Detailed Lesson Plan

School Can-ayan Integrated School Grade 8

Level
Teacher Learnin Englis
g Area h
Teaching Dates Quarter 2nd-
and Time week
5
Day 1
1. OBJECTIVES
A. Content Standards : The learner demonstrates understanding of: East
Asian Literature as an art from inspired and influenced by nature;
relationship of visual, sensory, ad 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 feature,
stance, and behavior.
C. Learning Competencies:
EN8SS-IIe-1.2 Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts.
 Differentiate linear from non-linear texts.
 explain illustrations from linear to non-linear texts and vice versa
EN8RC-IIe-II: Transcode information from linear to non-linear texts and
vice-versa
 transfer information from linear to non-linear text and vice versa
EN8LC-IIe-7: Employ appropriate listening skills and strategies suited
to long descriptive and narrative texts
1. CONTENT: LINEAR TO NON-LINEAR TEXT
2. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: Curriculum Guide pp 180-183
2. Learner’s Materials pages :
3. Textbook pages: English Expressways II. Pp 102-103,128,134-
135,242,262-263; English Expressways III pp 76-77
4. Additional Materials from Learning Resource (LR) portal
A. Other Learning Resources: LED TV, Charts and tables of different
graphs, Worksheets, Manila paper
4. PROCEDURES
Teacher’s Activity Time Students’
Allotme Activity
nt
A. Reviewing Gallery Run (5 Mins.) 3 mins.
previous Student
 lesson or Let us have a quick gallery run. comes in
presentin front and
g the new I have created four stations for you to leads the
lesson visit. Stations 1 to 4. prayer)
You will be visiting each station by
group, starting with group 1 to station 1,
group 2 to station 2 and so forth. Each Group
visit is limited only to one minute. Start leaders
and rotate as you hear the bell. report the
groups’
As you visit in each station, discuss 7 mins. attendan
briefly as to “what do you know” and ce status.
“what comes to your mind” about the
item posted in each station.
Students will write what they know and The
what comes to their minds while students
discussing each item as they stroll perform
throughout the classroom. the
activity as
As soon as your group finishes visiting
instructed
all the stations, prepare a brief
.
summary of your outputs for the class
sharing.
( Items expected to be posted in the
stations)
Station 1.
Sawatdee.. Hello beautiful Bangkok
Station 2.
Thailand at the turn of the century from
Station 3.
Makato and the Cowrie shell also from
Station 4.
The two brothers
Note: The class has already been
grouped from the start of the grading.
B. Establishi “So, what do you know, and what 3 mins.
ng a comes to your mind upon seeing the Possible
purpose item posted in each station?” answers:
for the The items
lesson Call one from each group to share a posted in
brief summary of their output. the four
“Thank you, ____________________” stations
That was indeed a brilliant observation are the
you have there. narratives
taken in
the
previous
lessons.
Stories
depicting
 cultures
and
traditions
of
countries
from
Asia.
C. Presentin “The narratives which you have come 3 mins.
g across with in our first activity are Sawatde
examples/ presented as linear text.” e.. Hello
instances “Most of the information you have been beautiful
of the new reading is in linear text.” Bangkok
lesson “Could somebody read the titles of the from
narratives we have included in our first Thailand
activity? And could you please also tell Thailand
us from what country is it from?” at the
Yes, ________________,please. turn of
the
century
Thank you, from
___________________________ Thailand
Makato
and the
Cowrie
shell also
from
Thailand
The two
brothers
from
Egypt.
D. Discussin (A Power point presentation will aid the 5 mins.
g new discussion of the concepts) Students
concepts A linear presentation is composed of listen
and lines or statements of text that provide attentivel
practicing information according to an order or y
new skills structure followed by the text as a
no. 1 whole. This order is its organizing
principle that also defines its types.
Ex. Poetry
Linear text can take the form of
poetry (a text type) organized according
to stanzas.
Linear text is the most common type of
text that needs to be read from
beginning to end.
It focuses on the arrangement of the
words, both grammatically and
stylistically.
“Do you have something in mind now as
an example of a linear text?”
“Just reserved that for our activity later.”
 Yes.
E. Discussin (A Power point presentation will aid the 10
g new discussion of the concepts) mins.
concepts Another way of presenting information
and is to interpret and transcode it from its Students
practicing linear to non-linear text. Listen
new skills attentivel
no.2 This is done by organizing the y
information you got into a structure. The
new structure you have made uses
symbols in a diagram representing the
interrelation of information.
Here are some ways of interpreting and
transcoding information:
1. Word map = A graphic representation
of the definition of a word.
Steps in mapping words
a. Think of the three categories of
word relationships:
a.1. the general class to
which a word belongs: what is it?
a.2. the important
properties of the word, especially those
that distinguish it from members of its
class: What is it like or not like?
a.3. the objects that the
word represents: What are some
examples?
b. Write the concept being
studied in the center of the map. On top
of it, write a general word or short
phrase describing what the word is.
Then, answer the questions: What is it?
What is it like? What are some
examples?
(English Expressways III pp 76-77)
Example:

2. Different kinds of
Graphs
2.1. Bar
Graph = uses
bars to present
numerical
information.
Graph 1 is a horizontal bar
graph while Graph 2 is a vertical graph.
In studying the graph, take note
of the title. The title tells you what the
graph is about. What information is
given at the left side? What information
is given at the top?

Retrieved
from:

http://ifasyafiqahmdazani.blogspot.com/
2012/01/non-linear-to-linear-text-
writing.html

2.2 Line Graph = often used to

observe a trend or change over a period
of time.

Retrieved from:
http://ifasyafiqahmdazani.blogspot.com/
2012/01/non-linear-to-linear-text-
writing.html

The title tells you what the

graph is about. The numbers on the left
indicate that each space between the
horizontal lines represents 2000 cubic
kilometers. The spaces between the
vertical lines represents intervals of
twenty years.
3. Tables = a systematic arrangement
or grouping of related number or words
in rows and columns that readily show
their values.

Retrieved from:
http://ifasyafiqahmdazani.blogspot.com/
2012/01/non-linear-to-linear-text-
writing.html
To read a table, do the following;
3.1. Determine what the table is
 about.
3.2. Study the headings at the top
of each column.
3.3. Use the headings for the rows
and columns to locate specific
information.
Variation: You may also call students to
give share in class ideas that they have
on the concepts presented.
F. Developin (A quiz maker/Power point presentation 5 mins.
g Mastery will aid the delivery of the activity)
(Leads to
Formative Linear or Not!
Assessme Let us have an exercise. You will be
nt 3) working by threes. You need not to
move or look to complete the triad. The
persons seated next to you are your
immediate working mates.

Each triad will be given a chalk and

small writing board.
I will be flashing on the screen
words/phrases or pictures in which you
three are to decide whether it is Linear
or non-linear. You will be writing your
answers on the small writing boards I
will be providing you.
You are given five seconds to decide,
after which a bell will ring, signaling you
to raise your board. You are not to show
your answer not unless you hear the Yes!
bell.
Are you ready? Students
Again, what are you going to do? Call will
few students to recall the instruction. repeat
1. Novels the
2. Essays details of
3. letters the
4. Student’s Academic records 5 mins. instructio
5. Schedule of Pacific Airline flights ns.
1. Linear
2. Linear
3. Linear
4. Non-
linear
5. Non-
linear
.
G. Finding This method of reading helps the 2 mins. Students
 Practical readers to access specific information listen
applicatio they are searching more efficiently. attentivel
ns of For example, consider an y
concepts encyclopedia or a telephone directory.
and skills We do not read them from beginning to
in daily the end; we skim through them to obtain
living the specific information we need.
H. Making How do we describe a linear text? 5 mins.
generaliza Answers
tions and ( Possible Answer) may vary
abstractio Generally, texts printed on paper are
ns about considered as linear texts. Novels,
the lesson poems, short stories, letters,
educational texts, all those texts we Answers
read from the beginning to the end, are may vary
linear texts.

Why is non-linear different from linear?

( Possible answer)
The difference between linear and
nonlinear texts mainly depends on their
reading paths. Since linear texts have a
sequential order, they have only one
reading path. However, nonlinear texts
have multiple reading paths since they
are non-sequential.
I. Evaluatin Let’s do this! 5 mins. Students
g learning  I will give you an article to read. Out perform
from it you are going to make a non- the
linear presentation of medal tally of activity as
the 2017 SEA games. Decide on instructed
what non-linear presentation is most The task
appropriate to the task given. is
 Write a brief explanation on the non- expected
linear presentation your group has to be
made. presente
Each group will be given a manila paper d in a
and pentel pen for the output. table

Do this in five minutes.

Be ready to present your answer.

 During the presentation, take note of
the important details shared by each
group for the feedbacking.

Retrieved from: https://sports.abs-

cbn.com/seagames/news/2017/08/30/p
hilippines-finishes-24-gold-medals-
2017-sea-games-30356
(See Attachment for the said article)
A. Additional Search for more ways on interpreting 5 mins.
activities and transcoding information
for
applicatio
n or
remediati
on
5.
REEMARKS
6.
REFLECTIO
N
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities
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
worked well?
Why did
these work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
 innovation or
localized
material did I
use/discover
which I wish
to share with
other
teachers?

Philippines finishes with 24 gold medals in 2017 SEA Games, worst than
1999
KUALA LUMPUR – Skater Kathryn Magno tried to deliver her best parting shot,
but her effort was still not enough to bail the heavily battered Philippine
delegation out of its worst Southeast Asian Games finish in the past 18 years.
Magno wrapped up the country’s participation with a fourth-place finish in the
wom-en’s 1000-meter speed skating event Wednesday at the Empire City Ice
Arena here.
The 23-year-old San Jose, California native, who failed to qualify in the
women’s 500-meter race last Tuesday, was eased out of a podium finish after
placing fourth with a clocking one minute and 51.89 seconds.
Filipino winter sports campaigners will go home with one gold, silver and
bronze in the events that were making their SEA Games debut.
The Philippine men’s ice hockey team was the toast of the contingent,
completing a four-game sweep of its tournament to clinch a historic gold and
will likely defend it crown when the Philippine hosts the 30th edition of the SEA
Games two years from now.
Sochi Winter Games Olympian Michael Martinez secured the silver medal in
men’s in-dividual figure skating while Alyson Kirstie Perticheto took the bronze
on the distaff side.
Magno’s performance and the silver-medal finish of the national squads in
squash and sepak takraw Tuesday night perfectly reflect the Philippines’ entire
two-week cam-paign in this prestigious biennial conclave.
Save for some runaway victors like Olympians Eric Cray and Mary Joy Tabal,
Gilas Pil-ipinas, Kim Mangrobang and Nikko Huelgas, the country’s campaign
was a major dis-appointment as the 24-gold medal finish marks its worst
production since hauling 20 mints in the Brunei edition of the SEA Games in
1999.
But contrary to the Brunei Games, where only 233 gold medals were at stake,
this year’s edition in Kuala Lumpur staked a total of 404 gold medals with more
than one-fourth of which was cornered by the host country.
Overall, the Malaysians grabbed 145 gold, 92 silver and 86 bronze medals
while Thai-land, Vietnam, Singapore and Indonesia finished in the second,
third, fourth and fifth spot with 72, 58, 57 and 38 gold medals, respectively.
Philippine Olympic Committee (POC) president Jose “Peping” Cojuangco said
the heart-breaking campaign in Kuala Lumpur should be left behind and,
instead, urged everybody – including his critics – to rally behind the athletes as
they brace for the country’s hosting of the Games in 2019.
“All of us, including the critics, should rally behind the 2019 Philippine hosting
and support the athletes in any way we can,” said Cojuangco, who bickered
with chief of mission Cynthia Carrion after the POC disapproved her prepared
program for the clos-ing ceremonies.
He said that the 20-minute cultural presentation prepared by a noted organizer
and funded by the Department of Tourism wouldn’t matter as the Malaysian
Southeast Asian Organizers Committee (MASOC) already finalized the
program long before the Games started as it also coincided with the Malaysia’s
Independence Day celebration.
“How could be insist with the host country and the MASOC to present a 20-
minute presentation when the closing program has been finalized long before
the Games started and coincided with the Independence Day celebration of
Malaysia?”
“And the CDM, who attended the CDM meetings before and during the Games
could not even show the POC board a program that included a Philippine
cultural show,” said Cojuangco.
Retrieved from:
https://sports.abs-cbn.com/seagames/news/2017/08/30/philippines-finishes-24-
gold-medals-2017-sea-games-30356