TEACHER-MADE LEARNER’S HOME TASK

School: BIASONG NATIONAL HIGH SCHOOL Date: July 10,2020

Grade/Section:11-CANA Subject Area/s: ORAL COMMUNICATION IN CONTEXT

I.MELC: EN11/12OC-IIcj25: Uses principles of effective speech writing focusing on: logical organization

II. Objective/s:

Knowledge: identify the different speech patterns

Skills: write examples of different speech patterns
Values/Attitude: foster healthy relationship between the speaker and audience through using polite words
III. Subject Matter: Principles of Speech Writing, Speech Pattern
IV. References:

Lrmds.deped.gov.ph

Oral Communication in Context for Senior High School

https://open.lib.umn.edu/communication/chapter/9-1-selecting-and-narrowing-a-topic/

https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/

Sipacio, P. J., & Balgos, A. R. (2016). Oral communication in context for senior high school. Quezon City: C & E Publishing ,

V. Procedure:

A. Readings:

The Speech Writing Process

Just like events planning, or any other activities, writing an effective speech follows certain steps or processes. The
process for writing is not chronological or linear; rather, it is recursive. That means you have the opportunity to repeat a
writing procedure indefinitely, or produce multiple drafts first before you can settle on the right one. Figure 1 shows the
schematic diagram.
SELECTING A SPEECH PATTERN

Writing patterns, in general, are structures that will help you organize the ideas related to your
topic. Examples are biographical, categorical/topical, causal, chronological, comparison/contrast,
problem-solution, and spatial.

B. Exercises for skill subjects/Analysis questions using HOTS for content subjects.

Exercise 1;

Direction: Read each passage and identify how the information is being organized.

1. Ice-cream is a delicious frozen treat that comes in a many different colors and flavors. Two of my favorite
flavors are strawberry and chocolate. Though both of these flavors are delicious, strawberry may contain pieces
of fruit while chocolate usually will not. Even though more chocolate ice-cream is sold across the country
annually than strawberry, each flavor tastes great inside of a milk shake.

a. cause and effect b. compare and contrast c. chronological

d. spatial / descriptive e. sequence / process

2. The ice-cream shop around the corner from my house has the best ice-cream in the city. When you first walk
inside, there is a long chrome counter with matching stools extending to alongside the far wall. Right where the
counter stops, the booth seating begins. There are lots of old-timey knickknacks on the walls and chrome
napkin holders on all the tables. My favorite part of the shop is behind the counter glass, where they keep all of
the ice-cream flavors. A rainbow of delicious sugary flavors is kept cool and delicious behind the counter glass.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. sequence / process

3. Freezer burn may have wasted more ice-cream than sidewalks. If you don’t know, freezer burn is when ice
crystals form on the surface of ice-cream. These ice crystals can ruin the texture and flavor of the ice cream.
But you can prevent freezer burn. Since freezer burn is caused when melted ice-cream is refrozen, rather than
eating your ice-cream from the container as it melts, scoop your ice-cream into a bowl and put the container
back in the fridge immediately. Doing this ought to help you solve your issues with freezer burn.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. sequence / process

4. No one knows the true origin of ice-cream, but the first published ice-cream recipe appears in “Mrs. Mary
Eales's Receipts,” a cook book that was printed in London in 1718. Sometime around 1832, an African American
confectioner named Augustus Jackson created multiple ice cream recipes and invented a superior technique to
manufacture ice cream. Ice cream soda was invented around 1874, but the real breakthrough may have been at
the 1904 World’s Fair in St. Louis, Missouri, when the American ice-cream cone was unveiled!

a. problem and solution b. cause and effect c. chronological

d. spatial / descriptive e. sequence / process

5. Making ice-cream is not easy. Cream and sugar have to first be mixed in a frozen container. Ingredients may
be added at this point, if desired. The mixture must be stirred and whipped until the cream and sugar mixture is
frozen. Depending on the equipment, this may take as long as an hour. After the ice-cream is prepared, it must
be kept frozen until it is ready to be enjoyed. Making ice-cream is difficult, but most people would agree that it
is worth the trouble.

a. problem and solution b. compare and contrast c. chronological

d. cause and effect e. sequence / process
6. Have you ever had an ice-cream headache? That’s when a painful sensation resonates in your head after
eating something cold (usually ice-cream) on a hot day. This pain is produced by the dilation of a nerve center in
the roof of your mouth. The nerve center is overreacting to the cold by trying to heat your brain. Ice-cream
headaches have turned many smiles to frowns.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. cause and effect

7. One time my mom and I made ice-cream. We added sugar and cream into a big glass bowl. We kept it frozen
in the middle of a bigger glass bowl. While it froze, I stirred the mixture with a hand mixer. It was the first time
that had I used one and it splattered ice-cream mixture all over the kitchen. The rest of the mixture finally froze,
so we ate some ice cream, and then put the remaining portions in the freezer so that it wouldn’t get freezer
burned. That was a good day.

a. problem and solution b. compare and contrast c. chronological

d. spatial / descriptive e. cause and effect

8. It was the most beautiful banana split that I had ever seen. In the middle of the bowl, there were three
scoops of ice-cream: chocolate, strawberry, and vanilla. On top of the ice-cream were a banana and a thick web
of chocolate and caramel sauces. A huge puff of whipped cream covered the sauces and a handful of crushed
nuts dappled the whipped cream. On top of it all was a cherry, but I’ve never liked the soggy squish of cherries.

a. problem and solution b. compare and contrast c. sequence/process

 d. spatial / descriptive e. cause and effect

9. When it comes to making ice-cream, you can do it the traditional way, by stirring it in a frozen container, or
you can use liquid nitrogen to freeze your mixture. There are some advantages to using liquid nitrogen. Since
liquid nitrogen freezes the mixture faster, the crystal grains are smaller, giving the ice-cream a creamier texture.
The downside is that ice-crystals grow faster in ice-cream prepared using liquid nitrogen, so it must be stored at
much colder temperatures. Both methods produce a distinct texture, and both are delicious.

a. problem and solution b. compare and contrast c. sequence/process

d. spatial / descriptive e. cause and effect

Exercise 2.

Directions: Read the passages. Identify the text structure. Write information from the passage into the
appropriate graphic organizer. See Attachment for the activity.

C. Assessment/Application: Directions: Select and narrow your topic based on the purpose you have.
Refer to the table below as your sample.

Text Structure Booklet

Requirements: Each page of your booklet will include a definition of the term and an original example (do not take
examples from worksheets we have completed). If you decide to work with a partner, each of your examples must also
include a picture.

Terms to Define:

Text Structure: chronological, cause and effect, sequence/order of importance, spatial, problem and solution, and compare
and contrast (six total).

Example:

Chronological Spatial
Definition: events occur at a Definition:
specific time and are organized in
order of time. Stories are told
chronologically.

Example: I woke up this morning Example:

with a rumble in my stomach. I
ate a bowl of cereal, brushed my
teeth, and got on the bus. When I
got to school, it was raining, and I
realized I left my umbrella at
home. I did not have a very good
day.
Text Structure Booklet Rubric

Completion

0 --------------------- 1 -------------------- 2 --------------------- 3 -------------------- 4 -------------------- 5

Project is far from completion. Missing a one or two things Complete

Accuracy

0 --------------------- 1 -------------------- 2 --------------------- 3 -------------------- 4 -------------------- 5

Work is consistently misleading or mistaken showing a lack of understanding. Minor mistakes in understanding Accurate

Effort

0 --------------------- 1 -------------------- 2 --------------------- 3 -------------------- 4 -------------------- 5

Work is so sloppy and rushed that it is difficult to understand. Student is capable of much better work Strong Effort

Prepared by:

MARIE ELLENGRID L. COPAS Verified by:

Teacher
ANNA RIZA A. PATIÑO

School Head