Lesson Plans

Lesson Plan


I. Objectives

At the end of the period, the students must be able to do the following:

Focus Skill:

 define the nature and identify non-verbal communication

Supportive Skills:

 recognize the difference between non-verbal and verbal symbols
 describe the main features of non-verbal communication
 states the function of non-verbal communication
 characterize the types of non-verbal symbols

II. Subject Matter

Subject: Non-Verbal Communication

References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido

Materials: Speech Communication Textbooks
Video Presentation of Non- Verbal Communication Samples
Audio Presentation of Paralanguage Samples
PowerPoint presentation with animated pictures of Non-verbal Symbols
III. Procedure:

A. Motivation:

Before the lesson proper the class will do a brief charade competition about famous movie and song titles. So, the teacher will do the following:

a. divide the students into two groups.
b. ask for two volunteer representatives from each group
c. toss a coin to determine which will be the first to act
d. let the representative pick his/her chosen title in the fish bowl
- the movie title and song title choices are the following:
• A Walk to Remember (movie)
• Titanic (movie)
• Lord of the Rings (movie)
• Around the World in 80 days (movie)
• Million Dollar Baby (movie)
• All you need is Love (song by Beatles)
• All by Myself (song by Celine Dion)
• If I were a Boy (song by Beyonce Knowles)
• When you’re Gone (song by Avril Lavigne)
• Don’t cry for me, Argentina (song by Madonna)

The students will be given:
a. 30 seconds for preparation
b. 2 minutes for the actual charade contest (the representative will act without words and his/her group mates will guess the movie or song title)

After two rounds the group who’ll guess correctly and do the stimulation faster will win additional 2 points in the examination/ quiz.

The teacher will call five students about their observation in the said activity including the actors’ way of communicating the answers to the class.

B. Lesson Proper:

1. After the activity, the teacher will reveal the topic for the day which is Non- Verbal Communication and its connection to the charade.
2. The teacher will ask for at least 2 students to give the meaning of Verbal Communication
3. The teacher will show 2 pictures which show the verbal communication (a picture of a man talking) and non-verbal communication ( a picture of a man nodding)
4. At least 2 students will be asked about the differences of the pictures.
5. The formal definition and nature of non-verbal communication will now be revealed
6. The students will be asked of the basic characteristics of non-verbal symbols that they notice.
7. Using the PowerPoint presentation with animated pictures, video and video presentation of samples, the teacher will try to answer and explain the following questions with class participation through recitation:

 What is the function of Non-Verbal Communication?
 What are the types of Non-Verbal Symbols?
 What is Kinesics and its examples?
 What is Paralanguage and its examples?
 What is Haptics and its examples?
 What is Proxemics and its examples?
 What is Chronemics and its examples?
 What is Personal Appearance and its examples?


C. Application

After the discussion of the significance, types, examples and characteristics of Non-Verbal Communication, the class will be doing the following activities:

1. Pantomime
- The class will be asked to form a group of six and prepare a pantomime of 5-10 minutes. After the presentation of each group, the rest of the class will interpret it.
- If all the six groups were done, the teacher will ask the following questions to each group leaders:
o What problems did you encounter in the preparation and presentation of pantomime?
o In the interpretation of each pantomime?
o What do you think is the reason?

2. Narration with Non-Verbal Symbols
- Form another group of six and sit in a circle. In five minutes, each of the group members should think of terrifying, funny, embarrassing or
disgusting incident that happened to their life in the past.
- When all the group is ready, each member is to narrate what he/she
prepared. During each narration, the rest of the members must ob-
serve and record the narrator’s use of non-verbal behavior.
- After all of the narration, volunteer members will report their findings to the class.
- The teacher will post the following questions:
o Does the non-verbal behavior help strengthen or weaken the meaning of the verbal symbols? Why?

D. Generalization

To end the discussion, the teacher will briefly summarize the following:

 Non-verbal Communication consists of all the elements of communication other than words.

 The characteristics of non-verbal communication are the following:
- Non-verbal communication gives hints of how people feel
- Non-verbal communication makes it impossible for people not to communicate
- Non-verbal communication primarily involves attitudes not ideas
- Non-verbal communication provide clues not facts
- Non-verbal communication provides much more information than verbal communication

 Functions of Non-Verbal Communication
- Complementing
- Contradicting
- Accenting
- Substituting
- Regulating
- Repeating

 Types of Non- Verbal Symbols
- Kinesics ( Body Motions)
- Paralanguage ( Use of Voice)
- Haptics ( Use of Touch)
- Proxemics ( Use of Space)
- Chronemics ( Use of Time)
- Personal Appearance
IV. Evaluation:

In a one whole sheet of yellow paper, the teacher will ask the students to answer the following questions (each will be worth 5 points):
 What is Non- Verbal Communication?
 What is the difference of Non-Verbal and Verbal Communication?
 Discuss the importance of Non-Verbal behavior in a communication.
 Discuss the types of Non-Verbal Behavior and give examples.

V. Agreement/ Assignment:

As an assignment for next meeting, the teacher will require the students to watch a film or television show and turn off the volume at one point for about 10-15 minutes. The students will try to guess the messages being communicated by the characters through their non-verbal communication behaviors within those minutes. They will need to write down their findings and observations in one-half crosswise yellow paper and to be submitted and discussed next meeting.














Lesson Plan


Assignment last meeting: Read the short story "The Gift of the Magi" by O. Henry

I. Objectives

At the end of the period, the students must be able to do the following:

Focus Skill:

 restate the gist of the short story
 explain how the plot of the story reveals the theme
 interpret the author’s purpose in writing the selection
 analyze the characters and different situations in the plot of the story
 to empathize with the feelings of the main characters

Supportive Skills:

 define irony and recognize
 explain examples of irony
 review sentence structure
 dramatize a scene from the story

II. Subject Matter

Subject: "The Gift of the Magi" by O. Henry

References: http://www.eastoftheweb.com/short-stories/UBooks/GifMag.shtml or
http://www.shmoop.com/intro/literature/o-henry/the-gift-of-the-magi.html

Materials: Copy of the Short Story "The Gift of the Magi" by O. Henry

III. Procedure:

A. Motivation:

Before the lesson proper, the teacher will ask the students to write in a one whole sheet of paper a short essay describing the possession that means the most to them. They should include an explanation of the reasons for its importance and what it would take for them to part with this possession.
After that, the teacher will call at least two students to read their essay in front of the class.

B. Lesson Proper:

1. After the activity, the students will now give 5 minutes to read again the short story “The Gift of the Magi” silently.

2. After reading it, discuss the story by letting the students answer the following orally:
• Describe Jim’s age and appearance. [thin, serious, poor]
• Discuss what Della has done and why.[cut her hair, sold it to get enough money to buy Jim a Christmas gift]
• How does the reader know that Della is nervous? [silent prayers that Jim still thinks she is pretty]
• What is Jim’s reaction when he first sees Della? [eyes fixed on her, staring, peculiar, speechless]
• What is Della’s reaction? [thinks her short hair makes her unattractive]
• Who are the Magi and what did they do?[the three wise men who visited the Baby Jesus bringing gifts]
• What is Jim’s gift to Della? [expensive tortoise hair combs for long hair]
• Why is the name of Della’s gift capitalized? [She worshiped the combs; owning them would be an impossible dream]
• Why had Jim been unable to speak when he entered the room? [Della would now have no use for the combs]
• What is Della’s gift for Jim? [watch fob; Jim needed a proper chain for his pocket watch]
• Why can’t he use it? [He sold his watch for the combs]
• What makes these gifts so valuable? [each sacrificed something of great value for the other]
• Why are these like the gifts of the Magi? [gifts of love and sacrifice]

3. The teacher will ask the class if anyone knows what irony is.

4. Give the definition of irony.

5. Explain that there are at least three types of irony and write them on the board as the teacher define each type.
• Verbal-When what someone says something different from what they really mean, or something different from what would be the expected statement in that particular situation. This includes both sarcasm (for example, if your little brother is sitting on the couch scowling because he doesn't want to go out to dinner. And you say, with a smirk, "I'm glad to see you're so happy about going to dinner.") and verbal irony that is not sarcastic (for example, if a grieving widow says at her husband's funeral: "He would have loved to be here for this."
• Situational-When the outcome of a situation is totally unexpected and not anticipated based on earlier events. For example: if a championship swimmer drowns, or a firehouse burns down.
• Dramatic-When the audience or reader knows something that the characters do not, something which adds suspense or humor. For example, if the audience knows that Juliet only drank a sleeping potion and is not dead but Romeo doesn't know.
6. Ask students which type(s) of irony might apply to "The Gift of the Magi." Have them write down their answers and explain using proof from the text.
7. Discuss the correct answers. Although students may have correctly identified one or all three types of irony in the story, make sure to discuss at least the situational and dramatic irony therein.

C. Application

The teacher will ask the class to group themselves into three members. Tell them that they should make up and write down at least three examples of each type of irony for 30 minutes. After that, they will act one per each type of Irony in front of the class.

D. Generalization

To end the discussion, the teacher will briefly summarize the following:

 Irony is an implied discrepancy between what is said and what is meant.
 Three kinds of irony:
- Verbal irony is when an author says one thing and means something else.
- Dramatic irony is when an audience perceives something that a character in the literature does not know.
- Irony of situation is a discrepancy between the expected result and actual results.

IV. Evaluation:

The teacher will ask the student to write their own reflection regarding the short story “The Gift of the Magi” by O. Henry in a one whole sheet of paper.

V. Agreement/ Assignment:

As an assignment for next meeting, the teacher will ask the students to explain irony to someone in their home. Let them ask if they've encountered any ironic situations lately. If they have, the students need to write it down in a bond paper and share it with the class next meeting.




















Lesson Plan


I. Objectives

At the end of the period, the students must be able to do the following:

Focus Skill:

 Identify and distinguish the differences between the levels of communication.

Supportive Skills:

 Apply and relate the levels of communication to everyday life.

II. Subject Matter

Subject: Levels of Communication

References: Speech for Effective Communication
by Mely M. Padilla, Ligaya C. Bicomong Hilaria P. Dato-on
Ma. Anniedith B. Rosario and Leticia L. Sabornido

Materials: Speech Communication Textbooks
Video Presentation of the four levels of communication
PowerPoint presentation of the four levels of communication




III. Procedure:

A. Motivation:

The teacher will show a video presentation and pictures of the following:

o A scene in the movie of “The Secret Life of Walter Mitty” in which he is having his daydreaming.
o A scene in which two lovers are chatting on the phone.
o A corporate meeting
o Debater delivering his speech in the public

The teacher will ask at least 3 to 5 students to tell their observations about the clips.

B. Lesson Proper:

1. After the activity, the teacher will reveal the topic for the day which is Levels of Communication and its connection to videos shown a while ago.
2. The teacher will discuss the lesson by posting the following questions with the help of a PowerPoint presentation.

- What are the four levels of communication?
- What is Intrapersonal communication?
- What is Interpersonal communication?
- What is Group Conversation?
- What is Public Communication?
- Compare and contrast the four levels of communication.




C. Application

The teacher will ask the class to create their thoughts silently in the following given intrapersonal situations.

• Your strict parents require you to be home at 9:00 pm everyday. You want to attend your classmate’s birthday party from 5:00 to 10:00 pm. Plan how you will ask permission from them.
• You are going to be very late for your first class. Think of what you will say to your teacher.

After doing the intrapersonal activity, the teacher will ask the students to get a pair and share their thoughts about the scenario. Now, the pairs will be mixed to other pairs to form a group with 10 members. The group will discuss as a whole. After that, the group will choose one representative to share their final answer in the two given scenarios in front of the class.
After all the representatives’ speech, the teacher will ask the students to identify the levels of communication in the said activity.

D. Generalization

To end the discussion, the teacher will briefly summarize the following:

 There are four levels of communication namely intrapersonal communication, Interpersonal communication, Group Communication and Public Communication.
 The first level of communication is Intrapersonal Communication which refers to the communication with yourself.
 The second level of communication is Interpersonal Communication or dyadic conversation that involves two persons or two groups of people who share the roles of sender and receiver.
 Group communication is the third level in which 3 or more people gather publicly or privately to work on a task, to solve a problem or to arrive at a decision.
 Public communication refers to the kind of communication when one person delivers his/her remarks to the remaining members called the audience.
 It has two characteristics:
 unequal amount of speaking
 limited verbal feedback

IV. Evaluation:

The teacher will ask the student to write at least 5 situational examples of each levels of communication in a one whole sheet of paper.

V. Agreement/ Assignment:

As an assignment for next meeting, the teacher will ask the class to form 5 groups and prepare a 20 minutes skit where they can possibly show the four levels of communication they’ve learn from the lesson. The skit must revolve around just one topic, not four separate topics for the four communication levels.