Oral COmmunication in COntext Sample DLL

 As per DepEd Order Order No. 42, s. 2016 2016

DAILY LESSON LOG

School Teacher

VALE RIE C. OCAMPO

Grade Level Learning Area

11 ORAL COMMUNICATION IN CONTEXT

Teaching Dates and Time

JUNE 19 – 23, 2017

Quarter

FIRST/WEEK 3

I.OBJECTIVES

 A.

Content Standards

B.

Performance Standards

C. Learning Competencies/ Objectives Write the LC code for each

Cesar E. Vergara Memorial Integrated Senior High School

DAY 1

DAY 2

In this lesson, the students should be able to: 1) identify different factors that affect intercultural communication; 2) cite situations of intercultural communication they have been involved to; and 3) reflect on the lessons learned in this unit.

In this lesson, the students should be able to: 1) identify the function of communication in different communicative activities; and 2) identifies and explain the function of communication regulation/control.

DAY 3

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 7. Demonstrates sensitivity to the sociocultural dimension of communication situation with focus on culture, gender, age, social status, and religion (EN11/12OC-Ia-7)

The learner values the functions/ purposes of oral communication.

In this lesson, the students should be able to: 1) watch and listen to a video presentation; 2) understand the video watched; 3) identify the verbal and non – non – verbal cues used by the speaker in order to achieve his/her purpose.

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DAY 4

In this lesson, the students should be able to: 1) discuss the strategies used by the speaker in the videos watched and listened to; 2) evaluate the effectiveness of the oral communication activity; and 3) write a 250 – 250 – word essay evaluating the effectiveness of an oral communication activity watched and listened to.

The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.

Learners will be able to: 1. Discusses the functions of communication. (EN11/12OC-Ibe-8) 2. Identifies the speaker’s purpose(s). (EN11/12OC-Ibe-9)

3. Watches and listens to sample oral communication. (EN11/12OC-Ibe-10) 4. Ascertains verbal and non-verbal cues that cues that each speaker uses to achieve his/her purpose. (EN11/12OC-Ibe-11)

5. Comprehends various kinds of oral texts. (EN11/12OC-Ibe-12) 6. Identifies strategies used by each speaker to convey his/her ideas effectively. (EN11/12OC-Ibe-13) 7. Evaluates the effectiveness of an oral communication activity. (EN11/12OC-Ibe-14)

OC11.2 Functions of Communication

II. CONTENT

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Regulation/Control

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

15-22 15-27

4 7

Video Clip, Powerpoint Presentation or Visual Materials

IV. PROCEDURES

 A.

B.

Reviewing previous lesson or presenting the new lesson Establishing a purpose for the lesson

Review of the previous lesson.

Sharing of the reflection in class.

Open the lesson with examples of some intercultural blunders from UKproEdits, 2012: In the 1970s, an aftershave product was advertised for men in the Middle East, and

Open the lesson with pictures such as:  A warning sign Street Signs  Announcements   

Students will be asked to reflect on the previous discussion.  Ask: To what elements of communication do do you need to look at in order to identify the function of communication?

Brief review of the previous lesson.

 Ask: When can we say that the communication has become effective?

the ad showed a photo of a man and his dog. The product dramatically failed in Islamic countries, where dogs are considered unclean.

C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicing new skills #1 E.

F.

Discussing new concepts and practicing new skills #2

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

 A golf ball manufacturing company sold their  products in packs of four for easy purchase in Japan. But the items sold in “fours” became unpopular because the word “four” sounds like the word “death” in Japanese. 1. Work in groups of five.  Ask: When you see these things posted 2. Create a fictional country. Discuss for somewhere or whenever someone tells you three minutes the general description of your something, what did you usually do? country using the following guide questions. a. What is the name of the country? What are its citizens called? b. Is it an island or is it land-locked? c. What is its tourist attraction? d. What is your country famous for? e. What are its citizens known for? 3. The students need to create their greetings with a fictional language they created in their fictional country. Discuss intercultural communications. Discuss the function of communication regulation/control. Discuss the characteristics of competent intercultural communicators. Let students identify the languages in the speech balloons and randomly called students to identify the language used.

 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 who differ from them in terms of culture, gender, age, religion, or social status.

 Ask students to cite different verbal and non  – verbal cues which can be used when the purpose of communication is to regulate or control. (e.g. directive words and pointing of fingers into something)

Video Presentation: The students will watch a video presentation about the following issues: Cyber bullying Global Warming  

Brief discussion of verbal and non – verbal Discuss the strategies that are used in the cues. speech. The students will watch a video. They will identify the different verbal and non – verbal cues used by the speaker. PICTURE ANALYSIS: Guide Questions: Base on the pictures, the students will 1. What is the video all about? 1. What did you understand about the identify which of the pictures can be 2. What do you think is the purpose of the message of the speaker? categorized under regulation and control. speaker in this video? 2. Were you able to comprehend her 3. What is the function of communication message well? If yes, why? If not, why not? presented in the video? How do you say so? 3. What were the words that she used in her 4. What are the verbal and non – verbal speech? cues used by the speaker?  Ask students to identify different  Ask: Do you experience using those verbal communication activities that can be and non – verbal cues when you categorized in regulation/control function. communicate to other people?  Ask: As a communicator, how will you make What are some of the verbal and non – sure your message is clear and effective? verbal cues you use when you communicate to regulate or control?  Ask: When can you say that the function of How do verbal and non – verbal cues help in communication is regulation/control? determining the function or purpose of Call students randomly to give their most communication? important learning for the day.

Give students a short exercise. I.

Give a short activity.

Evaluating Learning

J.  Additional activities for application or remediation

Let students reflect on what they have learned after taking up this unit by completing the reflection chart. I thought… I learned that… 

No homework will be submitted for the next session.

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Observe the communication activities happening throughout the day and list all of the verbal and non – verbal cues under Regulation/Control.

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:

VALERIE C. OCAMPO

ROGELIO L. DOMINGO JR.

SHS TEACHER

Master Teacher I

Noted: IMELDA D. SISON

Principal I

Using another video clip, the students will evaluate the effectiveness through a 250 – word essay of the speech they watched and listened to. A rubric will be used to grade students’ output.

The evaluation will be the assignment.