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Oral Comm Functions of Communication LP

The document contains a daily lesson log from a teacher. It summarizes the objectives, content, learning resources and procedures for an English lesson examining oral communication activities. The objectives are for students to discuss functions of communication, identify a speaker's purpose, and recognize verbal and nonverbal cues. The content reviews sample oral communication activities. Learning resources include textbooks, worksheets and other materials. Procedures include introductory activities, an activity identifying reasons for communication, analysis, discussing the five functions of communication, and a concluding activity identifying social interactions and verbal cues in sample dialogues.

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Joshua Lander Soquita Cadayona
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177 views5 pages

Oral Comm Functions of Communication LP

The document contains a daily lesson log from a teacher. It summarizes the objectives, content, learning resources and procedures for an English lesson examining oral communication activities. The objectives are for students to discuss functions of communication, identify a speaker's purpose, and recognize verbal and nonverbal cues. The content reviews sample oral communication activities. Learning resources include textbooks, worksheets and other materials. Procedures include introductory activities, an activity identifying reasons for communication, analysis, discussing the five functions of communication, and a concluding activity identifying social interactions and verbal cues in sample dialogues.

Uploaded by

Joshua Lander Soquita Cadayona
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School TACURONG SILOAM ABC LEARNING CENTER INC.

Teacher JOSHUA LANDER S. CADAYONA


Teaching Date and Time NOVEMBER 07, 2022, 3:00 – 4:00 PM (MW)
Grade Level 10
GRADES 1 TO 12
DAILY LESSON LOG Learning Area ENGLISH
Quarter I

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
I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children 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 Examining Sample Oral Communication Activities
The students should be able to:
1. discuss the functions of communication;
2. Identifies the speaker’s purpose(s).
3. Ascertains the verbal and nonverbal cues that each speaker uses to achieve
his/her purpose.
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.
II. CONTENT
Examining Sample Oral Communication Activities
III. LEARNING 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.
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide (May 2016)
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal Activity Sheets/Worksheets, Paper, Pen, chalk , and blackboard
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
(4 A’s) providing students with multiple ways to learn new things, practice their learning, question 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. Introductory Activity ANNOTATIONS
DAILY ROUTINE
1. Opening Prayer: To be led by the teacher
2. Greetings
3. Checking of Attendance: To be checked by the teacher
4. Setting up classroom standards (4Ps)
6. Recapitulation of the past lesson
B. Activity TASK 1. “Web, Web, Web”

Direction: Using the web map below, give the different reasons or purposes
why people communicate.

C. Analysis Analysis: “Points to Ponder”


Process question:
1. How did you find the activity?
2. Were you able to provide reasons or purposes why people
communicate?
3. How would you able to provide examples?
D. Abstraction Functions of Communication

Basically, there are five functions of communication. These are


control or regulation, social interaction, motivation, emotional
expression, and information dissemination.

1. CONTROL OR REGULATION. Communication functions to


control behavior. Every organization has its regulations and
these regulations are communicated to all members in various
ways.
For example:
1. A small organization such as a family has its house rules
which every member has to follow.
2. The school implements rules which students and other
members of the school community are obliged to follow.
3. The dress code in a business organization serves to dictate
the style dressing among its members, particularly the
employees.

2. SOCIAL INTERACTION. Communication allows individuals to


interact with others. Because of the needs to interact daily,
people communicate.
For example:
1. A student has to talk with his parents regarding his allowance
and school requirements.
2. He has to talk to the driver of a jeepney or bus, or to the train
ticketing clerk.
3. In school, it is inevitable for him not to converse with his
teachers, classmates, schoolmates, school employees, and
officials.

3. MOTIVATION. Communication motivates or encourages


people to live better. Motivation is either internal or external.
 INTERNAL MOTIVATION comes from within. It is something
personal.
Example: A student is motivated to study hard because of
his/her desire to graduate with honors.
 EXTERNAL MOTIVATION emanates from the outside or from
people surrounding him.
Example: A student is motivated to study hard because of
his/her father's promise to give him/her an expensive car
once he/she graduates with honors.
Encouraging words serve to stimulate people to perform or do better,
that is, to motivate them in a positive way.
Example:
1. A breast cancer patient may desire to live longer after he/she
hears words of hope from his/her loved ones.
2. A failing student may continue pursuing his/her chosen career
path the moment he/she hears words of encouragement from
the school's guidance counselor.

4. EMOTIONAL EXPRESSION. Communication facilitates


people's expression of their feelings and emotions.
Example: When one informs another about an impending
super typhoon, the informer may express various emotions in
different situations.
1. As he/she informs his/her loved ones, he/she may show fear
because their house is not a safe place to stay when there is
an emergency like a typhoon.
2. He/She may show love or concern as he/she informs them for
them to get ready for the calamity.
3. He/She may show joy and excitement as he/she envisions
another day of no classes or a grand vacation.
5. INFORMATION DISSEMINATION. Communication functions
to convey information.
Many events or incidents happen every day. These occurrences affect
people so they have to be informed.
Example:
1. A new policy to be implemented in school has to be made
known to all members before its implementation.
2. The leader draws plans for executing the safety protocols.
3. A student leader talks about how to help fellow members
who are in need of financial assistance.
E. Application TASK 4. “Dialogue Explosion”

Directions: Read the dialogues. Identify the social interaction function


and verbal cues employed.

A. A conversation between two colleagues during break time

Nica: Could you help me prepare for my presentation on Monday?


Cherry : I would love to help you prepare for your presentation.
Nica : I hate to ask you to do something like that.
Cherry : This will not hinder my work. I promise you that.
Nica : When could we get together?
Cherry : I could easily give you some time tomorrow night.
Nica : Would you like to meet at home?
Cherry : Yes, and could you write anything you might be having trouble
with?
Nica : I’ll come prepared.
Cherry : Goodbye until then. I promise you that you’ll do well after we
met.

B. A conversation about two people asking each other what they


do for a living.
Rudy : Hello, my name is Rudy. It’s nice to meet you.
Josie : Hi, I’m Josie. It’s my pleasure to meet you.
Rudy : I am sorry. What is your name again?
Josie : Josie
Rudy : So, Josie, what do you do for a living?
Josie : I work in a marketing company. What do you do for a living?
Rudy : I’m working in an insurance company, but I’m currently out of
work.
Josie : Sorry to hear that. It has been really nice talking to you.
Rudy : Yes. It is a great pleasure meeting you.

F. Assessment FINAL TASK: “Quote up in the act”

Direction: Write your thoughts on each inspiring quotation. Use the activity
sheet that follows.

1. “Live as if you were to die tomorrow. Learn as if you were to live


forever.”-Gandhi
2. “It is wiser to find out than to suppose.” - Mark Twain
3. “Learn from yesterday, live for today, hope for tomorrow.” – Albert
Einstein
4. “The purpose of learning is growth, and our minds, unlike our
bodies, can continue growing as long as we live.” – Mortimer
Adler
5. “The best way to predict your future is to create it.” – Abraham
Lincoln

G. Additional

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
them relevant questions.
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?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:
JOSHUA LANDER S. CADAYONA
Checked and Observed by: Teacher
Zinah T. Zaragoza
Principal

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