DETAILED LESSON PLAN (DLP)

DLP No. Learning Areas: Grade Level: Quarter: Duration:

2 English 7 First Quarter 60 minutes
Learning Competencies: Transcode orally and in writing the information Code:
presented in diagrams, charts, tables, graphs. EN7RC-I-e-1.2
EN7RC-I- f-1.2
EN7RC-I-e-2.15
Key Concepts/Understandings to Develop skills in understanding graphic organizer because at this modern
be developed: society, it is essential for the students at his age group to understand various tools
in presenting information, such as tables, charts, graphs and diagrams. Living in the
information age, it is important that the students feel comfortable in using tools that
are so often used to present data and to organize ideas and plans.
Graphs are good source of information. They are used in newspapers,
magazines or in books to present information clearly and accurately. A graph is the
visual representation of a given value in relation to another.
Non-linear narratives are those in which the author has chosen to jump
around in time, and the order in which events are portrayed that correspond to the
order in which things happened. These might also be referred to as disrupted or
disjointed narratives.
1. Objectives:
Knowledge: Describe the organization and structure of tables, charts, and diagrams.

Skills: Interpret information from tables, charts, and diagrams.

Create a flow chart using tables, diagrams, and charts.
Attitudes: Identify information from time lines, tables, charts, and diagrams.
Values: Distinguish a positive the ability to look into one’s self and accept one’s strength and
weaknesses
2. Content/Topic: Non Linear ( Graphs, Charts, Tables and Diagrams)

3. Learning Resources/ Laptop, Internet, , manila paper, pictures, K to 12 English Curriculum

Materials/ Equipment
4.Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will
consume)
4.1 Introductory Activity Review previous lesson. ( 5 minutes)
4.2 Activity Group activity (5 minutes)
Divide the class into small groups of (5) and in each group they will create either a
diagrams, tables, charts and etc that are often found in their household that
illustrates the use of the graphic organizer. Each group will present their outputs in
the class.
4.3 Analysis Open Sharing: (15 minutes)
 The teacher will discuss the importance of planning and how the use of
charts such as diagrams, tables and etc. can assist in the planning and
organizing. (Often people try to jump right into a project without using one
of these tools to plan in advance what will happen. Though it may seem
like an extra step but actually using one of this planning strategies will help
in the long run.)
 Ask if anyone has assembled something that came with diagrams, tables,
charts and etc. as well as written directions. Ask them to imagine what it
would have been like to try and assemble the object without the diagrams?
(Many people rely on heavily on the diagrams often choosing to ignore the
written directions.)
 Teacher will give a short discussion about the use and purpose of using
tables and diagrams.
4.4 Abstraction Teachers input: (5minutes)
To bring together the information about different topics, graphs are used. To
answer questions of quantity or stage of development or time, tables are used. They
present facts through an organized series of numbers related to a central topic.
The ability to interpret non-linear information such as tables, graphs, charts, and
diagrams that complement the linear text.
Having the ability to interpret non visual text is crucial, for the critical reader
is able to interpret and comprehend messages better.
Types of non-linear text
1. Graphs and charts- shows a relationship between two or
more sets of measurements.
2. Line graphs- used to show trends
3. Bar graphs- used to show comparisons between variables.
4. Pie graph- visual representations of information on parts of
segments as a proportion, percentage or fraction of the
whole.
5. Tables- understanding of complicated facts and figures.
(Refer to attachment No. 1 for the discussions.)
4.5 Application Visual Activity (5minutes)
  The students will involve in documenting, describing and illustrating
different signs that they see in the real world. Students will be asked to
take pictures that they see in the real world.
Tell the students to take pictures of these signs, or re-create them by means of
sketching or drawing and present them in a way that is visually appealing (e.g.
collage). They are also allowed to cut out pictures of signs from magazines as
examples, but they must describe the meaning behind the sign as well.
4.6 Assessment (Indicate whether it is thru Observation and or Talking or conferencing to learners and or Analysis of
Learner’s Products and or Test)______________minutes.

(25 minutes)
(Refer the text on the attachment no. 1)

Make your own flow chart using Tables, Charts, Graphs or Diagrams on how you are going to budget your daily
allowance.

4.7 Assignment ( indicate whether it is for Reinforcement and/or Enrichment and/or Enhancement of the day's lesson
and/o Preparation for the new lesson)_______minutes r

Let the students prepare one long bond paper, pencils, erasers and any coloring materials for the next day’s activity.

4.8 Wrap - up/Concluding Activity_________minutes Quick wrap-up

Prepared by.

Name: Nonit R. Gica School: Sabang National High School

Position/Designation: Teacher III Division: Danao City
Contact Number: 09333147936 Email address: nonit_gica@yahoo.com

Assessment:

Study the table below then answer the questions that follow.

COMPOSITION OF AIR

GAS SYMBOL PERCENT ( by volume)

Nitrogen N 78.084
Oxygen O 30.946
Argon Ar 0.934
Carbon Dioxide CO2 0.033
Neon Ne 0.0018
Helium He 0.0005
 Other Gases
1. The table indicates that N and O are the __________gases in the air.
a. least b. major c. best d. minor
2. About one-fifth of air consists of __________.
a. nitrogen b. oxygen c. argon d. carbon dioxide
3. _______than 1% of the air consists of argon, carbon dioxide, neon and helium.
a. Least b. More c. Less d. Most
4. The air is composed of different_____________.
a. numbers b. symbols c. molecules d. gases
5. The amount of nitrogen is ___________compared to oxygen.
a. as significant as c. slightly significant
b. very significant d. not so significant

Answer key (Assessment):

1. b
2. b
3. c
4. d
5. b

Rubrics:

Annex No. 1 :

Nonverbal Materials

Researchers and writers need to illustrate, emphasize and summarize their discussions briefly and clearly so as to
keep pace with the increasing bulk of knowledge. In mathematics and science, physical and social, an extended discussion
requiring many pages of words can be done better with nonverbal materials like graphs and tables. These are used to sum up
a body of facts already set forth or to make ideas vivid and memorable. The kinds of graphs are:

1. Pictograph- This is a simple kind of graph which uses pictures. Usually a picture represents a certain number
which is indicated in a legend.
2. Bar Graph – This may be horizontal or vertical and give information about numbers.
3. Pie or Circle Graph – This is used to show organizational relationships of the parts to the whole.
4. Line Graph – This is used to show organizational relationships or directional trends.
5. Chart – This is to show organization or relationships through the use of words, pictures, or symbols, or a
combination of all three. It also shows the steps involved in a process or procedure.
6. Diagrams – are drawings that illustrate and explain how some things are put together or how something
operates. It has labels to help you identify parts and see the relationship of those part s as to the whole.

When using tables, remember the following tips.

1. Determine what the table is about and look only for the information you need.
Tables often present more information than you want. Get only the information you need and disregard the
others.
2. Study the headings at the top of each column. Tables usually present only approximate figures. They do not
show specific amounts.
3. Use the headings for the rows and columns to locate specific information

Annex No. 2: (Interpreting Bar Graph)

Look at the horizontal bar graph below. Answer the questions that follow by choosing the the letter of the correct
answer.
 PBA Basketball Teams Win Records

San Miguel Beer

Purefoods Hotdog

Presto Ice Cream

Column2
Column1
Formula Shell Series 1

Ginebra

Alaska Milk

0 1 2 3 4 5 6 7 8 9

1. What team won the most game?

a. Presto Cream Ice Cream c. Formula Shell
b. San Miguel Beer d. Ginebra
2. Which team ranked second?
a. Purefood Hotdog c. Formula Shell
b. Alaska Milk d. Presto Cream
3. Which team won only half as many as San Miguel Beer did?
a. Formula Shell c. Presto Ice Cream
b. Purefoods Hotdog d. Alaska Milk
4. Which team ranked last in the PBA games?
a. Alaska Milk c. Purefoods Hotdog
b. Ginebra d. San Miguel Beer
5. How many games were won by San Miguel Beer?
a. 2 b. 8 c. 4 d. 5
6. Which is a reasonable conclusion based on the graph?
a. San Miguel Beer is a strong team.
b. Ginebra has played only once.
c. Formula Shell and Presto Cream are the only contenders for the championship.
d. Alaska Milk team can play better than the pure foods Hotdog team.

Annex No. 4 (Interpreting Pie Graph)

Study the graph below and encircle the letter of the correct answer to each question that follows:

The Santos Family’s Monthly Budget

 Budget

Education
Clothing
Shelter and fuel
Medicine and Savings
Foods

1. How many budget include?

a. 3 b. 4 c. 5 d. 6
2. On what item does the family spend most?
a. foodb. education c. clothing d. shelter
3. On what item does the family spend the least?
a. Education b. food c. medicine d. clothing
4. What is the share given to education?
a. 10% b. 20% c. 50% d. 15%
5. How much is allotted for medicine for medicine and savings?
a. 10% b. 15% c. 20% d. 5%
6. Which item form half of the budget for food?
a. shelter and Fuel c. education and clothing
b. clothing and shelter d. medicine and savings
7. What is a reasonable conclusion based on the graph? The Santos family are _________
a. renting a house b. sickly c. nutrition conscious d. fashion conscious

Annex No. 5 ( Interpreting Table)

Study the table below and answer the questions that follow. Write your answers on the blank before the number.

Metal Specific Average Wt. Melting Point COEFFICIENT OF Shop Name

(Element) Gravity per cu. Ft. (oC)
Thermal Heat
(lbs.)
Expansion Conductivity
Aluminum 2.7 169 658 13.3 0.52 Same
Argentum 10.5 656 960 10.5 0.57 Silver
Aurum 19.3 1205 1063 8.0 0.7 Gold
Chromium 7.14 444 1615 4.5 0.17 Same
Cuprum 8.94 448 1083 9.1 0.92 Copper
Ferrum 7.86 494 1535 6.6 0.19 Iron
Nickel 8.90 556 1452 7.6 0.14 Same
Platinum 21.5 1344 1755 4.3 0.166 Same
Plumbum 11.35 709 328 16.4 0.083 Lead
Stannum 5.75 359 232 12.4 0.16 Tin
Stibium 6.69 418 630 6.27 0.04 Antimony
Wolfram 19.3 1196 3370 2.2 0.48 Tungsten
Zinc 7.14 446 419 18.0 0.27 Same

________1. How many metals are involve in the tabulations?

________2. How many categories of metals are treated in the table?

________3. What is the shop name of the metal with the highest melting point?

________4. What metal is the heaviest?

________5. What is the shop name of the metal which is the best conductor of heat?

________6. What is the shop name of the metal that melts easily?
________7. & 8. What are the shop names of two metals having the same specific gravity?

_________9.What is the shop name of the metal which is the poorest conductor of heat?

________10. What is the shop name of the lightest metal?