Learning Area ENGLISH

LESSON PLAN IN ENGLISH 10

School SAN JOSE PROVINCIAL HS Grade 10

Level
Teacher Stephanie F. Alob Learning English
Area
Teaching Date September 22, 2023 Quarter 1ST
Teaching Time No. of 1
Days

ANNOTATION
I. OBJECTIVES At the end of the lesson, learners are expected to: These objectives are
aligned in the Most
K- - Explain the concept of non-verbal Essential Learning
communication and its significance in interpersonal Competencies.
interactions;
S- - Perform specific scenes in non-verbal
communication; and
A- - Recognize the importance of Non-verbal
communication especially in times of difficult
circumstances.
II. Content Standard
understands the nature and elements of
communication in context.

designs and performs

effective controlled and uncontrolled oral
III. Performance communication activities based on context.
Standard
Most Essential
Learning Employ effective and appropriate non-verbal
Competencies communication strategies.
EN10L-IVe-2
(MELCs)
II. CONTENT Non-verbal Communication strategies
III. LEARNING RESOURCES
A. References
a. Teacher’s pp. 35-36
Guide Pages
b. Learner’s pp. 35-36
Material Page
c. Instructional Pictures, rolled construction papers
Materials
IV. PROCEDURES
A. PREPARATION
a. Review 1. Prayer
Indicator 5, Established
2. Routinary Activities
safe and secure learning
 Daily reminders of Rules and environments to enhance
Regulations learning through the
consistent implementation
 Classroom Management Style
of policies, guidelines, and
1. When the teacher says, Lecture, Lecture, procedures.
students will say YES, YES.
 2. When the teacher says, Demo, Demo, students
will say, AHA, AHA
3. When the teacher says, Water falls, students will
say, Sssh, Sssh.
3. Checking of Attendance
4. Review of the past lesson through the use of
wordwall.net
https://wordwall.net/resource/60821166/review

b. Motivation
a. I will divide your class into five (5) groups,
pick one rolled paper in the box. If you picked
color yellow with a high five picture you are in
group 1, if green with a smile picture you’re in
group 2, if red with a peace sign, you’re in
group 3, if blue with an okay sign you’re in
group 4 and white with a star you’re in group
5.

b. This performance chart is our guide to your

scores during our activity. Heart is 20 points
stand for love, 15 points for a smile represent
happiness, 10 points like sign for approval.
Then I have here sad emoji for a group that is
noisy and misbehave to the class will be
deducted for 5 points.

Task A.
 HOTS questions were
asked to the students in
I have five strips of paper here. In your group, order to verify whether
choose 1 representative to pick one. Then students have understood
the activity.
follow the directions posted on the board and  Indicator 3, Applied a
the instructions written on the strip of paper. range of teaching
strategies to develop
critical and creative
thinking as well as other
Directions: Stand up. Form a circle and face higher-order thinking
skills.
at the back of your classmate as a group. Read
the message written on the strip of paper.
Follow the instructions and pass the message
to the next student and up to the last student
in your group. Then the last student will
demonstrate as instructed in front of the class.

Group 1: Wave your hands upward then

whisper the message “Everyone knows it,
 snows when the wind blows.”

Group 2: Shake your hands sideward then

whisper the message “Everyone knows it,
snows when the wind blows.”

Group 3: Clap your hands then whisper the

message “Everyone knows it, snows when
the wind blows.”

Group 4: Stomp your feet then whisper the

message “Everyone knows it snows when
the wind blows.”

Group 5: Smile then whisper the message

“Everyone knows it snows when the wind
blows.”

Processing Questions:

1. What have you felt while performing the

activity?
2. What were the problems encountered while
doing the activity? How did you overcome
them?
5. Do you think those words mentioned earlier
are relevant to our topic today?

B. PRESENTATION a. This time I will let you watch a short clip or

video presentation of Mr. Bean, entitled “La Piscine  Students will be given
Test”. time to read the story
as per their group’s
b. You are going to observe and analyze the actions
classification.
and emotions of Mr. Bean in the clip. (LITERACY)
 Indicator 2, Used of
Source: range teaching
https://www.youtube.com/watch? strategies that
v=ZQryUvMpGk8 enhance learner
achievement in
literacy and
Comprehension Questions:
numeracy skills.

What happened in the clip or video?

Was Mr. Bean brave of confident enough to?
jump?
If not, what made you think that he was
 not?
Are there actions that suggest that he was
scared?
c. This time we are going to tackle a new topic.
Based on the video clip that you had watched
earlier.
1. What do you call the process of sending and
receiving messages without using words and also
includes gestures, facial expressions, and body
positions?

2. Can you give me an example of nonverbal

communication?
3. What do you call a method or plan used to solve
a problem?

d. I will show pictures related to the nonverbal

communication strategy and analyze what is
happening in the picture or what the picture is all
about.

1. Facial Expressions

Indicator 1, Applied
knowledge of content
within and across
curriculum teaching
areas.

Facial expressions are responsible for a huge

proportion of nonverbal communication. Consider
how much information can be conveyed with a
smile or a frown.

2. Gestures
Deliberate movements and signals are important
ways to communicate meaning without words.

3. Paralinguistics

It refers to vocal communication that is separate

from actual language. This includes factors such as
tone of voice, loudness, intonation, and pitch.
Consider the powerful effect that tone of voice can
have on the meaning of a sentence.

Indicator 2, Used of
7% of message pertaining to feelings and attitudes
range teaching strategies
is in the words that are spoken. that enhance learner
38% of message pertaining to feelings and attitudes achievement in literacy
is paralinguistic (the way that the words are said). and numeracy skills.
55% of message pertaining to feelings and attitudes
is in facial expression.

4. Body Language

Is a type of nonverbal communication that relies on

body movements (such as gestures, posture, and
facial expressions) to convey messages. Posture and
movement can also convey a great deal of
information. Research on body language has grown
significantly.
Example:
Standing Up Straight – feel confident
Putting Your Head in Your Hands – upset
Hands Open and Palms Up – no hidden
 5. Proxemics

Deals with the amount of space that people feel it

necessary to set between themselves and others.
People often refer to their need for “Personal space,
“which is also an important type of nonverbal
communication. Factors that include social norms,
cultural expectations, situational factors,
personality characteristics and level of familiarity.

6. Haptics

Communicating through touch. It is another

important nonverbal behavior. Touch can be used
to
communicate affection, familiarity, sympathy, and
other emotions.

Example: handshake, pat, kiss, slap, hug,

massage, hit, kick, embrace, tickle.

C. PRACTICE GUIDED PRACTICE

1. Which of the following is NOT a form of

 non-verbal communication?
a. Body language
b. Tone of voice
c. Written communication
d. Telepathy

2. Using your whole body to communicate is

called what?
a. Miming
b. Body language
c. Sign language
d. exuberant communication
e. Full communication

3. Pointing finger is what type of

communication?
a. Gestures
b. Body language
c. Sign language
d. Body position

4. Which of the following qualifies as a

gesture?
a. wave
b. hi there
c. sad expression
d. goodbye

5. If someone says, 'It's finished!' with a smile,

this implies that the person is:
a. Pensive about being done
b. Glad to be done
c. Upset that is done
d. None of the above
V. EVALUATION
This time, we’re having an activity in a  Activities are based on the
student’s capacity.
group. You will pick an envelope to identify  Differentiated
or know the task assigned to you. I will give instructions are based
you 5 minutes to prepare in your group. on Content.

Group 1 Let’s face it!

Directions: Choose 1 representative in a group
to show the different facial expressions and the
rest of the group will guess.
Angry, happy, confused, nervous (facial
expressions)

Group 2 Give me space!

Directions: Make a scenario about the
trending issue of NCOV virus and show your
 reactions, using proxemics. (Deals with space)

Group 3 Don’t touch me!

Directions: Make a short play using haptic
nonverbal communication strategies.
(Communicating through touch)

Group 4 Eyes on me!

Directions: Create a response to a situation
using eye contact. (Eye contact/gaze)

Group 5 Careless whisper!

Directions: make a dialogue that shows
paralinguistic communication.

Rubrics

VI. ASSIGNMENT
a. Get your English notebook and copy your
assignment posted on the board.

Directions: Give five (5) nonverbal communication

strategies that you apply or use every day and
explain how important they are in your daily life.

VII. REFLECTION Directions: Think of why you need to learn the concepts
presented and ponder on what you have learned, what
you have realized, and what you intend to apply in the
future. Use the sentence starters below and write your
reflections in your journal notebook.

I have learned that _______________________

I have
I have realized that ________________________
I will apply ________________________________