Grade Level: 11

K to 12 Curriculum Teacher: HANAH KIZZIAH M. BARBARONA

Learning Area: ENGLISH
Lesson Plan
Teaching Dates September 23, 2024 Quarter: 1
and Time:
I. OBJECTIVES INDICATORS
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 Competencies/ The learner…
Objectives 1. Defines communication.
Write the LC code for each. (EN11/12OC-Ia-1)

2. Explains the nature and process of communication.

(EN11/12OC-Ia-2)
II. CONTENT/TOPIC Nature and Elements of Communication
II. LEARNING RESOURCES

A. References
CO_Q1-Oral-Comm-in-Context-SHS-Module-1
1. Teacher’s Guide K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH
pages SCHOOL – CORE SUBJECT
2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources * Television
* Power point presentation
* Flash Cards
IV. PROCEDURES
A. Reviewing previous (Integration of positive and non-violent discipline)
lesson or presenting the 4 Be’s:
new lesson 1. Be kind
2. Be present
3. Be positive
4. Be safe

 Review of previous lesson.

- Definition of Communication

B. Establishing a purpose for MOTIVATION: Numeracy & Literacy Indicator #1

the lesson (General Mathematics: performs addition, subtraction, Apply knowledge of content
multiplication, division, and composition of functions. within and across curriculum
M11GM-Ia-3) teaching areas.

- Class will be divided into 3 groups.

Activity: Crack the code to find the hidden word.

Perform the indicated operation. Then find the
answers on the flash cards and arrange it to form a
word.

N O IS E

4 2 3 1
Indicator #2
Use a range of teaching
strategies that enhance
learner achievement in
literacy and/or numeracy
 1. f(x) = 2x-1 skills.
g(x) = x+5 ans. 3x + 4 : E
Find: (f+g)(x)

2. f(x)= 4x + 7
g(x)= 2x + 3 ans. 2x + 4 : O
Find: (f-g)(x)

3. f(x) = x+1
g(x) = x+2 ans. x2 + 3x + 2 : I S
Find: (f * g)(x)

4. f(x) = x-1
g (x) = x+1 ans. x – 1 : N
Find: (f / g)(x) x+1

Questions:
Indicator #3
1. What is the word formed? Apply a range of teaching
strategies to develop critical
2. What is the antonym of NOISE?
and creative thinking, as
3. How does communication related to adding, well as other higher-order
skills.
subtracting, multiplying and dividing functions?
C. Presenting - The teacher will present a video.
examples/Instances of the new
lesson Video: The Art of Communication
https://www.youtube.com/watch?v=c_W6SX6SLdg

Questions:

1. Was there communication at the beginning of the

video?
2. What was the barrier of communication there?
3. Does the video relay a message to you?
D. Discussing new concepts Nature of Communication
and practicing new skills #1 Communication is a process. It takes place when two or
more people exchange ideas either through written or
spoken words (verbal) or actions (nonverbal). Both verbal
and nonverbal can be used at the same time.

The Elements in The Process of Communication

Sender
The sender is the one who initiates the message that
needs to be transmitted.
Message
Message refers to the information intended to be
communicated by words as in speech, letters, pictures, or
symbols. It can be verbal or non-verbal.
Encoding
It is the process of expressing the idea into appropriate
medium. It may be verbal or non-verbal.
Channel
It refers the medium or passage through which encoded
message is passed to the receiver. It may be transmitted
through face-to-face communication, telephone, radio,
television, memorandum, or computer.
Receiver
Receiver refers to whom the message is meant for. He
needs to comprehend the message sent.
Decoding
It means translating the encoded message into a
language that can be understood by the receiver. After
receiving the message, the receiver interprets it and tries
to understand it.
Feedback
It refers to the response of the receiver to the message
sent to him/her by the sender.
Noise
It is a hindrance to communication.
  MODELLING: (I DO)

The Process of Communication

E. Discussing new concepts ( WE DO )

and practicing new skills #2 CONTEXT: Watching a TikTok Video

- The teacher and the students will make a diagram

of the Communication Process for a TikTok video.

Visual representation:
Tiktok Creator Video Content Creation of
Video

Slow Tiktok
Platform Internet
Connection
Likes,
Comments Interpretation of Video Viewer
Shares
F. Developing mastery
(leads to formative SETTING OF STANDARDS:
Assessment 3)
1. Understand the instructions given.
2. Cooperate.
3. Avoid unnecessary noise.
4. Finish the task in a given time.

GROUP WORK: (YOU DO)

- Each group picks the activity they are going to

perform through draw lots. However, they have the
same context.

Context:
A heartbroken friend sharing their feelings with a circle
of friends.

Activity #1: Creating a Communication Process

Diagram
- Create a diagram that visually represents the
Process of Communication in the given context.

Activity #2: Writing a Dialogue

- Write a short dialogue to illustrate the given
context and how the group provides emotional
support.

Activity #3: Role Play

- Act out a role play to demonstrate how the
communication process works in the given context.
 10 8 5
A#1 Content All elements At least four Less than four
, of the process elements of the elements of the
A#3 of process of process of
communicatio communication communication
n are evident are evident. are evident.
A#2 Writing/ Writing Writing follows Writing mostly
Conventions follows the the conventions follows the
conventions of dialogue with conventions of
of dialogue few exceptions. dialogue with
without Writing some
exception. evidences, a deviations.
Writing clear structure. Writing shows
evidences, a Few errors in an attempt at
clear, spelling, structure, hut
sophisticated punctuation and lacks
structure. No grammar. consistency.
errors in Many errors in
spelling, spelling,
punctuation punctuation and
and grammar. grammar.
A#3 Projection The audience The audience The audience
could hear all could hear most could hear few
words with words with words with
naturalness naturalness and naturalness and
and ease in ease in ease in
communicatio communication communication
n
A#1 Meaning Demonstrates Demonstrates a Demonstrates
, and insightful solid an unclear
A#2 understanding understanding understanding
of the task of the task. of the task.
G. Finding practical - Group reporting and facilitating. Indicator #3
application of concepts and Apply a range of teaching
skills in daily living Scenario: strategies to develop critical
Your group is preparing for a presentation about different and creative thinking, as
cultural traditions for your social studies class. One well as other higher-order
member of your group, Ismael, is supposed to present on skills.
a cultural tradition from his own background. However,
he told you that he is uncomfortable with some of the
stereotypes often associated with his culture and worries
that your classmates might misunderstand or make jokes
about it.

Question:
1. How can you help or motivate Liam to feel
comfortable and confident about presenting his
cultural tradition?
2. What advice would you give him to address his
concerns while ensuring the presentation is
respectful and educational?
H. Making generalizations Questions:
and abstractions about the 1. What are the elements in the Communication
lesson process?
2. What elements considered as cognitive processes
that involve interpreting symbols, language, and
non-verbal cues.
Answers:
1. Sender, Message, Encoding, Channel, Receiver,
Decoding, Feedback and Noise
2. Encoding and Decoding
V. Evaluating Learning Directions: Match the word in column B
with its definition in column A. Write the
letter of your answer on a separate sheet
of paper.

A B
1.It refers to the idea transmitted A.Messag
by the sender to the receiver. e
2. It is the response or reaction given by B. Encode
the receiver to the sender of the message. C. Source
3. It means to translate an idea into D.Feedba
language. ck
4. It is a medium used to send the E. Decode
message. F.
5. It means to translate a language into an Channel
idea.

VI. Additional activities for Give solutions to the following situations.

application or remediation 1. You are assigned to give a three-minute talk in
front of the class but you are shy.
2. Your little brother asks you to help him with his
assignment but you’re very hungry.

VII. REMARKS
VIII. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 this 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:

HANAH KIZZIAH M. BARBARONA

Demonstration Teacher