Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 22 Learning Area: Oral Communication in Grade Level: 11/12 Quarter: Duration: 60
Context 2nd mins.
Learning Competency/ies: Explains that a shift in speech context, speech style, speech act Code:
(Taken from the Curriculum Guide) and communicative strategy affects the following EN11/12OC-IIab-22
o Language form
EN11/12OC-IIab-22.1
EN11/12OC-IIab-22.2

Key Concepts / -Speech Act

Understandings to be -Speech Style
Developed -Speech Context
-Communicative Strategy
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify, explain how language form affect the shifting of
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare, speech context, speech style, speech act and
or association explain, paraphrase, discuss communicative strategy
graphic messages

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
... the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design, perform a speech situation that portrays
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct, different speech context , speech style, speech
aptitude, etc., to do formulate, assemble, devise act and communicative strategy
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking or Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
feeling Acceptance, Determined,
practice, present, read, recite, report, select, tell, write
about Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
someone Cautious, Decisive, Self-Control,
acceptance to the more complex state of commitment. Valuing is based on the internalization
or Calmness, Responsibility,
of a set of specified values, while clues to these values are expressed in the learner's overt
something Accountability, Industriousness,
behavior and are often identifiable.
, typically Industry, Cooperation, Optimism,
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism, develop
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity, cooperation,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial respect and
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a accountability
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of among learners
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao Practice the values of
judgment perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for helpfulness, oneness
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from human rights, Gender equality, Family and solidarity
important simple acceptance to the more complex state of commitment. Valuing is based on the Solidarity, Generosity, Helping,
in life. internalization of a set of specified values, while clues to these values are expressed in Oneness
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study
life on
4. Organization - Organizes values into priorities by contrasting different values,
earth,
resolving conflicts between them, and creating a unique value system. The emphasis is
include 3. Makakalikasan
on comparing, relating, and synthesizing values.
more than Care of the environment, Disaster Risk
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Management, Protection of the
and fame, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environment, Responsible
and would relate, synthesize Consumerism, Cleanliness,
affect the 5. Internalizing values - (Characterization): Has a value system that controls their Orderliness, Saving the ecosystem,
eternal behavior. The behavior is pervasive, consistent, predictable, and most importantly, Environmental sustainability
destiny of characteristic of the learner. Instructional objectives are concerned with the student's
millions general patterns of adjustment (personal, social, emotional). 4. Makabansa
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Peace and order, Heroism and
practice, propose, qualify, question, revise, serve, solve, verify Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Types of Communicative Strategy

1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
5. Topic shifting
6. Repair
7. Termination
3. Learning Resources Sipacio, P.J.F.,et al (2016). Oral Communication in Context for Senior High School. C & E
Publishing, Inc.: Quezon City, Philippines.
Fernandez, A. M. O., et al (2016). Speak and Listen in Context.
4. Procedures
4.1 Introductory Activity (3 minutes). This part introduces the lesson content. Although at times 1. Preliminaries
optional, it is usually included to serve as a warm-up activity to give the learners zest for the incoming 2. Post varied statements from different context and let the
lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is students find out the appropriate situation where these
conducted in a pleasurable and comfortable atmosphere. statements are applicable.

4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. 1. Present videos about communication in varied context:
It serves as a springboard for new learning. It illustrates the principle that learning starts where the * broadcasting
learners are. Carefully structured activities such as individual or group reflective exercises, group * casual conversation at home
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, *business talk
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered * sermons
in this part of the lesson.
* Public speaking etc.
2. Provide guiding questions to answer after the video
presentation.
* What have you understood on the videos that you’ve
watched?
How did you find the videos? Can you relate to the context of
different videos that you’ve watched?
4.3 Analysis (5 minutes). Essential questions are included to serve as a guide for the teacher in How do the videos differ in terms of the language used by the
clarifying key understandings about the topic at hand. Critical points are organized to structure the interlocutors?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
What are the specific statements from each video which
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. signifies its context?

What are the different speech styles, speech acts and

communicative strategies being used on each video?

4.4 Abstraction (15 minutes). This outlines the key concepts, important skills that should be Checking students’ answers on the analysis.
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that Provide feedback and give emphasis on how the shifting of
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the speech contexts, speech acts, speech styles and the
lesson. communicative strategies affect the language used.

4.5 Application (3 minutes). This part is structured to ensure the commitment of the learners to Could you give instances in which you were able to
do something to apply their new learning in their own environment. experience wrong usage of language in the context you are
into?
 How did you handle the situation?

Do you find it important to know how the shifting of speech

contexts, speech acts, speech styles and the communicative
strategies affect the language used? Why or why not?

4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Role Play
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science
The class will be divided into 5 groups, each group will
assessment criteria)
Experiment be assigned to a specific situation to portray.
They need to choose the appropriate language use in
the context they are assigned into.

Rubrics:
Appropriate use of language
Effective use of communicative strategies, speech acts
and speech styles in their presentation
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question, Written Test

(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a skill
or knowledge of content)
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
Evaluate the given dialogues. Do the dialogues have
the appropriate use of language in its given context?
Yes or No. Why or why not?

4.7 Assignment (2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Revise the given dialogue in terms of its language
form according to its appropriate context.
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (2 minutes). Present a video clip that shows the importance of
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, appropriate language use in communicating.
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
 remediation.

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
learning 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:
Name: FRANKIE E. DELOS SANTOS School: GUINDARUHAN NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others