SCHOOL GRADE LEVEL Grade 11-HUMSS

TEACHER LEARNING AREA Oral Communication in Context

GRADES 12
TEACHING August 29- September 2, QUARTER 1ST QUARTER - Week 2
DAILY LESSON
DATES 2022
LOG

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES 1. To compare the models of communication using a table chart in terms of its context, purpose, opportunity or requirement for
clarification
2. To contrast the models of communication using the table chart.
A. Content The learner understands the nature and elements of oral communication in context.
Standards
B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
Standards
C. Learning To differentiate the various To differentiate the various Distinguishes the unique Distinguishes the unique
Competencies/O models of communication models of communication feature(s) of one feature(s) of one communication
bjectives communication process form process form the other
Write the LC Code for the other
each
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.
Models of communication- Models of communication Models of communication- Models of communication-
Jakobson’s model, Berlo’s – Saussure’s Model Shannon’s Model, Berg’s Nida’s Model
model Model
III.LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.
RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes
concept development.
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.Teacher’s
Guides/Pages
2.Learner’s Materials
Pages
3.Textbook Pages Pp40-47 Pena and Anudin,
Oral Communication. Vibal
Group Inc. 2016 pp13-20, Ang,
Jaime, Oral Communication in
Context 5 Jski.dv for Senior
High School.2016
4.Additional Materials pp.13-14 DEPED – PFT http://youtube.com/watch?
from Learning Manual Activity Sheets 1st v=9T3X0hRbTek
Resources (LR) portal Quarter http://youtube.com/watch?
Communicationtheory.org for v=Xbk4TcSNyFE
communication models http://youtube.com/watch?
www.youtube.com/models of v=8Ox5LhIJSBE
communication https://www.youtube.com/watch
?v=OvEci5Bjgd4
 http://youtube.com/watch?
v=YwXH4hNfgPg
B. Other Learning Perry Blackburn in his book, https://www.youtube.com/
Resources The Code Model of watch?v=lV2RTqrJ354 -
Communication decoding female body
language
http://youtube.com/watch?
v=f0TxM-C5QYY-how to
tell someone is lying to you
http://youtube.com/watch?
v=IqsAhmTn7n4-body
language
IV.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.
A. Reviewing Communication Models
previous lesson
or presenting
the new lesson
B. Establishing a Explain the purpose and Same Same Same
purpose for the benefits that can be derived
lesson from the content/LM/RM/
C. Presenting Reading and discussing the Same Same Class Reporting,
examples/instan procedure for the performer
ces of the new and for the partner
lesson
D. Discussing new Individual activity- presenting Individual activity Role playing of different
concepts and an individual advertisement of presenting an individual situations at school and at home
practicing new a product. advertisement of a product
skills #1
E. Discussing new Group work/activity- Semantic web Dyad communication-role games-Charade: The learners
concepts and individual oral reading playing will guess the word through
practicing new exercises actions in a pantomime manner.
skills #2
F. Developing Oral reading exercise, short Same Same Same
 mastery quiz
(Leads to formative
assessment)
G. Finding The students perform the given Same Same Same
practical/applic task and activity
ations of
concepts and
skills in daily
living
H. Making
generalizations and
abstractions about the
lesson
H. Evaluating Recording the data attained or Same Same Same
Learning performed 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
I. Additional short quiz Same Same Same
activities for
application or
remediation
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 earned
80% of the
formative
assessment
B. No. of learners
who require
additional
activities to
 remediation
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material did I
use/discover
which I wish to
share with other
teachers?