Scaffolding

Level IV (Persuasive Speech)

Goal: To deliver a persuasive

speech to resolve a
conflict among different
ethnicity in Mindanao.
Role: Peace Ambassador

Audience: Different Ethnic

Leaders and
Representatives

Situation: Annual Conference of

the different
indigenous people in
Mindanao
Product: Persuasive Speech
Standards: Informative,
Persuasive, Expressive,
Effective (Introduction,
Content, Delivery,
Conclusion, and Overall)
As an IP Representative, you are
tasked to do a panel discussion on
how to promote peace and unity
among the Ethnic group of
Mindanao in order to resolve
conflicts and live harmoniously.
Your discussion must be
convincing and informative.
You are tasked to deliver an
impromptu or extemporaneous
speech about peace on how to resolve
conflicts in Mindanao. Your speech
must be at least 2-3 minutes and must
be grammatically correct. It must be
convincing and informative.
You are asked to listen to a news
report about the peace and order
situation. You must observe how the
newscaster emphasizes proper
intonation, stressing of words,
pronunciation, pauses and emphasis
of important details. Afterwards, you
are going to deliver the same report
as what the newscaster presented.
Dimension 4 (Exemplary) 3 (Satisfactory) 2 ( Developing) 1 (Beginning)

The first few lines The first few lines The first few lines The first few lines
of the speech really of the speech got didn’t really get my of the speech did
Introduction
got my attention my attention and I attention and I was not get my attention
: and made me want
to listen
was curious to hear
the rest
not sure if I wanted
to hear more
and I did not want
to hear more
The speech focused The speech focused The speech focused The speech was
on one or two major on one or two major on more than two unclear and did not
Content
issues and issues, but did not issues and did not explain any issues
described those fully explain them fully explain them thoroughly
issues thoroughly
The speaker spoke The speaker was The speaker was I could not hear or
Delivery in a loud, clear loud and clear but hard to hear at understand the
voice and was not very expressive times and not speaker
expressive expressive
The end of the The end of the The end of the The end of the
Conclusion speech was exciting speech was speech was not very speech was not
and lively somewhat exciting exciting or lively exciting or lively at
and lively all
The speech was The speech was The speech was not The speech was not
exciting and informative and very informative or persuade me at all
Overall
informative and somewhat exciting exciting and it
really persuade me and might persuade probably persuade
me me
Score
 Unit Assessment Map

TYPE KNOWLEDGE PROCES/ UNDERSTANDING PRODUCT/

SKILLS PERFORMANCE
PRE- IRF Worksheet
ASSESSMENT/
PRE-TEST
K-W-H-L Chart
DIANOSTIC
FORMATIVE
ASSESSMENT
Activity Video Analysis
Worksheets News
Outlining K-W-H-L Chart casting Drill
Drills

Reacting to
Conflicts and Impromptu
C-E-R Speaking
Giving
Solutions (Oral) Guided
Generalization
 Panel
Discussion

SUMMATI EXAM: 3 texts to read

VE (Identification/Mult PERSUASIVE
ASSESSME
NT
iple Choice) SPEECH

SELF- Reflection Log

ASSESSME
NT
How can you identify
Teacher-Centered and
Student- Centered
Instructions?
 TEACHER-CENTERED
TRADITIONAL LECTURES
Instructor talks and students
listen with minimal
interruptions
Student comprehension during
Students’ concentration can be
observed dropping after 10-15
minutes
Instructor’s questions are
largely rhetorical
Students’ responses to an
instructor’s questions are
commonly made by students
raising their hands
Student-to-student talk is
discouraged
Students listen and take notes
independently
the lecture is not monitored
explicitly
Opportunities to correct
misunderstandings are not
provided routinely during the
lecture
Student absenteeism often is
quite high
STUDENT-CENTERED

INTERACTIVE LECTURES

Instructor talks with periodic pauses for

instructional