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ENGLISH
Second Quarter – Module 1
SDO TAGUIG CITY AND PATEROS
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Introductory Message
For the facilitator:
This module was collaboratively designed, developed and evaluated by the
Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
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:
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 Let’s Try 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!
Let’s Learn
This is module is about concept mapping and mind mapping
After going through this module, learners are expected to:
1. interpret the data illustrated in visual presentations such as tables, graphs,
and information maps;
2. discuss the information gathered found in the concept maps;
3. distinguish the difference between a concept map and a mind m
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Let’s Try
Choose the letter of the correct answer. Write your answers on a separate sheet of
paper.
1. This is also called as infographic and is a great way to represent data in a
visual way.
a. Tables
b. Maps
c. Still Pictures
d. Graphs
2. A visual organizer that can enrich the students’ understanding of a new
concept.
a. Still Pictures
c. Illustrations
b. Concept Maps
d. Captioned Photographs
3. A powerful graphic technique that expresses thinking and considered a
natural function of a human brain.
a. Concept Mapping
c. Mind Mapping
b. Illustrating Facts
d. Interpreting Data
4. The picture below is an example of _____.
a. Tables
b. Maps
c. Images
5. The picture below is an example of _____.
a. Tables
Lesson
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b. Maps
c. Images
d. Graphs
d. Graphs
Concept Mapping and Mind Mapping
There are many ways to easily form ideas and create clear images in mind.
One the most popular approaches used by many is brainstorming. This process
requires thinking to generate ideas, and to come up with creative solutions to
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problems. In this lesson, you are encouraged to share different ideas, experiences,
and personal knowledge acquired as well as local trending news that could lead to
the enhancement of your vocabulary by using newly encountered words. As the
preliminary purpose of this lesson, you are also expected to derive specific
information from general ideas. Therefore, you will focus on some of the important
graphical organization methods to broaden your understanding and to enhance your
thinking skills.
Let’s Explore
Concept Maps
A concept map is a tool primarily used for organizing, representing, and
visualizing tacit knowledge. Concept presentations are usually with the use of circles
or boxes and sometimes, small icons or images to show relationships among different
ideas indicated by a connecting line linking them.
Here is an example of a concept map:
From the example above, what is the topic of the concept map? The topic is
Distance Education. Notice that arrows directing downward connect the following
words. The words like technology and effects help to explain more about what is
the implication of distance education. They are what we call link words. The link
words are related and still connected by arrows to help lead to the result or effect of
the topic.
A concept map is also considered as a visual organizer that can enrich your
understanding of a new concept. By using a graphic organizer, you will have the
opportunity to think about the concept in several ways. Most concept map organizers
may engage you in answering questions such as, "What is it? What is it like? What
are some examples?" In this way, concept maps can help deepen your understanding
and comprehension as a learner. On the other hand, concept is defined as a
perceived idea that is applied to a mental image or formulation of something such as,
events, objects, or records with certain categories.
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Why use a concept map?
•
It helps children organize new information.
•
It helps students to make meaningful connections between the main idea and other
information.
•
They are easy to construct and can be used within any content area.
Here’s a link for short video that will teach you how to create a concept map:
https://www.youtube.com/watch?v=8XGQGhli0I0
Mind Maps
Mind maps are diagrams that are utilized for generating and exploring ideas,
just like brainstorming. This process requires critical and creative thinking to
organize information in mind.
It is important to know that mind maps revolve around one main topic and
branches out in nodes in an order manner or with hierarchical structure. The nodes
represents a subtopic described with symbols and images, which can be elaborated.
Generally, as the human mind is performing, the mind map diagrams can be
flexible since they can be applied to every aspect of life. In this case, mind mapping
is more personal than concept maps.
There are four essential characteristics of a mind map:
1. The subject of attention is crystallized in a central image.
2. The main themes of the subject radiate from the central image on
branches.
3. The branches hold a key image or a word printed on the associated line –
details radiate out.
4. The branches from a connected nodal structure.
Here’s a link for additional discussion related to the difference between a
concept map and a mind map: https://www.youtube.com/watch?v=9Pzz6rDMd8c
Here is an example of a mind map:
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Let’s Evaluate
Part I – Identify the statements whether it is a concept map or a mind map.
Write the chosen letter on the space provided before the number. Use a separate sheet
of paper.
A. CONCEPT MAP
B. MIND MAP
_____ 1. The use of branches is helpful in making this type of map.
_____ 2. In this map, the arrow indicates the direction in which to start reading.
_____ 3. This map use of circles or boxes and sometimes, small icons or images
to show relationships.
_____ 4. This map involves writing down everything you can think of about the
topic.
_____ 5. This map make use of colors to help separate ideas generated in mind.
Part II – From the list of words in the box, pick five (5) related words to the topic
given below to complete the concept map.
humor
skills
organization
motivation
concentration
talents
preparation
readiness
level of IQ
tools
fashion
habits
2.
1.
STUDYING
3.
4.
5.
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References
Aglaua, C.M., Balarbar, C.V., Cusipag, M.N., Madrunio, M.R., Miciano, R.Z., Mojica,
L.A., Shimamoto, R.L. (2006). Critical Thinking Through Reading and Writing. Malate
1004, Manila: De La Salle University Press Inc.
Anonat, R.D. (2011). Developmental Reading. Bangka Drive, Mandaluyong City:
Books Atbp. Publishing Corp.
Csillag, J. (2016). Differentiated Reading Instruction: Strategies and Technology
Tools to Help All Students Improve. New York, NY: Routledge.
Division of TAPAT Grade 8 English Teachers – Quarter 1 Module in English for Grade
VIII
Diagrams, Timelines, and Tables. (2019, March 08). Retrieved June 13, 2020, from
https://www.readingrockets.org/article/diagrams-timelines-and-tables
Evaluating Data in Tables, Graphs and Charts (English 3 Reading and Research).
(n.d.). Retrieved June 15, 2020, from
https://www.texasgateway.org/resource/evaluating-data-tables-graphs-andcharts-english-3-reading-and-research
Interpreting Graphics in Persuasive & Functional Texts - Video & Lesson
Transcript. (n.d.). Retrieved June 16, 2020, from
https://study.com/academy/lesson/interpreting-graphics-in-persuasivefunctional-texts.html
TI-AIE: Concept mapping: Water. (n.d.). Retrieved June 17, 2020, from
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=64792
Tanguay, M. (2020, March 30). How to Mind Map to Visualize Your Thoughts (With
Mind Map Examples). Retrieved June 17, from
https://www.lifehack.org/articles/work/how-to-mind-map-in-three-smallsteps.html
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Development Team of the Module
Writer: ANGELINA GADIN
Editors:
Content Editors: SHIELA CRUZ, LORNA ARTUZ
Language Editor: ALMA U. ALMEROL, JOVITO G. PANAGA
Content Validators: JOVITO G. PANAGA JR., ALMA U. ALMEROL,
MARY ANN T. ROBIE, ANGELUS B. SALESPARA,
SHEILA C. CRUZ, LORNA R. ARTUZ, HAROLD K. TAGUBA
Illustrator: BERNARD MARC E. CODILLO
Layout Artist: BERNARD MARC E. CODILLO
ABIGAIL R. SADANG
Management Team:
DR. MARAGRITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD-Chief
DR. ELLERY G. QUINTIA, CID Chief
MR. NOEL BALUBAL, EPS - ENGLISH
DR. DAISY L. MATAAC, EPS – LRMS/ ALS
For inquiries, please write or call:
Schools Division of Taguig city and Pateros Upper Bicutan Taguig City
Telefax: 8384251
Email Address: sdo.tapat@deped.gov.ph
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