SCHOOL GRADE LEVEL

TEACHER LEARNING AREA Oral Communication in Context

GRADES 1 TO 12 TEACHING DATES AND TIME September 26-30, 2022 QUARTER 1/Week 6
DAILY LESSON LOG 11-Shakespeare and Ampere (7:30-9:30
AM)
11-Ada and Lettuce (9:45- 11:45 AM)

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and 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 to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A.Content Standards The learner recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative
strategy.
B.Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.
C.Learning Competencies/Objectives Identifies the various types of speech Identifies the various types of speech Identifies the various types of speech Identifies the various types of speech
Write the LC Code for each context. (EN11/12OC-Ifj- context. (EN11/12OC-Ifj- context. (EN11/12OC-Ifj- context. (EN11/12OC-Ifj-
15) 15) 15) 15)
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.
Speech context Speech context Speech context Speech context
III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in 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 Guides/Pages
2.Learner’s Materials Pages Oral Communication in Context Oral Communication in Context Quarter Oral Communication in Context Oral Communication in Context
Quarter 1- Module 5: Types of 1- Module 5: Types of Speech Context, Quarter 1- Module 5: Types of Speech Quarter 1- Module 5: Types of Speech
Speech Context, pp. 1-6 pp. 1; 6-7; 10,14-15 Context, pp. 1; 6-7 Context, pp. 1; 6-7
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources https:// https:// https:// https://
www.yourfriendmaestro.co www.yourfriendmaestro.com/ www.yourfriendmaestro.com www.yourfriendmaestro.com/
m/2021/10/types-of-speech- 2021/10/types-of-speech- /2021/10/types-of-speech- 2021/10/types-of-speech-
context-oral.html context-oral.html context-oral.html context-oral.html
IV.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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
A.Reviewing previous lesson or presenting State the learning objectives for the Review the class about intrapersonal Review the learners about the types Inform the learners about the small
the new lesson learning session. communication. of speech context. group discussion format that will be
implemented in their performance
task.
B.Establishing a purpose for the lesson The learners will answer the pretest Term of Endearment Activity The learners will do a Self- Check
on pages 2 and 3. activity about types of speech
Direction: Accomplish the matrix by context.
writing the term of endearment you and
your friends use in the circle, and write
your friends’ names in the respective
silhouettes/people icons.
C.Presenting examples/instances of the Man/Woman in the Mirror Activity Shoutout to Your Idol Activity
new lesson
Direction: Each learner will face the Direction: Using the comment sheet,
mirror, and need to state a one-liner write a shoutout to your most favorite
message or do a nonverbal celebrity/media personality/Internet
communication for himself/herself. star.
D.Discussing new concepts and practicing Discuss speech context. Discuss interpersonal, public, and mass Discuss verbal and nonverbal
new skills #1 communications. behavior in a speech context.
E.Discussing new concepts and practicing Discuss intrapersonal
new skills #2 communication.
F.Developing mastery Each learner will write a letter The learners will answer the Crossword The learners will answer What I Can The learners will do the small group
(Leads to formative assessment) addressed to himself/herself and it Puzzle on page 10. Do task on page 12. discussions focusing on the following
will be opened after the first topics:
semester.
a. Food
b. Places
c. Hobbies
d. Current events
G.Finding practical/applications of Ask: Ask: Ask:
concepts and skills in daily living
How can intrapersonal How can the three types of speech How can verbal and nonverbal
communication help you to take context help you to be knowledgeable behavior in a speech context help you
care of your mental health? about the current events? to become sensitive to people’s
feelings?
H. Making generalizations and The learners will give their The learners will give their takeaways in
abstractions about the lesson takeaways in the session. the session.
I.Evaluating Learning The learners will answer the Learners will be evaluated.
Assessment on pages 14 and 15.
J.Additional activities for application or Inform the class about small group
remediation discussions to be held in the next
learning session.
V.REMARKS
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 relevant questions.
A.No. of learners who earned 80% of the
formative assessment
B.No. of learners who require additional
activities to remediation
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 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 which I wish to share
with other teachers?