DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE

11
(ORAL COMMUNICATION IN CONTEXT)

Date: June , 2016 (Day 1) Week: 1 Quarter: I

Subject: Oral Communication in Context Grade: 11 Semester: First

Topic: 1. Definition of Communication

2. Nature and Process of Communication intended

Learning Competencies No.1-2:

1. Defines communication (EN11/12OC-Ia-1)
2. Explains the nature and process of communication (EN11/12OC-Ia-2)

I. OBJECTIVES

A. Cognitive
Define what communication is
` Explain the nature and process of communication
B. Affective
Value one’s name, gender identity, and responsibility sincerely
Accept willingly a task without counting the cost
C. Psychomotor
Present a tableau presentation showing the nature and process of
communication touching the value of one’s name, gender identity and
responsibility at home

II. MATERIALS/SUBJECT MATTER

A. References: Curriculum Guide (CG) – Oral Communication in Context

p.1 Speech Communication by W.D. Brooks and R.W.
Heath google.com

B. Materials: Graphic Organizer, Pictures, LCD Projector, Laptop, Cartolina, Bell

C. Integration:
Values Education –
1. Bible Verse - Ephesians 6:1-3
2. Crucifixion of Jesus (Video)
3. Fr. Patrick Payton’s Message
Araling Panlipunan – Family Code of the Philippines
Mass Media – Jollibee Commercial (The Value of Family)

D. Multiple Intelligences: Visual-Spatial, Musical, Verbal-Linguistic,

Interpersonal, Intrapersonal, Bodily-Kinesthetic

E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual

F. Thinking Tools: Look Others’ Views (LOV), Think All Consequences (TAC)

III. PROCEDURES

A. Preparatory Activities

1. Daily Routine
a.) Prayer – Ask students to pray by singing “Rejoice in the Lord Always”
 Group Singing – “Rejoice in the Lord Always”
Rejoice in the Lord always
And again I say rejoice (2x)
Chorus:
Rejoice, rejoice
And again I say rejoice
Rejoice, rejoice
And again I say rejoice
[Repeat]

b.) Cleaning of Classroom

c.) Checking of Attendance
d.) Recapitulation of the previous topic/s in English 10 leading to oral
communication

2. Activating Prior Knowledge

Ask the class: “Do you have specific job at home? What are the different
household chores you do at home? Are these tasks easy or difficult for you?
How do you react when you can’t perform the tasks given to you by your
parents? Have you noticed the tone of your voice? How do your parents
respond from your complaints?”

3. Presentation of the Objectives

Ask students to read the objectives of the lesson.

B. Development of the Lesson

1. Motivation - “Face to Face!

Ask students to choose their partner, then, ask them to face one another
without talking or moving. The rule is no one will talk or laugh. If someone
laughs or talks, s/he will seat until the last person who is not laughing will be the
winner.

Questions for Processing:

Have students the following questions:
1. How did you find the activity?
2. Which among the ideas shared is essential for you?
3. What have you realized from the activity?

2. Presentation

Ask students to give input on the definition and the nature and process of
communication with the following tasks:
a. Ask students to give the definition of communication using Pop
Corn Recitation Strategy.
b. Have them give the nature and process of communication.
c. Let the teacher give additional information on the definition, nature
and process of communication.

3. Activities

a. Ask students to draw on the board the usual nature and process
of communication using a diagram.
 b. Let them give situations at home or family conversations pertaining
to giving tasks wherein the nature and process of communication are
related.
c. Ask them to classify from the given situations the components of the
process of communication to determine who/which is the Sender,
the Message, the Channel, and the Receiver of the massage.

4. Application

a. Tell the Story of Your Name!

1.) As an application of giving the root definition of communication, this
activity allows students to introduce the root story of their names to give
the exact descriptions of their personality. Since this is the first day of
classes, this would give a chance to get to know one another better.
2.) Ask the students to share with the group any stories, facts, history,
background, etc., about his or her names, either first or last. Ask them to
write the descriptions and origins of their names in a creative ways using
art materials and cartolina strips.
3.) Let selected students present their answers with time limits.
4.) Lead them that they will be graded using the given criteria:

No. Criteria 5 4 3 2 1
1. Content
2. Creativity
3. Presentation
4. Originality
5. Time Limit
TOTAL

b. Lead them the importance of communication and its nature and process
to real life situations especially in the family relations.
c. Have them connect the definition and the nature and process of
communication in the real life situations in doing tasks sincerely at
home.
d. Ask students to watch a two-minute video presentation about the crucifixion
of Jesus Christ to stress the value of obedience. Let them watch a 15-
second mass media commercial to realize contentment of having good
family ties. Let them read the family code which signifies the real essence
of good and harmonious family relations.
e. Ask the class: “How do you value one’s name and identity sincerely?
How do you accept willingly a task without counting the cost? Justify your
answer.”

IV. EVALUATION

IT’S SHOWTIME!

a. Ask students to form the class into five groups. Ask them to present a
tableau presentation showing the nature and process of communication
touching the value of one’s name, gender, identity, and responsibility at
home.
b. Lead them that they will be graded using the given rubric:

Rubric for Tableau Presentation

Group No.
Group
Members:
 Criteria Very Good(5) Good (3-4) Needs Rating:
improvement(2-1)
Clarity of Content The content The content The content was
and Presentation was very clear was clear and vague and confusing
and can be can be
easily understood
understood
Creativity The tableau The tableau The tableau was quite
was very was creative creative and related to
creative and and related to the scene
related to the scene
the scene
Time Allotment The group The group The group did not
finished on time almost finished finish on time
on time

V. ASSIGNMENT

A. Explain the message of Spiderman “Great power comes great responsibility.”

by doing any of the following:
1. Creating a slogan
2. Making a 3-stanza poem
3. Composing lyrics

B. Research about models of communication and give specific scenarios pertaining

to these.

DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE

11
(ORAL COMMUNICATION IN CONTEXT)

Date: June , 2016 (Day 2) Week: 1 Quarter: I

Subject: Oral Communication in Context Grade: 11 Semester: First
Topic: Models of Communication

Learning Competencies No.3:

Differentiates the various models of communication (EN11/12OC-Ia-3)

II. OBJECTIVES

A. Cognitive
Differentiate various models of communication
B. Affective
Value friendship truthfully

C. Psychomotor
Perform differentiated activities signifying the various models of communication
in line with valuing friendship sincerely

III.MATERIALS/SUBJECT MATTER

A. References: Curriculum Guide (CG) – Oral Communication in Context

p.1 google.com

B. Materials: Laptop, Graphic Organizer, LCD Projector, Cartolina, Bell, Manila Paper

C. Integration: Values Education

Bible Verse – Proverbs 27:9 – Friendship

D. Multiple Intelligences: Musical, Verbal-Linguistic, Spatial, Interpersonal,

Intrapersonal, Bodily-Kinesthetic

E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual

F. Thinking Tools: Think All Consequences (TAC), Look Others’ Views (LOV)

IV. PROCEDURES

A. Preparatory Activities

1. Daily Routine
a.) Prayer – Ask students to pray by singing “This is the Day”

Group Singing – “This is the Day”

This is the day, this is the day.

That the Lord has made, that the Lord has made.
We will rejoice, we will rejoice,
And be glad in it, and be glad in it.
This is the day that the Lord has made.
We will rejoice and be glad in it.
This is the day, this is the day
That the Lord has made. (2x)

b.) Cleaning of Classroom

c.) Checking of Attendance
d.) Recapitulation of the previous lesson on the definition and nature and
process of communication.

2. Activating Prior Knowledge

Ask the class: “What is friendship? Do you have friends? What are the
 characteristics of your friends? How do you talk together when you
have interesting stories to tell with?”

3. Presentation of the Objectives

Ask students to read the objectives of the lesson.

B. Development of the Lesson

1. Motivation - “Let’s Write!”

Ask students to write the word communication on the board or newsprint
and ask them to give examples of ways they communicate. List their
responses, adding others from the list below, as appropriate:

a. Talking face to face

b. Talking on the phone
c. Writing an e-mail
d. Creating a video
e. Participating in an online activity
f. Texting
g. Instant messaging or chat
h. Telling a story
i. Acting
j. Giving a speech
k. Sending non-verbal signals with posture or gestures
l. Making a face
m. Writing a poem
n. Singing a song

Questions for Processing:

Have students the following questions:
1. Let them answer the following
questions: 1.) How did you find the
activity?
2.) Which among the ideas shared is essential for you?
3.) What have you realized from the activity?
2. Ask someone to explain the point of communication. Lead them to
articulate that communicating means sending a message from
one person to others.

2. Presentation

a. Display diagrams illustrating the different models of communication.

b. Ask the students to explain the elements in the models:

1.) The sender creates and transmits the message.

2.) The receiver is the person (or group) who receives and responds

to the message.
3.) The message includes both the sender's information and also the
receiver’s interpretation of the message.
4.) Feedback is the way the receiver acknowledges the message and
transmits information about the message received and also how the
sender interprets that acknowledgment.

c. Teacher gives additional information about the differences of the models

of communication.
3. Activities
a. Ask students to read the example of communication between two
friends below:
 Erick and Jay Arr are talking. Erick says, “I don't think I want to go to the
Acquaintance Party tonight. Greg is going to be there. I think I'll just stay
home and watch television.”
b. Ask the class the following
questions: 1.) Who is the sender?
2.) Who is the receiver?
3.) What message is Erick sending to Jay Arr?

c. Lead the students that the message is not just what a person says, but also
the meaning of that message. Meaning takes more than one form. That is, it
can be the meaning(s) as intended by the sender and the meaning(s) as
interpreted by the receiver. Sometimes, the sender may have more than one
meaning and/or the receiver may understand more than one meaning. Also,
remind them that the point that feedback is the way the receiver lets the
sender know she or he got a message and the way the sender finds out if
the receiver correctly understood the message.
b. Ask students to do the following activities:

1.) Ask students to review the scenario between Erick and Jay Arr. Ask the
group what Jay Arr could say to Erick to clarify the message received
(give Erick feedback). Several possibilities include:
a.) Jay Arr can ask a question: “Erick, are you saying you don't like Greg
anymore?”
b.) Jay Arr can tell Erick he doesn't understand: “l guess I don't really
understand why you don't want to go. I thought you liked William.”
c.) Jay Arr can repeat the message he thinks Erick sent:
“Erick, it sounds like you are worried about seeing Greg at the
party.”

c. Point out that any one of these responses opens the door for Erick to
communicate again with Jay Arr and give additional information. Without
feedback from Jay Arr, Erick will not know if Jay Arr misunderstood and
Jay Arr may never know what Erick meant. If Jay Arr asks no questions,
Erick may not tell his friend what she is really feeling.
d. Tell the group that poor communication can result from any breakdown in
the communication models:
a. The sender fails to send a clear message.
b. The receiver does not listen carefully and fails to get the correct message.
c. The receiver fails to clarify the message by giving feedback to the sender.
d. The sender does not acknowledge and/or respond to the feedback.

4. Application

a. Push your Pen! To conclude the activity, ask students to form groups of
five to answer the questions below. Ask them to write their answers on
Cartolina/Manila Paper. Ask each group to present their answers to their
classmates.
1.) What do you think about the communication model?
2.) Have you ever had difficulty sending a message? What happened?
Why is it sometimes difficult to say what we really mean?
3.) Have you ever tried to communicate and been misunderstood? What
happened? What could you have done differently?
4.) What happen when communication breaks down between you and your
friends? (Answers may include, but are not limited to: the sender may
get angry or frustrated when the message is not interpreted correctly;
the receiver may get hurt feelings if he/she thinks the sender has sent a
negative message; a job may be done incorrectly because the receiver
 did not understand the message; a relationship may end because two
people have not been able to communicate clearly.)
b. Lead them the importance of models of communication to real life
situations especially in friendship.
c. Let them read a Bible Verse which signifies the real essence of good
and harmonious relationship in friendship.
d. Ask the class: “Knowing the varied models of communication, how do
you value the words and message of your friends sincerely? How will
your respect others sentiments and identities? Justify your answer.”
e. Emphasize that poor communication causes problems in friendship
relationships and in other similar situations. Tell the group that the next
few activities will help them learn and practice some of the rudiments of
good communication.

V. EVALUATION

IT’S YOUR TIME TO SHINE!

1. Ask students to perform any of the following differentiated activities signifying

the various models of communication in line with valuing friendship sincerely:
a. Drawing a diagram illustrating conversation of two friends on how to help
one another
b. Creating script for a play showing vacation plan conversation of two or
more friends.
c. Making a telephone conversation script signifying two friends giving advice
to one another.
d. Constructing lyrics of a song with a conversation for each stanza of two
friends about love.
2. Remind them that they are expected to perform and present the said outputs
next meeting.
3. Lead them that they will be graded using the given criteria:

No. Criteria 5 4 3 2 1
1. Contents
2. Teamwork
3. Presentation
4. Originality
5. Creativity
6. Time Limit
TOTAL

VI. ASSIGNMENT

A. Ask students to visit some places with crowded people. Have them record how
the people talk one another to see various models of communication.

B. Bring appropriate costumes and props for the presentation of the outputs made.