LEARNING PLAN

S.Y. 2023-2024

Learning Area: English 7

Quarter: 4

CONTENT: Contemporary Philippine literature

ESTABLISHED GOALS

Content Standard:
The learner demonstrates understanding of: contemporary Philippine literature as a means of
responding to the demands of the global village; various extended text types; lexical and
contextual cues; appropriate and polite oral language, stance, and behavior; and use of
imperatives, prepositions, verbs, and wh-questions.

PERFORMANCE STANDARD:
The learner transfers learning by: explaining the need to be cooperative and responsible in
today’s global village; using appropriate strategies to comprehend extended text types; using
lexical and contextual clues to understand unfamiliar words and expressions; using imperatives,
prepositions, and appropriate and polite oral language, stance and behavior in various
information-sharing formats.

FORMATION STANDARD:
INTEGRITY: The learners show integrity in the responsible use of media and information to
influence the people in the community.

Week 1 of 7
(Each session has a time allotment of 120 minutes)

INSTRUCTIONAL OBJECTIVES

Session 1: Introduction to Effective Interpersonal Communication

Session 2: Practicing Effective Interpersonal Communication

RESOURCES:
 PowerPoint presentation
 School’s Vision-Mission
 DepEd MELCS

TEACHER ACTION SUMMARY:

1. Communicating the established goals and the objectives for the sessions
2. Using research-based strategies (Marzano, 2000) such as Notetaking and Summarizing,
Cooperative Learning, Setting Objective and Providing Feedback and Asking Questions, and
Reinforcing Effort and Recognition
3. Using appropriate learning resources, interdisciplinary approaches, and activities to support
the attainment of the standards
4. Eliciting clarificatory questions from the class
5. Asking convergent and divergent questions
6. Integrating the school’s vision-mission, authentic setting, and desirable values in the
instructional procedures
7. Using research-based formative assessments to check for understanding
8. Conducting learning intervention activities for all student groups (individual, paired,
collaborative, teacher-assisted) based on the results of formative assessments.

STUDENT LEARNING ACTION SUMMARY:

1. Participating in the different learning tasks and activities

2. Using appropriate learning resources
3. Asking clarificatory questions
4. Sharing expected outputs
5. Relating the content to their real life
6. Demonstrating 21st century skills through the different learning tasks
7. Reflecting on the school’s vision-mission
8. Performing learning intervention activities

Session 1: Introduction to Effective Interpersonal Communication

Running time for teaching and learning: 90 minutes
Running time for intervention activity: 30 minutes

Objectives: Students will understand the importance of effective interpersonal communication

and learn various strategies such as interviewing, dialogues, and conversations.

PART 1: TEACHING-LEARNING PROCEDURES

1. Standards and the session objectives are introduced briefly.

2. Begin with a brief discussion about the importance of interpersonal communication in
various aspects of life, such as personal relationships, work, and social interactions.
3. Ask students to share examples of situations where effective communication is crucial.
4. Present different strategies for effective interpersonal communication:
 Interviewing techniques: Explain the purpose of interviews, how to ask open-ended
questions, active listening, and body language.
 Dialogues: Discuss the importance of clarity, empathy, and understanding in
dialogues. Provide examples of effective and ineffective dialogues.
 Conversations: Explore the elements of successful conversations, including active
participation, turn-taking, and maintaining appropriate topics.
5. Individual Activity: Interview Practice: Divide students into pairs.
6. Provide each pair with a scenario (e.g., job interview, meeting a new friend). One student
acts as the interviewer, and the other as the interviewee.
7. Set a timer for 10 minutes for each role. After the activity, encourage students to provide
feedback to each other on their communication techniques.

(Here, the teacher moves around to interact with the learners to help them process the tasks
and provide small inputs.)

8. In their assign groups, provide each group with a communication scenario (e.g., resolving
a conflict, planning an event). Instruct students to create a dialogue that effectively
communicates the desired outcome. Encourage creativity and problem-solving. Each
group presents their dialogue to the class, followed by feedback and discussion.

(The teacher, using a Seat Plan, tracks progress.)

9. Some are called to presents their dialogue to the class.

 10. Recap the key points discussed in the lesson.
11. To cap the first half of the session, this question is answered by the learners in a one-
sentence summary:
1. What are the key components of effective interpersonal communication, and how
do they apply to interviewing techniques, dialogues, and conversations?
2. How can individuals enhance their interviewing skills to gather comprehensive
information, foster understanding, and build rapport with interviewees?
3. In what ways do clarity, empathy, and active participation contribute to successful
dialogues and conversations, and how can individuals implement these elements
in their interactions?

PART 2: LEARNING HOUR

PRIORITY COMPETENCY:
Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation)

FORMATIVE ASSESSMENT USED:

Think-Pair-Share
Open-ended Questions

PROFICIENCY REPORT

Descriptions:
Beginning - incomplete entries
Developing - 5 concepts, each briefly but accurately described
Proficient - 5 concepts, each adequately described
Advanced - 5 concepts, each adequately described with examples

I. RESULTS (in percentage)

 Actual number of learners in the session:

Percentage
Proficiency Level Number of Learners Grouping
Distribution

Beginning Teacher-assisted

(All teacher-assisted)

Developing Collaborative
Learning and
Reciprocal Teaching

(2 groups, each with

a peer assistant from
the Advanced Level)

Individual Peer
Tutoring

Proficient Independent
Learning
 (Individual
enrichment activity)

Advanced 2 as peer assistants

6 with an Individual
enrichment activity

Group Intervention Activity

 Identify the importance of effective interpersonal

Beginning
communication in daily life
 Feedbacking
 Individual Activity: Interview Practice: Divide students
into pairs.
Developing  Provide each pair with a scenario (e.g., job interview,
meeting a new friend). One student acts as the
interviewer, and the other as the interviewee.
 Feedbacking
 Understand the difference between verbal and nonverbal
Proficient communication and their impact on interactions
 Ask 3 comprehension question
 Feedbacking
 Group Activity: Demonstrate interpersonal
communication
 Provide each group with a communication scenario (e.g.,
Advanced
resolving a conflict, planning an event). Instruct students
to create a dialogue that effectively communicates the
desired outcome
 Feedbacking
Absent from the session A fast-track session is scheduled on ________.
(_ learners)

INTERVENTION REPORT AND ANALYSIS WEEK NO: ____ SESSION NO: ______

Proficiency Level Before Intervention After Intervention

Beginning
Developing
Proficient
Advance
Mean
t-value
df
Standard error of difference
p-value
Interpretation:_________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

The session closes with a brief achievement recognition statement by the teacher.

Session 2: Practicing Effective Interpersonal Communication

Running time for teaching and learning: 90 minutes

Running time for intervention activity: 30 minutes

Objectives: Students will apply various strategies for effective interpersonal communication
through interactive exercises.

PART 1: TEACHING-LEARNING PROCEDURES

1. Standards and the session objectives are introduced briefly.

2. Begin by reviewing the key concepts discussed in the previous session regarding effective
interpersonal communication strategies.
3. Pair up students and assign roles (interviewer and interviewee).
4. Provide interview scenarios to each pair, such as a job interview or a media interview.
5. Allow students time to practice their roles, focusing on utilizing effective communication
strategies.
6. After the practice session, encourage students to provide constructive feedback to each other.

(Here, the teacher moves around to interact with the learners to help them process the tasks
and provide small inputs.)

7. In their assigned CLG, provide each group with a communication challenge scenario (e.g.,
negotiating a solution to a conflict, delivering constructive feedback). Instruct the groups to
brainstorm and discuss strategies for overcoming the challenges presented in their scenario.
Each group should then present their strategies to the class, and facilitate a brief discussion to
compare and contrast the different approaches.

(The teacher, using a Seat Plan, tracks progress.)

8. Invite each group to present their strategies to the class, and facilitate a brief discussion to
compare and contrast the different approaches.
9. To cap the first half of the session, this question is answered by the learners through a
Learning Logs:
a. How do different communication strategies, such as interviews, dialogues, and
conversations, contribute to effective interpersonal communication in various
contexts?
b. Why is it important to employ a variety of strategies for effective interpersonal
communication, and how can these strategies differ across different contexts?

PART 2: LEARNING HOUR

PRIORITY COMPETENCY:
Employ a variety of strategies for effective interpersonal communication
(interview, dialog, conversation)

FORMATIVE ASSESSMENT USED:

Think-Pair-Share
Role-play Activity

PROFICIENCY REPORT

Description:
Beginning- incomplete entries
Developing- 4 concepts, each briefly but accurately described
Proficient- 4 concepts, each adequately described
Advanced- 4 concepts, each adequately described with examples

RESULTS (in percentage)

Actual number of learners in the session:
Percentage
Proficiency Level Number of Learners Grouping
Distribution

Beginning Teacher-assisted

(All teacher-assisted)

Developing Collaborative
Learning and
Reciprocal Teaching

(2 groups, each with

a peer assistant from
the Advanced Level)

Individual Peer
Tutoring

Proficient Independent
Learning

(Individual
enrichment activity)

Advanced 2 as peer assistants

6 with an Individual
enrichment activity

Group Intervention Activity

Beginning  Identify the importance of effective interpersonal

 communication in daily life
 Demonstrate an understanding
 Feedbacking
 Pair up students and assign roles (interviewer and
interviewee).
 Provide interview scenarios to each pair, such as a job
Developing
interview or a media interview.
 Practice giving constructive feedback to peers in a
respectful and supportive manner
 Feedbacking
 Demonstrate understanding of the importance of clear
and concise communication in building positive
Proficient relationships
 Ask 3 Comprehension question
 Feedbacking
 Group Activity: Provide each group with a
Advanced communication challenge scenario (e.g., negotiating a
solution to a conflict, delivering constructive feedback).
 Feedbacking
Absent from the session A fast-track session is scheduled on ________.
(_ learners)

INTERVENTION REPORT AND ANALYSIS WEEK NO: ____ SESSION NO: ______

Proficiency Level Before Intervention After Intervention

Beginning
Developing
Proficient
Advance
Mean
t-value
df
Standard error of difference
p-value

Interpretation: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

The session closes with a brief achievement recognition statement by the teacher.

ATTACHMENTS

 Vision-Mission
 Seat Plan
  Sample Mass Homily of Pope Francis
 Copy of ‘The Gettysburg Address’ by Abraham Lincoln

REFERENCES

 Deped Order No. 8, s.2015. Assessment in the K to 12.

 HFA Vision and Mission, Rev. 2023.
 Marzano, R. (2000). Classroom Instruction That Works: Research-Based
Strategies for Increasing Student Achievement. Pearson.
 Aranzamendez J. et. al. 2017. English Learning Portals 9. The Inteligente Publishing Inc.
 Regier, N (2012). 60 Formative Assessment Strategies. Regier Educational Resources.

Prepared by: Checked by:

Ms. Shaina Guiang MS. Noreen I. Maranoc

Subject Teacher Academic Coordinator

Noted by:

Mrs. Teodora A. Ramos

School Principal

Date Submitted: ___________

Date Checked: ____________