DLL: THE NATURE AND ELEMENTS OF COMMUNICATION

DESIRED RESULTS

Content Standard

The students demonstrate understanding of the nature and elements of oral communication in context and the importance of background knowledge (schema), and in recognizing that communicative competence requires the understanding of speech context.

Performance Standard

The students transfer learning by designing and performing effective controlled and uncontrolled oral communication activities based on context, activating prior knowledge conceptually related to text, being self-aware as they discuss and analyze text to create new meanings and modify old knowledge, and demonstrating the effective use of communicative strategy in a variety of speech situations.

Transfer

Students will be able to independently use their learning to facilitate dialogue or a conference in order to effect amicable settlement or peaceful agreement among the parties.

Meaning

ESSENTIAL UNDERSTANDINGS

Students will understand that:

1. Communication is a systematic process.
2. Noise may affect the encoding or decoding of a message.

Communication may be verbal or non-verbal.

ESSENTIAL QUESTIONS

The students will keep considering the following questions:

1. How does one communicate effectively?
2. How does one ensure that the recipient understands the message?

Acquisition

Students will know the:

1. definition of communication;
2. process of communication;
3. elements of effective communication;
4. communication models; and
5. verbal and non-verbal communication.

Students will be skilled at:

1. explaining the nature and process of communication;
2. differentiating the various models of communication;
3. distinguishing the unique feature(s) of one communication process from another;
4. explaining why there is a breakdown of communication; and
5. using various strategies in order to avoid communication breakdown.

ASSESSMENT EVIDENCE

Engaging Scenario: You are the Punong Barangay and the Chair of the Lupong Tagapamayapa. The following complaints are filed before you, and your goal is for the parties to reach an amicable settlement or come to an agreement beneficial to both parties:

1. For oral defamation by a person who heard a neighbor saying falsehoods about her;
2. For malicious mischief by one neighbor who destroyed part of the fence of the next-door neighbor;
3. For the collection of a sum of money by one neighbor-friend from another in the amount of two thousand pesos;
4. For ejection of a tenant family from their rented house for nonpayment of rent for the past five (5) months despite verbal and written notices;
5. For the smelly piggery of the neighbor.

Each member will be graded individually and their scores added to determine the group grade using a scale of 1 to 5 with 5 as the highest.

DAY 1 | Communication: Definition and Process

1. I will ask the students to do Pass the Message on page 2 of their textbook.
2. I will let the students answer the guide questions on the next page of their textbook.
3. The students will be told to draw the diagram in Map It Out on page 3 of their textbook.
4. I will let the students explain their diagram in Map and Tell on the same page of the worktext. I’ll instruct them that on the first signal, pair number one will stand beside their work to explain the diagram to the class. At the second signal, pair number two will stand beside their work (while other members will move clockwise to the next diagram), and explain their output, and so on.
5. I will give the students time to reflect on their activities and answer the guide questions.
6. I’ll Ask: Does passing on a message undergo a process? Is communication a process?
7. For their assignment, the students will write a journal entry about this question: When you communicate to another person, do you follow a flow or process as you have drawn?
8. Closure: Key Words. Select five key words used in the lesson. Ask the students to try to identify these words and write them down. Compare our key words to the students’ key words to see if they were able to identify the key ideas/concepts of the lesson.

DAY 2 | Elements and Models of Communication

1. I will review the previous lesson.
2. I will select some students to share their journal entry.
3. I’ll tell them to do Hide-and-Seek on page 4 of their textbook.I will let them answer the guide questions. In item number 7 on page 5 of the worktext, tell that the members should write their interpretations in their own notebooks. Select random students to relate the interpretation in class.
4. Introduce the rubric for role-play on page 6 of their textbook.
5. The students will role-play a given situation on Camera Roll on page 5 of their textbook.
6. The students will be asked to answer the guide questions.
7. The students will be instructed to identify the model used in the previous activities, vis-a-vis their previous diagram based on the given models on The Next Top Model on pages 7-9 of their textbook and the ones I will flash on the screen.
8. I will ask the students to answer the guide questions.
9. I will let the students question their classmates on what encoding and decoding are and how noise affects them.
10. For their assignment, I will ask them to write a journal entry about these questions.
    a. How does each element of communication interplay in your own conversations?
    b. How important is each element?
11. Closure: Be the Teacher. Students present three key ideas they think everyone should have learned.

DAY 3 | Verbal and Non-verbal Communication and other Dimensions of Communication

1. The students will review the previous lesson.
2. Few chosen students will share their journal entry.
3. The students play Charades with a Twist on page 10 of their worktext.
4. The students will answer the guide questions.
5. The students will be told to find a pair and do the I Right and We Right activities on pages 10 and 11 of the worktext.
6. The learners answer the guide questions on pages 11 and 12 of the worktext.
7. The students will share their shout-out/poster.
8. For their assignment, I will ask the students to write a journal entry about the following questions: Have you experienced saying one thing but showing a contrary nonverbal cue? Why?
9. Closure:

DAY 4 | Explaining Verbal and Non-Verbal Miscommunication

1. The students review the previous lesson.
2. One of the students will share his/her journal entry.
3. The students will prepare for the activity on page 12 of the worktext, considering the previous activities and exercises.
4. The students present the role-play of the characters.
5. The learners will be given feedbacks on their performance.
6. Students share to their groupmates their commendations and common things to improve on.
7. The students identify the factors that affect the breakdown in communication (See pages 18 – 25 of the first reference).
8. For their assignment, the students will write a journal entry about this question: In terms of communication, what have you contributed to the dramatization task?
9. Closure: Just give me a reason. Students present a unique idea of why there is a breakdown in communication and suggest way(s) how to overcome it.

DAY 5 | Lesson Continuation & Review

1. One of the students will give a review the previous lesson.
2. Some students will share their journal entry.
3. The students will be directed to continue role-playing.
4. Each of the group will share scores and comments on the other group’s performance.
5. ORAL RECITATIONS: The students answer few questions on how to communicate effectively, with regard to the process, elements, and models of communication. Questions on overcoming the barriers to effective communication will also be asked.
6. For their assignment, the students will write a journal entry about this question: How can I ensure effective communication?