Cot-1

GRADES 1 to 12

DAILY LESSON LOG I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/Objectives Write the LC code for each. II. CONTENT

A.

B. A. B.

IV. LEARNING RESOURCES References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal Other Learning Resource V. PROCEDURES Reviewing previous lesson or presenting the new lesson Establishing a purpose for the lesson

School Teacher Teaching Dates and Time

Lumbia National High School Cathelyn D. Matias October 2, 2018, Tuesday 2:00-3:00 pm

Grade Level Learning Area Quarter

Grade 11 Oral Communication Second Quarter

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners recognize the rigors of crafting one’s speech The learners shall be able to proficiently deliver various speeches using the principles of effective speech delivery. Distinguishes the types of speeches EN/120C-IICJ-24 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

Types of Speeches According to delivery: Impromptu Speech

Teacher’s Manual for Oral Communication in Context fo Senior High School Pages 62-65 Pages 120-125

Slideshare Organizing and Delivering Impromptu Speech by. Jason Sumapig Call the students in random order to share their ideas about the latest issue in social media in front of the class. This activity provides a sneak peek of how impromptu speaking is done. After everyone has shared their ideas, ask: What difficulty did you have in the activity? Possible answer: It’s hard to share when you don’t have any idea about the issues. It’s hard to arrange ideas. Lack of confidence.

C. Presenting examples/Instances of the new lesson D. Discussing new concepts and practicing new skills # 1 E. Discussing new concepts and

Note: Every correct ad related answer should be given complement to boost their confidence and encourage them more to think deeply. Before presenting the lesson let the student do the self-audit activity. Discuss the interpretations of the results with them. Their proficiency level of the students in the self-audit task provide an insight on how to teach the lesson which topic has to be emphasized. -Discuss the tips for effective impromptu speech delivery. -In discussing the tips for preparing the speech, stress that a positive attitude is essential. It not only boost the speaker’s confidence in delivering the speech, it also adds to his/her credibility.

practicing new skills # 2 F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical application of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional activities for application or remediation VI. REMARKS VII. REFLECTION

-Prepare pictures reflecting current events and trending happenings from politics to show business. Get photos from various news papers. -Randomly call a student and let them choose randomly a picture. Time the speech and signal the student once he/she only thirty seconds to wrap up and finally reach the time limit. -Let the student pair together and give a card that has a speech situation. -Let them give the proper preparations to do in given situation. Note: Answers may Vary Speech Situation Preparations Example 1. Ask around what the debutante aspires or wishes for 1.Giving personal birthday greetings to a debutante 2. use number 1 in developing your speech 3. Begin your speech with a memorable anecdote or a trait related to the debutante. 4. Practice 2.Giving an on-the-spot self-introduction 1. include only the most essential things about you. 2. Organize in your head your ideas from the most essential to the least ones or the other way around. 3. Visualize your presentation. -In impromptu speaking, the speaker has no preparation time that’s why adopting a strategy in organizing an impromptu speech will help the speakers frame the speech. -Confidence is essential to a successful impromptu speech. Answer activity 1 page 123-124. Students evaluations may vary, but must be based on the criteria set. Answer activity 2 as assignment. The activity has practice and boost the students’ confidence in impromptu speaking. Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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.

A. No. of learners who earned 80% in the evaluation

B. C. D.

E. F. G.

No. of learners who require additional activities for remediation Did the remedial lessons work? No. of learners who have caught up with the lesson No. of learners who continue to require remediation Which of my teaching strategies worked well? Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve? What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared By: CATHELYN D. MATIAS

Reviewed by: JANE B. QUEROL

Checked by: JENITH M. AROCHA

Approved: EVALYN M. CALANGI PhD

MARLON FRANCIS M. SERIŇA

Oral Communication Teacher

Master Teacher II

Asst. to the Principal

Asst. to the Principal

Secondary School Principal III