SCHOOL Ilaya National High School GRADE LEVEL 8

GRADES 1 TO
TEACHER Kathrina J. Bonode LEARNING AREA ENGLISH
12 DAILY
LESSON LOG DATE AND TIME
November 14, 2022 QUARTER 2
OF TEACHING
I.OBJECTIVES
The learner demonstrates communicative competence through his/her understanding
GRADE LEVEL STANDARD of Afro-Asian Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries
LEARNING COMPETENCIES Transcode information from linear to non-linear text texts and vice-versa
OBJECTIVE/S OF THE DAY Transcode data from non-linear to linear text
CONTENT Linear and Non-Linear Text
III. LEARNING RESOURCES
A. References
1. Teaching Guide Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource BEAM English 8 (Module 5-Organizing in Non-Linear Text)
Portal
B. Other Learning https://www.englishbix.com/linear-and-non-linear-texts-examples
Resources English 7 Quarter 2 – Module 7: Linear & Non-Linear Texts (DEPED-SOCCSKSARGEN)
IV. PROCEDURE
A. Reviewing Previous
Lesson or Presenting the How do you transcode linear to non-nonlinear text?
New Lesson
B. Establishing a Purpose Study the data presented
for the Lesson English 7 Quarter 2 – Module 7: Linear & Non-Linear Texts (DEPED-SOCCSKSARGEN)p 14

1. How many students are there in section Jewel? How about in section Jasper?
C. Presenting Examples/ 2. Based on the sections surveyed, what conclusions can you make about the
Instances of the Lesson preferred story of male and female students?
3. Write at least (5) sentences about the data as inferred from the chart.

D. Discussing New
What are the steps that you need to follow in transferring nonlinear to linear
Concept and Practicing
text?
New Skills # 1
E. Discussing New Concept
Study the graph given
and Practicing New Skills # BEAM English 8 (Module 5-Organizing in Non-Linear Text) p. 32
2
F. Developing Mastery
Study the graph given
(Leads to Formative
BEAM English 8 (Module 5-Organizing in Non-Linear Text) p. 33
Assessment)
You were given by your parents five hundred pesos as allowance good for a week.
Based on the pie graph shown below, how much would be allotted for each of the
following areas?

G. Finding Practical
Applications of Concept
and Skills in Daily Living

H. Making Generalizations Non-linear to Linear Text

 Interpret a diagram, table, charts and graphs and present the
information in your own words.
and Abstractions about
* Organize, present and possibly compare
the Lesson
* Describe stages of a procedure or process
* Describe an object, event or series of events
Direction: Analyze the following non-linear text and transcode
information to linear text.
A. According to the ESA 2018 Sales, Demographic, and Usage Data
release, US households use games in the following platform:

I. Evaluating Learning

J. Additional Activities for Let’s Do the Graph

Applications or DIRECTIONS: Below is the data of confirmed Covid-19 cases in the Philippines from
Remediation January- July 2020. Study the given data, and then create a line graph by putting
the given information in your graph. Be guided by the rubrics below.

Questions:
1. How would you explain
the trend of Covid-19
confirmed cases in the
Philippines based on the
graph you have created?
2. As you used a graph, how
did the information become
clearer to you?
3. Give a possible reason of
the confirmed Covid-19 case
rise in the Philippines as
compared to the figures presented.
 4. What is the source of these data? Is the source reliable?
5. Was it easy plotting the figures on the line graph? Why?

V. REMARKS

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:

KATHRINA J. BONODE ROWENA M. LOTO

Subject Teacher Principal
 SCHOOL Ilaya National High School GRADE LEVEL 8
GRADES 1 TO
TEACHER Kathrina J. Bonode LEARNING AREA ENGLISH
12 DAILY
LESSON LOG DATE AND TIME
November 15, 2022 QUARTER 2
OF TEACHING
I.OBJECTIVES
The learner demonstrates communicative competence through his/her understanding
GRADE LEVEL STANDARD of Afro-Asian Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries
Explain visual-verbal relationships illustrated in tables, graphs and information maps
LEARNING COMPETENCIES
found in expository text.
OBJECTIVE/S OF THE DAY Identify the different types of visual verbal illustrations
CONTENT Explaining Visual-verbal Illustration.
III. LEARNING RESOURCES
A. References
1. Teaching Guide Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020
B. Other Learning
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
Resources maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)
IV. PROCEDURE
A. Reviewing Previous
Fill in the blanks in the concept map with the correct words from the box.
Lesson or Presenting the
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 7
New Lesson
B. Establishing a Purpose Look at the given illustrations.
for the Lesson English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 8
C. Presenting Examples/
How are the ideas in the given illustrations presented?
Instances of the Lesson
D. Discussing New
Concept and Practicing What are visual verbal illustrations?
New Skills # 1
E. Discussing New Concept
and Practicing New Skills # What are the different types of visual-verbal illustrations?
2
F. Developing Mastery
Match the definition in column a with the appropriate illustration found in column b
(Leads to Formative
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 13-14
Assessment)
G. Finding Practical
Put a check mark if the statement is true and x mark if the statement is false.
Applications of Concept
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 14
and Skills in Daily Living
Expository text is factual information that includes tables, graphs, maps,
pictures, icons and symbols as visual representation. Graphs have different
types such as bar graph, line graph and pie graph. Therefore, it could be an
investigation, evaluation, or even argumentation about an idea for
H. Making Generalizations clarification.
and Abstractions about More than simply a picture or detailed illustration, a visual representation,
the Lesson often referred to as a schematic representation or schematic diagram, is an
accurate depiction of a given problem. In English, expository text includes
pictures to deepen understanding about what you read. There are certain
strategies that we need to follow in interpreting visuals like read the image
carefully, follow and focus on the given data, and many others.
I. Evaluating Learning Directions: Study the following statements. Choose the letter that best describes the
 given statement.
_____1. What visual representation shows a set of facts and figures arranged in
columns and rows?
a. table b. map c. graph d. histogram
_____2. Which of these is a graph?

a.

b.

c.

d.

_____3. Which type of graph can give information either horizontally or vertically?
a. line graph b. bar graph c. pictograph d. histogram
_____4. What kind of visual representation is the one below?

a. diagram c. picture and drawing

b. informational map d. icons and symbols
_____5. What is an expository text?
a. It describes. c. It narrates.
b. It informs. d. It persuades.
J. Additional Activities for DIRECTIONS: Below is a map. Can you distinguish these provinces? What map is
Applications or presented? Can you name this kind of map? Are you familiar with informational
Remediation map?
 Questions:
1. What kind of visual is it?
2. What data is given?
3. How would you easily track the data?
4. What province has the least PUI’s? the greatest?
5. How will you compare the number of PUI’s admitted in Palawan and in
other provinces?
6. How would you interpret the data?
7. What conclusion can you draw from this?

V. REMARKS

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:

KATHRINA J. BONODE ROWENA M. LOTO

Subject Teacher Principal
 SCHOOL Ilaya National High School GRADE LEVEL 8
GRADES 1 TO
TEACHER Kathrina J. Bonode LEARNING AREA ENGLISH
12 DAILY
LESSON LOG DATE AND TIME
November 16, 2022 QUARTER 2
OF TEACHING
I.OBJECTIVES
The learner demonstrates communicative competence through his/her understanding
GRADE LEVEL STANDARD of Afro-Asian Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries
Explain visual-verbal relationships illustrated in tables, graphs and information maps
LEARNING COMPETENCIES
found in expository text.
Explain visual-verbal relationships illustrated on tables, graphs and maps using
OBJECTIVE/S OF THE DAY
expository texts
CONTENT Explaining Visual-verbal Illustration.
III. LEARNING RESOURCES
A. References
1. Teaching Guide Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020
B. Other Learning
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
Resources maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)
IV. PROCEDURE
A. Reviewing Previous
What are visual verbal illustrations?
Lesson or Presenting the
What are the different types of visual-verbal illustrations?
New Lesson
We have here a visual representation showing top destinations in Palawan. Look
at the image. Are you familiar with these spots? Which destinations have you
visited?

B. Establishing a Purpose
for the Lesson

1. What is presented in the image?

C. Presenting Examples/
Instances of the Lesson
D. Discussing New
Concept and Practicing
New Skills # 1
E. Discussing New Concept
and Practicing New Skills #
2 maps using expository texts First Edition, 2020 (Region IV-B Initiated Module) p 13
2. What are the things that we can enjoy while we stay in Palawan?
3. What idea can we conclude about Palawan based on the image?
What particular visual representation is used?
Does it help you understand the idea the writer wants to portray?
How?
Use the graph to find the best answer to each question.
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
F. Developing Mastery
Read and take note of the important details mentioned in the selection.
(Leads to Formative
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 15
Assessment)
G. Finding Practical
Based on the selection identify the people you can contact in case of emergencies.
Applications of Concept
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 15
and Skills in Daily Living
In interpreting and explaining a table, graph or map, you need to read, follow and
H. Making Generalizations focus on the data presented. Skilled readers don’t skip over graphics, charts and
and Abstractions about tables; they contain important information. Students should ask themselves how
the Lesson the information shown in the chart, graphic or table supports the material they
are reading. Questions should also be answered in complete sentences.
I. Evaluating Learning For numbers 1-2, look at the graph of monthly average temperatures recorded in
Jamaica over a year.

____1. Which month had the highest average temperature?

a. June b. July c. August d. November
____2. Which month had the lowest average temperature?
a. January b. February c. March d. June
For numbers 3-5, look at the chart of car sales, and then answer the questions
that follow.

____3. Which make of cars was the most popular?

a. Nissan b. Vauxhall c. Peugeot d. Toyota
____4. Which 2 makes of car sold over 150 each?
a. Toyota and MG Rover c. Vauxhall and Peugeot
b. Toyota and Vauxhall d. Peugeot and MG Rover
____5. Which was the lowest selling make?
 a. Land rover b. BMW c. Jaguar d. Honda

Create an informational map of activities that can be done in your municipality or

province. Make it creative. Be guided by the rubrics for grading below.

J. Additional Activities for

Applications or
Remediation

V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:

KATHRINA J. BONODE ROWENA M. LOTO

Subject Teacher Principal
 SCHOOL Ilaya National High School GRADE LEVEL 8
GRADES 1 TO
TEACHER Kathrina J. Bonode LEARNING AREA ENGLISH
12 DAILY
LESSON LOG DATE AND TIME
November 17, 2022 QUARTER 2
OF TEACHING
I.OBJECTIVES
The learner demonstrates communicative competence through his/her understanding
GRADE LEVEL STANDARD of Afro-Asian Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries
Explain visual-verbal relationships illustrated in tables, graphs and information maps
LEARNING COMPETENCIES
found in expository text.
OBJECTIVE/S OF THE DAY Transcode information into visual-verbal illustration
CONTENT Explaining Visual-verbal Illustration.
III. LEARNING RESOURCES
A. References
1. Teaching Guide Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020
B. Other Learning
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
Resources maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)
IV. PROCEDURE
One kind of text that possesses clear, focused language and moves from facts that
A. Reviewing Previous are general to specific and abstract to concrete is an expository text. This is a text
Lesson or Presenting the that utilizes specific structures to present and explain information. The expository
New Lesson text enhances student’s ability to comprehend and recall the information read.
What did you know about Palawan during a pandemic?
Read the expository text Lockdown in Paradise to answer the questions that
B. Establishing a Purpose follow.
for the Lesson Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 8-9
1. Based on the text, what pieces of information can you give about the island of Palawan?
a. Palawan is an archipelagic province.
b. It is above the West Philippine Sea.
c. Palawan is the largest province in the country.
d. It has few natural attractions.
2. What is Covid-19 according to the World Health Organization?
a. Covid-19 is a skin disease.
b. “Co” stands for corona, “Vi” for virus and “D” for death.
c. Covid-19 was known before as 2019 novel corona virus.
d. Covid-19 is not fatal.
C. Presenting Examples/ 3. What diseases are similar to this virus?
Instances of the Lesson a. ASF b. SARS c. AIDS d. Bird Flu
4. What advantages of living in an island amidst the pandemic were conveyed by the author?
a. the life living with technologies
b. the remoteness of the island
c. the luxurious things one can enjoy
d. meeting many friends
5. What disadvantage was mentioned in living in a paradise during a pandemic?
a. the presence of front liners
b. boredom feels by everyone
c. the completeness of facilities
d. the lack of test kits
D. Discussing New Based on your readings, what can you conclude about the title “Lockdown in
Concept and Practicing Paradise”?
 New Skills # 1
E. Discussing New Concept
and Practicing New Skills #
2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding Practical
Applications of Concept
and Skills in Daily Living
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
J. Additional Activities for
Applications or
Remediation
What would you have done in this pandemic situation? Why?
What did you notice in the presentation of the text? What visuals helped you in seeing
the specific data about the island and the pandemic?
Use the graph to find the best answer to each question.
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 13
Read and analyze the given expository text .
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 19-20
Expository text is usually nonfiction or informational text. This type of
text is not organized around a story-like structure but is instead
organized based on the purposes and goals of the author or by content.
Expository text includes text features such as photographs,
illustrations, tables, graphs, bullets and timelines. The language used
is precise and specific. Writers used visuals in their writing to • grab
the reader’s attention • make the work more interesting to read • help
readers to understand what they are reading.
Read and analyze the the text below
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 17
Create a short expository text out of the given picture below. You have learned that
expository texts present factual information. Be guided by the rubrics that follow.
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 21

V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:
KATHRINA J. BONODE ROWENA M. LOTO
Subject Teacher Principal
GRADES 1 TO SCHOOL Ilaya National High School GRADE LEVEL 8
12 DAILY TEACHER Kathrina J. Bonode LEARNING AREA ENGLISH
 DATE AND TIME
November 18, 2022 QUARTER 2
LESSON LOG OF TEACHING

I.OBJECTIVES
The learner demonstrates communicative competence through his/her understanding
GRADE LEVEL STANDARD of Afro-Asian Literature and other text types for a deeper appreciation of Philippine
Culture and those of other countries
Explain visual-verbal relationships illustrated in tables, graphs and information maps
LEARNING COMPETENCIES
found in expository text.
OBJECTIVE/S OF THE DAY Transcode information into visual-verbal illustration
CONTENT Explaining Visual-verbal Illustration.
III. LEARNING RESOURCES
A. References
1. Teaching Guide Pages
2. Learner's Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020
B. Other Learning
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
Resources maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)
IV. PROCEDURE
One kind of text that possesses clear, focused language and moves from facts that
A. Reviewing Previous are general to specific and abstract to concrete is an expository text. This is a text
Lesson or Presenting the that utilizes specific structures to present and explain information. The expository
New Lesson text enhances student’s ability to comprehend and recall the information read.
What did you know about Palawan during a pandemic?
Read the expository text Lockdown in Paradise to answer the questions that
B. Establishing a Purpose follow.
for the Lesson Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 8-9
1. Based on the text, what pieces of information can you give about the island of Palawan?
a. Palawan is an archipelagic province.
b. It is above the West Philippine Sea.
c. Palawan is the largest province in the country.
d. It has few natural attractions.
2. What is Covid-19 according to the World Health Organization?
a. Covid-19 is a skin disease.
b. “Co” stands for corona, “Vi” for virus and “D” for death.
c. Covid-19 was known before as 2019 novel corona virus.
d. Covid-19 is not fatal.
C. Presenting Examples/ 3. What diseases are similar to this virus?
Instances of the Lesson a. ASF b. SARS c. AIDS d. Bird Flu
4. What advantages of living in an island amidst the pandemic were conveyed by the author?
a. the life living with technologies
b. the remoteness of the island
c. the luxurious things one can enjoy
d. meeting many friends
5. What disadvantage was mentioned in living in a paradise during a pandemic?
a. the presence of front liners
b. boredom feels by everyone
c. the completeness of facilities
d. the lack of test kits
D. Discussing New Based on your readings, what can you conclude about the title “Lockdown in
Concept and Practicing Paradise”?
 New Skills # 1
E. Discussing New Concept
and Practicing New Skills #
2
F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding Practical
Applications of Concept
and Skills in Daily Living
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
J. Additional Activities for
Applications or
Remediation
What would you have done in this pandemic situation? Why?
What did you notice in the presentation of the text? What visuals helped you in seeing
the specific data about the island and the pandemic?
Use the graph to find the best answer to each question.
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 13
Read and analyze the given expository text .
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 19-20
Expository text is usually nonfiction or informational text. This type of
text is not organized around a story-like structure but is instead
organized based on the purposes and goals of the author or by content.
Expository text includes text features such as photographs,
illustrations, tables, graphs, bullets and timelines. The language used
is precise and specific. Writers used visuals in their writing to • grab
the reader’s attention • make the work more interesting to read • help
readers to understand what they are reading.
Read and analyze the the text below
English 8 (Quarter 2 Module 1 Explaining Visual-Verbal Relationships) 2020 p. 17
Create a short expository text out of the given picture below. You have learned that
expository texts present factual information. Be guided by the rubrics that follow.
Module1-Quarter 2: Explain visual-verbal relationships illustrated in tables, graphs and
maps using expository texts First Edition, 2020 (Region IV-B Initiated Module)p 21

V. REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by: Checked by:
KATHRINA J. BONODE ROWENA M. LOTO
Subject Teacher Principal