IMMACULATE CONCEPTION SCHOOL OF MALOLOS-

SENIOR HIGH SCHOOL

POBLACION, CITY OF MALOLOS
First Quarter, First Semester
S.Y. 2022- 2023

WEEKLY LEARNING PLAN in

ORAL COMMUNICATION IN CONTEXT
Core Subject

Week No. 3 Grade Level/ Strand: GRADE 11

I. Objectives
A. Identify the functions of communication.
B. Watch and listen to sample oral communication activities.
C. Assert the verbal and nonverbal cues that each speaker uses to achieve his/her purpose.
D. Analyze strategies used by each speaker to convey his/her ideas effectively.
E. Evaluate the effectiveness and function of an oral communication activity.

II. Subject Matter

Topic:
Lesson 3.
Functions of Communication

Reference:
 Apolonio, J.A., & Basilan, M.L.J.C. (2017) Oral communication in context.
Unlimited Books Publishing. pp.55-62
 Menoy, J.Z., & Constantino, G.F. (2016). Oral communication in context. Books
Atbp. Publishing Corp. pp.50-55

Materials:
Audio/visual presentation and PowerPoint presentation

III. Procedure

A. Motivation
Draw and Speak Up Activity
(Think of one very important object that you cannot live without and draw it.
Think of the reasons why this object means so much to you. How does this function
in your life.)

B. Presentation
 Lecture-Discussion on:
Functions of Communication
 Viewing Activity (Video clip analysis)

C. Activity
Personal Matter Activity
(Cite an example situation where you used the given functions of communication.)

D. Generalization
Save the Last Word Activity (one word to summarize the lesson)

IV. Evaluation
Performance Check No. 1 (Refer to Appendix)
V. Enrichment
Gratefully Yours Task
Imagine communication as your best friend who has been with you ever since, write a
short message of gratitude to “communication” for everything it has done to you.
 Encode your answer on MS Word then save it as PDF.
 Attach as printout on your class notebook (under Enrichment Tasks with page name E-3)

VI. Assignment
1. Read and study about the Communicative Competence
2. Reflect on the big question: How can communicative competence benefit various
aspects of your life?
Reference:
Bautista, A. A. (2017). Oral Comm: An effective communication skills for lifelong
learning. TechFactors Inc. pp.71-86

Prepared by:

Mrs. Jo Liza R. Santiago

Subject Teacher

Checked by:

Mrs. Jo Liza R. Santiago, LPT

Academic Coordinator

Ms. Jenny Lyn R. Flores, LPT, MAEd (Cand.)

Assistant Principal- CID

Noted by:

Dr. Elisa P. Ballesteros

Principal
 APPENDIX

You are applying as a researcher and a writer for a big company. One of the skills assessment
tasks you have to take and pass is an effective evaluation of a known-reporter/announcer. This
will be included in the articles to be published. You have to watch or listen to a show or segment
and evaluate their performance as a speaker. You will be assessed based on the following
rubric:

Achievement Weig Level 4 (80%- Level 3 (70%-80%) Level 2 (60%-70%) Level 1 (50%-60%) Level 0 (belo
Categories ht 100%) 50%)
Assig
ned
Thesis clearly and Thesis clearly Thesis somewhat Essay is poorly No trace of u
Knowledge/ completely delineates the topic delineates the topic introduced. Vague thesis; intro is
Understanding / delineates the of inquiry. Intro of inquiry. Intro thesis. Thesis is not poorly written
5 topic of inquiry. grabs attention and somewhat grabs reworded; Conclusion d
 Thesis, Intro grabs anticipates thesis. attention and conclusion is only a not include a
introduction, and attention and Clear reworded anticipates thesis. summary. reworded the
conclusion anticipates thesis. thesis and summary Thesis is somewhat insight, or
Reworded thesis, compose reworded in summation.
summary, and conclusion. conclusion, which
insight compose is only a summary.
conclusion.
Topic sentences
/ Topic sentences Topic sentences Topic sentences poorly set focus for Topic sentenc
 Structure & 5 thoroughly set noticeably set focus somewhat set focus paragraph. not set focus
Organization (body focus for for paragraph. for paragraph. Concluding paragraph.
paragraphs) paragraph. Concluding Concluding sentences poorly Concluding
Concluding sentences sentences somewhat summarize sentences do
sentences noticeably synthesize and arguments. even summar
Thoroughly synthesize and connect ideas to Arguments arguments.
synthesize and connect ideas to thesis. Arguments scattered. Arguments
connect ideas to thesis. Developed mostly developed scattered.
thesis. Well and organized and organized.
organized and arguments overall.
developed
arguments
overall.
Thinking and Inquiry Strong, solid Well founded Arguments Arguments loosely Arguments do
arguments arguments relate to somewhat relate to relate to the film, relate to the f
thoroughly relate the film, and the film, and and loosely follow and do not fo
 Coherence, insight to the film and logically follow somewhat follow from each other. from each oth
& evidence logically follow from each other. from each other. Conclusions are Conclusions a
/10 from each other. Conclusions are Conclusions are unclear. illogical and d
Conclusions are thoughtful and somewhat clear. follow from
thoughtful and clear. premises.
thought
provoking.

Identifies some Has difficulty No elements

Describes in Describes several specific elements of identifying specific medium are
 Media analysis detail many of the specific elements of the medium. elements of the identified.
specific elements the medium. Explains in a simple medium. Has No elements
/10 of the medium. Explains how key way how key difficulty technique are
Explains in a elements and/or elements and/or explaining how the identified.
sophisticated way techniques are used techniques are used key elements and/ No examples
how key elements to achieve to achieve or techniques are film are used
and/or techniques particular effects. particular effects. used to achieve support
are used to Uses examples Uses some particular effects. interpretation
achieve particular from film to support examples from film Uses limited
effects. interpretations. to support examples from film
Uses rich and interpretations. to support
detailed examples interpretations.
Communication
Academic Academic Academic Colloquialisms Colloquialisms
language is language is language is and contractions and contractions
 Fluidity, tone and / appropriate to appropriate to somewhat abound. abound. Basic
diction 5 audience. audience. Some appropriate to Vocabulary and vocabulary and
Sophisticated sophisticated audience. use of phrasing is use of phrasing is
vocabulary, vocabulary, Vocabulary and limited. Ideas are poor. Ideas
keen use of acceptable use of use of phrasing is vague and are not cannot be
phrasing, clear phrasing, clear basic. Ideas are expressed clearly. deciphered.
and purposeful. and purposeful. somewhat
Ideas are Ideas a communicated
communicated communicated clearly.
with a high well
degree of clarity

Application
Applies Applies grammar, Applies grammar, Applies grammar, Applies grammar,
 Language / grammar, spelling, and spelling, and spelling, and spelling, and
conventions 5 spelling, and punctuation with punctuation with punctuation with punctuation with
punctuation with considerable some accuracy limited accuracy very little
a high degree of accuracy and and effectiveness and effectiveness accuracy and
accuracy and effectiveness effectiveness
effectiveness