "Investigating Claims in Science Writing" activity in which they explain how the author supports claims (e.g., noncontact forces are invisible; centripetal force is called fictitious) and identify the methods the author uses to explain terms. The lesson's skills list asks students to cite specific textual evidence, determine how an author explains a phenomenon, analyze structure and relationships among concepts, and assess the extent to which reasoning and evidence support an author's claim.

Students are prompted to write a paragraph in their journal recalling a play or imagining a live performance and to answer guided questions about the play, setting, characters, and how the experience felt. Earlier activities ask students to record genre guesses in their journal after watching clips, giving additional opportunities to write brief responses about observed performances. The homework and activities explicitly require students to produce written, reflective paragraphs based on theatrical experiences.

Students are asked in Option 1 to write a six-sentence monologue for a chosen character answering "How would you describe a perfect day?", which requires writing in a character's voice and imagining experiences. Students complete a Character Analysis worksheet that asks them to develop biographical, physical, and psychological details to inform that writing. The assignment directs students to use specific pages of the play as examples, encouraging use of textual detail when composing the monologue.

The Parent Plan explicitly lists as a targeted skill: "Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence." Students are given several writing tasks that require explanation and interpretation, such as explaining the major conflict summarized in the sonnet, answering journal prompts comparing play situations to their lives, and the prompt "Now, imagine you were Friar Lawrence. What would you say to Romeo?" Students also complete activities that ask them to explain oxymorons, paradoxes, and literary-device meanings in context.

Students are asked to rewrite a six-line exchange of dialogue from Act 3 as modern text messages, requiring them to convert original dialogue into a coherent, contemporized communicative form. Students also write journal summaries of the most important events in each scene, which asks them to recount events and their significance. These tasks require students to produce written responses that reflect character relationships, plot, and emotion.