Name

Semester
Lesson Information

Class

This lesson is the

Lesson title
Lesson description,
including goal(s),
concepts and skills
Lesson length
Grade level and
course
Source of lesson plan
and how I modified it

lesson in a series of

Passive Voice vs Active Voice

Students will explore the differences between passive and active voice by examining
different texts (including some in graphic novels). They will also learn different ways to
identify passive and active voice in their own writing. They will learn about passive and
active voice so they can recognize the appropriate uses of both tenses.
60 minutes
9th grade
I was inspired by this picture that I found on Pinterest: http://imgur.com/gallery/QPUXv
The picture reads How to ID Passive Voice: if you can insert by zombies after the verb,
you have passive voice.
I included this tip in the overall lesson, and I built different exercises around it.

Lesson plan summary

Prior knowledge needed
for success
How I will address
students who do not have
this prior knowledge

The understanding of the role of the subject and the verb of a sentence
We will discuss the role of the subject/verb in the explanation of passive and active
voice.

Materials for Instruction

Highlighters (two different colors)
Pages of provided literary text (two pages of graphic novel, two pages of traditional
text)
Paper provided by students (for writing)
*Pre-test and post-test
formats (use the same
format for both tests)
Specify unit or lesson.
Targeted learning styles/
intelligences

Pre-test: Multiple-choice pre-test (unit)

Post-test: Multiple-choice test (unit)
Linguistic
Visual/Spatial
Logical

Accommodations/Modifica
tions All IEPs will be followed.
*You may have a unit pre-test and post-test only. Please indicate if the pre-test and post-test are for the lesson or the
unit. Formats should be the same. (You do not want to have a multiple choice pre-test and an essay post-test.)

Lesson plan details

Bell ringer (2 min. activity related to lesson content)
OR Opening Activity - Students will watch two videos that compare and contrast a news reporter
speaking and a live sports broadcaster speaking. This will warm them up to the idea of different
voices.
Learning
Objective in
Estima
terms of what
ted
students will do
time
PASS
(using Blooms
Lesson Activities (step by step
for each
Objective
taxonomy verbs &
activities student will complete in the activity
Number and
ABCD
classroom) Materials needed for
text
format)
those activities.
Assessments
Standard
Students will
Students will be given a packet that
10
Highlighted
3.1.d. Use
correctly highlight
contains two pages of traditional
minutes pages will be
active and
the subject and verb literary text and two pages of graphic
turned in at the
passive voice. of the sentences
novel text. The packet will also
end of class.
they are provided to feature a page that contains a bulletdemonstrate their
point list of sentences (selected by
understanding.
myself) from these four pages.
Students will
Students will take the time to
10
correctly label each
highlight the subject and verb of each minutes
of the sentences as
sentence (one in each color).
passive or active
voice to

demonstrate their
understanding of the
two styles.
I will define passive and active voice
for my students, and we will discuss
the difference between the two styles
as a class. There will be examples
and memory tricks involved in my
explanation.
Students will then label each of the
selected sentences as either
passive or active voice. (Includes
visual assessment by me)
After the sentences are labeled, we
will discuss the impact of the voice
choice on the sentence as a whole.
We will finally discuss the sentence
and its passive/active nature in the
context of the text it was taken from.
This will demonstrate the appropriate
and inappropriate uses of passive
and active voice.

15
minutes

10
minutes
5
minutes
10
minutes

Closing Activity Students will be given a list of sentences for homework that they must 1) identify as
passive or active and 2) re-write them so they are the opposite

Data and reflection (Suggested for use after lesson plan is presented in a
classroom)
Data
Pre-test
Informal

Results

What did it tell you?

assessments
Formal assessments
Post-test
Reflection
How I will change
the lesson