Oral Com DLL

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11
SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Teaching Dates and Time JULY 4-7,9:00-10:00 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY Friday

I. OBJECTIVES 1. To explain the elements of communication. 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 To explain the nature and process of To explain the nature and process of To explain the nature and process of To explain the nature
Competency/Objectives communication communication communication and process of
Write the LC code for each. communication
II. CONTENT 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.
FUNDAMENTALS Elements of communication Process of communication Process of communication Process of
OF communication
COMMUNICATION
III. LEARNING
RESOURCES
A. References 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.
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1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Pp8-15, Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
4. Additional Materials from

Learning Resource DEPED – PFT Manual Activity Sheets 1st Quarter
(LR)portal Communicationtheory.org for communication
models
www.youtube.com/models of communication
B. Other Learning Resource https://www.youtube.com/watch?v=lV2RTqrJ354- http://youtube.com/watch?v=f0TxM- http://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=IqsAhmTn7n4-
Communication body language
IV. PROCEDURES 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.
A. Reviewing previous lesson or Communication process
presenting the new lesson
B. Establishing a purpose for the Explain the purpose and benefits that can be Explain the purpose and benefits that can
lesson derived from the content/LM/RM/ through a be derived from the content/LM/RM/
message relay activity- tongue twisters through making and presenting a dyad
communication
C. Presenting Reading and discussing the procedure for the Same Same Advertisement Role
examples/Instances of the performer and for the partner Play
new lesson
D. Discussing new concepts and The teacher calls for a representative for a class Role playing
practicing new skills # 1 report
E. Discussing new concepts and Group work/activity-message relay, WORDS DRILL- individual oral reading exercises games-charade,
practicing new skills # 2
F. Developing mastery Essay-Give one specific example of each Formative essay-How does understanding Oral Reading FILM SHOWING,
(leads to Formative Jakobson’s components. of communication help us? Exercises ORAL READING
Assessment 3) ACTIVITIES
G. Finding practical application of The students perform the given task and activity The students perform the given task and activity The students perform the given task and The students perform
concepts and skills in daily activity the given task and
living activity
H. Making generalizations and Illustrate and explain the process of
abstractions about the lesson communication
I. Evaluating learning Recording the data attained or performed Recording the data attained or performed Recording the data attained or performed Recording the data
attained or performed
J. Additional activities for Formative essay for remediation Short quiz Oral reading /pronunciation drill remedial of lessons-
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application or remediation words
drill/pronunciation
drill
V. REMARKS
VI. REFLECTION 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.
A. No. of learners who earned 24
80% in the evaluation
B. No. of learners who require 10
additional activities for
remediation who scored below
80%
C. Did the remedial lessons Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue 3
to require remediation
E. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
strategies worked well? Why
did these work?
F. What difficulties did I None so far .
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized 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
materials did I use/discover will now present the role-play in English.
which I wish to share with Guide questions:
other teachers? 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

SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Time JULY 11-14 ,9:00-10:00 Quarter FIRST
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VII. OBJECTIVES 2. To compare the models of communication using a table chart in terms of its 3. To contrast the models of communication using the table chart.
context, purpose, opportunity or requirement for clarification.
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 Distinguishes the unique feature(s) of one Distinguishes the unique feature(s) of
Competency/Objectives To differentiate the various models of communication To differentiate the communication process form the other one communication process form the
Write the LC code for each. various models of other
communication
VIII. CONTENT 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.
FUNDAMENTALS OF Models of communication- Models of communication – Models of communication-Shannon’s Model, Models of communication-Nida’s Model
COMMUNICATION Saussure’s Model
Jakobson’s model, Berlo’s model Berg’s Model
IX. LEARNING RESOURCES

C. References RESOURCES
Pena and Anudin, Oral Communication. Vibal Group
Inc. 2016
Ang, Jaime, Oral Communication in Context for Senior
High School.2016
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and Theater
Arts, UP Diliman. May 2002.
Speech Communication. 12th ed. New York: Harper
Collins
Publishers, 1994.
The Center for Leadership and Service, The University
of Tennessee Knoxville.

6. Learner’s Materials pages
7. Textbook pages 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 http://youtube.com/watch?v=9T3X0hRbTek

Learning Resource pp.13-14 DEPED – PFT Manual Activity Sheets 1st http://youtube.com/watch?v=Xbk4TcSNyFE
(LR)portal Quarter http://youtube.com/watch?v=8Ox5LhIJSBE
Communicationtheory.org for communication models https://www.youtube.com/watch?v=OvEci5Bjgd4
www.youtube.com/models of communication http://youtube.com/watch?v=YwXH4hNfgPg
D. Other Learning Resource https://www.youtube.com/watch?v=lV2RTqrJ354 http://youtube.com/watch?v=ySk75EatdjQ

Perry -decoding female body language
Blackburn in his book, The Code Model of http://youtube.com/watch?v=f0TxM-C5QYY-how
Communication to tell someone is lying to you
http://youtube.com/watch?v=IqsAhmTn7n4-body
language
X. PROCEDURES 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.
K. Reviewing previous lesson or Communication Models
L. Establishing a purpose for the Explain the purpose and benefits that can be derived Same Same Same
lesson from the content/LM/RM/
M. Presenting examples/Instances Reading and discussing the procedure for the Same Same Class Reporting,
of the new lesson performer and for the partner
N. Discussing new concepts and Individual activity- presenting an individual Individual activity- Role playing of different situations at school and
practicing new skills # 1 advertisement of a product presenting an at home
individual
advertisement of a
product
O. Discussing new concepts and Group work/activity- individual oral reading exercises Semantic web Dyad communication-role playing games-Charade: The learners will guess the
practicing new skills # 2 word through actions in a pantomime manner.
P. Developing mastery Oral reading exercise, short quiz same same same FILM
(leads to Formative Assessment SHOWING,
3)
Q. Finding practical application of The students perform the given task and activity Same Same Same
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning Recording the data attained or performed Same Same Same
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
T. Additional activities for Short quiz Same Same Same ORAL
application or remediation READING
ACTIVITIES
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XI. REMARKS
XII. REFLECTION 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.
H. No. of learners who earned 80% 20
in the evaluation
I. No. of learners who require 10
80%
J. Did the remedial lessons work? Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
No. of learners who have caught
up with the lesson
K. No. of learners who continue to 3
require remediation
L. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
worked well? Why did these
work?
M. What difficulties did I encounter None so far.
which my principal or supervisor
can help me solve?
N. What innovation or localized 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
materials did I use/discover will now present the role-play in English.
which I wish to share with other Guide questions:
teachers? 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:

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time JULY 18-21 ,9:00-10:00 Quarter FIRST

XIII. OBJECTIVES 1. To identify communication shutdown 2. To know the basics of non-violent communication
3. Value Communication
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G. Content Standard The learner values the functions/purposes of oral communication
H. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
I. Learning Watches and listens to sample oral communication Watches and Watches and listens to sample oral Watches and listens to sample oral
Competency/Objectives activities listens to sample communication activities communication activities
Write the LC code for each. oral
communication
activities
XIV. CONTENT 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.
FUNDAMENTALS OF *Verbal & Non- Verbal Communication Functions of Intercultural communication Intercultural communication
COMMUNICATION Functions of communication communication
Features of
communication
XV. LEARNING RESOURCES

E. References RESOURCES
Inc. 2016
High School.2016
Collins
Publishers, 1994.

Group Inc. 2016
7
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12. Additional Materials from http://www.livestrong.com/article/97647-exercises-
Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets 1st barriers-effective-communication/
(LR)portal Quarter
Communicationtheory.org for communication models http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication and -listening-exercises/
F. Other Learning Resource
XVI. PROCEDURES 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.
U. Reviewing previous lesson or Barriers of communication
V. Establishing a purpose for the Same Same Same
lesson
W. Presenting examples/Instances Reading and discussing the procedure for the Same Same Same
of the new lesson performer and for the partner
X. Discussing new concepts and Group Activity-Charade of Action Verbs and Phrasal Same Role playing
practicing new skills # 1 Verbs
Y. Discussing new concepts and Short clip movie to To let them write a poem in Surigaonon and same
practicing new skills # 2 watch exchange their poem to their classmate and
translate it in English.
Z. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative Assessment
3)
AA. Finding practical application of The students perform the given task and activity Same Same Oral reading exercise(individual)
concepts and skills in daily living A skit telephone conversation
BB. Making generalizations and
CC. Evaluating learning Group presentation Same Same Same
DD. Additional activities for Short quiz Same Same Same
application or remediation
XVII. REMARKS
XVIII. REFLECTION 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
O. No. of learners who earned 80%
in the evaluation
P. No. of learners who require
80%
Q. Did the remedial lessons work?
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up with the lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
work?
T. What difficulties did I encounter
can help me solve?
U. What innovation or localized To let them write a poem in Surigaonon and exchange their poem to their classmate and translate it in English.
materials did I use/discover
which I wish to share with other
teachers?
Submitted to:


Time JULY 25-28 ,9:00-10:00 Quarter FIRST

XIX. OBJECTIVES Identify Barriers of Communication Identify Barriers of Communication
J. Content Standard The learner values the functions/purposes of oral communication
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K. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
L. Learning To demonstrate effective strategies in communication same Watches and listens to sample oral
Competency/Objectives Watches and listens to sample oral communication communication activities
Write the LC code for each. activities
XX. CONTENT 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.
FUNDAMENTALS OF * Barriers of Communication Barriers of Communication Barriers of Communication
COMMUNICATION
XXI. LEARNING RESOURCES
G. References RESOURCES
Inc. 2016
High School.2016
Collins
Publishers, 1994.

Group Inc. 2016
16. Additional Materials from The IPA Chart _ http://www.livestrong.com/article/97647-exercises-

Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets 1st Learn English _ barriers-effective-communication/
(LR)portal Quarter British English
Communicationtheory.org for communication models Pronunciation – http://blog.trainerswarehouse.com/communication-
www.youtube.com/models of communication video clip and -listening-exercises/
H. Other Learning Resource
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XXII. PROCEDURES 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
EE. Reviewing previous lesson or
FF. Establishing a purpose for the “Konichiwa, hola2x! greetings”-as semantics of diverse Same Same Same
lesson language/multilingual for barriers of communication
GG. Presenting examples/Instances Reading and discussing the procedure for the performer Same Same Same
of the new lesson and for the partner
HH. Discussing new concepts and Group activity- Donkey’s tail – for attention, active Phrase ball- Charade of movie titles Find an English Song and translate it in
practicing new skills # 1 listening, right command and direction and identify group work to Cebuano or Surigaonon dialect and present it
distracters encourage rapid to the class through a presentation.
fire thought and
communication
II. Discussing new concepts and ” Short clip movie Word Bank-“Antarctica” Cloze Test Work Bank-“Space” Cloze test Cloze
practicing new skills # 2 to watch exercise-
for active
listening
and
semantics
”Shark
Cloze
JJ. Developing mastery Oral reading exercise, short quiz same
3)
KK. Finding practical application of The students perform the given task and activity Vowel triangle Same Oral reading exercise(individual)
concepts and skills in daily living chart with words
IPA chart and vowel triangle drill
LL. Making generalizations and
MM. Evaluating learning Group presentation Same Same Same
NN. Additional activities for Short quiz Same Same Same
XXIII. REMARKS THURSDAY-NUTRITION MONTH & FRIDAY-MONTHLY MASS
XXIV. 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
V. No. of learners who earned 80%
in the evaluation
W. No. of learners who require
80%
X. Did the remedial lessons work?
up with the lesson
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Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
work?
AA. What difficulties did I encounter
can help me solve?
BB. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover
teachers?
Submitted to:


Time AUGUST 1-4 ,9:00-10:00 Quarter FIRST

XXV. OBJECTIVES 1. Identify Communication Barrier 1. Practice active listening skills
2. Practice active listening skills 2.Watches and listens to sample oral communication activities
3. Watches and listens to sample oral communication 3.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her purpose
activities
M. Content Standard The learner values the functions/purposes of oral communication
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N. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
O. Learning Watches and listens to sample oral communication Identifies the Watches and listens to sample oral Ascertains the verbal and non
Competency/Objectives activities speaker’s communication activities verbal cues that each speaker
Write the LC code for each. purpose/s Identifies the speaker’s purpose/s uses to achieve his/her purpose
XXVI. CONTENT 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.
FUNDAMENTALS OF Barriers of Communication, Listening skills Listening Skills Verbal and Non-Verbal
COMMUNICATION Listening skills Non-Verbal Types of Non-Verbal Communication Communication
Communication
XXVII. LEARNING
RESOURCES
I. References RESOURCES
Inc. 2016
Collins
Publishers, 1994.

19. Textbook pages Pp40-47 Pena and Anudin, Oral Communication. www.youtube.com/non-verbalcommunication
Vibal Group Inc. 2016 http://youtube.com/watch?v=QOkrS1v7Ywk
pp13-20, Ang, Jaime, Oral Communication in Context www.youtube.com/post-it love
for Senior High School.2016 www.youtube.com/for the birds
20. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds 5 -

Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets 1st barriers-effective-communication/ Diphthongs (with captions)-video clip
(LR)portal Quarter
13
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J. Other Learning Resource
XXVIII. PROCEDURES 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
OO. Reviewing previous lesson or IPA chart and vowel triangle and communication
presenting the new lesson barriers
PP. Establishing a purpose for the 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
lesson 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
QQ. Presenting examples/Instances 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
of the new lesson performer and for the partner communication types of communication
RR. Discussing new concepts and Pronunciation of English Vowel Sounds 5 -
practicing new skills # 1 Diphthongs (with captions) words drill
SS. Discussing new concepts and Cloze exercise-for active listening “Camping” cloze “Water Cycle “Canada Cloze Test” Role playing
practicing new skills # 2 test “Cloze Test
TT. Developing mastery Oral reading exercise, short quiz Other descriptive Oral reading exercise Oral reading exercise
(leads to Formative Assessment adjective words
3) drill
UU. Finding practical application of The students perform the given task and activity Presentation of Booking a local hotel through a telephone Oral reading exercise(individual) Film Showing
concepts and skills in daily living 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
VV. Making generalizations and
WW. Evaluating learning Group presentation Same Same Same
XX. Additional activities for Short quiz Same Short Video Clips of Non-verbal and let the Same
application or remediation learners identify the types
XXIX. REMARKS
XXX. REFLECTION 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
CC. No. of learners who earned 80%
in the evaluation
DD. No. of learners who require
80%
EE. Did the remedial lessons work?
up with the lesson
FF. No. of learners who continue to
require remediation
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GG. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
work?
HH. What difficulties did I encounter
can help me solve?
II. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover Booking a local hotel through a telephone conversation(Marco Polo Hotel)
which I wish to share with other Booking a plane ticket through a telephone conversation (cebu pacific air)
teachers?
Submitted to:



XXXI. OBJECTIVES Discusses the functions of communication 3.Watches and listens to sample oral communication activities
Identifies the speaker’s purposes 4.Ascertains the verbal and non verbal cues that each speaker uses to achieve his/her purpose
P. Content Standard 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 Discusses the functions of communication Identifies the Watches and listens to sample oral Ascertains the verbal and non verbal
Competency/Objectives Watches and listens to sample oral communication speaker’s communication activities cues that each speaker uses to
Write the LC code for each. activities purpose/s achieve his/her purpose
XXXII. CONTENT 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.
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FUNDAMENTALS OF *Verbal & Non- Verbal Communication Functions of Intercultural communication Intercultural communication
COMMUNICATION Functions of communication communication
Features of
communication
XXXIII. LEARNING
RESOURCES
K. References RESOURCES
Inc. 2016
High School.2016
Collins
Publishers, 1994.

Group Inc. 2016
24. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds 5 -

Learning Resource pp.14-17DEPED – PFT Manual Activity Sheets 1st barriers-effective-communication/ Diphthongs (with captions)-video clip
(LR)portal Quarter
L. Other Learning Resource

XXXIV. PROCEDURES 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
16
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YY. Reviewing previous lesson or IPA chart
ZZ. Establishing a purpose for the Explain the purpose and benefits that can be derived Same Same Same
lesson from the content/LM/RM/
AAA. Presenting Reading and discussing the procedure for the Same Same Same
examples/Instances of the new performer and for the partner
lesson
BBB. Discussing new concepts Group activity- Donkey’s tail – for attention, active Phrase ball-group Same Role playing
and practicing new skills # 1 listening, right command and direction and identify work to
distracters encourage rapid
fire thought and
communication
CCC. Discussing new concepts Cloze exercise-for active listening Short clip movie to Pronunciation of English Vowel Sounds 5 -
and practicing new skills # 2 watch Diphthongs (with captions) words drill
DDD. Developing mastery Oral reading exercise, short quiz same same same
3)
EEE. Finding practical application The students perform the given task and activity Same Same Oral reading exercise(individual)
of concepts and skills in daily A skit telephone conversation
living
FFF. Making generalizations and
GGG. Evaluating learning Group presentation Same Same Same
HHH. Additional activities for Short quiz Same Same Same
XXXV. REMARKS
XXXVI. REFLECTION 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
JJ. No. of learners who earned 80%
in the evaluation
KK. No. of learners who require
80%
LL. Did the remedial lessons work?
up with the lesson
MM. No. of learners who continue to
require remediation
NN. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
work?
OO. What difficulties did I encounter
can help me solve?
17
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PP. What innovation or localized Booking a local hotel through a telephone conversation(Marco Polo Hotel)
materials did I use/discover Booking a plane ticket (cebu pacific air)
teachers?
Submitted to:

18
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XXXVII. OBJECTIVES 1.Watches and listens to sample oral communication activities 2.Ascertains the verbal and non verbal cues that each speaker uses
2. awareness of different languages existing 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 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.
CONTENT Nature of intercultural communication Developmental model of intercultural communication Characteristics of Characteristics of competent
competent intercultural intercultural communication
FUNDAMENTALS communication
OF
COMMUNICATION
XXXIX. LEARNING
RESOURCES
M. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.

19
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27. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
28. Additional Materials from https://www.salto-youth.net/downloads/4-17- Pronunciation of English

Learning Resource pp.19-21DEPED – PFT Manual Activity Sheets 1st 1789/booklet%20 Vowel Sounds 5 -
(LR)portal Quarter intercultural%20communication%20Resource%20Pack.pdf Diphthongs (with captions)-
Communicationtheory.org for communication video clip
models
www.youtube.com/models of communication
N. Other Learning Resource

XL. PROCEDURES 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.
III. Reviewing previous lesson or Remedial
presenting the new lesson Class ,
oral drills
and film
showing
JJJ. Presenting examples/Instances Same Same Same
of the new lesson
KKK. Discussing new concepts Phrase ball-group work to encourage rapid fire thought Same Role playing
and practicing new skills # 1 and communication
LLL. Discussing new concepts and Cloze exercise-for active listening Short clip movie to watch Pronunciation of English
practicing new skills # 2 Vowel Sounds 5 -
Diphthongs (with captions)
words drill
MMM. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
NNN. Finding practical The students perform the given task and activity Same Same Oral reading
application of concepts and exercise(individual)
skills in daily living A skit telephone
conversation
OOO. Making generalizations
and abstractions about the
lesson
PPP. Evaluating learning Same Same Same
QQQ. Additional activities for Short quiz Same Same Same
XLI. REFLECTION 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
20
Jski.dv
QQ. What innovation or localized Booking a local hotel through a telephone conversation(Marco Polo Hotel)
materials did I use/discover Booking a plane ticket (cebu pacific air)
teachers?
Submitted to:

DCNHS SECONDARY SCHOOL PRINCIPAL IV
21
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GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
Time AUGUST 29-31, September 1-2,8:30-10:30 Quarter FIRST

Time September 5-9, 2016 Quarter FIRST




Time October 2-6, 2016 Quarter FIRST

Time October 9-13 2016 Quarter FIRST
22
Jski.dv
Time October 16-20; 23-27, 2016 Quarter FIRST
23
Jski.dv
24
Jski.dv
25
Jski.dv
26
Jski.dv

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GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

4. Additional Materials from

B. Other Learning Resource https://www.youtube.com/watch?v=lV2RTqrJ354- http://youtube.com/watch?v=f0TxM- http://youtube.com/wat

MRS. MARITES L. PETALLO

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

IX. LEARNING RESOURCES

5. Teacher’s Guide pages

8. Additional Materials from http://youtube.com/watch?v=9T3X0hRbTek

D. Other Learning Resource https://www.youtube.com/watch?v=lV2RTqrJ354 http://youtube.com/watch?v=ySk75EatdjQ

MRS. MARITES L. PETALLO

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

XV. LEARNING RESOURCES

9. Teacher’s Guide pages

F. Other Learning Resource

MRS. MARITES L. PETALLO

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

J. Content Standard The learner values the functions/purposes of oral communication

13. Teacher’s Guide pages

16. Additional Materials from The IPA Chart _ http://www.livestrong.com/article/97647-exercises-

H. Other Learning Resource

MRS. MARITES L. PETALLO

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

M. Content Standard The learner values the functions/purposes of oral communication

17. Teacher’s Guide pages

20. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds 5 -

MRS. MARITES L. PETALLO

GRADE 1 TO 12 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

P. Content Standard The learner values the functions/purposes of oral communication

21. Teacher’s Guide pages

24. Additional Materials from http://www.livestrong.com/article/97647-exercises- Pronunciation of English Vowel Sounds 5 -

L. Other Learning Resource

MRS. MARITES L. PETALLO

MONDAY TUESDAY WEDNESDAY THURSDAY Friday

S. Content Standard The learner values the functions/purposes of oral communication

25. Teacher’s Guide pages

28. Additional Materials from https://www.salto-youth.net/downloads/4-17- Pronunciation of English

N. Other Learning Resource

MRS. MARITES L. PETALLO

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11

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