10 English

Quarter 1- Module 2:
Determining the Effect of Textual Aids Like Advance
Organizers, Titles, Non-linear Illustrations, etc. on
the Understanding of a Text

1
English – Grade 10

Quarter 1 – Module 2: Determining the effect of textual aids like advance organiz-
ers, titles, non-linear illustrations, etc. on the understanding of a text, First Edition
2020

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Published by the Department of Education

Secretary : Leonor Magtolis Briones

Undersecretary : Diosdado M. San Antonio
Development Team of the Module
Author : Edmelyn M. Fetalver
Illustrator : Liezl S. Calma
Language Reviewer : Roda S. Jimenez
Content Editor : Czarlaine Valderrama
Layout Artist : Rosanna C. De Leon

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS – English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph
 10

English
Quarter 1-Module 2:
Determining the Effect of Textual Aids Like
Advance Organizers, Titles, Non-linear
Illustrations, etc. on the Understanding of a Text
 Introductory Message
For the facilitator:
Welcome to English 10 Alternative Delivery Mode (ADM) Module on determining the effect
of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text!
This module was collaboratively designed, developed and reviewed by educators
from public institutions to assist you, the teacher or facilitator, in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

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

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the learner:
Welcome to English 10 Alternative Delivery Mode (ADM) Module on determining the effect
of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner. This module
has the following parts and corresponding icons:
This focuses on the competencies that you
are expected to learn in the module.
This part includes a pre-assessment that
intends to check your background knowledge
regarding the lesson that you are about to
take.
This serves as a review to help you link the
current lesson with the previous one.
This is where the new lesson will be
Introduced to you in various ways.
This is where the discussion of the lesson
was provided. This will help you understand
new concepts and skills.
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 This contains activities and independent exercises to
test and build up your understanding of the topic.
This also highlights morals and values that you can
apply in real life.

This includes sentences/phrases to summarize the

concepts, skills, and values that you learn from the
lesson.

This section provides an activity which will help you

use your new knowledge in applying it to real life
situations, or concerns.

This serves as a final evaluation which aims to check

if you have mastered the target learning
competency.
This is located at the end of the module where all the
answers to the assessment, activities and exercises
you take are to be found.

This is a list of all the resources used or cited in this

learning module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

In case that you have related questions bearing in your mind or if you encounter any
difficulty while browsing this module, make sure to ask the help of your teacher. With high
hopes, let this learning resource bring you applicable knowledge that will help you in
deepening your understanding of relevant competencies. Enjoy learning and always aim
towards greater things!

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 This module contains and focuses on one lesson namely, determining the effect of
textual aids like advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text.

At the end of this module, you are expected to:

1. identify different types of textual aids;

2. use various types of textual aids on interpreting and understanding the text; and
3. show appreciation on the value of resourcefulness.

Directions: Read the following statements below and encircle the letter of the correct
answer.

1. Which of the following graphic organizer shows a central idea with its correspond-
ing characteristics?
a. venn diagram c. concept map
b. fishbone d. K-W-L chart

2. Which of the following diagram shows a series of steps or events in order in which
they take place?
a. cause-and-effect diagram c. pie chart
b. flow chart d. timeline

3. What diagram is used to identify similarities and differences among concepts?

a. timeline c. flow chart
b. venn diagram d. tree diagram

4. What type of graphic organizer highlights direct relationship between events or

concepts?
a. flow chart c. concept map
b. venn diagram d. cause-and-effect diagram

5. Which of the following diagram is an effective tool in identifying prior knowledge

and setting targets and means of learning?
a. concept map c. problem-solution chart
b. K-W-L chart d. vocabulary word map

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Directions: Study the ideas presented in the bar graph below. Answer the questions that
follow by encircling the letter which corresponds to the correct answer.

Nanay Perla’s Lumpiang Ubod Sales

Per Tray

6. What do the numbers on the left of the graph represent?

a. Number of lumpiang ubod per piece
b. Number of trays of lumpiang ubod sold
c. Number of lumpiang ubod in each tray
d. Number of days each month that lumpiang ubod was sold
7. Which two months had approximately the same amount of lumpiang ubod sold?
a. September & February c. November & March
b. October & March d. September and December
8. Which month had twice the amount of lumpiang ubod sold in December?
a. October c. January
b. March d. September
9. What was the total amount of lumpiang ubod sold during the months shown in the
graph?
a. 275 trays c. 355 trays
b. 430 trays d. 230 trays
10. Which month showed a 100% increase in sales over the month of November?
a. March c. December
b. January d. April

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Directions: Match the textual aid illustration in column A to its type in column B. Then write
the correct letter on the space provided before the number.

COLUMN A COLUMN B

.
_______ 11.
a. fishbone

_______ 12. b. flowchart

_______ 13. c. Venn diagram

_______ 14.
d. concept map

_______ 15.
e. timeline

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 In the previous lesson, you have learned the effective ways on getting information
from news reports, speeches and other informative talks in everyday conversations and
exchanges. These informative materials will improve your way of giving responses and
reasoning. It will also help you identify facts from fallacies and opinion.
Share some information about COVID-19 Pandemic based from the information
that you have gotten from news reports and other informative talks.

WHAT I KNOW ABOUT COVID-19 PANDEMIC

1.

2.

We, Filipinos are known to be as pliant as a bamboo. No matter what

circumstances life may bring, we are still able to cope with it through our determination
and resourcefulness. This Filipino spirit is evident most especially now that we are in one
big fight with the pandemic.
Read the news story below and see how the Quetulio family faced the challenges
brought by the Corona Virus.

Family closes computer shop amid pandemic, turns to selling

chicken wings to aid the sick kin
A family that was hit hard by the coronavirus pandemic found a way to rise from the
closure of their five-year-old computer shop business by selling chicken wings to help their
sick and elderly relatives.
Dimple, a dentist, and Apple, an airport staff in Kuwait, both lost their jobs due to the
pandemic.
Their family’s computer shop run by their
parents was also shuttered due to
COVID-19 restrictions.
Rather than succumb to their losses, the
family decided to start a chicken wing business
with a 1,000-peso capital.

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 The family said their motivation to pursue their new venture is their uncle who suf-
fered a stroke, their bed-ridden grandmother, and their aunt who is recovering from brain
aneurysm.
“Okay na kami kung hindi kami kakain ng tat-
long beses ng isang araw pero hindi pupuwede
‘yung mga may sakit na sila ang walang makakain
saka walang panggamot,” Delia said.
A portion of their earnings from selling
chicken wings goes to their sick relatives.
“Tito, lola, tita, sana okay lang kayo diyan. Hangga’t
may matutulong kami, bibigyan po namin kayo.
Pagaling po kayo,” Apple said.
“Sa lahat ng nakakaramdam ng lungkot at
hindi makabangon sa panahon ngayon, dasal lang
at saka mag-isip kayo ng kung papaano kayo kikita at magkaroon ng perang papasok,”
Delia added. —Julia Mari Ornedo/LDF, GMA News

INSTA-DIAGRAM
Directions: Answer the following questions using the diagrams provided.
1. What are the effects of the COVID-19 pandemic to Quetulio family?

COVID-19 PANDEMIC

2. How did the Quetulio family deal with the problem they encountered during the
pandemic ?

PROBLEM SOLUTION

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 Processing Questions:
1. Did you find diagraming difficult? Why or why not?
_____________________________________________________________
2. What do you call the diagrams that you used?
_____________________________________________________________
3. What specific characteristics does each of the diagrams has?
_____________________________________________________________
4. How would these diagrams help you in understanding the text?
_____________________________________________________________

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the
learners gradually master the desired learning competency. Give him/her the needed
support and guidance so that he/she will be able to determine the effect of textual aids
like advance organizers, titles, non-linear illustrations, etc. on the understanding of a
text.

Do you sometimes find it difficult to recall and organize important ideas you have
learned after reading a text? What do you do in order to remember them all?
Textual aids like advance organizers, diagrams and illustrations are effective tools
that you can use to retain information, organize and represent complex ideas in a visual
manner. Their main function is to help present information in concise ways that highlight
the organization and relationships of concepts.

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 Examples of Textual Aids, Advance Organizers and Non-linear Illustrations

1. CONCEPT MAP
• A general organizer that shows a central idea with its
corresponding characteristics.
• Concept maps can take many different shapes and
can be used to show any type of relationship that can
be labeled.
2. FLOW CHART OR SEQUENCE CHART
• A flow diagram or sequence chart shows a series of
steps or events in the order in which they take place.
• It is an excellent tool for showing the steps
necessary to reach a final point.
3. COMPARE/CONTRAST OR VENN DIAGRAM
• It is used to identify the similarities and differences
between two or more concepts.

4. CAUSE-AND-EFFECT DIAGRAM
• It highlights the direct relationship between different
events or concepts.
5. GRAPHS (Pie, Line, Bar)
• A pie chart serves the same purpose of a line graph and a bar graph in the
sense it is designed to show differences between two separate subjects although it
eschews the common linear style found in the two other graphs.

6. MAIN IDEA AND DETAILS CHART

• This chart shows the hierarchical relationship
between major concepts and their subordinate
elements.

7. TIMELINE

• A timeline is display of a list of events in

chronological order.

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INDEPENDENT ACTIVITY 1: WE ARE FAMILY

Directions: Using the diagram below, give the qualities of Quetulio family that you find
worth emulating.

INDEPENDENT ASSESSMENT 1: NOW SHOWING

Directions: Make a timeline of an event in a movie or a story that you have recently
watched or read. Use the diagram below.

TITLE: ________________________________________

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INDEPENDENT ACTIVITY 2: YOU DEFINE ME
To fully understand a text, you must also get to know the unfamiliar words using
context clues. Read the passage below. Take note of the italicized words.

Characteristics of Resourceful People That Bring Them Success (Imaginative)

Sherrie Campbell
Resourcefulness is having the mindset to look at what is in front of you and to
optimize what you have to work with. Being imaginative is not always about creating
something new, but also, with a little ingenuity making old things work better. Reach far
into the depths of your mind and come up with outlandish possibilities as well as practi-
cal ones. Allow your mind to wander. Never stop your creative process, as you may talk
yourself out of great idea. Creative thoughts quickly move you from one idea to another.

Directions: Complete the vocabulary boxes as directed. Take a look at the given
example.

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Hi there! You have already encountered some of the useful
textual aids. There are more of them in the next activities!

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 The Bayanihan Spirit

The Bayanihan (pronounced as buy-uh-nee-hun) is a Filipino custom derived

from a Filipino word “bayan”, which means nation, town or community. The term
bayanihan itself literally means “being in a bayan”, which refers to the spirit of communal
unity, work and cooperation to achieve a particular goal.
The concept of Bayanihan is
traced back to in a country’s
tradition which can be observed in
rural areas, wherein the town’s
people were asked especially the
men to lend a hand to a family who
will move into a new place. The
relocation does not only involves
moving the family’s personal
belongings but most importantly it
concerns the transfer of the family’s
entire house to a new location. A
traditional Filipino house
(Bahay Kubo) is made of indigenous
materials such as bamboo and nipa/
anahaw leaves.
In order for the volunteers to
carry the house, bamboo poles are
tied length-wise and cross-wise and
go under the house. Approximately,
it will take about 15-20 volunteers to carry a house and together they’ll move in unison
heading to the family’s new place. As a token of gratitude, the family serves food to the
volunteers at the end of the move.
The Bayanihan spirit shows Filipinos’ concept of helping one another most
especially in times of need without expecting anything in return. Filipinos strongly be-
lieve in helping their “kababayans (fellow countrymen)” in any possible way they can do
to extend a helping hand.It is a beautiful Filipino mentality of helping one another.
The Bayanihan spirit is still alive, there are still people in rural areas that transfer
their house into another place and people still help. Furthermore, the bayanihan spirit
lives on among Filipinos even in modern days and has been demonstrated in many
forms, such as when natural calamities or disasters strike. Filipinos will go out of their
way to help their kababayans in need. The Bayanihan spirit; one of the many beautiful
things that Filipinos own and can be proud of.
https://themixedculture.com/2013/09/25/filipinos-bayanihan/

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INDEPENDENT ASSESSMENT 2: GETTING THE MAIN IDEA
Directions: Write the main idea of the passage in the circle then write the supporting details in the
boxes.

INDEPENDENT ACTIVITY 3: PAST TO PRESENT

Directions: Compare the past and the present Bayanihan practices by using the diagram
below.

BAYANIHAN

PAST

PRESENT

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INDEPENDENT ASSESSMENT 3: WHAT’S IN THE PIE?
Directions: Analyze the pie graph and give your interpretation about it. Write your answer
on the space provided below.

__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

See? Textual aids can help you organize your thoughts and ideas. They
can also be an easy way to provide a visual display of information.

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 Having gone through different activities, do you learn now the differences of textual
aids? Complete the statement in the speech bubble.

I have learned that...

I wonder if...

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A MASK IS A MUST
Directions: Write a persuasive essay about the theme: Life is precious; be
cautious. Wear a mask, save a life. Rubric is provided for your reference.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Essay Writing Rubric

Content 10

Coherence 5

Grammar 5

Word choice 5

TOTAL 25

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Directions: Read the following statements below. Circle the letter of the correct answer.

1. This diagram is made up of a series of shapes, typically circles, with edges that
overlap. It shows the similarities and differences between two or more items.
a. K-W-L chart c. venn diagram
b. concept map d. timeline
2. It uses simple artwork on static panels to convey a series of events without too much
detail.
a. storyboard c. flowchart
b. fishbone d. cause-effect diagram
3. This graphic organizer arranges events in chronological order to help students
better grasp the relationship between historical occurrences or developments.
a. concept map c. frayer model
b. timeline d. K-W-L chart
4. This graphic organizer tis used to clarify the relationship between specific events
and the outcomes deriving from them, thus illustrating the concepts of
consequences, inevitability, and causality.
a. timeline c. problem-solution map
b. flowchart d. concept map
5. This diagram is used to show the sequence of movements or actions of people or
things involved in a complex system or activity.
a. storyboard c. flowchart
b. fishbone d. cause-effect diagram

Directions: Match the textual aid illustration in column A to its type in column B. Then
write the chosen letter on the space provided before the number.

COLUMN A COLUMN B
______6. a. summary chart

b. bar graph
______7.

c. T-Chart
______8.

d. concept map
______9.

e. line graph
______10
.
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Directions: Study the pictograph and answer the questions that follow.

11. What is the approximate size of Mr. Santos’ class?

a. 40 students c. 45 students
b. 20 students d. 4 students
12. How many more students are in Mr. Santos’ class than in Mrs. Ignacio’s class?
a. 25 c. 10
b. 5 d. 15
13. What is the total number of students in Ms. Ignacio’s and Ms. Cruz’ classes?
a. 55 c. 65
b. 45 d. 60
14. What is the total of all students in all four classes at Bagong Buhay High School?
a. 120 c. 130
b. 145 d. 140
15. Who has the least number of students?
a. Mr. Santos c. Mrs. Simon
b. Ms. Ignacio d. Ms. Cruz

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 High five! Another achievement unlocked! Textual aids
like graphic organizers and non-linear texts are indeed helpful
tools for interpreting and understanding a text. Now, you already
have the ability and skill to transfer information. Also, as you go
through this module, you have appreciated the resourcefulness
and the Bayanihan spirit of us, Filipinos.

For an additional activity, make a poster highlighting

these remarkable Filipino values that we must be truly proud of.

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 21
Independent Activity 2 WHAT I KNOW
You Define Me Pre-Assessment
A 6. B 11. E
2. SENTENCE WHERE THE WORD IS FOUND D 7. C 12. C
Being imaginative is not always about creating B 8. A 13. D
something new, but also, with a little ingenuity D 9. A 13. B
B 10. B 15. A
making old things work better.
CONTEXT CLUE WHAT’S IN:
creating something new
WHAT I THINK THE WORD IS Possible answers:
Answers may vary. 1. It was first called Novel Corona Virus
MY PICTURE OF WHAT THE WORD IS 2. It originated in Wuhan, China
Answers may vary. Answers may vary.
MY SENTENCE
Answers may vary. WHAT’S NEW
3. SENTENCE WHERE THE WORD IS FOUND Insta-diagram
Reach far into the depths of your mind and come up
Possible answers
with outlandish possibilities as well as practical
Answers may var
ones.
CONTEXT CLUE
far into the depths
WHAT I THINK THE WORD IS
Answers may vary.
MY PICTURE OF WHAT THE WORD IS
Answers may vary.
MY SENTENCE
Answers may vary.
Independent Assessment 2
Getting the Main Idea
Answers may vary.
Independent Activity 3 Processing Questions
Past to Present
Answers may vary. Answers may vary
WHAT’ S MORE
Independent Assessment 3
What’s in the Pie? Independent Activity 1: We are Family
Answers may vary.
Independent Assessment 1
WHAT I HAVE LEARNED
Answers may vary.
WHAT I CAN DO
Answers may vary.
ASSESSMENT
1. C 6. D 11. C
2. A 7. C 12. D Now Showing
3. B 8 E. 13. C Answers may vary.
4. C 9. A 14. C
5. C 10. B 15. B Answers may vary.
REFERENCES

Almonte, L.. et,al (2015). Celebrating Diversity through World Literature—

Department of Education, Republic of the Philippines

“Characteristics of Resourceful People That Bring Them Success”, Campbell,

Sherrie, 2016,
https://www.entrepreneur.com/article/272171

“Family closes computer shop amid pandemic, turns to selling chicken wings to aid
sick kin”
https://www.gmanetwork.com/news/news/metro/746722/family-closes-
computer- shop -amid-pandemic-turns-to-selling-chicken-wings-to-aid-sick-
kin/story/

“The Bayanihan Spirit”, Imelda, F. 2013,

https://themixedculture.com/2013/09/25/filipinos-bayanihan/

“The Ultimate List of Graphic Organizers for Teachers and Students”, 2020,
https://creately.com/blog/diagrams/types-of-graphic-organizers/

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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