REBOKON AGRICULTURAL AND VOCATIONAL HIGH SCHOOL

DETAILED LESSON PLAN (DLP)

ENGLISH 8 WEEK 1
Learning Area: ENGLISH 8- MODULE 1 Grade Level: 8 Quarter Teaching
SECOND Duration:
1 week
I. Objectives
A. Learning Competencies Explain visual-verbal relationships illustrated Code: EN8SS-IIe-1.2
in tables, graphs, and information maps
found in expository texts
B. Learning Outcome The learner knows how to analyze visual-verbal relationship through tables, graphs,
infographics, and information maps.
Learning Objectives (KSA)
1. Knowledge Analyze visual-verbal relationship through tables, graphs, infographics, and
information maps
2. Skills Interpret information presented in a text
3. Attitude Demonstrate appreciation and understanding of expository text through a concept map

II. Content Area Explaining Visual-Verbal Relationship

III. Learning Resource English 8, Quarter 2, Module 1
IV. Procedures
A. Reviewing  Prayer
previous lesson or  Greetings
presenting a new  Checking of Attendance
lesson  Review

Before we will proceed to our first topic for the second quarter, let us Possible Answers:
first have a short recap on our previous lesson.

Again, let me ask you what are Modal Adverbs?

Exactly! Why do we have to learn the different modal adverbs and

Modal adverbs are adverbs
their uses?
that express modality.

We have to learn the

different modal adverbs and
their uses for us to be able
to use them appropriately in
writing sentences.
B. Introductory
Activity Look at the illustrations below. Which of the two would you like to Possible Answers:
use in presenting the given idea?

The term ‘cultural heritage’

has changed content considerably
in recent decades, partially owing to
the instruments developed by the
United Nations Educational, Scientific
and Cultural Organization (UNESCO).
Cultural heritage does not end at
monuments and collections of
objects. It also includes traditions or
living expressions inherited from our
ancestors and passed on to our I choose illustration 2.
descendants, such as oral
traditions, performing arts, social
practices, rituals, and festive events.
 Illustration 1. _______ Illustration 2. ________

C. Establishing a Why did you choose such illustration? I have chosen illustration 2
purpose for the because the ideas are
lesson presented clearly through
the concept map.

The two illustrations have

What ideas are presented in the two illustrations? Are they the presented the same idea
same? which is about Cultural
Heritage.
In illustration 1, the ideas
How are the ideas presented in the two illustrations? are presented through texts
in a paragraph form, while in
illustration 2, ideas are
presented through a concept
map.

Yes, you are right. The two illustrations are presented differently but
it contains the same idea. In presenting an idea, you have to use the
most easy and clear way in presenting them.

The illustrations above are examples of visual-verbal illustrations.

D. Presenting As, we go along with our lesson this morning, you will learn the different types of visual-verbal
examples/ illustrations to help you simplify the presentation of information in the expository texts.
instances of the
new lesson.
E. Discussing new What are visual-verbal illustrations?
concepts Visual-verbal illustrations are the ways of presenting information in a simple and attractive manner
to catch the readers’ interest. These illustrations help explain concepts easily using graphs, maps,
tables, infographics, charts and the like.
Below are the commonly used visual-verbal illustrations.
1. Graph is a diagram that shows the relationships of information presented. The
following are the different kinds of graphs.
A. Line Graph is a kind of graph that presents information trend using data dots
connected by straight line segments.
 The students will be grouped into five (5). They will choose a leader, a secretary and a presenter.
After finishing the task, they will present their answers to the class.
The first group who can the task first will have additional five(5) corresponding points.
Activity 1: Be Ready
Directions: Read and take note of the important details mentioned in the selection below.

Post Reading
F. Developing • What should you do before, during, and after a disaster?
mastery • What are the local warning devices used to announce the approaching disaster?
(Leads to • Have you experienced a disaster? If yes, what was it?
Formative • What precautionary measures did you do?
Assessment)
Possible answers:
1. Monitor the weather, observe the water levels in the rivers, know that a tsunami often
follows an earthquake.
2. Megaphone, bell, rain gauge, colored flags, bamboo clappers.
3. Yes, a heavy rain and a flood here in our barangay.
4. Be alert, assemble disaster supplies, be prepared to evacuate.
G. Finding practical The activity will be done by the same group.
applications of
concepts and Activity 2A: Concept Mapping
skills Directions: Based on the selection “Early Warning”, identify the people you can
contact with in case of emergencies by filling in the concept map below.
Write your answers on a separate sheet.

Activity 2B: Connect Me

Directions: Below are pieces of information from the selection “Early Warning”. Arrange them based
on how they are presented in the text by filling in the organizer. Write your
answers on a separate sheet.
 Early Warnings

Possible Answers:
Activity 2A:Concept Mapping
family, neighbors,media, police,local officials, disaster management team
Activity 2B: Connect Me
1. There are some ways..
2. The police or local..
3. You may even have..
4. There are different people..
5. The local warning system..
6. It’s important to listen..

H. Making The teacher will ask the students with the question:
generalizations Possible answer:
and abstractions Again, what is a verbal-visual illustration? Verbal-visual illustrations are the ways of
about the lesson. presenting information in a simple and
attractive manner to catch the readers’
interest. These illustrations help explain
concepts easily using graphs, maps, tables,
infographics, charts and the like.

I. Evaluating Short Quiz

learning A.Directions: Fill in the concept map below with your tips on staying healthy in times of pandemic.
Two (2) points each.
Write your answers on a separate sheet.

Possible Answers:
1. Eat healthy foods.
2. Exercise and drink plenty of water regularly.
3. Take a bath and wash hands frequently.
4. Stay at home if it’s not needed to go out.
 5. Always wear a face mask when going out and always sanitize using alcohol.

J. Additional Illustrate Me
activities for Directions: Read and analyze the given expository texts. Make the needed appropriate visual
application or illustration suggested for the given texts.Write your illustration in a 1 whole sheet of paper.
remediation

Expository text #2

REMARKS

REFLECTION

A. No. of learners who

learned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work?No. of
learners who have
cope up with the
lesson
D. No. of Learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well?Why did this
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared by:
ANNA CHARISSE P. STA.MARIA
Subject Teacher

Checked by:

MARCRYL P. SUMALINOG
Head Teacher- I
Approved by:
MICHAEL PAUL M. CARANDANG
Principal- III