Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

English
Quarter 2 - Module 7:
Editorial Cartooning

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School:
0 ___________________________
 What I Need to Know
This module was designed and written with you in mind. It is here to help you
master how to recognize the positive and negative message conveyed in the
presented editorial cartoon. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students and the lessons are arranged to follow the standard sequence of the
course.

The module contains only one lesson that will lead you to draw an editorial
cartoon based on the editorial read.
Learning Objectives:
At the end of this module, the learners are expected to:
1. define editorial cartooning;
2. discern the positive and negative message conveyed in the presented Editorial
cartoon; and
3. draw an editorial cartoon based on the editorial read.

4.
5. What’s In
Activity 1: Name a Movie
Directions: Give the title of the following movies by looking at the cartoon characters.
Choose the answers inside the box. Write the letter and the answer on the
space provided.
A. Tom and Jerry B. Minions C. Dora the Explorer
D. Spongebob Squarepants E. Super Mario Bros

1.

+ =

___________________

creazilla.com Image by Hans

Braxmeier from Pixabay
2.

+ =
___________________

nena9002 on Designed by JRMurray76

Pixabay (Image #1174487 at
VectorStock.com)

1
3.

+ =
___________________

creazilla.com Image by
InspiredImages
from Pixabay
4.

+ =
___________________

Image by Image by
Alexas_Fotos Alexas_Fotos
from Pixabay from Pixabay
4.

+ =
___________________

Image by Image by
Alexas_Fotos Alexas_Fotos
from Pixabay from Pixabay

What’s New
Activity 2
Directions: Describe the editorial cartoon

© Pat Bagley - Cagle Cartoons Inc.

Guide Questions:
1. What’s going on? Describe the cartoon: what images do you see?
2. What does the text say? What does it add to the image?
3. What looks familiar in the cartoon?
4. Now look at the BIGGER picture, what past and/or present event is shown here?
5. What is the artist trying to say?

2
 What is it

Editorial is an article in a newspaper that expresses the editor’s opinion in a

subject if particular interest at the present time.

Editorial Cartoon is an illustration expressing opinion and interpretation. It is

also called a “wordless editorial”. It may or may not be a complement of the editorial.
It serves the function of the editorial and the other contents of the op-ed pages: to
present an opinion on an issue.

Cartoon comes from the words caricatures and lampoon, wherein caricatures
is defined as drawings of people in which certain physical features are exaggerated
while lampoon is a subtle attack presented humorously.

As nouns, caricature is a pictorial representation of someone in which

distinguishing features are exaggerated for comic effect while lampoon is a written
attack ridiculing a person, group or institution.

As verbs, the difference between lampoon and caricature is that caricature is

to represent someone in an exaggerated or distorted manner while lampoon is to
satirize or poke fun at.

Editorial cartoon uses pictures and text to make a statement. Editorial cartoons
express opinions about a wide range of topics in the news, such as politics or culture.
Editorial cartoonists often use images of well-known people, places and things to send
a message. Editorial cartoons can be challenging because you often need background
knowledge to understand them.

Things to consider in editorial cartooning:

❑ Symbolism ❑ Humor
❑ Stereotyping ❑ Analogy
❑ Exaggeration ❑ Technical Skills

• Symbolism – the use of symbols to signify ideas and qualities, by giving them
symbolic meanings that are different from their literal sense.

✓ Dove – peace ✓ Roses – romance

✓ Duterte - government ✓ Juan dela Cruz – Filipino masses
✓ Black – death or evil ✓ Blindfolded lady with weighing scale –
✓ Crocodile - corruption justice

3
• Stereotyping – a fixed, over generalized belief about a particular group or class
of people.

✓ Men are strong and do all the work ✓ All teenagers are rebels
✓ All Arabs and Muslims are terrorists ✓ Guys are messy and unclean
✓ Poor people wear worn-out clothes ✓ Girls are not good at sports

• Exaggeration – cartoonists overdo, or exaggerate, the physical characteristics of

people or things in order to make a point.
• Humor – being funny except in tragic situations.
• Analogy – a comparison between two unlike things that share some characteristics.
By comparing a complex issue or situation with a more familiar one, cartoonists can
help their readers see it in a different light.
• Technical Skills
✓ Use technical tools (pencil, pen and ink)
✓ Shading
✓ Shadowing

Techniques on how to interpret any editorial cartoon

1. First, look at the images and text in the cartoon and describe what you see.
What if anything, looks familiar? What words, if any, are included with any
pictures? What do they add to the cartoon?

2. Next, search for the BIGGER picture—the meaning of the cartoon. What is the
main point the cartoonist is trying to convey? Is anything exaggerated in the
cartoon? If so, why might that be?

3. Ask students to think about what has happened in the past and what is
happening in the present as it relates to the cartoon. What connections or
comparisons is the artist of the cartoon trying to show you?

Tips for Cartooning

1. Take a side. Are you for or against a certain issue?

2. Use facial expressions and emotions.
3. Use universal symbols, those which can be understood at once by your intended
reader.
4. Do not clutter your cartoon with unnecessary details or complicate your drawing
with artistic touches.
5. Limit the use of words or labels.
6. Use shading to make your article more convincing. Have only one light source.
7. Draw your cartoons in landscape. Use margins/border: it shows professionalism
8. Have your own style. Do not copy or plagiarize.
9. Read, read and read. Remember: The editorial cartoonist is not just an artist.

4
 What’s More

Activity 3: Matching Type

Directions: Match the following words with their common symbols. Write the letter
on the space before the number.

_____ 1. Philippine Government A. chain

_____ 2. new generation B. money bags
_____ 3. peace C. dove
_____ 4. time D. rising building
_____ 5. hope E. rising sun
_____ 6. death F. big clock
_____ 7. wealth G. wave
_____ 8. hindrances H. baby fetus
_____ 9. progress I. flag
_____ 10. slavery J. skull

Activity 4: Guess the Image

Directions: Give the corresponding meaning of the following symbols. Choose the
answers inside the box. Write only the letter of the answer on the space
provided.

A. Christian B. female C. stop D. justice

E. poison F. recycle G. male H. peace

1. 2. 3. 4.

Image: Freepik.com Image: Freepik.com Image: Freepik.com Image: Freepik.com

_____________ _____________ _____________ _____________

5. 6. 7. 8.

Image: Freepik.com Image: Freepik.com Image: Freepik.com Image: Freepik.com

_____________ _____________ _____________ _____________

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Activity 5: Interpret the Image
Directions: Look at the picture below and discern the message conveyed in the picture
by giving your own interpretations

Image by Prettysleepy from Pixabay

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Have Learned

Activity 6: Fill Me In
Directions: Read and understand the statement carefully. Fill in the blanks with
the correct answer from the words inside the box.

message text cartoon

bigger pictures emotions lampoon
editorial cartoonists wordless editorial caricatures

Editorial cartoon uses (1) __________ and (2) __________ to make a

statement. It also expresses opinions about a wide range of topics in the news, such
as politics or culture. (3) __________ often use images of well-known people, places
and things to send a (4) __________. There are different techniques on how to
interpret an editorial cartoon, first look at the images and text in the cartoon and
describe what you see. Next, search for the (5) __________ picture—the meaning of
the cartoon. Lastly, ask students to think about what has happened in the past and
what is happening in the present as it relates to the cartoon. Editorial cartoon is also
called (6) _______________. (7) __________ comes from the words caricatures and
lampoon. A subtle attack that is presented humorously is called (8) __________ while
drawing of people in which physical features are exaggerated is called (9)
__________. One tip for editorial cartooning is to use facial expressions and (10)
__________.

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 What I Can Do
Activity 7: Draw me
Directions: Make an editorial cartoon based on the editorial below. Apply the tips in
cartooning. Your output will be graded using the rubrics below.

Editorial: Bullying: Students themselves may be key to solving problem

Anyone who was bullied as a student – which includes most of us – remembers

that the best defense was always to avoid the bully, if possible. If you took a different way
to class, skipped lunch or darted for the door the second the bell rang, you might just
survive another day without an embarrassing confrontation.
It used to be that bullies were creatures of opportunity. If they came across a
potential victim, they would act, especially if they had an audience. They didn’t
necessarily seek out their victims.
That’s how students who went to school before the age of the Internet and social media
dealt with bullies. But things have changed and those who dismiss the issue today, those
who say, “I was bullied in school and I turned out OK,” don’t understand how the world
has changed for young people.
In the age of ubiquitous electronic communication, the bully cannot be avoided.
There is no place to hide, no alternate routes to take, no way to stay out of the bully’s
way. In short, no relief.
Social media has left bullying victims with few ways to escape, Andy Hagler,
executive director of the Mental Health Association in Forsyth County, told the Journal’s
Arika Herron. And perhaps because of the nature of social media, the bullying can be
more extreme, leading some students to commit suicide. Gay and lesbian students are
often specifically targeted.
"Nowadays with bullying, it’s more than just the teasing,” Hagler said. “It has a
lot to do with intimidation. It’s not just a rite of passage. It becomes fear-based.”
October is National Bullying Prevention month. Winston-Salem/Forsyth County
school officials are working with community groups to raise awareness about bullying
and cyber-bullying. A survey of students last year revealed that 53 percent of eighth-
graders, 43 percent of fifth-graders, and 28 percent of high-school seniors agreed or
strongly agreed that bullying was a problem.
Last Wednesday was Unity Day, sponsored by the PACER National Bullying
Prevention Center, an effort to raise awareness and show support for students who have
been bullied. Schools and community groups also gathered for a Bully Walk on Saturday
at BB&T Ballpark.
It’s important that students themselves are getting involved to combat bullying.
They may be the solution because while bullies may seem like fearless rebels, most often
they are troubled and insecure and looking for acceptance. The last thing they probably
want is to be on the outside.
Which brings us to the parents of bullies, and you probably know who you are.
Do your child a big favor and let them know that you also think that bullies are uncool.

Source: “Editorial: Bullying: Students Themselves May Be Key to Solving Problem,”

Journal editorial, Winston-Salem Journal, Accessed August 21, 2020,
https://journalnow.com/opinion/editorials/editorial-bullying-students-themselves-may-be-
key-to-solving-problem/article_b2f44c4a-32a0-11e3-9f11-001a4bcf6878.html.

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Editorial Cartoon Grading Rubric:

Criteria for Poor Fair Satisfactorily Excellent

Score
Evaluation (2 – 4) (5 – 6) (7 – 8) (9 – 10)
Demonstrates
Does not Demonstrates
Demonstrates complete
Evidence of demonstrate limited
understanding understanding and
Understanding understanding of understanding of
of the TOPIC. insight into the
the TOPIC. the TOPIC.
TOPIC.
Cartoon
Cartoon does not Cartoon Cartoon strongly
addresses the
Address issues address the addresses the addresses the
issues in a limited
issues. issues. issues.
way.
Graphics and
Graphics detract Graphics are
illustrations
No graphics are rather than appropriate for
Graphics enhance the
provided. enhance the the message of
message of the
message. the cartoon.
cartoon.
Cartoon
Cartoon shows Limited creativity Cartoon demonstrates a
Creativity no evidence of is evident in the demonstrates high level of
creativity. cartoon. creativity. creativity and
originality.
Cartoon Cartoon
Cartoon is demonstrates demonstrates a
Somewhat lacking
Neatness lacking in moderate level high level of
in neatness.
neatness of quality and neatness and
neatness. quality.

Assessment
Directions: Read each item carefully. Choose the letter of the best answer and write
it on the blank before the number.
_____ 1. It is the power to evoke laughter to express what is amusing or comical.
a. symbolism b. analogy c. humor d. exaggeration
_____ 2. A comparison that suggest that one thing is similar to something else.
a. stereotyping b. technical skills c. symbolism d. analogy
_____ 3. What is the message of the picture shown below?

Image: Freepik.com

a. Don’t compare yourself to others. Everyone has their own role to play.
b. Sometimes you have to take a step back just to save others.
c. Some problems you can solve only by working together.
d. There is a power in unity. You can’t have by yourself.

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_____ 4. Which refers to a formulaic image used to represent particular groups?
a. cartoon b. symbolism c. stereotype d. technical skills
_____ 5. Which is NOT a symbol of love?
a. b. c. d.

Image: Image: Image: Image:

Freepik.com Freepik.com Freepik.com Freepik.com

_____ 6. Which is not true about caricatures and lampoon?

a. Caricatures are exaggerated drawings of people while lampoon are
humorous drawings.
b. Caricatures are for comic effect while lampoon are for ridiculing people.
c. Caricatures focus on animal while lampoon focus on a person’s
characteristics.
d. Caricature is presented in distorted manner while lampoon poke fun at.
_____ 7. Which is NOT a stereotypical cartoon of a “mother”?
a. messy hair c. wears an apron
b. long hair d. a screaming baby in her arms
_____ 8. Which refers to the drawings of public figures which certain physical features
are exaggerated?
a. humors b. lampoons c. caricatures d. editorial cartoons

_____ 9. What is the message of the picture shown below?

Image: Freepik.com

a. No one can destroy a person but his own mindset can.

b. If we set our mind to something, we can accomplish anything.
c. Not everything you do, needs the attention of other people.
d. Every next level of your life will demand a different you.
_____ 10. What do you call an artist who draws editorial cartoons?
a. Editorial writer c. Editorial sketcher
b. Editorial cartoonist d. editorial painter

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References
Online
Ames, Winslow. “Caricature and Cartoon.” In Encyclopaedia Britannica, September 20, 2017.
https://www.britannica.com/art/caricature-and-cartoon.

“Cartoon Analysis Guide – It’s No Laughing Matter: Analyzing Political Cartoons.” Loc.gov,2019.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/ political-
cartoon/cag.html

“Editorial: Bullying: Students Themselves May Be Key to Solving Problem,” Winston-Salem Journal, October 12,
2013. https://journalnow.com/opinion/editorials/editorial-bullying-students-themselves-may-be-key-to-
solving-problem/article_b2f44c4a-32a0-11e3-9f11-001a4bcf6878.html.
“Editorial Cartoons: An Introduction.” Osu.edu, 2020. https://hti.osu.edu/opper/editorial-cartoons-introduction

“Editorial Cartoons: An Introduction.” Teaching Tolerance, May 25, 2010. https://www.tolerance.org/classroom-

resources/tolerance-lessons/editorial-cartoons-an-introduction

“Lampoon vs Caricature – What’s the Difference?” WikkiDiff, n.d.

https://wikidiff.com/caricature/lampoon#:~:text=As%20nouns%20the%20difference%20between,are%20
exaggerated%20for%20comic%20effect.

Martinez, Zenaida. “Lesson Exemplar for Grade 8 Second Quarter.” Scribd, September 28, 2019.
https://www.scribd.com/document/427828850/.

McLeod, Saul. “Stereotypes.” Simplypsychology.org, 2017. https://www.simplypsychology.org/katz-

braly.html#:~:text=Definition%3A%20A%20stereotype%20is %20%E2%80%9C.

“Stereotype Examples: 5 Common Types.” Your Dictionary, n.d. https://examples.your dictionary.com/stereotype-

examples.html

“Symbolism – Examples and Definition of Symbolism.” Literary Devices, September 3, 2017.

https://literarydevices.net/symbolism/

Journal editorial. “Editorial: Bullying: Students Themselves May Be Key to Solving Problem.” Winston-Salem
Journal. Accessed August 21, 2020. https://journalnow.com/opinion/editorials/editorial-bullying-students-
themselves-may-be-key-to-solving-problem/article_b2f44c4a-32a0-11e3-9f11-001a4bcf6878.html.

Images
creazilla.com. Black cartoon cat clipart
creazilla.com. Dora the Explorer clipart
creazilla.com. Sponge Bob Squarepants clipart
freepik.com. Dove Free Vector
freepik.com. Hear Free Vector
freepik.com. Love Symbol Free Vector
freepik.com. Man jumping over impossible or possible over cliff on sunset background, business concept idea
Free Photo
freepik.com. Red Rose Free Vector
pixabay.com. Cartoon Political
pixabay.com. Luigi Figure Play
pixabay.com. Mario Figure Play
pixabay.com. Minion Funny Toys
pixabay.com. Minion Music Guitar
pixabay.com. Monkey
pixabay.com. Patrick Starfish
pixabay.com. Spongebob
vectorstock.com. A happy mouse vector image

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 Development Team
Writer: Mishelle H. Ong
Olutanga National High School
Editors/QA: Jessamae A. Colanggo
Marjorie R. Daligdig
Garend E. Temporada
Reviewer:
Evelyn F. Importante
OIC-CID Chief EPS
Illustrator:
Layout Artist:
Management Team:
Raymond M. Salvador
OIC-Assistant SDS
Jerry C. Bokingkito
OIC-Assistant SDS
Jeanelyn A. Aleman, CESE
OIC-Schools Division Superintendent
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed; The
place matters not-cypress or laurel or lily white, Scaffold
or open plain, combat or martyrdom's plight, T is ever
the same, to serve our home and country's need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high, Were
to see thy lov'd face, O gem of the Orient sea From
gloom and grief, from care and sorrow free; No blush
on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire, All
hail ! cries the soul that is now to take flight; All hail
! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire; And
sleep in thy bosom eternity's long night.
If over my grave some day thou seest grow, In
the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
Let the moon beam over me soft and serene, Let
the dawn shed over me its radiant flashes, Let
the wind with sad lament over me keen ; And if
on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
Let the sun draw the vapors up to the sky,
11
And heavenward in purity bear my tardy protest Let
some kind soul o 'er my untimely fate sigh, And in
the still evening a prayer be lifted on high From
thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain; For
our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain.
And when the dark night wraps the graveyard around
With only the dead in their vigil to see
Break not my repose or the mystery profound
And perchance thou mayst hear a sad hymn resound
'T is I, O my country, raising a song unto thee.
And even my grave is remembered no more
Unmark'd by never a cross nor a stone
Let the plow sweep through it, the spade turn it o'er
That my ashes may carpet earthly floor,
Before into nothingness at last they are blown.
Then will oblivion bring to me no
care As over thy vales and plains I
sweep;
Throbbing and cleansed in thy space and air
With color and light, with song and lament I fare,
Ever repeating the faith that I keep.
My Fatherland ador'd, that sadness to my sorrow
lends
Beloved Filipinas, hear now my last good-by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor bends,
Where faith can never kill, and God reigns e'er on
high!
Farewell to you all, from my soul torn away,
Friends of my childhood in the home dispossessed !
Give thanks that I rest from the wearisome day !
Farewell to thee, too, sweet friend that lightened my
way;
Beloved creatures all, farewell! In death there is rest!
(This is the 1911 translation by Charles Derbyshire of
the Spanish original of José Rizal's poem, Mi Ultimo
Adiós)