Concept Paper - Term 1 (2024-2025)

Note to the Students:
This requirement spans one trimester, culminating in a Spoken Word Poetry

performance. The goal is to highlight the benefits of applying various speech
sounds and intonation patterns to enhance speech delivery and underscore the
importance of effective communication.
Students are reminded to follow deadlines and take note of the consultation with
the teacher. Below are the specific details about the project.
CONTENT
The coverage for the first trimester will be:
● Speech Sounds
● Pronunciation and Intonation Patterns
COMPETENCIES
Pupils should be able to demonstrate their skills in:
1. Production of vowels and consonants sounds
2. Correct production of dipthongs
3. Correct production of the /th/ sounds
4. Correct production of the Schwa
5. Correct production of the voiced and unvoiced consonant sounds
6. Accurate pronunciation of words
7. Correct and clear reading with expressions
PERFORMANCE STANDARD
Students must be able to demonstrate the competencies as stated above by:
1. Explaining and applying the correct speech sounds.

2. Delivering a spoken poetry
TIME TABLE
(Weeks 1 – 3:)
A) A number of weekly sessions will be dedicated to the discussions

that are focused on:
A) Correct production of vowel and consonant sounds
B) Correct production of, diphthongs
C) Correct production of the /th/ sounds
D) Correct production of the Schwa
B) Next, a tongue twister performance will be given.
C) Note that the tongue twister must be:

) Able to cover all the topics discussed and learning competencies: vowel and
consonant sounds, diphthongs, /th/, Schwa
D) The performance and scoring will be implemented: (See rubric below)
(Weeks 4 – 5:)
Step 1: Students learn the different Speech sounds.
Step 2: Students are given a piece of tongue twister which is unique from each
student.
Step 3: Students perform their respective tongue twisters in front of the class.
(Weeks 6 – 8:)
Step 4: Students are given time to edit their choreography based on the
recommendations of the teacher (3 weeks). This will be conducted
individually via breakout room. The basis of recommendations is taken
from the submitted midterm assessment.
Step 5: Students work on the continuation of the choreography on the (plus

self-assessment of their work and work ethics – see written rubric below)
(Weekly Score No. 3-5)
Step 6: Students continue working for the completion of their
choreography on the SHARED DRIVE and submit written self-
assessment of their work and work ethics (Weekly Score No. 6)
(Weeks 9 – 10: )
Step 7: Submit FINAL OUTPUT for Trimester Final Assessment (see rubric
below).
File Name: TERM 1 FINALS: EXERCISE ROUTINE USING LOCOMOTOR

AND NON LOCOMOTOR MOVEMENTS
E) Below are the rubrics to be used in scoring the weekly, midterm and final outputs.
======================================================
=====
Scoring Rubric for the First Trimester Midterm and Final Output in
Tongue Twister
NAME: __________________________________ GRADE LEVEL/SECTION: ____
CRITERIA Excellent Good Satisfactory NEEDS Score

(4) (3) (2) IMPROVEMENT (1)
Pronunciation Clear and Mostly Some errors in Frequent errors,

accurate clear with pronunciation difficult to understand.
pronunciation few minor but mostly
of all sounds. pronunciati clear.
on errors.
Smooth, Mostly Noticeable Many hesitations

fluent smooth hesitations disrupt fluency
Fluency delivery with with affecting significantly.
appropriate occasional fluency.
speed. hesitations.
Appropriate Mostly Intonation is Intonation is flat or

intonation appropriate somewhat inappropriate.
Intonation patterns intonation, varied but
throughout. few lapses. inconsistent.
Expression Engaging use Some use Limited use of Little to no use of

of facial of expressions expressions or
expressions expressions and gestures. gestures.
and gestures. and
gestures.
Volume and Voice is loud Mostly Sometimes Often too soft or loud,
Projection and clear, clear, difficult to hear, hard to hear.
easily heard. occasiona inconsistent
lly too volume.
soft/loud.
Accuracy No errors in One or Several errors Many errors

the tongue two minor affect overall significantly impact
twister. errors. performance. performance.
TOTAL

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Note to the Students:

This requirement spans one trimester, culminating in a Spoken Word Poetry

● Pronunciation and Intonation Patterns

Students must be able to demonstrate the competencies as stated above by:

1. Explaining and applying the correct speech sounds.

A) A number of weekly sessions will be dedicated to the discussions

A) Correct production of vowel and consonant sounds

B) Correct production of, diphthongs

C) Correct production of the /th/ sounds

D) Correct production of the Schwa

B) Next, a tongue twister performance will be given.

C) Note that the tongue twister must be:

D) The performance and scoring will be implemented: (See rubric below)

Step 1: Students learn the different Speech sounds.

Step 5: Students work on the continuation of the choreography on the (plus

File Name: TERM 1 FINALS: EXERCISE ROUTINE USING LOCOMOTOR

NAME: __________________________________ GRADE LEVEL/SECTION: ____

CRITERIA Excellent Good Satisfactory NEEDS Score

Pronunciation Clear and Mostly Some errors in Frequent errors,

Smooth, Mostly Noticeable Many hesitations

Appropriate Mostly Intonation is Intonation is flat or

Expression Engaging use Some use Limited use of Little to no use of

Accuracy No errors in One or Several errors Many errors

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NAME: ______________________________ GRADE LEVEL/SECTION: