ENGLISH 10

A Detailed Lesson Plan for English 10

Time Frame: 60 minutes

Prepared by:

Macadatar, Mike M.

English Teacher

August 01, 2022

 A Detailed Lesson Plan for English 10

I. Objectives
At the end of the lesson, the students must have to:

1. Identified the parts of writing campaign speech, and

2. Write and deliver a persuasive campaign speech.
II. Subject Matter
Topic: Writing a campaign speech
Materials: Laptop, PowerPoint Presentation
Reference:
Fleming. G. (2018, December 29). How to Write a campaign speech.
Retrieved from:
https://saskailua.org/wp-content/uploads/2017/08/Writing-Your-Speech.pdf
Student council speech Retrieved from:
http://www.wikihow.com/Write-a-Student-Council-Speech#/Image:Write-
a Student-Council-Speec

III. Procedure
Teacher’s Activity Learner’s Activity
A. Preparation
I. ENGAGEMENT
Greetings
“Good afternoon class!” Students: “Good afternoon teacher!”
Opening Prayer
“Before we start with our lesson for (Catholic students do the sign of the
today, let us start with a prayer. cross)
For the catholic, you can do the
sign of the cross.”
(The teacher leads the prayer) (Student’s follows)
Attendance
“To check your attendance, kindly (The students say present as their name
say present if your name is called.” is called.)
Review
“Alright! Now class, can you still Students: “It was all about modal auxiliary
remember our topic last meeting? verbs”
What was it all about?”
 “Okay! Very good! What are some Students: “Can, Could, Must… etc.”
common use modal verbs? Can
you give me some of it?”
“Alright! That’s correct. I’m so glad
that you could still be able to recall
our topic last meeting.”

Introduction to the New Lesson

II. EXPLORATION
(Student focuses on listening to the
“Before we jump to our proper teacher as he/she discusses the
discussion. I have prepared a very mechanics of the game activity)
challenging activity related to our
lesson this morning.”
“So, I have here the activity called
‘Arrange Me!’. The mechanics of
this activity is that you are going to
arrange the jumbled letters so that
we could be able to read the
English word. I will give you 30
seconds for you to answer.
“Did you get the mechanics of the Students: “Yes sir!”
activity class?”
“Please write all your answers in a Students: “Yes sir!”
one fourth sheet of paper.”
“Are you ready class?” Students: “Yes sir!”
(The teacher presented the
activity)
“Okay number 1, kindly arrange
(The students are writing their answers
the word, your timer starts now.”
on the one fourth sheet of paper
1. Ceepsh
- Speech
2. Paigncam
- Campaign
3. Nningegi
- Beginning
4. Leddmi
- Middle
5. Den
- End
(The teacher revealed the correct
answer right after showing every
item)
“Very good! I’m so glad that you
Students: Thank you teacher!
did great class!”
“Okay, now I will ask you. Based
(The students are raising their hands)
on the given activity. What do you
think is the lesson all about?”
“Okay, Brian?”
Brian: “I guess it’s all about speech Sir.”
“Very good! That is correct!”
(The students listened to the teacher’s
“So, our topic for this afternoon is all discussion)
about “writing a campaign speech”
Presentation
III. EXPLAINATION
(The teacher presenting the
PowerPoint Presentation)
“So, our lesson for the day is all
about ‘How to write and how to
deliver your campaign speech”

Campaign Speech is a
coordinated activity, such as public
speaking and demonstrating,
designed to achieve a social,
political, or commercial goal.
Structuring your Campaign (The students listened to the teacher’s
Speech discussion)

1. Tailor your message to your

audience in a specific ways.
2. Before you start writing, think
about the audience you are
addressing.

1. Outline your Speech

All writing has a beginning, middle
and end. Outlining your thoughts
first will help you stay on track as
you write the speech.
Beginning- catch the people’s
attention and raise the questions
you’re going to answer (The students listened to the teacher’s
discussion)
Middle- provide the answers

End- connects the answers back

to the questions.

2. Make your point quickly

Open your campaign speech with
your theme, or main idea. Get
straight to the point. You have to
convince the audience to listen to
you.

Example: Don’t say “My name is

Joe Blow, and I’m running for City
Council. I’m a member of…

Instead, get right to it. Say: “Not a

single person in this city thinks the
parking situation on Main Street is
adequate. No one”

You can use a story, a challenge,

a joke, or just vividly describe a
problem. Earn their attention, don’t
expect it to come to you.
(The students are attentively listening to
the teacher)
3. Support your theme
Once you’ve got their attention,
don’t let go. The middle of your
speech needs to explain the
issues/questions you raised in the
introduction and convince people
that you can do something about
them, but you need to vary the way
you tackle the issues. You want to
have a good mix of facts, feelings,
and action.

4. Raise the stakes at the end

The conclusion is just as important
as the introduction. It’s the last
chance you have to leave an
impression, so make sure they
remember you by raising the
stakes

Now let’s proceed to as to how are

you going to deliver a campaign
speech.

How to deliver your Campaign

Speech

1. Speak slowly
Remember the audience is hearing
the speech and not reading it.
2. Talk to the audience like
you’re having a conversation
Don’t worry about eliminating
contractions, splitting infinitives, or
leaving modifiers dangling.
3. Keep your words simple and
direct
Vary your word choices with your
audience. Students’ audiences
have especially short attention
spans and limited vocabularies. As
a good thumb, keep all of your
sentences at fifteen words or less.
4. Read it aloud to see how it
sound
People may only hear your speech (Student is giving his/her full attention to
once. For even more focused the teacher’s discussion)
practice, try speaking in front of a
mirror or in front of a camera.

Let’s practice!

Read the given campaign speech

below, and try to incorporate the
important things discussed above. (The students join the teacher in reading
the given example)
“Good afternoon, students and
staff members! My name is (Your
Name), and I'm running for student
body president. I'll keep this quick
as I'm sure you are ready to get
out of here.
You might be saying to yourself,
"Should (Your Name) really be the
student body president? After all,
she's only been at our school for
two years.

It's true that I am fairly new to

Central Mindanao University
Laboratory High School. At first
glance, this may seem like a
disadvantage. I didn't attend this
school for my freshman and
sophomore years, and I've only
known most of you for a couple of
years. When you think about it
though, there is actually a benefit
in choosing someone who is
coming into the school from
somewhere else. I have new ideas
that I can bring in from the school I
was at before.

Are you tired of doing the same old

things year after year? Are you
ready to do something different?
One thing I noticed about this
school when I came last year is
that most of the students didn't
really get to make any of the
decisions here at the school. Did
anyone ever ask you what you
wanted to do for a fundraiser? Did
anyone ever ask you what you
wanted to buy with the money we
raised? Who makes these
decisions?

Those types of decisions are left

up to student council. The person
you choose to represent you as
president will speak for the entire
senior class.
Do you want to choose someone
who will make those decisions for
you without knowing what you
want? If you vote for me as student
council president, I promise to
always get your opinions before
making any decisions. You should
have a say in the actions that will
affect you.

Every single one of you can come

to me with your ideas, and I
promise to listen and speak for
you. I may not be the most well-
known person running for student
council president, but I promise to
listen to each and every one of
you.

You matter. Your opinion matters.

Don't choose someone who will
make all of the decisions for you.
Don't vote for the person who will
pick whatever their friends want
them to choose. Choose someone
who wants to be your
spokesperson. Choose someone
who cares about what you want.
Choose me, (Your Name), for your
student council president.”
(The students answered)
“So lets have a recap of what we
have discuss, so what are the 1. Outline your speech
things to consider in making a 2. Make your point quickly
campaign speech? 3. Support your theme
4. Raise the stakes at the end
 How about the things to consider (The students answered)
in delivering the speech?

1. Speak slowly
2. Talk to the audience like you’re having
a conversation
3. Keep your words simple and direct
4. Read it aloud to see how it sound

“Alright, do you have any

Students: “None so far, Sir!”
questions or clarifications
regarding our topic this afternoon?”
“Okay, very well! If no more
Students: “Thank you, teacher!”
questions then, that would be all
for today.”
“Thank you class for listening! God
Students: “Goodbye and thank you,
bless and stay safe!!”
teacher!”

IV. EVALUATION
Activity 1. Write your own Campaign Speech as if you are running as a student
leader of your school. Limit your speech not exceeding to 300 words. (Please
consider the rubric below) 30 points

Activity 2. Present your campaign speech in a video recording, follow all the
important aspects on how to deliver your speech properly. Your video should only
be 5-8 minutes long. Refer to the module for better understanding. (Please consider
the rubric below) 40 points.

Rubrics for Activity 1. Writing Rubrics

 10 7 5 2 TOTAL
Interesting Some Conventional ideas Cursory, gives the
Content content and interesting or clichés, little impression of writing
presentation. content, supporting detail just to complete the
Ideas well- points not included. assignment.
conceived and sustained or
developed with not fully
sufficient developed.
examples.
10 7 5 2
Logical Gaps in logic or no Disorganized,
Logical progression of transition with appears to have
Organization, progression of ideas but errors frequently been written as
Grammar ideas with often lacks affect thoughts occurred to
usage and appropriate transitions, comprehensibility. the writer. The
mechanics level of and confined The output has message is largely
complexity in to simpler frequent incomprehensible
syntax with sentences or mechanical errors. due to inaccurate
very few structures grammar with
errors. The with very few mechanical errors in
output also has errors. The most sentences.
correct spelling output has
and occasional
punctuation. errors.
TOTAL
Rubrics for Activity 2.
Presentation Rubric
Criteria 10 8 7 5
Topic
Knowled Presenter Presenter is at Presenter is Presenter does not
ge demonstrates ease uncertain with have grasp of
full knowledge in In presenting the his/her information;
concise answer with less answers. Presenter
explanation. information was not able to
presented. answer
questions about the
topics.
Organiza
tion Presenter Presenter Audience has Audience cannot
presents presents difficulty understand
information in information in following presentation
logical, logical presentation because
interesting sequence which because the there is no sequence
sequence the audience can presenter of
which audience follow. jumps around. information.
can
follow.
Preparati
on of the -thorough -fairly well -some -little preparation
presenter preparation prepared preparation
(Attire)

Interesting Some interesting Conventional Cursory; gives the

content and content through ideas or clichés; impression through
presentation; narrations/monol little supporting narrations/monologu
Voice ideas well- ogues; points not detail es just to complete
quality conceived and sustained or not included throug the assignment
developed fully developed h
through narrations/monol
narrations/monol ogues
ogues