Identifying Emotions through

Stress and Intonation

For 9-Dewey Students

Philippine Normal University – Institute of Teaching and Learning
(PNU-ITL)

Prepared by:

Hannah B. Bautista
Chrizza I. Dela Cruz
IV-3 BEE JHS
Philippine Normal University

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I. Objectives
1. Interpret various types of emotions.
2. Use the correct emotion, stress, and intonation, in delivering lines.
3. Determine the stressed word and intonation pattern of statements listened to.
II.Topic: Recognizing Emotions through Stress and Intonation
Time Frame: One hour and thirty minutes
Grade: 7 – 3rd Quarter
Materials:
 Visual aids
 Powerpoint presentation
 Activity materials (motivation)
 “Inside Out” Note-taking sheets
III. Procedure
A. Routinary Activities
 Prayer
 Attendace
B. Motivation
 INSIDE OUT: Action!
1. Introduce the five different emotions represented in the movie Inside Out
(joy, sadness, anger, fear, and disgust).
2. Divide the class into five groups.
3. Ask one representative of each group to go in front and pick one emotion
from the “memory core fishbowl.”
4. Give the lines of the scenario to each group based on the emotion that they
have picked:
Emotion Scenario
Joy Grand reunion of Highschool friends
Disgust Someone has stepped on a poop
Fear Friends watching a horror movie
Sadness Friends are talking to a friend who has lost his father
Anger Angry student commuters because of the heavy traffic

(See the LINES FOR THE ACTIVITY on the next page)

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LINES FOR THE MOTIVATIONAL ACTIVITY:
EMOTION SCENARIO LINES (C = Character)

Joy Highschool Three friends are already inside the resort and the
friends who did other three have just arrived...
not see each Everybody: Beshies! (shouting because of joy and too
other for four much excitement)
years C1: Hello guys! It's good to see you!
C2: Yeah! It's been a while. Group hug!
SETTING:
C3. I've truly missed all of you! Very much!
Inside a resort
(during a reunion) C4: I am so happy to see all of you once again!
C5: Yes! I’m sure that we all have a lot of new stories
to tell!
C6: With that being said, let’s go and let the fun
begin!

Disgust Someone has While walking...

stepped on a C1: Wait. I smell something stinky! Eew!
poop C2: Me, too. Yuck! What's that smell?
C3: It seems like someone has stepped on a poop!
SETTING:
C4: Can all of you please take a look at your shoes?
On the street
*everyone looks on their shoes and C2 is the one who
has stepped on a poop*
C5: Eeeew!! Omg friend, that's disgusting!!
C6: Haha come on, clean your shoes now and remove
that stingy thing on your shoe!

Fear Friends watching You and your friends are watching a very scary
a horror movie movie...
C1: Wa..wait.. what's that?
SETTING: C2: Oh no! Isn't it the cursed doll?
Inside a
C3: Shocks! I can't stare at it!
movie house
C4: Gosh! That doll is totally creepy!
C5: Look! Its eyes were moving!
C6: Waaaaah!! This movie is driving me insane!!

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Sadness Friends are C1: Hello friend, my deepest condolence to your
talking to a family.
friend who has C2: Just know that we're always here for you if you
lost his father need someone to talk to.
C3: We'll also be willing to help you with the lessons
SETTING: and activities that you weren't able to attend to.
Inside a
C4: (friend who has lost his father): Thank you guys
funeral home
for your help. How I hope that I could easily move on
from this.
C5: Your father has been good to us and he really
treated us as his own children.
C6: Yes, indeed. It's just sad that he's gone now.

Anger Angry student C1: Oh my gosh! We're stucked in the traffic once
commuters again!
because of the C2: That's true! I've been waiting here for almost an
heavy traffic hour already!
C3: What is the heavy traffic all about?
SETTING:
C4: I've heard that they were repairing roads once
Inside a public
again!
jeepney
C5: They should have been doing those repairs
during the night!
C6: Whew! The traffic here really sucks!

5. Tell each group that within the given time (a minute), they must be able to:
 Distribute the 12 lines to each member of the group (ideally, 2 lines per
member).
 Practice reading the lines with the emotion assigned to their group.
 Must be able to do a skit—given the scenario and the setting—using
those lines only.
6. Let them present their work... (Cue: “Inside Out, Act it Out!”)
7. For the twist of the activity, let them ask a representative from their group
to pick another emotion and let them read their lines once again using that
emotion.
8. Ask the other groups to do the same.
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 9. When all groups are done, lead the students to the lesson by asking several
questions in regard to the motivational activity:
 Based on your experience from the activity, what are the differences that
you have noticed when saying the line with no emotion vs. when saying
the line with the appropriate emotion?
 You have read your lines with another different emotion, right? So, is
there any difference in terms of the meaning or the impact of the
statements when it would be delivered with another emotion?
 What insights have you got from the activity?
C. Discussion Proper
 Distribute the note taking sheets to the students.
 Inform the students that they will fill it up as the teacher discussed the lesson.
(See the note taking sheets at the last page)

1. “What we say” (Meaning) vs “How we say” (Manner): Introduction

What we say (Meaning) – conveying meaning with the use of words and its
intended and actual meaning.
How we say (Manner) - the manner how words are said with consideration to
gestures, emotions, body language, and or vocal techniques
2. Identifying Various Emotions
3. Stress
 Definition
Stress – Stress is used to put an emphasis in a particular statement. This
means that the stressed word is crucial or important. Stress can also denote
a change in emotion.
 Examples
How Stress changes the meaning of the statements:
a. I wanted him to SAY the sentence. (Not write it down.)
b. I wanted him to say the SENTENCE. (Not the word.)
c. I wanted him to say the sentence. (It is I who wanted it, not anyone else.)
d. I wanted HIM to say the sentence. (It is him that I wanted it, not anyone
else.)
 Markers that can be used to indicate Stress
a. Capitalizing the stressed word
b. Underlining the stressed word
4. Intonation

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  Definition
Intonation – It is the rise and fall of the vocal pitch and strength in speaking.
The rising and falling of intonation denote the overall tone or attitude of the
speaker.
 Types and Conditions
a. Rising Intonation – It is usually used to signal that there is more
information to follow, which makes it good for use in mentioning a series
or when speaking a dependent clause. It also carries an air of uncertainty,
which makes it appropriate for use in asking general questions and tag
questions with unsure answers.
b. Falling Intonation – It is used at the end of imperatives, declarative
statements, and some questions (such as WH-questions or tag questions
with sure answers)
 Examples
a. Rising Intonation:
- Was she glad to see him?
- Do you prefer the work of Faulkner, or of Hemingway?
- Because he was more qualified, he was the preferred candidate.
- She invested in a house, a car, and a jewelry set.
- This is a great neighbourhood, isn’t it?
b. Falling Intonation:
- I am absolutely certain.
- Where do you live?
- You got accepted, didn’t you?
- Return the key now, please.
(Examples were lifted from the book)
Markers that can be used to indicate Intonation
a. Arrows
b. Lines
D. Learning Activity
 Speaking and Listening Activity
1. Group the class into 6 groups (by row).
2. Each groups will be given statements (written on strips of cartolina) with
their corresponding stressed syllables/words (capitalized letters).

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 Lines assigned to each group (taken from the inside out):
Group 1
Anger: Is THAT how you want to play it, OLD  man?
Group 2

Anger: THAT’S the  one. It comes with a DRAGON!

Group 3

Sadness: WAIT Joy! You'll get lost in  there.

Group 4
Joy: ANGER, unload the  DAYdreams!
Group 5 Sadness: CRYING helps me slow down and obsess over the
weight of life's  problems.
Group 6 Joy: Do YOU ever look at someone and wonder, "What is
going on inside their  head?”

3. Let them read the statements altogether with proper emotion, stress and
intonation. (They will be given two minutes to practice).
E. Generalization
Summarize the Highlights of the Lesson
TEACHER: STUDENTS (possible answers):
To wrap up our discussion, let us review  Intonation is the variation of our
the important concepts of our lesson. pitch in the spoken language.
Referring to your note taking sheets or  It is the rise and fall of the vocal
you may also answer in your own pitch and strength in speaking.
words... What is an intonation?
Very good! So we have how discussed  It is used in stressing a complete
the two types of intonation, right? The definite thought, and asking wh-
rising and the falling intonation. When questions.
do we use the falling intonation? Under  It is used at the end of imperatives,
what conditions? declarative statements, and some
questions (such as WH-questions
or tag questions with sure answers)
That’s right! How about the rising  It is commonly used in yes-no
intonation? Under what conditions do questions or in expressing surprise.
we use it? Or, when do we use it?

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  It is usually used to signal that
there is more information to
follow.
 It also carries an air of uncertainty,
which makes it appropriate for use
in asking general questions and
tag questions with unsure answers.
How about stress, who can define it?  Stress is the emphasis given to a
specific syllable or word in speech.
 Stress is used to put an emphasis
in a particular statement.
So again, just to review for your final  None.
activity, let us look back the different
symbols that we can use for marking
stressed words. We can underline or
capitalize the word that we would like
to put a stress on. For marking the
intonation pattern of a statement, we
can either put a line or arrows. However,
we have highlighted the use of arrows
which you will be using later during our
final assessment. Do you have other
more questions or things that you
would like to clarify?
Ask some more questions for deepening the finished discussion
TEACHER: STUDENTS (possible answers):
With that, we have a very important  Stress and intonation enhances the
question for you. How do stress and emotion that I would like to convey.
intonation helps you in conveying the It helps me to put emphasis on the
emotion that you would like to express words that I want to.
to in delivering a statement? Or what do  I learned that one’s intonation and
you think is the importance of stress stress can change the meaning of a
and intonation in identifying one’s statement. It really affects the
emotions? emotion one wants to convey
because of the choice of word/s that
is/are stressed and the pitch of the
sentence.

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 We hope that you have learned (They will answer the last part of the
something new today and that you note taking sheet:
have enjoyed our discussion. So at the 1. What activity did you enjoy the
last or bottom part of your note taking most?
sheets, Joy and Sadness are asking you 2. What part of the lesson seemed
questions. It’s now time for you to to be most challenging for you?
answer them and you have five minutes
to do that.

F. Assessment
 Listening and Determining Stress and Intonation Worksheet
(individual activity)
1. Distribute the worksheets.
2. PART I:
 Ask the students to complete a worksheet consisting a list of famous movie
lines.
 Play the video clips of each line as the students observe the manner of the
speaker (emotion, stress, and intonation).
 Ask them to put the stress and intonation markers which corresponds to the
manner of the speaker.
3. PART II:
 Ask them to listen to an excerpt of the short motivational audio provided
by the teacher entitled, “Stop Wasting Time.”
 Ask them to listen to the audio once again and focus on the underlined
sentences. They have to put the appropriate intonation markers (arrows)
accordingly (In able to do this, the audio could be replayed twice).
4. Ask them to listen to the audio once again and focus on the boxed sets of
words. They have to underline the STRESSED words accordingly.
(In able to do this, the audio could be replayed twice).
5. Ask them to listen to the audio once again and review their answers.
(See worksheet on the next page).
IV. Agreement
 Read: Sir Gawain and the Green Knight, p. 37-38
 Words for Thought

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Name: ________________________________________ Section: ________________

Identifying Emotions through

PART I.
Directions: The following are famous lines from Filipino films and series. Based on the video
clip, put the symbol indicating the intonation and underline the word with stress for each line
by observing the manner of the speaker.

Ex. Are you talking to me?

Underlined word = STRESS or = INTONATION

1. You’re nothing but a second-rate, trying hard copy cat!
- (Cherie Gil- Bituing Walang Ningning)

2. My brother is not a pig!

- (Nora Aunor- Minsa’y Isang Gamu-gamo)

3. I was never your partner. I’m just your wife.

- (Sharon Cuneta- Madrasta)

4. Get out of my house. I don’t need a parasite!

- (Maricel Soriano- Separada)

5. I care about my job sir. I care about you.

- (Sharon Cuneta- Caregiver)

PART II.
Directions: For this part, listen carefully to your teacher for the instructions.
Underlined sentences -> intonation boxed words ->
The one commodity that is most valuable on Earth is time. Time to love, time to live.
From the moment the human body is born it begins dying. I don't think you quite
caught that. Let me say it again. From the moment the human body is born it begins
dying. Some happens faster, some happen slower, some of us help them go faster,
and some of them prevent it from happening sooner than later. How many seconds,
how many minutes do we waste everyday doing things that are nowhere near the
goals and aspirations and passions that we have inside? How many times you go
through the course of a day and realize did I do anything I set out to do today?
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 Name: ________________________________________ Section: ________________

Identifying Emotions through

Does emotion matter in how we

say the words? If yes, draw a
HAPPY EMOTICON below:

Ways on how we could

communicate language:
1. _________________________
_________________________
2. _________________________
An intonation is... _________________________
3. _________________________
__________________________________________________
_________________________
__________________________________________________
A stress is...
__________________________________________________ 2 Types of
__________________________________________________ Intonation:
1. ________
___________
2. ________
___________

What part of the lesson

What activity did you enjoy the most? seemed to be most
challenging for you?
_________________________
_________________________
_________________________ ___________________________
_________________________ ___________________________
_________________________ ___________________________ Page | 11
___________________________

Ways on how we could communicate language:

1. _________________________
References:
 Videos:
A. PART 1:

Source: https://www.youtube.com/watch?v=oJC_goblb0U

Source: https://www.youtube.com/watch?v=6vUSzeqKzAY

Source: https://www.youtube.com/watch?v=1jYK9MSeoA8

Source: https://www.youtube.com/watch?v=WYsOcIe59KU

Source: https://www.youtube.com/watch?v=S3lmt0MfErI

B. PART 2:
Source: https://www.youtube.com/watch?v=z3FA2kALScU

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