Students are asked in Activity 2 to listen to two slave narratives from the HBO documentary Unchained Memories as read and interpreted by actors. Students take notes comparing conclusions about the life of the slave to the character Jim in the novel and compare/contrast the dialect used in the filmed readings to the dialects used in the novel. The Parent Plan reiterates that students will "make connections to the dialect from the novel and also compare and contrast the lives of Huck and Jim to the lives of the slaves in the narratives."

Students are instructed to watch the 1993 film adaptation and "take notes as you watch the film, observing any changes the director or actors have made regarding the character, plot, language, setting, or dialect of the novel." They are asked to "consider why you think these changes were made," to compare and contrast the movie and novel, and to decide if the directors and actors made good choices. Discussion prompts ask students to identify how the movie is similar to and different from the book and to explain whether changes impacted the movie positively or negatively.

Students are asked to turn a scene from the novel into a one-act play and to include setting, characters, action, dialogue, stage directions, props, and lighting cues. The guidance asks students to make staging choices (e.g., physical location onstage, shattering glass cue) to make relationships and plot points clear. The Parent Plan asks caregivers to review the student's one-act play and his performance, implying some reflection on performance choices.

Students are asked in Option 1 to view a film clip (The Wizard of Oz) and identify 2–3 ways the filmmaker foreshadows the Wicked Witch, focusing on objects, lighting, music, and character speech. The parent guidance lists specific director choices students might note (sinister music, dark storm clouds, casting the same actress, and dialogue like 'you wicked old witch'). Students are directed to re-watch movie sections and identify instances of foreshadowing in film, which requires analyzing filmmakers' audiovisual choices.

The Connection Commander role asks students to find connections between the book and other types of media, explicitly listing "Similarities between this book and other types of media, such as plays, songs, or movies." After reading, students are asked to "write several sentences explaining the connections you made between this reading and your own experience, the world, or other works of literature or media," which could include comparisons to films or plays.

The "Ideas to Think About" section prompts students to consider how a producer can include tools like music and set design and must choose how to alter or remain faithful to the original story. Activity 2 asks students to write a 3–5 minute script, consider actions and words to add or omit, and include notes for music, lighting, or other effects before practicing and performing their scene. The Parent Plan Skills explicitly lists analyzing the extent to which a production stays faithful to or departs from the text.

Students are instructed to watch the movie or trailer and "think about how the movie differs from the book" and to consider whether the movie "would impact the viewer as much as the book impacts the reader." The Wrap-Up discussion prompts ask students to identify ways the trailer or movie is consistent with or different from the book, note whether characters look as imagined, and list characters or events the movie omitted or condensed. The Parent Plan Skills section explicitly lists the standard about analyzing the extent to which a filmed production stays faithful to or departs from the text.

Students are instructed to watch the 1964 film and keep a running list of similarities and differences between the novel and the movie. The Movie and Text student page asks students to evaluate actors' portrayals, identify special effects (lighting, music, camera angle) and explain how the director used those effects to tell the story, and to describe the biggest changes made and why those changes were made. The parent plan explicitly lists the skill of analyzing the extent to which a filmed production stays faithful to or departs from the text and evaluating choices made by the director or actors. Option activities (designing a poster or writing a deleted scene) require students to justify interpretive and editorial choices about what to include or omit.

The lesson includes a "Book Vs. Movie - Sample Graphic Organizer" that lists specific ways a movie adapts To Kill a Mockingbird (e.g., capturing racial tensions, omitting or deemphasizing characters such as Calpurnia and Miss Maudie, and maintaining portrayals of Atticus and Scout). The sample organizer explicitly identifies omitted scenes and differences in character emphasis between the book and its movie adaptation, modeling comparison of fidelity and adaptation choices.