School Grade &

Gamay National High School Section Grade 12

DAILY LESSON
LOG Teacher Learning
GRACE A. RODRIGUEZ Area DIASS
Teaching Dates Week 1
& Time Quarter 2
November 7-10

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the
I. OBJECTIVES objectives, necessary procedure must be followed and if needed, additional lessons, exercises,
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 children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content
Standards
disciplines of communication

B. Performance Standards demonstrate a high level of understanding of the basic concepts of communication through a group presentation of a
situation in which practitioners of communication work together to assist individuals, groups, or communities involved in

C. Learning
difficult situations (e.g., post disaster, court hearing about separation of celebrity couple, cyber bullying)

Competency/ies
1. identify the goals and scope of communication HUMSS_DIASS 12-Ih-28
Write the LC Code for 3. discuss the core values of communication HUMSS_DIASS 12-Ih-30
each.
2. demonstrate comprehension of the principles of communication HUMSS_DIASS 12-Ih-29

4. describe the elements and levels of the communication processes HUMSS_DIASS 12-Ih-31
D. Learning Objectives
At the end of the sessions, the learners are expected to:

2. Imbibe the value and significance of the communication and its effects to the society; and
1. understanding with various discipline in communication;

3. Be an active member of the society through effective communication.

II. CONTENT/TOPIC Definition and Goals of Principles of Basic Elements of Levels of Communication
communication Communication communication Process
III. LEARNING
RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest
in the lesson and 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 Guide N/A
pages
2. Learner’s SLM ( week 1)
Materials pages
3. Textbook pages N/A
 4. Additional N/A
Materials from
Learning Resource
(LR)
Portal
B. Other Learning Resources

These steps should be across the week. Spread out the activities appropriately so that students will
IV. PROCEDURES 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
conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous Ask the students to Ask the students about Ask the students about Ask the students about
lesson or presenting illustrate the the definition, scope, functions and principles the core values and
the new lesson. different processes goals of communication of communication barriers of
A
ELICIT (The activities in this and methods involved (5mins.) previously discussed communication (5mins.)
section in undertaking social (5mins.)
will evoke or draw out prior
concepts of or experiences work through a
from the students) graphic organizer
(5mins.)
 B. Establishing a Skit: Message Relay: The Communication
purpose for the Movie Lines Hugot Ask for volunteer Divide the students into Process:
lesson. Present via video clips students that will pair four groups.
the different classical for a conversation in Ask the leader of the
ENGAGE (The activities in movie lines and let the front of the class. group to pick a Illustrate the
this section will stimulate students realize the short message communication cycle
their thinking and help them following, to wit: The volunteers will be (e.g. tongue using cut-outs from
access and connect prior  Identify the title given a topic as well as twisters and cartolina, magazines or
knowledge as a jumpstart to
the present lesson.) of the movie scenario that they will famous any other recyclable
 Analyze the talk about or make a quotations). Each materials. Put captions
different goals of skit on front of the class group will be to better illustrate the
communication based (5mins) given three sets of
on the observation. messages. cycle.
(5mins)
The following tongue
The following movie twisters and
lines will be presented quotation will be
to the students: utilized in the
game, to wit:
1, “walang himala! Ang 1. Palakang Kabkab,
himala ay nasa puso ng kumakalabukab
tao,nating lahat! Tayo pa lamang
ang gumawaga ng kumakalabukab
himala, tayo ang na naman. (5mins.)
gumagawa ng mga 2. pinaputi ni Tepiterio
sumpa at ng mga ang Pitong puting
Diyos, walang himala! putong patong
-Nora Aunor in Himala patong.
2. “Ayoko g 3. kalabit ng kalabit sa
tinatapakan ako! balikat ang
Ayoko ng masikip, kanyang kalapit-
ayoko ng mainit! kabalikat
Ayoko ng walang kapitbahay.
tubig!” (5mins.)
-Maricel Soriano in
Kaya kong abutin ang
WARENESS

Langit!
3. Vilma: Ako ang
asawa, kasama sa
buhay, kasiping sa
kama.
Maricel: At ako ang
anak, hindi
napapalitan. Pero ang
asawa , nahihiwalaya.
-Yesterday Today and
Tomorrow (5mins.)
 Brainstoring Ask the students about Collaborative Learning: Dyad Activity:
Ask the students about the discussed topic and
C. Presenting their ideas/ knowledge whether these are Ask the students about 1. introduce the
examples/instance s about communication. common subjects their experiences about communication process
of the new lesson. among conversation the game. to the students.
Use the students’ between them and their 2. show the how the
answers for fellow students. Ask the students on their elements of
introducing different roles in the communication play
communication to the Introduce the principles communication process. their role in the
students. (3mins.) of communication to the communication process.
students 1.What are the external 3. ask them if they have
and internal factors they different perceptions on
Use the skits/ encounter while relaying how communication
conversations made by the messages? flows.
the volunteers earlier as (5mins.) Let the students
an example compare and analyze
(10 mins.) their answers
(10 mins.)
 D. Discussing the new Interactive Discussion: Ask the students about Situational Analysis:
concepts and their ways of
practicing new skills 1. Discuss the communicating with 1. provide examples to
#1. definition of their classmates. the students of
EXPLORE (In this section, communication to the 2. ask the students for situations wherein the
students will be given time students. instances where they elements of
to think, plan, investigate, 2. Ask the students for experienced communication take
and organize collected different instances of misunderstanding or place.
information; or the communication to the miscommunication in 2. let the students share
performance of the students. communicating with their answers to the
planned/prepared activities 3. Present different their classmates. class.
from the student’s manual
with data gathering and ways of saying a 3. introduce the 3. let the class analyze
message to the principles the different elements
students using communication to the they encounter during
different means class. the pre-activity.
(5mins.) 4. make the students (15mins.)
analyze the given
answers of their
classmates about their
instances of
misunderstanding and
see whether which
features of good
communication are best
fit for the instances of
ACTIVITY

misunderstanding.
(20mins.)

E. Discussing the new Think-Pair Share-Post Brainstorming; Let the students analyze
concepts and Think of the goals of (Scriptwriting) the given communication
practicing new communication and 1. The students will process.
skills #2. share it with a partner. make a short script to
The post on the board the given scenarios and
ideas from your determine what
discussion using sticky principle of
notes (10mins.) communication gets
utilized by the given
scenarios.

Scenario 1: Your (5mins.)

mother asking you to do
household chores.

Scenario 2: Friends
talking about your
crush.

Guide Questions:

2. What are the specific

conversation in your
scene that conveys the
different principles of
communication?

3. Which principles
show conversation in
your scene that depicts
the different principles
of communications?

4. How did you

determine the
principles of
communication in each
conversation you had?
(5mins.)
 F. Developing Recitation: Situational Analysis: Group Activity: Scenario Analysis:
mastery Conduct recitation on Make the students Provide scenarios of
(Leads to formative the differences, provide samples of
Provide further examples of
communication to the
assessment 3). similarities and the scenarios for the
situations where elements
students. Analyze the
EXPLAIN (In this section, goals of communication students and let them daily lives and let the
communication affects their

students will be involved in (2mins.) analyze the principles of students discover their roles provided scenarios
an analysis of their communication and
exploration. Their apply features of 1. Dramatic Monologue
in the communication

understanding is clarified communications if there (10mins.) of a student.

process

and modified because of are breakdowns. 2. Chatting with friends

ANALYSIS
reflective (5mins.) in the canteen.
activities)/Analysis of the
3. A reporter in the
gathered data and results
and be able to television
answer the Guide Questions
leading to the focus concept
or topic of the day. (10mins.)
G. Making Concept Map: A Point for Reflection Point for Reflection Let the students share
generalization and Summary of the Make the students Let the students reflect their perception of
abstraction about the session share the principles on the different roles of communication before
lesson. Give a summary of the
ELABORATE (This section they explored and relate elements of and after the lesson on
session using a
will give students the concept map (5mins.) it in their everyday communication (5mins.) communication.
ABSTRACTION

opportunity to expand and living. (5mins.)

solidify / concretize their (6mins.)
understanding
of the concept and / or
apply it to real – world
situation)
 H. Finding practical Point for Reflection Deepening Activity: Debate Ask the students about
application of Ask the students about How they will help Debate is also a great the benefits of knowing
concepts and skills in ways they can apply themselves in improving way to encourage the process of
daily living. their communication independent thought.
what they learned in communication in
skills? Help your students
today’s lesson in their (3mins.) argue objectively improving their
school and respective about something they communication skills.
communities (2mins.) feel strongly for, or (15mins.)
against, by giving
them starting point.

Topics for Debate:

*School uniforms
should be banned
*We should bring our
own lunch to school.
*School holidays
should be longer.
*All students should
be able to choose
APPLICATION

their favorite subject.

(15mins.)

I. Evaluating Situational Provide statements to Situational Analysis Provide communication

learning. Analysis the students about the Provide situations with scenarios of
EVALUATION (This section Give the students principles of missing solutions or communication and let
will provide for concept scenarios of communication. Let communication the students analyze
check test items and answer communication and them expound their barriers and let the them.
key which are aligned to the make them answer. students provide the (3mins.)
learning objectives - content determine the (3mins.) missing information.
ASSESSMENT

and elements of (3mins.)

performance standards communication
and address within the given
misconceptions – if any) scenarios involved.
(10mins.)
 J. Additional Assignment: Assignment:
activities for watch your favorite Make the students
application or teleserye and write a create a model of
communication that
remediation. short reflection on how will emphasize the

ASSIGNMENT
EXTEND (This sections give the goals of different process of
situation that explains the communication make communication.
topic in a new context, this teleserye more
or integrate it to another viewable and
discipline / societal appealing to the
concern) audience.
Number of students Number of students Number of students
within the mastery within the mastery within the mastery
V. REMARKS level___________ level___________ level___________

Number of students Number of students that Number of students that

that need need need
remedial______________ remedial______________ remedial______________

Final decision__________ Final decision__________ Final decision__________

VI. REFLECTION
A. No. of learners who ________Lesson carried. ________Lesson carried. ________Lesson carried.
earned 80% on the move on to the next move on to the next move on to the next
formative assessment objective. objective. objective.

_______Lesson not _______Lesson not _______Lesson not

carried. carried. carried.

_______% of the _______% of the students _______% of the students

students got 80% got 80% mastery got 80% mastery
mastery
B. No. of learners who _____students did not _____students did not _____students did not
require additional activities find difficulties in find difficulties in find difficulties in
for remediation answering their lesson. answering their lesson. answering their lesson.
_____ students found _____ students found _____ students found
difficulties in difficulties in answering difficulties in answering
answering their lesson their lesson their lesson
_____ students did not _____ students did not _____ students did not
enjoy the lesson enjoy the lesson because enjoy the lesson because
because of lack of of lack of knowledge, of lack of knowledge,
knowledge, skills and skills and interests about skills and interests about
interests about the the lesson. the lesson.
 lesson. _____ students were _____ students were
_____ students were interested on the lesson, interested on the lesson,
interested on the despite of some despite of some
lesson, despite of some difficulties encountered difficulties encountered
difficulties encountered in answering questions in answering questions
in answering questions asked by the teacher. asked by the teacher.
asked by the teacher. _____ students mastered _____ students mastered
_____ students the lesson despite of the lesson despite of
mastered the lesson limited resources used limited resources used
despite of limited by the teacher by the teacher
resources used by the _____ majority of the _____ majority of the
teacher students did not finish students did not finish
_____ majority of the their work on time due their work on time due
students did not finish to unnecessary behavior. to unnecessary behavior
their work on time due
to unnecessary
behavior.
C. Did the remedial lesson _____YES _____NO _____YES _____NO _____YES _____NO
work? No. of learner who
caught up with the lesson ______no. of learners ______no. of learners who ______no. of learners who
who earned 80% above earned 80% above earned 80% above
D. No. of learner 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.

Prepared by: Checked by: Noted by:

GRACE A. RODRIGUEZ RENATO C. CASUCO, HT- I ZENAIDA A. AQUINO, HT-VI

SHS Teacher II SHS, Department Head School Head