INTRODUCTION:

What is Multiliteracies?

Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using
texts as well as new literacy practices using texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in
our society while professional literacy links with the notion of literacy for school of the workplace.

IMPORTANCE:

 Multiliteracies understands that there are numerous methods to transmit and receive information and that pupils must be skilled in all of them.
 Teachers have discovered ways to include multiliteracies into their classroom instruction.
 Multiliteracies education is viewed as a means of broadening the notion of text, with ELA teachers introducing students to digital texts that incorporate
words, images, and sounds and encouraging students to produce in a variety of ways utilizing digital technologies.

PURPOSE: Recognize and respond to the various ways in which people understand, interpret, and create meaning in our increasingly diverse and complex world.

MATRIX OF MULTITERACIES ACTIVITIES IN LANGUAGE ARTS

ACTIVITIES MULTIMODALITIES OBJECTIVES DESCRIPTIONS INSTRUCTIONS TIME FRAME

(The objectives of these
activities are…)
Day 1:
 Pass the Audio and Linguistic The students will relay the This activity will improve the This activity will be done by Five (5)
Message message or word to their listening skills of the students the group, which will be minutes
(Grade 6) group. Additionally, they learn and their skills in relaying divided into two (2) groups.
 the importance of relaying the information to others. Every group will form a line,
message and the meaning of Students’ social skills will be and the teacher will give a
the word that they will be developed as well, as they word (for example,
relaying. perform the activity together rendezvous) to the first
with their groupmates with person in each line and then
teamwork and unity. Further, relay the message or word
the words that the teacher to the rest of the group. The
provided are also appropriate last person in line will tell
for them. the correct answer to the
teacher. After the game, the
teacher will give the correct
answer and explain or give
the meaning of each word.
Day 2:
 MultiteraPIECE Linguistic, Visual, Students will be able to The MultiteraPIECE Puzzle This puzzle activity will be Ten (10)
Puzzle (Grade Spatial, and logically arrange or fit the activity consists of four completed by a group minutes
6) Tactile/Kinesthetic given pieces into a single, multimodalities that help selected randomly by the
well-fitting structure that students enhance their critical teacher. The class will be
interrelates the pieces in thinking skills and problem- divided into four (4) groups,
order to get the correct solving skills so they can and each group will be
answer to the puzzle. create a plan for arranging the given one (1) puzzle (for
given pieces, effectively act example, poems: why is it
 out the picture formed from the important to read and
puzzle, and answer the understand different genres
question stated by the teacher. of poems?) Also, they will
Additionally, social skills, work collaboratively to form
mainly building collaboration, the puzzles within the
and students’ intellectual allotted time and to get the
capacity and creativity will correct answer to act out the
improve through the utilization formed image from the
of this activity. In conclusion, it puzzle and answer the
can be an effective group question that will be stated
activity for students in the sixth by the teacher after they act
grade to measure their it out. Moreover, each group
capabilities and skills acquired. will have one (1)
representative to execute it,
and the remaining members
will answer the question.
Day 3:
 Charades Visual, Linguistic, and The students will guess what Charades is a pantomime The class will be divided Five to Ten (5-
(Grade 6) Tactile/Kinesthetic the phrase is, which is acted game in which we must "act into two (2) groups, with one 10) minutes
out by the representative of out" a phrase through representative from each
their group as quickly as movements without speaking group. They will then take
possible within the time limit while the rest of the group tries action or try to act out what
 to earn the most points at the to guess what the phrase or they get in the box. The
end of the activity. word is. This activity group with the most
encourages students to guesses in five (5) minutes
participate in an interactive wins.
class by guessing words
through movements in which
they can connect the words or
phrases to guess a relevant
topic.
Day 4:
 Narrative Linguistic and Students are free to share This activity will allow students The teacher will be a Thirty (30)
Speech: Who Tactile/Kinesthetic their personal narratives to share their own stories with facilitator for this activity. minutes
Am I? (Grade about life events or others and vicariously The teacher must give
6) experiences. experience the things that instructions for writing the
happen around them. Also, it is narrative or give a specific
an effective strategy for format if there is one.
teachers to create change, Rubrics should be
initiate conversations, and presented before they start
connect with their students, as writing the narrative. Each
well as for students to develop student should prepare a
open and positive relationships whole sheet of paper to
with their classmates and create their personal
 teachers. Thus, encourage narratives based on their life
and build capacity to support events or experiences. After
and enhance the relationship 20 minutes, they are given
between students who are time to share their personal
creating new knowledge and experiences one by one.
learning from others.
RUBRICS:
https://drive.google.com/
file/d/
1QGVjJsdRM5OywHQ6A6
AcjvrOZzarFg2L/view?
usp=sharing
Day 5:
 Musical Play Audio, Visual, Evaluate a student's There are many different The class will be divided Thirty (30)
(Grade 6) Linguistic, Spatial, and performance in a serious and societal issues present today into three (3) groups. Each minutes
Tactile/Kinesthetic consistent manner that that are relevant and true. This group will be assigned to
encourages self-expression aims to be an eye-opener for present a musical play of
and confidence that will young learners about different these societal issues;
eventually result in life-long issues in societal context. Group 1: Teenage
engagement with language Pregnancy
and arts, linking internal pitch Group 2: Global Warming
https://drive.google.com/
identification, grammar, Group 3: Pollution
file/d/12RQBL7YWC-
singing during performance, ZqsTHG4A8PLzTejkRWFo
9w/view?usp=share_link
Each group will be given
and recognizing the use of
spaces, and to execute a
variety of musical patterns
that get more complex.
fifteen to twenty (15–20)
minutes to plan for their
musical play and a minimum
of 2 minutes and a
maximum of 3 minutes to
perform their musical play in
front of the class. Also,
standards and rubrics are to
be followed.