Republic of the Philippines

DEPARTMENT OF EDUCATION
DEL GALLEGO NATIONAL HIGH SCHOOL
Brgy. Comadogcadog, Del Gallego, Camarines Sur

DETAILED LESSON PLAN IN ENGLISH 9

Content Standard: The learner demonstrates understanding of how Anglo-American

literature and other text types serve as means of preserving unchanging
values in a changing world; also, how to use the features of a full-length play,
tense consistency, modals, active and passive constructions plus direct and
indirect speech to enable him/her competently performs in a full-length play.

Performance Standard: The learner competently performs in a full- length play through
applying effective verbal and non-verbal strategies and ICT resources based
on the following criteria: Focus, Voice, Delivery and Dramatic Conventions.

Learning Competency: Change direct to indirect speech and vice-versa: EN9G-IVf-1:

I. Objectives
At the end of the lesson, the students are expected to;
 identify direct and indirect speech;
 change direct to indirect speech; and
 realize the importance of using direct quotes as factual information.

II. Subject Matter

Topic: Direct and Indirect Speech
Reference: ENGLISH 9, “A journey through Anglo-American Literature” pp. 531-532, and
https://www.slideshare.net/slideshow/7-elements-of-modern-drama/14565180#7
Instructional Materials: Laptop, PowerPoint Presentation, Markers, Cartolina

III. Procedure

Teacher’s Activity Students’ Activity

PRELIMINARIES

Greetings
“Good morning, class!” - “Good morning, ma’am!”

Prayer
“Please stand, and let us pray.” - (The students will stand.)
“Who will lead the prayer?” - “Ma’am!”
“Okay, (name of the student), kindly - “Classmates, are you ready to
lead the prayer.” pray?”
- “Yes, we are ready to pray.”
“In the name of the Father, the
Son,
and the Holy Spirit…”
 “Everybody, arrange your chair and
pick up the pieces of trash on the
floor.” - (The students will arrange their
chairs and pick up pieces of papers
“Okay, that’s enough. Sit down.” on the floor.)

Checking of Attendance - “Thank you, ma’am.”

“I will check the attendance. Say - (Students will sit down.)
‘present’ as I call your name.”
- (The students will say ‘present’
Checking of Assignment when called.)
“Do we have an assignment from
last time?”
“Okay, get your assignment and - “Yes, ma’am.”
let’s check.”
- “Okay, ma’am”
Review of Previous Lesson
- “Death of a Salesman”

Questions:
1. What was the lesson we discussed
yesterday?
“Yes, that is correct! Very good!” - “Ma’am, it is about the story, Death
of A Salesman.”
2. Who are the characters in the story?

“Yes! Good job!” - “The characters in the story are:

“Last question for that topic…” Willy Loman, Linda, Happy, Biff,
3. What was the story “Death of A Charley, and Ben.”
Salesman” all about?
- “Ma’am, it is about the tragic story
“Yes, very good! Death of a Salesman of Willy Loman, an aging travelling
is a story that shows real-life struggles salesman, facing difficulties in his
job, health, and family relationships
especially in being a parent. Aging,
that caused another tragedy.”
having ambitions for their child, and the
saddest part, aging.”

“Now, before we move on to our next

topic, we will have a quick energizer or
game that we will call, Ask Me, Ask Students will read the learning
Me. Tell Me, Tell Me.” objectives.

MOTIVATION
Ask Me, Ask Me. Tell Me, Tell Me

Directions: The teacher will call one

volunteer to answer two questions:
  What did you eat?
 Was it good?
After that the teacher will teach the song to
the students.

Student 1: Ask me, ask me!

Classmates: Tell me, tell me! (Name of
Student 1 2x)! What did you eat?
Student 1: I ate eggs for breakfast!
Teacher: (Name of Student 1) said, "I ate (The students will stand up and follow the
eggs for breakfast." teacher’s directions for the activity.)
Classmates: (Name of Student 1) said, "I ate
eggs for breakfast."
Student 1: Ask me, ask me.
Classmates: Tell me, tell me. (Name of
Student 1 2x)! Was it good?
Student 1: Yes, it was good. I was full!
Teacher: (Name of Student 1) said that his
food was good. He was full!
Classmates: (Name of Student 1) said that
his food was good. He was full!

Ask me, ask me. Tell me, tell me.

Ask me, ask me. Tell me, tell me!

“Very good! Clap your hands for

everyone!”
“How did you feel during the activity?
Did you enjoy it?”

Presentation of Learning Objectives - “The activity is fun and it helped me

At the end of the lesson, the students get energized.”
are expected to; - “I felt happy and energized, ma’am.”
 identify direct and indirect speech;
 change direct to indirect speech; and
 realize the importance of using
direct and indirect speech.

“Eyes on the board. First row, kindly

read our first lesson objective for today.”
“Row 2.”
“And Row 3.”
“Now, based on our objectives? What - “Identify direct and indirect speech.”
do you think is our lesson for today all - “Change direct to indirect speech;
about?” and…”
“Class, do you agree that our lesson for - “Realize the importance of using
today is about direct and indirect speech direct and indirect speech.”
based on the lesson objectives?” - “Ma’am, I think our lesson for today
“Yes! That’s right!” is about direct and indirect speech.”
 “But before we go deep into the
discussion, I have here another
activity.”
“Count 1-4.”
- “Yes, ma’am!”
A. ACTIVITY
Detective Game: Sheer-Luck Holmes and
the Case of the Missing Homework

Scenario: (Students will count.)

This morning, the teacher’s important
lesson plan mysteriously disappeared! The
last time it was seen, it was on the teacher’s
desk. Now, everyone in the class is a
suspect!
(The students will prepare for their activity.)
Sheer-Luck Holmes has been called in to
investigate. Each student must come up with
an alibi to prove they didn’t take the lesson
plan.

Directions: Each group will write their

members’ alibi on a cartolina and report it in
front.
Example of alibis:
 Ana: “I was in the library!”
 Nica: “I was with Ana in the
library!”

“Good job, everyone! Let’s give

claps for everybody!”

“Plot twist! The lesson plan was here (Each group will present their alibis.)
all along! To compensate for
suspecting you, I have here snacks (Students will clap.)
for you to share with the rest of the
group.”

B. ANALYSIS

“Now, do you already have an idea

about what direct and indirect speech
are?”

“Okay! That is an interesting way to

- “Ma’am based on the activities,
put it. Since your classmate already
direct speech is when we say the
gave their thoughts, I will now show
exact words while indirect speech is
you mine. Everybody read.”
when the statement changes a little.”
 - Direct Speech / Quoted Speech
Saying exactly what someone has
said is called direct speech
(sometimes called quoted speech)

Here what a person says appears

within quotation marks ("...") and
should be word for word.

For example:
She said, "Today's lesson is on
“While indirect speech…” presentations."
or
"Today's lesson is on presentations",
she said.

- Indirect Speech / Reported Speech

Indirect speech (sometimes called
reported speech), doesn't use
quotation marks to enclose what the
person said and it doesn't have to be
word for word.

For example:
“We also have to consider when the Direct speech
direct speech was said for us to "I'm going to the cinema", he said.
change it properly to indirect Indirect speech
speech.” He said he was going to the cinema.

- Time change
If the reported sentence contains an
expression of time, you must change
it to fit in with the time of reporting.

For example, we need to change

words like here and yesterday if
they have different meanings at the
time and place of reporting.

- Reporting Verbs
Said, told and asked are the most
common verbs used in indirect
speech.

We use asked to report questions:

For example: I asked Lynne what
“Now, who can go to the board and time the lesson started.
 construct a direct speech and change it
to indirect speech while considering We use told with an object.
everything we discussed for today?” For example: Lynne told me she felt
tired.
C. ABSTRACTION “Ma’am, I can!”

“Since you already know how to

construct and change direct speech to
indirect speech, what are your
realizations about its importance?”

“That is a one thought-provoking “Ma’am, for me, the importance of

realization! Very good!” the two is knowing when to use
“Any other answers?” them. Which is important to not
create a misunderstanding.”

“Precisely! I see now that you have a

grasp of the two already. At this point “Ma’am, I think the importance of
we will have another activity. Go your this is no matter what type of
last group.” speech we use, direct and indirect,
the content should not be different.”
D. APPLICATION

Directions:
Group 1: Will construct 2 sentences using
Direct Speech
Group 2: Will construct 2 sentences using
Indirect Speech.
Group 3: Will change 2 Direct speeches to
Indirect
Group 4: Will change 2 Indirect speeches to
Direct (Students will go to their groups.)

(Students will present their work)

IV. EVALUATION
Direction: Identify what element of drama is being described or asked. Write your answer on
the blank.

1. Which of the following is an example of direct speech?

A) She said that she was feeling tired.
B) "I love reading books," she said.
 C) He told me he had finished his work.
D) She asked if I could help her.

2. How do you correctly change this sentence into indirect speech?

Direct speech: "I will visit my grandma tomorrow," he said.

A) He said that he will visit his grandma tomorrow.

B) He said that he would visit his grandma tomorrow.
C) He said that he visited his grandma tomorrow.
D) He said that he visits his grandma tomorrow.

3. Identify the incorrect indirect speech conversion:

Direct speech: "Did you see the movie?" she asked.

A) She asked if I had seen the movie.

B) She asked whether I saw the movie.
C) She asked if I saw the movie.
D) She asked if I had been seeing the movie.

4. Which sentence is NOT an example of indirect speech?

A) He told me that he was busy.
B) She said she had completed her homework.
C) "Can you help me with this?" she asked.
D) They mentioned that they would be late

5. What happens to the tense when changing direct speech to indirect speech?
A) The tense remains the same.
B) The tense shifts to the past (e.g., present → past).
C) The tense shifts to the future (e.g., past → future).
D) The tense is completely removed.

V. ASSIGNMENT
On a ½ crosswise, tell us about your day and your interactions with other
people using direct and indirect speech.

ALEIA S. GUTIERREZ CHRISTINE B. RODEJO

Student Teacher Cooperating Teacher

Noted:

LOURDES S. SEVILLA Ed.D

Secondary School Principal III