Students are asked to illustrate the city of Ember and the city of Sparks and then make a Venn diagram that compares the two cities (Activity 2). The activity explicitly tells students to "use the log from Lesson 3 to help you remember some of the new discoveries" and to "also think back to the movie," which directs students to recall a film version. The Student Activity Page and image prompt students to organize similarities and differences between Ember and Sparks.

Students are instructed to "listen as your parent reads 'Rip Van Winkle' aloud," which gives them a listening experience of the text. Students are asked to read a poem excerpt of the story and "think about what makes it similar to and different from the short story," prompting comparison between two written/performative forms. Students are directed to rewrite a scene as a script and gather family members to act it out, giving them an opportunity to experience a live dramatization.

Students read Chapters 5 and 6 and then watch two videos about Einstein (Activity 4) and take notes as they view. Students write a summary of one video (Activity 5) and are prompted in the wrap-up Parent Plan to discuss how the book and the video accounts are similar and different. The Parent Plan also asks students to listen for factual statements versus narrator opinion while watching, encouraging critical comparison of media.

Students are asked to compare an encyclopedia entry, a biography, and videos about Einstein in Activity 2 (Forms of Media). The activity page directs students to answer how the video medium differs from the encyclopedia and the biography and to identify which medium produced the greatest emotional response. Students must explain how each source contributed to their understanding and describe benefits and limitations of each source, and then orally report these comparisons to a parent.

The Parent Plan lists as a skill that students will "Make informed judgments about television, radio, video/film productions, other electronic media and/or print formats (LA)." The Introduce section tells students that the media used for the scrapbook will be different from the other media sources he has analyzed to learn about Einstein's life. The project requires collecting print and Internet images and assembling a print-based scrapbook, implying attention to multiple media formats.

The Think-Tac-Toe options ask students to "Act out your favorite scene from the book" and to "Create a skit about a historical topic," which require performing or staging scenes. One card references "The Diary of Anne Frank" with a movie reference, and the Think-Tac-Toe Cards include tasks such as constructing a diorama based on a movie or book and an "Online Holocaust Museum Center" option that implies viewing digital media. These activities give students opportunities to engage with live or recorded adaptations and to produce performance-based versions of the text.

Students are asked to watch the Disney movie Tuck Everlasting and then record three ways the movie differed from the book and three things they would have done differently, prompting direct comparison between the text and a filmed version. The lesson asks students to consider how similar the movie will be to the book and explicitly notes that a character or setting "looked very different in your mind than it did in the movie," inviting students to contrast their mental images from reading with on-screen portrayals. A parent-guided question asks students whether they enjoyed the movie or the book more and to explain why, encouraging reflection on the different experiences of reading versus viewing.

Students read the first chapter of Roll of Thunder, Hear My Cry and complete guided comprehension questions that focus on events and treatment of characters. In Activity 2 students watch a Civil Rights Movement video and record a three- or four-sentence journal response about what they learned and how the video made them feel, guided by questions about feelings, surprising elements, and differences in communities. The lesson also provides a historical image (segregated lunch counter) and asks students to identify examples of discrimination from the text in graphic organizers for chapters 1–12.

Students reread the sled description and select descriptive words and phrases to organize according to the five senses on a "Sled Ride" chart, recording sight, sound, touch, taste, and smell. Students paint or sketch a vivid memory and write a descriptive paragraph using sensory details on the "Childhood Memory" page. The Parent Plan directs a student to read her descriptive paragraph aloud while a listener closes their eyes and draws what they hear, then compare the drawing to the speaker's intent.

The lesson's Skills statement explicitly tells students to "interact with the text before, during, and after reading, listening, and viewing," which names reading, listening, and viewing as related activities. The Great Depression Photo Journal requires students to choose first-hand accounts (read), find and select pictures (view), and pair images with texts, which asks students to connect visual and written representations. The Questions to Discuss ask students to compare how photos (primary source documents that they view) and a book (a secondary source they read) were useful for understanding the time period.

Students are assigned the Wordsmith role to locate passages worth reading aloud, record them, and read the passages aloud to a parent, which gives them experience both reading and listening to the text. The Parent Plan asks the child to explain why she identified each passage, prompting discussion after oral reading. The "Ideas to Think About" prompt asks how literature and oral storytelling reflect cultural values, which acknowledges differences between written and oral forms.

Students are asked to explain the difference between a novel and a play and how movies or plays based on books are similar to and different from the books. Students read a readers' theater script, write their own script based on events in the novel, and perform the script with family or friends (live performance). Parents are prompted to have students discuss and critique how the dramatic interpretation is similar to and different from the text, and the wrapping-up suggestions focus on voice, gestures, and presentation that affect what an audience hears and sees.

Students read a set of poems in the "Prehistoric Praise" section (pages 36–45). Students are directed to watch video clips from BBC's Walking with Dinosaurs and a National Geographic video via Activity 1. The Skills list explicitly names analyzing the effects of author's craft on the reader/viewer/listener, which references multiple modes of experiencing text.

Students are asked to reread the minstrel's songs in Chapters 3 and 4 and then to write a lyric poem that can be sung, giving them practice with the text in written form. Students are given the option to share their lyric poem by reading it aloud or by singing it, providing opportunities for both reading and oral performance. Discussion prompts ask students to consider how minstrels provided oral entertainment and how technological advances changed traditions, which invites thinking about differences in presentation modes.

Students read Chapters 11 and 12 and an "Aztec Creation Myth" passage, and they are directed to watch an animated Inca creation myth video (YouTube link). After watching, students are asked to retell the myth to their family using the voice of a storyteller and two visual aids, and parents are asked to evaluate the student's tone, pitch, and body language during the presentation.