How do you Slice yo

ur Prayer Pie?
The Lord’s Prayer
  Ask for a specific desired outcome.
  Ask for protection of loved ones.
  Ask for wisdom about an upcoming decision.
  Express anger about something that happened.
  Express regret or ask forgiveness for something.
  Express thankfulness for a meal.
  Express thankfulness for something other than a meal.
  Gain a better understanding of something in the Bible.
  Get help in improving a particular area of my life.
  Overcome a temptation I’m facing.
  See another person become a Christian.
  Seek peace during a difficult time.
  Tell God how great he is.
  Stay calm or focused in an upcoming stressful situation.
  Others
Prayer Dashboard
1
I change over time, all I Do I know you? Don’t compare me to
2

need is your others, it hurts me to

understanding through see that they have
my ups and downs. more than what I have

EILNPGARH RAB PHGAR

3 4
I realized, I need to
spare a part of me, I I’m not easy to get. If you
know what I share want me, then do not take
completes me
some shortcuts.

IPEHAPRG RTCHA WFLO

 Which is which?

April ate one-fourth April ate one-fourth

of the cake. of the cakes.

There might be
There is one
20 pieces of
whole cake
cake, divided
divided into
into 4, five
four and a
pieces of
slice of it is
which are
eaten.
eaten.
 Non-Prose
Reading

DENVER T. SORIANO
MAED- ENGLISH
 LEARNING
OBJECTIVES
Define Non-Prose reading;
Identify the different types, forms
and examples of non-prose
reading;
Determine the topics, subjects
and instances when non-prose
reading is applied and integrated;
and
Use non-prose reading technique
in interpreting and presenting
non-textual information.
The information
you wish to get
from books is
not only
presented in
sentences, but
also in graphic
forms like
charts, maps,
and tables.
What is Non-Prose Reading?
 Non-prose reading consists of

disconnected words and numbers.

instead of the sentences and paragraphs

Reading Non-Prose Text

Concepts

Processes

Relationships
Concepts, processes, relationships, experiences and situations can be effectively demonstrated in concise format and
spaced in non-prose forms without having to go through several ages of prose materials.
 Uses of Non-Prose Materials
• Present data in an
organized and systematic
ways
Allow the reader to absorb the
information fast and efficiently
Explain abstract concepts,
processes, relationships in
a concrete manner
Provide only the useful
and relevant data
Characteristics of Non-Prose Reading

• It can be used with students of

beginning, intermediate and
advanced levels

• It offers opportunities for

productive practice both
top-down and bottom-up
processing

Recognize relationships among

ideas
How does DepEd integrate Non-Prose
Reading to Kto12 Curriculum?
Get information from various sources: (pictures, illustrations,
simple graphs, charts) (Grade 1 – MTB)
Interpret a map of the classroom/school
Read labels in an illustration
infers and interprets data presented in a pictograph without
scales. e.g. finding out from the title what the pictograph is all
about, comparing which has the least or greatest … (Grade 1
Mathematics –Q3)
Integrated in MELCS
● Interpret simple graphs, tables, and pictographs (Quarter 4- Grade
3 English)
● participates in putting up a mini-exhibit with labels of Philippine
artifacts and houses after the whole class completes drawings.
(Grade 5-Arts)
● recognizes warning labels that identify harmful things and
substances (Grade 3 Health )
 Integrated in MELCS
• Summarizes findings and executes the report through narrative and
visual/graphic forms (Grade 11/12 EAPP-Q4 W-9)
• explains the importance of reading food labels in selecting and
purchasing foods to eat (Grade 5 Health)
• analyzes the nutritional value of two or more food products by
comparing the information in their food labels (Grade 6 Health)
• constructs a pie graph based on a given set of data and interpret it.
• solves routine and non-routine problems using data presented in a pie
graph. (Grade 6 Math)
• solves problems involving sets with the use of Venn Diagram. (Grade 7)
 Integrated in MELCS
• Create and interpret visual representation of the motion of
objects such as tape charts and motion graphs (G7 Science)
• Describe the different kinds of graphs and its essential parts
for data presentation. (Grade 11 – ABM)
• Draw the graph/table to present the data
• Analyze and interpret the data presented in a graph/table
• Construct velocity vs. time and acceleration vs. time graphs,
respectively, corresponding to a given position vs. time -
graph and velocity vs. time graph and vice versa
EXAMPLES OF NONPROSE MATERIALS
WHEN CAN WE USE THEM?

– Graphs or charts
• Practice with numbers, comparative and
superlative degree, etc.
– Comic strips
• Recognize relationships among ideas
– Bus schedule
• Practice time, days of the week, months
• Practice with tenses
 WHEN CAN WE USE THEM?

– Maps
•
Receive and give
•
– directions Determine the
• most efficient route
Menu restaurants
Practice about food
preferences,
ingredients, price, etc.
 READING NONPROSE TEXTS FOR
GENERAL UNDERSTANDING
FOR EXAMPLE:
NONPROSE SKIMMING
– Skimming a menu to see if one can
afford to eat in a particular restaurant

NONPROSE SCANNING
– Reading different food labels to
determine which have food additives
 READING NONPROSE TEXTS FOR
THOROUGH COMPREHENSION

Understanding relationships
among ideas

For example:
– Jigsaw reading
 CRITICAL READING OF NONPROSE
TEXTS
●This kind of reading requires going beyond literal
understanding in order to draw inferences and
evaluate a text

● For example:
• Drawing inferences about the
functions and meanings of a nonprose
text.
• Determining how an idea fits into their
own system of beliefs.

SmartDraw, 2012
Types of non-prose
materials
 PHOTOGRAPHS
• Photographs are the most realistic and
dramatic representation of physical features.
In a good photograph the reader can see
exactly what the writer is talking about.
Cheerful
face

Angry face
 TIMELINE
• A timeline is a way of displaying a list of events in
chronological order, sometimes described as a
project artifact.
 POSTERS
• A poster is any piece of printed paper designed to
be attached to a wall or vertical surface. Typically
posters include both textual and graphic
elements, although a poster may be either wholly
graphical or wholly text.
 CHARTS
• A chart is a graphical representation of data, in
which "the data is represented by symbols, such as
bars in a bar chart, lines in a line chart, or slices in a
pie chart.
Student Age Height Weight

NEHA 7 52 inches 49 pounds

SEEMA 8 48 inches 47 pounds
KIRAN 8 50 inches 48 pounds
 DIAGRAMS
• A diagram is a symbolic representation well-suited
to the presentation of ideas.
 DRAWINGS
• Drawing is a form of visual art that makes use of
any number of drawing instruments to mark a two-
dimensional medium. Common instruments include
graphite pencils, pen and ink etc.
 MAPS
• A map is a visual representation of an area—a
symbolic depiction highlighting relationships between
elements of that space such as objects, regions, and
themes.
 FLASH CARDS
• A flashcard or flash card is a set of cards bearing
information, as words or numbers, on either or
both sides, used in classroom drills or in private
study.
 GRAPH
A graph is an abstract representation of a set
of objects where some pairs of the objects are
connected by links.
 Bar Graphs
• A bar graph is a chart that compares the relative
amount of items by using parallel rectangular bars
of varying lengths.
• Bar graphs can be vertical or horizontal.
 Line Graphs
• A line graph is a diagram whose points are
connected to show the relationship between two or
more variables.
 Pie Charts
• A pie chart is a circle graph that uses various
sized “slices” to represent relative parts of the
whole.
 Flowcharts
• A flowchart is a diagram that uses connected
boxes, circles, and other shapes to show the
steps in a process or procedure.
 Types of non-prose materials
TABLES
Tables present a great deal of numerical
information in a very clear and concise way,
with very minimal space to occupy.

With the use of tables, it is very easy to explain to students if we would like to show them the significance of the data that
we have, in terms of its percentages to the whole of the population, for instance.
 Table
•
A table shows relationships between facts
and figures by arranging information in rows
and columns.
Tabl
e
Types of non-prose materials

EXHIBITS
An actual item that may be attached to a
report as a sample of an object or
product being discussed (e.g., swatches,
yarns, or other items not too bulky to
lie almost flat on the paper.)
Types of non-prose materials

EXHIBITS
All these items should be labelled as
exhibits and should be given
explanatory title.
Types of non-prose materials
POETRY
Is a great non-prose material that can activate
imagination and interpretation skills.

Through poems, students can learn

History (among others)
Emotions/ Feelings
Fiction / Fantasy
Biographies
All in just few lines that rhyme.
Types of non-prose materials
STICKERS / COMIC STRIPS /
CARTOONS

Using comic strips is a fun way to read

for children, especially for student who
are very visual, and those who love
comic strips (basically all children)
Types of non-prose materials

STICKERS / COMIC STRIPS /

CARTOONS
Non-traditional non-prose materials

STICKERS / COMIC STRIPS /

CARTOONS Teachers have many
sources of comic
strips, stickers, and cartoons inside and
outside of the classroom, so it’s a
good idea to use them in a reading
class for children.
 Reading non-prose materials
Title
Labels
 Vertical axis
 Horizontal axis

Configuration of lines
 Size and length of bars
Quantities
 Numerical figures
Direction of lines and arrows
 e.g., organizational charts, flow sheets
Significance of quantities
 biggest vs. smallest quantities
NON-PROSE MATERIALS
1 Provides a variety of authentic
learning materials

2
Students’ readings and
discussions become fun learning
experiences

3 Allows teachers to be
creative
 MAIN TASK
● Analyze and synthesize the given situations. Illustrate
your ideas through graphical illustrations or non-
prose forms.

Marcy See wants to determine the percentage of the sold

books in NationWide Bookstore; Fiction reached 15, 000
sold books, while Science is 20% lower than fiction,
while Educational Book Material is 50% higher than
fiction. What conclusion can be drawn from the given
data?
B. Lucio Tan wants to see the movement of sales of his electronic store in
the last four years, to know whether certain program has to be employed.
for 2016- the sales of the product reached to 55% of the sales. He almost
earned 13, 000,000, for 2017 – the sales of the product had 13% increase
as addition to last year’s sales., for 2018- the sales fluctuated to 13 %
going down, for 2019 – the drastic drop fell to 20%.
What implication can be drawn? What should Lucio Tan do?
 Extended Task
● Identify the Proficiency Level of your learners based on the grades that
they have obtained in your English class.
● Create a table to show the frequency of each level.
● Use a pie graph to determine the percentage of each level.
● Draw or write your interpretation about the figures and graphical
illustrations.
 Extended Task
● Identify the Proficiency Level of your learners based on the grades that they have obtained in your English class.
● Create a table to show the frequency of each level.
● Use a pie graph to determine the percentage of each level.
● Draw or write your interpretation about the figures and graphical illustrations.
LEVEL NUMERICAL FREQUENCY PERCENTAGE
EQUIVALENT
VALUE
BEGINNING 74% and below 9 3%

DEVELOPING 75-79% 37 14 %

APPROACHING 80-84% 64 24%

PROFICIENT
PROFICIENT 85-89% 98 37%

ADVANCED 90% and Above 58 22%

TOTAL 266 100%

Pie Graph and Conclusion
Level of English Proficiency among Based from the presented data, it
Grade 12 HUMSS Students can be inferred that the development of
learners towards English is quite
remarkable, the mark of 3% for
Beginning Students must be given extra
efforts by the teacher. However the
obtained 14% for developing must also
3% Beginning considered by the teacher to provide
22% 14% substantial materials and guided
Developing
activities. The 37% of the students
Approaching Proficient
(Proficient) is notable, moreover the it
24% Proficient
has to be empowered to equate or
Advanced
surpass the 24% of those in Advanced
37%
level. Thus, the level of proficiency
among HUMSS students has to be
acknowledged not just in English but to
other discipline as well.