School MARCELO H DEL PILAR NATIONAL Grade Level 11

HIGH SCHOOL
GRADE 11 Teacher KARL PATRICK NIKKO B. DELA CRUZ Learning Area Oral Communication Skills
DAILY LESSON LOG Teaching Dates and Time SEPTEMBER 4, 2023 Semester 1st

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 The learner… The learner… The learner… The learner…
Write the LC Code for each
defines communication. differentiates the various models of explains why there is Demonstrates sensitivity to the socio-cultural
(EN11/12OC-Ia-1) communication. (EN11/12OC-Ia-3) a breakdown dimension of communication situation with
(EN11/12-Ia-5) focus on (EN11/12OC-Ia-7):
explains the nature and distinguishes the unique features of a. culture (EN11/12OC-Ia-7.1)
process of communication. one communication process from the uses various b. gender (EN11/12OC-Ia-7.2)
(EN11/12OC-Ia-2) other. (EN11/12OC-Ia-4) strategies in order to c. age (EN11/12OC-Ia-7.3)
avoid communication d. social status (EN11/12OC-Ia-7.4)
breakdown e. religion (EN11/12OC-Ia-7.5)
(EN11/12OC-Ia-6)

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.
Nature and Elements of Models of Communication Barriers to Intercultural Communication; Verbal and
Communication The Process of Communication Communication Nonverbal Communication
Definition; The Process of Verbal
Communication Communication and
Nonverbal
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 Oral Communication in Context for Oral Communication Oral Communication in Context for Senior High
 Context for Senior High School Senior High School by P. J. F. Sipacio in Context for Senior School by P. J. F. Sipacio and A. R. G. Balgos, pp.
by P. J. F. Sipacio and A. R. G. and A. R. G. Balgos, pp. 2-4 High School by P. J. F. 2-4
Balgos, pp. 2-4 Sipacio and A. R. G.
Balgos, pp. 2-4
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
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 The class will be divided into The class review yesterday’s lesson. The class review The class review the yesterday’s lesson.
presenting the new lesson groups. yesterday’s lesson.
1. Instruct the group to look
for words which is associated
with ‘communication’ using the
letters C-O-M-M-U-N-I-C-A-T-E
2. Group Presentation
(5 minutes)
B. Establishing a purpose for the Processing of Output: Pass the Message Activity More of Drama Charades Activity
lesson Activity
1. Are the words related to
The learners will form five groups. Each Direction; The class will form five groups. Each
communication? Why did you
should relay a message which will be Direction: The group should send one representative who will
say so?
drawn from a box. learners will act out a list of words. The winner will be the
2. Using the words you have dramatize situations group having the highest number of guessed
written, what is that the teacher will items.
communication to you? assign to them.
(5 minutes)
C. Presenting examples/instances of PERFORMANCE ACTIVITY
the new lesson 1. Each group will perform a
role play showing the different
ways of communication.
Group 1: Teenager asking
permission from his/her
parents to attend a party,
however the parents did not
allow the teenager to go.
Group 2: A wife having a
conversation with her husband
who works abroad
 Group 3: DRRM personnel
giving announcement about
the incoming typhoon thru
radio and TV.
Group 4: A SHS graduate
looking for a job thru classified
ads.
Group 5: Friends exchanging
pleasantries thru letter writing.
2. Group presentation.
Guide Questions:
1. How did you find the
activity?
2. How did the characters in
the scenario deliver the
message?
3. What are the ways of
communication that were used
in the presentation?

(15 minutes).

D. Discussing new concepts and Discussion of the definition of Discuss the process of communication. Discuss functions of Discuss about verbal and nonverbal
practicing new skills #1 communication. communication. communication. Then, answer Exercise V, page
1. Communication is the 11
process of sharing our ideas, Do Exercise III, page
thoughts, and feelings with
7 Direction: Write T before each number if the
other people and having those
ideas, thoughts, and feelings statement is true and F if the statement is false.
understood by the people we Direction: Identify
are talking with. the function of
2. When we communicate we communication in
speak, listen, and observe each of the following
3. Communication is the situations. Write your
process of sharing and answers on the space
conveying messages or provided.
information from one person
to another within and across
channels, contexts, media, and
cultures (McCornack, 2014)

(10 minutes)
E. Discussing new concepts and PICTURE ANALYSIS Discuss the models of communication. Discuss the features Discuss definition and nature of intercultural
practicing new skills #2 The teacher will ask the of an effective communication.
students to analyze the communication
situation depicted in the
following pictures:
Discuss the barriers
Picture 1: Husband and wife
having arguments of communication.
Picture 2: Noisy students in
classroom
Picture 3: A person smiling
while talking on the phone
Picture 4: Family watching the
news report
Picture 5: A girl writing a love
letter

Guide Question:
1. Which picture depicts good
communication? Why did you
say so?

(5 minutes)
F. Developing mastery Have a true or false test about Do Exercise II activity, page 6 The class do Exercise Do Exercises II and III, page 22.
(Leads to formative assessment) communication: its nature and IV, page 9
elements. Study the printed the diagram.
Direction: As a class,
complete the
semantic web with a
word or group of
words relevant to
communication. You
can assign a
representative to
gather and/or
consolidate the
responses of the
class.
G. Finding practical/applications of The teacher will ask the class Ask: Ask: Ask:
concepts and skills in daily living to summarize the discussion
thru these guide questions: How the models of communication will How the various How the verbal and nonverbal communication
1. What is the importance of help you to have good communication? concepts will help affect intercultural communication. How will
communication?
you to be a good you talk with foreigners considering the learning
 2. How are you going to use communicator? you received?
the different ways of
communication?

Share:
“As you continue to reach your
goals, specifically your
educational goals,
communication will become
increasingly more important.
The ability to communicate is
a primary skill. The more you
become an effective
communicator; the more likely
you are to achieve what you
want. When you improve your
communication skills, you will
have a clearer understanding
of what people are saying to
you, others will be less likely
to misunderstand you,
problems will be solved
quickly, and you will be able to
resolve conflict.”

H. Making generalizations and The learners generalize things The learners differentiate the process The learners The learners synthesize what they learned.
abstractions about the lesson about communication. and models of communication. summarize what they
learned.
I. Evaluating Learning The learners will have a quiz.
J. Additional activities for application
or remediation
V.REMARKS Oral Communication in Context is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION
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: Checked:
KARL PATRICK NIKKO B. DELA CRUZ PAUL ANTHONY B. MENDOZA
Subject Teacher Subject Group Head—Languages
Master Teacher I Master Teacher II
Date Submitted: September 4, 2023