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MTOTSHS/CLASS 8
ORAL COMMUNICATION IN CONTEXT

GRADE 11 School Golden Minds Colleges, Balagtas Bulacan Grade Level GAS 11 B
DAILY LESSON LOG Teacher Marian T.Tagadiad Learning Area Oral Communication
Teaching Dates and Time Monday and Wednesday (Week 1-2) Quarter FIRST

Day 1 Day 2 Day 3 Day 4 Day 5


I. OBJECTIVES

A. Content Standard The learner understands the nature and elements of oral communication.
B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on
context.
C. Learning
Competency/Objectives The learner defines The learner explains the The learner differentiate The learner distinguish
communication nature and process of the various models of the unique feature(s) of
Write the LC code communication. communication. one communication
for each. EN 11/12OC-Ia-1 process from the other.
EN 11/12OC-Ia-2 EN11/12OC-Ia-3 EN11/12OC-Ia-4

Communication Nature and Process of Communication Five Elements of


Communication Models Communication
II. CONTENT
Verbal and Non-Verbal
Communication
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Curriculum Guide - Oral Curriculum Guide - Oral Curriculum Guide - Oral Curriculum Guide - Oral
pages Communication in Context Communication in Context Communication in Context Communication in
SHS - page 1 of 7 Context LM for SHS - pp.
SHS - page 1 of 7 SHS - page 5 of 7
10-14
2. Learner’s
Materials pages
3. Textbook pages

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4. Additional file:///C:/Users/Sarah/De
Materials from sktop/speech%20and%20
Learning Resource oral%20com/APRSG-
(LR)portal Comm-Models.pdf
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the A review of the previous A review of the previous
lesson or presenting students to recall the The teacher will ask the lesson will be conducted. lesson will be conducted.
the new lesson lesson discussed last time.
The teacher will also ask students to have a short
the learners to complete
the Spider Map with words recap regarding
which could be associated
with the word communication.
'communication'.
B. Establishing a purpose The teacher will let the The teacher will group the The teacher posts a The students will be
for the lesson learners explain the learners into five groups picture of two people divided into five (5)
importance of and will request them to having a conversation and groups to play the
communication as well as stand up. The teacher will asks students to state charades game. They are
establishing effective let them think of one fact their observations going to pick (in a box) for
communication. that they know about regarding the picture. a particular word which
communication and let they are going to act-out
them share it in class. The in front of the class. The
group who have shared other members of the
something can sit down. group should be able to
guess the word acted out.
C. Presenting The teacher will lead the The teacher will ask the Let the learners watch a The teacher interacts with
examples/Instances of learners in doing one-way students to illustrate the video presentation the student as she discuss
the new lesson communication. nature of communication regarding the models of about the verbal and non-
The teacher will ask the through a diagram. communication. verbal communication.
learners to discuss their

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experiences during the


activity.
D. Discussing new The teacher will ask the The teacher will give strips The teacher posts
concepts and learners to identify the of paper in each group and pictures on the board
practicing new skills # elements as well as their let them arrange these which depicts the various
1 functions in papers according to the models of
communication process. process of communication. The
communication. students will label the
different components
involved in the
communication and later
on conclude what model
of communication is
being depicted.
E. Discussing new The teacher will ask the The teacher will give
concepts and learners to create a situations and will let the
practicing new skills # diagram on how learners match them
2 communication goes on. according to the process
of communication.
F. Developing mastery Ask the learners to perform The teacher will ask the Compare and contrast
(leads to Formative a five minute presentation learners to make a short Verbal communication
Assessment 3) of their favorite scene from play showing the process with Non-Verbal
an English movie, TV series, of communication. communication using a
or musical or non-musical Venn Diagram.
stage play or
advertisement. The chosen
scene should show how the
importance of
communication.
G. Finding practical The teacher will ask the The teacher will ask the Give each group specific Let every group create a
application of learners to show the learners to make a situations that they will short skit about these
importance of dialogue showing the resolve and act-out various situations:

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concepts and skills in communication in their process of communication showing the unique a. Telephone
daily living daily lives through a role between the following: features of conversation;
play. student and teacher; communication process. b. Formal Speech;
student and peer; and a. A girl/boy talking with c. Talk show;
student and parent. his/her depressed friend; d. Panel Discussion;
b. A student acting as a e. Interview
group leader to his
stubborn group mates;
c. An SSG President
candidate during his
campaign inside the
campus.
H. Making Wrap-up the whole lesson Wrap-up the whole lesson Wrap-up the whole Wrap-up the whole lesson
generalizations and through the reiteration of through the reiteration of lesson through the through the reiteration of
abstractions about the the discussed topic and an the discussed topic and an reiteration of the the discussed topic and an
lesson analysis of the students analysis of the students discussed topic and an analysis of the students
acting performance. acting performance. analysis of the students acting performance.
acting performance.
I. Evaluating learning The teacher will ask the The teacher will ask the Learners are tasked The teacher will conduct
learners to complete the learners to supply the individually to compare paper and pencil test.
provided graphic organizer diagram with the and contrast the different
which would eventually appropriate words to models of communication
show productive show the complete using a Venn Diagram.
communication. process of
communication.
J. Additional activities The teacher will ask the The teacher will ask the List at least five (5) factors The chosen scene should
for application or learners to make their own learners to illustrate the which negatively affects show how one or more
remediation dialogue and execute it process of communication communication. barriers to
showing productive by means completing the communication lead to
communication. sets of graphic organizers. miscommunication. And
answer the questions
given after you have

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performed your
presentation.

V. REMARKS

VI. REFLECTION
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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did

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ORAL COMMUNICATION IN CONTEXT
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ORAL COMMUNICATION IN CONTEXT

I use/discover which I
wish to share with
other teachers?

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ORAL COMMUNICATION IN CONTEXT

GRADE 11 School Golden Minds Colleges, Balagtas Bulacan Grade Level Gas 11 B
DAILY LESSON LOG Teacher Marian T. Tagadiad Learning Area Oral Communication
Teaching Dates and Time Monday and Wednesday(Week 3-4) Quarter FIRST

Day 1 Day 2 Day 3 Day 4 Day 5


I. OBJECTIVES

A. Content Standard The learner understands the nature and elements of The learner understands The learner values the
oral communication. the nature and elements functions/purposes of
of oral communication oral communication.
and context.
B. Performance Standard The learner designs and performs effective controlled The learner designs and The learner writes a 250-
and uncontrolled oral communication activities based performs effective control word essay of his/ her
on context. and uncontrolled oral objective observation and
communication activities
evaluation of the various
according to context.
speakers watched and
listened to.

C. Learning The learner explains why The learners uses various The learner demonstrates The learner discusses the
Competency/Objectives there is a breakdown of strategies in order to sensitivity to the socio- functions of
communication. avoid communication cultural dimension of communication.
Write the LC code
breakdown. communication situation
for each. EN11/12OC-Ia-5
with focus on: EN11/12OC-Ibe-8
EN11/12OC-Ia-6
a. culture
b. gender
c. age
d. social status
e. religion

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ORAL COMMUNICATION IN CONTEXT

EN11/12OC-Ia-7.1-7.5)

Barriers to Communication Strategies in order to Socio-cultural dimension Functions of


avoid communication of communication Communication
breakdown. situation with focus on

a. culture
II. CONTENT
b. gender
c. age
d. social status
e. religion

III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide Curriculum Guide - Oral Curriculum Guide - Oral Curriculum Guide - Oral Oral Communication in
pages Communication in Context Communication in Context TG for Senior
Communication in
SHS - page 8 of 9 Context SHS - page 10 High School p. 7
Context SHS - page 8 of 9

2. Learner’s
Materials pages
3. Textbook pages Oral Communication in
Context For Senior High
School, Prof. Luijim S.

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ORAL COMMUNICATION IN CONTEXT
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ORAL COMMUNICATION IN CONTEXT

Jose, Prof. Ronaldo R.


Larioque, PhD, pp.51-61

4. Additional
Materials from
Learning Resource
(LR)portal
D. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous The teacher will ask the The teacher will ask the The teacher will review Recalling of the lesson on
lesson or presenting learners to have a short learners questions about the past lesson. demonstrating sensitivity
the new lesson recap regarding the last the previous topic to the sociocultural
lesson discussed. The
dimension of
teacher will ask the
learners to watch a short communication situation
video clip showing two focus on:
people having
Culture, Age, Religion,
miscommunication.
Gender, Social Status.

B. Establishing a purpose The teacher will ask the The teacher will ask the The teacher will ask the Game:
for the lesson learners what they have students to think about students to play the game Pass the Message
observed in the video the speaker they look up called 4 pics 1 word. The
presentation.
to. Write at least ten teacher will show 4 (four) Mechanics:
characteristic about him pictures that represent a
or her they like the most. socio-cultural factor and 1. The class will be divided
the students are tasked to into 4 groups.
identify such factors using2. The first member of each
group will read the
the pictures as clues.
message on the meta-

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card, she/he will pass the


message to the second
member. The second
member will pass to the
third member until it
reaches the last member
who will write the
message on the board.
The fastest team who
wrote the exact message
on the board wins.

C. Presenting The teacher will ask the The teacher will The teacher will present a The teacher will present
examples/Instances of learners to play the game summarize all the video presentation and the video clips. The students
the new lesson "Message Relay". The answers and connect it to students will answer will give their
learners will be grouped
the topic. comprehensive questions observation on the
into two groups. Each
group will be given a piece after. functions of
of paper with a message communication and
which they should relay to speaker’s purpose.
the second member down
to their last member. They
should relay the exact 1. President
message down to their last Duterte’s speech
member. 2. Excerpt from the
movie “Three idiots”
3. Can’t Help Falling
In-love
4. Commercial
5. Group of
teenagers talking to one

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another

D. Discussing new The teacher will ask the The teacher will grouped The teacher will group the The teacher will discuss
concepts and learners to share their the learners into five then students into 5 (five). Each the different functions of
practicing new skills # experiences during the they will enumerate the group will assign a communication.
1 game especially the
traits of how to be a good member to explain 1 (one)
problems they have
encountered during the speaker and listener. socio-cultural factor and
relay. how this factor affects
communication.

E. Discussing new The teacher will divide the Make a human picture
concepts and class into four groups. Each showing the following
practicing new skills # group will be given a functions of
2 specific situation. Each
communication:
group has to think of a
corresponding solution for
each given situation. Each Group 1: Motivation
group will also be asked to Group 2: Control
present the situation and Group 3: Social
the solution they have Interaction
thought of. Group 4: Information
Dissemination
Group 5: Emotional
Expression

F. Developing mastery The teacher will ask the The teacher asks The teacher will ask the
(leads to Formative learners to identify the comprehensive questions learners to identify and
Assessment 3) barrier in each given about the topic. explain the factors that
situation that hinders the
affects communication in
communication process.

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5 (five) sentences using


the given picture.

G. Finding practical The teacher will ask the The teacher will ask the The teacher will ask the Based from your
application of learners to make a short students to pick three learners if they had experiences, to what
concepts and skills in skit showing the strategies in order to experienced particular situation in
daily living importance of recognizing
avoid communication communicative conflicts your life did you apply the
the barriers to
communication. breakdown that they due to gender, age, functions of
think will help them the culture, social status and communication? Share it
most. religion, and let them in front of the class.
share their experiences.

H. Making The teacher will ask the The teacher will ask the The teacher will ask the
generalizations and learners to complete the students to summarize learners comprehensive
abstractions about the table identifying the type today’s topic. questions about the topic.
lesson of barrier in each given
situation and the
appropriate solution to it.
I. Evaluating learning The teacher will ask the ACT IT OUT! GROUP ACTIVITY Identify the function of
learners to perform a The teacher will ask the The teacher will ask the communication in each of
three-minute presentation learners to do the tasks: students to choose 1 (one) the following situations.
of their favorite scene from
GROUP 1 Compose a song socio-cultural factor and 1 Write your answers on
a movie, TV program or
play. They scene should about the strategies in (one) activity listed below the space provided.
show how one or more order to avoid which will show its effect
barriers to communication communication to communication.
lead to miscommunication. breakdown Students will be graded by
They should also show GROUP 2-Dramatize the the given standard.
solution to it. traits that a good speaker
and listener must have.

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RUBRICS: GROUP 1- Age


(Song composition) Comic Strip
Creativity-30% GROUP 2- Religion
Organization-20% Poster
Mechanics-20% GROUP 3-Cultue
Lyrics- 30% Role Playing
GROUP 4- Gender
RUBRICS: (ROLE PLAYING) Music/Song
Voice quality/Delivery- GROUP 5-Social status
50% Dance
Blocking- 20%
Facial Expression/Body RUBRICS:
Language-30%
Comic Strip
Content- 30%
Patterns- 20%
Layout- 20%
Quality of information-
30%

Poster
Presentation- 30%
Patterns- 20%
Layout- 20%
Quality of information-
30%

Role Playing

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Voice quality/Delivery-
50%
Blocking- 20%
Facial Expression/body
language-30%

Song
Creativity-30%
Lyrics-30%
Mechanics-20%
Organization-20%

Dance
Accuracy- 20%
Presentation- 30%
Organization- 20%
Relevance- 30%

J. Additional activities The teacher will ask the Interview one family
for application or learners to think of a member or relative who
remediation situation inside the school experienced how these
where barriers of
socio-cultural factors
communication usually
take place and let the affect communication.
learners also identify the Write it in a whole sheet
strategies to avoid these of paper.
barriers.

V. REMARKS

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VI. REFLECTION
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?
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?

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ORAL COMMUNICATION IN CONTEXT

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