Republic of the Philippines

DEPARMENT OF EDUCATION
Region VII, Central Visayas
DIVISION OF BOHOL

Instructional Planning (iPlan)

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

DLP No: Learning Area: Grade Level: Quarter: Duration:

ORAL COMMUNICATION GRADE 11 II 60 minutes

Learning Use principles of effective speech writing Code:

Competency/ies: focusing on grammatical correctness EN11/12OC-IIcj-25.5

Key Concepts / Understandings to be Principles of effective speech writing (Grammatical

Developed Correctness)

1. Learning Objectives
A. Knowledge Identify the correct usage of grammar in effective speech writing
B. Skills Write a speech observing the principles of effective speech writing focusing
on correctness of grammar
C. Attitude Demonstrate perseverance in completing the arduous task at hand
D. Values Show social responsibility toward other people.
2. Content: Principles of Speech Writing: Grammatical Correctness
3. Learning Resources Book (Oral Communication in Context for SHS) through Power Point
Presentation, video clip of speech delivery, written sample speeches, Rubric

4. Procedure
4.1 Introductory Individual Task
Activity (3 Give the class a scenario.
min.) “You are in very busy street and you are in a hurry. You are carrying several
boxes on your hands. Unfortunately, you drop one (1) box. It is so hard for you
to pick the fallen box without putting the others down, but it would be too much
a hassle if you put down the other boxes considering it would be much harder to
pick them up again. There are few people around. What must you do? How
would you do it?”
1.How will you ask the following people to pick up the box and put on your
hands?
 a young boy/girl
 an old man/woman
 a gorgeous man/beautiful woman
 a teacher/professionals
 etc.
2. Is there a difference in your manner of asking? Why?
3. Let some students share one’s ideas.
4.2 Activity (5 Group Work
mins.)
 Group the students into 5 groups
 Each group must choose a leader to facilitate in the discussion, a
secretary to list down what transpired in group work and a reporter to
present and share with the class the idea/s gathered.

Picture Analysis
  Let the students see the picture posted on the board.
 Let them discuss what they see in the picture.
 Let them analyze the message of the picture.
4.3 Analysis (10 1. What comes in your mind when you see the picture?
mins.) 2. In what situation can you relate the picture to your real life experience?
3. Explain the message of the picture?
4. In communicating with people or expressing one’s opinion, what are the
principles that must be kept in mind?
5. In communicating/expressing one’s views, is there a difference between oral
or written in terms of the principles of speaking?
6. What are the principles in speech writing?
7. Let each group share with the class what transpired in the group discussion.
4.4 Abstraction Interactive Discussion
(10 mins.) 1. Grammar Rules
2. Punctuation Rules
(see Attachment No. 2)
4.5 Application Paper-Pencil Test
(5 mins.) Read the sentence and answer “yes or no” depending on if the sentence is
grammatically correct or not. If these sentences are not correct, change the
sentence to make it correct.
1. The trees is blowing in the wind. (Yes)
2. I ate some potato chip for a snacks. (No)
3. The snowman took 1 hour to be built. (Yes)
4. All of the childcare recess at 2:00. (No)
5. I am hungry for a pepperoni pizza. (Yes)
4.6 Assessment Individual Activity.
(25 mins.) Craft a written speech observing the principles of effective speech writing
focusing on grammatical correctness.
Scenario.
Pretend that you are the barangay chairman in your community..Conduct an
open forum in front of your constituents concerning the perennial problem in
their community.
 (see attached rubric)

4.7 Assignment (New Topic)

(1 min.) Let the students watch NINOY AQUINO's memorable speech (2/9) in Los
Angeles (2-15-1981),
https://www.youtube.com/watch?v=xaX9OcVfsmk&t=7s

2. Observe Ninoy Aquino’s Articulation, Modulation, Stage Presence, Facial

expressions, gestures and movements and Rapport with the audience.
4.8 Concluding
Activities “You can have brilliant ideas, but if you can’t get them across, your ideas
(1 min) won’t get you anywhere.”
-Lee Lacocca-

1. 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 class suspension, etc.

2. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your
student’s 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 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
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: MA. NOVA MAE S. BOYONAS School: AMB. PABLO R. SUAREZ NATIONAL HIGH
SCHOOL
Position/Designation: Teacher III Division: BOHOL
Contact Number: 09055466345 Email address: [email protected]

Attachment No. 1
Rubrics:

CRITERIA EXCELLENT GOOD SATISFACTORY NEED

IMPROVEME
4 3 2 NT
1
Lack of
Clearly and Clear attempt at Some organization
logically organization inconsistencies in makes it difficult
organized speech with the organization and/or to follow the
with an beginning, a lack of sustained speakers ideas;
introduction, a middle and end focus throughout speech maybe
Organization logically and attempt to the speech with two
sequenced body use transitions. . inconsistently use conversational
with appropriate transitions. and may ramble
transitions, and without a clear
clear and beginning,
convincing middle or end.
conclusion.
Manipulates
sentence length
and word order
to enhance the
total effect of the
speech.

Content The writing is The writing is The writing is The writing is

legible, clear, legible, and clear mostly legible and illegible and
and with few clear with some unclear and full
grammatically grammatically grammatical errors. of grammatical
correct. errors errors.

Clear and Clear use of Partially clear use Confusing or

convincing facts and of facts and incomplete facts
command of information with information with with little and/or
Research facts and partially develop limited and confusing
analysis information with explanations in incomplete explanations as
insightful support of the explanations to to how the facts
explanation that speakers ideas or support the support the
help to illustrate arguments speakers’ ideas or speakers’ ideas
the speakers arguments. or arguments.
ideas and
arguments
TOTAL
GRAND TOTAL

Attachment No. 2

GRAMMAR and PUNCTUATION RULES

1. A sentence starts with a capital letter and ends with a period/full stop, a question mark or an
exclamation mark. see Punctuation
 The fat cat sat on the mat.
 Where do you live?
 My dog is very clever!
2. The order of a basic positive sentence is Subject-Verb-Object. (Negative and question sentences may
have a different order.)
 John loves Mary.
 They were driving their car to Bangkok.
3. Every sentence must have a subject and a verb. An object is optional. Note that an imperative sentence
may have a verb only, but the subject is understood.
  John teaches.
 John teaches English.
 Stop! (ie You stop!)
4. The subject and verb must agree in number, that is a singular subject needs a singular verb and a
plural subject needs a plural verb.
 John works in London.
 That monk eats once a day.
 John and Mary work in London.
 Most people eat three meals a day.
5. When two singular subjects are connected by or, use a singular verb. The same is true
for either/or and neither/nor.
 John or Mary is coming tonight.
 Either coffee or tea is fine.
 Neither John nor Mary was late.
6. Adjectives usually come before a noun (except when a verb separates the adjective from the noun).
 I have a big dog.
 She married a handsome Italian man.
 (Her husband is rich.)
7. When using two or more adjectives together, the usual order is opinion-adjective + fact-adjective +
noun. (There are some additional rules for the order of fact adjectives.)
 I saw a nice French table.
 That was an interesting Shakespearian play.
8. Treat collective nouns (eg committee, company, board of directors) as singular OR plural. In BrE a
collective noun is usually treated as plural, needing a plural verb and pronoun. In AmE a collective noun
is often treated as singular, needing a singular verb and pronoun.
 The committee are having sandwiches for lunch. Then they will go to London. (typically BrE)
 The BBC have changed their logo. (typically BrE)
 My family likes going to the zoo. (typically AmE)
 CNN has changed its logo. (typically AmE)
9. The words its and it's are two different words with different meanings.
 The dog has hurt its leg.
 He says it's two o'clock.
10. The words your and you're are two different words with different meanings.
 Here is your coffee.
 You're looking good.
11. The words there, their and they're are three different words with different meanings.
 There was nobody at the party.
 I saw their new car.
 Do you think they're happy?
12. The contraction he's can mean he is OR he has. Similarly, she's can mean she is OR she has,
and it's can mean it is OR it has, and John'scan mean John is OR John has.
 He is working
 He has finished.
 She is here.
 She has left.
 John is married.
 John has divorced his wife.
13. The contraction he'd can mean he had OR he would. Similarly, they'dcan mean they had OR they
would.
 He had eaten when I arrived.
 He would eat more if possible.
 They had already finished.
 They would come if they could.
14. Spell a proper noun with an initial capital letter. A proper noun is a "name" of something, for
example Josef, Mary, Russia, China, British Broadcasting Corporation, English.
 We have written to Mary.
 Is China in Asia?
 Do you speak English?
15. Spell proper adjectives with an initial capital letter. Proper adjectives are made from proper nouns,
for example Germany → German, Orwell → Orwellian, Machiavelli → Machiavellian.
 London is an English town.
 Who is the Canadian prime minister?
 Which is your favourite Shakespearian play?
16. Use the indefinite article a/an for countable nouns in general. Use the definite article the for specific
countable nouns and all uncountable nouns.
 I saw a bird and a balloon in the sky. The bird was blue and the balloon was yellow.
 He always saves some of the money that he earns.
17. Use the indefinite article a with words beginning with a consonant sound. Use the indefinite
article an with words beginning with a vowel sound. see When to Say a or an
 a cat, a game of golf, a human endeavour, a Frenchman, a university (you-ni-ver-si-ty)
 an apple, an easy job, an interesting story, an old man, an umbella, an honorable man (on-o-ra-ble)
18. Use many or few with countable nouns. Use much/a lot or little for uncountable nouns. see Quantifiers
 How many dollars do you have?
 How much money do you have?
 There are a few cars outside.
 There is little traffic on the roads.
19. To show possession (who is the owner of something) use an apostrophe + s for singular owners, and s +
apostrophe for plural owners.
 The boy's dog. (one boy)
 The boys' dog. (two or more boys)
20. In general, use the active voice (Cats eat fish) in preference to the passive voice (Fish are eaten by
cats).
 We use active in preference to passive.
 Active is used in preference to passive.

Source: https://www.englishclub.com/grammar/rules.htm

PUNCTUATION RULES

1. Punctuation Must be Parallel

When punctuation is parallel it means that interrupting a main clause with a dash or a comma requires the same
punctuation at both the beginning and end of the clause.
 Incorrect: The teenagers, students from Mrs. Smith's art class-went on a field trip to the museum.
 Correct: The teenagers, students from Mrs. Smith's art class, went on a field trip to the museum.
 Correct: The teenagers-students from Mrs. Smith's art class-went on a field trip to the museum.
This rule also means that you should not use a semicolon to set off just one item in a list.
 Incorrect: I have lived in Des Moines, Iowa, Seattle, Washington; and Boise, Idaho.
 Correct: I have lived in Des Moines, Iowa; Seattle, Washington; and Boise, Idaho.
2. An Emdash is a Strong Comma
An emdash (the longest of the three dashes) can be used for many of the same purposes as a comma. A pair of
emdashes might be used if the sentence already contains commas. Similarly, it might be used to mark off
information for emphasis. An emdash can also act alone, drawing attention to a modifier or an extra piece of
information. Here are a few examples:
 Sarah hated walking to school-it was all uphill-but she had no choice, she had missed the bus again.
 For his birthday, Mark received a sweater, a jacket, a savings bond-and a new bike!
 Pizza, chocolate, and ice cream-these are my favorite foods.
3. A Colon Appears at the End of a Main Clause
If you have trouble deciding when to use a colon in your writing, it helps to ask yourself if a period or question
mark would be appropriate in the same location. If the sentence is already complete, you may use a colon to add
a list, elaboration, or restatement.
 List: I have three brothers: David, Kent, and Jacob.
 Elaboration: I have decided not to move to San Francisco: I have been offered a better job in Milwaukee.
 Restatement: Thinking back, Jenny wasn't sure who started yesterday's fight: she couldn't decide whether
she was at fault or her friend Annie.
4. A Semicolon is Used for Equal Emphasis
In a compound sentence that has no coordinating conjunction, a semicolon can join related independent
clauses that are of equal importance.
 Sarah answered my question abruptly; she seemed preoccupied.
A semicolon can also be used before a conjunctive adverb joining two clauses in a compound sentence.
 The restaurant was very crowded; however, the waitress took our order immediately.
5. Parentheses Show Related, Nonessential Elements
Parentheses can be used to show elements in a sentence that are related but not necessary to understand the
meaning of the sentence. Parentheses can be replaced by commas in most cases, although the use of parentheses
tends to de-emphasize a piece of information.
 My family visited several countries (Italy, France, Portugal, and Spain) on our vacation last year.
If the information inside the parentheses forms a complete sentence within the larger sentence, no punctuation is
necessary.
 The snow (April saw it when she passed the window) completely covered the trees.
6. Apostrophes Show Possession or Indicate an Omission
An apostrophe is used to show possession or ownership. An apostrophe and an -s should be added to singular
possessive nouns, plural possessive nouns that do not end in -s, and singular possessive nouns that end in -s.
Only an apostrophe should be used when showing possession or ownership for a plural possessive noun that
ends in -s.
 Singular possessive noun: Susan's book
 Singular possessive noun ending in -s: Chris's car
 Plural possessive nouns: the children's school
 Plural possessive noun that ends in -s: my parents' house
An apostrophe can also be used to show that a letter has been omitted from a word to form a contraction. For
example, "they're" is a contraction of "they are" and "it's" is a contraction of "it is." (Note that "its" is
a possessive pronoun.)

Source: https://grammar.yourdictionary.com/punctuation/punctuation-rules-help.html