Lesson Plan: Reported Speech

Grade Level: 7th grade

Objective:
- Students will be able to identify and correctly use reported speech in written and spoken
communication.
- Students will be able to differentiate between direct speech and reported speech.
- Students will be able to punctuate reported speech correctly.

Materials:
- Whiteboard or blackboard
- Markers or chalk
- Handouts with examples of direct speech and reported speech
- Worksheets for guided and independent practice
- Exit ticket slips

Bell-Ringer Activity (5 minutes):

- Write the following sentence on the board: "She said, 'I love pizza.'"
- Ask the students to identify the speaker and the words spoken.
- Discuss with the class the difference between direct speech and reported speech.

Introduction (5 minutes):
- Explain to the students that sometimes we want to tell others what someone else said, but we
don't always repeat their exact words.
- Introduce the concept of reported speech as a way to convey what someone said without
using their exact words.
- Provide examples of reported speech, such as "She said she loved pizza" or "He told me he
was going to the park."
- Explain that reported speech is often used in writing, storytelling, and when reporting what
someone said in a conversation.

Direct Instruction (10 minutes):

- Write a sentence on the board using direct speech, such as "John said, 'I am going to the
movies.'"
- Explain that in reported speech, we need to change the pronouns, verb tenses, and
sometimes the word order.
- Model how to convert the sentence into reported speech, such as "John said that he was going
to the movies."
- Emphasize the changes in pronouns and verb tenses.
- Provide additional examples and guide the students through the process of converting direct
speech into reported speech.

Guided Practice (15 minutes):

- Distribute handouts with examples of direct speech and reported speech.
- In pairs or small groups, ask the students to identify the direct speech and rewrite it as
reported speech.
- Circulate the classroom to provide assistance and answer any questions.
- Review the answers as a class and discuss any challenges or common mistakes.

Independent Practice (10 minutes):

- Distribute worksheets with sentences in direct speech.
- Instruct the students to rewrite each sentence as reported speech.
- Encourage them to pay attention to pronoun changes, verb tense changes, and punctuation.
- Collect the worksheets for assessment purposes.

Exit Ticket (5 minutes):

- Distribute exit ticket slips to each student.
- Ask them to write one sentence in reported speech based on a given scenario.
- Collect the exit tickets to assess individual understanding.

Closure (5 minutes):
- Review the key points of the lesson, emphasizing the differences between direct speech and
reported speech.
- Ask the students to share any challenges they faced during the lesson and address any
remaining questions.
- Summarize the importance of using reported speech in effective communication.
- Assign any homework related to reported speech if necessary.

Common Core Standards:

- CCSS.ELA-LITERACY.L.7.1.A: Explain the function of phrases and clauses in general and
their function in specific sentences.
- CCSS.ELA-LITERACY.L.7.2.A: Use a comma to separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore an old[,] green shirt).
- CCSS.ELA-LITERACY.L.7.2.B: Use a comma to set off the words yes and no (e.g., Yes, thank
you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to
indicate direct address (e.g., Is that you, Steve?).
- CCSS.ELA-LITERACY.L.7.2.C: Use a comma to separate an introductory element from the
rest of the sentence.
- CCSS.ELA-LITERACY.L.7.2.D: Use underlining, quotation marks, or italics to indicate titles of
works.
- CCSS.ELA-LITERACY.L.7.3.A: Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and redundancy.