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Name of Learner: ___________________________
Grade & Section: ___________________________
Name of School: ___________________________
8
Zest for Progress Zeal of Partnership
Quarter 2 - Module 4:
Multimodal Texts
Republic of the Philippines
Department of Education Regional Office IX, Zamboanga
Peninsula
English
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What I Need to Know What does Multimodal Mean?
Multimodal is simply two or more communication processes or
modes. A process can be understood as reading, writing, listening,
speaking, and viewing.
So, if I’m sitting quietly reading a traditional print-based
text with no pictures, that’s a single mode of communication. But,
when we introduce pictures, video, music, and/or speaking, we are
adding another mode. That makes a multimodal text. Contrary to
popular belief, multimodal texts do not need to be digital. Picture
books, for example, are multimodal, as are graphic novels and
posters.
Digital examples of multimodal texts include films (you’re
viewing, listening, there’s normally music involved), social media
(not every post is multimodal, but most include at least an image
or video and some text), and animation.
Modes and meaning systems We can use five broad semiotic or
meaning making systems to talk about how
we create meaning: written-linguistic, visual, audio, gestural,
and spatial patterns of meaning New London Group (1996).
For written-linguistic meaning concerns spoken and written
language through the use of vocabulary, generic structure and
grammar.
Audio meaning concerns music, sound effects, noises, ambient
noise, and silence, through the use of volume, pitch, and
rhythm.
Visual meaning concerns still and moving images through the use
of color, saliency, page lay-outs, vectors, viewpoint, screen
formats, visual symbols; shot framing, subject distance and angle;
camera movement, subject movement.
Gestural meaning concerns movement of the body, hands and eyes;
facial expression, demeanors, and body language, and use of rhythm,
speech, stillness and angles.
Spatial meaning concerns environmental spaces and architectural
spaces and use of proximity, direction, layout, position of and
organization of objects in space.
In this module, your ability to evaluate in deciding which is
better in everything that you read or hear will be reinforced as we
go deeper with the topic on comparing and contrasting different
multimodal texts.
Learning Objectives: At the end of this module, you are expected
to:
1. define multimodal text;
2. compare and contrast different multimodal texts; and
3. use strategies in understanding a multimodal text.
http://vassarliteracy.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdf
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What’s In
Activity 1 Directions: Choose which type of Multimodal texts are
the images presented below.
Write the letter of the correct answer on the provided
space.
1.
Image: https://bit.ly/357OQ54 2.
Image: Freepik.com
3.
Image: Freepik.com
A. Paper- based multimodal texts
B. Live multimodal texts
C. Digital multimodal texts
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https://bit.ly/357OQ54
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What’s New
Study and read these two texts on the same topic.
What is it
From what you have read and studied above, what are similar
about these texts? And what are the difference between them?
To compare means to identify the similarities and differences
between two things, and to contrast means to identify only the
differences between two things. When you compare and contrast you
make meaningful connections within and beyond the text.
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Let us now compare and contrast the texts.
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What’s More
Activity 2
Directions: Study the pictures. Make a compare and contrast
statement.
Images: https://bit.ly/2U5nTc6 https://bit.ly/32pNgdc
https://bit.ly/3ezOyHj
What I Have Learned
Activity 3 Directions: Read the two texts below and use the Venn
Diagram to express your
thoughts. Be guided by the rubric below in accomplishing the
task.
COMPARE CONTRAST
______________________________
______________________________
________________________________
________________________________
• To compare means to identify the similarities and differences
between two things.
• To contrast means to identify only the differences between two
things.
• To use compare and contrast strategy when a reading text
include the content, structure and medium/multimedia used.
• To use a graphic organizer [i.e. Venn Diagram] to clearly
express your thoughts.
THAILAND AT THE TURN OF CENTURY 1. Thailand, for one, as a
pillar of the fast-growing Asian region, has made sure
and steady strides over the years to ensure its place in the
global community.
2. A country often compared with the Philippines for a core of
reason, Thailand,
like the Philippines, is a nation of 60 million. It has an area
of 513,115 sq. km.
and enjoys a climate typical of countries in the tropics; thus,
its traditional
proclivity for agrarian-based economic activity.
https://bit.ly/2U5nTc6https://bit.ly/32pNgdchttps://bit.ly/3ezOyHj
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3. Notwithstanding, a shift from agriculture to manufacturing,
Thailand continues to edge out its neighbors in terms of natural
resources, what with the bounty of its land and sea which has made
it the world’s foremost exporter of tapioca and rice. In addition,
it is also a leader in the production of maize, frozen shrimp,
canned pineapple, natural rubber and sugar.
4. However, in the last 80’s and 90’s, Thailand restructures its
economy to adapt to the demands of an urbanizing international
community.
5. As a result, the share of the agricultural sector in
Thailand’s national income
has declined from a high of 40 percent in 1960 to 17 percent
during early 90’s.
6. Concomitantly, the manufacturing sector experienced strong
growth,
expanding rapidly in its share of the national income from 13
percent in 1960 t0 over 30 percent in the 90’s. With the
implementation of the first industrial Promotion Act in 1950 and
various promotional programs undertaken by the Board of Investment,
the was paved for the remarkable growth of the manufacturing
sector.
7. Initially, industrial activity focused on food processing and
import substitution.
However, in the 90’s Thailand has developed heavily into export
promotion, notably textiles and garments, which accounted for 34.5
percent of principal exports in1994 against the 12.7 percent output
of canned food in the same year. On the whole, the industrial
sector’s creditable performance became a plus factor for Thailand
because policymakers knew exactly where there was a need to put on
weight to achieve an ideal balance among the various diversified
industries that the changing economy helped to bring about.
8. It is equally worth noting that at the highest point of
Thailand’s growth a at
the close of the last decade, the highest income generator and
largest foreign exchange contributor for Thailand was its tourism
sector. With the full backing of the Royal Thai Government extended
to the Tourism Authority of Thailand, the sector grew by a hefty 15
percent per annum.
9. In addition to glowing figures posted by Thailand in the area
of
manufacturing, tourism and foreign investment, much of its
success can also be attributed to the growing independence of
countries in the Association of Southeast Asian Nations [ASEAN} and
in the burgeoning Asian-Pacific region.
10. Thailand rides high in this area if growth and is well on
its way to an age of
prosperity at the turn of the century. 11. From 1988-1991,
Thailand’s growth rate averaged 12.5 percent, the highest
in the world. Since 1993 when its economy rebounded from a
worldwide recession in the early 90’s the Thai’s economy has
experienced steady gains reminiscent of the growth patterns of
developed countries in the West.
Source: “Thailand at the Turn of Century | Thailand | Economy of
Asia.” Scribd. Accessed August 17, 2020.
https://www.scribd.com/document/325520844/Thailand-at-the-Turn-of-Century.
https://www.scribd.com/document/325520844/Thailand-at-the-Turn-of-Century
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SAWATDEE… HELLO, BEAUTIFUL BANGKOK BY ETHEL SOLIVEN -TIMBOL
Bangkok known as Krun Thep, which is Thai for “City of Angels,”
beckons with its golden roofed temples and spicily curried cuisine.
Seven million visitors come to Thailand each year spending an
average of six to seven days because there is so much to see and to
relish in the “Exotic Orient” as one enamored traveler dubbed the
country.
Our agenda for the first day of our tour started with a tour of
Wat Po. One of the 370
temples in Bangkok alone, it is home to the famous Reclining
Buddha, which is said to be 46 meters long. Also world-famous are
the golden Buddha at the Wat Trinig [ ‘wat’ being Thai for
‘temple’] and the dazzling Emerald Buddha. There are 2100 temples
in all of Thailand where 90 percent of the people are
Buddhists.
Our loquacious guide regales us with the colorful history of
Bangkok and how it
became the imperial city 300 years ago, when the god-king Rama I
moved the royal residence to this side of the Phao Phraya River.
Today, a boat excursion takes visitors on a tour of the old city,
winding down the ‘klong’ canals for a glimpse of the water dwellers
and the ancient edifices, remnants of an era when Rama I divided
his old city into three sections: for the this, the Chinese, and
the Indians. The best buys of Thai silks, spices and crafts are
still at the riverside markets where once can also produce gold,
jade and other precious jewelry.
Not to be missed are the temple of the Dawn along the Chao
Phraya, a showcase of
Chinese porcelain mosaics, and the temple of the Giant swing for
some of the finest murals. Only for strong knees is the temple of
the Golden Mount, atop a climb of 300 steps, housing one of the
largest bronze buddhas in the world.
The Reclining Buddha was shipped from China by King Rama 1, who
also built the
Wat Po on a 20-hectare compound adjacent to the Royal Palace,
circa 1782, in the 2222-old Chinese section. The King had also
bought with him excellent samples of porcelain, which the court
artisans used to decorate pagodas using their elaborate spires. At
the main temple, devotees buy one -inch gold leaf squares which
they stick to smaller buddhas as offering to their god.
Every day, morning ceremonies are held at an adjacent temple
surrounded by four
magnificent monuments, the first in red built by Rama 1; the
second in yellow, by Rama II; the third in green by Rama III; and
the fourth in blue, by Rama IV. Just as fascination is the sala
tree under which, according to legend, Buddha was born [ although
in India]. Its pink and red flowers are sweet-smelling, a contrast
to the brown gourd which are the ‘fruit’ of the sala tree.
To cap a hectic first day, we had dinner at the BaaThai
Restaurant while watching
heavily costumed fold dancers from the lowland and highland
villages, including favorite destinations, like Chiang Mai, the
second largest city up north, from whence once can visit the winter
palace of the Royal Family and the training school for working
elephants.
Amazingly, Bangkok is clean, especially the day after Wednesday,
which is “Clean Up
Day” according to our guide. So, the sidewalk eateries are
relatively sanitary, although foreign visitors are advised to stick
to bottled mineral water or soft drinks. In spite of the colossal
traffic jams, no thanks to the ubiquitous “toktok” pedicabs the air
smells cleaner and less polluted than in Manila.
Source: “Sawatdee | Thailand | Economies.” Scribd. Accessed
August 17, 2020.
https://www.scribd.com/document/360698938/Sawatdee.
https://www.scribd.com/document/360698938/Sawatdee
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Rubrics for Scoring Venn Diagram
Category 2pts. 1 pt.
Similarities
• The learner includes 3 or more similar statements in the
diagram
• The learner includes 1 or more similar statements in the
diagram
Differences
• The learner includes 3 or more distinct statements in the
diagram
• The learner includes 1 or more similar statements in the
diagram
What I Can Do
Activity 4 How can you compare and contrast the world before
COVID 19?
Image: Pikist.com
Assessment
Directions: TRUE OR FALSE. Write T if the statement is true and
F if it is false on the
space provided.
____1. When comparing, you are telling how are text are alike in
the categories. ____ 2. When you tell what is different about the
text, you tell how they are identical. ____ 3. A Venn diagram is
used to organize information for comparing and contrasting. ____ 4.
Comparison/contrast strategy requires you to discuss two subjects
together rather than focusing on just one. ____ 5. The thought
process behind comparison/contrast strategy is rarely used in
everyday life. ____ 6. Comparing means examining how things are
similar. ____ 7. Contrasting means looking at the way things
differ.
Comparison: _______________________________________
Contrast: ______________________________________
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____ 8. When making any decision, you are evaluating based on
comparison and contrast.
____ 9. Comparative thinking is often necessary for high school
learners to aid them in their writing assignments.
____ 10. When writing a simple comparison/contrast paper, you
either compare OR contrast topics, typically not both.
References
Online
“A Pedagogy of Multiliteracies: Designing Social Futures,”
1996
http://vassarliteracy.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdf.
“Thailand at the Turn of Century | Thailand | Economy Of Asia.”
Scribd. Accessed August 17, 2020.
https://www.scribd.com/document/325520844/Thailand-at-the-Turn-of-Century.
“Sawatdee | Thailand | Economies.” Scribd. Accessed August 17,
2020.
https://www.scribd.com/document/360698938/Sawatdee
Van de Vall, Tim. “Welcome to Tim’s Printables! - Tim’s
Pintables.” Tim’s pintables. Tim Van de Vall.
Accessed August 17, 2019. https://www.timvandevall.com.
Images Freepik.com Minimal Slides Template
https://bit.ly/2U0eYZg whatdowedoallday.com Picture Books for Kids
https://bit.ly/357OQ54 i.pinimg.com A cat and a dog
https://bit.ly/3ezOyHj
https://1z1euk35x7oy36s8we4dr6lo-wpengine.netdna-ssl.com/wp-content/uploads/2020/05/Instagram-vs-Snapchat-1024x630.jpg
https://bit.ly/32pNgdc Pickist.com Royalty Free Quarantine photos
https://bit.ly/36dcso7
Development Team
Writer: Michelle C. Cabahug Imelda National High School
Editors/QA: Jessamae A. Colanggo Marjorie R. Daligdig Garend E.
Temporada Reviewer:
Evelyn F. Importante OIC-CID Chief EPS
Illustrator: Layout Artist: Management Team:
Raymond M. Salvador OIC-Assistant SDS
Jerry C. Bokingkito OIC-Assistant SDS
Jeanelyn A. Aleman, CESE OIC-Schools Division Superintendent
http://vassarliteracy.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdfhttps://www.scribd.com/document/325520844/Thailand-at-the-Turn-of-Centuryhttps://www.scribd.com/document/360698938/Sawatdeehttps://www.timvandevall.com/https://bit.ly/2U0eYZghttps://bit.ly/357OQ54https://bit.ly/3ezOyHjhttps://1z1euk35x7oy36s8we4dr6lo-wpengine.netdna-ssl.com/wp-content/uploads/2020/05/Instagram-vs-Snapchat-1024x630.jpghttps://1z1euk35x7oy36s8we4dr6lo-wpengine.netdna-ssl.com/wp-content/uploads/2020/05/Instagram-vs-Snapchat-1024x630.jpghttps://bit.ly/32pNgdchttps://bit.ly/36dcso7
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My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Pearl of
the Orient seas, our Eden lost!, Gladly now I go to give thee this
faded life's best, And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight, Others have
given their lives, without doubt or heed; The place matters
not-cypress or laurel or lily white, Scaffold or open plain, combat
or martyrdom's plight, T is ever the same, to serve our home and
country's need.
I die just when I see the dawn break, Through the gloom of
night, to herald the day; And if color is lacking my blood thou
shalt take, Pour'd out at need for thy dear sake To dye with its
crimson the waking ray.
My dreams, when life first opened to me, My dreams, when the
hopes of youth beat high, Were to see thy lov'd face, O gem of the
Orient sea From gloom and grief, from care and sorrow free; No
blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire, All hail ! cries
the soul that is now to take flight; All hail ! And sweet it is for
thee to expire ;
To die for thy sake, that thou mayst aspire; And sleep in thy
bosom eternity's long night.
If over my grave some day thou seest grow, In the grassy sod, a
humble flower, Draw it to thy lips and kiss my soul so, While I may
feel on my brow in the cold tomb below The touch of thy tenderness,
thy breath's warm power.
Let the moon beam over me soft and serene, Let the dawn shed
over me its radiant flashes, Let the wind with sad lament over me
keen ; And if on my cross a bird should be seen, Let it trill there
its hymn of peace to my ashes. Let the sun draw the vapors up to
the sky, And heavenward in purity bear my tardy protest Let some
kind soul o 'er my untimely fate sigh, And in the still evening a
prayer be lifted on high From thee, 0 my country, that in God I may
rest.
Pray for all those that hapless have died, For all who have
suffered the unmeasur'd pain; For our mothers that bitterly their
woes have cried,
For widows and orphans, for captives by torture tried And then
for thyself that redemption thou mayst gain.
And when the dark night wraps the graveyard around With only the
dead in their vigil to see Break not my repose or the mystery
profound
And perchance thou mayst hear a sad hymn resound 'T is I, O my
country, raising a song unto thee.
And even my grave is remembered no more Unmark'd by never a
cross nor a stone Let the plow sweep through it, the spade turn it
o'er That my ashes may carpet earthly floor, Before into
nothingness at last they are blown.
Then will oblivion bring to me no care As over thy vales and
plains I sweep; Throbbing and cleansed in thy space and air With
color and light, with song and lament I fare, Ever repeating the
faith that I keep.
My Fatherland ador'd, that sadness to my sorrow lends Beloved
Filipinas, hear now my last good-by! I give thee all: parents and
kindred and friends For I go where no slave before the oppressor
bends, Where faith can never kill, and God reigns e'er on high!
Farewell to you all, from my soul torn away, Friends of my
childhood in the home dispossessed ! Give thanks that I rest from
the wearisome day ! Farewell to thee, too, sweet friend that
lightened my way; Beloved creatures all, farewell! In death there
is rest!
(This is the 1911 translation by Charles Derbyshire of the
Spanish original of José Rizal's poem, Mi Ultimo Adiós)