Central Bicol State

School University of Agriculture Grade Level 7

Laboratory High School
Teacher John Royce M. Dela Cruz Learning Area English
Grade 7 Date Section Time
Detailed Teaching
Lesson Dates Quarter 2nd
Plan and Time

I. OBJECTIVES
The learner demonstrates understanding of
Philippine literature during the Period of
Apprenticeship as a means of examining conflicts;
various purposeful listening and viewing strategies;
A. Content Standard the difference between literal and figurative
language; ways to extract and condense information
based on library sources; verbal and non-verbal
cues in oral communication; and types of phrases,
clauses, and sentences
The learner transfers learning by: resolving conflicts
presented in literary selections; using tools and
mechanisms in locating library resources; extracting
information and noting details from texts to write a
B. Performance Standard précis, summary, or paraphrase; distinguishing
between and using literal and figurative language
and verbal and non-verbal cues; use phrases,
clauses, and sentences meaningfully and
appropriately.
Focus Skill/s
A. EN8RC-IIa-11: MELC 14: Transcode
information from linear text to non-linear
texts
B. Support Skill/s
In this learning session, the participants should be
able to:
C. Learning Competencies/ Objectives.
Write the LC code for each.
1. Identify linear and non-linear text;
2. Distinguish the different types of
nonlinear texts; and,
3. Transcode orally and in writing the
information presented in diagrams,
charts, tables, graphs, etc.

II. CONTENT
Transcode information from linear text to non-linear
texts
III. VALUES INTEGRATION Developing skills in making meaning through linear and
non-linear text.

IV. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages

4. Additional Material from Learning • Quarter 2 – Module 7: Linear & Non-Linear

Resource (LR) Portal Texts First Edition, 2020
• English CG p. 151; Pivot 4A Learner’s Material pp.
33-36

B. Other Learning Resources • Module 7: Linear & Non-Linear Texts

https://fnhs.edu.ph/wp-
content/uploads/2021/10/english7_q2_mod7o
f7_Strategies_v2.pdf

IV. PROCEDURES

ELICIT Student’s Activity

PRELIMINARIES
• Prayers (The class president will lead the prayer)
Good morning class! Kindly stand
up everyone and let us pray.
Class President, please lead the
prayer.

• Classroom Management Good

morning class! Please arrange
your chairs properly and kindly Okay, Sir.
pick up the pieces of dirt under
your chair.
• Checking Attendance
Class secretary, kindly check who Noted, Sir.
is absent for today’s session.

TASK 1: KWL Chart

Instruction:
The words that you can
form from the scrambled letters are
related to the lesson that you are about
to learn. So, try to arrange these
scrambled letters to form meaningful Yes, Sir.
words.
Students will participate when their names are
Am I clear? called.

I’ll be calling someone to answer. 1. Linear

2. Tables
1. NAERLI 3. Non-linear
2. BLESTA 4. Maps
3. ONN EALNIR
5. Texts
4. SMAP
6. Charts
5. EXTTS
6. CHRTSA 7. Letters
7. LERTETS 8. Graphs
8. PHGRAS

Very Good students, now we will proceed

to our next activity.

ENGAGE
Task 2: Group Activity (2 Groups)

Group yourselves into 2. Students will group themselves into 2.

The title of this activity is
Understanding Linear Text. Students will do the activity
Distinguish the different types of non-
linear text. I will be showing different
types of non-linear examples and try to
name them and explain the use of the
examples given.

I will call a representative from each

group to present their answer to the
specific question.

Group 1 representative, LINE GRAPH is a graphical

display that uses line to represent the data on
continuously changes over a specific amount or period of
time.

Group 1 representative, BAR GRAPH is a graphical

representation of data that uses bars to compare data
according to given categories. Such bars may run either
vertically or horizontally.

Group 1 representative, PIE GRAPH is a circular

statistical tool that uses portions or slices to represent
numerical proportions or percentages of a given whole.

Group 2 representative, VENN DIAGRAM uses

overlapping shapes (usually circles) to show or represent
the similarities and differences between two or more
items or concepts. In using Venn diagram, first write
down the topics being compared on the top of each
circle. Next, write down the differences or unique
characteristics inside its own sector, avoiding the
overlapping area. Lastly, list the similarities in the
common area.

Group 2 representative, TABLES are invaluable

tools for structuring information, aiding in analysis,
and facilitating effective communication of data
across various fields and disciplines.
 Group 2 representative, SEQUENCE CHART is a
graphic sequence organizer that helps visualize the
order of steps of a process or a timeline of events, etc.
In usina g sequence chart, first, identify the steps in the
process and then arrange these steps in sequential
order.

EXPLORE
Task 3: Individual Task
To give you an initial idea about t
he non-linear text, find specific
information from the illustration
below then answer the questions
that follow.
The example given is called an
infographic is a visual Students will answer the Activity.
representation of information, data,
or knowledge designed to
convey complex concepts or
data
quickly and clearly.
Get ¼ sheet of paper and answer the
following questions.

EXPLAIN (Abstraction, Discussion part)

Understanding the differences between

linear and non-linear texts is an essential
skill as we encounter these texts almost
every day. The main difference between
the two lies in the way the text is reador
processed by an individual. Experts call
this pattern of reading a material a readings
path. Let us differentiate line text fromar
non-linear text.
 Linear Text Non-Linear Text

Definition It refers It refers to texts

to that do not
traditional need to be read
texts that need to from
be read
from

beginning to beginning to on
end. end.
Reading Path There is only There are
ONE reading multiple reading
path, which is paths.
decided by the They are
author. determined by
the reader.
Efficiency It may take It does not
time to find take time
the information because
readers are it allows
searching for. readers to find
more
information
efficiently.
Examples Novels, Tables, pie
poems, charts, flow
letters, charts,
textbooks, pictures,
news reports, diagrams,
essays character
maps,
sequence
charts
The teacher will call some students to
read what’s on the table. (Students will read when they are called.)

TRANSCODING LINEAR TO NON-LINEAR

TEXTS AND VICE VERSA
To transcode means to transform something
from one form to another. In order to
transcode a linear to a non-linear text or the
other way around, one must first be able to
fully understand what the source text is
about. This way, deciding on the proper text
type to be used in the transcoding process
will be easier.
To transcode a linear text to a non-linear
text, one may follow these steps:

Let us try to make these steps in

transcoding linear text to non-linear text.
Using the sequence chart.

The teacher will provide cards containing

the steps and will ask students to paste
them the board based on the specific order
using the sequence chart posted on the
board. Step __. Read and understand the Step 1. Read and understand the source text to get its
source text to get its main or central ideas. main or central ideas.
Step __ Extract important details to be Step 2 Extract important details to be included in the
included in the visual presentation. visual presentation.
Step __. Remember to use words or
Step 3. Remember to use words or phrases only.
phrases only.
Step 4 To be organized, classify information into
Step __ To be organized, classify
categories.
information into categories.
Step 5 Make sure to use the appropriate non-linear text in
Step __ Make sure to use the appropriate
presenting your information.
non-linear text in presenting your
information.

Read the text below

The teacher will call a student to read the
text.

Influenza (Flu) and COVID-19 are both

contagious respiratory illnesses, but they
are caused by different viruses. Flu viruses
can cause mild to severe illness, including
common signs and symptoms such as
fever, or feeling feverish, cough, shortness
of breath, fatigue, sore throat, runny or
stuffy nose, muscle pain, headache, and in
some cases, vomiting and diarrhea. Student will read the text
Typically, a person develops symptoms
anywhere from 1 to 4 days after infection.
On the other hand, COVID-19 seems to
cause more serious illnesses in some
people. Other signs and symptoms of
COVID-19, different from flu, may include
change in or loss of taste or smell. In
addition, a person with Covid-19 virus
develops symptoms 5 days after being
infected, but symptoms can appear as early
as 2 days after infection or as late as 14
days after infection, and the time range can
vary.
https://www.cdc.gov/flu/symptoms/flu-
vscovid19.htm

The teacher will ask questions to the

students.

The teacher will provide a Venn diagram

together with the cards containing the
answer to be put in the Venn Diagram.

Using the information lifted from the

paragraph, transcode the linear text into
Venn Diagram using the statements lifted
from the paragraph.
Students will participate in the activity.
Statements: Students will participate when name called.
- Contagious Respiratory Illnesses
- cause mild to severe illness
- Cause more serious illnesses
such as a change in or loss of Expected outcome:
taste or smell
- Symptoms develop from 1-4 days
- Symptoms develop 5 days after
infected
ELABORATE
Task 4: Group the class into 2 groups.
Choose a leader per group and get a card
from your teacher. Be ready to present your
task in class. The task will be graded using
the rubric provided:

Group 1
1. Stop where you are: Stay still to prevent
Make a sequence chart based on this feeding air to the flames and worsening the fire.
paragraph:
2. Drop to the floor: Avoid standing up to prevent
What are you going to do if your clothes the fire from burning your face.
caught fire during an emergency situation?
Here are the things you should do: First, 3. Fold your arms high on your chest: Protect
stop where you are – moving or running your face by covering it with your arms.
feeds air to the flames and worsens the fire.
4. Roll slowly on the floor or ground: Roll in a rug
Next, drop to the floor – if you stand up, the
or blanket if available to smother the flames.
fire can burn your face. Fold your arms high
on your chest to protect your face. Then, roll 5. Cool off with water: Immediately apply water
slowly on the floor or ground, in a rug or to first- and second-degree burns to cool the affected
blanket if you can. Afterward, cool off as area.
soon as possible with water for first- and
second-degree burns. Finally, to escape the 6. Get down low and go: To escape the fire,
fire, get down low and go. crawl on the floor where there is less smoke and
heat.
https://www.edrawsoft.com/graphico
rganizer/using-sequence-
chartteaching.html

Group 2 Make a Venn Diagram

Boys Will be Boys

By Helena Daily English

The two brothers loved each other. But sometimes

they argued with each other. Sometimes they yelled
at each other. Sometimes they pushed each other.
Sometimes they hit each other. Sometimes they got
into a fight with each other. Bobby was the older
brother. Billy was the younger brother. Bobby was
older than Billy. Billy was younger than Bobby.
Bobby climbed into a tree. His kite was in the tree.
He could not reach his kite. He fell out of the tree.
Billy laughed. He laughed when he saw Bobby fall to
the ground. Bobby was not hurt. But he was angry.
“Why are you laughing?” he asked Billy. “That was
funny!” Billy said. Bobby said it wasn’t funny. Billy
said it was funny. Bobby pushed Billy.
Billy pushed Bobby. Bobby punched Billy in the
stomach. Billy punched Bobby in the stomach. They
put their arms around each other. They wrestled on
the ground. They rolled around and around. Their
mom came outside. “What are you two doing?” she
asked. She separated them. She said, “You
shouldn’t hit each other. That’s not nice. Wait till
your father gets home.” She sent them to their
rooms.
The 2 Groups will present their works
The activity is only for 5 minutes.
Rubrics For Group Presentation
Delivery 10 points

Collaboration 10 points

TOTAL 20 points

EVALUATE

QUIZ:
Classifying Linear or Non-Linear Text
Tell whether each statement refers to
linear or non-linear text. Tick the column of
your choice.
1. They are the interpretation of data from
graphs, tables, and charts converted into
words.
2. It refers to text that does not need to be
read from beginning to end.
3. It includes printed texts.
4. There is only one reading path which is
decided by the author.
5. It includes, flowcharts, knowledge maps, The student will answer the quiz
and encyclopedias.
6. These are traditional texts that need to be
read from beginning to end.
7. There are multiple reading paths. They are
determined by the reader.
Answers:
8. Novels, poems, letters, textbooks, and
articles are examples.
9. It’s used to summarize figures, show
trends, comparisons,
and relationships, and clarity difficult
concepts.
10. It allows the readers to find information
more efficiently.

EXTEND (Assignment)
• In your notebook, write a paragraph
about ‘My Daily Study Plan’.
Afterward, use an appropriate
nonlinear text for the said topic. Be
ready to share your work with the
class.
• Please do an advance reading for
our next topic.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation.
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

Prepared by:
JOHN ROYCE M. DELA CRUZ
Student Teacher

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
materials did I use/discover which I wish
to share with other teachers?
Reviewed by:
MARIA JOYCEE C. SAN AGUSTIN
Supervising Teacher
PROF. LIADEN N. LOPEZ
LHS Resource Teacher