Day 3 • Finding Practical Application • Personal & Interpersonal Communication
Convo Frames in Real Contexts: Delivering Messages Across SHS Exit Points
A student-facing lesson that trains you to deliver and respond to difficult messages respectfully—using words and nonverbal cues—across academic, TVL, entrepreneurship, and workplace situations.
Why this lesson matters
You don’t just communicate to exchange words—you communicate to protect relationships, solve problems, and move forward. But in real situations—when you feel embarrassed, corrected, or pressured—your message can collapse into conflict. This is why “respectful dialogue” is a life skill. You will practice it in situations that match the four SHS exit points: higher education (college), technical-vocational settings, entrepreneurship, and employment.
Today’s practice is not about acting for entertainment. It’s training for real moments: receiving criticism from a professor, making a mistake during assessment, disagreeing with a business partner, or being corrected by a supervisor in front of others. These situations are common—and what separates mature communicators from reactive communicators is the ability to: (1) deliver a clear message that fits the context, (2) respond respectfully, and (3) control nonverbal cues (tone, facial expression, posture).
Mindset for today
Your goal is not to “win” the conversation. Your goal is to communicate so the message is understood, dignity is preserved, and the conflict doesn’t grow. If your words are correct but your delivery is disrespectful, the message fails.
What you will do today
Today follows a strict Day 3 sequence. You will complete:
Finding Practical Application (20 minutes)
You will work in groups to perform a short skit based on a real-life scenario. Each group uses roles: Performer, Interpreter, and Evaluators.
Making Generalization: Pick & Post (10 minutes)
You will share one key element of communication and one nonverbal cue you will use more consciously—and why.
Evaluating Learning: Formative Test (30 minutes)
You will take a formative test (multiple choice) that checks your understanding of key elements (purpose, tone, context, etc.) and nonverbal communication.
Keep this simple: perform, observe, reflect, then test. The better your performance and observation today, the easier the test becomes.
Activity 6 (20 minutes): Convo Frame—Deliver the Message
Non-negotiables (this is how the activity works)
- The class is divided into 4 groups.
- Each group prepares a short skit based on the scenario assigned to the group.
- Each group assigns roles: Performer/s, Interpreter/s, and Evaluators.
- Evaluators must observe communication elements and nonverbal cues and give feedback.
Step 1 — Group assignments (2 minutes)
Each group receives one scenario. Do not change the scenario—your job is to communicate within it.
Group 1: Higher Education (College)
A student receives unexpected criticism during a thesis consultation with their professor.
Conflict risk: embarrassment, defensiveness, confusion.
Group 2: Technical-Vocational (TVL)
An apprentice in a culinary training kitchen accidentally overcooked a dish while the assessor watches.
Conflict risk: panic, excuses, loss of focus.
Group 3: Entrepreneurship
Two business partners disagree about pricing during a product pitch.
Conflict risk: ego, interruptions, blame.
Group 4: Employment
A new employee receives corrections from their supervisor in front of colleagues.
Conflict risk: shame, anger, public argument.
Step 2 — Assign roles (2 minutes)
Your group must assign roles. This is not optional. Roles make sure everyone participates and learning becomes visible. Choose roles based on strengths—but also challenge yourself.
Performer/s
Delivers the message. This person sets the tone and direction of the conversation.
- Speak clearly.
- Match words to context.
- Control tone.
Interpreter/s
Responds using both verbal and nonverbal cues. This person shows understanding (or misunderstanding).
- Listen first.
- Respond respectfully.
- Use body language that matches intent.
Evaluators
Observes and takes notes: communication elements and nonverbal cues. Gives feedback after.
- Watch tone + facial expression.
- Check if message is appropriate.
- Give clear, helpful feedback.
Step 3 — Prepare your skit (8 minutes)
Your skit is short, but it must be realistic. Your job is to show respectful dialogue. That means your group must plan: message (what is being said), tone (how it is said), context (relationship + setting), and nonverbal cues (face, posture, gestures, distance, paralanguage).
Skit checklist (use this to avoid low scores)
The one mistake that destroys your skit
Don’t confuse “acting” with “shouting.” The best performances are not the loudest. They are the clearest. If your skit becomes exaggerated, the communication stops being realistic, and your nonverbal cues become meaningless. Keep it authentic.
Step 4 — Perform (6 minutes total)
Each group performs quickly. While a group performs, the rest of the class becomes observers. Evaluators inside the group must also do their job: they watch communication elements and nonverbal cues. After the performance, evaluators deliver feedback (short, direct, respectful).
How you will be graded (Rubric)
You will be graded using a performance rubric. Read it like a “target.” If you want a higher score, aim for the “Good” descriptions, not the “Fair” or “Needs Work.”
| Criteria | 3 – Good | 2 – Fair | 1 – Needs Work |
|---|---|---|---|
| Message Delivery (Performer/s) | Message is clear and fits the situation well. | Message is somewhat clear but could be improved. | Message is unclear or not appropriate for the situation. |
| Response & Interpretation (Interpreter/s) | Responds clearly with the right words and body language. | Responds, but lacks clarity or uses few nonverbal cues. | Response is unclear or not connected to the situation. |
| Nonverbal Communication | Uses gestures, facial expressions, and tone effectively. | Some use of nonverbal cues. | Little or no nonverbal communication. |
| Teamwork & Preparation | Group is organized and everyone has a role. | Group is somewhat organized; not all members contribute. | Group is disorganized; few members participate. |
| Evaluator’s Observation | Gives clear, helpful feedback about the communication. | Gives general or unclear feedback. | Gives little or no feedback. |
Notice: The rubric rewards clarity and fit (appropriateness), not “dramatic acting.” It also rewards evaluators who give real feedback, not just “Okay naman.”
Processing questions (after each skit)
After performances, the class processes the activity using these questions. Answer honestly and specifically—this is where you turn performance into learning.
- What was the message being delivered in the skit?
- How would you describe the tone of the speaker?
- What nonverbal cues helped you understand how the characters were feeling?
- Was the intent of the message clear? Why or why not?
- How did the interpreter/respondent show understanding or misunderstanding of the message?
- What could have been done differently to improve the communication?
How to answer like a high performer
Don’t answer with one word. Use “Because…” and point to observable evidence: tone (soft/sharp), posture (open/closed), facial expression (smile/frown), eye contact (steady/avoiding), and the actual words used (respectful vs blaming).
If you can explain why a message failed (unclear intent, wrong tone, mismatched body language), then you can fix your own communication in real life.
Activity 7 (10 minutes): Pick & Post
This is your generalization activity—meaning you extract one transferable insight you can use beyond today’s skit. Your teacher posts this prompt:
“What’s one key element of communication and non-verbal cue you’ll start using more consciously, and why?”
How to write a strong Pick & Post answer
A strong answer has three parts: (1) the element, (2) the nonverbal cue, (3) the reason. Avoid vague answers like “I will be polite.” Be specific.
Sample A (Academic context)
Element: Purpose
Nonverbal cue: Calm tone
Why: If my purpose is to clarify feedback from a
professor, a calm tone prevents defensiveness and keeps the
conversation focused.
Sample B (Workplace context)
Element: Context (public vs private)
Nonverbal cue: Neutral facial expression
Why: When corrected in public, a neutral face shows
professionalism so I can ask for clarification later without
escalating the situation.
If you do a gallery walk, read others’ posts like a toolbox. Collect good ideas and try them next time.
Activity 8 (30 minutes): Formative Test prep guide
The formative test checks whether you understand the key elements of effective personal communication and nonverbal communication. The easiest way to prepare is to connect the test to what you just performed: if you can explain purpose, tone, context, and nonverbal cues in your skit, you’re already studying.
Smart way to review (5-minute method)
- Recall your scenario. Identify the purpose of the message (inform, apologize, request, negotiate, disagree).
- Identify the audience (professor, assessor, partner, supervisor) and how that changes language.
- Name the tone you used (respectful, firm, calm, apologetic) and why it fits.
- List 2–3 nonverbal cues you used (tone, posture, facial expression, eye contact).
- Write 1 improvement: what you would change to make the message clearer or more respectful.
Common test traps (avoid these)
- Mixing up “volume” with “tone.” Volume is loud/soft. Tone is attitude/feeling (respectful, sarcastic, calm, annoyed).
- Ignoring context. The same words can be okay with a friend but disrespectful with a professor or supervisor.
- Thinking nonverbal cues are “extra.” In reality, nonverbal cues can confirm or contradict your words.
- Choosing answers based on what sounds “nice” instead of what fits the situation. The best choice is the one that is clear and appropriate to the relationship and setting.
If you want a quick self-check before the test, ask yourself: “Can I explain what the speaker wanted, who they were talking to, what tone fits, and what body language supports that tone?” If yes, you’re ready.
Recommendations to score higher
These recommendations are designed to help you score “Good” (3) in every rubric category. They are also real communication habits you can use outside school.
1) For Performers: Make your message clear and situation-fit
- Start with the point. Avoid long explanations before your message.
- Use respectful structure: “I understand…” + “My concern is…” + “Can we…”
- Avoid blame words like “you always,” “it’s your fault,” “that’s stupid.” Those escalate conflict immediately.
- Match your tone to your relationship. You don’t talk to a professor the same way you talk to a close friend.
2) For Interpreters: Respond with words + body language that match
- Listen first. If you interrupt, your response looks defensive.
- Show understanding through a short paraphrase: “So you mean…”
- Use professional nonverbal cues: neutral face, steady eye contact, open posture, controlled voice.
- Ask for clarity instead of reacting: “Can you clarify what part needs revision?”
3) For Nonverbal Communication: Do the “3-second reset”
Before delivering your line, do a quick reset: breathe, relax shoulders, soften face, then speak. This improves tone and posture automatically. It prevents the “angry face + polite words” mismatch that makes people distrust your message.
4) For Teamwork & Preparation: Stop wasting time in planning
- Pick performers quickly. Don’t spend 5 minutes arguing about roles.
- Write 3–5 key lines only. A short skit doesn’t need a long script.
- Practice once. One practice run removes confusion and improves confidence.
5) For Evaluators: Give feedback that is specific and usable
“Nice” is not feedback. A high-scoring evaluator says something like: “The message was clear, but the tone became sharp at the end; try lowering volume and using a calmer facial expression.” Focus on observable behaviors: words, tone, posture, facial expression, eye contact.
Student tools: Convo Frame strips (ready-to-use lines)
Use these lines as “scene strips” to support your skit. You can adjust the wording, but keep the respectful structure. Choose lines that fit your scenario.
Clarify (when you don’t fully understand)
- “I want to make sure I understood. Do you mean…?”
- “Could you clarify what part needs improvement first?”
- “What is the main concern you want me to address?”
Own responsibility (when you made a mistake)
- “You’re right—I missed that. I’ll correct it now.”
- “I understand the standard. Let me redo it properly.”
- “I take responsibility, and I’ll apply your feedback.”
Disagree respectfully (when you have a different view)
- “I see your point. My concern is…”
- “Can we compare two options based on evidence/cost?”
- “I’m open to your idea—can we test it first?”
Protect dignity (when corrected publicly)
- “Noted. For clarity, can we review details after this?”
- “I understand. I’ll adjust now and confirm later.”
- “Thank you for the correction—I’ll apply the standard.”
One sentence you should avoid today
Avoid “That’s unfair.” It may be a real feeling, but it is a weak message because it doesn’t clarify the issue or request a solution. Replace it with a respectful clarification: “Can you explain which part didn’t meet the requirement so I can improve it?”
Exit ticket
Before you leave (or before the formative test), answer these quickly:
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