MARTHA MAY M.

GALLEGO 21 October 2018

CPT Block A A Detailed Lesson Plan

I. Objectives:

Through an actual group activity with given situations to perform and a PowerPoint
presentation, the Grade 11 students are expected to (with at least 75% understanding and
mastery):
1. describe the interaction that took place in the group activity;
2. tell what the members in the group used as a tool for interaction;
3. identify the levels of communication in various speech contexts;
4. provide examples on each level of communication;
5. illustrate the flow of communication in each level and;
6. perform communication activities based on each level.

II. Subject Matter: Levels of Communication in Various Speech Contexts

Reference: Zoleta, M. A. and Javier, T.M.P. (2016) Oral Communication for Senior High
School , Mindshapers Co., Inc., Intramuros, Manila

Concepts:
1. There are different levels of communication in various speech contexts.
2. Each level of communication corresponds to an event in a person’s daily life.

Processes to be involved: identifying, classifying, observing, listening

Values to be integrated: appropriate verbal and non-verbal behavior in a given speech

context, respect for the opinion of others

Materials to be used: laptop, power point presentation, LCD projector, manila papers,
markers
III. Procedure

Teacher’s Activity Students’ Activity

A. Preparation
Greetings
Prayer
Checking of attendance

“Good morning, class! How are you today?” “Good morning, Ms. Gallego. We’re all fine. How
about you?”

“I am fine, thank you. Before we start our lesson for (A student will lead the prayer.)
today, can someone please lead the prayer?”

(The teacher will check the attendance.) (The students will raise their hands and will say
present when the teacher calls their name.)

B. Review

“So before we proceed with today’s discussion, let

us first have a recall about what we have learned
yesterday.”
“Who remembers our lesson yesterday?” (The students will raise their hands.)

“Our lesson yesterday was all about the

“Yes Mr/Ms ______?” communicative functions of communication.”

“That’s right! And what are these functions?” (The students will raise their hands.)

(The teacher will call a student.) “The communicative functions of communication

are regulatory or controlled, social interaction,
motivation, information, and emotional
expression.”

“Very good! So class, we always have to remember

these functions to ensure that we will be able to say
the right things or make a good presentation
because in communicating orally, we do not have
time to revise our thought or speech.”

“Alright, so is everything clear? Does anyone have “None, Ma’am.”

clarifications or questions?”

C. Motivation

“So today, class, we are going to have some fun by

playing a game.”

“But before we start, the class will first be grouped (The students will group themselves into two.)
into two.”

“So I have a list of words here that each group has to

guess. There shall be five representatives who will
spell each word and the rest of the members will
guess what the word is. There are exactly five words
that you need to guess but the first group that
scores 3 points wins.”

“Here’s the twist class, the representative must spell “Yes, Ma’am.”
the word using his/her butt. I believe you all are
familiar with it, right?”

“Here are the mechanics of the game.” (The students will perform the activity.)

(The teacher will include the mechanics in the

PowerPoint presentation.)

“Alright, butt spelling it is! Let’s get started.” (The students will share varied answers.)

D. Development of the New Lesson

“Now, what did you observe in our activity awhile

ago?”

“How did your classmates spell the words?” “They used their butts to spell the words.”
“Yes! But how did they convey the message or the “They used symbols to spell the letters of the
words to you? Did they say anything? How were you words.”
able to guess the words that your classmates were
trying to spell?”

“Exactly! They used symbols! Now with the use of “Yes, Ms. ____?”
symbols, what were you able to create or to form?”

(The teacher will call a student.) “We were able to create or spell the words.”

“That’s right! And what do you call these words?” “They’re called meanings.”

“Correct! So in short, your classmates used symbols

for you to create or interpret the words or the
meanings. And this, ladies and gents, is what you call
the process of?”

(The teacher will call a student.) “Communication, Ma’am.”

“Very good! So based on these keywords, how do

you define communication?”

(The teacher will call several students.) (The students will share varied answers.)

“Thank you for your answers, class! Alright, all of the “Communication is a systemic process in which
definitions that you have given are correct but, in individuals interact with and through symbols to
this class, I would like us to have one working create and interpret meanings.”
definition of communication. Kindly read, Ms. ____.”

“According to our definition, communication is a

process. Why do you think is that so?”

(The teacher will call a student.) “Because it is a cycle.”

“Alright, that is correct. Communication is a process

because it is ongoing and is always in motion.”

“It is a process, and that means it is composed of

steps or elements that makes it one.”

“I think your Teacher Abby has already discussed this

with you so this will just be a review. Can someone
please once again tell the class the elements of the
communication process?”

(The teacher will call a student.) “The elements of communication are the sender,
the message, the channel, the receiver, and the
feedback.”
“Very good! So as we go on with our lesson, kindly
take note of the flow of communication that will “Yes, Ma’am.”
take place in each level of communication because
you will later be given an activity related to it,
okay?”

“Alright, so going back to our activity, can you still “Yes, Ma’am.”
recall the words that your classmates spelled using
symbols?”
“And what were the words again?”

(The teacher will call a student.) “The words that we encountered awhile ago
were intrapersonal, dyadic, small group, public,
and mass.”

“Very good! Thanks for your answer Mr./Ms. ___.”

“Alright, so we just add the word ‘communication’

after each word, and that will give us the Levels of
Communication.”

“I actually have a question for you, class. How often (The students will share varied answers.)
do you talk to yourselves?”

“Okay, all of us talk to ourselves, right?” “Yes, Ma’am.”

“And do you know that talking to ourselves is a form

of communication?”

“Yes! It is what we call intrapersonal

communication. “Intra” means within. And so when
we talk to ourselves, intrapersonal communication
occurs.”

“Intrapersonal communication is the type of

communication that we use when we talk to or
communicate with ourselves. It’s the voice from
within. It is the level where our self-concept is
formed.”

“Let’s take a look at this situation. Can someone

please read the paragraph?”

(The teacher will call a student.)
“Anne was in a shopping mall trying to find a
dress for the party she is about to attend
together with her friends. In one boutique, she
picked and tried two dresses and she also liked
both the designs. While inside the fitting room,
she was weighing the pros and cons of both
dresses. When she came out of the fitting room,
she already had a choice for the dress to wear for
the party.”

“Thank you, Mr./Ms. ___.”

“Okay, so what did you observe based on the (The students will share varied answers
situation?”

“Alright, let us analyze Anne’s situation.”

“Anne talked to herself while she was making a

choice on which dress to buy. She had no one with
her in the fitting room but when she went out, she
already had a choice of which to buy.”

“The question is, did Anne speak with anybody while “No, Ma’am.”
she was contemplating on which dress to buy?”
“That is correct, no one was with her but she was
able to make a choice, and that was because
intrapersonal communication took place. So what do
you think is the flow of communication in this level
class?”

(The teacher will call several students.) (The students will share varied answers.)

“That is correct! The messages were transmitted and

decoded by Anne’s brain. Her choice in the end is
her reaction to the messages sent to her by her
brain.”

“Let us have another example.”

“Please read Ms. ____.”

“Nico was busy doing his research work when
suddenly, he felt this uncomfortable feeling in his
stomach. When he tried touching his tummy, he
heard a groan-like sound. He then put his
research work aside, went to the kitchen, and
made a sandwich. After eating the sandwich, he
felt that his stomach is okay so he went on with
his research work.”
“What can you say about Nico’s situation?”

(The teacher will call a student.) “Nico was hungry.”

“That’s right! Nico was hungry so he made himself a “Yes, Ma’am.”

sandwich. And after finishing the sandwich, he got
better, correct?”

“Alright, so how did intrapersonal communication (The students will share varied answers.)
occur based on Nico’s situation?”

“Now, let us try to understand Nico’s situation

altogether.”

“When Nico felt something in his stomach and heard (The students will raise their hands.)
a groan-like sound from it, what do you think was
him stomach trying to tell him?”

“Yes, Mr. ___?” “Nico got hungry.”

“Correct, groan-like sounds in the stomach may not “He went to the kitchen and made something to
only happen when a person is hungry. But in this eat.”
case, we can tell that Nico was indeed hungry,
because he did what?”

“Very good! So when Nico felt something in his

stomach and heard a groan-like sound from it, it
means that is stomach is trying to send him a
message. This was sent through a channel, which
was Nico’s brain. Realizing what the message is, Nico
made himself a sandwich. Nico, as the receiver
reacted something to the message sent to him.
Therefore, Nico communicated in an intrapersonal
level.”
“Now, having presented two different situations, (The students will raise their hands.)
what have you observed class?”

“Correct, although Anne and Nico are talking to just

themselves, the basic process of communication still
happened. A sender was able to send a message via
a channel to a receiver. Then the receiver, after
understanding the message, reacted or gave a
feedback.”

“What we need to remember is that in intrapersonal

communication, we process symbolic messages
through our brain which serves as the channel and
we are both the sender and the receiver or the
encoder and the decoder of the message.”

“Is that clear? “Yes, Ma’am.”

“If you still have clarifications, kindly just raise your “Yes, Ma’am.”
hands, okay?”

“Moving on, the next level is what we call the

interpersonal communication. While intrapersonal
communication occurs when we talk to ourselves,
this is the opposite of it.”

“What do you think happens in interpersonal (The students will share varied answers.)
communication?”

“Okay, your answers are all correct.”

“Interpersonal communication happens when we

talk with another person or a group of people, or is
simply the exchange of information between two or
more people.”

“When I speak with Ms. ___, that’s interpersonal

communication. You, speaking with your seatmate
also means you are communicating interpersonally.”

“But how do we categorize interpersonal

communication?”

“There are actually two types of interpersonal

communication. We have the dyadic and the small “Yes, Ma’am.”
group communication. You have encountered these
words in the game, right?”

“The first one is dyadic communication. Do you have (The students will share varied answers.)
any idea what dyadic communication means?”

“Okay, so dyadic, from the word “dyad”, means two

people communicating face to face. Its topics may
range from common ideas, views, standards, to
questions of existence and death. In this type of
communication, a person usually creates an impact
to another.”
“For example, Belle was summoned to the Guidance
Office for misbehavior. She was then given
counselling by the Guidance Counselor.”

“Belle and the Guidance Counselor had a dyadic

communication because the two of them had a face-
to-face interaction.”

“A couple having a date also illustrates dyadic

communication.”

“What we need to remember is that in dyadic

communication, the sender is the one who initiates
the conversation and encodes the message. The
message will pass through a channel called the
sound waves. Upon receiving the information, the
receiver will then decode the message and will give
his feedback or reaction.”

So basically, the two communicators become both

the sender and the receiver in this type of
communication.

“Who can give other examples of dyadic (The students will share varied answers.)
communication?”

“Alright, the other type of interpersonal

communication is the small group communication.
What do you think is the difference of small group
communication from dyadic communication?”

“Yes, Mr. ___?” “I think small group communication happens

when three or more people interact with each
other.”

“Very good! From the key words “small group”, we

can define that it is the type of communication that
occurs when three or more individuals with mutual
objectives, purposes, or identity are communicating.
Remember that its task is primarily to attain goal
accomplishment.”

“In a school program, for example, there are

different committees, right? Each one is composed
of three or more people who work or interact
together to accomplish a certain task or goal.”

“It’s been a trend nowadays that when a close friend

will be celebrating his/her birthday, the celebrator’s
group of friends plans or organizes a surprise party.
Do you think this belongs to small group
communication?”

(The teacher will call a student.) “Yes, Ma’am.”

“And why is that so?”

 “Because the group has one common goal and
that is to throw a surprise birthday party for their
friends.”
“Absolutely! So in small group communication, what
we need to remember is that there are three or
more people interacting within the group and their
task is primarily goal attainment.”

“Did you understand?” “Yes, Ma’am.”

“Again, if you have questions, please feel free to ask

me, okay?”

“The next type is public communication. When you

hear the word public, what comes to your mind?”

(The teacher will call several students.) (The students will share varied answers.)

“Alright, your schemata of public are all correct.

Public communication is basically the type of
communication that occurs when a person delivers a
speech in a public setting. The speech delivered has
preset intentions that usually affects the audience.”

“Who has attended seminar-workshops in (The students who have attended will raise their
Journalism here?” hands.)

“Okay, so in seminar-workshops like that or in any “Yes, Ma’am.”

other seminars or trainings, speakers are invited,
right?”

“These speakers share their expertise on a particular

topic that was given to them. Let’s say in
newswriting, a TV reporter shares the what
newswriting is all about and teaches the participants
the fundamentals of newswriting. “

“The sender in this level of communication is the TV

reporter. He/she prepares the speech according to
the topic given to him—which in this case, is
newswriting.”

“Another example would be a University President

delivering a speech on the commencement
exercises.”

“She delivers a speech to a large group of audience, “Yes, Ma’am.”

right?”

“In public communication, the audience serves as

the receiver of the message. Although they cannot
directly interact with the speaker, their non-verbal
reactions to the speech are considered feedbacks.”

“There are actually three reasons a speaker would

deliver a speech in public. The first is to entertain,
the second is to inform, and the third one is to
persuade.”
“When the speaker wants to entertain the audience,
he makes them appreciate or entertain the event by
including humor and wit in delivering the speech.
The speaker’s purpose of delivering a speech to
inform is to aid the audience to grasp and remember
whatever it is that is presented to him. On the other
hand, when the speaker tries to persuade the
audience, he makes them believe in the things that
he is presenting.”

“Based on the two examples that we have

mentioned, what do you think is the main reason of
the TV reporter and the University President in
delivering their speech?”

(The teacher will call a student.) “Their main reason is to inform.”

“Exactly, and why is that so?” “Because their purpose is to increase the
audience’s awareness and knowledge about
newswriting and about the commencement
exercises.”

“That is correct.”

“How about during electoral campaigns, what do (The students will raise their hands.)
you think are the candidates’ purpose when they
deliver a speech?”

“Yes, Ms. __?” “It is to persuade, Ma’am.”

“Why is that?” “Because they want the public to vote for them.”

“Very good point, Ms. ___.”

“Yes, when a politician or a political candidate

delivers a speech in electoral campaigns, his main
purpose is to persuade the audience. He wants them
to believe in his platforms so that they will vote for
him.”

“Did you understand, class?” “Yes.”

“But please remember that not all speeches have

only one reason, others may have two, and some
may entertain, inform, and persuade the audience
all the at same time. It only depends on the
character or personality of the speaker.”

“Do you have questions or clarifications?” “None, Ma’am.”

“Okay, so we now come to the last level of

communication which is the mass communication.”

“What do you understand regarding mass (The students will share varied answers.)
communication?”

“Alright, your answers are all correct.”

“When we say mass communication, or mass media,
it pertains to the transmission of information to
large scale audiences using the media as the
medium.”

“Mass communication is also called the ‘one is to

many’ type of communication. Why do you think
so?”

(The teacher will call several students.) (The students will share varied answers.)

“Alright, it is also called the ‘one is to many’ type of

communication because there is only one source of
the message, yet it reaches large-scale audiences.”

“The most common example that we have is the TV

news program. The news reports are delivered
through a medium—which is the television, and are
received by audiences from all over the country so
long as they have television sets.”

“The same goes with radio programs, the medium or

the platform, in this case, is the radio.”

“There are actually two categories of media in mass

communication. We have the old media and the new
media. To what category do you think TVs and radios
belong?”

“Yes, Mr. __?” “They belong to old media, Ma’am.”

“That’s right!”

“Old media, or traditional media are the mass media

that predominated prior to the information age.
These include books, newspapers, magazines and
other forms of print media, radio, television, and
film.”

“On the other hand, new media are those that are
those that rely on digital technologies such as the
internet.”

“Mobile phones, laptops, and emails are examples of (The students will share varied answers.)
new media. Can you give me any other examples,
class?”

“Alright, very good!”

E. Recapitulation and Generalization

“What have you learned from today’s lesson, class?” (The students will raise their hands.)

(The teacher will call a student.) “Today, we have learned about the levels of
communication in various speech contexts.”
 “And these levels are?”

(The teacher will call another student.) “Intrapersonal communication, interpersonal

communication which has two types-- the dyadic
and small group communication, public
communication, and mass communication.

“Very good! Why do you think is it important to (The students will share varied answers.)
know the levels of communication in various speech
contexts?”

“Very good!”

“Again, please remember that it is important to

discuss the different speech situations because in
understanding them, we will be able to know the
purpose of the communication, prepare accordingly,
and have an effective speech delivery by applying
the appropriate verbal and non-verbal components
of speech.”

“Is everything clear?” “Yes, Ma’am.”

“Alright!”

F. Application

“Now, let us have an activity. Let us divide the class

into four groups. There are four levels of
communication, right? One level will be assigned to
each group, for Group 1, we have intrapersonal
communication, for Group 2, interpersonal
communication, for Group 3 we have public
communication, and Group 4 gets mass
communication.”

“Here’s what you are going to do. You must illustrate

the communication process involved in the level
assigned to you. Please illustrate it on the manila
papers that I will be giving you.”

“For Group 2, you can choose from either dyadic or

small group communication. “

“I am giving you 5-7 minutes to work on it and (The groups will do the activity and will present
another 3 minutes to present your work.” simultaneously.)

IV. Evaluation

Instruction: Choose the correct answer from the choices below. Write each answer on the blank
provided before the number.

_____ 1. It is the type of communication that we use when we talk to or communicate with ourselves.
a. interpersonal communication c. intrapersonal communication
b. dyadic communication d. mass communication
_____ 2. This if the form of communication prior to the digital world.
a. old media c. social media
b. public speaking d. new media
_____ 3. The three main reasons a speaker would deliver a speech are to entertain, to inform, and
_______?
a. to share c. to tell
b. to discover d. to persuade
_____ 4. The maximum number of people in this type of communication cannot be set. What type of
communication is this?
a. mass communication c. small group communication
b. public communication d. intrapersonal communication
_____ 5. This establishes how personal to impersonal our relationship is to the receiver/s.
a. interpersonal communication c. public communication
b. message d. mass media

For numbers 6-10, please identify the level of communication where the given examples fall. Write
only the letter of the correct answer on the blank provided.

a. Intrapersonal communication
b. Interpersonal communication
c. Public communication
d. Mass communication

_____ 6. Relatives organizing their family reunion

_____ 7. Daydreaming
_____ 8. A priest preaching during the Sunday mass
_____ 9. Food vlogs on Youtube
_____ 10. Lifestyle articles on newspapers

V. Assignment/Homework

Give at least one scenario of the following levels of communication in the classroom setting. Write your
answers on a ½ sheet of paper.

a. Intrapersonal communication
b. Interpersonal communication:
1. Dyadic communication
2. Small group communication
c. Public communication
d. Mass communication