Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Gov. Guading Adaza St., Sta. Cruz, Dapitan City Registration No.
Province of Zamboanga del Norte 62Q17082

COLLEGE OF EDUCATION

SCHOOL : Jose Rizal Memorial State University GRADE LEVEL :8

TEACHER : Miss Abegail T. Salarda LEARNING AREA : English
DATE & TIME : October 12, 2022 QUARTER : 1st Quarter

I. OBJECTIVES

A. Content Standard
The learner demonstrates understanding of: African Literature as a means of exploring
forces that human beings contend with; various reading style vis- a vis purposes of reading;
prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.

B. Performance Standard
The learner transfers learning by composing and delivering an informative speech based
on a specific topic of interest keeping in mind the proper and effective use of parallel structures
and cohesive devices and appropriate prosodic features, stance and behavior.

C. Learning Competency
Listen for important points signaled by volume, projection, pitch, stress, intonation,
juncture and rate of speech. (ENLC- la-5.1)

D. Specific Objectives
At the end of the discussion, the students should be able to:
1. Define volume, projection, pitch, stress, intonation, juncture and rate of speech.
2. Syllabicate words correctly.
3. Identify where the stress of the given word is.
4. Patiently do the activities about syllabication and word stress.

II. CONTENT

Syllabication and Word Stress

III. LEARNING RESOURCES

A. References
1. K to 12 Curriculum Guide (May, 2016) p. 18
2. Learning Module pp. 10-12

B. Other Learning Resources

1. Visual Aids
2. Laptop
 3. https://www.com/communications/textbooks/boundless-communications-textbook/
delivering-the-speech-12/effective-vocal-delivery-64/volume-253-4174/
IV. PROCEDURE

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. PREPARATORY ACTIVITIES

1. Prayer

Everybody, please rise for the opening prayer kindly lead (Students stand up.) In the name of the
________. Father and of the Son…

2. Greetings

Good morning, my dear students! Good morning, ma’am!

How are you feeling right now? We feel great!

That is good to hear!

3. Class Rules

Before we proceed to our lesson, may I ask what you need

Carefully listen and observe silence.
to do if the teacher is talking in front?

How about if you want to answer a question or raise a

Raise our right hand, ma’am
question?

What will you do if you want to go to the comfort room?

Ask your permission to go to the comfort
room.
Okay, Good! Also, when you do activities together, please
cooperate with one another and observe silence, Could I
expect that from you, class?
(Yes Ma’am!)
Alright, then!

5. Review
Do you still remember our previous lesson?

Could you tell me about it, Miss Jane?

Correct!

6. Motivation

Okay, this time before we proceed to our discussion let us

have first a game! This game is called Word Relay.
Students should be divided in two groups I have here with
me a box that contains strips of papers once u start pulling
one out do not show it to your classmates first, wait until all
of you are done pulling out a paper. Once you’re done
show your papers silently, the pink strips will form your line (Yes, Ma’am!)
in the middle on the right side and the one with the violet
strips will fall in line on the opposite side. One
representative of each group will stay here in front beside
me, bring with you a pen and a ¼ sheet of paper. Am I
clear?

Well then here’s what you are going to do, the last man
(Crystal Clear, Ma’am!)
standing in your group at the back will be given words to
relay it to the rest of the group using his index finger as a
medium to write the word at the back of the person in front
of him and the same goes to more members in front of you
until the message reach to the first person here in front and
after the word is formed you write it on the board. Take
note, without any noise, the group that is noisy automatic
minus points, you will only be given 6 words. Am I clear? (The game will start and the students will
Okay, let’s start. be participating, they may or may not got
the words right)
VOLUME PITCH

SPEECH WORD

STRESS VOICE

Thank you, class, please give yourselves a round of

applause for a job well done. Okay please arrange your
seats and settle down.

B. ACTIVITY

I have prepared here a video for you to watch please pay

attention because after this we’ll be having another set of
activities.
https://www.youtube.com/watch?v=TvcgVRULaWw

Say What You Mean!

One representative from each group will pick a strip of

paper. Say the word “hello” depending on the situation
given.

Say hello:

a. To a baby (Chosen students performed what was

 b. To friend being told)
c. To someone who is annoying you
d. To a friend you didn’t see for a long time ago
e. To someone over the phone

Okay, thank you guys. So, what have you observed in the
activity?

How was the greeting hello being presented or projected?

It has change in volume and intonation, right?

Well, this has something to do in our lesson today let’s

continue and proceed to another activity.

I have posted here in front 10 words.

TASK 1: Board Activity!

I’ll be calling ten random students in the class to answer the
following:

C.

ANALYSIS

Are you done, class?

Good. Let us now check your answers. What did you notice
about the words? Yes, _______?

You are right! Thank you _______.

Okay in this word transparent how did you know it has 3

syllables?

Very good, ______. (Some students raise their hands.)

I have noticed ma’am that in every word
there are different numbers of syllables.
Another what more have you observed? Yes, ______. It only depends on how long or short the
word is.

Excellent! Job well done, everyone! I guess you already Base on the counting of every uttered
know how to syllabicate a word. letters/word, ma’am you will cut it into
trans- pa- rent.
Syllable- a unit of pronunciation having one vowel Every time we syllabicate a word ma’am
sound, with or without surrounding consonants, it always cut with or ahead a vowel letter
forming the whole or a part of a word. and mostly in the middle of the word.
Like off-ice and po-li-cy.

In addition, these words have also something to do with

stress? Word stress.

Word Stress- the manner in which stresses are

distributed on the syllables of a word, also called
as word accent.

I would like you to watch this video.

https://www.youtube.com/watch?v=Vu6UVwkUgzc

TASK 2:
Paper and Pen! (Students will pay attention)
In your group I would like you to answer this in a ¼ sheet of
paper, for 3 minutes, answer quickly. Number your papers
1-6 and write the letter of the correct answer, after
answering you exchange your paper to another group.

D.

ABSTRACTION

What do you think is our lesson for today, class?

(Students will do their task)
That is right! Our lesson for today is about syllabication and
word stress.

Now, what is syllable? How about word stress? On the

board

Volume- is the perceived loudness of the speaker.

Loudness is what the audience actually perceives and it
correlates with the physical strength.

Voice Projection- is the strength of speaking or

singing whereby the voice is used loudly and clearly.
It is a technique employed to command respect and
attention, as when a teacher talks to a class, or simply to
be heard clearly, as used by an actor in a theatre.

Pitch- in speech, the relative highness or lowness of

a tone as perceived by the ear, depends on the
number of vibrations per second produced by the vocal
cords. Pitch is the main acoustic correlate of tone and
intonation.

Stress- is the relative emphasis that may be given to

certain syllables in a word, or to certain words in
phrase or sentence. Stress is typically signaled by such
properties as increased loudness and vowel length, full
articulation of the vowel, and changes in pitch.

Intonation- in phonetics, the melodic pattern of an

utterance. It is primarily a matter of variation in the
pitch level of the voice (see also tone), but in such
languages as English, stress and rhythm are also involved.
Intonation conveys differences of expressive meanings (like
surprise, anger, wariness)

Juncture- it is a pause in a speech or a feature of

pronunciation that introduces accompanies, or
replaces a pause. The set of phonological features
signaling division between words, such as those that
distinguish a name from an aim.

E. APPLICATION
Please get ½ sheet of paper and answer the

following:
 F. Valuing
Excellent job, guys! I know you could do it! Before (Students answer the activity)
anything else class, as we were about to end this period. I
want to know what you should do if you encounter different
kind of situations? Do you react instantly? Do you manage
to know when are you going to volume your voice? Rise or
lower down your intonation? Anybody from the class?

Yes, you’re right_________! It is very important to

use our voice appropriately in any situation because it is
the product of reaction or emotions we felt in the event and
even with the people around us. We should always
remember to show respect to the people around we just
have to be mindful by our emotions there’s always limits in
everything. Self-discipline is always a must.
I think that’s all for today I hope you have learned
something and that next meeting you’ll be able to identify
more cohesive devices and already master syllabication
and proper stressing of words.
Student answers.
I believe ma’am that different situations
matter in the voice, the reaction or tone
that we are going to respond to people
around us especially to the way they
approach us or how close we are to that
certain individual.

Before leaving I would like you to study about closed

syllable and open syllable for your expansion of knowledge
and information regarding syllables.

And answer this sheet (distribute copies to students)

Okay I guess that’s all for today, Goodbye class!

Goodbye Teacher, Goodbye!

IV. Assessment
V. REMARKS

VI. REFLECTION

________ A. No. of learners who earned 80% in the evaluation.

________ B. No. of learners who require additional activities for remediation who scored below
80%.
________ C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
________ D. No. of learners who continue to require remediation.
________ E. Which of my teaching strategies worked well? Why did these work?
________ F. What difficulties did I encounter which my principal or supervisor can help me solve?
________ G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?