School
MEYCAUAYAN NATIONAL HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write LC code for each
II. CONTENT
III. 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
Grade Level 11
Oral
Teacher Ms. Jessica A. Barguin Learning Area Communication
September 19-23, 2022
Teaching Dates Time
(M-F/6:40 – 7:20) / HUMSS-Plato Semester FIRST
and Section
(M-F/11:00 – 11:40) / -Torvalds
Session 1 Session 2 Session 3 Session 4 Session 5
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.
Explains the functions, Explains the functions, Explains the functions, Explains the functions, Lesson Objective Transparency –
nature and process of nature and process of nature and process of nature and process of let the learners know what has
communication. communication communication communication to be attained at the beginning of
the lesson.
EN11/12OC-Ia-2 EN11/12OC-Ia-2 EN11/12OC-Ia-2 EN11/12OC-Ia-2
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.
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.
Pp8-15, Pena and Anudin, Pp8-15, Pena and Anudin, Pp8-15, Pena and Anudin, Pp8-15, Pena and Pp8-15, Pena and Anudin, Oral
Oral Communication. Oral Communication. Oral Communication. Anudin, Oral Communication.
Vibal Group Inc. 2016 Vibal Group Inc. 2016 Vibal Group Inc. 2016 Communication. Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral pp13-20, Ang, Jaime, Oral pp13-20, Ang, Jaime, Oral Vibal Group Inc. 2016 pp13-20, Ang, Jaime, Oral
Communication in Communication in Communication in pp13-20, Ang, Jaime, Communication in
Context for Senior High Context for Senior High Context for Senior High Oral Communication in Context for Senior High
School.2016 School.2016 School.2016 Context for Senior High School.2016
School.2016
DEPED – PFT Manual DEPED – PFT Manual Activity DEPED – PFT Manual Activity DEPED – PFT Manual DEPED – PFT Manual Activity Sheets
Activity Sheets 1st Sheets 1st Quarter Sheets 1st Quarter Activity Sheets 1st 1st Quarter
Quarter Communicationtheory.org for Communicationtheory.org Quarter Communicationtheory.org for
Communicationtheory.org
for communication models
communication models for communication models Communicationtheory.or communication models
www.youtube.com/models www.youtube.com/models of www.youtube.com/models g for communication www.youtube.com/models of
of communication communication of communication models communication

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting a new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
www.youtube.com/mode
ls of communication
https://
www.youtube.com/watch?
v=f0TxM-C5QYY – how to https://
Perry Blackburn in his https://www.youtube.com/ tell someone is lying to www.youtube.com/
book, The Code Model of watch?v=lV2RTqrJ354 female watch?
you
Communication body language v=jqXXpa3WwRo
https://www.youtube.com
/watch?v=IqsAhmTn7n4
language
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.
Function, Nature and Function, Nature and Function, Nature and Function, Nature and Function, Nature and Process of
Process of Communication Process of Communication Process of Communication Process of Communication
Communication
Explain the purpose and Explain the purpose and
benefits that can be benefits that can be
derived from the derived from the
content/LM/RM/ through content/LM/RM/ through
a message relay activity- a message relay activity-
tongue twisters tongue twisters
Reading and discussing Reading and discussing the Reading and discussing Advertisement Role
the procedure for the procedure for the the procedure for the Play
performer and for the performer and for the performer and for the
partner partner partner
The teacher calls for a Role playing
representative for a class
report
Group work/activity- WORDS DRILL- individual Games-charade
message relay, oral reading exercises
Essay-Give one specific Formative essay-How does Oral Reading Exercises FILM SHOWING,
example of each understanding ORAL READING
Jakobson’s components. of communication help ACTIVITIES
us?
The students perform the The students perform the The students perform the The students perform
given task and activity given task and activity given task and the given task and
activity activity
Illustrate and explain the
process of
communication
Recording the data Recording the data attained Recording the data Recording the data
attained or performed or performed attained or performed attained or performed
J. Additional activities for Formative essay for Short quiz Oral reading Remedial of lessons- words
application or remediation remediation /pronunciation drill drill/pronunciation drill
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% on the
formative assessment
B. No. of learners who
require additional activities
for 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 materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Reviewed by: Checked by: Noted by:

JESSICA A. BARGUIN TERESITA F. ALCANTARA MA. MERLITA G. MAROLLANO GEOSIPPI S. LAYMAN

Subject Teacher Learning Area Coordinator-English Subject Group Head, HUMSS Assistant Principal II