Grades 11 School SINDALAN NATIONAL HIGH Grade Level 11 – ABM 2

DETAILED LESSON PLAN SCHOOL and Section

Teacher NELVIE A. DATU Learning Area ORAL COMMUNICATION
Teaching Date and Time MARCH 20, 2023 - 7:55 am to 8:55 am Quarter 2ND SEMESTER-3RD QUARTER-Week 5

Objectives must be met over a week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities. May be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
I. OBJECTIVES curriculum guides.

A. Content Standards The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act, and communicative strategy.

B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning Competencies/
Objectives a. Identify various types of speech context. (MELC No. 6)
Write the LC code for each b. Distinguish types of speech and speech styles. (MELC No. 7)

II. CONTENT Types of Speech Context

List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
III. LEARNING RESOURCES

A. References Flores, Ramona S. 2016. Oral Communication in Context. Rex Book Store Inc.:
Manila.
https://www.elcomblus.com/speech-styles-definition-types-and-examples/ III.
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Puzzles, Laptop, Television, Show Me Boards, Markers

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Contact Number: (045) 402-3360
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 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
IV. PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
A. Reviewing previous lesson or The Teacher will start the session by doing the preliminary routines (greetings, prayer, reiterating the classroom rules and checking of attendance).
presenting the new lesson The class will be asked about the last topic discussed in the previous meeting and a quick review will be done.
The following questions will be presented to the students and will be asked to be answered them.

Activity #1: Determine the correct function of communication that fits with the given scenarios.

_____1. Cardinal Tagle instructs the parishioners to keep their faith amidst Covid-19 pandemic. (TO MOTIVATE)
_____2. A tourist asked Elijah for directions on how to get to SM Pampanga. (TO PROVIDE INFORMATION)
_____3. Deuk-Son expressed her need for a raise to her boss at Jollibee Lazatin. (TO FACILITATE EMOTIONAL EXPRESSION)
_____4. The Governor of Pampanga acknowledged the Mayor of San Fernando City for his exemplary performance throughout his term and pushes him to continue his
progress. (TO MOTIVATE)
_____5. A television personality thanks the supportive moviegoers during an interview. (TO FACILITATE EMOTIONAL EXPRESSION)

B. Establishing a purpose for the The teacher will present the objective that should be met after the session.
lesson
a. Identify various types of speech context. (MELC No. 6)

C. Presenting examples/instances of Activity #3: The class will be divided into 4 groups. There will be a given envelope with a jigsaw puzzle with an image inside. They need to build the puzzle and recreate
the new lesson the picture in their puzzle as they shout the word on it. The words and images on the puzzles are examples of the topic of the day and will be used throughout the
discussion.

1. INTRAPERSONAL 2. INTERPERSONAL 3. ORGANIZATIONAL 4. INTERCULTURAL

D. Discussing new concepts and The teacher will start the discussion by presenting this quotation, “Most of the time, it is not about what we say, it is how we say it.” and will let the students reflect on it.

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Email Address: 301066@deped.gov.ph
Contact Number: (045) 402-3360
Here at Sindalan High, Excellence is a Lifestyle.
practicing new skills #1 (Values Integration)

When speaking with others, your tone clarifies and conveys meaning. A phrase as simple as “I don't know” can be taken in several different ways depending on how you
decide to express it. Your tone can not only affect how people perceive you but also their willingness to listen to you – especially in the workplace. We must be careful of
how we say things, for it may affect how our message will reach others. People has different struggles in life. Let us always practice being kind in words, time and in
actions.

Types of Speech Context

1.) Intrapersonal Communication

- This means communication with oneself. Intrapersonal Communication may be seen in situations involving talking or writing to oneself, even thinking to oneself.

- Clearly, in Intrapersonal Communication, the speaker and the listener are one and the same: YOU. You send the message to yourself and you yourself receive that
message.

2.) Interpersonal Communication

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 - Beyond INTRAPERSONAL Communication are several Types of Speech Context which we are more familiar with, such as INTERPERSONAL Communication which
involves more than one person. It is not just the number of participants that determine each particular type of communication, but, could be differentiated according to its
purpose.

3.) Organizational Communication- refers to the interaction of members along the links in an organizational structure. There are two variations of Organizational
Communication. Formal Organizational Communication uses the proper channels graphically illustrated by an organizational chart. Memos, announcements, and reports
are passed along to the members of the organization following the chain of command. The Informal version bypasses the links, skips forward or backwards, or even goes
sideways just to achieve the same goal: for example, to pass on a memo, announcement, or a report.

4.) Intercultural Communication- the exchange of concepts, traditions, values, and practices between and among people of different nationalities and ways of life. For

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Contact Number: (045) 402-3360
Here at Sindalan High, Excellence is a Lifestyle.
 example, a roundtable discussion to exchange views about how we relate with our families can show the differences and similarities in Korean and Philippine cultures.

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Contact Number: (045) 402-3360
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E. Discussing new concepts and
practicing new skills #2 Interpersonal Context

a) Dyadic Communication- involves only two participants forming the DYAD. One Speaker and one Listener come together to exchange thoughts, ideas, opinions, and
information. The roles of Speaker and Listener are not fixed, they are interchangeable. Conversation is informal dyadic communication, while interview and dialogue are
formal dyadic communication. Conversations is the most common, most frequent, and the most popular of all dyadic communication.

b) Small Group Communication- requires from 3 to 15 people to study an issue, discuss a problem, and come up with a solution or a plan. The group has an agenda, a
leader, and an outcome to accomplish. Small groups may be divided into two according to purpose: Study Groups and Task-oriented Groups. Study groups are meant to
look into problem but not necessarily come up with solution. It is the Task Oriented Groups that study an issue.

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Contact Number: (045) 402-3360
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 c) Public Communication- is different from Dyadic or Small Group Communication in that one Speaker addresses many Listeners, collectively known as Audience. There
is no interchanging of the Speaker and Listener roles. Many public information events are formal. The speech is well prepared, the Speaker is dressed appropriately, and
the Listeners are set to listen to the message.

d) Mass Communication - any of the above human verbal interactions carried out with the aid of mass media technology. Mass media used to mean only radio and
television, which reached more people with the use of their technical systems. Mass Communication now includes Social Media, which allow the use of technology for
everyone.

F. Developing mastery (leads to Activity #4 The teacher will provide Show Me Boards and markers to each group. She will instruct the groups to watch the videos that will be presented on the TV screen

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Contact Number: (045) 402-3360
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Formative Assessment 3) and they should identify what type of Speech Context is being shown in each one. The groups will write their answers on their boards.

Video clips

1. 2.

3. 4.

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Contact Number: (045) 402-3360
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 5.

Video Clip Links

1. https://www.youtube.com/watch?v=lcqosPfC3dY&t=20s
2. https://www.youtube.com/watch?v=c69bZWl-i18&t=87s
3. https://www.youtube.com/watch?v=SdzXMbTMkU4
4. https://www.youtube.com/watch?v=hl87zYRe46M
5. https://www.youtube.com/watch?v=V8eLdbKXGzk

G. Finding practical applications of Activity #5 The teacher will instruct the learners (by group) to pick from the bowl of words and instructions for their last activity of the session.
concepts and skills in daily living
Paper #1 Intrapersonal Communication – Choose one member of the group to perform a monologue showing Intrapersonal Communication. Let the group help in
constructing the content of the one-minute speech.
Paper #2 Dyadic Communication – The group will need 1/8 illustration board and coloring materials. They need to produce a simple sketch showing a scenario presenting
Dyadic Communication.
Paper #3 Mass Communication – The group will need to produce a short news broadcasting scene (with props as much as possible) showing Mass Communication.
Paper #4 Intercultural Communication – The group will need to create a tableau showing Intercultural Communication. (a group of models or motionless figures
representing a scene from a story or from history; a tableau vivant.)

The class will be given 10 minutes to accomplish their task. Each group will explain their understanding and definition of the Speech Context designated to them. The
task is for 15 points under their Performance Task.

Below is the Rubric for Grading:

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Contact Number: (045) 402-3360
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 Criteria Poor (1) Needs Improvement Good (3) Very Good (4) Outstanding (5) Total
(2)
1. Content The students were The students had The students The students were The students were
not able to present some lapses in their presented the able to present the able to present the
the learned concept presentation of the learned properly but learned concept with learned concept
properly. learned concept. with some points to no lapses at all. excellently.
improve.
2. Relevance The students chose The students chose The students chose The students chose The students chose
scenarios which are scenarios which are scenarios which are scenarios which are scenarios which best
inappropriate to the a bit inappropriate to appropriate to the appropriate to the fits the context given.
context assigned. the context assigned. context given but context given.
needs more
improvement.
3. Creativity The students lacked The students got a The students showed The students showed The students showed
creativity in doing bit of creativity in creativity in doing creativity in doing exceptional creativity
their task. doing and presenting and presenting their and presenting their in doing and
their task but also task but can still task. presenting their task.
needs a lot of have a bit
improvement. improvement.
H. Making generalizations and The teacher will ask the following guide questions:
abstractions about the lesson
1. What are the 4 Speech Context of Communication? Explain each.
2. What are the 4 Contexts of Interpersonal Communication?
I. Evaluating learning Determine the type of speech context
in the following examples:
1. Mary Claire offered a feedback on the answer of her friend in her interview.
2. Medelyn is assigned to deliver thegraduation speech.
3. The group of Kathlyn are gathering data through given questionnaires to their community.
4. Lyana entered an oratorical competition watched by several people.
5. Clarissa interviewed people on the street about their opinion on current issues that shall be published through their school paper.
J. Additional activities for application or The teacher will instruct the students.
remediation After the discussion, you learned about the different types of speech context. In 3 to 5 sentences, discuss what significant learning did you get from this lesson.

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Prepared: Reviewed: Checked: Noted:

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Email Address: 301066@deped.gov.ph
Contact Number: (045) 402-3360
Here at Sindalan High, Excellence is a Lifestyle.
NELVIE A. DATU JACINTO JAY C. YOSUICO LENA G. MIRANDA RICHARD C. AGUSTIN
Teacher I Master Teacher II Head Teacher III Principal IV

Address: Davsan Subd., Sindalan, City of San Fernando, Pampanga

Email Address: 301066@deped.gov.ph
Contact Number: (045) 402-3360
Here at Sindalan High, Excellence is a Lifestyle.