1

Republic of the Philippines

DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Instructional Planning (I Plan)

(With inclusion of the provisions of D.O. No.8, s. 2015 and D.O. 42, S. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Grade Level: Quarter Duration:

6 Area: 11 II 60
Oral minutes
Communication in
Context

Learning The learners Code/s:

Competency/ies: 8. Explains that a shift in speech context, EN11/12O
C-IIab-22.5
speech style, speech act, and
communicative strategy affects the
following:
language form, duration of interaction,
relationship to speaker, roles and
responsibilities of the speaker, message,
and delivery;
Key Concepts/
Shift in speech context, speech style, speech act, and
Understanding to
communicative strategy that affects message
be Developed
1.Learning Knowledge Discuss how the shift in speech
Objectives context, speech style, speech act, and
communicative strategy affect the
message
Skills Perform through short role play the
effects of shift in speech context,
speech style, speech act, and
communicative strategy to message
Attitudes Demonstrate respect in delivering a
message despite any shift in speech
context, speech style, speech act, and
communicative strategy
Values Display concern for others in sending
a message despite any shift in speech
context, speech style, speech act, and
communicative strategy
Communicative Competence Strategies in Various
2.Content
Speech Situations

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Textbook: Oral Communication in Context for SHS by

3.Learning C&E Publishing, p.29, Internet-based quotes and
Resources rubrics, chalk and board, cartolina/ Manila paper and
pentel pens
4.Procedures
4.1 Introductory  Review about Communicative Competence
Activity (5mins.) Strategies
 Modified Paint Me a Picture Activity (3 mins.)
Four Groups (or depending on the class size).
Group 1 will work with Group 2 and Group 3 with
Group 4.

Each group will pick out “keyword/s” from a mystery

box. They should not let the other groups hear the
keyword in preparing the scenario. Within 30 seconds,
Group 1 has to illustrate a ‘frozen’ situation in which
the keyword is commonly used. Once the teacher says
‘Freeze’, no one in the group should move anymore.
The ‘partner’ group should be able to guess the
“keyword” or the word/s that is usually said in that
particular situation within 10 seconds only.
(Possible keywords in the mystery box)
1. Congratulations! 7. Bravo!
2. Happy Birthday! 8. Double time!
3. Condolences. 9. Hello!
4. Help! 10. Goodbye!
5. Hurry up! (or Faster!) 11. Peace!
6. Silence! 12. Time is up!

If the ‘partner’ group can guess the right keyword,

both partners shall earn five points. If not, they will
not be given any point at all. Then, the next pair of
groups shall take their turn, while the other groups will
just serve as audience.
All pairs of groups will take turns until the three-
minute allocation for this activity is over. Every
correct guess is equal to five points for each of the
‘partner’ groups.
Process Questions:

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

How were you able to guess the right ‘keyword’?

What factors did you consider in order to show the
right ‘frozen’ scene related to the ‘keyword’?
Did the activity show an important relationship
between verbal and non-verbal dimensions of
communication in determining the message in that
activity? Explain briefly.

Group Task (Two Groups)

Scene 1: Someone making an announcement to the
public;
Scene 2: Two small groups of people discussing
something separately;
Scene 3: One person talking to himself/herself;
Scene 4: Two close people talking with each other on
the phone;
Scene 5: One person calling a restaurant for an
inquiry;
4.2 Activity
Scene 6: A reporter appearing live on screen;
(15 mins.)
Scene 7: Students reciting “Panatang Makabayan”

 Weave the scenes together into a story. You are

free to interchange the order of the scenes.
 Act out your story and present it to the class
within five minutes.
 Then, while watching the presentation of the
other group, identify and differentiate the verbal
and non-verbal aspects of the message in every
communicative situation.
4.3 Analysis Group Sharing and Reporting
(9 mins.) (Same 2 Groups --1 or 2 reporters)
(The table below should be printed on sheets of cartolina or
Manila paper so that the groups will just fill in their answers.)

Discuss how the shift/s in speech context, speech

style, speech acts, and communicative strategy affect/s
the MESSAGE.

SITUATIONS
(from the Role Play MESSAGE
of the other Group)

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Speech Contexts Verbal Non-Verbal

1
2
3
Speech Styles
1
2
3
Speech Acts
1
2
3
Communicative
Strategies
1
2
3
4.4 Abstraction Interactive Discussion (Generalization)
(8 mins.) * Message in communication can be expressed
in verbal and/or non-verbal forms.
* Both the verbal and non-verbal message of
the speaker and the receiver is influenced or
adjusted based on the number of persons involved in
communication, their relationship to each other, the
purpose or intention of utterance, and
appropriateness of communicative strategies.

4.5 Application Scriptwriting (at least 4 groups, depending on class size)

(10 mins.)  Each group will write a script of real-life
situation manifesting that a shift in the speech
context, speech style, speech acts, and
communicative strategies (as assigned to them)
will affect the message. Respect for every
person involved in the communication process
must be observed.
 Group 1-Shift in Speech Contexts
 Group 2-Shift in Speech Styles
 Group 3-Shift in Speech Acts
 Group 4-Shift in Communicative Strategies

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Rubrics (See Attachment 1)

4.6 Assessment Role Playing - Same Groups
(10 mins.) Present your real-life scenario (based on the written
Observation of script in Application) which shows that a shift in the
Learners speech context, speech style, speech acts, and
communicative strategies (as assigned to them) will
affect the message.
Rubrics 2 (See Attachment 2)
4.7 Assignment Search about how a shift in communicative
(1 min.) competence strategies in various speech situations
Preparing for New affects the delivery of a message in oral
Lesson communication. Source/reference should be
acknowledged.
4.8 Concluding “The worst distance between two people is
Activity (2 mins) misunderstanding.” (Anonymous)
To avoid this, let us convey our verbal and non-verbal
message carefully and respectfully.
We should also remember that
“The most important thing in communication is
hearing what isn’t said.” (Peter Drucker)
5. REMARKS Indicate below special cases including but not limited to continuation
of lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in cases of classes
suspension, etc.

6. Reflect on your teaching and assess yourself as a teacher. Think

about your student’s progress this week. What works? What else
REFLECTIONS 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 them relevant questions. Indicate below whichever
is/are appropriate.

A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

remediation.

C. Did the remedial

lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
learning strategies
worked 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:

Name: MARIBEL RESERVA-CLAROS School: TUBIGON WEST NATIONAL HIGH SCHOOL

Position/Designation: T-II Division: BOHOL
Contact Number: 09505960157 Email address: markusbellareserva@gmail.com

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Attachment 1

Script Writing

CATEGORY 4 3 2 1
Focus on The script accurately Most of the script Some of script Script does not
Assigned Topic meets assignment accurately meets accurately meets accurately meet
objectives. assignment assignment assignment
objectives. objectives. objectives.

Organization The script is very The script is The script is a little Ideas and scenes
well organized. One organized. One idea hard to follow. The seem to be randomly
idea or scene follows or scene may seem transitions are arranged.
another in a logical out of place. Clear sometimes not clear.
sequence with clear transitions are used.
transitions.
Spelling and There is no spelling There is one spelling There are 2-4 The final script has
Punctuation or punctuation error or punctuation error spelling and/or more than 4 errors in
on the final script. on the final script punctuation errors spelling and/or
on the final script. punctuation.

Creativity The script contains The script contains a The script contains a There is little
many creative details few creative details few creative details evidence of
and/or descriptions and/or descriptions and/or descriptions, creativity in the
that contribute to the that contribute to the but they detract from script. The team
reader/viewer's reader/viewer's the story. The team does not seem to
enjoyment. The team enjoyment. The team has tried to use their have used much
has really used their has used their imagination. imagination.
imagination. imagination.
Teamwork All members actively Majority contributed Members Many members did
contributed ideas and ideas and worked contributed very not contribute or
worked well with well with team. little and did not work well with
team. work very well with team.
team.

Grade 11- Oral Communication in Context

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Republic of the Philippines
DIVISION OF BOHOL
Department of Education
Region VII, Central Visayas

Attachment 2

Role-Playing Rubric

Criteria 4 3 2 1
Content Great job! You Your role-play is on- The role-play is The role-play is
offered creative new topic, but it is somewhat off-topic. completely off-topic,
insights on the topic! missing some Pay more attention to as if your group did
creativity and insight. the directions next not even read the
time! directions.

Roles Excellent work! Everyone in your For the most part, Your group failed to
Every member of group stayed in your group stayed in stay in character, and
your group stayed in character, but some character. Next time, it looked like you
character, and it was members didn't seem spend more time had not prepared for
clear you took your to really be "into" preparing for how how the characters
roles seriously. what they were the characters might might think or act.
doing. think or act.
Preparation Your group did an Your group Your group needs to It seems that your
excellent job obviously spent some spend more time group used the
preparing and time preparing for preparing for the preparation time for
rehearsing your role- the role-play, but role-play. Reading something else.
play, and it shows - some rehearsal might lines from a script is
everything went very have helped things a sure sign you're not
smoothly. run more smoothly. prepared.
Overall Excellent! Your Good! Keep working! Don't Argh! I expect much
Impression presentation was Your presentation, forget that, though better work from you
entertaining and while was fun to the process is next time.
informative! watch, but it could entertaining on your
have been more part, you're also
informative, too. supposed to make
enjoyable and
informative for the
audience.

(Note: These rubrics are based on Google samples which have been combined and edited for
the activities in this lesson. Teacher may also modify these for effective contextualization.)

Grade 11- Oral Communication in Context