Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: ______________Stephen Nelson__________________________________Date: _____3/23/21________

Subject: _____________ELA_____________________ Grade Level: ________8th___________

I. Topic
Voice to Text; Verb Tense; Active and Passive Voice

II. PA or Common Core Standards

Standard - CC.1.5.8.E - Adapt speech to a variety of contexts and tasks.

Standard - CC.1.4.8.Q - Write with an awareness of the stylistic aspects of writing. • Use verbs in the active and passive
voice and in the conditional and subjunctive mood to achieve particular effect. • Use sentences of varying lengths and
complexities • Create tone and voice though precise language.

III. Learning Objectives: Objectives must be written using observable verbs

Objective 1 - With teacher-guided support, students will be able to use voice-to-text software to write grammatically
correct sentences in a word document, through the use of speaking the sentences and using formatting commands to
capitalize and add punctuation.

Objective 2 - Independently, after a teacher-guided lesson, students will be able to write three sentences, each of which
uses either past, present, or future tense, so that the student uses all three tenses.

Objective 3 - Independently, after a teacher-guided lesson, students will be able to write three pairs of sentences, with
both sentences in a pair containing similar content but with one using active voice and the other using passive voice.

IV. Materials
Smartboard/Projector
Student devices
Active and passive voice sheet
Verb tense sheet
Journals

V. Lesson Development
A. Introduction
Start the class by passing out the student journals and giving them a journaling prompt. Their journal prompt for today
is: “If you could live anywhere, where would you live? Why?” This should take about 5 minutes for all classes.

B. Lesson development (activities, procedures)

Open a blank Google document and project it on the Smartboard. Show the students how to activate voice to text
software in Google docs (under Tools -> Voice Typing). Speak a sentence or two and watch it appear on the screen.
Demonstrate how students can capitalize (saying “Capitalize ___”) and add punctuation (“period,” or “comma,” etc.).
This should take about 5 minutes. Give the students another 5 minutes to experiment with these tools. This is where
Objective/Assessment 1 will be used.

Display the Verb tense sheet for the class. Explain the difference between present, past, and future tense. Work
together as a class to identify whether each of the five examples given are in the present, past, or future tense. Then,
have students write three sentences using voice to text. Each sentence should be in a different tense from the other
two. This should take about 8 minutes. This is where Objective/Assessment 2 will be used.

Display the Active and passive voice sheet for the class. Explain the difference between active and passive voice. Have
students practice by writing three pairs of sentences (using voice to text). Both sentences should be similar in content,
but one should be active, and one should be passive. This should take about 8 minutes. This is where
Objective/Assessment 3 will be used.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Process - After this lesson, students will be able to use the voice-to-text feature as an option for writing their stories.

Content - In their writing, students will be able to use whichever tense they feel is the easiest and most suitable to their
story. Also, students can use any school-appropriate content while experimenting with the voice-to-text features.

D. Closure (summary)
With three minutes left, have a few students share one of their pairs of sentences for active and passive voice with the
class. With one minute left, have students pack up.

VI. Assessment/evaluation
Assessment 1 - With teacher-guided support, students will be able to use voice-to-text software to write grammatically
correct sentences in a word document, through the use of speaking the sentences and using formatting commands to
capitalize and add punctuation.

Assessment 2 - Independently, after a teacher-guided lesson, students will be able to write three sentences, each of
which uses either past, present, or future tense, so that the student uses all three tenses.

Assessment 3 - Independently, after a teacher-guided lesson, students will be able to write three pairs of sentences, with
both sentences in a pair containing similar content but with one using active voice and the other using passive voice.

VII. Modifications or accommodations

Students with an SLD in writing will be able to use voice-to-text software to help them write and spell as they work on
their stories.

VIII. Self-evaluation
To be completed after the lesson.

Cooperating Teacher Approval ________________________________________ Date ___________________