SCHOOL Tondol National High School GRADE LEVEL 11-Ada/Ampere/Lettuce/Shakespeare

TEACHER Carl John C. Carolino LEARNING AREA Oral Communication in Context

GRADES 1 TO 12
TEACHING DATES AND TIME September 26-30, 2022 QUARTER 1/Week 6
DAILY LESSON LOG
11-Shakespeare and Ampere (7:30-
9:30 AM)

11-Ada and Lettuce (9:45- 11:45 AM)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.

A.Content Standards The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative

strategy.

B.Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.

C.Learning Competencies/Objectives Identifies the various types of Identifies the various types of Identifies the various types of Identifies the various types of
speech context. (EN11/12OC-Ifj- speech context. (EN11/12OC-Ifj- speech context. (EN11/12OC-Ifj- speech context. (EN11/12OC-Ifj-
Write the LC Code for each
15) 15) 15) 15)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Speech context Speech context Speech context Speech context

III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.

A.References

1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Oral Communication in Context Oral Communication in Context Oral Communication in Context Oral Communication in Context
Quarter 1- Module 5: Types of Quarter 1- Module 5: Types of Quarter 1- Module 5: Types of Quarter 1- Module 5: Types of
Speech Context, pp. 1-6 Speech Context, pp. 1; 6-7; 10,14-15 Speech Context, pp. 1; 6-7 Speech Context, pp. 1; 6-7

3.Textbook Pages

4.Additional Materials from Learning

Resources (LR) portal

B.Other Learning Resources https:// https:// https:// https://

www.yourfriendmaestro.com/ www.yourfriendmaestro.com/ www.yourfriendmaestro.com/ www.yourfriendmaestro.com/
2021/10/types-of-speech- 2021/10/types-of-speech-context- 2021/10/types-of-speech- 2021/10/types-of-speech-
context-oral.html oral.html context-oral.html context-oral.html

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.

A.Reviewing previous lesson or State the learning objectives for Review the class about intrapersonal Review the learners about the Inform the learners about the
presenting the new lesson the learning session. communication. types of speech context. small group discussion format that
will be implemented in their
performance task.

B.Establishing a purpose for the lesson The learners will answer the Term of Endearment Activity The learners will do a Self- Check
pretest on pages 2 and 3. activity about types of speech
context.
Direction: Accomplish the matrix by
writing the term of endearment you
and your friends use in the circle,
and write your friends’ names in the
respective silhouettes/people icons.

C.Presenting examples/instances of Man/Woman in the Mirror Shoutout to Your Idol Activity

the new lesson Activity

Direction: Using the comment sheet,

Direction: Each learner will face write a shoutout to your most
the mirror, and need to state a favorite celebrity/media
one-liner message or do a personality/Internet star.
 nonverbal communication for
himself/herself.

D.Discussing new concepts and Discuss speech context. Discuss interpersonal, public, and Discuss verbal and nonverbal
practicing new skills #1 mass communications. behavior in a speech context.

E.Discussing new concepts and Discuss intrapersonal

practicing new skills #2 communication.

F.Developing mastery Each learner will write a letter The learners will answer the The learners will answer What I The learners will do the small
addressed to himself/herself and Crossword Puzzle on page 10. Can Do task on page 12. group discussions focusing on the
(Leads to formative assessment)
it will be opened after the first following topics:
semester.

a. Food
b. Places
c. Hobbies
d. Current events

G.Finding practical/applications of Ask: Ask: Ask:

concepts and skills in daily living

How can intrapersonal How can the three types of speech How can verbal and nonverbal
communication help you to take context help you to be behavior in a speech context help
care of your mental health? knowledgeable about the current you to become sensitive to
events? people’s feelings?

H. Making generalizations and The learners will give their The learners will give their
abstractions about the lesson takeaways in the session. takeaways in the session.

I.Evaluating Learning The learners will answer the Learners will be evaluated.
Assessment on pages 14 and 15.

J.Additional activities for application Inform the class about small group
or remediation discussions to be held in the next
learning session.

V.REMARKS
 VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant
questions.

A.No. of learners who earned 80% of

the formative assessment

B.No. of learners who require

additional activities to 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

material did I use/discover which I
wish to share with other teachers?

Prepared by: Checked and Noted:

CARL JOHN C. CAROLINO MR. RICHARD A. TOMAMANG

Teacher II OIC, Office of the Principal I