DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

LASALLIAN NxGEN BLENDED LEARNING MODULE

Teacher: Mr. Daniel Carlos Encinas,
Ms. Juay Perez and Mr. Robert
Reyes

Grade/Year Level:
Fourth Year High School

Subject:
ENGLISH

Term: Term 1, A.Y. 2016-2017

Unit Topic: Essays

Time Frame:
10 weeks (30 meetings)

CONTENT STANDARDS
The learner demonstrates understanding of world
literature as an instrument to express and resolve social
conflicts; various information sources necessary in
composing a problem and solution report and in
delivering speeches of advocacy; and features of the
language of research, campaigns, and advocacies.

PERFORMANCE STANDARDS
The learner transfers learning by composing a paper on
a relevant social issue that observe the proper use and
acknowledgement of sources

LASALLIAN GUIDING PRINCIPLES

Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.

LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.

LGP 3: Are dynamic and encourage differentiation, diversity and synergy amongst learners that are
friendly, caring and respectful.

LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the
betterment of society.

LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and
church.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
The students will be able to write an argumentative essay of any topic with the use of proper
documentation and citation.
ENDURING UNDERSTANDING (EU):
The students will understand the significance of using a variety of persuasive techniques, literary and
speech devices, and emphasis markers in writing persuasively and public speaking.
ESSENTIAL QUESTION(S):
How does literature serve as an effective mean to persuade others, resolve conflicts, and express
oneself?

activities for information related to

the EQ, situation or problem.

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

COLLABORATIVE
Students work in groups and
discuss their ideas, answers, or
solutions to EQ, problem or
situation.
Students take on roles to
complete a group work.

think-pair-share, write-pairshare, roundtable, jigsaw, gallery

walk

emails, peer-to-peer airplay,

discussion boards, peer
assessments

CONSTRUCTIVE
Students produce the content
related to the knowledge and
process competencies.Students
form generalizations and
conclusions based on different
texts, situations, problems, and
scenarios. Students answer the
EQ and discuss the EU and justify
their ideas with supporting
examples.

Venn diagram, questioning,

symbolic representation,
thematic presentation

mind mapping, concept mapping,

blogs, portfolios, keynote
presentations

AUTHENTIC
Students transfer their learning to
real life situations. Students in
their performance task show
practical applications and
solutions to the EQ, issue or
problem situation.
Students manifest the 7Cs of 21st
century learning in their
performance and product.
(Integrate all or any of the 7Cs)

project proposal, oral defense,

skill demonstration

Interactive activities, video editing,

animations

GOAL-DIRECTED
Students reflect on their learning
process. Students manage their
way of working. Students check
every now and then how they are
accomplishing the learning goals
they set for themselves.

Thematic mapping, portfolio

making

Reflection pages, the journalist

note-taking, blogs, web research

STAGE 3: LEARNING PLAN FLOW

LESSON PROPER
-Face-to-Face (F2F): no technology used
-Blended: Combination of F2F instruction and learning with interactive applications
-Station Rotation- Blended Learning Setup where different stations in the classrooms are found enabling
students to work with various materials and engage with different interactions ; usually the first station
has the teacher working with a small group of students, second station students are working as a group
and third station students working individually with technology
- Personalized - all students work with a playlist of lessons and can access the playlist anytime,
anywhere
-Flipped - students are given advanced lecture in the form of video/ppt presentation and students are
also given advanced work and their answers are checked by the teacher in class the following meeting;
teacher conducts other exercises related to the advance lecture

INTRODUCTION
DAYS 1-4/WEEK 1 (Date: June 15, 2015 - June 19, 2015)
Objectives:
Identif y through review the tenses and moods of the verbs

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

EN1LT-Ia-14.2
Express in writ ing appreciation the tenses and moods of the verbs.
EN10LT-Ib-2.2.1
Illustrate how the subjunctive mood of the verb is used in ever yday context.
EN10LT-Ic-2.2.2

The complete subject of a sentence contains the noun, pronoun, or group of words acting as a
noun, plus their modifiers, that tells who or what the sentence is about. (Forlini, et. al., 2010)
The complete predicate contains the verb or verb phrase, plus any modifiers and complements,
that tells what the complete subject does or is (Forlini, et. al., 2010)
The verb tense is the form of the verb that shows the time of an action or condition (Forlini, et.
al., 2010)

Before we begin our lesson, why dont we have a little icebreaker? Look at this sentence:
If _________ were __________, he/she ___________.
Just fill in the first blank with a classmates name, the second blank with a piece of paper youll
pick from this box, and the third blank with an idea of your own.
The teacher writes constructed sentences on the board. Phrases for the second blank are:
A. a plant
B. an animal
C. of the opposite sex
D. seven feet tall
E. born with an IQ of 180
What interesting sentences weve come up with! Lets take a look at them. What is the verb in the
first clause? Yes, its were. Now, could you give me a reason why we used were in all
sentences?
I think youre all baffled. Were in these sentences are actually in the subjunctive mood. Lets

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

learn about our the subjunctive mood through some examples.

2. Interaction
If I were you, then I would copy down these notes.
We should act as if his lecture interested us.
What do you notice about the word were? Interested? Does this mean that these actions
happened in the past? Well, they would seem like it, but they actually dont occur in the past.
Take a look again at these sentences, particularly the clauses in which the highlighted verbs
are. What do they have in common? Yes, the clauses begin with if and as if, both showing
condition.
Now, what is denoted by the clause, If I were you? Yes, there is a condition here: If I were
youbut Im not! In the second sentence, we could follow the second clause with this thought:
As if his lecture interested usactually, it didnt! The statement is therefore contrary to fact, and
in the case of these sentences, they are contrary to a fact at present.

Now lets take a look at sentences we had as examples.

I wish Lou were here.
I wish I knew when Rica is coming back.

Why didnt we say I wish Lou was here? Yes, this is another example of a statement
contrary to fact. Its a wish: I wish Lou were herebut hes not. Its the same thing with the
second statement: I wish I knewbut I dont.
What can we now say about the subjunctive mood?
It differs from the normal mood, the indicative mood, which is a simple statement. The
subjunctive mood, we have learned so far, presents a statement contrary to fact.
Now, what if you want to present a statement contrary to a fact in the past or in the future?
Lets do this exercise first. Identify the verbs in the subjunctive mood.
If I were a boy, I would understand.
If I had been a responsible elementary student, I would have graduated with honors.
If I were to go to Paris this summer, I would visit the Louvre Museum first.
If I should leave, who will be with you?
Now, which sentence shows a statement contrary to a fact in the present? in the past? In the
future?
Now, fill in the following table with the proper subjunctive form of the verb on the left.
When does the
statement
past
contrary to fact
happen?
form of regular (had given)
verb to give

present

future

(gave)

(were to give)
(should give)

DEPARTMENT: Fourth Year High School

form
of
be-verb

had been

UNIT: English

were

A.Y. 2015 - 2016

(were to be)
(should be)

Good answers! What do you notice here in the table?

Now, fill in the blanks with the proper form of the verbs in the parentheses.
1. If I (grow) _____ up in the province, Id probably become a beach bum.
2. If JP (hear) ____ anything about our conversation earlier, he doesnt show it.
3. If you (become) _____ a doctor someday, Id definitely consult you.
4. I wouldnt be having a hard time with Math right now if I (be) ___ smarter.
5. You talk as if you (know) ____ everything.
Now, lets take a look at the first sentence.
If I had grown up in the province, Id probably become a beach bum.
We can invert the construction of this sentence by removing if and placing had at the beginning of the
sentence, so now you have:
Had I grown up in the province, Id probably become a beach bum.
Do the same for the sentences in the previous exercise.
Now lets take a look at other uses of the subjunctive mood. Look back to the time when you were
nominating your class officers. What do you say so that no one will nominate in a given position
anymore?
I move that the nominations be closed.
Notice the construction of this sentence. Why use be? This is another example of the subjunctive mood.
This construction has to do with the verb move. Lets look at other examples.
I suggest that Ed help you with your assignments every Tuesday.
I insist that you be more responsible.
Which verb do you think is in the subjunctive mood? Yes, theyre help and be. Now, look at the verb in
the main clause: suggest and insist. They are words which denote a request, demand, or proposal.
Thus, verbs such as ask, demand, determine, insist, make, order, pray, prefer, recommend, regret,
request, require and suggest are typically followed by clauses that take the subjunctive mood.
Also, notice that the subjunctive mood here show statements contrary to fact; thats why a request,
demand, or proposal is being made. How did we form the subjunctive mood in this case? We use the
plural form of regular verbs (the base form) and simply be for be-verbs.
Lets have another exercise. Fill in the blanks with the proper subjunctive form of the verb.
1. All Im asking is that Lara (give) ___ back the book she took without my permission.
2. I pray that God (grant) ____ the strength to stand through my ordeal.
3. Andy recommends that he (be) ____ tapped as the chairman of the committee.
4. If Andy (become) _____ the chairman, our project will be a success.
5. I wish I (be) ____ as dynamic as he is!
Objectives: By the end of the lesson, the students will be able to:
L a. Find tips to help them prepare your research paper successfully;
L b. Understand the steps in preparing a research paper;
VISUAL
Blinding Detonation

KINESTHETIC
Painful Scourge and Whips

GUSTATORY
Intoxicating Smoke

AUDITORY
Deafening Gunshots and Explosions

Transition Statement: Summatively, with all the literary tesxt features, sensory expressions and

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

figures of speech that we have just studied, we can easily interpret the tone of the author/speaker
and his/her techniques and purpose for writing/speaking!
TASK 6 Wrap Up (F2F Jigsaw II)
The students divided into groups select one book covered in the discussion, and they analyze the selection through
critically determining figures of speech used, literary devices present, and purpose of the author, which all lead to
the unravelling of its theme. Afterwards, they regroup to consolidate the ideas they learned from their original
members with the new groupings concurrently being formed.
Books that Changed the
World

Literary
Devices

Figures of
Speech

Authors Tone
and Purpose

THEME

1. THE BIBLE
2. THE HOLY QURAN
3. THE ILIAD AND
ODYSSEY
4. THE MAHAB-HARATA
5. THE CANTERBURY
TALES
6. UNCLE TOMS CABIN
7. THE DIVINE COMEDY
8. EL CID CAMPEADOR
9. THE SONGS OF ROLAND
10. THE BOOK OF THE
DEAD
11. THE BOOK OF THE
DAYS
12. ONE THOUSAND AND
ONE NIGHTS
21st Century Skill: Collaboration and ICT fluency
LGP 2: Bring Christian perspectives to bear on human
understanding, skills and values of the learners.
Transition Statement: Next meeting, we will discuss about more other effective ways on how to repair or
enhance your repertoire in delivering your message [both verbally and written] to achieve greater
persuasiveness.

II.

INTERACTION

DAY 5-12/WEEKS 2-4 (Date: June 22, 2015 July 10, 2015)
Objectives:
Det e rm ine au d ito ri ly an d visu a lly th e im p licit a nd e xp licit sign a ls, ve rb a l, a s we ll as no n ve rb a l, used b y t he spe a ke r t o high l igh t sign if ica nt p oin t s. E N10 LC -I c -4
Po in t o ut t he effe ct i ve ne ss of t he de vice s u sed b y t he sp e a ke r t o a tt ra ct an d h o ld t he
at te n t ion of t he list en e rs/ re a de rs. E N10 LC -I e -14 .1
De scribe a nd in t e rp ret ve rb a ll y t he e th ics an d t e ch n iqu e s of effe ct i ve pu b lic sp e a kin g.
E N1 0 O L-I b-3 .1 5
E xp re ss in si gh t s b y gro up s o ra lly ba sed on th e id ea s p re se n te d in t he ma te ria l/ s vie we d .
E N1 0 V C-I d-2 5
Dra w ge ne ra li za t ion s a nd co n clu sio n s in writ t e n f o rm b ase d o n t he ma te ria ls vie we d .
E N1 0 -V C-I i -1 .5 / 2. 5
E xam in e h o w sp o ke n co mm un ica t ion ma y be re p a ired o r en ha n ce d . E N10 LC -I i -14
E va lua t e lit e ra t u re a s a wa y of e xp re ssin g a nd re so l vin g on e s pe rson a l conf lict s.
E N1 0 LT-I i -1 8
Sympathize public speakers ways and devices of delivering their message to persuade a large group of

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

listeners/viewers. DLSZ-E N1 0 O L-I f-2 .3

TASK 1 Motivation (Pie Chart) and Review (F2F Basic Recall)
The teacher surprises the students with the fact that WORDS do not comprise the most paramount role in achieving
communicativeness and persuasiveness.

21st Century Learning Skill: Communication and Media Fluency

LCVs: Competence and Confidence
LGP 5: Prepare learners to participate responsibly in the world of
work, family, community, nation, and church.
Transition Statement: Before we proceed to implicit and explicit signals and words/expressions that
emphasize a point, lets take a quick review through identifying the kind of imagery or literary device used in
each of the following lines:
Formative Assessment (F2F review)
The students take the short assessment for 25 minutes. Next, the teacher dictates and explains the right answers.
A. Sensory Imagery: Identify the kind of imagery used in the following poetic lines. Write VISUAL for
sight, TACTILE for touch, GUSTATORY for taste, OLFACTORY for the sense of smell, and AUDITORY
for hearing.
_________________ 1. The eerie silence was shattered by her scream.
_________________ 2. See the shepherds! Watch the sheep! Let your eyes soak in the quaintness
and beauty of everyday life all around you!
_________________ 3. His nose registered the scent of the anti-microbial cleansera scent to which
he was normally immune.
_________________ 4. The familiar, slightly spicy flavor of the seasoned meat in the meatloaf
reminded Casey of the meatloaf that her mother used to make.
_________________ 5. You feel its breath against your ear.
B. Figurative Language/Literary Devices: Determine the figure of speech or literary
device present in each of the following quotes and excerpts.
_________________ 6. The White House will be announcing the decision today.
_________________ 7. You are carrying the weight of the world on your shoulders.
_________________ 8. Apollo appears on stage to bring things in order. Apollo clears the situation by
informing that Helen had been put amongst the stars and therefore, Menelaus should return to
Sparta.
_________________ 9. A playful grasshopper who loves to play all day. He teases poor Ant who is
hard at work all day long during the spring and summer about wasting his life away working.
_________________ 10. I did mark how he did shake.... tis true this god did shake... His coward lips
did from their color fly
_________________ 11. JULIET: Go ask his name.If he be married. My grave is like to be my

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

wedding bed.
_________________ 12. Oedipus unknowingly marries his mother. At the end of the play, when the
tragic mistake has been revealed, Jacosta commits suicide and Oedipus gouges his eyes out. Both
characters experience release. Jocasta, by seeking release in death; Oedipus by doing penance by
gouging out his own eyes.
_________________ 13. Speech is silver, but Silence is Gold
_________________ 14. My father was a St. Bernard, my mother was a collie, but I am a
Presbyterian. This is what my mother told me, I do not know these nice distinctions myself.
_________________ 15. The chief led them, trotting steadily, exulting in his achievement. He was a
chief now in truth; and he made stabbing motions with his spear. From his left hand dangled
Piggy's broken glasses.
Transition Statements: We concur that words play a very vital role in persuasion, but more predominantly,
non-verbal gestures can make or break our message in an unfathomable respect. With this in mind, lets
write a reflective essay about this realization of how body movements (kinesics) and voice/delivery affect our
message.
TASK 2 Tracking of Knowledge Changes (The Journalist App Reflective Journal)
The students reflect on how implicit and explicit non-verbal signals can affect their message and audiences
attention.
TASK 3 Interaction (Audio Listening)
The students scrutinize how the actor deliver and express his opinions, views and contradicting ideas to a large
number of listeners.

"Friends, Romans, countrymen" - Julius Caesar (Richard Pasco)

https://www.youtube.com/watch?v=zfmAMYYAFzs
EQ: What certain strategies aid the listeners comprehend the message and the speaker to clarify his
important points very well?
TASK 4 Guided Generalization (F2F Insights sharing)
The class seeks to answer the essential question after watching these 3 videos: McDonalds McRib
commercial, Ted Cruzs Presidential Campaign, and O Shopping Coocan Gold Pan.

EQ: In what ways can someone enhance his/her art of persuasion and speak/react in front of the
public (in a particular situation) effectively?
TASK 5 Wrap Up (Blog)
The students ponder on answering this question, How does today's lesson impact your understanding? They
post their realizations and new insights on a blog.
Long Assessment #2
The students take the long assessment for 60 minutes. (Coverage: Direct and Indirect Signals used by a
speaker, Persuasive Devices and Making Generalizations)

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

Transition Statements: There are numerous ways to intensify emphasis on the important ideas that we want
to linger in our readers and listeners consciousness; hence, we will be exposed to more grammatical units in
the following weeks that will support us in stressing our intentions and ideas. These are discourse markers,
modals and reflexive/intensive pronouns.

DAYS 13-20/WEEKS 5-6 (July 13, 2015 July 24, 2015)

Objectives:
Det e rm ine th e ro le s of d iscou rse ma rke rs (e. g. co n jun ct ion s, gam b it s, a d ve rb s) in
sign a llin g t he f u nct ion s of sta t em en t s ma de . E N10 LC -I f-1 4. 2
Dist in gu ish o ra ll y a nd in writ in g ref le xi ve an d in t en si ve p ro no un s. E N1 0 G -Ia - 27
Use m od a ls in spe a kin g. E N1 0 G -I g-3 .6
Using words and expressions that emphasize a point. E N10 G -I e -2 6
Dra w ge ne ra li za t ion s a nd co n clu sio n s in writ t e n f o rm b ase d o n t he ma te ria ls vie we d .
Use o ra lly m od a ls a nd ref le xive / in t en si ve p ro n ou n s. E N10 G -I b/ f- 3. 6/ 2 7
TAS K 1 Moti va ti on (F2 F So cra t ic Qu e st io n in g)
The te a ch e r sud de n ly re qu e st s t ha t st ud e nt s t o a sk a n y f a vo r f ro m h im / he r.

Example Requests by the students to their teacher:

May you give us good grades?
May you repeat the question/instruction?
Can we eat here in class? Were/Im so
hungry!
Is the upcoming test going to be easy?
Then the teacher would abruptly reply:
No, I cant! Youve to work for it.
I wont.
You can eat during your lunch time.
No, its not.
Transition Statement: How do you feel about my
responses? Do think there are chances or ways to enhance
my answers, making it sound more considerate, sensitive and polite?
TASK 2 Tracking of Knowledge Changes (Notes Focused Listing)
Students are given chances to edit the responses and change or add some expressions to euphemize them.

Repeating the Requests by the students to their teacher:

- May you give us good grades?
- May you repeat the question/instruction?
- Can we eat here in class? Were/Im so hungry!
- Is the upcoming test going to be easy?
Modified Responses of the Teacher (with
DISCOURSE MARKERS):
- Uhm, thats possible, but no, Im not
going to give you; not unless you would
work very hard for it.
- Actually, I think I already told you
that I wouldnt because it is just not
right if. Well, I hope you wont
mind.
- Of course, I suppose you all attended the orientation and read the

B
P
DEPARTMENT:
FourthO
Year High School
UNIT: English
A.Y. 2015 - 2016
E
I
L
N
I
G
T manual. In accordance to our school rules, Im sorry but you are
not allowed to! Anyways, you can eat during your lunch time.
E - Well, it depends on you. The only way is for you to study and
prepare really hard. It is for the reason that honestly, it will really
be not so.

Transition Statements: May I now solicit your impression of the second set of answers that I gave compared
to the first? Relatively, why are these discourse markers important then? How about you? Do you know/use
some English expressions that help you not to be so straightforward or impolite?
TASK 3 Guided Generalizations (Video Tutorials, Documentary, and Grammar in Songs)
The students formulate generalizations and conclusions based on the succeeding videos that feature the usage of
discourse markers, reflexive pronouns and modals in sentences.
Transition Statements: Recently, we talked about different ways to emphasize points and to enhance our
audiences reading or listening comprehension. Nevertheless, there are several other ways to enhance our
composition through a more thorough study about grammatical lexicons that are when used semantically also
help sustain our readers interest and in adding emphases to highlight our highly important thoughts!

EQ: To what extent is the significance of selecting the appropriate words (modals, discourse markers, and
inserting intensive/reflective pronouns) in writing and delivering a speech?
TASK 4 Wrap Up (F2F Focused Listing and Web Research Agony Aunt Column)

21st Century Skill: Collaboration and ICT fluency

LGP 3: Are dynamic and encourage differentiation,
diversity and synergy amongst learners that are friendly,
caring and respectful.
The students search for interesting articles from the Net, i.e. from Agony Aunt Column or Pages. By reading
this, each one will highlight the importance of modals and should point out where/when they are used most
frequently.

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

Transition Statements: You can also browse the articles if there are pronouns used reflexively or intensively.
To help you better understand and classify these orthographically similar pronouns correctly, you have to
undergo an online lesson and test about this lesson, which will also be treated as your formative practice and
assessment. (Peer Checking)

Kindly go to https://learnenglish.britishcouncil.org/en/english-grammar/pronouns/reflexive-pronouns
link for the said course.
Long Assessment #3
The students take an assessment about the previously-discussed topics: Modals, Discourse Markers, Reflexive
and Intensive Pronouns, and Making Generalizations and Conclusions. (40 minutes)
Transition Statements: Again, what are the different persuasive techniques used by effective public speakers?
What are mostly their purpose and tone when speaking? Why do you think literary devices, such as imagery
and figurative language, are very appealing to audience? Shall discourse markers, reflexive/intensive pronouns
and modals be used to add emphasis and impact to ideas as well? Stupendous! Provided that we have already
gathered up all the essential competencies expected of us in this term, let us open our minds and eyes this time
to the current events and issues that are experienced by our country in relation to other nations on Earth!

III.

INTEGRATION

DAYS 21-30/WEEKS 8-10 (Date: July 27, 2015 August 14, 2015)
Objectives:
De scribe ve rb a ll y t he e th ics an d t e ch n iqu e s of effe ct i ve pu b lic sp e a kin g.
Id en t if y visu a ll y t he f ea tu re s of a p e rsu a si ve te xt .
Fo rm u lat e /W rite a st at em en t of o pin ion o r asse rt io n.
Com po se a pe rsu a sive t e xt of th re e p a ra gra ph s, usin g a va rie t y of te chn i que s a nd

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

de vice s, t o e xp re ss on e s sta n ce o n a t op ic o r issue .

Em p lo y t he te chn i que s in pu b lic sp ea kin g in a sam p le sp ea kin g sit u at io n .
W rit e a p e rsu a sive t e xt wit h all t he t e xt f ea tu re s in t ro du ced b ef o reh an d . E N1 0W C- Ii - 12
Optimize the use of written, verbal and visual arts to help resolve issues and conflicts among our peers and
in the society. DLSZ-EN10LT-Ij-19
21st Century Skills: ICT, Communication and Media Fluency, Creative,
Career and Life-long Learning, Cross-cultural Understanding
LGP 4: Ensure that learners translate knowledge into something useful
in actual practice for the betterment of society.
LGP 5: Prepare learners to participate responsibly in the world of work,
family, community, nation, and church
LCV incorporation: Compassion and Concern for Others

TASK 1 Motivation (Video Presentation) and Review (web search)

The students react on the video of a 12-year old girl who silenced the world for 6 minutes. Afterwards, they recall all
the persuasive speaking techniques that they have learned in the previous months.

Transition Statements: Finally, prepare to deliver your work through a video in front of a panel (heads of
different countries). This is going to be a very momentous opportunity that you will be speaking in front of them
to discuss any national or international issue tremendously affecting the Philippines! With all due respect to the
countries presidents, monarch, ministers and officials, your speech must still consider a variety of persuasive
devices and techniques, polite yet very clear and apprehensible message, eloquent delivery with perfect
language conventions and effective overall gestures, great organization and accuracy of every
idea/detail/information.
TASK 2 Tracking of Knowledge Changes (Peer-to-peer Airplay)
The teacher requires the student to accomplish their concept map on the important features, elements and ethics of
public speaking and different social and international struggles the Philippines is greatly experiencing through
reviewing their notes, brainstorming, and web researching. Every group presents it through airplay to consolidate all
the ideas and insights garnered by the entire section.
TASK 3 Finding and Results (Pic Collage)
The students create a collage of all national issues and concerns to fire creativity and inspire themselves to act
responsively to these countrys needs.

Being Nationally Responsive Collage

TASK 4 Goal Setting (Pages, Notes and Gmail)

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

The students construct their personal goals to compose a pe rsua si ve te xt of t h ree p a ra g rap h s, u sin g a
va rie t y of t ech n iqu e s a nd de vice s, t o e xp re ss yo u r st an d o n a n issu e. This work will be read at the
United Nations Convention where leaders gather to tackle any global or national conflict that every country
experiences! They will be guided by the succeeding diagram on how to express themselves argumentatively.
Transitional Statement describing the main task: You are now to convey a very persuasive speech through
a video recording that can convince the UN officials to help the Filipinos resolve even one of the countrys
greatest problems or issues, especially with other republics or states. Henceforth, your persuasive essay must
utilize a variety of persuasive devices and techniques, polite yet very clear and apprehensible language,
eloquence, organization and accuracy of all the ideas. This must be very persuasive. Please follow the
model/paradigm below to come up with a well-structured composition:

TASK 5 Performance/Transfer Task (Video Recording)

The students a video stream or recording that will be sent to the United Nations Conventions.
Category
Organization (2 points)
Content
(8 points)

Presentation
(10 points)
Score

Scoring Criteria

Total Points

Information is presented in a logical sequence.

Introduction is attention-getting, lays out the problem well, and
establishes a framework for the rest of the presentation.
Presentation contains accurate information.
There is an obvious conclusion summarizing the presentation.
Speaker maintains good eye contact with the audience and is
appropriately animated (e.g., gestures, moving around, etc.).
Speaker uses a clear, audible voice.
Delivery is poised, controlled, and smooth.
Good language skills and pronunciation are used.
Information was well communicated.
Total Points

Transitional Statement: Let the entire world hear your voice; spread your speech in secure social networking pages to
gather online comments from our netizens worldwide.
TASK 6 Sharing of Knowledge (Facebook, Twiiter, Youtube, Instagram)

Students are asked to create a wiki, video stream, slide presentations or screencaptured presentations and upload
these on a secure networking site. Students are encouraged to gather online comments from viewers. The teacher
serves as a facilitator or moderator (DLSZ, 2015).

DEPARTMENT: Fourth Year High School

UNIT: English

A.Y. 2015 - 2016

TASK 6 Closure (Social Media)

The students comment on their own post, A Speech for the Whole World. They include their insights and how they
incorporated their Lasallian principles and values, and how this experience helped them realize their potentials as a
globally-competitive learner who is ready and equipped with competencies to face the world.

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