CASUELA, PRINCESS KAYE CELESTE G.

BSE ENGLISH – 3A

A SEMI-DETAILED LESSON PLAN

I. Rationale

Content Standard The learner demonstrates understanding of how world literatures

and other text types serve as vehicles of expressing and resolving
conflicts among individuals or groups; also how to use strategies
in critical reading, listening, and viewing, and affirmation and
negation markers to deliver impromptu and extemporaneous
speeches.

Performance Standard The learner demonstrates communicative competence through

his/ her understanding of literature and other text types for a
deeper appreciation of Philippine Culture and those of other
countries.

Learning Competency At the end of the lesson, students must have:

Reading Comprehension:
EN10RC-IIa-11: Transcode information from linear to non-linear
texts and vice-versa.

1. Discussed the definition, examples, and comparison of

linear and non-linear texts.
2. Showed appreciation to the text My Father Goes to Court
by Carlos Bulosan through extraction of the elements
presented in a story map.
3. Performed an extemporaneous speech based on a graph
about the contemporary issue of Gaza massacre.

II. Content

Topic Linear and Non-linear Texts (English 10, Second Quarter, Week
1)
Strategy Inquiry-based learning, Gamification, and Socratic method
Values Integration Knowing the value of a text does not change by retaining the idea
even after it has been transcoded into different forms.

III. Learning Resources:

Reference(s) K to 12 English Curriculum Guide

 https://drive.google.com/file/d/1iURGc1zWICDz-
JC6S6V0BRG9n-21AwiK/view

English 10 Quarter 2 Module 7

● https://www.scribd.com/document/508047711/Eng10-Q1-
L2

Story map template

● https://strategiesforspecialinterventions.weebly.com/story
-map.html
 Images:
1. Canterbury Tales
 https://www.google.com/imgres?imgurl=https%3A%2F%2
Fcdn.kobo.com%2Fbook-images%2Ff3cfbddb-6ccd-
4105-9355-
3021ac62d3ae%2F1200%2F1200%2FFalse%2Fthe-
canterbury-tales-
82.jpg&tbnid=Tf8FfFAI2rfDPM&vet=12ahUKEwj5_siPj_y
EAxWP7TgGHYqwC_sQMygCegQIARB2..i&imgrefurl=ht
tps%3A%2F%2Fwww.kobo.com%2Fph%2Fen%2Febook
%2Fthe-canterbury-tales-
82&docid=LwXBotPdeQpFcM&w=1200&h=1829&q=cant
erbury%20tales&ved=2ahUKEwj5_siPj_yEAxWP7TgGH
YqwC_sQMygCegQIARB2
2. Peter Pan and Wendy
 https://www.google.com/imgres?imgurl=https%3A%2F%2
Fs3-ap-southeast-
2.amazonaws.com%2Fassets.allenandunwin.com%2Fim
ages%2Foriginal%2F9781913519520.jpg&tbnid=jglGGkT
N0YVcWM&vet=12ahUKEwi575G_j_yEAxWS-
zgGHeJeAHMQMygBegQIARBK..i&imgrefurl=https%3A
%2F%2Fwww.allenandunwin.co.nz%2Fbrowse%2Fbook
%2FJ.M.-Barrie%2C-illustrated-by-Robert-Ingpen-Peter-
Pan-and-Wendy-
9781913519520&docid=lzn7rM0GsG0Q_M&w=1600&h=
1926&q=peter%20pan%20and%20wendy%20novel&ved
=2ahUKEwi575G_j_yEAxWS-
zgGHeJeAHMQMygBegQIARBK
3. Shakespeare’s Sonnet 73
 https://www.google.com/imgres?imgurl=https%3A%2F%2
Fimages.saymedia-
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yEAxUs7jgGHaZTBCQQMygDegQIARBd..i&imgrefurl=htt
ps%3A%2F%2Fdiscover.hubpages.com%2Fliterature%2
FAnalysis-of-William-Shakespeares-Sonnet-
73&docid=o_1SGJ--
6mWFPM&w=1000&h=1200&q=shakespearean%20sonn
et%2073&ved=2ahUKEwjMtc7tj_yEAxUs7jgGHaZTBCQ
QMygDegQIARBd

Graph on Gaza Massacre

 https://www.bbc.com/news/world-middle-east-67764664
Materials Power point presentation, Speaker, Box, Audio-visual
presentation

IV. Procedure:
Daily Routine
✔ Greetings
✔ Opening Prayer
✔ Checking of Attendance
A’s of English
Teacher’s Activity

1. Introductory Activity
1.1 Preliminaries

The teacher greets the class and introduces herself. The students are asked to arrange their
chairs and pick up trash on the floor. The student whose turn to lead the prayer is called. The
class monitor takes the attendance. After a while, the teacher sets the class mood by asking
the students to share some of the things they are thankful for during that day.

“What are you thankful for today?”

1.2 Review

Following that, the teacher asks one student to recall the previous discussion. Another
student is called and asked if they agree with their classmate’s answer or would like to add
some more.

“What did we do last meeting?"

“What do you recall from our topic during the previous meeting?”
“Do you agree with his/her answer? What can you add to that?”

The student answers and the question continues until all the students have mentioned the
full important details of the discussion during the previous meeting.

2. Activity
The teacher introduces the topic through a game called “Trip to Jerusalem: Random Box
Edition”. The teacher assures the student that the game is not recorded.

Duration: 15 minutes

Instructions:
The class will assemble in a large circle. The teacher will prepare a box containing 3 pictures
of examples of nonlinear texts (graphs, Venn diagram, concept map, flowcharts) and 3 titles of
literary works as examples of linear texts (essay, story, letter, poem), which will be circulated
among the students. Music will accompany the passing of the container, indicating when and
to whom it should be passed. When the music stops, the student holding the container must
randomly pick from the box and identify the example they have chosen. If the student picks a
picture, they must name the type of nonlinear text indicated (e.g. graph, flowcharts, etc.). If they
pick a title of a literary work, they must identify what form of literature it is (essay, letter, poem,
etc.). Subsequently, the entire class will follow this process. The circle will shrink as the student
who last held the container takes a seat and refrains from further participation, having had their
turn. The activity will continue until all 6 students take possession of the box.

3. Analysis
The teacher rationalizes the activity by asking the students what they think of the game. Then
a student who has yet to participate in the game is asked to evaluate whether his/her
classmates’ answers earlier were correct. Another student is called and asked whether they
agree with the evaluation of their classmate. The process continues until the class finishes
critiquing their peers and exchanging ideas.

“What do you think of the game earlier?”

“What did you notice about the items from the box?”
“Do you think your classmates labeled the items correctly?”
“What purpose do they have?”
4. Abstraction
The teacher reveals that the items from their game are examples of linear and nonlinear texts.
The teacher announces the topic of the day - linear and nonlinear texts. The teacher presents
the discussion through a power point presentation.
Linear Text
Definition Refers to traditional text that
needs to be read from
beginning to end. Here, the
reader makes sense of the
text according to the
grammatical and syntactic
arrangement of the words.
Efficiency It is the most common type
of reading. It is the traditional
method of reading, the way
we are taught as children.
However, linear text or linear
reading is not always
advantageous; it may prove
disadvantageous when you
are in a hurry and need to
find some information
quickly. This is because
reading a linear text involves
reading the whole text from
the beginning to the end, and
it may take a considerable
amount of time to find the
specific information you
need.
Examples Novels, poems, short stories,
letters, all those texts we
read from the beginning to
end
Samples of Nonlinear Texts:
Nonlinear Text
The opposite of linear text. As
its name suggests, it is non-
sequential. In other words,
the readers do not have to go
through the text in a
sequential manner in order to
make sense of the text. This
type of text has many reading
paths since it’s the readers
who decide the sequence of
reading, not the author of the
text.
In nonlinear texts, the
extraction of main ideas is
faster and is easier to absorb.
In fact, any text that is not
read from beginning to the
end falls into the category of
non-linear text. For example,
consider an encyclopedia or
a telephone directory. We do
not read them from beginning
to the end; we skim through
them to obtain the specific
information we need.
Flowcharts, charts, and
graphs (ex: pie chart, bar
graphs), graphical organizers
such as knowledge maps and
story maps
Samples of Linear Texts:

Non-Linear Text to Linear Text

Step 1: Interpret a diagram, table, charts and graphs and present the information in your own
words.

Steps for a simple non - linear interpretation:

 Read the title or label.
 Pay attention to every information.
 Understand the scales of measurement s used.
 Pay attention to the trends (increase/decrease/stable) shown.
 Write an overview or the main idea.
 Write the key features.
 Conclude by giving prediction or proposal based on the data gathered from the non -
linear text.

Step 2: Organize, present and possibly compare.

Step 3: Describe an object, event or series of events.

Linear Text to Non-Linear Text

Step 1: Read the passage to get a general idea of the subject matter.
Step 2: Look at the visual to identify what information is needed to complete the chart.
Step 3: Locate the relevant information in the passage and transfer it to the chart. Use only key
words or phrases.
Step 4: You may be required to classify information into categories under headings.
Sample:

5. Application (to target objective #1 and #2)

The teacher flashes a 10-minute video that summarizes the text “My Father Goes to Court” by
Carlos Bulosan on the power point presentation.

Duration: 35 minutes
Total points: 25 pts.

Instructions:
The students are given 10 minutes to read the text. Afterwards, a template of a story map is
presented. The students must complete the story map with details from the story for another 10
minutes.

Criteria:
Story Map output – 20 pts.
Presentation – 5 pts.
Total – 25 pts.

After completing the story map, the students must present their output and explain it shortly to
the class.

Generalization (to target objective #1)

The teacher randomly picks a student and allows the learner to create their own summary of
the topic. The student picks another peer to add their insights and learnings during the class.

“After using it, what do you think is the use of a story map?”
“Is the text still the same? What makes it different from its original form (summary)?”
“Is the text easier to comprehend? What makes you say so?”
“What steps did you use in transcoding the linear text to a nonlinear?”
“Did you have fun in our class today?”
 V. Evaluation
The teacher presents a short audio-visual presentation (video) about some clips that depict the
Gaza massacre in Palestine. Afterwards, a graph on the current number of deaths are presented
and assigns the student a final performance-based activity about the recent issue to assess the
overall learning. The teacher presents the rubric first and explains prior the activity proper.

Total points: 60 pts.

Instructions:
Based on the graph, perform a 2-minute
extemporaneous speech that encapsulates the
interpretation and relevance to the real-world
scenario. The student is given a maximum of 5
minutes to interpret the graph and prepare their
speech.

Excellent (15 pts.) Good (10 pts.) Fair (8 pts.) Poor (5 pts.) Inadequate (1 pt.)
Interpretation of the Student Student Student Student Student
Graph demonstrates a demonstrates a demonstrates a demonstrates a demonstrates little
thorough good basic limited to no
understanding of understanding of understanding of understanding of understanding of
the graph, the graph, the graph, but may the graph, missing the graph, unable
accurately interpreting most miss some key several key data to interpret key
interpreting key key data points and data points or points and trends. data points or
data points and trends accurately. trends. trends.
trends.
Relevance to Real- Student effectively Student adequately Student attempts to Student struggles Student fails to
World Scenario relates the data relates the data relate the data from to relate the data relate the data from
from the graph to from the graph to the graph to the from the graph to the graph to the
the real-world the real-world real-world scenario the real-world real-world scenario
scenario of the scenario of the of the Gaza scenario of the of the Gaza
Gaza massacre, Gaza massacre, massacre, but Gaza massacre, massacre, showing
demonstrating demonstrating connections and with little to no no connections or
insightful some connections implications are clear connections implications.
connections and and implications. unclear or or implications.
implications. superficial.

Organization and Student's speech is Student's speech is Student's speech Student's speech is Student's speech is
Clarity well-organized, mostly organized, lacks organization disorganized and chaotic and
clear, and clear, and and clarity at times, unclear, with confusing, lacking
coherent, with coherent, with with noticeable significant issues in any clear
smooth transitions some minor issues issues in transitions between organization or
between ideas and in transitions transitions between ideas and clarity.
concepts. between ideas and ideas and concepts.
concepts. concepts.
Delivery and Student delivers Student delivers Student's delivery Student's delivery Student's delivery
Presentation the speech the speech with of the speech is of the speech is of the speech is
confidently and some confidence hesitant at times, noticeably hesitant unprepared and
articulately, and articulation, with occasional and lacking in ineffective, lacking
engaging the maintaining lapses in articulation, with confidence,
audience audience articulation and limited articulation, and
effectively with engagement with engagement with engagement with engagement with
appropriate tone mostly appropriate audience. audience. audience.
and body tone and body
language. language.
VI. Assignment
In the case that there is not enough time for the students to perform the speech in the current
meeting, the teacher will modify the instructions and opt to have the students’ output as a draft
for initial evaluation.

Instructions:
Based on the graph, construct a short draft for your 2-minute speech containing an outline.
The outline will be done in person in the classroom and must contain an introduction (with the
hook and thesis statement), body (three points), and conclusion.

The teacher will collect the outputs and distribute in the next meeting for the performance proper.

VII. Justification/Reasoning on constructed Semi-detailed Lesson Plan

The semi-detailed lesson plan focuses on the learning competency of reading

comprehension: transcode information from linear to non-linear texts and vice-versa (EN10RC-
IIa-11) from the K to 12 English Curriculum. Subsequently, three objectives are formulated from
it which targets different domains: discussion of the definition, examples, and comparison of linear
and non-linear texts (cognitive domain); showing of appreciation to the supplemental text “My
Father Goes to Court” through extraction of the elements presented in a story map (affective
domain); and performance of an extemporaneous speech based on a graph about the
contemporary issue of the recent Gaza massacre (psychomotor domain). It incorporates various
elements to enhance student learning and engagement as well as the integration of technology –
particularly in the motivational activity through the use of music, power point presentation in the
discussion proper, and audio-visual presentation as supplemental material both in the activity and
class proper. Additionally, the rationale includes the alignment with the content and performance
standard and its emphasis on the importance of understanding world literatures and appreciation
of diverse cultures – particularly Philippine literature – and text types through communicative
competence, critical reading and extemporaneous speech delivery. The lesson plan’s content on
linear and non-linear texts is supported by inquiry-based learning, gamification, and the Socratic
method, fostering active student participation and learner’s autonomy. Furthermore, the
structured procedure, starting with daily routines and progressing through the 4A’s – activity,
analysis, abstract, and application – ensures that the students receive a comprehensive and
organized learning experience as well as room for motivation and engagement. The evaluation
component, involving an extemporaneous speech on a contemporary issue like the Gaza
Massacre, assesses students' understanding and communication skills effectively – the
assessment criteria are aligned with the learning objectives and provide a comprehensive
measure of students' understanding and proficiency which is in the form of a rubric that
emphasizes differentiated feedback, enabling teachers to recognize and address individual
strengths and areas for improvement. Furthermore, the option for an alternative assignment
accommodates potential time constraints while still allowing students to demonstrate their
learning in a meaningful way. The assignment serves as a continuation of the learning process,
providing students with an opportunity to apply their knowledge and skills in a practical context.
By tasking students with drafting a speech outline based on real-world data, the assignment
reinforces the connection between academic concepts and real-life scenarios, promoting deeper
engagement and understanding.