Turn Demo - English Grade 7 Lesson Plan 8 (Enhancement) - 2

English Grade 7 Lesson Plan 8
Making sense of graphs

Key Idea
Locating and interpreting information in graphs
Most Essential Learning Competencies:
 Use appropriate reading strategies to meet one’s purpose (e.g. Scanning, skimming,
close reading, etc.) (EN7RC-IV-b-10)
 Transcode information from linear to non-linear texts and vice-versa (EN8RC-IIe-11)
 Summarize key information from a text (EN6OL-IVj-3.6)
 Cite evidence to support a general statement (EN7RC-IV-g- 10.4)
 Use phrases, clauses, and sentences appropriately and meaningfully (EN7G-II-a-1)
Component 1: Short review

Time: 7 minutes
 Briefly review the features of informational texts encountered so far, using the questions as a
guide and inviting oral contributions from students.
 This week we’ve been learning about different types of information texts.
Questions:
Q1. What are some types of information texts you know?
Q2. What is the purpose of information texts?
Q3. What are some features of information texts?
 Ask the students to write their answers on the Student Worksheet.

Suggested answers:
Q1. Expository (or information reports), explanation
Q2. To provide information about things, processes or phenomena.
Q3. They are factual or non-fiction texts; they give us information or explain things.
Component 2: Purpose of the lesson

Time: 3 minutes
 In this lesson we are going to look at a different kind of information text. We are going to
focus on how information can be communicated visually. You are going to learn some
strategies for making sense of information in a graph.
 Graphs and charts organize information in different ways from written information texts.
That is why we call them non-linear texts. They have their own structures and special
features for representing data and other kinds of information.
Component 3: Lesson Language Practice
Time: 5 minutes
 Teacher introduces key words and symbols students need to know to read the graph. Here are
some words and symbols you will need to know. ... Let us read them together.
bar graph (a bar graph or chart displays information (data) by using rectangular bars of
different heights.)
key (an explanatory list of symbols used in a map, graph or table)
axis (the line along the bottom or side of a graph that is used to measure data)
precipitation (rain, hail, sleet or snow that falls from clouds to the ground)
temperature (the degree of heat or cold of an object or an environment)
average (the result that you get when you add two or more numbers together and divide the
total by the number of numbers you added together)
o
C (degrees Celsius – abbreviation) mm (millimeters – abbreviation)
 Now let us go over what each word means.
 Teacher writes each word on the board and asks class to volunteer answers and writes each
definition on the board. Students write each definition on their worksheets.
Component 4: Lesson Activity
Time: 25 minutes in total
Component 4A Reading text [5 minutes]
 Teacher explains how information is displayed in the bar graph below, drawing attention to the
horizontal and vertical axes, and words and symbols listed in Component 3 and their location
and/or function on the graph and key below.
e.g., The horizontal axis shows the months of the year. On the left, the vertical axis shows the
temperature in degrees Celsius. On the right, the vertical axis shows the rainfall measured in
millimeters. The key tells us that the bars on the graph means rainfall and the line with dots
shows the temperature.
Philippines Average Monthly Rainfall

 Here are some tips on getting information from a graph.
 Read the title which gives the gist of what the graph is about.
 Analyze the data by examining the information and the labels thoroughly.
 Examine the pictures, symbols, shapes or any image that tell information.
 Study the relationship of the information and images deeply.
 Summarize the text’s main message.
Component 4B Questions [5 minutes]
 Teacher displays questions.
 Answer these questions on the worksheet, but let’s do the first one together – we have
already talked about the answer to it.
Questions:
Q1. What does this graph show? (Write your answer in a full sentence.)
Q2. According to the graph, which are the three coolest months of the year in the Philippines?
Q3. How much rain falls in the wettest month of the year?
 Teacher samples answers from students to each question.

Suggested answers:
Q1. The graph shows the average monthly rainfall and temperature in the Philippines from
1945 to 2018.
Q2. January, August and December.
Q3. Approximately 500 mm.
Component 4C Questions [~10 minutes]

 Teacher writes each question on the board and states: Use the information from the graph to
answer the questions. Write your answers on the worksheet in full sentences.
Questions:
Q4. What does the graph tell you about the two warmest months in the year?
Q5. What does the graph tell you about the average rainfall and temperature in the
Philippines from January to April?
Q6. A friend who lives in another country wants to visit the Philippines in the early part of the
year. They ask you what the weather is like. What would you tell them? (Write one
sentence to summarize the information from the graph in your answer.)
 Teacher samples answers from students to each question.

Suggested answers:
Q4. The two warmest months of the year are April and May, with an average temperature of
about 34 degrees Celsius.
Q5. From January to April, the average monthly rainfall is less than 50 mm, the lowest in the
year. During the same period, temperatures increase from a low of approximately 30
degrees Celsius to the warmest average temperature of the year at 34 degrees.
Q6. The months from January to April are the warmest and driest time of the year in the
Philippines.
[Teacher Notes: Check the students’ use of correct grammar in their sentence writing. Pay particular
attention to the appropriate use phrases, clauses, and sentences.]
Component 5: Lesson Conclusion

Time: 5 minutes
Teacher displays the questions.
1. The focus of the lesson was on learning about how to locate and interpret information
presented visually in a graph. How has the lesson helped you to make sense of graphs?
2. Which questions were easy to answer? Why?
3. What strategies did you use to answer the harder questions?
Segue to next lesson: We will return to giving you more practice with reading visual information and
extending it to other types of images and texts in future lessons.
REMINDER: Collect student worksheets to review and analyze students’ learning – focus on written
answers for quality and clarity of writing and understanding of the content.

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English Grade 7 Lesson Plan 8

Making sense of graphs

Component 1: Short review

Q2. What is the purpose of information texts?

Q3. What are some features of information texts?

 Ask the students to write their answers on the Student Worksheet.

Q2. To provide information about things, processes or phenomena.

Component 2: Purpose of the lesson

key (an explanatory list of symbols used in a map, graph or table)

temperature (the degree of heat or cold of an object or an environment)

Philippines Average Monthly Rainfall

 Teacher samples answers from students to each question.

Q2. January, August and December.

Q3. Approximately 500 mm.

Component 4C Questions [~10 minutes]

 Teacher samples answers from students to each question.

Component 5: Lesson Conclusion

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