Grade Level 11 Quarter 1st QUARTER

ORAL COMMUNICATION IN
Learning Area Date OCTOBER 18, 2023
CONTEXT

Teacher MS. MARY GRACE C. GUEVARRA Signature

SHS
MS. BERNARDA T. CUDAL Signature
Coordinator

Principal MR. CLAY A. BALGUA Signature

WEEK 2 LEARNING PLAN

I. OBJECTIVES
A.Content Standards The learner understands the principles and uses of a position paper.

B. Performance The learner presents a convincing position paper based on properly cited factual
evidence produces an insightful statement of principles and reasons for establishing a
Standards
student organization, coming up with a group exhibit of creative works, etc.

After going through this module, the learners are expected to:
1. specify different places where the types of speech context are applied;
C.Learning 2. cite social situations in which the types of speech context are appropriate to
Competencies/ use;
Objectives 3. construct expressions of speech or dialogue for the types of speech context;
and
4. apply the types of speech context to express a speech or a dialogue that
corresponds to the given contexts.
II.CONTENT Speech Context
III.LEARNING RESOURCES
A.REFERENCES
1.Teacher’s Guide
2.Learner’s Manual 1st Quarter Learner’s Module 5; Oral Communication in Context
3.Textbook
4. Additional
Materials from (LR)
portal
B.Other Learning
Resources
IV. PROCEDURE
Prayer, Attendance, Classroom Management, House Rules (Indicator 4: Classroom set-
Daily Routine up/Seating arrangement; and Indicator no. 5: Managed learner behavior constructively
by doing all the daily routine)
A.Reviewing previous  Let’s recall how much you’ve learned in the previous lesson.
lesson or presenting  Before you begin, answer the pre-assessment activity below to find out what
the new lesson you already know about the lesson. Always keep in mind to read the directions
carefully.

Activity 1. Direction: Read and carefully evaluate the statements written inside
the circle, then select from the given communication contexts what you think
matches the phrase.
B. Establishing a Activity 2: Act your Talk!
purpose for the lesson (Indicator 1: Integration of lesson to Grade 9: Verbal and Non-Verbal Communication
Strategies When Performing in a Full Length Play and Social Studies EN9OL-IVa-3.7 10:
Pagpapahalaga sa sarili (Naihahambing ang saraling kwento o karansanan sa buhay sa
kwento at karansanan ng kamag-aral AP1NAT-Ig11); Indicator 2: Enhancing literary
skills through graphs and tables; and Indicator 3: Applied a range of teaching strategies
by presenting picture and asking guide questions)

1. Work in groups of 3 and read the following scenes.

Scene 1: Someone making an announcement to the public.

Scene 2: Two small groups of people discussing something separately.
Scene 3: One person talking to himself.
Scene 4: Two people speaking with each other on the phone.
Scene 5: A reporter appearing live on screen.

C. Presenting instances
of the new lesson 2. Weave the scenes together into a story. You are free to interchange the order of the
scene.
3. Act out your story and present it to the class within five minutes.
D. Discussing new
concepts and
practicing new skills
#1
(Indicator 1: Integration of lesson to Grade 9: Verbal and Non-Verbal Cues and Social
Studies 10: Contemporary Issues; Indicator 2: Enhancing literary skills through graphs
and tables; and Indicator 3: Applied a range of teaching strategies by presenting picture
and asking guide questions)

Activity 3: Fill Me In
With the same group, discuss in three minutes what information can be obtained in
each of the following types of communication. Fill in each box with the information
needed.

E. Discussing new Communication with Self Communication between two persons

concepts and
practicing new skills
#2

Communication in a small group Communication to the public

The learners have 10 minutes to do their work and after, there will be Group
Representatives who will present their work.

With similar group, provide symbols to agree or disagree on the ideas that shall be
flash by the teacher. Afterwards, each group shall explain why they agree or disagree
F. Developing mastery
about the idea.

Example: In public communication, the channels are more exaggerated.

G. Finding practical
applications of As a student, how will you know the appropriate language that should be observed in
concepts and skills in each speech context?
daily living

H. Making With the same group, use facial and body gestures to create a tableau of the following:
generalizations CHOOSE ONE scenario
a. First day of class
b. Examination week
c. Effects of Facebook addiction
d. Class suspension
e. Weekends

Each group must be able to showcase the different communicative experience of their
chosen speech context. Let the students come up with three topics which characterize
the modern Filipino youth in the home, school and community.

After creating the tableaux, take group pictures of the tableaux. Show the photos to
class and have a short discussion for each of the tableau.

Process Question: Indicator 2: Enhancing numeracy skill through comparing

approximate sizes/quantities of individual involve in the communicative situation.

1. Compare each tableau and identify the speech context presented by each group
depending on the number of individuals involve in the communicative experience.
Identify the type of speech context that corresponds each of the given statements.

1. You ask questions because you have the intention is to test other people.
I.Evaluating learning 2. You become your own sender and receiver.
3. You use your Facebook to share worthwhile quotations.
4. You always want to make other people feel appreciated when you speak.
5. You are good at listening and paying attention to others after sharing your views.

Choose one from the following tasks or think of your own task. Use your skill or talent
to showcase what you learn from this module. Express the importance of types of
speech context to different communicative settings using the selected task. Do this on
a separate sheet of paper.

J. Additional activities
for application or
remediation

V. REMARKS

VI. REFLECTION

A.No. of learners who

earned 80% on the
Formative Assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial 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 work?
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:

Mary Grace C. Guevarra

Teacher II

Checked by:

Bernarda T. Cudal
SHS Coordinator

Noted by:

Clay A. Balgua
School Head