School Ampid National High School Year Level 7

Teacher Hannah Collin E. Rabina Learning Area English

Teaching Date June 14, 2024 Quarter First
DAILY LESSON
LOG

Day of the Week Friday

Section and Time Faith
10:00 am – 12:00 nn
I. OBJECTIVES At the end of the lesson, students are expected to:
a. identify the active and passive voices in sentences;
b. convert sentences in passive voice to active voice and vice versa;
c. construct sentences using active and passive voices; and
d. use active and passive voices in varied manners.

A. Content Standard The learner demonstrates mastery in using active and passive voices in varied
contexts exploring its uses in daily life scenarios.

B. Performance The learner proficiently converts sentences into active and passive voices in
Standard creating real-life situations.

C. Learning Competency “Construct a Paragraph based on Real-life Scenario using Active/Passive Voice in
Varied Contexts”

II. CONTENT
Active and Passive Voice
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide English 7 Q1 Module 3, pp. 5-8
Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials [Link]
from Learning [Link]
Resources (LR) Portal voice

B. Other Learning PowerPoint Presentation, television, laptop, cellphone.

Resources
IV. PROCEDURES
A. Reviewing previous Preliminary Activities
lesson or presenting a. Prayer
the new lesson b. Greetings
c. Checking of Attendance
d. Setting of class rules

Task 1. Recall previous lesson.

B. Establishing purpose Task 2. “Active or Passive?”
for the lesson
The learners will identify whether the sentences presented on screen are ‘active’ or
‘passive’.
Link to the ppt:
[Link]
?utm_content=DAGIFHVHk-
w&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Task 3. Process Questions

1. How do you find the activity?
2. Were you able to identify the answers correctly?
3. How did you come to know the answer? (For those who participated in the
activity.)

C. Presenting This time, the teacher will present a scenario. Students are to read and observe the
examples/instances of given scenario.
the new lessons
“Karl saw a very beautiful lady. He went to talk to her. The husband arrived. Her
husband hit Karl on the nose.”

The teacher will ask the following questions

1. What did the husband do to Karl?
2. Can you deduce happened after the husband hit Karl?
3. Who do you think is in the wrong? Karl, the husband, or the lady?

Follow-up question
1. What have you noticed on the answers you created upon answering
question number 2?
2. What do you think is our lesson for today?

D. Discussing new Discussion

concepts and An idea can be expressed in two different ways:
practicing new skills 1. by using a verb to indicate whether the subject performs an action (active
voice), or
2. by using a verb to indicate whether the subject receives the action
(passive voice).

What is Voice?
Voice shows whether the subject of a sentence is doing the action, or having the
action done to it.

Active Voice
Active voice refers to the form of a verb that indicates when a grammatical subject
performs the action or the receiver of the action.
When a sentence is written in the active voice, the subject performs the action.
Active verbs are stronger and usually more emphatic than forms of the verb 'be' or
verbs in the passive voice.

Example 1: Chloe sings a song.

Chloe, the subject, is the doer of the action, sings; and song, is the direct object.
Here the action of singing is being done by the subject, Chloe.

Example 2: Sam finished his exam.

In this scenario, Sam is the doer of the action, finished, and exam is the direct
object.
Here the action of finishing is being done by the subject, Sam.

Example 3: The puppy chewed the toy.

This time, the puppy is the doer of the action, chewed, and toy is the object.
Here the action of chewing was done by the subject, puppy.

Passive Voice
The subject is the receiver of the action. In passive voice, the verb is formed by
adding the past participle of the verb to the appropriate form of to be.

Example 1: A song is sung by Chloe.

The song, which is the receiver of the action, now becomes the subject of the
sentence while Gizelle, doer of the action, is now part of the predicate of the
sentence.

Example 2: The exam was finished by Sam.

In this example, exam becomes the subject of the sentence and Sam, the receiver of
the action, is now part of the predicate of the sentence.

Example 3: The toy was chewed by the puppy.

The toy, which is the receiver of the action becomes the subject of the sentence.
The puppy is the one who did the action of chewing and toy is the entity on whom
action has been done.

The teacher will show a diagram for better understanding of the difference of
active and passive voice.

Active and Passive Voice

Voice
Ac Passi
tiv ve
What the The focus is
e
subject on the
does. action.
General rules of converting Active Voice to Passive Voice
The active voice focuses on the person who does the action that means the subject
performs the action.
1. In active voice, the doer of the action (subject) becomes the receiver which
is now part of the predicate in the passive voice.
2. Use is/am/are/was/were/been/being + past participle according to the tense.
3. Put ‘by’ before the direct object in the passive voice.
To change a sentence from active to passive voice, do the following:
1. Place the receiver of the action, adobo, as a subject.
2. Place the doer of the action Marcus, as the predicate of the sentence in
passive voice and use the preposition “by”.
3. The passive verb is formed with “be verb” (auxiliary) + the main verb.

General rules of converting from Passive Voice to Active Voice

The passive voice focuses on the receiver or the result of the action; then, the
subject receives the action.
1. In active voice, the receiver in the passive voice becomes the doer of the
action or part of the subject.
2. Remove the preposition ‘by’.
To change a passive voice into an active voice, simply reverse the steps shown
from the conversion of active voice to passive voice.
1. The subject (adobo) 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 action into the doer slot.

Remember!
Not all sentences can be changed to the passive voice. Only an active voice of the
sentence with a direct object can be changed into passive.
For example, ‘Tarsiers live in the rainforests.’ cannot be changed to
passive voice because the sentence does not have a direct object.
Another example, ‘She is dancing.’ cannot be changed as well to passive
voice because the sentence does not have a clear known object.
Finally, ‘He died in 2005,’ has no known object thus, cannot be converted
into passive voice.

E. Developing Mastery Task 4. “Fix us, please”

Instructions: Identify whether the sentence is active voice or passive voice and
write your answers in a ¼ piece of paper.

1. A song is being sung by the artist as he paints.

2. Sophia watered the flowers.
3. The piano has been pounded by the little girl when mad.
4. Marcus played the spider.
5. New dentures would be wanted by the man with no teeth.
6. The internet is surfed by many of my friends during class.
7. Ria will finish the job at the end of this week.
8. Storms to be forecasted by the weatherman tomorrow.
9. They have informed him of his mother's death.
10. They took all the necessary precautions.

Answers:
1. Passive Voice
2. Active Voice
3. Passive Voice
4. Active Voice
5. Passive Voice
6. Passive Voice
7. Active Voice
8. Passive Voice
9. Active Voice
10. Active Voice

F. Finding practical Task 5. Group Differentiated Tasks

applications of Students will be grouped into three (3). Each group will accomplish the given task
concepts and skills in in ten (10) minutes.
daily living
Group 1: “We are Thinkers!”
There are five objects that will be given by the teacher. The group will then
construct sentences both in active and passive voice by using these words. The
other members will act these sentences they’ve constructed.
Word 1: Broom
Word 2: Chair
Word 3: Bottle
Word 4: Blanket
Word 5: Pencil

Group 2: “We are Active!”

The group will present a short story that they will create. The leader will narrate
what they are doing and the members will act without dialogues. The group must
include active or passive voices in their narration.

Group 3: “We are Passive!”

The group will compose a short song about the scenarios they see every day. They
must include active and passive voices in their lyrics. The song should be short but
entertaining.

Rubrics for Group Differentiated Tasks

Content – 30 points, the content is accurate and have valuable material.
Organization – 20 points, the presentation was well organized, well
prepared and easy to follow.
Presentation - 40 points, the presenters spoke clearly and have correct
grammar.
Collaboration – 10 points, the teammates always worked from others’
ideas.
Total of 100 points

G. Making Task 6. “What...?”

Generalizations & Directions: Students will be given three (3) minutes to write in their notebooks
Abstractions about what they have learned, what they loved, and what they did not understand about
the Lessons the topic.

H. Additional activities Homework

for applications or Directions: Pretend that you’re a daily blogger, create an entry on your blog about
remediation the events that had happened to you last week. You can do it on MSWord or
Google docs. Next meeting, five students will be called to share their entries.

Content 10 points
Language Accuracy 10 points
Creativity 5 points
Total 25 points

V. Remarks
VI. Reflections
A. No. of the learners
who earned 80% in
the evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lessons.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did it
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other learners?

Prepared and demonstrated by:

Hannah Collin E. Rabina

Teacher I