Professional Documents
Culture Documents
TEACHER NAME: Dailyn Brown DATE: 3/13/2018
Attach any handouts or materials required for this lesson.
Preparation/Planning
ESL Course: Reading and
Writing for NonNative Level Beginning Intermediate Advanced Multilevel
Speakers of English III □ □ X □
Topic/Theme: Reviewing
different forms of passive
voice and when to use and
not use it.
Listening Students will be able to listen to and watch short clips from sitcoms.
Objectives: Student will listen various conversations related to different situations in
Students will the clips to be able to identify why the passive voice is being used in
be able to certain situations. They will also listen to the teacher and fellow
identify the classmates talking about the passive voice and explaining their answers
passive voice to the TV series activity as well as the worksheet.
and feel Speaking Students will be able to be able to communicate clearly with group
comfortable members, partners, and when addressing the whole class while practicing
choosing to the passive voice. Students will discuss if the sentences given are active
use or not or passive with their groups while playing the kahoot and while sharing
use it based their answers during the passive voice TV series clip activity. They will
on the also speak and negotiate with their partner while working on the
appropriate worksheet to decide and explain why the sentence should stay in the
context. passive voice or be changed to active voice.
Reading Students will be able to understand the assignment (should the passive be
used or not) and participate in the kahoot review by reading, and in turn,
understanding the information given so they can proceed with the
activity. Students will read the worksheet sentences, PPT slides, and
kahoot slides for the purpose of reviewing the passive voice and when it
should or should not be used.
Writing Students will be able to recognize the target grammar (passive voice) and
to be able to decide when to use it or not use it in their writing. They will
write down their answers on the worksheet to explain their reasoning for
using or not using the passive voice and at the same time they will
rewrite the sentence in active voice if they have decided that it would be
a better choice for that example sentence. There will also be a writing
assignment for homework that will ask students to answer a series of
questions based on the song Moonshadow by Cat Stevens. These
questions are specific to the use of passive voice and 1st conditional (a
review from lesson 1) in the song and what the meaning of the song is
based on the use of these grammar forms.
Bridging
What background knowledge These students will have already read the review in the textbook for
do the students already have? homework. In this review they will be presented with multiple
examples of when the passive voice is used incorrectly and also when
it should be used. It is an advanced ESOL class and students had
mentioned that they had seen the passive voice in past classes still felt
unsure of when to use it which helped inform my decision to create this
particular lesson.
What will you do to activate The lesson will begin with a kahoot warmer where students will see
or link students’ prior sentences written in passive and/or active voice and they will have to
knowledge or experience to choose if they think it is an active or passive sentence. This will help
upcoming content? access prior knowledge or be a way to refresh their memories of the
difference between active and passive voice. It will be done in groups
to encourage support/shared knowledge and for a more low stakes
activity. It will also be clear that it is not graded and just to see where
they are and as a warm up related to the main topic of the lesson.
Engagement with New Material
What will you do to engage After the kahoot, the students will be warmed up and be aware of the
students in the active learning topic of the lesson. The new material will be engaging because they
of the new material? will be watching clips from series they may know such as LOST and
How to Live with Your Parents and because I often find that students
get excited when media is used in the classroom. I also purposefully
made the Powerpoint colorful so it can promote a more fun and
engaging way to present the information.
What will you do to ensure When they use kahoot, they will be in groups with a shared phone
that all students are engaged? which will encourage engagement as they will also be working
together in that group to answer questions. When the students are
working on the worksheet, they will be in pairs and I will be walking
around making sure they are working together and talking to each other
to come up with the answers as a team. Each pair will share one to two
answers to the class verbally depending on how many people are in
class that day. They will need to know at that point why they chose
their answer and explain to the class.
Application
What opportunities will you The kahoot will be a time to practice identifying active or passive
provide students to practice voice. For the clips from TV series, students will have the chance to
and apply their say why they think the person in the series has chosen to use the
knowledge/skill to meet the passive voice in the context that they are in. Each example is a little
objectives for this lesson? To different. Even if some students don’t answer, they can learn from what
apply to other contexts? others say. For the worksheet, they will review that knowledge by
reading sentences in the passive form and, with a partner, students will
decide if the passive voice is ok as it is or if the sentence should be
made active into an active sentence. They will have to exmaplin why
they chose passive or active in every sentence. All of this practice will
help them apply further to their future writing by being more confident
and able to communicate more clearly with intention by choosing
when to use or not use the passive voice to write for specific meaning
and clarity.
Assessment
How will you assess their All the assessment in this activity is informal. They will not be graded
learning of the objectives? officially, rather they will be assessed for being present and
participating. Participation does not necessarily mean speaking
individually. In this case, it is based on interactions within pairs or
groups as well as the times they are called on to read or answer a
question. It is not about being correct but more that they are trying to
renegotiate understanding and hopefully they are successful. In the
kahoot, I will be aware of which groups are winning, but also the
general energy and confidence levels they have while answering. At
this point, I will see how easy the activity is for them and adjust
accordingly by giving more support and feedback or moving on. For
the series clips, I will call on individual students to share why they
think the passive is being used for in this situation. If they aren’t sure, I
will be there for support and make corrections on the spot if answers
are incorrect. I will also allow other students to help correct in a
constructive, supportive way. This is more about why to use it and not
how to form the passive. For the worksheet, students will have their
own papers but work with partners to decide, out of ten sentences,
which should stay passive and which need to be made active and why.
Here they have to change the sentence to active, if need be, so it is
about form but also understanding why. I will walk around as they are
working but we will also share answers and have each pair explain
their answers to the class. If we run out of time, I will check them at
home and bring them back the next class meeting where we will
review the answers as a class.
Closing
How will you help students We will take some time at the end of the lesson to talk about what the
recap the learning and link it importance of understanding when and why we use the passive voice
back to the original purpose and also how they felt about the experience and what they plan to do
of the lesson? with the knowledge. “Did you learn anything new today?” Share in
groups or if it’s a small class – we have 11 students – share as a class.
If time permits, we may listen to Moonshadow by Cat Stevens as an
intro to the HW. If not they will listen at home and find the passive
voice within the song as well as 1 st conditional as a reflection back to
the last grammar lesson they did which was on conditionals. They will
write about why they think passive voice and 1 st conditional were used
and what they think the song is about based on the way the grammar
expresses an idea. https://www.youtube.com/watch?v=JgHmOH7VbYw
Technology
If applicable for your context I will integrate technology by using kahoot (Link to Kahoot:
and your lesson, how will you https://play.kahoot.it/#/k/b30975066c6f4510a76f113ebe788ead) as
an interactive warm up and clips from series to show students how
meaningfully integrate people are using the grammar in real situations. It is meaningful
technology into your lesson? because it helps improve the quality of the lesson by making it more
interactive and incorporating authentic materials that show the
grammar being used in the “real world.” I will also use a Powerpoint as
a more engaging way of review the grammar point and I will also post
it on Blackboard so they can access it after the lesson if they would
like to review it.
Reflection
What went well? How do you The students were able to understand and respond correctly to most of
know? the tasks. They left the lesson with a better understanding of the
material. I know this because I had the entire class fill out a feedback
form because this lesson was also connected to my action research and
almost all of the students felt that the way they were taught the material
was very useful and relevant. I also felt it went well because the
students were engaged and everyone participated when I called on
them so I feel like they felt comfortable sharing what they were
learning.
What didn’t go as planned? My classroom did not have the technology to use a projector and show
the videos due to technological problems. We had to move the class to
a room in the library that had the tech I needed. Because of this, there
was a little confusion in the beginning of the lesson.
What contingency plan did I knew this might be an issue because technology is unpredictable so I
you employ? had already checked to see if the room in the library was available and
I had reserved it just in case. I had also told the students in the previous
class that this may happen and that we would be moving if need be.
What would you do I may have just planned to have the class in another room to start with
differently next time? for less disruption. There is not always another classroom to go to
when there are technological issues so if I had not been able to move I
would have skipped the video activity and had my students do it for
homework. As for the PowerPoint, I would use the whiteboard to write
things out.
If I could each this lesson again, I would also leave more time at the
end of the lesson for reflections. I asked 3 students to share something
they could take away from the lesson but it would be nice to hear
everyone’s opinion. If it were a large class, I would give them 5
minutes to write and collect them. If it were a small class like the one I
have now, I would give everyone a minute to share.
Did your students meet the Yes. I believe that they did because we were able to complete all the
purpose and objectives for activities I noted for each objective. In completion of the activities I
this lesson? What is your was able to observe and interact with their learning experience and I
evidence for each? felt that they left with a better understanding of when to use the passive
voice and when active voice is more appropriate. I felt that all
objectives were met. We used the four skills in the class and students
produced answers and they all made sense and were clear. I think that
the evidence that follows in the following weeks will be helpful when I
can see it in their writing and how they do on their assessment test the
following week.
What do your students need I think I should assign an essay topic that was somehow related to that
next? How do you know? specific grammar point where they would need to use it in their writing
so I can check how they are each using it in their writing of a larger
document and not just a few independent sentences. I know this
because some said they struggle with using it correctly.
What did you learn about I believe that my lesson was interesting and engaging. I think I have
your glows and grows as a the ability to explain things to my students in a clear way and guide
teacher? What can you do to them in creating their own meaning out of what they are learning so
work on your areas needing that it is more memorable for them. I think the place I can grow the
growth? most is timing. I tend to want to do a lot in one lesson and I think this
stems from teaching advanced students for so long and wanting to
always have more materials if we work faster than expected. That
being said, I should plan to have more but not expect to do it all and be
ok with doing it another day or not at all if it doesn’t affect the flow of
the lesson. I want to make sure there is always time at the end of the
lesson for reflection and I would have liked to have the students write
or record (on flipgrid) some sort of review or notes that they can have
to access later.
For me (approx. times)
5 Greeting
15 Kahoot active or passive?
810 What the passive voice is/how it’s formed/difference between and active and passive
sentence
10 When to use passive voice + video clips from sitcoms using passive voice and having
students identify why it was used in these circumstances (group participation or calling on
students individually)
5 When and why to avoid using passive voice examples
10 Activityworksheet with sentences in passive form and students decide, in groups of two, if
the passive voice is ok or should be active and why. Review answers as a group if time permits
or as part of summary in last 10 min.
10 Summary and time for additional/more specific questions
510 introduce HW