Sarah Mae Faith D.

Zamora MAEd – ELT January 26, 2019

1. Plan a lesson that will employ a cooperative learning approach. Indicate how
each member can cooperate in the learning activity including how each or
the group will be evaluated.

LESSON PLAN IN GEC- PURPOSIVE COMMUNICATION

I. INTENDED LEARNING OUTCOMES

Through the discussion and the giving of varied activities, the students, with
90% accuracy, are expected to:
a. Determine the different principles of communication through an
interactive activity;
b. Concretize the ethics of communication in a multicultural context;
and
c. Convey the principles and ethics through oral and visual
presentations done collaboratively.

II. LEARNING CONTENT

Topic: Communication Process, Principles, and Ethics
Reference: Magan, Rhodora G., et.al. (2018). Purposive Communication in the
21st Century. Mindshapers Co., Inc.: Manila, Philippines
Resources: Prezi Presentation

III. LEARNING EXPERIENCE

A. Preparation

The teacher reviews with the class the basic elements in communication
(sender, receiver, message, channel, feedback). She asks how these
factors or elements affect effective communication in different
situations. The teacher also asks about the students’ ideas on the
process of relaying information from one person to another. To
demonstrate the case with this, the teacher divides the class into two.
Each group is to form a vertical line. One member of the group will be
given a message that is to be relayed to the rest of the members until
it reaches the last person on the line. This game is called message relay.
Messages given will contain tongue twisters. The following are some of
the tongue twisters to be used for this activity:
 Sheena leads, Sheila needs.
 I scream, you scream, we all scream for ice cream!
Sarah Mae Faith D. Zamora MAEd – ELT January 26, 2019

 Four furious friends fought for the phone.

 I wish to wash my Irish wristwatch.
 Double bubble gum, bubbles double.

The group who earns the highest point wins the game.
B. Presentation
The teacher asks the class what strategies were used to relay the
message effectively. The students share their ideas and observations as
to the techniques of the game. The teacher then introduces them to a
set of “guidelines” or principles people must follow in order to
communicate effectively. The principles and ethics are as follows:

1. Principle of Clarity:
The idea or message to be communicated should be clearly spelt out.

2. Principle of Attention:
In order to make communication effective, the receiver’s attention
should be drawn towards the message.

3. Principle of Feedback:
The principle of feedback is very important to make the communication
effective.

4. Principle of Timeliness and Propriety

This principle states that communication should be done at proper time
at a proper context.

5. Principle of Adequacy:
The information communicated should be adequate and complete in all
respects.

C. Practice

The teacher allows the class to give their own examples or situations
when the principles are violated. The class is then divided into 5 and
each group is assigned a principle. They are to convey a situation where
the principle is violated and at the same time portray what happens
when these principles are applied to communication. The students are
given 5 minutes to brainstorm on their ideas, and another 5 minutes to
agree on how they are going to present the assigned topics to the class.
Sarah Mae Faith D. Zamora MAEd – ELT January 26, 2019

Rubric as to how they will be evaluated on their presentation is as

follows:

weight
Criteria Exceptional Admirable Acceptable Attempted

 Factual  Factual  Factual  Information

information is information is information is is inaccurate
Understanding accurate mostly accurate somewhat  Presentation
40%  Indicates a  Good accurate is off topic
of Topic
clear understanding  Fair
understanding of topic understanding
of topic of topic
 Accepts ideas  Accepts most  Unwilling to  Group does
of others; able ideas without compromise not work
to compromise negative  Few members together
Cooperation 30%  All members comments; contribute  One person
contribute able to does all the
compromise work
 Some members
contribute
 Shows  Shows some  Unsure of  Portrayal
confidence confidence responsibility stalls
 Informative  Presents some  Somewhat  Lacks
 Entertaining; information informative information
engages  Engages  Engages  Audience
Presentation 30% audience audience audience bored
 Speaks loudly  Can be heard intermittently  Mumbles
and clearly  Some use of  Hard to hear  Body
 Appropriate body language  Some language is
use of body movement lacking;
language inappropriate
Total 100%

D. Product

The students are asked to work in pairs and come up with at least five
guidelines stated in sentences referring to the application of the
principles in communication. The teacher gives this example to the
class:
1. Listen when others speak – the principle of feedback guides us into
understanding that the response or reaction of one’s listeners is
important to effective communication
In pairs, they are to formulate these guidelines along with a brief
explanation about its necessity in achieving effective communication.

IV. Assignment

Research on the definition of globalization and identify its role and

relevance in communication.
Sarah Mae Faith D. Zamora MAEd – ELT January 26, 2019

2. What are the effects of the use of cooperative learning strategies on the
students’ academic performance?

The use of cooperative learning strategies develops student’s

interpersonal intelligence and increases the likelihood of learning. I
could say this as I have observed this in my classes. When students
are actively engaged and given tasks that involve teamwork and
cooperation, they become more competitive and challenged towards
working on the same goal. It does affect academic performance as
well because activities such as creative presentations allow students
to think critically about varying situations and they are given
opportunities to synthesize, create and apply their knowledge-based
learning into concrete and observable behavior in learning. Also,
allowing students to work on groups, increases students interest and
motivation to learn as they are involved in the active process of
learning and not just mere receivers of information.

3. Why are collaborative learning activities good for students with behavioral
difficulties?

I would say collaborative learning activities provide opportunities

for all kinds of learners to work with other learners despite their
differences in opinion and ideas. Students who have behavioral
difficulties tend to act in classrooms because they are in need of
attention and are not very much exposed to the these kinds of
situations. Having them work together provides a good practice for
these students to deal with other learners and learn how to react to
situations appropriately. Other learners who may have behavioral
difficulties such as a hyperactive disorder may adapt well to
interactive activities as it is a chance for them to demonstrate what
they’re good at if not as competent with the other learners
academically.