Media and Information

Literacy
Quarter 2 – Module 4:
Text and Visual Dimensions of
Information and Media
Media and Information Literacy
Alternative Delivery Mode
Quarter 2 – Module 4: Text and Visual Dimensions of Information and Media
First Edition, 2020

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Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

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etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ronan DC. Vergara

Reviewers: Cristeta M. Arcos
Dolorosa S. De Castro
Illustrator: Ronan DC. Vergara
Layout Artist: Ren Mac Mac G. Motas
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Susan DL. Oribiana, SDS
Dolorosa S. De Castro, CID Chief
Cristeta M. Arcos, EPS In Charge of LRMS

Printed in the Philippines by ________________________

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

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E-mail Address: region4a@deped.gov.ph
Media and Information
Literacy
Quarter 2 – Module 4:
Text and Visual Dimensions of
Information and Media
Introductory Message
For the facilitator:

Welcome to the Media and Information Literacy – Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!

This module was collaboratively designed, developed and reviewed by educators both
from public and private 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:

ii
Welcome to the Media and Information Literacy – Grade 12 Alternative Delivery Mode
(ADM) Module on Text and Visual Dimensions of Information and Media!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check what
you already know about the lesson to take. If you get all the answers
correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to you
in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson. This

aims to help you discover and understand new concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled into process what you
learned from the lesson.

What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your level of mastery
in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

iii
 Answer Key This contains answers to all activities in the
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.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

MOST ESSENTIAL LEARNING COMPETENCY

Describe the different dimensions of:

• text information and media

• visual information and media

OBJECTIVES
After going through this module, you are expected to:

1. Explain the principles in designing text and visual elements

2. Evaluate the impact of text and visual content and forms 3. Design a
personal brand or logo using appropriate text and visuals
4. Spread positive and affirming information through visual media.

1
 What I Know

Multiple Choice. Write the letter corresponding to the correct

answer.

1. the meaning of “.ttf”

a. tapered type font c. true type font
b. text type font
2. typeface that carries a solid or heavy look to text
a. sans serif c. slab serif
b. serif
3. the basic rule in emphasizing a subject in a composition
a. golden ratio c. rule of thirds
b. rule of odds
4. a visual design principle that brings together a composition with similar units
a. balance c. harmony
b. contrast
5. the visual flow of a composition
a. directional movement c. rhythmic pattern
b. perspective
6. a shot where the subject is framed from shoulders up
a. close up c. medium close up
b. extreme close up
7. a shot perfect to show the world where the story takes place
a. extreme wide shot c. long shot
b. full shot
8. another term for Dutch angle
a. canted shot c. worm’s eye view
b. over the shoulder shot
9. a camera angle that makes a subject look powerful and imposing
a. eye level c. low angle
b. high angle
10. a shot taken from an elevated point
a. bird’s eye view c. eye level
b. Dutch angle
 2

Lesson Text and Visual

1 Dimensions of
Information and Media
This lesson is the beginning of a series that would lead you to creating an appropriate
multi-media content. For this part, we will focus on visuals, which is a broad aspect
in media. Remember that conveying valid and effective content entails the use of the
most suitable visual forms. These two must work side by side to provide the correct
informative experience to your audience.

It would really help if you would squeeze out your creative juices in this lesson, as
this may look like a refreshing course in arts. A phone camera may also come in
handy, as well as good word processing skills. Nevertheless, if you do not have the
technology for such at present, I would also love to see your handmade work. Enjoy!

What’s In

What Went Wrong?

2
 Here are four
samples of
business cards.
Identify what is
wrong with the
design of each
card and suggest
ways to improve
them.

CARD Issues in the Design Suggestions for Improvement

A

What’s New

How did the activity go? Were you able to identify some of the issues in each
business card? If we would evaluate the cards based on the message that
they convey, it is easy to say that each card gives precise information
necessary for the business: medical services for children for Card A, eye care
for Card B, content creation for Card C, and interior decorating services for
Card D. However, communication does not rely only on establishing the
correct message through content. What matters also is using the right media
to support the content. Consider the visual media presented in each of the
business card above. Would a child be comforted by a doctor whose name
appears as if coming from a horror movie? Would you visit an eye clinic if
you can barely read the info about it? Would you trust a writer and content
creator who cannot even spell words correctly? And would you hire an
interior designer who presents more clutter than order?
Hence integration of the correct content with the correct form is a must to
convey the right information. Without such, you will not be able to capture
your audience and convey the proper message.

What is It

Text may be defined as a simple and flexible format of presenting

information or conveying ideas whether hand-written, printed or displayed
on-screen. It is very powerful in disseminating information, providing
direction and giving suggestions.

Text is available in different sources, which may be categorized into

two:
1. Formal Example of these are news articles, published books,
newspapers, magazines, advertisements, research works, etc.
Formal textbased materials are created and distributed by
established institutions (such as publishing companies, news
agencies, etc.) and go through a rigorous process of editing or
evaluation and are usually governed by censorship of the state.
2. Informal Examples of these are blogs, personal e-mails, SMS or
text messages, online messengers, social media platforms, etc.
They come from personal opinions or views on different issues,
processes, etc.

Text can be as short such as a single sentence or phrase, or they can be as

lengthy as news articles or investigative reporting. No matter how brief or
lengthy, however, a text is always carefully written with the intent of sending
a very specific message to the target audience.

As consumers of text media and information, we need to ask questions

regarding the text content to ensure its reliability:
• Who or what institution is sending this message?
• What techniques are used to attract and hold attention?
• What is the language used by the writer?
 • What views are represented? Are they balanced?
• How might the message be interpreted in different ways?
• What is omitted (removed), slurred (unclear) or added in the
message?

As producers of text media and information, we need to review the media

and information design framework:
• target audience,
• author or sender,
• key content,
• purpose,
• form/style, and format.

Text as Visual

Typeface font, font type, or type) is the representation or style of a text. A

typeface is usually composed of alphabets, numbers, punctuation marks,
symbols and other special characters. Fonts in digital format are installed
in forms such as True Type Font (.ttf), Open Type Font (.otf), etc. Fonts
convey different emotions and meaning, and you must be very careful in
choosing the right font for your content. The table below presents the
different types of fonts, their implications, uses, and examples.
Design Principles and Elements

The principles in designing text elements are emphasis, appropriateness,

proximity, alignment, organization, repetition and contrast. Observe how
these elements are presented in each text frame.
What’s More
Visual information and media are materials, programs, applications and the
like that teachers and students use to formulate new information to aid
learning through the use, analysis, evaluation and production of visual
images. The following are types of visual media:

Photography

Mt. Makiling,
shot using phone
camera
Video

A scene from the

short film

“Kinamulatan”

Screenshot

Screenshot from a
typical online class
Infographic

This was
created to
promote
netiquette in Mary
Help of Christians
Colle
ge,
Lagu
na

comic strips /
cartoons

Created by Johnrich
Raymundo, Ash
Nabalona and
Alexandra Ducay for
Camp Vicente Lim
Integrated School

Meme

Image: "Memes for NBA" by randycline5049 is

marked with CC
PDM 1.0
Graphs / Charts

Pie
graph for DepEd
Tayo Camp
Vicente Lim
Integrated School
FB
P
a
g
e

Visual note taking

Image: "Visual Notetaking 101" by jonnygoldstein is licensed

under CC BY 2.0

The primary purpose of visual information is to gain attention, create

meaning, and facilitate retention, but how can you create a striking visual?
First, you must consider the visual elements, or the basic units in the
construction of a visual image. The Design Elements are:
1. Line
This describes a shape or outline. It can create texture and can be thick or
thin. Lines may be actual, implied, vertical, horizontal, diagonal, or
contour.

Take note that lines provide

meaning also. Horizontal lines
are more static and calm;
vertical lines command
attention and stability;
diagonal lines may convey
movement; and contoured
lines may evoke
turbulence, playfulness,
and the likes.

2. Shape
A geometric area that stands out from the space next to or around it, or
because of differences in value, color, or texture. Shape may also be
organic.

Three implied geometric shapes can be Organic shapes, like

the eggplant found in the picture above: diamond, pictured
above, are irregular and octagon and triangle.
asymmetrical in appearance and tends to have curves, as in the
case of shapes found in nature.
3. Value
The degree of light and dark in a design. It is the contrast between black
and white and all the tones in between. Value can be used with color as
well as black and white. Contrast is the extreme changes between values.
4. Texture
The way a surface feels or is perceived to feel. Texture can be added to
attract or repel interest to a visual element. Two contrasting visual
textures are presented in this picture taken in Bolinao, Pangasinan: the
smoothness of the sea and the roughness of the contorted branches.

5. Color
Determined by its hue (name of color), intensity (purity of the hue), and
value (lightness or darkness of hue). Color and color combination can play
a large role in the design. Color may be used for emphasis, or may elicit
emotions from viewers. Color may be warm, cool, or neutral. It plays a
major role in our visual perception, as it influences our reactions about
the world around us. It is therefore important to create color palettes that
evoke the appropriate audience reactions.
6. Form
A figure having volume and thickness. An illusion of a 3-dimensional object
can be implied with the use of light and shading.

Through digital means, shadows are On the other hand, thick pen strokes
are placed in the drawing above in order used to achieve volume and
thickness on to provide a three-dimensional effect. the sketch in this
sketch.

Principles in Visual Design

The visual appeal of artworks depends on its adherence to principles of

design. However, there is no strict commandment in designing. The personal
preferences of the artist remain a prime contributing factor in designing
visuals. Let me share with you some of my work as we discuss the designing
principles. Like what I have previously said, these are my personal take on
designing. There are many other styles that can also influence you in your
works.

1. Consistency of margins, typeface, typestyle, and colors is necessary,

especially in slide presentations or documents that are more than one
page.

When designing posters, I tend to be

minimalist. I highlight important points
by lessening the other accessorial
designs, like in the case of this poster for
my school, wherein I used slight
geometrical gradient in. I used only two
dominant colors to go with the white –
blue and gold, our school’s the school
colors. I gave variation in the text by
using only two fonts, Impact and Arial,
and aside from the DepEd logo at the
bottom, I placed only a derivation of the
caring emoji, with the schools logo
replacing the heart.

2. Center of interest – an area that first attracts attention in a

composition. This area is more important when compared to the other
objects or elements in a composition. This can be by contrast of values,
more colors, and placement in the format.

In a picture, the center of interest should not actually be in the center. In

fact, you must avoid the “dead center in placing the portion that you wish
to highlight. The basic rule in “The Rule of Thirds.” Divide the frame into
three portions horizontally and vertically using imaginary lines, and place
the point you wish to highlight at any of the four intersecting points.

Putting the lines on the picture above, the girl’s face, which is the center of
interest, is right on an intersection point. Hence, the picture has an
interesting composition.
In portraiture, one tip in order to command the center of
interest in close ups (such as the picture of Liza Soberano)
is to place the dominant eye at the center of the frame.
Doing so, the image would have the illusion of staring back
at you. (I did an exercise with my previous classes on
assessing the impact of visuals seen in magazines, and we
all realized that many of Liza Soberano’s photos in her
printed product endorsement in magazines all had her
dominant eye at the center.

Photo: "Hope Elizabeth ''Liza'' Soberano DOB January 4, 1998 (age 20 years)" by
aeroman3 is marked with CC PDM 1.0
3. Balance – a feeling of visual equality in shape, form,
value, color, etc. Balance can be symmetrical and evenly balanced, or
asymmetrical and unevenly balanced. Objects, values, colors, textures,
shapes, forms, etc. can be used in creating balance in a composition.

4. Harmony – brings together a composition with similar units. If for

example your composition was using wavy lines and organic shapes, you
would stay with those types of lines and not put in just one geometric
shape. (Notice how similar Harmony is to Unity - some sources list both
terms).
On the left is the cover design I illustrated for an entry to the 2nd National
Competition on Children’s Storybook Writing. I decided to change the
cover page on the published version, since I want to put an element of
surprise on who the “friends” are. I focused on circles, which is the shape
of the characters’ eyes. The result is a playful harmony of common shapes
and colors fit for young learners.

4. Contrast – offers some change in value creating a visual discord in a

composition. Contrast shows the difference between shapes and can be
used as a background to bring objects out and forward in a design. It can
also be used to create an area of
emphasis.

I love to play on the contrast

provided by light and darkness.
It simplifies my composition and
allows the viewer to focus on the
subject of my shoot, as in the
case of this statue of the Blessed
Virgin Mary taken at night.
5. Directional Movement – a visual flow through the composition. It can
be the suggestion of motion in a design as you move from object to object
by way of placement and position. Directional movement can be created
with a value pattern.
It is with the placement of dark and light areas that you can move your
attention through the format.

On the left, the lines implied by the children’s arms provides a direction
that leads to the element that unites them: a trophy. On the right, the
blurred image of children in frenzy during the Buhayani festival evokes a
sense of directionless motion.

6. Rhythm – a movement in which some elements recur regularly. Like

a dance, it will have a flow of objects that will seem to be like the beat of
music.

You can find rhythmic patterns everywhere, for a simple cup of cappuccino
prepared by a barista, to a festive street dance.
7. Perspective – created through the arrangement of objects in two-
dimensional space to look like they appear in real life. Perspective is a
learned meaning of the relationship between different objects seen in
space

Lines disappearing in the horizon and objects getting smaller conveys a

perspective of distance. In this still from the short film “Awit ng Puso,” the
child is seen moving far beyond, and the viewer gets the hint that he still
has a long way to go before him.

Types of Shots

How do we go about telling a story in visual form? Let’s take wisdom form
children’s fairytales.

Normally, a fairy tale begins with “Once upon a time, in a land far,
far away, there lived a… and so on and so forth.” That sounds too
elementary, but that is the basics to start a story: tell the place and time
and introduce the characters, and the rest will follow. Now, it would be
awkward to have somebody narrate that for you, that is why visuals need to
be properly executed to tell a story effectively.

Sometimes, a single picture is more than enough to tell a story.

However, a series of pictures can be used also, as in the photo essay, which
is a series of photos that tell a story, and in film, which is practically a series
of frames also. To achieve this, you must remember that capturing visuals
is not just a matter of point and shoot. Shots must be planned and well-
framed to contribute well to the story. A single frame may give so much
meaning already, so if you add other frames, then you can get much more.
Here is a list of the types of shots (Contis, 2019).
Extreme Wide Shot / Extreme
Long Shot

This reveals to the viewer the

world where the story takes
place. Through this shot, the
audience must have a feel of the
time and place of the story –
whether it is morning or
evening, hot or cold, wet or dry,
and so on.

The subject may be shown on a

small scale in order to picture
his/her relation to the scene.

Wide Shot / Long Shot

This shot establishes the

character and how he/she is
related to the scene. The
characters can be seen from
head to toe. Because of its wide
coverage, the wide shot can also
be used as an establishing shot.
This can also be used as a
master shot, which introduces
a new location or scene.

Full Shot

Like the wide shot, the full shot

also shows the character from
head to toe, but this time
around, the character is already
the focus. Through this, you
can clearly see what the
character looks like as a whole
or what he/she is doing.
Medium Shot

The character is seen waste up.

This is often used in dialogue
scenes, because it is wide
enough to show two or more
characters but close enough to
show details.

Medium Close-up

This shot rests between the

medium shot and the close-up,
with the subject framed from
shoulders up. Through this
shot, more body language can
complement the facial
expressions to show emotions.

Close-up

This frames the character’s face

and provides emotional clues
that cannot be effectively shown
with the medium shot. Other
things may be shown up close –
shaking hands, tapping feet,
etc,

Tip: Cropping the crown of the

head in a close-up conveys a
more intimate appeal.
 Extreme Close-up
This is a tighter frame that
highlights the facial features or
any subject more. It can be
highly detailed, much more
intimate, emotionally
heightened, and even
uncomfortable to view.

Camera Angles and Points of View

Establishing the angles of your shots will also help in providing the
desirable meaning on visuals. Through this, you can suggest a specific
emotion, establish strength or weakness, or take the story from the eyes of
a character. Here is a list of shots based on angles and points of view (Ricart,
2018).

Bird’s-eye view

Bird’s-eye view is the name

given to the type of shot taken
from an elevated point. As its
own name indicates, it offers a
perspective similar to that
which birds see while flying.

Drones may be used to capture

this type of shot, such as the
picture on the left. However,
you can still do this shot as long
as you strategize your location,
like shooting a subject while
you are standing on a bridge.

High angle

A high angle shot is taken

pointing the camera down on
the subject. As a result, the
subject is seen as vulnerable
and powerless.
Eye level

The eye level shot is considered

the most natural camera angle.
Capturing the shot at eye-level
offers a neutral perception of
the subject. Because it is the
way in which we usually see
people, this camera angle can
help the audience connect with
the subject.

Low angle

A low angle shot is taken from

below the subject’s eye line,
pointing upwards. This camera
angle makes a subject look
powerful and imposing.

Worm’s-eye view

The worm’s-eye view camera

angle looks at an object or
subject from below. It is
commonly used to capture tall
elements in the scene, such as
trees or skyscrapers, and put
them in perspective. This type
of camera shot is mostly taken
from a subject’s point of view.

Over the Shoulder Shot

Also called OTS or third person

shot, this is created by placing
the camera at the back of one
character while facing the other
character. This is used to
highlight the relationship of
characters in a dialogue.
 Dutch Angle

Also called Dutch tilt, canted

angle, or oblique angle, this
shot is noticeably tilted or
tipped. This is used to signal to
the viewer that something is
wrong, disorienting, or
unsettling (Lannom, 2020)

What I Have Learned

Let’s have a brief review of what we have learned so far. Match

the items in Column A with items in Column B.

ANSWER A B

1. serif a. a visual discord in a composition

 2. sans serif b. may be done using drones

3. script c. makes the subject look powerful

4. slab serif d. Lorem ipsum

5. balance e. away from the center

6. contrast f. Lorem ipsum

7. rhythm g. visual equality

8. rule of thirds h. Lorem ipsum

9. color i. canted shot

10. texture j. character is seen from head to

toe.

11. medium close-up k. hue, intensity, value

12. Dutch Angle l. regularly recurring elements 13.

bird’s eye view m. perceived feeling of a surface

14. full shot n.

15. low angle shot o. shot from shoulders up

What I Can Do

DIY Brand

Do you dream of starting your own business? Perhaps you can

introduce it as early as now! Create your own trademark design to be used
in posters, flyers or web pages of your dream business. This may be an
online clothing store, computer shop, hardware, garden shop, salon or spa,
bakery, restaurant, automotive shop, travel and tours, manpower services,
security agency, architectural firm, medical clinic, school, etc. Make sure
to include the most appropriate visuals and text in your brand design. Also,
incorporate your name in your brand name for a more personal feel. Here is
an example for my dream café.
If I had my own café, I would want my
clients to experience coffee the way I want
to: plain, simple and homey, sipped while
listening to soothing music. The visuals I
used speak of that dream. I offer nothing
fancy but comfortable, with music
blending with the aroma of freshly
brewed coffee.

Assessment

I believe you are very much aware of the posts in social media
regarding the way learning is taking place in the new normal – from rants
about online classes, exaggerated teaching and learning styles, erroneous
textbooks, etc. Consequently, netizens have feasted so much on this, and
sad to say, some have brought more negativity to the challenging situation
we are having right now.
This is the reason why for this next activity, you will do a “Positivity
Challenge” and flood the internet with encouraging posts for students and
teachers alike. Here are the mechanics.

1. Create a simple poster with the right visual and text components.
2. To ensure originality, include visuals related to your school,
barangay, and/or Calamba City.
3. Make sure also that you or your classmates (or even teachers) are
part of the poster. A decent selfie, screenshot of your class, and
the likes, may be used. Avoid outrageous pictures or you might
become an instant funny meme.
4. Incorporate an encouraging message in your post. We do not aim
to criticize this time. Instead, we aim to spread positive vibes
about learning despite the difficult times we are experiencing. You
may use either English or Filipino, and make sure you follow the
rules of grammar and writing.
5. Post it on social media (FaceBook or Instagram), and make sure
you share it also to your local group pages.
6. Try to work on having as many Likes and Shares of your poster.
Let me clear this first: you will not be graded based on the
 number of likes. This is not a contest also, and I have nothing to
offer but sticker “hugs” and “congratulations.” Remember that our
aim is to spread good vibes through social media.
7. However, do take note that this serves as one of your performance
tasks, and you will be graded based on how you utilized the
principles of text and visual media in your work.
8. For students who do not have the means to do digital arts and
connect to the internet, you may just create a poster using your
art materials of your choice and submit it accordingly through the
way devised by your school.

Here is an example. I posted this when Brgy. Canlubang reported its first
COVID-19 case back in April 2020 as a simple reminder that we can
overcome all challenges.

RUBRIC

COMPONENT SATISFACTORY UNSATISFACTORY MISSING

The text forms are
appropriate to the
message 2 points 1 point 0 point
conveyed.
The text is clear,
2 points 1 point 0 point
organized, and
 The text follows
the standards of
grammar and 2 points 1 point 0 point
punctuation.
The visuals are
appropriate to the
message 2 points 1 point 0 point
conveyed.
The visuals
feature originality
and follows the 2 points 1 point 0 point
rules.
The over-all layout
is visually
2 points 1 point 0 point
appealing and
catchy
The message
conveyed is clear 3 points 1 point 0 point
and encouraging.
HIGHEST
15 points
POSSIBLE SCORE

Additional Activities

Reflection

After all the texts and visuals, you have seen, and in preparation for
another performance task, it is about time for another reflection. Answer
the following questions briefly and honestly.
1. What new things have you learned after reading this lesson? / What
content could improve this lesson?

2. How can you make encouraging and effective content using text and
visuals?