DETAILED School Tomas V.

Rivera National High School Grade Level Grade 10

LESSON PLAN Name Geralyn P. Alburo Learning Area English
Teaching Date and Time Quarter 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how world literature and other text types serve as sources of wisdom in expressing and
resolving conflicts among individuals, groups and nature; also, how to use evaluative reading, listening and viewing strategies, special
speeches for occasion, pronouns and structures of modification.
B. Performance Standards The learner skillfully delivers a speech for special occasion through utilizing effective verbal and nonverbal strategies and ICT resources.
C. Learning Competencies/Objectives At the end of the session, the students will be able to:

 understand the rules in using quotation marks

 appreciate the value of using quotation marks in retelling day to day conversations
 use quotation marks or hanging indentation for direct quotes – EN10SS-IVf-1.6.6

II. CONTENT
III. LEARNING RESOURCES
A. References Celebrating Diversity through World Literature 10-English Learner’s Material
1. Teacher’s Guide Pages
2. Learner’s Material Pages pp. 320-321
3. Textbook Pages
4. Additional Materials from Learning Visual Aids, Laptop, Projector, Printed Texts, Comic Strips, Markers
Resources (LR) portal
B. Other Learning Resources https://www.grammarbook.com/punctuation/quotes.asp
IV. PROCEDURES Teacher’s Activity Students’ Activity
 Prayer
 Attendance
 Implement rules and regulations
 Recall and review the past lesson  Student will stand for the prayer
 Divide the class into two (2) groups. Each must select a  Give out ideas/participate in recalling the past lesson
representative.  Divide/Group themselves into three groups and choose
A. Reviewing previous lesson or  Flash on the board a “comic strip” through the use of a projector. a representative
presenting the new lesson  Observe the comic strip flashed on the board and listen
 Each group’s representative will serve as the actors of the comic.
Each must be given a copy of the strip for them to read /act in while their classmates are reading/acting in front
front of the class. Assign their parts.  Participate/answer the follow-up questions
 Encourage the class to refer to the projected comic and listen
religiously while their classmates are acting/reading in front.
  Provide questions which will drive students to identify their
lesson.
 Prepare a brief story to be flashed on the board through the use
of projector. Use the same words in the comic strip but add
surrounding words.
 Direct students’ attention to the projected story.
Ask:
 Did you see anything that might signal the reader what
each person is saying?  Students read the story flashed on the board.
 Point out the quotation marks and suggest that they are like the  Pay attention to the projected story and answer the
B. Establishing a purpose of the lesson speech bubbles. “In fact,” (use a marker for this part of activity) question raised by the teacher.
“we can just draw the bubbles right in the story!”  Know how to identify texts within quotation marks.
 Tell the students that having full-blown speech bubbles inside  Know what they will learn at the end of the lesson.
the story would really be clunky, so there is a need of replacing
them with little marks on either side of the words each person
says.
 Let the students know what they are expected to learn at the end
of the lesson.

 Post on the board several examples of sentences that use

quotations correctly. Students will be asked to focus on where
the punctuation marks, quotation marks and capital letters are
located.
 “How is that possible?” asked Carl.  Focus on the examples on the board and identify the
 Mr. Colby said, “This ship will never sink.” punctuation marks and quotation marks used
C. Presenting examples/instances of the  Mother asked, “Do you believe in the saying, ‘Only  Underline the statement with quotation marks
new lesson mother could give her young the best care they need’? It  Participate
is I who could and would provide you with only the  Receive points
best.”
 Call students who will underline the statements with quotation
marks.
 Record students’ participation.
 Emphasize what quotation mark is and when to use it.
 Quotation Mark is a pair of punctuation mark
(“ ”) or (‘ ’) that is used to show the beginning and the
end of a quotation, to show that something is a title, to
D. Discussing new concepts and show that a word or phrase is being used in a special  Listen while the teacher is discussing
practicing new skills #1 way, etc.  Participate and give examples
 We use quotation marks when quoting directly what a  Receive points
speaker has said and to emphasize ideas in a text.
Example: Lenny said, “You are my hero.”
  Ask students to give examples.
 Record students’ participation.

 Read and discuss the rules in using quotation marks correctly.

 Rule 1
 Use commas to introduce or interrupt direct
quotations of a dialogue or text.
Examples:
He said, “I don't care.”
I asked, “Why don't you care?”

 Rule 2
 Periods and commas always go inside quotation
marks, even inside single quotes.
Examples:
The sign changed from “Walk,” to “Don’t Walk,”
to “Walk” again within 30 seconds.
She said, “He said, ‘Water the plants.’”

 Rule 3
 The placement of question marks with quotes follows
logic. If a question is in quotation marks, the  Listen religiously to the discussion
E. Discussing new concepts and question mark should be placed inside the quotation  Gain knowledge about the use of quotation marks
practicing new skills #2 marks.  Give examples/participate
Examples:  Receive points
She asked, “Do you love Mother Earth?”
Do you agree with the saying, “Mother Earth is the
answer to all our needs”? (Here the question is
outside the quote)
Note: Only one ending punctuation mark is used with
quotation marks. Also, the stronger punctuation mark
wins.
 Rule 4
 Use single quotation mark for quotes within quotes.
Note that the period goes inside all marks.
Example:
He said, “The tree said, ‘Please don’t cut me
down.’”

 Rule 5
 Use quotation marks to set off a direct question only.
 Example:
“When will you be here?” he asked.

 Flash several sentences on the board. Students will be asked to  Correct the sentences by putting/supplying them with
put punctuation and quotation marks as well as identifying and proper punctuation marks and proper usage of
correcting uncapitalized letters. quotation marks
F. Developing mastery (Leads to  Ask several students to write their answers on the board.  Write their answers on the board
Formative Assessment 3)  Bob said let’s go to Matinee at 3 o’clock.  Bob said, “ Let’s go to Matinee at 3 o’clock.”
 Yes I replied I’ll meet you there.  “Yes!” I replied. “I’ll meet you there.”
 Do you want some popcorn he asked.  “Do you want some popcorn?” he asked.
 Record students’ participation.  Receive points

 Group the class into three.

 For group 1, make a comic based on the picture flashed on the
screen/board.
 For group 2, make a dialogue based on the comic provided for
them. Students are required to write at least 4 sentences with
proper punctuation marks and placement of quotation marks.
 For group 3, observe the right punctuation and quotation marks  Students will group themselves into three
G. Finding practical applications of as well as the capitalization of letters to correct the given  Do their assigned task
concepts and skills in daily living paragraph (distribute printed text)  Know the basis of the points they have to receive
 Set standards and criteria for the activity:  Receive points
 Cooperation – 20
 Accuracy -- 20
 Quickness -- 10
50
 Record students’ participation.
H. Making generalizations and  Summarize the whole discussion  Gain knowledge and understanding about the whole
abstractions about the lesson  Ask questions for better understanding and clarification discussion
 Answer the questions raised
 Distribute copies of the printed text.  Receive a copy of the printed text
 Let the students supply the missing quotation and punctuation  Supply the missing quotation and punctuation marks
marks on the given text. on the given text

Lucy and Charlie Brown were practicing baseball in the field. Lucy and Charlie Brown were practicing baseball in the field.
I. Evaluative Learning
Time out Lucy yelled. “Time out!” Lucy yelled.
Now what Charlie Brown said as he walked over to Lucy “Now what?” Charlie Brown said as he walked over to Lucy.
Lucy said hey manager, I have a great idea! Lucy said, “Hey manager, I have a great idea!
 After we’ve lost a game, why don’t we run an ad in the After we’ve lost a game, why don’t we run an ad in the
newspaper? newspaper?”
An AD Charlie Brown asked. Lucy tipped her hat back and said “An AD?” Charlie Brown asked. Lucy tipped her hat back and said,
Sure we could offer a reward for the lost game. “Sure we could offer a reward for the lost game.”
Charlie Brown didn’t know what to say so he just stared at Lucy. Charlie Brown didn’t know what to say so he just stared at Lucy.

 Check students’ works

J. Additional activities for application Watch an interaction between an anchor and a news correspondent on
the evening news. Translate their conversation into a form of narrative  Submit their output on the next day.
using quotation and correct punctuation marks. Output should be written
in a whole sheet of paper.
V. REMARKS

VI. REFLECTION