Holy Cross College of Sasa, Inc.

Km. 9, Sasa, Davao City

Junior High School Department

School Year: 2023-2024

LEARNING PLAN

Subject Area: Oral Communication – Grade 11 Date: August 21-25, 2023

Unit Topic: Understanding the Communication Process Quarter: First

Competencies: (for the week)

 Define regulation and control as functions of communication through examples.

 Identify a speaker’s purpose in various communication situations.
 Show an understanding of the strategies used by a speaker to convey his or her
ideas effectively.
 Evaluate if a communication strategy is effective or not.

Learning Objectives: (for the week)

 Define regulation and control as functions of communication through examples.
 Identify a speaker’s purpose in various communication situations.
 Show an understanding of the strategies used by a speaker to convey his or her
ideas effectively.
 Evaluate if a communication strategy is effective or not.

Day 1

No classes shall be conducted this day due to the celebration of the National
Heroes Day.

Day 2

I. Introduction (Preliminary/Explore)

Opening Routines (4 minutes)

C - Cleanliness
O - Orderliness
P - Prayer
A - Attendance
Review (3 minutes)
 a. The teacher reviews the students on the lessons discussed in the previous
meeting.

Focus
 Define Regulation / Control
Learning Targets

 I can define regulation and control as functions of communication through

examples.
 I can identify a speaker’s purpose in various communication situations.
Motivation (3 minutes)

 The teacher will set the mood of the students by showing them a short video clip
about someone who give rules and ask question based on the video that they
have seen.

A. Presentation of Concepts (3 minutes)

 The teacher briefly explains the definition and give examples of Regulation and
Control.

II. Interaction

A. Firm up (15 minutes)

 Teacher Activity
The teacher will …

o The teacher presents the Learning Target.

o The teacher asks the students to Define Regulation and control in their
own words.
o The teacher asks the students to write an essay answering the following
questions:
a. What is regulation in the context of communication? Give an
example.
b. What is control in the context of communication? Give an example.
o The teacher asks the students to group the class into five.
Group Task
Each group is tasked to read an article found on the internet and
then answer the questions that follow.
o The teacher discusses further what are the articles all about.
o The teacher gives an assessment to the students.
  Student Activity

o The students read the Learning Target.

o The students defined regulation and control in their own words.
o The students answer the given assessment
o The students formed a group.
o The students read an article and present their answers.
o The students actively participate well in the discussion.
o The students answer the assessment.

A. Deepen (10 minutes)

The teacher will…

b. let the students reflect and create an essay about some
statements on what they can make to control and regulate
their constituents without earning their resentment of their
leadership style.

The students will…

c. answer the guide question.

d. present their final output in the class.

III. Integration (Broadening of Concept/Transfer)

 Discussion (5 minutes)

o The teacher points out how the Models of Communication is important in

our daily lives and also emphasizes about the elements of communication
in a Theoretical approach.

 Integration (5 minutes)

o The students are led to the realization that Rules are important to create
peace and order. And it is achieved and maintained when people abide
rules and regulations that are well disseminated.
o The teacher will ask the students, how important is rules to us human
beings? and as a Holy Crossian, how would you show your respect in the
rules that we have in our school?
o

 Evaluation (10 minutes)

 o Formative – Matching Type

 Summary/Synthesis (2 minutes)

 The teacher asks students (volunteers) to give the summary of what they
have learned during the day’s lesson.

 Purposive Assignment

1. What is the Senate or any other similar government entity has no set of rules
to govern its sessions? Cite at least three possible ramifications of the
absence of such rules. Describe each one briefly.
Day 3

I. Introduction (Preliminary/Explore)

Opening Routines (3 minutes)

C - Cleanliness
O - Orderliness
P - Prayer
A - Attendance

Review (5 minutes)

 The teacher reviews the students on the lessons discussed in the previous
meeting.

Focus

 Communication Strategy

Learning Targets

 I can show an understanding of the strategies used by the speaker to convey his
or her ideas effectively.
 I can evaluate if a communication strategy is effective or not.

Motivation (4 minutes)

 The teacher will set the mood of the students by asking them to share one
experience they had during their first day of school. Who were the first
person that they have talked to and how they communicate with each
other?
II. Interaction

A. Presentation of Concepts (3 minutes)

 The teacher briefly presents/explain the concept in Communication Strategy and

give a situation where they students can deeply understand what communication
strategy is.

B. Learning Activity

Firm up (15 minutes)

 Teacher Activity

o The teacher presents the Learning Targets.

o The teacher questions the students how they understand communication
strategy when applied to communication?
o The teacher asks the students to share to the class their understanding
about the tips that will help them communicate effectively.
o The teacher asks the students to group themselves into five.
Group Task
Each group is tasked to come up with a suggestion on what
communication strategy can they think of for the two examples
mentioned “the president and the CEO”?

 Student Activity

o The students read the Learning Target.

o The students share their knowledge on how they understand
communication strategy when applied to communication.
o The students actively participate well in the discussion.
o The students formed a group and actively participated in answering the
following questions.

C. Deepen (10 minutes)

The teacher will…

e. let the students discuss their answers with their groupmates.

The students will…

f. discuss by pair group

g. present their final output in the class.
III. Integration (Broadening of Concept/Transfer)

 Discussion (10 minutes)

 The teacher emphasizes that communication strategy ensures that all

significant information is dispersed to the correct people, both internally
and externally.


 Integration (3 minutes)

 The students are led to the realization that as a Holy Crossian and as a
future professional, demonstrating an effective communication can provide
opportunities to advance their career and increase productivity.

 Evaluation (5 minutes)

 Formative - Essay

 Summary/Synthesis (2 minutes)

 The teacher asks students (volunteers) to give the summary of what they
have learned during the day’s lesson.

 Purposive Assignment

o Make a reflection paper about the topic.

Day 4
I. Introduction (Preliminary/Explore)

Opening Routines (4 minutes)

C - Cleanliness
O - Orderliness
P - Prayer
A - Attendance

Review (4 minutes)
The teacher will ask the students to recapitulate the previous
lessons that they have learned. Add some comments after
the students summarize the previous lesson. If there are no
more questions and clarifications in the previous lessons,
then the class can already proceed to review the lessons for
the preparation in their prelim examination.
 Focus

Functions of Communication
 Regulation and Control
 Communication Strategy

Learning Targets

 I can define regulation and control as functions of communication

through examples.
 I can identify a speaker’s purpose in various communication
situations.
 I can show an understanding of the strategies used by the speaker
to convey his or her ideas effectively.
 I can evaluate if a communication strategy is effective or not.

Motivation (3 minutes)

The teacher will set the mood of the students by asking them what are the
things that they have learned for the past two days.

II. Interaction (Lesson Development/Firm-Up and Deepen)

B. Presentation of Concepts (3 minutes)

 The teacher briefly presents/explains the Functions of Communication

B. Learning Activity (10 minutes)

 Teacher Activity

o The teacher presents the Learning Target.

o The teacher asks the students to elaborate the functions of
communication in their own words and why is it important.
o The teacher discusses further what are the functions of communication.

 Student Activity

o The students read the Learning Target.

o The students elaborate the functions of communication in their own words
and why is it important.
o The students actively participate well in the discussion.
III. Integration (Broadening of Concept/Transfer)

 Discussion (3 minutes)

o The teacher points out how important are Regulation and control as well
as the Communication Strategy as a function of communication.

 Integration (3 minutes)

o The students are led to the realization that Regulation and control are
functions of communications that can be found in many aspects of life
across many groups of people, from a parent or teacher who lays down
the rules for their young wards to follow. And the verbal and non-verbal
cues will give hints to the purpose of the speaker and the strategies help
make communication effective and successful.

 Evaluation (25 minutes)

o Summative test

 Summary/Synthesis (5 minutes)

 The teacher asks students (volunteers) to give the summary of what they
have learned during the day’s lesson.
References/Instructional Materials

Adopted from Marilou Santos—Syjueco. Oral Communication in Context. Page 18

Why are there rules for meeting the Queen? - BBC News
Laptop
Smart TV
Worksheets

Legend:

RED – TIME BUDGET

BLUE – MOTIVATIONAL TECHNIQUES
PURPLE – ART OF QUESTIONING
ORANGE – COOPERATIVE LEARNING STRATEGIES/ STUDENT-CENTERED
ACTIVITIES
GOLD – VALUES INTEGRATION
GREEN – MULTIMEDIA AND OTHER INSTRUCTIONAL RESOURCES

Prepared by: Checked by:

Ms. Kate Alyzza Tubato Sr. Ma. Florifes C. Bejod, TDM

Math Teacher SHS Coordinator

Status of Implementation

_______________ Implemented
_______________ Partially Implemented
_______________ Not Implemented

Remarks

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Modifications

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