School THE ADELPHI COLLEGE Grade Level 11

GRADES 1 – 12 Learning
Teacher Christian M. Valle English
DAILY LESSON Area
PLAN Date and
March 21, 2019/ 1:00-2:30 PM Quarter First
Time

SPEAKING SKILL
I. OBJECTIVES The learner demonstrates communicative competence through his/her
understanding of British-American Literature, including Philippine
Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries.

The learner demonstrates understanding of how Anglo-American

literature and other text types serve as means of enhancing the self; also,
A. Content Standards how to use processing, assessing, summarizing, word derivation and
formation strategies, appropriate word order, punctuation marks and
interjections to enable him/her to participate actively in a speech choir.

The learner actively participates in a speech choir through using effective

B. Performance verbal and nonverbal strategies based on the following criteria: Focus,
Standards Voice, Delivery, Facial expressions, body movements/ gestures and
audience contact.

Use the correct pitch, juncture, stress, intonation, rate of speech,

C. Learning
volume and projection when delivering lines of poetry and prose in
Competencies
dramatic and conventional speech choirs.

II. CONTENT CELEBRATING SELF-WORTH

III. LEARNING
RESOURCES

A. Reference

1. Teacher’s Guide
pp. 59 – 76
Pages

2. Learner’s Material
pp. 100 – 116
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR)
Portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous
lesson or presenting Speech Choir (PSALM OF LIFE) Rubrics presented
the new lesson

B. Establishing a
The purpose of the lesson is to check how a person can attain self-
purpose for the
worth and what does it take to make the most out of life?
lesson
 C. Presenting examples/
instances of the new Task 1: Special Game – What is your distinct quality as an individual?
lesson

D. Discussing new
concept and Task 2: Here and now – Compare yourself 5 years ago to yourself at
practicing new skill present.
#1

E. Discussing new
concept and Task 3: Focus question: How prepared are you for the lesson
practicing new skill performance?
#2

F. Developing Mastery Performance of Speech Choir

G. Finding practical
application of
Final task: Assessment of performance
concepts and skills in
daily living

H. Making
generalization and Speech Choir is an effective tool to assess speaking skills not only
abstraction about the individually, but also by groups.
lesson
What is your significant learning about the topic? What
I. Evaluating learning have you learned about working in groups such as speech
choirs?

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION
 School THE ADELPHI COLLEGE Grade Level 11
Oral
GRADES 1 – 12 Learning
Teacher Christian M. Valle Communication
DAILY LESSON Area
in Context
PLAN
Date and March 21, 2019/ 1:00-2:30
Quarter First/Week 3
Time PM

LISTENING SKILL
I. OBJECTIVES In this lesson, the students should be able to watch and listen to a
video presentation and be able to identify the verbal and nonverbal
cues used by the speaker in order to achieve his/her purpose.

A. Content The learner values the functions/purposes of oral communication.

Standards

B. Performance The learner is able to write down the important points and cues on the
Standards sample oral communication listened to.

Listens to sample oral communication (EN11/12OC-Ibe-10). Ascertains

C. Learning
verbal and nonverbal cues that each speaker uses to achieve
Competencies
his/her purpose. (EN11/12OC-Ibe-11)

II. CONTENT FUNCTIONS OF COMMUNICATION

III. LEARNING
RESOURCES

A. Reference

1. Teacher’s Guide
p.4
Pages

2. Learner’s Material
p.7
Pages

3. Textbook Pages

4. Additional Materials
from Learning
Resource (LR) Portal

B. Other Learning
Video and audio clips and other audio materials.
Resources

IV. PROCEDURES

K. Reviewing previous
lesson or presenting Students will be asked to reflect on the previous discussion.
the new lesson

L. Establishing a
Ask: To what elements of communication do you need to look at in
purpose for the
order to identify the function of communication?
lesson

M. Presenting examples/ Ask students to cite different verbal and nonverbal cues which can be
instances of the new used when the purpose of communication is to regulate or control
lesson (directive words)

N. Discussing new Brief discussion of verbal and nonverbal cues.

concept and
 practicing new skill
#1

O. Discussing new
concept and The learners will listen to an excerpt and identify the different verbal
practicing new skill
#2
P. Developing Mastery
cues used by the speaker.
Guide Questions:
What is the excerpt you have listened to all about?
What do you think is the purpose of the speaker?
What is the function of communication presented in
the material listened to?
What are the verbal cues used by the speaker?

Q. Finding practical Ask: Do you experience these verbal cues when you communicate to
application of other people?
concepts and skills in What are the verbal cues you use when you communicate to regulate or
daily living control?

R. Making
generalization and How do verbal cues help in determining the function or purpose of
abstraction about the communication?
lesson

S. Evaluating learning Give a short activity.

T. Additional activities Observe the communication activities happening throughout the day by
for application or listening to other individual’s communication activity and list all verbal
remediation cues used.

VII. REMARKS

VIII. REFLECTION
 School THE ADELPHI COLLEGE Grade Level 11
GRADES 1 – 12 Learning
Teacher Christian M. Valle English
DAILY LESSON Area
PLAN Date and
March 21, 2019/ 1:00-2:30 PM Quarter First
Time

READING SKILL
I. OBJECTIVES

Demonstrates understanding that English is stress-timed language to

D. Content Standards
achieve accuracy and automatically.

E. Performance Reads aloud text with accuracy and automatically.

Standards

F. Learning
Read words, phrases, poems, or stories with long vowel i sound
Competencies

II. CONTENT Reading words, phrases, poems, or stories with long vowel “i”
sound

III. LEARNING
RESOURCES

B. Reference

5. Teacher’s Guide
TG. p. 37
Pages

6. Learner’s Material
LM p. 46
Pages

7. Textbook Pages

8. Additional Materials
from Learning
Resource (LR)
Portal

C. Other Learning
LED TV, charts, pictures, Powerpoint presentation
Resources

IV. PROCEDURES

U. Reviewing previous
Let the class recall the story they listened to the previous day. Set the
lesson or presenting
standards for the group presentation.
the new lesson

Refer to LM, find out and learn:

V. Establishing a What common sound do you hear?
purpose for the
lesson What words have the long “i”?
How is the sound pronounced?

Ask the pupils to read the following words correctly

W. Presenting Mice Lime
examples/ instances
of the new lesson Dine Wine
Time Nine
 Fine Five

X. Discussing new
concept and
Try and learn reading more examples of words with long vowel “i” sound
practicing new skill
#1

Y. Discussing new
concept and Group activity: First group to identify how the words are pronounced
practicing new skill properly.
#2

Z. Developing Mastery Read more of the words with the long vowel “i” sound

AA. Finding practical

application of
What is the importance of identifying the long vowel “i” sound?
concepts and skills in
daily living

BB. Making
Evaluation of output will be done based on the performance of the
generalization and
learners on how they are able to read the phrases and poems with
abstraction about the
the long vowel “i” sounds.
lesson

CC. Evaluating
learning

DD. Additional
activities for
Cut out articles and identify words which are very complicated to read.
application or
remediation

VII. REMARKS

VIII. REFLECTION
 School THE ADELPHI COLLEGE Grade Level 11
GRADES 1 – 12 Learning Creative
Teacher Christian M. Valle
DAILY LESSON Area Writing
PLAN Date and
March 21, 2019/ 1:00-2:30 PM Quarter First/Week 3
Time

WRITING SKILL
I. OBJECTIVES In this lesson, the students should be able how to write a creative
writing and to kow how to identify and construct a correct grammar

A. Content The learners have an understanding of poetry as a genre by analyzing

Standards its elements.

B. Performance The learners shall be able to produce a short, well crafted poem.
Standards

C. Learning The learners identify the various elements of poetry (EN11/12OC-Ibe-

Competencies 10).

II. CONTENT FUNCTIONS OF COMMUNICATION

III. LEARNING
RESOURCES

A. Reference

1. Teacher’s Guide
Creative writing textbook
Pages

2. Learner’s Material
HUMMS_CW/12c-f-6
Pages

3. Textbook Pages p.11

4. Additional Materials
from Learning Merriam-Webster Dictionary
Resource (LR) Portal

B. Other Learning Manila paper, colored paper, coupon paper, pentel pen, whiteboard
Resources &marker

IV. PROCEDURES

EE. Reviewing
previous lesson or
Students will be asked to stand and pray.
presenting the new
lesson

FF. Establishing a
purpose for the The teacher introduce the new lesson regarding poetry.
lesson

GG. Presenting
Ask students to read aloud, entitled “I wandered lonely as a cloud” by
examples/ instances
William Wordsworth.
of the new lesson

HH. Discussing new

concept and Brief discussion of verbal and nonverbal cues.
practicing new skill
#1
II. Discussing new
concept and The learners will listen to an excerpt and identify the different verbal
practicing new skill cues used by the speaker.
#2

1. What is poetry?
`poetry is defined as a writing that formulates a concentrated
imaginative awareness of experience in language chosen and arranged
to create a specific emotional response
2. what are the basic elements of poetry?
There are six basic elements of poetry, and for today we will discuss
the first three elements which are stanza, rhyme, and imagery.
a. Stanza
a stanza is a group of lines forming the basic metrical unit in a poem. In
other words, it is poem’s equivalent to a paragraph.

Couplet-2lines
Tercet-3lines
Quatrain-4lines
JJ. Developing Cinquain-5lines
Mastery
b. rhyme
is the repetition of the similar words.
Ex. Bright and night
Day and sway
Star and far
Sent and went
Thought and bought.
c.imagery
is the name given to the elements in a poem that sparks off the senses.
Ex. Glittering white
The blanket of snow covered everything in sight

KK. Finding practical

application of Ask: Do you now understand what are the first three elements of poetry?
concepts and skills in What is Poetry again and what is the importance in your daily lifes?
daily living

LL. Making
generalization and How do verbal cues help in determining the function or purpose of
abstraction about the communication?
lesson

MM. Evaluating Give a short activity.

learning
 NN. Additional
Observe the communication activities happening throughout the day by
activities for
writing to other individual’s communication activity and list all verbal
application or
cues used.
remediation

V. REMARKS

VI. REFLECTION