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English
Quarter 2 – Module 7:
Composing Multimodal
Texts
T
English – Grade Ten
Self-Learning Module (SLM)
Quarter 2 – Module 7: Composing Multimodal Texts
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.

Development Team of the Module

Writers: Eden Grace C. Yungco, Leviriza B. Morales,
Ruby P. Ballita, Concepcion Mae D. Benzonan
Editors: Raffy G. Herrera, Izah Charles M. Dadea
Reviewers: Lorelie C. Salinas
Illustrator: Karen A. Zambra
Layout Artist: Izah Charles M. Dadea
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio, Ph.D., CESO VI-Schools Division Superintendent
Carlos G. Susarno - Special Assistant to the SDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerry O. Magno – English Supervisor
Lalaine SJ Manuntag- CID Chief
Nelida A. Castillo- EPS, LRMS
Marichu Jean R. Dela Cruz, PhD-ADM Coordinator
Zynafe V. Caijo – English Supervisor

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
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English
Quarter 2 – Module 7:
Composing Multimodal
Texts
Introductory Message
For the facilitator:

Welcome to the English Grade 10 Self-Learning Module (SLM) on Composing

Multimodal Texts!

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.

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For the learner:

Welcome to the English 10 Self-Learning Module (SLM) Module on Composing

Multimodal Texts!

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 in to process
what you learned from the lesson.

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 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.

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.

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 What I Need to Know

Welcome back to our new lesson. So let’s get started.

This module is divided into four lessons:

Lesson 1 – Different Modes of Communication

Lesson 2 – Linguistic, Visual, and Spatial Modes in Communication

Lesson 3 – Interpreting Audio Signals in a Multimodal Text

Lesson 4 – Gestural Mode of Communication

In this lesson, you’ll congregate communicative competence that is:

Composing Multimodal Texts

Further, in charting the course of your journey in this module, you are
expected to:
a. identify the different modes of communication in composing a text;
b. compose a multimodal text; and
c. appreciate the importance of creating multimodal text

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 What I Know

It’s our joy to start our new lesson. Before you move further, may I know what
you have learned from your previous lessons by answering the following questions?
Write your answer on the worksheet provided for you.

1. What is the purpose of a text?

a. for the people it is created for
b. for the interaction between the audience and the features
c. for the reason it is created
d. for interpreting meaning
2. What is a text?
a. a spoken communication
b. a visual communication
c. a written communication
d. all of the above
3. A text is multimodal if __________
a. it has multiple audience
b. it combines two or more semiotic systems
c. it has multiple purpose
d. it has many modes of transportation
4. What do you call a combination of two or more modes of communication in a
text?
a. multimodal
b. modes
c. linguistic
d. spatial
5. Which of the following texts show textual and visual elements only?
a. webpage
b. picture book
c. live play performance
d. both a and b
6. Which of the following show combinations of written language, visual and
spatial modes?
a. graphic novels
b. posters
c. comics
d. all of the above
7. It is integrated and function more than a decoration for a picture, website,
and video game.
a. Sounds
b. Gestures
c. Words
d. Signs

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 8. A multimodal text which conveyed through sound, including choices of music
representing different culture, ambient sounds, noises, alerts, silence,
natural/unnatural sounds, and use of volume, beat, tempo, pitch, and rhythm.
a. Linguistics
b. Spatial
c. Audio
d. Gestural
9. Emergency alerts is an example of __________
a. Gestural
b. Linguistics
c. Sounds
d. Spatial
10. The whooshing sound of the wind indicates
a. Typhoon
b. El Niño
c. Dried water
d. Electric fan’s air
11. How the brochure is folded and organized is an example of?
a. Visual
b. Linguistic
c. Spatial
d. Gestural
12. It is probably the most widely used mode, because it can be both read and
heard, on both paper and audio.
a. Visual
b. Linguistic
c. Spatial
d. Gestural
13. It is about the physical arrangement, organization and proximity of the text.
a. Visual
b. Linguistic
c. Spatial
d. Gestural
14. This refers to the images and characters that people see.
a. Visual
b. Linguistic
c. Spatial
d. Gestural
15. A short story is an example of?
a. Visual
b. Linguistic
c. Spatial
d. Gestural

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 Lesson
Different Modes of
1 Communication

Language modes listening, speaking, reading, writing, viewing and

representing are interrelated activities used in responding to and composing texts for
meaning-making and that a combination of these modes may involve responding to
or composing print, visual, sound, action and organization of objects in space or
multimedia text.

In this lesson you will know how texts become multimodal where meaning
is communicated through combinations of two or more modes.

At the end of this lesson, you are expected to:

a. identify the different modes of communication in composing a text;
b. compose a multimodal text; and
c. appreciate the importance of creating multimodal text through
integrating the modes of communication in a text.

What’s In

A picture may thus function as a text itself at the same time the larger text of
the whole context of the space where it is placed. Imagine the picture flash in the
television that strikes you most, you are most likely to talk about the picture that
you have seen while gesticulating or you may be writing about it. In this context,
the picture is use to create multimodal texts. Modes include not only language but
gesture, image, sound and space.

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Activity 1.1 Are you familiar with the picture below? Where have you seen this?
Take a look at this Tagxedo image. Answer the questions that follow. Write your
answer in your answer sheet.

1. What are the ten (10) words that struck you on the Tagxedo image?
2. Can you write a sentence out of the words in the Tagxedo? Write at least
two sentences using the words from the Tagxedo.
3. What do you think is the theme of the tagxedo?
4. If you can change its font colors, what will it be?
5. If you can change the symbol used in the tagxedo which is a hand, what it
will be? Why?

Activity 1.2 Ask a family member to do at least two of the activities above. Write
down their responses in your answer sheet.

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 What’s New

You may have different learning styles compared to your sibling, best friend,
or classmate. Maybe you like to take down notes while your teacher is explaining a
concept; maybe you understand better when you see images, graphs and charts in
line with the concept; perhaps you can recall more the concept if you anchor it with
the latest rap or beat; or possibly you comprehend the concept given when your
teacher initiates an experiment to practice the concept. Otherwise, it is a combination
of these.

Further, the ways in which we communicate with each other in today’s world
are wide ranging. Oftentimes, we are using digital platforms such as Facebook,
Instagram and other Websites which usually the communication is through pictures,
videos and messaging.
Imagine the following digital platforms and how they influenced us.
1. Cocomelon is the first YouTube channel to surpass one (1) billion weekly views
posts animated kid's nursery rhymes. More than 1,600 people watch its videos every
second. It is leading compared to other kid’s nursery rhymes channel like “El Reino
Infantil,” “LooLoo Kids-Nursery Rhymes and Children's Songs,” “BabyBus- Nursery
Rhymes,” “Baby Bum-Nursery Rhymes & Kids Songs,” and “ChuChu TV.”
2. Kapampangan artist Erwin “Weng” Dayrit has impressed the netizens for creating
the portrait of the world’s famous tattoo artist Apo Whang Od went viral and featured
in Kapuso Mo Jessica Soho #kmjs na yan.

What do you think are the reasons of having just great number of views
compared to other channels or how they went viral? How these are organized?

Activity 1.3 Describe the multimodal texts used to communicate in the

aforementioned examples. Write your answer in your answer sheet.

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 What is It

The aforementioned videos convey the multimodal elements to the viewers.

Like us readers, we want to see text that includes two or more elements such as:
written language and spoken language [linguistics], visual, audio, gestural, and
spatial.
A text may be defined as multimodal when it combines two or more modes in
various combinations within the same text and where all modes are attended to as
part of meaning-making.
1. Written language and spoken language [linguistics]-this include the
vocabulary, structure, grammar or oral language. Examples are quotes and
speeches.
2. Visual-this is the color, vectors and viewpoint in stable and moving images.
This is common in shot framing, subject distance and angle, camera
movement and subject movement such as a video films, film promotions,
cartoons, advertisements and etc.
3. Audio-this is the music and sound effects such as the volume, pitch and
rhythm. Examples of these are the noises, both ambient and silence.
4. Gestural-the non-verbal expressions such as movement, facial expression
and body language.
5. Spatial-these are the proximity, direction, and organization of objects in space
or environment.

Activity 1.4 From the Tagxedo in Activity 1.1, what mode of communication is
shown in the following:
1. Extracting 10 words that struck you on the Tagxedo image.
2. Composing a sentence out of the words in the Tagxedo.
3. Decoding the theme of the tagxedo.
4. Deciding on the font colors to be used.
5. Selecting a symbol used in the tagxedo.
6. Asking a family member to do the same activity.

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 What’s More

This time, you will embark on higher level of activity. Let us see how far you
have gone in understanding the different modes of communication.

Activity 1.5 Identify the mode of communication of the identified features. Write
your answer in your answer sheet.
1. volume of voice 6. grammar or oral/written language
2. organization of objects in space 7. facial expression
3. vocabulary structure 8. viewpoint in moving images
4. rhythm of music 9. position of layout
5. sound effects 10. colors and vectors

What I Have Learned

I believed you have learned a lot from the very start of our activity. It’s a
pleasure that you will perfectly remember the significant points of your lesson.

Activity 1.6 Below is a board idea in resolving conflicts. What mode of

communication is used in the identified part of this multimodal illustration? Take
note of the presentation of each part of the picture.

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 What I Can Do

Activity 1.7 Prepare a presentation of your choice (script, dialog, panel discussion,
speech, drawing, poster, info graphic, etc.) combining at least three modes of
communication to interpret ideas, and making solutions about the use of multimodal
texts in resolving conflicts such as respecting people’s differences, listening even we
disagree, putting an end to conflict without violence and suggesting solutions to
problems. Use your answer sheet for your output.

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 Lesson
Linguistic, Visual, and Spatial
2 Modes in Communication

Welcome! You are set to discover new lesson on creating multimodal text. This
time, you will be learning some of multimodal element of text such as linguistic,
visual, and spatial.
At the end of this lesson you are expected to:
a. identify linguistic, visual, and spatial elements in composing a text;
b. compose a multimodal text which include linguistic, visual, and spatial
elements; and
c. appreciate the importance of linguistic, visual, and spatial elements of
communication through interpreting a multimodal text.

What’s In
mkfskfld
In the previous lesson, you have learned the different multimodal elements of
text. Today, you will learn more about these elements focusing on linguistic, visual,
and spatial. These elements are relevant in making a multimodal text.

What’s New
Let’s look at the info graphic below. Analyze the information and the overall
presentation of this material.

Activity 2.1 What do you think is its

message? How does the presentation of the
languages, images, and layout of this info
graphic affect the totality of the message
that the author wants to convey? Construct
a five-sentence paragraph about how you
understand the message of this material.
Write your answer in your answer sheet.

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 What Is It

There are five (5) modes of communication such as linguistic, visual, spatial,
audio, and gestural. A combination of two or more of these modes in a text is called
a multimodal. In this lesson, we will just focus on linguistic, visual, and spatial
modes of communication.
 Linguistic Mode –refers to the written or spoken words. Linguistic is
probably the most widely used mode, because it can be both read and
heard, on both paper and audio. The linguistic mode is the best way to
express details and lists.
- vocabulary, structure, grammar, or oral/written language
 Visual mode - refers to the images and characters that people see. This
mode includes color, layout, style, size, and perspective.
- color, vectors, and viewpoint in still and moving images
 Spatial Mode – about the physical arrangement, organization, and
proximity of the text. One example of this is often a brochure, and how
it is folded and organized.
- proximity, direction, position of layout, organization of objects in
space

What’s More

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

systems. Like writing, successful multimodal composition includes consideration of
purpose, audience, and text type. This time, you are going to apply the linguistic
mode in composing a text.

Activity 2.2 Create an informative text on how to prevent the spread of virus. Write
your answer in your answer sheet.

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 What I Have Learned

You have already learned the three (3) out of five (5) multimodal elements of a
text. With this, I believe that you can already identify these elements in a text.

Activity 2.3 Identify the mode of communication (linguistic, visual, spatial) used in
each item. Use your answer sheet for your answer.
1. A speech
2. Moving vehicle
3. Road signs
4. Story telling
5. Layout of a brochure

What I Can Do

I believe that you are ready to use linguistic, visual, and spatial modes of
communication in making a multimodal text.

Activity 2.4 Make a brochure about precautionary measures to prevent the spread
of virus using the three (3) modes such as linguistic, visual, and spatial. (Prepare a
short size bond paper, crayons, or any materials that you can use in making a
brochure.)

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 Lesson
Interpreting Audio Signals
3 in a Multimodal Text

Welcome learners to your new lesson in this self-learning module. You are set to
discover new lesson on creating multimodal text. This time you will be learning the
function of audio signals as one element of multimodal text.

At the end of this lesson, you are expected to:

a. identify the function of audio signals as one multimodal elements in
composing a text;
b. compose a jingle combining 3 or more elements of a multimodal text; and
c. appreciate the importance of audio signals in interpreting the message
through listening to a radio address.

What’s In
mkfskfld

In the previous lesson, you have identified that a multimodal text combines
two or more modes such as written language, spoken language, visual (still and
moving image), and spatial. Creating multimodal texts involves use of
communication technologies, however multimodal texts can also be paper based,
or live performances.
You have learned and practiced through brochure making presentation
focusing on the precautionary measures in preventing the spread of COVID-19
virus with the combination of multimodal text specifically in the use of linguistics,
visual and spatial.
The combination of these elements in a multimodal text helps us to effectively
understand the meaning making process.

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 What’s New
Every day we listen to speeches delivered by different personalities from the
government sectors and/or private individuals in all social media platforms, or
through television and radio programs regarding the current situation of the country
these past few months.

Activity 3.1 Can you make meaning out of the sounds that you have heard? Write
your answer in your answer sheet.
Ex. A crashing automobile. Meaning: accident
1. Mobile police patrolling siren at 10 pm
2. An ambulance rushing in a busy highway
3. The fire truck inside a smoky residential area
4. The Department of Health clap for all front liners
5. The mourning sound inside a medical facility
6. The sounding stomach of a beggar
7. The tearing skirt of a sales lady
8. The exchange of bullets from a firing gun
9. Wild blows of the northern wind
10. The blasting sound in the ocean

What Is It

We hear sounds around us, and these sounds can elicit thoughts, memories,
feelings, and emotions (e.g. a siren signifies danger or emergency).
Today, digital technologies offer students opportunities to communicate
messages through multimodal approaches.
As a student, you can use multiple modes such as sound and images in
addition to words to represent meaning.
One element in a multimodal text is the audio which conveyed through sound,
including choices of music representing different culture, ambient sounds, noises,
alerts, silence, natural/unnatural sounds, and use of volume, beat, tempo, pitch,
and rhythm.

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 Examples:
1. Sound design in film making such as documentaries and fictional films
2. Video Gaming and websites
3. YouTube videos in all genre
4. Oral storytelling
5. Festival Music
Sound is integrated and function more than a decoration for a picture, website,
and video game.
They often interact with each other, creating a dynamic learning experience of the
learners.

What’s More

The audio (aural) mode is focused on sound including, but not limited to,
music, sound effects, ambient, silence, tone of voice in spoken language, volume of
sound, emphasis, and accent
An example of an aural mode is a recorded public speech that was delivered
orally to a live audience.

Activity 3.2 Listen carefully to your tone, volume of your sound, voice, emphasis,
and accent as you read a piece from the speech of King George VI Radio Address
1939.
King George VI Radio Address 1939
King George VI
In this grave hour, perhaps the most fateful in history, I send to every household
of my peoples, both at home and overseas, this message, spoken with the same depth
of feeling for each one of you as if I were able to cross your threshold and speak to
you myself.
For the second time in the lives of most of us, we are at war.
Repeatedly, we have tried to find a peaceful way out of the differences between
ourselves and those who are now our enemies, but it has been in vain.

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Activity 3.3 Comprehension questions: Write your answers in your answer sheet.
1. What does King George VI mean when you hear the word “grave”?
2. What auditory sound we can hear when there is a war?
3. Can you differentiate through audio, visual, and language the picture of peace
compared to war? Use a Venn diagram for your answers.
4. Why do you think King George VI failed to find peace within ourselves and our
enemies?
5. If you are going to create a picture out of the King’s statement using audio,
visual, and language what will it be?

What I Have Learned

I believe you have learned a lot from this lesson. It’s a pleasure that you will
perfectly remember the significant points of the lesson.

Activity 3.4 Multiple Choice. Match Column A to Column B. Write your answers in
your answer sheet.
Column A Column B

1. Multimodal text a. integrated in picture

2. Audio mode b. combination of 2 or more modes

3. Sound c. conveyed through sound

4. Digital technologies d. important element in audio mode

5. Beat and tempo e. offers to communicate messages

What I Can Do

Activity 3.5 Create or compose a 2- stanza jingle composition combining the audio
with three or more multimodal elements of a text (modes of communication) that you
have learned from the previous lessons. The topic that you will be using should align
with the situations the Philippines is facing recently. You can choose the genre that
you’re comfortable to use. Write your jingle in your answer sheet.

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 Lesson
Gestural Mode of
4 Communication

What is up 21st century learners? Isn’t it great to be a part of this technology-

driven generation? Have you tried different ways to connect with your family or
friends? In this week’s lesson, you will be learning another multimodal element that
will help you in communicating better.

After going through this lesson, you are expected to:

a. identify the nonverbal movements as part gestural mode of communication;
b. appreciate the importance of composing multimodal text through gestural
mode; and
c. compose a multimodal text using the different nonverbal movements.

What’s In

In the previous lessons, you have identified the different modes of

communication such as visual, spatial, linguistic, audio, etc. These modes will
benefit you in learning to connect and communicate with people around us.
In this lesson, you will explore into a more meaningful experience in
connecting with people through another multimodal element that you can use to
communicate better.

What’s New

Is it difficult to tell a story or recognize what the person is trying to express?

There can be challenging times when you want to tell a story, but some details were
hard to convey.

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Activity 4.1 Have you tried playing or watching a championship basketball game?
What have you observed with the referee every time a player committed a violation of
game rules? What is his way of telling the management on that certain violation? In
the worksheet provided, describe the non-verbal expressions just like the facial
expression or the body language of the referee. Afterwards, explain your description
on the referee’s act in two (2) sentences. Use your answer sheet for your answer.

What is It

How was your experience in explaining the actions of the referee? Was it easy
to understand and interpret? Do you think your descriptions matched with your
answers? In this lesson, you will know that to achieve multimodal literacy, there are
different modes that can be a way for us to communicate and understand each other.
One of them is the gestural mode.
The gestural mode refers to the way movement is interpreted. Facial
expressions, hand gestures, body language, and interaction between people are
all gestural modes. This has always been important in face-to-face conversations and
in theater, but it has become more apparent on the web lately with the wide use of
YouTube and other video players.
Here are some non-verbal movements that you should know to interpret
body language:
1. Facial expressions. The human face is extremely expressive, able to convey
countless emotions without saying a word. And unlike some forms of nonverbal
communication, facial expressions are universal.
2. Body movement and posture. Consider how your perceptions of people are
affected by the way they sit, walk, stand, or hold their head. This type includes your
posture, bearing, stance, and the subtle movements you make.
3. Eye contact. Since the visual sense is dominant for most people, eye contact is
an especially important type of nonverbal communication. The way you look at
someone can communicate many things, including interest, affection, hostility, or
attraction.
4. Touch. We communicate a great deal through touch. Think about the quite
different messages given by a weak handshake, a warm bear hug, a patronizing pat
on the head, or a controlling grip on the arm, for example.

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 What’s More

Communicating to an individual or to a group of people would be easier if you

use proper hand gestures correctly. If the tips will be used properly, it surely could
help you communicate well to anybody. This next activity will develop your skills in
composing a multimodal text through interpreting gestures.
Activity 4.2. Observe the people around your community. Draw or cut out at least
one (1) picture of a person that delivers a certain message through his gestures. Put
the image inside the box on the worksheet provided for you. Then, explain the
meaning of the gesture done on the image you have chosen with at least five (5)
sentences.

What I Have Learned

Now, it is about time to test what you have learned in this lesson. It would be
great if you can remember the significant points of our discussion.
Activity 4.3 Complete the sentences below by giving appropriate answers based on
what you have learned from the lesson. Use your answer sheet for your answer.
1. A/an ________________________ is a mode of communication that refers to
movement and body language.
2. A/an ________________________ is considered universal and can convey countless
emotions.
3. A/an _________________________ can convey different messages such as a hug, a
handshake, or a grip on the arm.
4. A/an ________________________ refers to the visual sense or the way you look at
someone.
5. Your _______________________________ will be perceived by the way you talk, walk,
sit, stand or hold the head.

What I Can Do
Activity 4.4. Imagine you are a sales person of a cellular phone company and you
need to convince a customer to buy the gadget. Give a brief explanation of the
gestures that you need to express to encourage the costumer. Write an explanation
in five (5) sentences in your answer sheet.

19
 Assessment

Directions: Read the following questions and write the letter of the correct answer
in the answer sheet.

______1. What multimodal element can elicit thoughts, memories, feelings, and
emotions?
a. Gestural
b. Spatial
c. Linguistics
d. Audio (Aural)

______2. Multimodal texts include the following EXCEPT _________.

a. spatial, verbal, gestural
b. visual, gestural, linguistic
c. linguistic, spatial, visual
d. audio, visual, temporal

______3. A multimodal text is created for _________.

a. studying signs
b. studying symbols
c. studying how meaning is created
d. none of the above

______4. Below are examples of simple multimodal texts EXCEPT one _______.
a. graphic novels
b. picture books
c. live action films
d. brochures

______5. Video Gaming and websites, YouTube videos in all genres, and oral
storytelling are examples of a multimodal elements combining
a. Aural (audio) and visual
b. Gestural and linguistics
c. Linguistics only
d. Both a and b

______6. This type includes your posture, bearing, stance, and the subtle movements
you make.
a. facial expressions
b. body movement and posture
c. eye contact
d. touch

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______7. This refers to the way movement is interpreted.
a. gestural
b. spatial
c. linguistics
d. audio

______8. King George VI Radio Address 1939 is an example of

a. gestural
b. spatial
c. linguistics
d. audio (Aural)

______9. Since the visual sense is dominant for most people, _________ is an especially
important type of nonverbal communication.
a. facial expressions
b. body movement and posture
c. eye contact
d. touch

______10. A recorded public speech that was delivered orally to a live audience is an
example of what mode of communication?
a. gestural
b. spatial
c. linguistics
d. audio (Aural)

______11. It was a hair-raising place. What genre is this text?

a. horror film
b. photojournalism
c. romantic comedy
d. fashion photography

______12. The lion roared as it chased its prey. In this text roared is used to _____?
a. to create great visuals for the reader.
b. to add emotion to the characters.
c. to create facial features.
d. to create sound effects for the reader.

______13. What are the benefits of info graphic?

a. It breaks down information into smaller chunks.
b. It’s easier to read.
c. It makes information easier to understand.
d. All these answers are correct.

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______14. How do people interact with texts?
a. read and speak
b. listen and view
c. compose
d. both a and b

______15. Why Aural (audio) is important in a multimodal text?

a. It creates a dynamic learning experience to the leaners.
b. It develops the thoughts, memories, feelings, and emotions of the learners.
c. It breaks the silence.
d. Both a and b

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 Additional Activities

Congratulations 21st Century learner! I know you are eager to learn that’s why
we are happy to share significant information that you may use in everyday life. For
your additional activity, choose one from the lists below and make a collage on how
to resolve a conflict. Cut out pictures and label it or it depends on your idea on how
you will complete your conflict resolution collage.

1. What to do when someone is annoying you?

2. How can you resolve conflict between your fear of pandemic and your desire to
finish your schooling?

You are a proof that great things come to those who are willing to learn, relearn
and unlearn. I look forward to seeing you doing great things even more.

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 24
PRE-TEST Activity 2.1(answer may vary) Activity 4.2 (answer may vary)
1. b We should filter information that we 1.An image of a traffic enforcer
2. d read for us to know if it is true or not. raising his hand with palms up
3. b The presentation gives clarity to the waving towards the drivers to stop
4. a message that the author wants to in the intersection.
5. d convey.
Activity 2.2 (answer may vary) Activity 4.3
6. d
Activity 2.3 1. gestural
7. a
2. facial expression
8. c 1. linguistic
3. touch
9. c 2. visual 4. eye contact
10. a 3. spatial 5. body movement and posture
11. c 4. linguistic
12. b 5. spatial Activity 4.4 (answer may vary)
13. c Activity 2.4 (answer may vary) 1.Make an eye contact to the
14. a costumer from the beginning of
15. b Activity 3.1 the sales talk to show sincerity.
Activity 1.1 (Answer may vary) 1. curfew 2. Smile as much as possible to
1.education, school, society, 2. emergency show approachability and
opportunities, individuals, skills 3. fire friendliness.
teachers, cultural, personal 4. celebration, thanksgiving, 3. Talk slowly and surely as you
principal honoring discuss the features of the cellular
2. (answer may vary) 5. death phone to your costumer.
Education is tantamount to 6. hungry 4. Avoid touching the costumer
success; Don’t let opportunity 7. fattened while talking as it makes him/her
pass by. 8. war daunted.
3. (answer may vary) 9. typhoon/tornado 5. Together with eye contact, make
Education is the key to success. 10. dynamite fishing sure that the body is faced
4. (answer may vary) red Activity 3.2 Practice time towards the costumer and use
5. (answer may vary) heart Activity 3.3 appropriate hand gestures.
Activity 1.2 (answer may vary) 1. darkest moment
Activity 1.3 (answer may vary) 2. answer may vary POST-TEST/ASSESSMENT
3D animation-visual 3. answer may vary 1. A
Entertaining words- 4. King George VI failed to find peace 2. D
linguistic/Gestural because of their personal differences 3. C
Funny-linguistic/Gestural that clash with their belief 4. C
Lively music-Audio 5. answer may vary 5. D
Colorful/Creative Pictures-Visual Activity 3.4 6. B
Activity 1.4 1. B 7. A
1. linguistic 2. C 8. D
2. linguistic 3. A 9. A
3. linguistic 4. E 10. D
4. visual 5. D 11. A
5. visual Activity 3.5 12. D
6. linguistic Answer may vary 13. D
Activity 1.5 14. D
1. Audio Activity 4.1 answer may vary 15. D
2. Spatial 1. The referee used his whistle to blow
3. Linguistic and warned the players. Upon Additional Activity
4. Audio warning, the referee used his hands Answer may vary
5. Audio as a way of telling the management of
6. Linguistic their violations.
7. Gestural
8. Visual 2. The referee raised his fingers
9. Spatial showing a count of the violations
committed by the player. He may do
10. Visual
the circling motion of his arms as well
Activity 1.6
as his hands.
1. Linguistic/Visual
2. Linguistic
3. Spatial
4. Linguistic
5. Audio
Activity 1.7 (answer may vary)
Answer Key
References
2020. [online] Available at: <https://lsa.umich.edu/content/dam/sweetland-
assets/sweetland-
documents/teachingresources/SupportingMultimodalLiteracy/Suppl> [Accessed
22 July 2020].
2020. [online] Available at:
<https://www.education.vic.gov.au/school/teachers/teachingresources/disciplin
e/english/literacy/multimodal/Pages/createmultimodal.aspx> [Accessed 29 July
2020].
Business Insider. 2020. The First Youtube Channel To Surpass 1 Billion Weekly Views
Posts Animated Kid's Nursery Rhymes. More Than 1,600 People Watch Its Videos
Every Second.. [online] Available at:
<https://www.businessinsider.in/thelife/news/the-first-youtube-channel-to-
surpass-1-billion-weekly-views-posts-animated-kids-nursery-rhymes-more-than-
1600-people-watch-its-videos-every-second-
/articleshow/75856516.cms?utm_source=contentofinterest&utm_medium=text&u
tm_campaign=cppst> [Accessed 22 July 2020].
Citejournal.s3.amazonaws.com. 2020. [online] Available at:
<https://citejournal.s3.amazonaws.com/wp-
content/uploads/2016/04/v12i3languagearts1.pdf> [Accessed 22 July 2020].
creating multimodal texts. 2020. Creating Multimodal Texts. [online] Available at:
<https://creatingmultimodaltexts.com> [Accessed 29 July 2020].
Curriculum.edu.au. 2020. Curriculum & Leadership Journal | Helping Teachers To
Explore Multimodal Texts. [online] Available at:
<http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal
_texts,31522.html?issueID=12141.> [Accessed 29 July 2020].
Education.vic.gov.au. 2020. Creating Multimodal Texts. [online] Available at:
<https://www.education.vic.gov.au/school/teachers/teachingresources/disciplin
e/english/literacy/multimodal/Pages/createmultimodal.aspx> [Accessed 22 July
2020].
Education.vic.gov.au. 2020. Overview of Multimodal Literacy. [online] Available at:
<https://www.education.vic.gov.au/school/teachers/teachingresources/disciplin
e/english/literacy/multimodal/Pages/multimodaloverview.aspx> [Accessed 22
July 2020].
Google.com. 2020. [online] Available at:
<https://www.google.com/search?q=tagxedo+education&sxsrf=ALeKk03z9weHeO
ybt5c5higpEN3DQVJYjQ:1595989801678&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwjvuMaptfHqAhVdy4sBHWbZDJQQ_AUoAXoECA0QAw&biw=1360&bih=657
#imgrc=rzbYeVFZT25oeM> [Accessed 29 July 2020].
Helpguide.org. 2020. ABOUT US - Helpguide.Org. [online] Available at:
<https://www.helpguide.org/about-us.htm> [Accessed 22 July 2020].
Wac.colostate.edu. 2020. [online] Available at:
<https://wac.colostate.edu/docs/books/writingspaces3/gagich.pdf> [Accessed 22
July 2020]

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 EDITOR’S NOTE
This Self-learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of SOCCSKSARGEN
Region in all public schools beginning SY 2020-2021. The process of LR
development was observed in the production of this module. This is version
1.0. We highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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