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Pls Click the link for you to be directed to our video presentation.

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Pls Click the link for you to be directed to our video presentation.

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Option 1:

https://drive.google.com/drive/folders/1fVdjFSmgTAC1biK_4ChAfpxDO-MA5G9r

Option 2:

https://www.canva.com/design/DAG2j7fJNkg/DYpqYyv_VGp9OHKMvjmk0w/edit?utm_content=DAG2j7fJNkg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Disclaimer: Our file is too large to post in the Padlet, so we provided 2 options incase the other is not working. Thank you, miss.

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Orange and Red Simple Welcome Autumn Card Landsape

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This section features the alignment matrix, which shows the interconnectedness between the objectives, materials, activities, and assessment. It was checked by the adviser and through her guidance we are able to know how to improve and design it according to the lesson.

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These instructional materials significantly benefit students' speaking skills and language learning by focusing on the critical role of emotion in communication. They provide engaging, hands-on methods to explicitly teach prosody, the "music of speech" encompassing features like pitch, stress, and rhythm, which are necessary for conveying precise meaning and tone. By utilizing a randomized, gamified approach, the materials guarantee equitable participation for every student, fostering universal preparedness and building confidence in spontaneous speech. Crucially, they push students beyond simple word recall to critically analyze and articulate language concepts within specific emotional contexts, ensuring their spoken output is both grammatically correct and powerfully expressive.

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Storytelling with Prosody: Reading and Retelling with Expression

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Storytelling with Prosody: Reading and Retelling with Expression

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To help students develop expressive reading and storytelling skills, this activity focuses on the use of prosodic features to bring a story to life. It aims to enhance students’ oral communication, comprehension, and confidence in reading aloud.

Using a traditional storybook, students read a short story aloud, applying prosodic features such as pitch, stress, tempo, volume, intonation, and juncture. In the next session, they retell the story from memory, demonstrating understanding and expressive delivery without using the storybook.

The materials used include long folders, cartolina, stickers, scissors, glue, and printed letters. The teacher creates the storybook by decorating the long folders with colorful cartolina covers, printed letters, and printed image to make it visually appealing.

These materials not only make the storybook durable and engaging but also help capture students’ interest and motivate them to read with enthusiasm.

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Through this group performance activity, students are given the opportunity to demonstrate how effectively they can use their voices to express meaning and emotion. It encourages them to be mindful of how sound and speech patterns affect communication. The class will be divided into five groups, and each group will receive a colored folder from the teacher containing a scenario to perform.

Working collaboratively, the members will plan, rehearse, and present their interpretation, ensuring the proper use of prosodic features such as intonation, pitch, stress, loudness, and tempo to convey meaning and emotion effectively. The materials used include colored envelopes, printed image, cartolina, scissors, and glue.

These materials make the activity visually engaging and help organize the assigned tasks for each group, fostering both creativity and active participation.

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Students will demonstrate their understanding through the ‘Prosody in Action’ activity. The class will be divided into five groups, with each group receiving a colored envelope from the teacher containing an assigned scenario. Each group is expected to collaborate in preparing and rehearsing their presentation, ensuring the appropriate application of prosodic features of speech such as stress, intonation, pitch, juncture, rate, and volume.

After sufficient practice, the groups will perform their presentations live before the class. The materials used include colored envelopes, stickers inside and outside designs, cartolina, scissors, and glue.

The teacher decorates the envelopes with stickers and cartolina labels to make them more visually appealing and engaging for students, adding an element of excitement and anticipation as they open their assigned task.

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This section showcases the instructional material designed for the Abstraction phase of the lesson: "Features Detective." The goal of this engaging activity is to facilitate a deep, student-led discussion of the six prosodic features of speech in a meaningful way.

The material is constructed using simple components: a plastic cover, construction paper, a printed jar (the "Evidence Jar"), and several printed riddles along with the printed definitions of each prosodic feature.

The activity functions as a puzzle-solving challenge:

1. The Challenge: Students are first asked to pick a riddle from the evidence jar.

2. Critical Analysis: They must then critically analyze the riddle's content and context to determine which specific prosodic feature it describes.

3. Justification: The student must then explain to the class why they believe their chosen answer is correct, fostering communication and justification skills.

4. Teacher Revelation: The teacher then reveals the correct answer and uses the definition cards to formally explain the features, anchoring the student's discovery to the academic concept.

This process not only leads to deeper retention and understanding but also strengthens their critical thinking and communication skills as they must justify their chosen feature before the teacher formally reveals and explains the correct definition.

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This section features the instructional materials under analysis. This is created using a popsicle sticks, printed image, printed questions, and cardboard. The lucky student who will be picked using the randomizer will spin the wheel and whatever emotion it landed, therefore a question from the box under the emotion of whatever is picked should be answer. This materials is designed to foster deeper critical thinking by challenging students to connect content from the previous activity.

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The ‘Scrambled Word’ activity asks students to arrange mixed-up letters to form words related to the prosodic features of speech. This engaging task captures their attention and sparks curiosity as they collaborate and think critically to complete each word. Through this interactive challenge, students reinforce key vocabulary and deepen their understanding of prosodic concepts such as pitch, stress, and intonation.

The class will be divided into six groups, and each group will be given one scrambled word to solve. They will work together to arrange the letters correctly and present their answer to the class.

The materials used include Styrofoam, cartolina, scissors, glue, and double-sided tape. The teacher prepares colorful letter cutouts from cartolina, which are then glued onto pieces of Styrofoam to make them sturdy and reusable. Each letter also has double-sided tape at the back, allowing students to easily attach them to the board during the activity.

These materials make the task visually appealing, organized, and durable, ensuring that students remain motivated and actively engaged throughout the lesson.

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This creative instructional tool, built simply from a base of cartolina, printed images, and balloons concealing key phrases, is designed to launch the lesson with maximum fun and participation.

Here is how the activity works to achieve its learning goal:

1. Selection & Action: A student selects and pops a balloon.

2. Performance Challenge: The printed phrase revealed underneath must be read aloud and acted out according to a specific emotional instruction (e.g., "Read this line with intense Anger," or "Say this with overwhelming Joy").

This fun, dramatic exercise immediately immerses students in the core concept of prosody—how voice modifications like pitch, tempo, and tone communicate feeling and intent. It provides a direct, memorable, and active way to introduce the topic of prosodic features of speech and speaking skills.

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These are the learning objectives that define what students are expected to understand, practice, and value by the end of the lesson. They serve as the foundation for all instructional materials, ensuring that each activity—whether a game, discussion, or assessment—is aligned with clear and measurable outcomes.

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This instructional material introduces 'The Box of Fate,' a dynamic, low-tech student randomizer that will be a centerpiece of our lessons. Crafted simply from cardboard, cartolina, printed images, and popsicle sticks, it serves a profound purpose. Each stick bears a student's name, ensuring that during the entire class, every student has an equal and fair opportunity to participate and answer questions. This simple tool guarantees equitable engagement, keeping all learners actively involved and ready to contribute at any moment.

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EN7OL-II-i-1.14: Use the correct pitch, juncture, stress, volume and projection and rate/speed of speech in conversations and dialogs

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Featured here is our emotional rewards system, 'Rewards of Joy.' This engaging instructional tool is creatively constructed from cardboard, cartolina, and printed images, and its core component is the Emotion Ticket. Students earn these tickets whenever they participate or contribute constructively during the class.

The tickets are strategically weighted based on the complexity and impact of the emotions they represent:

Sadness Ticket (1 point): Given for foundational, simple participation (e.g., repeating a word, a basic definition).

Joy Ticket (2 points): Given for confident or correct answers.

Anger Ticket (3 points): Given for passionate debate or challenging a concept with well-supported reasoning.

Fear Ticket (5 points): Given for taking a high-risk, high-reward step, like volunteering first for a difficult task or synthesizing complex information.

This system is designed not just to track participation, but to encourage students to embrace all aspects of learning, recognizing and rewarding contributions that require different levels of courage, critical thinking, and confidence.