SCHOOL Tondol National High School GRADE LEVEL 11-Ada/Ampere/Lettuce/Shakespeare

TEACHER Carl John C. Carolino LEARNING AREA Oral Communication in Context

GRADES 1 TO 12 TEACHING DATES AND TIME August 29- September 2, 2022 QUARTER 1
DAILY LESSON LOG Tuesdays and Fridays
11-Ada/ Ampere/ Lettuce (7:30-9:30 AM)
11- Shakespeare (9:45- 11:00 AM)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week 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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
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/Objectives Explains the functions, nature and Explains the functions, nature and Differentiates the various models Differentiates the various models
Write the LC Code for each process of communication process of communication of communication of communication
(EN11/12OC-Ia-2) (EN11/12OC-Ia-2) (EN11/12OC-Ia-3) (EN11/12OC-Ia-3)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Verbal communication Nonverbal communication Models of communication Models of communication
III.LEARNING RESOURCES 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 and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Oral Communication in Context Oral Communication in Context
Quarter 1 – Module 2: Quarter 1 – Module 2:
Communication Models, pp. 1;4- Communication Models, pp. 1;4-
13; 16 13; 16
3.Textbook Pages Oral Communication in Context Oral Communication in Context
Textbook by Philippe John Sipacio Textbook by Philippe John Sipacio
and Anne Richie Balgos, pp. 10-11 and Anne Richie Balgos, pp. 10-11
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources https://harappa.education/harappa- Oral Communication in Context by
diaries/verbal-communication-and- Ramona S. Flores, pp.18-23
its-types/

https://www.youtube.com/
 watch?v=ExKCcndqK5c
IV.PROCEDURES These steps should be done across the week. 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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the
time allotment for each step.
A.Reviewing previous lesson or Review the learners about functions The class will review the lesson The class will recall the types of The class will recall the models of
presenting the new lesson of communication. about verbal communication. verbal and nonverbal communication being discussed
communication. yesterday.
B.Establishing a purpose for the Ask the learners about how they The class will play “Charades” Ask the class what they about a
lesson listen to a person when engaged in sports edition. globe.
a conversation. Ask them how they
talk and how they are able to do
feedback.
C.Presenting examples/instances of The class will watch “Talking Fast The class will ponder on what Present them a globe and call
the new lesson With a Record-Setting Speed makes a conversation successful. some learners to locate countries,
Talker”, a content of Great Big Introduce to them the concept of continents, and oceans. After
Story. nonverbal communication. that, ask the class the importance
of having a globe to understand
Ask the learners what are their geography.
comments to what they have
watched.

Then, the class will try to recite the

tongue twister:

Peter Piper picked a peck of pickled

peppers.
A peck of pickled peppers Peter
Piper picked.
If Peter Piper picked a peck of
pickled peppers,
Where’s the peck of pickled peppers
Peter Piper picked?
D.Discussing new concepts and Discuss verbal communication. Present to the class the different Discuss the different models of
practicing new skills #1 Elucidate the following elements: types of nonverbal communication. communication.
tone, speed, volume, grammar, and
vocabulary.
E.Discussing new concepts and Explain to the class the importance Discuss the importance of mastery
practicing new skills #2 of the following when one is of nonverbal communication.
engaged in verbal communication:
 appropriateness, brevity, clarity,
ethics, and vividness.
F.Developing mastery The learners will answer The learners will do an The learners will fill out the Venn The learners will have a group
(Leads to formative assessment) identification test activity about identification test about nonverbal diagram on page 13. work about demonstrating a
verbal communication. communication. communication model. Each
group need to choose a
communication model to act or
demonstrate. Each group are
given a minimum of three minutes
and a maximum of five minutes.
G.Finding practical/applications of Ask the learners how verbal Ask the learners how nonverbal
concepts and skills in daily living communication can help them to communication can help them to
form relationships? attain in clarity in speaking to
people.
H. Making generalizations and The learners will give their key The learners will give details on the The class will answer What I Have
abstractions about the lesson takeaways about the lesson. different types of nonverbal Learned questions on page 16.
communication.
I.Evaluating Learning The learners will answer Exercise V The learners will present their
in Oral Communication in Context group performance.
book written by Sipacio and Balgos
on page 11.
J.Additional activities for application The learners need to do a
or remediation performance task demonstrating
their understanding on verbal or
nonverbal communication.

They may choose from the

following:
1. Deliver at least two famous
lines from two different
movies or shows.
2. Do a voice message on
Messenger about taking
care of mental health.
3. Upload five pictures
showing facial expressions
on Facebook.
4. Upload at least two photos
or one video showing the
 observance of safety
protocols against COVID-19
on Facebook.
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation
C.Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D.No. of learners who continue to
require remediation
E.Which of my teaching strategies
worked well? Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?

Prepared by: Checked and Noted:

CARL JOHN C. CAROLINO MR. RICHARD A. TOMAMANG

Teacher II OIC, Office of the Principal I