Manchester College

Education Department Lesson Plan Format

Lesson Plan by: Erin Shay

Lesson: Passive/Active Voice

Length: 45 minutes

Grade Level Intended: English 10

Academic Standard:

10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the

active (I will always remember my first trip to the city) rather than the passive voice

(My first trip to the city will always be remembered).

Performance Objective (s):

Given several notecards with a word on each one, the students will make a passive sentence, then

transform it into an active sentence by rearranging the words and removing/adding a card ten out

of ten times.

Assessment:

The students will change five sentences from the passive voice into the active voice.

Advanced Preparation by teacher:

Create notecards for the students to create active and passive sentences.

Procedure:

As soon as the class begins, the teacher should have the students try and transform five passive

sentences into active sentences. Then, they should take out a sheet of paper for notes to learn how

to detect passive sentences and how to correct them. (Gardner: Visual) Go over the notes

provided. Then, pass out a sentence in cards to each student. Have them arrange the notecards to

form a passive sentence. Walk around and check. Then, instruct them to change them into active

sentences. Then have them pass them to the person next to them. Continue this seven times.

Then, collect the sentence cards. Now, break them into groups of five people. Pass out notecards

to each group for new sentences and have them hold the big cards and rearrange themselves to BE

a passive sentence. Then walk around and change into an active sentence. Then have them

change cards with another group until all the groups have moved themselves into each of the other

sentences.

Closure:

Have students individually write five passive sentences into the active again. This will be the post-

test.

Adaptations/Enrichments:

The notecards will really benefit those students who have an LD or ADHD, because it will help

them organize their thoughts in their hands.

The walking around will be beneficial for students with ADHD, because it will be a way for them

to use their energy for the greater good.

Self Reflection:

Did the students become interested after my introduction?

Did the students get engaged?

Did the students understand my lesson?

Did discussion go well?

Did my students who needed adaptations get the help/assistance they needed?

Would I do anything differently if I were to do it again?

How did my students react: facial expressions, yawns, eyes, body language?

Would I do this activity again?