ORAL COMMUNICATION IN CONTEXT

WHAT TO
HOW TO ASSESS HOW TO TEACH
WHY TEACH TEACH
ASSESSMENT & FEEDBACK Learning Material Preparation MET
As implied by the Reviewing the FIDP of Oral Communication Improved PT of Oral By using the GRASPS Based on the Feedback Feedback What student- What Formative What topic/s
minimum standards, the in Context Communication in characteristics of a standards and Mechanism Mechanism centered Questions shall ensure/s the
teaching of every core Context PT, identify the criteria for (FOR (AS Learning) flexible teaching lead to the development of
subject shall lead to the standards and success in Learning) modality will completion of the desired
development of the criteria for success. completing the lead towards EFAA? skills?
learners. PT, what EFAA the completion
will enable the of the EFAA?
student to
successfully
complete the
performance
task?
Based on the With the skills that
culminating shall be
performance championed by
standard of Oral Oral
Communication in Communication in
Context: Context and
together with the
Culminating other skills implied
Performance by the minimum
Standard: The learner standards:
demonstrates
effective use of Skills to Be
communicative Championed by
strategy in a variety Oral
of speech situations. Communication in
Context
1. Communication
Skills
2. Thinking Skills
3. Collaboration
Skills
1. Communication Skills 1. Communication Transfer Goal: The students will GOAL: The learners MET 1 - Nature The teacher The teacher 1. Online EFAA 1: Nature and
2. Thinking Skills Skills participate as youth should address the and Elements of shall: guides the (Synchronous, 1. What factors Elements of
3. Technology Skills 2. Thinking Skills The learners will advocates in an Online sustainable Communication 1. remind the learner to: Asynchronous, generally affect Communication
4. Communication and 3. Collaboration Skills be able to Convention to be development goals EFAA1: student of the 1. identify the and Hybrid) how we and Effective
Technology Skills communicate attended by young by spreading desired expectations communicate Communication
5. Problem-Solving Skills effectively Annotated competencies and difficulties 2. Distance with one Skills
leaders all over the awareness on
6. Collaboration Skills demonstrating the Script or to develop encountered; (Offline another?
Philippines. They will different issues and
principles of Situational through the 2. define the Remote) 2. How do we
address the sustainable their resolutions
effective verbal Analysis activity and response lessen or avoid
communication development goals with through the delivery the expected mechanism to 3. Blended (In- facing
and speech the objective of of various kinds of sets of improve person) difficulties in
delivery, effective spreading awareness speeches. evidence; progress of communicating
nonverbal about the different 2. point out learning; our intended
ROLE: The learners
communication issues and possible the 3. recognize the meaning?
skills, and are to assume the competencies appropriateness
solutions to resolve
communicative role of being youth that are fully of the response
them through the
competence in advocates in an achieved, mechanism; EFAA 2: Functions of
delivery of various kinds
engaging in Online Convention. partially 4. implement What factors Communication
of speeches MET 2 -
various contexts (informative, Function of achieved, and the response should be
AUDIENCE: The
and in delivering Communication not achieved; mechanism; considered in
persuasive, and convention is to be
various forms of EFAA 2: and 5. arrive at the evaluating
entertainment). They attended by different
speeches. Essay: Speech 3. provide a effect of the functions of
are expected to young leaders all
Analysis of recommendat response communication
demonstrate the over the Philippines. ion to address mechanism. employed in
Performance authorities from
following: Principles of the deficiency different speech
Scenario: SITUATION: The various sectors
Effective Verbal in order to situations?
regarding the
Communication and learners participate proceed to
Learners are pandemic,
Speech Delivery, in an Online the advanced
expected to Guided
Effective Nonverbal Convention topic.
demonstrate Critiquing of
Communication Skills, addressing different Speech
their effective issues and possible
and Communicative Scenarios
communication solutions raised
Competence.
skills in a youth through the
convention Modalities sustainable MET3 -
where they are Online: The learners will development goals Communicative
expected to submit their speech (SDG). Competence
engage in recording through their Strategies
addressing Learning Management PRODUCT/
different issues System. PERFORMANCE: The
learners deliver a EFAA 3: Communicative
concerning them How are Competence/Str
Distance/Remote: The speech (informative, EFAA 3:
as a learner and communicative ategies
learners will submit persuasive, or
as an active strategies
their speech recording entertainment)
citizen. effectively
 through flash drives to demonstrating Mini employed in
be delivered to their Principles of Effective documentary, various
schools/teachers. Verbal testimony, or a communicative
Communication and portfolio situations?
Speech Delivery, (photos or
Effective Nonverbal drawings/write-
ups) sharing
Communication
their
Skills, and
stories/experien
Communicative ces during the
Competence. Coronavirus
lockdown
EFAA 4: Types of
STANDARDS AND 1. How do we Speeches and
CRITERIA FOR MET 4-Types of appropriately Principles of
SUCCESS: Speeches utilize the types Effective Speech
1. Principles of of speeches in Delivery
EFAA 4: different
Effective Verbal
Teleconference, contexts?
Communication and
organized group
Speech Delivery webcast, or 2. How can we
2. Effective prerecorded apply the
videos about different
Nonverbal
the implications principles of
Communication Skills
and feasible effective speech
3. Communicative countermeasure delivery in real-
Competence s of the COVID- life scenarios?
19 pandemic to
the different
sectors
(education,
health, business,
etc.) in the
Philippine
setting.

Instructions for the Performance Task: You are to participate as youth advocates in an Online Youth Convention to be attended by youth leaders all over the Philippines. You are to address the sustainable
development goals with the objective of spreading awareness about the different issues and possible solutions to resolve them through the delivery of various kinds of speeches (informative, persuasive, and
entertainment). From the said task, you are expected to demonstrate the principles of effective verbal communication skills, to reinforce your thoughts and ideas by making sure that all points presented to argue
align to your general purpose, to exhibit appropriate nonverbal communication skills, and to display communicative competence.
PERFORMANCE TASK RUBRIC: The rubric consists of three (3) domains of performance for evaluation, namely (I) Principles of Effective Verbal Communication and Speech Delivery, (II) Effective Nonverbal
Communication Skills, and (III) Communicative Competence. Each of these provides the key areas and purposes of Oral Communication in Context, as reflected in the Culminating Performance Standard.

CONSIDERATIONS 4-Excellent 3-Good 2-Average 1-Poor

(Advanced competency, skill, feature, (Developing competency, skill, (Emerging competency, skill, (Beginning competency, skill,
constituent or particular is clearly and feature, constituent or particular feature, constituent or particular feature, constituent or
fully established, exhibited or is generally established, exhibited is established, exhibited or particular is established,
demonstrated.) or demonstrated.) demonstrated.)) exhibited or demonstrated.)

I. PRINCIPLES OF EFFECTIVE VERBAL COMMUNICATION AND SPEECH DELIVERY

ACHIEVEMENT OF The speech effectively establishes and The speech establishes and achieves The speech partially establishes and The speech did not and achieves
PURPOSE (x4) achieves its purpose to either inform, its purpose to either inform, achieves its purpose to either its purpose to either inform,
persuade or entertain. persuade or entertain. inform, persuade or entertain. persuade or entertain.

Speaker reinforces his or her thoughts Speaker reinforces his or her The speaker, to a limited extent, The speaker does not
and ideas by making sure that all points thoughts and ideas by making sure communicates his or her thoughts communicate his or her thoughts
presented to argue align to his or her that key points presented to argue and ideas and some key points and ideas and points presented
general purpose. align to his or her general purpose. presented seem to contradict the observably contradicted the
general purpose. general purpose.

CONTENT AND Clearly understood the topic in-depth Clearly understood the topic in- Seemed to have understood the Did not show an adequate
UNDERSTANDING (x4) and presented information forcefully depth and presented ideas with main points of the topic, but did understanding of the topic; led
and convincingly; the student appears relative ease. not present with ease. to awkward presentation.
very knowledgeable on the topic.
ABILITY TO EXPRESS AND Thoughts are organized and effective; Thoughts are organized; Some thoughts lack organization; Thoughts are not organized;
CONVEY IDEAS (x2) appropriate inflection is evident; word appropriate inflection is evident; inflection is sometimes inflection is inappropriate; word
choice shows ability to capture and word choice shows ability to inappropriate; some words choice does not show the ability
maintain audience interest. capture and maintain audience cannot capture and maintain to capture and maintain
interest. audience interest. audience interest.

ORGANIZATION (x2) Sophisticated arrangement of content Functional arrangement of content Confused or inconsistent No control of content sequence
with evident and/or subtle transitions that sustains a logical order with arrangement of content with or or arrangement is observed.
are observed. some evidence of transitions are without attempts at transition is
observed. observed.
The speech demonstrates logical The speech demonstrates a The speech demonstrates a The speech does not show
arrangement of paragraphs: logical use generally clear arrangement of confusing arrangement of logical arrangement of
of transitions between paragraphs, and paragraphs: generally clear use of paragraphs: a formulaic use of (or paragraphs: absence of logical
a logical organization of ideas within transitions between paragraphs, lack of) transitions between use of transitions between
paragraphs. and a generally clear organization paragraphs, or a confusing paragraphs, and a logical
of ideas within paragraphs. arrangement of ideas within organization of ideas within
paragraphs. paragraphs caused observable
The organizational logic enhances the confusion among listeners/
viewer’s understanding of the speech’s The organizational logic assists the The disorganization makes it viewers.
ideas. viewer’s understanding of the difficult for the viewer to Observable disorganization made
speech’s ideas. understand the speech’s ideas. it improbable for listeners/viewers
to grasp speech’s gist.

II. EFFECTIVE NONVERBAL COMMUNICATION SKILLS

VOCALIC CUES (x2) Consistent and effective volume, The speaker spoke loudly and The speaker could be heard most The audience had difficulty
articulation, and expression were clearly enough to be easily of the time, but at certain points hearing and/or understanding
present in the speaker's voice. understood. The speaker used was inaudible. Little expression much of the speech due to low
Appropriate rate and pausing were adequate expression and rate. was shown. volume. Very little expression
employed. was shown.
EYE CONTACT (x2) Holds attention of the entire audience Consistent use of direct eye Displayed fair eye contact with No eye contact with the
with the use of direct eye contact, contact with the audience, but still the audience, while reading audience, as the entire speech is
seldom looking at notes. returns to notes. occasionally from the notes. read from notes.

FACIAL EXPRESSIONS AND The speaker maintained good posture. The speaker maintained adequate The speaker had some distracting The speaker's posture and
BODY LANGUAGE (x2) Movements were purposeful and posture and non-distracting and/or nervous movement during expression indicated a lack of
enhanced the delivery of the speech. movement during the speech. delivery. Facial expressions enthusiasm or comfortableness
Facial expressions were comfortable Expressions were comfortable. seemed forced or absent. with the discussion. Some
and showed enthusiasm for the topic. movements were very
distracting and made the speech
difficult to follow.

III. COMMUNICATIVE COMPETENCE

COMMUNICATIVE Used the most appropriate sentence Used correct sentence structure Used correct sentence structure Used incorrect sentence
COMPETENCE (x2) structure that supported the topic. No that is appropriate for the topic. that is mostly appropriate for the structure that is not appropriate
utterance of grammatical error during Utterance of one or two topic. Numerous utterances of for the topic. Almost all
the course of the presentation. No grammatical errors. grammatical errors. utterances have a considerable
mispronounced words. Uses academic/ Mispronounced one or two words. Mispronounces three to five number of grammatical errors.
consultative language with a high to Uses academic/ consultative words. Uses academic/ Frequently mumbles or
very high degree of effectiveness. The language with a sound degree of consultative language with a mispronounces several keywords
learners exhibit outstanding respect effectiveness. The learners exhibit minimal degree of effectiveness. in the presentation. Does not use
and inclusivity throughout the speech. respect and inclusivity throughout The learners exhibit partial academic /consultative
the speech. respect and inclusivity throughout language. The learners did not
the speech. exhibit respect and inclusivity
throughout the speech.

***COMPLETENESS OF Necessary parts of the documents Necessary parts of the documents Some parts of the necessary The documents do not provide
WRITTEN OUTPUT (x5) supplement and complement the complement the presentation. documents are missing. support to the presentation.
(may be included or presentation.
excluded depending on
the absence or presence
of the components of the
resources)

TOTAL= 100 points

Remarks/Other Feedback deemed necessary in achieving the Culminating Performance Standard

(descriptive):_______________________________________________________________________________________________

Areas/Components/Features/Skills Most Honed or Developed by the

Learner:____________________________________________________________________________________________________

Areas/Components/Features/Skills that Need Reinforcement or Strengthening:__________________________________________

Striking/Quotable Phrase/s or Expression/s:_______________________________________________________________________

Rater: _______________________________________________________