INTRODUCTION

Teacher: Good morning, Grade 7!

Teacher: Is everybody doing good?
Teacher: Alright, I hope everyone is present today.
Teacher: Before we dive in into our lesson discussion today, I have four simple
classroom rules for you to obey during our class. And it is just a simple acrostic ‘DORA’.
D for Do your best in all the activities.
O for Obey the teacher and be respectful.
R for Raise your hand to speak.
A for Always be kind and honest.
Teacher: Okay, am I clear?
Teacher: Very good!

A. ACTIVITY
"Unscramble and Ramble – Dora’s Sentence Adventure!"
Introduction:

Teacher: Hola! Today, we’re going on an exciting adventure—just like Dora the
Explorer! But instead of finding lost treasures, we’ll be finding lost sentences! Who’s
ready?

Teacher: So, if everybody is ready, I want you guys to say Listos! Okay?

(Pause for student reactions—maybe even encourage them to say "¡Listos!" or "We’re
ready!")

Teacher: Now, imagine this—Dora and Boots have mixed up their sentences! Oh no!
It’s our job to unscramble the words and help them speak clearly again. If we do this
right, we’ll unlock a new skill—understanding how sentences work in different ways!

Instructions:

Teacher: I will divide you into two groups. Each group will receive a set of jumbled
words. Group 1 will work on sentences where Dora and Boots take action. Group 2 will
have sentences where the action is described in a different way. Your mission? Work
together to arrange the words into clear, meaningful sentences!

Teacher: But be quick—Swiper might try to swipe our answers if we take too long!
(Playfully add suspense.)

Teacher: Once you’re done, be ready to share your sentences. And here’s a hint—
there’s a special pattern hidden in them! Let’s see if you can uncover it.

(Check if students understand before starting.)

Activity Proper:

Teacher: Alright, time starts... NOW!

(Walk around, observe, and interact with students.)

(Provide hints if needed, and celebrate small wins.)

Sharing and Discussion:

Teacher: Time’s up! Let’s hear what you came up with!

Teacher: Group 1, read your sentences out loud! (React enthusiastically to their
answers.)

Teacher: Now, Group 2, it’s your turn! (Encourage excitement.)

Teacher: Hmmm… I see something interesting. What do you think? Let’s be sentence
detectives!

Teacher: First, take a moment to analyze the sentences by yourself. What do you
notice? Then, turn to a partner and discuss what you notice. What are the differences
between the sentences in each group? Can you find a pattern in how the sentences
describe actions? Finally, share your ideas with your group!

Teacher: Great job noticing the difference in word order! You pointed out that in your
sentences, the doer of the action comes first, making it easier to understand. This
structure helps make the message clear and direct. Well done!
Teacher: Excellent observation! You recognized that in your sentences, the focus shifts
to what is being acted upon instead of who is doing the action. This can change how the
sentence feels and how information is presented. Nice work!

Wrap-Up (5 minutes)

Teacher: Amazing job, explorers! You just discovered that sentences can be written in
two ways—some are direct, where the subject takes action, and some are more
indirect, where the action is being described differently.

Teacher: And guess what? That’s what we’ll learn next—active and passive voice!
You’re now one step closer to becoming sentence masters!

Teacher: Give yourselves a big ¡Excelente! Now, let’s get ready for our next adventure
—learning when to use active and passive voice!

B. ANALYSIS
Transition from Activity to Discussion

Teacher: Great job, everyone! You’ve successfully unscrambled your sentences and
uncovered an interesting pattern. Now, let’s take a closer look—why did Group 1’s
sentences sound more direct, while Group 2’s sounded a bit different?

(Pause and encourage responses.)

Teacher: That’s because Group 1’s sentences used the active voice, while Group 2’s
sentences used the passive voice. But what exactly does that mean? Let’s break it
down!

Discussion on Active and Passive Voice

Teacher: Let us first define what is an Active voice.

Teacher: Active voice is a grammatical structure in which the subject of the sentence
acts as the verb.
Teacher: In an active voice sentence, the subject is the one doing the action.
Teacher: It goes with this structural pattern: Subject → Verb → Object (The researcher
analyzed the data.)
Teacher: For example: The researcher analyzed the data.' Who is doing the action?
Yes—The researcher! They are the subject, and are performing the verb.

Teacher: Passive voice is a grammatical structure in which the object of an active

sentence becomes the subject and the action is performed on it, often using a form of
the verb to be + participle. The doer of the action may be mentioned using by, or it can
be omitted.
Teacher: It goes with this structural pattern: Subject → Verb → Agent (The data was
analyzed by the researcher.)

Teacher: In a passive voice sentence, the focus shifts. The object (the thing receiving
the action) comes first, and the subject is mentioned later—or sometimes not at all!"
Teacher: For example: 'The data was analyzed by the researcher.' Here, ‘the data’
comes first, and the action seems less direct.

Teacher: Here are some further examples. Alright, class, let’s take a look at these
sentences. Read them carefully.

Teacher: In the first sentence of each pair, we begin with the person doing the action
(Dora, Boots). This makes the sentence clear, direct, and easy to understand.

Teacher: But in the second sentence, we shift focus. Instead of who is doing the action,
we start with what is being acted upon (the map, the backpack). This makes the
sentence less direct, but it emphasizes the result of the action rather than the doer.

Wrap-Up

Teacher: So, we’ve learned that active voice is usually clearer and more direct, while
passive voice can be useful in specific situations. Understanding when to use each one
helps us become better communicators!

Teacher: Next, we’ll practice identifying and using both voices effectively. Get ready!
C. ABSTRACTION
Reflection & Generalization

Teacher: In communication, active voice makes sentences clearer and more direct by
focusing on the doer of the action, while passive voice shifts the focus to the receiver of
the action, making it useful in formal, objective, or diplomatic contexts. Understanding
when to use each voice enhances clarity, precision, and effectiveness in writing and
speaking.

Teacher: By understanding when to use active and passive voice, we can communicate
more clearly and effectively in different situations. Whether we’re writing a news article,
explaining a scientific discovery, or posting on social media, choosing the right sentence
structure makes a big difference!

Teacher: Now, let’s move on to applying what we’ve learned!

D. APPLICATION – Role-Play Challenge: "The Mysterious School

Incident"
Setting the Stage

Teacher: Alright, detectives! Something strange has happened at our school—our

science lab is a mess! Broken test tubes, spilled chemicals, missing equipment… What
could have happened? It’s time for you to investigate!

Teacher: In this challenge, you’ll take on different roles to uncover the truth and report
what happened—using both active and passive voice!

Step 1: Class Division

Teacher: I will divide you into three groups, and each group will prepare a short role-
play based on the incident."

 Group 1: The witnesses—students who might have seen what happened.

 Group 2: The investigators—the teacher, janitor, and security guard looking for
clues.
 Group 3: The media—a news reporter covering the story and sharing the
incident with the public.
Step 2: Understanding the Scenario

Example sentences:

 Active: “The janitor found broken test tubes on the floor.”

 Passive: “Broken test tubes were found by the janitor on the floor.”
 Active: “The security guard checked the CCTV footage.”
 Passive: “The CCTV footage was checked by the security guard.”

Step 3: Speaking Task & Performance

Teacher: As you act out your scenes, make sure to use both active and passive voice
naturally in your dialogues. Be creative—this is your chance to bring the mystery to life!

Teacher: I will be listening carefully, and you’ll be graded based on how well you use
active and passive voice, clarity of speech, creativity, and teamwork.

Final Thought

Teacher: Fantastic job, everyone! You’ve not only solved the mystery but also mastered
how to switch between active and passive voice in real-life communication. Keep
practicing, and soon you’ll be able to use these structures effortlessly in your writing and
speaking!

Teacher: Next up, we’ll apply what we learned in writing exercises—get ready!

E. ASSIGNMENT – "My Favorite Experience" Speech

Instructions for Students:
Teacher: For your assignment, you will prepare a short speech (6-7 sentences) about
one of your favorite experiences. It could be a memorable trip, a school event, a fun
adventure with friends, or anything special to you!"

Here’s the challenge:

Teacher: Your speech must include at least two sentences in the active voice and
two sentences in the passive voice.

Teacher: You will present your speech to the class.

Teacher: Be confident! Speak clearly and engage your audience.
Assessment Criteria (Total: 50 points)

Content & Structure (15 points)

 The speech is well-organized and engaging.

 The experience is clearly described.
 The speech flows smoothly from beginning to end.

Use of Active & Passive Voice (15 points)

 At least two active and two passive sentences are included.

 Each voice is used appropriately in context.

Delivery & Presentation Skills (20 points)

 The student speaks clearly and confidently.

 They maintain eye contact and engage the audience.
 Their tone and pacing are appropriate.

Final Reminder:

Teacher: This is your chance to practice using active and passive voice naturally in
storytelling. Be creative, have fun, and I can’t wait to hear about your experiences!

Teacher: Let’s call it a day for now! Good bye everyone!