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Formative Assessment (Active and Passive Voice) - Coggle Diagram
Formative Assessment (Active and Passive Voice)
ESSENTIAL COMPONENTS OF CLARITY
•Learning Intentions
.
Global
e.g., To understand voice in writing.
Specific
e.g., To identify and form active and passive voice sentences.
More Specific
e.g., To transform active sentences into the passive voice using auxiliary verbs (to be) and past participles to alter sentence emphasis.
•
Relevance
Understanding active and passive voice gives you direct power over your writing's focus, tone, and influence across every real-world context—from storytelling and science to business and critical reading.
•Examples and modelling
Target Sentence: "The heavy rain flooded the entire basement."
V – Visualize the Action: The action happening is flooding.
O – Identify the Operator (Doer): Who or what did the flooding? The heavy rain.
I – Inspect the Impact (Receiver): What received the flooding? The entire basement.
C – Check the Order: Doer (The heavy rain) Verb (flooded) Receiver (the entire basement). This is Active Voice.
E – Execute Change (To Passive): Move Receiver to the front $\rightarrow$ Add "to be" verb + past participle $\rightarrow$ Add "by" + Doer.
Result: "The entire basement was flooded by the heavy rain."
•Success Criteria
Success Criteria
[ ] Swap: I can move the object (receiver) to the start of the sentence.
[ ] Add Verb To Be: I can select the correct form of to be to match the original tense and new subject (e.g., is, was, were).
[ ] Use Past Participle: I can change the main verb into its past participle form (e.g., wrote $\rightarrow$ written).
[ ] Include/Omit Doer: I can add "by [doer]" at the end, or leave it out if the doer is unknown/unimportant.
[ ] Explain Focus: I can explain that the sentence now emphasizes what happened rather than who did it.
•Checking for understanding
tudents show colored cards, cups, or highlighters during independent work:
Green: "I can convert active to passive easily." $\rightarrow$ Give extension tasks (omitting the doer, multi-tenses).
Use Traffic Lights where students will be provided 3 cards which is green,orange and red.
Yellow: "I understand the swap, but struggle with verb tenses or past participles." $\rightarrow$ Provide a verb chart.
Red: "I can't tell who is doing the action vs. who is receiving it." $\rightarrow$ Pull for 1-on-1 suppo
EVIDENCE OF LEARNING
SELF EVALUATION
PEER EVALUATION
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