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CATCH-UP FRIDAYS

Lesson Script in
Oral Communication
Quarter 1 Week 1
Catch-Up Fridays
Lesson Script in Oral Communication
Quarter 1: Week 1
SY 2024-2025

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12 Curriculum. It aims to assist in delivering the curriculum content, standards, and lesson
competencies.

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Published by the Department of Education

Development Team

Writer: Henee B. Arcinue

Content Validators: Raysie T. Seidel, Winnie F. Tugade
Jonathan F. Batac
Language Validators: Kristine Joy Bautista-Kok
Kevin Neil S. Daylo
Layout Artist/s: Alexander F. Baria
Michael James S. Boado

Management Team

JOCELYN DR ANDAYA, CESO IV, Regional Director

CRISTITO A. ECO, CESO III, Assistant Regional Director
MICAH G. PACHECO, OIC Chief Education Program Supervisor
DENNIS M. MENDOZA, Regional LR Education Program Supervisor
ARNOLD C. GATUS, Regional Education Program Supervisor
WINNIE F. TUGADE Education Program Supervisor
FLORANTE D. GARCIA, Education Program Supervisor, LRMS
 LESSON SCRIPT IN ORAL COMMUNICATION FOR CATCH-UP FRIDAYS
WEEK 1 DAY 5 DATE:
I.CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner understands the nature and elements of oral
Standards communication in context.
B. Performance The learner designs and performs effective controlled and uncontrolled
Standards oral communication activities based on context.
C. Learning Explains the nature, functions, and process of communication
Competencies (EN11/12OC-Ia-2)
● Constructs a dialogue that shows the proper
process of communication
D. Learning ● Analyze the process of communication
Objectives ● Predict outcomes based on the details of the story
● Present dialogues on peace that show the process of
communication
II. CONTENT
A. Subject Matter
Introducing the Elements and Process of Communication

B. Area for
Peace Education
Integration
C. Theme Personal Awareness
D. Key Concept for Peace between and among states, humans, and the natural
Integration environment
III. LEARNING RESOURCES
A. Reference/s ● Self-Learning Module in Oral Communication, Quarter 1,
Module 1, Lesson 1-2: Fundamentals of Communication, p. 1
● “Job Is a Good Man”, EasyEnglish Bible, July 6, 2024,
https://www.easyenglish.bible/bible/easy/job/1/
B. Other Learning
Worksheets, printed copies of the story, projector, laptop
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior PRE-READING PROPER
Knowledge
(5 minutes) PICTURE ANALYSIS

Teacher: Good morning, class! How’s your day?

Learners: Good morning ma’am! We are doing very well.

Teacher: That’s good to hear! Now, I’ll be showing you an image then
tell me your ideas about it. Anyone, who would like to start?

(Encourage the learners to share their answers and praise their efforts.)

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 LESSON SCRIPT IN ORAL COMMUNICATION FOR CATCH-UP FRIDAYS

Image Source: https://medium.com/@hilaryjacobshendel/

stop-blaming-yourself-18e175ed4729

Teacher: Now, let’s try to analyze the picture. Can you tell me your
ideas about it?

Learner: I guess it has something to do with blaming. They are

blaming each other because the jar has been broken.

Learner: Maybe they are enemies and they used to blame, criticize,
and judge each other.

Teacher: Thank you for your answers. Well, as you have

mentioned,we can agree that they seem to blame each other. But can
they achieve peace by doing that?

Learner: No. They cannot achieve peace through blaming and other
negative actions. Through this, we can achieve peace.

Learner: I agree! We should not engage in violence of any kind to have

peace.

Teacher: Good job, class! It’s amazing to hear all your answers.
Remember, whenever we see someone in trouble, let’s help them. Let
us advocate for peace and avoid trouble.

NOTES TO THE TEACHER: In this part, the strategy, picture analysis, will be used to
activate prior knowledge and focus student learning on the topic about to be
addressed. Students will share their ideas based on the picture. In doing so, they are
establishing a foundation of knowledge in preparation for learning new information
about it.
Lesson PRESENTATION OF LEARNING TARGETS
Purpose/Intention
(1 minute) (Show the learning targets to the class.)

At the end of this session, we are aiming to:

1. Analyze the process of communication;
2. Predict outcomes based on the details of the story; and
3. Present dialogues on peace that show the process of
communication.

Teacher: For our activities today, you will analyze the process of
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communication through a visual prompt, predict outcomes based on
the details of the story, and present dialogues on peace that shows
proper communication process.

NOTES TO THE TEACHER: In this part, the teacher provides learners with what they
should know, understand, and be able to do in the lesson.
Lesson Language VOCABULARY DEVELOPMENT
Practice
(5 minutes) Picture Perfect!

Teacher: For us to deeply understand the story, let us unlock some of

the difficult words today.

Teacher: Based on the pictures given, identify the human behavior or

condition depicted. After that, you have to create a sentence based on
those words. You may get the answers from the answer pool. Do this
in your notebook.

1. 2.

3. 4.

Image Source: https://www.freebibleimages.org/illustrations/job-suffering/

Answer Key:
1. Trouble
2. Disorder
3. Happiness
4. Wickedness

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Possible Learner Responses: (Sample sentences)

1. “She found herself in trouble after missing an important
deadline at work.”
2. “The sudden storm caused a significant disorder in the usually
calm and organized neighborhood, leaving fallen trees and
debris scattered everywhere.”
3. “The novel’s plot delves into the depths of human wickedness,
revealing the darker side of human nature.”
4. “The children's laughter and smiles were a testament to the
happiness that filled the park on that sunny afternoon.”

Teacher: Thank you for your answers, class! Take note of these words
as we read the text later, so that it will be easier for you to understand
the story.
During/Lesson Proper
Reading the Key DURING READING PROPER
Idea/Stem
(10 minutes) Read Like A Pro!

Teacher: Our story today is an excerpt entitled, “Job is a Good Man.”

Practicing righteousness is always rewarded and wickedness is always
punished. As we read the story, I want you to think of your experiences
which can be related to the situations in the story. Likewise, please take
note of your answers to the following guide questions for our discussion
later on.

Guide Questions:
1. Who is the greatest man in the East?
2. Where does Job live?
3. How many servants went to Job to give information regarding
his mishaps?
4. According to the story, did the Creator allow the Destroyer to
give all Job sufferings?

Teacher: You will be given 5 minutes to read the text and answer the
guide questions.

(Allot 5 minutes to read the story.)

Job is a Good Man

Job, a wealthy man in Uz, was a good and honest man who refused to
do evil. He had seven sons and three daughters, and he had a large
family. Job's sons would give parties to each other, and after each
party, Job would ask his children to visit him to clean them up. He
would offer a burnt offering as a sacrifice for each child. One day, the
angels and the Destroyer met in heaven, and the Creator asked the
Destroyer about Job. The Destroyer replied that Job was a good and
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honest man who refused to do evil. The Creator agreed to give the
Destroyer power over Job's things, but he must not hurt him.

One day, Job's sons and daughters were at a party in the home of his
oldest son. A servant brought a message to Job. He said, ‘We were
using your oxen to plough the fields. Your donkeys were eating grass
beside them. Some men from Sheba suddenly came and they attacked
us. They took away all your oxen and your donkeys. They also killed
all your other servants. I was the only one who escaped. I ran here to
tell you what has happened.’

That servant was still speaking, when another servant arrived. He said
to Job, The Creator has sent lightning down from the sky. It has killed
your sheep and your servants. I was the only one who escaped. I ran
here to tell you what has happened.’

Before that servant had finished speaking, a third servant arrived. He

said to Job, ‘Some robbers from Chaldea suddenly attacked us. They
took away all your camels and they killed your servants. I was the
only one who escaped. I ran here to tell you what has happened.’

That servant was still speaking, when a fourth servant arrived. He

said to Job, ‘Your children were eating a feast at a party in the home
of your oldest son. Suddenly there was a strong storm that came from
the desert. The wind destroyed the house where your children were.
The house fell on them and it killed them. I was the only one who
escaped. I ran here to tell you what has happened.’

Job was upset when he learned about his death and decided to
worship the Creator, stating that he would take nothing with him,
even if the Creator took away his possessions. Despite these
circumstances, Job did not accuse the Creator of anything wrong.

Source: “Job Is a Good Man”, EasyEnglish Bible, July 6, 2024,

https://www.easyenglish.bible/bible/easy/job/1/

(Facilitate the discussion of the guide questions.)

Teacher: Let us now answer the guide questions posted a while ago.

Teacher: Who is the greatest man in the East?

Learner: In the story, the greatest man in the East is Job because of
his extreme wealth, vast herds of livestock, numerous servants, and
substantial land holdings.

Teacher: Where does Job live?

Learner: Job lived in a place called Uz.

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Teacher: How many servants went to Job to give information regarding

his mishaps?

Learner: There are 4 servants who went to him.

Teacher: According to the story, did the Creator allow the Destroyer to
give all Job sufferings?

Learner: Yes, the Creator allowed the Destroyer to give power over all
the things that belong to Job.

NOTES TO THE TEACHER: In this part, students will read the text. Here, the teacher
previews the story by providing a brief overview and anticipated guide questions for
the discussion later.
Developing an POST-READING PROPER
Understanding of the
Key Idea/Stem DISCUSSION OF THE STORY
(5 minutes)
What Do You Predict?

Teacher: At this point, let us predict outcomes based on the events in

the story. If you want to answer, you may share them in the class.

Teacher: What do you think will happen if Job follows the Destroyer?

Learner: If Job had followed the Destroyer’s advice instead of remaining

faithful to the Creator, he would have likely abandoned his trust and
obedience to the Creator. This would have meant succumbing to doubt,
bitterness, and possibly even renouncing his faith.

Teacher: Do you think the Creator will get mad if Job curses him?

Learner: I think, no. the Creator does not express anger to anyone who
believes in him. He understands why Job will get mad but still the
Creator will forgive him.

Teacher: What do you think will happen at the end of the story?

Learner: I think Job’s unwavering faith despite severe trials will give
him hope that he can survive all of it where in the end, he will regain
all of his losses and will be much blessed by the Creator.

Teacher: Thank you for your answers, class! You were able to make
your predictions on what will happen next in the story.
Deepening ENGAGEMENT ACTIVITY
Understanding of the
Key Idea/Stem Teacher: Here, I will be presenting a dialogue that is connected to our
(7 minutes) story about Job. This dialogue shows how someone can advocate for
peace as Job did in the story.

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Teacher: We will be reading a sample dialogue here which can be
your guide as you do your own dialogues. After that, analyze the
process of communication.

Teacher: Alright, class, these are the copies of the sample dialogue.
Please get one and pass.

Sample Dialogue:
Joselito: Good morning, everyone. Today, we have the pleasure of
speaking with Ms. Maria Dela Cruz, a passionate peace advocate and
community leader. Welcome, Jane.

Ms. Maria Dela Cruz: Thank you, Sam. It's great to be here.

Joselito: Jane, you've been actively involved in peace advocacy for

many years. What inspired you to start this journey?

Ms. Maria Dela Cruz: Seeing the impact of conflict on communities

and realizing that everyone can contribute to peace motivated me. I
believe that even small actions can lead to significant change.

Joselito: That's inspiring. In your experience, what are some practical

steps individuals can take to promote peace in their own
communities?

Ms. Maria Dela Cruz: Start by fostering dialogue and understanding.

Listen to different perspectives and work to resolve conflicts
peacefully. Volunteering for local peace initiatives and advocating for
inclusive policies can also make a big difference.

Joselito: Great advice. How do you handle situations where there is a

lot of resistance to peace efforts?

Ms. Maria Dela Cruz: It's important to stay patient and persistent.
Building relationships and finding common ground can help. Often,
it's about starting small and demonstrating the positive impacts of
peace, which can gradually change attitudes.

Joselito: Absolutely. Finally, what message would you like to share

with our viewers about the importance of peace?

Ms. Maria Dela Cruz: Peace is not just the absence of conflict; it's
about creating an environment where everyone feels safe and valued.
Each one of us has a role to play in building a more peaceful world.

Joselito: Thank you, Jane, for sharing your insights. It's been a
pleasure talking to you.

Ms. Maria Dela Cruz: Thank you, Sam. The pleasure is mine.
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Joselito: And thank you, viewers, for tuning in. Let's all take a step
towards peace today.

Teacher: Alright, from that dialogue, please explain how the process
of communication works.

Learner: Ms. Maria Dela Cruz and Mr. Joselito have taken turns as
they provide feedback to each other.

Teacher: That is right! This means that Ms. Maria and Mr. Joselito
can be the sender as well as the receiver. What else?

Learner: I believe encoding, transmitting, and decoding are also in the

dialogue since all of them became the sender and the receiver of the
message. And obviously, human conversation became their channel.

NOTES TO THE TEACHER: If there is extra time, students can volunteer to explain
their answer in front of the class.
After/Post-Lesson Proper
Making REFLECTIVE THINKING ACTIVITY
Generalizations and
Abstractions Let’s Wrap and Share!
(2 minutes)
Teacher: Effective communication involves understanding the nuances
of language. When we apply the proper elements and process of
communication, we can have a successful understanding and
communication with one another. We need to take note that by
exploring various communication scenarios, we can develop essential
skills for effective dialogue construction.

Teacher: I have some questions about how you can apply your
learnings to some real-life situations. Raise your hand if you would like
to answer.

Teacher: How can you promote peace in your classroom?

Learner: I believe that we can achieve peace by creating a positive

classroom culture and by modeling positive behavior.

Teacher: How did the dialogue you analyzed demonstrate effective

communication skills?

Learner: The dialogue demonstrated effective communication skills in

several ways, showcasing clarity, empathy, engagement, and
information sharing.

Evaluating Learning CHECKING FOR UNDERSTANDING

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 LESSON SCRIPT IN ORAL COMMUNICATION FOR CATCH-UP FRIDAYS
(10 minutes)
Peace Not War!

Teacher: We are now heading to our final collaborative activity. You will
be grouped into five. Each group will have different channels delivering
their dialogues.

(Please refer to the following mode of channels.)

Teacher: Based on our previous discussion regarding the process of

communication, and using the assigned channels to your group, I
want you to write a dialogue on how you are going to advocate for
peace like what Job in the story.

Teacher: Now, let us proceed to your group activity. Form small

circles to easily collaborate with your classmates.

(Allot 5 minutes for students to collaborate.)

Teacher: Time is up! I want everyone to please focus on and listen to

your classmates as they present their dialogues. As you listen, I want
you to observe closely how they show or exemplify the process of
communication. After the presentation, each group will analyze the
evidence of the communication process in their dialogues.

Teacher: Please take note that every group is assigned to evaluate

another group.

Teacher: I will present the rubric for evaluation. For the group
evaluation, your team must decide what grade you are going to give to
that group through clapping. The highest point will earn five claps.

(Present the rubric to the students.)

Rubric:

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Possible Learner Responses:

Group 1
Principal: Good morning, Alex. Thank you for taking the time to speak
with me today. I understand you're a member of the school's Peace
Club. Could you tell me a bit about what inspired you to join?

Learner: Good morning, Principal De Leon. I've always believed that a

peaceful environment is essential for learning and personal growth. I
joined the Peace Club because I wanted to be part of a community
that promotes understanding and resolves conflicts in a constructive
manner.

Principal: That's wonderful to hear. How does the Peace Club

contribute to creating a peaceful atmosphere in our school?

Learner: We focus on a few key areas. Firstly, we run workshops on

conflict resolution and communication skills, helping students to
handle disagreements without resorting to violence or hostility. We
also organize activities that foster teamwork and empathy, like peer
mediation sessions and collaborative projects.

Principal: It's impressive how you are taking such proactive steps. Can
you share a specific instance where the Peace Club's efforts made a
noticeable difference in the school?

Learner: Sure! Recently, there was an escalating conflict between two

groups of students. We organized a mediation session where both
sides could express their feelings and concerns in a safe and
structured environment. By the end of the session, they had not only
resolved their differences but also developed a better understanding of
each other's perspectives. It was a great moment of growth for
everyone involved.

Principal: That’s a fantastic example of how peace-building can have a

real impact. How do you think we can encourage more students to get
involved in promoting peace within the school community?

Learner: I think the key is to show that promoting peace isn’t just
about avoiding conflict but about building a supportive and inclusive

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community. We can highlight the positive changes that come from
peaceful interactions and create more opportunities for students to
participate in activities that emphasize teamwork, respect, and
empathy.

Principal: Manuel, thank you so much for sharing your experiences

and insights. It’s clear that the Peace Club is making a significant
contribution to our school. Keep up the great work, and let us know
how the administration can support your efforts.

Learner: Thank you, Principal De Leon. We're grateful for your

support and are committed to making our school a more peaceful
place for everyone.

NOTES TO THE TEACHER: The teacher can show a diagram of the process of
communication so that students can be fully aware of how they are going to explain
their answers. This may vary if the students were having a hard time understanding
the lesson about the process of communication.

Teacher: Now, for the other groups can you please give your ideas or
opinions from your classmates' presentation?

Learner: Our group likes their presentation so much since the

process of communication is very evident. Likewise, the concept of
their dialogue is trendy among us students.

Teacher: Perfect! Every dialogue is impressive! From this activity, you

will find helpful ideas that you can use in your daily lives. Likewise, I
am very proud that you learned the process and elements of
communication as you did this kind of activity.

NOTES TO THE TEACHER: In this part, the teacher uses a collaborative activity to
help learners apply what they have learned from the previous discussion about the
process of communication. This strategy promotes active participation and enhances
comprehension through cooperative learning. However, the review part can be
optional if the time constraints.

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 LESSON SCRIPT IN ORAL COMMUNICATION FOR CATCH-UP FRIDAYS
Additional Activities HOMEWORK (OPTIONAL)
for Application or
Remediation (if Teacher: For your homework, write a reflective essay on your
applicable) personal experience highlighting the importance of sender, encoding,
channel/transmit, decoding, receiver, and feedback. Do this in your
notebook. Be ready to share your work in our next class.

NOTES TO THE TEACHER: This part of the lesson will serve as an offshoot where
learners independently determine the importance of communication using its
elements and processes. This also promotes independent learning and critical
thinking as learners engage with the article, create dialogues, and prepare to share
their thoughts in the next class.
Remarks
Reflection

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