Students who choose the pearl-diving option must write a one-page script and include at least two visual aids (pictures, charts, props, or other visual elements), decide when to use those aids, practice the presentation with the aids, and will be assessed on the effectiveness of the visual aids. Students who choose the La Paz option must create a travel brochure that contains pictures and text and follows a specified layout (map, places to see, nature and wildlife, food), providing a visual display of information. The instructions tell students to use visual aids to engage the viewer and to organize and present information in a way that appeals to an audience.

Activity 2 asks students to write the words for a song that Kino hears and explicitly states, "If you play a musical instrument or have a keyboard, you can add a beat and music to your song." The Parent Plan asks students to sing the song and to discuss how beat, tempo, and rhythm reflect the song's mood. These items show students may create and perform audio elements to accompany their written work.

Students are asked to create an illustration to accompany a chosen parable (Activity 2, Option 1), which requires producing a visual display that highlights an important aspect of the story. Students are also asked to practice an oral retelling (Activity 2, Option 2) and are encouraged to bring props, hand gestures, and body movements to make the retelling more dramatic and to engage an audience. Several student activity pages include illustrations (Good Samaritan, Wo and Jah, bicycle) that model visual elements aligned with the texts.

Students are asked to design a new book cover and illustrate a significant moment and include a summary and author details, which requires creating a visual display. Students complete a "Speech Symbols" task in which they identify, illustrate each symbol, and explain its significance, producing visuals tied to literary claims. Students write and rehearse scripts to perform favorite scenes in pairs or small groups, providing opportunities for oral presentation that could be paired with created visuals. Students use a Venn diagram to organize compare/contrast ideas, producing a visual organizer of findings.

Students create and label a Southeastern Africa map, shading Mozambique, marking Lake Cabora Bassa, the Zambezi River, the Mozambique Channel, and placing a star for Nhamo's village, which produces a visual display of geographic findings. Students design a Mozambique Quilt with at least twelve illustrated sections representing dress, traditions, food, animals, plants, geography, religion, jobs, government, economics, health, and education, producing visual artifacts that represent cultural claims. Students are directed to consult online resources about Mozambique for additional information that could be used to support their map, quilt, or trivia activities.

Students are asked to describe settings in detail either in words or in map form, which requires them to create a visual display of setting information. Students are given an "Idea Web" student activity page and a link to a Cluster Diagram PDF to generate and organize ideas visually. Students are instructed to record their findings in a journal and then share them with a parent, indicating an opportunity to communicate their findings aloud or in written/visual form.

Students are asked to read chapters 21–23 and 'take on the role of an Illustrator' by drawing a picture related to the reading, producing visual content in a journal. In Option 1 students research baboons and design a museum exhibit plaque that requires a pasted or drawn picture and 8–10 explanatory sentences to educate patrons. In Option 2 students create a guidebook with printed pictures pasted from the Internet and write 1–2 sentences about five animals, assembling the pages into a visual book to share.

The lesson asks students to decorate a calabash (Activity 1) and includes an instruction in the Parent Plan to display the child's calabash and discuss the design. The materials include a labeled image of a calabash and web links to visual collections, which students can view as examples. The skills list explicitly includes "Deliver narrative presentations by describing complex major and minor characters and a definite setting," implying students will present orally.

Students choose between creating a postcard or a storyboard to represent Nhamo's journey, which requires them to produce visual artifacts. Students draw pictures on the postcard and in storyboard panels and write sentences that describe action and character development. Students are asked to make sure storyboard scenes accurately reflect geography, culture, and Nhamo's struggle for survival, connecting visuals to key claims about the story.

Students are asked in Part 1 to choose and design 2–3 visual aids or props that will enhance the meaning or action of their personal narrative and to gather materials for those aids. In Part 2 students are instructed to use their visual aids or props at appropriate times and in relevant ways to enhance the retelling while practicing rate, volume, pitch, and gestures. The Skills section explicitly states students will "support opinions in verbal presentations with detailed evidence and with visual or media displays that use appropriate technology," and the parent checklist evaluates the appropriate use of visual aids or props to enhance the presentation.

Students are instructed to create a collage about Tolkien by cutting or printing images and arranging them on construction paper to represent categories such as Early life, Interests, Accomplishment, Family, Change, and an Interesting Fact. Students are told to chart the journey on a "Setting Map" page by drawing a dotted line from Hobbiton toward Elrond and to write a simple sentence for the first night's camp on an "Events of the Journey" page. Parent prompts ask students to share their collage and explain each image and to read their interview questions aloud, implying an oral sharing of their visual work.

Students are instructed to draw a path from locations on a map, circle each location, write chapter numbers, and describe events on the "Events of the Journey" page, producing a visual map of findings. Students are directed to draw a sketch, model their creature in Sculpey clay, bake it, write a descriptive paragraph on a folded "Fantastical Creatures" page, and then stand that folded page on a table and display it with their creature.

Students are asked to complete a Setting Map and an Events of the Journey page, creating visual representations of plot events. Students fill in Student Activity Pages that include tables and images (Problems and Solutions; Problem Solving) to record problems, solutions, and pros/cons. The materials ask the child to present the problem-solving process she used to help solve a personal problem, which implies an oral presentation element tied to their written/visual work.

Students are instructed to create a "Quest Cube" by drawing or printing and pasting pictures from the Internet on each face to represent quest elements, then cut, fold, and assemble the cube. Students are asked to explain to a parent how each image/face contributes to central themes and mood, linking the visual faces to claims about the story. The lesson provides a visual template (cube net) that students use as the visual display for their explanations.

Students are instructed to create a folded mini-book with flaps, write an opportunity on each flap, and record at least one way the opportunity benefited Tree-ear beneath each flap, producing a physical visual display that organizes claims and supporting details. The directions include an illustrated image showing step-by-step folding and cutting to create the mini-book. Students are told to share the mini-book with a parent, which involves communicating their findings using the created visual.

Students are asked in Option 1 (Memorable Quote) to neatly write a selected quote on art paper and create a drawing, painting, collage, or other visual image to illustrate the quote and hang the artwork where they will be reminded of the quote. The Parent Plan explicitly asks the child to share the artwork and to explain how the image reflects the quote, which requires students to present and connect the visual to the idea. The Student Activity Page includes small illustrative images (a globe and an image of blowing wind) accompanying quotes that prompt students to interpret visuals alongside text.

Students are asked to create a Relationship Web graphic organizer in which they place Tree-ear in the center, connect him to other characters, write an adjective on each connecting line, and write two text-supported sentences describing each relationship. In the Relationship Words option, students cut descriptive words from magazines and glue them between Tree-ear and each character to create a visual display that must be supported with examples from the text.

Students are instructed to "Develop a visual aid to support an oral presentation on your topic" as one of the required steps in the independent study. The Independent Study Rubric includes a dedicated "Visual Aid" section with criteria asking whether the student selected an appropriate visual aid, whether it was creative and interesting, and whether it enhanced the presentation. The Presentation section and grading tools prompt students to deliver an oral presentation and be evaluated on how the visual aid affected audience enjoyment and clarity.

Students are asked to use at least four different types of resources, explicitly including audio/video, in Activity 2, and to record information from photographs and other visual items in the Gathering Grid (sample entries reference a photograph as visual evidence). The Note Cards activity page shows a visual layout with arrows and illustrates how to organize and cite sources, and the Resource List page visually separates resource types (periodicals, references, websites, audio/video). Several student pages include clipart and images in cells, showing that students work with visual materials as part of their research process.

Students are prompted at the end of the unit to "Begin thinking about visual aids you will use to present and enhance your presentation," which asks them to consider adding visuals to a presentation. The Example Essay Outline and Student Activity Pages include described imagery (a bird drawing, oil barrels, a drill silhouette, a wind turbine, and circular images) and note that these visual elements "support the text" and "present arguments and counterarguments...with visual elements to support the text." The final-copy directions also ask students to choose paper format and font and to make the paper "beautiful," suggesting attention to visual presentation of their work.

Students are asked to prepare a visual aid to support an oral presentation and choose from multimedia options such as Movie, Slideshow/Digital Story, and PowerPoint. Student tasks explicitly include using a series of well-selected or created images to enhance the oral presentation, designing displays (tri-board, poster) with pictures and captions, and creating a persuasive film or slide set. Students are directed to plan materials and steps for creating the visual aid, practice referencing the visual aid during the presentation, and add information to help the audience understand the visual aid.

Students are asked to write and perform a short play (Activity 4) and told to consider characters, props, and stage notes to add to the drama. The Student Activity Page includes an image alongside writing space that could serve as a visual prompt. The lesson directs students to read the script aloud and perform it for an audience, which implicitly involves presenting material to others.

Students create visual displays such as a Venn diagram and a comic-book cover or a movie poster and are asked to explain and share these with others. Students complete a comparison chart (Daedalus and Icarus vs. Icarus at the Edge of Time) and are prompted to use it to show differences and themes. Students watch a filmed version of a myth, take notes on how images, sound, and camera techniques affect meaning, and produce wordless books, puzzles, or songs as visual/multimedia representations.

Activity 1 (Visual Retelling of the Trojan War) directs students to construct and use cut-out characters, a cardboard Trojan Horse, and city-wall displays and to roll soldiers through the horse as part of a spoken retelling. Students are told to pick the most important events from pages 180–184, practice the retelling using the figures and props, and use sound effects or dialogue to keep the audience engaged. The Parent Plan and instructions require students to present the retelling to family, explicitly linking the visual/prop elements to the oral presentation.

Students are asked to complete the provided 'A Memorable Event' Venn diagram to compare an event in their life to Alyce's and are encouraged to share the information recorded on the diagram. Students are given an option to write and perform a ballad about a memorable event, with explicit instruction to sing the song for their family (with or without instrumental accompaniment).

Students are assigned the role of Illustrator and asked to draw a picture related to Chapters 12 and 13, then "draw the picture in your journal and share it with a parent." Students also prepare one or more medieval recipes and serve the meal to their family, which involves creating and presenting a tangible artifact tied to the topic of medieval food.

Students create physical visual artifacts: they make a sheep craft (cutting, gluing, drawing) and can use it to hold a place card or picture. In Option 2, students draw pictures of three domesticated animals and write explanations of their economic roles. The Literary Luminary role asks students to select passages to read aloud to a parent and discuss them, and the student activity pages include visual step-by-step images.

Students are asked to create visual artifacts such as a detailed Castle Blueprint that must be drawn and labeled and a Dress Code activity that requires researching clothing styles and creating illustrations. Multiple activity pages (Food, Shelter, Jobs/Responsibilities, Village Life, Struggle for Survival) provide large blank areas for drawings combined with written explanations, and a Story Cube template asks students to build a three-dimensional prop and use it to generate a story. One option asks students to write and perform a monologue, and the Think-Tac-Toe final project allows selection of creative products (coat of arms, book cover, story cube) that are visual or three-dimensional.

Students are instructed to collect advertisements and paste them in the 'Examples' column, which requires selecting visual ad materials. Students are asked to define techniques, give real-world examples, and "practice writing your own ads and role-play as the creator," which involves presenting persuasive copy aloud. The activity directs students to cut and paste descriptions and examples, engaging them with visual artifacts from media.

Students are asked to create a Friend Venn Diagram, illustrating or writing phrases that show what a child and an adult would want to know about a friend and to add their own questions. The activity directs students to place shared questions in the overlapping center and to include ideas from the book. Students are then asked to share their diagram with a parent and answer the questions together.

The lesson's Activity 2 asks students to imagine the flower sending "a very short video message (30 seconds or less)" and to decide what the flower would say, allowing students to ad-lib or script the message. The Wrapping Up directs students to perform their 30-second message and report which persuasion technique(s) they used, implying a recorded or performed multimedia presentation.

Students are asked to create a clay model of a planet and its inhabitant using the book's illustrations as guidance, which produces a tangible visual display. Student activity pages include illustrated templates (Planet Problem, Children Say, Two Views) that prompt written responses and contain decorative graphics. Students are directed to share their letter with a parent and explain how their solution would solve the problem, which implies an oral sharing of their work.

Students are asked to create a drawing or a poem from the narrator to the fox and, if they choose a drawing, to write a short description explaining what it shows (Activity 2). The Student Activity Page prompts students to list evidence (e.g., "List two ways the narrator says he knows the little prince made it home") and to consider what else the narrator could say to persuade the fox, which could be supported by a visual. Students are instructed to share their letter with a parent, providing an occasion to present their work aloud or with accompanying artifacts.

Students are asked to create a character collage using magazines or Internet images, cutting and gluing pictures to form a visual display that represents the character's problems, personality, modern-day items, and at least one image showing what the character tries to persuade someone to do. Students are directed to show their collage (or casting description) to a parent and explain who the character is and what he or she has done so far, which functions as a presentation. The Cast the Character activity and student activity page also include a space to draw an image of the character, reinforcing use of visual displays.

Students watch a 25–30 minute animated version of A Midsummer Night's Dream and answer guided questions about which scenes were included and how well the animation told the story. The Skills section lists summarizing author's purpose and stance in oral presentations and media messages, and students are asked to discuss the animated version with a parent. Students read the play and compare modern translation to original phrasing, supporting analysis of multimedia alongside text.

Students are asked to analyze the graphic on page 163 and use those notes to give a 2-minute oral summary that includes the main idea and what is shown by the graph. The instructions state that students can show the graph to their parent for reference as they give their oral summary. In the ellipse activity students summarize directions and diagrams and answer the prompt "How would the diagram help?," then have a parent attempt the task using only the student's written or oral directions.

Students are instructed to prepare Visual Aids showing how to analyze and diagram sentences using cardstock/poster board or a PowerPoint slideshow, with guidance to sketch and neatly draw final diagrams and to use a ruler and colored pencils. The activity requires an Oral Presentation using those visuals to explain step-by-step diagramming of subjects, verbs, direct objects, adjectives, and adverbs. The Wrapping Up section explicitly tells students to use their PowerPoint slides or visuals to have a parent diagram sentences, reinforcing use of visual displays during the presentation.

Students are directed to view provided sentence-diagram images (Graphics 10–12) and to read and use diagrams, captions, and text from the "Demonstrating Lift" resources. Students are asked to watch two videos on the floating ball experiment webpage and to use those materials to create a numbered procedure. Students are instructed to keep demonstration materials and to "summarize for your parent" how an airplane wing works, and the parent plan lists "Deliver an oral summary with inferences and conclusions."

Students are asked in Option 1 to create a timeline or slideshow using a word-processing or slideshow program, explicitly allowing a slideshow program as a format. Activity 5 requires students to print out a painting and use that printout with their K-W-L chart to give an oral summary to a parent. Activity 6 directs students to create a 1–2 paragraph sidebar that includes a printout of a work of art, an image of the artist, a caption, and a drawn portrait, and Activity 7 has students share that sidebar with a parent.

Students are asked to identify and record lines that show graphic elements (capitalization, punctuation mid-line, varying line lengths) on the "Graphic Variations" activity page, which requires selecting and displaying textual examples. Students are instructed to choose a favorite poetic line and a prose statement expressing the same idea, write them on opposite sides of the "Prince Albert Remembered" page, and illustrate the event or emotion described. Students are asked to revise their own poem's graphic elements (reprint and paste or use Wite-Out) to highlight ideas, producing a revised visual layout of their poem.

Students take a nature walk and capture at least five photographs to use as inspiration. Students choose a photograph, write a poem using figurative language, print the photograph, and paste it under their poem on the Figurative Language page. Students read their poem aloud for a parent and talk about which figurative devices they used. Students are instructed to save their poem and photograph for a final project.

Students create a staged photograph that represents their repetition poem (Activity 3) and are instructed to choose an image that represents the feel of the poem rather than reproducing the news photo. Students print and glue their photograph to the "Repetition Poem" page and then read their poem aloud for a parent. The activities require students to produce and include a visual display alongside a spoken presentation of their findings about a contemporary event.

Students create a timeline by cutting and pasting poets' names, birth/death years, and associated genres or techniques onto a chart, producing a visual display that organizes historical and literary findings. Students design and produce a book cover for their poetry collection and compile a physical anthology to share with their family, providing a visual artifact during their read-aloud presentation. Students also complete a Poem Analysis page and an About the Poet page, which are written/visual pages that can accompany their compiled book.