GRADES 1 TO 12 School PALAWAN NATIONAL SCHOOL Grade Level HE 11: 1-5

DAILY LESSON PLAN Teacher SHIRLEY C. ALINDOGAN Learning Area ORAL COMMUNICATION IN CONTEXT
Teaching Dates and Time October 28- Nov. 1, 2024 Quarter Second – WEEK 5

DAYS Monday Tuesday Wednesday Thursday Friday

CATCH-UP FRIDAY
I. OBJECTIVES FIRST SESSION SECOND SESSION
A. Content Standards At the end of the lesson, the learner understands the nature and elements of oral communication in context.
B. Performance Standards At the end of the lesson, the learner designs and performs effective controlled, and uncontrolled oral communication activities based on
context.
C. Learning Competencies MELC: Uses principles of effective speech writing focusing on MELC: Uses principles of effective speech writing focusing on
Duration, Word Choice, and Grammatical Correctness. Duration, Word Choice, and Grammatical Correctness.
EN11/12OC-IIcj-24; EN11/12OC-IIcj-25; EN11/12OC-IIcj-24; EN11/12OC-IIcj-25;
EN11/12OC-IIcj25.1-25.5 EN11/12OC-IIcj25.1-25.5
Specific Objectives:
Specific Objectives:
1. Identify key principles of editing for speech writing.
1. Identify the principles of editing and/or revision for effective
2. Apply editing techniques to improve speech clarity and impact;
speech writing (Duration, Word Choice, and Grammatical
Correctness); and and
2. Use the principles of editing and revision to achieve an 3. Evaluate and revise sample speeches using editing principles
effective speech.
II.CONTENT Editing for an Effective Speech Writing Using the Principles of Editing for Effective Speech Writing
III. LEARNING RESOURCES
A. References CLAS WEEK 5 Oral Communication in Context – Grade 11
Self-Learning Module (SLM) Quarter 2 – Module 3: Principles of Speech
Writing, First Edition, 2020
B. Other Learning Resources Projector or smart TV Projector or smart TV
- Sample videos or recordings of oral communication activities - Sample videos or recordings of oral communication activities
- Whiteboard or chart paper for class discussion notes - Whiteboard or chart paper for class discussion notes
IV. PROCEDURES
A. REVIEW OR INTRODUCTION Ask students to recall a memorable speech they've heard. What Activity 1: Matching Type
Reviewing the previous lesson or presenting
made it effective?
the new lesson Directions. Identify the Six Power
Principles for Speech Editing by
Briefly discuss how careful editing contributes to powerful filling in the blanks.
speeches.

A. DAILY OBJECTIVES 1. Identify the principles of editing and/or revision for effective 1. Identify key principles of editing for speech writing.
Establishing a purpose for the lesson speech writing (Duration, Word Choice, and Grammatical
Correctness); and
2. Use the principles of editing and revision to achieve an 2. Apply editing techniques to improve speech clarity and impact;
effective speech. and
3. Evaluate and revise sample speeches using editing principles
B. PRE-ACTIVITY Activity 1: What’s On Your Mind? Activity 2
Presenting examples/instances of the new
lesson Ask: What comes to your mind when you hear the word
editing?

C. ACTIVITY Discuss the following: Discuss: Editing Principles for Speeches

Discussing new concepts and practicing new
 Duration, Word Choice, and Grammatical Correctness 1. Clarity and Conciseness
skills #1
 Editing and/or Revising * Explain the importance of clear, straightforward language
 Six power principles for speech editing * Discuss techniques for eliminating unnecessary words and
 Guidelines in Speech Writing phrases
2. Rhythm and Flow
* Introduce the concept of speech cadence
* Explain how varying sentence length can create an effective
rhythm
3. Strong Openings and Closings
* Discuss techniques for crafting attention-grabbing
introductions
 * Explain the importance of memorable conclusions
4. Rhetorical Devices
* Introduce common rhetorical devices (e.g., repetition,
alliteration, metaphor)
* Explain how these devices can enhance speech impact
5. Audience Consideration
* Discuss the importance of tailoring language and content to
the audience
* Explain how to adjust tone and complexity based on listener
demographics
D. ANALYSIS/ABSTRACTION ACTIVITY 3: Guided Practice
Discussing new concepts and practicing new ACTIVITY 2: Matchy-Matchy!
skills #2
Directions: Read the statements below. Match the concepts  Provide students with a sample speech (e.g., a famous
under Column A with their meaning in Column B. Write the historical speech)
letter of your answer on the line provided before each number.  Guide students through identifying editing principles
used in the speech
 Discuss how these principles contribute to the speech's
effectiveness

Activity 3: Edit It!

Directions: Circle the letters that show the principles of
Editing in speech writing.
A. Robert keeps his speech short, simple, and clear by
eliminating unrelated stories and sentences and by using
simple words.
B. To keep the flow of her presentation smooth, Angel adds
transitional words and phrases to her speech.
C. Emily ensures she will not make mistakes in her speech
delivery. Thus, she recorded herself using her cell phone.
D. Ruffa considers practicing three times for long speeches and
five to seven times for a short one.
 E. Richie ensures that everything he has written, from the
introduction to the conclusion, is related to his central
message.
F. Audiences sometimes get bored listening to speeches —
even good ones — and that’s why Remo tried to make his
delivery interesting by using a variety of words at an
appropriate speed.

E. DEEPENING Activity 4: Coming Together (group activity) ACTIVITY 4: Group Activity

Developing mastery Directions: For numbers 1-3, circle the letter that corresponds
to the principle used in the given speech excerpt. For 4-6,  Divide the class into small groups
edit the provided original lines from the speech and as to  Provide each group with a short, unedited speech draft
its identified principle used. Write your answer in the
 Have groups apply editing principles to improve the
Edited Speech Column.
speech
 Encourage groups to share their edits and explain their
reasoning
 Have students exchange their edited speeches with a
partner
 Guide students in providing constructive feedback on their
group’s edit
F. APPLICATION ASK: Have students write a brief reflection on how they will apply these
Finding practical applications of concepts editing principles to their future speeches or writing
and skills in daily living
How do you identify the speech writing principles applied in
the situations?

How do you apply the speech writing principles in editing

and/or revision of speeches?
G. GENERALIZATION/ Activity 5: Let’s Wrap It Up Let students:
ABSTRACTION
Making generalizations and abstractions Directions: Complete the sentence below by unscrambling the  Discuss challenges encountered during the editing process
about the lesson jumbled letters to form the correct terms. Write your answer on  Share successful editing strategies discovered by students
the lines provided.

Writing speech involves correcting errors in mechanics, such as

(MARGRAM) 1._______________, punctuation,
capitalization, unity, coherence, and appropriateness of words
used. Ensure that everything you have written, from
(TROINDUCTION) 2. _______________ to the conclusion is
related to your central message. Keep your (CHEEPS)
3._______________ short, simple, and clear by eliminating
unrelated stories and sentences and by using simple words.
Using correct grammar makes listening and 4.
________________(DINGREAD) easier for others to
understand and can make the communication process more
enjoyable. To achieve maximum effect, a speech needs to be 5.
______________(DEMIT)timed right: long enough to satisfy
your audience's reasons for listening, but short enough to satisfy
your audience's interest in everything else in their life.
H. ASSESSMENT 10-item quiz 10-item Item Quiz
Evaluating learning
1. Which of the following is a guideline in speech writing? Directions: Read the statements very carefully and tell whether it is
A. Use active verbs and contractions because they add to the a manuscript, memorized, extemporaneous, or an impromptu
personal and conversational tone of your speech. speech. Write your answer on a separate sheet of paper.
B. Learn your time limit and calculate your word count.
C. No matter how long the speech, always divide it into five
parts. An introduction, point 1, point 2, point 3 and a
conclusion.
D. Be careful with your volume, some speakers seem to like to
shout or shriek.

2. Which of the following is NOT an effective strategy in

 writing a speech?...
I. ASSIGNMENT/REMEDIATION
Additional activities for application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
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
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter that my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover that I wish to share with other
teachers?

Prepared: Checked/Reviewed: Verified/Approved:

SHIRLEY C. ALINDOGAN VILMA R. CABANSAG MARCELINO L. PORCAL

Teacher I Master Teacher II Principal I, SHS
 PALAWAN NATIONAL SCHOOL, Bgy. Manggahan, Puerto Princesa City, Palawan
Telephone No.: Principal’s Office (048) 716 2786 ● Administrative Office (048) 434 4199
E-mail Address: pns_1907@yahoo.com