OC 2

Department of Education Region III Division of Pampanga SALAPUNGAN NATIONAL HIGH SCHOOL

Candaba School: SALAPUNGAN NATIONAL HIGH SCHOOL

DAILY LESSON LOG

Grade Level: GRADE 11

Teacher: MA. AIZA SP. SANTOS

Learning Area: ORAL COMMUNICATION IN CONTEXT

Teaching Date:

Quarter: FIRST

Session 1

PARTS/SESSIONS

Session 2

Session 3

Session 4

Content Standard: The learner understands the nature and elements of oral communication in context.  Performance Standard: The learner designs and performs effec tive controlled and uncontrolle d oral communication activities based on context. I.

OBJECTIVES

II.

CONTENT

The learner…

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

III.

1. 2.

The Learner…

1. Differentiates the various models of communication. (EN11/12OC-Ia-3) 2. Distinguishes the unique feature(s) of one communication process from another. (EN11/12OC-Ia-4)

1. Explains why there is a breakdown of communication. (EN11/12OC-Ia-5)

Communication Models

Verbal and Non-Verbal Communication

Definition and Nature The Process of Communication

The Learner…

1.

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

Effective Communication Skills Barriers to Communication

LEARNING

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LM pages 2-5

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LM pages 5-6

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LM pages 10

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LM pages 7-9

RESOURCES

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TG pages 1-3

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TG pages 3-4

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TG pages 5-6

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TG pages 7-8

Introduction: 1. Group Activity: Paint Me a Picture of Communication 2. Processing questions

I V.

The learner…

PROCEDURES

Introduction: 1. Recall of the previous lesson. 2. What are the graphic organizers that you know? 3. Why do we use graphic organizers? 4. Is it easier to explain or present a concept with the use of graphic organizer?

Introduction 1. Review the previous lesson by recalling one communication model and explaining it briefly using your own understanding. 2. Activity: Emote- Emoticons Show the students some emoticons that are usually used in phone messaging, Facebook status, and Messenger. Have them guess the emotions represented by these emoticons.

Introduction 1. Review: Fact or Bluff 2. Video Clip Viewing- Bb. Pilipinas Candidate Jenina San Miguel’s Q and A video. 3. Can you say that the woman in the video is an effective communicator? Why?

Teaching/Modelling 1. Show pictures of different communicative situations. 2. Discuss how communication is done in the pictures. 3. Discuss what communication is. 4. Explain the nature of communication. 5. Enumerate and explain the different elements of communication.

Teaching/ Modelling 1. Tell the students that the best way to understand communication is to see it graphically. 2. Present the different models of communication. Discuss how each model represents the process of communication.

Teaching/ Modelling 1. Discuss verbal and non-verbal communication. 2. Discuss the important things to be considered in verbal communication. 3. Explain the importance of non-verbal communication.

Teaching/ Modelling 1. Discuss the 7 Cs of Effective Communication. 2. Explain the Barriers to communication. Give examples of situations that illustrate these barriers.

Guided Practice 1. Group Activity: Working with the Elements 2. Processing Questions 3. Using the activity as basis, discuss how the process of communication takes  place.

Guided Practice 1. Group the students into groups of five. 2. Each group will be given a certain communication activity. 3. Students will analyze the communication activity and identify its elements: Source/Speaker Message Channel Feedback  Noise Receiver Communicative Situation 4. Each group will present their outputs using graphic organizers.

Guided Practice 1. Video Analysis a. Work in five groups.  b. Each group will be assigned a video that they will analyze. c. Identify the verbal and non-verbal cues in the video and explain how they helped in the communication  process.

Guided Practice 1. Video Analysis a. Watch some video clips that show communication barriers.  b. Assign a video per group. c. Each group will identify what  barrier hinders the communication  process in the video assigned to them. d. Suggest ways on how to overcome the barrier.

Independent Practice 1. Semantic Webbing that will sumup the nature and process of communication.

Independent Practice 1. Think of one communication activity that you had today. 2. Identify the elements of communication in that activity. 3. Using any of the models, illustrate how that communication took place.

Independent Practice Activity: Drama-Rama 1. Call out student volunteers. 2. Each one will draw out a strip of paper where a dialogue or a scenario is written. 3. The student must deliver the dialogue or perform the scenario with the proper verbal and non-verbal cues.

Evaluation 1. Acrostic writing using the word communication.

Evaluation 1. Assessment questions

Evaluation 1. Write a short paragraph on the importance of verbal and non-verbal

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Independent Practice Group Activity: Our Solution 1. Each group will be given a situation. 2. They will identify the barrier to the communication in the situation given. 3. They will suggest ways on how to solve or overcome the barriers to communication in the situation assigned to them. 4. Present their solution to the class.

Evaluation: 1. Identify one communication  barrier and suggest ways on how

communication.

V.

REMARKS

VI .

REFLECTION

Prepared by:

Noted by:

MA. AIZA SP. SANTOS

TERESITA L. GATBONTON

Teacher

HT-VI / OIC

to overcome it. Write your answer on your notebook.