Republic of the Philippines

Department of Education
Schools Division Office I Pangasinan
Portic Integrated School
Bugallon, Pangasinan

Demonstrator : Heide F. Riparip Grade Level: 9

Teaching Date and Time :January 15, 2020/ 10:00-11:00
Learning Area: ENGLISH
Quarter: 3rd

I. OBJECTIVE: to construct active and passive voice correctly.

A. Content Standard: The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of preserving unchanging values in a
changing world; also how to use the features of a full-length play, tense consistency,
modals, active and passive constructions plus direct and in speech to enable him/her
competently performs in a full-length play.
B. Performance Standard: The learner competently performs in a full-length play through
applying effective verbal and non-verbal strategies and ICT resources based on the
following criteria: Focus, Voice, Delivery and Dramatic Conventions.
C. Learning Competency: EN9G-IIIa-22 (Use active and passive constructions)
II. LESSON: Active and Passive Voice
III. LEARNING RESOURCES:
A. REFERENCES
1. Teacher’s Guide pages: 279
2. Learner’s Materials pages: 441-442
3. Textbook pages:
B. Additional Materials from Learning Resource portal: http:www.google.com//voices of verbs
C. Other Learning Resource: projector, white screen, speaker and cartolina
IV. PROCEDURES
A. Reviewing previous lesson
If you were Mama Lena what will be the correct partition for her children. How will you
divide the 660,000 equally for your three children. Accomplish the bubble map below
then discuss your answer.

Ruth

Walter DREAM Beneatha

presenting the new lesson

 Ask learners “What will Lebron James will do if he sees a basketball ball? and let
learners act on it.
Instruct learners to give a complete sentence using the pictures that have shown to them.
B. Establishing a purpose for the lesson.
Let learners identify active and passive voice based on the given examples and let
learners define active from passive voice on their own words using the examples that
were given. For in depth analysis instruct them to note changes that took place in the
sentences
C. Presenting examples/instances of the new lesson
Give examples on Active and Passive Voice thru Slides Presentation
D. Discussing new concepts and practicing new skills #
Introduce to the learners that Learning Grammar is Fun through a Game.
The class will be divided into three groups. Let the learners count so that they will
be group accordingly. Each group has a team leader. In each group they will create
one clever question that is related in ACTIVE AND PASSIVE VOICE. The teacher
will get and crumple it and one representative from each group to come in front and
let’s do the CHARADES.

E. Discussing new concepts and practicing new skills # 2

F. Developing Mastery (leads to Formative Assessment)
Directions: Label the following sentences ACTIVE or PASSIVE.
1. Louise made the chocolate cake.
2. The chocolate cake was made by Louise.
3. The package was advertised by the travel agent.
4. The travel agent advertised the package.
5. The chain was broken by my brother.

G. Finding practical application of concepts and skills in daily living

Apply the concepts of active and passive constructions.
H. Making generalizations and abstractions about the lesson
Let the learners give the generalization about the topic.
I. Evaluating learning (Differentiated Activities)
Fast Learner
Directions: Change the sentences below to the active voice.
1. The statue is being visited by hundreds of tourists every year.
2. My books were stolen by someone yesterday.
3. These books had been left in the classroom by a careless student.
4. Coffee is raised in many parts of Hawaii by plantation workers.
5. The house had been broken into by someone while the owners were on vacation.
Average Learner
Directions: Label the following sentences ACTIVE or PASSIVE.
1. My brother broke the chain on my bike.
2. I hemmed the prom dress.
3. The prom dress was hemmed by me.
4.The pencil on the floor was broken by him.
5. He broke the pencil on the floor.
Slow Learner
Directions: Label the following sentences ACTIVE or PASSIVE.
1. Birds build nests.
2. Dog eats bones. 
3. All men are loved by God.
4.Bones are eaten by dog.
5. God loves all men.
 J. Additional activities for application or remediation.

Assignment: Design a board game that represents a real- life journey- about a dream or
goal you’ve pursued. You may use active voice in constructing your sentences.

V. REMARKS
VI. REFLECTION

Prepared by:

HEIDE F. RIPARIP
Teacher III

Raters:

MARVIN A. RESUELLO
Head Teacher I

IMELDA S. DELA CRUZ

Principal I

Rubrics for Evaluating Individual Assessment

Communication Beginning Developing Good Skills Excellent Skills

Correct sentence Coherence Still requires a lot Errors do not Few grammatical
construction of argument of work on the interfere with errors and no
suffers from part of the the meaning- stress on the part
many listener to listening stress of the listener.
grammatical understand is less.
errors.
 Gives information Rarely Sometimes Usually Always supports
with supporting supports supports supports argument with
evidence argument argument with argument with evidence
with evidence evidence
evidence

Beginning- 8
Developing- 10
Good Skills- 13
Excellent Skills- 15