10

English
Quarter 1 – Module 2:
The Effect of Textual Aids
on the Understanding of
a Text
English – Grade Ten
Self-Learning Module (SLM)
Quarter 1 – Module 2: The Effect of Textual Aids on the Understanding
of a Text First Edition, 2020
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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
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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 module 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.

Development Team of the Module

Writers: Alma C. Manchures, Maylene S. Orencio,
Geraldine Mae A. Pamintuan, Letecia S. Sunga
Editors: Raffy G. Herrera, Lorelie C. Salinas, Analyn M. Tejada
Reviewers: Raffy G. Herrera, Jay Sheen A. Molina
Layout Artist: Aiza F. Jaboneta
Cover Art Designer: Reggie D. Galindez
Management Team:
Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio, CESO VI - OIC- Schools Division Superintendent
Carlos G. Susarno- Special Assistant to the SDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerry O. Magno – REPS, English
Lalaine SJ. Manuntag – CID Chief
Nelida A. Castillo –EPS, LRMS
Zynafe V. Caijo – English Supervisor

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SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 10

English
Quarter 1 – Module 2:
The Effect of Textual
Aids on the
Understanding of a Text
Introductory Message

For the facilitator:

Welcome to the English Grade 10 Self Learning Module (SLM)
Module on The Effect of Textual Aids on the Understanding of a
Text!

This module was collaboratively designed, developed and reviewed

by educators both from public and private 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.

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For the learner:
Welcome to the English 10 Self-learning Mode (SLM) Module on The
Effect of Textual Aids on the Understanding of a Text!
The hand is one of the most symbolized parts 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!
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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn
in the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.
In this portion, the new lesson will be
introduced to you in various ways such
What’s New as a story, a song, a poem, a problem
opener, an activity or a situation.

This section provides a brief discussion

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

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.

In this portion, another activity will be

Additional Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

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 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!
iv
 What I Need to Know

It’s a great day to start another week-long journey of learning. In the

past, have you experienced reading a long block of text without any
illustration? How did you feel about it? For sure many would say it’s
boring. Yes, that’s exactly what others would also feel. To help you
deal with similar experiences in the future, this module would be a
great help. It will help you master the different textual aids like
advance organizers, titles, and non-linear illustrations, etc., which
will help you understand reading texts that you may encounter.

This module is divided into four lessons:

Lesson 1 – Advance Organizers-Venn Diagram & Cause and
Effect Diagram
Lesson 2 - Advance Organizers-Timeline
Lesson 3 – Advance Organizers -Concept Map
Lesson 4 - Non-Linear Illustrations

After going through this module, you are expected to:

 determine the effect of textual aids like advance organizers, titles,
non-linear illustrations, etc. on the understanding of a text.

What I Know

Before you begin this week’s journey, answer first the set of
questions below to find out what you already know about the lesson
that you are going to embark on. Choose the letter of your answer
and write it on a separate sheet of paper. (See Pre-Test)

1. Which of the following statements best describes graphic

organizers?
a. They are used to make texts presentable and attractive.
b. They provide visual presentation of concepts and knowledge.
c. They present ideas in a complex manner.
d. They are effective to use for young learners.
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2.Which textual aid will help you put events in chronological order?
a. Timeline b. Concept Map c. Venn Diagram d. Pie Graph
3. Which of the following refers to a general organizer that shows a
central idea with its corresponding characteristics?
a. Timeline b. Concept Map c. Venn Diagram d. Pie Graph
4. Concept maps are best to use in doing the following except
a. activating prior knowledge c. generating synonyms
b. brainstorming d. comparing and contrasting
5. Which of the following graphic organizers will you use to compare
and contrast two characters in a story?
a. Timeline b. Concept Map c. Venn Diagram d. Pie Graph
6. What non-linear illustration will best show the figures of
Covid-19 positive cases, recoveries and deaths on a daily basis
for a specific month?
a. Pie Graph b. Table c. Bar Graph d. Pictograph
7. Any concept or idea that follows a distinct order can be presented
using which of the following?
a. Timeline b. Concept Map c. Venn Diagram d. Table
8. Which is best to use if you want to show the sequence of events
in a story?
a. Timeline b. Concept Map c. Venn Diagram d. Pie Graph
9. Which of the following can be presented using a flow chart?
a. Steps in online enrolment
b. Comparing distance learning
c. Effects of lockdown to employees
d. Number of Covid-19 cases by region and online learning
10.Which non-linear illustration will you use to show in percentage
form where you spend your Php100 daily allowance?
a. Pie Graph b. Line Graph c. Timeline d. Bar Graph
For 11-15, match each information on the left to the textual aid on
the right that will best represent it.

11.Highlights of your life story a. Venn Diagram

12.Monthly budget b. Flow Chart
13.Steps in making Do it Yourself (DIY) face c. Bar Graph
masks d. Pie Graph
e. Timeline
14.Number of students enrolled by grade level
15.Similarities and differences of Enhanced
Community Quarantine (ECQ) and Gen-
eral Community Quarantine (GCQ)
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 Lesson Advance Organizers –
1 Venn Diagram & Cause
and Effect Diagram
Be reminded to wash your hands thoroughly before and after
using this module.
Using textual aids like advance organizers is a great way for you to
dissect and present information in a more comprehensible way.
Everyone would agree that a text accompanied by illustrations or
graphical representation is easier to understand and follow compared
to a full page monotonous gray text. In short, textual aids are used
to present information or concepts that can be easily understood.
In this lesson you will get to learn the different advance organizers
and their uses. You will engage in different activities that will help
you acquire the target skill you need to develop.
At the end of this lesson you are expected to:
1. determine the effect of advance organizers on the understanding
of a text;
2. illustrate concepts and ideas from a text using advance
organizers like Venn Diagram and Cause & Effect Diagram;
and
3. appreciate the importance of graphic organizers in understanding
a text.

What’s In
Last time, you learned how to make use of information from news
reports, speeches, informative talks and panel discussions in your
everyday life. From time to time you are even flooded with information
from your news feed in your social media accounts. Obviously, these
sources of information differ from one another in terms of structure,
purpose and medium. As you face another learning journey, you will
learn how to present information from a reading text through textual
aids like advance organizers which also come in different forms.
Before you begin the new lesson, take a look and review the concepts
you learned in the past lesson.
What sources of information did you learn that also guide you in
your everyday life?
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 What’s New
Now it’s time to begin a new journey. Have fun and enjoy the activities
set for you.
Activity 1.1
Study the illustrations below and answer the questions that follow. (See
Worksheet 1.1)

a.
Facebook Twitter
- Social media
- You can post platforms
- use hashtags -You can tweet and
status and share Post pictures, retweet.
friends’ post. videos, graphics -You can follow
- powerful tool
- You can connect in creating anyone.
with friends. awareness -One can comment
- You can comment - allows comments and reply to
and
and reply to a replies
anyone’s tweet.
friend’s post.

1. What is the illustration all about?

2. What kind of information is presented?
3. What do you call the illustration?
4. Does the illustration help you understand the information presented?

b. The Department of Enrolment was done

Education discouraged through online platform
face to face enrolment and text messaging.
in schools.

Public utility vehicles People opted to stay home

suspended their opera- and spend time with family.
tions during lockdown.

Wearing of face mask Face mask supply is

has become a necessity running out of stock.
nowadays.

1. What is the information all about?

2. What kind of information is presented?
3. What do you call the illustration?
4. How does the illustration help you understand the idea presented?
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 What is It

Advance or graphic organizers are visual displays of key content

information to facilitate understanding of ideas. Using them to present
information helps construct knowledge for a better understanding
of a text. Using diagrams is among the most common ways of
organizing ideas and concepts. Among them are the Venn Diagram
and Cause and Effect Diagram.
Venn Diagram is commonly used in comparing and contrasting two
or more ideas, concepts, characters, places or things. This is useful
in showing similarities and differences between or among ideas or
concepts presented. It uses circles where the overlapping portion
contains the similarities while those outside the overlapping section
are the differences.

D D
Differences Similar Differences S
ities

Cause and Effect Diagram/ Organizer is used to illustrate cause

and effect relationships. It is used to show why something happens
or explain the effects of something. It can be presented using
different shapes and the connection between ideas which can be
indicated by the use of lines and arrows. There are a lot of creative
ways in illustrating cause and effect relationships depending on the
concepts and ideas involved. Below are some examples.
a.
Cause
Effect
Cause

b. Cause 1 Cause 2 Cause 3

Effect

Cause 4 Cause 5

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 What’s More

Now, it’s time for you to practice your skill and solidify your understanding
of the topic.
Activity 1.2
Read the text and answer the questions that follow. (See Worksheet 1.2)

How Barangay Came to Be

An interesting discovery made in Butuan in the early seventies was
that of a fossilized balangay, which was a long sailing vessel in common
use throughout the Southeast Asian region in the pre-Spanish era. The
barangay as a form of government was believed to have originated from
the balangay.
A balangay had a hundred households at the most. It was led by a
chieftain, called datu. Migrants from Malaysian and Indonesian Islands
came to our shores using the balangay. Once here, they formed their
own settlements, a cluster of which formed a single town ruled by a
lakan or sultan. A confederacy of several settlements would join forces
in case of aggression.
When the Spaniards came, they instituted the barangays as a form
of local government headed by a cabeza. The change from balangay to
barangay seemed to have been made by the Spaniards who could not
pronounce the nasal nga of the Filipinos and preferred the l to r. If the
balangays of old were meant to preserve the peaceful and harmonious
relationships between neighboring settlements, the Spanish barangays
was used as a local instrument of the central government to pursue its
colonial goals. (Source: English Expressways IV)

1. What is the article all about?

2. What do you think is the purpose of the article?
3. What are the similarities and differences among a cabeza, a
datu and a sultan?
4. Using a Venn diagram, compare and contrast the Spanish
barangay to the balangay during the pre-Spanish era.
B. Read the paragraph and make your own cause and effect diagram
based on the text.
With Covid-19 pandemic becoming a threat to human existence, major
changes have occurred in people’s daily lives. Face masks and san-
itizers became a necessity. Economic activities slowed down. Entertainment
and tourism came to a halt. Public transportation suspended its operation.
Education sector delayed the opening of the school year. With this new
situation, online activities have become a trend. Having online meetings
and conferences is now a better option. With these changes, even when
this crisis is over, people’s lives will never be the same again.

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 What I Have Learned

Activity 1.3
Fill in the blanks with the appropriate word that best completes
the statement. (See Worksheet 1.3)
1. _______________________________ are visual displays of key
content information to facilitate understanding of ideas.
2. _______________________ is used to show similarities and
differences between or among concepts or ideas, persons,
places or things.
3. In a Venn diagram, the intersection part contains the
_____________________ .
4. The ___________________is the reason why something happens.
5. The ___________________refers to the result of something.

Awesome! You are now ready for more learning adventure.

What I Can Do

Now it’s time for you to explore further.

Activity 1.4
Select one topic from the list below and present it using any
applicable graphic organizer you have learned. You may interview
someone in your family who has knowledge about the given topics
or you may apply your research skills. (See Worksheet 1.4)
⮚ Similarities and differences between the Filipino youth
of today and those of yesterday
⮚ Cause and effect of this Covid-19 pandemic
⮚ Comparison and contrast of your summer vacation
last year and this year
⮚ Cause and Effect of Gaming Addiction

Congratulations! You have done great.

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 Lesson
Advanced Organizers
2 - Timeline
Welcome! You are set to explore another lesson on textual aids.
You will find out more as you continue this learning journey.
At the end of this lesson you are expected to:
a. determine the effects of textual aids like timeline in
understanding a text;
b. illustrate concepts and ideas from a text using textual aids;
and
c. appreciate the importance of the textual aids in understanding
a text.

What’s In

In the previous lesson, you have learned about graphic organizers

like Venn Diagram for comparison and contrast and Cause and
Effect Diagram to clearly illustrate cause and effect relationships. For
sure, you are now beginning to appreciate the use of these textual
aids in understanding a text.
You have learned the following points:
✔ A Venn Diagram
❖ helps the reader make a comparison and contrast about
two or more things or ideas.
❖ illustrate relationships between and among objects
that share something in common.
✔ Cause and Effect Diagram, on the other hand, will help you
illustrate the relationship on why something happens or
visually explains the effect of something.

What’s New

Oftentimes, reading long text about history, a long process or even

a story needs time for you to figure out everything you have read.
Today, you are going to learn about the use of another graphic
organizer which will help you understand what you are reading.
Before going into the details of this graphic organizer, read first the
text below.
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 Sungka (pronounced SOONG-kah) is a game played on a solid
wooden block with two rows of seven circular holes and two large
holes at both ends called "head".
The game begins with 49 game pieces (shells, marbles, pebbles
or seeds) equally distributed to alternate holes - seven pieces in
every other hole – except "heads" which remain empty. Sungka
requires two players. Each player controls the seven holes on his
side of the board and owns the "head" to his right. The goal is to
accumulate as many pieces in your own "head".
The first player removes all pieces from the hole on the extreme
left of his side. He then distributes them anti-clockwise --- one in
each hole to the right of that hole --- omitting an opponent's
"head" but not a player's own "head".
If the last piece falls into an occupied hole then all the pieces
are removed from that hole, and are distributed in the same way
(to the right of that hole) in another round. This player's (current)
turn ends when the last piece falls into an empty hole on the
opponent's side.
If the last piece distributed falls into a player's own "head"
then ... ... the player earns another turn, which can begin at any
of the seven holes on his side.
If the last piece distributed falls into an empty hole on his side
then ... ... the player captures all the pieces in the hole directly
across from this one, on the opponent's side and put them (plus
the last piece distributed) in his own "head". If the opposing hole
is empty, no pieces are captured.
The other player chooses which hole he wishes to start from,
removes the pieces and distributes them - one in each hole to the
right of that chosen hole. If a player has no pieces on his side of
the board when it is his turn, then he must pass.
The game ends when no pieces are left in any hole on
both sides of the board.
The players now count the number of pieces in their own
"head" and see who has won.
This game (with variations) is also played in other
Southeast Asian countries such as Indonesia and Malaysia where
it is known as "Congkak".
Source: http://www.vtaide.com/ASEAN/Philippines/sungka.html)

After reading the text, answer the following comprehension

questions. This will help you fill in the data needed to accomplish
the flow chart and arrange the process in chronological order.
Write your answer on a separate sheet of paper.
1. What is the first step to start the game?
2. What is the second and third step of the game?
3. How does the game end?

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 Activity 2.1
Fill in the needed data to complete the graphic organizer. (See Work
Sheet 2.1)
How to Play Sungka

First Step

Second Step

Third Step

Final Step
Congratulations! You have clearly illustrated the steps on how to play
Sungka through the help of a graphic organizer specifically the flow chart.

What is It

What is a Timeline?
A timeline is a type of graphic organizer that shows specific events
in sequence, usually with dates, in a linear fashion.
Timelines are particularly useful for studying or reviewing history,
because the timeline will display major events over a period of time.
Timeline also helps you:
✔ Put events in chronological order
✔ Show progress or change
✔ Chronicle historical events
The following are sample illustrations of a timeline graphic
organizer:
Sequence Chart Flow Chart Chronological Retelling
First

Then

Next

Finally

Now that you have learned what a timeline graphic organizer

is, you’ll have more guided practice. Good Luck!
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 What’s More

Activity 2.2
Read the paragraph below. (See Work Sheet 2.2)

History of South Cotabato, Philippines

Centuries ago, the area that would be South Cotabato was
sparsely inhabited by Malay Pioneers which later evolved into various
ethnic groupings that still exist in the province today.
Settlers, who would lay the foundation of what would become a
progressive province, started trooping down in 1914. The significant
thrust occurred during the term of President Quezon in the late 30’s.
The first wave of settlers that time was led by Gen. Paulino Santos, a
man whose undaunted pioneering spirit inspired thousands. After World
War II, the final exodus of settlers from Luzon and the Visayas poured
into the virgin land of promise. In the early 60’s as population,
trade and industries grew in this southern part of Cotabato, a clamor
for local self-governance arose. Thus, on July 18, 1966, South Cotabato
was finally formed as an independent province raring to push its own
development.
In 1992, South Cotabato gave birth to a new province. Seven
towns in the southern and coastal section of the province now form
part of the Province of Sarangani. That was a new challenge. And South
Cotabateños, with their indomitable pioneering spirit have proven once
more their ability to face and hurdle diverse challenges and ably went
through with the demands of times.
The new millennium ushers in a new beginning for the province
with the coming in of regional offices in the area in consonance with
EO 429 dated October 12, 1990 issued by President Corazon C.
Aquino and EO No. 36 dated September 19, 2001 issued by President
Gloria Macapagal Arroyo, provide for the reorganization of the new
Administrative Region in Mindanao and having the city of Koronadal
as the regional center of Region XII.
In only three decades since its provincehood, South Cotabato
has already surpassed dozens of provinces established half a century
ahead in almost every aspect of development. In a short span, it becomes
one of the leading provinces in Mindanao. What it got to show today
are vivid results of human synergy and the richness of its resources.
(Source: www.southcotabato.gov.ph)
Guide Questions:
1. Who were the first inhabitants of the province?
2. In what year did the inhabitants begin to troop down in South Cotabato?
3. In what year did the first wave of settlers from Luzon headed by Gen. Paulino
Santos occupy South Cotabato?
4. In what year South Cotabato was formed as independent province?
5. In what years did Pres. Corazon Aquino and Pres. Gloria Macapagal Arroyo
issued the EO 429 and EO no.36 respectively, which made Koronadal City
as the regional center of Region XII?
11
Having answered the questions, fill in the Timeline Organizer below.

What I Have Learned

Activity 2.3
Direction: Fill in the blanks with the correct answer to complete the
sentence. Choose your answer from the words inside the box. (See
Worksheet 2.3)

story history sequence timeline

events progress chronological

1. A __________is a type of graphic organizer that displays specific

events, usually with dates, in a linear style.
2. Timelines are useful reviewing ________ because the timeline will
display major __________ over a period of time.
3. Timeline also helps you put events in _______________order.
4. Timeline is useful in tracking back important events in a
___________.
5. Timeline can also be useful to show ____________ or change.

What I Can Do
Activity 2.4
Make a timeline of your life story giving emphasis on the big events
of your life. You can use any format you like. (See Work Sheet 2.4)

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Lesson
Advance Organizers –
3 Concept Map
Hello! Welcome to a new learning journey. This lesson will introduce
you to another form of textual aid that will help you understand
different kinds of texts. Specifically, at the end of this lesson, you
are expected to:
1. determine the effect of textual aids like concept map in
understanding a text;
2. illustrate concepts and ideas using a concept map; and
3. appreciate the importance of textual aids in understanding a
text.

What’s In
In the past, you have learned one of the graphic organizers which is
a timeline. It is where you illustrated the sequence of events of a text
you read.
You learned that timeline is one of the textual aids or graphic
organizers that shows specific events in sequence, usually with dates.
It is particularly useful for studying or reviewing history because it
visually displays major events over a period of time. It will help you
put events in chronological order that shows progress or change.

What’s New
Activity 3.1
Read the article entitled “Love and Time” by Angelo Clemen. Take
note of the different keywords, ideas, and/or concepts you encounter
in the selection. Then follow the given steps to complete the activity.
(See Worksheet 3.1)

Love and Time

Once upon a time all feelings and emotions went to a coastal
island for a vacation. According to their nature, each was having
a good time. Suddenly, warning of an impending storm was
announced and everyone was advised to evacuate the island.
The announcement caused sudden panic. All rushed to
their boats. Even damaged boats were quickly repaired and
commissioned for duty.
13
 Yet, Love did not wish to flee quickly. There was so much to
do. But as the clouds darkened, Love realized it was time to leave.
Alas, there were no boats to spare. Love looked around with hope.
Just then Prosperity passed by in a luxurious boat.
Love shouted, “Prosperity, could you please take me in your boat?”
“No,” replied Prosperity, “my boat is full of precious
possessions, gold and silver. There is no place for you.”
A little later Vanity came by in a beautiful boat. Again, Love
shouted, “Could you help me, Vanity? I am stranded and need a
lift. Please take me with you.”
Vanity responded haughtily, “No, I cannot take you with
me. My boat will get soiled with your muddy feet.”
Sorrow passed by after some time. Again, Love asked for help. But
it was to no avail. “No, I cannot take you with me. I am so sad. I
want to be by myself.” When Happiness passed by a few minutes
later, Love again called for help. But Happiness was so happy
that it did not look around, hardly concerned about anyone.
Love was growing restless and dejected. Just then somebody called
out, “Come Love, I will take you with me.” Love did not know
who was being so magnanimous, do you know who so generously
gave me a lift just when no one else wished to help?”
Knowledge smiled, “Oh, that was Time.”
“And why would Time stop to pick me and take me
to safety?” Love wondered.
Knowledge smiled with deep wisdom and replied,
“Because only Time knows your true greatness and what you
are capable of. Only Love can bring peace and great happiness
in this world.”
(Source: Journey to English)
● Write the name of the main character or protagonist at the center circle.
● On the numbered circle, jot down the names of other characters
and their responses when Love called them for help.
● Connect each numbered circle with an arrow to the center circle.

1.______________
________________
_
6.____________
2._____________
______________
_______________
_
PROTAGONIST _

5._____________ 3.______________
______________ ________________
_
4.______________
________________

Great! Now you’re ready for the next part of this lesson. Enjoy learning!
14
 What is It

A concept map is a visual representation of knowledge. It shows

concepts and ideas and the relationships among them are usually
connected by arrows. It was developed by Joseph D. Novak and
his research team in the 1970’s as a means of representing the
emerging science knowledge of students.
Concept map helps visual learners grasp the material. It helps
you to see relationships between ideas and concepts. It also helps
you doing memory recall, clarify and structure ideas.
Concept map is created by writing key words enclosed in shapes
such as circles, boxes, triangles, etc. and drawing arrows between
the ideas that are related then adding short explanation to concepts
that are related.

What’s More

A while ago, you read the article and present it in a concept

map. Now, you are up to do another activity to further hone
your skills in this lesson.

Activity 3.2
Make a simple article about a given concept map below. (See
Worksheet 3.2)

achievement makes me

also

happy fulfilled

graduation
is
memorable and meaningful

15
 What I Have Learned

Now that you have learned much from the start of this lesson,
it’s time for you to check what you have learned.

Activity 3.3
Answer the following questions: (Worksheet 3.3)
1. Who helped Love in the “Love and Time.”___________________
2. Who passed by in a luxurious boat? _______________________
3. What should be written in the middle circle of the concept
map?_______________
4. Who developed the concept map?___________________________
5. What is used to connect ideas, concepts, or characters to
show relationships in a concept map? __________________

What I Can Do

Activity 3. 4
Lay down in a concept map the different usual experiences of a
student like you when learning at home. You can use any shape
of your choice so long as it will be understood. Make your work
presentable. (See Worksheet 3.4)

16
 Lesson

4 Non-linear Illustrations
Have you tried reading a long and verbose text with multiple data
and information? How did you comprehend the text? Is it easy or
difficult? In this lesson, you will learn a variety of ways on how to
present data and information more clearly and constructively.
After going through this lesson, you are expected to:
1. determine the effect of textual aids like non-linear illustrations
on understanding a text;
2. illustrate concepts and ideas from a reading text through textual
aids; and
3. appreciate the importance of textual aids in understanding a
text.
Activity 4.1
Encircle words that you can find in the puzzle below. They are
arranged vertically and horizontally. The terms that you are going
to find are connected to the new topic. Let’s go! (See Worksheet 4.1)

17
 Notes to the Teacher
Before starting the lesson, the teacher should ensure that all
students are provided with needed materials. Lesson must be
explained clearly and thoroughly so that students could
automatically grasp the key points. Let the students do all
the prepared activities.

What’s In
Before you proceed with the new topic, first have a recap of your
previous lesson.
1. What is a concept map?
A concept map is a visual representation of knowledge; it shows
concepts and ideas and the relationship among them.
2. What is the significance of using concept maps?
It helps students to see the relationship between ideas, concepts
or authors. It helps do memory recall, clarify and structure ideas.
It also encourages students to think creatively.

What’s New

How are you coping with the lesson? I hope as you go along,
you will enjoy the activities you are going to work on.
Data and information have to be presented in a systematic and
comprehensive manner to be easily understood by the readers. This
can be done through the use of Non-Linear Illustrations. Following
are activities involving Tables, Pie Chart, and Bar Graph.
Activity 4.2
Present the information below using a Table, Pie Graph, or a
Bar Graph. (See Worksheet 4.2)
BEACH ACTIVITIES
Kite Flying- 17% Playing Beach Volleyball-15% Surfing-30% Collecting
Seashells-17% Sandcastle Building-21%

Great! You are now ready for the next part of this lesson.

18
 What is It

A while ago, you were tasked to answer various questions involving

data and information presented through illustrations. This time, we
are going to discuss what those are.
What is Non-linear Illustration?
There are many definitions of the term for nonlinear illustration.
Most people consider texts with visuals or graphs along with it as
examples for nonlinear texts. Some examples include flowcharts,
charts, and graphs (ex: pie chart, bar graphs), graphic organizers
such as knowledge maps and story maps.

What are the types of Non- linear Illustration?

1. Tables
A table is an arrangement of information in rows and columns
containing cells that make comparing and contrasting information
easier.

For example:

2. Pie Chart
A pie chart displays data and information in an easy-to-read 'pie-
slice' format with varying slice sizes telling you how much of one
data element exists.
19
3. Bar Graph
It is a chart that uses bars to show comparisons between
categories of information. The bars can be either horizontal or vertical.
A bar graph will have two axes. One axis will describe the types of
categories being compared, and the other will have numerical values
that represent the values of the data. It is useful for comparing
facts. The bars provide a visual display for comparing quantities in
different categories. Bar graphs help us to see relationships quickly.
Another name for a bar graph is a bar chart.
Title The title tells us what the graph is about.
Labels The labels tell us what kinds of facts are listed.
Bars The bars show the facts.
Grid lines Grid lines are used to create the scale.
Categories Each bar shows a quantity for a particular category.

Those are Non-Linear Illustrations. Congratulations! You are now

ready for the next phase of our lesson. Get ready and have fun.

20
 What’s More
In this part of the lesson, you will hone your skills in using Non-Linear
Illustration in interpreting information.
Activity 4.3: Make a bar graph, pie chart or table showing number
of downloads and details of the most downloaded applications of the
decade. (See Worksheet 4.3)
Twitter, which launched in 2006, made the list with one billion
downloads over the decade.
YouTube was downloaded 1.3 billion times, and is the highest-
ranking Google app on the list.
Chinese Internet giant Alibaba's UC Browser was downloaded 1.3
billion times, and in some parts of Asia the browser is more popular
than Google Chrome.
TikTok is one of the newest entries on the list, as it was only
released in the US in 2018, but it has already been downloaded
1.3 billion times, according to App Annie.
Video-calling app Skype was downloaded 1.3 billion times over
the decade. It was acquired by Microsoft in 2012, and got a major
upgrade in 2017 to stay competitive against Facebook Messenger.
Snapchat is the only app not owned by Facebook to crack the top
five, and the photo-messaging app has been downloaded 1.5 billion
times.

Instagram has 2.7 billion downloads, nearly twice as many as

Snapchat at No
5. Instagram was acquired by Facebook in 2012 for $1 billion.
WhatsApp, the encrypted messaging service Facebook bought for
$19 billion in 2014, has 4.3 billion downloads.
Facebook Messenger, another messaging service owned by
Facebook that spun out of its in-app chat feature, beat out
WhatsApp with 4.4 billion downloads. US regulators are reportedly
considering blocking Facebook's plans to more closely tie its
messaging services together.
Finally, Facebook itself topped the list with a whopping 4.6 billion
downloads over the last 10 years.

Well done! Get ready for more learning adventure.

21
 What I Have Learned

Activity 4.4
Now that you have learned ways on how to present ideas, it’s time
for you to summarize the lesson by writing the correct answer on the
blank: (See Worksheet 4.4)
___________1. It’s a useful and versatile tool that can be used to
communicate information on their own.
___________2. It tells us what the graph is about.
___________3. It displays data and information in an easy-to-read 'pie-
slice' format with varying slice sizes telling you how much
of one data element exists.
___________4. It is a chart that uses bars to show comparisons
between categories of information.
___________5. It is a text accompanied with visuals or graphs.
6-10. What are the uses of Non-Linear Illustration?
__________________________________________________________________________________
__________________________________________________________________________________
Amazing! Now, we are down to the final challenge of this module.

What I Can Do

ACTIVITY 4.5
Now, you have already mastered all the types of Non-Linear Illustrations.
This time, you will apply what you have learned. Present how you allocate
your daily allowance using Pie Chart, Table, or Bar Graph. (See Worksheet
4.5)

Assessment

To finally test how far you have gone with this module, take this post
assessment test. Read each item carefully and write the letter of your
answer on a separate sheet of paper. (See Post Assessment)
1. Which graphic organizer is best to use to compare and contrast smart
phone from a basic phone?
a. Venn Diagram b. Timeline c. Flow Chart d. Pie Graph

22
2. Graphic Organizers are used to
a. make text colorful and attractive. c. attract attention of young learners only.
b. present ideas in complex manner. d. provide visual presentation of ideas.
3. Which is true about cause and effect diagram?
a. It is done using prescribed format. c. It can be presented in different ways.
b. It is a complex illustration. d. It has limited information.
4. Which of the following would tell that you fully understood a text?
a. You can memorize the text.
b. You can write it word for word,
c. You can illustrate it using graphic organizers.
d. You can check grammar and punctuation.
5. It is a type of graphic organizer that displays specific events, usually
with dates, in a linear style.
a. Venn Diagram b. Timeline c. T-chart d. Concept Map
6. A timeline is useful in reviewing history because it displays major ________
over a period of time.
a. events b. causes c. effects d. shows
7. Timeline also helps you put events in __________ order.
a. successful b. exact c. chronological d. essential
8. Timeline is useful in tracking important events in a/an __________.
a. area b. setting c. occasion d. story
9. Timeline can also be useful to show _________ or change.
a. progress b. cause c. concept d. impact
10. Concept map is used to present the following except
a. ideas b. questions c. concepts d. relationships of concepts
11. To show relationships among concepts, main concept should be placed
in the
a. upper circle b. lower circle c. middle circle d. none of the above
12. To show relationships among the characters in a story, the one that is
placed at the center circle is the
a. the protagonist b. the antagonist c. the supporting actor d. title
13. It tells us what kind of facts are listed.
a. Grid lines b. Bars c. Labels d. Categories
14. This non-linear illustration has two axes. One axis will describe the
types of categories being compared, and the other will have numerical values
that represent the values of the data.
a. Chart b. Bar Graph c. Table d. Illustration
15. We do not read them from beginning to the end; we skim through them
to obtain the specific information we need.
a. Picture b. Data c. Non-Linear Illustration d. Linear
text

Additional Activities

Congratulations! You’ve come this far. For your additional activity, list
down five (5) ways on how textual aids help you in understanding a
text.
23
 24
Post Test LESSON 4 LESSON 3
1.A Activity 4.4 Activity 4.1: Activity 3.1: What is it?
2.D 1. Table HORIZONTAL Protagonist - Love
3.C 2. Title 1.Non Linear Prosperity- “My boat is full of precious
4.C 3. Pie Chart 2. Column possessions, gold and silver. There is no place
5.B 4. Bar Graph 3. Illustrations for you.”
6.A 5. Non-Linear 4. Tables Vanity- “No, I could not take you with me. My
7.C 5. Grid lines boat will get soiled with your muddy feet.”
8.D Activity 4.5 Answer may VERTICAL Happiness- (Did not look around, hardly
9.A vary 1.Label concerned with anyone.)
10.C 2.Rows Knowledge- “Only time knows your true
11.C 3.Bar Graph greatness and what you are capable of.”
12.A 4.Pie Time- Generously give a lift, helped love.
13.C 5. Organizers Sorrow- “I am so sad, I want to be by myself.”
14..B
15.C Activity 4.2: Activity 3.2 Answer may vary
Answer may vary Activity 3.3: What I Have Learned
Activity 4.3 1. Time
Answer may vary 2. Concept Map
3. Main Concept/ Main Idea/ Main Character
4. Joseph D. Novak
5. Arrows
Activity 3.4 Answer may vary
Activity 3.5 Answer may vary
LESSON 2
LESSON 1
Activity 2.1
How to Play Sungka Activity 1.1
First Step: The first player removes all pieces from the hole on the A.
extreme left of on his side. He then distributes them anti-clockwise 1. Answer may vary
--- one in each hole to the right of that hole --- omitting an 2. Answer may vary
opponent's "head" but not a player's own "head". If the last piece 3. Venn Diagram
distributed falls into a player's own "head" then, the player earns 4. Answer may vary
another turn, which can begin at any of the seven holes on his B.
side. 1. Answer may vary
2. Answer may vary
Second Step: The other player chooses which hole he wishes to 3. Venn Diagram
start from, removes the pieces and distributes them - one in each 4. Answer may vary
hole to the right of that chosen hole. If a player has no pieces on
his side of the board when it is his turn, then he must pass. Activity 1.2
A
Third Step and last step: The game ends when no pieces are left in 1. How a barangay came to be
any hole on both sides of the board. The players now count the 2. To inform
number of pieces in their own "head" and see who has won. 3. Similarities- all are leaders
Difference- cabeza head of barangay
Activity 2.2 What’s More during Spanish period
HISTORY OF SOUTH COTABATO Datu-head of balangay with 100
Event 1: Settlers begin to troop down households
Beginning Date: 1914 Sultan-ruler of a cluster of balangays
Event 2: South Cotabato was finally formed as called town
independent province 4. Answer may vary.
Date 2: July 18, 1966 B. Answer may vary
Event 3: Sarangani Province was formed Pre-
Date 3: 1992 Activity 1.3 Test
Event 4: EO 429 – coming of regional offices 1. advance or graphic organizers
Date 4: October 12, 1990 2. Venn diagram 1.B
Event 5: EO 36 – Making Koronadal as the center of 3. Similarities 2.A
Regional Offices 4. Cause 3.B
Date 5: September 19,2001 5. Effect 4.D
5.C
6.B
Activity 2.3 What I have Learned Activity 1.4 7.B
1. timeline Answer may vary 8.A
2. history 9.A
3.chronological Activity 1.5 10.A
4.story Answer may vary 11.E
12.D.
5. progress
13.B
14.C
Activity 2.4 15.A
Timeline (Autobiography)
Answer may vary
Answer Key
References
Almonte, Lisa R, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan,
Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A.
Palomar, Grace B. Annette Barradas-Soriano & Karen B. Villanueva.
Celebrating Diversity through World Literature-Grade 10 English Learners
Material, First Edition. Pasig City: Department of Education, 2015.

Bermudes, Virginia R, Eugenia R. Gorgon, Josephine M. Cruz, Remedios F. Nery

and Milagros A. San Juan. English Expressways IV. Quezon City: SD
Publications, 2007.

Carnegie Mellon University. “Using Concept Maps - Eberly Center - Carnegie Mellon
University.” Using Concept Maps - Eberly Center - Carnegie Mellon University.
Accessed May 22, 2020. https://www.cmu.edu/teaching/assessment/
assesslearning/conceptmaps.html.

Clever Prototypes, L. (n.d.). Timeline Template: Sequence of Events: Timeline

Maker. Retrieved June 05, 2020, from
https://www.storyboardthat.com/articles/e/timeline-maker

Concept Maps. (n.d.). Retrieved June 05, 2020, from

https://learningcenter.unc.edu/tips-and-tools/using-concept-maps

Meisenzahl, M. (2019, December 20). Mark Zuckerberg dominated people's phones

over the decade. Here are the 10 most downloaded apps, nearly half of which
Facebook owns. Retrieved June 05, 2020, from
https://www.businessinsider.com/most-downloaded-apps-of-decade-
facebook-instagram-whatsapp-tiktok-snapchat-2019-12

Mendoza, Gerraine, Ariana Therese A. Rellorta & Emerald Dela Cruz. Journey to
English. Bulacan: Kleafs Publishing, 2013.

(n.d.). Retrieved June 05, 2020, from https://www.google.com/imgres?imgurl=

http%3A%2F%2Fwww.literacysolutions.com.au%2Fimages%2F graphic-
organiser-sequence- timeline.png%2Csample+of+a+timeline+graphic+
organizer+to+arrange+sequence

(n.d.). Retrieved June 05, 2020, from

http://www.vtaide.com/ASEAN/Philippines/sungka.html

Population Projection Statistics | Philippine Statistics ... (n.d.). Retrieved June 5,

2020, from https://psa.gov.ph/statistics/census/projected-population

Philippines Coronavirus disease (COVID-19) Situation Report 33, 20 May 2020 -

Philippines. (n.d.). Retrieved June 05, 2020, from
https://reliefweb.int/report/philippines/philippines-coronavirus-disease-
covid-19-situation-report-33-20-may-2020

Synthesizing What Was Learned: Using Social Annotation ... (n.d.). Retrieved June
5,2020fromhttps://www.researchgate.net/publication/328997842_Synthesizi
ng_What_Was_Learned_Using_Social_Annotation_With_Concept_Maps

25
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph