MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date: June 3, 2019 Date: June 4, 2019 Date: June 5, 2019 Date: June 6, 2019 Date: June 7, 2019
I. OBJECTIVES: a. give an overview to the learners a. assess the background knowledge a. get the students familiar with the

NO on the nature of the subject;

b. orient the learners about the
grading system of the subject
of the learners;
b. identify the competencies/lessons
which will need emphasis for the
school policies;
b. create a child-friendly environment
for the whole school year in
whole quarter. accordance to school rules/policies.
COMPETENCY: SCHEDULE
II. SUBJECT MATTER: ORAL HOLIDAY
COMMUNICATION
A. TOPIC: Pretest
B.REEFERENCES: Oral Communication in Context:
Learner’s Material
C. TIME ALLOTMENT: 1 hour 1 hour
D. INSTRUCTIONAL MATERIALS: Chalk & board Fact sheets, chalk & board
III. PROCEDURE
A. PRELIMINARIES Class will begin with a prayer Checking of Attendance
ORIENTA
Review of the Previous Lesson
B. MOTIVATION: The students will have to make a
brief introduction of their selves and
Students execute the 1,0 clap with
their feet.
TION ON
their expectation of the subject.
LESSON PROPER
A. ACTIVITY Test questionnaires will be distributed
to the students. Each one will be given
SCHOOL
DEDICATED Whole class a copy.
B. ANALYSIS
session
Directions will be read by the teacher.
Students will read silently.
RULES &
FOR HOLIDAY
C. ABSTRACTION dedicated for Checking of the answers of the
students. REGULATI
D. APPLICATION
ANCILLARY giving
WORKS orientation to ONS
IV. EVALUATION: Activities above are also applicable in
the students evaluation.
V. ASSIGNMENT:

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
REMARKS: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level:
No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation:
Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date: June 10, 2019 Date: June 11, 2019 Date: June 12, 2019 Date: June 13, 2019 Date: June 14, 2019
I. OBJECTIVES: a. define communication; a. describe each model of a. orient the parents with the school
b. explain the process of communication; rules and policies;
communication based on their own b. reflect on the importance of b. establish a harmonious relationship
No understanding. communication based on the models
presented.
with the parents at the beginning of
the school year.
COMPETENCY: …define communication and explain HOLIDAY …differentiate the various models of

schedule the nature and process of

communication.
communication.

II. SUBJECT MATTER: ORAL

COMMUNICATION
A. TOPIC: Definition and the Process of Communication Models
Communication
B. REFERENCES: Oral Communication in Context for Oral Communication in Context for
Senior High School Senior High School
C. TIME ALLOTMENT: 1 hour 1 hour
D. INSTRUCTIONAL MATERIALS: Fact sheets, chalk & board Chalk & board, LCD Projector
III. PROCEDURE
A. PRELIMINARIES Checking of Attendance Review of the previous lesson
Checking of Assignments
B. MOTIVATION: Students are asked, “What is
Communication?”
Does communication follow a single
process?
DEDICATED
LESSON PROPER FOR ANCILLARY
C. ACTIVITY The class will be divided into two The class will be divided into three
groups. Each group will have to come
up with a more elaborate definition of
groups. Each group will be assigned to
a model of communication.
WORKS &
communication and how it works.
HOMEROOM
D. ANALYSIS
Dedicated They will present their explanation in
front of the class.
In each group, the students will have to
analyse the communication model
assigned to them and present it in PTA MEETING
E. ABSTRACTION for Summary and crystallization of the
INDEPENDENCE front of their classmates.
The teacher only inputs additional
topic will be given by the teacher.
DAY information.

F. APPLICATION ancillary Using a flow chart, the students will

have to emphasize the process of
Activity also applicable for application

communication.
IV. EVALUATION: works Short Quiz for the lesson of the day. Which of the models of
communication is the best and most
appropriate?
V. ASSIGNMENT: Search over the internet the ff. Advanced study on verbal and
models of communication: Shannon- nonverbal communication.
Weaver Model, Transaction Model

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 and Schramm Model.
REMARKS: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level:
No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation:
Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date: June 17, 2019 Date: June 18, 2019 Date: June 19, 2019 Date: June 20, 2019 Date: June 21, 2019
I. OBJECTIVES: a. define intercultural a. present a situation applying a. recognize the types of figurative
communication; effective cultural implementation; language;
b. develop appreciation for different b. reflect on learning about b. interpret figurative message and
cultural perspectives. intercultural communication. qualities of language based on
 context and usage.

COMPETENCY:
H …demonstrates sensitivity to the …utilize language to evoke emotional
sociocultural dimension of and intellectual responses from
communication situation readers
II. SUBJECT MATTER: ORAL
COMMUNICATION
A. TOPIC:
O Intercultural Communication Intercultural Communication Figurative Language

B. REEFERENCES: Oral Communication in Context for Oral Communication in Context for Oral Communication in Context for Oral Communication in Context for
Senior High School Senior High School Senior High School Senior High School
C. TIME ALLOTMENT:
D. INSTRUCTIONAL MATERIALS:
L 1 hour
Meta-cards, chalk & board
1 hour 1 hour
Chalk & board, LCD Projector
1 hour

III. PROCEDURE

B.
A. PRELIMINARIES

MOTIVATION:
I Review of the previous lesson

Students identify what country the

Review of the previous lesson Checking of Attendance
Checking of Assignments
What to things are being
following terms belong: Hola, compared/described in each of the
Bonjour, Shalom, Ciao… following phrases?
LESSON PROPER
C. ACTIVITY
D The class will be divided into six Students will be divided into thirteen
groups. (13) groups. Each group will be given
manila papers to write their ideas.
D. ANALYSIS
A Using the info in Developmental
Model of Intercultural Sensitivity,
learners will define and give ex.,…
Students will explain their outputs in
the Gallery Walk.

E. ABSTRACTION Crystallization of the topic will be All their discussions will be summed

F. APPLICATION
Y given by the teacher.

With the same group, students think

up by the teacher afterwards.

A picture will be shown to the

of situations applying intercultural students. Each of them will write two
sensitivity. sentences using any of the figurative
language discussed.
IV. EVALUATION: Long Quiz of the previous topics Literal vs. Figurative Language:
identifying the statements.
V. ASSIGNMENT: Students answer Exercise III on page
22
REMARKS: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level: No. of Learners w/ Mastery Level:
No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation: No. of learners need remediation:
Other Activities: Other Activities: Other Activities: Other Activities: Other Activities:

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates Learning Area Oral Communication
Scheduled Time 8:40AM – 9:40AM Topic
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC Code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages
The learner understands the nature and elements of
oral communication in context.
The learner designs and performs effective controlled
and uncontrolled oral communication activities based
on context.
EN11/12OC-Ia-7
Intercultural Communication
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Oral Communication in Context for Senior High School
The learner recognizes that communicative competence
requires understanding of speech context, speech style,
speech act and communicative strategy.
The learner demonstrates effective use of communicative
strategy in a variety of speech situations.
EN11/12OC-Ifj-15 EN11/12OC-Ifj-16
Types of Speech Context and Style

3. Textbook pages
B. Other Learning Resources
IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review, Checking of Assignments*

B. Motivation The teacher will give some

words from other
countries; students identify
the country.
V. LESSON PROPER
A. ACTIVITY

B. ANALYSIS

C. ABSTRACTION

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 D. APPLICATION

VI. EVALUATION

VII. ASSIGNMENT/AGREEMENT
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates Learning Area Oral Communication
Scheduled Time 8:40AM – 9:40AM Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies / EN11/12OC-Ia-7 EN11/12OC-Ifj-15 EN11/12OC-Ifj-16
Objectives (Write the LC Code)
II. CONTENT Types of Speech Act Searle’s Classifications of Speech Act
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References Oral Communication in Context for Senior High School
4. Teacher’s Guide pages
5. Learners’ Materials pages

6. Textbook pages
D. Other Learning Resources
IV. PROCEDURES
C. Preliminaries Prayer, Checking of Attendance, Review, Checking of Assignments*

D. Motivation With a partner, students The teacher will ask the

answer the Let’s Warm Up
on page 41
V. LESSON PROPER
E. ACTIVITY The students will be
divided into three groups;
each group will be assigned
with types of speech act.
F. ANALYSIS Each group will give
examples of situations
applying each type.
G. ABSTRACTION 3 types of Speech Act:
Locutionary, Illocutionary,
Perlocutionary; Definition
Students go to their
respective groups prior to
their presentation.
students to give statements
for the following: belief,
asking to perform an action,
doing something in the
future, etc.
The class will be divided into
two.
Each group will be given
terms/concepts. They need
to match the terms to the
statements given.
Searle’s Classifications of Reiteration of the Criteria for
Speech Act: assertive, the skit (see page 47)
directive, commissive,

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 of Performatives expressive and declaration.

H. APPLICATION Students prepare for a With groups of five Presentation of the Skit by
simulation of situations members, they will prepare group, applying Searle’s
applying speech acts. a four-minute creative skit. Speech Act classifications
(see page 47)
VI. EVALUATION Using the table, students Summative Test
give situations and
examples of types of speech
acts.
VII. ASSIGNMENT/AGREEMENT Students will have Preparation for the skit
rehearsal of their
performance.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
J. No. of learners who earned 80% in
the evaluation.
K. No. of learners who require
additional activities for
remediation
L. Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates July 1 – 5, 2019 Learning Area Oral Communication
Scheduled Time 8:40AM – 9:40AM Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES a. distinguish various types of communicative strategies; b. use acceptable, polite and meaningful
communicative strategies, explain the effects of a shift in communicative strategy.
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and
communicative strategy.
 B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies / The learner engages in a communicative situation using acceptable, polite and meaningful communicative strategies
Objectives (Write the LC Code) (EN11/12OC-IIab-21)
II. CONTENT Types of Communicative Strategy
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages Oral Communication in Context for Senior High School, pages 49-52
3. Textbook pages
4. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review, Checking of Assignments*

B. Motivation “Tara na, Byahe Tayo” Students do the Students do the 1-0 As sort of review,
video clip will be “Shampoo” dance first. clap. students will do the
shown to the students. message relay.
V. LESSON PROPER
A. ACTIVITY In relation to the video, Students go to their The students will be They will be categorized
the students will be respective groups grouped into two. into three groups.
grouped into five. prior to their
presentation.
B. ANALYSIS They will have to Using the concepts With a pair, they will be
decide what is the discussed, they will given question as
“Most Exciting Tourist create a three-minute reflection found on page
Spot” in the country. tourism commercial. 56.
C. ABSTRACTION Relating After each group With the guide The teacher will call
Communicative performs, the teacher questions, students some pairs to present
Strategy to the activity will automatically give form the content of their answers in front.
earlier and the comments for their performance with
enumerating its types. critic. the questions as bases.

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 D. APPLICATION Imaginary Trip Presentation in the Creation of the tourism Activity in analysis can
Activity: Prompts will activity can also be in commercial. also be in application*
be given to the application.
students which are
divided into two
groups.
VI. EVALUATION Identifying the Teacher-crafter
Communicative summative test for all
Strategy in the concepts in the
statements. (page 53) discussed.
VII. ASSIGNMENT/AGREEMENT Students will have Preparation of their Reminder of their mini-
rehearsal of their output to be submitted project
performance. on next week.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
M. No. of learners who earned 80% in
the evaluation.
N. No. of learners who require
additional activities for
remediation
O. Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates July 8-12, 2019 Learning Area Oral Communication
Scheduled Time 8:40AM – 9:40AM Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
a. review the different communicative strategies; b. evaluate Recall the concepts discussed from previous lessons; determine
I. OBJECTIVES
their collected clips in terms of its appropriateness to the the appropriate concepts on the questions given.
said strategies.
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech
style, speech act and communicative strategy.
 B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competencies / The learner engages in a communicative situation using acceptable, polite and meaningful
Objectives (Write the LC Code) communicative strategies (EN11/12OC-IIab-21)
II. CONTENT Types of Communicative Strategy (Preparation for the Mini-Project and Prelim Exam)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages Oral Communication in Context for Senior High School, pages 49-52
3. Textbook pages
IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review, Checking of Assignments*

B. Motivation Students do the binary clap. As sort of review, students will do the message
relay.
V. LESSON PROPER
A. ACTIVITY The two-day class Students go to their They will be categorized into three groups. Each
schedule will be respective groups. group will have one representative to act out as
dedicated to the their leaders.
preparation of their
mini-project under
communicative
strategy.
B. ANALYSIS During the course of Using the clips they Students apply analysis as they are given questions
preparation, the had recorded within which they need to answer.
students need to their groups, they will
analyse how they can brainstorm for some
organize their output. improvements of their
task.
C. ABSTRACTION All the groups collect The teacher can select (charade, message relay,
and evaluate the etc.) to make the review more engaging.
suggestions coming

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 from their groupmates.

D. APPLICATION As students record the scenes, they are also Nonverbal communication is applied (charade) as
applying the strategies discussed. well as verbal communication (message relay)

VI. EVALUATION Inquiring for updates Scores obtained from the activities will be used to
of their outputs. assess the students’ understanding of the topic.

VII. ASSIGNMENT/AGREEMENT Students check for the Preparation for the Advanced study for the prelim examination
lacking parts in their review test next
output. meeting.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
J. No. of learners who earned 80% in
the evaluation.
K. No. of learners who require
additional activities for
remediation
L. Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates July 15 – 19, 2019 Learning Area Oral Communication
Scheduled Time 8:40AM – 9:40AM Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
a. determine the appropriate responses to the
a. review the different communicative strategies; b. evaluate
I. OBJECTIVES their collected clips in terms of its appropriateness to the said
questions given to them; b. assess the students’
strategies.
learning on the content of a subject matter.
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech
style, speech act and communicative strategy.
B. Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
 C. Learning Competencies / The learner engages in a communicative situation using acceptable, polite and meaningful
Objectives (Write the LC Code) communicative strategies (EN11/12OC-IIab-21)
Types of Communicative Review Prelim Exam and Checking of Papers
II. CONTENT
Strategy (cont’d)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages Oral Communication in Context for Senior High School, pages 49-52
3. Textbook pages
IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review, Checking of Assignments*

B. Motivation Recall a time when you Students will do the 7- The students will do The teacher will ask the
wanted to talk with your up challenge. the head count before students on how they
parents about something the start of the exam. were doing in the exam.
that you wanted them to
know.
V. LESSON PROPER
A. ACTIVITY On a whole sheet of Students will be Students get a piece of Students get a piece of
paper, describe that divided into four test questionnaire then test questionnaire (not
situation where you groups. (Leaders were pass the papers to their own papers) then
were in. selected based on who their classmates. pass the papers to their
failed in the 7-up classmates.
challenge.
B. ANALYSIS What communicative Each group will be As students answer to As students check the
strategies did you use given set of questions the questions, they answers to the
to convey your during the Quiz Bowl. also apply analysis. questions, they also
message? apply analysis.
C. ABSTRACTION Explanation follows The teacher will give
after each correct crystallization on the
answer is given. answers of each item.

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 D. APPLICATION The output for this Application of their
activity will be an essay. learning is manifested
in them answering the
test questionnaire.
VI. EVALUATION Asking some students Scores will be The entire concept of Determining their scores
to share parts of those determined after the taking the exam is
experiences. activity. categorized under
evaluation.
VII. ASSIGNMENT/AGREEMENT Home study for the Home study for the Reminders on their
review. lessons given for the subject requirements.
exam.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
J. No. of learners who earned 80% in
the evaluation.
K. No. of learners who require
additional activities for
remediation
L. Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates July 22 – 26, 2019 Learning Area Oral Communication
Scheduled Time 11:00am – 12nn Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES

A. Content Standard
B. Performance Standards
C. Learning Competencies /
Objectives (Write the LC Code)
II.CONTENT
III.LEARNING RESOURCES
The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
The learners produce a short, well-crafted poem
Identify the various elements, techniques, and literary devices in poetry (HUMSS_CW/MP11/12c-f6)
Review Nutrition Month
Culmination Program
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
 A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages Creative Writing (Senior High School) by Prof. Jose & Larioque, Ph.D.
3. Textbook pages
IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B. Motivation Nutrition Month The teacher will ask the
Culmination Program students on how they
were doing in the exam.
V. LESSON PROPER
A. ACTIVITY

B. ANALYSIS

C. ABSTRACTION

D. APPLICATION

VI. EVALUATION

VII. ASSIGNMENT/AGREEMENT
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
1. No. of learners who earned
80% in the evaluation.
2. No. of learners who require
additional activities for
remediation
3. Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates July 29 – August 2, 2019 Learning Area Oral Communication
Scheduled Time 11:00am – 12nn Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES

A. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
B. Performance Standards The learners produce a short, well-crafted poem
C. Learning Competencies / Identify the various elements, techniques, and literary devices in poetry (HUMSS_CW/MP11/12c-f6)
Objectives (Write the LC Code)
II.CONTENT Review Career Guidance
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learners’ Materials pages Creative Writing (Senior High School) by Prof. Jose & Larioque, Ph.D.
3. Textbook pages
 IV. PROCEDURES
A. Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B. Motivation

V. LESSON PROPER
A. ACTIVITY

B. ANALYSIS

C. ABSTRACTION

D. APPLICATION

VI. EVALUATION

VII. ASSIGNMENT/AGREEMENT
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
1. No. of learners who earned
80% in the evaluation.
2. No. of learners who require
additional activities for
remediation
3. Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 1st Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates August 2, 2019 Learning Area Oral Communication
Scheduled Time 11:00am – 12nn Topic
MONDAY TUESDAY WEDNESDAYTHURSDAY FRIDAY
a. determine the appropriate responses to the
I.OBJECTIVES
questions given to them; b. assess the students’
learning on the content of a subject matter.
D. Content Standard The learners have an understanding of poetry as a genre and how to analyze its elements and techniques.
E. Performance Standards The learners produce a short, well-crafted poem
F. Learning Competencies / Identify the various elements, techniques, and literary devices in poetry (HUMSS_CW/MP11/12c-f6)
Objectives (Write the LC Code)
II.CONTENT Review Career Guidance
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
B. References
4. Teacher’s Guide pages
5. Learners’ Materials pages Creative Writing (Senior High School) by Prof. Jose & Larioque, Ph.D.
6. Textbook pages
V. PROCEDURES
C. Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
 D. Motivation The students will do the The teacher will ask the
head count before the students on how they
start of the exam. were doing in the exam.
V. LESSON PROPER
E. ACTIVITY Students get a piece of Students get a piece of
test questionnaire then test questionnaire (not
pass the papers to their their own papers) then
classmates. pass the papers to their
classmates.
F. ANALYSIS As students answer to As students check the
the questions, they also answers to the
apply analysis. questions, they also
apply analysis.
G. ABSTRACTION The teacher will give
crystallization on the
answers of each item.
H. APPLICATION Application of their
learning is manifested
in them answering the
test questionnaire.
VI. EVALUATION The entire concept of Determining their scores
taking the exam is
categorized under
evaluation.
VII. ASSIGNMENT/AGREEMENT Reminders on their
subject requirements.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
4. No. of learners who earned
80% in the evaluation.
5. No. of learners who require
additional activities for
remediation
6. Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates August 12-16, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Differentiate the types of speech delivery; identify public speaking questions; identify the characteristics of good
I.OBJECTIVES
delivery; use principles of effective speech delivery focusing on articulation, modulation, stage presence, facial
expression, gestures and movements, and rapport with the audience.
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23)
(Write the LC Code)
Insights on Public Types of Speech Delivery for Different Tools for Effective
II.CONTENT Speaking according to Purpose & Situations Speech Delivery & More
Delivery Tips
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation Students watch a video Watching the video clip
of the World on Why I don’t want to
Champions of Public speak; follow-up
 Speaking. questions afterwards

V. LESSON PROPER
A.ACTIVITY Think-Pair-Share
Guide questions will be
given to the students
for them to answer and
discuss.
B.ANALYSIS The teacher will call on
some pairs to share
their insights to the
class.
C.ABSTRACTION Emphasizing that public
speaking does not only
mean pronouncing and
enunciating words
correctly.
D.APPLICATION
VI. EVALUATION
VII. ASSIGNMENT/AGREEMENT What are the types of
speech according to
purpose and delivery?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
The class will be
divided into four
groups; each group
will be assigned with
types of speech
according to delivery.
Guide questions on the
types of speech
according to purpose
will be given.
Recapitulation of the
points presented by
each group.
Identifying the types of
speeches based on
their description
(Individual Activity)
Checklist
Check the environment
to which the
description can be
categorized into
Students apply analysis
as they determine their
answers in the checklist
Checking of their
answers while the
teacher is giving
additional inputs
Home reading on the
tips for effective speech
delivery.
Reading of the different
tips in speech delivery.
Interactive Classroom
Discussion: students ask
questions on what they
don’t understand while
the teacher asks for
some points in the tips.
Within two minutes,
each student will
showcase their selves
based on the prompt
given.
Culminating Task:
The teacher will give set of
questions based on the
whole week discussion

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 1.No. of learners who earned 80%
in the evaluation.
2.No. of learners who require
additional activities for
remediation
3.Other Activities

DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates August 19-23, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Use principles of effective a. Provide opportunities for the learners to enhance their
speech delivery focusing on individual skills; b. develop their sense of sportsmanship
I.OBJECTIVES articulation, modulation, stage
presence, facial expression,
gestures and movements, and
rapport with the audience.
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23)
(Write the LC Code)
Tools for Effective HOLIDAY Intramurals
II.CONTENT Speech Delivery &
More Tips
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation
V. LESSON PROPER
A.ACTIVITY Reading of the
different tips in speech
delivery.
B.ANALYSIS Interactive Classroom
Discussion: students
ask questions on what
they don’t understand
while the teacher asks
for some points in the
tips.
C.ABSTRACTION

D.APPLICATION Within two minutes,

each student will
showcase their selves
based on the prompt
given.
VI. EVALUATION Culminating Task:
The teacher will give set
of questions based on the
whole week discussion
VII. ASSIGNMENT/AGREEMENT
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
REMARKS Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions.
1.No. of learners who earned 80%
in the evaluation.
2.No. of learners who require
additional activities for
remediation
3.Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates August 26-30, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Use principles of effective Use principles of effective speech a. portray mastery of their
speech delivery focusing on delivery focusing on articulation, different presentations;
I.OBJECTIVES articulation, modulation, stage modulation, stage presence,
presence, facial expression, facial expression, gestures and b. apply creativity in their
gestures and movements, and movements, and rapport with presentations
rapport with the audience. the audience.
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23)
(Write the LC Code)
Tools for Effective 1st Convocation and 1st Tools for Effective Kulminasyon Para sa
II.CONTENT Speech Delivery & GPTA Assembly Speech Delivery & Linggo ng Wika
More Tips More Tips (cont’d)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation

V. LESSON PROPER
A.ACTIVITY Reading of the Watching a video clip:
different tips in speech Speech Delivery
delivery. Techniques Exercise, p.
 92

B.ANALYSIS Interactive Classroom The teacher will ask set

C.ABSTRACTION
D.APPLICATION
VI. EVALUATION
VII. ASSIGNMENT/AGREEMENT
REMARKS
1.No. of learners who earned 80%
in the evaluation.
2.No. of learners who require
additional activities for
remediation
3.Other Activities
Discussion: students of questions to the
ask questions on what learners pertaining to
they don’t understand the video that they had
while the teacher asks watched.
for some points in the
tips.
The teacher will
reiterate the concepts
discussed in the video.
Within two minutes, Students prepare a
each student will mini-speech about an
showcase their selves issue they want to talk
based on the prompt about.
given.
Culminating Task: Oral recitation
The teacher will give set
of questions based on the
whole week discussion
Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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.

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates September 2-6, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Use principles of effective Identify the features of a manuscript speech; develop Identify the features of a
speech delivery focusing on and deliver an effective manuscript speech
I.OBJECTIVES articulation, modulation, stage memorized speech; write
presence, facial expression, topics appropriate for a
gestures and movements, and memorized speech
rapport with the audience.
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23)
(Write the LC Code)
Tools for Effective Types of Speeches – Types of Speeches –
II.CONTENT Speech Delivery & Manuscript Speech Memorized Speech
More Tips (cont’d)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation Reading aloud the lines The students will cite a Students will write in a ¼
from Williamson’s A quote once their names sheet of paper a quotation
Return to Love with a are called. that has inspired them
partner through the years
V. LESSON PROPER
A.ACTIVITY Watching a video clip: Partners exchange Students fold the papers, put
Speech Delivery roles. Then, they will them in the box, then each
will pick a piece of paper
Techniques Exercise, share their feedback after. They will memorize the
p. 92 and observation of quote with facial expressions
their partners. and gestures
B.ANALYSIS The teacher will ask
set of questions to the
learners pertaining to
the video that they had
watched.
C.ABSTRACTION The teacher will The teacher will have Continuation of the The reporters assigned
reiterate the concepts an interactive discussion of the lesson will present her topic
discussed in the video. discussion the Key and its summary
Takeaways
D.APPLICATION Students prepare a Each student will have
mini-speech about an to perform their
issue they want to talk prepared manuscript
about. speech
VI. EVALUATION Oral recitation Short Quiz for the Identifying if the ff. titles
lesson are good or bad topics
(seepage 112)
VII. ASSIGNMENT/AGREEMENT (see page 104) Write a
three-minute speech of
the list of topics.
REMARKS
1.No. of learners who earned 80%
in the evaluation.
2.No. of learners who require
additional activities for
remediation
3.Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates September 9-13, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Identify the features of a Deliver an effective Deliver an
Identify the features of aeffective
I.OBJECTIVES manuscript speech; manuscript speech while memorized speech; reflect on memorized speech
observing the rubrics their learning on delivering a
memorized speech
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23)
(Write the LC Code)
Types of Speeches – Types of Speeches – Types of Speeches –
II.CONTENT Manuscript Speech Manuscript Speech Memorized Speech
(cont’d)
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation Reading aloud the The students will cite a Students will write in a ¼ Students execute the 7-
lines from quote once their names sheet of paper a quotation up challenge
Williamson’s A Return are called. that has inspired them
to Love with a partner through the years
V. LESSON PROPER
A.ACTIVITY Partners exchange Students fold the papers, put Students prepare for
roles. Then, they will them in the box, then each their oral recitation.
will pick a piece of paper
share their feedback after. They will memorize
and observation of the quote with facial
their partners. expressions and gestures
B.ANALYSIS The teacher will ask a Reviewing the rubric
question to the learners before the presentation
relating the activity on the
next type of speech.
C.ABSTRACTION The teacher will have Continuation of the The reporters assigned
an interactive discussion of the lesson will present her topic
discussion the Key and its summary
Takeaways
D.APPLICATION Each student will have With the rubrics, the
to perform their students will recite the
prepared manuscript school’s prayer
speech individually.
VI. EVALUATION Short Quiz for the Identifying if the ff. Formative assessment
lesson titles are good or bad for the topic
topics (see page 112)
VII. ASSIGNMENT/AGREEMENT (see page 104) Write a Students memorize the
three-minute speech of school’s prayer as an
the list of topics. application of their
learning in memorized
speech.
REMARKS
1.No. of learners who earned 80%
in the evaluation.
2.No. of learners who require
additional activities for
remediation
3.Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates September 23 - 27, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Identify the features of Discover the essence of Identify the features of an Deliver a brief but effective
entertainment speech; mathematics and science informative speech; develop informative speech; determine
I.OBJECTIVES
create an outline of an through engaging in various an effective informative the features of informative
entertainment speech based school activities speech. speech based on the given
on the video. questions.
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23) and Uses principles of effective speech delivery in different situations
(Write the LC Code) (EN11/12OC-IIcj-24)
Types of Speeches – Math and Science Types of Speeches – Text Media &
II.CONTENT
Entertainment Speech Festival 2019 Informative Speech Information
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation The teacher will ask the Students prepare three In relation to their activity in
learners, “What was the pieces of ¼ sized paper. On the motivation, the learners
scariest experience that each sheet, they will write a will introduce the topic to the
you had?”, then will let topic they are deeply class within one minute. They
them recall an experience. interested in and must make sure that they will
knowledgeable about. have a substantial info.
V. LESSON PROPER
A.ACTIVITY (Think-Pair-Share) The teacher will divide the The activity in the motivation
Students find a partner. class into two and will give may be placed in the
Then , they will take turn in the students a diagram preliminary activity.
sharing their scariest which they need to fill-in.
experience. When listening The group that can finish
to their partner, they may first will be given additional
 take notes down notes.
After that, they will have to
share their partner’s
experience to class.
B.ANALYSIS The students afterwards
will be grouped into three.
The first group will be
assigned to read the aims,
second will be on making
speech entertaining, and
the third is steps in writing.
C.ABSTRACTION Interactive Discussion: The
teacher will ask questions
related to the topic and the
students will give the
answers.
D.APPLICATION Learners will watch a
sample entertaining video
“How to Pick Up”. After
watching, they will outline
the speech presented using
the table (same partner)
VI. EVALUATION There will be a short quiz
in relation to the topic (1/4
sheet of paper)
VII. ASSIGNMENT/AGREEMENT Look over the internet on
what are the types of
informative speeches.
Answers will be written on
the notebook.
REMARKS
1.No. of learners who earned 80% in the
evaluation.
2.No. of learners who require additional
activities for remediation
3.Other Activities
Prepared by: Zenmar L. Gendive
Teacher I
points.
After completing the
diagram, the students will
present their explanation in
front of the class and how
they came up with such
arrangement of ideas.
Using the diagram, the
teacher will sum up the
concepts under the
informative speech.
The students will choose one
out of the ten topics given
(see page 152). The, they
will identify the suitable
type of informative speech
and pattern of organization.
Students memorize the
school’s prayer as an
application of their learning
in memorized speech.
Noted: JOHN MICHAEL A. TUYOR, Ph. D
MT1/School Head
The teacher will pose
questions on the screen or in
the board, wherein they will
have to provide answers
relating to the concepts in the
lesson.
If there are still points to be
clarified, the students may
raise them and the teacher
will give further explanation.
The students will present
their answers in front of the
class and will elaborate their
answers.
This time, the questions given
by the teacher will be
answered by the students
individually in a one-half
lengthwise.
 DAILY School ANISLAGAN NATIONAL HIGH SCHOOL Grade Level & Quarter 11 – Shakespeare
LESSON 2nd Quarter
PLAN/LOG Teacher ZENMAR L. GENDIVE SHS Track GAS
SENIOR HIGH SCHOOL Inclusive Dates October 14-18, 2019 Learning Area Oral Communication
Scheduled Time 8:40am – 9:40am Topic
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
a. evaluate their Develop and display mastery a. comprehend the questions in the test questionnaires; b.
performance conducted; b. of the concepts discussed; grasp from their memories the important concepts they
I.OBJECTIVES
reflect on the strengths and identify appropriate learned from discussion and review.
weaknesses they committed responses for the questions
during the performance given
A.Content Standard The learners realizes the rigors of crafting one’s speech.
B.Performance Standards The learners proficiently delivers various speeches using the principles of effective speech delivery.
C.Learning Competencies / Objectives Distinguishes types of speeches (EN11/12OC-IIcj-23) and Uses principles of effective speech delivery in different situations
(Write the LC Code) (EN11/12OC-IIcj-24)
Critique on the Review Second Quarter Second Quarter
II.CONTENT
Performance Task Examination Examination
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III.LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1.Teacher’s Guide pages
2.Learners’ Materials pages Oral Communication in Context for Senior High School
3.Textbook pages
IV.PROCEDURES
A.Preliminaries Prayer, Checking of Attendance, Review of the previous lesson, Checking of Assignments
B.Motivation The teacher will ask the The teacher will ask the
students first, “what can students about different
you say about your TV shows that they can
performances? watch in TV.
V. LESSON PROPER
A.ACTIVITY Each student will be given The learners will be grouped
pieces of paper that contain into three. They will be
self-reflection checklist. given set of questions they
need to answer. The group
that can get many correct
answers will be declared as
winners.
B.ANALYSIS Students ponder the
questions before giving
their responses.
C.ABSTRACTION The teacher will reiterate The teacher will give the
the things observed by the important points as
learners and will highlight summary, especially for the
the possible solutions for concepts which are not
these identified problems. discussed.
D.APPLICATION

VI. EVALUATION The activity given can be in

the evaluation.

VII. ASSIGNMENT/AGREEMENT The students will engage in The students will do home
home study as preparation study as preparation for the
for the review. exam.
REMARKS
1.No. of learners who earned 80% in the
evaluation.
2.No. of learners who require additional
activities for remediation

3.Other Activities

Prepared by: Zenmar L. Gendive Noted: JOHN MICHAEL A. TUYOR, Ph. D

Teacher I MT1/School Head