Students are asked to use an atlas or Google Maps to locate and label the stops on a map (Charting the Course), which requires using a visual map together with a textual list of locations. Students review a labeled diagram of a sailboat alongside a written sailing terminology section and are prompted to draw connections between terms and boat components. The Life Application and wrap-up ask students to look online for pictures of sailboats and compare those images to their own home and to refer to the diagram while reading the novel.

Students are asked to create a picture dictionary where they illustrate each vocabulary word, directly combining visual representations with word meanings. Students complete a Character Development sheet that asks them to record words and phrases about characters across chapter ranges, compiling textual observations into a visual organizer. Students use page references on the vocabulary matching activity to locate word usage in the text and connect those textual instances to worksheet definitions.

Students are given a Dolphin Beads activity that requires them to follow a color-coded pattern grid (visual) and written step-by-step directions to add specific numbers and colors of beads to safety pins, and to use graph paper to code the pattern by row/column. The lesson also offers an optional video tutorial for learning to juggle in which students are instructed to pause the video after each demonstrated step and practice the physical skill (integrating a visual/kinesthetic demonstration with written viewing instructions).

Students are directed to explore web sites with recycled-craft examples (Activity 3) so they view visual/online media alongside the written prompt to create something new. The Relationships page asks students to describe character relationships using a diagram while reading Chapters 15–22, combining the text with a visual organizer. The Parent Plan includes an image answer key chart that categorizes sentence elements visually, which students can consult when identifying predicate adjectives, direct objects, and indirect objects.

Students are asked to "research some of the different types of whales and dolphins" using provided web links (Getty Images, NOAA, and YouTube) and then create a nautical mobile or origami based on that research. The Nautical Mobile directions require students to "draw the animals to scale" and color them to reflect what they actually look like, which combines visual and quantitative representation with textual research. The origami and mobile student activity pages include step-by-step visual diagrams alongside written directions, prompting students to follow both visual and written formats to produce a final artifact.

Students are asked to complete a "Character Timelines" sheet, which requires placing events from the text onto a visual timeline. Students complete an "Identifying Voice" activity that shows framed illustrations of Brian, Cody, and Sophie and asks them to cut out and paste textual quotes into the correct character boxes, linking images with quotes. Students also write quotes and describe thoughts/actions for each character in a scenario, using written responses alongside the pictured character sections.

Students are asked to locate Ireland and England on a map and to research one country using the provided web links, which requires consulting visual (map) and online (text/image) sources. Students must create a 4" x 6" postcard that includes an illustrated picture (visual) and a written note (words) describing what they might see and do. In the sentence-writing activities, students use small images (treasure chest, sailboat, birds) as visual prompts and compose sentences that integrate those visuals with written language.

Students complete a "Themes" graphic organizer that includes illustrated character frames and lines for writing how each character changed, prompting them to use the images as part of their responses. Students are asked to provide textual evidence in labeled boxes for two specified themes on the Student Activity Page. Students also are invited to produce and share visual or performance products (paint a personalized picture or teach a lesson) that relate to story themes and character development.

Students are directed to fill out a Pre-writing Narrative Organizer that visually separates the brief description, three main events, feelings, and a ‘what I learned' box, and then to use that organizer to write their narrative. Students are asked to review and use a Narrative Essay Rubric (a visual scoring chart) and an Editing and Revision checklist (questions with yes/no columns) to evaluate and revise their writing. The lesson also directs students to meet with a parent to conference about the rubric and to refer to the organizer and checklist when editing and producing a final typed copy.

Students create multiple mini books that pair images and visuals with written explanations: the Character Artifact requires pasting a picture of an object and writing why it represents the character, the Important Events accordion asks students to illustrate four main events and place them in sequence, and the Character Quote and Character Tree require selecting textual quotes/words and explaining their meaning in writing. The lapbook layout and provided video link give visual folding instructions in addition to written directions, and students must arrange visual and written pieces together to represent a coherent portrait of a character.

Activity 2 directs students to watch The City of Ember film, pay attention to the environment and main characters, and then write or perform a movie review describing characters, setting, and plot and discussing how the setting influences the story. The lesson instructs students to read and/or watch movie reviews online to better understand what to include and provides links (Scholastic News review, Rotten Tomatoes). The introduction connects watching the movie (a visual format) to reading the book series, indicating students will engage with both film and text about the same characters and setting.

Students are asked to identify and sort pronouns from a written paragraph into a table (Option 1) and to substitute pronouns in a passage and list them in a chart (Option 2), which requires moving information from prose into a tabular format. Activity 2 directs students to record five written predictions and then use checkboxes to mark which predictions come true as they read, which pairs textual predictions with a simple quantitative tracking format. An image/answer key in Option 2 visually shows edited text with pronoun replacements, providing a visual example that students could compare to their written edits.

Students read chapters (words) about Doon and Lina's discoveries and then record those discoveries in a written learning log. In Activity 1 students are instructed to illustrate each discovery in the log boxes and to label or categorize pages to group similar items. The Student Activity Page provides a graphic organizer with labeled spaces and eight boxes for students to combine written descriptions and drawings. The parent plan asks students to add discoveries daily and to explain and justify category choices orally.

Students read chapters 6–7 about the Disaster and then are asked to produce work in other formats: Option 1 asks students to draw a sketch and build a small model monument (a visual/tactile product) that represents the Disaster and its lesson for Sparks. Option 2 asks students to read example ballads via web links and then write and perform a ballad (a different textual/aural format) that tells the story of the Disaster. The student activity page also includes visuals accompanying some sentences for pronoun practice.

Activity 2 (Dreams in Color) directs students to create a picture of a dreamed place and then write a short descriptive paragraph to accompany it, explicitly linking visual representation with written description. The lesson states that Lina "believes that pictures can often capture an idea of a place in ways that words cannot," prompting students to use color and images to reflect mood and tone alongside text. The Student Activity Page includes a small illustration and the debate activity asks students to write arguments and read them aloud, which involves pairing written and oral formats.

Activity 2 asks students to illustrate the city of Ember and the city of Sparks and then make a Venn diagram comparing the two, instructing them to use their log from Lesson 3 and to "think back to the movie." The student activity page includes a graphic organizer (Venn diagram) and visual elements (icons, images) tied to the comparison task. The reading assignment (chapters 11-13) and the log supply textual information for students to integrate with the movie and their illustrations.

Students are asked to complete the "Roamers" activity by drawing five items and then writing explanations on the back, which requires them to work with visual (drawings) and written (explanations) formats. The Student Activity Page itself includes illustrations alongside vertical text instructions, so students must use both visual cues and written directions to complete the task. Activity 1 asks students to consider different forms of media (books, newspapers, newscasts, movies) and to write a paragraph explaining which media outlet they would select and why.

Students are asked to use a thesaurus and context clues to choose synonyms (Activity 1), which requires comparing dictionary/thesaurus entries with text context. The Town Government Systems activity provides a visual table for students to record and compare features of American city governments and Sparks. Option 2 asks students to make a diagram of a proposed government for Ember, requiring students to produce a visual representation that relates to textual ideas about governance.

Students are asked to complete a visual graphic organizer (the Story Conflicts bubble map) by recording text-based evidence in the diagram, directly combining visual format with written evidence. In Activity 3 Option 1, students create an illustrated picture of Sparks and then write five ways electricity will change lives on the back, requiring them to integrate a drawing with written explanation. Activity 3 Option 2 asks students to write experiment directions with illustrations and a materials list, combining procedural text and visual schematics. Activity 2 also asks students to act out or record performances that demonstrate types of conflict, linking dramatized/recorded media with textual understanding.

Students are asked to gather information using a research organizer that prompts causes, effects, and how the war/plague ended, and to consult websites and books as sources. They create and use visual formats: a shaded map of affected regions, a six-event timeline graphic organizer, and Venn diagrams comparing places. The final products require combining formats and media (a newspaper report that must include two pictures and integrate research; rubrics explicitly evaluate "Information Integration" and inclusion of visuals).

Activity 2 (Eye Bouquet) directs students to create vivid, visual descriptions of familiar objects using sensory language and to read those descriptions aloud to a listener. The activity asks students to try having the listener paint or draw the object from the verbal description, which requires translating words into a visual representation. The Student Activity Page includes a black-and-white illustration and text questions about characters and setting, providing both visual and written content for students to consider.

Students are asked in Activity 3 to research Mars using provided websites, to read about the planet and look at images, and to record facts in a journal before reading the science-fiction story. In Activity 4 students record phrases and sentences from the text that describe an environment and then create a painting or sketch of that environment based on those textual descriptions. The activities also ask students to consider how the natural environment shapes plot and character, linking information from text and visual representations.

Students are directed to research Pompeii using books and online sources (National Geographic Kids, History.com) and record ten important facts, which requires using information from different media. Students are also given a video link about irony and a PDF of the short story, so they encounter the topic through text and video. In Activity 5 students build a model volcano and run experiments with hypotheses, procedures, and recorded results, engaging in a quantitative, hands-on format alongside the written narrative about the eruption.

Students locate the Catskill Mountains on a U.S. map and record words and phrases Irving uses to describe the setting while comparing those descriptions to a provided image of the Catskills. Students are asked to create a painting from the textual descriptions, to read a poem excerpt of Rip Van Winkle and compare it to the short story, and to rewrite and perform a scene as a script, with the story also read aloud for listening comprehension. These tasks ask students to work with visual (map, image, painting), auditory (read-aloud), poetic, dramatic, and prose formats.

Students are given a dreidel template (visual/craft) plus written assembly directions and a symbols-and-rules explanation, which requires them to match Hebrew letters on the visual template to the written game rules and then play. The lesson provides the full text of "Zlateh the Goat" (linked PDF) and student questions that ask students to use details from the text to answer comprehension questions. Several student pages include illustrations (haystack, broken lettering, diagrams) alongside written instructions and examples for activities such as point-of-view identification and sentence-fragment correction.

Students are asked to use the image and accompanying text about the great white heron and step-by-step sketches in Activity 2 to learn about the bird's history and follow visual instructions to draw it. In Activity 5, students follow labeled diagrams and written step-by-step directions to construct a bird feeder or bird wreath, combining visual and procedural information. In Activity 4, students place information from two short stories into a Venn diagram, transforming textual details into a visual comparison.

Students read a chosen short story and then complete visual graphic organizers (Elements of a Short Story, Plot Diagram, Story Conflict & Theme bubble map), converting textual details into diagrams. Students are asked to illustrate the setting on the back of the Elements page, producing a visual representation alongside written words. The "Your Own Activity" prompt explicitly allows students to design an art, writing, dramatic, research, or grammar activity that ties to the story, which can involve nontextual formats.

Students complete and use visual organizers (a plot diagram shaped like a triangle, a Theme & Conflict bubble map, and an Elements of a Short Story sheet) and are instructed to draw a picture of the setting. Students are directed to fill out these graphic organizers and then "refer back to the graphic organizers" while writing their story, using words and phrases listed for the setting. The rubric and activity pages present information in visual formats that students must read and use to plan and produce their written story.

Students color and label a visual map of Civil War states (Activity 1) and are instructed to annotate that map with how long each Confederate state had been in the Union (Activity 2), combining visual and quantitative information. Students cut out text-based event descriptions and place them on a month-by-month timeline (Activity 3), integrating written event accounts into a visual chronological organizer. Students read and compare primary source diary entries and secondary online accounts (Activities 4 and 5) and use color-coded note cards to organize research topics, linking textual information with a visual coding system.

Students read a picture book (words and illustrations) and are asked in Activity 1 to record factual information about the Civil War from the story. Activity 4 (Option 1) has students select three images from the story and recreate them, and Activity 4 (Option 2) asks students to use a Venn diagram to compare life during the Civil War to life today. Activity 5 has students read and analyze primary-source Civil War letters (visual/textual replicas), identify writers/perspectives, and discussion prompts explicitly ask how the letters are similar to and different from Pink and Say.

Students are asked to cut out character symbols and glue them onto a colored map to place characters' home states, requiring them to combine textual information from the book with a visual map. Students read the printed Civil War speech, record factual and opinion statements, and then examine contemporary pictures/posters labeled as propaganda and explain how each image could be used to sway attitudes. The Student Activity Pages include images (e.g., "Anti-Slavery Almanac," a proclamation page) alongside text prompts that require students to compare and interpret visual and written sources.

Students read pages 21–40 of Bull Run (a textual source) and are then asked to design a Civil War propaganda poster, choosing whether to emphasize words, images, or a combination of both. The activity directs students to consider the characters they read about and to locate historical propaganda posters via provided web links, connecting visual examples to the written narrative. Parent guidance asks students to explain the message their poster conveys and how it would influence a reader's thinking, prompting them to articulate how visual and verbal elements work together.

Students read pages 41–60 of the text and answer comprehension questions about characters and perspectives. Students are directed to refer to a map to identify characters' home states. Students study multiple Civil War photographs and write a title and a sentence describing how each photograph makes them feel, then explain how they chose those titles.

The lesson presents Civil War music in multiple formats: historical context text about Julia Ward Howe and Patrick Sarsfield Gilmore plus visual sheet music and lyrics for songs like "Battle Hymn of the Republic," "When Johnny Comes Marching Home," and "Dixie." Activity instructions ask students to listen to recordings online, practice singing or playing the songs, and then teach or perform them for family, linking audio and visual musical materials with written history. The lesson also poses discussion questions about how music and storytelling lifted soldiers' morale, prompting students to use both the musical materials and the written explanation to think about the role of music in wartime.

Students are asked to create a "Character Quilt" that combines visual squares (paper or fabric, patterns, compass rose) with written labels, character details, and depictions of memorable scenes, requiring them to represent textual character information visually. Students complete the "Character, Conflict, & Change" organizer (Toby Before/After) that asks them to reread textual accounts and cite evidence, linking written evidence to a visual organizer. Students rehearse and present character accounts aloud and develop costumes/props, combining spoken performance and visual representation with the book's text.

Students are asked to use a map of Europe (visual) and the biography text (words) to add country names and place stars on countries where Einstein resided, integrating geographic visuals with reading. Students are directed to research Isaac Newton online or in an encyclopedia (different media), take notes on note cards, and then write a bio-poem using those notes, which requires synthesizing information from digital/textual sources into a written product. The lesson provides web links to online biographies and includes a photographic prompt on the "Questions about the Genius" page, which encourages students to connect visual images with textual questions and answers.

Students read chapters of the text and are instructed to record important events from those chapters onto a two-page visual timeline that is marked with years from 1880 to 1955. The timeline directions explicitly tell students to include dates when provided, cut and paste the timeline pages, and place events in chronological order. The vocabulary and activity pages include images and sentences pulled from the book that require students to match visual/text elements and place words into textual contexts.

Students read Chapters 3 and 4 and are asked to add two to four of the most important events from the chapters to a timeline, requiring them to extract textual information and place it in a visual chronological format. In Activity 1 students locate events on a student activity page and cut and paste those events onto a Biography Web graphic organizer, explicitly moving information from written text into a visual organizer. Activity 3 has students use Beyond Roots card games (physical/visual cards with matching symbols) and online quizzes, asking them to learn and apply root meanings through interactive digital and game formats as well as words.

Students read Chapters 5 and 6 and add events to a timeline and a Biography Web, showing use of text and graphic organizers. Students watch two videos, take notes (Activity 4), and write a video summary using those notes (Activity 5), requiring them to convert visual/audio information into written form. Students perform the Bending Light demonstration and answer questions about refraction and then use toys to explain the theory of relativity using examples from the book or video (Activity 6), connecting hands-on/visual experiences with written and spoken explanations. The discussion prompts explicitly ask students to compare how the book and the video present Einstein's "miracle year," directing students to integrate information across media.

Students are asked (Question 4) to illustrate the trampoline demonstration described on page 86, converting a written physics description into a visual diagram. In Activity 1 students place four major events on a "Biography Web" (cutting/gluing events onto a visual organizer), integrating textual events into a visual timeline. In Activity 2 students write a sentence describing how math is used in each scientific field, linking quantitative concepts to written explanations.

Students are asked to look up an encyclopedia entry on Albert Einstein and compare its style and content to the biography they read and the videos they watched (Activity 2: Forms of Media). They complete a Forms of Media activity page with targeted questions about how each medium differs, which produced the greatest emotional response, and situations when each source is useful. Students must explain orally to a parent how the three sources each contributed to their understanding of Einstein and describe the benefits and limitations of each source.

Students read Chapters 11 and 12 and are instructed to add events to a timeline, which requires translating textual events into a visual chronological format. Students complete a Biography Web by filling in four major events for "The War," and for Option 1 they physically cut out and glue events onto the web, showing use of a visual organizer. Students watch a biography documentary video and record at least three factual statements and two opinions, demonstrating engagement with video as a different medium. Students take an online PBS quiz about E=mc² that asks them to record quantitative guesses and compare answers, exposing them to quantitative/interactive representations of the concept.

The lesson directs students to use multiple media: it references watching videos and reading an encyclopedia about Einstein in the Wrapping Up section and provides web links to PBS/NOVA resources. Activity 5 asks students to set up and explore hands-on science stations from a teacher guide (experiential, non-textual format). Activity 2 and Activity 1 prompt students to research unanswered questions and plan where to look for information and what experiments to run, which encourages using varied sources and formats.

Students are instructed to collect and include multiple media formats — at least three photographs (early, mid, later life), an article of memorabilia, an award/certificate, and written items such as an imagined letter, a journal entry, and quotes. Students are told to use their biography web and timeline and to print images from the Internet, use technology to enhance/publish the product, and then assemble the items "in a way that makes logical sense." The rubric and Parent Plan explicitly list integrating main ideas and using multiple sources/formats as goals for the project.

Students are asked to color-code a blank map of Europe using a chart titled "European Involvement in WWII," which requires them to use a text-based chart to label a visual map. Students view and read a historical photograph of Adolf Hitler alongside explanatory text about his rise and actions, linking visual and written information. Students are directed to read an e-book about Denmark and then produce an acrostic poem, which involves using information from the e-book (words) and illustrated activity pages (visuals). The parent answer key map provides a visual legend that students can compare with their own coded map to check understanding.

Students are asked to use an "Editing Symbols" chart (visual) to mark and then rewrite a paragraph, which requires applying visual proofreading symbols to written text. The lesson provides multiple Student Activity Pages that are visual charts ("Impact & Occupation Chart", "Before & After Occupation Poem" sheet) that students complete with written responses about life under occupation. Students are also directed to draw the proofreading symbols and to correct a passage using those symbols, linking visual marks to sentence-level meaning.

Students analyze multiple propaganda posters (visual media) and are instructed to "look carefully at each poster," note techniques and messages, and write a one-sentence summary of each poster's message. Students design their own propaganda poster, choosing images and text to convey an intended attitude, then hang and explain the poster to family. Students also use a chart of proofreading/editing symbols (visual) to mark and correct paragraphs and copy text using those symbols, linking visual symbols with written corrections.

Students are asked to use the Internet or other resources to find information about the Jewish people and the Jewish religion and then record that information on a menorah-shaped graphic organizer, which requires taking information from digital/text sources and representing it visually. Students complete a separate Problem and Solution graphic organizer that asks them to extract problems and solutions from the chapters they read and place them into a visual two-part layout. Students also take on the role of discussion director, creating open-ended questions that synthesize the big ideas from the text for discussion, connecting their reading (words) with spoken/interactive discussion.

Students are asked to trace action locations and then "describe each setting in detail either in words or in map form" and to provide page locations where each scene is described, which requires linking textual evidence to a visual map. An image of proofreading symbols is provided and students must apply those visual editing marks to correct paragraphs, integrating symbol-based (visual) conventions with written text. Activity 2 asks students to create a postcard (combining an image of the village with a written message) or to write a coded message with a key, which requires producing and interpreting information in both visual/code and verbal formats.

Students read Chapters 9–10 and select passages to read aloud and explain their reasons, which requires moving from printed text to oral explanation. In Activity 1 students view an image of editing symbols and then apply those visual symbols to rewrite and mark up paragraphs of text. In Activity 2 students visit a PBS web page about Barbara Rodbell, read her biography online, retell it to a parent, and answer a journal question linking her message to the events in the book and to today.

Students are assigned the role of illustrator and must draw a sketch, diagram, or scene related to Chapters 11–13, then share and explain what their illustration represents. Students complete a Venn diagram activity that requires them to compare and contrast Annemarie's sacrifice with that of a historical figure, recording differences and similarities in a visual organizer. Students use a pictured proofreading-abbreviations chart (Pron, Wdy, WW) and apply those visual symbols to edit a written paragraph, using the visual key to change the text.

Students read Chapters 14–17 and two versions of "Little Red Riding Hood," then use a graphic organizer to show similarities and differences between Annemarie's story and Little Red Riding Hood, requiring them to synthesize information from multiple texts into a visual format. Students create a character sketch by drawing Annemarie in a described environment and listing two traits with textual examples, connecting visual representation with evidence from the words. The activities ask students to decide which fairytale version is most similar to Annemarie's story, prompting them to integrate information across sources to develop a coherent comparison.

Students are instructed to conduct web research (Activity 2) and to look for a memorable quote and a couple of pictures to print for their article, with guidance to cite the sources. The final-copy directions (Activity 6) require students to include two pictures and provide template areas labeled for quotes and factoids/graphics. The Bubble Map and magazine template ask students to organize ideas and to 'spice up' the article with statistics and fun graphics, linking visual elements to their written paragraphs.

Students are asked to analyze various media venues (skills list) and to use an Online Holocaust Museum Center activity, which requires working with online/visual sources. The Number the Stars test includes a question asking students to identify who would have used a pictured propaganda poster, requiring students to interpret visual information alongside textual knowledge. Multiple project choices (create a book jacket with illustrated cover and written summary, make a scrapbook or diorama, design a comic strip, locate places on a map) require students to combine visual/graphic work with written explanation or research.

Students create a Vocabulary Picture Dictionary by drawing illustrations for each target word, then check those images against written definitions and sentences to remember meanings. Students use a Grammar Symbols Chart and play a Memory game that requires matching visual symbols with written words and definitions to identify parts of speech. Students inspect a labeled jug of "Everlasting Life" (a visual prompt) and then write pros/cons or a future-life paragraph, combining the visual cue with written reasoning about the theme.

Students are asked to analyze the book cover for clues (visual) and to reread textual descriptions to create an illustration of the setting, underlining three or four sentences from the text to use as source material. Students can alternatively design a map of the setting on a large sheet, using the author's road and place descriptions to place features visually. The lesson also suggests watching the Disney movie after finishing the novel, providing another media format that students could relate to the text.

Students are directed to watch a Groundwater video (a musical explanation) and to follow the Investigating Groundwater simulation procedure that shows how water moves through sand, gravel, and stones. The lesson text connects the scientific description of groundwater to the novel by noting that "in the book, the water is coming up from the ground in a small spring." The Parent Plan lists the skill "Explain messages conveyed in various forms of media," indicating an expectation that students engage with multiple formats (text, video, hands-on activity).

Students are asked in Juxtaposition Option 2 to locate words and phrases from the text and then illustrate the two homes based on the author's descriptions, which requires translating textual descriptions into visual form. The Juxtaposition student page shows two illustrated houses and asks students to write which family they'd prefer and why, combining visual comparison with written explanation. In the Parts of Speech activities, students place laminated symbols above words and use labeled answer-key images, mapping visual symbols/labels onto the text.

Students read thematic quotes about cycles and change and then go outside to collect small natural items to place in a clear jar, linking the textual ideas to tangible, visual representations. Students are asked to explain to a parent the significance of each item and describe the cycle or change each item represents, explicitly combining words and physical/visual artifacts. The lesson also prompts students to consider guiding questions about observable cycles and unseen cycles, requiring them to integrate observations with the quoted text.

Students are asked to produce a print ad or a 30-second commercial (Activity 2), which requires combining words, images, and possibly audio/video to convey a persuasive message. The Parent Plan explicitly lists "Produce a multimedia presentation involving text and graphics using available technology," and instructions tell students to analyze magazine layouts and choose images and text for their ad. The lesson includes visual answer-key images that label parts of speech beneath words, showing students examples of information presented visually alongside text.

Students are asked to read two Norse myths (student activity pages with illustrations), a short account of Ponce de León, and to consult a provided web link about the Fountain of Youth, then write three similarities and three differences between those stories and the novel. Students are directed to use a graphic organizer (visual format) to map causes and effects from the novel and then use that organizer to write a paragraph. The activity prompts require comparing information presented in different formats (printed myths with images, a web source, and the novel) to identify common themes and differences.

Students are asked to select a ten-word quote, memorize it, and draw or paint a picture that represents the quote, writing the quote beneath the image, which requires translating words into a visual format. Students are directed to watch the movie version of Tuck Everlasting and then record three ways the movie differed from the book and three things they would have done differently, which requires comparing information presented as film to information presented as text. Students also create symbols for main characters by selecting objects, illustrating them, and writing similes that explain the symbolism, combining visual representation and verbal explanation.

Students are asked to use a graphic organizer titled "To Live Forever" to record three quotes or actions from the book and place them under Pros or Cons, and to use a labeled vertical box and a "Your Own Words" section to summarize ideas. Students prepare written note cards for opening arguments and for answers to opponent questions, then switch cards and read or respond orally during timed sections of the debate. The Facilitator Duties page lays out timed ("Time 2 minutes") oral exchanges, requiring students to move between written notes and spoken presentation.

Students read chapters of the novel (text) and complete graphic organizers that ask them to record examples of discrimination from the book. Students watch a linked video about the Civil Rights Movement (video) and view an image of a segregated lunch counter, then write a three- or four-sentence journal response guided by questions such as how the videos made them feel and how communities depicted differ from today. The lesson directs students to reflect on what they learned from the video and to record observations about discrimination across chapters.

Students are directed to research Mississippi using provided websites and then record findings on a "Mississippi Facts" graphic organizer that includes sections for a map, natural resources, weather/climate, population, and historical events, and to glue pictures of products/farms. In Option 2 students create a tri-fold brochure that requires them to combine a labeled map (visual), drawings/illustrations of natural resources (visual), climate information with graphics, and statistics/facts (quantitative) alongside written descriptions. The tasks explicitly ask students to incorporate images, maps, and numeric data together with written text in a single product.

Students read Chapter 3 and answer comprehension questions about events (textual information). Activity 2 requires students to write a 6–10 sentence formal letter addressing community injustices and explicitly tells them to "Follow the guidelines shown in the formal letter template below," accompanied by an image of a formal letter template (visual format). The Student Activity Page and parent notes prompt students to use details from the book (words) when composing sentences that follow specified clause structures, and small illustrations appear on the activity pages.

Students are directed to complete Activity 2 "Interest and Mortgages," which introduces the quantitative formula Principal × Rate × Time and asks students to calculate interest and total payback for mortgage scenarios. The activity provides application questions that tie numerical calculations (e.g., comparing amounts at 5%, 6%, 7% and different time frames) to Cassie's family situation and historical context about mortgages and discrimination. The lesson also provides a web link to an online mortgage calculator, asking students to use that digital tool alongside the written explanations and problem sets.

Students read Chapter 5 and the 'Things to Know' text about Jim Crow laws, which presents information in words. In Activity 2 students are directed to watch a linked video on the Jim Crow laws and to discuss it with a parent. The Wrapping Up and Questions to Discuss sections prompt students to connect Cassie's experiences in the chapter with the historical information about segregation.

Students are given an "Expanding Sentences" activity page where some sentences are paired with simple black-and-white illustrations, and students are instructed to add adjectives, adverbs, prepositional phrases, and descriptive verbs to those sentences. In Activity 2 students are asked to pretend to be a citizen in the 1930s and make a poster to promote positive race relations that must include a powerful slogan (words) and images that appeal to people's emotions (visuals). The parent prompts ask the child to describe the poster and explain why it would be effective in swaying public opinion, which requires connecting the images and text to a persuasive message.

Students use the "A Southern Christmas" Venn-diagram graphic organizer to place details from the text (pages cited) and their own family traditions into visual categories for Family, Food, and Gifts. Students prepare or analyze the recipe/activity pages with illustrations (Fried Chicken, Sweet Potato Pie, Butter Pound Cake) and compare those visuals and instructions to the textual description of the Logans' Christmas foods. Students create a digital crossword on the Puzzlemaker site, integrating word meanings they locate in dictionaries with an online visual puzzle format and then print and solve it.

Students read Chapter 8 of the narrative and answer questions about events in the story. Students read a historical flyer titled "Integrated Bus Suggestions" (a visual/formatted primary source) and are asked to underline the three most important suggestions and explain their choices. A web link to a video about the Montgomery Bus Boycott is provided and students are asked to explain to a parent what they learned and to compare the book's boycott with the historical boycott.

Students are directed to watch a linked video about sharecropping and to "pay close attention to the images of homes and clothing" and to observe facial expressions and body language. Students choose between creating a diagram that combines visual elements and text or finding a historical image and writing a caption/quote that represents a sharecropper's perspective. Students must then explain the system of sharecropping to a sibling or parent using their diagram or picture and quote, requiring them to present information across formats.

Students are asked to "keep track of instances of discrimination on the 'Recognizing Discrimination' pages after you read the chapters," which requires transferring events from the text into a separate chart. Students are instructed to "Use the editing symbols page to correct your paper," using a visual chart of proofreading symbols and examples to revise their written draft. Students are also asked to read their revised and edited book report aloud, which connects written text to oral presentation.

Students are asked to create four slides/posters that include bullet points, charts or diagrams, and at least one graphic, and to base slide content on the novel as well as "Jim Crow laws and other related video and text presented in the unit." The Parent Plan skills list explicitly states students should "support opinions with detailed evidence and with visual or media displays" and to use organizers (PowerPoint Organizer) to plan visuals. The presentation rubric assesses how visuals support ideas and whether integrated use of color, transitions, or media helped the listener follow the presentation.

Students are asked to examine the book cover visually and read the back-cover description, then make predictions about the story based on those visual and written cues. Students keep a Character Timeline graphic organizer and record descriptive words/phrases after each reading, linking textual events to a visual timeline. Students create a picture of themselves performing a community assignment and write 3–4 sentences about it, and they use a physical Vocabulary Cube to respond to prompts that combine tactile/visual interaction with written vocabulary items.

Students are asked to create a collage of images that represent their Utopia (Activity 1, Option 2) and then "describe to your parent what makes it a Utopia," which requires them to connect visual elements to verbal explanation. The parent plan and skills list explicitly direct students to "explain messages conveyed in various forms of media" and to consider "how [they] use color, depth, texture, etc." to appeal to emotions. Students also record words or phrases on a timeline to describe Jonas, combining a visual timeline format with written descriptions.

Students are instructed to create a "Timeline of Change" by cutting colored construction paper, labeling each age with the ceremony name and a written description, and adding a picture that reflects the change, which requires combining visual artwork with written information. The Stages of Life student page lists ceremony descriptions (words) alongside illustrations (images) and asks students to order and tape the pages to form a timeline. The lesson also asks students to "record on the timeline words or phrases" that describe Jonas, linking textual descriptors with a visual timeline representation.

Students are asked to "record on the timeline your words or phrases that describe Jonas in these chapters," which requires converting textual descriptions into a visual format. The euphemisms activity asks students to complete a two-column page mapping euphemisms from the book to their actual meanings, requiring them to extract text-based examples and place them into a graphic organizer. The Italics activity includes images alongside sentences and asks students to identify and mark words that should be italicized, so students interact with both pictorial cues and written sentences.

Students are instructed to use a dictionary, glossary, or thesaurus (printed or electronic) to determine word meanings and then record those meanings, syllabication, part of speech, roots/prefixes/suffixes, and a sentence on graphic "Vocabulary Web" organizers. The vocabulary webs require students to read words in context (textual chapters) and then place that information into a visual organizer. The history activity page includes visual prompts (an outline of the Sphinx and other images) and asks students to describe historical events in writing and explain how those memories could help Jonas's community.

Students reread the sleigh-ride description and select descriptive words and phrases from the text to organize them into a five-senses chart (a visual graphic organizer). Students create a painting or sketch of a personal memory and then write a descriptive paragraph, using the senses chart to plan language that connects the visual art with written text. The parent-plan activities prompt students to listen to a descriptive paragraph and draw what they hear, and an image answer key shows sensory details paired with labeled icons, giving students visual representations alongside textual descriptions.

Students are asked to "record information about Jonas from these chapters on the 'Character Timeline' pages," which requires transferring textual details into a visual timeline. The Student Activity Page for symbolism asks students to consider symbols and meanings and to describe examples from books they have read, prompting use of a list/graphic-like organizer alongside text. An image-based answer key is provided for the adjective-clause exercises, indicating at least one visual resource accompanies the written activities.

Students are asked to explain freedom using symbolism and ideas in a written letter or poems, which prompts them to combine visual symbols with prose/poetry. The Student Activity Pages provide visual prompts (a broken chain image, icons next to the letters in the FREEDOM acrostic, and a bio-poem template) alongside lined spaces for written responses. The directions tell students to 'pretend that you will share these poems with the community' and to 'use symbols and examples' the citizens will understand, linking visual elements to textual explanations.

Students are asked to find online paintings, print small images, and paste them on the activity sheet for each color and then write whether the painting produces the feeling they identified, directly combining visual media with written reflection. The lesson directs students to record words or phrases that describe Jonas on a timeline, requiring students to translate textual information into a visual format. The Colors & Feelings activity also has students shade color boxes, create paintings, and write descriptive feelings, asking them to compare visual art and their written responses.

Students are asked to "bring the music" by either creating a music collage that uses words and pictures to describe the concept of music to people who have never heard it (visual + written) or by selecting five pieces of music, listening to them, and explaining why each would be shared (audio + written). The parent notes explicitly instruct the child to play musical selections aloud while describing reasons, requiring simultaneous use of sound and words. The Student Activity Page for Musical Selection includes visual design elements (saxophone, guitar, musical-note border) and lined sections for written explanations, supporting multimodal responses.

Students are asked to create a Memory Storyboard where they must draw or paste images and write at least three sentences describing each image and how the memory changed them. The Memory Storyboard Rubric explicitly includes criteria that "Images enhance memory descriptions" and "Images are meaningful," linking visual elements to written explanations. The lesson also directs students to read/listen to Lois Lowry's Newbery Acceptance Speech and to consult a "Character Timeline" graphic organizer to analyze how Jonas changed, which requires using both textual/audio and visual timeline information.

Students are directed to read What Was the Great Depression (pp. 1-81) and to "look through the pictures" in the book, combining text reading with visual examination. In Activity 1 students create a Great Depression photo journal by selecting two first-hand textual accounts, finding and printing corresponding photographs, pasting images beside the accounts, and citing the image sources. Students also label geographic locations on a map using an atlas or online map and answer a discussion question that asks how photos (primary sources) and the book (a secondary source) both helped them understand the time period.

Students read a poem about the phoenix and are directed to "pay close attention to what the author tells us about the phoenix." The lesson provides a web link about the phoenix and an image description of a phoenix, offering multiple media sources. In Option 1 students must "describe how the phoenix might serve as a symbol for Esperanza's circumstances" and then "illustrate a phoenix rising from its ashes," explicitly combining written explanation and a visual product. Option 2 asks students to write a free-verse poem and optionally draw an illustration to accompany it, again pairing words with a visual representation.

Students are asked in Option 1 to read the author's textual description of the train cars and then draw the inside of the wealthy car and the poor car, converting words into a visual representation. In Option 2 students are directed to use two web links and fill in Venn diagrams comparing Mexico and the USA, combining information from online sources with a visual organizer. The activities require students to place information from prose and web-based text into visual formats (drawings and diagrams) to explore class systems and political systems.

Students are asked in Activity 2 to use a map of the United States with a scale to estimate the distance from Oklahoma City to Los Angeles, combining quantitative measurement with geographic visuals. They are directed to watch linked videos and view Dust Bowl photos, record quotes from those multimedia sources, and then make a poster that pastes a picture and overlays recorded quotations—explicitly combining visual media and written text. In the Reading and Questions task, students take on a Travel Tracer role and are asked to describe settings in detail either in words or in map form and to give page locations, which ties textual evidence to visual/map representations.

The Comparison Chart activity explicitly instructs students to record ideas using words and illustrations, asking them to describe similarities and differences between life at Rancho de las Rosas and life in California. The Student Activity Page for the problem-solution paragraph provides a graphic organizer with labeled sections (topic sentence, explanation, solution, concluding sentence) that asks students to arrange information visually as well as in writing. The Literary Luminary task asks students to select passages and read them aloud, requiring students to present and explain textual choices orally in addition to reading written text.

Students are assigned the role of Illustrator and asked to draw a picture related to the chapter, which requires translating written text into a visual representation. In Activity 1 students write or paste Spanish vocabulary labels and speech bubbles onto a house illustration, directly linking word meanings to items and actions in the picture. In Activity 2 students draw a shrine and then write explanations of each element and what it represents, requiring them to connect visual elements with written explanations. Parent prompts ask students to share and describe their illustrations and shrine, reinforcing the pairing of visual work and verbal explanation.

Students are asked to refer to a chart on the "Using Transition Words" sheet to help combine sentences, which requires using a visual reference alongside written sentences. The Connector role asks students to record connections between the book and their life or history in a journal, prompting them to bring together textual content and personal/contextual knowledge. The Student Activity Pages include visual elements (an illustration on the "I Am" poem page and a numbered table on the transition page) that students encounter while completing written tasks.

The lesson directs students to listen to two oral-history interviews (Activity 2: 'FSA Camp Governance' and 'Life in an FSA Camp') and to click the links and play the recordings to learn about camp life and discrimination. Students are asked to examine reasons workers might strike and to record examples from the book that support those reasons using the 'On Strike!' graphic organizer, and to summarize examples with page numbers. Students also write a four- or five-sentence summary of the chapters, showing engagement with the written text.

Students read chapters of the novel and are asked to consider how Esperanza's life and culture have changed. Students create and record dialogue based on the chapters, practicing representing events in a different written form. Students follow the Student Activity Page "A Mexican Meal" to prepare recipes (procedural text) and bring a taste of Mexican-American culture into their home.

Students create visual artifacts (a movie poster and sketches of sets in Mexico and California) and produce written/ spoken materials (a movie trailer script and readers' theater script) that transform the novel into different formats. Students are asked to compare and analyze similarities and differences between the novel and its dramatic adaptation and to explain how dramatic interpretation is similar to and different from the book. Students plan and perform readers' theatre, which requires them to translate narrative text into dialogue and staged action.

Students read poems (words) in the section "The Sea is Our Mother" and then complete the Personification & Metaphor student page that lists objects with small illustrations and spaces to record corresponding human traits. Students are asked to find examples of metaphor in the poems and describe them on the activity page, and to match or record phrases from the poems next to pictorial object labels. Students also use a wavy, illustrated poem template to compose their own poem, combining visual layout with written figurative language.

Students read multiple poems about prehistoric life (words) and are prompted to answer comprehension and analysis questions about literary devices. Students are directed to watch video clips from BBC's Walking with Dinosaurs and a National Geographic video (visual media) as part of Activity 1. Students perform hands-on fossil excavation (kinesthetic/physical format) and research a chosen animal to write an obituary, which asks them to gather factual details about habitat and lifestyle.

Students are instructed to study and trace a real leaf (visual/tactile observation) and then write a shape poem inside that outline, directly combining visual information with written language. Students are asked to brainstorm ways humans and animals depend on plants and to consider what they have learned in science while reading poems, prompting them to synthesize textual information with prior scientific knowledge. Student activities also ask learners to identify hyphenated adjectives and explain whether those words create visual images or sounds, linking textual features to visual/imagery interpretation.

Students are asked to reread the poem "The Chameleon" and then choose Option 2, which directs them to run an experiment that records quantitative results (how many black vs. white dots are picked up), complete a results section, and answer the follow-up question: "What does this experiment reinforce about animal camouflage?" Option 1 asks students to draw an animal camouflaged in its habitat (a visual representation) and write a couplet, linking visual representation with written expression. The parent/teacher wrap-up and discussion prompts explicitly ask students to connect poem content to real-world uses of camouflage (e.g., military uniforms), encouraging integration of textual, visual, and contextual information.

Students are asked to find the haiku in the poems, to record the poem in their journal, and to count the syllables (5/7/5), which requires them to integrate quantitative information (syllable counts) with the words of the poem. Students also write a haiku about an insect and keep it for a final project, applying the syllable-count constraint as they compose. The activities require students to use the numeric structure of a haiku together with the poem's language to identify and produce the form.

Students are asked to "draw a picture of an image the poem creates in your mind" and then "list words/phrases from the poem that help create the image," which requires linking visual representation with textual details. Students collect and decoupage bird images from magazines, stickers, and printed sources and then attach a poem to the shoebox lid, which has them combine visual media and written text. Students are encouraged to spend time outdoors observing birds, connecting direct visual observation with the poems they read.

Students are asked to select a poem and create an illustration or painting that reflects the poem's tone, colors, and subject, and parents are instructed to ask which words and phrases influenced the picture. The curriculum also suggests a field trip to the zoo for students to observe specific animals and use those observations as inspiration for poems. The Student Activity Page asks students to compare an excerpted paragraph to the original, prompting analysis of how text is presented in different forms.

Students are instructed to create a model of an endangered/extinct species and place that model beside their written poem to create a display, which requires combining a physical/visual representation with words. Students are asked to draw a Venn diagram to compare and contrast two buffalo poems, turning textual analysis into a visual organizer. The poet research and Student Activity Pages ask students to gather biographical and poetic information (nonfiction bios and poems) and record poetic elements, which involves using multiple formats (biography, poem, charted examples) to represent understanding.

Students are asked to follow an instructional video to assemble their lapbook (a different media format) and to create and arrange mini-books, illustrations, and printed pictures from the Internet or magazines inside the lapbook. The rubric and discussion prompts ask students to read and reflect on their poems and to consider how the lapbook design and artwork reflect the nature theme. Students are directed to create flashcards and study vocabulary from the unit, providing another format for reviewing information.

Students are asked to use a visual map of South America to draw and label the Andes and to shade the countries the range crosses, connecting geographic placement with the upcoming story. A web video link titled "Environmental and Cultural Influence of the Andes" is provided and students are instructed to "think about how the environment...shapes the culture of the people," encouraging attention to visual/audiovisual information as well as text. The lesson's written "Things to Know" and "Ideas to Think About" provide factual text about location, landforms, and climate that students can compare with the map and video content.

Students read Chapters 1–2 of the story and then explore multiple online sources (Britannica, Ducksters, PBS) about Incan culture. Students record information from those websites using an "Elements of Incan Culture" chart and a graphic organizer, using words and pictures and pasting images they find. Students are instructed to focus on the overall picture of the culture, and they review the chart to connect cultural information to Cusi's story.

Students are instructed to reread the minstrel's songs in Chapters 3 and 4 (text) and then use the "Writing a Lyric Poem for a Minstrel" page, a graphic organizer, to divide the story into events and jot down details. The activity directs students to retell an event as a lyric poem and then "read it or sing" it to their family, prompting students to present the same content orally/auditorily as well as in writing. The student activity pages include small illustrations (a minstrel, panpipes, decorative images) that accompany the organizer and worksheet and can serve as visual cues while students compose and analyze content.

Students are asked to create a Wildflowers Photo Journal in which they research wildflowers, draw pictures, and list names, using a guidebook to identify flowers (combining visual observation and textual information). The Peru Photo Collage option requires students to locate pictures of the Andes/Peru and include different cultural elements from prior research, combining images and words on a poster. The Student Activity Page provides framed spaces for students to add drawings, photos, and written labels or headings, supporting integration of visual and written formats.

Students are asked to reread Chuto's verbal description of the truck and to personify animals and non‑living things by drawing them on the Personification sheets and writing descriptive sentences. The Student Activity Pages include graphic organizers and illustrated spaces where students produce visual representations (drawings) alongside written personification lines. Students also read Chapters 7 and 8 and answer comprehension questions in complete sentences, linking text to their responses.

Students are directed to use provided web links and images and to "color the pictures... according to the images of the places you find below and online," then write an "interesting description of each site and the historical significance it has for the culture." The Skills list explicitly includes "Synthesize research into a written or an oral presentation," and the activity requires assembling a booklet for tourists that integrates visuals and written descriptions. Multiple Student Activity Pages show illustrations with lined spaces for students to record observations and descriptions based on those images and linked web sources.

The lesson provides an animated video link (Inca Creation Myth) and asks students to watch it and then retell the myth to their family, explicitly asking them to use two visual aids to help with the retelling. The lesson also includes a written summary of Incan myths and a Student Activity Page (Aztec Creation Myth) with a text passage and accompanying illustration, giving students both written and visual/oral source material. The parent plan instructs caregivers to evaluate how the student's visual aids enhanced the presentation and to discuss tone, pitch, and body language.

Students are directed to learn more about the Spanish conquest of the Incan Empire via multiple web links, including a YouTube video and several web articles. Students are then asked to choose between two tasks (brainstorming about preserving culture or writing a poem about the conquest) that require using the information they gathered. The student activity page also provides a visual chart of transition words and phrases that students use along with written directions to compose a short book review.

Students are instructed to "read about llamas in a reference book or on" provided websites and then either make a llama craft or create a five-slide slideshow that must be "visually engaging and include a lot of pictures to reinforce the information." The slideshow task explicitly requires 2–3 sentences or bullet points per slide and organizes content across labeled slides (introduction, care, historical use, facts, etc.), prompting students to combine text and images. The Llama Craft pages include step-by-step illustrated instructions, and the About the Author page includes a photograph and additional image that students are told to use when turning bulleted facts into an informative paragraph.