Lesson plan - Study Island
|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 |
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|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
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|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: |
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|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: |
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|Jade called the police. |
|The police were called by Jade. |
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|The drivers were questioned by a police officer. |
|A police officer questioned the drivers. |
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|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: |
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|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
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