3. communication breakdown and strategies to avoid itsweetyrose
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
3. communication breakdown and strategies to avoid itsweetyrose
5. Explains why there is a breakdown of communication
EN11/12OC-Ia-5
6. Uses various strategies in order to avoid communication breakdown.
EN11/12OC-Ia-6
6. watches and listens to sample oral communication activities and ascertain ...sweetyrose
3. Watches and listens to sample oral communication activities.
EN11/12OC-Ibe-10
4. Ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose. EN11/12OC-Ibe-11
6. watches and listens to sample oral communication activities and ascertain ...sweetyrose
3. Watches and listens to sample oral communication activities.
EN11/12OC-Ibe-10
4. Ascertains the verbal and nonverbal cues that each speaker uses to achieve his/her purpose. EN11/12OC-Ibe-11
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. GRADES 1 TO 12
DAILY LESSON LOG
SCHOOL Tondol National High School GRADE LEVEL Grade 11- GAS/ TVL
TEACHER Carl John C. Carolino LEARNING AREA Oral Communication in Context
TEACHING DATES AND TIME June 5 -8, 2018 QUARTER First/ Week 1
Session 1 Session 2 Session 3 Session 4
I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall
be derived from the curriculum guides.
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/Objectives
Write the LC Code for each
The learner…
defines communication.
(EN11/12OC-Ia-1)
explains the nature and
process of communication.
(EN11/12OC-Ia-2)
The learner…
differentiates the various
models of communication.
(EN11/12OC-Ia-3)
distinguishes the unique
features of one
communication process from
the other. (EN11/12OC-Ia-4)
The learner…
explains why there is a breakdown
(EN11/12-Ia-5)
uses various strategies in order to avoid
communication breakdown (EN11/12OC-
Ia-6)
The learner…
Demonstrates sensitivity to the socio-
cultural dimension of communication
situation with focus on (EN11/12OC-Ia-
7):
a. culture (EN11/12OC-Ia-7.1)
b. gender (EN11/12OC-Ia-7.2)
c. age (EN11/12OC-Ia-7.3)
d. social status (EN11/12OC-Ia-7.4)
e. religion (EN11/12OC-Ia-7.5)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Nature and Elements of
Communication
Definition; The Process of
Communication
Models of Communication
The Process of
Communication
Barriers to Communication
Verbal Communication and Nonverbal
Communication
Intercultural Communication; Verbal and
Nonverbal Communication
2. III.LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages Oral Communication in
Context for Senior High
School by P. J. F. Sipacio and
A. R. G. Balgos, pp. 2-4
Oral Communication in
Context for Senior High School
by P. J. F. Sipacio and A. R. G.
Balgos, pp. 2-4
Oral Communication in Context for
Senior High School by P. J. F. Sipacio and
A. R. G. Balgos, pp. 2-4
Oral Communication in Context for
Senior High School by P. J. F. Sipacio and
A. R. G. Balgos, pp. 2-4
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time allotment
for each step.
A.Reviewing previous lesson or
presenting the new lesson
Talk With The Strangers
Activity
Direction: The learners will
introduce themselves. After
that, they will draw their
numbers from 1 to 3 for the
activity.
The class review yesterday’s
lesson.
The class review yesterday’s lesson. The class review the yesterday’s lesson.
B.Establishing a purpose for the
lesson
Freeze! Activity
Direction: After the learners
are grouped, they will present
a tableau about
communication.
Pass the Message Activity
The learners will form five
groups. Each should relay a
message which will be drawn
from a box.
More of Drama Activity
Direction: The learners will dramatize
situations that the teacher will assign to
them.
Charades Activity
Direction; The class will form five
groups. Each group should send one
representative who will act out a list of
words. The winner will be the group
having the highest number of guessed
items.
C.Presenting examples/instances of
the new lesson
3. D.Discussing new concepts and
practicing new skills #1
Discuss the definition of
communication and its
nature.
Discuss the process of
communication.
Discuss functions of communication.
Do Exercise III, page 7
Direction: Identify the function of
communication in each of the following
situations. Write your answers on the
space provided.
Discuss about verbal and nonverbal
communication. Then, answer Exercise
V, page 11
Direction: Write T before each number if
the statement is true and F if the
statement is false.
E.Discussing new concepts and
practicing new skills #2
Discuss the elements of
communication.
Discuss the models of
communication.
Discuss the features of an effective
communication
Discuss the barriers of communication.
Discuss definition and nature of
intercultural communication.
F.Developing mastery
(Leads to formative assessment)
Have a true or false test about
communication: its nature
and elements.
Do Exercise II activity, page 6
Study the printed the diagram.
The class do Exercise IV, page 9
Direction: As a class, complete the
semantic web with a word or group of
words relevant to communication. You
can assign a representative to gather
and/or consolidate the responses of the
class.
Do Exercises II and III, page 22.
G.Finding practical/applications of
concepts and skills in daily living
Ask:
How the concept of
communication will help you
to gain opportunities?
Ask:
How the models of
communication will help you
to have good communication?
Ask:
How the various concepts will help you
to be a good communicator?
Ask:
How the verbal and nonverbal
communication affect intercultural
communication. How will you talk with
foreigners considering the learning you
received?
H. Making generalizations and
abstractions about the lesson
The learners generalize things
about communication.
The learners summarize what they
learned.
The learners synthesize what they
learned.
I.Evaluating Learning The learners will have a 5 item
quiz
The learners will have a 5 item quiz The learners will have a 25 item quiz
J.Additional activities for
application or remediation
4. V.REMARKS Oral Communication in Context is taken four (4) times a week by the learners with one (1) hour per meeting.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask relevant questions.
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities to 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
can help me solve?
G.What innovation or localized
material did I use/discover which I
wish to share with other teachers?
