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    Active and Passive Voice Daily Lesson Lo

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    Francis
    This daily lesson log outlines an English lesson on active and passive voice. The teacher will review fallacies from the previous lesson. Examples of active and passive sentences will be presented and discussed. Students will practice identifying and transforming between active and passive voice in sentences. They will work in groups to create dialogues using both voices. For assessment, students will summarize what was discussed and read from a play to practice the skills at home.

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    Active and Passive Voice Daily Lesson Lo

    Uploaded by

    Francis
    541 views2 pages
    This daily lesson log outlines an English lesson on active and passive voice. The teacher will review fallacies from the previous lesson. Examples of active and passive sentences will be presented and discussed. Students will practice identifying and transforming between active and passive voice in sentences. They will work in groups to create dialogues using both voices. For assessment, students will summarize what was discussed and read from a play to practice the skills at home.

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    This daily lesson log outlines an English lesson on active and passive voice. The teacher will review fallacies from the previous lesson. Examples of active and passive sentences will be presented and discussed. Students will practice identifying and transforming between active and passive voice in sentences. They will work in groups to create dialogues using both voices. For assessment, students will summarize what was discussed and read from a play to practice the skills at home.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    541 views2 pages

    Active and Passive Voice Daily Lesson Lo

    Uploaded by

    Francis
    This daily lesson log outlines an English lesson on active and passive voice. The teacher will review fallacies from the previous lesson. Examples of active and passive sentences will be presented and discussed. Students will practice identifying and transforming between active and passive voice in sentences. They will work in groups to create dialogues using both voices. For assessment, students will summarize what was discussed and read from a play to practice the skills at home.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    You are on page 1of 2

    1 Teacher Anne Rendel C.

    Almenario Learning Area English


    Date & Time 01/16/2018 Quarter 4th Quarter
    DAILY LESSON LOG Tuesday

    I. OBJECTIVES
    A. Content Standards The learner demonstrates understanding of how Anglo-American literature and other text types serve
    The Learners demonstrate an as means of preserving unchanging values in a changing world; also how to use the features of a full-
    understanding of: length play, tense consistency, modals, active and passive constructions plus direct and indirect
    speech to enable him/her competently performs in a full-length play.
    B. Performance Standards The learner competently performs in a full- length play through applying effective verbal and non-verbal
    The Learners should be able to: strategies and ICT resources based on the following criteria: Focus, Voice, Delivery and Dramatic
    Conventions.
    C. Learning Competencies/  EN9G-IVa-22: Use active and passive constructions through a conversation.
    Objectives  Classify whether a sentence is an active or passive voice of the verb.
    The Learner should be able to:  Transform an active voice of the verb into its passive form and vice versa.

    II. CONTENT Voice of the verb


    III. LEARNING RESOURCES
    A. References Curriculum guide Students module Gr. 9 Cartolina Internet websites
    IV. PROCEDURES
    ACTIVITY
    A. Reviewing previous lesson The students will refresh a past lesson tackled which are the three types of fallacy and its significance.
     Faulty Logic
     Unsupported Facts
     Emotional Appeal

    B. Establishing a purpose for the The teacher will explain the importance of learning the rules and construction behind active and
    lesson passive voice sentences. It is essential in forming speech and composing a sentence as well as
    understanding when heard.
    C. Presenting examples Active Voice
    1. I love you.
    2. Michelle must have eaten too many lollipops.
    3. The firemen destroyed the window to save the children.
    Passive Voice
    1. You are loved by me.
    2. Too many lollipops must have been eaten by Michelle.
    3. To save the children, the window was destroyed by the firemen.
    ANALYSIS The teacher will discuss the difference between an active and passive voice.
    D. Discussing the new concepts and Active voice
    practicing new skills The voice of the verb is active when the subject performs the action.
    Passive voice
    The voice of the verb is passive when the subject is acted upon by the object of the verb.
    E. Discussing the new concepts and The teacher will write sentences on the board and the students will identify whether it an active or
    practicing the new skill #2 passive voice then they will transform it into the other type of voice of the verb.
    APPLICATION
    F. Developing Mastery The teacher will randomly ask several students to give an example of either an active or passive
    (leads to formative assessment sentence and another student will be called on to the from to write its other form.
    #3)

    G. Finding practical applications of The students will be divided into 2 groups and they will create a dialogue between two persons and use
    concepts and skills in daily living at least 1 active and passive sentence. The groups will get to choose their representatives. A scenario
    will be assigned by the teacher.
    ABSTRACTION
    H. Making generalizations and The teacher will be asking the students whether they understood the new concept introduced to them
    abstractions about the lesson and ask to summarize what was discussed.
    I. Evaluating learning Activity
    ASSIGNMENT
    1. Additional activities for application The students will be assigned to read the 1st Act of the play “A Raisin in the Sun” by Lorraine Hansberry.
    or remediation
    V. REMARKS
    VI. REFLECTION INDEX MASTERY
    A. No. of learners who earned 80% in the evaluation. E. Which of my activities worked well? Why did these work? Score
    B. No. of learners who require additional activities for F. What difficulties did I encounter which my principal or supervisor can help me solve? 4-5
    remediation.
    C. Did the remedial lessons work? No. of learners who G. What innovation or localized materials did I use/discover which I wish to share with other 3 & below
    have caught up with the lesson. teachers?
    D. No. of learners who continue to require remediations. Total:

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