The lesson explicitly defines the term "medium" and notes that "the plural of 'medium' can be either 'media' or 'mediums.'" The Things to Know and introductory sections give explicit vocabulary definitions (e.g., medium, voice-over) so students see at least one example of a word changing form. These items provide direct, literal instances of word form variation in the text.

The lesson asks students to choose correct adjective vs. adverb forms (Option 2 links to an exercise on adjective/adverb forms) and discusses how adverbs are often formed (e.g., intensifiers, -ly forms implied in exercises). The lesson also requires students to know principal parts of verbs (present, past, past participle) and includes a "Verb Adventure" activity that asks students to supply present participle, past tense, and past participle forms. The text points out that some words can function as different parts of speech depending on use (e.g., "embarrassed" as verb vs. adjective) and includes exercises labeling parts of speech in context.

Students read and record notes on many commonly confused word pairs (e.g., advice/advise, affect/effect) and complete activity pages choosing the correct form in context. The lesson explicitly tells students that "Affect is a Verb; Effect is a Noun" and gives pronunciation/usage tips for advice/advise. The Parent Plan Skills list names "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech" as a targeted skill.

Students read and take notes on specific sets of commonly confused word forms (all together/altogether; alumni/alumnae/alumnus/alumna; allusion/illusion; altar/alter) and complete the "Commonly Confused Words, Set III" activity where they must circle the correct word form in context. The Parent Plan and activity directions instruct students to record examples and check answers, and the answer key shows correct morphological/word-form choices (e.g., alumna, alumnus, alumnae, alumni).

The Parent Plan explicitly lists "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)." The homework and tips include explicit discussion of bad/badly, noting that "badly" ends in -ly and is used to describe how something was done, and of bear/bare including notes on verb forms and meanings. The homework activity asks students to choose between pairs such as bad/badly and bare/bear, requiring students to select the correct part of speech or meaning in context.

The Parent Plan explicitly lists the skill "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)." In Activity 1 students read about specific word groups (breath/breathe, can/may, capital/capitol, coarse/course), record notes and examples, and complete a worksheet that requires them to choose the correctly used form in sentences. The lesson text gives explicit tips linking form to part of speech for some pairs (e.g., "breathe ... ends with an 'e'" to mark the verb; "course... can be used as a noun or verb; 'coarse' is used only as an adjective").

Students are asked to read pp. 9–15 of The Only Grammar Book, which the lesson states "reviews forming plurals and adding prefixes and suffixes." Students complete spelling exercises that require correct plural and verb/tense forms (e.g., ladies, knives, debited, lying) and circle correct word forms on commonly confused-word pages. In the Spelling Detective activity, students write words, underline the tricky part, and create mnemonics that call attention to specific word parts.

The unit test asks students to produce comparative and superlative forms of an adjective (Part III, Q13), which requires changing word endings (e.g., -er, -est) to indicate degree. The test includes an item asking students to choose correct forms of alumna/alumnae/alumnus/alumni (Part II, Q9), which asks students to recognize and select correct morphological variants of a noun. The activities ask students to identify parts of speech (e.g., which is not an adverb, Part I, Q1) and to create or correct quizzes using commonly confused words, which requires attention to word forms and usage.

Students are prompted in the 'Parts of Speech Zombie Apocalypse' Mad-Libs activity to provide an "adverb ending in -ly," directly asking them to form a word using a common morphological pattern. Students also identify parts of speech (verbs, coordinating/subordinating conjunctions, adjectives, appositives, indefinite pronouns, etc.) in the Grammar Matching activity, practicing recognition of word classes and their examples.

The Parent Plan explicitly lists the skill "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech." Students practice with multiple commonly confused word pairs (e.g., envelop/envelope, everyday/every day, faze/phase, forego/foregone) by reading explanations, recording notes, and completing fill-in-the-blank and matching activities. The activity pages require students to choose the correct word form in context and to write notes, tips, and examples for each word pair.

The Parent Plan skills list explicitly includes "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech." The lesson gives explicit instruction on verbals (gerunds, participles, infinitives) and explains how each form functions as a different part of speech. Student activities require learners to underline participles, identify the nouns they modify, underline gerund phrases, and mark infinitive phrases and label their function (noun/adjective/adverb).

The Parent Plan explicitly lists "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy)." In Activity 1, students read explanatory tips distinguishing "passed" (verb) and "past" (noun/adjective/adverb) and complete fill-in and word-sorting exercises that separate words by meaning and usage (e.g., Time or movement: past, passed). The answer key and tips also state part-of-speech distinctions ("Passed usually deals with movement... 'Past' is never a verb"), which students read and apply in exercises.

The Parent Plan explicitly lists identifying and correctly using patterns of word changes as a skill. Students complete the "Commonly Confused Words, Set XII" activity that requires choosing between adjective/adverb pairs (real/really) and noun/adjective pairs (principle/principal). The lesson notes that words ending in -ly do not take a hyphen immediately after and explains that "principal" can function as an adjective, and it provides irregular verb paradigms for sit/set to show form changes.

The Skills section explicitly lists "analyzing meaningful word parts" and consulting reference materials to "determine or clarify its precise meaning, its part of speech, or its etymology." The Student Activity asks students to underline unfamiliar words, guess meanings from context, and then look up definitions on the "Chapter 6 Vocabulary" page. The Parent Plan reiterates that students should look up pronunciations and say the words aloud and check definitions against an answer key.

The Parent Plan Skills section explicitly lists the target skill: "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech." The lesson provides a vocabulary preview where words are shown with part-of-speech labels (e.g., autonomous (p.236) adjective; efficacy (p.237) noun), so students encounter words with their parts of speech identified. Students are asked to produce written work (an infographic and discussion responses) that requires correct grammar and word use, offering opportunities to use vocabulary in context.

The Parent Plan Skills list explicitly names "Identify and correctly use patterns of word changes that indicate different meanings or parts of speech." The activity instructions ask students to use contextual clues or check a dictionary for unclear words and note peculiarities of Shakespearean spellings and meanings. The reading questions require students to interpret challenging words and use the text notes to clarify meanings.

Students will write an analysis comparing two productions and will use verbs and nouns such as "analyze" and "analysis" as part of their writing tasks. Students are directed to "draw evidence" and "analyze how an author draws on and transforms source material," which requires use of related lexical forms. Students will also "review the vocabulary and concepts covered in this unit" to prepare for a test.