A Semi-detailed Lesson Plan in Contemporary Philippine Arts from the Region

Objectives:

In this lesson, the students are expected to:

A. Define Contemporary Arts.

B. Explain the art forms and the development of Philippine Arts.
C. Describe the form of integrated contemporary art in the Philippines in
choreography, musical instrument, literary and music composition, visual design and
theatrical performance.
I. Subject Matter
A. Topic:
B. Materials:
C. Reference:
D. Estimated time:
II. Procedure:
A. Preliminary Activities
a. Prayer
b. Checking of Attendance
c. Review
d. Reading of the objectives of the new lesson

B. Motivation
The teacher asks the students to discuss for a best tourist spot by group and
present it in class and state the reason why they have chosen that place as
their best tourist spot.

C. Presentation of the Lesson

The teacher asks these questions to the students:
a. How did you start your conversation?
b. How did you agree with the ideas of your group mates?
c. How did you maintain the group conversation?

D. Lesson Proper
The teacher introduces the Types of Communicative Strategy.
1. Nomination
A speaker carries out nomination to collaboratively and productively
establish a topic. Basically, when you employ this strategy, you try to open a
topic with the people you are talking to. When beginning a topic in a
conversation, especially if it does not arise from a previous topic, you may
start off with news inquiries and news announcements as they promise
extended talk. Most importantly, keep the conversational environment
open for opinions until the prior topic shuts down easily and initiates a
smooth end. This could efficiently signal the beginning of a new topic in the
conversation.
2. Restriction
Restriction in communication refers to any limitation you may have as a
speaker. When communicating in the classroom, in a meeting, or while
hanging out with your friends, you are typically given specific instructions
that you must follow. These instructions confine you as a speaker and limit
what you can say. For example, in your class, you might be asked by your
teacher to brainstorm on peer pressure or deliver a speech on digital
natives. In these cases, you cannot decide to talk about something else. On
the other hand, conversing with your friends during ordinary days can be far
more casual than these examples. Just the same, remember to always be on
point and avoid sideswiping from the topic during the conversation to avoid
communication breakdown.

3. Turn-taking
Sometimes people are given unequal opportunities to talk because others
take much time during the conversation. Turn-taking pertains to the process
by which people decide who takes the conversational floor. There is a code
of behavior behind establishing and sustaining a productive conversation,
but the primary idea is to give all communicators a chance to speak.

Remember to keep your words relevant and reasonably short enough to

express your views or feelings. Try to be polite even if you are trying to take
the floor from another speaker. Do not hog the conversation and talk
incessantly without letting the other party air out their ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a
step back, and you could accompany these signals with spoken cues such as
“What do you think?” or “You wanted to say something?”

4. Topic Control
Topic control covers how procedural formality or informality affects the
development of topic in conversations. For example, in meetings, you may
only have a turn to speak after the chairperson directs you to do so.
Contrast this with a casual conversation with friends over lunch or coffee
where you may take the conversational floor anytime. Remember that
regardless of the formality of the context, topic control is achieved
cooperatively. This only means that when a topic is initiated, it should be
collectively developed by avoiding unnecessary interruptions and topic
shifts. You can make yourself actively involved in the conversation without
overly dominating it by using minimal responses like “Yes,” “Okay,” “Go on”;
asking tag questions to clarify information briefly like “You are excited,
aren’t you?”, “It was unexpected, wasn’t it?”; and even by laughing!

5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to
another. In other words, it is where one part of a conversation ends and
where another begins. When shifting from one topic to another, you have
to be very intuitive. Make sure that the previous topic was nurtured enough
 to generate adequate views. You may also use effective conversational
transitions to indicate a shift like “By the way,” “In addition to what you
said,” “Which reminds me of,” and the like.

6. Repair
Repair refers to how speakers address the problems in speaking, listening,
and comprehending that they may encounter in a conversation. For
example, if everybody in the conversation seems to talk at the same time,
give way and appreciate other’s initiative to set the conversation back to its
topic. Repair is the self-righting mechanism in any social interaction
(Schegloff et al, 1977). If there is a problem in understanding the
conversation, speakers will always try to address and correct it. Although
this is the case, always seek to initiate the repair.

7. Termination
Termination refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation. Most of the time, the topic
initiator takes responsibility to signal the end of the discussion as well.
Although not all topics may have clear ends, try to signal the end of the
topic through concluding cues. You can do this by sharing what you learned
from the conversation. Aside from this, soliciting agreement from the other
participants usually completes the discussion of the topic meaningfully.

E. Application
Students will apply the communicative strategies through role playing.

F. Valuing
The teacher will ask this question to her student:
• How useful communicative strategy is in your daily lives as a student?

III. Evaluation
The students will make a 2-3 minute commercial video about their chosen best tourist spot.

IV. Assignment
The students will have an advance reading for their next topics.

Prepared by:
Louise Mari E. Aranchado