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    w1 DLL Oral-Comm

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    Joseph Mondo�edo
    The document is a daily lesson log for an 11th grade Oral Communication class that took place from August 22-26, 2022. The lesson focused on defining communication and understanding the nature and elements of effective communication. Key points of the lesson included defining communication, understanding the communication process which involves a sender, message, receiver, feedback and context, and discussing barriers to communication and different types of communication. Students practiced communication skills and analyzed examples to understand communication concepts.

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    w1 DLL Oral-Comm

    Uploaded by

    Joseph Mondo�edo
    114 views4 pages
    The document is a daily lesson log for an 11th grade Oral Communication class that took place from August 22-26, 2022. The lesson focused on defining communication and understanding the nature and elements of effective communication. Key points of the lesson included defining communication, understanding the communication process which involves a sender, message, receiver, feedback and context, and discussing barriers to communication and different types of communication. Students practiced communication skills and analyzed examples to understand communication concepts.

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    w1 Dll Oral-comm

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    The document is a daily lesson log for an 11th grade Oral Communication class that took place from August 22-26, 2022. The lesson focused on defining communication and understanding the nature and elements of effective communication. Key points of the lesson included defining communication, understanding the communication process which involves a sender, message, receiver, feedback and context, and discussing barriers to communication and different types of communication. Students practiced communication skills and analyzed examples to understand communication concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    114 views4 pages

    w1 DLL Oral-Comm

    Uploaded by

    Joseph Mondo�edo
    The document is a daily lesson log for an 11th grade Oral Communication class that took place from August 22-26, 2022. The lesson focused on defining communication and understanding the nature and elements of effective communication. Key points of the lesson included defining communication, understanding the communication process which involves a sender, message, receiver, feedback and context, and discussing barriers to communication and different types of communication. Students practiced communication skills and analyzed examples to understand communication concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    GRADE 1 to 12 School NEW CABALAN SENIOR HIGH SCHOOL Grade Level 11

    DAILY LESSON LOG Teacher MARICON VELASCO-PASUBILLO Learning Area ORAL COMMUNICATION IN CONTEXT
    Teaching Dates and August 22, 2022-August 26, 2022 Quarter I
    Time MWF: 10:30-10:50AM / 3:10-4:30PM
    TTH: 9:50-11:50AM

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES The learner will be able to:
    a. define Communication using their own insights;
    b. understand the nature and elements of oral communication; and
    c. designs and performs effective controlled and uncontrolled oral communication activities based on context.
    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 Competency/Objectives The learner defines communication. (EN11/12OC-Ia-1)
    The learner explains the nature and process of communication. (EN11/12OC-Ia-2)
    II. CONTENT Nature and Elements of Communication
    III. LEARNING 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. 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
    A. References
    1. Teacher’s Guide pages
    2. Learner’s Materials pages
    3. Textbook pages
    4. Additional Materials from
    Learning Resource (LR)portal
    B. Other Learning Resource
    IV. PROCEDURES
    A. Reviewing the previous lesson or Ask the students what they know about communication, and why they think communication
    presenting the new lesson is important. Furthermore, ask them what makes communication effective. Once the
    students share their responses, give a further definition of communication.
    B. Establishing a purpose for the 1. Ask “What would our life and world be like without communication?”
    lesson 2. Give the students time to share their insights with a partner.
    3. After two minutes, call three to five students to share their responses to the class.
    1
    4. Then ask “Why is it important to make communication effective?”
    5. Give the students time to share their insights with a partner.
    6. After two minutes, call three to five students to share their responses to the class.

    C. Presenting examples/Instances of Discuss the four main points for Effective Communication Discuss the four main points for Effective Communication
    the new lesson
    D. Discussing new concepts and Main Point 1: Understanding Main Point 1: Understanding
    practicing new skills # 1 A good working definition for effective communication is to A good working definition for effective communication is to
    share meaning and understanding between the person sending share meaning and understanding between the person sending
    the message and the person receiving the message. the message and the person receiving the message.
    So in order to be an effective communicator, we must first and So in order to be an effective communicator, we must first and
    foremost be understood in our various communications. foremost be understood in our various communications.

    Main Point 2: Communication Process Main Point 2: Communication Process


    Discuss the definition of the sender, the message, the receiver, the Discuss the definition of the sender, the message, the receiver, the feedback, channels,
    feedback, channels, situation, and situation, and
    cultural context. cultural context.
    A. Sender – The communicator or sender is the person who is sending A. Sender – The communicator or sender is the person who is sending the message. There
    the message. There are two factors that will determine how effective the are two factors that will determine how effective the communicator will be. The first factor is
    communicator will be. The first factor is the communicator’s attitude. It the communicator’s attitude. It must be positive. The second factor is the communicator’s
    must be positive. The second factor is the communicator’s selection of selection of meaningful symbols, or selecting the right symbols depending on your audience
    meaningful symbols, or selecting the right symbols depending on your and the right environment. Talk about a few wrong examples.
    audience and the right environment. Talk about a few wrong examples. B. Message – A communication in writing, in speech, or by signals
    B. Message – A communication in writing, in speech, or by signals C. Receiver – The receiver is simply the person receiving the message, making sense of it,
    C. Receiver – The receiver is simply the person receiving the message, or understanding and translating it into meaning.
    making sense of it, or understanding and translating it into meaning. D. Feedback
    D. Feedback

    E. Discussing new concepts and Main Point 3: Barriers Main Point 3: Barriers
    practicing new skills # 2 Main Point 4: Types of Communication Main Point 4: Types of Communication
    F. Developing mastery Ask some students to give a summary or a conclusion about the Ask some students to give a summary or a conclusion about the communication process.
    (leads to Formative Assessment communication process.
    3)
    G. Finding practical application of ask the students to design their own game, or accomplish ask the students to design their own game, or accomplish
    concepts and skills in daily living an action-based research, where communication is the most important an action-based research, where communication is the most important
    feature of the activity. They may conduct a survey, or an interview with feature of the activity. They may conduct a survey, or an interview with
    people – and then study the way the sender, the receiver and the people – and then study the way the sender, the receiver and the message was transmitted.
    message was transmitted. Likewise, students may also perform a Likewise, students may also perform a
    task of analyzing different tweets of famous personalities, focusing on the task of analyzing different tweets of famous personalities, focusing on the
    message, and check which kinds of barriers may impede people from message, and check which kinds of barriers may impede people from understanding what
    2
    understanding what the sender really wants to say. the sender really wants to say.

    H. Making generalizations and Tell the students that communication is a dynamic, systemic or contextual, Tell the students that communication is a dynamic, systemic or contextual, irreversible and
    abstractions about the lesson irreversible and proactive process in which communicators construct proactive process in which communicators construct personal meanings through their
    personal meanings through their symbolic interactions (Wood, 1964). symbolic interactions (Wood, 1964).
    I. Evaluating learning Study and analyze the communication system in your own family. Draw Study and analyze the communication system in your own family. Draw up a schema or a
    up a schema or a diagram of its main components/features. Explain how it diagram of its main components/features. Explain how it works using any or a combination
    works using any or a combination of the communication models taken in of the communication models taken in class. Share your insights with a classmate and listen
    class. Share your insights with a classmate and listen to her response as
    to her response as well.
    well.

    J. Additional activities for application


    or remediation
    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 80%
    in the evaluation
    B. No. of learners who require
    additional activities for
    remediation who scored below
    80%
    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?

    3
    Prepared by: Checked by: Noted by:

    MARICON VELASCO-PASUBILLO SUSAN T. LAXAMANA, EdD ALBERT A. LLEGO


    Teacher I Master teacher II, Subject Group Head OIC-Assistant School Principal

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