Republic of the Philippines

Department of Education
Central Luzon Region
Schools Division Office of Bataan
STA. LUCIA HIGH SCHOOL

LEARNING RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM

School STA. LUCIA HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher RIZA MAE C. TULLO Learning Area
ORAL
LOG Teaching Dates & Time SEPT. 25 – 29, 2023
COMMUNICATION
Quarter 1ST SEMESTER
MONDAY TUESDAY WEDNESDAY THURSDAY
use principles of effective speech writing focusing on audience
I. OBJECTIVES identify the principles of speech writing; profile, logical organization, duration, word choice, and
grammatical correctness;
A. Content Standard realizes the rigors of crafting one’s speech.
B. Performance Standard proficiently delivers various speeches using the principles of effective speech delivery
C. Learning
Competencies / Distinguishes types of speeches. EN11/12OC-IIcj-23
Objectives
II. CONTENT Principles of Speech Writing Types of Communicative Strategy
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech Communication.5th ed. National Bookstore Bulan, Celia T., and de Leon, Ianthe C. Communication 3:
III. LEARNING Practical Speech Fundamentals, Experimental Edition.
RESOURCES Department of Speech Communication and Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of Speech Communication. 12th ed. New York: Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The University of Tennessee Knoxville. http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf. Accessed
January 7, 2016.
A. References
1. Curriculum Guide
2. Learner’s Material
3. Textbook Pp8-15, Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
 pp13-20, Ang, Jaime, Oral Communication in Context for Senior High School.2016
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson / presenting Review the types of speech acts Review the Principles of Speech Writing
new lesson
Explain the purpose and benefits that can be derived from the
B. Establishing a purpose Explain the purpose and benefits that can be derived from the
content/LM/RM/ through making and presenting a dyad
for the lesson content/LM/RM/ through a message relay activity- tongue twisters
communication
C. Presenting examples /
Instances of the new Reading and discussing the procedure for the performer and for the partner Speech Delivery
lesson
D. Discussing new The following are the components of the speech writing process. Types of Communicative Strategy
concepts and • Audience analysis entails looking into the profile of your target audience. 1. Nomination
practicing new skills #1 This is done so you can tailor-fit your speech content and delivery to your A speaker carries out nomination to establish a topic
audience. The profile includes the following information. collaboratively and productively.
 demography (age range, male-female ratio, educational background Basically, when you employ this strategy, you try to open a topic
and affiliations or degree program taken, nationality, economic with the people you are talking to.
status, academic or corporate designations) When beginning a topic in a conversation, especially if it does not
 situation (time, venue, occasion, and size) arise from a previous topic,
 psychology (values, beliefs, attitudes, preferences, cultural and racial you may start off with news inquiries and news announcements
ideologies, and needs) as they promise extended talk. Most importantly, keep the
conversational environment open for opinions until the
An outline is a hierarchical list that shows the relationship of your ideas. prior topic shuts down easily and initiates a smooth end. This
Experts in public speaking state that once your outline is ready, two-thirds of could efficiently signal the
your speech writing is finished. A good outline helps you see that all the ideas beginning of a new topic in the conversation.
are in line with your main idea or message. The elements of an outline 2. Restriction
include introduction, body, and conclusion. Restriction in communication refers to any limitation you may
have as a speaker. When communicating in the classroom, in a
The introduction is the foundation of your speech. Here, your primary goal is meeting, or while hanging out with your friends, you
to get the attention are typically given specific instructions that you must follow.
of your audience and present the subject or main idea of your speech. Your These instructions confine you as a speaker and limit what you
first few words can say.
should do so. The following are some strategies. For example, in your class, you might be asked by your teacher to
brainstorm on peer pressure or deliver a speech on digital
  Use a real-life experience and connect that experience to your
subject.
 Use practical examples and explain their connection to your subject.
 Start with a familiar or strong quote and then explain what it means.
 Use facts or statistics and highlight their importance to your subject.
natives. In these cases, you cannot decide to talk about
 Tell a personal story to illustrate your point.
something else. On the other hand, conversing with your friends
• The conclusion restates the main idea of your speech. Furthermore, it
during ordinary days can be far more casual than these
provides a summary,
examples. Just the same, remember to always be on
emphasizes the message, and calls for action. While the primary goal of the
point and avoid sideswiping from the topic during the
introduction is to
conversation to avoid communication breakdown.
get the attention of your audience, the conclusion aims to leave the audience
3. Turn-taking
with a memorable
Sometimes people are given unequal opportunities to talk
statement.
because others take much time during the conversation. Turn-
The following are some strategies.
taking pertains to the process by which people decide who takes
 Begin your conclusion with a restatement of your message.
the conversational floor. There is a code of behavior behind
 Use positive examples, encouraging words, or memorable lines from
establishing and sustaining a productive conversation, but the
songs or stories familiar to your audience.
primary idea is to give all communicators a chance to
 Ask a question or series of questions that can make your audience speak.
reflect or ponder.
• Editing/Revising your written speech involves correcting errors in
mechanics, such as grammar, punctuation, capitalization, unity, coherence,
and others. Andrew Dlugan (2013), an award- winning public speaker, lists six
power principles for speech editing.
E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment)
G. Finding practical
application of concepts
and skills in daily living
H. Generalizing and
abstractions about the QUIZ
lesson
I. Evaluating learning
J. Additional activities for
application/remediatio
n
 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
works?
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?
Prepared by: Checked by:
RIZA MAE C. TULLO EDGARDO JESUS S.
TEACHER II BASA II
SCHOOL PRINCIPAL II