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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 Aug 21-25, 2023 Learning Area Oral
communication
Scheduled Time 8:00-10:00 AM Topic Fundamentals Of
Communication
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
. At the end of the
lesson the students
I. OBJECTIVES
should be able to:
a. understands the
nature and elements
of oral
communication
b. illustrate the
process of
communication
c. values the
functions/purposes of
oral 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 / HOLIDAY Defines communication

Objectives (Write the LC (EN11/12OC-la-1)
Code)
Explains the nature and
process of
communication
(EN11/12OC-la-2)

Uses various strategies in

order to avoid
communication
breakdown,
(EN11/12OC-la-6)
 Discusses the functions
of communication
(EN11/12OC-lbe-8
II. CONTENT The Functions, Nature,
and Process of
Communication

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 Manual
from Learning Resources Activity Sheets 1st
Portals Quarter
Communicationtheory.or
g for communication
models
www.youtube.com/
models of
communication
https://
www.youtube.com/
watch?v=8Ox5LhIJSBE
B. Other Learning Resources
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
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
Explain the purpose
and benefits that can
be derived from the
content/LM/RM/throu
gh a message relay
activity- tongue
twisters
Reading and
discussing the
procedure for the
performer and for the
partner.
Group work/activity-
message relay
The students perform
the given task and
activity
Recording the data attained
or performed
Short quiz
 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