Students read multiple passages that exhibit parallel structure, such as the sentence listing Wiesel's roles: "He wrote more than sixty books, became a college professor, created the Elie Wiesel Foundation for Humanity, and served as the Chairman..." and the phrase describing his balance: "remembering what happened while also moving forward with his life, finding friendship and love, and reconciling his experience with his religion." Students are asked to "notice the style and tone" and to annotate the speech, which directs them to examine sentence construction and rhetorical choices.

Students are shown a clear example of faulty parallelism (Rashad enjoys going to the movies, skateboarding with his friends, and to read books) and are given a corrected rewriting (reading books). Students are directed to read an online explanation (Towson University Self Teaching Unit: Parallel Structure) and to take notes on a detailed "Parallelism" activity page that asks them to identify problems and examples for coordinating conjunctions, lists/series, comparisons, linking verbs, correlative conjunctions, and clause voice. The Parent Plan and activity instructions explicitly state that the goal is for students to become aware of common parallelism problems so they can identify and correct them in their own writing.

The Parent Plan skills list explicitly includes "Use parallel structure." The unit test (Part II, question 8) asks students to rewrite two sentences so that they are parallel, and the answer key shows corrected parallel forms. The Student Activity Page descriptions note exercises that require creating parallel structure and correcting sentences, providing direct student practice and assessment.

The lesson defines parallelism explicitly: 'Parallelism involves the repetition of a grammatical structure' and provides simple examples ('What you see is what you get,' 'Like mother, like daughter'). Students are tasked on an activity page to identify quotes from Lincoln's Second Inaugural Address, label the literary device, and explain its effect. The answer key and parent plan explicitly identify Lincoln's line 'With malice toward none, with charity for all, with firmness in the right, ...' as parallelism and show analysis of its effect.

Students are asked to compose a thesis that lists three areas of difference in parallel wording: "The Luhrmann 1996 film version and 2009 Globe Theatre production of Romeo and Juliet have significant differences in ________________, ________________, and ________________. (Fill in the blanks...) Make sure the wording is parallel." The checklist and activity directions repeat that students should "make sure the wording is parallel," and students must produce a thesis and three topic-focused paragraphs that rely on that parallel list.

Students are explicitly told to review Grammar, Part II, including "how to make writing parallel." The Student Activity Pages include a Part V: Grammar and Usage task that asks students to "Correct the parallelism problems in the following sentences by rewriting them," with two example sentences to revise. The answer key supplies corrected parallel versions of those sentences, showing the expected student output.