10

English
Quarter 2 – Module 7:
Composing Multimodal Texts
English – Grade 10
Quarter 2 – Module 7: Composing Multimodal Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Andrew T. Hui
Editor: Judith A. Mosquete
Illustrator: Sydney Elaine A.
Martinez Reviewer: Shiela C.
Alemania Layout Artist: Melanio R.
Florino Jr.
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V.
Deduyo Alma D.
Cifra
May Ann M.
Printed in the Philippines by Davao City Division Learning Resources Management
Development System (LRMDS)
Department of Education – Davao City Division, Region XI
Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: davao.city@deped.gov.ph

 10

English
Quarter 2 – Module 7:
Composing Multimodal Texts
Introductory Message
For the facilitator:
Welcome to the English Grade 10 Alternative Delivery Mode (ADM)

Module on Composing Multimodal Texts.

The activities in this module are arranged sequentially to help the

learners understand the topic and develop the desired skill or learning

competency.

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.

Remind the learner that if there are things he/she doesn’t

understand, he/she must not hesitate to call for your help and assistance.

For the learner:

Welcome to the English Grade 10 Alternative Delivery Mode (ADM)

Module on Composing Multimodal Texts.

The activities in this module are arranged sequentially to help you

understand the topic and develop the desired skill or learning competency.

As a learner, you must learn to become responsible of your own

learning. Take time to read, understand, and perform the different activities

in the module. If there are things you don’t understand, do not hesitate to

call your facilitator / teacher for assistance.

The following are some reminders in using this module:

ii
 1. Use the module with care. Use a separate sheet of paper in

answering the exercises.

2. Do not forget to answer Let us Try before moving on to the other

activities in the module.

3. Read the instructions carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking

your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are

through with it.

We hope that you will find meaningful learning as you go through the

different activities in this module.

 Let Us Learn

Hello learner! Today you will learn about the different ways to present your

opinion and ideas in a creative and colorful way. Learning about the multimodal

elements of a text will help you explore your skills in arts.

You may be able to use these multimodal texts online or offline especially

now in the 21st century. As you venture and learn the elements of multimodal text,

you may be able to unlock your different skills and use these to transform a regular

text to an extraordinary one. Hope you can find significant learnings in this

module. Enjoy!

Let’s start!

After going through this module, you are expected to:

1. identify the type of multimodal text

2. examine the elements used in a multimodal text

3. develop a text using any multimodal element

4. compare a regular text from the multimodal text developed

5. evaluate the effectiveness of a multimodal text in a situation

6. compose varied multimodal text

1
 Let Us Try
PRE-TEST
MODULE
7

Directions: Carefully read each item. Write the letter of the most appropriate

answer on your answer sheet.

1. Which of the following best defines a multimodal text? It is .

A. in written form

B. available in print

C. composed of words

D. composed of two or more semiotic systems

2. Which of the following is NOT a multimodal text?

A. infographic

B. radio drama

C. graphic novels

D. student’s essay

3. What are the five semiotic systems that can make up a multimodal text?

A. linguistic, visual, audio, gestural, spatial

B. visual, kinesthetic, cultural, audio, linguistic

C. spiritual, financial, emotional, physical, visual

D. linguistic, charismatic, gestural, spatial, spiritual

4. What semiotic system or a mode is related to the use of words,

sentences and grammar?

A. audio

B. visual

C. gestural

D. linguistic
5. What mode is related to the use of facial expression and body language?

A. audio

B. visual

C. gestural

D. linguistic

6. When colors, shapes and texture are added, what mode is used?

A. visual

B. spatial

C. gestural

D. linguistic

7. A traditional text only uses what mode?

A. visual

B. spatial

C. gestural

D. linguistic

8. Which of the following is a combination of linguistic and audio modes?

A. posters

B. podcast

C. infographic

D. comic strips

9. What multimodal text makes use of all modes of communication?

A. movie

B. brochures

C. radio drama

D. big books for kids

For 10-11:

10. What modes of communication are used in the multimodal text above?

A. audio, visual

B. gestural, audio

C. linguistic, Audio

D. Linguistic, Visual

11. Which among the statements is true based on the multimodal text above?

A. There is only one semiotic system used.

B. Colors do not appeal to younger audience.

C. Graphics distract audience from the purpose of the text.

D. Infographics enhance the appearance of the multimodal text.

For 12-13:

12. What modes of communication are used in the multimodal text above?

A. audio, visual

B. gestural, audio
 C. linguistic, audio

D. linguistic, visual

13. What elements used in the text above appeal to junior high school students?

A. audio, visual

B. gestural, audio

C. linguistic, audio

D. linguistic, visual

For 14-15: Read the situation below, then answer the questions that follow.

Mang Natoy, 72, lives in one of the most isolated islands in the Philippines. He only

receives information through his feature phone (also called a “dumb” phone), his portable

radio and his television set which only airs programs from ABS-CBN channel. When he

learns about the closure of ABS-CBN, he feels sad that he may not be able to receive up-

to-date information. Since he lives in an area frequented by typhoons, he now fears he

can’t receive news about them.

14. In the case of Mang Natoy, what elements would be most effective to deliver

news?

A. audio, visual

B. gestural, audio

C. linguistic, audio

D. linguistic, visual

15. What multimodal text will you compose to inform Mang Natoy about

an approaching typhoon?

A. graphic novel

B. Facebook thread

C. newspaper write-up

D. radio information drive

 The 21st century has opened a lot of opportunities to young people. Through

the different equipment, applications and software, expressing one’s ideas and

opinion is just within reach. This way, young learners are given limitless platforms

that they can use to inform, persuade, or even entertain. Among the products that

this generation has produced with the help of technology are multimodal texts.

Texts with multimodal elements are perfect tools for the youth to harness

creativity and promote their advocacies. These can be used to communicate in a

varied and interesting manner. Unlike the usual essays and reports, multimodal

texts appeal to all types of people as it includes different modes of communication.

In this lesson, you will be exposed to multimodal elements that you can use

to compose unconventional texts.

Let Us Study
Activity 1: Tell Me the Name
Directions: Study the images below and answer the given questions.

1.

I am a visual image that

represents information or data. I am

used to make you understand a topic in

an easy way. What am I?

I i
_ _
 2.

I am a sequence of

drawings used to show a comic,

Ouch!
adventure, or mystery story. I

also contain dialogues enclosed

in balloons. What am I?
Exercise is good for the body! i_
i_
Image created from www.pixton.com

3. Watch the video below: shorturl.at/vAGL4

I am a televised broadcast of stories

devoted to current events. What am I?

i i
_ _

4. Listen to the audio below: shorturl.at/bzJUW

I am a digital audio file that

discusses a topic. You can download me to

your personal device for easy listening.

What am I?

o a
 Did you get all the answers correctly? I know you have come across those

texts in your daily activities. Now that you have already identified texts with

different modes or elements, we will examine each. Do your best!

Activity 2. What’s in Me?

Directions: Put a check mark in the circle that corresponds to the element

used in each of the text. A picture prompt may contain two or more elements.

linguistic

visual

audio

gestural

spatial

linguistic

visual

audio

gestural

spatial

linguistic

visual

audio

gestural

spatial
 linguistic

visual

audio

gestural

spatial

Were you able to identify the elements in each text?

Heads Up!

The texts you have just identified and examined are called multimodal texts.

Multimodal texts are a combination of two or more semiotic systems or modes

of communication.

1. Linguistic: This is the spoken and written language that is comprised of

vocabulary, generic structure of words and that grammar of oral and

written language.

2. Visual: This is the still and moving images of a text that is comprised of

colors, vectors, symbols, textures, lines, shapes, framing and/or points of

view.

3. Audio: The sound element in the text that includes volume, pitch,

rhythm, beat, sound effects, noises and alerts.

4. Gestural: The body movements in the text that is comprised of facial

expression or hand and eye movements. This is emphasized in dances or

 in acting scenarios.

5. Spatial: This concerns the element of space in the text using

proximity, direction, blockings, and organization of objects.

 In the 21st century, multimodal texts can be in print, physical or even digital in

form. Examples of which are infographics, podcasts, comic strips, posters, vlogs,

newspapers, memes, GIFs, movies, picture books, blogs, TV news programs, and

etc. With the growth of social media websites and online video-sharing platforms,

multimodal texts have become a staple tool in sharing one’s thoughts and opinions.

Let us study the examples below:

1. Infographic The title and other words are part of the linguistic eleme
text.

The symbols,

colors and shapes form the visual element of th

text.

2. Audio-Visual Presentation

Watch it here: shorturl.at/huxFX

This text makes use of all

the semiotic systems. The

written and spoken texts,

background music, the moving

images, the body language of

students, and their positions in

the video form

Good job! You have just learned the different elements that comprise a

multimodal text. This time, use your knowledge on the different elements to develop

a multimodal text.
 Let Us Practice

Activity 3. Multi-Mode: ON
Directions: Below is an excerpt of a short story by Guy de Maupassant. Using its

details, create either an infographic or a comic strip. Once you’re done, email your

output to your teacher or have it checked personally when it is already allowed.

Option 1: Infographic

Create an infographic describing the main character. You can either draw,

cut and paste pictures, or digitize your infographic. If you wish to do the latter, you

can use Microsoft Powerpoint. Insert an image of the main character, then include

details about her. Save it as a JPEG file.

Option 2: Comic Strip

Create a comic strip showing any of the scenarios in the excerpt or the full

story. If you are not comfortable with your drawing skills you can cut and paste

pictures or go to www.pixton.com to create a digital comic strip.

The Necklace

Guy de

Maupassant

(Summary)

The short story "The Necklace" by Guy De Maupassant takes place in France

several hundred years ago. Mathilde Loisel lives in a flat with her husband, who

works as a clerk for the Minister of Education. Their lives are not luxurious, but

they are not poor, merely simple. Mathilde, however, longs to be rich. She envies

her friend Jeanne who has a large house and lots of jewelry.
 One day, her husband brings home an invitation to a ball. He thinks his

wife will be excited to attend such a fancy party, but instead she is upset. She

complains that she has nothing suitable to wear to such an extravagant occasion.

Her kind husband agrees to give her the four hundred francs that he had been

saving to buy a new rifle to get herself a gown.

The week of the party, Mathilde seems anxious again. When her husband

asks her why, she frets that she has no jewelry to wear with her dress. He suggests

that perhaps she could borrow something from her friend Jeanne Forestier.

Mathilde goes to Jeanne's house and picks out a sparkling diamond necklace to

borrow.

She and her husband attend the gala and have a fabulous time. She loves

amazing and dances all night. Finally, they head home in the wee hours of the

morning. When they arrive home, Mathilde realizes that the necklace is missing.

They wonder if it fell off in the carriage that they took home, but neither of them

noticed the number. Her husband goes out to search the streets but returns empty

handed. To stall for time, Mathilde writes to her friend that she broke the clasp and

is having it repaired. In the meantime, they find another necklace that matches the

missing one, but it costs thirty-six thousand francs. Her husband fortunately

inherited eighteen thousand francs from his father, but they will need to borrow the

rest of the money. Finally, they have enough to purchase the replacement necklace

and Mathilde gives it to Jeanne who doesn't even look at it.

The next ten years Mathilde's life changes dramatically. They move to a

smaller apartment where she has to cook and clean for herself. She also does work

on the side while her husband works multiple jobs to pay back all the money they

borrowed. After the ten years, the money is all paid back, but Mathilde has aged a

great deal.
 One day she sees Jeanne Forestier on the street. She decides to tell her the

truth about the necklace. Jeanne is stunned by Mathilde's rough appearance.

Mathilde explains that it is indirectly because of Jeanne since she lost the necklace

she borrowed from her and had to pay for a replacement. Shocked, Jeanne

confesses that the necklace Mathilde borrowed was a fake, made of paste, worth no

more than five hundred francs.

Retrieved from: https://www.softschools.com/literature/summary/the_necklace/

Are you done reading the story? This time, develop your multimodal text using

at least two elements (visual and linguistic). Please take note of the rubric for grading.

Criteria 15 10 5
Content The multimodal The text discusses The multimodal
text the topic/issue. text lacks
comprehensively Some of the ideas information and it
discusses the in the text are does not
topic/issue effectively communicate
assigned. It communicated. something about
communicates the topic.
effectively about
the topic.

Coherence Neat presentation. The presentation The text is not

Ideas are of ideas is neat; pleasing. Ideas are
presented in a however, some of presented in a
logical manner. the ideas are confused way.
presented in a
logical manner.

Creativity The text is The text lacks The text does not
creatively done creativity and show originality
and original. It is originality. It is and creativity. It is
catchy and somehow catchy not catchy and
engaging. and engaging. engaging.

Correctness There are no There are one to There are four (4)
errors in three (1-3) errors or more errors in
grammar, in grammar, grammar, spelling,
spelling, and spelling, and and punctuation.
punctuation. punctuation.
 My First Multimodal Text

Congratulations! You have just developed your first multimodal text. I am sure

you had a great time in making it. This time, get to know the difference between a

multimodal text and a regular one.

Activity 4. Spot the Difference

Directions. Compare and contrast the multimodal text you have developed to the

traditional text (summary of the story) using the Venn Diagram below.

My Multimodal Traditional Text

Differences Differences

Similarities

Were you able to find differences between a multimodal text from a

traditional one? This time, further your knowledge on multimodal texts by

doing the next activity.

 Activity 5. Tell Me Why
Directions: Complete the graphic organizers below.
1.

Situation

Parents want to improve the reading skills of their toddlers using the DepEd Commons platform
What elements
will you include?

What multimodal text will you create? Why do you think

it's effective?

2.
What elements will you
What
include? Why
multimodal text will you do you think it's effective?
create?
Situation

wants to reach Filipinos living in the mountains to inform them about Covid-19.

3.
What elements will you
What
include? Why
multimodal text will you do you think it's effective?
create?
Situation

nts to educate youth on the negative effects of using illegal drugs.

 Are you done? Congratulations! Since you already have an in-depth

knowledge on multimodal texts, you can now create one on your own. Have fun in

completing the next activity!

Activity 6. Art Attack!

Directions: Create any multimodal text based on the task below. Use the rubric in

the Activity 3 as your guide. You can email your output to your teacher or have it

checked personally once it’s already allowed.

Task: Since face-to-face interactions are limited due to the risks of COVID-19, create a

multimodal text that would tell something about you. Unleash your creativity by introducing

yourself so your classmates would know you better without getting the risk of being

infected. You can create an infographic, a podcast and have someone interview you, or a

video blog showing your daily activities. Use the box below if you wish to create an

infographic, caricature, or any related texts.

My Second Multimodal Text

 Let Us Practice More

Activity 8. Promoting Advocacy

Directions: Create any multimodal text based on the task below. Use the rubric in

the Activity 3 as your guide. You can email your output to your teacher or have it

checked personally once it’s already allowed.

TASK: As the youth faces a lot of issues these days, help them by creating a multimodal

text promoting your advocacy. Discuss an issue that is close to your heart by using the

semiotic structures in your composition. After, post your output on your social media

account with a hashtag #AdvocacyInMultimodalText.

My Third Multimodal Text

 Congratulations! You have just finished completing your multimodal text that

promotes your advocacy. This time, answer the assessment part of this module. Do

your best!

Let Us Remember
Activity 7: Fill Me In

Directions: Complete the following statements about what you have learned about

multimodal texts.

 (1) are composed of two or more semiotic structures

that can be in print, physical, or digital.

 The semiotic structures found in a multimodal text can be: (2) ,

(3) , (4) , (5) , (6) .

 (7), (8), (9), (10),

are examples of a multimodal text.

 Let Us Assess
POST-TEST
MODULE 7

Test I.

Directions: Read carefully each item. Write the letter of the most appropriate

answer on your answer sheet.

1. What best describes multimodal text? It .

A. uses words to convey message.

B. is used for the younger people.

C. can be applied in pen and paper activities.

D. contains two or more modes of communication.

2. Which of the five modes of communication are represented in the image

above?

A. gestural, visual

B. linguistic, audio

C. spatial, gestural

D. visual, linguistic
3. What modes of communication are used in the multimodal text above?

A. visual, gestural

B. linguistic, visual

C. linguistic, audio, spatial

D. gestural, audio, linguistic

4. The school’s environment group wants to promote their advocacy called

the “Zero Plastic Waste.” However, they do not have any budget and

equipment to promote their cause. What multimodal text can they create?

A. flyers

B. collage poster

C. tarpaulin poster

D. audio-visual presentation

5. To uphold press freedom in the school, what multimodal text should

campus journalists create?

A. posters

B. comic strips

C. research paper

D. school news paper

6. Linda is a visually-impaired individual. Which of the five modes would be

appropriate for her?

A. gestural, visual
 B. linguistic, audio

C. spatial, gestural

D. visual, linguistic

7. What multimodal text can you create to entertain Linda?

A. podcast

B. newspaper

C. picture book

D. graphic novel

Test II.

Directions: Compose a multimodal text based on the task below. Follow the rubric

in as your guide.

Criteria 2 1

Content The multimodal text The text discusses the

comprehensively discusses topic/issue. Some of the ideas
the topic/issue assigned. It in the text are effectively
communicates effectively communicated.
about the topic.
Coherence Neat presentation. Ideas are The presentation of ideas is
presented in a logical neat; however, some of the
manner. ideas are presented in a logical
manner.
Creativity The text is creatively done The text lacks creativity and
and original. It is catchy and originality. It is somehow catchy
engaging. and engaging.
Correctness There are no errors in There are one to three (1-3)
grammar, spelling, and errors in grammar, spelling, and
punctuation. punctuation.

Task: Recently, the world has witnessed an unfortunate incident wherein an African-

American died in the hands of a police officer. To be able to promote acceptance of

differences, create a multimodal text with the theme, “Unity in Diversity.”

My Fourth Multimodal Text
 Let Us Enhance
Activity 8: Speak Up
Directions: Study the text below. Then create a multimodal text

that expresses your commentary on the issue/topic.

The Philippines' Anti-Terrorism Act of 2020

Cliff Venzon, Nikkei Asian Review

Days after being marked "urgent" by President Rodrigo Duterte, the Philippines' House of

Representatives last week approved the Anti-Terrorism Act of 2020, adopting the Senate's

version, which was passed in February.

The bill has triggered online and street protests even as community quarantine restrictions

are in place due to the coronavirus outbreak. A multisectoral backlash has also ensued,

but supporters of the bill are pressing on.

Here are five things to know about the legislation that has polarized the Southeast Asian

nation as it grapples with the pandemic's economic fallout.

What exactly does this bill say and do?

The Anti-Terrorism Act of 2020 amends the Human Security Act of 2007. It expands the

definition of terrorism to include acts intended to cause "death or serious bodily injury to

any person," "extensive damage and destruction" to a government facility, private property

or critical infrastructure and when the purpose of those acts is to "intimidate [the] general

public," "create an atmosphere or message of fear," or "seriously destabilize or destroy

the fundamental political, economic and social structures of the country." Those found

guilty face life sentences without the chance of parole.

The act also criminalizes the "threat, planning, training, facilitating of" and "proposal" and

"inciting" to terrorist activities by means of speeches, proclamations, writings, banners and

emblems. It also subjects suspects to surveillance, warrantless arrest and detention for up

to 24 days. In addition, it removes compensation for the suspect in the event of acquittal

and boosts the Anti-Terrorism Council, the implementer of the law, whose members are

appointed by the president.

Why is the government pushing it?

Backers of the bill say the legislation seeks to end terrorism in the country, which is still

battling decadeslong communist and Islamic insurgencies. In 2017, Islamic State-aligned

militants laid siege to the southern city of Marawi; last year the southern region was

rocked by suicide bombings.

Even the lockdown did not stop terror, according to presidential spokesperson Harry

Roque, who cited the communist rebels' attacks on soldiers securing the distribution of

financial aid and attacks by Islamic militants in late May that led to an evacuation in the

country's south that uprooted over 6,000 people.

Sen. Panfilo Lacson, a former police chief and proponent of the bill, said the Human

Security Act of 2007 "has proved to fail in terms of its efficacy as an anti-terrorism

measure," partly because it's lenient for offenders and restrictive for enforcers.

"Under the current Human Security Act, there are only four instances for terrorists to be

prosecuted under the law," Lacson said last year. "On the other hand, there are a total of

20 instances where law enforcers can be charged and penalized for violations of the

Human Security Act."

Full text: https://asia.nikkei.com/Politics/The-Philippines-Anti-Terrorism-Act-of-2020-Five-

things-to-know

My Fifth Multimodal Text

 Let Us Reflect

Activity 9: Ponder On!

Directions: Complete the graphic organizer below by sharing honestly

your answer.

What is the most important lesson I’ve learned today that I can use in my daily activities?
Answer key to Activities
 References

Adorico, Cyra et al. “Infographics.” Campus Glimse. February 2020.

Anstey, Michele and Bull, Geoff. “Helping Teachers to Explore Multimodal Texts.”
Curriculum & Leadership Journal 8, no. 16 (2010). http://www.curriculum.edu.
au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=
12241.

Hui, Andrew. “Donations of Computer Units Infographics.” November 2019.

Hui, Andrew. “Donations Received Infographics.” November 2020.

Hui, Andrew. “Oral Fluency Report Infographics.” May 2020.

Lantz, Erika. n.d. “So Chocolate Bar.” Podcast audio. Kind World. Wbur. April 14,
2016. https://www.wbur.org/kindworld/2016/04/14/kind-world-22-so-choco
late-bar.

SoftSchools. “The Necklace Summary.” SoftSchools.com. Accessed July 25, 2020.

https://www.softschools.com/literature/summary/the_necklace/

Venzon, Cliff. “The Philippines’ Anti-Terrorism Act of 2020: Five things to

know.” Nikkei Asian Review. June 10, 2020.
https://asia.nikkei.com/Politics/The- Philippines-Anti-Terrorism-Act-of-
2020-Five-things-to-know.
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: