School : Sto.

Niño National High School

Daily Teacher : Angelyn B. Gayda
Lesson Grade Level : Grade 10
Quarter : Second
Plan Inclusive Date: September 9, 2019 (Monday)
During or at the end of this period, at least 80% the grade 10 students are expected to:
a. transcode information from linear to non-linear and vice versa;
I. OBJECTIVES
b. explain illustrations from linear to nonlinear texts and vice-versa; and
c. present information using graphs.
The learner demonstrates understanding of how to use strategies in critical reading,
A. Content Standards
listening, and viewing.
B. Performance The learner proficiently delivers an argumentative speech emphasizing how to resolve
Standards conflicts among individuals or groups.
READING COMPREHENSION
C. Learning EN10RC-IIa-11: Transcode information from linear to non-linear texts and vice-versa
Competencies EN10RC-IIb-11.2: Explain illustrations from linear to nonlinear texts and vice-versa
EN10RC-IIc-5.4: Present information using tables, graphs, and maps
II. CONTENT TRANSCODING LINEAR TO NON-LINEAR AND VICE VERSA\
(REMEDIATION)
III. LEARNING Celebrating Diversity Through World Literature
RESOURCES

A. References Celebrating Diversity Through World Literature

1. Teacher’s Guide pages

2. Learner’s materials Celebrating Diversity Through World Literature

pages

3. Textbook pages pp 120-123

4. Additional Materials
https://www.slideshare.net/jmpalero/ linear-vs-nonlinear-text
from LR Portal

IV. PROCEDURES

Preliminaries
A. Reviewing previous  Cleanliness and Orderliness
lesson or presenting  Greetings
the new lesson  Review

B. Establishing a
Ask the learners how do they interpret graphs, tables, and/or charts.
purpose for the lesson
Lead them to understand the simple formula for interpreting graphs, tables, and/or
charts.
Steps for a Simple Non-linear Interpretation
C. Presenting examples/ 1. Give the title.
instances 2. Write an overview or main idea.
3. Write the key features.
4. Conclude by giving the prediction or proposal regarding the nonlinear text.

D. Discussing new
concepts and practicing
the new skills #1

E. Discussing the new

concepts and practicing
the new skills #2

1
 Instruct the learners to transcode the following non-linear texts to linear and vice versa.
1. Non-linear Texts

2.

ALLOWANCE

Food
20%
School projects
50%
20% Transportation
F. Developing Mastery 10% Others
(leads to Formative
Assessment #3)

3. Linear Texts
According to the survey, 33% of the students listen to pop music, while 29% listen to
indie and rock music, 15% listen to country music, 13% listen to metal, and 10% listen
to classical music.
4. Non-linear Text
The Sphinx: Ancients often use
riddles to assess intelligence. In this
fifth century B.C. Greek painting, a
sphinx asks Oedipus, “What animal
walks on four legs in the morning,
two at noon, three in the evening?”
Oedipus answers, “Man” (a baby
crawls, an adult walks, and an old
person uses a cane). For the
correct response, Oedipus was
made the King of Thebes.

a. What kind of non-linear text is shown?

b. Do you see a linear text? If yes, which one? Read and describe it.
c. What is the relationship of the linear and non-linear texts?

G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating Learning

2
J. Additional Activities
for application or
remediation
IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
strategies work well?
Why did these 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:

ANGELYN B. GAYDA
Checked by:

JOVY D. ENRIQUEZ
Certified True and Correct

URIEL B. TEODORO