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MARCH 8 WEEK 10 EN11/12OC-IIcj-26.1

ORAL COMMUNICATION IN CONTEXT For Senior High School

Published in 2016 by C & E Publishing, Inc.
3rd quarter, module 10: Let your Voice be Heard

At the end of the lesson, you will be able to use principles of effective speech delivery focusing on

Uses principles of effective speech writing focusing on:

Articulation

APRIL 5 WEEK 3

2nd semester, quarter 1: Context and text’s meaning

Identify words, ideas, structure and purpose of the text;

Explore the different social and socio-cultural contexts to enhance and enrich the understanding of the text;
and

Appreciate the importance of understanding the literary context and its meaning to one’s own life experience.

Flow:

 Answer the pre-test, questions 1-15

 Motivation: what’s in
 Activity:
Padre fauna witness the execution of rizal
 Analysis
o Answer the essential questions
 Abstraction
o
 Application
o What’s more. Activity 1
 Assessment
o Questions about the topic.
 A Semi-Detailed Lesson plan in 21st Century Literature
from the Philippines and the World

Learning Competencies:
2nd Semester, Quarter 1 Week 3: EN12Lit-Ie-28. Discuss how different contexts enhance the text’s
meaning and enrich the reader’s understanding.

I. Objectives
At the end of the lesson video, the students will be able to:
A. Identify words, ideas, structure and purpose of the text;
B. Explore the different social and socio-cultural contexts to enhance and enrich the
understanding of the text; and
C. Appreciate the importance of understanding the literary context and its meaning to
one’s own life experience.
II. Subject Matter
A. Content: Lesson 3 Context and Texts’ Meaning
B. Learning Resources: 21st Century Literature from the Philippines and the World,
Alternative Delivery Mode, Quarter 1 – Module 3: Context and texts’ Meaning First
Edition 2020
C. Learning materials: Laptop, Module, Pen and Paper
D. Time Frame: 30 minutes
E. Date: Quarter 3, Week 3 April 5, 2021
III. Teaching Procedure
A. Preliminary Activities
Let the students answer the Pre-test of this week’s lesson, kindly refer to the Module
3 page 1-3.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

Motivation:
Let us recall the previous lesson you have studied in module 2. Fill out the organizer
by writing LETTERS only under Columns 2 & 3. Write WORDS under column 4.

GENRE SIMILARITY/IES DIFFERENCES SAMPLE

1. Manga

2. Graphic
Novel
3. Blog

B. Lesson Proper
1. Activity
Let the students read the poem entitled, “Padre Faura Witness the Execution of
Rizal” by Danton Remoto, a Filipino author. Refer to Module 3 page 5. Let them
list down their ideas created after reading the poem.

2. Analysis
Let the students answer the following essentials questions:
1. Who are the characters in the poem? Write a piece of information about each
character.
2. Who speaks in the poem? Extract a sentence from thee poem to prove your
answer.
3. What was the situation when Padre Faura stood in the balcony of Ateneo de
Manila?
4. To whom the poem is addressed? Explain your answer.
5. What as the feeling displayed by the author in the poem?
6. What was the message that Danton Remoto wanted to convey in this poem?
 3. Abstraction

Context is the circumstances that form the setting of events, statements, or ideas
and in the way of which it can be fully understood and assessed.

The writer’s context is knowing about the writer’s life, values, assumptions,
gender, race, sexual orientation and he political and economic issues related to
the author.

Reader’s context is about the reader’s previous reading experience, values,

assumptions, political and economic issues.

The text’s context is about its publishing history. It is part of the larger text such
as newspaper, history, events translated to it.

Questions:
 What is context?
 How does a context build up?
 Who creates the text’s meaning?
 Does the meaning of the text depend on the readers’ perception and
experience?

4. Application
Let the students answer the Activity 1 from the module 3 page 1-7.
Directions:
Read each question. Choose and write the letter of the best answer on a
separate sheet of paper.

IV. Evaluation
Write a reflective essay of the poem you have read entitled “Padre Faura Witness the
Execution of Rizal”. To complete the task, answer the following questions.
1. What image was reflected by the poem?
2. What was your feeling while reading the title of the poem?
3. What personal experience can you connect with the poem?
4. What did you feel as you finished reading the poem?

V. Assignment/Agreement
Students, kindly continue reading and completing the tasks provided in your module.
Submit your answer sheet on Friday as scheduled.

Prepared by:

IRENE GONZALES-GONZAGA
Teacher I
Checked by:

ROBERT L.
BAYATEN
Principal I
MARCH 8 WEEK 10 EN11/12OC-IIcj-26.1
ORAL COMMUNICATION IN CONTEXT For Senior High School
Published in 2016 by C & E Publishing, Inc.
3rd quarter, module 10: Let your Voice be Heard
At the end of the lesson, you will be able to use principles of effective speech delivery focusing on
Uses principles of effective speech writing focusing on:
Articulation
Modulation
Stage presence
Facial expressions, gestures, and movements
Flow:
 Motivation:
Let’s review!
Recall that:

Activity1
Analysis
o Let us study
 Abstraction
o Ask questions
 Application
o Let us practice. Activity 2
 Assessment
o Let us practice more. Activity 3
 A Semi-Detailed Lesson Plan
in Oral Communication in Context

Content Standard:
The learner realizes the rigors of crafting one’s speech.
Performance Standard:
The learner proficiently delivers various speeches using the principles of
effective speech delivery.
Learning Competencies:
1st Semester, Quarter 2 Week 6: EN11/12OC-IIcj-26. Uses principles of effective
speech writing

I. Objectives
At the end of the lesson, the students will be able to:
A. identify types of speeches according to purpose;
B. use principles of effective speech writing; and
C. appreciate the importance of speech delivery to convey message.

II. Subject Matter

A. Content: Speech: Writing and Delivery
B. Learning Resources: Oral Communication in Context Quarter 2 –
Module 8: Speak Up with Confidence; Sipacio, P. and Balgos, A. 2016.
Oral Communication in Context; Padilla, M. et.al. 2016. Speak Right
and Make a Difference: Oral Communication in Context for SHS.
C. Learning materials: Laptop, Module, Pen and Paper, video presentation
D. Time Frame: 60 minutes
E. Subject integration: Entrepreneurship, Media Information and Literacy
F. Date: Quarter 2, Week 6: December 6, 2022 9:45-10:45 am

III. Teaching Procedure

A. Preliminaries
Review
Let the students meet their assigned groupings.
Write T if the statement is TRUE; write F if it is FALSE.
 1. An outline determines whether your supporting ideas match your
main idea or not.
2. Any speech should include an introduction, body, and conclusion.
3. Rehearsing is a major requirement.
4. Speech writing is recursive process.
5. Word choice is one consideration in writing a speech.

B. Lesson proper
1. Activity
Let the students watch a video of the World Champions of Public
Speaking. The featured speaker is a winner of a public speaking
competition organized by the Toastmasters International.
Let the students answer the questions:
 What are your observations on the delivery of the speaker?
List three.
 Do you find the style of delivery appropriate to his/her
audience?

2. Analysis
According to Stephen Lucas (2011), author of The Art of Public
Speaking, a good delivery means that you are capable and able to
present your message in a clear, coherent, and interesting way.
Good delivery conveys the speaker’s ideas clearly, interestingly,
and without distracting the audience. Most audiences prefer
delivery that combines a certain degree of formality with the best
attributes of good conversation- directness, spontaneity, animation,
vocal and facial expressiveness, and a lively sense of
communication.
Speech is identified according to purpose and delivery.
According to PURPOSE:
 Informative speech
 Persuasive speech
 Entertaining speech
 3. Abstraction
Let the students answer the questions:
 What are the three types of speech according to purpose?
 Among the types according to purpose, which is easy to
handle? Which one is challenging? Why?
 Why is it important to know our purpose in giving a speech?

4. Application
Divide the class into three groups. Let the students do the task.
Activity 2. By group, write a 10-15 sentence speech according to
purpose.
Group 1 – Informative. Explain the importance of media literacy
to grade 11 students.
Group 2 – Persuasive. Market a special facemask to your
customers.
Group 3 – Entertaining. Introduce a classmate in a humorous
way.

IV. Evaluation
Let the students present their work from the previous activity.
Activity 3. Choose a speaker to read/present the written speech. Props or
company is allowed if needed.

RUBRICS 3 2 1
Purpose of Particular The purpose of The purpose
speech purpose of the the speech is a of the
speech is little confusing. speech was
clearly evident not clear at
all.
Sentences 13-15 or more 10-12 sentences 9 and below
sentences were written sentences
were written were written
creativity With all the Less materials Without
props, used in the materials
materials and delivery.
involvement of
groupmates
V. Assignment/Agreement
Identify the general purpose of the speaker has in mind in the following
situations:
1. The audience will enjoy some mountain-climbing adventure stories.
2. The audience will learn how to file their income tax returns properly.
3. The audience will just be too willing to contribute for the earthquake
victims.
4. The audience may or may not vote for the new law on tax exemptions.
5. The pedestrians will see the advantages of using the footbridge.
6. The youth will spearhead the fight against drug addiction.

Prepared by:

IRENE GONZALES-GONZAGA
Teacher I

Checked by:

MARY EVANGELINE D. SINGSON

Principal II