One Year

Lesson Plan

Submitted by: Ivan Joshua R. Jandusay

Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 1: Fundamentals of Communication

1. Objectives:
a. Content Standards: The students will be able to:
i. understand the nature and elements of oral communication in context
ii. values the functions/ purposes of oral communication

b. Performance Standards: After the discussion, the students will be able to:
i. designs and performs effective controlled and uncontrolled oral
communication activities based on context

c. Learning Competencies/Objectives: By the end of this lesson, the students

should be able to:
i. explain the nature and process of communication
ii. differentiate various models of communication
iii. discuss functions of communication
iv. distinguish the unique features of one communication process from the
other
v. practice effective verbal and nonverbal communication during social
interactions
vi. explain why there is a breakdown of communication
vii. apply strategies in overcoming communication breakdowns
viii. practice effective communication skills;
ix. evaluate the effectiveness of an oral communication
x. practice learning and thinking skills, life skills, and ICT literacy; and
xi. reflect on your learning on the fundamentals of communication.

2. Content:
a. Communication is a process of sharing and conveying messages or information
from one person to another within and across channels, contexts, media, and
 cultures (McCornack, 2014). There is a wide variety of contexts and situations in
which communication can be manifested; it can be a face-to-face interaction, a
phone conversation, a group discussion, a meeting or interview, a letter
correspondence, a class recitation, and many others.
i. Nature of Communication: a. Communication is a process b.
Communication occurs between two or more people (the speaker and the
receiver). C. Communication can be expressed through writt en or spoken
words, actions (nonverbal), or both spoken words and nonverbal actions
at the same time.
ii. Elements of Communication: Communication is divided into elements
which help us better understand its mechanics or process. These
elements are the following: 1. Speaker 2. Message 3. Encoding 4.
Channel 5. Decoding 6. Receiver7. Feedback 8. Context 9. Barrier
b. Process of Communication: A. The speaker generates an idea. B. The speaker
encodes an idea or converts the idea into words or actions. C. The speaker
transmits or sends out a message. D. The receiver gets the message. E. The
receiver decodes or interprets the message based on the context. F. The
receiver sends or provides feedback.
c. Models of Communication: a. Shannon-Weaver Model: Known as the mother of
all communication models, the Shannon-Weaver model (1949) depicts
communication as a linear or one-way process consisting of five elements: a
source (producer of message); a transmitter (encoder of message into signals); a
channel (signals adapted for transmission); a receiver (decoder of message from
the signal); and a destination. B. Transaction Model: Unlike the
Shannon-Weaver Model, which is a one-way process, the Transaction Model is a
two way process with the inclusion of feedback as one element.
d. Functions of Communication: Basically, there are five functions of
communication. These are control, social interaction, motivation, emotional
expression, and information dissemination. A. Control B. Social InteractionC.
Motivation D. Emotional expression E. Information dissemination
e. Features of an Effective Communication: In their pioneer book Effective Public
Relations, Professors Broom, Cutlip, and Center (2012) list the 7 Cs of Effective
Communication. A. Completeness B. Conciseness C. Consideration D.
Concreteness E. Courtesy F. Clearness G. Correctness
 f. Barriers to Communication: There are instances when miscommunication and
misunderstanding occur because of certain barriers. To become an effective
communicator, you should recognize these barriers that hinder the
communication process. This will enable you to control the situation, reset
conditions, and start anew. A. Emotional barriers b. Use of jargon c. Lack of
confidence d. Noisy environment
g. Verbal Communication and Nonverbal Communication: Verbal Communication
refers to an interaction in which words are used to relay a message. For effective
and successful verbal communication, use words to express ideas which can be
easily understood by the person you are talking to. A. Appropriateness TB.
Brevity C. Clarity D. Ethics E. Vividness
h. Nonverbal communication: refers to an interaction where behavior is used to
convey and represent meanings. All kinds of human responses that are not
expressed in words are classified as nonverbal communication.

III. Learning Resources:

a. References:
Oral Communication in Context: SHS

Smith, John; Johnson, Emily. (2020) Fundamentals of Communication: An

Introduction to Key Concepts and Theories

EFLsensei. (n.d.). Oral presentation activities. Retrieved from

http://www.eflsensei.com/?category=29

IV. Procedures

Instruction

A. Preliminaries The teacher will send a message to the

● Greetings students via the Messenger Group Chat 30
● Prayer minutes before class. At exactly 9 a.m., the
● Attendance teacher will unmute, open his camera, and
● Attendance greet the class. They will lead a short prayer.
● Classroom Management Next, the teacher will check the attendance
of the class by calling their names and telling
them to unmute their mic, and for those who
 cannot unmute, they may type in the chatbox
to let the teacher know if they are present.

B. Introductory Activity The lesson will begin with the teacher

● Orientation explaining the goals and expectations for the
● Purpose lesson.
● Presentation
● Activity Proper To begin the lesson, the teacher will facilitate
a recitation. They will call students and ask
them about their ideas on communication.
This exercise will serve as a
schema-unlocking activity for the concept of
communication.

C. Presentation To begin the lesson proper, the teacher will

● Defining the Nature of Communication start by defining what communication is.
● Enumerating the Elements of
Communication Next, the teacher will discuss the elements of
● Understanding the Models of communication. They will play a video about
Communication communication in order for the students to
● Knowing Functions of Communication visualize and identify the elements of the
● Identifying the Features of communication exchange.
Communication
● Understanding the Barriers to After that, the teacher will introduce the
Communication models of communication. They will
● Verbal and Nonverbal Communication introduce the most classic models of
communication, which is Aristotle’s Model of
Communication. They will also use videos
that visualize the models of communication.
The teacher may ask students to come up
with their exchanges which follow each
model. After the activity, the teacher will
summarize what students have learned.

Next, the teacher will ask a question, “What

are some of the things you want to achieve
when you communicate something?” Then,
they will proceed with the discussion of the
Functions of Communication.

Afterwards, the teacher can ask the students

“Who, in your opinion, is a good
communicator? And Why do you think
he/she communicates well?” They will
 summarize the answers and then proceed in
the discussion of each feature of
communication by giving illustrations and
real life examples.

After that, the teacher will discuss discuss

the various barriers to communication. They
will ask students to give more examples of
barriers, sample situations, and solutions.

To finish the lesson, the teacher will explain

why communication consists of verbal and
nonverbal cues. The teacher will discuss
verbal communication and the features
learners have to adopt when communicating
verbally. After discussing verbal
communication, they will introduce nonverbal
communication.

D. Practical Applications of Concepts and Self Assessment: The teacher will provide a
Skills true or false question test and the students
● Self-Assessment will answer it individually. Their scores will be
● Practice graded individually.

Practice: The teacher will divide the students

into 3 groups to perform a five-minute
presentation of your favorite scene from an
English movie, TV series, or musical or
non-musical stage play. The chosen scene
should show how one or more barriers to
communication lead to miscommunication.
They will have 20 minutes to plan and
organize.

After that, the teacher will provide

constructive feedback and grading sheets
using a given rubric to assess the quality of
the students’ performances.

E. Assessment. Reflection: After the discussion, the teacher

● Reflection and Evaluation will ask the students what's the most
 important lesson for them, and the students
should be able to explain the reason why.

F. Assignment After the presentations, the teacher will

instruct them to write a 500-word reflection
● Reinforcement or Enrichment Activity paper on what the students learned from the
presentations. They need to discuss how the
communication process, types of
communication, and barriers to
communication can affect personal and
professional interactions. They need to
reflect on an experience where effective or
ineffective communication had a significant
impact on the outcome.

G. Closing Remarks The teacher will express her gratitude

● Final Remarks towards the class— especially to students
● Greeting who participated. The teacher will ask
permission for photo opportunity. Once the
documentation is completed, the teacher will
inform the students that they are already
allowed to leave the class.
Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 2: Intercultural Communication

1. Objectives:
a. Content Standards: The students will be able to:
i. to identify and describe key cultural differences and similarities between
various cultures, including communication styles, values, and social
norms.
ii. demonstrate empathy and respect for cultural diversity by engaging in
discussions and activities that highlight the importance of cultural
sensitivity in communication
b. Performance Standards: After the discussion, the students will be able to:
i. practice and develop skills for effective communication across cultures,
including active listening, nonverbal communication, and conflict
resolution strategies.
ii. explore and recognize their own cultural biases and learn strategies to
overcome these biases to facilitate more open and effective intercultural
interactions.
iii. apply their knowledge and skills in intercultural communication through
role-playing exercises and case studies that simulate real-world
intercultural interactions and challenges.
c. Learning Competencies/Objectives: By the end of this lesson, the students
should be able to:
i. define intercultural communication
ii. demonstrate effective intercultural communication skills in a speech
situation;
iii. develop appreciation for different cultural perspectives;
iv. practice effective intercultural communication;
v. apply learning and thinking skills, life skills, and ICT literacy in
understanding intercultural communication;
vi. communicate sensitively, taking into consideration a listener’s gender,
religion, beliefs, and traditions; and
vii. reflect on your learning about intercultural communication.
2. Content:
a. Definition and Nature of Intercultural Communication: Intercultural
communication happens when individuals interact, negotiate, and create
meanings while bringing in their varied cultural backgrounds (Ting-Toomey,
1999). When you speak, your speech is continuously accompanied by gestures,
facial expressions, and other body movements that add to what you are saying in
different ways. For example, nodding means “yes” in the Indian subcontinent,
 Iran, most of Europe, Latin America, and North America. However, in Greece,
Lebanon, Syria, Palestine, Turkey, Macedonia, Bulgaria, and Albania, nodding
indicates disagreement. Moreover, in the case of Japanese culture, silence as a
form of communication is more integrated in their customs than in Western
languages. It is therefore important for you to acknowledge and understand the
many communication patterns present in other cultures.
b. The Developmental Model of Intercultural Sensitivity: The Developmental Model
of Intercultural Sensitivity (DMIS) offers a structure that explores how people
experience cultural differences. According to Bennett and Bennett (2004), it has
six stages. These are the following: a. Stage 1: Denial. B. Stage 2: Defense. C.
Stage 3: Minimization. D. Stage 4: Acceptance. E. Stage 5: Adaptation. F. Stage
6: Integration. Once you understand these stages, you may apply it to 1)
recognize communication behaviors which differ from your own, 2) take into
account what can influence these types of behaviors, and 3) try to analyze how
linguistic and cultural communities differ in terms of communication behavior and
influencing factors (Allwood, 1985).
c. Characteristics of Competent Intercultural Communicators: World Bank (2010)
identifies the following traits that define a competent intercultural communicator.
A. flexibility and the ability to tolerate high levels of uncertainty B. reflectiveness
or mindfulness C. open-mindedness D. sensitivity E. adaptability F. ability to
engage in divergent thinking G. politeness
i. Note that in addition to culture, other elements such as gender, age,
social status, and religion must also be taken into consideration when
communicating with others. Refrain from showing bias when talking to
someone by following the tips below.
1. Avoid stereotypes, i.e., generalizations about a certain group.
2. Challenge gender norms; avoid using “he” and “man” to refer to a
general group of people. To remedy this, you may use plural
pronouns or rewrite a sentence to avoid using pronouns. The use
of his/her is also acceptable.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on a
lower social class than you.

III. Learning Resources:

Salto-Youth. (n.d.) Intercultural communication resource pack. Retrieved from

https://www.salto-youth.net/ downloads/4-17-1789/Booklet%20Intercultural%20Communication
%20Resource%20Pack.pdf

Smith, R.D. (n.d.). Intrapersonal and interpersonal communication. Retrieved from

http://faculty.buffalostate. edu/smithrd/UAE%20Communication/Unit4.pdf
IV. Procedure
A. Preliminaries The teacher will send a message to the
● Greetings students via the Messenger Group Chat
● Prayer 30 minutes before class. At exactly 9 a.m.,
● Attendance the teacher will unmute, open his camera,
● Attendance and greet the class. They will lead a short
● Classroom Management prayer. Next, the teacher will check the
attendance of the class by calling their
names and telling them to unmute their
mic, and for those who cannot unmute,
they may type in the chatbox to let the
teacher know if they are present.

B. Introductory Activity The lesson will begin with the teacher

● Orientation explaining the goals and expectations for
● Purpose the lesson.
● Presentation
● Activity Proper After that, the teacher will begin by
facilitating a role-play activity for the
students. The instruction will be to form
groups of five. Create a fictional country.
Discuss for three minutes the general
description. Then, Describe the way these
citizens use language, as well as their
general traits. After that, based on these
general traits, create a list of 5 Dos and 5
Don’ts which your fictional citizens adhere
to when they attend a casual dinner party
with friends. You have five minutes to
come up with the rules and memorize
them. After the presentation, confer with
the groups and discuss the performance
and its message about the topic for today.

C. Presentation To begin the lesson proper, the teacher

● Knowing the Definition and Nature of will introduce the what is the intercultural
Intercultural Communication communication. The teacher will give
● Understanding the The Developmental examples of intercultural communication
Model of Intercultural Sensitivity to fully visualize its importance to the
● Enumerating the Characteristics of students.
Competent Intercultural Communication
 After providing the key definitions of
intercultural communication, the teacher
will then proceed into the discussion of
The Developmental Model of Intercultural
Sensitivity (DMIS). The teacher will
provide illustrations of each stage for a
better understanding of the topic.

After that, the teacher will proceed to the

discussion of Characteristics of
Competent Intercultural Communication.
The teacher can proceed by asking the
students to describe their experiences
when talking to the: a. A member of the
opposite sex b. Someone older or
younger than them c. A person from a
different religion. Then the teacher will
synthesize the answer of each student to
provide a conclusion to the topic.

D. Practical Application Self-assesment: The teacher will provide

● Self-assessment a true or false question for the students to
● Practice answer individually. This is a way for the
students to be assessed on how they truly
understand intercultural communication.

Practice: The teacher will provide a

scenario, picture or a video and the
students will analyze how intercultural
communication is happening within the
examples that were given. This will
practice the students understanding of
how intercultural communication happens
towards different people.

E. Assessment. The teacher will group the students with

● Reflection and Evalution the same group that they were assigned
in. After that the teacher will task the
students to create a speech about this
quote that highlights intercultural
communication ““The essence of effective
cross-cultural communication has more to
do with releasing the right responses than
with sending the ‘right’ message.” The
 speech will span over 5 minutes and a
designated speaker will be tasked for the
group. The speech will be assessed by
the use of a rubric.

F. Assignment The teacher will give a reflection essay as

an assignment for the students. The
● Reinforcement or Enrichment Activity instructions would be “Think about a
recent interaction you had with someone
from a different cultural background. This
could be in a social, academic, or
professional setting.” Write a 1-2 page
journal entry (double-spaced, 12-point
Times New Roman font) that includes the
following: Describe the interaction. Who
was involved? What was the context?
What was the nature of the
communication? Identify any cultural
differences you noticed during the
interaction. Consider aspects such as
language, nonverbal communication,
social norms, and values. Discuss any
challenges or misunderstandings that
occurred due to these cultural differences.
How did these challenges affect the
communication?

The essay will be submitted by end of the

week. The teacher will provide the google
drive link for the students to pass it online.

G. Closing Remarks The teacher will express her gratitude

● Final Remarks towards the class— especially to students
● Greeting who participated. The teacher will ask
permission for photo opportunity. Once the
documentation is completed, the teacher
will inform the students that they are
already allowed to leave the class.
Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 3: Types of Speech Act

1. Objectives:
a. Content Standards: The students will be able to:
i. recognize that communicative competence requires understanding of
speech context, speech style, speech act and communicative strategy
b. Performance Standards: After the discussion, the students will be able to:
i. demonstrates effective use of communicative strategy in a variety of
speech situations
c. Learning Competencies/Objectives: By the end of this lesson, the students
should be able to:
i. differentiate types of speech contexts;
ii. explain the importance of effective communication skills;
iii. practice effective interpersonal skills and intrapersonal skills;
iv. identify strategies in effective interpersonal skills and intrapersonal skills;
v. exhibit appropriate verbal and nonverbal behavior in a given speech
context;
vi. apply learning and thinking skills, life skills, and ICT literacy in
understanding the types of speech contexts; and
vii. reflect on your learning on the types of speech contexts.

2. Content:
a. Types of Speech Context:
i. Intrapersonal – This refers to communication that centers on one person
where the speaker acts both as the sender and the receiver of message.
ii. Interpersonal – This refers to communication between and among people
and establishes personal relationship between and among them.
b. Types of Interpersonal Context
i. Dyad Communication – communication that occurs between two people
 ii. Small Group – This refers to communication that involves at least three
but not more than twelve people engaging in a face-to-face interaction to
achieve a desired goal.
iii. Public – This type refers to communication that requires you to deliver or
send the message before or in front of a group. The message can be
driven by informational or persuasive purposes.
iv. Mass Communication – This refers to communication that takes place
through television, radio, newspapers, magazines, books, billboards,
internet, and other types of media.
c. Types of Speech Style:
i. The context dictates and affects the way people communicate, which
results in various speech styles.
1. Intimate – This style is private, which occurs between or among
close family members or individuals.
2. Casual – This style is common among peers and friends. Jargon,
slang, or the vernacular language are used.
3. Consultative – This style is the standard one. Professional or
mutually acceptable language is a must in this style.
4. Formal – This style is used in formal settings. Unlike the
consultative style, this is one-way.
5. Frozen – This style is “frozen” in time and remains unchanged.

III. Learning Resources:

Larsson, S. (2014). Speech acts and dialogue exercises: Semantics and pragmatics.
Retrieved from http://gul.
gu.se/public/pp/public_courses/course61890/published/1388703602109/resourceId/25251194/
content/speechacts-exercises-all.pdf

Center for Advanced Research on Language Acquisition. (n.d.) Culture learning:

Simulations & exercises. Retrieved from
http://www.carla.umn.edu/culture/resources/exercises.html
IV: Procedure

Instruction

A. Preliminaries The teacher will send a message to the

● Greetings students via the Messenger Group Chat 30
● Prayer minutes before class. At exactly 9 a.m., the
● Attendance teacher will unmute, open his camera, and
● Attendance greet the class. They will lead a short prayer.
● Classroom Managemen Next, the teacher will check the attendance of
the class by calling their names and telling
them to unmute their mic, and for those who
cannot unmute, they may type in the chatbox
to let the teacher know if they are present.

B. Introductory Activity The lesson will begin with the teacher

● Orientation explaining the goals and expectations for the
● Purpose lesson.
● Presentation
● Activity Proper To begin the lesson, the teacher will begin by
giving a task to the students which is a
grouped role play activity. The teachers will
give various scenarios that the students need
to act out and connected together to form a
story. This will be done in just 5 minutes. This
is to help the student warm-up their bodies
and minds for the upcoming lecture.

C. Presentation To begin the lesson proper, the teacher will

● Defining the Types of Speech Context start by defining what the types of Speech
● Enumerating the Types of Speech Styles Context are.

The teacher will start to introduce the topic by

ask your students how they would ask each
of the following people to wait for them/give
them a moment: for their classmates, close
family members, or a cashier at the store. In
this way, the students can provide various
examples of different speech styles that the
teacher can use to dissect and provide
examples with. This is a way to provide
context on what the topic is.

After that, the teacher will then proceed to the

enumeration of types of speech styles. The
teacher may provide video examples of each
of the speech styles so that the students can
have a concrete example of what the type of
speech styles are.
D. Practical Applications of Concepts and Self Assessment: After the topic is discussed,
Skills the teacher will give an exercise for the
● Self-Assessment students to answer. This will be an
identification exercise about the type of
speech style that is appropriate in the given
situation. This will provide the student with
enough time to apply the learnings they have
gathered throughout the lesson.

E. Assessment. After the end of discussion, the teacher will

● Formative Assessment ask the students to write down one key thing
they learned and one question they still have
about the types of speech.

F. Assignment In this section, the teacher will opt to give an

assignment to the students to fully immerse
● Reinforcement or Enrichment Activity themselves with the topic of type od speech
by finding any professional in thier
community, and conduct an interview on
his/her strategies in developing his/her
interpersonal and intrapersonal skills in the
workplace. The teacher will tell them to have
a video recording of your interview, after
seeking the permission of your interviewee.

G. Closing Remarks The teacher will express her gratitude

● Final Remarks towards the class— especially to students
● Greeting who participated. The teacher will ask
permission for photo opportunity. Once the
documentation is completed, the teacher will
inform the students that they are already
allowed to leave the class.
Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 4: Types of Speech Acts

1. Objectives:
a. Content Standards: The students will be able to:
i. define and differentiate between various types of speech acts (e.g.,
locutionary, illocutionary, and perlocutionary acts).
ii. Identify and analyze examples of different speech acts in everyday
communication.
iii. Understand the role of context in interpreting speech acts.
b. Performance Standards: After the discussion, the students will be able to:
i. demonstrates effective use of communicative strategy in a variety of
speech situations
c. Learning Competencies/Objectives: By the end of this lesson, the students
should be able to:
i. Clearly define the terms "locutionary act," "illocutionary act," and
"perlocutionary act."
ii. Recognize and identify examples of locutionary, illocutionary, and
perlocutionary acts in various forms of communication, including written
texts, dialogues, and media excerpts.
iii. Apply their understanding of speech acts to create their own examples in
both written and oral communication.
iv. Work collaboratively in groups to analyze dialogues or texts, identifying
and classifying speech acts.
v. Reflect on their own use of speech acts in daily communication and
identify areas for improvement.
2. Content:
a. Definition of Speech Acts
i. A speech act is an utterance that a speaker makes to achieve an
intended effect. Some of the functions which are carried out using speech
acts are offering an apology, greeting, request, complaint, invitation,
 compliment, or refusal. A speech act might contain just one word or
several words or sentences. For example, “Thanks” and “Thank you for
always being there for me. I really appreciate it” both show appreciation
regardless of the length of the statement.
b. Three Types of Speech Act
i. According to J. L. Austin (1962), a philosopher of language and the
developer of the Speech Act Theory, there are three types of acts in every
utterance, given the right circumstances or context. These are: a.
Locutionary act is the actual act of uttering. b. Illocutionary act is the
social function of what is said. c. Perlocutionary act is the resulting act of
what is said. This effect is based on the particular context in which the
speech act was mentioned.
c. Performatives:
i. Verbs that execute the speech act that they intend to effect are called
performatives. A performative utterance said by the right person under the
right circumstances results in a change in the world. Note that certain
conditions have to be met when making a performative utterance.
d. Searle’s Classifications of Speech Act
i. As a response to Austin’s Speech Act Theory, John Searle (1976), a
professor from the University of California, Berkeley, classified
illocutionary acts into five distinct categories. a. Assertive – a type of
illocutionary act in which the speaker expresses belief about the truth of a
proposition. Some examples of an assertive act are suggesting, putting
forward, swearing, boasting, and concluding. b. Directive – a type of
illocutionary act in which the speaker tries to make the addressee perform
an action. Some examples of a directive act are asking, ordering,
requesting, inviting, advising, and begging. c. Commissive – a type of
illocutionary act which commits the speaker to doing something in the
future. Examples of a commissive act are promising, planning, vowing,
and betting. d. Expressive – a type of illocutionary act in which the
speaker expresses his/her feelings or emotional reactions. Some
examples of an expressive act are thanking, apologizing, welcoming, and
deploring. e. Declaration – a type of illocutionary act which brings a
change in the external situation. Simply put, declarations bring into
 existence or cause the state of affairs which they refer to. Some examples
of declarations are blessing, firing, baptizing, bidding, passing a sentence,
and excommunicating.

3. Learning Resources:
Oral Communication in Context : Senior Highschool

EFLsensei. (n.d.). Oral presentation activities. Retrieved from

http://www.eflsensei.com/?category=29 ELC

PolyU. [Screen Name]. (2014, Sep 9). Telephone call: Informal. Retrieved from
https://www.youtube.com/ watch?v=A2EwBB5McJo

Ello. (n.d.). Speech acts in use. Retrieved from

http://www.ello.uos.de/field.php/Pragmatics/SpeechActsinUse

4. Procedure:

Instruction

A. Preliminaries The teacher will send a message to the

● Greetings students via the Messenger Group Chat 30
● Prayer minutes before class. At exactly 9 a.m., the
● Attendance teacher will unmute, open his camera, and
● Attendance greet the class. They will lead a short prayer.
● Classroom Managemen Next, the teacher will check the attendance
of the class by calling their names and telling
them to unmute their mic, and for those who
cannot unmute, they may type in the chatbox
to let the teacher know if they are present.

B. Introductory Activity The lesson will begin with the teacher

● Orientation explaining the goals and expectations for the
● Purpose lesson.
● Presentation
● Activity Prope After this, the teacher will give a 10-question
exam for the students to answer within 5
minutes. The teacher will provide the printed
copies of the paper.

After the taking the exam, the teacher will

 give a video to the students. After the video
is presented, the students will then give their
observations of the video that they watched.
The teacher will the sythesize their student’s
observation about the video they’ve
watched.

C. Presentation To begin the lesson proper, the teacher will

● Definition of Speech Acts start by defining what the Speech Acts are.

● Understanding Performatives To start the lesson, the teacher will define

speech acts. This is for the students to be
● Enumerating Searle’s Classifications of familiarized with the various speech acts that
Speech Act will be needed for the upcoming topics.

After defining the speech acts, the teacher

will proceed to the 3 types of speech acts:
locutionary, Illocutionary, and perlocutionary
acts. The teacher will provide sentences as
an example for the students so that they can
be familiarized with the different speech acts

After the discussion of the speech acts, the

teacher will then give sample sentences and
then they will ask their students what type of
speech act it is.

After the recitation, the teacher will

proceeded to the understanding of
performatives. The teacher wil then provide
what is the definition of performatives. They
will give examples and act it out the whole
class.

And to proceed to the last topic, the teacher

will then discuss and enumerate Searle’s
Classifications of Speech Act. The teacher
will then first introduce the topic by providing
its definition. After that the teacher will
enumerate the classification for the students
to understand and to be clarified with what
the topic is.

D. Practical Applications of Concepts and Self-assessment: After the discussion of the

Skills topic, the teacher will then give their students
● Self-Assessment an exercise for them to understand the
different Searles classifications.
The teacher will provide a scenario about a
 specific type of classification, and the
students will need to correctly categorize it to
for them to answer the exercise.

E. Assessment. The teacher will task the students to create a

● Group Activity creative skit showcasing the various speech
acts that was presented. The students will be
grouped accordingly and they will be graded
using a structured rubrics.

F. Assignment Assignment: The teacher will give an

assignment to the students for them to
● Reinforcement or Enrichment Activity answer at home. As an assignment, the
teacher will give their students a scenario
and they will need to write an essay
explaining the given scenario within 500
words.

After that, the teacher will give

supplementary reading materials for their
students to be fully immersed in the various
speech acts of the lesson. The teacher will
give e-links for the students to access in their
desktops.

G. Closing Remarks The teacher will express her gratitude

● Final Remarks towards the class— especially to students
● Greeting who participated. The teacher will ask
permission for photo opportunity. Once the
documentation is completed, the teacher will
inform the students that they are already
allowed to leave the class.
Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 5: Technology and Communication

I. OBJECTIVES
A. Content Standards
i. The students will demonstrate an understanding of the impact of
how technology affects communication.
B. Performance Standards
i. Students will be able to compose well-organized and appropriately
formatted written communication using digital platforms.
ii. Students will demonstrate effective use of multimedia tools to
enhance their communication skills
C. Learning Competencies/Objectives
a. By the end of the lesson, students should be able to:
i. Understand technology and its impact on communication.
ii. Demonstrate an appreciation for the impact of communication on
the current society.
iii. Apply knowledge of the role of social media in today's generation
and utilize it purposefully.

II. CONTENT
a. Different perspective on Technology:
i. Jacques Ellul- Technology as a Cultural Phenomenon:
1. Ellul sees technology as not just gadgets but a cultural phenomenon,
exerting control over society. It influences all aspects of human life,
emphasizing its pervasive impact on culture and societal structures.
ii. Lewis Mumford- Technology as an Extension:
1. Mumford views technology as an extension of the human body,
empowering us to overcome physical limitations. From simple tools to
sophisticated technology, Mumford sees it as enhancing our capabilities.
iii. Martin Heidegger- Technology as Modes of Revelation:
 1. Heidegger sees technology as a mode of revelation, changing how we
understand and experience the world. It goes beyond creating objects
and shapes our perception and interaction with the environment.
iv. Marshall McLuhan- Technology as a Means of Communication:
1. McLuhan views technology as a means of communication, shaping not
only messages but also our culture and thinking. Media and technological
tools influence perception and contribute to the evolution of societal
thought processes.

b. Evolution of Communication:
i. Technology allows instant access to information globally. The current generation,
known as the "Instant World," seeks convenience through digital tools.
1. Connectivity:
a. Connectivity in the digital age is characterized by the seamless
and effortless use of digital tools like phones, tablets, and
computers for communication, mainly through text messages or
emails.
2. Convergence:
a. Convergence refers to the improvement in technology that
enables face-to-face communication through video calls or other
applications, effectively merging different forms of communication
into a unified experience.
3. Interactivity:
a. Interactivity signifies the instant and active participation in
communication, whether through online classes, quizzes, or
interactive games on the internet, creating engaging dialogues in
the blink of an eye.

c. Social Media
i. Social media enhances communication skills, breaking barriers of time and
space. Kaplan and Haenlein (2010) define social media as internet-based
applications with user-generated content.
d. Memes
 i. Memes are cultural snippets that convey meaning. Coined from biology, the term
"meme" relates to cultural imitators. Successful memes possess intertextuality,
indexicality, and templatability.
1. Intertextuality: refers to the incorporation of references or elements from
existing texts or cultural contexts into a new work, creating layers of
meaning through these connections.
2. Indexicality: involves the ability of an image or symbol to convey different
messages or emotions in various contexts, providing flexibility in
interpretation based on situational cues.
3. Templatability: pertains to the structured format or design of a meme,
allowing for the easy adaptation of content while maintaining a
recognizable framework for users to create and share their versions.

e. Positive Impacts of Technology on Communication

i. Easy tracking of communication:
1. Technology enables the efficient tracing of conversations, emails, and
social media posts, providing users with control and organization over
their interactions.
a. Reaching a broader audience: Advances in technology allow for
the connection with diverse audiences globally, breaking down
geographical barriers and enhancing the dissemination of ideas
and experiences.
b. Faster and easier communication: The digital age facilitates swift
and accessible exchange of ideas, opinions, and information,
transcending geographical and time constraints for more efficient
communication.
c. Speed and efficiency in communication: Technological progress,
including video conferencing and real-time document editing,
enhances the speed and efficiency of collaboration and idea
sharing across various industries.
d. Overcoming disabilities: Technology positively impacts individuals
with disabilities by providing easier access to communication
applications, fostering connections and engagement that were
once challenging.
 f. Negative Impacts of Technology to Communication
i. Non-social life:
1. The increasing reliance on technology for communication poses a risk of
damaging face-to-face interactions, potentially leading to a disconnect
and a decline in meaningful relationships.
a. Omnipresent distraction: Technology's ubiquity can create a
distracting environment, hindering genuine conversations and
interactions as constant notifications and social media scrolling
divert attention.
b. Weakens family relations: While technology allows for remote
communication, its overuse may lead to detachment within
families, reducing face-to-face conversation time and impacting
the quality of interactions
c. Less comfortable with non digital conversations: The prevalence
of digital communication tools, such as text messages and emails,
has made individuals less comfortable engaging in face-to-face or
traditional conversations, potentially causing misunderstandings.
d. Unlawful use and addiction: The misuse and addiction to
technology can result in diminished face-to-face interaction,
leading to decreased empathy and social skills, emphasizing the
importance of finding a balance for healthy communication habits.

III. LEARNING RESOURCES

● References

Santos, M. D. (2023, November 17). The definition of technology according to different authors.
Polaridad.es.https://polaridad.es/en/definicion-de-tecnologia-por-autores/?expand_article=1&fbc
lid=Iw AR0K2watkN_ZJZxV30Fhkaz2VJmDtHu44drDOFwNw7i-oVniOROFudBKcbM#google_
vignette

Ali, A. (2023, June 20). 10+ positive and negative impacts of technology on communication "
hubvela. Hubvela.
https://hubvela.com/hub/technology/positive-negative-impacts/communication/?fbclid=Iw
AR1WJv5eZs1FCKc54OhWbSwgZHVgK4pIqU-6dJDBKLEXsH4_z3RktvD8AvY#googl
e_vignette

IV. PROCEDURE

Instruction

1. Preliminaries The instructor will inform students through

the Google Classroom 30 minutes before
the class, precisely at 1:30 PM PST, to get
ready.

Following this, the instructor will provide an

explanation of the classroom rules, set
expectations, encourage camera usage,
and highlight the importance of
cooperation.

2. Introductory Activity The instructor will commence the class by

presenting a series of images that
symbolize distinct eras in communication.
These visuals span from telegram to the
advent of phones enabling voice
communication, highlighting technology's
pivotal role in shaping human connections.

Following the visual presentation, the

instructor will actively engage students,
encouraging them to reflect on the
evolution of technology. Students will be
prompted to share their insights on how
technology has progressed from traditional
communication methods depicted in the
images to the contemporary use of
smartphones. Volunteering is warmly
welcomed to foster a participative and
interactive learning environment.

C. Presentation The instructor will present various

perspectives on technology, starting with
Jacques Ellul's view of it as deeply
ingrained in culture. Lewis Mumford's
perspective considers technology as an
extension of the human body, empowering
beyond physical limitations. Martin
Heidegger sees technology as a mode of
revelation, altering our understanding of the
world. Marshall McLuhan views technology
as a means of communication, shaping
cultural processes and thought.

Moving to the evolution of communication,

historical images will prompt students to
recall information accessibility during
different eras. The contrast between limited
historical information flow, government
influence, and reliance on traditional media
sources will be highlighted against instant
and the diversified information accessibility
of the present day.

Transitioning to the contemporary

landscape, the instructor will discuss the
"Instant World" and how communication is
characterized by constant connectivity,
convergence, and interactivity. Concepts
like connectivity, convergence, interactivity
and will be explained, illustrating their
impact on communication.
The instructor will delve into social media
as a digital way for people to interact,
breaking down barriers of time and space.
The applications of social media in
communication, both socially and
educationally, will be explored. The
classification of social media will be
introduced, linking it to high media
presence through gaming examples.

Moving to a lighter note, the instructor will

introduce memes as cultural snacks shared
on the internet. The historical background
of memes will be presented, highlighting
their rich history and connection to biology.

Building on the concept, the instructor will

explain the properties of memes:
successful intertextuality, indexicality, and
templatability. Memes will be presented as
a unique form of communication relying on
cultural references and adaptability.

The final segment will focus on the impacts

of technology on communication,
presenting both positive and negative
aspects. Positive impacts, including easy
tracking, reaching a wider audience, faster
communication, speed and efficiency, and
overcoming disabilities, will be discussed.
 Negative impacts, such as non-social life,
omnipresent distraction, weakened family
relations, discomfort with non-digital
conversations, and unlawful use and
addiction, will be presented in detail.

To enhance engagement, the instructor will

break down each impact, explaining how
technology enables efficient organization
and prevents messages from getting lost.
This breakdown will continue for each
impact, ensuring a thorough understanding
of the positive and negative aspects.

In conclusion, the instructor will summarize

the transformative effects of technology on
communication, acknowledging the dual
nature of benefits and challenges. She will
emphasize the importance of students
comprehending this dynamic relationship
and adapting to the evolving
communication landscape. The instructor
will also mention her approach of prompting
students to participate through questions
and reading activities, fostering a more
interactive and engaging learning
experience.

So, after the discussion, it’s time to have a

practical application task for the students to
check if they have learned from the
discussion.

D. Practical Application of Concepts and Skills In this segment, the instructor aims to
bridge the theoretical concepts discussed in
the lesson with real-life scenarios,
encouraging students to reflect on their
daily use of technology and the influence of
social media on their communication. The
instructor will initiate the practical
application by posing questions to the
students, prompting self-assessment. She
will inquire, "What technology do you often
use as part of your everyday lifestyle? How
does the presence of social media
platforms impact your communication and
daily interactions?" This question serves as
a starting point for students to reflect on the
tech tools integrated into their daily
routines.
 Building on the self-assessment, the
instructor will guide the students to share
their responses in the chat box. This
interactive practice allows students to
articulate their experiences, providing
insights into the varied technological
landscapes within the class. Following the
students' input, the instructor will encourage
reflection on how the presence of social
media platforms impacts their
communication and daily interactions. She
may prompt students to consider the
positive and negative aspects of social
media, fostering deeper reflection on the
role these platforms play in shaping
interpersonal connections.

E. Assessment The instructor facilitated the assessment

Evaluating through a Google Form link provided to the
Learning Understanding Product students, aiming to gauge their
understanding of the presented viewpoints
on technology and communication from
Jacques Ellul, Lewis Mumford, Martin
Heidegger, and Marshall McLuhan. The
instructor utilized a Google Form to collect
responses from the students. The form
included the key question: "Reflect on the
presented viewpoints about technology and
communication from Jacques Ellul, Lewis
Mumford, Martin Heidegger, and Marshall
McLuhan. Choose one perspective that
resonates with you the most and explain
why. Additionally, discuss how the chosen
perspective aligns with or challenges your
own experiences and observations of
technology's role in communication."

F. Generalization or Abstraction about the Lesson Ask 3 students about what they have
learned in the lesson.

G. Assignment The instructor has assigned a compelling

Reinforcement or Enrichment Activity task to the students, directing them to
watch Henry William's TED Talk titled 'How
Technology Separates Us.' In this
enlightening presentation, Henry delves
into the profound impact technology on of
human connections. The instructor has
shared a YouTube link for easy access to
the video and also provided a Google Drive
 link for the submission of assignments.

In the assignment, students are required to

compose a reflective essay of
approximately 250 words.

This reflective exercise aims to deepen

their understanding of the course material
by applying it to real-world observations
and insights.

Students are instructed to upload their

essays to this shared drive, ensuring easy
access and organization of submissions.

H. Closing Remarks Final Remarks Greeting In the closing remarks, the instructor
concluded the lesson by directing students
to submit their assignments through the
Google Drive provided link. .This ensures
streamlined collecting process a for and
assessing assignments.

The instructor then opened the floor for

questions, asking, "Do you guys have any
questions?" Following this, she
acknowledged the end of the session,
expressing gratitude to the students:
"Alright, so I think that’s it for today. Thank
you so much for your cooperation BSC
1-3." She acknowledged the positive
experience, conveying optimism for the
students' future success: "This is a
wonderful experience, and I hope to see
you succeed in the future."

The instructor concluded with encouraging

words The final message, "and have a
great day. Class dismissed," formally
marked the end of the lesson, providing
closure and sending students off with
well-wishes for the rest of their day.

Teacher: Ivan Joshua R. Jandusay

Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 6: Report Writing

1. Objectives:
a. Content Standards: The students will be able to:
i. Define what a report is and its significance.
ii. Identify and describe the components of a formal business report.
iii. Understand the different types of reports based on purpose, structure,
frequency, subject matter, and persons interested.
b. Performance Standards: After the discussion, the students will be able to:
i. Recognize the importance of reports in decision-making and
administrative processes.
ii. Demonstrate the ability to write a clear and structured report.
c. Learning Competencies/Objectives: By the end of this lesson, the students
should be able to:
i. Identify and describe the key components of a business report, including
the title page, executive summary, introduction, body, conclusions,
recommendations, and appendices.
ii. Write clear, concise, and well-organized business reports.
iii. Work collaboratively in teams to prepare comprehensive business
reports.
2. Content/Subject Matter:
a. Definition and Purpose of Business Reports:
i. A business report is a structured document that presents information,
analysis, and recommendations to assist in decision-making within a
business context. These reports are formal in nature and are used to
communicate specific information in a clear, concise, and systematic
manner.
1. Key Components of a Business Report:
a. Title Page: Includes the title of the report, the author’s
name, the date, and any other relevant details.
b. Executive Summary: Provides a brief overview of the
report's content, highlighting the main points, conclusions,
and recommendations.
c. Table of Contents: Lists the sections and subsections of
the report along with their page numbers.
 d. Introduction: Sets the context, states the purpose of the
report, and outlines the scope and methodology.
e. Body: Contains the main content, including data analysis,
findings, and discussions. This section is often divided into
multiple sub-sections.
f. Conclusions: Summarizes the key findings and interprets
the significance of the results.
g. Recommendations: Provides actionable suggestions
based on the report’s findings.
h. Appendices: Includes supplementary material such as
raw data, detailed calculations, and additional resources.
b. Importance of Reports
i. Reports play a crucial role in business by serving as a foundation for
informed decision-making, performance monitoring, and strategic
planning. They provide a structured means of presenting data and
analysis, enabling managers and executives to make evidence-based
decisions that drive organizational success. Regular reporting facilitates
clear internal communication, ensuring that employees at all levels are
aligned with the company’s goals and progress. Externally, reports
enhance transparency and accountability, fostering trust among
stakeholders such as investors, customers, and regulatory bodies. By
systematically documenting activities and outcomes, reports also promote
accountability and continuous improvement, helping businesses to
identify areas for growth and efficiency.

III. Learning Resources;

A.References Bovee, C., &Thill, J. (2010). Business communication essentials: A

skills-based approachtovitalbusinessEnglish(4thed.).UpperSaddleRiver,NJ:PrenticeHall.
Cruthers, A. (2021). Writing Formal Reports. Pressbooks.
https://kpu.pressbooks.pub/businesswriting/chapter/writing-formal-reports/#fig11.1

Pennington,W. N. (n.d.)How toWrite aBusiness Report. UniversityWriting& Speaking Center.

https://www.unr.edu/writing-speaking-center/writing-speaking
resources/how-to-write-a-business-report

IV. Procedure:

Instruction

A. Preliminaries The teacher will begin by greeting the students

● Greetings and requesting permission to record the session,
● Prayer acknowledging the importance of recording for
● Attendance review and reference purposes, especially for the
● Attendance final demonstration requirement.
● Classroom Management
Next, the teacher will introduce themselves as the
instructor and briefly explain the significance of
report writing, emphasizing its role in effective
communication, decision-making, and
professional documentation. Following the
introduction, the teacher will encourage active
participation from the students throughout the
session, emphasizing the value of their
contributions and insights in enhancing the
learning experience and fostering a collaborative
learning environment.

B. Introductory Activity The teacher will guide students through the

● Orientation warm-up questions by initiating a discussion about
● Purpose their existing knowledge and experiences with
● Presentation report writing. This helps set the context for the
● Activity Proper lesson and encourages active participation from
the students. Specifically, the questions that will
be asked are as follows:
What do you know about writing reports?
What are your experiences with writing reports?

C. Presentation The teacher will introduce the main discussion

● Definition of Report Writing topics, starting with a clear definition of what
● Importance of Reports constitutes a report according to Brown A. C. This
● Quick Steps to Writing a Report establishes a foundation for understanding the
● Parts and Elements of a Formal purpose and significance of reports in various
Business Report contexts.

Following the definition, the teacher will

 differentiate between formal and informal reports,
highlighting the structural and contextual
differences between the two types. This allows
students to grasp the diverse nature of reports
and their applications in different settings.

Next, the teacher will classify reports based on

various criteria such as structure, purpose,
frequency, subject matter, and intended audience.
This classification provides students with a a
systematic framework for understanding the
different types and functions of reports.

Moving forward, the teacher will discuss the

importance of reports in decision-making
processes, administrative functions, and
organizational control. This helps students
appreciate the practical significance of reports in
professional environments and their role in
facilitating informed decision-making.

The teacher will then outline the quicksteps to

writing a report, emphasizing the importance of
focusing on a specific topic, gathering relevant
information, and organizing it effectively. This
step-by-step approach helps students understand
the fundamental process involved in report writing.

Afterward, the teacher will delve into the parts and

elements of a formal business report, including
preliminary parts, the report body, and
supplemental parts. This breakdown helps
students understand the structure and
components of a well-crafted report, enhancing
their ability to create comprehensive and effective
reports.

D. Practical Applications of Concepts Following the discussion on report components,

and Skills the teacher will facilitate a group activity where
● GroupActivity students collaborate to brainstorm ideas, outline
key points, and prepare presentations. This hands
on activity encourages teamwork and allows
students to apply their knowledge in a practical
context.

About the activity:

The teacher will guide the students to read the

scenario together and discuss key points. They
will identify the main objectives, target audience,
 and any challenges presented in the scenario.

Scenario:
Your company, EcoTech Solutions, is a leading
tech company known for its innovative products.
The company is now planning to launch a new
line of sustainable tech products, including
eco-friendly laptops, tablets, and accessories. The
goal is to position the company as an
environmentally conscious brand, appealing to
consumers who prioritize sustainability.

Each group will be assigned to a Zoombreakout

room where they will brainstorm with their
members. They will have 10 minutes to
collaborate and outline a plan for the structure of
their business report on a Word document to be
presented in class.

After the breakout session, the groups will

reconvene in the main room to present their
outlines.The teacher will provide comments and
feedback to each group to help refinetheir ideas
and presentations further. This activity
encourages critical thinking, problem-solving, and
effective communication among the students.

E. Assignment The teacher will provide an assignment to choose

a business scenario (e.g., proposing a new
product idea, requesting funding for a project).
They need develop a persuasive proposal
outlining your idea or request. Clearly articulate
the problem or opportunity, propose a solution,
and provide supporting evidence and benefits.

F. Closing Remarks The teacher will express her gratitude towards the
● Final Remarks class— especially to students who participated.
● Greeting The teacher will ask permission for photo
opportunity. Once the documentation is
completed, the teacher will inform the students
that they are already allowed to leave the class.
Teacher: Ivan Joshua R. Jandusay
Learning Area: Oral Communication in Context
Room: Zoom Meeting

Week 7: Email Writing

1. OBJECTIVES
a. Content Standards:
i. Students must have knowledge of the importance, best practices, and
etiquette in writing an email.
ii. Students must have knowledge of the different elements present when
writing an email.
b. Performance Standards:
i. Students must be able to apply the best practices of email writing and
adhere to etiquette to ensure effective communication.
c. Learning Competencies/Objectives:
i. By the end of the lesson, students should be able to effectively write an
email for different purposes.
ii. Compose a formal and informal email message following the dos and
don’ts and etiquette for email writing.

2. CONTENT
a. Important Terms
i. Email: An email is a communication method that uses electronic devices
to deliver messages across computer networks. It refers to both the
delivery system and individual messages that are sent
ii. Etiquette: Etiquette refers to the accepted ways of communicating with
others in the workplace. Good communication etiquette includes behavior
and strategies that can help you relay information clearly while
maintaining positive relationships with your supervisors, colleagues and
clients.
iii. Email Etiquette: Email etiquette is a crucial set of principles for socially
and professionally acceptable email communication. It encompasses
language, structure, grammar, and tone, varying based on the recipient
and context, such as professional or personal emails.

b. Importance of Email Etiquette

i. Email etiquette helps communicate better and create a better relationship
with the recipient. Speaking in person versus communicating over email is
entirely different. One phrase in the wrong context could hurt your
communications or brand. That's why following proper etiquette while
writing emails is so important because it helps you convey your message
clearly. It also helps achieve the following:
 1. Professionalism: Using proper email language, you and your
organization will convey a professional image.
2. Efficiency: It helps you improve your communication skills. Emails
which get to the point are much more effective than badly
conveyed emails.
3. Clarity of expression: Use appropriate tone to avoid being
misunderstood or misinterpreted.
4. Protection from liability: Awareness of email stakes will protect you
and your organization from costly lawsuits.

c. Structural Elements of an Email

i. Sender's Information: This includes details about the person or
organization extending the invitation, such as their name, title,
organization/company name (if applicable), address, phone number, and
email address.
ii. Recipient's Information: Contains the details of the individual or group
receiving the invitation, including their name, title (if applicable), address,
and any additional contact information.
iii. Subject: This is a summary or description of the content of the email.
iv. Greetings or Salutation: The greeting at the beginning of the letter,
addressing the recipient. It can be formal or informal depending on the
context and relationship with the recipient.
v. Body: The main content of the letter providing details about the event,
such as the purpose, date, time, venue, dress code (if applicable), RSVP
instructions, and any other pertinent information.
vi. Closing: The closing helps you end the letter politely and courteously. The
subscriptions change according to the type of letter you are writing. It can
be written as Yours faithfully, Yours lovingly, Yours sincerely, With love,
etc.
vii. Signature: The signature or the name of the writer should be written just
before the subscription.

d. Email Etiquette Rules to Follow

i. Use a professional email address: Create and use a formal email address
that people can remember. Your email address can be your first name or
a combination of your first and last name. You can also use one or two
numbers in your email address. Don't use weird names and symbols in
your email address.
ii. Write clear subject lines: People use subject lines to determine whether or
not to open an email. Subject lines should give context to the email copy
and shouldn't trick users into clicking them. Considering email etiquette,
use short and clear subject lines. Tell people what they can expect from
email, and never send an email without a subject line.
 iii. Maintain a professional tone: More important than what you say is how
you say it. To follow email etiquette, keep your tone friendly and polite
when writing emails.
iv. Keep the copy clear and concise: When writing the copy of your email, it's
best to start with the core message first and then explain the context of
why you are sending the email. Avoid writing long emails with too many
paragraphs. Instead, you can use bullets to keep it concise and legible.
v. Mark recipients in the appropriate tags: The people who must take any
necessary action relating to email must be mentioned in the 'To' field. You
can put your assistant in the 'To' section when sending an email to ask
her to change your schedule. The BCC (blind carbon copy) field is where
you add recipients whose identities must remain hidden. The people who
are added to the BCC cannot be seen by the other email recipients.
vi. Read the copy twice before sending: It is one of the most overlooked
email etiquette rules. Sending email copies with grammar or spelling
errors can hurt your reputation. Read your email copy and subject line at
least twice before clicking on the 'Send' button.
vii. Be mindful with ‘Reply All’: We are all aware of how many emails we
receive each day. Using the 'Reply all' only when essential can help avoid
sending unnecessary emails to people. Use 'Reply all' only when all
people should be aware of the message.
viii. Don’t share controversial topics: If you get an email with offensive
language (racist, sexist, etc.), don't forward it to others because doing so
could harm your reputation.
ix. Don’t email confidential or private information: Your email remains on the
server even after you have deleted it from your account. So, it is
preferable to discuss sensitive material in person or over the phone rather
than by email.
x. Email signature etiquette: An email signature is the most overlooked part
of an email. Adding a professional email signature can help your audience
know about you and your business.
xi. Avoid excessive abbreviations: Refrain from using abbreviations in
business emails as it is considered poor email etiquette. Working
professionals don't have much time to read and respond to emails. So,
write direct words instead of using abbreviations that you only know.
xii. Always introduce first: Your recipient will not know you unless you
introduce yourself. Mention who you are, what you do, and why you are
reaching out.
xiii. Shorten or hyperlink the URL: Adding a complete URL to the email
content will look messy and affect readability. Instead, shorten your URLs
or use hyperlinks to make your emails look clean and easy to read.
xiv. Check your attachments: Missing email attachments and inserting large
files affect email etiquette and contribute to a bad user experience.
 xv. Check your formatting: Accessibility is crucial to ensure email etiquette.
Make sure your email format is accessible to all users and email clients.
xvi. Avoid unfamiliar email abbreviations and words: Use clear and familiar
language in your emails. Avoid excessive or unfamiliar email
abbreviations.

3. LEARNING RESOURCES
a. References:
i. Adkuloo, N. (2023, November 2). 16 Rules & Best Practices for Email
Etiquette [Updated]. Mailmodo.
https://www.mailmodo.com/guides/email-etiquette/
ii. The Editors of Encyclopedia Britannica. (2024, January 5). E-mail |
Definition & Facts. Encyclopedia Britannica.
https://www.britannica.com/technology/e- mail
iii. Education, J. G. M. (2022). Basic parts of an email message and address.
In YourDictionary. https://www.yourdictionary.com/articles/email-
message-parts
iv. etiquette. (2024). In the Merriam-Webster Dictionary.
https://www.merriam-webster.com/dictionary/etiquette
v. What are the different types of emails? (2022, September 15). Campaign
Monitor. https://www.campaignmonitor.com/resources/knowled
ge-base/what-are-the-different-types-of-email.

4. Procedure

Instruction

A. Prelimenaries The teacher will enter the meeting and greet

the class. After that, the teacher will discuss
the classroom rules.

B. Introductory The teacher will begin by reading the title of

the topic.

The teacher will ask the students some

questions regarding their own experiences
in relation to the topic.

Display examples of email messages for

various purposes.

Ask the students to reflect on their

experiences of sending email messages in
both formal and informal situations.

C. Presentation The teacher will begin by reading the title of

 the topic.

The teacher will formally begin the lesson by

citing the learning objectives.

The teacher will then discuss some relevant

terms regarding the topic.

The teacher will explain the important terms

in email writing and the importance of email
etiquette when composing an email
message regardless of the purpose.

The teacher will discuss the structural

elements of an email message.

The best practices of email wiring will be

discussed to end the lesson proper.

D. Practical Applications of Concepts and Skills For the self- assessment, the teacher will
display the things to consider when writing
an email message. The teacher will then
ask the students to self-assess themselves.

For practice, the teacher will ask the

students to make a one (1) paragraph email
message to follow-up on a job application in
5 minutes.

For reflection, the teacher will call on some

students to provide feedback on their
classmate’s sample email message.

E. Assessment For evaluation of learning, the teacher will

provide constructive feedback during group
presentations, focusing on adherence to
structure, clarity, and creativity.

For understanding, the teacher will assign

every student to improve the sample email
message they composed by following the
best practices.
For product, the teacher will provide a
google drive link where every student will
pass their improvised job application email
message provide specific feedback on
strengths and areas for improvement.

F. Generalization or Abstraction about the Lead an open discussion regarding the

Lesson importance of following email etiquette
rules.

The teacher will connect the lesson to other

areas of learning like the communication
skills and the importance of being proficient
in written communication in different
situations, especially on workplace.

G. Assignment For the assignment, the students will be

assigned to make a list of the things they
realized after the lesson.

H. Closing The teacher will ask if the students have a

question regarding the lesson and the
activities given.

The teacher will be asking the students to

open their cameras for attendance.

The teacher will encourage students to

expound on their written communication
skills.

Say “goodbye” and “thank you” to students.