7 English

Quarter 2 - Module 7
Transcoding Information from Linear
to Nonlinear Texts and Vice-versa

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English – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 7
Transcoding Information from Linear to Nonlinear Texts and Vice-versa
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 royalties.

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

Secretary : Leonor Magtolis Briones

Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Authors : Clara Ellaine C. Balatbat
Ruby Rose R. Cruz
Diana P. Lazaro
Language Reviewer : Rush Jet R. Peñaranda
Content Editor : Rush Jet R. Peñaranda
Illustrators : Clara Ellaine C. Balatbat
Ruby Rose R. Cruz
Diana P. Lazaro
Layout Artist : Lyka Rose Celinia A. Olivera

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD
EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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 7
English
Quarter 2 - Module 7
Transcoding Information from Linear
to Nonlinear Texts and Vice-versa

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 Introductory Message

For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Transcoding
Information from Linear to Nonlinear Texts and Vice-versa!
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

This contains helpful tips or strategies that
will help you in guiding the learners.

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 7 Alternative Delivery Mode (ADM) Module on Transcoding
Information from Linear to Nonlinear Texts and Vice-versa!
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.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies

What I Need to Know
you are expected to learn in the module.

This part includes an activity that aims to check what

you already know about the lesson to take. If you get
What I Know
all the answers correct (100%), you may decide to skip
this module.

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 This is a brief drill or review to help you link the current
What’s In
lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
What’s More
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph
What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real-life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.
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 instructions 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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 What I Need to Know

This module has varied activities that will enhance your knowledge and skills in
transcoding information from linear to nonlinear and vice-versa.
At the end of this module, you are expected to:
• differentiate linear from nonlinear texts;
• identify the different kinds of graphs and tables;
• locate significant information from the text read based on the graphical
interpretation/representation; and
• translate information from linear to nonlinear and vice-versa.

What I Know

Directions: Read the following statements below and encircle the letter of the correct answer.

1. It is a narrative form, usually featuring animals that behave and speak as human
beings, told in order to highlight human follies and weaknesses.
A. short story C. legend
B. play D. fable
2. It is a long narrative consisting of several chapters and is based on true to life
experiences.
A. novel C. anecdote
B. short story D. essay
3. It is presented on stage and consists of acts and each act has several scenes.
A. legend C. play
B. fable D. short story
4. It is a narrative involving one or more characters, one plot and one impression.
A. novel C. essay
B. short story D. fable
5. It is a narrative based on fictitious story and is about the origin of things.
A. novel C. fable
B. short story D. legend
6. This element refers to the time, place and the situation of the story.
A. plot C. setting
B. character D. theme
7. This element refers to the arrangement of the details and incidents in the story.
A. character C. conflict
B. plot D. theme
8. This element refers to the central topic or the message that the author wants to
convey.
A. setting C. plot
B. theme D. conflict

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 9. The leading character or one of the major characters in a drama, movie, novel, or
other fictional text.
A. protagonist C. hero
B. antagonist D. opponent
10. The forces or conflicts that act against the main character.
A. protagonist C. hero
B. antagonist D. opponent
11. It uses overlapping circles or other shapes to illustrate the logical relationships
between two or more sets of items.
A. Venn diagram C. concept map
B. fishbone D. K-W-L chart
12. It is a graphical display of data using bars of different heights.
A. flow chart C. bar graph
B. pie graph D. line graph
13. It is a special chart that uses pie slices to show relative sizes of data.
A. flow chart C. bar graph
B. pie graph D. line graph
14. It is a graph commonly used to display change over time as a series of data points
connected by straight line segments on two axes.
A. flow chart C. bar graph
B. pie graph D. line graph
15. It is a cause-and-effect diagram that helps managers to track down the reasons for
imperfections, variations, defects, or failures.
A. Venn diagram C. concept map
B. fishbone D. K-W-L chart

What’s In

Verbal Analogies
Directions: Supply the missing word by analyzing the relationship of the first set of words.
Write your answer on the space provided.

1. up : down : : left :
2. dictionary : definition : : map :
3. eyes : see : : fingers :
4. night : moon : : day :
5. clock : time : : thermometer :

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 What’s New

In this part of the module, we will explore pie charts which, well, look like a pie or pizza
pie. These types of graphs are used to display categorical data which means we are looking
at portions of a whole value. This helps us breakdown data into smaller segments so we can
better understand.
An example of a pie graph is shown below which displays the percentage of toppings
used in a pizza.

Are you ready to slice up your own pizza?

Directions: Make a pie graph of your new normal daily routine. Divide the circle indicating
the activities and the length of time allotted to each. Then, write a paragraph
interpreting the pie graph you created.

My New Normal Daily Routine

________________________________________________________________
________________________________________________________________
_________________________________________________________.

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 Notes to the Teacher
The activities are arranged from simple to complex to help the learners gradually
master the desired competencies. Give them the needed support and guidance so that
they will be able to perform the task and transcode linear to nonlinear texts and vice versa.

Transcoding Information from Linear

to Nonlinear Texts and Vice-versa

What is It

What is Linear Text?

Linear text is the most common type of reading texts that must be read from beginning
to end. These are the texts printed on paper such as short stories, poems, novels, educational
texts, and letters.
There is only one reading path, which is the traditional method (from beginning to end)
and that is determined by the author.

What is Nonlinear Text?

Nonlinear text brings relevant information together in an orderly way. It is often used to
describe trends, comparison, and relationships, to summarize facts and figures, and to clarify
difficult concepts.

It has many reading paths which is determined by the readers and not by the author.

Examples of nonlinear text:

•Pictograph – a simple kind of graph that uses pictures which represent a certain number
indicated in a legend.

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 • Bar graph – a graph that gives information about numbers in which the values are
represented by rectangular bars equal to the numbers they represent.

• Pie chart or circle graph – a type of graph in which a circle is divided into “pie slices”
that represent a percentage of the whole

• Line graph – a type of graph that uses lines to connect the points/dots to show how
something changes in value.

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 • Flow chart – a type of diagram used to show a step-by-step process or directions
to be followed.

Nonlinear texts have several reading paths and are non-sequential while linear texts follow a
sequential order and only one reading path.

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 What’s More

For you to better understand what linear and nonlinear texts, enjoy doing the series
of activities that follow.

Independent Activity 1
Books Pictograph

Karen, Abby, Manny, and Leo love to read books during their free time after
accomplishing their modules. This pictograph shows how many books they read for a
month.

Directions: Read and interpret the pictograph by answering the questions below.

BOOKS READ IN A MONTH

= 2 books

1. Who read the most? _______________________________________

2. How many books did Manny read?____________________________
3. Who read the least? _______________________________________
4. Who has read more books between Manny and Leo?_____________

5. How many books did they all read in total?______________________

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Independent Assessment 1
Directions: Read the following sentences carefully. Draw a if the statement is about
linear text, and draw a if it is nonlinear.

________1. It refers to traditional text that needs to be read from beginning to the end.
________2. It has many reading paths since the readers decide the sequence of
reading, not the author of the text.
________3. The readers do not have to read the text in a sequential manner in order to
understand the text.
________4. It is the most common type of reading.
________5. This type of text followed a sequence.

Independent Activity 2

Graph it!

A. During one of Ms. Cruz’s classes, she asked her students on their preferred
online platform. Below is the graph of their responses made by Ms. Cruz. Study the
graph and answer the following questions.

1. What is the third most preferred platform for online class?

_____________________________________________________________________
2. What is the most preferred platform based on the graph above?
_____________________________________________________________________

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 B. Below is a graph showing the hours a student spends on different activities during
weekdays. Study the pie graph and answer the following questions.

ERIC’S DAILY ROUTINE

3. What activity has the most time spent by Eric?

___________________________________________________________________
4. What activity has allotted the same number of hours as watching TV?
___________________________________________________________________
5. What activity has the second most number of hours spent?
___________________________________________________________________

Independent Assessment 2
Directions: Supply the missing word to complete each sentence below.

1. A _______________ is a kind of graph that represents data by showing pictures or

symbols.

2. A ________________ gives information about numbers and the values are

represented by rectangular bars.

3. A_______________ is used to show a step-by-step process or directions to be

followed.

4. A _______________ is a type of graph in which a circle is divided into “pie slices”

that represent a percentage of the whole.

5. A _______________ is a graph that uses lines to connect the points/dots to show

how something changes in value.

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Independent Activity 3
Directions: Determine the given phrases below whether linear or nonlinear. Write L for linear
and NL for nonlinear.

1. a featured news in a newspaper

2. a statistics on COVID-19 infected persons
3. a poem of Jose Garcia Villa
4. a record on school supplies
5. a club’s financial report

Independent Assessment 3
Jenna started baking during the community quarantine and wanted to keep track of the
flavors of cupcakes sold in a week. Study the bar graph and answer the following questions.

1. When do customers like to eat blueberry cupcakes most?

2. What cupcake flavor has the least number sold on Thursday?

3. What is the most ordered cupcake flavor on Wednesday?

4. What day has the lowest cupcakes sales?

5. Which cupcake flavor has the highest combined sales?

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Directions: Fill in the blanks with the information needed to complete the paragraphs.

Linear texts are needed to be read from 1.__________ to 2.__________.

There is 3.___________ reading path determined by the 4._____________. Some
examples are educational texts, poems, 5.______________, 6._______________, 7.
_____________.

Nonlinear texts bring together relevant 8.______________ in an 9.

___________ way. There are 10.______________ reading paths determined by
the 11._______________. Examples of nonlinear text include bar graph, line graph,
12.____________, 13.______________, and 14._________________.

What I Can Do

The new normal made everything digital and virtual since face-to-face meetings are still
not allowed. With this, Nicole’s aunt will be having a meeting via Zoom App. She is having
difficulty on how to access it. She asked Nicole to put the steps from a flowchart to a paragraph.
Let us help Nicole in organizing the steps for her aunt.

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Directions: Based on the given flowchart, fill in the blanks to complete the text below.

Steps in joining a 1. ______________

If you are joining from a mobile device, download the 2. ______________ App
through the App Store or Google Playstore. If you are joining from a computer, first you
need to download a 3. ____________ file through Google Chrome or Mozilla Firefox.
For Mozilla Firefox, click ‘Save File’ and follow the 4. ___________ as given. For
Google Chrome, it will automatically download the file just click on the Zoom_launcher.
exe file to 5. _________ Zoom.
Once the app is downloaded, click on the 6. __________ if you were sent one, or
simply type the meeting ID and 7. ___________. Before entering the 8. ________, you
will be asked to enter a 9. ________ name. Click join with video or join without video
and wait for the meeting 10. _______ to let you in.

Assessment

Directions: Read each statement carefully and write the letter of the answer on your
answer sheet.
1. It is a kind of material or text that brings relevant information together in an orderly
way.
A. linear B. nonlinear
C. paragraph D. information
2. A graph that uses bars equal to the numbers they represent.
A. pictograph B. bar graph
C. line graph D. pie graph
3. It uses lines to connect the points/dots to show how something changes in value.
A. pictograph B. bar graph
C. line graph D. pie graph
4. It is the most common type of reading texts that must be read from beginning to end.
A. linear B. nonlinear
C. paragraph D. information
5. Pictures are used in this graph to represent a certain number indicated in a legend.
A. pictograph B. bar graph
C. line graph D. pie graph

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 6. It is a type of diagram used to show a step-by-step process or directions to be
followed.
A. flow chart B. bar graph
C. pie graph D. nonlinear
7. It is a graph that is used to show relationships of the parts to the whole in which a
circle is divided into parts.
A. pictograph B. bar graph
C. line graph D. pie graph
8. Maurice is a fitness fanatic that does planking everyday. Which line graph represents
the number of her planking for 4 days?

Day 1- 30 seconds
Day 2- 45 seconds
Day 3- 35 seconds
Day 4- 50 seconds

A. B.

C. D.

9. Madi’s grandmother wants to download different applications in her new mobile

phone. To make it easy for her grandmother, she made a flowchart of the steps. Study the
flowchart and answer the following question.

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 What will Madi’s grandmother do after typing the name of the app in the search icon?
A. Tap the search icon. B. Wait for the app to finish downloading.
C. Tap “GET” beside the app button D. Enter the phone ID when asked.

The Disaster Risk Reduction team launched a project which aims to collect recyclable
bottles from different schools. Study the bar graph and answer the following questions.

10. Which grade level needs more motivation to participate in the project?
A. Grade 8 B. Grade 9
C. Grade 11 D. Grade 12
11. Ranking the grade levels based on the number of bottles they gave, which ranks
third?
A. Grade 7 B. Grade 8
C. Grade 9 D. Grade 10
12. Which Grade level ranks second to the least?
A. Grade 7 B. Grade 8
C. Grade 9 D. Grade 10
13. Which is true among the following statements?
A. Grade 11 students actively participated than Grade 8 students.
B. Grade 7 students brought the most number of recyclable bottles.
C. Grade levels 10 and 12 almost have the same number of bottles.
D. St Mary’s High School did not participate actively in the project.

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Study the pictograph below.

14. Based on the pictograph, which is NOT true in the following statements?
A. Most students preferred modular print as learning modality.
B. Online and Blended learning modalities almost have the same number of
students.
C. TV-Based Instruction is the least preferred learning modality.
D. Radio- based Instruction is the least preferred learning modality.

15. Which learning modality is the most preferred?

A. Online B. Blended
C. Modular (Print) D. TV Based-Instruction

Additional Activity
Directions: Read carefully the information presented in the table. Then, use the
information given to complete the paragraph below.

DAY TIME ACTIVITIES

Monday 9:00AM- 12:00PM Attend online class
Tuesday 1:00PM- 3:00PM Answer Math, MAPEH, Filipino, and T.L.E. modules
Wednesday 1:00PM- 3:00PM Answer English, Science, ESP, and AP modules
Thursday 3:00PM- 5:00PM Help little sister with her modules
Friday 5:00PM- 8:00PM Have dinner with grandparents
Saturday 6:00PM- 10:00PM Ride on a bike with cousins
Sunday 9:00AM- 5:00PM Attend online mass and help mother with chores

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 My Weekly Activities

In this time of pandemic, my activities are very limited since I am not allowed to

go outside. But even if I have limited activities, I see to it that I am being productive.

On Mondays, I 1. _______________________ from 2. __________ to 3. _________.

On Tuesdays and Wednesdays, I manage to 4. _________________________. Of

course, little sister needs a helping hand, too. So I 5. _________________________

on Thursdays.

O
ur family always finds time to know if our grandparents are doing well, so every

Fridays, we 6. ____________________________________. Despite the workloads in

school, we should keep our body physically fit. By saying that, I and my cousins bond on

Saturday mornings by 7. __________________. On the last day of the week, I see to it

that I never forget to 8. ________________ at 9. __________ to thank God. Sundays,

also, is for helping my mother in doing household chores until 10. ______________.

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What I know Independent Activity 2 WHAT I CAN DO
1. D 1. Facebook Messenger 1. Zoom Meeting
2. C 2. Google Class 2. Zoom Cloud Meetings
3. C 3. Sleeping/Resting 3. small application
4. B 4. Playing Online Games 4. instructions
5. D 5. Online Class and Self Studying/ 5. install
6. C Answering of Modules 6. invite
7. B 7. password
8. B Independent Assessment 2 8. meeting
9. A 1. Pictograph 9. display
10. B 2. Bar Graph 10. host
11. A 3. Flowchart
12. C 4. Pie Chart/Circle Graph Assessment
13. B 5. Line Graph 1. B
14. D 2. B
15. C Independent Activity 3 3. C
1. L 4. A
What’s in 2. NL 5. A
1. right 2. L 6. A
2. direction 4. NL 7. D
3. touch 5. NL 8. A
4. sun 9. C
5. temperature Independent Assessment 3 10. D
1. Sunday 11. D
What’s New 2. Chocolate 12. C
Answers may vary. 3. Mocha 13. B
4. Monday 14. C
What’s More 5. Blueberry 15. C
Independent Activity 1 11. D
1. Karen WHAT I HAVE LEARNED 12. C
2. 4 1. beginning 13. B
3. Abby 2. end 14. D
4. Leo 3. one 15.
5. 20 4. author
5. short stories Additional Activity
Independent Assessment 1 6. novels 1. attend online class
1. 7. letters 2. 9 AM
2. 8. information 3. 12 PM
3. 9. organized 4. answer my modules
4. 10. many/multiple 5. help sister with her modules
5. 11. readers 6. have dinner with grandparents
12. pie chart/circle graph 7. riding on a bike
13. flowchart 8. attend mass
14. pictograph 9. 9 AM
10. 5 PM
Answer Key
 References
7 Top Social Media Sites in 2020. (n.d.). Retrieved October 29, 2020, from https://spark.adobe.com/
make/learn/top-social-media-sites/

Hasa. (2018, June 19). Difference Between Linear and Nonlinear Text. Retrieved October 29, 2020,
from https://www.differencebetween.com/difference-between-linear-and-nonlinear-text

Meadmin. (2020, April 18). 12+ Free Plot Diagram Templates - Word Excel Fomats. Retrieved October
29, 2020, from https://www.findwordtemplates.com/plot-diagram-templates.html

NON-LINEAR TO LINEAR TEXT =]. (n.d.). Retrieved October 29, 2020, from http://pandupena.
blogspot.com/2012/01/non-linear-to-linear-text.html?view=snapshot

Payawal-Gabriel, J. (2014). English Communication Skills 7. Quezon City: St. Bernadette Publishing
House Coorporation.

Transferring Information From Linear to Non-linear Texts. (n.d.). Retrieved October 29, 2020, from
https://www.scribd.com/document/167161276/Transferring-Information-From-Linear-to-Non-
linear-Texts
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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