School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 11

DAILY Teacher JEAN S. CATANDIJAN Learning Area ENGLISH

LESSON Teaching Date and October 12-13, 2020 Quarter FIRST
PLAN Time

DAY: Monday
I. OBJECTIVES
The students demonstrate understandings of the nature and elements of oral
A. Content Standards communication in context and the importance of background knowledge (schema),
and in recognizing that communicative competence requires the understanding of
speech context.

B. Performance Standards
The students transfer learning by designing and performing effective controlled and
uncontrolled oral communication activities based on context, activating prior
knowledge conceptually related to text, being self-aware as they discuss and
analyze text to create new meanings and modify old knowledge, and
demonstrating the effective use of communicative strategy in a variety of speech
situations.

C. Learning Defines communication EN11/12OC-Ia-1

Competencies/Objectives Explains the nature and process of communication N11/12OC-Ia-2

II. CONTENT
NATURE AND ELEMENTS OF COMMUNICATION

III. LEARNING RESOURCES

ORAL COMMUNICATION IN CONTEXT TEXTBOOK by :Philippe John
A. References Fresnillo Sipacio
Anne Richie Garcia Balgos
SlideShare
Youtube
Google

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
https://www.merriam-webster.com/dictionary/text
B. Other Learning Resources https://www.centralriversaea.org/curriculum/literacy/writing/text-types-purposes/
IV. PROCEDURES
Routinary Activities  Class Introduction
 Rules and Regulations
 Prayer
 Checking of Attendance
A. Reviewing Previous Task 1: Viewing Activity
Lesson or Presenting the New Directions: Watch the short video on Passing the Message.
Lesson
Pass the Message
The teacher will ask for 5-10 students to volunteer and participate in the activity. The volunteers
will be asked to turn back and not look until their names are being called. The 1 st in line will be
called and will face the teacher to see the actions; then after seeing the action the student will call
one from the volunteers to face her then show her or imitate the teacher’s actions. Repeat the
process until the last volunteer.
 Process Questions

1. How do you find the activity?

2. How did you deliver the message from one person to the other?
3. What is the process of transferring the information?

B. Lesson Proper/Presentation 1. Teacher asks for a one-sentence definition based from the activity.

2. Teacher discusses the definition and the basic principles of the

communication process derive from the activity

Basic Elements

Sender – The communicator or sender is the person who is sending the message.
There are two factors that will determine how effective the communicator will be.
The first factor is the communicator’s attitude. It must be positive. The second
factor is the communicator’s selection of meaningful symbols, or selecting the right
symbols depending on your audience and the right environment. Talk about a few
wrong examples.

Question: Name some of the ways we communicate.

Anticipated Responses: —Talking, speaking —Writing —Pictures, symbols,
diagrams, charts, etc.

Message – The idea conveyed thru writing, speech, or signals.

Channel – It is where the message goes through. Most of the time, we use our five
senses as channels of communication.
Receiver – The receiver is simply the person receiving the message, making sense
of it, or understanding and translating it into meaning.
Now think about this for a moment: the receiver is also a communicator. How can
that be? (When the receiver responds, he is then the communicator.)
Communication is only successful when the reaction of the receiver is that which
the communicator intended. Effective communication takes place with shared
meaning and understanding.

Feedback – Feedback is that reaction I just mentioned. It can be a verbal or

nonverbal reaction or response. It can be external feedback (something we see) or
internal feedback (something we can’t see), like self-examination. It’s the feedback
that allows the communicator to adjust his message and be more effective. Without
feedback, there would be no way of knowing if meaning had been shared or if
understanding had taken place.
C. Practical Applications
D. Making Generalizations and
Abstractions about the Lesson
E. Evaluating Learning
F. Additional Activities for
Application or Remediation
ACTIVITY 1:
Activity 3: Family Communication Diagram
Considering the previous activities and discussions, draw in a long sheet of bond
paper your family’s communication diagram.
Label all the elements you included in your diagram.
Name your diagram.
Do not include any explanation.
You can color it if you want.
You will be graded based on this rubric:
Communication is a systematic process in which individuals interact through
symbols to create and interpret meaning.
Assignment
DIRECTIONS: How factual information from different sources could influence our
everyday conversations and exchanges?
Write True if the statement is correct and write False if the statement is incorrect.
1. Factual text prepares students to handle real-life situations.
2. Informative text builds knowledge of the natural and social world.
3. Reading different types of texts can boost vocabulary and other kinds of literacy
knowledge.
4. Text types help you formulate your own insights or point of views.
5. Reading a text will help us improve our everyday conversations and exchanges.
 A. Watch an informative talk from the given link:
https://www.ted.com/talks/amishi_jha_how_to_tame_your_wandering_mind
-The students will answer a worksheet or task sheet by getting the
information from the informative talk.
-A transcript of the video maybe given to the students who don’t have
internet access.

C. Accomplish the rest of the activities in your module.

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
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?
https://elcomblus.com/teaching-guide-nature-and-elements-of-communication/

Prepared by:

JEAN S. CATANDIJAN