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    Daily Lesson Log: School Grade Level Learning Area ENGLISH Dates & Time Quarter

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    Vanette Japay
    1. The document is a daily lesson log from Lian Institute for 7th grade English that focuses on teaching verbal and non-verbal cues in communication. 2. The lesson introduces examples of common hand gestures and has students analyze photos to identify verbal and non-verbal cues. It also discusses how facial expressions, gestures, appearance, and touch convey non-verbal messages. 3. Students are asked to present a dialogue demonstrating appropriate use of verbal and non-verbal cues and complete a table applying the concepts. The lesson aims to help students recognize the role of active listening and non-verbal cues in effective communication.

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    Daily Lesson Log: School Grade Level Learning Area ENGLISH Dates & Time Quarter

    Uploaded by

    Vanette Japay
    29 views3 pages
    1. The document is a daily lesson log from Lian Institute for 7th grade English that focuses on teaching verbal and non-verbal cues in communication. 2. The lesson introduces examples of common hand gestures and has students analyze photos to identify verbal and non-verbal cues. It also discusses how facial expressions, gestures, appearance, and touch convey non-verbal messages. 3. Students are asked to present a dialogue demonstrating appropriate use of verbal and non-verbal cues and complete a table applying the concepts. The lesson aims to help students recognize the role of active listening and non-verbal cues in effective communication.

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    1. The document is a daily lesson log from Lian Institute for 7th grade English that focuses on teaching verbal and non-verbal cues in communication. 2. The lesson introduces examples of common hand gestures and has students analyze photos to identify verbal and non-verbal cues. It also discusses how facial expressions, gestures, appearance, and touch convey non-verbal messages. 3. Students are asked to present a dialogue demonstrating appropriate use of verbal and non-verbal cues and complete a table applying the concepts. The lesson aims to help students recognize the role of active listening and non-verbal cues in effective communication.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    29 views3 pages

    Daily Lesson Log: School Grade Level Learning Area ENGLISH Dates & Time Quarter

    Uploaded by

    Vanette Japay
    1. The document is a daily lesson log from Lian Institute for 7th grade English that focuses on teaching verbal and non-verbal cues in communication. 2. The lesson introduces examples of common hand gestures and has students analyze photos to identify verbal and non-verbal cues. It also discusses how facial expressions, gestures, appearance, and touch convey non-verbal messages. 3. Students are asked to present a dialogue demonstrating appropriate use of verbal and non-verbal cues and complete a table applying the concepts. The lesson aims to help students recognize the role of active listening and non-verbal cues in effective communication.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    REPUBLIC OF THE PHILIPPINES

    Department of Education
    REGION IV-A CALABARZON
    DIVISION OF BATANGAS
    Lian Institute
    A.Y. 2021-2022

    School LIAN INSTITUTE Grade Level 7


    DAILY LESSON LOG Teacher MS. MARIA VANETTE O. JAPAY Learning Area ENGLISH
    Dates & Time (Mon. 11-12:00- Amethyst 2-3:00 - Beryl) (Tues. Quarter SECOND
    10-11:00- Pearl) ( Thurs. 10-11:00- RUBY) ( Fri.
    7:30- 8:30 – Jade 10-11:00 Diamond)
    I. OBJECTIVES
    A. Content Standards The learner demonstrates understanding of: Philippine literature during the Period of
    Apprenticeship as a means of examining conflicts; various purposeful listening and viewing
    strategies; difference between literal and figurative language; ways to extract and
    condense information based on library sources; verbal and non-verbal cues in oral
    communication; and types of phrases, clauses, and sentences.
    B. Performance Standards The learner transfers learning by: resolving conflicts presented in literary selections; using
    tools and mechanisms in locating library resources; extracting information and noting
    details from texts to write a précis, summary, or paraphrase; distinguishing between and
    using literal and figurative language and verbal and non-verbal cues; use phrases, clauses,
    and sentences meaningfully and appropriately.
    C. Learning Competencies/ EN7OL-II-b-4.1: Use appropriate verbal and non-verbal cues when developing,
    Objectives LC Code maintaining and ending conversations and dialogs
    II. CONTENTS VERBAL AND NON-VERBAL CUES
    III. LEARNING RESOURCES
    A. References
    1. Teacher’s Guide pages K to 12 Curriculum Guide (May, 2016) p. 155
    2. Learner’s Material pages
    3. Textbook pages
    4. Additional Materials from
    Learning Resource (LR portal)
    5. Other Learning Resources Power point presentation
    6. Teaching Strategies
    IV. PROCEDURES
    A. Review The students will recall figurative and literal languages.
    B. Establishing a purpose for the
    Lesson

    C. Presenting examples /instances Give Me a Sign!


    of the new lesson Show a sign for some commonly used hand gestures below.
    1. to show that you have won 2. to ask someone to come closer
    3. to wish for good luck 4. to ask someone to stop
    D. Discussing new concepts and Photo Analysis! Look at each photograph. Answer the questions
    practicing new skills #1

    How well do these women know each other? How can you tell?
    Who is talking? How do you know? Are the listeners interested in what the speaker has to
    say? How do you know?
    E. Discussing new concepts and NON-VERBAL-------
    practicing new skills #2 Your facial expressions, gestures, posture, and tone of voice are powerful communication
    tools. Here’s how to read and use body language to build better relationships at home and
    work. Your nonverbal communication cues—the way you listen, look, move, and react—
    tell the person you’re communicating with whether or not you care, if you’re being
    truthful, and how well you’re listening.
    Facial expressions: Your teenage cousin we referred to at the beginning of this section
    might have told you he was happy, but his apathetic facial expression may have
    communicated different information. Facial expressions—happy, sad, angry—help you
    convey your message. Be aware of your facial expression when you talk and particularly
    when you listen, which is when it’s easy to forget.
    Gestures: When you speak, a gesture can make your message stronger. Pointing out
    something you want your listener to look at more closely is an example of nonverbal
    communication that makes your message understood. Motioning warmly toward a
    coworker who deserves special recognition, making a fist to show frustration or anger,
    such gestures help further engage your audience when you speak.
    Touch: Shaking an audience member’s hand, putting your hand on his shoulder: these are
    nonverbal cues that can affect the success of your message. Touch communicates
    affection, but it also communicates power. In fact, when women touch a listener, it’s often
    assumed that they’re being affectionate or conveying empathy, but when a man touches a
    listener, it can be taken as a sign of communicating power or even dominance.
    Appearance: Your clothing, hair, and jewelry are also a part of nonverbal communication.
    If you put a dachshund pin on your lapel each morning (because you have a pet
    dachshund), that says something about you as a person. Similarly, the quality and
    condition of your clothing, how it fits, if it’s appropriate for the season—all of these things
    speak nonverbally about you as a communicator.
    Verbal Communication------
    Verbal communication is perhaps the most obvious and understood mode of
    communication, and it is certainly a powerful tool in your communication toolbox. Put
    simply, verbal communication is the sharing of information between two individuals using
    words.
    F. Developing mastery (Leads to Present a dialogue between people using verbal and nonverbal cues
    Formative Assessment) appropriately.

    G. Finding practical applications of Complete the table below.


    concepts and skills in daily living

    H. Making generalizations and Directions: Give a recap of the following key ideas:
    abstractions about the lesson 1. Aspects of facial expression , gesture and posture 2. Nonverbal Cues as Complements to
    Verbal Messages 3. Role of active listening in effective communication.
    Good communication is… Good communicator is…
    I. Evaluation Create a short script or dialogue using verbal and non-verbal cues.
    J. Additional activities for Answer the following questions:
    application or remediation 1. What is a verbal communication? 2. What is non-verbal communication?
    3. Give an example of a common verbal communication and a non-verbal communication.
    V. REMARKS
    VI. REFLECTION
    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. Which of my teaching strategies
    worked well? Why did these work?
    D. What difficulties did I encounter
    which my principal or supervisor can
    help me solve?
    E. What innovation or localized
    materials did I use/ discover which I
    wish to share with other teachers?

    Prepared by:
    MARIA VANETTE O. JAPAY
    Teacher
    Checked by:
    REDENTOR A. DE LAS ALAS
    Principal

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