Camp Tinio National High School

Camp Tinio,
: Cabanatuan City
GRADE LEVEL: 10
DLP Constructor: MIA LEI B. LALANTACON
LEARNING AREA: ENGLISH
DAILY LESSON PLAN
QUARTER: I
DATE: October 17-21, 2022
Sections:10-Leah, 10-
Jerome, 10-Jennie, 10-
DAY 1 DAY 2 DAY 3 DAY 4
Joahna, 10-Zyron, 10-
Chad
a.      Content The learner demonstrates understanding of how world literature and other text types serve as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual information,
Standards repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different forms of modals, reflexive and intensive pronouns.
b.      Performance
The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
Standards
c.       Learning
Evaluate and make judgements about a range of texts using a set of criteria e.g. comparing arguments on the same topic, critiquing a short story.
competencies
d. Code EN10LC-IIe-13.2
I. Objectives

Distinguish the difference between coherence and Distinguish the difference between coherence and
a.      Cognitive Determine the meaning of fluency and tone. Determine the meaning of fluency and tone.
cohesion. cohesion.

Understand the message by identify author's Recognize the different criteria in evaluating Recognize the different criteria in evaluating spoken
b.      Affective Understand the message by identify author's tone.
tone. spoken text. text.

Value Infused: Appreciation Appreciation Appreciation Appreciation

Evaluate spoken texts in terms of fluency, tone, Evaluate spoken texts in terms of fluency, tone,
c.       Psychomotor Coordinate all four aspects of fluency in reading. Coordinate all four aspects of fluency in reading.
cohesion, and correctness. cohesion, and correctness.

II. Subject Matter

Topic: Evaluating Spoken Texts

References: DepEd Module English 10. Quarter 1 – Module 8: Evaluating Spoken Texts. DepEd Module English 10. Quarter 1 – Module 8: Evaluating Spoken Texts.

Materials: monitor, laptop, board, chalk monitor, laptop, board, chalk monitor, laptop, board, chalk monitor, laptop, board, chalk
III. Procedure
1.Prayer 1.Prayer 1.Prayer 1.Prayer
A.     Preliminary 2.Greetings 2.Greetings 2.Greetings 2.Greetings
Activities 3.Classroom management 3.Classroom management 3.Classroom management 3.Classroom management
4. Quotation of the day 4. Quotation of the day 4. Quotation of the day 4. Quotation of the day
5. Checking of attendance 5. Checking of attendance 5. Checking of attendance 5. Checking of attendance
Time Allotment: 5 minutes 5 minutes 5 minutes 5 minutes
 The teacher will ask the students to enumerate The teacher will ask the students to define fluency The teacher will ask the students to differentiate The teacher will ask the students to differentiate
the criterias in evaluating text. and its importance in evaluating a spoken text. fluency and tone. What are 4 parts of fluency? fluency and tone. What are 4 parts of fluency?
B.     Review / Drill

Time Allotment: 5 minutes 5 minutes 5 minutes 5 minutes

SEARCH ME SEARCH ME The teacher will ask the students if they can still The teacher will ask the students if they can still
The students will read the words in the WORD The students will read the words in the WORD remember the last talent show that they have remember the last talent show that they have watched.
BOX that will be shown on the screen. BOX that will be shown on the screen. watched. How did the judges gave their critics? Are How did the judges gave their critics? Are they
Circle/highlight each word they can find in the Circle/highlight each word they can find in the they familiar with the judging criteria? familiar with the judging criteria?
C.     Motivation puzzle that are shown in their copies. The words puzzle that are shown in their copies. The words Same also with evaluating a spoken text. We listen Same also with evaluating a spoken text. We listen and
maybe hidden in any direction. maybe hidden in any direction. and evaluate using a set of criteria. Two of them are evaluate using a set of criteria. Two of them are the
the fluency and tone. fluency and tone.

Time Allotment: 5 minutes 5 minutes 5 minutes 5 minutes

 Fluency Fluency Coherence vs Cohesion Coherence vs Cohesion
Fluency in speaking starts with fluency in Fluency in speaking starts with fluency in Bear in mind that there is a difference between Bear in mind that there is a difference between
reading. Fluency is speaking effortlessly, reading. Fluency is speaking effortlessly, coherence and cohesion. Cohesion is the linking of coherence and cohesion. Cohesion is the linking of
reasonably fast, and without unnecessary reasonably fast, and without unnecessary words and sentences by using correct words and sentences by using correct
stops or pauses. stops or pauses. transitional/cohesive devices, such as conjunctions transitional/cohesive devices, such as conjunctions
Reading fluency actually has four parts: Reading fluency actually has four parts: (e.g., FANBOYS), and adverbial conjunctions (e.g., FANBOYS), and adverbial conjunctions (e.g.,
accuracy, speed, expression and comprehension. accuracy, speed, expression and comprehension. (e.g., even, although, and instead). By using proper even, although, and instead). By using proper cohesive
Each part is important, but no single part is Each part is important, but no single part is cohesive devices, coherence is achieved. Coherence devices, coherence is achieved. Coherence is centered
enough on its own. A fluent reader is able to enough on its own. A fluent reader is able to is centered on the general sense and on the general sense and organization/logical sequence
coordinate all four aspects of fluency. coordinate all four aspects of fluency. organization/logical sequence of thoughts/ideas in a of thoughts/ideas in a text – meaning, whether or not
Accuracy: Reading words correctly is a key to Accuracy: Reading words correctly is a key to text – meaning, whether or not the text makes the text makes sense.
developing fluency. Children need to be able to developing fluency. Children need to be able to sense. Correctness
read words easily without having to stop and read words easily without having to stop and Correctness Correctness in a spoken text is focused on grammar,
decode them by sounding them out or breaking decode them by sounding them out or breaking Correctness in a spoken text is focused on vocabulary, and pronunciation. It is important that the
them into chunks.Accuracy combines with the them into chunks.Accuracy combines with the grammar, vocabulary, and pronunciation. It is speaker follows grammatical rules accurately, uses
other three parts of fluency to produce fluent other three parts of fluency to produce fluent important that the speaker follows grammatical relevant and appropriate vocabulary, and demonstrates
readers. readers. rules accurately, uses relevant and appropriate clear pronunciation.
Speed: When children read fluently, they read at Speed: When children read fluently, they read at vocabulary, and demonstrates clear pronunciation. Debates, news reports, and interviews are perfect
an efficient rate. This means that they read an efficient rate. This means that they read Debates, news reports, and interviews are perfect examples for evaluation in terms of fluency, cohesion,
quickly. Rate needs to be combined with quickly. Rate needs to be combined with examples for evaluation in terms of fluency, tone, and correctness. In debate tournaments, debaters
accuracy, expression and comprehension to accuracy, expression and comprehension to cohesion, tone, and correctness. In debate are expected to be well-versed in current events and
produce fluent reading. produce fluent reading. tournaments, debaters are expected to be well- social issues. They should also have the following
Expression: Expression in fluency refers to the Expression: Expression in fluency refers to the versed in current events and social issues. They capabilities. First, they can deliver their speech
ability to read in a way that sounds like spoken ability to read in a way that sounds like spoken should also have the following capabilities. First, fluently, quickly (since debate speeches are timed
D.     Lesson Proper language. It uses appropriate emotion to read language. It uses appropriate emotion to read they can deliver their speech fluently, quickly depending on the format), and without difficulty.
aloud, pauses for periods and commas and aloud, pauses for periods and commas and (since debate speeches are timed depending on the Second, debaters also advised to use signposting
emphasizes important words. This lso shows that emphasizes important words. This lso shows that format), and without difficulty. Second, debaters which link words and sentences to establish cohesion
the child understands what is being read. the child understands what is being read. also advised to use signposting which link words and achieve a smooth flow of ideas that are
Comprehension: Fluency is the bridge between Comprehension: Fluency is the bridge between and sentences to establish cohesion and achieve a understandable by the other debaters, judges, and
being able to read (or decode) words and to being able to read (or decode) words and to smooth flow of ideas that are understandable by the spectators of the debate. Third, manifest an appropriate
comprehend or understand what is read. The real comprehend or understand what is read. The real other debaters, judges, and spectators of the debate. overall tone that coincides with the purpose and
goal of reading fluency is to read a text with ease goal of reading fluency is to read a text with ease Third, manifest an appropriate overall tone that audience of the debate. Keep in mind that a debater’s
so they can focus on understanding what they so they can focus on understanding what they coincides with the purpose and audience of the tone relies on how the debater attacks the argument
read. read. debate. Keep in mind that a debater’s tone relies on and what the team stands for. Lastly, it is a given that
Tone Tone how the debater attacks the argument and what the debaters use correct grammar, good pronunciation, and
Tone is the attitude of the writer/speaker Tone is the attitude of the writer/speaker team stands for. Lastly, it is a given that debaters wide range of vocabulary.
regarding a subject. In a speaking situation or regarding a subject. In a speaking situation or use correct grammar, good pronunciation, and wide
engagement, the tone of a speaker is dependent engagement, the tone of a speaker is dependent on range of vocabulary.
on the purpose of the talk and who the audience the purpose of the talk and who the audience are.
are. For instance, a formal tone will resonate For instance, a formal tone will resonate from a
from a resource speaker in a seminar for resource speaker in a seminar for professionals.
professionals.

Time Allotment: 13 minutes 13 minutes 13 minutes 13 minutes

What is the importance of evaluating a spoken What is the importance of evaluating a spoken How important it is to follow the criterias in How important it is to follow the criterias in evaluating
E.      Application text with fluency and proper tone? text with fluency and proper tone? evaluating a spoken text? a spoken text?

Time Allotment: 5 minutes 5 minutes 5 minutes 5 minutes

Differentiate fluency and tone of a spoken text. Differentiate fluency and tone of a spoken text. Differentiate coherence and cohesion. Differentiate coherence and cohesion.
F.    Generalization What are the 4 parts of fluency? What are the 4 parts of fluency? What are the different criteria in spoken text? What are the different criteria in spoken text?
What is correctness in evaluating spoken text? What is correctness in evaluating spoken text?

Time Allotment: 2 minutes 2 minutes 3 minutes 3 minutes

 Give a “summary sentence” on the importance Give a “summary sentence” on the importance of COMPREHEND ME Below is a transcript of then Mayor Duterte’s
of the concepts discussed. the concepts discussed. Unscramble and rewrite the following words to introduction during the Presidential Debate 2016 held
Follow the indicated number of words that Follow the indicated number of words that would form coherent sentences. in Cagayan de Oro. (You can listen/watch in this link:
would make up each summary sentence. An make up each summary sentence. An example is 1. difficulty. / speaking / / quickly, / means / and / https://www.youtube.com/watch?v=G5S4APX1TUE).
example is provided to serve as your guide in provided to serve as your guide in answering this without / smoothly, / reasonably / Fluency Listen/read the introduction and then answer the
answering this activity. Example: Listening – 10 activity. Example: Listening – 10 words.Listening 2. text / well / Cohesion / together. / fit / how / following questions in two to three sentences only.
words.Listening plays a vital role in effectively plays a vital role in effectively evaluating spoken paragraphs / - / is / of / sentences, / your / parts / - / 1. Based on the introduction, aside from Duterte, who
evaluating spoken texts. texts. words, is the only person qualified to become president of the
3. speaking / and / audience / the / purpose / a / of / Philippines?
1. Fluency – 12 words 1. Fluency – 12 words Tone / relies / on / situation. 2. What are the three things Duterte will eliminate if
2. Tone – 10 words 2. Tone – 10 words 4. correct / the / vocabulary. / pronunciation, / / he wins?
IV. Evaluation grammar, / Correctness / is / ability / to / proper / 3. Does the introduction shows fluency? Justify your
good / use / and answer.
4. Is there a smooth flow of words, sentences, and
ideas? Justify your answer.
5. What is the speaker’s tone?
6. Was the delivery of the speech correct in terms of
grammar, pronunciation, and vocabulary? Justify your
answer.

Time Allotment: 15 minutes 15 minutes 15 minutes 15 minutes

Differentiate coherence and cohesion. Give 2 Differentiate coherence and cohesion. Give 2
V. Assignment
examples each. examples each.

Performance Task

VI. Remarks

Prepared by: Checked by: Noted by:

MIA LEI B. LALANTACON MERCY C. MARI MARY JANE V. IPURONG, PhD

Teacher I Head Teacher I School Principal IV
Subject Teacher Comments and Suggestions: Comments and Suggestions: