BASIC EDUCATION DEPARTMENT LEARNING PLAN GRADE

GRADE 1 TO 12 School JOHN PAUL COLLEGE CORP. Grade Level 10

WEEKLY
Teacher ABBY D. ELPEDES Learning Area ENGLISH
LESSON PLAN
Teaching Dates and Quarter II
Time

WEEKLY LEARNING PLAN

I. OBJECTIVES
✓ Switch from one listening strategy to another to extract meaning from the listening text
A. Content Standards

✓ Listen to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge
B. Performance Standards

C. Learning Competencies/
Objectives ✓ Use information from news reports, speeches, informative talks, panel discussions, etc. in everyday
Write the LC code for each conversations and exchanges

✓ EN10LC-Ia-11.1

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages ENGLISH- 10 World Literature
3. Textbook pages
4. Additional Materials from PowerPoint Presentation
Learning Resource (LR) portal
 B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Task 1. Let’s Have a Recall
presenting the new lesson 1.) What is Drama? It is simply is a story enacted on stage before an audience. Since it is a story, a drama (or more
commonly called nowadays as ‘play’) is technically a piece of writing. However, a drama is exclusively presented
through an element called ‘dialogue’.

2. Give the three (3) major areas elements of drama and name at least two (2) elements for each. Enumerate the
examples of non-verbal communication.
a) Technical Elements
1) Sound and music
2) Costume
b) Literary Elements
1) Dialogue
2) Theme
c) Performance Elements
1) Acting and Speaking
2) Nonverbal expressions

Presentation of the Lesson:

Task 2. Introduction/Warm-up Activity
The teacher introduces the new lesson by asking the students to play a game together. The game is called “Look Out for
Me”. In this game, the teacher will hand out papers to students, each with a special word written on it. The students have
to say their word out loud, and everyone should listen carefully. When they hear a word like theirs, they need to group
together. The first team to do this wins a prize.
Group 1 | NEWS Group 2 | SPEECH Group 3 | Research Paper
- Anchor -Impromptu -Introduction
- Reporters -Memorized -Conclusion
- Script -Debate -Recommendation
- Report -Extemporaneous -Table of Contents
- Teleprompter -Oratical -Hypothesis
- Tv -Topic -Panel discussion
- dispatch -Manuscript -Problem
B. Establishing a purpose for the Task 3.
lesson The teacher will ask the students what they have noticed on the activity they have done.
Now, what did you notice about the activity you’ve done?

The students will try to rethink about the activity they’ve done.
That’s right! The activity we had today is all about informational listening

The teacher then reveals the lesson.

C. Presenting examples/instances Task 4. What is Informational Listening?

of the new lesson ✓ Whenever you listen to learn something, you are engaged in informational listening.
✓ It is true in many day-to-day situations, in education and at work, when you listen to the news, watch a
documentary, when a friend tells you a recipe or when you are talked-through a technical problem with computer
– there are many other examples of informational listening too.
✓ Although all types of listening are ‘active’ – they require concentration and conscious effort to understand.
Informational listening is less active than many of the other types of listening.
✓ Informational listening, especially in formal settings like in work meetings or while in education, is often
accompanied by note taking – a way of recording key information so that it can be reviewed later.

D. Discussing new concepts and Task 5. Types of Listening

practicing new skills #1 The teacher then goes on with the discussion. Then, she tells her students to form groups of five. Each group needs to
pick one person to start the game. It's called 'Don't Step on Me!' (make sure the tables and chairs are out of the way).
To begin, the teacher puts a paper with questions on the floor. By wearing a blindfold, the objective is to avoid stepping
on the paper to prevent your team from having to answer the questions. The team that completes the task swiftly wins a
reward.

Questions:
1. Is the ability to accurately receive and interpret messages in the communication process. - Listening
2. Is key to all effective communication. - Listening
3. Listening is the same with hearing. YES, OR NO? - No
4. Refers to the sounds that enters your ears. – Hearing
5. Means paying not only to the story, but how it is told, the use of language and voice, and how the other person
uses his or her body. -Listening
6. Being able to distinguish the subtleties of sound made by somebody who is happy or sad, angry or stressed, for
example, ultimately adds value to what is able being said and, of course, does aid comprehension. –
Discriminative Listening
7. Imagine yourself surrounded by people who are speaking a language that you cannot understand. -
Discriminative Listening
8. It involves understanding the message or messages that are being communicated. – Comprehensive Listening
9. In order to be able to use comprehensive listening and therefore gain understanding listener first needs
appropriate vocabulary and language skills. - Comprehensive Listening
10. It is complemented by sub-messages from non-verbal communication, such as the tone of voice, gestures and
other body languages. - Comprehensive Listening
11. Requires focus and concentrated effort, both mental and sometimes physical as well. – Listening
12. In other words, it means being aware of both verbal and non-verbal messages. – Listening
13. Listening is not a passive process. YES, OR NO? -yes
14. It develops through childhood and into adulthood. - Discriminative Listening
15. It involves understanding the message or messages that are being communicated. - Comprehensive Listening
E. Discussing new concepts and Task 6. Specific Types of Listening
practicing new skills #2
Informational Listening
✓ Listening to Learn
✓ Whenever you listen to learn something, you are engaged in informational listening.
✓ Although all types of listening are ‘active’ – they require concentration and conscious effort to understand.
Informational listening is less active than many of the other types of listening.
✓ Informational listening, especially in formal settings like in work meetings or while in education, is often
accompanied by note taking – a way of recording key information so that it can be reviewed later.
✓ For the reason that your goal is to take new information and facts, accompanied by note taking – a way of
recording key information so that you’ll be able to answer the questions posted at the beginning of the video

Critical Listening
✓ Listening to evaluate and analyze
✓ It is a much more active behavior than informational listening and usually involves some sort of problem solving
or decision making.

✓ It is similar to critical reading; both involve analysis of the information being received and alignment with what
we already know or believe.

Therapeutic or Emphatic Listening

✓ Listening to Understand Feeling and Emotion
✓ It involves attempting to understand the feelings and emotions of the speaker – to put yourself into the
speaker’s shoes and share their thoughts.
✓ Empathy is a way of deeply connecting with another person and therapeutic or empathic listening can be
particularly challenging.
✓ Empathy is not the same as sympathy, it involves more than being compassionate or feeling sorry for
somebody else – it involves a deeper connection – a realization and understanding of another person’s point of
view.
F. Developing mastery (leads to Task 7.
Formative Assessment 3) Name three specific types of listening and provide a one sentence explanation.

• Informational Listening
Listening to Learn
• Critical Listening
Listening to evaluate and analyze
• Therapeutic or Emphatic Listening
Listening to Understand Feeling and Emotion
G. Finding practical applications of Task 8. Catch me!
concepts and skills in daily The teacher will give you papers with questions written on them, and she'll quickly scrunch them up into paper balls.
living These paper balls have a mix of questions and empty sheets, so you might get a blank paper or one with questions on
it. In this game, the teacher will toss the paper ball to the students. If the ball lands on a student, that student gets one
piece of crumpled paper from the ball and checks if it has a question or not and answer it right away.

An exemplar of the paper ball that will be projected in the direction of the students.

Questions:
1. It involves more than being compassionate or feeling sorry for somebody else – it involves a deeper
connection – a realization and understanding of another person’s point of view. -Empathy

2. Is a way of deeply connecting with another person and therapeutic or empathic listening can be
particularly challenging. -Empathy

3. It involves attempting to understand the feelings and emotions of the speaker – to put yourself into the
speaker’s shoes and share their thoughts. - Therapeutic or Emphatic Listening
4. It is a much more active behavior than informational listening and usually involves some sort of
problem solving or decision making. - Critical Listening
5. Is less active than many of the other types of listening. - Informational Listening
6. It involves understanding the message or messages that are being communicated. -Comprehensive
Listening
7. It develops through childhood and into adulthood. - Discriminative Listening
8. It involves understanding the message or messages that are being communicated. – Comprehensive
Listening
9. Imagine yourself surrounded by people who are speaking a language that you cannot understand. -
Discriminative Listening
10. Means paying not only to the story, but how it is told, the use of language and voice, and how the
other person uses his or her body. -Listening
H. Making generalizations and Task 9. What is Informational Listening?
abstractions about the lesson

Answer: Whenever you listen to learn something, you are engaged in informational listening.

Identify the specific types of listening

• Informational Listening
 • Critical Listening
• Therapeutic or Emphatic Listening

I. Evaluating learning Task 10. TEST I: True or False

Directions: Write TRUE if the statement is correct and FALSE if not.

1. Whenever you listen to learn something, you are engaged in informational listening. -TRUE
2. Listening is similar to hearing. -TRUE
3. There are 2 main types of listening – discriminative and comprehensive listening. -TRUE
4. Hearing refers to the sounds that enters your ears. - TRUE
5. Listening requires focus and concentrated effort, both mental and sometimes physical as well. -TRUE

TEST II: Fill in the Blanks

Directions: Fill in the missing word in the statements. Choose your answer in the parenthesis provided.

6. The phrase _______ (active listening / passive listening) is used to describe the process of being fully involved.

7. _______ (Discriminative listening / Comprehensive Listening) involves understanding the message or messages that
are being communicated.

8. A person is _______ (Information literate / Informational Listening) if he/she knows to recognized the needed
information.

9-10. Define informational listening briefly. (2-3 sentences only.)

Whenever you listen to learn something, you are engaged in informational listening. Informational listening,
especially in formal settings like in work meetings or while in education, is often accompanied by note taking – a
way of recording key information so that it can be reviewed later.
 J. Additional activities for Task 11. ASSIGNMENT
application or remediation Write a brief reflection on what you have learned about the types of listening through this assignment. Consider how
these types of listening contribute to the richness and impact in your daily life. And answer this question on a brief
sentences “What does it mean when you say, ‘listening actively’?”

Submission Guidelines
- Your assignment can be submitted in a document format (Word, PDF) or as a multimedia presentation (video,
images).
- Ensure clarity in your analysis and creativity in your creative presentation.
- Include proper citations if you reference specific plays, movies, or literary works.

V. REMARKS

VI. REFLECTION

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 teaching
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: Checked by:

Abby D. Elpedes Ma’am Hera T. Adonay

English 4b Student Field Study 2 Instructor

Recommendation Approval: Approved by:

Ms. Maybell C. Gonzales, LPT Dr. Ramon E. Woo, Jr., CPA, LPT, DFRIEdr.
OIC Basic Education Principal VPAA/ Dean of Studies