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Lesson Plan W3 Q4 MELC1 Lesson 2
Bachelor of Secondary Education English (University of Antique)
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School
Quarter
Learning
Area
English 9
Duration
Grade Level
IX
Date
4th
1 hour and 45
minutes
May 22-26
7:00 am-8:45 am;
8:45 am -10:30 am;
10:30 am- 12:15 am
Detailed Lesson Plan in English 9
Most Essential
Learning
Competency
Content Standard
Performance
Standard
Key Concepts/
Understanding to
be developed
1. Objectives
LC Code/s:
EN9RC-Ivf-2.22
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of preserving
unchanging values in a changing world; also how to use the features
of a full-length play, tense consistency, modals, active and passive
constructions plus direct and indirect speech to enable him/her
competently performs in a full-length play.
The learner competently performs in a full- length play through
applying effective verbal and non-verbal strategies and ICT
resources based on the following criteria: Focus, Voice, Delivery and
Dramatic Conventions.
Judge the Effectiveness of the Presentation (EN9RC-IVf-2.22):
Public Speaking
At the end of 1 hour and 45 minutes, the Grade 9 students should be
able to achieve with 80% competency the following objectives:
judge the effectiveness of the presentation (EN9RC-IVf-2.22)
Cognitive
Subject Integration
define environmental stewardship;
define public speaking;
state ways in preparing for a presentation;
identify the best tip in preparing a presentation based on each
given scenario;
5. deliver a one-minute presentation based on the chosen topic;
6. suggest ways in which a student like you could contribute to
protecting the environment.
Environmental Stewardship
Oral Communication: Public Speaking
2. Content Area
Public Speaking
3. Learning
Resources
English 9 MELC Quarter 4: Lesson 3 – Judging the Effectiveness of the
Presentation
https://business.tutsplus.com/tutorials/what-is-public-speaking--cms-31255
4. Materials
Laptop, PowerPoint, television, visuals, Blackboard/whiteboard, chalk
and other instructional materials.
Psychomotor
Affective
Values
1.
2.
3.
4.
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5. Procedure
5.1 PRELIMINARY
ACTIVITIES
(15 minutes)
Teacher’s Activities
Students’ Responses
PRAYER (1 minute)
“Let’s begin our class with a prayer.”
(The teacher will ask someone from the
class to volunteer in leading the prayer.)
A volunteer will lead
the learner’s
memorized prayer.
Thank you, (name of student).
“Good morning, class!”
“Good morning,
ma’am.”
CHECKING OF ATTENDANCE (1 minute)
“May I call on the class monitor. Is there
someone who is absent today?”
None, ma’am! We are
all present today.
“Wow! That is impressive!” (Positive
Or
reinforcement)
“Class monitor, please remind them to
send me an excuse letter with the
signature of their parents, okay?”
Yes, ma’am, there are
___ students who are
absent today.
“Okay, ma’am.”
Classroom Management (2 minutes)
The teacher will remind the students of
the classroom rules, applying a similar
twist or strategy introduced during the
first meeting. The purpose is to prevent
students from engaging in off-task
activities in a thrilling manner.
“Please take out all of your classroom
lives.”
Classroom Rules:
"Once again, here is the list of our rules.
Everybody, please read."
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Learners will raise the
copy of their
classroom lives.
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Learners will read the
classroom lives.
IDIOMS! (5 minutes)
The teacher will provide idioms or spelling
quizzes alternately in every meeting. As for
the idioms, the teacher will share at least
two idioms with the class, and the students
will then construct two sentences out of
them. The teacher will then ask volunteers
to share their sentences with the class.
Directions: On a one-fourth sheet of
paper, choose at least two from the given
idioms and use it in a sentence.
Learners will follow
the instruction.
The learners will read
the idioms.
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The learners will read
the idioms.
The learners will read
the idioms.
The learners will read
the idioms.
The learners will read
the idioms.
After the students are done, learners must
submit their papers and write the idioms in
their notebook.
REVIEW (6 minutes)
“Last meeting, we discussed the
‘Effectiveness of a Presentation’. Let us
have a short review of our previous
topic.”
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The learners will
choose two among
five idioms then write
it in a sentence.
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“To make our review interesting and fair,
I have prepared the wheel of names we
used during our wheel of fortunes game.”
"You already know the mechanics. Again,
the student’s name, to which the arrow
points, will answer the given question.
The correct answer is equivalent to 1
point multiplied by 2, then added to the
student’s score. Aside from additional
points in our activity, you will also receive
a price."
Learners will listen to
the mechanics of the
game.
“Yes!”
“Are you excited?”
“Let’s get it started!”
“What is effectiveness?”
“Correct!” (Positive Reinforcement)
“What is the definition of presentation?”
“Very good!”(Positive Reinforcement)
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“Effectiveness is the
capacity to produce
desired output that
can showcase a clear
impression.”
(Answers may vary.)
“A presentation is a
means of
communication that
can be adapted to
various speaking
situations, such as
talking to a group,
addressing a meeting,
or briefing a team.”
(Answers may vary.)
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“What are the four aspects to consider
when judging the effectiveness of a
presentation?”
“Sufficiency”
“Accuracy”
“Appeal”
“Information”
“Excellent!” (Positive Reinforcement)
“Here are the objectives that you must
achieve by the end of our lesson." (Let the
students read the objectives.)
Judge the soundness of author’s reasoning
(EN9RC-IVf-2.22)
1. define environmental stewardship;
2. define public speaking;
3. state ways in preparing for a
presentation;
4. identify the best tip in preparing a
presentation based on each given
scenario;
5. deliver a one-minute presentation
based on the chosen topic;
6. suggest ways in which a student like
you could contribute to protecting
the environment.
5.2 MOTIVATION
(5 minutes)
Learners will read the
learning objective.
The teacher will present an image on the
slide, which is the picture of Catriona
Gray's crowning moment.
Learners will view the
image.
Source: https://news.abs-cbn.com/life/12/17/18/catrionagray-crowned-miss-universe
Questions:
1. Can you recognize the lady being
crowned in the picture? Who is
she?
“Catriona Gray,
ma’am.”
“Correct!”
2. What specific international pageant
has she joined?
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“Miss Universe!”
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“That’s right!”
3. Who among you here are pageant
fanatics? Please raise your hand.
Pageant fanatics will
raise their hands.
“Most of those who are raising their
hands
are
girls;
that’s
understandable.”(Feedback may vary.)
4. What for you, is the most exciting
part of the competition?
“It seems that you have varying
answers; it is for the reason that we
have our own individual preferences.”
5. In the Q & A segment, what do you
think are the qualities of the
answers of the candidates who are
most likely to win the pageant? For
instance, how could you describe
the way that Catriona Grey aced
her final question?
“Evening gown”
“Swimsuit
competition”
“Pasarela walk”
“Q&A”
“She is very fluent,
confident, and smart,
ma’am.”
(Answers will vary.)
“Yes, she is such an eloquent speaker.
She speaks clearly and confidently. Her
answer also shows sincerity and cite
her specific experience to support her
answer.”
“Let us have another activity.”
5.3 ACTIVITY
(10 minutes)
Activity 2:
Pick then
Directions: Watch and compare the two
clips, which are the hashtag round of the
recent ‘Miss Earth Philippines’. Then, after
watching, we will use the wheel of names
to randomly select the names of the
students who will choose an envelope and
then elaborate on a given hashtag topic.
Context: Each candidate is given 30
seconds to elaborate on a relevant hashtag
randomly assigned to them. It was an
impromptu speech.
Guide Questions:
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Learners will listen to
the given instruction.
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1. Who among the two speakers do you
think gave the best answer and
delivery? Why so?
2. What do you think are the best things
to consider when answering the Q&A
segment of a beauty pageant?
3. If you were to join a pageant, how
could you make the Q&A portion easier
for you? What will your preparations
be?
(Integration of viewing comprehension)
Miss Earth Pangasinan:
Learners will watch
the short clip.
Source:
https://www.youtube.com/watch?v=w37r6K1
8_Jg&t=176s
Miss Earth Laguna:
Learners will watch
the short clip.
Source:
https://www.youtube.com/watch?v=w37r6K1
8_Jg&t=176s
Before we answer the guide questions, as
I have mentioned in our instructions, we
will randomly select two students from the
class. One from the boys and one from the
girls. You will choose an envelope that
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Learners will listen to
the instructions of the
teacher.
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contains your hashtag. You only have to
respond with a 30-second answer.
“Yes!”
“Ready?”
(The teacher will prepare an interactive
presentation to simulate the video clips
watched.)
Learners whose
names were picked by
the randomizer wheel
will choose an
envelope that
contains #hashtags.
The learner will
elaborate on the topic
in 30 seconds.
The learner will
elaborate on the topic
in 30 seconds.
The learner will
elaborate on the topic
in 30 seconds.
5.4 Analysis
(10 minutes)
"Before we answer the guide questions, let
us first ask those who picked and
answered the hashtags."
"How do you feel as you elaborate on a
hashtag?"
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“I felt so nervous and
pressured, ma’am.”
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(Answer may vary.)
"Yes, that is a normal feeling, but as you
keep on practicing, reading, and engaging
in more public speaking, you will learn to
conquer such stage fright."
(Answers will vary.)
“Now, let us answer the guide questions
earlier.”
1. Who among the two speakers do you
think gave the best answer and
delivery? Why so?
"Yes, she is good at impromptu
speaking, and maybe she is used to
public speaking."
2. What do you think are the best things
to consider when answering the Q&A
segment of a beauty pageant?
"That’s right! When we answer a
question, for instance, during
recitation, we must practice speaking
with fluency and confidence,
speaking clearly and loudly so that all
of our audience can hear the
message we convey or the answers
we deliver."
3. If you were to join a pageant, how
could you make the Q&A portion
easier for you? What will your
preparations be?
"Exactly! That’s correct! Rome
wasn’t built in a day; it is an idiom
that attests to the need for time
to create great things. Keep on
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"Laguna, ma’am. Both
of them are smart, yet
Laguna stands out
more because there
were no signs of
nervousness in her
voice, and we can see
that she is enjoying
herself as she
eloquently answers
the questions."
“We must consider
the topic, focus on
our message, speak
clearly, then speak
confidently and with
sincerity, ma’am.
“We should practice
speaking in front of
audiences, ma’am.
We must also read to
improve our
vocabularies, then be
open to criticism and
suggestions, ma’am.”
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reading so that you will gain a
wide vocabulary, and we must be
open to constructive criticism. We
all learn not only by ourselves; it
is also important to consider the
advice and suggestions of others.
5.5 ABSTRACTION
(30 minutes)
"Our activities earlier had given you
hints or a preview of the topic we will
discuss today, which is the continuation
of our topic about ‘Effectiveness of a
Presentation.’ Yet, today, we will
highlight public speaking and tips for
crafting fantastic presentations.
Learners will listen to
the input provided by
the teacher.
"As you can notice, in our activity, we
have integrated two short clips, one of
which is the hashtag round of ‘Miss
Earth Philippines’. Miss Earth is an
annual international beauty pageant
that advocates for environmental
awareness, conservation, and social
responsibility. Our values integration
for today is about environmental
stewardship."
“Are you familiar with environmental
stewardship?”
“Yes” or “No”
"How about the word stewardess? What
do they do?"
“They assist
passengers, provide
instruction and
secures the safety of
everyone on board,
ma’am.”
"Yes, they are generally responsible for
ensuring passengers' safety and comfort at
all times. It is similar to environmental
stewardship. All of us are stewards of our
environment. It means that we are
responsible for maintaining its beauty, and
we protect and conserve Mother Earth for
the next generation that will come after
us."
"Furthermore, our subject integration is
oral communication." This is a core
subject offered in senior high, yet it would
be better if you already had an idea of its
scope. Today we will highlight public
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speaking, which is related to learning
competency for today."
“Are you familiar with public speaking?”
“Yes,” or “no”
“For those who responded yes, can you
share with the class your own definition of
public speaking?”
“From the word itself,
ma’am, it is speaking
or delivering a speech
Infront of eth live
audience.”
Correct! Public speaking is a presentation
that's given live before an audience. Public
speeches can cover a wide variety of
different topics. The goal of the speech
may be to educate, entertain, or influence
the listeners. Often, visual aids in the form
of an electronic slideshow are used to
supplement the speech. This makes it
more interesting for the listeners.
Now, let us discuss how to prepare for a
presentation.
HOW TO PREPARE FOR A
PRESENTATION
1. GIVE THE AUDIENCE WHAT THEY
WANT.
"Take note that good presentation skills
involve asking yourself, ‘What does my
audience want to know? What will they
find interesting about my topic?"
"Let us brainstorm ideas. What topics do
you think would grab the interest of
grade 9 students?"
"Do you think you would be interested if
you talked about stock markets and
economics?"
"There are a few who might be
interested, but when we talk about the
majority of the class, most of you are
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“K-Pop!”
“Vlog”
“Trending dance
challenges”
“Issues in twitter”
“Mobile legends”
(Answers may vary.)
“Yes,” or “no”
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interested in topics related to things you
are exposed to in your everyday lives."
2. FOCUS ON YOUR KEY MESSAGE.
“Keep your presentation simple by
focusing on the important or worthy
points you want to communicate.”
“We have discussed this in one of our
previous meetings. Again, what is a
worthy idea?”
“Correct!”
“Worth keeping,
worth sharing and
necessary to be
included, ma’am.”
“Now, let us proceed with how to make
a presentation fantastic.”
HOW TO MAKE A PRESENTATION
FANTASTIC
“Let us refer to the clips we viewed
earlier. Do you still remember your
answers and suggestions earlier?”
“Yes,” or “No”
“Always remember that we must
always make an effective presentation
exciting and engaging. Here are the
tips.”
1. START STRONG
“To engage the audience
immediately, tell an interesting
story, show an intriguing picture,
or do something entertaining.”
“Always remember that your first
statement or introduction should
be able to grab the attention of
the audience, or else they might
feel bored and not pay attention.”
2. CREATE VARIETY
“Aside from your speech, you may
also incorporate some slides or
prepare a PowerPoint presentation
containing videos, eye catching
images.”
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Learners will listen to
the input given by the
teacher. They may
raise their hands if
they have concerns or
clarifications.
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“By the way, class, which appeals
to your interest the most, a lesson
without any instructional materials
or plain text on the board or a
PowerPoint
presentation
supplementing the information
with videos and pictures? Why so?”
“Yes, that is why we should create
a variety of techniques, considering
the preferences of our audiences.”
“PowerPoint
presentation, with
pictures and some
videos, ma’am. It is
because it is catchy in
the eyes and
interactive, ma’am.”
(Answers may vary.)
3. SPEAK CLEARLY
“Good public speakers make a
presentation even better by
speaking clearly.”
“Why do you think it is important?”
"Very good! Even if your
presentation is creative, it will all
go to waste if you fail to fulfill your
main purpose, which is either to
educate, inform, or entertain."
4. TRY YOUR
CONFIDENT
BEST
TO
“It is important
because it will be
useless if the
audience cannot hear
and understand what
you are presenting,
ma’am.”
BE
“There is this phrase, act smart.”
“It means that even if you feel
nervous, unsure, and doubtful of
your answer, try to look calm, fix
your
posture,
and
speak
confidently. It will create a huge
impact on your presentation.”
“For instance, the answer of
Catriona Gray is so powerful
because, aside from the message
she aims to convey, she also
speaks confidently.”
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Learners will listen to
the input given by the
teacher. They may
raise their hands if
they have concerns or
clarifications.
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5. SPEAK AT A GOOD PACE
“Can anyone from the class
elaborate on what we mean when
we say speak at a good pace?”
“Speaking at a pace where the
audience can understand you is so
important when you deliver a
presentation. You must give time
for your audience to understand
what is being said.”
“It means that we
should not speak too
quickly and not to be
so slow, ma’am.”
(Answers may vary.)
6. HAVE A PLAN B
“This is very important. There are
some
situations
where
our
presentation will be challenged by
unprecedented
events
or
circumstances. Always have a
backup plan.”
"For example, if you present a
repot and then suddenly there is a
power interruption, what could be
your backup plan?"
“Correct! This tip speaks to and
challenge our resourcefulness.”
5.6 Application (20
minutes)
“I could prepare a
copy of my
presentation written
on a cartolina
together with some
visual aids, ma’am.”
(Answers may vary.)
(By group)
Activity I.
Directions: Group yourselves into four
groups. On a one-half crosswise, prepare a
one-minute short presentation based on the
envelope, which contains hashtags, that your
group will pick. You will be given 2 minutes
to prepare, then choose a representative to
deliver your presentation.
Please be guided by the given criteria.
(Each group will pick an envelope which
contains a hashtag.)
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Learners will follow
the instruction.
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Categories
Sufficiency
Accuracy
Appeal
Information
Delivery
Descriptions
The presentation must
have the condition or
quality of being
adequate or sufficient
The presentation must
have conformity to
truth or to the
standard or a model.
The presentation must
have attractiveness or
the state of wanting to
know or learn about
something or
someone.
The presentation must
have factual
information.
The presenter must
integrate posture,
gestures, and other
nonverbal behaviors so
that they complete and
enhanced the speech.
TOTAL
Percentage
20%
20%
20%
20%
20%
100%
II. REFLECTION
1. Suggest ways in which a student like
you could contribute to protecting
the environment.
5.7 Generalization
(5 minutes)
Generalization
Let us have a short recap or takeaways
from our topic today.
“What is environmental stewardship?”
“Correct!”
“It means that all
of us are stewards
of
our
environment.
It
also means that
we are responsible
in maintaining its
beauty and we
protect
and
conserve mother
earth for the next
generation
that
will come after us.”
(Answers
vary.)
“How about public speaking?”
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may
“Public speaking is a
presentation that's
given live before an
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audience. Public
speeches can cover a
wide variety of
different topics. The
goal of the speech
may be to educate,
entertain, or influence
the listeners.”
“Very good!”
(Answers may vary.)
“Now, let us proceed with preparing a
presentation.”
“Who could enumerate the steps we
discussed earlier?”
1. Give the audience
what they want.
2. Focus on your key
message
“That’s right!”
“How about the six steps in preparing a
fantastic presentation especially for
public speaking?”
1.
2.
3.
4.
Start Strong.
Create variety.
Speak clearly.
Try your best to be
confident.
5. Speak at a good
pace.
6. Have a plan B.
“Excellent! I am glad that we successfully
gained another lesson today. Let us clap
our hands for reaching this far!"
5.8 Assessment
(15 minutes)
Directions: On a one-fourth sheet of
paper, identify the best tip in preparing a
presentation based on each given scenario.
Write only the letter of the correct
answer.
1. Linda is agitated because there
was a sudden power interruption
while she is presenting her
report. Which of the tips would
you advise her?
a. Start strong.
b. Speak clearly.
c. Have a plan B.
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Answer Key:
1. C
2. D
3. A
4. B
5. D
6. A
7. B
8. B
9. C
10. A
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d. Speak at a good pace.
2. Beverly and her friend complain
because they cannot clearly hear
the discussion at the back. What
advice could she give to her
classmate who is reporting in front?
a. Have a plan B.
b. Create variety.
c. Start strong.
d. Speak clearly.
3. The teacher notice that Gino is
speaking too quickly, which made
his classmates frown and complain
that they couldn’t understand the
report. What advice could the
teacher give to Gino?
a. Speak at a good pace.
b. Have a plan B.
c. Create variety.
d. Start strong.
4. Mika and Jelo are preparing their
report,
which
is
about
environmental conservation. Jelo
noticed that Mika includes a lot of
information, such as about mental
health awareness, even if it is
totally unrelated to their topic.
What should Jelo advise Mika?
a. Speak at a good pace.
b. Focus on your key message.
c. Create variety.
d. Start strong.
5. Shyra noticed Vivian trembling
while delivering her speech in front.
What advice could Shyra offer to
Vivian to perform better next time?
a. Start strong.
b. Speak at a good pace.
c. Focus
on
your
key
message.
d. Try your best to be confident.
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6. Beatrice
and
Luka
are
brainstorming for the introduction
of their speech, what could you
suggest to the two of them?
a. Start strong.
b. Speak at a good pace.
c. Focus
on
your
key
message.
d. Try your best to be confident.
7. Rabiya fights the urge to doze off
while she is listening to Angelo’s
presentation. There are no visual
aids provided to at least grab their
attention,
and
Angelo
just
memorized his report. What should
the teacher advice to the
presentation?
a. Speak at a good pace.
b. Create variety.
c. Try your best to be confident.
d. Start strong.
8. The Grade 9 Valor students are
tasked
with
preparing
a
presentation that is in the area of
interest of their classmates. Leila
chooses a topic about the
drawbacks of social media to the
teenagers. Which of the tips did
Leila apply?
a. Speak at a good pace.
b. Give the audience what
they want.
c. Try your best to be confident.
d. Start strong.
9. Violet was invited to talk about
environmental conservation from
the perspective of the youth. She
prepared visual aids, such as
pictures and videos, to support her
presentation. Which of the tips did
she apply?
a. Try your best to be confident.
b. Speak at a good pace.
c. Create variety.
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d. Start strong.
10. While preparing the presentation,
Anna encountered a technical
problem, her file was corrupted.
Luckily, she already anticipated
possibilities, so she secured a copy
on her USB. Which of the tips did
Anna apply?
a. Have a plan B
b. Speak at a good pace.
c. Give the audience what
they want.
d. Start strong.
5.9
Assignment Directions:
Prepare
a
1–2-minute The learners will copy
(5 minutes)
presentation about how a teenager like you their assignments on
could help protect the environment. You may their notebooks.
write your presentation on a cartolina
accompanied by visual aids.
Criteria:
Sufficiency…………………………….15%
Accuracy……………………………….15%
Appeal………………………………….15%
Information…………………………..15%
Originality……………………………..20%
Creativity………………………………20%
Total…………………………………….100%
“Thank you and goodbye, class.”
Prepared by:
APRIL ROSE C. MOSCOSO
Student-Teacher
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“Thank you and
goodbye, Miss
Moscoso.”