Students read and analyze many sentences that are written in either active or passive constructions (for example, "These writs allowed customs officers to break into ships..." is active, while "It must be resisted at its very beginning" and "These are called endnote reference numbers" use passive constructions). Students identify sentence functions and rewrite or replace sentences in Part II activities, which requires attention to sentence structure and phrasing. The reading and activity pages include multiple exemplar sentences that illustrate both active and passive verb forms.

Students read an explicit definition of active and passive voice and the passive construction (form of "to be" + past participle) in the "Things to Know" and Activity descriptions. Students identify subjects and verb phrases and label clauses as active or passive in Option 1 and Option 2, and they rewrite passive clauses into active voice using provided answer keys. Students write original paragraphs (Activity 2) and are instructed to use primarily active voice, and in Option 2 they must explain why an author used passive voice, practicing use for effect. The Parent Plan and Skills sections explicitly state that students will use verbs in active and passive voice to achieve particular effects.

The Parent Plan skills list explicitly states that students will "Use verbs in the active and passive voice" and "Form and use verbs in the active and passive voice." Activity 1 (Paragraph Editing) tells students to "look especially for problems related to voice and mood," directing students to attend to voice while editing. The proofreading chart and editing task require students to correct verb-related issues, which can involve recognizing voice.

The Parent Plan Skills section explicitly lists "Use verbs in the active and passive voice" and "Form and use verbs in the active and passive voice," indicating the objective is named for students. The "Things to Think About" prompts attention to how different verbs and verb forms influence writing, which connects broadly to voice and verb choice.

Students are asked to "Identify Passive Voice" by finding a sentence or clause in the passive voice in Chapter XIX, and the student activity sheet explicitly lists this task. The parent answer key supplies passive-voice examples such as "that political freedom could be preserved" and "He would ultimately be proved right," showing students locate passive constructions in text. The scavenger hunt requires students to apply grammatical knowledge to real examples from their reading.

Students are given explicit definitions and examples of active and passive voice (e.g., "The quarterback threw the touchdown pass." vs. "The pass was completed."). The Student Activity Page directs students to identify an action and write paired sentences that emphasize the actor (active voice) and the action/object (passive voice). An answer key provides model active and passive sentences (e.g., "Mike gave Cindy a gift." / "The gift was given to Cindy by Mike."), and students are instructed to complete and save their responses for review.

The Voice and Mood Summary (Part I) explicitly defines active and passive voice and gives example sentences ("Bob walks down the path." and "Joe is assailed by mosquitoes."). Multiple "Identifying Mood and Voice" activity pages require students to circle/underline and choose which sentences are active or passive, with an answer key showing classifications. The writing option asks students to compose a 6–8 sentence eulogy or obituary and instructs parents to review that the child used different verb tenses, voices, and moods correctly, which requires students to apply voice in their own writing.

Students are directed to review Lesson 3, Activity 1 which provides an explanation of passive and active voice, and to use the study-guide box titled "Active voice and passive voice" to take notes. The unit test includes a dedicated Part 3 on Active and Passive voice where students circle sentences in active voice, circle sentences in passive voice, and change a passive sentence into an active one. The answer key shows model responses and a converted passive-to-active sentence, indicating students practice both identification and conversion between voices.

Students are repeatedly asked to identify and label verbs and verb phrases (e.g., instructions to put a black box around each verb or verb phrase and to label every word's part of speech). Example sentences and an answer key explicitly mark verb phrases such as "had locked," "was already ensconced," "has gone," "buried themselves," and "broke up," which expose students to different verb forms and constructions. Activities require students to identify the subject and verb in sentences, supporting recognition of subject-verb relationships.

The provided sample notes include sentences that use both active and passive constructions (e.g., "Marie Curie thinks that alpha rays are emitted from some atoms" uses passive voice, while "she creates the term 'radioactivity' to describe rays coming out of some elements" uses active voice). The answer key and note-taking examples present multiple declarative sentences describing actions and phenomena (e.g., "photons are electromagnetic radiation" and "radioactivity: when some elements break apart, releasing alpha and beta particles"), giving students exposure to verbs in different voices within content sentences.

Students are asked to analyze verb usage in Frederick Douglass's passage by underlining the verb used most often and explaining its repetition (the parent notes identify "whip/whipped" used seven times). Students must choose at least two verbs that show actions in the "Showing Emotion" activity and are instructed to repeat powerful verbs in their 4-5 sentence paragraph. The sentence-editing exercise asks students to correct verb-related errors (e.g., subjunctive "If there were...") demonstrating attention to verb forms.

Students are given explicit definitions of active and passive voice and the pattern "form of the verb 'to be' + past participle," with examples of both voices. The Student Activity Page has tasks that require students to identify subjects and verbs, label sentences as active or passive, rewrite passive sentences into active voice and active into passive, and explain why passive voice is more effective in given contexts. The materials include model sentences, multiple examples, an online review link, and answer keys that show correct conversions and explanations.

Students are asked in Activity 2 to find 2-3 examples of strong, specific verbs from the text and to record them and explain why each is effective. The materials prompt students to review predicates (telling how, when, or where) and to consider verb choices that ‘paint a picture' (e.g., replacing generic "walked" with "dragged" or "stomped"). Students also practice identifying adverbs and adjectives that interact with verbs.

Students encounter multiple example sentences that use verb forms, including passive constructions such as "was indicted on a capital charge" and "is now on trial for his life." Vocabulary activities ask students to write their own sentences using verbs like "elucidate," "acquit," and "connived," which requires producing verb forms in context. The reading and question sections include verb usages (e.g., "Atticus was proceeding amiably," "was moved by Scout's innocence") that illustrate different voice and tense in authentic text.