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DLL ALL ORAL COMM - Oral Communication DLL
Education (Arellano University)
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GRADE 11
School
Teacher
Teaching Dates and Time
SENIOR HIGH SCHOOL
DAILY LESSON LOG
I. OBJECTIVES
1.
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
JULY 4-7,9:00-10:00
MONDAY
TUESDAY
To explain the elements of communication.
Grade Level
Learning Area
Quarter
WEDNESDAY
THURSDAY
2.To illustrate the process of communication
A.
Content Standard
The learner understands the nature and elements of oral communication in context.
B.
Performance Standard
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning
Competency/Objectives
Write the LC code for each.
II.
CONTENT
FUNDAMENTALS
OF
COMMUNICATION
III. LEARNING
RESOURCES
A. References
To explain the nature and process of
communication
To explain the nature and process of
communication
11
ORAL COMMUNICATION
FIRST
Friday
To explain the nature and process of
communication
To explain the nature
and process of
communication
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Elements of communication
Process of communication
Process of communication
Process of
communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
1
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1.
2.
3.
4.
B.
B.
Additional Materials from
Learning Resource
(LR)portal
Other Learning Resource
IV.
A.
Teacher’s Guide pages
Learner’s Materials
pages
Textbook pages
PROCEDURES
Reviewing previous lesson or
presenting the new lesson
Establishing a purpose for the
lesson
Pp8-15, Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
DEPED – PFT Manual Activity Sheets 1st Quarter
Communicationtheory.org for communication
models
www.youtube.com/models of communication
https://www.youtube.com/watch?v=lV2RTqrJ354- http://youtube.com/watch?v=f0TxMhttp://youtube.com/wat
Perry
decoding female body language
C5QYY-how to tell someone is lying to you ch?v=ySk75EatdjQ
Blackburn in his book, The Code Model of
http://youtube.com/watch?v=IqsAhmTn7n4Communication
body language
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 for each step.
Communication process
Explain the purpose and benefits that can be
derived from the content/LM/RM/ through a
message relay activity- tongue twisters
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Reading and discussing the procedure for the
performer and for the partner
J.
Additional activities for
Same
Explain the purpose and benefits that can
be derived from the content/LM/RM/
through making and presenting a dyad
communication
Same
Advertisement Role
Play
The teacher calls for a representative for a class
report
WORDS DRILL- individual oral reading exercises
Role playing
Essay-Give one specific example of each
Jakobson’s components.
Formative essay-How does understanding
of communication help us?
Oral Reading
Exercises
The students perform the given task and activity
The students perform the given task and activity
The students perform the given task and
activity
The students perform
the given task and
activity
Recording the data attained or performed
Illustrate and explain the process of
communication
Recording the data attained or performed
Recording the data attained or performed
Recording the data
attained or performed
Formative essay for remediation
Short quiz
Oral reading /pronunciation drill
Group work/activity-message relay,
games-charade,
FILM SHOWING,
ORAL READING
ACTIVITIES
remedial of lessons-
2
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application or remediation
V.
REMARKS
VI.
REFLECTION
A.
No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
words
drill/pronunciation
drill
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
24
10
Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
3
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
None so far .
A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the script
will now present the role-play in English.
Guide questions:
1.What problems did you have as you translated a Filipino script into English?
2.How faithful to the original is your translation?
Submitted to:
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
GRADE 11
SENIOR HIGH SCHOOL
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
JULY 11-14 ,9:00-10:00
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
3
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VII. OBJECTIVES
MONDAY
TUESDAY
2. To compare the models of communication using a table chart in terms of its
context, purpose, opportunity or requirement for clarification.
WEDNESDAY
THURSDAY
3. To contrast the models of communication using the table chart.
D.
Content Standard
The learner understands the nature and elements of oral communication in context.
E.
Performance Standard
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
F. Learning
Competency/Objectives
Write the LC code for each.
VIII.
CONTENT
FUNDAMENTALS OF
COMMUNICATION
IX. LEARNING RESOURCES
C. References
5.
6.
7.
Teacher’s Guide pages
Learner’s Materials pages
Textbook pages
Friday
Distinguishes the unique feature(s) of one
Distinguishes the unique feature(s) of
To differentiate the
communication process form the other
one communication process form the
various models of
other
communication
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Models of communication –
Models of communicationModels of communication-Shannon’s Model,
Models of communication-Nida’s Model
Saussure’s Model
Jakobson’s model, Berlo’s model
Berg’s Model
To differentiate the various models of communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The University
of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context
4
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for Senior High School.2016
8.
Additional Materials from
Learning Resource
(LR)portal
D. Other Learning Resource
http://youtube.com/watch?v=9T3X0hRbTek
http://youtube.com/watch?v=Xbk4TcSNyFE
http://youtube.com/watch?v=8Ox5LhIJSBE
https://www.youtube.com/watch?v=OvEci5Bjgd4
http://youtube.com/watch?v=YwXH4hNfgPg
pp.13-14 DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication models
www.youtube.com/models of communication
https://www.youtube.com/watch?v=lV2RTqrJ354 http://youtube.com/watch?v=ySk75EatdjQ
-decoding female body language
http://youtube.com/watch?v=f0TxM-C5QYY-how
to tell someone is lying to you
http://youtube.com/watch?v=IqsAhmTn7n4-body
language
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 for each step.
Communication Models
Perry
Blackburn in his book, The Code Model of
Communication
X.
PROCEDURES
K.
Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/Instances
of the new lesson
N. Discussing new concepts and
practicing new skills # 1
O. Discussing new concepts and
practicing new skills # 2
P. Developing mastery
(leads to Formative Assessment
3)
Q. Finding practical application of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
T.
Additional activities for
application or remediation
Explain the purpose and benefits that can be derived
from the content/LM/RM/
Reading and discussing the procedure for the
performer and for the partner
Individual activity- presenting an individual
advertisement of a product
Same
Same
Same
Same
Same
Class Reporting,
Group work/activity- individual oral reading exercises
Individual activitypresenting an
individual
advertisement of a
product
Semantic web
Role playing of different situations at school and
at home
Dyad communication-role playing
Oral reading exercise, short quiz
same
same
games-Charade: The learners will guess the
word through actions in a pantomime manner.
same
The students perform the given task and activity
Same
Same
Same
Recording the data attained or performed
Activity: A learner is tasked to be a speaker promoting
the advantages of a comprehensive medical exam in
front of indigenous woman / climate change
awareness
Short quiz
Same
Same
Same
Same
Same
Same
FILM
SHOWING,
ORAL
READING
ACTIVITIES
5
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XI.
REMARKS
XII.
REFLECTION
H. No. of learners who earned 80%
in the evaluation
I. No. of learners who require
additional activities for
remediation who scored below
80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these
work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
20
10
Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
3
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
None so far.
A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the script
will now present the role-play in English.
Guide questions:
1.What problems did you have as you translated a Filipino script into English?
2.How faithful to the original is your translation?
Submitted to:
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
GRADE 1 TO 12
DAILY LESSON LOG
XIII.
OBJECTIVES
School
Teacher
Time
1.
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
JULY 18-21 ,9:00-10:00
MONDAY
To identify communication shutdown
TUESDAY
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
WEDNESDAY
THURSDAY
2. To know the basics of non-violent communication
3. Value Communication
Friday
6
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lOMoARcPSD|34216865
G. Content Standard
The learner values the functions/purposes of oral communication
H.
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
Performance Standard
I. Learning
Competency/Objectives
Write the LC code for each.
XIV.
E.
CONTENT
FUNDAMENTALS OF
COMMUNICATION
XV. LEARNING RESOURCES
References
9. Teacher’s Guide pages
10. Learner’s Materials pages
11. Textbook pages
Watches and listens to sample oral communication
activities
Watches and
Watches and listens to sample oral
Watches and listens to sample oral
listens to sample
communication activities
communication activities
oral
communication
activities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
*Verbal & Non- Verbal Communication
Functions of
Intercultural communication
Intercultural communication
Functions of communication
communication
Features of
communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The University
of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context
for Senior High School.2016
7
Jski.dv
Downloaded by Sukh Vinder Kaur Deculing (sukhvinderkaur.deculing@deped.gov.ph)
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12. Additional Materials from
Learning Resource
(LR)portal
F.
PROCEDURES
U. Reviewing previous lesson or
presenting the new lesson
V. Establishing a purpose for the
lesson
W. Presenting examples/Instances
of the new lesson
X. Discussing new concepts and
practicing new skills # 1
Y. Discussing new concepts and
practicing new skills # 2
AA.
BB.
CC.
DD.
http://blog.trainerswarehouse.com/communicationand -listening-exercises/
Other Learning Resource
XVI.
Z.
http://www.livestrong.com/article/97647-exercisesbarriers-effective-communication/
pp.14-17DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication models
www.youtube.com/models of communication
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 for each step.
Barriers of communication
Reading and discussing the procedure for the
performer and for the partner
Group Activity-Charade of Action Verbs and Phrasal
Verbs
Same
Same
Same
Same
Same
Same
Same
Role playing
same
Developing mastery
(leads to Formative Assessment
3)
Finding practical application of
concepts and skills in daily living
Making generalizations and
abstractions about the lesson
Evaluating learning
Additional activities for
application or remediation
XVII.
REMARKS
Oral reading exercise, short quiz
same
To let them write a poem in Surigaonon and
exchange their poem to their classmate and
translate it in English.
same
The students perform the given task and activity
Same
Same
Oral reading exercise(individual)
A skit telephone conversation
Group presentation
Short quiz
Same
Same
Same
Same
Same
Same
XVIII.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
REFLECTION
Short clip movie to
watch
same
O. No. of learners who earned 80%
in the evaluation
P. No. of learners who require
additional activities for
remediation who scored below
80%
Q. Did the remedial lessons work?
No. of learners who have caught
8
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lOMoARcPSD|34216865
up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these
work?
T. What difficulties did I encounter
which my principal or supervisor
can help me solve?
U. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
To let them write a poem in Surigaonon and exchange their poem to their classmate and translate it in English.
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
GRADE 1 TO 12
DAILY LESSON LOG
XIX.
J.
OBJECTIVES
Content Standard
School
Teacher
Time
MONDAY
Identify Barriers of Communication
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
JULY 25-28 ,9:00-10:00
TUESDAY
Grade Level
Learning Area
Quarter
WEDNESDAY
Identify Barriers of Communication
11
ORAL COMMUNICATION
FIRST
THURSDAY
Friday
The learner values the functions/purposes of oral communication
9
Jski.dv
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lOMoARcPSD|34216865
K.
Performance Standard
L. Learning
Competency/Objectives
Write the LC code for each.
XX.
CONTENT
FUNDAMENTALS OF
COMMUNICATION
XXI. LEARNING RESOURCES
G. References
13. Teacher’s Guide pages
14. Learner’s Materials pages
15. Textbook pages
16. Additional Materials from
Learning Resource
(LR)portal
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
To demonstrate effective strategies in communication
same
Watches and listens to sample oral
Watches and listens to sample oral communication
communication activities
activities
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
* Barriers of Communication
Barriers of Communication
Barriers of Communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The University
of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context
for Senior High School.2016
pp.14-17DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication models
www.youtube.com/models of communication
The IPA Chart _
Learn English _
British English
Pronunciation –
video clip
http://www.livestrong.com/article/97647-exercisesbarriers-effective-communication/
http://blog.trainerswarehouse.com/communicationand -listening-exercises/
H. Other Learning Resource
10
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lOMoARcPSD|34216865
XXII.
PROCEDURES
EE. Reviewing previous lesson or
presenting the new lesson
FF. Establishing a purpose for the
lesson
GG. Presenting examples/Instances
of the new lesson
HH. Discussing new concepts and
practicing new skills # 1
II.
Discussing new concepts and
practicing new skills # 2
JJ. Developing mastery
(leads to Formative Assessment
3)
KK. Finding practical application of
concepts and skills in daily living
LL. Making generalizations and
abstractions about the lesson
MM. Evaluating learning
NN. Additional activities for
application or remediation
XXIII.
REMARKS
XXIV.
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 for each step.
<Konichiwa, hola2x! greetings=-as semantics of diverse
language/multilingual for barriers of communication
Reading and discussing the procedure for the performer
and for the partner
Group activity- Donkey’s tail – for attention, active
listening, right command and direction and identify
distracters
=
Same
Same
Same
Same
Same
Same
Phrase ballgroup work to
encourage rapid
fire thought and
communication
Short clip movie
to watch
Charade of movie titles
Find an English Song and translate it in
Cebuano or Surigaonon dialect and present it
to the class through a presentation.
Word Bank-<Antarctica= Cloze Test
Work Bank-<Space= Cloze test
Oral reading exercise, short quiz
Cloze
exercisefor active
listening
and
semantics
=Shark
Cloze
same
The students perform the given task and activity
Same
Oral reading exercise(individual)
IPA chart and vowel triangle
Vowel triangle
chart with words
drill
Group presentation
Short quiz
Same
Same
Same
Same
Same
Same
THURSDAY-NUTRITION MONTH & FRIDAY-MONTHLY MASS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
V.
No. of learners who earned 80%
in the evaluation
W. No. of learners who require
additional activities for
remediation who scored below
80%
X. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
11
Jski.dv
Downloaded by Sukh Vinder Kaur Deculing (sukhvinderkaur.deculing@deped.gov.ph)
lOMoARcPSD|34216865
Y.
No. of learners who continue to
require remediation
Z. Which of my teaching strategies
worked well? Why did these
work?
AA. What difficulties did I encounter
which my principal or supervisor
can help me solve?
BB. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
GRADE 1 TO 12
DAILY LESSON LOG
XXV.
OBJECTIVES
M. Content Standard
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
AUGUST 1-4 ,9:00-10:00
MONDAY
TUESDAY
1. Identify Communication Barrier
2. Practice active listening skills
3. Watches and listens to sample oral communication
activities
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
WEDNESDAY
THURSDAY
Friday
1. Practice active listening skills
2.Watches and listens to sample oral communication activities
3.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her purpose
The learner values the functions/purposes of oral communication
12
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N.
Performance Standard
O. Learning
Competency/Objectives
Write the LC code for each.
XXVI.
I.
CONTENT
FUNDAMENTALS OF
COMMUNICATION
XXVII.
LEARNING
RESOURCES
References
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages
20. Additional Materials from
Learning Resource
(LR)portal
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
Watches and listens to sample oral communication
activities
Identifies the
speaker’s
purpose/s
Watches and listens to sample oral
communication activities
Identifies the speaker’s purpose/s
Ascertains the verbal and non
verbal cues that each speaker
uses to achieve his/her purpose
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Barriers of Communication,
Listening skills
Listening Skills
Verbal and Non-Verbal
Listening skills
Non-Verbal
Types of Non-Verbal Communication
Communication
Communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context
for Senior High School.2016
pp.14-17DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication models
www.youtube.com/models of communication
www.youtube.com/non-verbalcommunication
http://youtube.com/watch?v=QOkrS1v7Ywk
www.youtube.com/post-it love
www.youtube.com/for the birds
http://www.livestrong.com/article/97647-exercisesbarriers-effective-communication/
Pronunciation of English Vowel Sounds 5 Diphthongs (with captions)-video clip
http://blog.trainerswarehouse.com/communicationand -listening-exercises/
13
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J.
Other Learning Resource
XXVIII. PROCEDURES
OO. Reviewing previous lesson or
presenting the new lesson
PP. Establishing a purpose for the
lesson
QQ. Presenting examples/Instances
of the new lesson
RR. Discussing new concepts and
practicing new skills # 1
SS. Discussing new concepts and
practicing new skills # 2
TT. Developing mastery
(leads to Formative Assessment
3)
UU. Finding practical application of
concepts and skills in daily living
VV. Making generalizations and
abstractions about the lesson
WW. Evaluating learning
XX. Additional activities for
application or remediation
XXIX.
REMARKS
XXX.
REFLECTION
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 for each step.
IPA chart and vowel triangle and communication
barriers
Listening Activity-Cloze test <Someone Like You= a
<Rolling in the
<Sky Fall= by Adele a cloze test through listening
Explain the purpose and benefits that can be
song will be listened and fill in the blanks on the
Deep=by Adele a
to the music
derived from the content/LM/RM/
activity sheet provided to establish completion of the
cloze test
lyrics
Reading and discussing the procedure for the
Same
Short video clip on the non verbal types of
Other Short video clip on the non verbal
performer and for the partner
communication
types of communication
Pronunciation of English Vowel Sounds 5 Diphthongs (with captions) words drill
Cloze exercise-for active listening <Camping= cloze
<Water Cycle
<Canada Cloze Test=
Role playing
test
<Cloze Test
Oral reading exercise, short quiz
Other descriptive
Oral reading exercise
Oral reading exercise
adjective words
drill
The students perform the given task and activity
Presentation of
Booking a local hotel through a telephone
Oral reading exercise(individual)
Film Showing
Find an English Song and translate it in Cebuano or
the song
conversation(Marco Polo Hotel)
A skit telephone conversation
and
Surigaonon dialect and present it to the class through
Booking a plane ticket through a telephone
comprehension
a presentation.
conversation (cebu pacific air)
activitiy, words
drills
Group presentation
Short quiz
Same
Same
Same
Short Video Clips of Non-verbal and let the
learners identify the types
Same
Same
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
CC. No. of learners who earned 80%
in the evaluation
DD. No. of learners who require
additional activities for
remediation who scored below
80%
EE. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
FF. No. of learners who continue to
require remediation
14
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GG. Which of my teaching strategies
worked well? Why did these
work?
HH. What difficulties did I encounter
which my principal or supervisor
can help me solve?
II. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
Booking a local hotel through a telephone conversation(Marco Polo Hotel)
Booking a plane ticket through a telephone conversation (cebu pacific air)
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
GRADE 1 TO 12
DAILY LESSON LOG
XXXI.
P.
OBJECTIVES
Content Standard
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
AUGUST 8-11 ,9:00-10:00
MONDAY
TUESDAY
Discusses the functions of communication
Identifies the speaker’s purposes
Grade Level
Learning Area
Quarter
WEDNESDAY
THURSDAY
Friday
3.Watches and listens to sample oral communication activities
4.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her purpose
The learner values the functions/purposes of oral communication
Q. Performance Standard
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
R. Learning
Competency/Objectives
Write the LC code for each.
Discusses the functions of communication
Watches and listens to sample oral communication
activities
XXXII.
CONTENT
11
ORAL COMMUNICATION
FIRST
Identifies the
speaker’s
purpose/s
Watches and listens to sample oral
communication activities
Ascertains the verbal and non verbal
cues that each speaker uses to
achieve his/her purpose
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
15
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FUNDAMENTALS OF
COMMUNICATION
K.
XXXIII.
LEARNING
RESOURCES
References
21. Teacher’s Guide pages
22. Learner’s Materials pages
23. Textbook pages
24. Additional Materials from
Learning Resource
(LR)portal
L.
Other Learning Resource
XXXIV. PROCEDURES
*Verbal & Non- Verbal Communication
Functions of communication
Functions of
communication
Features of
communication
Intercultural communication
Intercultural communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior
High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The University
of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
Pp40-47 Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in Context
for Senior High School.2016
pp.14-17DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication models
www.youtube.com/models of communication
http://www.livestrong.com/article/97647-exercisesbarriers-effective-communication/
Pronunciation of English Vowel Sounds 5 Diphthongs (with captions)-video clip
http://blog.trainerswarehouse.com/communicationand -listening-exercises/
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 for each step.
16
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YY. Reviewing previous lesson or
presenting the new lesson
ZZ. Establishing a purpose for the
lesson
AAA.
Presenting
examples/Instances of the new
lesson
BBB.
Discussing new concepts
and practicing new skills # 1
CCC.
Discussing new concepts
and practicing new skills # 2
DDD.
Developing mastery
(leads to Formative Assessment
3)
EEE.
Finding practical application
of concepts and skills in daily
living
FFF. Making generalizations and
abstractions about the lesson
GGG. Evaluating learning
HHH.
Additional activities for
application or remediation
XXXV. REMARKS
XXXVI. REFLECTION
JJ. No. of learners who earned 80%
in the evaluation
KK. No. of learners who require
additional activities for
remediation who scored below
80%
LL. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
MM. No. of learners who continue to
require remediation
NN. Which of my teaching strategies
worked well? Why did these
work?
OO. What difficulties did I encounter
which my principal or supervisor
can help me solve?
IPA chart
Explain the purpose and benefits that can be derived
from the content/LM/RM/
Reading and discussing the procedure for the
performer and for the partner
Same
Same
Same
Same
Same
Same
Group activity- Donkey’s tail – for attention, active
listening, right command and direction and identify
distracters
Same
Role playing
Oral reading exercise, short quiz
Phrase ball-group
work to
encourage rapid
fire thought and
communication
Short clip movie to
watch
same
same
Pronunciation of English Vowel Sounds 5 Diphthongs (with captions) words drill
same
The students perform the given task and activity
Same
Same
Oral reading exercise(individual)
A skit telephone conversation
Group presentation
Short quiz
Same
Same
Same
Same
Same
Same
Cloze exercise-for active listening
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
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PP. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:
Booking a local hotel through a telephone conversation(Marco Polo Hotel)
Booking a plane ticket (cebu pacific air)
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL I
18
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GRADE 11
DAILY LESSON LOG
XXXVII.
OBJECTIVES
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
AUGUST 15-19 ,8:30-10:30
MONDAY
TUESDAY
1.Watches and listens to sample oral communication activities
2. awareness of different languages existing
Grade Level
Learning Area
Quarter
WEDNESDAY
THURSDAY
Friday
2.Ascertains the verbal and non verbal cues that each speaker uses
to achieve his/her purpose
S.
Content Standard
The learner values the functions/purposes of oral communication
T.
Performance Standard
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
XXXVIII. TOPIC /
CONTENT
FUNDAMENTALS
OF
COMMUNICATION
XXXIX.
LEARNING
RESOURCES
M. References
11
ORAL COMMUNICATION
FIRST
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Nature of intercultural communication
Developmental model of intercultural communication
Characteristics of
Characteristics of competent
competent intercultural
intercultural communication
communication
RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
25. Teacher’s Guide pages
26. Learner’s Materials pages
19
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27. Textbook pages
28. Additional Materials from
Learning Resource
(LR)portal
N. Other Learning Resource
XL.
PROCEDURES
III. Reviewing previous lesson or
presenting the new lesson
JJJ. Presenting examples/Instances
of the new lesson
KKK.
Discussing new concepts
and practicing new skills # 1
LLL. Discussing new concepts and
practicing new skills # 2
MMM. Developing mastery
(leads to Formative
Assessment 3)
NNN.
Finding practical
application of concepts and
skills in daily living
OOO. Making generalizations
and abstractions about the
lesson
PPP.
Evaluating learning
QQQ. Additional activities for
application or remediation
XLI.
REFLECTION
Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
pp.19-21DEPED – PFT Manual Activity Sheets 1st
Quarter
Communicationtheory.org for communication
models
www.youtube.com/models of communication
https://www.salto-youth.net/downloads/4-171789/booklet%20
intercultural%20communication%20Resource%20Pack.pdf
Pronunciation of English
Vowel Sounds 5 Diphthongs (with captions)video clip
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 for each step.
Remedial
Class ,
oral drills
and film
showing
Same
Same
Same
Same
Role playing
Cloze exercise-for active listening
Phrase ball-group work to encourage rapid fire thought
and communication
Short clip movie to watch
Oral reading exercise, short quiz
same
same
Pronunciation of English
Vowel Sounds 5 Diphthongs (with captions)
words drill
same
The students perform the given task and activity
Same
Same
Oral reading
exercise(individual)
A skit telephone
conversation
Short quiz
Same
Same
Same
Same
Same
Same
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs 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.
20
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QQ. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:
Booking a local hotel through a telephone conversation(Marco Polo Hotel)
Booking a plane ticket (cebu pacific air)
MRS. MARITES L. PETALLO
DCNHS SECONDARY SCHOOL PRINCIPAL IV
21
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GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
AUGUST 22-26 ,8:30-10:30
Grade Level
Learning Area
Quarter
11 TVL
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
AUGUST 29-31, September 1-2,8:30-10:30
Grade Level
Learning Area
Quarter
11 TVL
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
September 5-9, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
September 12-16, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
September 19-23, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
September 26-30, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
October 2-6, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
October 9-13 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
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GRADE 11
DAILY LESSON LOG
School
Teacher
Time
DEL CARMEN NATIONAL HIGH SCHOOL
SUNSHINE MAY B. LONGOS
October 16-20; 23-27, 2016
Grade Level
Learning Area
Quarter
11
ORAL COMMUNICATION
FIRST
23
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24
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25
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