School Grade &

Malitbog National High School 10

Section
DAILY Teacher
Abigail Fritz C. Golo
Learning
ENGLISH
LESSON Area
Teaching Dates
PLAN Quarter 1st
& Time
Week No. Day Duration 1 day

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if
needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guide.
The learner demonstrates communicative competence through his/ her understanding of
A. Content Standards literature and other texts types for a deeper appreciation of World Literature, including
Philippine Literature.
B. Performance
Standards
C. Learning Determine the effect of textual aids like advance organizers, titles,
Competency/ies non-linear illustrations, etc. on the understanding of a text. (EN10RC-Ia-2.15.2)
Write the LC Code for each.
At the end of the lesson, the students are expected to:
D. Learning a. differentiate linear text from non- linear text.
Objectives b. transcode information from linear to non-linear texts and vice versa.
c. express appreciation on transcoding linear text to non-linear and vice versa.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Linear and Non-linear Text
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
MELC page 140
pages
2. Learner’s Materials
SLM: English 10- Quarter 1- Module 2. pp.1-25
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
https://www.youtube.com/watch?v=7prpSH4JmgE
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn
IV. PROCEDURES new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous
Review: Activating prior knowledge.
lesson or
Directions: Identify the textual aid presented and described in each number.
presenting the new
lesson.
1. What textual aid will help you put events in chronological order?
ELICIT (The activities in this
section will evoke or draw out prior
concepts of or experiences from It looks like this.
the students) What isthis?
AWARENESS

Answer: Timeline
2. It refers to a general organizer that shows a central idea with its
corresponding characteristics?
It is something
like this.

Answer: Concept Map

 3. What graphic organizer will you use to compare and contrast
two characters in a story?
Look at this.
What do you call this?

Answer: Venn Diagram

4. What textual aid will you use to show in percentage form on

how you spend your day as a student?
Look at this!

Answer: Pie chart

5. It is and arrangement of information in rows and columns

containing cells that make comparing and contrasting information easier?
Look at this!

Answer: Table

B. Establishing a Facilitating an interactive game to form an idea.

purpose for the
lesson. Directions: Encircle words that you can find in the puzzle below. They are arranged
ENGAGE (The activities in this vertically and horizontally. The terms that you are going to find are connected to the new
section will stimulate their thinking topic. Let’s go!
and help them access and connect
prior knowledge as a jumpstart to
the present lesson.)

C. Presenting
examples/
instances of the
new lesson.
 D. Discussing the new Asking Questions to form an Idea.
concepts and
practicing new • How did you find doing the tasks?
skills #1. • The activities that you have done are related to our lesson today.
EXPLORE (In this section, • The words in Column A are examples of Linear Text, while the words in Column B
students will be given time to are examples of Non-linear Text.
ACTIVITY

think, plan, investigate, and

organize collected information; or • Can you cite their difference?
the performance of the • What is it?
planned/prepared activities from • What is a Linear text and a Non-linear text? How do they differ?
the student’s manual with data
gathering and Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing THE READING PATH
mastery
(Leads to formative The reading path is the manner in which a text, or a text with other features, is read.
assessment 3). We usually read text from beginning to end, following the sequence of information
EXPLAIN (In this section, students based on how the text is arranged.
will be involved in an analysis of
their exploration. Their
LINEAR TEXT
understanding is clarified and
modified because of reflective A written material without any images, pictures, or illustrations is called a linear text. In
activities)/Analysis of the gathered reading linear texts, we follow the common conventions in reading, from left to right
data and results and be able to and from top to bottom.
answer the Guide Questions
leading to the focus concept or
topic of the day. Examples: Short stories, novels, letters, and news reports

NONLINEAR TEXT
Nonlinear texts are materials that provide information with the use of images or
visuals. Nonlinear texts are also used in some fields such as statistics to show data and
information more effectively.
Some common types of nonlinear texts are graphs, charts, and diagrams.
ANALYSIS

GRAPHS, CHARTS, AND DIAGRAMS

A line graph is a graph that uses lines to show information. It is usually used to show
trends, such as the increase or decrease in population or the price of commodities.

A bar graph is a graph that uses bars or columns arranged either vertically or
horizontally. It is usually used to display data that involves numbers.

A pie chart is used to show percentages or parts of a whole.

Tables are present information or data arranged in rows and columns for easier
understanding.

A Venn diagram is made up of two or more overlapping circles and is used to present
the similarities and differences of two or more objects or concepts.

ILLUSTRATIONS
Some texts also include illustrations to add meaning to the text. Storybooks and
encyclopedias have illustrations to give the reader an idea of what the topic is about.
 G. Making Giving a sample activity to generate ideas to the students.
generalization and
abstraction about A. Transcoding linear text to non-linear text. (Integration in Science)
the lesson.
ELABORATE (This section will Characteristics of Plants and Animals
give students the opportunity to There are several characteristics which distinguish plants from animals. Green plants
expand and solidify / concretize
are able to manufacture their own food from substances in the environment. This
their understanding of the concept
and / or apply it to real –world process is known as photosynthesis. In contrast, animals including man, get their food
situation) directly from plants or indirectly by eating animals which have eaten plants. Plants are
generally stationary. Animals, on the other hand, can usually move about. In external
appearance, plants are usually green. They grow in a branching fashion at their
extremities, and their growth continues pattern is not limited to their extremities. It is
evenly distributed and only occurs in a definite time period. Therefore, the differences
between plants and animals is quite significant.

Expected Output:
ABSTRACTION

B. Transcoding non-linear text to linear text. (Integration in Mathematics)

Expected Interpretation:
The pie shows the family distribution of expenses go to food which takes 35% of the
whole budget. 21% goes to children’s education, clothing takes 15% and both medicine
and shelter take 12%, respectively. The remaining 5% is allotted for the family’s
recreational activities.
 H. Finding practical A. Transcode the non-linear text to linear text.
application of Directions: Below is a chart containing the result of a survey taken from two sections of
concepts and skills grade 10 classes. Study the data presented and answer the questions or do the
in daily living. required tasks.

Questions:
1. How many students are there in section Jewel? How about in section Jasper?
2. Based on the sections surveyed, what conclusions can you make about the
preferred story of male and female students?
3. Write at least (5) sentences about the data as inferred from the chart.

Suggested Interpretation:
The table shows the preferred mythical stories of 80 Grade 10 students from Section
APPLICATION

Abby and Section Gail.

All students liked the myth of Icarus and Daedalus and only 40 students of half of both
sections surveyed liked the Story of Orpheus and the story of Perseus and the Gorgon.

B. Transcode the linear text to non-linear text. (Integration in Physical Education)

Directions: the information below using a Table, Pie Graph, or a Bar Graph.

Expected Outputs:

I. Evaluating learning. Directions: To know whether you were able to remember our topic please answer the
EVALUATION (This section will activity below by pairing the items from column A with its definition and function in
provide for concept check test column B. Write your answer on the answer sheet provided separately.
items and answer key which are
aligned to the learning objectives -
content and performance Column A Column B
standards and address ___1. Linear text a. these are materials that provide information
ASSESSMENT

misconceptions – if any) with the use of images or visuals.

___2. Reading path b. is a graph that uses lines to show information.
___3. Tables c. are present information or data arranged in
rows and columns for easier understanding.
___4. Non-linear text d. is used to show percentages or parts of a
whole.
___5. Line graph e. is the manner in which a text, or a text with
other features, is read
f. a written material without any images, pictures,
or illustrations
 J. Additional Directions: To further increase your skills in transcoding data, select one topic below
activities for and CREATE BOTH LINEAR AND NON-LINEAR TEXT in presenting the information.
application or (Differentiated Activity)
remediation.
EXTEND (This sections give 1. The different chores I perform at home. (Integration in Home Economics)
situation that explains the topic in 2. The 5 things I will buy if I have three thousand pesos. (Indicate prices)

ASSIGNMENT
a new context , or integrate it to
(Integration in mathematics)
another discipline / societal
concern) 3. Comparative Covid Positive cases in General Santos City in the year 2020.
(Integration in Social Studies and Mathematics)
4. Differences and Similarities of School Activities before and during Covid-19
Pandemic. (Integration in Social Studies and Physical Education)
5. What do you know about Covid 19 Virus. (Integration in Science & Health)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.

A. No. of learners who

earned 80% on the
formative assessment

B. No. of learners who

require additional activities
for remediation

C. Did the remedial lesson

work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked 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?