Schools Passi City Grade Level 11

Division
School Passi NHS Learning Area Oral
Teacher Roda B. Seduco PhD Communication
LESSON in Context
PLAN Date October 11,2023 Quarter 1
I. Objectives Content The learner understands the nature and elements of oral
Standard communication in context.
Performance The learner designs and performs effective controlled and
Standard uncontrolled oral communication activities based on
context.

Learning Explains why there is a breakdown of communication.

Competency EN11/12OC-Ia-5
and Code  Define communication breakdown
 Identify the factors that cause communication
breakdown

II. Content Communication Breakdown

III. Learning References  Sipacio, PJ and Balgos, AR (2016). Oral
Resources Communicationin Context for Senior High School. C
and E Publishi g Incorporated. Quezon City. p.8.
 Hampsten , Katherine. (nd)How miscommunication
happens (and how to avoid it) . TedEd. Lesson
Worth Sharing. Retrieved from youtube.com
February 23,2023
Materials Laptop, TV led, slide deck presentation, graphic organizers
IV.
Procedures A. Activity
A.1. Review Identify the model of communication described in the
sentences as shown in the slide deck presentation?
 It is a one-way communication. (Linear)
Developed and applied effective
 A multi-layer model where the senders and
strategies in the planning and
management of developmentally
receivers interchange roles. (Transactional)
sequenced teaching and learning process  It is a two-way communication where there is
to meet curriculum requirements and feedback but could not cater complex
varied teaching contexts (From beginning communication situation. (Interactive)
to end) This will be done through a game called 3,6,9. Students
will count one to fifty but once the number has 3,6,9
they will not utter or say the number but instead clap
once.
A.2. At the end of the period, the students must have:
Presentation 1. Define communication breakdown.
of Objectives 2. Identify the factors that cause communication
breakdown.

A.3. Activity Group Activity: PICTURE RELAY

Proper 1) The students will be divided into 8 groups.
Worked with colleagues to model and
shared effective techniques in the 2) Each group will choose six (6) representatives to
management of classroom structure to play the game. Each group will form a straight line.
engage learners, individually or in 3) The first member of the group or the team leader
groups, in meaningful exploration,
discovery and hands-on activities within will be shown a picture to be described to the
a range of physical learning person in front of him or her.
environments.
4) The message will be passed through each member
until it reaches the last one who draws the picture
based on the details provided by the members.
5) The first team, or the most accurate message, wins.
B. Analysis Ask the learners of the following process questions:
1. What is our activity about?
2. How do you find the activity?
3. What have you noticed with words included in the
activity?
4. What happened to the message being relayed as it
reaches the last person?
5. Could such situation be avoided?
6. Suggest ways on how to address breakdown of
communication?
 C.
Developed and applied effective teaching Collaborative discussion of the following key concepts:
strategies to promote critical andAbstraction  Communication is a process of exchanging
creative thinking, as well as other higher-
order thinking skills.
thoughts, ideas, and opinions in order to connect
with other people. Its goal is to achieve a clear and
effective understanding resulting to good
relationships in the community. However, there are
times when this goal is not reached due to certain
factors. When this happens, there is communication
breakdown.

 The elements involved in communication are

important in the success or failure of this process.
These very same elements (sender, message,
receiver, feedback, etc) can pose a threat to the
efficiency or effectiveness of the process.
Communication breakdown may occur when
problems in any of the elements involved arise.
They become barriers to communication.

 Simply put, communication breakdown results when

the intended message of the sender is not
understood exactly by the receiver.

 Recognizing the barriers or obstacles to effective

communication is important in order to avoid
communication breakdown. Here are some of the
barriers that may cause communication failure.

 There are instances when miscommunication and

misunderstanding occur because of certain barriers.
To become an effective communicator, you should
recognize these barriers that hinder the
communication process. This will enable you to
control the situation, reset conditions, and start
anew. The table below presents some barriers to
effective communication with corresponding
solutions.

 Note that these are only some of the barriers; many

Modeled effective applications of others may arise out of context, language, physical
content knowledge within and restrictions, and the like.
across curriculum teaching areas.  Video presentation of communication breakdown
from TedEx.
Barrier example solution
Emotional barriers You are having a Recognize these
bad day or you feel kinds of emotions,
frustrated. and politely ask the
other person to
give you a moment
so you can relax or
calm yourself.
Use of jargon You are a scientist Jargon refers to the
discussing a set of specialized
certain weather vocabulary in a
phenomenon with certain field. To
your neighbor who avoid
does not know communication
much about the breakdown due to
topic. lack of clarity,
adjust your
language; use
layman’s terms or
simple words.
Lack of confidence You are asked to Develop self-
share something confidence by
about your day or joining
weekend, but you organizations
are hesitant where you can
because you are share and develop
shy. your interests.
Look for
opportunities in
your school or
community that
will help you find
your strengths and
improve your
abilities.
Noisy
Noisy environment You are having a Recognize that
conversation with noise is a common
some friends when barrier. Make some
a song was played adjustments by
loudly. asking someone to
minimize the
volume or by
looking for a quiet
area where you
can resume the
conversation.
Other examples are the following:

1. Physical Barriers are the natural or environmental

condition that act as a barrier in communication in
sending the message from sender to receiver.
2. Psychological Barriers are called as mental barriers.
These refer to social and personal issues of a speaker
towards communicating with others.
3. Cultural Barriers pertain to communication problems
encountered by people regarding their intrinsic
values, beliefs, and traditions in conflict with others.
People’s culture affects the way they communicate
and relate to others.
4. Linguistic Barriers pertain conflicts with regard to
language and word meanings. Because words carry
denotative and connotative meanings, they can
 sometimes cause confusion and misunderstanding.
Meaning of words and symbols also vary depending
on culture.

Modeled effective applications of

content knowledge within and
Generalization:
across curriculum teaching areas. 1) What is breakdown of communication?
2) What are the barriers to communication?
3) Why does breakdown of communication occur?
D. The class will be divided into four groups.
Application
Present your graphic organizer creatively. It can be done
Worked with colleagues to model and
shared effective techniques in the through any of the following but not limited to news report,
management of classroom structure to
engage learners, individually or in
song, role play, poem recital and cartooning.
groups, in meaningful exploration,
discovery and hands-on activities within Group 1 and 3: Fill in the concept map with the information
a range of physical learning
environments. needed and define communication breakdown.

Group 2 and 4: Fill in the graphic organizer with the factors

that cause communication breakdown.

V. Assessment Each group presents their work to the class.

The presentation will be rated using the following scoring
rubric.

Developed and applied effective Scoring Rubrics

strategies in the planning and The presentation showcases accurate and 25
management of developmentally
comprehensive information about the topic
sequenced teaching and learning process
to meet curriculum requirements and
given.
varied teaching contexts (From beginning The presentation showcases at least two 25
to end) correct examples of the topic.
Creativity was exemplified in the 25
presentation
Presentation was well prepared and 25
organized
Total 100
VI. Agreement
VII. Remarks (Instructional
Decision)

VIII. Reflection

A. No. of learners who earned

80% in the evaluation.
B No. of learners who require
additional activities for
remediation who scored below
80%.
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?
 Schools Passi City Grade Level 11
Division
School Passi NHS Learning Area Oral
Teacher Roda B. Seduco PhD Communication
LESSON in Context
PLAN Date October 18,2023 Quarter 2
I. Objectives Content The learner recognizes that communicative competence
Standard requires understanding of speech context, speech style,
speech act and communicative strategy.
Performance The learner demonstrates effective use of communicative
Standard strategy in a variety of speech situations.

Learning 1. Identifies the various types of speech context

Competency EN11/12OC-Ifj-15
and Code  Defines speech context
 Recognizes the different types of speech
context
II. Content Speech Context and It’s Types
III. Learning References  Sipacio, PJ and Balgos, AR (2016). Oral
Resources Communicationin Context for Senior High School. C
and E Publishi g Incorporated. Quezon City. p.32-33.
 Hampsten , Katherine. (nd)How miscommunication
happens (and how to avoid it) . TedEd. Lesson
Worth Sharing. Retrieved from youtube.com
February 23,2023
Materials Laptop, TV led, slide deck presentation, graphic organizers
IV.
Procedures A. Activity
A.1. Review Direction: Identify the following statements if it is true or
false as shown in the slide deck presentation?
1. Verbal communication refers to an interaction in
which words are used to relay a message.
2. Nonverbal communication refers to an interaction
where behavior is used to convey and represent
meanings.
3. All kinds of human responses that are not
expressed in words are classified as verbal
communication.
4. Paralanguage refers to the nonverbal sounds
accompanying oral language
5. Haptics is the study of how touch is used to deliver
a message.
6. Kinesics is the study of body language as a form of
nonverbal communication.
7. Proxemics refers to the way people use space to
convey meaning Verbal and Nonverbal
Communication
8. Gestures refers to any purposive movement of
fingers, arms, hands, head or shoulders to
emphasize or suggest something.
9. For effective and successful verbal communication,
use words to express ideas which can be easily
understood by the person you are talking to.
10. Volume refers to the loudness or softness of voice.
A.2. At the end of the period, the students must have:
Presentation 1. Identifies the various types of speech context
of Objectives EN11/12OC-Ifj-15
Defines speech context.
Recognizes the different types of speech context.

A.3. Activity Instruction:

Proper 1. The teacher will be showing a video to the students.
2. The students will be asked to write down key
concepts related to speech contexts as shown on
the video.
3. They are to write down their answers on meta
cards.
4. Yellow- Intrapersonal/ Green -Interpersonal/ Blue-
Public/ Pink-Mass
5. The teacher will ask a representative from the
group to present the listed words or phrases.

B. Analysis Ask the learners of the following process questions:

1. What is the video about?

2. Based on the video, what are the key concepts related
to speech context?
3. According to the video, what are the four types of
speech context?
4. What is speech context based on the video?
5. Have you experienced communicating on the context
stated on the video? What have you experienced?
Share it to the class.

C. Collaborative discussion of the following key concepts:

Abstraction 1. Intrapersonal Communication- communication
that centers in one person where the speaker
acts both as the sender and receiver of message
Examples:
You spent the night thinking and analyzing why a
student from the other class talked to you on the
way home and you decided it probably meant
nothing.

You felt happy while thinking about how your teacher

appreciated you for submitting your project before the due
date and you reflected on why this was so.
2.
3. “The message is made up of your thoughts and
feelings. The channel is your brain, which
processes what you are thinking and feeling.
There is feedback in the sense that as you talk
to yourself, you discard certain ideas and
replace them with others”
4. Interpersonal Communication
Types of Interpersonal Context
A. Dyad Communication – communication that
occurs between two people
Examples:
a. You offered feedback on the speech performance of your
classmate.
b. You provided comfort to a friend who was feeling down.
B. Small Group – This refers to communication
 that involves at least three but not more than
twelve people engaging in a face-to-face
interaction to achieve a desired goal. In this
type of communication, all participants can
freely share ideas in a loose and open
discussion.
Examples:
a. You are participating in an organizational meeting
which aims to address the concerns of your fellow
students.
b. You are having a discussion with your group mates
on how to finish the assigned tasks.
C. Public – This type refers to communication that
requires you to deliver or send the message
before or in front of a group. The message can
be driven by informational or persuasive
purposes. “In public communication, unlike in
interpersonal and small group, the channels are
more exaggerated. The voice is louder and the
gestures are more expansive because the
audience is bigger. The speaker might use
additional visual channels such as slides or a
Power Point presentation.” (Hybels &Weaver,
2012, p 19)

Example:
a. You deliver a graduation speech to your batch.
b. You participate in a declamation, oratorical, or
debate contest watched by a number of people.
D. Mass Communication – This refers to
communication that takes place through
television, radio, newspapers, magazines,
books, billboards, internet, and other types
of media.
Example:
a. You are a student journalist articulating your stand
on current issues through the school’s newspaper.

Generalization:
1. What is speech context?
2. What are the four types of speech context?
3. Define each of the types of speech context.
D. Group Activity
Application
1) The class will be divided into two groups.
2) Each group will choose 8 representatives to be the
actors.
3) The rest of the members from each group will be
the guessers.
4) The group which guesses the most number of
tableaux and its corresponding Speech Contexts in
the shortest possible time gets the highest score.
V. Evaluation Written Test
I. Determine the kind of speech context described
in each item.
1. The four best of friends are talking about their plans on
 vacation.
2. The news reporter delivers the latest updates on
National Boy Scout Jamboree.
3. The teacher reflects on why her students get low
scores in the tests.
4. Ann and her mother discuss the food that they will
prepare for the party.
5. The guest speaker delivers his inspirational speech
well.

II. Enumerate the types of speech context using

the table shown below.

VI. Agreement
VII. Remarks (Instructional
Decision)

VIII. Reflection

A. No. of learners who earned

80% in the evaluation.
B No. of learners who require
additional activities for
remediation who scored below
80%.
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 works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?