oc 1 (principles of speech writing).docx
- 1. DAILY LESSON LOG SCHOOL GRANJA-KALINAWAN NATIONAL HIGH SCHOOL GRADE LEVEL 11 TEACHER CHRISTINE ANNE S. MATA LEARNING AREA ORAL COMMUNICATION IN CONTEXT TEACHING DATES AND TIME NOVEMBER 7 (Tuesday) 11-ORANGE (7:30-8:30 A.M.) 11-LEMON (2:00-3:00 P.M.) 11-PEAR (3:00-4:00 P.M.) QUARTER 2ND Quarter 1ST Semester OBJECTIVES A. Content Standards The learner realizes the rigors of crafting one’s speech. B. Performance Standards The learner proficiently delivers various speeches using the principles of effective speech delivery. C. Learning Competencies/ Objectives At the end of the lesson, students are expected to: Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness EN11/12OC-IIcj-24; EN11/12OC-IIcj-25; EN11/12OC-IIcj-25.1-25.5 CONTENT PRINCIPLES OF SPEECH WRITING LEARNING RESOURCES A. References 1. Teacher’s Guide Pages 2. Learner’s Materials Pages 3. Textbook Pages 4. Additional Materials from LR portal B. Other Learning Resources MELC (P.523), Test materials PROCEDURE A. Reviewing previous lesson or presenting the new lesson Getting Started Firstly, the class will pray.3 Secondly, the learners will be instructed to do the energizer. Thirdly, the class monitor will report the number of learners that are present in the subject of oral communication. Fourthly, the teacher will instruct the learners to follow the classroom guidelines. (Arrange and align the chairs, pick up the pieces of paper, turn the phone off, use it when needed, etc.) B. Establishing a purpose for the lesson The teacher will ask the students if they already have an experience organizing an event. C. Presenting examples / instances of the new lesson The teacher will give the students a sample scenario: You were assigned by your teacher to be the school events planner. Now, your task is to organize a program for the English month. Through the student’s answer, the teacher will tell the class that: Just like events planning, or any other activities, writing an effective speech follows certain steps or processes. D. Discussing new concepts and practicing new skills # 1 THE SPEECH WRITING PROCESS 1. Conduct an audience analysis. Entails looking into the profile of your target audience. This is done so you can tailor-fit your speech content and delivery to your audience. The profile includes the following information: DEMOGRAPHY Age range Male-female ratio Educational Background Economic Status 2. SITUATION Will affect the length of speech, visual aids, and formality of the situation. 3. PSYCHOLOGY Will let the writer know which appeal to use and how to situate his/her in the context of the audience. The purpose for writing and delivering the speech can be classified into three—to inform, to entertain, or to persuade. INFORMATIVE SPEECH- provides the audience with a clear understanding of the concept or idea presented by the speaker. ENTERTAINMENT SPEECH- provides the audience with amusement. PERSUASIVE SPEECH- provides the audience with well-argued ideas that can influence their own beliefs and decisions. E. Discussing new concepts and practicing new skills # 2 F. Developing Mastery
- 2. Prepared by: CHRISTINE ANNE S. MATA, T-II Subject Teacher Checked by: CRISTINA Y. CABELIN, MT-II Department Head G. Finding practical applications of concepts and skills in daily living The learners will watch “The Valedictorian Speech that will change your life”. They will write their thoughts about what made the speech effective. Ask: How can the speech writing process help you to plan your life? H. Generalizing and abstractions about the lesson The learners will state their learning takeaways. I. Evaluating Learning a. Additional activities for application or remediation REMARKS REFLECTION 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 this 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?