Detailed Lesson Plan School: Kasarinlan High School Grade Level: 7

Junior High School Teacher: John Dominique L. Poblete Learning Area: English
Grade Level and Section: School Year: 2021-2022
Teaching Date and Time: Quarter: Fourth

I. Objectives Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed 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 demonstrates understanding of: contemporary Philippine literature as a means of responding to the demands
of the global village; various extended text types; lexical and contextual cues; appropriate and polite oral language,
stance, and behavior; and use of imperatives, prepositions, verbs, and wh-questions.
B. Performance Standards The learner transfers learning by: explaining the need to be cooperative and responsible in today’s global village; using
appropriate strategies to comprehend extended text types; using lexical and contextual clues to understand unfamiliar
words and expressions; using imperatives, prepositions, and appropriate and polite oral language, stance and behavior in
various information-sharing formats.
C. Learning Competencies 1. Identify various strategies for different communication types
or Objectives (Most 2. Employ appropriate communication strategies to address challenges in interpersonal communication
Essential Learning 3. Relate to personal experiences the benefits of improving one’s interpersonal communication skills.
Competency.
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the curriculum
guide, the content can be tackled in a week or two.
Employ a variety of strategies for effective interpersonal communication (Interview, Dialog, Conversation) (EN7OL-I-
b1.14)
III. Learning Resources 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 and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References English 7 Self-learning Materials of Quarter 4 Week 2
1. Teacher’s Guide Link: https://drive.google.com/file/d/19GRa_O49WgR7_YcK8m4hqEOfCsJGjUq-/view?usp=sharing
Pages
2. Learner’s Material
Pages
 3. Textbook Pages
4. Additional Materials
from Learning
Resource Portal
B. Other Learning Resources English 7 Quarter 4 Module 2: Types of Communication
Video Link: https://www.youtube.com/watch?v=wOhLMEKLTKE
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,
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. Preparation I. Prayer
II. Attendance
B. Recall Looking Back: From your previous lesson, you have learned how to raise sensible, challenging, thought provoking
questions in public forums or panel discussions, etc. Now let us check if you can still apply what you’ve learned by
answering the activities.

Directions: Read each question carefully. Write the letter of the correct answer on the answer sheet.
1. What do we call a place, situation, or group in which people exchange ideas and discuss issues, especially
important public issues?
A. Open forum
B. Mass communication
C. Interview
D. Political campaign
2. What can be considered as a form of panel discussion?
A. Class interaction
B. One-on-one interview
C. Open forum
D. Inaugural speech
3. When you use the utterance “how would you create. . .?”, what kind of information is
Being asked?
A. Identification and recalling of information
B. Separation of a whole into component parts
C. Development of opinions, judgments, or decisions
 D. Combination of ideas to form a new whole
4. How do you keep the question simple?
A. Put extra information
B. Explain anything more than what is needed to understand your problem and answer the question.
C. Use filler language with your questions
D. Use high sounding words
5. How will you know that the person you are asking can understand you on what you
Want to know?
A. By using filler words
B. By looking for points of understanding
C. By researching first
D. By using of correct grammar
C. Lesson Proper Communication is the process by which we share information, ideas, and intentions with each other. For the purposes of
this module, we will focus on two of the most common types of communication.

Verbal Communication Strategies

Let us start with the most common type of communication for most people—verbal. Here are communication strategies to
help you in face-to-face (or phone) conversations.
1. Practice active listening
Have you ever been in a conversation where all you could think about is what you wanted to say next? If that sounds
familiar, then you may need to practice active listening. Instead of focusing on what you want to say in a conversation, try
to simply listen to what your conversation partner is saying. Not only will this help them feel appreciated and respected,
but it will also make sure what you say next will be on point and help turn the conversation forward.

2. Remove distractions (especially technology)

Mute your twitter account, put your phone on vibrate, or power down that smart watch—there is nothing more distracting
in a conversation that the technology we wear. This means you should not be checking your texts, playing a video game,
or typing on a computer. The few seconds you take to put away distractions can save you time later, when you have to
recall what your conversation partner was saying.

3. Recognize and call out your emotions

If a conversation is likely to cause you to feel some difficult emotions, it is important to call them out verbally (even
though it might be hard). Try to speak with sentences that start with "I feel," to help convey your perspective.
This is a far better way to show your true feelings, rather than something like, "I hate talking to you when I get home
from work." This example does not do a good job of communicating why you do not want to talk, and it comes off as
overly harsh—not a good look for communicating with someone you care about.

4. Prepare for tricky conversations

If you know you have a tricky conversation coming up, it is good to practice it by yourself or with a friend in advance. (Pro
tip: Try practicing a conversation in the shower—it works wonders.) Try to think of what your conversation partner might
say, and the best way to respond. When it is time for the actual conversation, you will feel more confident.

5. Take a speech class/course

If you find that you have anxiety about public speaking (or even in one-on-one conversations), then taking a course could
make a big difference. There are a lot of places online where you can get help with public speaking, or you could look for a
local class if you prefer something in person.

Non-Verbal Communication Strategies

There are many ways you can communicate without moving your mouth or a pen across a page. Let us look at some of
the non-verbal communication strategies you can use to improve your non-verbal communication.

6. Consider your appearance

Whether or not it is intentional, the way you look says a lot about you. That is why people dress up for job interviews and
dates—the clothing you wear shows that you care. It is not just down to fashion either; personal grooming and hygiene
are also forms of simple communication. You certainly do not need to wear a suit or ballroom gown to every
event, but taking some time in the morning to select an appropriate outfit can go a long way, as can a shower, deodorant,
and perhaps a bit of perfume or cologne.

7. Work on your eye contact

Maintaining eye contact during a conversation is a good way to show you are listening, which is an important part of
effective communication. While it can be uncomfortable for some, the longer you can hold eye contact with someone you
are talking to, the more they will feel like you are listening and engaging in an effective way.

8. Record a conversation with a friend

The gestures and body language you use during a conversation are important aspects of your non-verbal communication.
If you are not sure whether yours is coming across as you intend, try recording a conversation with a friend (just make
sure they know what you are doing first). Once you have it, watch your facial expressions, hand gestures, and body
languages to look for patterns and areas to improve.
 9. Improve your posture
Slouching in your chair or standing with slumped shoulders may be something you are doing subconsciously, but it can
send signals to those around you that you might not want to communicate. On the flip side, standing tall, with your
shoulders pulled back, sends a different message: that you are alert, attentive, and confident.

10. Watch for nonverbal cues

By now, you should know that listening is a big part of effective communication strategies. This means you should be
constantly watching the body language and facial expressions of those you are talking to. By doing this, you will better
understand whether your own words and actions are coming across as intended, and you can adjust your communication
strategy as needed.
D. Activity
E. Generalization Instruction: Ask students to summarize or generalize the discussion.
Summarize the following variety of strategies for effective interpersonal communication (Interview, Dialog,
Conversation).
V. Evaluation The purpose of an evaluation is to make a judgment about the quality or worth of an educational program, or proficiency
of a student's attainments.
VI. Assignment
Prepared by: Mr. John Dominique L. Poblete Teacher 1 English 7 and 8
Checked by: Mrs. Jasmin G. Sedilla Head, English Department
Noted: