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Based on Annex 2B.6 to DepEd Order No. 42, s. 2016

DAILY BUCAS GRANDE FOUNDATION Grade Level & Grade 11 – Q1 w1
School
LESSON COLLEGE (SENIOR HIGH SCHOOL) Quarter
LOG Teacher Krenzy Breeza M. Bisaya SHS Track GAS/ABM
SENIOR HIGH SCHOOL Inclusive Dates Learning Area Oral
communication
Scheduled Time Aug 23 & Sept 4, 2023 Topic Fundamentals Of
Communication
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of the At the end of the
lesson the students lesson the students
I. OBJECTIVES
should be able to: should be able to:
a. understands the a. understands the
nature and nature and elements
elements of oral of oral
communication communication
b. illustrate the b. illustrate the
process of process of
communication communication
c. values the c. values the
functions/purposes functions/purposes of
of oral oral communication
communication
A. Content Standard The learner understands the nature and elements of oral communication in context

B. Performance Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Learning Competencies / Defines Defines communication

Objectives (Write the LC communication (EN11/12OC-la-1)
Code) (EN11/12OC-la-1)
Explains the nature and
Explains the nature process of
and process of communication
communication (EN11/12OC-la-2)
(EN11/12OC-la-2)
Uses various strategies in
Uses various order to avoid
strategies in order to communication
avoid communication breakdown,
breakdown, (EN11/12OC-la-6)
 (EN11/12OC-la-6) Discusses the functions
Discusses the of communication
functions of (EN11/12OC-lbe-8
communication
(EN11/12OC-lbe-8)

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
Deped Cental Office. 1st
edition, 2016.Teacher’s
Manual for Oral
Communication in
context for Senior High
School

2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials DEPED – PFT
from Learning Resources Manual Activity
Portals Sheets 1st Quarter
Communicationtheory
.org for
communication
models
www.youtube.com/
models of
communication
B. Other Learning Resources Perry Blackburn in his
book, The Code Model
of Communication
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.
IV. PROCEDURES 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 previous lesson Communication

or presenting the new process
 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
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Recording the data
J. Additional activities for
application or remediation
V. REMARKS
Explain the purpose Explain the purpose
and benefits that can and benefits that can
be derived from the be derived from the
content/LM/RM/thr content/LM/RM/
ough a meassage through making and
relay acitivity- presenting a dyad
tongue twisters communication
Reading and Same Same Advertisement role
discussing the play
procedure for the
performer and for
the partner.
The teacher calls for Role playing
a presentation for a
class report
Group WORDS DRILL – Games-charade
work/activity- individual oral
message relay reading exercises
Essay – give one Formative essay – Oral reading exercises
specific example of how does
each Jakobson’s understanding of
components. communication help
us?
The students The students The students perform The students perform
perform the given perform the given the given task and the given task and
task and activity task and activity activity activity
Illustrate and
explain the process
of communication
Recording the data Recording the data attained Recording the data attained
attained or performed attained or performed or performed or performed
Formative essay for Short quiz Oral
remediation reading/pronunciation
drill
 VI. REFLECTION

A. No. of learners who earned

80% in the evaluation.
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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
learners?

Prepared by: Noted by:

__KRENZY BREEZA M. BISAYA_ _NORSITA Y. DELAPEŇA_

SHS T-II SHS PRINCIPAL