JUNIOR HIGH SCHOOL

School Year 2022-2023

WEEKLY LEARNING PLAN

Quarter First Grade Level 10
Week 5 Learning Area English
MELCs EN10RC-Ia-2.15.2 Determine the textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text.
Performanc The learner demonstrates communicative competence through his/her understanding of literature and other text types for a deeper
e Standard appreciation of World Literature, including Philippines Literature.

Day Objective/s Topic/s Classroom-Based Activities Home-Based Activities

1 Section: 10-Feliciano Section: 10-Manansala
● Analyze
Time: 1:40-2:40 pm Time: 2:40-3:40 pm
information found and
in a textual aid. Section: 10-Francisco Instruction: A pie graph shows how a
● Differentiate Time: 4:00-5:00 pm whole is divided into different parts
linear and non- (SkillsYouNeed.com, 2020). As your task,
linear text. Literacy Activity/Introduction using a pie graph, illustrate your
The teacher will facilitate the game “Rebus expenses for a week. Use a bond paper
● Recognize the Puzzle”. A rebus is a picture representation of a for this activity. Remember to read the
types of textual name, work, or phrase” (National Institute of rubric as your guide in accomplishing the
aids. Environmental Health Sciences, 2017). Each rebus task.
Linear and puzzle represents a word and the student’s task is
● Use the textual
Non-linear to guess what each word is. Note: Rubric for Pie Graph will be
aids to represent Texts and provided as an attachment.
given details or Textual Aids Discussion/Development
information. The teacher will facilitate discussion on the
difference of linear and non-linear text and
different textual aids, as well as its use to help
readers understand the text.
 Short Assessment
The students will have to accomplish two parts of
evaluation.
Part 1: Classification of linear and non-linear texts.
Part 2: Identification of non-linear/textual aids.
2 Section: 10-Manansala Section: 10-Feliciano
● Analyze
Time: 4:00-5:00 pm Time: 1:40-2:40 pm
information found and and
in a textual aid. Section: 10-Tolentino Section: 10-Francisco
● Differentiate Time: 6:00-7:00 pm Time: 5:00-6:00 pm
linear and non-
linear text. Literacy Activity/Introduction Instruction: A pie graph shows how a
The teacher will facilitate the game “Rebus whole is divided into different parts
● Recognize the Puzzle”. A rebus is a picture representation of a (SkillsYouNeed.com, 2020). As your task,
types of textual name, work, or phrase” (National Institute of using a pie graph, illustrate your
aids. Environmental Health Sciences, 2017). Each rebus expenses for a week. Use a bond paper
Linear and puzzle represents a word and the student’s task is for this activity. Remember to read the
● Use the textual
Non-linear to guess what each word is. rubric as your guide in accomplishing the
aids to represent Texts and task.
given details or Textual Aids Discussion/Development
information. The teacher will facilitate discussion on the Note: Rubric for Pie Graph will be
difference of linear and non-linear text and provided as an attachment.
different textual aids, as well as its use to help
readers understand the text.

Short Assessment
The students will have to accomplish two parts of
evaluation.
Part 1: Classification of linear and non-linear texts.
Part 2: Identification of non-linear/textual aids.
3 Section: 10-Francisco Section: 10-Manansala
● Analyze
Time: 4:00-5:00 pm Time: 2:40-3:40 pm
information found
 in a textual aid. and
Literacy Game Section: 10-Tolentino
● Differentiate
The teacher facilitates the online game called Time: 6:00-7:00 pm
linear and non- “Wordle” in class. This is an online game where
linear text. learners will be given 7 chances to guess the final Engagement
● Recognize the word by giving 5-letter words. Instruction: Answer the question, “How
types of textual much do all these textual aids help you
● Clues are based on the words the students will
aids. in understanding a text?” Represent
give before the final word. your ideas using any of the appropriate
● Use the textual ● The screen will highlight the letter “yellow” if visual representations (graph or table)
aids to represent the letter is in the final word but not in correct that you learned from the discussion. Be
given details or placement as seen in the given word. guided by the rubrics provided.
information.
● The screen will highlight the letter “green” if Note: Rubric for this activity will be
the letter is in the final word and in the provided as an attachment.
correct/same placement as seen in the given
Linear and word. ------------------------------------------------------
Non-linear Section: 10-Tolentino
Texts and Assimilation Time: 6:00-7:00 pm
Textual Aids The teacher facilitates the seatwork which covers
the lesson on linear and non-linear texts as well as Instruction: A pie graph shows how a
various textual aids. whole is divided into different parts
(SkillsYouNeed.com, 2020). As your task,
using a pie graph, illustrate your
expenses for a week. Use a bond paper
for this activity. Remember to read the
rubric as your guide in accomplishing the
task.

Note: Rubric for Pie Graph will be

provided as an attachment.
4 Section: 10-Francisco Section: 10-Feliciano
● Analyze
Time: 4:00-5:00 pm Time: 1:40-2:40 pm
information found and
in a textual aid. Literacy Game Section: 10-Francisco
● Differentiate The teacher facilitates the online game called Time: 4:00-5:00 pm
linear and non- “Wordle” in class. This is an online game where
linear text. learners will be given 7 chances to guess the final Engagement
word by giving 5-letter words. Instruction: Answer the question, “How
● Recognize the much do all these textual aids help you
● Clues are based on the words the students will
types of textual in understanding a text?” Represent
aids. give before the final word. your ideas using any of the appropriate
● Use the textual ● The screen will highlight the letter “yellow” if visual representations (graph or table)
aids to represent the letter is in the final word but not in correct that you learned from the discussion. Be
placement as seen in the given word. guided by the rubrics provided.
given details or
information. ● The screen will highlight the letter “green” if Note: Rubric for this activity will be
the letter is in the final word and in the provided as an attachment.
correct/same placement as seen in the given
Linear and word.
Non-linear
Texts and Assimilation
Textual Aids The teacher facilitates the seatwork which covers
the lesson on linear and non-linear texts as well as
various textual aids.
5 Section: 10-Feliciano
● Analyze
Time: 1:40-2:40 pm
information found and
in a textual aid. Section: 10-Manansala
● Differentiate Time: 3:00-4:00 pm
linear and non-
linear text.
 Literacy Game
● Recognize the
The teacher facilitates the online game called
types of textual “Wordle” in class. This is an online game where
aids. learners will be given 7 chances to guess the final
● Use the textual word by giving 5-letter words.
aids to represent ● Clues are based on the words the students will
given details or give before the final word.
information.
● The screen will highlight the letter “yellow” if
the letter is in the final word but not in correct
Linear and placement as seen in the given word.
Non-linear
Texts and ● The screen will highlight the letter “green” if
Textual Aids the letter is in the final word and in the
correct/same placement as seen in the given
word.

Assimilation
The teacher facilitates the seatwork which covers
the lesson on linear and non-linear texts as well as
various textual aids.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
IV. REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did those work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which I
wish to share with other teachers?

RUBRIC FOR PIE GRAPH ACTIVITY

Labels and Title
3pts. Title is appropriate to the topic of the graph. All areas of the graph are labeled and well defined including each sector in the circle.
2pts. Title is somewhat appropriate to the topic of this graph. Most areas of the graph are labeled and well defined including most sectors in the
 circle.
1pt. Title is missing or inappropriate. Little of no labeling.
Accuracy
3pts. The circle of the pie graph is drawn correctly. The size of each sector is appropriate to the percent of the circle that it represents.
2pts. The circle of the pie graph is drawn correctly. The size of most sector is appropriate to the percent of the circle that they represent.
1pt. The circle of the pie graph is not drawn correctly. The size of most sectors is appropriate to the percent of the circle that they represent.
Visual Appearance
3pts. Color is used in a meaningful way. The graph, title, and labels are arranged appropriately. Text is easy to read.
2pts. Color is used. The graph, title, and labels are arranged appropriately. Text is readable.
1pt. Little or no color used. The graph, title, and labels are nor arranged appropriately. Text is missing or difficult to read.

Rubrics adopted and adapted from:

https://www.gauthmath.com/solution/Learning-Task-1-Make-a-pie-graph-showing-the-expenses-of-the-family-with-monthly-1702059277366277

RUBRIC FOR TEXTUAL AID

CRITERIA 5 4 3 2
Table/Graph The table/graph correctly The table/graph shows the The table/graph created tries to There was an attempt to
depicts all the figures accurately figures correctly and done neatly. show accurate data, but it may not create a table/graph.
and done in a creative manner. It provides visual support so that be done as neatly as needed to help
 It provides a very informative
visual representation of the
message being portrayed and
makes it easier for the reader to
understand the data presented.
Labels The table/chart is correctly and
properly labeled. All labels
accurately describe or capture
or summarize the idea of the
information presented.
Accuracy of All figures are correct in size, are
Figures easy to see and are very
accurate. It is obviously done
carefully to ensure that data is
interpreted correctly and
accurately. The figures are
equally spaced and made
creatively.
Rubrics adopted and adapted from: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1500439;
https://www.mesacc.edu/~paoih30491/RubricNameEssay.html
readers get an idea what the readers understand the message of
message is. the material. The table/chart does
little help in portraying the message.
The table/graph is labeled but Labels were written but there are There was also an
there are one or two spelling more precise terms that may be attempt to label the
errors but still able to describe or used to better capture the essence table/graph made but
capture or summarize the idea of of the message. the terms used missed
the information presented. the essential ideas that
best describe the
message or send the
message of the material
across clearly.
The bars are created neatly and The bars were created and there There was an attempt to
there was an attempt to make all was an attempt to make all the bars make all the bars of the
bars accurate but failed to do so accurate but failed to do so for more graph accurate but was
for one (1) or two (2) bars. The than three (3) bars. The bars are not able to do it as
bars are spaced and colored. sketched rather than drawn. correctly and accurately
as needed for the graph
to support the textual
data that will help
readers understand the
material.