Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
DIVISION OF CAGAYAN DE ORO CITY
TIGNAPOLOAN NATIONAL HIGH SCHOOL
Tignapoloan, Cagayan de Oro City
Semi-detailed Lesson Plan in Psychosocial Activities Integrating ORAL
COMMUNICATION
August 29, 2023
Name of Teacher: Patricia Ann D. Madaje
Name of Observer: Karl Anthony O. Salise
Date & Time of class: August 29, 2023
Expected Number of Participants: 33 STUDENTS
I. OBJECTIVES
At the end of the session, the learners are expected to;
a. Share details about themselves with their teachers and
peers through listening, and speaking in a get to know
activity
INDICATOR 1 applies knowledge of content within curriculum
learning areas
A. Content
Standards
Acquires knowledge of appropriate reading strategies for better
understanding
INDICATOR 9 adapt and use culturally appropriate teaching
strategies
B. Performance
Standards
Designs and performs effective controlled and uncontrolled oral
communication activities based on context.
INDICATOR 7 applies a range of successful strategies)
C. Learning
Competencies/Obj
ectives Write the
LC code for each
II. CONTENT
Determines the process of communication.
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom
Nature and Elements of Communication
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
III. LEARNING
RESOURCES
INDICATOR 8 designs teaching strategies that are
responsive to learners with disabilities, giftedness and
talents.
Oral Communication in Context
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
A. References
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents.
A.www.google.com
B.www.youtube.com
C. CG
INDICATOR 7 applies a range of successful strategies)
1. Teacher’s Guide
pages
p.10
2. Learner’s
Material pages
pp. 1-9
3. Textbook pages
p. 1-13
INDICATOR 7 applies a range of successful strategies)
INDICATOR 7 applies a range of successful strategies)
INDICATOR 7 applies a range of successful strategies)
4. Additional
Materials from
Learning
Multimedia, digital learning resources and lectures.
Such as SLM’s, PPT, Google, Rubrics and activity sheets and
visuals.
INDICATOR 7 applies a range of successful strategies)
Resource (LR)
portal
B. Other Learning
Resources
Energizer inspired from Responsive Classroom
https://www.youtube.com/results?search_query=responsive+cl
assroom+energizers (DOUBLE THIS AND DOUBLE THAT,
BABY SHARK DANCE)
Essential Question: What do you think is the essence of
Dadum Da Da Energizer?
Essential Understanding: Dadum Da Da energizer help students
to realize that there is always time to listen, talk and express in
class. This is best strategy especially in setting the mood of the
class before delivering the lesson.
Essential Question: What do you think is the essence of
Aroostasha Energizer?
Essential Understanding: Aroostaha energizer teaches
everyone to be approachable at all times, learn to give in, accept
the answers and ideas of others. They will be reminded to
accept different traditions, cultures and one’s belief as what the
action portrays particularly (knees bend action) this is simply
explains that humility is always the key whether what type of
social class a person is.
Note: The participants are tasked to be the MOL/Management
of Learning in charge to lead the energizer every day. This is
important so that they will take a break especially in dealing
heavy discussions. By this, it will give them an opportunity to
lead and showcase their talents and skills. The purpose of this
activity is to strengthen the confidence skills of each learner to
prepare them in the world of work. Then, the MOL in charge
shall give their own talk regarding the previous lessons as their
recapt.
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents
IV. PROCEDURES
Preliminary Activities
 Psychosocial Activities – GTKY
 Election of Officers
 Classroom Policies, Rules and Handbook
 Pass and Peel the Cabbage Game
 Cleanliness of the Classroom
 Clubbing Election of Officers
 Community Zumba Dance
INDICATOR 6 maintains learning environments that
nurtures and inspires learners,
A. Reviewing
previous lesson or
presenting the
new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instance
s for the new
lesson
D. Discussing new
concepts and
practicing new
skills #1
MOTIVATION: Kamustahan session: Injecting Student’s Mental
health
How are you students?
Despite of the uncertainties brought by the COVID-19 pandemic;
we believe that education must continue. Many questions are yet
to be answered; many fears are to be faced, but we firmly hold on
to our hope of a better future through education. Amidst these
challenges, here we are taking baby steps at a time onwards in
reaching your dreams.
Before we move on to our activities, please form a circle so that
we can start our first activity.
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning, and
INDICATOR 3 uses effective verbal and non-verbal classroom
Acknowledging student’s responses. Listen to their responses.
Based on the HOTS Solo Training, student’s responses must be
valued and concerned.
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning, and
INDICATOR 7 applies a range of successful strategies)
ACTIVITY 1: IT’S ME.
Direction: Identify five (5) traits/characteristics/qualities that you
possess and state which of these you inherited from your parents
and which of these you want to change as you grow up. In relation
to GTKY Activity.
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning, and
INDICATOR 9 adapt and use culturally appropriate teaching
strategies
ANALYSIS ON PEEL AND PASS THE CABBAGE GAME:
The students are tasked to read all the information from the presenter
view. This time, the students shall analyze and comprehend their
reading by explaining them by their own words. Then, the teacher must
call another student to reevaluate the answers from their classmates
which will be final critique by them which they can come up all their
answers from the students who shared their answers.
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents.
ABSTRACTION: ELECTION OF OFFICERS AND OATH
TAKING
E. Developing
mastery
Note: The students will chose the rightful officers for the classroom. They
shall choose not by heart but by their decree as they can achieved their
position in a total formation level. This time, students are tested with their
critical thinking skills to pick the suitable student for the position.
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents.
ANALYSIS: CLEANLINESS OF CLASSROOM
F. Finding practical
applications of
concepts and
skills in daily living
Note: The students shall follow the instructions in cleaning and
preparing the exact classroom structuring and seating arrangement
as stipulated in the DepEd Order No. 21, s. 2023
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents.
G. Making
generalizations
and abstractions
about the lesson
ABSTRACTION: The students are expected to understand the
world by thinking by;
1. Providing learners a summarization of the lesson,
2. Ending the lesson with a food for statement “No matter
your position, circumstances in life, you always have the
freedom of mind to choose how you experience,
interpret, and ultimately, shape your word”; and
3. Let them share an explanation for this.
Note: The students shall be given a quote after the oath taking
to ensure whether they know and fully understood their
responsibility as a leader.
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents.
H. Evaluating
learning
I. Additional
activities for
application for
remediation
LEARNING TAKEAWAYS FORM
The students shall be given a learning takeaways form
(individual) to see to it that they have understood their
responsibility as a student whether they are an officer or not.
They should know how to work as a team. Values is tested in
this area.
HOMEWORK/ASSIGNMENT/AGREEMENT:
FROM RAGS TO RICHES (Performance Task)
Direction: The newly selected Secretary is advisable to create a
Narrative Report. But the rest of the students are requested to give
ideas from the secretary in creating the written narrative report.
Discrete evaluation is strictly monitored based on the rubric below.
INDICATOR 1 applies knowledge of content within curriculum
learning areas,
INDICATOR 2 displays proficient use of Mother Tongue and
English to facilitate teaching and learning,
INDICATOR 3 uses effective verbal and non-verbal classroom,
INDICATOR 4 establish safe and secure learning environments,
INDICATOR 5 maintain learning environment that promotes
fairness, respect and care to encourage learning,
INDICATOR 6 maintains learning environments that nurtures and
inspires learners,
INDICATOR 7 applies a range of successful strategies),
INDICATOR 8 designs teaching strategies that are responsive to
learners with disabilities, giftedness and talents, and
INDICATOR 8 designs teaching strategies that are responsive
to learners with disabilities, giftedness and talents.
V. REMARKS
VI.REFLECTION
I have realized that there is a major impact of teacher factor in
delivering lessons to the students. That is why, we need to
evaluate the soft and hard spots of the students in attacking their
weaknesses to make it as their strength.
A. No. of learners
who earned 80% in
the evaluation.
There were 30/33 learners 90% in the evaluation.
B. No. of learners
who require
additional
activities for
A total of 3 student needs remediation.
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
Yes, they were able to come up with responses and solutions
correctly.
D. No. of learners
who continue to
require
remediation
There are no more learners needing remediation.
E. Which of my
teaching strategies
worked well?
Why?
Differentiated Instruction – Grouped students based on their skills
and talents to intensify the similarities and the differences.
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
Few students are having difficulty to speak confidently in using the
correct grammar.
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
PASS AND PEEL THE CABBAGE GAME
The creativity of their minds, skills, and talents. Students
themselves are the best visual aids in my class demonstration today
wherein they were given a chance to talk expressively and
productively.
Prepared by:
PATRICIA ANN D. MADAJE
Oral Communication Teacher
Observed by:
KARL ANTHONY O. SALISE
School Head
Concurred:
ANGELITO U. FELISILDA
PSDS – SOUTHWEST II District, Division of Cdo