Republic of the Philippines

Department of Education (DepEd)

Eastern Visayas (Region VIII)
Division of Leyte
CARIGARA NATIONAL VOCATIONAL SCHOOL
Senior High School
SCHOOL ID: 303362

SCHOOL Carigara National Vocational School GRADE 11

TEACHER Joy Bernadette R. Eslera LEARNING AREA Oral Communication in Context
DATE AND TIME March 23, 2021 Tuesday 8:30 AM QUARTER 1st Quarter
CLASS

I. OBJECTIVE

CONTENT STANDARD The learner values the functions/purposes of oral communication

PERFORMANCE The learner writes a 250-word essay of his/her objective observation

STANDARD and evaluation of the various speakers watched and listened to.

LEARNING  Defines communication (EN11/12OC-Ibe-1)

COMPETENCY  Explains the functions of communication (EN11/12OC-Ibe-8)

II.CONTENT

FUNCTIONS OF COMMNUICATION
KBI : valuing cooperation and teamwork

III.LEARNING RESOURCES

Laptop
LEARNING SMART tv
MATERIALS Meta strips
Marker
brown paper
paper tape
pair of scissors
slide decks
die
Activity Sheets
Exit slips

REFERENCE Peña, A.R. and Anudin, A. (2016). Oral communication. 1253 G.

Araneta Avenue, Quezon City: Vibal Group Inc.

OTHER LEARNING
RESOURCES https://www.andnextcomesL.com
https://www.youtube.com/watch?v=c_W6SX6SLdg

IV. PROCEDURES

PRELIMINARIES Class routinary tasks (MOL)

- Morning prayer
- Morning greetings
- Attendance check
- Review of classroom rules
A. CONCEPT Warm-Up Activity – “ SPEAK & ROLL”
LINKER  The teacher starts the lesson with a game to enhance their
speaking skill

Concept Fusion –
B. MOTIVATIONAL
ACTIVITY • The teacher directs the class to proceed to their assigned groups.
• When already settled, each group is given set of materials they
will be using for the task.
• After they’ve done the WARM-UP ACTIVITY, they are to make
connection to the day’s discussion

Video clip viewing – “ THE ART OF COMMUNICATION”

Give your views about the video clip :

C. ANALYSIS • What is the video clip about?

• How does this relate with you?

Corner Activity

D. ACTIVITY 2 The teacher divides the class into five groups. Groups rotate to each of
the five corners in the classroom to discuss five different scope and
delimitation samples.

The teacher assigns the note taker per group to stay in each corner to
summarize students' comments about the corner's post. In the end,
each group note taker reads the summary from that corner to the

class . 

Reporting and Feed backing based on the

CORNER ACTIVITY

E. ANALYSIS Ask:
How did you find the activity you’ve just performed?
Are there similarities in the answers of the 5 groups? Can you name
them?
Is there any other ideas other groups could add to the given answers
of this group?

F. ABSTRACTION
 Ask the students to settle again to their group.

G. APPLICATION Have them write their scope and delimitation based on their chosen
topic.

V. EVALUATION

Indicate scope and delimitation based on the group’s chosen topic.

Delimitations

  5: Major delimitations recognized; response is provided to how

study addresses each one.
4: Major delimitations are recognized; response is provided for
how the study will address most of them.
3: Most major delimitations are recognized; response is provided
to how study will address most of them.
2: Some delimitations are recognized; attempt to respond to how
the study addresses them.
1: delimitations are not adequately addressed; response is limited
or void.

VI. HOMEWORK
Each group must be ready to present their CHAPTER I next meeting

INDEX OF MASTERY

SUBJECT: Oral Communication in Context DATE: March 23 ,2021

TOPIC : Writing Scope and Delimitation TEACHER: Joy Bernadette R. Eslera

CLASS TIME NO. OF NO. OF NO. OF ITEMS PL REMARKS

STUDENTS TAKERS 1 2 3 4 5 6 7 8 9 10

8:30-9:30