Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.:1 Learning Area: Oral Grade Level: 11 Quarter: 1st Duration: 1hr & 20mins
Communication
Learning Explains why there is a breakdown of Code: EN11/12OC-Ia-5
Competency/ies: communication
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Breakdown of communication
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, Identify the different reasons why
condition of The learner can recall information and retrieve duplicate, list, memorize,
knowing something relevant knowledge from long-term memory repeat, describe, reproduce there is a communication
with familiarity breakdown
gained through interpret, exemplify, classify,
Understanding
experience or summarize, infer, compare,
The learner can construct meaning from oral,
association explain, paraphrase, discuss
written and graphic messages

Skills Applying execute, implement, Present a situation where

The ability and The learner can use information to undertake a demonstrate, dramatize,
capacity acquired procedure in familiar situations or in a new way interpret, solve, use, communication breakdown
through deliberate, illustrate, convert, discover occurs and possible solutions
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and compare, contrast, organize,
smoothly and determine how they relate to one another, and to outline, attribute,
adaptively carryout the overall structure and purpose deconstruct
complex activities coordinate, measure, detect,
Evaluating Evaluate a given picture as to
or ... the ability, defend, judge, argue, debate,
The learner can make judgments and justify what communication barrier is
coming from one's describe, critique, appraise,
decisions
knowledge, evaluate referred to
practice, aptitude, generate, hypothesize, plan,
etc., to do Creating
The learner can put elements together to form a design, develop, produce,
something construct, formulate,
functional whole, create a new product or point of
view assemble, devise

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Wellness, Respect, Honesty,
in locate, name, point to, reply, select, sit, Study, use Personal discipline,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Perseverance, Sincerity,
or Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Patience, Critical thinking,
emotiona compliance in responding, willingness to respond, or satisfaction in responding Open-mindedness, Interest,
l areas. (motivation). Courteous, Obedience, Hope,
A settled Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Positive vision, Acceptance,
way of label, perform, practice, present, read, recite, report, select, tell, write
thinking Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Gratitude, Tolerant, Cautious, Propose
or feeling from simple acceptance to the more complex state of commitment. Valuing is based
about Decisive, Self-Control, solutions on
on the internalization of a set of specified values, while clues to these values are Calmness, Responsibility,
someone expressed in the learner's overt behavior and are often identifiable. how to
or Accountability,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Industriousness, Industry, achieve
somethin
g, form, initiate, invite, join, justify, propose, read, report, select, share, study Cooperation, Optimism, harmony in
typically Satisfaction, Persistent, communicatio
one that Cheerful, Reliable, Gentle, n
is 4. Organization - Organizes values into priorities by contrasting different values, Appreciation of one’s culture,
reflected resolving conflicts between them, and creating a unique value system. The Globalism, Compassion, Work
in a emphasis is on comparing, relating, and synthesizing values. Ethics, Creativity,
person’s Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Literacy, Global, Solidarity,
behavior defend, explain, formulate, generalize, identify, integrate, modify, order, Making a stand for the good,
organize, prepare, relate, synthesize Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of one’s rights,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Inclusiveness, Thoughtful,
 characteristic of the learner. Instructional objectives are concerned with the student's Seriousness, Generous,
general patterns of adjustment (personal, social, emotional). Happiness, Modest, Authority,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Hardworking, Realistic,
perform, practice, propose, qualify, question, revise, serve, solve, verify Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Love of God, Faith, Trusting ,
principles identify, locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the truth, Kindness, Humble
standard learners. Attends and reacts to a particular phenomenon. Learning outcomes
s of may emphasize compliance in responding, willingness to respond, or
behavior; satisfaction in responding (motivation). 2. Maka-tao
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect for
judgment human rights, Gender equality,
greet, help, label, perform, practice, present, read, recite, report, select,
of what is Family Solidarity, Generosity,
tell, write
important Helping, Oneness
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
in life. ranges from simple acceptance to the more complex state of commitment. 3. Makakalikasan
Valuing is based on the internalization of a set of specified values, while clues Care of the environment,
Go to these values are expressed in the learner's overt behavior and are often Disaster Risk Management,
beyond identifiable. Protection of the Environment,
learner’s Responsible Consumerism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Cleanliness, Orderliness, Saving
life on
follow, form, initiate, invite, join, justify, propose, read, report, select, the ecosystem, Environmental
earth,
share, study sustainability
include
4. Organization - Organizes values into priorities by contrasting different 4. Makabansa
more
values, resolving conflicts between them, and creating a unique value system. Peace and order, Heroism and
than
The emphasis is on comparing, relating, and synthesizing values. Appreciation of Heroes, National
wealth
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Observe peace,
and Unity, Civic Consciousness,
fame, defend, explain, formulate, generalize, identify, integrate, modify, order, Social responsibility, Harmony, order and
and organize, prepare, relate, synthesize Patriotism, harmony in
would 5. Internalizing values - (Characterization): Has a value system that controls Productivity
their behavior. The behavior is pervasive, consistent, predictable, and most completing group
affect the
eternal importantly, characteristic of the learner. Instructional objectives are concerned tasks.
destiny with the student's general patterns of adjustment (personal, social, emotional).
of Behavioral Verbs: act, discriminate, display, influence, listen, modify,
millions perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Breakdown of communication

3. Learning Resources Oral Communication Teacher’s Guide

https://www.reference.com/world-view/communication-breakdown-
ff9aa3b28a2dba59
4. Procedures
4.1 Introductory Activity (8 minutes). This part introduces the lesson content. Show the class video clips of real-life situations
Although at times optional, it is usually included to serve as a warm-up activity to give the where communication breakdown occurred.
learners zest for the incoming lesson and an idea about what it to follow. One principle in
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
4.2 Activity (12 minutes). This is an interactive strategy to elicit learner’s prior learning Students will be asked to form a triad and share
experience. It serves as a springboard for new learning. It illustrates the principle that experiences where they have experienced
learning starts where the learners are. Carefully structured activities such as individual or
misunderstanding or miscommunication. A triad
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like will be asked randomly to share their
may be created. Clear instructions should be considered in this part of the lesson. experiences.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for the Ask: Review on the process of communication. If
teacher in clarifying key understandings about the topic at hand. Critical points are a speaker follows all the features in effective
organized to structure the discussions allowing the learners to maximize interactions and
sharing of ideas and opinions about expected issues. Affective questions are included to communication, will every communication activity
elicit the feelings of the learners about the activity or the topic. The last questions or points always be successful?
taken should lead the learners to understand the new concepts or skills that are to be
presented in the next part of the lesson.
Why do you think miscommunication or
misunderstanding occur?

4.4 Abstraction (15 minutes). This outlines the key concepts, important skills that Input on the reasons why communication
should be enhanced, and the proper attitude that should be emphasized. This is organized breakdown occurs. Introduce the barriers to
as a lecturette that summarizes the learning emphasized from the activity, analysis and new
communication.
inputs in this part of the lesson.

Ask the students to give more examples of

 barriers, sample situations, and solutions.

4.5 Application (20 minutes). This part is structured to ensure the commitment of the The class will be divided into four groups. Each
learners to do something to apply their new learning in their own environment. group will be assigned to perform a role play on
their chosen communication barrier. Present a
situation where this communication barrier occurs
and a possible solution on how to avoid it.

4.6 Assessment (15 minutes). For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b) Remediate and/or enrich with appropriate strategies as
needed, and c) Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any
from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, Picture Analysis
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Students will be asked to analyze given
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners
about their learning to gain insights on their
pictures and identify what
understanding and to progress and clarify communication barrier is present.
their thinking)
Students will be asked to give possible
solutions on how avoid the given
communication barrier.
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in
(Teachers judge the quality of products
technical-vocational subjects
produced by learners according to agreed
criteria)

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (5 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Research on various strategies on how to

avoid communication breakdown.
4.8 Concluding Activity (3 minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an
anecdote, parable or a letter that inspires the learners to do something to practice their new
learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack
of time, transfer of lesson to the following day, in cases of class suspension, etc.

6. Reflectio Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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
ns them, you can ask them relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners
who earned 80%
in the evaluation.

B. No. of learners
who require
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
learning
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:
Name: PERLA A. GERALI School: TUBOD NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others