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School Grade Level Mentee Learning Area Teaching Date and Time

This lesson plan outlines a lesson on teaching direct and reported speech to 7th grade students. The objectives are for students to identify and understand the difference between direct and reported speech, and appreciate their use through activities. Content covers direct and reported speech using a reading passage. Procedures include preparatory activities like a review game, modeling direct and reported speech, reading and discussing the passage, and group activities applying direct and reported speech such as role plays and writing assignments. Assessment is based on a rubric for completing and presenting the group activities.

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Jobert Taliquig
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0% found this document useful (0 votes)
33 views5 pages

School Grade Level Mentee Learning Area Teaching Date and Time

This lesson plan outlines a lesson on teaching direct and reported speech to 7th grade students. The objectives are for students to identify and understand the difference between direct and reported speech, and appreciate their use through activities. Content covers direct and reported speech using a reading passage. Procedures include preparatory activities like a review game, modeling direct and reported speech, reading and discussing the passage, and group activities applying direct and reported speech such as role plays and writing assignments. Assessment is based on a rubric for completing and presenting the group activities.

Uploaded by

Jobert Taliquig
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade 7 Detailed School BIGAAN NATIONAL HIGH SCHOOL Grade Level 7

Lesson Plan in Mentee JESSA MAE ENTERA DUNAN Learning ENGLISH


Teaching Direct Teaching Date and AUGUST 5, 2019 Area
Speech and Reported Time
Speech

I. Objectives

At the end of the lesson, the students are expected to:

a. identify direct speech and reported speech;(EN7LT-IIIf-5)


b. understand the difference between direct speech and reported speech; and,(EN7RC-IIIf-2.8)
c. appreciate the use of direct and reported speeches through multiple intelligence activities.(EN7OL-IIIa-1.3)

II. Content

Topic : Direct Speech and Reported Speech (My Travelogue, pp. 365-366)

Reading Resource : instructional materials, chalk, cartolina, cards, feltip pen

III. Procedures
A. Preparatory Activities
1. Prayer
2. Checking of Attendance
3. Review
Teacher’s Activity Student’s Activity
Alright class, at this time we’ll have a game. This game
is called “ FACT or BLUFF”. I have here a ball and toge-
ther with the music I am to play, you are going to pass
it on and on. Then once the music stops playing, the last
one to hold the ball will have to answer the statement
by telling whether the statement is fact (if the state-
ment is a fact) or bluff (if the statement is an opinion).

Do you get it class? Yes, mam.


a. The president of the Philippines is Rodrigo Duterte.
b. President Duterte is a cruel president.
c. Filipinos are hospitable according to study.
d. Some people think that Filipinos are indolent.
e. Philippines had topped as an English speaking country.

4. Motivation
I have here some interrogative sentences on the charts. And,
I need two volunteers from the class. Student A will have to
answer directly the question and the other one will have to
retell what the first speaker said.
Is it okay, class?

Model: Do you eat chocolates? Jerry: “No, I don’t eat chocolates.”


Micah: Jerry said no , he doesn’t eat
chocolates.

a. Do you brush your teeth once in a month? ( Students’ responses)


b. Do you love eating hotdogs?
c. Have you yet travelled around the world?
d. Do you always make up your assignment at home?

What have you noticed with the activity? The activity was with the direct statement and
indirect statement.

How did the first student state his/her idea? The first speaker was telling the statement or
response directly.

How about the other student? The other speaker / student was telling the
statement indirectly.

5. Pre-Reading
(Establishing a purpose for the lesson)
The teacher will present the questions to the students regarding with the selection to tackle.
a. Have you ever had a very memorable experience in life? Yes, mam.

b. What was that experience you will never forget? (The student responds...)

c. Were you able to help other people? How? Yes, mam. (Answers vary.)

6. During Reading
(Presenting examples/instances of the new lesson)
Through the chart posted on the board, the teacher will present the text entitled “My Travelogue”.

My Travelogue

Last month, I went to a town in Rizal. I saw that there are some kids who have
nothing to eat. I approached one kid and gave him some bread. He said, “Kuya, thank you
for the bread.” I was so happy that I could give him something. A girl beside the boy said
that she also wanted to eat bread. I gave a piece of bread. She thanked me with her smile.
I felt really happy helping them.

I have here a chart written with a selection.


I want here in front a volunteer to read such. Kristine reads...
Who will take a try? Yes, Kristine.
7. After Reading
(Engagement Activities-Whole Class)
The teacher will ask follow up questions relative to the story.

a. Where did the main character go? The main character went to a town in Rizal.

b. What did the character see when he was in Rizal? He saw that there were some kids who have
nothing to eat.

c. What did he give to the kid? He gave the kid some bread.

d. What did the boy say to the man who gave him bread? He said, “Kuya, thank you for the bread.”

e. How did the main character feel when he gave the boy
some bread? He was so happy that he could give the kid
something.

f. What was the reaction of the girl upon giving her bread? She was so happy.

g. If you were the main character, would you do the same? Yes, I would do the same because it be fulfilling
if you help others.

(Discussing the new concepts and practicing new skills)


Let us try to understand the difference between the
stipulated statements.

A direct speech is a sentence that gives a statement or thought in the original form according to how the original
speaker said.
A reported speech is a sentence that expresses the content of a statement without quoting just like what is done in
direct speech.

To change a direct speech to a reported speech or vice versa, you need to take note of the following important
details:
Tense of the Verb ( Is it in past tense or present tense?)
Pronouns (Do you need to change pronouns like “I” to “he/she”?)
Have a mere analysis on these statements. (Students responses)

“The bread was good” the boy stated. The boy stated that the bread was
good.

“I also wanted a bread” the girl said. The girl said that she also wanted a
bread.

(Finding practical applications of concepts and skills in daily living)

Engagement activities (small groups)

Group 1-Role Playing for Good

Make a role play on your experience when you travelled/had gone to an unforgettable place in your barrio
(Bunsadan Falls, etc.) Make sure to use the direct speech and reported speech.

Group 2-Thank You My Friend


Imagine that you are going to write a thank you letter to your friend for helping you out of the problem. Make
use of the direct speech and direct speech.

Group 3-The Award for the Greater Good


Pretend that you are going to conduct an awarding program for people who responded to the needs of others
particularly in your barrio. They will prepare a short thank you message while receiving the award. Choose at
least two people in your group to act as awardees. As the host of the program, prepare a brief introduction
about the awardees. Use the direct and reported speeches.

Group 4-Rapping for Good


Ask you group mates about the qualities of a person who responds to the needs of others. Organize the answers
of your group mates, and compose a short rap song using your answers as your lyrics. Include the use of direct
speech and reported speech.
Tell the students that they will present the activity according to the following rubrics:

POINTS DESCRIPTION
5 The group had completed the activity before or in due
time. They presented the activity excellently.
4 The group had completed the activity in due time. The
performance was very satisfactory.
3 The group had completed in due time but had a little bit of
vagueness in their performance. They’ve done the task
satisfactorily.
2 The group did not make it in due time and had more
undesirable acts in their performance.
1 The group did not make it i n due time and had done their
activity so fairly.

(Making generalizations and abstractions about the lesson)


The teacher will ask follow up questions regarding with the topic.
1. What is then a direct speech? A reported speech?

IV. Application

(Evaluation on Learning)
Analyze the given sentences. Change the direct speech to reported speech and vice versa. Write your answers on
your ½ crosswise sheet of paper.

1. The boy said, “I wanted to have food to eat”.


___________________________________________________________________________________
2.”My friend would be very thankful to you”, the girl stated.
___________________________________________________________________________________
3. Kuya exclaimed that he was happy to help others.
___________________________________________________________________________________
4. The man stated that he loves helping out kids.
___________________________________________________________________________________
5. “I will never forget man’s kindness”, the boy said.
___________________________________________________________________________________

V. Assignment

Make a Collage of Goodness. Refer to page 366 of your book.

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