DLL for COT 1
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This document is a daily lesson log for a Grade 7 English class, detailing objectives, procedures, and activities focused on understanding linear and non-linear texts. The lesson aims to enhance student engagement with vocabulary, interpretation of different text forms, and assessment through various activities. Additionally, it includes reflections on student performance and teaching strategies used during the lesson.
DLL for COT 1
- 1. Grade 7 Daily Lesson Log School Anda Integrated School Grade Level 7 Teacher Sherilyn E. Nuesca Learning Area English Teaching Date and Time March 3, 2021 @ 1:00 PM Quarter Second I. OBJECTIVES A. Content Standards The learner demonstrates communicative competence through his/her understanding of Philippine Literature and other texts types for a deeper appreciation of Philippine Culture. B. Performance Standards The learner transfers learning by: resolving conflicts presented in literary selections; 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. Most Essential Learning Competency EN8RC-II-e- 11: Transcode information from linear to non-linear texts and vice versa. -identify linear and non-linear texts; -differentiate text from non-linear text; -interpret data from linear and non-linear texts II. CONTENT Features of Linear and Non-Linear Texts III. LEARNING RESOURCES A. References 1. K to 12 Most Essential Learning Competencies Page 137 2. Learner’s Material English 7 Quarter 2, Module 8 Pages 1-15 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal www.mentimeter.com for the checking of attendance www.widget.com for the activity on Vocabulary B. Other Learning Sources IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Teacher presents the vocabulary activity and asks the learners’ participation using the widget code online: RB6VMRC at widget.com. B. Establishing a purpose for the lesson Ask the students their prior knowledge on the vocabulary words given. C. Presenting examples/instances of the new lesson Provide details on the vocabulary terms conducted on Activity 1. Unscramble the letters 1. NAERLI _______________ 2. ONN EALNIR _______________ 3. EXTTS _______________ 4. LERTETS _______________ 5. TICARLES _______________ 6. BLESTA _______________ 7. SMAP _______________ 8. CHRTSA _______________ 9. PHGRAS _______________ 10. NOLVES _______________ Activity 1: Vocabulary Check English Class | Anda Integrated School
- 2. D. Discussing new concepts and practicing new skills #1 For the new concepts, present to the class the activity on classifying linear and non- linear texts. Process the students’ answers. E. Discussing new concepts and practicing new skills #2 For additional concepts and an application on geography and tourism, lead students on answering the Activity 3. Process students’ responses. F. Developing mastery (Leads to Formative Assessment 3) Continue processing students’ feedback by asking the following questions: Lead the students on mastering the concept, differences and ways interpreting Linear and Non-Linear Texts: Tell whether its Linear or Non-Linear Activity 2 English Class | Anda Integrated School Panacalan Island Sandbar English Class | Anda Integrated School Panacalan is an islet with a stunning sandbar locally called Maldives of the North Fill in the blanks with information from the text. 1. Panacalan Island is locally known as _________. 2. Panacalan is located at _______. 3. From Tondol Beach how will you be able to go to Panacalan? 4. How much would the fair be if the point of origin is at Tondol Beach? 5. What can be seen at the Panacalan? Location The sandbar is under the jurisdiction of Barangay Sablig but a popular jump-off to the island is Tondol Beach. How to get there? From Tondol Beach, island hoping package going to the sandbar amounting to P1500 using a boat will give you a wonderful experience. What to see? Stunning sandbar, perfect for beach bumming experience and Instagram photos White sand and amazing corals Activity 3: Concept and Definition 1. Based on the statements provided in the previous activities, differentiate linear from non-linear text. 2. In what ways can non- linear texts be used? 3. How do we interpret non-linear texts? Understanding the Lesson English Class | Anda Integrated School Concept and Definition Concept and Definition
- 3. G. Finding practical applications of concepts and skills in daily living Ask the following questions: • traditional text that needs to be read from beginning to end • reader makes sense of the text according to the grammatical and syntactic arrangement of the words • the traditional method of reading the way how children are taught • not always advantageous; time consuming What is Linear Text? English Class | Anda Integrated School • also called linear reading • most common type of reading (traditional) • Novels, poems, short stories, letters, educational texts English Class | Anda Integrated School What is Non-Linear Text? • opposite of linear text; non sequential • reader makes sense of the text in many different paths • includes texts with visuals or graphs • flowcharts, charts, and graphs, graphical organizers (knowledge maps and story maps) • any text that is read not from beginning to end • encyclopedia, telephone directory • follows skimming to obtain specific information English Class | Anda Integrated School Linear Text vs Non-Linear Texts • refers to traditional text that needs to be read from beginning to end • there is only one reading path, which is decided by the author • typically includes printed texts • it may take time to find the information readers are searching for • novels, poems, letters, textbooks, newspaper articles • refers to text that does not need to be read from beginning to end • there are multiple reading paths, they are determined by the reader • typically includes digital texts • allows readers to find information more efficiently • flowcharts, knowledge maps, and encyclopedias Definition Reading Path Examples Efficiency Content
- 4. H. Making generalizations and abstractions about the lesson Let students share their learnings as a summary of the lesson. I. Evaluating learning Students will be asked to answer the given enrichment and assessment activities. Recall: 1. What are linear texts? English Class | Anda Integrated School 2. Differentiate linear to non-linear texts 3. How do we interpret non-linear texts? Enrichment Activity English Class | Laredo York Primary School 1. How many cellphones were sold in 5 days? 2. On which day were the maximum number of cellphones sold? 3. How many cellphones were sold on Wednesday? 4. Which day had the minimum sales of cellphones? 5. How many more cellphones were sold on Tuesday than on Monday? John works as a salesman in an authorized cellphone shop. He records the number of cellphone sold in five days (Monday-Friday) in line graph. Monday Tuesday Wednesday Thursday Friday Assessment 1 At this point, you have clear picture of the features of linear and non-linear texts. Let’s test your understanding by analyzing the given graph. English Class | Laredo York Primary School Answer the given questions 1. How many kids liked apples? ______________________ 2. Which fruit did the most kids like? ___________________ 3.Which fruit did the kids like the least? ________________ 4.How many kids liked bananas? ______________________ 5.How many kids liked either pear or bananas? _________________ 6.How many kids liked either oranges or apples? _________________
- 5. J. Additional activities for application or remediation For the additional activity, ask students to answer the given activity and upload answer via Google Classroom. V. REMARKS VI. REFLECTIONS A. No. of learners who earned 75% in the evaluation B. No. of learners who require additional activities for remediation who scored below 75% C. Did the remedial lesson 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: Observed by: SHERILYN E. NUESCA ROSARIO C. CASAÑA SST-III / Grade 7 Teacher Principal I English Class | Anda Integrated School Assessment 2 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? ________________________ Mr. Peters owns two kitchen appliance stores. He compares the sales of two stores and recorded the information in a bar graph. Use the graph to answer the questions. Assignment Use the line graph to answer the following questions 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: Here is a graph showing the sales of used cars at the Salamander Autos.