Online Asynchronous Learning (consolidated)
Subject: ENGLISH
Unit Topic: PRIVILEGE SPEECH
Grade Level: 7
Quarter: IV
UNIT STANDARDS AND COMPETENCIES DIAGRAM
EXPLORE
This unit is about Privilege Speech. In this unit, you will learn about imperatives and
prepositions, prosodic features of speech, and features of personal essays. In addition, you are to
discover how a privilege speech can be delivered effectively.
At the end of this unit, you will be assigned to produce a privilege speech as your
performance task.
Consider this question: How does one produce an effective privilege speech?
Instructions: Click on the link and think about your answer to the question.
Answer the first column only (RIGHT NOW, THIS IS MY IDEA). You will go back
to this later.
https://docs.google.com/forms/d/e/1FAIpQLSeMwBTgH80MjTMDJ1VhEGde1mMB2dg3rTse7v3e
-Wz3I-_8-A/viewform
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LEARNIN
G
COMPET
ENCY
LC1
Use
imperati
ves and
prepositi
ons
when
giving
instructi
ons
FIRM-UP
Activity 1 (Imperatives)
Instructions: Click on the link to go to the site. Answer the activity and see if you can give
instructions using imperatives.
https://quizizz.com/admin/quiz/5b987812182da800190de5fe/imperatives
Learning
Targets:
I can use
imperati
ves
when
giving
instructi
ons.
Activity 2 (Prepositions)
Instructions: Click link no. 1 below. Read the sentences carefully and choose the appropriate
I can
organize
ideas
using a
graphic
organizer preposition for each sentence. After answering, you may check to see if you have used the
prepositions correctly. Then, click link no. 2, download the file, and practice classifying these
.
prepositions using a graphic organizer.
1) https://www.englishgrammar.org/prepositions-quiz-4/
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2) https://www.scribd.com/document/511880969/Prepositions
LC2
Identify
features
of
personal
essays.
Activity 3 (Prosodic Features of Speech)
Instructions: Click on the link to go to the site. Guess the terms and phrases being described.
Click the flashcards to check the answer.
https://quizlet.com/31733069/prosodic-features-of-speech-flash-cards/
Learning
Targets:
I can
identify
the
features
of
personal
essays.
Scaffold for TRANSFER 1
Activity 4 (Speech Writing Organizer)
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I can
apply the
features
of
personal
essays in
writing
my
privilege
speech.
In this unit’s performance task, you are expected to produce a privilege speech to give
recommendations to the President and other government officials on how to strengthen the
campaign against COVID-19. For you to prepare your speech, follow the instructions below.
1. Complete the speech writing organizer which can be accessed at this link
https://www.boone.kyschools.us/userfiles/2853/Classes/50876/speech%20writing%20organizer
%202016.pdf?id=562747 to outline the possible content of your speech using your knowledge
and skills in organizing ideas using graphic organizers.
2. Research for relevant materials that can support and enhance your content. Acknowledge
your sources properly.
3. Use strong and effective supporting information that can establish the credibility of your
speech. Make your output organized and logical.
4. Submit your work to your teacher for comments once you are satisfied with it.
Activity 5 (Personal Essay)
Instructions: Click the link below and answer the short activity on the features of personal essay.
https://quizizz.com/admin/quiz/5dc176a46374be001b7f4675/personal-essay
Scaffold for TRANSFER 2
Activity 6 (Speech Draft)
In this task, your focus is to draft your privilege speech. Follow the instructions given below.
1. Read a sample privilege speech that can be accessed at this link
http://legacy.senate.gov.ph/press_release/2021/0118_lacson1.asp Take note of the techniques
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used in writing the speech.
2. Write your speech using your knowledge and skills in employing the features of personal
essays using your completed speech writing organizer.
3. Check that your speech is coherent and effective by using online editing or grammar checking
apps or tools like https://hemingwayapp.com/ or https://app.grammarly.com/.
4. Review your draft by reading it aloud.
5. Submit it to your teacher for feedback once you are satisfied with your draft.
Self-assessment:
Instructions: Read the statements on the first column. Put a check (✓) on the corresponding
grids/boxes to indicate your readiness in doing the performance task.
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Interactive Quiz1 – Prosodics Post-Assessment
Instructions: Click on the link and answer the quiz on prosodic features of speech.
https://quizizz.com/admin/quiz/5eeb48a070a68d001b2be675/prosodics-post-assessment
Interactive Quiz2 – Personal Essay Revision
Instructions: Click the link below. Then, read and answer the given questions about the features
of personal essays.
https://quizizz.com/admin/quiz/5d5ca77a2c4503001a913f1e/personal-essay-revision
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LEARNIN
G
COMPET
ENCY
LC 3:
Process
informati
on
mention
ed in the
text
listened
to/viewe
d.
Learning
Targets:
I can
process
informati
on the
given
text.
I can
determin
e the
features
of
privilege
speech.
LC 4:
Discover
through
Philippin
e
Literatur
e the
need to
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DEEPEN
Instructions:
GUIDED GENERALIZATION TABLE
Essen
tial
Ques
tion
How
does
one
prod
uce
an
effec
tive
privil
ege
speec
h?
Text 1
https://www.youtube.com/watch
?v=6bDA64jnLOU
Text 2
http://legacy.senate.gov.ph/press_release/2
010/0118_santiago2.asp
Text 3
http://legacy.senate.gov.ph/press_release/2
021/0615_gordon3.asp
Senator Panfilo Lacson's privilege
speech on PH's acquisition of
COVID-19 vaccines
Answer: (Why did Senator Lacson
raise concerns over the vaccines
developed by Sinovac Biotech in
his privilege speech?)
Supporting Text:(What lines
support your answer?)
Reason: (Why do you say that the
lines support your answer?)
THE AVATAR OF CORRUPTION
Privilege speech of Senator Miriam Defensor
Santiago
Answer: (Based on Senator Santiago’s
privilege speech, how did she convince the
audience regarding the ill-effects of
corruption?)
Supporting Text: (What lines support your
answer?)
Reason:(Why do you say that the lines
support your answer?)
FACE-TO-FACE CLASSES DOABLE ONCE 70%
OF FILIPINOS ARE FULLY-VACCINATED GORDON
Answer: (According to Senator Gordon, why
is it important for the majority of the
Filipinos to be fully vaccinated?)
Supporting Text: (What lines support your
answer?)
Reason:(Why do you say that the lines
support your answer?)
Common Ideas in Reasons:
Enduring Understanding/Generalization:
The students will understand that:
1) an effective Privilege Speech should be responsive to today’s global issues and concerns,
2) an effective Privilege Speech depends on one’s knowledge of appropriate and polite oral language.
C-E-R Questions:
1. Why did Senator Lacson raise concerns over the vaccines developed by Sinovac Biotech in his
privilege speech?
2. Based on Senator Santiago’s privilege speech, how did she convince the audience regarding
the ill-effects of corruption?
3. According to Senator Gordon, why is it important for the majority of the Filipinos to be fully
vaccinated?
4. EQ: How does one produce an effective privilege speech?
Prompt for Generalization:
1. I can explain the need to work responsibly and cooperatively in today’s global village.
2. I can effectively use my knowledge on appropriate and polite oral language.
3. I can respond to the demands of today’s global village.
ASYCHRONOUS ONLINE LEARNING MATERIALS
(examples: newsela.com, insertlearning, kami, wizer.me)
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work
coopera
tively
and
responsi
bly in
today’s
global
village
Learning
Targets:
I can
explain
the need
to work
responsi
bly and
coopera
tively in
today’s
global
village.
I can
effectivel
y use my
knowled
ge on
appropri
ate and
polite
oral
language
.
Text 1: Senator Panfilo Lacson's privilege speech on PH's acquisition of COVID-19 vaccines
Link: https://www.youtube.com/watch?v=6bDA64jnLOU
(Online Application/WEB 2.0 for Text Annotation)
Text 2: THE AVATAR OF CORRUPTION
Privilege speech of Senator Miriam Defensor Santiago
Link: http://legacy.senate.gov.ph/press_release/2010/0118_santiago2.asp
(Online Application/WEB 2.0 for Text Annotation)
Text 3: FACE-TO-FACE CLASSES DOABLE ONCE 70% OF FILIPINOS ARE FULLY-VACCINATED GORDON
Link: http://legacy.senate.gov.ph/press_release/2021/0615_gordon3.asp
(Online Application/WEB 2.0 for Text Annotation)
Instructions:
Holistic Rubric for Guided Generalization:
Scaffold for Transfer 3:
Speech Delivery
In this task, your goal is to practice delivering your speech draft. Follow the instructions given
below.
1. Practice delivering your speech in an effective and engaging manner using your knowledge
and skills in applying appropriate and polite oral language, stance and behavior.
2. Download the free InShot app at https://play.google.com/store
or https://www.apple.com/ph/app-store/ and prepare the devices/gadgets that you will use for
recording.
3. Record your speech using the InShot app and review it once done. Finalize your work then
submit it to your teacher.
4. Submit your output to your teacher and ask for feedback to check the target points or aspects
for improvement.
INSTRUCTIONS: Click the link and answer the next part (AFTER THE SESSION).
PEACC
20o2m
1 pare your answer now with the Pafi grest8 one you wrote. What do you realize?
After answering, you are ready to do the performance task.
https://docs.google.com/forms/d/e/1FAIpQLSeMwBTgH80MjTMDJ1VhEGde1mMB2dg3rTse7v3e
-Wz3I-_8-A/viewform
Learning
TRANSFER
Compete
ncy
LC 5: Use Transfer Goal: Students on their own and in the long run will be able to produce a privilege
correct
speech to give recommendations on how to strengthen the campaign against COVID-19.
and
appropri Performance Task
ate
1. One Product
prosodic
features
of
speech
when
giving
informati
on,
instructi
ons,
making
explanati
ons and
narrating
events in
personal
and
factual
recounts.
Learning
Targets:
I can use
appropri
ate
prosodic
features
of
speech
in
deliverin
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2. Differentiated Products
Page 9
g my
privilege
speech.
I can I
can
produce
a
privilege
speech
effectivel
y.
3. Modality-based Products
4. Integrated Subjects
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DESIGN THINKING
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Performance Task Analytic Rubric
Self-Assessment
Values Integration: Continuous Improvement, Sense of Responsibility, Cooperation
CALENDAR OF ACTIVITIES
MON
1 Pre-Assessment
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TUE
2 Explore
Activity No. 1 –
Background
WEEK 1
WED
3 Firm Up
Activity No. 2 –
Imperatives
Page 12
THU
4 Firm Up
Activity No. 3 –
Prepositions,
FRI
5 Firm Up
Activity No. 4 –
Prosodic Features
Knowledge
MON
6 Firm Up
Activity No. 5 –
Speech Writing
Organizer (Scaffold
Level 1)
TUE
7 Firm Up
Activity No. 6 –
Personal Essay
MON
TUE
11 Firm Up
Activity No. 10 –
Interactive Quiz 2:
Personal Essay
Revision
12 Deepen
Activity No. 11 – CE-R
MON
TUE
16 Transfer
Activity No. 15 –
Performance Task
(Privilege Speech)
17 Transfer
Activity No. 15 –
Performance Task
(Privilege Speech)
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Graphic Organizer
of Speech
WEEK 2
WED
THU
FRI
8 Firm Up
Activity No. 7 –
Sample Privilege
Speech
9 Firm Up
Activity No. 8 Speech Draft
(Scaffold Level 2)
10 Firm Up
Activity No.9 –
Interactive Quiz 1:
Prosodics PostAssessment
WEEK 3
WED
THU
FRI
14 Deepen
Activity No. 13 –
Speech Delivery
(Scaffold Level 3)
15 Deepen
Activity No. 14 –
Checking on Initial
Response
WEEK 4
WED
THU
FRI
18 Transfer
Activity No. 15 –
Performance Task
(Privilege Speech)
19 Transfer
Activity No. 15 –
Performance Task
(Privilege Speech)
13 Deepen
Activity No. 12 – CE-R
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20 Transfer
Activity No. 16 –
“Reflecting on my
learning…”