Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 16, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Discuss the elements of communication EN11/12OC-Ibe-8
Skills: Explain the elements of communication with given situations
Attitude: Recognize the importance of the elements of communication
II. CONTENT
Topic Elements of Communication
Source Electronic Source
[Link]
Materials Picture
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
1. Show a picture and ask the students;

([Link]

a. What is the picture all about?

b. Do you think that effective communication can be achieved if all
members of the family respect gender roles in home and even in society?
Why?
B. ANALYSIS Minutes: 5 minutes
The teacher students will answer the question given by the teacher:

How do communication important in our society?

C. ABSTRACTION Minutes: 30 minutes
COMMUNICATION
It is an exchange of information, concepts, and opinions between or among
two or more people within the same or of different contexts. It is also a
process that involves various elements namely the speaker, message,
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

encoding, channel, decoding, receiver, feedback, context, and barriers.

ELEMENTS OF COMMUNICATION

SPEAKER
It is the sources of information or message.

MESSAGE
It is the information, ideas, or thoughts conveyed by the speaker in words
or in actions.

ENCODING
It is the process of converting the message into words, actions, or other
forms that the speaker understands.

CHANNEL
It is the medium or the means, such as personal or non-personal, verbal or
nonverbal, in which the encoded message is conveyed.

DECODING
It is the process of interpreting the encoded message of the speaker by the
receiver.

RECEIVER
It is the recipient of the message, or someone who decodes the message.

FEEDBACK
It is the reaction, response, or information provided by the receiver.

CONTEXT
It is the environment where communication takes place.

BARRIER
It is the factor that affects the flow of communication.
D. APPLICATION Minutes: 20 minutes
Discuss or explain the process of communication in the following scenario.
Process of Communication Examples
The speaker generates an idea. Daphne loves Rico as a friend.
The speaker encodes an idea or She thinks of how to tell him this
converts the ideas into words or using their native language.
actions.
The speaker transmits or sends She tells him, “Rico, I love you as a
out a message. friend.”
The receiver gets the message. Rico hears what Daphne says.
The receiver decodes or interprets He tries to analyze what she
the message based on the context. means, and he is heartbroken.
The receiver sends or provides He frowns not to say something,
feedback. because he is in pain.
IV. ASSIGNMENT Minutes: 2 minutes
Make your own conversation with the use of the different elements of
communication. Write it in a whole sheet of paper.

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 17, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Discuss the functions of communication EN11/12OC-Ibe-8
Skills: Respond to an effective communication considering gender roles in
home and society through a role play.
Attitude: Recognize the importance of functions of communication
II. CONTENT
Topic Functions of Communication
Source Electronic Source
[Link]
Materials Picture
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
1. Show a picture of family and ask the students;

([Link]

a. What is the picture all about?

b. Do you think that effective communication can be achieved if all
members of the family respect gender roles in home and even in society?
Why?
B. ANALYSIS Minutes: 5 minutes
The teacher students will answer the question given by the teacher:
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

How do gender roles in home or in society affect functions of

communication?
C. ABSTRACTION Minutes: 25 minutes
Functions of Communication Basically, there are five functions of
communication. These are control, social interaction, motivation, emotional
expression, and information dissemination.

Control/Regulation:
Communication is used to establish and enforce rules, guidelines, and
expectations, influencing behavior within organizations or
groups. Examples include company policies, classroom rules, or even
simple requests like "please be quiet".

Social Interaction:
Communication facilitates the development and maintenance of
relationships by allowing individuals to connect, share experiences, and
build rapport. This can involve casual greetings, deep conversations, or
simply expressing interest in another person.

Motivation:
Communication can be used to encourage, inspire, and direct individuals
or groups towards specific goals. This can involve providing positive
feedback, setting expectations, or offering encouragement.

Emotional Expression:
Communication allows individuals to express their feelings and emotions,
both positive and negative. This can involve verbal expressions like "I'm
happy" or non-verbal cues like a smile or a frown.

Information Dissemination:
Communication is essential for sharing facts, knowledge, and data with
others, ensuring that everyone has the information they need. This could
be through presentations, reports, or even casual conversations.
D. APPLICATION Minutes: 15 minutes
Discuss or explain the functions of communication in the following
scenario.

1. Vice-Ganda and Charisse personally thank their supporters.

2. The President presents his plans for 2019.
3. The husband and wife agreed to have shared responsibilities at home.
4. The tourist guide orients the guest regarding the rules while
they are in the vicinity.
5. June greets Rachiel and they start talking about their plans.
IV. ASSIGNMENT Minutes: 2 minutes
Cut-out at least five pictures which reflect the gender roles in home and
society, and identify what function of communication is being portrayed.
Paste it on a short bond paper.

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 18, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Identify the functions of communication based from the given situations
Skills: Respond to an effective communication considering gender roles in
home and society through a role play.
Attitude: Recognize the importance of functions of communication
II. CONTENT
Topic Functions of Communication
Source Electronic Source
[Link]
Materials Script
III. PROCEDURE
ACTIVITY Minutes: 3 minutes
The teacher will give a quiz on situations identifying the type of functions of
communication.
ANALYSIS Minutes: 10 minutes
The students need to analyze every situation:

1. The teacher reads and discusses classroom policies to her students.

2. Ross greets Rachel; then, they start talking about their plans for the
holidays.
3. Phoebe shares her insights on how to live peacefully despite a
complicated life.
4. Monica shares her personal frustrations with Chandler.
5. The geometry teacher lectures about mathematical concepts.
6. Sheila delivers her valedictory speech.
7. The President delivers his last State of the Nation Address.
8. A television personality thanks the supportive moviegoers during an
interview.
9. The city mayor presents her strategies to execute the plans in a public
forum.
10. A tourist guide orients a group of tourists about a heritage site.
ABSTRACTION Minutes: 10 minutes
The teacher will instruct the students to give one actual situation in every
function.
APPLICATION Minutes: 35 minutes
The teacher will give time to practice the short role-play of the students.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give the criteria for judging in the role-play.

Presentation (30%)
Relevance (20%)
Skit (10%)
Characterization (10%)
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Delivery (10%)
Props/Costumes (10%)
Cooperation (5%)
Preparedness (5%)

TOTAL SCORE (100%)

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 19, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Identify the functions of communication based from the given situations
Skills: Respond to an effective communication considering gender roles in
home and society through a role play.
Attitude: Recognize the importance of functions of communication
II. CONTENT
Topic Functions of Communication
Source Electronic Source
[Link]
Materials Script
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will give an instruction before every group will present
including the criteria of judging.

Presentation (30%)
Relevance (20%)
Skit (10%)
Characterization (10%)
Delivery (10%)
Props/Costumes (10%)
Cooperation (5%)
Preparedness (5%)

TOTAL SCORE (100%)

B. ANALYSIS Minutes: 5 minutes
The students need to analyze every role of the members to cater the
appropriateness
C. ABSTRACTION Minutes: 40 minutes
The group will present their role play with preparedness.
D. APPLICATION Minutes: 10 minutes
The students will give their realization based on their performances and
how this be applied to real-life situations.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give ask on the importance of functions of communication

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 23, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Differentiate model of communication in everyday life
Skills: Demonstrate the different models of communication processes
Attitude: Recognize the importance of the models in understanding the
communication process as applied in everyday life
II. CONTENT
Topic Communication Models: Linear Communication
Source Electronic Source
[Link]
Materials Picture
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will show a picture and the students will give their opinion on
that picture.

B. ANALYSIS Minutes: 5 minutes

The teacher students will answer the questions given by the teacher:
1. Imagine your life and the world you live in without proper
communication procedure, would there be order or chaos?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

2. Would there be understanding or misunderstanding?

C. ABSTRACTION Minutes: 35 minutes

A. Linear Communication

Linear Communication is one-way, focusing on the transmission of a

message to a receiver who never responds or has no way of responding to
the information conveyed. For instance, a competition organizer is
presenting the contest mechanics. The message is final and cannot be
contented at all. It could be the President giving his State of Nation
Address on the national television or a student who reads a poem or a
story in front of an audience in a school program.

Source: [Link]

Shannon-Weaver Communication Model

It is considered as the mother of all communication models. It has a one-
way process starting from a source (producer of message); passing
through a channel (signals adapted from transmission) which may at times
be interrupted noise (barrier) to a receiver (decoder of message from a
signal). The process stops after the message has arrived at its definition.
D. APPLICATION Minutes: 15 minutes
The teacher will group the glass into four. Given by the model of
communication by Shannon-Weaver, they will demonstrate the process
how the communication is acted upon. Every group will be given 4 minutes
to brainstorm and they will present on the class.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give questions to answer regarding the activity.
1. Is the communication effective in one-way process?
2. How this affects in receiving the message from the source?
3. How this model important in communication in everyday life?

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 24, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Differentiate the model of communication in everyday life
Skills: Demonstrate the different models of communication processes
Attitude: Recognize the importance of the models in understanding the
communication process as applied in everyday life
II. CONTENT
Topic Communication Models: Interactive Communication
Source Electronic Source
[Link]
Materials Picture
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will show a picture and the students will give their opinion on
that picture.

Questions: When was the last time someone surprised you? How did you
react?

B. ANALYSIS Minutes: 5 minutes

The teacher students will answer the question given by the teacher:
1. What is the significance of getting a response or reaction from the
person whom you addressed your statement?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

C. ABSTRACTION Minutes: 35 minutes

B. Interactive Communication

Interactive communication is a two-way process where a response is given

after a message is sent. The recipient of the action intentionally or
unintentionally gives feedback associated with the information received.

Let us extract Criselda and her mother’s dialogue from the story.

Criselda: Nanay, I can smell the aroma of your best delicacy, adobo.
Aling Terie: Teac, I know. It is the favorite of the family so adobo is what I
prepared today.
Criselda: I can’t wait to taste it!

Aling Terie’s response to Criselda’s statement proves that she decodes the
intended meaning of the idea passed on to her. That is what we called
feedback.
See, feedback makes a difference. If the mother did not respond to the
statement of her daughter, the latter would not know whether her mother
understands what she said. The exchange of ideas or information verifies
that both parties understand the message.

Source: [Link]

Schramm Communication Model

It visualized the process of communication as an exchange of thoughts and
ideas. Feedback was added to Shannon-Weaver Communication Model.
The recipient of the message decodes it and creates a feedback based on
his understanding of the information sent and vice versa.

The figure identifies the six elements of communication which are the
sender, the message sent, the receiver and the feedback provided by the
receiver and sent back as a response to the sender and the processes of
encoding (is when an idea or information is translated into words and
expressed to others) and decoding (is when the idea or information is
understood and interpreted by the receiver.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

D. APPLICATION Minutes: 15 minutes

The teacher will group the glass into four. Given by the model of
communication by Schramm, they will demonstrate the process how the
communication is acted upon. Every group will be given 4 minutes to
brainstorm and they will present on the class.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give questions to answer regarding the activity.
1. Is the communication effective in two-way process?
2. How this affects in receiving the message from the source?
3. How this model important in communication in everyday life?

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Subject Oral Communication in Context

School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date June 25, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Differentiate the model of communication in everyday life
Skills: Demonstrate the different models of communication processes
Attitude: Recognize the importance of the models in understanding the
communication process as applied in everyday life
II. CONTENT
Topic Communication Models: Transaction Communication
Source Electronic Source
[Link]
Materials Picture
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will show a picture and the students will give their opinion on
that picture.

B. ANALYSIS Minutes: 25 minutes

Situation:
While watching an educational television program, you also heard that
other grade level students having their practices on the upcoming
Acquaintance Party. That noise did not interrupt your viewing as you are
giving your own views on what you have watched.

Question: What is being implied to that situation?

Answer:
The communicator (source) encodes the message and transmits it through
a channel. The message transmitted may be affected by the noise (barrier).
The receiver (recipient of the message) decodes, processes, and filters the
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

message for understanding and is now ready to give his own feedback to
the sender.
C. ABSTRACTION Minutes: 35 minutes

C. Transactional Communication

The transactional model shows a circular process of interaction between

the persons involved in the communication, with each one actively
participating and sharing ideas with one another. They are the
communicators actively exchanging information and reaction.

Source: [Link]

Feedback is given freely and deliberately to one another or to all members

participating in the communication transaction. The sender and the receiver
may simultaneously exchange roles as communicators. Since
communication is deemed dynamic and progressive, the topic may also
change from time to time.

In this concept, noise (barrier) to communication is also taken into

consideration for it may directly or indirectly affect the smooth flow of
communication. In the vent the message was not clearly conveyed due to
the barrier, the communication continues in order to clarify the intended
meaning of the sender. When the transmission is cut along the way due to
the barrier, the communicators work collaboratively to understand each
other. Now, the sender becomes a receiver of the feedback (the response
from the receiver) and the receiver also acts as sender providing
information in response to the message conveyed to him. In this way, the
communication is made more effective and complete.

D. APPLICATION Minutes: 15 minutes

The teacher will group the glass into four. Given by the Transactional
Model of communication, they will demonstrate the process how the
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

communication is acted upon. Every group will be given 4 minutes to

brainstorm and they will present on the class.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give questions to answer regarding the activity.
1. Is the communication effective in circular process?
2. How this affects in receiving the message from the source?
3. How this model important in communication in everyday life?

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

School Bateria National High School Grade 11

Teacher Percilito C. Tillor Quarter 1
Date June 26, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Differentiates the various models of communication EN11/12OC-Ia-3
I. OBJECTIVE
Knowledge: Differentiate model of communication in everyday life
Skills: Demonstrate the different models of communication processes
Attitude: Recognize the importance of the models in understanding the
communication process as applied in everyday life
II. CONTENT
Topic Process of Communication
Source Electronic Source
[Link]
Materials Script
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will give an instruction before every group will present
including the criteria of judging.

Presentation (30%)
Relevance (20%)
Skit (10%)
Characterization (10%)
Delivery (10%)
Props/Costumes (10%)
Cooperation (5%)
Preparedness (5%)

TOTAL SCORE (100%)

B. ANALYSIS Minutes: 5 minutes
The students need to analyze every role of the members to cater the
appropriateness
C. ABSTRACTION Minutes: 40 minutes
The group will present their role play with preparedness.
D. APPLICATION Minutes: 10 minutes
The students will give their realization based on their performances and
how this be applied to real-life situations.
IV. ASSIGNMENT Minutes: 2 minutes
The teacher will give ask on the importance of process of communication

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

School Bateria National High School Grade 11

Teacher Percilito C. Tillor Quarter 1
Date June 30, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Uses various strategies in order to avoid communication breakdown
EN11/12OC-Ia-6
I. OBJECTIVE
Knowledge: Discuss the 7Cs of an effective communication
Skills: Evaluate the effectiveness of an oral communication
Attitude: Reflect on one’s learning on the fundamentals of communication
II. CONTENT
Topic Features of An Effective Communication
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Picture, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show a picture and ask the students.

a. Do you recognize the words presented?

b. Are these words connected to each other?
c. Do they obtain one goal?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

The students will answer the questions given by the teacher:

a. How do these words important in communication? (literacy)
b. If these 7 words important, are these all needed for having an effective
communication? (numeracy)
C. ABSTRACTION Minutes: 20 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Features of an Effective Communication

In their pioneer book Effective Public Relations, Professors Broom,
Cutlip, and Center (2012) list the 7 Cs of Effective Communication. This
list is widely used today, especially in public relations and advertising.
1. Completeness
Complete communication is essential to the quality of the
communication process in general. Hence, communication should
include everything that the receiver needs to hear for him/ her to
respond, react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it
direct or straight to the point. Insignificant or redundant information
should be eliminated from the communication that will be sent to the
recipient.
3. Consideration
To be effective, the speaker should always consider relevant information
about his/her receiver such as mood, background, race, preference,
education, status, and needs, among others. By doing so, he/she can
easily build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and
supported by facts, figures, and real-life examples and situations. In this
case, the receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture,
values, and beliefs of his/her receivers. Being courteous at all times
creates a positive impact on the audience.

6. Clearness
Clearness in communication implies the use of simple and specific words
to express ideas. It is also achieved when the speaker focuses only on a
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

single objective in his/her speech so as not to confuse the audience.

7. Correctness
Correctness in grammar eliminates negative impact on the audience and
increases the credibility and effectiveness of the message.
D. APPLICATION Minutes: 30 minutes
Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 1: One-minute Speech

Directions: Imagine that you are addressing a group of parents and
teachers in an assembly on understanding your generation known as the
“Generation Z”.

Prepare a one-minute speech that communicates your ideas about the

topic. Your speech should highlight who Gen Z are and how they are
different from other generations. Then, you are going to present your
speech in front of the class or through video recording.
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought…
What were your
thoughts or
ideas about the
fundamentals of
communication
prior to the
discussion of
this lesson?

What new or I learned that…

additional ideas
did you learn
after taking up
this lesson?

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

deadlines, offer assistive technology, and ensure access to necessary

medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teacher Percilito C. Tillor Quarter 1

Date July 1, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Uses various strategies in order to avoid communication breakdown
EN11/12OC-Ia-6
I. OBJECTIVE
Knowledge: Discuss and explain the causes of communication breakdown
Skills: Use strategies to overcome communication breakdown
Attitude: Reflect on one’s learning on the barriers of communication
II. CONTENT
Topic Barriers of Communication
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Picture, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show a picture and ask the students.

a. What pictures do you recognize?

b. Do you consider these pictures show an effectiveness to
communication? Why or why not?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

Choose a picture do you understand most and explain how this affects to
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

communication.
a. Does your chosen picture have an effect to our daily conversations?
(literacy)
b. If you need to arrange the pictures, tell its order based on the weight of
its effects to communication? (numeracy)
C. ABSTRACTION Minutes: 30 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Barriers to Communication
There are instances when miscommunication and misunderstanding
occur because of certain barriers. To become an effective
communicator, you should recognize these barriers that hinder
the communication process. This will enable you to control the
situation, reset conditions, and start anew. The table below
presents some barriers to effective communication with
corresponding solutions.

1. Physical Barriers
These are natural or environmental condition that act as a barrier in
communication in sending the message from sender to receiver.

2. Psychological Barriers
These are called mental barriers. These refer to social and personal issues
of a speaker towards communication ng with others.

3. Cultural Barriers
These pertain to communication on problems encountered by people
regarding their values, beliefs, and traditions in conflict with others.
People’s culture affects the way they communicate and relate it to others.

4. Linguistic Barriers
These pertain conflicts with regard to language and word meanings.
Because words carry denotative and connotative meaning, they sometimes
cause confusion and misunderstanding.

5. External Noise
These are the sight, sound, and others stimuli that draw people’s attention
away from the intended meaning.

6. Internal Noise
These are the thoughts and feelings that interfere with meaning.

7. Semantic Noise
These are the alternative meanings aroused by a speaker’s symbols. This
idea means that a word may have another meaning in the minds of the
students/other people.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Barrier Example Solution

Emotional You are having a bad day Recognize these kinds of
barriers or you feel frustrated. emotions, and politely ask
the other person to give you
a moment so you can relax
or calm yourself.
Emotional You sit in a meeting or Recognize this kind of
barriers class where you think the attitude, reset, and reflect
speaker is boring. on how you can be
interested in what the
speaker is pointing out.
Use of You are a scientist Jargon refers to the set of
jargon discussing a certain specialized vocabulary in a
weather phenomenon with certain field. To avoid
your neighbor who does communication breakdown
not know much about the due to lack of clarity, adjust
topic. your language; use
layman’s terms or simple
words.
Lack of You are asked to share Develop self-confidence by
confidence something about your day joining organizations where
or weekend, but you are you can share and develop
hesitant because you are your interests. Look for
shy. opportunities in your school
or community that will help
you find your strengths and
improve your abilities.

D. APPLICATION Minutes: 20 minutes

Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 1. Read and Tell

Directions: Read and analyze the following situations. Identify the type of
barrier and give a resolution on it. Write your answer on the blank provided
before the number.
_____ 1. My mom yells at me because I arrived home late. She never
stops reminding me of all the mistakes I’ve made in the past. I think she
was really mad because she wants me to learn from my mistakes.

_____ 2. I cannot understand the speaker by just listening to him. I need to

look at him while he’s talking and pays attention to his gestures carefully to
be able to grasp the whole meaning of what he says.

_____ 3. Mark took antibiotics when he was told by the doctor to take
antihistamines because of his allergy to dust.

_____ 4. My cousin, who arrived in Manila for the first time to spend her
summer vacation with us, finds it difficult to understand some common
Tagalog words we uttered in the house. She would usually give us a blank
look when she could not understand what we mean.

______ 5. Sheila was asked by her boss to pile the documents and put
them in their proper boxes. Puzzled, since she was new in her work she
could not understand what FITC means. A colleague came to her and said,
“File in the Cabinet.” She responded to her with a shy smile.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

______ 6. The new candidate for the presidency of the club has good plans
for the group but I wouldn’t say I like his manner of talking. He sounds too
bossy and arrogant. Dismayed by his behavior, I persuaded my friends not
to support him.

______ 7. The students could hardly hear the teacher discussing because
of the loud sounds coming from the construction site near the school.

______ 8. The symposium regarding “How to Fight Depression” was

attended by the Senior High School students. However, the large crowd of
students became uneasy and started to create noise. One student
commented, “The speaker has a weak voice that he could hardly
be heard by the audience.”

______ 9. The store manager Alice was reprimanded because of the wrong
item she gave to the customer. She could not work well that day due to the
bad headache she was suffering.

______10. Cael came home excited to share his artwork with his
grandmother, which won first place in the school art competition. To his
surprise, his reaction was different from that of his grandmother; he later
realized that his grandmother has a hearing impairment.
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought…
What were your
thoughts or
ideas about the
barriers of
communication
prior to the
discussion of
this lesson?

What new or I learned that…

additional ideas
did you learn
after taking up
this lesson?

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Date July 2, 2025 Duration 1 hour

Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Uses various strategies in order to avoid communication breakdown
EN11/12OC-Ia-6
I. OBJECTIVE
Knowledge: Discuss and explain verbal and nonverbal communication
Skills: Apply facial expressions and actions from the different situations
Attitude: Express oneself verbally and nonverbally
II. CONTENT
Topic Verbal and Nonverbal Communication
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show a pictures and ask the students.

c. What do the pictures signify?

d. Are the pictures have different modes of communicating? Why or why
not?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
questions
c. Do the two modes of communicating effective? (literacy)
d. If you are given two modes of communicating, how can you solve
communication breakdown to make it effective? (numeracy)
C. ABSTRACTION Minutes: 30 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

inspire learners to participate, cooperate and collaborate in continued

learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Verbal Communication and Nonverbal Communication

Verbal Communication refers to an interaction in which words are
used to relay a message. For effective and successful verbal
communication, use words to express ideas which can be easily
understood by the person you are talking to.
Types of Verbal Communication
1. Appropriateness
The language that you use should be appropriate to the
environment or occasion (i.e., whether formal or informal).

2. Brevity
Speakers who often use simple yet precise and powerful words are
found to be more credible. Try to achieve brevity by being more
direct with your words. Avoid fillers and insubstantial expressions
which do not add to the message, such as “uh,” “you know,” “I
guess,” and others.

3. Clarity
The meanings of words, feelings, or ideas may be interpreted
differently by a listener; hence, it is essential for you to clearly state
your message and express your ideas and feelings.

4. Ethics
Words should be carefully chosen in consideration of the gender,
roles, ethnicity, preferences, and status of the person or people you
are talking to.

5. Vividness
Words that vividly or creatively describe things or feelings usually
add color and spice to communication. Hence, you are encouraged
to find ways to charm your audience through the use of vivid words.

Nonverbal communication refers to an interaction where

behavior is used to convey and represent meanings. All kinds of
human responses that are not expressed in words are classified
as nonverbal communication. Examples of nonverbal
communication are stares, smiles, tone of voice, movements,
manners of walking, standing and sitting, appearance, style of
attire, attitude towards time and space, personality, gestures, and
others.

Mastery of nonverbal communication is important for several

reasons:
1. It enhances and emphasizes the message of your speech, thus
making it more meaningful, truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without
you saying a word.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

3. It can sustain the attention of listeners and keep them engaged

in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your
delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous
delivery.

Activity 1. Read and Tell

Directions: Read and analyze the following situations. Write T before each
number if the statement is true and F if the statement is false, and write your
answer on the blank provided before the number.

1. Consider ethics in your speech at all times.

2. Effective use of nonverbal communication can strengthen
your message.
3. How you communicate reflects who you are as a person.
4. One way to help you build credibility is through effective
nonverbal communication.
5. There are certain words that are only appropriate at
certain times and places.
6. To achieve clarity, we must speak the same language as
our listeners.
7. The use of too many fillers can distract your listeners.
8. Verbal communication is better than nonverbal
communication.
9. When you talk to others, you should not assume too
quickly that they understand the message that you convey.
10. When you communicate, choose what you want to say
and how you want to say it.
D. APPLICATION Minutes: 20 minutes
Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

The teacher will read the lines of a conversation. After which, the students
have to enact nonverbally. The students will freeze in 5 seconds.

Activity 2. I Can Feel It!

Directions: Act without speaking and with showing the facial expression as
the teacher says the lines.

1. “I just can’t believe it happened!”

2. “I was overwhelmed by the positive feedback of the audience!”
3. “I am sorry it happened that way.”
4. “I told you, I can do it!”
5. “I feel great to finish the job.”
6. “It’s so hard to feel positive right now.”
7. “I am so sorry to hear about your Mom’s passing.”
8. “It hurts me a lot.”
9. “Don’t laugh at me.”
10. “I think that’s story is so funny.”
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

to the special educational needs of learners in difficult circumstances*,

including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Based from the previous Activity 2. I Can Feel It!, connect the different lines
accordingly. Arrange and recite all of them with different facial expressions
based on the tone and mood of the lines. Present it with partner the next
day.

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
DAILY LESSON PLAN
Subject Oral Communication in Context
School Bateria National High School Grade 11
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teacher Percilito C. Tillor Quarter 1

Date July 3, 2025 Duration 1 hour
Content Standard The learner understands the nature and elements of oral communication in
context
Performance Standard The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
Competency Uses various strategies in order to avoid communication breakdown
EN11/12OC-Ia-6
I. OBJECTIVE
Knowledge: Discuss and explain verbal and nonverbal communication
Skills: Apply facial expressions and actions from the different situations
Attitude: Express oneself verbally and nonverbally
II. CONTENT
Topic Verbal and Nonverbal Communication
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint, Criteria
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

The teacher will discuss the criteria for judging of short act using the
PowerPoint

Presentation (20%)
Characterization (30%)
Delivery (30%)
Preparedness (10%)
Stage Presence (10%)
--------------------------------
TOTAL SCORE (100%)
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

a. The students should understand the given criteria for their performance
and find ways to improve it. (Literacy)
b. The students will make their estimation on their skills before they will
present to check they really ace the given criteria. (Numeracy)
C. ABSTRACTION Minutes: 40 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.
Indicator 6: Applied a range of successful strategies that maintain learning
environments that motivate learners to work productively by assuming
responsibility for their own learning.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Dyad Short Act

The students will express themselves as they act the lines given with
appropriate facial expressions and body language.
D. APPLICATION Minutes: 10 minutes
Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

The teacher will give the feedback and the score of the students. He will
also give suggestions to make every student improve their performance
and to show their giftedness and talents. Also, to encourage oneself
despite of difficulties.
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Let’s Wrap Up
After completing Let’s Wrap Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in
mind that there are no wrong answers. You can use your performance in
Let’s Wrap Up as a basis in completing this task.

Usually Sometimes Seldom Never

1. I communicate to convey my
messages and express my
ideas.
2. I describe communication as a
process.
3. I understand that communication
can be expressed in words
and/or in actions.
4. I can distinguish the features of
the communication process.
5. I can differentiate the models of
communication.
6. I effectively convey a message
both in words and actions.
7. I can identify the elements of
communication.
8. I can explain the cause of
communication breakdown.
9. I use strategies to avoid
communication breakdown.
10. I know the functions of
communication.
TOTAL

/30
GRAND TOTAL

Scoring Score Level of

Proficiency
Usually – 3 points
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

28 – 30 Advanced
Sometimes – 2 points
25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching
Proficiency
Never – 0
21 – 22 Developing
20 and below Beginning

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

Prepared by: Inspected by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
DAILY LESSON PLAN
Subject Oral Communication in Context
School Bateria National High School Grade 11
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teacher Percilito C. Tillor Quarter 1

Date July 7, 2025 Duration 1 hour
Content Standard The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the types of speech and distinguish the type of speech style
Skills: Identify social situations in which each speech style is appropriate to use
Attitude: Exhibit appropriate verbal and non-verbal behavior in a given speech
context and style
II. CONTENT
Topic Types of Speech Context and Style
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show different pictures and ask the students.

a. What do the pictures signify?

b. Are the pictures have different modes of communicating? Why or why
not?

B. ANALYSIS Minutes: 5 minutes

Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

questions
a. Which picture where you have freight in speaking? (literacy)
b. How can you solve your freight if there is a large audience listening to
you? (numeracy)

C. ABSTRACTION Minutes: 40 minutes

Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Types of Speech Context

1. Intrapersonal
This refers to communication that centers on one person where the
speaker acts both as the sender and the receiver of message. “The
message is made up of your thoughts and feelings. The channel is
your brain, which processes what you are thinking and feeling.
There is feedback in the sense that as you talk to yourself, you
discard certain ideas and replace them with others.” (Hybels &
Weaver, 2012, p 16)

Examples:

a. You spent the night thinking and analyzing why a student from
the other class talked to you on the way home and you decided it
probably meant nothing.

b. You felt happy while thinking about how your teacher appreciated
you for submitting your project before the due date and you
reflected on why this was so.

2. Interpersonal
This refers to communication between and among people and
establishes personal relationship between and among them.
Solomon and Theiss (2013) state that “the inter part of the
word highlights how interpersonal communication connects
people… when you engage in interpersonal communication, you
and another person become linked together… The personal part
means that your unique qualities as a person matter during
interpersonal communication…” (p. 5)

Types of Interpersonal Context

1. Dyad Communication
It is the communication that occurs between two people.

Examples:
a. You offer feedback on the speech performance of your
classmate.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
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b. You provide comfort to a friend who was feeling down.

2. Small Group Communication

This refers to communication that involves at least three but not
more than twelve people engaging in a face-to-face interaction to
achieve a desired goal. In this type of communication, all
participants can freely share ideas in a loose and open discussion.

Examples:
a. You are participating in an organizational meeting which aims to
address the concerns of your fellow students.

b. You are having a discussion with your group mates on how to

finish the assigned tasks.

3. Public Communication
This type refers to communication that requires you to deliver or
send the message before or in front of a group. The message can
be driven by informational or persuasive purposes. “In public
communication, unlike in interpersonal and small group, the
channels are more exaggerated. The voice is louder and the
gestures are more expansive because the audience is bigger. The
speaker might use additional visual channels such as slides or a
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Power Point presentation.” (Hybels & Weaver, 2012, p 19)

Examples:

a. You deliver a graduation speech to your batch.

b. You participate in a declamation, oratorical, or debate contest

watched by a number of people.

4. Mass Communication
This refers to communication that takes place through television,
radio, newspapers, magazines, books, billboards, internet, and other
types of media.

Example:

a. You are a student journalist articulating your stand on current

issues through the school’s newspaper.

Types of Speech Style

The context dictates and affects the way people communicate,
which results in various speech styles. Each style dictates what
appropriate language or vocabulary should be used or observed.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
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1. Intimate
This style is private, which occurs between or among close family
members or individuals. The language used in this style may not
be shared in public.

2. Casual
This style is common among peers and friends. Jargon, slang, or
the vernacular language are used.

3. Consultative
This style is the standard one. Professional or mutually acceptable
language is a must in this style. Examples of situations are
communication between teachers and students, employers and
employees, doctor and patient, judge and lawyer, or President and
his/her constituents.

4. Formal
This style is used in formal settings. Unlike the consultative style,
this is one-way. Examples are sermons by priests and ministers,
State of the Nation Address of the President, formal speeches, or
pronouncements by judges.

5. Frozen
This style is “frozen” in time and remains unchanged. It mostly
occurs in ceremonies. Common examples are the Preamble to the
Constitution, Lord’s Prayer, and Allegiance to country or flag.

Activity 1. Identification
Directions: Identify the type of speech style appropriate for the following
situations. Write your answer on the blank provided before the number.
1. Talking to a counselor or psychiatrist
2. Giving last-minute instructions to players
3. Delivering campaign speeches
4. Delivering a speech at the UN Summit
5. Delivering news reports
6. Talking and laughing about memorable experiences
7. Communicating while playing sports
8. Having a one-on-one conversation with a loved one
9. Delivering an oratorical speech
[Link] a prayer before meal
[Link] school policies
[Link] to a superior
[Link] pledge of allegiance to the flag
[Link] to a stranger
[Link] at a hotel

D. APPLICATION Minutes: 10 minutes

Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 2. Citing Situations

Directions: Cite one social situation in which each of the types of
speech style is appropriate to use. Identify the situation to which
type of context. Write your answer on the table. Refer to the given
example.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
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Example:
Consultative – Inquiring to a salesperson about the specifications of a
gadget that you plan to buy at a Shopping Mall. – Dyad Communication

Speech Style Social Situation Speech Context

Intimate
Casual
Consultative
Formal
Frozen
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Let’s Wrap Up
After completing Let’s Wrap Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in
mind that there are no wrong answers. You can use your performance in
Let’s Wrap Up as a basis in completing this task.
Usually Sometimes Seldom Never
1. I am aware of the types of
speech contexts.
2. I can differentiate the types of
speech contexts.
3. I can explain the importance of
effective communication in a
specific context.
4. I recognize that competence in
communication requires an
understanding of speech
contexts.
5. I exhibit appropriate verbal and
nonverbal behavior in a given
speech context.
6. I am aware that there are
different speech styles.
7. I can differentiate the types of
speech styles.
8. I can identify the type of speech
style someone is using.
9. I adjust my speech style
depending on the context of the
situation.
10. I know that using the appropriate
speech style is a key to
successful communication.
TOTAL

GRAND TOTAL /30

Scoring Score Level of

Proficiency
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
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Usually – 3 points Advanced

28 – 30
Sometimes – 2 points Proficient
25 – 27
Approaching
Seldom – 1 point 23 – 24 Proficiency
Never – 0 Developing
21 – 22
Beginning
20 and below

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker
DAILY LESSON PLAN
Subject Oral Communication in Context
School Bateria National High School Grade 11
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teacher Percilito C. Tillor Quarter 1

Date July 8, 2025 Duration 1 hour
Content Standard The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Identifies the various types of speech context EN11/12OC-Ifj15
Distinguishes types of speeches and speech style EN11/12OC-Ifj17
I. OBJECTIVE
Knowledge: Identify the types of speech act
Skills: Classify the five distinct categories of speech act according to Searle
Attitude: Evaluate one’s learning on speech act
II. CONTENT
Topic Speech Act
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show different pictures and ask the students.

a. What does the picture signify?

b. What will happen to the addressee if the speaker gives a command
speech?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

questions
c. Can a problem be solved if everyone shares his/her varied solutions?
(literacy)
d. What strategy from the everyone’s ideas can you apply from varied
solutions given? (numeracy)
C. ABSTRACTION Minutes: 30 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Definition of Speech Acts

A speech act is an utterance that a speaker makes to achieve
an intended effect. Some of the functions which are carried out
using speech acts are offering an apology, greeting, request,
complaint, invitation, compliment, or refusal. A speech act might
contain just one word or several words or sentences. For example,
“Thanks” and “Thank you for always being there for me. I really
appreciate it” both show appreciation regardless of the length of the
statement.

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the
developer of the Speech Act Theory, there are three types of acts in
every utterance, given the right circumstances or context. These
are:
1. Locutionary act is the actual act of uttering.
“Please do the dishes.”

2. Illocutionary act is the social function of what is said.

3. Perlocutionary act is the resulting act of what is said. This

effect is based on the particular context in which the speech act
was mentioned.

Searle’s Classifications of Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976), a
professor from the University of California, Berkeley, classified
illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker
expresses belief about the truth of a proposition. Some examples
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

of an assertive act are suggesting, putting forward, swearing,

boasting, and concluding.
Example:
No one makes better pancakes than I do.

2. Directive – a type of illocutionary act in which the speaker tries

to make the addressee perform an action. Some examples of a
directive act are asking, ordering, requesting, inviting, advising,
and begging.
Example:
Please close the door.

3. Commissive – a type of illocutionary act which commits the

speaker to doing something in the future. Examples of a
commissive act are promising, planning, vowing, and betting.
Example:
From now on, I will participate in our group activity.
4. Expressive – a type of illocutionary act in which the speaker
expresses his/her feelings or emotional reactions. Some
examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
Example:
I am so sorry for not helping out in our group projects and letting you
do all the work.

5. Declaration – a type of illocutionary act which brings a

change in the external situation. Simply put, declarations bring
into existence or cause the state of affairs which they refer to.
Some examples of declarations are blessing, firing, baptizing,
bidding, passing a sentence, and excommunicating.
Example:
You are fired!
(By saying that someone is fired, an employer causes or brings about the
person’s unemployment, thus changing his external situation.)
D. APPLICATION Minutes: 10 minutes
Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 2. Citing Situations

Directions: Work with your partner from the previous activity. Complete
the following table with information related to Searle’s Classification of
Speech Acts.
Example:

Classification of
Situation Example
Speech Act
Chris bought a new gadget, “I’m the only one in school
Assertive and he shows it off to his who has this new iPhone
friends. model.”

Classification of
Situation Example
Speech Act
Assertive
Directive
Commissive
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
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Expressive
Declaration
IV. ASSIGNMENT Minutes: 2 minutes
Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Let’s Wrap Up
After completing Let’s Wrap Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in
mind that there are no wrong answers. You can use your performance in
Let’s Wrap Up as a basis in completing this task.
Usually Sometimes Seldom Never
1. I know what a speech act is.

2. I can distinguish the types of

speech acts.
3. I recognize that to fully
understand speech acts, I need
to have communicative
competence.
4. I respond appropriately and
effectively to a speech act.
5. I consider the various social
meanings behind an utterance.
6. I understand why speech acts
are difficult to perform when
using a second language.
7. I understand what each type of
speech entails.
8. I try to decode speech acts
based on the context of the
situation.
9. I understand the intended
meaning of indirect speech acts.
10. I can tell when a speech act is
being used during
communication.
TOTAL

GRAND TOTAL /30

Scoring Score Level of

Proficiency
Usually – 3 points
28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching
Proficiency
Never – 0
21 – 22 Developing
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

20 and below Beginning

Teaching strategies in difficult circumstances:

7. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

8. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

9. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

10. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

11. Child Abuse

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

12. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Date July 9, 2025 Duration 1 hour

Content Standard The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the types of communicative strategy
Skills: Identify social situations that relates to communicative strategies
Attitude: Apply and evaluate scenes through a role-play
II. CONTENT
Topic Types of Communicative Strategy
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show a picture and ask the students.

a. What does the picture signify?

b. Are the people in the picture making a strategy?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
questions
a. Does a structure help in solving a problem? (literacy)
b. How can you act out from the structure given to solve a problem?
(numeracy)
C. ABSTRACTION Minutes: 25 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

Types of Communicative Strategy

Since engaging in conversation is also bound by implicit rules, Cohen

(1990) states that strategies must be used to start and maintain a
conversation. Knowing and applying grammar appropriately is one of
the most basic strategies to maintain a conversation. The following
are some strategies that people use when communicating.

1. Nomination
A speaker carries out nomination to collaboratively and productively
establish a topic. Basically, when you employ this strategy, you try to
open a topic with the people you are talking to.

2. Restriction
Restriction in communication refers to any limitation you may have as
a speaker. When communicating in the classroom, in a meeting, or
while hanging out with your friends, you are typically given specific
instructions that you must follow. These instructions confine you as a
speaker and limit what you can say.

3. Turn-taking
Sometimes people are given unequal opportunities to talk because
others take much time during the conversation. Turn-taking pertains
to the process by which people decide who takes the conversational
floor.

4. Topic Control
Topic control covers how procedural formality or informality affects the
development of topic in conversations. For example, in meetings, you may
only have a turn to speak after the chairperson directs you to do so.
Contrast this with a casual conversation with friends over lunch or coffee
where you may take the conversational floor anytime.

5. Topic Shifting
It involves moving from one topic to another. In other words, it is where one
part of a conversation ends and where another begins.

6. Repair
Repair refers to how speakers address the problems in speaking, listening,
and comprehending that they may encounter in a conversation. For
example, if everybody in the conversation seems to talk at the same time,
give way and appreciate other’s initiative to set the conversation back to its
topic.

7. Termination
Termination refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation. Most of the time, the topic
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

initiator takes responsibility to signal the end of the discussion as well.

Activity 1: Identification
Direction: Identify the type of communicative strategy in each statement.
1. “Do you have anything to say?”
2. “One of the essential lessons I gained from the
discussion is the importance of sports and wellness to a healthy
lifestyle.”
3. “Excuse me? I think we should speak one at a time, so
we can clearly understand what we want to say about the issue.”
4. “Go on with your ideas. I’ll let you finish first before I say
something.”
5. “Have you heard the news about the latest
achievement of our government?”
6. “Hey, how are you? I missed you!”
7. “Best regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I
want to personally offer apologies for what I did yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on
my writing assignment. Let’s talk next time, okay?”
10. “Now, it’s your turn to ask questions.”

D. APPLICATION Minutes: 10 minutes

Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 2. 3 – Minute Short Role Play

Directions: In your groups (same with Let’s Warm Up), pretend that you
are members of the Class Field Trip Committee. Your teacher will assign
you to role play one of the prompts below. Make sure to assign people to
play the other characters mentioned in each scene.

Scene 1: While eating in the canteen, you go over the brochures of the
tourist spot for the field trip. You talk about various information about the
location.

Scene 2: You decide on the final itinerary of the field trip and discuss the
details such as transportation, accommodation, meals, and itinerary.

Scene 3: You are tasked to present the final itinerary to the students’
parents during the quarterly parents’ meeting.

Scene 4: Upon arrival at your destination, you talk to the hotel concierge
about your reservations. You inquire about breakfast schedules, hotel keys,
extra beddings, and room service.
Scene 5: You ask a police officer and a street vendor (on two different
instances) for directions to the beach because the class is lost somewhere
in town.

Scene 6: The class needs to eat in the nearest fast-food restaurant. After
taking all the orders from your classmates, you go to the counter to place
the orders. However, some of the orders are not available so you ask for
alternate combos from the fast-food crew, and you make decisions for the
rest of the class.

Scene 7: You have a free half day before your trip back home, so you
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

decide on what to do as members of the field trip committee. Your ideas

and suggestions clash, but ultimately everything is cleared out and you
present the final plan to your classmates.

IV. ASSIGNMENT Minutes: 7 minutes

Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Activity 3: Pair Activity

Directions: Look for a partner. Think of three scenes from a movie
or a TV show where various communicative strategies were
employed in one conversation. Watch the scenes and evaluate the
effect of the strategy applied to the conversation and to the
characters. Write in 1 whole sheet of paper.

List your evaluations in the table below.

Movie (scene
Communicative Effect on the Effect on the
and context;
strategy applied conversation characters
characters)

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Offer culturally sensitive and trauma-informed instruction, provide

opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date July 10, 2025 Duration 1 hour
Content Standard The learner recognizes that communicative competence requires
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

understanding of speech context, speech style, speech act and

communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the types of communicative strategy
Skills: Identify social situations that relates to communicative strategies
Attitude: Apply and evaluate scenes through a role-play
II. CONTENT
Topic Types of Communicative Strategy
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Script
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will give an instruction before every group will present
including the criteria of judging.

Presentation (20%)
Relevance (20%)
Skit (20%)
Characterization (20%)
Delivery (20%)

TOTAL SCORE (100%)

B. ANALYSIS Minutes: 5 minutes
The students need to analyze every role of the members to cater the
appropriateness
C. ABSTRACTION Minutes: 40 minutes
The group will be given 25 minutes to rehearse before presenting their
work. The group will present their role play with preparedness.
D. APPLICATION Minutes: 6 minutes
The students will give their realization based on their performances and
how this be applied to real-life situations.
IV. ASSIGNMENT Minutes: 6 minutes
The teacher will give evaluation checklist to students about the topic and
their learning.

Let’s Wrap Up
After completing Let’s Wrap Up, tick the column that determines how often you
practice what the statements say. Do this as objectively as possible. Bear in
mind that there are no wrong answers. You can use your performance in
Let’s Wrap Up as a basis in completing this task.
Usually Sometimes Seldom Never
1. I collaboratively and productively
establish a topic during
conversation.
2. I efficiently signal the beginning
of a new topic.
3. I observe limitation in
communication.
4. I give others equal opportunity to
speak.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

5. I efficiently sustain a productive

conversation.
6. I patiently wait for my turn to
speak.
7. I am polite when I want to raise a
point.
8. I observe appropriate transitions
for effective conversation.
9. I appreciate others who
effectively sustain an effective
conversation..
10. I end a conversation effectively.

TOTAL

GRAND TOTAL /30

Scoring Score Level of

Proficiency
Usually – 3 points
28 – 30 Advanced
Sometimes – 2 points 25 – 27 Proficient
Seldom – 1 point 23 – 24 Approaching
Proficiency
Never – 0
21 – 22 Developing
20 and below Beginning

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date July 14, 2025 Duration 1 hour
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Content Standard The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the types of communicative strategy
Skills: Identify social situations that relates to communicative strategies
Attitude: Apply and evaluate declamation piece
II. CONTENT
Topic Types of Speech Context and Speech Style
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Script
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
The teacher will give an instruction before every group will present
including the criteria of judging.

Internalization (25%)
Fluency/Mastery (25%)
Clarity of Voice (20%)
Diction and Enunciation (20%)
Eye Contact and Audience Impact (10%)

TOTAL SCORE (100%)

B. ANALYSIS Minutes: 5 minutes
The students need to analyze every role of the members to cater the
appropriateness
C. ABSTRACTION Minutes: 40 minutes
Every student will be given 4 minutes in presenting the declamation.
D. APPLICATION Minutes: 6 minutes
The students will give their realization based on their performances and
how this be applied to real-life situations.
IV. ASSIGNMENT Minutes: 6 minutes
The teacher will give the students to research on steps of speech writing.

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

Subject Oral Communication in Context
School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date July 15, 2025 Duration 1 hour
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Content Standard The learner recognizes that communicative competence requires

understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the principles of writing
Skills: Use principles of effective speech writing focusing on audience analysis,
purpose, and choosing a topic
Attitude: Apply and evaluate scenes through a role-play
II. CONTENT
Topic Types of Communicative Strategy
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

2. Show a picture and ask the students.

a. What does the picture signify?

b. Do the person have confusion in writing?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
questions
a. How can you discuss the pattern from the given pictire? (literacy)
b. How many processes are to be involved in writing? (numeracy)
C. ABSTRACTION Minutes: 25 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

strategies to support learner understanding, participation, engagement and

achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

The Speech Writing Process

Just like events planning, or any other activities, writing an

effective speech follows certain steps or processes. The process for
writing is not chronological or linear; rather, it is recursive. That
means you have the opportunity to repeat a writing procedure
indefinitely, or produce multiple drafts first before you can settle on
the right one. Figure 1 shows the schematic diagram.

The following are the components of the speech writing

process.

Audience analysis entails looking into the profile of your target

audience. This is done so you can tailor-fit your speech
content and delivery to your audience. The profile includes
the following information.
1. demography (age range, male-female ratio, educational
background and affiliations or degree program taken,
nationality, economic status, academic or corporate
designations)
2. situation (time, venue, occasion, and size)
3. psychology (values, beliefs, attitudes, preferences, cultural
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

and racial ideologies, and needs) A sample checklist is presented

below.

The purpose for writing and delivering the speech can be

classified into three—to inform, to entertain, or to persuade.

1. An informative speech provides the audience with a

clear understanding of the concept or idea presented by
the speaker.

2. An entertainment speech provides the audience with

amusement.

3. A persuasive speech provides the audience with well-

argued ideas that can influence their own beliefs and
decisions.

The purpose can be general and specific. Study the examples

below to see the differences.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

D. APPLICATION Minutes: 10 minutes

Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 1. Audience Analysis

Directions: Make an audience analysis regarding your section.
Follow the format given below. Then, make a topic on it.

IV. ASSIGNMENT Minutes: 3 minutes

Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Reflect on what you have learned after taking up this lesson by completing
the chart below.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

I thought…
What were your
thoughts or
ideas about the
audience
analysis?

I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?

Teaching strategies in difficult circumstances:

1. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

2. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

3. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

4. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

5. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

6. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker

DAILY LESSON PLAN

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Subject Oral Communication in Context

School Bateria National High School Grade 11
Teacher Percilito C. Tillor Quarter 1
Date July 16, 2025 Duration 1 hour
Content Standard The learner recognizes that communicative competence requires
understanding of speech context, speech style, speech act and
communicative strategy.
Performance Standard The learner demonstrates effective use of communicative strategy in a
variety of speech situations.
Competency Responds appropriately and effectively to a speech act EN11/12OC-Ifj20
I. OBJECTIVE
Knowledge: Identify the principles of writing
Skills: Use principles of effective speech writing focusing on audience analysis,
purpose, and choosing a topic
Attitude: Apply and evaluate scenes through a role-play
II. CONTENT
Topic Principles of Speech Writing: Narrowing a Topic
Source Textbook Source:
Oral Communication in Context For Senior High School by Philippe John
Fresnillo Sipacio, PhD. and Anne Richie Garcia Balgos, PhD.
Materials Pictures, PowerPoint
III. PROCEDURE
A. ACTIVITY Minutes: 3 minutes
Indicator 1: Applied knowledge of content within and across curriculum
teaching areas

Indicator 2: Ensured the positive use of ICT to facilitate the teaching and
learning process.

1. Show a picture and ask the students.

a. What does the picture signify?

b. What does the person in the picture get into?
B. ANALYSIS Minutes: 5 minutes
Indicator 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

The students will differentiate the two pictures by answering the following
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

questions
a. How can you discuss the pattern from the given picture? (literacy)
b. How many processes are to be involved in writing? (numeracy)
C. ABSTRACTION Minutes: 25 minutes
Indicator 4: Used effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.

Indicator 5: Maintained supportive learning environments that nurture and

inspire learners to participate, cooperate and collaborate in continued
learning.

Indicator 6: Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by assuming
responsibility for their own learning.

The Speech Writing Process: Narrowing down a topic

The topic is your focal point of your speech, which can be

determined once you have decided on your purpose. If you
are free to decide on a topic, choose one that really
interests you. There are a variety of strategies used in
selecting a topic, such as using your personal experiences,
discussing with your family members or friends, free writing,
listing, asking questions, or semantic webbing.

Narrowing down a topic means making your main idea

more specific and focused. The strategies in selecting a
topic can also be used when you narrow down a topic.
In the example below, “Defining and developing effective
money management skills of Grade 11 students” is the
specific topic out of a general one, which is “Effective
money management.”

Data gathering is the stage where you collect ideas,

information, sources, and references relevant or related to
your specific topic. This can be done by visiting the library,
browsing the web, observing a certain phenomenon or event
related to your topic, or conducting an interview or survey.
The data that you will gather will be very useful in making
your speech informative, entertaining, or persuasive.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Writing patterns, in general, are structures that will help you

organize the ideas related to your topic. Examples are
biographical, categorical/topical, causal, chronological,
comparison/contrast, problem-solution, and spatial.

Below are different writing patterns from which you can

select the one that best suits your topic and/or purpose.

D. APPLICATION Minutes: 10 minutes

Indicator 7: Designed, adapted and implemented teaching strategies that
are responsive to learners with disabilities, giftedness and talents.

Activity 1. Audience Analysis

Directions: Make an audience analysis regarding your section.
Follow the format given below. Then, make a topic on it.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

IV. ASSIGNMENT Minutes: 3 minutes

Indicator 8: Planned and delivered teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances*,
including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor
practices.

Reflect on what you have learned after taking up this lesson by completing
the chart below.

I thought…
What were your
thoughts or
ideas about the
audience
analysis?

I learned that…
What new or
additional ideas
did you learn
after taking up
this lesson?
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Daanbantayan I
BATERIA NATIONAL HIGH SCHOOL
Bateria, Daanbantayan, Cebu
-----------------------------------------------------------------------------------------------------------------------------------------

Teaching strategies in difficult circumstances:

c. Geographic Isolation
Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Online Teaching

d. Chronic Illness
Accommodate absences due to medical appointments, provide flexible
deadlines, offer assistive technology, and ensure access to necessary
medical support within the school setting.
Teaching Strategy: Distance Online Teaching

e. Displacement Due to Armed Conflict

Offer culturally sensitive and trauma-informed instruction, provide
opportunities for social connection and support, and help students
navigate the transition to a new school environment.
Teaching Strategy: Distance Online Teaching

f. Urban Resettlement or Disasters

Utilize technology for online learning, provide access to enriched learning
materials remotely, and arrange regular check-ins with a mentor or
support teacher.
Teaching Strategy: Distance Modular Teaching

g. Child Abuse
Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being.
Teaching Strategy: Distance Modular Teaching

h. Child Labor Practices

Prioritize creating a safe and nurturing classroom environment, provide
individual counseling and support services, and collaborate with child
protection agencies to ensure their well-being .
Teaching Strategy: Distance Modular Teaching

Prepared by: Checked by:

PERCILITO C. TILLOR AUBREY M. DIAZ

Teacher II School Caretaker