SCHOOL GRADE LEVEL Grade 11-HUMSS

TEACHER LEARNING AREA Oral Communication in Context

GRADES 12
TEACHING September 5-9, 2022 QUARTER 1ST QUARTER - Week 3
DAILY LESSON
DATES
LOG

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES 1. To identify communication shutdown
2. To know the basics of non-violent communication
3. Value Communication
A. Content The learner values the functions/purposes of oral communication
Standards
B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
Standards
C. Learning Watches and listens to sample Watches and listens to Watches and listens to sample Watches and listens to sample
Competencies/O oral communication activities sample oral oral communication activities oral communication activities
bjectives communication activities
Write the LC Code for
each
II.CONTENT Watches and listens to sample oral communication activities
*Verbal & Non- Verbal Functions of Intercultural communication Intercultural communication
Communication Functions of communication Features
communication of 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.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 for Senior High
School.2016
4.Additional Materials pp.14-17DEPED – PFT http://www.livestrong.com/
from Learning Manual Activity Sheets 1st article/97647-
Resources (LR) portal Quarter exercisesbarriers-effective-
Communicationtheory.org for communication/
communication models http://blog.trainerswarehouse.
www.youtube.com/models of com/communicationand -
communication listening-exercises
B. Other Learning
Resources
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 Barriers of communication
previous lesson
or presenting
the new lesson
B. Establishing a
purpose for the Same Same Same
lesson
C. Presenting Reading and discussing the
examples/instan procedure for the
Same Same Same
ces of the new performer and for the partner
lesson
D. Discussing new Group Activity-Charade of
concepts and Action Verbs and Phrasal
Same Role playing
practicing new Verbs
skills #1
E. Discussing new Short clip movie to To let them write a poem in
concepts and watch Surigaonon and exchange
Same
practicing new their poem to their classmate
skills #2 and translate it in English.
F. Developing Oral reading exercise, short Same Same Same
mastery quiz
(Leads to formative
assessment)
G. Finding The students perform the given Same Same Oral reading exercise(individual)
practical/applic task and activity A skit telephone conversation
ations of
concepts and
skills in daily
living
H. Making
generalizations and
abstractions about the
lesson
 H. Evaluating Group presentation Same Same Same
Learning
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?