10th Grade Passive Present Simple Lesson Plan

Topic: Passive present simple

Objectives & Outcomes

• Students will be able to define the passive present simple and give examples of its use.

Materials

• Whiteboard or blackboard
• Pencils and paper for each student
• Handout with passive present simple examples

Warm-up

• Ask students if they can remember what the passive voice is.
• Write the following sentences on the board and ask students to translate them into the passive voice:

*The window was broken by the cat (passive: The cat broke the window)

*I am read ing the book (passive: Someone is reading the book to me)

• Explain that the passive is used to show who is responsible for an action, usually when the person doing the action is not mentioned or is not important.

Direct Instruction

• Introduce the passive present simple by saying that it is a type of passive that is used to describe present actions or events that have been or will be done to someone or something.
• Give examples of the passive present simple, using the chart or list of verbs provided.
• Explain the rules for using the passive present simple, including the following:
• The passive present simple is formed by using the verb "to be" (is, am, are) + past participle of the verb
• The passive present simple is always followed by a word or phrase that indicates the person or thing that is being acted upon (called the "object of the passive")
• The object of the passive can be a noun or a pronoun
• Examples of the passive present simple can be given using the provided chart or list of verbs.

Guided Practice

• Have students work in pairs or small groups to create their own sentences using the passive present simple.
• Give each group a set of sentence strips or pieces of paper with sentence prompts written on them, such as:
• A car is being driven by a boy
• A dog is being fed by a girl
• A plant is being watered by a boy
• Have students use the past participle of the provided verbs to create their own sentences, using the rules for using the passive present simple.
• Have students share their sentences with the class and check for correct use of the passive present simple.
• For more advanced students, you can have them create their own sentences using more advanced or complex verbs.

Independent Practice

• Have students work on a project-based activity where they create a simple sentence using the passive present simple and then illustrate it.
• For example, a student might create a sentence such as "The ball is being thrown by the boy," and then draw a picture of the boy throwing the ball.
• Have students present their sentences and illustrations to the class and explain how they used the passive present simple in their sentence.

Closure

• Review the concept of the passive present simple and how to use it in sentences.
• Ask students to share one thing they learned about the passive present simple during the lesson.

Assessment

• Observe students during the independent practice activity to assess their understanding of the passive present simple.
• Collect and review the edited paragraphs written during the independent practice activity to assess students' ability to effectively use the passive present simple.