The introduction states that students will "explore ... the use of different verb forms," indicating that verb forms are a stated part of the unit. Students are asked to write letters and to "pay attention to spelling, grammar, and punctuation," which requires them to produce verb forms in their own writing. The activities require reading sample sentences (vocabulary example sentences) that contain verbs in context.

Students read explicit definitions and examples of active and passive voice (e.g., "The mad scientist built..." vs. "A terrifying robot was built...") and are taught the passive construction (form of "to be" + past participle) and the "monkey test." Students complete guided activities (Option 1 and Option 2) in which they identify the subject and verb, label clauses as active or passive, and rewrite passive clauses in active voice. Students are asked to write paragraphs about the Boston Massacre or the Boston Tea Party using primarily active voice, and to explain why an author might have used passive voice in historical passages.

The lesson explicitly teaches the conditional and subjunctive moods with definitions, examples, and comparison (e.g., distinguishing conditional "If I practice... I might improve" from subjunctive "If I were a famous singer..."). Students are asked to identify sentence moods (indicative, interrogative, imperative, conditional, subjunctive) on activity pages and to underline words that indicate conditional or subjunctive uses. Part 2 of the activity requires students to correct verbs in a paragraph, including changing verbs to the proper subjunctive or conditional forms, and answer keys show specific corrections for subjunctive/conditional forms.

The Parent Plan explicitly lists using verbs in the active and passive voice and in the conditional and subjunctive mood as a targeted skill. Activity 1 directs students to "look especially for problems related to voice and mood," and the Paragraph Editing student page specifies there is "1 subjective mood verb error" to correct. The answer key shows a concrete correction for the subjunctive (change "that they were" to "that they be"), demonstrating students practice identifying and fixing a subjunctive construction.

The Grammatical Scavenger Hunt asks students to identify passive voice (Task 1) and to find an example of the subjunctive mood (Task 4) in the assigned chapters. The parent answer key supplies explicit example sentences labeled as passive voice and subjunctive, and the activity references a "Handy Guide to Writing" for more information about verb voice and mood.

The lesson includes an explicit "Verb Forms" activity that directs students to write sentences in the active and passive voice and to compose conditional and subjunctive sentences. The lesson provides definitions and explanations that link voice and mood to effects (e.g., active emphasizes the actor, passive emphasizes the action, conditional for if...then situations that could be true, subjunctive for hypothetical/contrary-to-fact situations). The student activity page and answer key give concrete prompts and model sentences (e.g., "The gift was given to Cindy by Mike," "If I were king of the world, I would live in a palace made of gold") for practice and self-checking.

Students read a "Voice and Mood Summary" that defines active vs. passive voice and explains the conditional and subjunctive moods with examples. Students complete "Identifying Mood and Voice" activities in which they must select or mark sentences that are active or passive and that are in the conditional or subjunctive mood (multiple-choice and color-coding options). The provided answer key labels specific sentences as conditional and subjunctive (for example, "If you consider her example..." as conditional and "...the culture demanded that she not participate directly..." as subjunctive), giving explicit models for identification.

Students are directed to review explicit materials on voice and mood (Lesson 3 Activity 1 on passive and active voice; Lesson 4 Activity 1 and Lesson 12 Activity 2 on the five moods, including links explaining the subjunctive). The study-guide boxes ask students to take notes on "Active voice and passive voice" and on the five moods (indicative, interrogative, imperative, conditional, and subjunctive). The unit test asks students to identify active vs. passive sentences, convert a passive sentence to active, and identify moods (including subjunctive and conditional) in multiple-choice items.

Students are told to "use strong verbs" and are given examples from the model paragraph (e.g., the verb "shuffle" and verbals like "cogitating" and "jotting") and asked to underline effective words or phrases in a student-written paragraph. In Activity 1 students identify and analyze which words or phrases make the descriptive paragraph effective. Activity 2 explicitly tells students to favor strong verbs when writing their own descriptive paragraph.

Students encounter passive-voice phrasing in the sample notes (e.g., "Marie Curie thinks that alpha rays are emitted from some atoms"), and they are asked to write example sentences for vocabulary words. Students are instructed to put information in their own words when taking notes and to create sentences using vocabulary items, providing incidental practice with verb forms in context.

The lesson's Cause/Effect Writing Transition chart explicitly lists conditional connectors such as "if...then" and phrases that show condition or consequence (e.g., "as a consequence," "for this reason"). The lesson prompts students with conditional-style prompts (e.g., "What would happen if citizens were required to recycle?") that invite use of conditional constructions. Students are instructed to use transition words and phrases to link ideas, which includes the conditional/connective forms shown in the chart.

The lesson includes several example sentences that use the conditional mood (e.g., "If two things have some obvious similarities, your writing would focus on their differences" and "the SpeedySnail car would be the better car for our family"), exposing students to conditional verb forms. The planning and sample conclusion language also models conditional phrasing ("would be") that students might imitate when drafting their comparisons or contrasts.

Students encounter conditional language in the lesson's transition list ("if...then") and in the assignment phrasing ("If you are writing about something that has already happened, you would explain..."). Students also read sample paragraphs that use passive constructions (e.g., "space was filled with a medium called ether") and other verb forms in context. The activities require students to write sentences and paragraphs that may naturally include conditional constructions and passive voice when explaining problems and solutions.

Students correct sentences that include a subjunctive/conditional construction (If there were a horsefly... we would be worried) and are given the corrected subjunctive/conditional form. Students are asked to identify and underline the repeated verb "whip/whipped" in Douglass's passage and to consider why repetition creates effect. Students are instructed in a "Showing Emotion" activity to choose at least two verbs that show actions and to repeat powerful verbs in a short paragraph, practicing deliberate verb choice and repetition for effect.

Students are given explicit instruction distinguishing active and passive voice in the "Things to Know" and the Grammar Review section. Students complete targeted activities where they identify subjects and verbs, label sentences as active or passive, and rewrite passive sentences into active (and vice versa) on the Student Activity Page. Students are asked to explain why a passive construction is more effective in specific cases and are provided an online resource and answer key to practice and check their work.

Students read sentences from Watership Down that include conditional phrasing (for example, lines like "if you succeed I will multiply your people everywhere…" in the worksheet) and encounter passive constructions in activity language and classification phrases (for example, "are protected from predators" and "are concerned about" in the Option 1 boxes). Students also write several sentences making connections between the reading and their own experience, which gives them incidental exposure to varied verb constructions in context.

The answer key for Part II includes the corrected sentence, "Had her conduct been more friendly toward me, I would have felt sorry for her," which demonstrates a conditional/subjunctive inversion. The materials instruct students to rewrite and correct sentences, and one corrected paragraph contains that conditional construction as a model for revision.

Students read multiple sentences that use passive constructions (e.g., "was indicted," "have been invited," "when the winner is announced") and conditional language (e.g., "If she speaks up…," "if she doesn't…," "should pay," "would never go"). Students are asked to role-play moral-dilemma scenarios that prompt them to discuss and articulate possible solutions using conditional phrasing (e.g., "If you do X, then…"). Vocabulary and reading questions expose students to modal verbs and past passive forms in context.

Students diagram compound and complex sentences and are asked to identify verbs, subjects, direct objects, and clause types in multiple example sentences. Students are instructed to circle verbs and to distinguish linking verbs (with a suggestion to substitute "is/was" with "equals"), action verbs, and "do" verbs, and to keep multi-word verbs together when diagramming. Sample diagrams explicitly label verb phrases (e.g., "had seen," "had pointed out," "shook," "jiggled") and show students how verbs connect clauses.