2023 PEAC JHS SUMMER INSET

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE* Acquisition

Directions: Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other indicators given for the
rubric of this plan.

SUBJECT : English 8 GRADE: Grade 8 QUARTER: First Quarter

TOPIC :Prosodic Features TEACHER(S) :
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Mastery Mastery Rubric Intervention Plan For Timeline
Expectations Expectations or Curricular for
Standard Standard Curricular Alone or Focus
Materials Teaching
and LCs and LCs Materials Layered & Skill & Skill Remediation
In Breakdown Breakdown Strategies
*Standards/ *Standards/ and Action
LCs that are LCs that are
stand alone merged
(as stated in (as stated in
column 1) column 4)
What previous What is the How is the missed Will the missed or What is the What is the What rubric What intervention How will existing What month,
standard and LCs standard and standard or partially covered mastery mastery indicators closely or remediation curricular materials unit/module,
were missed or learning partially covered standard and LCs expectation? Skills expectation? Skills align? strategies, action, be transferred, and/or lessons will
partially covered? competencies at standard and LCs stand alone in required to master required to master What will be the resources and updated, or added the missing or
the current grade addressed in teaching, or can it the missed or the missed or focus indicators tools will be used to accomplish the partially covered
level that build on existing curricular be layered in with partially covered partially covered during to achieve mastery intervention or standard and LCs
the missed materials? current grade level standard and LCs standard and LCs assessment? and the rubric remediation action be covered? What
standard and LCs? standard and LCs? that will be taught merged with the indicators? (e.g. and integrate the is the time period
If merged, state the separately. current grade level mini lesson, missed or partially for doing
merged LC. standard and interventions, RTI, covered standard the actions and
State LCs? core, flex-day, and LCs? checking on
corresponding after school) What results of
learning targets. State are the explicit and What resources assessment?
corresponding systematic are needed to
learning targets. procedures and check on students’
how is scaffolding progress to
and differentiation mastery? How can
done? technology be used
to
follow-up on or
enhance student

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 mastery?
Recognize Determine how In order to Recognize and The student is (See Tier 1: Universal Existing materials The partially
prosodic volume, deliver a speech determine how expected to be attached Programming, will show the use covered LC
N/A
features: projection, pitch, effectively, the prosodic able to: rubric below) use of student- of student- will be
volume, stress, intonation, learner must be features serve as friendly learning friendly learning covered in
projection, pitch, juncture, and able to carriers of ● Recognize the targets: direct targets and Week 1 of
stress, intonation, speech rate recognize and instruction using direct instruction Q1 in the 3
meaning for different
juncture, and serve as carriers determine the chunk with scaffolding. meetings:
effective prosodic
speech rate that of meaning. prosodic complexity,
delivery of features such
serve as carriers (EN8LC-Ie-9) features of multiple Differentiation Meeting 1:
speech. as volume,
of meaning. speech: volume, representation, will be done by Activity 1:
stress,
stress, intonation, model environment Modelling of
(EN7LC-I-a-5) projection,
juncture, and completion and (group, pair, and Prosodic
intonation,
speech rate. metacognitive. individual work.) features
and speech;
● Determine Students will be Meeting 2:
how prosodic checked on their Activity 2:
features such mastery by Modelling-
as volume, looking at rubric Chunking
stress, scores on Complexity
projection, worksheets
intonation, involving group, Meeting 3:
and speech pairs, and Activity 3:
rate that serve individual work. Guided-
as carrier of Technology may Independent
meaning; be used in Practice –
● Observe scaffold such as: Most
correct 1. Concept Scaffolded
juncture, Mapping
phrasing, and 2. Videos Meeting 4:
rate of speech 3. Links Activity 4:
when reading The activities will Independent
sample be done from Practice –

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 passages. modelling to Least
least scaffolded. Scaffolded
Corresponding
Learning Targets:

✔ I can
recognize the
different
prosodic
features such
as volume,
stress,
projection,
intonation,
and speech;
✔ I can
determine
how prosodic
features such
as volume,
stress,
projection,
intonation,
and speech
rate that serve
as carrier of
meaning;
✔ I can observe
correct
juncture,
phrasing, and
rate of speech

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 when reading
sample
passages.

*adapted from National Institute for Excellence in Teaching (NIET)

RUBRIC FOR SCORING CRITERIA:

1 2 3 4
Performance Indicators
Emerging Developing Proficient Distinguished
● Recognize the different prosodic I can recall few prosodic features I can identify several prosodic I can recognize how all the I can differentiate how all the
features such as volume, stress, of speech and how they serve as features of speech and how they prosodic features serve as prosodic features as carriers of
projection, intonation, and carrier of meaning for effective serve as carriers of meaning for carriers of meaning for effective meaning for effective delivery of
speech; delivery of speech. effective delivery of speech. delivery of speech. speech.
● Determine how prosodic features I can recall few prosodic features I can identify several prosodic I can determine how all the I can differentiate how all the
such as volume, stress, projection, of speech and hoe they serve as features of speech and how they prosodic features serve as prosodic features as carriers of
intonation, and speech rate that carrier of meaning for effective serve as carriers of meaning for carriers of meaning for effective meaning for effective delivery of
serve as carrier of meaning; delivery of speech. effective delivery of speech. delivery of speech. speech.
I can recall few prosodic features I can identify several prosodic I can observe how all the I can differentiate how all the
● Observe correct juncture,
of speech and how they serve features of speech and how they prosodic features serve as prosodic features as carriers of
phrasing, and rate of speech as carrier of meaning for serve as carriers of meaning for carriers of meaning for effective meaning for effective delivery of
when reading sample passages. effective delivery of speech. effective delivery of speech. delivery of speech. speech.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:
Write systematic and explicit intervention procedures showing the following:
a. learning targets
b. type and form of scaffolding
c. use of Acquisition strategies
d. use of differentiation

(Below are sample procedures)

MEETING 1
● ACTIVITY 1: LC1 I can recognize the different prosodic features such as volume, stress, projection, intonation, and speech

MODELING – Chunking Complexity

1. The teacher shows a concept map and asks the students if they are familiar with the PROSODIC FEATURES OF SPEECH. Then the teacher elicits answers from the
students.
2. The teacher will ask the students “When someone is speaking, would you believe that his attitudes and feelings affect the meaning of his/her utterance?”
3. The teacher plays a video clip about “Bolt Funny Cats” and the students will watch. https://www.youtube.com/watch?v=-JkGe0vTXGE
4. The teacher presents a model through a video/link for the students to recall/recognize the prosodic features of speech.
5. Using the Question creation chart method, the teacher will ask the students questions.

● Who is talking in the video?

● What/Where/Why are they talking(about)?

● What is the video clip about?

● “When someone is speaking, would you believe that his attitudes and feelings affect the meaning of his/her utterance?”

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 ● How can you identify one’s attitudes and feelings? What are the factors to be considered?

● What are the prosodic features of speech?

MEETING 2: MODELING – CHUNKING COMPLEXITY

ACTIVITY 2: LC1 I can recognize the different prosodic features such as volume, stress, projection, intonation, and speech
1. The teacher writes the word Prosodic features and asks the students if they can recognize the word. The teacher elicits answers from
the students.
2. The teacher plays a video of speech: Prosodic Features of Speech” https://youtube.com/watch?v=CQwWI5-rzH8&feature=share
3. The teacher models how to recognize the prosodic features.
4. Before playing the video, the teacher will say: “We will watch a video together and as we watch, let us keep this question in mind: what
are the speech techniques used?”
5. The teacher lists, identifies, and defines the prosodic features present in the video and voices out his/her inner reasoning why he or she
spoke loud in a certain word or raised his or her pitch, or hurriedly paced his or her talk in another part.

Speech Title: Prosodic Features of Speech by Matthew Barbee

Speech Techniques Example from the Speech Describe how the speech technique is Describe how the speech
used. technique affected the meaning of
the speech.
Stress 3:12 (https://youtube.com/watch? The speaker emphasized that the When one uses wrong stress, it may
v=CQwWI5-rzH8&feature=share) meaning of the word may change when alter or change the meaning of the
stress is used correctly or incorrectly. sentence.

Ex. Present, Present

Intonation and Pitch 6:55 (https://youtube.com/watch? The speaker emphasized that When one uses wrong intonation and
v=CQwWI5-rzH8&feature=share) intonation is connected to pitch, pitch, it may alter or change the
controlling the rising and falling of meaning of the sentence.
voice.

Ex. That looks fun.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 Speech 9:17 (https://youtube.com/watch? The speaker emphasized that pauses The slow and fast utterances of word
rate v=CQwWI5-rzH8&feature=share) are used for dramatic delivery. Ex. I affect its dramatic delivery.
(Pause, often like to read books before I go to
pace, and bed.
juncture
Volume 12:47 (https://youtube.com/watch? The speaker emphasized that it is not You need to speak loudly so that you
(Loudness) v=CQwWI5-rzH8&feature=share) polite to shout in public. can be heard and understood.
6. The teacher says “So, to examine the video and the speech techniques present, I did the following steps: First, say “I viewed the video
with the question in mind.”
Second “I noted the intonation, stress, and rhythm in the specific parts of the video.”
Third, say “I paused and listened again to pay closer attention to the intonation, stress, and rhythm.”
Fourth, say “I described how each speech technique is used.”
Fifth, say “I described how the speech technique affected the meaning or caused a change in meaning.”
7. The teacher then asks “Are you ready to try to do what I demonstrated on your own? Don’t worry. I will be guiding you. Just remember
how the prosodic features affect and change the meaning of a speech.”
8. So now let us try these steps again with another video tomorrow.

Meeting 3: GUIDED PRACTICE – Most Scaffolded Using Model Completion

LC 2: I can determine how prosodic features such as volume, stress, projection, intonation, and speech rate that serve as carrier of meaning;
9. The teacher introduces the next activity. Say “We will now watch another video and use the same graphic organizer as in the previous
meeting.”
10. The teacher plays a video of a Campaign Speech of Barrack Obama https://m.youtube.com/watch?
v=gdJ7Ad15WCA&t=356s&pp=ygUoYmFyYWNrIG9iYW1hJ3MgcHJlc2lkZW50aWFsIGFubm91bmNlbWVudA%3D%3D
11. Ask the question that students will keep in mind while watching the video: “What speech techniques are used to effectively deliver the speech? How did they help in
delivering the speech?”
12. The teacher divides the class into groups of 6 groups. Ask randomly from every group about the prosodic features used in the video by answering the multiple-choice
questions for the function of each prosodic feature. Students will choose how the feature is seen in the video from a multiple-choice question. Speech Title: Campaign
Speech of Barack Obama

Speech Techniques Example from the Speech How is the speech technique used in How did the speech technique affect
the video? Choose the correct letter the meaning of the speech?
of the correct answer.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

Stress 2:21-10:25 a. The speaker stressed the words a. By stressing the words, the
“in the face of war” to express speaker is able to change the
sadness and dismay. pace of the entire speech.
b. The speaker stressed the words b. By stressing the words, the
“win the next battle” to express speaker is able to convey mixed
excitement/ meanings.
c. The speaker stressed the words c. By stressing the words, the
to call the attention of the listener. speaker is able to draw the
attention of the listener to the
steps.
Intonation and Pitch 2:21-10:25 a. The speaker used a changing a. By using the intonation and pitch,
intonation and pitch to express the speaker is able to convey
excitement for the topic at hand. excitement and draw attention to
b. The speaker used intonation and the topic at hand.
pitch to highlight questions. b. By using varying intonation and
c. The speaker used intonation and pitch, the speaker is able to ask
pitch to express politeness. questions about the topic at
hand.
c. By using varying intonations to
show anger and frustration about
the topic at hand.
Speech rate (Pause, pace, and juncture 0:56-1:26 a. The speaker used a a. By using varying rhythm, the
monotonous rhythm to speaker is able to change the
2:21 emphasize his statement. statements into questions.
b. The speaker used a calm b. By using varying rhythm, the
rhythm to inspire and give speaker is able to make the
assurance that he can serve. listener feel good emotions.
c. The speaker used a c. By using varying rhythm, the
distressed rhythm to express speaker is able to draw the
anger towards the bad attention of the listener.
leadership.
Volume 2:58-2:21 a. The speaker speaks clearly a. By using varied changes in the
(Loudness) 10:25 and loudly in delivering speaker’s volume, the crowd
emphasized points. understood him.

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 b. The speaker pauses when b. By using pauses, the speaker
delivering a dramatic line. conveys the meaning well.
c. The speaker uses monotone c. By using volume, the speaker
loudness. pauses most of a time.
13. The teacher asks students to share their answers. Students will then be asked to explain why it is the correct answer.
14. Once done, the teacher says, “In the next meeting we will be doing another activity, but this time, you will be doing this on your own”.

MEETING 4
● ACTIVITY 4: LC3 I can observe correct juncture, phrasing, and rate of speech when reading sample passages.

INDEPENDENT WORK – Least Scaffold

15. The teacher plays again the video of a Campaign Speech of Barack Obama https://m.youtube.com/watch?
v=gdJ7Ad15WCA&t=356s&pp=ygUoYmFyYWNrIG9iYW1hJ3MgcHJlc2lkZW50aWFsIGFubm91bmNlbWVudA%3D%3D
16. Before playing the video, the teacher will say “Note down your most striking statement or line from the campaign speech of Barack Obama ''.
17. Using the striking statement or line, each student is instructed to deliver it in front of the class. Moreover, the teacher emphasizes the correct use of prosodic features while delivering
the striking statement or lines.
18. A rubric is designed to assess each learner’s delivery.
3 (Satisfactory) 2 (Good) 1 (Poor)
PROSODIC FEATURES All the prosodic features were Atleast 2-3 prosodic features Only 1 prosodic feature is
observed upon the line were observed upon line observed upon the line
delivery delivery delivery
INTONATION/PITCH Correct intonation and pitch are Intonation and pitch are observed Needs to improve intonation
evident during the line delivery and pitch
SPEECH RATE Speech rate is evident during the line Speech Rate is observed Needs to improve speech
delivery rate
STRESS Stress is evident during the line Stress is observed Needs to improve stress
delivery
VOLUME Volume is evident during the line Volume is observed Needs to improve volume
delivery

GROUP MEMBERS

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition

 BILLY M. TABUENA
ROYD V. SACAPAÑO
ANNIE JOY RAMOS
TINA JOY V. LASTIMOZA
SHERRYL T. SARACIA
JEAN A. SAMILLANO
EDERLYN S. PANES

STANDARDS-BASED LEARNING RECOVERY PLAN | Acquisition