The lesson gives explicit instruction on active and passive voice (Things to Know) and shows the passive construction (form of "to be" + past participle) with examples. In Option 1 and Option 2 activities, students identify the subject and verb/verb phrase, determine whether each clause is active or passive, and rewrite passive clauses into active voice. In Activity 2 students are asked to write paragraphs using primarily active voice and to choose passive-voice sentences from readings and explain or convert them to active voice.

Students read explicit explanations and examples for five verb moods (indicative, interrogative, imperative, conditional, subjunctive). Students complete Part 1 of the activity where they identify the mood of given sentences and underline words that signal conditional or subjunctive mood. Students complete Part 2 where they correct verbs used incorrectly in a paragraph; the answer key shows corrections that fix subjunctive and conditional verb forms (e.g., changing "continued" to "continue" after "demanded that").

Students are asked to "look especially for problems related to voice and mood" while completing a paragraph-editing activity. The student activity page specifies that the paragraph contains "1 subjective mood verb error" for students to find and fix. The answer key shows a concrete correction of mood: changing "that they were" to "that they be," indicating students correct a subjunctive-mood issue.

The Parent Plan Skills explicitly state that students will "Use verbs in the active and passive voice and in the conditional and subjunctive mood" and will "Form and use verbs in the active and passive voice" and "Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood." The lesson's "Things to Think About" asks how different verbs and verb forms influence clarity, which connects to voice and mood awareness. The lesson also includes activities that practice verb forms (verbals: gerunds, participles, infinitives) that develop students' understanding of verb forms.

The Grammatical Scavenger Hunt asks students to "Identify Passive Voice" by finding a passive sentence in the 2nd paragraph of Chapter XIX. The scavenger hunt also asks students to find an example of the subjunctive mood and to identify a clause in the imperative mood. The parent answer key supplies example sentences for passive voice, subjunctive, and imperative forms.

The Parent Plan skills list explicitly states students will "Recognize and correct inappropriate shifts in verb voice and mood." Activity 1 prompts students to practice using active and passive voice and to form sentences in conditional and subjunctive moods, and provides examples for each (e.g., "Mike threw the ball." / "The ball was thrown by Mike."; conditional and subjunctive examples). The Student Activity Page instructs students to write sentences that emphasize the actor or the action and to write conditional and subjunctive sentences, giving students direct practice producing different voices and moods.

The lesson explicitly lists the skill "Recognize and correct inappropriate shifts in verb voice and mood" in the Skills section. Students study a "Voice and Mood Summary" that defines active/passive voice and the indicative, imperative, interrogative, conditional, and subjunctive moods. Students complete "Identifying Mood and Voice" activities (two options) that require them to label sentences and underline/circle examples of specific voices and moods, with an answer key showing moods and voices for individual sentences.

Students review explicit materials on verb voice and mood (references to Lesson 3 on active/passive voice, Lesson 4 on verb moods, Lesson 11 and Lesson 12 "Voice and Mood Summary") and are prompted to study those topics. The Student Activity Page includes boxes for "Active voice and passive voice" and "Moods: indicative, interrogative, imperative, conditional, and subjunctive." The unit test asks students to identify sentences in active vs. passive voice, to change a passive sentence to active voice, and to identify the mood of sentences.

Students are asked to correct two provided sentences in the Sentence Editing activity, and the provided corrections explicitly fix the subjunctive mood error ("If there were a horsefly..."). The parent notes call out the "was/were" error as dealing with subjunctive mood. In the Douglass activity and the "Showing Emotion" task, students also identify and use verbs (underlining repeated verbs in Douglass, choosing verbs to show actions in their own paragraph).

Students are given explicit instruction distinguishing active and passive voice in the "Things to Know" and Activity 2 sections (definitions and examples). Students practice identifying subjects and verbs and labeling sentences as active or passive on a Student Activity Page (Part I) and rewrite passive sentences into active voice and vice versa in Part II. The Skills section explicitly lists "Use verbs in the active and passive voice to achieve particular effects," and answer keys show students converting sentences (e.g., "Tubes fed the cows...").

Students are taught about commands and the implied subject in imperative mood (e.g., the explanation that a command's subject is understood to be "you" and examples like "Leave!" and "Pay attention!"). Students practice identifying simple predicates and helping verbs and distinguishing linking verbs from other verbs when diagramming sentences (examples: "Atticus Finch was reading," "Jem seemed embarrassed").