School San Vicente Senior High School Grade Level 11

Teacher ALMA B. PICOT Learning Area Cookery NCII, Automotive,

ICT, &GAS
GRADES 1 to 12 Teaching Dates and Time October 10-14, 2022 Quarter 1st
DAILY LESSON LOG

I. OBJECTIVES Session 1 (10/10/22 Session 2 (10/11/22/)

ICT-7:30-9:30 HE- 9:45-11:45
GAS-12:30-2:30 AUTO- 12:30-2:30
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 Hard:
Objectives. Write the LC code for At the end of the session, learners are
each expected to use various strategies in
order to avoid communication
breakdown EN11/12OC-Ia-6

Soft:
Within:
Employ the appropriate communicative
styles for various situations (intimate,
casual, conversational, consultative,
frozen) English 9

Across:

UCSP- Discuss the nature, goals and

perspectives in/of anthropology,
sociology and political science.

Araling Panlipunan 8-
Napahahalagahan ang natatanging
kultura ng mga rehiyon, bansa at
mamamayan sa daigdig (lahi, pangkat-
etnolingguwistiko, at relihiyon sa
daigdig) AP8HSK-Ie-5

Personality Development - Discuss that

understanding the intensity and
differentiation of emotions may help in
communicating emotional expressions
EsP-PD11/12EI-Ii-j-8.1

Personal Development -Show the

 connections between thoughts,
feelings, and behaviors in actual life
situations EsP-PD11/12DWP-Ic-2.3

Media Information Technology-

Describe how communication is
influenced by media and information
MIL11/12IMILIIIa-1

Personal Development-Explain that

knowing oneself can make a person
accept his/her strengths and limitations
and dealing with others better EsP-
PD11/12KO-Ia-1.1

DRRR- Analyze disaster from the

different perspectives (physical,
psychological, socio-cultural,
economic, political, and biological).
DRR11/12-Ia-b-6
II. CONTENT Quarter 1 – Module 3:
Strategies to Avoid Communication
Breakdown
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material Pages SLM-Oral Communication pp. 1-27
3. Textbook pages None
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources SHS Oral Communication Q1 Ep3:
Barriers to Communication
https://www.youtube.com/watch?
v=Mw8QC6D0jKM

SHS Oral Communication Q1 Ep4:

Strategies to Avoid Communication
Breakdown
https://www.youtube.com/watch?
v=jM2oNcNr104

youtube timer 3 minutes with music

Exercises on Barriers to Effective

 Communication
http://www.livestrong.com/article/
97647-exercises-barriers-effective-
communication/

laptop, projector, strip of cartolina

A. Reviewing previous lesson or Prayer
presenting the new lesson Greetings
Checking of Attendance
Review-The teacher asks the students
about the previous activity/topic-
Communication Models

Activity 1- Message Sent! (Same

Group) 6 minutes
(Insert: youtube timer minutes with
music)

1. In the same group, the

members will group
themselves into two groups.
(Senders and Receivers)
2. The sender’s group will
choose 1 representative to
receive the jumbled words/
phrases from the teacher.
After she/ he received it, the
group members will arrange it
to create a sentence. Then,
the chosen representative will
memorize and relay the
formed statement to their
groupmates which is the
receivers group.
3. The first receiver/s group can
recite/say the right statement
will receive 5 points.

(Ask the students feelings, reactions

and comments about the activity).
B. Establishing a purpose for the The teacher introduces the purpose of
lesson the subject/lesson.
Activity 2-Shout Out! 1 minute
The students read aloud the learning
 objectives.
C. Presenting Examples/ instances Activity 3 - Like and Share! 5
of the new lesson minutes
The chosen student/s match/es the like
and share. After, she/he matched she/
he reads aloud the like and share
words
LIKE SHARE

evet,
Japanese
merhaba,
gunaydin
(Process the students’ responses)

Activity 4- Accept or Decline?5

minutes
Flip the word to unveil the answer.
Most religions declare
certain food items fit and others unfit for
human consumption
FOOD
TABOOS
D. Discuss new concepts and Activity 5- Just Follow!-15 minutes
practicing new skills-1 The teacher discusses the topic, and
let the students listen.

Barriers to Communication

E. Discussing new concepts and Strategies to Avoid Communication

practicing new skills-2 Breakdown

Class sharing (Including respect other

races, cultures, beliefs and practices)
F. Developing mastery ( leads to Activity 6-Just Earn! 1.
formative Assessment) (Individual/orally ) 5 minutes
The teacher shows the activity to the
students. Have the students identify the
kind of communication barrier
exemplified by each description. Tell
whether it is Physiological,
Psychological, Cultural, or Linguistic
Barrier.
1. lack of confidence
2. connotative and denotative
 meaning
G. Finding practical applications of Activity 7-(Same group) EH HEART
concepts and skills in daily living NIYO! 16 minutes

With rubrics

Vloggers- Create a 3-5 minute Vlog

about communication breakdown. Be
sure that the definition and explanation
why there is a communication
breakdown are evident in the video.
Send the link of your presentation to
class group messenger.

Actresses/Musicians- Perform a 3-5

minute presentation of your favorite
scene from an English movie, TV
series, or musical or non-musical stage
play. The chosen scene should show
how one or more barriers to
communication lead to
miscommunication.

(Group presentation-Each group will

give scores to the group presenter.
Process the students’ performances

H. Making generalizations and Activity 8: Express not to impress! 2

abstraction about the lesson minutes
The students give their understanding
about the lesson.
I. Evaluating learning Activity 9-Just Respect My Opinions
and Views! 5 minutes
Explain why there is communication
breakdown on the given situations.
Again, write your answer on a separate
sheet of paper.

1. “Mama, I will buy this cake for you. I

am very sure that you will like its taste.
It’s from our favorite cake store!”

J. Additional activities for Activity 10:-How to be YOU po?

 application for remediation Identify a communication barrier that
you encounter in your daily interactions
and write down three ways to avoid the
barrier. #derryminder”1 whole A4
bondpaper
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who requires
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 teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
G. What innovation or localized
materials did I use / discover which
I wish to share with other teachers?

To be delivered by: Reviewed and Noted by:

ALMA B. PICOT RUSTICO P. HERNANDEZ JR., PHD

SHS Teacher Principal III