Daily Lesson Plan

DATE:

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of how Anglo-American literature
and other text types serve as means of valuing other people; also how to
use processing information strategies, different forms of adverbs and
conditionals for him/her to play an active part in a Chamber Theatre
presentation.

B. Performance Standards The learner proficiently plays an active part in a Chamber Theatre
presentation through employing effective verbal and non- verbal strategies
based on the following criteria: Focus, Voice, Delivery, Facial Expressions,
Style and Body Movements or Gestures.

C. Learning Competency/ies Give the appropriate communicative styles for various situations (intimate,
casual, conversational, consultative, frozen).

Determine the vocabulary or jargons expected of a communicative style.

D. Specific Objectives Identify the 5 different communicative styles through examining dialogues
Widen their vocabulary through learning the jargons used in a speech style
Construct simple dialogues via role play, showcasing the different styles

II. CONTENT COMMUNICATIVE STYLES

III. LEARNING RESOURCES
A. References:
1. Textbook A Journey Through Anglo- American Literature
2. Learner’s Materials Language in Literature (Anglo- American Literature)
3. Additional Materials English Notebook
EN9G-IIa19
B. Other Learning
Resources
IV. PROCEDURES
1. Word of the Day The student assigned will be called to present the following:

1. What is the word assigned to you?

2. How do you spell the word?
3. What part of speech will that word fall under?
4. What is the meaning of the word?
5. How can you use it in a simple sentence?

2. Checking of homework NA
3. Reviewing of past lesson/ Ask:
Presenting of New Lesson 1. What are the 6 types of adverbs?
2. What question starters are to be asked in each type?

4. Establishing a purpose for the Individual Activity: WHAT KIND OF COMMUNICATOR AM I?

lesson (Motivation)
Thinking about your behavior with others, listen to each statement and
indicate which best typifies your behavior where you:

1 = disagree strongly;
2 = disagree somewhat;
3 = agree somewhat;
4 = agree strongly.

1.I express my opinions honestly, openly, and appropriately all the time.
2.I can get angry and am comfortable letting this show.
3. I find it difficult to say ‘no’.
4. If I do not agree with a task I’ve been given, I find a way of dragging my
feet on it.
5. If someone knows more than me, I feel comfortable in asking for help
from them.
6. I feel guilty if I leave on time for a valid reason and other people
are still working.
7. I can be sarcastic.
8. I think my way of doing things is better than other people’s.
9. If someone takes advantage of me, I find a way of getting my own
back.
10. I feel I have a right to say ‘no’ to other people’s requests and to
negotiate a compromise.
11. If I am in a large meeting, I do not speak up.
12. I like to be in control of a situation.
13. If the situation dictates, I can stare people down.
14. I make good eye contact with other people.
15. If I am unsure about a given task, I find it uncomfortable to ask for
help.
16. I have been known to talk about other people behind their backs.
17. When I have to deal with someone in authority, I find it difficult to
look them directly in the eye.
18. I am a good listener and equally other people listen to what I have to
say.
 19. Rather than confronting someone about an issue, I would rather give
them the cold shoulder or drop hints to other people that I am not
happy.
20. I am not afraid to be direct with someone, even if they think I am
being rude.

Your scores:

Aggressive

Passive

Passive aggressive

Assertive

Ask the students to sum their scores. The highest score represents the
communication style you tend toward most of the time.

5. Presenting examples, instances of CLASS ACTIVITY: 4 PICS 1 WORD

the new lesson
Students will be shown some pictures revealing the 5 different
communicative styles.

6. Discussing new concepts and Discussion on the 5 Communicative Styles.

practicing new skill Part of the discussion will be the students analyzing to which
(1st formative assessment) communicative style a dialogue falls under.

CASUAL
- A style that uses informal language
- Uses slang, vulgarities, profanity are normal
- Is uses language that are used between friends
- It focuses on just getting the information
- Phone texts, buddies, chats, emails, vlogs, letters to friends
FORMAL
- A one- way nature of communication
- Intended to share information in a formal way
- Used in speaking to medium or large groups
- The language used follow a commonly accepted format
- Usually uses complete sentences before being delivered
- Does not use slang words but well- defined and standard ones
- Examples: sermons, rhetorical statements and questions,
speeches, pronouncements by judges, announcements, job
interview, dinner party, meetings
FROZEN
- Most formal communicative styles
- A style of communication that rarely or never changes
- Frozen in time and content
- Used in respectful situation or formal ceremonies
- Usually uses long sentences with good grammar and vocabulary
- It does not require feedback from the audience
- Examples: the Lord’s Prayer, the Preamble, laws, National Anthem,
Shakespeare’s Play, Weddings
CONSULTATIVE
- Most operational / professional discourse
- Used in semi- formal communication
- Happens in a 2- way communication
- Sentences tend to be shorter
- Thoughts and ideas are less well- planned
- Spontaneous, people tend to repeat some unnecessary
words, choose the wrong words, uses slang words
- Examples: superior and subordinate, doctor and patient, lawyer
and judge, teacher and students, counselor and client, recitation,
 INTIMATE
- A style that is private
- It is reserved for close family members, married couples or
intimate people
- Does not complete the language with clear articulation
- It uses language that are only used within very close friends and
relatives – often with call signs/ terms of endearment
- Grammar is not necessary
- Examples: husband and wife, boyfriend, girlfriend, siblings,
parent- children

After discussing all the 5 communicative styles, students will be asked who
can arrange them in order of formality.

7. Continuation of the discussion A list on communication situations will be listed on the board, ask the
(2nd formative assessment) class to categorize them based on the 5 communicative styles learnt.

8. Developing mastery GROUP ACTIVITY: Roleplay

(3rd formative assessment)
The class will be grouped into 5. Each group will prepare a 3- minute skit
showing 3 different situations applying the communicative style assigned
to them.

9. Finding practical applications of Ask:

concepts and skills in daily living 1. Why is determining the communicative style important?
(Valuing) 2. How is this lesson applied in you daily conversation?

10. Making generalizations and COMMUNICATIVE STYLES show the level of formality with which we are
abstractions about the lesson speaking. As they say, “Different Situation and people call for different
speech styles”. The different communications styles are:
FROZEN, FORMAL, CONSULTATIVE, CASUAL AND INTIMATE.

11. Evaluating learning Directions: Classify the spoken texts below according to their
communicative style. Write Intimate, Casual, Consultative, Formal, or
Frozen.

1. “Why should we hire you?” (FORMAL)

2. “Have you seen Jamie? I was looking for her since this morning.”
(CASUAL)

3. “To our beloved parents and teachers, hardworking school

administrators and staff, Ladies and Gentlemen…” (FORMAL)

4. “You may now kiss the bride” (FROZEN)

5. “One of the rules in grammar is; when the subject is singular the verb
must be singular.” (CONSULTATIVE)

6. “Father of all mankind, look kindly on your people as we beg you to give
us your blessing on this event we are to begin.” (FROZEN)

7. “Hi there! What’s up?” “Nothing much. You?” (CASUAL)

8. “I now pronounce you husband and wife.” (FROZEN)

9. “So, let’s remind ourselves that we need to do our assignments by next

meeting. IS there anything else we might have overlooked?”
(FORMAL)

10. “To be or not to be – that is the question: Whether ‘tis nobler in the
mind to suffer.” (FROZEN)

12. Additional activities for

application/ Remediation
Homework:
1. Research on the different non- linear texts and illustrate at least 5 of
them on your English notebooks.

V. REMARKS
VI. REFLECTION
1. % of Mastery
(80% of the evaluation)
2. No. of learners who need
remediation
3. Strategies/ Methods that worked
well
4. Difficulties encountered by the
teacher
5. Innovations or localized materials
used which can be shared to the
other teachers