St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

SCHOOL OF ARTS, SCIENCES AND TEACHER EDUCATION

LESSON PLAN
In
Grade 7

TOPIC: Active and Passive Voices

Prepared by:
JOANA MARIE FERRY
Student Teacher

Checked by:

MRS. CRISANTA DANGUILAN

Master Teacher I
Cooperating Teacher
 I. OBJECTIVES
The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to assert one’s
identity; strategies in listening to and viewing of informative
A. Content Standard and short narrative texts; word relationships and
associations; informative speech forms; and use of
direct/reported speech, passive/ active voice, simple past and
past perfect tenses, and sentence connectors.
The learner transfers learning by: showing ways of asserting
one’s identity; comprehending informative and short
narrative texts using schema and appropriate listening and
B. Performance viewing strategies; expressing ideas, opinions, and feelings
Standard through various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.
1. Use the passive and active voice meaningfully in varied
C. Learning contexts (EN7G-III-c-2)
Competencies 2. Employ the appropriate oral language and stance in an
interview, a talk-show, and in a forum (EN7OL-III-b-3)
3. Perform a task by following instructions (EN9LC-Ia-3.6)
II. LEARNING Active and Passive Voice
CONTENT

III. LEARNING
RESOURCES
A. References: Learner’s Material, pp. 371-388
Teacher’s Material, pp. 156-159
IV. PROCEDURE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. PRESENTING THE NEW
LESSON
(Class Routine)

Class, how are you?

Well, that is nice to hear

then.

Class, I want you to focus

your eyes on the board. I
have here a picture. I want
you to give your idea about
the picture.

What do these pictures

suggest?
These pictures defy the kind
of lifestyle a human being
could have. The weighing
scale represents life, the jet is
 for power and wealth and the
school and hospital represents
the need of a person.

How is it related to our

society?
As the picture shows, the
weighing scale is being
brought down by the jet
because power or money is
more important than the needs
of a person, it show that
money controls the person’s
life.
How can we help to make a
change in this kind of
situation?
There are things that money
cannot buy like health and
happiness, too much money
can lead to anxiety which
allows the person to be weak
and scared.
B. ESTABLISHING A
PURPOSE FOR THE
LESSON
Before you answer that,
allow me to present to you
first our objectives for
today:
1. Use the passive and
active voice
meaningfully in
varied contexts
2. Employ the
appropriate oral
language and
stance in an
interview, a talk-
show, and in a
forum.
3. Perform a task by
following
instructions.
C.PRESENTING
EXAMPLES/INSTANCES
FOR THE NEW LESSON
At this point, I believed you
have read the story, “My
Father goes to Court”, and
so for today we will
identify what kind of voice
does this story gives.

Are you ready?

Yes, Ma’am!
D. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
SKILLS #1
Do you know how to
determine a subject and a
verb in a sentence?
Yes, ma’am!
Since you already know
how to identify the subject
and verb in a sentence.
Today, we shall be going to
discuss what we call Active
and Passive Voice.

First, let us define the two:

When we say active voice,

it is a feature of sentences
in which the subject
performs the action of the
verb and the direct object is
the goal or the recipient.

For example:
 The old father gives the
money to the boy.
The old father
(subject) gives (verb)
the money to the boy.
 The rich man accused
the poor family of
stealing the spirit of his
family’s food by
smelling.
The rich man (subject)
accused (verb) the poor
family of stealing the
spirit of his family’s
food by smelling.

How about this sentence?

My brothers threw a small

change in the straw hat.
My brothers (subject) threw
(verb) a small change in the
straw hat.
When we say passive
voice, it is a feature of
sentences in which the
object or goal of the action
functions as the sentence
subject and the main verb
phrase includes the verb to
be and the past participle.
For example:

 The money is given by

the old father to the
boy.
The money is given by
the old father to the
boy.
(active verb- gives: passive
verb- is given)
 The poor family was
 accused by the rich
man for stealing the
spirit of his family’s
food by smelling.
The poor family was
accused by the rich
man for stealing the
spirit of his family’s
food by smelling.
(active verb-accused:
passive verb- was accused)

How about this sentence?

A small change was thrown
by my brothers in a straw
hat.
A small change was thrown
by my brothers in a straw hat.
(active voice- threw: passive
voice- was thrown)
E. DISCUSSING NEW
CONCEPTS AND
PRACTICING NEW
SKILLS #2
Did you understand the
given examples of the
Active and Passive Voice?

Well okay! Let’s try to

identify it in the story.

1. The judged pounded the 1. The judged (subject)

gavel. pounded (verb) the gavel.

2. The reality about social 2. The reality about social

discrimination was revealed discrimination was revealed
by Carlos Bulosan in the by Carlos Bulosan in the text.
text. (active verb-revealed: passive
verb- was revealed)

3. The gavel was pounded 3. The gavel was pounded by

by the judged. the judged.
(active verb-pounded: passive
verb- was pounded)

4. Carlos Bulosan revealed 4. Carlos Bulosan (subject)

the reality about social revealed (verb) the reality
discrimination in the text. about social discrimination in
the text.

5. The windows of our 5. The windows of our

neighbor’s house were neighbor’s house were closed.
always closed, (active verb-closed: passive
verb- were closed)
F. MAKING
GENERALIZATIONS
AND ABSTRACTIONS
ABOUT THE LESSON
I believed it is clear to you
everyone of what Active
 and Passive Voice is.
Yes, Ma’am!
What is an Active Voice?
Ma’am, when the subject
does or “acts upon” the verb,
the sentence is said to be in
the active voice.
What is a Passive Voice?
When the subject receives the
action of the verb, the
sentence is said to be in a
passive verb.
Correct everyone!
G. DEVELOPING
MASTERY (LEADS TO
FORMATIVE
ASSESSMENT)
Since you already know the
meaning of the two voices,
let us have a quiz.

1. The computer lab was 1. Passive Voice

used by the Psychology 2. Passive Voice
class. 3. Active Voice
2. The car was driven by 4. Active Voice
his friend. 5. Passive Voice
3. Ralph Lauren provided 6. Passive Voice
the anchor's wardrobe. 7. Active Voice
4. Alice Munro won the 8. Active Voice
Nobel Prize in 9. Passive Voice
Literature in 2013. 10. Passive Voice
5. The organization was
founded in 1987.
6. The clerk was helping
the customer.
7. The committee assured
me that no follow-up
was necessary at the
moment.
8. The director studied the
file and gave her
comments.
9. The argument was
rejected.
10. The new policy was
criticized by some
senators.
H. FINDING PRACTICAL
APPLICATIONS OF
CONCEPTS
Class, I want you to group
yourselves into 4 groups.
For your next activity, you
are task to make a mini-talk
show about the given
topics. There are given
guide questions in order for
you to elaborate the topic.
You will be given 10
minutes to work.
  The Role of the Family
in the Society
 The life of the Rich
people
 The challenge of the
court hearing
 Healthy Lifestyle

Go to your respective
groups quietly.
I. EVALUATING
PRESENTATION
I guess it is already clear to
you of what is Active and
Passive Voices and how to
identify it in a text.
Yes, Ma’am!
J. ADDITIONAL
ACTIVITIES FOR
APPLICATION OR
REMEDIATION
For your assignment, read
the story “20/20” by Linda
Alvarez, identify the active
and passive voices in the
story and write it in a ½
sheet crosswise.
V. REMARKS
________________________________________________________________
________________________________________________________________
________________________________________________________________

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation who scored below 80%.
C. What difficulties did I encounter which my principal/ supervisor can help me solve?
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal/ supervisor can help solve?
G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers?