School Immaculate Conception Grade Seven

Academy – East Campus Level

LESSON Teacher Altares, Angela Marie Learning English
EXEMPLAR Roncales, Kenneth L. Area
Villa, Mary John F.
Teaching September 04, 2024 Quarter First
Date
Teaching 50 Minutes No. of Days 2
Time

I. OBJECTIVES At the end of the lesson, the learners should be able to:

a. Understand and differentiate active and passive voices.

b. Transform Active Voices to Passive Voices; vice versa.
c. Use Passive and Active Voices in varied contexts.

A. Content Standards The student understands the passive and active voices and its
usage in varied contexts in writing, speaking, and reading.

B. Performance Standards The student will differentiate the passive and active voices, use
passive and active voices in varied contexts in writing, reading, and
speaking.

C. Learning Competencies or At the end of the lesson, the learners should be able to:
Objectives
I. Differentiate the Active and Passive Voice.
II. Modify Passive Voice into Active Voice; vice versa
III. Use the Active and Passive Voice in various context in their
writing or speaking.

D. Most Essential Learning EN7G-III-c-2

Competencies (MELC) Use passive and active voice meaningfully in varied contexts
E. Enabling Competencies
(If available, write the attached enabling
competencies)
II. CONTENT Active and Passive Voice
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Peliño, H. Y. (2020). Quarter 1 – Module 3: Active and Passive
Voices First Edition, 2020. Pages 3-14
b. Learner’s Guide Pages Peliño, H. Y. (2020). Quarter 1 – Module 3: Active and Passive
Voices First Edition, 2020. Pages 3-14
c. Textbook Pages Pages 3-14

d. Additional Materials from N/A

Learning Resources

B. List of Learning Resources Laptop

for Development and Powerpoint Presentation (Premade)
Engagement Activities Whiteboard/Blackboard
Marker/Chalk

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Introduction GREETINGS
The students will be greeted by their teacher and
will lead a short prayer.
ATTENDANCE
The Class Representative or Class President will
be instructed to check the attendance and number
of absentees during the class.

CLASSROOM MANAGEMENT
The students will be instructed to arrange their
chairs properly and remove unnecessary items
from/under their desks.

MOTIVATION

“FIND SOMEONE WHO…”

The students will be asked to form a circle and

receive a list of statements or questions from their
teacher. The students will read the statements or
questions carefully and find a classmate who
matches the description.

Statements
1. "Find someone who has a pet."
2. "Find someone whose pet is a dog."
3. “Find someone who has visited another country.”
4. “Find someone who has been to the beach this
year.”

The students will be asked to answer a question

related to the conducted activity.

Questions
1. “What did you notice in the given statements?
2. “Did you notice the difference between both
statements?”

B. Development The teacher will call a student to volunteer to read

Megan Tro the objective of this lesson/

The student will be asked what they know when

hearing the Passive and Active voice.

*Students that have answered will receive

recitation chips
The teacher will discuss the definition of Active and
Passive voice and give an example.

Active voice - Asserts that the person or thing

represented by the grammatical subject performs
the action represented by the verb.

SUBJECT + VERB + RECEIVER OF THE

ACTION

Examples:

● Johan put his bag on the table.

● Troy shoots the ball.

Passive voice - Makes the subject, the person or

thing, acted on or affected by the action
represented by the verb.

RECEIVER OF THE ACTION + WAS OR WERE +

PAST PARTICIPLE OF THE VERB + SUBJECT

Examples:

● The bag was put on the table by Johan.

● The ball is shot by Troy.

Below is a diagram for a better understanding of

the difference of active and passive voice.

In passive voice, the receiver of the action, ball ,

becomes the subject, while the doer of the action,
Troy, is now part of the predicate.

REMEMBER!

The active voice focuses on the person who does

the action that means the subject performs the
action.
1. The subject or doer of the action becomes the
receiver in the active voice, and in the passive
voice, they become part of the predicate.

2. Depending on the tense, use

is/am/are/was/were/been/being past participle.

3. Use the passive voice and use "by" before the

direct object.

Example:

1. Place the receiver of the action, shoes, as a

subject.

2. Place the doer of the action, Hiraya, as the

predicate of the sentence in passive voice and use
the preposition “by”.

3. The passive verb is formed with “be verb”

(auxiliary) plus the main verb.

On the other hand, the passive voice focuses on

the receiver or the result of the action; thus, the
subject receives the action.

1. Those who receive in the passive voice become

the doer of the action in the active voice. A portion
of the topic or an action.

2. Taking off the 'by' preposition.

Example:

1. The subject (shoes) in passive voice becomes

the object in active voice.
2. Change the auxiliary verb be and replace it with
the main verb to emphasize the doer of the action.

3. Place the receiver of the sentence into the doer

slot.

Keep in mind! It is not possible to convert every

sentence to the passive voice. The only part of a
phrase that may be made passive is the active
voice with a direct object.

The students will be called to analyze the

difference between active and passive voice.

Learners will be questioned if the discussion is

clear or if there is any clarification needed among
the class.
C. Engagement
Ken Think it Over!

DIRECTIONS: There are five objects here that you

can easily see and use inside the house. What you
have to do is to construct sentences both in active
and passive voice by using these words.

Given Words
● Table
● Computer
● Shoes
● Picture Frame
● Book

D. Assimilation
Journal Me a Quarter!

DIRECTION: There's only a few weeks left before

the quarter ends. I want you to write a journal of
your daily endeavors as a student, as a
daughter/son, or anything under the sun! What you
have to do is to apply the Passive and Active Voice
in each of your journal entries and highlight them.
View the rubric attached to be guided on the
journal's mark. Have a fruitful writing!
V. REFLECTION / ASSIGNMENT The students will be given reflective questions after
the discussion.
I understand that ______.
I realize that ______. Questions:
1. “What is the impact of using active or passive
voice on the tone and emphasis of a sentence?”
2. “How do active and passive voices differ in
terms of sentence structure?”
3. “How can understanding active and passive
voice improve your writing?”

Prepared by: Approved by:

ALTARES, ANGELA MARIE SOPHIA Del Monte, Bella D.

Practice Teacher Cooperating Teacher

RONCALES, KENNETH L.
Practice Teacher

VILLA, MARY JOHN F.

Practice Teacher
Rubric for Journal Me a Quarter!

Required R Level 1 Level 2 Level 3 Level 4

Component 0 5 6-12 13-20 21-25

Entry is mostly Entry is partially Entry is Entry is more

incomplete. complete. complete. than complete.
Student has Student has Student has Student has
Thoroughness c expanded upon expanded upon expanded upon fully expanded
/25 o very few key some key ideas. all or most key upon all key
m ideas. ideas. ideas.
p

o Entry shows a Entry is thought Entry is Entry is

n lack of thought. out. Student insightful. thought-provoki
e Student's entry create a Student creates ng. Student
n does not response which a very reflective creates an
t provide a real deals with many response, introspective
Thoughtfulness response to the evident (or answering response,
/25 n matter in "surface") "why" and making
o question. details. "how" type of judgements
t Student is off questions about and/or
topic. the topic. conclusions
o about the topic.
b

s Entry has no Entry is partially Entry has Entry has

e Passive and included with Passive and Passive and
Objective r Active Voice. Active and Active voices. Active voices
/25 v Student has not Passive Voices. Used several used in different
e shown the two Student has times in the contexts of the
d voices in the shown few entry. idea provided.
entry usage of voices.