Molly Britton

English 482
Williams
17 February 2015
Revised Lesson Plan
1. Unit Title: The Art of Rhetoric
2. Lesson Title: Passive and Active Voice
3. Lesson Objective(s): Students will be able to define passive and active voice.
Students will be able to identify passive and active voice sentences.
Students will be able to rewrite passive voice sentences as active voice sentences.
Student will be able to write sentences in the passive and active voice.
4. Standard(s) Assessed: Demonstrate command of the conventions of Standard English
grammar and usage when writing or speaking
b. Form and use verbs in the passive and active voice. (8.L.1)
5. Lesson Sequence:
Anticipatory Set: Journal Entry Write about the most memorable day of your life.
Direct Instruction: The teacher will present a Google Presentation that includes the
definitions of passive and active voice, the characteristics of passive and active voice
sentences, and examples of passive and active voice sentences. The words and phrases
that the students will need to write in their guided notes will be underlined in the Google
Presentation. The students will fill in the notes section of their worksheets while the
teacher delivers the lecture. The teacher will provide the students with time to ask
questions after presenting the Google Presentation.
Guided Practice: The teacher will demonstrate how to rewrite one passive voice
sentence as an active voice sentence on the whiteboard. The teacher will ask four students
to compose their own passive voice sentences and write them on the whiteboard. Four
different students will then be selected to rewrite the passive voice sentences as active
voice sentences beneath the passive voice sentences on the whiteboard. The teacher will
ask the students to work in pairs to rewrite passive voice sentences as active voice
sentences on mini whiteboards. The students will be told to stand until they find partners
and sit once they have selected partners. After the teacher states the passive voice
sentence, each of the groups will rewrite the sentence as an active voice sentence and
hold up their whiteboards. The students will be told that they may consult with their
partners while rewriting the passive voice sentences as active voice sentences. The
teacher will not move on to a new round until the students are quiet. If the noise level
grows too loud, the students will be assigned independent seat work. The students will
then complete their worksheets in pairs. The teacher will monitor the students and answer
any questions that the students have.

Independent Practice: The students will label passive and active voice sentences in their
journal entries. The students will rewrite any passive voice sentences in their journal
entries as active voice sentences.
Checks for Understanding: Guided practice, independent practice, and exit ticket.
Closure: Exit ticket Write one sentence using the active voice and one using the
passive voice. Trade exit tickets with a partner. Write your name on your partners exit
ticket and label your partners active and passive voice sentences.
Accommodating All Learners: The students will be provided with guided notes to
complete during the lecture. The students will also be given the opportunity to practice
the skills in pairs prior to identifying and rewriting passive voice sentences and active
voice sentences independently. The teacher will provide additional support to students
that are having difficulty completing the assignment. The teacher will provide a sample
journal entry with both passive and active voice sentences to students that did not write
passive voice sentences in their own journal entries.
6. Materials/Handouts: The following materials are required for this lesson: sample journal
entries, handouts, computer, projector, journals, pencils, whiteboard, whiteboard markers,
whiteboard erasers and a class set of mini whiteboards.