Republic of the Philippines

Department of Education
Region IV – A CALABARZON
LODLOD NATIONAL HIGH SCHOOL
Barangay Lodlod, Lipa City, Batangas

A Detailed Lesson Plan in English 8

Grading Quarter: Second

Theme: Embracing your heritage

Lesson: Revisiting our Rich Past

Date: October 9, 2018

Program Standard: The learner demonstrates communicative competence through his/

her understanding of literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries.

Grade Level Standard: The learner demonstrates communicative competence through

his/ her understanding of Afro- Asian Literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.

Content Standard: The learner demonstrates understanding of: East Asian literature as
an art form inspired and influenced by nature; relationship of visual, sensory, and verbal
signals in both literary and expository texts; strategies in listening to long descriptive and
narrative texts; value of literal and figurative language; and appropriate grammatical
signals or expressions suitable to patterns of idea development.

Performance Standard: The learner transfers learning by composing and delivering a

brief and creative entertainment speech featuring a variety of effective paragraphs,
appropriate grammatical signals or expressions in topic development, and appropriate
prosodic features, stance, and behavior.

Learning Competency: EN8RC-IIe-11: Transcode information from linear to nonlinear

texts and vice-versa.

I. Learning Objectives

At any part of the lesson, students are expected to:

1. Differentiate linear from non-linear text.
2. Interpret data in non-linear text.
3. Draw information from non-linear to linear texts and vice-versa.

II. Subject Matter

 a. Topic: Linear vs Non- Linear Text
b. Source: ENGLISH 8 Learning Module
c. Materials: Powerpoint Presentation, board and chalk, activity kit

III. Learning Procedure

Teacher’s Activity Student’s Activity

Daily

Daily Routine

(Prayer, Greetings and Classroom Management)

A. ACTIVITY

What’s with the color? : 5 mins

What’s your favorite color?

(ask at least 5 students- there should be no same

favorite color)
(students answer)

Who among you has the same favorite color as

(student 1, 2, 3, 4, 5)?

(draw a bar graph, count the number of students who (students raised their hands)
raised their hands and shade on the graph the number
of students who liked the color 1,2,3,4,and 5)

What did I just do?

You draw a graph and shade the
part which we agreed on.

(students will do the task)

Correct! Now, based on this graph, what data are

present? Can someone explain or interpret the data we
had on the board?

Out of __ students in the class,

there are _ of students whose
favorite color is _, ___ of students
whose favorite color is ___, ___ of
students whose favorite color is
___,___ of students whose favorite
color is ___ and ___ of students
whose favorite color is___.
 B. ANALYSIS

Discussion: 10 minutes

Very good! So based on the activity, can anyone guess

what could be our lesson for today?

Interpreting Graphs.

Good! Well, the activity we just had is actually the aim

of our lesson today. That is analyzing or interpreting
data from non-linear to linear text.

When we say Non-Linear those are the things

represented in either graphs just like the graph we
used earlier- the bar graph, then we have tables,
maps, and charts.

While Linear Text is the interpretation we could get

from the Non-Linear Text, just like the interpretation
your classmate made from the graph a while ago.

Linear text is the explanation of information that can be

seen in either graphs, tables, charts and maps.

For you to understand it clearly, let me show to you the

slides about LINEAR VS. NON-LINEAR TEXT.

(power point-presentation of the lesson)

C. ABSTRACTION

Generalization: 5 minutes

Today, we have learned about Linear and Non-Linear

text as well as how to transcode non-linear to linear
and vice versa.

Right Now let’s see if everyone understand our lesson.

We’re going to play a Car Race. You will be divided
into 5, each group will choose among yellow, red, blue,
green and orange, the color of car they want.
Each team will be asked a question. Make sure you
have one representative that will stand and answer the
question. If your team answer correctly, I’ll click your
teams color button to move your car.

Five correct answers will cross the finish line and win
the race.

However, if there’s no team who get to cross the finish

line, the team who’ll about to reach the finish line, will
be announced the winner.

The winning team will receive 10 points score in their

recitation. 8 points for the second runner, 6 points for
the third runner, 4 points to fourth runner and 2 points
to our last runner.

Team Yellow, Are you ready? Ready!

How about Team Green? Ready!

Team Red? Team Blue and Team Orange? We are Ready!

Questions:

1. What is Linear Text?

2. What is Non- Linear Text?
3. Where does non-linear texts used?
4. Give me at least 5 samples of non-linear text 1. Linear Texts are the reading
we usually encountered. texts presented in straight
5. How do we interpret non-linear text? lines. They are the
interpretation of datas from
graphs, tables and charts
converted into words.
2. Non-linear texts are reading
text not presented in straight
lines. They are presented
usually in graph, tables,
charts and maps.
3. Non-linear texts are used to
summarise figures, show
trends, show comparisons,
show relationships and
clarify difficult concepts.
4. Some non-linear texts we
are likely to encounter are
graphs, tables, charts,
diagrams, maps and
photographs.
5. -Read the title / label
-Pay attention to every
information provided (title,
labels, legends, notes)
-Understand the scales of
measurements used
-Pay attention to the trends
 (increase/decrease/stable)
shown
-Make general conclusion

Good job class! Everyone give yourself an Amazing

Clap.

D. APPLICATION

Group Activity: 10 minutes

So, right now, we will be having another group activity.

We will use the same group earlier. Each group will
receive an activity kit containing a manila paper,
marker and the task with instructions printed. For those
who’ll be receiving the NL TO L kit will have to interpret
the data assigned them into linear text. Whereas the
group who’ll be receiving the L TO NL kit will have to (students will do the task)
convert the interpretation written into non-linear text
indicated.

You have 10 minutes to do this activity.

TEAM 1- NL to L kit (interpreting a chart)

TEAM 2- L to NL kit (creating a table)

Suppose you are selling two different kinds of

magazine for a certain school fund-raiser. You keep
track of your sales for one week, and at the end of the
week you have the following numbers: Monday: 6
fashion magazines and 2 sports magazines, Tuesday:
6 fashion magazines and 3 sports magazines,
Wednesday: 8 fashion magazines and 5 sports
magazines, Thursday: 6 fashion magazines and 3
fashion magazines, Friday: 2 fashion magazines and 4
sports magazines, Saturday: 3 fashion magazines and
1 sports magazine, and Sunday: 2 fashion magazines
and 1 sports magazine.

Use a non-linear to show the total of sold fashion

magazines and sports magazines.

TEAM 3- NL to L (interpreting a mind map)

TEAM 4- L to NL (creating a bar graph)

Suppose you are grade 12 completer and you haven’t

decided yet where to go in college because you’re
having a hard time thinking which is the most
prestigious and well known among your choices
(Central Luzon State University,
University of the Philippines and Ateneo de Manila
University). So you decided to
make a survey considering which university your family
wanted you to go to, your teachers and your friends:
Family: 5 CLSU, 2 UP, 1 AdMU, Teachers: 6 CLSU, 4
UP, 2 AdMU, Friends: 12 CLSU, 2 UP, 5 AdMU.

Tabulate your data and make a title for your graph.

TEAM 5- NL to L (interpreting a pictogram or

pictograph)
IV. EVALUATION

See attached worksheet.

V. ASSIGNMENT

Talk with a partner. Ask and answer the questions. Construct a paragraph out of your
answers.
1. About how much time a day do you spend on the activities listed on the pie
chart?
2. On which activities do you spend more time than the pie chart shows?
3. On which activities do you spend less time than the pie chart shows?

-end of class-
Prepared by:

___________________________

MA. GELENE U. GARCIA

Student-Teacher

Checked by:

___________________________ ________________________

JOSE C. MACATANGAY, Ph.D CHORELYN M. MANALO

Teacher-in-Charge Cooperating Teacher