Daily Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: DIASS Grade Level: Quarter: 4TH Duration: 1 hr.
11
Learning Competency/ies: Code
(Taken from the Curriculum HUMSS_DIASS
Guide) 12-lh-31
Key Concepts / Understanding the goals, scope, elements, and principles of communication
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize,
Identify the goals and scope of
duplicate, list, memorize, repeat,
condition of
knowing something
The learner can recall information and retrieve relevant describe, reproduce communication
knowledge from long-term memory
with familiarity
gained through Understanding interpret, exemplify, classify,
summarize, infer, compare,
experience or The learner can construct meaning from oral, written and explain, paraphrase, discuss
association graphic messages

Skills Applying execute, implement, demonstrate, dramatize,

interpret, solve, use, illustrate, convert,
Demonstrate High level of understanding
The ability and The learner can use information to undertake a discover of the basic elements and levels of
capacity acquired procedure in familiar situations or in a new way communication.
through deliberate, Analyzing differentiate, distinguish, compare, contrast,
systematic, and organize, outline, attribute, deconstruct
The learner can distinguish between parts and
sustained effort to determine how they relate to one another, and to
smoothly and the overall structure and purpose
adaptively carryout
complex activities Evaluating coordinate, measure, detect, defend, judge,
argue, debate, describe, critique, appraise,
or the ability, The learner can make judgments and justify evaluate
coming from one's decisions
knowledge, Creating generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble,
practice, aptitude, The learner can put elements together to form a devise
etc., to do functional whole, create a new product or point of
something view
Attitud Categories: List of Attitudes:
Self-esteem, Self-

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention confidence, Wellness,

Respect, Honesty, Personal
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, discipline, Perseverance,
Sincerity, Patience, Critical
feelings name, point to, reply, select, sit, Study, use thinking, Open-mindedness,
Interest, Courteous,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Obedience, Hope, Charity, Shows attentiveness and
emotional and reacts to a particular phenomenon. Learning outcomes may emphasize Fortitude, Resiliency,
cooperation in participating
Positive vision, Acceptance,
areas. compliance in responding, willingness to respond, or satisfaction in responding Determined, Independent ,
activities
Gratitude, Tolerant,
A settled (motivation). Cautious, Decisive, Self-
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Responsibility, Control, Calmness,
thinking perform, practice, present, read, recite, report, select, tell, write Accountability,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Industriousness, Industry,
Cooperation, Optimism,
about simple acceptance to the more complex state of commitment. Valuing is based on the Satisfaction, Persistent,
Cheerful, Reliable, Gentle,
someone internalization of a set of specified values, while clues to these values are expressed in Appreciation of one’s
or the learner's overt behavior and are often identifiable. culture, Globalism,
Compassion, Work Ethics,
something
, typically Behavioral Verbs : work, complete, demonstrate, differentiate, explain, follow, Creativity, Entrepreneurial
Spirit, Financial Literacy,

one that is form, initiate, invite, join, justify, propose, read, report, select, share, study Global, Solidarity, Making a
stand for the good,
reflected 4. Organization - Organizes values into priorities by contrasting different values, Voluntariness of human act,
Appreciation of one’s rights,
in a resolving conflicts between them, and creating a unique value system. The emphasis Inclusiveness, Thoughtful,
person’s is on comparing, relating, and synthesizing values. Seriousness, Generous,
Happiness, Modest,
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Authority, Hardworking,
Realistic, Flexible,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Considerate,
relate, synthesize Sympathetic, Frankness

5. Internalizing values - (Characterization): Has a value system that controls their

behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are concerned with the student's
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
1. Maka-Diyos
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Love of God, Faith, Trusting, Spirituality,
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Inner Peace, Love of truth, Kindness,
Humble
principles locate, name, point to, reply, select, sit, Study, use
or 2. Responding to Phenomena - Active participation on the part of the learners.
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
Appreciates and
judgment label, perform, practice, present, read, recite, report, select, tell, write Concern for Others, Respect for human
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
rights, Gender equality, Family applies learning on
Solidarity, Generosity, Helping, Oneness
important from simple acceptance to the more complex state of commitment. Valuing is based the importance of
in life. on the internalization of a set of specified values, while clues to these values are discipline in
Go expressed in the learner's overt behavior and are often identifiable.
beyond communication
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, 3. Makakalikasan
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment, Disaster Risk
life on Management, Protection of the
4. Organization - Organizes values into priorities by contrasting different values,
earth, Environment, Responsible Consumerism,
resolving conflicts between them, and creating a unique value system. The emphasis Cleanliness, Orderliness, Saving the
include
is on comparing, relating, and synthesizing values. ecosystem, Environmental sustainability
 Daily Lesson Plan (DLP) Format

more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
than explain, formulate, generalize, identify, integrate, modify, order, organize,
wealth prepare, relate, synthesize
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their 4. Makabansa
Peace and order, Heroism and
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, National Unity,
affect the characteristic of the learner. Instructional objectives are concerned with the student's Civic Consciousness, Social responsibility,
eternal general patterns of adjustment (personal, social, emotional). Harmony, Patriotism, Productivity
destiny of
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions.
practice, propose, qualify, question, revise, serve, solve, verify
(Intention
ally add
value to
people
everyday.)
2. Content Discipline in communication

3. Learning Quarter 4-Module 4a ADM by Region VII Division of Negros Oriental

Resources

4. Procedures
4.1 Introductory Activity Curriculum Contextualization A. Introductory Activity
Localization: Consider/include here the
(5 minutes). This part appropriate Local Heritage Themes:
introduces the lesson content. A. Annual Rites, Festivals, and Rituals
 Prayer
Although at times optional, it is (Historical/Religious Festivals, Local
usually included to serve as a
 Classroom management
Cultural Festivals, Local
warm-up activity to give the Delicacies/Products Festivals, Rituals, The 5 P’s:
learners zest for the incoming Wedding Ritual, Palihi Ritual, Burial 1. Be Positive. Always look at the bright side (good) of everything.
lesson and an idea about what it Ritual, 2. Be Productive. Cooperate with teacher and classmates.
B Literary Anthologies Written In Local 3. Be Polite. Be kind, polite and courteous to others.
to follow. One principle in Language (BALITAW, BALAK, Folktales/
learning is that learning occurs 4. Be Prepared.Come prepared with supplies and completed assignments.
Short Stories, Local Heroes 5. Be Respectful.Raise your hand when you would like to speak in class or if you
when it is conducted in a C. Historical Events, Enduring Values,
need to leave the classroom for any reason.
pleasurable and comfortable Indigenous Materials, Indigenous Cultural
atmosphere. Communities/Indigenous People, Indigenous  Checking of attendance
Games
D. Topography, Flora/ Fauna (Falls,  Review previous topic
Mountains, River, Cave, Trees, Flower,
Fauna B. Motivation
E. Food & Local products
G. Role Model Family 1. Is communication important in our society?Why
2. How are you going to start a communication?
Students will play a communication game
 A single letter will be attached on their back and they have to
remember it.
 I will read a definition of a certain word and they have to spell
the answer correctly.
 Students will then line up to form an answer using a single
letter on their back.

1. It is a four letter word which means an aim or desired result

Answer: GOAL
2. A seven letter word that could be a verbal, written, or recorder
communication.
Answer: MESSAGE
3. A process of sending and receiving messages through verbal and
non-verbal means.
Answer: COMMUNICATION

In this way students will develop their attentiveness,cooperation

and interpersonal skills
4.3 Analysis (5 minutes).
Essential questions are included
to serve as a guide for the
teacher in clarifying key
understandings about the topic
at hand. Critical points are 1. How do you find the game?
organized to structure the 2. What strategies you made in order to answer it faster?
discussions allowing the learners
to maximize interactions and
3. Is communication played an important role in that game? Why?
sharing of ideas and opinions
about expected issues. Affective
questions are included to elicit
the feelings of the learners about
the activity or the topic. The last
questions or points taken should
lead the learners to understand
the new concepts or skills that
are to be presented in the next
part of the lesson.
 Daily Lesson Plan (DLP) Format

4.4 Abstraction (15 minutes). Discuss the goals, principles,elements and levels of communication using
This outlines the key concepts, paper strips and pictures
important skills that should be Students will read the definition of terms to enhance their reading skills
enhanced, and the proper
attitude that should be Communication is the process of sending and receiving messages through
emphasized. This is organized as
verbal and/or nonverbal means-speech ( oral communication), writing
a lecturette that summarizes the
learning emphasized from the ( written communication), signs, signals, and behavior.
activity, analysis and new inputs Goals
in this part of the lesson. Communication goal is also referred to as communication objectives.
Communication goals include motivating, educating, raising awareness,
and influencing decision making in target goals.
Communiaction Goals
 To change behavior
 To get action
 To ensure understanding
 To persuade
 To get and give information

Scope of Communication
 Communication in personal life
 Communication in social life
 Communication in business
 Communication in management

The 7 C’s of the principles of Communication

 Completeness- The message must be complete and geared to the
receiver’s perception of the world.The message must be based on
facts and a complex message needs additional information and/or
explanation.
 Concreteness- This is often supported by factual material such as
research data and figures. Nothing left to the imagination.
 Courtesy- It is important to approach the audience in a friendly and
courteous manner.Used of terms that show respect for the receiver
contribute towards effective communication.
 Correctness- In written business communication, grammatical errors
must be avoided and stylistic lapses or a wrong used of verbs are not
sufficient either verbal communication.A correct use of language
increases trustworthiness and the receiver will feel that they are taken
care seriously.
 Clarity- Clear of plain language is characterized by explicitness,
short sentences, and concrete words.By avoiding parentheses and
keeping to the point, the receiver will get a clear picture of the
content of message.
 Consideration- In order to communicate well, it is important to
relate to the target group and be involved. By taking the audience into
account, the message can be geared towards them.
 Conciseness- When facts are mentioned, it is important that there is
consistent,supporting information.
Basic Elements of Communication Process
 Source ( Sender/Encoder)-the one that sends the message
 Medium- The immediate form which a message takes
 Channel- It could be verbal, non-verbal, personal, non-personal, etc.
 Receiver- Responsible for extracting meaning from the message and
also responsible for providing feedback to the sender.
 Feedback- It determines whether the decoder gasped the intended
meaning and whether the communication is successful.
The Five levels of Communication
 Verbal level of Communication- This levels includes our selection
of words based on an understanding of meaning between the speaker
and the listener.
 Physical level of Communication- These are the visual cues like eye
contact, gestures, movements, stances, breathing, posture, and facial
expressions.
 Auditory level of Communication- The sound of your voice,
including range, volume, and speed affects how our messages are
received and interpreted.
 Emotional level of Communication- The speaker’s emotions put the
recipient in a particular state of mind and influence how listener
interprets what is said.
 Energetic level of Communication- Also called the psychic level
encompasses a vast range of unseen factors including a person’s level
of consciousness, the frequency or harmonics of the message, and
other subtle energies.

4.5 Application (10 minutes). Using the web diagram, students will enumerate goals and scopes,
This part is structured to ensure elements, and levels of communication using a web diagram.
the commitment of the learners COMMUNICATION
to do something to apply their
CO
 Daily Lesson Plan (DLP) Format

new learning in their own

environment.

GOALS SCOPES
____________________ __________________
____________________ __________________
____________________ __________________

Elements of
Communication

Levels of
Communication

4.6 Assessment (10 minutes). Identification

For the Teacher to: a) Assess Directions: Write the word or phrase that is being described or
whether learning objectives have completes the thought of each statement.
been met for a specified _______1. It is referred to as communication objective.
duration, b) Remediate and/or _______2. Principles of communication that uses terms that show
enrich with appropriate respect towards the receiver.
strategies as needed, and c) _______3. This is often supported by factual materials such as
Evaluate whether learning research data and figures.
intentions and success criteria
have been met. (Reminder:
_______4. Characterized by explicitness,short sentences and
Formative Assessment may be concrete words
given before, during, or after the _______5. Responsible for extracting and decoding meaning from
lesson). Choose any from the the message.
Assessment Methods below:
_______6. It is a visual cues like eye contacts, gestures,
movements, stances, posture, and facial expressions.
_______7. Level of communication that is also called psychic
level.
_______8. A process of sending and receiving messages through
verbal and non-verbal means.
_______9. Refers to the exchange of information between two or
more people.
_______10. Determines whether the decoder grasped the intended
meaning and whether communication was successful.

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral Presentation, Dance, Musical
Performance, Skill Demonstration, Group Activity (e.g. Choral
(Formal and informal Reading), Debate, Motor & Psychomotor Games, Simulation
Activities, Science Experiment
Observe the students behavior while they play the game
observations of learners’
performance or behaviors are
recorded, based on assessment
criteria)
b) Talking to Hands-on Math Activities, Written Work and Essay, Picture
Analysis, Comic Strip, Panel Discussion, Interview, Think-
Pair-Share, Reading
Learners /
 Daily Lesson Plan (DLP) Format

Conferencing
(Teachers talk to and question
learners about their learning to
gain insights on their
understanding and to progress
and clarify their thinking)
c) Analysis of Worksheets for all subjects, Essay, Concept Maps/Graphic
Organizer, Project, Model, Artwork, Multi-media Presentation,
Product made in technical-vocational subjects
Learners’ Products
(Teachers judge the quality of
products produced by learners
according to agreed criteria)
d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen
and Paper Test, Pre and Post Test, Diagnostic Test, Oral Test,
Quiz
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)
4.7 Assignment (5 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson Complete the sentence prompt…
1. I have learned that
________________________________________
__________________________________.
2. I have realized that
________________________________________
_________________________________.
3. I will apply
________________________________________
______________________________________.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson
4.8 Concluding Activity (1 minute). “Good communication is the bridge between
This is usually a brief but affective closing activity such as a strong quotation, a short song, an confusion and clarity .”
anecdote, parable or a letter that inspires the learners to do something to practice their new
-Nat Turner
learning.

1. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day, in cases of class suspension, etc.

3. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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 them relevant questions. Indicate
s below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
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 learning
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 materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

MARIA KRIS B. OBANER

School Principal

RUBY V. COLINARES
School Principal