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English 10 COT LP Quarter 1 sy2122

Purposive Communication (Holy Trinity College of General Santos City)

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LESSON PLAN IN ENGLISH 10

QUARTER 1

Teacher’s Name: MICHAEL L. CLAMOHOY Date: November 11, 2021

Sections Handled: 10- Iron, 10- Gold, 10- Palladium, 10- Platinum, 10- Silver

CLASS SCHEDULE SECTION

10- IRON
10- GOLD
WEEKDAYS 08:00-5:00 PM 10- PALLADIUM
10- PLATINUM
10- SILVER
SATURDAY 08:00 AM-05:00 PM REMEDIATION

I.A. LEARNING COMPETENCY:

Determine the effect of textual aids like advance organizers, titles,
non-linear illustrations, etc. on the understanding of a text.
EN10RC-Ia-2.15.2:
I.B. OBJECTIVES:
At the end of the lesson, the students are expected to:
a. differentiate linear text from non- linear text.
b. transcode information from linear to non-linear texts and vice versa.
c. express appreciation on transcoding linear text to non-linear and vice versa.
II. SUBJECT MATTER:
Topic: THE DIFFERENT MULTIMEDIA AND THEIR FUNCTIONS
Ref: MELC/SLM: English 10- Quarter 1- Module 2. pp.1-25
Online portals: https://www.youtube.com/watch?v=7prpSH4JmgE
Materials: Cellphone, camera, audio-video recordings, green screen, laptop,
video editing software, light stand, and diffuser.
III. PROCEDURE:
A. Preliminary Activities:
Prayer: AVP
Greetings

Teacher on screen:

Good day 10th graders! Welcome to Sir Myk TV. I am Sir Michael and Let me
guide you in this learning journey!

Virtual Classroom Protocols (Classroom Management)

Teacher on screen:

Before we get started:

1. Make sure that you are in your most convenient learning spot
2. get yourself ready! and grab your English 10 Quarter 1 Module 2,
your notebook, and your pen.
3. keep any unnecessary things away from you and direct your attention
to our class. Let’s Begin!

Energizer (If Necessary)

B. Preparations:
B.1. Review: Simple recall on the previous lesson:
THE DIFFERENT TEXTUAL AIDS

Teacher on screen:
 In the previous lesson we talked about Textual Aids in Understanding Texts.
 And we learned that textual aids:
 are visual aids that help readers to better understand the texts they are
reading and enhance their learning as they read through the material

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 And before we continue with our new lesson, let’s have a short drill to know
whether you were able to remember what we had previously.

 Remember to maintain safety even at home, always wash your hands with
soap and water. Always stay safe.” (Classroom Management)
Review: Activating prior knowledge.
Directions: Identify the textual aid presented and described in each number.

1. What textual aid will help you put events in chronological order?

It looks like this.

What is this?

Answer: Timeline

2. It refers to a general organizer that shows a central idea with its

corresponding characteristics?
It is something
like this.

Answer: Concept Map

3. What graphic organizer will you use to compare and contrast

two characters in a story?
Look at this.
What do you call this?

Answer: Venn Diagram

4. What textual aid will you use to show in percentage form on

how you spend your day as a student?
Look at this!

Answer: Pie chart

5. It is and arrangement of information in rows and columns

containing cells that make comparing and contrasting information easier?
Look at this!

Answer: Table

TEACHER ON SCREEN:
 Wow! I guess you took it as if it’s a No brainer activity!
You’re really impressive Grade 10!
 Always remember that TEXTUAL AIDS are educational instruments that
SIMPLIFY comprehension of texts that use GRAPHICAL OUTLINES or
IMAGES to give the general idea of a topic.
 Now, brace yourselves as we learn more about textual aids.
 Buckle up!

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B.2. Motivation:
Facilitating an interactive game to form an idea.
Directions: Encircle words that you can find in the puzzle below. They are arranged
vertically and horizontally. The terms that you are going to find are connected to the new
topic. Let’s go!

HORIZONTAL
1. NON LINEAR
1.__________________________
1.__________________________ 2. COLUMN
3. ILLUSTRATIONS
4. TABLES
5. GRID LINES
VERTICAL
6. LABEL
7. ROWS
8. BAR GRAPH
9. PIE
10. ORGANIZERS

C. Presentation
C.1. ACTIVITY: WHAT’S NEW!
Directions: Group the following pictures according to their similarities. Write the
name of the picture to its group labeled as Group A, for pictures that use texts that
need to be read from beginning to end and Group B, for pictures with texts that do not
need to be read from beginning to end.

News report Illustration Line Graph Poem

Essay Concept Map Novel Map

GROUP A GROUP B

NEWS REPORT ILLUSTRATION

POEM LINE GRAPH
ESSAY CONCEPT MAP
NOVEL MAP
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C.2.A. ANALYSIS:Asking Questions to form an Idea.

TEACHER ON SCREEN:

 How did you find doing the tasks?

 The activities that you have done are related to our lesson today.
 The words in Column A are examples of Linear Text, while the words in Column B are
examples of Non-linear Text.
 Can you cite their difference?
 What is it?
 What is a Linear text and a Non-linear text? How do they differ?

C.2.B. GIVING OF INPUTS

Elicit information to the learners.

TEACHER ON SCREEN / VOICE OVER:

A while ago, you were tasked to answer various questions involving data and
information presented through illustrations. This time, we are going to discuss what
those are.

THE READING PATH

The reading path is the manner in which a text, or a text with other features,
is read. We usually read text from beginning to end, following the sequence of
information based on how the text is arranged.

LINEAR TEXT
A written material without any images, pictures, or illustrations is called a linear
text. In reading linear texts, we follow the common conventions in reading, from left to
right and from top to bottom.

Examples: Short stories, novels, letters, and news reports

NONLINEAR TEXT
Nonlinear texts are materials that provide information with the use of images
or visuals. Nonlinear texts are also used in some fields such as statistics to show data
and information more effectively.
Some common types of nonlinear texts are graphs, charts,
and diagrams.

GRAPHS, CHARTS, AND DIAGRAMS

A line graph is a graph that uses lines to show information. It is usually used
to show trends, such as the increase or decrease in population or the price of
commodities.

A bar graph is a graph that uses bars or columns arranged either vertically or
horizontally. It is usually used to display data that involves numbers.

A pie chart is used to show percentages or parts of a whole.

Tables are present information or data arranged in rows and columns for
easier understanding.

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A Venn diagram is made up of two or more overlapping circles and is used to

present the similarities and differences of two or more objects or concepts.

ILLUSTRATIONS
Some texts also include illustrations to add meaning to the text. Storybooks
and encyclopedias have illustrations to give the reader an idea of what the topic is
about.

C.3. ABSTRACTION: Giving a sample activity to generate ideas to the students.

TEACHER ON SCREEN:

To deepen your understanding about the lesson, Let’s try this part of the lesson
to learn more.

A. Transcoding linear text to non-linear text. (Integration in Science)

TEACHER ON SCREEN:
Now, we’re going to learn how to transcode Linear to non-linear text and vice versa.
transcoding Linear to non-linear text and vice versa is a skill that one must be familiar with.
Since it can be used in our everyday lives. There will be times when you would have to
transcode a linear text to non-linear text to make it easier for other people to understand it. And
the non- linear text to linear text to have a detailed description of a certain topic.
to transcode a linear text to non-linear text, follow these simple steps:
1. Read the text and get the main idea. In this linear text, the main idea is There are
several characteristics which distinguish plants from animals.
2. Extract necessary information for the visual presentation.
3. Remember to use keywords and phrases only. That’s why from long sentences, you
can just get the important words from them.
4. Classify information into categories. In this linear text, we can see that plant and
animals has a similarity. They also have differences.
5. Make sure to use the correct non-linear text to present the information.

Characteristics of Plants and Animals

There are several characteristics which distinguish plants from animals. Green
plants are able to manufacture their own food from substances in the environment.
This process is known as photosynthesis. In contrast, animals including man, get their
food directly from plants or indirectly by eating animals which have eaten plants.
Plants are generally stationary. Animals, on the other hand, can usually move about.
In external appearance, plants are usually green. They grow in a branching fashion at
their extremities, and their growth continues pattern is not limited to their extremities. It
is evenly distributed and only occurs in a definite time period. Therefore, the
differences between plants and animals is quite significant.

Expected Output:

Since this linear text talks

about differences and similarity of
Plants and Animals,

Can you Identify the

appropriate non-linear we can use
for this? If you answered Venn
Diagram, Your right! Wow! This is
the correct non-linear text to use in
presenting the information because
it talks about differences and
similarities of two concepts.

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B. Transcoding non-linear text to linear text. (Integration in Mathematics)

distribution of expenses
Clothing; 15.00%

Food; 35.00%

Shelter; 12.00%

Medicine; 12.00%

Recreation; 5.00%

Education; 21.00%

TEACHER ON SCREEN: Expected interpretation:

The pie shows the family
This time let’s know how to
transcode non-linear text to linear text.
distribution of expenses go to food
Our non-linear text in this example is a pie which takes 35% of the whole budget.
graph. Now, where going to transcode this 21% goes to children’s education,
non-linear text to linear text. clothing takes 15% and both medicine
and shelter take 12%, respectively.
And these are the simple steps we The remaining 5% is allotted for the
can follow.
family’s recreational activities.
1. Look at the details of the graphic
organizer, chart or diagram carefully.
Look at the non-linear text. The title and the
details. These will help us understand what 6
we are going to write
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The first part of the paragraph talks about

the title. It does not necessarily mean that you
have to copy exactly what the title is. You can
rephrase it to make it better. We also need to
include the results of the non-linear text. Its is
because the results are shown in the pie chart.
And we should not forget the conclusion in our
interpretation because it will reveal how we
understood the non-linear text.

Congratulations! You are now ready for the next

phase of our lesson. Get ready and have fun.

Since you already gained ideas on how to

interpret and transcode information,
answer the following exercises.
It’s just a piece of cake right?

C.4. Application:
A. Transcode the non-linear text to linear text.
Directions: Below is a chart containing the result of a survey taken from two sections
of grade 10 classes. Study the data presented and answer the questions or do the
required tasks.

NUMBER OF STUDENTS WHO LIKE IT

TITLE OF MYTHS
SECTION JEWEL SECTION JASPER
Male Female Male Female
1. ICARUS & DAEDALUS 20 20 20 20
2. STORY OF ORPHEUS 15 25 13 27
3. PERSEUS & THE GORGON 30 10 32 8
Process

Questions:
1. How many students are there in section Jewel? How about in section Jasper?
2. Based on the sections surveyed, what conclusions can you make about the
preferred story of male and female students?
3. Write at least (5) sentences about the data as inferred from the chart.

Suggested Interpretation:
The table shows the preferred mythical stories of 80 Grade 10
students from Section Jewel and Section Jasper.

All students liked the myth of Icarus and Daedalus and only 40
students of half of both sections surveyed liked the Story of Orpheus
and the story of Perseus and the Gorgon.

B. Transcode the linear text to non-linear text. (Integration in Physical Education)

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Directions: the information below using a Table, Pie Graph, or a Bar Graph.

BEACH ACTIVITIES
Kite Flying- 17%
Playing Beach Volleyball-15%
Surfing-30%
Collecting Seashells-17%
Sandcastle Building-21

Expected outputs:

TEACHER ON SCREEN:
Congratulations! You have made it this far. And Now, To know whether you were able to
remember our topic please answer this activity

IV. GENERALIZATION:
Eliciting information from/to the students.
Directions: To know whether you were able to remember our topic please answer the activity
below by pairing the items from column A with its definition and function in column B. Write
your answer on the answer sheet provided separately.

COLUMN A COLUMN B
_____1. linear text a. These are materials that provide information with the
use of images or visuals.
b. is a graph that uses lines to show information.
_____2. reading path
c. are present information or data arranged in rows and
columns for easier understanding.
_____3. tables d. is used to show percentages or parts of a whole.
e. is the manner in which a text, or a text with other
_____4. non-linear text features, is read.
f. a written material without any images, pictures, or
_____5. line graph illustrations.

Answer key: F,E,C,A,B

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IV. VALUING:
Soliciting ideas on the importance of the different multimedia as a tool for expression.
Guide Questions:
1. What have you realized after your virtual engagement in the different activities we had?
2. Have you used any forms of linear and non-linear text mentioned in our discussion?
3. What are the best ways to change linear text to non-linear text?
4. Was it useful and effective? Why?
Share your experience. Write all your impressions on a separate sheet.
TEACHER ON SCREEN/ VOICE OVER:
Now that you know how to interpret data, answer the items provided below.

VI. EVALUATION: INDIVIDUAL ASSESSMENT

Directions: To further increase your skills in transcoding data, select one topic below and
CREATE BOTH LINEAR AND NON-LINEAR TEXT in presenting the information.
(Differentiated Activity)

1. The different chores I perform at home. (Integration in Home Economics)

2. The 5 things I will buy if I have three thousand pesos. (Indicate prices)
(Integration in mathematics)
3. Comparative Covid Positive cases in General Santos City in the year 2020.
(Integration in Social Studies and Mathematics)
4. Differences and Similarities of School Activities before and during Covid-19
Pandemic. (Integration in Social Studies and Physical Education)
5. What do you know about Covid 19 Virus. (Integration in Science & Health)

TEXTUAL AIDS PRESENTATION RUBRICS

GOOD AVERAGE POOR
5pts 3 pts 1 pt.
The presentation presents the The presentation shows some The presentation does not
overall topic in a clear and coherent structure but does not create a orient the audience to what will
manner. It draws the audience into strong sense of what is to follow. <BR>
PRESENTATION the presentation with compelling follow. It is somewhat appealing The sequencing is unclear and
questions or by relating to the to the audience but has does not appear interesting or
audience's interests or goals. incomplete coverage of topic. relevant to the audience
CONTENT Content is written clearly and Content is written with a logical content is vague in conveying a
concisely with a logical progression prgression of ideas and point of view and does not
of ideas and supporting information supporting information such as create a stron sense of purpose.
such as graph and charts.<BR> graphs and charts.<BR> <BR>

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Includes some persuasive

Includes some persuasive information with few facts. No
Information is accurate, current and
information from reliable graphs or charts included<BR>
comes from reliable sources.
sources. Information is incomplete, out of
date and/or incorrect.
onts are easy to read and point
size varies appropriately for
headings and text.<BR>
The fonts are easy to read, but Overall readability is difficult
Use of italics, bold, and
in a few places the use of fonts, with lengthy paragraphs, too
indentations enhances
italics, bold, long paragraphs, many different fonts, dark or
TEXT ELEMENTS readability.<BR>
color or busy background busy backgrounds, overuse of
Text is appropriate in length for the
detracts and does not enhance bold or lack of appropriate
target audience and to the
readibility indentations of text.
point.<BR>
The background and colors
enhance the readability of text.
The text is clearly written with Spelling, punctuation, and
The text is written with no errors in
WRITING grammar, capitalization,
little or no editing required for grammar errors distract or
MECHANICS grammar, punctuation, and impair readability.<BR>
punctuation, and spelling.
spelling. (3 or more errors)
Content is educationally is not Content is NOT educationally
Content is educationally aligned to
EDUCATIONAL teaching standards, classroom age,
quite aligned to teaching aligned to teaching standards,
CONTENT standards, classroom age, and classroom age, and student
and student performance levels.
student performance levels. performance levels.

VII. ASSIGNMENT:
A. Directions: Analyze the following non-linear text and transcode information to linear text.

B. Directions: MAKE A BAR GRAPH, PIE CHART OR TABLE showing number of downloads
and details of the most downloaded applications of the decade.
(Differentiated Outputs Expected)

Twitter, which launched in 2006, made the list with one billion downloads over the decade. YouTube was
downloaded 1.3 billion times and is the highest-ranking Google app on the list. Chinese Internet giant Alibaba's UC
Browser was downloaded 1.3 billion times, and in some parts of Asia the browser is more popular than Google
Chrome. TikTok is one of the newest entries on the list, as it was only released in the US in 2018, but it has already
been downloaded 1.3 billion times, according to App Annie. Video-calling app Skype was downloaded 1.3 billion
times over the decade. It was acquired by Microsoft in 2012 and got a major upgrade in 2017 to stay competitive
against Facebook Messenger. Snapchat is the only app not owned by Facebook to crack the top five, and the photo-
messaging app has been downloaded 1.5 billion times. Instagram has 2.7 billion downloads, nearly twice as many
as Snapchat at No 5.

Instagram was acquired by Facebook in 2012 for $1 billion. WhatsApp, the encrypted messaging service
Facebook bought for $19 billion in 2014, has 4.3 billion downloads. Facebook Messenger, another messaging
service owned by Facebook that spun out of its in-app chat feature, beat out WhatsApp with 4.4 billion downloads.

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US regulators are reportedly considering blocking Facebook's plans to more closely tie its messaging services
together.

Finally, Facebook itself topped the list with a whopping 4.6 billion downloads over the last 10 years.

SECTIONS 1 2 3 4 5
NO. OF STUDENT ATTENDANCE
NO. OF STUDENTS ASSESSED

Remarks: Action:

Prepared by:

MICHAEL L. CLAMOHOY
Subject Teacher

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