GRADE 11 DAILY LESSON LOG I. OBJECTIVES a. Content Standards b. Performance Standards c. Learning Competencies/ Objectives II. CONTENT School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week 11 General Mathematics 2ND 1st Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner’s The learner’s The learner’s The learner’s demonstrate an demonstrate an demonstrate an demonstrate an understanding of understanding of understanding of understanding of the key concepts of the key concepts of the key concepts of the key concepts of functions functions functions functions The learner’s shall The learner’s shall The learner’s shall The learner’s shall be able to be able to be able to be able to accurately accurately accurately accurately construct construct construct construct mathematical mathematical mathematical mathematical models to represent models to represent models to represent models to represent real real real real M11GM M11GM M11GM M11GM Ia Ia Ia Ia 1& 2& 3 3 M11GM M11GM & & M11GM M11GM Ia Ia Ia Ia 4 4 4 4 Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. III. LEARNING RESOURCES a. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal b. Other Learning Resources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson Functions as Functions as Functions as Composition of Composition of Models Models Models Functions Functions List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Teaching Guide for Senior High School General Mathematics pp. 1 11 General Mathematics Orlando A. Oronce General Mathematics Review on the functions from Junior High School Review of Previous Lesson Do a quick review of the rules of adding, subtracting, multiplying and dividing fractions and algebraic expressions Discussion of worksheets Mention that we will represent mathematical Some situation can only The important concept that Recall in the discussion of relations as machines with an input and an output is related to the output by some rule. be desired by more than one formula, depending o n the value of the dependent variable the students need to understand in this lesson is that adding, subtracting and multiplying two or more functions together will result in another function. Dividing two functions together will also result in another function if the denominator or divisor is not the zero function the five machines that the output of the machine was connected to the input of another machine. Ask the class how a similar scenario can be applied to the functions discussed. Using a function as an input leads us to function composition C. Presenting examples/instances of the new lesson Functions and relations as a table of values Taxes rate in the Philippines Writing new rule: addition, subtraction, multiplication and division Writing new rule: composition and linear combination D. Discussion of new concepts and practicing new skills #1 E. Discussion of new concepts and practicing new skills #2 F. Developing mastery (Leads to Formative Assessment 3) Answer the guide questions Answer the guide questions Answer the guide Answer the guide Group Work Exercises Group Work Exercises Group Work Exercises Group Work Exercises Worksheets Worksheets Worksheets Worksheets G. Finding Practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional Activities for application of remediation I. REMARKS II. REFLECTION a. No of learners who earned 80% in the evaluation b. No. of learners who require additional activities for remediation who scored below 80% c. Did remedial lessons work? No. of learners who have caught up with the lesson d. No. of learner who continue to require remediation Provide a real world example or scenario that can be expressed as a relation that is not a function How do we denote a functional relationship between two variables x and y? Like numbers functions can be added, subtracted, multiplied or divided. Ask students to enumerate the definitions for operations on functions What is composite function? What are the basic steps in evaluating a composite function? Seatwork More Exercise Seatwork More Exercise Seatwork More Exercise seatwork More Exercise Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. e. Which of my teaching strategies work well? Why did these work? f. What difficulties did I encounter which my principal or supervisor can help me solve? g. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II GRADE 11 DAILY LESSON LOG I. OBJECTIVES d. Content Standards e. Performance Standards f. Learning Competencies/ Objectives II. CONTENT School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week 11 Oral Communication in Context 2ND 2ND Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner The learner The learner The learner recognizes that recognizes that recognizes that recognizes that communicative communicative communicative communicative competence competence competence competence requires requires requires requires understanding of understanding of understanding of understanding of speech context, speech context, speech context, speech context, speech style, speech speech style, speech speech style, speech speech style, speech act and act and act and act and communicative communicative communicative communicative strategy. strategy. strategy. strategy. The learner The learner The learner The learner demonstrates demonstrates demonstrates demonstrates effective use of effective use of effective use of effective use of communicative communicative communicative communicative strategy in a variety strategy in a variety strategy in a variety strategy in a variety of speech of speech of speech of speech situations. situations. situations. situations. Employs various Employs various Employs various Employs various communicative communicative communicative communicative strategies in strategies in strategies in strategies in different situations different situations different situations different situations Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. III. LEARNING RESOURCES c. References 5. Teacher’s Guide pages 6. Learner’s Materials pages 7. Textbook pages 8. Additional Materials from Learning Resource (LR) portal Types of Types of Types of Types of Types of Communicative Communicative Communicative Communicative Communicative Strategy Strategy Strategy Strategy Strategy List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. https://www.krisa merikos.com/blog/ phone-coversationin-english https://emilypost.c om/advice/ makingintroductions https://7esl.com/p hone-conversation/ https://www.indee d.com/careeradvice/interviewing /how-to-dointroductions Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. https://www.wespeakbusiness.com/blog/ office-meetingconversation-inenglish https://uk.indeed.c om/careeradvice/careerdevelopment/formal -vs-informalmeeting https://slack.com/ blog/collaboration/ difference-betweenformal-informalmeetings Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. d. Other Learning Resources https://www.yourfriendmaestro.com/2021/01/types-of-communicative-strategy.html IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. Review the learners Review the learners Review the learners Ask the learners about the types of about telephone about doing about formal and communicative conversation. introductions. informal meetings. strategy. Ask the learners if Ask the learners if Ask the learners if they have tried they have tried they have tried answering a call introducing attending a through a someone to other meeting. telephone. If they people. Ask them have not, ask them what happened that if they have tried time. using cellphone. Ask them further about how they answer phone calls. The Call Activity You’ve Got a Friend Hand Raise Activity Activity Direction: Imagine Direction: Imagine that you have a Direction: Imagine that you are chance to call a that you are going attending a famous person. to introduce your Sangguninang Who would it be new friend to your Kabataan assembly and what are you mother/ father. meeting, tell what going to say? Write dialogue project the officers about it. should do. Teach the learners Discuss doing Discuss formal and about telephone introductions. informal meetings. conversation. Highlight to them that this is an activity we can PROCEDURES K. Reviewing previous lesson or presenting the new lesson L. Establishing a purpose for the lesson M. Presenting examples/instances of the new lesson N. Discussion of new concepts and practicing new skills #1 demonstrate communicative strategy. O. Discussion of new concepts and practicing new skills #2 P. Developing mastery (Leads to Formative Assessment 3) The learners will answer telephone conversation sheet. The situation is all about booking for a hotel room in a resort. Q. Finding Practical applications of concepts and skills in daily living Ask: How can communicative strategy help you to be courteous in phone conversations? R. Making generalizations and abstractions about the lesson S. Evaluating learning The learners will state their learning takeaways. T. Additional Activities for application of remediation III. REMARKS IV. REFLECTION h. No of learners who earned 80% in the evaluation The learners will have their quiz. The learners will answer making introductions sheet. The situation is introducing your friend to the birthday celebrator. Ask: The learners will do a group activity about meeting for a group project addressing improper waste disposal in their community. Ask: How can communicative strategy help you to be more social? How can communicative strategy help you to address issues in the community? The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will review about communicative strategies. The learners will have their quiz. Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. i. No. of learners who require additional activities for remediation who scored below 80% j. Did remedial lessons work? No. of learners who have caught up with the lesson k. No. of learner who continue to require remediation l. Which of my teaching strategies work well? Why did these work? m. What difficulties did I encounter which my principal or supervisor can help me solve? n. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week GRADE 11 DAILY LESSON LOG I. OBJECTIVES g. Content Standards h. Performance Standards 11 Oral Communication in Context 2ND 3RD Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner The learner The learner The learner recognizes that recognizes that recognizes that recognizes that communicative communicative communicative communicative competence competence competence competence requires requires requires requires understanding of understanding of understanding of understanding of speech context, speech context, speech context, speech context, speech style, speech speech style, speech speech style, speech speech style, speech act and act and act and act and communicative communicative communicative communicative strategy. strategy. strategy. strategy. The learner The learner The learner The learner demonstrates demonstrates demonstrates demonstrates i. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES e. References effective use of communicative strategy in a variety of speech situations. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: effective use of communicative strategy in a variety of speech situations. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: effective use of communicative strategy in a variety of speech situations. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: effective use of communicative strategy in a variety of speech situations. Explains that a shift in speech context, speech style, speech act and communicative strategy affects the following: • Language form • Language form • Language form • Language form • Duration of • Duration of • Duration of • Duration of interaction interaction interaction interaction • Relationship of • Relationship of • Relationship of • Relationship of speaker speaker speaker speaker • Role and • Role and • Role and • Role and responsibilities of responsibilities of responsibilities of responsibilities of the speaker the speaker the speaker the speaker • Message • Message • Message • Message • Delivery • Delivery • Delivery • Delivery (EN11/12OCIIab(EN11/12OCIIab(EN11/12OCIIab(EN11/12OCIIab22; 22; 22; 22; EN11/12OCIIabEN11/12OCIIabEN11/12OCIIabEN11/12OCIIab22.1-22.6) 22.1-22.6) 22.1-22.6) 22.1-22.6) Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Understanding Understanding Understanding Understanding Speech Context, Speech Context, Speech Context, Speech Context, Speech Style, Speech Style, Speech Style, Speech Style, Speech Act and Speech Act and Speech Act and Speech Act and Communicative Communicative Communicative Communicative Strategy Strategy Strategy Strategy List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. 9. Teacher’s Guide pages 10. Learner’s Materials pages 11. Textbook pages 12. Additional Materials from Learning Resource (LR) portal f. Other Learning Resources IV. PROCEDURES U. Reviewing previous lesson or presenting the new lesson Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy, pp. 1-22 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy, pp. 1-22 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy, pp. 1-22 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 2: Understanding Speech Context, Speech Style, Speech Act and Communicative Strategy, pp. 1-22 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. State the learning Review the factors Ask the learners Ask the learners competency and affected by shift in about about the activity learning objectives. Speech Context, communicative they made in the Speech Style, competence. previous session. Speech Act, and Communicative Strategy being discussed in the previous session. V. Establishing a purpose for the lesson The learners will provide answers to the situations written inside the boxes under What’s In on pages 5 and 6. Ask the learners about the criteria they use to determine one person if he/ she is good in communication. W. Presenting examples/instances of the new lesson The learners will provide responses to the following situations under What is New from pages 6 to 7. Discuss the Factors affected by a shift in Speech Context, Speech Style, Speech Act, and Communicative Strategy Ask the learners about the problems that affect one to become a good communicator. The learners will answer a true or false test about the lesson. Ask: The learners will answer Part B and Part C of What’s More on page 16. Ask: How can the factors being discussed help you to talk properly? How can communicative competence help you to be an interactive person? The learners will state their learning takeaways. The learners will state their learning takeaways. X. Discussion of new concepts and practicing new skills #1 Y. Discussion of new concepts and practicing new skills #2 Z. Developing mastery (Leads to Formative Assessment 3) AA. Finding Practical applications of concepts and skills in daily living BB. Making generalizations and Discuss communicative competence. The learners will do a speech script using cutouts or drawings under What’s More Part A on page 15. Group the learners and let them do Part D of What’s More on pages 17 and 18. The learners will state their learning takeaways. The learners will state their learning takeaways. abstractions about the lesson CC. Evaluating learning DD. Additional Activities for application of remediation V. REMARKS VI. REFLECTION o. No of learners who earned 80% in the evaluation p. No. of learners who require additional activities for remediation who scored below 80% q. Did remedial lessons work? No. of learners who have caught up with the lesson r. No. of learner who continue to require remediation s. Which of my teaching strategies work well? Why did these work? t. What difficulties did I encounter which my principal or supervisor can help me solve? u. What innovation or localized materials did I use/discover which I wish to share with other teachers? Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II GRADE 11 DAILY LESSON LOG I. OBJECTIVES j. Content Standards k. Performance Standards School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week 11 Oral Communication in Context 2ND 4th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. The learner The learner The learner The learner proficiently delivers proficiently delivers proficiently delivers proficiently delivers various speeches various speeches various speeches various speeches using the principles using the principles using the principles using the principles of effective speech of effective speech of effective speech of effective speech delivery. delivery. delivery. delivery. l. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES g. References 13. Teacher’s Guide pages 14. Learner’s Materials pages 15. Textbook pages 16. Additional Materials from Uses principles of Uses principles of Uses principles of Uses principles of effective speech effective speech effective speech effective speech writing focusing on: writing focusing on: writing focusing on: writing focusing on: • Audience profile • Audience profile • Audience profile • Audience profile • Logical • Logical • Logical • Logical organization organization organization organization • Duration • Duration • Duration • Duration • Word choice • Word choice • Word choice • Word choice • Grammatical • Grammatical • Grammatical • Grammatical correctness correctness correctness correctness Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 1; 5 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Learning Resource (LR) portal h. Other Learning Resources IV. PROCEDURES EE. Reviewing previous lesson or presenting the new lesson FF. Establishing a purpose for the lesson GG. Presenting examples/instances of the new lesson HH. Discussion of new concepts and practicing new skills #1 II. Discussion of new concepts and practicing new skills #2 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. State the learning Review the learners Review the learners Review the learners competency and about the definition about the first about audience learning objectives. of speech, and the principle of speech analysis. speech writing writing. process. The learners will do Ask the learners Ask the learners The learners will a semantic map about what the about their feelings reflect on this about speech. speech they as audiences when quote: watched was all they listen to a about. speech. Handle them carefully, for words have more power than atom bombs. -- Pearl Strachan Hurd Ask the learners if Ask the learners to Ask the learners Ask the learners the they have tried to imagine what they what makes a role of a speaker. listen to a speech. want to say to an speech interesting They may also audience. or boring. share the memorable one they had listened to. Elucidate speech by Discuss choosing Discuss analyzing Discuss sourcing of giving the the topic as the first the audience as the information as the definitions. principle of speech second principle of third principle of writing. speech writing. speech writing. Present to the learners the speech writing process. JJ.Developing mastery (Leads to Formative Assessment 3) KK. Finding Practical applications of concepts and skills in daily living LL.Making generalizations and abstractions about the lesson MM. Evaluating learning NN. Additional Activities for application of remediation VII. REMARKS VIII. REFLECTION v. No of learners who earned 80% in the evaluation w. No. of learners who require additional activities for remediation who scored below 80% x. Did remedial lessons work? No. of learners The learners will watch “The Valedictorian Speech that will change your life”. They will write their thoughts about what made the speech effective. Ask: The learners will think about the three topics they want to write about. The learners will fill out the audience analysis table considering the speech they want to deliver. The learners will search for at least three pieces of information that could help them in writing their speeches. Ask: Ask: Ask: How can the speech writing process help you to plan your life? How can choosing the topic help you to give importance to your feelings? How can analyzing the audience help you to have empathy? How can sourcing information help you to be truthful? The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. who have caught up with the lesson y. No. of learner who continue to require remediation z. Which of my teaching strategies work well? Why did these work? aa. What difficulties did I encounter which my principal or supervisor can help me solve? bb. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I Noted by; Edilberta D. Romualdo Head Teacher II School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week GRADE 11 DAILY LESSON LOG I. OBJECTIVES 11 Oral Communication in Context 2ND 5th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative m. Content Standards n. Performance Standards o. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES i. References 17. Teacher’s Guide pages 18. Learner’s Materials pages Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. The learner The learner The learner The learner proficiently delivers proficiently delivers proficiently delivers proficiently delivers various speeches various speeches various speeches various speeches using the principles using the principles using the principles using the principles of effective speech of effective speech of effective speech of effective speech delivery. delivery. delivery. delivery. Uses principles of Uses principles of Uses principles of Uses principles of effective speech effective speech effective speech effective speech writing focusing on: writing focusing on: writing focusing on: writing focusing on: • Audience profile • Audience profile • Audience profile • Audience profile • Logical • Logical • Logical • Logical organization organization organization organization • Duration • Duration • Duration • Duration • Word choice • Word choice • Word choice • Word choice • Grammatical • Grammatical • Grammatical • Grammatical correctness correctness correctness correctness Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech 19. Textbook pages 20. Additional Materials from Learning Resource (LR) portal j. Other Learning Resources IV. PROCEDURES OO. Reviewing previous lesson or presenting the new lesson PP. Establishing a purpose for the lesson QQ. Presenting examples/instances of the new lesson Writing and Delivery, pp. 1; 5 Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Writing and Delivery Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. Barrot & Sipacio(2016 ).Oral Communication in Context for Senior High School 1st edition. These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. Review the learners Review the learners Review the learners Review the learners about the third about the fourth about writing the about writing the principle of speech principle of speech introduction for a body of a speech. writing. writing. speech. The learners will The learners will The learners will do The learners will analyze the analyze the first scanning about the analyze the last skipping steps paragraph of the three stories told by paragraph of the meme template. famous speech of Steve Jobs in his speech of Steve Then, ask them Steve Jobs in the speech for Jobs. Ask them the how they can Stanford University graduates of message they got connect the image graduation Stanford from the to speech writing. program. University. paragraph. Present “Gettysburg Ask the learners the Ask the learners Ask the learners Address” delivered importance of how Jobs arranged what makes the last by Abraham introduction in a his stories in the paragraph of the Lincoln. The speech. speech. said speech learners will identify interesting. major highlights of the said speech. RR. Discussion of new concepts and practicing new skills #1 SS. Discussion of new concepts and practicing new skills #2 TT. Developing mastery (Leads to Formative Assessment 3) UU. Finding Practical applications of concepts and skills in daily living VV. Making generalizations and abstractions about the lesson WW. Evaluating learning XX. Additional Activities for application of remediation IX. REMARKS X. REFLECTION cc. No of learners who earned 80% in the evaluation dd. No. of learners who require additional Discuss Outlining and Organizing the Speech Content as the fourth principle of speech writing. Discuss writing the introduction of a speech. Discuss writing the body of the speech. Discuss writing the conclusion of the speech. The learners will create an outline of their speech. The learners will do a draft of the introduction of their speeches. Ask: The learners will do a draft of the body of their speeches. Ask: The learners will do a draft of the conclusion of their speech. Ask: How can outlining help you organize your thoughts? How can writing introductions help you to connect to people in a conversation? How can writing the body of a speech can help you to be detailed- oriented? How can writing the conclusion of a speech help you to be remarkable? The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. Ask: Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. activities for remediation who scored below 80% ee. Did remedial lessons work? No. of learners who have caught up with the lesson ff. No. of learner who continue to require remediation gg. Which of my teaching strategies work well? Why did these work? hh. What difficulties did I encounter which my principal or supervisor can help me solve? ii. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II School GRADE 11 DAILY LESSON LOG MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area 11 Oral Communication in Context Teacher I. OBJECTIVES p. Content Standards q. Performance Standards r. Learning Competencies/ Objectives JOBERT ROMERO FAMULARCANO Quarter Week 2ND 6th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. The learner The learner The learner The learner proficiently delivers proficiently delivers proficiently delivers proficiently delivers various speeches various speeches various speeches various speeches using the principles using the principles using the principles using the principles of effective speech of effective speech of effective speech of effective speech delivery. delivery. delivery. delivery. Uses principles of Uses principles of Uses principles of Uses principles of effective speech effective speech effective speech effective speech writing focusing on: writing focusing on: writing focusing on: writing focusing on: • Audience profile • Audience profile • Audience profile • Audience profile • Logical • Logical • Logical • Logical organization organization organization organization • Duration • Duration • Duration • Duration • Word choice • Word choice • Word choice • Word choice • Grammatical • Grammatical • Grammatical • Grammatical correctness correctness correctness correctness Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical II. CONTENT III. LEARNING RESOURCES k. References 21. Teacher’s Guide pages 22. Learner’s Materials pages 23. Textbook pages Organization, Organization, Organization, Organization, Duration, Word Duration, Word Duration, Word Duration, Word Choice and Choice and Choice and Choice and Grammatical Grammatical Grammatical Grammatical correctness) in correctness) in correctness) in correctness) in writing a speech; writing a speech; writing a speech; writing a speech; and and and and 3. Compose a 3. Compose a 3. Compose a 3. Compose a speech applying the speech applying the speech applying the speech applying the principles of principles of principles of principles of effective speech effective speech effective speech effective speech writing and writing and writing and writing and delivery. delivery. delivery. delivery. Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, p. 9 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, p. 9 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 1-13 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 1-13 24. Additional Materials from Learning Resource (LR) portal l. Other Learning Resources IV. PROCEDURES YY. Reviewing previous lesson or presenting the new lesson ZZ.Establishing a purpose for the lesson AAA. Presenting examples/instances of the new lesson BBB. Discussion of new concepts and practicing new skills #1 CCC. Discussion of new concepts and practicing new skills #2 DDD. Developing mastery (Leads to Formative Assessment 3) https://web.facebook.com/ CommpanyOralComm These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. State the learning Review the learners Review the learners Review the rubric of competency and about word choice. about grammatical the speech writing. objectives. correctness. The learners will do a semantic map about word choice. Ask the learners how they will explain the word ‘inflation’ to children and old people. Discuss word choice. The learners will check their draft to improve their word choice. The learners will answer a five- item grammar short test. Ask the learners about the impact of grammar in writing a speech. Ask the learners for updates regarding the draft of their writing. Discuss grammatical correctness. Present additional tips/ guidelines in speech writing. The learners will check their draft to check the grammatical The learners need to revise and edit their speech. . EEE. Finding Practical applications of concepts and skills in daily living FFF. Making generalizations and abstractions about the lesson GGG. Evaluating learning HHH. Additional Activities for application of remediation XI. REMARKS XII. REFLECTION jj. No of learners who earned 80% in the evaluation kk. No. of learners who require additional activities for remediation who scored below 80% ll. Did remedial lessons work? No. of learners who have caught up with the lesson mm. No. of learner who continue to require remediation Ask: correctness of their piece. Ask: Ask: How can word choice help you to be mindful of others’ feelings? How can good grammar help you to build communication? How the additional tips in writing help you to become a kind person? The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will have their quiz. Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. nn. Which of my teaching strategies work well? Why did these work? oo. What difficulties did I encounter which my principal or supervisor can help me solve? pp. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II GRADE 11 DAILY LESSON LOG I. OBJECTIVES s. Content Standards t. Performance Standards u. Learning Competencies/ Objectives School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week 11 Oral Communication in Context 2ND 7th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. The learner The learner The learner The learner proficiently delivers proficiently delivers proficiently delivers proficiently delivers various speeches various speeches various speeches various speeches using the principles using the principles using the principles using the principles of effective speech of effective speech of effective speech of effective speech delivery. delivery. delivery. delivery. Uses principles of Uses principles of Uses principles of Uses principles of effective speech effective speech effective speech effective speech writing focusing on: writing focusing on: writing focusing on: writing focusing on: • Audience profile • Audience profile • Audience profile • Audience profile • Logical • Logical • Logical • Logical organization organization organization organization • Duration • Duration • Duration • Duration • Word choice • Word choice • Word choice • Word choice • Grammatical • Grammatical • Grammatical • Grammatical correctness correctness correctness correctness II. CONTENT III. LEARNING RESOURCES m. References 25. Teacher’s Guide pages 26. Learner’s Materials pages Learning Learning Learning Learning objectives: objectives: objectives: objectives: 1. Discuss the 1. Discuss the 1. Discuss the 1. Discuss the principles of principles of principles of principles of effective speech effective speech effective speech effective speech writing; writing; writing; writing; 2. Analyze the 2. Analyze the 2. Analyze the 2. Analyze the importance of importance of importance of importance of Audience Profile, Audience Profile, Audience Profile, Audience Profile, Logical Logical Logical Logical Organization, Organization, Organization, Organization, Duration, Word Duration, Word Duration, Word Duration, Word Choice and Choice and Choice and Choice and Grammatical Grammatical Grammatical Grammatical correctness) in correctness) in correctness) in correctness) in writing a speech; writing a speech; writing a speech; writing a speech; and and and and 3. Compose a 3. Compose a 3. Compose a 3. Compose a speech applying the speech applying the speech applying the speech applying the principles of principles of principles of principles of effective speech effective speech effective speech effective speech writing and writing and writing and writing and delivery. delivery. delivery. delivery. Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. 27. Textbook pages 28. Additional Materials from Learning Resource (LR) portal n. Other Learning Resources IV. PROCEDURES III. Reviewing previous lesson or presenting the new lesson JJJ. Establishing a purpose for the lesson KKK. Presenting examples/instances of the new lesson Oral Communication in Context by P. J. Sipacio and A. R. Balgos, pp. 67-68 Oral Communication in Context by P. J. Sipacio and A. R. Balgos, pp. 67-68 Oral Communication in Context by P. J. Sipacio and A. R. Balgos, pp. 67-68 Oral Communication in Context by P. J. Sipacio and A. R. Balgos, pp. 67-68 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. State the learning Review the learners Review the learners Present Grammarly competency and about editing. about revising. writing tool. objectives. Ask the learners to The learners need correct the following to do a semantic sentences. map about the word revision. 1. Your talented, beautiful, and worthy. 2. There is a problem on how people dispose their waste. Present this meme Present this meme to the class: to the class: Source: https://thelanguag Source: https://www.facebo enerds.com/2019/1 6-hilarious-memesaboutthe-importance-ofgrammar/ The learners will state their thoughts about the meme. LLL. Discussion of new concepts and practicing new skills #1 MMM. Discussion of new concepts and practicing new skills #2 NNN. Developing mastery (Leads to Formative Assessment 3) Discuss editing. After that, the class will ponder on what type of editing they used in the two sentences. ok.com/filmmatters magazine/ photos/a. 1015128675138707 6/10157569780087 076/ ?type=3 The learners will relay their thoughts about the meme. Discuss revising. Teach the learners about how to use Grammarly. The class will check if their draft has things to be edited. The class will revise their manuscript speech. The learners will finalize their manuscripts. The learners will use Grammarly. However, they must be reminded that editing and revising consider the context of the speech. Ask: OOO. Finding Practical applications of concepts and skills in daily living Ask: Ask: How can editing help you to be accurate in doing life decisions? How can revising help you to have clarity when dealing with other people? How writing tools like Grammarly help you to accept your flaws as humans? PPP. Making generalizations and abstractions about the lesson The learners will state their learning takeaways. The learners will state their learning takeaways. The learners will state their learning takeaways. QQQ. Evaluating learning RRR. Additional Activities for application of remediation XIII. REMARKS XIV. REFLECTION qq. No of learners who earned 80% in the evaluation rr. No. of learners who require additional activities for remediation who scored below 80% ss. Did remedial lessons work? No. of learners who have caught up with the lesson tt. No. of learner who continue to require remediation uu. Which of my teaching strategies work well? Why did these work? vv. What difficulties did I encounter which my principal or supervisor can help me solve? ww. What innovation or localized materials did I use/discover which I wish to share with other teachers? Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II School MAGUISGUIS INTEGRATED SCHOOL Grade Level Learning Area Teacher JOBERT ROMERO FAMULARCANO Quarter Week GRADE 11 DAILY LESSON LOG I. OBJECTIVES v. Content Standards 11 Oral Communication in Context 2ND 8th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. w. Performance Standards x. Learning Competencies/ Objectives The learner proficiently delivers various speeches using the principles of effective speech delivery. Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness The learner proficiently delivers various speeches using the principles of effective speech delivery. Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness The learner proficiently delivers various speeches using the principles of effective speech delivery. Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness The learner proficiently delivers various speeches using the principles of effective speech delivery. Uses principles of effective speech writing focusing on: • Audience profile • Logical organization • Duration • Word choice • Grammatical correctness Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice and Grammatical correctness) in writing a speech; and 3. Compose a speech applying the principles of effective speech writing and delivery. Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice and Grammatical correctness) in writing a speech; and 3. Compose a speech applying the principles of effective speech writing and delivery. Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice and Grammatical correctness) in writing a speech; and 3. Compose a speech applying the principles of effective speech writing and delivery. Learning objectives: 1. Discuss the principles of effective speech writing; 2. Analyze the importance of Audience Profile, Logical Organization, Duration, Word Choice and Grammatical correctness) in writing a speech; and 3. Compose a speech applying the principles of effective speech writing and delivery. II. CONTENT III. LEARNING RESOURCES o. References 29. Teacher’s Guide pages 30. Learner’s Materials pages 31. Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 2123 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 Textbook pages 32. Additional Materials from Learning Resource (LR) portal p. Other Learning Resources IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. SSS. Reviewing previous lesson or presenting the new lesson TTT. Establishing a purpose for the lesson State the learning competency and objectives. Review the learners about the principles of speech delivery. Ask the learners to recall their experiences speaking in front of many people for the very first time. UUU. Presenting examples/instances of the new lesson The teacher will show a photo of him delivering speeches in public. He will also relay what he felt and experienced. Discuss the principles of speech delivery. Then, the learners need to write down their concerns on each principle when they are going to deliver their speeches. Ask the learners if they have heard a radio commercial ad. Ask them what they noticed. Tell them that some of these have a voiceover that is swiftly delivered. It is also possible in TV commercial ads. Present to the learners a video of the fastest man in terms of speaking. VVV. Discussion of new concepts and practicing new skills #1 WWW. Discussion of new concepts and practicing new skills #2 XXX. Developing mastery (Leads to Formative Assessment 3) The learners will answer the True or False test under What’s In, page 24. Review the learners about the symbols for pausing and ending. Orient the learners about the rubric for speech delivery. Ask updates about the learners’ speech delivery practices. The learners will rehearse their manuscript speeches. The learners will continue practicing/ rehearsing their speeches. Teach the learners the different symbols they can use for pausing or ending a speech. The learners will apply the symbols in their manuscripts. YYY. Finding Practical applications of concepts and skills in daily living Ask: Ask: Ask: How can the principles of speech delivery help you to negotiate with people? How can the symbols of pausing and ending help you to value people’s thoughts and time? How can rehearsal help you to value preparation in one’s life? ZZZ. Making generalizations and abstractions about the lesson AAAA. Evaluating learning The learners will answer What I Have Learned, page 25. The learners will state their learning takeaways. The learners will summarize what the class did. BBBB. Additional Activities for application of remediation XV. REMARKS XVI. REFLECTION xx. No of learners who earned 80% in the evaluation yy. No. of learners who require additional activities for remediation who scored below 80% zz. Did remedial lessons work? No. of learners who have caught up with the lesson The learners will answer the Assessment, pages 27- 28. Ask: The learners will have a quiz. Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. aaa. No. of learner who continue to require remediation bbb. Which of my teaching strategies work well? Why did these work? ccc. What difficulties did I encounter which my principal or supervisor can help me solve? ddd. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II School MAGUISGUIS INTEGRATED SCHOOL Grade Level 11 GRADE 11 DAILY LESSON LOG Learning Area Teacher I. OBJECTIVES y. Content Standards z. Performance Standards aa. Learning Competencies/ Objectives JOBERT ROMERO FAMULARCANO Quarter Week Oral Communication in Context 2ND 9th Monday Tuesday Wednesday Thursday Friday Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides. The learner realizes The learner realizes The learner realizes The learner realizes the rigors of crafting the rigors of crafting the rigors of crafting the rigors of crafting one’s speech. one’s speech. one’s speech. one’s speech. The learner The learner The learner The learner proficiently delivers proficiently delivers proficiently delivers proficiently delivers various speeches various speeches various speeches various speeches using the principles using the principles using the principles using the principles of effective speech of effective speech of effective speech of effective speech delivery. delivery. delivery. delivery. Uses principles of Uses principles of Uses principles of Uses principles of effective speech effective speech effective speech effective speech writing focusing on: writing focusing on: writing focusing on: writing focusing on: • Audience profile • Audience profile • Audience profile • Audience profile • Logical • Logical • Logical • Logical organization organization organization organization • Duration • Duration • Duration • Duration • Word choice • Word choice • Word choice • Word choice • Grammatical • Grammatical • Grammatical • Grammatical correctness correctness correctness correctness Learning objectives: 1. Discuss the principles of effective speech writing; Learning objectives: 1. Discuss the principles of effective speech writing; Learning objectives: 1. Discuss the principles of effective speech writing; Learning objectives: 1. Discuss the principles of effective speech writing; II. CONTENT III. LEARNING RESOURCES q. References 33. Teacher’s Guide pages 34. Learner’s Materials pages 2. Analyze the 2. Analyze the 2. Analyze the 2. Analyze the importance of importance of importance of importance of Audience Profile, Audience Profile, Audience Profile, Audience Profile, Logical Logical Logical Logical Organization, Organization, Organization, Organization, Duration, Word Duration, Word Duration, Word Duration, Word Choice and Choice and Choice and Choice and Grammatical Grammatical Grammatical Grammatical correctness) in correctness) in correctness) in correctness) in writing a speech; writing a speech; writing a speech; writing a speech; and and and and 3. Compose a 3. Compose a 3. Compose a 3. Compose a speech applying the speech applying the speech applying the speech applying the principles of principles of principles of principles of effective speech effective speech effective speech effective speech writing and writing and writing and writing and delivery. delivery. delivery. delivery. Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two. Principles of Principles of Principles of Principles of Effective Speech Effective Speech Effective Speech Effective Speech Writing Writing Writing Writing List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paperbased materials. Hands- on learning promotes concept development. Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 2123 Oral Communication in Context Quarter 2 – Module 3: Principles of Effective Speech Writing and Delivery, pp. 18; 21-23 35. Textbook pages 36. Additional Materials from Learning Resource (LR) portal r. Other Learning Resources IV. PROCEDURES CCCC. Reviewing previous lesson or presenting the new lesson DDDD. Establishing a purpose for the lesson EEEE. Presenting examples/instances of the new lesson FFFF. Discussion of new concepts and practicing new skills #1 GGGG. Discussion of new concepts and practicing new skills #2 HHHH. Developing mastery (Leads to Formative Assessment 3) These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment for each step. State the learning State the learning State the learning State the learning competency and competency and competency and competency and objectives. objectives. objectives. objectives. Orient the learners about the rubric for speech delivery. Present the rubric to the learners. Orient the learners about the rubric for speech delivery. Present the rubric to the learners. Orient the learners about the rubric for speech delivery. Present the rubric to the learners. Orient the learners about the rubric for speech delivery. Present the rubric to the learners. IIII. Finding Practical applications of concepts and skills in daily living JJJJ. Making generalizations and abstractions about the lesson KKKK. Evaluating learning LLLL. Additional Activities for application of remediation XVII. REMARKS XVIII. REFLECTION eee. No of learners who earned 80% in the evaluation fff. No. of learners who require additional activities for remediation who scored below 80% ggg. Did remedial lessons work? No. of learners who have caught up with the lesson hhh. No. of learner who continue to require remediation iii. Which of my teaching strategies work well? Why did these work? The learners will deliver their manuscript speeches. The learners will deliver their manuscript speeches. The learners will deliver their manuscript speeches. The learners will deliver their manuscript speeches. Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions. jjj. What difficulties did I encounter which my principal or supervisor can help me solve? kkk. What innovation or localized materials did I use/discover which I wish to share with other teachers? Prepared by; Jobert R. Famularcano Subject Teacher I ` Noted by; Edilberta D. Romualdo Head Teacher II
0
advertisement
Related documents
Download
advertisement
Add this document to collection(s)
You can add this document to your study collection(s)
Sign in Available only to authorized usersAdd this document to saved
You can add this document to your saved list
Sign in Available only to authorized users