DAILY LESSON PLAN IN ORAL COMMUNICATION SKILLS

Name of Teacher: TAMARA F. CANALEJA Grade: SHS-11

Content Standard:
The learner understands the nature and elements of oral communication in context.

Performance Standard:
The learner designs and performs effective controlled and uncontrolled oral communication activities
based on context.
Competencies:
EN11/12OC-Ia-5
Explains why there is a breakdown of communication.
Topic: Duration and Time:
Barriers to Communication 60 minutes/ 1 hour
Key Understanding There is a need to recognize the reasons of communication breakdown.
to be developed
Learning Knowledge Identify the barriers to communication.
Objectives Skills Role play a situation where there is breakdown of communication.
Attitudes Consider the reasons why there is a breakdown of communication..
Resources Needed Senior High School Core Subject Curriculum Guide
Elements of the Methodology
Plan
Preparation INTRODUCTOR  Prayer and greetings
Y  Checking of attendance
-How will I make the  Rules
learners ready? ACTIVITY  Presentation of lesson objectives
-How do I prepare the
learners for the new  Video clip presentation
MOTIVATION
lesson? Motive questions
- How will I connect 1. What is the video presentation all about?
my new lesson with 2. What do you consider Is the problem in the
the past lesson?
communication process?
3. Do you have any experience similar to this?

Presentation ACTIVITY /  Situation Analysis

- How will I present ACTIVITIES  Divide the class into four groups.
the new lesson?  Assign a situation to each group.
- What materials will I This is an interaction
use?
 Let the students analyze the given situation.
strategy to elicit Direction:
- What learner’s prior learning
generalization/ Fill out the chart with appropriate information based
experience. It serves as
through concept/ a springboard for new from the situation.
conclusion/ learning. It illustrates What happened? Why it happened?
abstraction should the principle that
the learners arrive learning starts where
at? the learners are.
(Showing/ Carefully structured
Demonstrating/ activities such as
Engaging/Doing/ individual or group
Experiencing/ reflective exercises,
Exploring/Observing- Group1
group discussion, self
Role Playing, dyads, Dianne is having a bad day or feeling troubled and
or group assessment,
dramatizing/ dyadic or triadic frustrated. She sits in her English class where the
brainstorming/reacting/ interactions, puzzles, teacher is having a lecture on the process of
inter-acting- simulations or role-play, communication. When asked to explain how
articulating cybernetics exercise,
observations, finding communication takes place. Dianne can’t make it.
gallery walk and the like
conclusions, may be created. Clear
generalizations, instructions should be Group2
abstraction – Giving considered in this part The scientist discusses a certain weather
suggestions, reactions, of the lesson. phenomenon to his neighbor who does know much
solutions,
recommendations) about the topic. He tries to get his neighbors opinion
but the latter just look at him as if he does not
understand anything.

Group3
The teacher asks everyone in the class to share
something about the day or weekend but Vince is
hesitant because he is shy.

Group4