Design Topic: Analyzing Sentence Structure Subject(s) English Grade(s) 10

Designer(s): Christina Lewis

Understanding by Design

Unit Cover Page

Unit Title: Analyzing Sentence Structure

Topic/Subject Areas: English Writing

Key Words: Active voice, passive voice, clarity, subject, verb, editing, sentence structure

Designed By: Christina Lewis Time Frame: Two Weeks__

School District: Regent University School: Teacher Ed

Brief Summary of Unit (including curricular context and unit goals):

This Unit will cover how editing sentence structure, such as active or passive voice
will improve writing quality and clarity. The unit will be begin by reviewing the most
important elements of sentence structure: subject and verbs. The students will learn how
these elements can be manipulated to enhance the meaning and clarity of sentences
individually and together. Students will identify reading selections as clear/unclear, write in
passive and active voice, and edit sentence structure to enhance clarity.

Unit design status: Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task Completed rubrics

Directions to students and teacher Materials and resources listed

Suggested accommodations Suggested extensions

x

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic: Analyzing Sentence Structure Subject(s) English
Designer(s): Christina Lewis
STAGE 1 – DESIRED RESULTS
Unit Title: Analyzing Sentence Structure
Established Goals:
SOL 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
a) Distinguish between active and passive voice.
e) Analyze the writing of others.
f) Describe how the author accomplishes the intended purpose of a piece of writing.
g) Suggest how writing might be improved.
Understandings (2-3): Students will understand that…
 The organization of sentences, and
internal sentence structure will change
depending on the author’s purpose.
 Editing sentence structure can help
authors convey their intended purpose
more clearly and improve writing.
 Active and passive voice are aspects of
sentence structure that affect clarity and
emphasis.
Students will know (5-10):
 Passive voice is a conjugation of “to be”
paired with another verb to convey an
action happening to the subject of the
sentence
 Active voice is a single action verb that
communicates the action of the subject of
the sentence is completing
 Active voice is generally more clear than
passive voice
 Passive voice can be used to provide
emphasis or connect sentences to each
other.
 Sentence structure is a crucial part of tone,
clarity and voice in writing.
 The subject and verb/verb phrase
elements of sentence structure create
passive or active voice.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Grade(s) 10
Essential Questions (5):
 How can we identify if someone’s writing
is clear?
 How does sentence structure impact the
reader’s ability to understand the author’s
purpose?
 What changes in sentence structure can
writer make to make their writing more
clear and direct?
 Why is active voice generally preferred in
writing?
 When would a writer use passive voice in
writing?
Students will be able to (5-10):
 Identify passive and active voice
 Write in active and passive voice
 Assess if active or passive voice better
suits the purpose of a passage
 Analyze sentences independently and
together for clarity and intended purpose.
 Revise sentences for clarity and meaning
 Match the information at the end of a
sentence with the information at the
beginning of the next sentence when
revising.
2
Design Topic: Analyzing Sentence Structure Subject(s) English Grade(s) 10
Designer(s): Christina Lewis

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (3): Other Evidence:
 Worksheet- change 5 passive sentences to
 Editor-in-chief (GRASP assessment): active and write one original passive
students will revise active and passive sentence and 1 original active sentence
voice as well as other sentence structure  Quiz- Identify between active and passive,
elements and explain changes in a and answer questions about clarity
paragraph for a publication.  In-class poll/ discussion: active voice
 Stitching together: groups will have a versus passive voices. Students will vote,
stack of individual sentences that they will list pros and cons of each.
match end to end, based on voice, subject
and verb placement, and emphasis into
clear paragraph.
 Candid conversations: Students will come
to the front of the class in pairs. They will
be given a conversation topic and then flip
a coin for passive or active voice. They
then must conduct a 2 minute
conversation completely in the voice
assigned to them. Observers must listen
and note down any mistakes/ suggest
corrections

Student Self-Assessment and Reflection (3):

 KWL at beginning and throughout of unit regarding sentence structure
 Exit ticket: based on discussion in class, student will write which voice they like better, active
or passive
 Essential questions will be reviewed at the end of the unit, before students complete the
GRASP Editor-in-chief assessment so students may track their understanding throughout

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Pre-assessment- Rate this paragraph: Students will be given a single paragraph and judge
whether it feels clear or not to them. Then they must try to explain why.
2. Sentence structure review: recap what are the essential elements of a sentence. Students should
be able to contribute with their previous knowledge. Highlight the subject and verb as the most
important parts. Explain that the words used and placement of subject and verbs are manipulated
the most when editing for clarity.
3. KWL Sentence Structure: Students previous understanding of sentence structure will be assess,
and then reviewed at the end of the unit to see how their understanding has changed.
4. Verbs on verbs on verbs: Given two potential subjects of sentences, students will have to
brainstorm as many action verbs to for those subjects as possible in 5 minutes. Prizes for the most
verbs and the most creative verb
5. “Candid conversations”: Students will come to the front of the class in pairs. They will be given
a conversation topic and then flip a coin for passive or active voice. They then must conduct a 2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3
Design Topic: Analyzing Sentence Structure Subject(s) English Grade(s) 10
Designer(s): Christina Lewis

minute conversation completely in the voice assigned to them. Observers must listen and note
down any mistakes/suggest revisions to sentences.
6. Think pair share: Student will be paired and discuss the following question. How does thinking
about clarity impact how you approach writing: a text, an email, an essay?
7. KWL Passive and active voice: Sentence structure. What impact does the verb phrase and subject
have on the meaning and clarity of a sentence?
8. Quiz- Identify between active and passive, and answer questions about clarity
9. In-class poll/ discussion: active voice versus passive voices. Students will vote, list pros and cons
of each.
10. Powerpoint lecture: Princples of Clarity: Define what clarity is and break down elements that
impact clarity at the sentence level. These elements include the position of subject and verb in
sentence and information at the beginning and end of sentences.
11. “Stitching together”: For this activity, groups will have a stack of individual sentences that they
will match end to end, based on voice, subject and verb placement, and emphasis into clear
paragraph
12. Exit Ticket, Pick a voice: based on discussion in class, student will write which voice they like
better, active or passive and give a reason why.
13. Reading Practice: Passive voice Students will read a selection from Sir Arthur Conan Doyle’s
Sherlock Holmes (who utilizes passive voice). They will annotate all passive voice they can find
and analyze why he chose it.
14. Reading Practice: Active voice: Students will read a selection from Hemingway’s The Sun Also
Rises (which utilizes active voice). They will annotate all active voice and analyze why he chose
it.
15. Writing Worksheet: Students will change 5 passive sentences to active and write one original
passive sentence and one original active sentence
16. Switching Voice Modeling: Review strategies for changing the voice in a passage. Students will
primarily focus on switching passive to active voice.
17. Review game: Students will play Jeopardy to review questions about clarity and active/passive
voice
18. Essential Questions Self-assessment: Students will journal how their understanding of clarity has
changed and how well they feel they can edit for clarity.
19. Editor-in-chief (GRASP assessment): students will revise active and passive voice as well as
other sentence structure elements and explain changes in a paragraph for a publication.
20. Paragraph comparison: Students will compare the original Editor-in-chief paragraph to the
edited version of two of their peers and evaluate the revisions.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic: Analyzing Sentence Structure Subject(s) English Grade(s) 10
Designer(s): Christina Lewis

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
- Pre-assessment: -Powerpoint - KWL Passive -Reading - Reading
Rate this lecture: principles and active voice practice: Active Practice: passive
paragraph of clarity voice. Voice
- PowerPoint
-KWL Sentence -Think pair share Lecture: Passive -Verbs on verbs - “Stitching
Structure (just and Active Voice on verbs together”
KW)

-Sentence
structure review

6. 7. 8. 9. 10.
- In-class poll/ - Introduce -“Candid -Quiz
discussion “Editor in Chief” Conversations” -Paragraph
GRASP -Essential comparisons
- Exit Ticket, - Review Game questions self-
Pick a voice -Switching Voice assessment. - Exit ticket:
Modeling KWL Sentence
-“Editor in structure (only
-Writing Chief” GRASP L)
Worksheet due

References
Virginia Department of Education. (2008). English. Retrieved October 16, 2018, from
http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml.

Rutherford, Paula. (2008) Instruction for all students. Alexandria, VA: Just ASK Publications

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 5

2005)
Design Topic: Analyzing Sentence Structure Subject(s) English Grade(s) 10
Designer(s): Christina Lewis

Editor-in-Chief GRASP Assessment

Task: Students are picking a paragraph out three options to revise for clarity; they are focusing
on sentence structure, passive/active voice, and flow. Students will have the choice to pick a
creative, informative, or persuasive paragraph. The changes must also enhance the style of the
paragraph they choose.

points Excellent Competent Needs work

Edits made At least five edits Between 3-4 edits are 2 or fewer edits are
40% made. made. At least some made. These changes
Edits are in sentence are in sentence do not adjust sentence
structure. structure. At least one structure. No
Intentional, change has to do with intentionality is seen
thoughtful use of active or passive voice with the use of active
passive or active or passive voice
voice.
Improvement of The clarity and The clarity and The clarity and
Clarity understandability of understandability of understandability of
40% paragraph is greatly paragraph is paragraph is not
improved. Sentences somewhat improved. improved. None of the
match end to end, Some sentences changes impact how
important words are match. A few of the the sentences match
subjects or verbs. important words are end to end. No
made subjects or verbs important words are
made subjects or
verbs.
Appropriateness Edits reflect the Edits impact sentence Edits are detrimental
20% nature of the style of structure and clarity, to the intended style
writing. Passive or but do not add to the of the paragraph. No
active voice enhances style of paragraph. apparent style of
the meaning and Paragraph is clear, but paragraph. Paragraph
brings a new depth to not engaging. Passive may be clear, but is
the paragraph. and active voice do not not engaging. The
contribute to paragraph is not
effectiveness of effective in conveying
paragraph. its meaning.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 6

2005)