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LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction: Define communication using their own insights (10 minutes)
2. Motivation: Share their insights with a partner the importance of communication (15 minutes)
3. Instruction/Delivery: Discuss with the teacher the four main points for effective communication (50 minutes)
4. Practice: Perform a communication activity, and reflect if they were able to communicate with a partner effectively (20 minutes)
5. Enrichment: Research different models of the communication process to define communication (Optional)
6. Evaluation: Accomplish different evaluative tasks (The teacher decides which activity to use.) (25 minutes)
MATERIALS
RESOURCES
PROCEDURE
INTRODUCTION
1.
Post the learning competencies to the students. Have the students write the learning
competencies in their notebooks.
I can define effective communication and explain the elements of the communication
process, the best communication approach, and internal and external barriers.
Teaching Tip:
Develop the student responses and
connect them to the lesson objective.
Ask the students what they know about communication, and why they think communication
is important. Furthermore, ask them what makes communication effective. Once the
students share their responses, give a further definition of communication.
Communication is the process of sharing our ideas, thoughts, and feelings
with other people and having those ideas, thoughts, and feelings
understood by the people we are talking with. When we communicate we
speak, listen, and observe.
3.
Tell, Children learn from watching how adults talk and imitating how they talk. As adults,
we can learn to improve the way we communicate by observing others who communicate
effectively, learning new skills, and practicing those skills.
MOTIVATION
1.
2.
3.
4.
5.
6.
7.
Ask What would our life and world be like without communication?
Give the students time to share their insights with a partner.
After two minutes, call three to five students to share their responses to the class.
Then ask Why is it important to make communication effective?
Give the students time to share their insights with a partner.
After two minutes, call three to five students to share their responses to the class.
Some responses might include:
a. We cannot get along without communication.
b. It will never be easy to live, and we will have experiences where our communication
failed into a barrier.
c. If we can understand the communication process better and improve it, we will
become more successful with our goals.
7. Share, As you continue to reach your goals, specifically your educational goals,
communication will become increasingly more important. The ability to communicate is a
primary skill. The more you become an effective communicator; the more likely you are to
achieve what you want. When you improve your communication skills, you will have a clearer
understanding of what people are saying to you, others will be less likely to misunderstand
you, problems will be solved quickly, and you will be able to resolve conflict.
Teacher Tip:
Students will sometimes forget
mention nonverbal communication.
to
Teacher Tip:
Communicating the lesson may also be
given alternative ways of discussion.
Teacher Tip:
Tell students to draw the communication
loop on their notebooks.
Teacher Tip:
Before advancing to the Practice, ask
some students to give a summary or a
conclusion about the communication
process.
How well did the first person describe the shape to their partner?
How well did the second person understand the instructions and how close were they to
duplicating the actual shape of the picture? What went well and what could be improved
in the communication process?
c. Did they discover any problems with the sending or receiving parts of communication and
how did they overcome this? What types of barriers did you encounter?
ENRICHMENT:
1. Tell the students that communication is a dynamic, systemic or contextual, irreversible and
proactive process in which communicators construct personal meanings through their symbolic
interactions (Wood, 1964).
Teacher Tip:
You may also ask the students to
design their own game, or accomplish
an action-based research, where
communication is the most important
2. Inform to research on one specific model of communication, they may select one from those listed feature of the activity. They may
below, and present an oral report about the model, focusing on how the terms Sender Receiver conduct a survey, or an interview with
Message and Feedback are similar and different from that of Gronbecks Speech people and then study the way the
Communication Transaction Model.
sender, the receiver and the message
was transmitted.
3. Instruct the students to also focus on other vocabulary terms that might not be present in the
Speech Communication Transaction Model.
Likewise, students may also perform a
task of analyzing different tweets of
4. Other models of communication:
famous personalities, focusing on the
a. The Aristotelian Model
message, and check which kinds of
b. The Lasswell Model
barriers may impede people from
c. The Shannon-Weaver Model
understanding what the sender really
d. Schramms Model
wants to say.
e. Berlos Model
f.
Whites Model
g. Dance Model
h. Woods Symbolic Interaction Model
i.
EVALUATION:
Teacher Tip:
Select which of the following activities to use for Evaluation:
If the students have access to
technology, you may integrate the use
1. Study and analyze the communication system in your own family. Draw up a schema or a
of computer and the Internet for this
diagram of its main components/features. Explain how it works using any or a combination of
part.
the communication models taken in class. Share your insights with a classmate and listen to
her response as well.
3.
Choose any of the 3 relational forms of human communication: interpersonal, group, public.
Explain and describe how these communicators interact or communicate with one another.
You may recall a recent event that you are familiar with. Or the situation could be an event in
the past that is still vivid in your memory. Focus your discussion on how they speak and how
they show bodily behavior.
Write a Facebook status on any of the following statements/maxims:
a. You cannot not communicate.
b. Actions speak louder than words.
c. Say what you mean, mean what you say.
d. Parents should listen more.
e. A man cannot step into the same river twice.
f.