Semi-Detailed Lesson Plan in English 7

S. Y. 2021- 2022
School
La Suerte High School Grade Level

Teacher
LEA C. DIZON Learning Area English
Teaching Dates and 2nd
Time March 9, 2021
Quarter Week 7
8:00-9:00 AM
Day 1
1. OBJECTIVES
Program Standard: The learner demonstrates communicative competence through his/ her
understanding of literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries
Grade Level Standard: The learner demonstrates communicative competence through his/
her understanding of Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture.
Content Standard: The learner demonstrates understanding of: pre-colonial
Philippine literature as a means of connecting to the past; various reading styles; ways of
determining word meaning; the sounds of English and the prosodic features of speech;
and correct subject-verb agreement.
Performance Standard: The learner transfers learning by: showing appreciation for the
literature of the past; comprehending texts using appropriate reading styles; participating
in conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various
situations; and observing correct subject-verb agreement.
C. Learning Competencies:
EN7RC-IIe-11 Transcode information from linear to non-linear texts and vice- versa
2. CONTENT: LINEAR TO NON-LINEAR TEXT
3. LEARNING RESOURCES
A. References
1. Self Learning Module, Quarter 2, Module 7
2. Textbook pages: English Expressways II. Pp 102-103,128,134-135,242,262-263;
English Expressways III, pp. 76-77
3. Additional Materials from Learning Resource (LR) portal
A. Other Learning Resources: LED TV, Charts and tables of different graphs, Worksheets,
4. PROCEDURES
Teacher’s Activity
TEACHER’S ACTIVITY

A. Preparatory Activities
1. Prayer.
2.Greetings
3.Classroom Conditioning
Before the lesson starts, let the learners pick up the trashes
around them and arrange their chairs properly.
4. Checking of Attendance

Setting of House Rules

 1. Avoid making unnecessary noise.
2.Do not interrupt if someone is talking. Wait for your turn.
3.If you want to talk, raise your right hand to be acknowledged.
4.Listen to the discussions and instructions attentively.
5.You are part of the group; you may also share your ideas.

A. Reviewing Review previous lesson on the different sources of information.

previous lesson or Gallery Run
presenting the new
lesson Have a quick gallery run.
There are four stations for the learners to visit. Stations 1 to 3.
They will be visiting each station by group, starting with group 1 to
station 1, group 2 to station 2 and so forth. Each visit is limited only to
one minute. Start and rotate as they hear the bell.
As they visit in each station, discuss briefly as to “what do you know”
and “what comes to your mind” about the item posted in each station.
Learners will write what they know and what comes to their minds while
discussing each item as they stroll throughout the classroom.
As soon as the group finishes visiting all the stations, they prepare a
brief summary of their outputs for the class sharing.
( Items expected to be posted in the stations)
Station 1: Ludong Fish
Station 2. A Nature Escape in Isabela
Station 3. The Tree
Note: The class has already been grouped from the start of the lesson.

Guess It To Win It
Through a slide presentation show them a picture with scrambled letters.
Each group will guess what the scrambled letters are. The group who got the
most correct answer will be the winner.

A. Establishing a Ask the learners what are the items posted in each station.
purpose for the Call one from each group to share a brief summary of their output.
lesson

B. Presenting The narratives which they have come across with in the first activity are
examples/ presented as linear text. Most of the information we have been reading
instances of the is in linear text.
new lesson
Ask a learner to read the titles of the narratives that are included in the
first activity.

C. Discussing new (A Power point presentation will aid the discussion of the concepts)
concepts and A linear presentation is composed of lines or statements of text that
practicing new provide information according to an order or structure followed by the
skills no. 1 text as a whole. This order is its organizing principle that also defines its
types.
Ex. Poetry
Linear text can take the form of poetry (a text type) organized
 according to stanzas.

Linear text is the most common type of text that needs to be read from
beginning to end. It focuses on the arrangement of the words, both
grammatically and stylistically.

Ask the learners if they know what are the other types of linear text.

How about the second activity?

Non-linear text is not required to be read from beginning to end since its
reading path is non-sequential.

D. Discussing new (A Power point presentation will aid the discussion of the concepts)
concepts and
practicing new
skills no.2 Another way of presenting information is to interpret and transcode it
from its linear to non-linear text.

Here are some ways of interpreting and transcoding linear text to non-
linear text.
1. Read the text and get the main idea.
2. Extract necessary information for the visual presentation.
3. Remember to use key words or phrases only.
4. Classify information into categories.
5. Make sure to use the correct non-linear text to present the
information.
Sharks and whales are a classic example of two different animals
revealing similar traits in the same environment. One of the similarities
of these two are their environment. They also have the same fin
structure. They only have a single tail for propulsion and because they
are both large aquatic animals, they both consume large volume of food,
however, sharks hunt for their food. Whales do not have this hunting
tendency. Another difference of sharks to whales is their class. Whales
are mammals while sharks are fish but they both live in the ocean. Also,
whales have bones while sharks only have cartilages.
Retrieved from:https://sciencing.com/similarities-between-whales-
sharks-8631445.html Indicator 1
To read a table, do the following:
1. Look at the details of the graphic organizer, chart or
diagram carefully.
2. Get only the gist, most important details or summary of the
information
3. Write what the diagram is about and your interpretation
based on the given information.
E. Developing
Mastery (Leads (A quiz maker/Power point presentation will aid the delivery of the
to Formative activity)
Assessment 3)
Linear or Not!
Give them an exercise.They will be working by twos. The person seated
next to them are their immediate working mates.

They will be given be given a pen and metacards.

Flash on the screen words/phrases or pictures in which they are to
decide whether it is Linear or Non-linear. They are given five seconds to
decide, after which a bell will ring, signaling them to raise their paper.
They will not to show their answer not unless they hear the bell.
1. Novels
2. Essays
3. letters
4. Student’s Academic records
5. Schedule of Pacific Airline flights
F. Finding Practical Ask the learners about encyclopedias and telephone directory. What is
applications of their classification?
concepts and
skills in daily (Possible answer)
living Encyclopedia or a telephone directory is classified as non-linear text.
We do not read them from beginning to the end; we skim through them
to obtain the specific information we need.

G. Making Ask: How do we describe a linear text?

generalizations
and abstractions ( Possible Answer)
about the lesson Generally, texts printed on paper are considered as linear texts. Novels,
poems, short stories, letters, educational texts, all those texts we read
from the beginning to the end, are linear texts.

Why is non-linear different from linear?

( Possible answer)
The difference between linear and nonlinear texts mainly depends on
their reading paths. Since linear texts have a sequential order, they
have only one reading path. However, nonlinear texts have multiple
reading paths since they are non-sequential.

H. Evaluating Let’s do this!

learning  I will give you an article to read. Out from it you are going to make a
non-linear presentation of composition of the human body. Decide
on what non-linear presentation is most appropriate to the task
given.
  Write a brief explanation on the non-linear presentation your group
has made.

Each group will be given a manila paper and pentel pen for the output.

After they have finished the activity have them share their outputs.

(See Attachment for the said article)

A. Additional To further increase their skills in transcoding data. They have to create
activities for non-linear text to present the information.
application or
remediation 1.The different chores I perform at home.
2. The 5 things I will buy if I have five thousand pesos. (indicate prices)
LINEAR TO NON-LINEAR EXERCISES

Retrieved from: https://brainly.in/question/37647