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Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

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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.

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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

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• 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)