Department of Education

Region V
Division of Camarines Sur
CALABANGA NATIONAL SCIENCE HIGH SCHOOL
(Formerly Calabanga National High School)
Sta. Cruz, Calabanga, Camarines Sur
School ID: 301952

DETAILED LESSON PLAN (DLP)

School CALABANGA NATIONAL Grade Level GRADE 7
SCIENCE HIGH SCHOOL
Grade 7 Teacher CATHERINE P. LILLO Learning ENGLISH
DETAILED LESSON Area
PLAN (DLP) Teaching Date MARCH 5, 2024 Quarter
3rd Quarter

Grade & Section Grade 7 – Topaz (2:40 – 3:30)

and Time Grade 7 – Onyx (3:40 – 4:30)
Grade 7 – Emerald (4:30 – 5:30)

I. OBJECTIVES
A. Content The learner demonstrates understanding of: Philippine literature in the Period of
Standard Emergence as a tool to assert one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships and associations;
informative speech forms; and use of direct/reported speech, passive/ active voice,
simple past and past perfect tenses, and sentence connectors.
B. Performance The learner transfers learning by: showing ways of asserting one’s identity;
Standard comprehending informative and short narrative texts using schema and appropriate
listening and viewing strategies; expressing ideas, opinions, and feelings through
various formats; and enriching written and spoken communication using
direct/reported speech, active/passive voice, simple past and past perfect tenses
and connectors correctly and appropriately.
C. Learning The learners are expected to EN8RC-IIe-11.
Competency/ Specifically, they will be able to:
Objectives 1. identify the use and step of transcoding linear text and non-linear
(Write the LC text by reading “The Wolf and the Lamb” (literacy);
code for each.) 2. transcode a linear text to non-linear through arranging the steps
on caring the environment; and
3. create a non-linear text from a linear text.

II. CONTENT Transcoding Linear Text to Non – Linear Text.

III. LEARNING English 7 Module
RESOURCES p. 7 – 10
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning  PowerPoint Presentation for presenting pictures.
Resources  Manila Paper and poster paper for discussion and group
activities.
Page 1 of 14
  “Spin the Wheel for the activity “Visualize My Story.”
IV. PROCEDURES TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
A. Preparatory a. Greeting
Activities/ Good morning, class.
Preliminaries
b. Prayer Good morning, Ma’am.
Stand and let us pray.
Kindly lead the prayer, Shane.

Thank you, Shane. In the name of the father…

c. Classroom Management
Please pick up the pieces of dirt that
you see around you and pick up your
chairs properly.
Okay you may now take your seat. Thank you, Ma’am.

d. Checking of Attendance
Are there any absentees for today?
None, Ma’am.

e. Recall
Before we proceed to our new lesson,
please share what we discussed last
meeting, Kristel. Last meeting, we have discussed
about the difference between
linear and non-linear texts.

Good remembering, Kristel. Thank you

for that.

B. Motivation Before we start our lesson, let us have

this activity first. The class will be
divided into 3 groups.
1…2…3…

You may proceed to your group.

All you have to do is to supply the

missing letter in order to complete the
name of the pictures that are shown.
Are we clear?
Yes, Ma’am.

The first group who will finish first will

gain plus five points in our quiz. Are
you ready? Yes, Ma’am.

We will only be consuming 5 minutes

in this activity. Let us start.

Page 2 of 14
 F__W__A_T FLOWCHART

S
_
Q
_
_
_
C
E SEQUENCE

C_ C L_ CYCLE

H_G_LI__T_NG HIGHLIGHTING

K _ Y W _ _ D_ KEY WORDS

Page 3 of 14
 Thank you all for participating with our
activity.

C. ACTIVITY Before proceeding to our next topic, let

us have this activity first. We will divide
the class into 3 groups. Let’s count
from 1 to 3. 1…2…3
You may now proceed to your group.

This activity is called “Visualize My

Story.” Since you already know the
different types of non-linear texts, all
you have to do on this activity is that to
arrange the story into the sequence of
events that happened in the story with
the use of a non-linear text. Did you
understand our activity?
Yes, Ma’am.
Before we proceed, among all of the
non-linear text that you know, what do
you think is the most applicable non-
linear text to be used, Emerald?

Flowchart.
That’s right. Thank you, Emerald.

After making the flowchart, it will be

presented in front of our class. We will
only consume 10 minutes for this
activity. So let us start.

Story:

Thank you for participating. All of you

Page 4 of 14
 did a great work.

(Students presented their

flowcharts)

D. ANALYSIS What did you notice from our

activity, Princess?
I have noticed that in making a
non-linear text, we must be able
to identify the important
information in a linear text.

Very good, Princess. That is

correct.
What do you think is the
importance of using non-linear text, It makes the information more
Justine? comprehensive.

Definitely, Justine. Thank you for

that answer.

What is the difference between The reading path of linear text

linear and non-linear text, Ace? is that it must be read from the
start to end; meanwhile, non-
linear texts are the summarized
ones and it is more
understandable.

That is correct, Rochelle. Based

from the differentiation of linear and
non-linear text, it shows that what
you have learned from our activity
are all correct.

Are there any further question None, Ma’am.

about linear and non-linear text?

If that is the case, let’s proceed to

our discussion.

E. ABSTRACTION In our new lesson, we will be

discussing transcoding linear text to
non-linear text. At the end of the
lesson, you are expected to: a.
Page 5 of 14
identify the use and step of
transcoding linear text and non-
linear text by reading “The Wolf and
the Lamb” (literacy); b. transcode a
linear text to non-linear through
arranging the steps on caring the
environment; and c. create a non-
linear text from a linear text.

Now, let us look at this article and

its flowchart.

Please read the article, Arjay.

The oldest musical instrument

in the world is the drum, which
was originally made in one of
three ways. Frame drums were
made by stretching sin over
bowl-shaped frames. Rattle
drums were made by filling
gourds or skins with dried
grains, shells or rocks. Tubular
drums were made from
hollowed logs or bones covered
with skins and struck with the
hand or with beaters to produce
sounds. In contrast, rattle
drums were shaken or scraped
to make rhythmic sounds. For
thousands of years, drums
have been used to transmit
messages to call soldiers to
battle and to make music.

Thank you for that, Arjay. Now let

us look at how the linear text is
transcoded to a non-linear text from
the linear text that Arjay read.
What are the things that have been
highlighted in this non-linear text

Page 6 of 14
called diagram from the text,
Leonard?

It is the frame drums, tubular

drums, and rattle drums.
That is right, Leonard.

What have you noticed about the

non-linear text, Janelle?

It only included important things

related to the three drums,
which are the frame drums,
tubular drum, and rattle drum.
Good observation, Janelle. It only
contains the relevant information
about the different kinds of drums.
What else did you observed, Ruth?

It shows the characteristics of

each drum and it is easy to
visualize
Very good, Ruth. It definitely
included the characteristics of the
drums but it only used phrases to
describe its features.

Thank you so much for sharing

your thoughts. Let us look at this
another example. What can you
notice about this, Lucky?

It shows the life cycle of a plant

where it shows the step-by-step
process of how plants grow.
That is right, Lucky. Very good
observation. It shows how plant
grows and throughout time, there
will come a day that it will wither
and will grow again.

What else can you notice,

Edmund?
It only shows a little text about
Page 7 of 14
 the life cycle of a plant.

Good answer, Edmund. It only

used key words for showing how
plant grows and dies.

Thank you all for all of your inputs. I

can see how ready you are for our
next topic.

Upon pondering on the transcoded

non-linear text about the drums and
the life cycle of a plant, what do you
think is the important step to be
remembered in transcoding a linear
text from a non-linear text, Alyssa?

In making a non-linear text, it

has to be short and
understandable.
That is correct, Alyssa. It really has
to be short in order for the reader to
understand the content of the non-
linear text. What else, Nica?
We must be able to visualize
the information upon reading
the text.
Good answer, Nica. Thank you for
that. If we can be able to visualize
what we read, it is easier for us to
make non-linear text.

Let us see if what you have said

about the steps in transcoding
linear texts to non-linear texts are
correct.

Please read the first step and share

to us of what you have understand, Step 1: Read the passage to
Ken. get a general idea of the
subject matter.
This means that we must read
the linear text from start to end
in order to get the general idea.

That is definitely right, Ken.

Through reading the whole content
of a linear text, we can be able to
draw out the general idea of the
information presented in the linear
text.

Page 8 of 14
Just like how the linear text about
drums is transcoded to a non-linear
text.

There are headlines, which serves

as the general idea and under
those headlines are the
characteristics that are needed to
support the general idea.

Now for the step 2, please read and

explain, Dave. Step 2: Look at the visual to
identify what information is
needed to complete the chart.
This means that we must
visualize what we read.

Good answer, Dave. As we read

linear text, we must be able to see
figures in our head or we can
somehow think of an outline so that
we know what we should put on the
non-linear text that we will create.

Now, for the step 3 please read and

explain, Angelo. Step 3: Locate the relevant
information in the passage and
transfer it to the chart. Use
only key words or phrases – not
whole sentences.
This step means that we must
be able to spot the relevant
information and use key words
before transferring it into a
chart.

That is very correct, Angelo.

In addition to what you have said, it

Page 9 of 14
is important to identify the relevant
information only as it is helpful to
make a summary using non-linear
texts. Also, in transcoding linear to
non-linear text, we only use key
words in order to for the illustration
to not be crowded of a lot of
sentences. Just like this example
where it only uses phrases from the
linear text from where it was
transcoded.

Next, for step 4 please read and

explain, Renan.
Step 4: You may be required to
classify information into
categories under Headings.
You may have to come up with
your headings.
This step means that we must
break down the information and
use headings in order to
classify properly the information
that will be used on the chart.
Thank you for that, Renan. That is
very correct. As you look at this
table there are headings. It first
started with “drums” and followed
by subheadings which are the
different types of drums called
frame drums, tubular drums, and
rattle drums.

Page 10 of 14
 Thank you for sharing your ideas, I
guess it is a sign that you really
understand our lesson.
F. APPLICATION Let us see if you really able to
follow our lesson. Please form 2
groups. Let’s start counting from
1…2…

You may now proceed to your

group.

Our activity for today is entitled

“Love thy Earth” where you have to
arrange the steps through a non-
linear text on how to properly take
good care of the environment.

In taking good care of the

environment, you have to follow the
three 3r’s, which is the Reduce,
reuse, and recycle to cut down
what you throw away and conserve
natural resources and landfill
space. You can also volunteer
where there are cleanups in your
community and get involved in
protecting your watershed, too.
You should also conserve water
because the less runoff and
wastewater that eventually end up
in the ocean. Shop wisely, where
you will use less plastic and bring a
reusable shopping bag whenever
you go shopping. Ultimately,
planting trees would also help as
trees provide food and oxygen. It
can save energy, clean the air, and
help combat climate change.

Are there any questions regarding

our activity?

None, Ma’am.
We will only consume 10 minutes
for this activity. You may now
begin.
(Students present their output)

Let us now go back to our proper

Page 11 of 14
 seats.

G. Generalization What do you think is the

importance of using non-linear text,
Sharlon? Non-linear texts are important
because it makes the
information more
understandable.

Thank you for that, Sharlon. That is

definitely correct.

Now, why do we need read the

linear text from start to end before
transcoding it to non-linear text,
Arjay? To get the general idea of the
text.

Very good, Arjay.

Why is it important to locate the

relevant information in the passage
and transfer it to the chart and
only key words or phrases – not
whole sentences, Emerald? In order for the non-linear text
to be more organized and
easier to follow.

That is right, Emerald.

Why there is a need to use

headlines, Ace? To classify the information
properly.

Thank you all for sharing your ideas

about transcoding linear texts to
non-linear texts. You are all
magnificent. Are there any
questions or clarifications?
None, Ma’am.

Good. I guess it is a good sign that

you can follow our lesson.

V. EVALUATION Let us now test your understanding

about our lesson. This activity is
Page 12 of 14
 good for 10 minutes. Get ½ sheet
of paper and transcode the linear
text into a non-linear text by
completing the diagram.

Life Cycle of a Butterfly

The female butterfly lays her eggs

on leaves or stems of plants that
the young will feed on.
The larva or caterpillar hatches
from the eggs. Caterpillars have
huge appetites and feed
almost constantly.

The caterpillar attaches itself to a

twig and the exoskeleton splits to
reveal the chrysalis.
The chrysalis (or pupa) hangs
down from the twig. Inside the body
of the caterpillar is transforming into
the butterfly.

The chrysalis casing splits and the

adult butterfly emerges.
The butterfly will go on to mate and
lay eggs so the cycle can begin
again.

IV. ASSIGNMENT A. Transcode the linear text into a non-linear text.

The word ‘mountain’ refers to any region of land that is raised rather
steeply above the surrounding terrain. Geologists believe that most mountains are

Page 13 of 14
 formed by movements in the earth’s crust. The earth’s crust is made up of a number
of vast plates that move at a rate of a few centimeters a year. These movements lead
to the collision and separation of continents and the subsequent development of
mountain belts. The Himalayas, for example, were raised by the compression and
collision of the Indian and Eurasian plates. Besides that, mountains are also formed
by the forces of erosion. Rocks on the surface of the earth have different
compositions. These rocks are continuously exposed to erosive actions. The areas
which are relatively hard may stand high above the softer areas, which are more
easily eroded rocks. The best example is the Ozark Maountains in Arkanzas and
Missouri. Finally, mountains are also formed by volcanic activity. A famous
example in this category is Mount Fuji in Japan. This type of mountain has a
conical peak composed of lava and volcanic debris. Many of these mountains have
summit craters that still release steam and debris.

B. Define pie chart, bar graph, and infographic.

V. REMARKS The students are well knowledgeable of the topic, which allows them to
answer the questions and activities properly.

VI. REFLECTION
In creating activities, the level of knowledge of the students about the lesson
should be considered in order for the lesson to be effective.

Prepared by:

CATHERINE P. LILLO
Student Teacher

Checked by:

MARY KRISMA C. DISO

Cooperating Teacher

Noted:

PABLO A. VALENCIA
Head Teacher II – English

Page 14 of 14