SCHOOL Ilocos Sur National High School GRADE LEVEL 7

TEACHER Joy Jean Marie L. Rapada LEARNING AREA English

TEACHING DATE AND TIME Oct. 2-6, 2023 QUARTER First
6:00- 6:50 Maayos 11:00-12:00 Armstrong
8:30-9:30 Apollonius 1:00-2:00 Aristotle
GRADE 1 TO 12 10:00-11:00 Andrade
DAILY LESSON LOG

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
II. CONTENT
The learner demonstrates communicative competence through his/ her understanding of Philippine Literature and other texts types for a deeper
appreciation of Philippine Culture.
The learners are able to apply the rules of using direct and reported speech accurately in speaking and writing.
Identify and differentiate Identify and differentiate Identify and differentiate Identify and differentiate
between direct and reported between direct and between direct and between direct and
speech. reported speech. reported speech. reported speech.
Introduction to direct speech and Introduction to direct speech and Direct speech Direct speech
reported speech. reported speech.
Punctuation and verb tense changes Punctuation and verb tense Reported speech Reported speech
in reported speech. changes in reported speech.
Application of direct and reported Application of direct and reported
speech in different contexts. speech in different contexts.

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Page
2. Learner's Material Page
3. Textbook Pages
4. Additional Materials From
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
SLM/LAS
Begin the lesson by briefly reviewing
the main concepts discussed in the
previous lesson, particularly any
relevant topics related to grammar or
language usage.
SLM/LAS
Begin the lesson by briefly
reviewing the main concepts
discussed in the previous lesson
related to speech and
communication.
page: 65-70
page: 50-55
page: 110-115
Dialogue cards, sentence
transformation worksheets,
whiteboard or blackboard,
markers
Begin the class by reviewing the
concepts of past and past perfect
tenses covered in the previous
two lessons. Ask students to
provide examples and explain the
page: 75-80
page: 60-65
page: 125-130
Role-play cards, sentence
completion worksheets,
projector or display screen for
multimedia resources
Begin the class by briefly
reviewing the concepts of direct
and reported speech covered in
the previous day's lesson. Ask
students to provide examples

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A. Reviewing the previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
Explain to the students that the
objective of the lesson is to introduce
and practice the use of direct and
reported speech in different contexts.
Emphasize the importance of using
appropriate punctuation and verb
tense changes when converting direct
speech to reported speech.
Provide examples of sentences or
dialogues that showcase both direct
speech and reported speech. Discuss
the differences in punctuation, verb
tense, and structure between the two
forms. Ask students to identify the
key components and changes when
converting direct speech to reported
speech.
Introduce direct speech and its
function in representing the exact
words spoken by someone. Explain
the use of quotation marks and other
punctuation rules when incorporating
direct speech into writing. Model and
guide students in constructing
sentences or dialogues that include
direct speech.
Introduce reported speech and its
function in summarizing or
paraphrasing what someone said.
Discuss the necessary changes in
verb tense, pronouns, and word order
when converting direct speech to
reported speech. Model and guide
students in rewriting sentences or
dialogues using reported speech.
Assign exercises or activities where
students need to convert direct
Explain to the students that the
objective of the lesson is to
introduce and practice the use of
direct and reported speech in
various contexts, with a focus on
using appropriate verb forms,
punctuation, and reporting verbs.
Provide examples of sentences
and dialogues in both direct and
reported speech. Discuss the
differences in form, punctuation,
and usage between the two forms
of speech. Ask students to identify
the key elements and changes
when converting direct speech to
reported speech.
Introduce the concept of direct
speech, including the use of
quotation marks, reporting verbs,
and maintaining the original
speaker's words. Guide students
in constructing sentences and
dialogues using direct speech,
ensuring they accurately
represent the original speech.
Introduce the concept of reported
speech, including the changes in
verb tense, pronouns, and word
order when reporting what
someone said. Discuss the
different reporting verbs and their
usage. Guide students in
converting sentences and
dialogues from direct speech to
reported speech.
Assign exercises or activities
where students need to convert
usage of these tenses.
Explain to the students that the
lesson aims to enhance their
understanding and usage of direct
and reported speech in different
contexts.
Provide examples of sentences
using direct speech and reported
speech. Discuss the differences in
punctuation, verb tense changes,
and pronoun changes between
the two forms.
Explain the rules and usage of
direct speech, emphasizing that it
involves repeating someone's
exact words. Provide examples
and ask students to create their
own sentences using direct
speech
Introduce the concept of reported
speech and explain that it
involves reporting what someone
said without using their exact
words. Teach the rules for
converting direct speech to
reported speech, including
changes in pronouns, verb
tenses, and word order. Provide
examples and guide the students
in converting sentences from
direct to reported speech.
Provide exercises or activities to
reinforce the students'
and explain the differences
between the two forms of
speech.
Remind the students that the
lesson aims to further enhance
their understanding and usage
of direct and reported speech in
different contexts.
Provide additional examples of
sentences using direct speech
and reported speech, including
more complex sentence
structures and varied
communication situations.
Review the rules and usage of
direct speech. Introduce the
concept of speech tags and
discuss how they are used in
direct speech. Provide examples
and ask students to create their
own sentences using direct
speech with appropriate speech
tags.
Review the rules and usage of
reported speech. Guide the
students in converting
sentences from direct speech to
reported speech, focusing on
more complex sentences,
questions, and commands.
Provide examples and ask
students to practice converting
sentences individually or in
pairs.
Provide a variety of exercises or
activities to reinforce the
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new skills #2
F. Developing Mastery (Leads to
Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily Living
H. Making Generalizations and
Abstractions About the Lesson
I. Evaluating Learning
speech to reported speech or vice
versa. Provide sentences or
dialogues and ask students to
accurately transform them using the
appropriate form of speech. Offer
feedback and clarification as needed.
Engage students in a discussion
about real-life situations where direct
and reported speech are commonly
used, such as interviews, storytelling,
or reporting conversations.
Encourage students to identify
instances where the use of direct or
reported speech enhances the clarity
or impact of the communication.
Summarize the key concepts
discussed during the lesson and
facilitate a class discussion on the
general rules and guidelines for using
direct and reported speech
appropriately. Encourage students to
make connections between the two
forms of speech and their relevance
in different contexts.
Administer an assessment or activity
to assess students' understanding of
using direct and reported speech
appropriately. This can include
converting sentences from direct to
reported speech, completing
sentences with the correct form of
speech, or analyzing passages to
identify instances of direct and
reported speech.
Assign additional activities or provide
remediation for students who may
need extra practice or support in
sentences from direct speech to
reported speech and vice versa.
Provide examples of
conversations or situations and
ask students to rewrite or report
the speech appropriately.
Encourage them to focus on verb
tense changes, punctuation, and
reporting verb selection.
Engage students in a discussion
about real-life situations where
direct and reported speech are
commonly used, such as
interviews, news reporting, or
storytelling. Analyze examples
from literature, news articles, or
interviews, and identify instances
where the choice of direct or
reported speech enhances the
effectiveness of the
communication.
Summarize the key concepts
discussed during the lesson and
facilitate a class discussion on the
rules and conventions of direct
and reported speech. Encourage
students to make generalizations
about verb tense changes,
punctuation rules, and the impact
of using direct and reported
speech in different contexts.
Administer an assessment or
activity to assess students'
understanding of using direct and
reported speech appropriately.
This could include rewriting
sentences from direct to reported
speech, completing dialogue
exercises, or analyzing and
correcting examples of direct and
reported speech in given
passages.
Assign additional activities or
provide remediation for students
who may need extra practice or
understanding and usage of direct
and reported speech. Use
sentence transformation
worksheets, dialogue cards, or
role-play activities where students
can practice using both direct and
reported speech in realistic
scenarios.
Engage the students in a
discussion or writing activity
where they can apply direct and
reported speech in real-life
situations, such as interviewing
someone or reporting on a
conversation they had. Encourage
them to use appropriate
punctuation, verb tense changes,
and pronoun changes
Summarize the rules and key
points about direct and reported
speech. Highlight the importance
of accuracy and context in using
the appropriate form of speech.
Assess the students'
understanding and proficiency in
using direct and reported speech
through a written or spoken task
where they can demonstrate their
ability to convert sentences from
direct to reported speech or vice
versa.
Provide extra practice exercises
or assignments for students who
need further reinforcement or
students' understanding and
usage of direct and reported
speech. Use sentence
completion worksheets, role-
play scenarios, or multimedia
resources with recorded
conversations for students to
convert from direct to reported
speech.
Engage the students in a role-
play activity where they can use
direct and reported speech to
act out conversations or
interviews. Encourage them to
pay attention to the appropriate
use of speech tags, verb tense
changes, and pronoun changes.
Summarize the key points about
direct and reported speech,
emphasizing the importance of
accuracy and context in using
the appropriate form of speech.
Discuss any common errors or
challenges students may have
encountered.
Assess the students'
understanding and proficiency in
using direct and reported
speech through a written or
spoken task where they can
demonstrate their ability to
convert sentences, dialogue, or
monologues from direct to
reported speech or vice versa.
Provide additional practice
exercises or assignments for
students who need further
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 using direct and reported speech. support in using direct and extension activities for those who reinforcement or extension
Offer opportunities for peer reported speech accurately. This are ready to explore more activities for those who are
collaboration, independent research can include peer collaboration, advanced usage of direct and ready to explore more advanced
on reported speech in news articles one-on-one assistance, or reported speech. Offer individual usage of direct and reported
or literature, or one-on-one independent research on or small group remediation speech. Offer individual or small
assistance to address specific areas reporting verbs and their usage in sessions for students who require group remediation sessions for
of difficulty reported speech extra support in mastering the students who require extra
concepts. support in mastering the
concepts.
J. Additional Activities for Application or Introduction to direct speech and Direct speech Direct speech
Remediation reported speech.
Punctuation and verb tense changes Reported speech Reported speech
in reported speech.
Application of direct and reported
speech in different contexts.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the Maayos Armstrong Apollonius
evaluation Aristotle Andrade
B. No. of learners who require additional
activities for remediation who scored 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I use/discover which I wish to share with other
teachers?
PREPARED BY: CORRECTED BY:

JOY JEAN MARIE L. RAPADA AILEEN JOY R. MANZANO

Master Teacher II NOTED BY: HT VI- English Department

REYNARIO T. VILORIA
Asst. Principal II, JHS

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