SCHOOL STO.

NINO NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 11

TEACHER REYMOND P. AMOYAN SECTION HUMSS
DAILY TEACHING TIME 8:30-9:30 AM LEARNING AREA ORAL COMMUNICATION
LESSON QUARTER II
TEACHING DATES
LOG MARCH 17, 2021
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

WEDNESDAY
At the end of the lesson, students should be able to:
a. Identify the features of an impromptu speech,
I. OBJECTIVES
b. Develop topics appropriate to an impromptu speech, and
c. share a personal disposition on current issues by delivering an impromptu speech.
A. CONTENT STANDARD The learner realizes the rigors of crafting one’s speech.
B. PERFORMANCE STANDARD The learner demonstrates proficiently delivers various speeches using the principles of effective speech delivery.
C. LEARNING COMPETENCIES Distinguish the types of speeches and speech style (EN11/12OC-Ifj17)
II. CONTENT Organizing and Delivering an Impromptu Speech
III. LEARNING RES.
A. REFERENCES
1. Teacher’s Guide Pages N/A
2. Learner’s Guide Pages N/A
3. Textbook Pages Page 116
4. Add. Materials from Learning
N/A
Res. Portal
B. OTHER LEARNING https://www.youtube.com/watch?v=uGDE505n1i8
RESOURCES
IV. PROCEDURES
Preliminary Activity:
 Remind the students about the health protocols to halt the rapid transmission of covid-19 virus.
A. Reviewing previous lesson or #Warm Up Time
presenting the new lesson  Let the students watch the final answer of the Miss Universe Catriona Gray and Pia Wurtzbach during the 2015 and
2018 Miss Universe Pageant.
 Allow them to observe how these beautiful ladies delivered their answers on stage.

B. Establishing a purpose for  Ask the students to read the lesson objectives or the learning targets expected of them.
the lesson

#Share Your Thoughts

C. Presenting  Show to students a photo of men protesting to fight Covid-19 and call for government’s response to ensure the safety
examples/instances of the of health workers and covid-19 positive patients against discrimination. Using Number Heads, call students to share
new lesson their ideas about the question: “What do they advocate?”
 Next, let them see another photo depicting the relief goods distribution of the government during the implementation

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D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalization and
abstractions about the lesson
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of the general community quarantine. Let them also answer the question: “What does it tell you?”
#Let’s Get It On!
 Divide the class into small groups. Let them share about impromptu speech based on their experiences or as per
observation from the previous activities by completing the concept map with words, phrases, or sentences.
 Give students at least 3 minutes to complete the task and ask them to post their output on the board.
#Let’s Keep Going!
 Using the previous activity, the teacher will present the lesson about organizing and delivering an impromptu speech
as one type of speech according to delivery.
 Discuss the definition and features of an impromptu speech.
 Present and discuss also the different strategies that someone may utilize before organizing and delivering an
impromptu speech.
#Show Me What You’ve Got!
 Let the students identify a specific event they have attended or experienced and ask them to write it in a sheet of
paper which will be used for the charade.
 Let them report to their respective groups. The teacher will explain the next activity which is entitled “Charade” where
the group must choose someone good in identifying situations to be portrayed by the rest of the group members.
 The group should be able to detect the portrayed situation to gain scores from the activity. Each situation identified
will have corresponding scores. The groups will only be given a maximum of 5 minutes to do the task.
#Speak It Loud
 With the same group, let the students choose a city or province to represent. Then, ask them to choose a
representative who will serve as the city or province’s spokesperson. Given the perfect opportunity to talk to the
President of the country during a national press briefing, present the problem you and your constituents are currently
facing (based on what picture you picked). Make sure you to convince the President to take an immediate action to the
problem presented.
 On the other hand, let the rest of the members of the group observe and share their observations after each group
representative has finally made or delivered his or her speech by completing the following lines:
o The thing/s I like about his or her performance is/are…
o The thing/s that he or she needs to improve is/are…
#Give It A Try
 With a partner, let the students summarize what they have learned from the lesson by asking them to give at least 3
significant words about impromptu speech.
 #Do It Yourself!
 Ask the students to answer the following items by identifying whether the statement is True or False.
1. If you find the topic uninteresting, you say, “I don’t think the topic is stimulating enough. I don’t like to say
something about it.”
1. Evaluating Learning
2. Impromptu speaking challenges the speaker’s ability to organize ideas and deliver effectively in a very short period.
3. In an impromptu speech, there is no need for nonverbal cues.
4. There are strategies that can help in verbalizing thoughts.
5. In impromptu speaking, your audiences don’t care about your transitions anymore.

V. REMARKS

Prepared by: REYMOND P. AMOYAN

Teacher I

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