Department of Education

Region III
Schools Division of City of Meycauayan
MALHACAN INTEGRATED SCHOOL
Lower Northern Hills, Malhacan, Meycauayan City, Bulacan
[email protected]

Semi-detailed Lesson Plan in ENGLISH 9

Prepared by Julie Anne Llorente

LESSON EXEMPLAR

Quarter: SECOND
Theme: Valuing Others and Their Circumstances
Sub-Theme: Observing Other’s Circumstances

Content Standard: Performance Standard:

The learner demonstrates understanding The learner proficiently plays an active
of how Anglo-American literature and part in a Chamber Theatre presentation
other text types serve as means of valuing through employing effective verbal and
other people; also how to use processing non-verbal strategies based on the
information strategies, different forms of following criteria: Focus, Voice, Delivery,
adverbs and conditionals for him/her to Facial Expressions, Style and Body
play an active part in a Chamber Theatre Movements and Gestures.
presentation.

I. LEARNING COMPETENCY
EN9V-IIa-27: Give the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen)
EN9V-IIf-28: Determine the vocabulary or jargons expected of a communicative style

Objectives:
1. Characterize the different language registers
2. Determine the appropriate expressions expected of a communicative style
3. Give the appropriate communicative styles for various situations through role
playing

II. LEARNING CONTENT

Lesson: Intimate, Casual, Conversational, Consultative, Frozen Conversation
Materials:
1. Handout
 2. Pen and Paper
References:
1. K to 12 Curriculum Guide (May 2016)
2. A Journey through Anglo-American Literature Learner‘s Material for English
3. Online References

III. LEARNING TASKS

Introduction: How well can you adjust your manner of speaking when confronted with
various situations?

Preliminary Activity:
TASK 1: CONNECTING LIVES
Consider this situation: A student received academic
recognition from the school. How do you think a
supportive parent would speak to the child? Would
others, such as a friend or a teacher, speak to the child in
the same manner? Copy and use the table below to
create possible dialogues between the following: student-
parent, student-friend, and student-teacher. Brainstorm
on what each one would say to the student. Work with a
partner. (LM, p. 119)

Activity:
TASK 2: ACT IT OUT
In a two-minute role play, present the dialogue you have written to the class.
Decide which among the three situations you will portray: 1) student and
parent, 2) student and teacher, and 3) student and friend.
 ROLE PLAY RUBRIC

Exceptional Admirable Acceptable Attempted

Criteria
4pts. 3pts. 2pts. 1pt.

Understanding of  Indicates a clear  Good

 Fair understanding  Presentation is off
Topic understanding of understanding of
of topic topic
Topic Topic

 All members  Some members  Few members  Group does not

Cooperation
contribute by contribute by contribute by work together in
playing role well playing role well playing role well playing their roles

 Shows confidence  Shows some

 Unsure of
 Informative Confidence  Portrayal stalls
Responsibility
 Entertaining;  Presents some  Lacks information
 Somewhat
Engages Information  Audience bored
Presentation Informative
Audience  Engages  Mumbles
 Speaks loudly and Audience  Engages audience  Body language is
Intermittently
Clearly  Can be heard lacking;
 Hard to hear
 Appropriate use of  Some use of body  Some movement inappropriate
body language Language
Source: cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc

Analysis:
TASK 3: LOOKING CLOSER
Based from the previous activity, answer the following questions.
1. What is the degree of formality in each conversation? Place a
check mark on the column which corresponds to your answer.
DEGREE OF FORMALITY LOW HIGH
Student-Parent
Student-Friend
Student-Teacher
2. How does our relationship with others influence the way we communicate with
them?
Abstraction:
Language register is the level of formality with which you speak.
Different situations and people call for different registers. These are
the different language registers according to Joo (1967).

 Frozen or Static
At this level, language is literally ―frozen‖ in time and form. It does not change. This
type of language is often learned and repeated by rote. Examples are biblical
verse, prayers, the Pledge of Allegiance, and others.
 Formal
This style is impersonal and often follows a prescriptive format. The speaker uses
complete sentences, avoids slang and may use technical or academic
vocabulary. This is the register used for most academic and scientific publishing.
This is the standard for work, school, and business.
 Consultative
This is the register used when consulting an expert such as a doctor. The
language used is more precise. The speaker is likely to address the expert by a
title such as ―Doctor, ―Mr. or ―Mrs..
 Casual
This register is conversational in tone. It is the language used among and
between friends. Words are general, rather than technical. This register may
include more slang and colloquialisms.
 Intimate
The language used by lovers. It is also the language used in sexual harassment.
This is the most intimate form of language. It is best avoided in public and
professional situations.
Source: https://drsaraheaton.wordpress.com/2012/05/22/language-regist er-
and-why-it-matters-or-why-you-cant-write-an-academic-paper-in-gangsta-
slang/
 Application/Generalization:
TASK 4: SCRIPT WRITING
The class will be divided into five groups. Each group will be
assigned with a language register. They are to create a
script about a conversation that depicts the language
register assigned to them.

Assessment:
TASK 5: AND ACTION!
Present the script you have crafted. Be guided with the rubrics below.

PRESENTING THE SCRIPT RUBRIC

Exceptional Admirable Acceptable Attempted

Criteria
4pts. 3pts. 2pts. 1pt.

Understanding of
 Indicates a
Topic clear  Good  Fair  Presentation
understanding Understanding Understanding is
of topic of topic of topic off topic

 Few
members  Group does
contribute by
 All members playing role not
contribute by  Some members work together
playing role contribute by Well in playing their
well playing role wel roles
Cooperation l

 Portrayal
 Unsure of stalls
Presentation
Shows Responsibility  Lacks
confidence  Somewhat information
 Informative  Shows some Informative  Audience
 Entertaining; Confidence  Engages bored
engages  Presents some Audience  Mumbles
audience Information Intermittently  Body
 Speaks loudly  Engages  Hard to hear language
and clearly Audience  Some is lacking;
 Appropriate  Can be heard Movement inappropriate
use of body  Some use of
language body language
Source:cte.sfasu.edu/wpcontent/uploads/2012/01/Skit.dc