Grade Levels: 3-5, 6-8, 9-12

In this lesson plan, adaptable for grades 3-12, students explore BrainPOP features and resources to learn about active and passive voice, and the differences
between the tone and focus of each. They will use what they learn to identify active and passive voice in different types of writing and discuss how voice makes
writing effective.

Lesson Plan Common Core State Standards Alignments

Students will:

1. Construct sentences using active and passive voice.

2. Use the Make-a-Map tool to identify examples from the movie of active and passive voice.

3. Identify sentences as active or passive.

4. Rewrite sentences from active to passive and passive to active.

5. Analyze a comic for voice and write their own.

Materials:

 Internet access for BrainPOP

 Class sets of Active & Passive Voice activity and Sentence Diagram graphic organizer (or individual computer access for students to type their responses on
the online form)

Preparation:
 Preview the movie Active & Passive Voice to plan for any adaptations.
 Preview thePreview the Activity and Graphic Organizer to plan for any adaptations and print them out if students will be working offline.

Lesson Procedure:

1. Bounce a ball on the floor. Then ask students to describe what happened. Tell them to start the sentence with your name (e.g., “Ms. Jones bounced a ball.”).
Write the sentence on the board. Then have students identify the subject (Ms. Jones) and the verb (bounced). Now, bounce the ball again, but this time, ask
students to describe what happened starting with “The ball…”. Students should say, “The ball was bounced by Ms. Jones.” Write this sentence on the board
and ask them to identify the subject in this sentence (the ball) and the verb (was bounced).

2. Guide students to compare and contrast the two sentences. Ask them which the think is active and which is passive. Confirm that they understand that the
first sentence is in the active voice because the subject, the teacher, actively bounced the ball. Contrast this with the second sentence, which is in the passive
voice because the subject (the ball) is NOT actively doing anything. Instead something is happening to it by someone else.

3. Show the movie Active & Passive Voice on the whiteboard to the whole class once through without pausing.

4. Next, have students open the Make-a-Map feature from within the movie. As they watch, instruct them to create a chart, such as a t-chart, in the Make-a-Map
canvas to identify sentences from the movie as active or passive. Suggest that they pause the movie as they take notes and remind point out that they can
 incorporate clips from the movie into their charts if they prefer this to typing the sentences.  When they are done, have students share their charts with each
other.

5. Invite students to apply what they’ve learned by completing the Active & Passive Voice activity in which they label sentences as active or passive and then
rewrite them in the opposite voice. Then have them rewrite well known sayings in the Sentence Diagram graphic organizer. If you have limited access to
computers or other devices, you may distribute these activities for students to do offline.

Extension Activities:
Encourage students to find examples of active and passive voice in different types of publications, such as newspapers, magazines, web sites, text books, novels,
non fiction, etc. Have them compare and contrast their findings. What types of texts did they encounter more active voice? In which did they find more passive voice?
Have them brainstorm why this might be.

My Lesson Plan. Active and Passive Voice of the Verb

A Semi-Detailed Lesson Plan In English 6 7:30-8:30 am Michelle Joy T. Sotto September 14, 2013 Pre-Service Teacher I – Objectives: At the end of the lesson, the
pupils will be able to: a. Form the passive voice of the verb. b. Differentiate between the active and passive voice. c. Know when the passive voice is used. II –
Subject Matter: a. Topic: Active and Passive Voice b. Materials: Pictures, strips of cartolina and flash cards. c. Reference: http://www.brighthubeducation.com/high-
school-english-lessons/14428-active-vs-passive-voice-lesson/ http://esl.about.com/od/teachinggrammar/a/Lesson-Plan-Integrating-Passive-Voice.htm d. Value:
Appreciation III – Procedure • Prayer • Greetings • Checking of attendance A. Motivation: Show students a picture. Then ask them a question about the picture, which
elicits an active-voice response. Write down that answer on the board, and tell them that there is another way to answer the question with the passive voice. ex:
Lebron shoots the ball. Ex: Rihanna was eating popcorn. The pupils should change the active voice to passive voice. Comprehension Questions: a. Who shoots the
ball? b. Who eats popcorn? B. Presentation What is VOICE? Voice is the form of a verb which shows whether the subject does something or has something done to
it. We have two voices in English (a) Active Voice (b) Passive Voice (a) Active Voice A verb is in the active voice when its subject does something, or in simple words
the active voice indicates that the subject is performing the action. e.g. i) He writes a letter. ii) We eat oranges. iii) They play hockey. iv) I buy furniture. In these
sentences the subjects (he, we, they, I) do something, so, the verbs used are said to be in the Active Voice. (b) Passive Voice A verb is in the passive voice when
something is done to its subject, or in simple words the passive voice indicates that the action of the verb is being performed upon the subject. i) A letter is written by
him. ii) Oranges are eaten by them. iii) Hockey is played by them. iv) Furniture is bought by me. In these sentences, the subjects (letter, oranges, hockey, furniture)
are acted and they remain inactive or passive and their verbs are, therefore, said to be in the passive voice. FORMATION OF PASSIVE VOICE FROM ACTIVE
VOICE a. Only transitive verbs (verbs that take direct object) can be used in the passive voice. When on active verb is changed into the passive, the direct object of
the active verb becomes the subject of the passive verb. Active Voice: Hamza delivered a wonderful speech. Passive Voice: A wonderful speech was delivered by
Hamza. b. When a verb has two objects, any one of them can be used as the subject in the passive voice, and the second one will remain as it is. (will remain the
same). If such situation (two objects in a sentence) does exist then we, normally, convert the inanimated object into the subject and use “too” before the animated
object. Active Voice: He gave me a new pen. Passive Voice: A new pen was given to me by him. However, we can convert the animated object into subject, then,
don’t use “to”. Passive Voice: I was given a new pen by him. c. While going through this process (from active into passive) change the subject into the object and the
object into the subject. d. Third form of verb is used in the passive voice. e. Use “by” after the third form of verb and before the object. f. Change in Pronouns: The
subjective form of verb is changed into objective form. Active Voice Passive Voice I Me We Us You You He Him They Them She Her Who By whom? C.
Generalization. • If the subject receives the action or is not doing the action, the voice is passive. • Passive voice is usually wordier. • If the subject performs the
action, the voice is active. • Active voice is preferred because it is direct and concise. • Active voice is the equivalent of watching Lebron James. • Passive voice is the
equivalent of watching corn grow. • Active voice creates interest. • Passive voice creates boredom, world hunger, and depletes the ozone layer (OK, I made the last
two up). • Passive voice contains a lot of to be verbs. D. Application Individual Activity. Active-Passive Voice Directions: Change each passive voice sentence into the
active voice. Rewrite your new sentences into the boxes below each item 1. A piece of plastic had been swallowed by the child. 2. Two separate people were given
rides in the new models by the designer. 3. Our dog is frightened by loud thunderstorms. 4.The store was kept open until 11:00 p.m. by the overtired workers. 5. The
ball is hit straight into the bleachers by the batter. 6. New insecticides are produced each year by chemical companies. 7.The old shed was painted bright blue by the
man's son. 8. Resources for the project were not included in the budget by the legislature. 9. The vibrant colors in the painting are immediately noticed by museum
goers. 10.The story is presented in a dispassionate way by the author. Evaluation Test I – Say whether the sentence is in the Active and Passive Voice. Write A or P.
1. Trees are cut down. ____ 2. He is boiling the milk. ____ 3. A new house will be built. ____ 4. The boy was practicing football. ____ 5. The match has been called
off. ____ 6. They are playing a game. ____ 7. The drama was performed by professional actors. _______ 8. It was sent to her. ______ 9. Susan can solve this
puzzle. _____ 10. Liza has been photographed. _____ Test II – Convert the Active voice into Passive. 1. We are having a big pineapple. 2. Our Aunt knits three
sweaters at the same time. 3. The boys are thrashing a street dog. 4. The woman has shouted at the stranger. 5. I could invite you to my party. Test III - Convert the
Passive Voice to Active. 1. A student was awarded by the principal. 2. The naughty children were being nursed by the caretaker. 3. Kiel was punished for breaking the
neighbor’s window. 4. Rags have been thrown away by the cleaner. 5. The thieves were caught. E. Assignment
etting the Stage: Active vs Passive

I began class with a simple question: would you rather watch Lebron James play basketball or some fat slob in row C eat popcorn? Other than the two unintelligent
Kobe Bryant fans, the class shouted, "Lebron James! He’s the best! Who wants to watch some fat guy eat popcorn?"

My eyes enlarged and I shot fire out of them: one flame for each student. The classroom burned as I unleashed my demoniacal revenge for being peppered with
essays full of passive sentences, the writing equivalent of the popcorn eater in the third row, when I could have been reading essays with active voice, the writing
equivalent of Lebron James.

If I ever teach again, I’m going to explain the difference between active and passive voice before my students write their essays and I turn them into ashes with fiery
darts.

Just in case you’re interested in hiring a writing teacher, here’s what I came up with:

Understanding Active vs. Passive Voice

Active voice is the voice used to indicate that the subject of the sentence is performing the action or causing the action. Passive voice is the voice used when the
subject is the recipient of the action. Strong writing uses active voice. Passive voice should only be used in the following instances:

 When intentionally hiding the subject of the sentence. For example, a politician might say, "Mistakes were made."
 When intentionally truing to minimize the guilt of the subject. For example, a cheating husband might respond, "Adultery was committed by me."
 When passive voice better emphasizes the main point of the passage. For example, Children were harmed by unlicensed bus drivers.
Active vs. Passive Voice in Student Writing

Knowing when to use active and passive voice does not mean students will use it correctly. Show them. Instruct them to copy the following in their notebooks. If they
still don’t improve their use of passive and active voice, have them make phylacteries.

 If the subject receives the action or is not doing the action, the voice is passive.
 Passive voice is usually wordier.
 If the subject performs the action, the voice is active.
 Active voice is preferred because it is direct and concise.
 Active voice is the equivalent of watching Lebron James.
 Passive voice is the equivalent of watching corn grow.
 Active voice creates interest.
 Passive voice creates boredom, world hunger, and depletes the ozone layer (OK, I made the last two up).
 Passive voice contains a lot of to be verbs.
For additional suggestions on writing in the active voice, follow the link. For additional suggestions on personal voice in writing, follow this link.
Procedures

 Instruct students to copy in their notebooks the differences between passive and active voice. Provide examples.
 If revising an essay, pair students.
 Instruct them to read their rough drafts and circle passive voice constructions.
 Instruct each pair to exchange rough drafts and identify passive voice constructions in their partner’s writing.
 Rewrite paragraphs in active voice.
 Share revisions with the class.
 Motivate students with a paragraph challenge.
 Click on the Using Strong Verbs lesson or Eliminate To Be Verbs lesson at the bottom of this article for suggestions.
 If these suggestions don’t work, try my shooting flames from your eyes trick explained above and imagine LeBron James in the NBA Finals.