GRADE 11 to 12 School SULOP NATIONAL HIGH SCHOOL Grade Level 11

Teacher FAYE CONSESSA L. MONDEJAR Learning Area ORAL COMMUNICATION IN CONTEXT

Teaching Dates and Time July 31- August 4, 2017 Quarter FIRST
DAILY LESSON
LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
1.The learner understands the
importance of preparing for a
test.
A. Content Standard
2.The learner demonstrates
understanding of different
strategies to improve memory
The learner applies memory
strategies using acrostics and
acronym.
B. Performance Standard
Create an acrostics and
acronyms for frequently used
formulae, terminologies and
concepts.
C. Learning
Competency/Objectives
Write the LC code for each.
The learner...
understands the nature
and elements of oral
communication in context
The learner
designs and performs
effective controlled
and uncontrolled oral
communication
activities based on
context.
Explains why there is a
breakdown of communication
Uses various strategy to avoid
communication breakdown
EN11/12OC-Ia-5
EN11/12OC-Ia-6
The learner... values the functions/ purposes of
understands the nature and oral communication.
elements of oral communication
in context.
The learner writes a 250-word essay of his/her
designs and performs effective objective observation and
controlled and uncontrolled oral evaluation of the various speakers
communication activities based on watched and listened to
context.
Demonstrates sensitivity to the Discusses the functions of
socio-cultural dimension of communication.
communication situation with
focus on EN11/12OC-Ibe-8
a. culture
b. gender
c. age
d. social status
e. religion

EN11/12OC-Ia-7

THEME: WHAT STUDY SKILLS DO I NEED TO SUCCEED IN SENIOR HIGH SCHOOL (SHS)?
II. CONTENT Study Skills: Improving Effective Communication Skills Intercultural Communication Functions Of Communication
Memory and Test Taking
Skills
III. LEARNING SPEAK RIGHT AND MAKE A SPEAK RIGHT AND MAKE A SPEAK RIGHT AND MAKE A
RESOURCES DIFFERENCE ORAL DIFFERENCE ORAL DIFFERENCE ORAL
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A. References
1. Teachers Guide pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
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
COMMUNICATION IN COMMUNICATION IN COMMUNICATION IN
CONTEXT CONTEXT CONTEXT
Pages 16-19 Pages 20-27 Pages 30-32
http:/www.coedu.usf.edu/zalaqu
ett/Helpscreen/study_skillsMHS
.htm
1.Present a quote with proper Quick Review of the Previous Quick Review of the Previous Quick Review of the Previous
citation. Ask the learners to Lesson Lesson Lesson
memorize the quote.Remove the
quote posted and ask the
learners to recite the quote.
2.Ask: Who among you had
difficulty in remembering the
quote word for word? (2 mins
Ask: In what ways do you Picture analysis Word webbing (Group activity) Ask: Why communication is very
prepare for a test? Do you use Ask the students what are their important?
materials other than your notes reactions on the picture. a. culture Follow up question: What do you
b. gender think are the functions of
and textbooks? What do you c. age
communication?
think can help you study and d. social status
improve your memory for a test? e. religion
(2 mins)
Discuss the following strategies Interactive discussion of the topic Presentation of output then proper Discussion
to study for a test: the use of discussion
acronyms, acrostics, narratives,
rhymes, imagery, visualization,
and flash cards.(20 mins)
Give situations where Continuation of discussion and give Post some pictures that shows the
communication breakdown could examples of situations showing functions of communication
possibly happen. sensitivity to socio-cultural
dimension
Ask the student for their own Continuation of discussion and give Ask the students what is their
example. examples of situations showing interpretation of the pictures.
sensitivity to socio-cultural
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F. Developing mastery
(leads to Formative
Assessment )
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
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?
Ask the class to summarize the
different test-taking strategies
discussed.
Show common terms and
concepts using acronyms and
acrostics.(5 mins)
For example: ROYGBIV= colors
of the rainbow
Say/Ask: Give examples on how
else you can use these
strategies in everyday life. (2
mins)
Activity: Ask learners to come up
with fun acronyms and/or
acrostics for frequently used
formulae, terminologies and
concepts. This can be compiled
as class output for future
reference.(20 mins)
Discussion first, then activity is
also found out to be very
effective since students in
this generation has a very
limited attention span.
Short role playing of different types
of listening.
Ask: In our daily activities what are
the situations that show the types of
listening? Can you give one?
Ask: What is the role of listening in
achieving effective communication
skills?
Identifying type of listening
expounded in various situations (p.
19)
Showing pictures to the students will
motivate them to comment and give
their reactions.
dimension
Role playing
Ask: Have you been to other
countries or places? How did you
show your respect to their culture?
Ask: why do we need to be
sensitive with other cultures?
Pencil-paper test
Group work among my students
works well because I see them all
engaged in
the activity
Ask: As a student, did I execute the
functions of communication
properly? Briefly explain your
answer.
Ask: What did you realize after
learning all the functions of
communication?
Mental exercise
HOTS questions are effective to
ignite the reasoning power of the
learners.
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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?

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