LESSON PLAN IN ENGLISH 10

School Grade Level & Section 10

Teacher Quarter 1
Learning English Teaching Dates & Duration Up to 4 days
Area
I. LEARNING OBJECTIVES
Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts and how to use strategies in linking textual information.
Performance Standards The learner evaluates the given example with same idea written in a formal
and less formal style as a spoken text.
Learning Competencies/Code - Evaluate spoken texts using given criteria, e.g., fluency, tone,
cohesion, correctness
Objectives
 Knowledge - Identify spoken texts and its features
- Differentiate spoken texts from written texts
 Skills - Evaluate spoken text using the given criteria
 Attitude - Demonstrate appreciation of spoken texts by explaining their
importance in daily lives
II. CONTENT Evaluating Spoken Texts
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
SDO NegOr Self Learning Module for Quarter 1-Module 7 about
4.Additional Materials from Learning
Evaluating Spoken Text Using Given Criteria, e.g., fluency, tone,
Resource (LR) portal
cohesion, correctness! written by Evely C. Amante, Dev. EdD
B. Other Learning Resources
C. Supplies, Equipment, Tools, etc. Copies of the SLM, enlarged version of the textual aids,
IV. PROCEDURES
A. Review/Introductory The teacher gives a Pre-Assessment Activity and let the students answer it for five
Activity minutes.
Directions: Observe the boxes below and then answer the following questions in
your notebook.

1.What is a text? Write a short description of what a text is in your notebook.

2. What do the images represent? Decide whether they constitute a text or not. Justify
your answer.

“Text can be used for both written and spoken language. It usually
refers to a stretch, an extract or complete piece of writing or speech. Texts
generally adhere to broad conventions and rules which determine the
language and structure used in particular text types.”

Cornbleet and Carter

The Language of Speech and
Writing
(2001, p 3)

What about a spoken text? Do you know what it is? Pay attention on
the succeeding activities and find out what is a spoken text and how are we
going to evaluate this type of text.
B. Activity/ Motivation - The teacher gives a short activity on Identifying Examples of Spoken
Texts

Directions: Tell what kind of texts are the following and observe the distinctive
characteristics of each example. Choose your answer from the pool of words
below. Write your answers in your notebook.
C. Analysis/Presenting - The teacher asks the following questions:
examples of the new
lesson where the 1.What is the text all about? What did it explain?
concepts are clarified
2. What do you think are the characteristics of a spoken texts?

3. How does one sample of a spoken texts differ from the other?

4. Is the language used suited for you or for the occasion?

5. Is the content relevant or helpful? Is the content trye or valid?

6. How did you find the activity?

7. Was it easy for you to answer? Support your answer.

D. Abstraction - The teacher introduces the lesson by presenting this concept:

“When Love Arrives” is a spoken text- a spoken poetry written by Sarah Kay and
Phil Kaye. It was written about the expectations of what a person wants in a real
versus what it is like. It talks about the young ideals from “seventh grade” growing
into what it was like. The moral of the poem is to always be open minded for love;
enjoy them while they are there and put your all into it but let the next one in when
they leave.

Spoken texts are essentially dialogic in nature and generally spontaneously

created.

What are the basic elements of spoken texts?

1. Word – It refers to a sound or combination of sounds that conveys meaning

and is spoken or written.

2. Grammar – It is the set of rules that explain how words are used in a language.
A speech or writing is judged by how well it follows the rules of grammar.

3. Speech writing – It is the art of writing a speech for public presentation.

What are the characteristics or features of spoken texts?

1. Spoken texts have shorter, less complex words and phrases. They are
composed of simple language. They have fewer nominalizations, more verb-
based phrases, and a more limited vocabulary. Spoken texts are lexically less
dense than written language - they have proportionately more grammatical words
than lexical words. Spoken texts are longer. This means that there is more lexical
(verbal or word) repetition.

2. Spoken text uses more active verbs than written language and less formal than
written language. It is more fragmented - more simple sentences and more use of
coordination and, but, so, because rather than subordination (embedding)

3. The spoken text is more verbal than the written text, which is more nominal.
This means that the written text has a very high frequency of nouns, the spoken
text a high frequency of nouns and pronouns. First and second person pronouns
are used especially in the conversation because speakers address each other, and
they are typical for face-to-face interactions. Nominalization is therefore typical
for this written text. It means the formation of a noun from a verb.

4. Spoken texts are governed by the social context (or the surroundings, the
people, the occasion etc. that influences how you interpret things, how you speak,
what you speak about, or how you act) which determines the shape of the
discourse and the language used.

5. It is very typical for a spoken text to contain many phonological abbreviations,

which means contractions and abbreviations of verbs are used instead of the
standard and normally longer form. They are used because they are timesaving
which is important in a conversation.

When evaluating spoken texts, you must consider the following criteria:

FLUENCY – It refers to the continuity, smoothness, rate, and effort with which
language is spoken. Fluency helps you sell your ideas communicate your
thoughts to others, convince, reach out, and even impress with a speech that is
clear, confident, to the point and crisp. It is also often defined as the rate (words
per minute) and accuracy (number of words correctly identified) with which
students perform reading tasks, accompanied by appropriate expression
(prosody). Fluency also aids in both reading and writing.

TONE – In literature, it may be defined as the writer’s or speaker’s attitude

toward his subject, his audience, or himself (or as reflected in his treatment to his
topic/subject, and how the audience perceives the overall message). It is the
emotional coloring, or the emotional meaning, of the work and is extremely
important part of the full meaning. Some examples are serious, sad, funny, light,
etc.
 COHESION – It refers to the manner of connecting the ideas to make a logical
presentation of the topic/subject. It further refers to the linguistic

features which link sentences together and are generally easy to identify (e.g.,
repetition, reference), the semantic relationships between sentences and within
sentences.

CORRECTNESS – It refers to the accuracy of the data or information given in

the text and if the sentences are grammatically correct.

Why do you have to know the different kinds of spoken texts?

Why is there a need to evaluate spoken texts?

Key points:

Spoken text usually must be understood immediately, so it also helps one to

develop and improve speaking and listening ability.

Speaking, and listening (to spoken texts), to other people in English helps to
boost the faith you have in your own abilities and banish the doubts that are
inside your head. So, it’s a confidence booster, but there are many more ways in
which speaking the language can improve your English skills, fast.

Essentially, speaking a language helps to move your knowledge of

grammar, vocabulary, and pronunciation from the back of your mind to the front,
or from your ‘slow memory’ to your ‘quick memory.’ Given time, this will
improve your fluency and memory too.
E. Valuing: Finding - The teacher asks the students to choose one type of spoken text from their
Practical Applications previous activity (Identifying Examples of Spoken Texts) and analyze and
of Concepts and Skills compare it to the spoken poetry of Sarah Kaye and Phil Kaye given as an
in Daily Living annex. Evaluate the texts using the criteria presented.

- The teacher may give additional activity.

Task 2: Instructions: Briefly answer the following based on your
understanding. Do this in your notebook. (5 pts each)
1. Is it easy to evaluate spoken texts? Why?
2. How does a spoken text influence you?
3. Are spoken texts helpful in our daily lives? Explain briefly.

F. Generalization - The teacher instructs the students to make a diary on the lesson about
Evaluating Spoken Texts Using Given Criteria, e.g., fluency, tone, cohesion,
correctness. Then, they will be asked to write their diary in their notebook by
completing the statement below.

I have learned that_______________________________

I have realized that _________________________________________

I will apply__________________________________________
G. Assessment - The teacher will ask the students to study and evaluate the given example
with same idea written in a formal and less formal style as a spoken text.

Say: Read the two texts and see if you can note any differences in the table
below. Write your observations in your paper/notebook.
V. REMARKS
VI. REFLECTIONS
A. No.of learners who
learned 80% on the
formative assessment
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

JOSEPHINE V. AUSTERO
English Teacher
READING A SPOKEN POETRY

Direction: Read and understand the following paragraphs.

INFOBITS

About the poets: Sarah Kay (born June 19, 1988) is an American poet.
Known for her spoken word poetry, Kay is the founder and co-director of
Project V.O.I.C.E., founded in 2004, a group dedicated to using spoken
word an educational and inspirational tool. Phil Kaye is a Japanese
American poet, writer, and filmmaker. He is the co- director of Project
VOICE and writes and performs as a spoken word artist both in solo and group projects. Kaye is the author of
two books, A Light Bulb Symphony (2011) and Date & Time (2018). Kay and Kaye are known as the Spoken-
Word Poetry’s Dynamic Duo. About the poem: "When Love Arrives," is a poem about the expectations and
realities of love. The poem was co-written by Sarah Kay and Phil Kaye and was performed as part of their
performance at the Malthouse Theatre in Melbourne, Australia, hosted by Dumbo Feather Magazine.

Read the spoken poetry on the next page (or ask someone you know to read it for you) and do the tasks
assigned to you.

“When Love Arrives”

by Sarah Kay and Phil Kaye

[Sarah & Phil] I knew exactly what love looked like...

In seventh grade

[Sarah] Even though I hadn't met love yet

If love had wandered into my homeroom

I would have recognized him at first glance

Love wore a hemp necklace

[Phil] I would have recognized her at first glance

Love wore a tight French braid

[Sarah] Love played acoustic guitar

And knew all my favorite Beatles songs

[Phil] Love wasn't afraid to ride the bus with me

[Sarah & Phil] And I knew

[Sarah] I just must be searching the wrong classroom

[Phil] Just must be checking the wrong hallways

She was there, I was sure of it

[Sarah] If only I could find him

She was there I was sure of it

[Sarah] If only I could find him

[Sarah & Phil] But when love finally showed up

[Phil] She had a bowl cut

[Sarah] He wore the same clothes every day for a week

[Phil] Love hated the bus

[Sarah] Love didn't know anything about the Beatles

[Sarah & Phil] Instead

[Phil] Every time I tried to kiss love

[Sarah & Phil] Our teeth got in the way

[Sarah] Love became the reason I lied to my parents

[Phil] "I'm going to... Ben's house"

[Sarah] Love had terrible rhythm on the dance floor

But made sure we never missed a slow song

[Phil] Love waited by the phone because she knew if her father picked up it would be

[Sarah (Phil)] "Hello?" (*Heavy breathing*)

"Hello?" (*Heavy breathing*)

"I guess they hung up"

[Phil] And love grew

[Sarah] Stretched like a trampoline

[Phil] Love changed

[Sarah] Love disappeared... slowly

Like baby teeth, losing parts of me I thought I needed

[Phil] Love vanished like an amateur magician

Everyone could see the trapdoor but me

[Sarah] Like a flat tire

There were other places I had planned on going

[Sarah & Phil] But my plans didn't matter

[Sarah] Love stayed away for years

And when love finally reappeared, I barely recognized him

[Phil] Love smelled different now, had darker eyes

[Sarah] A broader back

Love came with freckles I didn't recognize

[Phil] New birthmarks, a softer voice

[Sarah] Now there were new sleeping patterns

[Phil] New favorite books

[Sarah] Love had songs that reminded him of someone else

[Phil] Songs love didn't like to listen to

[Sarah & Phil] So did I...

[Phil] But we found a park bench that fit us perfectly

[Sarah] We found jokes that make us laugh

[Phil] And now love makes me fresh homemade chocolate chip cookies

[Sarah] But love will probably finish most of them for a midnight snack
[Phil] Loves looks great in lingerie but still likes to wear her retainer

[Sarah] Love is a terrible driver, but a great navigator

[Phil] Love knows where she's going

It just might take her two hours longer than she planned

[Sarah] Love is messier now

[Phil] Not as simple

[Sarah] Love uses the word "boobs" in front of my parents

[Phil] Love chews too loud

[Sarah] Love leaves the cap off the toothpaste

[Phil] Love uses smiley faces in her text messages

[Sarah] And turns out

[Sarah & Phil] Love shits!

[Sarah] But love also cries

And love will tell you, "You are beautiful"

[Phil] And mean it

[Sarah (Phil) Over and over again ("You are beautiful")

When you first wake up- ("You are beautiful")

When you've just been crying- ("You are beautiful")

When you don't wanna hear it- ("You are beautiful")

When you don't believe it- ("You are beautiful")

When nobody else will tell you, ("You are beautiful")

Love still thinks... ("...")

[Sarah] You are beautiful

[Phil] But love is not perfect and will sometimes forget

[Sarah] When you need to hear it most

[Sarah & Phil] You are beautiful

[Sarah] Do not forget this

[Phil] Love is not who you were expecting

Love is not what you can predict

[Sarah] Maybe love is in New York City already asleep

You are in California, Australia, wide awake

Maybe love is always in the wrong time zone

[Phil] Maybe love is not ready for you

Maybe you are not ready for love

[Sarah] Maybe love just isn't the marrying type

[Phil] Maybe the next time you see love is twenty years after the divorce

Love looks older now, but just as beautiful as you remember

[Sarah] Maybe love is only there for a month

[Phil] Maybe love is there for every firework, every birthday party, every hospital visit

[Sarah] Maybe love stays

[Phil] Maybe love can't [Sarah & Phil] Maybe love shouldn't...

[Phil] Love arrives exactly when love is supposed to

And love leaves exactly when love must

[Sarah] When love arrives say,

[Sarah & Phil] "Welcome, make yourself comfortable"

[Phil] If love leaves, ask her to leave the door open behind her

[Sarah] Turn off the music, listen to the quite

[Phil] Whisper,

[Sarah & Phil] “Thank you for stopping by”

Note: For more understanding of the piece, you may grab, watch, or access the copy of the video through
https://www.youtube.com/watch?v=mdJ6aUB2K4g

Answer the following questions in your notebook.

1. Who are the characters in the poem? What is the nationality of the speakers? Describe both including their
age.

2. What do you think are the speakers’ educational background? How well educated do you think they are?

3. Do you find any unique pronunciation or words that the speakers used? (Note these down)

4. What is the moral of the poem?

5.How was it written?