School: Caraga Regional Science High School Grade Level: 8

Teacher: Princess Kaye Celeste G. Casuela Learning Area: English

Time and Dates: 8:00 – 9:30 am, MWF Quarter: 2

I. OBJECTIVES
A. Content Standards
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 Standards
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.

C. Learning Competencies/Objectives
Reading Comprehension
EN8RC-IIe-11: Transcode information from linear to nonlinear texts and vice-versa.

At the end of the lesson, at least 85% of the students must have:
1. discussed the definition, examples, and comparison of linear and non-linear text;
2. shown appreciation to a summary of a text through extraction of the elements
presented in a story map; and
3. written an essay based on a graph about the contemporary issue of the overpopulation
of the Philippines.

II. SUBJECT MATTER

A. Topic: Linear and Non-linear Text
B. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
 English 8: Quarter 2 Module 7, pp. 3-4, pp. 7-9
https://www.studocu.com/ph/document/western-mindanao-
state- university/technical-writing/m7-q2-eng7-wk8-linear-to-
nonlinear- text/34942651?origin=organic-success-document-
viewer-cta
3. Textbook pages
 Mirza, F. (2024, January 2). Difference between linear and nonlinear text |
Diffeology. Diffeology. https://diffeology.com/difference-between-linear-and-
nonlinear-text/
4. Additional Materials from Learning Resource (LR) portal
C. Other Learning Resources
 K to 12 English Curriculum Guide, pp. 181-182
https://www.scribd.com/document/508047711/Eng10-Q1-
L2
D. Values Integration
Knowing the value of a text does not change by retaining the idea even after it has been
transcoded into different forms.
E. Teaching Strategies: Inquiry-based learning, Gamification, and Socratic method
III. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities

Good morning, class! Good morning, ma’am! We are glad to see you
today.

Greetings, my dear mademoiselles and sirs! (The students pick up trashes around and
Today, I will be your mentor and it is my arranges their seat.)
pleasure to aid you in your learning journey.
Now, class, kindly pick up pieces of paper
and arrange your chairs.

Since it is your turn after Sheena, kindly lead Classmates, let us pray.
the prayer today, Kylie. (Prays the Lord’s prayer.)

Thank you for that wonderful prayer, Kylie. Yes, ma’am.

How are you today, class? Is everyone (Class monitor stands up and takes the
present? May I ask our class monitor to take attendance of the class)
the attendance today?

Alright! I hope you woke up feeling great this

morning, class. Don’t forget to always be
thankful of your mornings. We should be
thankful for a new day and a new moment in
our lives. For instance, what things are you
thankful for today, class?

Yes, Liana? (Student raises her hand)

I am thankful for my family, ma’am.

Yes, we all should be thankful of our loved

ones. We should appreciate the little moments
that we get to live with them every day. Thank
you for that, Liana.

Who else would like to share? (Student raises her hand)

I am always thankful for the chance that I got

Yes, do share, Jamie.
to go to school, ma’am.

Of course! Thank you, Ms. Jaime. Just like her,

we are all privileged to be able to attend school
and learn here every day. We must keep in
mind that many are not able to do so. Which is
why we should never take this opportunity for
granted and do our best in school constantly.

B. Developmental Activities

: hot, :?

Now, I want you to look at the picture pasted (Student raises her hand and answers)
on the board. What do you see?

The first picture is a coffee and the second is

Yes, Andrea? an ice cream, ma’am.

Correct! And what do you think is the answer It’s cold, ma’am. Because the first picture is
to the question? being described in terms of temperature, then
the second picture which is an ice cream,
should also be described in its temperature.

That’s correct! And what topic is this? Analogy, ma’am. This was our topic last
meeting.

Very good! Last session, we did discuss about

analogy. We learned that it is unconsciously
used anywhere. Analogy is used in different
situations to describe, explain, and compare
its relation to each other.

C. Motivation

Okay! Are you still there, class? We’re only

getting started so, fasten your seat belts,
because now, we’re going to play a game!
Don’t worry, because this is not a recorded
activity.

“Trip to Jerusalem: Random Box Edition”

Instructions: The activity must be good for 5

minutes and finished within the given time. The
teacher presents a box which contains 3
pictures of examples of nonlinear texts and
literary works as examples of linear texts. The
class will form a large circle and pass the box
from one person to another. The teacher will
play a music as the students pass around, and
 when it stops, the person holding it must pick
from the box randomly. If the student picks a
picture of a visual aid, they must identify what it
is called. If they pick a picture of a literary work,
they are expected to identify the example and
its genre. While the passing of the box occurs,
everyone must dance to the music. Whoever
stays still will automatically have to receive and
pick from the box.

Please pick a paper from the box. (Music starts. The students start passing
around the box until it stops.)

(The student picks.)

What do you think is it? One Thousand and One Nights is a book
collection of fairytales and is a fiction, ma’am.
Very good, Clark! It is actually a famous
literary work in Saudi Arabia. It follow a story
of a girl who extended her death by telling
stories to the king and eventually escaped it.

Good start, class! I will now resume playing the (Music plays again. The students pass around
music. the box and stops in the hands of another
student.)
(The student picks a paper from the box.)

Okay, do you know the answer to this picture? Yes, ma’am. It is a venn diagram. We have
discussed this in our math class, where we
use it to find the differences and similarities of
a and b.
Wow, well-said, Kaye Aiden! You are correct,
a venn diagram in layman’s term is mainly
used to compare and contrast two things.
You did great, everyone! This class is really
promising and engaging. I hope we were able
to shake the boredom away through those
dance moves.
 Thank you for participating, you may now go (The students re-arrange their chairs and
back to your seats. settle down.)

D. Presentation of the lesson

Kindly settle down, class. So, for our discussion

today, we must first tackle our objectives that
we should achieve.

At the end of the lesson, at least 85% of the

students must have:
1. discussed the definition, examples, and
comparison of linear and non-linear
text;
2. shown appreciation to a summary of
a text through extraction of the
elements presented in a story map;
and
3. written an essay based on a graph
about the contemporary issue of the
overpopulation of the Philippines.

Now, please remember that these are the goals

we must achieve in our classroom today. As
students, you must be able to attain.

Alright, who among you wasn’t able to receive (Some students raise their hands.)
the box earlier? Kindly raise your hands.

Okay, Tatiana, since you raised your hand, I Yes, ma’am. It was quite tiring but refreshing.
take that you have been dancing all
throughout the activity.

What do you think of the game? Was it fun? Definitely, ma’am. It felt new and enjoyable!

(The teacher pastes the pictures on the board.) (The student remains standing.)

Very good! I’m glad. Can you call someone for

me, Tatiana? Kyle, ma’am.

Okay, please stand, Kyle and kindly take your I noticed that whatever information is in the
seat, Tatiana, thank you for that. How about literary text, the visual aid has it, ma’am.
these pictures from the box? What did you
think or notice about them?

That’s right. Can you call someone for me? Lisa, ma’am.
Alright.
 Do you agree with Kyle’s answer, Lisa? Yes, ma’am. I think that the information from
the One Thousand and One Nights has been
transferred to the visual aid.

Good job. That’s because the purpose of the

visual aid is to deliver the information from the
literary text in a brief, faster, and easier way for
effective absorption. This process is called
transcoding, and the visual aid is an example
of a nonlinear text. Meanwhile the literary text
is an example of a linear text.

Thus, our topic for today is about? Linear and Nonlinear texts, ma’am?

And once again class, you guessed it right!

We will discuss about not only linear and

nonlinear texts, but also how to transcode from
linear to nonlinear and vice versa. It is very
essential for us to learn transcoding because it
allows us to absorb and extract information
conveniently. For example, as your teacher, it
makes my job of reading your written outputs
easier. Being able to do this will be very helpful
to you as students since it will make the
studying of your materials easier and most
efficient. For instance, in your textbooks or
literature class where you will need to read
lengthy stories or literary texts.

E. Discussion

Class, a linear text 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. 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.

The opposite of the linear text, is the nonlinear

text. As its name suggests, it is nonsequential.
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.

Some examples of a linear text include:

Novels, poems, short stories, letters, all those
texts we read from the beginning to end

For nonlinear texts, we have: Flowcharts,

charts, and graphs (ex: pie chart, bar graphs),
graphical organizers such as knowledge maps
and story maps.

So far, so good? Any questions? (Student raises hand.)

So, a linear text is like a one-way reading path,
ma’am? Can it not be read in any direction?

Well, from the name itself – yes, it is one way.

As linear as its name, you can only read linear
texts in a straight path. Whether you start from
beginning to end, or from the end to the
beginning. Linear writing is like a good road trip
where everything comes in order.

The nonlinear text, on the other hand, can be

explored or read in many ways. As a non-
straight text, has a multi-way structure,
allowing you to explore without order.

Think of it like this. Linear text usually sticks to

regular story-telling ways, giving information in
an easy order you can anticipate. Non-straight
text uses links, different routes, and active
parts for the user to explore in their own way.
Therefore, linear text is the traditional way of
reading that we are already used to. While
nonlinear text is a new fun way of reading.

On the other hand, we have the process of

transforming information from a linear text to a
nonlinear text and vice versa. This is called
“transcoding”.

Now, the steps to transcode a linear text to a

nonlinear one is as follows:

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

Meanwhile to transform a nonlinear to a linear

text, you must do the following:

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.

Let me give an example.

Here we have a pie chart. What do you think is They contain things like education, food,
it about? medicine, shelter, and clothing ma’am. So I
think it’s about the necessities of a person?
That is utterly right! They are necessities, but
they can also be expenses of a person or a
family. The percentage here represents the
budget that goes to each expense that the
family needs.
 Now here we have the linear text for this
nonlinear text.

Notice how it labels there what the pie chart is

about. After that, it arranges the expenses
according to the highest percentage and
interprets it as the most expensive allocated by
the whole budget.

Going back to our steps – first, we identified

the information written on the pie chart. Then,
we analyzed what could they be about based
on the theme of the information. After that, we
organized and presented the information in a
logical order – in this case, it’s from the highest
percentage to the lowest.

Class, did you understand? Yes, ma’am!

F. Application

Good job. Now let’s put what we learned into

practice.
Yes we have, ma’am!
Have you heard of the story entitled, “My
Father Goes to Court” by Carlos Bulosan?

Very well! Brace yourselves, because now,

we will have another activity, class.
“I-story Map Natin ‘Yan!”

Instructions: The students are expected to

transcode the linear text “My Father Goes to
Court” by Carlos Bulosan into a nonlinear one,
which is a story map. The template will be
provided by the teacher and shown in the
board. The activity is expected to be done in
35 minutes (25 pts.).
 Okay, class, time’s up. Please pass your (The students pass the papers to the front.)
papers.

G. Generalization

Now, how was it? Was transcoding easier than It is definitely easier, ma’am. Since the
writing a story or not? How about you, information is already provided.
Gillian?

Alright, very well-said. Precious, do you want Yasmine, ma’am.

to call someone to add to that?

Thank you. What about you, Yasmine, what I think that it is solely for short stories or novels
do you think is the use of a story map? or any literary text that contains a story ma’am.
This is because the story map only contains
the elements of a story.

And do you agree with her answer, Richard? I agree, ma’am.

Really? Would you also agree that the text It’s easier, ma’am.
easier to comprehend or not?

And what makes you say so? I think it’s because I only need to select some
important elements like the character and
setting, and I no longer need to read it from the
beginning which takes a lot of time. In the story
map, it is already labeled and clearly stated.

Alright. Good job as always, class. Just as

Richard said, the use of a nonlinear text is
very effective because it already allows you to
directly identify information. A nonlinear text is
also fun, because you can be creative and use
different visual aids appropriate to it to present
information. Which is unlike the linear text,
where information is only and can only be
presented in a traditional paragraph form.
 IV. EVALUATION
The teacher presents a 2-minute audio-visual presentation about some clips that depict the
growing population in the Philippines. Afterwards, a graph on the current number of the actual
population 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.

Instructions: Based on the graph, write a 3-paragraph

essay that encapsulates the interpretation and relevance
of it to the real-world scenario. Follow the basic format for
a standard essay – it must include an introduction, body,
and conclusion. (20 pts.)

Rubric:

Criteria Exceeds Expectations Meets Expectations (3 Needs Improvement Does Not Meet
(4 pts.) pts.) (2 pts.) Expectations (1 pt.)
Introduction Clearly introduces the Introduces the graph and Briefly mentions the Introduction is
graph and its topic. its topic. Mentions the graph but lacks a clear missing or irrelevant
Briefly states the essay's essay will discuss introduction. No to the task.
purpose (interpretation interpretation and mention of essay's
and real-world relevance, but lacks purpose.
relevance). clarity.
Body Accurately interprets the Generally interprets the Interpretation of the Body paragraphs are
trends and key points graph's trends, but may graph is unclear or missing or irrelevant
from the graph, lack some detail or clarity. inaccurate. Real-world to the task.
providing clear Discusses real-world relevance is weakly
explanations. Discusses relevance, but examples connected or missing.
the real-world relevance may be vague or Limited understanding
of the graph's findings underdeveloped. Shows of cause-and-effect or
with specific examples. some understanding of applications.
Demonstrates strong cause-and-effect but
understanding of cause- lacks depth.
and-effect relationships
and potential
applications.
Conclusion Effectively summarizes Summarizes the main Conclusion is weak or Conclusion is
the essay's main points points, but lacks missing. Fails to irrelevant to the task.
about interpretation and emphasis or concluding summarize key points
relevance. Offers remarks. Closing or offer closing
insightful closing thoughts are generic or thoughts.
thoughts or implications not connected to the
based on the graph's essay's focus.
analysis.
Interpretation Correctly demonstrates Demonstrates a good Demonstrates a Demonstrates little to
of the Graph a thorough understanding of the limited understanding no understanding of
understanding of the graph, interpreting most of the graph, missing the graph, unable to
graph, and accurately key data points and several key points and interpret key data
interprets key data trends accurately. trends. points or trends.
points and trends.
Overall Essay is well-organized Essay is generally Essay may lack Conclusion is
Formatting with clear transitions organized, but transitions organization or irrelevant to the task.
between paragraphs. might be lacking. Minor transitions.
Proper grammar, grammatical errors may Grammatical errors
spelling, and sentence be present. hinder readability.
structure are used
throughout.
 V. ASSIGNMENTS
Research on your own any linear text of your liking (short story, novel, essay, poem,
letter, etc.). Afterwards, transcode the text into an appropriate nonlinear text (diagram) that best
explains the extracted information. You can use a story map, just like the activity previously in
the classroom. Kindly submit it on our next meeting. (20 pts.)

Rubric:

Criteria Exceeds Expectations Meets Expectations Needs Improvement Does Not Meet
(4 pts.) (3 pts.) (2 pts.) Expectations
(1 pt.)
Selection of Chooses a complex or Chooses a linear text Chosen text is weakly Text selection is
Linear Text informative linear text that is relevant to the relevant or too basic irrelevant or missing.
that is relevant to the task. Text selection may for the task.
task. Text selection be simple or lack depth.
demonstrates critical
thinking and a range of
ideas.
Information Accurately identifies key Identifies most key Key information or Information
Extraction information, concepts, information and some relationships are extraction is
and relationships within relationships. Extracted missing from the inaccurate or missing
the text. Extracts a details may be limited or extraction. Extracted entirely.
substantial amount of lack depth. details are insufficient.
relevant details.
Nonlinear Text Creates a highly Creates a relevant Diagram is poorly Diagram is missing
Design effective and visually diagram that represents designed and/or or irrelevant to the
appealing diagram (e.g., the extracted difficult to understand. extracted
story map) that clearly information. Diagram Connections or information.
represents the extracted might lack some clarity hierarchy are not
information. Diagram or visual appeal. clearly communicated.
effectively uses visual
elements to highlight
connections and
hierarchy.
Accuracy of The diagram accurately The diagram mostly The diagram The diagram has no
Transformation reflects the reflects the original text, significantly clear connection to
relationships, sequence, but may have minor misrepresents the the original text.
or structure of the inconsistencies. information in the
original text. There are linear text.
no major Consistency between
inconsistencies text and diagram is
between text and lacking.
diagram.
Overall Clarity Presentation is clear, Presentation is generally Presentation is Presentation is
and concise, and visually clear, but may lack some unclear or difficult to unprofessional or
Presentation engaging. Diagram is organization or visual follow. Diagram lacks incomprehensible.
well-organized and easy appeal. organization or labels.
to follow. Uses
appropriate labels and
titles for clarity.