Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 2 Learning Area: Oral Communication in Grade Level: 11 Quarter: I Duration: 1hr.
Context
Learning Competency/ies: Ascertains the verbal and nonverbal cues that each speaker Code:
(Taken from the Curriculum Guide) uses to achieve his / her purpose EN11/12OC-Ibe- 11
Key Concepts /
Understandings to be Functions/ purposes of oral communication
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare, Explain how verbal and nonverbal cues are
or association explain, paraphrase, discuss essential in achieving one’s purpose
graphic messages

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct, Generate their own point of view using the
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise sample communication situations
something

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s display positive
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful, vision and
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness, appreciation in
(personal, social, emotional). Modest, Authority, Hardworking, observing and
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate, sharing their
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness thoughts and ideas

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for Demonstrate concern
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, Family for others
simple acceptance to the more complex state of commitment. Valuing is based on the
Solidarity, Generosity, Helping,
Oneness
important internalization of a set of specified values, while clues to these values are expressed in 3. Makakalikasan
in life. the learner's overt behavior and are often identifiable. Care of the environment, Disaster Risk
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Management, Protection of the
Go form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
beyond 4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness,
learner’s resolving conflicts between them, and creating a unique value system. The emphasis is Orderliness, Saving the ecosystem,
life on on comparing, relating, and synthesizing values. Environmental sustainability
earth,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
include 4. Makabansa
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
more than Peace and order, Heroism and
relate, synthesize
wealth Appreciation of Heroes, National
5. Internalizing values - (Characterization): Has a value system that controls their
and fame, Unity, Civic Consciousness, Social
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
and would responsibility, Harmony, Patriotism,
characteristic of the learner. Instructional objectives are concerned with the student's
affect the Productivity
general patterns of adjustment (personal, social, emotional).
eternal
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions practice, propose, qualify, question, revise, serve, solve, verify

2. Content
FUNCTIONS OF COMMUNICATION

3. Learning Resources ORAL COMMUNICATION TEXTBOOK, invited toastmaster speaker, rolled papers with
keywords, communication situations
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at Routine:
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the  Prayer
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs  Checking of attendance
when it is conducted in a pleasurable and comfortable atmosphere.  Recap
Charades Game
1. The teacher will divide the class into three.
2. Each group will assign two representatives who will act
out or describe the unknown word. One member from
each group will be assigned as the timekeeper. The
remaining members will be the one to guess the words
within one minute.
3. To start, the three groups will draw by lot. The group who
picked number 1 will be the first to draw a piece of rolled
paper. They have ten seconds to view the word and plan
on how to act out the drawn word or phrase.
4. The representatives will then have their teammates guess
the word through gestures. Drawing and writing on the
board is not allowed. Other group’s timekeeper will take
note of the time limit.
5. If the first team is not able to guess the words / phrases,
other teams can steal.
6. After all the words / phrases have been guessed, the
winner will be the group who earned the most points.
The teacher will ask the following process questions:
 How did you feel during the activity?
 Was your team successful? Why or why not?
 What qualities should a group possess to succeed in your
task?
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning The students will listen to and observe an invited
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts toastmaster speaker. To guide them in their observation,
where the learners are. Carefully structured activities such as individual or group reflective exercises, the following will be their guide:
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- 1. Observe how the speaker delivers her message
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be 2. Was he able to effectively deliver the message?
considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in Guide questions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the 1. How did you feel while listening to and observing the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about speaker?
expected issues. Affective questions are included to elicit the feelings of the learners about the activity 2. Were you able to understand the message clearly?
or the topic. The last questions or points taken should lead the learners to understand the new 3. What made you understand the message more clearly?
concepts or skills that are to be presented in the next part of the lesson. 4. What is her purpose in delivering the speech?
5. How do the verbal and nonverbal cues help in delivering
her speech and in achieving her purpose?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be The following concepts will be drawn out from the students:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that People communicate to achieve different needs.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the Nonverbal communication can be easily misinterpreted
lesson. and must therefore be considered in connection with
verbal messages. (Franklin & Clark 2001)
Speech or oral communication is the exchange of verbal
messages with the employment of nonverbal cues such as
tone of voice, bodily actions, eye communication and
others.
Process questions:
1. What are the things you want to achieve when you
communicate?
2. How does one achieve his / her purpose in
communicating?
3. How important is nonverbal cue in achieving one’s
purpose?
4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Think of one speaker whom you think is a good communicator. It can
to do something to apply their new learning in their own environment. be your teacher, your classmate, your idol, etc. Find out how verbal
 and nonverbal cues are exemplified.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group Skill Demonstration using communication situations
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
People communicate to meet different needs.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
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
learning strategies
worked well? Why
did these work?

F. What difficulties did

I encounter which
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:
Name: Frankie E. Delos Santos School: GUINDARUHAN NATIONAL HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others