Professional Documents
Culture Documents
Lesson Plan in Oral Comm
Lesson Plan in Oral Comm
Lesson Plan in Oral Comm
III. PRESENTATIONS
A. Prayer: The one to lead the prayer will be chosen by he teacher.
B. Checking of the Attendance: Done by the class secretary
Establishing class rules:
1. Do not answer in chorus Raise your hands when you wish to answer.
2. Minimize unnecessary noise. The teacher will blow a whistle when noise becomes
disturbing.
3. Actively participate in every class activity and have fun.
C. Review the previous lesson: Students will distinguish the unique feature of each from one
another.
D. Motivation
Let’s Warm Up.
Describing a picture
The teacher will call those who raise their hands, if none raises, it is the teacher’s discretion
to call students to answer questions.
1. What situation is shown in this picture?
2. What is the problem and what causes the problem?
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Comment:
The breakdown occurred because Fran, the manager, assumed too much about Bill. She
thinks he is a good worker but hasn’t told him. She assumes he knows her views without having told
him. She didn’t listen when he said he was busy. So, the sender of a message must think about the
feelings of the receiver.
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Activity 3: Perceptual or Language Differences
F. ANALYSIS
Probing Questions:
A power point presentation on the causes of communication breakdown and the importance
of the knowledge gained on communication breakdown.
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The teacher will assess the students’ presentation using the following rubrics.
Score Description
60
The output addresses the task completely.
Communication almost always effective; task performed very competently.
Functions performed clearly and effectively.
Use of linguistic features almost always effective; communication not affected
by minor errors.
VI. ASSESSMENT
B. Write at least two sentences on how communication breakdown affects your life. (5 points).
VII. ASSIGNMENT
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Group 1: In 3-5 minutes, act a scene where communication breakdown takes place because of
information overload. The setting should be in business meeting in the marketing department.
Group 2: Propose an employees’ enhancement program which will address the company’s low
productivity because of communication breakdown brought by perceptual or language differences.
Group 3: Mount a public reminder to be posted on a big billboard at Pioneer Avenue to explain your
output in the class.
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PERFORMANCE RUBRICS
VG GE SE LE N
Category Scoring Criteria E (4) (3) (2 (1)
(5) )
Ideas are arranged logically.
Organization Transitions are smooth.
Content is relevant and well-developed
Introductions captures listener’s attention.
Content
Audible and pleasant voice is used.
Verbal Words are pronounced and enunciated well.
Gestures, postures and Facial expressions are expressive,
Non-verbal dynamic and natural.
Distracting movements or mannerisms are avoided.
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TOTAL 40
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TOTAL 20
11. Should students be allowed to have their cell phones with them during school.
12. Should minors be able to drink alcohol in their home if they have their parent’s consent?
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1. People should eat less junk food.
2. Children should be offered incentives for doing right, rather than punishment for
wrongdoing.
4. Do you think it would be fair for the government to detain suspected terrorists without
proper trial?
6. Recite part of the “Land of bondage, Land of the free” speech with emotion.
12. Why men like action and women like romance movies
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Jessie F. Alaban
Dialogue No. 1
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Chandran: Look at any newspaper today. You will be surprised with the rising number of juvenile
delinquency. Teenagers are involved in loitering, vandalism, gangsterism and bullying.
Manan: That’s very true. I seriously think women should not work. Instead, they should stay at home
and raise their children.
Chandran: I disagree with you. Are you aware about the women empowerment and equal rights of
men and women? Women have given the equal opportunity to work a white collared job just like
men too. They do not exist just only to do the household chores and raise their children, but they
are also partners of the government to improve our society together with men. And besides that,
with the rising cost of living, it is almost impossible to make ends meet with a sole breadwinner.
Manan: In the race for materialism, parents have sacrificed the filial bond with the children. They
are willing to put their children on hold but not their career. But anyway, that is just my own opinion.
Thanks for have said, it’s very informative one.
Dialogue No. 2
Maria: I want to stay healthy for I have so many goals to attain in life.
Chikitita: If you want to stay healthy, you should do more exercise. If you don’t do more exercise,
you will have a raised risk of health problems.
Maria: Do I need to exercise, but I’m busy.
Chikitita: Just give time for yourself, you could join an exercise class at Manny Pacquaio’s building
at City Heights to improve your health.
Maria: But… exercise classes are boring.
Chikitita: There are exciting exercise classes. You have other options of you want to. You can do an
indoor rock climbing class. If you are registered unemployed, then, the local sports centre offers an
indoor rock climbing class.
Maria: Really! Wow, that’s a nice one. That’s quiet convincing huh!
Dialogue 3:
JM: You liar! There ain’t no Mr. Procopio here, I made him up!
Restituto: Ah uh… I’m just joking. I know there is no Mr. Procopio here. But anyway, do you have
something to eat? I am starving.
JM: Fortunately, I have with me a basket of foods I brought. You can open it.
Restituto: Really! Thank you for being so kind-hearted. (As he opens the basket). What is this, it’s
full of thrash. You said there’s food in here!
JM: Sorry, there’s really no food in there. I’m just joking too!
Restituto: Such a liar!
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JM: You too!
24. Children should be offered incentives for doing right, rather than punishment for
wrongdoing.
26. Do you think it would be fair for the government to detain suspected terrorists without
proper trial?
28. Recite part of the “Land of bondage, Land of the free” speech with emotion.
34. Why men like action and women like romance movies
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42. Is there a way to prevent high school bullying?
LS 4 3 2 1
Clear and convincing Clear use of facts and Partially clear use of facts and Confusing or incomp
command of facts and information with partially information with limited or with little and/or co
rch
information with insightful developed explanations in incomplete explanations to explanations as to h
sis
explanations that help to support of the speaker’s ideas support the speaker’s ideas or facts support the sp
illustrate the speaker’s ideas or arguments. At least six arguments. At least five ideas or arguments.
and arguments. At least six sources are incorporated into sources are incorporated into four sources are inc
sources are incorporated into the speech. the speech. into the speech.
the speech. All six sources are
used to strengthen the
persuasive argument.
Clearly and logically organized Clear attempt at organization Some inconsistencies in A lack of organizatio
speech with an engaging with a beginning, middle, and organization and/or a lack of difficult to follow th
introduction, a logically end and an attempt to use sustained focus throughout speaker’s ideas; spe
ation sequenced body with transitions the speech with inconsistently be too conversation
appropriate transitions, and a used transitions may ramble without
clear and convincing beginning, middle, o
conclusion.
Uses sophisticated and varied Uses appropriate language Use words that may be Inappropriate use o
language that is suited to the and word choice, but with less unsuited to the topic, distracts the audien
topic and audience; word sophistication, expressiveness audience or purpose of the because it is too info
age choice is concise, original, and and/or originality speech; word choice lacks too imprecise given
effectively conveys the originality and fails to convey and purpose of the
appropriate tone given the an appropriate tone for the
purpose of the speech speech
Artfully incorporates at least Incorporates at least six Incorporates at least five Incorporates four or
six different tropes or different tropes or schemes to different tropes or schemes to tropes or schemes t
schemes to persuade the persuade the target audience persuade the target audience. persuade the target
and target audience. Tropes and
mes schemes are fluidly and
naturally scattered
throughout the speech and
aid in the persuasive
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argument. Usage does not feel
forced.
als All three appeals are fluidly All three appeals are clearly An attempt at using all three Either not all appeal
and naturally scattered used throughout the speech appeals is made, although obvious or they are
throughout the speech with to effectively there may be some imbalance ineffectively
or the persuasion may be
a balance that effectively aids persuade your audience
slightly ineffective
in your persuasion without
making it feel forced
or contrite
mar No spelling, punctuation, Some minor spelling, Multiple spelling, punctuation, Numerous spelling,
capitalization, grammar or punctuation, capitalization, capitalization, grammar or punctuation, capital
tions usage errors. grammar or usage errors; usage errors; mechanical grammar or usage e
some sentence variety; a few errors do not disrupt flow of which distract reade
Written in an artful style with
errors in MLA formatting. ideas. Some errors in MLA Numerous errors in
sentence variety. No MLA
formatting. formatting.
formatting errors.
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