Grade Level 11

Learning Area Oral Communication in Context

DAILY LESSON LOG Quarter 1st

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES HOLIDAY
A. Content Standards The learner... The learner... The learner...

understands the nature and understands the nature and understands the nature and
elements of oral communication elements of oral communication elements of oral communication
context context context
B. Performance Standards The learner... The learner... The learner...

C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
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 Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the
new lesson
designs and performs effective designs and performs effective designs and performs effective
controlled and uncontrolled oral controlled and uncontrolled oral controlled and uncontrolled oral
communication activities based on communication activities based on communication activities based
context. context. on context.
At the end of the session, learners At the end of the session, learners At the end of the session, learners
are expected to: are expected to: are expected to:
1. differentiate the various models 1. distinguish the concepts of 1. use various strategies in order
of communication, and verbal and non-verbal to avoid communication
2. distinguish the unique feature(s) communication breakdown
of one communication process
from the other.
Communication Models Verbal and Non-Verbal Effective Communication Skills
Communication
pp.5-6 pp. 10 pp. 7-8
Teacher asks learners about their Teacher introduce the new lesson Teacher introduce the new lesson
previous lesson
Teacher presents different models Teacher divide the class into teams Teacher presents the features of
of communication as follows: and play charades. an effective communication
1. Shannon-Weaver Model
2. Transaction Model
Learners study the given diagram. Teacher discusses the concept of Learners answer the following
It represents the Schramm Model. verbal and non-verbal questions given by the teacher.
communication
Teacher asks the following
questions:
 a. What has Schramm Model added
to the Shannon-Weaver Model?
b. Is the new model more
comprehensive? Why do you think
so?
c. How is it different from or similar
to the Transaction Model?
D. Discussing new concepts and practicing Learners compare and contrast the Teacher gives an activity entitled
new skills #1 following models of “The Blinfold Game”. In this
communication using the expanded activity, the blindfolded
venn diagram. Highlight the participants must rely on their
strengths and weaknesses of each partners to navigate an “assault
model. course” successfully.
E. Making generalizations and abstractions
about the lesson
F. Evaluating learning
G. Additional activities for application or
remediation
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 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
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?