Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Bulacan
MARIANO PONCE NATIONAL HIGH SCHOOL
BS. Aquino Ave. Bagong Nayon, Baliwag, Bulacan

Semi Detailed Lesson Plan in English 7

I. Objective
Use the passive and active voice meaningfully in varied contexts
MELC: Use the passive and active voice meaningfully in varied contexts

II. Subject Matter

A. Topic: Using the Passive and Active Voice Meaningfully in Varied Contexts
B. Materials: tarpapel, cartolina, marker, pictures, PowerPoint presentation
C. References: Book: Learner’s Material in English, page 379
Module: Module 3: Using the passive and active voice meaningfully in varied
contexts, pages 8-9
D. Integration: Science, Physical Education
E. Strategies: find and transform
jumbled phrases, pictures
chart
ICT (Facebook post)

III. Procedures A. Preliminaries

1. Prayer
2. Greetings
3. Classroom Management
4. Health and Safety Protocols

B. Lesson Proper
1. Review of the Past Lesson
Ask students about the previous lesson on transforming sentences
from active to passive voice and vice versa. Have students find two
(2) strips of papers containing letters A (active) and P (passive)
hidden under their chairs. Each letter has a corresponding pocket
posted on the board. The students who find the letters will go to the
board and pull the paper inside the pocket to reveal the sentence. The
student who finds “A” needs to transform the sentence from active to
 passive voice. The student who finds “P” needs to transform the
sentence from passive to active voice.

A P
(active voice
) (passive voice
)

Ancient story “Si Malakas at si

tellers used the Maganda” was
unique qualities of created by
Filipinos. ancient Filipinos.

2. Motivation
Ask three (3) participants from rows 1 and 2, and another three (3)
from rows 3 and 4. Have them stand in front of the picture assigned
to them. Give them separate boxes containing jumbled phrases. Ask
them to flash the cards containing jumbled phrases and form a
sentence by placing themselves in the correct order. The picture
assigned to them will serve as their guide. Ask them to post the
sentence formed on the board. Remind students to observe social
distancing throughout the activity.

Picture 1- The science teacher and the students conducted an

experiment.

Picture 2- A warm up exercise in P.E was demonstrated by Sir Niko.

Lead students to the lesson by having them answer the following

process questions:
1. Who showed direct action in the sentence in Picture 1?
2. What is Picture 2 all about based on the sentence?
3. What is the voice of the verb in picture number 1? Why do you
say so?
 4. What is the voice of the verb in picture number 2? Why do you
say so?

3. Discussion
Go back to the formed sentences on the previous activity. Have the
students identify if the sentences are in active or passive voice. Ask
the students to identify the structure of active and passive voice by
underlining and labelling the subject, verb, object and agent.
• Use blue chalk for subject of the sentence
• Use pink chalk for verb of the sentence
• Use yellow chalk for object of the sentence
• Use orange chalk for agent of the sentence

Remind them that these parts should be remembered when

constructing sentences in active and passive voice. Furthermore, the
following should be considered on when to use active and passive
voice in varied contexts.

Varied Contexts- consist of different situations

We use active voice:

• to express a direct action examples:
The science teacher and the students conducted an
experiment.

• to achieve clear, concise, and interesting

writing examples:
The science teacher and the students conducted an
experiment about chemicals.

We use passive voice when:

• When we want to focus attention on the person
or thing being affected by an action example:
A warm up exercise in P.E was demonstrated
by Sir Niko.

• the doer is unknown example:

A warm up exercise in P.E was demonstrated.

4. Application
Have students imagine that they are in the supermarket. To help
them better imagine the place, two (2) students will be called to
assume the roles of supermarket staff. They will be asked to wear a
sash with the labels “cashier” and “stock clerk” and stand in front
 of the backdrop of counter and grocery stand (bread section)
respectively. The rest of the class will be asked to construct a
sentence using active and passive voice based on each of these
settings. Remind them of the uses of active and passive voice. Tell
them to write their answers on the board.

Examples:
canned goods section
Active – I bought three fruit cocktails at the supermarket.
Passive- The tag price of the sardines was changed by the staff.

5.Generalization
Have the students wrap up the lesson by answering the following
questions:
1. When do we use active voice?
2. When do we use passive voice?

IV. Evaluation
Ask students to make a two-column table on their notebooks. Have them write
sentences using active and passive voice based on the contexts shown in the
pictures below. Instruct students to write their answers on the space provided
under the Active and Passive Voice columns. Call students from each row to share
their answers and compare with their classmate’s answer for checking.

Active Voice Passive Voice

The students buy nutritious
food in the canteen.

1. canteen

The books were arranged

according to their category.
2. library
 V. Assignment
Have the students post a three-sentence status on their Facebook timelines about
their experience during the first day of face-to-face classes. Use active and passive
voice meaningfully. They can use emojis and hashtags to make their status more
appealing. Present the criteria below.

Criteria 3 2 1
Content All the sentences areOnly 2 sentences are Only 1 sentence is
related to the topic.related to the topic. related to the topic.
Grammar (use of The use of active and The use of active and The use of active
active and passive voice in the passive voice in the and passive voice in
passive voice) sentences is correct.sentences has minor the sentences has
errors. major errors.
Organization Order keeps the Order makes writing Order makes the
reader interested. less interesting. reader distracted.
Mechanics The sentences show The sentences show The sentences show
no errors in 2-3 errors in 1-2 errors in
capitalization, capitalization, capitalization,
spelling, and spelling, and spelling, and
punctuation. punctuation. punctuation.
TOTAL 12 points

Prepared by:

PATRICIA P. VILLACORTA
Student Teacher

Checked by:
NATHALIE JOYCE C. IDUSMA
Cooperating Teacher

Approved by:

ANA LETICIA M. MATEO

HT V, English Department

Noted:

ERWIN JOHN F. SANTOS, CESE

School Principal IV