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School Ilocos Norte College of Arts and Trades Grade Level 11

Grades 1 to 12 Teacher Mrs. Sharmaine Samantha S. Butac Learning Area English 1 – Oral Communication
DAILY LESSON Teaching Dates and Time Week 1 Sessions 1-4 Quarter 1st
LOG (DLL) June 5 – 9, 2017

SESSION 1 SESSION 2 SESSION 3 SESSION 4


I. Objectives
A. Content Standard The learner understands the nature and elements of oral communication in context.
B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on
Standard context.
C. Learning The learner defines communication. The learner defines communication. The learner defines communication. The learner defines communication.
Competencies/ (EN11/12OC-Ia) (EN11/12OC-Ia) (EN11/12OC-Ia) (EN11/12OC-Ia)
Objectives The learner explains the nature and The learner explains the nature and The learner explains the nature and The learner explains the nature and
process of communication. process of communication. process of communication. process of communication.
(EN11/12OC-Ia-2) (EN11/12OC-Ia-2) (EN11/12OC-Ia-2) (EN11/12OC-Ia-2)

The learners shall be able to: The learners shall be able to: The learners shall be able to: The learners shall be able to:
 Define effective  Define effective  Define effective  Define effective
communication and explains communication and explains communication and explains communication and explains
the elements of the the elements of the the elements of the the elements of the
communication process, the communication process, the communication process, the communication process, the
best communication best communication approach, best communication best communication
approach, and internal and and internal and external approach, and internal and approach, and internal and
external barriers; barriers; external barriers; external barriers;
 Describe the value of  Describe the value of effective  Describe the value of  Describe the value of
effective communication and communication and its various effective communication and effective communication and
its various elements. elements. its various elements. its various elements.

II. Content Nature and Elements of Nature and Elements of Nature and Elements of Nature and Elements of
Communication: Definition and the Communication: Definition and the Communication: Definition and the Communication: Definition and the
process of Communication process of Communication process of Communication process of Communication
III. Learning Resources
A. References Bulan, Celia T., and de Leon, Ianthe Bulan, Celia T., and de Leon, Ianthe C. Bulan, Celia T., and de Leon, Ianthe Bulan, Celia T., and de Leon, Ianthe
C. Communication 3: Practical Communication 3: Practical Speech C. Communication 3: Practical C. Communication 3: Practical
Speech Fundamentals, Experimental Fundamentals, Experimental Edition. Speech Fundamentals, Experimental Speech Fundamentals, Experimental
Edition. Department of Speech Communication Edition. Edition.
Department of Speech and Theater Arts, UP Diliman. May Department of Speech Department of Speech
Communication and Theater Arts, 2002. Communication and Theater Arts, UP Communication and Theater Arts, UP
UP Diliman. May 2002. Diliman. May 2002. Diliman. May 2002.
Gronbeck, Ehninger et al. Principles
Gronbeck, Ehninger et al. Principles and Types of Speech Communication. Gronbeck, Ehninger et al. Principles Gronbeck, Ehninger et al. Principles
and Types of Speech 12th ed. New York: Harper Collins and Types of Speech Communication. and Types of Speech Communication.
Communication. 12th ed. New York: Publishers, 1994. 12th ed. New York: Harper Collins 12th ed. New York: Harper Collins
Harper Collins Publishers, 1994. Publishers, 1994.
Publishers, 1994. The Center for Leadership and Service,
The University of Tennessee The Center for Leadership and The Center for Leadership and
The Center for Leadership and Knoxville. Service, The University of Tennessee Service, The University of Tennessee
Service, The University of Tennessee http://www.cls.utk.edu/pdf/ls/Week1_ Knoxville. Knoxville.
Knoxville. Lesson7.pdf. Accessed January 7, http://www.cls.utk.edu/pdf/ls/Week1_ http://www.cls.utk.edu/pdf/ls/Week1_
http://www.cls.utk.edu/pdf/ls/Week1 2016 Lesson7.pdf. Accessed January 7, Lesson7.pdf. Accessed January 7,
_Lesson7.pdf. Accessed January 7, 2016 2016
2016
B. Materials  Enlarged illustration of the  Enlarged illustration of the
Gronbeck’s Speech Gronbeck’s Speech
Communication Transaction Communication Transaction
Model Model

 Activity Sheet  Activity Sheet

 Chalk and Chalkboard  Chalk and Chalkboard


IV. Procedures
A. Warm-up/Review
B. Introduction/ Let the students choose their partner.
Motivation
Ask the students what they know
about communication, and why they
think communication is very
important.

Furthermore, ask the students what


would be life if there is no
communication.

Give the students three to five


minutes to communicate with their
partner.

After three to five minutes, call three


to five pairs to share their response.

C. Establishing the Share, “As you continue to


Purpose of the Lesson 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.”
D. Presentation of the Discuss the four main points for
Lesson/Delivery effective communication

Main point 1: Understanding

Main point 2: Communication Process

Main point 3: Barriers


Main point 4: Types of
Communication
 Self-Action or One-way
Communication
 Interaction or Two way
communication
 Transaction
E. Practice 1. Explain the activity. We’re going
to get into pairs in a few minutes and
do an activity where
Partner #1 will describe an image to
Partner #2. Partner #2 will then need
to reproduce this
image.
2. State the rules of the activity.
There are three rules: Partner #1 and
#2 cannot face each other;
Partner #1 can give the rules only
once; and Partner #2 cannot ask for
any clarification.
3. Divide the group into pairs with
plastic farm animals (5 different
animals, 2 of each type). Ask
participants to get a book or
something to write on and find their
partners by matching farm
animals.
4. Once everyone is in pairs, instruct
the group to form a line, back to back:
Partner #1 facing one
wall and Partner #2 facing the other
wall. [Note: Participants may sit or
stand in this line. If chairs
are used, facilitator will need to
provide additional instructions for
participants to bring chairs to
the area.
5. Hand the people facing one wall
(Partner #1) a handout with the
image. Emphasize that the other
person (Partner #2) cannot view this
sheet.
6. Hand Partner #2 a blank sheet of
paper and a marker.
7. Ask Partner #1 to describe the
picture to Partner #2 so that she/he
can reproduce the drawing on
his/her sheet of paper.
8. Repeat the three rules:
a. Partner #1 and #2 cannot face each
other.
b. Partner #1 can give the rules only
once.
c. Partner #2 cannot ask for any
clarification.
8. Allow 10 minutes for this activity.
Circulate to be sure people are
following the instructions.
9. After 10 minutes, ask the group to
come back together and discuss what
they observed.
10. Next get them to discuss the
exercise and review the following
questions
F. Making Tell the students that
Generalization communication is a dynamic,
systemic or contextual, irreversible
and
proactive process in which
communicators construct personal
meanings through their symbolic
interactions (Wood, 1964).
2. Inform to research on one specific
model of communication, they may
select one from those listed
below, and present an oral report
about the model, focusing on how the
terms “Sender” “Receiver”
“Message” and “Feedback” are
similar and different from that of
Gronbeck’s Speech
Communication Transaction Model.
3. Instruct the students to also
focus on other vocabulary terms
that might not be present in the
Speech Communication Transaction
Model.
V. Assessment Study and analyze the
communication system in your own
family. Draw up a schema or a
diagram of its main
components/features. Explain how it
works using any or a combination of
the communication models taken in
class. Share your insights with a
classmate and listen to
her response as well.
2. Choose any of the 3 relational
forms of human communication:
interpersonal, group, public.
Explain and describe how these
communicators interact or
communicate with one another.
You may recall a recent event that
you are familiar with. Or the situation
could be an event in
the past that is still vivid in your
memory. Focus your discussion on
how they speak and how
they show bodily behavior.
3. Write a Facebook status on any of
the following statements/maxims:
a. “You cannot not communicate.”
b. “Actions speak louder than
words.”
c. “Say what you mean, mean what
you say.”
d. Parents should listen more.
e. “A man cannot step into the same
river twice.”
VI. Remarks
A. No. of Learners
within Mastery Level
(80%)
B. No. of Leaners
Needing Remediation
C. Other Remarks

Prepared by:

MRS. SHARMAINE SAMANTHA S. BUTAC


Teacher I - SHS

Checked by:

VERONICA S. RABANG
Assistant Principal II, Senior High School