1. School LASIP NATIONAL HIGH SCHOOL Grade Level GRADE 11
Teacher MS. SHEIRA MAE J. SAGUN Learning Area OC
Teaching Dates and Time September 19-23, 2022 / 7:45-5:00 Quarter FIRST
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
Content Standards The learner understands the nature and elements of oral communication in contest.
Performance Standards The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
Learning Competencies
/ Objectives
Uses various strategies in order to avoid communication
breakdown
EN11/120C-Ia-6
Demonstrates sensitivity to the socio-cultural dimension of communication
situation focus on
a. Culture
b. Gender
II. CONTENT DIMENSIONS OF COMMUNICATION INFLUENCE OF CULTURE AND GENDER ON THE DIMENSIONS OF
COMMUNICATIONS
III. LEARNING
RESOURCES
References Oral Communication in Context by Ramona S. Flores Oral Communication in Context by Ramona S. Flores
Teacher’s Guide pages
Learner’s Materials
pages
Textbook pages 11-12 13-17
1. Additional
Materials from
Learning Resource
(LR) portal
A. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
Ask: Have you evertried
asking someone whom you
have seen crying, quarrelling,
or feeling hurt because of a
misunderstanding?
The students will recall the 4
dimensions of communication.
B. Establishing a
purpose for the
lesson
Ask: what do you think the
quarrel was about? How did
it end?
Ask: What are the superstitious
beliefs that you have already
encountered from other people? What
are the practices of the olds that even
the young millennials still practice
today?
2. C. Presenting
examples/instances
of the new lesson
The teacherwill discuss the
Dimensions of
Communication and provide
sample instances where
misunderstandings occur in
every dimension
D. Discussing new
concepts and
practicing new
skills #1
Discuss the influence of Gender and
Culture in the Dimensions of
Communication
E. Discussing new
concepts and
practicing new
skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
The students will cite or
recall their own experiences
in having a
misunderstanding, a quarrel,
or a fight with someone and
analyze why it happened and
what caused taking into
account the 4 dimensions of
communication
Skit (to be presented on the next
day)
The students will be grouped into
4 and will be assigned with 1
dimensions of communication.
The group will present a skit
showcasing situations where
communication
breakdown/miscommunication
took place.
Rubric:
Collaboration with
peers-40%
Content-45%
Time limit-15%
The students will cite or recall their
own experiences in having a
misunderstanding, a quarrel, or a fight
with someone and analyze why it
happened and what caused taking into
account the influence of gender and
culture in the 4 dimensions of
communication
Acting out a scenario (to be presented on
the next day)
The class will be divided into 4 groups
and each group will act out a scenario to
show a communication activity that
highlights one or a pair of dimensions of
communication. The students will freeze
(or do a snapshot). The rest of the class
will identify the dimensions that they see
and identify whether the dimension is
influenced by gender or culture.
Rubric:
Collaboration with peers-40%
Content-45%
Time limit-15%
G. Finding practical
application of
concepts and skills
in daily living
H. Making
generalizations and
abstractions about
the lesson
10 items quiz
I. Evaluating learning 10 items quiz
J. Additional activities
for application or
remediation
Skit (to be presented on the
next day)
Acting out a scenario (to be presented
on the next day)
3. The students will be grouped
into 4 and will be assigned
with 1 dimensions of
communication. The group
will present a skit showcasing
situations where
communication
breakdown/miscommunicatio
n took place.
Rubric:
Collaboration with
peers-40%
Content-45%
Time limit-15%
The class will be divided into 4
groups and each group will act out a
scenario to show a communication
activity that highlights one or a pair
of dimensions of communication. The
students will freeze (or do a
snapshot). The rest of the class will
identify the dimensions that they see
and identify whether the dimension is
influenced by gender or culture.
Rubric:
Collaboration with peers-
40%
Content-45%
Time limit-15%
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
4 0 3 0
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
0 0 0
E. Which of my
teaching strategies
worked well? Why
did these work?
The skit presentation worked well
because it provide an avenue for
every memberof the group to
have a share of the learning
experiences in the lesson.
The role play presentation worked well
because it provide an avenue for every
memberof the group to have a share of
the learning experiences in the lesson.
4. 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: Checked: Noted:
SHEIRA MAE J. SAGUN, PhD JOEL E. DELA VEGA, PhD MA. THERESA S. AQUINO, PhD
Subject Teacher Subject Group Head Principal III
