School TIBAG HIGH SCHOOL Grade Level GRADE 11

Teacher CARISSA ANN P. GARCIA Learning Area ORAL COMMUNICATION IN CONTEXT

DAILY LESSON LOG (DLL) Teaching Dates DECEMBER 11 – 15, 2023 Quarter SECOND (WEEK 4)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
✓ 6:00 – 7:00 11 – FARADAY ✓ 6:00 – 7:00 11 – BABBAGE ✓ 6:00– 7:00 11 – FARADAY ✓ 6:00 – 7:00 11 – FARADAY ✓ 6:00 – 7:00 11 – CHAUCER
✓ 7:00 – 8:00 11 – BABBAGE ✓ 7:00 – 8:00 11 – DAVY ✓ 9:00 – 10:00 11 – DAVY ✓ 7:00 – 8:00 11 – DAVY
✓ 9:00 – 10:00 11 – CHAUCER ✓ 9:00 – 10:00 11 – CHAUCER

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standard The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative strategy.
B. Performance Standard The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C. Learning Competency and Objectives MELC: Responds appropriately and MELC: Responds appropriately and MELC: Responds appropriately and MELC: Responds appropriately and
effectively to a speech act. effectively to a speech act. effectively to a speech act. effectively to a speech act.

Objectives Objectives Objectives Objectives

The learners: The learners: The learners: The learners:
1. Discuss the definition and 1. Differentiate the classification 1. Explain the SPEAKING model 1. Recall the types and
types of speech act. of speech act. of speech analysis of Hymes classification of speech acts.
2. Advocate a positive attitude 2. Describe the classification of (1974) 2. Associate speech acts in
towards engaging in daily speech act used in real life 2. Reflect on the importance of communicating effectively.
communicative interactions. situation given. effective communication 3. Respond appropriately and
3. Demonstrate examples of 3. Use different classification of through speech analysis. effectively to a speech act
situation according to the types speech act by doing a comic 3. Apply the SPEAKING model through a real play.
of speech act. strip. of speech analysis in
delivering a speech in class.
II. CONTENT
A. Subject/Topic/Title Speech Acts Speech Acts Speech Acts Speech Acts
B. Code EN11/12OC-Ifj-20 EN11/12OC-Ifj-20 EN11/12OC-Ifj-20 EN11/12OC-Ifj-20
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Not Applicable Not Applicable Not Applicable Not Applicable
2. Learner’s Material English Education: Jurnal Tadris Bahasa English Education: Jurnal Tadris Bahasa English Education: Jurnal Tadris Bahasa English Education: Jurnal Tadris Bahasa
Inggris p-ISSN 2086-6003 Inggris p-ISSN 2086-6003 Inggris p-ISSN 2086-6003 Inggris p-ISSN 2086-6003
 Vol 9 (1), 2016, 1-12 Retrieved Vol 9 (1), 2016, 1-12 Retrieved Vol 9 (1), 2016, 1-12 Retrieved Vol 9 (1), 2016, 1-12 Retrieved
November 27, 2023, from November 27, 2023, from November 27, 2023, from November 27, 2023, from
http:ejournal.radenintan.ac.id/index.php/ http:ejournal.radenintan.ac.id/index.php/ http:ejournal.radenintan.ac.id/index.php/ http:ejournal.radenintan.ac.id/index.php/
ENGEDU ENGEDU ENGEDU ENGEDU
B. Other Learning Resource Electronic Sources Electronic Sources Electronic Sources Electronic Sources
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the past lesson about types of Recall the types of speech acts. Recall the classification of speech acts. Recall the SPEAKING model of speech
the new lesson communicative strategies by asking the analysis.
learners to identify the communicative
strategy used in every picture shown. The learners will answer, how does
SPEAKING model of speech analysis
help you in communicating?
B. Establishing a purpose for the lesson Show a video clip to the learners then Flash different pictures on the TV Divide the learners into four groups.
ask them, why is it important to react screen and ask them, how will you They will do an acrostic of the word
properly in each situation? differentiate each picture based on SPEAKING and will present in class.
their reaction?
C. Presenting examples/Instances of the Present the definition of speech act and Explain the SPEAKING model of speech
new lesson its types through classroom discussion. analysis (Hymes, 1974) through
1. Locutionary discussion using graphic organizers.
2. Illocutionary
3. Perlocutionary
D. Discussing new concepts and practicing Show examples (scenes from the Aeta
new skills # 1 Community in Haduan, Mabalacat,
Pampanga) and ask the learners to
demonstrate examples of situations
according to the types of speech act.
E. Discussing new concepts and practicing Discuss the different classification of
new skills # 2 speech act and describe how it was used
in every given example.
1. Representative
2. Directive
3. Commissive
4. Expressive
5. Declaration
F. Developing mastery Divide the learners into four groups The learners will prepare a short The teacher will divide the class into
(leads to Formative Assessment) and ask them to draw a comic strip speech applying the SPEAKING model four groups. Each group will do a real
using different classification of speech of speech analysis (Hymes, 1974). play showcasing different speech acts
act. Provide a rubric for grading. Topics: different social issues and its classification.
G. Finding practical application of concepts
and skills in daily living
H. Making generalizations and abstractions
about the lesson
I. Evaluating learning The learners will have an objective The teacher will give feedback on The teacher will give feedback on
type of quiz about Speech Acts. students’ performance. The teacher will students’ performance. The teacher will
use a rubric for grading the use a rubric for grading the
presentation. presentation.
J. Additional activities for application
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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 this 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?

Prepared by: Checked and Reviewed by: Noted:

CARISSA ANN P. GARCIA EDSEL L. NATIVIDAD JUVELYN L. ESTEBAN EdD

Teacher III Master Teacher I Principal IV
NOTE: CLASSROOM OBSERVABLE INDICATORS

Day 1

B. Establishing a purpose for the lesson

Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

This indicator was achieved because the students were asked HOTs questions where they had to explain their answers in a manner in which they can relate to the situation.

C. Presenting examples/Instances of the new lesson

Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

This indicator was achieved because the learners were able to read the definition of speech act and understood its meaning.

D. Discussing new concepts and practicing new skills # 1

Indicator 1: Applied knowledge of content within and across curriculum teaching areas.

This indicator was achieved since learners were able to relate speech act in daily situations or personal experiences which may involve examples of culture, norms, and gender roles (UCSP).

Indicator 7: Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.

This indicator was achieved because the students were able to reflect and express their ideas about socio-economic and cultural issues while the teacher is being precautious with the questions being
provided.

Indicator 8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Since there are no learners form indigenous groups in the class, the teacher just asked the students to empathize with the indigenous people and asked them what would they can do to help in a given
situation.

Indicator 9: Used strategies for providing timely, accurate, and constructive feedback to improve learner performance.

This indicator was achieved because during the discussion, the teacher helps the learners to properly pronounce the words. Also, misconceptions were corrected promptly during discussion.
Day 2

B. Establishing a purpose for the lesson

Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

This indicator was achieved because the students were asked HOTs questions where they had to explain their answers in a manner in which they can relate to the situation.

E. Discussing new concepts and practicing new skills # 2

Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

This indicator was achieved because the learners were able to read the different classification of speech act and understood its meaning.

Indicator 9: Used strategies for providing timely, accurate, and constructive feedback to improve learner performance.

This indicator was achieved because during the discussion, the teacher helps the learners to properly pronounce the words. Also, misconceptions were corrected promptly during discussion.

F. Developing mastery (leads to Formative Assessment)

Indicator 1: Applied knowledge of content within and across curriculum teaching areas.

This indicator was achieved since learners were able to relate their learning about classification of speech acts by being creative in arts through their comic strips.

Indicator 7: Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.

This indicator was achieved because the students were able to reflect their ideas about socio-economic and cultural issues through their speech.

Indicator 8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Since there are no learners form indigenous groups in the class, the teacher just asked the students to empathize with the indigenous people and asked them what would they can do to help in a given
situation.
Day 3

B. Establishing a purpose for the lesson

Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

This indicator was achieved because the students were asked to explain the acrostic they created.

C. Presenting examples/Instances of the new lesson

Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

This indicator was achieved because the learners were able to read the discussion on Hymes SPEAKING model speech analysis and understood its meaning.

Indicator 9: Used strategies for providing timely, accurate, and constructive feedback to improve learner performance.

This indicator was achieved because during the discussion, the teacher helps the learners to properly pronounce the words. Also, misconceptions were corrected promptly during discussion.

F. Developing mastery (leads to Formative Assessment)

Indicator 1: Applied knowledge of content within and across curriculum teaching areas.

This indicator was achieved since learners were able to utilize what they have learned about writing a well-written speech.

Indicator 7: Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.

This indicator was achieved because the students were able to reflect their ideas about socio-economic and cultural issues through their comic strips.

I. Evaluating learning

Indicator 8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Since there are no learners form indigenous groups in the class, the teacher just asked the students to empathize with the indigenous people and asked them what would they can do to help in a given
situation.
Day 4

A. Reviewing previous lesson or presenting the new lesson

Indicator 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.

This indicator was achieved because the students were asked HOTs questions where they had to explain their answers in a manner in which they can relate to the situation.

F. Developing mastery (leads to Formative Assessment)

Indicator 1: Applied knowledge of content within and across curriculum teaching areas.

This indicator was achieved since learners were able to utilize what they have learned in drama and by being creative in their real play.

Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.

This indicator was achieved because the learners were able to read and memorize their lines in their real play.

Indicator 7: Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socio-economic and religious backgrounds.

This indicator was achieved because the students were able to reflect their ideas about socio-economic and cultural issues in their real play.

I. Evaluating learning

Indicator 8: Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups.

Since there are no learners form indigenous groups in the class, the teacher just asked the students to empathize with the indigenous people and asked them what would they can do to help in a given
situation.

Indicator 9: Used strategies for providing timely, accurate, and constructive feedback to improve learner performance.

This indicator was achieved because the teacher provided constructive feedback in learners’ performance.