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Eled 4 Demo

This document provides a learning plan for teaching active and passive voice to 7th grade students. The plan involves 3 activity stations: 1) students sit or jump based on whether sentences are in active or passive voice, 2) students write sentences based on pictures using the correct voice and then rewrite them changing the voice, and 3) students tell a story using the sentences they created, changing them to past tense. The goal is for students to distinguish between the two voices, identify them in context, and practice rewriting sentences by changing between the voices.

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caerith
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18 views4 pages

Eled 4 Demo

This document provides a learning plan for teaching active and passive voice to 7th grade students. The plan involves 3 activity stations: 1) students sit or jump based on whether sentences are in active or passive voice, 2) students write sentences based on pictures using the correct voice and then rewrite them changing the voice, and 3) students tell a story using the sentences they created, changing them to past tense. The goal is for students to distinguish between the two voices, identify them in context, and practice rewriting sentences by changing between the voices.

Uploaded by

caerith
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ACTIVE AND

PASSIVE VOICE
(ELED 4)

Prepared by:
CZEJAN C. PUNZALAN
BSED-ENG3

Submitted to:
MRS. FE S. BABAO
ELED4 Instructor
LEARNING PLAN IN GRADE 7
By: Punzalan, Czejan C.

I. LEARNING OBJECTIVES:
A. Acquisition:
1. Distinguish between active and passive voice through discussion.
2. Identify the voice in a sentence and its appropriacy in different
contexts.
B. Meaning Making:
1. Appreciate the lesson by showing active participation of the students
towards the lesson.
C. Transfer:
1. Rewrite sentences by changing the voice from active to passive, and
vice versa.

II. CONTENT:
A. Subject Matter:
● Active and Passive Voice

III. ACTIVITY:
“DIFFERENT STATIONS, DIFFERENT VOICES”
In this activity, students will pair up and listen attentively as the teacher explains the
three stations they'll be participating in (Cooperative Language Learning). Each station
presents a unique challenge related to active and passive voice which will encourage
students to engage actively in their learning process. Only they can get into the next station
if they are able to finish the first one.
At the first station, the teacher will instruct pairs of students to sit down upon hearing
a sentence in active voice and to jump when sentences are in passive voice. The first two
pairs who will be able to immediately react correctly in unison will be the first one to advance
to station 2. Now, they have to stand by as they wait for the other pairs who got it wrong and
who will wait for the next sentence to be read by the teacher. (Total Physical Response)
These are the sentences:
1. The cake was enjoyed by everyone at the party. (Passive Voice)
2. Sarah baked a cake for her friend's birthday. (Active Voice)
3. The teacher graded the students' homework. (Active Voice)
4. The homework was completed by the students before class. (Passive Voice)
5. The mechanic fixed the car's engine yesterday. (Active Voice)
At station 2, the two pairs of students will be set into a competition. Each pair should
provide a person who will be blindfolded and the one who will be the guide. With this game,
they must find two pieces of paper with a picture which will be hidden by the opponent pair
before the game commences. As soon as the pair already found the two pictures, their task
is to interpret each picture by writing a sentence below in either active or passive form. They
must determine whether the sentence is in active or passive voice by labeling it accordingly
with "active voice" or "passive voice." Note that this game only requires two pairs per lap.
(Picture-Word Inductive Model)

Voice: Voice:
Sentence: Sentence:

After interpreting the picture, the pair can now proceed to the third station, where
students in pairs must rewrite the sentences they wrote from station 2, changing their voice
as instructed. The twist is, they have to write it with one and only red ballpen available in
that station. With this, the pair who got the red ballpen first are the only pair who can answer
the activity. They will complete this task by writing the revised sentences on the back of the
paper. (Grammar Paraphrasing)
Once a pair has finished the activity, the teacher will review their papers for accuracy.
If correct, they will be declared as the winner. However, if there are errors, the teacher will
correct it but will still direct the students to return to either station 2 or 3, depending on the
mistakes made, so that they can rewrite their answers. (Grammar Correction)
After this, the teacher will instruct the students to create a simple short story with the
sentences they made, and they have to tell the story to the class. With this, the student should
write their sentences from station 2 in past tense. If any words are mispronounced, the
teacher will provide the correct pronunciation and will ask the students to repeat it.
(Audiolingualism)
Voice:
Sentence:

Voice:
Sentence:

Voice:
Sentence:

Voice:
Sentence:

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