Archdiocese of Lingayen – Dagupan Catholic Schools

MARY HELP OF CHRISTIANS CATHOLIC SCHOOL

Brgy. Navatat, Basista, Pangasinan
HIGH SCHOOL DEPARTMENT
S.Y 2021-2022

LEARNING MATERIAL/ACTIVITIES IN ENGLISH 9

TOPIC: DATE & TIME FRAME:
Use the Appropriate Prosodic Features of Speech Week 4
When Delivering Lines in a Readers Theatre or in
A Chamber Theatre
MATERIALS: REFERENCE:
Media (TV Monitor, Powerpoint Learning Module Prescribed by DepEd: English –
Presentation) Grade 9 Learner’s Material First Edition, 2013
 Learning Module
VALUES INTEGRATION:
 Giving value on the power of words which influenced our existence.
CONTENT STANDARDS:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as
means of valuing other people; also how to use processing information strategies, different forms of
adverbs and conditionals for him/her to play an active part in a Chamber Theatre presentation.

PERFORMANCE STANDARDS:
The learner proficiently plays an active part in a Chamber Theatre presentation through employing
effective verbal and non- verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial
Expressions, Style and Body Movements or Gestures.

LEARNING COMPETENCIES:
The learner should be able to…
 Recognize the importance of fluency and comprehension
 Express one’s feelings and expression to the selection read
 Use appropriate prosodic features of speech when delivering lines in a Readers Theatre

EXPLORE

The teacher will give some points to ponder in this lesson.

Points to Ponder

Verbal expression is easily understood. How a person speaks brings us the understanding what
he feels, how he feels, why he feels and all other feelings and expressions conveyed. The
rise/fall of voice that emanates from the speaker gives the listener the concrete understanding,
as such is called intonation.
Moreover, voice production and even the kind of punctuation mark ( . ? ! , and the like) are
among the reasons of understanding the message expressed through reading and verbal
interaction as well.
Furthermore, the correct pronunciation or articulation of words affect the meaning of the
sentence that you read. So, as you read that must be considered so as not to confuse both the
reader and the listener.
Activity: Let’s give it a try!
Read orally and give the appropriate emotion or articulation.
1. A. What a day.
B. What a day!
C. What a day?
2. A. OMG (sad)
B. OMG (happy)
C.. OMG (excited)
3. A. My Lord, grant that I may never leave you, forsake you, and disappoint you.
B. My Lord grant that I may never leave you forsake you and disappoint you.
4. A. Observe social distancing.
B. He dies of Covid.
5. Which word is correct? ( weak, wake, week )
A. She finally decides this ____ .
B. She’s ____ to finally decide.
C. She decide to finally attend the ____.
Key points!
points to remember
1. Punctuation marks is given.
2. The kind of emotion asked.
3. Phrasing is observed.
4. Intonation is considered.
5. Reads with appropriate word and pronunciation.

Above mentioned are considerations to be able to understand what you read thereby making your listeners too
understand what they listened to.

FIRM-UP

Here few reasons why Readers Theatre gives students to read aloud:
The reader's theater strategy blends students' desire to perform with their need for oral reading
practice. Reader's Theater offers an entertaining and engaging means of improving fluency and enhancing
comprehension.
What is reader's theater? It's a way to involve students in reading aloud. In reader's theater, students
"perform" by reading scripts created from grade-level books or stories. Usually they do so without costumes
or props.
Reader's theater is a strategy that combines reading practice and performing. Its goal is to enhance
students' reading skills and confidence by having them practice reading with a purpose. Reader's theater
gives students a real reason to read aloud.

Key points!
The Readers Theater hope to motivate learners to read and reread thereby developing
confidence, comprehension and fluency. Thus, giving reasons for learners to read aloud. It
is likewise used to improve the learners interest to read orally.

Readers Theater is an integrated approach for involving students in reading, writing,

listening, and speaking activities.  It involves children in….

 sharing literature,
 reading aloud,
 writing scripts,
 performing with a purpose, and
  working collaboratively.

Readers Theater is readers reading a script adapted from literature, and the audience
picturing the action from hearing the script being read aloud.  It requires no sets,
costumes, props, or memorized lines.  Instead of acting out literature as in a play, the
performer’s goal is to read a script aloud effectively, enabling the audience to visualize the
action.  Performers bring the text alive by using voice, facial expressions, and some gestures

Benefits of Using Readers Theater in the Classroom or Library?

Readers Theater helps to….

 develop fluency through repeated exposure to text.

 increase comprehension.
 integrate reading, writing, speaking, listening in an authentic context.
 engage students.
 increase reading motivation.
 create confidence and improve the self-image of students.
 provide a real purpose for reading.
 provide opportunities for cooperative learning.

DEEPEN
The learners will do the following activity to develop their understanding on the lesson.

The learners will do the following activity with their family (since we are still in distance learning it is
only way to accomplish the task)
Direction: Read the text “The Cornerstone of Democracy” orally in front of your family. Reread if
possible make sure you understand what you read before answering the questions. Choose the letter that best
answer the question.
1. What is the primary concern of democracy?
a) family
b) school
c) church
d) market

2. A mother who claims to be democratic but lays down the rules for the family is
a) paying lip service to democracy
b) practicing democracy at home
c) changing the meaning of democracy
d) avoid such situation

3. When rules are to be given to the children it is far better for parents to
a) make the rules themselves
b) just give out rules as need arises
c) call for objective family discussions
d) avoid such situations

4. What does each member do in a democratic way?

a) does what he likes anytime
b) is not obliged to work if he doesn’t like
c) helps other family members in all undertakings
d) has rights and privileges but no responsibilities

5. To build democracy in the family, the opinion of children should be

a) ignored
b) laugh at
c) heard
d) bushed
6. Family outing should be preceded by
a) family debates
b) family bickering
c) family councils
d) family contest

7. What will become to children raised in a democratic family

a) democratic
b) rebellious
c) spoiled
d) subservient

8. When children disregard family rules they should be

a) scolded
b) ignored
c) tolerated
d) corrected

9. What can be inferred from the article?

a) The strong foundation of democracy is the family
b) Democratic ideal is shown by all parents to their children
c) Democracy has limited scope thus all people must protect it
d) Every country has democratic ideals

10. In what institution are the essentials of democracy first learned?

a) church
b) hospital
c) school
d) home

TRANSFER
To check the learners’ ability they should complete the task.
Direction: With the members of your family act it out. Assign someone (mother) to do the grading following
the given rubric. Video your presentation at home and send this to our group chat. Send your result after the
video presentation as well.

The Princess and the God

A Tale of Ancient India

Told by Aaron Shepard

Rubric for Reader's Theater

AREA Below Average Average Above Average Excellent

Interpretation Students were not Students were on Correctly Correctly

exactly correct in the right track to interpreted the interpreted the
interpretation of understanding the scene. scene and added
the story, but story but were insights about text
mistake is slightly off. through their
understandable. acting.
Knowledge Students interpret Interprets the Interprets the Interprets the story
the story literally, story literally and story creatively and with
but superficially. appropriately. imaginatively depth.
and
appropriately.
Students do not Students are Students appear
seem to be aware reading lines off to be fairly
of what they of a piece of prepared. Group is well
 Presentation should be doing at paper and do not prepared and
all. appear confident delivers piece in
about what they an understandable
are doing. manner
Voice None of the skit Parts of skit were Entire skit was Entire skit was
was clear, concise, clear, concise, clear, concise, clear, concise, and
or well articulated. and well and well well articulated.
Hard to articulated. articulated. Easy All students used
understand. to understand. great inflection in
acting.

Projection Most of the skit Some sections of Volume of their Volume of their
did not fit the the skit fit the voices was used voices was used
scenes scenes appropriately. appropriately.
appropriately. appropriately. (Used expression (Used expression
(Used no (Used some in their voices, in their voices,
expression or expression in loud and soft.) loud and soft.)
inappropriate their voices.)
expression.)
Overall Students did not Students partially Students Students followed
Performance follow story and followed the followed sequence of story,
had little or no sequence and sequence of were enthusiastic
enthusiasm for showed some story and were about performing,
performing. enthusiasm about enthusiastic and demonstrated
performing. about great group effort.
performing.

*For your assessment on this lesson kindly proceed to your Aralinks-CLE LMS.

Prepared by: Reviewed and Verified by: Approved by:

BEVERLY R. SUAREZ, LPT BEVERLY R. SUAREZ, LPT SR. ARLENE M. QUIBOD, OP, Ph.D.
Grade 12 adviser, SHS Academic Coordinator, JHS & SHS School Head