A Lesson Plan in Oral Communication in Context

(Time Frame: 1hour & 20 minutes)

Prepared by: Kristal Godoy-Entrino
SHST-III, Davao Oriental Regional Science HS, Division of the City of Mati

________________________________________________________________________________

Content Standard:
Performance Standard:
Learning Competencies:
The learners understand the nature and elements of oral
communication in context.
The learners designs and performs effective controlled and
uncontrolled oral communication activities based on context.
Distinguishes the unique feature(s) of one communication process
from the other. (EN11/12OC-Ia-4)

I. OBJECTIVE

At the end of the lesson, students are expected to:

a. Give solution to an environmental problem; and

b. Present environmental message through nonverbal communication.

II. SUBJECT MATTER

A. Topic: Non Verbal Communication

(Promote Environmental Awareness through Nonverbal
Communication)
B. Source: K-12 Supplementary Learners’ Materials for English
C. Materials: LCD Projector, Laptop, Chalkboard
D. Values Integration Concepts: giving importance in saving the environment, teamwork,
cooperation, sensitivity towards peers

III. PRELIMINARY ACTIVITIES

A. Prayer
B. Greetings
C. Checking of Attendance
D. Review
(Teacher asks students on the different barriers of communication.)

IV. PROCEDURE

A. Activity
 Activity Name: Pass the Environmental Message

 Students form a line (group).

 The first students on the line face front (towards the teacher) while other members
face back (away from the teacher).
 The first students on the line go to the teacher to see the message. They will then
return to their group and act out the message. The teacher emphasizes that no
words shall be uttered, only actions.
 The last students will then relay the environmental message to the teacher. The
process goes on until all five messages are passed.
 The group to get the correct answer receives a point.

B. Analysis

a. Ask the class how they came up with the answer.

b. Ask the class on what they think will be the focus of today’s lesson.
c. Reading of the lesson’s objective.

During discussion, students stay with their group. The teacher orients students of
their task and of the rubric for the activity (see Appendix A). The teacher distributes
picture to every group and instructs students to define the different categories of
nonverbal communication base from the pictures given. They will also give other
examples. Answers shall be written on a manila paper and to be posted on the board
afterwards. Representative of each group explains the group’s answers. The teacher
processes the groups’ answers. Deepening of the discussion will be done through video
and powerpoint presentations).

C. Abstraction

Nonverbal Communication

-is a communication done through actions or facial expressions or body language

-an interaction where actions are used to convey a message

Four Categories of Nonverbal Communication

1. Aesthetic – involves creative expression such as art, music, dance, theater, crafts, painting,
sculpture.
2. Physical – involves bodily movements used during interactions such as smile, frown, wink,
touch, smell, gestures and other bodily movements
3. Signs – include any signals that are used or displayed to communicate a message or that
have special meaning; examples: signal flags or lights, 21 gun salute, sirens, horns
4. Symbols – are any material objects that promote social status such as jewelry, cars,
clothing; religious purposes

Functions of Nonverbal Communication

  Reinforces or modifies what is said in words
 Conveys information about the emotional state of the speaker or listener and anyone
else in the audience
 Defines or reinforces the relationship between the people, especially a speaker and his
listener
 Provides feedback to the other person
 Regulates the flow of communication

D. Application

This time, the groups think of an environmental problem observed in the school and
community. They are going to present the problem through “word-less” presentation (see
Appendix B for rubrics in grading “word-less” presentation) by choosing from the nonverbal
categories. The presentation must provide a picture/scene/situation of their chosen
environmental problem. Reasons for such problem shall also be presented.
The teacher can promote peer critiquing in a way that other groups can rate the
presentations of their classmates. 50% of the rating comes from the teacher and 50% from
other groups.

V. EVALUATION

In connection with the problems presented in the application, students give solution to
the chosen environmental problem. They are going to present their environmental message
through nonverbal communication (see Appendix C for rubrics in grading role-play
presentation). Students stay with the same group. Each group picks their nonverbal
presentation such as poster making, pantomime role play, tableau, dance, and collage
(forming an object that symbolizes their campaign).
The teacher can promote peer critiquing in a way that other groups can rate the
presentations of their classmates. 50% of the rating comes from the teacher and 50% from
other groups.

The teacher asks few questions to know student’s reflection of the activity.

a. What can you infer about the campaigns presented by your classmates?
b. Why is it important to advocate environmental awareness and protection?
c. What is the importance of nonverbal cues in communication?

VI. ASSIGNMENT
 The students research on the positive and negative body languages and write them on
their lecture notebook.

Appendix A –
ASSESSMENT RUBRIC IN GROUP REPORTING

Critteria 3 2 1 Score

Cooperation All members One or two members Three or four

participate actively become inactive in the members become
preparation and inactive in the
presentation preparation and
presentation
 Delivery and The group explain The group explain the The class find the
Presentation of the assigned fallacy assigned fallacy but group’s explanation
the topic clearly and there are few important difficult and
accurately; details missing; confusing;
representative is representative is representative just
confident and somewhat confident read and unsure
knowledgeable and knowledgeable

Content All the answers and There is one error with There two errors with
example presented the answers and the answers and
by the group are example of the group example of the group
correct

Appendix B -
ASSESSMENT RUBRIC IN “WORD-LESS” PRESENTATION

Critteria 3 2 1 Score
Cooperation All members One or two members Three or four
participate actively become inactive in the members become
preparation and inactive in the
presentation preparation and
presentation

Presentation All members show Members show some Members are unsure
confidence; the confidence; present of their responsibility;
presentation is some information and somewhat
informative and engages the audience; informative and
entertaining; use some nonverbal engages the
members use cues audience
appropriate intermittently; show
nonverbal cues some nonverbal cues

Content The group presents The group presents an There group presents
an accurate and accurate example but is a wrong and not
existing not existing problem in existing
environmental the school environmental
problem in the problem in school
school

Appendix C -

ASSESSMENT RUBRIC for VARIED GROUP TASKS

Critteria 3 2 1 Score
Cooperation All members One or two members Three or four
participate actively become inactive in the members become
and collaboratively preparation and inactive in the
in the preparation presentation preparation and
and presentation presentation
Presentation All members show Members show some Members are unsure
confidence; the confidence; present of their responsibility;
presentation is some information and somewhat
informative and engages the audience; informative and
entertaining; engages the
audience
intermittently;

Content The group presents The group presents a The group presents
an accurate and presents an accurate an impractical and
feasible but not so feasible unattainable
environmental environmental environmental
campaign campaign campaign

Creativity The group presents The group presents a The group presents
a very creative, creative campaign an unoriginal and
original and well- uninventive
thought campaign campaign