Quarter 1- Module 4:

Viewing
English-Grade 8
Alternative Delivery Mode
Quarter 1 –Module 4: Viewing
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Suzette E. Daamo

Reviewer: Levie D. Llemit, PhD

Illustrator : Raul A. Mabilen

Layout Artist: Maryjane C. Mccary

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC-Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief

Members
Levie D. Llemit, PhD – EPS-1 English

Leah L. Tacandong – Instructional Supervisor

Himaya B. Sinatao, LRMS Manager

Jay Michael A. Calipusan, PDO II

Mercy M. Caharian, Librarian II

Printed in the Philippines by
Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
 8

ENGLISH
Quarter 1 - Module 4
Viewing
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 Table of Contents
What This Learning Package is About…………………………………………………... i
What I Need to Know………………………………………………………………………. i

How to Learn from this Learning Package………………………………………………. i

Icons of this Learning Package…………………………………………………………… ii
What I Know………………………………………………………………………………… iii
Lesson 1: 1
Using Context Clues from the Material Viewed to Determine the Meaning of 1
Unfamiliar Words or Expressions
What ‘s In ………………………………………………………………………….. 1

What I Need to Know ……………………………………………………………... 1

What Is It
Clues in the Context.......................................................................... 2

What Is It
Activity 1: Give Me the Clue………………………………………………… 3

What’s New
Activity 2: Find the Clues……………………………………………………. 4

Activity 3: Find the Clues Too………………………………………………. 4

What’s More
Activity 4: You Mean It………………………………………………………. 5

What I Have Learned

Activity 5: Generalization……………………………………………………. 6
What I Can Do
Activity 6: Ready-Read-Go!..................................................................... 8

Activity 7: What’s the Clue………………………………………………….. 9

Activity 8: I Can Do This!......................................................................... 10

Lesson 2:
Organizing Information from a Material Viewed
What’s In……………………………………………………………………………. 11
What I Need to Know……………………………………………………………… 11
What I Know
Activity 1: Sequencing!............................................................................ 12
What’s New…………………………………………………………………………. 13

Activity 2: Concept Mapping…………………………………………………. 14

What Is It….…………………….…………………………………………………... 14
What’s More………………………………………………………………………… 17
What I Have Learned
Activity 5: Generalization!....................................................................... 19
 What I Can Do 19

Activity 4: History of Africa and its connection to man/Concept Map…... 23

Activity 5: Pan It Out.......................................................... ……………... 27
Activity 6: Give Me the Clue....................................................…………... 29
Lesson 3&4:
Comparing and Contrasting the Presentation of the Same Topic in Different
Viewing Genres 30

What’s In……………………………………………………………………………. 30

What I Need to Know……………………………………………………………… 30

What’s New
Activity 1: Compare and Contrast………………………………………….. 33
What Is It
Activity 2: Ignore Me Not ……………...................................................... 36
Activity 3: Green Mean Go-Save-Earth…………..................................... 37
Activity 4: Guide Me All the Way ……………........................................... 38
Activity 5: Graphic Organizer ……………................................................ 39

What I Have Learned

Activity 6: Generalization ……………...................................................... 39
What I Can Do
Activity 7: Diagram ……………............................................................... 40

Summary……………………………………………………………………………….…… 41
Assessment: (Post-Test)………………………………………………………………… 42
Key to Answers……………………………………………………………………………. 43
References…………………………………………………………………………………... 46
What This Module is About

As a new disease unexpectedly struck the world, people scrambled in confusion on

how to deal with its effect. Our country is not an exception to this, but resiliency is one of the
best characteristics of Filipinos that we are proud of, thus the Department of Education
bounced back against the disaster caused by COVID-19 through adapting the new normal
and using various ways to cater the needs of the learners. Thus, the making of this modules
among many.

Module 4: VIEWING provides the learners guided instruction and activities in order to
gain mastery of the lesson that will definitely assist them in learning at home, without the
presence of the teacher and the aid of internet.

The purpose of Lessons 1-4 is to definitely develop the learners’ sense of

independence and responsibility by letting them do the task by themselves in an easier
manner through a guided and step-by-step instructions.

The topics in these lessons are made easier so that the learners can do the task
without the assistance of a teacher or the parents.

The lessons may be made easier but comprehensive in order to keep the essence of
developing a competitive learner amidst Modular Learning System.

What I Need to Know

Module 4: VIEWING, aim to develop highly competitive learners despite a different

approach of learning, with a goal to produce a productive learning through modular
approach.

In these lessons, then learners need to know about the following;

Lesson 1 – Using Context Clues from the Material Viewed to Determine the
Meaning of Unfamiliar words or expressions (EN8VC-Ia-8)
Lesson 2 – Organizing Information from a Material Viewed (EN8VC-Id-9)
Lesson 3 & 4 – Comparing and Contrasting the presentation of the same
topic in different viewing genre (EN8VC-Ig, Ig-15)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
1. Carefully read all the lessons.
2. Take your time on going thru each lesson.
3. Answer the pre-test honestly. The purpose of the pre-test is for you to determine your
prior knowledge before going thru the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you some space where
you can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

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Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

I. Multiple Choice
Directions: Read and answer the questions below. Encircle the letter of the correct
answer.

1. Is learning the meaning of words from the context of your reading material, this can
be the most useful strategy to increase your vocabulary comprehension.
a. graphic organizer b. context clues c. viewing d. showing

2. Type of clue where the writer uses words or phrases that have the same or similar
meaning as an unfamiliar word.
a. comparison b. cause and effect c. antonym d. synonyms

3. Helps you permanently store information than can be useful at present and in the
future.
a. context clue c. compare and contrast
b. organizing information d. memorization

4. Is when we are identifying the similarities and differences between two things.
a. compare b. contrast c. context clue d. differentiate

5. Is when we are identifying the differences between two things.

a. compare b. contrast c. context clue d. predict

II. TRUE or FALSE

Directions: Write TRUE if the statement is correct, and FALSE if it’s wrong.

_______1. Organizing information and thinking about how ideas are related are important
factors in the process of gathering relevant information
_______2. Even when we buy something we need or want, we often compare two
products of different brands before we buy it.
_______3. Determining the exact message of the text do not depend on how well you
can extract important facts using clues in order to understand the whole
context.
_______4. The implication of the message does not matter in an effective
communication.
_______5. Comparing and contrasting are necessary for interaction with the
environment.

iii
 Lesson
Using Context Clues to Determine the

1 Meaning of Unfamiliar Words or

Expressions

What’s In

We have learned from the previous lesson about determining the meaning of words
expressed according to voice volume, pitch, intonation and juncture. How we transmit the
message that we want to convey depends on how we express it. A single mispronunciation
or a slight change of tone may bring misinterpretation on the part of the receiver. On the
other hand, understanding the real meaning that underlies the transmission of message
relies on the receiver’s active logical skills, thus comes the analysis of the whole context of
the message presented. Correct analysis of the clues will lead into getting the correct
meaning of the text presented.

What I Need to Know

Context Clues
Communication plays a big role in our life. It is a factor that plays a very important
role in a reciprocal relationship between two persons or a group who plays a part in a
communication activity. But communication can only be effective when the message
transmitted is received correctly according to what the sender of the message is implying.
Expressing the message relies on the mood of the transmission, whether the sender is sad,
happy, or excited during the communication process. However, understanding the message
expressed in a text does not give the instant mood of the sender, thus, interpreting the text
content will depend on how the receiver understands the whole context of the text. The
implication of the message is very crucial in an effective communication, therefore getting
the whole context of the text depends on how the clues are searched by the receiver during
the communication, and in this case, the process of reading a text.

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 What Is It

Clues in the Context

In the activity above, you assessed yourself on your familiarity of the context. There
are types of context clues that will help you further in determining the meaning of the whole
context of the text because if you will understand what the clue is, then it will be easier for you
to comprehend the whole context of the text material.
First, you have to understand that context clues are hints that are used for learning
the meaning of words from the context of your reading material, this can be the most useful
strategy to increase your vocabulary comprehension. Using the context that surrounds an
unknown word helps to reveal its meaning.

Here are the common types of context clue that will help you understand further:
Types of Context Clues
TYPE DESCRIPTION CLUES “SIGNAL WORDS”
1. Definition The author provides a direct Is, are
(explicit) definition of an Is/are called
unknown word in the sentence. Is/are known as is
Defined as means,
Refers to

2. Synonym or The author uses a word having Commas, Semicolon, Dashes

Restatement the same or nearly the same Parentheses ()
meaning as another word or Sometimes signal words or,
other words in a sentence. that is, or in other words are
used.

3. Antonym or The author uses another word But, however, although,

Contrast or phrase that means the otherwise, unless, instead of,
opposite of an unfamiliar word on the contrary, on the other
hand, while, unlike.

4. Comparison In comparison clues, the Like, as, similar to, in the

author uses words and same way, likewise,
phrases that have the same or resembling, too, also
similar meaning as an
unfamiliar word

5. Example/ The author provides examples For example, For instance,

Explanation or additional explanations or including, such as, specifically,
summaries to help you to illustrate
understand an unfamiliar word.
The word is cleared up by
giving an example.

2
6. Cause and Effect The meaning of an unknown As a result, accordingly,
word depends on the because, since, consequently,
cause/effect relationship with for this reason, hence, if
other words in the text. …then
7. List of Series The unfamiliar word is included Look for a list words
in a series of related words
that give an idea of the word’s
meaning.
8. Inference or The meaning of an unfamiliar Look for clues over several
General Context word can be inferred (guessed) words or sentences
from the description of a
situation.
Engaging Experiences Package in English 8 (XU Compilation)

Activity 1: Give Me the Clue

Directions: Read each sentence, analyze the clue, and identify which of the type of
clue is used.

1. His cousin is very churlish – very rude, absolutely ill-mannered.

2. Instead of organizing a clandestine meeting, the organization did it in front of
people to see.
3. Every house in the areas was destroyed by the conflagration that was aided by
wind.
4. Ecclesiastics, such as priests, ministers, and pastors, should set themselves as
models of proper behavior for the believers.
5. Rosalinda is a gregarious teen because she has plenty of friends.
6. Yana’s inaudible voice will fail to reach the people at the back, she speaks so
softly.
7. The carpenter was so parsimonious that he deprived his children the needed
amount to buy a piece of bread. It truly hurt him to spend even a little amount of
money.
8. Pedagogical organizations, including religious, political, NGOs, require community
support to succeed.
9. Luke is so stubborn, his pertinacity is the cause of most of his failure in the class.
10. She changed from being very vociferous. She doesn’t talk when not asked to
anymore.

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 What’s New

Activity 2: Find the Clues

Below is a passage from a May 4, 1906 article in Collier’s, a popular magazine of the
time. It was written by Jack London, who would go on to become a great American author. In
this article, he tells about the destruction of the 1906 San Francisco Earthquake. Certain
words have been replaced with blanks. Using the rest of the text as a clue, fill in the blanks
with a word or phrase that would make sense in the article.

The Story of an Eyewitness

By Jack London, Collier’s special correspondent

The earthquake shook down in San Francisco hundreds of thousands of dollars

worth of walls and chimneys. But the 1)___________________ that followed burned up
hundreds of millions of dollars’ worth of property. There is no 2) ___________________
within hundreds of millions the actual damage 3) ___________________. Not in history
has a modern 4) ___________________ city been so completely destroyed. San
Francisco is gone. Nothing remains of it but memories and a fringe of
5) ___________________ on its outskirts. Its industrial section is wiped out. Its business
section is wiped out. Its social and 6.) ___________________ section is wiped out. The
factories and warehouses, the great stores and newspaper buildings, the hotels and the
palaces of the 7.) _______________ are all gone.

Within an hour after the earthquake shock the smoke of San Francisco’s burning was a
8.) ____________ tower visible a hundred miles away. And for three days and nights this
tower swayed in the sky, reddening the sun, darkening the day, and filling the land with
smoke.

Activity 3: Find the Clues Too

Directions: Write the words you used in the appropriately numbered blank. In front of
the number, write the letter of the word from the text that has a similar meaning.

__________ 1. _______________________________ a. imperial

__________ 2. _______________________________ b. wrought
__________ 3. _______________________________ c. residential
__________ 4. _______________________________ d. conflagration

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 __________ 5. _______________________________ e. lurid
__________ 6. _______________________________ f. dwelling-houses
__________ 7. _______________________________ g. estimating
__________ 8. _______________________________ h. nabobs
Copyright © 2013 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms.
*www.k12reader.com

What if a neighbor will tell you that a calamity like an earthquake or a fire will soon
happen in your town? How will you react?

Comment:
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What’s More

The activity above gives you further ideas on dealing with the information that comes
your way. Determining the exact message of the text will depend on how well you can extract
important facts using clues in order to understand the whole context.
Remember that context clues are hints that will help the reader understand the meaning of
some words that are new or unfamiliar, or to understand the whole message itself.

Activity 4: You Mean It!

Directions: Choose the correct meaning of the underlined word, and identify the type
of context clue used: example, contrast, definition, or logic.

1. Our baseball team's pitcher has a few eccentric habits, such as throwing exactly
thirteen warm-up pitches and never wearing socks.
a. normal b. strange c. messy CLUE:___________

2. After the heavy rains, the stream became murky; in fact, the water was so cloudy
you couldn't see the bottom.
a. cloudy b. bottomless c. clear CLUE:________________

3. The debris on the stadium floor included numerous paper cups, ticket stubs, and
cigarette butts.
a. products b. papers c. trash CLUE: __________________

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 4. The coach takes every opportunity to censure his players, yet he ignores every
opportunity to praise them.
a. approve of b. criticize c. choose CLUE:__________________

5. The newlyweds agreed to be very frugal in their shopping because they wanted to
save enough money to buy a house.
a. economical b. wasteful c. interested CLUE: _______________

6. Although Alex usually looks unkempt, he had a very neat appearance at his job
interview.
a. orderly b. handsome c. messy CLUE: _________________

In the sentences below, which type of context clue is provided for the underlined word?

7. I'm looking for a unique gift for my boyfriend; he appreciates unusual things.
a. example b. synonym c. antonym / contrast

8. Expecting that his license would be renewed, the pilot was surprised when it was
revoked instead.
a. example b. synonym c. antonym

https://www.grammarbank.com/context-clues-worksheet.html

What I Have Learned

A
Activity 5: Generalization
Directions: Answer the following questions below.
1. How do you get the meaning of the whole context of a long information, passage, or text?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Why is it important to understand the whole context of a text?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6
 What I Can do
Read and Apply
Directions: Read the passage carefully and answer the questions that follow.

In the Neighborhood
Ahn vigorously scrubbed windows, a tedious necessity for her family's new Vietnamese
restaurant. They had turned the building from homely to gorgeous, but everything had to be
absolutely perfect: unique decorations, skillful employees, and fabulous traditional food. Then
customers would adore the place, making the business a success.
Ahn shifted her vision to look outside the restaurant as a girl about her age, with abundant
red hair, strolled up the street. Ahn’s family had recently moved to this neighborhood, so she
had few friends.

The girl paused to study the sign announcing their opening and then looked directly at Ahn
with a friendly smile. Ahn smiled back shyly and lifted a hand, accidentally waving with the
cleaning cloth. The girl laughed at her amusement and waved back in acknowledgment.
Ahn hesitated, not accustomed to initiating friendship, but she felt courageous, so on a whim
she opened the door. "Hello," she said, adding the first thing that entered her head, "do you like
Vietnamese food?"
"I don't know, but I like to try new things,” the girl remarked, and then she introduced herself
as Gabriela.

Ahn could not think of additional conversation until she had a sudden idea. "Please wait
here," she requested, "and I'll be right back." She ran into the adjoining kitchen and explained
her idea to her father. He was sympathetic, so seconds later Ahn presented a small package to
Gabriela. "Some Vietnamese candy for you to try,” she explained. “If you enjoy it, I hope you'll
return to the restaurant sometime, or even visit after school when I'll be here preparing for the
dinner service."
"Excellent, I'll see you around soon.” Gabriela headed down the street, glancing back with a
cheerful wave. Ahn spent the remainder of the afternoon hoping Gabriela really would return
and not think Ahn’s gift was weird.

The following day, Ahn assembled bouquets of artificial flowers, orchids that would never
wilt. She was admiring her accomplishment when she heard unexpected tapping and turned to
see Gabriela beckoning to her with a plate covered with transparent plastic wrap. Ahn grinned
with enthusiasm and opened the door with a cordial greeting.

Gabriela presented the plate and said, "I brought biscuits made from my grandmother's
recipe to thank you for the delicious candy.”
"Come in, and we can have some biscuits right now," Ahn stammered, happy inside.
Gabriela entered and rotated to scan the room with its picturesque landscape mural.
"Thanks, they really are wonderful, and I'm fascinated to see your restaurant."

7
 As they snacked on the treats, Ahn fumbled for conversation and considered an offer. "Are
you good with vocabulary?” she inquired. "I intend to design a publicity pamphlet for the
restaurant, and I could use some assistance."
"Certainly!" Gabriela said, adding, "I'm delighted you moved into the neighborhood and
thrilled I have a new friend."

Ahn grinned, now positive that the restaurant would make a wondrous impression on the
community, that customers would be plentiful, and that she was going to enjoy life here
immensely.
https://www.readingvine.com/passages/in-the-neighborhood

Activity 6: Ready, Read, Go!

Directions: Answer the following question based from your understanding of the story.

1. Gabriela says she does not know if she likes Vietnamese food. What is the
most likely reason she doesn't know the answer to this question? What clues in
the text suggest the reason?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. What will you do when you see a new girl in your neighborhood?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Ahn chooses to greet a girl she does not know. What resulted from
this decision?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. This story is about two girls beginning a friendship. What did they do become
friends? Include several examples from the text.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

8
Activity 7: What’s The Clue?
Directions: Using context clues from the sentences in the passage, encircle the correct
meaning of the word in boldface.

1. Ahn vigorously scrubbed windows, a tedious necessity for her family's new
Vietnamese restaurant.
a. carefully c. slowly; lazily
b. with great force; energetically d. angrily; crossly

2. Ahn vigorously scrubbed windows, a tedious necessity for her family's new
Vietnamese restaurant.
a. tiresome or dull c. pretty or attractive
b. costly; expensive d. required by law

3. They had turned the building from homely to gorgeous.

a. cozy; like a home c. casual; informal
b. acceptable or satisfactory d. ugly or unattractive

4. A girl about her age, with abundant red hair.

a. brownish c. bright; glowing
b. put into a bun d. large quantity; full

5. Ahn hesitated, not accustomed to initiating friendship.

a. pledging; promising c. having; making
b. beginning or starting d. foreign

6. Gabriela beckoning to her with a plate covered with transparent plastic wrap.
a. throwing; tossing c. gesturing with invitation; signaling
b. explaining d. offering

7. “opened the door with a cordial greeting”

a. shy or bashful c. traditional; classic
b. friendly; welcoming d. brief or quick

8. The room with its picturesque landscape mural.

a. charming or pleasant c. surreal; dreamlike
b. framed d. painted

9. I intend to design a publicity pamphlet.

a. might, should c. plan, aim
b. instructed d. be unable

10. She was going to enjoy life here immensely.

a. very much c. reasonably
b. soon; quickly d. be unable

https://www.readingvine.com/passages/in-the-neighborhood

9
Activity 8: I Can Draw This!
Directions: In a bond paper, make a comic strip of you and your neighbor. Write
dialogues for each segment.

Here is an example of a comic strip:

Go outside if you have a

reason. If you go outside,
wear a mask and gloves!
Don’t forget to bring
alcohol

Don’t shake hands!

Use other noncontact
methods of greeting.
Be creative.

https://www.makebeliefscomix.com/student-coronavirus-comic-strips/

Here is a template. Fill it in with your own comic strip:

https://www.pinterest.ph/pin/350577152239813756/
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Lesson
Organizing Information
2
Lesson
from a Material Viewed

What’s In

Lesson 1 taught us to understand the message or information passed to us by

understanding the whole context through determining the clues hidden behind every words, or
thoughts, or concept. Misinterpretation of a message may lead to a crucial problem in a
situation. Seeing the whole context of an information is very vital in a successful
communication, thus, in this lesson, being already able to analyse the context of the
information through understanding the clues given, we must now learn to organize the
information given from a material viewed. In this lesson we will use graphic organizer in
organizing information.

What I Need to Know

Organize Information
Organizing information and thinking about how ideas are related are important factors
in the process of gathering relevant information. Organizing information will help you
permanently store information than can be useful at present and in the future.
For example, if you are asked by your teacher to do a research study on Africa, you
need to gather information from different sources such as books, magazines, websites, and
the likes. And you must also organize all the facts that you have gathered as a result from the
search. The question is, how would you organize them? Alphabetically? By the year they were
printed/posted? By area of the country in which the source originates? Considerable thinking
of your options is important to effectively relay your information and not causing confusion.
The good thing is, there are options you can choose from.
There are plenty of options to gather and organize information but what is important is
you organize concepts, generalizations, principles, information, and facts in ways that are
easier to be understood by your recipient.

11
 What I Know

What do you know about Covid-19? Are you aware of its big impact to our society
today? How cautious are you in avoiding transmission of the disease at all cost? But what if
you have the symptoms but does not know about it?
These illustrations give you a step-by-step symptom to watch out for of Covid-19 to
keep you aware of the disease’s attack. Arrange these jumbled illustrations orderly according
to the first symptom that appears by putting a number on each blank according to which
comes first.
Look at the illustrations below:
Activity 1: Sequencing

https://ya-webdesign.com/explore/breathe-
clipart-shortness-breath/
http://clipart-library.com/diarrhea-cliparts.html

https://webstockreview.net/explore/co http://clipart-library.com/stuffy-nose-
ugh-clipart-dry-cough/ cliparts.html

https://www.rebalancetcm.com/fatigue-
and-exhaustion/

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Let us now check if your knowledge about COVID-19’s symptoms is correct.

https://www.google.com/search?q=covid-19+step-by-step+symptoms+illustrations&tbm=isch&ved

What’s New

Now you know that sequencing is also one way of organizing information. Another
effective way of organizing information is a graphic organizer.

This time, let us go back to the previous lesson about Africa. Remember what you
have learned about the country. Now, fill in the semantic web based on your prior knowledge
about Africa. You may use a word or a phrase.

13
Activity 2: Concept Mapping
Directions: Fill in the concept map about what you remember about Africa.

(Culture)

(Physical
(Belief)
Attributes)

AFRICA

What Is It

Take note that a graphic organizer is a visual display that demonstrates relationship
between facts, concepts or ideas. A graphic organizer guides you to thinking as you fill in and
build upon a visual map or diagram. This helps you remember the important details extracted
from the text you are reading.

Types of Graphic Organizers:

 Concept Mapping
 Mind Mapping
 Webbing

Concept Map - A concept map is a type of graphic organizer used to help students organize
and represent knowledge of a subject. Concept maps begin with a main idea (or
concept) and then branch out to show how that main idea can be broken down into specific
topics.

https://www.google.com/search?biw=1024&bih=450&tbm=isch&sa=1&ei=yYFvXL3dFNbgrQHF0pDwBw&q=concept+map&oq=co
ncept+map&gs_l=img.3..0l9j0i67.229952.231618..232006...0.0..0.593.4154.2-2j2j3j3......0....1..gws-wiz-
img.Sarq_nUbmsU#imgrc=ujEbQyc_-e5-oM:

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Benefits of Concept Mapping

Concept mapping serves several purposes for learners such as:

 Helping students brainstorm and generate new ideas
 Encouraging students to discover new concepts and the propositions that connect
them
 Allowing students to more clearly communicate ideas, thoughts and information
 Helping students integrate new concepts with older concepts
 Enabling students to gain enhanced knowledge of any topic and evaluate the
information.

How to Make a Concept Map

1. Concept maps are typically hierarchical, with the subordinate concepts stemming from the
main concept or idea. This type of graphic organizer, however always allows change and new
concepts to be added. The Rubber Sheet Analogy states that concept positions on a map can
continuously change, while always maintaining the same relationship with the other ideas on
the map.

2. Start with a main idea, topic, or issue to focus on.

A helpful way to determine the context of your concept map is to choose a focus question—
something that needs to be solved or a conclusion that needs to be reached. Once a topic or
question is decided on, that will help with the hierarchical structure of the concept map.

3. Then determine the key concepts. Find the key concepts that connect and relate to your
main idea and rank them; most general, inclusive concepts come first, then link to smaller,
more specific concepts.

4. Finish by connecting concepts--creating linking phrases and words. Once the basic links
between the concepts are created, add cross-links, which connect concepts in different areas
of the map, to further illustrate the relationships and strengthen student’s understanding and
knowledge on the topic.

Mind Mapping- A mind map is a visual representation of hierarchical information that includes
a central idea surrounded by connected branches of associated topics.

https://www.google.com/search?biw=1024&bih=450&tbm=isch&sa=1&ei=tIJvXKGkOJ-
Qr7wPkKaU2Ag&q=mind+map&oq=mind+map&gs_l=img.3..0i67l3j0l4j0i67l2j0.249810.251516..251874...0.0..0.607.2743.3
-1j3j2......0....1..gws-wiz-img.K6_E8hpywhc#imgrc=5KN6g52y5r_kLM:
15
Benefits of Mind Maps

These are the benefits of a mind map:

 Help students brainstorm and explore any idea, concept, or problem

 Facilitate better understanding of relationships and connections between ideas and
concepts
 Make it easy to communicate new ideas and thought processes
 Allow students to easily recall information
 Help students take notes and plan tasks
 Make it easy to organize ideas and concepts

Brainstorming Web is a visual map that shows how different categories of information relate
to one another. Webs are typically used by students, teachers and professionals as
brainstorming strategies for developing and connecting ideas.

http://www.inspiration.com/visual-learning/graphic-organizers

Benefits of Brainstorming Webs

 It help students develop and improve fluency with thinking

 Allow students to discover new ideas and relationships between concepts
 Get the mind going to generate and organize thought processes, new ideas and
information

16
 What’s More

Africa is a unique country. It is the second largest continent (after Asia), covering about
one-fifth of the total land surface of Earth. The continent is bounded on the west by
the Atlantic Ocean, on the north by the Mediterranean Sea, on the east by the Red Sea and
the Indian Ocean, and on the south by the mingling waters of the Atlantic and Indian oceans.
(https://www.britannica.com/place/Africa )Are you familiar with the funny movie Madagascar,
where the characters were zoo animals? Madagascar is one of the places found in Africa!

African continent is an incredible place on the planet, which is known for its natural
phenomena and beauty, incredible land resources, deposits of minerals and precious metals,
cultural diversity of African countries, multinationality and people, who make the future of the
continent bright.

Let us start our journey in knowing Africa. But before we proceed, let us take a look of
this example of an infographic first.

https://web.aflia.net/corona-virus-covid-19-awareness-what-can-african-librarians-do/print/

What is an infographic? An Infographic is a graphic visual representation of

information, data, or knowledge intended to present information quickly and clearly
https://en.wikipedia.org/wiki/Infographic.

17
 Now let’s look at this infographic of 8 Facts About Africa, and 12 Interesting facts
About Africa. Look at the two Infographics and take note of important details.

https://www.pinterest.ph/pin/508766089138939913/

18
 What I Have Learned
Activity 3: Generalization

1. What is the average life expectancy of the Africans? How do you compare it to
Americans?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. In your personal view, what makes Africa unique?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Describe Africa
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What I Can Do

Organize the information you learned from the infographics about Africa using graphic
organizers.
Activity 3- Plot It: History of Africa and its interesting facts/Concept Map
Directions: You are going to make a concept map about the history of Africa and how it
is connected to man.

Here are examples of concept maps, you may use this pattern, or you can make your
own:

https://www.imindq.com/uses/concept-mapping

19
https://www.pinterest.ph/pin/35043703323284297/

African literature is literature of or from Africa and includes oral literature (or "orature", in the
term coined by Ugandan scholar Pio Zirimu).
As George Joseph notes in his chapter on African literature in Understanding
Contemporary Africa, whereas European views of literature often stressed a separation of art
and content, African awareness is inclusive:
"Literature" can also simply mean an artistic use of words for the sake of art alone.
[...]Traditionally, Africans do not radically separate art from teaching. Rather than write
or sing for beauty in itself, African writers, taking their cue from oral literature, use
beauty to help communicate important truths and information to society. Indeed, an
object is considered beautiful because of the truths it reveals and the communities it
helps to build.

Oral literature
Oral literature (or orature) may be in prose or verse. The prose is often mythological or
historical and can include tales of the trickster character. Storytellers in Africa sometimes
use call-and-response techniques to tell their stories. Poetry, often sung, includes: narrative
epic, occupational verse, ritual verse, praise poems of rulers and other prominent people.
Praise singers, bards sometimes known as "griots", tell their stories with music. Also recited,
often sung, are love songs, work songs, children's songs, along
with epigrams, proverbs and riddles. These oral traditions exist in many languages
including Fula, Swahili, Hausa, and Wolof.

20
 In Algeria, oral poetry was an important part of Berber traditions when the majority of
the population was illiterate. These poems, called Isefra, were used for aspects of both
religious and secular life. The religious poems included devotions, prophetic stories, and
poems honoring saints. The secular poetry could be about celebrations like births and
weddings, or accounts of heroic warriors.[5] As another example, in Mali, oral literature or
folktales continue to be broadcast on the radio in the native language Booma.

Precolonial literature
Examples of pre-colonial African literature are numerous. In Ethiopia, there is a
substantial literature written in Ge'ez going back at least to the fourth century AD; the best-
known work in this tradition is the Kebra Negast, or "Book of Kings." One popular form of
traditional African folktale is the "trickster" story, in which a small animal uses its wits to
survive encounters with larger creatures. Examples of animal tricksters include Anansi, a
spider in the folklore of the Ashanti people of Ghana; Ijàpá, a tortoise in Yoruba folklore
of Nigeria; and Sungura, a hare found in central and East African folklore. Other works in
written form are abundant, namely in North Africa, the Sahel regions of west Africa and on
the Swahili coast. From Timbuktu alone, there are an estimated 300,000 or more manuscripts
tucked away in various libraries and private collections, mostly written in Arabic but some in
the native languages (namely Fula and Songhai). Many were written at the famous University
of Timbuktu. The material covers a wide array of topics, including astronomy, poetry, law,
history, faith, politics, and philosophy. Swahili literature similarly, draws inspiration from
Islamic teachings but developed under indigenous circumstances. One of the most renowned
and earliest pieces of Swahili literature being Utendi wa Tambuka or "The Story of Tambuka".
As for the Maghreb, North Africans such as Ibn Khaldun attained great distinction
within Arabic literature. Medieval North Africa boasted universities such as those
of Fes and Cairo, with copious amounts of literature to supplement them.

Colonial African literature

The African works best known in the West from the periods of colonization and the
slave trade are primarily slave narratives, such as Olaudah Equiano's The Interesting
Narrative of the Life of Olaudah Equiano (1789).
In the colonial period, Africans exposed to Western languages began to write in those
tongues. In 1911, Joseph Ephraim Casely Hayford (also known as Ekra-Agiman) of the Gold
Coast (now Ghana) published what is probably the first African novel written in
English, Ethiopia Unbound: Studies in Race Emancipation.[11] Although the work moves
between fiction and political advocacy, its publication and positive reviews in the Western
press mark a watershed moment in African literature.
During this period, African plays written in English began to emerge. Herbert Isaac
Ernest Dhlomo of South Africa published the first English-language African play, The Girl Who
Killed to Save: Nongqawuse the Liberator in 1935. In 1962, Ngũgĩ wa Thiong'o of Kenya wrote
the first East African drama, The Black Hermit, a cautionary tale about "tribalism"
(discrimination between African tribes).
Among the first pieces of African literature to receive significant worldwide critical
acclaim was Things Fall Apart, by Chinua Achebe. Published in 1958, late in the colonial
era, Things Fall Apart analyzed the effect of colonialism on traditional African society.

21
 African literature in the late colonial period (between the end of World War I and
independence) increasingly showed themes of liberation, independence, and (among Africans
in French-controlled territories) négritude. One of the leaders of the négritude movement, the
poet and eventual President of Senegal, Léopold Sédar Senghor, published in 1948 the first
anthology of French-language poetry written by Africans, Anthologie de la nouvelle poésie
nègre et malgache de langue française (Anthology of the New Black and Malagasy Poetry in
the French Language), featuring a preface by the French existentialist writer Jean-Paul Sartre.
For many writers this emphasis was not restricted to their publishing. Many, indeed,
suffered deeply and directly: censured for casting aside his artistic responsibilities in order to
participate actively in warfare, Christopher Okigbo was killed in battle for Biafra against the
Nigerian movement of the 1960s' civil war; Mongane Wally Serote was detained under South
Africa's Terrorism Act No 83 of 1967 between 1969 and 1970, and subsequently released
without ever having stood trial; in London in 1970, his countryman Arthur Norje committed
suicide; Malawi's Jack Mapanje was incarcerated with neither charge nor trial because of an
off-hand remark at a university pub; and, in 1995, Ken Saro-Wiwa was hanged by the Nigerian
junta.

Postcolonial African Literature

With liberation and increased literacy since most African nations gained their
independence in the 1950s and 1960s, African literature has grown dramatically in quantity
and in recognition, with numerous African works appearing in Western academic curricula and
on "best of" lists compiled at the end of the 20th century. African writers in this period wrote
both in Western languages (notably English, French, and Portuguese) and in traditional
African languages such as Hausa.
Ali A. Mazrui and others mention seven conflicts as themes: the clash between Africa's
past and present, between tradition and modernity, between indigenous and foreign, between
individualism and community, between socialism and capitalism, between development and
self-reliance and between Africanity and humanity.[14] Other themes in this period include
social problems such as corruption, the economic disparities in newly independent countries,
and the rights and roles of women. Female writers are today far better represented in
published African literature than they were prior to independence.
In 1986, Wole Soyinka became the first post-independence African writer to win
the Nobel Prize in literature. Previously, Algerian-born Albert Camus had been awarded the
prize in 1957.

Contemporary Developments
There are a lot of literary productions in Africa since the beginning of the current
decade (2010), even though readers do not always follow in large numbers. One can also
notice the appearance of certain writings that break with the academic style. In addition, the
shortage of literary critics can be explored on the continent nowadays. Literary events seem to
be very fashionable, including literary awards, some of which can be distinguished by their
original concepts. The case of the Grand Prix of Literary Associations is quite illustrative.
Brittle Paper, founded by Ainehi Edoro, has been described as "Africa’s leading literary
journal"]

Literature published in Africa

Inaugurated in 1980 and running till 2009, the Noma Award for Publishing in
Africa was presented for the outstanding work of the year published in Africa.
Activity 4- Map your Way to Africa

African Literature/ Mind Map

Directions: Create a Mind Map of the History of Literary Development of Africa based from the
information provided above. You may use the pattern below or you may create your own.

Here is an example of Mind Map that you can use:

Source: https://www.mindmeister.com/blog/students-guide-to-mind-mapping/

23
Pandemic

Look how the Pandemic COVID-19 affects people globally, no country could escape
from the disaster it caused, even at the present, death toll rises in all parts of the country. But
did you know that a pandemic already attacked Africa in old times? Look at these
infographics:

https://www.afro.who.int/media-centre/infographics/plague.

24
https://i.pinimg.com/originals/5d/72/f5/5d72f5c5a2074811fc44088d597c56ca.jpg

25
https://www.dhakatribune.com/world/2020/04/13/infographic-impact-of-coronavirus-on-global-economy

26
Activity 5: Pan It Out
Directions: Make a Brainstorming Web Map out of the 3 infographics above.

Here is an example that you can use or you can still make your own.

Source: technologyeduc.com/text2mindmap-creating-mind-maps/

You can use the following questions to assess the concept maps that you create with the
Make-A-Map tool:

 Have key vocabulary terms been effectively integrated?

 Have you explained concepts/relationships in his or her words?

 Have video clips and images been used to enhance ideas?

 Are the link labels correct and precise?

 Are the connections between ideas logical and accurate?

 Does the quantity and complexity of the map nodes reflect deep understanding?

 Are the associations between nodes valid?

27
Rubrics to be used in rating your performance.

Prompt for Students: What is/are [Topic]? Build a concept map to visually
represent your answer. Use the supplied keywords, images or take pictures
from key parts of the movie. You can also add your own nodes. Connect the
nodes with links.

4 3 2 1

Map Map Important Map

Use of includes includes nodes includes
Nodes the most most missing minimum
important important nodes with
nodes nodes many
important
nodes
missing

All nodes Most Several Few nodes

Use of interlinked nodes nodes linked to
Links with interlinked linked to other nodes
several with other other
other nodes nodes
nodes

Bonus:
Some links
are
labeled

Map has Map has Map has Map is

Layout multiple several unclear confusing to
clear clear hierarchy read with no
hierarchies hierarchies and is hierarchical
and is well and is poorly organization
laid-out fairly well laid-out
laid-out

Comments

source:https://educators.brainpop.com/teaching-tip/assessment-tips-concept-maps/
 28
Activity 6. Give Me the Clue

Instructions: Let us try this. This time, read each sentence, analyze the clue, and
identify which of the type of clue is used.

1. His cousin is very churlish – very rude, absolutely ill-mannered.

2. Instead of organizing a clandestine meeting, the organization did it in front of
people to see.
3. Every house in the areas was destroyed by the conflagration that was aided by
wind.
4. Ecclesiastics, such as priests, ministers, and pastors, should set themselves as
models of proper behaviour for the believers.
5. Rosalinda is a gregarious teen because she has plenty of friends.
6. Yana’s inaudible voice will fail to reach the people at the back, she speaks so
softly.
7. The carpenter was so parsimonious that he deprived his children the needed
amount to buy a piece of bread. It truly hurt him to spend even a little amount of
money.
8. Pedagogical organizations, including religious, political, NGOs, require community
support to succeed.
9. Luke is so stubborn; his pertinacity is the cause of most of his failure in the class.
10. She changed from being very vociferous. She doesn’t talk when not asked to
anymore.

29
Lesson
3&4
Lesson Comparing and Contrasting the
Presentation of the Same Topic in
Different Viewing Genres

What’s In

Lesson 2 leads us to the proper ways of organizing information gathered where only
relevant information would be collected and processed. Discovering how plucking out exact
details from the whole context play essential role in getting the information necessary is very
helpful to lighten the life of a student and would later on life, be useful in making logical
decisions.
Knowledge stocked in our memory would become very useful in dealing with decision
makings later in life, thus learning to organize information would be a very important
contributing factor in keeping only what are pertinent, necessary and worth-keeping for future
use.
Part of analysing during the process of organizing information is determining the
difference and the relation through compare and contrast of a presented fact .

What I Need to Know

Compare and Contrast

In gathering facts, it is unavoidable to get confused of the overwhelming information
swarming in front of us. Sometimes it is difficult to determine the connection of the information
from one fact to another therefore it is necessary to use comparison and contrast to see things
clearer and better.
Compare is when we are identifying the similarities and differences between two things
while contrast is when we are identifying the differences between two things. In order to be
able to clarify some collected data, it is necessary that we can differentiate between two ideas
to ensure that we are able to get the information needed in great accuracy.
Come to think of it, in our day-to-day life we frequently use compare and contrast when
we assess people, things, or ideas. When we meet a new classmate, or friend, while we talk,
our mind is actively participating by assessing the person in front of us and using comparison
to our old classmates or friends. Even when we buy something we need or want, we often
compare two products of different brand before we buy, we usually compare the price, and the
quality, right?
If we wanted to focus on contrasting two subjects we would not pick apples and
oranges; rather, we might choose to compare and contrast two types of oranges or two types
of apples to highlight subtle differences. For example, Red Delicious apples are sweet, while
Granny Smiths are tart and acidic.

30
 courses.lumenlearning.com

Look at this illustration below, the whale and the fish are compared. You see their
similarities and their differences? The red circle describes the whale while the blue one
describes the fish, the interlinked of the blue and red circles found in the middle is what their
similarities are, this is how we do the compare and contrast, we find the difference, and
the similarities:

https://www.google.com/search?q=example+of+compare+and+contrast&tbm

What’s New

Now we know how to organize a compare and contrast strategy in gathering

information, data and facts.
This time, let us go back to the Middle Ages where the world suffered a plague called
“Black Death”.
What are the similarities between “Black Death” and the pandemic we are facing now?
Like COVID-19, the Black Death was insidious, unpalatable, and invisible, and it came
from the East. Of course, the pathogen is totally different today, we are dealing today with a
virus versus a bacterium in the past. There were three forms of yersinia pestis, bubonic (the
most common), pneumonic, and septicemic. You could survive the first, you died quickly in the
second and third cases. They called the disease the "mortality" in the Latin of the time,
mortalitas.
The disease surrounded humans who were at a loss to identify where it came from
somewhat like today. Folks presumed it was God's wrath, or bad air (miasma) caused by
volcanoes, or the conjunction of certain stars. Some others thought that people like beggars,
lepers or Jews had willingly and purposefully poisoned the area.

31
 The idea that it was in the air circulated at a time when the concept of "infection" and
"infectious diseases" did not exist. People made masks with good smelling herbs/flowers that
they kept under their nose in order to ward off the disease similar to the "masks" of today.
However, unlike today's COVID-19, those in the Middle Ages did not know that it had
moved from animals to humans.
To a large measure we encounter the same overreaction and scapegoating. Today, it
is the "fault of the Chinese" versus the fault of any "others" in the past. The disease spread
like wildfire through a society that had already suffered malnutrition due to food shortages and
famines of the 1310s and 1320s as a result of climate change. Like COVID-19, the Black
Death affected concentrated populations in cities and towns and followed the course of
international trade. In 1348 it affected the young, old, and poor.

How did society recover from these outbreaks? What were the lasting repercussions?

In the short term there was profound psychological uncertainty. Life was seen as
cheap. Extreme attitudes on either end of the spectrum were adopted by some—ranging from
hedonism to asceticism, including groups of flagellants circulating through cities. And of
course, many looked for scapegoats.
In the longer term, the repercussions were staggering. There was an enormous loss in
population, some villages had 100% death rates. On average one-third to one-half of the
population was lost. Demographic changes caused upheavals in economic and social
structures and signaled the end of "manorialism" and feudalism. People stopped working the
and of lords in exchange for protection and started getting paid for working. So this was birth
of wage labor. Monarchies like England fought the change, but it happened.
Wages increased as did a high demand for luxury goods. Some aristocrats became
impoverished as result of lost rents. They sometimes overreacted and tried to increase
pressures on the peasantry, who, in turn, rebelled. Examples of this include the French
Jacquerie, a peasant revolt of 1358. Urban revolts like the Ciompi in Florence, in 1378,
wanted political representation for the working poor, and the English Peasants' Revolt of 1381,
demanded the end of servitude and feudalism. All revolts were crushed violently.
Family structure also changed. Men began to marry younger. There was also a
gendering of the workplace which led to women losing jobs they used to do, for example
bread and beer making, to men.
Following the plague, a general obsession with death also developed—or as it became
known, Ars moriendi, the art of dying well. Society became more human/people centered
rather than otherworldly. The allegorical concept, La Danse Macabre, or the dance of death,
saw the universality of death as something that united rich and poor, old and young—it was a
great leveler.
What can we learn from these previous experiences in terms of what was handled well
and what wasn't? Quarantines can work. They were used in the Middle Ages. Fear
mongering and scapegoating do not.
If history is any guide, how do you see the Philippines (or the world) getting through
this? What should we be prepared for? Be ready for social changes, and a call for a leveling
of social stratifications. These calls will be quickly forgotten once a vaccine is developed—until
the next one. The rich always survive better than the poor. So knowing that, try to change the
state of things.
https://medicalxpress.com/news/2020-04-covid-pandemics-middle-ages.html

32
 With the information presented, let us practice “Compare and Contrast” by using the
same Venn Diagram used above in comparing the whales and the fish.

Activity 1: Compare and Contrast

Contrast/Black Contrast/Covid-19
Death
Comparison/
Similarity

What Is It

Just remember that Compare and Contrast is defined as a skill used to examine two
objects, ideas, or situations to discover likenesses or differences.

Comparing and contrasting are necessary for interaction with the environment. Finding
differences and/or similarities helps students organize both new and known information.

Comparing and Contrasting is an organizational skill used to arrange information in

such a way that it can be understood or presented more effectively. Using this skill requires
possession of knowledge and understanding of the items being compared and contrasted.
http://media.bethelsd.org/website/resources/static/thinkingSkillsGuide/skills/compare_contrast.htm

The ability to compare and contrast is one of the first higher-order reading
comprehension skills students are introduced to. And it is no wonder, as the ability to
categorise and compare things in terms of their differences and similarities corresponds to
some the earliest stages of cognitive development. Without the ability to group things
effectively in terms of their similarities and differences, much of what we consider as ‘learning’
would be impossible.

33
 Though we have established that comparing and contrasting serves as a good
introduction to the higher-order reading skills, students can often find these types of questions
challenging. The best thing we can do to help our students to effectively answer these types of
questions is to offer them a coherent strategy with which to approach them. One effective
approach can be broken down into the following steps:

Step 1: Analyze the Question

As mentioned in the introduction to this article, it is very important students clearly
understand what exactly the question is asking them to do. To achieve this effectively
students must break the question down into its simplified parts.
If, for example, the question asks a student to contrast the opinions of two critics on
the use of metaphor in a poem, students need only focus on the parts of the text where the
critics deal with metaphor and, furthermore, students need only focus on where these two
opinions differ. On the other hand, if the question asks students to compare the views of the
two critics, they must focus on both similarities and differences in their answer.

Step 2: Identify Similarities and Differences in the Content

Once students have identified the purpose of the writing prompt or the nature of the
question, they can start to read the text and take note of the similarities and differences in
terms of content. Students can begin the process by highlighting or underlining the
appropriate information in the text. They can then record this information in note form or bullet
points. These are often sufficient for students to prepare for writing their answer. However, it is
often helpful for students to use graphic organisers to visually display the information they
extract. Venn diagrams are particularly suitable for displaying comparisons as they can
usefully display areas of difference, as well as any overlapping similarities. Venn diagrams
can easily accommodate a comparison of multiple ideas through the addition of more circles
in the diagram.

Step 3: Identify Similarities and Differences in the Structure

Once students have examined and identified the similarities and differences in terms of
content, they can begin to look at how the texts compare and contrast in regards to structure.
This will require students to give consideration to the genre of each text. Often, students are
asked to compare texts that are in the same genre. Sometimes, however, they will be asked
about texts which share a common a theme, but are presented in different genres. Depending
on the exact nature of the question, students may look at a variety of elements of structure,
including how the text is presented in terms of:

● The length of sentences and paragraphs

● The progression of ideas and arguments
● The point of view expressed (Informative? Emotional?)
● The use of stylistic elements, such as irony, humor, emotional appeals etc
● The setting, characters, and plot in fiction
● The use of facts and statistics in nonfiction.

34
 Step 4: Identify Similarities and Differences in Media
Advances in technology make it ever more important that students develop their
literacy skills in media beyond the printed word. When we think of students reading a text, we
must ensure we recognize that texts can be visual and audio in nature too. As part of learning
to compare and contrast texts, students should be offered opportunities to compare texts in a
variety of media. Many of the texts students will encounter, whether in print or online, will
contain information presented in a variety of ways, including diagrams, charts, photographs,
and illustrations - to name a few. Online texts especially may contain embedded videos and
audio tracks. These elements should not be ignored as they are an intrinsic part of how the
text operates and, therefore, students should be prepared to compare and contrast these too.

Step 5: Evaluate
Now that the students have analyzed closely the question or writing prompt, identified
the similarities and differences in content, structure, and media used across the texts, it is time
for them to evaluate the texts and offer their opinion on their overall merit or effectiveness.
The following questions are suggestions of areas to focus on to evaluate the texts:
● Which of the texts is the most convincing?
● Which of the texts best employs appropriate media?
● Which of the texts is the most enjoyable?
In the evaluation students can choose to focus on the most interesting, relevant, and
informative material they have identified to illustrate the wider thesis of their opinion.
https://www.literacyideas.com/compare-and-contrast

Let us examine these two facts:

This speech is delivered by a young girl named Severn Suzuki who silenced the world
because of her views at a young age of 12. She was a spokesperson for ECO- The
Environmental Children’s Organization, a group of 12 and 13 young people that aims to raise
awareness for the pressing environmental issues. Students must watch a video of this excerpt
: https://youtu.be/f17Tc1IwWuQ

35
Activity 2: Ignore-me-Not:

1. What was Miss Suzuki’s speech all about?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How did she begin her speech? What pieces of information about herself did she
reveal?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

36
 3. As her speech progresses, what are the things that she emphasized on?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. What did you learn from her speech?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

5. How can you help in helping our world become a better place then, even if you’re
still young?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 3: Green Means Go-Save-Earth

Wangari Maathai (1940-2011) was the founder of the Green Belt Movement and the
2004 Nobel Peace Prize Laureate. She authored four books: The Green Belt Movement;
Unbowed: A Memoir; The Challenge for Africa; and Replenishing the Earth. As well as having
been featured in a number of books, she and the Green Belt Movement were the subject of a
documentary film, Taking Root: the Vision of Wangari Maathai (Marlboro Productions, 2008).

Wangari Muta Maathai was born in Nyeri, a rural area of Kenya (Africa), in 1940. She
obtained a degree in Biological Sciences from Mount St. Scholastica College in Atchison,
Kansas (1964), a Master of Science degree from the University of Pittsburgh (1966), and
pursued doctoral studies in Germany and the University of Nairobi, before obtaining a Ph.D.
(1971) from the University of Nairobi, where she also taught veterinary anatomy. The first
woman in East and Central Africa to earn a doctorate degree, Professor Maathai became
chair of the Department of Veterinary Anatomy and an associate professor in 1976 and 1977
respectively. In both cases, she was the first woman to attain those positions in the region.

37
 The Greenbelt Movement

Over the years, GBM and our founder, Professor Wangari Maathai, became
internationally known for our advocacy campaigns to preserve public land and forests
including Uhuru Park, Karura Forest, and Jeevanjee Gardens. Professor Maathai led GBM’s
campaigns on behalf of political prisoners and against politically motivated ethnic violence
through the Peace Tent initiative and many other campaigns.

We continue advocating for greater political accountability and the expansion of

democratic space in Kenya. GBM has called for, time and time again, an end to land grabbing,
deforestation and corruption.

GBM continues to work on a wide range of advocacy issues in Kenya, often policies in
place are in direct contradiction to the efforts to preserve and protect critical forest
watersheds. GBM identifies key policy issues to develop advocacy campaigns. Such
campaigns would facilitate successful implementation of programs. In recent years, we ran a
successful campaign against the production of very thin plastic bags that were one-time use
only.

GBM has an extensive experience in advocacy, implementing community based

projects, conducting community awareness and supporting participatory governance.

The goal is to mobilize public support and scale up our advocacy work in relation to
environmental conservation and protection of public spaces i.e. wetlands, parks, forests etc. to
ensure sustainable development.

http://www.greenbeltmovement.org/what-we-do/advocacy

Activity 4: Guide Me All The Way:

1. What is The Greenbelt Movement all about?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Who is Wangari Maathi?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

38
Activity 5: Graphic Organizer

Directions: Compare and Contrast Severn Suzuki’s advocacy to Wangari Maathi’s advocacy:

https://www.greenbeltmovement.org/wangari-maathai

What I Have Learned

Activity 6: Generalization

1. How does politics interfere with Suzuki and Maathi’s fight for environment?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
2. What most significant similarity and difference does the two women have?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What important value have you learned from the two women’s advocacy?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

39
 What I Can do

Let us now move on to two literary forms of Africa. Read both poems and use the
Venn diagram to compare and contrast:

https://www.google.com/search?q=afric https://aminoapps.com/c/poetry/page/blog/i-am-a-proud-filipino-
an+child+poem&tbm=isch&source=i child-by-me/L2JG_kNGI8uMKqE3GYPe53kNx4WwwlW20KX
3/2/2019

40
Activity 7: Diagram

Directions: Accomplish the Venn Diagram to show the similarities and differences of a Filipino
and an African Child.

Filipino Child African Child

Summary

The best way to remain enriched with learning is to find ways to learn, as the saying
goes, “When there’s a will, there’s a way”. This Module may be a bit complicated due to the
need to view some videos, but finding a way to do so may give us inspiration, hope, and new
knowledge and wisdom as we would see the wonders of nature in Africa. Learning, as you
see, does not only stop from reading a book, but also through other means. The best learning
after all, is through the actual experiences we gain as we continue to live life.
Viewing gave us a wonderful experience, one that helps us understand, compare,
and realize that there is more to life in Africa too, and the people living there shares the same
feelings with us.

41
 Assessment (Post-Test)

I. Multiple Choice
Directions: Read and answer the questions below. Encircle the letter of the correct
answer among the given choices.

1. Is learning the meaning of words from the context of your reading material, this can be
the most useful strategy to increase your vocabulary comprehension.
a. graphic organizer b. context clue c. viewing d. showing

2. Type of clue where the writer uses words or phrases that have the same or similar
meaning as an unfamiliar word.
a. comparison b. cause and effect c. antonym d. synonyms

3. Helps you permanently store information than can be useful at present and in the
future.
a. context clue c. compare and contrast
b. organizing information d. memorization

4. Is when we are identifying the similarities and differences between two things.
a. compare b. contrast c. context clue d. differentiate

5. Is when we are identifying the differences between two things.

a. compare b. contrast c. context clue d. predict

II. TRUE or FALSE

Directions: Write TRUE if the statement is correct, and FALSE if it’s wrong.

_______1. Organizing information and thinking about how ideas are related are important
factors in the process of gathering relevant information
_______2. Even when we buy something we need or want, we often compare two
products of different brand before we buy.
_______3. Determining the exact message of the text do not depend on how well you can
extract important facts using clues in order to understand the whole context.
_______4. The implication of the message does not matter in an effective communication.
_______5. Comparing and contrasting are necessary for interaction with the environment

42
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