Republic of the Philippines

Palawan State University

Coron Campus
Coron, Palawan

Mark James E. Dadaya

Jamela E. Bancilan
Name of Teacher: Shilla B. Pelones Section Rosal
Kamille Severino
Jonamay S. Vigonte
Leaning Area: English Time 10:00-10:50 AM
Grade Level: 9 (First Quarter) Date: October 27, 2022
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of enhancing the self; also,
how to use processing, assessing, summarizing information, word
derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a
speech choir.
B. Performance Standards The learner actively participates in a speech choir through using effective
verbal and non-verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Body Movements/ Gestures and
Audience Contact.
C. Learning Competencies EN9G-Ia-1.6/1.7: Use appropriate punctuation marks to convey
meaning
D. Learning Objectives At the end of the discussion, the students are expected to:

 Distinguish the difference between questions and statements;

 Change statements into questions; and
 Understand the different ways of transforming statements into
questions.

II. CONTENT Transforming Statements into Questions

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 166-173
2. Learner’s Materials pages p. 134-154
3. Textbook pages A Journey Through Anglo-American Literature Learner’s Material 9, p.
50-67
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Bitgab. (2022). Changing Statements into Questions · English grammar |
bitgab. Bitgab.com.
https://www.bitgab.com/english-grammar/changing-statements-
into-questions
IV. PROCEDURES Teacher’s Activity Pupils’ Activity
Preparatory Activities
Good morning, Grade 9 – Rosal!
Good morning,
a. Greetings How are you all feeling today, class? sir/ma’am!

We’re fine, sir.

Thank you! How
about you, sir?
Brilliant! So am I. Now, to spice up our discussion
for today, every time I ask you if my instruction is
clear or if you understand it, you all respond with
this phrase "Aba! S’yempre po!" with conviction
and energy. Is that clear class?
Aba! S’yempre po!

b. Prayer
c. Checking of attendance
e. Setting of Daily Classroom
Rules
A. Reviewing previous lesson or
presenting the new lesson
Impressive! Thank you my dear students.
Everybody, please rise for the opening prayer. Let
us feel the presence of the Lord as we pray. Who
would like to lead the prayer? (One student will
volunteer to lead the
prayer.)
Thank you.
Let us check your attendance. Raise you right
hand and say “Ding! Ang bato.” for girls and
“Darna!” for boys once your name is called. (Students who are
present will raise
their hands follow
the instruction.)
I am beyond happy knowing that no one is absent
for today’s discussion because we will be
learning an interesting topic.
But, before we go any further, I'd want to remind
everyone of our new normal class regulations,
which are in accordance with the minimal health
guidelines and these are the following:
 Keep your hand sanitizer/alcohol ready and
within reach at all times.
 Wear your face mask and/or face shield at
all times.
 Keep at least a meter distance from your
nearest seatmate/s.
 Be sensitive and mindful of your and your
classmates’ health and safety.
Remember to follow these safety rules not just for
your own welfare but also for the protection of the
Aba! S’yempre po!
people around you, understood?
Excellent!
Before we proceed to our discussion, let us first
have a short recall of what we had last meeting.
Who among you remembered what we have
discussed yesterday? Yes, Leah.
Sir/Ma’am,
yesterday we
discussed about
stress.
Fantastic! Yesterday we talked about stress. Thank
you, Leah.
What is the meaning of stress again? Can you
share to the class what have you remembered
about this?
Sir/Ma’am, stress
Yes, Lyca?
refers to the degree
of force used in a
syllable or word in a
sentence.
Is she correct? Yes, sir/ma’am.
Precisely! Stress is the way that a word or syllable
is pronounced with greater force than other words
in the same sentence or other syllables in the same
word: The meaning of a sentence often depends on
 stress and intonation.

Thank you, Lyca.

Do you have any concerns regarding our topic

yesterday?
None, sir/ma’am.
I’m quite impressed, class! It seems that you really
learned our topic yesterday.
B. Establishing a purpose for Alright, to start our discussion today, who wants to
the lesson play an activity?
Sir, all of us!
That’s good that you are all in!

Before that, I have here pictures of two symbols,

period and question mark with unique numbers or
codes at the back. Each of you will pick one
picture. We'll use this to encourage participation;
I'll randomly pick a picture from the box I'm
holding to answer my questions or do the tasks
later on, so be prepared at all times. Don't worry,
you can still present your ideas to the class even if
I did not pick your codes. If you want to speak,
simply raise your hand. Is that clear, class? Aba! S’yempre po!

Activity #1: Jumbled Sentences!

So, this game is called “Jumbled Sentences!”

Everybody, please read the direction for this
activity.

Direction: Put the words in the correct order to

make a complete sentence then paste it on the (Students will read
board. the direction in
chorus.)

Now, look at the code you have picked. If you

received a period, please stand up and take a seat
on my right side. If you received a question mark,
please take a seat on my left side. That will be
your permanent group for the rest of the
discussion. For this activity, I will only give you
one minute to put the words correctly. You may
now start in 3…2…1… Go!
Aba! S’yempre po!
Did you understand my instruction, class?

Great! Good luck.

(The activity begins.)

Scrambled sentences:
Answer: Maria is
Team Period: punctual is Maria the class among the most punctual
most student the. student among the
class.

Team Question Mark: Is the class Maria among Answer: Is Maria

most student the punctual? the most punctual
student among the
class?
 Time is up! You may now paste your works here
in front.

Great job! You did an excellent job in doing your (Students will do the
tasks! With that, let’s do the "Fireworks clap” in 3, “Fireworks clap.”)
2, 1…

Well done! Thank you, my dear students.

C. Presenting examples/ Now, let us review the sentences you have pasted
instances of the new lesson in front. Everybody, please read the first sentence.

Maria is the most punctual student among the

class. (Students will read
the sentence in
chorus.)

Altogether, please read the second sentence.

Is Maria the most punctual student among the (Students will read
class? the sentence in
chorus.)
(The teacher will randomly pick a code/ name
from the box.)

Baby Jane, what have you notice with the

arrangement of the words? Sir/Ma’am, the
arrangement of the
words changes.

Correct! The arrangement of the words changes as

we transform the statements into question.

(The teacher will randomly pick a code/ name

from the box.)

What else? Yes, Jerick? Sir/Ma’am,

punctuation marks
such as period and
question mark were
used in each
sentences.
You have a point. We use a question mark to
indicate that a sentence is a question and we use a
period to mark the end as of a declarative sentence
or an abbreviation.

Great job, class!

Alright, now these jumbled sentences that you

have unscrambled have something to do with our
topic for today.
Sir/Ma’am,
Who wants to guess what our topic is for today? punctuation mark.
Yes, Jeffrey?

Punctuation mark? Yes it could be punctuation

mark, Jeffrey. Thank you! Sir/Ma’am,
 One more guess. Yes, Jane? declarative and
interrogative
sentences.

Declarative and interrogative sentences? It could

be. You’re getting closer. Thank you, Jane. The
clues are on your answers. Think of it. Yes, Sir, statements into
Jamela? questions.

Precisely, thank you Jeffrey. Our topic for today

class have something to do with statements and
questions but for today’s lesson, we will be
focusing more on teaching you how to transform
statements into questions.

What you see in the upper-left corner of the board a) Distinguish

is what we will attempt to accomplish today.
the difference
Everybody, please read our learning objectives for
between
today’s lesson.
questions and
statements;
b) Transform
statements
into
questions;
and
c) Understand
the different
ways of
transforming
statements
into
questions.

That was loud and enthusiastic! Thank you, my

dear students.
D. Discussing new concepts and Now, based on our first activity class let’s try to
practicing new skills #1 define what a statement is first. What idea can you
conceptualize about it? (The teacher will
randomly pick a code/ name from the box.)

Yes, Hilbert? Sir/Ma’am, it is a

statement is a type of
sentence that
conveys and
expresses an
information.
Correct, a statement is a type of sentence that
conveys and expresses a simple piece of
information in speech or writing.

How about the term question? (The teacher will

randomly pick a code/ name from the box.)

Yes, Joshua?
Sir, it seeks for an
answer or to get
Correct, a question is a sentence in an information in reply.
interrogative form, addressed to someone in order
to get information in reply.

Do you now get the difference between these two?

Yes, sir/ma’am.
Great! Listen class, it can initially seem very
difficult to change a statement into a question, but
it might be simpler than you think.
(At this point,
students will listen
comprehensively
and take down
A statement is used to convey a fact, an opinion,
notes.)
or a point of view on a subject. On the other hand,
you elicit information from others by asking
questions. By moving the helping verb, moving
the being verb, or adding a doing verb, you can
quickly transform a statement into a question. To
get more specific information, you can also add a
question word or question tag.

Here are the three ways in changing statements

into questions:

Method 1. Moving a helping verb.

Look for a helping verb in the sentence and Move

the helping verb to the front of the sentence to
make a question. Rewrite the sentence with the
helping verb as the first word. Leave the other
words in the same place and write them exactly as
they appear in the statement.

Common helping verbs include have, has, and had.

Additionally, words like "should," "would,"
"could," "might," "may," and "will" are helping
verbs.

The teachers have treated us kindly. → Have the

teachers treated us kindly.

Method 2. Shifting a being verb.

Look for a being verb in the sentence And Move

the being verb to the beginning of the sentence to
form a question. Rewrite the sentence with the
being verb at the beginning. Don’t change any
other words in the sentences are the "be" verbs,
such as "am," "is," "are," were," and "was." These
verbs tell you a person’s current state or what they
are doing.

We are hungry → Are we hungry?

Method 3. Adding does, do, or did.

Add "does" to the beginning of the sentence if

the verb is present tense and the subject is
singular. Then, change the verb back to its base
form by dropping "s" from the end. Use "do" for
plural subjects or "you." Look at the subject to see
if it’s plural or "you," then check to see if the verb
 is present tense. Also Put “did” at the front of the
sentence for simple past tense verbs. And change
the verb back to its base, present tense form.

My cat plays with a toy. → Does my cat play with

the toy?

You throw stones at my window. → Do you throw

stones at my window?

He saved the cat. → Did he save the cat? Aba! S’yempre po!
Did you fully grasp the three methods for
transforming statements into questions?

Phenomenal! Thank you my dear students.

E. Discussing new concepts and Since you are all now familiar with the definition
practicing new skills #2 of a statement and a question and its three methods
in transforming statements into questions, let’s put
your knowledge into a test.
Sir/Ma’am, another
activity?
Yes, class! More activity means more chances to
participate. Get ¼ sheet of paper, we will be
having a seatwork.

Everybody, please read the direction for this

activity. (Students will read
the direction in
chorus.)
Activity #2: Transform me!

Direction: Read the paragraph “The Ferris Wheel

Ride” then change it into questions using any of
the appropriate methods. Make sure to identify the
(Students will read
method you have used for every sentences.
the paragraph in
chorus.)
Now, altogether, please read the paragraph.

“The Ferris Wheel Ride”

Myrna was scared to ride on the Ferris wheel.

On fiesta day, her cousin asked her to ride on the
Ferris wheel. When the Ferris wheel turned
around, Myrna felt dizzy. She couldn’t look down.
She felt as if she was falling.

I will give you two minutes to do this seatwork

then afterwards we will check if your answers are
correct. Is that clear class? Aba! S’yempre po!

Alright, your two minutes starts now.

(The activity begins.)

Time is up! Exchange your papers with your (Students will

nearest seatmates. Let’s check your answers. exchange their
papers with their
 seatmates.)

(The teacher will randomly pick a code/ name

from the box.)

Shaira, for the first sentence, tell us first the

method you have used and your answer. Student’s possible
answer:

Method 2: Was
Myrna scared to
ride on the Ferris
wheel?
Correct! Method 2 is the appropriate method to be
used in this statement since there is a being verb
which is “was.” Thank you, Shaira.

(The teacher will randomly pick a code/ name

from the box.)

Rizza, for the second sentence, tell us first the

method you have used and your answer. Student’s possible
answer:

Method 3: On fiesta
day, Did her cousin
ask her to ride on
the Ferris wheel?
Correct! Method 3 is the appropriate method to be
used in this statement since there is no helping
verb or adding verb. Thank you, Rizza.

(The teacher will randomly pick a code/ name

from the box.)

Shara, for the third sentence, tell us first the

method you have used and your answer. Student’s possible
answer:

Method 3: Did
Myrna felt dizzy
when the Ferris
wheel turned
around?
Correct! Still, method 3 is the appropriate method
to be used in this statement since there is no
helping verb or adding verb. Thank you, Shara.

(The teacher will randomly pick a code/ name

from the box.)

Queenie, for the fourth sentence, tell us first the

method you have used and your answer.
Student’s possible
answer:

Method 1: Could she

Correct! Method 1 is the appropriate method to be not look down?
used in this statement since “could” is a helping
verb. Thank you, Queenie.

(The teacher will randomly pick a code/ name

from the box.)
 John Mark, for the fifth and final sentence, tell us
first the method you have used and your answer. Student’s possible
answer:

Method 3: Did she

feel as if she was
falling?
Correct! Still, method 3 is the appropriate method
to be used in this statement since there is no
helping verb or adding verb and it is in the past
tense form Thank you, John Mark.

Pass your papers by column. 3…2…1… Now,

who got the perfect score? (The teacher will ask
the students’ scores from highest to lowest.) (Students will pass
their papers by
column.)

Impressive! It seems like you have really

understood our lesson. Thank you, class.
F. Developing Mastery Now, for you to fully understand how to transform
statements into questions, we will have another
fun activity.

Everybody, please read the direction for this

activity.

Activity #3

Direction: Group the students into two groups.

Each group will then to present their assigned
tasks in front of the class.
(Students will read
the direction in
chorus.)
For this activity, we will still utilize the same
group that we have formed earlier.

Team Period: Jingle-making

Your team is tasked to create a jingle about the

subject of your choice. Make sure to incorporate
the process of transforming statements into
questions using any of the methods. You will be
graded using the following criteria:

Theme – 50%
(Students incorporated the process of
transforming statements into question and it stays
on topic throughout.)

Melody – 30%
(Melody is simple and very “catchy.” Rhythm and
melody range appropriate and appealing.

Group Work – 20%

(Entire group involved in composition and
performance equally.)
Aba! S’yempre po!
Is my instruction clear, Team Period?

G. Finding practical applications
of concepts and skills in daily
living
Team Question Mark: Role Playing
Within a time limit of three minutes, your team
will role-play any topic. In your dialogues, be sure
to incorporate the transformation of statements
into questions using any of the methods. You will
be graded using the following criteria:
Relevance to the topic – 40%
(Students incorporated the process of
transforming statements into questions.)
Organization – 20%
(Students act out the role play in a logical and
interesting sequence which audience can follow.)
Grammar – 10%
(Students correctly formulates a complete-thought
sentence.)
Pronunciation – 10%
(Students have a good pronunciation during all Aba! S’yempre po!
the role play.)
None, sir/ma’am!
Is my instruction clear, Team Question Mark?
Do you have any questions, class? (The students will
brainstorm about
I’ll give you five minutes to prepare. You may their designated
now start. tasks.)
Yes, sir/ma’am.
Are you all ready to perform? (Team period will
perform their role
Great! Let’s start with team Period. play in front.)
(Students will clap.)
Thank you, team period! Let’s give them a round
of applause. (Team question
mark will perform
It’s your turn team question mark. their jingle in front.)
(Students will do the
Ferris wheel clap.)
Well done! You did an excellent job in doing your
tasks! With that, let’s do the Ferris Wheel Clap
Ready, alright, in 3, 2, 1…
It seems like you have really enjoyed our activity.
Now, where or in what situations do we use or
modify a statement into questions?
Possible answer:
Sir/Ma’am, if we are
clarifying
Absolutely! Thank you. We transform a statement something.
into questions if we want to clarify an idea.
How can we use this in our daily lives?
 Possible answer:
Sir/Ma’am, if we
want to get an
information then
questioning would
be a great choice in
Impressive! Thank you. Indeed, without a doubt,
any circumstances.
making statements and questions are already a part
of our daily lives. For instance, we tend to start our
conversation with either a statement or a question.

Can you now share your idea to the class, why is

learning how to transform statements into
questions crucial?

Possible answer:
Sir/Ma’am, just like
what you have said it
really benefits how
we build a
conversation. It
serve as the pillar of
communication since
Precisely! Thank you. I am so happy with all of interaction is being
your answers. built.

H. Making generalizations and Did you understand our lesson for today?
abstractions about the lesson Aba! S’yempre po!
Do you have a clear understanding about
transforming statement into question?
Aba! S’yempre po!
Excellent!

Again, what is a statement? (The teacher will

randomly pick a code/ name from the box.)

Yes, Leah Sir/Ma’am, a

statement is a type of
sentence that
conveys and
expresses a simple
piece of information
in speech or writing.
Correct! Thank you, Leah.

What is a question? (The teacher will randomly

pick a code/ name from the box.)

Yes, Charity?
Sir/Ma’am, a
question is a
sentence in an
interrogative form,
addressed to
someone in order to
get information in
reply.
Precisely! Thank you, Charity.

How many methods do we have to transform

statements into questions? (The teacher will
randomly pick a code/ name from the box.)
 Yes, Kaye? Sir/Ma’am, we have
three. (Kaye will
then classify them.)
Correct! Thank you, Kaye.

What are those four methods again? (The teacher

will randomly pick a code/ name from the box.)

Yes, Jhon Mark?

Sir/Ma’am, the four
methods are the
following:
 Method 1.
Moving a
helping verb.
 Method 2.
Shifting a
being verb.
 Method 3.
Adding does,
do, or did.
Excellent! Thank you, Jhon Mark!

Great! Now, what are the things you have

learned?
Students’ possible
answers:

 There are
different
methods in
transforming
statements
into
questions.
 Transforming
statements is
important in
asking for a
clarification.
 Statements
usually ends
a period.
 A question
mark is
placed at the
end of a
sentence to
make it a
question or
an
interrogative
sentence.
It seems that you have learned our lesson for
 Etc.
today. Great job, class. Give yourselves a round of
applause.

(Students will clap

their hands.)
I. Evaluating learning Alright class, let’s test your understanding. Let’s
have a quiz. Please pass these test sheets to your
classmates by column.
Does everyone have test sheets with them?
Yes, sir!
Alright. I’ll give you five minutes to answer it.
Mind your own papers. You may now start.
(The students will
answer the activity
within 5 minutes.)
Test I. Multiple Choice.

Direction: Read each item carefully. Identify the

method of transforming statements into questions
used in each sentence. Choose the letter of the
correct answer. Write the letter of your answer on
the space provided before each number.

Method 1. Moving a helping verb.

Method 2. Shifting a being verb.
Method 3. Adding does, do, or did.
Method 4. Adding a question word, a question
tag, or a question mark.
Answer: a
1. Have the customers treated us kindly?
a. Method 1
b. Method 2
c. Method 3
d. Method 4
Answer: a
2. Will she win the argument?
a. Method 1
b. Method 2
c. Method 3
d. Method 4 Answer: b
3. Is it raining?
a. Method 1
b. Method 2
c. Method 3
d. Method 4 Answer: b

4. Have we been going to school for ten weeks?

a. Method 1
b. Method 2
c. Method 3
d. Method 4 Answer: c

5. Does my cat play with the toy?

a. Method 1
b. Method 2
c. Method 3 Answer: c
d. Method 4

6. Do they greet their teacher?

a. Method 1
b. Method 2
c. Method 3 Answer: d
d. Method 4

7. When are you going to Palawan?

a. Method 1
b. Method 2
c. Method 3 Answer: d
d. Method 4

J. Additional activities for
application or remediation
8. James bought a new car, right?
a. Method 1
b. Method 2 Answer: d
c. Method 3
d. Method 4
9. Mark is going home?
a. Method 1
Answer: c
b. Method 2
c. Method 3
d. Method 4
10. Did he save the drowning dog?
a. Method 1
b. Method 2
c. Method 3
d. Method 4
Test II. Transform Me!
Direction: Transform these sentences into
question by using any of the four ways that we
have discussed.
1. He is good fellow.
2. They have won the race.
3. The cat sat quietly to kill the mouse.
4 Alice goes to school by a train.
5. He fell from a ladder.
6. She likes to see pictures of mountain and
volcanoes.
7. Blue cheese is the most delicious cheese in the
world.
8. Our team played well yesterday. (Students will check
9. The children played the violin every morning. their papers.)
10. Sharon makes model from clay.
Time’s up! Exchange your papers with your (Students will pass
seatmates. We will check them right away. their papers by
column.)
Pass your papers by column. 3…2…1… Now,
who got the perfect score? (The teacher will ask
the students’ scores from highest to lowest.)
Thank you, class.
Assignment
Formulate then write 10 sentences on your
assignment notebook. Using the four ways we
covered, transform each sentences into questions.
Is the direction clear?
Yes, sir!
That’s all for today. Please stand for our closing
prayer. Charity, please lead the prayer.
(Charity will lead
the closing prayer.)
Thank you for your active participation. That’s all
for today. Goodbye and thank you, class!
 Goodbye and thank
you too, sir/ma’am!
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
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 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: Checked by:

Mark James E. Dadaya Ma’am Joan O. Kong

Jamela E. Bancilan
Shilla B. Pelones
Kamille Severino
Jonamay S. Vigonte
Student Teachers