LESSON EXEMPLAR IN ENGLISH 10 USING THE IDEA INSTRUCTIONAL PROCESS

School Francisco P. Feix MNHS Grade Level 10

Teacher EVELYN T. CAMIÑA Learning ENGLISH
Area
LESSON
EXEMPLA Teaching Date Quarter Q2 MELC 14
R Teaching Time No. of Days 5
Learning Modality: MODULAR

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of how world literatures

and other text types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies in
critical reading, listening, and viewing, and affirmation and negation
markers to deliver impromptu and extemporaneous speeches.

B. Performance Standards The learner proficiently delivers an argumentative speech

emphasizing how to resolve conflicts among individuals or groups.

C. Most Essential Learning Deliver a prepared speech or an impromptu talk on an issue

employing the techniques in public speaking.
Competencies (MELC)
D. Enabling Competencies Prepare a speech by writing and practicing it employing the
different techniques in public speaking.

II. CONTENT Speak for Keeps, Task 1

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
222 to 223
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
(Learning Portal)

B. List of Learning Resources http://www.youtube.com/watch?v=ki9-oaPwHs

for Development and
Engagement Activities
IV. Procedures

A. Introduction

WATCH….OBSERVE…LEARN

Watch a video that showcases the speech of a notable

 speaker. As you view it, take note of how he presents his ideas
and how he acts when delivering his speech.
How to believe in yourself: Jim Cathcart at TEDx Delray
Beach
http://www.youtube.com/watch?v=ki9-oaPwHs Published on
Oct. 17, 2013

About the Speaker:

Jim Cathcart thought he would never make a difference.
An average student from a working-class family with no
athletic or special skills, he expected an unremarkable
existence. But one radio message in 1972 changed the
direction of his life and altered his belief in his potential.
Today, he’s a Hall of Fame Speaker, and has authored 16
books. While changing himself, Jim also discovered how to
help others believe in themselves too.

B. Development
IT IS SO NICE TO SCRUTINIZE

Let’s answer the questions about the video you have seen.
Get a piece of paper to jot down your answers.

1. What is the technique or strategy used by the speaker

when delivering his speech?
2. What is the message the speaker wants to impart to his
audience? Is he successful? Why?
3. What gestures and facial expressions were evident in the
speaker?
4. Did the speaker establish eye contact with his audience?
Is it important? Why? Why not?
5. What do you like about the way he has delivered his
speech?
6. Do you think you can do the same?

Now, reflect on your answers to the questions. Will you be also

a potential speaker?

C. Engagement
WRITE IT OUT!

Based on the situation given below, prepare your speech.

Remember the PREP strategy you have learned in your
previous lesson.
 You are a member of “ Everybody Happy” Club. You have
attended a meeting with your fellow members to talk about
the different school related issues. You feel strongly about
this advocacy since you want your school to be a safe and
happy place for all the students.

Among the school issues up for discussion are the

following:

● Buliying
● No-collection policy
● No assignments on Fridays
● Internet access for all students
● Community-based projects
● Extracurricular activities
● Class schedule

You have to choose an issue that you have personally

experienced. You may also discuss another issue not included
in the list if you feel passionate about it. Write it following the
PREP pattern. Remember to keep it short and simple by writing
a maximum of 10 sentences only. Here’s your guide:

State your point about the topic.

__________________________________________________
__________________________________________________

Give your reasons for your point of view or stand on an issue.

Back it up with your source.
__________________________________________________
__________________________________________________

Provide examples or personal experiences to support your point

or stand on an issue.
_________________________________________________
_________________________________________________

Go back to the point or stand on an issue.

_________________________________________________
_________________________________________________

Write or print your output in a typewriting paper for

submission to your teacher
D. Assimilation
SPEAK YOUR HEART OUT!

With the use of your prepared speech, be ready to share it to

your family. Gather them in a conducive place at home and
consider them as your small audience. Give them the prepared
checklist to help them assess your performance. Make use of
the assessment/checklist later for your reference of
improvement.

Emerging Developing Advanced Scor

e
(0-12 points) (13-16 points) (17-20 points)
1. Ideas may not be Main idea is evident, but Ideas are clearly
Organiz focused or the organizational organized, developed,
ation developed; the structure many need to be and supported to
main purpose is strengthened; ideas may achieve a purpose; the
(20 not clear. The not clearly developed or purpose is clear. The
points) introduction is always flow smoothly and introduction gets the
undeveloped. Main the purpose is not clearly attention of the
points are difficult stated. The introduction audience and clearly
to identify. may not be well states the specific
Transitions may be developed. Main points purpose of the speech.
needed. There is are not clear. Transitions Main points are clear
no conclusion or may be awkward. and organized
may not be clear Supporting material may effectively. The
the presentation lack in development. The conclusion is satisfying
has concluded. conclusion may need and relates back to
Conclusion does additional development. introduction. (If the
not tie back to the Audience has difficulty purpose of the
introduction. understanding the presentation is to
Audience cannot presentation because the persuade, there is a
understand sequence of information is clear action step
presentation unclear. identified and an overt
because there is no call to action.)
sequence of
information.

2. Student does not Student has a partial Student has a clear

Topic have grasp of grasp of the information. grasp of information.
Knowle information; Supporting material may Citations are introduced
dge student cannot lack in originality. and attributed
answer questions Citations are generally appropriately and
(20 about the subject. introduced and attributed accurately. Supporting
points) Few, if any, appropriately. Student is material is original,
sources are cited. at ease with expected logical and relevant.
Citations are answers to all questions Student demonstrates
attributed but fails to elaborate. full knowledge (more
incorrectly. Over dependence on than required) by
Inaccurate, notes may be observed. answering all class
generalized, or questions with
inappropriate explanations and
supporting elaboration. Speaking
material may be outline or note cards are
used. Over used for reference only.
dependence on
notes may be
observed.

3. The presenter is The presenter is able to The presenter is able to

Audien not able to keep keep the audience effectively keep the
ce the audience engaged most of the time. audience engaged.
Adapta engaged. The When feedback indicates Material is modified or
tion verbal or a need for idea clarified as needed given
nonverbal clarification, the speaker audience verbal and
(20 feedback from the makes an attempt to nonverbal feedback.
points) audience may clarify or restate ideas. Nonverbal behaviors are
suggest a lack of Generally, the speaker used to keep the
interest or demonstrates audience audience engaged.
confusion. Topic awareness through Delivery style is modified
selection does not nonverbal and verbal as needed. Topic
relate to audience behaviors. Topic selection selection and examples
needs and and examples are are interesting and
interests. somewhat appropriate for relevant for the
the audience, occasion, or audience and occasion.
setting. Some effort to
make the material
relevant to audience
 needs and interests.

4. Language choices Language used is mostly Language is familiar to

Langua may be limited, respectful or inoffensive. the audience,
ge Use peppered with Language is appropriate, appropriate for the
slang or jargon, too but word choices are not setting, and free of bias;
(Verbal complex, or too particularly vivid or the presenter may
Effectiv dull. Language is precise. “code-switch” (use a
eness) questionable or different language form)
inappropriate for a when appropriate.
(20
particular Language choices are
points)
audience, vivid and precise.
occasion, or
setting. Some
biased or unclear
language may be
used.

5. The delivery The delivery generally The delivery is

Deliver detracts from the seems effective – extemporaneous --
y message; eye however, effective use of natural, confident, and
contact may be volume, eye contact, vocal enhances the message –
(Nonve very limited; the control, etc. may not be posture, eye contact,
rbal presenter may consistent; some smooth gestures, facial
Effectiv tend to look at the hesitancy may be expressions, volume,
eness) floor, mumble, observed. Vocal tone, pace, etc. indicate
speak inaudibly, facial expressions, clothing confidence, a
(20
fidget, or read and other nonverbal commitment to the
points)
most of the expressions do not detract topic, and a willingness
speech; gestures significantly from the to communicate. The
and movements message. The delivery vocal tone, delivery
may be jerky or style, tone of voice, and style, and clothing are
excessive. The clothing choices do not consistent with the
delivery may seem out-of-place or message. Delivery style
appear disrespectful to the and clothing choices
inconsistent with audience or occasion. suggest an awareness of
the message. Some use of nonfluencies expectations and norms.
Nonfluencies are observed. Generally, Limited use of
(“ums”) are used articulation and nonfluencies is
excessively. pronunciation are clear. observed. Articulation
Articulation and Most audience members and pronunciation are
pronunciation tend can hear the presentation. clear. All audience
to be sloppy. Poise members can hear the
of composure is presentation.
lost during any
distractions.
Audience members
have difficulty
hearing the
presentation.

REFLECT TO PERFECT!

With the use of the assessment/checklist, sum up what

are the weak and the strong points you have.

STRENGHTS WEAKNESSES
A. Organization A. Organization
1. 1.
2. 2.
3. 3.
B. Topic Knowledge B. Topic Knowledge
1. 1.
2. 2.
3. 3.
 C. Audience Adaptation C. Audience Adaptation
1. 1.
2. 2.
3. 3.
D. Language Use/ Verbal D. Language Use/ Verbal
Effectiveness Effectiveness
1. 1.
2. 2.
3. 3.
E. Delivery E. Delivery
1. 1.
2. 2.
3. 3.
V. REFLECTION

I understand that ____________________________________

_______________________________________________
_________________________________________.

I realized that _______________________________________

_______________________________________________
__________________________________________.