GRADE 1 to School BAROTAC NUEVO NATIONAL Grade Level 11

12 COMPREHENSIVE HIGH SCHOOL

DAILY Teacher Learning Area ORAL COMMUNICATION IN
SHEILA L. LUTERO
LESSON CONTEXT
LOG Teaching Quarter 1st (FIRST SEMESTER)
Dates and Time

I. OBJECTIVES Objectives must be met over the day and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner understands the nature and elements of oral communication in context.

B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Learning The learners

Competency/Objectives 1. define communication; (EN11/OC-Ia-1)
Write the LC code for each. 2. explain the nature and process of communication; (EN11/OC-Ia-2);
3. perform a creative presentation on how communication works; and
4. value the significance of effective communication in the daily living
III. CONTENT NATURE AND ELEMENTS OF COMMUNICATION
 Definition of Communication
 Nature and process of communication

V. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Other Learning Resources Sipacio, PJ & Balgos, AR. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp. 4-5
Fernandez, EJ., et.al. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp. 2-4
Flores, R. Oral Communication in Context, Rex Bookstore, 2016, pp. 2-3, 8-9
https://www.youtube.com/watch?v=eIho2S0ZahI
VI. PROCEDURES These steps should be done across the day. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.

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A. Reviewing previous lesson Daily Routine
or presenting the new lesson 1. Prayer
2. Greetings
3. Putting the class in order
4. Checking of attendance

B. Establishing a purpose for Presentation of the session’s objectives.

the lesson
Motivation
Task 1: Let’s Warm Up (Five minutes)
The learners will form four to five members. They will create a two-minute group presentation that reflects their understanding of what
“communication” is about. They could present their outputs through skits, songs, or other entertaining performances.

C. Presenting Elicit the reactions of the students towards the group presentation.
examples/Instances of the Ask learners to share their answers in the debriefing questions.
new lesson 1. Which groups effectively communicated their message? Give reasons why the presentation was effective.
2. Is effective communication important? Why? Why not?
D. Discussing new concepts 1. Give the definition of communication.
and practicing new skills # 1 2. Discuss the nature and process of communication.
Note: The second nature of communication can also occur within a single person.
E. Developing mastery (leads
to Formative Assessment

F. Finding practical application Task 2: Differentiated Instruction

of concepts and skills in Divide the class into four groups. Each group will prepare a 2-minute presentation about the communication process and how communication
daily living work. They will be given five minutes to plan and prepare their creative simulation activity and two minutes for their performance. Present the
rubric for scoring performances so the students would have a better guide for the activity.
The performance could be either of the following:
For the visual – Spatial Artists: Collage/Diagrams/Charts/Caricature/etc.
For the Verbal Artists: Panel Discussion/Extemporaneous/Interview/Debate/etc.
For ICT Artists: Video Animation/ Powerpoint Presentation/Audio-Visual Presentation/etc.
For the Musical/Kinesthetic/Actors/Actresses Singing/Dancing/Role Playing/Pantomime/etc.
Artists:
G. Making generalizations and Learners will be asked of the following questions: (Learners will sum-up the lesson/s.
abstractions about the lesson 1. What are the components of the communication process?
2. How does communication work?

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H. Evaluating learning
I. Additional activities for
application or remediation
VII. REMARKS
VIII. REFLECTION
Prepared by:
SHEILA L. LUTERO
Teacher II, SHS Department
3. As a student, what is the significance of having knowledge on communication process?
4. What makes you an effective communicator?
Read each detail carefully and determine what best describes the following statements.
1. The verbal or nonverbal expression of the sender’s purpose and this is being transmitted. ___________
2. Uses the verbal and nonverbal expressions and initiates the communication. _____________
3. These are considered disruptors or noises in the communication process that affect the entire communication. _____________
4. Known as the return message. _____________
5. The process of turning one’s thoughts and feelings into communication. _____________
Answers: 1. Message, 2. Sender, 3. Interference/s, 4. Feedback, 5. Encoding
The lesson will be discussed for one (1) hour. Some activities may be shortened and may be changed depending on the level of the learners.
Checked by:
JORGE BAYOGUING
Subject Group Head