Grade: 11 Semester: 1st Semester

Core Subject Title: Oral Communication No. of Hours/Semester: 80 hours/semester

Prerequisites (If needed) :___________________________

Core Subject Description: The development of listening and speaking skills and strategies for effective communication in various situations.

Culminating Performance Standard: The learner proficiently delivers various speeches using the principles of effective speech delivery
________________________________________________________________________________________________________________________________________________________________

Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
Standards Topics Standards Developing the Highest Thinking Skill
to Assess

Complete KU Most Essential KUD RBT Level Flexible Enabling General Flexible Learning
D Class Assessment Strategy Strategies (FLS)
Clas ificati
Activities (FAA)
sific on
atio
n Performance Core Values
Check(s)
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and Understand of perform s EN11/12OC-Ia- *Applying examples of t of
complete a
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ts of and controlled and *Analyzing semantic web that occurs around use in
U *Explains the Proof
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* Explains the U
nication oral communication nature and and process of group of words *Communication for the answers) cating
communica activities based process of communication relevant to
tion in on context. communication communication *Video
context. Presentation
U *Understanding — it’s elements
EN11/12OC-Ia- and the
2 *Differentiates the different
various models of
models.
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U
Communication *Differentiate
the various K
models of
communication.
EN11/12OC-Ia-
3
Content Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
Standards Topics Standards Developing the Highest Thinking Skill
to Assess

Complete KU Most Essential KUD RBT Level Flexible Enabling General Flexible Learning
D Class Assessment Strategy Strategies (FLS)
Clas ificati
Activities (FAA)
sific on
atio
n Performance
Check(s)
4. Five *Explains why K *Explains why K Understanding PERFORMANCE Letter to Teacher
Elements of there is a there is a CHECK 1: Come (personal learning
Communication breakdown of breakdown of *Connections about *Effective
communication communication
up with their communication communicati
4. Effective own Model of Breakdown and
Applying on Skills
Communication *Uses strategies Communicatio how these can be
U U
Skills *Uses strategies in order to avoid n and make an useful in your
in order to avoid communication Infographic of daily life)
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Communication breakdown. Model of
*Demonstrate
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dimension of communication communication relationshi
communication situation with we have during p among
situation with focus on our new
a. culture *Observe and our family
focus on normal.
a. culture b. gender resolve (Video members,
b. gender c. age PERFORMANCE presentation friends and
c. age d. social status CHECK 2 depicting at least neighbors.
d. social status e. religion * Creating a 2 barriers and
*Representation
e. religion Communicati solution/s to
on Mantra communication
present in a
(putting into given
creative
environment.
statement what
you have
learned in the
previous
Content Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
Standards Topics Standards Developing the Highest Thinking Skill
to Assess

Complete KU Most Essential KUD RBT Level Flexible Enabling General Flexible Learning
D Class Assessment Strategy Strategies (FLS)
Clas ificati
Activities (FAA)
sific on
atio
n
discussions by
making a
communication
Mantra)

* Scribble and
Speak Up!
(Write an
introduction of
yourself to
others in way
that will make
them
understand you
easily. Write
down what you
will say in an
activity sheet.
Then, be ready
to speak up.
PERFORMANCE
CHECK 3

*Video
Analysis
(analyzing
communication
problem
Content Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
Standards Topics Standards Developing the Highest Thinking Skill
Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
to Assess
Standards Topics Standards Developing the Highest Thinking Skill to
Content Most Essential Performance Complete KU Competencies
Learning Most Essential KUD RBT Level
Highest Thinking SkillFlexible
to Assess Enabling
 HighestGeneral Flexibleto
Assess
Enabling Strategy Learning
Use in
Standards Topics Standards D Class Assessment Strategythe HighestStrategies
Developing Thinking(FLS)
Skill to
Complete Clas
KU Most Essential ificati
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Activities (FAA)
sific
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Class Assessment Strategy Strategies (FLS)
atio
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n Most Essential KUD RBT Level Activities (FAA)
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atio PERFORMANCE
Clas ificati
n
sific on CHECK 4 (FAA)
Activities
6. Identifies atio *Identifies functions
* Create andof
strategies used K
n strategies used K communication
convince.
evaluation of by each speaker
2. Discusses by each speaker
*Discusses the 3 Analyzing and the last
(Creating
PERFORMANCE a communication
the various to convey
the functions of U to convey
functions of U column
CHECK 4 the
video onfor with guide
speakers his/her ideas
communication his/her ideas
communication. Applying results of the
encouraging
*Critique Paper *effective
questions and a
watched and effectively.
. effectively.
EN11/12OC- communication
the youth to be communica
on checklist on the
listened to. EN11/12OC- EN11/12OCIbe-
Ibe-8 transaction.
“MAKERS
Communicatio functions of tion
7. Evaluates the
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effectiveness of D 7. Evaluates the nBREAKERS
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an oral effectiveness of The learners
OF proof that the students
communication an oral D Evaluating will enumerate
COMMUNICA
3. Watches and *Ascertains the have to
activity. U communication TION.”) of
listens to verbal and situations accomplish after
sample oral activity. D Evaluating PERFORMANCE
communication
nonverbal cues watching
communication that each CHECK 5
transactions
activities. speaker uses to
1. Identifies the *Exhibits and indicate the
EN11/12OC- achieve his/her PERFORMANCE
*Recorded
2nd
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Ibe-10 types appropriate
purpose CHECK 1
information
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of speech verbal and
EN11/12OC- Vlogging: The
EN11O communic Context B. of talk on health
and tell interview on
context
4. Ascertains D nonverbal
Ibe-11 learners will
C-If ative Types of communicativ the verbal and
appropriate behavior in a
issues
whether through phone
create a the“Day
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verbal andcues given speech communication Communication calls, video chats.
that each in My
VennLife” vlog
etc. which will
nicative ce C. Types of variety of nonverbal context is successful or
that will
Diagram: *Competenc
Compet requires Communicativ speech speaker uses
behavior ato
in the demonstrate the
OC11.2 values the 1.Regulation/ The learner 1.Identifies  Identifies not.
the They
learnersare
showcase their y
ence understan e Strategies situations. achieve
given his/her
speech *Evaluates
*Identifies the
social Analyzing  watching
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going to
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context effectiveness
situations of K video clips
communicative communicat
ns of purposes 2. Social word essay of purpose(s).
EN11/12OC- used byineach D andvarious
to contrast
complete a of different
es In speech EN11/12OC-Ifj- an oral
which each to different strategies. Topic e reflects
Commu of oral Interaction his/her EN11/12OC-
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table of three
Various context,
communic objective 152.
Ibe9 Exhibits U communication
speech style is
convey speakers will speakers
be about to who you are
nicatio 3. Motivation situations
columns - in
Speech speech
ation observation 2. Distinguishes activity
appropriate to
his/her ideas listened
first
to and youridentify the
experiences as a person.
n 4. Information 5. EN11/12OCIbe- their
column respective
for the similarities
Situatio style, and types of speech use.effectively. their strategies during this
5. Emotional Comprehends 14 EN11/12OCI homes.
communication and time of
ns speech act style through a Venn difficult
Expression various kinds differences
and EN11/12OC-Ifj- be-13 transaction,
diagram pandemic)
of oral texts of the *Effective
communic 17 second column functions of communica
ative for the communicat tion
strategy. identified ion with
guide
 Content Most Essential Performance Learning Competencies Highest Thinking Skill to Assess  Highest Enabling Strategy to Use in
Standards Topics Standards Developing the Highest Thinking Skill to
Assess

Complete KU Most Essential KUD RBT Level Flexible Enabling General Flexible Learning
D Class Assessment Strategy Strategies (FLS)
Clas ificati
Activities (FAA)
sific on
atio
n
Types *Realizes A. According *proficiently 4. Disting
3. Identifies U
K 4. Distingu
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PERFORMANC *Communication *Interview *effective
of the rigors to Purpose delivers social uishes ishes
communicative D Activity
E CHECKSon2: Questions: use of
Speech of crafting B. According various situations types
in situationtypes
usingof Creating Kahoot or
The students *Problemsolving
Communication 1. Have you *politeness
language
es one’s to Delivery C. speeches which each of speeche
acceptable, Mentimeter
will interview experienced
speech. Principles of using the speech D s D Creating someone from *Reasoning and
speech style polite and Proof being in a
Speech principles of es
is appropriate meaningful their household lockdown?
Writing D. effective to use. 2. Uses
communicative (e.g.) and 2. What are your
Principles of speech 2. Uses principles of record the
4. Observes the strategies coping strategies
Speech delivery principles of effective speech interview.
PERFORMANC
appropriate EN11/12OCIIab- in dealing with *appropria
Delivery effective delivery in E CHECK 3 :
language forms
speech delivery 21 the new normal? te
different
in The students
in using a
different D situations D 3. What are your language
particular
situations. will have an new hobbies and use
speech style 3. Uses audio recording self-discoveries
EN11/12OC-
3. Uses principles of about a certain during the
Ifj19
principles of effective speech societal issue. lockdown?
5.
effective that
Explains writing focusing
speech
a shift inwriting on Audience
focusing
speech on profile
Audience
context,
Profile
speech Logical
style,
Organization
speech act and
Duration
communicativeWord
choice D D
strategy affects
Grammatical
the following
correctness 4. Uses
1. Language
principles of
form 2.
4. Uses effective speech
Duration
principlesofof delivery
interaction
effective focusing on
3. Relationship
speech delivery Articulation
of speaker
focusing on Modulation
4. Role and
Articulation Stage Presence
responsibilities
Modulation Facial
of the Presence
Stage speaker Expressions, *good
Facial
5. Message Gestures and rapport
Expressions,
Delivery Movements
Gestures and Rapport with the
Performance task

With the rising threats of the COVID-19 pandemic, the Grade 11 students of Sta. Cruz Institute will present a speech for the community to raise awareness on topics such as business venture, mental health
awareness, disaster and risk reduction awareness, and health protocol. The learners, as speakers, must create their own motivational speech on one of the aforementioned topics and deliver it by applying the
Principles of Speech Delivery. The outputs will be rated using analytical rubric below.

Criteria Excellent 4 Good 3 Fair 2 Needs Score

Improvemen
t

Student Student
Non-verbal cues: Action, body Language Student makes eye to eye contact and -Student
establishes necessary body movements. - makes no
Student is enthusiastic. -Student has eye

makes eye makes eye

control of body. contact and
establishes
no body
contact contact and
movements.
-Student has
no

establishes establishes
enthusiasm.
-Student has
no

necessary body control over

bod

body movements
movements. but
-Enthusiasm lacking.
is apparent, -Student
but lacking. lacks
-Student enthusiasm.
has -Student
some has
control over li 琀琀 le
body control over
body
Student makes eye
contact establishes
necessary body
 movements. Student makes eye
-Enthusiasm is apparent, contact and establishes
but lacking. body movements but
-Student has lacking.
some -Student lacks
control over body enthusiasm.
-Student has
little control over
body

Ar 琀椀 cula 琀
Student is Student is articulate. Student is somewhat Student lacks
extremely articulate. -The speech bowls. articulate. articulation.
-The speech bowled Student is clear, but -Points of the speech are -Speech is

椀 on:
smoothly from point volume can be disjointed or out of out of
to point. adjusted order. order.
-Student was loud, -Diction is fairly clear. -Diction is somewhat -Student

Clarity/Pronunci diction was clear.

-Student's tone was
extremely
-Student seems
enthusiastic.
clear.
-Student has
some
cannot be
understood.
-Student

a 琀椀 on enthusiastic enthusiasm cannot be

heard
Articulation:
Clarity/Pronunciation

-Student is
Composure Student's confidence at Student lacks -Student
some point goes low. confidence in lacks
-Manifests a distracted some points. confidence.

very
aura -Aura is not -Does not
appropriate. wear
-Quite distracted in appropriate

con 昀椀 dent some parts during

delivery
aura.
-Seems to
be distracted

from the during the

speech
delivery.

beginning up
to the
end of
delivery.
-A 琀�re is
appropriate.
-Concentrated
to the
speech
delivery and
to the
audience.
-Student is very
confident from the
beginning up to the
end of delivery.
-Aura is
appropriate.
-Concentrated to the
speech delivery and
to the audience.
Preparedness -Student completely prepared and Students seems pretty The student is -Student
and Accuracy Obviously rehearsed. Completely prepared but might somewhat prepared, does not
Memorized accurate. Is has and have needed a couple but it is clear that seem at all
more rehearsals. Few rehearsal was lacking. prepared
errors in memorization. Struggled to remember to present.
Needed 1-2 lines. Not
line prompts. Multiple line prompts memorized,
throughout. line
prompts
were a
distraction ,
needed
to rely on
script.