GRADES 1-12 School Fortune High School Grade Level Grade 11

DAILY LESSON LOG Teacher Mr. Joel Royola Arcamo Learning area Creative Writing
Teaching Dates and Time Quarter Second

Session Number
1 2 3 4 5 (Optional)
I. OBJECTIVES
Drama as a genre and are Drama as a genre and are Drama as a genre and are Drama as a genre and are
A. Content Standards able to analyze its able to analyze its elements able to analyze its elements able to analyze its elements
elements and techniques. and techniques. and techniques. and techniques.
Compose at least one Compose at least one scene Compose at least one scene Compose at least one scene
B. Performance
scene for a one-act play for a one-act play that can be for a one-act play that can for a one-act play that can be
Standards that can be staged. staged. be staged. staged.
Identify the various Identify the various Identify the various Identify the various elements,
C. Learning
elements, techniques, and elements, techniques, and elements, techniques, and techniques, and literary
Competencies literary devices in drama. literary devices in drama. literary devices in drama. devices in drama.
Reading and Writing Reading and Writing Drama Reading and Writing Reading and Writing Drama
II. CONTENT Drama (one act) (one act) Drama (one act) (one act)

III. LEARNING
RESOURCES
IV. PROCEDURES
 Energizer for the day  Energizer for the day  Energizer for the day  Energizer for the day
A. Reviewing the past  Goals of the Day  Goals of the Day  Goals of the Day  Goals of the Day
Lesson/ Presenting  Students’ Opinion on  Review of the past lesson  Review of the past  Review of the past lesson
the New Lesson what they know about lesson
drama
Ask: “?” Present the Criteria for Give students some Present the Criteria for
judging on the presentation instructions about a certain judging on the presentation
Ask “Why is it important of the other models of task. Control the provision of the short skits regarding
to make communication communication. of the instructions (e.g. soft the barriers of effective
effective?” 40% Content voice, noisy class, unclear communication.
B. Establishing a
30% Presentation message, etc.)
Purpose of the 30% Examples Given 40% Clarity of the barrier
Lesson used
30% Originality
20% Presentation
10% Props and
Characterization
Present the definition of Introduce an overview of
C. Presenting Communication. the barriers to effective
Examples of the Discuss the communication. Have the
New Lesson Communication process. previous task as an
example.
D. Discussing New Present the Speech Presentation of the Models Present the different kinds Performances.
Concepts and Communication of communication of barriers to effective
Practicing New Transaction Model communication.
Skillls (Gronbeck et al.). a. The Aristotelian Model
 b. The Lasswell Model Explain the ways on how
c. Schramm’s Model these barriers affects the
d. Berlo’s Model communication process.
Ask a volunteer to discuss e. Dance Model
this model. Then ask the
class to discuss it to a
partner. Lastly, ask
someone to discuss their
final answers.
 Group the students Have the students reflect on Ask examples of each Ask some reflections from
and ask them to show their presentation. Ask the barrier from the students the group members. ask the
E. Developing similarities and differences through random picks. strengths and weakness of the
a simulation of the
Mastery model through a of each model. other groups.
hugot/banat line.
Relate the concepts to the Ask: Have you ever
F. Finding Practical daily routines of the experienced being
Applications of students. (e.g.) misunderstood?
concepts to Daily
Living How did you overcome
this?
Explain the statement “no Ask: What are the different Enlighten the students that
man is an island” barriers to effective though there is the presence
G. Making  Communication is a communication? of the barriers to effective
Generalizations two-way process. communication, there is
and Abstractions  Communicating is not How can these affect the always a way to overcome
about the Lesson an isolated series of communication process? this. Ask the students how to
one skill, it involves do so.
several skills.
Let the students identify Write a Facebook status on Read some selection to the Find a partner; create a
the different components any of the following students about a story slogan about the barrier to
of the communication statements/maxims: where misunderstanding is effective communication and
process in the given present. how to overcome this.
situations. a. “You cannot not Ask the students to identify
H. Evaluating communicate.” the kind of barrier found in
Learning b. “Actions speak louder the selection and how it
than words.” was solved.
c. “Say what you mean,
mean what you say.”
d. Parents should listen
more.
Group the students into Next meeting, perform a Write this slogan in a special
five, inform to research short skit about the barriers paper. Design it according to
I. Additional on one specific model of to effective your preference or as what
communication, they may communication. the situation requires. Then,
Activities for
select one from those post it in front of the class.
Application or listed below, Make sure that after your
Remediation a. The Aristotelian Model presentation, an
b. The Lasswell Model explanation follows.
c. Schramm’s Model
 d. Berlo’s Model
e. Dance Model

Next, meeting is the

presentation of these
models.

V. REMARKS

VI. REFLECTION