A semi detailed lesson plan about Passive and Active Voice (English 7)

I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of: Philippine
STANDARD literature in the Period of Emergence as a tool to assert one’s
identity; strategies in listening to and viewing of informative
and short narrative texts; word relationships and associations;
informative speech forms; and use of direct/reported speech,
passive/ active voice, simple past and past perfect tenses, and
sentence connectors
B. PERFORMANCE The learner transfers learning by: showing ways of asserting
STANDARD one’s identity; comprehending informative and short narrative
texts using schema and appropriate listening and viewing
strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken
communication using direct/reported speech, active/passive
voice, simple past and past perfect tenses and connectors
correctly and appropriately.
C. LEARNING Use the passive and active voice meaningfully in varied
COMPETENCY contexts (EN7G-III-c-2)
D. LEARNING OBJECTIVES
At the end of 50 min., the grade 7 students will be able to:
1. Cognitive domain Identify whether the sentence is in active and passive
voice.
2. Psychomotor domain Transform active sentences into passive voice and vice
versa.
3. Affective domain Appreciate the importance of using active and passive
voice properly in communication.
II. CONTENT
1. Topic Active and Passive Voice (EN7G-III-c-2)
2. Integration Writing and speaking (applying active and passive voice)
3. Skills Reading, writing, speaking
4. Values formed Clarity in communication, patience in learning grammar
and creativity in sentence transformation.
III. LEARNING
RESOURCES
A. References
1. Teacher’s guide
pages
2. Learners’ guide pages
3. Textbook pages
4. Additional materials Laptop, printed work sheets, TV
from the learning
resource portal (from
the LRMDS)
B. Other learning https://youtu.be/ARaEpSAD-ng?feature=shared
resources
IV. PROCEDURE Teacher’s Activity/ Learner’s activity or
response response
A. Preliminary
Activities (10 min.)
1. Prayer Before we start, let’s have a
short prayer.

Lord, you are great and full

of wisdom. We praise You for
being our guide. Forgive us
from all of our sins. Thank you
for this new day, for our lesson
and being with us as we learn
together. Please help us Amen
understand our lesson, do or
best and support one another.
Amen.

2. Greetings Good morning, class! How are Good morning, teacher!

you today? We’re fine!

3. Review 'Last time, we talked about The subject tells who or

sentence structures. Who can what the sentence is
tell me what a subject and about!
predicate are?
'The predicate tells what
the subject does!

4. Motivation Good morning, class! To kick

off our lesson today, let’s play Yey
a short but exciting game!

Race Game: Jumbled words

Game mechanics:

1. Divide the class into 2

groups.
2. For each round, the
teacher will:
o Announce the
round number and
sentence set.
o Hand the jumbled
word cards to each
group (same
sentence for both).
o Instruct the group
to choose only 1
representative
who will go to the
board.
3. Once both groups have
their representatives
and the materials:
o The teacher will
say “Ready, Set,
Go!”
o Both
representatives
will race to
arrange the
jumbled words into
a correct and
complete
sentence on their
group’s chart on
the board within
15 seconds.
4. After 15 seconds, the
teacher will shout
“Time’s Up!”
5. The teacher then checks
each group’s answer:
o The group with the
correct sentence
and faster time
wins the round.
o If both answers are
correct and
finished within
time, it's a tie.
o If both are
incorrect, no point
is awarded.
6. Repeat the game for 3
rounds, using these
sentence sets:
o Round 1: nuggets
ate Sam the →
“Sam ate the
nuggets.”
o Round 2: bracelet
a gold Laura found
→ “Laura found a
gold bracelet.”
o Round 3: chewed
the puppy by was
shoe the → “The
shoe was chewed
by the puppy.”
7. At the end of 3 rounds,
 the group with the most
points is declared the
Jumbled Words
Champions!

Scoring:

 1 point per correct and

complete sentence

Great job everyone,

RACE GAME: JUMBLED

WORDS
This fun fast-paced game
lets students race to
arrange jumbled words into
correct sentences. In
teams, one representative
from each group races to
complete the sentence on
the board within 15
seconds. The group with
the correct and fastest
answer earns a point. After
3 rounds, the team with
the most points wins!

INCLUSION NOTE:
The game is text based it
does not rely on color,
making it suitable for
color-blind students. Group
work also encourages
participation and support
among all learners,
including mixed-ability
students.
B. Presentation (10
min.) But before we proceed to our
lesson, let us know first what
is voices of verb.

Do you have any idea what is Answers may vary.

the voices of verb?

Do verbs have a literal voice?

Can you hear verbs? No, ma’am.

Voices of the Verb

- Focus on function of the
subject being either the
doer or the receiver of
the action.

The voice of a verb refers to its

function in a sentence,
because verbs don’t have
voice like we do.

What are the two functions of The subject is the doer

the voices of a verb again? of the action.

The subject is the

receiver of the action.
The two types of the voice of
the Verb:

1. Active Voice
-the subject is the doer of the
action.

2. Passive Voice
-the subject is the receiver of
the action.

Okay, let’s look back at the

sentences that you arranged
while ago.

Can you give at least 3.

Sam eats the nuggets.

Laura found a gold

bracelet.

The shoe was chewed

 by the puppy.

Excellent! Thank you.

Now let’s identify the subject, Ma’am, the verb

the verb and the object of changes to the past
each sentence. tense in the second
Box the subject, incircle the sentence.
verb and underline the object.
(This activity is good for
color blind student because
she doesn’t need to
identify the structures
through colors, it is easier
for them to grasp the
lesson)

Let’s start to the first

sentence,

Sam eats the nuggets. Sam

In this sentence, what is our

subject?

Our subject is Sam so let’s box

the word Sam.

Sam eats the nuggets. eats

How about the verb?

Sam eats the nuggets. the nuggets.

What is the object of the

sentence or the receiver of the
action?

Sam eats the nuggets.

Very good class Yes, ma’am

Can you now identify what is

the subject, verb, and object of
the sentence? A verb is an action word.
 Okay then, can you tell me
what is a verb?

Exactly! The topic of the

sentence or the doer of
How about subject? the action.

Excellent!
Object is the receiver of
How about object? the action.

That’s right, object is the

receiver of the action.

Okay, you are now ready to

identify the subject, verb and
object of the sentence.

Now it’s your turn to identify.

You try the sentence no. 2.

Laura found a gold bracelet.

Laura found a gold
Everybody please read the bracelet.
sentence.

I want someone to identify Laura found a gold

those things here in front, box bracelet.
the subject, encircle the verb
and underline the object.
Yes ma’am
Is she correct?
She is correct because
How do you say so? she properly identified
the subject, the verb
and the object.

Good job! Everyone!

C. Discussion (15
min.) To further understand the
lesson let’s do this activity,

I have here a ball. Watch

carefully. Your task is to
describe what I am doing with
this ball.

(The teacher bounced the ball)

Now, describe what I just did.
But make sure to start your
sentence with my name, Dewanie bounced the
because I am the one doing ball.
the action.

Very good!

What is the subject in the

sentence? Dewanie

Exactly, is she the doer or the

receiver of the action? The doer of the action.

What did Dewanie do? She bounced the ball.

What did Dewanie bounce? The ball.

Dewanie bounced the ball.

S V
O

Very good! Now, let’s go over

another example. Could you
describe what I will do again?

(The teacher kicks the ball)

Dewanie kicked the ball.
What did I do?
Dewanie
Okay, what is the subject of
the sentence?

What is the verb in the Kicks

sentence?
The ball.
What did Ryza kicks?

Dewanie kicks the ball.

S V O

Okay, so these two sentences

that you constructed are an
examples of active voice.
Ma’am the subject is the
Why do you think are they an doer of the action.
examples of active voice?

Okay, very good.

The doer of the action.
What is the function of subject
in active voice again?

Active voice
- Is when the subject is
doing the action on the
receiver.
Subject, Verb and
Based on the earlier Object.
sentences, what is the
structure of an active voice
sentence?

Formula:
Subject + verb + object
(doer) (action) (receiver)

Now that we already know

what is active voice, let’s talk
about passive voice.

Passive Voice
-the verb has a passive voice
when the action is happening
to the subject. It tells us what
is done to someone or to
something.

Passive voice follows this

pattern:

Object + form of ‘to be’ + past

participle + by + subject

Active voice:
Sam ate the nuggets.

Passive voice:
The nuggets were eaten by
Sam.

In converting active to passive

voice, you do not just move or
interchange the subject and
the object.
Why? Because if we do, the
sentence will become
nonsense.

Sam ate the nuggets.

The nuggets ate Sam. No, ma’am.

A nuggets cannot eat
Does the sentence make Sam.
sense?

In converting we should follow

the formula:

The nuggets were eaten by

Sam. Nuggets

What is the subject? What is

the topic of the sentence? On the original sentence
it emphasizes who
If you are to compare the performed the action
original sentence to its which is Sam. While on
converted form, what does the converted version it
each version emphasizes? emphasizes what was
acted upon which is the
nuggets, with the
original subject Sam
moved to a
prepositional phrase
which is by Sam.

That‘s right! You clearly

explained how the focus shifts,
active voice highlights the
doer of the action while
passive voice highlights the
receiver. Well done!

Rules converting active to

passive voice.
1. identify the subject, the
verb, and the object. (S-V-O)
2. Change the object into
subject.
Passive voice follows this
pattern:
Object + form of ‘to be’ + past
participle + by + subject (Two students will write
put the suitable helping verbs their answer on the
or auxiliary board)
(Is, are, ere, was, be, being,
etc.)
3. Add the preposition by.
5. change the subject into The ball was bounce by
object. Dewanie.

Using the sentences that you The ball was kicked by

constructed earlier, convert Dewanie.
them into passive form.
Yes ma’am
Dewanie bounced the ball.

Dewanie kicks the ball.

Are they correct?

Good job everyone,

Take note:
Not all sentences can be
converted into passive voice.

In transitive verb it cannot be

changed into passive voice.

A verb can either be transitive

and intransitive.

A transitive verb needs an

object to give complete
meaning just like on our
previous examples.

Intransitive verb does not

need an object to give None ma’am.
complete meaning.
For example:
He laughs.
Sleep, go, sit, talk, panic

Do you have any question or None ma’am.

clarification about active and
 passive voice?

Okay, if you don’t have any

questions, I think you are now
ready for our next activity.
D. Application (10 Let’s play a game.
min.) Act it, Say it!

Game Mechanics:
1. The class will be divided
into 3 groups.
2. The game will be in 3
rounds. In each round:
 One group will perform
an action in front.
 The second group will
write an active voice
sentence based on the
action and they will box
the subject, incircle the
verb and underline the
object of the sentence.
 The third group will
convert the active voice
into passive voice.
3. Both the active and passive
voice sentences will be written (Students
on the board. enthusiastically work in
4. The class will check if the groups to transform
sentences are correct: sentences)
 If correct, the group gets
1 point.
 If incorrect, the class will
help correct it.
5. The groups will take turns
performing actions and writing
sentences.
6. The group with the most
points at the end wins the
game.

(This is a good activity for

an inclusive classroom
because It uses actions,
writing and group work,
which allow all students to
participate. It doesn’t rely
on colors just shapes like
 boxes and circles so as a
color-blind student can still
follow and join in. Everyone
gets a chance to perform,
write and transform
sentences, making it fair
and engaging for all.)

Okay, very good everyone I

hope you enjoyed the game
and you have learned
something. your
understanding gets deepened
to our lesson.
E. Generalization (5 What did we learn today? We learned about Active
min.) and Passive Voice.

What is active and passive Active voice is when the

voice again? subject is doing the
action on the receiver.

Passive voice is when

the subject is the
receiver of the action.

How do we form a passive Object + form of ‘to be’

sentence? + past participle + by +
subject

How about active voice? Subject+ verb + object

Excellent! I think you are

ready now for our quiz.
F. Evaluation (10 Bring out 1\4 sheet of paper.
min.)
Convert the following
sentences into passive
voice

1. Mother baked a cake.

A cake was baked by Mother.

2. Edlin cleaned the house.

The house was cleaned by
Edlin.

(This is a good activity for

 an inclusive classroom
because it uses clear,
simple sentences and only
requires writing, no need
for color or visuals. It
allows all students,
including those who are
color blind, to focus on
grammar and sentence
structured without
barriers.)
G. Assignment For your homework,
1. Create your own dialogue
about election that contains
active and passive voice
sentences.

(This is good and authentic

homework activity because
it connects grammar to a
real-life topic which is
election making learning
meaningful. It’s also
inclusive my color-blind
student since it focuses on
writing and ideas, not
visuals or colors. All
student can express their
understanding of active
and passive voice equally
through their dialogue.) Goodbye and thank you
ma’am!
That’s it for today class,
goodbye and thank you!

Prepared by:
Ryza Ellaine Raras
Edlin Faith Lodivico
Dewanie Gabaen
Reynan Gerona
Yolanda Damucay

Date: 5/19/25