DAILY School BAMBANG NATIONAL HIGH Grade 11

LESSON SCHOOL Level

LOG Teacher EDGAR V. DELA ROSA JR. Learning Oral Comm
GRADE 12 Area
Teaching Quarter 1st Semester
Dates and 2nd Quarter
Time

Session 1 Annotations
I.OBJECTIVES
A. Content The learner recognizes that communicative
Standards / competence requires understanding of speech
Teacher’s context, speech style, speech act and
Activity communicative strategy.
B. Performance The learner demonstrates effective use of
Standards / communicative strategy in a variety of speech
Learner’s Activity situations.
C. Learning Explains that a shift in speech context, speech
Competencies/O style, speech act and communicative strategy
bjectives affects the following:
a. Language form
b. Duration of interaction
c. Relationship of speaker
d. Role and responsibilities of the speaker
e. Message
f. Delivery
II. CONTENT TRY
A song by Pink
III. LEARNING
RESOURCES
A. References

1. Teacher’s Curriculum Guide

Guide Pages
2. Learner’s
Materials Pages
3. Text Book
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Materials: laptop (slide decks), Internet
Resources
IV. PROCEDURES
A. Reviewing the Preliminaries:
previous lesson  Greetings
or presenting  Short Prayer (AVP)
the new lesson  Checking attendance
 Class rules (AVP) and Reminder of health
protocols

ACTIVITY 1: “WHAT MAKES A RESPONSIBLE Stimulus materials

 SPEAKER” are provided to spur
students into
1. Ask the students to describe their favorite engaging with the
public speaker. lesson, in this case,
2. Let the students discuss why the chose the use of
him/her as their favorite public speaker. manipulatives
3. Ask some of the students to share some of (cellphone or
their insecurities in public speaking. worksheets) and
4. Ask students if they are willing to learn visual prompts
techniques in becoming a good public speaker.
I also integrated
concepts from
psychology into the
current lesson.

B. Establishing Proceed by telling the class that no matter how Cultural sensitivity
purpose for the confident a person is, he/she will still experience can be integrated
lesson speech anxiety when he/she will be delivering a into this part of the
speech in front of a crowd. lesson by
highlighting the
What causes this anxiety? How can we overcome unique physical
them? characteristics of a
person which can be
This will be answered by listening to and analyzing manifested by
the song “Try” by Pink. regional language
defects.

C. Presenting Give a brief background of the singer. Building

examples/instan background
ces of the new knowledge.
lesson Show the class a music video of the song. Tell them
to focus on the dynamics of the lyrics of the video. I selected
Play the song again if necessary. interdisciplinary
content to be
integrated into the
lesson. In this case,
music and literature
as a means of
highlighting the
elements of voice as
the singer shifts into
various tones based
on the melody of the
song.

I also made use of

ICT to facilitate the
teaching-learning
process.
D. Discussing new VIEWING AND ANSWERING COMPREHENSION
concepts and QUESTIONS
 practicing new
skills #1 ACTIVITY 2: “GUESS THE TONE”

Delve into the dynamics of the songs’ vocal force by I used a song as the
answering some comprehension questions through primary learning
a Q and A by letting the learners identify whether tool in the lesson to
the force used in the lyrics is either “effusive, show the learners
expulsive, explosive, and chesty”. how the elements of
voice is used in
1. Parts of the song will be played and the giving meaning an
learners will identify the vocal force that was dept to a piece of
used. literature and on
2. Let the student explain/justify his/her how it gives
answer by identifying how it was integrated meaning on the
in the melody of the song. utterance of words.
3. If some students want to give additional
insights, let them do so.

The students will identify the vocal force that

were used in the following lyrics:
1. Ever wonder 'bout what he's doin'?
How it all turned to lies?
Sometimes I think that it's better
To never ask why (Effusive Voice)

2. Where there is desire, there is gonna be a

flame, where there is a flame, someone's
bound to get burned, But just because it
burns doesn't mean you're gonna die,
You've gotta get up and try, try, try
Gotta get up and try, try, try
Gotta get up and try, try, try (Explosive Voice)

Here, open-ended
From the video presentation of the song, what is questions are used
your understanding of the previously mentioned so the students are
lines in the song based on the integration of vocal required to provide
force? explanations and
justifications for the
points they’ll make.

This will encourage

the students to
practice their critical
thinking skills rather
than just repeating
a teacher’s ‘facts.’

Prompting can also

be used to provide
nudges and guides
that will help them
to move towards an
answer.

E. Discussing new ACTIVITY 3: “LET ME TRY”

concepts and
 practicing new 1. Ask students to compare and contrast the The activity will be
skills #2 following by describing their nature and submitted online to
characteristics: reinforce the subject
content it can also
- Effusive Voice and Expulsive Voice provoke curiosity
- Explosive Voice and Chesty Voice and even research.

F. Developing ACTIVITY 4: “TRY ME” Here, I used an

mastery application activity
1. Select learners who will read the following wherein the
literatures using vocal force: students were
required to integrate
- Effusive Voice what they have
learned into actual
The Beatitudes practice through
Blessed are the poor in spirit; actual practice.
For theirs is the kingdom of heaven.
Blessed are the meek;
For they shall be comforted.
Blessed are they who hunger and thirst
for justice;
For they shall be satisfied.
Blessed are the merciful;
For they shall obtain mercy.
Blessed are the who suffer persecution for
justice’ sake;
For theirs is the kingdom of heaven.

- Expulsive Voice
The Eagle
He clasps the crag with crooked hands;
Close to the land in lonely lands,
Ring’d the azure world, he stands.

The wrinkled sea beneath him crawls;

He watches from his mountain walls.
And like a thunderbolt he falls.

- Explosive Voice
“Read the sentences as if you are angry.”

Look at me! This face is ugly, but I

can make your faces ugly too. Look
closer! Don’t you think I’ve grown
abundant mustache to fit this ugly face?

- Chesty Voice
I am thy fathers’ spirit;
Doomed for a certain to walk the night,
And for the day confined to fast in fires,
Till the foul crimes done in my days of
nature
Are burned and purged away.

G. Finding practical What steps are you willing to take right now to
applications of develop your public speaking skills? Integrate the value
 concepts and
skills in daily Reiterate that anxiety is part of developing our
living confidence in front of a crowd.
H. Making Let the students read aloud/sing the chorus of the
generalizations song “Try” and let ask the students to reflect on its
and abstractions meaning. (Play song lyrics)
about the lesson
Where there is desire, there is gonna be a flame,
of perseverance to
Where there is a flame, someone's bound to get
learn new things.
burned, But just because it burns doesn't mean
you're gonna die,
You've gotta get up and try, try, try
Gotta get up and try, try, try
Gotta get up and try, try, try

I. Evaluating “YES I CAN”

learning
Instruct the students to memorize a speech from I came up with an
their favorite public speaker and make a video assessment strategy
presentation of it: that would
incorporate intra
Criteria will be the following: and
interdisciplinary
Execution 10 points content that also
Creativity 10 points caters to the
Mastery 30 points different learning
TOTAL 50 points styles of students
anchored in Howard
Gardner’s Theory of
Multiple
Intelligences.
J. Additional Tell the students to pair up. When they finish their I will make use of
activities for videos, have them evaluate each other’s output peer assessment
applications or based on the given criteria. and also give
remediation additional feedback
In the next meeting, call on some students to if necessary.
comment on each other’s work by giving “What
went well and what needs to be improved”
comments.

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
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
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
that my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
that I wish to
share with other
teachers?

Prepared by: Checked by:

EDGAR V. DELA ROSA JR., MAT JOVELYN G. MORALES, MPA

Teacher III Teacher III
School – Based Management Coordinator OIC Department Head Languages

Verified by: Noted:

ROMMEL S. DE GRACIA, PhD, CESE RODRIGO C. ROSETE

OIC Assistant Principal SHS Secondary School Principal IV