DAILY
LESSON
LOG
School: RANOM ILOCO NATIONAL HIGH SCHOOL
Teacher: CHRISTINE IVY L. SERRANO
Teaching Dates and Time: November 7-11, 2022 | 7:30-8:30
MONDAY
I. OBJECTIVES
TUESDAY
Grade Level: 8
Learning Area: ENGLISH
Quarter: 2ND
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard
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 Standard
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/Objectives:
Write the LC Code for each
EN8SS-IIe-1.2
Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts
EN8RC-IIe-II:
Transcode information from linear to non-linear texts and
vice-versa
EN8LC-IIe-7:
Employ appropriate listening skills and strategies suited to
long descriptive and narrative texts
EN8SS-IIe-1.2
Explain visual-verbal relationships illustrated in tables, graphs, and information maps
found in expository texts
At the end of this lesson, the learners are expected to:
1. analyze visual-verbal relationships through tables, graphs, infographics, and
information maps;
2. interpret information presented in a text; and
3. demonstrate appreciation and understanding of expository text through a concept
map
EN8LC-IIe-2.17.3:
Infer the theme of the text listened to
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
III. LEARNING RESOURCES
LINEAR TO NON-LINEAR TEXT
EXPLAINING VISUAL-VERBAL RELATIONSHIPS
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Page 1 of 9
4. Additional Materials from Learning
Resource (LR) portal
English 8 Quarter 2- Module 1: Explaining Visual-Verbal
Relationships
ADM English 8 Quarter 2- Module 1: Explaining Visual-Verbal Relationships
English 8 Quarter 2 - Module 1: Visual-Verbal Relationship
English 7 Quarter 2 - Module 7: Linear and Non-Linear Text
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
Linear and Non-Linear Text https://www.youtube.com/
watch?v=3KRxOT5m0sY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Information comes in
various forms and it can be
transmitted not only through
linear presentation,
meaningful sentences and
paragraphs, but also
through the use of graphs,
tables and charts.
In the previous lesson, you
have learned the salient
features of linear and nonlinear texts and the
difference between the two.
Understanding texts is vital
in our daily activities
because it is only then can
we give correct interpretation
of the ideas presented from
linear to non-linear text and
vice-versa
What are nonlinear texts?
Differentiate linear texts to
non-linear texts
Interpret and transcode
information
Have you experienced
having difficulty in presenting
your ideas? If so, how did
you do it?
Give examples of non-linear
texts.
How do to we transcode
non-linear texts?
What do you usually use in
presenting your ideas?
C. Presenting Examples/Instances of
the Lesson
To give you an initial idea
about non-linear text, find
specific information from the
illustration below then
answer the questions that
follow.
Analyze and draw data from
the pie below.
Look at the illustrations
below. Which of the two
would you like to use in
presenting the given idea?
Page 2 of 9
Answer the questions and
construct a short paragraph
out of your answers. The first
one is done for you.
Fill in the blanks with
information from the text
above.
1. Lake Holon is also known
as ___________.
2. Lake Holon is situated in
___________.
3. Its height is measured at
___________.
4. The lake is actually found
at the ___________ of
___________.
5. It will take ___________
for the travels to reach
the lake.
6. The lake is ___________
away from Brgy. Salacafe
1. About how much time a
day do your parents spend
on the activities listed on
the pie graph?
Based on the pie graph,
working parents use 5.9
hours in accomplishing
family-related activities
aside from work and rest
graph.
2. On which activities do
your parents spend more
time than the pie graph
shows?
My parents spend more
time on ____________
than the ones shown in
the pie graph.
3. On which activities do
they spend less time than
the pie chart shows?
My parents spend less
time on ____________
than the ones shown in
the pie graph.
D. Discussing New Concepts and
Practicing New Skills #1
Linear
Texts
and
Non-Linear
Source: Anama, Gina, Anna Lea Davide, Ricardo Ador
Dionisio, Lerma Flandez, Armi Victoria Fiangaan,
Marcelino Ibañez, and Gizelle V. Laud et al. Voyages In
Communication – Grade 8. 1st ed. Pasig City: Department
of Education, 2013.
The activity which you have
just answered allows you to
analyze and interpret data.
• Why did you choose such
illustration?
• What ideas are presented
in the two illustrations? Are
they the same?
• How are the ideas
presented in the two
illustrations?
What are visual-verbal
illustrations?
Activity 2: Be Ready
Activity 3: Connect Me
Directions: Read and take
note of the important details
Directions: Below are
pieces of information from
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Linear text refers to
traditional text that needs to
be read from beginning to
the end while nonlinear text
refers to text that does not
need to be read from
beginning to the end
Examples of Non-Linear
Texts are word map, graphs
and charts.
E. Discussing New Concepts and
Practicing New Skills #2
Study this illustration which
shows the difference
between linear and
nonlinear texts
So to challenge you more,
discuss your answers on the
following questions:
1. How did you come up with
your answers in the
activity?
2. How do you interpret
graphs, tables, charts and
pies?
3. What are the steps or
ways to be considered in
helping you transcode
information from linear to
non-linear texts and viceversa?
Steps for a simple non-linear
interpretation.
1. Read the title or label.
2. Pay attention to every
information.
3. Understand the scales of
measurements used.
4. Pay attention to the
trends
(increase/decrease/
stable) shown.
5. Write an overview or
main idea.
6. Write the key features.
7. Conclude by giving
prediction or proposal
Visual-verbal illustrations
are the ways of presenting
information in a simple
and attractive manner to
catch the readers’
interest. These
illustrations help explain
concepts easily using
graphs, maps, tables,
infographics, charts and
the like.
mentioned in the selection
below.
the selection “Early
Warning”. Arrange them
based on how they are
presented in the text by
filling in the organizer.
The commonly used
visual-verbal illustrations
are graph, table, map,
concept map, chart, and
infographic.
Post Reading
• What should you do
before, during, and after a
disaster?
• What are the local warning
devices used to announce
the approaching disaster?
• Have you experienced a
disaster? If yes, what was
it?
• What precautionary
measures did you do?
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regarding the non -linear
text.
Tips on how to do the
information transfer
1. Spend 5 minutes reading
the graphs/charts etc.
2. Make sure you
understand axes.
3. Make sure you follow
lines on graph.
4. Focus on the key
information.
5. If two graphs – compare.
6. Think about the time
period – tenses.
7. Vary your vocabulary.
8. Organize information
clearly.
9. Write neatly
F. Developing Mastery
(Leads to Formative Assessment 3)
Activity 1: Classifying
Linear or Non-Linear Text
Tell whether each
statement refers to linear
or non- linear text. Tick
the column of your
choice.
Direction: Analyze the
following non-linear text and
transcode information to
linear text.
A. According to the ESA
2018 Sales, Demographic,
and Usage Data release,
US households use games
in the following platform:
B. Read the following linear
text and transcode it to
non-linear text.
Activity 1. Match Me
Concept Mapping
Directions: Match the
definition found in column A
with the appropriate
illustration found in column
B.
Directions: Based on the
selection “Early
Warning”, identify the
people you can contact
with in case of
emergencies by filling in
the concept map below.
A
1. It is circular in form that
presents how a whole is
sliced into parts.
2. It displays the
organization and
relationship of concepts
and ideas.
3. It is an organized
arrangement of data
According to the survey,
usually in rows and
33% of the students listen to
columns.
pop music, while 29% listen
Page 5 of 9
to indie and rock music,
15% listen to country music,
13% listen to metal, and
10% listen to classical
music.
3. It is an organized
arrangement of data
usually in rows and
columns.
5. It is graph that
characterizes
categorical data with
rectangular bars of
equal width.
B
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Recall some highlights in
your life’s journey and make
a Road Map. Describe each
stop by using pictures and
descriptions that tell the
story of how you arrived to
To further increase your
skills in transcoding data,
create a non-linear text to
present the information
below.
Page 6 of 9
this point in your life. You
must have a minimum of 5
“stops”.
1. The different chores I
perform at home
H. Making Generalizations and
Abstractions about the Lesson
What are linear texts?
Nonlinear texts?
What are steps in
transcoding linear texts to
non-linear texts and viceversa?
I. Evaluating Learning
Study the graph and make
your own interpretation
about it.
A. Below is a chart
containing the result of a
survey taken from two
sections of grade 7 classes.
Study the data presented
and answer the questions or
do the required tasks.
2. The 5 things I will buy if I
have three thousand
pesos. (indicate prices)
3. How many cars were sold
on Wednesday?
4. Which day had the
minimum sales of cars?
5. How many more cars
were sold on Tuesday
than on Monday?
1. Chart is an illustration that
presents information in a
tabular or circular form.
2. Map is tabular in form that
shows the relative position
of the parts of something.
1. How many cars were sold
in 5 days?
2. On which day were the
maximum number of cars
sold?
Directions: Put a check mark
(✓) if the statement is true.
Put an (X) mark if the
statement is false. Write your
answers on a separate
sheet.
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.
B. Transcode the non-linear
text to linear text.
3. Flow chart is an illustration
that shows step-by-step
process.
4. Table is a circular
arrangement of data
usually in rows and
columns.
5. Line Graph is a kind of
graph that presents
information trend using
data dots connected by
straight line segments.
6. Bar Graph is a kind of
graph that characterizes
categorical data with
rectangular bars of equal
width.
Page 7 of 9
You were given by your
parents five hundred pesos
as allowance good for a
week. Based on the pie
graph shown below, how
much would be allotted for
each of the following areas?
7. Pie Chart is circular in
form that presents how a
whole is sliced into parts.
8. Concept map displays the
organization and
relationship of concepts
and ideas.
9. Graph is a diagram that
shows the relationships of
information presented.
10. Infographic is a
combination of visual
images and text
presentation of specific
information.
J. Additional Activities for Application
or Remediation
IV. REMARKS
V. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
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?
E. Which of my teaching strategies work
well? Why did these works?
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F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?
Prepared by:
CHRISTINE IVY L. SERRANO
Teacher I
Reviewed/Checked by:
RONNIE N. NAVARRETE
Principal IV
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