ARELLANO UNIVERSITY – JUAN

School Grade Level Grade 11

SHS SUMULONG CAMPUS
LESSON PLAN
(4A’S) Oral
Teacher Learning Area
Communnication

Teaching Date
Quarter 1st
& Time

I. Objectives

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 The learners will be able to…

Competencies/Objectives

● Identify the elements of communication.

● Differentiate the roles of these elements in the communication
process.
● Create a diagram showing how these elements work in real-life
scenarios.
● Perform a role-play showing how these elements function in the
real world.

II. Content / Topic Lesson 4 Elements of Communication

III. Learning Resources Time Allotment: 2 – 3 hours

A. References

1. Teacher's Guide pages ● Fernandez, Ana Marie O., and Suarez, E. Elizabeth L.
2. Learner's Materials pages (2016). SpeaC: Speak and Listen in Context. The Phoenix
3. Textbook pages Publishing House Inc.
4. Additional Material from Gasulas, A. et. al. (2016). IEEC: Oral Communication in Context
Learning (pp. 2-3). Quezon City: The Phoenix Publishing House Inc.
Resources (LR) portal ● (2020, April 1). Teaching Guide: Nature and Elements of
Communication. Retrieved from https://elcomblus.com/teaching-
B. Other Learning Resources
guide-nature-and-elements-of-communication/

IV. Teaching Procedure

A. Daily Routine Greetings, Prayer, Checking of attendance, Checking the cleanliness

of the classroom

B. Introduction/Simple Review
or Recall
Define communication through a graphic organizer.

C. Motivation Pass the Message

The teacher will divide the class into small groups of ten members.

The students will arrange themselves in lines from the front to the back
 of the classroom.

The persons at the back shall be given a paragraph of five to eight

sentences to whisper to the persons in front of them. Repeat the
procedure until it reaches the first persons in the lines, who then write
the paragraph on the board or on a sheet of paper.

The group that finishes first with the most accurate output wins the
game.

The activity is good for five to eight minutes.

Message:

I can independently use my learning on the nature and basic process of

communication to facilitate dialogue or a conference in order to effect
harmonious settlement or peaceful agreement among the parties.

D. Development of the Lesson During the lesson, the learners will:

Teaching Strategies 1. Introduction: Define communication through a graphic organizer.

2. Motivation: Pass the message and observe how it is being
transmitted from one person to another.
3. Instruction/Delivery: Draw a diagram that depicts the
communication process.
4. Practice: Explain the process of communication based on the
diagram.
5. Enrichment: Identify the basic elements of communication and
their purpose in the communication process.
6. Evaluation: Draw their family’s communication diagram.

a. ACTIVITY 1. The task is to draw a diagram or representation of how the

paragraph was transmitted from the first person to the last
person until it was written on the board, including instances of
breakdown (when an error in transmission or receipt happened).
2. Students will conceptualize their diagram or representation and
then they will draw it on a sheet of Manila paper.
3. When they’re done, they will tape their output on the wall or
board.
4. Teacher discusses the basic principles of the communication
process, relating it to the students-made diagram.

Communication is a systematic process in which individuals interact

through symbols to create and interpret meaning.
b. ANALYSIS Basic Elements

1. Sender – The communicator or sender is the person who is

sending the message. There are two factors that will determine
how effective the communicator will be. The first factor is
the communicator’s attitude. It must be positive. The second
factor is the communicator’s selection of meaningful symbols, or
selecting the right symbols depending on your audience and the
right environment. Talk about a few wrong examples.
 Question: Name some of the ways we communicate.
Anticipated Responses: —Talking, speaking —Writing —
Pictures, symbols, diagrams, charts, etc.

2. Message – The idea conveyed thru writing, speech, or signals.

3. Channel – It is where the message goes through. Most of the

time, we use our five senses as channels of communication.

4. Receiver – The receiver is simply the person receiving the

message, making sense of it, or understanding and translating it
into meaning.
Now think about this for a moment: the receiver is also a
communicator. How can that be? (When the receiver responds,
he is then the communicator.) Communication is only successful
when the reaction of the receiver is that which the communicator
intended. Effective communication takes place with shared
meaning and understanding.

5. Feedback – Feedback is that reaction I just mentioned. It can be

a verbal or nonverbal reaction or response. It can be external
feedback (something we see) or internal feedback (something
we can’t see), like self-examination. It’s the feedback that allows
the communicator to adjust his message and be more effective.
Without feedback, there would be no way of knowing if meaning
had been shared or if understanding had taken place.

Directions: Answer each question intelligently and concisely.

1. What are the important factors that complete the communication

process?

2. How does each factor/element work?

3. How can we say that certain communication is effective?

4. Can we consider ‘silence’ as feedback in the communication

process? Why?

c. ABSTRACTION

Family Communication Diagram

Directions:

1. Considering the previous activities and discussions, draw your

family’s communication diagram (Choose any scenario that is
happening at home that shows how the communication process
 occurs).

2. Label all the elements you included in your diagram. (Sender,

Receiver, Message, Chanel, Feedback).

3. Name your diagram.

4. Do not include any explanation.

d. APPLICATION/ 5. You can color it if you want.

ASSESSMENT
6. You will be graded using the criteria below.

CRITERIA:

1. The diagram is clear and can be understood easily – 5 pts.

2. All elements are properly labelled. – 10 pts.
3. The title is unique. – 2 pts.
4. The overall appearance is excellent. – 3 pts.

Highest Possible Score = 20 pts.