Who am I?

Identify the name/concept

using the given
illustration.
Venn Diagram
Flow Chart
Cause-and-Effect
Diagram/Fishbone
Concept Map
Main Idea and Details Chart
Bar Graph
Pie Chart
Pictograph
Story Map
What are they?
Textual Aids in
Understanding
Texts
LINEAR AND NON-LINEAR TEXTS

The difference between a Linear Text and

Nonlinear Text is the reading path.
• A linear text is a traditional text that needs to
be read from beginning to end to make sense
of the text. Examples of Linear texts are short
stories, novels, letters and educational texts.
• A nonlinear text, on the other hand, is not
required to be read from beginning to end
since its reading path is non-sequential. In
assisting the readers, visual aids such as
graphic organizers, concept maps, diagrams
and charts.
Textual Aids are educational
instruments that simplify
comprehension of texts, that
use graphical outlines or
images to give the general
idea of a topic.
Example of Textual Aids
 -A visual
representation

Graphic
used to organize
information.

Organizers - A visual display

used to show
relationships
between facts,
info, and
concepts.
 1. Concept Map
2. Venn Diagram

Types/
3. Sequence
Chart/Flow

Examples Chart
4. Cause and
Effect Diagram
5. Main Idea and
Details Chart
 1. Concept map

shows the
relationship between
a central idea and its
related concepts.
1. Concept map
 Advantages of
Concept Mapping

1. Aids in Creating a
Presentation
2.Allows for Quick
Interpretation
3.Illustrates the Hierarchy of
Ideas
4.Aids in Visualizing Outcomes
 2. Compare/Contrast
Diagram or Venn
Diagram
showing the
similarities and
differences between
concepts
2. Compare/Contrast
Diagram or Venn
Diagram
 3. Sequence
Chart/Flow Chart

shows the series of

steps or events in
the order of how
they take place
 4. Cause and Effect
Diagram

shows the reason

and result
4. Cause and Effect
Diagram
 5. Main Idea and
Details Chart

shows the
relationship between
major concepts and
their subordinate
elements
5. Main Idea and
Details Chart
Other types
of textual
aids
Bar Graph
It is a chart that plots numerical data
using bars or columns that show the
total amount of certain
interpretations for a certain category.
Horizontal Bars
Vertical Columns
Comparative Bars
 Parts of Bar Graph
Title

Labels

Scales
Pie chart
It is a special chart that uses pie
slices to illustrate the comparative
sizes of data. The chart is divided
into parts that show percentage or
proportional that matches the size of
the pie for each value.
Pie chart
Pictograph
A pictograph is an example of
textual aid that presents data using
images.
Group Activity
1. Each group will be given a textual aid to use.
2. The group uses the textual aid assigned to them to interpret
the text given.
3. In your presentation, include the following:
Name of the Textual Aid Used:
Function of the Textual Aid:
The Interpreted Text Using the Textual Aid:

4. Each group is given 2-3 minutes to present.

Groupings - LDV
1. Concept Map – B1-B3
2. Venn Diagram – B4-B6
3. Flow Chart – B7-B9
4. Cause-and-Effect Diagram – B10-B12
5. Main Idea and Supporting Details Chart – B13-G1
6. Bar Graph – G2-G4
7. Pie Chart – G5-G7
8. Pictograph – G8-G10
9. Story Map – G11-G13
10. Spider Web – G14-G17
Groupings - MC
1. Concept Map – B1-B3
2. Venn Diagram – B4-B6
3. Flow Chart – B7-B9
4. Cause-and-Effect Diagram – B10-B12
5. Main Idea and Supporting Details Chart – B13-B15
6. Bar Graph – G1-G3
7. Pie Chart – G4-G6
8. Pictograph – G7-G9
9. Story Map – G10-G12
10. Spider Web – G13-G16
Written Work No. 2

Show what you have learned about textual aids and their
varied purposes as you do what is being asked in every
situation. Write your answers on your English notebook.
Write a TITLE for your textual aid.

Criteria:
Relevance - 5
Content – 5
Mechanics (Grammar, Spelling, Capitalization) - 5
Neatness – 5

Total: 20
Situation 1
Use the set of information below to show how students
spend their day by using the most appropriate textual aid.

Eating – 1 hour
Getting ready for school – .5 hours
Going to School – 7 hours
Hanging out – 1.5 hours
Reading – .25 hours
Sleeping – 6 hours
Studying – .5 hours
Watching TV – 2.25 hours
Working - 5 hours
 Situation 2
Student A and Student B differ in four ways. The first
difference is height. Student A is tall, while Student B is
short. A second difference is strength. Student A is strong.
In contrast, Student B is weak. A third difference is
appearance. Student A , who is average looking, differs
from Student B, who is handsome. The final difference is
intelligence. Student A is of average intelligence. Student
B, on the other hand, is very intelligent.

Using a textual aid, show how Student A and Student B

differ from each other.
Situation 3

Student A is conducting a survey on their

preferred Generative AI Assistant. The
responses were the following: Gemini-820;
ChatGPT-700; Deep Seek-330; Meta AI-
215.
Situation 4

Dianne has a monthly income of P25000. She

spends P10000 on rental, P5000 on educational
fees, P3500 on other things (such as groceries,
entertainment, etc...) and she saves the rest of it.
Show how Dianne spends her monthly income
using a graph. Put labels in your graph. Use
coloring materials to distinguish each part.
 Prayer
Loving Father,
Come be with us today
Fill our hearts with joy
Fill our minds with learning
Fill our lessons with fun
Fill our friendships with kindness
Fill our school with love
Help us grow in love and kindness more
like Jesus everyday
Amen.
Message Relay
 Stay away from
possible distractions.
Do not make
judgments.
Know the speaker’s
perspective.
Don’t bombard with
senseless questions.
Give an honest
feedback.
Attend to non-verbal
cues.
TIPS ON HOW TO IMPROVE
ANALYTICAL LISTENING IN SOLVING
PROBLEMS

1. Stay away from possible

distractions.
Do not pay attention to speaker’s
mannerism – accent, tone, and
gestures as they can be a source of
distraction

2. Do not make judgments.

Concentrate on facts and not to
assumptions.
3. Know the speaker’s
perspective. Conflict can be lessen
by knowing their perspective.

4. Don’t bombard with senseless

questions. Focus on clarity and let
the speaker finish his/her side of
the story.

5. Give an honest feedback. Show

that you understand his/her
points. Summarize to avoid
confusion.
Listening is the ability to
accurately receive and interpret
messages in the communication
process.
 PROCESS OF LISTENING

SPEAKER LISTENER
Types of Listening:

1. Passive Listening
- without reacting
- allowing someone to speak, without interrupting
- not doing anything else at the same time
Types of Listening:

2. Attentive/Active Listening
- involves giving the other person time to explore their
thoughts and feelings
- actively showing verbal and non-verbal signs
of listening.
3. Appreciative Listening

- the listener seeks certain

information which they
will appreciate, and meet
his/her needs and goals

- used when listening to

music, poetry or the
stirring words of a speech
4. Analytical Listening

- the ability and the capacity to properly analyze what

is being said
- The purpose is to evaluate the content of the
message.
STEPS ON ANALYTICAL LISTENING

1. IDENTIFY THE PROBLEM.

2. DETERMINE YOUR APPROACH.
3. ANALYZE THE PROBLEM.
4. GETTING THE
ANSWER/SOLVING THE
PROBLEM.
Research shows that an average of
45% is spent listening compared
to 30% speaking, 16% reading
and 9% writing.

(Adler, Elmhorst & Lucas, 2012).

The remaining 30% is for non-
communication.
1. What is the material about?
2. What does it mean, that kindness can actually
improve our health?
3. What kind of physical benefits does kindness
bring?
4. Do researchers know why our bodies might
respond this way?
5. What causes a cascade of reactions in your body
that can drive up blood pressure? What can
buffer that stress response?
6. How does volunteering improve one’s health?
1. It is about how kindness improves our health.

2. Well, it might not surprise you to know that when we take

actions to help others, it's good for our mental health. It can
make us happier and feel like we're contributing to the world. But
there's also growing research showing these acts of caring for
others can actually make us physically healthier, too. (0:21-0:40)

3. Well, so there's lots of evidence linking kindness in the form of

things like volunteering or helping a neighbor, for example, to
living longer and healthier as we age. (0:40-0:50)
4. Yeah, they don't know for sure. There's probably several things
going on. (1:47-1:52)

5. Stress causes a cascade of reactions in your body that can

drive up blood pressure and lead to all sorts of bad things.
Kubzansky says volunteering/doing any act of kindness may help
buffer that stress response. (2:00-2:11)

6. Volunteering or doing an act of kindness can distract you from

some of the problems that you might be having. So, you might be
a little bit less reactive yourself, or it may help to give you more
perspective on what your own problems are. (2:12-2:23)
 Prayer
Loving Father,
Come be with us today
Fill our hearts with joy
Fill our minds with learning
Fill our lessons with fun
Fill our friendships with kindness
Fill our school with love
Help us grow in love and kindness more
like Jesus everyday
Amen.
Message Relay
(Round 2)
Withhold judgment.
Talk and interrupt less.
Analyze the speaker’s
evidence.
Examine emotional
appeals.
Evaluate the content of
the message.
 Here are some tips to be a good listener:
1. Withhold judgment. It is often difficult to understand another
person’s ideas especially when you have a strong opinion about
something but you have to listen first before you evaluate.

2. Talk and interrupt less. Sometimes the best approach to listening is

to let the speaker talk. Speak only when necessary. In this way,
quality communication is achieved and your level of understanding
improved.
 Here are some tips to be a good listener:
3. Ask questions. Sincere questions are genuine requests for
information to gather facts and details, clarify
meanings and encourage a speaker to elaborate.

4. Paraphrase. Paraphrasing involves restating speaker’s

ideas in your own words to make sure you have
understood them correctly.
 Here are some tips to be a good listener:
5. Attend to non-verbal cues. Focusing on a speaker’s non-
verbal cues may tell you more than his or her words. Non-
verbal cues include gestures, postures, vocal tones, facial
expression, and more.

6. Take notes. When the conversation involves details or ideas

you need to remember, notes can be essential.
 Here are some tips to be a good listener:
7. Analyze the speaker’s evidence. As a good listener, you need to
ask yourself about evidences a speaker gives to support his or her
statements. Once you’ve identified the evidence, you need to make
sure it is valid.

8. Examine emotional appeals. Sometimes emotional reactions are a

valid basis for action. In some cases though, emotional appeals can
obscure important logical considerations.
 When do we say that
evidence/proof are
valid or invalid?
• The validity of evidences means details given were
research- based, true, and supported by
statistics.
• Evidences are invalid on the other hand if they
are opinionated and not supported research.
 Whether you're a vegetarian or a
meat-eater. They key to gut health is
plants : Shots - Health News : NPR
Comprehension Questions
1. What is the material about?
2. What do gut microbes do?
3. What decides our health status?
4. What did the research use to study the
microbiome?
5. What does “eat the rainbow” mean?
6. What is the simple goal for people who want to
be healthier?
Answers
1. It is about a research that finds out that the more
plant-based foods people ate, the more gut bacteria
they had that are linked with better health, such as
less inflammation and a stronger immune system.
2. Gut microbes break down food that your body can't
digest. And in turn, they produce chemical
messengers that influence everything from your
blood sugar levels to your immune system. (0:20-30)
3. The microbiome modulates the effect of diet on our
health. This basically decides our health status. (0:38-
0:46)
Answers
4. genomic sequencing (0:47-0:55)

5. Meaning lots of different types of colorful plant foods.

Think tomatoes, butternut squash, pineapple, avocado,
broccoli and kale, blueberries and eggplant. And really
don't forget about those whole grains, nuts, seeds and
legumes. (2:11-2:28)

6. She says a simple goal is to eat five different plant-

based foods every day. Think about making bean soups
with lots of vegetables or mixing up some pears or berries
in your salad. (2:29-2:37)
 Activity: Acrostics
Complete the acrostics of the word “ANALYTICAL” by writing important points about the
topic. Your answers should be in sentence form.

A Analytical listening is listening to evaluate.

N
A
L
Y Yes/No answers does not fully support good analysis.
T
I
C
A
L
 Activity
Aim
• Learn the story of Beowulf. A
• Make a critique of the short story, “Beowulf”.

Use the table on theSuccess next slide to Criteria

analyze the story “Beowulf”.
Guide
• I can questions
retell the mainare provided.
events in Beowulf.Copy the table and write your
answers in your English notebook. If English notebook is not
• I can explain what a legend is.
available, do the activity on a sheet of paper then staple it on your
• I can explain what an epic poem is.
notebook on Monday. The activity will be checked on Monday.
• I know two facts about Britain at the time of Beowulf.
 An Epic Poem
Beowulf is a famous epic poem.
‘Epic’ means a very long poem about heroes and warriors.

Beowulf is one of the first recorded stories we have in Britain

and it was written in Old English.

Beowulf is the hero of a Scandinavian tribe, the Geats, and the

poem tells of his battle with a monster called Grendel.

Other famous epic poems are The Song of Hiawatha,

Gilgamesh and the Iliad.
 Beowulf
The story of Beowulf, first told around 800AD, tells of events around 200 years before
that. It wasn’t written down back then. Instead, the story was passed down orally by
storytellers.

There is one surviving manuscript in the British Museum. Experts believe it is around
1000 years old!

Old English, the language spoken by the Anglo-Saxons, was very different to the
English we speak today.

Listen to the start of Have a look at Beowulf

Beowulf in Old English! written down. Can you
Can you understand any understand any of it?
of it?
 Characters and Places
Beowulf (bay-oh-wolf) the hero of the story from Geatland

Hrothgar (hroth-gar) the King of Denmark

Grendel (gren-dell) a monster believed to be a descendent of Cain

Grendel’s Mother a hag who lives in a swamp

Wiglaf (wee-lahf) a young kinsman of Beowulf
Denmark (den-mark) where the Danes lived
Geatland (gaey-aht-land) where the Geats lived
Heorot (hay-oh-roht) Hrothgar’s hall
 Hrothgar Builds Heorot
The story began when the King of the Use dictionaries and the
Danes, Hrothgar, built a mead-hall. He Internet to find a modern
called the hall, Heorot, meaning hart. English word which means
‘hart’.

Why do you think Hrothgar

called the mead-hall
Heorot? What does the
word symbolise?
 Grendel Attacks
Once Heorot was built, King Hrothgar and his people enjoyed feasts
and celebrations there. The hall was filled with the sounds, sights
and smells of happy gatherings.

Grendel, a monster who lived nearby, despised the noise from the
celebrations. One night, he decided to attack the hall, killing and
devouring thirty of Hrothgar’s warriors.

What does the word ‘devouring’ make you think

about Grendel?

Why do you think Grendel ‘despised’ the noise from

the celebrations?
 Heorot Lies Silent
After Grendel’s attack, King Hrothgar
and the Danes were terrified of
Grendel. The celebrations and feasts
at Heorot came to an end.

The Danes lived in fear of Grendel for

over twelve years! During that time,
the people abandoned Heorot and
lived quietly in their homes.

Heorot lay empty for twelve years. What does this

tell you about what Hrothgar’s people felt about
Grendel?
 Beowulf Travels to Denmark
Eventually, news travelled over the water to the Geats where
the young warrior Beowulf heard of King Hrothgar’s plight. He
sailed to Denmark to offer help.

King Hrothgar was grateful for Beowulf’s help and agreed to

hold another feast in Heorot. After the feast, Beowulf stayed in
the great hall while all the Danes went back to their homes.

Why did it take so long for Beowulf to hear of Grendel’s

attack? How would the news have travelled?
 Beowulf’s First Battle
Grendel was furious about the feast and attacked Heorot!
Beowulf, pretending to be asleep, leapt up and fought Grendel.
His men drew their swords but Grendel’s skin was so tough
that they could not pierce it.

After a long battle, Beowulf, using no weapons, finally

managed to defeat Grendel by tearing off his arm! Grendel fled
to his home in the marshes and died.

Why did Beowulf insist on

fighting Grendel without any
weapons? What did this prove
about him?
 Beowulf’s Second Battle
After hearing that Grendel had been killed, Hrothgar and his
thanes returned to Heorot. They ate and slept in the hall once
again, finally feeling safe.

However, Grendel’s mother was angry that her son had been
killed and attacked Heorot. She killed one of Hrothgar’s best
warriors before escaping.

Beowulf and his men tracked her to her lair below a lake. One of
his men gave him his sword to fight her but when it was useless.
Instead, he took her own sword from her and cut off her head
with it. Her poisonous blood dissolved the weapon! Beowulf
returned to Heorot triumphant!
 Beowulf Returns Home
Hrothgar was overjoyed when Beowulf returned to Heorot. He
declared Beowulf a hero and gave him many gifts including his family’s
heirloom sword. He thanked Beowulf for his help and told him they
would always be friends.

Before he returned to Geatland, Hrothgar warned Beowulf

about the dangers of pride and fame…

Why do you think King Hrothgar gave Beowulf a warning? What

does this suggest might happen at the end of the story?
 Beowulf King of the Geats
Many years later, Beowulf became the King of his people, the Geats. He
reigned for a long time and was well liked by his people because he
was a good king.

Fifty years after Beowulf killed Grendel’s mother, one of King Beowulf’s
servants stole a golden cup from a dragon’s lair.

The dragon was furious and left its cave, burning everything in its path.
 Beowulf’s Third Battle
Beowulf told his warriors that he would fight the dragon alone and they
were to wait for him. By now an old man, Beowulf quickly found himself
outmatched and overpowered by the dragon.

Frightened, all but one of his warriors ran to hide in the forest nearby.
The one who remained was named Wiglaf and he came to Beowulf’s aid.
They defeated the dragon together but not before Beowulf was fatally
wounded.

Explain how King Hrothgar’s warning relates to Beowulf’s

defeat by the dragon.
 Beowulf’s Funeral
The Geats burned Beowulf on a huge funeral pyre and he was greatly
mourned. His people didn’t know who would protect them with Beowulf
gone.

To honour their great king, they built a barrow, which could be seen
from the sea, in his memory. He was buried with the gold and treasures
given to him by Hrothgar.

What was a barrow? Some

famous barrows are found at
Sutton Hoo. Use the Internet to
find out what these are.
 Glossary
Barrow a small hill or tumulus built over a burial chamber

Epic very long tale about a legendary hero

Despise to dislike a lot
Devour to eat something quickly and eagerly
Funeral pyre a pile of wood for burning the bodies of the dead

Heirloom an object passed down through the generations of a family

Lair an underground hiding place

Manuscript an old handwritten book
Mead hall a large hall or palace for Scandinavian tribes
 Activity

Use the table on the next slide to analyze the story “Beowulf”.
Guide questions are provided. Copy the table and write your
answers in your English notebook. If English notebook is not
available, do the activity on a sheet of paper then staple it on your
notebook on Monday. The activity will be checked on Monday.
Who among your classmates
have similarities?

2
Who among your classmates have
A LOT OF DIFFERENCES?

3
COMPARING & CONTRASTING
SOURCES OF INFORMATION
COMPETENCY

Compare and contrast the contents

of the materials viewed with
outside sources of
information in terms of accessibility
and effectiveness.

5
LESSONS TO COVER

1. Sources of Information
2. Criteria in Checking Information
3. Compare and Contrast: Definition
4. Difference between Compare and Contrast
5. Different Graphic Organizers used to
compare and contrast

6
Other than the 3 major types of sources of
information which are the primary,
secondary and tertiary; what are the other
sources of information you know?

7
Scholarly articles

Books

Government documents

News/ magazine articles

References
 What are the two criteria in
checking the information?
Effectiveness Accessibility
Authority Text Accessibility

Accuracy Image Accessibility

Objectivity/Purpose Audio Accessibility

Currency Video Accessibility

Coverage/Relevance
COMPARE
COMPARE
- taken from the Latin word “comparare”
which means to liken or to compare

11
 COMPARE
Comparing things means
pointing out their similarities, or
what they have in common.

12
CONTRAST
CONTRAST
- from Latin words “contra” and “stare” which
means against and to stand

14
 CONTRAST
Contrasting things mean pointing
out their differences, or where they
diverge from one another.

15
2 MAIN REASONS THAT PEOPLE
USE COMPARE AND CONTRAST

1. To Explain 2. To Evaluate

16
WHAT CAN YOU
COMPARE/CONTRAST?

- two or more subjects that have a Basis

for Comparison (BFC)

17
THE DIFFERENT GRAPHIC
ORGANIZERS USED TO
COMPARE AND
CONTRAST
VENN DIAGRAMS

19
 CHARTS
Name 1 Name 2

ATTRIBUTE 1

ATTRIBUTE 2

ATTRIBUTE 3

20
SEMANTIC ANALYSIS CHART

Insects/ 6 legs 3 Body Has wings Lays Eggs Stings

Features Parts
bees + + + + +
ants + + + + -
mosquitoes + + + + -
wasps + + + + +
crickets + + - + -

21
 Signal Words for Comparing

in the
also equally same way similarly
as in a similar like to compare

both in comparison likewise same way

22
 Signal Words for Contrasting
Although Even so Instead Otherwise
Yet Even though However Still
But In contrast Nevertheless Unlike
despite nonetheless On the contrary Whereas

23
WHEN TO USE COMPARISON-CONTRAST

Use comparison and contrast to show that:

· one thing is better/worse than another
· things that seem alike, but are actually different.
· things that seem different, but are actually alike

24
Concentrate on the most important parts of a
comparison-contrast pattern:
· the purpose of comparison;
· points of comparison;
· and the actual similarities and differences of the
item being compared.

25
 THINGS TO NOTE WHEN
COMPARING AND CONTRASTING INFORMATION

1. Study the material carefully.

2. Make sure that the information given is correct. (Accuracy)

3. Tell whether the content is complete.

(Completeness)

4. Tell whether the data is up-to-date and accurate. (Timeliness)

26
 THINGS TO NOTE WHEN
COMPARING AND CONTRASTING INFORMATION

5. Take note of the story or technique used to present the

information. (Consistency)

6. Determine if it is related to what you are looking for. (Relevance)

7. Note whether the information is as unique as possible.

(Uniqueness)

27
ACTIVITY

28
Compare and contrast the following materials.

UNICEF - Mayroon nang learning crisis sa PHL bago pa man mag-

pandemic lockdown | 24 Oras

UNICEF official flags Philippines for major learning crisis |

Philstar.com

29
 Guide Questions Online Source Printed Source

1. What is the issue all

about?
2. Who are the
persons involved in
the issue?

3. Does the
government prepare
a solution to the
problem? Why or why
not?

30
 THINGS TO NOTE WHEN
COMPARING AND CONTRASTING INFORMATION

1. Study the material carefully.

2. Make sure that the information given is correct. (Accuracy)

3. Tell whether the content is complete.

(Completeness)

4. Tell whether the data is up-to-date and accurate. (Timeliness)

31
 THINGS TO NOTE WHEN
COMPARING AND CONTRASTING INFORMATION

5. Take note of the story or technique used to present the

information. (Consistency)

6. Determine if it is related to what you are looking for. (Relevance)

7. Note whether the information is as unique as possible.

(Uniqueness)

32
PERFORMANCE TASK (BY PAIR)

• Find two sources of information (one video) and one

printed.
• Be sure that the two sources have the same topic.
• Compare and contrast the two sources in terms of
effectiveness and accessibility.
• Use the tools given.

33
FIRST TOOL:
CRAAP TEST

34
 Criteria Source 1 Source 2
Title: ________________ Title: ________________
Source: _______________ Source: _______________
Currency
When was the information
published or last updated?
Relevance
How relevant is the information to
your specific topic/question/life?
Authority
Who is the author or
publisher? What are their
credentials or expertise in the
subject area?
Accuracy
Is the information reliable, truthful,
and correct? Is it supported by
evidence and free from errors?
Purpose
Why was the information created or
published? What is the author's 35
intention or bias?
SECOND TOOL:
FOUPA TEST

36
 Criteria Source 1 Source 2
Title: ________________ Title: ________________
Source: _______________ Source: _______________
Findability
How easily can the information be
located through search engines,
libraries, or databases?
Obtainability
Is the source readily available, or are
there barriers to access (e.g.,
paywalls, login requirements,
physical location)?
Usability
Is the information presented in a
clear, understandable format?
Purpose and Audience
Is the source designed for a broad
audience, or is it highly specialized?
Accessibility in relation to
effectiveness:
Does it achieve its intended
purpose? 37
PAIRING (ENGLISH 10-MC)
• Josh and Marc • Zoey and Alliah
• Kean and Brian • Elijah and Gelcy

• Christoff and Ken • Denise and Leila

• Hermione and Angelica
• Nathan and Geoff
• Christianah and Alannah
• Prince and Zachary
• Niña and Noelle
• JB and Lowell • Marsse and Denzelle
• Akim and Shaun • Shairah, Trisha, and Zyra

38
PAIRING (ENGLISH 10-LDV)
• Godwyn and Jon • Suzzane and Althea
• Athena and Maia
• Iñaki and Harold
• Janna and Miccini
• Pietr and Jared
• Jewel and Elle
• Tom and Matthew • Manilean and Althia
• Niño and Eljohn • Princess and Danielle
• Prince and Ryss • Zarah and Rhian
• Aira, Rylie, and Nicole
• Zian and Rosvil
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EFFECTIVE DELIVERY
TECHNIQUES
Voice modulation is a powerful tool in Effective body language enhances your
public speaking. It involves varying pitch, message, making it more impactful and
tone, and volume to convey emotion, memorable:
emphasize points, and maintain interest:
• Meaningful eye contact
• Pitch variation
• Purposeful gestures
• Tone inflection
• Maintain good posture
• Volume control
• Control your expressions

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NAVIGATING Q&A
SESSIONS

• Know your material Maintaining composure during the

in advance Q&A session is essential for projecting
confidence and authority. Consider the
• Anticipate common following tips for staying composed:
questions
• Stay calm
• Rehearse
your responses • Actively listen
• Pause and reflect
• Maintain eye contact

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SPEAKING IMPACT

• Your ability to communicate effectively will leave a lasting impact on

your audience
• Effectively communicating involves not only delivering a message
but also resonating with the experiences, values, and emotions of
those listening

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DYNAMIC DELIVERY

• Learn to infuse energy into

your delivery to leave a lasting Metric Measurement Target Actual
impression
Audience
• One of the goals of effective # of attendees 150 120
attendance
communication is to motivate your
audience Engagement
Minutes 60 75
duration

Q&A
# of questions 10 15
interaction

Positive
Percentage (%) 90 95
feedback

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FINAL TIPS & TAKEAWAYS

Consistent rehearsal 1. Seek feedback

• Practice makes perfect, so strengthen your familiarity 2. Reflect on performance
with the presentation 3. Explore new techniques
Refine delivery style 4. Set personal goals
• Pacing, tone, and emphasis 5. Iterate and adapt
Timing and transitions
• Aim for seamless, professional delivery
Practice audience
• Enlist colleagues to listen & provide feedback

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SPEAKING ENGAGEMENT METRICS

Impact factor Measurement Target Achieved

Audience interaction Percentage (%) 85 88

Knowledge retention Percentage (%) 75 80

Post-presentation surveys Average rating 4.2 4.5

Referral rate Percentage (%) 10 12

45
THANK YOU
Brita Tamm

502-555-0152

brita@firstupconsultants.com

www.firstupconsultants.com
1
If the following people come to STEC,
how would you greet them?

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5
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8
“A Very Old Man with
Enormous Wings”

by Gabriel Garcia
Marquez

Magic Realism
& Imagery
 Opening:
 What was your initial reaction to the story? Did you like it?

 Let’s talk about it.

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What is the story all about?

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What does the old man look like?

12
According to the couple’s neighbor, why
did the old man come?

13
 How did the old man behave
throughout the story? Why do you
think he behaved that way?

14
Describe the couple in the story. How
did they treat the old man?

15
Was it humane that the couple charged
people a fee to see the old man?

16
What was Father Gonzaga’s role in the
story? How did he investigate the
peculiar newcomer?

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How did the villagers treat the old man?
Why did they lose interest in him?

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What negative attributes of man are
highlighted in the story?

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If you were to encounter someone like
the old man, how would you treat the
person?

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An Old Man With Enormous
Wings

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 Author and Setting
 Gabriel Garcia Marquez, born in 1928 in Aracatuba,
Colombia

 Won the Nobel Prize in Literature in 1982

 Setting is in a small seaside village in South America

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 What genre is this?
 Short Story Magic Realism

 What do you do already know about this genre?

 "Reality is not always

probable, or likely."

----Jorge Luis Borges ----

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 Definition
 The introduction of magical devices or magic in general
within a believable (realistic) story, without any
disruption of the logic of the story.

 Magic Realism is a literary style that "combines

realistic, everyday details with elements of fantasy,
blurring the reader's usual distinctions between reality
and magic.

 Also called "marvelous realism“ (Carpentier)

 Magic Realism
 Elements of dreams, fairy tales, folklore, or
mythology.
 Earthly, realistic settings.
 Laws of nature suspended.
 Realism combined with supernatural.
 Effect? Humorous and
thought-provoking results.
 Your Turn
 Do you see elements of
magical realism in the text?

 b) What are the "magical

possibilities" in this story?
How is the supernatural
mixed with the mundane?

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 Your Turn!

Give three examples

of magic realism in the
story.
 Magic Realism Example #1
“He had to go very close
to see that it was an old
man, a very old man,
lying face down in the
mud, who, in spite of
his tremendous efforts,
couldn't get up,
impeded by his
enormous wings.”
Magic Realism Example #2

“Against the judgment of

the wise neighbor woman,
for whom angels in those
times were the fugitive
survivors of a spiritual
conspiracy, they did not
have the heart to club him
to death.”
 What literary devices does
Marquez use?
 Symbolism

 Allusion

 Figurative language

 Imagery

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 Imagery

 Words or phrases that appeal to the senses.

 Most commonly appeals to sense of sight.
 Imagery Example #1

“Sea and sky were a single ash-gray thing and the sands of the beach,
which on March nights glimmered like powdered light, had become
a stew of mud and rotten shellfish.”
 Imagery Example #2
“Then he noticed that seen close up he was much too
human: he had an unbearable smell of the
outdoors, the back side
of his wings was strewn
with parasites and his
main feathers had been
mistreated by terrestrial
winds, and nothing about
him measured up to the
proud dignity of angels.”
 Your Turn!
•Find three examples of imagery in the story.
 Language & Narration:
 What do you think of the story's narrative? Is the narrator
judgmental or sympathetic in any way?

Speaker
 Who is the narrator?

 Who is the main character?

 Language & Narration:
 What do you think of the story's narrative? Is the narrator
judgmental or sympathetic in any way?

Speaker
 Who is the narrator? – Third Person Omniscient

 Who is the main character?

 Language & Narration:
 What do you think of the story's narrative? Is the narrator
judgmental or sympathetic in any way?

Speaker
 Who is the narrator? – Third Person Omniscient

 Who is the main character? – The very old man with

enormous wings
 Tone and Mood
 The mood of the story is very gloomy and dark

 The setting is in an unnamed coastal town, probably in South

America.

 Happened sometime in the past although it doesn’t give

many hints as to when.

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 Elements of a Short Story
Elements Real Magical
1. Theme
2. Setting
3. Characters
4. Plot
5. Conflict
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 Group Activity
Identify the elements of the short story and categorize them
under Real or Magical. Present it in a creative way.

 Group 1 – Theme

 Group 2 – Setting, Imagery, and Symbolism

 Group 3 – Characters

 Group 4 – Plot

 Group 5 - Conflict

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What should be seen in the presentation?
1. Definition of the element of the short story
assigned to the group
2. Example of the element of the short story based
on “A Very Old Man with Enormous Wings”
3. Creative strategy in presenting
4. Presentation slides (must be presented using a
laptop)

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 Extension: Write Magic Realism
 Write a complex or compound sentence about
Grade 10 S.Y. 2025-2026 that contains realistic
elements, with characters and setting that seem
believable in the classroom, such as “John knew he
would never make it to class on time with all the
slow-moving people in front of him.”
 Add an element of magic realism into the sentence,
but don’t make it seem like it is a surprise or that it
is out of place. You can continue to add magical
elements as you develop a more well-rounded story.
 Write your sentence in an A4 bond paper and
decorate it.
 The sentence could look
like this: “John knew he
would never make it to
class on time when he saw
that the people were
moving too slowly through
the think sludge of pudding
dripping from the walls in
thick drops.”
 Extension
 What do you think the old man with wings reveals
about human nature?
 about our views of the supernatural?
 Is it something absolute, or a matter of personal
interpretations?
 How is your personal response to this story influenced
by your own culture?
 Ordinary world
 Pelayo and Elisenda killing the crabs.

 Taking care of their sick child.

Call to Adventure
 Pelayo finds a very old man with wings lying face down
in the mud

 Goes to get his wife to show her.

 Refusal of call
 When they stick him in the chicken coop.

 Afraid of why he is there.

Meeting with Mentor

 Father Gonzaga came and said he would write to the
bishop who would write to his primate who would write
to the Supreme Pontiff for a final verdict of what to do
with "the angel"
 Trials
 Not knowing what to do with the old man.
 Father Gonzaga thinking the man is an imposter.
 Pelayo and Elisenda charging five cents per
person to see the angel when a carnival arrivived
in town with a girl turned into a spider from
disobeying her parents.
 The trials of the people who came to see the
man.
 Approaching the Inmost
Cave
 What do you think?

 Could the small miracles that occurred after the angels

appearance be a sign of the unknown?

Ordeal
 When the Father Gonzaga was doubting the man and
was shown differently than what he thought.

 When the angel became sick.

 Reward
 Pelayo and Elisenda made a lot of money from the angel,
they bought new clothes and built a new house.

Transformation
 Relieved when he left, because he had not taken their
child

 The child got better.

 Themes
1. The title:
 What is the significance of the title "A Very Old Man
with Enormous Wings"? What do you think about the
ending?
 In what sense is the story "A Tale for Children"? How is
the child in the story related to the old man?
2. The supernatural:
 What does the short story say about reality and the
supernatural?
 What do you think of Elisenda's statement that "it was
awful living in that hell full of angels"?