Detailed Daily Lesson Log in English Grade 9

School : Tabon M. Estrella National High School Grade : Grade

Level 9
Pre-service : Rhain Laurence P. Congayo Learning : English
Teacher Area
Date and Time : Quarter : Fourth
Sections : Sampaguita, Rose, Santan, Daisy
I. OBJECTIVES
A. Content Standards 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 and consistency, modals,
active and passive constructions plus direct and indirect speech
to enable him/her competently in a full-length play.
B. Performance The learner competently performs in a full-length play through
Standards applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria:
Focus, Voice, Delivery, and Dramatic Conventions
C. Learning EN9G-IVg-1: Change direct to indirect speech and vice versa.
Competencies/ At the end of one hour discussion, at least 80% proficiency level
Objectives of the students are able to:
1. identify whether the sentence is a direct speech or an
indirect speech;
2. transform sentences from direct to indirect speech;
3. perform activities through role play, Venn diagram,
dialogue, and drawing; and
4. share ideas about the essence of learning direct and
indirect speech in real life situations.
II. CONTENT:
Springboard: Death of A Salesman (an Excerpt)
Grammar Focus: Changing Direct Speech to Indirect Speech
III. LEARNING
RESOURCES:
A. References Book (A Journey Through Anglo-American Literature) English 9
1. Teacher’s Guide page240-243
pages
2. Learner’s Material pages 531-532
pages
3. Textbook pages pages 531-532
4. Additional Materials https://www.sheilaomalley.com/?p=3434
for Learning http://cdac.olabs.edu.in/?sub=84&brch=26&sim=196&cnt=499
Resource (LR) portal
B. Other Learning manila paper, instructional materials, felt tip pens, pictures, hand-
Resources outs, projector, laptop
IV. PROCEDURES: Teacher’s Activity Students’ Activity
1.ELICIT
A. Reviewing Previous
Lesson or Presenting
the New Lesson

 Prayer As we start our lesson for this Yes ma’am. Classmates, let
morning, let us have our prayer. us all stand, close our eyes
Kindly lead the prayer Justine. and feel the holy presence of
God. In the name of the
Father, Son, and Holy Spirit,
 Amen.

 Greetings Best morning class! Best morning Teacher! Best

morning classmates! Best
morning everybody!

 Energizer Who will lead for an energizer? (One student will volunteer)

Please take your seats. Thank you Ma’am!

 Attendance To know the no. of students who The number of students who
Check are absent and present today, are absent today are __ and
kindly report it in the class there are __who are present
Althea. Ma’am.

 House Rules Before we start our lesson this (the students will read)
morning, let us be acquainted
with our house rules.
Everybody, please read.

 Listen attentively to the  Listen attentively to the

teacher. teacher.
 Be cooperative in all our  Be cooperative in all
activities. our activities.
 Raise your right hand if  Raise your right hand if
you want to answer. you want to answer.
 Show manners at all  Show manners at all
times. times.

 Word of the The teacher will introduce a (the students will read)
Day word.

Tuition (noun)/t(y)o͞oˈiSH(ə)n/ Tuition (noun)/t(y)o͞oˈiSH(ə)n/

- a sum of money charged for - a sum of money charged

teaching or instruction by a for teaching or instruction by a
school, college, or university. school, college, or university.

 Checking and Do you have an assignment, Yes Ma’am.

collecting of class?
the
assignment Okay, let us check. Count the
numbers of correct and then
pass it forward.

 Recapitulatio (The teacher will call a student

n to share about what he/she has
understood with the previous
lesson)

Letty, kindly share to the class Factual and Subjective

what you have understood statements, Ma’am.
about the lesson that we
discussed last meeting?

Identifying whether the

statement is factual or
 subjective.
Definitely!
2. ENGAGE
A. Establishing a Before anything else, let us read (The students will read the
purpose for the our objectives for today. following objectives)
lesson.
At the end of one hour At the end of one hour
 Reading of discussion, 80% proficiency discussion, 80% proficiency
Objectives level of the students are able to: level of the students are able
to:
1. identify whether the
sentence is a direct 1. identify whether the
speech or an indirect sentence is a direct
speech; speech or an indirect
2. transform sentences from speech;
direct to indirect speech; 2. transform sentences
3. perform varied activities from direct to indirect
through role play, speech;
drawing, conversation, 3. perform varied activities
and rap; and through role play,
4. share ideas about the drawing, conversation,
essence of learning direct and rap; and
and indirect speech in 4. share ideas about the
real life situations. essence of learning
direct and indirect
speech in real life
situations.
Thank you class! I am hoping
that we can achieve our learning
objectives at the end of our
discussion.
Yes Ma’am!
Can I expect that from you
class?

The teacher will show picture to

the class. Then, the students will
be asked some questions
 Motivation regarding the photo.

There is a man and a woman,

What can you see in this Ma’am.
picture?
They are having a
What are they doing? conversation, Ma’am.

Yes, these two persons are

having a conversation.
 When we are in a circle of
When can we apply friends, family reunion, and in
conversation? spectacular events.

Yes Ma’am!
Do you want a game, class?
(The students will start
Okay, but first let us have our counting from 1 to 4)
 Activity grouping. Let us start counting
from 1 to 4 starting at my left
side.
(The students will move the
Please give space at the center. chairs at the side)

Please fall in line by group.

For those group who can first

form a straight line silently will
be given 2 points.
Yes Ma’am!
Okay class, are you ready for a
game?
(The students will listen to the
Okay. This game will be called “I instructions of the teacher)
heard it through the
Grapevine”.

I will say the sentence thrice.

The first person of the line in
each group will relay the
sentence to the next person up
to the end. The last person of
the group will stand in front and
answer the question “What did
the teacher say?” and you will
answer my question starting
with a phrase, “The teacher said
that...”

For those group who have

answered and relayed the
sentence correctly will be given
5 points.
Yes Ma’am!
Are my instructions clear?
(The students will start
participating to the game)

Sentences: The teacher said that she

“I love chocolate more than loves chocolate more than
anything else.” anything else.

The teacher said that she

“I used my phone early in the used her phone early in the
morning.” morning.
 B. Presenting I have here an excerpt from the
examples/instances Death of a Salesman by Arthur
of the new lesson. Miller.

Let us read the excerpt. Group 1

will be Linda, group 2 will be (the students will read
Biff, group 3 will be Willy and according to their assigned
group 4 will be Happy. name in the conversation)
Excerpt from the Death of A Salesman by Arthur Miller: Excerpt from the Death of A Salesman by Arthur Miller:
LINDA. Biff, you can’t look around all your life, can you? LINDA. Biff, you can’t look around all your life, can you?
BIFF. I just can’t take hold, Mom. I can’t take hold of some kind of a life. BIFF. I just can’t take hold, Mom. I can’t take hold of some kind of a life.
LINDA. Biff, a man is not a bird, to come and go with the springtime. LINDA. Biff, a man is not a bird, to come and go with the springtime.
BIFF. Your hair … [He touches her hair] Your hair got grey. BIFF. Your hair … [He touches her hair] Your hair got grey.
LINDA. Oh, it’s been gray since you were in high school. I just stopped LINDA. Oh, it’s been gray since you were in high school. I just stopped
dyeing it, that’s all. dyeing it, that’s all.
BIFF. Dye it again, will ya? I don’t want my pal looking old. BIFF. Dye it again, will ya? I don’t want my pal looking old.
LINDA. You’re such a boy! You think you can go away for a year and … LINDA. You’re such a boy! You think you can go away for a year and …
You’ve got to get it into your head now that one day you’ll knock on this door You’ve got to get it into your head now that one day you’ll knock on this door
and there’ll be strange people here — and there’ll be strange people here —
BIFF. What are you talking about? You’re not even sixty, Mom. BIFF. What are you talking about? You’re not even sixty, Mom.
LINDA. But what about your father? LINDA. But what about your father?
BIFF. [lamely] Well, I meant him too. BIFF. [lamely] Well, I meant him too.
HAPPY. He admires Pop. HAPPY. He admires Pop.
LINDA. Biff, dear, if you don’t have any feeling for him, then you can’t have LINDA. Biff, dear, if you don’t have any feeling for him, then you can’t have
any feeling for me. any feeling for me.
BIFF. Sure I can, Mom. BIFF. Sure I can, Mom.
LINDA. No. You can’t just come to see me, because I love him. [ With a LINDA. No. You can’t just come to see me, because I love him. [ With a
threat, but only a threat, of tears] He’s the dearest man in the world to me, and threat, but only a threat, of tears] He’s the dearest man in the world to me, and
I won’t have anyone making him feel unwanted and low and blue. You’ve got I won’t have anyone making him feel unwanted and low and blue. You’ve got
to make up your mind now, darling, there’s no leeway anymore. Either he’s to make up your mind now, darling, there’s no leeway anymore. Either he’s
your father and you pay him that respect, or else you’re not to come here. I your father and you pay him that respect, or else you’re not to come here. I
know he’s not easy to get along with — nobody knows that better than me — know he’s not easy to get along with — nobody knows that better than me —
but … but …
WILLY. [from the left, with a laugh] Hey, hey, Biffo! WILLY. [from the left, with a laugh] Hey, hey, Biffo!
BIFF. [starting to go out after Willy] What the hell is the matter with him? BIFF. [starting to go out after Willy] What the hell is the matter with him?
[Happy stops him] [Happy stops him]
LINDA. Don’t — don’t go near him! LINDA. Don’t — don’t go near him!
BIFF. Stop making excuses for him! He always, always wiped the floor with BIFF. Stop making excuses for him! He always, always wiped the floor with
you. Never had an ounce of respect for you. you. Never had an ounce of respect for you.
HAPPY. He’s always had respect for — HAPPY. He’s always had respect for —
BIFF. What the hell do you know about it? BIFF. What the hell do you know about it?
HAPPY. Just don’t call him crazy! HAPPY. Just don’t call him crazy!
BIFF. He’s got no character — Charley wouldn’t do that. Not in his own BIFF. He’s got no character — Charley wouldn’t do that. Not in his own
house — spewing out that vomit from his mind. house — spewing out that vomit from his mind.
HAPPY. Charley never had to cope with what he’s got to. HAPPY. Charley never had to cope with what he’s got to.

3. EXPLORE
C. Discussing new Afterwards, the teacher will ask
concepts and questions related to the excerpt.
practicing new
skills#1 To start ouractivity, I will callone
(1) representative from each
group and stand to play “Hep-
hep, Hooray!”

For those group representative

who will fail in this game will be
given the chance to pick one
strip of paper on the table and
answer the question.

QUESTIONS:
1. Who said that a small Linda
man can be just as
exhausted as a great
man?

2. What did Happy reply Happy replied, “Charley never

when Biff said, “He’s got had to cope with what he’s
no character.”? got.”
 3. What is the excerpt all The excerpt is all about a
about? family who do not understand
each other.

4. What lesson can we get As one of the members of the

from the excerpt? family, we should get to know
or be closer to each members
of the family so that we will be
able to learn to love one
another.

D. Discussing new (The teacher will now introduce

concepts and the topic)
practicing new skills
#2 Okay class, what we have done
was all about Direct speech and
Indirect speech.

What is a direct speech?

Everybody, please read.

 Direct speech – we  Direct speech – we

convey the message of convey the message of
the speaker in his own the speaker in his own
actual words without any actual words without
change to another any change to another
person. person.

Example: Example:
She said, “she has She said, “she has
finished his work”. finished his work”.

While,
 Indirect speech – we  Indirect speech – we
convey the message of convey the message of
the speaker in our own the speaker in our own
words to another person. words to another
person.
Example:
She said that she had Example:
furnished his work. She said that she had
finished his work.
We also have …

Rules In Transforming
Sentences from Direct to
Indirect Speech.

Everybody, please read the

following rules.

1. Omit all inverted commas or 1. Omit all inverted commas or

quotation marks. End the quotation marks. End the
sentence with a full stop. sentence with a full stop.
2. If the verb inside the inverted2. If the verb inside the
commas or quotation marks is in inverted commas or quotation
the present tense, change it into marks is in the present tense,
the corresponding past tense. If change it into the
it is in the simple present tense,corresponding past tense. If it
change it into the past perfect is in the simple present tense,
tense. change it into the past perfect
tense.
3. When the reporting verb is in 3. When the reporting verb is
a present or future tense, do not in a present or future tense, do
change the tense of the verb not change the tense of the
inside the quotation marks. verb inside the quotation
marks.
Let us take these examples
(given examples above)

She said, “He has finished his

work”.
She said that he had finished his
work.

What difference can you see The difference between the

with these sentences? two sentences is how the
message conveyed from the
original speaker to other
person.

What are their similarities? The thought is the same,

Ma’am.

Okay. Also,an indirect speech is Because the message of the

called as a reported speech. speaker is relayed by the
Why do you think that indirect hearer in his/her own words.
speech is a reported speech?

Very good!

Another sentence example …

Happy replied, “Charley never
had to cope with what he’s got
to.”

What kind of speech is this? Direct speech, Ma’am.

Yes, this sentence is a direct

speech.

Who can transform this Happy replied that Charley

sentence into indirect speech? never had to cope with what
he’s got to.
Yes, Maricar?

Okay, thank you.

Now let us try transforming
sentences from indirect to direct
speech.
 Sentence:
Linda said that a small man can
be just as exhausted as a great
man.

This sentence is an indirect

speech.
Who can try transforming this
sentence to direct speech?

Yes, Alliah? Linda said that a small man

can be just as exhausted as a
Very good! great man.

Any questions about the topic? None so far, Ma’am.

4.EXPLAIN
F. Developing mastery Let us have another activity.
(Leads to Formative
Assessment 3) I have here task cards
containing tasks that each group
will present after 8 minutes.

Group 1
Construct a short dialogue using
direct and indirect speech

Group 2
Draw a situation then make a
sentence out of the drawing
using direct and indirect speech.

Group 3
Create a role play about
someone who relayed wrong
information to other person
using direct and indirect speech.

Group 4
Differentiate direct speech and
indirect speech through a Venn
diagram.

You will be rated according to (the students will refer to this

this criteria: criteria)

CRITERIA: CRITERIA:

Content - 10 points Content - 10 points

Teamwork - 5 points Teamwork - 5 points
Presentation- 5 points Presentation - 5 points
20 points 20 points
Your time starts now.

(After 8 minutes, the teacher will

let each group to post their
output and process and critic
 their output based on the criteria
provided)
5. ELABORATE
G. Finding practical What do you think is the Learning direct and indirect
application concepts importance of learning direct speech is important in the
and skills in daily speech and indirect speech in sense that we will know how a
living real life? message is conveyed to other
person.
H. Making Let us now revisit our lesson.
generalizations and
abstractions about What do you mean by direct The message of the speaker is
the lesson speech? conveyed in its actual words
without any change to another
person.

What about indirect speech? The message of the speaker is

conveyed in our own words to
another person.

What are the three rules in

transforming Direct speech to (the students will answer the
Indirect Speech? rules tackled in the discussion)
6. EVALUATE
I. Evaluate learning Okay, since you have no
questions at all, prove it to me
that you have already
understood our topic today by
having a quiz.

Instructions: On a ½ crosswise,
identify whether the sentence is
a direct speech or an indirect
speech. Transform direct
speech into indirect speech or
vice versa.

1. Biff said, “I just can’t Direct speech

focus on my job”. Biff said he just couldn’t focus
on his job.

2. Linda said that there was Indirect speech

more good in Willy than Linda said “There is more
in many other people. good in Willy than in many
other people.”

3. Linda said, “People had Direct speech

to move somewhere.” Linda said that people had to
move somewhere.
4. “A small man can be just Direct speech
as exhausted as a great Linda said a small man could
man”, Linda said. be just as exhausted as a
great man.

5. Happy said that Indirect speech

everybody around him Happy said, “Everybody
was so false that he was around him was so false that
 constantly lowering his he was constantly lowering his
ideals. ideals.”

Okay since we’re done checking

your work. Let’s compute the
passing score for the quiz.
The students who got 8 and
above have passed the quiz.
Now, let’s compute the no. of
students who should get 8 and
above scores.
Okay, since we are __ in the
class, the 80% of which is __.
Meaning to say, there should be
__ students who have 8 and
above scores.
Who got 4 and above?
Who got below 4?
Since nobody got 3 and below,
all of you have passed the quiz.
You achieved 80% proficiency
level.
CONGRATULATIONS!
This time, let us revisit our
objectives if we have achieved
it.
(The students will read)
At the end of one hour
discussion, 80% proficiency At the end of one hour
level of the students are able to: discussion, 80% proficiency
level of the students are able
to:
1. identify whether the EN9G-IVg-1: Change direct to
sentence is a direct indirect speech and vice
speech or an indirect versa.
speech; 1. identify whether the
2. transform sentences from sentence is a direct
direct to indirect speech; speech or an indirect
3. perform varied activities speech;
through role play, 2. transform sentences
drawing, conversation, from direct to indirect
and rap; and speech;
4. share ideas about the 3. perform varied activities
essence of learning direct through role play,
and indirect speech in drawing, conversation,
real life situations. and rap; and
4. share ideas about the
essence of learning
direct and indirect
speech in real life
Did we achieve our first situations.
objective?
Yes Ma’am!
 Did we achieve our second
objective? Yes Ma’am!
Did we achieve our third
objective?
Yes Ma’am!
Did we achieve our fourth
objective? Yes Ma’am!
Since we have achieved it
altogether, let’s give ourselves a
warm round of applause!
7. EXTEND
J. Additional for At this point, kindly go back to
application or your proper seats.
renovation
For you not to forget our lesson
for today, we will have our
assignment.

Instructions: On a ½
crosswise, identify whether the
sentence is a direct speech or
an indirect speech. Write DS if
the sentence is a direct speech
and IS if it is indirect. Copy and
answer the following.

1. Willy told Biff that not

finding himself at the age
of 34 was a disgrace!
2. Linda replied, “Your mind
is overactive, and the
mind is what it counts.”
3. “I have worked a lifetime
to pay off a house but
now there’s nobody to
live in it,” said Willy.
4. Willy said, “The world is
an oyster, but you don’t
crack it open on a
mattress.”
5. Lanze said that he was
going with her.

(The teacher will post a clincher)

“Thank you for listening. Thank

you for abiding me. And now,
ladies and gentlemen, boys and
girls, children of all ages, I bid
you goodbye and take my
leave.” Frank Deford

V.REMARKS/COMMENTS:
(To be filled-in by the critic)
VI. REFLECTION
 A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons 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 work 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?

Checked or observed by: MARITESS B. LAMELA

Cooperating Teacher

Date: