Mentee: Mylene A.

Duran
Mnetor: Ms. Reyz Fuendolin Arapon
School: Dumingag National High School
Grade level: Grade 8
Subject: English

MELC: Explain visual-verbal relationships illustrated in tables, graphs, and information maps
found in expository texts (EN8SS-Ile-1.2)

I. Objective: Given the materials and activities, the students are will be able to do the
following with at least 75% level of accuracy:
a. understand the visual-verbal relationships through expository text;
b. differentiate pictograph/pictogram and table in terms of purpose in varied text like
expository text; and
c. know the importance of visual/verbal relationships
II. Subject Matter:
a. Topic: Explaining Visual-Verbal Relationship
b. Reference: English 8 Learner’s Module and Google
c. Instructional Materials: PowerPoint presentation, Visual aids

III. Learning Procedure

Teacher’s Activity Student’s Activity
A. Preliminary Activities
1. Every one please rise as we will have
our opening prayer. Who wants to (student do as told)
lead the prayer?

2. Greetings Good morning, ma’am.

Good morning, class.
How are you this morning? We visited the cemetery, to remember the
How did you spend your vacation? lives of our loved ones who have passed
away.
3. Checking of Attendance
Now, are there any absentees this
morning? If there is, I want the
secretary to kindly jot down all the (Class secretary do as told)
absentees and give it to me after our
discussion today.

4. Passing of assignment
Do you have an assignment? None ma’am.

5. Setting of Classroom Standard

 Now class, let me remind you of the
morning’s classroom standard. Pay
close attention to the lesson while it is
being taught in class. Simply raise
your hand to be noticed if you want to
answer or if you have a questions. Is
that clear?

6. Review of past lesson

What was your previous lesson?
What have you learned from it?
(Students answer may vary)
Ok thank you students for your
answers. It sure does that you have
totally learned your lessons from your
previous lesson

B. Motivation

I'll divide the class up into four groups.

Each group must have one representative to
come in front and describe the given word
while the other members of the group guess
the word.

Group 1: VISUAL (Students do as told)

Group 2: VERBAL
Group 3: EXPOSITORY TEXT
Group 4: RELATIONSHIP

C. Lesson Proper

Visual – (adj.) relating to “seeing” or “sight”

Visual – (n.) it means a picture, piece of film
or display used to illustrate or accompany
something.

Verbal – (adj.) relating to or in the form of

words. We used words to express or
communicate our thoughts.

What are the two major form of verbal Written and oral communication
communication? Anyone from the class?

Alright! Written includes traditional pen and

paper, letter, documents, etc.
Oral communication, on the other hand,
describe any type of interaction between
individuals which makes use of words and
involves speaking and listening.

Expository text – they are designed to

explain, inform, and present facts of specific
topic. It can also be accompanied by visual
cues to provide or further highlight
information.

ex:
o News articles
o Informational books
o Textbooks
o Instruction manuals

Now class, what do you think are the

connections of these three words. “Visual”,
“verbal”, and “expository text?” (Students answer may vary)

Alright! These through visual, verbal and

expository text it helps us in understanding
the data or information. Without writing
much the text, one may easily identify and
classify the given information through visual
presentation, such as graph and tables.

Writers use visual aid in their writing to:

 grab the reader’s attention
 make the work more interesting to
read; and
 help reader understand what they are
reading.

Class! To fully understand our lesson today. I

will be showing you a pictograph/pictogram.
First, kindly read the meaning of what is a
pictogram.

A pictograph/pictogram is a special type of

(students read the definition aloud)
bar graph. Instead of using an axis with
numbers, it uses a pictures to represent a
particular number of items.
Thank you for reading the definition.

I have here an example of a pictograph

This pictograph tells us the favorite food of

some students.

1. Which food got the least votes?

2. How many votes were there in all? Hamburger had the least favorite
3. Which food was more popular: pizza 16 votes
or chicken nuggets? Chicken nuggets
4. Which food was LEAST popular:
pizza or hotdogs? Hotdogs
5. How many students voted for pizza,
hotdogs, and hamburger? There are 5 students who voted for pizza, 3
votes for hotdogs and only two students
voted for hamburgers.
In this pictograph presented, the readers
could definitely tell of which food do
students prefer and which food are not.

At this moment, I’ll be showing you an

example of a data table.

Kindly, read the definition of a table

A table, also known as matrix refers an

orderly arranged quantitative data in columns (students read the definition aloud)
and rows.

The data table shows us how many eggs were

laid on the farm in April, May, June, and
July.
 1. Which month has the most eggs
hatched and which has the least
number of eggs hatched.
The highest eggs hatched in June with 25
highest number of eggs in the table while
2. How many more eggs were hatched in there were 9 eggs hatched in the month of
June than in April? July.
3. How many eggs hatched in all?
5 eggs
By this example presented to you. The
readers can easily read a data table and 69 eggs
understand what the table is telling us.

The examples presented to you earlier,

pictograph and table are useful for presenting
a lot of data in a small amount of space.

Am I clear class?!

D. Application

In their respective group, I want you to form

a circle. Each groups are given different task.

Group 1: Pictograph
Directions: using a tally marks & tally chart.
Each member within the group will pick what
kind of dog breed they think is friendlier. The
choices are;
 Golden retriever (Students do as told)
 Poodle
 Husky
 Pug

Group 2: Table
Directions: Create a group table that shows
the month for each member’s birthday.

Group 3: Table
Directions: Ask each member within the
group of what they ate for breakfast that
morning and create a table with information.

Group 4: Pictograph
Directions: Find out which of the following
four sports—basketball, badminton, tennis,
and volleyball—each group member would
want to play.

(Provide them with the materials for their

collaborative activity and must work within 5
minutes.)
Each group must count the items and tally
them up, creating a visual presentation of the
data they've collected. One representative of
each group will present the data in class.

Did you enjoy the activity class?

E. Generalization
Yes, ma’am!
Now that you have learn our lesson for today, I
will now ask you some questions. Just raise your
right hand to answer.

1. What did you learn about visual-verbal

relationship?
2. What do you think is the importance of
using visual-verbal relationship through
expository text? (answers may vary)
3. How does it help the reader in (answer may vary)
understanding visual-verbal presentation?

F. Evaluation (answers may vary)

Directions: Write the letter of the correct answer.

For item 1-2, please refer to the table below.

Modalities of Grade 8 (students do as told)
Learning
Sectio Section Total
n Rizal Arellano
Radio 1 2 3
Television 4 4 8
Online Learning 13 9 22
Modular Learning 23 26 49
Blended Learning 7 6 13
Total 48 47 95

How many
students choose
online learning?
A. 9 B. 13
C. 22 D. 48
6. Which
learning
modality do
students like the
most?
A. modular
learning B.
online learning
C. radio D.
television
1. How many students choose online learning?
a. 9
b. 13
c. 22
d. 48
2. Which learning modality do students like the
most?
a. Modular learning
b. Online learning
c. Radio
d. Television
 3. A ________, also called a matrix, is
an orderly arrangement of quantitative
data in columns and rows.
a. table
b. map
c. graph
d. flowchart
4. A _______ uses pictures to represent a
particular number of items.
a. graph
b. flowchart
c. diagram
d. pictogram
5. Why should a visual-verbal relationships
be determined in tables, graphs, and
charts
a. To know the similarities between
figures and ideas of the text.
b. To create artistic representations
of the data found in the text.
c. To easily understand the ideas
presented in the text.
d. To quickly contrast ideas in the
diagrams and the text used.

G. Assignment

Directions: Interpret the given data table with

at least 5 sentences.

Grade 8 Section Enrollment Data

Male Female Total
Gumamela 20 30 50
Rose 25 20 45
Sampaguita 20 28 48
Total 65 78 143