The Skills section asks students to "Respond to expressive materials that are read, heard, and/or viewed," linking reading and auditory/visual response. Activity 2 directs students to write words for songs that appear in the text and says, "If you play a musical instrument or have a keyboard, you can add a beat and music to your song," prompting creation of an audio rendition. The Parent Plan prompts the child to sing the song "as Kino would have heard it in his head" and to "Discuss how the beat, tempo, and rhythm of the song reflect the song's mood," which requires students to consider auditory portrayal.

Students are asked to pretend they are putting together a storyboard for a movie or play based on the novel, drawing six important scenes and writing a sentence describing the action for each scene. The directions require students to make sure the movie reveals the action of the story as well as Nhamo's character development and to reflect the culture and geography. Students also take on a "Dialogue Designer" role to recreate character interactions through imagined dialogue, recording a 6–10 line conversation.

Students practice reading their personal narrative aloud, rehearsing voice, rate, volume, pitch, tone, gestures, and facial expressions. Students plan and use 2–3 visual aids or props and prepare a "stage" to enhance their oral presentation, and they present aloud to family members for feedback. The Parent Plan also asks students to support verbal presentations with visual or media displays and to practice using technology-appropriate displays.

Students are instructed to read biographical webpages and watch video interviews of Linda Sue Park (Activity 2), and to take notes on the information she shares. Students answer a series of written questions about the author and write a short paragraph about how the author's experiences and relationships influenced her writing. The parent plan lists skills that include "Listen to and interpret a speaker's messages" and "Determine the speaker's attitude toward the subject," which implies listening and comprehension of multimedia sources.

Students are asked to "learn about different forms of argumentative writing" (Steps to Independent Study) and to read and analyze a linked article about the Dakota Access Pipeline using a Point of View handout, which asks them to list how different stakeholders view the issue. The Parent Plan skills statement explicitly tells students to "explore and analyze argumentative works that are read, heard and/or viewed by summarizing the author's purpose and stance, examining the importance and impact of establishing a position or point of view, and drawing inferences." Students also plan and create a visual aid and give an oral presentation, as shown by the visual aid and presentation requirements in the rubrics.

The lesson requires students to use at least four types of resources, explicitly listing "audio/video" as a resource type and including examples such as a president's speech and a photograph in the sample gathering grid. Students are instructed to record information from different sources on gathering grids or note cards (e.g., entries for "President Obama's Speech," a photograph, and newspaper/articles). The Evaluating Websites rubric and the stakeholder activities ask students to gather and note differing points of view from multiple media types.

Students view multimedia images of Greek pottery through provided web links (Artemis, Dionysus, Pandora) and a slideshow and are asked to think about the gods' stories and the symbols associated with them. Students use those images as sources when they design and decorate a pot to reflect a god or goddess, trying to imitate artifact styles. Students also interact with card pages that pair short textual descriptions with images of gods during the Go Greek activity.

Students are asked to reread the Daedalus and Icarus myth and then watch a filmed version from The Storyteller, pausing to take notes. The activity prompts students to consider how the film's characters differ from their mental images, how the film expands or improves scenes, which features or techniques unique to a filmed version (sound, music, images) enhance the story, and how added dialogue, acting, and narration affect the story. Students are instructed to note how the film communicates the detail that "Icarus plunged into the sea and drowned" and then discuss their findings with a parent.

Students are asked to create and perform a 30-second video message from the flower to the little prince (Activity 2 and Wrapping Up), deciding what the flower would say and which persuasion technique to use. The Parent Plan requires students to attempt specific persuasive techniques (flattery, dares, promises, glittering generalities) and to perform the message while explaining which technique(s) they used. Parents are prompted to discuss whether the little prince would return if he heard the flower's message, which asks students to consider the message's effect.

Students are asked to copy, mark up, practice, and perform a section of A Midsummer Night's Dream, paying attention to stage directions, voice changes, and punctuation-based pauses. The activity directs students to practice aloud several times and perform the scene for a parent or family, and it provides explicit guidance on how pauses and delivery should be applied (commas, periods, colons, etc.). The lesson also invites students to look at the modern translation and the original text side-by-side when choosing lines to perform.

Students read the play (Act 4, Scene 2 to the end) and then watch an animated short of A Midsummer Night's Dream via the provided BBC/Vimeo link. Students are prompted to discuss whether they agree with the key scenes that were included, whether any scenes should have been included, and whether the animated tale does a good job of telling Shakespeare's story. The lesson instructs students to discuss the animated version with a parent and to compare the shorter animated version with a longer version if time allows.

Students are asked to produce a 2-minute or less oral summary of page 163, including the main idea and what the graph shows. Students must also write or give oral directions for drawing an ellipse and then have a parent follow those directions without looking at the diagram on page 129. The materials prompt reflection with questions such as "How would the diagram help?" and a parent note to discuss the phrase "a picture is worth a thousand words."

Students are asked to re-read the chapter "Why Do Planes Stay in the Sky?" and to read the NASA webpage "What Is Aerodynamics?". The floating ball experiment webpage includes two videos and the activity directs students to watch those videos or use the cookie sheet demonstration on page 228. Students must use the "Demonstrating Lift" page, diagrams, captions, and text to take notes and create a numbered list of instructions and then summarize how a wing works in the wrap-up.

Students are instructed to "read your poems aloud to your family, paying attention to your personal style and the individual tone of each poem." The wrapping up directs students to "consider how the poems sound different when read aloud than when read silently," prompting a comparison between written text and an oral rendition. Activity 6 asks students to analyze images, events, structure, and techniques of poems, which they can apply when reflecting on differences in delivery versus silent reading.