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DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE 11

(ORAL COMMUNICATION IN CONTEXT)

Date: June ___, 2016 (Day 1) Week: 1 Quarter: I


Subject: Oral Communication in Context Grade: 11 Semester: First

Topic: 1. Definition of Communication


2. Nature and Process of Communication intended

Learning Competencies No.1-2:


1. Defines communication (EN11/12OC-Ia-1)
2. Explains the nature and process of communication (EN11/12OC-Ia-2)

I. OBJECTIVES

A. Cognitive
Define what communication is
` Explain the nature and process of communication
B. Affective
Value one’s name, gender identity, and responsibility sincerely
Accept willingly a task without counting the cost
C. Psychomotor
Present a tableau presentation showing the nature and process of
communication touching the value of one’s name, gender identity and
responsibility at home

II. MATERIALS/SUBJECT MATTER

A. References: Curriculum Guide (CG) – Oral Communication in Context p.1


Speech Communication by W.D. Brooks and R.W. Heath
google.com

B. Materials: Graphic Organizer, Pictures, LCD Projector, Laptop, Cartolina, Bell

C. Integration:
Values Education –
1. Bible Verse - Ephesians 6:1-3
2. Crucifixion of Jesus (Video)
3. Fr. Patrick Payton’s Message
Araling Panlipunan – Family Code of the Philippines
Mass Media – Jollibee Commercial (The Value of Family)

D. Multiple Intelligences: Visual-Spatial, Musical, Verbal-Linguistic, Interpersonal,


Intrapersonal, Bodily-Kinesthetic

E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual

F. Thinking Tools: Look Others’ Views (LOV), Think All Consequences (TAC)

III. PROCEDURES

A. Preparatory Activities

1. Daily Routine
a.) Prayer – Ask students to pray by singing “Rejoice in the Lord Always”
Group Singing – “Rejoice in the Lord Always”
Rejoice in the Lord always
And again I say rejoice (2x)
Chorus:
Rejoice, rejoice
And again I say rejoice
Rejoice, rejoice
And again I say rejoice
[Repeat]

b.) Cleaning of Classroom


c.) Checking of Attendance
d.) Recapitulation of the previous topic/s in English 10 leading to oral
communication

2. Activating Prior Knowledge


Ask the class: “Do you have specific job at home? What are the different
household chores you do at home? Are these tasks easy or difficult for you?
How do you react when you can’t perform the tasks given to you by your
parents? Have you noticed the tone of your voice? How do your parents
respond from your complaints?”

3. Presentation of the Objectives


Ask students to read the objectives of the lesson.

B. Development of the Lesson

1. Motivation - “Face to Face!

Ask students to choose their partner, then, ask them to face one another
without talking or moving. The rule is no one will talk or laugh. If someone
laughs or talks, s/he will seat until the last person who is not laughing will be the
winner.

Questions for Processing:


Have students the following questions:
1. How did you find the activity?
2. Which among the ideas shared is essential for you?
3. What have you realized from the activity?

2. Presentation

Ask students to give input on the definition and the nature and process of
communication with the following tasks:
a. Ask students to give the definition of communication using Pop Corn
Recitation Strategy.
b. Have them give the nature and process of communication.
c. Let the teacher give additional information on the definition, nature and
process of communication.

3. Activities

a. Ask students to draw on the board the usual nature and process of
communication using a diagram.
b. Let them give situations at home or family conversations pertaining to
giving tasks wherein the nature and process of communication are
related.
c. Ask them to classify from the given situations the components of the
process of communication to determine who/which is the Sender, the
Message, the Channel, and the Receiver of the massage.

4. Application

a. Tell the Story of Your Name!


1.) As an application of giving the root definition of communication, this
activity allows students to introduce the root story of their names to give
the exact descriptions of their personality. Since this is the first day of
classes, this would give a chance to get to know one another better.
2.) Ask the students to share with the group any stories, facts, history,
background, etc., about his or her names, either first or last. Ask them to
write the descriptions and origins of their names in a creative ways using
art materials and cartolina strips.
3.) Let selected students present their answers with time limits.
4.) Lead them that they will be graded using the given criteria:

No. Criteria 5 4 3 2 1
1. Content
2. Creativity
3. Presentation
4. Originality
5. Time Limit
TOTAL

b. Lead them the importance of communication and its nature and process to
real life situations especially in the family relations.
c. Have them connect the definition and the nature and process of
communication in the real life situations in doing tasks sincerely at home.
d. Ask students to watch a two-minute video presentation about the crucifixion
of Jesus Christ to stress the value of obedience. Let them watch a 15-
second mass media commercial to realize contentment of having good
family ties. Let them read the family code which signifies the real essence of
good and harmonious family relations.
e. Ask the class: “How do you value one’s name and identity sincerely? How
do you accept willingly a task without counting the cost? Justify your
answer.”

IV. EVALUATION

IT’S SHOWTIME!

a. Ask students to form the class into five groups. Ask them to present a tableau
presentation showing the nature and process of communication touching the
value of one’s name, gender, identity, and responsibility at home.
b. Lead them that they will be graded using the given rubric:

Rubric for Tableau Presentation


Group No.___
Group Members: ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Criteria Very Good(5) Good (3-4) Needs Rating:
improvement(2-1)
Clarity of Content The content The content The content was
and Presentation was very clear was clear and vague and confusing
and can be can be
easily understood
understood
Creativity The tableau The tableau The tableau was quite
was very was creative creative and related to
creative and and related to the scene
related to the the scene
scene
Time Allotment The group The group The group did not
finished on time almost finished finish on time
on time

V. ASSIGNMENT

A. Explain the message of Spiderman “Great power comes great responsibility.” by


doing any of the following:
1. Creating a slogan
2. Making a 3-stanza poem
3. Composing lyrics

B. Research about models of communication and give specific scenarios pertaining to


these.

DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE 11


(ORAL COMMUNICATION IN CONTEXT)

Date: June ___, 2016 (Day 2) Week: 1 Quarter: I


Subject: Oral Communication in Context Grade: 11 Semester: First
Topic: Models of Communication

Learning Competencies No.3:


Differentiates the various models of communication (EN11/12OC-Ia-3)

II. OBJECTIVES

A. Cognitive
Differentiate various models of communication
B. Affective
Value friendship truthfully

C. Psychomotor
Perform differentiated activities signifying the various models of communication
in line with valuing friendship sincerely

III.MATERIALS/SUBJECT MATTER

A. References: Curriculum Guide (CG) – Oral Communication in Context p.1


google.com

B. Materials: Laptop, Graphic Organizer, LCD Projector, Cartolina, Bell, Manila Paper

C. Integration: Values Education


Bible Verse – Proverbs 27:9 – Friendship

D. Multiple Intelligences: Musical, Verbal-Linguistic, Spatial, Interpersonal,


Intrapersonal, Bodily-Kinesthetic

E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual

F. Thinking Tools: Think All Consequences (TAC), Look Others’ Views (LOV)

IV. PROCEDURES

A. Preparatory Activities

1. Daily Routine
a.) Prayer – Ask students to pray by singing “This is the Day”

Group Singing – “This is the Day”

This is the day, this is the day.


That the Lord has made, that the Lord has made.
We will rejoice, we will rejoice,
And be glad in it, and be glad in it.
This is the day that the Lord has made.
We will rejoice and be glad in it.
This is the day, this is the day
That the Lord has made. (2x)

b.) Cleaning of Classroom


c.) Checking of Attendance
d.) Recapitulation of the previous lesson on the definition and nature and
process of communication.

2. Activating Prior Knowledge


Ask the class: “What is friendship? Do you have friends? What are the
characteristics of your friends? How do you talk together when you have
interesting stories to tell with?”

3. Presentation of the Objectives


Ask students to read the objectives of the lesson.

B. Development of the Lesson

1. Motivation - “Let’s Write!”


Ask students to write the word communication on the board or newsprint
and ask them to give examples of ways they communicate. List their
responses, adding others from the list below, as appropriate:

a. Talking face to face


b. Talking on the phone
c. Writing an e-mail
d. Creating a video
e. Participating in an online activity
f. Texting
g. Instant messaging or chat
h. Telling a story
i. Acting
j. Giving a speech
k. Sending non-verbal signals with posture or gestures
l. Making a face
m. Writing a poem
n. Singing a song

Questions for Processing:


Have students the following questions:
1. Let them answer the following questions:
1.) How did you find the activity?
2.) Which among the ideas shared is essential for you?
3.) What have you realized from the activity?
2. Ask someone to explain the point of communication. Lead them to
articulate that communicating means sending a message from one
person to others.

2. Presentation

a. Display diagrams illustrating the different models of communication.


b. Ask the students to explain the elements in the models:

1.) The sender creates and transmits the message.


2.) The receiver is the person (or group) who receives and responds

to the message.
3.) The message includes both the sender's information and also the
receiver’s interpretation of the message.
4.) Feedback is the way the receiver acknowledges the message and
transmits information about the message received and also how the
sender interprets that acknowledgment.

c. Teacher gives additional information about the differences of the models of


communication.
3. Activities
a. Ask students to read the example of communication between two friends
below:
Erick and Jay Arr are talking. Erick says, “I don't think I want to go to the
Acquaintance Party tonight. Greg is going to be there. I think I'll just stay
home and watch television.”
b. Ask the class the following questions:
1.) Who is the sender?
2.) Who is the receiver?
3.) What message is Erick sending to Jay Arr?

c. Lead the students that the message is not just what a person says, but also
the meaning of that message. Meaning takes more than one form. That is, it
can be the meaning(s) as intended by the sender and the meaning(s) as
interpreted by the receiver. Sometimes, the sender may have more than one
meaning and/or the receiver may understand more than one meaning. Also,
remind them that the point that feedback is the way the receiver lets the
sender know she or he got a message and the way the sender finds out if
the receiver correctly understood the message.
b. Ask students to do the following activities:

1.) Ask students to review the scenario between Erick and Jay Arr. Ask the
group what Jay Arr could say to Erick to clarify the message received
(give Erick feedback). Several possibilities include:
a.) Jay Arr can ask a question: “Erick, are you saying you don't like Greg
anymore?”
b.) Jay Arr can tell Erick he doesn't understand: “l guess I don't really
understand why you don't want to go. I thought you liked William.”
c.) Jay Arr can repeat the message he thinks Erick sent:
“Erick, it sounds like you are worried about seeing Greg at the
party.”

c. Point out that any one of these responses opens the door for Erick to
communicate again with Jay Arr and give additional information. Without
feedback from Jay Arr, Erick will not know if Jay Arr misunderstood and Jay
Arr may never know what Erick meant. If Jay Arr asks no questions, Erick
may not tell his friend what she is really feeling.
d. Tell the group that poor communication can result from any breakdown in the
communication models:
a. The sender fails to send a clear message.
b. The receiver does not listen carefully and fails to get the correct message.
c. The receiver fails to clarify the message by giving feedback to the sender.
d. The sender does not acknowledge and/or respond to the feedback.

4. Application

a. Push your Pen! To conclude the activity, ask students to form groups of five
to answer the questions below. Ask them to write their answers on
Cartolina/Manila Paper. Ask each group to present their answers to their
classmates.
1.) What do you think about the communication model?
2.) Have you ever had difficulty sending a message? What happened?
Why is it sometimes difficult to say what we really mean?
3.) Have you ever tried to communicate and been misunderstood? What
happened? What could you have done differently?
4.) What happen when communication breaks down between you and your
friends? (Answers may include, but are not limited to: the sender may
get angry or frustrated when the message is not interpreted correctly; the
receiver may get hurt feelings if he/she thinks the sender has sent a
negative message; a job may be done incorrectly because the receiver
did not understand the message; a relationship may end because two
people have not been able to communicate clearly.)
b. Lead them the importance of models of communication to real life situations
especially in friendship.
c. Let them read a Bible Verse which signifies the real essence of good and
harmonious relationship in friendship.
d. Ask the class: “Knowing the varied models of communication, how do you
value the words and message of your friends sincerely? How will your
respect others sentiments and identities? Justify your answer.”
e. Emphasize that poor communication causes problems in friendship
relationships and in other similar situations. Tell the group that the next few
activities will help them learn and practice some of the rudiments of good
communication.

V. EVALUATION

IT’S YOUR TIME TO SHINE!

1. Ask students to perform any of the following differentiated activities signifying the
various models of communication in line with valuing friendship sincerely:
a. Drawing a diagram illustrating conversation of two friends on how to help one
another
b. Creating script for a play showing vacation plan conversation of two or more
friends.
c. Making a telephone conversation script signifying two friends giving advice to
one another.
d. Constructing lyrics of a song with a conversation for each stanza of two friends
about love.
2. Remind them that they are expected to perform and present the said outputs next
meeting.
3. Lead them that they will be graded using the given criteria:

No. Criteria 5 4 3 2 1
1. Contents
2. Teamwork
3. Presentation
4. Originality
5. Creativity
6. Time Limit
TOTAL

VI. ASSIGNMENT

A. Ask students to visit some places with crowded people. Have them record how the
people talk one another to see various models of communication.

B. Bring appropriate costumes and props for the presentation of the outputs made.