Week 6, THIRD QUARTER

A. Overview of Content and Objectives

Theme: Asserting Myself Primary Selection/s.:

Sub-Theme: Parallel Selection/s:

Segmen Pre- Introduction Presentation Enrichme Expansion Synthesis Post-

t Assessm nt Assessme
ent nt
Day 1 LC3f: OL3g: Ask
Note and answer
familiar different
and types of
unfamili questions in
ar a dialogue
details or
from the interview.
text
listened
to.
Day 2 VD3g: Use a
variety of
semantic
organizers to
show
categorizatio
n.
RC3a: Use
predictive
and
anticipatory
devices/tasks
to activate
prior
knowledge
about the
topic of
reading/view
ing selection.
Day 3 . GS3e:
Formulate
reported
speech
forms
Day 4 WC3g:
Compose
a feature
article
based on a
personally
selected.

Goals
1. Use a device to activate prior knowledge
2. Use a graphic organizer to show categorization
3. Respond to varied types of questions
4. Use information presented in a reading or viewing selection to infer, to evaluate and to express critical
ideas.
5. Write a feature article
6. Identify the feature of primary and secondary sources using a graphic organizer.
7. Determine the relevance and unity of the element of a literary text vis-à-vis its intended purpose and
production milieu.

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Lesson 6:

Initial Tasks

Task 1 Making Descriptions

Work in group of six. Name the characteristics of a good student. Give at least four words to
complete web below.

student

student

Task 2 Milling Around

Make a dyad. Look for a partner and ask her/him about the following information.

1. Personal Information

a. Name

b. Nickname

c. Birth date

d. Place of Birth

e. Ambition or Dream

4. A Symbol for himself/herself

Task 3: Fill in the chart below with the Dream and Symbol of your partner and vice versa.

Dream Symbol

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 Present your output in class.

Task 4 Questions:

1. What are examples of symbols?

2. Have you dreamt to be “somebody” someday? Why?

3. How will you make your dreams come true?

Day 2

Task 5 Vocabulary

A. To which sense does each of the following descriptions appeal? Copy and complete the chart in your
notebook with the expressions above.

Cerulescent firmament rainbow ribbon lightning furies

Emerald leaves ocean water granite rocks

Tender petalled blossoms rainbow flying flick the west

Furies rage thunder echoes hurtling

Sight Hearing Smell Taste Feeling

Task 6

Reading Text

Read the poem and answer the questions.

PRAYER OF A STUDENT

By Trinidad Tarrosa Subido

To learn, dear Lord about these em’rald leaves,

These tender petalled blossoms laved in dew,
From where they came, and how and why they live:
Or yet to know why ocean water lash.

Their atomed selves against the granite rocks

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 That senseless lie along the shores; to know
Why rainbows flying their ribboned souls athwart
The eastern skies when sunrays flick the west;

Why lightning furies rage when storm-winds still

The thunder echoes hurtling through the dark;
To learn about the earth, about the moon,
The sun and lesser stars and other words

That spans the cerulescent firmament;

To learn great facts about these little things
And then, while knowing these, not to unlearn-
Never, O God, to unlearn the child-learned truth
That thou are in reality the source,
The Why, the How, the wherefore, of all things.

Comprehension Questions:
1. Who are speaking in the poem?
2. What are the questions raised by the student to our dear Lord?
3. If you were asked to make a prayer, what would tell God?
4. What are the Wh- questions used in the poem?

Day 3

Task 8: Character Sketch

Choose one classmate of yours and write your description of him/her.

Consider the following questions.

1. List down important character traits of your classmate.

2. Choose one which you want to emphasize.

3. Illustrate the particular trait.

Task 9: Direct and Indirect Speech

Activity 1 Read the following speeches and answers the questions that follow.

Direct Speech Indirect Speech

1.He says that…. He says that he is busy.

2. He said that… He said that he was busy.

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3. “Who is he?” she asked. She asked who he was.

4. “Is he a sophomore?” she asked. She asked if he was a sophomore.

5. “Will you go or not?” he asked. He asked whether I would go or not.

6.”Go home”, the man said. The man told us to go home.

1. What do you notice on the first column? Second column?

2. What is the introductory word used?
3. Take note all the verbs used in the introductory part. What changes take place for statements, for
questions and for commands/request?
4. What punctuation marks are used to enclose the exact words of the speaker?
5. Differentiate direct speech from indirect speech.

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Day 4

Rules for changing Direct into Indirect Speech:

A. When the reporting or principal verb is in the Past Tense, all the Present Tenses in the Direct
Speech are changed into Past Tense.

a. A simple present tense becomes simple past tense.

Example:

• Direct : He said, “I am unwell.”

• Indirect: He said that he was unwell.

b. A present continuous tense becomes a past continuous.

Example:

• Direct : He said, “ my mother is writing letter.”

• Indirect: He said that his mother was writing letter.

c. A present perfect becomes a past perfect:

Example:

• Direct: He said, “I have passed the examination.”

• Indirect: He said that he had passed the examination.

d. As a rule the simple past tense in the Direct Speech becomes the past perfect tense in
Indirect Speech.

Example:

• Direct: He said, “His horse died in the night.”

• Indirect: he said that his horse had died in the night.

NOTE:

The shall of the future is changed into should.

The will of the future is changed into would.
The can and may of the future are changed into could and might respectively.

B.The tenses will not change if the statement is still relevant or if it is a universal truth. We
can often choose whether to keep the original tenses or change them.

Examples:

• Direct: “I know her address”, said John.

• Indirect: John said that he knows/knew her address.

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In this Indirect Speech, both the past tense and the present tense make the sentence a correct
one.

• Direct: The teacher said, “The earth goes round the sun.”
• Indirect: The teacher said that the earth goes/went round the sun.

• Direct: She said, “German is easy to learn.”

• Indirect: She said that German was/is easy to learn.

The past tense is often used when it is uncertain if the statement is true or when we are
reporting objectively.

C. If the reporting verb is in present tense, the tenses of the Direct Speech do not change. For
example, we may rewrite the above examples, putting the reporting verb in the present
tense.

Examples:

Direct : He says, “I am unwell.”

• Indirect: He says that he is unwell.

• Direct : He says, “ my mother is writing letter.”

• Indirect: He says that his mother is writing letter.

• Direct: He says, “I have passed the examination.”

• Indirect: he says that he has passed the examination.

• Direct: He says, “His horse died in the night.”

• Indirect: he says that his horse died in the night.

D. The pronouns of the Direct Speech are changed where necessary, so that their relations
with the reporter and his hearer, Rather than with the original speaker are indicated.

Examples:

• Direct: He said to me, “I do not believe you.”

• Indirect: He said that he did not believe me.

• Direct: She said to him, “I do not believe you.”

• Indirect: She said to him that she did not believe him.

• Direct: I said to him, “I did not believe you.”

• Indirect: I said to him that I did not believe him.

• Direct: I said to you, “I do not believe you.”

• Indirect: I said to you that I do not believe you.

E. Words expressing nearness in time or places are generally changed into words expressing
distance.

Examples:

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• Direct: He said, “I am glad to be here this evening.”
• Indirect: he said that he was glad to be there that evening.

• Direct: He said, “I was here yesterday.”

• Indirect: He said that he was there the day before.

Now, let us see the words which get changed when the Direct Speech is changed into Indirect
Speech.
• Now becomes then
• Here becomes there
• Ago becomes before
• Thus becomes so
• Today becomes that day
• Tomorrow becomes the next day
• Yesterday becomes the day before
• Last night becomes the night before
• This becomes that
• These becomes those

F. How the questions used in the Direct Speech are changed into Indirect Speech?

In reporting questions, the indirect Speech is introduced by such verbs as asked, inquired etc…

Examples:

• Direct: He said to me, “What are you doing?”

• Indirect: He asked me what I was doing.

• Direct: A stranger asked me, “Where do you live?”

• Indirect: A stranger enquired where I lived.

• Direct: The Policemen said to us, “Where are you going?”

• Indirect: The Policemen asked us where we were going.

• Direct: He said, “Will you listen to such a man?”

• Indirect: He asked them whether they would listen to such a man.
• Indirect: Would they, he asked, listen to such a man.

• Direct: His angry mother jeered, “Do you suppose you know better than your father?”
• Indirect: His angry mother jeered and asked whether he supposed that he knew better
than his father.

G. How the Commands and the Requests in the Direct Speeches are changed when the
Direct Speeches are changed into indirect Speeches?

In reporting commands and requests, the indirect speech is introduced by some verb
expressing commands and requests, and the Imperative Mood is changed into Infinitive
Mood.

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 Examples:

• Direct: Raja said to John, “Go away.”

• Indirect: Raja ordered John to go away.

• Direct: He said to Mary, “Please wait here till I return.”

• Indirect: he requested Mary to wait there till he returned.

• Direct: “Call the first witness”, said the Judge.

• Indirect: The Judge commanded them to call the first witness.

• Direct: He shouted, “Let me go.”

• Indirect: he shouted to them to let him go.

• Direct: He said, “Be quite and listen to my words”.

• Indirect: He urged them to be quite and listen to his words.

H. How the Exclamation and the Wishes in the Direct Speeches are changed when the
Direct Speeches are changed into Indirect Speeches?

In reporting exclamation and wishes, the Indirect Speech is introduced by some verb
expressing Exclamation and Wishes.

Examples:

• Direct: He said, “Alas! I am undone”.

• Indirect: He exclaimed sadly that he was undone.

• Direct: Alice said, “How clever I am?”

• Indirect: Alice exclaimed that he was very clever.

• Direct: He said, “Bravo! You have done well.”

• Indirect: he applauded him, saying that he had done well.

• Direct: “So help me, Heaven!” he cried, “I will never steal again”.
• Indirect: He called upon Heaven to witness his resolve never to resolve.

Task 10

Work in pairs. Student A will make 3 questions in direct speech based on each situation.
Student B will change the direct question to indirect speech.

Example: You live n a place where curfew for minors is set at 11:00 p.m. It is past curfew hours.
You are caught trying to dodge a policeman.

Student A Student B

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1. What’s your name?” the policemen asked me The policemen asked me what my name
was.

2. “Where do you live” He asked me where I lived.

3. “Do you know what time it is now?” He asked me if I knew what time it was
then.

A. You attended the party. Your curfew was at 12:00 midnight, but you arrived past 2:00
a. m. Your mother met you at the door.

Student A Student B

1. “What time is it?” Mother asked me ____________________________

2. “Who accompanied you in going home?” ____________________________

3. “ Did you take a walk or what?” _____________________________

B. You failed to return the book you borrowed from your teacher. Your teacher needed it.

Student A Student B

1.” Why did you not return the book on time?” ______________________________

2. “Am I going to be punished?” ______________________________

3.”Where did you put the book?” ______________________________

Character Sketch

-Tells what qualities a person possesses

- It suggests some of the mental, physical and spiritual traits of a person which are
worth emulating.

Pointers for writing a character sketch.

1. Emphasize a single trait that keynotes your subject’s personality.

2. Begin with a topic sentence that highlights the trait you have chosen.

3. Choose details, examples of any sort of explanation to illustrate this particular trait.

4. Use quotations that are particularly significant in explaining the kind of person the
character is.

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 Activity 1

1. What particular trait of your subject would you like to emphasize?

For Example: Does your subject have a compassionate heart?

Is he a person who always lends a helping hand?
Does he always contribute something to a worthy cause?

2. Think of the topic sentence that will highlight the trait you have chosen.
For Example: “Ever to the helpless, a helper indeed, “that is I might describe in a nutshell
a friend of mine.
3. List down details that will illustrate this particular trait.
For example: A ready hand to help those in need, generous to
A fault, gives everybody her understanding and friendly smile, etc.
4. Use quotations that are particularly significant in explaining the kind of person the
character is.
For Example: a. Character is caught not taught.
b. Let the other fellow find out who you are, he’ll remember it longer.

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