SEMI- DETAILED LESSON PLAN IN ENGLISH 10

September 5-9, 2022

I.            OBJECTIVES

At the end of the week, the learners are expected to:

 Use various textual aids in understanding the text
 Determine the effect of these textual aids in understanding of a text

II.            SUBJECT MATTER TEXTUAL AIDS

A. TOPIC : Determine the effect of these textual aids in understanding of a text

B.    REFERENCE : Learners Module Grade 10 and Diversity Celebrating

Multiculturism through World Literature

C.     MATERIALS: Slide Decks, Visual Aids, Pictures, Videos, Score Sheet,
Activity Sheets, and Rubrics.

III.            PROCEDURE
A.    PRELIMINARY ACTIVITIES (5 minutes)
 Prayer
 Greetings
o The teacher will greet the learners on the different language such as
Subanen, Tausug, Chavacan, Ilonggo, Bisaya, Tagalog, and English
 Checking of Attendance by the class beadle
 Setting of House Rules (Indicator 4 Establish safe and secure learning
environments to enhance learning through the consistent implementation of policies,
guidelines and procedures)
1. Listen to the discussions and instructions attentively. You might miss
important things.
2. Avoid making unnecessary noise.
3. Pay attention to your teacher while she is explaining or while your
classmate is speaking. Wait for your turn.
4. Don’t’ hesitate to ask. If you want to talk, raise your right hand to be
acknowledged.
5. Be attentive and participative. Cooperate and collaborate in every activity.
Your ideas/helps will be highly appreciated. (Indicator 4 Establish safe and
secure learning environments to enhance learning through the consistent
implementation of policies, guidelines and procedures) (Indicator 6 Maintain
learning environments that nurture and inspire learners to participate, cooperate
and collaborate in continued learning)
6. Work happily and productively. Submit your outputs before or on time.
7. Gadgets are allowed but only use them if necessary. Learn when to use or
not to use them.
 8. Use any languages (mother tongue) that can be understood by everybody.
(Indicator 2 Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning)
9. Avoid doing distraction to others. Respect your classmates when
speaking, doing/performing the activities. (Indicator 5 Maintain learning
environments that promote fairness, respect and care to encourage learning)
10. This is a classroom. Treat everyone how you would like to be treated.
(Indicator 5 Maintain learning environments that promote fairness, respect and
care to encourage learning)
11. Be safe. Always wear your mask and observe social distancing.
12. Respect individual differences. (Indicator 8 Design, adapt and implement
teaching strategies that are responsive to learners with disabilities, giftedness and
talents)
13. Enjoy our class. Have a happy learning.

B. MOTIVATION (5 minutes) A PUZZLE IS WORTH A WORD

A REBUS is a picture representation of a name, work, or phrase”
(National Institute of Environmental Health Sciences, 2017). Each
rebus puzzle below represents a word and your task is to guess what
each word is

What helped you answer the puzzles? ______________

UNLOCKING OF DIFFICULT WORDS) (Indicator 9 Adapt and use culturally appropriate

teaching strategies to address the needs of learners from indigenous groups)
o Arrange the jumbled letters to form a word, then research the meaning of the
word formed and write it on the materials provided by the teacher following
the given graphic organizer.
 WORDS Group 1 Group 2
SUBANEN MUSLIM
TEXTUAL AIDS
TITLES AND
SUBTITLES
TABLES
GRAPHS
MAPS
o After participated and collaborative group work, each group will
post their answers on the board. One representative will share
their work in the class.
o Presenter can use any dialects in presenting his/her output.
(Indicator 2 Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning)
o Teacher will acknowledge/commend every presenter/group on
their active participation and collaboration in every activity.
(Indicator 6 Maintain learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued learning)

C. LESSON PROPER (20 minutes)

 The teacher will display the objectives of the lesson; let the students read
the objectives aloud and in chorus to enhance student reading/literacy
skills. (Literacy integration on the lesson)

DISCUSSION OF THE LESSON

Textual aids refer to non-textual elements that help readers understand the
content of the text. They also refer to elements that stand-out from the main text such
as titles and subtitles, bold, italicized and underlined texts. Non-textual elements
include illustrations, maps, tables, graphs and charts.
These aids have two main functions, namely: first, to direct the readers’
attention to important ideas in the text and second, to provide more information as a
supplement to what is already written.
D. INDIVIDUAL/GROUP ACTIVITY (15 minutes)
1. The teacher will divide again the class into 3 groups based on the
skill/interests/talents and educational needs of the learners. (Indicator 8
Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents)
2. Each group will choose a representative to pick a strip of paper for them to choose
what type of textual aids they are going to use in demonstrating the txt given.
 The teacher will remind the learners to wear face mask while they are
discussing with each other and observe social distancing.
 The teacher will remind the learners that they have to work individually
on the activities assign in their group. After making the individual output,
all members of the group will share their individual output and share it in
their group. After sharing, the group will choose who among the
members will present their output in the class.
 The teacher will remind the learners to participate, cooperate and work
collaboratively in group to come up with a very good output. (Indicator
6Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning)
3. The teacher will remind the learners to always respect individual
differences (ideas, culture, abilities, interest, talents and skills) (Indicator 8
Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents)

Group 1:
Group 2:
Group 3:

 To fully express the ideas and feelings, learners may use other languages
or dialects of their choice as long as it could be understood by everyone.
(Indicator 2 Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning)
 Before doing their task, the teacher will suggest rubrics on the task given.
The teacher will allow each group to make revisions or adjustments on
the rubrics presented by the teacher. They are also allowed to revise the
allocated points on the presented rubrics.
 The teacher will encourage each group to assign a presenter for a smooth
flow in doing their task.
 Remind the group that they are only given 3 minutes to do their tasks and
another 1 minute each group for their presentations.
 The teacher will inform the groups that they are the one to rate the
outputs. Group 1 will rate the work of Group 2, Group 2 will rate the
work of Group 3 and Group 3 will rate the work of Group 1.
 After giving the scores, each group will have to compute the total score
gained by the group assigned to them (INTEGRATION OF NUMERACY
SKILLS ON THE LESSON)
 The teacher will give emphasis on the importance of the following core
values to the learners in doing their tasks:
14. SENSE OF RESPONSIBILITY (in doing the work and following the rules
and policies) (Indicator 4 Establish safe and secure learning environments to
enhance learning through the consistent implementation of policies, guidelines
and procedures)
 o EQUITY & FAIRNESS (in giving the scores) (Indicator 5 Maintain
learning environments that promote fairness, respect and care to
encourage learning)
o URGENCY (in submitting outputs)
o RESPECT (in individual differences of ideas) (Indicator 5 Maintain
learning environments that promote fairness, respect and care to
encourage learning)

E. GENERALIZATION (5 minutes) HOTS QUESTIONS

 The teacher will ask the following questions or will solicit ideas from the
learners:
1. What is textual aids?
2. What are the different types of textual aids?
3. How are we going to apply our learning in textual iads in our daily
activities?

IV. EVALUATION (5 minutes)

 The teacher will give 15-item test as an evaluation.
(TLE/ ICT INTEGRATION ON THE LESSON)

Direction: Read each question carefully. Identify what type of literary device is being used.
Choose the letter of the correct answer.

1. What do we call the tools that come in different forms and their main objective is
to help readers have a clearer meaning of the text?
a. guide questions c. textual aids
b. reader’s interpretations d. textual explanations

2. Which of the following belongs to the tools that can help readers have a clearer
meaning?
a. animations b. boxes c. charts d. directions

3. If the sensory images help readers understand literary texts such as poems and
short stories, then which type of texts do textual aids help readers understand?
I. journalistic texts II. nonfiction texts
III. scientific texts IV. fictional texts
a. I, II, III, IV c. I and II only
b. I, II, III d. III and IV only
4. If the text has the following lines: “From Session Road, head south on Upper
Session Road, slight right onto Kalaw Street…”, what kind of textual aid will
be best fitted to match the text?
a. graph b. illustration c. title d. map
5. Which of the following statements is the best reason why writers include titles,
subtitles, graphs, maps, images and tables in their articles?
 a. to fill the spaces of the paper
b. to provide an interpretation of the text
c. to help readers better understand the content
d. to serve as a guide for the readers’ eyes in reading the text

6. What type of textual aid is used when data are presented in rows and columns
of words and numbers?
a. table b. map c. illustration and title d. graph and subtitle

7. Which is the main use of a table as a textual aid?

a. for comparison of characteristics
b. for interpreting numerical data
c. show relationships of data
d. show trends or patterns
8. What type of textual aid is used if data is presented through dots, lines and
curves?
a. table b. map c. illustration d. graph
9. What do we want to show when we use graphs?
a. record precise data c. show more detailed information
b. compare and contrast qualities d. get a better idea on trends and patterns

10. Which is not an example of a graph?

a. bar b. cycle c. line d. pie
11. Which textual aid is a visual representation of selected characteristics of a
place, usually drawn on a flat surface?
a. compass b. globe c. map d. direction
12. What type of map shows water and land formations in a specific area?
a. demographical map c. political map
b. geographical map d. physical map

13. Which type of map shows the cities, towns, provinces and bodies of water?
a. political map c. geographical map
b. physical map d. demographical map

14. Which is NOT the function of a map as a textual aid?

a. Maps can give a clearer picture of where the boundaries of each town,
city, province and country lies.
b. Maps can provide an image of the place being discussed.
c. Maps can show landmarks that may be in a place.
d. Maps show specific directions to a destination.

15. Which of the following is a function of textual aids?

a. Textual aids provide clarity to the textual element of the material.
b. Writers use them to distract the readers from the textual element.
 c. These are tools that activate prior knowledge on the topic of the article.
d. Textual aids are used to make the paper lighter by breaking the texts.

V. ASSIGNMENT
Textual aids and Its Effect On Me

How much do all of these textual aids help you in understanding a text?
Represent your ideas using any of the appropriate visual representations (graph
or table) that you learned from this learning material. Be guided by the rubrics
below.

Prepared by: Reviewed by: Noted by:

ALONA D. BETITA PHEBE C. DESTUA FELIPE J. CULANGGO

Master Teacher I Head Teacher 1 Principal I
English Dept. Head