School: DALAMA NATIONAL HIGH SCHOOL Grade Level: GRADE 11

GRADES 1 to 12 Teacher: NARSIM D. SADDAE Learning Area: ORAL COMMUNICATION

DAILY LESSON LOG Teaching Dates and
Time: WEEK 2 Quarter: FIRST QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

I. OBJECTIVES

A. Content Standards The learner understands the nature and elements of oral communication in context.

B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based ocontext.
Standards
C. Learning Explain the nature and Differentiates the various Differentiates the various models Differentiates the various Differentiates the various
Competencies process of models of communication. of communication. models of communication. models of communication.
Objectives communication EN11/12OC-Ia-3 EN11/12OC-Ia-3 EN11/12OC-Ia-3 EN11/12OC-Ia-3
(EN11/12OC-Ia-2).

D. Learning Objectives 1. Identify the 1. differentiate between the 1. differentiate between 1. differentiate 1. differentiate
elements of various models of the various models of between the between the
communication; communication; and communication; and various models of various models of
and 2. explain each model of 2. explain each model of communication; communication;
2. Explain how the communication. communication. and and
elements of 3. exhibit enthusiasm in 3. exhibit enthusiasm in 2. explain each model 2. explain each model
communication utilizing different utilizing different of communication. of communication.
work together in communication communication models in 3. exhibit enthusiasm 3. exhibit
the models in both both classroom activities in utilizing different enthusiasm in
communication classroom activities and real-life interactions. communication utilizing different
process. and real-life models in both communication
3. Promote interactions. classroom activities models in both
effective and real-life classroom
communication interactions activities and
regardless of real-life
interactions
context.

II. CONTENT Elements of Models of Communication

(Subject Matter) Communication

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III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages

4. Additional Materials
from Learning
Resource LR portal
B. Other Learning Quipper.com Quipper.com Quipper.com Quipper.com Quipper.com
Resources
IV. PROCEDURE

A. Reviewing previous How do the different What are the elements of What are the Models of
Lesson or presenting elements of communication? communication?
new lesson communication work
together to make
communication
effective?

B. Establishing a purpose Form groups of three to 1. The class will be

for the lesson five members. divided into three
Think of some inside groups. Your teacher ACTIVITY 1: Complete each of the
jokes, friendship will give each of the following sentences by supplying
handshakes, other groups some puzzle the missing word.
words, phrases, actions, pieces.
and situations that are 2. Each group should put
only understandable to the puzzle pieces
you and a few selected together and stick
people. (e.g., The term them on the board.
RUG for young teens is 3. Then, you have to
an acronym for “Are (R) explain what you think
you (U) game (G)?” a the model is for.
shortened question if
you are going to join
their “gimik.”)

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 Share it with the group
and explain its
significance.

a. Presenting examples/ Elements of Model of communication

instances of the new Communication ● conceptual
lesson. Participants representation that is
● the used to explain the
communicators communication
● can be both process
senders and ● Each model offers a
receivers different perspective
● sender - on the communication
transmits the process.
information to
the receiver
● receiver -
decodes the
message to
formulate a
response
Context - refers to the
interrelated conditions
that affect the message;
these include physical,
psychological, social, and
cultural factors
Physical context refers
to the place, time,
environment, and
distance between
communicators.
Social context refers to
the relationship of the
communicators.
Psychological context
refers to the moods and
feelings of the
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 communicators. Think
about the times when
your mood or feelings
caused you to
communicate differently.
Cultural context includes
the beliefs and norms of
the participants. This
comes into play when
you are speaking with
someone who is of a
different gender, age,
social status, religion, or
nationality.

b. Discussing new concepts Message Linear communication model

and practicing new skills.#1 ● the main point ● presents
of having communication as a
communication one-way activity in
● the main idea or which information
information that flows from the sender
the sender to the receiver
would like to ● shows only a passive
convey to the receiver
receiver ● feedback - not a part
● It is important of the process
for the message Interactive communication
to be stated model
clearly and in a ● shows communication
way that is as a two-way activity
understandable ● The sender and the
to the receiver. receiver have the same
Channel role in the activity:
● the means of either one comes up
delivering the with an idea, sends a
message message, and reacts to
● can be a face-to- it.
face ● involves feedback
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 conversation, a ● may also include noise,
letter, a phone an element that affects
call, an e-mail, the interpretation of
or social media the message
Feedback Transactional communication
● the response of model
the receiver ● presents
● helps the sender communication as a
of the message simultaneous activity
determine ● senders and receivers -
whether the capable of both
message was sending and receiving
understood by messages anytime or
the receiver at the same time
● If the ● feedback - includes
participants of nonverbal cues such as
the gestures, tone of voice,
conversation or body language
continue giving ● takes into account that
feedback, the communicators react
flow of to the situation based
communication on their own
continues. background
● The diverse
perceptions and
backgrounds of the
communicators
influence their
response to a
particular
communication
situation.

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c. Discussing new concepts ACITIVITY 2: Identify whether
and practicing new skills
each situation is best represented
#2.
by the linear, interactive, or
transactional communication
model.
d. Developing Mastery
ACTIVITY 3: Let the learners
(Lead to Formative
provide examples of the
Assessment 3)
different models of
communication.

e. Finding practical Form groups. Each group 1. Form groups of

application of concepts is going to do a brief role five. On half of a
and skills in daily living play of a specific manila paper,
situation showing a create your own
particular model of
communication context. communication
Your teacher will assign based on what you
the situation that you are have learned.
going to role play. 2. The model of
communication you
create may be
based on the linear,
interactive, or
transactional
model of

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 communication.
3. Present your work
to the class and
explain why you
chose to present
the communication
process in that
way.

f. Making Generalizations Teacher asks for Teacher asks for clarification. Teacher asks for clarification. Teacher asks for Teacher asks for
and Abstraction about the clarification. clarification. clarification.
Lesson.
g. Evaluating Learning Identify the element of 1. 1. Sarah sends an
communication that email to her
completes each of the colleague with
following sentences. instructions for
1. Kevin and Carl are a project. The
carrying on a colleague
conversation. Kevin and reads the email
Carl are the but does not
________________ in respond.
this communication. Which
2. Lindsey approached communication
Therese and said, “May I model does this
borrow your science scenario best
notebook? I was absent represent? A)
yesterday, and I really
Linear
want to go over
Communication
yesterday’s lesson.”
What Lindsey said is the Model
________________. B) Interactive
3. After listening to what Communication
Lindsey said, Therese Model
responded, “Sure, no C) Transactional
problem. I’ll give it to you Communication
later.” Therese’s Model
response is called the D) Feedback
________________. Communication
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 4. The office released a Model
memorandum regarding 2. During a video
a new policy that will conference,
soon be implemented. Alice presents
This memorandum is her report. After
considered the she finishes,
________________. her team
5. Paul speaks in a members ask
different way with his questions and
sister than he does with give feedback.
a distant cousin. This is Which
because the communication
________________ model does this
context of the two scenario best
situations are not the
represent? A)
same.
Linear
Communication
Model
B) Interactive
Communication
Model
C) Transactional
Communication
Model
D) Passive
Communication
Model
3. John tells a
joke to his
friend. His
friend laughs
and then tells a
joke in return.
Which
communication
model does this

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 scenario best
represent? A)
Linear
Communication
Model
B) Interactive
Communication
Model
C) Transactional
Communication
Model
D) Feedback
Communication
Model

4. A teacher
lectures to a
class without
any interruption
from the
students.\

Which
communication
model does this
scenario best
represent? A)
Linear
Communication
Model
B) Interactive
Communication
Model
C) Transactional
Communication
Model
D) Passive
Communication
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 Model

5. Two colleagues
are having a
conversation
where they are
both talking
and listening
simultaneously,
picking up on
each other’s
body language
and tone of
voice.

Which
communication
model does this
scenario best
represent? A)
Linear
Communication
Model
B) Interactive
Communication
Model
C) Transactional
Communication
Model
D) Feedback
Communication
Model

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h. Additional Activities for
Application or Remediation
1. REMARKS

2. REFLECTION

3. Pedagogy/Philosophy
of education In this lesson the teacher shall In this lesson the teacher shall In this lesson the teacher
adapt the learning by Doing adapt the Socrates Philosophy of shall adapt the learning by
philosophy of John Dewey teaching. Guided by this method Doing philosophy of John
where students execute their the teacher shall powerfully Dewey where students
learning through making an question his students and seeks to execute their learning
output. The said lesson shall guide them to discover the through making an output.
also utilized a constructivism subject matter rather than simply The said lesson shall also
approach by Jean Piaget where telling them what they need to utilized a constructivism
the students shall express their know. The goals of this approach by Jean Piaget
ideas through using their own Philosophy of education are to where the students shall
words know what you can; and, even express their ideas through
more importantly, to know what using their own words
you do not know.

Preprared by: Checked by:

NARSIM D. SADDAE., LPT
Teacher II Coordinator

Noted by:
HAIJIN S. SADDAE, MAED
School Head

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