Topic TRANSCODE INFORMATION FROM LINEAR TO

NON-LINEAR TEXTS AND VICE-VERSA

Grade Level 10
Learning Area English
Student Teacher Abby Jewell M. Salvacion
Time Allotment 60 minutes
Date and Time May 02, 2024

Content Standard: The learner demonstrates understanding of how world literatures

and other text types serve as vehicles of expressing and resolving conflicts among
individuals or groups; also how to use strategies in critical reading, listening, and
viewing, and affirmation and negation markers to deliver impromptu and
extemporaneous speeches.

Performance Standard: The learner proficiently delivers an argumentative speech

emphasizing how to resolve conflicts among individuals or group.

Learning Competencies: The learner transcode information from linear to non-linear

texts and vice-versa (EN10RC-IIb-11.2).

I. Learning Objectives:
At the end of the lesson, the students should be able to:
a. Identify whether the given example is a linear or non-linear text.
b. Differentiate linear from non-linear text.
c. Construct information from linear to non-linear texts and vice-versa.

II. Subject Matter

Topic: Transcode information from linear to non-linear texts and vice-versa
Reference Materials: EN10RC-IIb11.2
Learning Materials: Laptop, television, printed and written objects, tape, marker, pen,
paper
Values Integration: Collaboration, Cooperation
Subject Integration: Values, English
Strategy: Board works, group activities, group presentation

III. Learning Procedure

Teacher’s Activity Pupil’s Activity
A. PREPARATORY ACTIVITY
Greetings

Good morning, Grade 10 students! - Good morning, Ma’am

Abby!

You may now take your seats. (The students will sit properly)
 I am Ms. Abby Jewell M. Salvacion but you can
call me, “Ma’am Abby”. Before we start, I have
here our classroom rules, in which I want all of you
to follow these rules until we are done.

A-lways listen
B-e mindful
B-e cooperative
Y-ou should sit properly

Am I clear, grade 10 students? - Yes, Ma’am.

Prayer
Let us put ourselves in the presence of the Lord.

In the name of the Father, of the Son, and of the In the name of the Father, of the
Holy Spirit, Our Father who art in heaven, hallowed Son, and of the Holy Spirit…
be Thy name; Thy kingdom come; Thy will be done Give us this day our daily bread;
on earth as it is in heaven. Give us this day our daily and forgive us our trespasses as we
bread; and forgive us our trespasses as we forgive forgive those who trespass against
those who trespass against us; and lead us not into us; and lead us not into temptation,
temptation, but deliver us from evil. Amen. but deliver us from evil. Amen.

You can now take your seats. (The students will sit properly).

Checking of Attendance
Let us now check how many of your classmates are
absents. Class secretary, may I know who are
absents today?
(The class secretary will stand and
tell who are absents.)
Thank you!

ENGAGE
Pass the ball-ball!

Let us have an activity first.

I have here two balls and I will give one ball on

each group and you need to pass the ball to your
seatmate as the music starts and when the music
stops, the students who are holding the balls will go
in front and they will play rock, paper, and scissor
and the first one who will get two points needs to
arrange the jumbled letters for 30 seconds. If he/she
 arranged the jumbled letters correctly and on time,
he/she will receive a prize and the other student
needs to roll the dice of consequences but if he/she
failed to arrange it, the other student will be given
a chance to arrange the jumbled letters and if they
both failed to arrange it, they need to roll the dice
of consequences.

Am I clear, class? - Yes, Ma’am!

(The teacher will give the balls and start the music) (The students will pass the ball
until the music stops)

(The students who are holding the

balls when the music stopped will
go in front and they will play rock,
paper, scissor, and so on…)

(The students finished doing the

activity)

Congratulations, class! I assume that because of our

activity, you now have an initial idea of what will
be our topic for today.

Could everyone read the words pasted on the

board? - Linear, Non-linear, Texts

EXPLORE
Box of numbers!

Let us have another activity.

We will be doing head count starting from my left

to right and I have here a box of numbers and I am
going to pick a number from the box and the
students whose number is called needs to choose
between the four given kinds of text and identify
whether it is a type of linear or non-linear text. Paste
the given kind of text to where it belongs. The next
number will be picked by the student who
answered.

Pie Chart Novels

Venn Diagram
Poem

Am I clear grade 10 students? - Yes, ma’am!

Okay, let us now start. (The students will do the head

count)
Now that you are done with the head count, let me
start to pick a number.
(Those students whose number are
called will go in front and identify
whether the given type is a linear
or non-linear text.)
Congratulations, class! Now that you determine
whether the given type of example is a linear or
non-linear text, I assume that it will be easier for
you to differentiate the two.

Could everyone read those types of text in the linear

and non-linear text? - Linear text, novels and
poem. Non-linear text,
venn diagram and pie
chart.
EXPLAIN
Transcode information from linear to non-
linear texts and vice-versa

Based on our previous activity or based on the

given examples. Can you differentiate linear text
from non-linear text? - Based on the given
examples, I think linear
text includes text that
needs to be read from
beginning to end because
there is a sequence or one
reading path that you need
to follow while in non-
linear text, there are no
sequence that you need to
follow in finding
information.
- It is easier to find the
information you will be
needing in a non-linear
text.
Very well said. Thank you!

Our topic is all about linear and non-linear texts and

how we are going to transcode information from
linear to non-linear texts and vice-versa.

Could anyone read the objectives?

1.) Identify whether the given example is a linear or (The student will read the
non-linear text. objectives)
2.) Differentiate linear from non-linear text.
3.) Construct information from linear to non-linear
texts and vice-versa.

Could everyone read?

Linear text refers to traditional texts that needs to (The students will read)
be read from beginning to end. The reader makes
sense of the text according to the grammatical and
syntactic arrangement of the words. Usually the
author of the text determines the order of the text,
or the reading path. It may take time to find
information readers are looking for.

In a linear text there is a sequence or there is only

one reading path in which you need to read the text
 from beginning to end to get the information you
are looking for.

I will distribute a copy of a short story and each one

of you will read one sentence each until we finished
reading the short story. We’re going to start here on
the left side and as your classmates read I want you
all to listen.

ELEPHANT AND THE BLIND MEN

by John Godfrey Saxe

Once upon a time, there lived six blind men in a village.

One day the villagers told them, “Hey, there is an (The students will read the short
elephant in the village today.” story)

They had no idea what an elephant is. They decided,

“Even though we would not be able to see it, let us go
and feel it anyway.” All of them went where the elephant
was. Every one of them touched the elephant.

“Hey, the elephant is a pillar” said the first man who

touched his leg.

“Oh, no! It is like a rope,” said the second man who

touched the tail.

“Oh, no! It is like a thick branch of a tree,” said the third

man who touched the trunk of the elephant.

“It is like a big hand fan” said the fourth man who touched
the ear of the elephant.

“It is like a huge wall,” said the fifth man who touched the
belly of the elephant.

“It is like a solid pipe,” Said the sixth man who touched
the tusk of the elephant.

They began to argue about the elephant and every one of

them insisted that he was right. It looked like they were
getting agitated. A wise man was passing by and he saw
this. He stopped and asked them, “What is the matter?”
They said, “We cannot agree to what the elephant is like.”
Each one of them told what he thought the elephant was
like. The wise man calmly explained to them, “All of you
are right. The reason every one of you is telling it
differently because each one of you touched the different
part of the elephant. So, actually the elephant has all
those features that you all said.”

“Oh!” everyone said. There was no more fight. They felt

happy that they were all right.

This short story is an example of what? - It is a linear text.

That’s right. How did you come up with the idea

that it is a linear text? - Because it needs to be read
from beginning to end.
There is only one reading
path.

That’s right. It is a linear text because it needs to

be read from beginning to end. Why do you think
linear text such as this short story needs to be read
from beginning to end? - Because if we are not
going to read it from
beginning to end, we
wouldn’t be able to know
what are the things that
happened to the characters
and what would be the
ending of the story.
That’s right. Just like the short story “Elephant and
The Blind Men”, if we only read the beginning of
the short story, we wouldn’t be able to know that
even if they are blind, they can still describe the
elephant. Right? - Yes, Ma’am!
Also, even if the title of the short story is too
obvious that it is about the elephant and the blind
men, still even if we only read the beginning, we
wouldn’t have any clue that in the story the six
blind men touched the different parts of an elephant
and all their descriptions about the elephant is right.

Do you understand class? - Yes, Ma’am!

Let us now move forward to non-linear text.

What do you mean by non-linear text again? - There is no sequence and
there are many different
paths on how you are
going to read it.
- In non-linear text, you can
easily find the information
that you need.
That’s right. Could everyone read?
Non-linear text are the opposite of linear text, it is (The students will read)
not sequential. It is where the reader makes sense
of the text in many different paths. It includes texts
with visual and graphs.

It is any text that is not read from beginning to end.

It does not take time because it allows reader to find
more information efficiently. Some examples of
non-linear text are pie chart, bar graph, flowchart,
and venn diagram.

This pie chart is an example of non-linear text.

What do you think is the main idea of the pie chart? - The favorite ice cream
That’s right. Could anyone explain the pie chart? flavor.
- In the pie chart where the
favorite ice cream flavor is
the main idea, the
chocolate flavor is the
highest wherein it is 60%.
The next one is the vanilla
flavor where it is 21%.
And the least favorite is the
strawberry flavor which
got 19%.
Very well said.

Do you believe that non-linear text such as the pie

chart above does not take time to find more
information efficiently? - Yes, because on non-linear
text you don’t need to read
from beginning to end
because you can see the
information quickly since
it doesn’t include a lot of
texts.
That’s right. Based on the pie chart, we can easily
identify or find the information on how many of the
104 survey responses loves chocolate as their
favorite ice cream flavor.
Do you understand class? - Yes, Ma’am!

Let us now proceed on how to transcode linear text

to non-linear text and vice-versa.

To transcode means to transform something from

one to another.

What do you think is the most important thing that

we need to consider or fully understand in
transcoding information? - The main topic or main
idea of the text.
That’s right. In order to transcode a linear to non-
linear texts or the other way around, one must first
be able to fully understand what the source text is
about or what is the main idea of the text. This way,
deciding in the proper text type to be used in the
transcoding process will be easier.

Let’s look at the example of transcoding linear text

to non-linear text and vice-versa.

Could anyone read?

Linear Text
Influenza (flu) and COVID-19 are both (The students will raise their hands
contagious respiratory illnesses, but they are and the name of the student who is
caused by different viruses. Flu viruses can cause called by the teacher will stand
mild to severe illness including common signs and read.)
and symptoms such as fever, or feeling feverish,
cough, shortness of breath, fatigue, sore throat,
runny or stuffy nose, muscle pain, headache, and
in some cases vomiting and diarrhea. Typically,
a person develops symptoms anywhere from 1-4
days after infection. On the other hand, COVID-
19 seems to cause more serious illness in some
people. Other signs and symptoms of COVID-19,
different from flu, may include changes in or loss
of taste or smell. In addition, a person with
COVID-19 virus develops symptoms 5 days after
being infected, but symptoms can appear as early
as 2 days after infection or as late as 14 days after
infection, and the time range can vary.
Non-linear Text

What do you think is the first thing that they have

done to transcode linear text to non-linear text and
vice-versa? - They analyzed what is the
main topic and after that
they gathered all the
information that they will
be needing to transcode.
That’s right.

I have here three steps that can help to transcode

information from linear to non-linear text and vice-
versa.

Could everyone read?

Step 1. Read and understand the source text to get (The students will read)
its main or central idea.
Step 2. Extract important details to be included in
the visual presentation.
Step 3. To be organized, classify information into
categories.

Could anyone explain this example? - They transcode linear text

to non-linear text from
writing an essay about the
two contagious respiratory
illness to constructing a
venn diagram about their
similarities and differences
and vice-versa.
 Very well said. Thank you! These two examples
shows that we can transcode linear text to non-
linear text and the other way around.

Do you understand class? - Yes, Ma’am!

ELABORATE
Present It!

I will group you into two. To make the groupings

easier, those students at the right side of the
classroom will be the group 1 and those students at
the left side will be the group 2.

To be fair, I need one representative for each group

and they will play rock, paper, and scissor and the
first one to get a score of 3 can choose whether they
want to transcode information from linear to non-
linear or non-linear to linear.

Are my instructions clear? - Yes, Ma’am!

If your group will transcode from linear to non-

linear, I will be giving you a linear text which will
be your basis for transcoding it into non-linear and
vice-versa.

I will be giving you the same topic so don’t let the

other group see your envelope because it includes
the information that you will be needing for
transcoding. It’s up to you on what type of linear
text or non-linear text you will be using in
transcoding the given information but make sure
that the information that you are going to transcode
are accurate.
 I will give you 8 minutes and each group should
have at least two representatives to present the
given activity. When you are done, you need to do
the Yoyoyo Dance, you need to pass it to your
groupmates until all of you are done dancing it.
Give me a go signal if your group are done so I can
play the song. Am I clear class? - Yes, Ma’am!

(The students will start to do the

activity)
(The students are done doing the
activity and they are done with
the presentation)

Congratulations, grade 10 students! Well done!

Kindly arrange your chairs and sit properly. (The students will arrange their
chairs and sit properly)

EVALUATE

To make sure that you learned something from our

topic today and from our previous activities, I have
prepared a short quiz in which all you need to do is
to identify whether the given information is a linear
text or non-linear text.

Directions: Write LT if the given information is a

linear text and write NLT if the given information
is a non-linear text.
1. They are the interpretation of data from graphs,
tables and charts converted into words.
2. It refers to text that does not need to be read
from beginning to end.
3. It includes printed texts.
4. There is only one reading path which is decided
by the author.
5. It includes, flowcharts, knowledge maps, and
encyclopedias.
6. These are traditional texts that need to be read
from beginning to end.
7. There are multiple reading paths. They are
determined by the reader.
8. Novels, poems, letters, textbooks, articles are
some of its examples.
9. It's used to summarize figures, show trends,
comparisons, relationships and clarity of difficult
concepts.
10. It allows the readers to find information more
efficiently.

Are you ready, class? - Yes, Ma’am!

You don’t need to copy the statements, just write

your answer on a clean sheet of paper.

(The students will start to answer

the quiz)

(The students are done answering

the quiz)
Exchange your paper with your seatmates.
(The students will exchange their
papers and check)
1. NLT
2. NLT
3. LT
4. LT
5. NLT
6. LT
7. NLT
8. LT
9. NLT
10. NLT

Pass your paper starting from those students who

got 10, 9, 8, and so on…
 (The students will pass their
papers according to their scores)
I’m glad that all of you got high scores.

Now let us all stand and put ourselves in the

presence of the Lord.

In the name of the Father, of the Son, and of the In the name of the Father, of the
Holy Spirit… Son, and of the Holy Spirit…
Amen Amen

Thank you so much, grade 10 students! See you - Good bye and thank you,
next meeting. Ma’am Abby!

Prepared by: Abby Jewell M. Salvacion

Bachelor of Secondary Education 2
Major in English