LESSON PLAN
Content: EN11/12C-Ia-1
Learning Competency: Defines communication
I. Objectives
1. Define communication
2. Realize the importance of communication in everyday life.
3. Identify whether the statement is true or false based on the given definition of
communication.
II. Subject Matter
Topic : Definition of communication
References: Oral Communication In Context, p.3
Resources: Slides, Manila Paper & pens
III. Presentation
Introductory Activity
1. Prayer
2. Greetings
3. Checking of Attendance
4. Setting of Standards
5. Review
Motivation:
Processing:
1. What is your idea about communication?
2. How often do you communicate with other people?
Activity: 1.One Word Pix
- Giving of instruction: I am going to show you pictures. Based on
these pictures, you are going to give me 1 related word .
- Game Proper
- Processing: How do you find the game?
Analysis
1. What are the words being emphasized through that different pictures?
2. To where those words related to?
Abstraction
Group Activity: Define communication through making the following
graphic organizers:
Group 1 &3 : Semantic web
Group 2& 4: Concept Map
Generalization on the definition of Communication.
Application
Group Activity:
Instruction: With the same group you answer the following
questions through performing the following assigned focus:
Group 1 – Slogan Making
Group 2 – Role Playing
Group 3 – Talk Show
Group 4 – Poster Making
Questions:
Is communication important?
How important communication in your life?
IV. Assessment
Short formative test
Instruction: Write T if the statement is true and F it is false.
1. Communication is about talking people only.
2. There is no communication happens if there is no listener.
3. We can still communicate even if we don’t know how to speak.
4. One way to communicate is to stir ideas in the mind of another.
5. Communication gives importance to our daily living.
V. Assignment
What are the nature and process of communication?
LESSON PLAN IN ORAL COMMUNICATION
CS: EN11/12OC-Ia-2
Learning Competency: Explains the nature and process of communication
I. OBJECTIVES: At the end the lesson, the students should be able to:
1. Define the elements in the communication process
2. Simulate the elements of communication process
II. SUBJECT MATTER: Nature and Process of Communication
References.Oral Communication in Context (pp.8-10)-
Resources: Manila paper, markers, LCD Projector, Laptop
III. PRESENTATION:
A. Preliminary Activities
a. Prayer
b. Checking of Attendance
c. Setting of Classroom Standards
d. Review
e. Motivation
B. Lesson Proper
1. ACTIVITY (Message relay/telephone)
* The class will be divided into 10 members/group.
*They need to choose a leader to get the message that will be passed to each
member. The first group to transmit the message will be the winner.
2. ANALYSIS
Ask the students the following questions:
Were you able to get and transmit the message clearly?
What have you done to relay the message?
Were you able to play your part to attain the goal of your group?
3. ABSTRACTION
Explain to the class the following:
Nature and process of communication (SPEAKING)
Elements of communication/Functions of each element
3. APPLICATION
*The class will form their groups to perform different tasks observing the nature
and process of communication:
G1 – Talk Show
G2 – Panel Discussion
G3 – Family Conversation
G4 – Classroom Scenario
*Each group will be given 5min to prepare and 3min perform
IV. ASSESSMENT:
Identify and discuss in 2-3 sentences each element of communication
V. ASSIGNMENT:
Draw a model of communication
Lesson Plan
Content Standard: Understands the nature and elements of oral communication in context
Performance Standard: Designs and performs effective controlled and uncontrolled oral communication
activities based on context
Learning Competence: Differentiates the various models of communication (EN11/12OC-Ia-3)
I.OBJECTIVES
At the end of the lesson ,the students are expected to:
A. identify the different communication models:
B. use the models in communication effectively; and
C. write and perform a dialogue using the communication models.
II.SUBJECT MATTER
Models of Communication
References: http://www.iacact.com/?q=models
Oral Communication in Content, P.p. 5-7
By: Ramona S. Flores
Resources: Laptop, pocket wifi, powerpoint presentation, rubric
III. PRESENTATION
A. Activity
The students will be grouped into four.Each group will be given a task.
Group 1. Perform a telephone conversation
Group 2.Perform a short peep talk
Group3.Interview
Group 4.Deliver a short speech
The teacher is going to evaluate and process the outputs presented.
B. Analysis
1. What takes place when you talk to someone?
2.When you communicate, who are involved?
3.What is the role of the participants in the conversation?
4.How would you differentiate the activities presented by group?
C. Abstraction
The teacher is going to present the key concepts (Models of Communication) through an
interactive discussion.
D. Application
The students will be grouped into five groups . Each group will be given a copy of dialogue and
the members will identify the model used.
IV. ASSESSMENT
The students will be grouped into five groups . Each group is going to write a dialogue using the
assigned model.
A rubric will be used in evaluating the students output.
V. ASSIGNMENT
The students will be asked to make a video presentation where different models in
communication are applied. This will be done by group.
LESSON PLAN
I. OBJECTIVES:
1. Share ideas on communication breakdown.
2. Identify factors of communication breakdown.
3. Provide a solution to communication breakdown.
II. SUBJECT MATTER: Nature and Elements of Communication (Explain why there is a breakdown of
communication.)
EN11/12OC-Ia-5
Reference: Oral Communication.
https://www.google.com/url?q=https://www.youtube.com/watch
Resources: Laptop, projector, manila paper, pentel pen, adhesive.
III. PROCEDURES:
Preliminaries:
A. Activity:
Show a video on communication breakdown.
Process the activity.
b. Analysis:
Ask the learners the following questions;
1. What have you seen in video? What is your feeling about it?
2. What can you say about the communication process in video?
The teacher will process the activity.
c. Abstraction:
What Causes Communication Breakdown?
d. Application:
Group the learners into three
Each group will be given their task to perform.
Group 1: Role Playing- Create a situation where communication break
may happen and perform it to class.
Group 2: Pantomime- Act out a situation where explosive anger results in
communication breakdown.
Group 3: Illustrator- Illustrate your concept about the communication
breakdown (manila paper) and appoint a representative who will
present the output in the class.
Note: Activities may vary depending on the level of the learners.
IV. ASSESSMENT:
Answer the given chart:
Situation (Communication Breakdown) Solution
1.
2.
3.
4.
5.
V. ASSIGNMENT:
Interview your parents on ways they commonly used in solving problems
in the family. List down at least five of it in a one fourth sheet of paper.
LESSON PLAN
I. OBJECTIVES:
1. Identify strategies/ways in order to avoid communication breakdown.
2. Apply the strategies in order to avoid communication breakdown.
3. Participate actively in the class activities.
II. SUBJECT MATTER: Nature and Elements of Communication(Uses various strategies in order to avoid
communication breakdown.)
EN11/12OC-Ia-6
Reference: Oral Communication.
http://personal-development101.blogspot.com/2008/12/how-to-avoid-
communication-breakdown.html
Resources: Laptop, projector, manila paper, pentel pen, adhesive.
III. PROCEDURES:
Preliminaries:
a. Activity:
Assignment presentation.
The teacher will process the activity.
b. Analysis:
The learners will be ask to answer the following questions;
1. What can you say about the presentations of your classmate?
2. Do you believe that those ways are effective in solving the conflict in the
family?
c. Abstraction:
Teacher’s input
d. Application:
Group the learners into four.
Each group has to identify one existing problem (Physical aspect/facilities) in a
particular club or organization in the school.
G1: Dramatize a situation where there is no communication breakdown.
G2: Dramatize a situation where strategies in order to avoid communication
breakdown is used.
G3: Interpret a song the group had chosen.
The teacher will process the activity.
IV. ASSESMENT:
Oral assessment
Ask learners to choose one of the strategies and provide a situation that
shows that particular strategy used in avoiding communication
breakdown.
V. ASSIGNMENT:
In a one half crosswise, cite your experience when you encountered
communication breakdown.
Be ready to present it to the class next meeting.
RUBRICS FOR THE PRESENTATION OF OUTPUT
Oral communication
(Nature and Elements of Communication LC 6)
Poor Fair Good Excellent
(1 point) (2 points) (3 points) (4 points)
Content & Poor Fair Good Excellent
Development
- Content is - Content is - Content is -Content is
incomplete. not comprehensive thorough,
- Major points comprehensive , accurate, and accurate,
are not clear and /or persuasive. persuasive and
and /or persuasive. - Major points relates to a
persuasive. - Major points are stated specific
are addressed, clearly and are purpose
but not well well supported. - Major points
supported. - Research is are specific,
- Research is adequate, stated clearly,
inadequate or timely and and are well-
does not addresses supported.
address course course - research is
concepts. concepts. primary
- Content is - Content and -course
inconsistent purpose of the concepts are
with regard to writing are focused with
purpose and clear. clear a
clarity of succinct
thought. writing
