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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the


instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format


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

3 English 7 7 1 60 minutes June 7, 2017


Learning Competency/ies: Recognize prosodic features: volume, projection, pitch, Code:
stress, intonation, juncture, and speech rate that serve
as carriers of meaning
Listen for important points signaled by volume,
projection, pitch, stress, intonation, juncture, and rate of EN7LC-I-a-5:
(Taken from the Curriculum speech EN7LC-I-a-5:
Guide) Note the changes in volume, projection, pitch, stress, EN7LC-I-a-5.2:
intonation, juncture, and rate of speech that affect
meaning

Key Concepts /
Prosodic features: volume , projection, pitch, stress, intonation, juncture, and speech rate
Understandings to be
that serve as carriers of meaning
Developed

Adapted Cognitive OBJECTIVES


Domain
Knowledge Process Dimensions Given a dialogue between the elderly and a student about proverbs, 80% of the
(D.O. No. 8, s. 2015) students are expected to:
Skills
The fact or
condition of The Remembering Recognize differences in voice levels and speech patterns;
knowing
ability and
something
capacity with
acquired
familiarity gained
through Understanding Discuss the features of oral language;
through
deliberate,
experience or
systematic, and Applying
associationeffort to
sustained Analyzing
smoothly and
adaptively Evaluating Describe the characteristics of the spreakers's voice;
carryout complex Creating
activities or the
ability, coming Receiving
Attitude Practice the value of courtesy when listening to a speaker; and
from one's Phenomena
knowledge, Responding to
Values
practice, aptitude, Discuss the importance of showing courtesy when listening to a speaker
Phenomena
etc., to do
2. Content
something Listening to a Dialogue and Describing the characteristics of a speaker's voice

Curriculum Guide in Grade 7 Engish, Teacher's Guide pp. 7-9, Learning


3. Learning Resources Package page 8, speaker, microphone, LED TV, chalk, Manila Paper, pentel
pens
4. Procedures
4.1 Introductory Activity

The teacher starts the session by recapitulating the previous lesson and by presenting
the objectives of the lesson for the day.
Then she/he assigns students into pairs. Each pair should be given a set of different
passages, the contents of which should not be divulged immediately.
Have each student read quietly his/her assigned passage and formulate three questions
10 minutes to ask his/her partner after reading it aloud.
During the post-activity processing, the class focuses on the influence of volume and
enunciation to understanding the message.
Probing questions can focus on what must be done by a speaker when she or he has a
bigger audience and when there are disturbances in listening.

4.2 Activity
ORAL PRACTICE
The teacher models the proper oral reading of each of the two passages, Task 1 LOUD
AND CLEAR! (Appendix A). She/He lets the students practice fundamentals of proper
oral reading.
Before presenting another listening activity, TUNE IN: LISTENING TO A DIALOGUE,
she/he asks the students about the important considerations when listening to people
who are speaking.
The teacher asks the students to list them down on the board. She/He instructs them to
take note of the characteristics of the speakers' voices and their conversation.
The students are asked to listen to the taped dialogue between an elderly and a student
about proverbs(or read by some chosen students assigned ahead)(Appendix B).
ORAL PRACTICE
The teacher models the proper oral reading of each of the two passages, Task 1 LOUD
AND CLEAR! (Appendix A). She/He lets the students practice fundamentals of proper
oral reading.
Before presenting another listening activity, TUNE IN: LISTENING TO A DIALOGUE,
she/he asks the students about the important considerations when listening to people
25 minutes who are speaking.
The teacher asks the students to list them down on the board. She/He instructs them to
take note of the characteristics of the speakers' voices and their conversation.
The students are asked to listen to the taped dialogue between an elderly and a student
about proverbs(or read by some chosen students assigned ahead)(Appendix B).

4.3 Analysis

Process the listening activity by focusing on the following:


* the characteristics of the speakers‟ voices
* the quality of the conversation
*the students‟ difficulties in listening to the elderly
5 minutes Discuss with the students how their experience of noting information
would be different if they were reading a written material talking about the
topic of the conversation they listened to

4.4 Abstraction
Summarize the features of oral language using the items below. They may
be written on the board or projected using a visual aid.
* spontaneous
* very conversational
* allows being indirect
* follows cues in taking turns
5 minutes * a dynamic transfer of information
* includes some cultural expressions
* allows shifts in meaning due to changes in sound-related features
*retractable (one can immediately apologize for a mistake or offer
clarification)
* highly subjective

4.5 Application The teacher asks this question:


6 minutes How do you show respect when listening to someone talking?
4.6 Assessment
The teacher asks another pair of students to perform the
dialogue between the elderly and the student. Then, she lets
Anlysis of Learners'
the rest of the students to describe or give comments on the
5 minutes Products
speakers' voices. Have the students write their answer in a 1/2
sheet of paper.(See format Appendix C)
4.7 Assignment
Enhancing / improving Have the students do research and study on the rules of
2 minutes the day’s lesson subject-verb agreement.

4.8 Concluding Activity The teacher shares to the students the following lines in Desiderata:
Listen to others even the dull and ignorant,
2 minutes They too have their story

5.      Remarks
6.      Reflections
A.  No. of learners who earned C.   Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the lesson.
B.   No. of learners who
D.  No. of learners who continue to require
require additional activities for
remediation.
remediation.
E.   Which of my learning
strategies worked well? Why
F.   What work?
did these difficulties did I
encounter which my principal
or
G. supervisor can help
What innovation or me
solve?
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:

Name: School: BITOON NATIONAL VOCATIONAL HIGH


RUTH M. ESCUADRO SCHOOL
Position/
Designati Division:
on: MASTER TEACHER I CEBU PROVINCE
Contact
Email address:
Number: 9276808423 ruthescuadro@gmail.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the


day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests