Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

1 ENGLISH 8 2 1 hour February 14, 2022
Learning Competency/ies: Compare and contrast the presentation of the same topic in Code:
(Taken from the Curriculum Guide) different multimodal texts ---
Key Concepts / Understandings A multimodal text combines two or more modes or modalities of language and patterns of meaning. The
to be Developed modes or modalities of the text include spoken language and written language including the patterns of
meaning namely linguistic, visual, audio, gestural, and spatial. Multimodal texts may be: (1) paper-based
such as books, posters, brochures, booklets, picture books, and others, (2) live such as dances,
performances, oral storytelling, news casting, among others, and (3) digital such as film, animation, slide
shows, e-posters, podcast, web page, videos, text messages, emails, and more.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge
Understanding Classify multimodal texts according to type
Skills Through a creative presentation, show a comparison and contrast of two
Analyzing
multimodal text types having a similar topic/concept
Attitude
Responding to Phenomena Practice health and safety protocols while engaging in group tasks
Values
Valuing Demonstrate concern and respect for others by being cooperative in tasks
2. Content
Multimodal Texts
3. Learning Resources Self-Learning Home Tasks in English 8, sources from the internet, TV and laptop, printouts, slide deck, recycled
paper, markers, adhesive tape
. Procedures
4.1 Introductory Activity After the morning preliminaries, the teacher presents a photo on the screen. The teacher asks students to
(4 minutes) give their observation and opinions regarding the photo. The teacher then points out the objectives of the
lesson. Further, the teacher informs the class that students who are unable to come to school will be given
the home task for the topic. They may submit their output through their classmate or they may take pictures
of the home task and send it to the teacher’s email.
4.2 Activity/Strategy The teacher groups the class into three. Each group gets a list of multimodal texts. Groups are given 5
(6 minutes). minutes to classify the words into three groups. They must write their answers on the given recycled paper
and post this on the board as soon as they are done classifying. Checking follows.
4.3 Analysis The teacher presents the definition of multimodal texts including the types of multimodal texts, mode of
(15 minutes). language, and patterns of meaning. The students are asked to classify the multimodal te xts. The students also
give their own examples for each type of multimodal text. Further, they asked to compare multimodal texts
types.
4.4 Abstraction The teacher provides additional input on the task at hand:
(5 minutes).  Multimodal texts make use of a variety of textual, audio, and visual elements that help us
understand texts better.
 Some multimodal texts may belong to more than one type as it depends on how it is delivered.
 Multimodal texts convey meaning in various modalities and this helps us choose whatever suits us
best in obtaining information.
4.5 Application The students go back to their initial groups. Each group is given a printout of a pair of multimodal te xts having
(10 minutes). a similar topic/concept. They must identify the type of multimodal texts and give the similarities and
differences. They are given 5 minutes to brainstorm before the groups share their ideas to the class.
4.6 Assessment The students stay in their groups. The groups are given the freedom to choose
(_15 minutes). two types of multimodal texts. Each group must prepare a short yet creative
presentation that will showcase a sample of each multimodal text. Both texts
Performance Task must have a similar topic/concept. Afterwards, a member from each group
must give a comparison and contrast of their multimodal texts. The groups are
given 10 minutes to prepare. Presentations follow. The key indicators for
scoring are also flashed on the screen.
4.7 Assignment Create a sample multimodal text. Choose from the three types. The students
(_3_ minutes). are given a list of suggested multimodal texts for all types. For paper-based,
they have the option to submit the actual output or to take pictures and send
Enriching the lesson
to the group chat or via email. For live and digital, the students must send
their output via group chat or via email. The rubrics are also presented to the
class.
4.8 Concluding Activity Quote: “You can only learn by opening yourself up and engage with different sources of information. How can
(2 minutes). you learn something if you never see it, read it, or hear it?” ~ Fran Tarkenton
5. Remarks
6. Reflections
A. No. of learners who earned 80% in E. Which of my learning strategies worked
the evaluation. well? Why did these work?
B. No. of learners who require F. What difficulties did I encounter which my
additional activities for remediation. principal or supervisor can help me solve?
C. Did the remedial lessons work? No. G. What innovation or localized materials
of learners who have caught up with did I use/discover which I wish to share with
the lesson. other teachers?
D. No. of learners who continue to
require remediation.
Prepared by:
Name: RACHEL ANN BESIN School: DALAGUETE NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number Email address: [email protected]