DETAILED ______________ LESSON PLAN

GRADE QUARTER / WEEK DATE SECTION(S) PAGE

LEVEL DOMAIN NO. __________ __________________ NO.
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I. OBJECTIVES
The learner demonstrates understanding of how world literature serves as a way of
how world literature serves as a way of expressing and resolving one’s personal
conflicts through using strategies in linking, textual information, or enhancing
A. Content Standards
communication, and crafting formal/ informal word definitions; the ethics and
strategies of public speaking; and using of emphasis markers in persuasive texts.

The learner transfers learning by composing short persuasive texts using a variety of
B. Performance
Standards
techniques/ devices and words and expressions that emphasize a point, particularly
modals and reflective and intensive pronouns.
Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text. (EN10RC-Ia-2.152)
 Identify the different types of textual aids like advance organizers, titles,
non-linear illustrations.
 Use various types of textual aids on interpreting and understanding the text.
 Show appreciation on the value of resourcefulness.
SUB-TASK: To foster students’ critical thinking skills in relation to real life experience
A. Topic: Quarter 1 Module 1 Week 2
> Textual Aids, Advance Organizers, Non Linear Illustrations, and Title
B. Concept: Textual Aids, Advance Organizers, Non Linear Illustrations, and
II. CONTENT Title

KBI: Keeping a positive outlook in life will help us survive and overcome whatever
life takes us.hh
III. LEARNING RESOURCES
K TO 12 MELC in English 10
A. References
Quarter 1 Module 1 Week 2
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
 DETAILED ______________ LESSON PLAN
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PRELIMINARY TEACHER’S ACTIVITY STUDENT’S ACTIVITY

ACTIVITIES/ REVIEW Prayer/Checking of attendance
What did we discuss last meeting?
MOTIVATION:
 Say: Now, using your prior knowledge from
your other subjects such as Science, Araling
Panlipunan, Values, Arts, Filipino and the rest
of the other subjects that you can connect
with this task and to the other tasks for today’s
lesson, I want you to look around and try to
observe your surroundings, especially
Answers may vary
everything that God’s created. What can you
Yes, ma’am!
PRESENTATION OF THE say? Do you think we have something to do
NEW LESSON: with all of these or we are responsible of the I dispose my garbage
present conditions of the environment? Why
properly….
do you say so? What do you usually do to Answers may vary
preserve God’s creation?
 Shows the students to read “A Puzzle is Worth
a Word.”
 Ask: I want you to analyse the puzzle.
A Puzzle is Worth a Word

“A REBUS is a picture representation of a name, work,

or phrase” (National Institute of Environmental Health
Sciences, 2017). Each rebus puzzle below represents a
word and your task is to guess what each word is.
Write your answers on your answer sheet.
Students analyse the
puzzle.

1. Lazy afternoon
2. Feet underground
3. Misunderstanding
between friends
4. Just between you
Questions:
and me
What helped you answer these puzzles?
5. Big deal
Is it not the clues that the words themselves show?
6. Excuse me
These puzzles intrinsically contain textual aids, which
are the focus of this module.

Say: Going back to the activities where you have

applied what you have learned from the other  Ma’am today we
subjects, do you have any idea now of what is our will discuss about
lesson for today? Anybody? different types of
textual aids like
Your previous module taught you to incorporate the advance
information you take from various sources like the organizers, titles,
news and informative talks in your everyday non-linear
 DETAILED ______________ LESSON PLAN
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conversation. The information from these sources may illustrations.

be delivered orally or written.

Both delivery methods leave clues so their audience

can fully understand the message and interpret it
correctly. For information delivered orally, non-verbal
clues such as the tone of the voice and the facial
expression of the speaker can help the audience
decipher exactly what the message is. For written
information such as news, the clues are called textual
aids.

For you to be able to continue holding a meaningful

conversation using the information you see in different
sources, the learning material that we are going to
discuss now will help you enhance your information-
seeking skills from written sources.

Note: Teacher will discuss using a power point

presentation.
Say: I want you to demonstrate your understanding of
the text by answering the questions that follow. Use
the textual aids presented in the article.

Aids for Use

HIDILYN DIAZ: A VICTOR’S CROWN December 6, 2016
by Department of Education Region IX – Stories
(Printed copies will be used for this activity)
B. ACTIVITY COMPREHENSION QUESTIONS:
1. In one or two word/s/phrase/s, how will you
characterize Hidilyn Diaz?
2. In one or two word/s/phrase/, how will you describe
her career?
3. In one or two sentences, summarize the article
about Hidilyn Diaz.

Activity #4: In 4, 3, 2, and 1… Below are examples and

or templates of the textual aids previously learned.
Above each sample/template, give words that best
summarize/encapsulate that textual aid. Challenge:
the number of words you can write is limited to 4
words, 3 words, 2 words and 1 word. Since there are
C. ANALYSIS already four textual aids learned, you can only choose
one textual aid to use the number of words indicated.
For example, you will give four (4) words that
summarize the textual aid Titles and Subtitles, one (1)
word for Illustration, three (3) words for Graphs and
two (2) words for Table.

A. ___________________________________
 DETAILED ______________ LESSON PLAN
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B. ____________________________________

C.__________________________________________

Say: Going back to the discussions and activities that

you have done a while ago, I want you to share your
D. ABSTRACTION insights about our lesson.
Ask: What did you learn from our discussion for today?
What about in doing the activities, what moral lesson
did you get from the activities?
E. APPLICATION Activity:
With a group, present a commercial good/positive
values. Use the rubric below as basis in the making of
your output/presentation.
 DETAILED ______________ LESSON PLAN
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Assessment:
Directions: Choose the letter of the correct answer.
Write the chosen letter on a separate sheet of paper. 1. c
2. c
1.What do we call the tools that come in different 3. b
forms and their main objective is to help readers have 4. d
a clearer meaning of the text? 5. c
a. guide questions b. reader’s interpretations 6. a
c. textual aids d. textual explanations 7. a
8. d
2. Which of the following belongs to the tools that can
9. d
help readers have a clearer meaning?
10. b
a. animations b. boxes
c. charts d. directions 11. c
12. d
3. If the sensory images help readers understand 13. a
literary texts such as poems and short stories, then 14. d
A. F. ASSESSMENT which type of texts do textual aids help readers 15. a
understand?
i. journalistic texts
ii. nonfiction texts
iii. scientific texts
iv. fictional texts
a. i, ii, iii, iv b. i, ii, iii
c. i and ii only d. iii and iv only

4. If the text has the following lines: “From Session

Road, head south on Upper Session Road, slight right
onto Kalaw Street…”, what kind of textual aid will be
best fitted to match the text?
a. graph b. illustration c. title d. map

5. Which of the following statements is the best reason

why writers include titles, subtitles, graphs, maps,
images and tables in their articles?
 DETAILED ______________ LESSON PLAN
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a. to fill the spaces of the paper

b. to provide an interpretation of the text
c. to help readers better understand the content
d. to serve as a guide for the readers’ eyes in reading
the text

6. What type of textual aid is used when data are

presented in rows and columns of words and
numbers? a. table b. map c. illustration and title d.
graph and subtitle

7. Which is the main use of a table as a textual aid? a.

for comparison of characteristics
b. for interpreting numerical data
c. show relationships of data
d. show trends or patterns

8. What type of textual aid is used if data is presented

through dots, lines and curves?
a. table b. map c. illustration d. graph

9. What do we want to show when we use graphs?

a. record precise data
b. compare and contrast qualities
c. show more detailed information
d. get a better idea on trends and patterns

10.Which is not an example of a graph?

a. bar b. cycle c. line b. d. pie

11.Which textual aid is a visual representation of

selected characteristics of a place, usually drawn on a
flat surface?
a. compass b. globe c. map d. direction

12.What type of map shows water and land formations

in a specific area?
a. demographical map b. geographical map
c. political map d. physical map

13.Which type of map shows the cities, towns,

provinces and bodies of water?
a. political map b. physical map
c. geographical map d. demographical map

14.Which is NOT the function of a map as a textual

aid? a. Maps can give a clearer picture of where the
boundaries of each town, city, province and country
lies. b. Maps can provide an image of the place being
discussed.
c. Maps can show landmarks that may be in a place.
 DETAILED ______________ LESSON PLAN
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d. Maps show specific directions to a destination.

15.Which of the following is a function of textual aids?

a. Textual aids provide clarity to the textual element of
the material.
b. Writers use them to distract the readers from the
textual element.
c. These are tools that activate prior knowledge on the
topic of the article.
d. Textual aids are used to make the paper lighter by
breaking the texts.
Activity:
How much do all of these textual aids help you in understanding a text? Represent
your ideas using any of the appropriate visual representations (graph or table) that
you that you learned from the discussion today? Be guided by the rubrics below.

B. G. ASSIGNMENT

TOTAL NO. OF LEARNERS: _______________

V. REMARKS 5 _______ 4 _______ 3 _________ 2 _________ 1 ________ 0 _________

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
 DETAILED ______________ LESSON PLAN
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D. No. of learners 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?
Prepared by: Checked and Observed by:

ANNABELLE P. ALBAO MICHAEL A. REGIS CE, MM, MAT

Subject Teacher Secondary School Principal IV

https://www.youtube.com/watch?v=O3MGwvO0O_g