A Detailed Lesson Plan in English 7

I. Objectives
At the end of the lesson, 100% of the students with at least 75% level of
proficiency will be able to:
A. EN7RC-I-e-2.15: Use non-linear visuals as comprehensive aids in
content texts
B. EN7SS-I-e-1.2: Transcode orally and in writing the information presented
in diagrams, charts, table, graphs, etc.; and
C. Create a graph using the information presented.

II. Subject Matter

A. Topic: Non-Linear Visuals (Graphs/Tables/Charts/Diagrams)
B. Skill: Interpreting graphs
C. References: Roads to Greatness The New Grade 7
K to 12 Curriculum Guide in English p. 153
http://downloads.bbc.co.uk/skillswise/maths/ma37grap/q
uiz/ma37grap-l1-quiz.pdf
D. Materials: Tarpapel, LCD projector, laptop, chalkboard, and
worksheets

III. Procedure
Teacher’s Activity Students’ Activity
A. Routinary Activities
 Opening prayer
 Greeting the class
 Checking of attendance

B. Motivation
Before we proceed with the
discussion of our new lesson, let us
first have a warm up activity.

You will be grouped into two and (They will be grouped into two)
you need to select a member to
answer the question by playing rock-
paper-scissors. Whoever loses will be
the one to answer.

I have here five questions and two

folded pieces of paper. In each
paper, it contains information that
will lead you to the answer. Do you Yes, ma’am!
understand?

Okay, let’s start. (The students will do the activity)

Two groups will be given a piece of
paper. The first group contains
information written in a paragraph
while the other group has
information shown via graph.

Group 1:
Survey says that in both sections -
Jewel and section Jasper - have 20
male and female students who like
the Creation story. While for the
legend, Maria Makiling, 15 male
students and 25 female students
from section Jewel; 13 male students
and 27 female students from section
Jasper like the legend. Moving on to
the epic, The Good Prince
Bantugan, 30 male students and 10
female students from section Jewel
like the epic while 32 male students
and 8 female students like it.
Group 2:
Title of Myths/Legends/Epics # of students who like it

Jewel Jasper
M F M F
The Creation story 20 20 20 20
Maria Makiling 15 25 13 27
The Good Prince 30 10 32 8
Bantugan

Questions:
1. Which story got the greatest 1. The Good Prince Bantugan got
number of male students from both the greatest number of male
sections? students.
2. How many female students from 2. 27 female students from section
section Jasper like the legend Maria Jasper.
Makiling?
3. Which story has the same number 3. The Creation story got the same
of male and female students from number of students.
both sections who like it?
4. How many male students from 4. 30 students from section Jewel like
section Jewel like The Good Prince The Good Prince Bantugan.
Bantugan?
5.What section got the least female 5. The section Jewel got the least
students who like Maria Makiling? female students who like Maria
Makiling.
Very good! What do you think about (The answers may vary)
our activity?
Now, I want to tell you that the two
groups got the same information but
was presented in two different ways.

(Teacher will show what was written

on the two pieces of paper)

Which one will be easier and faster Ma’am, the information of group 2 is
to read? The information on the easier and faster to read!
paper of group 1 or group 2?

That’s right! It’s because the ideas

are presented in a simpler way.

C. Presentation of the Lesson

What you have done a while ago
has something to do with our new
topic. But before proceeding, let us
first be familiarized with our
objectives. Kindly read.
At the end of the lesson, 100% of the
students with at least 75% level of
proficiency will be able to:
A. Use non-linear visuals as
comprehensive aids in content texts
B. Transcode orally and in writing
the information presented in
diagrams, charts, table, graphs, etc.;
and
C. Create a graph using the
information presented.

Given our objectives, what do you I think our lesson for today is all
think is our lesson for today? about Graphs/Non-linear visuals.

That’s correct!

D. Lesson Proper
Information can be transmitted not
only through linear presentation
(sentences or paragraphs), but also
through the use of graphs, tables,
and charts.

Some people best understand ideas

if presented through graphs or
pictures while others best
understand written texts.
Graphs and charts can take many
forms but before we discuss those
forms, let us first know what graphs
are.

(Teacher will use the projector to

discuss)

A graphic aid is any type of visual

aid that is used to present
information.

Graphs are special charts that show

the relationship between sets of
facts.

We’ll have the first example. Kindly A line graph is used to record and
read. present changes in data over a
period of time.
(Teacher will explain)

What about the next one?
(Teacher will explain)
And the last one.
(Teacher will explain)
A bar graph works similarly with a
line graph. It only differs in the use of
bars of different heights to show
different values.
A circle graph is used to present
proportions out of the whole.

For easier understanding, we have

guidelines in reading graphs.

Kindly read the guides. Guidelines in reading graphs:

1. Read the title or caption of the
graph.
2. Read the key to the symbols or
abbreviations.
3. Read the information along the
sides and across the top and bottom
of the graph.
4. Find specific information by
locating the point where the bar,
line, or symbol is located in an up-
and-down column.
These guides will help you to
interpret graphs and other non-
linear visuals easily. Let’s have a look
on this example.

(Teacher will post a graph)

Using the guides that you have read

earlier, interpret the data presented
by answering questions.

In what year level did Manuel get Manuel got the most number for
the most number of votes? votes from the 4th year students.

Correct! Now, in what year level did He got the least number of votes
he get the least number of votes? from the 3rd year students.

That’s right! How many votes did he He got 125 votes from the 1st year
get from the 2nd year and 1st year students while he got 200 votes from
students? the 2nd year students.

Correct! But what does the x-axis The x-axis represents the number of
represent? What about the y-axis? votes from the students while the y-
axis represents the year of the
students who voted.

Excellent! Now, what do the bars in The bars represent the total number
the graph represent? of students who voted for Manuel in
the election.

Very good!

E. Application
Did you understand our lesson? Yes, ma’am!
Do you have any questions or None, ma’am!
clarifications?

If that’s the case, let us have a

group activity. You will be divided
into five groups.

Each group will be given a graph

and a set of questions to answer.
You will be given 5 minutes to
interpret the data on the graph and
another 2 minutes to answer the
questions. Do you understand? Yes, ma’am!
After answering, select at least two
representatives to report your output
in front. Are my instructions clear?
Any questions?
If that’s the case, start now.
(Assuming that the time is up)
Are you done?
Group representatives, please show
us your work.
Excellent!
F. Generalization
Did you truly understand now our
lesson? If so, let me ask you again,
what is a graphic aid?
Very good! What are the different
types of graphs?
That is correct! How many guidelines
do we have in reading graphs?
Correct! And what are those four?
Well said!
IV. Evaluation
Direction: Make a bar graph for each set of data below. Label both the x
(horizontal) and y (vertical) axis properly. Give each graph a title.
1. Number of Papers Bobby Delivered
Monday- 45
Tuesday- 50
Yes, ma’am!
None, ma’am!
(The students will be grouped and
will do the activity)
Yes, ma’am!
(Representatives will report)
Yes, ma’am!
A graphic aid is any type of visual
aid that is used to present
information.
The different types of graphs are bar
graph, line graph and circle graph.
We have four!
1. Read the title or caption of the
graph.
2. Read the key to the symbols or
abbreviations.
3. Read the information along the
sides and across the top and bottom
of the graph.
4. Find specific information by
locating the point where the bar,
line, or symbol is located in an up-
and-down column.
Wednesday- 60
Thursday- 80
Friday- 75
2. My Class's Favorite Ice Cream Flavor
Vanilla- 15
Chocolate- 20
Strawberry- 25
Pecan- 10
Cherry- 5

V. Assignment
Directions: Direction: Read the paragraph the follows. Carefully examine the
data presented in the paragraph and interpret it using an appropriate
graphical presentation. Use colors or legends to highlight parts/data in your
presentation.
On Saving

As a young teen, Ruiz does not enjoy as much as other teenagers would.
Her weekends are spent on looking for work so she can earn her allowance.
She spends two hundred pesos a week. One hundred pesos for her lunch, eight
pesos for her fare, and twenty pesos for classroom dues.
She earns ore than what she needs for the week. On Saturdays, her
routine would be to go to distant relative and wash clothes for a small earning
of one hundred pesos. In the afternoon, she volunteers weeding at a
neighbor’s garden for an hour and gratefully receives fifty pesos.
On Sunday after church, she would iron out her teacher’s uniform for a
fee of one hundred pesos. Despite her weekend routines, she remains to be
one of the smartest in class.

VI. Remarks: