Department of Education

Region X
Division of Bukidnon
Maramag 1 - District
BUKIDNON NATIONAL SCHOOL OF HOME INDUSTRIES
P2 North Poblacion, Maramag, Bukidnon

DETAILED LESSON PLAN IN ORAL COMMUNICATION

BUKIDNON NATIONAL SCHOOL OF HOME
SCHOOL GRADE LEVEL 11
INDUSTRIES
Oral
TEACHER KARLA ANDREA B. ABELLANOSA LEARNING AREA
Comm
TIME
JANUARY 16-20, 2023 QUARTER 2
/DATE(S)

I. OBJECTIVES
A. Content Standards Recognizes that the communicative competence requires
understanding of speech context, speech style, speech act
and communicative strategy.
B. Performance Standards Demonstrates effective use of communicative strategy in a
variety of speech situations.
C. Learning Competencies / Explains that a shift in speech context, spe ech style, speech
Objectives. act and communicative strategy affects the following:
Write the LC code for each  Language form (EN11/120C-IIab-22.1)
 Duration of Interaction (EN11/120C-IIab-22.2)
 Relationship of Speaker (EN11/120C-IIab-22.3)
 Role and Responsibilities of the Speaker
(EN11/120C-IIab-22.4)
 Message (EN11/120C-IIab-22.5)
 Delivery (EN11/120C-IIab-22.6)
II. CONTENT Communicative Competence Strategies In Various Speech
Situations:
D. Types of Communicative Strategy
1. Nomination
2. Restriction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 31
2. Learner’s Materials pages p. 51
3. Textbook pages p. 51
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Ask the students about the last topic: Types of Speech Acts;
presenting the new lesson and sub-topics: 1. Locution, 2. Illocution, and 3. Perlocution
B. Establishing a purpose for the To explain that a shift in communicative strategy affects the
lesson following: language form, duration of interaction,
relationship of speaker, role and responsibilities of the
speaker, message, and delivery
C. Presenting examples/ Activity: Introducing Nomination
instances of the new lesson Directions: Ask two students to stand in front. Let the first
one to act as a tindera/o, and the other one a customer. Tell
the customer to ask just one question about the latest local
news in town, and let the tindera/o answer that question.

Activity 2: Introducing Restriction

The Teacher will post 3-5 words on the board: Teenage
Pregnancy, Dangerous Drugs, Love and Infatuation, Time
Management, Career. Beside those words, the Teacher will
let the students write words/ phrases that may be discussed
under those topics.

D. Discussing new concepts and Present a situation how a shift in communicative strategy—
practicing new skills #1 nomination—affects the language form, duration of
interaction, relationship of speaker, role and responsibilities
of the speaker, message, and delivery
E. Discussing new concepts and Present a situation how a shift in communicative strategy—
practicing new skills #2 restriction—affects the language form, duration of
interaction, relationship of speaker, role and responsibilities
of the speaker, message, and delivery
F. Developing mastery (Leads to Present inquiries where students are able to distinguish
Formative Assessment 3) them if they are in the nomination category, or in the
restriction category.
G. Finding practical applications Let the students present situations wherein nomination, and
of concepts and skills in daily restriction are used in their daily undertakings and
living observations around them.
H. Making generalizations and * How can we maintain the proper flow of communication?
abstractions about the lesson * What are the ways we can improve our way of
communicating with others?
* What should we do if we are bound on one topic to
present?
* How can you control yourself on what to say in order to
not negate from the given topic?
I. Evaluating learning Oral Recitation
J. Additional activities for Leave a statement to ponder
application or remediation upon:
 Assignment/Agreement “Be careful of what you say. They
(____ minutes). Fill-in may burn a person’s soul to die,
below any of the four or they ignite a person’s soul to
purposes live.”
 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 The second activity was not realized due to an emergency
Indicate special cases including meeting with the barangay officials regarding on the issue of
but not limited to continuation of the pangayaw in the area.
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.
VI. REFLECTION If only my learners can speak the (English) language well, I
Reflect on your teaching and believe it would be more meaningful. Nevertheless, all had
assess yourself as a teacher. understood the topics and each one had given his/ her own
Think about your student’s views regarding nomination and restriction. Everyone
progress. What works? What else became an active participant during the session.
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% 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:

KARLA ANDREA B. ABELLANOSA

Subject Teacher

Checked By:
JEAN P. GAGARANI
MT-I
Day 2
School Kitaotao NHS—Digongan Annex Grade Level II
Teacher Lendoune C. Auditor Learning Area Oral Communication
in Context
Time & Dates 1:00-2:00 pm/ September 11, 2017 Quarter Second

I. OBJECTIVES
A. Content Standards Recognizes that the communicative competence requires
understanding of speech context, speech style, speech act
and communicative strategy.
B. Performance Standards Demonstrates effective use of communicative strategy in a
variety of speech situations.
C. Learning Competencies / Explains that a shift in speech context, speech style, speech
Objectives. act and communicative strategy affects the following:
Write the LC code for each  Language form (EN11/120C-IIab-22.1)
 Duration of Interaction (EN11/120C-IIab-22.2)
 Relationship of Speaker (EN11/120C-IIab-22.3)
 Role and Responsibilities of the Speaker
(EN11/120C-IIab-22.4)
 Message (EN11/120C-IIab-22.5)
 Delivery (EN11/120C-IIab-22.6)
II. CONTENT Communicative Competence Strategies In Various Speech
Situations:
D. Types of Communicative Strategy
3. Turn-taking
4. Topic Control
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p. 31
2. Learner’s Materials pages pp. 51 & 52
3. Textbook pages pp. 51 & 52
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or Ask the students about the last topic: Types of
presenting the new lesson communicative Strategy; and sub-topics: 1. Nomination, and
2. Restriction
B. Establishing a purpose for the To explain that a shift in communicative strategy affects the
lesson following: language form, duration of interaction,
relationship of speaker, role and responsibilities of the
speaker, message, and delivery
C. Presenting examples/ Activity: Introducing Turn-Taking
instances of the new lesson Directions: Ask for two students to stand in front. Let the
first one to act as a mother and the other one a son/
daughter. Tell them to make a short conversation about the
son’s / daughter’s activities in the school.

Activity 2: Introducing Topic Control

The Teacher will let the students view a video clip (3 to 5
minutes) about a short meeting that happens inside an
office. The Teacher will post on the board some questions
for the students to note:

1. Who was the speaker?

2. Where did the meeting take place?
3. What were they talking about?
4. Did the speaker give others the chance to view their
opinions?
5. Was the speaker fair towards his colleagues? Why?
Why not?

D. Discussing new concepts and Present a situation how a shift in communicative strategy—
practicing new skills #1 turn-taking—affects the language form, duration of
interaction, relationship of speaker, role and responsibilities
of the speaker, message, and delivery
E. Discussing new concepts and Present a situation how a shift in communicative strategy—
practicing new skills #2 topic control—affects the language form, duration of
interaction, relationship of speaker, role and responsibilities
of the speaker, message, and delivery
F. Developing mastery (Leads to Present inquiries where students are able to distinguish
Formative Assessment 3) them if they are in the turn-taking category, or in the topic
control category.
G. Finding practical applications Let the students present situations wherein turn-taking, and
of concepts and skills in daily topic control are used in their daily undertakings and
living observations around them.
H. Making generalizations and * Is it important to do turn-taking during a conversation?
abstractions about the lesson Why?
* Why is it important to control a topic?

I. Evaluating learning Oral Recitation

J. Additional activities for Leave a statement to ponder
application or remediation upon:
 Assignment/Agreement “Like a relationship,
(____ minutes). Fill-in communication is a two-way
below any of the four process. Talk less; listen more.”
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 All the desired outcomes were met. The students were ready
Indicate special cases including for tomorrow’s new lesson.
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.
VI. REFLECTION Everyone was very participative! I was greatly fulfilled of
Reflect on your teaching and what had transpired in my session this afternoon.
assess yourself as a teacher.
Think about your student’s
progress. 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% 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?
4 A’s PROCEDURE:
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 Kitaotao—NHS Digongan Annex Grade Level 11

Teacher Lendoune C. Auditor Learning Area Oral Communication
in Context
Time & Dates 1:00-2:00 pm/ September 8, 2017 Quarter Second

I. OBJECTIVES
A. Content Standards Recognizes that the communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
B. Performance Demonstrates effective use of communicative strategy in a variety
Standards of speech situations.
C. Learning Explains that a shift in speech context, speech style, speech act and
Competencies / communicative strategy affects the following:
Objectives.  Language form (EN11/120C-IIab-22.1)
Write the LC code for  Duration of Interaction (EN11/120C-IIab-22.2)
each  Relationship of Speaker (EN11/120C-IIab-22.3)
 Role and Responsibilities of the Speaker
(EN11/120C-IIab-22.4)
 Message (EN11/120C-IIab-22.5)
Delivery (EN11/120C-IIab-22.6)
II. CONTENT Communicative Competence Strategies In Various Speech
Situations:
D. Types of Communicative Strategy
1. Nomination
2. Restriction
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 31
2. Learner’s Materials p. 51
pages
3. Textbook pages p. 51
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
V. PROCEDURES

Introductory Activity Activity: Introducing Nomination

(____ minutes). This part Directions: Ask two students to stand in front. Let the first one to
introduces the lesson act as a tindera/o, and the other one a customer. Tell the customer
content. Although at to ask just one question about the latest local news in town, and
times optional, it is let the tindera/o answer that question.
usually included to serve
as a warm-up activity to Activity 2: Introducing Restriction
give the learners zest for The Teacher will post 3-5 words on the board: Teenage Pregnancy,
the incoming lesson and Dangerous Drugs, Love and Infatuation, Time Management,
an idea about what it to Career. Beside those words, the Teacher will let the students write
follow. One principle in words/ phrases that may be discussed under those topics.
learning is that learning
occurs when it is
conducted in a
pleasurable and
comfortable atmosphere.
Activity/Strategy (__15__ The students are grouped into five. Each group will be given 15
minutes). This is an minutes to answer the questions below. After which, the members
interactive strategy to of each group are encouraged to verbally present their collective
elicit learner’s prior outputs in the class.
learning experience. It
serves as a springboard * How can we maintain the proper flow of communication?
for new learning. It
illustrates the principle * What are the ways we can improve our way of communicating
that learning starts with others?
where the learners are.
* What should we do if we are bound on one topic to present?
Carefully structured
activities such as * How can you control yourself on what to say in order to not
individual or group negate from the given topic?
reflective exercises,
group discussion, self-or
group assessment,
dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise,
gallery walk and the like
may be created. Clear
instructions should be
considered in this part of
the lesson.
Analysis (____ minutes).
Essential questions are
included to serve as a
guide for the teacher in
clarifying key
understandings about
the topic at hand. Critical
points are organized to
structure the 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 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.
Abstraction (____
minutes). This outlines
the key concepts,
important skills that
should be enhanced, and
the proper attitude that
should be emphasized.
This is organized as a
lecturette that
summarizes the learning
emphasized from the
activity, analysis and
new inputs in this part of
the lesson.
Application (____
minutes). This part is
structured to ensure the
commitment of the
learners to do something
to apply their new
learning in their own
environment.
Assessment (___
minutes). For the a) Observation (Formal and informal Possible Activities
Teacher to: observations of learners’ Investigation, Role Play,
a) Assess whether performance or behaviors are Oral Presentation, Dance,
learning objectives have recorded, based on assessment Musical Performance, Skill
been met for a specified criteria) Demonstration, Group
duration, Activity (e.g. Choral
b) Remediate and/or Reading), Debate, Motor &
Psychomotor Games,
enrich with appropriate Simulation Activities,
strategies as needed, and Science Experiment
c) Evaluate whether b) Talking to Learners / Conferencing Hands-on Math Activities,
learning intentions and (Teachers talk to and question Written Work and Essay,
success criteria have learners about their learning to gain Picture Analysis, Comic
been met. insights on their understanding and Strip, Panel Discussion,
(Reminder: Formative to progress and clarify their thinking) Interview, Think-Pair-Share,
Assessment may be Reading
given before, during, or c) Analysis of Learners’ Products Worksheets for all subjects,
after the lesson). (Teachers judge the quality of Essay, Concept
Choose any from the products produced by learners Maps/Graphic Organizer,
Assessment Methods according to agreed criteria) Project, Model, Artwork,
below. Multimedia Presentation,
Product made in technical-
vocational subjects
d) Tests (Teachers set tests or Skill Performance Test,
quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or Practicum, Pen and Paper
knowledge of content) Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
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
Indicate 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.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about
your student’s progress.
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% 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?