GRADES 1 School CADARATAN NATIONAL Grade Level 7

to 12 HIGH SCHOOL
DAILY Teacher JENNIFER G. PIDONG Learning English
LESSON Area
LOG Teaching Date and January 12, 2022 (9:00 AM) Quarter 2
Time

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of: Philippine literature during the Period of
Apprenticeship as a means of examining conflicts; various purposeful listening and
viewing strategies; 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.
B. Performance The learner transfers learning by: resolving conflicts presented in literary selections;
Standards using tools and mechanisms in locating library resources; extracting information and
noting details from texts to write a 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.
C. Learning
Competencies/Objecti MELC: Transcode information from linear to nonlinear texts and vice-versa
ves (in. LC Codes) EN8RC-IIe-11
II. CONTENT Linear and Non-linear Texts
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials English 7 ADM Quarter 2 Module 7
3. Textbook
4. Additional Materials Internet sources
from Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES Preliminaries
1. Checking of attendance through google forms or roll call
2. Reminders of their assignments or classwork in the google classroom

Motivation

Let the students group the images based on their similarities through classpoint.app.

1. 2.
 3. 4.

5. 6.

Group A Group B
a. a.
b. b.
c. c.

The teacher discusses that the two groups will be divided into the two kinds of texts
which is the linear texts and the nonlinear texts.

A. Reviewing previous What I Know

lesson or presenting
the new lesson
The words to be formed from the scrambled letters are related
to the lesson. Arrange these scrambled letters to form
meaningful words through classpoint.

1. NAERLI

2. ONN EALNIR

3. EXTTS

4. LERTETS

5. TICARLES

6. BLESTA

7. SMAP
 8. CHRTSA

9. PHGRAS

10. NOLVES

The teacher will ask how the ten words are related to each other.
B. Establishing a What I Need to Know
purpose for the
lesson In this lesson, students are expected to:

1. identify linear and non-linear texts;

2. differentiate linear text from non-linear text;
3. interpret data in non-linear texts;
4. draw data from linear and non-linear texts; and
5. transcode information from linear to non-linear texts and vice-versa.

C. Presenting examples/ What’s New

instances of the new
lesson Students will tell whether a statement refers to linear or non-linear text. Answers
will be seen in the classpoint.app.

Linear or Non-Linear?

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,
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.
8. Novels, poems, letters, textbooks, articles are some
of its examples.
9. It’s used to summarize figures, show trends,
comparisons, relationships and clarity of difficult
concepts.
10. It allows the readers to find information more
efficiently.

D. Discussing new What Is It

concepts and
practicing new skills  Discuss linear and nonlinear texts. Give examples of each kind of text by
#1 the word cloud in classpoint.

What is Linear Text?

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

Linear text 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.

Examples:

a. Short story

b. Poem
 c. Article

What is Non-linear Text?

Non-linear text is the opposite of linear text. As its name

suggests, it is non-sequential. 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.

There are many definitions of the term non-linear text. Most people
consider texts with visuals or graphs along with it as examples for non-
linear texts. Some examples include flowcharts, charts, and graphs (ex:
pie chart, bar graphs), graphical organizers such as knowledge maps and
story maps.

Examples:
a. Pie graph
 b. Line graph

c. Graphic organizers

Let the students give their own examples through classpoint. From their examples,
direct their focus to transcoding information from linear to nonlinear texts and vice
versa.
E. Discussing new
concepts and
Here are some notes and tips on how to
practicing new skills interpret text from linear to non-linear and vice-
#2 versa. Use the answers you have from the
previous activity and see if you have followed
some of the tips listed below.
Steps for a simple non-linear interpretation:

Read the title or label.

Pay attention to every information.
Understand the scales of measurements 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.

Tips on how to do the information transfer:

Spend 5 minutes reading the graphs/charts etc.

Make sure you understand axes.
Make sure you follow lines on graph.
Focus on the key information.
Compare if two graphic organizers are provided.
Think about the time period – tenses.
Vary your vocabulary.
Organize information clearly.
Write neatly.

Give chance for the students to give their ideas regarding each tip or step.

Show the example below how to draw data from a nonlinear text to be
interpreted in a linear text through answering given questions just like the first
item.

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.

Now it’s the students’ turn, compare the parents’

daily time activities to those listed in the Pie 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.
F. Developing mastery
What’s More

A. Line Graph Worksheet – 3C AUTO SALES

Here is a graph showing the sales of used

cars at the Salamander Autos.

Use the line graph to answer the following questions in

complete sentences about the data.
1. How many cars were sold during May?
2. How many cars were sold in the first 3 months of the
year?
3. How many more cars were sold in July than May?
 4. Which month had 26 car sales?
5. Answer TRUE, FALSE, or CAN’T TELL to each of the
statement below:

The beginning and end of the year had

a)
the lowest number of car sales.
Car sales increased steadily from
b)
March to August.
August had twice as many sales as
c)
December.
Salamander Autos made the most
d)
money in August and September.
Car sales decreased from August to
e)
December.

Source: Math-SALAMANDERS.COM

B. 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.

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.
G. Finding practical
applications of
Transcode the non-linear text to linear text.
concepts and skills in
daily living 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? Tell your plan in class in the
padlet link: https://padlet.com/jenniferpidong/Bookmarks

H. Making Recap of the lesson:

generalizations and
abstractions about
the lesson

Students give their ideas about linear and nonlinear texts through a padlet link:
 https://padlet.com/jenniferpidong/rnhc78vbzi2d3jpk
I. Evaluating Learning Answer the tasks regarding the interpretation of data from a nonlinear text and vice
versa through google forms:
https://docs.google.com/forms/d/e/1FAIpQLScI_ayO2OjVdKth210WC_eRLZp1Wx6sH
qwJaocayF8bWA43gw/viewform?usp=sf_link

A. Mr. Peter owns two kitchen appliance stores. He compares the sales of
two stores and recorded the information in a bar graph. Use the bar
graph to answer the questions.

1. Which item sold the most in Store B?

2. Which store sold the least number of toasters?

3. The number of grills sold by store A is twice of store B. Is it

correct?

4. What is the difference on sales of blenders

between Store A and Store B?

5. How many total appliances were sold by Store A?

B. Make a pie graph based on the given paragraph below.

The pie shows the family distribution of expenses in a month. Most of the
expenses go to food which takes 35% of the whole budget. 21% goes to
children’s education, clothing takes 15% and both medicine and shelter take
12%, respectively. The remaining 5% is allotted for the family’s recreational
 activities.

J. Additional Activities
for Application or To further increase the students’ skills in transcoding data,
Remediation the students will create a non-linear text to present the
information below.

1. The different chores I perform at home

2. The 5 things I will buy if I have three thousand pesos. (indicate
prices)

Answers will be sent through padlet link:

https://padlet.com/jenniferpidong/99xnhrz2yzyl7jqi
1. REMARKS
2. 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
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?
Prepared by:

JENNIFER G. PIDONG
Teacher III
Checked by:

CORAZON C. FREZ, PhD

School Principal IV