Explaining Visual- Verbal Relationship Illustrated

in the Tables, Graphs, and Information, Gap Found

in the Expository Text
Detailed Lesson Plan

Demonstrated by:
Mrs. Mary Kris Mutya Dela Cruz Reyes

Re-created by:
Mike Christan A. Carrillo

Submitted to:
Princess Gerbie Durante
Objectives:
At the end of the discussion, the Grade 8 students are expected to:

a. identify different types of tables, graphs, and charts.

b. determine what expository text is; and
c. organize information in tables, graphs, and maps.

I. Subject Matter
a. Topic: Explaining Visual- Verbal Relationship Illustrated in the Tables,
Graphs,and Information, Gap Found in the Expository Text.

b. Materials:
● Powerpoint presentation
● Projector/Television, Laptop, Extension cable, HDMI, speaker,
● Pen,pencil, and eraser

Reference: Quarter 2- Module 2

Teacher’s Activities Students Activities

a. Preliminary Activities

Greetings

Everyone, please stand-up. Before we

start our discussion for today, can Good morning, Sir! It’s nice to see you!
someone lead us with an opening
prayer?

Will you please lead the prayer, Eight?

(The student l led the opening prayer and
then the whole class stood up.)

Good morning, 8- Mabuti

Checking of Cleanliness

Before we start, check your areas. Kindly

pick up the pieces of trash and arrange
your chairs. (The class arranged their chairs and
picked up the pieces of trash.)

Checking of attendance
class secretary, kindly list all the
absentees and take note of the total
number of your classmates that are
present for our English class. (The class secretary wrote the names of
students who are absent and the

total number of students present in the

class.)

Recapitulation

Yesterday’s sir Frank teached you about

Graphic Organizer. Can you tell me what
is the different graph that you learned
yesterday?

Table
Yes?

Table, what else? Graph

How about the others? What are

different types of graphs? Picture graph

bar graph

Line graph

Venn diagram

Pie graph

Chart
What else?
Different types of Map

What are those maps? Concept maps Process

maps

We also have a cause and effect diagram,

flow chart and wh - chart.
Discussion Proper

Now let us know the purpose of Graphic

organizer. What is an Expository text ? It
is also called linear text. Please read.
(Student read the definition of linear text/
expository text)

Expository text ( Purpose)

Expository text ( Purpose)
informational text that provides factual
informational text that provides factual information to clarify and expose things,
information to clarify and expose things, ideas, persons, and places through
ideas, persons, and places through description, process,
description, process, comparison/contrast, or through
comparison/contrast, or through problem-solution using a reliable source
problem-solution using a reliable source of information.
of information.

We use to provide ideas through

description using reliable sources of
information.

What do you mean by factual ? Yes

?
Based on facts and reality.

Exactly, factual means based on facts

and truth.

Next slide ( Please read) (Students read the next slide. ) Expository
text

Expository text includes topics such as historical,

includes topics such as scientific, or economic information
historical, scientific, or economic
examples may include textbooks,
information examples may
reports, articles, interviews, and
include textbooks,
essays.
reports, articles, interviews, and
essays.

Expository text is based on topic and

historical, scientific and economic
information . how about the Expository in
language. Please read Yes,
Expository in language
Clear, concise, organized and Expository in language
focused on the subject Clear, concise, organized and
Uses domain specific vocabulary focused on the subject
rather than figurative language. Uses domain specific vocabulary
rather than figurative language.

Expository language must be concise,

clear and focus on the subject.

Let us see the different parts.

Format /Parts:
We have an introductory part. Introduce
the main idea meaning focus on
paragraphs. body

What is the second part?

Body provides detailed support/

introduction of the topic. the concluding paragraph

We have last paragraph what

It relates the main idea and ties

together the major points of the text.

What you have learned yesterday can

apply to the graph we discussed.

There are different types of Expository first

we cause and effect. Please read

(The student read the cause and

effect)

1. Cause and effect Cause and effect

Ideas, events in time, or facts are Ideas, events in time, or facts are
presented as causes of the resulting presented as causes of the resulting
effects or facts that happen as a result of effects or facts that happen as a result of
an event an event.
Cause and effect is the result of the facts
that happened in the events.

Next we have Comparison and

contrast . Please kindly read.
(The student read the comparison and
contrast)

2. Comparison and Contrast Comparison and Contrast

Information is presented by detailing how Information is presented by detailing how
two or more events, concepts, theories, two or more events, concepts, theories, or
or things are alike and/or different. things are alike and/or different.

Comparison and contrast has a

similarity and differences.

Now we have a description. Please read

Eight.
(The student read )

Description Description
A topic is described by listing A topic is described by listing
characteristics, features, attributes, and characteristics, features, attributes, and
examples. examples.

When we are writing descriptions we are

going to feature characteristics and
attributes.

Now we have the next types Problem

solving . Please read.
(Student read the problem solving )

Problem solving Problem solving

A problem and one or more solutions to A problem and one or more solutions to
the problem is outlined. the problem is outlined.

Problem solving typically gives solutions

to the problem. Lastly, we have a
sequence. Please read, Jerson.
(Jerson read the Problem solving)

Sequence Sequence
Items or events are listed in numerical or Items or events are listed in numerical or
chronological sequence, either explicitly chronological sequence, either explicitly
or implied. or implied.
For example in driving if you want to learn
driving you have to use these

steps.
Also when you are cooking you need to
know the recipes . In research you have
to follow the procedure if you want to
expose the truth you can use.

Guided Practice

If Flery got more time she studied 5 hours

a day. What is her grade? Jerson?

So the longer you study, the higher grade 93

you get. How about the short time?

The shorter time they study the lower

grade they get.

Please read the description of the graph.

Number of English books read (1

week)
How many books does Jaime read in

a week?
15.
Jaime reads 15 books in a week. How
about Daniel?
Really? 4 books each multiplied by three 4book
according to the table. So what's the
answer?

Daniel read 12 books in a week. 12 books

Activity
Get ¼ sheet of paper, you have to write
what types of expository. I will read twice
the question you have. Write only the
letter.

a. Cause and effect

b. Compare and contrast
c. Description
d. Problem solving
e. sequence

1. A topic is described by listing

characteristics, features,
attributes, and examples.
2. Information is presented by
detailing how two or more events,
concepts, theories, or things are
alike and/or different.
3. It gives solution to the problem
4. Items or events are listed in
numerical or chronological
sequence, either explicitly or

implied.
5. Ideas, events in time, or facts are
presented as causes of the
resulting effects or facts that
happen as a result of an event.

Let’s check. Exchange paper with your

seatmate.
Number 1 . c
Number 2 . b
Number 3 . d
Number 4. e
Number 5. a

Who got a perfect score?

 (Student who got perfect score raised their
hand)
Pass your paper . and that’s all for today's
class. See you tomorrow.

Goodbye , ma’am goodbye

teachers! See you tomorrow.

Instructor :
Mrs. Mary Kris Mutya Dela Cruz Reyes

Prepared by:
Mike Christan A. Carrillo

Comment:
My cooperating teacher, Ms. Surio, is absolutely amazing! She has a remarkable
ability to keep the class organized and make the learning process incredibly effective.
Her teaching style is clear, concise, and engaging, which allows everyone to understand
and grasp the concepts easily. She creates a positive and stimulating environment that
encourages active participation and fosters a love for learning. I'm truly impressed by
her dedication and passion for teaching. She has always been kind and approachable,
which makes students speak out and share their thoughts in class. I'm impressed by her
passion for teaching, which makes me inspired to do the same in the future.
A Detailed Lesson Plan for Grade 7-Diamond

COMIC STRIP ACTIVITY

Prepared by:

Mike Christan A. Carrillo

Submitted to:

Princess Gerbie Durante

Date: March 18, 2024

Time: 10:55 to 11:45 AM

Section: 7-Diamond

Topic: Activity about indirect speech

I. Objectives
a.
II. Subject Matter
a. Topic: activity about Indirect speech
b. Materials: bond paper, crayons, chalk, black board and
comic strips layout
c.
III. Procedure

Teacher’s Activity Student’s Activity

I. Preliminaries

Let us pray. Michelle,

please lead the prayer. (the students prayed)

Alright, thank you!

Good morning 7-15!

Good morning, Ma’am Andria.

How many are absent, Miss

class secretary?
There are no absentees, Ma’am.

Please pick up the pieces

of paper or trash around
you.

Alright please take your

seats.

II. Recapitulation.

What did we discuss last

Monday? Yes, Gab?
We discussed about indirect
speech, Ma’am.
 Very good! Please remain
standing.

Can you give me an

example of indirect She said she could swim
speech?

(The teacher wrote the

example in the board)

Very good! One more Grandma said she was baking

example. Yes, Hannah. cookies for me.

(The teacher wrote the

example in the board)

Alright, very good!

We call these sentences

indirect speech because it
tells you what someone
said, but does not use the
person's actual words.

III. Discussion proper

Today, we are going to

have an activity about
indirect speech.

(The teachers distributed

the comic strip)

Please get one and pass.

Does everyone have a

Yes, Ma’am
copy already?
 As you can see here there Yes, Ma’am
are six boxes, right?

In each box there are

conversation going on. This
is going to be just your Yes, Ma’am
guide. Understood?

You need to create your

own character, own idea,
own topic, own
conversation?

In the conversation of your

characters, you need to
show indirect speech.

Your characters can be

you, it can be animals, dolls
or anything you like, okay?
No, Ma’am
Any questions?

Okay, bring out your

materials.

You can start working on it

now.

(The teacher roamed around the

classroom)

Where are your materials, Kyle? Do Yes, Ma’am.

you have your materials?
I forgot to bring a bond paper,
How about you, Felix? Ma’am. I’ll just buy one outside.

Does anyone of you has an extra Me, Ma’am.

paper?

Melissa, has an extra. Go to Melissa

just pay her, so you don’t have to go
Thank you, Ma’am.
to canteen.

What will your conversation be all

about, Micha? Still thinking, Ma’am.
 Alright, take your time.

Yes, Gab?

Is the activity hard? Yes, Ma’am.

Really? Why? Which part is hard?

We still can’t think of an idea,
Ma’am.

Okay, let’s have an example.

(The teacher thinks of an example)

(the teacher draws 4 boxes on the

board)

For example, I have Elsa and Anna

as my characters. I can draw on the
first box that first, Anna is asking Elsa
to play with her in the middle of the
night.

Then on the second box, I can draw

that Anna agreed with Elsa.

After that on the third box, I will show

that their toys are making
commotion.

Finally, their mom woke up because

of the noise, and called Anna. I can
put there that

(The teacher wrote the example on

the board.)

Mom: Elsa, it’s 1 o’clock in the

morning, fix your toys and get back
to sleep.

Anna: What did mom say?

Elsa: Mom said that we need to fix

our toys and go back to sleep.

Yes, at the last box I showed the

indirect
speech, right? Just like that, Ma’am?

Alright, you still have 30 minutes.

(The teacher roamed around the Yes, Ma’am.
classroom)

Four boxes would be fine, five or six is

also okay.

No more than six, and no less than

four.

(The teacher roamed around the

classroom) Noted, Ma’am.

If you already have your draft, pass it

to me so I can sign your work.

It’s okay, Finish or not finish.

Not yet done, Ma’am.
I’ll just sign your work, it will serve as
your attendance and also to
indicate that it is your work, you’re
going to pass tomorrow.

All papers in?

Please come in front. (The students came in front and

asked the teacher to sign their
Please distribute the papers, Cathy. papers.)
Thank you.

Okay since we don’t have enough

Me, Ma’am.
time to finish the activity. Just finish it
at house and pass it by tomorrow.

Alright! Any question 7-15?

That would be all for today. Let’s see

each other again tomorrow.

Good bye and Thank you, 7-15.

Okay, Ma’am.

None, Ma’am.
Good bye and Thank you,
Ma’am.