2021 JHS INSET Template for Modular/Online Learning

Subject:  ENGLISH                                                                                                                         Grade

Level:__ 8__  
Unit Topic: Connecting Cultures through Literature
Quarter: __1___

UNIT STANDARDS AND COMPETENCIES

 DIAGRAM
           
LEARNING PLAN 

EXPLORE

This unit is about      Connecting Cultures through Literature     

Consider this question: What makes an informative speech effective?

         This unit is about how you will express your stand about an issue. In this unit,
you are about  to address how you can express your stand by exploring a world of
informational texts. This will be useful in preparing you to compose and present an
informative essay.

Map of Conceptual Change:

           Before proceeding to the lesson proper, share your ideas and thoughts
about informative speech by completing the table below.

         In the K column, write the things that you already know about informative
speech. In the W column, write the things that you want to know about it. In the
H column, write how you can learn about it. When you are done with this
module, write what you learned about it in the L column.

LEARNI                                               
NG                                    FIRM-UP
COMPE
TENCY (ACQUISITION)
LC1 Activity 1-  WATCH IT! (ONLINE)
Identify Instructions: (specific for students to follow even without the teacher)
the
Watch a short video of the important parts of an informative essay.
parts
and 
feature Clickable Links : (website URL) https://app.playpos.it/player_v2?
s of an type=share&bulb_id=1339865&lms_launch=false
informa
tive
essay Screenshot of Online Resource: (to make sure that students are on the right page)
Activity 2 ANSWER IT! (ONLINE)
Instructions: (specific for students to follow even without the teacher)
Students will answer the kahoot game 

Clickable Links : (website URL) https://create.kahoot.it/details/9d455199-e5c5-

4be0-96d0-2dc0b7154c4f

Screenshot of Online Resource: (to make sure that students are on the right page)
LC2 Activity 3 All About Informative Speech!
Enumer Instructions: To add spices in learning this type of speech, you may click the link
ate
given below to answer this interactive game using Quizziz! Good luck!
approp
riate
cohesiv
e Clickable Links: https://quizizz.com/admin/quiz/612056a6c092c7001d8448e2/all-
devices
about-informative-speech
in
compo
sing an Screenshot of Online Resource:
informa
tive
speech
 Activity 4 
Instructions: Watch the video and list the do’s and don’ts in delivering a speech.

Clickable Links : (website URL) https://www.youtube.com/watch?

LC3
v=i5mYphUoOCs&t=4s
State
how https://edpuzzle.com/
volume
, Screenshot of Online Resource: (to make sure that students are on the right page)
projecti
on,
pitch,
stress,
intonati
on,
junctur
e, and
speech
rate
serve
as Activity 5 APA Citations
carriers Instructions: Read the handout on APA Citations via genyo lesson and answer the
of interactive quiz about it through the given link: 
meanin
g
Screenshot of Online Resource: (to make sure that students are on the right page)
LC4
Cite
source
s using
differen
t
conven
tions 
https://quizizz.com/join/quiz/5ab9a193b7d47c0019955752/start?
studentShare=true

Scaffold for TRANSFER 1

Instructions: (specific for students to follow even without the teacher)

In this task, your focus is to draft your argumentative speech. Follow the
instructions given below.

1.   Write your speech using your knowledge and skills about writing an
argumentative essay.
2. Fill out the Ideation chart which can be accessed through
in order to organize your ideas and
information about your speech.

3.     Provide necessary information from verifiable sources, instruction,

explanation, and narration. 

4.     Submit it to your teacher for feedback once you are satisfied with your
draft.

Clickable Links : (website URL) 

Screenshot of Online Resource: (to make sure that students are on the right page)
Activity 6 SPEECH DRAFT
Instructions: (specific for students to follow even without the teacher)

1. Write a 3- paragraph speech observing writing conventions, employing your

accomplished ideation chart 

2. Check that your speech is coherent and meaningful by using online editing or
grammar checking apps or tools like https://hemingwayapp.com/ or
https://app.grammarly.com/. 

Clickable Links : (website URL) https://hemingwayapp.com/ or

https://app.grammarly.com/

Screenshot of Online Resource: (to make sure that students are on the right page)

Scaffold for TRANSFER 2

Activity 7 SPEECH DELIVERY
Instructions: (specific for students to follow even without the teacher)
1. Practice your speech. In your rehearsal, make sure to emphasize important
information, explanation, and instruction.

2. Prepare to record your speech by downloading the free InShot app on your
gadget at https://play.google.com/store or https://www.apple.com/ph/app-store/
once you are satisfied with your practice.

4. Record your speech using the Inshot app and review it once done.

5. Submit your speech recording to your teacher for critiquing after.

Online – Recording Speech Delivery

Offline – Scoring Informative Speech

Clickable Links : (website URL) https://play.google.com/store or

https://www.apple.com/ph/app-store/
Screenshot of Online Resource: (to make sure that students are on the right page)

Self-assessment:
Instructions: Students will answer the table below to reflect and evaluate the
quality of their work.
 1. organize ideas and information

2. use multimedia applications in delivering information, instruction, and

explanation

3. utilize appropriate speech delivery

4. deliver an informative speech

Interactive Quiz 1
Instructions: Answer the quiz in bookwidgets
Link : https://www.bookwidgets.com/
Screenshot:

Interactive Quiz 2
Instructions: Watch the video and answer the questions.
Link :
https://edpuzzle.com/media/611ea8d455f1ae4174e99aa3https://youtu.be/o22B
iMAMKPA

Screenshot:

LEARNI DEEPEN (MAKE MEANING)

NG
COMPE
TENCY
LC Instructions: Read the following informative texts and answer    
3:Gene
rate GUIDED GENERALIZATION TABLE
ideas
Essen Text 1 Text 2 Text 3
and
their tial
Title:  Title: 
relation Ques Title:  DOH and WHO promote
ships Press conference on COVID-19 Pandemic scars:
tion in the Western Pacific More Filipinos to holistic mental health
in a wellness in light of World
text by Dr. Takeshi Kasai remain poor,
Suicide Prevention Day 
being What   unemployed even byGina Maramag 
read. make https://www.who.int/westernpa by 2022
cific/news/speeches/detail/virtu by Ralf Rivas
s an https://www.who.i
al-press-conference-on-covid-19-
infor in-the-western-pacific nt/philippines/new
https://www.rapple s/detail/10-09-2020-
mati r.com/business/mor doh-and-who-
ve e-poor-unemployed- promote-holistic-
spee filipinos-even-by- mental-health-
2022 wellness-in-light-
ch of-world-suicide-
effec prevention-day
tive
and
enga
ging? 

Answer:  Answer: Answer: 

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization: Students will understand that informative speech uses

facts, credible sources, well-organization of ideas and speech conventions to be effective and
engaging. 

C-E-R Questions:

1. How did the speakers/authors deliver the information?    

2. What are the parts of the text that supports the information given? 
3. What makes you say that the text supports the information?
LC 4: 4. EQ: What makes an informative speech effective and engaging?  
Explain  
how a
Prompt for Generalization:
selectio
n may
be 1. Why is it important to know about the nature of an informative speech?  
influen 2. What are the insights about informative speeches that you’ve absorbed from the
ced by
culture,
texts? 
history, 3. What are the factors that make an informative speech effective and engaging? 
environ    
ment, ASYNCHRONOUS ONLINE LEARNING MATERIALS
or
other (examples: newsela.com, insertlearning, kami, wizer.me)
factors Text 1: Press conference on COVID-19 in the Western Pacific
by Dr. Takeshi Kasai
 
Link: https://www.who.int/westernpacific/news/speeches/detail/virtual-press-
conference-on-covid-19-in-the-western-pacific

Text 2:Pandemic scars: More Filipinos to remain poor, unemployed even by 2022
by Ralf Rivas

Link:
https://www.rappler.com/business/more-poor-unemployed-filipinos-even-by-2022
Text 3: DOH and WHO promote holistic mental health wellness in light of World
Suicide Prevention Day by Gina Maramag 

Link: https://www.who.int/philippines/news/detail/10-09-2020-doh-and-who-
promote-holistic-mental-health-wellness-in-light-of-world-suicide-prevention-day
Holistic Rubric for Guided Generalization:

4 The discussion of the big idea is highly specific and all the evidence
points presented justifies the claim. 

3 The discussion of the big idea is comprehensive and most of the

points presented evidence supports the claim.

2 The discussion of the big idea is partially accomplished and some of

points the presented evidence supports the claim.

1 point The discussion of the big idea is ambiguous and is not supported by the
evidence presented.

0 point The presence of claim, evidence or reasoning found in the student’s

answer is lacking.

Scaffold for Transfer 3: 

Map of Conceptual Change (same in Explore but with specific instruction)

In the K column, write the things that you already know about informative
speech. In the W column, write the things that you want to know about it. In the
H column, write how you can learn about it. When you are done with this
module, write what you learned about it in the L column.
Learnin TRANSFER
g
Compe
tency
PERFO Transfer Goal:The students on their own and in the long run will be able to produce
RMAN an effective informative speech to address and explore the human needs and issues
CE affecting him or her.
STAND
ARD: Performance Task 
The 1. One Product
learner The COVID-19 pandemic continues to pose significant challenges to nations.
transfe Various researches have shown that the “New Normal” resulted in major changes
rs in the lifestyle, mental health, and quality of life of citizens. Due to this concern,
learnin The World Health Organization in collaboration with the Vibrant Life Advocates will
g by be holding their Online Streaming Podcast with the theme, “#HealthyLifestyle is
compo Essential” to inform the people (Streaming Podcast viewers) of the different
sing healthy lifestyles in the midst of the pandemic. As one of the members of Vibrant
and Life Advocates organization, you are tasked to compose and deliver an informative
deliveri speech. Your performance will be evaluated by the following standards: content,
ng an use of parallel structures and cohesive devices and appropriate prosodic features,
inform stance, and behavior.
ative
speech
based 2. Differentiated Products
on a The COVID-19 pandemic continues to pose significant challenges to nations.
specific Various researches have shown that the “New Normal” resulted in major changes
topic of in the lifestyle, mental health, and quality of life of citizens. Due to this concern,
interes The World Health Organization in collaboration with the Vibrant Life Advocates will
t be holding their Online Streaming Podcast with the theme, “#HealthyLifestyle is
keepin Essential” to inform the people (Streaming Podcast viewers) of the different
g in healthy lifestyles in the midst of the pandemic. As one of the members of Vibrant
mind Life Advocates organization, you are tasked to compose an informative speech
the and/or publish a podcast talking about having a healthy lifestyle in the midst of the
proper pandemic. Your performance will be evaluated by the following standards: content,
and use of parallel structures and cohesive devices and appropriate prosodic features,
effectiv stance, and behavior.
e use
of
parallel 3. Modality-based Products
structu The COVID-19 pandemic continues to pose significant challenges to nations.
res and Various researches have shown that the “New Normal” resulted in major changes
cohesiv in the lifestyle, mental health, and quality of life of citizens. Due to this concern,
e The World Health Organization in collaboration with the Vibrant Life Advocates will
devices be holding their Online Streaming Podcast with the theme, “#HealthyLifestyle is
and Essential” to inform the people (Streaming Podcast viewers) of the different
approp healthy lifestyles in the midst of the pandemic. As one of the members of Vibrant
riate Life Advocates organization, you are tasked to compose an informative speech,
prosodi publish a podcast and/or create a Vlog talking about having a healthy lifestyle in
c the midst of the pandemic. Your performance will be evaluated by the following
feature standards: content, use of parallel structures and cohesive devices and appropriate
s, prosodic features, stance, and behavior.
stance,
and
behavi 4. Integrated Subjects (REG only)
or. The COVID-19 pandemic continues to pose significant challenges to nations.
Various researches have shown that the “New Normal” resulted in major changes
in the lifestyle, mental health, and quality of life of citizens. Due to this concern,
The World Health Organization in collaboration with the Vibrant Life Advocates will
be holding their Online Streaming Podcast with the theme, “#HealthyLifestyle is
Essential”  to inform the people (Streaming Podcast viewers) of the different
healthy lifestyles in the midst of the pandemic. As one of the members of Vibrant
Life Advocates organization, you are tasked to compose and deliver an informative
speech about having a healthy lifestyle in the midst of the pandemic based on the
Individual Lifestyle guide and the infographics as your presentation aid. Your
performance will be evaluated by the following standards: content from GICP, use
of parallel structures and cohesive devices and appropriate prosodic features,
stance, and behavior and uses designing tools in creating presentation aids (ICT)

Use of Web 2.0 App for Output (Ex. InShot, etc)

 MS Stream
FlipGrid
InShot
Canva

Analytic Rubric:

Self-Assessment:
Exit Slip

Value Integration: 
BH: Discipline
BH: Stability
BH: Community

SDG# 3: Good health and well-being 

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
EXPLORE:  FIRM UP Activity 3: Activity 4:  Do
Activity 1: Activity 2:  Watch It! Answer It! (Play Quizizz Activity
PRE- KWHL (Watch a short video the Kahoot
 ASSESSMENT Worksheet of the important Game)
parts of an
informative essay.)
WEEK 2
MON TUE WED THU FRI
Activity 5: Activity 6: APA Activity 7: Speech DEEPEN
Edpuzzle Citation Draft Activity 8:
Guided
Generalization
WEEK 3
MON TUE WED THU FRI
Activity 9: C-E- TRANSFER
R Activity Activity 10:
Composing
Informative
Speech
WEEK 4
MON TUE WED THU FRI
Performance Informative Speech Informative Informative
Task: Delivery Speech Delivery Speech Delivery
Informative
Speech
Delivery

UNIT ASSESSMENT SAMPLES

1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY: I can identify the different parts and features of an

informative speech

KNOW SHOW
Direction:List all the things that you Direction: What are the five things that you
know about informative speech must show or do in an informative speech

FORMATIVE CHECKLIST ITEMS

CONSTRUCTED
RESPONSE TYPE
KNOW-SHOW 1. The learning target or competency is stated. “Students are
able to…”
 2. A table with 2 columns is provided with the left for
KNOW and the right for SHOW.
3. Instructions are given to students in each column on how
to answer KNOW and SHOW. KNOW: Here is what I
know about the competency. (The KNOW column may
be answered or left blank.)
    SHOW: I can show what I know about the competency by…
4.    A minimum number of answers under each column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY TEST ITEM

(A)

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: Explain how a selection may be influenced by culture, history,

environment, or other factors
INSTRUCTIONS: Read the given poem entitled Telephone Conversation by Wole
Soyinka.
Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:How is the selection influenced by culture, history and environment?

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
CLAIM-EVIDENCE- 1. An article or problem is given to the student to read and
REASONING TABLE analyze.
 2. Question(s) related to the Make Meaning competency are
given for students to answer.
3.   A format for the student’s answer is provided.  The format
contains a part for the Claim, another for Evidence and a final part
for Reasoning. Each part may have prompts that student can use
to begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________   GRADE __________   SUBJECT: 

DIRECTIONS:  Below are  articles about…. Read the selections and select which is the
best….After the third article, write your answer in the given table.
You are allowed to refer to your module or available references (e.g. textbook) and the
Internet. You are NOT allowed to ask help from your classmates, parents, guardians,
relatives or any other adult. Before submitting, make sure you have followed the
instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … .
Discuss your choice and support your answer with quotations or statements from the
chosen article.
ANSWER:
Article no. ______  about the _________________ is the best because…
 
 
 
 

CONSTRUCTED CHECKLIST ITEMS

RESPONSE TYPE
OPEN BOOKS  1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning competency
are given to the student to read and analyze.
3. Directions ask the student to determine which selection is the
best in line with the Make Meaning-type of learning
competency. Student is also asked to support answer by citing
important parts of the selection.
 4. Directions also contain permission to the student to use
references and the Internet. Directions also clearly state persons
or materials the student is not allowed to consult.
5. The length and readability of the selections are
developmentally appropriate. As much as possible, the selections
are contextualized in the Philippine setting.
6. A table is given for students to discuss their choice. A prompt
on how to begin the answer may or may not be found.
7. Students have to do C-E-R in their answer. They make a
claim on which is the best. They have to give Evidence citing
texts and Reason to justify their choice.

  5A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner transfers learning by

composing and delivering an informative speech based on a specific topic of
interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.

SITUATION: The COVID-19 pandemic continues to pose

significant challenges to nations. Various researches have shown that
the “New Normal” resulted in major changes in the lifestyle, mental
health, and quality of life of citizens. Due to this concern, The World
Health Organization in collaboration with the Vibrant Life Advocates
will be holding their Online Streaming Podcast with the theme,
“#HealthyLifestyle is Essential”
GOAL: to inform the people of the different healthy lifestyles in the
midst of the pandemic
ROLE: Healthy lifestyle Advocate 
PRODUCT CHOICES: Informative Speech

AUDIENCE: Streaming Podcast viewers

STANDARDS: accuracy of facts and credibility of sources, use of

parallel structures and cohesive devices and appropriate prosodic
features, stance, and behavior.
PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)
1.The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented. 
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the
problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or
solution. The PRODUCT is aligned with the Performance Standard.    
6.  The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are consistent with the Unit Performance
Standard.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD: The learner transfers learning by

composing and delivering an informative speech based on a specific topic of
interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.

SITUATION: The COVID-19 pandemic continues to pose

significant challenges to nations. Various researches have shown that
the “New Normal” resulted in major changes in the lifestyle, mental
health, and quality of life of citizens. Due to this concern, The World
Health Organization in collaboration with the Vibrant Life Advocates
will be holding their Online Streaming Podcast with the theme,
“#HealthyLifestyle is Essential”
GOAL: to inform the people of the different healthy lifestyles in the
midst of the pandemic
ROLE: Healthy lifestyle Advocate and and WHO Representative
Speaker
PRODUCT CHOICES: Modular- Informative Speech
                                         Online- Podcast 
AUDIENCE: Streaming Podcast viewers

STANDARDS: accuracy of facts and credibility of sources, use of

parallel structures and cohesive devices and appropriate prosodic
features, stance, and behavior..

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented. 
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from
those that are mentioned. The student will work on the chosen PRODUCT. The PRODUCT is
aligned with the Performance Standard.
6.  The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

5C: PERFORMANCE TASK (MODALITY-BASED PRODUCTS):

PERFORMANCE STANDARD: The learner transfers learning by

composing and delivering an informative speech based on a specific topic of
interest keeping in mind the proper and effective use of parallel structures and
cohesive devices and appropriate prosodic features, stance, and behavior.

SITUATION: The COVID-19 pandemic continues to pose

significant challenges to nations. Various researches have shown that
the “New Normal” resulted in major changes in the lifestyle, mental
health, and quality of life of citizens. Due to this concern, The World
 Health Organization in collaboration with the Vibrant Life Advocates
will be holding their Online Streaming Podcast with the theme,
“#HealthyLifestyle is Essential”
GOAL: to inform the people of the different healthy lifestyles in the
midst of the pandemic
ROLE: Healthy lifestyle Advocate, Lifestyle magazine writer and
WHO Representative Speaker
PRODUCT CHOICES: 
Blended: Vlog
Online: Streaming Podcast
Printed: Write ups
AUDIENCE: Viewers and Website readers
STANDARDS: accuracy of facts and credibility of sources, use of
parallel structures and cohesive devices and appropriate prosodic
features, stance, and behavior.

PERFORMANCE TASK GRASPS CHECKLIST (MODALITY-BASED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this
Performance Standard.
2. A real life problem SITUATION is presented. 
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the
purpose of the product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or
solving the problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT that is in
line with his or her modality. The PRODUCT is aligned with the Performance Standard.
Choices of PRODUCTS are given also in terms of modality (e.g., 1 for modular, 1 for modular
with online, and 1 for purely online).
6.  The Situation informs the student the AUDIENCE or group of people that will be using or
benefiting from the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards
become the rubric criteria). The STANDARDS are applicable to the different products. The
STANDARDS are consistent with the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA 4 3 2 1 0 RATIN
OUTSTANDI SATISFACTO DEVELOPI BEGINNI MISSIN G
NG RY NG NG G

Content The speech The speech The speech The speech

presents a very presents a clear presents a doesn’t
clear and but not that somehow clear present a
catchy catchy but not that catchy
introduction introduction and catchy introduction
and overview overview of the introduction and x2
of the topic. topic. and overview overview of
of the topic the topic.
The speech The speech
extensively presents relevant The speech The speech
presents but not enough presents lacks enough
relevant and facts and irrelevant and facts and
enough facts information from not enough information
and various sources facts and from sources
information to support the information that would
from various topic. from various support the
sources to sources to topic.
support the The conclusion support the
topic. sums up the topic. The
important points conclusion
The of the speech, yet The does not
conclusion the information conclusion sum up the
sums up all is not fully somehow important
important evaluated. sums up the points of the
points of the important speech and
speech and the points of the the
information is speech, but the information
being information is is not
evaluated not evaluated. evaluated.

x2
GRAMM There is no There are 1-4 There are 5-7 There are 8-
AR error in errors in errors in 10 errors in
grammar. grammar. grammar. grammar.

x2
PITCH The speaker/s The speaker/s The speaker/s The
use/s very somehow use/s has/have speaker/s
appropriate the correct levels several lapses has/have
levels of pitch of pitch that on pitch levels many lapses
that express express the that do not on pitch
the feelings feelings express the levels that
embedded on embedded on the feelings do not
the lines. lines. embedded on express the
the lines. feelings
 embedded
on the lines.

x2
PAUSE The speaker/s The speaker/s The speaker/s The
observe/s has/have missed has/have speaker/s
correct pauses 1-2 pauses missed 3-4 has/have
throughout the throughout the pauses missed more
delivering of delivering of throughout the than 5
lines. lines. delivering of pauses
lines. throughout
the
delivering of
lines.

x2
TEMPO The speaker/s The speaker/s The speaker/s The
employ/s the is/are is/are quite speaker/s
correct and inconsistent in fast/slow in is/are too
consistent employing the delivering the fast/slow in
speed or rate speed in lines. delivering
in delivering delivering the the lines.
the lines. lines.

x2
STRESS The speaker/s The speaker/s The speaker/s The
observe/s has/have missed has/have speaker/s
correct stress 1-2 missed 3-4 has/have
on the words/phrases to words/phrases missed more
words/phrases be stressed to be stressed than 5
throughout the throughout the throughout the words/phras
delivering of delivering of delivering of es to be
lines. lines. lines. stressed
throughout
the
delivering of
lines.

x2
INTONATIO The speaker/s The speaker/s The speaker/s The
N use/s fluid somehow use/s lack/s level of speaker/s
speech, varied inflection inflection doesn’t/don’
inflection, and throughout the throughout the t have
very delivery. delivery. inflection
appropriate and just has
levels of pitch a monotone
that voice.
maintained the
 interest of the
audience.

x2
GESTURES The speaker/s The speaker/s The speaker/s The
has/have very has/have has/have speaker/s
appropriate interesting gestures has/have
gestures that gestures or throughout the little
enhanced descriptive speech. gestures
articulation gestures throughout
that helped the throughout the the speech.
audience speech.
visualize.

TOTAL
: