Semi-Detailed Lesson Plan in English 6
I.
Learning Competency:
a. Employ an appropriate style of speaking, adjusting language,
gestures, rate, and volume according to audience and purpose.
EN6OL-IIa-3.7, EN6OL-IIb-3.7, EN6OL-IIc-3.7.
II.
Learning Objective:
At the end of the lesson, 75% of the students will be able to:
a. identify the appropriate style of speaking, adjusting
language, gestures, rate, and volume according to
audience and purpose;
b. perform the appropriate style of speaking, correct gestures,
proper rate, and volume according to the given phrase
and paragraph; and
c. participate cooperatively in the discussion and group
activities.
III.
Subject Matter:
a. Topic:
b.
c.
d.
e.
IV.
Appropriate style of speaking, adjusting
language, gestures, rate, and volume
according to audience and purpose
Reference:
https://www.academia.edu/34531007/Activity
_Sheet_in_ENGLISH_6_QUARTER_2_Week_2_D
ay_2_Oral_Language?fbclid=IwAR33PNH7lV6J
dxJQJB4LEq66SeQo0-CZQQlfNYg7OlJFeKMCBSC4D5EAR8
Materials:
Flip Chart/Big Book, Visual Aids, Dice, Director’s
board
Value Integration: Respect individual capabilities
Skills:
Teaching Speaking
Procedure:
A. Preliminary Activities
1. Prayer
2. Greetings
3. Classroom Management
4. Checking Attendance
B. Drill
A. Tongue Twister
Peter Piper
Peter Piper picked a peck of pickled peppers, A peck of
pickled peppers Peter Piper picked; If Peter Piper picked
a peck of pickled peppers, Where's the peck of pickled
peppers Peter Piper picked?
C. Review
Review the previous discussion.
D. Motivation:
Do “Guessing the Facial Gestures”
Direction: Try to guess what the following facial gestures act
out by your classmates.
1. The teacher will pick students with the help of a wheel
of names to act out facial gestures she/he picks inside
the box.
2. The teacher will give an emoji to each student and
that emoji will be used to guess the facial gestures
their classmates acted out.
Assessment Question:
1. Do you do these facial gestures in your house?
2. Why do you do these facial gestures in your house?
3. Are these facial gestures good or bad? Why?
E. Lesson Proper
A. Activity
Act It Out!
1. The teacher will call one in the class using the wheel
of names.
2. The pick students will pick a paper with a
corresponding sentence from the box.
3. After picking the paper, the students will roll the dice
with the corresponding emotion, and that emotion
will be used to act out the sentence on the picked
paper.
4. The students will be given 1 minute to act and the
other students will tell whether the sentence acted
out by your classmate matches the emotion used.
“I miss my family.”
“Today is a wonderful day.”
“How’s my mother, Doc?”
“I’m so tired of doing this anymore!”
“Do you have some food?”
“Let’s play a game.”
“OMG! There’s a frog!”
“Hi! I’m Ana”
“What is she talking about?”
“Wow! Your dress is so beautiful!”
B. Analysis
1. After the given activity, the teacher will ask the following
questions:
1. Do you use the following emotion in the dice (Sad,
Excited/Amazed,
Angry,
Shocked,
Happy,
Confused) to express what you feel?
2. What are the cases or situations when you use
those emotions?
3. Does anyone have an idea for our topic for today
based on our activity earlier?
C. Abstraction
Topic: Appropriate style of speaking, adjusting language,
gestures, rate, and volume according to audience and
purpose
Verbal communication
— refers to the vocal performance of a speaker, its rate,
volume, pitch, and pauses. These aspects of
vocalization are critical to effectively conveying ideas
(after all, if your audience has trouble understanding
what the words are coming out of your mouth, then
they will be unable to understand your message.
Rate
— refers to the speed at which a person speaks. Follow
these suggestions to adjust your rate of speech to
your best advantage:
1. Choose a rate appropriate for the ideas
being expressed and for a speech setting.
2. Vary your rate of speech to express different
thoughts and feelings. You may want to
speak slowly to emphasize an important point
or to communicate a serious or somber
mood. A faster pace is appropriate when you
are telling your audience something it already
knows (many speeches include background
information that sets the scene) or to express
surprise, happiness, or fear. Use pauses to
change the pace and add verbal variety.
3. Use a tape recorder to monitor your rate of
speech while you read aloud a magazine
article. Pay special attention to grouping
words into phrases and to slowing down and
speeding up at appropriate points. Play back
your speech, then adjust your phrasing for a
more effective delivery.
Example:
It makes sense for a sportscaster announcing a
basketball game to speak faster than a
sportscaster at a golf match.
Volume
— refers to the loudness or softness of the speaker's voice
1. Know what volume your voice should be in
your classroom. If you speak too softly, your
speech serves little purpose. At the same time,
don't mistake yourself for speaking loudly.
2. Vary the volume to get attention. Whether to
choose to speak louder or more quietly, you
draw attention to your speech through
contrast.
Example:
Teachers approach the students with loud
and soft volume.
You can speak softly when you narrate a sad
story. In this case, a quieter approach is
usually a more effective attention-grabber.
Pitch
— means the highness or lowness of the speaker's voice.
Changes in the pitch are known as inflections.
1. When you speak in a monotone, you tell your
listeners you have nothing to emphasize. When
you vary the pitch of your voice, you let them
know that what you are saying is important.
2. As with volume, vary the pitch to achieve the
best effect.
Example:
You can speak in a low tone when you quote
someone. The change in pitch suggests that
you are citing evidence rather than expressing
your own view.
Pauses
— add color, expression, and feeling to a speech. They
should be used deliberately to achieve the desired
effect. Here are a few suggestions:
1. Pause for a moment when you introduce
a new idea or term to give your listeners time to
absorb what you are saying.
2. Don't talk nonstop until, literally, you are out of
breath. At the same time, don't pause every
three or four words in a kind of nervous verbal
chop. Particularly, don’t pause in the middle of
an idea. That will make it difficult for your
listeners to follow. To a speaker, a phrase has a
different meaning than it has to a writer. It is a
unit you speak in one breath in order to express
a single idea. Each pause tells your listeners you
are moving from one thought to the next.
3. Try not to take vocalized pauses such as "ah,"
"er," and "umm." A vocalized pause is usually
ineffective (even distracting and annoying).
4. Extend
your
pauses
to
two
or
three seconds when displaying a visual aid. This
tactic enables your audience to read the
information on the visual aid without missing
your next thought. It is important to pause after
the display, not before it.
Example:
President John F. Kennedy's famous line, "Ask
not what your country can do for you; ask what
you can do for your country," was effective not
only because of its language but also because
it was delivered with a pause dividing the two
thoughts.
I think that you will agree that "Ask not ah what
your er country can do ah for you; ask what
you umm can do er for your uh country" just
doesn't have the same impact as the
unadorned original statement.
D. Application
Tap Your Desk
Here’s the poem written by Angela Manalang Gloria.
This time, however, asterisks like this * have
been added as the punctuation marks to indicate
how long you should pause at each mark. When you
read the poem, tap the top of your desk with your
hand once for each asterisk. When you see 1 asterisk
like this: *, tap your desk once quickly. When you see
2 asterisks side by side and with a space between
them like this: **, tap your desk twice at normal speed.
When there is no asterisk at the end of a line, go on to
the next line without pausing.
POEMS by Angela Manalang Gloria
Group 1:
there are so many poems in my head
all wanting to be seen,*
and some are bright in silver lace,* and so
and some are plumed with green.* *
Group 2:
the gay and lovely ones pirouette
like dancers in my mind,*
and others,* frail and wistful nuns,*
tread somberly behind.* *
Group 3:
the madcap inspirations,* bent
on flinging stars about
contrive to break away before
i know that they are out.* *
Group 4:
while the ambitious fancies,* dressed
in proud immortal white,*
look upward all the time _* * and so
they never come out right. * *
Group 5:
but all of them,* however perfect
in my mind’s retreat,*
appear bewildered when released,*
and oh,* so incomplete.* *
— Do you notice a difference in the way the poem
sounds when you recite it not only according to rhythm
but also according to punctuation? How do the
punctuation marks help to make the poem’s meaning
clearer?
V.
E. Generalization
Verbal communication refers to the vocal performance of
a speaker, its rate, volume, pitch, and pauses. These
aspects of vocalization are critical to effectively conveying
ideas
Rate refers to the speed at which a person speaks.
Volume refers to the loudness or softness of the speaker's
voice
Pitch means the highness or lowness of the speaker's
voice.76
Pauses add color, expression, and feeling to a speech
— We have all heard at least one person in our lives
whose voice is so beautiful that we enjoy listening to
him or her speak, regardless of what he or she is
actually saying. While developing perfect vocal
intonation and diction can be a lifelong task, a
beautiful-sounding voice can be obtained in a
relatively short amount of time. All you need is a little
guidance and some dedicated practice.
Evaluation
Direction: Each group will be given 3 minutes of practice and
another 3 minutes to recite the whole poem with the appropriate
style of speaking, correct gestures, and rate.
POEMS by Angela Manalang Gloria
— Angela Manalang Gloria (born on August 2, 1907,
died in 1995) was one of the first generation of Filipino
woman poets to write in English. Her book Poems (first
published in 1940) was the first and only collection of
poetry in English published by a Filipino woman
before World War II.
1
There are so many poems in my head
All wanting to be seen,
And some are bright in silver lace,
And some are plumed with green.
PLUMED: adorned with feathers
“Plumed with green” therefore means “adorned with green
feathers”
2
The gay and lovely one’s pirouette
Like dancers in my mind,
And others, frail and wistful nuns,
Tread somberly behind.
GAY: happy; Jolly
PIROUETTE: whirl about on one foot or on the points of the toes
while dancing
WISFUL: dreamily melancholic
TREAD: walk
SOMBERLY: gloomy, depressingly
3
The madcap inspirations, bent
On flinging stars about
Contrive to break away before
I know that they are out;
MADCAP: wildly impulsive; reckless
BENT: determined
CONTRIVE: cleverly plan
4
While the ambitious fancies, dressed
In proud immortal white,
Look upward all the time and so
They never come out right.
FANCIES: whims; capricious ideas
5
But all of them, however perfect.
In my mind’s retreat,
Appear bewildered when released,
And oh, so incomplete
RETREAT: a place of refuge or privacy
BEWILDERED: confused or puzzled
Rubric/Criteria:
Gestures
3
Excelling
Speaker
consistently
uses
natural
and
varied
gestures
that
2
Developing
Speaker uses
too few or too
many gestures
that
may
1
Emerging
Gestures are
inappropriate
or
repetitive
which
may
effectively
compliment
and extend the
message
Speaker
uses
expressive,
grammatically
correct,
&unbiased
language
appropriate to
audience
distract
audience
distract
audience
Language is
sometimes
grammatically
incorrect,
biased,
or
inappropriate
to audience
Language is
often
grammatically
incorrect,
biased,
or
inappropriate
to audience
Rate
Speaker
consistently
uses a varied,
but
appropriate
pace
where
message
is
understood by
the audience
in its entirety
and
uses
pauses
effectively
Speaks
too
fast or slowly,
making
it
difficult
for
audience to
understand
entire
message,
and/or does
not
use
pauses
effectively
Speaks
too
fast or too
slow, or used
pauses
ineffectively,
that audience
cannot
understand
the message
Volume
and Pitch
Speaker
is
easily
heard
throughout
and
varies
volume
and
pitch
to
effectively
extend
the
message
Volume and
pitch are too
loud or too
soft
and
message
cannot
be
easily
understood
Volume and
pitch make it
so
the
audience
cannot
fully
hear
the
message
Articulation Speaker forms
all
sounds
correctly,
facilitating
meaningfulness
of the message
Articulation
errors slightly
detract from
the message
Articulation
errors impede
understanding
of
the
message
Language
Usage
VI. Assignment:
“This is My Moment”
Memorize the poem entitled “POEMS” by Angela Manalang
Gloria. Recite the poems with accuracy, appropriate rate, and proper
expression in front of the class tomorrow.
Prepared by:
Daligdigan, Niña Sophia Llantino
EdEng 1 Student
Checked by:
Pueble, Victor Jr. M.
EdEng 1 Instructor