Republic of the Philippines

PALOMPON INSTITUTE OF TECHNOLOGY

Palompon, Leyte
COLLEGE OF TEACHER EDUCATION

A DETAILED LESSON PLAN IN ENGLISH 8

SCHOOL: Palompon National High School GRADE LEVEL: 8

COOPERATIN Mrs. Helen O. Arado SUBJECT: English
G TEACHER:
DATE: November 13, 2023 QUARTER/ Quarter 2/ Week 1
WEEK:
TIME: 8: 30- 9:30, 2:00-3:00, 3:00-4:00 CHECKED BY: Helen O. Arado

I. OBJECTIVE
A. Content Standards The learner demonstrates communicative competence through his/
her understanding of Afro-Asian Literature and other text types for a
deeper appreciation of Philippine Culture and those of other
countries.
B. Performance Standards The learner demonstrates communicative competence through his/
her understanding of literature and other texts types for a deeper
appreciation of Philippine Culture and those of other countries.
C. Learning Explain visual-verbal relationships illustrated in tables, graphs,
Competencies/ and information maps found in expository texts
Objectives EN8SS-IIe-1.2
Specifically, you are expected to:
1. Identify types of graphs (Pie graph, Bar graph, Line graph);
and
2. Interpret tables, graphs and maps associated with expository
texts;
II. CONTENT/ SUBJECT Tables, Graphs, and Maps
MATTER

III. LEARNING
RESOURCES:
A. References
1. Teacher’s Guide K-12 Curriculum Guide; MELC’s Grade 8 English Syllabus; English 8
Quarter 2 Alternative Delivery Mode (ADM) Explain visual-verbal
relationships illustrated in tables, graphs, and information maps found
in expository texts
 2. Learner’s
Materials
3. Textbook
4. Additional Resources
from
LRMDS
B. Other Learning Laptop
Resources TV
Chalkboard
IM’s
IV. PROCEDURES: TEACHER’S ACTIVITY LEARNER’S ACTIVITY
Good morning, class! It’s good to Good morning, ma’am!
● Greetings
see you all again. Before we
proceed to our class let’s pray first.
Who is assigned to lead the prayer?
● Prayer
Thank you _________ for leading _______ will lead the prayer,
the prayer. ma’am!

You may now take your seat.

Okay, everybody listen! Before we Thank you, ma’am.

formally start our class this
afternoon, I want you to observe and
follow these classroom rules.

● Establishing Here are my rules for this class.

classroom rules (Indicator 5 & 6)
1. Pay attention to who’s
speaking in front.
2. Respect other people’s thing
3. Help your classmates
4. Enjoy the discussion

I hope that you will maintain these

rules until the end of my stay with
you. Is that clear?

Yes ma’am.
A. Reviewing Motivation:
past lesson or 4 Pics, 1 word!
presenting the new
lesson 1.
 1. Tables
_____ 2. Graphs

3. Maps
2.

_____
3.

____
1. Have you ever presented your
ideas to a group of people? Rico: creating visual
2. If so, were you able to present representations of data is on
your ideas clearly? of the easiest ways to
3. What do you usually use in communicate points to the
presenting your idea? audience. With this, people
can easily interpret the
significance of your data
B. Establishing a LEARNING OBJECTIVES:
Purpose of the
new lesson 1. Explain visual-verbal
relationships illustrated in
tables, graphs, and
information maps found in
expository texts
EN8SS-IIe-1.2
Specifically, you are expected
to:
1.1 Identify types of graphs (Pie
graph, Bar graph, Line graph); and
1.2. Interpret tables, graphs and
maps associated with expository
texts;
C. Presenting We are now in the second quarter,
examples. and our first topic would be, Table
Instances of the Graphs and maps.
new lesson. (Indicator 3 and 10: ICT & Literacy)
Let us first define what are
expository text, Tables, Graphs and
Maps.
Expository text- Expository text
is understood as those types
of text whose main objective is to
inform about topics that are of
general interest, although they are
not oriented to a specialized type of
audience. However, it objectively
presents a specific topic or subject in
order to present specific data or
concepts about it.
1. Table- is an organized
arrangement of data usually
in rows and columns.
Here is how I spent my 24 hours.

2. Graph- a diagram that shows

relationships of the
information presented.
Types of Graphs:
a. Line Graph- is a kind of Graph
that presents information
trends using dots connected
by straight line segments.

b. Bar graph- is a kind of graph

that characterizes categorical
data with rectangular bars of
equal width.
c. Pie Chart- illustrated in a
circle. It is divided into
sections, with each section
representing a different
categories or group. Each size
of the section reflects the
percentage of the total area of
the pie.

3. Map- is a graphic
representation of a portion of
a land or sea surface. It
enables a person to locate a
particular place. Colors can
used to distinguish roads and
rivers as well as other
features of land and sea
areas.
 Any questions about tables, graphs
and maps?
D. Discussing new concepts Now that you have some idea about
and practicing new skills No. 1 Table, graphs and maps. Let’s have
a short activity.

Let’s Practice: Sketch a Graph

Direction: Read a short expository

below. Fill the pie charts with
numbers and proper labels based on
the details of the text.

According to the Philippine Statistics

Authority (2016) the Department of
Education reported percentage of
the total enrollees in Region XI. For
the school years 2014-2015 and
2015-2016 fewer girls enrolled in
elementary level than boys. About
48% of the total elementary
enrollees in the school year were
girls while 52% were boys. However,
a greater number of high school
enrollees were girls than boys. Of
the total number of high school
enrollees in the school year 2015-
2016, about 51% were girls while
only 49% were boys.

Enrolled in Elementary Enrolled in High School

E. Discussing new
concept and practicing
new skills No. 2

Steps for interpreting tables and

graphs:

Step 1: Getting Started Observe the

title or headings, and legends to :
determine the context of the data.

Q: What is the topic being

examined?

Step 2: WHAT do the numbers Samantha: It is obviously

mean? Understand what all the about age group of indigenous
numbers represent. Look for the peoples.
largest and smallest values in one or
more categories of the data.

Q: What is the percentage of

indigenous peoples ages 15-64?

Mojara: Ages 15-64 obtained

55.83 percent. Indigenous
Step 3: HOW do they differ? Look at peoples with ages 15-64 have
the differences in the values or the highest percentage or
numbers of the data. Compare the number based on the graph.
categories such as numbers in ages
15-64 and numbers in ages 66.

Q: For how many percent higher is

the number of idegenous peoples
ages 15-64 to the number of ages 0-
14? Kim: It is 14.37 percent
higher.
Step 4: WHERE are the differences?
Use information from Step 3 to help
you make comparisons across two
or more categories.

Q: Compare the numbers and

percentages for ages 15-64 and
F. Developing Assessment 3: Interpret me.
Mastery
(Leads to formative Group yourselves into three. Read
the text about indigenous people and
assessments)
examine the graph that follows. Give
description and answer more
questions about each item.

1. What type of Graph is

presented?
2. What is the graph all about?
3. What group has the bigger
population size? 1. Pie graph
4. What group has the small 2. Top Ten Indigenous
population size? Peoples
5. Describe the population of the
3. Maranao
indigenous people based on
the graph presented. (HOTS) 4. Yakan
5. Answers may vary
Praising
Very good, you all clearly
understand how to interpret data. Let
us give a “Good job” clap, it goes like
this “G O O D J O B then ‘Good Job’
 two times”.

G. Finding practical Differentiated Activities

application of concepts
and skills in daily living (Indicator 8: Differentiated Activity)

Directions: Make a survey about

teenagers’ leisure activities while
staying at home. Draw a simple
graph reflecting the results of your
survey. You May use bar graph or
line graph for your illustration. Follow
the simple steps and the rubric as
your guide.

Step1. Interview at least 30

teenagers (classmates) as your
respondents. Let each respondent
choose one (1) leisure activity that
he/she often does. Follow the list of
leisure activities given in step 2.
Step 2. Record the number of
responses for each leisure activity.
For example:
 playing online games – got 5
responses
 reading books/e-book – got 10
responses
 watching television – got 10
responses
 playing sports – got 5 responses

Step 3. Create a simple graph that

reflects the number of responses.
The sample graph below is your
guide
 Rubrics:

Presentation- 20
Creativity- 10
Neatness- 10
Idea and Concept- 20
______
Total 60
H. Making Generalization (3 minutes)
and abstraction about Before we have our assessment, let
the lesson us first have a short review of the
things we have discussed today.

What are the uses of tables, maps, Precious: They are useful
and graphs? ways to visually illustrate
information facts, figures and
Why do tables, graphs and maps are data.
considered as useful ways to visually
illustrate information, facts, figures
and data?

James: Because, They

summarize a large amount of
Very well said, It would allow us information into a smaller
to understand and interpret the package of information that is
expository text well.
easier to interpret.

Before we proceed to your

summative test, do you have any
questions?

I. Evaluating Learning. Directions: Read the short text and

understand the graphs used to
represent important information.
Write the letter of the correct answer
on the space provided before the
number.
___1. What municipality is very near
to Kiblawan?
a. Sulop b. Bansalan
c. Magsanay d. Santa Cruz
___2. How are province capital and
boundaries being represented in the
map?
a. through lines b. through colors
c. using map legend d. using
compass rose
___3. Which sentence is true about
the map of Davao del Sur?
a. The line portion of the map
represents the land surface.
b. Legend in the map gives 1. A
information on province capital. 2. C
c. Lines in the map do not represent
3. B
anything about the surface.
d. The scale of the map does not 4. D
necessarily show distance of places. 5. A
6. D
7. C
8. A
9. D
10. D

___4. How many tests did Ana take?

b. 1 b. 2 c. 3 d. 4
___5. In the graph shown, what was
Ana’s score in Test 1?
a. 38 b. 40 c. 25 d. 45
___6. Which test did Ana get the
highest score?
a. Test 1 b. Test 2 c. Test 3 d.
Test 4
___7. Which statement is true about
Ana’s performance or scores in the
test?
a. Ana’s score in Test 4 was perfect.
b. Ana’s scores did not reach the
passing rate.
c. Ana’s score in Test 3 rapidly
dropped to 15 points.
d. Ana’s score in Test 1 was very
low compared to test 2.

________ 8. What activity does Ana

spend most of her time?
a. Outing b. Sports c. Studying
d. Household Chores
_________9. How many hours
longer does Ana spend in sports
than studying? a. 3 hours b. 5
hours c. 4 hours d. 2 hours
________10. Which statement is
true about Ana’s behavior based on
her daily activities?
a. Ana avoids household chores
b. Ana gives priority to sports.
c. Ana does not like to study at all.
d. Ana likes to socialize with
friends.
J. Additional Activities for
Application and
Remediation

V. REMARKS:
VI. REFLECTIONS:
A. No of Learners who eared
80% with the evaluation
B. No. of Learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of Learners
who have caught up with
the lesson.
D. No. of Learners who
contains to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or mentor can
help me solve?
G. What innovation or
localized materials did I
used/ discover which I
wish to share with other
teachers?

Draft Lesson Plan Date of Submission: ____________

Date of Consultation: ___________

Revised & Final Lesson Plan Date of Submission: ____________.

Submitted by: Reviewed by:

WHENAN FAITH PAYO HELEN O. ARADO

Student Cooperating Teacher

Approved by:

ROUSHIELL FRANCE S. LONDON

Instructor