Unit Plan – Oral Communication in Context

S.Y. 2017-2018
Quarter: Unit Plan Topic: Time Frame:
First Quarter Nature and Elements of Communication 4 Sessions (8 Hours)

Stage I : Desired Results

Content Standard: Performance Standard:

 The learner understands the nature and elements of oral  The learner designs and performs effective
communication in context. controlled and uncontrolled oral
communication activities based on context.
Transfer Goal:
 Students are able to self-sufficiently apply the concepts and skills learned in the unit to design and perform oral
communication activities.

Enduring Understanding: Essential Question:

Students will understand that mastering communication the process of How can students design and perform effective oral
communication is important in designing and performing effective oral communication activities?
communication activities.

Competencies/Specific Objectives: Processing Questions: Concepts/Answers:

1. Define communication. 1. What is communication? 1. Communication is the process by which

people exchange messages.

2. Explain the nature and 2. A. How is communication 2. A. Communication is achieved by

performed? delivering the message through oral or
process of communication.
written symbols.

B. What are the basic B. Successful communication is achieved

steps of communication?
through a process comprising basic
components. First, the speaker/sender
shares ideas by transforming their
thoughts and feelings into messages. The
messages are transmitted to the
listener/receiver through a channel.
Consequently, feedback will take place
when the receiver will react or respond to
the sender.

3. Differentiate the various

3. What are the various
models of communication. models of communication?
3. The following are some of the most
prominent
a. Aristotle’s Speaker-Centered Model
b. Schramm’s Model of Communication
c. Source-Message-Channel-Receiver
(SMCR) Model
d. Linear, Interactive, and Transactional
Models

4. How does Transactional 4. Transactional model uses the term

4. Distinguish the unique
Model differ from Linear and participants to refer to the sender and the
feature(s) of one receiver. It also includes additional elements
Interactive models?
communication process of noise and environment.
from the other.

5. Explain why there is a 5. Why is there a breakdown 5. There are times when the transmission of
breakdown of of communication? messages is disrupted. These disruptions
communication. which prevent messages from being
 interpreted are known as noise.

6. Use various strategies in 6. To overcome noise and

order to avoid 6. How can communication misunderstanding, follow the basic
breakdown be avoided?
communication breakdown. strategies in communicating.

As a speaker:
A. Use concise and simple words.
B. Take note of the environment and
adjust your voice accordingly.
C. Use verbal and non-verbal means.
D. Consider your listener’s context.
E. Pay attention to your listener’s non-
verbal cue
F. If your listener does not understand
your messages, try to rephrase the
statement or use gestures.
G. After speaking, give your listener a
chance to share his/her feedback.

As a listener:
A. Practice self-awareness by being
conscious of your own behavior,
feelings, and habits.
B. Listen actively and attentively.
C. Use non-verbal cues.
D. Maintain eye contact during the
conversation.
E. Ask for clarification.
F. Provide feedback.

7. Demonstrate sensitivity to 7. How can an individual 7. Intercultural competence enables a

the socio-cultural understand and interact with communicator to understand and interact
dimension of other cultures? with other cultures by applying attitudes
communication situation and values, and understanding interaction
with focus on skills. It entails acceptance of and respect
a) culture for one’s cultural identity and open-
b) gender mindedness and sensitivity to others. The
c) age following are the eight basic behaviors for
d) social status intercultural competence which describe
e) religion the attitudes and behaviors needed for an
intercultural mindset:
A. Display of respect
B. Orientation of knowledge
C. Empathy
D. Interaction management
E. Task role behavior
F. Relational role behavior
G. Tolerance of ambiguity
H. Emotional expression and interaction
posture
 Prepared by: Checked, Rated and Approved by:
Rater
Ratee

Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo T QL Sig. T QL Sig.
SHS Faculty SHS Focal Person

Rubrics
Quantity Quality Timeliness
Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
Rating: 1. Complete and correct inclusion if before the deadline
3 - if submitted Content Standard, Performance 4 - submitted 1 day before the
0 - if not submitted Standard, and the MLC required by deadline
the DepEd. 3 - submitted on the day of the
2. Transfer goal is correctly crafted. deadline
3. EU reflects the big concepts of the 2 - submitted 1 day after the
unit. deadline
4. MLCs are with equivalent correct 1 - submitted 2 days after the
process. Deadline
5. With value added (no typographical 0 - submitted 3 or more days
error) after the deadline

Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present
 Unit Plan – Oral Communication in Context
S.Y. 2017-2018
Quarter: Unit Plan Topic: Time Frame:
First Quarter Communicative Competence Strategies 4 Sessions (8Hours)
in Various Speech Situations

Stage I : Desired Results

Content Standard: Performance Standard:

 The learner recognizes that communicative competence  The learner demonstrates effective use of
requires understanding of speech context, speech style, communicative strategy in a variety of speech
speech act, and communicative strategy. situations.

Transfer Goal:
 Students are able to self-sufficiently apply the concepts and skills learned in the unit to effectively deliver a speech.

Enduring Understanding: Essential Question:

Students will understand that recognizing communicative competence is How can students effectively use communicative strategy in
necessary in delivering a speech. a variety of speech situations?

Competencies/Specific Objectives: Processing Questions: Concepts/Answers:

1. Identify the various types 1. A. What are the different 1. A. Speech contexts are classified into three
of speech context. types of speech context? categories: Interpersonal, Intrapersonal, and
public communication.

B. What is intrapersonal B. Intrapersonal communication:

communication? communicating with yourself

C. What is interpersonal C. Interpersonal communication: interaction of

communication? two or more people

D. What is public D. Public communication: one-to-many

communication communication

2. Exhibit appropriate verbal
and non-verbal behavior.
2. What are the examples of
verbal and non-verbal
behavior?
2. Verbal behavior: written words
Non-verbal behavior: bodily motions, facial
expressions, eye contact, gestures, postures,
touch, use of space and time, personal
appearance

3. Distinguish types of 3. A. What are the different 3. A. The five types of speech styles are
speech styles. types of speech styles? Frozen, Formal, Consultative, Casual, and
Intimate.

B. What is Frozen Style? Frozen Style includes content which

cannot be rephrased or reworded because
it has been handed down through tradition
or laws.

C. What is Formal Style? Formal Style is used for important or

serious situations.

Consultative Style involves a two-way

D. What is Consultative communication in a professional setting.
Style?
Casual Style is used in a relaxed or not
 E. What is Casual Style?
G. What is Intimate Style?
4. Identify social situations in 4. What are the social
which each speech style situations in which each
is appropriate to use. style is appropriate to
use?
5. Observe the appropriate 5. What are the appropriate
language forms in using a language forms in using a
particular speech style. particular speech style?
6. A. What is a speech act?
6. Respond appropriately
and effectively to a
speech act.
B. What are the types of
speech act?
C. How are the types of
speech acts performed?
7. Explain communicative
7. A. What is communicative
competence, competence?
communicative strategies,
and conversation
conventions.
B. What are the three
components of
communicative
competence?
C. What are the
communicative strategies?
normal situation with friends or family
members.
Intimate Styleis used in private
communications among families.
4. Each speech style is used in certain social
situations.
A. Frozen: sacred ceremonies/pledge
B. Formal: speeches, sermons, and
SONA
C. Consultative: interaction between
teacher and student; employer and
employee; and lawyer and client
D. Casual: chatting with friends or
families
E. Intimate: talking to parents or siblings
at home
5. Each speech style requires appropriate
language forms:
A. Frozen: serious language
B. Formal: formal language
C. Consultative: professional language
D. Casual: slang and jargon
E. Intimate: intimate labels and
addresses
6. A. A speech act is an utterance which
carries performative functions.
B. The following are the basic types of
speech act: Locutionary, Illocutionary,
Perlocutionary
C. Locutionary: performing an act of
saying something
Illocutionary: performing an act in saying
some thing
D. Perlocutionary: performing an act by
saying something
7. A. communicative competence can be defined
as a learner’s ability to use a target language
correctly and aptly in terms of grammar and
given a situational context while being able to
deal with potential lapses.
B. The three components of communicative
competence are Grammatical Competence,
Sociolinguistic Competence, and Strategic
Competence.
C. Communicative strategies are the means
 used to overcome various problems in
communication which may arise from linguistic
lapses or lack of understanding.
D. What are the conventions
in conversation? D. The conventions in conversation are Turn-
taking, Nomination, Restriction, Topic Control,
Topic Shifting, Repair, and Termination.

8. How are communicative

8. Apply communicative strategies applied in 8. Communicative strategies include traffic
strategies in communication? avoidance (avoiding mentioning a topic),
communicating. message abandonment (the statement is
discontinued altogether, paraphrasing,
language switching (reverting to the use of the
native language), using gestures, or asking for
assistance from the other participants.

Prepared by: Checked, Rated and Approved by: Rater

Ratee

T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo
SHS Faculty SHS Focal Person

Rubrics
Quantity Quality Timeliness
Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
Rating: 1. Complete and correct inclusion if before the deadline
3 - if submitted Content Standard, Performance 4 - submitted 1 day before the
0 - if not submitted Standard, and the MLC required by deadline
the DepEd. 3 - submitted on the day of the
2. Transfer goal is correctly crafted. deadline
3. EU reflects the big concepts of the 2 - submitted 1 day after the
unit. deadline
4. MLCs are with equivalent correct 1 - submitted 2 days after the
process. Deadline
5. With value added (no typographical 0 - submitted 3 or more days
error) after the deadline

Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present
 Unit Plan – Oral Communication in Context
S.Y. 2017-2018
Quarter: Unit Plan Topic: Time Frame:
First Quarter Functions of Communication 12 Sessions (24 Hours)
Stage I : Desired Results
Content Standard: Performance Standard:

 The learners value the functions/purposes of oral  The learners write a 250-word essay of
communication. his/her objective observation and evaluation
of the various speakers watched and listened
to.
Transfer Goal:
 Students are able to self-sufficiently apply the concepts and skills learned in the unit to evaluate various speeches.

Enduring Understanding: Essential Question:

Students will understand that recognizing the functions/purposes of oral How can students effectively evaluate various speeches by
communication enables one to evaluate speeches. recognizing the functions/purposes of oral communication?

Competencies/Specific Objectives: Processing Questions: Concepts/Answers:

1. Discuss the functions of 1. What are the functions of 1. Communication serves five major functions
communication. communication? within a group or organization: control, social
interaction, motivation, emotional expression,
and information.
2. Identify the speaker(s)
2. What are the speaker’s 2. A. Control or regulation: people
purposes purposes? communication to manage the behavior of
other.
B. Social interaction: to connect with each
other
C. Motivation: to encourage others to improve
or become better
D. Information: to share and gain information
E. Emotional expression: to express how they
feel

3. Watch and listen to

3. How does the speaker 3. The speaker effectively delivered his/her piece
sample oral deliver his/her speech? through the use of his voice, gestures,
communication activities movements, and/or visual materials.

4. Ascertain the verbal and 4. What are the verbal and 4. Verbal cues: spoken words, written words
non-verbal cues that each non-verbal cues that each Non-verbal cues: sighs, screams, laughs,
speaker uses to achieve speaker uses to achieve the fillers, vocal qualities, and features
his/her purpose. purpose?

5. Comprehends various
kinds of oral texts. 5. What are the kinds of oral 5. The two kinds of oral texts are individual
texts? presentation and group interaction.

6. Identifies strategies used 6. What are the non-verbal 6. The following non-verbal behaviors help the
by each speaker to strategies used to convey speaker convey ideas effectively:
convey his/her ideas speaker’s ideas effectively? Complementing, Contradicting, Accenting,
effectively. Substituting, Regulating, and Repeating.
 Prepared by: Checked, Rated and Approved by:

Rater
Ratee

Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo T QL Sig. T QL Sig.
SHS Faculty SHS Focal Person

Rubrics
Quantity Quality Timeliness
Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days
Rating: 1. Complete and correct inclusion if before the deadline
3 - if submitted Content Standard, Performance 4 - submitted 1 day before the
0 - if not submitted Standard, and the MLC required by deadline
the DepEd. 3 - submitted on the day of the
2. Transfer goal is correctly crafted. deadline
3. EU reflects the big concepts of the 2 - submitted 1 day after the
unit. deadline
4. MLCs are with equivalent correct 1 - submitted 2 days after the
process. Deadline
5. With value added (no typographical 0 - submitted 3 or more days
error) after the deadline

Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present