GRADE 1 to 12 School Tampac Integrated School Grade Level 11

DAILY LESSON LOG Teacher Sheryl Caguioa-Garcia Learning Area ORAL COMMUNICATION IN CONTEXT
Teaching Dates and Time (M-T-W-Th ) 7:40-8:40 Quarter 1st Quarter (First Grading )

MONDAY TUESDAY(Independence WEDNESDAY THURDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
Leaning Code
II. CONTENT
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
Day)
Understand the nature and elements of oral communication in context.
Design and perform effective controlled and uncontrolled oral communication activities based on context.
Distinguish the distinctive features of Use various strategies in order to Demonstrate sensitivity to the
one communication process avoid communication breakdown socio-cultural dimension of
Enumerate the distinctive features of communication with focus on
communication processes. • culture
Explain why there is communication • gender
breakdown • age
• social status
1. Identify the factors that 1. Demonstrate the importance of • religion
contribute in communication the features of communication to
breakdown. avoid communication breakdown 1. Define the socio-cultural
2. Demonstrate the importance of through a role play. dimensions of communication
the features of communication situation.
to avoid communication 2. Identify and describe issues
breakdown through a role play. concerning socio-cultural
dimensions of communication.
3. Demonstrate sensitivity and
respect to the socio-cultural
dimension of communication
situation through creative
presentation.
(EN 11/12OC-Ia-4) (EN11/12OC-Ia-6) (EN11/12OC-Ia-7)
(EN11/12OC-Ia-5)
Nature and Elements of Communication
Features and Barriers of Features and Barriers of Socio-cultural Dimensions of
Communication Communication Communication
Oral Communication in Context Oral Communication in Context Oral Communication in Context
p.4 p.4 p.4
pp. 7-8 pp. 7-8 pp. 7-8
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 4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or
presenting the 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
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
https://www.youtube.com/watch?
v=Veahjn3oNgU
Have the students watch a video.
Have them identify the barrier in
communication in the video?
Recall the barriers in
communication.
How can they communicate
effectively?
Who in your opinion is a good
communicator?
Why do you think he/she
communicates well?
Discuss the features of
communication.
Have the students give some real
life examples to illustrate the 7 C’s
of Communication.
Fact or Bluff Activity
Have the students identify whether
the statement is correct or wrong.
Ask them to give examples of
communication barriers situations
and have them propose a solution
using the 7 Cs of communication.
To sum up the lesson, let the
students do Exercise IV. ( LM p. 9 )
Let the students read some situations
that have communication breakdown.
Have them suggest solutions to the
barriers in each communication.
Let them determine the feature of
communication that must be present in
the communication for it to be
effective.
Have them present their assigned
task. ( Role Playing)
How can we communicate effectively?
http://en.savefrom.net/#url=http://
youtube.com/watch?
v=YrnK5UQDdO0&utm_source=youtube.com
&utm_medium=short_domains&utm_campaig
n=www.ssyoutube.com
https://www.youtube.com/watch?
v=HXDjJ9KL9bU
Watch a video about cross-
cultural communication.
Sharing of insights about the
viewing activity.
Let the students define
intercultural communication.
Discuss intercultural
communication using powerpoint
presentations.
.
Fact or Bluff
Have the students determine
whether the statements are true
or false.
What is intercultural
communication?
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I. Evaluating learning Simulation or Role Playing Presentation of group performance. Intercultural Communication Quiz
Demonstrate communication barrier Evaluation of Group Performance
and its solution by applying the using the rubric below:
features of communication. Rubric Scoring
(To be continued the next Descriptors:
meeting…) Content (40)
Rubric Scoring Delivery (30)
Descriptors: Creativity (20)
Content (40) Participation (10)
Delivery (30)
Creativity (20)
Participation (10)
J. Additional activities for
application or remediation
VI. REMARKS

VII. REFLECTION
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 teachers?
Prepared by: Noted by:
SHERYL CAGUIOA-GARCIA RACELYN R. LIMOS, Ed.D.
SHS Teacher Principal II

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 (Independence Day) TUESDAY WEDNESDAY THURDAY FRIDAY
MONDAY
VIII. OBJECTIVES

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D. Content Standard
E. Performance Standard
F. Learning Competency/Objectives
Write the LC code for each.
IX. CONTENT
XI. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Materials pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
XII. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
The learner demonstrates understanding of qualitative and quantitative research and the kinds of research across fields.
The learner is able to use appropriate kinds of research in making decisions.
Determine textual evidence to
validate assertions and
counterclaims made about a text
read. (EN11/12RWS-Ivac-10)
1. Define qualitative and
quantitative research
2. Differentiate qualitative from
quantitative research
.
Quantitative and Qualitative
Research
As a recall, the students are
asked to reflect on their
understanding of formulating
counterclaims through Admit/Exit
Slips Activity.
Let’s Play: Criminal Case
The students will be divided into 5
groups.
Provide examples of research in
areas of interest ( arts, humanities,
sports,, science, business,
agriculture and fisheries, information
and communication technology, and
social inquiry) (CS_RS11-IIIa-5)
Quantitative and Qualitative
Research
Have a recap regarding the ways
on how to validate assertions
through short presentation.
Determine textual evidence to
validate assertions and
counterclaims made about a text
read. (EN11/12RWS-Ivac-10)
1. Write a counterclaim by
evaluating the assertions made
in an argumentative essay.
CRITICAL READING AS
REASONING ( DETERMINING
TEXTUAL EVIDENCE)
pp.
pp.
Sharing of insights about the
previous activity.
Let the students be ready for the
writing activity.
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M. Presenting examples/Instances of
the new lesson
N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
P. Developing mastery
(leads to Formative Assessment
3)
Q. Finding practical application of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
T. Additional activities for application
or remediation
XIII. REMARKS
XIV. REFLECTION
The teacher will show a crime
scene projected on the screen.
Then, the students will be given 1
minute to look for the evidences
out of the crime scene.
Paragraph Analysis
The students will read a given
paragraph to identify assertions
and textual evidences made about
the text read.
Process the given activity
towards the discussion on the
ways on how to validate
assertions.
SGA
The students will be divided into 5
groups. Each group will analyze a
campus editorial article and
validate the evidences presented.
The teacher will ask the students
on how they validated the
assertions in the campus editorial
article.
The teacher will discuss the
format of a critique paper and
the rubric as basis for the
assessment.
.
SGA
The students will be divided into 5
groups. Each group will analyze a
campus editorial article and validate
the evidences presented.
The teacher will ask the students
on how they validated the
assertions in the campus editorial
article.
Presentation of group outputs Summative Assessment
Let the students read a given
argumentative essay and
counterclaim the assertions
made in it through writing a
1000-word critique.
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H. No. of learners who earned 80% in the
evaluation
I. No. of learners who require additional
activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation
L. Which of my teaching strategies worked
well? Why did these work?
M. What difficulties did I encounter which my
principal or supervisor can help me
solve?
N. What innovation or localized materials did
I use/discover which I wish to share with
other teachers?

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 GRADE 1 to 12 School Grade Level 11
DAILY LESSON LOG Teacher Learning Area ORAL COMMUNICATION IN CONTEXT
Teaching Dates and Time Quarter SECOND

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

XV. OBJECTIVES

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G. Content Standard Understand the nature and elements of oral communication in context.

H. Performance Standard Design an perform effective controlled and uncontrolled oral communication activities based on context.

I. Learning Competency/Objectives
Write the LC code for each.
Distinguish the distinctive features of one Use various strategies in order to Demonstrate sensitivity to
communication process (EN 11/12OC-Ia-4) avoid communication breakdown the socio-cultural dimension
1. enumerate the distinctive features of (EN11/12OC-Ia-6) of communication with focus
communication processes. 1. demonstrate the importance on (EN11/12OC-Ia-7)
Explain why there is communication breakdown of the features of • culture
(EN11/12OC-Ia-5) communication to avoid • gender
2. identify the factors that contribute in communication breakdown • age
communication breakdown. through a role play. • social status
3. demonstrate the importance of the features • religion
of communication to avoid communication
breakdown through a role play. • Define the socio-
cultural dimensions of
communication situation.

• Identify and
describe issues concerning
socio-cultural dimensions of
communication.

• Demonstrate
sensitivity and respect to the
socio-cultural dimension of
communication situation
through creative
presentation.
XVI. CONTENT
Features and Barriers of Communication Features and Barriers of Socio-cultural Dimensions of
Communication Communication
XVIII. LEARNING
RESOURCES
E. References Oral Communication in Context Oral Communication in Context Oral Communication in
Context
9. Teacher’s Guide pages p.4 p.4 p.4

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 10. Learner’s Materials pages
11. Textbook pages
12. Additional Materials from
Learning Resource
(LR)portal
F. Other Learning Resource
XIX. PROCEDURES
U. Reviewing previous lesson or
presenting the new lesson
V. Establishing a purpose for the
lesson
W. Presenting examples/Instances
of the new lesson
X. Discussing new concepts and
practicing new skills # 1
Y. Discussing new concepts and
practicing new skills # 2
Z. Developing mastery
(leads to Formative Assessment
3)
AA. Finding practical application of
concepts and skills in daily living
BB. Making generalizations and
abstractions about the lesson
CC. Evaluating learning
pp. 7-8
https://www.youtube.com/watch?
v=Veahjn3oNgU
Have the students watch a video.
Have them identify the barrier in
communication in the video?
Recall the barriers in communication.
How can they communicate effectively?
Who in your opinion is a good communicator?
Why do you think he/she communicates well?
Discuss the features of communication.
Have the students give some real life
examples to illustrate the 7 C’s of
Communication.
Fact or Bluff Activity
Have the students identify whether the
statement is correct or wrong.
Ask them to give examples of communication
barriers situations and have them propose a
solution using the 7 Cs of communication.
To sum up the lesson, let the students do
Exercise IV. ( LM p. 9 )
Simulation or Role Playing
pp. 7-8
Let the students read some
situations that have communication
breakdown.
Have them suggest solutions to the
barriers in each communication.
Let them determine the feature of
communication that must be
present in the communication for it
to be effective.
Have them present their assigned
task. ( Role Playing)
How can we communicate
effectively?
Presentation of group
pp. 7-8
http://en.savefrom.net/#url=http://
youtube.com/watch?
v=YrnK5UQDdO0&utm_source=youtube
.com&utm_medium=short_domains&utm
_campaign=www.ssyoutube.com
https://www.youtube.com/watch?
v=HXDjJ9KL9bU
Watch a video about cross-
cultural communication.
Sharing of insights about the
viewing activity.
Let the students define
intercultural communication
The teacher will discuss the
format of a critique paper and
the rubric as basis for the
assessment.
.
Summative Assessment
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 Demonstrate communication barrier and its performance. Let the students read a given
solution by applying the features of Evaluation of Group Performance argumentative essay and
communication. using the rubric below: counterclaim the assertions
(To be continued the next meeting…) Rubric Scoring made in it through writing a
Rubric Scoring Descriptors: 1000-word critique.
Descriptors: Content (40)
Content (40) Delivery (30)
Delivery (30) Creativity (20)
Creativity (20) Participation (10)
Participation (10)

DD. Additional activities for

application or remediation
XX. REMARKS

XXI. REFLECTION
O. No. of learners who earned 80% in the
evaluation
P. No. of learners who require additional
activities for remediation who scored
below 80%
Q. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
R. No. of learners who continue to require
remediation
S. Which of my teaching strategies worked
well? Why did these work?
T. What difficulties did I encounter which
my principal or supervisor can help me
solve?
U. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

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