The Parent Plan lists as a skill that students will "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking." The lesson includes discussion prompts (Questions to Discuss) that require students to speak about character choices and priorities, and it frames an acting preparation activity in which students adopt a character perspective, implying oral performance. The lesson also asks students to produce clear and coherent work "appropriate to task, purpose, and audience," which connects to adapting language for different purposes.

Students are asked to discuss and defend their ideas about laws in multiple places (e.g., "Be prepared to discuss this question," "Be prepared to discuss how the system works"). Students draft four to five laws or create a system for adopting laws and are asked to record and discuss their responses, which requires speaking about their ideas. The lesson also suggests opportunities to share writing with peers (forming a writing group and sharing stories).

The lesson's Skills section explicitly includes using phrases and clauses to add variety to writing or presentations, indicating students may produce spoken presentations. The Activities and Questions to Discuss prompt students to compare perspectives, predict characters' responses, and identify examples of dramatic irony, which involve speaking and discussing content aloud. The lesson asks students to discuss dramatic irony in other books and contains guided discussion questions that require oral interaction.

Students are invited to "debate the book with a friend or family member" as they develop opinions, providing an opportunity to speak about the text. Students are asked to "share the draft with a family member for feedback" and to use peer-editing forms ("You Are the Editor") to give and receive oral feedback. The skills list explicitly includes demonstrating command of standard English "when writing or speaking."

The Parent Plan skills explicitly include "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking," which indicates an expectation that students will apply standard English in speech as well as writing. Option 2 asks students to create a short quiz and "ask a friend or sibling to take the quiz," and to check whether the explanations were helpful, which requires students to present and possibly explain answers to another person verbally. Multiple activities require students to produce written sentences with correct subject-verb agreement, reinforcing correct formal grammar that could transfer to spoken forms.

The Parent Plan lists as a skill: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking." Students are asked to create a poster or a short slideshow presentation in which they explain a pronoun-topic in their own words, provide two example sentences with errors, and show corrected versions. The plan encourages students to share their poster or presentation with family and to answer questions, implying an oral explanation component.

The Parent Plan Skills list explicitly includes demonstrating command of standard English "when writing or speaking," which names speaking as an intended mode. Activity 1 asks students to have a parent or sibling call out commonly confused words so students can define them or describe their correct use aloud. The quiz directions also suggest students read passages out loud slowly to help catch errors, creating some oral engagement with grammar and usage.

Students are asked to write and then read aloud formal opening statements for both the semicolon and the colon (The Great Punctuation Trial: Part 1 and Part 2). Students present their statements to a judge, answer follow-up questions, and must defend their reasoning with examples and explanations. The Parent Plan explicitly directs students to speak 'clearly and confidently' and to explain ideas orally, noting that this activity 'reinforces the correct use' of punctuation by having students explain rules and defend their reasoning verbally.

Students are instructed to say words aloud and spell them out loud in the Read-Say-Copy strategy and in the Spelling Detective activity (Step 2: "Say the word" and "Spell the word out loud"). In Step 3 of the Spelling Detective, students must spell the word aloud, write it, and "use it in a sentence," which requires oral production. The activities also include parent-led oral prompts where the parent reads clues and the student responds verbally.

Students choose, prepare, memorize, and present poems aloud for an audience, which requires shaping delivery. Students are asked to determine who the speaker is and what the poem's tone is and to "think of how you will communicate tone through your voice and delivery." Students watch and analyze model recitations and mark pauses, pronunciations, and imaginative focus to adjust voice, pacing, and emphasis.

Students prepare and perform a memorized poetry recitation for family members and present or display two final projects to an audience. The lesson asks students to run through their recitation, begin by stating the poem's name and author, and provides a link to "Tips on Reciting" and Poetry Out Loud evaluation criteria. Several project choices require oral performance (singing/playing a poem set to music, presenting projects) or presenting digital slideshows, giving students opportunities to practice spoken delivery.

Students are asked to watch an 11-minute documentary excerpt, take notes on specific comparison questions, and be prepared to discuss their thoughts after viewing. The lesson's skills list explicitly includes "Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively." Parent/teacher prompts instruct students to discuss guided questions about differences between the book and film and to reflect on media influence in group discussion.

Students watch and analyze Martin Luther King Jr.'s spoken excerpt and are asked to reflect on how seeing and hearing the speech adds meaning and emotion, including consideration of voice inflections, pauses, volume, facial expressions, and hand movements. Students are prompted to be prepared to discuss differences between reading a text and hearing a speech (Activity 2). The lesson defines 'oration' and asks students to create a museum wall with writing in a formal tone, and parent notes indicate students should discuss how delivery devices add to a speech.

Students are asked to prepare to discuss differences between the two memoirs and to answer guided discussion questions, which requires oral exchange (e.g., "be prepared to discuss..."). In Activity 2 students design marketing materials (a flyer or a webpage) and are instructed to consider audience, highlight the organization's purpose, and choose wording and images to attract volunteers and donors, which requires adapting language for a particular communicative goal. The Student Activity Page and Questions to Discuss prompt students to compare tone and style and to explain why each author's style is effective for intended readers, which asks students to think about language choices for different audiences.

The Parent Plan lists the skill of initiating and participating effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) and instructs students to be prepared to discuss their answers. Multiple activities ask students to discuss their ratings on issues, explain reasoning, and respond to discussion questions (e.g., "Be prepared to discuss your answers," and the "Questions to Discuss" prompts).

The Skills section explicitly states students should "cite specific textual evidence when writing or speaking," which names speaking as an expected mode. Box 4 asks students to rewrite a conversation to incorporate historical quotes, which requires students to craft spoken dialogue to fit a new context. Box 6 asks students to create a storyboard presentation and suggests exporting it as a video or using slideshow mode, providing an opportunity for students to present their work aloud or accompany visuals with spoken narration.

The Parent Plan lists the skill "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking," which explicitly connects grammar to speaking. Students are asked to read their Mad-Libs paragraph aloud to a parent (Option 2) and to play matching and Memory games that involve saying terms and examples aloud. Homework Option 2 asks students to create paragraphs and an answer key and then give them to a friend or relative to check, which may involve speaking about the rules.

Students read explicit explanations of standard English and levels of formality (Homework: OWL Purdue -- Levels of Formality) and are instructed to use formal language for essays and formal assignments. Skills and Parent Plan statements explicitly mention demonstrating command of standard English "when writing or speaking" and recognizing variations from standard English in others' writing and speaking. Activities and homework require students to identify slang, clichés, wordiness, and to revise language for clarity and formality (e.g., College Essay Editor, Word Choice activities).

Students are asked to create a presentation that explains the subjunctive mood to a younger sibling or relative, choosing formats such as a poster, slideshow, comic strip, or card game. The project rubric includes presentation criteria that require voice quality, eye contact, and a clear, cohesive message, which implies students will plan and deliver spoken explanations to an audience. The assignment directs students to simplify explanations for a younger audience, which requires adjusting language and approach for that context.

Students are asked to create audience-specific products (an Elementary Poster for younger students and an Explanatory Guide for a teen/adult audience), which requires simplifying or elaborating content for different listeners. The Mini-Project Rubric explicitly assesses whether "information is appropriate for the target audience," and project choices (Slideshow, Song/Rap/Skit) invite oral or multimedia presentation (audio/video, recorded or performed) that address different contexts. The Parent Plan Skills list includes: "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking."

The Parent Plan explicitly states that students will "initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) ... building on others' ideas and expressing their own clearly and persuasively." Students are asked to watch Malcolm Gladwell's TED talk, jot down prior knowledge, and "be prepared to discuss" specific analytic questions aloud. The lesson includes multiple "Questions to Discuss" prompts that require students to speak and respond to peers and the teacher.

The lesson asks students to brainstorm situations for mitigated speech and euphemisms, sketch examples of appropriate and inappropriate speech, and role-play scenarios on the "Appropriate Speech" page, which requires choosing language to fit different contexts. Option 1 of Activity 5 asks students to prepare and deliver a short oral explanation of a blog's objections and to answer discussion questions, requiring spoken summary and argumentation. The skills list also expects students to "come to discussions prepared" and to draw on evidence from texts during exchanges, implying spoken participation across tasks.

Students are asked to present findings to a parent explaining how the Chinese number system works and why English number words are more difficult (Activity 1, Option 1). Students practice speaking numbers in Mandarin and share that knowledge orally with a parent, including responding to a parent calling out numbers between 1 and 99 (Activity 1, Option 2). Students create infographics or presentations and are encouraged to use digital media to enhance presentations, implying opportunities for oral presentations or audience-focused communication.

The lesson asks students to write a short speech for a chosen audience (town council, sports team, parents) and to deliver it to that audience ("tell your parents who your intended audience is and give them the speech"). The sample speech and directions require students to identify where they used ethos, logos, and pathos, which asks students to tailor content and appeals to an intended audience. Students are also asked to read and analyze real speeches (Gehrig, Jackson) and to be prepared to discuss them, providing opportunities to observe and practice appropriate spoken responses.

Students are instructed to adapt their written essays into oral presentations (Part 11), with explicit guidance to shorten long sentences, simplify wording for listeners, convert statistics into charts/graphs, and optionally use first-person in speech. The Oral Presentation Rubric and checklist require students to practice delivery elements (pronunciation, rate, eye contact, presence) and to create slides and visual aids that suit a listening audience. The Parent Plan Skills section explicitly lists "Adapt speech to a variety of contexts and tasks," linking the project tasks to the standard.

The Parent Plan lists a speaking skill: "Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively." Students are asked to watch a video and "be ready to answer questions," and adults are prompted to "ask students the following questions about the video," which requires oral response and discussion. The closing "Questions to Discuss" invites students to discuss changes in Chicago and why Hansberry's play was revolutionary, prompting spoken explanation and persuasion.

Students listen to five regional speech samples from the Speech Accent Archive and take notes on dialect differences. Students read and analyze examples from the play contrasting Beneatha's more educated speech with Walter's AAVE features and are asked to notice how dialect signals education and region. Students are asked to act out or direct scenes from Act I, which requires them to instruct or perform different character speech patterns.

Students are asked to identify a character's "type of speech" and mannerisms on the Character Analysis page, with an explicit example noting Walter's "erratic speech habits" and a quality of indictment. Students are prompted to imagine acting a role and to predict what the character might say or do, linking speech choices to characterization. Option 1 directs students to write a six-sentence monologue in the voice of their chosen character, which requires adopting that character's speech patterns in written form.

Students are asked to rewrite a six-line exchange from Act 3 as modern text messages, using modern language and emojis (Activity 2). The Parent Plan instructs students to show the original scene and compare it to their text exchange so their modern version demonstrates understanding of relationship, plot, and emotions. The lesson also has students analyze word meanings, connotations, and register differences between historical and modern usage in multiple activities.

Students are asked to choose and memorize a monologue from Romeo and Juliet and recite it for a small audience as homework and a classroom activity. The lesson directs students to read the monologue aloud several times, understand its context, and watch performances to inform their delivery. The lesson also includes discussion and journal tasks about characters and tragic-hero criteria that involve speaking about interpretations in class or small groups.

Students are required to present three mini-projects to an audience (parents or family) and to 'polish/finalize' and 'explain' their projects during presentations. Several project options require students to write and perform spoken material (write scripts and record a podcast, write and film a commercial, perform a song/rap, explain playlists or board game rules). The student rubric explicitly includes a 'Presentation' category assessing 'visual and verbal delivery, engagement with audience.' The lesson's Skills list also names adapting speech to a variety of contexts and demonstrating command of formal English as an objective.

The Parent Plan skills list explicitly states students should "Demonstrate command of the conventions of standard English grammar and usage when writing or speaking," which references speaking skills. One item in the exam asks students to "Explain what mitigated speech is and give an example of when it might be used," directly asking students to analyze how speakers adapt speech in authority contexts. The Drama unit review includes items such as blocking and stage presence that relate to performing speech in different dramatic contexts.