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 ones excellent qualities as a Filipino and being proud of
ones 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

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