Classroom Observation 1 2020-2021

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Antipolo

ANTIPOLO NATIONAL HIGH SCHOOL

ENGLISH DEPARTMENT

MODULE NO. 2 PHASE: DATE: March 10, 2021

WEEK NO. 7-8 Introduction & DAY: Wednesday
Discussion
TOPIC: LINEAR AND NON-LINEAR TEXTS LESSON LOG NO.
REFERENCE/S:
English CG p. 151; Pivot 4A Learner’s Material pp. 33-36
RESOURCE/S NEEDED:
English Module, English CG, chalk, marker, whiteboard, eraser, visual aids, PowerPoint
presentation
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
CONTENT STANDARD
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
PERFORMANCE resources; extracting information and noting details from texts to write a
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.

I. LEARNING COMPETENCIES/OBJECTIVES:
In this learning session, the participants should be able to:
A. Focus Skill/s
1. MELC 14: Transcode information from linear to non-linear texts and vice-versa
B. Support Skill/s
1. Identify linear and non-linear text;
2. Distinguish the different types of non-linear texts; and,
3. Transcode orally and in writing the information presented in diagrams, charts, tables, graphs,
etc.
II. LEARNING PROCEDURE
***Preliminary Activities/Daily Routine
 Greetings
 Checking of attendance
 Checking of classroom condition
 Checking of assignment
 Review
Read the following statements below. Put a check mark (√) if the statement is correct and mark (X) if
the statement is wrong.
1. Analogy can show comparisons between unrelated things.
2. Analogy is just another term for simile.
3. Analogy can be used to explain a point.
4. Some analogies compare relationships.
5. Analogy can be used to describe unfamiliar concepts.
(Answers: 1. √; 2. X; 3. √; 4. √; 5. √)
 Classroom Observation 1 2020-2021

Activity
Group the following pictures according to their similarities. Connect the picture to its appropriate group.
Each group is labeled as A (Pictures that use texts that need to be read from beginning to end) and B
(pictures that do not need to be read from beginning to end).

A B

Answer the following questions:

1. How did you find the activity?
2. What is the difference between the two groups?
3. Which of the following groups can be easily read? Why?
4. Which of the following groups need time to finish reading? Why?
ABSTRACTION
Presentation of the lesson

LINEAR AND NON-LINEAR TEXT

Based on our activity, the pictures on group A are linear texts, on the other hand, the pictures
on group B are non-linear texts.
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 read or processed by an individual. Experts call this pattern of
reading a material as reading path. Let us differentiate linear text from non-linear texts
using the table below.

LINEAR TEXT NON-LINEAR TEXT

DEFINITION It refers to traditional texts It refers to texts that do not
that need to be read from need to be read from
beginning to the end. beginning to the end.
READING PATH There is only ONE reading There are multiple reading
path, which is decided by paths. They are
the author. determined by the reader.
EFFICIENCY It may take time to find the It does not take time
information readers are because it allows readers
searching for. to find more information
efficiently.
EXAMPLES Novels, poems, letters, Tables, pie charts, flow
textbooks, news reports, charts, pictures, diagrams,
essays character maps, sequence
charts

Process Questions:
1. What is the difference between linear text from non-linear text in terms of reading
path?
2. Based on the examples, in what subject areas can we usually see linear texts?
Non-linear texts?

FOR NON-LINEAR TEXTS

1. LINE GRAPH is a graphical display that uses line to represent the data on
 Classroom Observation 1 2020-2021

2. 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.

3. PIE GRAPH is a circular statistical tool that uses portions or slices to represent
numerical proportions or percentages of a given whole.

4. 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.

5. SEQUENCE CHART is a graphic sequence organizer that helps visualize the

order of steps of a process or a timeline of events, etc. In using sequence chart,
first, identify the steps in the process and then arrange these steps in sequential
order.

Process Questions:
1. Why do non-linear texts are effective in reading?
 Classroom Observation 1 2020-2021

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:
Step 1. Read and understand the source text to get its main or central ideas.
Step 2. Extract important details to be included in the visual presentation.
Step 3. Remember to use words or phrases only.
Step 4. To be organized, classify information into categories.
Step 5. Make sure to use the appropriate non-linear text in presenting your information.

Read the text below. Answer the following questions provided.

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. 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-vs-covid19.htm

Process Questions:
1. Based on the text, what is the similarity between influenza (flu) and COVID-19?
2. What is the difference between influenza and COVID-19?
3. If the paragraph suggests similarities and differences between influenza and
COVID-19, what non-linear text should be used to illustrate its similarities and
differences?
4. Using the information lifted from the paragraph, transcode the linear text into Venn
Diagram using the statements lifted from the paragraph.
Statements:
- Contagious Respiratory Illnesses
- Cause mild to severe illness
- Cause more serious illnesses such as change in or loss of taste or smell
- Symptoms develop from 1-4 days
- Symptoms
INFLUENZAdevelop 5 days after infected COVID-19
- Cause mild to - Cause more
severe illness Contagious serious illnesses
- Symptoms respiratory such as change
develop from 1- illness in or loss of taste
or smell
4 days
- Symptoms
develop 5
days after
infected
 Classroom Observation 1 2020-2021

APPLICATION
Group the class into 4 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
Make a sequence chart based from this paragraph:
What are you going to do if your clothes caught fire during an emergency situation? Here are the
things you should do: First, stop where you are – moving or running feeds air to the flames and
worsens the fire. Next, drop to the floor – if you stand up, the fire can burn your face. Fold your arms
high on your chest to protect your face. Then, roll slowly on the floor or ground, in a rug or blanket if
you can. Afterwards, cool off as soon as possible with water for first- and second-degree burns.
Finally, to escape fire, get down low and go.
https://www.edrawsoft.com/graphicorganizer/using-sequence-chart-teaching.html
Group 2
Make a Venn Diagram based from this paragraph:
Impressionism and Expressionism are art movements that appeared around the 20th century in
Europe. Both focus on painting styles. Impressionism emerged during the late 19th century in Paris
whereas expressionism emerged during the early 20th century in Germany and Austria. Moreover,
impressionist artists paid special attention to the depiction of the impression of light and its changing
effect, while expressionist artists paid special attention to the depiction of emotion the subject
arouses in the artist.
https://pediaa.com/what-is-the-difference-between-impressionism-and-expressionism/
Group 3
The bar graph shows the number of coronavirus (COVID-19) cases in the Philippines as of April 2,
2020 by gender. Transcode the bar graph into a short paragraph:

Group 4
The pie graph shows the family budget plan of Mrs. Reyes. Transcode the pie graph into a short
paragraph:

RUBRICS FOR GROUP PRESENTATION

DELIVERY 10 points
COLLABORATION 10 points
20 points

CLOSURE
 Classroom Observation 1 2020-2021

Reflect your learning by completing the statements below. Write your answer in your notebook.
In this lesson, I learned that
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

HOMEWORK (Assignment)
In your notebook, write a paragraph about ‘My Daily Study Plan’. Afterwards, use an appropriate non-
linear text for the said topic. Be ready to share your work to the class.

III. REMARKS

Ratee: Rater:

MRS. JOAN BERNADETTE M. VICENTE Mr. Khristian Ross Pimentel

English 7 Teacher Master Teacher I, English