DAILY LESSON LOG IN ORAL COMMUNICATION IN CONTEXT

School: DON EUFEMIO F. ERIGUEL NATIONAL HIGH SCHOOL Grade Level: 11

Teacher: LOLITA G. QUERO Track & Strand: BEAUTY CARE, CAREGIVING, DOMRAC/CSS, EIM, ABM, STEM Semester: 1ST

WEEK 1(June 3-7) Session 1 Session 2 Session 3 Session 4

TOPIC:
LEARNING COMPETECY:
LEARNING RESOURCES:
Definition & The Process of
Communication
 The learner defines
communication
EN11/12OC-Ia-1
 Explains the nature and
process of communication.
EN11/12OC-Ia-2
Oral Communication in Context for Senior High School by Pena & Anudin
Communication Models
 Differentiates the various
models of communication. .
(EN11/12OC-Ia-3)
 Distinguishes the unique
feature(s) of one
communication process from
the other.
EN11/12OC-Ia-4
Verbal and Non-Verbal
Communication
Effective Communication Skills
explains why there is a breakdown
(EN11/12-Ia-5)
uses various strategies in order to avoid
communication breakdown
(EN11/12OC-Ia-6)
Intercultural Communication
Demonstrates sensitivity to the socio-
cultural dimension of communication
situation with focus on (EN11/12OC-
Ia-7):
a. culture (EN11/12OC-Ia-7.1)
b. gender (EN11/12OC-Ia-7.2)
c. age (EN11/12OC-Ia-7.3)
d. social status (EN11/12OC-Ia-7.4)
e. religion (EN11/12OC-Ia-7.5)

LEARNING DELIVERY MODE: A. Activity A. Activity A. Activity A. Activity

(4 A’s of Learning) The students will be grouped into 5 and
present tableau of communication
B. Analysis
Ask: Relate an experience where a
problem arose because you and someone
else did not communicate well. What
happened as a result of the failure to
communicate?
Show pictures of different
communication occurring in different
categories
Students will analyze the pictures
B. Analysis
What could be the unique characteristics
Form a group with 10 members. The
teacher gives a message to the first
person in the group which will be
relayed up to the last person in line who
will write the relayed answer on the
board..
Form a group with 5-6 members. Come
up with a situation where cultural
differences are seen through
communication. Then portray it in a role
play.
B. Analysis

C. Abstraction
Discuss definition of communication
and the process of communication
D. Application
Describe the process of communication
by identifying the role of its
components.
ASSESSMENT Write an essay about the definition and
nature of communication based from the
discussed communication theories. Use
a word count limit between 100-300
words.
of how these communications take
place? What could be the possible
elements that are present for each
communication process?
C. Abstraction
Processing on the different
communication models
D. Application
Draw their own communication model
and include a short description
Compare and contrast the models of
communication using the expanded venn
diagram. Highlight the strengths and
weaknesses of each model
B. Analysis How does communicating with people
Ask: How are verbal and non-verbal from different culture affect the
cues used for effective communication? understanding of the message being
relayed?
C. Abstraction
Post pictures of different celebrities. Have you ever experience talking with
Make the students choose their someone from different culture? If yes,
representative for each group. Let them describe your experience.
read what is written at the back of the
pictures in a way that they will imitate C. Abstraction
how the celebrities deliver those lines. Discussion on intercultural
Be mindful of their tone, rhythm, communication
loudness and softness of voice. Give example on how non-verbal
communication varies meaning from
Processing of the different elements of different culture
verbal and non-verbal communication.
D. Application
D. Application
List down 20 types of non-verbal Conceptualized situations where
communication commonly used by intercultural communication is being
Filipinos using a table. List down their used in different context. Make a video
meaning in the second column. that demonstrates sensitivity to the
socio-cultural dimension of
communication situation. The video
should last for 5-10 minutes.
Imagine that you are tasked to be a True or false test about intercultural
speaker in front of a group of communication
indigenous women. Your goal is to
successfully explain to them the
advantages of going through a
comprehensive medical exam
through your speech. You will be
graded according to the following
scoring rubric.
Content and creativity-15 pts
Appropriateness of the message to
the audience’s level-10 pts
Language used-10 pts
Body gestures-10 pts
 Prepared by: Checked by: Noted by:
Lolita G. Quero Jeffrey O. Ballesteros Editha D. Herrera, SP II
Subject Teacher Master Teacher II Office of the Assistant Principal

DAILY LESSON LOG IN ORAL COMMUNICATION IN CONTEXT

School: DON EUFEMIO F. ERIGUEL NATIONAL HIGH SCHOOL Grade Level: 11

Teacher: LOLITA G. QUERO Track & Strand: BEAUTY CARE, CAREGIVING, DOMRAC/CSS, EIM, ABM, STEM Semester: 1ST

WEEK 2(June 10-14) Session 1 Session 2 Session 3 Session 4

TOPIC: Functions Of Communication  Evaluation of speech activity  Identifying strategies in  Comprehending various
 Regulation/Control Speech kinds of oral texts
 Social Interaction
 Motivation
 Information
 Emotional Expression
LEARNING COMPETECY: discusses the functions of identifies the speaker’s purpose(s). comprehends various kinds of oral texts. evaluates the effectiveness of an oral
communication. (EN11/12OC-Ibe-9) (EN11/12OC-Ibe-12) communication activity. (EN11/12OC-
((EN11/12OC-Ibe-8) identifies strategies used by each Ibe-14
watches and listens to sample oral speaker to convey his/her ideas
communication activities. (EN11/12OC- effectively. (EN11/12OC-Ibe-13)
Ibe-10)

ascertains the verbal and nonverbal cues

that each speaker uses to achieve his/her
purpose. (EN11/12OC-Ibe-11)
LEARNING RESOURCES: Oral Communication in Context for Senior High School by Pena & Anudin

LEARNING DELIVERY MODE: A. Activity A. Activity A. Activity A. Activity

(4 A’s of Learning) The teacher reads several samples of
speeches and the students will determine
the speaker’s purpose as: regulate or
control, motivate, inform, express
emotions or interact.
NOTE: This activity shall be done
twice - before and after the discussion of
the functions of communication.
B. Analysis
How the functions of communication
can make you a good communicator?
C. Abstraction
Discuss the function of communication
D. Application
Identify whether these instances use
Regulation, Social interaction,
Motivation, Information, or Emotional
expression
The learners do “Pinoy Meter” game.
Direction: The learners answer questions
about Philippines.
(Example: What is our national tree?)
B. Analysis
The teacher will show the class a 5
minute speech (preferably on topics
regarding education, social issues, or
politics). The students, after watching the
video, will answer the following
questions.
1. What is the main idea of the speech?
2. Is the speaker stating an opinion or a
fact? Explain your answer.
3. What is the purpose of the speaker in
delivering the speech? Substantiate your
answer.
4. Does the speaker effectively shares his
thought to the audience?
C. Abstraction
Let them watch again the video of
Ninoy Aquino speech. This time, let
them determine the strategies used by
the speaker in conveying his/ her ideas.
B. Analysis
How the activity will help you to
deliver a speech?
C. Abstraction
Processing on the strategies used in a
speech
D. Application
By group of five, search five different
oral texts and determine the different
strategies used in the speeches. Explain
how those strategies contribute to the
Let them watch videos of different
speech contexts. Let them observe the
speakers’ way of delivering speech.
B. Analysis
Ask: How is the evaluation of oral
activity boosts you in preparation for
your own oral activity?.
C. Abstraction
Processing on the speakers’ evaluation
of speech.
D. Application
The learners need to answer the
evaluation for the speaker. Present the
results based on the given rubrics of the
class.
 Processing on the speaker’ purpose on overall understanding of the speeches.
the speech.
The students will watch an excerpt of the
video of Ninoy Aquino’s speech in Los
Angeles before he traveled back in the
Philippines and list down as much non-
verbal cues as they can. The students
shall also determine how those non-
verbal cues aided the speaker.
D. Application
Answers shall be reflected on a table
similar to what is shown below:
Non-verbal cue How it aided the
speaker

ASSESSMENT Watch TV shows and find scenes that
are examples of the functions of
communication. Discuss in class.
Comments? Suggestions? Activity
Direction: In one- fourth sheet of paper,
write comments and suggestions on the
speaker’s performance.
Develop a short speech using the Come up with their own rubrics for
various situations: evaluation of speech to be used for peer
 You are a guidance counselor in a evaluation of speech.
public school and you are consoling a
group of students who are emotionally
struggling.
 You are the coach of the school’s
basketball team and you are motivating
your players after a big loss.
 You are the CEO of the company and
you are reprimanding your employees
for tardiness while maintaining your
composure.
 You volunteered as a social worker in
a depressed community and you are
explaining the benefits of family
planning to members of the community.
 REMARKS:
A reflection for the teacher on the
teaching-learning episodes

Prepared by: Checked by: Noted by:

Lolita G. Quero Rosario T. Panergo Christian C. Doctolero
Subject Teacher Academic Track Head Asst. Principal, SHS Dept.