Students write five-senses poems and sample lines such as "Sundays look like a blank page in a book" and "Sundays feel like being asked to sit in a corner all day," which include prepositional phrases (e.g., "in a book," "in a corner"). Students answer comprehension and activity prompts that use prepositional phrases (e.g., "in the Big Woods," "on her birthday," "at the store," "in the fence"), and students record factual information inside a paw print and describe habitats, which encourage sentence writing that can contain prepositional phrases. Students are asked to write descriptive sentences for "Life in the Big Woods vs. Life Today" and the bear research page, providing opportunities to use prepositional phrases in context.

Students are given a definition of preposition and shown example sentences that include prepositional phrases (e.g., "The dog on the porch barked loudly"). Students are asked to write five sentences about the story that each include a preposition, underline the preposition, and mark the subject and predicate; a provided prepositions list includes single- and multi-word prepositions (e.g., "in front of"). A spoken activity asks students to manipulate objects and make up sentences containing prepositions, and instructions note that the complete subject can include prepositional phrases.

Students encounter and are prompted to use prepositional phrases in reading and questions such as Q2 ("left on the table for Mathew") and Q1 ("dependent on the Indians"). Activity text and prompts include phrases and prepositions in context (e.g., "in the woods," "for his survival," and prompts like "How do you give to the person?" and "How do you take from the person?"). Students must write responses on worksheets (Character Timelines, Interdependence) where answers are likely to include prepositional phrases.

Students encounter prepositional phrases in the text and prompts (for example: "by using things he took from the boat (p. 38)", "on the island", and Attean's line "from ship"). The Activity 2 directions ask students to "Record how you would use resources on the island" and to "Describe the natural resources you would use," which require students to write sentences that can include prepositional phrases. The student activity page gives spaces where students must write descriptions (e.g., how they would use a knife, a home, food), creating opportunities to produce prepositional phrases in context.

Students encounter prepositional phrases embedded in the text and directions, for example: "deep magic from the dawn of time," "into the Stone Table," "in today's chapters," "on the page 'Imagery'," and "at the bottom of each frame." Students read and copy words and phrases for imagery and character descriptions on activity pages that include prompts positioned with prepositional phrases (e.g., "beneath each picture"). These instances show students encountering prepositional phrases in context while completing reading and writing tasks.

Students encounter multiple prepositional phrases in the text and questions such as "in the middle of the night," "in the moonlight," and "down his street." Student writing tasks (a descriptive paragraph about the street at night and a song or poem about the "witching hour") require composing descriptive phrases that commonly include prepositional phrases. The student activity page also uses location phrases in directions (e.g., "on the part of the giant").

Students read passages that include prepositional phrases such as "in their rooms," "from their beds," and "off the beach" when describing how giants catch people, and they are asked to read that section aloud and describe capture methods. Students complete the "Interpreting the BFG" activity in which they correct the giant's grammar in sentences like "Little chiddlers who is building sandcastles on the beach," providing an opportunity to rewrite phrases that include prepositional phrases. Students also write descriptions for the "A New Giant" activity, which prompts them to describe how a giant catches human beans and may lead them to produce prepositional phrases in their responses.

Students edit three paragraphs that contain multiple prepositional phrases (e.g., "Precious lived in the country of Botswana," "Precious lived with her father,"). Students are asked to write a paragraph as a pretend zoologist describing an animal and its habitat, an activity that requires composing phrases that may include prepositional phrases (e.g., describing location or habitat).

The Facts and Definitions describe placement of letter parts using prepositional phrases such as "in the top left corner" and "beneath that." Multiple questions and story event descriptions include prepositional phrases like "in the dry lake," "under a boat," and "to the stream," which students read. Activity 1 asks students to write a business letter and Activity 2 asks them to compare movie and book, tasks where students might use prepositional phrases in their writing or oral responses.

The lesson explicitly defines a prepositional phrase and gives examples (Facts and Definitions; Activity 4). Students are directed to identify (underline) prepositional phrases in multiple sentences and are given a list of common prepositions to use. Students are asked to write three original sentences about the book, each containing at least one prepositional phrase and using different prepositions.

Students answer location questions that require prepositional phrases (e.g., QUESTION #1 answer: "In the middle of the river on an island"), and they describe where parts are by labeling the boat diagram and by describing Abel's boats and what happened to them. Activities ask students to describe boats, what resources were used, and what happened to them, which prompts use of phrases like "on the deck," "in the river," or "for a mouse." The instructions also use prepositions in context (e.g., "label any parts that are found on the ship's diagram and on Abel's boat").

Students are prompted to write and describe items they would take to a deserted island and to explain how they will use each item (Activity 3), which invites use of phrases like "in my backpack" or "on the island." Students are asked to write daily schedules and record times for activities (Activity 2 and Life Application), which encourages phrases such as "in the morning," "at night," or "after lunch." The reading questions and narrative include prepositional-phrase examples in context (e.g., "between two rocks," "on the island") that students will read and may imitate in writing.

Students are asked to list disadvantages "of being at sea" and "of being on land" in the "Surviving Life at Sea, Surviving Life on Land" activity, which will prompt use of prepositional phrases such as "at sea" and "on land." The student directions for the mask activity include phrases students will follow and likely repeat, e.g., "cut out the holes for eyes," "glue them on the head," and "display it on a wall," providing opportunities to use prepositional phrases in speaking and writing. The writing prompt "I would rather be ___ because ___" asks students to produce sentences that may include prepositional phrases to explain their choice.

Students read and discuss sentences from the text that include prepositional phrases (for example: "He lives in a hollow tree," "comes out only at night," and "go in the owl's home"). Students are asked to think about landmarks and their locations "in relation to one another" when completing the "As the Crow Flies" drawing, which involves spatial relationships typically expressed with prepositional phrases. Students also respond to comprehension questions that repeat these prepositional phrases in context.