DAILY School Grade Level 8

LESSON LOG Teacher Learning Area English

Teaching Date/s Quarter Second Quarter
and Time

I. OBJECTIVES
A. 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.
B. Grade Level 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.
C. Content Standard The learner demonstrates understanding of: East Asian literature as an
art form inspired and influence 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.
B. Performance Standard The learner transfer 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.
C. Learning Competencies/  Explain visual-verbal relationships illustrated in tables, graphs,
Objectives
and information maps found in expository texts.EN8SS-LLE-1.2
 Transcode information from linear to non-linear texts and vice
versa. EN8RC-LLE-11
II. CONTENT Transcoding Information from Linear to Non-linear Texts and vice versa
III. LEARNING
RESOURCES
A. References Eloquence Grade 8, pp. 193 & 200

B. Other Learning Resources Google

http://www.aijc.com.ph/
http://www.infoplease.com/atlas/country/philippines.html

IV. PROCEDURES
A. Daily Routine 1. Prayer
2. Energizer
3. Idiomatic Expression of the Day
4. Survey/Trivia/ Puzzle/Joke
A. Reviewing yesterday’s lesson or Power Point or Video Presentation:
Presenting the new lesson
 https://www.youtube.com/watch?y=QeXyOSWXPWg&feature=share
 http://www.slideshare.net/jmpalero/english.9.linear-vs-nonlinear-text?
from_m_APP=android

1. What is the video all about?

2. What are linear texts and non-linear texts?
3. Give examples of each kind.

B. Establishing a Purpose for Discussion on the importance of knowing how to transcode information from
the Lesson linear to nonlinear text and vice versa:

 They improve not only the processing of facts but also understanding
of facts.
 Linear texts provide beneficial structural cues that help students with
comprehension. (Foltz,1996; Charny,1987).
 By processing non-linear texts, students also develop skills to construct
meaning through information transfer and scanning for specific
information. ( Ain Nadzimah and Chan, 2006)how to transcode

Scanning and Skimming Non-Linear Texts

C.Presenting examples/ instances of the
new lesson Information can be presented in the text form or in the non-linear
Provide examples of the new lesson. Show text form (illustrations). Tables, charts and graphs all use non-linear
what the instances of the content and
competencies. This is where the concepts
are clarified.
texts extensively to visualize or represent important information. This
information usually consists of facts and figures. In general, illustrations
(i.e. non-linear texts) function to summarize figures, show
comparisons, highlight relationships and eventually help make
predictions.

To help you scan and skim the data presented in the illustrations, here
are the basic steps you should follow:

1. Read the title and subtitles to get the general idea of what the
information all about and the purpose of the illustration.

2. Next, read any information at the top, bottom and by the sides such
as the legends.

3. Finally, for detailed information, study tall the figures given carefully.

Following is an example of the information obtained by scanning and

skimming the chart below.

SUPPLY AND DEMAND FOR DAEWOO

CARS (2001-2005)

7,000
6,000
5,000
No.of Units

4,000 DEMA
3,000 ND
2,000
1,000
0
01

02

03

04

05
20

20

20
20

20

Year

Figure 1: Supply and Demand for Daewoo cars (2000 – 2005)

Introduction

Purpose of the chart: To show the supply and demand for Daewoo
cars from 2001 to 2005.

Descriptions

Supply:

i. 5,000 units in 2001, higher than demand.

ii. Declined to drastically to 3,000 units.

iii. Between 2002 and 2003, supply remained the same/constant at

3,000 units (the

lowest)

iv. From 2003 onwards, supply increased steadily to 4,800 units in

2005.

Demand:
 i. 3,500 units in 1998.

ii. Increased rapidly to reach 6,000 units in 2003 (the highest)

iii. From 2003, demand declined to 2,000 units.

iv. Between 2004 and 2005, it remained constant at 2,000 units.

Conclusion

i. Supply did not match with demand.

ii. Supple did not keep with demand.

Using Specific Registers

When comprehending a report, we not only need accurate interpretation

but we also need to use the correct language with specific vocabulary and
phrases which clearly describe the data presented in the illustrations.

The following are some of the most common expressions used to

describe trends.

1. Upward movement [verb]

 To go up
 To rise
 To increase
 To climb
 To jump
 To grow

2. Downward movement [verb]

 To fall
 To drop
 To decline
 To decrease
 To slump in

3. Speed of change [adverb]

 Rapidly
 Steadily
 Gradually
 Slowly
 Steeply

4. Degree of change [adverb]

 Dramatically
 Significantly
 Moderately
 Slightly

D.Discussing new concepts and practicing

new skills #1 Do exercises 1.
(Leads to Formative Assessment 1)
Discuss the concepts. Prepare good
questions for this. Listen to the answers
of learners to gauge if they understood
your presentation lesson. If not, then
reteach. If they have understood, then
proceed to deepening the lesson.
E. Discussing new concepts and practicing new Do exercises 2 & 3.
skills #2

F. Developing Mastery Group Tasks

(Leads to Formative Assessment 2)
Deepen the lesson with new ways to apply Using Venn Diagram, compare and contrast the following:
the learning. Pair, group and team work
might be a good way to help learners
Group 1- Fiction and Nonfiction
discuss the lesson among themselves. They Group 2- Poem and Short Story
can present their work to the class and this
serves as the teachers’ way of assessing if
Group 3- Two different stories/tales
the concepts are solidifying and if their skills Group 4- Water Cycle and Carbon Cycle
are developing.
Group 5 – Fish and Mammals

G. Finding Practical Applications of Concepts

and Skills in Daily Living

 Explain the visual- verbal relationships illustrated in the pie chart in an

expository text. (Eloquence, p.200)

H. Making Generalizations and Abstractions

about the Lesson

I. Evaluating Learning

J. Additional Activities for Application or

Remediation

V. ASSIGNMENT

Today, we learnt about non-linear to linear text. The types of non-linear texts are:
 Graphs/charts - graphs and charts are visuals that show a relationship between two or more
sets of measurements. The most common types of graphs are line graphs and bar graphs, while pie
charts are the most common type of chart.
 Line graphs - line graphs are commonly use to show trends. they are easy to read because
the reader is able to identify the trend based on the direction of the line.

 bar graphs - bar graphs consist of columns or bars arranged horizontally or vertically.

Normally, they are used to show comparison between variables. They are also used to show the
frequency of events in different classes or intervals.

 pie charts - pie charts are visual representations of information on parts or segments as a

proportion, percentage or fraction of the whole. One can clearly see that the visual itself shows who
or which segment has the bigger piece of the pie.

 tables - tables consist of facts and figures arranged in columns and rows for quick reference.
This will ease the understanding of complicated facts and figures.
 TIPS ON HOW TO DO TASK

 Spend 5 minutes reading the graphs/ charts etc…

 Make sure you understand axes
 Make sure you follow lines on graph
 Focus on the key information
 If 2 graph – compare
 Think about the time  period – tense
 Vary your vocabulary
 Organize information clearly
 Write neatly

 NON-LINEAR WRITING FORMULA

 Title
 1 Overview + Controlling Idea
 2-3 Key features
 4 Prediction +  Proposal

Scanning and Skimming Non-Linear Texts

Information can be presented in the text form or in the non-linear text form (illustrations). Tables, charts
and graphs all use non-linear texts extensively to visualize or represent important information. This
information usually consists of facts and figures. In general, illustrations (i.e. non-linear texts) function to
summarize figures, show comparisons, highlight relationships and eventually help make predictions.
To help you scan and skim the data presented in the illustrations, here are the basic steps you should follow:
1. Read the title and subtitles to get the general idea of what the information all about and the purpose of the
illustration.
2. Next, read any information at the top, bottom and by the sides such as the legends.
3. Finally, for detailed information, study tall the figures given carefully.

SUPPLY AND DEMAND FOR DAEWOO CARS Following is an example of the information obtained
(2001-2005) by scanning and skimming the chart below.

7,000
6,000
5,000
No.of Units

4,000 DEMAND
3,000 SUPPLY
2,000
1,000
0
01 02 03 04 05
20 20 20 20 20
Year
 Figure 1: Supply and Demand for Daewoo cars (2000 – 2005)

Introduction
Purpose of the chart: To show the supply and demand for Daewoo cars from 2001 to 2005.

Descriptions
Supply:
i. 5,000 units in 2001, higher than demand.
ii. Declined to drastically to 3,000 units.
iii. Between 2002 and 2003, supply remained the same/constant at 3,000 units (the
lowest)
iv. From 2003 onwards, supply increased steadily to 4,800 units in 2005.
Demand:
i. 3,500 units in 1998.
ii. Increased rapidly to reach 6,000 units in 2003 (the highest)
iii. From 2003, demand declined to 2,000 units.
iv. Between 2004 and 2005, it remained constant at 2,000 units.

Conclusion
i. Supply did not match with demand.
ii. Supple did not keep with demand.

Using Specific Registers

When comprehending a report, we not only need accurate interpretation but we also need to use the correct
language with specific vocabulary and phrases which clearly describe the data presented in the illustrations.

The following are some of the most common expressions used to describe trends.
5. Upward movement [verb]
 To go up
 To rise
 To increase
 To climb
 To jump
 To grow

6. Downward movement [verb]

 To fall
 To drop
 To decline
 To decrease
 To slump in

7. Speed of change [adverb]

 Rapidly
 Steadily
 Gradually
 Slowly
 Steeply
 8. Degree of change [adverb]
 Dramatically
 Significantly
 Moderately
 Slightly

EXERCISE 1
Answer the questions based on the bar chart below.

POSITIONS AT DATEM INCORPORATION

90
80
70
60
50 Male
40 Female
30
20
10
0
Senior Executive Executive Clerical Staff Support Staff

Senior Executive = Highest Position Support Staff = Lowest Position

Figure 1: Positions at Datem Incorporations According to Gender ( 2019)

1. PERCENTAGE
What is the bar chart about?

_____________________________________________________________________

2. What are the positions described in the bar chart?

_______________________________________________________________________
3. Which position has equal percentage of male and female?

_______________________________________________________________________

4. Which position has the highest percentage?

_______________________________________________________________________

5. Female:
a. Which position has the highest percentage?

____________________________________________________________________
b. Which position has the lowest percentage?

____________________________________________________________________

6. Male:
a. Which position has the highest percentage?

____________________________________________________________________
b. Which position has the lowest percentage?

____________________________________________________________________

7. What are the conclusions that you can make from the bar chart?
i. ____________________________________________________________________
ii. ____________________________________________________________________

8. In your opinion, why were the majority of females in the support staff
position?
_______________________________________________________________________

EXERCISE 2
The table below shows the number of accountants, architects and doctors by racial composition between
1985 and 1995. Study the table below carefully. Then read the following statements whether they are true or
false. Indicate your answer by writing T for true or F for false in the boxes provided.

PROFESSION YEAR MALAY CHINESE INDIAN OTHERS TOTAL

1985 110 1,115 105 112 1,442

Accountants 1990 692 4,524 346 77 5,639
1995 1,384 6,655 627 75 8,741
1985 56 432 6 13 507
Architects 1990 231 728 12 8 979
1995 365 943 20 3 1,331
 1985 279 1,029 1,388 159 2,855
Doctors 1990 1,951 2,430 2,410 216 7,007
1995 3,212 3,087 3,069 241 9,609
Table 1: The Number of Accountants, Architects and Doctors by Racial Composition between 1985 and 1995

Tell whether each statement is true or false. Write T in the bracket if the statement is true, write F, if it is false.
1. The number of Indian accountants doubled from 1990 to 1995. [ ]
2. From 1985 to 1995, the number of architects for all the races showed a sharp increase. [ ]
3. In 1985, the number of Chinese doctors ranked first while the number of Malay doctors ranked third. [
]
4. The only professionals under the “Others” category who showed an increase from 1985 to 1995 were the
doctors. [ ]
5. In 1995, the number of Chinese doctors tripled that of 1985. [ ]
6. In 1990, the least popular profession among the Malays was accounting.[ ]
7. In 1985, the number of Chinese architects was more than eight times that of Malay architects. [ ]
8. The ratio of Malay to Indian accountants in 1990 was 2:1. [ ]
9. In 1995, the total number of doctors under the “Others” category was greater than the total number of
Malay doctors in 1985. [ ]
10. In 1995, the number of Indian architects was smaller than the number of Malay architects in 1985.
[ ]

Exercise 3
 Language Composition of Australia
11%
6%
2%
2%

English
Chinese
Italian
Other
Unspecified

79%

Questions:

1. What is the most common language used in Australia?

2. What is the total percentage of the languages English and Italian combined?
3. What is the second most common language used in Australia?
4. What is the average percentage of the people using English and Other languages combined?
5. What is the percentage of people using Chinese language?

EXERCISE 1
Key answers:

Introduction
The purpose of the chart:
i. To compare working positions according to gender at Datem Incorporation in 2019 .

Descriptions
Women:
i. 60% of workers in the lowest job category (support staff) are women – the highest percentage of women
in any job category at Datem Incorporation .
ii. At senior executives level, women have the lowest number – only 10%.
iii. More women hold executive titles but the number still lowers than male executive (40% to 60% ratio).
iv. There is equal number of women and men workers in the clerical job category.

Men:
i. There is a striking difference in the number between male senior execs and female senior execs. More
male staff holds this position, the highest percentage of men in any job category.
ii. At the executive level, male workers still dominate the job category (60%: 40%).
iii. Male workers are only outnumbered in lowest job position, support staff category.

Conclusion
i. The majority of females were in the low position job category.
ii. The majority of men were in the higher position job category.
iii. Higher position job may require longer working hours. Women may not be able to cope such long hours.
They have other responsibilities at home.

* There may be many other possible conclusions.

EXERCISE 2
Answers:
1. The number of Indian accountants doubled from 1990 to 1995. [F ]
2. From 1985 to 1995, the number of architects for all the races showed
a sharp increase. [ F ]
3. In 1985, the number of Chinese doctors ranked first while the number
of Malay doctors ranked third. [ F ]
4. The only professionals under the “Others” category who showed an
incease from 1985 to 1995 were the doctors. [ T ]
5. In 1995, the number of Chinese doctors tripled that of 1985. [ T ]
6. In 1990, the least popular profession among the Malays was accounting. [ F ]
7. In 1985, the number of Chinese architects was more than eight
times that of Malay architects. [ F ]
8. The ratio of Malay to Indian accountants in 1990 was 2:1. [ T ]
9. In 1995, the total number of doctors under the “Others” category was greater than the total number of
Malay doctors in 1985. [ F ]
10. In 1995, the number of Indian architects was smaller that the number
of Malay architects in 1985. [ T ]

Exercise 3
Answers:
1. English
2. 81%
3. Other languages
4. 90%
5. 2%

Group Tasks:

Group 1
Fiction and nonfiction
Group II

Two literary genres

Group III

Two stories/tales

Group IV

Water Cycle and Carbon Cycle

Group V

Mammals and fish