Lesson Plan : An Active and Passive Voice
Teacher Name: | ho�ng th�y an |
Grade: | Grade 9-10 |
Subject: | Language Arts |
Topic: | active and passive voice in mini-leson |
Content: | |
Goals: | . realizing the passive or active voice in sentence . know way to use these voice in the right situation . chose the best verb: active or passive voice |
Objectives: | � identify verbs in a variety of contexts. � analyze verbs to determine whether constructions rely on active or passive voice. � draw conclusions about how to match active and passive voice to their writing situation. choose verbs (active or passive) appropriate for the audience and purpose of their writing |
Materials: | � Internet Access : Resources � Basic definitions of active and passive voice � �Vignette: Teaching the Passive Voice� (from Grammar Alive!). � Active and Passive Voice Web site from the Purdue OWL, or another explanation of active and passive voice |
Introduction: | . introduce about voice in english verb . indicate two kinds of voice in english verb . |
Development: | choose more formal language, writers can adopt a more objective style which can result in a reliance on passive voice constructions�a style that is more awkward than it is formal. Inviting writers to discover the relationship between the actor (or subject) and the action (or predicate) in passive and active voice can provide students with more details on how the constructions work, better enabling students to choose the best language for their writing situation |
Practice: | . give the lesson and ask student to indicate active and passive vice . ask student to translate in the different situation with two voice . do multichoices exercise |
Accommodations: | - Once students have identified twelve verbs from the page(s) they're exploring, divide students into small groups to explore their findings. - Ask students to share their findings and use the collected information to draw conclusions about when writers choose active voice and when they use passive voice. - After you're satisfied that students have had enough time to explore their findings, gather as a group and ask students to share their conclusions. Ask students to support their conclusions with specific details from the sites. Look at the sites as a group if desired. |
Checking For Understanding: | - Once the mini-lesson is complete, ask students to explore the pieces that they are writing, checking for active and passive voice. - Ask them to revise as necessary, based on whether the verbs are appropriate for the particular sentence. Students may work during their in-class writing time or complete the revisions as homework |
Closure: | |
Evaluation: | |
Teacher Reflections: |
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