Grades 11 / 12 School Alfonso Integrated High School Grade Level Grade 12

DAILY LESSON Teacher Rochelle M. Perido Learning Area English

PLAN
Teaching Dates and September 11, 2023-September 15, 2023 Quarter 1st Quarter
Time

Day 1 Day 2 Day 3 Day 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.

The learner understands the nature and elements of oral communication in context.
A. Content Standards

The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
B. Performance Standards

C. Learning Competencies/ Explains the functions, nature Explains the functions, Explains the functions, Explains the functions, nature
Objectives and process of communication nature and process of nature and process of and process of
Write the LC code for each (EN11/12OC-Ia-2) communication communication communication (EN11/12OC-
(EN11/12OC-Ia-2) (EN11/12OC-Ia-2) Ia-2)

Verbal communication Nonverbal communication Models of communication Models of communication

II. CONTENT

List all materials to be used on different days. Varied sources of materials sustain children's interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
III. LEARNING RESOURCES learning promotes concept development.
 A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages Oral Communication in Oral Communication in

Context Context
Quarter 1 – Module 2: Quarter 1 – Module 2:
Communication Models, Communication Models, pp.
pp. 1;4-13; 16 1;4-13; 16
3. Textbook pages Oral Communication in Context Oral Communication in
Textbook by Philippe John Context Textbook by
Sipacio and Anne Richie Balgos, Philippe John Sipacio and
pp. 10-11 Anne Richie Balgos, pp. 10-
11
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources https://harappa.education/ Oral Communication in

harappa-diaries/verbal- Context by Ramona S.
communication-and-its-types/ Flores, pp.18-23

https://www.youtube.com/
watch?v=ExKCcndqK5c
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment.
IV. PROCEDURES
A. Reviewing previous lesson or Review the learners about The class will review the The class will recall the The class will recall the
presenting the new lesson functions of communication. lesson about verbal types of verbal and models of communication
communication. nonverbal being discussed yesterday.
communication.
B. Establishing a purpose for the Ask the learners about how they The class will play Ask the class what they
lesson listen to a person when engaged “Charades” sports edition. about a globe.
in a conversation. Ask them how
they talk and how they are able
 to do feedback.
C. Presenting examples/instances The class will watch “Talking Fast The class will ponder on Present them a globe and
of the new lesson With a Record-Setting Speed what makes a conversation call some learners to
Talker”, a content of Great Big successful. Introduce to locate countries,
Story. them the concept of continents, and oceans.
nonverbal communication. After that, ask the class
the importance of having
Ask the learners what are their a globe to understand
comments to what they have geography.
watched.

Then, the class will try to recite

the tongue twister:

Peter Piper picked a peck of

pickled peppers.
A peck of pickled peppers Peter
Piper picked.
If Peter Piper picked a peck of
pickled peppers,
Where’s the peck of pickled
peppers Peter Piper picked?
D. Discussing new concepts and Discuss verbal communication. Present to the class the Discuss the different
practicing new skills #1 Elucidate the following different types of models of
elements: nonverbal communication. communication.
tone, speed, volume, grammar,
and vocabulary.
E. Discussing new concepts and Explain to the class the Discuss the importance of
practicing new skills #2 importance of the following mastery of nonverbal
when one is engaged in verbal communication.
communication:
appropriateness, brevity, clarity,
ethics, and vividness.
F. Developing mastery (leads to The learners will answer The learners will do an The learners will fill out The learners will have a
 Formative Assessment 3) identification test activity about identification test about the Venn diagram on page group work about
verbal communication. nonverbal communication. 13. demonstrating a
communication model. Each
group need to choose a
communication model to act
or demonstrate. Each group
are given a minimum of three
minutes and a maximum of
five minutes.

G. Finding practical applications Ask the learners how verbal Ask the learners how
of concepts and skills in daily communication can help them to nonverbal communication
living form relationships? can help them to attain in
clarity in speaking to
people.
H. Making generalizations and The learners will give their key The learners will give The class will answer
abstractions about the lesson takeaways about the lesson. details on the different What I Have Learned
types of nonverbal questions on page 16.
communication.

I. Evaluating learning The learners will answer The learners will present
Exercise V in Oral their group performance.
Communication in Context
book written by Sipacio and
Balgos on page 11.

J. Additional activities for The learners need to do a

application or remediation performance task
demonstrating their
understanding on verbal or
nonverbal communication.

They may choose from the

following:
1. Deliver at least two
famous lines from
 two different
movies or shows.
2. Do a voice message
on Messenger
about taking care
of mental health.
3. Upload five
pictures showing
facial expressions
on Facebook.
Upload at least two photos
or one video showing the
observance of safety
protocols against COVID-19
on Facebook.

V. REMARKS

Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. you can ask them relevant questions.)

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
 can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted by:

ROCHELLE M. PERIDO MYLENE R. LESCANO RINA F. ROMILLA, Ed.D

SHS Teacher Head Teacher II Principal III