SCHOOL Alejandra L.

Navarro National High GRADE LEVEL 11- ONYX, SARDONYX, JADE, AMETHYST,
School ALEXANDRITE, SAPPHIRE

TEACHER ANTONETTE R. BELACHO LEARNING AREA Oral Communication in Context

GRADES 1 TO 12
TEACHING DATES AND TIME November 20- 24, 2023 QUARTER 2/Week 2
DAILY LESSON LOG
11- SAPPHIRE, ONYX,
SARDONYX(7:00AM-11:00AM)

11- JADE, AMETHYST, ALEXANDRITE

(12:00PM-3:00PM)

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 recognizes that communicative competence requires understanding of speech context, speech style, speech act and communicative

strategy.

B.Performance Standards The learner demonstrates effective use of communicative strategy in a variety of speech situations.

C.Learning Competencies/Objectives Explains that a shift in speech Explains that a shift in speech Explains that a shift in speech Explains that a shift in speech
context, speech style, speech act context, speech style, speech act context, speech style, speech act context, speech style, speech act
Write the LC Code for each
and communicative strategy and communicative strategy affects and communicative strategy and communicative strategy
affects the following: the following: affects the following: affects the following:

• Language form • Language form • Language form • Language form

• Duration of interaction • Duration of interaction • Duration of interaction • Duration of interaction

• Relationship of speaker • Relationship of speaker • Relationship of speaker • Relationship of speaker

 • Role and responsibilities of the • Role and responsibilities of the • Role and responsibilities of the • Role and responsibilities of the
speaker speaker speaker speaker

• Message • Message • Message • Message

• Delivery • Delivery • Delivery • Delivery

(EN11/12OCIIab- 22; (EN11/12OCIIab- 22; (EN11/12OCIIab- 22; (EN11/12OCIIab- 22;

EN11/12OCIIab- EN11/12OCIIab- EN11/12OCIIab- EN11/12OCIIab-

22.1-22.6) 22.1-22.6) 22.1-22.6) 22.1-22.6)

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.

Understanding Speech Context, Understanding Speech Context, Understanding Speech Context, Understanding Speech Context,
Speech Style, Speech Act and Speech Style, Speech Act and Speech Style, Speech Act and Speech Style, Speech Act and
Communicative Strategy Communicative Strategy Communicative Strategy Communicative Strategy

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 Oral Communication in Context Oral Communication in Context Oral Communication in Context
Quarter 2 – Module 2: Quarter 2 – Module 2: Quarter 2 – Module 2: Quarter 2 – Module 2:
Understanding Speech Context, Understanding Speech Context, Understanding Speech Context, Understanding Speech Context,
Speech Style, Speech Act and Speech Style, Speech Act and Speech Style, Speech Act and Speech Style, Speech Act and
Communicative Strategy, pp. 1- Communicative Strategy, pp. 1-22 Communicative Strategy, pp. 1-22 Communicative Strategy, pp. 1-22
22

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 State the learning competency Review the factors affected by shift Ask the learners about Ask the learners about the activity
presenting the new lesson and learning objectives. in Speech Context, Speech Style, communicative competence. they made in the previous session.
Speech Act, and Communicative
Strategy being discussed in the
previous session.

B.Establishing a purpose for the lesson The learners will provide answers Ask the learners about the criteria
to the situations written inside they use to determine one person if
the boxes under What’s In on he/ she is good in communication.
pages 5 and 6.

C.Presenting examples/instances of The learners will provide Ask the learners about the problems
the new lesson responses to the following that affect one to become a good
situations under What is New communicator.
from pages 6 to 7.

D.Discussing new concepts and Discuss the Factors affected by a Discuss communicative competence. The learners will do a speech Group the learners and let them
practicing new skills #1 shift in Speech Context, Speech script using cutouts or drawings do Part D of What’s More on pages
Style, Speech Act, and under What’s More Part A on 17 and 18.
Communicative Strategy page 15.

E.Discussing new concepts and

practicing new skills #2

F.Developing mastery The learners will answer a true or The learners will answer Part B and
false test about the lesson. Part C of What’s More on page 16.
(Leads to formative assessment)

G.Finding practical/applications of Ask: Ask:

concepts and skills in daily living

How can the factors being How can communicative

discussed help you to talk competence help you to be an
properly? interactive person?
 H. Making generalizations and The learners will state their The learners will state their learning The learners will state their The learners will state their
abstractions about the lesson learning takeaways. takeaways. learning takeaways. learning takeaways.

I.Evaluating Learning

J.Additional activities for application

or remediation

V.REMARKS
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?

Prepared by: Checked by: Noted by: Approved by:

ANTONETTE R. BELACHO MARK G. SUICO, PhD MAY-ANN O. RIVERA, EdD RANDY B. ALONZO, EdD
Teacher II Master Teacher 1 Head Teacher III/Department Head -SHS Principal III