Learning Area English 10

Learning Delivery Modality Digital Modular

School Grade Level

Tagumpay National High School 10
Teacher Learning
JULIE-ANN S. DILIDILI English
Area
LESSON Teaching Quarter
EXEMPLAR Date October 25, 2021 1st
RM No. 296, s. Teaching No. of Days
2020 Time 9:00am – 10:00am 1

I. OBJECTIVES
The learner demonstrates understanding of how world literature and other
text types serve as ways of expressing and resolving personal conflicts, also
A. Content Standard how to use strategies in linking textual information, repairing, enhancing
communication public speaking, emphasis markers in persuasive texts,
different forms of modals, reflexive, and intensive pronouns.
B. Performance The learner composes a short but powerful persuasive text using a variety of
Standard persuasive techniques and devices.
C. Most Essential EN10RC-Ia-2.15.2
Competency ( MELC ) Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text.
D. Enabling • Transcode information from linear to non-linear texts and vice-versa
Competencies • Explain illustrations from linear to non-linear texts and vice-versa
II. CONTENT
Textual Aids in Understanding Texts
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
Pages
Page 220

b. Learner’s
Material Pages
Pages 6 - 30

c. Textbook Pages Pages 10 – 14 (PIVOT 4A CALABARZON Learner’s Material)

DepEd Commons: https://commons.deped.gov.ph/documents/acb48849-

4337-4cf3-8c95-40bbd5e54b1f
d. Additional
Materials from
DepEd TV Official YT Channel:
Learning
Resources https://www.youtube.com/watch?v=JfeJFx76C5o
https://www.youtube.com/watch?v=Y_PzUvetGJU

 English 10 Quarter 1 PIVOT 4A Learner’s Material

B. List of Learning Pages 10 – 14
Resources for  https://quizizz.com/admin
Development and
Engagement  Slides Presentation using Canva and PowerPoint
IV. PROCEDURES

What I Need to Know?

Timeline
Read the objectives and the content of today’s lesson.

What’s New?
Learning Task 1: Infographic
A. Introduction Using the Patient Case Report infographics posted on October 22, 2021, on
the Official Page of Bayan ng Montalban, answer the following questions:
1. Identify the active cases in our town.
2. Determine the number of active cases in each barangay.
3. Identify the total number of recovered cases.
4. Enumerate the different completed tests.
5. As per report, determine the number of probable and suspected
cases.

What I Know?
Learning Task 2: I Know You, I Know You Not!
Answer the 10-item activity about the content of the lesson using the
learning platform Quizziz.
https://quizizz.com/admin/quiz/5f830e1e20eda4001b8c4238/textual-aid

What’s In?
Complete the T Chart by supplying the information about linear and
nonlinear text.

Unscrambled the letters to arrive with the word being defined.

What is it?
B. Development  The learners will be provided scenarios on the importance and role of
textual aids in daily lives. They may have personal reflection on the
importance of textual aids in their day-to-day activities.
 To strengthen the points of their personal reflection and further
develop their knowledge about textual aids based on the What I
Know activity, the learners will proceed with linear texts and
discussion on transcoding it into nonlinear text.
Activity: Homemade Burgers
By using the Hamburger Diagram, the students will identify the
introduction, body and the conclusion of a given linear text.

Activity: Tell Me
The students will explain the information presented via Venn Diagram

What’s More?
Learning Task 3: Grab and Graph
One of the news articles posted in the official FB Page of Tagumpay
NHS – The Victor is about the vaccines received by the faculty
members of Tagumpay National High School. The students will be
C. Engagement tasked to grab the opportunity to know about this information. They
will be tasked to present the data via bar graph.
What I Can Do?
Learning Task 4: Breakfast Cook-Off (GRASP Assessment Chart)
As the saying goes, “a way to a man’s heart is through his stomach.”
Make everyone’s day brighter and better with your breakfast dish!
Prepare the best and perfect breakfast dish in the whole wide world.
Present the steps using a flow chart / diagram.
After you presented the steps, transcode it to linear text.

Goal To make a flow chart /diagram of steps in preparing or cooking

breakfast dish
Role Chef
Audience Cook Fest Judges
Situation Cook Fest
Product Flow Chart / Diagram
Standard Rubrics

Advanced Proficient Basic

Indicator
(15) (10) (5)
Demonstrates full Demonstrates Demonstrates little
understanding of the beginning understanding of the
task. understanding of the task..
The Flowchart is task.
The graphic
Concept and written in students The graphic organizer organizer is not in
Understanding own words. is written mostly in the the students own
Student can explain students own words. words.
their learning. Student can partially Student cannot
explain their learning. explain their
learning.
It is thorough, but It is somewhat It is too simple.
easy to follow. thorough, but missing
some important pieces. There is no support
Information is
from texts.
supported by Texts,
There is limited support
picture while
from text(s) Very limited.
conducting the
Textual Aid
activity.
Incomplete.
Complete.
The graphic The graphic organizer The graphic
organizer is well is organized. organizer is not well
organized. organized.
Limited use of variety of
Use of a variety of No use of a variety
color, size and font.
color, size and font. of color, size and
font.
Uses a variety of Uses some variety of
Visual
graphics to create graphics to create Uses the same type
interest. interest. of graphic organizer.
There is one clear, The main idea is The main idea is not
well-focused topic. somewhat clear. There clear, or there are
The main idea stands are steps, but the very few details.
out and is sufficiently supporting information There are few steps,
supported by the is general and/or needs and there is a
Focus on steps. The steps more detailed seemingly random
Topic provide detailed supporting information collection of
information to aid in to aid in the information that
the understanding of understanding of the does not aid in the
the process being process being understanding of the
discussed. discussed. process being
discussed.
 Advanced Proficient Basic
Indicator
(15) (10) (5)
Sequencing Details are placed in Some details are not in Many details are not
a logical order and a logical order or in a logical or
the way they are expected order, and expected order.
presented effectively this distracts the There is little sense
keeps the interest of reader. that the writing is
the reader. organized.

What I Have Learned?

1. What is textual aid?
2. Why do we need to transcode linear text to nonlinear text? Nonlinear
text to linear text?
3. Between the two, which do you want to use? Why?
4. How will you use this lesson in your personal life?

What I Can Achieve?

Persuaded Me!
Read the linear text entitled Requiring More Fuel-Efficient Cars.
After reading the text, complete the textual aid below and answer the
questions that follow.

Requiring More Fuel-Efficient Cars

We live in tough times. Gas prices continue to increase, the economy

is falling apart, and some believe that the environment is changing for the
worst. All of these problems can be related to two things, the cost of fuel and
the inefficient vehicles we drive. Both of these problems can be solved with
one solution. This solution could not only help the environment, it could help
D. Assimilation the economy, and advance technology. We should require that the
automobile manufacturers should produce more fuel efficient vehicles.

To start with, this solution could do a variety of things including

helping the environment. Some believe that all the pollutants we put into the
atmosphere are causing global warming, now this may or may not be true,
but what is true is that these pollutants cause a number of unsightly and
harmful things. These pollutants cause a haze to appear over large cities
that not only looks terrible, but can cause damage. When it rains this haze
collects in the rain droplets and creates a form of rain called acid rain. Acid
rain not only eats away at buildings and cars, but also makes the soil at
farms very high in acid levels, which can lead to the death of crops. This
haze can naturally go away, but when we use inefficient vehicles which add
more and more pollutants to the haze, it will never leave, it will only grow. If
we were to use more fuel efficient cars though, the haze would start to
lessen and go away.

The pollutants from vehicles aren’t the only thing destroying the
environment, we are too. With the raise in demand for crude oil the state of
Utah has allowed oil companies to drill in national parks. These huge oil
drillers are now going to be allowed in the national parks. Unless we start to
drive more fuel efficient cars, and lower the demand for crude oil, these
metal monsters will be able to destroy the natural beauty of our national
parks.

Not only can requiring automobile manufactures to create more fuel

efficient cars help the environment it can also help the economy. If the fuel
efficiency on cars was raised to no less than 30 miles per gallon people
would be made to buy a fuel efficient car. This surge in money could help out
the economy, and get the auto industry away from needing a financial
bailout. With people not needing to buy so much gas for their vehicles,
heating costs would go down because of the surplus of fuel. With this extra
money people could invest, or by other products. This redistribution of
wealth could raise stock prices and help get us out of the recession. Not only
would the raising of the fuel efficiency of cars help big corporations’ stock it
would also help individuals. The cost for shipping products around the nation
would fall; joining this fall would be the cost of the product itself. Having
cheaper food and other products available would put more money into the
pockets of the people which could be spent on more products which would
continue the
redistribution of wealth.

The final reason that requiring more fuel efficient car would have a
positive outcome is the need for more fuel efficient vehicles will drive
technology forward. The new fuel efficient cars will need new types of
engines, new types of computer chips, and a new body frames to
accommodate the new parts. All of these parts will drive technology forward,
and there might even be some unexpected positives to come out of this rush
toward the advancement of technology. For example the first kind of tape
was made by a man named Scotch; he was trying to develop a product to
hold parts to the body of a car temporally. He came up with scotch tape. This
and many other practical products have come from the automobile industry’s
technologies department. Not only will we need to build the new parts, but
we will need new machinery to build these new parts. Another example of
how the automobile industry has helped out in this region is that the first
automated robot was put to work in a car manufacturing plant. All this new
technology will take a step toward the future.

All in all, building more fuel efficient cars would be a good thing; it
would help the environment, the economy, and will push technology forward.
Instead of teaching our children to settle for what they have we will teach
them to strive for only the best. Who knows, in 20 years we might have cars
that run off air.

Source: https://www.collegeessay.org/blog/persuasive-essay-examples/persuasive-essay-
example-for-grade-8.pdf
 1. What is the linear text all about?
2. What is the opinion of the writer?
3. What are the writer’s reasons that support his/her opinion?
4. What is the writer’s conclusion about the topic?
5. Looking back at the linear text and the textual aid that you completed,
which between the two provides detailed description about the topic?
Which between the two helps you understand the text easier?

My Treasure:
In this part of the lesson, you are going to write down the insights and
learning you’ve had for the week by writing on the countdown cue card.
Complete each countdown cue card and follow the number of information
needed in each card.
Exit Card
 Closing Quote:

Life is really simple, but we insist on making it complicated

Prepared by:

JULIE-ANN S. DILIDILI
Demonstration Teacher, TNHS

Corroborated by:

CAREN CATUIRAN
Head Teacher II, PNHS

LALAINE N. ALPAY
Master Teacher I, GLGNHS

ESMALIA P. CABALANG, Ed.D

Principal III, GLGNHS