As per DepEd Order No. 42, s.

2016
DAILY School Tupsan National High School Grade Level 11
LESSON Teacher Bernadette D. Domoloan Learning Area ORAL COMMUNICATION IN CONTEXT
LOG Teaching Dates and Time JUNE 4 – 8, 2018 Quarter FIRST/WEEK 1

DAY 1 DAY 2 DAY 3 DAY 4

I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Other Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
In this lesson, the students should be able In this lesson, the students should be able In this lesson, the students should be able In this lesson, the students should be able
to: 1) define communication; 2) explains the to: 1) differentiate the various models of to: 1) identify the function of communication to: 1) watch and listen to a video
nature and process of communication; and communication; and 2) identify unique in different communicative activities; and 2) presentation; 2) understand the video
3) reflect on the lessons learned in this unit. features of each communication models identifies and explain the function of watched; 3) identify the verbal and non –
communication regulation/control. verbal cues used by the speaker in order to
achieve his/her purpose.
The learner understands the nature and elements of oral communication in context.
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
LC 1. Defines communication (EN11/12OC- Learners will be able to: Learners will be able to: 3. Watches and listens to sample oral
Ia-1) 1. Differentiate the various models of 1. Discusses the functions of communication. (EN11/12OC-Ibe-10)
LC 2. Explains the nature and process of communication (EN11/12OC-Ia-3) communication. (EN11/12OC-Ibe-8) 4. Ascertains verbal and non-verbal cues
communication (E EN11/12OC-Ia-2) 2. Distinguishes the unique features of one 2. Identifies the speaker’s purpose(s). that cues that each speaker uses to achieve
communication process from the other (EN11/12OC-Ibe-9) his/her purpose. (EN11/12OC-Ibe-11)
(EN11/12OC-Ia-4)
NATURE AND ELEMENTS OF Communication Models Functions of Communication
COMMUNICATION – Definition of Regulation/Control
Communication
2–3 3 4
2–4 5–6 7
3–4 5–9
Activity Sheets Activity Sheets
Video Clip, Powerpoint Presentation or Visual Materials
Review of the previous lesson. Sharing of the reflection in class the previous Sharing of the reflection in class. Students will be asked to reflect on the
day.. previous discussion.
Open the lesson with examples of some Open the lesson with pictures such as: Open the lesson with pictures such as: Ask: To what elements of communication do
situations where communication takes place  A telephone  A warning sign you need to look at in order to identify the
 Two people talking  Street Signs function of communication?
In the school, at home, conversing with  Magazine or a TV anchor  Announcements
friends, emailing, social media chat, phone
call, courtship where a man gave flower to a
woman, talking to self, etc.

C. Presenting examples/instances 1. Form groups of four to five members. Ask: Is there only one way to explain how Ask: When you see these things posted  Ask students to cite different
of the new lesson 2. Create a two-minute group presentation communication works? somewhere or whenever someone tells you verbal and non – verbal cues

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)
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
that reflects your understanding of what
“communication” is about using the following
guide questions.
a. Which groups effectively communicated
their message? Give reasons why the
presentation was effective.
b. Is effective communication important?
Why? Why not?
Facilitate the discussion like a game show
host on communication and encourage
students to give their ideas quickly and
actively.
Students perform Exercise 1 on page 4.
Students take turns in citing a fact about
communication & listen to what others have
to say.
After the activity, synthesize the answers of
the students then discuss the definition and
nature of communication
Discuss the elements of communication. To
illustrate this in action, play a video of
sample interaction.
Let students identify the elements of
communication exchange in the video.
Let students accomplish Activity 1 Sheet
Ask students to describe their experiences
when talking to the following:
• A member of the opposite sex
• Someone older or younger than them
• A person from a different religion
Ask volunteers to share anecdotes of
interactions with people of different gender,
age, religion, or social status.
Give students a short exercise.
Let students reflect on what they have
learned after taking up this unit by
Let students give their ideas and let them
give examples, if possible.
Or show slides of different communication
processes.
Discuss the fact that the process of
communication through the views of
theorists and philosophers. Present a slide
that contains a comprehensive overview &
explanation of classic models of
communication.
Discuss the Shannon-Weaver and
Transactional Models. Show a video that
illustrates these interactions, or ask students
to come up with their own exchanges which
follow each model.
Let students perform Exercise II on page 6.
As the students discuss, go around the room
and assist them if they have questions. Note
that this activity prompts students to critically
analyze and differentiate communication
models. Knowledge of the elements of
communication is also demonstrated iv this
activity.
Ask students to identify different
communication activities that can be
categorized in regulation/control function.
Ask: When can you say that a
communication process follows the
Aristotle’s Model, Shannon-Weaver,
Transactional or Schramm Model?
Give a short activity.
No homework will be submitted for the next
session.
something, what did you usually do?
Discuss the function of communication
regulation/control.
PICTURE ANALYSIS:
Base on the pictures, the students will
identify which of the pictures can be
categorized under regulation and control.
Ask students to identify different
communication activities that can be
categorized in regulation/control function.
Ask: When can you say that the function of
communication is regulation/control?
Exercise III on page 7
No homework will be submitted for the next
session.
which can be used when the
purpose of communication is to
regulate or control. (e.g. directive
words and pointing of fingers into
something)
Brief discussion of verbal and non – verbal
cues.
The students will watch a video. They will
identify the different verbal and non – verbal
cues used by the speaker.
Guide Questions:
1. What is the video all about?
2. What do you think is the purpose of the
speaker in this video?
3. What is the function of communication
presented in the video? How do you say so?
4. What are the verbal and non – verbal
cues used by the speaker?
Ask: Do you experience using those verbal
and non – verbal cues when you
communicate to other people?
What are some of the verbal and non –
verbal cues you use when you communicate
to regulate or control?
How do verbal and non – verbal cues help in
determining the function or purpose of
communication?
Give a short activity
Observe the communication activities
happening throughout the day and list all of
 completing the reflection chart. the verbal and non – verbal cues under
 I thought… Regulation/Control.
 I learned that…
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
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 these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by:

BERNADETTE D. DOMOLOAN DORIS J. YU

SHS TEACHER II School Head