Department of Education

Region III
Division of Pampanga
SALAPUNGAN NATIONAL HIGH SCHOOL
Candaba

School: SALAPUNGAN NATIONAL HIGH SCHOOL Grade Level: GRADE 11

DAILY LESSON LOG Teacher: MA. AIZA SP. SANTOS Learning Area: ORAL COMMUNICATION IN CONTEXT
Teaching Date: Quarter: FIRST

Session 1 Session 2 Session 3 Session 4

PARTS/SESSIONS

Content Standard: The learner understands the nature and elements of oral communication in context.

Performance Standard: The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.

The learner… The learner… The Learner… The Learner…

I. OBJECTIVES 1. Defines communication (EN11/12OC-
Ia-1)
2. Explains the nature and process of
communication. (EN11/12OC-Ia-2)
Nature and Elements of Communication
1. Definition and Nature
II. CONTENT
2. The Process of Communication
1. Differentiates the various models of
communication. (EN11/12OC-Ia-3)
2. Distinguishes the unique feature(s) of
one communication process from
another. (EN11/12OC-Ia-4)
Communication Models
1. Explains why there is a breakdown of
communication. (EN11/12OC-Ia-5)
Verbal and Non-Verbal Communication
1. Uses various strategies in order to
avoid communication breakdown.
(EN11/12OC-Ia-6)
Effective Communication Skills
Barriers to Communication

III. LEARNING  LM pages 2-5  LM pages 5-6  LM pages 10  LM pages 7-9

RESOURCES  TG pages 1-3  TG pages 3-4  TG pages 5-6  TG pages 7-8

Introduction: Introduction: Introduction Introduction

1. Group Activity: Paint Me a Picture of 1. Recall of the previous lesson.
Communication 2. What are the graphic organizers that
2. Processing questions you know?
3. Why do we use graphic organizers?
4. Is it easier to explain or present a
IV. PROCEDURES concept with the use of graphic
organizer?
1. Review the previous lesson by recalling
one communication model and
explaining it briefly using your own
understanding.
2. Activity: Emote- Emoticons
Show the students some emoticons that
are usually used in phone messaging,
Facebook status, and Messenger. Have
them guess the emotions represented by
these emoticons.
1. Review: Fact or Bluff
2. Video Clip Viewing- Bb. Pilipinas
Candidate Jenina San Miguel’s Q and A
video.
3. Can you say that the woman in the video
is an effective communicator? Why?
Teaching/Modelling
1. Show pictures of different communicative
situations.
2. Discuss how communication is done in
the pictures.
3. Discuss what communication is.
4. Explain the nature of communication.
5. Enumerate and explain the different
elements of communication.
Guided Practice
1. Group Activity: Working with the
Elements
2. Processing Questions
3. Using the activity as basis, discuss how
the process of communication takes
place.
Independent Practice
1. Semantic Webbing that will sum-
up the nature and process of
communication.
Evaluation
1. Acrostic writing using the word
communication.
Teaching/ Modelling
1. Tell the students that the best way to
understand communication is to see it
graphically.
2. Present the different models of
communication. Discuss how each
model represents the process of
communication.
Guided Practice
1. Group the students into groups of five.
2. Each group will be given a certain
communication activity.
3. Students will analyze the
communication activity and identify its
elements:
 Source/Speaker
 Message
 Channel
 Feedback
 Noise
 Receiver
 Communicative Situation
4. Each group will present their outputs
using graphic organizers.
Independent Practice
1. Think of one communication activity
that you had today.
2. Identify the elements of
communication in that activity.
3. Using any of the models, illustrate
how that communication took place.
Evaluation
1. Assessment questions
Teaching/ Modelling
1. Discuss verbal and non-verbal
communication.
2. Discuss the important things to be
considered in verbal communication.
3. Explain the importance of non-verbal
communication.
Guided Practice
1. Video Analysis
a. Work in five groups.
b. Each group will be assigned a
video that they will analyze.
c. Identify the verbal and non-verbal
cues in the video and explain how
they helped in the communication
process.
Independent Practice
Activity: Drama-Rama
1. Call out student volunteers.
2. Each one will draw out a strip of paper
where a dialogue or a scenario is
written.
3. The student must deliver the dialogue
or perform the scenario with the proper
verbal and non-verbal cues.
Evaluation
1. Write a short paragraph on the
importance of verbal and non-verbal
Teaching/ Modelling
1. Discuss the 7 Cs of Effective
Communication.
2. Explain the Barriers to
communication. Give examples of
situations that illustrate these barriers.
Guided Practice
1. Video Analysis
a. Watch some video clips that show
communication barriers.
b. Assign a video per group.
c. Each group will identify what
barrier hinders the communication
process in the video assigned to
them.
d. Suggest ways on how to overcome
the barrier.
Independent Practice
Group Activity: Our Solution
1. Each group will be given a situation.
2. They will identify the barrier to the
communication in the situation given.
3. They will suggest ways on how to
solve or overcome the barriers to
communication in the situation
assigned to them.
4. Present their solution to the class.
Evaluation:
1. Identify one communication
barrier and suggest ways on how
 communication. to overcome it. Write your answer
on your notebook.

V. REMARKS

VI. REFLECTION

Prepared by: Noted by:

MA. AIZA SP. SANTOS TERESITA L. GATBONTON

Teacher HT-VI / OIC