Detailed Lesson Plan

DETAILED LESSON PLAN (DLP)
GRADE 11
Oral Communication in Context
Week 7 Time Frame: 2 hrs.
Sections: SMAW 3
Date: July 27, 2016
CONTENT STANDARD:
The learners recognize that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.
PERFORMANCESTANDARD:
The learners demonstrate effective use of communicative strategy in a variety of speech situations.
LEARNING COMPETENCIES:
1. The learner identifies the various types of speech context. (EN11/12OC-Ifj-15)
2. 2. Exhibits appropriate verbal and non-verbal behavior in a given speech context(
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. differentiate types of speech contexts;
2. explain the importance of effective communication skills; and
3. practice effective interpersonal and intrapersonal skills.
II. SUBJECT MATTER
Topic: Speech Context and Style
Materials:
Resources/References: Balgos & Sepacio. 2016. Oral Communication in Context for Senior High
School, C & E Publishing Inc., pp.3-34.
Codes:
III. PROCEDURES
A. PRELIMINARY ACTIVITIES
1. Daily Routine (5minutes)
2. Recapitulation
The students will be divided into three groups.
Each group will make a jingle on the types of speech context.
The group will just be given 10 minutes preparation and 2 minutes to present it.
3. Lesson Proper
Public- this type refers to communication that requires you to deliver or send the message before
or in front of the group. Message can be informational or persuasive purposes. (You deliver
graduation speech to your batch; You participate in a declamation, oratorical or debate contest
watched by a number of people).
Mass Communication- this refers to communication that takes place through television, radio,
newspapers, magazines, books, billboards, internet and other types of media. (You are a student
journalist articulating your stand on a current issue through the school newspaper.)
Activity:
Identify and discuss the differences among the types of speech contexts using the graphic
organizers below.
Type Description Examples
Intrapersonal Self as the sender-receiver of
message 1. Journaling
2. Self-talking
3. Thinking
Interpersonal: Dyad Communication that occurs
between two people 1. Talking with/to a friend
2. Giving an order to a restaurant crew/staff
3. One-on-one meeting with anyone
Interpersonal: Small
group Communication that involves
three or more people 1. Group meeting in class
2. Meeting with other members/officers of
the organization
3. Teaching small groups
Public Communication Message that is delivered before
the public 1. Giving public announcements
2. Delivering any type of public speeches
3. Doing the role of a master of ceremonies or
hosting an event/program
Types of Speech Style
The context dictates and affects the way people communicate, which results in various speech
styles. According to Joos (1968), there are five speech styles. These are (1) intimate, (2) casual, (3)
consultative, (4) formal, and (5) frozen. Each style dictates what appropriate language or vocabulary
should be used or observed.
1. Intimate This style is private, which occurs between or among close family members or
individuals. The language used in this style may not be shared in public.
2. Casual This style is common among peers and friends. Jargon, slang, or the vernacular
language are used.
3. Consultative This style is the standard one. Professional or mutually acceptable language is a
must in this style. Examples of situations are communication between teachers and students,
employers and employees, doctor and patient, judge and lawyer, or President and his/her
constituents.
4. Formal This style is used in formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President, formal
speeches, or pronouncements by judges.
5. Frozen This style is frozen in time and remains unchanged. It mostly occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lords Prayer, and Allegiance to country or
flag.
Activity:
Identify the type of speech style appropriate for the following situations. Write your answer before the
number.
1. talking to a counselor or psychiatrist (consultative)
2. giving last-minute instructions to players (consultative)
3. delivering campaign speeches (formal)
4. delivering a speech at the UN Summit (formal)
5. delivering news reports (formal)
6. talking and laughing about memorable experiences (casual)
7. communicating while playing sports (casual)
8. having a one-on-one conversation with a loved one (intimate)
9. delivering an oratorical speech (formal)
10. leading a prayer before meal (frozen)
11. reading school policies (frozen)
12. talking to a superior (consultative)
13. reading pledge of allegiance to the flag (frozen)
14. talking to a stranger (casual)
15. inquiring at a hotel (consultative)
IV. ASSIGNMENT (5 minutes)
Write in bullet points why appropriate language should be observed in using a particular speech
style. Use the space below.
V. REMARKS
o This lesson is just a continuation of the previous lesson.
VI. REFLECTION
SMAW III
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 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:
MAUREEN JOY A. GUTIERREZ
SST-III
lesson 5- Organization and Management
A. Content Standards
The learners have an understanding of the role of business in the environment, and how the
environment affects the firm.
B. Performance Standards
The learners shall be able to analyze the various environmental forces affecting the firm and
summarize these using Political Economic Social and Technological Analysis PEST) and Strengths,
Weaknesses, Opportunities and Threats (SWOT) Analysis frameworks.
C. Learning Competencies
1. summarize these forces using the PEST and SWOT analyses; and
D. Objectives
At the end of the lesson, the students are expected to:
1. define PEST and SWOT analysis;
2. analyse the importance and implications of PEST and SWOT analysis and;
3. give an instance on how these business analysis becomes applicable.
II. Content
The local and international business environment of the firm
III. Learning Resources
A. References
Payos R.,etal.2016.Organization and Management.Rex Bookstore Inc.
IV. Procedures
A. Reviewing previous lesson or presenting the new lesson
Students will be grouped into four.
Each group will discussed the learning they had in the previous lesson.
B. Establishing a purpose for the lesson
Complete the statement.
1. What do you know about SWOT?
2. What do you know about PEST?
C. Presenting examples/ instances of the new lesson
Give tips on how to have successful business.
D. Discussing new concepts and practicing new skills # 1
The students will be grouped into four
Each group will be given a task to present
After 20 minutes the students will discuss their output.
E. Discussing new concepts and practicing new skills # 2
The teacher will ask for volunteers.
The volunteered students will perform in front and present the summary of the lesson presented.
F. Developing mastery
The students will be grouped again into four.
The group will compete in the quiz bee.
The first group to answer will be given a point.
The group who will first earn 10 points will be the winner.
G. Finding practical applications of concepts and skills in daily living
Find a partner.
Make a dialogue on the following instance:
1. Your classmates always teasing your friend.
2. Your friend is always getting into trouble.
3. You found out that your sister is pregnant.
H. Evaluating learning
Make a short paragraph on SWOT and PEST analysis and its advantages and implications to organization.
org and management
lesson 7
I. Objectives
The learners have an understanding of basic concepts and theories of management.
environment affects the firm
The learner s shall be able to apply management theories & concepts in solving business cases
The learners shall be able to analyze the various environmental forces affecting the firm and
summarize these using Political Economic Social and Technological Analysis PEST) and Strengths,
Weaknesses, Opportunities and Threats (SWOT) Analysis frameworks.
o discuss the meaning and functions of management
o explain the various types of management theories
o explain the functions, roles, and skills of a manager
o identify various forces/elements of the firms environment
o summarize these forces using the PEST and SWOT analyses
o describe the local and international business environment of a firm
D. Objectives
1. recall the lessons through review game ; and
2. answer the long examination prepared.
II. Content
Nature and concept of management
The firm and its environment.
A. References
IV. Procedures
The student will be grouped into four groups. Each group will choose a leader. The teacher will give
a question and the first one to answer it right will be given a point. The group who earn highest
points will win.
A. Direction: Enumerate what is being asked in each item.
1-4. SWOT stands for:
1. __________
2. __________
3. __________
4. __________
5- 9. Porter 5 Forces:
5. __________
6. __________
7. __________
8. __________
9. __________
10-13. PEST stands for:
10. .
11. .
12. .
13. .
14-15. Types of Environment
14. .
15. .
16-17. Two types of external environment
16. .
17. .
18-25. Fayols Principles of management
18. .
19. .
20. .
21. .
22. .
23. .
24. .
25. .
B. Fill in the blanks
1________________ play an activating role in organizations. The success of organization depends
on the successful functioning of 2___________. The management is responsible for 3________,
4________, 5________ and interrelating organizational activities and resources for achieving
common objectives.
C. Identify what is being asked in the following:
_________1. is the ongoing process of developing the business' mission and objectives and
determining how they will be accomplished.
_________2. is establishing the internal organizational structure of the organization.
_________3. is filling and keeping filled with qualified people all positions in the business.
_________4. is influencing people's behavior through motivation, communication, group dynamics,
leadership and discipline.
_________5. is a four-step process of establishing performance standards based on the firm's
objectives
_________6. is the act of coordinating, making different people or things work together for a goal or
effect
_________7. is the internal condition that activates behavior and gives it direction; energizes and
directs goal-oriented behaviour
_________8. is the person responsible for planning and directing the work of a group of individuals,
monitoring their work, and taking corrective action when necessary.
_________9. encompasses an array of different functions undertaken to accomplish a task
successfully.
_________10. Implemented a wage incentive programme
_________11. A German sociologist and historian who envisioned a system of management
_________12. consist of all those factors that have a bearing on the business.
_________13. is the environment that has a direct impact on the business.
_________14. The buying and selling of the goods and services across the border.
_________15. means exchange of goods and services for the satisfaction of human wants.
_________16. refers to the trade between two countries.
_________17. is a process of gathering, analyzing, and dispensing information for tactical or
strategic purposes.
_________18. Short term, infrequent examinations usually initiated by a crisis
_________19. Studies done on a regular schedule (e.g. once a year)
_________20. continuous structured data collection and processing on a broad range of
environmental factors
V. Remarks
VI. Reflection
No. of learners who earned 80% on the formative assessment
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the lesson.?
No. of learners who continue to require remediation
Which difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?
lesson 4- organization and management
I. Objectives
environment affects the firm.
The learners shall be able to analyze the various environmental forces affecting the firm and summarize these
using Political Economic Social and Technological Analysis PEST) and Strengths, Weaknesses, Opportunities
and Threats (SWOT) Analysis frameworks.
1. The learners identify various forces/elements of the firms environment (ABM_AOM11-Ic-d-4)
D. Objectives
1. explain management ;
2. execute the roles and skills of a manager; and
3. give an instance on how to be a good manager.
II. Content
Environmental forces and environmental scanning
A. References
IV. Procedures
Make a short jingle that indicates the function of a manager.
Complete the statement.
I manager/management could be successful if ________________________________.
The success of a certain firm depends on ___________________________________.
Illustrate a successful firm that shows its internal and external sources.
D. Discussing new concepts and practicing new skills #
The selected students will be given a presentation.
They will present it to the other students and discuss to the best of their knowledge.
After the presentation the teacher will deepen the lesson by asking the following questions.
What is environmental analysis?
What contributed to the environmental influences?
Discuss the two types of environments.
How these types of environment affect the business/firm?
E. Developing mastery
Present a short skit that shows types of environment. Make sure that these will be discussed clearly. Any
creative form of skit presentation is accepted.
F. Finding practical applications of concepts and skills in daily living
As a student how, how will you deal with the people around you? How will you organize and facilitate
yourself?
G. Evaluating learning
Enumerate the following:
1. Types of environment
2. Internal environment
3. External environment
4. Public environment
lesson 3- Organization and management
I. Objectives
The learners have an understanding of basic concepts and theories of management
The learners shall be able to apply management theories & concepts in solving business cases
1. The learners discuss the meaning and functions of management (ABM_AOM11-Ia-b-1)
2. The learners explain the various types of management theories (ABM_AOM11-Ia-b-2)
D. Objectives
1. explain management ;
2. execute the roles and skills of a manager; and
3. give an instance on how to be a good manager.
II. Content
Chapter 1. Nature and Concept of Management
1. Definition and functions of management
2. Evolution
A. References
IV. Procedures
Students will listen to the instruction of the teacher as they close their eyes.
*Process Questions
1. What can you say about the activity?
2. What is the importance of the activity?
3. How will you relate this to management?
If Ill become a manager I will _____________________________.
The teacher will give a scenario to be acted out by the students.
D. Discussing new concepts and practicing new skills #
The teacher will discuss the following:
*Management and its function
*Roles and skills of manager
* Management Theories
E. Developing mastery
The students will answer the following questions
1. They play an activating role in organizations.
2. The success of organization depends on the successful functioning of ________.
3. 3 levels of management
4. The person who is responsible for planning and directing.
5. 7 functions of manager
6. 5 roles of manager
7. 5 functions of management
F. Finding practical applications of concepts and skills in daily living
Make a hash tag on how to become an effective manager
G. Evaluating learning
Make a reflection of your learning and post it in our faceboook page.
organization and management
I. Objectives
The learners have an understanding of basic concepts and theories of management
1. The learners discuss the meaning and functions of management (ABM_AOM11-Ia-b-1)
2. The learners explain the various types of management theories (ABM_AOM11-Ia-b-2)
D. Objectives
1. distinguish traditional from contemporary arts;
2. identifies various contemporary art forms; and
3. cites way on promoting regions contemporary and traditional art.
II. Content
Chapter 1. Nature and Concept of Management
1. Definition and functions of management
2. Evolution
A. References
IV. Procedures
1. Divide the group equally.
2. Ask them to proceed to their groups and bring the necessary things they owned.
3. Assigned a leader, search an object that you have with ranging from a-z. Make a list. First group to finish the
7 letter will be the winner.
1. What have you discovered in the activity?
2. What do you think is the essence of the activity?
3. How are you going to relate the activity to management?/leadership?
Group 1- You found out that one of your employee spent the allotted funds for his/her personal use.
Group 2- Ms. One most of the time is late in the office and always coming late.
Group 3- There is a decreasing demand of goods in your company. Most of the employees want to file
resignation also.
Group 4- You heard that one of the employees you hired were acting like a superior
Group 5- Your company is in bankruptcy stage.
D. Discussing new concepts and practicing new skills #1 Group 1- Management
Group 2- Manager and Its role
Group 3- Functions of Manager
Group 4- Managerial Skills
Group 5- Functions of Management
E. Discussing new concepts and practicing new skills #2
The teacher will give an additional input of the discussion
F. Developing mastery
1. Successful organization depends on__________.
2. Art of getting things done through and with people in formally organized groups.
3-5. levels of management
6. person responsible for planning, directing and monitoring.
7-10. functions of manager
11-15. role of maanger
16-20. functions of management
G. Finding practical applications of concepts and skills in daily living
Make a quotations on management that could be applicable in daily living.
H. Evaluating learning
Make a creative reflection on what you have learned today.
ORGANIZATION AND MANAGEMENT
I. Objectives
The learners have an understanding of basic concepts and theories of management.
C. Learning Competencies/Objectives
1. Develop awareness on the course.
2. Set expectations on the course.
II. Content
A. References
Organization and Management Curriculum Guide
IV. Procedures
Since this is the first day of class the teacher will
1. Discuss the grading system
2. Possible projects
3. Materials/learning resources required in the subject
Levelling of expectations (students will be grouped into five groups and work on their expectations on the
following).The presentation of the group must be in any creative forms.
1. Topics
2. Content
3. Activities
4. Materials
5. Examinations/Quizzes
V. Remarks
VI. Reflection
No. of learners who earned 80% on the formative assessment
No. of learners who require additional activities for remediation
Did the remedial lessons work? No. of learners who have caught up with the lesson.?
No. of learners who continue to require remediation
Which difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/discover which I wish to share with other teachers?

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DETAILED LESSON PLAN (DLP)

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