10

English
Quarter 2 – Module 7:
COMPOSING TEXTS WHICH INCLUDE
MULTIMODAL ELEMENTS
English – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 7: Composing Texts Which Include Multimodal
Elements
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the 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.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
names, trademarks, 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

Writer: Evely C. Amante, Dev.EdD
Editor: Crisilda N. Estravela
Reviewers: Renelda D. Espinas & Crisilda N. Estravela
Illustrator: None
Layout Artist / Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10
ENGLISH
Quarter 2 – Module 7
COMPOSING TEXTS WHICH
INCLUDE MULTIMODAL
ELEMENTS
Introductory Message

For the Facilitator:

Welcome to the ENGLISH 10 Alternative Delivery Mode (ADM) Module 7 on

Composing Texts Which Include Multimodal Elements!

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:

“Accept the challenges so that you can

feel the exhilaration of victory.”
- George S. Patton

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 the ENGLISH 10 Alternative Delivery Mode (ADM) Module 7 on

Composing Texts Which Include Multimodal Elements!

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.

ii
This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know 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; 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 This includes questions or blank
Learned sentence/paragraph to be filled in to 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 In this portion, another activity will be given
Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

iii
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
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 1 ------------------------------------------------ 3

WHAT’ S NEW ------------------------------------------------ 5

Task 1 ------------------------------------------------ 5
Task 2 ------------------------------------------------ 6

WHAT IS IT ------------------------------------------------ 8

WHAT’S MORE ------------------------------------------------ 12

Task 1 ------------------------------------------------ 12
Task 2 ------------------------------------------------ 14

WHAT I HAVE LEARNED --------------------------------- 15

WHAT I CAN DO ---------------------------------------- 15

ASSESSMENT ------------------------------------------------ 16

ADDITIONAL ACTIVITIES --------------------------------- 18

GLOSSARY --------------------------------------------------- 19

ANSWER KEY ------------------------------------------------ 20

REFERENCE LIST -------------------------------------------- 21

v
 WHAT I NEED TO KNOW

Hi there! You are now at the last module in G10 English for Quarter 2.
In the previous lessons, you must have learned the importance of
comunication for all ages. Very important aspects that a child need to achieve
academic success are well developed communication skills. At all levels of
education, students must be able to communicate effectively. It is said that
without highly-developed communication skills, learners will run the risk of
falling behind their peers. Communication is what enables a person to pass
information to other people, and to understand what is said to us. Essentially,
as high school students you need to know how to transfer information from
one place to another. As our technology progresses, our ways of
communication also level up. Therefore you need to know how meaning is
conveyed through the various modes used in a text, as well as how multiple
modes work together in different ways to convey the story or the information
to be communicated.

In this module, you will learn about multimodal texts. You will be
provided with activities that will assist you as you learn about the meaning of
multimodal text, its elements with specific examples, including the benefits of
composing multimodal texts. You will also encounter the different modes of
communication used in multimodal texts.

These sub-topics are relevant to you for these will help you know how
to enhance your connection or engagement and validate or affirm your
identities as learners who can incorporate your knowledge of multiple
languages to communicate, learn a new language, and acquire knowledge in
a new language. It is also hoped that through this module you will learn to
think critically about the purpose and function of each language you use in a
multimodal text and communicate effectively. Thus, it is essential that you
complete all the tasks productively. Work well and have a good time learning
this module.

Learning Competency
Compose texts which include multimodal elements
Learning Objectives
At the end of the module, you should be able to:
1. Define multimodal text
2. Identify multimodal elements and multimodal text types
3. Compose or create a cohesive multimodal text

1
 4. Explain the benefits of multimodal texts and the importance of
multimodal literacy
Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

WHAT I KNOW

Pre-assessment:
Directions: Identify what is asked in the following sentences. Write the letter
of your choice in your notebook.

1. When we communicate we use different processes or modes.

a. true b. false

2. Multimodal texts don’t combine two or more modes such as written

language, spoken language, visual (still and moving image), audio,
gestural, and spatial meaning
a. true b. false

3. Multimodal text maybe live, paper/print, physical or digital.

a. true b. false

4. It is an example of a multimodal text that refers to an advertisement to

be posted on a pole, wall etc. to advertise something.
a. poster b. picture book c. brochure d. blog

5. What multimodal text refers to a series or sequence of drawings or

diagrams which illustrate a sequence of events or scenes, e.g. in an
accident or as a flowsheet for computer programming?
a. graphic novels b. picture book c. poster d. storyboard

6. Which of the following is NOT an example of a live multimodal text?

a. dance b. performance c. e-poster d. storytelling

(For 7-8, identify what mode or type of multimodal text is each of the following)

2
 7. We can determine the message and the mood of the song
through the rhythm, volume, pitch and the lyrics.
a. Visual + spatial c. gestures
b. linguistic + audio d. spatial

8. We determine the message effectively just by reading the

body language and facial expression.
a. Visual + spatial c. gestural
b. linguistic + audio d. spatial

WHAT’S IN

Task1. Read and Answer

Directions: Let us now review our past lesson on delivering a prepared or

impromptu talk on an issue employing the techniques in public speaking.
You will find four options for your answers. Write the correct answer in your
notebook.

1. What is a major characteristic of an impromptu speech?

a. It requires a lot of research.
b. It is rehearsed over several days.
c. It takes many hours to write.
d. It is unplanned.

2. An impromptu speech involves everything EXCEPT:

a. In-depth research
b. Off the cuff delivery style
c. Little time for preparation
d. Speaking about a familiar topic

3. What should the introduction of an impromptu speech include?

a. Main idea
b. Example
c. Support
d. Conclusion

3
4. In which type of situation would it be appropriate to give an impromptu
speech?
a. Speaking at a board meeting about changes in corporate policy
b. Speaking at the United Nations about the threat of nuclear war
c. Speaking at school board meeting about educational policies
d. Speaking at an awards ceremony after just winning an award

5. If you were delivering an impromptu speech about how to dance a waltz,

you may be more effective if you include:
a. Comparisons
b. Anecdotes
c. Flip charts
d. A demonstration

6. It refers to the degree of loudness of sound.

a. Fluency
b. Enunciation
c. Volume
d. Pacing

7. In public speaking, the act of making gestures or moving one’s body

parts, usually arms, hands, and/or legs is called
a. Diction
b. Movement
c. Facial expression
d. Gesticulation

8. It means speaking words as they are meant to be spoken.

a. Pronunciation
b. Tone
c. Enunciation
d. Diction

4
 WHAT’S NEW

Task 1: WORD CLOUDS ANALYSIS

This time, I want you to look at the wordle or word clouds below.

source:
https://sites.google.com/site/ais
multimodaltext/1-what-is-
multimodal-text
Can you identify which of these words are considered print or paper
based, live/physical and digital? Arrange the words under a column that
they should belong.

Print/ Paper based Live/Physical Digital

5
Task 2: NAME THE PICTURE

Instructions: Observe the illustrations below. Match each picture in column

A with its appropriate name in column B. Write down the letter of your choice
in your notebook.

source: A. poster
https://www.millcitypress.net/
author-learning-hub/children-
books/examples-childrens-
books/#iLightbox[gallery_image
_1]/0

1.

B. picture
book

source:
https://in.pinterest.com/pin/45
0782243957175545

2.

C. brochure

source:
https://www.google.com.ph/amp
/s/www.pinterest.com/amp/pin
/60376451232542088/

3.

6
 Front Page

4.
D.
storyboard

Inside Page

source:
Tourism
Office,
Munipality of
Mabinay

E. comics
/ comic
book

source:
https://openclipart.org/search/?
p=2&query=social%20media

5 .

7
 WHAT IS IT

The examples that you have encountered in Tasks 1 & 2 are texts in
different forms and shapes. They are called multimodal texts.

What are multimodal texts?

Most of the texts that we use are multimodal as they require different
modes to be used to make meaning. Multimodal is the combination of two or
more of these modes to create meaning. Multimodal texts are texts which
combine verbal and non-verbal elements, or where meaning is communicated
through combinations of two or more communication modes. What is a
mode? It is anything that communicates meaning. Modes include written
language, spoken language, and patterns of meaning that are visual (still and
moving image), audio, gestural, tactile and spatial (The New London Group,
2000; Cope and Kalantzis, 2009). Multimodal text can be print, physical or
digital.

Multimodal learning is the belief that when multiple learning modes

are effectively used together, the learner will gain a better understanding of
the concept.

The complexity of creating texts increases proportionately with the

number of modes involved and the relationships between the various semiotic,
or meaning making, systems in a text, as well as use of more complicated
digital technologies.

Simple multimodal texts include comics/graphic novels, picture

books, text books, comics, newspapers, brochures, print advertisements,
posters, storyboards, digital slide presentations or slide shows (e.g.
PowerPoint), e-posters, e-books, blogs, and social media where meaning is
conveyed to the reader through varying combinations of visual (still image),
written language, and spatial modes. Podcasts are also simple to produce,
involving combinations of spoken language, and audio modes.

Live multimodal texts include dance, performance, oral storytelling,

and oral presentations. Meaning is conveyed through combinations of various
modes such as gestural, spatial, audio, and oral or spoken language
(https://www.education.vic.gov.au).

8
 Digital multimodal texts, such as film, animation, slide shows, e-
posters, digital stories, interactive stories, and web pages, convey meaning
through combinations of written and spoken language, visual (still and
moving image), audio, gestural and spatial modes. They considered by some
as more complex digital multimodal texts productions. Creating digital
multimodal texts involves use of communication technologies, however,
multimodal texts can also be paper based, or live performances.

Each individual mode uses unique semiotic (of or relating to semantics)

resources to create meaning (Kress, 2010). In a visual text, for example,
representation of people, objects, and places can be conveyed using choices
of visual semiotic resources such as line, shape, size, line and symbols, while
written language would convey this meaning through sentences using noun
groups and adjectives (Callow, 2013) which are written or typed on paper or
a screen.

The NSW Syllabus for the Australian Curriculum defines modes,

multimodal and language modes as “Comprising more than one mode. A
multimodal text uses a combination of two or more communication modes, for
example print, image and spoken text as in film or computer presentations.”

It also mentions that “language modes listening, speaking, reading,

writing, viewing and representing are often integrated and interdependent
activities used in responding to and composing texts in order to shape
meaning” and that “any combination of the modes may be involved in
responding to or composing print, sound, visual or multimedia text.”
(https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text)

When engaging with multimodal text one must try to imagine how a
written text in a particular genre might be transformed in order for the writer
to achieve different purposes with their audience in different ways. The
various elements of multimodal texts should always work together to send the
same message. Images in texts are considered visual support. An effective
image condenses an argument into a memorable symbol that is apprehensible
at a glance and taps deeply into our emotions and values. Designers or
makers of multimodal texts often use words to crystalize the intended
meaning of the text they make, thereby shaping the audience’ response.

9
Why studying and using multimodal texts is significant

Creating multimodal texts is based on teaching writing, extended to

teaching students how to produce short, purposeful, and engaging texts in
different forms and media formats.

Creating multimodal texts is an increasingly common practice in

contemporary classrooms. Multimodal texts improve comprehension, helps
one to learn information, helps communicate effectively, helps recognize
diverse abilities and individual interests and increase motivation.

Student authors need to be able to effectively create multimodal texts

for different purposes and audiences, with accuracy, fluency, and
imagination. To do this, students like you need to know how meaning is
conveyed through the various modes used in the text, as well as how multiple
modes work together in different ways to convey the story or the information
to be communicated.

Students need to know to creatively and purposefully choose how

different modes might convey particular meaning at different times in their
texts, and how to manipulate the various combinations of different modes
across the whole text to best tell their story (Jewitt, 2009). See: Modes.

The Victorian Curriculum also recognizes that students need to be

able to create a range of increasingly complex and sophisticated spoken,
written, and multimodal texts for different purposes and audiences, with
accuracy, fluency and purpose.
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/l
iteracy/multimodal

Multimodal literacy is very important. Young people need to be able to

communicate effectively in an increasingly multimodal world. This requires
teaching children how to comprehend and compose meaning across diverse,
rich, and potentially complex, forms of multimodal text, and to do so using a
range of different meaning modes.

As communication practices have become increasingly shaped by

developments in information and multimedia technologies, it is no longer
possible for us to think about literacy solely as a linguistic accomplishment
(Jewitt, 2008, p. 241). So as technology nowadays progresses, our way of
communicating should also level up. Therefore, using multimodal texts will
help students communicate in different ways.

10
Multimodality in Composition

In the composition field, multimodal elements are commonly defined

in terms of the five modes of communication: linguistic, visual, gestural,
spatial, audio. These terms are often paired with the language of design to
create a more thorough conversation about the different modes, especially
when referencing compositions that combine words and images, such as
posters, presentations and websites.

The Five Modes

(Multimodal Elements or Semiotic Systems)

A text maybe defined as multimodal when it combines two or more semiotic

systems.

1. Linguistic – word choice, vocabulary, structure, grammar

of oral/written language; delivery of spoken or written text (tone);
organization into sentences, phrases, paragraphs, etc.; coherence of
individual words and ideas. (image from:
https://lettersandscience.ucdavis.edu/news/summer-linguistic-institute-coming-campus

2. Visual – color, layout, style, size, perspective, vectors and viewpoint

in still and moving images (image from: https://openclipart.org)

3. Audio – pitch and rhythm of music; sound effects; ambient

noise/sounds; silence; tone; emphasis and accent of voice in spoken
language; volume of sound (image from: https://openclipart.org)

4. Gestural – movement, facial expressions, hand gestures, body

language, interactions between people (image from: https://openclipart.org)

5. Spatial – arrangement, organization of objects in space; proximity

between people and objects; proximity, direction, position of layout
( image from: https://www.google.com.ph)

11
The Language of Design

Emphasis - The elements of an image that are most significant or pronounced

Repetition - The repeated pattern of the same or similar shapes or objects,

which can also indicate an overall emphasis or theme

Contrast - The sharp differences between elements that are noticeable based
on their relationship to each other

Layout - The organization of elements on a page, including texts, images,

shapes, and overall composition

Alignment - The way that elements are aligned on a page, especially text
which is aligned at left, right or center

Proximity - The relationship between objects in a space, particularly how

close they are to each other. Proximity can indicate a relationship between
objects.(https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-
documents/teachingresources/SupportingMultimodalLiteracy/Supplement1_LanguageOfMultimodalTexts.pdf)

WHAT'S MORE

We all know the important role reading and writing play in the process
of learning a new language or new words and new structures. These skills
may be enhanced by adding some elements to what you read and write. This
time I want you to do multimodal learning. Do the following tasks and write
your answers in your notebook.

Task 1: IDENTIFYING MODES or MULTIMODAL ELEMENTS

Instructions:

1. Look at the word STOP.

Question: Does the word represent a concept or a context?

2. Let’s add color to the word STOP

Questions: Does the meaning of the word change? If yes, did it suddenly
become deeper compared to the first “STOP”? What mode of communication
or multimodal element is present?

12
3. Now, let’s add shape to the word, as in

Questions: Does the meaning of the word change? What does it mean to you?
What mode of communication or element is present?

4. Now, someone sees the sign yet he is color blind.

Question: What do you think is the meaning of the sign for him? What mode
or element is missing?

5. This time, let’s use the STOP sign in Thailand.

Question: How will you understand the meaning of the sign if you don’t know
the language? What mode or element is missing?

6. Now, someone knows there is a sign, but the visibility is low?

Question: How will he understand the sign? What mode or
element is missing?

(signs taken from https://www.google.com.ph and https://openclipart.org)

Note: Even when one of the modes is missing or inaccessible, the meaning of
the STOP sign can still be communicated. This is the nature of multimodal
learning – different modes work together to create meaning with each mode
contributing to the meaning in unique way. The information is presented in
multiple and often simultaneous ways.

13
Task 2: READING THROUGH IMAGES

Instructions: Look at the illustration below. Ask someone in your house to

hold this from a distance you cannot read the words. Guess what the text is
all about solely from the image you see.

https://www.pinterest.ph/pin saved from foodlive.com

Guide questions:

1. Do you read the words from a distance?

2. Can you grasp the meaning of the text from the image?
3. What do you think will happen if the words are omitted?
4. What is the overall meaning of this infographic?
5. Name the multimodal elements present in this infographic.
6. Are multimodal texts, like infographic or mind map, important to you?
Explain in a sentence or two.

14
 WHAT I HAVE LEARNED

Well done! You’ve made it this far! It’s time for you to share your
learning insights, reflect on them and assess your skills, knowledge and
comprehension. Think of why you need to learn the concepts on multimodal
texts and know the importance of multimodal literacy. Ponder on what you
have learned, what you have realized, and what you intend to apply in the
future. Use the sentence starters below and write your reflections in your
journal notebook.
Example:

I have learned that ________________________________

I have realized that _______________________________
I will apply _______________________________________

WHAT I CAN DO

Directions: This time compose a three-paragraph oral presentation about how

to live a happy life using the given images below as your visual support. You
may have it in print, perform live (then record), or digital format (10 pts)

https://opencliplart.org/detail/266767/h
1. ands-in-prayer

https://openclipart.org/detail/178760/lo
2. ve-heart

3. https://www.featurepics.com/online/Kee
p-Trying-Words-2904418.aspx

https://stock.adobe.com/ph/images/fist-
4. hand-protest-symbol-fight-sign/234398332

Note: Effective modal communication works best when words and pictures
are presented simultaneously in close proximity but also when extraneous or
non-essential words and images are removed.

15
 ASSESSMENT
Finally, you were able to deal with the different related activities to
sharpen your skills on communicating effectively using multimodal texts.
Now, it’s time to evaluate your learning. Ready? Here we go.

A. Directions: Read and understand the following statements. Write T in your

notebook if the statement is true about multimodal texts and F if the
statement is false.
1. When we combine images, words and sounds we create multimodal
text.
2. Multimodal texts improve comprehension, help one to learn
information, communicate effectively and increase motivation
3. Multimodal texts are easier to read because they are made up of
different semiotic systems.
4. We combine pictures and words in a picture book or print text.
5. We use visual image and speech in a film.
6. When making multimodal texts, purpose and audience must be
considered.
7. Podcasts involve combinations of spoken language and audio modes.
8. Print Ad is a multimodal text that uses animation, narration and text.
9. Live multimodal texts do not convey meaning through combinations of
various modes such as gestural, spatial, audio, and oral or spoken
language.
10. All multimodal elements should be used together at all times to
compose multimodal texts.

B. Directions: Compose or produce any short, purposeful, and engaging text

(in different forms and media formats) using the different multimodal
elements. Work toward an informative purpose. Choose only one from the
following. Be guided by the rubric on the next page.
1. An informative poster
2. A travel brochure
3. A report with graphics (graphs or photographs)
4. A picture book or BIG book (about any of the short stories you love)
5. An informative oral presentation (about any important topic)
6. A simple speech with visual support
7. Recorded storytelling
9. A ‘how to’ video
10. An advertisement (can be a TV or radio ad which uses music, human
and non-human voices, sound effects or print ad which uses colorful
images)

16
 “Generic Multimodal text Rubric”- WordPress.com

Great! You have done a very good job. You can make use of what you
have learned about multimodal texts, multimodal elements, and the
importance of multimodal literacy in your daily lives.

17
 You can take a short break, decompress and cope with whatever you
are struggling with and stretch your muscles. Take your snacks, drink a
refreshing juice or a glass of water and attend to your personal necessities.
When you are already feeling relaxed, return to your study area and do this
related activity.

ADDITIONAL ACTIVITIES

Directions: List at least five (5) multimodal texts present in your home.
Identify what mode or multimodal element is present in each sample text and
tell whether they are live, paper based/print or digital. An example is given.
Do this in your notebook.

Examples of Elements present Type

Multimodal Texts (Live, Paper based/print
or Digital)
1. Newspaper Linguistic + verbal Print
2.
3.
4.
5.

18
 GLOSSARY

The following terms used in this module are defined as follows:

audio (adj) focused on audible sound, as opposed to sight

gestural (adj) of, pertaining to, or using gestures or a motion of the limbs or
body especially one made to emphasize speech

linguistic (adj)of or relating to language

multimodal (adj) having, or employing multiple modes

multimodal elements (noun) the elements needed for composing or creating

multimodal texts; also called as modes of communication like linguistic, visual,
gestural, spatial, audio

multimodal literacy (noun) understanding of multimodal texts; focuses on

the design of discourse by investigating the contributions of specific semiotic
resources (e.g. language, gesture, images) co-deployed across various
modalities (e.g. visual, aural), as well as their interaction and integration in
constructing a coherent text.

multimodal text (noun) a text which meaning is communicated or conveyed

to the readers through combinations of two or more modes like written
language, spoken language, and patterns of meaning that are visual, audio,
gestural, tactile, and spatial.

semiotic (adj) of or relating to semiotics or to semantics- a branch of

linguistics studying the meaning of words.

Spatial (adj) pertaining to (the dimension of) space

visual (adj) related to or affecting the vision; that can be seen

19
 ANSWER KEY

What I Know What’s New (continuation)

Pre-Assessment Task 2- Name the Picture
1. a 1. picture book
2. b 2. poster
3. a 3. comics/comic book
4. d 4. brochure
5. d 5. social media
6. c 6. storyboard
7. b 7. infographic
8. c 8. dance performance
9. newspaper
10.e-book
What’s In
Task 1-Read and Answer What Is It
1. d -Answers not required
2. a
3. a What’s More
4. d Task 1-Identifying Modes
5. d or Multimodal Elements
6. c -Answers may vary
7. d
8. a Task 2 – Reading Through
Images (1-6)
-Answers may vary

What I Can Do
-Answers may vary
What’s New
Assessment
Task 1- Word Cloud Analysis
A.
1. T
Print/Paper Live/Physical Digital
2. T
based
3. T
Books/Booklets Broadcasts Broadcasts 4. T
Mind map Presentations e-mails 5. T
Comics Newscasts Newscasts 6. T
Letters ebooks 7. T
Posters Videos 8. F
Diagrams Diagrams 9. F
Cards Vodcats 10. F
Infographics Text messages B.
Sketch noting Blogging -Answers may vary
Advertisement Advertisement Advertisement
Image Image Additional Activities
annotation annotation - Answers may vary
Tutorial Guide Tutorial Guide Tutorial Guide
Animation Animation
Visual Note Visual Note
taking taking
Screencasts
Book trailers
Movies

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 REFERENCES

Callow, Jon. The Shape of text to Come: how image and text work. Australia:
Primary English teaching Association Australia (PETAA), 2013. Accessed
November 20, 2020.
https://www.researchgate.net/publication/281069820_The_Shape_of_Text_
to_Come_how_image_and_text_work

“Creating Multimodal Text”. Accesed November 16, 2020.

https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

“ENG121: Strategies for Composing Multimodal Texts”. Video Lesson.

Accessed November 13, 2020.
https://www.youtube.com/watch?v=dELZ75bH2dkk

Jewitt, Carey. Multimodality and Literacy in School Classrooms. Research

Journal. London: Institute of Education, 2008. Accessed November 20,
2020. https://journals.sagepub.com/doi/10.3102/0091732X07310586

Kress, Gunther. Multimodality: A social semiotic approach to contemporary

communication. Simultaneously published in the USA and Canada:
Routledge, 2010. Accessed November 20, 2020.
https://books.google.com.ph/books?id=ihTm_cI58JQC&printsec=frontcover
&dq=Kress+2010&hl=en&sa=X&ved=2ahUKEwiG6N_7rZbtAhVPHKYKHV8gB
PAQ6AEwAHoECAAQAg#v=onepage&q=Kress%202010&f=false

Literacy Teaching Toolkit. Victoria State Government. Last Update: 29

August 2018. Accessed November 19, 2020.
https://www.education.vic.gov.au/school/teachers/teachingresources/disci
pline/english/literacy/readingviewing/Pages/litfocusmultimodal.aspx

“Overview of multimodal literacy”. Literacy Teaching Toolkit. Victoria Sate

Government. Accsessed Nov.16, 2020.
https://www.education.vic.gov.au/school/teachers/teachingresources/disci
pline/english/literacy/multimodal/Pages/multimodaloverview.aspx

“Preparing for an Impromptu Speech Chapter Exam”. Reference. Accessed

November 18, 2020. https://study.com/academy/exam/topic/preparing-
for-an-impromptu-speech.html

“Principles of Multi-Modal Learning”. Visual Musical Mind. Accessed

November 20, 2020. https://m.youtube.com/watch?v=b17YT-
m2DGk&t=73s

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“Short Quiz in English 10 Employ the techniques in public speaking”. Quizalize
Premium (Philippines). Accessed November 17, 2020.
https://app.quizalize.com/view/quiz/short-quiz-in-english-10-employ-the-
techniques-in-public-speaking-d569fe6f-ec7f-49ad-86c9-a54fe511916a

Supplement1 Language of Multimodal Texts. LSA Gayle Morris Sweetland

Center for Writing, University of Michigan. Accessed September 28, 2020.
https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-
documents/teachingresources/SupportingMultimodalLiteracy/Supplement1
_LanguageOfMultimodalTexts.pdf

“What is Multimodal Text?”. Video Lesson. Accessed November 17, 2020.

https://m.youtube.com/watch?v=-4e2ndVmQDo

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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