CATUNGAWAN NATIONAL HIGH

GRADE 11 DAILY LESSON School: SCHOOL Grade Level: 11

LOG Teacher: GILBERT D. ANADON JR. Learning Area: Oral Communication
Teaching Dates and
Time: Week 2 Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
I. OBJECTIVES additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards: The learner understands the nature and elements of oral communication in context.

B. Performance Standards: The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Learning Specific Objectives: At the end the lesson the learners are expected to;
Competencies/Objectives: A. Knowledge: Identify how language, duration of interaction and relationship to
Write the LC Code for each someone change when there is a shift in speech context, style, act and communicative
strategy;
B. Psychomotor: apply the communicative strategies in various communicative real-life
situations
C. Affective: Revealing OPENNESS in your thoughts and feelings for a spontaneous
communication

Assessment
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.
Definition of Nature and Elements Models of Features of
II. CONTENT Communication of Communication Communication Communication
Assessment
Lists 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
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Philippe John Fresnillo, Anne Richie Garcia Balgos. Oral Communication in Context for Senior High
School. Quezon City: C & E Publishing, Inc. 2016.
1. Teacher’s Guide Pages None
2. Learner’s Materials Pages None
3. Textbook Pages None
 4. Additional Materials from
Learning Resource (LR) None
portal
B. Other Learning Resources None

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV. PROCEDURES 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, question 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 *Reviewing the COMMUNICATIVE STARTEGIES
or Presenting the New
Lesson Assessment

B. Establishing a Purpose for *Presenting The objectives Assessment

the Lesson
C. Presenting *Sharing ideas about “communication”
Examples/Instances of the Assessment
Lesson
D. Discussing New Concepts
and Practicing New Skills #1 *Discussing how language, duration of interaction and relationship to someone change when there is a Assessment
shift in speech context, style, act and communicative strategy.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV. PROCEDURES 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, question 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.
E. Discussing New Concepts
and Practicing New Skills #2
*Continuation of discussion Assessment

F. Developing Mastery

*Giving group activity Assessment

 G. Finding Practical Applications *Problem solving
of Concepts and Skills in
Daily Living

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
V. PROCEDURES 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, question 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.
H. Making Generalizations and
Abstractions about the *Essay writting Assessment
Lesson
I. Evaluating Learning *every last day of the week
Assessment

J. Additional Activities for *none

Application or Remediation Assessment

VI. REMARKS .

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII.REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work well? Why did
these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?

PREPARED BY:
GILBERT D. ANADON JR.
Subject teacher