The lesson defines idioms in the "Things to Know" section and revisits that definition in the Wrapping Up instructions, giving students an explicit explanation of what idioms are. Activity 3 presents a focused Idioms student page where students match idioms from the novel to their meanings and includes an answer key that explains each idiom. The activity asks students to write two other idioms they have heard and interpret each, requiring them to produce explanations in their own words.

Students are asked to use at least one idiom in their invitation (Part 1) and the rubric explicitly lists "Inclusion of an idiom" as a criterion. The Parent Plan directs reviewing examples of idioms, similes, and metaphors with the child, which involves discussing idioms before the writing task. Students are required to produce an invitation that includes an idiom, demonstrating practical use of idiomatic language.

Students are taught about hyperbole and complete Activity 3, which asks them to find three examples of hyperbole in "Bess Call" and create hyperboles for each story. The lesson includes example exaggerated phrases such as "as big as life and twice as natural" and "Makes me mad enough t' jump down his throat and swing on his tonsils," which contain idiomatic or colloquial language. Students also record words and phrases describing characters, giving incidental exposure to diverse expressions in context.

Students are asked to translate specific figures of speech from the story (e.g., "as easy as climbin' a greased pole...", "happy as a jay bird...", "as sour as week old buttermilk") and write their translations. Option 2 requires students to list three figures of speech they have heard and use each one in a sentence that shows its context. Parent guidance directs caregivers to check translations and ask the student to use the figures of speech in context and describe what they mean.

Students are asked to interpret a figurative phrase in a comprehension question: "Sister Fox knew, '...brains could often get the better of brawn.' What does that mean? Do you agree? Why or why not?" This prompt asks students to recognize and explain the meaning of a common proverb-like expression. The activities require students to discuss and justify the meaning in writing or discussion.

Students read or listen to Martin Luther King Jr.'s "I Have a Dream" speech and are asked to explain the meaning of the line, "Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred." Students also plan and write a eulogy that requires them to describe and explain King's dream and to emphasize important words and phrases when speaking aloud.

Students are prompted to explain the meaning of Dina's mother's remark: "As much as you hate sewing, Dina, that's how much the needle and thread love you" in the Parent Plan discussion questions. The lesson includes a direct discussion prompt that asks students to interpret that figurative, proverb-like sentence and defend whether Dina's assumptions about America are right, which requires explaining implied meaning.

Students are prompted to consider and discuss the phrase "land of opportunity" in the Wrapping Up questions: "Some people have referred to America as the 'land of opportunity'. Why do you think they say this?" The lesson title, "Living the American Dream," and questions about why immigrants found opportunities in America also invite students to interpret the figurative idea of the "American Dream/land of opportunity." The activities ask students to explain Dina's choices and outcomes, including discussing how America provided opportunities, which requires explaining the meaning and implications of that phrase.

Students read a passage and answer comprehension questions in which the answer to Question #2 quotes Sam considering falcons the "pride of kings," exposing students to an idiomatic expression. The reading-and-questions section requires students to locate and report that phrase as part of comprehension, so students encounter an example of figurative language in context.

Students are asked to discuss and interpret the line Kit says: "People are afraid of things they don't understand," including whether it is true and how that idea is conveyed in the story. The wrap-up and discussion prompts ask students to review themes and explain how Hannah Tupper's experience made her stronger, which engages students in explaining the meaning of a proverb-like statement in context.

Students are asked to interpret Nat's line, "A man is loyal to the place he loves," in Question #2, prompting them to explain what that saying means. The Wrapping Up discussion includes a related prompt about loyalty and whether people should remain loyal to authority that does not respect their rights, which asks students to analyze and justify the proverb-like idea. These items require students to reflect on and explain the meaning of a common adage.

The lesson asks students to discuss the meaning of Nat's remark: "To think I'd worried about that little bird. I might have known it would gobble up a nice fat partridge in no time," which requires interpreting a nonliteral expression. The Activities and parent notes define and ask students to identify figurative language (simile, personification) and to discuss descriptive/figurative word choices, showing attention to interpreting figurative meanings in context.

Students are prompted to explain the meaning of Hannah's line: "But remember, thee has never escaped at all if love is not there," in the Parent Plan discussion questions, requiring them to interpret a proverb-like statement in context. The discussion prompt asks students to explain what Hannah means, which directs students to analyze figurative or proverbial language within the text.

Students read a direct quote from Lucy's Pa: "This old Greek fellow Heraclitus said there is nothing permanent except change," which presents a familiar adage about change. Activity 3 asks students to record five changes in Lucy's life and five changes in their own lives, prompting reflection on the proverb's theme. The parent/teacher prompts ask to discuss the concept of change and whether people are afraid of or embrace change, which connects discussion to the quoted saying.

The lesson asks students to discuss the meaning of Snowshoe's remark, "Know many, trust few, always paddle your own canoe," which requires interpreting a proverb. A discussion prompt explicitly directs students to explain what Snowshoe meant, asking them to articulate the proverb's meaning in context.

The lesson defines an idiom in the "Things to Know" section and includes a dedicated Activity 1 where students are directed to read a list of idioms and match each one to its meaning on a Student Activity Page. The Skills list explicitly includes "Apply knowledge of idioms to determine meanings," and the Parent Plan provides answer keys and several sayings (e.g., "Every tub has to learn how to stand on its own bottom sometime," "Every cloud has a silver lining") that students connect with meanings. The lesson also asks students to "translate by locating clues in the text," which directs them to use context to determine idiom meanings.

The Reading and Questions section asks students to explain what Meg means when she says 'I do face facts. They're a lot easier to face than people, I can tell you,' requiring interpretation of that figurative phrase in context. A discussion prompt in Wrapping Up repeats the question, asking students to explain the meaning of the line and to reflect on Meg's attitude. Question #1 also asks students to interpret another character's remark about 'a great mind ... but you don't have much sense,' prompting meaning-based explanation of character dialogue.