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 Learning Grade
30 Oral Communication 11 Quarter: 1 Duration: 1 Hr.
No.: Area: Level:
Explains that a shift in speech context, speech style, speech act and EN11/12
Learning Competency / communicative strategy affects the Message
ies: Code: OC-IIab-
(Taken from the Curriculum Guide) 22.5
Key Concepts /
Understandings to be Types of Communicative Strategy
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list,
of knowing something The learner can recall information and retrieve memorize, repeat, describe, reproduce
with familiarity relevant knowledge from long-term memory
gained through
experience or
Understanding interpret, exemplify, classify, summarize, Explains that a shift in speech
The learner can construct meaning from oral, written infer, compare, explain, paraphrase,
association
and graphic messages discuss context, speech style, speech act
and communicative strategy
affects the Message

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
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's
knowledge, practice, Creating generate, hypothesize, plan, design, Hypothesize that a shift in speech
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of formulate, assemble, devise context, speech style, speech act and
something
view communicative strategy affects the
Message

Attitude Categories: List of Attitudes:

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

3. Makakalikasan
Care of the environment, Disaster
Risk Management, Protection of the
Environment, Responsible
Consumerism, Cleanliness,
Orderliness, Saving the ecosystem,
Environmental sustainability

4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Communication

3. Learning Resources ▪ Smart TV

▪ Laptop
▪ Internet
▪ Books/print out materials/manuals
4. Procedures
4.1 Introductory Activity (15 minutes). This part introduces the lesson content. Although at The teacher will distribute the manuals to different
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
groups. He will let the students to read the article from
when it is conducted in a pleasurable and comfortable atmosphere. the manual and give a differentiated instruction for them
to comply. He will inform them the objective of the
activity: Explains that a shift in speech context, speech
style, speech act and communicative strategy affects
the Message.

He will inform students that every group member will be

given assigned topic for him or her to explain that a shift
in speech context, speech style, speech act and
communicative strategy affects the Message prior to
the sharing of learned and appropriate speech style of
members. Then, a group representative will have to
 present the class the shared discussions of his or her
group members. The teacher will encourage the
majority of students to participate in the group activity so
that 75% or more students can engage in
communicative situation.

4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior learning The teacher will facilitate students through the differentiated
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts instructions and also motivate the group of students to
where the learners are. Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or explain that a shift in speech context, speech style,
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be speech act and communicative strategy affects the
considered in this part of the lesson.
Message. Students are given only 5 minutes to perform
their assigned tasks within their respective groups.

4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in ● Guide Question/s:
clarifying key understandings about the topic at hand. Critical points are organized to structure the Why does a shift in speech context, speech style, speech
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 act and communicative strategy affects the Message?
activity 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.
4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be Discussion:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that How do students explain that a shift in speech context,
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
speech style, speech act and communicative strategy
affects the Message?
Explain the following types of communicative strategy:
1. Nomination; 2. Restriction; 3. Turn-taking; 4. Topic
control; 5. Topic shifting; 6. Repair; 7. Termination

4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners Explains that a shift in speech context, speech style,
to do something to apply their new learning in their own environment.
speech act and communicative strategy affects the
Message

4.6 Assessment (10 minutes). For the Teacher to: a) Assess whether learning objectives have been met Construct statements to engage in a
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) communicative situation that a shift in speech
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment context, speech style, speech act and
may be given before, during, or after the lesson). Choose any from the Assessment Methods below: communicative strategy affects the Message
(Group Collaboration)
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, In a group discussion and collaboration, students
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor & shall engage in a communicative situation
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment that explain a shift in speech context, speech
style, speech act and communicative strategy
affects the Message.

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’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)
4.7 Assignment (____ 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

4.8 Concluding Activity (____ minutes).

 This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
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 I developed the classroom website innovation that can be browsed by students and can be
localized materials
did I use/discover shared to my co-teachers. Please consider this link: https://k12oralcom.weebly.com/
which I wish to share
with other teachers?
Prepared by:

Name: GEORGE P. LUMAYAG School: DALAGUETE NATIONAL HIGH SCHOOL

Position/Designation: Teacher III Division: Cebu Province
Contact Number:09213964825 School Website: www.dnhs6022.weebly.com
e-mail address: [email protected] Personal Website: www.georgelumayag.weebly.com
Bibliography
Sipacio, Philippe John Fresnillo, Balgos, Anne Richie Garcia. (2016). Oral Communication in Context for Senior High School. C & E
Publishing, Inc.
Flores, Ramona S. (2016). Oral Communication in Context. Rex Book Store.
Sipacio, Philippe John F. et.al.(2016). Oral Communication in Context for Senior High School. C & E Publishing, Inc.
Appendices: (attach all materials that will be used)
1. Performance Task Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. Power Point Presentation …
6. Others