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GRADE 1 to 12 School Grade Level 11

DAILY LESSON LOG Teacher Learning Area ORAL COMMUNICATION IN


CONTEXT
Teaching Dates and Time Quarter First – First Semester

SESSION 1 SESSION 2 SESSION 3


I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
At the end of the sessions, students will be able to:
1. Define communication.
2. Explain the nature and process of communication.
3. Differentiate the various models of communication.
4. Distinguish the unique feature(s) of one communication process from the other.
5. Explains why there is a breakdown of communication.
6. Uses various strategies in order to avoid communication breakdown.
7. Demonstrates sensitivity to the socio cultural dimension of communication situation with focus on culture and gender.
A. Content Standard The learner understands the nature and elements The learner understands the nature and elements The learner understands the nature and elements
of oral communication in context. of oral communication in context. of oral communication in context.
B. Performance Standard The learner designs and performs effective controlled The learner designs and performs effective controlled The learner designs and performs effective controlled
and uncontrolled oral communication activities based and uncontrolled oral communication activities based and uncontrolled oral communication activities based
on context. on context. on context.
C. Learning Competency/Objectives  Defines communication.  Defines communication.  Defines communication.
Write the LC code for each. EN11/12OC-Ia-1 EN11/12OC-Ia-1 EN11/12OC-Ia-1
 Explains the nature and process of  Explains the nature and process of  Explains the nature and process of
communication. communication. communication.
EN11/12OC-Ia-2 EN11/12OC-Ia-2 EN11/12OC-Ia-2
 Differentiates the various models of  Differentiates the various models of  Differentiates the various models of
communication. communication. communication.
EN11/12OC-Ia-3 EN11/12OC-Ia-3 EN11/12OC-Ia-3
 Distinguishes the unique feature(s) of one  Distinguishes the unique feature(s) of one  Distinguishes the unique feature(s) of one
communication process from the other. communication process from the other. communication process from the other.
EN11/12OC-Ia-4 EN11/12OC-Ia-4 EN11/12OC-Ia-4
 Explains why there is a breakdown of  Explains why there is a breakdown of  Explains why there is a breakdown of
communication. communication. communication.
EN11/12OC-Ia-5 EN11/12OC-Ia-5 EN11/12OC-Ia-5
 Uses various strategies in order to avoid  Uses various strategies in order to avoid  Uses various strategies in order to avoid
communication breakdown. communication breakdown. communication breakdown.
EN11/12OC-Ia-6 EN11/12OC-Ia-6 EN11/12OC-Ia-6

Oral Communication in Context


 Demonstrates sensitivity to the socio-  Demonstrates sensitivity to the socio-  Demonstrates sensitivity to the socio-
cultural dimension of communication cultural dimension of communication cultural dimension of communication
situation with focus on a. culture/ b. situation with focus on a. culture/ b. gender situation with focus on a. culture/ b. gender
gender EN11/12OC-Ia-7.1 EN11/12OC-Ia-7.1
EN11/12OC-Ia-7.1 EN11/12OC-Ia-7.2 EN11/12OC-Ia-7.2
EN11/12OC-Ia-7.2
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Nature and Elements of Communication Nature and Elements of Communication Nature and Elements of Communication
1. Definition 8. Definition 15. Definition
2. The Process of Communication 9. The Process of Communication 16. The Process of Communication
3. Communication Models 10. Communication Models 17. Communication Models
4. Five Elements of Communication 11. Five Elements of Communication 18. Five Elements of Communication
5. Verbal and Non-Verbal Communication 12. Verbal and Non-Verbal Communication 19. Verbal and Non-Verbal Communication
6. Effective Communication Skills 13. Effective Communication Skills 20. Effective Communication Skills
7. Intercultural Communication 14. Intercultural Communication 21. Intercultural Communication

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages  www.quipperschool.com  www.quipperschool.com  www.quipperschool.com
 www.slideshare.com  www.slideshare.com  www.slideshare.com
 www.google.com  www.google.com  www.google.com
 Oral Communication in Context Book (REX  Oral Communication in Context Book (REX  Oral Communication in Context Book (REX
BOOKSTORE PUBLISHING) BOOKSTORE PUBLISHING) BOOKSTORE PUBLISHING)
 Department of Education Curriculum Guide  Department of Education Curriculum Guide  Department of Education Curriculum Guide
 Department of Education Teaching Guide  Department of Education Teaching Guide  Department of Education Teaching Guide
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from PowerPoint Presentation downloaded from PowerPoint Presentation downloaded from PowerPoint Presentation downloaded from
Learning Resource (LR)portal www.slideshare.com www.slideshare.com www.slideshare.com
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.

Oral Communication in Context


A. Reviewing previous lesson or Objective/Goal setting: Discussion: Types of Communication:
presenting the new lesson › INTRAPERSONAL
› Intrapersonal communication involves
talking to yourself. It may involve
deliberation, where you think about your
decisions or possible courses of action.

B. Establishing a purpose for the Lesson Highlight: Discussion: Types of Communication:


lesson “Meaning is not found in words, but is created by › INTERPERSONAL
people.” › Interpersonal communication involves
talking to one or a limited number of people.

C. Presenting examples/Instances of Group Activity: Discussion: Types of Communication:


the new lesson Choose an object inside the classroom to which › INTERPERSONAL
you can compare communication. Be creative with › Dyad – is an interpersonal communication
your answer. between two people.

D. Discussing new concepts and Formative Assessment: Recitation Discussion: Types of Communication: Discussion: Elements of Communication
practicing new skills # 1 • What is communication? › INTERPERSONAL › Communication is divided into elements
• Why do we communicate? › Small group – is an interpersonal which helps us better understand its
• How do we communicate? communication between three or more mechanics or process. These elements
people. are the following:
 Sender/encoder
 Medium
 Channel
 Receiver/decoder
 Feedback
 Context
 Noise

Oral Communication in Context


E. Discussing new concepts and Discussion: What is Communication? Discussion: Types of Communication:
practicing new skills # 2 › Communication is derived from the latin › PUBLIC COMMUNICATION
word “Communis”, which means “to › Involves communicating to a wide group of
share”. people with very varied traits, background,
› It can be sharing of ideas, concepts, interests and persuasion
feelings and emotions.
› Communication creates meaning through
the exchange of messages.
› The prefix “C-O-M” means “together”.
› There must be an understanding or a
coming together for successful
communication to take place.

F. Developing mastery Discussion: Nature of Communication Discussion: Types of Communication:


(leads to Formative Assessment › Communication is a process. › INTERCULTURAL
3) › Communication is systematic. › Involves communicating with person of
› Communication is symbolic. group of people who may not share same
› Communication involves meaning. assumptions, values, allegiances, as that of
yours and may have different associations,
with the symbols you take for granted for
having a particular meaning.

G. Finding practical application of Discussion: Verbal Communication Group Activity:


concepts and skills in daily living Verbal Communication › Given the assigned Communication model in
› Through the words we use. each group, understand the process and
› Consists of speaking, listening, writing and share it with your groupmates.
reading.
› More personal and informal.
› Makes immediate impact.
› Provides opportunity for interaction and
feedback.

Oral Communication in Context


H. Making generalizations and Discussion: Non-Verbal Communication
abstractions about the lesson Non-verbal Communication
› Bodily actions and vocal qualities that
accompany a verbal message.
› Unwritten and unspoken messages.
› Facial expression
› Gestures
› Eye contact
› Body Movement
› Voice
› Touch

I. Evaluating learning Group Activity:


› Form a group with 5 members then
choose one member who has a good
acting prowess.
› The chosen member shall act-out the
word written on a sheet of paper which
will be provided by the teacher while the
other members try to guess within one
minute.

J. Additional activities for application


or remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

Oral Communication in Context


F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Noted by: Approved by:

Oral Communication in Context