St.

Mary’s College of Catbalogan

(formerly Sacred Heart College)
Corner Mabini & Del Rosario St., Catbalogan City, 6700
PAASCU Accredited
(Grade School & High School Department)

UNIT LEARNING PACKAGE

S.Y. 2020 - 2021

SUBJECT: ORAL COMMUNICATION IN CONTEXT

UNIT: 1 UNIT TOPIC: NATURE AND ELEMENTS OF COMMUNICATION
NO. OF WEEKS: 7 NO. OF DAYS: 20
QUARTER: FIRST

STAGE 1. DESIRED RESULTS (Learning Standards)

Statement: Demonstrate understanding of the nature and elements of oral communication through effective
use and interpretation of communication strategies in everyday social interaction.

KNOWLEDGE SKILLS
LIST OF TOPICS (The pupils/students will (The pupils/students will be
know…) able to…)
W1-Communication
W1-D1. Nature W1-D1. the nature of W1-D1. explain the nature of
communication. communication.
W1-D2. Process W1-D2. the process of W1-D2. explain the process of
communication. communication.
W1-D3. Process Functions W1-D3. the functions of W1-D3. explain the functions of
1.1 Regulation/Control communication. communication.
1.2 Social Interaction
1.3 Motivation
1.4 Information
1.5 Emotional Expression
W2. Models of Communication
W2-D1. Linear Model W2-D1. linear model as a model of W2-D1. differentiate linear model
communication. from the other models of
communication.
W2-D2. Interactive Model W2-D2. interactive model as a W2-D2. differentiate interactive
model of communication. model from the other models of
communication.
W2-D3. Transactional Model W2-D3. transactional model as a W2-D3. differentiate
model of communication. transactional model from the
other models of communication.
W3-D1. Communication W3-D1. the different W3-D1. distinguish different
Breakdowns communication breakdowns. communication breakdowns.
W3-D2. Communicative Strategies W3-D2. the different W3-D2. use various strategies in
communicative strategies. order to avoid communication
breakdown.
W3-D3. Activities to Improve Oral W3-D3. effective activities to W3-D3. examine sample oral
Communication improve oral communication. communication activities.
W4. Speech Context
W4-D1. Interpersonal W4-D1. the various types of W4-D1. categorize the various
Communication interpersonal speech context. types of interpersonal speech
4.1.1 Dyadic Communication context.
4.1.2 Small Group
Communication
4.1.3 Public Communication
4.1.4 Mass Communication
4.1.5 Organizational
Communication
4.1.6 Intercultural W4-D2. categorize the various
Communication W4-D2. the various types of types of intrapersonal speech
W4-D2. Intrapersonal intrapersonal speech context. context.
Communication
W4. Types of Speeches W4-D3. construct using the
W4-D3. On-the-Spot Speech W4-D3. the types of speeches. types of speeches.
4.1 Impromptu
W5-D1. Prepared Speech W5-D1. the types of speeches. W5-D1. construct using the
5.1 Manuscript types of speeches.
5.2 Memorized
5.3 Extemporaneous
W5-D2. Types of Speeches W5-D2. the types of speeches. W5-D2. construct using the
according to Purpose types of speeches.
W5-D3. Types of Speeches
according to Delivery
W6. Speech Styles
W6-D1. W6-D1. the types of speech styles. W6-D1. distinguish the types of
6.1 Formal speech styles.
6.2 Intimate
W6-D2. W6-D2. the types of speech styles. W6-D2. distinguish the types of
6.3 Casual speech styles.
6.4 Frozen
6.5 Consultative
Speech Acts
W6-D3. Locutionary W6-D3. the speech acts W6-D3. respond appropriately
(locutionary). and effectively to speech acts.
W7-D1. Illocutionary W7-D1. the speech acts W7-D1. respond appropriately
(illocutionary). and effectively to speech acts.
W7-D2. Perlocutionary W7-D2. the speech acts W7-D2. respond appropriately
(perlocutionary). and effectively to speech acts.

Transfer Goal(s): Exhibit competence in oral communication activities such as in social interaction, relating
to other people, religion, and culture in the expressions and appreciation towards God’s love and His
creations.

Essential Questions:
1. How do we foster effective communication?
2. Why should one use a strategy in speaking when the ability to communicate is a natural gift?

Essential Understanding: The Ignacian - Marian Learners who are developed and equipped cognitively
socially and spiritually, appreciate and apply standards of excellence in communication and imbued with
strong aesthetic sensibility to promote peace and harmony in the society.

(PCSS Defining Characteristic: Centered in the Person and Message of Jesus Christ)

STAGE 2: ASSESSMENT EVIDENCE

UNIT OUTPUT: Unity in Diversity (Advocacy Video)

Statement: An international conference on International Communication and Understanding with the theme
“Unity in Diversity” will be held here in the Philippines. Youth from different countries will be the delegates of
the said event. Being an active member of the youth sector, you are asked to join by your local government
to be one of the representatives of our country. Part of this conference is a welcome program wherein
everyone is encouraged to join and express their thoughts on matters that arouse during the challenge of
COVID-19 pandemic. Show the challenges in communication in different contexts and among the people of
different culture. Concretize in a situation or different situations how the following factors affect the process
of communication and how the people can achieve unity in diversity: (a) culture, (b) gender, (c) age, (d)
social status, and (e) religion. As a youth delegate, present by creating a 5-minute advocacy video that
illustrates how the transactional models of communication come alive.

GOAL: To concretize in a situation or different situations how the following factors affect the process
of communication and how the people can achieve unity in diversity: (a) culture, (b) gender, (c) age,
(d) social status, and (e) religion, especially matters that arouse during the challenge of COVID-19
pandemic.
ROLE: Youth Delegate
AUDIENCE: Co-participants of the conference coming from different cultural backgrounds.
SITUATION: An international conference on International Communication and Understanding with
the theme “Unity in Diversity.”
PERFORMANCE (OUTPUT): Script – Students will have to submit the script of their skit prior to their
 performance; and a 5-minute advocacy video.
Criteria Excellent Proficient Adequate Limited Points
5 4 3 2
Always willing Usually willing Sometimes Rarely willing
PARTICIPATION IN and focused and focused willing and and focused
PREPARATION during group during group focused during during group
AND work and work and group work and work and
PRESENTATION presentation. presentation. presentation. presentation.
Convincing Competent Adequate Limited
communication communication communication communication
PRESENTATION of character’s of character’s of character’s of character’s
OF CHARACTER feelings, feelings, feelings, feelings,
situation and situations and situation and situation and
motives. motives. motives. motives.
Purpose is Purpose is Purpose is Purpose is
clearly clearly established but vaguely
ACHIEVEMENT OF
established and established and not sustained. established not
PURPOSE
effectively generally sustained.
sustained. sustained.
USE OF NON- Impressive Good variety of Satisfactory Limited variety
VERBAL CUES variety of non- non-verbal cues variety of non- of non-verbal
(VOICE, verbal cues are are used in a verbal cues used cues are used
GESTURES, EYE used in an competent way. in an acceptable in a developing
CONTACT, exemplary way. way. way.
PROPS,
COSTUMES)
Choices Choices Choices Choices
demonstrate demonstrate demonstrate demonstrate
insight and thoughtfulness awareness and little
IMAGINATION
powerfully and completely developing awareness
AND CREATIVITY
enhance role enhance role acceptably and do little to
play play enhance role enhance role
play. play.
Students Students need
Students need
research help to
help to research
independently Students research and
and write a
and write a research and write a script.
script. There is a
compelling and write a The storyboard
storyboard that
creative script. compelling and does not
is adhered to
The storyboard creative script. match the final
during
is drawn The storyboard production.
production. Most
carefully with set is drawn Some group
PLANNING, group members
design and carefully with members have
RESEARCH, have roles and
scene scenes roles and
STORYBOARDING use some
compositions compositions some perform
, AND theater
included. All included. All very few tasks.
REHEARSAL vocabulary and
group members group members Some theater
floor language
define their roles have their and vocabulary
during
and use theater use theater and floor
rehearsals.
vocabulary and vocabulary and language is
Students need to
floor language floor language used during
be reminded to
during during rehearsals.
stay on task.
rehearsals. rehearsals. Students need
to be reminded
to stay on task
STANDARDS (RURICS):

OTHER EVIDENCES:
1. Long Quizzes
2. Monthly Test/Unit Test
3. Periodical Examinations
4. Worksheets
5. Graded recitation
6. Output
7. Assignments
REFERENCES/INSTRUCTIONAL MATERIALS:
Fernandez, Ana Marie O., and Suarez, Elineth Elizabeth L. SPEAC Speak and Listen in Context. Quezon
City: The Phoenix Publishing House, 2016. Print

Ramona, Flores S. Oral Communication in Context. Manila: Rex Book Store, Inc., 2016. Print

Prepared by: Checked by: Approved by:

AURA ANNE ROSE B. TAN NIÑO T. JIMENEZ VILMA T. CABUEÑAS
Teacher SAC – Date Principal – Date