Oral Com Dlldocx
Oral Com Dlldocx
Oral Com Dlldocx
SENIOR HIGH SCHOOL Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
DAILY LESSON LOG Teaching Dates and Time JULY 4-7,9:00-10:00 Quarter FIRST
A. Content Standard The learner understands the nature and elements of oral communication in context.
B. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning To explain the nature and process To explain the nature and process To explain the nature and process To explain the
Competency/Objectives of communication of communication of communication nature and process
Write the LC code for each. of
communication
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.
FUNDAMENTALS Elements of communication Process of communication Process of communication Process of
OF communication
COMMUNICATION
III. LEARNING
RESOURCES
A. References RESOURCES
Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech
Fundamentals, Experimental Edition.
Department of Speech Communication
and Theater Arts, UP Diliman. May
2002.
Gronbeck, Ehninger et al. Principles and Types
of Speech Communication. 12th ed. New
York: Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
1
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1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Pp8-15, Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication
in Context for Senior High School.2016
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 them relevant questions.
A. No. of learners who 24
earned 80% in the
evaluation
B. No. of learners who require 10
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue 3
to require remediation
E. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
strategies worked well? Why
did these work?
F. What difficulties did I None so far .
encounter which my
principal
or supervisor can help me
solve?
G. What innovation or A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the
localized materials did I script will now present the role-play in English.
use/discover which I wish Guide questions:
to share with other 1.What problems did you have as you translated a Filipino script into English?
teachers? 2.How faithful to the original is your translation?
Submitted to:
D. Content Standard The learner understands the nature and elements of oral communication in context.
E. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
XII. 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 them relevant questions.
H. No. of learners who earned 80% 20
in the evaluation
I. No. of learners who require 10
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons Yes, the remedial lessons did work in fact 7of the learners have caught up with the lesson.
work?
No. of learners who have
caught up with the lesson
K. No. of learners who continue 3
to
require remediation
L. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING, FILM SHOWING, DIFFERENTIATED METHOD OF INSTRUCTION
strategies
worked well? Why did these
work?
M. What difficulties did I None so far.
encounter which my principal
or supervisor
can help me solve?
N. What innovation or localized A script for a short play in Surigaonon and they have to exchange their scripts and translate their script into English writing with another group. After they have done it, the original author of the
materials did I use/discover script will now present the role-play in English.
which I wish to share with Guide questions:
other teachers? 1.What problems did you have as you translated a Filipino script into English?
2.How faithful to the original is your translation?
Submitted to:
H. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
I. Learning Watches and listens to sample oral Watches and Watches and listens to sample Watches and listens to sample
Competency/Objectives communication activities listens to sample oral communication activities oral communication activities
Write the LC code for each. oral
communication
activities
XIV. 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.
FUNDAMENTALS OF *Verbal & Non- Verbal Functions of Intercultural communication Intercultural communication
COMMUNICATION Communication Functions of communication
communication Features of
communication
XVI. 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, question 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.
U. Reviewing previous lesson or Barriers of communication
presenting the new lesson
V. Establishing a purpose for Same Same Same
the lesson
W. Presenting examples/Instances Reading and discussing the procedure for Same Same Same
of the new lesson the performer and for the partner
X. Discussing new concepts and Group Activity-Charade of Action Verbs and Same Role playing
practicing new skills # 1 Phrasal
Verbs
Y. Discussing new concepts Short clip movie to To let them write a poem in Surigaonon and same
and practicing new skills # watch exchange their poem to their classmate
2 and translate it in English.
Z. Developing mastery Oral reading exercise, short quiz same same same
(leads to Formative
Assessment 3)
AA. Finding practical application The students perform the given task and activity Same Same Oral reading exercise(individual)
of concepts and skills in daily A skit telephone conversation
living
BB. Making generalizations and
abstractions about the lesson
CC. Evaluating learning Group presentation Same Same Same
DD. Additional activities for Short quiz Same Same Same
application or remediation
XVII. REMARKS
XVIII. 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 them relevant questions.
O. No. of learners who earned
80% in the evaluation
P. No. of learners who require
additional activities for
remediation who scored
below 80%
Q. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
R. No. of learners who continue
to require remediation
S. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well? Why
did these
work?
T. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
U. What innovation or localized To let them write a poem in Surigaonon and exchange their poem to their classmate and translate it in English.
materials did I use/discover
which I wish to share with
other teachers?
Submitted to:
XXIV. 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 them relevant questions.
V. No. of learners who earned
80%
in the evaluation
W. No. of learners who require
additional activities for
remediation who scored
below
80%
X. Did the remedial lessons
work?
No. of learners who have
caught up with the lesson
Y. No. of learners who continue
to require remediation
Z. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies
worked well? Why did these
work?
AA. What difficulties did I encounter
which my principal or
supervisor
can help me solve?
BB. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover
which I wish to share with
other
teachers?
Submitted to:
O. Learning Watches and listens to sample oral Identifies the Watches and listens to sample Ascertains the verbal and
Competency/Objectives communication activities speaker’s oral communication activities non verbal cues that each
Write the LC code for each. purpose/s Identifies the speaker’s purpose/s speaker uses to achieve
his/her purpose
XXVI. 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.
FUNDAMENTALS OF Barriers of Communication, Listening skills Listening Skills Verbal and Non-Verbal
COMMUNICATION Listening skills Non-Verbal Types of Non-Verbal Communication Communication
Communication
XXVII. LEARNING
RESOURCES
I. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
17. Teacher’s Guide pages
18. Learner’s Materials pages
19. Textbook pages Pp40-47 Pena and Anudin, Oral Communication. www.youtube.com/non-verbalcommunication
Vibal Group Inc. 2016 http://youtube.com/watch?v=QOkrS1v7Ywk
pp13-20, Ang, Jaime, Oral Communication in www.youtube.com/post-it love
Context for Senior High School.2016 www.youtube.com/for the birds
XXX. 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 them relevant questions.
CC. No. of learners who earned
80%
in the evaluation
DD. No. of learners who require
additional activities for
remediation who scored
below
80%
EE. Did the remedial lessons
work?
No. of learners who have
caught up with the lesson
FF. No. of learners who continue
to
require remediation
GG. Which of my teaching VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
strategies worked well? Why
did these
work?
HH. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
II. What innovation or localized Find an English Song and translate it in Cebuano or Surigaonon dialect and present it to the class through a presentation.
materials did I use/discover Booking a local hotel through a telephone conversation(Marco Polo Hotel)
which I wish to share with Booking a plane ticket through a telephone conversation (cebu pacific air)
other teachers?
Submitted to:
Q. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
R. Learning Discusses the functions of communication Identifies the Watches and listens to sample Ascertains the verbal and non
Competency/Objectives Watches and listens to sample oral speaker’s oral communication activities verbal cues that each speaker
Write the LC code for each. communication activities purpose/s uses to achieve his/her purpose
XXXII. 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.
FUNDAMENTALS OF *Verbal & Non- Verbal Functions of Intercultural communication Intercultural communication
COMMUNICATION Communication Functions of communication
communication Features of
communication
XXXIII. LEARNING
RESOURCES
K. References RESOURCES
Pena and Anudin, Oral Communication. Vibal
Group Inc. 2016
Ang, Jaime, Oral Communication in Context for
Senior High School.2016
Flores, C. and Lopez,E.,Effective
Speech Communication.5th ed. National
Bookstore Bulan, Celia T., and de Leon,
Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication and
Theater Arts, UP Diliman. May 2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
21. Teacher’s Guide pages
22. Learner’s Materials pages
23. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication in
Context for Senior High School.2016
XXXVI. 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 them relevant questions.
JJ. No. of learners who earned
80% in the evaluation
KK. No. of learners who require
additional activities for
remediation who scored
below
80%
LL. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
MM. No. of learners who continue
to require remediation
NN. Which of my teaching strategies VIDEO ANALYSIS PRESENTATION, GROUP COLLABORATIVE LEARNING/ PEER-AGE TUTORING
worked well? Why did these
work?
OO. What difficulties did I
encounter
which my principal or
supervisor can help me
solve?
PP. What innovation or localized Booking a local hotel through a telephone conversation(Marco Polo Hotel)
materials did I use/discover Booking a plane ticket (cebu pacific air)
which I wish to share with
other
teachers?
Submitted to:
T. Performance Standard The learner designs and performs effective controlled and uncontrolled oral communication activities based on context
XXXVIII. TOPIC / 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.
CONTENT Nature of intercultural communication Developmental model of intercultural communication Characteristics of Characteristics of competent
competent intercultural intercultural communication
FUNDAMENTALS communication
OF
COMMUNICATION
XXXIX. LEARNING
RESOURCES
M. References RESOURCES
Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
Ang, Jaime, Oral Communication in Context
for Senior High School.2016
Flores, C. and Lopez,E.,Effective Speech
Communication.5th ed. National Bookstore
Bulan, Celia T., and de Leon, Ianthe C.
Communication 3: Practical Speech Fundamentals,
Experimental Edition.
Department of Speech Communication
and Theater Arts, UP Diliman. May
2002.
Gronbeck, Ehninger et al. Principles and Types of
Speech Communication. 12th ed. New York:
Harper Collins
Publishers, 1994.
The Center for Leadership and Service, The
University of Tennessee Knoxville.
http://www.cls.utk.edu/pdf/ls/Week1_Lesson7.pdf.
Accessed January 7, 2016.
25. Teacher’s Guide pages
26. Learner’s Materials
pages
27. Textbook pages Pp40-47 Pena and Anudin, Oral Communication.
Vibal Group Inc. 2016
pp13-20, Ang, Jaime, Oral Communication
in Context for Senior High School.2016
GRADE 11 School DEL CARMEN NATIONAL HIGH SCHOOL Grade Level 11 TVL
DAILY LESSON LOG Teacher SUNSHINE MAY B. LONGOS Learning Area ORAL COMMUNICATION
Time AUGUST 29-31, September 1-2,8:30-10:30 Quarter FIRST