School St.

John Paul II College of Davao Grade Level 1st Year

Learning
DAILY Teacher ABDUL MONSOR M. PHYSICAL EDUCATION
LESSON Area
PLAN Teaching
OCTOBER 31/2024
Dates and st Semester 1st SEM (AY: 2024-2025)
1 year B51 (2:00-3:00 PM)
Time

At the end of lesson the students will be able to

A. Identify the different Locomotor Movements

I. OBJECTIVES
B. Know the importance Of Locomotor Movements

C. Execute the different Locomotor Movement

Students should be able to demonstrate a variety of locomotor movements (e.g.,

A. Content walking, running, jumping, skipping) with proper form and control.
Standards

B. Performance Students will demonstrate proficiency in a variety of locomotor movements (walking,

Standards running, jumping, hopping, leaping, skipping, and galloping) with proper technique and
control.

C. Most Essential
Learning
 Distinguishes types of speech style. (EN11/12OC-Ifj-17)
Competencies /
 Identifies social situations in which each speech style is appropriate to use.
Objectives
(EN11/12OC-Ifj-18)
Write the MELC
code for each.
II. CONTENT SPEECH STYLES
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Teacher’s Guide Lecture Book, pages 1-9.
pages
2. Self-Learning Department of Education, Oral Communication in Context, Alternative Delivery Mode,
Module pages Quarter 1-Module 5: Type of Speeches and Speech Styles, First Edition 2020, pages 1 to
25. (2016, October 14).

https://www.speechcommunication.com, https://oralcommunicationforlearners.com

IV. PROCEDURE
S
A. Reviewing the
previous lesson Begin the lesson by briefly reviewing the importance of studying the differences
or presenting the between each type of speech according to its purpose and delivery. Ask the students to
new lesson recall the different types of speeches according to the purpose and delivery discussed in
(Elicit) the previous lesson.

Explain that speaking is indispensable in our daily lives. There are many circumstances
B. Establishing a in which we need to articulate our thoughts before an audience for a specific purpose,
purpose for the whether to inform, amuse, or convince others about our ideas.
lesson (Engage)
Emphasize that knowing a specific type of speech, speech style, and appropriate
language can be a key to effective public speaking.

C. Presenting The students will be given a question then the teacher will call volunteers to answer it.
examples/ “One morning, how are you going to greet them and ask how they are doing?”
instances of the
new lesson  you saw your best friend
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 (Engage)  you met your Science Teacher
 you went to see the school principal
 you had snacks with your classmates

D. Discussing new  The teacher will show a comic strip to the class.
concepts and  The teacher will pose a few questions to the class.
practicing new  “Based on the given conversations, what do you think is common among them?”
skills #1 (Explore)  “Based on your own experience, is it the same when you speak with your
parents and friends, with your teacher, or with your best friends?”

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E. Developing The context dictates and affects the way people communicate, which results in
mastery various speech styles. According to Joos (1968), there are five speech styles.
(Leads to These are (1) intimate, (2) casual, (3) consultative, (4) formal, and (5)
Formative frozen. Each style dictates what appropriate language or vocabulary should be
Assessment) used or observed.
(Explain)
 Provide students with examples for every speech style.
 Encourage class discussion and provide feedback on their analyses.
 Let the students

F. Finding practical 3-minute dialogue

applications of
concepts and The students will be grouped into five and will be given a picture. They will write an
skills in daily appropriate dialogue for the situations shown in the image. The presentation is only for
living (Elaborate) 3 minutes. After every presentation, the teacher will assign a group to comment on the
performance and the speech style they used.

The rubric below will be given.

G. Making The students will show what they learned today by making a Twitter post with a hashtag
generalizations at the end. The teacher will just call at least 5 students to orally present their posts.
and abstractions
about the lesson Ex: Speech styles determine which language the speaker must use and how he/she
(Elaborate) should deliver his/her speech. #SpeechStyle #APPROPRIATEWORDS

H. Evaluating IDENTIFICATION: Identify the type of speech style in each statement and situation
learning given.
(Evaluate)
1. This is the type of speech in which the speaker does not usually plan what he wants
to say.
2. This type of speech style uses personal language codes.
3. This is the most formal communicative style in respectful situations.
4. It is a type of speech style in which the speaker must frame sentences ahead of time
before they are delivered.
5. It is often very relaxed and focused on just getting information out.
6. What type of speech style is applicable when you place a phone call to an
acquaintance?
7. A husband said, "I love you, honey". What speech style is this?
8. Boy: Hello, love! I have good news for you. Girl: Really? What's it?
What speech style is used in this conversation?
9. Giving last-minute instructions to players
10. The students recited the Panatang Makabayan during the flag-raising ceremony.

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 ANSWER KEY:
1. Casual 6. Casual
2. Intimate 7. Intimate
3. Frozen 8. Intimate
4. Formal 9. Consultative
5. Casual 10. Frozen

I. Additional (It is the teacher’s prerogative if he/she will add activities on top of what the students
activities for already did as part of the teaching-learning process. If the teacher thinks that the
application or students are still in need of more activities to fully get the gist of the discussion, then
remediation he/she will provide one.)
(Extend)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the # of students who got passing scores over total # of students
formative
assessment
B. No. of learners who N/A
require additional
activities for
remediation.
C. Did the remedial N/A
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who N/A
continue to require
remediation
E. Which of my TBA (by the teacher at the end of the lesson)
teaching strategies
worked well? Why
did they work?
F. What difficulties did I TBA (by the teacher at the end of the lesson)
encounter that my
principal or
supervisor can help
me solve?
G. What innovation or TBA (by the teacher at the end of the lesson)
localized materials
did I use/discover
that I wish to share
with other teachers?

Prepared by:

BOGART C. DELA CRUZ

Student Teacher

Checked by:

LOUIE JAY R. CALOC, LPT, MAEd

Course Instructor

Approved by:

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AMIE P. MATALAM, LPT, EdD
Program Head, CTE

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