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Republic of the Philippines

DEPARTMENT OF EDUCATION
Caraga Administrative Region
Agusan del Sur Division
PROSPERIDAD NATIONAL HIGH SCHOOL

LESSON PLAN IN ORAL COMMUNICATION FOR GRADE 11

Date: October 11, 2017

I. CONTENT: Principles of Speech Writing

A. CONTENT The students will be able to know what creative writing is.
STANDARD:
B. The students will be able to proficiently differentiate the differences between creative and technical
PERFORMANC writing and other writing forms.
E STANDARD:
C. LEARNING The students will be able to use principles of effective speech writing focusing on
COMPETENCIE o Audience profile
S: o Logical organization
o Duration
o Word choice
o Grammatical correctness
D. SPECIFIC At the course of the lesson, the students are expected to:
LEARNING a. explain the principles of speech writing in planning the draft of a speech;
OUTCOMES: b. interpret a video clip on presidential debate in understanding the components of speech
writing;
c. act out given situations in familiarizing the principles of speech writing; and
d. compose a speech considering the process and patterns of effective speech writing focusing
on audience profile, logical organization, duration, word choice, and grammatical
correctness

Code EN11OC-IIcj-25
EN11OC-IIcj-25.1
EN11OC-IIcj-25.2
EN11OC-IIcj-
EN11OC-IIcj-25.4
EN11OC-IIcj-25.5
E. VALUING: Sensitivity to others
II. laptop, projector, charts, felt-tip pen, adhesive tapes, speaker, metacards, questionnaire.
MATERIALS:
III. Oral Communication Manual TG & LM
RESOURCES: Caliw, K. (2017). Miriam Defensor-Santiago 1998 Presidential Debate. Video. Retrieved from
https://www.youtube.com/watch?v=Po61xp3gOS4&t=77s
TIME 2 days
ALLOTMENT:
IV. TEACHING-LEARNING PROCESS
Teacher’s Activity Student’s Activity

Preliminary Good morning class. Good morning, sir.

Activities Jocelyn, please lead the prayer. (The student leads the
Class monitor, who is absent today? prayer)
(3 minutes) Who can recall the lesson that we had last meeting? (class monitor checks
 Prayer Before we start with our lesson, kindly read our rules for this session: the attendance)
 Checking of 1. Listen attentively to the discussion.
Attendance 2. Participate in the activities. (Student reviews the
 Review 3. Speak English to express ideas. previous lesson)
 Setting of 4. Respect the opinion of others.
Standards 5. Raise your right and wait until recognized by the teacher
 Presentation before speaking up.
of the 6. I will always be time conscious.
Learning The following are our objectives for this morning. At the course of the
Outcomes lesson, the students are expected to:
a. explain the principles of speech writing in planning the draft of a
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speech;
b. interpret a video clip on presidential debate in understanding the
components of speech writing;
c. act out given situations in familiarizing the principles of speech
writing; and
d. compose a speech considering the process and patterns of effective
speech writing focusing on audience profile, logical organization,
duration, word choice, and grammatical correctness

a. Motivation Let me Guess

( 5 minutes) Before we start our first lesson, let us first have an activity. This activity is
called Let Me Guess. This game is pror to the piece that we will read later.

In this activity, the class will be divided into two groups. Each group will
be given strips of paper containing letters. All you have to do is arrange
the letters to create a rightful answer. A hint will be given every 30
seconds until one group guesses the right answer. You will be given two
minutes to complete the task. The first group to get the correct answer will
be the winner.

Am I understood class?
Okay. Now, let's start the game.

T E L E P H O N E
Yes, sir.
C O N V E R S A T I O N

b. Activity What we Learned

Now that you know that you have completed the first activity and had
(8 minutes) guessed the tiltle of the piece, let us now read a famous poem entitled
Telephone Conversation by Wole Soyinka. Please read comprehensively
for we will have a group activity after this.
Yes, sir.
This time, for our another activity, the class will be divided into three
groups. Column one will be the Group 1, Column two will be the Group 2,
and Column three will be the Group 3. Cards will be given to each groups
indicating the tasks that you have to do. You will only be given 5 minutes
to do the task and another 5 minutes to present it in class.
Am I understood class?
Yes, sir.
Group 1
Make a sketch about the situation being implied in the poem.
Group 2
Create a poster slogan about the topic or issue that the poem tries to
convey.
Group 3
Fill in this chart with the needed information.

c. Analysis Now that you are done watching the video, let us discuss the
(5 minutes) information that you have listed.
(possible questions)
1. What do you think is the situation? A person is calling
the house owner to
rent a room.

2. Who owns the apartment? The owner is a lady

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and most probably a

white one.

3. Who made the call? The man who's

looking for a room to
rent.

4. What do you think is the implication why the owner asked She asked the man's
what's the skin color of the renter? skin color because
she doesn't want to
have a black renter.

5. Why do you think is the issue raised in the piece? The piece is
tryingvto convey
how people just
someone by their
skin color. It
emphasizes the
issue of racism.

d. Abstraction Creative writing is any form of writing which is written with the creativity of mind: fiction
(20 minutes) writing, poetry writing, creative nonfiction writing and more. The purpose is to express something,
whether it be feelings, thoughts, or emotions. It is any writing that goes outside the bounds of normal
professional, journalistic, academic, or technical forms of literature, typically identified by an
emphasis on narrative craft, character development, and the use of literary tropes or with various
traditions of poetry and poetics.
Due to the looseness of the definition, it is possible for writing such as feature stories to be
considered creative writing, even though they fall under journalism, because the content of features
is specifically focused on narrative and character development. Both fictional and non-fictional
works fall into this category, including such forms as novels, biographies, short stories, and poems.
In the academic setting, creative writing is typically separated into fiction and poetry classes, with a
focus on writing in an original style, as opposed to imitating pre-existing genres such as crime or
horror. Writing for the screen and stage—screenwriting and playwrighting—are often taught
separately, but fit under the creative writing category as well.
Rather than only giving information or inciting the reader to make an action beneficial to the writer,
creative writing is written to entertain or educate someone, to spread awareness about something or
someone, or to express one’s thoughts.

Creative writing can technically be considered any writing of original composition. In this sense,
creative writing is a more contemporary and process-oriented name for what has been traditionally
called literature, including the variety of its genres. In her work, Foundations of Creativity, Mary
Lee Marksberry references Paul Witty and Lou LaBrant’s Teaching the People's Language to define
creative writing. Marksberry notes:

“ Witty and LaBrant…[say creative writing] is a composition of any type of writing at any
time primarily in the service of such needs as
1. the need for keeping records of significant experience,
2. the need for sharing experience with an interested group, and
3. the need for free individual expression which contributes to mental and physical health

Technical writing is any written form of writing or drafting technical communication used in a
variety of technical and occupational fields, such as computer hardware and software, engineering,
chemistry, aeronautics, robotics, finance, medical, consumer electronics, and biotechnology. It
encompasses the largest sub-field within technical communication. Examples of technical writing
are emails, memoranda, proposals, case study, technical reports, resumés, job applications, and data
sheets.

Academic writing refers to a style of expression that researchers use to define the intellectual
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boundaries of their disciplines and their specific areas of expertise. It also refers to the forms of
expository and argumentative prose used by university students, faculty, and researchers to convey a
body of information about a particular subject.
Generally, academic writing is expected to be precise, semi-formal, impersonal, and objective.
Characteristics of academic writing include a formal tone, use of the third-person rather than first-
person perspective (usually), a clear focus on the research problem under investigation, and precise
word choice. Like specialist languages adopted in other professions, such as, law or medicine,
academic writing is designed to convey agreed meaning about complex ideas or concepts for a group
of scholarly experts.

Those are things that you have to remember when writing a draft of your speech. Now, who can
explain the principles of speech writing based on the notes that you have on your letter ‘K’ column?

e. Application Now that you have learned what creative writing is and it's difference
from other writing forms, let's see hoe creative you can be. With the same
(12 minutes) grouping on our second activity, you will be given different tasks. The
tasks will be reflected on the cards that will be given to you by group. You
will be given 10 minuted to do the task then 2-5 minutes to present it in
class.

 Group 1
 Make a song highlighting the effects of racial discrimination to
people. You can use the tune from other Filipino songs but make
sure that your lyrics are original.
 Group 2
make an acrostic poem RACIAL DISCRIMINATION.
 Group 3
 Create a journal entry about the discrimination you experience in
school
You will be graded according to the following criteria:

Criteria Points
Content Accuracy 15 points
(correct use of writing purpose and relevance to the task
given)
Writing Mechanics 15 points
(word choice, grammatical correctness, punctuation)
Organization 10 points
(logical organization, coherence)
Participation and Presention 10 points
(clear and unique presentation,involvement of every
member)
Total 50 points

You have 10 minutes to do the task. After that, choose a representative to Yes, sir.
read your output. Am I understood class?
You may start now.

GRASPS
Goal The students will be able to compose a speech of different purposes
considering the process of speech writing.

Role The students together with their group will cooperatively compose and
present their written speech to the class.

Audience The other group in the class as well as the teacher.

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Situation The Provincial Government conducted an inter-school speech writing

competition in the promotion of education and tourism in the province.
The students are supposed to be attending in different speech writing
categories.

Performance The expected output of the students are the written speeches and be able to
present it to the class.
Standards The performance will be evaluated based on the:
Criteria Points
Content Accuracy 15 points
Writing Mechanics 15 points
Organization 10 points
Participation 10 points
Total 50 points

f. Values Infusion Now class, in writing your speech, you are considering what your listeners Yes, sir.
(2 minutes) would feel. Is that right?

Going back to your first activity, how did you introduce the VIPs? We introduced them
with great respect.

Yes sir.
Have you been careful to the words that you chose in order to introduce
them?
We have to be careful
Why do you think we have to be mindful or careful with the words that we sir because we might
use when we speak? hurt other’s feelings.

V. Evaluation The teacher will give a 10-item quiz on the topic that has been discussed. Seven items will be
(Formative multiple choice (stem-option variety) and essay writing for 3 points.
Assessment and
Summative Directions: For items 1-5, write the best answer of your choice before the number in each item. For
Assessment ) items 6-10, you are to write an essay worth three points.

(5 minutes)
__________1. These are relations of facts into crafting and writing of speeches.
a. Principles of speech writing
b. Principles of speech delivery
c. Principles of drafting speech
d. Principles of oral communication

__________2. This is one of the components of speech writing that entails looking into the
profile of the target audience in order to tailor-fit the speaker’s speech content to the listeners.
a. speaker profiling
b. topic narrowing
c. audience analysis
d. general topic
__________3. This pertains to the reason why you are writing or delivering your speech.
a. purpose
b. topic
c. speaker
d. audience
__________4. One of the purposes of writing and delivering a speech that provides the audience
with amusement.
a. to exhibit
b. to persuade
c. to inform
d. to entertain
__________5. One of the purposes of writing and delivering a speech that provides the audience
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with well-argued ideas that can influence their own beliefs and decisions.
a. to exhibit
b. to persuade
c. to inform
d. to entertain

Essay: Items 6-10 (5 points)

Direction: Explain briefly why speech writing is considered as a recursive process.

VI. Assignment Write a 500 word speech that aims to persuade your fellow students to throw their garbage in the
trash can and recycle their wastes. Write your output in a one whole sheet of paper. You will be
(1 minute) graded according to this rubric.

Criteria Points
Content & Organization 15
Voice/ Purpose of Writing 15
Grammar, Mechanics, & Spelling 15
Appropriateness of writing pattern used 5
TOTAL 50

VI. REMARKS
Reflection
a. No. of students who
earned 80% in
evaluation

b. No. of learners who

require additional
activities for
remedial

c. Which of my
teaching strategies
worked well? Why
did these work?

d. What difficulties did

I encounter which my
principal or
supervisor can help
me solve?
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e. What innovation or
localized materials
did I use / discover
which I wish to share
with other teachers?

Prepared by:

Student teacher

Checked by:

Supervising Instructor

Observed by:

Cooperating Teacher