School Matti Integrated Senior High School Grade 11

Grades 1 to 12
Daily Lesson Learning
Teacher Jeryn Ritz Mara A. Heramiz Oral Communication
Area
Log
Teaching Dates July 3-7, 2017
Quarter First
and Time 10:15 to 11:15 am

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
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.
4. Distinguishes the unique feature(s) of one communication process from the other. PE CLASS
(EN11/120C-Ia-4)

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
Specific Objectives:
a. Determine different verbal and non-verbal cues;
b. Role-play scenarios using verbal and non-verbal cues;
c. Evaluate a speaker’s usage of verbal and non-verbal cues.
4. Verbal and Non-Verbal Communication/ Verbal and Non-verbal Cues
Speak Right & Make a Speak Right & Make a Speak Right & Make a Speak Right & Make a
Difference (Mutya Publishing Difference (Mutya Difference (Mutya Publishing Difference (Mutya Publishing
House, Inc.) Publishing House, Inc.) House, Inc.) House, Inc.)
pp. 6-7
pp. 7-10
pp. 10-16
Internet
Review the different
communication models
Charade Game: two groups
guessing the word being acted
out by the group representative
Powerpoint presentation and
discussion on:
 Forms of
Communication:
Verbal and non-verbal
 Dimensions of
 communication
D. Discussing new concepts The teacher will show the
and practicing new skills #1 video of the 2014 world
public speaking
champion. Students
have to fill up the table
wherein they need to
take note of the verbal
and non-verbal cues
made by the speaker.
E. Discussing new concepts Silent Acting:
and practicing new skills #2 Groups will act out given
situations without the use of
words. Classmates will have
to decipher what each
group is trying to present
Scenarios: the house is on fire, I
love you goodbye, lovers in the
park, market scenes, ukay ukay
for sale!
F. Developing mastery
G. Finding Practical Processing questions:
applications of concepts - How difficult it is
and skills communicating with
others without the
use of words?
- How important
verbal and non-
verbal cues are in
the communication
process?
H. Making generalizations Oral Recitation:
and abstractions about the Distinguish verbal from non-
lesson verbal communication
I. Evaluating Learning Group presentation:
Role playing of different
scenarios showing different
verbal and non-verbal cues
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
 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 material did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Jeryn Ritz Mara Heramiz Aimee Amor C. Porto, MAEd

Subject Teacher School Head/Head Teacher I