Students are asked in Activity 1 to copy and correct sentences for grammar, spelling, and punctuation, which requires them to revise sentence structure. The provided corrected example adds commas to set off the nonrestrictive clause ‘‘who squatted on Kino's right hand because he was his brother,'' showing placement of a clause within a sentence. The corrections also fix possessives and word choice, demonstrating sentence-level editing practice that touches on clause placement.

Students identify and mark prepositional phrases and appositive phrases in multiple provided sentences (e.g., underlining prepositional phrases and parenthesizing appositives such as in "In Kino's mind a new song, the Song of Evil, had come"). Students label prepositional phrases as adjective or adverb and follow punctuation rules for introductory prepositional phrases and appositives. Students write their own sentences that begin with prepositional phrases, contain appositive phrases, and use prepositional phrases functioning as adjectives or adverbs.

The lesson defines verbal phrases (gerund, infinitive, participial) and explains how participial phrases function as adjectives and when commas are required (e.g., at the start of a sentence or when supplying extra information). Student activities require underlining verbal phrases, labeling each as gerund/infinitive/participial, and marking how each phrase functions (noun/adjective/adverb). Students are asked to write their own sentences that include a participial phrase and an infinitive phrase and to indicate each phrase's function.

Students are asked to copy sentences and use colored pencils to underline prepositional, appositive, and verbal phrases, and to label how each verbal phrase functions (gerund, infinitive, participial). The Grammar Review chart defines phrase types (prepositional, appositive, verbal, gerund, infinitive, participial) and gives example sentences showing how phrases function as adjectives, adverbs, or nouns. The Parent Plan skills list includes identifying and understanding the function of appositive, prepositional, and adverbial/adjectival phrases, reinforcing student practice in identifying phrase types and functions.

Part C asks students to identify underlined phrases as appositive, gerund, infinitive, or participial and to state whether each functions as a noun, adjective, or adverb. Specific sentence examples include "Standing quietly on the beach, he gazed out at the boats in the distance" and "Frightened by the approaching men, Juana held her son tightly," and the answer key labels these as participial phrases functioning as adjectives. The materials also include infinitive and gerund phrase examples such as "Kino wanted to provide a good life for his family" and "Diving for pearls is difficult and dangerous work."

Students are asked in Activity 1 to copy and correct given sentences for grammar, spelling, and punctuation. The parent plan provides corrected versions that show repositioning and punctuation of a modifying phrase (Some horses, very sleek and well-groomed, trotted...) and correction of word forms and adverb placement (intently). The editing task requires students to make changes to how descriptive phrases appear within sentences.

Students are asked to copy and correct two provided sentences in Activity 1, which requires them to reposition punctuation and clauses (for example, inserting a comma before the nonrestrictive clause "who popped on his ring" and rephrasing "slipped quick" to "slipped quickly"). The Things to Review section asks students to memorize coordinating conjunctions, give examples of subordinating conjunctions, and describe what compound and complex sentences contain, which involves identifying and working with clauses. The Problems and Solutions writing activities ask students to write sentences describing events, giving additional opportunities to practice placing phrases and clauses within sentences.

Students identify sentence fragments that are dependent clauses, verbal phrases, and prepositional phrases (e.g., "Until he actually experienced it," "Passing most of his life in a normal hobbit way," "In the face of such dangers...") and are taught to ask whether a sentence has a subject, a verb, and expresses a complete thought. Students join fragments to independent clauses and rewrite sentences (shown in the corrected paragraph where the participial phrase "Passing most of his life in a normal hobbit way, he had..." is attached to its subject). The student activity (Part I) requires students to underline fragments and correct them by joining fragments to independent clauses.

Students are asked in Activity 1 to copy and correct sentences for grammar, spelling, and punctuation. The parent-provided corrections show students placing commas around an appositive and a subordinate clause (e.g., "except old Balin, the lookout man, who was rather fond of the hobbit"; "But somehow, just when the dwarves were most despairing, Bilbo felt..."). The editing task also directs students to correct confusing word choices and punctuation that affect clause structure.

The Skills section and quiz explicitly ask students to use dependent and independent clauses correctly and to write examples of complex sentences, which requires placing clauses within sentences. The Quiz Yourself! Part II Punctuation Puzzler asks students to insert commas when a dependent clause comes at the beginning of a sentence and notes that no comma is needed when the dependent clause is at the end, giving students practice with clause placement and punctuation. The student activity asks for an example of a complex sentence (one independent clause and one dependent clause), prompting students to practice positioning clauses.

Students are asked to combine clauses to form complex sentences in Part III/Part IV where they must "Create a complex sentence" from the clauses "Thorin saw the Arkenstone." and "He was stricken dumb with amazement and confusion," and the answer models placing the subordinate clause at the start (e.g., "When Thorin saw the Arkenstone, he was stricken dumb..."). Students also correct a sentence fragment ("Before Bilbo got back home. He had many hardships and adventures.") into a single sentence with correct clause placement and punctuation. The unit directs students to review completed grammar pages and a "Handy Guide to Writing," and includes editing/revising steps and an editing symbols chart for students to apply sentence-level corrections.

Students are asked to copy and correct two sentences in the "Sentence Correcting" activity, which directs them to fix grammar, spelling, and punctuation errors. The teacher-provided corrections show specific edits, including adding a comma and quotation marks in "\"Not you!\" Tree-ear shouted, flapping his arms in frustration like a giant bird." which clarifies the attachment of the participial phrase to Tree-ear. The corrections also show fixing possessive form (Crane-man's) and comma placement in the other sentence.

Students are taught what relative pronouns are and how relative clauses function, including explicit instruction on restrictive vs. nonrestrictive clauses and comma usage (e.g., "Aaron, who teased his sister, was grounded" vs. "The boy who teased his sister was grounded"). Students practice underlining relative clauses, choosing between who/that/which, and inserting commas in Exercise 1, and they identify pronouns and clauses in Exercise 2. The guidance also addresses usage distinctions (who vs. that; that vs. which) that require placing relative clauses correctly next to the nouns they modify.

Students are asked to edit and revise their writing using an editing symbols chart that includes a 'Transpose' symbol with the meaning 'Changing order of words for clarity.' Students are directed to use the Handy Guide to Writing for any grammar or punctuation rules they are not sure of and to correct issues such as 'Pronoun problem' and 'Tense problem' during revision. The rubric assesses mechanics and the conference step has students and parents review specific punctuation and quotation mark placement.

Students are asked in Activity 1 to copy and correct two sentences that contain errors in punctuation, spelling, and grammar, including placement of commas around introductory and parenthetical clauses (e.g., "When the Moon's magic light shone over echoing hills and wooded valleys, Artemis hunted..."). The parent plan provides corrected versions that demonstrate setting off a subordinate clause with commas and repositioning commas around phrases (e.g., commas after "valleys" and "horizon" and around "in his turn").

Students are asked in Activity 5 to copy and correct two sentences for grammar, spelling, and punctuation; one sentence contains the clause "after all living creatures had perished" and the parent notes that it is acceptable to move that clause to the front of the sentence. The suggested corrections show rephrasing and comma placement around the appositive "his brother, Epimetheus," and the corrected dialog punctuation, indicating students practice sentence-level editing.

Students are asked to "Edit and revise" their drafts and to "Edit drafts for grammar, mechanics, and spelling," and they are given a proofreading symbols reference and a "Handy Guide to Writing" for grammar or punctuation rules. The rubric's "Conventions" category requires correct punctuation, capitalization, commas, apostrophes, paragraph breaks, and varied sentence length, and students are directed to revise for use of simple, compound, and complex sentences. Students also conference with a parent to discuss story elements and make specific edits based on feedback.

The Skills section explicitly tells students to use complete sentences that "include properly placed modifiers," indicating attention to modifier placement. Activity 1 has students combine sentences into compound and complex sentences, which requires students to place dependent clauses within sentences. The Parent Plan guidance emphasizes that complex sentences should contain one independent clause and one dependent clause, reinforcing clause placement practice.

Activity 1 directs students to combine sentence pairs into compound and complex sentences and allows them to rearrange sentences and make small changes. The provided sample complex sentences show dependent clauses moved to the front (e.g., "Since it was beginning to rain, Alyce faced a night outside alone in the wet"), demonstrating placement of clauses within a sentence. The lesson also tells students to review differences among simple, compound, and complex sentences.

Activity 1 (Sentence Elaboration) instructs students to add prepositional phrases, relative clauses, and verbal phrases to make sentences more descriptive and gives specific examples (e.g., 'The boy who told the story...' and 'Exhausted by the long walk, she sat down by the side of the road.'). The activity asks students to rewrite two sentences from the text, encouraging them to place descriptive phrases and clauses within sentences. The guidance also reminds students that prepositional phrases can function as adjectives or adverbs, indicating placement usage.

Students practice expanding simple sentences by adding phrases answering How, When, and Where (e.g., the Painting Sentences worksheet prompts How/When/Where and shows expanded predicates). Students are asked to "Move the Painters," which directs them to rearrange parts of a sentence for improved flow, and to circle and "paint" the subject by adding modifiers (Which? What kind of? Whose?). These tasks require students to place descriptive phrases within sentences and to experiment with different word orders.

Activity 1 asks students to copy and correct sentences for grammar and punctuation. The provided sentence corrections show changes to clause placement and punctuation (removing a comma before the restrictive relative clause "who knows..." and adding commas around the parenthetical phrase "of all books"). These tasks require students to work directly with the placement of phrases and clauses within sentences.

Students are instructed to place adjectives and adverbs on a diagonal line beneath the word they modify and to place prepositions on a diagonal line with the object on the attached horizontal line, showing how phrases attach to words. Students are told to bracket prepositional phrases and draw an arrow to the word the phrase modifies and to test what question the phrase answers (e.g., which one, when, where). Students practice diagramming multiple sentences and labeling parts of speech, including examples that show modifiers and prepositional phrases functioning as adjectives or adverbs.

The lesson has students diagram verbals and verbal phrases (gerunds, infinitives, participles) with examples such as "Studying calculus was difficult," "Newton wrote a letter to complain about Leibniz," and "Angered at his son's success, the father stormed out of the room." Students are asked to determine how an infinitive phrase functions (for example, the infinitive answering "why") and to split gerunds/participles in diagrams to show their function. The parent notes prompt students to think about what a modifier like "His" actually modifies ("his family" vs. "his large").

Students are asked to review diagramming in Activity 5 and to confirm they know how to diagram items on the "Parts of a Sentence" page. The unit test (Newton Test) includes sentence-diagramming items (e.g., "Carefully, John Dalton copies Newton's ideas into his notebook." and "Experimenting with electricity was often dangerous."). Activity 7 asks students to revise and edit their essays using an editing-symbols chart and a "Handy Guide to Writing" for grammar and punctuation rules.