Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF BUKIDNON

Detailed Lesson Plan in Oral Communication

Date : January 11, 2023
Strand : Humanities and Social Sciences (HUMSS)
Time Allotment : 1 hour
Teacher : Ms. Mhaylen Deloso

I. Objectives
At the end of a 60-minute discussion in Oral Communication, 80% of the
learners should be able to:
1. differentiate the types of speech context;
2. exhibit appropriate verbal behaviours in a given speech context; and
3. reflect on one’s learning on the types of speech context.
II. Content

A. Subject Matter
: Types of Speech Context
B. Integration : Values – Cooperation, Unity, Discipline
C. Strategies : Activities – “Act Your Talk”, “Fill Me In”, “Identify Me”
Paper and Pen
III. Learning Resources

A. References : Oral Communcation in Context for Senior High School by

Philippe John F. Sipacio and Anne Richie G. Balgos
Other References:
https://brainly.ph/question/20305458#:~:text=Speech%20context%20is%20the%
20way,%2C%20(2)%20Small%20Group.
http://www.yourfriendmaestro.com/2021/10/types-of-speech-context-oral.html
B. Materials : Laptop, LED TV, PowerPoint Presentation, Manila paper, marker

IV. Procedure
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Preliminary Activity (5 minutes)

 Prayer
 Greetings:
Good morning class. : Good morning Ms. Mhaylen!
 Checking of Attendance:
Attendance officer, who is absent today? : None, Ma’am.
Well, that’s great to hear!

Motivation Activity: “Act Your Talk”

(10 minutes)

Today, we will be having a new lesson but before

that let’s have an activity first. I will be grouping
you into four. These rows will be group 1, group
2, group 3, and group 4.
Take note, your group now is your permanent
group throughout the period.
The first activity is entitled “Act Your Talk”. : (Students are listening.)
These are the instructions:
1. In your own group, divide your members into
five sub-groups who will act the given scenarios.
 Scene 1: Someone making an
announcement to the public.
 Scene 2: Two small groups of people
discussing something separately.
 Scene 3: One person talking to himself.
 Scene 4: Two people speaking with each
other on the phone.
 Scene 5: A reporter appearing live on
screen.
2. Weave the scenes together into a story. You are
free to interchange the order of the scenes.
3. After 6 minutes, you have to act out your story
and present it to the class within a minute.
You will be graded according to this criteria:
 Coordination- 10 points
 Creativity- 10 points
 Concept and Originality- 10 points
 Time Bound- 5 points
TOTAL:35 points

Any questions or clarifications?

Your 6 minutes starts now!
Time is up! Settle down. Let’s start the : None, Ma’am!
presentation.
: (The students are doing the activity.)
The activity that you have just undergone is : (Each group presents the activity.)
related to our topic today. Let us dig deeper
through another activity entitled “Fill Me In.”

Activity: “Fill Me In” (10 minutes)

With the same group, discuss in 5 minutes what
information can be contained from the following
scenarios.

One person talking Two people speaking

to himself. with each other on
(Communication with the phone.
self.) (Communication
between two persons.)

Two small groups of Someone making an

people discussing announcement to the
something public.
separately. (Communication to
(Communication in a the public.)
small group.)

Fill in each box with the information needed. Use

the marker and papers provided.

After the given time, group representative/leader

will present your work within a minute.

Criteria for your presentation:

 Delivery- 10 points
  Content- 10 points : (Students are doing the activity.)
 Organization- 5 points
 Language- 5 points
TOTAL: 30 points

Your 5 minutes starts now!

Time is up! Leaders please get ready of your
presentation. : (Students are discussing.)

Analysis (20 minutes) : (Leaders present their work.)

Based on the activities that we had, what do you
think is our lesson for today?
Any idea?

Okay, so ladies and gentlemen our lesson for : (A student guessed the lesson.)
today is “Types of Speech Context.”
What do we mean by Speech Context?
(Reading the definition of Speech Context.)

Let me ask you a question class.

Who among you wants to be with himself or
herself most of the time and why?

Oh, I see some hands. Mind to share in class why : (Some students are raising their hands.)
you feel that way Neal?
Thank you Neal. Sometimes, it is good to be alone
because we have the time to meditate. Right? : I want to be with myself because I find it
peaceful.
Do you know that being with our own selves is : Yes, Ma’am.
also a communication? The first type of speech
context is Intrapersonal Communication.
Please read everybody its definition.
(Discussion of Intrapersonal Communication.)

Now, who can share an experience of doing an : (Students are reading.)

intrapersonal communication?

Yes, Maia?

What a self-encouragement! Thank you Maia. : Ma’am.

Very good. Who else? : Whenever I feel down, I face the mirror
Yes, Reyan? and remind myself that things will be better.
: Ma’am.
: Before I sleep at night, I keep on thinking
That’s another good example. Now, did you things that happen in school just like getting
understand this type of communication? low scores or anything.

Let me ask another question. : Yes Ma’am!

Who among you wants to have a conversation
with your friends or with people and why?
Yes, Yves?
: Ma’am!
: I love to have a conversation with my
Very good! Another answer? friends because I feel relax and happy
Yes, Alden? talking to them.
: Ma’am!
Nice answer. Do you know what kind of speech is : Having a conversation with friends is a
that class? way of expressing my thoughts freely.

That is the second type of speech context is

Interpersonal Communication.
Sheila please read the slide. : (Students are listening.)
Thank you Sheila. : (Sheila is reading the slide.)
(Discussion of Interpersonal Communication.)

There are types of Interpersonal Communication.

First is Dyad/Dyadic Communication.
(Discussion of Dyad Communication.)
Just like having a conversation with a friend.

Who can give me another example?

Yes, Alle?
: Ma’am.
Very good. Another example? : A guidance counsellor talking to a student.
Yes, Karis?
: Ma’am.
Oh, that sounds sweet. Very well said. Do you : Comforting a broken hearted friend.
understand now what is Dyad Communication?
: Yes, Ma’am!
This time, let me ask you this: “Why is it
important to have a conversation with a certain
group of people?” : (Some students are raising their hands to
answer.)
Excellent opinions! Having a conversation with
different people will give us an opportunity to
enhance our communication skills. The second : (Len is reading the definition.)
type of Interpersonal Communication is Small
Group.

Len, please read the definition.

Thank you.
(Discussion of Small Group Communication.)

Now, who can give me examples of this type of

communication?
: (Few students are giving examples.)
Good! Indeed, you understand it.
Now let’s talk about the other types of
Interpersonal Communication. : (Students are listening and taking down
(Discussion of Public and Mass notes.)
Communication.)

Now, who can give me examples of Public

Communication?
: Ma’am.
Great, Sam! How about Mass Communication. (A student gave an example.)
Yes, Hiro?
Did you understand the difference between Public
Communication and Mass Communication class? : (Hiro gave an example.)

Abstraction: “Identify Me” (3 minutes) : Yes, Ma’am.

At this point, we will have another activity still

with the same group.
Each box has 10 different scenarios. You have two
minutes to paste the paper strips accordingly to the
speech context it belongs. Once you pasted it
already, you are not allowed to remove or transfer
it to other column. Every correct answer is
equivalent to 2 points.

You only have a minute to do it.

Your one minute starts now!
 Intrapersonal
Dyad : (Students are doing the activity.)
Small Group
Public
Mass
Time is up! Let’s check your answers.

Application: “Paper and Pen”

(3 minutes)

I believed that you have really understood the

lesson. Please get your pen and answer the given
answer sheet.
: (Students are getting their pen.)
You only have three minutes to answer it.
Time starts now.
: (Students are answering.)
Evaluation (4 minutes)

Let us check your answers in Test 1.

Exchange papers counter clockwise.
Write your name as the checker of the paper. : (Students are exchanging the papers
counter clockwise.)
(The teacher announces the scores of the groups in
every activity.)

Assignment (3 minutes)

In your social media accounts, post a short

paragraph today until tonight explaining the
importance of speech context with the
#TypesofSpeechContext
#CommunicationisImportant
#OralCommunication

Take a screenshot and print it in a short bond

paper and submit it next meeting.

Is there any clarifications? : None, Ma’am.

If that’s so, let’s call it a day. Good bye class! : Good bye and thank you Ma’am!
 Oral Communication: Types of Speech Context

Name: _____________________________________________Date: ___________________

Year and Section: ______________________________

Test I
Instruction: Identify what speech context the scenario belongs. Write your answer on the space
provided before the number. (1 point each)
_______________________1. A blog entry about the Tondol White Sand Beach became trending on
social media.
_______________________2. A candidate tells his/ her platform in a grand rally.
_______________________3. Your doctor asks about what you want to consult it.
_______________________4. Your father told the whole family that the trip to Hundred Islands will
not push through because of the tropical depression.
_______________________5. When you are asked what degree program you want to pursue in the
college, you think of your interests and talents, and your strengths and weaknesses before answering.

Test II.
In 3-5 sentences, write a short paragraph why it is important to understand the different types of
speech context.

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Criteria:
Content- 10 points
Organization- 5 points
Grammar- 5 points
Total: 20 points