CENT RAL BICOL ST AT E UNIVERSIT Y OF AGRICULT URE

San Jose, Pili, Camarines Sur

COLLEGE OF DEVELOPMENT EDUCAT ION
A Y 201 3-201 4
July 25, 201 4
DETAILED LESSON PLAN
I. Objectives:
At the end of the 30 minute lesson, 7 5% of the students are ex pected to:
1. Determine whether the sentences are in activ e or passiv e v oice.
2. Recognize the pattern in an activ e v oice sentence and passiv e v oice sentence.
3. Rewrite the passiv e v oice sentence into as activ e v oice sentence and v ice v ersa.

II. Subject Matter

1. Topic: V oice of the V erb (Activ e and Passiv e V oices)
2. Reference: a. englishforev ery one.org
b. Dalida, Elv ira P. Grammar Enhancers III, p.26
c. V illados, Adeline V ., Grammar Enhancers II, p. 1 32
d. http://www.stev espanglerscience.com/ex periment/00000066
3. Materials:
Projector, netbook, markers, manila papers, plate, milk, dishwashing liquid, food coloring, cotton buds
4. Skills to be dev eloped: critical thinking, analy zing, decision making, time managing
5. V alues Integration: cooperation, self-esteem, optimism, appreciation
6. Methodology: 4A’s

III. Procedure
Tim e Fram e Teacher’s Hint Teacher’s Activ ity Student’s Activ ity IM’s
(in minutes) I. Routine
7 A. Greetings Good morning class! Did y ou
hav e a good night sleep? Good morning Sir! Y es Sir!
Does it mean that I can ex pect all
of y our activ e participation? Y es Sir!
Is that an agreement? Of course!
Thank y ou!
B. Pray ers Before we begin the lesson this
morning, let us ask the guidance of
almighty God and let us enlighten
our mind to completely understand
the lesson this morning. Would y ou
please lead the pray er? In the name of the Father, the Son
and the Holy Spirit. Amen
(The student recites a pray er.)
C. Classroom Class, kindly arrange y our seats
Management properly . I can see pieces of paper
and plastic. How about y ou? Did
y ou see it also? (The students will arrange their seats.
It is a communication competence -
sociolinguistic. The student should
pick up the pieces of papers under the
chair.)
D. Checking of I think y ou are too few. Where
Attendance are the others? They are absent.
Oh but tell them to come to class
regularly . Class monitor kindly
check the attendance. Thank y ou!
E. Checking of Did I giv e y ou any assignment? Y es Sir.
Assignments And what is that? Y ou told us to bring at least two
plates and cotton buds as a class.
Did y ou prepare y our
assignment? Y es Sir.
Put out the two plates and will
F. Motiv ation y ou please place those plates here in
the two arm chairs in front.
For this, we need to div ide the
class into two groups.
Group 1 will work on the left side
and the group 2 on the right side. Is
that okay to y ou class? Y es Sir!
We will be doing an ex periment.
Y ou just need to follow the
instruction for y ou to achiev e good
results. Don’t worry because we will

1
 not discuss the governing principles
and theories behind that
ex periment. Aside from plate and
cotton buds, we also need a bottle of
milk, dishwashing liquid and food

colors and dishwashing liquid

Ppt. presentation, milk, plate, food
colorings.
This is the instruction or
procedure:
1. Pour the milk into the plate.
2. Add three drops of each of the
colors of food coloring to the
milk.
3. Place a drop of dishwashing
liquid on the tip of the cotton
bud.
4. Place the soapy end of the
cotton bud in the middle of the
milk.
5. Hold the cotton bud for 1 0 to
1 5 seconds.
How do y ou find the activ ity ? It was interesting and amazing.
How about to y ou Aisa? I felt astonished.
V ery good!

G. Presentation of These are our objectiv es for

objectives today ’s discussion; will y ou please
read it Glenda? At the end of the 30 minute
lesson, 7 5% of the students are
ex pected to:
1. Determine whether the
sentences are in activ e or
passiv e v oice.
2. Recognize the pattern in an
activ e v oice sentence and
passiv e v oice sentence.
3. Rewrite the passiv e v oice
sentence into as activ e v oice
sentence and v ice v ersa.
Who can now say what our topic
is for today ? Our topic for today is ACTIV E AND
PASSIV E V OICE.
V ery good!
II. Lesson Proper
5 1 . Activity Go to y our group then, using the
manila paper and marker, y ou need
to write down the instruction giv en
a while ago but y ou need to
construct another form of sentences
adding pronoun as the subject or
the object of the preposition in the
past simple. Let us hav e a short
rev iew of how to form past simple.
Who wants to share any idea about
past simple? To form past simple in a sentence,
y ou just need to use the past tense of
the v erb. In another case, “be” as
helping v erb is added on the past
participle of the v erb.
Is that clear? Y es Sir.
This is an ex ample.
1 . He poured the milk into the plate.
HE functions as the subject or
the doer of the action POURED
and T HE MILK as the object of the
v erb.
By the way this is criteria for this
activ ity. We need to agree on certain
score who meet all the criteria.
 Sentences should be well-
Visual aid

constructed with strong and

v aried structure which adheres
to accepted format, usage,
spelling, punctuation and
capitalization in the
dev elopmental lev el.

2
  There must be fiv e sentences.
 Cooperation and display
max imum effort in doing the
activ ity .
 Time consciousness
 Ex ceptional discipline.
5 criteria=
4 criteria=
3 criteria=
2 criteria=
1 criteria=
Y ou just hav e 3 minutes. Y our
time starts now.
Possible answer of the students:
1 . The milk was poured into the plate.
2. He added three drops of each of the
colors of food coloring to the milk. /
Three drops of each of the colors of
food coloring were added by him to the
milk.
3. He placed a drop of dishwashing
liquid on the tip of cotton bud. / A
drop of dishwashing liquid was placed
by him on the tip of the cotton bud.
4. He placed the soapy end of the
cotton bud in the middle of the middle
of the milk. / The soapy end of the
cotton bud was placed by him in the
middle of the milk.
5. He held the cotton bud for 1 0 to 1 5
seconds. / The cotton bud was held for
1 0 to 1 5 seconds.
Any v olunteer to read the work of
the group? Let us hav e the group 1
first. (The v olunteer will read their work.)
Thank y ou!
Group 2 please? (The v olunteer will read their work.)
Great job ev ery one!
Let us check the works of each
group.
(The teacher will announce the
winner.)
5 2. Analy sis Using y our ex amples, let us dig
deeper on how it relates to the topic
for today . Again, what is our topic? Our topic for today is the v oices of
the v erb which are activ e and passiv e
v oice.
Let us scrutinize the following
sentences?
1 . He poured the milk into the plate.
2. A drop of dishwashing liquid was
placed by him on the tip of the
cotton bud.
What did y ou observ ed in the
sentences? How does the subject,
the v erb and the object of the v erb
functions in the sentences? In the first sentence, the subject he
is the doer, poured is the transitiv e
v erb and the m ilk is the object of the
v erb.
V ery good!
How about the second sentence? The subject in the second sentence is
now the object of action which is the A
drop of dishwashing liquid. Him
become the receiver of the action with
a by . And it is observ able that the
sentence uses be-v erb was with the
past participle of the v erb which is
placed.
So if we will classify these
sentences if in activ e or passiv e
v oice, the first sentence falls under
what v oice? The first sentence is an activ e v oice
sentence.
Are y ou sure? Y es Sir.

3
 Let’s see.
How about the second sentence? The second sentence is a passiv e
v oice sentence.
Are y ou sure?
Y es Sir!
5 3. Abstraction Y ou are correct! The first
sentence is an active v oice sentence
and the second sentence is a passive
v oice sentence.
Base from the ex ample giv en,
who would like to define an activ e
v oice? In the activ e v oice, the subject
perform s the action ex pressed and
the focus is on the agent that does the
action.
How about the passiv e v oice? In the passiv e v oice the subject
receiv es the action ex pressed in the
v erb. The object of the activ e sentence
becomes the subject of the passiv e
v oice. You can recognize passive-v oice
ex pressions because the v erb phrase
will alway s include a form of be such as
am , is, was, were, are, or been.
The presence of a be-v erb, howev er,
does not necessarily mean that the
sentence is in passiv e v oice. Another
way to recognize passiv e-v oice
sentences is that they may include a
"by the..." phrase after the v erb; the
agent performing the action, if named,
is the object of the preposition in this
phrase.
So can y ou say that there is a
pattern or formula? Do y ou Y es Sir!
recognize the attern?

Can y ou make y our pattern in

activ e v oice?

V ery good!

How about for passiv e v oice?

Great!
Do y ou already hav e a clear
image in mind of the pattern on
how to construct an activ e v oice
sentence and a passiv e v oice
3 4. Application sentence? Y es Sir!
Leav e a space before each
number. Determine whether the
sentence is in activ e v oice or in
passiv e v oice. Write A for activ e
v oice sentence and P for passiv e
v oice sentences. Then, rewrite the
following sentences to passive voice
if the sentence is in activ e voice and
activ e v oice if the sentence is
passiv e v oice, and add a subject if
necessary . Answer this in y our
notebook.
1. The building has been left by
Elv is.
2. When I was prosecuted by Ned,
I felt v ery foolish.
3. A superb dinner was prepared
by the famous chef.
4. Ned will prosecute trespassers.
5. Thomas feeds his dog.
Is the instruction clear?
Y es Sir!
Y ou can now start.
Answers on the Application activ ity .

4

III. Generalization
Hav e y ou learned something?
Can y ou cite the general idea of
today ’s lesson?
V ery good!
Again, what is our topic for this
morning?
Can y ou giv e the distinct patterns
on how to determine if a sentence is
in activ e v oice or in passiv e v oice?
Awesome!
From that note, kindly get ½
crosswise sheet of paper.
P 1 . Elv is left the building.
P 2. When Ned prosecuted me, I felt
v ery foolish.
P 3. The famous chef prepared a
superb dinner.
A 4. Trespassers will be prosecuted by
Ned.
A 5. The dog is fed by Thomas.
Sir, there’s a lot of new thing we’d
gained from today ’s lesson.
Today , we had the v oices of the
v erb- active voice and passive voice. In
the activ e v oice The subject performs
the action ex pressed and the focus is
on the agent that does the action. In
the passiv e v oice the subject receiv es
the action ex pressed in the v erb. The
object of the activ e sentence becomes
the subject of the passive sentence. We
use a passiv e v erb to say what happens
to the subject. The focus of the
sentence is on the subject that receiv es
the action.
Our topic for this morning is the
v oices of the v erb- activ e v oice and
passiv e v oice.
In activ e v oice, the subject comes
first plus the transitiv e v erb to be
followed by the object. In passiv e
v oice, the subject plus the be-v erb
plus the past participle of the v erb
plus the by -actor.

IV. Ev aluation
Leav e a space before each number. Determine whether the sentence is in activ e v oice or in passiv e v oice. Write A for
activ e v oice sentence and P for passiv e v oice sentences. Then, rewrite the following sentences to passiv e v oice if the
sentence is in activ e v oice and activ e v oice if the sentence is passiv e v oice, and add a subject if necessary .
1 . The dog was giv en a bath, and the cat was rescued from the tree.
2. The story of the albatross will be told many times by the ancient mariner.
3. The sentiments of the speaker were applauded.
4. It was prov en by Atticus that the crime was not committed by the accused.
5. Alex ander Graham Bell inv ented the telephone.
6. The dog was hit by the car.
7 . Bob’s girlfriend threw his baseball memorabilia out the window.
8. The researchers compared the behavior of the two groups of children.
9. Beautiful models wore fancy dresses.
1 0. A bad tooth kept him awake all night.

Answers:
P 1 . He gav e the dog a bath and he rescued the cat from the tree.
P 2. The ancient mariner told the story of the albatross many times.
P 3. The audience applauded the sentiments of the speaker.
P4. Atticus proved that the accused did not commit the crime.
A 5. The telephone was inv ented by Alexander Graham Bell.
P 6. The car hit the dog.
A 7 . Bob’s baseball memorabilia was thrown by his girlfriend out the window.
A 8. The behav ior of the two groups of children was compared (the researchers can be omitted.)
A 9. The fancy dresses were worn by beautiful models.
A 10. He was kept awake by a bad tooth all night.

V. Assignm ent
A. Below is a transcoded information on how cassava flour is produced. Study the flow chart and use the past passive verb
to complete the process description that follows.

5
 STEP 1 STEP 2 STEP 2
Processing the cassav a roots Dry ing the chips in the sun or dry er Milling the dried chips on the pulv irizer

Clean them. Siev e the dried chips.

Peel them. Pack the dried chips in

plastic bags.

Grate them.

Press them.

The processing of cassava roots into dried cassava grates inv olv e the following: The cassav a roots __________.
Then, they __________.
After it was cleaned and peeled, the cassav a roots __________ and __________ to produce chips. When we
are ready , they __________ in the sun or dry er.
After it was dried, they __________ in a pulv erizer; and finally , they __________ and ___________ in
suitable plastic bags.

Prepared by:
SENTILLAS, DARWIN O. BSE 4A2