Lesson Plan for Speech Choir.

LESSON PLAN FOR READING I. Objectives At the end of the lesson, the students will be able to: 1. Understand the definition of a speech choir through the discussion 2. Recall the elements and mechanics of a speech choir through the discussion and performance 3. Perform a speech choir using the given text II. Subject Matter Text: I Am a Filipino by Carlos P. Romulo Topic/Concept: Speech Choir Value(s) Integrated: Determining one’s excellent qualities as a Filipino and being proud of one’s identity Reference(s): Carlos P. Romulo Foundation. (n.d.). I Am a Filipino | General Carlos P. Romulo. Retrieved from http://carlospromulo.org/2009/04/i-am-a-filipino/

Eittel, B. (n.d.). What Are the Things to Be Remembered in Doing Speech Choir? | eHow. Retrieved from http://www.ehow.com/info_8488127_things-remembered-doing-speechchoir.html Educational Resources Corporation. (2014). I Am Unique. In English Time: Unit 3 – Asserting Myself (pp. 1-9)

Magyar, C. (n.d.). What Are the Elements of a Speech Choir? Retrieved from http://www.ehow.com/info_8579675_elements-speech-choir.html

III. Procedure A. Motivation a. The teacher will show pictures of a speech choir. She will ask the students what they can observe in the pictures.

b. The teacher will explain that the pictures show speech choirs. She will ask students to recall their past experiences with speech choirs to activate their background knowledge. c. The teacher will post the lyrics of a song and instruct the students to read it altogether. She will explain the difference between a musical choir and a speech choir. B. Understanding Literature a. The teacher will give the meaning of speech choir. She will also discuss the elements, the types, and the important reminders. Speech choirs are performance groups that recite speeches in unison, often with elements of choreography and costuming to help bring the speech to life. Elements: 1. Members 2. Piece 3. Choreography 4. Costume Important Reminders: 1. Diction 2. Articulation and Diction 3. Connection to the Group 4. The Text Types: REFRAIN is one of the most common forms of choral speaking. One person reads the narrative portion of the text while the rest of the class joins in the refrain. UNISON calls for the whole group to read the material together. Additional sound effects might be incorporated ANTIPHON calls for the class to be divided into two or more groups, with each group being responsible for a certain part of the selection. CUMULATIVE choral reading or speaking refers to a method where groups of voices or individual voices are added to or subtracted from then choral reading, depending on the message or the meaning communicated by the selection. SOLO LINES is a type of choral reading where individuals read specific lines in appropriate places throughout the group activity. LINE AROUND or CHILD-A-LINE is more solo work where each line is taken by a different person in the group.

b. The teacher will give each student a copy of the script for “I Am a Filipino” by Carlos P. Romulo. She will let the students read the first 3 lines to show a glimpse of how they should read the script. IV. Assignment 1. Perform a cumulative speech choir using the essay “I Am a Filipino.” Each member must have their own copy of the script. Remember the important reminders in performing a speech choir. Rubrics

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Unity and Coordinatio n

Almost all of the members did not know what to do and made many mistakes; scattered and disordered presentation

Some of the members made mistakes with the movements; some cannot follow what line they are reading

Only a few members made mistakes with the lines and the movements; needs more synchronization ; some were more energetic than the others

Had synchronized movements and unified voices; made little or no mistakes; showed the same level of energy

Preparednes s

Almost all of the members showed lack of confidence and unfamiliarity of the piece

Some of the members showed unfamiliarity with the piece and the performance

Only a few members appeared disoriented but most of the members showed mastery of the piece

All the members showed confidence and mastery of the text and the performance

Expression

Almost all of the members read in a robotic manner with no emotions, intonation, or stresses

Some of the members read either without emotions or with the inappropriate expression; some did not observe

Only a few members read either without emotions or with the inappropriate expression

All the members read with appropriate expressions and observed the proper intonations and stresses

the proper intonation and stress Articulation and Diction

Almost all of the members spoke inaudibly and made many mistakes in pronouncing the words; the audience can barely understand their performance

Some of the members committed mistakes in pronouncing some words; some lines or words are inaudible

Only a few members made a few mistakes in pronouncing some words; most of them read clearly and loudly

All the members read every single word clearly and loudly enough for the audience to hear and understand

Gestures or Movements

Had no movements or gestures at all

Had few gestures or movements; some of which are not appropriate or expressive

Had some appropriate gestures or movements; need more facial expression

Had many appropriate and expressive gestures or movements but