GRADE 1 to School BAROTAC NUEVO NATIONAL Grade Level 11

12 COMPREHENSIVE HIGH SCHOOL

DAILY Learning Area ORAL COMMUNICATION IN
LESSON Teacher SHEILA L. LUTERO CONTEXT
LOG Teaching Quarter 1st (FIRST SEMESTER)
Dates and Time

I. OBJECTIVES Objectives must be met over the day 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 children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

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

B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Learning The learners

Competency/Objectives 1. differentiate the various models of communication (EN11/OC-Ia-3); and
Write the LC code for each. 2. perform sample exchanges which follow the different models of communication. (EN11/OC-Ia-3)
III. CONTENT NATURE AND ELEMENTS OF COMMUNICATION
• Communication Models

V. LEARNING 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
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. Other Learning Resources Sipacio, PJ & Balgos, AR. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp. 5-6
Fernandez, EJ., et.al. Oral Communication in Context for Senior High School, C&E Publishing, Inc., 2016 pp. 12-16
Flores, R. Oral Communication in Context, Rex Bookstore, 2016, pp. 5-7
http://www.iacact.com/?q=models
https://www.google.com.ph/search?q=models+of+communication
VI. PROCEDURES These steps should be done across the day. 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, question 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.
Daily Routine
1. Prayer
2. Greetings
3. Putting the class in order

1

A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
E. Developing mastery (leads
to Formative Assessment
F. Finding practical application Collaborative Learning (Group Presentation)
of concepts and skills in
daily living
G. Making generalizations and Recap the different models of communication and their characteristics.
abstractions about the lesson
H. Evaluating learning
I. Additional activities for
application or remediation
4. Checking of attendance
5. Recall previous lesson
Say/Ask: Last meeting, we learned about the different processes of communication. Do you think we can effectively communicate if one of
the processes is absent? Facilitate the learners’ answers.
Say: Today, we will learn about the various models of communication and their proponents. Take down notes as we discuss each model.
1. Discuss the models of communication.
2. Provide a definition and model samples.
3. Discuss the proponents of each model.
Give a short background of the different model proponents.
Let the students view the different images of the models of communication.
Then ask the following questions:
1. What model of communication does this image portray?
2. How did you know? Name the characteristics of the model present in the image.
3. Who is the proponent of this model?
The students will form groups of five to six members and they will be assigned to perform exchanges which follow the different models of
communication.
They will be given five minutes to plan and prepare their creative simulation activity and two minutes for their performance. Present the rubric
for scoring performances so the students would have a better guide for the activity.
Students will present their work in the class by group and say important key points about their model.
Remind the learners to study their notes in preparation for the quiz next meeting.
2
 VII. REMARKS The lesson will be discussed for one (1) hour. Some activities may be shortened and may be changed depending on the level of the learners.

VIII. REFLECTION

Prepared by: Checked by:

SHEILA L. LUTERO JORGE BAYOGUING

Teacher II, SHS Department Subject Group Head