Detailed Lesson Plan in English Grade 10

TECH-BASED
LESSON
DESIGN
IN ORAL COMMUNICATION
- LEARNING GOES BEYOND LEARNING –
“If teachers teach more than teaching,

students learn beyond learning.”
LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

1. INTRODUCTION/BACKGROUND OF THE PROJECT
1.1 Educational Thrusts/Frameworks
UNESCO (United Nations Educational, Scientific and Cultural Organization) has been

promoting Education for Sustainable Development (ESD) since 1992. It led the UN Decade for
ESD from 2005 to 2014 and is now spearheading its follow-up, the Global Action Programme
(GAP) on ESD.
The momentum for ESD has never been stronger. Global issues – such as climate change,
cultural diversity, and gender sensitivity– urgently require a shift in our lifestyles and a
transformation of the way we think and act. To achieve this change, we need new knowledge, skills,
values and attitudes that lead to more inclusive and sustainable societies.
Education systems must respond to this pressing need by defining relevant learning
objectives and learning contents, introducing pedagogies that empower learners, and urging their
institutions to include sustainability principles in their management structures.
The new 2030 Agenda for Sustainable Development clearly reflects this vision of the
importance of an appropriate educational response. Thus, education is explicitly formulated as a
stand-alone goal – Sustainable Development Goal 4, which aims to “ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all.”
Not only that education stands as an independent goal; it also is a means for attaining all the
other SDGs. It is not only an integral part of sustainable development layout, but also a key enabler
that represents an essential strategy in the pursuit of the other SDGs.
To Irina Bokova, Director-General of UNESCO “A fundamental change is needed in the
way we think about education’s role in global development, because it has a catalytic impact on the
well-being of individuals and the future of our planet. ... Now, more than ever, education has a
responsibility to be in gear with 21st century challenges and aspirations, and foster the right types of
values and skills that will lead to sustainable and inclusive growth, and peaceful living together.”
This statement clearly implies the greater role education plays in the 21st century context, more so in
the attainment of the other sustainable development goals. Now more than ever, education is
regarded as a valuable catalyst able to impact and create change not only among students in schools,
but among people, communities, and the world as a whole.
Further, given the notion of cross-cutting competencies and integrating as many SDGs as
possible amidst cultural diversity in education, another inspiration is taken into account – the
international baccalaureate education. It is an internationally recognized education program
specifically tailored for learners whose age ages range from nine to eighteen. It aims to develop
inquiring, knowledgeable and caring young people who help to create a better and more peaceful
world through intercultural understanding and respect. The IB curriculum is anchored on the idea of
interactive learning and multiculturalism wherein the organization works with schools, governments
and international organizations to develop challenging programmes of international education and
rigorous assessment. “These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their differences, can
also be right.”

Another consideration in designing this project is the k-12 goal that aims to nurturing a
holistically developed Filipino who is equipped with the necessary knowledge and 21 st century
skills, may it be for college education or employment. And in this particular lesson design,
students’ critical thinking, creativity, collaboration, communication, and social skills will be honed
and developed through the varied activities that will explore their different talents and interests.
1.2 JUSTIFICATIONS
1.2.1 Environment and School Support System
AMA Computer Learning Center of Agusan del Sur, Incorporated is one of the 250 Senior
High School campuses in the country under the umbrella of the AMA Education System which also
operates internationally in Thailand, Australia, South Korea, and the Middle East. It has 15 faculty
and staff members, with an enrollment of 277 for both grade 11 and 12. Currently, it offers different
academic strands and TVL specializations namely General Academic Strand (GAS); Accountancy,
Business, and Management (ABM); Humanities and Social Sciences (HUMSS); Home Economics
(TVL-HE); and Information Communication Technology (TVL-ICT). It is also a TESDA
accredited training and assessment center for Wellness Massage, Food and Beverage Services,
Bookkeeping, Visual Graphics Arts Design, Cookery, Bread and Pastry Production, Front Office,
Events Management Services, and Beauty Care.
As part of the country’s largest and pioneering IT institution, ACLC has an innovative way
of delivering learning to its students utilizing trends in education and taking advantage of the advent
of technology. To reduce cost and loads, face-to-face meeting are reduced to three from four each
week with the one meeting done online through the LMS and Blended Online Learning. Blended
learning is an approach to education that combines online educational materials and opportunities
for interaction online with traditional place-based classroom methods. It requires the physical
presence of both teacher and student, with some elements of student control over time, place, path,
or pace. While students still attend "brick-and-mortar" schools with a teacher present, face-to-face
classroom practices are combined with computer-mediated activities regarding content and delivery.
Blended learning is also used in professional development and training settings.
By August of the academic year 2019-2020, ACLC of Agusan del Sur, Inc. is going to
reopen its college with five diploma offerings like Hotel and Restaurant Management and Computer

Technology. It will also retain its senior high school programs with the addition of the Science,
Technology, Engineering, and Mathematics (STEM).
1.2.2 The Learners

Currently, AMA Computer Learning Center of Agusan del Sur, Incorporated only has senior
high school students coming from different academic strands and TVL specializations – General
Academic Strand (GAS); Accountancy, Business, and Management (ABM); Humanities and Social
Sciences (HUMSS); Home Economics (TVL-HE); and Information Communication Technology
(TVL-ICT). Most of the 277 officially enrolled students are from nearby junior high schools that are
mostly public, though less than a tenth come from private schools. Majority of them are from San
Francisco, Prosperidad, and Rosario while a minority few hail from nearby barangays of Barobo in
Surigao del Sur, Talacogon, and even Bayugan City.
As expected, majority of the students from the academic related strands can perform very
well in their studies. They can do and complete tasks with lesser teacher attention and aid, while the
almost-close-to-the-opposite is happening in their TVL counterparts as most students are still not
academically matured and responsible enough as regards school works and other activities of the
same sort. Further, the advent of technology provides another challenge to teachers as they have to
compete with gadgets, online games, and social media for their students’ attention. This, together
with the learners’ poor study habits and unlikely attitude towards school and learning, presents a
quite massive obstacle in delivering lessons on a day to day encounter.
On the other hand, frequent absenteeism and tardiness is also seen to pose another problem
among students since it directly affects their academic performance, and in the end, their grades.
Unlike in public high schools, this problem is not due to child labor and unavailability of resources,
but rather by the lack of enthusiasm to go to classes as learning and school are seen and regarded as
daily burdens and struggles. Teenage pregnancy is also now considered an alarming problem
especially among TVL students who later stops going to school.
And while generally majority of the students do good in their subjects, in a more detailed
manner, more than half of them is seen poor in both oral and written communication. This is very
evident during class recitations, reports, presentations, and in writing activities such as reflections,
reviews, critiques, and proses.
INSTRUCTIONAL MATERIAL (IM) MODEL
Understanding by Design relies on what Wiggins and McTighe call "backward design" (also
known as "backwards planning"). Teachers, according to UbD proponents, traditionally start
curriculum planning with activities and textbooks instead of identifying classroom learning goals
and planning towards that goal. In backward design, the teacher starts with classroom outcomes and
then plans the curriculum, choosing activities and materials that help determine student ability and
foster student learning.

The backward design approach has three stages. Stage 1 is identification of desired results
for students. This may use content standards, common core or state standards. Stage 1 defines
"Students will understand that..." and lists essential questions that will guide the learner to
understanding. Stage 2 is assessing learning strategies. Stage 3 is listing the learning activities that
will lead students to your desired results.
The UbD framework is based on seven key tenets:

1. Learning is enhanced when teachers think purposefully about curricular planning. The UbD
framework helps this process without offering a rigid process or prescriptive recipe.
2. The UbD framework helps focus curriculum and teaching on the development and deepening of
student understanding and transfer of learning (i.e., the ability to effectively use content knowledge
and skill).
3. Understanding is revealed when students autonomously make sense of and transfer their learning
through authentic performance. Six facets of understanding—the capacity to explain, interpret,
apply, shift perspective, empathize, and self-assess—can serve as indicators of understanding.

4. Effective curriculum is planned backward from long-term, desired results through a three-stage
design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the
common problems of treating the textbook as the curriculum rather than a resource, and activity-
oriented teaching in which no clear priorities and purposes are apparent.
5. Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or
activity. They focus on ensuring that learning happens, not just teaching (and assuming that what
was taught was learned); they always aim and check for successful meaning making and transfer by
the learner.
6. Regularly reviewing units and curriculum against design standards enhances curricular quality
and effectiveness, and provides engaging and professional discussions.
7. The UbD framework reflects a continual improvement approach to student achievement and
teacher craft. The results of our designs—student performance—inform needed adjustments in
curriculum as well as instruction so that student learning is maximized.
The Understanding by Design framework is guided by the confluence of evidence from two streams
—theoretical research in cognitive psychology, and results of student achievement studies. A
summary of the key research that undergirds UbD framework can be found at www.ascd.org under
Research A Topic.

2. The Project
I. Objectives: At the end of the lesson, students are expected to:
a. interpret the title of the text “The More and Less of It”;
b. explore the points presented in the text ‘The More and Less of It”;
c. write a sentence stating the possible good qualities one would find when someone lives in
populated places;
d. extract sentences from the text which show parallelism;
e. get acquainted with the rules and uses of parallelism;
f. give and analyze sentences using the rules in parallelism;
g. reflect on the different environmental issues faced by different countries and
h. make and present a jingle, poetry in motion, short story, and dramatic TV infomercial about the
worsening effects of global warming incorporating the concepts and rules of parallelism
II. Subject Matter: The More and Less of It

Language Focus: Parallelism (words, phrases, clauses, sentences)
References: English Expressways (Textbook for Fourth Year)
www.pbsnova.com
www.cambridge/edu-grammar.com
Materials: Manila paper, felt tip pens, chalk, neon papers, projector, laptop, speaker, smartphone
III. Procedure
A. Preliminaries
a. Prayer
b. Checking of Attendance
B. KNOWLEDGE
Activity 1: Review
- The teacher checks whether the students still can recall the lesson from the previous
meeting. He asks questions and gives a short activity (seatwork).
- After the short activity, the teacher introduces the class to the next activity.
C. Process
Activity 2: The World in Five Minutes
- This time, the class will watch a short video that features prime global cities in the fields of
banking, security, trade and commerce, service, education, and the like.
- The teacher then instructs the students to examine the video very carefully and to jot down
in their notes the most striking characteristics of the cities featured in the video. Such pieces
of information will be used in the next activity.

- After the video is watched by the students, the teacher asks questions as regards the cities
featured including how the students feel upon knowing about the cities in the video they
watched.
- After then, the teacher introduces the class to the next activity.
Activity 3: “Write Me a Sentence”

- The teacher divides the class into four groups. Each group is assigned a certain city from the
video which also automatically becomes the name of the group.
- Using their notes from the short video they watched, the students will write a sentence that
contains all the striking characteristics that really like about the city assigned to them in case
they happen to move or live there.
TOKYO
DUBAI

NEW YORK
SINGAPORE
(After three minutes, the students will present the respective sentences constructed by their groups.)
- After the students’ group presentation, the teachers tells the class that the sentences they
constructed have something to do with the text that they are going to read this morning.
- The teacher prepares the students for the text they are going to read through some questions
that tickles their curiosity and imagination.
- Then, the teacher introduces the text to the class by giving each of them a copy.
The More and Less of It

James Rhen D. Melendrez
In 2050, it has been predicted that the limelight of the global economy will shift from
western countries to Asia. In fact, in the next three decades, the richest economies will be China,
India, Russia, South Korea, Indonesia and the Philippines based on the prediction made by the
International Monetary Fund and HSBC in the first quarter of 2016. These countries will be the
front leaders in the movement of the international market.
Economically speaking, it isn’t just a coincidence why these countries top the list. Each of
them holds the greatest key factor for any thriving economy. And it is the thing that they have in
common – big population. With three billion combined residents, these nations hold 40 percent of
the world’s households and command two-thirds of the global total economic outputs.
Undoubtedly, countries with bigger population tend to be more advantageous than the least
occupied ones. These places aren’t just the beating heart of the global economy; they also are the
centers of government offices, manufacturing industries, commercial districts, banking facilities,
education hubs and high-end real estates.
However, bigger population does not only come with remarkable economic advantages.
There are secondary consequences that become magnanimous problems if are not handled well. Air
pollution is becoming a concerning issue among major Asian cities like Beijing, Shanghai, New

Delhi, Ulan Bataar, and Chengdu. On the other hand, India, Japan, Indonesia and the Philippines are
trying to solve the equation to manage overcrowding, waste disposal, water pollution and traffic
jams.
Our planet is ever changing. The population is never decreasing and the demand for
everything will never stop. The different consequences of overpopulation are no small fry matters.
They may lead even the strongest economic powerhouses to falter if not given enough attention.
Smart decisions, sustainable development and green technology must be the centerpiece as each
civilization moves forward. And these are what densely populated countries and cities are working
on in the more crowded 21st century.
Analysis
- After reading the text, the teachers asks questions to check how far the students understood
the reading material, and to see the points they had a hard time understanding. Depending on
the interaction and level of comprehension of the students, the teacher may add more
question for probing. Thus, time consumed for this activity may vary too.
 What will be the richest countries in 2050 as cited by the author?

 What is referred to as the greatest driving force for any thriving economy?
 Why does bigger population become an advantage for the countries mentioned?
 What could be the corresponding consequences if a big population is not properly managed?
 Why overpopulation becomes an international concern?
- After seeing that the students have already full understood the text, the teacher then brings
them to the next activity and into the language focus they are to discuss for this meeting.
- The teacher extracts sentences from the text read, and from them have the students explore
the similar features like nouns, clauses, etc. that will then lead them to conclude that today’s
discussion is about parallelism.
If you canInnotice,
fact, inthese
the next three decades,
countries are beingthe richest economies will be China, India, Russia,
South Korea, Indonesia and the Philippines…
Smart decisions, sustainable development and green technology must be the centerpiece as each
civilization moves forward.
These places aren’t just the beating heart of the global economy; they also are the centers of
government offices, manufacturing industries, commercial districts, banking facilities, education
hubs and high-end real estates.

Discussion
Activity 4: Let’s Talk About It
Parallelism
Parallelism is the placement or use of similar grammatical forms to express equal or parallel ideas.
Parallel structures may be two or more words, two or more phrases, two or more clauses of the
same type, or two or more sentences of equal ideas.
Parallelism can be used in four ways:
 Parallel Words
Some of my son’s friends are Europeans, Asians and Americans.
What are the words that display parallelism? Europeans, Asians and
Americans, sir!
Why is it so? These words are of the same
grammatical form!
What grammatical form? Adjectives, sir!
Why do you say so? Because the words Europeans,

Asians, and Americans describe
the “son’s friends”.
That’s it! These words are
grammatically the same
because they all belong to one part of
speech which is adjective since they are
used to describe the subject in the sentence.
 Parallel Phrases
He prefers talking with friends, milling around, and getting along with people.
In this example, there are parallel phrases.

What are the phrases in the sentence that
display parallelism?
Talking with friends, milling
around, and getting along with
people.
What makes these phrases parallel
All of to
theone
three phrases are
another? gerund phrases. All are being
introduced by a gerund.
These phrases are parallel because they
belong to one grammatical form which
is phrase…specifically gerund phrase.
 Parallel Clauses
I try to show my son that language should not be a barrier, and that the cultures of others be
understood.
Another concept that could be displaying

parallelism are clauses. In this sentence,
where are the parallel clauses? that language should not be a
barrier, and that the cultures of
others be understood, sir!
In what way these clauses become parallel
with each other? The two clauses are logically
connected because they express
one thought.
These two clauses are parallel in the
sense that their thoughts they express
are the same.
 Parallel Sentences
I ate in Vietnamese restaurant; I bought flowers in a Vietnamese flower shop; and I hired a
Vietnamese gardener.
What are the sentences that display

parallelism? I ate in Vietnamese restaurant;
I bought flowers in a Vietnamese
flower shop;
I hired a Vietnamese gardener.
What makes these sentences parallel?

What could be that thought ? They convey only one thought sir!
It may be about the speaker’s
experience during his vacation in
All these sentences are parallel in Vietnam, sir!
the sense that all of them convey or
express only one thought. On the other,
the context where the event or
experience took place is the same.

- After the discussion, the teacher lets the students go back to their group work to check if the
sentences they have constructed manifest parallelism.
Evaluation
Activity 5: Parallel or Not?
TOKYO
DUBAI
NEW YORK
SINGAPORE
(When the teacher is finished checking the works of the students, he will test them by asking them
to give their own examples.)
More examples…
Generalization

Generalization
- After the students are done sharing to the class their own examples, the teacher the sums up
the entire discussion so as to concretize student’s learning and understanding.
What did we discuss again? Parallelism, sir!
What is the concept of parallelism?

What are its concerns? Parallelism is the placement or use of
similar grammatical forms to express
equal or parallel ideas. Parallel
structures may be two or more words,
two or more phrases, two or more
clauses of the same type, or two or
more sentences of equal ideas.
Any question? None!
Clarifications? None!
Violent reactions? None!
- Hearing none, the teacher introduces to the students the next activity. In this part, the teacher
makes sure that more than the language focus, the students also learn to see another equally
important information and values.
- With this, the learners’ attitude and values formation are reinforced and strengthened.
Valuing
Activity 6: Behind the Glamour
- The teachers shows pictures of internationally recognized cities that have succeeded in
becoming prime global leaders in a lot of fields. And how the rapid economic and
population growth affected these cities both positively and negatively.

- It is not bad to aim for prosperity. It is what every community’s efforts are for. But we must
remember that we have to maintain the balance between development and sustainability of
resources.

- No matter how developed modern cities and countries are, if people fail to maintain the
balance between economic growth and environmental sustainability, we can never hide
these glitches behind the figures and the glamour.
“It is only when the last river had been polluted; last tree had
been cut; the last fish had been caught…will we realize that
we cannot eat money.”
- It is indeed very true that our actions have direct impact on the worsening effects of global
warming that we nowadays experience. Though it was tackled in the article that there are
places which are more occupied than the others, the undeniable truth is that the population is
never decreasing. It constantly rises on a global basis. Along with this, human activities are
becoming more intense. More demands are expected in the sectors of agriculture,
manufacturing, power production, transportation and construction. More fuels are needed to
meet global consumption. And therefore more carbon dioxide and other greenhouse gases
are released into the atmosphere. Thus global warming becomes more threatening than it
was during the time of our grandparents.
- But it is not the end yet. Still, we can do a lot of things. If conservation is not enough, we
may craft for breakthrough solutions and work as one community with one goal – to protect
our only home no matter what.
- After the valuing activity, the teacher introduces the next activity. He divides the class into
four groups. Each groups has already predetermined members based on the students’
interest.
- Then, the teacher gives the situation.

D. Product/Performance
Activity 5: Parallel Assembly
The United Nations is calling for an emergency meeting. Recent scientific studies suggest that
global warming is getting worse. To respond to this matter, all member nations are called to
attend the Global Warming and Population Development Summit to be held in Paris, France.
The UN Council, together with its stakeholders in promoting the advocacy for environmental
protection will discuss to the delegates the possible events to happen in the near future.
In return, the delegates will present their proposals of the possible ways the summit can do to
raise awareness about environmental protection, conservation and sustainability.
The delegates will be divided into four groups: the ASEAN ADVOCATES, the NATO
FIGHTERS, SUB-SAHARAN PLEADERS and the EU COUNSELS.
There are four ways on how the groups will present: Jingle, Poetry in Motion, Inspirational Story
and Dramatic TV Infomercial.
According to the council, the presenters must not forget to incorporate parallelism in their
outputs. Each presentation must not exceed three minutes.
G.R.A.S.P.S
Goal The students will be able to make a jingle, persuasive speech and
dramatic infomercial.
Role Writers, Jinglers, Infomercialists, Actors
Audience Both students and teachers who are in the class.
Situation The United Nations is calling for an emergency meeting. Recent
scientific studies suggest that global warming is getting worse. To
respond to this matter, all member nations are called to attend the
Global Warming and Population Development Summit to be held in
Paris, France. The UN Council, together with its stakeholders in
promoting the advocacy for environmental protection will discuss to
the delegates the possible events to happen in the near future.
In return, the delegates will present their proposals of the possible
ways the global community can do to counteract the effects of
climate change with regard to the ever-increasing population in
areas along coastal regions and major economic hubs.
The delegates will be divided into four groups: the ASEAN

ADVOCATES, the NATO FIGHTERS, SUB-SAHARAN
PLEADERS and the EU COUNSELS.
There are four ways on how the groups will present: Jingle, Poetry
in Motion, Inspirational Story and Dramatic TV Infomercial.
According to the council, the presenters must not forget to
incorporate parallelism in their outputs. Each presentation must not
exceed three minutes.
Performance The expected outcome will be a jingle, poetry in motion,

inspirational story and dramatic TV infomercial.
Standards Students’ performance will be rated based on the following criteria:
JINGLE:
Use of Language 30%
Content 30%
Presentation mechanics 30%
Overall Impact 10%
100%
POETRY IN MOTION:
Poem Interpretation 30%
Voice 30%
Delivery 40%
100%
INSPIRATIONAL STORY:
Use of Language 25%
Content 25%
Voice and Gestures 25%
Creativity 25%
100%
DRAMATIC TV INFOMERCIAL
Use of Language 30%
Content 20%
Delivery 20%
Relevance 20%
Overall Impact 10%
100%

Rubrics (JINGLE)
Outstanding Good Fair
Use of Language There is clarity as Clarity of syntax and Syntax and verbal
regards sentence verbal competence are competence are
construction. Verbal quiet observable. seldom observed in
competence is very However, there are a the performance. Both
observable. No few minor minor and major
grammatical errors grammatical errors grammatical errors are
committed. committed. obviously committed.
Content The enterity of the Majority of the Most of the
performance is students’ performance performance does not
logically relevant to displays relevance to have logical relation to
the topic discussed. the topic discussed. the topic discussed.
Presentation Voice, gestures and There are quiet The performance is
Mechanics choreography is neatly mistakes in the very plain and
done. The presenters performance as ordinary. Voice,
are much synchronized regards voice, gesture gesture and
in their movements. and choreography choreography are not
are very messy during
the presentation.
Overall Impact The paragraph Somehow, there is Most of the
displays aesthetics and aesthetics in the work. paragraph’s
exemplary appeal to The appeal to the construction lacks
the audience. audience is not that aesthetics. There is
strong. likely no appeal felt by
the audience.
Rubrics (POETRY IN MOTION)
The Extinction of Man

James Rhen D. Melendrez
Haven’t you wonder what she feels?

Have you not think how it hurts?
The glaciers, the weather and seas,

Are constantly changing because of your deeds.
Smoke now fills the air!

Garbage is everywhere.
Such an awful scenario,
For the gods to shed a tear.
Let those humans be awakened!
Let them rid of foolishness, of ignorance!
And let them see the future…
So bleak, so barren
Where they no longer live,
For they met their tragic ending
Before they saw it coming.

Poem Interpretation The poem’s message The message of the Syntax and verbal
are very clearly seen poem is quiet visible competence are seldom
in the choreography and observable. The observed in the
of the poem choreography is good performance. Both
presentation. enough to satisfy the minor and major
audience’s grammatical errors are
expectation. obviously committed.
Voice Presenters’ voice are Though the audience The presentation is
loud and audible can hear the nothing but a nuisance.
enough to be heard performance Though the voice is
by the audience. properly, it is not quiet loud and audible,
There is clarity in the very clear. Thus, the the clarity of the words
utterance of words. presentation is quiet spoken are poorly
On the other hand, not outstanding. done.
pronunciation and
diction are very good.
Delivery The gestures are Most gestures are The voice of the
nicely done, thus it directly applicable to presenters is not good
adds to the aesthetics the presentation of to extent that it is not
and strength of the the speech. On the audible and good to
poem’s points and other hand, the voice hear. The presenters
lessons. Facial is audible and good lack the necessary
expression of the enough for the gestures needed to
students fit to the audience to hear the make the speeches’
message that they message of the poem impact bolder and
want to relay to the properly. Facial stronger. No facial
audience. expression is quiet expression is
applied in the observable.
presentation.

Rubrics (DRAMATIC TV INFOMERCIAL)
regards sentence verbal competence competence are seldom
construction. Verbal are quiet observable. observed in the
competence is very However, there are a performance. Both
Content The infomercial’s The script at most The script display no

script observes the instances observe the relevance and
integration of integration and connection to the topic
parallelism. On the incorporation of discussed and situation
other hand, the entire parallelism. The being given. The rules
speech is logically presentation is still of parallelism are not
relevant to the good enough and totally observable in the
situation and topic directly relevant to script and performance.
discussed. the situation given
and topic discussed.
Delivery The presentation of The presentation is not
Student presenters are the infomercial is a presentation. It is done
able to present the done in a manner in a manner totally not
infomercial in a very good enough to instill good that it is not able to
effective manner. The in the minds of the present what is expected
message of the said audience the message of them.
activity is clearly of the presentation.
seen by the audience
and expectators.
Relevance The presentation is The presentation is The presentation has no

able to portray or able to portray the relevance to the points
depict the goal of the relevant points expected. There is a
activity. At the same expected. The theme total gap between the
time, it logically of the activity is also performance and the
connects to the seen logically expected outcomes.
advocacy being connected to the
raised in the activity. presentation.
Overall Impact The infomercial The presentation is It is visible in the

displays aesthetics good enough that its behavior of the audience
and exemplary appeal aesthetic appeals to that they don’t like the
to the audience. the audience well performance. The
enough that they are presentation is very
able to get the messy and unorganized.
message expected to
be imparted to them.
RUBRICS (Inspirational Story)

regards sentence verbal competence competence are seldom
construction. Verbal are quiet observable. observed in the
competence is very However, there are a performance. Both
Content The story is The story is quiet The story lacks clarity
exemplarily woven. good. Most of the and storyline. There is
Its storyline display materials provided no observable
the proper integration were used by the integration of
of the concept of students during the parallelism.
parallelism. The presentation. At some
students are able to points, parallelism is
maximize the things observable in the
given to them. story crafted.
Voice and Gestures Presenters’ voice are Though the audience The presentation is
loud and audible can hear the nothing but a nuisance.
enough to be heard performance Though the voice is
by the audience. properly, it is not quiet loud and audible,
There is clarity in the very clear. Thus, the the clarity of the words
utterance of words. presentation is quiet spoken are poorly done.
On the other hand, not outstanding.
pronunciation and
diction are very good.
Creativity The students are able Though the story and The story and the way it
to make and present the students’ is presented to the class
the story in an presentation are not is poorly crafted.
aesthetically- that amazing, the
fashioned way. The aesthetic appeal of
materials provided by the story they made is
the teacher are still commendable.
maximized.

I. Objectives: At the end of the lesson, students are expected to:
a. employ self-assessment on their present capability as speakers;

b. establish a positive attitude towards delivering a speech;
c. get to know the major considerations in preparing a speech;
d. get acquainted with the principles of speech delivery; and
e. come up with an introductory speech and be able to present it to the class.
II. Language/Skill Focus: PRINCILES OF EFFECTIVE SPEECH DELIVERY

References: https://quizlet.com/160140453/principles-of-speech-delivery-flash-cards/
http://www.opsu.edu/Academics/Colleges/Arts-and
Education/Speech/files/COMM1113/SPEECHDELIVERY.pdf
Materials: Manila paper, markers, chalk, neon papers
III. Procedure
A. Preliminaries
a. Prayer
b. Checking of Attendance
B. KNOWLEDGE
Activity 1: Review
- The teacher checks whether the students still can recall the lesson from the previous
meeting. He asks questions and gives a short activity (seatwork).
- After the short activity, the teacher introduces the class to the next activity.
Activity 2: “Greatest Fears”

- All of us have fears. There are things we find difficult for us to handle. There are certain
circumstances that we find unconquerable. So, let’s have self-evaluation and let’s begin the
activity.
- Students are instructed to list their three topmost fears 1n the piece of paper provided. The
teacher will call some students to share to the class the things he/she wrote.
- The students will share their fears to the class. After then, the teacher introduces the next
activity to the class.
Activity 3: “I Love Your Accent”

- The world has become more inclusive than it has ever been. And because of this inclusivity,
we are able to permit diversity to foster and grow. Even in our classrooms, diversity and differences
are so evident and observable. We encounter an array of beliefs, languages, and culture. But even
people who share the same culture or language could still be different from one another.
Take for example English speaker who still vary from other because of their distinct ACCENTS.
- The teacher divides the class into three groups representing three global accents namely
BRITISH, BLACK AMERICAN, and INDIAN.
- A video presentation will be shown to the class. The video will showcase English speakers
coming from the three distinct accents.
- The teacher will then give the students time to practice the accent assigned to them. A short
text will be provided to each group. Such will be used for their accent practice.
- After the activity, the teacher will give a short discussion. He would then introduce the
lesson through another activity.
“No matter your diversity in language background, there is one thing that applies to everyone -- at
least for once in our lifetime, we need to deliver a speech. But it is not a sad reality at all. There are
a lot of things you can do to mitigate your fear of making and delivering a speech.”
- The teacher introduces the new activity and begins the discussion.

C. Process
Activity 4: “Fear No More”
PRINCILES OF EFFECTIVE SPEECH DELIVERY
1. ARTICULATION -pronouncing the words and speaking with clear diction that effectively
transmits the message of the speaker
2. MODULATION -the capability to adjust or manipulate the resonance and timbre of vocal tone
3. STAGE PRESENCE -the ability to own the stage, able to fill the space and project his/her
personality to the audience.
- STAGE FRIGHT -topmost fear in the world of public speaking
4. FACIAL EXPRESSIONS, GESTURES AND MOVEMENT -without these nonverbal

elements, the speaker may be judged as boring with flat delivery and an unemotional voice
5. AUDIENCE RAPPORT -able to write a speech that would appeal to the audience, connect with
them at a deeper level.
Generalization
- After the discussion, the teacher asks students questions about the lesson. This is to check
how far have they understood the discussion, and what points in the lesson that they had a
hard time understanding.
What are the five major principles in

effective speech delivery? ARTICULATION
MODULATION
STAGE PRESENCE
FACIAL EXPRESSIONS,
GESTURES AND MOVEMENT
AUDIENCE RAPPORT!
Why do we need to articulate our
words in manners on par with the
Sir as the discussion suggests good
suggestions of the principles we
diction and pronunciation are indeed
discussed?
important in delivering a speech. They
help the speaker transmit the message
of his speech more effectively.

How about modulation? Why it is also
necessary that speakers are well-modulated Modulation suggests emotions sir.
in delivering their speeches? With the appropriate adjustment or
manipulation of the resonance and
timber of the vocal tone, the audience
are able to better understand the
message the speaker wants then to
receive and know about.
When can we say that a speaker has a
good stage presence? A speaker has good or even better
stage presence if he is able to fill the
stage and somehow own it the moment
he stepped into it. More than that, he is
also able to project his attitude and
personality which adds to the veracity
of his cause and the message of the
speech itself.
Why are facial expressions, gestures,

and movement deemed to be equally
necessary in delivering a speech? Without these nonverbal elements, the
speaker may be judged as boring with
flat delivery and an unemotional voice.
Thus, if the speaker does not have
these important elements, tendency is
the audience loses interest both in him
and his speech.
Why is audience rapport so indispensable

in delivering a speech? Connection is always necessary.
Through it, we communicate more
effectively. And so, if a speaker lacks
that connection, he will find it hard to
relay the message of his speech with
his audience. No matter the grandeur of
the speech, if the rapport is not there, it
is useless.

As young adult learners, how do you
manage to conquer your own difficulties
as regards speech delivery? It really is hard sir, more so if you are
not that linguistically inclined. But it
does not mean it’s hard, then it’s
impossible. The things we discussed,
hopefully, will be able to help us
conquer our difficulties and fears. It
may take time, but in the long run we
surely will improve.
Valuing
- There is so much diversity that even in our classrooms, we get to meet people from different
cultures, and races. And it is not enough to only spot these differences. We have to value
them, and pay respect at all times. And true that it is fun to be with the language and deal
with it the same way other tongues enjoyed it. But we must not forget that there is great
difference between flattery and mockery. Hopefully the activity served its purpose.

D. Product/Performance
Activity 5: HEAR THE WORLD
The United Nations is calling for an emergency meeting, alongside with the celebration of the
International Speech Festival. Recent scientific studies suggest that global warming is getting
worse. To respond to this matter, all member nations are called to attend the Global Warming
and Population Development Summit to be held in Paris, France. The UN Council, together with
its stakeholders in promoting the advocacy for environmental protection will discuss to the
delegates the possible events to happen in the near future.
Today is the last day of the three-day long International Speech Festival. One of the activities in
the international gathering is the public speaking competition. This afternoon marks the
conclusion of the said contest as six groups from three finalist countries battle for the final
round.
Meet the finalists!
1. Calcutta, India
2. Edinburgh, UK
3. Houston, USA
4. New Delhi, India
5. London, UK
6. Los Angeles, USA
The presentation of the speeches should only last for 30-60 seconds. Finalists are advised to
strictly follow the rules of the contest, and to utilize their respective accents during the
presentation.
G.R.A.S.P.S
The students will be able to make a short introductory speech about
Goal
the topic/advocacy that is assigned to them.
Role Writers and Speakers
Audience Students and teachers who are in the class

Situation Today is the last day of the three-day long International Speech
Festival. One of the activities in the international gathering is the
public speaking competition. This afternoon marks the conclusion of
the said contest as six group finalists from three countries battle for
the final round.
Meet the finalists!

1. Calcutta, India
2. Edinburgh, UK
3. Houston, USA
4. New Delhi, India
5. London, UK
6. Los Angeles, USA
The presentation of the speeches should only last for 30-60 seconds.
Finalists are advised to strictly follow the rules of the contest, and to
utilize their respective accents during the presentation.
The expected outcome will be a short introductory speech about the

topic/advocacy that is assigned to contestants. During the crafting
and delivery of the speeches, contestants are expected to follow the
principles discussed during the forum.
Performance
The group will work on the crafting of the speech. However, the
group should choose one member to present the speech to the
assembly.
Students’ performance will be rated based on the following criteria:

Use of Language 10
Content 10
Standards Delivery 10
Overall Impact 10
40
TOTAL:40 points
Students’ performance will be rated based on the following criteria:
Use of Language 10
Content 10
Delivery 10
Overall Impact 10
40

Rubrics
Outstanding (10) Good (8) Fair (5)
regards sentence verbal competence is competence are
construction. Verbal quiet observable. seldom observed in
competence is very However, there are a the performance.
observable. No few minor Both minor and major
grammatical errors grammatical errors grammatical errors
committed. committed. are obviously
committed.
Content The entirety of the Majority of the Most of the
performance is students’ performance does not
logically relevant to performance displays have logical relation
the topic discussed. relevance to the topic to the topic discussed.
discussed.
Delivery Appropriate diction, Appropriate diction, Appropriate diction,
pronunciation of pronunciation of pronunciation of
words, and vocal tone words, and vocal tone words, and vocal tone
are very much are observed in most are not observable in
observed in the of the performance. most of the
performance. The The speaker is able to performance. The
speaker is able to embed emotions and speaker is not able to
embed the right gestures, and is able embed emotions and
emotion and gestures, to utilize the space gestures, and is not
and is able to fully and time provided. able to utilize the
utilize the space and Though not fully, but space and time
time provided. still good enough. provided.
Overall Impact The speech displays Somehow, there is Most of the speech’s
aesthetics and aesthetics in the construction lacks
exemplary appeal to work. The appeal to aesthetics. There is
the audience. the audience is not likely no appeal felt
that strong. by the audience.
E. Assignment:
Following the principles of effective speech delivery, the students will make a short speech about
any advocacy that they want to raise. The speech must only be 30-45 seconds in length. The next
meeting, they will present their speeches to the class.

3. RECOMMENDATION AND INSIGHTS
With the advent of technology, the world has become a global village. Countries have become more
connected, as well as people as borders virtually disappeared with the rise of a new dimension – the
virtual reality. And given the much better connectivity, information is almost readily available in
any instant with just a few clicks.
The inclusion of technology in most if not all of our daily activities is very undeniable. Even with
the passage of time, technology is progressing as well. There is nothing to deny the fact that
technology has made the lives of common people a lot more comfortable than what it was early
days of written history. Its plus points are now evident in the domain of education as well. And the
role it plays in educating the learners of today is even way greater than in previous eras and
generations.
Technology benefits students the most in a way that they are able to access knowledge at any time
and place of their choice. Nowadays, technology has progressed to such a level that no longer is
learning confined only to the walls of the classrooms. Gone are the days when students in schools
had to wait for classes so that they could clear their doubts and queries in mind. They can now use
technology in order to clear those doubts as they can find answers to these questions almost readily
available. Of course given the appropriate and proper guidance.
Technology has also brought forth the concept of distance education that now allows students to
take part in classes in a virtual manner. Such is a great advantage especially in decongesting
crowded schools whose facilities no longer can accommodate learners in full face-to-face learning
delivery. Furthermore, it also expands the domain of learning beyond the classroom ending the old
notion that schools are where education and learning only occurs.
Moreover, technology also has now made it possible for students to take part more actively in the
learning process. No longer do they only follow what is written in the book – they are a lot more
interested in finding answers to various questions by themselves, as become more matured and
independent learners. They have the necessary leeway to do so because of technology. And just as
the expected effect of the flipped classroom trend, this leads to active participation and that, in turn,
has made them a lot more interested in their studies as they can personally relate and share
something to the class.
It is impossible to think of the world today without technology. It plays a role too indispensable
especially in the field of education. It does not only pave ways for new portals of knowledge to
open, but it also serves as a catalyst for the betterment of education and learning.

4. REFERENCES:
https://www.opensocietyfoundations.org/explainers/value-inclusive-education
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
https://en.wikipedia.org/wiki/Understanding_by_Design
https://www.aeseducation.com/careercenter21/what-are-21st-century-skills
https://en.wikipedia.org/wiki/Blended_learning
http://www.aclc.edu.ph/2015/11/aclc-senior-high.html
https://www.officialgazette.gov.ph/k-12/
https://www.qaeducation.co.uk/content/importance-interactive-learning-school

Detailed Lesson Plan in English Grade 10

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Detailed Lesson Plan in English Grade 10

Uploaded by

Copyright:

Available Formats

TECH-BASED

“If teachers teach more than teaching,

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

UNESCO (United Nations Educational, Scientific and Cultural Organization) has been

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

1.2.2 The Learners

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

INSTRUCTIONAL MATERIAL (IM) MODEL

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

The UbD framework is based on seven key tenets:

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

I. Objectives: At the end of the lesson, students are expected to:

II. Subject Matter: The More and Less of It

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

Activity 3: “Write Me a Sentence”

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

The More and Less of It

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

 What will be the richest countries in 2050 as cited by the author?

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

Parallelism can be used in four ways:

What grammatical form? Adjectives, sir!

Why do you say so? Because the words Europeans,

In this example, there are parallel phrases.

Another concept that could be displaying

What are the sentences that display

What makes these sentences parallel?

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

What did we discuss again? Parallelism, sir!

What is the concept of parallelism?

Any question? None!

Violent reactions? None!

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

The delegates will be divided into four groups: the ASEAN

Performance The expected outcome will be a jingle, poetry in motion,

Standards Students’ performance will be rated based on the following criteria:

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

Rubrics (POETRY IN MOTION)

The Extinction of Man

Haven’t you wonder what she feels?

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

Smoke now fills the air!

Outstanding Good Fair

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

Content The infomercial’s The script at most The script display no

Relevance The presentation is The presentation is The presentation has no

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

RUBRICS (Inspirational Story)

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

a. employ self-assessment on their present capability as speakers;

II. Language/Skill Focus: PRINCILES OF EFFECTIVE SPEECH DELIVERY

Activity 2: “Greatest Fears”

Activity 3: “I Love Your Accent”

LEARN BEYOND LEARNING JAMES RHEN D. MELENDREZ

PRINCILES OF EFFECTIVE SPEECH DELIVERY

- STAGE FRIGHT -topmost fear in the world of public speaking

4. FACIAL EXPRESSIONS, GESTURES AND MOVEMENT -without these nonverbal

What are the five major principles in