GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Teaching Dates and Time JULY 4-7,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

I. OBJECTIVES 1. To explain the elements of communication. 2.To illustrate the process of communication

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 To explain the nature and process To explain the nature and process To explain the nature and process To explain the
Competency/Objectives of communication of communication of communication nature and process
Write the LC code for each. of
communication
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS Elements of communication Process of communication Process of communication Process of
OF communication
COMMUNICATION
III. LEARNING
RESOURCES
A. References RESOURCES
Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication
and Theater Arts, UP Diliman. May
2002.
Gronbeck, Ehninger et al. Principles and Types
of Speech Communication. 12th ed. New
York: Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.

1
Jski.dv
 1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
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. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Pp8-15, Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication
in Context for Senior High School.2016
DEPED – PFT Manual Activity Sheets 1st
Quarter Communicationtheory.org for
communication models
www.youtube.com/models of communication
https://www.youtube.com/watch?v=lV2RTqrJ354- http://youtube.com/watch?v=f0TxM- http://youtube.com/wat
Perry decoding female body language C5QYY-how to tell someone is lying to you ch?v=ySk75EatdjQ
Blackburn in his book, The Code Model http://youtube.com/watch?v=IqsAhmTn7n4-
of Communication body language
These steps should be done across the week. 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.
Communication process
Explain the purpose and benefits that can Explain the purpose and benefits that
be derived from the content/LM/RM/ can be derived from the
through a message relay activity- tongue content/LM/RM/
twisters through making and presenting a
dyad communication
Reading and discussing the procedure for Same Same Advertisement Role
the performer and for the partner Play
The teacher calls for a representative for a class Role playing
report
Group work/activity-message relay, WORDS DRILL- individual oral reading exercises games-charade,
Essay-Give one specific example of Formative essay-How does understanding Oral Reading FILM SHOWING,
each Jakobson’s components. of communication help us? Exercises ORAL
READING
ACTIVITIES
The students perform the given task and The students perform the given task and The students perform the given task The students perform
activity activity and activity the given task and
activity
Illustrate and explain the process
of communication
I. Evaluating learning Recording the data attained or performed Recording the data attained or performed Recording the data attained or Recording the data
performed attained or performed
J. Additional activities for Formative essay for remediation Short quiz Oral reading /pronunciation drill remedial of lessons-
 application or remediation words
drill/pronunciation
drill
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who 24
earned 80% in the
evaluation
B. No. of learners who require 10
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue 3
to require remediation
E. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
strategies worked well? Why
did these work?
F. What difficulties did I None so far .
encounter which my
principal
or supervisor can help me
solve?
G. What innovation or A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the
localized materials did I script will now present the role-play in English.
use/discover which I wish Guide questions:
to share with other 1.What problems did you have as you translated a Filipino script into English?
teachers? 2.How faithful to the original is your translation?

Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Time JULY 11-14 ,9:00-10:00 Quarter FIRST
 MONDAY TUESDAY WEDNESDAY THURSDAY Friday
VII. OBJECTIVES 2. To compare the models of communication using a table chart in terms of its 3. To contrast the models of communication using the table chart.
context, purpose, opportunity or requirement for clarification.

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

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

F. Learning Distinguishes the unique feature(s) of Distinguishes the unique feature(s)

Competency/Objectives To differentiate the various models of communication To differentiate the one communication process form the of one communication process form
Write the LC code for each. various models of other the other
communication
VIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS OF Models of communication- Models of communication – Models of communication-Shannon’s Model, Models of communication-Nida’s Model
COMMUNICATION Jakobson’s model, Berlo’s model Saussure’s Model Berg’s Model

IX. LEARNING RESOURCES

C. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.

5. Teacher’s Guide pages

6. Learner’s Materials pages
7. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context

8. Additional Materials from
Learning Resource
(LR)portal
D. Other Learning Resource
X. PROCEDURES
K. Reviewing previous lesson
or presenting the new
lesson
L. Establishing a purpose for
the lesson
M. Presenting examples/Instances
of the new lesson
N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
P. Developing mastery
(leads to Formative
Assessment 3)
Q. Finding practical application of
concepts and skills in daily
living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
for Senior High School.2016
http://youtube.com/watch?v=9T3X0hRbTek
pp.13-14 DEPED – PFT Manual Activity Sheets http://youtube.com/watch?v=Xbk4TcSNyFE
1st Quarter http://youtube.com/watch?v=8Ox5LhIJSBE
Communicationtheory.org for communication models https://www.youtube.com/watch?v=OvEci5Bjgd4
www.youtube.com/models of communication http://youtube.com/watch?v=YwXH4hNfgPg
https://www.youtube.com/watch?v=lV2RTqrJ354 http://youtube.com/watch?v=ySk75EatdjQ
Perry -decoding female body language
Blackburn in his book, The Code Model http://youtube.com/watch?v=f0TxM-C5QYY-how
of Communication to tell someone is lying to you
http://youtube.com/watch?v=IqsAhmTn7n4-body
language
These steps should be done across the week. 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.
Communication Models
Explain the purpose and benefits that can be Same Same Same
derived from the content/LM/RM/
Reading and discussing the procedure for the Same Same Class Reporting,
performer and for the partner
Individual activity- presenting an Individual activity- Role playing of different situations at school
individual advertisement of a product presenting an and at home
individual
advertisement of a
product
Group work/activity- individual oral reading exercises Semantic web Dyad communication-role playing games-Charade: The learners will guess the
word through actions in a pantomime
manner.
Oral reading exercise, short quiz same same same FILM
SHOWING,
The students perform the given task and activity Same Same Same
Recording the data attained or performed Same Same Same
Activity: A learner is tasked to be a speaker
promoting the advantages of a comprehensive
medical exam in front of indigenous woman /
climate change
 awareness
T. Additional activities for Short quiz Same Same Same ORAL
application or remediation READING
ACTIVITIES
 XI. REMARKS

XII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% 20
in the evaluation
I. No. of learners who require 10
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
work?
No. of learners who have
caught up with the lesson
K. No. of learners who continue 3
to
require remediation
L. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
strategies
worked well? Why did these
work?
M. What difficulties did I None so far.
encounter which my principal
or supervisor
can help me solve?
N. What innovation or localized A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the
materials did I use/discover script will now present the role-play in English.
which I wish to share with Guide questions:
other teachers? 1.What problems did you have as you translated a Filipino script into English?
2.How faithful to the original is your translation?

Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time JULY 18-21 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XIII. OBJECTIVES 1. To identify communication shutdown 2. To know the basics of non-violent communication
3. Value Communication
G. Content Standard
H. Performance Standard
I. Learning
Competency/Objectives
Write the LC code for each.
XIV. CONTENT
FUNDAMENTALS OF
COMMUNICATION
XV. LEARNING RESOURCES
E. References
9. Teacher’s Guide pages
10. Learner’s Materials pages
11. Textbook pages
The learner values the functions/purposes of oral communication
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
Watches and listens to sample oral Watches and Watches and listens to sample Watches and listens to sample
communication activities listens to sample oral communication activities oral communication activities
oral
communication
activities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
*Verbal & Non- Verbal Functions of Intercultural communication Intercultural communication
Communication Functions of communication
communication Features of
communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
 12. Additional Materials from http://www.livestrong.com/article/97647-exercises-
Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets barriers-effective-communication/
(LR)portal 1st Quarter
Communicationtheory.org for communication models http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication and -listening-exercises/

F. Other Learning Resource

XVI. PROCEDURES These steps should be done across the week. 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.
U. Reviewing previous lesson or Barriers of communication
presenting the new lesson
V. Establishing a purpose for Same Same Same
the lesson
W. Presenting examples/Instances Reading and discussing the procedure for Same Same Same
of the new lesson the performer and for the partner
X. Discussing new concepts and Group Activity-Charade of Action Verbs and Same Role playing
practicing new skills # 1 Phrasal
Verbs
Y. Discussing new concepts Short clip movie to To let them write a poem in Surigaonon and same
and practicing new skills # watch exchange their poem to their classmate
2 and translate it in English.
Z. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
AA. Finding practical application The students perform the given task and activity Same Same Oral reading exercise(individual)
of concepts and skills in daily A skit telephone conversation
living
BB. Making generalizations and
abstractions about the lesson
CC. Evaluating learning Group presentation Same Same Same
DD. Additional activities for Short quiz Same Same Same
application or remediation
XVII. REMARKS

XVIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation who scored
below 80%
Q. Did the remedial lessons work?
No. of learners who have caught
 up with the lesson
R. No. of learners who continue
to require remediation
S. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well? Why
did these
work?
T. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
U. What innovation or localized To let them write a poem in Surigaonon and exchange their poem to their classmate and translate it in English.
materials did I use/discover
which I wish to share with
other teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time JULY 25-28 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XIX. OBJECTIVES Identify Barriers of Communication Identify Barriers of Communication
J. Content Standard The learner values the functions/purposes of oral communication
K. Performance Standard
L. Learning
Competency/Objectives
Write the LC code for each.
XX. CONTENT
FUNDAMENTALS OF
COMMUNICATION
XXI. LEARNING RESOURCES
G. References
13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from
Learning Resource
(LR)portal
H. Other Learning Resource
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
To demonstrate effective strategies in same Watches and listens to sample
communication Watches and listens to sample oral oral communication activities
communication
activities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
* Barriers of Communication Barriers of Communication Barriers of Communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
The IPA Chart _ http://www.livestrong.com/article/97647-exercises-
pp.14-17DEPED – PFT Manual Activity Sheets Learn English _ barriers-effective-communication/
1st Quarter British English
Communicationtheory.org for communication models Pronunciation – http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication video clip and -listening-exercises/
 XXII. PROCEDURES These steps should be done across the week. 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.
EE. Reviewing previous lesson or
presenting the new lesson
FF. Establishing a purpose for the “Konichiwa, hola2x! greetings”-as semantics of Same Same Same
lesson diverse language/multilingual for barriers of
communication
GG. Presenting examples/Instances Reading and discussing the procedure for the Same Same Same
of the new lesson performer and for the partner
HH. Discussing new concepts and Group activity- Donkey’s tail – for attention, Phrase ball- Charade of movie titles Find an English Song and translate it in
practicing new skills # 1 active listening, right command and direction group work to Cebuano or Surigaonon dialect and present it
and identify distracters encourage rapid to the class through a presentation.
fire thought and
communication
II. Discussing new concepts ” Short clip movie Word Bank-“Antarctica” Cloze Test Work Bank-“Space” Cloze test Cloze
and practicing new skills # to watch exercise-
2 for active
listening
and
semantics
”Shark
Cloze
JJ. Developing mastery Oral reading exercise, short quiz same
(leads to Formative
Assessment 3)
KK. Finding practical application The students perform the given task and activity Vowel triangle Same Oral reading exercise(individual)
of concepts and skills in daily chart with words
living IPA chart and vowel triangle drill
LL. Making generalizations and
abstractions about the lesson
MM. Evaluating learning Group presentation Same Same Same
NN. Additional activities for Short quiz Same Same Same
application or remediation
XXIII. REMARKS THURSDAY-NUTRITION MONTH & FRIDAY-MONTHLY MASS

XXIV. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned
80%
in the evaluation
W. No. of learners who require
additional activities for
remediation who scored
below
80%
X. Did the remedial lessons
work?
No. of learners who have
caught up with the lesson
Y. No. of learners who continue
to require remediation
Z. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies
worked well? Why did these
work?
AA. What difficulties did I encounter
which my principal or
supervisor
can help me solve?
BB. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover
which I wish to share with
other
teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 1-4 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XXV. OBJECTIVES 1. Identify Communication Barrier 1.Practice active listening skills
2. Practice active listening skills 2. Watches and listens to sample oral communication activities
3. Watches and listens to sample oral 3. Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her
communication activities purpose

M. Content Standard The learner values the functions/purposes of oral communication

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

O. Learning Watches and listens to sample oral Identifies the Watches and listens to sample Ascertains the verbal and
Competency/Objectives communication activities speaker’s oral communication activities non verbal cues that each
Write the LC code for each. purpose/s Identifies the speaker’s purpose/s speaker uses to achieve
his/her purpose
XXVI. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS OF Barriers of Communication, Listening skills Listening Skills Verbal and Non-Verbal
COMMUNICATION Listening skills Non-Verbal Types of Non-Verbal Communication Communication
Communication

XXVII. LEARNING
RESOURCES
I. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages Pp40-47 Pena and Anudin, Oral Communication. www.youtube.com/non-verbalcommunication
Vibal Group Inc. 2016 http://youtube.com/watch?v=QOkrS1v7Ywk
pp13-20, Ang, Jaime, Oral Communication in www.youtube.com/post-it love
Context for Senior High School.2016 www.youtube.com/for the birds

20. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds

Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets barriers-effective-communication/ 5 - Diphthongs (with captions)-video
(LR)portal 1st Quarter clip
Communicationtheory.org for communication models http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication and -listening-exercises/
J. Other Learning Resource
XXVIII. PROCEDURES
OO. Reviewing previous lesson or
presenting the new lesson
PP. Establishing a purpose for the
lesson
QQ. Presenting examples/Instances
of the new lesson
RR. Discussing new concepts and
practicing new skills # 1
SS. Discussing new concepts and
practicing new skills # 2
TT. Developing mastery
(leads to Formative
Assessment 3)
UU. Finding practical application of
concepts and skills in daily
living
VV. Making generalizations and
abstractions about the lesson
WW.Evaluating learning
XX. Additional activities for
application or remediation
XXIX. REMARKS
XXX. REFLECTION
CC. No. of learners who earned
80%
in the evaluation
DD. No. of learners who require
additional activities for
remediation who scored
below
80%
EE. Did the remedial lessons
work?
No. of learners who have
These steps should be done across the week. 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.
IPA chart and vowel triangle and communication
barriers
Listening Activity-Cloze test “Someone Like You” a “Rolling in the “Sky Fall” by Adele a cloze test through Explain the purpose and benefits that can
song will be listened and fill in the blanks on the Deep”by Adele a listening to the music be derived from the content/LM/RM/
activity sheet provided to establish completion of the cloze test
lyrics
Reading and discussing the procedure for the Same Short video clip on the non verbal types of Other Short video clip on the non verbal
performer and for the partner communication types of communication
Pronunciation of English Vowel Sounds
5 - Diphthongs (with captions) words
drill
Cloze exercise-for active listening “Camping” “Water Cycle “Canada Cloze Test” Role playing
cloze test “Cloze Test
Oral reading exercise, short quiz Other descriptive Oral reading exercise Oral reading exercise
adjective words
drill
The students perform the given task and Presentation of Booking a local hotel through a Oral reading exercise(individual) Film Showing
activity Find an English Song and translate it in the song telephone conversation(Marco Polo A skit telephone conversation and
Cebuano or Hotel) Booking a plane ticket through a comprehension
Surigaonon dialect and present it to the class telephone conversation (cebu pacific activitiy, words
through a presentation. air) drills
Group presentation Same Same Same
Short quiz Same Short Video Clips of Non-verbal and let the Same
learners identify the types
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
 caught up with the lesson
FF. No. of learners who continue
to
require remediation
GG. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well? Why
did these
work?
HH. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
II. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover Booking a local hotel through a telephone conversation(Marco Polo Hotel)
which I wish to share with Booking a plane ticket through a telephone conversation (cebu pacific air)
other teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 8-11 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XXXI. OBJECTIVES Discusses the functions of communication 3. Watches and listens to sample oral communication activities
Identifies the speaker’s purposes 4. Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her
purpose

P. Content Standard The learner values the functions/purposes of oral communication

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

R. Learning Discusses the functions of communication Identifies the Watches and listens to sample Ascertains the verbal and non
Competency/Objectives Watches and listens to sample oral speaker’s oral communication activities verbal cues that each speaker
Write the LC code for each. communication activities purpose/s uses to achieve his/her purpose
XXXII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
 FUNDAMENTALS OF *Verbal & Non- Verbal Functions of Intercultural communication Intercultural communication
COMMUNICATION Communication Functions of communication
communication Features of
communication

XXXIII. LEARNING
RESOURCES
K. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
21. Teacher’s Guide pages
22. Learner’s Materials pages
23. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016

24. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds

Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets barriers-effective-communication/ 5 - Diphthongs (with captions)-video
(LR)portal 1st Quarter clip
Communicationtheory.org for communication models http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication and -listening-exercises/

L. Other Learning Resource

XXXIV. PROCEDURES These steps should be done across the week. 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.
YY. Reviewing previous lesson or IPA chart
presenting the new lesson
ZZ. Establishing a purpose for the Explain the purpose and benefits that can be Same Same Same
lesson derived
from the content/LM/RM/
AAA. Presenting Reading and discussing the procedure for Same Same Same
examples/Instances of the the performer and for the partner
new lesson
BBB. Discussing new concepts Group activity- Donkey’s tail – for attention, Phrase ball-group Same Role playing
and practicing new skills # active listening, right command and direction work to
1 and identify distracters encourage rapid
fire thought and
communication
CCC. Discussing new concepts Cloze exercise-for active listening Short clip movie Pronunciation of English Vowel Sounds 5 -
and practicing new skills # 2 to Diphthongs (with captions) words drill
watch
DDD. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
EEE. Finding practical application The students perform the given task and activity Same Same Oral reading exercise(individual)
of concepts and skills in daily A skit telephone conversation
living
FFF.Making generalizations and
abstractions about the lesson
GGG. Evaluating learning Group presentation Same Same Same
HHH. Additional activities for Short quiz Same Same Same
application or remediation
XXXV. REMARKS

XXXVI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
JJ. No. of learners who earned
80% in the evaluation
KK. No. of learners who require
additional activities for
remediation who scored
below
80%
LL. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
MM. No. of learners who continue
to require remediation
NN. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
worked well? Why did these
work?
OO. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
PP. What innovation or localized Booking a local hotel through a telephone conversation(Marco Polo Hotel)
materials did I use/discover Booking a plane ticket (cebu pacific air)
which I wish to share with
other
teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I
 GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 15-19 ,8:30-10:30 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XXXVII. OBJECTIVES 1. Watches and listens to sample oral communication activities 2.Ascertains the verbal and non verbal cues that each speaker
2.awareness of different languages existing uses
to achieve his/her purpose

S. Content Standard The learner values the functions/purposes of oral communication

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

XXXVIII. TOPIC / Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
CONTENT Nature of intercultural communication Developmental model of intercultural communication Characteristics of Characteristics of competent
competent intercultural intercultural communication
FUNDAMENTALS communication
OF
COMMUNICATION
XXXIX. LEARNING
RESOURCES
M. References RESOURCES
Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication
and Theater Arts, UP Diliman. May
2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
25. Teacher’s Guide pages
26. Learner’s Materials
pages
 27. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication
in Context for Senior High School.2016

28. Additional Materials from https://www.salto-youth.net/downloads/4-17- Pronunciation of English

Learning Resource pp.19-21DEPED – PFT Manual Activity Sheets 1789/booklet%20 intercultural%20communication Vowel Sounds 5 -
(LR)portal 1st Quarter %20Resource%20Pack.pdf Diphthongs (with captions)-
Communicationtheory.org for communication video clip
models
www.youtube.com/models of communication

N. Other Learning Resource

XL. PROCEDURES These steps should be done across the week. 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.
III. Reviewing previous lesson or Remedial
presenting the new lesson Class ,
oral drills
and film
showing
JJJ. Presenting examples/Instances Same Same Same
of the new lesson
KKK. Discussing new concepts Phrase ball-group work to encourage rapid fire thought Same Role playing
and practicing new skills # and communication
1
LLL. Discussing new concepts Cloze exercise-for active listening Short clip movie to watch Pronunciation of English
and practicing new skills # Vowel Sounds 5 -
2 Diphthongs (with captions)
words drill
MMM. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
NNN. Finding practical The students perform the given task and Same Same Oral reading
application of concepts activity exercise(individual)
and skills in daily living A skit telephone
conversation
OOO. Making generalizations
and abstractions about the
lesson
PPP. Evaluating learning Same Same Same
QQQ. Additional activities for Short quiz Same Same Same
application or remediation
XLI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
QQ. What innovation or localized Booking a local hotel through a telephone conversation(Marco Polo Hotel)
materials did I use/discover Booking a plane ticket (cebu pacific air)
which I wish to share with
other
teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL IV
 GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 22-26 ,8:30-10:30 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 29-31, September 1-2,8:30-10:30 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 5-9, 2016 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 12-16, 2016 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 19-23, 2016 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 26-30, 2016 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time October 2-6, 2016 Quarter FIRST

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time October 9-13 2016 Quarter FIRST
 GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time October 16-20; 23-27, 2016 Quarter FIRST