SCHOOLS DIVISION OF PASAY CITY

MODULES
IN GRADE 12
ACADEMIC TRACK - ABM STRAND

QUARTER 1 – WEEK 2 – DAY 1

 PATNUBAY NG MAG-AARAL SA PAGGAMIT NG MODYUL
Ang mga Modyul na iyong natanggap ay nilikha upang makatulong sa iyo at iba pang mag-aaral sa pagpapatuloy ng inyong pag-aaral sa tahanan. Bago
mo simulan ang pagtuklas ng mga bagong aralin sa iyong mga modyul, kailangang ihanda mo muna ang sarili. Siguruhing ikaw ay nakapagehersisyo na
at nakakain na sa tamang oras bago simulan ang iyong mga aralin (maaaring sa umaga matapos ang almusal o hapon matapos ang pananghalian).
Isaisantabi muna ang iba pang pinagkakaabalahan. Ihanda ang mga kagamitang pampaaralan tulad ng kwaderno, panulat, krayola at iba pa, at
siguruhing mabibigyan mo ng pokus ang pag-aaral gamit ang mga modyul na iyong natanggap.

1 Basahin, unawaing mabuti at sundin ang panutong nakasaad sa bawat pahina ng modyul.
PAANO Basahin at unawaing mabuti ang iyong aralin sa araw na ito na makikita sa unang pahina ng iyong modyul. Isulat sa
GAMITIN kwaderno ang mga mahahalagang impormasyon, terminolohiya, depinisyon at iba pang nararapat mong tandaan sa
iyong aralin sa araw na ito. Mahalagang magawa mo ito upang maalala ang mga kasanayang nalinang at
ANG MODYUL? 2 magkaroon ka ng sanggunian sa gagawin mong pagrepaso sa iyong mga aralin kung ikaw man ay may
nakalimutan.
Sikaping maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito ang makatutulong sa iyo upang
3 lubusang maunawaan ang iyong aralin at malinang ang mga kasanayan sa pagkatuto.
Kung hindi mo gaanong naunawaan ang iyong aralin at ikaw ay may mga katanungan tungkol sa iyong mga gawain

Page 1 of 24
at pagsasanay, kumunsulta ka sa iyong magulang, kapatid o sino mang kasama sa tahanan na magsisilbing
4 tagapagdaloy ng aralin.
Para sa mga karagdagang kaalaman o katanungan na may kinalaman sa iyong aralin, sumangguni sa iyong guro at
5 tawagan siya sa numero na makikita sa iyong natanggap na Learning Package.

Huwag kalilimutan na isumite sa paaralan (sa pamamagitan ng iyong magulang o kapatid o sino mang
6 nakatatandang kamag-anak) tuwing Lunes ang mga natapos na Modyul noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite mong Modyul, pag-aralan mo ang kabuuang marka
o iskor na makukuha mo batay sa pagbabalitang gagawin sa iyo ng iyong guro. Ang iskor o markang ito ang iyong
7 magiging batayan kung kakailanganin mo pa ang higit na pagsasanay at pagsubaybay ng iyong guro at
tagapagdaloy ng aralin sa tahanan.

8 Sana ay mag-enjoy ka sa paggamit ng iyong natanggap na mga Modyul!

Image: IMGBIN.com LFT/pasaycid2020
 PATNUBAY NG MAGULANG/ TAGAPAGDALOY NG ARALIN
SA PAGGABAY SA MAG-AARAL SA PAGGAMIT NG MODYUL
Ang Patnubay na ito ay nilikha para po sa inyong mga magulang, nakatatandang kapatid o kamag-anak ng ating mga mag-aaral. Ito po ay upang
magabayan po ninyo, bilang tagapagdaloy ng aralin, ang mag-aaral sa kanyang paggamit ng Modyul. Sa Modyul po na inyong natanggap nakapaloob ang
mga araling pagaaralan ng mag-aaral sa inyong tahanan. Narito rin po ang mga pagsasanay para sa paglinang ng mga kasanayan sa pagkatuto ng mag-
aaral. Naniniwala po kami na napakalaki ng inyong magiging bahagi at impluwensiya sa magaganap na pagpapatuloy ng pagaaral ng inyong kapamilyang
mag-aaral sa inyo mismong tahanan.
Ihanda po muna ang sarili bago simulan ang paggabay sa mag-aaral. Isaisantabi po muna ang iba pang mga
1 gawain upang magkaroon ng pokus at sapat na panahon sa paggabay sa mag-aaral. Siguruhin din pong
PAANO PO KAYO handa na ang mag-aaral sa kanyang pag-aaral.
MAKATUTULONG Tulungan po ang mag-aaral sa pagbasa at pag-unawa ng kanyang aralin sa araw na ito na makikita sa unang
SA PAGGABAY pahina ng Modyul. Maaari pong dagdagan pa ninyo ito base sa inyong naging karanasan o pag-aaral.
SA MAG-AARAL 2 Gabayan ang mag-aaral sa pagsusulat sa kwaderno ng mahahalagang impormasyon, terminolohiya,
SA PAGGAMIT depinisyon at iba pang nararapat niyang tandaan sa kanyang aralin sa araw na ito.

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NG MODYUL? Gabayan po ang mag-aaral na maisagawa ang lahat ng pagsasanay na makikita sa modyul. Ang mga ito
3 ang makatutulong sa kanya upang lubusang maunawaan ang kanyang aralin. Bigyan siya ng tamang oras sa
pagsagot sa mga pagsasanay at pagsusulit.

Hikayatin po ang mag-aaral na sumangguni sa inyo o sa kanyang guro kung hindi niya gaanong
naunawaan ang kanyang aralin at siya ay may mga katanungan tungkol sa kanyang mga gawain at
4 pagsasanay.

Huwag pong kalilimutan na isumite sa paaralan tuwing Lunes ang mga natapos na Modyul ng mag-aaral
5 noong nakaraang lingo.

Matapos ang pagsusuri at pagwawasto ng guro sa isinumite Modyul, kasama ang mag-aaral ay pag-
aralan po ninyo ang kabuuang marka o iskor na makukuha ng mag-aaral batay sa pagbabalitang gagawin
6 ng guro. Ang iskor o markang ito po ang inyong magiging batayan kung kakailanganin pa ng mag-aaral
ang higit na pagsasanay at pagsubaybay ninyo at ng ng kanyang guro.

Maraming Salamat po sa inyong paggabay at pagsubaybay sa ating mag-aaral!

Image: freepik.com 7
LFT/pasaycid2020
 Module Code : Pasay-OC-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

DEPARTMENT OF EDUCATION- NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

Module in Oral Communication in Context

First Quarter/ Week 2/ Day 1

Learning Objective: Describe various models of communication. EN11/12OC-Ia-3

Today’s Lesson: Models of Communication

What’s New?
What is a Model?
mod·el | \ ˈmä-dᵊl \ (noun)
1: a usually miniature representation of something
2: a physical representation that shows what it looks like or how it works.
3: a theoretical description that can help you understand how the system or process works, or how it
might work.
A model is a simple representation of reality that helps us to understand how something works. Models
can also help us to understand unknowns or predict what might happen. A model can come in many shapes, sizes,
and styles. It is important to emphasize that a model is not the real world but merely a human construct to help us
better understand real world systems. In general, all models have an information input, an information processor,
and an output of expected results. This basic understanding about models is going to help you learning another
dimension about Communication.

What I need to know

Communication models are systematic representations of the process which
helps in understanding how communication works can be done. Models show the
process metaphorically and in symbols. They form general perspectives on
communication by breaking communication from complex to simple and keeps the components in order. Models
of communication simplify the process by providing a visual representation of the various aspects of a
communication encounter.
This module will present three communication models which are the Linear Model, the Interactive
Model, and the Transaction Model of communication.

Here is a very informative video on YouTube that you

can check that can help you establish a very good
foundation in beginning to understand this topic.
https://www.youtube.com/watch?v=O-O-fV5qT-0&t=2s

References for Enhancement:

https://www.businesstopia.net/communication
https://www.britannica.com/topic/communication/Models-of-communication
https://www.academia.edu/22063744/Theories_and_Models_of_Communication_Information_Theories_
https://www.youtube.com/watch?v=O-O-fV5qT-0
https://www.youtube.com/watch?v=uWuNfhDvZz8
https://www.youtube.com/watch?v=5a9AQeSFI1Y&t=37s

Linear Model of Communication

Linear model of communication is a simple one-way communication
model. The message flows in a straight line from sender to the receiver. There
is no concept of feedback. The only task that a receiver does here is to receive
the message. This model focuses on the sender and message within a
communication encounter. Although the receiver is included in the model, this
role is viewed as more of a target or end point rather than part of an ongoing
process. Different models that follow linear model of communication are the
Lasswell’s Model, Aristotle’s Model, Shannon-Weaver Model, and Berlo’s
S-M-C-R Model

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 Module Code : Pasay-OC-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

Transactional Model of Communication

In transactional model, senders and receivers both
are known as communicators and both play equally
important role in communication.
Transactional model relates communication with
social reality, cultural up-bringing and relational
context (relationships). It describes communication
as a process in which communicators generate social
realities within social, relational, and cultural
contexts. Non-verbal feedback like gestures, body language, is also considered as feedback in this
model. Different models that follow transactional model of communication are the Barnlund’s Transactional
Model, Helical Model, Becker’s Mosaic Model

Interactive Model of Communication

Interactive model or convergence model is
similar to the transactional model as they are both two-way
communication model. It describes communication as a
process in which participants alternate positions as sender
and receiver and generate meaning by sending messages
and receiving feedback within physical and psychological
contexts (Schramm, 1997). Here, people can respond to any
mass communications like videos, news, etc. People can
exchange views and ideas. A models that follows this
principle is Schramm’s Interactive Model

What’s More?

Check these videos on YouTube. They explain the models of communication and
they will help you appreciate more what makes these models distinct from each
other.

Transactional Model of Communication Linear Model of Communication

https://www.youtube.com/watch?v=6d7w5CRnf7k https://www.youtube.com/watch?v=O-O-fV5qT-
0&t=2s

Interactive Model of Communication

https://www.youtube.com/watch?v=Ml5tieIioLc

Page 4 of 24
 Module Code : Pasay-OC-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

Activities
Complete the following tasks.
Generalization / Evaluation
Task 1
Complete the diagram by supplying information on the boxes. You are going to evaluate the advantages (pros)
and disadvantages (cons) to each models of communication by its features or key concept and listing two pros and
two cons. Write your answers on the rectangular box provided.
________________________________________________________________
________________________________________________________________
Features _______________________________________________________________

Linear Pros ________________________________________________________________

Model ________________________________________________________________
_______________________________________________________________
Cons

________________________________________________________________
________________________________________________________________
_______________________________________________________________

________________________________________________________________
________________________________________________________________
_______________________________________________________________

Features

________________________________________________________________
Transactional Pros ________________________________________________________________
Model _______________________________________________________________

Cons
________________________________________________________________
________________________________________________________________
_______________________________________________________________

________________________________________________________________
________________________________________________________________
_______________________________________________________________

Features

________________________________________________________________
Interactive Pros ________________________________________________________________
Model _______________________________________________________________

Cons
________________________________________________________________
________________________________________________________________
_______________________________________________________________

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 Module Code : Pasay-OC-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

Application

Task 2 : Speak your mind.

In not fewer than ten (10) sentences, explain what model of communication best represents the
communication we are doing in most of the social media platform ( Fb, Twitter, Instagram, etc. ) Justify
the model you are going to choose by citing concrete examples on how the communication process
works. Write your response on the space provided.

The communication model that best explains communication is most social media platforms is ------------
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You have completed this Module!

References

Online resource
https://www.merriam-webster.com/dictionary/model
https://www.collinsdictionary.com/dictionary/english/model
https://serc.carleton.edu/introgeo/models/WhatIsAModel.html
https://www.businesstopia.net/communication.
https://pressbooks.bccampus.ca/professionalcomms/chapter/3-2-the-communication-process-communication-

Images
https://www.google.com/url?sa=i&url=https%3A%2F%2Fstock.adobe.com%2Fsearch%3Fk%3Dkudos&psig=AOvVaw02cCW1OgSXrugk
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.independenceplus.com%2F5-keys-of-effective-communication-in-the-workplace
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fmarketingland.com%2Fyoutube-debuts-tv-subscription-service-35-month-6-
accounts-
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fuxplanet.org%2Fhow-to-ace-the-design-task-to-get-an-interview
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.businesstopia.net%2Fcommunication%2Flinear-model-communication
https://pressbooks.bccampus.ca/professionalcomms/chapter/3-2-the-communication-process-communication--

Videos
https://www.youtube.com/watch?v=uWuNfhDvZz8

Writer: Jonathan Baltazar Mangao

Pasay City South High School

Page 6 of 24
 Module Code : Pasay-PHILO-Q1-W2-D1&2

Name : ________________________________________ Strand : ____________________

Department of Education- National Capital Region

Schools Division of Pasay City

MODULE IN INTRODUCTION TO THE PHILOSOPHY OF THE

HUMAN PERSON
First Quarter/ Week 2/DAY 1-2
___________________________________________________________

Lesson Objectives: DOING PHILOSOPHY

Juan, what would you
like to be when you
. grow up? Ma’am, I want
Do a philosophical reflection to be happy!
on a concrete situation from
a holistic perspective

Do you think Juan’s answer was appropriate for his teacher’s

questions? What do you think was Juan’s interpretation of his
teacher’s questions? How is philosophy related to this question?
This lesson will provide an introduction of philosophy as as discipline.
The essential question that this lesson would address is: What is Philosophy?

WHAT ARE THE PRACTICAL USES OF PHILOSOPHY IN OUR LIVES?

⮚ Philosophy enables a person to engage in critical analysis and interpretation

of concepts, definitions, arguments and problems.

It trains us to be critical of our own ideas as well as of others- meaning we don’t’ simply
accept or reject whatever that is presented to us. One can apply this critical and analytical
mindset in processing information gained from media and addressing certain issues
encountered in life. Critical thinking skills can help us avoid being tricked by false calims
or manipulative schemes.
⮚ Philosophy also improves problem-solving and decision-making.
The ability to analyze a problem or dilemma, identify its significant aspects, and come up
with alternative solutions is an important skill learned through philosophy.
⮚ A philosopher is a good communicator who can clearly and adequately present his or her
ideas.
Discussion and debate requires skills in presenting and communicating ideas.
Communication skills are also enhanced by the study of philosophy because it trains us to be
very clear and precise about our thoughts and sentiments in order to express exactly what we
want to say.

Page 7 of 24
 Module Code : Pasay-PHILO-Q1-W2-D1&2

Name : ________________________________________ Strand : ____________________

Wisdom is one intended product of philosophizing, and this refers to a

person’s ability to apply knowledge to daily life particularly in making sound choices
and judgment.
⮚ Knowledge of Philosophy can contribute to self-development.
One can be a better student and citizen if he or she has the capacity for
inquiry, critical thinking and reflection. In addition, philosophy encourages a person to know
oneself, his or her strengths and weaknesses, establish an identity and determine his or her
purpose in life. self-knowledge also grows along with one’s understanding of the world and this is
essential to the realization of the self.

Task 4: Discuss the following question:

1. With what is happening in the world today, ow can philosophy help you
become a productive individual and student?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
__________________________

______________________________________________________
______________________________________________________
______________________________________________________
References:
______________________________________________________
Introduction to the Philosophy of the Human Person Textbook (R. Abella)
______________________________________________________
Introduction to the Philosophy of the Human Person (Sioco, Vinzons VIBAL Publishing)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Writer: MARRA ALYSSA P. SANTIAGO
______________________________________________________
Teacher II, PCEHS
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
___________________

Page 8 of 24
 Module Code : Pasay-MIL-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MEDIA AND INFORMATION LITERACY

First Quarter/ Week 2 / Day 1

OBJECTIVE:
Identifies traditional media and new media and their relationships MIL11/12EMIL-IIIb5

YOUR LESSON
• Identifying Traditional Media and New Media and its Relationship
TRY TO DISCOVER

Study the evolution of media from Pre – Industrial Age to Information Age. Try to
distinguish the traditional and new media that have occurred in the four ages. Then identify
its relationship from one another ( Traditional Media – New Media)

Pre-Industrial Age (Before 1700s) - People discovered
fire, developed paper from plants, and forged weapons
and tools with stone, bronze, copper and iron.
Examples: • Cave paintings (35,000 BC) • Clay tablets
in Mesopotamia (2400 BC) • Papyrus in Egypt (2500
BC) • Acta Diurna in Rome (130 BC) • Dibao in China
(2nd Century) • Codex in the Mayan region (5th
Century)• Printing press using wood blocks (220 AD)
Electronic Age (1930s-1980s) - The invention of the
transistor ushered in the electronic age. People harnessed
the power of transistors that led to the transistor radio,
electronic circuits, and the early computers. In this age, long
distance communication became more efficient. Examples: •
Transistor Radio • Television (1941) • Large electronic
computers- i.e. EDSAC (1949) and UNIVAC 1 (1951) •
Mainframe computers - i.e. IBM 704 (1960) • Personal
computers - i.e. HewlettPackard 9100A (1968), Apple 1
(1976) • OHP, LCD projectors

Information Age (1900s-2000s) - The Internet paved

Industrial Age (1700s-1930s) - People used the power of
steam, developed machine tools, established iron production,
and the manufacturing of various products (including books
through the printing press). Examples:• Printing press for
mass production (19th century) • Newspaper- The London
Gazette (1640) • Typewriter (1800)Telephone (1876) •
Motion picture photography/projection (1890) • Commercial
motion pictures (1913) • Motion picture with sound (1926) •
Telegraph • Punch cards
the way for faster communication and the creation of
the social network. People advanced the use of
microelectronics with the invention of personal
computers, mobile devices, and wearable technology.
Moreover, voice, image, sound and data are
digitalized. We are now living in the information age.
Examples: • Web browsers: Mosaic (1993), Internet
Explorer (1995) • Blogs: Blogspot (1999), LiveJournal
(1999), Wordpress (2003) • Social networks:
Friendster (2002), Multiply (2003), Facebook (2004) •
Microblogs: Twitter (2006), Tumblr (2007) • Video:
YouTube (2005) • Augmented Reality / Virtual
Reality • Video chat: Skype (2003), Google Hangouts
(2013) • Search Engines: Google (1996), Yahoo
(1995) • Portable computers- laptops (1980), netbooks
(2008), tablets (1993) • Smart phones • Wearable
technology • Cloud and Big Data

References for Further Enhancement:

https://www.slideshare.net/arnielping/mil-elements-of-media-literacy-and-critical-
thinkinghttps://www.slideshare.net/markjhonoxillo/the-evolution-of-traditional-to-new-media
https://www.techfunnel.com/martech/traditional-media-vs-new-media-beneficial/

Page 9 of 24
 Module Code : Pasay-MIL-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

ARE YOU READY TO PRACTICE?

• Did you identify the different traditional media and new media? If not, go back to
your previous activity then enumerate the technologies that were discovered in every
age. Try to browse references for further enhancement for more understanding of the
lesson, but if you have understood the lesson go on with the next practice exercises.
Have fun!
PRACTICE EXERCISE 1
• Look at the pictures then identify them then choose from the option the age that they
were discovered/made. Write the letter only.
A. Pre-Industrial Age
B. Industrial Age
C. Electronic Age
D. Information Age
EXAMPLE: ___B____

Typewriter

________ 1. _________ 6.

________ 2. _________ 7.

________ 3. _________ 8.

________ 4. __________ 9.

________ 5. __________ 10.

Page 10 of 24
 Module Code : Pasay-MIL-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

PRACTICE EXERCISE 2
• At this point in time, you may now have an idea of the different traditional media and
new media. I believe you are now confident enough to do the next activity. Fill in the
table below. Please be guided with the given example.
Examples:
Age What format/ What format/ What format/
equipment did equipment did equipment did
people use to people use to store people use to share
communicate with information? or broadcast
each other? information?
Pre-Industrial Age Traditional paper and Traditional paper and Traditional paper and
writing materials writing materials, writing materials,
Cave paintings/stone Cave paintings/stone
tablets tablets

Age What format/ What format/ What format/

equipment did equipment did equipment did
people use to people use to store people use to share
communicate with information? or broadcast
each other? information?

Pre-Industrial Age

Industrial Age

Electronic Age

Information Age

PRACTICE EXERCISE 3
• After working on the table above most probably you can now distinguish the
technology/equipment of traditional media from new media. To test yourself, tell if the
given technology/equipment is TRADITIONAL MEDIA or NEW MEDIA. Write your
answer on the space provided before each number.
________________1. Newspaper __________________ 6. Video Chat
________________2. Wattpadd __________________ 7. Paperback Novel

Page 11 of 24
 Module Code : Pasay-MIL-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

________________3. YouTube ___________________8. Television

________________4. Telegraph ___________________ 9. Search Engine:Google
________________5. Informational Books _________________ 10. Social Media Platform(FB, Reddit)
Now that you have identified each media as traditional and new, try to see from which they are
connected or related. Number 1 is done for you.
Example: 1. Television – Youtube
2. ________________________ - _______________________________
3. _______________________ - _______________________________
4. _______________________ - _______________________________
5. _______________________ - _______________________________
6. _______________________ - ________________________________
7. _______________________ - ________________________________
8. _______________________ - ________________________________
9. _______________________ - ________________________________
10. ______________________ - ________________________________

GENERALIZATION
• What is traditional media and new media. Discuss and explain its relationship in front of
your parents/siblings as your audience

Traditional Media New Media

EVALUATION
1. What is new media?
A. Media technologies/equipment that were developed during information age which these
media are interactive and can send feedback simultaneously.
B. Media technologies/equipment that were developed during pre-industrial age
C. An example of these media are cave paintings, papyrus in Egypt, clay tablets in
Mesopotamia
D. A person who uses video call/chat, google, messenger and other social media platforms
2. What is traditional media?
A. Media technologies/equipment that were developed pre – from industrial age to electronic
age which these media had limited experience and one directional.
B. An examples of these media are online video chat/call, wearable technology and augmented
reality.
C. It is a social media platform where one can upload or send pictures etc.
D. A person who uses online video games, google, FB messenger and other social media
platforms.

Page 12 of 24
 Module Code : Pasay-MIL-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

3. What format/ equipment did people use to communicate with each other during pre-industrial
age?
A. Paper and Pen and Typewriter
B. Traditional paper and writing materials
C. Telegraph, Telegram, Telephone and Computers
D. Personal computers, Mobile phones, Smart phones, Wearable technology, Social Media
4. What format/ equipment did people use to store information electronic age?
A. Printing press or books
B. Printing press or books, Computers
C. Traditional paper and writing materials, Cave paintings/stone tablets
D. Printing press or books, Digital books, Personal computers, Mobile phones, Smart phones,
Wearable technology, Social Media
5. What format/ equipment did people use to share or broadcast information during information
age?
A. Printing press or books, Newspaper/ magazines
B. Traditional paper and writing materials, Cave paintings/stone tablets
C. Printing press or books, Computers, Radio, Newspaper/magazines, Personal computers
D. Printing press or books, Newspaper/ magazines, Television, Radio, Digital books, Websites,
Mobile phones, Smart phones, Wearable technology, Social Media

Picture References
https://www.pinterest.ph/pin/305963368416350992/
https://ecccf.net/ancient-egyptian-papyrus/
https://commons.wikimedia.org/wiki/File:Vintage_Arvin_Portable_Transistor_Radio,_Model_66R58,_AM_Band
,_8_Transistors,_Leather-Covered_Walnut_Case,_Made_In_USA,_Circa_1965_(24524155038).jpg
https://www.thinglink.com/scene/972197211515387905
http://oldcomputers.net/hp85.html
https://medium.com/samsung-internet-dev/because-browser-diversity-is-good-for-the-web-910d1cbcdf3b
https://www.exactdrive.com/news/advertising-and-wearable-technology
http://www.intertechpc.com/https://www.timetoast.com/timelines/typewriter-in-the-1800s

Writer: MERLY B. NAZARENO

Kalayaan National High School

Page 13 of 24
 Module Code: Pasay – UCSP-Q1-W2-D1

Name:__________________________________________ Strand:___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN UNDERSTANDING CULTURE, SOCIETY AND POLITICS

First Quarter/ Week 2 / Day 1

What I Need to Know

This module uses anthropological and sociological point of views to develop
learner’s awareness of culture from the perspective of sociology and anthropology. It
recognizes the importance of the study of culture, society and politics; significance of
having scientific knowledge about culture, society and politics; and prepare learner for
active and responsible civic engagement through development of critical thought.
• MELC: Analyze the concept, aspect and changes in/of culture and society
• Lesson : Definitions of Anthropology, Political Science and Sociology;
Observations on social, political and cultural change
After going through this module, you are expected to:
1. Define what is anthropology, political science and sociology
2. Explore the changes in culture and society
3. Observe the changes on society, politics and culture.

What I Know
DIRECTIONS: Match the photos in the corresponding CHANGES by connecting lines

CULTURAL

Photo 1 SOCIAL Photo 3

POLITICAL

Photo 2 Photo 4

Follow up Question: What is your basis in connecting the lines on choosing the
right photos. Please elaborate your answer
Photo 1 : Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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 Module Code: Pasay – UCSP-Q1-W2-D1

Name:__________________________________________ Strand:___________________

Photo 2 : Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Photo 3 : Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Photo 4 : Why?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

References
https://www.jstor.org/stable/1389779?seq=1#page_scan_tab_contents

https://www.encyclopedia.com/reference/encyclopedias-almanacs-transcripts-and-maps/ethnic-
variationethnicity

https://www.worldatlas.com/articles/what-are-the-differences-between-nationality-and-ethnicity.html

https://www.academia.edu/35873701/Cultural_Variations_and_Social_Differences_Socioeconomic_Class

http://www.opentextbooks.org.hk/ditatopic/6201https://en.wikipedia.org/wiki/Cultural_variation

AUTHOR : JONATHAN F. BATAC

SCHOOL : PASAY CITY EAST HIGH SCHOOL

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 Module Code: Pasay –PE-Q1-W2

Name:__________________________________________ Strand:___________________

DEPARTMENT OF EDUCATION-NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY

MODULE IN PHYSICAL EDUCATION 12

First Quarter / Week 1 & 2

Learning Competencies

1. Discusses the nature of the different dances

2. Identifies school and community resources in case of an injury or emergency

Introduction
“Dance is an activity which can take many forms and fill many different needs. It can be
the recreation, entertainment, education, therapy and religion. Dance uses the body as an
instrument of expression in time and space.
What is dance?
Dance provides variety of functions throughout history due to its multidimensionality.
Although there have been immense comparative differences in period and culture, people still
dance mainly for four reasons: (a) to please gods; (b) to please others; (c) to please themselves
or self expression; and (d) to build community within an ethnic group or social
interaction(Myers,2005).

Lesson 1- Introduction to Dance

“Elements of Dance”
The human body is living in time and space and it exhibits some effort. Thus, all
movements occur in time, through space and with effort (Schrader, 1996). Since dance
entails a lot of movements, it uses the very same elements, space, time and
energy.these elements are beneficial to anyone interested in recognizing, analyzing or
creating movement.
• SPACE
This is the area the performers occupy and where they move. It can be divided into
four different aspects, also known as spatial elements.
a. Direction- dance movements can travel in any direction. The performers can go forward,
side, backward, diagonal, circular and so on. They may also face any direction while
executing a single movement or several phrases.
b. Size- movements can be varied by doing larger or smaller actions.
c. Level- movements can be done in a high, medium or low level.
d. Focus- performers may change their focus by looking at different directions.

• TIMING
The movements in timing may be executed in varying tempo (speed). Performers
move with the tempo of an underlying sound, known as beat or pulse. The timing can be
varied by moving faster or slower than the normal beat

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Name:__________________________________________ Strand:___________________

• DANCE ENERGIES
The movements have propelled by energy or force. A force can either initiate or stop
an action. Dance uses different energies and a varied use of these minimizes the
monotony of the movements in a performance. There are six qualities of dance energies
presented below:
a. Sustained- movements are done smoothly, continuously and with flow and control. It
does not have a clear beginning and ending.
b. Percussive- movements are explosive or sharp in contrast with sustained movements.
They are accented with thrust of energy. They have clear beginning and ending.
c. Vibratory- movements consist of trembling or shaking. A faster version of percussive
movements that produces a jittery effect (Minton, 2007)
d. Swinging- movements trace a curved line or an arc space. The movements are relaxed
and giving in to gravity on the download part of the motion, followed by an upward
application of energy.
e. Suspended- movements are perched in space or hanging on air. Holding a raised leg in
any direction is an example of a suspended movement.
f. Collapsing- movements are released in tension and gradually or abruptly giving in to
gravity, letting the body descend to the floor.
• BODILY SHAPES
It refers to how the entire body is molded in space or the configuration of body parts.
The body can be rounded, angular or combination of two. Other body shapes can be
from wide to narrow and from high to low. They can be symmetrical an asymmetrical.
a. Symmetrical- balanced shape; movements are practically identical or similar on both
sides.
b. Asymmetrical- unbalanced shape; movements of two sides of the body do not match or
completely different from each other.
• GROUP SHAPES
In this elements, a group of dancers perform movements in different group
shapes.they are arranged in ways that are wide, narrow, rounded, angular, symmetrical
or asymmetrical and are viewed together as a total picture or arrangement within a
picture from (Minton, 2007)
Characteristic Of A Good Dance
Like any superb tasting dish, dance can only be considered good if it has the
right ingredients. These characteristics include unity, continuity and development,
variety and contrast, transition, repetition and climax.
1. Unity- the interconnected phrases of the dance are coherent and flow smoothly
together. The movements fit together and each plays an important role that
contributes to the entirely of a dance.
2. Continuity and Development- the phrases of the dance that are organized
progressively, making each movement phrase move naturally into next. There is
a cotinious development of the movement phrase and the audience is swept
along to the end.

3. Variety and Contrast- making one or several variations that highlight the facet of
the motif. Variety and contrast in movement phrases and excitement and flavor in
the dance. Examples of contrasting movements are slow to fast, short to long,
and minimal to large movement phrases.
4. Transition- this is the link between movements, phrases and sections of the
dance. It makes the logical progression of the dance flow smoothly. Transition
may vary from length and complexity. They may be long or short, gradually or
abrupt.. they may also be simple or involving an entire phrases of movement.

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 Module Code: Pasay –PE-Q1-W2

Name:__________________________________________ Strand:___________________

5. Repetition- it emphasizes movements and phrases that are important to the

dance and gives a feeling of closure to a work (Minton, 2007). Usually, when a
certain phrase or a section of choreography is repeated, it is the main message
of the dance.
6. Climax- this is where the apex of energy in the dance is reached (Schrader,
1996). The climax may be a fast and enraged blast of energy and action, or it
could fade w\away to a gentle and quite exit that marks the end of a particular
story (Rickett-Young, 1996)

Choreographic Forms In Dance

These compositional forms are traditional framework which have set patterns
categorized as sequential, contrapuntal, episodic and other compositional forms.
1. Sequential Forms- these forms contain themes/ motif which progress in a
specific order. ( AB form,ABA form, Rondo Form, Theme and variations
form)
2. Contrapuntal Form- several themes are woven together in choreography to
form a complex structure. (Ground Bass, Round/ Canon, Fugue/
Accumulation, Suite)
3. Episodic Form- are not musical forms; instead they are found in literature.
They tell story through connected and progressive section called episodes.
4. Other Compositional Forms
a. Natural Structures
b. Collage
c. Tableau
d. Chance
Source: Physical Education and Health Volume II by Aparato, Brebante, Callo and Dajime, 2017

Evaluation
A. Find the Motif
Watch a video of the Tinikling dance from the internet or from any media source. Observe and
identify the following:

Title of dance:
Choreography:
Date:
Genre/ Style:
Accompaniment:
Dancers/ Company:
Specifics demands placed on dancers in performance:
Movement and form:
Costume/ prop:
Designer Name:
Context and significance/ evaluation:
Source: Physical Education and Health Volume II by Aparato, Brebante, Callo and Dajime, 2017

Parent/ Guardian Name and Signature

Prepared by: Ethel S. Donesa

Teacher II- SHS-PCSHS

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 Module Code: Pasay – PR2-Q1- W2-D1

Name:__________________________________________ Strand:___________________

DEPARTMENT OF EDUCATION – NATIONAL CAPITAL REGION

SCHOOLS DIVISION OF PASAY CITY
MODULE IN PRACTICAL RESEARCH 2
First Quarter/ Week 2/ Day 1

OBJECTIVE: Describes variable and its basic types and uses.

YOUR LESSON FOR TODAY!
There are many types of variables in research. It is important to know the
types of variables for a research study can be developed. For example, a researcher
is interested in the achievement of students in Mathematics. There are many factors
which affect the achievement of students in Mathematics such as attitude,
perception, interest, motivation, ability, and intellect, etc. In most cases, variables
need to be specifically identified. If the researcher is interested in interest, he needs
to identify what specific interest variables are needed.

WHAT I KNOW?
Before we proceed to more definitions, let us have a recall on qualitative and quantitative data.
Classify the data enumerated in the table below by writing “QN” for quantitative and “QL” for
qualitative.
DATA TYPE: QN/QL
1. Weekly allowance
2. Income of parents
3. Gender
4. Civil status
5. Religion
6. Age
7. Address
8. Educational attainment of parents
9. Jobs/occupation of parents
10. School previously attended
In statistics, researchers call the data cited above as variables. Would you like to know more about
variables? Proceed to the next content and enjoy reading and understanding the lesson.
WHAT’S NEW!
A variable is something that can take on different values for different subjects in each research.
It is a characteristics or property of a population or sample which makes the members different from
each other. In research, this term refers to the measurable attributes of an individual, object, or
situation being studied. It may change from group to group, person to person, or even within one
person over time. The following are types of variables and their uses.
1. ACCORDING TO VALUES
✓ Qualitative variable or categorical variable
o These are variable whose data are non – numeric and whose observation vary in kind
but not in degree.
▪ Examples: sex, religion, civil status
✓ Quantitative variable or continuous variable
o These are variable whose data are counts or numerical measurements and whose
observations vary in magnitude
▪ Examples: age, income, height, weight
2. ACCORDING TO SCALES OF MEASUREMENT
✓ Nominal variable
o is a type of variable that is used to name, label or categorize particular attributes that
are being measured.

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 Module Code: Pasay – PR2-Q1- W2-D1

Name:__________________________________________ Strand:___________________
o variables whose data are non – numeric labels that do not reflect quantitative
information
▪ Examples: sex, civil status
o Characteristics of Nominal variable
▪ The responses to a nominal variable can be divided into two or more categories
▪ A nominal variable is qualitative, which means numbers are used here only to
categorize or identify objects.
▪ They can also take quantitative values. However, these quantitative values do
not have numeric properties. That is, arithmetic operations cannot bet
performed on them.
o Types of nominal variable
▪ Classification based on collection technique
• Open – ended technique
o Example: On organization who wants to receive feedback from its
customer may ask “how do you think we can improve our service?”
• Closed – ended technique
o Example: How do you think we can improve our service? ( )new menu
( ) better design ( ) train chefs ( ) more active platting
▪ Numeric property
• Sometimes numeric but do not possess numerical characteristics.
• Examples are phone numbers, students numbers.
✓ Ordinal variable
o variable where there is meaningful order or categories but there is no measurable
distance between categories. There is no standard ordering in the ordinal variable scale.
o has order but the intervals between scale points may be uneven
▪ Examples: socio – economic of the families, acad awards
o second level of measurement and is extension of the nominal variable. They are built
upon nominal scales by assigning numbers to objects to reflect a rank or ordering on an
attribute.
o Types of ordinal variable
▪ with numeric value
• Example: How satisfied are you with our service tonight? 1. Very Satisfied 2.
Satisfied 3. Indifferent 4. Dissatisfied 5. Very Dissatisfied
▪ without numeric value
• Example: How satisfied are you with our service tonight? Ο Very Satisfied
ο Satisfied ο Indifferent ο Dissatisfied ο Very Dissatisfied
o Characteristics of ordinal variable
▪ Extension of nominal data ▪ Measures qualitative traits
▪ No standardized interval ▪ Median and mode can be
scale analysed
▪ Establishes a relative rank ▪ Has a rank or order
o Examples of ordinal variable: Likert scale, Interval scale
✓ Interval variables
o is a measurement variable that is used to define values measured along a scale, with
each point placed at an equal distance from one another.
o Characteristics of interval variable
▪ It takes numerical values and may be classified as a continuous variable type
▪ Arithmetic operations can be performed on the numerical values of the interval
variable. However, these operations are restricted to only addition and
subtraction
▪ Extension of ordinal variable, and are built upon ordinary variables.
▪ The intervals on the scale are equal. The scale is equidistant

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Name:__________________________________________ Strand:___________________
▪ The variables are measured using an intervals scale, which not only shows the
order but also shows the exact difference in the value.
▪ It has no zero value
o variable whose data values are ranged in a real interval and can be as large as from
negative infinity to positive infinity.
▪ Examples: Temperature when measured in Celsius or Fahrenheit, Mark Grading,
use numbers as a reference point, Time using 12 – hour clock, IQ Test, CGPA,
Test
✓ Ratio Variable
o the highest level of measurement that has all the characteristics of the interval plus a
true zero point
o both the differences and the ration of two values are meaningful and there is always an
absolute zero that is meaningful.
o Examples: Multiple choice questions, Survey/Questionnaires, Measurement
o Characteristics
▪ Has absolute zero characteristics.
▪ It has an intrinsic order with an equidistant scale
▪ It doesn’t have a negative number.
▪ It allows for the addiction, interaction, multiplication, and division of variables.
▪ Statistical analysis including mean, mode, median, etc. can be calculated.

WHAT IS IT?
PRACTICE EXERCISES 1
A. Identify if continuous or categorical
_____1. Attitude towards aging on a measured scale of 1 (very negative) to 10 (very positive)
_____2. Growing behavior in rhesus monkeys – number of occurrences within specific time period.
_____ 3. Political Orientation: Liberal, Democratic, Republican
_____ 4. Level of Agreement: 5: SA, 4: A, 3:N, 2: D, 1:SD
_____ 5. Spatial aptitude. Score on a test on spatial ability.
_____ 6. Sexual orientation: Gay, Straight, Lesbian
_____ 7. Artistic Ability: Self – report of excellent, good, fair, poor.
B. Identify which measurement: Ratio, Ordinal, Nominal, Interval
_____1. Political Orientation: Left, Center Right
_____ 2. Political Orientation: Score on standardized scale of political orientation
_____ 3. Religious Preference: Buddhist, Christian, Muslim, Jewish, Others
_____ 4. POLITICAL ORIENTATION: Republican, Democratic, Libertarian, Green
_____ 5. RANK: 1st place, 2nd place, ... last place
_____ 6. TIME OF DAY on a 12-hour clock

_____ 7. INCOME: money earned last year

_____ 8. GPA: grade point average
_____ 9. LEVEL OF AGREEMENT: No, Maybe, Yes
_____ 10. MEAL PREFERENCE: Breakfast, Lunch, Dinner
PRACTICE EXERCISES 2
A. Determine whether the following are examples of Ratio, Interval, and Nominal
_____ 1. Students score on a Biology test
_____ 2. Calendar year
_____ 3. Amount of calories in a small Yogurt

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 Module Code: Pasay – PR2-Q1- W2-D1

Name:__________________________________________ Strand:___________________
_____ 4. Shades of lipstick
_____ 5. Your age
_____ 6. Zip code
_____ 7. Arranging the shirt sizes
_____ 8. Pain scale in a doctor’s office
_____ 9. Blood type
_____ 10. Weight of bass caught
_____ 11. Sequence of Math Class: Algebra 1, Geometry, Algebra 2, Statistics
_____ 12. Temperature in Fahrenheit
_____ 13. Hourly wages of students is fast-food
_____ 14. A film critic list the top 50 greatest movies
_____ 15. The roster of basketball team lists the jersey number for each of the players.
_____ 16. A local animal shelter keeps tracks of the breed of dogs that came in
_____ 17. A meteorologists compiles a list of temperatures in Degree Celsius for the month of May
_____ 18. The teacher of the class of third grades records the height of each student.
_____ 19. The teacher of the class of third grades records the eye color of each student
_____ 20. The teacher of the class of third grades records the letter grade for mathematics for each
student.

B. Identify the following as nominal level, ordinal level, interval level, or ratio level data.
_____ 1. Flavors of frozen yogurt
_____2. Amount of money in savings accounts
_____ 3. Students classified by their reading ability: above average, below average, normal
_____ 4. Letter grades on an English essay
_____ 5. Religions
_____6. Commuting times to work
_____ 7. Ages (in years) of art students
_____ 8. Ice cream flavor preference
_____ 9. Years of important historical events
_____ 10. Instructors classified as: Easy, Difficult or Impossible
C. Which of these are continuous (C) and which are discrete (D)?
_____ 1. The volume of a sphere.
_____ 2. A gallon of water.
_____ 3. A bag of apples
_____ 4. The acceleration of a car as it goes from 0 to 60 mph.
_____ 5. The changing shape of a balloon as it is being inflated.
_____ 6. Sentences.
_____ 7. Thoughts.
_____ 8. The height of corn plants.
_____ 9. The number of ears of corn produced.
_____ 10. Pearls on a necklace

Generalization

Variable Description Uses

Nominal No measure of distance between the Used to label variables without providing any quantitative
values value
Ordinal It implies order/rank They both name and order
Interval Intervals between the numbers Equal intervals in the numbers measured represent real equal
represent something differences in the variables
Ratio It has a true zero Meaningful ratios

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 Module Code : Pasay-PR2-Q1-W2-D1

Name : ________________________________________ Strand : ____________________

EVALUATION
DIRECTIONS: Choose the best option. Write your answers on the space provided.

_____ 1. Identify the scale of measurement for the following: military title – Lieutenant,
Captain, Major
A. Nominal B. Ordinal C. Interval D. Ratio
_____2. A score on a 5 – point quiz measuring knowledge of algebra is a(n) example of
A. Nominal B. Ordinal C. Interval D. Ratio
_____ 3. Quantitative variables whose observations can assume any one of the countless
number of values in a line interval.
A. Discrete B. Continuous C. Categorical D. Numeric
_____4. It is something that can take on different values for different subjects in a given
research.
A. Constant B. Ratio C. Variable D. Number
_____ 5. A researcher wishes to get data about religion, sex, and civil status. What type of
variable is she trying to collect/
I. Qualitative variable II. Quantitative Variable III. Nominal IV. Interval
A. I only B. II only C. I and III only D. II and IV only
_____ 6. A researcher wishes to determine the number of people living in a house. What type
of variable is this?
I. Quantitative Variable II. Continuous III. Discrete
A. I and II only B. I and III only C. II and III only D. I, II, III
_____ 7. In a study of the effect of pleasure reading on vocabulary level, the vocabulary level
is considered what type of variable?
A. independent B. dependent C. control D. Extraneous
_____ 8. Which of these is NOT an example of a nominal scale?
A. numbers on a football jersey C. gender
B. numbers on pool balls D. exam grades
_____ 9. The order that runners cross the finish line is an example of
A. nominal B. ordinal C. interval D. ratio
_____ 10. Interval scales are exactly like ratio scales, except that they have a true zero point
A. true B. False C. maybe D. cannot be determined

WRITER: DENNIS M. MASIRAG

PASAY CITY SOUTH HIGH SCHOOL

References:
https://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_2_14.html#:~:text=Very%20simply%2C%20a%20VARIAB
LE%20is,or%20introducing%20the%20independent%20variables.
Blay, B. E. (2013). Elementary Statistics . Mandaluyong City 1550 Philippines: Anvil Publishing,
INC.http://korbedpsych.com/R02Variables.html

For further reading

uth.tmc.edu/uth_orgs/educ

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