School West Palale National High School
Teacher Ms. Rodchiel O. Gensaya
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency/
Objectives
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
Grade Level 11
Learning Area Oral Communication in Context
Teaching Dates August 29- September 1 Quarter 1st
and Time
Day 1 Day 2 Day 3 Day 4
The learner will be able to understand the nature and elements of oral communication in context.
The learner will be able to designs and performs effective controlled and uncontrolled oral communication activities based on
context.
MELC 1: Explains the functions, nature and process of communication
At the end of the lesson the students will be able to:
1. be familiarized with the 1. define what communication 1. enumerate the elements of 1. complete the activities in the
course through subject is; communication; worksheet given.
orientation; 2. share in class their function 2. realize the value of
2. build connection with their in the society; and communication in a heated
peers and teacher through 3. classify the given prompts as situation; and
interactive activity; and to what function of 3. present a role play on the
3. practice communication communication it belongs. assigned function of
skills in introducing communication.
themselves.
Subject Orientation Nature and Functions of Process and Elements of First Quarter Worksheet No. 1
Communication Communication
Oral Communication in Context Quarter 1 – Module 1: Definition and Process of Communication (pp.4-8)
Oral Communication in Context Quarter 1 – Module 1: Definition and Process of Communication (pp.4-8)
DepEd Official TV (Video Lesson SHS English Q1 Ep1: Oral Communication in Context)
The teacher sets the The teacher administers Lights. Camera… Action!
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills # 1
mood of the students through the learning area
subject orientation. supplementary tool in English
(30 minutes)
The teacher
enumerates the agenda for the
first day of class.
1. How do you feel?
2. Put your Finger Down
3. Subject Orientation Proper
4. 2 Truths and a Lie (Teacher
Introduction)
5. Never Have I Ever (building
connection with the students)
How do you feel?
The teacher asks the
students how they feel at the
moment through the following
task:
Happy- Jump
Nervous- Hands on their Chest
Excited- Hands Up
Others- Hands sideward
Put your Finger Down
The teacher presents
the objectives of the lesson.
The teacher presents a
podcast about communication
and ask the following:
1. What is the subject in the
video?
2. How do you define
communication as part of your
daily life?
Communication Mentimeter
The students supply
ideas about communication
using mentimeter application.
The teacher discusses
The students present The teacher administers
their brainstormed role play as the long quiz to monitor their
a review of functions of learning and mastery of the
communication. first MELC.
(See Attachment C)
The teacher introduces
the objectives of the lesson.
It’s a Prank!
The teacher together
with an accomplice student act
the scenario below:
The student is late in class so
the teacher asks him/her the
reason but the student is
hesitant to speak and he/she
walks out of class while the
teacher is still talking to
him/her.
Later, the teacher
reveals that it’s a prank and
asks the following question:
1. What problem arise from the
scenario?
2. How can we avoid
miscommunication?
3. How does communication
take place?
The teacher discusses

E. Discussing new concepts
and practicing new skills # 2
F. Finding practical
application of concepts and
skills in daily living
The students put their
finger down if they can relate
to the given situations:
1. Taken
2. Accidentally wore different
socks
3. You haven’t eaten breakfast
yet
4. You slept past 12 midnight
5. You brought your cellphone
in class
6. Your excited to meet Ma’am
Rodchiel
Orientation Proper
The teacher discusses
the following:
1. Organizational Chart
2. Class Schedule
3. Classroom Expectations
4. Classroom Rules
5. Curriculum Overview
6. Learner’s Individual Record
2 Truths and a Lie
The teacher introduce
herself by asking the students
play a game: 2 Truths and a
Lie.
the nature of communication. the elements and process of
communication.
The teacher generates
students’ idea on their function
in society.
The teacher discusses
the functions of
communication.
Classify Me! What causes rain?
The students classify The students generate
the given situations as to the process on what causes rain
functions of communication and relate it to how
they belong. communication works.
1. Doctors’ Prescription
“Take your medicine 3 times a
day.”
Parents’ Instruction to their
child
“Wash the dishes now, or else I
won’t allow you to go to the
party later.”
Friends giving advice on
what to do

G. Making generalizations Step up to the Line ft. Never
and abstractions about the Have I Ever
lesson
The teacher asks the learned from the lesson.
students play the game Never
Have I Ever to build connection
with them.
H. Evaluating learning It’s Your Turn!
Students introduce mastery of the topic by giving a
themselves in front orally.
“Move on. He doesn’t love you
anymore”
2. Encouragement
“You can do it.”
Marriage Proposal
“Will you marry me?”
Invitation
“Would you like some coffee,
tea, or me?”
3. “Did you know that there’s a
secret apartment at the top of
the Eiffel tower?”
4. “Work smarter not work
harder”
5. Appreciation
“I’m so glad that you came into
my life.”
“I like you so much!
“Are you false teeth? It’s
because I can’t smile without
you.”
The WOW sharer will The WOW sharer will
recap the important points recap the important points
learned from the lesson.
The teacher checks their The teacher gives a
multiple choice type of quiz.
true/false type of quiz. (see (see Attachment B)
attachment A)
Index of Mastery Index of Mastery
No. No. of Percentage No. No. of Percentage
of Students of Students
Items Items
5 5
4 4
3 3

I. Additional activities for
application or remediation
2 2
1 1
0 0
Total Total
Assignment: Review for a long quiz
In a group of five choose a tomorrow.
scenario that would best fit the
function of communication
assigned to your group and be
prepared to present it through
a role play.

Group 1- Regulation/Control
Group 2- Social interaction
Group 3- Motivation
Group 4- Information
Group 5- Emotional Expression

Criteria:
Relevance- 10
Delivery- 10
Props- 5
Total- 25

REMARKS

V. REFLECTION

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

RODCHIEL O. GENSAYA JOHNCENT ROY C. TIBORDO MARY GRACE M. CABILI

Subject Teacher SHS Coordinator Principal II
Attachment A
Directions: Identify whether the following statements are True or False. Write your complete answer on the space before the number.
_____1. Communication is the act of transferring information from one person, group, object, or place to another.
_____2. Communication can be expressed verbally, nonverbally, but not at the same time.
_____3. While communication can be perceived to occur between two or more people, it can also happen with oneself.
_____4. Communication is a process.
_____5. Barrier is an element of communication that helps make communication easier.

Key: True, False, True, True, False

Attachment B
Directions: Identify the Element of Communication. Read the statements and answer the questions correctly. Choose the letter of the correct answer.
1. Samantha told her parents, “I want to be a doctor someday.” The words “I want to be a doctor someday” is what element of communication?
A. Message B. Encoding C. Sender D. Receiver
2. On the group chat the students informed their adviser about the class’ frustrations regarding a certain subject teacher. In this situation, what
element is the adviser?
A. Message B. Encoding C. Sender D. Receiver
3. Mark attended the online video conference with his workmates. He was having a hard time receiving the video and audio from the because his
internet connection is poor. What element is poor internet connection?
A. Feedback B. Sender C. Context D. Barrier
4. Dan wrote a letter for his best friend Shiela, thanking her for her kindness. What element is Dan?
A. Feedback B.Sender C. Context D. Barrier
5. During a class discussion, the students listen intently to their teacher. What element of communication is the classroom during class hours?
A. Feedback B.Sender C. Context D. Barrier