School TIBAG HIGH SCHOOL Grade Level GRADE 11

Teacher EDSEL L. NATIVIDAD Learning Area ORAL COMMUNICATION IN CONTEXT

DAILY LESSON LOG (DLL) Teaching Dates January 3-5, 2024 Quarter SECOND QUARTER-WEEK 7
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
6:15 – 7:05 Basic Journalism 6:15 – 7:05 Basic Journalism 6:15 – 7:05 Basic Journalism 6:15 – 7:05 Basic Journalism 6:15 – 7:05 TRA
7:05 – 7:55 TRA 7:05 – 7:55 Oral Communication 7:05 – 7:55 TRA 7:05 – 7:55 Oral Communication 7:05 – 7:55 TRA
7:55 – 8:45 TRA 7:55 – 8:45 TRA 7:55 – 8:45 TRA 7:55 – 8:45 Oral Communication 7:55 – 8:45 TRA
8:45 – 9:00 TRA 8:45 – 9:00 TRA 8:45 – 9:00 TRA 8:45 – 9:00 TRA 8:45 – 9:00 TRA
9:00 – 9:50 TRA 9:00 – 9:50 TRA 9:00 – 9:50 Oral Communication 9:00 – 9:50 TRA 9:00 – 9:50 Oral Communication
9:50 – 10:40 Oral Communication 9:50 – 10:40 Oral Communication 9:50 – 10:40 TRA 9:50 – 10:40 TRA 9:50 – 10:40 Oral Communication
10:40-11:30 TRA 10:40-11:30 Oral Communication 10:40-11:30 Oral Communication 10:40-11:30 Oral Communication 10:40-11:30 Oral Communication

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard
B. Performance Standard
MELC: Distinguish the various types of speeches MELC: Distinguish the various types of MELC: Distinguish the various types MELC: Distinguish the various
and speech styles speeches and speech styles of speeches and speech styles types of speeches and speech
styles
Objectives Objectives Objectives
After the lesson, the learners will be able to: After the lesson, the learners will be able to: After the lesson, the learners will be able Objectives
1. define speech context 1. discuss consultative and formal style to: After the lesson, the learners will
C. Learning Competency and
2. discuss intimate and casual style. 2 identify the situations where they are used 1. discuss frozen style be able to:
Objectives
3. distinguish the situations where they are used 2. identify the situations where frozen
style is used 1. differentiate intimate, casual,
consultative, formal and frozen
speech styles.

II. CONTENT
A. Subject/Topic/Title Speech style Speech style Speech style Speech style
B. Code EN11/12OC-Ifj-17 EN11/12OC-Ifj-17 EN11/12OC-Ifj-17 EN11/12OC-Ifj-17
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
B. Other Learning Resource Glen M. Broom, Allen H. Center, and Scott Cutlip, Effective Public Relations New Jersey: Prentice–
Hall, Inc., 2012.
John Velentzas and Georgia Broni, “Communication Cycle: Definition, Process, Models and
Examples,” Recent Advances in Financial Planning and Product Development 2014: 128-
130, accessed August 21, 2020,
http://www.wseas.us/elibrary/conferences/2014/Istanbul/FINANCE/FINANCE-17.pdf
Schramm, Wilbur. How Communication Works. Quoted in W. Schramm, The Process and Effects of
Communication. Urbana, Illinois: University of Illinois Press, 1954, 3-26.
Shannon, Claude E. and Weaver, Warren. Shannon-Weaver Model, 1948. Quoted in P.J. Sipacio
and A.N. Richie, Oral Communication in Context for Senior High School. Quezon City: C & E
Publishing, Inc. 2016, 5.
Sipacio, Philippe John, and Anne Richie Balgos. Oral Communication in Context for Senior High
School. Quezon City: C & E Publishing, Inc., 2016.
IV. PROCEDURES
A. Reviewing previous lesson or The students will answer the question what are the The students will explain the intimate and The students will explain the consultative The students will answer
presenting the new lesson similarities and differences of interpersonal and casual style. and formal styles. questions about frozen speech
intrapersonal communication? style

B. Establishing a purpose for the The teacher will present the objectives of the lesson. The teacher will present the objectives of The teacher will present the objectives of The teacher will present the
lesson the lesson. the lesson. objectives of the lesson.

C. Presenting examples/Instances of The students will participate in the discussion of the The students will give examples. The The students will participate in the Not needed.
the new lesson meaning of speech context. students will guess what styles are used in discussion of frozen speech style
the situations .
D. Discussing new concepts and The students will give their ideas about the speech The students will give their own Not needed. Not needed.
practicing new skills # 1 context. understanding about consultative and
formal styles.
A. Discussing new concepts and The students will participate in the explanation of the The students will participate in the Not needed. Not needed.
practicing new skills # 2 intimate and casual style. explanation of the consultative and formal
styles.
B. Developing mastery The students will participate in an activity about The students will participate in an activity The students will participate in an activity The students will differentiate
(leads to Formative Assessment) intimate and casual style. about consultative and formal styles. about frozen speech style. intimate, casual, consultative,
formal and frozen speech styles.
C. Finding practical application of The students will share personal experience related to The students will share their personal The students will relate the importance of
concepts and skills in daily living intimate and casual style. experiences about consultative and formal knowing frozen speech style.
styles.
D. Making generalizations and The students will enumerate situations where intimate The students will enumerate situations The students will enumerate the
abstractions about the lesson and casual style are used. where consultative and formal styles are situations where frozen speech style is
used. used.
E. Evaluating learning Quiz Seatwork/Board Hands-On/Practicum Hands-On/Practicum
work
Project/Portfolio Examination Research Work Research Work
F. Additional activities for application Homework/Assignment Project/Portfolio Remedial Activities Remedial Activities
V. REMARKS
Task Complete Task Complete Task Complete Task Complete
Task Incomplete Task Task Incomplete Task Incomplete
Incomplete
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation 100% of learners 99-50 % of learners below 50 % of the learners
B. No. of learners who require additional activities for 30% of learners 29-15 % of learners below 15 %of learners
remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have Yes, the remediation works 30 % of learners below 15 %of learners
caught up with the lesson No, the remediation doesn’t work 29-15 % of the learners below 15 %of learners
D. No. of learners who continue to require remediation 30% of learners 29-15 % of learners below 15 %of learners
E. Which of my teaching strategies worked well? Why did this Journals/Narrative/Self-Study Lecture/Discussion Game-Brain-Based Learning
work? Experiential Learning / Experimentation Computer-Aided Instruction
Cooperative Learning /Demonstration
Integrative Approach/ Inquiry-Based Learning/ Community Integration
Reflective Approach Constructivist Approach
F. What difficulties did I encounter which my principal or Lack of Tools/Equipment Individual Differences/Behavior Classroom Environment
supervisor can help me solve? Lack of Time/Time Constraints Failure of Students' Attendance Class Interruption
G. What innovation or localized materials did I use/discover Audio-Visual Materials Learning Modules Community Resources
which I wish to share with other teachers?
Internet and Other Web sources Computer-Aided Materials New Strategies/Techniques

Prepared by: Checked and Reviewed by: Noted:

EDSEL L. NATIVIDAD ANNA MARIE MERCADO, EdD JUVELYN L. ESTEBAN, EdD

Master Teacher I Head Teacher I Principal IV