GRADE 11 School SOUTHERN TINGLAYAN NATIONAL HIGH SCHOOL Grade Level 11

SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Teaching Dates and Time JULY 4-7,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

I. OBJECTIVES 1. To explain the elements of communication. 2.To illustrate the process of communication

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

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

C. Learning To explain the nature and process of To explain the nature and process of To explain the nature and process of To explain the
Competency/ communication communication communication nature and
Objectives Write the process of
LC code for each. communication
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
FUNDAMENTALS two.
OF Elements of communication Process of communication Process of communication Process of
COMMUNICATION communication

III. LEARNING
RESOURCES

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A. References RESOURCES
Pena and Anudin, Oral Communication.
Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in
Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C. Communication 3: Practical
Speech Fundamentals, Experimental
Edition. Department of Speech
Communication and Theater Arts, UP
Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and
Types of Speech Communication. 12th
ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service,
The University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/
Week1_Lesson7.pdf. Accessed January
7, 2016.

1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Pp8-15, Pena and Anudin, Oral
Communication. Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral
Communication in
Context for Senior High School.2016

4. Additional
Materials from
Learning DEPED – PFT Manual Activity Sheets 1st
Resource Quarter Communicationtheory.org for
(LR)portal communication models
www.youtube.com/models of
communication

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B. Other Learning https://www.youtube.com/watch? http://youtube.com/watch? http://
Resource Perry v=lV2RTqrJ354decoding female body language v=f0TxMC5QYY-how to tell someone is youtube.com/wat
Blackburn in his book, The Code Model lying to you http://youtube.com/watch? ch?
of v=IqsAhmTn7n4body language v=ySk75EatdjQ
Communication
IV. PROCEDURES 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. 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 Communication process
lesson or presenting
the new lesson
B. Establishing a Explain the purpose and benefits that Explain the purpose and benefits that
purpose for the can be derived from the content/LM/RM/ can be derived from the
lesson through a message relay activity- tongue content/LM/RM/ through making and
twisters presenting a dyad
communication
C. Presenting Reading and discussing the procedure Same Same Advertisement
examples/Instances for the performer and for the partner Role Play
of the new lesson
D. Discussing new The teacher calls for a representative for a Role playing
concepts and class report
practicing new skills
#1
E. Discussing new Group work/activity-message relay, WORDS DRILL- individual oral reading exercises games-charade,
concepts and
practicing new skills
#2
F. Developing mastery Essay-Give one specific example of each Formative essay-How does Oral Reading FILM
(leads to Formative Jakobson’s components. understanding of communication help Exercises SHOWING,
ORAL
Assessment 3) us? READING
ACTIVITIES
G. Finding practical The students perform the given task and The students perform the given task and The students perform the given task The students
application of activity activity and activity perform the given
concepts and skills task and
in daily living activity
H. Making Illustrate and explain the process of
generalizations and communication
abstractions about

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 the lesson
I. Evaluating learning Recording the data attained or Recording the data attained or performed Recording the data attained or Recording the
performed performed data
attained or
performed
J. Additional activities Formative essay for remediation Short quiz Oral reading /pronunciation drill remedial of
for lessons-
application or words
remediation drill/
pronunciation
drill
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who 24
earned 80% in the
evaluation
B. No. of learners who 10
require additional
activities for
remediation who
scored below 80%
C. Did the remedial Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who 3
continue to require
remediation
E. Which of my VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF
teaching strategies INSTRUCTION
worked well? Why
did these work?
F. What difficulties did I None so far .
encounter which my
principal or
supervisor can help

4
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 me solve?
G. What innovation or A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the
localized materials original author of the script will now present the role-play in English.
did I use/discover Guide questions:
which I wish to share 1.What problems did you have as you translated a Filipino script into English?
with other teachers? 2.How faithful to the original is your translation?

Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Time JULY 11-14 ,9:00-10:00 Quarter FIRST

5
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 6
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 for Senior High School.2016

8. Additional Materials http://youtube.com/watch?v=9T3X0hRbTek

from pp.13-14 DEPED – PFT Manual http://youtube.com/watch?v=Xbk4TcSNyFE
Learning Activity Sheets 1st http://youtube.com/watch?v=8Ox5LhIJSBE
Resource Quarter https://www.youtube.com/watch?v=OvEci5Bjgd4
(LR)portal Communicationtheory.org for http://youtube.com/watch?v=YwXH4hNfgPg
communication models
www.youtube.com/models of
communication

D. Other Learning https://www.youtube.com/watch?v=lV2RTqrJ354 http://youtube.com/watch?v=ySk75EatdjQ

Resource Perry -decoding female body language
Blackburn in his book, The Code http://youtube.com/watch?v=f0TxM-C5QYY-how
Model of to tell someone is lying to you
Communication http://youtube.com/watch?v=IqsAhmTn7n4-body
language
X. PROCEDURES 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. 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.
K. Reviewing previous Communication Models
lesson or presenting
the new lesson
L. Establishing a Explain the purpose and benefits Same Same Same
purpose for the lesson that can be derived from the
content/LM/RM/
M. Presenting Reading and discussing the Same Same Class Reporting,
examples/Instances of procedure for the performer and
the new lesson for the partner
N. Discussing new Individual activity- presenting an Individual Role playing of different situations at school and
concepts and individual advertisement of a activity- at home
practicing new skills # product presenting an
1 individual
advertisement
of a product
O. Discussing new Group work/activity- individual Semantic web Dyad communication-role playing games-Charade: The learners will guess the
concepts and oral reading exercises word through actions in a pantomime manner.
practicing new skills #
2

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P. Developing mastery Oral reading exercise, short quiz same same same FILM
(leads to Formative SHOWING,
Assessment 3)
Q. Finding practical The students perform the given Same Same Same
application of task and activity
concepts and skills in
daily living
R. Making
generalizations and
abstractions about the
lesson
S. Evaluating learning Recording the data attained or Same Same Same
performed
Activity: A learner is tasked to be
a speaker promoting the
advantages of a comprehensive
medical exam in front of
indigenous woman / climate
change awareness
T. Additional activities for Short quiz Same Same Same ORAL
application or READING
remediation ACTIVITIES

XI. REMARKS

XII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who 20
earned 80% in the
evaluation
I. No. of learners who 10
require additional
activities for
remediation who
scored below 80%
J. Did the remedial Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
lessons work? No. of
learners who have
caught up with the
lesson

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 K. No. of learners who 3
continue to require
remediation
L. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF
strategies worked INSTRUCTION
well? Why did these
work?
M. What difficulties did I None so far.
encounter which my
principal or supervisor
can help me solve?
N. What innovation or A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it,
localized materials did the original author of the script will now present the role-play in English.
I use/discover which I Guide questions:
wish to share with 1.What problems did you have as you translated a Filipino script into English?
other teachers? 2.How faithful to the original is your translation?

Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time JULY 18-21 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Frida

y
XIII. OBJECTIVES 1. To identify communication shutdown 2. To know the basics of non-violent communication
3. Value Communication

G. Content Standard The learner values the functions/purposes of oral communication

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

I. Learning Watches and listens to sample oral Watches and Watches and listens to sample oral communication Watches and listens
Competency/Objectives communication activities listens to activities to sample oral
Write the LC code for each. sample oral communication
communicatio activities
n
activities
XIV. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS OF *Verbal & Non- Verbal Communication Functions of Intercultural communication Intercultural communication
COMMUNICATIO Functions of communication communicatio
N n Features of
communicatio
n

XV. LEARNING
RESOURCES
E. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types
of
Speech Communication. 12th ed. New York:
Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf
.
Accessed January 7, 2016.

10
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 9. Teacher’s Guide pages
10. Learner’s Materials
pages
11. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016

12. Additional Materials http://www.livestrong.com/article/97647-

from pp.14-17DEPED – PFT Manual Activity Sheets exercisesbarriers-effective-communication/
Learning Resource 1st
(LR)portal Quarter http://blog.trainerswarehouse.com/
Communicationtheory.org for communication communicationand -listening-exercises/
models www.youtube.com/models of
communication

F. Other Learning Resource

XVI. PROCEDURES 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. 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.
U. Reviewing previous lesson Barriers of communication
or presenting the new
lesson
V. Establishing a purpose for Same Same Same
the lesson
W. Presenting Reading and discussing the procedure for the Same Same Same
examples/Instances of the performer and for the partner
new lesson
X. Discussing new concepts Group Activity-Charade of Action Verbs and Same Role playing
and practicing new skills # Phrasal Verbs
1
Y. Discussing new concepts Short clip To let them write a poem in Surigaonon and same
and practicing new skills # movie to exchange their poem to their classmate and
2 watch translate it in English.
Z. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)

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AA. Finding practical The students perform the given task and activity Same Same Oral reading
application of concepts exercise(individual
and skills in daily living ) A skit telephone
conversation
BB. Making generalizations
and
abstractions about the lesson
CC. Evaluating learning Group presentation Same Same Same
DD. Additional activities for Short quiz Same Same Same
application or remediation
XVII. REMARKS

XVIII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
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 To let them write a poem in Surigaonon and exchange their poem to their classmate and translate it in English.
localized materials did I
use/discover which I wish
to share with other

12
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 teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time JULY 25-28 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XIX. OBJECTIVES Identify Barriers of Communication Identify Barriers of Communication

J. Content Standard The learner values the functions/purposes of oral communication

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

L. Learning To demonstrate effective strategies in same Watches and listens to sample oral communication
Competency/Objectivescommunication Watches and listens to sample activities
Write the LC code for each.
oral communication activities
XX. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS OF * Barriers of Communication Barriers of Communication Barriers of
COMMUNICATIO Communication

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 N
XXI. LEARNING
RESOURCES
G. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types
of
Speech Communication. 12th ed. New York:
Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.

13. Teacher’s Guide pages

14. Learner’s Materials
pages
15. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context
for Senior High School.2016

16. Additional Materials The IPA Chart http://www.livestrong.com/article/97647-

from pp.14-17DEPED – PFT Manual Activity Sheets 1 st _ exercisesbarriers-effective-communication/
Learning Resource Quarter Learn English _
(LR)portal Communicationtheory.org for communication British English http://blog.trainerswarehouse.com/communicationand
models www.youtube.com/models of Pronunciation – -listening-exercises/
video clip

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 communication

H. Other Learning Resource

XXII. PROCEDURES 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. 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.
EE. Reviewing previous lesson
or
presenting the new lesson
FF. Establishing a purpose for “Konichiwa, hola2x! greetings”-as semantics of Same Same Same
the lesson diverse language/multilingual for barriers of
communication
GG. Presenting Reading and discussing the procedure for the Same Same Same
examples/Instances of the performer and for the partner
new lesson
HH. Discussing new concepts Group activity- Donkey’s tail – for attention, active Phrase Charade of movie titles Find an English Song
and practicing new skills # listening, right command and direction and ballgroup work and translate it in
1 identify distracters to encourage Cebuano or
rapid fire Surigaonon dialect
thought and and present it to the
communication class through a
presentation.
II. Discussing new concepts ” Short clip Word Bank-“Antarctica” Cloze Test Work Bank-“Space” Cloze
and practicing new skills # movie to watch Cloze test exercisefor
2 active
listening
and
semantics
”Shark
Cloze
JJ. Developing mastery Oral reading exercise, short quiz same
(leads to Formative
Assessment 3)
KK. Finding practical The students perform the given task and activity Vowel triangle Same Oral reading
application of concepts and chart with exercise(individual)
skills in daily living IPA chart and vowel triangle words
drill
LL. Making generalizations and

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 abstractions about the lesson
MM. Evaluating learning Group presentation Same Same Same
NN. Additional activities for Short quiz Same Same Same
application or remediation
XXIII. REMARKS THURSDAY-NUTRITION MONTH &
FRIDAY-MONTHLY MASS

XXIV. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
V. No. of learners who earned
80% in the evaluation
W. No. of learners who require
additional activities for
remediation who scored
below 80%
X. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
Y. No. of learners who continue
to
require remediation
Z. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well? Why
did these work?
AA. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
BB. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover
which I wish to share with
other teachers?
Submitted to:

16
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MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 1-4 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XXV. OBJECTIVES 1. Identify Communication Barrier 1. Practice active listening skills
2. Practice active listening skills 2.Watches and listens to sample oral communication activities
3. Watches and listens to sample oral 3.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her
communication purpose
activities

M. Content Standard The learner values the functions/purposes of oral communication

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

O. Learning Watches and listens to sample oral Identifies the Watches and listens to sample oral communication Ascertains the
Competency/Objectives communication activities speaker’s activities verbal and non
Write the LC code for each. purpose/s Identifies the speaker’s purpose/s verbal cues
that each
speaker
uses to
achieve his/her
purpose

XXVI. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

17
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 FUNDAMENTALS OF Barriers of Communication, Listening skills Listening Skills Verbal and
COMMUNICATIO Listening skills Non-Verbal Types of Non-Verbal Communication Non-Verbal
N Communicatio Communicatio
n n

XXVII. LEARNING
RESOURCES
I. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types
of
Speech Communication. 12th ed. New York:
Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/
Week1_Lesson7.pdf.
Accessed January 7, 2016.

17. Teacher’s Guide pages

18. Learner’s Materials
pages
19. Textbook pages Pp40-47 Pena and Anudin, Oral Communication. www.youtube.com/non-verbalcommunication
Vibal Group Inc. 2016 http://youtube.com/watch?v=QOkrS1v7Ywk
pp13-20, Ang, Jaime, Oral Communication in www.youtube.com/post-it love
Context for Senior High School.2016 www.youtube.com/for the birds

20. Additional Materials http://www.livestrong.com/article/97647- Pronunciation of

from exercisesbarriers-effective-communication/

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 Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets English Vowel Sounds
(LR)portal 1st http://blog.trainerswarehouse.com/ 5 - Diphthongs (with
Quarter communicationand -listening-exercises/ captions)-video clip
Communicationtheory.org for communication
models www.youtube.com/models of
communication

J. Other Learning Resource

XXVIII. PROCEDURES 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. 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.
OO. Reviewing previous lesson IPA chart and vowel triangle and communication
or presenting the new barriers
lesson
PP. Establishing a purpose for Listening Activity-Cloze test “Someone Like You” “Rolling in the “Sky Fall” by Adele a cloze test through listening to Explain the purpose and
the lesson a song will be listened and fill in the blanks on the Deep”by Adele the music benefits that can be
activity sheet provided to establish completion of a derived from the
the lyrics cloze test content/LM/RM/
QQ. Presenting Reading and discussing the procedure for the Same Short video clip on the non verbal types of Other Short video clip
examples/Instances of the performer and for the partner communication on the non verbal types
new lesson of communication
RR. Discussing new concepts Pronunciation of English
and practicing new skills # 1 Vowel Sounds 5 -
Diphthongs (with
captions) words drill
SS. Discussing new concepts Cloze exercise-for active listening “Camping” “Water Cycle “Canada Cloze Test” Role playing
and practicing new skills # 2 cloze test “Cloze Test
TT. Developing mastery Oral reading exercise, short quiz Other Oral reading exercise Oral reading exercise
(leads to Formative descriptive
Assessment 3) adjective words
drill
UU. Finding practical The students perform the given task and activity Presentation of Booking a local hotel through a telephone Oral reading Film Showing
application of concepts and Find an English Song and translate it in Cebuano the song conversation(Marco Polo Hotel) exercise(individual) and
skills in daily living or Surigaonon dialect and present it to the class A skit telephone comprehensio
conversation n
through a presentation.
Booking a plane ticket activitiy, words
through a telephone
conversation (cebu
pacific air)

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 drills
VV. Making generalizations and
abstractions about the
lesson
WW. Evaluating learning Group presentation Same Same Same
XX. Additional activities for Short quiz Same Short Video Clips of Non-verbal and let the learners Same
application or remediation identify the types
XXIX. REMARKS

XXX. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
CC. No. of learners who earned
80% in the evaluation
DD. No. of learners who require
additional activities for
remediation who scored
below 80%
EE. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
FF. No. of learners who
continue to require
remediation
GG. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well?
Why did these work?
HH. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
II. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a
materials did I use/discover presentation. Booking a local hotel through a telephone conversation(Marco Polo Hotel)
which I wish to share with Booking a plane ticket through a telephone conversation (cebu pacific air)
other teachers?
Submitted to:

20
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MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 8-11 ,9:00-10:00 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Frida

y
XXXI. OBJECTIVES Discusses the functions of communication 3.Watches and listens to sample oral communication activities
Identifies the speaker’s purposes 4.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her
purpose

P. Content Standard The learner values the functions/purposes of oral communication

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

R. Learning
Competency/Objectives
Write the LC code for each.
Discusses the functions of communication Identifies the Watches and listens to sample oral communication Ascertains the verbal
Watches and listens to sample oral speaker’s activities and non verbal cues
communication activities purpose/s that each speaker
uses to achieve
his/her purpose

XXXII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNDAMENTALS *Verbal & Non- Verbal Communication Functions of Intercultural communication Intercultural communication
OF Functions of communication communicatio
COMMUNICATIO n Features of
N communicatio
n

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 XXXIII. LEARNING
RESOURCES
K References RESOURCES
. Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types
of
Speech Communication. 12th ed. New York:
Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf
. Accessed January 7, 2016.

21. Teacher’s Guide pages

22. Learner’s Materials
pages
23. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context
for Senior High School.2016

24. Additional Materials http://www.livestrong.com/article/97647- Pronunciation of English

from pp.14-17DEPED – PFT Manual Activity Sheets exercisesbarriers-effective-communication/ Vowel Sounds 5 -
Learning Resource 1st Diphthongs (with captions)-
(LR)portal Quarter http://blog.trainerswarehouse.com/ video clip
Communicationtheory.org for communication communicationand -listening-exercises/
models www.youtube.com/models of

22
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 communication

L. Other Learning Resource

XXXIV. PROCEDURES 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. 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.
YY. Reviewing previous lesson IPA chart
or presenting the new
lesson
ZZ. Establishing a purpose for Explain the purpose and benefits that can be Same Same Same
the lesson derived from the content/LM/RM/
AAA. Presenting Reading and discussing the procedure for the Same Same Same
examples/Instances of the performer and for the partner
new lesson
BBB. Discussing new concepts Group activity- Donkey’s tail – for attention, active Phrase ball- Same Role playing
and practicing new skills # 1 listening, right command and direction and identify group work to
distracters encourage
rapid fire
thought and
communication
CCC. Discussing new concepts Cloze exercise-for active listening Short clip movie Pronunciation of English
and practicing new skills # 2 to watch Vowel Sounds 5 - Diphthongs
(with captions) words drill
DDD. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
EEE. Finding practical The students perform the given task and activity Same Same Oral reading
application of concepts and exercise(individual
skills in daily living ) A skit telephone
conversation
FFF. Making generalizations
and
abstractions about the lesson
GGG. Evaluating learning Group presentation Same Same Same
HHH. Additional activities for Short quiz Same Same Same
application or remediation
XXXV. REMARKS

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 XXXVI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
JJ. No. of learners who earned
80% in the evaluation
KK. No. of learners who require
additional activities for
remediation who scored
below 80%
LL. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
MM. No. of learners who
continue to
require remediation
NN. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well?
Why did these work?
OO. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
PP. What innovation or Booking a local hotel through a telephone conversation(Marco Polo
localized materials did I Hotel) Booking a plane ticket (cebu pacific air)
use/discover which I wish
to share with other
teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL I

24
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 25
Jski.dv
 GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 15-19 ,8:30-10:30 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XXXVII. OBJECTIVES 1.Watches and listens to sample oral communication activities 2.Ascertains the verbal and non verbal cues that
2. awareness of different languages existing each speaker uses to achieve his/her purpose

S. Content Standard The learner values the functions/purposes of oral communication

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

XXXVIII. TOPIC / Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
CONTENT Nature of intercultural communication Developmental model of intercultural communication Characteristi Characteristics of
cs of competent intercultural
FUNDAMENTAL competent communication
S intercultural
OF communicati
COMMUNICATI on
ON
XXXIX. LEARNING
RESOURCES
M References RESOURCES
. Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and
Types of Speech Communication. 12th ed.
New York:
Harper Collins

26
Jski.dv
 Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/
Week1_Lesson7.pdf. Accessed January 7,
2016.

25. Teacher’s Guide

pages
26. Learner’s Materials
pages
27. Textbook pages Pp40-47 Pena and Anudin, Oral
Communication. Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016

28. Additional Materials https://www.salto-youth.net/downloads/4-17- Pronunciation of

from pp.19-21DEPED – PFT Manual Activity 1789/booklet%20 English
Learning Resource Sheets 1st intercultural%20communication%20Resource Vowel Sounds 5 -
(LR)portal Quarter %20Pack.pdf Diphthongs (with
Communicationtheory.org for communication captions)video clip
models
www.youtube.com/models of communication

N. Other Learning Resource

XL. PROCEDURES 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. 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.
III. Reviewing previous Remedi
lesson or presenting the al
new lesson Class ,
oral
drills
and film
showing
JJJ. Presenting Same Same Same
examples/Instances of
the new lesson
KKK. Discussing new Phrase ball-group work to encourage rapid fire Same Role playing

27
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concepts thought and communication
and practicing new skills
#1
LLL. Discussing new Cloze exercise-for active listening Short clip movie to watch Pronunciation of
concepts and practicing English
new skills # 2 Vowel Sounds 5 -
Diphthongs (with
captions)
words drill
MMM. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
NNN. Finding practical The students perform the given task and Same Same Oral reading
application of concepts activity exercise(individu
and skills in daily living al) A skit
telephone
conversation
OOO. Making
generalizations and
abstractions about the
lesson
PPP. Evaluating learning Same Same Same
QQQ. Additional activities for Short quiz Same Same Same
application or
remediation
XLI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
QQ. What innovation or Booking a local hotel through a telephone conversation(Marco Polo
localized materials did I Hotel) Booking a plane ticket (cebu pacific air)
use/discover which I wish
to share with other
teachers?
Submitted to:

MRS. MARITES L. PETALLO

DCNHS SECONDARY SCHOOL PRINCIPAL IV

28
Jski.dv
GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 22-26 ,8:30-10:30 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 29-31, September 1-2,8:30-10:30 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 5-9, 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 12-16, 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 19-23, 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time September 26-30, 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time October 2-6, 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION

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 Time October 9-13 2016 Quarter FIRST

GRADE 11 DAILY School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time October 16-20; 23-27, 2016 Quarter FIRST

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