Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: Oral Communication in Context Grade Level: Quarter:2 Duration: 1
11 week
Learning Defines Communication Code: EN11/12OC-Ia-1
Competency/ies:
Key Concepts/ Nature and Elements of Oral Communication
Understanding to be
Developed
1. OBJECTIVES
Knowledge Explain the nature and elements of communication
Skills Demonstrate a scenario where communication is applied.
Attitude Work collaboratively with the members of the group
Values Practice oneness in their group work
2. CONTENT Understanding communication and its nature and elements
3. LEARNING Reference books in English, handouts, laptop, curriculum guide and projector
RESOURCES
4. PROCEDURES
Introductory Activity The teacher presents table of statements that determines how often the students practice what the
5 minutes statements say. This is to be done objectively as possible. The students must bear in mind that there are
no wrong answers. The students may use the prior group activity as basis in completing this task
Usually Sometimes Seldom Never
1. I communicate to convey my messages
and express my ideas.
2. I describe communication as a process.
3. I understand that communication can be
expressed in words and/or in actions.
4. I can distinguish the features of the
communication process.
5. I can differentiate the models of
communication
6. I effectively convey a message both in
words and actions
7. I can identify the elements of
communication.
8. I can explain the cause of
communication breakdown.
9. I use strategies to avoid communication
breakdown.
10. I know the functions of communication.
TOTAL
GRAND TOTAL
SCORING
Usually- 3 points
Sometimes- 2 points
Seldom- 1 point
Never- 0

28-30= Advanced
25-27= Proficient
23-24= Approaching Proficiency
21-22= Developing
20 and below= Beginning
Activity The class is divided into groups of four to five members. Then, each group shall create a two-minute
15 minutes group presentation that reflects their understanding of what communication is about.

Analysis With the same groupings, the teacher assigns each group to formulate answer to the following
15 minutes questions. The teacher will randomly pick member from the group to share their answers to the
following questions.
1 How did you feel during the activity?
2. What would you also feel if your messages were responded correctly to the person you are talking
with?
 3. What do you understand about communication?
4. How is communication happened?

The teacher will present to the class a PPT or slides that show the definition of communication and the
different elements involved a communication process.
Abstraction
Communication is a process of sharing and conveying messages or information from one person to
15 minutes
another within and across channels, contexts, media, and culture. There is a wide variety of contexts
and situations in which communication can be manifested; it can be face-to-face interaction , a phone
conversation, a group discussion, a meeting or interview, a class recitation, and many others.
Communication is a process. It occurs between two or more people (the speaker and the receiver). It
can be expressed through words (verbal), actions (nonverbal) or both at the same time.

Last Man Standing!

Application
The teacher will randomly call students to share his/her insights and understanding. The students will
5 minutes
make sure that he/she has something to share or else he/she will remain standing is failed to do so. The
students here will try to share his/her understanding about communication for him/her not to be the
last one to stand.

Assessment The teacher prepares a paper and pencil test in which the students will answer a True or False.
10 minutes

Assignment Research on the process of communication

3 minutes

The teacher will leave a quote about communication for the students to ponder. The teacher will read
Concluding Activity first the quote and then the students. After which, the teacher will ask impromptu understanding from
2 minutes the students.

“Communication must be HOT. That is Honest, Open and Two-way.” (Dan Oswald)

5. REMARKS

6. REFLECTIONS
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for 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
learning 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 materials
did I use/discover
which I wish to
 share with other
teachers?

Prepared by:
Name: Pearl Hazel R. Neri School: San Jose National High School
Position/Designation: SST-II Division: Bohol
Contact Number: Email address:

APPENDEX 1

DIRECTIONS: Write T before each number if the statement is true and F if the statement is false.

______1. Consider ethics in your speech at all times.

______2. Effective use of nonverbal communication can strengthen your message.
______3. How you communicate reflects who you are as a person.
______4. One way to help you build credibility is through effective nonverbal communication.
______5. There are certain words that are only appropriate at certain times and places.
______6. To achieve clarity, we must speak the same language as our listeners.
______7. Use of too many fillers can distract your listeners.
______8. Verbal communication is better than nonverbal communication.
______9. When you talk to others, you should not assume too quickly that they understand the message that you convey.
______10. When you communicate, choose what you want to say and how you want to say it.