GRADE School: Ramon Torres Louisiana Grade 11

11 National High School Level:

DAILY Learnin Oral
LESSON Teacher: Ma. Juna B. Descalso g Area: Communication
PLAN in Context
Teaching Week 3 Quarter: 1st
Date & June 15, 2019
Time:
I. Objectives

A. Content Standards The learner understands the nature and elements of

B. Performance Standards
C. Learning Competencies
oral communication in context.
The learner designs and performs effective
controlled and uncontrolled oral communication
activities based on context.
1. Explains why there is a breakdown of communication
2. Uses various strategies in order to avoid
communication breakdown.

LC Code EN11/12OC-Ia-5; EN11/12OC-Ia-6

II. Content
(Subject Matter)
III. Learning Resources
A. References
1.Teacher’s Guide Pages
2. Learner’s Materials Pages
B. Other Learning
Resources
IV. Procedures
Preparatory activities
A. Review Previous Lesson
Causes of Communication Breakdown and
Strategies to Prevent Them
Curriculum Guide
Peña and Andin. (2016). Oral communication.
Sipacio, P. and Balgos, A. (2016). Oral
communication in context.
Barriers to effectivcommunication. (2011-2020). .
Accessed
https://www.skillsyouneed.com/ips/barriers-
communication.html
Goleman, Daniel. (Nov. 2015). How to overcome
communication breakdowns. Accessed from
Slideshare
1. Two minutes of silence for personal prayers
2. Greetings
3. Checking of Attendance
Review the past lesson. Randomly selected students
will answer these review questions:

B. Establishing purpose for the
Lesson
C. Presenting examples
/instances of the new lessons
The teacher presents slides that show their
learning targets for the day.
(Group Activity) Divide the class into four
groups. Each group will have a leader, a documenter,
a spokesperson, a materials provider, and the rest
will be contributors. After the leader has assigned the
roles to each of the members, they will act out the
situation given in a meta strip.

Group 1: At the airport, a group of Filipinos

welcomes a Japanese tourist who communicates
mostly in Nipongo and rarely use the English
language.

Group 2: Inside a school gym, a group of students is


D. Discussing new concepts
and practicing new skills #1.
E. Discussing new concepts &
practicing new skills #2
F. Developing Mastery (Leads
to Formative Assessment)
G. Finding Practical
Applications of concepts and
skills in daily living
H. Making Generalizations &
Abstractions about the lessons
doing their rehearsal for a dance show. One of them
received a call from her angry mother, who got more
infuriated because of the interference of the noise in
the school gym.
Group 3: A group of students is in a heated
argument because one of their friends posted a
controversial statement in Facebook.
Group 4: A shy girl sits quietly at a corner in a
classroom, while her classmates are gaily talking.
The girl has just transferred in the school and she
knows no one. She is intimidated by her classmates
who seems to be familiar with each other but they
never bother to talk to her.
To encourage participation of everyone, each
group is tasked to give an analysis of the
presentations in term of:
1. What caused the breakdown in
communication?
2. How can these breakdowns be avoided?
Before the presentation, the teacher will inform
the class that they have to pay attention to the
presentation. Five points will be deducted from the
group’s score if a member disrupts the other group’s
presentation.
After every group presentation, the teacher
encourages the audience to clap their hands.
*The teacher will encourage students to participate
in the class discussion by either praising them
through saying: “very good” or “that’s a good idea”;
or appreciating them by saying: “thank you”.
The teacher will ask the spokesperson of each
group to present their group’s feedback and
recommendations.
The teacher will present slides on the ”Barriers to
Effective Communication”. Students are randomly
selected to read the slides.
The class will identify the cause of breakdown in
the situation (as shown in the slide).
(Think-Pair-and-Share) Students look for a
partner whom they can comfortably work with.
They have to match the barrier with the
communication situation and the possible solution.
Meta strips are posted on the board to facilitate ease
in the presentation later.
The pair must write their answers in their paper.
After 3minutes, pairs of students will be randomly
selected to share their answers with the class.
The teacher randomly picks students to answer
these questions:
 “What are the barriers of communication?”
“Why do we have to prevent them?”
“Is there a “one size fits all” strategy that will
solve communication breakdowns? The students has
to expound their answers here.
I. Evaluating Learning Student will answer a ten-item quiz wherein they
will match the barriers with the communication
situation.
J. Additional activities for For students who got 74% and below, the
application or remediation teacher has prepared an activity that will make them
understand the concept of the lesson.
V.REMARKS
VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who requires
additional acts for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require remediation

Prepared by:

MA. JUNA B. DESCALSO

Teacher III