💡 Ways to Make It More Interesting

1.

Use Real-World Data from San Rafael, Iloilo

2.
1.

Example: Use actual rainfall data, fiesta schedules, or

barangay population stats. Students can transcode
these into graphs or narratives.

2.
3.

This localizes the content and makes it more relevant.

4.
3.

Gamify the Process

4.

1.

Include time-pressured challenges like “Graph Dash” or

“Paragraph Race”.

2.
3.

Winners can receive class points or small rewards.

4.

5.

Incorporate Technology

6.

1.

Use apps like Canva, Piktochart, or Google Sheets for

chart-making.

2.
3.
 Students enjoy using tech tools that allow creativity and
visual appeal.

4.

7.

Storytelling with a Twist

8.

1.

Turn a data chart into a narrative story or vice versa.

This challenges comprehension and creativity.

2.

✅ Suggested Engaging Activities

1. 🧠 "Decode the Chart" Challenge (Transcoding Non-Linear

to Linear)

Set-Up: Give students different charts/graphs (bar, pie,

timeline).




Task: Write a short paragraph explaining what the chart

shows.




Twist: Add one incorrect interpretation—other groups must

find it!

2. ✍️"Data to Design" (Transcoding Linear to Non-Linear)

Set-Up: Provide a paragraph about local data (e.g., climate in

Iloilo, student survey).



 Task: Create a visual representation: infographic, bar graph,
pie chart, or concept map.




Tools: Paper/poster or Canva/PowerPoint.

3. 💬 Gallery Walk

Each group posts their output (chart or paragraph) around the

room.




Others walk around, leave feedback using sticky notes:

“Clear,” “Creative,” or “Needs work.”

4. 🎭 Role Play: Newsroom or Weather Report

Students read data (from a chart) and deliver a news/weather

report based on it.




Boosts public speaking and interpretation skills.

5. 🧩 Transcode Relay

Team race where one student writes a paragraph, the next

one converts it into a chart, the third explains it again in a
paragraph—and so on.




Fun, fast-paced review.


🔄 Sample Flow for a 60-Minute Lesson

Time Activity
Motivation: Show a confusing graph, ask "What does this
5 mins
mean?"
10 mins Brief Discussion: Review Linear vs Non-Linear
15 mins Group Activity: Transcode paragraph → chart
10 mins Gallery Walk or Peer Feedback
15 mins Reverse Activity: Chart → paragraph
5 mins Reflection: What was hard? What helped?

Would you like a sample worksheet and slide deck to go with this
lesson? I can prepare those next.

You said:

can you give me instructions on these activities?

ChatGPT said:

Absolutely! Here are clear, step-by-step instructions for each of

the suggested engaging activities on transcoding linear to non-
linear texts and vice versa—perfect for your Grade 10 English
class at San Rafael National High School.

🧠 Activity 1: "Decode the Chart" Challenge

(Transcoding Non-Linear to Linear Text)

Objective: Students will write a short paragraph that accurately

interprets the data in a non-linear text (e.g., graph/chart).
Materials: Pre-made or printed graphs (bar graph, pie chart, line
graph, etc.)

Instructions:

1.

Divide the class into small groups.

2.
3.

Give each group a different chart or graph (can be about local

data like rainfall in Iloilo, school club memberships, etc.).

4.
 5.

Instruct them to analyze the chart and write a 5–6

sentence paragraph summarizing the key information.

6.
7.

Include one tricky chart with an error or confusing element

and ask the class to spot and correct it.

8.
9.

Have a few groups share their answers aloud.

10.

✍️Activity 2: "Data to Design"

(Transcoding Linear to Non-Linear Text)

Objective: Convert a paragraph of information into a visual form

(graph, chart, infographic).
Materials: Paragraph handouts, blank paper/posters, coloring
materials, or digital tools like Canva or PowerPoint.

Instructions:

1.

Group students (3–5 per group).

2.
3.

Provide each group with a short paragraph containing

factual or statistical information.

4.

Example: "In Barangay San Rafael, 45% of residents are

students, 25% are farmers..."

5.
 Ask each group to identify the key data and decide how to
best present it visually.

6.
7.

Let them choose a form: bar graph, pie chart, concept map,
infographic.

8.
9.

Encourage them to be creative and accurate.

10.
11.

Groups will present and explain how their visual shows the
data from the paragraph.

12.

💬 Activity 3: Gallery Walk

Objective: Allow students to critique and learn from each other’s

work.

Instructions:

1.

Post each group’s chart or paragraph on the classroom walls.

2.
3.

Give each student 3 sticky notes.

4.
5.

Instruct them to walk around the room and read each group's
work.

6.
7.

On each sticky note, write:

8.
 o

“✅ Clear”

o
o

“🌟 Creative”

o
o

“⚠️Needs improvement + suggestion”

9.

Stick notes near the group’s output.

10.
11.

End with a short reflection discussion: What did you learn from
others’ work?

12.

🎭 Activity 4: "Newsroom or Weather Report Role Play"

(Transcoding Non-Linear to Linear Text in Oral Form)

Objective: Interpret visual data and present it in a real-life

speaking situation.

Instructions:

1.

Prepare sample charts (e.g., weather data, school event

attendance).

2.
3.

Assign students into pairs or trios.

4.
5.
 Each group chooses or is assigned a chart.

6.
7.

Their task is to pretend they are reporters delivering a

news/weather/school update based on the chart.

8.
9.

Give them 10–15 minutes to prepare and practice.

10.
11.

Let groups present in front of the class.

12.

🧩 Activity 5: Transcode Relay

Objective: Practice transcoding through teamwork and time

pressure.

Instructions:

1.

Form teams of 4–5 students.

2.
3.

Round 1: One member writes a short paragraph with

information.

4.
5.

Round 2: Next member reads the paragraph and creates a

graph/chart from it.

6.
7.

Round 3: Another member takes the chart and writes a new

paragraph based on it (without reading the original).

8.
 9.

Round 4: Final member compares both paragraphs and

reflects on changes or loss of information.

10.
11.

First team to finish with correct transcodes wins.

12.

Would you like these compiled in a printable worksheet or

editable Google Doc format? I can also prepare sample data and
visuals for each activity if needed.

You said:

can you make me a detailed lesson plan on this topic, transcoding

linear text to non-linear text vice versa
ChatGPT said:

Here is a detailed lesson plan on the topic:

“Transcoding Information from Linear to Non-Linear Text
and Vice Versa”
for Grade 10 English learners at San Rafael National High
School, aligned with the MELCs and featuring interactive strategies,
clear teacher-student exchanges, real-life connections, and
assessment.

📘 Detailed Lesson Plan

Subject: English 10
Topic: Transcoding Information from Linear to Non-Linear Text and
Vice Versa
Grade Level: Grade 10
Week 1 – Day 3
Time: 60 minutes
School: San Rafael National High School
Teacher: [Your Name]

🧩 I. Learning Competency

MELC:
Transcodes information from a linear to a non-linear text, and vice
versa.
Code: EN10VC-Ia-13

📍II. Learning Objectives

At the end of the lesson, the learners should be able to:

1.

Define and differentiate linear and non-linear texts.

2.
3.

Transcode information from a paragraph (linear text) into a

visual (non-linear text) and vice versa.

4.
5.

Collaborate effectively in groups to complete transcoding

activities.

6.
7.

Appreciate the importance of presenting information clearly

and accurately.

8.

🧠 III. Subject Matter

Topic: Transcoding Information Between Linear and Non-Linear

Texts
Materials: Visual aids, charts, sample texts, markers, bond
paper/poster, laptop/projector
Reference: Grade 10 Learner’s Module, teacher-made slides, local
data sets (optional)

⏰ IV. Procedure

A. Routine Activities (5 mins)

1.
 Prayer

2.
3.

Greetings

4.
5.

Checking of Attendance

6.
7.

Review

8.

Teacher: "Yesterday, we talked about the differences

between linear and non-linear texts. Can anyone remind
us what linear texts are?"

o
o

Student: "They are texts we read from beginning to end

like stories or paragraphs."

o
o

Teacher: "Great! What about non-linear texts?"

o
o

Student: "They use visuals like graphs or charts to

present information."

B. Motivation / Introduction (5 mins)

Show a funny or confusing graph


 Teacher: "Look at this pie chart. It says 'Reasons I Don't Do
Homework: 40% Laziness, 30% Confusion, 30% Netflix.' Does
this tell you much?"




Students: (laughs)




Teacher: "Let’s learn how to make more useful visual data

from real text—and vice versa."

C. Presentation & Discussion (10 mins)

Teacher Input with Examples:

1.

Present a linear text (short paragraph):

"Out of 100 Grade 10 students in San Rafael NHS, 60 enjoy
science, 30 prefer math, and 10 love English."

2.
3.

Transcode it into a bar graph on the board.

4.
5.

Then show a pie chart and let students help you write a
paragraph based on it.

6.

Ask:

"What’s easier to understand quickly, a paragraph or a chart?"




"Why is it important to know how to change one form into

another?"
 

D. Group Activity (25 mins)

✅ Instructions:

Group 1 & 2: Each receives a paragraph → Create a graph

or chart.




Group 3 & 4: Each receives a graph or chart → Write a

paragraph explanation.

✅ Steps:

1.

Read and understand the material (paragraph/chart).

2.
3.

Identify main information and figures.

4.
5.

Transcode the text accordingly.

6.
7.

Decorate and make it clear and readable.

8.
9.

Present to the class (if time allows).

10.

While working, teacher monitors and guides each group.

E. Sharing & Feedback (5–8 mins)

Ask one group from each set to present.




Give constructive feedback:

Clarity of the chart/paragraph

o
o

Accuracy of information

o
o

Creativity

F. Generalization / Reflection (5 mins)

Ask:

"What did you learn from today’s activity?"




"Which was more challenging—transcoding from paragraph to

chart, or chart to paragraph?"




"How can these skills help you in real life?"


📊 V. Evaluation

Short Quiz (5 items)

Directions: Identify whether the item is a linear or non-linear text,
then transcode it to the other form.

Example:
1. Linear Text: “50% of the students like basketball, 30%
volleyball, and 20% badminton.”
→ Create a pie chart.
(Repeat with other short items.)

📝 VI. Assignment

Task: Interview 5 classmates about their favorite local food.

Record data.




Present the results in both paragraph form and as a chart

or table on one short bond paper.

Would you like this lesson plan in Word (.docx) format or with a
slide deck and worksheet? I can prepare those for you right
away.

You said:

can you make me a day 1 lesson for this?

ChatGPT said:

Absolutely! Here's a Day 1 detailed lesson plan for your Grade

10 English class at San Rafael National High School, focusing
on introducing and differentiating linear and non-linear texts
as preparation for the transcoding lessons in Days 2–3.

📘 Lesson Plan – Day 1

Subject: English 10
Grade Level: Grade 10
Week 1 – Day 1
Topic: Introduction to Linear and Non-Linear Texts
School: San Rafael National High School
Teacher: [Your Name]
Time Allotment: 60 minutes

📍I. MELC

Most Essential Learning Competency:

Identifies and explains the different types of texts and

how information is presented (linear and non-linear).




(This supports the MELC on transcoding to be used in Day 2–

3.)

🎯 II. Learning Objectives

At the end of the lesson, students should be able to:

1.

Define linear and non-linear texts.

2.
3.

Differentiate between linear and non-linear texts through

examples.

4.
5.

Explain the advantages of each type.

6.
7.

Identify and classify text samples correctly.

8.
🧠 III. Subject Matter

Topic: Linear vs. Non-Linear Texts

Materials: Sample texts (printed), manila paper, markers,
PowerPoint slides, visual aids (charts, maps, tables), realia (school
schedules, local data)
References: Grade 10 English Learner’s Module, teacher-made
materials, real-life data from San Rafael, Iloilo

⏰ IV. Procedure

A. Routine Activities (5 mins)

1.

Opening Prayer

2.
3.

Greetings and Checking of Attendance

4.
5.

Motivational Question:

6.

Teacher: “Have you ever looked at a graph or chart and

didn’t understand it right away?”

o
o

Students: (Share quick answers)

o
o

Teacher: “Today, we’ll learn how texts and visuals work

together to communicate information better.”

o
B. Motivation / Unlocking Prior Knowledge (5 mins)

Visual Prompt: Show these two side-by-side on the screen:

1.

A short article/paragraph on rainfall in Iloilo

2.
3.

A bar graph with the same data

4.

Ask:

“Which one is easier to understand at a glance?”




“What do you notice about how each text presents

information?”

C. Presentation / Discussion (15 mins)

1. Define Linear Text

Texts read from beginning to end.




Examples: stories, articles, reports, essays.

2. Define Non-Linear Text

Uses diagrams, charts, tables, maps, graphs.



 Can be read in multiple directions.

3. Compare and Contrast

Linear Text Non-Linear Text

Sequential Visual, flexible
Uses symbols,
Full sentences
numbers
Longer to
Quick overview
read

Teacher Prompts:

“Can you name other examples of non-linear texts?”




“Why do we sometimes prefer charts over paragraphs?”

D. Guided Activity: Classify Me! (15 mins)

Instructions:

1.

Divide the class into 4 groups.

2.
3.

Give each group 6 text samples (mixture of linear and non-

linear).

4.

Examples: news article, timetable, infographic, recipe,

map, weather chart

5.
 Task: Classify each sample as Linear or Non-Linear, then
justify their answers on manila paper.

6.
7.

Presentation: Each group shares 1–2 examples and explains

their classification.

8.

E. Processing / Generalization (5 mins)

Ask:

“What are the key differences between linear and non-linear

texts?”




“How do these texts help us understand information

differently?”

Wrap-up Message:
“Being able to read and understand both kinds of texts is important
—not just in English but in real life. Tomorrow, we’ll take this a step
further: You’ll learn how to convert one kind into the other!”

📊 V. Assessment (5 mins)

Direction: Identify the following as linear or non-linear texts.

Write L for linear and NL for non-linear.

A bar graph showing favorite school subjects.

A newspaper editorial.

A pie chart on Iloilo’s electricity usage.

A story about a girl’s field trip.

A table of rainfall in San Rafael from January to March.

Answer Key: 1 – NL, 2 – L, 3 – NL, 4 – L, 5 – NL

📌 VI. Assignment

Task:
Look around your home or community and list two examples of
linear texts and two examples of non-linear texts you find in
real life. Write them in your notebook with a short explanation of
what each one shows.

Would you like this lesson as a downloadable Word file, or should

I now prepare Day 2?

You said:

can you give me sample of these? news article, timetable,

infographic, recipe, map, weather chart
ChatGPT said:

Sure! Here are simple, classroom-ready samples of each type of

text you can print, cut out, or show on slides/posters for your Day 1
group activity ("Classify Me!") to help your Grade 10 students
differentiate between linear and non-linear texts.

📄 1. News Article (Linear Text)

Title: Local Students Win National Science Quiz Bee

Body:
Three students from San Rafael National High School brought pride
to Iloilo after winning the National Science Quiz Bee held in Manila
last Friday. The team topped 20 other regional schools, scoring
highest in biology and chemistry categories. Coach Mr. Reyes
credited their discipline and weekly reviews for their victory.

⏰ 2. Timetable (Non-Linear Text)

Time Activity
Homeroom / Flag
7:00–7:30 AM
Ceremony
7:30–8:30 AM English
8:30–9:30 AM Math
9:30–10:00 AM Recess
10:00–11:00 AM Science
 Time Activity
11:00–12:00 PM Filipino

📊 3. Infographic (Non-Linear Text)

Title: How to Save Water at School

(Visual elements can include icons or illustrations. Here’s a text
version.)

🚿 Turn off taps when not in use




🚽 Report leaky faucets to janitors




🧼 Use a dipper instead of running water




💧 Bring your own water bottle

4. Recipe (Linear Text)

Title: Iloilo-Style Pancit Molo

Ingredients:

2 cups ground pork




1 pack molo wrappers




Garlic, onion, pepper, salt



 Chicken broth




Chopped spring onions

Procedure:

1.

Mix pork with seasoning.

2.
3.

Wrap into molo wrappers.

4.
5.

Boil broth; drop dumplings.

6.
7.

Simmer for 15 minutes.

8.
9.

Serve with onions on top.

10.

5. Map (Non-Linear Text)

Simple Map of San Rafael, Iloilo (text-based sample)

less
CopyEdit
North
↑
[Barangay Hall]
|
[School] — [Church] — [Market]
|
[Main Road]
 ↓ South

Students can interpret location and direction based on symbols and

layout—no paragraphs.

6. Weather Chart (Non-Linear Text)

Weather Forecast: San Rafael, Iloilo (July 7–11)

Temperatur
Day Weather
e
Monday Light Rain 27°C
Tuesday ☀️Sunny 30°C
Wednesda
⛅ Partly Cloudy 29°C
y
Thursday Rain Showers 26°C
Friday ☀️Sunny 31°C
📘 Detailed Lesson Plan – Day 2
Subject: English 10
Topic: Transcoding Information from Linear to Non-Linear Text
Grade Level: Grade 10
Week 1 – Day 2
School: San Rafael National High School
Time Allotment: 60 minutes
Teacher: [Your Name]

📍I. MELC

Most Essential Learning Competency:

Transcodes information from a linear to a non-linear text.
Code: EN10VC-Ia-13

🎯 II. Learning Objectives

At the end of the lesson, learners should be able to:

1.

Analyze information from a linear text.

2.
3.

Transcode a linear paragraph into a non-linear text (e.g.,

chart, graph, table).

4.
5.

Work collaboratively to present information clearly and

visually.
 6.
7.

Appreciate the value of transforming written data into visual

forms for easier understanding.

8.

🧠 III. Subject Matter

Topic: Transcoding Linear to Non-Linear Text

Materials: Sample paragraphs (printed), chart/graph templates,
manila paper, markers, visual aids, projector/laptop
Reference: Grade 10 English Learner’s Module, real-life data from
San Rafael, teacher-made materials

⏰ IV. Procedure

A. Routine Activities (5 mins)

1.

Opening Prayer

2.
3.

Greetings

4.
5.

Checking of Attendance

6.
7.

Review:

8.

1.

Teacher: “Yesterday, we talked about linear and non-

linear texts. What makes a text linear? What makes it
non-linear?”

2.
 3.

Student Answers: “Linear texts are paragraphs and

articles. Non-linear texts are charts, graphs, and tables.”

4.

B. Motivation (5 mins)

Show a short paragraph on the board:

“Out of 100 students in Grade 10, 40 prefer English, 25

like Math, 20 enjoy Science, and 15 choose MAPEH as
their favorite subject.”

Ask:

“Can we represent this data visually?”




“Would a graph make it easier to understand?”

C. Presentation and Modeling (10 mins)

Step-by-step demo: Transcode a paragraph into a bar graph

Read the paragraph aloud.




Identify key information (categories and numbers).




Sketch a bar graph with the class.




Label axes, add titles, color for clarity.

 

Teacher explains:

“This is called transcoding—changing a linear text into a

non-linear one.”




“When is this useful?” (Accept student answers: reports,

presentations, infographics, etc.)

D. Group Activity: “Data to Design” (25 mins)

Instructions:

1.

Divide class into 4–6 groups.

2.
3.

Provide each group a different linear text (short paragraph

with data).

4.

Sample topics: student survey, barangay budget,

climate data, food preferences.

5.

Each group will:

6.

Identify important facts/numbers

o
 o

Choose the best visual form: bar graph, pie chart,

table, concept map, timeline

o
o

Create their non-linear version on manila paper

o
o

Add title, labels, and clear visuals

Teacher circulates to assist and guide.

E. Presentation and Processing (10 mins)

Ask 2–3 groups to present their output.




Encourage peer comments:

“Is the graph accurate?”

o
o

“Is it easy to understand?”

o
o

“Would you improve anything?”

F. Generalization / Reflection (3–5 mins)

Ask:

“What steps did you follow to transcode the paragraph?”




“What was the most challenging part?”




“When would it be helpful to turn a paragraph into a chart?”

Key takeaway:

“Transcoding helps us communicate clearly, especially

when we present a lot of information.”

📊 V. Evaluation (5 mins)

Short Transcoding Task:

Direction: Transcode this short paragraph into a pie chart or bar

graph:

“During a survey of Grade 10 students: 30% chose

Facebook as their favorite app, 25% preferred YouTube,
20% liked TikTok, and 25% used Messenger most.”

Learners sketch on ¼ sheet of paper.

VI. Assignment

Task:
Interview 5 classmates and ask them their favorite subject.

Tally the data

Create a simple bar graph or table

Submit on short bond paper with your name.

Group 1: From Paragraph to Bar Graph

Task:
Convert the paragraph below into a bar graph.

Data Paragraph:

In a class survey, 20 students said their favorite subject

was English, 15 liked Math, 10 enjoyed Science, and 5
preferred MAPEH.

Instructions:

1. Read the paragraph carefully.

2. Identify the data and categories.
3. Draw a bar graph using accurate labels and values.
4. Use color or shading to make your graph easy to read.
5. Write a title and label the axes.

Group 2: From Paragraph to Pie Chart

Task:
Convert the paragraph below into a pie chart.

Data Paragraph:

When asked how they spend their study time, students

responded: 40% for reading, 30% for writing, 20% for
research, and 10% for reviewing notes.

Instructions:

1. Identify each activity and its percentage.

2. Divide a circle into sections based on the given
percentages.
3. Color and label each section clearly.
4. Add a legend or key if needed.
5. Write a title for your pie chart.
Group 3: From Paragraph to Timeline

Task:
Convert the paragraph into a timeline.

Data Paragraph:

On Monday, students prepared their outlines. Tuesday

was for writing drafts. On Wednesday, they edited their
work. By Thursday, they revised it, and on Friday, they
submitted their final project.

Instructions:

1. Identify the sequence of events and dates.

2. Draw a horizontal timeline.
3. Plot each day's activity in order.
4. Use arrows or boxes to show progression.
5. Label each step clearly.

Group 4: From Pie Chart to Paragraph

Task:
Convert the pie chart data into a short paragraph.

Pie Chart Description:

50% of students prefer studying alone

30% prefer studying in pairs
20% prefer group study

Instructions:

1. Use the data to write a 3–4 sentence paragraph.

2. Include all percentages and categories.
3. Start with the most preferred study style.
4. Make your paragraph flow logically.
Group 5: From Table to Paragraph

Task:
Convert the table below into a short descriptive paragraph.

Table:

Number of
Club
Members
Science 25
Journalism 20
Arts 15
Sports 10

Instructions:

1. Observe the data and compare the numbers.

2. Write 4–5 sentences summarizing the data.
3. Mention which club has the most and least members.
4. Use transitional words (e.g., “followed by,” “meanwhile,”
“finally”).

Group 6: From Infographic to Paragraph

Task:
Convert the infographic data into a paragraph.

Infographic Text Description:

Title: How to Stay Focused While Studying

Turn off phone notifications

Keep your desk organized

Use a timer to take breaks

Set daily goals

Instructions:

1. Convert the visual elements into full sentences.

2. Create a paragraph giving study tips.
3. Use appropriate transitions like “First,” “Next,” “Then,” and
“Lastly.”
4. Make the paragraph sound like a helpful article.
Quiz: Transcoding Information Between Linear and Non-
Linear Texts

I. MULTIPLE CHOICE (1–5)

Choose the letter of the correct answer.

1. Which of the following is an example of a linear text?

A. Timeline
B. Bar Graph
C. News Article
D. Pie Chart
2. What is the purpose of transcoding a paragraph into a graph or
table?
A. To confuse the reader
B. To make the text longer
C. To remove important information
D. To present information clearly and quickly
3. What type of non-linear text is best for showing parts of a whole?
A. Pie Chart
B. Table
C. Timeline
D. Bar Graph
4. A paragraph that is turned into a flowchart becomes what type of
text?
A. Linear
B. Non-linear
C. Narrative
D. Biographical
5. In a bar graph, what do we call the lines that show categories and
values?
A. Borders
B. Charts
C. Axes
D. Paragraphs

II. IDENTIFICATION (6–10)

Write “L” if the text is linear and “NL” if it is non-linear.

NL______ A weather chart showing daily temperature

L______ A poem about the beauty of Iloilo

NL______ A bar graph of student survey results

NL______ A timetable of school activsities

L______ A letter to the school principal

III. TRANSCODING TASKS (11–13)

Read and answer briefly.

Transcode this paragraph into a simple pie chart (draw or

describe it):

40% of students prefer studying alone, 30% prefer

group study, and 30% like studying with a partner.
→ Your Answer:
_______________________________________________________

Turn this table into a paragraph:

School Member
Club s
Science Club 30
Math Club 20
Art Club 10

_______________________________________________________

Give one advantage of using a non-linear text like a

chart instead of a paragraph.
→ Your Answer:
_______________________________________________________

IV. ANALYSIS (14–15)

Short answer. Think critically.

What important steps should you take when converting a

paragraph into a chart or table?
→ _______________________________________________________

Why is it important to maintain accuracy when transcoding

texts?
→ _______________________________________________________
🔵 Group 1: Paragraph to Bar Graph
📊 Possible Bar Graph Data:

Subje Number of
ct Students
Englis
20
h
Math 15
Scienc
10
e
MAPE
5
H

📈 Bar Graph Labels:

Title: Favorite Subjects of Grade 10 Students

X-Axis (Horizontal): Subjects (English, Math, Science, MAPEH)

Y-Axis (Vertical): Number of Students (0–25, interval of 5)

🔵 Group 2: Paragraph to Pie Chart

🥧 Pie Chart Data:

Reading – 40%

Writing – 30%

Research – 20%

Reviewing Notes – 10%

📝 Chart Elements:

Title: How Students Spend Study Time

Each section labeled or color-coded

A legend or key with matching colors/patterns

🧠 Optional Tip for Students:

Use a protractor to make accurate slices (e.g., 40% = 144°, 30% = 108°, etc.)

🔵 Group 3: Paragraph to Timeline

🕐 Timeline Sequence:

mathematica
CopyEdit
Monday → Tuesday → Wednesday → Thursday →
FridayOutline → Drafting → Editing → Revising →
Submission

📌 Label Example:

Title: Steps in the Writing Process

Arrows or boxes to show flow

Dates labeled above or below each step

🟢 Group 4: Pie Chart to Paragraph

📝 Sample Paragraph:

In a recent survey, 50% of students said they prefer

studying alone, making it the most popular choice.
Studying in pairs came next with 30%, while 20%
of students chose group study as their preferred
method. These results show that most students find it
easier to concentrate when working individually.

🟢 Group 5: Table to Paragraph

📝 Sample Paragraph:

The Science Club has the highest number of members

with 25 students. This is followed by the Journalism
Club with 20 members. Meanwhile, the Arts Club has
15 members, and the Sports Club has the fewest
with only 10. These figures show that Science and
Journalism are the most popular extracurricular choices
among students.
🟢 Group 6: Infographic to Paragraph
📝 Sample Paragraph:

To stay focused while studying, students can follow a

few simple tips. First, turn off phone notifications to
avoid distractions. Next, keep your desk neat and
organized. Then, use a timer to schedule regular
breaks. Lastly, set daily goals to stay motivated and
track your progress.