LP5

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Cebu City
Daily Lesson SCHOOL Ramon Duterte MNHS GRADE & SECTIONS Grade 11 A, B, F, H, I, J
Log
TEACHER Anabel T. Giminez LEARNING AREA Entrepreneurship
DATE & TIME December 09-13, 2019 QUARTER 2nd semester
SCHOOL DAYS SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
CONTENT STANDARD The learner demonstrates understanding of key concepts, underlying principles and core competencies in Entrepreneurship.
PERFORMANCE STANDARD The learner independently creates/provides a quality and marketable product and/or service in Entrepreneurship as prescribed in the TESDA Training
Regulation
LEARNING At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the learners GUADALUPE FIESTA AND CHRISTMAS
COMPETENCY/OBJECTIVES learners should be able to: learners should be able to: should be able to: PARTY
Write the LC code for each a. Define entrepreneur and a. Define entrepreneur and a. Define entrepreneur and
entrepreneurship entrepreneurship entrepreneurship
d. Distinguish between d. Distinguish between d. Distinguish between entrepreneurial
entrepreneurial venture and entrepreneurial venture and venture and ordinary small business
ordinary small business activity ordinary small business activity activity
II. CONTENT Defining key terms
LEARNING RESOURCES
1. textbook pages Nick L. Aduana (2016). Nick L. Aduana (2016). Nick L. Aduana (2016).
Entrepreneurship in Philippine Entrepreneurship in Philippine Entrepreneurship in Philippine Setting,
Setting, C and E Publishing Setting, C and E Publishing Inc. C and E Publishing Inc.
Inc.
2. Learner’s Materials
III. PROCEDURE
A. Activity Motivation Activity: Unscramble Teacher reviews activities from The teacher will ask:
the Word the last session. Do you imagine yourself becoming an
The learners will be grouped entrepreneur and managing your own
into four and will be tasked to business in the future?
unscramble the word to be
given by the teacher. Three
rambled words will be given and
learners will have to
unscramble each word for one
(1) minute. After arranging the
letters the group leader or
representative will go in front to
write their answers on the
board. 1 point will be given to
the group who will be able to
give the correct answer. The
group with the highest score will
be declared the winner.
Suggested Words:
1. Business
2. Entrepreneur
3. Venture
A. Analysis Ask: What does this statement
mean?
“Entrepreneurship is living a
few years of your life like most
people won’t. So that you can
spend the rest of your life like
most people can’t.”
1. Discuss entrepreneur and
B. Abstraction entrepreneurship.
2. Provide a definition and
examples of entrepreneur and
entrepreneurship.
3. Discuss the difference of
small and ordinary small
business.
4.End the discussion by asking
a number of learners to
summarize what they have
learned.
C. Application Learners shall be able to orally GROUP OF 3 MEMBERS:

answer the questions to be Pretend that you will be putting up a
given by the teacher. small business. Give at least 3.
Tell what kind of business venture
1. In your own words, what is you intend to open and why you have
entrepreneur? chosen it.
Entrepreneurship? and Small Explain the business venture to the
Business? class.
2. Differentiate wealth-creating
venture from an income-
generating venture
3. What is your view about
competition?
IV. EVALUATION Paper and pencil Move around in your barangay. Record
5 either micro, small or medium
enterprises that have been established
there for at least five years. Find out
the effects of their presence in your
community.
Look for a woman entrepreneur in your
V. ASSIGNMENT community. Ask her about the reasons
for her engaging in entrepreneurship.
Report in class what you have
gathered.
Prepared by: Checked by: Noted by:
ANABEL T. GIMINEZ MRS. EDNA GABISAY EILEEN IRINA O. TAYACTAC,Ed.D.

Teacher I Master Teacher I Secondary School Principal IV
1 Republic of the Philippines

Daily Lesson SCHOOL Ramon Duterte MNHS SECTIONS A,B,C,D
Log
TEACHER Edna R. Gabisay LEARNING AREA Oral Communication in Context
DATE & TIME June 18-21, 2018 QUARTER First - Second Semester
SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner understands the nature and elements of oral communication in context.
CONTENT STANDARD
The learner designs and performs effective controlled oral communication activities based on context.
PERFORMANCE STANDARD
The learner defines

LEARNING communication. The learner explains the The learner differentiates the various The learner differentiates the
COMPETENCY/OBJECTIVES EN 11/12OC-la-1 nature and process of models of communication. various models of
Write the LC code for each communication. EN11/12OC-la-3 communication.
EN11/12OC-la-2 EN11/12OC-la-4
II. CONTENT
Nature and Elements of Nature and Elements of Nature and Elements of Nature and Elements of
Communication Communication Communication Communication
LEARNING RESOURCES
1. Teacher’s Guide
2. Learner’s Materials Oral Communication in Oral Communication in Oral Communication in Context for Oral Communication in Context
Context for Senior High Context for Senior High Senior High School for Senior High School
School School
III. PROCEDURE
Let’s Warm Up Review: Different models of communication Different features of
A. Activity Group Activity: What is communication? are presented. Let the students communication are presented by
Create a two-minute Why is communication study the different models. the teacher. Discussion of the
presentation that reflects important? lesson using the deductive
your understanding about method
communication.
B. Analysis Debriefing Questions: What is the nature of Compare and Contrast: How are you going to distinguish
What is communication? communication? Shannon-Weaver Model the unique feature of one
Which group effectively Transaction Model communication process from the
communicated their other?
message?
C. Abstraction Give reasons why the Explain each of the nature of Which of this model is more Elaborate the importance of each
presentation was effective? communication/the process of interactive? feature.
communication/
Is effective communication Diagram the process of Exercise II by group Identifying the feature of an
D. Application important? Why? Why not? communication. effective communication being
referred to.
Self-audit: What will happen if you fail to What are the functions of What happen if you are going to
IV. EVALUATION Tick the column that follow the proper process of communication in the given model? apply these?
determines how often you communication?
practice what the
statements say.
What is the nature of What are the different features of an Enumerate the different barriers
V. ASSIGNMENT communication? What is effective communication. to communication.
the process of
communication?
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
EVELYN L. REMORERAS,Ph.D.
Assisting Senior HS Principal
Noted By:
EILEEN IRINA O. TAYACTAC,Ed.D.

Secondary School Principal IV
1 Republic of the Philippines
Log
DATE & TIME June 25-29, 2018 QUARTER First -Semester

I. OBJECTIVES
The learner understands the nature and elements of oral communication in context.
CONTENT STANDARD
The learner designs and performs effective controlled oral communication activities based on context.
The learner explains why The learner uses various The learner demonstrates sensitivity The learner demonstrates
LEARNING there is a breakdown of strategies in order to avoid to the socio-cultural dimension of sensitivity to the socio-cultural
COMPETENCY/OBJECTIVES communication. communication breakdown.
Write the LC code for each EN 11/12OC-la-5 EN 11/12OC-la-6 communication situation with focus dimension of communication
on situation with focus on
a. culture a. gender
EN 11/12OC-la-7.1 EN 11/12OC-la-7.2
II. CONTENT
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Oral Communication in Oral Communication in Context for Oral Communication in Context
Context for Senior High Context for Senior High Senior High School for Senior High School
School School
III. PROCEDURE
Group Activity: Review:
A. Activity A one-act play presenting What is communication
different communication breakdown?
conflicts. What are its causes? Effects?
-Presentation of the lesson
-Teacher’s discussion using
the inductive method
B. Analysis What are the different Which of the given strategies Group presentations Test proper
communication barriers is effective?
being presented in the Why do you think so?
group?
C. Abstraction What are the causes of Group activity: Assessment of group presentations Assessment of test results
communication conflicts? Choose one strategy and
What are the effects of prepare for a group
communication conflict? presentation.
What will happen if we Group presentations What have you noticed? What must be done to improve
D. Application refrain from having one’s performance?
communication barriers?
Cause-Effect Relationship: What will happen if you fail to

IV. EVALUATION Diagram the cause and follow the process of
effect of communication communication?
barrier.
Research on the different Define socio-cultural. Be ready for a quiz tomorrow.
V. ASSIGNMENT strategies to avoid
communication breakdown.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME July 2-4, 2018 QUARTER First -Semester

I. OBJECTIVES
The learner values the functions/purposes of oral communication.
CONTENT STANDARD
The learner writes a 250 word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
1. Discusses the functions 1. Discusses the functions of 2. Identifies the speaker’s purpose(s) 3. Watches and listens to sample
LEARNING of communication. communication. EN11/12OC-lbe-9 oral communication activities.
COMPETENCY/OBJECTIVES EN11/12oc-LBE-8 EN11/12oc-LBE-8 EN 11/12OC-lbe-10
Write the LC code for each
II. CONTENT
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Oral Communication in Oral Communication in Context for Oral Communication in Context for
Context for Senior High Context for Senior High Senior High School Senior High School
School School
III. PROCEDURE
One representative from Giving of instructions for the Do you have a purpose why you need Listening Activity: Oral
A. Activity each group will get the group presentation to speak? Communication activities
assigned function of Teacher’s discussion
communication to be
presented by group.
B. Analysis Group brainstorming: What are the things to be What are the different functions of What have you learned from the
Guide questions: considered in the group communication? listened activities?
How are we going to impart presentation?
this?
C. Abstraction Let the students give their own Students are encouraged to
example of the different functions of practice for an oral activities.
communication. A piece for an oral activity is given.
Group rehearsal Group presentations Identifying the functions of Oral reading

D. Application communication in each of the given
situation.
What are the different Answer exercise iii on page 7 What must be remembered in
IV. EVALUATION functions of communication? doing an oral activity?
Discuss the different functions What is the importance of Differentiate verbal from non-verbal
V. ASSIGNMENT of communication? communication? communication.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME July 9-12, 2018 QUARTER First -Semester

I. OBJECTIVES
The learner values the functions/purposes of oral communication.
CONTENT STANDARD
The learner writes a 250 word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
1. Discusses the functions 1. Discusses the functions of 2. Identifies the speaker’s purpose(s) 3. Watches and listens to sample
LEARNING of communication. communication. EN11/12OC-lbe-13 oral communication activities.
COMPETENCY/OBJECTIVES EN11/12oc-lbe-11 EN11/12oc-lbe-12 EN 11/12OC-lbe-14
II. CONTENT
LEARNING RESOURCES
School School
III. PROCEDURE
Let’s warm-up: Do you have a purpose why What are you going to do to become Listening Activity
A. Activity Each group is given 5 you need to speak? an effective speaker?
scenes and the scenes must Teacher’s discussion Discussion of the topic
be formed into a story.
B. Analysis Self-audit What are the different What are the different strategies How are you going to evaluate the
functions of oral mentioned to convey your message speaker?
communication? effectively?
C. Abstraction Reinforcement Activity Let the students give their own Give a short description of each What are the good points of
example of the different strategy. speaker? What must be improved?
functions of oral
communication.
E-link Let the students answer the Question and answer If given the chance and you’ll be a
D. Application questions orally. speaker, what’s the best thing to
do?
Let’s reflect Listening Activity What must be remembered in doing Paper and pencil test
IV. EVALUATION an oral activity?
What are the various kinds Enumerate strategies in Research about various type of
V. ASSIGNMENT of oral text? conveying your idea/s? speech context?
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME July 16-19, 2018 QUARTER First –Semester

I. OBJECTIVES
The learner recognizes the communicative competence requires understanding of speech context, speech, style, speech act, and communicative strategy.
CONTENT STANDARD
The learner demonstrates effective use of communicative strategy in a variety of speech situations.
Identifies the various types Exhibits appropriate verbal Distinguishes types of speech style Identifies social situations in which
LEARNING of speech context and non-verbal behavior in a EN11/12OC-lfj-17 each speech style is appropriate to
COMPETENCY/OBJECTIVES EN11/12OC-lfg-15 given speech context use
Write the LC code for each EN11/12OC-lfj-16 EN 11/12OC-lfj-18
II. CONTENT Various types of speech Various types of speech Various types of speech context Various types of speech context
context context
LEARNING RESOURCES
School School
III. PROCEDURE
Let’s warm-up: Key Takeaways on pages 32- Review: What was our topic Let’s Practice
A. Activity Each group is given 5 33 yesterday? Activity III
scenes and the scenes must Presentation of the activity
be formed into a story. Discussion using the deductive
method
B. Analysis Self-audit on page 30 Differentiate intrapersonal What are the different types of speech Let’s Practice
from interpersonal style? Discuss each. Activity IV
communication.
C. Abstraction Let’s Work and Learn Give examples of each type. Exercise III to be answered Let’s Practice
individually Activity V
Group output presentation Answer Exercise 11 0n page Exercise IV to be done by pair Let’s Practice
D. Application 31 Activity VI
To be given after the In a graphic organizer present Let’s Practice Presentations of outputs
IV. EVALUATION discussion the different types of speech. Activity I
What are the different types What are the different types of Let’s Practice What are the types of speech act?
V. ASSIGNMENT of speech context? speech style? Activity II
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log

I. OBJECTIVES
CONTENT STANDARD
Identifies the various types Exhibits appropriate verbal Distinguishes types of speech style Identifies social situations in which
LEARNING of speech context and non-verbal behavior in a EN11/12OC-lfj-17 each speech style is appropriate to
COMPETENCY/OBJECTIVES EN11/12OC-lfg-15 given speech context use
Write the LC code for each EN11/12OC-lfj-16 EN 11/12OC-lfj-18
II. CONTENT Various types of speech Various types of speech Various types of speech context Various types of speech context
context context
LEARNING RESOURCES
School School
III. PROCEDURE
Let’s warm-up: Key Takeaways on pages 32- Review: What was our topic Let’s Practice
A. Activity Each group is given 5 33 yesterday? Activity III
scenes and the scenes must Presentation of the activity
be formed into a story. Discussion using the deductive
method
B. Analysis Self-audit on page 30 Differentiate intrapersonal What are the different types of speech Let’s Practice
from interpersonal style? Discuss each. Activity IV
communication.
C. Abstraction Let’s Work and Learn Give examples of each type. Exercise III to be answered Let’s Practice
individually Activity V
Group output presentation Answer Exercise 11 0n page Exercise IV to be done by pair Let’s Practice
D. Application 31 Activity VI
To be given after the In a graphic organizer present Let’s Practice Presentations of outputs
IV. EVALUATION discussion the different types of speech. Activity I
What are the different types What are the different types of Let’s Practice What are the types of speech act?
V. ASSIGNMENT of speech context? speech style? Activity II
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log

I. OBJECTIVES
CONTENT STANDARD
Observes the appropriate Responds appropriately and Engages in a communicative situation Engages in a communicative
LEARNING language forms in using a effectively to a speech act. using acceptable, polite, and situation using acceptable, polite,
COMPETENCY/OBJECTIVES particular speech style. EN11/12OC-lfj-20 meaningful communicative strategies. and meaningful communicative
Write the LC code for each EN11/12OC-lfj-19 EN 11/12OC-llab-21 strategies.
EN 11/12OC-llab-21
II. CONTENT Types of Speech style Types of Speech style Types of Communicative Strategy Types of Communicative Strategy
1. Locution(utterance) 1. Locution(utterance)
2. Illocution(Intention) 2. Illocution(Intention)
3. 3. Perlocution(Response)
Perlocution(Response)
LEARNING RESOURCES
Context for Senior High Context for Senior High School Senior High School Senior High School
School
III. PROCEDURE
Let’s Work and Learn on Review Let’s Warm Up on page 49 Let’s Practice
A. Activity page 43 Self-audit Group Activity Part A
Imaginary Trip #1
B. Analysis What have you learned from What are the classifications of Let’s Work and Learn on page 51 What have you learned from the
that activity? speech act according to activity?
Teacher’s discussion Searle?
C. Abstraction What is a speech act? Define each speech act using Discussion on the types of Group Activity:
What are the types of your own words. communicative strategy? Imaginary Trip #2
speech act according to
J>L. Austin?
Students are given the same Give example of each Give example of each type. Group presentations
D. Application utterances and they are classification.
required to deliver it using
the different types of speech
act.
Answer Exercise II on page Identify the type of communicative Critiquing other group’s
IV. EVALUATION 46. strategy in the given statements. presentation
Page 53
Research about Searle’s Be ready for a mastery test .

V. ASSIGNMENT Classifications of Speech
Act.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME July 30,31, Aug. 1-2, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
INTRAMURALS INTRAMURALS Engages in a communicative situation Engages in a communicative

LEARNING using acceptable, polite, and situation using acceptable, polite,
COMPETENCY/OBJECTIVES meaningful communicative strategies. and meaningful communicative
Write the LC code for each EN 11/12OC-llab-21 strategies.
EN 11/12OC-llab-21
II. CONTENT Types of Communicative Strategy Types of Communicative Strategy
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context for Oral Communication in Context for
Senior High School Senior High School
III. PROCEDURE
Group Activity/Mini-project Let’s reflect on page 58
A. Activity Creating a three-minute tourism
commercial
B. Analysis Brainstorming Students’ activity
C. Abstraction What are the 10 guide questions in Which of the activity you enjoyed
creating your tourism commercial? most?
Group presentation What have you learned from the

D. Application topic discussed?
Reinforcement activity Short quiz

IV. EVALUATION
V. ASSIGNMENT
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME August 13-=16, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
Explains a shift in speech Explains a shift in speech Explains a shift in speech context, Explains a shift in speech context,
LEARNING context, speech style, context, speech style, speech speech style, speech act and speech style, speech act and
COMPETENCY/OBJECTIVES speech act and act and communicative communicative strategy affects the communicative strategy affects the
Write the LC code for each communicative strategy strategy affects the following following following
affects the following -Duration of interaction - Relationship of speaker - Role and Responsibilities
- Language form EN11/12OC-IIab 22.2 EN11/12OC-IIab 22.3 of a speaker
EN11/12OC-IIab 22.1 EN11/12OC-IIab 22.4
II. CONTENT Types of Communicative Types of Communicative Types of Communicative Strategy: Types of Communicative Strategy:
Strategy: Nomination Strategy: Restriction Turn-taking Topic Control
LEARNING RESOURCES
School School
III. PROCEDURE
Listening Activity Role playing by the students Dyad Why do we need to control our
A. Activity speech?
Teacher’s discussion
B. Analysis What have you learned from What do you think is the What have you noticed with the What have you learned from the
the activity? strategy used in activity? discussion?
communicating?
C. Abstraction What can you say about Is it effective? How many persons involved? What is topic control as a
nomination as a Do you have any suggestion? What do you call that strategy when 2 strategy?
communicative strategy? persons are involved? What are the good points of
controlling the topic?
Students’ activity Group activity Different situations are given for them In your own words what is topic
D. Application to prepare for their evaluation. control?
Group brainstorming
Presentation of group Group presentations Group presentations Enumerate the reasons of

IV. EVALUATION activity controlling the topic.
Define restriction as a Define turn taking as a Define topic control as a Define topic shifting as a
V. ASSIGNMENT communicative strategy. communicative strategy. communicative strategy. communicative strategy.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:


Log
DATE & TIME August 13-=16, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
Explains a shift in speech Explains a shift in speech Explains a shift in speech context, Explains a shift in speech context,
LEARNING context, speech style, context, speech style, speech speech style, speech act and speech style, speech act and
COMPETENCY/OBJECTIVES speech act and act and communicative communicative strategy affects the communicative strategy affects the
Write the LC code for each communicative strategy strategy affects the following following following
affects the following -Duration of interaction - Relationship of speaker - Role and Responsibilities
- Language form EN11/12OC-IIab 22.2 EN11/12OC-IIab 22.3 of a speaker
EN11/12OC-IIab 22.1 EN11/12OC-IIab 22.4
II. CONTENT Types of Communicative Types of Communicative Types of Communicative Strategy: Types of Communicative Strategy:
Strategy: Nomination Strategy: Restriction Turn-taking Topic Control
LEARNING RESOURCES
School School
III. PROCEDURE
Listening Activity Role playing by the students Dyad Why do we need to control our
A. Activity speech?
Teacher’s discussion
B. Analysis What have you learned from What do you think is the What have you noticed with the What have you learned from the
the activity? strategy used in activity? discussion?
communicating?
C. Abstraction What can you say about Is it effective? How many persons involved? What is topic control as a
nomination as a Do you have any suggestion? What do you call that strategy when 2 strategy?
communicative strategy? persons are involved? What are the good points of
controlling the topic?
Students’ activity Group activity Different situations are given for them In your own words what is topic
D. Application to prepare for their evaluation. control?
Group brainstorming
Presentation of group Group presentations Group presentations Enumerate the reasons of

IV. EVALUATION activity controlling the topic.
Define restriction as a Define turn taking as a Define topic control as a Define topic shifting as a
V. ASSIGNMENT communicative strategy. communicative strategy. communicative strategy. communicative strategy.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME August 20, 22,23, 2018 QUARTER First –Semester
SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
The learner recognizes the communicative competence requires understanding of speech context, speech, style, speech act, and
CONTENT STANDARD communicative strategy.
PERFORMANCE
STANDARD
Explains a shift in speech context, HOLIDAY Explains a shift in speech context, Explains a shift in
LEARNING speech style, speech act and speech style, speech act and speech context, speech
COMPETENCY/OBJECTIV communicative strategy affects the communicative strategy affects the style, speech act and
ES following following communicative strategy
Write the LC code for each - Language form -Duration of interaction affects the following
EN11/12OC-IIab 22.5 EN11/12OC-IIab 22.5 - Relationship of
speaker
EN11/12OC-IIab 22.6
II. CONTENT Types of Communicative Strategy: Types of Communicative Strategy: Types of
Topic shifting Repair Communicative
Strategy:
Termination
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context for Oral Communication in Context for Oral Communication in
Senior High School Senior High School Context for Senior High
School
III. PROCEDURE
Listening Activity Role playing by the students Students’ Activity
A. Activity
B. Analysis What have you learned from the What do you think is the strategy used What have you noticed
activity? in communicating? with the activity?
C. Abstraction What can you say about topic shifting Is it effective? What do you think is the
as a communicative strategy? Do you have any suggestion? strategy being used in
the activity?
Students’ activity Group activity Different

D. Application communicative strategy
is given to each group to
prepare for their group
presentation.
Presentation of group activity Group presentations Brainstorming

IV. EVALUATION
Define repair as a communicative Define termination as a Be ready for a group
V. ASSIGNMENT strategy. communicative strategy. presentation tomorrow.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:

Log
DATE & TIME August 20, 22,23, 2018 QUARTER First –Semester

I. OBJECTIVES
PERFORMANCE
STANDARD
Explains a shift in speech context, HOLIDAY Explains a shift in speech context, Explains a shift in
LEARNING speech style, speech act and speech style, speech act and speech context, speech
COMPETENCY/OBJECTIV communicative strategy affects the communicative strategy affects the style, speech act and
ES following following communicative strategy
Write the LC code for each - Language form -Duration of interaction affects the following
EN11/12OC-IIab 22.5 EN11/12OC-IIab 22.5 - Relationship of
speaker Prepared by:
EN11/12OC-IIab 22.6
II. CONTENT Types of Communicative Strategy: Types of Communicative Strategy: Types of EDNA
Topic shifting Repair Communicative R. GABISAY
Strategy:
Termination Master
LEARNING RESOURCES Teacher 1
2. Learner’s Materials Oral Communication in Context for Oral Communication in Context for Oral Communication in
Senior High School Senior High School Context for Senior High
School
III. PROCEDURE
Listening Activity Role playing by the students Students’ Activity
A. Activity
B. Analysis What have you learned from the What do you think is the strategy used What have you noticed
activity? in communicating? with the activity?
C. Abstraction What can you say about topic shifting Is it effective? What do you think is the
as a communicative strategy? Do you have any suggestion? strategy being used in
the activity?
Students’ activity Group activity Different

D. Application communicative strategy
is given to each group to
prepare for their group
presentation.
Presentation of group activity Group presentations Brainstorming

IV. EVALUATION
Define repair as a communicative Define termination as a Be ready for a group
V. ASSIGNMENT strategy. communicative strategy. presentation tomorrow.
Checked by:
Noted By:


Log
DATE & TIME August 28-30, 2018 QUARTER First –Semester

I. OBJECTIVES
PERFORMANCE
STANDARD
Explains a shift in speech context, Explains a shift in speech Explains a shift in speech
LEARNING speech style, speech act and context, speech style, speech context, speech style, speech
COMPETENCY/OBJECTIV HOLIDAY communicative strategy affects act and communicative strategy act and communicative
ES the following affects the following strategy affects the following
Write the LC code for each - Relationship of speaker - Relationship of speaker -Roles and Responsibility of
EN11/12OC-IIab 22.6 EN11/12OC-IIab 22.6 the speaker
EN 11/12OC-IIab-22.6
II. CONTENT Types of Communicative Strategy: Types of Communicative Types of Communicative
Repair Strategy: Strategy
Termination
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context Oral Communication in Context Oral Communication in
for Senior High School for Senior High School Context for Senior High
School
III. PROCEDURE
Role playing by the students Students’ Activity Final instruction is given for
A. Activity the students
B. Analysis What do you think is the strategy What have you noticed with the Group final practice
used in communicating? activity?
C. Abstraction Is it effective? What do you think is the Polishing of presentation Prepared by:
Do you have any suggestion? strategy being used in the
activity? EDNA
R. GABISAY
Group activity Different communicative Group presentations
D. Application strategy is given to each group Master
to prepare for their group Teacher 1
presentation.
Group presentations Brainstorming Group assessment

IV. EVALUATION
Define termination as a Be ready for a group
V. ASSIGNMENT communicative strategy. presentation tomorrow.
Checked by:
Noted By:


Log
DATE & TIME September 3 - 6, 2018 QUARTER First –Semester

I. OBJECTIVES
The learner realizes the rigors of crafting one’s speech.
CONTENT STANDARD
The learner proficiently delivers various speeches using the principles of effective speech delivery.
PERFORMANCE
STANDARD
Distinguishes types of speech Distinguishes types of speech Distinguishes types of speech Distinguishes types of speech
LEARNING EN 11’12OC-IIcj-23 EN 11/12OC-IIcj-23 EN 11’12OC-IIcj-23 EN 11’12OC-IIcj-23
COMPETENCY/OBJECTIV
ES
II. CONTENT Types of Speeches Types of Speeches Types of Speeches Types of Speeches
A. According to purpose A. According to purpose A. According to purpose
Expository/Informative Persuasive speech Entertainment
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context for Oral Communication in Context Oral Communication in Context Oral Communication in
Senior High School for Senior High School for Senior High School Context for Senior High
School
III. PROCEDURE
Listening Activity Reading Activity Reading Activity Group Presentations
A. Activity
B. Analysis What is the purpose of that type of What is the purpose of that type of What is the purpose of that type What is the purpose of that
speech? speech? of speech? type of speech?
C. Abstraction Reading the written speech by the How do you feel after reading the Are you an effective entertainer? Final practice
students speech? What makes you one?
How did you deliver the speech?
Reading the speech the second What are the tips to be Reading an entertainment Group presentations
D. Application time remembered in delivering this type speech
of speech?
Prepared by:
Compare the result of reading the Elaborating the different tips given Evaluating students’ Assessment of performances
EDNA
IV. EVALUATION first time? The second time? performances
R. GABISAY
Define persuasive speech What is an entertainment speech? Be ready for your group activity
V. ASSIGNMENT tomorrow. Master
Teacher 1
Checked by:
Noted By:


Log
DATE & TIME September 10-13, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
Distinguishes types of speech Distinguishes types of speech Distinguishes types of speech Distinguishes types of speech
LEARNING EN 11’12OC-IIcj-23 EN 11/12OC-IIcj-23 EN 11’12OC-IIcj-23 EN 11’12OC-IIcj-23
COMPETENCY/OBJECTIV
ES
II. CONTENT Types of Speeches Types of Speeches Types of Speeches Types of Speeches
A. According to purpose A. According to purpose A. According to purpose
Expository/Informative Persuasive speech Entertainment
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context for Oral Communication in Context Oral Communication in Context Oral Communication in
Senior High School for Senior High School for Senior High School Context for Senior High
School
III. PROCEDURE
Listening Activity Reading Activity Reading Activity Group Presentations
A. Activity
B. Analysis What is the purpose of that type of What is the purpose of that type of What is the purpose of that type What is the purpose of that
speech? speech? of speech? type of speech?
C. Abstraction Reading the written speech by the How do you feel after reading the Are you an effective entertainer? Final practice
students speech? What makes you one?
How did you deliver the speech?
Reading the speech the second What are the tips to be Reading an entertainment Group presentations
D. Application time remembered in delivering this type speech
of speech?
Compare the result of reading the Elaborating the different tips given Evaluating students’ Assessment of performances
IV. EVALUATION first time? The second time? performances
Define persuasive speech What is an entertainment speech? Be ready for your group activity
V. ASSIGNMENT tomorrow.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:


Log

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
Uses principles of effective Uses principles of effective Uses principles of effective Uses principles of effective
LEARNING speech delivery in different speech delivery in different speech delivery in different speech delivery in different
COMPETENCY/OBJECTIV situations. situations. situations. situations.
ES EN11/12OC-IIcj-24 EN11/12OC-IIcj-24 EN11/12OC-IIcj-24 EN11/12OC-IIcj-24
II. CONTENT Types of Speech According to Types of Speech According to Types of Speech According to Types of Speech According to
Delivery Delivery Delivery Delivery
1. Reading from a manuscript 1. Reading from a manuscript 1. Reading from a manuscript 1. Reading from a manuscript
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context Oral Communication in Context Oral Communication in Context Oral Communication in Context
for Senior High School for Senior High School for Senior High School for Senior High School
III. PROCEDURE
Listening Activity Peer editing of their written draft Final drafting Individual presentation
A. Activity
B. Analysis What can you say about that type How did you do the editing? How are you going to do your Critiquing
of speech? final drafting?
C. Abstraction How it is being delivered? What are the tips did you follow What did you encounter in doing What are the best practices you
What are the tips in delivering this in editing? your final draft? observed in delivering a speech?
type of speech?
Let the students write a Second drafting of their Submission of final draft How to improve your individual
D. Application manuscript speech to be done manuscript speech presentation?
individually.
Individual presentation Individual presentation Individual presentation Individual presentation

IV. EVALUATION
Submit your first draft tomorrow. Be ready for your individual
V. ASSIGNMENT presentation tomorrow.
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:



Log

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
MOCK NAT NAT Uses principles of effective Uses principles of effective

LEARNING speech delivery in different speech delivery in different
COMPETENCY/OBJECTIV situations. situations.
ES EN11/12OC-IIcj-24 EN11/12OC-IIcj-24
II. CONTENT Types of Speech According to Types of Speech According to
Delivery Delivery
1. Delivering an impromptu 1. Delivering an impromptu
speech speech
LEARNING RESOURCES
2. Learner’s Materials Oral Communication in Context Oral Communication in Context
for Senior High School for Senior High School
III. PROCEDURE
Listening Activity Continuation of activity
A. Activity
B. Analysis What can you say about that Review of mechanics

type of speech?
C. Abstraction How it is being delivered? Students’ activity
What are the tips in delivering
this type of speech?
Let the students get a question, Let the students get a question,
D. Application pause for a moment, and pause for a moment, and
organize their ideas. organize their ideas.
Individual delivery Individual delivery

IV. EVALUATION
V. ASSIGNMENT
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:



Log
DATE & TIME October 1-4, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
1. Delivering an impromptu 1. Delivering an impromptu 1. Reading from a manuscript 1. Reading from a manuscript
speech speech speech speech
LEARNING RESOURCES
III. PROCEDURE
Continuation of activity Continuation of activity Listening Activity Students’ practice
A. Activity
B. Analysis Review of mechanics Review of mechanics What can you say about that Final practice with critiquing
type of speech?
C. Abstraction Students’ activity Students’ activity How it is being delivered? Assessment of group
What are the tips in delivering performance
Let the students get a question, Let the students get a question, Students are given a piece to Group presentation
D. Application pause for a moment, and organize pause for a moment, and present with choreography
their ideas. organize their ideas.
Individual delivery Individual delivery Group presentation Group presentation

IV. EVALUATION
V. ASSIGNMENT
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:



Log
DATE & TIME October 8-11, 2018 QUARTER First –Semester

I. OBJECTIVES
CONTENT STANDARD
PERFORMANCE
STANDARD
1. Reading from a manuscript 1. Reading from a manuscript 1. Delivering a memorized 1. Delivering a memorized
speech speech speech speech
LEARNING RESOURCES
III. PROCEDURE
Students’ practice Students’ practice Listening Activity Giving of instruction for the
A. Activity activity
B. Analysis What can you say about that Presentation

type of speech?
C. Abstraction How it is being delivered?
What are the tips in delivering
Let the students memorized a

D. Application speech.
Group presentation Group presentation Individual presentation Individual presentation

IV. EVALUATION
Submit your piece tomorrow.
V. ASSIGNMENT
Prepared by:
EDNA R. GABISAY
Master Teacher 1
Checked by:
Noted By:


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Republic of the Philippines

SCHOOL DAYS SESSION 1 SESSION 2 SESSION 3 SESSION 4

C. Application Learners shall be able to orally GROUP OF 3 MEMBERS:

ANABEL T. GIMINEZ MRS. EDNA GABISAY EILEEN IRINA O. TAYACTAC,Ed.D.

1 Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The learner defines

EILEEN IRINA O. TAYACTAC,Ed.D.

1 Republic of the Philippines

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Cause-Effect Relationship: What will happen if you fail to

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Group rehearsal Group presentations Identifying the functions of Oral reading

EILEEN IRINA O. TAYACTAC,Ed.D.

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Research about Searle’s Be ready for a mastery test .

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

INTRAMURALS INTRAMURALS Engages in a communicative situation Engages in a communicative

Group presentation What have you learned from the

Reinforcement activity Short quiz

EILEEN IRINA O. TAYACTAC,Ed.D.

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Presentation of group Group presentations Group presentations Enumerate the reasons of

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Presentation of group Group presentations Group presentations Enumerate the reasons of

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

Students’ activity Group activity Different

Presentation of group activity Group presentations Brainstorming

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

Students’ activity Group activity Different

Presentation of group activity Group presentations Brainstorming

EILEEN IRINA O. TAYACTAC,Ed.D.

Division of Cebu City

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

Group presentations Brainstorming Group assessment

EILEEN IRINA O. TAYACTAC,Ed.D.

Division of Cebu City

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

EILEEN IRINA O. TAYACTAC,Ed.D.

Division of Cebu City

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY

EILEEN IRINA O. TAYACTAC,Ed.D.

Republic of the Philippines

Division of Cebu City

SCHOOL DAYS MONDAY TUESDAY WEDNESDAY THURSDAY