Grades 12 Daily Lesson School Grade Level 12

Log Teacher Learning Area DIASS

Teaching Dates and Time Quarter 1st
Day 1 Day 2 Day 3 Day 4
I. Objectives At the end of the sessions, the learners are expected to:
1. Understanding with the various disciplines in communication;
2. Imbibe the value and significance of communication and its effects to the society; and
3. Be an active member of the society through effective communication.
A. Content Standards The learner understands the disciplines of communication.
B. Performance Standards The learner demonstrates a high level of understanding of the basic concepts of communication through a group
presentation of a situation in which practitioners of communication work together to assist individuals, groups, or
communities involved in difficult situations (e.g. post disaster, court hearing, about separation of celebrity couple,
cyber bullying).

C. Learning Competencies / 1. The students identify the 1. 1. The students demonstrate 1. The students discuss the 1. The students
Objectives goals and scope of comprehension of principles of core values of describe the elements
communication communication communication and levels of
(HUMMS_DIASS 12-Ih-28)2. (HUMMS_DIASS 12-Ih-29) (HUMMS_DIASS 12-Ih-30) communication
processes.
(HUMMS_DIASS
12-Ih-31)
II Content Definition and Goals of Principles of Basic Elements of Levels of
Communication. Communication. Communication Process Communication
III Learning Resources
A. References
1. Teacher’s Guide DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. 4 DIASS Curriculum Guide p. DIASS Curriculum
Pages of 7 of 7 4 of 7 Guide p. 4 of 7
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional materials
from learning resource (LR)
portal
B. Other Learning Communication Principles of Communication Basic Elements of The Process of
Resources Communication Process Communication
https://en.wikipedia.org/wiki/C http://www.helpguide.org/articl
ommunication es/relationships/effective-com http://www.yourarticlelibrary. http://www.yourarticleli
http://www.skillsyouneed.com/ munication.html com/business-communicatio brary.com/business-co
general/what-is-communicatio n/7-major-elements-of-com mmunication/7-major-e
n.html http://www.wikihow.com/Devel munication-process/25815/ lements-of-communica
op-Good-Communication-Skill tion-process/25815/
s
IV Procedures
A. Reviewing previous Ask the students to illustrate Ask the students about the Ask the students about the Ask the students about
lesson or presenting the the different processes and definition, scope, goals of functions and principles of the core values and
new lesson methods involved in communication. communication previously barriers of
undertaking social work (5mins.) discussed. communication.
through a graphic organizer (5mins.) (5mins.)
(5mins.)
B. Establishing a purpose Movie Lines Hugot: Skit: Message Relay: The Communication
for the lesson Process:
Present via video clips the Ask for volunteer students that Divide the students into four
different classical movie lines will pair for a conversation in groups. Illustrate the
and let the students to realize front of the class. communication cycle
the following, to wit: Ask the leader of the group using cut-outs from
The volunteers will be given a to pick a short message (e.g. cartolina, magazines or
 Identify the title of the topic as well as a scenario that tongue twisters and famous any other recyclable
movie. they will talk about or make a quotations). Each group will materials. Put captions
 Analyze the different skit in front of the class be given three sets of to better illustrate the
goals of communication (5mins.) messages. cycle.
based on their
observation. The following tongue
(5mins.) twisters and quotation will be
utilized in the game, to wit:
The following movie lines will
be presented to the students: 1. Palakang Kabkab,
kumakalabukab,
1. “Walang himala! Ang himala kaka-kalabukab pa
ay nasa puso ng tao, nasa lamang,
puso nating lahat! Tayo ang kumakalabukab na
gumagawa ng himala, tayo naman.
 ang gumagawa ng mga sumpa
at ng mga Diyos, walang
himala!"
- Nora Aunor in Himala
2. "Ayoko ng tinatapakan ako!
Ayoko ng masikip, ayoko ng
mainit! Ayoko ng walang tubig!
Ayoko ng mabaho!"
- Maricel Soriano in Kaya
Kong Abutin Ang Langit
3. Vilma: Ako ang asawa,
kasama sa buhay, kasiping sa
kama.
Maricel: At ako naman ang
anak. Ang anak, hindi
napapalitan. Pero ang asawa,
nahihiwalayan.
- Yesterday, Today and
Tomorrow
(5mins.)
C. Presenting examples / Brainstorming
Instances for the new Ask the students about their discussed topic and whether
lesson ideas / knowledge about
communication.
Use the students’ answers for
introducing communication to Introduce the principles of
the students.
(3mins.)
2. Pinaputi ni Tepiterio (5mins.)
ang pitong puting
putong patong
patong.
3. Kalabit ng kalabit si
Alabit na may bitbit sa
balikat ng kanyang
kalapit-kabalikat
kapitbahay.
(5mins.)
Ask the students about the Collaborative Learning: Dyad Activity:
1. Introduce the
these are common subjects Ask the students about their communication
among conversation between experiences about the process to the
them and their fellow students. game. students.
2. Show them how the
Ask the students on their elements of
communication to the students. different roles in the communication play
communication process. their role in the
Use the skits / conversations communication
made by the volunteers earlier 1.What are the external and process.
as an example. internal factors they 3. Ask them if they
(10mins.) encounter while relaying the have different
messages? perceptions on how
(5mins.) communication flows.
4. Let the students
compare and analyze
their

D. Discussing new Interactive Discussion:
concepts and practicing 1. Discuss the definition of ways of communicating with 1. Provide examples to the
new skills #1 communication to the
students.
2. Ask the students for
different instances of
communication to the
students.
3. Present different ways of classmates.
saying a message to the
students using different
means.
(15mins.)
E. Discussing new concepts Think-Pair-Share-Post:
and practicing new skills #2 Think of the goals of
communication and share it
with a partner. Then post on
the board ideas from your
discussion using sticky notes.
(10mins.)
answers.(10mins.)
1. Ask the students about their Situational Analysis:
their classmates. students of situations
2. Ask the students for wherein the elements of
instances where they communication take place.
experienced misunderstanding 2. Let the students share
or miscommunication in their answers to the class.
communicating with their 3. Let the class analyze the
different elements they
3. Introduce the principles encounter during the
communication to the class. pre-activity.
4. Make the students analyze (15mins.)
the given answers of their
classmates about their
instances of misunderstanding
and see whether which
features of good
communication are best fit for
the instances of
misunderstanding.
(20mins.)
Brainstorming: Let the students
(Scripwriting) analyze the given
communication
1. The students will make process.
a short script to the
given scenarios, let
them analyze the script
of the scenarios and
determine what principle
of communication gets
utilized by the given
scenarios.
Scenario 1: Your mother
asking you to do household
chores.
Scenario 2: Friends talking (5 mins.)
 about your crush.

Guide Questions:
2. What are the specific
conversation in your
scene that conveys the
different principles of
communication?
3. Which principles show
conversation in your
scene that depicts the
different principles of
communications?

4. How did you determine

the principles of
communication in each
conversation you had?
(5 mins.)

F. Developing mastery Recitation: Situational Analysis: Group Activity: Scenario Analysis:

Conduct recitation on the Provide further examples of Provide scenarios of
differences, similarities and
Make the students provide situations where elements of communication to the
the goals of communication. samples of scenarios for the communication affect their students. Analyze the
(2mins.) students and let them analyze daily lives and let the provided scenarios
the principles of students discover their roles 1. Dramatic
communication and apply in the communication Monologue of a
features of communication if process student
there are breakdowns. (10mins.) 2. Chatting with
(5 mins.) friends in the
canteen.
3. A reporter in the
television.
10mins.)
G. Finding practical Point for Reflection: Deepening Activity: Debate Ask the students about
applications of concepts Ask the students about ways the benefits of knowing
and skills in daily living they can apply what they How they will help themselves Debate is also a great the process of
 learned in today’s lesson in
their school and respective
communities.
(2 mins.)
in improving their
communication skills?
(3 mins.)
way to encourage communication in
independent thought. improving their
Help your students argue communication skills.
objectively about (15mins.)
something they feel
strongly for, or against,
by giving them starting
points.

Topics for debate:

-School uniforms should be
banned.
-We should be able to bring
our own lunch to school.
-School holidays should be
longer.
-All students should be able
to choose their favorite
subjects.
(15mins.)
H. Making generalizations Concept Map: A Summary of Point for Reflection: Point for Reflection:
and abstractions about the the Session Make the students share the Let the students reflect on Let the students share
lesson Give a summary of the principles they explored and the different roles of their perception of
session using a concept map. relate it in their everyday living. elements of communication. communication before
(5mins.) (6 mins.) (5mins.) and after the lesson on
communication.
(5mins.)
I. Evaluating Learning Situational Analysis Provide statements to the Situational Analysis Provide communication
Give the students scenarios of students about the principles of Provide situations with scenarios of
communication and make communication. Let then missing solutions or communication and let
them determine the elements expound their answer. (3 mins)communication barriers and the students analyze
of communication within the let the students provide the them.
given scenarios involved. missing information. (3 mins.)
(10mins.) (3 mins.)
J. Additional activities for Assignment: Assignment: .
application or remediation Watch your favorite teleserye Make the students create a
and write a short reflection on model of communication that
 how the goals of will emphasize the different
communication make this process of communication.
teleserye more viewable and
appealing to the audience.

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 can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?