School Maasin City National High School Grade Level 11

Grades 1 to 12 Teacher Maria Elena2019

S. Maraon
Daily Lesson Log June 3,5,7, 7:30-9:00, 9:15-10:45, 2:30- Learning Area Oral Communication in Context
4:00(MW),
Quarter 1
Teaching Dates and Time 7:30-8:30, 8:30-9:30,
10:45-11:45 (F)
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives Familiarize the classroom policies, grading system,
Learn the skill on Time Management and Cornell Note
course requirements
Answer the questionnaire in the Pre-Test taking system
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery

(Leads to Formative
G. Finding practical applications of
Assessment)
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application or
remediation
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III MT2 Principal 2
 School Maasin City National High Grade Level 11
School
Grades 1 to 12 Learning Oral Communication in
Daily Lesson Log Teacher Maria Elena S. Maraon Area Context
Teaching Dates June 29, 2019, 9:00 pm Quarter 1
and Time
Monday
I. OBJECTIVES
A. Content Standards Understands the nature and elements of oral communication in context.
B. Performance Standards Designs and performs effective controlled and uncontrolled oral communication activities
based on context.
C. Learning Competencies/Objectives Differentiates the various models of communicationEN11/12OC-la-3

II. CONTENT Models of Communication

III. LEARNING RESOURCES p. 5
A. References
1. Teacher’s Guide Pages p. 5
2. Learner’s Materials pages
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 1-11
4. Additional Materials from Learning
Resources cellphone, book, speaker, laptop, video clips
B. Other Learning Resources Oral Communication in Context by Ramona Flores
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Teacher recaps on the previous lesson using padlet.
new lesson
B. Establishing a purspose for the lesson Teacher says the importance of communication.
C. Presenting examples/instances of the new Teacher presents three short video clips and will ask the students how the dialogue of
lesson each video is different from the other.
D. Discussing new concepts and practicing new Teacher discusses about the Models of Communication: Linear Model, Interactive
skills #1 Model, Transactional Model
E. Discussing new concepts and practicing new
skills #2
F. Developing Mastery Group learners into 3 groups. Have them create a graphic organizer to show the
differences of the three models of communication and have them post it in padlet.
(Leads to Formative Assessment)
G. Finding practical applications of concepts and With the same group, learners will roleplay the three models of communication
skills in daily living assigned to each group.

H. Making generalizations and abstractions Students play the Last Man Standing
about the lesson Main Question: Why do we need to learn the different models of
communication?
I. Evaluating Learning Teacher uses kahoot.it to evaluate the students' learning.

J. Additional activities for application or Teacher will ask the students to access google classroom for an advanced reading of the
remediation next topic.
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?

Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by:
MARIA ELENA S. MARAON
SHS, T-III
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Teacher Maria Elena S. Maraon Learning Area Oral Communication in Context
Daily Lesson Log June 10,12,14, 2019 7:30-9:00, 9:15-10:45,
2:30-4:00(MW),
Quarter 1
Teaching Dates and Time 7:30-8:30, 8:30-
9:30, 10:45-11:45 (F)
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
I. OBJECTIVES
A. Content Standards Understands the nature and elements of oral communication in context.
B. Performance Standards Designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning Competencies/Objectives Defines communication. EN11/12OC-la-1Explains
the nature & process of communication.
EN11/12OC-la-2 Explains the nature & process of communication. Explains the nature & process of communication.
EN11/12OC-la-2 EN11/12OC-la-2
II. CONTENT Fundamenttals of Communication
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Curriculum Guide, page 1
2. Learner’s Materials pages pp. 2-4 p. 5 pp 5-6
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 1-11
4. Additional Materials from
manila paper, book, chalk, speaker, laptop, hand photocopies, video clips, speakers, worksheets, laptop
Learning Resources outs photocopies, chalk, book, hand outs, laptop
B. Other Learning Resources Oral Communication in Context by Ramona Flores
IV. PROCEDURES
A. Reviewing previous lesson or Learners forms a group of 7-8 members. They
presenting the new lesson create a two-minute presentation that reflects
their understanding of what communication is
about. They have to be creative and are given five
minutes to prepare. After the presentation the Teacher reviews the previous lesson. The teacher Teacher reviews the previous lesson. The teacher asks:
learners share their answer to the debriefing asks: What is communication? What are the forms What is communication? What are the forms of
question found in the text. of communication? communication?

B. Establishing a purspose for the lesso Learners do the self-audit activity. The The teacher asks: How have you had a The teacher asks: How have you had a communication
interpretation of results will be discussed. communication problem/or failure to communicate? problem/or failure to communicate? Was there a
Was there a miscommunication because of a lack of miscommunication because of a lack of understanding?
understanding?
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
Learners stand up and share one fact that they
know about communication. Once they have
shared something, they can sit down and listen to
what the rest of the class has to share.
Teacher discusses about the definition and nature
of communication. Process of Communication and
Elements of Communication. Teacher plays a video
of a sample of interaction. Learners identify the
elements of communication exchanged.
Teacher discusses about the forms and use of
communication: communication as a process,
communication as an interaction and
communication as a social context. Students Teacher discuss that communication is a two-way
identify the forms of communication based on the process.
situations given.
Activity 1: Students describe the uses and forms
of communication using symbols and objects.
( Instructions are found in the hands-out given.)
In groups, students portray situations which
would best describe their definition of
communication.
Students complete the sentence to describe the
forms and use of communication.(hand-outs)
From the given hand-outs, the students' answers
are assessed through group discussion and they
share to the class their answer.
Write a journal about what are your learning
insights about the lesson.
Teacher explains the importance of effective Teacher explains the importance of effective
communication. communication.
Teacher tells the students to look at the Teacher tells the students to look at the communication
communication loop. Teacher explains that the loop. Teacher explains that the communication Process
communication Process breaks down effective breaks down effective communication into the ff steps:
communication into the ff steps: sender, message,
sender, message, receiver, feedback.
receiver, feedback.
Teacher discuss that communication is a two-way process.
Students locate the elements of communication
process in the cycle diagram(hand outs)Students
explain to the class the analysis of the process based Students locate the elements of communication process in
on their understanding of the function of each the cycle diagram(hand outs)Students explain to the class
element in communication. Students may add more the analysis of the process based on their understanding of
circles or come up with their own creative the function of each element in communication. Students
illustration. may add more circles or come up with their own creative
illustration.
Students share an interesting story with a partner.
Students share an interesting story with a partner. The
The story can be inspirational or unforgettable story story can be inspirational or unforgettable story that you
that you and your partner separetely experienced. and your partner separetely experienced. The worksheet
The worksheet on the board will guide them to on the board will guide them to identify the elements of
identify the elements of communication process in communication process in each story.
each story.
Students define the process of communication and its Students define the process of communication and its
elements. elements.
Students perform the communication process with its Students perform the communication process with its
elements using an actual telephone or pretend to be elements using an actual telephone or pretend to be using
using one. Follow the procedure (Carpio,et.al., 2003) one. Follow the procedure (Carpio,et.al., 2003) to perform
to perform the task properly. the task properly.
Students do the Group output: Use the graphic Students do the Group output: Use the graphic organizer in
organizer in preparing your role play. Present your preparing your role play. Present your bright idea to the
bright idea to the class. Make sure that the audience class. Make sure that the audience can identify each
can identify each element based on the effective element based on the effective presentation.
presentation.
 V. REMARKS The lesson was not carried, its HOLIDAY
Assignment: How do you communicate?
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?

Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III MT2 Principal 2
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Teacher Maria Elena S. Maraon Learning Area Oral Communication in Context
Daily Lesson Log June 3,5,7, 2019 7:30-9:00, 9:15-10:45, 2:30-
4:00(MW), &:30-9:30 (TTH);
Quarter 1
Teaching Dates and Time 7:30-
8:30, 8:30-9:30, 10:45-11:45 (F)
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
I. OBJECTIVES
A. Content Standards Understands the nature and elements of oral communication in context.
B. Performance Standards Designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning Competencies/Objectives Defines communication. EN11/12OC-la-1Explains
the nature & process of communication.
EN11/12OC-la-2 Explains the nature & process of communication. Differentiates the various models of communication.
EN11/12OC-la-2 EN11/12OC-la-3
II. CONTENT Fundamenttals of Communication
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Curriculum Guide, page 1
2. Learner’s Materials pages pp. 2-4 p. 5 pp 5-6
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 1-11
4. Additional Materials from
manila paper, book, chalk, speaker, laptop, hand photocopies, video clips, speakers, worksheets, laptop
Learning Resources outs photocopies, chalk, book, hand outs, laptop
B. Other Learning Resources Oral Communication in Context by Ramona Flores
IV. PROCEDURES
A. Reviewing previous lesson or Learners forms a group of 7-8 members. They
presenting the new lesson create a two-minute presentation that reflects
their understanding of what communication is
about. They have to be creative and are given five
minutes to prepare. After the presentation the Teacher reviews the previous lesson. The teacher Presentation of the role play. The audience use the graphic
learners share their answer to the debriefing asks: What is communication? What are the forms organizer to evaluate students group presentation.
question found in the text. of communication? Teacher gives her feedback.

B. Establishing a purspose for the lesso Learners do the self-audit activity. The The teacher asks: How have you had a Teacher presents to the students a short videoabout a
interpretation of results will be discussed. communication problem/or failure to communicate? communication situation. The students become aware that
Was there a miscommunication because of a lack of there are models of communication.
understanding?
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
Learners stand up and share one fact that they
know about communication. Once they have
shared something, they can sit down and listen to
what the rest of the class has to share.
Teacher discusses about the definition and nature
of communication. Process of Communication and
Elements of Communication. Teacher plays a video
of a sample of interaction. Learners identify the
elements of communication exchanged.
Teacher discusses about the forms and use of
communication: communication as a process,
communication as an interaction and
communication as a social context. Students Teacher discuss that communication is a two-way
identify the forms of communication based on the process.
situations given.
Activity 1: Students describe the uses and forms
of communication using symbols and objects.
( Instructions are found in the hands-out given.)
In groups, students portray situations which
would best describe their definition of
communication.
Students complete the sentence to describe the
forms and use of communication.(hand-outs)
From the given hand-outs, the students' answers
are assessed through group discussion and they
share to the class their answer.
Write a journal about what are your learning
insights about the lesson.
Teacher explains the importance of effective
Teacher presents communication loop and diagrams.
communication.
Teacher tells the students to look at the Teacher discusses about the Models of Communication:
communication loop. Teacher explains that the Shannon and Weaver, David Berlo, Schramm,
communication Process breaks down effective Barlund,Psychology Communication, Constructionist
communication into the ff steps: sender, message, Model, Linear Model, Interactive Model, Transactional
receiver, feedback. Model, Communication Cycle.
Explanation on the Verbal and Nonverbal Communication,
Categories of Nonverbal Communication
Students locate the elements of communication
process in the cycle diagram(hand outs)Students
explain to the class the analysis of the process based
on their understanding of the function of each
element in communication. Students may add more Students identify the verbal communication present in the
circles or come up with their own creative ff situations.
illustration.
Students share an interesting story with a partner.
The story can be inspirational or unforgettable story Students describe a model communication from a movie
that you and your partner separetely experienced. that they watched recently with classmate. Students in
The worksheet on the board will guide them to pair write their answer in the worksheet given.
identify the elements of communication process in
each story.
Students define the process of communication and its Students define each communication model and give
elements. examples to each.
Students perform the communication process with its Students give the nonverbal communication presented in
elements using an actual telephone or pretend to be the editorial cartoon with a partner or classmate. They
using one. Follow the procedure (Carpio,et.al., 2003) write their insgihts.
to perform the task properly.
Students do the Group output: Use the graphic
organizer in preparing your role play. Present your Practice phonology with a small group. Use the given copy
bright idea to the class. Make sure that the audience of the poem "Why English is so hard". Present to the class
can identify each element based on the effective next meeting your presentation.
presentation.
 V. REMARKS Assignment: Present next meeting your group output.
Assignment: How do you communicate?
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?

Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III MT2 Principal 2

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria24,26,28,
Teacher June Elena S. Maraon Learning Area Oral Communication in Context
2019 7:30-9:00, 9:15-10:45
2:30-3:00(MW), 7:30-9:30 (TTH); 7:30-8:30,
8:30-9:30, 10:45-11:45 (F) Quarter 1
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Understands the nature and elements of oral communication in context.
Designs and performs effective controlled and uncontrolled oral communication activities based on context.
Explains why there is a breakdown of Use various strategies to avoid communication
Demonstrate sensitivity to the sociocultural
information.EN11/12Oc-la-5 breakdown EN11/12Oc-Ia-6
dimension of communication situation with focus on a.
culture b. genderc. age d. social status e. religion
EN11/12OC-Ia-7 to EN11/12Oc-Ia-7.5
Fundamenttals of Communication
pp. 5-7 pp. 8-9
Curriculum Guide, page 1
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 17-23
manila paper, book, chalk, speaker, laptop, hand
outs photocopies, chalk, book, hand outs, laptop
Oral Communication in Context by Ramona Flores
Students recall the Hollywood movie Karate Kid. It Review of the activity done from the last meeting.
depicts intercultural communication between an Review of the previous lesson. Ask the ff questions: What
American and Chinese.Students answer the are barriers to communication? What are the strategies to
comprehension questions. avoid communication breakdown? Why is Intercultural
Communication important?
Teacher connects students' answer to the lesson Teacher connects students' answer to the lesson
about breakdown of communication. about breakdown of information.
Teacher shows students video clip about Teacher recalls about the clip shown to the students
miscommunication and share their ideas from the from previous meeting. The teacher reads students' A video clip is shwon to the class. The students give their
clip. work about the barriers in communication found in reaction.
the video clip.
D. Discussing new concepts and Students in groups, discuss about the barriers to Teacher discusses additional input about the barriers
practicing new skills #1 effective communication and the strategies on how to communication and the strategies on how to avoid Teacher discusses about Socio-Cultural Aspects of
to avoid communication barrier/breakdown. communication breakdown. Communication and the strategies in communicating across
cultures.

E. Discussing new concepts and Discussion on the Importance of Intercultural Discussion on the Importance of Intercultural
practicing new skills #2 Communication and Socio-Cultural Aspects of Communication
Communication

F. Developing Mastery Students do Activity 1, the individual output. Students answer Activity 1.
Students with a partner do Activity 2
(Leads to
G. Finding practical
Formative applications of
Assessment)
Students demostrate sensitivity on socio-cultural Students practice the strategies to avoid
concepts and skills in daily living aspects of communication in a peer interview. communication breakdown in simulating a question
Promote the importance of intercultural communication by
Students complete the worksheet with respect and and answer portion of a pageant. coming up with a slogan in a cartolina and explain it to the
objectivity after the interview. class. Do the activity in triad.

H. Making generalizations and Students answer the question: What is Students explain: What is communication
abstractions about the lesson communication breakdwon? breakdown? Give its kinds and ways to avoid them. What are the socio-cultural aspects of the members of
community who have different cultures? What are the
strategies in communicating across cultures?

I. Evaluating Learning Students identify from the recorded dialogue the Students read a short situation and they identify the
barriers in communication . barriers to communication and use an appropriate Promote the importance of intercultural communication by
strategy to avoid communication breakdown. creating a slogan. Use your cartolina for your slogan and
present it creatively to the class. Work in triad.

J. Additional activities for application Practice phonology with a small group. Use the Bring a cartolina, pencil and crayons next meeting.
or remediation given copy of the poem "Why English is so hard".
Present to the class next meeting your output. 0

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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Maria
Teacher July 17,Elena S. 2017
19, 21 Maraon
7:30-9:00 (MW), Learning Area Oral Communication in Context
Daily Lesson Log
Quarter 1
Teaching Dates and Time
7:00-8:30 (F)
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
I. OBJECTIVES
A. Content Standards Understands the nature and elements of oral communication in context.
B. Performance Standards Designs and performs effective controlled and uncontrolled oral communication activities based on context.

C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Explains why there is a breakdown of information.
EN11/12OC-Ia-5
Use various strategies to avoid
communication breakdown EN11/12Oc-Ia-6
pp. 8-9
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 17-23
manila paper, book, chalk, speaker, laptop, hand
outs
Review of the activity done from the last meeting.
Demonstrate sensitivity to the sociocultural Discuss the functions of communication.
dimension of communication situation with focus on EN11/12OC-Ibe-8
a. culture b. genderc. age d. social status e. religion Identify the speaker’s purpose(s) EN11/12OC-lbe-9
EN11/12OC-Ia-7 to EN11/12Oc-Ia-7.5 Watch and listen to sample oral communication
activities. EN11/12OC-lbe-10
Use verbal and nonverbal cues that each speaker uses to
achieve communication purpose. EN11/12OC-lbe-10
Fundamenttals of Communication
pp. 8-9
Curriculum Guide, page 1
manila paper, textbook
photocopies, chalk, book, hand outs, laptop
Oral Communication in Context by Ramona Flores
Review of the previous lesson. Ask the ff questions: Watch the first leg of Phil Presidential debate 2016 aired by
What are barriers to communication? What are the GMA-7. Evaluate the effectiveness of the answers &
strategies to avoid communication breakdown? Why explanations of each presidential candidate in his/her
is Intercultural Communication important? platforms. Students use the rubrics and evaluation

B. Establishing a purspose for the less Teacher connects students' answer to the lesson Plato once said: Wise men speak because they have
about breakdown of information. something to say. Everyaction and every word have their
function in any communication.
C. Presenting examples/instances of Teacher recalls about the clip shown to the A video clip is shwon to the class. The students give
the new lesson students from previous meeting. The teacher reads their reaction.
students' work about the barriers in
communication found in the video clip.

D. Discussing new concepts and Teacher discusses additional input about the Teacher discusses about Socio-Cultural Aspects of
practicing new skills #1 barriers to communication and the strategies on Communication and the strategies in communicating
how to avoid communication breakdown. across cultures. Teacher discusses the Functions of communication,
Importance of Verbal and Non-verbal Cues

E. Discussing new concepts and Discussion on the Importance of Intercultural

practicing new skills #2 Communication Teacher discusses Types of Oral Texts, characteristics &
Strategies of Effective Oral Communicationand the
Characterisitcs of a Good Speech

F. Developing Mastery Students answer Activity 1. Students with a partenr do Activity 2 Students identify the functions of communication using the
socially relevant images.
(Leads to
G. Finding practical
Formative applications of
Assessment)
Students practice the strategies to avoid Promote the importance of intercultural
concepts and skills in daily living communication breakdown in simulating a question communication by coming up with a slogan in a
and answer portion of a pageant. cartolina and explain it to the class. Do the activity in Students discover the verbal & nonverbal cues that a
triad. speaker uses to achieve his or her purpose.

H. Making generalizations and Students explain: What is communication What are the socio-cultural aspects of the members
abstractions about the lesson breakdown? Give its kinds and ways to avoid them. of community who have different cultures? What are
the strategies in communicating across cultures? Students answer the ff: What are the functions of
communication?

I. Evaluating Learning Students read a short situation and they identify Promote the importance of intercultural
the barriers to communication and use an communication by creating a slogan. Use your
appropriate strategy to avoid communication cartolina for your slogan and present it creatively to As a speaker , how do you practice effective oral
breakdown. the class. Work in triad. communication?

J. Additional activities for application Bring a cartolina, pencil and crayons next meeting.
or remediation More enhancement will be given next meeting.

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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria
Teacher July 24,Elena S. 2017
26, 28 Maraon
7:30-9:00 (MW), Learning Area Oral Communication in Context
Quarter 1
Teaching Dates and Time
7:00-8:30 (F)
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Understands the nature and elements of oral communication in context.
Designs and performs effective controlled and uncontrolled oral communication activities based on context.
Demonstrate sensitivity to the sociocultural Discuss the function of communication. EN11/12OC- Watch & listen to sample oral communication activities.
dimension of communication situation with focus Ibe-8 EN11/12OC-lbe-10
on a. culture b. genderc. age d. social status e. Identify the speaker's purpose EN11/12OC-Lbe-9
religion EN11/12OC-Ia-7 to EN11/12Oc-Ia-7.5 Watch & listen to sample oral
communication activities.EN11/12OC-Lbe-10
Fundamenttals of Communication
pp. 8-9 pp. 8-9 pp. 8-9
Curriculum Guide, page 1
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 17-23
manila paper, book, chalk, speaker, laptop, hand manila paper, textbook
outs photocopies, chalk, book, hand outs, laptop
Oral Communication in Context by Ramona Flores
Review of the previous lesson. Ask the ff questions: Watch the first leg of Phil Presiential debate 2016 Review of the previous lesson.
What are barriers to communication? What are the aired by GMA-7. Evalauate the effectiveness of the
strategies to avoid communication breakdown? answers & explanations of each presidential
Why is Intercultural Communication important? candidate in his/her platforms. Students use the
rubrics and evaluation.
A video clip is shown to the class showing the Plato once said:Wise men speak because they have
intercultural communication. something to say. Every action & every word have
their function in any communication.
The students' reaction to the video clip shown was
connected to the lesson of the day.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
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?
Teacher discusses about Socio-Cultural Aspects of Teacher discusses the Functions of Communication,
Communication and the strategies in Importance of Verbal and non-verbal cues.
communicating across cultures.
Discussion on the Importance of Intercultural Teacher discusses the Types of Oral Texts,
Communication Characteristics & Strategies of Effective Oral
Communication and the Characterisitcs of Good
Speech
Students answer Activity 1 and 2 Students identify the Functions of Communication
Students express their social interaction and emotional
using the socially relevant images.
expression through shared insights about the pictures used
from the last meeting with a partner and complete the
worksheet given.
Promote the importance of intercultural Students discover the verbal & nonverbal cues that a
communication by coming up with a slogan in a speaker uses to achieve his or her purpose.
cartolina and explain it to the class. Do the activity
in triad.
What are the socio-cultural aspects of the members Students answer the ff: What are the functions of
of community who have different cultures? What communication?
are the strategies in communicating across
cultures?
Students give examples to the different socio- As a speaker, how do you practice effective oral
Analyze the various kinds of oral texts by watching an oral
cultural aspects of communication. communication?
presentation. Students anaswer the worksheet /handouts
given.
More enhancement activity will be given next
meeting.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria
Teacher July 31,Elena S. Maraon
August 2 & 4, 2017 7:30-9:00 (MW), Learning Area Oral Communication in Context
7:30-8:30 (F)
Quarter 1
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Understands the nature and elements of oral communication in context.
Designs and performs effective controlled and uncontrolled oral communication activities based on context.
Discussion on the Importance of Intercultural Discuss the function of communication. EN11/12OC- Watch & listen to sample oral communication activities.
Communication Ibe-8 EN11/12OC-lbe-10
Identify the speaker's purpose EN11/12OC-Lbe-9
Watch & listen to sample oral
communication activities.EN11/12OC-Lbe-10
Fundamenttals of Communication
pp. 8-9 pp. 8-9 pp. 8-9
Curriculum Guide, page 1
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 17-23
manila paper, book, chalk, speaker, laptop, hand manila paper, textbook
outs photocopies, chalk, book, hand outs, laptop
Oral Communication in Context by Ramona Flores
Review of the previous lesson. Ask the ff questions: Watch the first leg of Phil Presiential debate 2016 Review of the previous lesson.
What are barriers to communication? What are the aired by GMA-7. Evalauate the effectiveness of the
strategies to avoid communication breakdown? answers & explanations of each presidential
Why is Intercultural Communication important? candidate in his/her platforms. Students use the
rubrics and evaluation.
A video clip is shown to the class showing the Plato once said:Wise men speak because they have
intercultural communication. something to say. Every action & every word have
their function in any communication.
The students' reaction to the video clip shown was
connected to the lesson of the day.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
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?
Teacher discusses about Socio-Cultural Aspects of Teacher discusses the Functions of Communication,
Communication and the strategies in Importance of Verbal and non-verbal cues.
communicating across cultures.
Discussion on the Importance of Intercultural Teacher discusses the Types of Oral Texts,
Communication Characteristics & Strategies of Effective Oral
Communication and the Characterisitcs of Good
Speech
Students answer Activity 1 and 2 Students identify the Functions of Communication
Students express their social interaction and emotional
using the socially relevant images.
expression through shared insights about the pictures used
from the last meeting with a partner and complete the
worksheet given.
Promote the importance of intercultural Students discover the verbal & nonverbal cues that a
communication by coming up with a slogan in a speaker uses to achieve his or her purpose.
cartolina and explain it to the class. Do the activity
in triad.
What are the socio-cultural aspects of the members Students answer the ff: What are the functions of
of community who have different cultures? What communication?
are the strategies in communicating across
cultures?
Students give examples to the different socio- As a speaker, how do you practice effective oral
Analyze the various kinds of oral texts by watching an oral
cultural aspects of communication. communication?
presentation. Students anaswer the worksheet /handouts
given.
More enhancement activity will be given next
meeting.
Not carried out Not carried out
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
School Maasin City National High School Grade Level 11
Maria Elena
Teacher August 7,9 &S.11,
Maraon
2017 7:30-9:00 (MW), 7:30- Learning Area Oral Communication in Context
8:30 (F)
Quarter 1
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Understands the nature and elements of oral communication in context.
Designs and performs effective controlled and uncontrolled oral communication activities based on context.
Discuss the function of Communication. Explains why there is a breakdown of information. EN11/12OC-Ia-5
EN11/12OC-lbe-8 Use various strategies to avoid communication breakdown EN11/12Oc-Ia-6 Demonstrate
sensitivity to the sociocultural dimension of communication situation with focus on a. culture b. genderc. age d.
social status e. religion EN11/12OC-Ia-7 to EN11/12Oc-Ia-7.5 Discuss the function of
Communication EN11/12OC-lbe-8
Fundamenttals of Communication
pp. 8-9 pp. 8-9 pp. 8-9
Curriculum Guide, page 1
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 17-23
book, chalk questionnaire questionnaire
Oral Communication in Context by Ramona Flores
Review of the topics of the previous lesson. Mid-Term Examination Mid-Term Examination
Teacher discusses the Types of Oral Texts,
Characteristics & Strategies of Effective Oral
Communication and the Characteristics of Good
Speech
E. Discussing new concepts and
practicing new skills #2

F. Developing Mastery Students answer Activity 1 and 2

(Leads to
G. Formative Assessment)
Finding practical applications of Students explain the importance of oral text in
concepts and skills in daily living communication.

H. Making generalizations and What are the functions of communication?

abstractions about the lesson
I. Evaluating Learning Students give examples to the different functions of
communication.

J. Additional activities for application Students will be reviewed about the coverage for
or remediation the examination.

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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Maria Elena
Daily Lesson Log
Teacher August 14,16S.&Maraon
18, 2017 7:30-9:00 (MW), Learning Area Oral Communication in Context
7:30-8:30 (F)
Quarter 1
Teaching Dates and Time

Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )

I. OBJECTIVES
A. Content Standards
Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.

B. Performance Standards Demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning Competencies/Objectives Mid-Term Examination Identifies the various types of speech Exhibits appropriate verbal and non-verbal behavior in a
context.EN11/12OC-Ifj-15 given speech context. EN11/12OC-Ifj-16

II. CONTENT Communicative Competence Strategies in Various Speech Situations A.

Types of Speech Context 1. Intrapersonal 2. Interpersonal
a. Dyad b. Small Group B.
Public
III. LEARNING RESOURCES pp. 18-31 pp. 39-40 pp. 40-43
A. References
1. Teacher’s Guide Pages Curriculum Guide, page 1
2. Learner’s Materials pages
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 40-43
4. Additional Materials from questionnaire book, hand-outs, video clip book, handouts
B. OtherLearning Resources
Learning Resources Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
IV. PROCEDURES
A. Reviewing previous lesson or Mid-Term Examination Students express their present observations & Review of the previous lesson.
presenting the new lesson feelings about themselves. Using the graphic
organizers they organize their ideas and write a short
statement to summarize what they learned about
themselves.

B. Establishing a purspose for the less The information will be for the students' reflection
unless they feel more comfortable sharing their
personal thoughts & feelings with a trusted
classmate.

C. Presenting examples/instances of A video clip on the examples of the types of speech

the new lesson context will be shown to the class.
D. Discussing new concepts and Discussion on the first type of speech context:
practicing new skills #1 Intrapersonal. Students do Activity 1-they discuss the
effects of interpersonal communication through an
interview with a successful professional in his/her Teacher reviews about verbal and nonverbal
industry. communication.

E. Discussing new concepts and Discussion on the second type of speech context:
practicing new skills #2 Interpersonal. Students recognize the self dimension Students share to the class some of the issues they have
of others in the given situations. faced as a student. They shared solutions to these issues.

F. Developing Mastery Students differentiate the two type of speech context

through a storytelling. Students complete the
graphic organizer in telling the story to the class. Teacher gives some examples of family issues and students
(Leads to find practical solutions to these problems.
Formative Assessment)
G. Finding practical applications of Students with a partner choose a lyric of their
concepts and skills in daily living favorite song and discuss how the song reflects their
interpersonal attitude..

H. Making generalizations and Students answer the ff questions: How does ones
abstractions about the lesson knowledge about the types of speech context be of
significance to you?
Teacher ask the ff: What were some of the verbal and
nonverbal shown by your classmates when they offered
solutions to some situations they have experienced? How
are these vebal & nonverbal behaviors shown important in
expressing oneself to others.

I. Evaluating Learning Using the Venn Diagram, the students differentiate

Students exhibit the appropriate verbal-nonverbal
the types of speech context.
behavior in a given speech context with a small group.

J. Additional activities for application Identify a major problem your barangay need to
or remediation Study about the types of speech styles.
solve.
V. REMARKS

Interview a successful professional in his/her

industry. Be sure your questions are free from
grammatical errors. Record the interview
experience in a video for your visuals in presenting
the answer in the Interview Worksheet.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Maria Elena
Daily Lesson Log
Teacher August 21,23S.&Maraon
25, 2017 7:30-9:00 (MW), Learning Area Oral Communication in Context
7:30-8:30 (F)
Quarter 1
Teaching Dates and Time

Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )

I. OBJECTIVES
A. Content Standards
Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.

B. Performance Standards Demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning Competencies/Objectives HOLIDAY Identifies the various types of speech Exhibits appropriate verbal and non-verbal behavior in a
context.EN11/12OC-Ifj-15 given speech context. EN11/12OC-Ifj-16

II. CONTENT Communicative Competence Strategies in Various Speech Situations A.

Types of Speech Context 1. Intrapersonal 2. Interpersonal
a. Dyad b. Small Group B.
Public
III. LEARNING RESOURCES pp. 18-31 pp. 39-40 pp. 40-43
A. References
1. Teacher’s Guide Pages Curriculum Guide, page 1
2. Learner’s Materials pages
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 40-43
4. Additional Materials from questionnaire book, hand-outs, video clip book, handouts
B. OtherLearning Resources
Learning Resources Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
IV. PROCEDURES
A. Reviewing previous lesson or Mid-Term Examination Students express their present observations & Review of the previous lesson.
presenting the new lesson feelings about themselves. Using the graphic
organizers they organize their ideas and write a short
statement to summarize what they learned about
themselves.

B. Establishing a purspose for the less The information will be for the students' reflection
unless they feel more comfortable sharing their
personal thoughts & feelings with a trusted
classmate.

C. Presenting examples/instances of A video clip on the examples of the types of speech

the new lesson context will be shown to the class.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
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.
Discussion on the first type of speech context:
Intrapersonal. Students do Activity 1-they discuss the
effects of interpersonal communication through an
interview with a successful professional in his/her Teacher reviews about verbal and nonverbal
industry. communication.
Discussion on the second type of speech context:
Interpersonal. Students recognize the self dimension Students share to the class some of the issues they have
of others in the given situations. faced as a student. They shared solutions to these issues.
Students differentiate the two type of speech context
through a storytelling. Students complete the
graphic organizer in telling the story to the class. Teacher gives some examples of family issues and students
find practical solutions to these problems.
Students with a partner choose a lyric of their
favorite song and discuss how the song reflects their
interpersonal attitude..
Students answer the ff questions: How does ones
knowledge about the types of speech context be of
significance to you? Teacher ask the ff: What were some of the verbal and
nonverbal shown by your classmates when they offered
solutions to some situations they have experienced? How
are these vebal & nonverbal behaviors shown important in
expressing oneself to others.
Using the Venn Diagram, the students differentiate
Students exhibit the appropriate verbal-nonverbal
the types of speech context.
behavior in a given speech context with a small group.
Identify a major problem your barangay need to
Study about the types of speech styles.
solve.
Last week's lesson was unfinished. It will be
continued today. Activity 1 will be done by the STEM
students while the topic on Interpersonal
communication will be discussed to the ABM & GA
class.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria Elena4,6
Teacher September S. Maraon Learning Area Oral Communication in Context
& 8, 2017 7:30-9:00 (MW),
7:30-8:30 (F)
Quarter 1
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
Demonstrates effective use of communicative strategy in a variety of speech situations.
Responds appropriately and effectively to a speech Engages in a communicative siyuation using Explains that a shift in speech context, speech style, speech
act. EN11/12OC-Ifj-20 acceptable, polite &meaningful communicative act & communicative strategy affects the language form,
strategies. EN11/12OC-Iiab-21 duration of interaction relationship of speaker, role &
responsibilities of a speaker, message & delivery
EN11/12OC-Iiab-22
Types of Speech Act
pp. 41-48 pp. 41-48 pp. 49-57
Curriculum Guide, page 3
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 40-43
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
With a partner the students take the quiz to Review of the previous lesson. Students view a video "Tara Na Biyahe Tayo". After
identify the meaning behind the utterance. watching the studentsdecie on the most exciting tourist
spot in the country. A reporter will share the decision and
their reasons for their choice.
Students tick the column that determines how The teacher relates the students answer to the lesson The teacher relates the students answer to the lesson of
often they practice what the statements say. They of the day. the day which enables the students to communicate with
do the activity as objectively as possible. each other & collaborate to arrive at a decision.
Students do the self-audit task.
D. Discussing new concepts and Teacher discusses the definition and types of
practicing new skills #1 speech acts, as well as indirect speech act. Teacher
gives more examples of indirect speech acts. The teacher discuss the answer with the students.

E. Discussing new concepts and Teacher introduces the concept of performatives by

practicing new skills #2 giving two situations.. Teacher gives more examples
of performatives and Searle's classification of
speech act.

F. Developing Mastery Students do Exercise II. Students complete the table

(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
with information related to the Speech Act.
In a group of 5 members, students prepare a four
minute creative skit which shows examples of
speech act. A scoring rubric is use as bases for the
group's presentation.
Students answer the exercises found in the text. The
teacher discuss the answer with the students.
In a group of 5 memebers, students prepare a 4 min
creative skit which shows examples of speech act. A For the group activity: Students draw a piece of paper
scoring rubric is use as bases for the group's where the scenes in the textbook are listed. The groups
presentation. have to present in order of appearance of the scenes in the
textbook.

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
Students define speech act, types of speech act and Students define speech act, types of speech act & the
Students explain the importance of learning the types of
the classification of speech act. classification of speech act.
communicative strategies.
Study the conversation where the remark by a Study the conversation where the remark by a native
native English speaker could be misinterpreted by a English speaker could be misinterpreted by a native
native Chinese listener. Discuss where the Chinese listener. Discuss where the confusion The students are grouped to do the miniproject found in
confusion originated. originated. the text. Rubrics will be used in rating their output.

J. Additional activities for application

or remediation
V. REMARKS The lesson was not carried out. Preparation of Sci-Math
month was done.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria Elena11,
Teacher September S. Maraon Learning Area Oral Communication in Context
13 & 15, 2017 7:30-9:00
(MW), 7:30-8:30 (F)
Quarter 1
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
Demonstrates effective use of communicative strategy in a variety of speech situations.
Explains that a shift in speech context, speech style, speech act & communicative strategy affects the language form, duration of interaction relationship of speaker,
role & responsibilities of a speaker, message & delivery EN11/12OC-Iiab-22, EN11/12OC-IIab-22.1, EN11/12OC-IIab-22.2, EN11/12OC-IIab-22.3
Types of Communicative Strategies
pp. 49-57
Curriculum Guide, page 3
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 40-43
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
Students view a video "Tara Na Biyahe Tayo". After Review of the previous lesson
watching the studentsdecie on the most exciting
tourist spot in the country. A reporter will share the
decision and their reasons for their choice.
The teacher relates the students answer to the
lesson of the day which enables the students to
communicate with each other & collaborate to
arrive at a decision.
Students do the self-audit task.
D. Discussing new concepts and
practicing new skills #1
The teacher discuss the answer with the students.

E. Discussing new concepts and

practicing new skills #2

F. Developing Mastery Students do the pair activity. pp. 55-57.

(Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
Students answer the exercises found in the text. Students do the reinforcement activityp.57 and the E-link
The teacher discuss the answer with the students. on the same page.
For the group activity: Students draw a piece of
paper where the scenes in the textbook are listed.
The groups have to present in order of appearance
of the scenes in the textbook.

H. Making generalizations and Students explain the importance of learning the

abstractions about the lesson
I. Evaluating Learning
types of communicative strategies.
The students are grouped to do the miniproject
found in the text. Rubrics will be used in rating
their output.

J. Additional activities for application

or remediation Students write their reflections using the chart.

V. REMARKS
Unfinished tasks will be continued next meeting

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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)

Prepared by: Checked by: Noted by:

MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II
 School Maasin City National High School Grade Level 11
Grades 1 to 12 Maria Elena18,
Teacher September S. Maraon Learning Area Oral Communication in Context
Daily Lesson Log 20 & 22, 2017 7:30-9:00
(MW), 7:30-8:30 (F)
Quarter 2
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
I. OBJECTIVES
A. Content Standards
Recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.

B. Performance Standards Demonstrates effective use of communicative strategy in a variety of speech situations.

C. Learning Competencies/Objectives Explains that a shift in speech context, speech style, speech act & communicative strategy affects the language form, duration of interaction relationship of speaker,
role & responsibilities of a speaker, message & delivery EN11/12OC-Iiab-22, EN11/12OC-IIab-22.1, EN11/12OC-IIab-22.2, EN11/12OC-IIab-22.3

II. CONTENT Types of Communicative Strategies

III. LEARNING RESOURCES pp. 49-57
A. References
1. Teacher’s Guide Pages Curriculum Guide, page 3
2. Learner’s Materials pages
3. Text book pages Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 40-43
4. Additional Materials from
B. OtherLearning Resources
Learning Resources Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
IV. PROCEDURES
A. Reviewing previous lesson or Review of the previous lesson. Review of the previous topic discussed. Teacher asks A teacher calls volunteers to introduced themselves in an
presenting the new lesson questions related to the topic discussed. interesting way.

B. Establishing a purspose for the less Teacher allows students to enumerate ways on how Students answer the question: How do you usually Students learned the importance of introduction in
the use of ICT helped in making their output easy. organized information learned? Why would you use speaking in front of people.
these ways?

C. Presenting examples/instances of The teacher shows an example of an outline from a

the new lesson Teacher reviews students about the video seen on reading text. Teacher presents a sample of an introduction in a written
tv commercial. speech.. The students study it and give comments.

D. Discussing new concepts and Teacher discussed about:Preparing an Outline and

practicing new skills #1 stressed about the importance of outline for it forms
Students are reminded of the mini-project the foundation of the student's speech. Outline keeps Teacher discusses about preparing an introduction and the
presentation and the guide questions they need as the speech coherent & cohesive. Two types of outline techniques in beginning a speech. Students give their
guide for their presentation. will be discussed. examples on how to begin a speech.
E. Discussing new concepts and Discussion on Creating the body of the speech. The
practicing new skills #2 concept of thesis statement will be reviewed. Teacher discusses about preparing the conclusionor the
Students will be reminded to follow the speech techniques of ending a speech. Students give words,
pattern in developing the ideas. expressions, phrases that would signal the end of a speech.

F. Developing Mastery Teacher gives an example of a paragraph and

students write an outline out of it. Students create In pairs, students write three example of a 5 sentence
thesis statements from given topic. introduction and a two -sentence conclusion.
(Leads to
Formative Assessment)
G. Finding practical applications of Students write a short composition about: school
concepts and skills in daily living issues, community issues and national issues. They
underline the thesis statement and write an outline
out of what they have written. This will be done in
triad.

H. Making generalizations and Students answer the ff: How do you prepare an
abstractions about the lesson outline in a speech? What important considerations
would you take in creating the body of a speech? Students recall the teachniques in writing the intro and
ending of a speech.

I. Evaluating Learning Presentation of group output. A scoring rubric is Students write a speechbased on the topic given. A scoring
use to rate students' output. rubric will be used in rating students' output.
J. Additional activities for application Answer the ff: what are the guidelines in editing/revising
or remediation your written speeches?
V. REMARKS Some of the group output will be shown next
meeting.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)
Prepared by: Checked by: Noted by:
MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
School Maasin City National High School Grade Level 11
Maria Elena25,
Teacher September S. Maraon Learning Area Oral Communication in Context
27 & 29, 2017 7:30-9:00
(MW), 7:30-8:30 (F)
Quarter 2
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Realizes the rigors of crafting one's speech.
Proficiently delivers various speeches using the principles of effective speech delivery.
Distinguishes types of speeches.EN11/12OC-IIcj-23 Pre-Final Examination Distinguishes types of speeches. EN11/12OC-IIcj-23
Types of Speeches
pp. 94-108
Curriculum Guide, pages 3-4
textbook,video clip, speaker, laptop questionnaire
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 68-108
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
Students watched the video of the speech of the Review of the previous lesson.
late Senator Miriam Defensor-Santiago.
Students in group of six members, discuss the
answer to the ff questions: Why did the speaker
need a manuscript for her speech?Do you think it
would have been better if she delivered the speech
on the spot?How did she sustain the audience's
attention all throughout her speech? Was her
delivery successful? What makes you think so?
D. Discussing new concepts and
practicing new skills #1
Discussion on the ff: Potential problems with the
manuscript method, strategies in organizing &
delivering the manuscript speech and the tips in
using the manuscript method. Students do Exercise
2, pp97-99.

E. Discussing new concepts and

practicing new skills #2
F. Developing Mastery
(Leads to
Formative Assessment)
Work in groups of nine & assign a number from 1-9
to each of the members. The transcript is divided
into 9 parts; each member of the group will deliver
to the class the part corresponding to his number.
20 mins is given for their preparation.

G. Finding practical applications of

concepts and skills in daily living
With a partner, students deliver a three-minute
manuscript speech using one transcript that you
selected from the three online transcript shown
thru the video. Perform like newscasters do. Both
should have speaking lines.

H. Making generalizations and

abstractions about the lesson Students describe a manuscript speech and how it
would be delivered.

I. Evaluating Learning
In 300-500 words, students write a short persuasive
speech about any of the listed topics. It should have
an intro, body & conclusion. Be prepared to deliver
your speech in class. A scoring rubric will be used to
rate students' output.
In 300-500 words, students writea short persuasive speech
about any of the listed topics. It should have an intro,body
& conclusion. Be prepared to deliver your speech in class. A
scoring rubric will be used to rate students' output.

J. Additional activities for application
or remediation
Students checked on the ff website to hone their
knowledge in delivering a manuscript speech.
http://www.richspeaking.com/articles/manuscript
_speech.html
Students checkedon the ff website to hone their knowledge
in delivering a manuscript speech.
Http://www.richspeaking.com/articles/manuscript_speech
.html

V. REMARKS Unfinished activities will be done on Friday.

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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)
Prepared by: Checked by: Noted by:
MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purspose for the less
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
School Maasin City National High School Grade Level 11
Maria Elena
Teacher October 1, 3 S.
& Maraon
5, 2018 1:00-2:30 (MW), Learning Area Oral Communication in Context
10:45-11:45 (F)
Quarter 2ND
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Realizes the rigors of crafting one's speech.
Proficiently delivers various speeches using the principles of effective speech delivery.
Distinguishes types of speeches.EN11/12OC-IIcj-23
Types of Speeches: Informative speech, perusasive speech & entertainment speech.
pp. 94-108
Curriculum Guide, pages 3-4
textbook,video clip, speaker, laptop questionnaire
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 68-108
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
Review of the previous lesson. Students watched the video of the speech of the late Review of the previous lesson.
Senator Miriam Defensor-Santiago.
The students differentiate list format outline and Students in group of six members, discuss the answer
table format outline. to the ff questions: Why did the speaker need a
manuscript for her speech?Do you think it would
have been better if she delivered the speech on the
spot?How did she sustain the audience's attention all
throughout her speech? Was her delivery successful?
What makes you think so?
A sample for each format is shown to the class.
Discussion on the ff: Potential problems with the
manuscript method, strategies in organizing &
Contents of the speech: introduction, body & delivering the manuscript speech and the tips in
conclusion. A sample is presented to the class.
using the manuscript method. Students do Exercise 2,
pp97-99.
F. Developing Mastery
(Leads to
Formative Assessment)
Students in groups discuss the main ideas of speech
writing: audience analysis, purpose of speech,
choosing a topic, narrowing down a topic,
outlining, writing patterns.
Work in groups of nine & assign a number from 1-9 to
each of the members. The transcript is divided into 9
parts; each member of the group will deliver to the
class the part corresponding to his number. 20 mins is
given for their preparation.

G. Finding practical applications of

concepts and skills in daily living With a partner, students deliver a three-minute
manuscript speech using one transcript that you
selected from the three online transcript shown thru
the video. Perform like newscasters do. Both should
have speaking lines.

H. Making generalizations and Write a 10 principles or characteristics of speech Students describe a manuscript speech and how it
abstractions about the lesson writing. would be delivered.

I. Evaluating Learning
In 300-500 words, students write a short persuasive In 300-500 words, students write a short persuasive speech
speech about any of the listed topics. It should have
Students answer the true/false quiz found in about any of the listed topics. It should have an intro, body
an intro, body & conclusion. Be prepared to deliver
thetext. & conclusion. Be prepared to deliver your speech in class. A
your speech in class. A scoring rubric will be used to scoring rubric will be used to rate students' output.
rate students' output.

J. Additional activities for application Students checked on the ff website to hone their
or remediation knowledge in delivering a manuscript speech. Students checked on the ff website to hone their
http://www.richspeaking.com/articles/manuscript_s knowledge in delivering a manuscript speech.
peech.html http://www.richspeaking.com/articles/manuscript_speech
.html

V. REMARKS
Unfinished activities will be done on next meeting.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)
Prepared by: Checked by: Noted by:
MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II

Grades 1 to 12
Daily Lesson Log
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School Maasin City National High School Grade Level 11
Maria Elena
Teacher October 8, 10S.&Maraon
12, 2018 1:00-2:30 (MW), Learning Area Oral Communication in Context
10:45-11:45 (F)
Quarter 2ND
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Realizes the rigors of crafting one's speech.
Proficiently delivers various speeches using the principles of effective speech delivery.
Distinguishes types of speeches.EN11/12OC-IIcj-23
Types of Speeches: Informative speech, perusasive speech & entertainment speech.
pp. 94-108
Curriculum Guide, pages 3-4
textbook,video clip, speaker, laptop questionnaire
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 68-108
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
Students watched the video of the speech of the 1.Call students in random order to share their ideas
late Senator Miriam Defensor-Santiago. in front of the class.
2. This activity provides a sneak peek of how
impromptu speaking is done. After
everyone has shared their ideas, ask: What difficulty
did you have in the activity?
3. Synthesize their answers. Ask your students to do
the Self-audit activity. Discuss the interpretation of
results
with them.
4. The proficiency levels of your students in the Self-
audittask provide you with an
insight on how to teach the lesson and which topics
have to be emphasized

B. Establishing a purspose for the less
Students in group of six members, discuss the
answer to the ff questions: Why did the speaker
need a manuscript for her speech?Do you think it
would have been better if she delivered the speech
on the spot?How did she sustain the audience's
attention all throughout her speech? Was her
delivery successful? What makes you think so?
1. Have students do Exercise I before the discussion.
Give them 10 minutes to answer
the exercise.
2. Afterwards, check the answers. Note which items
most of the class got wrong and
correct this in the discussion.
C. Presenting examples/instances of Discuss the definition of impromptu speech.
the new lesson Have students give more examples of impromptu
situations in daily life.

D. Discussing new concepts and

practicing new skills #1
Discussion on the ff: Potential problems with the
manuscript method, strategies in organizing &
delivering the manuscript speech and the tips in
using the manuscript method. Students do Exercise
2, pp97-99.
Introduce some strategies in organizing an
impromptu speech. Stress that applying
a strategy will help students form a coherent and
complete speech.
Discuss each of the strategies on the textbook.
Discuss the tips for effective impromptu speech
delivery.

E. Discussing new concepts and Class- Individual Activity, p. 122-123

1. Have the class decide on the activity they will do, as well
F. practicing
Developingnew skills #2
Mastery Have students do Exercise II on page 121. Give as the order of presentation.
students 10 minutes to accomplish presentation.
the form. 2. Traditional Style
(Leads to Afterwards, check the answers and correct • Give the following guidelines in preparing the questions.
Formative Assessment) misconceptions as necessary. • Questions must not be answerable by yes or no.
• They must be socially relevant or related to a field of
study.
• Time the speech and signal to the student twice—once
when he/she has
only thirty seconds to wrap up the speech and then finally
when he/she has reached the time limit.
3. Photo Prompts: Prepare pictures reflecting current
events and trending happenings from politics to show
business. You can get photos from various news sites
online. You may present each picture in a PowerPoint
Work in groups of nine & assign a number from 1-9 Presentation or you may print them out. You have to
to each of the members. The transcript is divided randomly choose a picture for a student. Alternatively, you
into 9 parts; each member of the group will deliver may number the photos, ask your student to choose a
to the class the part corresponding to his number. number, and show him/ her the corresponding photo. Time
20 mins is given for their preparation.
the speech and signal to the student twice—once when
he/she has only thirty seconds to wrap up the speech and
then finally when he/she has reached the time limit.
4. Box of Surprises: Before the day of this activity, ask
students to bring a unique item that they can place in the
box. Give the following guidelines as to what item can be
brought for the exercise. Items must not be dangerous,
alive, or health-threatening. The items must not be too
precious or expensive as well.
• Sample items could be a unique souvenir from a
vacation, a vintage
item, a movie memorabilia, and the like.
• Time the speech and signal to the student twice—once
when he/she has
only thirty seconds to wrap up the speech and then finally
when he/she has
reached the time limit.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for application
or remediation
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
Individual Activity, p. 122
1. Prepare a list of essential skills a 21
stcentury Filipino learner should have. The
following are some examples:
• Critical thinking, Problem solving
With a partner, students deliver a three-minute • Effective communication and collaboration
manuscript speech using one transcript that you • Innovation, Creativity, Social relevance
selected from the three online transcript shown • Flexibility, Adaptability, Initiative
thru the video. Perform like newscasters do. Both • Social skills , Productivity, Accountability
should have speaking lines. • Leadership, Responsibility, Confidence
2. Clarify that students have two minutes to prepare
the strategy they will use, but
they will only be able to know the skill immediately
before they speak.
3. Evaluate the students using the rubric in the book.
Students describe a manuscript speech and how it
would be delivered.
Individual Activity, p. 122
1. Call students in a random order. Make sure that
In 300-500 words, students write a short persuasive everyone gets a chance to
speech about any of the listed topics. It should have speak in front of the class.
2. Prepare two signal cards for the time. On the first
an intro, body & conclusion. Be prepared to deliver one, write “30 seconds left”
your speech in class. A scoring rubric will be used to and on the second one, write “Time’s up.” Time each
rate students' output. speech and raise the
appropriate card accordingly to notify the student of
the remaining time
Students checked on the ff website to hone their
knowledge in delivering a manuscript speech.
http://www.richspeaking.com/articles/manuscript
_speech.html
More activities will be given next meeting.
Unfinished activities will be done on next meeting.
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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)
Prepared by: Checked by: Noted by:
MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II
 Grades 1 to 12
Daily Lesson
Log
I. OBJECTIVES
A.Content Standards
B. Performance Standards
C. Learning Competencies/Objectiv
II. CONTENT
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
B. OtherLearning Resources
Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
School Maasin City National High School Grade Level 11
Maria Elena
Teacher October S. Maraon
15, 17 & 19, 2018 1:00-2:30 Learning Area Oral Communication in Context
(MW), 10:45-11:45 (F)
Quarter 2ND
Teaching Dates and Time
Session 1 ( Monday ) Session 2 ( Wednesday ) Session 3 ( Friday )
Realizes the rigors of crafting one's speech.
Proficiently delivers various speeches using the principles of effective speech delivery.
Distinguishes types of speeches.EN11/12OC-IIcj-23
Types of Speeches: Informative speech, perusasive speech & entertainment speech.
pp. 94-108
Curriculum Guide, pages 3-4
textbook,video clip, speaker, laptop questionnaire
Oral Communication in Focus, by Jose Rizal O. Dapat, et. al. pp. 68-108
Oral Communication in Context by Ramona Flores and Oral Communication in Focus by Jose Rizal O. Dapat
Students watched the video of the speech of the 1.Call students in random order to share their ideas
late Senator Miriam Defensor-Santiago. in front of the class.
2. This activity provides a sneak peek of how
impromptu speaking is done. After
everyone has shared their ideas, ask: What
difficulty did you have in the activity?
3. Synthesize their answers. Ask your students to
do the Self-audit activity. Discuss the interpretation
of results
with them.
4. The proficiency levels of your students in the
Self-audittask provide you with an
insight on how to teach the lesson and which topics
have to be emphasized

B. Establishing a purspose for the l
Students in group of six members, discuss the
answer to the ff questions: Why did the speaker
need a manuscript for her speech?Do you think
it would have been better if she delivered the
speech on the spot?How did she sustain the
audience's attention all throughout her speech?
Was her delivery successful? What makes you
think so?
1. Have students do Exercise I before the discussion.
Give them 10 minutes to answer
the exercise.
2. Afterwards, check the answers. Note which
items most of the class got wrong and
correct this in the discussion.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
Discussion on the ff: Potential problems with the
manuscript method, strategies in organizing &
delivering the manuscript speech and the tips in
using the manuscript method. Students do
Exercise 2, pp97-99.
E. Discussing new concepts and
F. practicing
Developingnew skills #2
Mastery
(Leads
to Formative Assessment)
Work in groups of nine & assign a number from
1-9 to each of the members. The transcript is
divided into 9 parts; each member of the group
will deliver to the class the part corresponding to
his number. 20 mins is given for their
preparation.
Discuss the definition of impromptu speech.
Have students give more examples of impromptu
situations in daily life.
Introduce some strategies in organizing an
impromptu speech. Stress that applying
a strategy will help students form a coherent and
complete speech.
Discuss each of the strategies on the textbook.
Discuss the tips for effective impromptu speech
delivery.
Have students do Exercise II on page 121. Give
students 10 minutes to accomplish
the form.
Afterwards, check the answers and correct
misconceptions as necessary.
Class- Individual Activity, p. 122-123
1. Have the class decide on the activity they will do, as
well as the order of presentation.
presentation.
2. Traditional Style
• Give the following guidelines in preparing the
questions.
• Questions must not be answerable by yes or no.
• They must be socially relevant or related to a field of
study.
• Time the speech and signal to the student twice—once
when he/she has
only thirty seconds to wrap up the speech and then finally
when he/she has reached the time limit.
3. Photo Prompts: Prepare pictures reflecting current
events and trending happenings from politics to show
business. You can get photos from various news sites
online. You may present each picture in a PowerPoint
Presentation or you may print them out. You have to
randomly choose a picture for a student. Alternatively,
you may number the photos, ask your student to choose a
number, and show him/ her the corresponding photo.
Time the speech and signal to the student twice—once
when he/she has only thirty seconds to wrap up the
speech and then finally when he/she has reached the
time limit.
4. Box of Surprises: Before the day of this activity, ask
students to bring a unique item that they can place in the
box. Give the following guidelines as to what item can be
brought for the exercise. Items must not be dangerous,
alive, or health-threatening. The items must not be too
precious or expensive as well.
• Sample items could be a unique souvenir from a
vacation, a vintage
item, a movie memorabilia, and the like.
• Time the speech and signal to the student twice—once
when he/she has
only thirty seconds to wrap up the speech and then finally
when he/she has
reached the time limit.
G.Finding practical applications of
concepts and skills in daily living
H.Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
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
Individual Activity, p. 122
1. Prepare a list of essential skills a 21
stcentury Filipino learner should have. The
following are some examples:
• Critical thinking, Problem solving
With a partner, students deliver a three-minute •• Effective communication and collaboration
manuscript speech using one transcript that you • Innovation, Creativity, Social relevance
Flexibility, Adaptability, Initiative
selected from the three online transcript shown • Social skills , Productivity, Accountability
thru the video. Perform like newscasters do. • Leadership, Responsibility, Confidence
Both should have speaking lines. 2. Clarify that students have two minutes to
prepare the strategy they will use, but
they will only be able to know the skill immediately
before they speak.
3. Evaluate the students using the rubric in the
book.
Students describe a manuscript speech and how
it would be delivered.
Individual Activity, p. 122
1. Call students in a random order. Make sure that
In 300-500 words, students write a short everyone gets a chance to
persuasive speech about any of the listed topics. speak in front of the class.
It should have an intro, body & conclusion. Be 2. Prepare two signal cards for the time. On the
prepared to deliver your speech in class. A first one, write “30 seconds left”
scoring rubric will be used to rate students' and on the second one, write “Time’s up.” Time
output. each speech and raise the
appropriate card accordingly to notify the student
of the remaining time
Students checked on the ff website to hone their
knowledge in delivering a manuscript speech.
http://www.richspeaking.com/articles/manuscri
pt_speech.html
More activities will be given next meeting.
Unfinished activities will be done on next
meeting.
E. Which of my teaching strategies
worked well? Why did these
F. What
work?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?
Note: Mondays (Checking of papers, preparation of IMs and test materials)
Prepared by: Checked by: Noted by:
MARIA ELENA S. MARAON IAN R. MAGLINES ANGELITA Z. ADOBAS
SHS, T-III SHS, MT-II Principal II