School: University of Caloocan City Grade Level: 9 Quarter: 4th

Teacher: Marce Janelle Besmonte

I. OBJECTIVES

The learner demonstrates communicative competence through his/her understanding

A. Grade Level
of British-American Literature, including Philippine Literature and other text types for a
Standard
deeper appreciation of Philippine Culture and those of other countries.

B. Learning At the end of the lesson, students are expected to:

Competencies 1. Recognize the voice transformation process applied in sentences.
2. Transform sentences from active to passive voice and vice versa.
3. Justify the relevance of transforming headlines in newspapers from active to
passive voice.

Transforming sentences from active to passive voice and vice

II. CONTENT
versa
III. LEARNING
RESOURCES
ENGLISH 9 Quarter 4 – Weeks 1-2 Judgment-all: Filtering Information Around Us
A. References
● PowerPoint Presentation
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing GENERAL ROUTINE

previous ✔ Greetings
lesson or ✔ Prayer
presenting
the new lesson ✔ Checking Attendance
✔ Recap

"Arrange and Transform"

Directions: The teacher will present a sentence in active voice where words are labeled
into functions "Subject-verb-object", and students must transform it into passive through
arranging the words properly.

Sentence: "Pearl makes a project"

Sentence to be transformed: A _______ was _____ by ______ .

Pearl: Subject
makes: verb
project: object

Given sentence parts

Student 1: "project"
Student 2: made"
Student 3: "Pearl"

Process the activity:

B. B. Establishing Ask the following question:
a purpose for
the lesson 1. What do you think is the connection of the activity to our lesson for today? 
 Then explain that:
In this activity, you transformed a sentence from active voice to passive voice which
is the focus of our topic for today about Transforming Active Voice to Passive Voice
or Vice Versa.

VOICE TRANSFORMATION PROCESS

C. Presenting 1. The object in the active voice becomes the subject in the passive voice.
examples 2. The verb in the active voice becomes a verb phrase composed of the appropriate form
of the BE verb and the past participle of the main verb.
3. The subject in the active voice becomes the object of the by-phrase in the passive
voice.
Examples:
Active: The teacher makes a module.
S V DO
Passive: A module is made by the teacher.
DO V S

“VOICE IN TENSES”
PRESENT: ACTIVE
base form or -s/-es form
Ex. The play discusses social
issues.

PRESENT: PASSIVE
Am/is/are + past participle
Ex. Social issues are discussed by the
play.

PAST: ACTIVE
base + -ed or irregular form
Ex. The play discussed social
issues.

PAST: PASSIVE
Was/were + past participle
Ex. Social issues were discussed by the
play.

FUTURE: ACTIVE
will + base form
Ex. The play will discuss social
issues.

FUTURE: PASSIVE
will + be + past participle
Ex. Social issues will be discussed by
the play.

D. Developing
Mastery Transform each sentence into either active or passive voice depending on what is given.

1. Future Active: Manny Pacquiao will play basketball.

Future Passive: ____________________________________.

2. Past Active: _______________________________.

Past Passive: The people elected Mayor Arthur Robes.
E. Finding practical
application of
concepts and skills Directions: The students will be divided into three groups. Each group will be given an
in daily living article. The students will read the article to gather information about it, then transform the
title of the article from active to passive voice and write it on a cartolina or Manila
paper.

After the task is done, the representatives from each group will share the information
they learned from the article. Afterward, students will also explain or justify how were
they able to transform the headline from active to passive or vice versa.

Group 1: Comelec dismisses electoral protest vs. Manila Mayor

Group 2: Kaya Iloilo wins 1st PH Football League Title
Group 3: PBBM ensures government readiness for Mawar

The students will be graded based on the following criteria.

Rubrics:
Transformation - 5
Presentation – 5
Delivery – 5

Total – 15 points

The teacher assesses students learning progress by asking them to answer the
F. Making following.
generalizations
and 1. How do we recognize what voice is applied in a sentence?
abstractions 2. How do we transform sentences from active voice to passive voice or vice
about the versa?
lesson 3. What is the relevance of the voices in a newspaper headlines?

G. Evaluation of Directions: Transform the following and give the voice used for the sentences given as
learning. well as to the constructed one. (3 points each item.)

Example:

* Given sentence: Harry eats the waffle. (Present Active)

Transformed: The waffle is eaten by Harry. (Present Passive)

(One point for the voice given of the given sentence, one point for the transformed
sentence, and one point for its classification of voice.)

1. The test questionnaire was answered by Romeo

2. The debt will be paid by the businessman.
3. Juan plays luksong baka
4. Maria Clara and Ibarra will be watched by Anna.
5. The ball is dribbled by John.

H. Additional The students will transform the following sentences from active to passive, and passive
activities to active in different tenses.
for application
or remediation 1. Ma’am Marce discussed the lesson. (Past Active)
Past Passive: ______________

Present Active: ______________

 Present Passive: _____________

Future Active: ____________

Future Passive: ____________

2. The tasks are done by the students. (Present Passive)

Present Active: ______________

Past Active: ____________

Past Passive: ______________

Future Active: ____________

Future Passive: ____________

I. REMARKS

a. No. of learners who earned 80% in the evaluation :

b. No. of learners who require additional activities for
J. REFLECTION
remediation (who scored below 80%):
c. Did the remedial lesson work?
No. of learners who catch up with the lesson:
d. No. of learners who continue to require remediation:
e. Which of my teaching strategies worked well?
f. What difficulties did I encounter which my principal or supervisor can help me solve?

g. What innovation or localized materials did I use or discover which I wish to share
with other teachers?
Prepared by:
Marce Janelle B. Besmonte