Based on Annex 2B.6 to DepEd Order No. 42, s.
2016
School New Bataan National High School Grade Level & Quarter/Week 11/ First/ Week 2
Teacher CHAREN POICE C. ROSELLO SHS Track Academic/ HUMSS
Inclusive Dates & Scheduled August 5-9, 2024 Learning Area Oral Communication in Context
Time Mabini (Mon-Thu-7:30-8:30)
DAILY LESSON LOG Jacinto (Mon 10:50-11:50 & Wed 2:00-3:00)
SENIOR HIGH Aquino (Tue 9:50-10:50/3:00-4:00) Topic -The functions, nature and process of
SCHOOL (Thu-3:00-4:00) (Fri 8:30-9:30) communication
-Various models of communication
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I.OBJECTIVES
A.Content Standards The learner understands the nature and elements of oral communication in context.
B.Performance Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C.Learning Explains the functions, nature and Explains the functions, nature and process Differentiates the various models of Differentiates the various models of
Competencies/Objectives process of communication (EN11/12OC- of communication (EN11/12OC-Ia-2) communication communication
Write the LC Code for each Ia-2) (EN11/12OC-Ia-3) (EN11/12OC-Ia-3)
II.CONTENT
Verbal communication Nonverbal communication Models of communication Models of communication
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Oral Communication in Context Oral Communication in Context Oral Communication in Context Oral Communication in Context
Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1: Quarter 1 – Module 1:
Functions, Nature and Process of Functions, Nature and Process of Functions, Nature and Process of Functions, Nature and Process of
Communication Communication Communication Communication
3.Textbook Pages Oral Communication in Context Textbook Oral Communication in Context Textbook Oral Communication in Context Oral Communication in Context
by Philippe John Sipacio and Anne Richie by Philippe John Sipacio and Anne Richie Textbook by Philippe John Sipacio and Textbook by Philippe John Sipacio and
Balgos, pp. iv Balgos Anne Richie Balgos Anne Richie Balgos
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources https://harappa.education/harappa- Oral Communication in Context by Ramona
diaries/verbal-communication-and-its- S. Flores, pp.18-23
types/
https://www.youtube.com/
watch?v=ExKCcndqK5c
IV.PROCEDURES
A.Reviewing previous lesson or Review the learners about functions of The class will review the lesson about The class will recall the types of verbal The class will recall the models of
presenting the new lesson communication. verbal communication. and nonverbal communication. communication being discussed
yesterday.
B.Establishing a purpose for the Ask the learners about how they listen to The class will play “Charades” sports Ask the class what they about a globe.
lesson a person when engaged in a edition.
conversation. Ask them how they talk
and how they are able to do feedback.
C.Presenting examples/instances The class will watch “Talking Fast With a The class will ponder on what makes a Present them a globe and call some The class will watch “Talking Fast
of the new lesson Record-Setting Speed Talker”, a content conversation successful. Introduce to them learners to locate countries, With a Record-Setting Speed Talker”,
of Great Big Story. the concept of nonverbal communication. continents, and oceans. After that, ask a content of Great Big Story.
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
the class the importance of having a
Ask the learners what are their globe to understand geography. Ask the learners what are their
comments to what they have watched. comments to what they have watched.
Then, the class will try to recite the Then, the class will try to recite the
tongue twister: tongue twister:
Peter Piper picked a peck of pickled Peter Piper picked a peck of pickled
peppers. peppers.
A peck of pickled peppers Peter Piper A peck of pickled peppers Peter Piper
picked. picked.
If Peter Piper picked a peck of pickled If Peter Piper picked a peck of pickled
peppers, peppers,
Where’s the peck of pickled peppers Where’s the peck of pickled peppers
Peter Piper picked? Peter Piper picked?
D.Discussing new concepts and Discuss verbal communication. Elucidate Present to the class the different types of Discuss the different models of Discuss verbal communication.
practicing new skills #1 the following elements: nonverbal communication. communication. Elucidate the following elements:
tone, speed, volume, grammar, and tone, speed, volume, grammar, and
vocabulary. vocabulary.
E.Discussing new concepts and Explain to the class the importance of the Discuss the importance of mastery of
practicing new skills #2 following when one is engaged in verbal nonverbal communication.
communication:
appropriateness, brevity, clarity, ethics,
and vividness.
F.Developing mastery The learners will answer identification The learners will do an identification test The learners will fill out the Venn The learners will have a group work
(Leads to formative assessment) test activity about verbal communication. about nonverbal communication. diagram on page 13. about 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 nonverbal
of concepts and skills in daily communication can help them to form communication can help them to attain in
living relationships? clarity in speaking to people.
H. Making generalizations and The learners will give their key The learners will give details on the The class will answer What I Have
abstractions about the lesson takeaways about the lesson. different types of nonverbal Learned questions on page 16.
communication.
I.Evaluating Learning The learners will answer Exercise V in Oral The learners will present their group
Communication in Context book written by performance.
Sipacio and Balgos on page 11.
J.Additional activities for The learners need to do a performance
application or remediation 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
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
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
VI.REFLECTION
A.No. of learners who earned
80% of the formative assessment
B.No. of learners who require
additional activities to
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
material did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked and Noted:
CHAREN POICE C. ROSELLO ALREY E. CALLAO
Subject Teacher Assistant School Principal II
