Republic of the Philippines
Department of Education
Region IV-A CALABARZON
PRES. JOSE P. LAUREL NATIONAL HIGH SCHOOL
Sulpoc, Tanauan City
DETAILED LESSON PLAN IN GRADE 8– ENGLISH
I. OBJECTIVES:
At the end of the lesson, the students will be able to:
analyze visual-verbal relationships through tables, graphs, infographics, and
information maps;
interpret information presented in a text; and
demonstrate appreciation and understanding of expository text through a concept
map.
SUBJECT INTERGATION: Mathematics
II. SUBJECT MATTER:
Topic: Opinion-Marking Signals
A. References:
[Link]
[Link]
B. Materials: Slide Decks, laptop, Visual Aids, Worksheets
III. Learning Procedure
Teacher’s Activity Student’s Activity
Daily Routine
Prayer
Everyone, please let’s bow our head and give our presence
to our God.
Greetings
“Good morning class, it’s nice to see you wearing your
beautiful smiles!
Before you take your seat kindly arrange the alignment of
your chairs and pick up those trashes lying around. You
may take your sit after.
Classroom Management
Class monitor please check the attendance and give me the Class monitor, do we have any
list of those absentees today. Just give me the list after absentees for today?
class. Thank you.
So, how are you doing today class?
That’s good to hear.
Are you ready to learn again?
Let’s have a review about our previous topic that we
tackled last meeting
Review
Can anyone tell me what the topic yesterday is?
Excellent!, our topic last time was Adjectives in
Expressing Persuasion
Now, to test what you have learned from our previous
topic, let’s have a review
Directions: Fill in the blanks in the concept map with the
correct words from the box below to complete the idea of
each sentence.
Adverb: Definitely
Adjective: Delighted
Verb: Must
Excellent! You really understand our previous topic. I must
say that everyone is ready to our next lesson.
At the end of the lesson, the students will able to:
analyze visual-verbal relationships through tables,
graphs, infographics, and information maps;
interpret information presented in a text; and
demonstrate appreciation and understanding of
expository text through a concept map.
MOTIVATION
Directions: Read and understand the text well. Write the
cause and effects of Brad’s coming to school late.
Brad woke up late today. The electricity went out the night
before, which caused his alarm to not go off at the right
time. As Brad was getting dressed, his belt broke. He also
noticed there was a small stain on the front of his shirt. He
didn’t have time to fix either of the problems. Since Brad
had slept through his alarm, the bus had left without him
and he was forced to ride his bike to school. Luckily, he
was able to jump into his first period seat right when the
bell rang. As he began to ask the girl in the desk next to
him for a pencil, his teacher reprimanded him for not
having the warm-up for that day’s class finished. She then
noticed that his shirt was untucked. The teacher began to
fill out a referral for Brad not following dress-code. Seeing
this, Brad pushed back his chair and stormed out of the
classroom.
Very good class, give yourselves a “Salamat Shopee clap”
“Great job class, and I know that was all of your opinions
when it comes to most admiring men.”
“Now let’s proceed to our next activity”
D. ACTIVITY
Group Activity:
Each group will be given differentiated activities. Please be
guided by the directions then answer the questions that
follow:
Group 1. Bar Graph
Create a bar graph that shows the number of male and
female in every group of your section.
Group 2. Pie graph
Create a pie graph that shows your group’s favorite food in
the school’s canteen.
Group 3 Line graph
Create a line graph that shows your group’s favorite
subjects.
Group 4 Pictograph
Create a pictograph that shows your group’s daily
allowance.
Questions:
What is the given graph assigned to you?
What it makes differ from other graphs?
What can you say about your data ?
Good job class! Thank you for your active participation.
ANALYSIS
Class, what did you have noticed on our previous
activities?
So all of you give yourselves a ”Wowowin clap”
Thank you class for your active participation.
Now Let’s proceed to our new topic which is the Visual-
Verbal Relationships
Visual-Verbal Relationships- include graphs, tables,
maps, illustrations, and the like. Their primary function is
to improve comprehension of a reading material.
The concept of visual-verbal symbiosis is rooted in the idea
that "visuals" support "verbals," and vice versa. Dwyer
(1988) found a symbiotic relationship between verbal and
visual literacies when the two are combined to facilitate
student achievement.
These are the elements used in interpreting Visual-Verbal
Relationships:
1. Graphs-These are diagrams showing the relation
between variable quantities, typically of two
variables, each measured along a pair of axes at
right angles.
A. Bar graphs- is a kind of graph that characterizes
categorical data with rectangular bars of equal
width
B. Line Graph-is a kind of graph that presents
information trend using data dots connected by
straight line segments
C. Pictograph/pictogram-is a special type of bar
graph. It uses pictures to represent a particular
number of items instead of using an axis with
numbers.
2. Table -is an organized arrangement of data usually
in rows and columns.
3. Map- is a diagram or visual representation that
shows the relative position of the parts of
something. It could be a drawing or a paragraph
4. Concept map-displays the organization and
relationship of concepts and ideas.
5. Chart is an illustration that presents information in
a tabular or circular form.
These are the different kinds of charts.
a. Pie Chart is circular in form that presents how a
whole is sliced into parts.
b. Flow chart is an illustration that shows step-by-
step process
6. Infographic is a combination of visual images and
text presentation of specific information.
F. Abstraction
Okay class so we already have the analysis about the topic
so let me ask you this:
1. What is the use of Visual-Verbal Relationship in giving
data?
2. How did Visual-Verbal Relationship help you to
interpret the data?
Okay very good!
For your further understanding, I want you to ask two to
three questions regarding our topic.
Another question from the class
Visual-Verbal Relationships helps you to gather information by collecting and interpreting data
for us to know the status of a certain problem or progress in a certain field.
Do you still have question?
Good job everyone!
I hope you really understand the topic
Okay so let’s apply what you had learned.
G. Application
Study the chart below. Then, on a separate sheet of paper, answer the questions that follow
1. What information does Chart 1 present?
2. How many sections is Chart 1 divided into?
3. What percentage represents the incoming SPJ 9 Martin Luther King Jr. students?
4. What grade level has the most number of enrollees?
5. What grade level has the least number of enrollees?
Answers
1. The Distribution of SPJ Enrollees in Grades 8 to 10
2. It is divided into 3
3. The percentage of the students enrolled in SPJ 9 Martin Luther King Jr. are only 10.5
%
4. The SPJ 10 Elijah Parish Joy got the highest number of enrolees
5. The SPJ 9 Martin Luther King Jr. got the least number of enrolees
IV. Evaluation
Directions: Match the definition found in column A with the appropriate illustration found in
column B.
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
usually in rows and columns.
4. It is a kind of graph that presents
information trend using data dots connected
by straight line segments.
[Link] is graph that characterizes categorical
data with rectangular bars of equal width.
Answers
1. B
2. C
3. D
4. E
5. A
I will give you 5 minutes to answer your assessment.
V. Assignment
On a separate sheet of paper, cut and paste the latest COVID-19 case news bulletin in the
country (or in your locality). Then, make a pictograph showing the data from the material
gathered.
So that’s all!
Goodbye Class, God bless!
Prepared by:
PADILLA, JOHN HENDRICKS Y.
Practice Teacher Checked by:
SINCERLY D. REVELLAME
Cooperating Teacher
