DAILY School CANUBING NATIONAL HIGH SCHOOL Grade Level & Quarter 11- 1ST QUARTER

LESSON Teacher JOHN BRIANE G. CAPILI SHS Track All TRACKS

LOG Inclusive Dates October 3 – 6, 2022 Learning Area ORAL COMMUNICATION IN
SENIOR HIGH CONTEXT
SCHOOL Scheduled Time 7:30 AM – 4:30 PM Topic Oral Communication Activities

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content The learner values the functions/ purposes of oral communication
Standard
B. Performance The learner writes a 250-word essay of his/her objective observation and evaluation of the various speakers watched and listened to.
Standards
C. Learning Examines sample oral communication activities Differentiates the various models of communication.
Competencies / EN11/12OC-Ibe-14 (EN11/12OC-Ia-3)
Objectives
(Write the LC
Code)
III. CONTENT
IV. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners’
Materials
pages
3. Textbook
pages
4. Additional • Division of Negros Oriental Learning Resource Portal, Oral • Division of Negros Oriental Learning Resource Portal, Oral
Materials Communication in Context SLMs Communication in Context SLMs
from • Division of CALABARZON Learning Resource Portal, Oral • Division of CALABARZON Learning Resource Portal, Oral
Learning Communication in Context SLMs Communication in Context SLMs
Resources
Portals
B. Other Learning Google.com
Resources https://www.slideshare.net/PratigyaGupta1/oral-communication-71281876
https://www.pinterest.ph/pin/533606255833198284/
V. PROCEDURES
A. Revising The teacher reviews the students their previous lesson by The teacher reviews the students their previous lesson by asking
previous lesson asking the following questions: the following questions:
or presenting • What is communication breakdown?  What was our topic last meeting?
the new lesson • What are the barriers to communication?  Give me an example of an oral communication activity
• Why does breakdown of communication occur? under the category of one-on-one speaking
 Enumerate the rules if you want to be an interesting
person to talk with.
B. Establishing a The teacher will play a video where a reporter failed to The teacher will show a video of a formal debate then ask the
purpose for the disseminate information to the audience and then the teacher learners the following questions:
lesson will ask the following questions.  What kind of oral communication activity was used in
the video?
• What did you observe about the video?  What do you think is the function of communication in a
• What was the function of communication used in the video? debate?
• Did he deliver the message correctly  Did the participants of the debate delivers their speech
with appropriateness and clearness?
C. Presenting The teacher will introduce an oral communication activity The teacher will introduce oral communication activities
examples/ through an example of the said oral communication activity. through an example of the said oral communication activity.
instances of the
new lesson  What do you think is the function of communication used  What do you think is the function of communication used in
in the oral communication activity? the oral communication activity?
 How does this oral communication activity happen?  How does this oral communication activity happen?
D. Discussing new The teacher will introduce an oral communication activity The teacher will introduce an oral communication activity to
concepts and to the students using a PowerPoint presentation. the students using a PowerPoint presentation.
practicing new
skills #1 One-on-One Speaking Small-Group or Team-Based Oral Work
 Conversation between two friends, employees or  Smaller-scale settings for discussion, deliberation, and
with one’s manager. This could be personal, problem solving.
professional, or just sharing motivational quotes  Appropriate for smaller classes and allows levels of
between each other. participation.
 This can range from moments punctuating a  Small group or team based oral work encourages
lecture, where students are asked to discuss or collaboration and participation among individuals within the
explain some question or problem with the person group.
next to them, to formal student conferences with o Examples: Group reporting, Group activities, Role-
their instructor. playing in smaller groups
 Face-to-face conversation is the most common Full-Class Discussions (Teacher or Student-Led)
form of one-on-one communication. Conversation  Typically, less agonistic, argument-based, and competitive
consists of talk about various matters of common than debate and deliberation but still dialogic in character.
interest to both people involved. Conversations,  Often times has the quality of creating an atmosphere of
 unlike many other types of communication are collective, out-loud thinking about some question, idea,
usually not planned or rehearsed beforehand. problem, text, event, or artifact.
 A good way to encourage active learning.
Rules in One-on-One Speaking o Examples: Classroom setting either student led or
teacher led and Meetings
There are a few rules you should be aware of if you want
to be an interesting person to talk with. In-Class Debate and Deliberation
 A structured consideration of some issue from two or more
 Send and Receive Messages Accurately: points of view.
 It is important that when you are conversing that  Debates typically involve participants who argue one side
you send and receive accurate messages. Choose throughout, while deliberation allows both movement by
words you are sure your receiver will individuals within the process.
understand. Your word choices should largely  Both feature reason-giving argument. Can be applied to issues
depend on who your listener is. You should also of many kinds, from disputed scientific facts to theories, policy
consider your listener's age and experience when questions, the meaning of a text, or the quality of an artistic
communicating. For example, you should not use production.
technical words to describe an automobile  Can range from two participants to a lecture hall.
engine to someone who's not familiar with the o Examples: Debates and deliberations
terms. Finally, pay close attention to the
feedback you receive to make sure the listener Oral Examination
understands you.
 Can take place in the instructor’s office, in small groups, or
 Be Courteous:
before a whole class.
 Good conversation involves taking turns. Each
 Ranges from one oral question on an otherwise written exam
person should take turns speaking and then
to an oral defense of a written answer or paper to an entirely
listening. You must be willing to "yield the floor"
oral very large groups, but an excellent way to determine the
regularly when conversing. Avoid interrupting to
depth and range of student knowledge and to stimulate high
express an idea of your own while the other
levels of preparation. *quiz or examination.
person is speaking.
 Difficult with very large groups, but an excellent way to
 Be Able to Speak on a Number of Topics:
determine the depth and range of student knowledge and to
 Conversation deals with topics of interest to both
stimulate high levels of preparation.
people involved. In order to develop stimulating
conversations, you should try to develop a
variety of interests. When you switch to a new
topic of conversation, be sure to relate the new
topic to the previous one. This allows the
conversation to flow smoothly.
 Learn to Enjoy Conversation:
 Good conversation is an art you can develop.
During periods when you are the speaker, speak
dynamically and enthusiastically. No one wants
 to converse with someone who's conversation is
flat, full monotone with a deadpan face and no
gestures of any kind. Make sure you develop
your conversation with enthusiasm for your
topic. It should show in your voice and body
movements.

E. Discussing YES or NO Oral Communication Activities Checklist

concepts and
practicing new Directions: In your notebook, identify the following Directions: Copy in your notebook and accomplish the table by
skills #2 communication activities. Write YES if it is not an example of a putting a check mark (√) to classify the sample oral communication
one-on-one speaking oral communication activity. If it is not, activities.
write NO.Barrier. Write your answer on your notebook.
1. You talking to a friend in a pub about why you still live at
home with your mother.
2. You are sending emails to an old friend from school who
always had a crush for your cousin.
3. Your colleague from the next cubicle talking to your
friend from the pub about the conversation he overheard
between you and your boss.
4. A speaker trying to explain the advantages of going
through a comprehensive medical exam through his/ her
speech.

 How did you find the activity?

 Which type of oral communication activity seems common to
you? Why?
 Which type of oral communication activities you find the
hardest? Why?
 Do you see the purpose of communication reflected on the
 type of oral communication situation?
F. Developing The teacher will play a video of a councilor to show how Direction: In your notebook, accomplish the table by classifying the
mastery to examine sample oral communication activities following oral communication activities:
(Leads to The teacher will guide the student in examining oral
Formative communication activities by answering the questions below. 1. Classroom lectures
Assessment 3) 1. Did the speaker clearly convey the function of their 2. Presentations at business meetings
message? 3. Commencement speeches during graduation
2. What was the primary message delivered by the 4. Telephone conversations
speaker? 5. Two friends talking
3. Was the objective achieved by the speaker? 6. Oration
4. What where the lessons learned from the oral 7. Student and the guidance counselor
communication activity? Did you find practical 8. Interviews
applications? 9. Small group discussion
5. Add observations and evaluations using your 10. Impromptu Speaking
knowledge about various strategies to avoid 11. Debate
communication breakdown. 12.Panel of judges deciding for the result of a contest
13. Seminars
14.A priest giving a homily
15.A student-researcher having his final defense.

G. Finding practical The teacher will show practical application of the concept The teacher will show practical application of the concept
applications of and skills in daily life by asking the student a question. and skills in daily life by asking the student a question.
concepts and
skills in daily  Question: By knowing the function of communication Question: Today you have learned different oral communication
 living you want to communicate with the person you are activities and how they are performed. Now, how does knowing this
talking to; how does it help you become a better different oral communication activities helps you become a good
communicator? listener and speaker?
H. Making The teacher leads the students to fully understand the lesson by The teacher leads the students to fully understand the lesson by
generalizations asking the following questions: asking the following questions:
and abstractions  What is the type of oral communication activity we
about the lesson discussed today?
 What are the rules you should be aware of if you want to
be an interesting person to talk with?
 How does knowing the function of communication helps
you become a better communicator?

I. Evaluating Directions: Watch the job interview. Write a 250-word essay Direction: In your own words, briefly describe each type of oral
learning describing your objective and evaluation of the speakers you communication activity and give examples each. Write your essay in a
watched and listened to. short bond paper. Creativity and neatness will be observed.
Be guided by the following questions:
1. Did the speaker clearly convey the function of their message?  Write a 250- word essay about your understanding on the
2. What was the primary message delivered by the speaker? types of oral communication activities in relation to purposes
3. Was the objective achieved by the speaker? of oral communication.
4. What where the lessons learned from the oral communication
activity? Did you find practical applications?
5. Add observations and evaluations using your knowledge
about various strategies to avoid communication breakdown.

Rubrics:
 J. Additional
activities for
application or
remediation

VI. REMARKS
VII. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
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 it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
learners?

Prepared By: Reviewed by: Noted By:

JOHN BRIANE G. CAPILI DAREN G. LINATOC MA. VICTORIA P. MOGOL

SHS Teacher II SHS Master Teacher II Principal I