Grammar Usage

Lesson notes

Curriculum details

Strand

Grammar (Strand 3)

Sub-strand

Grammar Usage (3.1)

Content standard

2.3.1.CS.3 - Demonstrate mastery of use of active and passive voice in communication. 2.3.1.LO.1 Employ the knowledge of phrases and clauses and their functions in communication. 2.3.1.LO.2 Use sample texts for identification and analysis of the types of subject-verb agreement in speech and in writing. 2.3.1.LO.3 Use active/passive voice in presentations.

Indicator

2.3.1.LI.1 - Distinguish between the forms of Active and Passive Voice.

Suggested placement

Semester 2, Week 4 (Week 24 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• strand name - p.132: this document swaps the names GRAMMAR and GRAMMAR USAGE between the strand and its first sub-strand from page to page - printed p.46 heads "Strand 3. GRAMMAR USAGE / Sub-Strand 1. GRAMMAR", printed p.62 "Strand 3. GRAMMAR / Sub-Strand 2. VOCABULARY", printed p.124 "Strand 3. GRAMMAR / Sub-Strand 1. GRAMMAR USAGE" and printed p.134 "Strand 3.GRAMMAR USAGE" with no space. The scope-and-sequence on printed p.21 calls the strand Grammar and the sub-strand Grammar Usage. Each heading is transcribed as its own page prints it
• indicator text - p.132: the code 2.3.1.LI.1 names 3 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 2.3.1.CS.3

Curriculum reference

NaCCA curriculum document, p. 132

Exemplars (from the NaCCA curriculum)

Experiential Learning: Learners cooperatively, watch YouTube videos on varied use of active and passive voice structures to identify their corresponding actions (verb tense forms in use).
Structuring Talk for Learning: Learners use pair conversation drills to distinguish and practise
use of active/passive voice encouraging active participation and tolerance.
Collaborative Learning: Learners in mixed ability groups collaboratively identify active/passive voice sentence structures in given passages (using old newspapers).
Project-Based learning: Learners in their mixed ability groups carefully analyse samples of texts identify differences in the use of passives in formal writing to practise their learning.
NOTE: Distinguish between active and passive voice: Active - S V O
Example:
i. The girl swept the room.
Passive - Verb be + past participle of main verb
E.g. The room was swept by the girl.
ii.
The passive voice is used when the agent is not mentioned.
E.g My book has been stolen-
iii.
Some expressions are always in the passive.
Example: I was born in 1960.
Kwame Nkrumah was born at Nkroful.
iv.
Conversion of active voice into passive voice:
a) Active subject becomes passive agent.
Example: Pearl sewed the dress.
b) Active object becomes a passive subject.
Example: The dress was sewn by Pearl.
v.
The preposition 'by' is introduced before the agent.
Use of passive voice: for writing reports, minutes etc.
Teaching and Learning Resources:
- Old newspapers
- Sentence cards
- YouTube videos
- Recorded TV sessions that depict use of coherent sentence structures
Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Strategic the reasoning to