S5.6
1
2023 PEAC JHS SUMMER INSET
STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) SAMPLE FOR ACQUISITION
Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other
indicators given for the rubric of this plan.
SUBJECT: English
GRADE: 8
TOPIC: Informative Speech
TEACHER(S):
1
Missed
Standard and
LCs
2
Current
Standard and
LCs
3
Existing
Curricular
Materials
4
Stand Alone
or Layered In
5
6
Mastery
Mastery
Expectation
Expectations &
s & Skill
Skill Breakdown
Breakdown
*Standards/
*Standards/
LCs that are
LCs that are
merged
stand alone (as stated in column
(as stated in
4)
column 1)
QUARTER: First
7
Rubric Focus
8
Intervention or
Remediation
Strategies and
Action
9
Plan For Curricular
Materials
10
Timeline for
Teaching
2
What previous
standard and
LCs were missed
or partially
covered?
What is the
standard and
learning
competencies
at the current
grade level that
build on the
missed
standard and
LCs?
Q1 EN7LC-I-a5: Recognize
prosodic
features:
volume,
projection,
pitch, stress,
intonation,
juncture, and
speech rate that
serve as carriers
of meaning
Q1 EN8LC-Ie9: Determine
how volume,
projection,
pitch, stress,
intonation,
juncture, and
speech rate
serve as
carriers of
meaning.
How is the
missed standard
or partially
covered
standard and
LCs addressed
in existing
curricular
materials?
Will the missed What is the
or partially
mastery
covered
expectation?
standard and
Skills
LCs stand
required to
alone in
master the
teaching, or
missed or
can it be
partially
layered in with
covered
current grade- standard and
level standard LCs that will
and LCs? If
be taught
merged, state
separately.
the merged
State
LC.
correspondin
g learning
targets.
What is the mastery
expectation? Skills
required to master
the missed or
partially covered
standard and LCs
merged with the
current grade level
standard and LCs.
State corresponding
learning targets.
In order for the
students to
determine how
prosodic features
affect and
change meaning,
they have to
recognize the
prosodic features
used and how
they affect
meaning.
Merged LCs:
Determine
how prosodic
features affect
and change
meaning.
Determine how
prosodic features
affect and change
meaning.
Students are
expected to:
● identify the
different prosodic
features used;
● differentiate the
function of each
prosodic feature;
and
N/A
What rubric
indicators
closely align?
What will be
the focus
indicators
during
assessment?
See attached
rubric.
What intervention
How will existing
or remediation
curricular materials be
strategies, action, transferred, updated, or
resources, and tools added to accomplish the
will be used to
intervention or
achieve mastery
remediation action and
and the rubric
integrate the missed or
indicators? (e.g.,
partially covered
mini-lesson,
standard and LCs?
interventions, RTI,
What resources are
core, flex-day, after
needed to check on
school)
students’ progress to
What are the
mastery?
explicit and
How can technology be
systematic
used to follow-up on or
procedures and
enhance student
how is scaffolding
mastery?
and differentiation
done?
What month,
unit/module, and/or
lessons will the
missing or partially
covered standard
and LCs be
covered? What is
the time period for
doing the actions
and checking on
results of
assessment?
Tier 1: Universal
Programming, use
of student-friendly
learning targets;
direct instruction
using chunking
complexity and
conceptual
scaffolding.
See procedures
below.
The partially
covered LC will be
covered in Week 1
of Q1 in four class
meetings.
Meeting 1:
Modeling of
Prosodic
Features/Speech
Techniques using
Worksheet 1
Meeting 2:
Formative
Worksheet 2 with
Existing materials will
show the use of studentfriendly learning targets
and direct instruction
with scaffolding.
Differentiation will be
done by environment
(group, pair, and
individual work).
Students will be
checked on their
mastery by looking at
rubric scores on
3
Q1 EN7LC-I-a5.2: Note the
changes in
volume,
projection,
pitch, stress,
intonation,
juncture, and
rate of speech
that affect
meaning
*adapted from National Institute for Excellence in Teaching (NIET)
● describe how the
prosodic features
affect and change
meaning.
Corresponding
Learning targets:
1. I can identify
the different
speech
techniques
used.
2. I can
differentiate
the function
of each
speech
technique.
3. I can
describe how
the speech
techniques
affect and
change
meaning.
worksheets involving
group, pairs, and
individual work.
Technology may be
used in the scaffold
such as:
1. Videos
2. Use of apps that
enable teachers to
check students’
progress in realtime while they
listen to the video (
EdPuzzle)
3. Use of apps that
enable students to
collaborate with
the members of the
group (e.g. Google
Jamboard) and to
create graphic
organizers (e.g.
Kami).
The activities will be
done from most to semi
and on to least
scaffolded. The
Chunking Complexity
type and Metacognitive
form of scaffolding are
also integrated.
Speech Techniques
exercises and to be
answered in groups
of 5
Meeting 3:
Formative
Worksheet 3 with
Speech Techniques
exercises and to be
done in pairs
Meeting 4:
Summative
Worksheet 4 on
Speech Techniques
exercises to be
answered as
individual work
4
Rubric for Scoring Criteria:
Performance Indicator
Emerging
Developing
Proficient
Distinguished
Identify the different prosodic
features used.
I can list the different prosodic
features.
I can give examples of the
different prosodic features used.
I can identify the different
prosodic features used.
I can recognize and define each
prosodic feature applied in a
speech.
Differentiate the function of each
prosodic feature.
I can identify the function of each
prosodic feature.
I can define the function of each
prosodic feature.
I can differentiate the function of
each prosodic feature.
I can compare and contrast the
purpose of each prosodic feature.
Describe how the prosodic
features affect and change
meaning.
I can recognize that prosodic
features affect and change
meaning.
I can identify the prosodic features
that affect and change meaning.
I can describe how the prosodic
features affect and change
meaning.
I can explain how the prosodic
features affect and change
meaning.
SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:
Meeting 1: Modeling - Chunking Complexity
1.
2.
3.
4.
5.
The teacher writes the word Prosodic Features and asks students if they are familiar with the word. The teacher elicits answers from the students.
The teacher plays a video of a speech: “Repetition” https://www.youtube.com/watch?v=8vqbo1FuoLQ&feature=youtu.be.
The teacher models how to identify the prosodic features.
Before playing the video, say: “We will watch a video together and as we watch, let us keep this question in mind: what are the speech techniques used?”
The teacher lists, identifies, and defines the prosodic features present in the video and voices out his or her inner reasoning why he or she spoke loud in a certain word or raised his
or her pitch, or hurriedly paced his or her talk in another part.
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Speech Title: Repetition
Speaker:
Phil Kaye
Speech Techniques
Example from the Speech
Describe how the speech technique is used.
Describe how the speech technique affected the
meaning of the speech.
1. Intonation
Timestamp: 1:58-2:10
(https://youtu.be/8vqbo1FuoLQ?t=118)
The speaker used varying loudness, pitch, and tempo
to provide variations in how the spoken word poem
was delivered as well as the emphasis on some
questions and statements.
By using varying loudness, pitch, and tempo, the
speaker is able to emphasize the emotions that he
felt, his preferences, and how questions are delivered
either mockingly or seriously such in the case of
“Every ‘what do you say?’” and “come on, kid, spit
it out!” which are meant to convey mockery.
2. Stress
Timestamp: 1:02-1:18
(https://youtu.be/8vqbo1FuoLQ?t=62)
The speaker emphasized the words “My mother
taught me this trick” by speaking with a louder or
softer voice -- also known as stress -- when saying
them which focused the attention of the listener to
that particular word and how important it is in the
spoken word poem.
By emphasizing words, he is able to draw attention
to words such as “my mother taught me this trick”
“separation” or “apart” and gave emphasis on how
these words, when repeated, begin to lose their
meaning which is the main thesis of his speech.
3. Rhythm
Timestamp: 1:20-1:59
(https://youtu.be/8vqbo1FuoLQ?t=80)
The speaker used a combination of varying stress
and intonation to create a rhythm while narrating the
story in the spoken word poem which grabs the
attention of the reader.
By using a combination of varying stress and
intonation to create a rhythm, the speaker is able to
grab the attention of the reader and convey emotions
that come with the phrases such as in “shut up, I
know the irony” which is delivered as an aside to
keep the audience involved in the speech and the
repetition of the words “I love you” to better drive
the thesis that when words are repeated over and
over, they lose their meaning.
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6. The teacher says: “So, to examine the video and the speech techniques present, I did the following steps:
First, say “I viewed the video with the question in mind.”
Second, say “I noted the intonation, stress, and rhythm in the specific parts of the video.”
Third, say “I paused and listened again to pay closer attention to the intonation, stress, and rhythm.
Fourth, say “I described how each speech technique is used.”
Fifth, say “I described how the speech technique affected the meaning or caused a change in meaning.”
7. Teacher then asks “Are you ready to try to do what I demonstrated on your own? Don’t worry. I will be guiding you. Just remember how the prosodic features affect and change
the meaning of a speech.”
8. So now let us try these steps again with another video.
Meeting 2: Guided Practice - Most Scaffolded Using Model Completion
9. The teacher introduces the next activity. Say “We will now watch another video and use the same graphic organizer as in the previous meeting.
10. Distribute Worksheet 2 and play the video of the speech “Informative Speech about COVID-19” https://www.youtube.com/watch?v=3UaSrZKo2jY.
11. Ask the question that students will keep in mind when watching the video: “What speech techniques are used to effectively deliver the speech? How did they help in delivering the
speech?”
12. The teacher divides the class into groups of 5. Ask randomly from every group about the prosodic features used in the video by answering the multiple choice questions for the
function of each prosodic feature. Students will choose how the feature is seen in the video from a multiple choice question.
Speech Title: Informative Speech about COVID-19
Speaker:
AC Gal Z
Speech Techniques
1. Intonation
Example from the Speech
Timestamp: 0:00-0:10
(https://youtu.be/3UaSrZKo2jY?t=1)
How is the speech technique used in the video?
Choose the letter of the correct answer.
How did the speech technique affect the meaning
of the speech?
a. The speaker used a changing intonation to
express excitement for the topic at hand.
b. The speaker used rising intonation to
a. By using varying intonations, the speaker is
able to convey excitement and drew attention
to the topic at hand.
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highlight questions.
c. The speaker used a falling intonation to
express politeness.
b. By using varying intonations, the speaker is
able to ask questions about the topic at hand.
c. By using varying intonations to show anger
and frustration about the topic at hand.
2. Stress
Timestamp: 0:10-0:20
(https://youtu.be/3UaSrZKo2jY?t=11)
a. The speaker stressed the words “at risk” to
express sadness and dismay.
b. The speaker stressed the words “everyone” to
express excitement.
c. The speaker stressed the words “you” to call
the attention of the listener.
a. By stressing the words, the speaker is able to
change the pace of the entire speech.
b. By stressing the words, the speaker is able to
convey mixed meanings.
c. By stressing the words, the speaker is able to
draw the attention of the listener to the steps.
3. Rhythm
Timestamp: 1:44-1:56
(https://youtu.be/3UaSrZKo2jY?t=104)
a. The speaker used a monotonous rhythm to
emphasize the danger of COVID-19.
b. The speaker used a calm rhythm to inspire
and give comfort through a quote.
c. The speaker used a distressed rhythm to
express anger towards the pandemic.
a.By using varying rhythm, the speaker is able to
change the statements into questions.
b. By using varying rhythm, the speaker is able to
make the listener feel good emotions.
c.By using varying rhythm the speaker is able to
draw the attention of the listener.
13. Teacher asks students to share their answers. Students will then be asked to explain why it is the correct answer.
14. Once done, the teacher says, “In the next meeting we will be doing another activity, but this time, you will be doing it with a partner. You will again look for the prosodic features
and look at how the use of the features affects the speech. Always remember that these prosodic features affect and change the meaning of a speech.”
Meeting 3: Guided Practice - Semi-Scaffolded
15. Distribute Worksheet 3 and play the video of the speech. “I Speak for Democracy” https://www.youtube.com/watch?v=TyJitETrUqQ.
16. Ask a question that students will keep in mind while watching the video: “How did the speech technique affect and change meaning?”
17. Pair up the students and each asks randomly the pair to share their answers to the Worksheet.
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Speech Title: I Speak for Democracy
Speaker:
Speech Techniques
Jere May Taganas
Choose an example from the speech.
Provide the timestamp from the video.
1. Intonation
“”
2. Stress
“”
3. Rhythm
“”
Describe how the speech technique is used.
Describe how each speech technique affected the
meaning of the speech.
18. Ask students to explain their answers. Say, “Review your answers in your worksheet. Then, answer the question, how do the used speech techniques make the speech
meaningful?” Call students to share their answers.
19. Afterward, say “How did you feel about watching the video and doing the activity? Did you find that you are now more confident in looking for prosodic features/speech
techniques? Do you think you will be able to do a similar task on your own?” Call students to share answers.
20. In the next meeting, we will be doing our final activity/assessment in studying prosodic features and how they affect and change the way a speech is delivered and received.
Meeting 4: Independent Work - Least Scaffolded
21. Distribute Worksheet 4 and play the video of the speech. “How to Become One’s Own Positive Influencer” https://www.youtube.com/watch?v=a-32sNu2q74.
22. Ask the question that students will keep in mind when watching the video: “What speech techniques are used? How did the speech technique affect and change the meaning of the
speech?
23. The teacher divides the class into groups of 5. Ask randomly from every group about the prosodic features used in the video by answering the worksheet. Students will explain
how the feature is seen in the video.
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Title of Speech: __________
Identify the Speech Techniques used.
Write the Speech Techniques in the
space below.
Choose an example from the speech.
Provide the timestamp from the video.
1.
“”
2.
“”
3.
“”
Describe how the speech technique is
used.
Describe how each speech technique
affected the meaning of the speech.
24. Ask students to process their answers. Say, “Review your answers in your worksheet. Then, answer the question, how do the applied speech techniques help make the delivery
interesting and meaningful?”
25. The teacher asks the students to use a checklist to self-assess. Say “Before you turn in your work, look at your answers one last time and use this (metacognition) checklist to
review your work:
Checklist:
●
●
●
●
●
I completed all the tables.
I listened to the speech carefully.
I looked for examples of prosodic features from the video.
I wrote the timestamp on the required column.
I described how the speech technique affected the speech.
26. After all students have completed the activity, say “How did you find the last activity? Can you say that you are now more confident in identifying prosodic features and explaining
how they affect and change a speech?” Get their answers.
27. Say, “You have just developed an important skill. Now that you can Determine how prosodic features affect and change meaning. You are ready to proceed to the next lesson.