DAILY LESSON PLAN

School: DAMPALIT INTEGRATED SCHOOL Subject; ENGLISH

Teacher: MS. ELLEN-MAE G. LIBATON Grade: 9

Teaching Dates October 16, 2023

Quarter: 1ST Quarter
and Time: 9-NEWTON (4:00PM-5:00PM)

CONTENT: COMMUNICATIVE STYLES

CONTENT STANDARD: The learner skillfully performs in one-act play through utilizing
effective verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery, and Dramatic Conventions.
PERFORMANCE STANDARD: The learner skillfully performs in one-act play KRA 1
through utilizing effective verbal and non-verbal Obj.1-MOV
strategies and ICT resources based on the following
Apply
criteria: Focus, Voice, Delivery, and Dramatic knowledge of
Conventions. content within
OBJECTIVES: and across
curriculum
 Identify the different communicative styles (KNOWLEDGE) teaching area.

 Create dialogues using various communicative styles suited for different

situations (SKILLS)
 Show realization of the importance of using the appropriate communicative
style in different situations and events (ATTITUDE)
Most Essential Learning Competency (MELC): Give the appropriate
communicative styles for various situations (intimate, casual,
conversational, consultative, and frozen).
Topic: COMMUNICATIVE STYLES

Reference: Supplementary Learning Materials in English 9 Week 7 pp. 1-4 KRA 1

Obj.2-MOV
Materials: Teacher: Laptop, Grade 9 module, PowerPoint presentation of the
lesson, Lesson plan, Cartolina and other visual aids. Used research-
based
Students: Module, Paper and Pencil. knowledge and
principles of
teaching and
learning to
enhance
professional
practice.

Values Be careful and respectful on what you say to others. It is always KRA 1

Integration : important to be careful about how we respond to people, think Obj.1-MOV

about what they are saying, and respond with care. Apply
knowledge of
content within
and across
Integration of Science 9 Quarter 1 Module 2 curriculum
teaching area.
the subject: Effects of Lifestyle in the Function of Respiratory and Circulatory System
MELCS: Infer how one’s lifestyle can affect the functioning of
 respiratory and circulatory systems – (S9LT-Ic -27)

Introduction of  Greetings KRA 1

the Lesson Obj.5– MOV

Establish safe
 Prayer (The teacher will ask the students to repeat after her for and secure
learning
the classroom prayer.) environments
to enhance
learning
through the
consistent
implementation
of policies,
guidelines and
procedures

 Classroom Management
(Link: https://www.youtube.com/watch?v=ZmJEhpBFKEY
Title: I Can Follow The Rules | Classroom Song | Boost Up)
KRA 1
Motivation
WORD HUNT Obj.6– MOV

Maintain
learning
Direction: Look for five keywords that you can see inside of environments
the box below. that promote
fairness,
respect and
care to
encourage
learning.

Reviewing MYSTERY PARCEL KRA 1

previous lesson Obj.6– MOV

Read the ff. incomplete sentences. Make it complete by
answering the missing modal. Maintain
learning
environments
2. We ___ to be at
1. _____ I borrow 3. I ____ play that promote
school before fairness,
your laptop, basketball.
7:00am. respect and
please? (ABILITY)
(OBLIGATION) care to
(PERMISSION) encourage
learning

4. Maria ____ play 5. Students _____

Establishing a GUESS THE GEN-Z SLANG! (Cap or No Cap) KRA 1

purpose for the

IDEA: When we say CAP, it is slang word that means LIE and NO Obj.3– MOV
lesson CAP means NOT LIE. Displayed
Direction: Read the following statements and identify if it is a proficient use of
CAP or NO CAP. If the statement is TRUE, choose NO CAP Mother Tongue,
Filipino and
and if it’s false, choose CAP. English to
facilitate
1. Fam is a shorter word for family, but don’t be fooled- it can be
teaching and
used to describe your friends or the way Millenials use “bro”. – learning.
NO CAP
2. Stan is a combination of “stalker” and “fan”. If you stan
someone, it means you’re obsessed with them. NO CAP
3. Ghosting means there are many ghosts in a certain place.
CAP
4. Sheesh is used to hype someone up if they’re looking good or
doing something good. NO CAP
5. Vibe check means to check someone’s paper. CAP
Presenting TELL ME WHAT YOU SEE KRA 1

examples/insta Obj.4-MOV
Direction: Take a look at these five pictures. Describe each
nces of the new picture and tell what they have in common. Use effective
lesson verbal and non-
verbal
classroom
communication
strategies to
A support learner
understanding,
participation,
engagement
and
achievement.

Discussing new Every person has a unique communication style, a way to interact KRA 2

concepts and and exchange information with others. Various situations also call Obj.8-MOV
practicing new for different approaches to communication, taking into
Applied a range
skills #1 consideration the status and relationship a person has with the of successful
others. Learning of these appropriate communicative styles will strategies that
help you to become active speakers and listeners for every maintain
learning
conversation you make every day.
environments
that motivate
learners to
TYPES OF COMMUNICATIVE STYLES work
productively by
 1. CASUAL – uses a language used between friends, peers, assuming
responsibility
colleagues, or family. Most of the ambiance with this style is
for their own
relaxed and very light. And so, participants may use group learning.
language only members of the group can understand.
2. CONSULTATIVE- happens in a two-way participation. It is
often used in business or in other professional situations, such as
conversation between a doctor and a patient, or a teacher and a
student.
3. FORMAL – it is also considered to be a straightforward
speech. There is no participation from the listener. It is used in
speeches, school lessons, graduation ceremony, a television
newscast, giving announcements, a business meeting, and an
interview or in a classroom.
4. FROZEN – also called the oratorical style, is the most formal
style and is reserved for very formal situations such as during
weddings, other religious services or rituals, court proceedings,
and other formal ceremonies.
5. INTIMATE – is defined as total absence of social interactions.
This style is used by participants who know each other well or
share a very close relationship, such as between close friends,
siblings, husband and wife, parents and children and boyfriend
and girlfriend.

Discussing new EXAMPLES OF DIFFERENT COMMUNICATIVE STYLES KRA 2

concepts and Obj.8-MOV

practicing new Applied a range
CASUAL – Phone CONSULTATIVE -
skills #2 calls, everyday Classroom of successful
conversation with discussions, doctor- strategies that
friends and classmates, patient, lawyer-client INTIMATE – maintain
chats, inside jokes of and etc. Couple talking learning
friends and etc. about their future environments
that motivate
plans, family
learners to
sharing ideas, very
work
FORMAL – close friends sharing productively by
FROZEN – Pledges,
Announcements, anthems, marriage
their ideas. assuming
graduation ceremonies, ceremonies, mass responsibility
welcome addresses and rituals and etc. for their own
etc. learning.

Developing Read the following dialogues and identify the communicative KRA 3

mastery (leads style that is used in each dialogue. Obj.9-MOV

to formative Designed,
assessment 3) adapted and
1. A. implemented
Hey, man! What teaching
is up? INTIMATE strategies that
are responsive
to learners with
disabilities,
giftedness and
talents.
So tell me Martin, when B.
was the last time you felt
pain on your chest?
 2.

FORMAL

3.

4.

5.

Practice Skills TELL ME WHAT YOU SEE KRA 3

Direction: Look at following pictures and identify what communicative Obj.10– MOV
styles is used. Adapt and use
culturally
1. 2. appropriate
teaching
strategies to
address the
needs of
learners from
3. 4. indigenous
groups***

5.

Making QUESTIONS: KRA 3

generalization 1. What are the five communicative styles? Obj.9-MOV
and abstractions 2. What is the importance to know the different uses of Designed,
about the lesson communicative styles? adapted and
implemented
teaching
strategies that
are responsive
to learners with
disabilities,
giftedness and
talents.

Values Be careful and respectful on what you say to others. It is always KRA 1

Integration important to be careful about how we respond to people, think Obj.1-MOV

about what they are saying, and respond with care. Apply
knowledge of
content within
and across
curriculum
teaching area.

Integration of Science 9 Quarter 1 Module 2

the subject Effects of Lifestyle in the Function of Respiratory and Circulatory
System
MELCS: Infer how one’s lifestyle can affect the functioning of
respiratory and circulatory systems – (S9LT-Ic -27)

Finding Consider this situation: A student is not feeling well and having KRA 2

practical coughs for almost three days. He decided to ask some of the Obj.7-MOV
applications of people around him for some advice. Create your own dialogue
Maintained
concepts and according to the person that he is talking to. Label the learning
skills in daily communicative style that you used. environments
that nurture
living and inspire
GROUP 1: Parent and the Student learners to
participate,
GROUP 2: Friend and the Student cooperate and
collaborate in
GROUP 3:Teacher and the Student continued
learning.
GROUP 4: Doctor and the Student

RUBRICS FOR GRADING:

EXCELLENT FAIR NEEDS
IMPROVEMENT
(5 PTS) (3 PTS)
(2 PTS)
SENTENCE The writing The writing has: The writing has:
VARIATION AND has: sentences that sentence
FORMATION sentences that are generally formation errors
show complete with and/or a lack of
Length and
 Structure exceptional sufficient variety sentence
use of in length and variety.
sentence structure.
variety and
complexity of
structure.

CORRECT CUPS The writing The writing has: The writing has:
has: generally correct some errors in
Correct
exceptional capitalization, capitalization,
conventions,
capitalization, word usage, word usage,
usage,
word usage, punctuation punctuation
punctuations, and
spelling punctuation including including
including indention of indention of
indention of paragraphs , and paragraphs, and
paragraphs, precise spelling. spelling.
and precise
spelling.

WORD CHOICE The writing The writing has The writing has:
has: generally varied some general
Descriptive and
sentences that and descriptive and repetitive
varied word choice
show word choice that words that may
exceptionally are appropriate be inappropriate
precise, for the image or ineffective to
specific, being described. the image or
descriptive and activity being
vivid word described.
choice
including
alliterations or
other literary
devices.

APPROPRIATE The label is The label can be The label is

COMMUNICATIVE correct justified. wrong.
STYLE

Correct label of
communicative style

Evaluating Directions: On your answer sheet, write the letter of the KRA 2

learning correct answer. Obj.8-MOV

1. Typically used in personal conversations with friends or peers. Applied a range

A. Casual B. Consultative C. Formal D. Frozen of successful
strategies that
2. It is used in talks between two very close individuals. It is maintain
described by an economy of words, with a high chance of learning
environments
nonverbal communication. that motivate
A. Casual B. Intimate C. Formal D. Consultative learners to
work
3. Also known as fixed speech, it is the highest form of productively by
communicative style which is often used in respectful situations or assuming
formal ceremonies responsibility
for their own
A. Casual B. Consultative C. Formal D. Frozen
learning.

4. This type uses formal words and expressions and is mostly

seen in writing rather than speaking.
A. Casual B. Consultative C. Intimate D. Formal
 5. The speaker shows the group that he/she is willing to consult
them and encourage subordinates to present opinions before the
decision-making process.
A. Consultative B. Intimate C. Formal D. Frozen
Additional Watch a TV series or commercial that shows different communicative KRA 1

Activities styles. Write it on a sheet of paper. Obj.1-MOV

(Remedial/Enh Apply
ancement knowledge of
Activity) content within
and across
curriculum
teaching area.

REMARKS

REFLECTION

A. No. of learners who earned 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?