SUBJECT MATTER:
CONTENT STANDARDS
The learner understands the nature and elements of oral communication in context.
PERFORMANCE STANDARDS
LEARNING COMPETENCIES
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT
The learner designs and performs effective controlled and uncontrolled oral communication activities based
on the context.
The learner defines communication. (EN11/12OC-la-1)
The learner explains the nature and process of communication. (EN11/12OC-la-2)
The learner defines effective communication and explains the elements of the communication process, the
best communication approach, and internal and external barriers.
The learner describes the value of effective communication and its various elements.
2hrs
LESSON OUTLINE:
During the lesson, the learners will:
1.
2.
3.
4.
5.
6.
RESOURCES
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. 12 th 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_Lesson 7.pdf.Accessed January 7, 2016.
PROCEDURE
Teacher Tip:
1.
1.
2.
3.
4.
5.
1.
1.
Common misconceptions,
mistakes, and questions
Tips for assessment
Alternative ways of delivering
content
How to differentiate learners
(disabilities, fast/slow learners,
language barriers, etc)
Potential integration with other
subjects
Quarter:
Subject matter:
LESSON OUTLINE:
During the lesson, the learners will:
1. Review/Motivation: Recall the important points of the previous lesson. (15 minutes)
2. Introduction: Compare and contrast the various models of communication using the Venn diagram. (15 minutes)
3. Instruction/Delivery: Present and discuss to class the findings of the group by explaining the content of the Venn
diagram. (40 minutes)
4. Practice: Perform communication activity by presenting one model per group thru role play. (20 minutes)
5. Enrichment: Research on the unique features of one communication process.
6. Evaluation: Accomplish individual evaluative task. (30 minutes)
MATERIALS
RESOURCES
http://www.shkaminski.com/Classes/Handouts/Communication%20Models.htm
PROCEDURE
REVIEW/MOTIVATION:
1. Show-Me: Teacher will show key words and the students will say words associated with
these key words. In this process, students will recall the important points of the
previous lesson.
2. Pop Corn Game: Give instructions to the students on how to do this game. After the
game, let the students identify the elements of communication used in the process as
well as the communication barriers.
Teacher Tip
The teacher may let the
students write their answers
on sheets of paper, which
will then be defined.
Other related games on
communication can be
done.
INTRODUCTION:
1. Divide the class into six groups. Give each group a copy of the hand outs with the
lesson on different models of communication.
Models of Communication to be covered are:
a. Jakobsons Model
b. Saussures Model
c. Shannons Model
d. Berlos Model
e. Nidas Model
f. Bergs Discussion of Four Models
2. Assign two models for every group with which they will compare and contrast using the
Venn diagram.
INSTRUCTION/DELIVERY:
1. The teacher will ask each group to present to the class the findings in the comparison
and contrast of the two models of communication assigned to
the group. The group may have a rapporteur or the members may take turns explaining
their findings. The teacher will emphasize the main points mentioned by each group.
2. The teacher will encourage the audience to ask questions, clarifications, or give
suggestions to the group presenter. The teacher will affirm or invalidate the answer
given.
PRACTICE:
1. Using a different grouping, each group will choose a model that they will describe thru
role play. Each group will be given 3 minutes to perform.
2. The rest of the class will determine the model being role-played by the group.
ENRICHMENT:
1. The teacher will give an assignment to the students. Tell Research on the unique
features of one communication process.
2. Let the students present to class on the next meeting his findings.
Encourage participation
from the members of the
group. The rest of the group
may be given a rubric to
rate the role play of the
other group.
Remind the students to use
other printed resources in
addition to what they can
search in the internet.
EVALUATION:
1. Come up with your own model of communication. Make a drawing that shows your
model of communication. Include a short description of the components of your model.
Mention any special feature or characteristic of your model.
PREPARED BY:
Learning
Standards
Competencies
( From Curriculum Guide
( From Curriculum Guide )
)
Strategies
Assessment