DAILY LESSON School Osmeña Colleges Grade Level 11

PLAN Oral Communication in Context

Teacher June R. Rañola Learning Area
11
MWF: 8:00-9:00 am, 10:00-11:00
am, 1:00-2:00 pm
TTH: 7:00-8:30 am, 8:30-10:00
Teaching Dates and Time Quarter 1st
am, 10:00-11:30 am, 2:30-4:00
pm, 4:00-5:30 pm
JULY 8, 2019

I. OBJECTIVES
A. Content Standard The learner understands the nature and elements of oral communication in context.
B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning Competencies/Objectives  Differentiate types of speech contexts.
 Practice effective interpersonal skills and intrapersonal skills.
 Exhibit appropriate verbal and nonverbal behavior in a given speech context.
II. CONTENT TYPES OF SPEECH CONTEXT AND SPEECH STYLE
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide pp. 29-40
 Learner’s Materials None
 Textbook Pages pp. 29-40
 Additional Materials from Learning PowerPoint, Rubric, paper strips
Resources (LR) portal
B. OTHER LEARNING RESOURCES
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
 Reviewing previous lessons or presenting The teacher will: The student will:
the new lesson  Have a short review about the previous lesson.  Recall the previous lesson
 Ask question as a form of assessment  Answer questions given by the teacher.
 Reinforce answers from students.  Ask questions whenever necessary.
 Give points accordingly  Be given points.
 Establishing purpose of the lesson  Allow the students to view a video about the first  Listen
communication context and style.  View the short film.
 Ask questions to the students like the  Analyze the film.
following questions after viewing:  Be asked questions.

 Presenting examples/instances of the new
lesson
 Discussing new concepts and practicing new
skills #1
 Discussing new concepts and practicing new
skills #2
 Developing Mastery (Leads to formative
assessment)
 Finding practical application of concepts and
skills in daily living
 Making generalizations and abstractions
 What were the student’s plans??  Answer questions.
 To whom did the students talk to?  Ask question when needed.
 How many situations were given?  Reflect on reinforcements.
 Process the activity.  Be given points accordingly.
 Give feedback and reinforcements.
 Give points accordingly,
 Process the activity.  Listen to the processing of activity.
 Make relations from the activity with that of the  Make relations from the activity with that of the
current lesson. current lesson.
 Make clarifications.  Listen to clarifications.
 Ask questions.  Ask and answer questions when needed.
 Provide reinforcements.  Reflect on reinforcements.
 Give points accordingly.  Be given points accordingly.
 Discuss concepts about Speech Context.  Listen to the discussion
 Ask questions  Ask questions whenever necessary.
 Give feedbacks to answers.  Listen to feedbacks.
 Give points to participating students.  Receive points fairly.
 Discuss concepts about Speech Style.  Listen to the discussion
 Ask questions  Ask questions whenever necessary.
 Give feedbacks to answers.  Listen to feedbacks.
 Give points to participating students.  Receive points fairly.
 Conduct a short identification test.  Answer the activity
 Deliver the directions to students.  Submit papers.
 Collect and check papers.  Reflect on answers
Note: See attached quiz
 Ask students these questions:  Listen to questions.
 What is speech context and style?  Answer questions.
 To which part of your life will you apply a  Ask questions for clarification.
specific speech style?  Listen to feedbacks.
 In your daily lives, how will you make use of  Be given points accordingly.
different speech acts and style?
 Provide reinforcements.
 Ask follow up questions.
 Give points accordingly.
 Conduct an activity called “Nursery Song Challenge”  Listen to instructions.
 about the lesson  Relay the mechanics.
 Students will sing a nursery song while  Undergo the activity.
passing over a pen/book.  Answer questions.
 The teacher will say stop. The student who is
 Ask questions for clarification.
holding the object when the song stopped
will tell the class what he/she learned.  Listen to feedbacks.
 The process goes on and on for 3-5 times.
 Be given points accordingly.
 Provide reinforcements.
 Ask follow up questions.
 Give points accordingly.
 Evaluating learning  Conduct an activity called “Speak Up”  Listen to instructions.
 Relay the mechanics.  Undergo the activity.
 Form a group or house.  Choose a topic
 Imagine that you are officers of a school
 Brainstorm with the group.
organization conducting a meeting to address
a specific concern.  Answer questions.
 Below are some of the suggested topics  Ask questions for clarification.
which you can discuss.  Present the group activity
 Policy on wearing school uniform  Listen to feedbacks.
 Education system
 Internship opportunities for students  Be given points accordingly.
 Tuition fee increase
 Smoking and drinking within the
premises of the school
 Teacher-student relationship
 As a group, discuss the positive and negative
effects of the particular issue in 15 minutes.
 Each member should be given a chance to
state his/her stand.
 Present the results of your discussion as a
group. Divide among yourselves the parts of
your presentation.
 Exhibit appropriate verbal and nonverbal
behavior and arrange your content logically.
Refer to the rubric below as your guide.
 You have 15 minutes to do your oral
 presentation.
 Students
 Process the activity.
 Ask follow up questions.
 Give points accordingly.
Note: See attached rubric.
 Additional activities for application or  Instruct the students to have an advance reading  Have an advance reading about Types of Speech
remediation about Types of Speech act. act.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students 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. Which difficulty did I encounter that 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:

JUNE R. RANOLA
 SHS Teacher

Approved by:

MRS. ROQUESA DAEP

Senior High School Headmaster

QUIZ:
Identify the type of speech style appropriate for the following situations.
Write your answer before the number.
1. talking to a counselor or psychiatrist
2. giving last-minute instructions to players
3. delivering campaign speeches
4. delivering a speech at the UN Summit
5. delivering news reports
6. talking and laughing about memorable experiences
7. communicating while playing sports
8. having a one-on-one conversation with a loved one
9. delivering an oratorical speech
10. leading a prayer before meal
11. reading school policies
12. talking to a superior
13. reading pledge of allegiance to the flag
14. talking to a stranger
15. inquiring at a hotel