10

ENGLISH
Quarter 1 – Module 2:
Effects of Textual Aids on
Understanding a Text

English – Grade 10
Quarter 1- Module 2: Effects of Textual Aids on Understanding a Text
Department of Education - MIMAROPA Region
First Edition, 2020

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Published by the Department of Education- MIMAROPA Region

Regional Director: Dr. Benjamin D. Paragas, CESO V
Assistant Regional Director: Atty. Suzette T. Gannaban-Medina
Chief, CLMD: Mariflor B. Musa

Development Team

Author: Marianne Guizel D. Aboboto

Editor: Darwin A. Muleta, Eloisa V. Perico, Myla A. Mangundayao
Reviewers: Thervel M. Saez , EPS Oriental Mindoro
Illustrators: Louie J. Cortez , Alexander P . Abeleda
Layout Artist: Ronalyn L. Aniel, Jestine P. Brual, Grace F. Perez
Management Team:
BENJAMIN D. PARAGAS, CESO V ATTY. SUZETTE T. GANNABAN -MEDINA
Director IV Chief Administrative Officer
Regional Director OIC, Office of the Assistant Regional Director

MARIFLOR B. MUSA EDNA C. OABEL FREDDIE REY R. RAMIREZ

Chief CLMD EPS-CLMD EPS-CLMD

DR. DOMINGO L. MENDOZA ELMER P. CONCEPCION THERVEL M. SAEZ

Chief - CID LR Supervisor EPS, English

Printed in the Philippines by DepEd MIMAROPA

Department of Education – MIMAROPA Region
Office Address: Department of Education, MIMAROPA Region – (CLMD)
Meralco Avenue, corner St. Paul Road, Pasig City
Telephone Nos.: (02) 631-40-70; (02) 637-3093
Email Address: mimaropa.region@deped.gov.ph

Introductory Message
For the facilitator:

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 This Self-Learning Module (SLM) focuses on the competency:
Determining the effect of textual aids like advance organizers, title,
non-linear illustrations, etc. on the understanding of a text (EN10RC-
Ia-2.15.2), as one of the Most Essential Learning Competencies (MELCs) in
Grade 10 English. This learning material was patterned on Bloom’s
Taxonomy Instructional Design wherein learning activities were aligned with
the identified objectives and were sequenced according to their level of
difficulty considering the learner’s needs, interest and abilities.

You need to ensure that the learner clearly understands the lesson or
concepts discussed in the module. You are also expected to guide him/her
in answering the activities or accomplishing the different learning tasks
thereby enabling him/her to master the competency.

For the learner:

This Self-Learning Module (SLM) is especially made to enhance your

attitude, knowledge and skills vis-à-vis the identified learning competency.
Through this module, you will engage in fun and interesting learning
activities and answer varied exercises and tasks to help you gain mastery of
the target competency which will enable you to effectively use the English
language in listening, speaking, reading and writing. Those learning
activities are appropriately selected and carefully crafted according to your
needs, interests, and abilities.

To successfully achieve the objectives of this module, kindly do the

following:

● Read and follow the instructions in all the learning activities

and exercises very carefully,
● Be honest in answering all the learning activities and exercises,

● Write your answers neatly and legibly in your subject notebook

or on a separate sheet of paper, and
● Seek guidance from your parents, guardians or subject teacher
if you encounter difficulty in accomplishing the learning
activities.

Working on each learning activity in this module will surely enable

you to learn certain aspects of the target language in an enjoyable and
meaningful way. So, take good care of this module and have fun while
learning!

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 What I Need to Know

In accomplishing this module that focuses with the competency

“Determining the effect of textual aids like advance organizers, title,
non-linear illustrations, etc. on the understanding of a text” (EN10RC-
Ia-2.15.2), you are expected to:

1. define textual aids,

2. determine the types of textual aids according to its purpose,
3. determine the effects of textual aids in understanding the text and,
4. show understanding about the text read using the different textual aids.

What I Know

Starting Point!

Before going into the lesson, let us assess how far your knowledge
about the previous lesson is. Remember that the result of this test will
simply assess your prior knowledge.

Part 1: Directions: Choose the letter that corresponds to

your answer.

1. These refer to written texts, prints and some other way of writing for an
important word, graphs, or even pictures.
A. Graphic organizers C. Diagrams
B. Textual Aids D. Non- Linear Text

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2. An advanced graphic organizer that tells about the order of information
according to their rank or hierarchical relationship is called _________?
A. Venn Diagram C. Cutaway
B. Concept Map D. Sequence Chart

3. After reading a story, Steph is asked to compare and contrast the traits of
the characters in the story he read, what best graphic organizer is best to
use?
A. Sequence Chart C. Timeline of Events
B. Vein diagram D. Flow Chart

4. Which of the following statements best described graphic organizers?

A. These allow the reader to know all the details about the text.
B. These give more information about the topic.
C. These help the reader to understand and remember the concept
easily.
D. These help the reader to appreciate and enjoy more the text.

5. The following are examples of non- linear illustrations EXCEPT?

A. Pictures C. Concept Map
B. Diagram D. Timeline of events

Part 2: Directions: Match column A with that in column B.

A B

1. Cause and Effect An organizer that shows a

diagram central idea with its corresponding
characteristic about the topic.
2. Storyboard A diagram that states connection
of reason and result of something.
An organizer that shows a series
3. Sequence chart of steps or events in the order in
which they take place.
4. Cutaway It tells when events in the main
body of text occurred relative to
other events.
5. Concept Map It illustrates pictures about the
events that are happening in the
story/ text.
It allows the reader to visualize
both the interior and exterior of a
person, place, or thing in the text.

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 Lesson The Effects of Textual Aids
1 on Understanding a Text

Primal Upsurge!

With the previous learning experience you had in your first module,
you have clearly learned how to use information from news reports, speech,
informative talks, panel discussions and etc. in every conversation and
exchange.

To start your exciting journey in your second module, this activity will
surely determine how much you know about the previous lesson.

Directions: Choose the correct word inside the box to name what is being
described in each statement. Place your answer in your answer sheets.

a. Panel discussion c. Informative talk/speech

b. News report d. Persuasive speech

e. dialog

________1. A package of information that deals with current events.

________2. It focuses on a certain topic and maintains the interest of the
audience.
________3. The topic has been discussed with in each other by asking
questions or reacting to the views and opinions of each member.
________4. It states a clear purpose and supports argument clearly and
convincingly.

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 What’s In

Reading is part of our daily living. For different reasons and purposes
people read. For some, reading gives them an opportunity to gain new
knowledge and to develop one’s critical thinking and reasoning. It is very
important and great advantage if you comprehend well and able to get
necessary information about what you read, especially for a student like
you. But reading does not only happen in writing or printed letters/words.
Reading can be done through using various symbols, graphs and
illustrations too.

Let us see on how well you can read the following

pictures/illustrations to uncover the meanings they convey.

Task 1: Read me If you can!

Directions: Each picture/box represents phrases. Identify the phrases that

graphically presented in each square.

1__________ 2.__________ 3.____________

Images from: https://images.app.goo.gl/ZN7CPmQZjMaVLTti6

R
DICE TIME
ROAD
DICE AB DE A
D

4.___________________ 5.__________________ 6.__________________

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Processing Questions:

1. How did you arrive with your answer from each block?
2. What helps you get the meaning of a given text/ illustration?
3. How did the letters/words and illustrations help you arrived on the
answer in each box?

Congratulations for getting the correct answers. Now, let us continue

learning. Let me tell you more about illustrations and graphs and they will
help you understand better the text you read.

What’s New

Textual aids refer to written texts, prints and some other way of
writing for an important word, graphs, or even pictures. These are also
called text features, or visual elements on a page that stands out from
the main text. These aids can help the readers understand the content
of the text because the information became more specific and concise. It
can also make the readers memorize, remember, and learn important
words more quickly and easily.
These textual aids are predominately used in nonfiction text,
usually these focus the reader's attention on specific parts of the text,
and help the reader identify important ideas in the reading. Aids in the
form of pictures or graphs give the reader additional information to
support that found in the text. Text aids are also useful for previewing
text.
Sources: https://brainly.ph/question/583261http://depedbohol.org/v2/wp-content/
uploads/2015/11/1st- QUARTER.final-English-10.pdf

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 Examples of Textual Aids

1. Title refers to the name of a text. It is placed at the beginning before the
article. This tells about the entire text particularly the main idea or the
topic.

2. Advance Graphic Organizers known as text features are the visual

displays of key content information. These help to clearly visualize how
ideas are organized within a text of surrounding a concept.

a. Concept Map is a general organizer that shows a central idea with its
corresponding characteristic. It can be used to show hierarchical
relationship with the most important concept placed at the top.

b. Flow/Sequence Chart shows a series of steps or events in the order

in which they take place.

c. Venn diagram is used to identify the similarities and differences

between two or more concepts.

d. Timeline Events are listed in linear format in the order that each
event occurred. These allow the reader to understand when events in
the main body of text occurred relative to other events.

e. Cause and Effect diagram deals with the connection of reason and
result of something.

3. Non-linear Illustrations help to systematize the generation of ideas

based upon a central topic

a. Diagram is a series of pictures with captions showing steps,

stages, or the progression of events, explains steps in a process
or how something is made.

c. Cutaway is a picture of an object with part of the side dissolved,

partially revealing the inside. It allows the reader to visualize
both the interior and exterior of a person, place, or thing in the
text.

d. Storyboard- is composed of series of boxes with pictures or

illustrations about the events happened in the story/ text.

Sources: https://www.capstonepub.com/classroom/sites/PDFs/teaching- text-

features/Chapter_1/Table_1- 2_Text_Feature_Definitions_and_Examples.pd
https://www.slideshare.net/RanieLiveroVillamin/textual-aids

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 What Is It

Reminders:
Textual aids also called as text features, or visual
elements of which the main purpose is to help the reader
understand the text easily.

Each graph or illustration can be used according to its

purpose.

Diagram as non-linear illustration is a picture/ illustration.

Diagram as graphic organizer has shapes and arrows to state

relationship

Look and study:

✔ How do textual aids work?

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Flow Chart
Greek gods and goddess
(Title)

From

Image
from:

https://www.pinterest.ph/pin/490118371917618340/

Questions:

1. What textual aids were you able to use before?

2. Can you just use any of these textual aids depending on your own
choice?

3. Do you find diagraming difficult? Why? Why not?

4. Based on your own experiences, are they helpful in understanding the

text?

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 What’s More

After learning the textual aid and its examples, let us know further
how they are helpful in understanding the text.

Vocabulary Reloading: Same Meaning

Before getting into the text, let us improve your vocabulary skill by knowing
the meaning of the unfamiliar words that you are going to encounter as you go on
reading the selection.
Directions: Identify the meaning of the following unfamiliar words. Match them by
connecting each.

A B

1. bob a. free from restraint/support

2. adrift b. minor divinities of nature
3. peril c. eat up greedily
4. Nymphs d. float
5. devour e. danger
6. Serpent f. treacherous person
g. snake

Reading Text
You will be reading one of the best Greek Mythological stories. Witness
how a simple boy with a misfortune past became the hero and saved his
land.

Summary: The Gorgon’s Head

Acrisius, King of Argos received a dreadful oracle from Delphi.
According to the priestess of Delphi, he will not have a son but a grandson
from whose hands he will be killed.
Frightened, King Acrisius hid his only daughter Danae from the
sight of all men. Danae was locked up inside a house of bronze sunk
underground.
Zeus entered into the underground chamber in the form of the
shower of gold through the roof partly opened. He appeared in front of
Danae and in an instant Danae conceived a baby.

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 Later, Danae had given birth to a boy named Perseus. She kept her
baby a secret from her own father. But days have come and King Acrisius
learned about her secret.
The King ordered his people to have a chest built for Danae and
child Perseus.
Danae and her child were put inside the chest and sent adrift the
sea. It bobbed in the waves until it reached the Island of Seraphos where a
fisherman named Dictys noticed the chest and took it.
When he opened, he saw Danae and Perseus. The kind Dictys let
them in their house to live together with his wife.
Dictys’ brother, King Polydectes was captivated with Danae’s beauty
and married her. Polydectes felt jealous over the love that Danae was
giving to Perseus. To get rid of Perseus, Polydectes sent him to a
dangerous adventure that put his life in peril.
The mission was to kill Medusa, one of the three Gorgons. She has
snaky hair and metal-scaled skin. Looking straight in Medusa’s eye can
turn mortals into stone.
Despite the danger, Perseus agreed to embark on the adventure in
order to get his own name a glory. Hermes gave him a sword. He was also
given a shield by Athena. Hermes added that Perseus needed also the
winged sandals, the helmet of invisibility, and the magic wallet. Those
three essential things were all in the possession of the Nymphs of the
North.
Getting there was not easy. In order to get to the Nymphs of the
North, Perseus has to go first to the Gray Women who only could tell the
direction.
Perseus went to the Gray women, he snatched the eye of the
women and threatened not to return it unless they give him the direction
pointing to the Nymphs of the North.
As soon as the direction was given, Perseus headed to the Island of
Gorgons. He was instructed by Athena, telling him that Medusa was the
one lying closest to the seashore. With one swift of his sword and with the
help of his shield as mirror, Medusa was beheaded and her head was put
inside the magic wallet.
While Perseus was making his way back home, he noticed a
beautiful lady chained on the cliff. He asked her name and why she was
hanged. No reply was given by the lady. Perseus insisted the lady to
respond. She said her name was Andromeda, daughter of Ethiopian King
Cepheus and Queen Cassiopeia. Andromeda told Perseus that her mother
boasted that she was the most beautiful than 50 lovely daughters of

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Nereus.
As a revenge to her mother Cassiopeia, Andromeda suffered the
punishment. At any moment, then, the serpent was on its way to devour
Andromeda. Perseus told Andromeda’s parents that he would save their
daughter on a condition that they will allow him to marry her.
The king and queen agreed at once and Andromeda was saved from
death. He took Andromeda to his homeland.
At that time, a discus-throw competition was going on at Larissa.
Perseus joined in and when it was his turn to throw the discus, he threw it
mightily and accidentally hit an old man in the audience.
It was learned that his grandfather, King Acrisius, was the one hit
by the discuss.
Source:https://myreadingdesk.wordpress.com/2016/07/10/summary-the-
gorgons-head/

Activity 1: Comprehension Check

After reading the selection, let us test your understanding.
Directions: Answer the following questions.
1. What is the “dreadful oracle” delivered to King Acrisius?

2. What adventure did Polydectes suggest that Perseus had to

undertake?

3. List three perilous encounters that Perseus experienced during

his adventure.

4. Explain how the oracle was given to King Acrisius and fulfilled.

5. What was Polydectes’ true motive in sending Perseus to kill

Medusa?

6. Perseus beheaded Medusa, yet her head continued to have power.

Explain how the evil Gorgon’s head became beneficial to Perseus.

7. What heroic characteristics does Perseus have?

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Assessment 1: Sequencing

Directions: Complete the graphic organizer about the adventure of Perseus

by filling in the missing events that happened in the text. You are provided
by titles of each scene with non-linear illustration/picture and graph to aid
you arriving with the correct answer.

Image from: https://images.app.goo.gl/ZN7CPmQZjMaVLTti6

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Activate!

1. 7.

2. 8.

3. 9.

4. 10.

2. 11.

3. 12.

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Activity 2: On the Board!

Directions: Using the different non-linear illustrations, make a story board

of the most important events happened in the selection, “The Gorgon’s
Head”.

(Title)

Event: Event: Event:

______________________ ______________________ ___________________

_ _ ____

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 Event: Event: Event:

______________________ ______________________ ___________________

_ _ ____

Images from: https://www.storyboardthat.com/storyboards/jayson64921/the-

gorgon-s- head?fbclid=IwAR0BksoixUYy_KJVjnvtMR-MvY8DNeXZxA6__Y-
LGstTXMayiWl_CzE1Qxo

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Assessment 2: Extra Overload!

A. Directions: Create a diagram that shows the challenges of Perseus in

his quest to acquire the Gorgon’s head. Choose the best textual aids
you have learned.

B. Directions: Choose an appropriate diagram in comparing and

contrasting the characteristics of Perseus and Medusa. Provide
evidences.

C. Questions:
1. What specific diagram did you use?
2. What characteristics did this diagram help you to decide using it?
3. How did this diagram help you in understanding the whole selection?

What I Have Learned

Give at least 3 answers in each reflective phrase.

I used to think that…

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Now, I realized that…

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

My experience throughout this module…

______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 What I Can Do

Read for a Cause!

Read the article lifted from, “Smoking and Alcohol: Double trouble for
the brain?”. Afterwards, identify the cause and effect by filling out the
organizer that follows.

According to the National Institute on Alcohol Abuse and Alcoholism,

many people who smoke tobacco also drink alcohol excessively, and vice
versa. Therefore, studying the combined effects of the two drugs on the
central nervous system could yield valuable insights. But most previous
studies have examined the consequences of one or the other in isolation.
That's why Alana Hansen and colleagues wanted to find out how drinking
and smoking together affect regions of the rat brain involved in drug
addiction.

The researchers treated rats with alcohol, tobacco smoke or both twice
a day for 28 days and then compared their brains with control animals that
didn't receive either substance. They found that the combined alcohol and
smoking treatment increased the level of reactive oxygen species in the
hippocampus compared with control animals or rats given tobacco smoke
alone. In all of the brain areas studied, combined alcohol and smoking
increased the levels of specific pro-inflammatory cytokines more than either
treatment alone. And in the striatum and frontal cortex, rats with both
treatments showed lower levels of brain-derived neurotrophic factor, a
growth factor that helps existing neurons survive and stimulates the growth
of new ones. These results suggest that alcoholics who smoke could be at
additional risk for neural damage, the researchers say.
(Source:https://www.sciencedaily.com/releases/2019/02/1902
27140020.htm)

Begin…

CAUSES

EFFECTS

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 What I Can Do On My Own

Run-through!
Part 1 (5 points)

Directions: Read each item carefully. Write the word/s that best defined
each statement.

______________________1. These refer to written texts, prints and some way of

writing for an important word, graphs, or even pictures.
______________________2. It shows a series of steps or events in the order in
which they take place.
______________________3. It is the other word or term for advance graphic
organizers.
______________________4. It is a series of pictures with captions showing
steps, stages, or the progression of events.
______________________5. It is placed at the beginning and tells about the
entire text.

Part 2 (5 points)
Directions: Study the table. Answer the questions that follow. Choose the
letter of your answer from the given choices.

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Source: https://www.statista.com/statistics/1104061/philippines-coronavirus-covid-19-patients-by-
age-group/

6. What textual aid is used in presenting information?

A. Concept Map C. Sequence Chart
B. Diagram D. Venn Diagram

7. What age group or range has the highest number of corona virus Covid-
19 patients in the Philippines?
A. 30 to 39 years old C. 50 to 59 years old
B. 40 to 49 years old D. 60 to 69 years old

8. What age groups or ranges have almost the same number of corona virus
Covid-19 patients?
A. 30 to 39 years old and 70 to 79 years old
B. 0 to 9 years old and 90 to 99 years old
C. 30 to 39 years old and 40 to 49 years old
D. 50 to 59 years old and 60 to 69 years old

9. If Mang Jose is 45 years old now, what is the total number of corona virus
Covid-19 patients where his age belongs to the identified age group?
A. 326 C. 375
B. 375 D. 567

10. Teenagers belong to what age group?

A. 0 to 9 years old C. 20 to 29 years old
B. 10 to 19 years old D. 30 to 39 years old

Part 3 (5 points)

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Directions: Recall the story of the Gorgon’s Head. List down the events
happened during the encounter of Perseus and Medusa. Make sure that the
sequence of events is properly arranged.

VS

Image from: https://myreadingdesk.wordpress.com/2016/07/10/summary-the-

gorgons-head/

Be guided by this rubric.

1 pt. 2 pts. 3 pts. 4 pts. 5 pts.

Presents 1 Presents 2 Presents 3 Presents 4 Presents 5
(one) event (two) events (three) events (four) events (four) events
from the from the from the from the from the
story story story story story
including the including the
details, details,
character character
names and names and
events events
presented are presented are
in order in order and
must capture
the main idea
of the entire
story

What I Can Do More

SHARE AND COMPARE

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 Before we end this wonderful learning experience, I want you to do
this last activity.

Directions: Watch the suggested video below and create your own
concept map or representation. Use shapes and lines to illustrate your
understanding on the material viewed.

Please click this link to watch: https://www.youtube.com/watch?v=RVG5QrUgoaI

Please be guided with the following reminders:

✔ Use an appropriate concept map.

✔ Observe the correct grammar and spelling.

✔ The organization of idea and structure must be concise.

✔ Compare or contrast the message of the viewed material from your

own point of view.

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 Answer Key

Pre-test
Starting point!
1. B
2. B
3. B
4. C
5. D
6. B
7. E
8. C
9. F
10. A

Primal upsurge!

25
 1. B
2. C
3. A
4. D

Task 1: Read me if you can

1. Black and with TV
2. Time Table
3. Fire Exit
4. Paradise
5. Crossroad

Questions:
1. Answers may vary
2. Answers may vary
3. Answers may vary

What’s new!
1. Answers may vary
2. Answers may vary
3. Answers may vary

What more: Vocabulary Reloading

1. D
2. A
3. E
4. B
5. C
6. G

Activity 1: Comprehension Questions

1. He will die in the hand of his son.
2. He sent Perseus to the quest to bring head of Gorgon Medusa
3. Answers may vary
4. When Perseus unknowingly familiarized him with a discuss and killed him
as a result
5. Because Polydectes loves Danae but he doesn’t want her son
6. He used it as a weapon in many occasion
7. Answers may vary
8. He was helped by Hermes; he received enchantment wallet, protective cap,
bent sword and shield from Athena.
9. Answers may vary

Assessment 1: Sequencing
Answers may vary

Activity 2: Story Board

26
 Title: The Gorgon’s Head
Answers may vary based from the pictures given

Assessment 2:
A. Answers may vary
B. Vein Diagram
Information may vary
C. Answers may vary

What I can do more

Cause1: Smoking

Cause 2: Alcohol/Alcoholism

Effects: Answers may vary based on the reading text

What I Can Do On My Own

Run-through!

Part 1 (5 points)
1. Textual aids
2. Sequence Chart
3. Text Features
4. Diagram
5. Titles

Part 2 (5 points)
6. B
7. D
8. B
9. B
10.B

Part 3 (5 points)

Answers may vary and points will be based on the given rubric.

27
References

Books:
Celebrating Diversity through World Literature 10: English-Learning’s
Material, First Edition 2015 C . 3rd Floor, Bonifacio Bldg,. DepEd Complex
Marcelo Avenue, Pasig City: REX Book Store, Inc. 2015

World Wide Web:

https://www.slideshare.net/Euanlee/wordles-b
http://www.eec.com/business/wordles.shtml
http://depedbohol.org/v2/wp-content/uploads/2015/11/1st-
QUARTER.final-English-10.pdf
https://brainly.ph/question/583261
https://myreadingdesk.wordpress.com/2016/07/10/summary-the-
gorgons-head/
https://www.capstonepub.com/classroom/sites/PDFs/teaching-text-
features/Chapter_1/Table_1-
2_Text_Feature_Definitions_and_Examples.pd
https://www.slideshare.net/RanieLiveroVillamin/textual-aids

28
https://www.vyond.com/resources/what-is-a-storyboard-and-why-do-you-
need-one/
https://www.youtube.com/watch?v=RVG5QrUgoaI
https://images.app.goo.gl/ZN7CPmQZjMaVLTti6
https://images.app.goo.gl/HK2Y7h1xHMAtLpCq8
https://prezi.com/tcotgpgpnwvg/linear-and-non-linear-illustrations/

29
For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue, corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: mimaropa.region@deped.gov.ph

30
 Answer Key

Pre-test
Starting point!
1. B
2. B
3. B
4. C
5. D
6. B
7. E
8. C
9. F
10. A

Primal upsurge!

1. B
2. C
3. A
4. D

Task 1: Read me if you can

1. Black and with TV
2. Time Table
3. Fire Exit
4. Paradise
5. Crossroad

Questions:
1. Answers may vary
2. Answers may vary
3. Answers may vary

What’s new!
1. Answers may vary
2. Answers may vary
3. Answers may vary

What more: Vocabulary Reloading

1. D
2. A
3. E

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 4. B
5. C
6. G

Activity 1: Comprehension Questions

1. He will die in the hand of his son.
2. He sent Perseus to the quest to bring head of Gorgon Medusa
3. Answers may vary
4. When Perseus unknowingly familiarized him with a discuss and killed him
as a result
5. Because Polydectes loves Danae but he doesn’t want her son
6. He used it as a weapon in many occasion
7. Answers may vary
8. He was helped by Hermes; he received enchantment wallet, protective cap,
bent sword and shield from Athena.
9. Answers may vary

Assessment 1: Sequencing
Answers may vary

Activity 2: Story Board

Title: The Gorgon’s Head
Answers may vary based from the pictures given

Assessment 2:
A. Answers may vary
B. Vein Diagram
Information may vary
C. Answers may vary

What I can do more

Cause1: Smoking

Cause 2: Alcohol/Alcoholism

Effects: Answers may vary based on the reading text

What I Can Do On My Own

Run-through!

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Part 1 (5 points)
1. Textual aids
2. Sequence Chart
3. Text Features
4. Diagram
5. Titles

Part 2 (5 points)
6. B
7. D
8. B
9. B
10.B

Part 3 (5 points)

Answers may vary and points will be based on the given rubric.

References

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Books:
Celebrating Diversity through World Literature 10: English-Learning’s
Material, First Edition 2015 C . 3rd Floor, Bonifacio Bldg,. DepEd Complex
Marcelo Avenue, Pasig City: REX Book Store, Inc. 2015

World Wide Web:

https://www.slideshare.net/Euanlee/wordles-b
http://www.eec.com/business/wordles.shtml
http://depedbohol.org/v2/wp-content/uploads/2015/11/1st-
QUARTER.final-English-10.pdf
https://brainly.ph/question/583261
https://myreadingdesk.wordpress.com/2016/07/10/summary-the-
gorgons-head/
https://www.capstonepub.com/classroom/sites/PDFs/teaching-text-
features/Chapter_1/Table_1-
2_Text_Feature_Definitions_and_Examples.pd
https://www.slideshare.net/RanieLiveroVillamin/textual-aids
https://www.vyond.com/resources/what-is-a-storyboard-and-why-do-you-
need-one/
https://www.youtube.com/watch?v=RVG5QrUgoaI
https://images.app.goo.gl/ZN7CPmQZjMaVLTti6
https://images.app.goo.gl/HK2Y7h1xHMAtLpCq8
https://prezi.com/tcotgpgpnwvg/linear-and-non-linear-illustrations/

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: clmd@depedro4b.gov.ph

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