English 10 - Module 4

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NOT

English Quarter 1 - Module 4 Textual Aids

Department of Education ● Republic of the Philippines

English- Grade 10 Alternative Delivery Mode Quarter 1 - Module 4: Textual Aids First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Division of Bukidnon Development Team of the Module Author/s: Editor: Reviewers:

Mae Angelie C. Pacaldo Grace T. Odrunia Sarah M. Mancao, PhD Elbert R. Francisco, PhD Vergilia O. Pancho, PhD

Illustrator and Layout Artist:

Mae Angelie C. Pacaldo

Management Team Chairperson: Co-Chairpersons:

Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr. CESO V Asst. Regional Director Randolph B. Tortola, PhD, CESO IV Schools Division Superintendent Shambaeh A. Usman, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD Neil A. Improgo, EPS-LRMS Bienvenido U. Tagolimot, Jr., EPS-ADM

Members

Elbert R. Francisco, PhD, Chief ES, CID Sarah M. Mancao, PhD, EPS in English Rejynne Mary L. Ruiz, PhD, LRMDS Manager Jeny B. Timbal, PDO II Shella O. Bolasco, Division Librarian II Daryl Rey T. Macario

Printed in the Philippines by Department of Education – Division of Bukidnon Office Address: Fortich St., Sumpong, Malaybalay City Telephone: (088) 813-3634 E-mail Address: [email protected] Website: depedbukidnon.net.ph

10 English Quarter 1 - Module 4 Textual Aids

This module was collaboratively developed and reviewed by educators from public schools. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents Page COVER PAGE COPYRIGHT PAGE TITLE PAGE TABLE OF CONTENTS ....................................................................................... i WHAT THIS MODULE IS ABOUT Note to the Teacher/Facilitator ....................................................................... ii Note to the Learner ......................................................................................... iii Note to the Parents/Guardian ......................................................................... iii Module Icons ................................................................................................... iv WHAT I NEED TO KNOW .................................................................................... 1 WHAT I KNOW (Pretest) ..................................................................................... 1 Lesson 1: Identifying Types of Textual Aids-Monday & Tuesday What I Need to Know ................................................................................... What's In ..................................................................................................... What’s New ............................................................................................... What Is It...................................................................................................... What’s More ................................................................................................ What I Have Learned ................................................................................... What I Can Do ............................................................................................. Summary ..................................................................................................... Assessment

4 4 5 6 6 9 10 10 12

Additional Activities

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Lesson 2: Determining Purpose of Textual Aids-Wednesday & Thursday What I Need to Know ................................................................................... What I Know ................................................................................................ What's In ..................................................................................................... What’s New ............................................................................................... What Is It...................................................................................................... What’s More ................................................................................................ What I Have Learned ................................................................................... What I Can Do ............................................................................................. Summary ..................................................................................................... Assessment

15 15 17 18 18 19 21 23 25 26

Additional Activities

28

Assessment (Post Test)

30

Key to Answers............................................................................................................... 33 References ....................................................................................................................... 36

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What This Module is About For the Facilitator: Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Textual Aids! This module was collaboratively designed, developed and reviewed by educators from public institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher The strategies for executing the activities are suggestive, not prescriptive. You are free to modify the procedures which are appropriate for your learners. Notes to the Parents Your guidance and support to the learner in accomplishing this module at home will help learning to be effective. In case there are some parts that you are confused, feel free to contact and ask your child's teacher for clarification.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. For the Learner: Welcome to the English 10 Alternative Delivery Mode (ADM) Module on Textual Aids! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! ii

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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How to Learn from this Module To achieve the objectives cited above, you are to do the following: •

Take your time reading the lessons carefully.

•

Follow the directions and/or instructions in the activities and exercises diligently.

•

Answer all the given tests and exercises.

Icons of this Module This part contains learning objectives that are What I Need to set for you to learn as you go along the Module Know each day/lesson.

What I know

What’s In

This is a pre-test assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related Knowledge

This part connects previous lesson with that of the current one.

What’s New

An introduction of the new lesson through various activities, before it will be presented to you.

What is It

These are discussions of the activities as a way to deepen your discovery and under-standing of the concept.

What’s More

These are follow-up activities that are in- tended for you to practice further in order to master the competencies.

What I Have Learned

What I can do

Activities designed to process what you have learned from the lesson

These are tasks that are designed to show-case your skills and knowledge gained, and applied into real-life concerns and situations.

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What I Need to Know Welcome to this module! You must be very eager to start with the learning activities prepared for you. The activities in the module have been designed to provide you with rich and stimulating learning experience. After going through this module, you are expected to: 1. 2. 3. 4. 5.

define textual aids; and identify the different forms of textual aids. identify the different purpose of textual aids; transpose non-linear information to text; and determine the effects of textual aids on the understanding of the text. EN10RC-lf-21 Good luck as you begin this module!

What I Know (Pre-Test) Now that you know what you are expected to learn from this module, let's find out first how much you know about them. Follow the directions for each set of questions. I. Study the given bar graph, then write the letter of the answer to each question that follows in your activity notebook.

This chart was created by the author

1. Which precinct has the highest number of registered voters? A. 1

B. 3

C. 4

D. 5

2. Which precinct has the highest number of actual voters? A. 1

B. 2

C. 3

D. 5

3. Which precinct has the lowest number of actual voters? A. 1

B. 2

C. 3

D. 4

1 4. What textual aid is it in which points are connected to show relationships between two or more items. A. Bar Graph B. Concept Map C. Line Graph D. Venn diagram 5. Which of the following graphics is used in displaying numerical data and presenting summarized information in rows and columns? A. Charts B. Maps C. Tables D. Titles 6. Which of the following is TRUE about textual aids? A. They are educational instruments used in linear texts. B. They are educational instruments that summarize a text. C. They are instruments that distract learner's attention on important points. D. They are educational instruments written or printed that emphasized essential points, graphs and images. 7. Which of the following items is a graphical or symbolic representation of a process? A. Concept Map B. Flow Chart C. Table D. Venn Diagram 8. Which of the following best completes the statement, Line graphs are ________. A. starting with the earliest and following the order in which they occurred. B. diagram of data in which specific values are plotted as dots and connected using lines. C. a graph in which a circle is divided into sectors that each represent a portion of the whole. D. a diagram in which the numerical values of variables are represented by the height or length of rectangles of equal width. 9. What visual display demonstrates relationships between facts, concepts or ideas. A. Concept maps B. Flow chart C. Graphic organizer D. Venn Diagram 10. Which textual aid is used to identify the similarities and differences between two or more concepts. A. Concept maps B. Flow chart C. Graphic organizer D. Venn Diagram 11. Which of the following are elements existing independently of a main text and intended to enhance reader's experiences? A. feature presentations B. literary features C. superfluous features D. text features 12. What type of textual aid gives the gist of the story? A. title B. image C. flow chart D. symbol 2

13. Which type of textual aids show the central thought with its matching characteristics and can be used to show hierarchical relationships. A. Cause and Effect diagram C. Graphic Organizer

B. Concept Map D. Venn diagram

14. Which of the following items are length of parallel bars either vertical or horizontal and are used to make comparisons. A. Bar Graph B. Concept Map C. Line Graph D. Venn diagram 15. Which type of textual aid is the picture below?

https://www.tutorialspoint.com/effective_communication/effective_communication_process.htm.

A. Bar Graph C. Line Graph

B. Flow Chart D. Pie chart

How did you fare in the Pre-test? If your score is low, don't be too sad. You may go back and read again those questions you did not get correctly for you to remember them. Now, you are ready to try the activities at hand. As you work on it, try to relate them to the objectives of this module and make this work well for you.

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Lesson

1

Identifying Types of Textual Aids

What I Need to Know Welcome to this module! You must be very eager to start with the learning activities prepared for you. The activities in the module have been designed to provide you with rich and stimulating learning experience. After going through this module, you are expected to: 1. define textual aids; and 2. identify the different forms of textual aids.

What’s In Have fun learning while learning in this module! According to Winston Churchill, "Difficulties mastered are opportunities won." In your journey in your high school life, you have encountered a lot of challenges that also gave you opportunities to improve yourself. Despite all the hardships may it be in academics or not, an aid or assistance is significant to help you how to deal with the difficulties and increase your capabilities to further improve yourself. Just like in reading, there are times you find it difficult to comprehend the text when there are unfamiliar words with the reading selection and you need help in order to understand it. You can either consult a dictionary to look for their meaning or use context clues. Now, read and examine the two types of text. Set A Sleep Experts say that people (adults) need at least 6 hours of sleep every night. If they do not get enough sleep they will feel sleepy the whole day. Younger kids need at least 9 hours of sleep every night. After school – activities can take away from sleep time for kids. Also parents with busy life styles stay up late and their kids do the same. Kids with little sleep have hard time sleeping at night and this will affect their daily routine and make them less active and productive through the day in school. Most parents are not aware of what goes on when their kids go to sleep and how the brain works when we are asleep. 4

Many people think that the brain shuts down when we go to sleep but it is the opposite. Experts say that the brain is very active when we are asleep and could be even more active than when we are awake. Source: https://www.eslpages.com/skills/reading/read-a-short-passage-about-people-in-english

Set B

This chart was created by the author.

Questions: 1. Between the two sets of examples, which would you prefer more in understanding a text? Why? 2. What type of text is Set A? What about set B?

What’s New Let’s explore! Oftentimes we find it tedious to read very long literary pieces and even more difficult to comprehend if it is purely texts and without illustrations. With the help of textual aids, i words become more visible and easy to remember by the readers. Textual aids, also called text features, are visual elements on a page such as titles, bold or italic prints, charts, diagrams, maps and tables, written texts, prints and some other way of writing for an important word to stand out from the other. This will make it easy for readers to memorize, remember, and learn important words more quickly and easily. As textual aids are helpful in previewing the text, textual aids are mostly used in nonfiction text. Text aids focus the reader's attention on specific parts of the text, and help the reader identify important ideas in the reading. Text features in the form of pictures, illustrations or graphs give the reader additional information to support what is found in the text.

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What Is It These are the forms/examples of Textual Aids: 1. Title gives the gist of the story. It summarizes the main ideas or ideas of your study. 2. A graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. A graphic organizer guides the learner's thinking as they fill in and build upon a visual map or diagram. 3. A flow chart is a graphical or symbolic representation of a process. Each step in the process is represented by a different symbol and contains a short description of the process step. The flow chart symbols are linked together with arrows showing the process flow direction. 4. Venn diagram is a diagram used to identify the similarities and differences between two or more concepts. It is represented by two overlapping circles. 5. Cause & Effect Diagram emphasizes the connection between the different concepts. This is called the most beneficial organizer. Since it can be applied to all subject areas. 6. Concept Maps are general organizer or textual aids that can show the central thought with its matching characteristics. These are actually helpful and excellent for brainstorming, refreshing stock knowledge, and / or generating alternative expressions. This kind of maps can also be used to show or rank the hierarchical relationships as the most significant concept or concepts should be placed at the top. 7. Pie Graph is a circular chart which is divided into slices or portions to illustrate proportion. 8. Line Graph is a common type of chart which displays the information as a series of data points connected by line segments to show trends. 9. Timelines is a graphic representation of the passage of time.

What’s More Here are some activities for you to practice. Let’s try this. Task 1: Blocks that Block Each block represents a saying or well-known phrase. Identify what is asked in each block by examining the graphic. Write your answers on the activity notebook. 1 2 3 r o chicken late roads d s 4 5 6 t r o u b l e

trouble I’m

trouble

t r o u b l e

history history history

6

forgotten

Answers: 1.__________ 2.___________ 3.___________ 4. __________ 5. __________ 6._________

Questions 1. How did you get the answer to each block? 2. What helps you in understanding and getting the meaning of given texts? 3. What is your overall impression about the phrases above? How do they reflect realities in life? You're doing good. Let's try another one.

Task 2: Decipher and Decode Directions: Each block represents a phrase. Identify what is asked in each box. Write your answers on the activity notebook.

Questions: 1. How did you get the answer to each box? 2. What helps you in understanding and getting the meaning of given texts? Quite easy right? Let's have more exercises.

Task 3. Follow the Flow. Analyze the textual aid and answer the questions that follow. Write your answers on the activity notebook.

1. What type of textual aid is it? 2. What is it all about? 3. What are the processes involved? 7

Task 4. Compare and Contrast. Examine the diagram below and answer the questions that follow: Write your answers on the activity notebook.

Birds

lay eggs feathers

Bats

live young 2 legs warm blood

Fur

Vertebrate

Teeth

beak

Forelimbs modified as wings

1. What type of textual aid is it? 2. What specific information does the diagram show? 3. What are the similarities and differences of birds and bats?

What I Have Learned You're doing well in the previous activities. Let's check your understanding! Directions: Choose the letter that corresponds to the correct answer. Write your answers on the activity notebook. 1.A type of textual aids in which points are connected to show relationships between two or more items. A. Bar Graph B. Concept Map C. Line Graph D. Venn diagram 2. It is the most realistic and dramatic representation of physical features in which the reader can see exactly what the writer is talking about. A. Image or picture B. Italic and bold letters C. Table D.Title

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3. They are length of parallel bars either vertical or horizontal and are used to make comparisons. A. Bar Graph B. Concept Map C. Line Graph D. Venn diagram 4. Line graphs are _______________ A. starting with the earliest and following the order in which they occurred. B. diagram of data in which specific values are plotted as dots and connected using lines. C. a graph in which a circle is divided into sectors that each represent a portion of the whole. D. a diagram in which the numerical values of variables are represented by the height or length of rectangles of equal width. 5. A circle that is divided into segments to represent the proportion of

observations that are in each category. A. Bar Graphs B.Diagram C. Line Graphs D. Pie Chart 6. The type of textual aid in the picture is ____.

https://www.tutorialspoint.com/effective_communication/effective_communication_process.htm.

A. Bar Graph C. Line Graph

B. Flow Chart D. Pie chart

For items 7-10. Read the following passage. Use an appropriate textual aid to simplify/summarize the text. Write your answer on your activity notebook. Unfortunately, a tragic fire happened last Thursday. The fire destroyed the beautiful landmark building that was to be renovated next year. When asked about the future of the building, Emily Lopez, architect for the renovation project, sighed and said, "There is no future for this building. Not anymore." Ms. Lopez continued, "The real tragedy is that the fire could have been avoided." Emily Lopez is correct. The fire broke out because of carelessness and neglect. Paint rags were strewn around the cellar floor, stacks of old newspapers and piles of cloth in wooden barrels lay right beside the old furnace, waiting to catch fire.

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What I Can Do Way to go. Keep working on the next activities. Task 5. Cause-Effect Diagram. Directions: Read and understand the essay. Summarize the key points using the cause and effect diagram then write your answer in your activity notebook. More and more women are now going out to work and some women are now the major salary earner in the family. What are the causes of this, and what effect is this having on families and society? In the past, most women stayed at home to take care of domestic chores such as cooking or cleaning. Women's liberation and feminism have meant that this situation has been transformed and in contemporary society women are playing an almost equal role to men in terms of work. This has had significant consequences, both in terms of the family, for example by improving quality of life and increasing children's sense of independence, and also for society itself with greater gender equality. The main reasons behind the increase of women in the workplace are women's liberation and feminism. The women's liberation movement originated in the 1960s and was popularized by authors such as Simone de Beauvoir. As a consequence of this, new legislation emerged, granting women equal rights to men in many fields, in particular employment. Because of feminist ideas, men have taken up roles which were previously seen as being for women only, most importantly those related to child rearing. As a result of this, women have more time to pursue their own careers and interests. These have led to some significant effects, both to family life and to society as a whole. Although the earning capacity of a woman in her lifetime is generally much less than that of a man, she can nevertheless make a significant contribution to the family income. The most important consequence of this is an improved quality of life. By helping to maintain a steady income for the family, the pressure on the husband is considerably reduced, hence improving both the husband's and the wife's emotional well-being. Additionally, the purchasing power of the family will also be raised. This means that the family can afford more luxuries such as foreign travel and a family car. A further effect on the family is the promotion of independence in the children. Some might argue that having both parents working might be damaging to the children because of a lack of parental attention. However, such children have to learn to look after themselves at an earlier age, and their parents often rely on them to help with the housework. This teaches them important life skills. As regards society, women going to work are greater gender equality. There are an increasing number of women who are becoming politicians, lawyers, and even CEOs and company managers. This is greater equality for women in all areas of life, not just in employment. For example, women today have much stronger legal rights to protect themselves against domestic violence and sexual discrimination in the workplace. In conclusion, the increasing number of women at work has brought about some important changes to family life, including improved quality of life and increased independence for children, as well as society itself. It is clear that the sexes are still a long way from being equal in all areas of life, however, and perhaps the challenge for the present century is to ensure that this takes place. 10

source: https://www.eapfoundation.com/writing/essays/cande/

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Summary Before you proceed to the assessment, remember the following key points. Textual aids are educational instruments, could be written texts, or printed texts and other ways of emphasizing the essential phrases, thoughts, graphs, and /or images. Simple examples of textual aids are those words being highlighted, bolded, italicized. They also include charts, graphs, diagrams, maps, tables, etc. Important words are sometimes written in bold to catch the attention of the reader. Italicized words are used to meanings, synonyms, footnotes and many others depending on the style of the writer which he believes would make the words more visible and easy to remember.

Assessment Wow! You're done with the exercises in this module. Congratulations for doing your best. Now let's assess how well you understood the lessons. I. React and Respond Rightly How will you react and respond in each of the following situations. Write your answers on the activity notebook. 1. You are walking around city. From one street, you would like to cross to the next street. When you are about to cross the road, you see this sign,

This sign was drawn by the author.

What is the right thing to do? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. Joana, a natural-born Filipina, is sweating and she hears her stomach rumbling. She stops at a public toilet and sees two doors with these signs: Door 1 Door 2

To which door should she enter? Why? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 12

3. Jim is driving at 90kph speed. While approaching his destination, he saw this road sign,

This picture was taken by the author.

What must he do? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Additional Activities

By this time, you have already familiarized the different forms/types of textual aids. Do the additional activities for mastery and retention. Task 6: Show it with a Textual Aid 1. Aaron and Bruce differ in four ways. The first difference is height. Aaron is tall, while Bruce is short. A second difference is strength. Aaron is strong. In contrast, Bruce is weak. A third difference is appearance. Aaron, who is average looking, differs from Bruce, who is handsome. The final difference is intelligence. Aaron is of average intelligence. Bruce, on the other hand, is very intelligent. Using a textual aid, show how Aaron and Bruce differ from each other. Write your answers on the activity notebook.

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2. Darrah is conducting a survey on the favorite pets of students. The responses were the following: dogs-820; cats-700; fish-330; birds-215. Present the data using a text aid. Write your answers on the activity notebook.

Job well done for successfully finishing this lesson. Now you can move on to the next lesson.

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Lesson

2 Determining the Purpose of Text Aids What I Need to Know

Reading a lengthy plain text could be challenging to do. We need an aid to avoid the monotony and to help us understand the text better. Text aids have different purpose and usage according to its form or structure. In this lesson, you are expected to: a. identify the different purpose of textual aids; b. transpose non-linear information to text; and c. determine the effects of textual aids on the understanding of the text. EN10RC-lf-21

What I Know Directions: Read each questions carefully and choose the letter of the correct answer. Write your answer on your activity notebook. 1. Which graph shows how data changes over time? A. Bar Graph B. Line Graph C. Pictograph D. Pie Graph 2. Which graph shows proportions and how each proportion or part relates to the other parts and to the whole? A. Bar Graph B. Line Graph C. Pictograph D. Pie Graph 3. Which of the following is a graphic element often found in texts? A. Chart B. Graphs C. Maps D. Pictures 4. Which of the following provides a visual portrait of data and its relationships and includes varieties like bar, line and pie? A. Chart B. Graphs C. Maps D. Pictures 5. Which of the following provides a visual portrait of how something works and is put together or how sets of data overlap? A. Diagrams B. Graphs C. Maps D. Pictures 6. Which of the following presents a picture or chart that shows the rivers, mountains, streets and other places in a particular area? A. Diagrams B. Graphs C. Maps D. Pictures

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7.What type of graph is this?

This chart was created by the author.

A. Bar Graph C. Pictograph

B. Line Graph D. Pie Graph

8. What kind of pet is being owned the most? A. Cat B. Dog C. Goldfish D. Hamster For Items 9-. Study the graph. Then complete the paragraph using the data presented in the graph. Write your

Source:Ventures in Communication 9.One-eight kilo of beef supplies 60% of what daily requirement? A. Calcium B. Protein C. Vitamin B1 D. Vitamin B3 10. Based on the graph, one-eight kilo of beef supplies about 28% of what nutrient? a. Calcium B. Iron c. Protein D. Vitamin A 11. How many percent of the protein requirement does it supply? A. 10 B. 20 C. 30 D. 50 12.-13. Which pair of nutrients will complete the statement based on the graph? Beef contains no ______________ and no ______________ also known as ascorbic acid. A. Calcium and Vitamin A B. Iron and Protein C. Vitamin A and Vitamin C D. Vitamin B1 and B2 16

14. Which of the following graphics is used in displaying numerical data and presenting summarized information in rows and columns? A. Charts B. Maps C. Tables D. Titles 15. Which of the following items is the most realistic and dramatic representation of physical features in which the reader can see exactly what the writer is talking about. A. Image or picture B. Italic and bold letters C. Table D.Title

What’s In

In the previous lesson, you learned the different forms and types of textual aids. Let's check if you can still remember. Direction: Supply the missing letters to form the word/terms referred to in each statement. Write your answer on your activity notebook. 1. I __ __ G __

-This is a representation of physical feature in which the reader can see exactly what the writer is talking about

2. __ __ B __ __ S

-They are used in displaying numerical data and presenting summarized information in rows and columns.

3. P__ __ G__ __ P __

-A circular chart which is divided into slices or portions to illustrate proportion

4. __ L O __ __ H __ R __

-A graphical or symbolic representation of a process.

5. __ __ N __ D__ A __ R A __ -It is a visual depiction of the similarities and differences between two or more different items.

Did you get all the items correct? If yes, that's great. If not, try to go back and review the previous lesson.

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What’s New Let's Explore Important words are sometimes written in bold to catch the attention of the reader. Italicized word are used to meanings, synonyms, footnotes and many others depending on the style of the writer which he or she believes would make the words more visible and easy to remember. This will make it easy for readers to memorize, remember, and learn important words more quickly and easily.

What Is It Text features or text aids are parts of the text that signal you to look over because it states important information. They often enhance information from the text and sometimes supply information not found in the text. Textual aids can help you better "see" and understand the information thus enhance your comprehension. They provide visual explanations of concepts and relationships and enable you to grasp and recall information easily. There are many types of textual aids and it is important for you to understand the uses and purposes of each. A title is a story's first impression. It creates anticipation and expectation or, even, disinterest. The main purpose of a title is to grab attention and entice people to start reading the text. A flow chart or sequence chart shows a series of steps or events in the order in which they take place. It is an excellent tool for teaching the steps necessary to reach a final point. The following examples illustrate the many uses of flow diagrams or sequence charts. In reading, sequence charts can be used to outline the key events in a story or chapter. In science, they can serve as the procedures section in the scientific process. In history, they can be created as a timeline. A compare/contrast or Venn diagram is used to identify the similarities and differences between two or more concepts. The Graphs such as bar or line present numerical data pictorially, helping readers visualize relationships among those data. Tables compare information expressed as numbers. They present large amounts of data in simple, brief and clear format which would be bulky, confusing and inaccessible in prose. A map shows location. It is a representation of an area of land or sea showing physical features. A diagram shows the parts of an object.

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What’s More You just learned about the use and purpose of textual aids. Go, try on the activities ahead. Task 1. Find the Aid. Look at the picture and answer the questions. Write your answers on the activity notebook.

DAEDALUS AND ICARUS

Source: English 10 Learners’ Manual (Celebrating Diversity through World Literature)

Questions:

1. What is the title of the story? 2. What do you think is the story all about? 3. What is the effect of the title in bold and capital letters? Task 2: Understanding Cartoon. Analyze the cartoon and answer the questions that follow. Write your answers on the activity notebook.

This picture was illustrated by a cartoonist (R.Tingson)

1. What is the cartoon all about? 2. What message does the cartoon imply? 3. How does the cartoon help you in understanding the text?

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Task 3.Graph Analysis. Study the graph and answer the following questions. Write your answers on the activity notebook.

source:https://www.wccusd.net/cms/lib/CA01001466/Centricity/domain/60/lessons/Grade%2 06%20Lessons/InterpretingGraphs.pdf 1. What does the slope of each line on the graph show?

___________________________________________________________________ ___________________________________________________________________ 2. Which runner completed the 100m race in the least amount of time? What was his time? ___________________________________________________________________ ___________________________________________________________________ 3. Which runner started out the fastest? ___________________________________________________________________ ___________________________________________________________________ 4. What was Charlie doing between 8 seconds and 10.5 seconds? ___________________________________________________________________ ___________________________________________________________________ 5. Which runner ended last? At what time? ___________________________________________________________________ ___________________________________________________________________ 6. How does the graph help you in understanding the text? ___________________________________________________________________ ___________________________________________________________________ 20

What I Have Learned You're doing a good job in the previous tasks. Now, let's test out your knowledge. Directions: Choose the letter that corresponds to the correct answer. Write your answers on the activity notebook. 1. Which of the statement best describes the use for bar graphs. A. They show trends over time. B. They compare things between two groups C. They are used to track changes over short period of time D. They are used to track changes over long period of time 2. Which is the best way to display the information about monthly expenses for last month? A. Bar Graphs B. Concept Map C. Pie Chart D. Venn Diagram 3. James is going to report the sales per month of their car company for the year 2019. What type of graph should we use to present that data? A. Bar Graphs B. Flow Charts C. Pie Charts D. Venn Diagram 4. Ram is going to discuss in class the "Water Cycle". What graph should he use to show the process? A. Concept Map C. Line Graph

B. Flow Chart D. Pie Chart

5. John will make a comic strip of the fable, "The Monkey and the Turtle", What type of textual aid will he most likely use? A. concept map B. graphic organizer C. illustrations D. Italics and bold letters 6. What type of textual aid gives the gist of the story? A. title B. image C. flow chart D. symbol 7. Which of the following information should be placed on a timeline? A. Father's favorite hobby. B. Family members' birth years C. Children's monthly expenses D. Mother's collection of souvenir items 8. Which statement would best complete this line, A pie chart is _______________. A. starting with the earliest and following the order in which they occurred. B. diagram of data in which specific values are plotted as dots and connected using lines. C. graph in which a circle is divided into sectors that each represent a portion of the whole. D. diagrams in which the numerical values of variables are represented by the height or length of lines or rectangles of equal width. 21

Motel

10 5 0

Study theJan given graph. Feb

Mar

Apr

May

Jun

source: http://www.scsd1.com/Downloads/line%20graphs%20from%20data.pdf

9. How many potatoes were produced in 2012 until 2014? A.165 B.175 C. 170 D.180 10. Between what year were the highest number of potatoes produced? A. 2009-2010 C. 2011-2012 C. 2012-2013 D. 2015- 2016 11-15. Each wedge in the pie chart represents a form of expense. Pick out your answers from the box below. Write the expense on the line. 11. _____________ 19.1%

8.8 % 12. _______________________

6.8 % 13. _____________________

3.4 % 14.______________________

61.9 % 15. ____________________

Description

Expense

Greatest Expense Least Expense Second most expensive Second least expensive Third least expensive

Instruction Miscellaneous Operation Interest on loans Capital outlay 22

What I Can Do You have already learned the varied purposes of textual aids. Now let’s see you make a chart! Task 4: Present Me Graphically! Directions: Show what you have learned about textual aids and their varied purposes as you do what is being asked in every situation below. Write your answers on your activity notebook. 1. Dianne has a monthly income of P25000. She spends P10000 on rental, P5000 on educational fees, P3500 on other things (such as groceries, entertainment, etc...) and she saves the rest of it. Show how Dianne spends her monthly income using a graph. Put labels in your graph. Use coloring materials to distinguish each part.

2. Use the set of information below to show how students spend their day by using the most appropriate textual aid. Eating Getting ready for school Going to School Hanging out Reading Sleeping Studying Watching TV Working

– 1 hour – .5 hours – 7 hours – 1.5 hours – .25 hours – 6 hours – .5 hours – 2.25 hours – 5 hours

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3.Read and understand the text. Use the most appropriate textual aid in presenting the information. Write your answers on the activity notebook. The writing process has four distinct phases. The first is invention, which is aided by any number of techniques, including free-writing, mind-mapping and outlining. In this first stage, it’s important for a writer not to edit but to let ideas flow and to simply get them down on paper. After invention, comes the first draft—the stage where the ideas start to take shape. Many writers use a sentence outline at this stage to see where they need to cut and where they need to add material. The first draft is also where writers should develop a tentative thesis to guide the structure of their essay. The next stage of the process is when both the second and third drafts are done. Here, ideas and structure are refined, and the thesis is revised until it becomes the unifying idea of the paper. Finally, comes the last stage, that of editing. Writers should take care at this stage that all sentence structure and punctuation is correct, and they should make corrections to documentation format as needed. Writers often repeat these four phases more than once, or skip a phase and go back to it, making the writing process more cyclical than linear.

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Summary Quite challenging tasks, isn't it? But you were able to accomplish all tasks, weren't you? Before we proceed to the assessment, let us bear in mind these key points. Textual aids are tools or materials that provide support and facilitate understanding of texts. These aids are, most of the time, graphical outlines or images that gives a general idea of a certain topic. In addition, it helps students understand and comprehend any story, subject, or topic. They give emphasis on what should be focused on. Important words are sometimes written in bold to catch the attention of the reader. Italicized words are used to meanings, synonyms, footnotes and many others depending on the style of the writer which he believes would make the words more visible and easy to remember. Text features will make it easy for students to memorize, remember, and learn important words more quickly and easily.

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Assessment Task 5: Concept Mapping. Directions: Read the selection and provide the details needed in each box. Write your answer in your activity notebook. Greek Drama The drama was the crowning glory of the Athenian Age, which has been called by different forms. It has been called by different terms. It has been called by the Age of Pericles because Pericles was the ruling power in Athens at the time. It has also been called the Athenian Age because Athens became the white-hot literary center of Greece, and it has been called the Golden Age because the drama flourished during this period. There were three great tragic writers: Aeschylus, Sophocles, and Euripides, and there was Aristophanes, the greatest writer of comedy the world has ever produced. The spirit of an age is more completely represented by its poetry than by its prose. Accordingly, we can best trace the character of the three different stages of civilization among the Greeks in the three divisions of their poetry. The epic belongs to a period when the minds of the people were deeply influenced by legends handed down from antiquity. Lyric poetry developed in a more republican form of government when each individual could express one's personal aims and wishes, and all the depths of human emotions were unlocked by the inspirations of the poets. Dramatic poetry appeared as an expression of the summit of Greek civilization in the very prime of Athenian power and freedom. Dramatic poetry was the organ of prevailing thoughts and feelings of the time. This is why the drama marks the high tide of literature, and the golden age in the literary history of a nation coincides with the period when that nation produced its great dramatists. Epic poetry relates the actions of great heroes told in a noble and grand manner. A drama, as its name implies, presents action; it does not relate. The dramatist plunges us into the story and makes us directly experience the event that is presented to our eyes. Consequently, the drama makes us understand human life with depth and force, which no other type of literature can do.

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Athenian Age

called Age of 1. ___________________ because 2. _______________________

Also called 3.__________ Age because 4. ____________flourished

Tragic writers: 5. ___________ 6. ___________

Greatest writer of Comedy: 8. ______________

7. ___________

Stages of Civilization shown in 9. _______________ _________________ _________________ _________________

Epics about

Lyrics: about

10. ______________ Relates action of 11._______________ in a 12. ___________manner

13._______________ 14._______________

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Dramatic Poetry: Organ of 15.________________

Additional Activities

You have come this far. Good work. Let us check if you have mastered the learning competency for this lesson that is, to determine the effects of textual aids like advance organizers, titles, non-linear illustrations, etc. on the understanding of the text. Task 6: Synopsize Directions. Fill out the table with the details needed in each box. Write your answer in your activity notebook.

Textual Aids

Purpose

Title

Pictures/Illustrations/ Symbols Venn Diagram

Concept Map

Flow Chart

Timeline

Bar Graph

Cause and Effect Diagram

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Effects in Understanding a Text

II. A friend of yours had an accident. His father is in Bukidnon. You visited this friend at the hospital where you read this record. Your friend requested you to inform his parents about the accident. On your activity notebook, write a letter to your friend's parents informing them about what happened.

source: Communicate in English

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Assessment: (Post-Test) It's now time to evaluate your learning. Choose the letter that corresponds to the correct answer. Write your answers on the activity notebook. 1. They are elements existing independently of a main text and intended to enhance reader's experiences with it are known as ________. A. feature presentations B. literary features C. superfluous features D. text features 2. It is an aid that gives the gist of the story. A. flow chart B. image C. symbol D. title 3. The statement that best describes the use for bar graphs. A. They show trends over time. B. They compare things between two groups C. They are used to track changes over short period of time D. They are used to track changes over long period of time 4. These are textual aids that show the central thought with its matching characteristics and can be used to show hierarchical relationships. A. Cause and Effect diagram B.Concept Map C. Graphic Organizer D. Venn diagram 5. What does this road sign represent? A. Rough Road Ahead B. School Zone Ahead C. Construction Zone Ahead D. Railroad Crossing Ahead This picture was take n by the author.

6. They are used in displaying numerical data and presenting summarized

information in rows and columns. A. Charts B. Maps C. Tables D. Titles 7. Which of the following is TRUE about textual aids? A. They are educational instruments used in linear texts. B. They are educational instruments that summarize a text. C. They are instruments that distract learner's attention on important points. D. They are educational instruments written or printed that emphasized essential points, graphs and images.

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For items 8.-9. Study this sample advertisement and answer the questions below.

This ad was designed by the author.

8. The ad offers how many percent of discount to fathers? A. 0% B. 50% C. 75% D. 100% 9. At what age does children receive 75% discount? A. 0-22 years old B. 0-25 years old C. 1-18 years old D. 1-22 years old 10. It is a graphical or symbolic representation of a process. A. Concept Map B. Flow Chart C. Table D. Venn Diagram 11. It is a visual display that demonstrates relationships between facts, concepts or ideas. A. Concept maps B. Flow chart C. Graphic organizer D. Venn Diagram 12. It is used to identify the similarities and differences between two or more concepts. A. Concept maps B. Flow chart C. Graphic organizer D. Venn Diagram

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For items 13-15. Study the given bar graph and answer the following questions below.

Source: Communicate in English

13. Tangub City is __________ than Cagayan de Oro . A. as populous B. equally populous C. more populous D. not as populous 14. China has ____________ population than any other country. A. high B. lower C. the highest D. the more 15. Indonesia's population is ______that of Japan. A. as low as B. considerably lower than C. higher D.not lower than

Congratulations for finishing all the activities in this module. You are a good learner. Now would you care to find out how much you have gained since you took the pre-test? After answering the post-test, don't forget to check your work against the Key to Answers page. If you are able to get a good score, then you may proceed with the next module. If some items are not clear to you, spend some time to review the activities until you master the exercises.

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Key to Answers

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References brainly.ph.. [online] 2016Available [Accessed 15 May 2020].

at:



Flores, Magelende M., Edna M. Dela cruz, and Helen P. Ladera. Ventures in Communication. Manila: Rex Bookstore, Inc., 2008. Khan Academy. Interpreting Text Features. 2020 [online] youtube.com. Available at: [Accessed 24 May 2020].

Pontikis, Nick. The Myth Of Daedalus And Icarus. [online] Greek Myths & Greek Mythology. 2012. Available at: [Accessed 14 May 2020].

Primary, L., 2013. File:Writing Process Flow Chart.Gif - Wikimedia Commons. [online Commons.wikimedia.org. Available at: [Accessed 20 May 2020]. Reed, S., Using Text Aids And Features. [online] prezi.com. 2014Available at: [Accessed 25 May 2020]. Rionda, Carolina S., and Josefina P. Gabriel. Communicate in English. Quezon City: Phoenix Publishing House, Inc., 1996. Wimmer, J., n.d. What Is A Text Feature? - Definition & Examples. [online] Study.com. Available at: [Accessed 30 May 2020].

youtube.com.. Text Features And Graphic Sources. 2015 [online] Available at: [Accessed 15 May 2020].

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For inquiries and feedback, please write or call: Department of Education –Learning Resources Management and Development Center(LRMDC) DepEd Division of Bukidnon Sumpong, Malaybalay City, Bukidnon Telefax: ((08822)855-0048 E-mail Address: [email protected]