Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office – Valenzuela

School Learning Area Semester Grade Level

PUNTURIN
ORAL COMMUNICATION
SENIOR HIGH 1ST SEMESTER – 1ST QUARTER GRADE 11
IN CONTEXT
DAILY LESSON SCHOOL
PLAN  GRADE 11 – DEL PILAR / 5:50 – 7:00 PM / AUGUST 13, 2024
(Day 2)  GRADE 11 – SILANG / 12:40 – 1:50 PM /AUGUST 14, 2024
Section/
 GRADE 11 – BONIFACIO / 5:50 – 7:00 PM / AUGUST 14, 2024
Time/Date
 GRADE 11 – MABINI / 12:40 – 1:50 PM / AUGUST 15, 2024
 GRADE 11 – AQUINO / 5:50 – 7:00 PM /AUGUST 15, 2024
Teacher: Prayer
Ms. Cristelle Jean E. Cambare Recall of Classroom guidelines
 Listen
 Participate
 Have Fun!
Strategy: Questions and Picture Prompts
(1) Have you secured your area and checked if it is clean and free of hazards
and obstructions for emergency exit in case of earthquake?
(2) Are you now ready to listen ultimately and participate actively in all
activities following the health and safety protocols?
I. OBJECTIVES
A. Content Standards The learner understands the nature and elements of oral communication in
context.
B. Performance Standards The learner designs and performs effective controlled and uncontrolled oral
communication activities based on context.
C. Learning Competencies / Most Essential Learning Competencies
Objectives  Differentiates the various models of communication (EN11/12OC-la-3)
Objectives:
At the end of 70 minutes of learning engagement, the students are able to:
1. analyze a speech; and
2. create own process of communication.
Value Focus: Respect the ideas of other people and data privacy.
II. CONTENT MODELS OF COMMUNICATION
III. LEARNING RESOURCES
A. References Lumanlan, R., Mercado, Ma. T., Lumogdang, N., Alvaro, A. R., Mabasa, J., & Pobe,
B. (2020). Oral Communication in Context. DO_Q1_Oral Communication in
Context_Module1.https://drive.google.com/drive/folders/18EOVmpa-pxwrjDPF-
Jfht7XD0W9XJokQ?usp=drive_link
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or REVIEW
presenting the new lesson SHARE-TO-RECALL
 Students will share something about what they have learned from the
previous lesson.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Valenzuela
E. Discussing new concepts
and practicing new skills #2

F. Developing mastery (Leads Learning Check 

to Formative Assessment) Match the model of communication in column B with its brief description
in column A.

Correct Answers:
1. C 2. A 3. E 4. B 5. F 6. D
G. Finding practical APPLICATION (5 minutes)
applications of concepts Teamwork, Creativity, Effective Communication
and skills in daily living  The students will be grouped into 5. Each group has to develop their
own model of communication. Include a two- to three-paragraph
description of their model and explain any special characteristics of it.

Presentation of the output, giving comments from the class, and giving
feedback.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Valenzuela

 Numeracy Skills, Problem Solving

 The students will record the time the they started and the time they ended the
task.
 They will try to solve the problem of converting the results in MINUTES into
SECONDS.
Socio-Emotional Learning

Which is the easiest part of your task? Any concerns or issues that you want to
address?
H. Making generalizations and ABSTRACTION
abstractions about the Digital Literacy
lesson Weekly Journal
3-2-1 CHART (Google Forms)
 The existing knowledge of the students on the week 2 lesson will be
reinforced using open-ended questions:
THREE things I learned about the lesson are ___________.
TWO things that I am interested to learn are __________.
ONE Thing I want to clarify about the lesson is _________.
LINK: https://forms.gle/BkGxuqkAc7HFQQur9
I. Evaluating learning ASSESSMENT
Read each item carefully then choose the letter that corresponds to your answer.
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Valenzuela

Correct Answers:
1. B 2. B 3. C 4. A 5. A
J. Additional activities for
application or remediation
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office – Valenzuela
V. REMARKS Learning Theories/Philosophy/Principles
SOCIO-CONSTRUCTIVISM LEARNING THEORY
Collaborative learning helps learners make sense of information and new
knowledge. The group activity allows the students to brainstorm while having
fun socializing.
KRASHEN’S AFFECTIVE FILTER HYPOTHESIS
Learners' ability to acquire language is constrained if they are
experiencing negative emotions such as fear or embarrassment so the teacher
used games to lessen their speech anxiety.
SOCIO-EMOTIONAL LEARNING THEORY
Emoji Check is used to enable learners to develop healthy identities, manage
emotions and achieve personal and collective goals, feel and show empathy
for others, establish and maintain supportive relationships, and make
responsible and caring decisions.
COGNITIVE AND METACOGNITIVE LEARNING THEORIES
The open-ended questions and process questions will pave the way for the
learners to come up to a certain conclusion about speech situations and while
reflecting on their own mistakes during the performances help them boost
their cognitive learning progress. Students will develop critical thinking with
constant practice of being aware of their own thinking, so the teacher used a
3-2-1 chart strategy. The processed questions and assessments will boost
students' critical thinking skills.
VI. REFLECTION
▪ No. of learners who earned ______ out of _______ or ______ of the Grade 11 HUMSS students learned 80%
80% in the evaluation. in the evaluation.
▪ No. of learners who require
______ out of _______ or ______ of the Grade 11 HUMSS students require
additional activities for
remediation.
remediation.
▪ Did the remedial lessons
work? No. of learners who ______ out of _______ or ______ of the Grade 11 HUMSS students have caught
have caught up with the up with the remediation.
lesson.
▪ No. of learners who continue ______ out of _______ or ______ of the Grade 11 HUMSS students require
to require remediation. remediation.
▪ Which of my teaching Among my teaching strategies, __________________ worked well because
strategies worked well? Why _______________________________________________.
did this work?
▪ What difficulties did I
encounter that my principal Some difficulties I encountered that my assistant principal and principal can help
or supervisor can help me me solve are ___________________________________________.
solve?
▪ What innovation or localized The innovation or localized materials I used /discovered that I wish to share with
materials did I use/ discover other teachers are ______________________________________.
that I wish to share with
other teachers?

Prepared by: Checked by: Noted:

CRISTELLE JEAN E. CAMBARE REYNANTE B. SALDIVAR, PhD Odelon B. Peñaflorida, MAEd

Teacher II Master Teacher II PRINCIPAL II
Subject Group Head