INOCENCIO V.

FERRER MEMORIAL SCHOOL

GRADES 1 to 12 School: OF FISHERIES

DAILY LESSON LOG Teacher: MARJORIE L. SANCHEZ

Teaching Dates and

August 5, 2019 at 4:00PM - 5:00PM
Time:

Grade Level /
GRADE 11 - MAXTHON
Section:

Learning Area: ORAL COMMUNICATION IN CONTEXT

Quarter: FIRST

I. OBJECTIVES

A. Content Standards: The learners understand the nature and elements of oral communication in
context.

B. Performance The learners are able to design and perform effective controlled and
Standards: uncontrolled oral communication activities based on context.

C. Learning The learners demonstrate sensitivity to sociocultural dimension of communication

Competencies/Objectives: situation with focus on culture, gender, age, social status, and religion.
LO: At the end of the lesson, the students will be able to:

A. identify Intercultural Communication and the Developmental Model of Intercultural

Sensitivity;

B. demonstrate effective intercultural communication skills in a speech situations;

C. develop appreciation for different cultural perspective.

INTERCULTURAL COMMUNICATION: The Developmental Model of Intercultural

II. CONTENT
Sensitivity

III. LEARNING RESOURCES

A. References
Oral Com in Context for SHS by P. J. Sipacio and A. R. Balgos, C&E Publishing, Inc., © 2016

1. Teacher’s Guide N/A

Pages

2. Learner’s Materials N/A

Pages

3. Textbook Pages pp.17-23

4. Additional Materials
PowerPoint Presentation, written activities on Cartolina, strips of paper / meta-strips,
from Learning Resource
video clips, pictures
(LR) portal

B. Other Learning http:www.youtube/gestures/world/interculturalcom/

Resources
http:www.youtube/interculturalcomm/crosscultural/

IV. PROCEDURES Teacher’s Activity Students Activity

 A. Preliminary Activities:

a.) Prayer

Before we start the day, may I request

__________, to lead us a prayer?
Students pray.
b.) Greetings

Good afternoon Google! Before you sit down, kindly

arrange your chairs and pick up pieces of papers on Good afternoon Ma’am
A. Reviewing Previous the floor if there’s any. Make sure your area is clean Sanchez!
Lesson or Presenting the and clear. You may be seated right after, did you get
New Lesson that?
Yes Ma’am.
Very good!

c.) Checking of Attendance

Yes Ma’am.
When I call out your name, please say “Present” if you
are around. If not, kindly tell me that your classmate is
“absent”. If he or she is excused, please show me his
or her excuse letter or a justifiable reason. The students answered.

In this one whole hour lesson you will be able to

demonstrate sensitivity to sociocultural dimension of
communication situation with focus on culture,
gender, age, social status, and religion; identify
B. Establishing a Purpose Intercultural Communication and the Developmental
for the Lesson Model of Intercultural Sensitivity; demonstrate
effective intercultural communication skills in a speech
situations; and develop appreciation for different
Yes Ma’am!
cultural perspective.

Let’s warm up!

In three groups, create a fictional country. Discuss for
3 minutes the general description of your country
using the following guide questions.
A. What is the name of your country?
B. What are the citizens called?
C. Is it an island or land-locked?
D. What is its tourist attraction?
E. What are its citizens known for?

C. Presenting Describe the way these citizens use their language as

well as their general traits.
Examples/Instances of
Behavior: Are they reserved or loud?
the Lesson
Language: Are they talkative or soft-spoken? Do they
also use polite words?

After creating your fictional country. I’ll be hosting a

2-minute party for you to talk with people from other
Yes Ma’am!
groups using your unique language, traits and culture.
Then, the party will stop and prepare your two The students work with their
reporters to present your work. group.
Do you understand?
Okay, your time starts now.

D. Discussing New From the presentations you had awhile ago, was
 there a difference between your group’s behavior and
others? Do you have cultural differences? How did
you handle the differences between your behavior?
What kind of communication do you think you had?

Answers may vary.

Intercultural Communication is one of the
dimensions of communication that happens when
individuals interact, negotiate, and create meanings
while bringing in their varied cultural backgrounds
(Ting-Toomey, 1999). It is the sending and receiving of
messages across languages and cultures.

Example:

Nodding means “Yes” in the Indian subcontinent, Iran

Concepts and Practicing
most of Europe, Latin America and North America.
New Skills #1
However, in Greece, Lebanon, Syria, Palestine,
Turkey, Macedonia, Bulgaria and Albania, nodding
indicates disagreement or “No”.

The Developmental Model of Intercultural Sensitivity

(DMIS) offers a structure that explores how people
experience cultural differences.

Stage 1: Denial

Stage 2: Defense

Stage 3: Minimization

Stage 4: Acceptance

Stage 5: Adaptation

Stage 6: Integration
I have here a video clip of different hand gestures in Yes Ma’am!
the world as part of intercultural communication.
Please watch this.
E. Discussing New (Video clip on Different Hand Gestures in the world) The students watch the video
Concepts and Practicing clip.
New Skills #2 Do you have other gestures or expressions that you
know aside from the examples from video clip that
you watched? Students’ answers vary.
Very good!
 We have elements present during intercultural
communication. We have age, gender, social status,
culture, religion and race. Students’ answers vary.

I have here another video clip for you to watch and

F. Developing Mastery analyze what are the elements misrepresented from
the conversation made by intercultural
(Leads to Formative communicators. Are you ready? Yes Ma’am!
Assessment 3)
Please watch this. The students watch the video
clip.

From the video clip that you watched, what are the Students’ answers vary.
elements which were misrepresented and why?

Group 1: Create a 4-minute short skit showing

intercultural communication.
The students work with their
Group 2: Make a 3-minute video presentation on group.
G. Finding Practical different hand gestures in the world.
Applications of Concepts Group 3: Compose a free verse poem related to
and Skills in Daily Living intercultural communication and be able to present a
group poem reading in 3 minutes.

Rubrics will be read to you before you work with your

group.

What did you do awhile ago?

What is intercultural communication?

H. Making Generalizations Students’ answers may vary.
Please give examples.
and Abstractions about
the Lesson What are the 6 stages in Developmental Model of
Intercultural Sensitivity?

Very good!

I. Evaluating Learning On 1/4 sheet of paper, answer the quiz correctly.

I. Write T if the statement is true and F if not. Answers:

1. T
1. Intercultural communication occurs when there is
interaction and negotiation bet.or among individuals. 2. F

2. Intercultural comm refers only to comm happens 3. T

bet.or among individuals from diff nations.
4. T
3. The DMIS can be used to understand those who do
not recognize other cultures. 5. T

4. Cultural sensitivity matters in intercultural comm. 6. OK

5. A competent communicator is a person who is 7. Age

effective in intercultural comm.
8. Social status
II. If the statement displays insensitivity, write the
element being misrepresented (gender, social status, 9. OK
age, race, culture, and religion), but if not, write OK.
10. OK
6. Each employee must wear his ID at all times.

7. You wont understand if I explain, you’re too young.

8. Manang, let’s go, I’ll treat you. I bet you haven’t

eaten sushi in your entire life.

9. Catholics and protestants do have big differences,

 but we must respect each others’ beliefs.

10. You’re the youngest person in the family but I trust

that you can handle the situation.

On one whole sheet of paper, prepare a 2-minute

speech about this quote taken from Understanding
J. Additional Activities for Cultural Differences by Edward Hall and Mildred Hall:
“The essence of effective cross-cultural
Application or
communication has more to do with releasing the right
Remediation responses than with sending the right meaning.”

REMARKS

V. REFLECTION

A. No. of learners who

earned 80% on the
formative test

B. No. of learners who

require additional
activities for remediation

C. Did the remedial

lessons work? No. of
learners who have caught
up with 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?

Submitted to:

LENY V. ARGUILLON
RSD Head Teacher III / SHS Coordinator

RANDOLPH G. ALEMAN, Ph.D.

Principal III