Students read and analyze sentences that include close synonyms and charged word choices (for example: "lack of grace and polish, rude outbursts, and moody silences" and the use of "noble" vs. "fragile but gifted"). Students complete the "John Adams, The Suitor" activity in which they list positive and negative attributes of John Adams, which requires evaluating words and their implied judgments. Students also identify sentence functions and choose replacements in Part II of the paragraph analysis, providing opportunities to select words that fit tone and meaning.

Students complete vocabulary activities that require them to write a definition in their own words ("What is it?") and provide a synonym or simile ("What is it like?") and a sentence using the word ("What is an example?"). The Parent Plan explicitly tells students they may use a dictionary or thesaurus and asks parents to check that the student's description is accurate and that the student provides a synonym or simile and uses the word in a sentence.

The Skills section instructs students to "Use precise language and domain-specific vocabulary to inform about or explain a topic." The guideline "The writer understands the needs of her reader" and the onion example ("dice an onion" vs. "chop an onion into small squares about a ¼ inch wide") ask students to adjust word choice to the audience. The Process Writing guidance also tells students to avoid words and phrases that don't relate directly to the process, which emphasizes careful selection of vocabulary.

Students are asked to acquire and use grade-appropriate academic and domain-specific words and to use precise language (Skills section). In Activity 1 students must look up listed terms, write definitions in their own words, and give examples or drawings for each term. In Activity 2 students analyze two versions of technical writing to notice word choice and concision, are instructed to define unfamiliar terms for an audience, and must use at least three domain-specific terms on their posters.

Students are asked to consider specific word choices: the text explicitly contrasts "clever" and "smart," explaining different connotations for similar denotations. The lesson directs students to analyze Twain's word choice (including discussion of the "n word") and how it impacts reader feelings and setting. In Activity 1, students read quotes and record what each quote reveals about characters, practicing analysis of language that shows emotion or perspective.

Students are asked to compose lists of feeling/emotion words and to complete a "Character Feelings" chart with columns for "Feeling Words" and "Dialogue and Descriptions." The activities require students to circle which feeling word best describes given characters and to choose adjectives for their own characters (e.g., Gina: angry/vengeful/scared; Simon: bossy/jolly/considerate). Students also reflect on two examples of when they used dialogue to show rather than tell characters' personalities, linking word choice to character portrayal.

Students are given categorized lists of tone and mood words (positive and negative) that show how word choice signals attitude and feeling. Students complete 'Tone and Mood in Elijah of Buxton' pages where they identify specific words or sentences from the text that created a particular tone and fill charts linking events to words that set tone and mood. In the 'Experiment with tone' activity, students write different sentences for the same scenario using different tones, practicing how changing word choice alters tone.

The Parent Plan lists a skill to "Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings," which directly names connotative meanings. Activity 1 directs students to notice and explain why the author chose precise verbs (e.g., slapped, grabbed, mashed, peering) and asks students to write a 6–8 sentence narrative using precise words and phrases. The figures-of-speech activity asks students to identify nuanced uses of language (idiom, hyperbole, etc.), reinforcing attention to word choice and meaning in context.

Students are asked to define vocabulary terms in their own words on the unit test (choose 7 and define) and to use two vocabulary words from the unit correctly in their personal narrative. The rubric and writing directions require students to use precise words and phrases, strong verbs and adjectives, and to craft effective mood and tone through word choice. The planning and revision steps explicitly ask students to add transitions, symbols, figures of speech, and to ensure tone is communicated with strong diction.

Students study a list of vocabulary words with definitions (disconsolately, furtively, harangued, servile, etc.). In Option 2, students are instructed to choose a synonym or antonym for each vocabulary word and write analogies (example given: "disconsolately is to sadly"). In Option 1, students pose a toy/figurine to demonstrate the meanings of each vocabulary word, producing visual/behavioral representations of word meanings.

Students read a definition of "loaded terms" and see example words such as "cool, refreshing, and revitalizing," which highlights emotionally charged word choices. Students are instructed to read the short essay "Human Cloning" and to underline loaded terms using a specific color, directly practicing identification of connotative language. The answer key lists specific loaded phrases from the essay (e.g., "the most serious threat known to mankind," "Stop this horrifying use of technology today!"), which students can match to their markings.

Students are prompted to identify logical and rhetorical fallacies in two cloning essays and the teacher answer guide explicitly labels several phrases as "Loaded Terms" (e.g., "eliminate a false killer," "live forever," "cloning is a form of slavery"). The fallacies student activity page lists "Loaded Terms" as a category, and Activity 2 (A Game of Fallacies) has students draw fallacy cards (including Loaded Terms) and apply them to argument cards. The Arguing the Issue activity asks students to record an author's main arguments and any logical or rhetorical fallacies they find.

Students are asked to look up each vocabulary word in a dictionary, record the part of speech, and use the sentences from the book to determine which dictionary definition applies. The Parent Plan and Skills sections instruct students to consult reference materials and to verify preliminary determinations of word meaning by checking context or a dictionary. Students must then create an original sentence or an illustration for each word to demonstrate their understanding of meaning and usage.

The Parent Plan lists a skill to "determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings" and to "analyze the impact of specific word choices on meaning and tone," which directs students to attend to connotation. Multiple Student Activity Pages ask students to define listed vocabulary words (e.g., disconsolately, furtively, harangued, aristocrat, purgatory) in their own words, requiring them to interpret word meaning and usage. Reflection prompts ask students to evaluate rhetorical techniques and word choices in their own essays, which could involve recognizing associations of specific terms.

Students complete a Vocabulary Cube for each target word by writing the word, its definition, an alternate definition, the part of speech, a synonym, and the word in a sentence. Students choose which definition and part of speech best fits each word by using sentences taken from the novel as context. The skills list explicitly includes determining connotative meanings and the parent notes instruct students to learn and practice the meanings and usages of the vocabulary words.

Students practice determining word meanings using Latin roots, prefixes, suffixes and sentence context in the "Latin Roots, Prefixes, and Suffixes" activity, writing definitions for words like "indolence," "latitude," "prudence," and "inducement." The parent notes include nuanced definitions that distinguish related senses (for example, explaining that "indolent" carries laziness and avoidance of exertion while "lassitude" means weariness, and that "plausible" can mean smoothly persuasive, even deceptively so). The parent guidance also asks students to discuss the meanings they determined and how the Latin roots inform those meanings.

Students are given explicit definitions of denotation and connotation in the "Things to Know" section. Students complete an Activity 1 "Denotations and Connotations" Student Activity Page that asks them to read passages and compare the connotations of paired words (e.g., run/bolt, strange/marvelous, punt/raft, wild/savage) and write their responses. Students (and parents) are given model answers and discussion prompts in the Parent Plan to compare and discuss the connotative differences.

The Study Guide lists "Connotation" and "Denotation" as literary terms students must know, and a unit test question asks students to explain the difference between denotation and connotation. The parent answer key provides a direct definition contrasting denotation (literal meaning) with connotation (ideas or suggestions beyond the definition). The rubric and writing directions repeatedly ask students to choose "strong, specific words" and to use word choice to support a consistent mood, which prompts attention to word nuance.

The Skills section explicitly states students will "determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings," and to "analyze the impact of specific word choices on meaning and tone." In Activity 4 (Color and Tone), students choose two colors to symbolize an emotional event, create a collage, and write three sentences that use those colors to explain their feelings, practicing connotative associations. The Things to Know and Activity 4 also direct students to analyze how word choice and imagery (including color imagery) set tone.

Students are directed to determine word meanings including figurative and connotative meanings (listed in the Skills section). Students look up six vocabulary words in context, write definitions in their own words, and create a symbol or mini picture dictionary for each word. Students also analyze similes and metaphors, which practices interpreting figurative language and word choice.

The lesson defines denotation and connotation and gives the explicit example that stroll, trudge, and stomp all mean "to walk" but convey different images and feelings. The "Be Specific" activities require students to replace bland wording with more specific verbs and phrases (e.g., change "the man walked" to "the scowling man stomped down the sidewalk") and to choose words that create a particular mood. Instructions also prompt students to use a dictionary or thesaurus and to think about how word choice affects imagery and tone.

The Parent Plan Skills statement tells parents that students should "determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone." The Painting Sentences activity asks students to "pick a word to paint" and to "refine wording," which requires students to choose and alter words to change detail and tone. Students also record and analyze figurative language examples, which involves attention to authorial word choice and its effects.

The Parent Plan skills section explicitly tells students to determine meanings including connotative meanings and to analyze the impact of specific word choices on meaning and tone. Activity 2 asks students to find examples of adjectives, adverbs, and strong verbs and to explain why each example is effective, with an explicit note about choosing words that have the connotation you want (e.g., using "dragged" or "stomped" instead of just "walked"). The Descriptive Examples student page requires students to select examples and explain their effectiveness, prompting attention to word choice and tone.

Students are given a vocabulary list with words and brief definitions (e.g., assuaged, predilection, sojourn, disapprobation, asinine, etc.). Students complete a Student Activity Page that asks them to infer meanings from context passages (write a "my definition") and then verify those meanings with a dictionary (write a "dictionary definition"). The Parent Plan also supplies dictionary definitions for the listed words, reinforcing attention to denotative meanings.

The Questions to Discuss prompt asks why Atticus does not want Scout to use the "n" word and directs students to recognize that it is a derogatory word with associations to the history of African Americans. The prompt explains Atticus means the word is "common" (low-class) and encourages students to consider that its use demonstrates disrespect toward fellow humans. The parent notes also advise discussing family beliefs about this word and its historical associations.

The Parent Plan skills statement explicitly directs students to "determine the meaning of words and phrases ... including figurative and connotative meanings" and to "analyze the impact of specific word choices on meaning and tone." Students complete a vocabulary activity that provides definitions and example sentences for words (e.g., amiably, mollified, furtive, notoriety) and are asked to write their own sentences using each word. The parent instructions ask caregivers to review the student's sentences to confirm correct usage.

The Parent Plan's skills explicitly state that students should "determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone." The lesson's reading, discussion questions (e.g., considering Dill's reaction and jurors' prejudices), and close reading of testimony require students to interpret character testimony and narrative tone, which can involve connotative interpretation.

The lesson's Skills statement tells students to determine meanings of words and phrases, including connotative meanings, and to analyze the impact of specific word choices. In Activity 1 students compare Robert Frost's choice of phrases and are asked to transform plain prose into poetic lines to create imagery and feeling, practicing deliberate word choice. Activity 2 asks students to annotate poems, circle unfamiliar words to look up definitions, and underline phrases that evoke feelings, which has students consider word meaning and effect.

Students read a modeled example with Robert Frost's "Acquainted with the Night," where multiple thesaurus synonyms for "acquainted" are listed and students are asked to decide which synonyms fit the poem and how they change tone and mood. The Word Choice Activity asks students to look up "noiseless," list at least five synonyms, choose two that fit the poem title best and three that are less fitting, and justify their reasoning. Activity 2 prompts students to consider alternatives (e.g., "unbroken" vs. "unbroke") and to evaluate how word choice affects rhythm, tone, and meaning.

The lesson explicitly defines denotation and connotation in the "Things to Know" section and explains how connotation involves emotions and reactions associated with a word. Activity 1 gives a concrete example comparing synonyms for "excited" ("agitated," "frantic," "enthusiastic," "thrilled") and notes their differing associations. The Skills list also states students will "determine the meaning of words and phrases ... including figurative and connotative meanings" and "analyze the impact of specific word choices on meaning and tone."

The Skills section explicitly asks students to "determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings," and to "analyze the impact of specific word choices on meaning and tone." The Poem Analysis activity asks students to identify figurative language, examine tone and mood, and consider literal vs. symbolic meanings, which requires attention to how word choice creates associations. The vocabulary activities ask students to write examples or definitions for poetic terms and match terms to definitions, reinforcing attention to word meanings and usage.

Students are prompted to look up unfamiliar words and pronunciations before memorizing a poem, which directs them to examine word meanings. The discussion question about "Gubbinal" asks students to apply a possible slang meaning ("gubbin" = "stupid and insensitive") and decide whether that knowledge changes their understanding of the poem and narrator. The lesson also asks students to consider "Why is word choice key to creating effective poems?", encouraging attention to word associations and effect.

Question 2 asks students to look up the word "deferred" and then reread "Dream Deferred," asking them to interpret the poem's final image, which requires determining word meaning in context. Activity 2 instructs students to edit their own poems to improve imagery and the use of figurative language, which involves refining word choice and nuance. The Parent Plan skills list explicitly states students will "determine the meaning of words and phrases ... including figurative and connotative meanings" and "analyze the impact of specific word choices on meaning and tone."

The lesson's Skills section explicitly lists determining the meaning of words and phrases, including figurative and connotative meanings. The unit test includes a short-answer item (Part IV, Question 14) asking students to define the difference between denotation and connotation, and the answer key gives the correct definitions.