8

English
Quarter 2 – Module 5
Comparing and Contrasting the
Presentation of the Same Topic in
Different Multimodal Texts

English – Grade 7
English – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 5
Comparing and Contrasting the Presentation
of the Same Topic in Different 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 book 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 - Region III

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

Development Team of the Module

Author : Gladiola Lilen F. Daynos

Language Reviewer : Elenita C. Coronel
Content Editor : Emmanuel S. Manuel
Illustrator : Sally B. Peroche
Janeese N. Beraňa
Layout Artist : Wilma D.L Caparas
Esmeralda R. Tenorio

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS - Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS – English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@[Link]
 8

English
Quarter 2 – Module 5
Comparing and Contrasting the
Presentation of the Same Topic in
Different Multimodal Texts
 Introductory Message

For the facilitator:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Comparing and
Contrasting the Presentation of the Same Topic in Different Multimodal Texts!

This module was collaboratively designed, developed and reviewed by educators from
the public schools to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.

For the learner:

Welcome to the English 8 Alternative Delivery Mode (ADM) Module on Comparing and
Contrasting the Presentation of the Same Topic in Different Multimodal Texts!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.

1
 This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.
This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real-life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References - This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the 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.

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!
2
 This module provides varied activities that will help you learn how to compare and
contrast the presentation of the same text in different multimodal texts. It will also help you
target the skills needed for the 21st Century anchored on the goals and objectives of the
K to 12 Basic Education Program.

As a learner of this module, you are expected to:

• define multimodal text;
• distinguish the forms of multimodal texts;
• use graphical representations to show comparison and contrast of the same text
in different multimodal texts; and
• realize the value of the proper way to express comparison and contrast of the
same text in different multimodal texts.

A. Directions: Choose the correct learning preference according to the strategy being
described in each situation. Write the letter of your answer on your paper.

1. Caleb easily understood the story that is being told during their Reading class since
his teacher decided to use pictures while narrating it.
a. Visual b. Kinesthetic c. Written d. Aural

2. Ms. Joy, a Science teacher, made a song on her lesson about 3R’s. When her students
heard it, they were able to follow the concept of Waste Management.
a. Visual b. Kinesthetic c. Written d. Aural

3. The Grade 8 Rizal of Bulihan High School decided to present the poem “African Child”
by Eku McGred through a speech choir since their group learn best by doing.
a. Visual b. Kinesthetic c. Written d. Aural

4. In order for Robert to remember his lesson in Araling Panlipunan 9 about

“Pangangailangan at Kagustuhan”, he reviewed all his lecture notes.
a. Visual b. Kinesthetic c. Written d. Aural

5. Cue cards helped Sir Celso remember his lines while discussing the Greatest Common
Factor or GCF in Mathematics on Deped TV.
a. Visual b. Kinesthetic c. Read d. Aural

3
B. Directions: Match the multimodal text being done in Column A to its learning preference in
column B. Then write the chosen letter on a separate sheet.

Column A Column B

1. A grade 8 student reading her A. Kinesthetic

notes aloud

2. A poster about protecting the

B. Written
environment

3. A live performance of Grade 8

students of Bulihan High School
of the poem, “African Child.” C. Aural
by: Eku McGred

4. An essay about
“The New Normal of Education”
written by Lucky Athea Santa D. Visual
Cruz of Bulihan High School

5. A Grade 5 student reading

“Our Daily Bread for Kids” E. Read

C. Directions: Use the tap hat organizer below to compare and contrast the learning
preference that you chose for numbers 1 and 5 found in Activity B. Use the description in
each sentence to find out the two differences and one similarity

Differences Differences
Learning preference in No. 1: __ Learning preference in No. 5: __

________________________ ________________________
________________________ ________________________

Similarity

_____________________________________________________________

4
 In discussing compare and contrast the presentation of the same text in
different multimodal texts, it is important to know how to use opinion-marking signals
to share your ideas. Check out the activity below and see if you still remember the
lesson.

A. Directions: Underline the opinion-marking signals in each sentence. Copy and answer on
a separate sheet of paper.

1. I think that homemade kutsintas are better than the store-bought ones.
2. Many people say that the late Miriam Defensor Santiago is the best president we never
had.
3. I believe that Junmar Fajardo is the best player in the Philippine Basketball Association
or the PBA.
4. Some people say that the sunset in Balistada Hills, DRT BULACAN is the best view
they have ever seen.
5. Yes, I agree that everyone should go to Biak-na-Bato every Friday to relax.
6. I am convinced that Evelyn is a very generous woman.
7. Exactly, picnic is the best thing to do on a holiday.
8. I’m sorry to disagree with you but my Mother cooks the best Adobo in town.
9. Yes, but don’t you think this is the right time to go back to school?
10. As far as I’m concern, Regine Velasquez always hits the high notes when she sings.

B. Directions: Use the diagram below to compare and contrast the homemade kutsintas and
the store-bought ones based on your experience. Write three differences and two
similarities.

Homemade Kutsintas Store-bought Kutsintas

Differences

Similarities

5
 No matter what the medium is, you need to read critically and write functionally by
learning how to compare and contrast on the use of multi-modal presentation. This lesson will
help you express your ideas using different kinds of strategies.

Activity 1:
Is it better to live in a city or in a province? Living in a city or living in a province is an
unavoidable consideration as you go through adulting.
Compare and contrast the elements found in the poster below by using a Venn
Diagram. Write two distinct qualities for each and one similarity.

6
 Is it easy to choose where to live? What are your reasons? What strategy
was used? Come, let us find out!

The activities in this module are arranged from simple to complex to help the
learner gradually master the desired learning competency. Give him/her the needed
support and guidance so that he/she will be able to perform the task to prepare
him/her later to compare and contrast the presentation of the same text in different
multimodal texts.

Multimodal Text

In the previous part of this module, you have learned to express your thoughts by
comparing and contrasting elements of a poster with a single theme. Is it easier to get the
message when you look for the similarities and differences of a multimodal text? Would like to
know more about the multimodal text and how to unveil its meaning? Then, what are you
waiting for? Let us go!
A text may be defined as multimodal when it combines two or more semiotic systems
which include picture books, textbooks, graphic novels, comics, and posters, where meaning
is conveyed to the reader through varying combinations of:

VISUAL
AURAL

READ / WRITTEN KINESTHETIC

LEARNING PREFERENCE DESCRIPTION WHAT STRATEGY TO USE

Visual This is learned best by Use textbooks with plenty of
seeing, responding to visual pictures, flowcharts, graphs,
cues like images, graphs, or maps, illustrations, art,
charts. model, and diagrams

7
Aural This is learned best by Read notes, assignments, or
hearing, responding to tests out loud;
auditory cues like verbal Record oneself reading
instructions, discussions, or class notes and listen to
songs. them;
Make songs about key
concepts to remember them
Read/Written They are sometimes listed Use textbooks with plenty of
as a subsection of the visual written explanations and
category. These are learned lists;
best by reading and writing, Provide written statements
responding to written cues to explain examples, charts
like lecture notes, books, and and diagrams
cue cards.

Kinesthetic This is learned best by doing, Come up with real-life

responding to tactile cues examples to help remember
like movement, actions and course material;
real-life examples. They Use real pictures and
might be distracted by examples in assignments
uncomfortable seats or room and presentations;
temperatures. Do own experiments or
projects to practice concepts
from class

Even if two texts are written

about the same topic, they can
have different information
depending on the author's
perspective or the source of the
information. When we compare
two texts with the same topic, we
get more information than we
would if we read just one.

8
Independent Activity 1
Directions: Write TRUE if the statement is correct or FALSE if otherwise. Write your answer
on a separate sheet.
_____ 1. A visual multimodal text is learned best by seeing, responding to visual cues like
images, graphs, or charts.
_____ 2. A kinesthetic multimodal text is learned best by doing, responding to tactile cues
like movement, actions, and real-life examples.
_____ 3. A writing multimodal text is learned best by reading, responding to written cues like
lecture notes, books, and cue cards.
_____ 4. An aural multimodal text is learned best by writing, responding to auditory cues like
verbal instruction, discussions, or songs.
_____ 5. A reading multimodal text is learned best by providing written statements to explain
examples, charts, and diagrams

Independent Assessment 1
Directions: Using the T-Chart, compare and contrast the pictures below. Both carabaos are
from Pulilan, Bulacan.

Figure 1 Figure 2

FIGURE 1 SIMILARITIES FIGURE 2

9
Independent Activity 2
Directions: Put a check mark (✔) on the space before the letter which corresponds to the
learning preference that is being shown or represented in each example.

1. Which of the five learning preferences is represented in

the given example?

_____ a. Visual
_____ b. Aural
_____ c. Read
_____ d. Kinesthetic
_____ e. Written

2. Which of the five learning preferences is evident

when one looks at the GK Enchanted Farm in
Angat, Bulacan?

_____ a. Visual
_____ b. Aural
_____ c. Read
_____ d. Kinesthetic
_____ e. Written

3. Which of the five learning preferences is represented

in the given example?

_____ a. Visual
_____ b. Aural
_____ c. Read
_____ d. Kinesthetic
_____ e. Written

4. Which of the five learning preferences is

evident when one reads the story of
“Ang Nanay kong Drayber?”

_____ a. Visual
_____ b. Aural
_____ c. Read
_____ d. Kinesthetic
_____ e. Written

5. Which of the five learning preferences is noticeable

when one writes a lecture on Nervous System?

_____ a. Visual
_____ b. Aural
_____ c. Read
_____ d. Kinesthetic
_____ e. Written
10
Independent Assessment 2
Directions: Watch “Quingua, Saan Nagmula? SINELIKSIK Finalist 2017 Municipality of
Plaridel” on the link below. Then compare and contrast it with the written text below using the
graphic organizer.
Link: [Link]

The historical past of the town of Plaridel can be traced from some records way
back in 1595, in the early years of the Spanish colonization, when the place was a vast
undeveloped plain covered with thick forest and cogon grass, with the rivers Angat and
Tabang running through it. The Angat River flowed directly in a snakelike wave to Calumpit
meeting the Pampanga River, while the Tabang river which was a mere branch with
adjoining intersections dividing the middle of the present Poblacion, flowed to Manila Bay
passing Guiguinto and Bulacan towns. The water of this river was called "Tabang" or fresh
water.
Very few people lived here, and closely related with each other. Each group had a
leader called "tandis". Different groups spoke different dialects, Pampango, Pangasinan,
Ilocano and Tagalog. From Calumpit, Spanish priest and missionaries of the Augustinian
Order led by the Rev. Fr. Bernardino de Leon frequently visited the place, preaching the
Catholic faith … using the "balsa" or bamboo raft as their means of transportation. These
missionaries thought of clearing the land and established settlements and convened the
people to unity. The thought of a plan to give favored the ideas so that everyone set to
work. Each "Tandis" drew a plan to pursue. For seven years, the groups of people labored
so much that when the priest returned, they found the place to have been cleared. They
inquired from the natives who should be credited, and the Pampangos exclaimed, "Quing
wawa Ding tagalog po" or the Tagalogs got it. So every now and then, to every question
of the friars, the people would reply. "Buti Quing Wawa Tagalog, Quing wa". The priest
believed that the Tagalogs should be credited and should receive the gold medal and from
thereafter the place was called Quingua.
Like any other community, Quingua grew and prospered. The life of the people
flourished and intelligent sons were born. One of them, Jose J. Mariano, who was then the
"Alcalde" or town mayor, had the initiative of renaming the town. Congressman Pedro
Magsalin, a friend of the alcalde sponsored a bill changing the name of the town from
Quingwa to Plaridel. The bill was passed by the Philippine Congress and was approved
by President Manuel L. Quezon. On December 29, 1936, amidst elaborate celebrations,
the town was renamed PLARIDEL in honor of the great hero of Bulacan - Marcelo H. del
Pilar; in the presence of political luminaries that included Speaker Gil Montilla,
Congressman Pedro Magsalin, Honorable Nicolas Buendia, Honorable Eulogio Rodriguez,
Honorable Elpidio Quirino and Governor Jose Padilla, Sr.
© 2007 Provincial Government of Bulacan, Philippines.
Developed by the Provincial Information Technology Office.

The Video said

1. ___________
2. ___________
Both the text and video
The Text said
mentioned
1. ___________
1.________________________
2. ___________

11
Independent Activity 3

Agree or Disagree

Directions: Determine whether you agree or disagree with each statement below. CIRCLE
the THUMBS UP icon if you give support to the statement, CIRCLE the THUMBS DOWN
icon if you do not give support to the statement. Write your answer on a separate sheet.

1. When we combine pictures and words in picture books, textbooks,

graphic novels, comics, and posters the text we create is multimodal.

2. Multimodal texts require the processing of more than one learning

preference.

3. Learning preferences such as Read/Written, Visual, Aural and

Kinesthetic are means of communication.

4. Read/Written is sometimes listed as a subsection of the visual

category.

5. When we compare two texts on the same topic, we get more

information than we would if we read just one.

12
Independent Assessment 3
Directions: Read the paragraph carefully. Then, use the Venn diagram below to compare and
contrast. Put colors to your answers. Light Blue for one similarity and Yellow Green for the two
differences.

Higher Education
By: Ronaldo Soriano
A high-school senior's decision about whether to attend a community college or
a four-year university can be difficult since similarities exist between both forms of higher
education. At a university, students work the first two years to complete their basic
education requirements. Emphasis is often on survey classes plus writing, math, social
science, and science sequences. After students fulfill these mandatory requirements,
they begin to work on courses related to their major or primary field of study. At a
community college, many two-year degrees require survey courses and sequences of
classes in the areas of writing, math, social science, and science. After students complete
these basic education requirements, they earn an Associates Degree and can then
transfer to the university to begin courses related to their major or primary field of study.
At a university during the registration process, students usually have a choice of classes,
professors, and class times. If several different sections of a course are available,
students can select early morning, daytime, or evening classes. They can often group
their classes on Monday, Wednesday, Friday or Tuesday and Thursday. The same is
true during the registration process at a community college. Students can select their
classes, instructors, and class times as long as sections of the courses are available.
One additional similarity between the two forms of higher education involves
expectations. At the university, professors expect students to be responsible, to study
without being reminded or reprimanded, and to learn to balance the different demands
and aspects of their personal and academic lives. These expectations stun many
students during the first term as a freshman. They quickly have to learn to behave and
think more maturely and responsibly. The same is true for students attending community
colleges. At the community college, instructors expect students to be responsible for their
work as well as with decisions in their personal lives. They expect students to study
without being frequently reminded, lectured, or reprimanded. The responsibility for
learning shifts to the students. The students need to learn to balance the different
demands and activities of their personal and academic lives. Because both universities
and community colleges are similar in so many ways, the decision to attend one or the
other may best be made by looking at the differences rather than the similarities of the
two forms of higher education.

______________ ______________ ______________

______________ ______________

13
Directions: Complete the open-ended sentences below which will help you check your
understanding about the lesson. Be honest in sharing your insight.

I learned that ________________________________________

___________________________________________________
___________________________________________________
___________________________________________________

I did not understand the part where ________________________

____________________________________________________
____________________________________________________
____________________________________________________

I suggest that _____________________________________________

_________________________________________________________
_________________________________________________________
_________________________________________________________

I realized that ___________________________________________

______________________________________________________
______________________________________________________
______________________________________________________

14
Directions: Using your own diagram or graphic organizer, compare and contrast the transition
of your Study Habits from Face to Face Learning Modality to Modular Distance Learning.
Make sure to display their similarities and differences.

A. Directions: Choose the correct learning preference according to the characterization. Write
the letter of your answer on your paper.

1. When I visualize, I see clear, detailed pictures in my thoughts.

a. Visual b. Kinesthetic c. Written d. Aural

2. When I teach other people, I demonstrate how it is done, then, I ask them to try.
a. Visual b. Kinesthetic c. Written d. Aural

3. When I spell, I sound out the word, sometimes aloud, and tend to recall rules about
letter order.
a. Visual b. Kinesthetic c. Written d. Aural

4. When I do something new, I provide written statements to explain examples, charts

and diagrams.
a. Visual b. Kinesthetic c. Written d. Aural

5. When I read, I like descriptive examples so I may pause to imagine the scene.
a. Visual b. Kinesthetic c. Written d. Aural

6. When I talk, I make friendly gestures to communicate with my co-workers.

a. Visual b. Kinesthetic c. Written d. Aural

7. When I relax, I visit a museum, or go to a movie.

a. Visual b. Kinesthetic c. Written d. Aural
15
 8. When I try to do my own experiment, I get distracted by uncomfortable seats or room
temperatures.
a. Visual b. Kinesthetic c. Written d. Aural

9. When I assemble an object, it is either I read the directions, or I talk aloud as I work.
a. Visual b. Kinesthetic c. Written d. Aural

10. When I interpret someone’s mood, I focus on the body language.

a. Visual b. Kinesthetic c. Written d. Aural

Read the essay, Pliant Like the Bamboo written by Ismael Mallari.

Like a Bamboo we Filipinos adapt well in difficult situations that likewise showcase our
resilience as a nation.

Pliant Like the Bamboo

By Ismael V. Mallari

There is a story in Philippine folklore about a mango tree and a bamboo tree. Not
being able to agree as to which was strongest of the two, they called upon the wind to
make the decision.
The winds blew its hardest. The mango tree stood fast. It would not yield. It knew
it was strong and sturdy. It would not sway. It was too proud. It was too sure of itself. But
finally its roots gave way, and it tumbled down.
The bamboo tree was wiser. It knew it was not as robust as the mango tree. And
so every time the wind blew, it bent its head gracefully. It made loud protests, but it let the
winds have its way. When finally the wind got tired of blowing, the bamboo tree still stood
in all its beauty and grace.
The Filipino is like the bamboo. He knows that he is not strong enough to withstand
the onslaughts of superior forces. And so he yields. He bends his head gracefully with
many loud protests.
And he has survived. The Spaniards came and dominated him for more than three
hundred years. And when the Spaniards left, the Filipinos still stood—only much richer in
experience and culture.
The Americans took the place of the Spaniards. They used more subtle means of
winning over the Filipinos who embraced the American way of life more readily than the
Spaniards’ vague promise of the hereafter.
Then the Japanese came like a storm, like a plaque of locusts, like a pestilence
rude, relentless and cruel. The Filipino learned to bow his head low to “cooperate” with
the Japanese in their “holy mission of establishing the Co-Prosperity Sphere.” The Filipino
had only hate and contempt for the Japanese, but he learned to smile sweetly at them and
to thank them graciously for their “benevolence and magnanimity.”
And now that the Americans have come back and driven away the Japanese,
those Filipinos who profited most from cooperating with the Japanese have been loudest
in their protestations of innocence. Everything is as if the Japanese had never been in the
Philippines.
For the Filipino will welcome any kind of life that the gods offer him. That is why,he
is contented, happy and at peace. The sad plight of other peoples of the world is not his.
16
 To him, as to that ancient Oriental poet, the past
is already a dream and tomorrowin only a
vision but today, well-lived makes every
yesterday a dream of happiness and
every tomorrow, a vision of hope. In like
manner, the Filipino regards vicissitudes
of fortune as the bamboo tree regards
the angry blasts of the blustering wind.
The Filipino is eminently suited
to his romantic role. He is slender and
wiry. He is nimble and graceful in his
movements. His voice is soft, and he
has the gift of languages. In what other
place in the world can you find people
who can carry on a fluent conversation
in at least three languages?
This gift is another means by which
the Filipino has managed to survive. There
is no insurmountable barrier between him
and any of the people who have come to
live with him — Spanish, Americans,
Japanese. The foreigners do not have to
learn his language. He easily manages to
master theirs.
Verily, the Filipino is like the bamboo
tree. In its grace, in its ability to adjust itself
to the peculiar and inexplicable whims to fate,
the bamboo tree is his expressive and symbolic
national tree. It will have to be, not the molave
nor the narra, but the bamboo.

B. Directions: Use the Venn Diagram to compare and contrast the qualities of a Filipino and
of the Bamboo plant. Write at least three distinct qualities and four similarities.

Similar Qualities Qualities of the

Qualities of
of Both Bamboo plant
a Filipino
______________ ______________
______________
______________ ______________
______________
______________ ______________
______________
______________

17
A. Directions: Use a Venn diagram to compare and contrast the data about the number of
COVID19 cases particularly in Baliuag, Bulacan presented in each table. Write two
differences and three Similarities.

Data 1 Data 2

Venn Diagram

18
B. Directions: Make a slogan that will persuade the townspeople to help lessen the COVID19
cases in Baliuag, Bulacan based on Activity A. You will be graded using the rubrics below.

Rubric for Slogan

1
4 3 2
Needs
Excellent Good Fair
Improvement
Craftsmanship The slogan is The slogan is The slogan is The slogan is
tremendously captivating in acceptably distractingly
captivating in terms of captivating messy.
terms of neatness. Good though it may
neatness. Well- construction be a bit messy.
constructed and and not very
not messy. messy.
Creativity The slogan is Slogan is Slogan is The slogan
tremendously creative and a creative and doesn’t reflect
creative. A lot of good amount of some thought any degree of
thought and thought was put was put into creativity.
effort was used into decorating decorating it.
to make the it.
banner.
Originality Exceptional use Good use of Aware in the No use of ideas
of new ideas ideas and use of ideas and originality to
and originality originality to and originality create slogan.
to create create slogan. to create
slogan. slogan.

19
C. Directions: Watch the speeches of the two former Presidents of the Republic of the
Philippines with the links below. Then, compare and contrast the learning preferences
used in each of the speeches of Presidents Joseph Ejercito Estrada and Benigno
Aquino III. Write two distinct qualities and one similarity.

Links: President Joseph Ejercito Estrada [Link]

President Benigno Aquino III [Link]

20
 21
What I Know Independent Assessment 1
A. Answers may vary
1. A
2. D Independent Activity 2
3. B 1. D
4. C. 2. A
5. C 3. B
4. C
B. 5. E
1. E
2. D Independent Assessment 2
3. A Answers may vary
4. B
5. E Independent Activity 3
1. Agree
C. 2. Agree
Answers may vary 3. Agree
4. Agree
What’s In 5. Agree
A.
1. I think that Independent Assessment 3
2. Many people say that Answers may vary
3. I believe that
4. Some people say that What I Can Do
5. Yes, I agree that Answers may vary
6. I am convinced that
7. Exactly Assessment
8. I’m sorry to disagree with you A.
9. Yes, but don’t you think 1. a
10. As far as I’m concern 2. b
3. d
What’s New 4. c
Activity 1 5. c
Answers may vary 6. b
7. a
What’s More 8. b
Independent activity 1 9. d
1. True 10. b
2. True
3. False B. Answers may vary
4. True
5. False Additional activity
A. Answers may vary
B. Answers may vary
C. Answers may vary
 References

2020 Rutgers, The State University of New Jersey.”Earth Day Poster Competition 2010.”
Updated May 27, 2015.
[Link]

Baliwagenews. “Lilian Corigal, Matapat na Traffic Enforcer.” Last modified March 13, 2017.
[Link]

cher manulit. “What is an Educated Filipino by Francisco Benitez.” Online video screenshot.
You Tube, 17 June 2013. [Link] 29
October 2020

Ferdie Estrella Government Official. “Baliwag COVID19 Buletin.” Facebook. Last September
30, 2020.
[Link]

Ferdie Estrella Government Official. “Baliwag COVID19 Buletin.” Facebook. Last October 29,
2020.
[Link]

iSLCollective. “City vs Countryside life-where is life more..?” Last modified May 15, 2016.
[Link]
countryside-life-where-life-more/88209

[Link]. “Note Taking #6.” Amino. Last modified August14, 2018.

[Link]
6/mXkL_BrHkuRkkKgGBKbavEY2REoZD6z3j0

Kennedy, Laney. “35 Multimodal Learning Strategies and Examples.” Accessed May 03,2019.
[Link]

Kulikov, Maxim. “like button.” Noun Project. Last modified No date available.
[Link]
[Link]&imgrefurl=[Link]
button/3006478/&tbnid=aByJJcT9b1dLkM&vet=1&docid=GLqEus2gXKYMBM&w=20
0&h=200&itg=1&source=sh/x/im

MY SARISARI STORE. “Carabao Festival.” Last modified August 11, 2006.

[Link]
.html

MY SARISARI STORE. “Carabao Festival.” Last modified August 14, 2006.

[Link]
.html

NetClipart. “Thinking Clipart Student Collection Transparent Png-Remember Clipart.” Last

modified 2019.
[Link]
transparent-png-remember-clipart/

NicePNG. “Bamboo And Grass Plant Vector – Bamboo Tree Vector Png." Last modified No
date available.
[Link]
22
Roberto, Vicky. “What are the similarities of Filipino and bamboo?” Quora. Last modified
November 29, 2019.
[Link]

Room to Read, Ang Nanay kong Drayber, February 28, 2020, Philippines,
[Link]
in-filipino-language/

Victoria State Government. “Creating multimodal texts.” Updated December 13, 2019.
[Link]
h/literacy/multimodal/Pages/[Link]#link47

23
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@[Link]

24