Cabuyao Integrated Nat’l.

High
School: Grade Level: 11
School
ORAL
GRADES 1 to Learning
Teacher: Savier Nacor COMMUNICATION
12 Area:
IN CONTEXT
LESSON April 01,2024 April 01,2024
EXEMPLAR Teaching (Week 10) (Week 10) Quarter: 4th Quarter
Dates and 11-Altair 11-Sirius (Second
Time: 7a.m.- 8 a.m. 10:15 a.m.- Semester)
11:15 a.m.

WEDNESDAY
I. OBJECTIVES
A. Content The learner recognizes that communicative competence requires understanding of
Standards speech context, speech style, speech act and communicative strategy.
B. Performance The learner demonstrates effective use of communicative strategy in a variety of speech
Standards situations.
C. Learning Explains that a shift in speech context, speech style, speech act and communicative
Competencies/ strategy affects the following: Language form Duration of interaction Relationship of
Objectives speaker Role and responsibilities of the speaker Message Delivery ( EN11/12OCIIab-
22; EN11/12OCIIab-22.1-22.6)
D. Enabling
Competencies
E. Specific By the end of the lesson, students are expected to:
Objectives
1. Identify the principles of speech writing means of discussion.
2. Differentiate the stages or processes in speech writing through recitation.
3. Use principles of effective speech writing focusing on audience profile, logical
organization, duration, word choice, and grammatical correctness through writing
activity.

II. CONTENT Fundamentals of Public Speaking ( Speech Writing )

III. LEARNING
RESOURCES
A. References
1. Teacher’s Teacher’s Manual for Oral Communication in Context For Senior High School (Pages
Guide Pages 38-39)
2. Learner’s Oral Communication in Context For Senior High School (Pages 62-64)
Materials
Pages
3. Textbook
Pages
4. Additional Power point presentation
Materials Intermediate papers
from Learning Pen
Resources
B. Other
Learning
Resources for
Development &
Engagement
Activities
IV.
PROCEDURES
Introduction
The teacher will do the following which includes:
A. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Checking the cleanliness of the room
B. The teacher will conduct a review of the previous lesson by asking learners

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 the following questions:
 What did you learn about our previous discussion?
 How would you apply it in a real life situation?

MOTIVATION
PASS THE MESSAGE ( Collaborative Approach )
 Students will group themselves into 10 members
 Each group will choose a representative who will pass the message to other members
 When the message comes to the last member, he/she needs to give at least 3 statement that will
describe the message.
 The group that will have the fastest time to give the message will be the winner.

Development
(CONSTRUCTIVISM APPROACH- Direct instruction)
The teacher will discuss the lesson about Types of Communicative Strategy which
include:
The Speech Writing Process - The process for writing is not chronological or linear; rather, it is
recursive. That means you have the opportunity to repeat a writing procedure indefinitely, or
produce multiple drafts first before you can settle on the right one
Audience analysis entails looking into the profile of your target audience. This is done so you
can tailor-fit your speech content and delivery to your audience. The profile includes the following
information
The purpose for writing and delivering the speech can be classified into three—to inform, to
entertain, or to persuade.
• The topic is your focal point of your speech, which can be determined once you have decided
on your purpose.
The topic is your focal point of your speech, which can be determined once you have decided on
your purpose
Narrowing down a topic means making your main idea more specific and focused. The
strategies in selecting a topic can also be used when you narrow down a topic.
Data gathering is the stage where you collect ideas, information, sources, and references
relevant or related to your specific topic.

Engagement ( INQUIRY-BASED Approach: Knowledge-Building community model)

After the discussion, the students are going to have an individual activity.
1. The students are going to make a descriptive analysis on how they are going to
write their speech according to audience, purpose, topic, narrowing down the
topic, and how they will gather the data that they need.
2. The students will have at least 15 minutes to finish the activity.
Assimilation (REFLECTIVE Approach- Self Evaluation and Self Reflection)

Write T if the statement is true; write F if it is false.

1. An outline determines whether your supporting ideas match your main idea or not.
2. Any speech should include an introduction, body, and conclusion.
3. In the introduction, you explain the importance of your topic by giving examples.
4. Knowing the audience and the occasion is crucial in writing a speech.
5. Rehearsing is a major requirement

V. REFLECTION
A. I understand
that
B. I realized that
C. No. of learners
who earned
80%
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 on the
formative
assessment
D. No. of
Learners
who require
additional
activities for
remediation
E. No. of learners
who have
caught
up with the
lesson.
F. No. of learners
who continue
to
require
remediation

Prepared by:

SAVIER NACOR
Student Teacher

CHECKED BY:

ROSITA S. PANGILINAN
Cooperating Teacher

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