As per DepEd Order No. 42, s.

2016
DAILY School Cesar E. Vergara Memorial Integrated Senior High School Grade Level 11
LESSON Teacher VALE RIE C. OCAMPO Learning Area ORAL COMMUNICATION IN CONTEXT 2006

LOG Teaching Dates and Time June 3 – 7, 2019 Quarter FIRST QUARTER /WEEK 1

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
In this lesson, the learners should beIn this lesson, the students should be In this lesson, the students should be
able to: 1. Define communication; 2. able to: 1. Identify the different models able to: 1. Identify communication
Describe the process of communication; 2. Differentiate the
of barriers; 2. Present a mini role play
features of each model; 3. Cite about internal and external
communication; 3. Give examples of
examples of communication based on communication barriers; and 3.
communication and 4. Value the use the given models and 4. Realize that Identify various strategies in order to
of communication in their lives. the value of communication can be avoid communication breakdown.
described by seeing it graphically.
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.
The learner… The learner… The learner…
LC1. defines communication. LC3. differentiates the various LC5. explains why there is a
(EN11/12OC-Ia-1) models of communication. breakdown (EN11/12-Ia-5)
LC2. explains the nature and process (EN11/12OC-Ia-3) LC6. uses various strategies in order
of communication. (EN11/12OC-Ia-2) LC4.distinguishes the unique to avoid communication breakdown
features of one communication (EN11/12OC-Ia-6)
process from the other.
(EN11/12OC-Ia-4)

Elements and Process of

II. CONTENT Models of Communication Communication Breakdown
Communication
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages 1-3 3 4
2. Learner’s Materials pages 1-4 5-6 8
3. Textbook pages
4. Additional Materials from Oral Communication in Context by Oral Communication in Context by
Learning Resource (LR) Portal Ramona Flores pp. 1 – 4. Ramona Flores pp. 5 - 7
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 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)
Talk With The Strangers Activity
Direction: The learners will introduce
themselves. After that, they will draw
their numbers from 1 to 3 for the
activity.
Freeze! Activity
Direction: After the learners are
grouped, they will present a tableau
about communication.
Show pictures to students and let
them identify whether or not the
pictures show communication.
Discuss the definition of
communication and its nature.
Discuss the elements and process of
communication.
Ask the following questions:
a. What would our life and
world be like without
communication?
b. Why is it important to make
an effective communication?
Review the previous lesson and
sharing of assignment.
Ask: Is there only one way to explain
how communication works?
Show pictures to students and let
them identify the communication
that’s taking place in each picture.
Discuss the different communication
models.
Cite examples of the communication
happening around you and give the
model or communication that best
represents it.
Review the previous lesson and
sharing of assignment.
Ask: If a speaker follows all the
features of effective communication,
will every communication activity
always be successful? Why or why
not?
Pass the Message:
1. Group the class into four.
Each group should have
equal number of members.
2. Each group chooses a
leader.
3. The teacher whispers the
message to the leader.
4. The leader passes the
message to the first member
then the second member
passes it the next until the
last member gets the
message.
5. The last member who tells
the most complete message
wins.
Discuss the barriers to effective of
communication.
Discuss various strategies to avoid
communication breakdown.
Group Activty. With the same group,
perform a five minute presentation of
your favourite scene from an English
movie, TV series or musical stage
play. The chosen scene should show
how one or more barriers to

G. Finding practical applications
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
Ask students about the importance of
communication in fulfilling the
Ask: In your opinion, what model
following roles:
best describes the communication
a. Being a son/daughter
we have nowadays?
b. Being a student
c. Being a friend
The learners will be asked to reflect
on the topic discussed.
The learners will have a quiz.
No additional activity for the next
session.
Ask students to give their learning for
the day.
Study the diagram that represents
the Schramm Model. And answer the
following questions:
1. What has Schramm added
to the Shannon – Weaver
Model?
2. Is the new model more
comprehensive? Why do you
think so?
3. How is it different from or
similar to Transaction
Model?
Research about the various barriers
to effective communication.
communication lead to
miscommunication.
Discuss the following with their group
mates:
1. Was there a lack of
communication within your
group when you organized
and performed your tasks?
What are these?
2. Why do you think this
happened?
3. What are the barriers t
communication that
occurred?
4. What strategies did you use
to avoid the barriers?
Assign one member to share with the
class the highlights and most
important points of discussion.
Short activity or quiz.
No additional activity for the next
session.
 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
materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by: Reviewed by: Noted:

VALERIE C. OCAMPO ROGELIO L. DOMINGO JR. CECILIA J. MIGUEL IMELDA D. SISON

SHS TEACHER II Master Teacher I OIC, Asst. SHS Principal Principal I