English10 Q2 Week 8

WEEKLY LEARNING ACTIVITY SHEET
ENGLISH 10 Quarter 2, Week 8

MULTIMODAL ELEMENTS OF A TEXT

Name: ___________________________________________ Section: ____________________

Most Essential Learning Competency (MELC)
Compose text which include multimodal elements. EN10WC-IIb13.2

Learning Objective:

A. Determine the multimodal elements of a text;
B. Compose a text which features multimodal elements; and
C. Justify the importance of multimodal literacy in constructing meaning of a text.

Time Allotment: 300 minutes

Key Concepts

WHAT ARE MULTIMODAL TEXTS?
A text may be defined as multimodal when it combines two or more semiotic systems. There are
five semiotic systems in total:
1. Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of
oral and written language
2. Visual: comprising aspects such as colour, vectors and viewpoint in still and moving
images
3. Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects
4. Gestural: comprising aspects such as movement, speed and stillness in facial expression
and body language
5. Spatial: comprising aspects such as proximity, direction, position of layout and
organisation of objects in space.
Examples of multimodal texts are:
● a picture book, in which the textual and visual elements are arranged on individual pages
that contribute to an overall set of bound pages
● a webpage, in which elements such as sound effects, oral language, written language,
music and still or moving images are combined
● a live ballet performance, in which gesture, music, and space are the main elements.
Multimodal texts can be delivered via different media or technologies. They may be live, paper, or
digital electronic.
Creating multimodal texts is an increasingly common practice in contemporary classrooms. Easy
to produce multimodal texts include posters, storyboards, oral presentations, picture books,
Author: CHARMAINE JHANE T. UBAY

School/Station: QUEZON INTEGRATED SCHOOL
Division: SURIGAO DEL SUR
email address: charmainejhane.ubay@deped.gov.ph
brochures, slide shows (PowerPoint), blogs, and podcasts. More complex digital multimodal text
productions include web pages, digital stories, interactive stories, animation, and film.
Student authors need to be able to effectively create multimodal texts for different purposes and
audiences, with accuracy, fluency, and imagination. To do this, students need to know how
meaning is conveyed through the various modes used in the text, as well as how multiple modes
work together in different ways to convey the story or the information to be communicated.
Students need to know how to creatively and purposefully choose how different modes might
convey particular meaning at different times in their texts, and how to manipulate the various
combinations of different modes across the whole text to best tell their story (Jewitt, 2009).
EXAMPLES OF MULTIMODAL TEXT
Simple multimodal texts include comics/graphic novels, picture books, newspapers,
brochures, print advertisements, posters, storyboards, digital slide presentations (e.g.
PowerPoint), e-posters, e-books, and social media.Meaning is conveyed to the reader through
varying combinations of written language, visual, gestural, and spatial modes.Podcasts are also
simple to produce, involving combinations of spoken language, and audio modes.Live
multimodal texts include dance, performance, oral storytelling, and presentations. Meaning is
conveyed through combinations of various modes such as gestural, spatial, audio, and oral
language.
Complex digital multimodal texts include: live action films, animations, digital stories, web
pages, book trailers, documentaries, music videos. Meaning is conveyed through dynamic
combinations of various modes across written and spoken language, visual (still and moving
image), audio, gesture (acting), and spatial semiotic resources. Producing these texts also
requires skills with more sophisticated digital communication technologies.
Creating a multimodal text, a digital animation, for example, is a complex meaning design
process requiring the strategic orchestration of a combination of modes such as image,
movement, sound, spatial design, gesture, and language. The process of constructing such texts
is also truly a cross-disciplinary literacy process, drawing on digital information technologies and
The Arts (media, music, drama, visual arts, design) to bring meaning to life.
Exercises / Activities

Activity no. 1: Multiple Choice
Directions: Encircle the correct answer.
1. A text is considered multimodal if…
a. It has multiple purpose
b. It has multiple audiences
c. It combines two or more semiotic systems
d. It has many modes of transportation
2. What is semiotics?
a. A study of signs
b. The study of how meaning is created
c. The study of time
d. None of the above
3. There are how many semiotic systems?
a. 5
b. 4
c. 6
d. 8


Activity No. 2 Story Board making
What you need: Art materials
Directions: Read the story entitled “The Plague” by Albert Camus. Then create a six-part
storyboard sequencing the plot of the story.

Reading Activity
THE PLAGUE
By Albert Camus

In the town of Oran, thousands of rats, initially unnoticed by the populace, begin to die in
the streets. Hysteria develops soon afterward, causing the local newspapers to report the
incident. Authorities responding to public pressure order the collection and cremation of the
rats, unaware that the collection itself was the catalyst for the spread of the bubonic plague.
The main character, Dr. Bernard Rieux, lives comfortably in an apartment building when
strangely the building's concierge, M. Michel, a confidante, dies from a fever. Dr. Rieux consults
his colleague, Dr. Castel, about the illness until they come to the conclusion that a plague is
sweeping the town. They both approach fellow doctors and town authorities about their theory
but are eventually dismissed on the basis of one death. However, as more deaths quickly ensue,
it becomes apparent that there is an epidemic. Meanwhile, Rieux's wife has been sent to a
sanatorium in another city, to be treated for an unrelated chronic illness.
Authorities, including the Prefect, are slow to accept that the situation is serious and
quibble over the appropriate action to take. Official notices enacting control measures are
posted, but the language used is optimistic and downplays the seriousness of the situation. A
"special ward" is opened at the hospital, but its 80 beds are filled within three days. As the death
toll begins to rise, more desperate measures are taken. Homes are quarantined; corpses and
burials are strictly supervised. A supply of plague serum finally arrives, but there is enough to
treat only existing cases, and the country's emergency reserves are depleted. When the daily
number of deaths jumps to 30, the town is sealed, and an outbreak of plague is officially
declared.
The town is sealed off. The town gates are shut, rail travel is prohibited, and all mail
service is suspended. The use of telephone lines is restricted only to "urgent" calls, leaving short
telegrams as the only means of communicating with friends or family outside the town. The
separation affects daily activity and depresses the spirit of the townspeople, who begin to feel
isolated and introverted, and the plague begins to affect various characters.
One character, Raymond Rambert, devises a plan to escape the city to join his wife in
Paris after city officials refused his request to leave. He befriends some underground criminals so
that they may smuggle him out of the city. Another character, Father Paneloux, uses the plague
as an opportunity to advance his stature in the town by suggesting that the plague was an act of

God punishing the citizens' sinful nature. His diatribe falls on the ears of many citizens of the
town, who turned to religion in droves but would not have done so under normal circumstances.
Cottard, a criminal remorseful enough to attempt suicide but fearful of being arrested, becomes
wealthy as a major smuggler. Meanwhile, Jean Tarrou, a vacationer; Joseph Grand, a civil
engineer; and Dr. Rieux, exhaustively treat patients in their homes and in the hospital.
Rambert informs Tarrou of his escape plan, but when Tarrou tells him that there are
others in the city, including Dr. Rieux, who have loved ones outside the city whom they are not
allowed to see, Rambert becomes sympathetic and offers to help Rieux fight the epidemic until he
leaves town.
In mid-August, the situation continues to worsen. People try to escape the town, but some
are shot by armed sentries. Violence and looting break out on a small scale, and the authorities
respond by declaring martial law and imposing a curfew. Funerals are conducted with more
speed, no ceremony and little concern for the feelings of the families of the deceased. The
inhabitants passively endure their increasing feelings of exile and separation. Despondent, they
waste away emotionally as well as physically.
In September and October, the town remains at the mercy of the plague. Rieux hears from
the sanatorium that his wife's condition is worsening. He also hardens his heart regarding the
plague victims so that he can continue to do his work. Cottard, on the other hand, seems to
flourish during the plague because it gives him a sense of being connected to others, since
everybody faces the same danger. Cottard and Tarrou attend a performance of Gluck's
opera Orpheus and Eurydice, but the actor portraying Orpheus collapses with plague symptoms
during the performance.
After extended negotiations with guards, Rambert finally has a chance to escape, but he decides
to stay, saying that he would feel ashamed of himself if he left.
Towards the end of October, Castel's new antiplague serum is tried for the first time, but
it cannot save the life of Othon's young son, who suffers greatly, as Paneloux, Rieux, and Tarrou
tend to his bedside in horror.
Paneloux, who has joined the group of volunteers fighting the plague, gives a second
sermon. He addresses the problem of an innocent child's suffering and says it is a test of a
Christian's faith since it requires him either to deny everything or believe everything. He urges
the congregation not to give up the struggle but to do everything possible to fight the plague.
A few days after the sermon, Paneloux is taken ill. His symptoms do not conform to those
of the plague, but the disease still proves fatal.
Tarrou and Rambert visit one of the isolation camps, where they meet Othon. When
Othon's period of quarantine ends, he chooses to stay in the camp as a volunteer because this
will make him feel less separated from his dead son. Tarrou tells Rieux the story of his life and,
to take their mind off the epidemic, the two men go swimming together in the sea. Grand catches
the plague and instructs Rieux to burn all his papers. However, Grand makes an unexpected
recovery, and deaths from the plague start to decline.
By late January the plague is in full retreat, and the townspeople begin to celebrate the
imminent opening of the town gates. Othon, however, does not escape death from the disease.
Cottard is distressed by the ending of the epidemic from which he has profited by shady
dealings. Two government employees approach him, and he flees. Despite the epidemic's ending,
Tarrou contracts the plague and dies after a heroic struggle. Rieux is later informed via telegram
that his wife has also died.
In February, the town gates open and people are reunited with their loved ones from other
cities. Rambert is reunited with his wife. Cottard goes mad and shoots at people from his home,
and is soon arrested after a brief skirmish with the police. Grand begins working on his novel
again. The narrator of the chronicle says that he is Dr. Rieux and states that he tried to present
an objective view of the events. He reflects on the epidemic and declares he wrote the chronicle

"to simply say what we learn in the midst of plagues : there are more things to admire in men
than to despise".
From Wikipedia, the free encyclopedia

Rubrics for Storyboard Making
Skills to
Excellent Good Continue
You have You have Working On
shown that shown that You have Needs
you have you shown that Improvement Incomplete
mastered our understand you are At this time, a This skill was
target skill. our target struggling basic not complete
You have used skill. You have with our target understanding of or included in
that skill in used that skill skill. You have this skill is not this project.
your project in your project shown many being shown in (N/A)
without any with only a mistakes in your work.
major few minor using that (N/A)
mistakes. mistakes. skill in your
(N/A) (N/A) project.
(N/A)
Selecting Significant Excellent Good Skills to Needs Incomplete
Information (40 points) (35 points) Continue Improvement (0 points)
40 % Working On (25 points)
You identified You identified (30 points) You did not
important important You identified identify the
The student demonstrates historical historical You identified historical most
the ability to identify events/facts in events/facts in important events/facts in significant
significant historical your subject's your subject's historical your subject's events/facts in
events in the subject's life. life. You events/facts in life. You included your subject's
life. included one your subject's a number of life.
event/fact that life. You events/facts that
was not included two were not
significant or event/fact that significant or
needed to tell was not needed to tell the
the story. significant or story.
needed to tell
the story.
Sequence of Events Excellent Good Skills to Needs Incomplete
35 % (35 points) (30 points) Continue Improvement (0 points)
Working On (20 points)
You told the You told the (25 points) You did not
The student will identify subject's life
subject's life You retold the tell the
the text structure an story in the story in the You told the subject's story, subject's life
author uses (e.g., right order. right order subject's life but did not put story.
comparison/contrast, Your except for one story. Two the events in the
cause/effect, and biography has
mistake. Your events were correct order.
sequence of events). a beginning, biography has not placed in
middle and a beginning, the correct
end. middle and order.
end.
Storyboard Creation Excellent Good Skills to Needs Incomplete
25 % (25 points) (20 points) Continue Improvement
You created a Working On (10 points) (0 points)
You created a complete (15 points) You did not
The student demonstrates complete storyboard. You created a complete a
the ability to organize storyboard. The You created a storyboard. The storyboard.
ideas and information The storyboard complete storyboard did
into a storyboard. storyboard had a plan for storyboard. not demonstrate
had a clear the use of The a clear plan for
plan for the images as well storyboard the use of images
use of images as the flow of had a plan for or the flow of the
as well as the the script with the use of script.
a single lapse. images as well

flow of the as the flow of
script. the script with
two lapses.

Story Board “The Plague” by Albert Camus
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________

_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
_____________________________________________ ______________________________________________
Reflection

1. With reference to The Plague, how do pandemics reflect the human condition? Do they
show more than physical illness?

2. What is the role of multimodal literacy in constructing meaning of a text?

References for learners:

Albert Camus, “The Plague”, From Wikipedia, the free encyclopedia, Retrieved on Nov.19, 2020
retrieved from https://en.wikipedia.org/wiki/The_Plague

Michèle Anstey and Geoff Bull, “The Australian Curriculum: English for 2010.” Retrieved on
Nov.19, 2020 retrieved from
www.australiancurriculum.edu.au/Documents/English%20curriculum.pdf

Jewitt, C. (ed.) (2009). The Routledge Handbook of Multimodal Analysis, London: Routledge.

The New London Group. (2000). A pedagogy of Multiliteracies designing social futures. In B.
Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social
Futures (pp. 9-38). South Yarra: MacMillan.
Zammit, K. (2015). Extending Students’ Semiotic Understandings: Learning About and Creating
Multimodal Texts. In P. P. Trifonas (Ed.), International Handbook of Semiotics (pp.
1291-1308). New York, London: Springer.
Zammit, K. (2014). Creating Multimodal Texts in the Classroom: Shifting Teaching Practices,
Influencing Student Outcomes. In R. E. Ferdig and K. E. Pytash (Eds.), Exploring Multimodal
Composition and Digital Writing (pp. 20-35). Hershey PA: IGI Global.

Answer Key

Activity no. 1. Multiple Choice Activity no. 2. Storyboard Making
1.c (Answers may vary)
2. a
3. a
4.c
5.c


English10 Q2 Week 8

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English10 Q2 Week 8

Uploaded by

Copyright:

Available Formats

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

Author: CHARMAINE JHANE T. UBAY

You might also like