Bicol State College of Applied Sciences and Technology

Penafrancia Ave., Naga City

Junior High School Department
ENGLISH DEPARTMENT

DETAILED LESSON PLAN IN ENGLISH 10

QUARTER: First Quarter
CONTENT STANDARD/S: The learner demonstrates understanding of how world literature and other
text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in
linking textual information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
PERFORMANCE STANDARD/S: The learner composes a short but powerful persuasive text using a
variety of persuasive techniques and devices.

I. LEARNING OBJECTIVES
At the end of the lesson, the learners will be able to:
1. Understand what public speaking is,
2. Appreciate the importance of public speaking; and
3. Practice public speaking inside the classroom

II. LEARNING CONTENT

Topic: Identify the Factors of Public Speaking; Introduction to Public Speaking
References:
Lesson proper: Spencer, L. (2018, June 18). What Is Public Speaking? & Why Is It Important?.
Retrieved from https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
Video: https://youtu.be/QO9qBCHqfmk
Instructional Materials: PowerPoint presentation and video on public speaking
Values integration: Faith in self and ability to speak

III. PROCEDURES
Teacher’s Activity Students’ Activity Materials Needed Time
Frame
Before the Lesson  Laptop 40
a. Preliminary Activity  Black/whit minutes
1. Greetings e
“Good morning, board/LED
class!” screen
“Good morning, ma’am!”  Projector

2. Prayer
“Let us pray.”
(the students prepare
 themselves for the prayer)

“In the name of the

Father, and of the
son, and of the holy
spirit. Amen.”
(the teacher prays) (the students pray)
“…Amen.” “…Amen.”
3. Classroom
Management
“Before you sit
down, please pick up
the trash and arrange
your chairs properly.”
(the students pick up the
trash and arrange their
chairs properly)
“Thank you. You
may now take a seat.”
“Thank you, ma’am!”
(the students sit down)
b. Motivation/Springboard
activity
1. Motivation
“Before we begin, I
want to ask you a
question.”
“Did you enjoy the
summer vacation?”
(students raise their hands)
“Yes, Edman?”
“Yes, I enjoyed the summer
vacation.”
“What made you
enjoy the summer
vacation? How did
you spend your free
days?”
(answer may vary)
“That’s very nice,
Edman. I’m glad you
had a great summer
vacation.”
2. Activity
“For today’s activity,
I will be dividing the
class into four
groups. I will flash
something on the
screen, and as a
group, brainstorm
and think of an
answer. You will
only be given 2
minutes to gather
your thoughts. Later,
I will call a
representative for
each group; anyone
can be called so make
sure that everyone
listens and
cooperates. Then,
each representative
will share their
answers to the class;
each will be given 2
minutes to speak.
Also, you may write
short phrases or key
words on a piece of
paper to guide you
along.”
“Is everything clear?” “Yes, ma’am.”

“Okay. Let me divide

the class into several
groups.”
(the teacher divides
the class into four
groups)
“You may now form
a circle with the
chairs and prepare for
the activity.” (the students prepare for the
activity)

“Is everyone ready?” “Yes, ma’am.”

“Okay, very good. As
soon as you see
something flashed on
the screen, you may
begin brainstorming.
Remember that you
will only be given 2
minutes to gather
your thoughts.
Ready?” “Yes, ma’am.”

(the teacher flashes

something on the
screen: “When
nothing goes left, go
right.”) (the students begin
brainstorming)

“Time’s up! Please

arrange your chairs
properly and prepare
for the sharing.” (the students arrange their
chairs and prepare for the
sharing)

“For group 1, the

speaker will be Kriza,
group 2, is Euhann,
group 3, is Jessa, and
for group 4, the
speaker will be
Alejandro. Speakers,
please prepare. We
will begin with group
1, which will be
followed by groups 2,
3 and 4. Remember
that each speaker will
only be given 2
minutes to speak.” (the students prepare)

“Let us now listen to

the speaker of group
 1: Kriza.” (the student delivers their
speech)

“Thank you, Kriza.” (the students give a round

of applause)

“Moving on, let us

have the speaker of
group 2: Euhann.” (the student delivers their
speech)

“Thank you, (the students give a round

Euhann.” of applause)

“Now, let us listen to (the student delivers their

the speaker of group speech)
3: Jessa.”
(the students give a round
“Thank you, Jessa.” of applause)

“Lastly, let us hear

from the speaker of
the fourth group: (the student delivers their
Alejandro.” speech)

(the students give a round

“Thank you, of applause)
Alejandro.”

“Congratulations to
everyone! I am glad
that all of you
participated in our
activity; because of
that, everyone will
receive an additional
five points in our first (the students clap their
quiz.” hands)

c. Review (Analysis)
“So far, how did you find (students raise their hands)
the activity?”
(answer may vary)
“Yes, Belle?”

“That’s a nice reflection.

Thank you, Belle.” (students raise their hands)
“How about the others?”
(answer may vary)
“Yes, Mary Rose?”

“Yes, thank you very

much, Mary Rose.”
“How about the
challenges that you faced (students raise their hands)
during the activity?”
“During the activity, I
“Yes, Jonna?” noticed that most of us
were hesitant to speak in
front.”

“Yes, that’s true, Jonna.

Thank you. I heard that
most of you do not want
to speak in front of the
class. Why?”
“Gale? You weren’t “No, I was not, ma’am.”
called, right”

“But during the

brainstorming, when no
one had any idea who
will be picked as the
speaker, were you also
hesitating to speak? Were
you afraid to be called in “Yes, I was, ma’am.”
front?”
(answer may vary)
“Why?”

“I see. Thank you, Gale.”

“It’s true that most of us
are afraid to speak in
front, and it is normal;
 however, we need
activities like these in
order for us to conquer
our fear in public
speaking through
practicing speaking in
front.”
“Now, what did you learn
from our activity and (students raise their hands)
sharing?”
“From the activity and the
“Yes, Christine?” sharing, I learned that it is
important to practice
speaking in front of an
audience because it is
essential in many aspects of
our life.”

“That’s right, Christine!

Thank you.”
“How about the others?
Where and when do you
think can we use the skill (students raise their hands)
in public speaking?”
“The skill in public
“Yes, Reina?” speaking can be used in the
future. For example in
events wherein we are
asked to give a speech, or
in our future career.”

“That’s right, Reina!

Thank you.”
d. Clarify Concepts
“Now, what you did a
while ago is an example
of public speaking. But of
course, since you are still
beginners, we did not
focus on the structure or
how you presented your
speech; however, as we
 go further, you will know
more about public
speaking and how to
properly deliver your
speeches so that when
you are going to deliver a
speech, you are well
prepared and you are not
afraid to speak in front
anymore. But for now, let
us talk about what public
speaking is, where it
began, and how it is
important in real life
situations.”
“Before we begin our
lesson proper, let us first
define public speaking.
Can anyone share their
own definition of public
speaking based on our (students raise their hands)
activity?”
“Public speaking is
“Yes, Jade?” presenting one’s thoughts,
ideas, and feelings along
with facts before a live
audience.”

“Correct! Thank you,

Jade.”
“I think that you already
understand what public “Yes, ma’am.”
speaking is. Am I right?”

“Very good!”
e. Introduce new lesson
“Today, we are going to
have an introduction to
public speaking.”
f. State the new objectives
“At the end of the lesson,
you will be able to:
understand what public
 speaking is, appreciate
the importance of public
speaking in real life
situations; and practice
public speaking inside the
classroom.

60
During the Lesson minutes
a. Abstraction
“To begin with our
 Laptop
discussion, I will first
 Black/whit
show you a 15-minute e
video. It will cover board/LED
everything that we are screen
going to discuss later so  Projector
pay close attention to the  Audio
details. Also, please take speaker
note of them because I
might ask you some
questions later.”
(the teacher presents the
video:
https://youtu.be/QO9qBC
Hqfmk )
“Were you able to write
down all the important
information from the “Yes, ma’am.”
video?”

“Very good!”
“After watching the
video, what did you (students raise their hands)
learn?”
“After watching the video, I
“Yes, Faith?” learned that public speaking
began in Athens, Greece,
2,500 years ago, when
people enjoyed debating
about different topics.”

“Yes, that’s right, Faith!

With that, public
speaking is considered as
an ancient art. It began
2,500 years ago, and
popular public speakers
back then were Socrates,
Plato and Aristotle.”
“How about in the
Philippines? What did
ancient Filipinos perform (students raise their hands)
whenever a loved one
passed away?” “Ancient Filipinos used to
perform Karagatan or Sea
“Yes, Rhonavee?” whenever a loved one
passed away.”

“That’s right! Very good,

Rhonavee.”
“During the American
period, political meetings
were done in plazas
where they also
performed a public
speech which they call
Balagtasan. This is a
monologue debate with a
mixture of poetic verses.”
“See? Even before, in the
Philippines, public
speaking is already being
practiced and it has been
part of our daily lives
since then.”
“With that, can you state
another example of (students raise their hands)
public speaking in our
country?” “Another example of public
speaking in our country is
“Yes, Katlene?” when the president of the
Philippines presents their
state of the nation address.”
“Very good, Katlene!”
“You see, there are many
other forms of public
speaking in each country
and these have already
been an important part of
our daily lives.”
“Moving on, the video
presented 4 definitions of (students raise their hands)
public speaking. Can
anyone give me one “According to the video,
definition?” public speaking is a
powerful communication.”
“Yes, Adrian?”

“Okay, very good! But “Public speaking is a

how is public speaking powerful communication
powerful in because the ideas or
communication?” messages you convey to
people can influence the
way they think and move.”

“That’s right! Public

speaking is powerful in a
way that it can influence
your audience’s thoughts
and actions. Thank you,
Adrian.”
“Now, can you think of
one situation wherein
public speaking “One situation wherein
influences a person’s public speaking influences
views and actions?” a person’s views and
“Vea?” actions is during a rally
wherein they take a stand
regarding a public matter
 and make an act about it
together.”

“Yes, that’s one very

good example of how
public speaking is a
powerful communication.
Thank you, Vea.”
“Other than that,
according to the video,
public speaking includes
a person who has a
reason for speaking. In
public speaking, you
should have a clear goal
as a speaker; you should
answer the question,
“why should I deliver this
message?” In other
words, public speakers
must have a purpose that
serves as their drive to
convey the needed “Yes, ma’am.”
information or message.”
“Do you agree?”

“Not only in public

speaking, but every time
we are communicating,
there should be a reason.”
“Next, public speaking
includes an audience that
gives the speaker
attention. The public are
the ones who listen,
understand, and react to
and from your message.
And now that we have
technology, our audience
can be virtual, too.”
“For example, in virtual
or online conferences,
there is a speaker and
their virtual audience.
Even if there is a screen
between them, it is still
public speaking because
there is a speaker, a
message, and an
audience.”
“Lastly, public speaking
includes a message that is
meant to accomplish a
specific purpose. As I
said a while ago, in
public speaking, there is a
purpose, and your
message should always
be clear and direct. As a
public speaker, you must
answer the question
“What is my message all
about?””
“What do you think will
happen if the speaker has
no clear and direct
message? What might (students raise their hands)
happen to their
audience?” “If the speaker has no clear
and direct message, the
“Yes, Joyce?” audience might get
confused and they might
get bored.”

“That’s right, Joyce.

Thank you.”
“Other than that, if a
speaker has no clear and
direct message, the
audience might not
understand what you are
trying to say, and worse,
they may misinterpret
your message.”
“Definitions of public
speaking may vary
according to different
perspectives, but the main
idea of this is it is a way
of communicating a
message to a public
audience wherein the
speaker has a clear
purpose.” “Yes, ma’am.”
“Now, do you understand
what public speaking is?”

“Very good. Moving on,

public speaking has
important factors as well. (students raise their hands)
According to Aristotle,
what are those?” “According to Aristotle, the
important factors in public
“Yes, Lyn Jo?” speaking are ethos, pathos,
and logos or credibility,
emotion, and logic.”

“That’s right! Thank you,

Lyn Jo.”
“These factors or pillars
of public speaking will
help you understand more
about public speaking
and it will help you
become effective public
speakers. However, we
are not going to dwell on
that now because that is
another lesson to be
discussed.”
“Did you learn something “Yes, ma’am.”
today?”

“Are you sure? Let’s

see…”
After the Lesson
a. Application
“To check if you 70
really understand minutes
what public speaking
is all about, we will
have another activity.
This time, you will
work individually. I  Laptop
will give you a topic  Black/whit
e
and all you have to do
board/LED
is prepare a short screen
speech that will run  Projector
for only 1 minute and
thirty seconds. You
may write a whole
speech or you may
write key words only
or you may draw
something; in any
way you are
comfortable to
express yourself.
However, you still
need to share your
speech to the entire
class afterwards.
During the speech,
you must remember
and incorporate the
different definitions
discussed a while ago.
You will be given 10 “Yes, ma’am.”
minutes to prepare. Is
that good?”

“Very good! You may

now prepare your (the students prepare for the
materials as I prepare activity)
the activity.”
(the teacher prepares “Yes, ma’am.”
the activity)
“Is everyone ready?”
“Once you see
something flashed on
the screen, you may
begin.”
(the teacher flashes
the topic on the (the students begin to work
screen: My biggest on their activity)
fear)

“Time’s up! Now, you

may prepare
yourselves for the
sharing. We will
begin in a minute with
Edman as our first
speaker and will
continue in
alphabetical order (the students prepare for the
according to your big group sharing)
surnames.”

“Let’s start. Edman, (the student goes to the

please go to the front)
front.”

(the students begin sharing

“You may begin your their speeches one by one)
speech now.”
(the teacher listens
intently to each
speaker)
“That’s everyone, I “No, ma’am.”
guess? Did we miss
anyone?”

“Okay, that’s good.”

“We are now done
with our activity and I
just want to say that I
am glad all of you
were able to present
your speeches and at
the same time show
your understanding
and appreciation
towards public
speaking and its
importance.” (the students give a round
“Let’s give everyone of applause)
a round of applause!”
(the teacher gives a
round of applause)
“But before we end,
can someone give us a
summary of what we
have discussed today
and answer this
question: how is (students raise their hands)
public speaking
important?” “There are many definitions
as to what public speaking
“Yes, Arianne?” is all about, but generally,
public speaking is a
powerful communication
that includes a speaker, an
audience, and a message,
and it has three factors to
be effective: ethos or
credibility, pothos or
emotion, and logos or
logic. Public speaking is
important because it helps
us communicate our
thoughts and feelings
effectively and it allows us
to connect with different
people.”

“Wonderful! Thank
you, Arianne.”
“We now end our
lesson here. Thank
you very much for
 your active
participation. I hope
everyone learned
today and I hope you
always keep
learning.”

IV. EVALUATION
Peer Evaluation: Find a pair; your seatmate may do. On a one-half crosswise pad paper, rate your
seatmate’s class performance based on these criteria:
1 3 5
Criteria
(No) (Somehow) (Yes)
1. He/she participated well in the activities and
class discussion.
2. He/she understands what public speaking is.
3. He/she demonstrates appreciation towards
public speaking
4. He/she was able to practice public speaking
inside the classroom.
5. He/she was able to communicate his/her
thoughts on public speaking.

Total: /25

V. ASSIGNMENT
Read and study about the 3 factors or pillars of public speaking. Look for an essay that suits your
interest and check whether the speaker implemented the 3 factors or pillars of public speaking.

Prepared by:

Jaela Marie T. Amador