Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

10 Zest for Progress

Z Peal of artnership

English
Quarter 2 – Module 7:

Multimodal Texts

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
 What I Need to Know
As a student, you need to be able to learn how to effectively design and
communicate meaning by creating texts for different purposes and audiences with
accuracy, fluency and imagination. To do this, you need to know how meaning is
conveyed through the various modes used in the text, as well as how multiple modes
work together in different ways to convey the story or the information to be
communicated.

This module contains the first lesson that will lead you to this learning
competency: Compose texts which include multimodal elements.

In charting the course of your journey in this module, you are expected to:
• define multimodal text
• identify the different multimodal elements
• interpret multimodal text

What’s In
From the word cloud below, classify the words into the different modes of
communication and write your responses on the chart that follows.

READING WRITING LISTENING SPEAKING VIEWING

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 What’s New
Observe the image closely then answer the questions below.

Carlo Jose San Juan, "Callouscomics", Covid19comicsforGood. March 15, 2020.

https://twitter.com/callouscomics/status/1239139382931542017.

1. What is the image about?

2. Who and what is/are in this image?

3. What is happening? What are the characters doing?

4. Describe the expressions of the characters that have contributed to their actions.

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 What is it
How did you find doing the tasks?

The activities that you have done have something to do with Multimodal Text.

WHAT IS MULTIMODAL TEXT?

A text may be defined as multimodal when it comprises more than one mode. A
multimodal text uses a combination of two or more communication modes, for
example print, image and spoken text as in film or computer presentations.

The following overview of how meaning can be composed through different

resources for each mode (written language, spoken language, visual, audio,
gestural, and spatial) is informed by The New London Group (2000), Cope and
Kalantzis, (2009), and Kalantzis, Cope, Chan, and Dalley-Trim (2016).

WRITTEN MEANING
Conveyed through written language via handwriting, the printed page, and the
screen. Choices of words, phrases, and sentences are organized through linguistic
grammar conventions, register (where language is varied according to context), and
genre (knowledge of how a text type is organized and staged to meet a specific
purpose

SPOKEN (ORAL) MEANING

Conveyed through spoken language via live or recorded speech and can be
monologic or dialogic. Choice of words, phrases, and sentences are organized
through linguistic grammar conventions, register, and genre. Composing oral meaning
includes choices around mood, emotion, emphasis, fluency, speed, volume, tempo,
pitch, rhythm, pronunciation, intonation, and dialect.

VISUAL MEANING
Conveyed through choices of visual resources and includes both still image and
moving images. Images may include diverse cultural connotations, symbolism and
portray different people, cultures and practices. Visual resources include: framing,
vectors, symbols, perspective, gaze, point of view, colour, texture, line, shape, casting,
saliency, distance, angles, form, power, involvement/detachment, contrast, lighting,
naturalistic/non-naturalistic, camera movement, and subject movement.

AUDIO MEANING
Conveyed through sound, including choices of music representing different
cultures, ambient sounds, noises, alerts, silence, natural/unnatural sounds, and use of
volume, beat, tempo, pitch, and rhythm. Lyrics in a song may also include multiple
languages.

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SPATIAL MEANING
Conveyed through design of spaces, using choices of spatial resources
including: scale, proximity, boundaries, direction, layout, and organization of objects in
the space. Space extends from design of the page in a book, a page in a graphic
novel or comic, a webpage on the screen, framing of shots in moving image, to the
design of a room, architecture, streetscapes, and landscapes.

GESTURAL MEANING
Conveyed through choices of body movement; facial expression, eye
movements and gaze, demeanour, gait, dance, acting, action sequences. It also
includes use of rhythm, speed, stillness and angles, including ‘timing, frequency,
ceremony and ritual’ (Cope and Kalantzis, 2009. p. 362). Gestures and body language
may have diverse cultural connotations.

TYPES OF MULTIMODAL TEXTS

Multimodality texts can be delivered via different media or technologies. They

may be live, paper or digital electronic.

▪ Paper-based multimodal texts include picture books, text books, graphic

novels, comics, and posters.
▪ Live multimodal texts, for example, dance, performance, and oral storytelling,
convey meaning through combinations of various modes such as gestural,
spatial, audio, and oral language.
▪ Digital multimodal texts include film, animation, slide shows, e-posters, digital
stories, podcasts, and web pages that may include hyperlinks to external
pronunciation guides or translations.
Source: Annemaree O'Brien,"Multimodal Text". Resources for
Literacy Teachers,2020, https://creatingmultimodaltexts.com.

As presented in the second task, the comic strip is an

example of a paper-based multimodal text. In this visual text, this
medium uses images and text to represent ideas. The message is
conveyed through the use of visual semiotic resources such as
line, shape, size, and symbols.

Supporting multimodal literacy is an important aspect of education

today as it encourages students like you to understand the ways media
shapes your world. Most, if not all texts today, can be considered “multimodal
texts,” as they combine modes such as visuals, audio, and alphabetic or
linguistic text. While it can be useful to create a distinction between
multimodal texts and texts that are primarily linguistic in order to clarify
assignment goals, all texts can truly be considered multimodal.

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 What’s More

Activity 1: Mix and Match

Directions: Arrange the types of media below by numbering them in order from
earliest manifestation to the latest.

(These images were taken from pixabay.com. No attribution required.)

Activity 2: Guess the Image

Directions: Identify the mode depicted in the following images. Write the letter of
your choice before each number.
a. visual b. aural c. gestural d. linguistic e. spatial

1.
“image: Freepik.com”. 2.
“image: Freepik.com”.

3.

Eric Guinther, "Labeled picture of Apple", commons.wikimedia.org.

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 4.

(This is a scan from the transcript of the Talk to the Nation on COVID- 5.
19 of President Rodrigo Roa Duterte – Presidential Communications
Operations Office, 2020)

John McLure Hamilton,Foreword.Scan of p. 7 from

Men I Have Painted,commons.wikimedia.org.
Activity 3: Choose and Pick
Directions: What multimodal texts or elements are described below?
Pick your answer from the list inside the box and write your choice in
your answer sheet.

Audio Spatial Gestural Visual

Multimodal Written Paper-based Digital

MULTIMODAL Description
TEXT/ELEMENTS
1 This concerns music, sound effects, noises,
and silence through the use of voice, pitch and
rhythm.
2 The dynamic combination of two or more
communication modes within the same text and
where all modes are attended to as part of
meaning-making
3 This conveys meaning through films, animation,
slide shows, e-posters, and web pages.
4 This concerns environmental and architectural
spaces and use of proximity, direction, lay-out
and position of objects.
5 This comprises aspects such as color, vectors
and viewpoint in still and moving images.

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 What I Have Learned
Complete Me

Directions: Assess your learning by completing the statements below.

1. In this lesson, I learned that multimodal texts are…

2. Multimodality texts can be delivered via different media. They may be…

3. Types of multimodal texts include…

4. According to the New London Group, there are five modes of communication
and these are…

5. I want to continue learning about multimodal literacy because…

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 What I Can Do
Getting Deeper

Directions: Take a closer look at the Infographic from the World Health
Organization and identify the modes present in the image. Come up
with a brief description in your responses.

World Health Organization, Infographic Poster,

https://www.who.int/westernpacific.

Assessment
Directions: Choose the letter of the best answer. Write your answers on the space
before each number.

_____1. Which is true about multimodal text?

A. a way of communicating ideas or information.
B. using computer technology
C. text that uses two or more modes to present information or create meaning.
D. none of these
_____2. Which of these multimodal elements includes vocabulary, structure,
and grammar of oral/written language?
A. spatial B. audio C. linguistics D. visual

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 image: Freepik.com
_____3. What modality is shown in the image above?
A. spatial B. visual C. gestural D. audio
_____4. Which does not contribute to the spatial meaning of a material?
A. framing of shots in moving image
B. lay-out of objects
C. extended space from the design of a page in the book
D. choices of words and phrases
_____5. What modality would you prefer if you have technical skills associated
with understanding and using system, tools and applications in the
online platform?
A. print B. live C. digital D. all of these
_____6. Which strategy is helpful for those who have strong preference for
learning by auditory methods?
A. use recorder during lectures
B. utilize sticky notes to be placed in key areas such as mirror, desk, tables,
C. write out sentences and phrases that summarize key information obtained
from your textbook, lecture, and notes
D. use screen shots for visual review or to paste into notes
_____7. You noticed that your friend is fond of using various highlighters or
markers in her notes for the reason that it helps her aid in recalling
important details. What mode of learning is used by your friend?
A. visual B. auditory C. spoken D. gestural
Interpret the comic strip below by answering the questions that follow.

Mark Reiner, 7th Grade Comic Strip, http://reiner124.weebly.com.

8. What message is illustrated in this comic strip?

9. What elements in the illustration have helped you in depicting its message?

10. Do you think the illustrator is successful in conveying the message to the
readers? Explain your answer.

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REFERENCES:

Barton, Georgina. EduResearch Matters, December 17, 2018, https://

www.aare.edu.au/blog/?p=3545.
Guinther, Eric, "Labeled picture of Apple", Wikimedia Commons, September 11, 2003.
https://commons.wikimedia.org/w/index.php?title=
File:Hamilton_Men_I_Have_Painted_007.jpg&oldid=481408557
Hamilton, John McLure. "Scan Of P. 7 From Men I Have Painted." Wikimedia
Commons. October 5, 2020. https://commons.wikimedia.org.

Macrovector, Classroom Formation. Freepik. https://www.freepik.com.

Macrovector, Traffic Policeman.Freepik. https://www.freepik.com.
O'Brien, Annamaree. "Creating multimodal texts". Accessed September 7, 2020.
<https://creatingmultimodaltexts.com/modes-and-meaning-systems/> .
Presidential Communications Operations Office." Talk To The Nation On COVID-19
Of President Rodrigo Roa Duterte" Accessed September 8, 2020. https://
pcoo.gov.ph/.
Rainer, Mark. "7th Grade Comic Strip." Mr. Reiner's Art Site. n.d.. http://reiner124.
weebly.com/.

San Juan, Carlo Jose. "Callous Comics." Twitter. Twitter.com. March 15, 2020.
https://twitter.com/callouscomics/status/1239139382931542017.
University of Mississippi RhetLab. "Module:Multimodality." Accessed Setember 7,
2020. https://courses.lumenlearning.com/olemiss-writing100/chapter/what-is-a-
mode.
World Health Organization. Informative Poster. Health Topics. N.D.
https://www.who.int/westernpacific/emergencies/covid-
19/information/transmission-protective-measures.

Development Team

Writer(s): Jennifer J. Simyunn Niel Allan A. Brito

Kabasalan Science and Tech. HS Timalang Nat'l HS
Editor/QA: Garend E. Temporada Marjorie R. Daligdig
Reviewer: Evelyn F. Importante
OIC-CID Chief EPS
Illustrator:
Layout Artist:
Management Team: Raymond M. Salvador
OIC-Assistant Schools Division Superintendent
Jerry C. Bokingkito
OIC-Assistant Schools Division Superintendent
Dr. Jeanelyn A. Aleman, CESE
OIC-Schools Division Superintendent

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My Final Farewell
And when the dark night wraps the graveyard
Farewell, dear Fatherland, clime of the sun around With only the dead in their vigil to see
caress'd Pearl of the Orient seas, our Eden lost!, Break not my repose or the mystery profound
Gladly now I go to give thee this faded life's And perchance thou mayst hear a sad hymn
best, And were it brighter, fresher, or more resound 'T is I, O my country, raising a song
blest unto thee.
Still would I give it thee, nor count the cost.
And even my grave is remembered no
On the field of battle, 'mid the frenzy of fight, more Unmark'd by never a cross nor a
Others have given their lives, without doubt or stone
heed; The place matters not-cypress or laurel or Let the plow sweep through it, the spade turn
lily white, Scaffold or open plain, combat or it o'er That my ashes may carpet earthly floor,
martyrdom's plight, T is ever the same, to serve Before into nothingness at last they are blown.
our home and country's need.
Then will oblivion bring to me no
I die just when I see the dawn break, care As over thy vales and
Through the gloom of night, to herald the plains I sweep;
day; And if color is lacking my blood thou Throbbing and cleansed in thy space and
shalt take, Pour'd out at need for thy dear air With color and light, with song and
sake lament I fare, Ever repeating the faith that I
To dye with its crimson the waking ray. keep.

My dreams, when life first opened to me, My Fatherland ador'd, that sadness to my
My dreams, when the hopes of youth beat high, sorrow lends
Were to see thy lov'd face, O gem of the Orient Beloved Filipinas, hear now my last good-by!
sea From gloom and grief, from care and sorrow I give thee all: parents and kindred and friends
free; No blush on thy brow, no tear in thine eye. For I go where no slave before the oppressor
bends, Where faith can never kill, and God
Dream of my life, my living and burning reigns e'er on high!
desire, All hail ! cries the soul that is now to
take flight; All hail ! And sweet it is for thee Farewell to you all, from my soul torn away,
to expire ; Friends of my childhood in the home
To die for thy sake, that thou mayst dispossessed ! Give thanks that I rest from the
aspire; And sleep in thy bosom eternity's wearisome day !
long night. Farewell to thee, too, sweet friend that
lightened my way;
If over my grave some day thou seest Beloved creatures all, farewell! In death there is
grow, In the grassy sod, a humble flower, rest!
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb
below The touch of thy tenderness, thy breath's
warm power.

Let the moon beam over me soft and

serene, Let the dawn shed over me its
radiant flashes, Let the wind with sad
lament over me keen ; And if on my cross a
bird should be seen,
Let it trill there its hymn of peace to my
ashes. Let the sun draw the vapors up to
the sky,
And heavenward in purity bear my tardy
protest Let some kind soul o 'er my untimely
fate sigh, And in the still evening a prayer be
lifted on high From thee, 0 my country, that in
God I may rest. (This is the 1911 translation by Charles
Derbyshire of the Spanish original of José
Pray for all those that hapless have died, Rizal's poem, Mi Ultimo Adiós)
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have
cried,
For widows and orphans, for captives by torture
tried And then for thyself that redemption thou
mayst gain.

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