Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SANTA ROSA CITY
PULONG STA. CRUZ NATIONAL HIGH SCHOOL
PUROK DOS, BARANGAY PULONG SANTA CRUZ, CITY OF SANTA ROSA, LAGUNA
Lesson School Pulong Sta. Cruz National High School Grade Level EIGHT
Exemplar Teacher Arbie Kaye L. Borja Learning Area ENGLISH
Teaching Date November 6 - 10, 2023 Quarter SECOND
Teaching Time Santan 1:30, Sampaguita 2:50, 3:40 Lavender, 5:20 No. of Days 5
Jasmine, Anthurium 6:10

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. Objectives (KSA) K – Discuss visual-verbal K – Differentiate linear to K – Illustrate their routine K – Write linear and create K – Recall the discussions
relationships nonlinear texts through nonlinear text nonlinear text about the latest S – Review their answer
S – Make one simple paragraph S – Transcode linear to S – Design their nonlinear text news in the Philippines A – Answer confidently the
about the visual presented nonlinear texts and vice versa creatively S – Execute their work showing given post-assessment/quiz
A – Answer the activity A – Confidently present the A – Organize their work creativiness
accordingly work to the class A - Confidently present the
work to the class
A. Content Standard The learner demonstrates understanding of: East Asian literature as an art form inspired and influenced by nature; relationship of visual, sensory, and verbal signals in both literary and
expository texts; strategies in listening to long descriptive and narrative texts; value of literal and figurative language; and appropriate grammatical signals or expressions suitable to patterns
of idea development.
B. Performance The learner transfers learning by composing and delivering a brief and creative entertainment speech featuring a variety of effective paragraphs, appropriate grammatical signals or
expressions in topic development, and appropriate prosodic features, stance, and behavior.
Standards
A. Learning
Competencies or
Objectives
B. Most Essential RC6 Explain visual-verbal RC6 Transcode information from
relationships illustrated in linear to nonlinear texts and vice-
Learning versa
tables, graphs, and information
Competencies maps found in
(MELC) (if available, expository texts
write the indicated (MELC)
C. Enabling
Competencies (if
available, write the attached
enabling competencies)

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II. CONTENT Visual-Verbal Visual Verbal Visual Verbal Visual Verbal Visual Verbal
(Linear and Nonlinear Text) (Activity) (Group Activity) (Post-Assessment/Quiz)
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide Regional Order No. 10, S. 2020 Regional Order No. 10, S. 2020 Regional Order No. 10, S. 2020 Regional Order No. 10, S. 2020 Regional Order No. 10, S. 2020
Pages Guidelines on the Implementation Guidelines on the Implementation Guidelines on the Implementation Guidelines on the Implementation Guidelines on the Implementation
of MELC PIVOT 4A BOW in ALL of MELC PIVOT 4A BOW in ALL of MELC PIVOT 4A BOW in ALL of MELC PIVOT 4A BOW in ALL of MELC PIVOT 4A BOW in ALL
Learning Areas (ENGLISH 8) Learning Areas (ENGLISH 8) Learning Areas (ENGLISH 8) Learning Areas (ENGLISH 8) Learning Areas (ENGLISH 8)
b. Learner’s Pivot 4A Learner’s Material Qtr2 Pivot 4A Learner’s Material Qtr2 Pivot 4A Learner’s Material Qtr2 Pivot 4A Learner’s Material Qtr2 Pivot 4A Learner’s Material Qtr2
Material Pages 1st Edition 2020; pp. 6-12 1st Edition 2020; pp. 6-12 1st Edition 2020; pp. 6-12 1st Edition 2020; pp. 6-12 1st Edition 2020; pp. 6-12
c. Textbook Pages
d. Additional PowerPoint Presentation, handouts PowerPoint Presentation, handouts PowerPoint Presentation, handouts PowerPoint Presentation, handouts PowerPoint Presentation, handouts
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV.PROCEDURES Approach: INTEGRATIVE Approach: INTEGRATIVE Approach: INTEGRATIVE Approach: INTEGRATIVE Approach: INTEGRATIVE
APPROACH APPROACH APPROACH APPROACH APPROACH
Strategy: Scaffold-Knowledge Strategy: Scaffold-Knowledge Strategy: Scaffold-Knowledge Strategy: Scaffold-Knowledge Strategy: Scaffold-Knowledge
Integration/ The 4As Activity Integration/ The 4As Activity Integration/ The 4As Activity Integration/ The 4As Activity Integration/ The 4As Activity
A. Introduction Preliminary Activities: Preliminary Activities: Preliminary Activities: Preliminary Activities: Preliminary Activities:
1. Prayer/Greetings 1. Prayer/Greetings 1. Prayer/Greetings 1. Prayer/Greetings 1. Prayer/Greetings
2. Checking of Attendance 2. Checking of Attendance 2. Checking of Attendance 2. Checking of Attendance 2. Checking of Attendance
3. Classroom Management 3. Classroom Management 3. Classroom Management 3. Classroom Management 3. Classroom Management
4. Review of Past Lesson 4. Review of Past Lesson 4. Review of Past Lesson 4. Review of Past Lesson 4. Review of Past Lesson

ACTIVITY ACTIVITY ACTIVITY ACTIVITY

Activity 1: Infographic
Study the infographic below
containing important details on the
2019
National Budget. Then, analyze the
data by answering the questions
that follow.
Activity 1: Spot the Idea (5 mins.) Activity 1: Review of the previous Activity 1: Review of the previous
1. The students are grouped into 5. lessons. lessons.
Have them choose an activity they
will work on within the given time.
2. The students write down the
main idea of the text they have
chosen and post it on the board
afterwards.

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1. How much was the total amount
of the 2019 National Budget?
2. Was the 2019 National Budget
higher as compared to the budget
for the preceding year?
3. Which sector had the highest
allocation as per budget dimension?
4. Which sector had the lowest
allocation as per budget dimension?
5. Which expense class had the
highest allocation as per budget
dimension? How much was the
allocation for this expense class?
6. Which expense class had the
lowest allocation as per budget
dimension? How much was the
allocation for this expense class?
7. How does the above presentation
of data help in understanding and
classifying information?
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Main Topic: Proper Waste
Segregation
a. Linear Text
Maintaining a healthy
habit comes with different aspects
not just eating healthy and having
a regular exercise. One of the
healthy habit that we can practice
is having a proper waste
segregation.
Proper waste
segregation is a fundamental
practice in responsible waste
management. The process starts
with understanding local
regulations and providing clear
labelled bins or containers for
each category. Clear labeling and
sorting at the source are key steps,
ensuring that recyclables go into
recycling bins, non-recyclables
into general waste bins, and
hazardous waste is disposed of
safely. It involves separating waste
into different categories such as
recyclables, non-recyclables, and
food waste. Another way of
maximizing the potential of proper
waste segregation is to promote
reduce and reuse waste. This
practice is an essential aspect of
responsible waste management. By
encouraging individuals and
communities to minimize waste
generation and find innovative
ways to repurpose items, we can
significantly reduce the burden on
landfills and the environment. It
not only conserves resources but
also saves money and reduces the
carbon footprint associated with
production and disposal. This
sustainable approach aligns with
 the principles of a greener, more
environmentally conscious world,
where every effort to reduce and
reuse waste contributes to a
healthier planet for future
generations. Additionally,
composting organic waste and
emphasizing reduction and reuse
before disposal contribute to a
more sustainable approach.
Regular collection schedules and
ongoing education help maintain
an effective waste segregation
system, reducing environmental
impact and promoting responsible
waste disposal. By instilling these
habits early on, proper waste
segregation plays a crucial role in
fostering environmental awareness
and promoting a cleaner and more
eco-friendly learning environment.

b. Nonlinear Text

Processing: Check the answers of

B. Development ANALYSIS
Activity 2: Finding Connections
1. Guide Questions:
 What is the infographic all
about?
 How do you identify the
following information?
 What is the importance of
having a visual to identify
the students on the board.
ANALYSIS
Activity 2: Finding Connections
1. Guide Questions:
 What is the main idea of
the linear text/nonlinear
text?
 How is information in
linear text presented
differently in the nonlinear
ANALYSIS ANALYSIS
Activity 2: Let’s Prepare Ask the students to go to their
respective group and prepare their
Think of the routine you do from things.
the moment you open your eyes
from your sleep up until the things
you do before you sleep whenever
there is no classes.

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 important information?
2. Discussion of Lesson
VISUAL-VERBAL
RELATIONSHIPS
Expository texts are designed to
explain, inform, and present facts
of
specific topics. These texts can be
accompanied by visual cues to
provide or
further highlight information.
Examples of these visual elements
include graphs, tables, maps,
illustrations, and the like. Their
primary function is to improve
comprehension of
a reading material. However,
understanding graphic elements
like those cited
above is an important aspect of
comprehending texts that some
tend to skip.
The concept of visual-verbal
symbiosis is rooted in the idea that
"visuals"
support "verbals," and vice versa.
Dwyer (1988) found a symbiotic
relationship
between verbal and visual literacies
when the two are combined to
facilitate
student achievement.
Types of Visual-Verbal Texts:
1. Graphs
 Bar Graph
 Line Graph
 Pictograph
2. Tables
3. Maps
4. Captioned Graphics
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text?
 Ask the students which
among the text is easy to
understand?
 Have them explain why.
2. Let the students differentiate
linear from nonlinear text by
entering their answers using
mentimeter.
Linear Text refers to traditional
text that needs to be read from
beginning to the end. This kind of
text provides a complete and
elaborate information about the
main topic or idea of the text.
Some examples of Linear Text are
paragraphs, essays, novels, poems,
letters, articles, and textbooks.
Nonlinear Text allows readers to
find specific information more
quickly and efficiently. The kind of
text which allows the reader to not
go through the text in a sequential
manner to get the main topic or
idea of the text.
Some examples of Nonlinear Text
are graphs, tables, maps,
captioned graphics, and
flowcharts.
3. WORD POOL: Let the students
give examples of linear and
nonlinear text.
4. Let the student tell the
advantages and disadvantages of
each text through an open-ended
question.
Mentimeter:
 5. Flowcharts
C. Engagement ABSTRACTION
Activity 3: Make me Whole
Study the graphic. In your
notebook, discuss in one paragraph
the content of the enrolment update
presented below.
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ABSTRACTION
Activity 3: Transcoding Texts
1. Group the students into five.
2. Each group is given a text to
transcode. (Linear to nonlinear
and nonlinear to linear text)
3. Rubric is presented to the class
so they know how they will be
graded.
4. Students are reminded to show
respect as they work
collaboratively with the
members of the group.
5. Once done, the groups present
their work to the class.
Linear Text to Nonlinear Text
Title: 3 Concepts of Zero Waste
The principles of reducing, reusing,
and recycling are at the heart of the
ABSTRACTION
Activity 3: Visualize It!
Individual Work:
1. Let the student make a nonlinear
text of their routine whenever there
is no classes from the moment they
wake up until they fall asleep.
2. Ask them to put their work on a
clean short bond paper.
3. Students are reminded to be
creative in making their nonlinear
text.
4. Rubric is presented to the class
so they know how they will be
graded.
ABSTRACTION ABSTRACTION
Group Work: Post-Assessment / Quiz
1. Each group will make their a
linear and nonlinear text about the
news they have chosen.
2. Ask them to put their work on a
manila paper.
3. Students are reminded to show
respect as they work
collaboratively with the members
of the group.
4. Students are reminded to be
creative in making their linear and
nonlinear text.
5. Rubric is presented to the class
so they know how they will be
graded.
 zero-waste movement, offering a
practical and sustainable approach
to waste management. Reduce
encourages us to be mindful of our
consumption habits, opting for
quality over quantity, and making
choices that result in less waste
generation. This principle
highlights the significance of
consuming only what we truly
need, thus minimizing the
environmental impact of excessive
production and disposal.
Reuse advocates for the multiple
uses of items, fostering a culture of
durability and longevity. It
encourages repairing, repurposing,
or sharing products to extend their
lifespan and reduce the need for
constant replacements, thereby
lessening the burden on landfills.
Recycle is a critical element in the
zero-waste philosophy, diverting
materials from ending up in
landfills and transforming them
into new products. Recycling helps
conserve valuable resources, lower
energy consumption, and reduce
greenhouse gas emissions,
contributing to a more sustainable
and circular economy.
Together, these three concepts
work in harmony to reduce waste,
promote resource conservation, and
inspire responsible consumption
practices, ultimately aligning with
the broader goal of achieving a
zero-waste society.

Nonlinear Text to Linear Text

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 D. Assimilation REFLECT
Activity 4: Match Me!
Match the data samples in Column
A with their best graphical
representations in Column B.
Write the letters of the correct
answers in your cattleya.
REFLECT REFLECT REFLECT REFLECT
Activity 4: TRUTH or LIE Assignment: Group work
Directions: Analyze the given
statement and tell whether if it is 1. Ask each group to cut or search
correct by writing TRUTH and LIE about the latest news in the
if it is not. Write your answer on Philippines.
your cattleya. 2. Remind them to bring a manila
paper, coloring materials and
____ 1. Nonlinear text are marker.
interpretations of data or 3. Be prepare for their group
information from graphs, tables, activity tomorrow.
maps, and flowcharts.
____ 2. Nonlinear text needs to be
read from beginning to end.
____ 3. Linear text includes
printed texts.
____ 4. Novels, poems, letters,
textbooks and even articles are
examples of linear texts.
____ 5. Nonlinear text allows the
readers to find information more
efficiently.

Answers:
1. Truth
2. Lie
3. Truth
4. Truth
5. Truth
V.REFLECTION
I understand that
__________________________
I realize
that_______________________________

Prepared by: Checked by:

ARBIE KAYE L. BORJA ROSEMARIE G. MALABANAN

Teacher I Subject Coordinator

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Noted by:
ALVIN D. STA. MARIA, EdD
Principal III

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