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Semi-Detailed Lesson Plan
Semi-Detailed Lesson Plan
BSE ENGLISH – 3A
I. Rationale
Reading Comprehension:
EN10RC-IIa-11: Transcode information from linear to non-linear
texts and vice-versa.
II. Content
Topic Linear and Non-linear Texts (English 10, Second Quarter, Week
1)
Strategy Inquiry-based learning, Gamification, and Socratic method
Values Integration Knowing the value of a text does not change by retaining the idea
even after it has been transcoded into different forms.
IV. Procedure:
Daily Routine
✔ Greetings
✔ Opening Prayer
✔ Checking of Attendance
A’s of English
Teacher’s Activity
1. Introductory Activity
1.1 Preliminaries
The teacher greets the class and introduces herself. The students are asked to arrange their
chairs and pick up trash on the floor. The student whose turn to lead the prayer is called. The
class monitor takes the attendance. After a while, the teacher sets the class mood by asking
the students to share some of the things they are thankful for during that day.
1.2 Review
Following that, the teacher asks one student to recall the previous discussion. Another
student is called and asked if they agree with their classmate’s answer or would like to add
some more.
The student answers and the question continues until all the students have mentioned the
full important details of the discussion during the previous meeting.
2. Activity
The teacher introduces the topic through a game called “Trip to Jerusalem: Random Box
Edition”. The teacher assures the student that the game is not recorded.
Duration: 15 minutes
Instructions:
The class will assemble in a large circle. The teacher will prepare a box containing 3 pictures
of examples of nonlinear texts (graphs, Venn diagram, concept map, flowcharts) and 3 titles of
literary works as examples of linear texts (essay, story, letter, poem), which will be circulated
among the students. Music will accompany the passing of the container, indicating when and
to whom it should be passed. When the music stops, the student holding the container must
randomly pick from the box and identify the example they have chosen. If the student picks a
picture, they must name the type of nonlinear text indicated (e.g. graph, flowcharts, etc.). If they
pick a title of a literary work, they must identify what form of literature it is (essay, letter, poem,
etc.). Subsequently, the entire class will follow this process. The circle will shrink as the student
who last held the container takes a seat and refrains from further participation, having had their
turn. The activity will continue until all 6 students take possession of the box.
3. Analysis
The teacher rationalizes the activity by asking the students what they think of the game. Then
a student who has yet to participate in the game is asked to evaluate whether his/her
classmates’ answers earlier were correct. Another student is called and asked whether they
agree with the evaluation of their classmate. The process continues until the class finishes
critiquing their peers and exchanging ideas.
Step 1: Interpret a diagram, table, charts and graphs and present the information in your own
words.
Step 1: Read the passage to get a general idea of the subject matter.
Step 2: Look at the visual to identify what information is needed to complete the chart.
Step 3: Locate the relevant information in the passage and transfer it to the chart. Use only key
words or phrases.
Step 4: You may be required to classify information into categories under headings.
Sample:
The teacher flashes a 10-minute video that summarizes the text “My Father Goes to Court” by
Carlos Bulosan on the power point presentation.
Duration: 35 minutes
Total points: 25 pts.
Instructions:
The students are given 10 minutes to read the text. Afterwards, a template of a story map is
presented. The students must complete the story map with details from the story for another 10
minutes.
Criteria:
Story Map output – 20 pts.
Presentation – 5 pts.
Total – 25 pts.
After completing the story map, the students must present their output and explain it shortly to
the class.
“After using it, what do you think is the use of a story map?”
“Is the text still the same? What makes it different from its original form (summary)?”
“Is the text easier to comprehend? What makes you say so?”
“What steps did you use in transcoding the linear text to a nonlinear?”
“Did you have fun in our class today?”
V. Evaluation
The teacher presents a short audio-visual presentation (video) about some clips that depict the
Gaza massacre in Palestine. Afterwards, a graph on the current number of deaths are presented
and assigns the student a final performance-based activity about the recent issue to assess the
overall learning. The teacher presents the rubric first and explains prior the activity proper.
Instructions:
Based on the graph, perform a 2-minute
extemporaneous speech that encapsulates the
interpretation and relevance to the real-world
scenario. The student is given a maximum of 5
minutes to interpret the graph and prepare their
speech.
Excellent (15 pts.) Good (10 pts.) Fair (8 pts.) Poor (5 pts.) Inadequate (1 pt.)
Interpretation of the Student Student Student Student Student
Graph demonstrates a demonstrates a demonstrates a demonstrates a demonstrates little
thorough good basic limited to no
understanding of understanding of understanding of understanding of understanding of
the graph, the graph, the graph, but may the graph, missing the graph, unable
accurately interpreting most miss some key several key data to interpret key
interpreting key key data points and data points or points and trends. data points or
data points and trends accurately. trends. trends.
trends.
Relevance to Real- Student effectively Student adequately Student attempts to Student struggles Student fails to
World Scenario relates the data relates the data relate the data from to relate the data relate the data from
from the graph to from the graph to the graph to the from the graph to the graph to the
the real-world the real-world real-world scenario the real-world real-world scenario
scenario of the scenario of the of the Gaza scenario of the of the Gaza
Gaza massacre, Gaza massacre, massacre, but Gaza massacre, massacre, showing
demonstrating demonstrating connections and with little to no no connections or
insightful some connections implications are clear connections implications.
connections and and implications. unclear or or implications.
implications. superficial.
Organization and Student's speech is Student's speech is Student's speech Student's speech is Student's speech is
Clarity well-organized, mostly organized, lacks organization disorganized and chaotic and
clear, and clear, and and clarity at times, unclear, with confusing, lacking
coherent, with coherent, with with noticeable significant issues in any clear
smooth transitions some minor issues issues in transitions between organization or
between ideas and in transitions transitions between ideas and clarity.
concepts. between ideas and ideas and concepts.
concepts. concepts.
Delivery and Student delivers Student delivers Student's delivery Student's delivery Student's delivery
Presentation the speech the speech with of the speech is of the speech is of the speech is
confidently and some confidence hesitant at times, noticeably hesitant unprepared and
articulately, and articulation, with occasional and lacking in ineffective, lacking
engaging the maintaining lapses in articulation, with confidence,
audience audience articulation and limited articulation, and
effectively with engagement with engagement with engagement with engagement with
appropriate tone mostly appropriate audience. audience. audience.
and body tone and body
language. language.
VI. Assignment
In the case that there is not enough time for the students to perform the speech in the current
meeting, the teacher will modify the instructions and opt to have the students’ output as a draft
for initial evaluation.
Instructions:
Based on the graph, construct a short draft for your 2-minute speech containing an outline.
The outline will be done in person in the classroom and must contain an introduction (with the
hook and thesis statement), body (three points), and conclusion.
The teacher will collect the outputs and distribute in the next meeting for the performance proper.