10
NOT
English
Quarter 1 - Module 4
Textual Aids
Department of Education ● Republic of the Philippines
English- Grade 10
Alternative Delivery Mode
Quarter 1 - Module 4: Textual Aids
First Edition, 2020
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Published by the Department of Education – Division of Bukidnon
Development Team of the Module
Author/s:
Editor:
Reviewers:
Mae Angelie C. Pacaldo
Grace T. Odrunia
Sarah M. Mancao, PhD
Elbert R. Francisco, PhD
Vergilia O. Pancho, PhD
Illustrator and Layout Artist:
Mae Angelie C. Pacaldo
Management Team
Chairperson:
Co-Chairpersons:
Dr. Arturo B. Bayocot, CESO III
Regional Director
Dr. Victor G. De Gracia Jr. CESO V
Asst. Regional Director
Randolph B. Tortola, PhD, CESO IV
Schools Division Superintendent
Shambaeh A. Usman, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Neil A. Improgo, EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS-ADM
Members
Elbert R. Francisco, PhD, Chief ES, CID
Sarah M. Mancao, PhD, EPS in English
Rejynne Mary L. Ruiz, PhD, LRMDS Manager
Jeny B. Timbal, PDO II
Shella O. Bolasco, Division Librarian II
Daryl Rey T. Macario
Printed in the Philippines by
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Telephone:
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Website:
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10
English
Quarter 1 - Module 4
Textual Aids
This module was collaboratively developed and reviewed by educators
from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at bukidnon@deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
Table of Contents
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS......................................................................................... i
WHAT THIS MODULE IS ABOUT
Note to the Teacher/Facilitator ........................................................................ ii
Note to the Learner ........................................................................................... iii
Note to the Parents/Guardian .......................................................................... iii
Module Icons ..................................................................................................... iv
WHAT I NEED TO KNOW ..................................................................................... 1
WHAT I KNOW (Pretest)....................................................................................... 1
Lesson 1: Identifying Types of Textual Aids-Monday & Tuesday
What I Need to Know .................................................................................... 4
What's In ...................................................................................................... 4
What’s New ................................................................................................ 5
What Is It ....................................................................................................... 6
What’s More ................................................................................................. 6
What I Have Learned .................................................................................... 9
What I Can Do ............................................................................................... 10
Summary ....................................................................................................... 10
Assessment
12
Additional Activities
13
Lesson 2: Determining Purpose of Textual Aids-Wednesday & Thursday
What I Need to Know .................................................................................... 15
What I Know ................................................................................................. 15
What's In ...................................................................................................... 17
What’s New ................................................................................................ 18
What Is It ....................................................................................................... 18
What’s More ................................................................................................. 19
What I Have Learned .................................................................................... 21
What I Can Do ............................................................................................... 23
Summary ....................................................................................................... 25
Assessment
26
Additional Activities
28
Assessment (Post Test)
30
Key to Answers............................................................................................................... 33
References ....................................................................................................................... 36
i
What This Module is About
For the Facilitator:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on
Textual Aids!
This module was collaboratively designed, developed and reviewed by
educators from public institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
The strategies for executing the activities are suggestive, not
prescriptive. You are free to modify the procedures which are
appropriate for your learners.
Notes to the Parents
Your guidance and support to the learner in accomplishing this module
at home will help learning to be effective. In case there are some parts
that you are confused, feel free to contact and ask your child's teacher
for clarification.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the Learner:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module on
Textual Aids!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
ii
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
iii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
•
Take your time reading the lessons carefully.
•
Follow the directions and/or instructions in the activities and exercises
diligently.
•
Answer all the given tests and exercises.
Icons of this Module
This part contains learning objectives that are
What I Need to set for you to learn as you go along the Module
Know
each day/lesson.
What I know
What’s In
This is a pre-test assessment as to your level of
knowledge to the subject matter at hand, meant
specifically to gauge prior related Knowledge
This part connects previous lesson with that of
the current one.
What’s New
An introduction of the new lesson through
various activities, before it will be presented to
you.
What is It
These are discussions of the activities as a way
to deepen your discovery and under-standing of
the concept.
What’s More
These are follow-up activities that are in- tended
for you to practice further in order to master the
competencies.
What I Have
Learned
What I can do
Activities designed to process what you have
learned from the lesson
These are tasks that are designed to show-case
your skills and knowledge gained, and applied
into real-life concerns and situations.
iv
What I Need to Know
Welcome to this module! You must be very eager to start with the learning
activities prepared for you. The activities in the module have been designed to
provide you with rich and stimulating learning experience.
After going through this module, you are expected to:
1.
2.
3.
4.
5.
define textual aids; and
identify the different forms of textual aids.
identify the different purpose of textual aids;
transpose non-linear information to text; and
determine the effects of textual aids on the understanding of the text.
EN10RC-lf-21
Good luck as you begin this module!
What I Know (Pre-Test)
Now that you know what you are expected to learn from this module,
let's find out first how much you know about them. Follow the directions for each set
of questions.
I. Study the given bar graph, then write the letter of the answer to each question that
follows in your activity notebook.
This chart was created by the author
1. Which precinct has the highest number of registered voters?
A. 1
B. 3
C. 4
D. 5
2. Which precinct has the highest number of actual voters?
A. 1
B. 2
C. 3
D. 5
3. Which precinct has the lowest number of actual voters?
A. 1
B. 2
C. 3
D. 4
1
4. What textual aid is it in which points are connected to show relationships between
two or more items.
A. Bar Graph
B. Concept Map
C. Line Graph
D. Venn diagram
5. Which of the following graphics is used in displaying numerical data and
presenting summarized information in rows and columns?
A. Charts
B. Maps
C. Tables
D. Titles
6. Which of the following is TRUE about textual aids?
A. They are educational instruments used in linear texts.
B. They are educational instruments that summarize a text.
C. They are instruments that distract learner's attention on important points.
D. They are educational instruments written or printed that emphasized
essential points, graphs and images.
7. Which of the following items is a graphical or symbolic representation of a
process?
A. Concept Map
B. Flow Chart
C. Table
D. Venn Diagram
8. Which of the following best completes the statement, Line graphs are ________.
A. starting with the earliest and following the order in which they
occurred.
B. diagram of data in which specific values are plotted as dots and connected
using lines.
C. a graph in which a circle is divided into sectors that each represent a
portion of the whole.
D. a diagram in which the numerical values of variables are represented by
the height or length of rectangles of equal width.
9. What visual display demonstrates relationships between facts, concepts or
ideas.
A. Concept maps
B. Flow chart
C. Graphic organizer
D. Venn Diagram
10. Which textual aid is used to identify the similarities and differences between two
or more concepts.
A. Concept maps
B. Flow chart
C. Graphic organizer
D. Venn Diagram
11. Which of the following are elements existing independently of a main text and
intended to enhance reader's experiences?
A. feature presentations
B. literary features
C. superfluous features
D. text features
12. What type of textual aid gives the gist of the story?
A. title
B. image
C. flow chart
D. symbol
2
13. Which type of textual aids show the central thought with its matching
characteristics and can be used to show hierarchical relationships.
A. Cause and Effect diagram
C. Graphic Organizer
B. Concept Map
D. Venn diagram
14. Which of the following items are length of parallel bars either vertical or
horizontal and are used to make comparisons.
A. Bar Graph
B. Concept Map
C. Line Graph
D. Venn diagram
15. Which type of textual aid is the picture below?
https://www.tutorialspoint.com/effective_communication/effective_communication_process.htm.
A. Bar Graph
C. Line Graph
B. Flow Chart
D. Pie chart
How did you fare in the Pre-test? If your score is low, don't be too sad. You
may go back and read again those questions you did not get correctly for you to
remember them. Now, you are ready to try the activities at hand. As you work on it,
try to relate them to the objectives of this module and make this work well for you.
3
Lesson
1
Identifying Types of Textual Aids
What I Need to Know
Welcome to this module! You must be very eager to start with the learning
activities prepared for you. The activities in the module have been designed to
provide you with rich and stimulating learning experience.
After going through this module, you are expected to:
1. define textual aids; and
2. identify the different forms of textual aids.
What’s In
Have fun learning while learning in this module!
According to Winston Churchill, "Difficulties mastered are opportunities won."
In your journey in your high school life, you have encountered a lot of challenges that
also gave you opportunities to improve yourself. Despite all the hardships may it be
in academics or not, an aid or assistance is significant to help you how to deal with
the difficulties and increase your capabilities to further improve yourself. Just like in
reading, there are times you find it difficult to comprehend the text when there are
unfamiliar words with the reading selection and you need help in order to understand
it. You can either consult a dictionary to look for their meaning or use context clues.
Now, read and examine the two types of text.
Set A
Sleep
Experts say that people (adults) need at least 6 hours of sleep every night. If
they do not get enough sleep they will feel sleepy the whole day. Younger kids need
at least 9 hours of sleep every night. After school – activities can take away from
sleep time for kids. Also parents with busy life styles stay up late and their kids do
the same.
Kids with little sleep have hard time sleeping at night and this will affect their
daily routine and make them less active and productive through the day in school.
Most parents are not aware of what goes on when their kids go to sleep and
how the brain works when we are asleep.
4
Many people think that the brain shuts down when we go to sleep but it is the
opposite. Experts say that the brain is very active when we are asleep and could be
even more active than when we are awake.
Source: https://www.eslpages.com/skills/reading/read-a-short-passage-about-people-in-english
Set B
This chart was created by the author.
Questions:
1. Between the two sets of examples, which would you prefer more in understanding
a text? Why?
2. What type of text is Set A? What about set B?
What’s New
Let’s explore!
Oftentimes we find it tedious to read very long literary pieces and even more
difficult to comprehend if it is purely texts and without illustrations. With the help of
textual aids, i words become more visible and easy to remember by the readers.
Textual aids, also called text features, are visual elements on a page such as
titles, bold or italic prints, charts, diagrams, maps and tables, written texts, prints and
some other way of writing for an important word to stand out from the other. This will
make it easy for readers to memorize, remember, and learn important words more
quickly and easily.
As textual aids are helpful in previewing the text, textual aids are mostly used
in nonfiction text. Text aids focus the reader's attention on specific parts of the text,
and help the reader identify important ideas in the reading. Text features in the form
of pictures, illustrations or graphs give the reader additional information to support
what is found in the text.
5
What Is It
These are the forms/examples of Textual Aids:
1. Title gives the gist of the story. It summarizes the main ideas or ideas of your
study.
2. A graphic organizer is a visual display that demonstrates relationships between
facts, concepts or ideas. A graphic organizer guides the learner's thinking as
they fill in and build upon a visual map or diagram.
3. A flow chart is a graphical or symbolic representation of a process. Each step in
the process is represented by a different symbol and contains a short
description of the process step. The flow chart symbols are linked together
with arrows showing the process flow direction.
4. Venn diagram is a diagram used to identify the similarities and differences
between two or more concepts. It is represented by two overlapping circles.
5. Cause & Effect Diagram emphasizes the connection between the different
concepts. This is called the most beneficial organizer. Since it can be applied
to all subject areas.
6. Concept Maps are general organizer or textual aids that can show the central
thought with its matching characteristics. These are actually helpful and excellent for
brainstorming, refreshing stock knowledge, and / or generating
alternative
expressions. This kind of maps can also be used to show or rank the hierarchical
relationships as the most significant concept or
concepts should be placed at
the top.
7. Pie Graph is a circular chart which is divided into slices or portions to illustrate
proportion.
8. Line Graph is a common type of chart which displays the information as a series
of data points connected by line segments to show trends.
9. Timelines is a graphic representation of the passage of time.
What’s More
Here are some activities for you to practice. Let’s try this.
Task 1: Blocks that Block
Each block represents a saying or well-known phrase. Identify what is asked
in each block by examining the graphic. Write your answers on the activity notebook.
1
2
3
r
o
chicken
late
roads
d
s
4
5
6
t
r
o
u
b
l
e
trouble
I’m
trouble
t
r
o
u
b
l
e
history
history
history
6
forgotten
Answers:
1.__________ 2.___________ 3.___________ 4. __________ 5. __________ 6._________
Questions
1. How did you get the answer to each block?
2. What helps you in understanding and getting the meaning of given texts?
3. What is your overall impression about the phrases above?
How do they reflect realities in life?
You're doing good. Let's try another one.
Task 2: Decipher and Decode
Directions: Each block represents a phrase. Identify what is asked in each box.
Write your answers on the activity notebook.
Questions:
1. How did you get the answer to each box?
2. What helps you in understanding and getting the meaning of given texts?
Quite easy right? Let's have more exercises.
Task 3. Follow the Flow. Analyze the textual aid and answer the questions that
follow. Write your answers on the activity notebook.
1. What type of textual aid is it?
2. What is it all about?
3. What are the processes involved?
7
Task 4. Compare and Contrast. Examine the diagram below and answer the
questions that follow: Write your answers on the activity notebook.
Birds
lay eggs
feathers
Bats
live young
2 legs
warm blood
Fur
Vertebrate
Teeth
beak
Forelimbs
modified as
wings
1. What type of textual aid is it?
2. What specific information does the diagram show?
3. What are the similarities and differences of birds and bats?
What I Have Learned
You're doing well in the previous activities. Let's check your understanding!
Directions: Choose the letter that corresponds to the correct answer. Write your
answers on the activity notebook.
1.A type of textual aids in which points are connected to show relationships between
two or more items.
A. Bar Graph
B. Concept Map
C. Line Graph
D. Venn diagram
2. It is the most realistic and dramatic representation of physical features in which
the reader can see exactly what the writer is talking about.
A. Image or picture
B. Italic and bold letters
C. Table
D.Title
8
3. They are length of parallel bars either vertical or horizontal and are used to make
comparisons.
A. Bar Graph
B. Concept Map
C. Line Graph
D. Venn diagram
4. Line graphs are _______________
A. starting with the earliest and following the order in which they
occurred.
B. diagram of data in which specific values are plotted as dots and connected
using lines.
C. a graph in which a circle is divided into sectors that each represent a
portion of the whole.
D. a diagram in which the numerical values of variables are represented by
the height or length of rectangles of equal width.
5. A circle that is divided into segments to represent the proportion of
observations that are in each category.
A. Bar Graphs
B.Diagram
C. Line Graphs
D. Pie Chart
6. The type of textual aid in the picture is ____.
https://www.tutorialspoint.com/effective_communication/effective_communication_process.htm.
A. Bar Graph
C. Line Graph
B. Flow Chart
D. Pie chart
For items 7-10. Read the following passage. Use an appropriate textual aid to
simplify/summarize the text. Write your answer on your activity notebook.
Unfortunately, a tragic fire happened last Thursday. The fire destroyed the
beautiful landmark building that was to be renovated next year.
When asked about the future of the building, Emily Lopez, architect for the
renovation project, sighed and said, "There is no future for this building. Not
anymore." Ms. Lopez continued, "The real tragedy is that the fire could have been
avoided."
Emily Lopez is correct. The fire broke out because of carelessness and
neglect. Paint rags were strewn around the cellar floor, stacks of old newspapers
and piles of cloth in wooden barrels lay right beside the old furnace, waiting to
catch fire.
9
What I Can Do
Way to go. Keep working on the next activities.
Task 5. Cause-Effect Diagram. Directions: Read and understand the essay.
Summarize the key points using the cause and effect diagram then write your
answer in your activity notebook.
More and more women are now going out to work and some women are now
the major salary earner in the family. What are the causes of this, and what effect is
this having on families and society?
In the past, most women stayed at home to take care of domestic chores such
as cooking or cleaning. Women's liberation and feminism have meant that this
situation has been transformed and in contemporary society women are playing an
almost equal role to men in terms of work. This has had significant consequences,
both in terms of the family, for example by improving quality of life and increasing
children's sense of independence, and also for society itself with greater gender
equality.
The main reasons behind the increase of women in the workplace are
women's liberation and feminism. The women's liberation movement originated in
the 1960s and was popularized by authors such as Simone de Beauvoir. As a
consequence of this, new legislation emerged, granting women equal rights to men
in many fields, in particular employment. Because of feminist ideas, men have taken
up roles which were previously seen as being for women only, most importantly
those related to child rearing. As a result of this, women have more time to pursue
their own careers and interests. These have led to some significant effects, both to
family life and to society as a whole.
Although the earning capacity of a woman in her lifetime is generally much
less than that of a man, she can nevertheless make a significant contribution to the
family income. The most important consequence of this is an improved quality of life.
By helping to maintain a steady income for the family, the pressure on the husband
is considerably reduced, hence improving both the husband's and the wife's
emotional well-being. Additionally, the purchasing power of the family will also be
raised. This means that the family can afford more luxuries such as foreign travel
and a family car.
A further effect on the family is the promotion of independence in the children.
Some might argue that having both parents working might be damaging to the
children because of a lack of parental attention. However, such children have to
learn to look after themselves at an earlier age, and their parents often rely on them
to help with the housework. This teaches them important life skills.
As regards society, women going to work are greater gender equality. There
are an increasing number of women who are becoming politicians, lawyers, and
even CEOs and company managers. This is greater equality for women in all areas
of life, not just in employment. For example, women today have much stronger legal
rights to protect themselves against domestic violence and sexual discrimination in
the workplace.
In conclusion, the increasing number of women at work has brought
about some important changes to family life, including improved quality of life and
increased independence for children, as well as society itself. It is clear that the
sexes are still a long way from being equal in all areas of life, however, and perhaps
the challenge for the present century is to ensure that this takes place.
10
source: https://www.eapfoundation.com/writing/essays/cande/
11
Summary
Before you proceed to the assessment, remember the following key points.
Textual aids are educational instruments, could be written texts, or printed
texts and other ways of emphasizing the essential phrases, thoughts, graphs, and /or
images.
Simple examples of textual aids are those words being highlighted, bolded,
italicized. They also include charts, graphs, diagrams, maps, tables, etc.
Important words are sometimes written in bold to catch the attention of the
reader. Italicized words are used to meanings, synonyms, footnotes and many
others depending on the style of the writer which he believes would make the words
more visible and easy to remember.
Assessment
Wow! You're done with the exercises in this module. Congratulations for doing
your best. Now let's assess how well you understood the lessons.
I. React and Respond Rightly
How will you react and respond in each of the following situations. Write your
answers on the activity notebook.
1. You are walking around city. From one street, you would like to cross to the next
street. When you are about to cross the road, you see this sign,
This sign was drawn by the author.
What is the right thing to do?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Joana, a natural-born Filipina, is sweating and she hears her stomach rumbling.
She stops at a public toilet and sees two doors with these signs:
Door 1
Door 2
To which door should she enter? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
12
3. Jim is driving at 90kph speed. While approaching his destination, he saw this road
sign,
This picture was taken by the author.
What must he do?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Additional Activities
By this time, you have already familiarized the different forms/types of textual
aids. Do the additional activities for mastery and retention.
Task 6: Show it with a Textual Aid
1. Aaron and Bruce differ in four ways. The first difference is height. Aaron is
tall, while Bruce is short. A second difference is strength. Aaron is strong. In
contrast, Bruce is weak. A third difference is appearance. Aaron, who is average
looking, differs from Bruce, who is handsome. The final difference is intelligence.
Aaron is of average intelligence. Bruce, on the other hand, is very intelligent.
Using a textual aid, show how Aaron and Bruce differ from each other. Write your
answers on the activity notebook.
13
2. Darrah is conducting a survey on the favorite pets of students. The responses
were the following: dogs-820; cats-700; fish-330; birds-215. Present the data using
a text aid. Write your answers on the activity notebook.
Job well done for successfully finishing this lesson. Now you can move on to
the next lesson.
14
Lesson
2 Determining the Purpose of Text Aids
What I Need to Know
Reading a lengthy plain text could be challenging to do. We need an
aid to avoid the monotony and to help us understand the text better. Text aids have
different purpose and usage according to its form or structure.
In this lesson, you are expected to:
a. identify the different purpose of textual aids;
b. transpose non-linear information to text; and
c. determine the effects of textual aids on the understanding of the text.
EN10RC-lf-21
What I Know
Directions: Read each questions carefully and choose the letter of the
correct answer. Write your answer on your activity notebook.
1. Which graph shows how data changes over time?
A. Bar Graph
B. Line Graph
C. Pictograph
D. Pie Graph
2. Which graph shows proportions and how each proportion or part relates to the
other parts and to the whole?
A. Bar Graph
B. Line Graph
C. Pictograph
D. Pie Graph
3. Which of the following is a graphic element often found in texts?
A. Chart
B. Graphs
C. Maps
D. Pictures
4. Which of the following provides a visual portrait of data and its relationships and
includes varieties like bar, line and pie?
A. Chart
B. Graphs
C. Maps
D. Pictures
5. Which of the following provides a visual portrait of how something works and is put
together or how sets of data overlap?
A. Diagrams
B. Graphs
C. Maps
D. Pictures
6. Which of the following presents a picture or chart that shows the rivers,
mountains, streets and other places in a particular area?
A. Diagrams
B. Graphs
C. Maps
D. Pictures
15
7.What type of graph is this?
This chart was created by the author.
A. Bar Graph
C. Pictograph
B. Line Graph
D. Pie Graph
8. What kind of pet is being owned the most?
A. Cat
B. Dog
C. Goldfish
D. Hamster
For Items 9-. Study the graph. Then complete the paragraph using the data presented in
the graph. Write your
Source:Ventures in Communication
9.One-eight kilo of beef supplies 60% of what daily requirement?
A. Calcium
B. Protein
C. Vitamin B1
D. Vitamin B3
10. Based on the graph, one-eight kilo of beef supplies about 28% of what nutrient?
a. Calcium
B. Iron
c. Protein
D. Vitamin A
11. How many percent of the protein requirement does it supply?
A. 10
B. 20
C. 30
D. 50
12.-13. Which pair of nutrients will complete the statement based on the graph?
Beef contains no ______________ and no ______________ also known as
ascorbic acid.
A. Calcium and Vitamin A
B. Iron and Protein
C. Vitamin A and Vitamin C
D. Vitamin B1 and B2
16
14. Which of the following graphics is used in displaying numerical data and
presenting summarized information in rows and columns?
A. Charts
B. Maps
C. Tables
D. Titles
15. Which of the following items is the most realistic and dramatic representation of
physical features in which the reader can see exactly what the writer is talking
about.
A. Image or picture
B. Italic and bold letters
C. Table
D.Title
What’s In
In the previous lesson, you learned the different forms and types of
textual aids. Let's check if you can still remember.
Direction: Supply the missing letters to form the word/terms referred to in each
statement. Write your answer on your activity notebook.
1. I __ __ G __
-This is a representation of physical feature in
which the reader can see exactly what the writer is
talking about
2. __ __ B __ __ S
-They are used in displaying numerical data and
presenting summarized information in rows and
columns.
3. P__ __ G__ __ P __
-A circular chart which is divided into slices or
portions to illustrate proportion
4. __ L O __ __ H __ R __
-A graphical or symbolic representation of a
process.
5. __ __ N __ D__ A __ R A __ -It is a visual depiction of the similarities and
differences between two or more different items.
Did you get all the items correct? If yes, that's great. If not, try to go back and
review the previous lesson.
17
What’s New
Let's Explore
Important words are sometimes written in bold to catch the attention of the
reader. Italicized word are used to meanings, synonyms, footnotes and many others
depending on the style of the writer which he or she believes would make the words
more visible and easy to remember. This will make it easy for readers to memorize,
remember, and learn important words more quickly and easily.
What Is It
Text features or text aids are parts of the text that signal you to look over
because it states important information. They often enhance information from the
text and sometimes supply information not found in the text. Textual aids can help
you better "see" and understand the information thus enhance your comprehension.
They provide visual explanations of concepts and relationships and enable you to
grasp and recall information easily.
There are many types of textual aids and it is important for you to understand
the uses and purposes of each.
A title is a story's first impression. It creates anticipation and expectation or,
even, disinterest. The main purpose of a title is to grab attention and entice people to
start reading the text.
A flow chart or sequence chart shows a series of steps or events in the
order in which they take place. It is an excellent tool for teaching the steps necessary
to reach a final point. The following examples illustrate the many uses of flow
diagrams or sequence charts. In reading, sequence charts can be used to outline the
key events in a story or chapter. In science, they can serve as the procedures
section in the scientific process. In history, they can be created as a timeline.
A compare/contrast or Venn diagram is used to identify the similarities and
differences between two or more concepts.
The Graphs such as bar or line present numerical data pictorially, helping
readers visualize relationships among those data.
Tables compare information expressed as numbers. They present large
amounts of data in simple, brief and clear format which would be bulky, confusing
and inaccessible in prose.
A map shows location. It is a representation of an area of land or sea showing
physical features.
A diagram shows the parts of an object.
18
What’s More
You just learned about the use and purpose of textual aids. Go, try on
the activities ahead.
Task 1. Find the Aid. Look at the picture and answer the questions. Write your
answers on the activity notebook.
DAEDALUS AND ICARUS
Source: English 10 Learners’ Manual (Celebrating Diversity through World Literature)
Questions:
1. What is the title of the story?
2. What do you think is the story all about?
3. What is the effect of the title in bold and capital letters?
Task 2: Understanding Cartoon. Analyze the cartoon and answer the questions
that follow. Write your answers on the activity notebook.
This picture was illustrated by a cartoonist (R.Tingson)
1. What is the cartoon all about?
2. What message does the cartoon imply?
3. How does the cartoon help you in understanding the text?
19
Task 3.Graph Analysis. Study the graph and answer the following questions. Write
your answers on the activity notebook.
source:https://www.wccusd.net/cms/lib/CA01001466/Centricity/domain/60/lessons/Grade%2
06%20Lessons/InterpretingGraphs.pdf
1. What does the slope of each line on the graph show?
___________________________________________________________________
___________________________________________________________________
2. Which runner completed the 100m race in the least amount of time? What was his
time?
___________________________________________________________________
___________________________________________________________________
3. Which runner started out the fastest?
___________________________________________________________________
___________________________________________________________________
4. What was Charlie doing between 8 seconds and 10.5 seconds?
___________________________________________________________________
___________________________________________________________________
5. Which runner ended last? At what time?
___________________________________________________________________
___________________________________________________________________
6. How does the graph help you in understanding the text?
___________________________________________________________________
___________________________________________________________________
20
What I Have Learned
You're doing a good job in the previous tasks. Now, let's test out your
knowledge.
Directions: Choose the letter that corresponds to the correct answer. Write
your answers on the activity notebook.
1. Which of the statement best describes the use for bar graphs.
A. They show trends over time.
B. They compare things between two groups
C. They are used to track changes over short period of time
D. They are used to track changes over long period of time
2. Which is the best way to display the information about monthly expenses for last
month?
A. Bar Graphs
B. Concept Map
C. Pie Chart
D. Venn Diagram
3. James is going to report the sales per month of their car company for the year
2019. What type of graph should we use to present that data?
A. Bar Graphs
B. Flow Charts
C. Pie Charts
D. Venn Diagram
4. Ram is going to discuss in class the "Water Cycle". What graph should he use to
show the process?
A. Concept Map
C. Line Graph
B. Flow Chart
D. Pie Chart
5. John will make a comic strip of the fable, "The Monkey and the Turtle", What type
of textual aid will he most likely use?
A. concept map
B. graphic organizer
C. illustrations
D. Italics and bold letters
6. What type of textual aid gives the gist of the story?
A. title
B. image
C. flow chart
D. symbol
7. Which of the following information should be placed on a timeline?
A. Father's favorite hobby.
B. Family members' birth years
C. Children's monthly expenses
D. Mother's collection of souvenir items
8. Which statement would best complete this line, A pie chart is _______________.
A. starting with the earliest and following the order in which they occurred.
B. diagram of data in which specific values are plotted as dots and connected
using lines.
C. graph in which a circle is divided into sectors that each represent a portion
of the whole.
D. diagrams in which the numerical values of variables are represented by the
height or length of lines or rectangles of equal width.
21
Motel
10
5
0
Study theJan
given graph.
Feb
Mar
Apr
May
Jun
source: http://www.scsd1.com/Downloads/line%20graphs%20from%20data.pdf
9. How many potatoes were produced in 2012 until 2014?
A.165
B.175
C. 170
D.180
10. Between what year were the highest number of potatoes produced?
A. 2009-2010
C. 2011-2012
C. 2012-2013
D. 2015- 2016
11-15. Each wedge in the pie chart represents a form of expense. Pick out your
answers from the box below. Write the expense on the line.
11. _____________ 19.1%
8.8 % 12. _______________________
6.8 % 13. _____________________
3.4 % 14.______________________
61.9 % 15. ____________________
Description
Expense
Greatest Expense
Least Expense
Second most expensive
Second least expensive
Third least expensive
Instruction
Miscellaneous
Operation
Interest on loans
Capital outlay
22
What I Can Do
You have already learned the varied purposes of textual aids.
Now let’s see you make a chart!
Task 4: Present Me Graphically!
Directions: Show what you have learned about textual aids and their varied
purposes as you do what is being asked in every situation below. Write your answers
on your activity notebook.
1. Dianne has a monthly income of P25000. She spends P10000 on rental, P5000
on educational fees, P3500 on other things (such as groceries, entertainment, etc...)
and she saves the rest of it. Show how Dianne spends her monthly income using a
graph. Put labels in your graph. Use coloring materials to distinguish each part.
2. Use the set of information below to show how students spend their day by using
the most appropriate textual aid.
Eating
Getting ready for school
Going to School
Hanging out
Reading
Sleeping
Studying
Watching TV
Working
– 1 hour
– .5 hours
– 7 hours
– 1.5 hours
– .25 hours
– 6 hours
– .5 hours
– 2.25 hours
– 5 hours
23
3.Read and understand the text. Use the most appropriate textual aid in presenting
the information. Write your answers on the activity notebook.
The writing process has four distinct phases. The first is invention, which is
aided by any number of techniques, including free-writing, mind-mapping and
outlining. In this first stage, it’s important for a writer not to edit but to let ideas flow
and to simply get them down on paper. After invention, comes the first draft—the
stage where the ideas start to take shape. Many writers use a sentence outline at
this stage to see where they need to cut and where they need to add material. The
first draft is also where writers should develop a tentative thesis to guide the
structure of their essay. The next stage of the process is when both the second and
third drafts are done. Here, ideas and structure are refined, and the thesis is revised
until it becomes the unifying idea of the paper. Finally, comes the last stage, that of
editing. Writers should take care at this stage that all sentence structure and
punctuation is correct, and they should make corrections to documentation format as
needed. Writers often repeat these four phases more than once, or skip a phase and
go back to it, making the writing process more cyclical than linear.
24
Summary
Quite challenging tasks, isn't it? But you were able to accomplish all tasks,
weren't you? Before we proceed to the assessment, let us bear in mind these key
points.
Textual aids are tools or materials that provide support and facilitate
understanding of texts. These aids are, most of the time, graphical outlines or
images that gives a general idea of a certain topic.
In addition, it helps students understand and comprehend any story, subject,
or topic. They give emphasis on what should be focused on.
Important words are sometimes written in bold to catch the attention of the
reader. Italicized words are used to meanings, synonyms, footnotes and many
others depending on the style of the writer which he believes would make the words
more visible and easy to remember.
Text features will make it easy for students to memorize, remember, and learn
important words more quickly and easily.
25
Assessment
Task 5: Concept Mapping.
Directions: Read the selection and provide the details needed in each box.
Write your answer in your activity notebook.
Greek Drama
The drama was the crowning glory of the Athenian Age, which has been
called by different forms. It has been called by different terms. It has been called by
the Age of Pericles because Pericles was the ruling power in Athens at the time. It
has also been called the Athenian Age because Athens became the white-hot
literary center of Greece, and it has been called the Golden Age because the drama
flourished during this period. There were three great tragic writers: Aeschylus,
Sophocles, and Euripides, and there was Aristophanes, the greatest writer of
comedy the world has ever produced.
The spirit of an age is more completely represented by its poetry than by its
prose. Accordingly, we can best trace the character of the three different stages of
civilization among the Greeks in the three divisions of their poetry. The epic belongs
to a period when the minds of the people were deeply influenced by legends handed
down from antiquity. Lyric poetry developed in a more republican form of government
when each individual could express one's personal aims and wishes, and all the
depths of human emotions were unlocked by the inspirations of the poets. Dramatic
poetry appeared as an expression of the summit of Greek civilization in the very
prime of Athenian power and freedom. Dramatic poetry was the organ of prevailing
thoughts and feelings of the time. This is why the drama marks the high tide of
literature, and the golden age in the literary history of a nation coincides with the
period when that nation produced its great dramatists.
Epic poetry relates the actions of great heroes told in a noble and grand
manner. A drama, as its name implies, presents action; it does not relate. The
dramatist plunges us into the story and makes us directly experience the event that
is presented to our eyes. Consequently, the drama makes us understand human life
with depth and force, which no other type of literature can do.
26
Athenian Age
called Age of 1. ___________________
because 2. _______________________
Also called 3.__________ Age
because 4. ____________flourished
Tragic writers:
5. ___________
6. ___________
Greatest writer of
Comedy:
8. ______________
7. ___________
Stages of
Civilization shown in
9. _______________
_________________
_________________
_________________
Epics about
Lyrics: about
10. ______________
Relates action of
11._______________
in
a
12.
___________manner
13._______________
14._______________
27
Dramatic Poetry:
Organ of
15.________________
Additional Activities
You have come this far. Good work. Let us check if you have mastered the
learning competency for this lesson that is, to determine the effects of textual aids
like advance organizers, titles, non-linear illustrations, etc. on the understanding of
the text.
Task 6: Synopsize
Directions. Fill out the table with the details needed in each box. Write your
answer in your activity notebook.
Textual Aids
Purpose
Title
Pictures/Illustrations/
Symbols
Venn Diagram
Concept Map
Flow Chart
Timeline
Bar Graph
Cause and Effect
Diagram
28
Effects in Understanding
a Text
II. A friend of yours had an accident. His father is in Bukidnon. You visited this friend
at the hospital where you read this record. Your friend requested you to inform his
parents about the accident. On your activity notebook, write a letter to your friend's
parents informing them about what happened.
source: Communicate in English
29
Assessment: (Post-Test)
It's now time to evaluate your learning. Choose the letter that
corresponds to the correct answer. Write your answers on the activity notebook.
1. They are elements existing independently of a main text and intended to
enhance reader's experiences with it are known as ________.
A. feature presentations
B. literary features
C. superfluous features
D. text features
2. It is an aid that gives the gist of the story.
A. flow chart
B. image
C. symbol
D. title
3. The statement that best describes the use for bar graphs.
A. They show trends over time.
B. They compare things between two groups
C. They are used to track changes over short period of time
D. They are used to track changes over long period of time
4. These are textual aids that show the central thought with its matching
characteristics and can be used to show hierarchical relationships.
A. Cause and Effect diagram
B.Concept Map
C. Graphic Organizer
D. Venn diagram
5. What does this road sign represent?
A. Rough Road Ahead
B. School Zone Ahead
C. Construction Zone Ahead
D. Railroad Crossing Ahead
This picture was take n by the author.
6. They are used in displaying numerical data and presenting summarized
information in rows and columns.
A. Charts
B. Maps
C. Tables
D. Titles
7. Which of the following is TRUE about textual aids?
A. They are educational instruments used in linear texts.
B. They are educational instruments that summarize a text.
C. They are instruments that distract learner's attention on important points.
D. They are educational instruments written or printed that emphasized
essential points, graphs and images.
30
For items 8.-9. Study this sample advertisement and answer the questions below.
This ad was designed by the author.
8. The ad offers how many percent of discount to fathers?
A. 0%
B. 50%
C. 75%
D. 100%
9. At what age does children receive 75% discount?
A. 0-22 years old
B. 0-25 years old
C. 1-18 years old
D. 1-22 years old
10. It is a graphical or symbolic representation of a process.
A. Concept Map
B. Flow Chart
C. Table
D. Venn Diagram
11. It is a visual display that demonstrates relationships between facts, concepts or
ideas.
A. Concept maps
B. Flow chart
C. Graphic organizer
D. Venn Diagram
12. It is used to identify the similarities and differences between two or more
concepts.
A. Concept maps
B. Flow chart
C. Graphic organizer
D. Venn Diagram
31
For items 13-15. Study the given bar graph and answer the following questions below.
Source: Communicate in English
13. Tangub City is __________ than Cagayan de Oro .
A. as populous
B. equally populous
C. more populous
D. not as populous
14. China has ____________ population than any other country.
A. high
B. lower
C. the highest
D. the more
15. Indonesia's population is ______that of Japan.
A. as low as
B. considerably lower than
C. higher
D.not lower than
Congratulations for finishing all the activities in this module. You are a good learner.
Now would you care to find out how much you have gained since you took the pre-test? After
answering the post-test, don't forget to check your work against the Key to Answers page. If
you are able to get a good score, then you may proceed with the next module. If some items
are not clear to you, spend some time to review the activities until you master the exercises.
32
Key to Answers
33
34
35
References
brainly.ph.. [online] 2016Available at: <https://brainly.ph/question/372226>
15 May 2020].
[Accessed
Flores, Magelende M., Edna M. Dela cruz, and Helen P. Ladera. Ventures in Communication.
Manila: Rex Bookstore, Inc., 2008.
Khan Academy. Interpreting Text Features. 2020 [online] youtube.com. Available at:
<https://www.youtube.com/watch?v=Zx2A9WAswCo> [Accessed 24 May 2020].
Pontikis, Nick. The Myth Of Daedalus And Icarus. [online] Greek Myths & Greek Mythology.
2012. Available at: <https://www.greekmyths- greekmythology.com/myth-of-daedalusand-icarus/> [Accessed 14 May 2020].
Primary, L., 2013. File:Writing Process Flow Chart.Gif - Wikimedia Commons. [online
Commons.wikimedia.org. Available at:
<https://commons.wikimedia.org/wiki/File:Writing_Process_Flow_Chart.gif>
[Accessed 20 May 2020].
Reed,
S., Using Text Aids And Features. [online] prezi.com. 2014Available at:
<https://prezi.com/x803saq6ua-_/using-text-aids-and-features/> [Accessed 25
May
2020].
Rionda, Carolina S., and Josefina P. Gabriel. Communicate in English. Quezon City: Phoenix
Publishing House, Inc., 1996.
Wimmer, J., n.d. What Is A Text Feature? - Definition & Examples. [online]
Study.com.
Available
at:
<https://study.com/academy/lesson/what-is-a-textfeature-definition-examples.html#lesson> [Accessed 30 May 2020].
youtube.com.. Text Features And Graphic Sources. 2015 [online] Available
<https://www.youtube.com/watch?v=pTUVv6oNMqU> [Accessed 15 May 2020].
36
at:
For inquiries and feedback, please write or call:
Department of Education –Learning Resources Management and
Development Center(LRMDC)
DepEd Division of Bukidnon
Sumpong, Malaybalay City, Bukidnon
Telefax:
((08822)855-0048
E-mail Address:
bukidnon@deped.gov.ph
Annex 1
EVALUATION TOOL FOR CONTENT
ADM DepEd-developed Modules
Learning Area:
Title:
ENGLISH
Grade Level: GRADE 10
TEXTUAL AIDS_______
Instructions:
1. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to
standards indicated in the criterion items under the six (6) factors below.
2. Put a check mark () in the appropriate column beside each criterion item. If your answer is NO,
cite specific pages, briefly indicate the errors found, and give your recommendations in the
attached Summary of Findings form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
4. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
column to indicate if the LR complied or not to the standards.
5. For factors with items marked Not Applicable, count the total applicable criterion items and
multiply this with 75% to determine the cutoff for compliance.
Standards / Criterion Items
Yes
No
Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations.
√
2. The copyrighted texts and visuals used in the LR are cited.
√
3. The copyrighted materials used in the LR are accurately cited.
√
4. The references are properly cited in the Bibliography.
√
Complied
Note: At least 3 criterion items must be marked YES to indicate compliance to this factor.
Not
Complied
√
Factor II. Learning Competencies
Content is consistent with the targeted DepEd Learning Competencies (LCs) intended for the
learning area and grade level.
√
Complied
Note: The item must be marked YES to indicate compliance to this factor.
√
Factor III. Instructional Design and Organization
1.
The LR contributes to the achievement of specific objectives of the learning area and grade
level for which it is intended.
√
2.
Sequencing of contents and activities within each lesson facilitates achievement of
objectives.
√
3.
Content is suitable to the target learner’s level of development, needs, and experience.
√
4.
Content reinforces, enriches, and / or leads to the mastery of the targeted learning
competencies intended for the learning area and grade level.
√
5.
Content is logically developed and organized throughout the material. (Lessons/activities are
arranged from simple to complex, from observable to abstract).
√
6.
The LR contains useful introductions, reviews, summaries, and other devices that facilitate
smooth progression from one lesson to another.
√
7.
Development of lessons allows for review, comparison, and integration with previous lessons.
√
8.
Motivational strategies (e.g., overviews, advance organizers, puzzles, games, etc.) are
provided.
Not
Complied
Standards / Criterion Items
9.
The LR uses various teaching and learning strategies to meet individual differences/ learning
styles. (if applicable)
Yes
√
10. The LR develops higher cognitive skills (e.g., critical thinking skills, creativity, learning by
doing, problem solving) and 21st century skills.
√
11. The LR enhances the development of desirable values and traits such as: (Mark the
appropriate box with an “X” applicable for values and traits only)
√
11.1 Pride in being a Filipino
11.2 Scientific attitude and reasoning
11.3 Striving for excellence
11.4 Love for country
11.5 Helpfulness, teamwork, cooperation
11.6 Unity
11.7 Desire to learn new things
11.8
11.9 Ability to know right from wrong
11.10 Respect
11.11 Critical and creative thinking
11.12 Productive work
Honesty & trustworthiness
No
√
11.13 Others (Please specify) ____________________________
Complied
Note: At least 8 criterion items must be marked YES to indicate compliance to this factor.
Not
Complied
√
Factor IV. Instructional Quality
Content and information are accurate.
√
2.
Content and information are up-to-date.
√
3.
The LR is free from any social content violations.
√
4.
LR is free from factual errors.
√
5.
LR is free from computational errors (if applicable)
√
6.
LR is free from grammatical errors.
√
1.
Complied
Note: At least 5 criterion items must be marked YES to indicate compliance to this factor.
Not
Complied
√
Factor V. Assessment
1.
The LR provides useful measures and information that help the teacher evaluate learner’s
progress in mastering the target competencies.
√
2.
Assessments are aligned with the specific objectives and content.
√
3.
The LR provides “self-checks,” ready-made achievement tests, and/or review activities.
√
4.
The LR provides variety of assessment types.
√
5.
Assessments have clear demonstration / examples, instructions, and/or rubrics to serve as
guide on how these will be used.
√
6.
Variety of activities within the LR are utilized to ensure active engagement of the learners.
√
Complied
Note: At least 5 criterion items must be marked YES to indicate compliance to this factor.
√
Factor VI. Readability
1.
Vocabulary level is adapted to target users’ experience and understanding.
√
2.
Length of sentences is suited to the comprehension level of the target user.
√
3.
Sentences and paragraph structures are varied and appropriate to the target user.
√
Not
Complied
Standards / Criterion Items
Yes
4.
There is logical and smooth flow of ideas within a lesson and from lesson to lesson.
√
5.
There is consistently good use of transition devices to focus on the main topics and signal a
change of topic.
√
6.
Lessons, instructions, exercises, questions, and activities are clear to the target user.
√
Complied
Note: At least 5 criterion items must be marked YES to indicate compliance to this factor.
No
Not
Complied
√
Recommendation: (Please put a check mark () in the appropriate box.)
Minor revision. This material is found compliant to the minimum requirements in all six
factors. Revision based on the recommendations included in the Summary of Content
Findings form and LR with marginal notes must be implemented.
Major revision. This material is non-compliant to the requirements in one or more factors.
Revision based on the recommendations included in the Summary of Content Findings
form and LR with marginal notes must be implemented.
√
For field validation. This material is found compliant to all factors with NO corrections.
I certify that this evaluation report and the recommendation(s) in the summary report are my own and
have been made without any undue influence from others.
Evaluator:
WILMA S. SAMPORNA______
Signature:______________________________
Date Accomplished:
__ JULY 9,
2020______
Annex 2
Summary of Content Findings for ADM DepEd-developed Modules
Title of LR: Textual Aids (Module 4)
Grade Level: GRADE 10
Paragraph / Line /
Brief Description of Errors/
Page number
Findings/ Observations
(in Chronological Order)
Specific
Recommendations for
Improving the
Identified Criterion
All corrections were carried
out.
Prepared by:
Date accomplished:
WILMA S. SAMPORNA
________________________________
Name and Signature of the Evaluator
July 9, 2020
_____________________
Annex 1
Summary of Language Findings for DepEd-developed Learning Resources
ADM Modules
Title of Module:
TEXTUAL AIDS
Writer:
MAE ANGELIE C. PACALDO
Paragraph / Line /
Page Number
(in chronological
order)
Grade Level: GRADE 10_
Illustrator: MAE ANGELIE C. PACALDO
Brief Description of Errors/
Findings/ Observations
Specific Recommendations
for Improvement
ALL CORRECTIONS WERE
CARRIED OUT.
Other Comments and Recommendations:
Prepared by:
Date accomplished:
WILMA S. SAMPORNA
__________________________________
Name and Signature of the Evaluator
JULY 9, 2020
____________________________
Annex 1
EVALUATION TOOL FOR LAYOUT AND DESIGN
DepEd-developed Learning Resource
Learning Area :
ENGLISH
Title
TEXTUAL AIDS___________________
:
Grade Level: GRADE 10
Instructions:
6. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance
to standards indicated in the criterion items under the four (4) factors below.
7. Put a check
is NO, cite specific pages, briefly indicate the errors found, and give your
recommendations in the attached Summary of Findings, Corrections, and Review form.
8. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
9. Based on the number of criterion items marked “YES” under each factor, mark the
appropriate column to indicate if the LR complied or not to the standards.
10. For factors with items marked Not Applicable, count the total applicable criterion items
and multiply this with 70% to determine the cutoff for compliance.
Standards / Criterion Items
Yes
Factor I. Physical Attributes
A. Cover Page
1. Cover art is appropriate, relevant, and interesting.
√
2. Cover elements are correct and complete. (i.e., w/ grade indicator & learning
√
area, book title & type (LM, TG), cover art, DepEd text entries, spine entries,
back cover entries)
B. Front Matter Pages
1. All necessary elements are complete (e.g., title page, copyright page, table of
√
contents, and introduction / preface (optional)).
2. Page numbers are set in lowercase roman numerals; centered at the bottom
of the page; no page numbers on the title and copyright pages.
√
C. Inside Pages
1.
Beginning page of the LR consistently falls on the
right-hand page.
2. Pagination is set in Arabic numerals and centered at the bottom of the page.
√
√
3. Spaces between letters, words, and paragraphs facilitate reading.
√
4. Page endings do not end with a hyphenated word or an awkward page turn.
(i.e., there are at least two lines of text below a text head at the foot of a page.)
√
5. There is a maximum of only three consecutive hyphenated words in a
paragraph.
√
No
√
6. Pages have no bad breaks which affect readability.
D. Back Matter Pages
1. Has useful back matter pages (e.g., glossary, bibliography, index, appendix,
√
etc.)
Note: At least 8 criterion items must be marked YES to indicate compliance
to this factor.
Complied
Not
Complied
√
Factor II. Design and Layout
1.
Consistency of elements (i.e., main heads, subheads, sections, and subsections
are consistently classified)
√
2.
Simple (i.e., does not distract the attention of the reader)
√
3.
Attractive and pleasing to look at
√
4.
Adequate illustrations in relation to text
√
5.
Harmonious blending of elements (e.g. Illustrations & text)
√
6.
Suitable to the target users
√
Note: At least 4 criterion items must be marked YES to indicate compliance
to this factor.
Complied
Not
Complied
√
Factor III. Typographical Organization
(e.g., size of letters, choice of font, use of boldface and italics, etc.)
1. Size of letters is appropriate for the target user.
√
2. Font styles used are appropriate for the target user and easy to read.
√
3. Size of letters and choice of font enable the target users to easily identify
themes / ideas and rank them in order of importance.
√
4. The use of boldface and italics are relevant and appropriate to the text.
√
Note: At least 3 criterion items must be marked YES to indicate compliance
to this factor.
Complied
√
Factor IV. Visuals (e.g., illustrations, photographs, maps, tables, graphs, etc.)
1. Supplement the text
√
2. Clarify the concept / topic and facilitate comprehension
√
3. Consistently clear in content and detail
√
4. Relevant to the learner’s age, culture, and life situation
√
5. Sustain interest and do not distract the learner’s attention
√
6. Appropriately placed in the page and proportionately drawn in size
√
7. Properly labelled / captioned (if needed)
√
Not
Complied
8. Artistically appealing, simple, and easily recognizable
√
9. Realistic and use appropriate color (optional) where needed
√
10. Colored visuals are set in greyscale for black-and-white reproduction
√
11. Line drawings are not shaded to avoid poorly and blotchy printed pages
√
12. Illustrations of animals and people are facing inside the page
√
13. Illustrations of a process involving separate steps or actions have
individual pictures or frames
√
Note: At least 9 criterion items must be marked YES to indicate compliance
to this factor.
Complied
Not
Complied
√
Recommendation: (Please put a check mark (√) in the appropriate box.)
Minor revision. This material is found compliant to the minimum requirements of
all four factors. Revision based on the recommendations included in the Summary
of Findings, Corrections, and Review form and LR with marginal notes must be
implemented.
Major revision. This material is non-compliant to the requirements in one or more
factors. Revision based on the recommendations included in the Summary of
Findings, Corrections, and Review form and LR with marginal notes must be
implemented.
√
For field validation. This material is found compliant to all factors with NO
corrections.
I / We certify that this evaluation report and the recommendation(s) in the summary report
are my / our own and have been made without any undue influence from others.
Evaluator:
WILMA S. SAMPORNA
_______________________________
Signature:
______________________________
Date accomplished:
JULY 9, 2020
______________________________
Annex 2
Summary of Layout and Design Findings for DepEd-developed Learning Resource
Title of LR:
TEXTUAL AIDS
Paragraph / Line /
Page number
(in chronological order)
Grade Level: GRADE 10______
Specific
recommendations for
improving the identified
criterion
Brief description of Errors/
Findings/ Observations
ALL CORRECTIONS WERE
CARRIED OUT.
Prepared by:
WILMA S. SAMPORNA
______________________________
Name and Signature of the Evaluator
Date accomplished:
JULY 9, 2020
__________________________
NOTE: This MODULE does not have any NON-PRINT Material.
Evaluation Rating Sheet for Non-Print Materials
CD-Rom
VHS
Cassette
tape
Title: _____________________________________________
Subject area(s): _______________
Grade/Year Level:
Type of Media (Please check ():
VCD
Slides
Digital
interactive
DVD
Transparencies
Other:
(specify)
DepED Bureau/FAP: ___________
Date of Publication: ____________
Before completing this Evaluation any CD ROM, VCD or DVD of materials should be
viewed and the Technical Evaluation Section G (p72). Interoperability: Technical format
Checklist for conformance completed. This is to ensure that the format is compatible with
current playback devices and computer operating systems, software and plug-ins.
Instruction: Examine the material carefully and for each evaluation criterion consider the
extent to which the resource meets the criteria. Check the appropriate number [with 4 being
Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory]. For a rating
below 4, write your comments/justifications on each evaluation criterion. If an evaluation
criterion is Not Applicable (NA), the material is rated 3 on said criterion. (Not Applicable
means that the criteria is not relevant to the resource being evaluated. It is given the score of 3
so that the evaluation score for each factor reflects only the performance against criteria that
are relevant to the nature of the resource being evaluated). Attach extra sheets if necessary.
Your report may be completed in soft or hardcopy. Please write legibly if completing in
hardcopy
Factor A. Content Quality
VS
4
S/NA
3
1. Content is consistent with topics/skills found in the DepED Learning
Competencies for the subject and grade/year level it was intended.
2. Concepts developed contribute to enrichment, reinforcement, or
mastery of the identified learning objectives.
3. Content is accurate.
4. Content is up-to-date.
5. Content is logically developed and organized.
6. Content is free from cultural, gender, racial, or ethnic bias.
7. Content stimulates and promotes critical thinking.
8. Content is relevant to real-life situations.
9. Language (including vocabulary) is appropriate to the target user level.
10. Content promotes positive values that support formative growth.
Total Points
Note: Resource must score at least 30 points out of a maximum 40
points to pass this criterion. Please put a check mark on the appropriate
box
Passed


Failed
Poor
2
Not
Satisfact
1
Factor B. Instructional Quality
VS
4
S/NA
3
Poor
2
Not
Satisfactory
1
1. Purpose of the material is well defined.
2. Material achieves its defined purpose.
3. Learning objectives are clearly stated and measurable.
4. Level of difficulty is appropriate for the intended target user.
5. Graphics / colors / sounds are used for appropriate instructional
reasons.
6. Material is enjoyable, stimulating, challenging, and engaging.
7. Material effectively stimulates creativity of target user.
8. Feedback on target user’s responses is effectively employed.
9. Target user can control the rate and sequence of presentation
and review.
10. Instruction is integrated with target user’s previous experience.
Total Points
Note: Resource must score at least 30 points out of a maximum
40 points to pass this criterion. Please put a check mark on the
appropriate box.
Factor C. Technical Quality
Passed
 Failed
VS
S/NA
Poor
4
3
2
Not
Satisfactory
1
1. Audio enhances understanding of the concept.
2. Speech and narration (correct pacing, intonation, and
pronunciation) is clear and can be easily understood.
3. There is complete synchronization of audio with the visuals, if
any.
4. Music and sound effects are appropriate and effective for
instructional purposes.
5. Screen displays (text) are uncluttered, easy to read, and
aesthetically pleasing.
6. Visual presentations (non-text) are clear and easy to
interpret.
7. Visuals sustain interest and do not distract user’s
attention.
8. Visuals provide accurate representation of the concept
discussed.
9. The user support materials (if any) are effective.
10. The design allows the target user to navigate freely
through the material.
11. The material can easily and independently be used.
Technical Evaluation: Complete Section G. Interoperability: Technical format Checklist for
conformance
If not already completed prior to this review.
12. The material will run using minimum system requirements.
13. The program is free from technical problems.
Total Points
Note: Resource must score at least 39 points out of a maximum
52 points to pass this criterion. Please put a check mark on the
appropriate box
Factor D. Other Findings
Note down observations about the
information contained in the material, where
the following errors are found:
Not
present
4
Passed
Failed
Present but
very minor &
must be fixed
Present &
requires major
redevelopment
Do not
evaluate
further
3
2
1
1. Conceptual errors.
2. Factual errors.
3. Grammatical and / or typographical errors.
4. Other errors (i.e., computational errors, obsolete
information, errors in the visuals, etc.).
Total Points
Passed
Note: Resource must score at least 16 points out of a
maximum 16 points to pass this criterion. Please put
a check mark on the appropriate box
Other

Failed. (All issues must be documented
in the Comments section.)
Comments:
______________________________________________________________________________
This module has no NON-PRINT material.
_______________________________________________________________________________
________________________________________________________________________________________________________________
Recommendations:
Note: Any material that fails Factor D must not be recommended for use in public schools
until the identified issues have been fixed.
A material which Failed in at least one of the four Factors in this rating sheet should
not be recommended for possible use in public schools
(Please put a check mark () in the appropriate box.)
i.
I / We recommend the approval of this material for possible use in public schools provided
that the corrections / revisions included in this report are made. (For commercial resources
(non-DepED owned resources) the Publisher must implement all recommended corrections /
revisions in their next printing or provide errata.)
ii.
I / We do not recommend the approval of this material for possible use in public schools
for the reasons stated below and/or cited in this evaluation report. (Please use separate sheet if
necessary.)
I/We certify that this evaluation report and recommendation are my / our own and have been
made without any undue influence from others.
Evaluator:
Date:
WILMA S. SAMPORNA
(Please print your full name)
____________________________
Signature(s):____________________
____________________
____________________________
____________________
____________________________
____________________
JULY 9, 2020________________