Lesson plan



|ELA Lesson: Active and Passive Voice |Grade Level: 8 |

|Lesson Summary: To pre-assess students, the teacher will project a series of sentences that use active voice, emphasizing subject-verb-object. The teacher will |

|then point out the different construction using passive voice. Students will use guided practice to revise sentences from passive to active voice. Advanced |

|Learners will develop a narrative in passive voice and ask a partner to revise for active voice. The teacher will break down active and passive construction with |

|Struggling Learners and provide practice revising sentences. |

|Lesson Objectives: |

| |

|The students will know… |

|construction that uses active voice. |

|construction that uses passive voice. |

| |

|The students will be able to… |

|recognize active and passive voice. |

|revise sentences from passive to active construction. |

|Learning Styles Targeted: |

| |

|x |

|Visual |

|x |

|Auditory |

| |

|Kinesthetic/Tactile |

| |

|Pre-Assessment: |

| |

|Project or write the following sentences on the board: |

| |

|Jade sat on the couch and sighed. She opened the book and scanned the table of contents. “Hmmm,” Jade said to herself. “I expected worse.” |

| |

|Ask a gifted reader to read the sentences. |

| |

|Ask students to circle all of the verbs in the sentences. Students should circle sat, sighed, opened, scanned, said, and expected. Ask students to underline all of|

|the subjects in the sentences. Students should underline Jade, She, Jade, and I. |

| |

|Ask students to imagine what Jade would do next. Challenge them to write a sentence that contains a subject and a verb. |

|Whole-Class Instruction |

|Materials Needed: Notebooks; pens and pencils |

|Procedure: |

| |

|Explain to students that the sentences used active verbs, that is, verbs that show an action performed by a subject. Explain that some verbs are passive, that is, |

|they show an action that is performed or done to the subject. |

| |

|Project the following sentence: |

| |

|Suddenly, Jade was startled by a screech and a crash. |

| |

|Ask a student to read the sentence. Point out to students that, in this sentence, while Jade is still the subject, she is no longer the one who performs the |

|action. |

| |

|Project the following: |

| |

|To use the passive voice, the verb must |

| |

|use a from of the verb “to be,” |

|use a preposition. |

| |

|Project the following sentences: |

| |

|Jade called the police. |

|The police were called by Jade. |

| |

|The drivers were questioned by a police officer. |

|A police officer questioned the drivers. |

| |

|The damaged cars were towed by a tow truck. |

|A tow truck towed the damaged cars. |

| |

|Point out that, while passive voice isn’t wrong, it is usually not the best way to write a sentence because it uses more words! It is best used when a writer wants|

|to emphasize an action, rather than the doer of the action, as in “The vote was taken.” |

| |

|For guided practice, ask students to revise the following sentences by changing passive voice to active voice. Remind students to make the object the subject, |

|remove the preposition, and remove the “to be” verb. |

| |

|Jade was disturbed by the accident. |

|Mr. Odeon’s car was damaged by a van. |

|Mr. Odeon was taken to the hospital by an ambulance. |

|The van was moved away from traffic by my friend. |

|The neighborhood was shaken by these events. |

| |

|For independent practice, challenge students to write a short paragraph that describes something that happened that day. Challenge students to use one passive |

|construction to emphasize an action. |

| |

|Ask students to give an example of an active and a passive verb. |

|Advanced Learner |

|Materials Needed: Notebook; pens or pencils |

|Procedure: |

| |

|Break students into pairs. Ask each student to write five sentences in a passive voice that develop a narrative. |

| |

|Have students swap and revise each other’s sentences with active voice. Have students comment on how the revision made the narrative more effective. |

|Struggling Learner |

|Materials Needed: Notebook; pens or pencils |

|Procedure: |

| |

|Review active construction with students: The dog chased a car. Joe painted the house. Sue played the guitar. Ask students to identify the subject, verb, and |

|object in each sentence. |

| |

|Review with students that, in passive voice, the object becomes the subject: The car was chased by the dog. See if students can identify the other changes in the |

|sentence: a form of “to be”—“was” —combined with a preposition—“by.” |

| |

|Challenge students to revise the other two sentences: The house was painted by Joe. The guitar was played by Sue. |

| |

|Discuss these revisions with students. Point out what passive voice does to the action of the sentence by making the object the subject. Pass out the worksheet for|

|struggling learners. Ask students to revise the following sentences from passive voice to active voice: |

| |

|The call was made by Molly. |

|The boat was rowed by Chris. |

|Lunch was prepared by Mom. |

|The solo was sung by a trained musician. |

|The winning run was made by Rodriguez. |

|The lost letter was found by Alice. |

|Maria was succeeded as class president by Alma. |

|The largest contribution to the fund drive was made by my Uncle Max. |

|The lost kitten was rescued by Hector. |

|My version of “Yesterday” was drowned out by everybody else’s singing. |

*see supplemental resources

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download