Students are asked to discuss character labels when Tick calls the people of Sparks "primitive" and Torren refers to the people of Ember as "cave people," including why the characters use those words and how the labels make them feel superior. The discussion prompts ask students to remember and explain word choices related to fire references and character descriptions (e.g., describing Maddy as "smart, caring, self-sufficient").

The lesson explicitly tells students that synonyms can share denotations but have different connotations in the "Things to Know" section and gives a concrete example comparing "down," "depressed," and "despairing." Activity 1 directs students to use a thesaurus, choose a synonym that "will work in the sentence," and "record what specifically in the book's context helped you understand the word's meaning or helped you choose a good synonym." The Student Activity Page requires students to write synonyms and note "Clues in Context," and the answer key models using context clues to explain nuance (e.g., intensity of "fury" and why a particular synonym fits).

Students are asked to write synonyms for the words "Fury" and "Astonishing" (Activity 7), which requires them to think of alternative words with similar denotations. Students also choose three adjectives to describe the two main characters (Question 2), which has them select descriptive words and consider word choices for characterization. The answer key lists possible synonyms for those vocabulary items, showing expected alternate words.

The lesson provides an extensive list of descriptive dialogue tags (exclaimed, replied, cried, screamed, mumbled, objected, hissed, etc.) and tells students to "balance basic tags like 'said' with more descriptive tags." Option 2 asks students to write dialogue using a variety of tags and to vary placement, and Option 1 requires rewriting conversation following the tips for dialogue. These tasks require students to choose among multiple words that convey different speaker attitudes or tones.

Students are asked to list "words and phrases the author uses to describe the setting," which requires identifying specific descriptive vocabulary from the text. The lesson's skills section states students will "support by referencing the text to determine the plot development and author's choice of words," indicating some attention to author word choice. The activity for creating a grammar activity as an option could allow students to write sentences, which might involve word choice.

The lesson has a vocabulary matching activity where students match words (boisterous, bravado, bohemian, exasperated, prodigy, synchronicity, radioactivity) to definitions and then place each word into contextually appropriate sentences, which practices word meanings. The "Positive and Negative Traits" activity asks students to record trait words for Einstein and label each as positive or negative and explain consequences, which requires students to consider evaluative associations of words.

The Number the Stars test asks students to "Use the word intricate correctly in a sentence," which requires students to produce an appropriate contextual meaning. The test also asks students to "Circle the sentence where the word contempt is used correctly," presenting two sentences and requiring students to select the one with correct usage.

The "Rules of Debate" instruct students to avoid absolutes and harsh phrasing (for example, avoid "never," avoid "always," do not say "you are wrong" but instead say "your idea is mistaken," and use "many" rather than "most"). Students prepare opening arguments, questions, and answers on note cards and must choose phrasing for persuasive and respectful responses. The debate format requires students to craft concise statements and to attend to tone of voice and audience awareness when selecting words.

Students review a listed set of vocabulary words with definitions, parts of speech, synonyms, and antonyms on the Vocabulary Cards and fill in a blank card using a dictionary. Students roll the Vocabulary Cube and respond to prompts such as "Give the definition," "Use in a sentence," "Part of speech," and "Synonym or Antonym," earning points for correct responses. Students are asked to write sentences using the words and to keep and review vocabulary cards over multiple days.

Students are asked to identify euphemisms used in the novel and record their "actual meaning" beside each euphemism (Activity 1 Student Activity Page). The Parent Plan asks students to explain what a euphemism is and provide two examples, and the lesson includes discussion prompts about "precision of language" and how language reflects culture. Students also predict meanings when the actual meaning is not revealed, engaging with word associations and implied meanings.

The Parent Plan lists a skill to "Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings... alternate word choices," which requires students to look up synonyms and word relationships. The Vocabulary Web activity asks students to find definitions, parts of speech, syllables, and to write sentences for each target word, and it instructs students to read words in context to choose the correct definition. The wrap-up asks students to review definitions and to use each vocabulary word correctly in a sentence.

The lesson notes that Jonas' parents tell him to "use precision of language" and explain that the word "love" is generalized and almost obsolete, which highlights awareness of word nuance. Students are asked to decide on words and phrases that describe Jonas and record them on a Character Timeline, requiring selection of descriptive vocabulary. In writing a persuasive letter and poems explaining "freedom," students must choose language and symbols to convey meaning to an audience, implying attention to word choice and associations.

The lesson provides a categorized table of verbs to use "instead of 'said'" (e.g., announced, exclaimed, mumbled, joked, objected) that links each verb to a particular tone or manner of speaking. Students are instructed to underline each instance of "said" in dialogue and write a more descriptive verb above it so that the verb "fits the situation." Option 2 has students write dialogue replacing "said" entirely, requiring selection of verbs that convey different associations.

Students are asked to identify and list words/phrases from a poem that help create an image and to explain which words/phrases convey the poem's tone (Student Activity Page Question 4 and the drawing/listing task). The activities require students to analyze poetic devices and word choice (Analyzing a Poem directions and Things to Review about word choice and figurative language). Students must explain how rhythm, rhyme, and specific words affect tone and meaning when answering analysis questions.

Students are asked to 'list some words or phrases from the poem and describe how they convey tone and meaning' (Activity 1), which requires attention to word choice and its effect. The Skills section directs students to 'define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, ...' The 'Things to Review' prompts students to describe poetic language techniques and give examples, including discussion of imagery and tone.

Students are prompted to choose adjectives and adverbs by answering prompts such as Which? What kind? How? When? and Where? (e.g., painting the predicate and subject). Students are asked to "pick a word to paint" and to "refine wording," with an example that replaces a noun with a descriptive phrase (Misti...the stubborn black llama). Multiple activity pages require students to add and revise descriptive words and create a final, more detailed sentence.