Oral Communication DLL First Sem Week 1

SENIOR HIGH SCHOOL DAILY LESSON LOG

SCHOOL TEACHER TEACHING DATES AND TIME

Session 1

GNHS-H (TRINIDAD ANNEX) K D. LIM JUNE 3-7, 2019

Session 2

GRADE LEVEL LEARNING AREA QUARTER

Grade 11-TVL Oral Communication in Context First/ Week 1

Session 3

Session 4

I.OBJECTIVES

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards B. Performance Standards C. Learning Competencies/Objectives Write the LC Code for each

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. The learner… The learner… The learner… The learner…

II.CONTENT

defines communication. (EN11/12OC-Ia-1)

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

explains why there is a breakdown (EN11/12-Ia-5)

explains the nature and process of communication. (EN11/12OCIa-2)

distinguishes the unique features of one communication process from the other. (EN11/12OC-Ia-4)

uses various strategies in order to avoid communication breakdown (EN11/12OC-Ia-6)

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.

Nature and Elements of Communication Definition; The Process of Communication

III.LEARNING RESOURCES A. References 1. Teacher’s Guides/Pages 2. Learner’s Materials Pages

3. Textbook Pages

Demonstrates sensitivity to the socio-cultural dimension of communication situation with focus on (EN11/12OC-Ia-7): a. culture (EN11/12OC-Ia-7.1) b. gender (EN11/12OC-Ia-7.2) c. age (EN11/12OC-Ia-7.3) d. social status (EN11/12OC-Ia-7.4) e. religion (EN11/12OC-Ia-7.5)

Models of Communication The Process of Communication

Barriers to Communication Verbal Communication and Nonverbal Communication

Intercultural Communication; Verbal and Nonverbal Communication

List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

Oral Communication in Context for Senior High School by P. J. F. Sipacio and A. R. G. Balgos, pp. 24

Oral Communication in Context for Senior High School by P. J. F. Sipacio and A. R. G. Balgos, pp. 2-4

Oral Communication in Context for Senior High School by P. J. F. Sipacio and A. R. G. Balgos, pp. 2-4

Oral Communication in Context for Senior High School by P. J. F. Sipacio and A. R. G. Balgos, pp. 2-4

4. Additional Materials from Learning Resources (LR) portal B. Other Learning Resources

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 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 lesson or presenting the new lesson

Talk With The Strangers Activity

The class review yesterday’s lesson.

The class review yesterday’s lesson.

The class review the yesterday’s lesson.

Direction: The learners will introduce themselves. After that, they will draw their numbers from 1 to 3 for the activity. Freeze! Activity

Pass the Message Activity

More of Drama Activity

Charades Activity

Direction: After the learners are grouped, they will present a tableau about communication.

The learners will form five groups. Each should relay a message which will be drawn from a box.

Direction: The learners will dramatize situations that the teacher will assign to them.

Direction; The class will form five groups. Each group should send one representative who will act out a list of words. The winner will be the group having the highest number of guessed items.

Discuss the definition of communication and its nature.

Discuss the process of communication.

Discuss functions of communication.

Discuss about verbal and nonverbal communication. Then, answer Exercise V, page 11

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new lesson D. Discussing new concepts and practicing new skills #1

Do Exercise III, page 7

E. Discussing new concepts and practicing new skills #2

Discuss the elements of communication.

Discuss the models of communication.

Direction: Identify the function of communication in each of the following situations. Write your answers on the space provided. Discuss the features of an effective communication Discuss the barriers of communication.

Direction: Write T before each number if the statement is true and F if the statement is false.

Discuss definition and nature of intercultural communication.

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

Have a true or false test about communication: its nature and elements.

Do Exercise II activity, page 6

The class do Exercise IV, page 9

Do Exercises II and III, page 22.

Study the printed the diagram.

Ask:

Ask:

Direction: As a class, complete the semantic web with a word or group of words relevant to communication. You can assign a representative to gather and/or consolidate the responses of the class. Ask:

Ask:

How the concept of communication will help you to gain opportunities?

How the models of communication will help you to have good communication?

How the various concepts will help you to be a good communicator?

The learners generalize things about communication.

The learners differentiate the process and models of communication.

The learners summarize what they learned.

I. Evaluating Learning J. Additional activities for application or remediation

V.REMARKS VI.REFLECTION A. No. of learners who earned 80% of the formative assessment B. No. of learners who require additional activities to 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 material did I use/discover which I wish to share with other teachers?

How the verbal and nonverbal communication affect intercultural communication. How will you talk with foreigners considering the learning you received? The learners synthesize what they learned. The learners will have a quiz.

Oral Communication in Context is taken four (4) times a week by the learners with one (1) hour per meeting. 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 relevant questions.