School Grade Level 11 Quarter 1st

GRADES 1 to
Oral Communication in
12 DAILY Teacher Learning Area
Context
LESSON PLAN
Teaching Date and Time

The learner understands the nature and elements of oral communication

A. Content Standards
in context.
The learner designs and performs effective controlled and uncontrolled
B. Performance Standards
I. OBJECTIVES

oral communication activities based on context.

(EN11/12OC-Ia-1)

C. Learning Competencies/
Objectives
II. CONTENT (Subject Matter/Lesson)
1. Teacher’s Guide pages
III. LEARNING RESOURCES
At the end of the lesson, the learners should be able to:
1. define communication,
2. demonstrate the different ways of communication, and;
2. state the importance of communication.
DEFINITION OF COMMUNICATION

A. REFERENCES

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other Learning Resources
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
IV. PROCEDURES
Oral Communication in Context page 4
The class will be divided into groups.
1. Instruct the group to look for words which is associated with
‘communication’ using the letters C-O-M-M-U-N-I-C-A-T-E
2. Group Presentation
(5 minutes)
Processing of Output:
1. Are the words related to communication? Why did you say so?
2. Using the words you have written, what is communication to you?
(5 minutes)
PERFORMANCE ACTIVITY
1. Each group will perform a role play showing the different ways of
communication.
Group 1: Teenager asking permission from his/her parents to attend a
party, however the parents did not allow the teenager to go.
Group 2: A wife having a conversation with her husband who works

abroad
Group 3: DRRM personnel giving announcement about the incoming
typhoon thru radio and TV.
Group 4: A SHS graduate looking for a job thru classified ads.
Group 5: Friends exchanging pleasantries thru letter writing.
2. Group presentation.
C. Presenting examples/instances
of the new lesson
RUBRICS
Criteria Excellent Proficient Adequate Limited
(4) (3) (2) (1)
Participation Always Usually Sometimes Rarely
willing and willing and willing and willing and
focused focused focused focused
during during during during
group work group work group work group work
and and and and
presentatio presentation presentation presentation
n
 Achievement Purpose is Purpose is Purpose is Purpose is
of purpose clearly clearly established vaguely
established established but may not established
and and be and may
effectively generally sustained not be
sustained sustained sustained
Use of non- Impressive Good Satisfactory Limited
verbal cues variety of variety of variety of variety of
(voice, non-verbal non-verbal non-verbal non-verbal
gestures, cues are cues are cues are cues are
eye contact) used in an used in an used in an used in an
exemplary competent acceptable developing
way way way way
Imagination Choices Choices Choices Choices
and demonstrat demonstrat demonstrat demonstrat
Creativity e insight e e awareness e little
and thoughtfuln and awareness
powerfully ess and developing and do little
enhance completely acceptably to enhance
role play enhance enhance role play
role play role play

Guide Questions:
1. How did you find the activity?
2. How did the characters in the scenario deliver the message?
3. What are the ways of communication that were used in the
presentation?

(15 minutes)

Discussion of the definition of communication.

1. Communication is the process of sharing our ideas, thoughts, and
feelings with other people and having those ideas, thoughts, and feelings
understood by the people we are talking with.
D. Discussing new concepts and
2. When we communicate we speak, listen, and observe
practicing new skills #1
3. Communication is the process of sharing and conveying messages or
information from one person to another within and across channels,
contexts, media, and cultures (McCornack, 2014)

E. Discussing new concepts and
practicing skills #2
F. Developing mastery
(10 minutes)
PICTURE ANALYSIS
The teacher will ask the students to analyze the situation depicted in the
following pictures:
Picture 1: Husband and wife having arguments
Picture 2: Noisy students in classroom
Picture 3: A person smiling while talking on the phone
Picture 4: Family watching the news report
Picture 5: A girl writing a love letter

Guide Question:
1. Which picture depicts good communication? Why did you say so?

G. Making generalizations and
abstractions about the lesson
(5 minutes)
The teacher will ask the class to summarize the discussion thru these
guide questions:
1. What is the importance of communication?
2. How are you going to use the different ways of communication?

Share:
 “As you continue to reach your goals, specifically your educational goals,
communication will become increasingly more important. The ability to
communicate is a primary skill. The more you become an effective
communicator; the more likely you are to achieve what you want. When
you improve your communication skills, you will have a clearer
understanding of what people are saying to you, others will be less likely
to misunderstand you, problems will be solved quickly, and you will be
able to resolve conflict.”

(10 minutes)
Ask the students:
1. What other situation or activity can you think of to show different ways
H. Finding practical applications of of communication?
concepts and skills in daily living 2. How does communication help you in achieving your goals in life?

(5 minutes)
INDIVIDUAL ACTIVITY:
Instruct students to write a reflective essay regarding their understanding
on communication and how it will help them become an effective
communicator.

(10 minutes)

RUBRICS:
Criteria (4) (3) (2) (1)
Depth of Demonstrate a Demonstrate a Demonstrate a Demonstrate a
reflection thoughtful basic limited little
understanding of understanding understanding of understanding
the subject of the subject the subject of the subject
matter matter matter matter
Use of Use relevant Use vague Use incomplete No examples
I. Evaluating learning
textual examples to examples to examples to from the text
evidence support claims support claims partially support are used
claims
Language Language is Language is Language is Language is
use precise, basic but vague and not suitable for
engaging, and appropriate. imprecise. the readers.
with notable
sense of voice to
persuade the
readers
Mechanics Excellent in Demonstrate Demonstrate Grammar
grammar, few errors in errors that make construction,
spelling, and use grammar, comprehension spelling, and
of punctuation spelling, and difficult punctuation
marks use of marks need
punctuation improvement.
marks
J. Additional activities for
application or remediation
V. REMARKS

A. No. of learners who earned 80%

in the evaluation

B. No. of learners who require

additional activities for
VI. REFLECTION

remediation
C. Did the lesson work? No. of
learners who have caught up w/
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?