School Kalalake National High School Grade Level 11 ABM / HE / HUMSS

GRADES 11
DAILY LESSON Teacher EMMANUEL A. ELLEMA Learning Area ORAL COMMUNICATION IN CONTEXT
LOG Teaching Dates and Time AUGUST 5-9, 2024 Quarter Q1 – 1ST SEMESTER
, 2016 Semester
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES Learner understands the nature and elements of oral communication in context.
The learner understands the requirements of composing academic writing and professional correspondence.
A. Content Standards
B. Performance Standards Learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
The learner must be able to: The learner must be able to: The learner… The learner must be able to:
C. Learning 1. Define communication. 1. Exemplify the meaning of 1. Enumerate the components of 1. Differentiates the various models of
Competencies / 2. Enumerate the elements of communication communication. communication.
Objectives Communication. 2. Explain the Nature of 2. Explain the process of communication. 2. Explain at least one model of
Write the LC code for each 3. Communicate with classmates using Communication 3. Illustrate the communication cycle. communication in class.
the English language. 3. Engage in a conversation with one 3. Define each component of the model.
classmate

II. CONTENT DEFINITION OF COMMUNICATION DEFINITION OF COMMUNICATION PROCESS MODELS OF COMMUNICATION

COMMUNICATION
III. LEARNING 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
RESOURCES and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A. References
Oral Communication in Context for Oral Communication in Context for Senior Oral Communication in Context for Oral Communication in Context for Senior
Senior High School by John F. Sipacio / High School by John F. Sipacio / Anne Senior High School by John F. Sipacio / High School by John F. Sipacio / Anne Richie
Anne Richie G. Balgos Richie G. Balgos Anne Richie G. Balgos G. Balgos
1. Teacher’s Guide pages pp. 1-2 pp. 3-5 pp. 6-10 pp. 11-15
2. Learner’s Materials
pages pp. 1-2 pp. 3-5 pp. 6-10 pp. 11-15
3. Textbook pages Visual aids Visual aids Visual aids Visual aids
4. Additional Materials Oral Communication in Context for Oral Communication in Context for Senior Oral Communication in Context for Oral Communication in Context for Senior
from Learning
Resource (LR) Senior High School by John F. Sipacio / High School by John F. Sipacio / Anne Senior High School by John F. Sipacio / High School by John F. Sipacio / Anne Richie
Anne Richie G. Balgos Richie G. Balgos Anne Richie G. Balgos G. Balgos
portal
B. Other Learning Resources MODULE MODULE MODULE MODULE

Session 1 Session 2 Session 3 Session 4

 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.

State the learning competency and State the learning competency and Review the learners about the nature, Review the learners about
objectives. objectives. definition and elements of COMMUNICATION PROCESS
A. Reviewing previous communication
lesson or presenting
the new lesson
1. Define communication. 1. Exemplify the meaning of 1. Enumerate the components of 1. Differentiates the various models of
B. Establishing a purpose 2. Enumerate the elements of communication communication. communication. 2.
for the lesson Communication. 2. Explain the Nature of Communication 2. Explain the process of communication. Explain at least one model of communication
3. Explain the purpose of 3. Engage in a conversation with one 3. Illustrate the communication cycle. in class. 3.
communication. classmate Define each component of the model.

C. Presenting MOTIVATION: MOTIVATION: ROLE PLAY: MOTIVATION:

examples/ A Video Clip will be presented in class GAME. Don’t Say it! Just Show it! Diagram presentation
instances of the to arouse the interest of students in Jumbled words. (Components of Communication)
new lesson communication

EXPLICIT TEACHING GROUPED ACTIVITY: RECIPROCAL TEACHING: RECITATION:

Introduction to the Definition of Exemplifying communication through a Understanding the communication What do you see from the diagram?
D. Discussing new Communication. skit. process (Models of Communication)
concepts and practicing
new skills #1

IDEA MAPPING: IDEA MAPPING: RECIPROCAL TEACHING:

IDEA MAPPING: The learners will create a semantic web on The learners will create a semantic web Explain the different models of
E. Discussing new Elements of Communication the nature of communication about the communication process communication.
concepts and
practicing new skills #2
 Session 1 Session 2 Session 3 Session 4

DIFFERENTIATED Paired Activity: GROUPED ACTIVITY: DIFFERENTIATED INSTRUCTION:

INSTRUCTION: Each pair will be engaged in Draw and explain the communication Defining the different components of the different
F. Developing mastery
(Leads to Formative Students will be grouped according communicating with each other in process. communication models.
Assessment 3) to their M.I.’s in demonstrating their different context.
understanding of the basic
elements of communication.
G. Finding practical REFLECTION: Ask: Ask: REFLECTION:
applications of concepts Reflection of Purposes of What is the over all impact of How to ensure smooth communication flow Show the similarities and differences.
and skills in daily living Communication with a classmate communication in our lives?

H. Making generalizations The act of conveying intended The act of conveying intended Communication is a process that Understanding the different types of
and abstractions about meanings from one entity or group meanings from one entity or group to involves seemingly simple steps of communication models, and how they
the lesson to another through the use of another through the use of mutually exchanging information that may be contribute to our interactions and relationships
mutually understood signs and understood signs and semiotic rules. interrupted or prevented by different can be extremely valuable, particularly for
semiotic rules. barriers. business owners. After all, the more you know
about how people communicate, the better you
can set the scene for excellent internal and
external conversations in your workplace
I. Evaluating learning

J. Additional activities for

application or
remediation

V. REMARKS

Prepared by: Checked by:

EMMANUEL A. ELLEMA ALVIN Q. DOBLE

SHS T-III MASTER TEACHER II