DLP Oral Comm

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE URDANETA CITY
DIVINE GRACE MONTESSORI AND HIGH SCHOOL OF URDANETA INC.
Urdaneta City Pangasinan
DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: August 11, 16 & 18 Days: 3 Days

Grade: 11
Topic: Nature and Elements of Communication
1. Definitions of Communication
2. The Process of Communication
3. The Models of Communication
4. Elements of Communication
Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on
context.
Most Essential Learning Competency:
The learners shall be able to:
1. explain the nature and process of communication;
2. explain why there is a breakdown of communication;and
3. apply strategies in overcoming communication breakdowns
Learning Targets:
1. I can explain the nature and process of communication;
2. I can explain why there is a breakdown of communication; and
3. I can apply strategies in overcoming communication breakdowns
Explore:
Activity 1:
Class Activity. Divide the class into groups of five members. Brainstorm among
your group mates, and come up with answers to the question below. Compare
your group’s opinions with those of the other groups.
Guide Questions:
1. Do you think the remarks and ripostes of the characters were coming from
nowhere, or were these responses processed from the characters’ minds?
2. How did you know or why do you thinks so?
3. Come up with a group interpretation of how information is processed, starting
from the speaker all the way to the part receiving the message.
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Activity 2:
Give the five Lasswell’s key to understanding communication
1.Control Analysis
2.Content Analysis
3.Channel data analysis
4.Audience analysis
5.Effect analysis
Activity 3:
Listen to the song Like a Bridge over Troubled Water. Then read the
lyrics below.
Like a Bridge over Troubled Water

Paul Simon and Art Garfunkel
… When you're weary

Feeling small
When tears are in your eyes
I'll dry them all
I'm on your side
Oh, when times get rough
And friends just can't be found
… Like a bridge over troubled water
I will lay me down
Like a bridge over troubled water
I will lay me down
… When you're down and out
When you're on the street
When evening falls so hard
I will comfort you
I'll take your part
Oh, when darkness comes
And pain is all around
I will lay me down
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I will lay me down

… Sail on silver girl
Sail on by
Your time has come to shine
All your dreams are on their way
See how they shine
Oh, if you need a friend
I'm sailing right behind
I will ease your mind
I will ease your mind
Answer the questions that follow.

1. Why is the song titled as much?
2. Why is a friend compared to a bridge over troubled water
3. Can such role be realized without communicating?
Transfer Goal:
The learner shall be able to:
Communicate effectively using various strategies across different cultures.
Prepared by: Checked by: Approved by:
IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

Teacher School Principal School Director
Region I
DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: August 23 & 25 Days: 2 Days

Grade: 11
Topic: Nature and Elements of Communication
1. Effective Communication Skills
2. Intercultural Communication
Content Standard: The learner understands the nature and elements of oral
communication in context.
Performance Standard: The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context.
1. practice effective communication skills;
2. evaluate the effectiveness of an oral communication;
3. practice learning and thinking skills, life skills, and ICT literacy;
4. demonstrate effective intercultural communication skills in a speech situation;
5. develop appreciation for different cultural perspectives; and
6. practice effective intercultural communication.
Learning Targets:
1. I can practice effective communication skills;
2. I can evaluate the effectiveness of an oral communication;
3. I can practice learning and thinking skills, life skills, and ICT literacy;
4. I can demonstrate effective intercultural communication skills in a speech situation;
5. I can develop appreciation for different cultural perspectives; and
6. I can practice effective intercultural communication.
Explore:
Activity 1:
The students will critique two videos. The first video shows the non-
effective and cultural bias speaker while the second video shows the
effective and culture sensitive speaker. Then, the teacher will further
explain the fundamentals of communication and the definition and
importance of cross-cultural communication, cross cultural risk, ten
(10) precautions in cross cultural communication and skills to
overcome differences.
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Activity 2:
1. The students will perform a five-minute presentation of their favorite

scenes from an English movie, TV series, or musical or non-musical stage
play.
2. Processing. Buzz Group teaching strategy
3. The students will watch two TV commercials and share their insights
about cultural sensitivity.
4. Concept Mapping
Activity 3:
Write the letter of the correct answer.
1.It means to share ideas, concepts, feelings, and emotions with others.
A.Stimuli B. Response C. Communication D. Message
2.It is much more than the understanding of the spoken and written language. It
includes symbols, gestures, and non-verbal messages embedded in either the spoken or
the written word.
A.Stimuli B. Response C. Communication D. Message
3.He has noted to his book that the problem in defining communication is that the verb
“to communicate” is a common word and therefore not fit for scientific precision.
A.Theodore Clavenger Jr. B. Thedore Clavengre Jr.
B.Theodore Clavenge Jr. D. Theodore Dance
4.Communication is a process intended by the other party to be received and reacted
to.
A.Inclusive B. restrictive C. purposive D. non-purposive
5.Communication is a process involves the movement of a message from the sender to
receiver.
A.Restrictive B. Purposive C. Normative D. Non-normative
6.It pertains to an initial force, agent, or action that elicits a reaction from another
being or organism.
A.Communicator B. Receiver C. Stimulus D. Response
7.It is the reactive actions from another being on the stimulus that reached him.
A.Communicator B. Receiver C. Stimulus D. Response
8.He effectively modified the SMCR Theory when he introduced the concept that only
the shared or common information is actually communicated to another party.
A.Shannon and Weaver’s model B. Schramm’s model C. Shannon’s model D.
Lasswell’s model
9.He defined propaganda as the management of collective attitudes by the
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manipulation of significant symbols.

A.Shannon and Weaver’s model B. Schramm’s model C. Shannon’s model D.
Lasswell’s model
10.It is the study of impact of information relayed to an audience.
A.Audience analysis B. Channel Data analysis C. Effect analysis D. Content analysis
11.It pertains to the research made on the followers of media.
12.It covers the study of how information travels. They look into radio press, film, and
other channels of communication.
13.It is gadget or instrument used to send message.
A.Gadget B. Signal C. Transmitter D. Channel
14.It is mode of transportation of radio waves and other communication.
A.Gadget B. Signal C. Transmitter D. Channel
15.It could be oral, written, or nonverbal. Each kind of ______ follows its own set of
rules and regulations.
A.Message B. Channel/Medium C. Receiver/Decoder/Listener. D. Feedback
16.It is the person or group who takes and gives meaning to the message.
17.Errors can be minimized or even completely done away if these are constructive and
positive.
18.It describes any type of interaction that makes use of spoken words, and is a vital,
integral part of the modern business world.
A.Oral communication B. Nonverbal communication C. Written communication
D. Articulation
19.It is an integral part of the communication process. The way a persons himself,
keeps his hands, and tilts his head all convey much information about the information.
A.Oral communication B. Nonverbal communication C. Written communication
D. Articulation
20.This is the type of noise that prevents or distorts the sending of a message generally
because you cannot hear the sender.
A.Noise interference B. Environmental noise C. Semantic noise D. Non-
lexical
Activity 4:
Complete the tale below by providing the foreign ad English counterparts of
each Filipino expression stated. You may research on the internet for this
activity. Indicate the foreign language that you have choses.
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Filipino English Other Foreign

Language
Magandang umaga po. Good morning, Sir/Madam
Kamusta po kayo? How are you, Sir/Madam.
Ano po ang inyong
pangalan?
Saan po kayo nkakatira?
Maraming salamat po
Transfer Goal:
Communicate effectively using various strategies across different cultures.

DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: September 1,6,& 8 Days: 3 Days

Grade: 11
Topic: Functions of Communication
1. Regulation/Control
2. Social Interaction
3. Motivation
4. Information
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5. Emotional Expression
Content Standard: The learner values the functions/purposes of oral communication.
Performance Standard: The learner writes a 250-word essay of his/her objective

observation and evaluation of the various speakers watched and
listened to.
1. distinguishes the different functions of communication
2. demonstrates politeness and openness as they participate in the assigned
communicative context both in written and oral form
3. applies all the functions in communication as they participate in the panel discussion
Learning Targets:
1. I can distinguishes the different functions of communication
2. I can demonstrates politeness and openness as they participate in the assigned
communicative context both in written and oral form
3. I can applies all the functions in communication as they participate in the panel
discussion
Explore:
Activity 1:
Students watch a video clip showing a communicative situation where the

functions of communication are achieved. Using the following guide
questions, the students think, pair and share:
a. What is the purpose of the interlocutors in the video?
b. Were they able to achieve their purpose?
c. What are some barriers that hinder them from doing so?
The teacher facilitates the sharing of each pair regarding their observations
and leads the class to the realization of the importance of having a clear and
specific purpose for communicating with other people.
Activity 2:
Using Socratic questioning the teacher facilitates the discussion of

the functions of communication using the two previous activities as
spring board.
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The following questions may be asked:
• What prompts people to communicate?

• What are the different ways people express themselves?
• What are some factors to consider when we communicate
with different people?
• How do we respond to varied reactions we get from the
people we communicate with?
Why do miscommunications occur?
Activity 3:
In groups of five, the students select an issue (personal, social,
political, environmental) from the pictures presented by the teacher.
They are to conduct a panel discussion on the various aspects of the
issue (causes, effects, possible solutions). An open forum follows
each presentation.
A specific group will be assigned as evaluators for each group of
panelists.
After each group presentation, the assigned group evaluates the
effectiveness of the strategies used by each speaker in conveying
his/her ideas and in achieving his/her purpose.
Activity 4:
Watch the 1982 film directed by Ishmael Bernal titled Himala with English subtitles.
Take note of the scene when Elsa, played by award-winning actress Nora Aunor, made
her speech in front of numerous people, saying her famous line, “Walang himala! Ang
himala ay nasa puso ng tao. Tayo ang gumagawa ng himala.” What do you understand
from this?
Transfer Goal:
Communicate proficiently and competently employing the functions of
communication.

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DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: September 20 & 22 Days: 2 Days

Grade: 11
Topic: Communicative Competence Strategies in Various Speech Situations
1. Types of Communicative Strategy
a. Nomination
b. Restriction
c. Turn-taking
d. Topic control
e. Topic shifting
f. Repair
g. Termination
Content Standard: The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech
act and communicative strategy.
Performance Standard: The learner demonstrates effective use of communicative

strategy in a variety of speech situations.

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1. identify nomination and restriction;
a. follow the guidelines in applying nomination and restriction communicative strategy;
b. create meaningful conversations;
2. define turn-taking;
a. participate in interactive turn-taking activities;
b. observe the do’s and don’ts in turn-taking;
c. identify the significance of turn-taking;
d. explain the effects of topic control and topic shifting in a conversation.
Learning Targets:
1.I can identify nomination and restriction;
a. I can follow the guidelines in applying nomination and restriction communicative
strategy;
b. I can create meaningful conversations;
2. I can define turn-taking;
a.I can participate in interactive turn-taking activities;
b. I can observe the do’s and don’ts in turn-taking;
c. I can identify the significance of turn-taking;
d. I can explain the effects of topic control and topic shifting in a conversation.
Explore:
Activity 1:
Choose the letter of the correct answer.
1. What do we call when it is commonly understood as the sounds being made when a
person speaks?
A. Speech
B. Voice
C. Articulation
D. Fluency
2. What do we call to the consistent flow of language and speech? It may also refer to
the ability of reading a text with accuracy, speed, and expression.
A. Speech
B. Voice
C. Articulation
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D. Fluency
3. What type of speech on occasions when an award recipient or a celebrator thanks

and returns back an accolade or praise given by a group?
A. Eulogies
B. Appreciation Speech
C. Scholarly Readings
D. Preaches/Homilies
4. What type of speech that is honoring our departed friends or relatives?
A. Eulogies
5. What type of speech that are normally delivered by evangelists, or by priests for the
purpose of religious education and reinforcement of faith?
A. Eulogies
6. What type of speech delivery where the speech is delivered by reading from a
written text, a paper script, or a teleprompter?
A. Reading from Manuscript

B. Memorized Speech
C. Impromptu Speech
D. Extemporaneous Speech
7. What type of speech that strikes a perfect balance between spontaneity and
preparation?

B. Memorized Speech
C. Impromptu Speech
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8. What type of speech with neither planning nor practice? In this kind of speech,
listening, brainstorming, analyzing, buying time, and not rushing to speak are the usual
modest expectations.
B. Memorized Speech
C. Impromptu Speech
9. What type of speech that is characterized by memorized text, and not mainly about
bilateral or mutual communication of ideas?
B. Memorized Speech
C. Impromptu Speech
10. What type of speech, which often times have a central theme or focus, aims to
make the audience relax, smile, and enjoy an occasion?
A. entertainment speech
B. persuasive speech
C. demonstration speech
D. informative speech
Activity 2:
Perform the American Sign Language.

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Activity 3:
Identify what is being asked in the sentence. Write your answer on the
space provided before each number.
__________1. This type of speech uses descriptions, demonstrations, vivid details, and
definitions to explain a subject.
__________2. It aims to persuade or convince the listeners on the validity of the
speaker's argument, position, belief, or even proposal.
__________3. What components of an ethical persuasive speech that means credibility?
__________4. What components of an ethical persuasive speech that means passion?
__________5. What do we call to the first step in ethical speech preparation is to take
notes as you research.
__________6. What components of an ethical persuasive speech that means logic?
__________7. It intends to amuse the audience or arouse their emotions.

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__________8. This type of speech is about procedures, or it could be about how things
work.
__________9. It is the ability to make the audience connect with the performer and
envelop them in the story being told, and in turn, to express what the audience feels.
__________10. It means controlling the pitch or tone of your voice so that the
audience can clearly hear and understand your speech, lecture, or presentation.
Transfer Goal:
1. The students create communicative scenarios using nomination and restriction as
communicative strategies.
2. The students understand language form, duration of interaction, relationship of
speaker, role and responsibilities of the speaker, and message during communicative
situations.
3. The student will be able to engage in various meaningful conversations.
4. The learner will be able to demonstrate effective techniques managing the topics of
conversation.
5. The learners will be able to demonstrate effective techniques in maintaining a
conversation and in managing its conclusion.
Date: Sept. 13-15 1st Monthly Assessment 1st Quarter

DAILY LEARNING PLAN
ORAL COMMUNICATION
S.Y 2021-2022
Date: September 27 & 29 Days: 2 Days

Grade: 11
Topic: Communicative Competence Strategies in Various Speech Situations
1. Types of Communicative Strategy
a. Nomination
b. Restriction
c. Turn-taking
d. Topic control
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e. Topic shifting
f. Repair
g. Termination

understanding of speech context, speech style, speech
act and communicative strategy.


3. apply the appropriate communicative strategies in a simulation of a real-life situation;
4. Demonstrate politeness and openness in various communicative situations;
5. Identify repair solutions in a conversation;
6. Apply the appropriate communicative strategies in a simulation of a real-life situation;
and
7. Demonstrate politeness and openness in various communicative situations.
Learning Targets:
3. I can apply the appropriate communicative strategies in a simulation of a real-life
situation;
4. I can demonstrate politeness and openness in various communicative situations;
5. I can identify repair solutions in a conversation;
6. I can apply the appropriate communicative strategies in a simulation of a real-life
situation; and
7. I can demonstrate politeness and openness in various communicative situations.
Explore:
Activity 1:
The teacher will ask for volunteers in the class to do a simple and short skit
about employer and applicant interview.
After the short skit, the teacher will process what have transpired by asking the
following questions to the student.
1. Who started the interview? How did the interview go?

2. What were the limitations of the questions being asked?
3. How did the applicant respond to the questions?
4. What were the aspects considered by the applicants in answering the
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questions?
After the Fast Talk activity, the teacher will ask the students about what they
like the most about the activity and the difficulties that they have encountered in
the fast talk.
1.Bear in mind that in previous meetings you had some practice on a few
communicative strategies for the beginning of conversations.
2. Have you thought about how you perform or behave in your everyday
dealings with people?
Before we proceed with the lesson, please do this self-assessment of your
conversation habits.
1.Think of those expressions/habits of the people you talk to that you find
annoying/irritating.
2. Share those pet peeves to the class.
Activity 2:
The teacher will discuss the definition and the do’s and don’ts in turn-
taking.
1. Ways of turn-taking and turn-giving
a. Create silence
b. Ask a question
c. Use gestures
d. Make eye contact
2. Conversation Violations
a. Overlap
b. Interruption
c. Grabbing the floor
d. Hogging the floor
e. Silence
1. From your self-assessment, how often do you wait for your turn before you
speak?
How do you change the topic in a conversation?
2. Topic control is directing and regulating the flow or development of the
Interaction and topic shifting is changing the topic or its direction and emphasis. [see
PowerPoint]
3. You will be watching clips from 4 movies.
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4. Pay attention to the conversations of the movie characters.

5. On the provided table, fill in the blanks with the corresponding details. [see
worksheet]
After 10 minutes, share to the class some of your observations
1. Think of the possible solutions to the identified pet peeves.

2. Focus on the strategies on how to “repair” and “end” those conversations
without offending the other person.
3. Repair is a term that means fixing and correcting anything negative or
providing any kind of amends and remedy to something that has gone wrong in
the exchange between the two speakers, and this is made to maintain a good
relationship with the person offended.
Topic termination is ending, concluding, or closing the conversation or
interaction, also using verbal and nonverbal signals to end the interaction.
Activity 3:
Find a partner and complete the dialog with an appropriate closing:
Dialog 1
Mark: Hi, John.
John: Hi, Mark. Did you go to the basketball game yesterday?
Mark: No, I went to the movies with my friends. Did our team win?
John: No, they didn’t. They lost.
Mark: Did they lose by much?
John: They lost by twelve points.
Mark: Oh, that’s awful. I’m glad I didn’t go.
John: _______________________________________
Mark: ______________________________________
Dialog 2
Drew: Would you like to go dancing with me this evening?
Anne: I’d love to, but I’m just getting over the flu.
Drew: Well, why don’t we do something else like go to a movie?
Anne: Oh, no thanks, really, I’m still too weak for anything.
Drew: Ok. How about dinner and dancing next Friday night?
Anne: That sounds great. I’m sure I’ll be all right by then.
Drew: Great. See you then.
Anne: __________________________________________
Drew: __________________________________________
2. Write your answers in a ¼ sheet of paper.
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3. After 5 minutes, present it to the class.
Activity 4:
The teacher will ask some students to show in class what they have done in the
previous pair work and allow some students to give their comments based on
how the following were observed:
1. language form
2. duration of interaction
3. relationship of speaker
4. role and responsibilities of the speaker, and
5. message during communicative situations
Transfer Goal:
1. The students create communicative scenarios using nomination and restriction as
communicative strategies.
2. The students understand language form, duration of interaction, relationship of
speaker, role and responsibilities of the speaker, and message during communicative
situations.
3. The student will be able to engage in various meaningful conversations.
4. The learner will be able to demonstrate effective techniques managing the topics of
conversation.
5. The learners will be able to demonstrate effective techniques in maintaining a
conversation and in managing its conclusion.

DAILY LEARNING PLAN
ORAL COMMUNICATION
S.Y 2021-2022
Date: October 4&6 Days: 2 Days

Grade: 11
Topic: Types of Speeches (according to purpose) and Principles of Speech Delivery
Content Standard: The learner realizes the rigors of crafting one’s speech.
Performance Standard: The learner proficiently delivers various speeches using the
principles of effective speech delivery.
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1. Enumerate characteristics in distinguishing types of speeches from sample speech
deliveries;
2. Apply the principles of effective speech delivery;
3. Conduct themselves appropriately in a simulated job interview;
Learning Targets:
1. I can enumerate characteristics in distinguishing types of speeches from sample
speech deliveries;
2. I can apply the principles of effective speech delivery;
3. I can conduct themselves appropriately in a simulated job interview;
Explore:
Activity 1:
Identify what is being asked in the sentence. Write your answer on the space
provided before each number.
__________11. This type of speech uses descriptions, demonstrations, vivid details,
and definitions to explain a subject.
__________12. It aims to persuade or convince the listeners on the validity of the
speaker's argument, position, belief, or even proposal.
__________13. What components of an ethical persuasive speech that means

credibility?
__________14. What components of an ethical persuasive speech that means passion?
__________15. What do we call to the first step in ethical speech preparation is to take
notes as you research.
___________16. What components of an ethical persuasive speech that means logic?
___________17. It intends to amuse the audience or arouse their emotions.
___________18. This type of speech is about procedures, or it could be about how

things work.
___________19. It is the ability to make the audience connect with the performer and
envelop them in the story being told, and in turn, to express what the audience feels.
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___________20. It means controlling the pitch or tone of your voice so that the
audience can clearly hear and understand your speech, lecture, or presentation.
Activity 2:
Prepare a portfolio of fur speech types -informative, persuasive,

entertaining, and demonstration speech. The writing should be current and
consist of not less than 300 words, equivalent to one or two pages.
Activity 3:
1. You will now be viewing three successive speeches from the TED Talks
YouTube channel.
a. “A Young Scientist’s Quest for Clean Water” by Deepika Kurup
b. “The Agony of Trying to Unsubscribe” by James Veitch
c. “How Fake News Does Real Harm” by Stephanie Busari
2. Focus on the content for this viewing.
3. Pencil in some notes in the table to help you decide what type of speech
each is.
After about a minute to label them accordingly, the students will answer the
following questions:
a. What aspect of Deepika Kurup’s speech makes you think it is mainly
the informative type?
b. What aspect of James Veitch’s speech makes you think it is mainly the
entertainment type?
c. What aspect of Stephanie Busari’s speech makes you think it is mainly
the persuasive type?
Transfer Goal:
The learners will be able to: enumerate characteristics in distinguishing the different
types of speeches as observed from sample speech deliveries; apply the principles of
effective speech delivery; and appropriately conduct themselves in a simulated job
interview.

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DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: October 11, 18, & 20 Days: 2 Days

Grade: 11
Topic: Types of Speeches (according to purpose) and Principles of Speech Delivery
Content Standard: The learner realizes the rigors of crafting one’s speech.
Performance Standard: The learner proficiently delivers various speeches using the
principles of effective speech delivery.

4. Improve in their manner of speaking through vocal exercises;
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5. Identify the qualities that make a good speaker;

6. Orally present in a variety of suggested situations; and
7. Develop sufficient self-assurance in order to
• think on their feet and
• respond satisfactorily in any given situation.
Learning Targets:
4. I can improve in their manner of speaking through vocal exercises;
5. I can identify the qualities that make a good speaker;
6. I can rally present in a variety of suggested situations; and
7. I can develop sufficient self-assurance in order to
• think on their feet and
• respond satisfactorily in any given situation.
Explore:
Activity 1:
1. Let us have one volunteer per group of columns summarize the information
on the board.
2. What fundamentally distinguishes one type of speech from another?
(purpose)
Watch this beauty vlog and afterward, answer the following questions:
a. What makes it a funny video?
b. How should it have been done?
c. What tips can you give to improve the vlog?
Activity 2:
1. You will be delivering a 1-minute impromptu speech.

2. Draw a piece of paper from a box and use the prompt on the paper as your
speech topic by:
a. Expounding on a subject, or
b. Answering a question.
3. Your ability to think on your feet and sustain your speech for 60 full seconds
will give you recitation points.
1. Draft the script for your vlogs, based on the approved topic.
2. Once this is ready, start recording, making sure that your vlogs will only
have a 2- to 3-minute run time.
3. After editing, upload your vlogs on Facebook.
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Activity 3:
Culminating Task Preparation
1. In two days’ time, you will be participating in the Job Fair.
2. Make sure that you have prepared your application letters and resumes
for the
interviewers to peruse.
3. Recall the concepts you have learned from the lesson on
Communicative
Strategy and prepare for your job interview at the Job Fair.
Activity 4:
Culminating Task: Job Fair
1. Selected faculty members will take the role of interviewers.
2. On a predetermined schedule, you will have around 5 minutes with one of
them.
3. They will be guided by the same rubric you have been given for a
successful job interview.
Transfer Goal:
interview.

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DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: October 25&27 Days: 2 Days

Grade: 11
Topic: Principles and Functions of Communication
Content Standard: The learner
recognizes that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.

1. Recognize the meaning and nature of communication
2. Identify the functions of communication
3. Gain insights on the impact of miscommunication and the malfunction of information
sharing
Learning Targets:
1. I can recognize the meaning and nature of communication
2. I can identify the functions of communication
3. I can gain insights on the impact of miscommunication and the malfunction of
information sharing
Explore:
Activity 1:
Talk to Yourself
What would you tell yourself in the following situations?
1. You see your crush passing by.

2. You see a new dress you like inside the display window of a department store.
3. You are about to comment a photo of cake in Facebook.
4. You see a man fell down after tripping over a stone.
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5. You see someone who once fed you with gossip.
Situational Analysis
If you were caught in the following speech situations, what would your dialogue be?
1. You are talking to a classmate about his tardiness and absences.
2. You are in front of a camera and was asked to share your opinion on the health
advantages of eating vegetables.
3. You are about to take periodic exam and you are nervous after reviewing the night
before.
4. You are convincing your mother to buy you a bike.
5. You are persuading your neighbor to tone down their weekend noisy gig of videoke.
Activity 2:
Match the concepts in column A to the communication functions in
column B. Write the letter of your answers on the blank before each
number.
A B
1. The Philippine Flag a. Communication as information to

2. No parking sign create national memory
3. “Kung walang kurap, walang mahirap” b. Communication for Philippine social
4. The Philippine History of the Filipino perpetuation
People c. Creation of national identity through
5. Guide of social graces and etiquette symbolic representation
6. Family and Genealogy d. Communication for environmental
7. Law on the mass media protection
8. ASEAN Games e. Creation of national cultural values
9. What to do in case of a bomb attack f. Communication for survival
10. Save trees. Plant trees g. Communication for regional identity
h. Communication for civic and legal
standards to prevent rights to expression
abuse
i. Communication for motivation
j. Communication for social refinement
Activity 3:
Region I
Culminating Task Preparation

1. In two days’ time, you will be participating in the Job Fair.
2. Make sure that you have prepared your application letters and resumes
for the
interviewers to peruse.
3. Recall the concepts you have learned from the lesson on
Communicative
Strategy and prepare for your job interview at the Job Fair.
Activity 4:
Culminating Task: Job Fair
1. Selected faculty members will take the role of interviewers.
2. On a predetermined schedule, you will have around 5 minutes with one of
them.
3. They will be guided by the same rubric you have been given for a
successful job interview.
Transfer Goal:
interview.

Region I
DAILY LEARNING PLAN

ORAL COMMUNICATION
S.Y 2021-2022
Date: Nov. 3,8,&10 Days: 3 Days

Grade: 11
Topic: Principles of Speech Writing
understanding of speech context, speech style, speech act and communicative strategy.

1. Choose a topic on the basis of objective criteria;
2. Analyze your audience;
3. Research and source information for your speech material; and
4. Deliver a final class speech on the closure of the course.
Learning Targets:
1. I can choose a topic on the basis of objective criteria;
2. I can analyze your audience;
3. I can research and source information for your speech material; and
4. I can deliver a final class speech on the closure of the course.
Explore:
Activity 1:
Complete the Table
Theme Desired Outcome

Drug abuse and misuse
Environmental protection
Right learning attitude
Respect for the elderly
Helping people with disability
Activity 2:
Speech Preparation
Region I
If you are invited to speak before your classmates, which topic would you be interested
in? Justify your choice
1. Maintaining a household pet

2. Winning in the online battle of Clash of Clans
3. Maintaining a garden
4. Indulging your favorite sports of basketball, volleyball, or tennis
5. Your vacation at your grandparents’ farm in the province
Activity 3:
Draft a short speech applying the principles of speech writing. Choose a topic
and deliver it in class in any of these categories - persuasive, informative,
entertaining, and demonstration type of speech.
Transfer Goal:
interview.


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Republic of the Philippines

DAILY LEARNING PLAN

Date: August 11, 16 & 18 Days: 3 Days

Give the five Lasswell’s key to understanding communication

Like a Bridge over Troubled Water

… When you're weary

I will lay me down

Answer the questions that follow.

Prepared by: Checked by: Approved by:

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

DAILY LEARNING PLAN

Date: August 23 & 25 Days: 2 Days

1. The students will perform a five-minute presentation of their favorite

manipulation of significant symbols.

Filipino English Other Foreign

Prepared by: Checked by: Approved by:

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

DAILY LEARNING PLAN

Date: September 1,6,& 8 Days: 3 Days

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

Performance Standard: The learner writes a 250-word essay of his/her objective

Students watch a video clip showing a communicative situation where the

Using Socratic questioning the teacher facilitates the discussion of

The following questions may be asked:

• What prompts people to communicate?

Prepared by: Checked by: Approved by:

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

DAILY LEARNING PLAN

Date: September 20 & 22 Days: 2 Days

Content Standard: The learner recognizes that communicative competence requires

Performance Standard: The learner demonstrates effective use of communicative

Most Essential Learning Competency:

The learners shall be able to:

3. What type of speech on occasions when an award recipient or a celebrator thanks

A. Reading from Manuscript

A. Reading from Manuscript

Perform the American Sign Language.

__________3. What components of an ethical persuasive speech that means credibility?

__________4. What components of an ethical persuasive speech that means passion?

__________7. It intends to amuse the audience or arouse their emotions.

Prepared by: Checked by: Approved by:

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

Date: September 27 & 29 Days: 2 Days

Content Standard: The learner recognizes that communicative competence requires

Performance Standard: The learner demonstrates effective use of communicative

Most Essential Learning Competency:

1. Who started the interview? How did the interview go?

4. Pay attention to the conversations of the movie characters.

1. Think of the possible solutions to the identified pet peeves.

3. After 5 minutes, present it to the class.

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

Date: October 4&6 Days: 2 Days

Most Essential Learning Competency:

__________13. What components of an ethical persuasive speech that means

__________14. What components of an ethical persuasive speech that means passion?

___________17. It intends to amuse the audience or arouse their emotions.

___________18. This type of speech is about procedures, or it could be about how

Prepare a portfolio of fur speech types -informative, persuasive,

IMAE ROSE P. NUNGGAY GRECILDA B. MOLINO REBECCA V. SALAZAR

DAILY LEARNING PLAN

Date: October 11, 18, & 20 Days: 2 Days

Most Essential Learning Competency:

5. Identify the qualities that make a good speaker;