School Lingig National High School Grade Level 9

SEMI-DETAILED Teacher Evangeline S. Bautista, T-II Learning Area English

LESSON PLAN Teaching Dates October 19, 2023 Quarter First, Week 8
and Time Grade 9-Pasteur, Time: 7:30-8:30 am

I. OBJECTIVES 1. Define and identify the different communicative styles; ANNOTATIONS

2. Create conversations out of the given communication situations using appropriate
communicative styles; and
3. Value the importance of communicative style in real life situations.

create short conversations out of

the given communication
situations using
appropriate communication
styles; and
C. value the importance of
communication style in real life
 situations
The learner demonstrates communicative competence through his/ her understanding of British-
American Literature, including Philippine Literature and other texts types for a deeper appreciation of
A. Content Standards Philippine Culture and those of other countries.

The learner demonstrates communicative competence through his/ her understanding of British-
B. Performance American Literature, including Philippine Literature and other texts types for a deeper appreciation of
Standards Philippine Culture and those of other countries.
MELC: Employ appropriate communicative styles for various situations (intimate,
casual, consultative, formal, frozen) (ENG9V-IIb-27)

INTEGRATION OF SUBJECT WITHIN THE CURRICULUM:

ENGLISH 10: Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text. (EN10RC-Ia-2.15.2)
C. Learning COI 1: Applied knowledge of content
Competencies with INTEGRATION OF SUBJECT ACROSS CURRICULUM:
within and across curriculum teaching
LC code
HEALTH 8: Identifies the different issues/concerns of teenagers (i.e., identity crisis) and the need for areas.
support and understanding of the family. (H8FH-Ie-g-22)
TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY 12: Discuss personal
contributions that can actually solve the problem of climate change. (HUMSS_MCT12-Ih-i-3)
MATH 7: Performs fundamental operations on integers. (M7NS-Ic-d-1)

II. CONTENT COMMUNICATIVE STYLES (INTIMATE, CASUAL, CONSULTATIVE, FORMAL)

III. LEARNING RESOURCES

 A. References English 9 Textbook (A Journey through Anglo-American Literature)

1. Additional Materials LAS-English 9-1ST Quarter-Week 9-10-Surigao Del Sur

from learning *MELC English 9, 8
Resource (LR) portal *MELC ESP, SCIENCE, MATH
B. Other Learning TV, laptop, pentel pen, manila paper, illustration board, wifi modem, cellphones
Resources
IV. Procedures PRELIMINARIES
Ask someone to lead the prayer.

● Greet the students.

COI 6: Maintained learning
● Let the students take their seats. environments that promotes fairness,
respect and care to encourage learning.
● Attendance Checking-Ask the class secretary how many are present and absent. Remind the (Providing fact sheets to absent
class to inform those who were absent to be back in class and ask someone to hand over the students as an intervention promotes
fact sheets and activity sheets to be given as intervention for those who are absent so they care.)
can cope up with the class.

● Congratulate/commend students who are present and tell them to do thumb affirmation and
COI 2: Used a range of teaching
say “very good”.
strategies that enhance learner
● Setting of house rules- Ask students to read the house rules flashed on the TV screen. achievement in literacy and numeracy.
Reading will be done by row. COI 5: Established safe and secure
House Rules: learning environment to enhance
1. Everyone must actively participate in group activities and class discussion. learning through consistent
2. Always take note of the time limit given in every activity. implementation of policies, guidelines
3. Avoid unnecessary noise as you perform the activities. and procedures.
4. Listen carefully and avoid talking when somebody is speaking, sharing his/her ideas
and performing.
 5. Raise your hand if you want to share your ideas to the class
6. Turn off or put your phones in silent mode unless directed to use it.
7. Always arrange your chairs. See to it that it won’t impede movement especially
during group activities.
8. Always keep your area clean.

 Ask for clarifications/ questions about the house rules.

 The teacher will set the mood by asking “Are you now ready for today’s discussion?”
A. Reviewing previous  But before we will proceed to our discussion, let us have first a short recap of the previous
lesson or presenting the topic that we have tackled.
new lesson  The teacher will be flashing on the TV screen the questions related to the previous topics.
 As the students will give their answer, the teacher will also share short inputs related to the
answer.
 Ask the students if they still have questions and clarification about the previous topic. If there
are still questions, the teacher will explain further and give more examples. If none, the
teacher will proceed to its lesson flow.
B. Establishing a purpose
● Now that you don’t have questions regarding the previous topic, let us now explore and enjoy
for the lesson
another learning experience.
● The teacher will then show the objectives. COI 2: Used a range of teaching
strategies that enhance learner
● The teacher will ask the students to read all together the objectives. After reading, the teacher achievement in literacy and numeracy.
will ask the students what will be the focus of today’s discussion.
● The teacher will also ask the students of what are their expectations for today’s lesson.

● After hearing their expectations, the teacher will then proceed to the next part of the lesson.

C. Presenting examples/
● Group Activity (Formality Check) –A checklist will be flashed on the screen wherein students
Instances of the new
 lesson
● After determining the degree of formality of each sentence/phrase, the following questions will strategies to develop critical and creative
D. Discussing new ACTIVITY
concepts and practicing
new skills #1
are going to determine the degree of formality of each sentence/phrase given. The teacher
will randomly call students in each row to answer.
COI 3: Applied a range of teaching
thinking, as well as other higher order
be asked by the teacher.
thinking skills.
 What are your observations on the sentences/phrases with low and high degree of
formality?
COI 4: Displayed proficient use of
Mother Tongue, Filipino and English to
*To elicit responses from the students, the teacher will use Filipino or Kamayo dialect in
translating the questions. For students who have the hard time of expressing their ideas in facilitate teaching and learning.
answering the questions, the teacher will allow them to use Filipino or Kamayo dialect.
 After the springboard activity, students will proceed to their group (Groupings is already set
based from their multiple intelligences/interest as reflected in students’ profile. Though the
first activity doesn’t address their MIs, the groupings is set in preparation for the application
part of the lesson).
 The teacher will give and explain the instructions.
“This time, let us have a group activity. Please proceed to your group now based from your
MIs and form a circle within your group. Each group is given kit wherein the task and all
materials needed is found. Each group will have different task to accomplish. Make sure to
read carefully the instructions and accomplish the task on time. You are given 5 minutes to do
it.” See to it that you have assigned roles among your group members. Included in your kit is
the scoring rubric so you will be guided as to how you will be given points.”
Leader- someone who will lead the group in accomplishing the task.
Secretary- someone who has a clear and readable penmanship as she/he will be writing COI 6: Maintained learning
the answer of the group. environments that promotes fairness,
Reporter- someone who is comfortable and confident is talking as she/he will be respect and care to encourage learning.
 presenting the group output (Assigning roles among the group
Time Keeper-someone who will keep the whole group updated of the time spent in doing members promotes fairness and
the task. respect.)
Members-someone who will contribute and share their ideas to accomplish the task.

 Once each group is finished in their task, they are going to recite a mathematical problem that
will result to their group number. And raise the signage “We are done!” (This will be applied in COI 2: Used a range of teaching
all group activities.) strategies that enhance learner
Ex. For Group 1: 3-2=1 achievement in literacy and numeracy.

Group 1-4: What Am I? – Through a concept map, they are going to write 5 words associated to
the COMMUNICATIVE STYLE assigned to them based on the fact sheets given to them.
Explain each word how it is associated to the given communicative style.
Group 1: INTIMATE
Group 2: CASUAL
Group 3: CONSULTATIVE
Group 4: FORMAL
*Explain briefly the importance of graphic organizers like concept map.
INTEGRATION OF SUBJECT WITHIN THE CURRICULUM:
ENGLISH 10: Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text. (EN10RC-Ia-2.15.2)
Group 5: You belong with me! - They are going to determine what communicative style is used in
the given context/situations based on the definition provided in the fact sheet.
Group 1-4: Scoring Rubric: COI 6: Maintained learning
environments that promotes fairness,
respect and care to encourage learning.
(Providing rubrics to learning tasks
 Points Description promotes fairness in giving points.)
10 All words written are closely associated and have correct explanation to the
given communicative style.
8 At most 4 written are closely associated and have correct explanation to the
given communicative style.
Group 5 Scoring Rubric:

Points Description
10 11-12 context/ situations are identified with correct communicative style.
8 At most 10 context/situations are identified with correct communicative style.

 After 5 minutes, the teacher will ask each group to present their output. Giving of score will be
done after the discussion proper to validate the correctness of their answer. The teacher will
show appreciation and commendation for the accomplishment of the task.

E. Continuation of ANALYSIS
discussion of new
concepts leading to  After the reporting, the teacher will ask the following questions:
formative assessment 1. How do you find the activity?
2. How did you come up with your answers?
3. Based from the concepts and insights that you have gained after doing the activity,
what communicative styles require low degree of formality? How about high degree of
formality?
4. Is there a need for us to adjust our styles in communicating/conversing? Why? COI 4: Displayed proficient use of
Mother Tongue, Filipino and English to
*To elicit responses from the students, the teacher will use Filipino or Kamayo dialect in facilitate teaching and learning.
translating the questions. For students who have the hard time of expressing their ideas in
answering the questions, the teacher will allow them to use Filipino or Kamayo dialect.

F. Developing Mastery  The teacher will then proceed to the discussion proper. This is the part of the lesson where
(Leads to formative she is going to present and discuss thoroughly the key inputs of the lesson. She is also going
Assessment 3) to give further examples in order to deepen the understanding of the concepts. The teacher
 will now use the PowerPoint presentation for lesson delivery.
(See below snippets of the lesson concepts)
When a person interacts with others, he or she uses a particular style of speaking or speech
style. A speech style also indicates the level of formality with which a person speaks.

 Intimate- This style is used by participants who share a very close relationship, such as
between very close friends, siblings, husband and wife, parents and children, and
boyfriend and girlfriend.
Example: Conversation of a mother and son about son’s sexuality.
INTEGRATION OF SUBJECT ACROSS CURRICULUM:
HEALTH 8: Identifies the different issues/concerns of teenagers (i.e., identity crisis) and the need for
support and understanding of the family. (H8FH-Ie-g-22)

 Casual- is a relaxed or informal dialogue between friends, peers, colleagues, or family.

This is an informal communication between groups and peers.
Example: Conversation of classmates about the climate change.
INTEGRATION OF SUBJECT ACROSS CURRICULUM:
TRENDS, NETWORKS, AND CRITICAL THINKING IN THE 21ST CENTURY 12: Discuss personal
contributions that can actually solve the problem of climate change. (HUMSS_MCT12-Ih-i-3)

 Consultative- The consultative speech style happens in a two-way participation.

Example: Conversation of teacher and student on the lesson about integers.
COI 2: Used a range of teaching
INTEGRATION OF SUBJECT ACROSS CURRICULUM:
strategies that enhance learner
MATH 7: Performs fundamental operations on integers. (M7NS-Ic-d-1)
achievement in literacy and numeracy.
 Formal- It is also considered to be a straightforward speech. There is no participation
from the listener.
Example: Excerpt of Hon. Ferdinand Marcos, Jr., President of the Philippines.
G. Finding practical DIFFERENTIATED INSTRUCTIONS
applications of concepts
and skills in daily living  In the same groupings, the teacher will provide the activity kit to each group. Found in the kit
 Criteria 10 7 4
Appropriateness of the The response shows The response shows The response shows
Responses utmost relevance to little relevance to the no relevance to the
the topic of the topic of the topic of the
conversation. conversation. conversation.
Utterances/Words All of the Most of the Few of the
Used utterances/words used utterances/words utterances/words
are correct based on used are correct used are correct
the speech style. based on the speech based on the speech
style. style.
Grammar No grammatical error is Few grammatical Many grammatical
observed. errors are observed. errors are observed.
are the instructions and needed materials for the activity.
 The teacher will inform the students of the tasks that they are going to accomplish. Each COI 6: Maintained learning
group is 10 minutes in accomplishing their task. environments that promotes fairness,
respect and care to encourage learning.
(Providing rubrics to learning tasks
Group 1,2 & 3-Writers promotes fairness in giving points.)
Complete the given conversation/speech by writing appropriate responses/statements
based on the communicative style assigned to you.
Group 1: INTIMATE
Group 2: CASUAL
Group 3: CONSULTATIVE
Scoring Rubric:

Group 4 & 5- Actors

Act a scenario applying the communicative style assigned to you.
Group 4: CASUAL (Friends talking about their English lesson)
Group 5: CONSULTATIVE (A doctor-patient conversation about maintaining healthy
 lifestyle.)
Scoring Rubric:
COI 6: Maintained learning
Criteria 10 7 4 environments that promotes fairness,
Conversation/ The The The respect and care to encourage learning.
Statements conversation/statement conversation/stateme conversation/stateme (Providing rubrics to learning tasks
s clearly show a nts do not entirely nts is not a promotes fairness in giving points.)
consultative speech show a consultative consultative speech
style. speech style. style.
Utterances/Words All of the Most of the Few of the
Used utterances/words used utterances/words utterances/words
are correct based on used are correct used are correct
the speech style. based on the speech based on the speech
style. style.
Presentation All of the actors show Most of the actors Few of the actors
mastery of their lines show mastery of their show mastery of their
and have convincing lines and have lines and have
portrayal of their roles. convincing portrayal convincing portrayal
of their roles. of their roles.
H. Making generalizations  The teacher will let the student answer the following questions:
and abstraction about  What did you learn today? Share your insights to the class.
the lesson COI 3: Applied a range of teaching
 How will you apply your learnings of the importance of communicative styles in real life
strategies to develop critical and creative
situations?
 Did you enjoy today’s lesson? thinking, as well as other higher order
 The teacher will ask the students if they have further questions and clarification. If none, the thinking skills.
teacher will proceed to evaluation.
I. Evaluating learning Paper and Pencil Test COI 3: Applied a range of teaching
Multiple Choice Choose the letter of the correct answer from the given choices. Write your answer on strategies to develop critical and creative
separate sheet of paper. thinking, as well as other higher order
1. What speech style is characterized by a complete absence of social interactions? thinking skills.
a. Casual c. Frozen
b. Formal d. Intimate
2. In which of the following situations would the casual communicative style be used?
a. during a business meeting c. while conversing with husband or wife
b. while chatting with a classmate d. while speaking with a person in authority
3. Which of the following is not a characteristic of the intimate communicative style?
a. It is used in informal situations. c. Participants use titles to address the person spoken to.
b. It is used in private conversations. d. The participants need to have a very close relationship.
4. Veena is chatting with her friends while waiting for their class to start. They were talking about what
they did over the weekend and how they studied for their upcoming exams. Which of the following
would most likely NOT be used in their conversation?
a. standard grammar c. loose sentence structure
b. slang and contractions d. rapid pronunciation of words
5. Ms. Mosquera and her husband are attending a business meeting together. Which of the following
should they NOT do?
a. Avoid the use of jargons and slang.
b. Use more formal words when speaking with others.
c. Use proper sentence structure and grammar when speaking.
d. Use the intimate communicative style when talking to each other.
6. How do listeners participate in the consultative communicative style?
a. by giving feedback c. by leading the conversation
b. by asking a lot of questions d. by taking charge of the situation
7. Who among the following will likely make use of the consultative communicative style?
a. Close friends c. A teacher and a student
b. A husband and his wife d. A mother and her daughter
8. In which of the following situations is the consultative communicative style often used?
a. business meeting c. dining out with the family
b. casual friendly chat d. attending baptismal ceremony
9. Which of the following terms of address is NOT USED when speaking in the
consultative communicative style?
a. Babe c. Mr.
b. Ma’am d. Sir
10. In which of the following situations will a speaker use the formal speech style?
 a. When consulting with a doctor
b. When speaking with a close friend
c. When speaking with a chance acquaintance
d. When delivering a speech during a graduation ceremony
J. Additional Activities for Assignment COI 3: Applied a range of teaching
application or Direction: Scene Hunting strategies to develop critical and creative
remediation 1. Find at least one scene or situation from your favorite movie, teleserye, radio drama, short thinking, as well as other higher order
story or novel that you consider interesting. thinking skills.
2. Write down the title of the piece and transcribe the chosen scene/situation.
3. Answer the following questions:
a. What communicative style is applied in the chosen scene/situation.
a. Who are engaged in the conversation and what is their relationship with each other?
b. Where is the conversation taking place?
c. What are they speaking about?
d. What kind of words are they using? Give specific examples.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lessons.
D. No. 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 used/discover
which I wish to share with other
teachers?

Prepared by:

EVANGELINE S. BAUTISTA
Teacher-II

Evaluated and Observed by:

MAILYN A. TIONGSON
Master Teacher-I