DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE 11 (ORAL COMMUNICATION IN CONTEXT) Date: June , 2016 (Day 1) Subject: Oral Communication in Context Week: 1 Grade: 11 Quarter: I Semester: First Topic: 1. Definition of Communication 2. Nature and Process of Communication intended Learning Competencies No.1-2: 1. Defines communication (EN11/12OC-Ia-1) 2. Explains the nature and process of communication (EN11/12OC-Ia-2) I. OBJECTIVES A. Cognitive Define what communication is ` Explain the nature and process of communication B. Affective Value one’s name, gender identity, and responsibility sincerely Accept willingly a task without counting the cost C. Psychomotor Present a tableau presentation showing the nature and process of communication touching the value of one’s name, gender identity and responsibility at home II. MATERIALS/SUBJECT MATTER A. References: Curriculum Guide (CG) – Oral Communication in Context p.1 Speech Communication by W.D. Brooks and R.W. Heath google.com B. Materials: Graphic Organizer, Pictures, LCD Projector, Laptop, Cartolina, Bell C. Integration: Values Education – 1. Bible Verse - Ephesians 6:1-3 2. Crucifixion of Jesus (Video) 3. Fr. Patrick Payton’s Message Araling Panlipunan – Family Code of the Philippines Mass Media – Jollibee Commercial (The Value of Family) D. Multiple Intelligences: Visual-Spatial, Musical, Verbal-Linguistic, Interpersonal, Intrapersonal, Bodily-Kinesthetic E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual F. Thinking Tools: Look Others’ Views (LOV), Think All Consequences (TAC) III. PROCEDURES A. Preparatory Activities 1. Daily Routine a.) Prayer – Ask students to pray by singing “Rejoice in the Lord Always” Group Singing – “Rejoice in the Lord Always” Rejoice in the Lord always And again I say rejoice (2x) Chorus: Rejoice, rejoice And again I say rejoice Rejoice, rejoice And again I say rejoice [Repeat] b.) Cleaning of Classroom c.) Checking of Attendance d.) Recapitulation of the previous topic/s in English 10 leading to oral communication 2. Activating Prior Knowledge Ask the class: “Do you have specific job at home? What are the different household chores you do at home? Are these tasks easy or difficult for you? How do you react when you can’t perform the tasks given to you by your parents? Have you noticed the tone of your voice? How do your parents respond from your complaints?” 3. Presentation of the Objectives Ask students to read the objectives of the lesson. B. Development of the Lesson 1. Motivation - “Face to Face! Ask students to choose their partner, then, ask them to face one another without talking or moving. The rule is no one will talk or laugh. If someone laughs or talks, s/he will seat until the last person who is not laughing will be the winner. Questions for Processing: Have students the following questions: 1. How did you find the activity? 2. Which among the ideas shared is essential for you? 3. What have you realized from the activity? 2. Presentation Ask students to give input on the definition and the nature and process of communication with the following tasks: a. Ask students to give the definition of communication using Pop Corn Recitation Strategy. b. Have them give the nature and process of communication. c. Let the teacher give additional information on the definition, nature and process of communication. 3. Activities a. Ask students to draw on the board the usual nature and process of communication using a diagram. b. Let them give situations at home or family conversations pertaining to giving tasks wherein the nature and process of communication are related. c. Ask them to classify from the given situations the components of the process of communication to determine who/which is the Sender, the Message, the Channel, and the Receiver of the massage. 4. Application a. Tell the Story of Your Name! 1.) As an application of giving the root definition of communication, this activity allows students to introduce the root story of their names to give the exact descriptions of their personality. Since this is the first day of classes, this would give a chance to get to know one another better. 2.) Ask the students to share with the group any stories, facts, history, background, etc., about his or her names, either first or last. Ask them to write the descriptions and origins of their names in a creative ways using art materials and cartolina strips. 3.) Let selected students present their answers with time limits. 4.) Lead them that they will be graded using the given criteria: No. 1. 2. 3. 4. 5. Criteria 5 4 3 2 1 Content Creativity Presentation Originality Time Limit TOTAL b. Lead them the importance of communication and its nature and process to real life situations especially in the family relations. c. Have them connect the definition and the nature and process of communication in the real life situations in doing tasks sincerely at home. d. Ask students to watch a two-minute video presentation about the crucifixion of Jesus Christ to stress the value of obedience. Let them watch a 15second mass media commercial to realize contentment of having good family ties. Let them read the family code which signifies the real essence of good and harmonious family relations. e. Ask the class: “How do you value one’s name and identity sincerely? How do you accept willingly a task without counting the cost? Justify your answer.” IV. EVALUATION IT’S SHOWTIME! a. b. Ask students to form the class into five groups. Ask them to present a tableau presentation showing the nature and process of communication touching the value of one’s name, gender, identity, and responsibility at home. Lead them that they will be graded using the given rubric: Rubric for Tableau Presentation Group No. Group Members: Criteria Very Good(5) Good (3-4) Clarity of Content and Presentation The content was very clear and can be easily understood The tableau was very creative and related to the scene The group finished on time The content was clear and can be understood Creativity Time Allotment Needs improvement(2-1) The content was vague and confusing The tableau was creative and related to the scene The tableau was quite creative and related to the scene The group almost finished on time The group did not finish on time Rating: V. ASSIGNMENT A. Explain the message of Spiderman “Great power comes great responsibility.” by doing any of the following: 1. Creating a slogan 2. Making a 3-stanza poem 3. Composing lyrics B. Research about models of communication and give specific scenarios pertaining to these. DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL GRADE 11 (ORAL COMMUNICATION IN CONTEXT) Date: June , 2016 (Day 2) Subject: Oral Communication in Context Week: 1 Grade: 11 Quarter: I Semester: First Topic: Models of Communication Learning Competencies No.3: Differentiates the various models of communication (EN11/12OC-Ia-3) II. OBJECTIVES A. Cognitive Differentiate various models of communication B. Affective Value friendship truthfully C. Psychomotor Perform differentiated activities signifying the various models of communication in line with valuing friendship sincerely III. MATERIALS/SUBJECT MATTER A. References: Curriculum Guide (CG) – Oral Communication in Context p.1 google.com B. Materials: Laptop, Graphic Organizer, LCD Projector, Cartolina, Bell, Manila Paper C. Integration: Values Education Bible Verse – Proverbs 27:9 – Friendship D. Multiple Intelligences: Musical, Verbal-Linguistic, Spatial, Interpersonal, Intrapersonal, Bodily-Kinesthetic E. Learning Styles: Auditory, Tactile, Kinesthetic, Visual F. Thinking Tools: Think All Consequences (TAC), Look Others’ Views (LOV) IV. PROCEDURES A. Preparatory Activities 1. Daily Routine a.) Prayer – Ask students to pray by singing “This is the Day” Group Singing – “This is the Day” This is the day, this is the day. That the Lord has made, that the Lord has made. We will rejoice, we will rejoice, And be glad in it, and be glad in it. This is the day that the Lord has made. We will rejoice and be glad in it. This is the day, this is the day That the Lord has made. (2x) b.) Cleaning of Classroom c.) Checking of Attendance d.) Recapitulation of the previous lesson on the definition and nature and process of communication. 2. Activating Prior Knowledge Ask the class: “What is friendship? Do you have friends? What are the characteristics of your friends? How do you talk together when you have interesting stories to tell with?” 3. Presentation of the Objectives Ask students to read the objectives of the lesson. B. Development of the Lesson 1. Motivation - “Let’s Write!” Ask students to write the word communication on the board or newsprint and ask them to give examples of ways they communicate. List their responses, adding others from the list below, as appropriate: a. b. c. d. e. f. g. h. i. j. k. l. m. n. Talking face to face Talking on the phone Writing an e-mail Creating a video Participating in an online activity Texting Instant messaging or chat Telling a story Acting Giving a speech Sending non-verbal signals with posture or gestures Making a face Writing a poem Singing a song Questions for Processing: Have students the following questions: 1. Let them answer the following questions: 1.) How did you find the activity? 2.) Which among the ideas shared is essential for you? 3.) What have you realized from the activity? 2. Ask someone to explain the point of communication. Lead them to articulate that communicating means sending a message from one person to others. 2. Presentation a. Display diagrams illustrating the different models of communication. b. Ask the students to explain the elements in the models: 1.) The sender creates and transmits the message. 2.) The receiver is the person (or group) who receives and responds to the message. 3.) The message includes both the sender's information and also the receiver’s interpretation of the message. 4.) Feedback is the way the receiver acknowledges the message and transmits information about the message received and also how the sender interprets that acknowledgment. c. Teacher gives additional information about the differences of the models of communication. 3. Activities a. Ask students to read the example of communication between two friends below: Erick and Jay Arr are talking. Erick says, “I don't think I want to go to the Acquaintance Party tonight. Greg is going to be there. I think I'll just stay home and watch television.” b. Ask the class the following questions: 1.) Who is the sender? 2.) Who is the receiver? 3.) What message is Erick sending to Jay Arr? c. Lead the students that the message is not just what a person says, but also the meaning of that message. Meaning takes more than one form. That is, it can be the meaning(s) as intended by the sender and the meaning(s) as interpreted by the receiver. Sometimes, the sender may have more than one meaning and/or the receiver may understand more than one meaning. Also, remind them that the point that feedback is the way the receiver lets the sender know she or he got a message and the way the sender finds out if the receiver correctly understood the message. b. Ask students to do the following activities: 1.) Ask students to review the scenario between Erick and Jay Arr. Ask the group what Jay Arr could say to Erick to clarify the message received (give Erick feedback). Several possibilities include: a.) Jay Arr can ask a question: “Erick, are you saying you don't like Greg anymore?” b.) Jay Arr can tell Erick he doesn't understand: “l guess I don't really understand why you don't want to go. I thought you liked William.” c.) Jay Arr can repeat the message he thinks Erick sent: “Erick, it sounds like you are worried about seeing Greg at the party.” c. Point out that any one of these responses opens the door for Erick to communicate again with Jay Arr and give additional information. Without feedback from Jay Arr, Erick will not know if Jay Arr misunderstood and Jay Arr may never know what Erick meant. If Jay Arr asks no questions, Erick may not tell his friend what she is really feeling. d. Tell the group that poor communication can result from any breakdown in the communication models: a. The sender fails to send a clear message. b. The receiver does not listen carefully and fails to get the correct message. c. The receiver fails to clarify the message by giving feedback to the sender. d. The sender does not acknowledge and/or respond to the feedback. 4. Application a. Push your Pen! To conclude the activity, ask students to form groups of five to answer the questions below. Ask them to write their answers on Cartolina/Manila Paper. Ask each group to present their answers to their classmates. 1.) What do you think about the communication model? 2.) Have you ever had difficulty sending a message? What happened? Why is it sometimes difficult to say what we really mean? 3.) Have you ever tried to communicate and been misunderstood? What happened? What could you have done differently? 4.) What happen when communication breaks down between you and your friends? (Answers may include, but are not limited to: the sender may get angry or frustrated when the message is not interpreted correctly; the receiver may get hurt feelings if he/she thinks the sender has sent a negative message; a job may be done incorrectly because the receiver b. c. d. e. did not understand the message; a relationship may end because two people have not been able to communicate clearly.) Lead them the importance of models of communication to real life situations especially in friendship. Let them read a Bible Verse which signifies the real essence of good and harmonious relationship in friendship. Ask the class: “Knowing the varied models of communication, how do you value the words and message of your friends sincerely? How will your respect others sentiments and identities? Justify your answer.” Emphasize that poor communication causes problems in friendship relationships and in other similar situations. Tell the group that the next few activities will help them learn and practice some of the rudiments of good communication. V. EVALUATION IT’S YOUR TIME TO SHINE! 1. Ask students to perform any of the following differentiated activities signifying the various models of communication in line with valuing friendship sincerely: a. Drawing a diagram illustrating conversation of two friends on how to help one another b. Creating script for a play showing vacation plan conversation of two or more friends. c. Making a telephone conversation script signifying two friends giving advice to one another. d. Constructing lyrics of a song with a conversation for each stanza of two friends about love. 2. Remind them that they are expected to perform and present the said outputs next meeting. 3. Lead them that they will be graded using the given criteria: No. 1. 2. 3. 4. 5. 6. Criteria 5 4 3 2 1 Contents Teamwork Presentation Originality Creativity Time Limit TOTAL VI. ASSIGNMENT A. Ask students to visit some places with crowded people. Have them record how the people talk one another to see various models of communication. B. Bring appropriate costumes and props for the presentation of the outputs made.
