Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: ORAL COM Grade Level: Quarter: Duration:
Learning Explains that a shift in speech context, Code:
Competency/ies: speech style, speech act and EN11/12OC-IIab-22
(Taken from the Curriculum communicative strategy affects the
Guide) following EN11/12OC-IIab-
o Message 22.5
o Delivery
EN11/12OC-IIab-
22.6
Key Concepts / -Speech Act
Understandings to -Speech Style
be Developed -Speech Context
-Communicative Strategy
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity Understanding interpret, exemplify, explain how message,
gained through The learner can construct meaning from oral, classify, summarize, and delivery of the speaker
experience or written and graphic messages infer, compare, explain, affect the shifting of speech context,
association paraphrase, discuss
speech style, speech act and
communicative strategy

Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity a procedure in familiar situations or in a new interpret, solve, use, illustrate,
acquired through way convert, discover
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex coordinate, measure, detect,
activities or ...
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
the ability, describe, critique, appraise,
coming from decisions
evaluate
one's knowledge, generate, hypothesize, plan, Hypothesize a speech situation that
practice, Creating
The learner can put elements together to design, develop, produce, portrays different speech context ,
aptitude, etc., to construct, formulate, speech style, speech act and
do something form a functional whole, create a new
product or point of view assemble, devise communicative strategy.

Attitu Categories: List of Attitudes:

de 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Wellness, Respect, Honesty,
in locate, name, point to, reply, select, sit, Study, use Personal discipline,
feelings 2. Responding to Phenomena - Active participation on the part of the Perseverance, Sincerity,
or learners. Attends and reacts to a particular phenomenon. Learning Patience, Critical thinking,
emotion outcomes may emphasize compliance in responding, willingness to respond, Open-mindedness, Interest,
al or satisfaction in responding (motivation). Courteous, Obedience, Hope,
areas. Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet,
A Positive vision, Acceptance,
help, label, perform, practice, present, read, recite, report, select, tell, write
settled Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
way of Gratitude, Tolerant, Cautious,
ranges from simple acceptance to the more complex state of commitment.
thinking Decisive, Self-Control,
Valuing is based on the internalization of a set of specified values, while
or Calmness, Responsibility,
clues to these values are expressed in the learner's overt behavior and are
feeling Accountability,
often identifiable.
about Industriousness, Industry,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Cooperation, Optimism,
someon
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Satisfaction, Persistent,
e or
study Cheerful, Reliable, Gentle,
somethi
ng, 4. Organization - Organizes values into priorities by contrasting different Appreciation of one’s culture, develop
typically values, resolving conflicts between them, and creating a unique value Globalism, Compassion, Work cooperation,
one system. The emphasis is on comparing, relating, and synthesizing values. Ethics, Creativity, respect and
that is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Entrepreneurial Spirit, accountability
reflecte defend, explain, formulate, generalize, identify, integrate, modify, order, Financial Literacy, Global, among
organize, prepare, relate, synthesize Solidarity, Making a stand for learners
d in a 5. Internalizing values - (Characterization): Has a value system that controls the good, Voluntariness of
person’s their behavior. The behavior is pervasive, consistent, predictable, and most human act, Appreciation of
behavio importantly, characteristic of the learner. Instructional objectives are one’s rights, Inclusiveness,
r concerned with the student's general patterns of adjustment (personal, social, Thoughtful, Seriousness,
emotional). Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Modest, Authority,
perform, practice, propose, qualify, question, revise, serve, solve, verify Hardworking, Realistic,
Flexible, Considerate,
Sympathetic, Frankness

Value Categories: List of Values:

1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
s
attention Love of God, Faith, Trusting ,
A
learner' Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
principl 2. Responding to Phenomena - Active participation on the part of the
es or learners. Attends and reacts to a particular phenomenon. Learning
standar outcomes may emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation). 2. Maka-tao
ds of
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
behavio
for human rights, Gender Practice the
r; one's greet, help, label, perform, practice, present, read, recite, report,
equality, Family Solidarity, values of
judgme select, tell, write
Generosity, Helping, Oneness cooperation,
nt of 3. Valuing - Attaches to a particular object, phenomenon, or behavior.
oneness and
what is This ranges from simple acceptance to the more complex state of
solidarity
importa commitment. Valuing is based on the internalization of a set of
nt in specified values, while clues to these values are expressed in the
life. learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate,
Go explain, follow, form, initiate, invite, join, justify, propose, read,
beyond report, select, share, study
learner’ 3. Makakalikasan
4. Organization - Organizes values into priorities by contrasting Care of the environment,
s life on different values, resolving conflicts between them, and creating a
earth, Disaster Risk Management,
unique value system. The emphasis is on comparing, relating, and Protection of the Environment,
include synthesizing values.
more Responsible Consumerism,
Behavioral Verbs: adhere, alter, arrange, combine, compare, Cleanliness, Orderliness, Saving
than
complete, defend, explain, formulate, generalize, identify, integrate, the ecosystem, Environmental
wealth
modify, order, organize, prepare, relate, synthesize sustainability
and
5. Internalizing values - (Characterization): Has a value system that 4. Makabansa
fame,
controls their behavior. The behavior is pervasive, consistent, Peace and order, Heroism and
and
predictable, and most importantly, characteristic of the learner. Appreciation of Heroes,
would
Instructional objectives are concerned with the student's general National Unity, Civic
affect
patterns of adjustment (personal, social, emotional). Consciousness, Social
the
eternal Behavioral Verbs: act, discriminate, display, influence, listen, responsibility, Harmony,
destiny modify, perform, practice, propose, qualify, question, revise, serve, Patriotism,
of solve, verify Productivity
millions
2. Content Types of Communicative Strategy
1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
5. Topic shifting
6. Repair
7. Termination
3.LearningResources Sipacio, P.J.F.,et al (2016). Oral Communication in Context for Senior High
School. C & E Publishing, Inc.: Quezon City, Philippines.
Fernandez, A. M. O., et al (2016). Speak and Listen in Context.
4. Procedures
4.1 Introductory Activity(____ minutes). This part introduces the lesson 1. Preliminaries
content. Although at times optional, it is usually included to serve as a warm-up 2. Post varied statements from different context
activity to give the learners zest for the incoming lesson and an idea about what it and let the students find out the appropriate
to follow. One principle in learning is that learning occurs when it is conducted in a situation where these statements are applicable.
pleasurable and comfortable atmosphere.

4.2 Activity(____ minutes). This is an interactive strategy to elicit learner’s prior 1. Provide audio clips about communication in
learning experience. It serves as a springboard for new learning. It illustrates the varied context:
principle that learning starts where the learners are. Carefully structured activities * broadcasting
such as individual or group reflective exercises, group discussion, self-or group * casual conversation at home
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, *business talk
cybernetics exercise, gallery walk and the like may be created. Clear instructions
* sermons
should be considered in this part of the lesson.
* Public speaking etc.
2. Present guiding questions to answer after the
 audio clip.
* What have you understood on the
conversation that you’ve listened?
How did you find the audio clips? Can you relate
to the context of different audio clips that you’ve
listened?
4.3 Analysis(____ minutes). Essential questions are included to serve as a guide How do the audio clips differ in terms of delivery
for the teacher in clarifying key understandings about the topic at hand. Critical and message?
points are organized to structure the discussions allowing the learners to maximize
interactions and sharing of ideas and opinions about expected issues. Affective What are the specific statements from each audio
questions are included to elicit the feelings of the learners about the activity or the clips which signifies its context?
topic. The last questions or points taken should lead the learners to understand the
new concepts or skills that are to be presented in the next part of the lesson.
What are the different speech styles, speech acts
and communicative strategies being used on each
audio clips?

4.4 Abstraction(____ minutes).This outlines the key concepts, important skills Checking students’ answers on the analysis.
that should be enhanced, and the proper attitude that should be emphasized. This is Provide feedback and give emphasis on how the
organized as a lecturette that summarizes the learning emphasized from the shifting of speech contexts, speech acts, speech
activity, analysis and new inputs in this part of the lesson. styles and the communicative strategies affectthe
message and delivery.

4.5 Application(____ minutes).This part is structured to ensure the commitment Could you give instances in which you were able
of the learners to do something to apply their new learning in their own to experience wherein the speaker commits a
environment. mistake in his delivery and message.

How did you handle the situation?

Do you find it important to know how the shifting

of speech contexts, speech acts, speech styles and
the communicative strategies affect the delivery
and message. Why/Why not?

4.6 Assessment(___ minutes).For the Teacher to:a) Assess whether learning objectives
have been met for a specified duration,b)Remediate and/or enrich with appropriate
strategies as needed, and c) Evaluate whether learning intentions and success criteria have
been met. (Reminder: Formative Assessment may be given before, during, or after the
lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment criteria) Reading), Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and

Essay, Picture Analysis, Comic Strip, Panel
Conferencing
Discussion, Interview, Think-Pair-Share,
(Teachers talk to and question learners
Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept

Maps/Graphic Organizer, Project, Model,
Products
Artwork, Multi-media Presentation, Product
(Teachers judge the quality of products
made in technical-vocational subjects
produced by learners according to
agreed criteria)

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to Practicum, Pen and Paper Test, Pre and Post Pair Activity
determine learners’ ability to Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a skill or Look for a partner. Think of three scenes
knowledge of content)
from a movie/ TV show where various
competitive strategies were employed to
one conversation. Watch the scenes and
 evaluate the effect of the strategy applied
to the conversation and to the characters.
List your evaluation in the table below.

Movie Communi- Effect on Effect on

(Scene and cative the the
context; Strategy Conversati Characters
characters) applied on

Pair Activity No. 2 With

the same partner do the following:
1. Answer this question: How can the sudden change in communicative strategy in a conversation affect the
quality of interaction, the speaker-audience relationship, the role and responsibilities of the speaker?
2. Present your answers on a manila paper. Make sure to give examples and to add other types of media to
support your answers.
3. Present it in two minutes.
4. Before the presentations, find another pair whose presentation you will evaluate using the rubrics below.
Criteria VGE (5) GE (4) SE (3) LE (2) N (1)
1. Presentation
is organized

2. Message is
expressed
clearly
3. There are
sufficient
supporting
ideas
4. Choice of
words is
appropriate
for the
audience
5. Biases are
avoided
6. Speech is
free from
language
mistakes
7. Ideas are
communicat
ed vividly
and
meaningfull
y
8. Non-verbal
cues are
appropriate
9. The speaker
observed
effective
communicat
ive strategy
TOTAL
GRAND TOTAL /45

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson
Revise the given dialogue in terms of the
relationship, role and responsibilityof the
speaker to its appropriate context.

 Enhancing / improving the day’s lesson

  Preparing for the new lesson

4.8 Concluding Activity (____ minutes). Present a video clip that shows the
This is usually a brief but affective closing activity such as a strong quotation, a short song, importance of appropriate relationship, role
an anecdote, parable or a letter that inspires the learners to do something to practice their and responsibilityof the speaker in
new learning. communicating.

5. Remark Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.
s

6. Reflecti Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
ons you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned
80% in the
evaluation.

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
learning
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:
Name: FRANKIE E. DELOS SANTOS School: GUINDARUHAN NATIONAL HIGH SCHOOL
Position/Designation:TEACHER III Division: CEBU PROVINCE
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.com