Department of Education

Region X – Northern Mindanao

Division of Malaybalay City
BANGCUD NATIONAL HIGH SCHOOL
Bangcud, Malaybalay City

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

DETAILED LESSON PLAN (DLP) FORMAT

School Bangcud National High School Grade Level 11

Teacher Kharla Khris A. Cacharo Learning Area Oral Communication
Time and 7:30-8:30 am, 1:00-2:00 pm and 3:00-4:00 pm Quarter 1st
Dates Week 6: July 23-27, 2018

I. Objectives
A. Content Standards The learner recognizes that communicative competence
requires understanding of speech context, speech style,
speech act and communicative strategy
B. Performance Standards The learner demonstrates effective use of communicative
strategy in a variety speech situations
C. Learning  Identifies social situations in which each speech style is
Competencies/Objectives appropriate to use EN11/12OC-Ifj-18
(Write LC code for each)  Observes the appropriate language forms in using a
particular speech style EN11/12OC-Ifj-19
 Responds appropriately and effectively to a speech act
EN11/12OC-Ifj-20
II. Content Communicative Competence and Strategies in Various Speech
Situations
 Types of Speech Context
1. Intrapersonal
2. Interpersonal
a.1 Dyad
a.2 Small group
3. Public
 Types of Speech Style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. Frozen
 Types of Speech Act
1. Locution (Utterance)
2. Illocutionary (Intention)
3. Perlocutionary (Response)
III. Learning Resources
A. References Bulan, Celia T., and de Leon, Ianthe C. Communication 3:
Practical Speech Fundamentals, Experimental Edition.
Department of Speech Communication and Theater Arts, UP
Diliman. May 2002.
1. Teacher’s Guide
2. Learner’s Materials pages
3. Textbook pages pp. 38-49
4. Additional Materials from The Center for Leadership and Service, The University of
Learning Resource (LR) portal Tennessee Knoxville.

B. Other Learning Resources
IV. Procedures
A. Reviewing previous lessons or
presenting the new lessons
B. Establishing a purpose in the
lesson
C. Presenting examples/instances
of the new lesson
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf. Accessed
January 7, 2016.
QuexBox App – Oral Communication in Context
 Start the class with an opening prayer.
 Checking of attendance.
 Ask students to give a recap on the previous discussion.
 The teacher conducts a survey questionnaire (Let’s
Warm Up!) to test the level of student’s efficacy in
delivering speech. The activity has 10 sets of questions
and can be answer with YES or No, scores will be
revealed depending on their responses.
 Source: Online worksheets retrieved from
www.study.com
The teacher will discuss the types of speech:
 Main Point 1: Understanding
In order to become an effective speaker, there are a lot of things
that we must consider. In here, we will know when speech style
is appropriate to use, particular language forms in using
particular speech style and responding to a speech act.
 Main Point 2: Communicative strategies
1. Nomination - Speaker carries 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.
2. Restriction - Refers to any limitation you may have as
a speaker. On some cases of communication, there's
instructions that must be followed. Those instructions
confine you as a speaker and limit what you can say.
3. Turn-taking - Pertains to the process by which people
decides who take the conversational floor. Primarily, the
idea is to give all communicators a chance to speak.
4. Topic Control - Covers how procedural formality or
informality affects the development of topic in
conversation.
5. Topic Shifting - Involves moving from one topic to
another. It is where one part of a conversation ends and
where another begins.
6. Repair - Refers to how speaker address the problems
in speaking, listening and comprehending that they may
encounter in a conversation.
7. Termination - Refers to the conversation participants'
close initiating expressions that end a topic in a
conversation.
 Main Point 3: Factors affecting speech
1. Language form - Language is considered as the
vocabulary used within a text, including language
devices such as: pathetic fallacy, personification, direct
speech and metaphor.
2. Duration of interaction - A conversation or exchange
between people. This depends on how short or long the
conversation takes place and topics depend on how they
interact.

D. Discussing new concepts and
practicing new skills #1
3. Relationship of the speaker – this takes place when a
speaker recognizes the audience and establishing a
purpose of speech.
4. Role and responsibility if the speaker - Listening is an
essential key to communication. Without effective
listening, one will not be able to understand another's
point of view, or fully understand a conversation. Finding
a topic relatable and enjoyable for the audience should
be a speaker's responsibility.
5. Message - A message may be delivered by various
means, including courier, telegraphy, carrier pigeon and
electronic bus. An interactive exchange
of messages forms a conversation.
6. Delivery - takes place in the form of a message that is
exchanged between a source and receiver. A message
can be shaped using one or a combination of sensory
stimuli that work together to convey meaning that
meets the objectives of the sender.
 The teacher will play a video clips which illustrates the 7
communicative strategies. Let the learners identify each
strategy.
 https://study.com/academy/lesson/types-of-speech-
delivery-impromptu-extemporaneous-manuscript-and-
memorized.html

E. Discussing new concepts and  Individual Activity on the Johari Window

practicing new skills #2  Source: Online exercise retrieved from www.executive-
velocity.com

The process would be to collect the adjective lists from the

students and work individually with the person being assessed
to develop the matrix and explore the questions.
Communication of feedback shall be done based on what they
have learned from the process.
F. Developing mastery (Leads to  Answers the activity #9 in pp 43
Formative Assessment 3)
G. Finding practical applications of  Group Activity Source: Survival Group Activity retrieved
concepts and skills in daily living from:
file:///C:/Users/DepEd/Downloads/Group_exercises.pdf

 The class will be divided into five groups. Each has 30

minutes from now to complete the following task. The
group has found themselves in a perilous situation.
There is a long list of items that can be used to aid their
survival but they can only take a small number of these
items with them which the teacher shall specify.
 The task is to decide, as a group, which items to take.
One member of the group should write the list of chosen
items on the flip chart provided by the end of the
allocated time. The teacher will assess each group’s
performance.

SITUATION:
 On your way back from a holiday in South America, your
shuttle flight to the airport is forced to make an
emergency landing in a small clearing in the Brazilian
rainforest. You and your fellow passengers have only
sustained minor injuries but the plane has broken into

Items to be carry by your group:
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement (____
minutes). Fill-in below any of
the four purposes
 Reinforcing /strengthening the
day’s lesson
 Enriching / inspiring the day’s
lesson
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson
V. Remarks
VI. Reflection
pieces and the communication equipment has been
destroyed in the impact.
 Before the plane crashed the pilot had reported a
problem with one of the engines so there is a good
chance that the authorities will start looking for you
when you fail to arrive at your destination. However, the
rainforest is very dense and it will take days to reach the
edge of it on foot. You cannot remain where you are as
there is a danger that the airplane fuel will catch fire. On
searching through the wreckage and the remains of your
suitcases you find the items listed below. The group is
unable to carry more than 7 items from this list (items
containing more than one object still count as one item).
 A guide to South American plant species
 3 elastic luggage straps
 6 frozen airline meals
 4 blankets from the plane
 A pack of 24 anti-malaria tablets
 A 3-meter square piece of opaque plastic sheeting
 Tourist map of Brazil
 2 large bottles of factor 12 sunscreen
 Mobile phone with GPS, fully charged
 1 liter bottle of the local alcoholic spirit
 3 boxes of chocolate chip cookies
 4 current paperback novels
 First aid box
 Compass
 Flare gun with one fire
 A Swiss Army knife
 A book of matches from the hotel
 From the discussions and activities conducted, ask the
3 learners to share what they have learned by
answering the following question:
 I have learned that…
 The activity that I liked the most is/are…
 the activity that I least like is/are…
 Learners will answer the activity on pp. 48
 Learners will be given an advance reading on the next
topic: Communicative Competence and Strategies in
Various Speech Situations on pp. 59
 From the discussion and activities conducted, at least
80% of the learners understand the topic.
 The learners were able to know and distinguish what are
the speech acts, speech style and types of speech
context.
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 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 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: Checked by:

KHARLA KHRIS A. CACHARO ARLENE S. DOYDORA

English Teacher Curriculum Head

Noted:

GLENDA B. CACHARO
SHS Coordinator

PASTOR P. ABEJUELA III

School Principal