Flipped Lesson 1 Active and Passive Voice

Name: Keturah Young

Date: 06/03/2016
Instructor: Rybakova
Demographic: You have a classroom of 19 students. 5 are on reduced-lunch (low SES families).
You have 2 ELL students, both who have been in the country for several years and have had
intensive ELL instruction in elementary school.
Lets Get Activeor Passive
*Lesson plan based on a 50-minute class session
Purpose/rationale:
This lesson plan is designed for a 10th grade English Language Arts class. This is a flipped
lesson model that requires students to get direct instruction at home rather than in the classroom,
that way we have more time for facilitated activities in class rather than lecturing. Before
completing this lesson, students will have watched a YouTube video on using active and passive
voice at home the previous night. Students are learning how to properly revise and edit their own
writing and cohesively use the appropriate voice, which is imperative for academic writing.
Students need possess the knowledge of differentiating the appropriate use of active and passive
voice. This is not only a style choice, but a change that will improve their writing pieces as a
whole. Students have already learned other grammar conventions, but this error will often still
appear if students have not been taught the existence or difference between writing voices. The
students will spend the day editing their own writing for uses of passive voice and changing to
active voice when necessary. This lesson is timed to be done before students create their final
draft and before publishing their writing.
Florida Standards:
LAFS.910.W.1.AP.1h: Maintain a consistent style and voice throughout writing (e.g., third
person for formal style, accurate and efficient word choice, sentence fluency, voice should be
active versus passive).
LAFS.910.W.2.AP.5d: Strengthen writing by revising and editing.
LAFS.910.L.2.AP.3a: Write and edit work to conform to guidelines in a style manual.
Objectives:
Students Will Be Able To
Identify both active and passive voice in examples and in their own writing
Utilize passive voice only when stylistically necessary
Justify the use of passive voice over active voice (and vice versa)
Edit original pieces of text to change instances of passive voice to active voice

Materials:

Video link: https://www.youtube.com/watch?v=7glMZfnKVoA

Original writing piece (teacher may choose for class to revise same writing assignment or
students can choose)
Passive and active voice quiz
Classroom laptops or computers (if students finish early)

Anticipatory set:
Before class begins, the teacher should place a quiz ace down on each students desk. The class
will begin with reviewing the material from the flipped lesson. If students have any questions for
clarification, they should do so during this time. The teacher can then further explain any
information the students were confused by.
Teaching Strategy/Procedure/Activity:
Time
5
minutes

Student is doing
Asking questions for
clarification, actively
listening to review

10
minutes

Completing quiz

5
minutes

Listening to instructions
and asking questions for
clarification

24
minutes

Completing the activity as

instructed. If a student
finishes early, they can
begin the final stage of

Teacher is doing
Leading review for students, further explaining
material if necessary.
Review questions:
Explain the difference between active and
passive voice
Give an example of active voice
Give an example of passive voice
Tell student to begin the quiz and that they have 10
minutes to do so. Monitor the classroom for any
students that may need assistance.
Explaining activity and answering any questions for
clarifications.
Activity: Individually, students will examine a piece
of their own writing for the usage of passive voice.
On the actual piece of writing, students should
number the instances in which they used passive
voice. On a separate sheet of paper, students will
write the corrected version of the sentence with the
corresponding number. If the use of passive voice is
justified, the student should write an explanation with
the corresponding number as opposed to the revised
sentence.
Monitoring the classroom for any students that may
need assistance. If possible, the teacher can begin
grading quizzes to check for understanding. This
way, the teacher can gage what the students may be

publishing their text to the

class website/blog

struggling with during the activity.

Summary/Closure (6 minutes):
Students will end class by writing a one paragraph reflection discussing how changing from
passive to active voice enhanced or did not enhance their writing. The reflection and proof of
corrections to students text will serve as an exit slip for them.
Assessment:

Formal assessment: Students will take a quiz at the beginning of class to ensure that they
watched the video the night before. The quiz will be worth 10 points.
Informal assessment: Understanding will be monitored through meeting with students as
they read and correct their piece of writing.

Homework/follow-up assignment:
Students may begin typing the corrected and final draft of their writing piece, but this is optional.
There is no official homework.
Accommodations/adaptations:
Herbert Millner (M)- ADHD: Herbet is permitted to pace in the back of the classroom during the
review and when the teacher is giving directions. If he wants to stand and take his quiz, he may
do so, but he must do it at or next to the teachers desk. He is also welcome to go get a drink of
water in the hallway if he is feeling restless. Extra time on the quiz and the assignment will be
permitted if needed.
Paten Vander (F)- Speech impairment: Paten will have preferential seating near the teachers
desk or the front of the classroom. She will also have the option to complete written assignments
instead of oral assignments. Extra time on the quiz and the assignment will be permitted if
needed.
Lya Gross (F)- Mild dyslexia: Lyas quiz will be provided in larger print. Extra time on the quiz
and the assignment will be permitted if needed.
Oliver Fore (M)- Mild autism:. If he feels he is getting over stimulated, he may step outside into
the hallway. Oliver will be seated near the front, so that he does not get over stimulated by
students sitting in front of him. Extra time on the quiz and the assignment will be permitted if
needed.
English Language Learners: Since these students have been in the United States school system
for several years, have had intensive English instruction in elementary school, and are now in
high school, they have advanced experience with the English language. If they do, they have the
option to watch the video with subtitles and the quizzes can be provided in their native language
or done orally. Extra time on the quiz and the assignment will be permitted if needed.

Other: If students do not have computer access at home, they will be sent to the library at the
beginning of class to watch the video. They will take the quiz the next class period during a freereading time. If possible, contact the publisher of the video and ask for permission to make
copies of the video onto DVDs.
Plan B:
If the lesson isnt working, the teacher should explain active and passive voice step by step. The
teacher may show the video and stop it at certain points to elaborate. If students do not
understand passive and active voice because they are confused about subjects and verbs, the
teacher needs to explain them and their functions as well.
If the lesson is too hard, the teacher will conduct a class discussion in which he/she calls on
students to provide examples of sentences in active or passive voice. The teacher can also write
sentences on the board and have students identify whether the sentence is active or passive and
ask them to explain how they chose their answer. However, if the lesson is too easy and students
finish too quickly, they can use the classroom set of laptops to begin creating their final draft of
their writing piece.
Attachments/Appendices:
Passive and active voice quiz
Video link: https://www.youtube.com/watch?v=7glMZfnKVoA

Name:
Date:

Active and Passive Voice Quiz

Please decide if the following sentences are active or passive. Circle your
choice.
1. Lauren ate shrimp for dinner.
Active
2. A movie is going to be watched by my family tonight.

Passive
Active

Passive
Please write an example of each type of sentence.
3. Active:

4. Passive:

Bonus Question:
Did you actually watch the assigned video last night? If yes, explain how it
helped or did not help you better understand the concepts. If not, please
explain why not.

Active and Passive Voice Quiz Answer Key

1. Active
2. Passive
3: Example: I went to the movies yesterday
4. Example: The guitar was played by Javier at the concert.
5. Answers will vary.

Flipped Lesson 2 Introduction to Graphic Novels ft. Yummy

Name: Keturah Young

Date: 06/15/2016
Instructor: Rybakova
Demographic: You have a classroom of 19 students. 5 are on reduced-lunch (low SES families).
You have 2 ELL students, both who have been in the country for several years and have had
intensive ELL instruction in elementary school.
Introduction to Graphic Novels
*Lesson plan based on a 50-minute class session
Purpose/rationale:
This is a flipped lesson model that requires students to get direct instruction at home rather than
in the classroom, that way we have more time for facilitated activities in class rather than
lecturing. As noted by the Florida Standards, it is highly important for students to have the ability
to work with a variety of texts. The graphic novel will add to the diversity of students textual
experience. This lesson will derive as an introduction to the graphic novel genre which is
important because the style of reading is different from a traditional novel. They will learn how
to not only analyze diction, metaphors, and other literary devices for meaning, but how to also
analyze an image and its effect on a story.
Yummy: The Last Days of a Southside Shorty by Gregory Neri is an award winning novel that
recounts a true story dealing with issues of gang violence, poverty, peer pressure, and many other
issues students deal with today. This graphic novel is applicable to movements and media
occurring right now; therefore, this novel will be authentic to students. Students in this 10th grade
class are mature enough to discuss these issues and the classroom is a safe environment.
Resources, like school guidance counselors, are always available for students in need of
additional support.
Additionally, students will be utilizing Smart Scribe pens to during their discussion groups to
record their responses. Using this piece of technology will generate conversation within the
groups and carry over into class as we continue to work with the novel.

Florida Standards:
LAFS.910.RL.4.AP.10a: Read or listen to a variety of texts or adapted texts, including historical
novels, classical dramas or plays, poetry, novels, fiction and nonfiction.
LAFS.910.SL.1.AP.1e: Actively seek the ideas or opinions of others in a discussion on a given
topic or text.

LAFS.910.SL.1.AP.1f: Engage appropriately in discussion with others who have a diverse or

divergent perspective.
LAFS.910.RL.2.AP.5a: Identify the authors choice of text structure to create meaning (e.g.,
order of events, flashbacks, foreshadowing).
Objectives:
Students Will Be Able To
Learn and identify necessary components to read a graphic novel
Read a graphic novel panel by panel
Successfully use Smart Scribe pens to record their group discussions
Identify the effect of using a graphic novel to convey a message as opposed to a
traditional novel
Identify characterization through use of images
Analyze and identify the effect on images on tone and mood
Materials:

How to Read a Graphic Novel video: https://www.youtube.com/watch?

v=gl7TKiOlRXI
Smart Scribe pens (one per group)
Smart Scribe notebook (one per group)
Yummy: The Last Days of a Southside Shorty by Gregory Neri (one per student)
Discussion questions

Anticipatory set:
Class will begin by the teacher doing a short review on the How to Read a Graphic Novel
YouTube video. If students were not able to watch the video the night before due to technological
difficulties or lack of access, they will check in with the teacher immediately upon arrival to
class, then go to the library to watch the video.
Teaching Strategy/Procedure/Activity:
Time
8 minutes

Student is doing
Asking questions for clarifications if
needed, actively listening

3 minutes

Listening to directions, asking questions

for clarifications

Teacher is doing
Reviewing video students were
previously assigned to watch for
homework, getting students
opinion of the video (i.e. Was it
easy for them to understand? Do
they have any questions?)
Explaining the activity to students
Activity: The class will begin
reading the test Yummy: The Last

22 minutes

17 minutes

Reading along pages 1-35 of Yummy

individually. If student is off task, they
will lose the privilege of working in
groups in the next part of the activity.
Working in groups to answer discussion
questions using Smart Scribe pens.
Students should record entire discussion

Days of a Southside Shorty by

Gregory In groups of 3-5
(depending upon how many Smart
Scribe pens are available) students
will answer discussion questions
Reading aloud Yummy to the class.

Monitoring the class for

appropriate behavior, walking
around the class to listen to group
discussions

Summary/Closure: Students will end class by turning in their discussion questions and Smart
Scribe pens
Assessment:

Formal assessment: Groups will turn in the written copy of the answer to their discussion
questions for and their Smart Scribe pens (with recorded discussions) at the end of class
for a completion grade of 25 points.
Informal assessment: Students will be assessed for understanding during the time of
discussion and when they later listening to each groups Smart Scribe pen. The teacher
will monitor the class as they discuss in their small groups.

Homework/follow-up assignment:
No homework.
Accommodations/adaptations:
Herbert Millner (M)- ADHD: Herbet is permitted to pace in the back of the classroom during the
review and when the teacher is giving directions. If he wants to stand and take his quiz, he may
do so, but he must do it at or next to the teachers desk. He is also welcome to go get a drink of
water in the hallway if he is feeling restless. Extra time on the quiz and the assignment will be
permitted if needed.
Paten Vander (F)- Speech impairment: Paten will have preferential seating near the teachers
desk or the front of the classroom. She will also have the option to complete written assignments
instead of oral assignments. When responding in discussions, the teacher should repeat what the
student has said to the class to ensure the intended message of the student got across. In the small
groups, the student will have the option to have their own Smart Scribe pen to record their
answers and will be placed in a group they are comfortable with. They also have the option to
complete the activity as a written assignment. Extra time on the quiz and the assignment will be
permitted if needed.

Lya Gross (F)- Mild dyslexia: Steps for activity will be given clearly and in single steps . Lyas
quiz will be provided in larger print. Extra time on the quiz and the assignment will be permitted
if needed.
Oliver Fore (M)- Mild autism:. If he feels he is getting over stimulated, he may step outside into
the hallway. Oliver will be seated near the front, so that he does not get over stimulated by
students sitting in front of him. Extra time on the quiz and the assignment will be permitted if
needed.
English Language Learners: Since these students have been in the United States school system
for several years, have had intensive English instruction in elementary school, and are now in
high school, they have advanced experience with the English language. If they do, they have the
option to watch the video with subtitles and the quizzes can be provided in their native language
or done orally. Extra time on the quiz and the assignment will be permitted if needed.
Other: If students do not have computer access at home, they will be sent to the library at the
beginning of class to watch the video. They will take the quiz the next class period during a freereading time. If possible, contact the publisher of the video and ask for permission to make
copies of the video onto DVDs.
Plan B:
If Smart Scribe technology isnt working, students will write down their discussion question
answers down. They only need to turn in one paper with each group members name.
Attachments/Appendices:
Discussion Questions

Yummy Discussion Questions

Group Member Names:
1.__________________________________

3.__________________________________

2.__________________________________

4.__________________________________

Directions: Please answer the following questions in your group using the
Smart Scribe Pens to record your discussion. Each group member should
speak at least once. If for some reason your Smart Scribe pen is not
working, first tell your teacher, then write your answers on a sheet of paper
and staple it to this sheet.
1. How is reading a graphic novel different from reading a traditional
novel?
2. Did the video from last night help you to better understand reading
Yummy? Explain.
3. Do the images have an effect on the mood when reading? How?
4. What is the tone of the author? How does it affect how you read the
novel?
5. What conclusions can be drawn about Yummys character so far?
6. What literary elements can you identify in this graphic novel?

Flipped Lesson 3 Synthesis Writing: Writing a Synthesis Statement

Name: Keturah Young

Date: 06/22/2016
Instructor: Rybakova
Demographic: You have a classroom of 19 students. 5 are on reduced-lunch (low SES families).
You have 2 ELL students, both who have been in the country for several years and have had
intensive ELL instruction in elementary school.
Recognize, Then Synthesize!
*Lesson plan based on a 50-minute class session
Purpose/rationale:
This is a flipped lesson model that requires students to get direct instruction at home rather than
in the classroom, that way we have more time for facilitated activities in class rather than
lecturing. Students are now transitioning from mostly self-centered and narrative writing to
synthesis and argumentative writing. Synthesis writing uses multiple texts as evidence to support
a specific thesis. As deemed by the Florida Standards Assessment, synthesis writing is an
essential tool students need to master as a part of their academic writing scope. Students will
now be asked to identify common themes in several texts that have been explored throughout the
unit. Students have already explored the following texts through scaffolding:

Happy Xmas (War Is Over) by John Lennon and Yoko Ono (song)
I Know Why the Caged Bird Sings by Maya Angelou (poem)
To Kill a Mockingbird by Harper Lee (novel)
Selma (film)
Letter from Birmingham Jail by Dr. Martin Luther King Jr. (letter)

Incorporating the combination of both canonical and non-canonical texts and a variety of textual
media, students will master synthesis writing and thinking not only utilizing traditional texts, but
texts of all types. Throughout the unit, students have been informally asked to draw similarities
between texts to make connections, which will help them to create synthesis statements during
this lesson.
Florida Standards:
LAFS.910.RL.1.AP.2a: Determine the theme or central idea of an adapted grade-appropriate text.
LAFS.910.RL.1.AP.2c: Determine how key details support the development of the theme of an
adapted grade-appropriate text.
LAFS.910.RL.1.AP.1b: Use two or more pieces of textual evidence to support conclusions.

LAFS.910.W.3.AP.9a: Provide evidence from literary or information texts to support analysis,

reflection and research
LAFS.910.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary describing political, social, or economic aspects of history/social science.
*The use of this standard will depend upon which texts students choose to use during the activity
Objectives:
Students Will Be Able To:
Provide a general definition of what synthesis writing entails
Identify themes common and uncommon themes in a number of texts
Create a synthesis statement using identified themes form a variety of texts
Collaborate with a partner to determine strengths and weaknesses of synthesis statements
Materials:

Youtube video: Synthesis Essay!? Aaaaahhhh!!! https://www.youtube.com/watch?

v=jh62z3h3-mY
Post it notes (five per student, one for each text)
Letter from Birmingham Jail reading ladder (see appendix)
Synthesis Statement sheet (see appendix)
Whiteboard
Markers

Anticipatory set:
Class will begin with the teacher reviewing the video students were assigned to watch on
synthesis writing the night before. If students were not able to watch the video the night before
due to technological difficulties or lack of access, they will check in with the teacher
immediately upon arrival to class, then go to the library to watch the video.
Teaching Strategy/Procedure/Activity:
Time
5 minutes

Student is doing
Asking questions for
clarifications if needed, actively
listening

25 minutes

Listening to instruction, asking

questions for clarifications,
completing the activity

Teacher is doing
Reviewing video students were
previously assigned to watch for
homework, getting students opinion of
the video (i.e. Was it easy for them to
understand? Do they have any
questions?)
Explaining the first part of the activity.
Activity part 1: The board should be
divided into five sections (one for each
text. Students will each receive 5 post it
notes. On each post it, they will write

15 minutes

Completing the activity. If a

student finished early, they may
ask to have the teacher read
their synthesis statement

one theme from each text. They will

read each one aloud and post it to the
board in the appropriate section. The
teacher will organize them into clusters
by the commonality of the themes.
Explaining the second part of the
activity:
Activity part 2: Individually, students
will write their own synthesis statement
on the synthesis statement sheet (see
appendix). Students should only be
working on the top half of the sheet.
*Note: students may struggle with doing
this on their own, but this is completely
okay! The point is so have them try and
see what they can do. The teacher
should remind students that their
synthesis statement will not be graded
for how well it is written or how strong
it is, but they still need to try their best
to receive feedback.

Summary/Closure:
Students will end class by turning in their Synthesis Statement sheets to the teacher or designated
turn in area, which will serve as their exit slip for this class. There will be a review of the activity
during the next class.
Assessment:

Formal assessment: Students will be given a 10 point completion grade for participating
in the activity and turning in their synthesis sheet at the end of class.
Informal assessment: Understanding will be assessed during part one of the activity when
students are identify themes in the texts. Understanding of constructing a synthesis
statement will be assessed after reading each students sheet. From there, the teacher can
determine if students need more practice with the writing statements or if they can move
on to constructing body paragraphs.

Homework/follow-up assignment:
Students should prepare to share their synthesis statement with a partner the next day at the
beginning of class. Their partner should complete the bottom portion on the synthesis statement
sheet.
Accommodations/adaptations:

Herbert Millner (M)- ADHD: Herbet is permitted to pace in the back of the classroom during the
review and when the teacher is giving directions. If he wants to stand and take his quiz, he may
do so, but he must do it at or next to the teachers desk. He is also welcome to go get a drink of
water in the hallway if he is feeling restless. Extra time on the quiz and the assignment will be
permitted if needed.
Paten Vander (F)- Speech impairment: The teacher will speak at a louder volume and clearly to
ensure Paten can hear and wear a classroom microphone is necessary. Paten will have
preferential seating near the front of the classroom. When responding in discussions, the teacher
should repeat what the student has said to the class to ensure the intended message of the student
got across. Extra time on the quiz and the assignment will be permitted if needed.
Lya Gross (F)- Mild dyslexia: Steps for activity will be given clearly and in single steps . Lyas
quiz will be provided in larger print. Extra time on the quiz and the assignment will be permitted
if needed.
Oliver Fore (M)- Mild autism:. If he feels he is getting over stimulated, he may step outside into
the hallway. Oliver will be seated near the front, so that he does not get over stimulated by
students sitting in front of him. Extra time on the quiz and the assignment will be permitted if
needed.
English Language Learners: Since these students have been in the United States school system
for several years, have had intensive English instruction in elementary school, and are now in
high school, they have advanced experience with the English language. If they do, they have the
option to watch the video with subtitles and the quizzes can be provided in their native language
or done orally. Extra time on the quiz and the assignment will be permitted if needed.
Other: If students do not have computer access at home, they will be sent to the library at the
beginning of class to watch the video. They will take the quiz the next class period during a freereading time. If possible, contact the publisher of the video and ask for permission to make
copies of the video onto DVDs.
Plan B:
If students are not understanding how to construct a synthesis statement, the teacher can lead
class in creating multiple statements together.
Attachments/Appendices:
Letter from Birmingham Jail Reading Ladder sheet
Synthesis statement sheer

Letter from Birmingham Jail Reading Ladder

Letter from Birmingham Jail by Dr. Martin
Luther King Jr. (letter)
Many local religious leaders, whom Dr. King expected
to support him, released a letter entitled A Call for
Unity in which they criticized Dr. King and his
supporters after he was arrested during a peaceful
anti-segregation protest for not having a parade
permit. This letter was written on April 16, 1963 as a
response to the clergymen expressing his frustrations
in regards to lack of support and lack of equality.
Selma (film)
This award winning 2014 film depicts Dr. Martin Luther
Kings fight for civil rights. It focuses on the march from
Selma, AL to Montgomery, AL in efforts to gain the
right for African Americans to vote in 1965. This will
give students more background knowledge on Dr. King
and the events occurring during his era. It will help
them understand his frustrations and ill feelings toward
the government and those against him in his previously
written letter.
To Kill a Mockingbird by Harper Lee (novel)
Continuing the theme of texts published in this era, this
canonical text follows a white lawyer named Atticus
Finch defending a wrongfully accused African American
man for a rape charge. Set in the deep south during
the 1960s, Atticus teaches his children (Scout and Jem)
to stand up for what is right. This will give students
some background knowledge on the then active Jim
Crow laws and its social effects.
I Know Why the Caged Bird Sings by Maya
Angelou (poem)
In this poem, praised writer Maya Angelou uses the
metaphor of a caged bird with clipped wings to convey
the feeling of helplessness, but a will to fight and
having hopebecause thats all one can do
sometimes, which is why the caged bird sings. It shares
themes of being othered and a longing for freedom.
This poem was also published during the same era.

Happy Xmas (War Is Over) by John Lennon and

Yoko Ono (song)
This popular Christmas song was released in 1971 in
response to the War in Vietnam along with an anti-war
campaign. Lennon pushed for social equality and
womens rights. This song was released after Letter
from Birmingham Jail, showing the pressing after math
of Dr. Kings efforts in terms of civil rights. This text
was chosen because it shares the themes of peace and
equal rights as well as to give students multiple media
during this unit.

References
Angelou, M. (1970). I know why the caged bird sings. New York: Random
House.
DuVernay, A. (Director). (2014). Selma [Motion picture]. United States:
Paramount Pictures.
King Jr., Martin Luther. () Letter from Birmingham jail: why we can't wait
Lee, H. (1960). To Kill a Mockingbird. Philadelphia: Lippincott.
Lennon, J. and Ono, Y. (1971) Happy Xmas (War Is Over). On The Plastic Ono
Band Vinyl Recording.

Synthesis Statement Sheet

Name: ____________________________________ Period: __________ Date: ____________
Please circle the TWO texts you chose to create your synthesis statement:
Happy Xmas (War Is Over) by John Lenon and Yoko Ono (song)
I Know Why the Caged Bird Sings by Maya Angelou (poem)
To Kill a Mockingbird by Harper Lee (novel)
Selma (film)
Letter from Birmingham Jail by Dr. Martin Luther King Jr. (letter)

Please write your synthesis statement below:

Now, trade papers with your partner and allow them to read your synthesis statement. Below
your partner should write at least one strength and one weakness of your synthesis paper. This
section should be completed by your partner.
Partner Name: _____________________________________
Strengths

Weaknesses