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SOUTHERN PHILIPPINES INSTITUTE

OF SCIENCE AND TECHNOLOGY
Tia Maria Bldg. E. Aguinaldo Highway, Anabu 2A, Imus City, Cavite, 4103
(046) 471-2930

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) FOR ACQUISITION

SUBJECT: English GRADE: 10 QUARTER: First
TOPIC: Textual Aids TEACHER: Deborah J.Sobrepeña

1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Alone Mastery Mastery Rubric Intervention Plan For Timeline for
Focus or Curricular
Standard and Standard Curricula or Layered Expectatio Expectations & Remediation Materials Teaching
and r In n
LCs LCs Materials s & Skill Skill Breakdown Strategies
and
Breakdown *Standards/ Action
*Standards LCs that are
/
LCs that merged
are
stand alone (as stated in
column
(as stated 4)
in
column 1)
What previous What is the How is the Will the missed What is What is the What rubric What How will What month,
standard and standard and missed or partially the mastery indicators intervention or existing unit/module, and/or
LCs were learning standard or covered mastery expectation? closely remediation curricular lessons will the missing
missed or competencies at partially standard and expectati Skills required align? strategies, materials be or partially covered
partially the current covered LCs stand on? to master the What will be action, transferred, standard and LCs be
covered? grade level that standard and alone in Skills missed or the focus resources, and updated, or covered? What is the
build on the LCs teaching, or required partially indicators tools will be added to time period for doing the
missed standard addressed in can it be to covered during used to achieve accomplish the actions and checking on
and LCs? existing layered in with master standard and assessment? mastery and the intervention or results of assessment?
curricular current grade- the LCs merged rubric remediation
materials? level standard missed with the indicators? (e.g., action and
and LCs? If or current grade mini-lesson, integrate the
merged, state partially level standard interventions, missed or
the merged covered and LCs. RTI, core, flex- partially covered
LC. standar State day, after standard and
d and corresponding school) LCs?
LCs that learning targets. What are the What
will be explicit and resources are
taught systematic needed to
separate procedures and check on
ly. how is students’
State scaffolding and progress to
corresp differentiation mastery?
ondin g done? How can
learning technology be
targets. used to follow-up
on or enhance
student mastery?
EN9RC-IIf-11.1 EN10RC-Ib- In order for the Merged LCs: N/A Determine the See attached Tier 1: Existing The partially covered
2.15.2: students to effect of textual rubric. Universal materials will LC will be covered in
Sense the determine the Determine the aids such as
Determine the Programming, show the use Week 1 of Q1 in four
difference effect of textual effect of textual linear and non-
use of student- of student- class meetings.
between linear effect of textual aids on the aids such as linear texts
friendly learning friendly Meeting 1: Modeling
and non-linear aids like advance understanding of linear and non- Student
organizers, titles, a text they have linear texts s are targets; direct learning of Textual Aids
texts.
non-linear to sense the expecte instruction using targets and Worksheet 1
illustrations, etc. difference d to: chunking direct Meeting 2: Formative
on the between linear complexity and instruction Worksheet 2
understanding of a and non-linear conceptual with Using Frayer’s Model
 identify
text text the scaffolding. scaffolding.
different See Differentiati
forms of procedures on will be
textual below. done by
aids environment
(group, pair,
. and
 define
individual
textual
work).
aids
Students
 differenti will be
ate checked on
linear and their
non-linear mastery by
texts looking at
rubric
scores on
Correspondi
ng Learning
targets:

1. I can
identify
the
different
forms of
textual
aids
 2. I can
define
textual
aids

3. I can
differenti
ate
linear and non-
linear texts
 worksheets Meeting 3:
Formative
involving group,
Worksheet 3
pairs, and
Make A Venn
individual work.
Diagram
Technology may
be used in the Meeting 4:
scaffold such as: Summative
1. Videos Worksheet 4
2. Use of apps that
enable teachers
to check
students’
progress in real-
time while they
are watching
the video
3. Use of apps that
enable students
to collaborate
with the
members of the
group (e.g.
Google
Jamboard) and
to create graphic
organizers (e.g.
Kami).
The activities will be
done from most to
semi and on to least
scaffolded. The
Chunking
Complexity type and
Metacognitive form
of scaffolding are
also integrated.
*adapted from National Institute for Excellence in Teaching (NIET)
 Rubric for Scoring Criteria:

Performance Indicator Emergin Developing Proficien Distinguished

g (1) (2) t (3) (4)

I can list the different forms I can give examples of the I can identify the different I can recognize the different
Identify the different forms of textual aids different forms of textual aids forms of textual aids forms of textual aids
of textual aids

Define textual aids I can name different textual I can recognize different I can define textual aids I can describe textual aids
aids textual aids

Differentiate linear and non- I can state the I can classify linear and non- I can differentiate linear and I can compare linear and
linear texts difference between linear texts non-linear texts non-linear texts
linear and non-linear
texts
SYSTEMATIC AND EXPLICIT INTERVENTION PROCEDURES WITH SCAFFOLDING AND DIFFERENTIATION:
Meeting 1: Modeling - Chunking Complexity
1. The teacher writes the word TEXTUAL AIDS and asks students if they are familiar with the words. The teacher elicits answers from the students.
2. The teacher models how to identify the different forms of textual aids .Show video focusing on examples of textual aids
3. Before playing the video, say: “We will watch a video together and as we watch, let us keep this question in mind: what are the different textual aids?”
4. The teacher lists, identifies, defines and differentiate the different forms of textual aids.

5. The teacher says: “So, to examine the video, I did the following steps: First say “I
viewed the video with the question in mind.”___________________
Second, say “I noted the different forms of textual aids
Third, say “I paused and listened again to pay closer attention to the definition of textual
aids

6. The teacher says: “So, to examine the video, I did the following steps: First say “I
viewed the video with the question in mind.”___________________
Second, say “I noted the different forms of textual aids
Third, say “I paused and listened again to pay closer attention to the definition of textual
aids

Fourth, say “I noted the difference of linear and non-linear texts”

7. Teacher then asks “Are you ready to try to do what I demonstrated on your own? Don’t worry. I will be guiding you. Just remember to determine the effect of textual
aids on the understanding of a text and they have to sense the difference between linear and non-linear text.
 8..So now let us try these steps again with another video.
Meeting 2: Guided Practice - Most Scaffolded Using Model Completion
9.The teacher introduces the next activity. Say “We will now watch another video and use the same graphic organizer as in the previous meeting.
10.Distribute Worksheet 2
11..Ask the question that students will keep in mind when watching the video: What are the different textual aids?”

12.Teacher asks students to share their answers. Students will then be asked to explain why it is the correct answer.
13.Once done, the teacher says, “In the next meeting we will be doing another activity, but this time, you will be doing it with a partner. You will again look for the
different forms of textual aids.
14.Meeting 3: Guided Practice - Semi-Scaffolded
15.Distribute Worksheet 3 ( Venn Diagram )
16.Ask a question that students will keep in mind while watching the video: What is the difference between linear and non-linear text?
17.Pair up the students and each asks randomly the pair to share their answers to the Worksheet.
18. Ask students to explain their answers. Say, “Review your answers in your worksheet.
.19Afterward, say “How did you feel about watching the video and doing the activity? Did you find that you are now more confident in determining the textual
aids? Do you think you will be able to do a similar task on your own?” Call students to share answers.
20.In the next meeting, we will be doing our final activity/assessment in studying the different forms of textual aids.

21.Meeting 4: Independent Work - Least Scaffolded

22. Distribute Worksheet 4

23.Ask students to process their answers. Say, “Review your answers in your worksheet.
24.After all students have completed the activity, say “How did you find the last activity? Can you say that you are now more confident in Determining the effect of textual
aids such as linear and non-linear texts .Get their answers.
Say, “You have just developed an important skill. Now that you can Determine the effect of textual aids such as linear and non-linear texts
25. You are ready to proceed to the next lesson.
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