Learning Area English

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School CALABARZON National HS Grade Level Grade 11

English (SHS)
LESSON Teacher John Dela Cruz Learning Oral Communication in Context
EXEMPLAR Area
Teaching Date Sept. 1-4, 2020 Quarter First Quarter
Teaching Time 1-2pm No. of Days 4 days
(see PIVOT 4A BOW for the number of days)

I. OBJECTIVES At the end of the lesson, learners are expected to:
a. Differentiate various models of
communication;
b. Explain the process of communication
through elements involved; and
c. Recognize the importance of models in
understanding communication process in
everyday lives.
A. Content Standards 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. Most Essential Learning
Competencies (MELC) Differentiates communication the various models of
D. Enabling Competencies
(If available, write the attached enabling
competencies)
II. CONTENT Communication Models
III. LEARNING RESOURCES
The objectives should reflect the concepts of knowledge, skills and
attitudes/values (KSAVs). There may be three (3) objectives
representing KSAVs. However, a single objective containing KSAVs
may be formulated. In formulating the objectives, consider the
concepts specified by the MELC and/or enabling competencies. At
times, lesson objectives are already specified at the beginning
portion of the module.
Refer to the curriculum guide for the content standards set for this
subject, grade level and quarter.
Refer to the curriculum guide for the content standards set for this
subject, grade level and quarter.
Check the PIVOT 4A BOW and look for the MELC. Except for SHS
subjects, MELCs can be identified through the number assigned to
it. The number represents the number of MELCs set for each grade
level.
Check the PIVOT 4A BOW and look for enabling competencies.
Enabling competencies are the LCs that appear before the MELC.
They are considered enabling as they aid learners and teachers in
achieving mastery in dealing with the assigned MELC. For this case,
no enabling competencies were mapped for the identified MELCs.
The content may be identified by evaluating the concepts portrayed
in the MELC. Though the contents specified in enabling
competencies are important, still they are not the main focus as
these will just help in dealing with the MELC. Usually, the content is
already identified in the module.
 A. References
a. Teacher’s Guide Pages Write the pages where you can find the specified content in the
learner’s materials.
b. Learner’s Material Pages
pp. 1-22 Write the pages where you can find the specified content in the
learner’s materials.
c. Textbook Pages In the context of using modular distance learning modality, the only
material is the learner’s material/module.
d. Additional Materials from
Learning Resources Indicate other learning resources to be used. These resources may
be taken from the LR portal. Others may be online, offline, print
and/or non-print resources.
B. List of Learning Resources for Oral Communication in Context for Quarter 1 – List down other resources to be used especially for the
Development and Engagement Module 2: Communication Models development and engagement phases. In the new ADM modules,
Activities lessons and flow of discussion are already designed based on IDEA
instructional process. Parts of modules are already mapped as
identified in Item 6 of Regional Memorandum No. 296, s. 2020
C. Teaching Strategies List down the different teaching strategies used in the lesson.

IV. PROCEDURE Integration/ Indicators/ Annotation Integration/ Indicators/ Annotation Integration/

Indicators/
Annotation

A. Introduction MANAGEMENT OF LEARNING: In this portion, the lesson content and learning
Prayer/Greetings objectives will be presented in the Introduction
Checking of Attendance phase to guide the learners on the learning
House Rules expectations. In face-to-face learning, an
Review activity which may be indicated in What’s new?
may be done prior to the presentation of
What I need to know? learning content and objectives considering that
 The learners will do the walkthrough of this modality is teacher-led.
the lesson expectations.
 In this part, the content of the lesson will
be presented.
 Learning objectives will also be introduced
to guide the learners on the learning
targets founded on KSAV principles.
What’s new? This part provides preliminary activity that
 The learners will answer the prompt introduces initial concepts on the learning
questions indicated at the beginning of targets. The activity will allow learners to
this portion. maximize their initial knowledge as regards
 They will read the short selection entitled content and skills required for the lesson. The
The Glitch written by Divina activity may be conducted or done with the help
 After reading the selection, they will of learners’ parents, guardians and/or
answer the questions provided at housemates
the end of the selection.
B. Development What I know? The teacher presents an activity in linking
 The learners will answer the 15- item learners’ KSAVs revolving in the contexts of
activity to test what they know about MELC and/or enabling competencies. This
communication and/or models of portion provides initial assessment on learners’
 communication. KSAVs. From the results, the activities will
 After answering the questions, they may revolve on developing their KSAVs on the target
check their answers on page 20 to content and MELCs and/or enabling
determine their background competencies.
knowledge about the given topic reflected in the
MELC.
What’s in?
 The learners will read the paragraphs that In this portion, activity focusing on learners’
introduce preliminary concepts about background KSAVs and the discussion of
communication. content shall be bridged. The activity will help
They will complete the word pool activity to the learners in providing initial background on
determine their vocabulary knowledge about the the KSAVs to be developed with the help of the
target content. They may use dictionaries to content to be discussed in What is it?
guide them in this activity. However,
it is recommended that
they use context clues in accomplishing
this task.
What is it? Concept presentation is important in the
 The learners will be provided with Development phase. In here, target concepts
scenarios on the importance and role of before providing activities or vice versa will be
communication in daily lives. They may presented. The presentation of concepts will be
have personal reflection on the helpful in bridging the gaps between what the
importance of communication in their day- learners know and have to know.
to-day activities.
 To strengthen the points of their personal
reflection and further develop their
knowledge about communication and
communication models based from the
What I know? activity, the learners will
proceed with reading and personal
discussion on the different communication
models. If they have internet access, they
may check these models online using the
links provided below each model.
Dictionaries and/or context clues may help them
in developing their knowledge, skills and
attitude/values about the topic.
C. Engagement What’s more? In deepening learners’ KSAVS’ the activities in
 The learners will do/perform the activities this portion will help them in applying what they
indicated the module. These activities have learned in the Development phase.
include the following:
(a) Venn Diagram on similarities and
differences of communication
models, (b) vocabulary building on
communication process, (c) grid-
filling on the elements of
communication, and (d) writing
answers/responses on dialogue
prompts.
(b) These varying activities will help
 them in involving themselves in
deeper learning on the target
concepts about communication
models.
What I can do?
 The learners will perform real-life tasks
identified in the module. These tasks
include: (a) calling a friend over the
phone, (b) interviewing family members
and listening to radio or watching
teleseryes.
 They are expected to reflect on the
process of performing the tasks while
focusing on their learned concepts about
communication models.
What other enrichment activities can I
engage in? (Additional Activities)
 To further enrich learners’ knowledge,
skills and
attitude/values (KSAVs), they will be
performing other enrichment tasks such
as (a) listing down situations reflecting
the use of each communication model,
(b) writing a paragraph based on the
given situation, and (c) exchange of
emails or messages.
D. Assimilation What I have learned?
In formulating or creating bits of information
reflective of what they have learned during the
Development and Engagement phases, the
learners will answer the questions focusing on the
given topic. The given questions are directed on
synthesizing their learned information based on
the given content. They are expected to relate
their learned concepts to their personal lives.
What I can do? (Assessment)
The learners will answer the questions provided.
They may check their answers using the key
answer found at the latter part of the module.
V. REFLECTION  The learners, in their notebook, journal or
portfolio will write their personal insights
about the lesson using the prompts below.
I understand that .I
realize that _____________.
In this part, the learners are given liferelated
activities that will allow them meet the learning
expectations. These real-life or authentic
activities should allow them to perform particular
tasks or produce products in various forms. The
activities should strengthen the KSAVs learned
during the D phase.
These activities in this part of Engagement
phase should really help the learners to be
engaged in learning and further understanding
their learned concepts through various real-life
activities. The learners should further engross
themselves to feel and stay connected with the
target concepts using varied activities.
The Assimilation phase should bring the learners
to a process where they shall demonstrate
ideas, interpretation, mindset or values and
create pieces of information that will form part
of their knowledge in reflecting, relating or using
it effectively in any situation or context. This
part encourages learners in creating conceptual
structures giving them the avenue to integrate
new and old learnings leading to their personal
perception on what they have learned.
Though assessment may be embedded already
in any phase of the lesson, this portion further
assimilates learners’ learned concepts from I
phase to D phase to E phase.
The use of reflective learning embedded in
multimodal assessment should not only direct
feedback process but also promote personal
reflection processes where learners reflect more
on their knowledge, skills, attitude/values,
aspirations and actions as contribution in
making the society a better place for all. This
allows learners to think about what they have
thought, read, seen, done and learned by
relating these concrete concepts to their own
 lives

Prepared by:

______________________
(Subject Teacher)

Checked by:

_______________________________ ____________________
(Head Teacher/Master Teacher/OIC-AP) (Principal)
Learning Area
Learning Delivery Modality

School Grade Level

LESSON Teacher Learning Area

EXEMPLAR Teaching Date Quarter
Teaching Time No. of Days

I. LAYUNIN
A. Pamnatayang
Pangnilalaman
B. Pamantayan sa Pagganap

C. Pinakamahalagang Kasanayan
sa Pagkatuto(MELC)
(Kung mayroon, isulat ang
pinakamahalagang
kasanayan sa pagkatuto o
MELC)
D. Pagpapaganang
Kasanayan
(Kung mayroon, isulat ang
pagpapaganang
kasanayan.)
II. NILALAMAN
III. KAGAMITAN PANTURO
A. Mga Sanggunian
a. Mga Pahina sa Gabay ng
Guro
b. Mga Pahina sa Kagamitang
Pangmag-aaral
 c. Mga Pahina sa Teksbuk
d. Karagdagang Kagamitan
mula sa Portal ng Learning
Resource
B. Listahan ng mga Kagamitang
Panturo para sa mga Gawain sa
Pagpapaunlad at Pakikipagpalihan
C. Mga estratehiya ng pagtuturo

IV. PAMAMARAAN Integration/ Indicators/ Annotation

A. Panimula

B. Pagpapaunlad

C. Pakikipagpalihan

D. Paglalapat

V. PAGNINILAY
Naunawaan ko na
____________________.
Nabatid ko na
____________________.

Prepared by:

______________________
(Subject Teacher)

Checked by:

_______________________________ ____________________
 (Head Teacher/Master Teacher/OIC-AP) (Principal

Learning Area Understanding Culture, Society, and Politics

Learning Delivery Modality Face-to-Face

School PALIPARAN II INTEGRATED HIGH SCHOOL Grade Level Grade 11

UCSP
LESSON Teacher Christine T. Tubog Learning Area
EXEMPLAR Teaching Date August 29-September 1,2023 Quarter First Quarter
Teaching Time 8:00-9:00 a.m. No. of Days 4 days

I. OBJECTIVES At the end of the lesson, learners are expected to:

identify the nature, goals, and

perspectives in anthropology, sociology
and
political science;
2. recognize the concepts and the
subjects of inquiries of anthropology,
sociology
and political science; and
3. appreciate the importance of the goals
of anthropology, sociology and political
science.
identify the nature, goals, and
perspectives in anthropology, sociology
and
political science;
2. recognize the concepts and the
subjects of inquiries of anthropology,
sociology
and political science; and
3. appreciate the importance of the goals
of anthropology, sociology and political
science.
a. identify the nature, goals, and perspectives in anthropology, sociology and political science;
b. recognize the concepts and the subjects of inquiries of anthropology, sociology and political science; and

A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
(If available, write the attached enabling
competencies)
c. appreciate the importance of the goals of anthropology, sociology and political science.
The learners demonstrate an understanding of:
1. human cultural variation, social differences, social change, and political identities
The learners
1. acknowledge human cultural variation, social differences, social change, and political identities
Discuss the nature, goals and perspectives in/of anthropology, sociology and political science

II. CONTENT Nature, Goals and Perspectives in Anthropology, Sociology and Political Science

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages Pages 2-24
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources for Understanding Culture Society and Politics
Development and Engagement Alternative Delivery Mode
Activities Quarter 1 – Module 1: Nature, Goals and Perspectives in Anthropology, Sociology and
Political Science [MELC1]
First Edition, 2021

https://drive.google.com/drive/u/0/search?q=UCSP
C. Teaching Strategies See, Think, Wonder Teaching strategy.
- Photo analysis
- Analyzing images
- Visual teaching
All these strategies help students visualize complex or abstract ideas to improve attention and retention, and
organize information more effectively.
Question-answer teaching method
- encourage and challenge students to correct their misconceptions and understand the concept by themselves.
Students are required to express and discuss their own ideas with other students and instructor.
Direct Instruction
Inquiry-based learning
- is a form of active learning that starts by posing questions, problems or scenarios. It is a unique teaching
strategy that can pair well with many students' learning style preference.

IV. PROCEDURE Integration/ Indicators/ Annotation Integration/ Indicators/ Annotation

A. Introduction Management of Learning
 Prayer/Greetings
 Checking of Attendance
 House Rules
 Review of previous lesson
 What I need to know?
 The learners will do the walkthrough of the lesson
expectations.
 In this part, the content of the lesson will be presented.
 Learning objectives will also be introduced to guide the
learners on the learning targets founded on KSAV
principles.
What’s new?
#SEE, THINK, WONDER
 The learners will identify the concepts related to culture,
society, and politics from the given illustration.

B. Development What I know?

 The learners will answer the 10- item activity to test
what they know about the nature of Understanding Culture
Society and Politics.
 After answering the questions, they may check their
answers on page 24 to determine their background
knowledge about the given topic reflected in the MELC.
What’s in? Teaching Strategy
 The learners will used the table below to indicate the Collaborative Learning
concept from the given picture from what’s new activity.

 After doing the activity, let the learners formulate their

own definition of culture, society, and politics.
What is it? Content Integration Within:
 The learners will be provided with information to deepen UCSP
their understanding about culture by studying these Analyze the concept, aspects and changes in/of
three culture and society (no CG code)
specialized fields, namely: anthropology for culture,
sociology for society and political Teaching Strategy Used:
science for politics Direct Instruction
Q&A Teaching Method
C. Engagement What’s more? Content Integration Across
 The learners will do the following activities: Personal Development
Activity 1 MY PERSONAL SOCIAL MAP. Explain that knowing oneself can make a person
 Find your own social location by creating your own social accept his/her strengths and limitations and dealing
map. Fill up every important feature given on each box with others better
to understand yourself better. EsP-PD11/12KO-Ia-1.1

1. What do you think is the importance of finding your

social location in your
own society?
2. How do the following features (race, gender, religion,
class, etc.) affect you in
pursuing your present and future plans? Do they provide
opportunities or
serve as constraints?
3. How does government respond to the needs of those
people who belong to the
same social location where you are located right now?

SHARE AND REFLECT

Choose 3 learners to present their work in the class.

Allow learners to give a short reflection from the given
activity.

Activity 2 MY SOCIETY
Teaching Strategy:
THINK-PAIR-SHARE-GROUP ACTIVITY Inquiry-Based-Learning

 The learners will be given background information about

historical footprints of their contemporary society to
help them understand how people of today lived, and
what their personality, values, set of beliefs, and ideas
were.

 The learners will be grouped according to their location.

Each group will describe their society.
  To wrap up, each group will present their work to the
class after the activity.
NOTE: Criteria for group presentation will be presented before
giving the activity.
What I can do?
 The learners do photo analysis of social issues.
 Based on the picture below, identify the major social
issue or problem that affects our society today. Discuss
how the disciplines of anthropology, sociology, and
political science help us in addressing this issue.

Issue/ Problem Discipline/s in social

science you will use for the
problem/issue
 What other enrichment activities can I engage in? Teaching Strategy
Additional Activities Critical Thinking
Do i-classify-it activity

The learners will identify the following statements below if it is a

scenario related to sociology or anthropology. The word in bold
letters serve as your clue.

1. A Family usually consisted of a mother, father and their children.

2. Dela Cruz family was guided by the religious belief that “A
family that prays together, stays together.”
3. The parents, together with their children, loved to go out and dine
in together, eating their favorite foods like adobo, kare-kare,
sinigang, and sinampalukan.
4. Ana, a member of the family, meanwhile learned how to cook
these foods through a culinary school.
5. During summer vacations, the family goes to the province to visit
their grandparents and other relatives.
6. They learned from their grandparents that fiestas are celebrated
to give thanks to bountiful blessings and to give honor to the patron
saint of the town.
7. The leaders of their local church prepared activities during the
celebration.
8. Government officials contributed some help to make the event
successful.
9. Dela Cruz family really enjoyed the activities especially the part
when native Filipino games were played.
10. Peace and order were maintained through the enforcement of
certain written rules and regulations.
D. Assimilation What I have learned?
T-M-L Phase
The learners will complete the following phrase.
The topic was about ___________
It Matters because ____________
I’ve learned today that __________
What I can do? (Assessment) Annotation
The learners will answer the15 items multiple choice questions. This highlights the significant achievement in the
After answering the test the teacher will lead the correction of given test, indicating that a substantial majority of
students wrong answer/misconceptions from the given quiz. the learners, specifically 95 percent, successfully
obtained a passing score. The high percentage of
learners achieving passing scores suggests a
favorable learning environment, as well as a level of
mastery that aligns with the assessment's criteria.
This result may reflect positively learning outcomes
and proficiency in the subject matter evaluated.
V. REFLECTION  The learners, in their notebook, journal or portfolio will
write their personal insights about the lesson using the
prompts below.

I understand that .
 I realize that _____________.

Prepared by: Checked by:

CHRISTINE T. TUBOG VICENTE D. REVOTA MARICRIS D. PABLO

Subject Teacher OIC-Assistant Principal Principal II