GRADE 1 to 12 School
DAILY LESSON LOG Teacher
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
III. CONTENT
V. LEARNING RESOURCES
A. References
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
VI. PROCEDURES
A. Reviewing previous lesson or Teacher reviews activities from the last
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances of Presentation of Outputs
the new lesson
EL NIDO NATIONAL HIGH SCHOOL Grade Level ALL GRADE 11
ALDRIN V. GONGOB Learning Area ORAL COMMUNICATION
Teaching Dates and Time JULY 11-15, 2016 Quarter FIRST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides.
The learner understands the nature and elements of oral communication in context.
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
The learner practices effective verbal The learner practices effective non-verbal Uses various strategies in order to avoid
communication during social interactions. communication during social interactions. communication breakdown.
Verbal Communication Non-verbal Communication Effective Communication Skills
pp. 4 pp. 4 pp. 4
pp. 10 pp. 10 pp. 7- 8
The teacher will ask the students about The teacher will ask the students about The teacher will ask the students about the
session. Teacher explains that this the ways they usually communicate. the previous topic and what they learned previous topic and what they learned about
session will be for presentation of output. about it. it.
The teacher explains that communication The teacher explains that communication The students will be asked the following
can exist with the use of verbal. does not only exist with the use of verbal questions:
cues. It can also exist with the use of non- 1. Who, in your opinion, is a good
verbal cues. communicator?
2. Why do you think he/she
communicates well?
The teacher will randomly call students to
answer the questions.
The teacher will present examples of The teacher will present examples of non- The teacher will present the 7 Cs of Effective
verbal communication. verbal communication. Communication.
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D. Discussing new concepts and The teacher will discuss verbal The teacher will discuss non-verbal The teacher will discuss the 7 Cs of Effective
practicing new skills # 1 communication. communication. Communication.

Verbal Communication refers to an Nonverbal communication refers to an 7 Cs of Effective Communication

interaction in which words are used to interaction where behavior is used to 1. Completeness
relay a message. For effective and convey and represent meanings. All kinds 2. Conciseness
successful verbal communication, use of human responses that are not 3. Consideration
words to express ideas which can be expressed in words are classified as 4. Concreteness
easily understood by the person you are nonverbal communication. Examples of 5. Courtesy
talking to. nonverbal communication are stares, 6. Clearness
smiles, tone of voice, movements, 7. Correctness
After giving the definition of verbal manners of walking, standing and sitting,
communication, the class will be divided appearance, style of attire, attitude
into five groups. Each of them will be towards time and space, personality,
given an envelope for the activity. They gestures, and others.
will be given jumbled letters which they
will arrange and discuss the given Mastery of nonverbal communication is
meaning with their group mates. In important for several reasons:
addition, they will also be asked to give 1. It enhances and emphasizes the
examples for the concept given to them. message of your speech, thus making
it more meaningful, truthful, and
1. Appropriateness relevant.
2. Brevity 2. It can communicate feelings,
3. Clarity attitudes, and perceptions without you
4. Ethics saying a word.
5. Vividness 3. It can sustain the attention of listeners
and keep them engaged in the
speech.
4. It gives the audience a preview to the
type of speaker you are.
5. It makes you appear more dynamic
and animated in your delivery.
6. It serves as a channel to release
tension and nervousness.
7. It helps make your speech more
dramatic.
8. It can build a connection with
listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style
and avoid a monotonous delivery.

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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 The teacher will ask the students about The teacher will ask the students about The teacher will ask the students if they
abstractions about the lesson the importance of communicating verbally the importance of non-verbal think they are effective communicators. The
in their everyday living. communication. teacher will randomly call the students to
answer the question.

I. Evaluating learning Long Quiz Role play: The class will be divided into
five groups. Each group will perform a
scene from an English movie they have
watched, focusing on verbal and non-
verbal cues.
Speech Preparation: The students will be
asked to prepare a 2-minute speech. They
will be given questions which they will
answer on their speeches. The speech will
be delivered next session.

J. Additional activities for application

or remediation
VII. REMARKS

VIII. 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% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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
materials did I use/discover which
I wish to share with other
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teachers?

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