10

English
Quarter I – Module 2:
Determining the Effects
of Textual Aids on the
Understanding of a Text
 What I Need to Know

This module is all about textual aids for various situations. It is here to help you
master the communicative styles in various situations.

After going through this module, you are expected to:

1. Determine the significant information in the given texts;
2. Identify the meaning of the given essential words found in a text;

3. Evaluate important details in the given texts;

4. Use appropriate textual aid in understanding a text; and

5. Evaluate the importance of using a graphic organizer in summarizing a text.

What I Know

Good Day, students! As you continue your journey in our English class, you are more fortunate
to discover your strength with so much confidence. For today, you are expected to perform a
meaningful task that will enhance your comprehension and writing skills. Your excitement to
developing your critical thinking skills will be enriched through determining the effects of
textual aids on the understanding of a text.

Directions: Read each item carefully and select which of the given textual aids is
described. Encircle the letter of the best answer.

1. Which organizer has many different shapes which can be used to show any
type of relationship that can be labeled?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

2. What textual aid serves as a tool to graphically represent the order of steps in
a process and/or a timeline of events?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

3. Which textual aid highlights the direct relationship between different events or
concepts?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

4. What textual aid is used to identify the similarities and differences between
two or more concepts?
a. Sequence Chart
b. Cause-and-Effect Diagram
 c. Concept Map
d. Compare and Contrast/Venn Diagram

5. Which textual aid serves as a general organizer that shows a central idea with
its corresponding characteristics?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

Directions: Read each given situation or example carefully and identify which of
the following textual aids is appropriate to use. Encircle the letter of the best
answer.

6. Which textual aid is used to analyze characters and events in reading, to

discuss major events, or to study the impact of an experiment?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

7. What textual aid is used for brainstorming, activating prior knowledge, or

generating synonyms?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

8. Which textual aid serves as instructional tool that is found in textbook, on

standardized tests, and in teacher resource materials?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

9. What textual aid is used to show hierarchical relationships with the most
important concepts placed at the top?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

10. Which graphic organizer is perfect for writing or reading a short story,
understanding the flow of a series of historical events, or understanding how
flashbacks fit into a novel?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

11. Which textual aid is appropriate to use if a student is going to give a

presentation on how serious environment pollution, he would write the central
idea "Environment pollution is serious in the center shape, with aspects
illustrating how environment is being polluted?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram
 12. Which textual aid is appropriate to use if a teacher wants to discuss the
differences and similarities of facilitating learning using of technology and
without using technology?
a. Sequence Chart
b. Cause-and-Effect DiagramConcept Map
c. Compare and Contrast/Venn Diagram

13. Which textual aid is appropriate to use if a learner wants to share the steps of
writing an informative speech?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

14. Which textual aid is commonly used when a teacher would like to explain the
reasons and some impacts of being an out-of-school youth?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

15. Which textual aid is generally used when you would like to present some
supporting details on the importance of social media?
a. Sequence Chart
b. Cause-and-Effect Diagram
c. Concept Map
d. Compare and Contrast/Venn Diagram

Were all your answers correct? Check it using the Answer Key at the last part of
this module.

Lesson
Determining the Effects of Textual
1 Aids on the Understanding of a Text

For this week, you will still be pointing out significant statements from
different sources which will help you further to become an effective listener and
writer.
But this time, you will be putting them in a graphic organizer to easily
understand the message and concepts of the analyzed topic, issue or content.
Today’s task will help you use a more appropriate graphic organizer in delivering
the intention and purpose of the text being read or articulated.

To gain more confidence at the end of today’s journey, you are tasked to do
the following:

a. Read and understand the paragraph.

b. After reading, write down the main idea of the passage and choose the
supporting details, and
c. Write your answer on the graphic organizer.
 COVID-19

Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus. Most people infected with the COVID-19 virus will
experience mild to moderate respiratory illness and recover without requiring
special treatment. Older people and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer
are more likely to develop serious illness.
The best way to prevent and slow down transmission is being well-
informed about the COVID-19 virus, the disease it causes and how it spreads.
Protect yourself and others from infection by washing your hands or using an
alcohol-based rub frequently and not touching your face.
The COVID-19 virus spreads primarily through droplets of saliva or
discharge from the nose when an infected person coughs or sneezes, so it’s
important that you also practice respiratory etiquette (for example, by
coughing into a flexed elbow).
At this time, there are no specific vaccines or treatments for COVID-19.
However, there are many ongoing clinical trials evaluating potential treatments.
WHO will continue to provide updated information as soon as clinical findings
become available.
https://www.who.int/health-topics/coronavirus#tab=tab_1

Topic

Important Information Important Information Important Information

What’s In
Activity 1:
Before engaging to a more challenging tasks, consider this activity on analyzing
poverty in the Philippines to better understand what graphic organizer is
appropriate to use. All you need to do is to follow these intructions:

1. Read and analyze the excerpted essay “Fighting Poverty in the Philippines”;
written by Fr. Emeterio Barcelon, SJ.
 2. Take time to analyze the essay before writing down some important
information from the essay; and
3. Using a dictionary, give the definition of some essential words in the essay.

Fighting Poverty in the Philippines

By Fr. Emeterio Barcelon, SJ
The fact is that 40 percent of our people live below the poverty line
and 20 percent suffer food hunger. And yet we have the natural
resources, the geographical and climatic advantages, the human
resources, and the political and legal structures. Why poverty? Have we
become so calloused that we do not feel the suffering of our fellow
citizens? Often finger pointing at the government. But this has not
worked in the past and will probably not work for us in the future. The
government can provide us with safety or peace and order and
infrastructure. With that the government has more than it can handle.
Each of us will have to take it upon himself to do something positive to
fight this shame. There are many who have stopped blaming others and
the government and have buckled down to work like Tony Meloto in
Gawad Kalinga, the people of the NGOs, the microfinance people, the
conscientious government staff, and many others who have blazed the
way and become role models. But we do not have enough. We need more
of these and ideally everybody should chip in. South Korea puts us to
shame. Forty years ago they were a rural economy with few who have
gone to the university, since their colonizers discouraged it. And yet they
have become a First World economy in such a short time. What did they
do that we did not do or what can we emulate? They had one advantage
over us, in that they had an enemy, the communists of North Korea. We
do not have an external enemy but we have an internal enemy in
poverty and disunity.
There are many suggestions to help us solve our problem. One of
them is to get our act together. We have the resources both on the
macro and micro level but we do not have the coordinator and/or the
coordinating mechanism to meld us together into one, to achieve our
vision and goals for this country. We have one notable disadvantage,
namely, that we tend to go our separate ways. We are not yet a country
but a collection of home towns on the macro level, and a collection of
disparate individuals who call themselves Filipinos. We can throw part
of the blame on our colonial rulers who found this disunity to their
advantage. But this is only a small part of the cause for our disunity.
We have a natural tendency to “kanyakanya” or “ijaija”. But as some
remind us: The past is past. We cannot do anything more about it. We
have to look to the present and to the future.

A. Here are the important details in the essay, “Fighting Poverty in the Philippines”
written by Fr. Emeterio Barcelon, SJ:

_
_
_
__ _
B. Encircle the correct conceptual meaning of the following words:

1. Poverty
A. It is the state of being inferior in quality or insufficient in amount.
B. It is the state of being superior in quality or sufficient in amount.
C. It is having a capability of providing the daily basic needs of a family.
D. It is having the sufficient amount of resources to support the family.

2. Resources
A. These are the programs implemented by the government for sustainability.
B. These are the interventions given to the people to fight against poverty.
C. These are the projects designed by the local government for development.
D. These are the materials and/or other assets necessary for effective operation.

3. Government
A. The movement of a community towards gender equality.
B. The governing body of a nation, state, or community.
C. A program of a particular community against terrorism.
D. A basic unit of society which serves as foundation of a nation.

4. Infrastructure
A. The basic physical and organizational structures and facilities
B. The psychological and philosophical perspectives of a nation.
C. The scientific and developmental movement of a government.
D. The cultural and economic programs of any local government.

5. Microfinance
A. It is a government banking system which supports its employees.
B. It is a nationwide advocacy to fight against economic deprivation.
C. It is a type of banking service provided to low-income individuals.
D. It is a type of business which protects the small medium enterprises.

6. Conscientious
A. It is wishing to do what is right, especially to do one's work well.
B. It is about fighting for the welfare of women and children.
C. It is a basic political movement which provides quality education.
D. It is an economic intervention which educates young people.

7. Economy
A. It is an extended political business of a government.
B. It is a careful management of available resources.
C. It is a political agreement of different nations.
D. It is a cultural protection and preservation of resources.
8. Colonization
A. It is providing the basic rights of indigenous people.
B. It is protecting the natural resources of a certain area.
C. It is making people productive regardless of their status.
D. It is establishing political control over the people of an area.

9. Communist
A. A person who fights against the political ideology of democracy.
B. A person who supports the economic movement against poverty.
C. A person who believes in the principles of a classless society
D. A person establishes the purpose of having a good governance.
10. Disunity
A. It is a disagreement and conflict within a group.
B. It is a reestablishment of political parties in the society.
C. It is an agreement and collaboration of individuals.
D. It is an urgent demand for economic development.

What’s New

Activity 2:
You have just shared important points and the definition of each word taken
from the essay. This time, try to be more intellectually productive by answering
these questions to deeply understand the content and message of the essay:

1. Is the title of the essay “Fighting Poverty in the Philippines” appropriate?

Why?

2. Why is our country suffering from poverty?

3. What possible actions can do as high school student to resolve poverty in

the country?

4. What advice can you give the government in resolving poverty?

5. What message can you give to the Filipino youth who are experiencing
poverty?
 What is It

You have just successfully performed the first set of activities which will lead
you to a better understanding on the use of graphic organizer in emphasizing the
content, ideas, or message of any topic. Make use of your time in learning the
meaning of graphic organizer and its importance in discussing essential details.

Textual aids are tools or materials that provide support and facilitate understanding of texts. These aids are most of

Teachers as well as students often use textual aids like graphic organize

Commonly Used Textual Aids

Concept Map

As the term "Main Idea and Details" suggests, such kind of graphic organizer is
often a great tool for brainstorming and divergent thinking. To create one, either
with hand drawn tools or digital software, you need to draw a shape in the center
and then draw divergent lines with shapes where you can put the secondary ideas.
For example, if a student is going to give a presentation on how serious
environment pollution, he would write the central idea "Environment pollution is
serious in the center shape, with aspects illustrating how environment is being
polluted, such as air pollution, water pollution, soil pollution and light pollution
etc. If more supporting details are available, that would add more shapes to the
secondary level.

Main Idea

Supporting Details Supporting Details Supporting Details

Compare and Contrast Organizers/Venn Diagram

If you need to compare and contrast three objects, processes, or events,

consider using compare and contrast organizers such as a Venn diagram. This
graphic organizer consists of overlapping circles. There are sections of the organizer
in which only two circles are overlapping, and there is one section in which all
three circles overlap. This last section would include any information that is true
for all two headings.

(difference) (differences)

(similarity)

Sequence Chart

Sequence refers to a set of events, actions, numbers, etc. which have a

particular order, and which lead to a particular result. This graphic organizer looks
like several boxes connected by arrows. A sequence chart organizer shows a series
of steps or events in the order in which they take place. The leftmost box contains
the first event in a chronological sequence, and the rightmost box contains the last
event. This graphic organizer is perfect for writing or reading a short story,
understanding the flow of a series of historical events, or understanding how
flashbacks fit into a novel.
Title: Second Event Third Event Fourth Event Final Event
First Event

Cause-and-Effect Diagram

It is a visual representation of the factors that might contribute to an

observed effect or phenomenon that is being examined. The interrelationships
among the possible causal factors are clearly shown. This diagram highlights the
direct relationship between different events or concepts.
effect
causee
Topic
/ issue

effect
cause

Source: Baxendell, Brad W. (2002). Consistent, Coherent, Creative:

The 3Cs of Graphic Organizer. EBSCO Publishing, USA
 What’s More

Activity 3:
You have just learned the meaning, importance, and some commonly used graphic
organizers. This time, using the main idea and details organizer, consider the
following instruction to enhance your knowledge:
1. Read and analyze the text “Kids Fighting: The Basics”;
2. After analyzing the text, get the main idea of the text and provide at least three
(3) possible supporting details to complete the graphic organizer; and
3. Try to revise and edit your work to comprehensively present the important
details of the text.

Kids Fighting: The Basics

might not like it. And sometimes siblings get into conflict as they compete with each other for parental attention or approva
d develop better social skills. When disagreements between brothers and sisters get worked out fairly and without anyone g
portance of negotiating and helping them learn to play fair.

Raising Children Network. Why children and siblings fight. Retrieved from on Sept 9, 2019
 Assessment

Activity 4:

Before giving you the final task today, your success in using the main idea and
details organizer has proven your better understanding in today’s lesson. This
time, using the compare and contrast organizer, consider the following
instruction to improve your learning:

1. Read and analyze the text “The Benefits of Cow and Goat Milk”;
2. After analyzing the text, get the important information of the text and
complete the graphic organizer; and
3. Try to revise and edit your work to comprehensively present the important
differences and similarities of the text.

The Benefits of Cow and Goat Milk

Despite these kinds of benefits from cow milk, there are several reasons to
avoid cow milk. When some people drink cow milk they may experience stomach
problems. Scientists recently found that goat milk has five-time vitamins than
cow milk. It has less fat and it is easier to digest. In addition, goat milk doesn’t
cause any problem.
Source: Szajewska H, Shamir R (eds): Evidence-Based Research in Pediatric Nutrition.

What I Can Do

You are almost done in your task. This time, using the sequence chart, consider the
following instruction to develop your understanding:

1. Read and analyze the text “How I make a cheese sandwich”.

 2. After analyzing the text, follow the sequence of events and complete the
graphic organizer; and
3. Try to revise and edit your work to comprehensively present the importance
of sequencing of events.

How I make a Cheese Sandwich

First, I take two pieces of bread. Next, I spread some butter on each slice. Then, I
add some tomato and cheese and a little mayonnaise. Lastly, I eat sandwich.

Source: https://www.teacherspayteachers.com/Browse/Search:making%20sandwich

First Second Third Fourth

Assessment
After you have studied the different common graphic organizers, it is now your
chance to develop and comprehend your understanding. Just follow the given
instructions to write your answers.

1. Read and analyze the text Millennial Youth and Social Media: Agents of Change
2. After analyzing the text, get the main idea of the text and provide at least three
possible supporting details to complete the graphic organizer.

Millennial Youth and Social Media: Agents of Change

by: Boyet Maniago
The world of tomorrow is in the hands of the youth of today. Who they are, how
they act, and how they grow up to be will determine the kind of world the future
holds. The big question is, would they make the world a better place, or would their
generation spell doom for all?

The millennial youth today is a far cry from what it was decades ago. Needless
to say, their lifestyle has changed along with the passage of time and has adapted
to the rise of a technologically advanced world. From being locked up and restricted
in their small worlds due to limitations in communication and information, they
are now a technologically savvy generation with unlimited access to the information
offered by the internet. The millennial youth’s generation is so closely associated
with the use of the internet. These millennials use these networking sites as
windows to a bigger world. These sites give them access to the latest trends and
information, as well as to communicate with each other. Needless to say, these
networking sites have had a hand in shaping and molding their generation. Are
they shaped for the better, or for the worse?

Sad to say that social networking sites can have adverse effects on the
millennial youth. The contents posted here are not always truthful, accurate, nor
morally upright. Sometimes, the portrayals of perfect lives found here make
millennials wish that their lives were perfect too. They end up discontented with
their lives, with being “uncool” and “out of style” making them unable to appreciate
what they have. Another adverse effect of social media is the influence on people’s
view; where people agree to the point of views without verifying the facts.
Sometimes, they are prompted for baseless judgement on people and situations

However, saying that social networking sites are totally harmful to the
millennial youth would be unfair. A number of millennials use these sites as
platforms showcasing their talents and creativity. The global connection provided
by these sites can be used to share message of positivity, peace, respect, and love
and respect for life to people of all ages and races. These sites can be used to
awaken social awareness within people, making them more active members of
society. The millennial youth also use these sites to prompt people to rethink their
negative perspectives of the world by posting about humanitarian purposes and
events, restoring faith in humanity in doing so. Many millennials become voices of
hope for the world using these sites. People who use these sites as catalysts for
positive change show a reflection of how they live their lives. Indeed, there are
endless possibilities to the positive use of social media.

Ultimately, the effect of social media on the youth is determined by how they
use it to their advantage, and how they allow these to change them. In extension,
how the millennial youth handles the world is partly determined by how they react
and adapt to social media as a part of their lives. Will the world of tomorrow be led
by people who ---, or by people who use the tools available to them for positive
change? The answer is up to the millennials.
B. Let me know
1. Read and analyze the passages, “Nurture the people, connect with nature”.
2. After analyzing the text, follow the sequence of events and complete the graphic
organizer.

Belling the Cat

The M ice o nce cal l ed a m eetin g to decid e o n a plan to f ree

t hem s el v es o f t heir enem y, the Cat. At least they wish ed to f ind
some way of k nowin g when she was com ing , so they m ight hav e
t ime to run away. I ndeed, so m e th in g had to be do ne, f or they
l iv ed in such co n sta nt f ear of her claws that they har dl y dared
stir f ro m their dens by n ight or day.

M any plans were di sc u s se d, but no ne of them was tho ught

go od eno ugh. At last a v ery youn g M o use go t up and sa id:

" I hav e a plan that seems v ery s im pl e, but I know i t will be

s u cc es sf ul.

All we hav e to do is to hang a bell abo ut the Cat' s n eck. W hen we

hear the bell ri ng in g we will kno w i m me d i a te l y th at o ur en emy is
co m in g ."

All the M ice were much surprised that they had not tho ught
o f such a plan bef o re. But in the m idst o f the rejo icing ov er their
go od f o rtu ne, an o ld Mo use aro se and said:

" I will say that the plan o f the yo ung Mo use is v ery goo d. But
let me ask o ne qu estio n: W ho will bell the Cat?"

- A e so p s F abl e s

4
5
C. Spot the Differences and Similarities
1. Read and analyze the text.
2. After analyzing the text, get the information of the text and complete the graphic
organizer.

There were grade 10 twin brothers, Coco and Natoy. We expect them to be
similar, but they are actually different in some ways. Here are random lists of
information gathered about them.

COCO
 has brown, curly hair and brown
eyes
 is tall, dark and slim
 likes to read fiction
 runs 2 miles daily
 works as a computer assistant
for 4 hours after class
 is an honor student
NATOY
 has brown eyes and brown hair
 is tall, dark and slim
 likes to read Comic
 hates to exercise
 plays Mobile Legend for 3 hours
after class
 is an average learner

Additional Activities

Reflect on me
You have just successfully accomplished the given activities today. At
this point, to improve further your knowledge and comprehension skills, you
are tasked to do the following:

1. Think of your goal in life,

2. Write a convincing statement to inspire yourself and others,
3. Take time in revising and editing your sentences, and
Using an organizer, write the things that you will do to achieve your ambition in
life. Write your answers on steps of the ladder.

GOAL

YOU
 Answer Key

Assessment
What I Know What’s In Belling the Cat

1. C SET A – Learner’s 1. The mice called a

2. A responses may vary. meeting to discuss on a
3. B plan for themselves and
SET B
4. D their enemy.
1. A
5. C
6. B 2. D 2. Many plans were
7. C discussed during the
8. D 3. B meeting.
9. C 4. A
10.A 3. A young mouse
11.C 5. C shared an impressive
12.D plan.
6. A
13.A
4. All the mice rejoiced
14.B 7. B
over the plan.
15.C
8. D
An old mouse asked a
9. C striking question.
10. A