Learning Area Oral Communication in Context

Learning Delivery Modality Online Distance/Modular Modality

School San Pablo City Science IHS Grade Level 11

LESSON Teacher Zohail I. Ador/ Learning Area OC
EXEMPLAR Ethel B. Dasig
Teaching Date September 1-4, 2020 Quarter First
Teaching Time No. of Days 4

I. OBJECTIVES
A. Content Standards The learner understands the nature and elements of oral communication in context.
B. Performance Standards The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
C. Learning Competencies or  Differentiate the different models of communication
Objectives  Explain these models of communication
 Perform the activities that will bring out the understanding of the
concepts
D. Most Essential Learning
Differentiates the various models of communication
Competencies (MELC)
II. CONTENT Communication Models
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from Al-Fedaghi, Sabah. "A conceptual foundation for the Shannon-Weaver model of
Learning Resources communication." International Journal of Soft Computing 7, no. 1
(2012): 12-19. Retrieved from
docsdrive.com/pdfs/medwelljournals/ijscomp/2012/12-19.pdf. May 23,
2020.

Foulger, Davis. "Models of the communication process." Brooklyn, New

Jersey (2004). Retrieved from https://tinyurl.com/ya8mh5fj. May 23,
2020

Liang-sheng, Y. A. O. "Enlightenments from Schramm model to practitioners in

translation [J]." Journal of Zhenjiang College 2 (2004). Retrieved from
http://en.cnki.com.cn/Article_en/CJFDTotal-ZJGZ200402009.htm. May
23, 2020.

Meacham, John A. "A transactional model of remembering." Life-span

developmental psychology: Dialectical perspectives on experimental
research (1977): 261-283. Retrieved from https://tinyurl.com/ybl76fhj.
May 23, 2020

Narula, Uma. Communication models. Atlantic Publishers & Dist, 2006. Retrieved

from https://tinyurl.com/y6vorcuu. May 23, 2020.

Gillespie, Debra J., and Rachel Schiffman. "A critique of the Shannon-Weaver
theory of communication and its implications for nursing." Research and
theory for nursing practice 32, no. 2 (2018): 216-225. Retrieved from:
https://tinyurl.com/ybafwxvt. May 27, 2020

B. List of Learning Resources for Module, worksheets, activity sheets

Development and Engagement
IV. PROCEDURES
What I need to know?
 The content of the lesson will be introduced.
 Learning objectives will be presented.
A. Introduction What I know?
 The learners will answer 15-item pretest about the topic.
 After that, they will check their own answers to determine their
background knowledge and do self-reflection on the topic.
 What’s in?
 The students will read a short paragraph about communication is.
 Students will answer a cloze-type test about overview of the
communication

What is new?
 The students will read a text entitled “The Glitch” by Divina P. Maming
 After reading, students will answer 5 questions related to the text read.

What is it?

In this phase, a self-directed lecture of the lesson will be done.

Models of Communication
B. Development A. Linear Communication
1. Shannon-Weaver Model of Communication

B. Interactive Communication
1. Schramm Model

C. Transactional Model

What’s more?
 The student will do the following activities:
A. Venn Diagram
B. Crossword Puzzle
C. Analysis of given situation
D. Constructing responses to given prompts

What I can do?

The learners have to perform the following activities:
1. Call a friend over a phone or via free media platform such as
messenger. Note down the conversation process. Identify what
communication model was used. Illustrate how the communication
occurred.
2. Interview your family members. List down the things that you want
to ask to them. You may record your conversation. Draw a diagram
of the conversation and analyze how the communication took place.
3. Listen to or watch a drama episode on radio or television. Note down
D. Engagement how the communication transpired. Identify the different elements
that are present in the communication process and illustrate it.
4. Answer assessment part

What I have learned?

 The students will answer the following questions:
1. What are the different communication models?
2. What sets each apart from the other?
3. Why is communication an important part of life?
4. When do you say that the communication process has become
successful?
 Additional Activities
The students have to perform the following activities:
1. List down situational examples of the given communication models.

Linear Interactive Transactional

2. As a student, if you are to address the nation or the Filipino people in

this time of pandemic, what would you tell them? Compose a
paragraph of at least 10 sentences. You may post it on your social
media account (not compulsory) and see the different reactions
5. Assimilation
you’ll get. You may clarify points but refrain from building conflicts
in the process.
3. Exchange e-mails or messages with your friends regarding your ECQ
experiences and how do you see and feel about it. Tell them how it
affects your life.

V. REFLECTION
The learners will be asked to complete the statements as their personal insight on
the topic. This will be written in their notebooks, journals or portfolios
 I learned …
 I felt …
 I realized …
Prepared by:

Zohail I. Ador
Teacher II

Ethel B. Dasig
Teacher III

Noted by:

Neliza P. Cuasay
Principal II