Lesson Plan JAN 2 6

DEPARTMENT OF EDUCATION
DIVISION OF LAPU-LAPU CITY

MARIGONDON NATIONAL HIGH
SCHOOL
Marigondon, Lapu-Lapu City, Cebu, Philippines6015
DAILY LESSON PLAN

NAME: LAURES A. CUEVAS
Position: Teacher III
Learning Area: English Grade: 7-CUEVAS, 7-GODINEZ, 7- Date: January ,
AMORES 2022
IPlan No.: Quarter: II Duration: 120 mins.

Learning Transcode information from linear to non-linear texts and vice- EN8RC-IIe-11
Competency/-ies versa
Topic Module 7- Week 7: Transcode information from linear to non-linear texts and vice-versa
Key Concepts to be This lesson deals with understanding on the two types of texts, the linear and non-linear. Linear
Developed text refers to traditional texts which are text that use words in order to form sentences and
paragraphs. Non-Linear text is the opposite, because this type of text uses words combined with
symbols and graphs to convey and give information.
Learning Objectives K – Distinguish the difference between linear and non-linear texts;
DepEd Values is observed all S – Determine the use of non-linear text representation;
throughout the lesson in which
students show Makatao by A – Give importance on the two types of text by converting linear text to appropriate non-linear
demonstrating contributions toward representation; and
solidarity >> V- Makatao: Demonstrate contribution towards solidarity by cooperating, participating, and
engaging in the given tasks.
Resources Transcode information from linear to non-linear texts and vice-versa
Activity A. Preparation
(Introductory) I. Preliminaries (There are officers assigned for the day to assist during the preliminaries)
**the teacher applies code of ethics
all throughout the lesson** >>
Prayer (to be led by a student)
Checking of Attendance and officers of the day will check the well-being of each student
4 It is observed all throughout the The teacher will display and will exhibit proper behavior all throughout the lesson in which
class in which students should show
consistency in following the Rules she will treat every student with kindness and respect without showing any favoritism,
and Policies to observed safe and prejudice, or partiality.
secure learning environment. To observe classroom management and a safety and secure learning environment, there are
5 Maintain learning environments policies, guidelines, and procedures which all the students should follow and observed all
that promote fairness, respect, and throughout the lesson. This is for the class to be engaging, collaborative, and have a
care to encourage learning >>
meaningful learning.
6 It is observed all throughout the
class in which the teacher instructs
the students to participate,
cooperate, and collaborate to
maintain learning environment that
nurture and inspire learners.
3 Use effective verbal and non-verbal

The teacher uses the “1-6 method” in which each number has a corresponding task:
classroom communication strategies to 1 – stretching 2 – look presentable and neat 3 – arrange the chairs properly
support learner understanding, participation, 4 – sit properly 5 – get their lecture notebook 6 – listen and focus on the discussion
engagement, and achievement >>
While the students try to answer, Motivation: What’s This: Group the following pictures according to their similarities. Connect
the teacher will make sure that she
pays attention, maintains
the picture to its appropriate group. Each group is labeled as A (Pictures that use texts that need to
comfortable eye contact but avoid be read from beginning to end) and B (pictures that do not need to be read from beginning to end).
staring, modulates her voice in
giving comments, praises, and asks
questions for further clarification.
**Teacher uses Picture Exchange

Communication System (PECS) **
“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

to achieve an impeccable integrity for today and tomorrow.”.
SCHOOL
A B
Picture 1 Picture 2
Picture 3 Picture 4
Answer the following questions:
1. How did you find the activity?
I find it interesting and a bit challenging.
2. What is the difference between the two groups?
The Group A has more words and more detailed (without pictures, graphs, diagram) than
the Group B.
3. Which of the following groups can be easily read? Why?
1 Apply knowledge of content within Group B because it is explained well using tables, diagram, and graphs.
and across curriculum.
4. Which of the following groups need time to finish reading? Why?
The teacher extend knowledge The Group A needs to have more time because the words are longer.
beyond the curriculum requirements
and stimulates learners’ curiosity>>
Questions: What subject area that you encountered or learned about graphs, tables, charts, or
MATH subject with the MELC: uses diagram?
appropriate graphs to represent
organized data: pie chart, bar Sample Answer: Math subject, in which types of graphs, charts, table are used to interpret, and
graph, line graph, tables, and represent organized data from a certain context.
charts. In math, what are the two types of variables that uses graphs, tables, and chart to interpret data?
These are Quantitative Data which are the measures of values and counts are expressive in numbers
and Qualitative Data which are the measure of types and maybe presented by a name, symbols, or a
number.
Activity Instructions: Before we start the discussion, each of you is encouraged to participate by giving your
(Presentation) own examples of the topic that will be discussed and during the activity, you can also cooperate
2 The teacher displays proficient use
with your groupmates by sharing your insights or ideas on the task that will be given to your group.
of English to facilitate teaching and
learning. LINEAR AND NON-LINEAR TEXT
Based on our activity, the pictures on group A are linear texts, on the other hand, the pictures on
group B are non-linear texts.
Understanding the differences between linear and non-linear texts is an essential skill as we encounter
these texts almost every day. The main difference between the two lies in the way the text is read or
processed by an individual. Experts call this pattern of reading a material as reading path. Let us
differentiate linear text from non-linear texts using the table below.
LINEAR TEXT NON-LINEAR TEXT
DEFINITION It refers to traditional texts that need It refers to texts that do not need to be
to be read from beginning to the end. read from beginning to the end.
READING PATH There is only ONE reading path, There are multiple reading paths. They
which is decided by the author. are determined by the reader.
EFFICIENCY It may take time to find the It does not take time because it allows
1 it is being integrated with this information readers are searching for. readers to find more information
activity wherein it applies the efficiently.
integration of knowledge of content
across discipline of teaching area
EXAMPLES Novels, poems, letters, textbooks, Tables, pie charts, flow charts, pictures,
such as MATH subject with the news reports, essays diagrams, character maps, sequence
MELC: uses appropriate graphs to charts
represent organized data: pie chart,
bar graph, line graph, tables, and
charts. 1. Based on the examples, in what subject areas can we usually see linear texts? Non-linear texts?
Mathematics
FOR NON-LINEAR TEXTS

1. LINE GRAPH is a graphical display that uses line to represent the data on continuously changes
over a specific amount or period of time.
2. . BAR GRAPH is a graphical representation of data that uses bars to compare data according
to given categories. Such bars may run either vertically or horizontally.

SCHOOL
Analysis PROCESS QUESTIONS:

3 Use effective verbal and non- 1. What is the difference between linear text from non-linear text in terms of reading path?
verbal classroom communication
strategies to support learner
Linear text refers to traditional texts which are text that use words in order to form sentences
understanding, participation, and paragraphs. Non-Linear text is the opposite, because this type of text uses words combined

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engagement, and achievement >> with symbols and graphs to convey and give information.
** The teacher uses verbal
2. Why do non-linear texts are effective in reading?
communication strategy wherein she In linear text, a reader can make sense of the text by reading from beginning to end. The reader
there’s a use of spoken words and can choose his own reading.
written information that includes
short phrases. ** 3. Which of the following non-linear texts are you familiar with? Where do you usually see these
non-linear texts?
** HOTS and critical thinking are Graph, Diagram, charts, maps, etc.
developed in this part as the teacher
guides the students in answering the 4. As a student, what is the importance of learning linear texts and non-linear texts?
HOTS questions >> A student, it can help us to understand and interpret the information better and easier. It can
also help us remember and comprehend more on the text given by transcoding linear text to
non-linear text.
Abstraction The teacher will call one student or volunteer to share his / learnings in the topic presented.
There are two types of texts, the linear and non-linear. Linear text refers to traditional texts which
are text that use words in order to form sentences and paragraphs. Non-Linear text is the opposite,
because this type of text uses words combined with symbols and graphs to convey and give
information.
Application Differentiated Tasks:
The students will be grouped into three (3) and they will be given a topic.
5 Maintain learning environments To promote fairness, and respect to every student, they can have their own preference on which
that promote fairness, respect, and
care to encourage learning >> group they want to belong. They can present the topic that they will present in their own creative
way. To let the students fully realiz their full potential, teachers facilitate learning and constantly
** The teacher applies DepEd nurture every student wherein they learn in a child-friendly, gender-sensitive, safe, and motivating
Vision-Mission by letting students
actively engage and share
environment.
responsibility for developing life- Rules to follow:
long learners. ** 1. Each group must have (LAS): Leader, Assistant Leader, and Secretary just to make sure
7 Small Group Activity in which
everything is synchronized and intact.
each of the students are given 2. Every member of the group shall participate, brainstorm, and collaborate to come up with a
responsibility and tasked to do. good output/performance
4 Establish safe and secure learning 3. While discussing, they should minimize their voice to avoid distraction from the other group.
environments to enhance learning 4. They are given 10 minutes for brainstorming.
through consistent implementation Group 1- The group will be provided a text and will interpret through sequence chart (Visual/Spacial learners).
of policies, guidelines, and Group 2- The group will be provided a table / graph on the Community Leisure Activities wherein they are
procedures. > > tasked to match he description from the table presented (Intrapersonal Learners/ Socialist)
Group 3- This group will be given a copy of the text on the cause-and-effect relationship with some guided
questions. (Problem- Solver)
6 Maintain learning environments
that nurture and inspire learners to Note:
participate, cooperate and There’s also a group activity designed to address students with special needs, giftedness, and
collaborate in continued learning >> talents in which they have their freedom to choose on the following task:
differentiated task/ activity>> A. Draw a sample of a graph, chart, or maps
B. Write a short reflection with at least 3-5 sentences about the topic discussed
**The teacher provides C. Listen to a short video about the illustrated in tables, graphs, and information maps found
opportunities for the learners to
suggest ways in which instructions
in expository texts. They just need to remember what is being taught in the video, or they
or lessons might be modified can also share their insights on their classmates or teacher.
according to their diverse multiple **In the given group activity, a philosophy in teaching, which is Humanism, is also observed wherein students are
intelligences and backgrounds to fostered in showing his/her fullest potential. **
enhance their self-confidence and
have a meaningful learning >>
Group 1
Make a sequence chart based from this paragraph:
8 Design, adapt and implement What are you going to do if your clothes caught fire during an emergency situation? Here are the things
teaching strategies that are you should do: First, stop where you are – moving or running feeds air to the flames and worsens the fire.
responsive to learners with
disabilities, giftedness, and talents
Next, drop to the floor – if you stand up, the fire can burn your face. Fold your arms high on your chest to
>> protect your face. Then, roll slowly on the floor or ground, in a rug or blanket if you can. Afterwards, cool
off as soon as possible with water for first- and second-degree burns. Finally, to escape fire, get down low
9 The teacher employs strategies and go.
which are partially culturally Group 2: Transcode this!
appropriate in addressing the
The pie graph shows the family budget plan of Mrs. Reyes. Transcode the pie graph into a short
learning needs of learners from
indigenous groups. paragraph:

SCHOOL
Group 3: Fill Me In
Directions: Read and understand the text well. Write the cause and effects of Brad’s coming to
school late to the graphic organizer provided.
Brad woke up late today. The electricity went out the night before, which caused his alarm to not go off at the
right time. As Brad was getting dressed, his belt broke. He also noticed there was a small stain on the front of his shirt.
He didn’t have time to fix either of the problems. Since Brad had slept through his alarm, the bus had left without him,
and he was forced to ride his bike to school. Luckily, he was able to jump into his first period seat right when the bell
rang. As he began to ask the girl in the desk next to him for a pencil, his teacher reprimanded him for not having the
warm-up for that day’s class finished. She then noticed that his shirt was untucked. The teacher began to fill out a
referral for Brad not following dress-code. Seeing this, Brad pushed back his chair and stormed out of the classroom.
Source: Cause and Effect: Using Expository writing to Problem-Solve, accessed March 09,2021
https://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1166&context=educ_under standings
3 The teacher uses a variety of

verbal and non-verbal
RUBRICS FOR GROUP PRESENTATION
communication strategies to create a
learning environment that provides DELIVERY 10 points
opportunities for inquiry and COLLABORATION 10 points
involvement of learners individually 20 points
and in groups.
**While the class is performing, the teacher will make sure that she pays attention, maintains
comfortable eye contact but avoid staring, modulates her voice in giving comments, praises, and
asks questions for further clarification. **
Assessment Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What kind of diagram presents data in rows and columns, and is best used to show
comparison?
A. Graph B. Information Map C. Table D. Expository text
2. refers to collection of data showing the spatial arrangement or distribution over an area.
A. Table B. Graph C. Expository text D. Information Map
3. What diagram is shown by the picture below
A. Information Map B. Graph C. Expository text D. Table

4. Why diagrams are useful in presenting factual data?
A. It shows the connection of data. C. It is a creative representation of text.
B. It is a creative way of presenting data. D. It modifies the text.
5-10. Study the table and answer the questions below.
18 t0 24 25 t0 39 40 t0 49 50 t0 64 65 or more Total
Instagram 24 38 17 4 0 83
Twitter 17 29 15 5 0 66
Facebook 50 30 20 15 5 120
TikTok 38 24 11 2 1 76
Dislike all social media 3 0 0 3 0 6
Don’t care 0 0 6 4 0 10
Total 132 121 69 33 6 361
5. What is most likely the title of the table?
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A. Social Media Data C. Data of People who like social media

B. Social Media Platforms D. Preferred social media by Age
6. What is the total number of data number of people who have Instagram?
A. 83 B. 17 C. 24 D. 36
1The teacher applies extensive
knowledge of content beyond 7. How many people who doesn’t like social media?
his/her area of specialization which B. 10 B. 38 C. 360 D. 6
is the Mathematics Subject >> 8. What is the social media that is least used?
A. TikTok B. Instagram C. Twitter D. Facebook
9. In what age range is the least number of people using Instagram?
A. 18-24 B. 25-39 C. 40-49 D. 65 or more
10. In the graph above, what is the overall total of the social media data?
A. 132 B. 121 C. 360 D. 361
II. Read the text below. Answer the following questions provided.
Influenza (Flu) and COVID-19 are both contagious respiratory illnesses, but they are caused by different viruses. Flu
viruses can cause mild to severe illness, including common signs and symptoms such as fever, or feeling feverish,
cough, shortness of breath, fatigue, sore throat, runny or stuffy nose, muscle pain, headache, and in some cases,
vomiting and diarrhea. Typically, a person develops symptoms anywhere from 1 to 4 days after infection. On the other
hand, COVID-19 seems to cause more serious illnesses in some people. Other signs and symptoms of COVID-19,
different from flu, may include change in or loss of taste or smell. In addition, a person with Covid-19 virus develops
symptoms 5 days after being infected, but symptoms can appear as early as 2 days after infection or as late as 14 days
after infection, and the time range can vary.
https://www.cdc.gov/flu/symptoms/flu-vs-covid19.htm
Process Questions:
1. Based on the text, what is the similarity between influenza (flu) and COVID-19?
2. What is the difference between influenza and COVID-19?
3. If the paragraph suggests similarities and differences between influenza and COVID-19,
what non-linear text should be used to illustrate its similarities and differences?
4. Using the information lifted from the paragraph, transcode the linear text into Venn
Diagram using the statements lifted from the paragraph.
Statements:
- Contagious Respiratory Illnesses
- Cause mild to severe illness
- Cause more serious illnesses such as change in or loss of taste or smell
- Symptoms develop from 1-4 days
- Symptoms develop 5 days after infected
Assignment What I can DO: Activity: My Priorities

Present your priorities in life in the new normal experience using the chart and write at least 2
activities to make it happen. You may encode through a word document or write the answers
(provided a hard copy) and submit via messenger or a hard copy. Be creative in your output. Please
Indicator #9 is observed in the
assignment in which the task given
be guided with the rubric.
adapts and use culturally
appropriate teaching strategy to
address the needs of all learners
including the learners from
indigenous group. The task given
shows contextualization in which
students can relate their personal
experiences by presenting their
priorities in life in the new normal
experience.
Note:
During profiling, there are no students belong to indigenous group.
Concluding Activity Write a reflection or lesson learned in your reflective journal. It can be something good that you
** Sentence construction,
composition, grammar, spelling,
have learned all throughout the lesson, or important learning events. Observe proper grammar,
punctuation is developed in this part correct punctation, spelling, and capitalization.
as students write reflection**
(Within Curriculum) >>
Add entries in your interactive notebooks on your learnings today. It can be new vocabularies,
** Literacy skills is enhanced in this words, or ideas learned from the topic.
part (Within Curriculum>>
7 Apply a range of successful **Interactive notebooks are based on a composition or spiral-bound notebook, but beyond simple
strategies that maintain learning
environments that motivate learners
notetaking. This tool helps students manipulate information and organize it in a way that makes
The teacher uses research-based approach in
SCHOOL
to work productively by assuming sense to them. It’s a tool to get information onto a page using more of students’ senses, and more
responsibility for their own learning
>> of their brain. **
**Teachers helps students make
knowledge and skill connections in
their own learning style and allows
them to show that learning in their
own way. **
Prepared by: Checked by: Noted by:

LAURES A. CUEVAS JUNE KEITH P. RAMIREZ MARINA T. DAPITON
Teacher III-English Master Teacher I-English Head Teacher III-English
Recommending Approval: Approved by

MA. LYMA M. MAGDADARO CIRILA B. DEGOLLACION
Principal II Secondary School Principal IV
Curriculum Implementation


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DEPARTMENT OF EDUCATION

DIVISION OF LAPU-LAPU CITY

DAILY LESSON PLAN

IPlan No.: Quarter: II Duration: 120 mins.

3 Use effective verbal and non-verbal

**Teacher uses Picture Exchange

“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

FOR NON-LINEAR TEXTS

“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

Analysis PROCESS QUESTIONS:

“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

3 The teacher uses a variety of

A. Information Map B. Graph C. Expository text D. Table

A. Social Media Data C. Data of People who like social media

Assignment What I can DO: Activity: My Priorities

Prepared by: Checked by: Noted by:

Recommending Approval: Approved by

“I am a Marigondonian. I believe I am skillful. I aspire to be globally competent. And I work

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