QUARTER NUMBER

:
SUBJECT MATTER:

TOPIC / LESSON NAME

Nature and Elements of Communication: Definition and the Process of Communication

CONTENT STANDARDS

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

PERFORMANCE STANDARDS
LEARNING COMPETENCIES

SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

The learner designs and performs effective controlled and uncontrolled oral communication activities based
on the context.
The learner defines communication. (EN11/12OC-la-1)
The learner explains the nature and process of communication. (EN11/12OC-la-2)
The learner defines effective communication and explains the elements of the communication process, the
best communication approach, and internal and external barriers.
The learner describes the value of effective communication and its various elements.
2hrs

LESSON OUTLINE:
During the lesson, the learners will:
1.
2.
3.
4.
5.
6.

Introduction/Review: Define “communication” using their own insights (10mins)
Motivation: Share insights with a partner the importance of communication (15mins)
Instruction/Delivery: Discuss with the teacher the four main points for effective communication (50 minutes)
Practice: Perform a communication activity, and reflect if they were able to communicate with a partner effectively (20minutes)
Enrichment: Research different models of the communication process to define communication (optional)
Evaluation: Accomplish different evaluative tasks (The teacher decides which activity to use) (25 minutes)
MATERIALS

Enlarged illustration of the Gronbeck’s Speech Communication Transaction Model

RESOURCES

Bulan, Celia T., and de Leon, Ianthe C. Communication 3: Practical Speech Fundamentals, Experimental
Edition. Department of Speech Communication and Theater Arts, UP Diliman. May 2002

Gronbeck, Ehninger et.al. Principles and Types of Speech Communication. 12 th ed. New York: Harper Collins

Publishers.Accessed January 7. 1. 2. 1994 The Center for Leadership and Service. Script of the procedure Instruction/Delivery: (Time allotment) 1.Script of the procedure Practice: (Time allotment) 5. 4.utk. 3. fast/slow learners. etc) Potential integration with other subjects .pdf. and questions Tips for assessment Alternative ways of delivering content How to differentiate learners (disabilities.cls. The University of Tennessee Knoxville. 2016.edu/pdf/ls/Week1_Lesson 7. 1. mistakes. language barriers. Script of the procedure Common misconceptions.Script of the procedure Enrichment: (Time allotment) 1.Script of the procedure Motivation: (Time allotment) 1. PROCEDURE MEETING THE LEARNERS’ NEEDS Introduction/Review: (Time allotment) Teacher Tip: 1. Script of the procedure Evaluation: (Time allotment) 1. http://www.

Andrew Rey S. . Manila: Vibal Publishing House. the learners will: 1. (30 minutes) MATERIALS RESOURCES Handouts of the various models of communication Pena. (15 minutes) 2. 2 hours LESSON OUTLINE: During the lesson. Introduction: Compare and contrast the various models of communication using the Venn diagram. The learner is able to design his own model of communication based on factors he learned. (20 minutes) 5. Anudin. The learner will be able to learn the unique feature of communication process. and Ali G. Instruction/Delivery: Present and discuss to class the findings of the group by explaining the content of the Venn diagram. Review/Motivation: Recall the important points of the previous lesson. The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.Quarter: Subject matter: ORAL COMMUNICATION IN CONTEXT TOPIC / LESSON NAME CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES SPECIFIC LEARNING OUTCOMES TIME ALLOTMENT Various Models of Communication The learner understands the nature and elements of oral communication in context. Oral Communication. 6. (15 minutes) 3. Evaluation: Accomplish individual evaluative task. (EN11/12OC-Ia-3) The learner distinguishes the unique feature(s) of oral communication process from the other. Enrichment: Research on the unique features of one communication process. The learner differentiates the various models of communication. (EN11/12OC-Ia4) The learner compares and contrasts the various models of communication. (40 minutes) 4. Practice: Perform communication activity by presenting one model per group thru role play. 2015.

Divide the class into six groups. which will then be defined. or give The teacher need to elaborate the concepts. let the students identify the elements of communication used in the process as well as the communication barriers. Pop Corn Game: Give instructions to the students on how to do this game. 2. Teacher Tip The teacher may let the students write their answers on sheets of paper. INTRODUCTION: 1. Assign two models for every group with which they will compare and contrast using the Venn diagram.com/Classes/Handouts/Communication%20Models. Nida’s Model f. should add information after the presentation of each group. students will recall the important points of the previous lesson.shkaminski. Show-Me: Teacher will show key words and the students will say words associated with these key words. Other related games on communication can be done. Models of Communication to be covered are: a. 2. 2. The teacher will emphasize the main points mentioned by each group. clarifications. Saussure’s Model c. In this process. The group may have a rapporteur or the members may take turns explaining their findings.htm PROCEDURE REVIEW/MOTIVATION: 1. Shannon’s Model d.http://www. The teacher will encourage the audience to ask questions. Berlo’s Model e. After the game. Berg’s Discussion of Four Models The teacher should review the concept of Venn diagram. . Jakobson’s Model b. The teacher will ask each group to present to the class the findings in the comparison and contrast of the two models of communication assigned to the group. Give each group a copy of the hand outs with the lesson on different models of communication. INSTRUCTION/DELIVERY: 1.

ENRICHMENT: 1. Using a different grouping. 4.” 2. Each group will be given 3 minutes to perform. PRACTICE: 1. The rest of the group may be given a rubric to rate the role play of the other group. Let the students present to class on the next meeting his findings. 2. Make a drawing that shows your model of communication. each group will choose a model that they will describe thru role play. Have a unique name of your model. This will be evaluated using a rubric. The teacher will give an assignment to the students. 3. Let the students create their own blog for enrichment and evaluation purposes. Come up with your own model of communication. Post your model into your website/blog and let your classmates comment. Tell “Research on the unique features of one communication process. The rest of the class will determine the model being role-played by the group. EVALUATION: 1. 2. . Include a short description of the components of your model. Encourage participation from the members of the group. PREPARED BY: Paper and pen and/or other form evaluation may be given.suggestions to the group presenter. Remind the students to use other printed resources in addition to what they can search in the internet. The teacher will affirm or invalidate the answer given. Mention any special feature or characteristic of your model.

Learning Standards Competencies ( From Curriculum Guide ( From Curriculum Guide ) ) Strategies Assessment .