10

English
Quarter 1 – Module 2:
Use of Textual Aids

Department of Education • Republic of the Philippines

English– Grade 10
Alternative Delivery Mode
Quarter 1 – Module 2: Use of Textual Aids
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 book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio

Development Team of the Module

Authors: Darielle Apilas-Bacayan
Editor: Patricio Dawaton – Regional EPS-English
Reviewer: Lillian S. Pagulongan – Division EPS-English
Illustrator:
Layout Artist:
Management Team: May B. Eclar, Ph.D. CESO V - Regional Director
Marie Carolyn B. Verano, CESO V, SDS, SDO-Baguio
Carmel F. Meris – Chief Education Supervisor - CLMD
Ethielyn Taqued, Ed.D., Regional EPS-LRMDS
Edgar H. Madlaing, Regional EPS – AP/ADM Focal Person
Juliet H. Sannad, Ed.D., Chief Education Supervisor, CID, SDO-Baguio
Brenda M. Cariño – Principal IV, Baguio City National High School
Maylyn G. Samidan, HTIII-BCNHS-ADM Focal

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 10

English
Quarter 1 – Module 2:
Use of Textual Aids

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

Hi. As the facilitator of this module, kindly assist the learner by explaining how to
go about studying and answering the learning material. This includes telling
him/her to use a separate answer sheet in answering the activities. Let the learner
also be made aware that if he/she answers all the preassessment items correctly
then he/she may skip studying this learning module.

For the learner:

Hello learner. I hope you are ready to progress in your Grade 10 English by
accomplishing this learning module. This is designed to provide you with engaging
tasks in developing mastery of the learning competency required of you to learn. In
this module, you are expected to use textual aids in understanding the presented
text.

Here is a guide on the parts of the learning modules which you need to understand
as you progress in reading and analyzing its content.

ICON LABEL DETAIL

What I need to know This contains the learning objectives
which you need to accomplish.
What I know This evaluates what you know about the
lesson you are to learn.
What’s In This connects the current lesson with a
topic necessary in your understanding.
What’s New This introduces the lesson through an
activity.
What Is It This contains a brief discussion of the
learning module lesson.
What’s More These are activities to check your
understanding of the lesson.
What I have Learned This summarizes the important ideas
presented in the lesson .
What I Can Do This is a real life application of what you
have learned.
Assessment This is a post assessment of what you
have learned.
Additional Activity This is an activity that will strengthen
your knowledge about the lesson.
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you understand how textual aids help readers fully understand a text. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

 Lesson 1 – Use of titles and illustrations in understanding a text
 Lesson 2 – Use of charts, graphs and tables in understanding a text
 Lesson 3 – Use of maps in understanding a text

After going through this module, you are expected to:

1. identify the different textual aids;

2. use various textual aids in understanding a text, and
3. employ appropriate textual aids in specific real-life situations.
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. What do we call the tools that come in different forms and their main
objective is to help readers have a clearer meaning of the given text?
a. textual aids
b. guide questions
c. textual explanations
d. reader’s interpretations

2. Which of the following does NOT belong to the tools that can help
readers have a clearer meaning?
a. charts
b. diagrams
c. animations
d. illustrations

3. If the sensory images help readers understand literary texts such as

poems and short stories, then which type of texts do textual aids help
readers understand?
i. foreign texts
ii. scientific texts
iii. nonfiction texts
iv. journalistic texts
a. i and ii
b. iii and iv
c. i, ii and iii
d. i, ii, iii and iv

4. If the text has the following lines: “From Session Road, head south on
Upper Session Road, slight right onto Kalaw Street…”, what kind of
textual aid will be best fitted to match the text?
a. chart
b. diagram
c. graph
d. map

5. Why do writers include graphs, maps, charts, images and tables?

 a. to fill the spaces of the paper
b. to provide an interpretation of the text
c. to help readers better understand the text
d. to serve as a guide for the readers’ eyes in reading the text

6. What type of textual aid is used when data are presented in rows and
columns of words and numbers?
a. diagrams
b. graphs
c. charts
d. tables

7. Which is the main use of a table as a textual aid?

a. show trends or patterns
b. show relationships of data
c. for interpreting numerical data
d. for comparison of characteristics

8. What type of textual aid is used if data is presented through dots,

lines and curves?
a. diagram
b. graph
c. chart
d. table

9. What do we want to show when we use graphs?

a. get a better idea on trends and patterns
b. show more detailed information
c. compare and contrast qualities
d. record precise data

10. Which is not an example of a graph?

a. pie
b. bar
c. line
d. cycle

11. Which textual aid is a visual representation of selected

characteristics of a place, usually drawn on a flat surface?
a. compass
b. direction
c. globe
d. map
12. What type of map shows water and land formations in a specific
area?
a. political map
b. physical map
c. geographical map
d. demographical map
13. Which type of map shows the cities, towns, provinces and
bodies of water?
a. political map
b. physical map
c. geographical map
d. demographical map

14. How can maps function as textual aids?

a. Maps show specific directions to a destination.
b. Maps can show landmarks that may be in a place.
c. Maps can provide an image of the place being discussed.
d. Maps can give a clearer picture of where the boundaries of each
town, city, province and country lies.

15. Which of the following is NOT a function of textual aids?

a. They help catch the readers’ attention.
b. They textual aids have aesthetic purposes.
c. They can provide clarity to the textual element.
d. They are also useful tools in summarizing information.
 USING TEXTUAL AIDS TO
Lesson
UNDERSTAND A TEXT: TITLE AND
1
ILLUSTRATION

What’s In

Activity : Five for Five

Literature can be better understood using the sensory images, which
you have already learned. Determine the sensory images employed in some
lines of the story The Aged Mother. Choose and write the letter of your
answer on your answer sheets.

A. Visual D. Olfactory
B. Auditory E. Tactile
C. Gustatory

1. … bundle around his neck along with a gourd filled with cool, sweet
water…
2. … the road was long and steep; the narrowed road was crossed and
re-crossed by many paths made by the hunters and woodcutters…
3. … gathering fallen pine needle, he made a soft cushion…
4. … the trembling mother’s voice was full of unselfish love as she gave
her last injunction…
5. … he […] did as she said and when the blaze had died [the pungent
smell of burnt rope hung in the air]…

Notes to the Teacher

Identifying the sensory images has been taught earlier but please
allow the learner to review this concept if s/he cannot recall
anymore. These sensory images also serve as aids for the readers
to help understand the text, which is similar to the topic
presented in this module.
 What’s New

Activity : A Puzzle is Worth a Word

“A REBUS is a picture representation of a name, work, or phrase”
(National Institute of Environmental Health Sciences, 2017). Each rebus
puzzle below represents a word and your task is to guess what each word is.
Write your answers on your answer sheet.

1. ____________________ 2. ____________________ 3. ____________________

NOON LAZY GROUND F F

FEET R R
FEET I STANDING I
FEET E MISS E
FEET N N
FEET D D
FEET S S

4. ____________________ 5. 6. ____________________
_______________________
YOU JUST ME XQQQQME

DEAL
What helped you answer these puzzles?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Is it not because of the clues that the words themselves show? These
puzzles intrinsically contain textual aids, which are the focus of this
module.
 What is It

Textual aids refer to non-textual elements that help readers

understand the content of the text. They also refer to elements that stand-
out from the main text such as titles and subtitles, bold, italicized and
underlined texts. Non-textual elements include illustrations, maps, tables,
graphs and charts.

These aids have two main functions, namely: first, to direct the readers’
attention to important ideas in the text and second, to provide more
information as a supplement to what is already written.

1. Titles and subtitles provide initial idea on what the text is all about,
thus activating what the readers already know about the topic.
According to Elite Editing (2015), these aids “represent the key
concepts (title) and supporting ideas (subtitles) in the paper”. The
layering or positioning of these aids convey the ideas’ level of
importance and their prominent text format distinguish the idea that
they contain from the rest of the text.
Here is an interactive example so that you will understand better
how titles and subtitles work as textual aids. NOTE TO LEARNERS:
notice how the titles and subtitles presented below and think of
the answers to the questions that follow. Discussion of the
answers follows after the example.
1. What do you notice with these textual aids? How do they
look like?
2. Between Title 1 and Title 2, which do you think is the overall
title of the article? Why do you say so?
3. From all the titles, which are the key concepts and which are
the supporting details? Why do you say so?
4. Based on how the sample is presented, do you think the
positioning of these titles is correct and appropriate? Why do
you say so?
5. Given the titles and subtitles, what do you think is the article
about? What do you already know about it?
 Coronaviruses Title 1

(Coronaviruses (CoV)…)

SARS-CoV-2 virus Title 2

Virus evolution Subtitle 1

(There is…)

Subtitle 2
Virus seasonality
(The four coronaviruses…)
Article excerpted from: https://www.ecdc.europa.eu/en/2019-ncov-
background-disease
Time for further discussion. Let us answer the questions posted
earlier in a Q-and-A manner.

1. What do you notice with these textual aids? How do they

look like?
ANSWER: If you said that they look bigger than the rest
of the text and that they are either in bold or written in
colored fonts, then you are correct. Titles and subtitles
are easily spotted because of these differentiating
characteristics.
2. Between Title 1 and Title 2, which do you think is the overall
title of the article? Why do you say so?
ANSWER: If you answered Title 1, then good job! If you
will notice, Title 2 contains the idea of ‘Coronavirus’ as
represented by the acronym CoV. Since title 1 is the
overall title, then we expect that all discussions found in
the article, no matter what the other title or subtitles
are, are, one way or another, about Coronavirus. This is
what is meant when you say that titles and subtitles give
initial idea on what the article is about. And since you
already have experience with this pandemic, whatever it
is that we know about this virus will be consciously or
unconsciously ‘remembered’ (knowledge is activated).
 3. From all the titles, which are the key concepts and which are
the supporting details? Why do you say so?
ANSWER: If you answered Titles 1 and 2 as the key
concepts and Subtitles 1 and 2 as the supporting details,
then you are once again correct! You see, this is what is
meant when you said that the layering or the positioning
of these aids convey the importance of the idea.
4. Based on how the sample is presented, do you think the
positioning of these titles is correct and appropriate? Why do
you say so?
ANSWER: If we are to follow the principle answered in
question number 4, then the answer to this question
is yes, the positioning is correct and appropriate.
Why? Because, Title 1 encompasses everything under
it, even title 2. Based on how Title 2 looks like, it
would be safe to say that the subtitles under it
support its idea.
5. Given the titles and subtitles, what do you think is the article
about? What do you already know about it?
ANSWER: Using these textual aids as aids, the obvious
answer to this is that the article is about Coronavirus, its
kinds/types and how each evolved to be what it is now.
As to what you already know, it depends on what you
have already seen on TV or social media.
Do you now have a better idea on how titles and subtitles work as textual
aids?

2. Illustration is a visual representation of a subject to make it more

pleasing and easier to understand and to facilitate better retention of
the information presented.
Study the scientific example so that you will be able to better
understand how an illustration aids the understanding of a text.
Weathering is the process where rock is dissolved, worn away or
broken down into smaller and smaller pieces. There are mechanical,
chemical and organic weathering processes.
 Organic weathering happens when plants break up rocks with their
growing roots or plant acids help dissolve rock.

photo taken from

https://www.geographyrealm.com/physical-chemical-of-weathering-of-
rocks/

Mechanical weathering physically breaks up rock. One example is called

frost action or frost shattering. Water gets into cracks and joints in
bedrock. When the water freezes it expands and the cracks are opened a
little wider. Over time pieces of rock can split off a rock face and big
boulders are broken into smaller rocks and gravel.
Left photo taken from https://www.geographyrealm.com/physical-
chemical-of-weathering-of-rocks/

Chemical weathering decomposes or decays rocks and minerals. An

example of chemical weathering is water dissolving limestone.
Article and other photos adopted from
http://www.onegeology.org/extra/kids/earthprocesses/weathering.html
POINTS OF REFLECTION, DEAR STUDENT: Did the
illustrations/photos help you understand how these types of
weathering occur? Did each illustration/photo help you visualize what
happens to the rocks during the different weathering processes? Are
these illustrations textual aids?
 What’s More

Activity : Titled Photo

Let us further enhance your comprehension on how the textual aids
discussed above help readers like you understand a text better. Go over the
article about Zoom and answer the questions that follow. You are free to
actually follow through with the instructions. Remember: The aim of this
activity is to use the titles and subtitles and illustrations to better
understand what the text is saying.

How to use Zoom on your computer or mobile device

— a quick guide for video meeting basics by Marissa Perino,
March 24, 2020; https://www.businessinsider.com/how-to-use-zoom

How to use Zoom on your computer

1. Open the browser of your choice on your Mac or PC and head to the Zoom
website to create and manage an account. Click on "My Account" after
logging in to bring you to your account details.

2. You can schedule,

join, or host a
meeting at the top of
the screen. Click on
any of these three
options and follow
the prompts to set
up or join a video
call online. To join a
call, you'll need the
Meeting ID or name.

3. On the left-hand
side, you'll find a variety of options, including the first and perhaps most
important: Profile. This is where you can change your profile picture, edit
your email or password, and make other changes in this settings section.
You'll also find the option to sign out of Zoom on all of your devices at the
bottom of this page.
4. Below your profile tab, you'll find a summary of your meetings. You can
start or delete upcoming meetings or review previous meetings at the top.

5. Other tabs on the left-hand side include webinars, recordings, and your
settings. The webinar feature can only be enabled if you pay for an account,
and recordings will direct you to enable the feature for you and your meeting
participants.

6. You'll also find more advanced settings towards the bottom of the left
panel, including managing users and rooms. You can also upgrade your
account under "Billing," or manage your payment information if you've
already upgraded to Pro, Business, or Enterprise.
If you downloaded the desktop app, you'll find a more streamlined version of
these options upon opening. The app is organized into four main tabs at the
top of the screen: Home, Chat, Meetings, and Contacts.

1. The "Home" tab gives you

the option to start a new
meeting, join a current call,
schedule a future event, or
share your screen. If you have
any upcoming meetings for the
day, you'll also find them in a
checklist on the right-hand
side. You can also click your
profile in the top-right hand
corner at any time. This will
open a dropdown menu to
make quick changes, such as
switching your availability or
profile photo.

2. You can
also access
settings
from that
menu from
any page, or
by clicking
the gear
icon in the
right-hand
corner of
the "Home"
tab. This
will open
the
complete
Settings
menu.
Browse through the tabs on the left-hand side to make changes. In
"General" you can also find "View More Settings" at the bottom, which will
open your profile online for complete access to your Zoom account.
3. The "Chat" tab keeps track of any conversations you have between
contacts. You can star or favorite conversations for easy access or browse
through your recent ones. You'll also find "Contact Requests" if anyone has
requested to join your directory. Additionally, any shared files between
contacts will appear in the "Files" section.

4. The
"Meetings" tab shows a summary of any upcoming meetings, organized by
date. You can also toggle between upcoming and recorded meetings at the
top, or click the plus sign to schedule a new one. Click on any pre-existing
meeting to view options to start it early, copy the invitation, edit, or delete it.
You can also click to show the meeting invitation sent to any invitees.

5. Lastly, the "Contacts" tab keeps track of the colleagues and classmates
you add to the platform. View contact information by browsing through the
left-hand categories: starred, external, and cloud contacts. You can also
click to view any channels, which are groups of contacts to help organize
your activities. Click the plus sign to add a new contact or channel.

How to use Zoom on your mobile device

The mobile version of
the app on iPhone, iPad, and Android offers a simplified version of the online
Zoom platform, and the main tabs are found at the bottom: Meet & Chat,
Meetings, Contacts, and Settings. (The setup is slightly different due to
limited space.)

1. "Meet & Chat" combines the desktop "Home"

and "Chat" tabs. The main options are found at
the top: New Meeting, Join, Schedule, and
Share Screen. Below, you'll see recent call and
chat history, along with any outstanding
Contact Requests. Tap to view the chat with
any contact or to accept a request. You can also
tap the star icon in the top-left corner to view
your favorites or the pencil icon in the top-right
corner to draft a new message.
2. "Meetings" shows a lineup of upcoming
events. You can also start a call, send an
invitation, or edit a current event at the top of
the page. Tap to begin any one of these
options and follow the prompts provided. Your
"Personal Meeting ID" is your unique code to
start an individual meeting. Tap on an
upcoming meeting to view its details or delete
it entirely. Tap on a meeting and you'll also
find the option to add invitees and send
invitations to these contacts via email or text
message.

3. "Contacts" looks extremely similar to the desktop

version and lists your starred favorites, as well as any
others in your company directory. Search for contacts
at the top of the page. Tap the plus symbol in the top-
right corner to open a pop-up menu to add a contact,
create a new channel, or join a public one. You can
also toggle between contacts and channels at the top.

4. Finally access "Settings" to make any changes to

your account. Your Zoom settings are organized by
Meetings, Contacts, Chat, and General. You can
also add Siri Shortcuts. To make changes to your
profile, tap your name at the top of the screen,
where you can change your profile photo, display
name, or update your password. This is also where
you can sign out of the Zoom app.
Questions:
1. What does the article teach you to do?
2. If the user is using the website version of Zoom, in which tab will s/he
manage the meetings that are upcoming or were already completed?
3. In the downloaded desktop version, what are the main buttons that
will allow the user to maximize the use of the application?
4. If the user is using the mobile version and wants to invite his/her
friends to a scheduled meeting, which tab/feature will s/he visit?
5. What do the title and subtitles imply about the Zoom application?
6. What are the commonalities between all three features?
7. What are the different features of the Zoom website version and the
downloaded version in the computer?
8. What is the difference in using the computer versions and the mobile
phone version of the application?
9. Given the titles, subtitles and texts, how confident are you to start
using the application, in all of its versions? Why do you say so? Use
numerical rating (1 being the least and 10 being the most) to express
your self-evaluation.
10. Which of the three versions is the most user-friendly? Why do
you say so?

What I Have
Learned
Activity : This is Me
Let us summarize what has been learned in this lesson. Choose the numbers of
sentences that are true to your current situation. Write your answer on your
answer sheets.

1. I understand how titles of texts help readers, understand the text.

2. Titles of texts give me clues on what the texts would be.
3. I understand the purpose of illustrations and how such textual aids
help readers.
4. Pictures that accompany a text really help me have a clearer idea on
what the text is about.
5. I know what illustrations are and what they do to the text itself.
6. I know the two functions of textual aids.
 7. I am confident that I can fully utilize at least two textual aids when I
read texts.
8. I am now aware why pictures and other textual aids are part of any
text.
9. If you ask me, I can give examples of textual aids that you can also
use to help you understand the text you are reading.
10. I know why texts have titles.
11. I am still confused about how these textual aids actually help in
understanding a certain text.
12. I still have questions that I want answered.

What I Can Do

Have you ever noticed the posters in the comfort rooms you have
visited that remind users about proper use of facilities and proper disposal
of wastes? Let’s say you were assigned to create such a poster using the
textual aids learned in this lesson (titles, subtitles and illustrations) for your
school’s comfort rooms. On your answer sheet, create a poster about what
you want readers/users to follow. Again, remember to use titles, subtitles,
and illustrations.
Outstanding Very Satisfactory Needs
(5) Satisfactory (3) Improvement
(4) (2)
Use of All All All Illustrations
Illustrations illustrations illustrations illustrations do not relate
are related to are related to relate to to the topic.
the topic and the topic and the topic.
make it easier most make it
to easier to
understand. understand.
Titles All titles are Most titles are Some titles A few titles are
 clear and clear and are clear and clear and
enhances enhances enhances enhances
understanding understanding understanding understanding
of the text of the text of the text of the text
Subtitles All subtitles Most subtitles Some A few subtitles
are clear and are clear and subtitles are are clear and
enhances enhances clear and enhances
understanding understanding enhances understanding
of the text of the text understanding of the text
of the text
Content Appropriate Most details Few details No details to
details support support support
support main main idea; main idea; main idea;
idea; Information is Inadequate Information
Information mostly information does not
adequately adequate and is not clearly support the
supports supportive supportive visual’s
purpose of of visual’s of visual’s purpose
visual purpose purpose
Rubrics adapted from the following websites:
http://www.readwritethink.org/files/resources/lesson_images/lesson1076/
rubric.pdf; https://ed.fnal.gov/trc_new/rubrics/poster.html;
http://cte.sfasu.edu/wp-content/uploads/2015/04/Rubric-for-Infographic-
or-Poster.pdf
 USING TEXTUAL AIDS TO
Lesson
UNDERSTAND A TEXT: CHARTS/
2
GRAPHS AND TABLES

What’s In

Activity : One Step At A Time

Study carefully the correct sequence of drawing the face of an anime
character. Then, below you will find set of instructions that you must
arrange based on the order of the illustrations. Write the correct step
number on the circle beside the paragraph.

Drawing the Basic Head Shape

Article lifted directly from https://www.wikihow.com/Draw-Anime-or-
Manga-Faces

Adding the Features

 Sketch in a neck coming down from the head. The width of the
neck depends on if you’re drawing a male or female character. If
you’re drawing a male character, position the sides of the neck
closer to the sides of the jawline to show a muscular build. For a female
character, place the lines for the neck closer to the chin so it’s narrower.
Make straight vertical lines extending from the jaw on each side of the face
to make the neck.

Place a horizontal mark for the chin underneath the circle. Find
the distance from the center of the circle to the line you drew for the
nose. Measure down from the bottom of the circle (or the nose line) to
the distance you just found and make a small horizontal mark on the
vertical center line. The mark will be the tip of the character’s chin when
you’re finished

Draw a circle on your paper with a vertical line running through

the middle. (…) Lightly draw the circle in the center of a piece of
paper so you have room to add features to it. Find the middle of your
circle and lightly sketch a straight line that extends from the top of the circle
down your sheet of paper so you know where the middle of the face is.

Outline the jaw for your character. Start on either the left or right
side of the circle at its widest point. Draw a line from the side of the
circle that’s slightly angled toward the vertical center line. Continue
drawing the line until you reach the mark you made for the nose. Once the
angled line crosses the nose guide line, continue drawing it toward the mark
you made for the chin. Repeat the process on the other side of the circle to
connect your jaw lines.

Make a guide line for the eyes a third of the way up from the
bottom of the circle. Measure about a third of the way up from the
bottom of your circle and use your pencil to make a mark. Use a
straightedge to draw a horizontal line that extends past the edges of the
circle to use as a guide for the character’s eyes. Don’t apply too much
pressure when you draw the line since it will be hard to erase otherwise.
 Put a horizontal line across the bottom of the circle for the nose
line. Find the lowest point on the circle you drew and set a
straightedge horizontally across it. Draw a light, straight line along
the bottom of the circle so it extends past the circle’s widest point. In your
finished drawing, the tip of the nose will be along this line.

Adding the Features

Add the tip of the nose where the horizontal and vertical lines
intersect. In an anime or manga, the nose isn’t as visible from the
front view as it is from the side. If you want to make a simple nose,
just put a dot on the point where the nose guide line and the vertical center
line intersect. For something slightly more complex, draw 2 short curved
lines on either side of the center line to give the appearance of nostrils.

Give your character eyebrows above the eye line. Start the line for
your character’s eyebrow above the corner of their eye slightly above
the guide line you drew before. Draw a slightly curved or angled line,
following the same shape as the top of the eye. You can either leave the
eyebrow as a simple line or extend lines up from it and make it a rectangle.
Draw another eyebrow over the other eye once you finish the first one.

Draw the eyes so they’re below the guide line you drew earlier.
If you’re drawing a male character, draw a horizontal line under the
guide line you made that stops near the side of the head. For a
female character, draw an arched line underneath your guide that goes
toward the side of your character’s head. Place the bottom line for the eye
anywhere above the tip of the nose. Draw the other eye on the opposite side
of the face so it looks the same as the other.

Place ears on the sides of the head between the eye and nose
lines. The top and bottom of each ear will line up with the eye and
nose lines you drew earlier. Sketch oblong C-shapes between the
guide lines for your ears so they connect to the sides of the circle and
jawline. You can either leave the ears as is for a simple look, or draw the
curves inside them to add more detail.

Put the mouth halfway between the nose and the chin. Find the
halfway point between the character’s mouth and chin so you know
where to place the mouth. If you want to make a simple mouth, draw a
slightly curved horizontal line to make a smile or a frown. Put another
slightly smaller line underneath the first to give the appearance of a bottom
lip.
 What’s New

Activity : Bars
Read carefully the statistics on four Asian countries’ COVID cases.
Use the information from the text to label and color the bar graph that
follows. Remember: there should be two labels (label of the x-axis and label
of the y-axis).
Brunei – The number of cases has increased by two to 141.
Cambodia – As of June 12, the country has 126 cases.
Laos – The country now has 19 cases.
Vietnam – As of June 13, the country has 334 cases and no deaths.
Mongolia – Three new cases on June 12, taking the total to 197.
Statistics taken from https://www.aseanbriefing.com/news/coronavirus-
asia-asean-live-updates-by-country/

Chart Title
12

10

2
Activity : Attend to the Table
0
Complete the table below with your attendance for the last three months.
Refer to the calendar to determine the total number of school days per
month.

Month: Month: Month:

Total number of school

days for the month
Number of days absent
Number of tardiness
 What is It

You have previously learned two textual aids, namely: titles and
subtitles and illustrations. In this lesson, you will learn another two textual
aids which are tables and graphs/charts. Since they are textual aids, they
have similar functions as those previously learned. They are, however, more
often used to represent numerical data as the earlier activity (What’s New)
already introduced.

A table shows information (facts and figures) that are organized and
arranged in columns and rows. It is used to show patterns and relationships
that still appeals to the readers’ verbal system, meaning tables are supposed
to be read like a text (Nussbaumer, 2011). It is also used for “rapid access to
and relatively easy comparison of information” (McMurrey, 2017).
According to Stephen Few (as mentioned by Krystian, 2014), tables
are used when:
 The display will be used to look up individual
values.
 It will be used to compare individual values but
not entire series of values to one another.
 Precise values are required.
 The quantitative information to be
communicated involves more than one unit of
measure.
 Both summary and detail values are included.
McMurrey (2017) provided two important headings in making a table:
column headings are found on top of the columns and are used to identify
the contents of a specific column; row headings used to define or identify
the contents of a specific row.
Below is an example of a labeled table.

Title of the

Column hea

Row headings
 The table provides a comparison of the percentage of people who used
the different features of their mobile phones (row headings) in three different
years (column headings): 2006, 2008, and 2010. Table and excerpt taken
from https://www.ieltsonlinepractice.com/ielts-academic-writing-task-1-
model-answer-table-chart-percentage-of-mobile-phone-owners/.

A graph, on the other hand, is defined by Google Sites (n.d.) as a

“chart that shows the relationship between changing things”. Mind Tools
Content Team (2020) stated that graphs are used “when a simple table
cannot adequately demonstrate important relationships” of and within data.
In addition, Nussbaumer (2011) said that graphs are “particularly useful
when there is a point to be made in the shape of the data”.
There are four common types of graphs: bar graph, line graph, pie
graph, and pictograph.
1. Bar graphs show data that are independent from each other but are
somehow still related. It uses either vertical or horizontal bars to show
the data it represents but SkillsYouNeed.com (2020) emphasized that
these bars do not touch each other. The height of the bar indicates the
value it represents: the longer the bar, the higher the value it
represents, the shorter the bar, the lower the value it represents.
Example:
Spotify reveals the decade's most-streamed songs, from Ariana
Grande to Drake by Savage, 2019
Spotify has revealed its biggest songs, albums and artists of the
last decade, with Drake emerging as the most-streamed artist of the
2010s.
The Canadian star has racked up more than 28 billion streams,
with his most popular song, One Dance, played 1.7 billion times alone.
It was dwarfed by Ed Sheeran's Shape Of You, whose 2.4 billion
streams, made it the decade's most listened-to track.
2019's biggest song was Shawn Mendes and Camila Cabello's
Senorita.
Released in June, the island-flavoured duet has already been
played one billion times. Billie Eilish's Bad Guy isn't far behind, on 990
million streams.
 1.00
0.90
0.80
0.70

Number of Streams
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Philippines Indonesia Australia Malaysia
Artists

Series1

2. Line graphs are used to show how numerical data have changed over
time and it is best used to show trends (SkillsYouNeed.com, 2020;
Mind Tools Content Team, 2020).
Example:
Precipitation
A wet day is one with at least 0.04 inches of liquid or liquid-equivalent
precipitation. The chance of wet days in Manila varies very significantly
throughout the year.

The wetter season lasts 6.9 months, from May 19 to December 15, with
a greater than 41% chance of a given day being a wet day. The chance
of a wet day peaks at 70% on August 12.

The drier season lasts 5.1 months, from December 15 to May 19. The
smallest chance of a wet day is 12% on March 21.

Among wet days, we distinguish between those that experience rain

alone, snow alone, or a mixture of the two. Based on this
categorization, the most common form of precipitation throughout the
year is rain alone, with a peak probability of 70% on August 12.
Excerpt taken from weatherspark.com, (n.d.)
https://weatherspark.com/y/134588/Average-Weather-in-Manila-
Philippines-Year-Round
Image source: https://weatherspark.com/y/134588/Average-Weather-in-
Manila-Philippines-Year-Round
3. Pie graphs show “how a whole is divided into different parts”
(SkillsYouNeed.com, 2020). These graphs show a ratio or percentage
relationship (Mind Tools Content Team, 2020).
Example:
Why more Filipinos are shopping online and what they’re buying
by OutrageMag.com Staff, 2015
While Filipinos still predominantly use cash for everyday
transactions, Visa’s eCommerce study reveals that Filipinos prefer to
use payment cards (65%) when shopping online over cash on delivery
(35%) and bank transfers (34%), highlighting the strong confidence
towards using payment cards.

Image made at https://www.onlinecharttool.com/graph?

selected_graph=multipie
 4. Pictographs are “similar to bar chart but use pictures to symbolize a
countable unit of items” (Google Sites, n.d.).
Excerpt from the article: Filipino internet users most engaged in
social media: survey by ABS-CBN News, 2010 from
https://news.abs-cbn.com/lifestyle/04/08/10/filipino-internet-users-
most-engaged-social-media-survey
"Social networkers in the Philippines also showed the highest
level of engagement on social networking sites averaging 5.5 hours per
visitor in February, with visitors frequenting the social networking
category an average of 26 times during the month," the comScore
statement said citing its latest report on social networking activity in the
region.
"Strong engagement was also exhibited by Internet users in
Indonesia (5.4 hours per visitor and 22 visits per visitor), Australia (3.8
hours per visitor and 20 visits per visitor) and Malaysia (nearly 3.8
hours per visitor and 22 visits per visitor)," the statement added.

= 0.5 hours
Clock Image Downloaded from
https://www.kindpng.com/imgv/ioixwib_transparent-clock-clipart-png-
pink-clock-clipart-png/

Philippines 5.5 hours

Indonesia 5.4 hours

Australia
3.8 hours
Malaysia

What’s More

Activity : From the Table

Read the text and express your comprehension by writing your answers to
the questions that follow on your answer sheet.

Number of Mobile Phones Sold in Millions

Nokia Ericson Samsung Motorola Apple
2006 345 74 117 219
2007 436 102 154 165 2.3
2008 475 95 202 108 12
2009 442 57 238 59 24
2010 403 42 282 39 42
2011 422 33 330 40 89
2012 335 28 306.5 28 135.8

The provided table illustrates the number of mobile phones sold,

measured in millions, from five different brands over a period of six years.
Overall, Samsung and Apple have an upward trend, Nokia shows a more or
less stable sales while the other brands slowly decrease sales over the years.
As can be seen, Ericsson had the lowest number in 2006 with 74
million. Although it increased by over a quarter the following year, its figure
experienced a gradual decline until 2012. Moreover, Motorola initially almost
doubled Samsung's sales. However, its demand fell dramatically over time
until reaching the lowest of just under one-third sold at the end of the
period, making the figure the smallest alongside Ericsson's.
In contrast, Nokia's figures ranged from a low of 335 million in 2012
and a high of 475 million four years earlier. This depicted of only one-tenth
reduction in sales from its initial number. Meanwhile, Samsung made it to
the top of the mobile market, reaching 396.5 million the final year, a growth
which was more than three times its earliest number. For Apple, only a
small fraction of 2.3 million products were sold during its first year. Despite
a slow start, the number eventually increased significantly until exceeding
those of its two counterparts, Nokia and Motorola, by over 100 million in the
year 2012. Text and table adapted from https://www.ieltsbuddy.com/ielts-
table-number-of-mobile-phones-sold.html

QUESTIONS:
1. Describe the sales of each mobile phone brand over the six-year period.
________________________________________________________________________
________________________________________________________________________
2. What buyer behavior or preference can be deduced based on the
number of sales of Motorola?
________________________________________________________________________
________________________________________________________________________
3. Observe the sales of the Apple brand from 2006 to 2012. How will you
describe its sales? Why do you say so?
________________________________________________________________________
________________________________________________________________________
4. What can you deduce from the sales of Nokia?
________________________________________________________________________
________________________________________________________________________
5. Compare and contrast the sales of Nokia and Ericson over the six-year
period. What can you conclude based on your comparison?
________________________________________________________________________
________________________________________________________________________
6. Study the sales of Samsung and Apple and contrast them with the
sales of the other brands. What makes these two brands different from
the rest of the brands in terms of sales? What can conclude based on
your observations?
________________________________________________________________________
________________________________________________________________________
7. Overall, describe the preferences of buyers over the six-year period of
all of these brands. Provide evidences from the table or text.
________________________________________________________________________
________________________________________________________________________
Activity : Warning!
Read the text and express your comprehension by writing your answers to
the questions that follow on your answer sheet.

Image source: https://www.statista.com/chart/12797/the-phones-emitting-the-most-

radiation/
The Phones Emitting the Most Radiation
By Armstrong, 2019 at https://www.statista.com/chart/12797/the-phones-
emitting-the-most-radiation/
For most people nowadays, their smartphone is within arm's reach 24
hours a day. It's in their pocket while they're at work, it's in their hand on
the train ride home and it's on their bedside table as they go to sleep. With
this level of proximity and usage, many can't quite shake the niggling feeling
that they might be risking damage to themselves in the long run. While
conclusive longitudinal research on the effects of cell phone radiation is still
hard to come by, for those looking to hedge their bets, this infographic
shows the phones that emit the most radiation when held to the ear while
calling.
The German Federal Office for Radiation Protection (Bundesamt für
Strahlenschutz) has a comprehensive database of smartphones - new and
old - and the level of radiation they emit. Following the criteria set for this
chart (see footnotes), the current smartphone creating the highest level of
radiation is the Mi A1 from Chinese vendor Xiaomi. Another Xiaomi phone is
in second place - the Mi Max 3. In fact, Chinese companies are represented
heavily in this list, accounting for 8 of the top 16 handsets. Premium Apple
phones such as the iPhone 7 and the iPhone 8 are also here to be seen,
though, as are the latest Pixel handsets from Google.
While there is no universal guideline for a 'safe' level of phone
radiation, the German certification for environmental friendliness 'Der Blaue
Engel' (Blue Angel) only certifies phones which have a specific absorption
rate of less than 0.60 watts per kilogram. All of the phones featured here
come in at more than double this benchmark.

QUESTIONS:
8. What is considered the ‘safe’ radiation level?
________________________________________________________________________
________________________________________________________________________
9. Since you already know what radiation level is safe, is there a phone/
are there phones that you will recommend for use? Which mobile
phone/s will it/they be? Why?
________________________________________________________________________
________________________________________________________________________
10. Based on this baseline, what can you say about the levels of radiation
that the phones emit?
________________________________________________________________________
________________________________________________________________________
11. Studying the chart and the text, what conclusions can you draw from
the data given? Give at least two conclusions.
________________________________________________________________________
________________________________________________________________________
12. Following your conclusion, what can you recommend to users of
these phones?
________________________________________________________________________
________________________________________________________________________

What I Have
Learned
Activity : Let Me Tell You What…
Continue the prompts below to show what you have learned on this lesson.

A. Tables show ___________________________________________________________.

Tables help me understand a text by ______________________________________
__________________________________________________________________________.
I can use tables when/if __________________________________________________
__________________________________________________________________________.

B. Graphs _______________________________________________________________
_________________________________________________________________________.
These textual aids help me ________________________________________________
__________________________________________________________________________.
I can use them when/if ___________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

What I Can Do

Speaking of mobile phones, it cannot be denied that this gadget has become
an indispensable material in our daily lives. On your answer sheet, create a
table or a graph on the number of hours that you spend on the top five
applications on your phone on a daily basis. Below the table or the graph
that you will make, draw your conclusion in one or two sentences.

Table/Chart Overall the Overall the Chart created Created a

chart was chart was but hard to chart.
created created interpret.
correctly; easy correctly; easy
to interpret to interpret
data; arranged data; arranged
attractively on attractively on
the page. All the page. All
directions directions
were were
completed completed
correctly. correctly with
less than 2
minor errors.
Labels Labels are Labels are The labels are Labels are not
neat and clear clear and present, but present.
and describe the may not
accurately information describe the
describe the presented. information.
information
presented.
Units All units are Most units are All units are Units are
described and described and described but neither
are are are not described
appropriately appropriately appropriately NOR
sized for the sized for the sized for the appropriately
data set. data set. data set. sized for the
data set.
Accuracy of All bars are All bars are All bars are Bars are not
Bars correct size correct size correct size. correct size
and are easy and are easy OR extra bars
to see. A ruler to see. were included.
 is used to
neatly make
the bars.
Conclusion Conclusion Conclusion Conclusion Conclusion
effectively points out all most points points out
wraps up the the main out most of some of the
data points shown the main main points
presented in in the points shown with little
the table/chart in the discussion.
table/chart. and discusses table/chart
them. but no
discussion.
Rubrics adopted and adapted from
http://rubistar.4teachers.org/index.php?
screen=ShowRubric&rubric_id=1500439;
https://www.mesacc.edu/~paoih30491/RubricNameEssay.html
 Lesson USING TEXTUAL AIDS TO
3 UNDERSTAND A TEXT: MAPS

What’s In

Activity : In 4, 3, 2, and 1…
Below are examples and or templates of the textual aids previously learned.
Above each sample/template, give words that best summarize/encapsulate
that textual aid. Challenge: the number of words you can write is limited
to 4 words, 3 words, 2 words and 1 word. Since there are already four
textual aids learned, you can only choose one textual aid to use the
number of words indicated.
For example, you will give four (4) words that summarize the textual aid
Titles and Subtitles, one (1) word for Illustration, three (3) words for Graphs
and two (2) words for Table.

A. ________________________________________________________________________

Chart Title Sales

6
5
4
3
2
1
0
Category 1 Category 2 Category 3 Category 4

Series 1 Series 2 Series 3 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

B. ________________________________________________________________________

Photo taken from https://www.britannica.com/science/coronavirus-virus-

group
C. ________________________________________________________________________
Senior High School
Curriculum
Core Curriculum Subjects
Applied Track Subjects
Specialized Subjects
Tracks
Strands

D. ________________________________________________________________________
 What’s New

Activity : Show Me Around

No one else who knows your neighborhood as much as you do. On your
answer sheet, sketch your immediate neighborhood. Below your sketch,
write a simple paragraph describing your place.
 What is It

In the previous lessons, titles, illustrations, tables and charts/graphs as

textual aids have been the focus of discussion. There is one more textual aid
with the same general function as the others, maps.

Maps are visual representations of selected characteristics of a place,

usually drawn on a flat surface. There are two different kinds of maps:

Physical map usually includes

labels for features such as
mountain ranges and bodies of
water. The photo on the left side
shows the physical map of the
Philippines, where bodies of water
and land are clearly illustrated.

Illustration taken from

https://www.freeworldmaps.net/asia/philippines/map.html
Political map usually
includes labels for
features such as cities
and major towns, units
such as states or
provinces, and bodies of
water. This map clearly
shows the boundaries
between and among the
provinces of the region.
Map illustration taken
from http://www.maps-
of-the-world.net/maps-
of-asia/maps-of-
philippines/

Below is an example text that uses map as a textual aid.

Image source:
http://www.maphill.com/philippines/car/benguet/panoramic-maps/physical-map/
lighten/
 Note: This map is better appreciated in colors, rather than black and
white. If map needs to be in greyscale, it would be best if drawn.
Generally, Benguet is a mountainous area. Rising thousands of feet above sea
level is the second highest mountain in the Philippines, Mt. Pulag, a few feet lower
than Mt. Apo, located in the municipality of Kabayan. Elevation ranges from 200
meters to 2,792 meters, the highest at Mt. Pulag. The Halsema Mountain Highway,
95 kilometers of which are in Benguet, traverses the province from south to north.
The highest point of the Philippine Highway System, 2,256.10 meters above sea
level, is in Mt. Paoay, Atok.
Of the province's total land area of 2,616.48 square kilometers, forest land
comprises 1,747.40 sq. km. (66.78%) while alienable and disposable lands make up
869.08 sq. km. (33.22%). Classified forest land is distributed as follows:
forest/watershed reservation is 657.43 sq. km., timberland is 233.61 sq. km.,
national parks is 698.67 sq. km., military reservation is 5.54 sq. km. and civil
reservation is 152.15 sq. km.

The map of Benguet, as you have seen, shows the bodies of land and water
as also indicated in the text.

What’s More

Activity 3: Bring Me to Baguio

Read the text and study its accompanying map.

Image source: http://www.maphill.com/philippines/car/benguet/baguio/panoramic-

maps/satellite-map/
 Baguio is a landlocked city located two hundred fifty kilometers north
of Manila, in the heart of the province of Benguet. It is known as the
gateway to the Cordillera of the mountain provinces of Northern Philippines.
It is accessible from the lowlands via three national roads: Quirino Highway
better known as the Naguilian Road (north), Kennon Road (south), and
Marcos Highway (west). It is also accessible through the Halsema Highway
especially those from Benguet and Mt. Province. Baguio can also be reached
by air through Loakan Airport located south of the city.
The city enjoys a cool temperate climate typically 19.3 degrees
centigrade. Temperature dips to as low as 10 degrees in the cold months of
December, January and February. This is due to its elevation of 1,500
meters above mean sea level and its pine clad topography. Dry season is
from November to April and wet season for the rest of the months.
Four dominant landforms characterizing the city’s topography are
valleys, plateaus, valley walls and steep slopes. Plateaus make up the
greater portion of the city’s land area. Elevations in the city range from 1300
to 1500 meters above mean sea level. On a clear day, one can view the
panoramic and pine clad scenery of the city, the distant mountains and the
South China Sea.
The city has a total land area of 57.5 square Kilometers with a
population of 318,676 according to the Census of Population conducted by
the National Statistics Office on May 2010.
Choose the letter of your answer and write it on your answer sheet.
1. If you are travelling from the south, what national highway are you
most likely to take?
A. Halsema Highway C. Naguilian Road
B. Marcos Highway D. Kennon Road

2. What land formations characterize the city?

A. Plateaus, valleys, mountains, and hills
B. Plateaus, valleys, valley walls, slopes
C. Plateaus, valleys, slopes, mountains
D. Plateaus, valleys, slopes, hills

3. From the capital of the country, how far is the city?

A. 250km South C. 250km West
B. 250km North D. 250km East

4. What is the total and area of Baguio City?

A. Fifty-seven point five square kilometers
B. Fifty-seven point five square miles
C. Fifty-seven point five kilometers
D. Fifty-seven point five miles

5. How high are the elevations of the city from sea level?
A. 1,300 to 1,500 square km C. 1,300 to 1,500 km
 B. 1,300 to 1,500 square m D. 1,300 to 1,500 m

6. What body of water can be seen from the city on a clear day?
A. South Pacific Ocean C. West Pacific Ocean
B. South China Sea D. West China Sea

What I Have
Learned
Activity : This Way to Exit
In a sentence or two, write a summary or a generalization about maps as
textual aids.

Exit Card:

What I Can Do

Activity : Show Me the Way

Imagine that a tourist asks you for the direction going to a famous
tourist spot or a souvenir shop. Draw the map going to this place and below
the map, write a paragraph describing the way.

Excellent Very Satisfactory Needs

(5) Satisfactory (3) Improvement
(4) (2)
Map Elements Any other Most of the Missing 3-5 of Most other
items required other required required map required
by the items are elements such elements such
assignment present such as legend, as legend,
such as as legend, cardinal cardinal
legend, cardinal direction, etc. direction, etc.
cardinal direction, etc. are missing.
direction, etc. Missing no
are ALL more than 2.
present.
Accuracy Everything is Most items are Some items More than 8
(map) located in located in are located in items located
correct place. correct place correct place incorrectly. No
Spelling is (1-2 off). (3-5 off). Some writing is
correct and all Spelling is spelling is legible and a
writing is correct and incorrect (1-3 majority of
 legible. most writing wrong) and words are
is legible. some writing misspelled.
is legible.
Accuracy When Directions had Directions had Someone who
(direction) directions one two to three followed the
were followed, inaccurate inaccurate directions
they led to the statement or statements or would not
destination. missed one missed two to arrive at the
turn/street. three destination.
turn/street.
Direction All direction Some Few direction No direction
words words used direction words used words used.
are clear. words used are clear.
are clear.
Rubrics adopted and adapted from
https://www.rcampus.com/rubricshowc.cfm?code=F8A52X&sp=yes& and
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=Q6553C&
 Assessment

Choose the letter of the correct answer. Write the chosen letter on a separate sheet
of paper.

1. What do we call the tools that come in different forms and their main
objective is to help readers have a clearer meaning of the text?
a. guide questions c. textual aids
b. reader’s interpretations d. textual explanations

2. Which of the following does NOT belong to the tools that can help
readers have a clearer meaning?
a. charts c. diagrams
b. animations d. illustrations

3. If the sensory images help readers understand literary texts such as

poems and short stories, then which type of texts do textual aids help
readers understand?
a. journalistic texts c. scientific texts
b. nonfiction texts d. foreign texts

4. If the text has the following lines: “From Session Road, head south on
Upper Session Road, slight right onto Kalaw Street…”, what kind of
textual aid will be best fitted to match the text?
a. map c. chart
b. graph d. diagram

5. Why do writers include graphs, maps, charts, images and tables?

a. to serve as a guide for the readers’ eyes in reading the text
b. to provide an interpretation of the text
c. to help readers understand the text
d. to fill the spaces of the paper

6. What type of textual aid is used when data are presented in rows and
columns of words and numbers?
a. tables c. graphs
b. diagrams d. charts
7. Which is the main use of a table as a textual aid?
a. for comparison of characteristics
b. for interpreting numerical data
c. show relationships of data
d. show trends or patterns

8. What type of textual aid is used if data is presented through dots,

lines and curves?
a. chart c. graph
b. diagram d. table

9. What do we want to show when we use graphs?

a. record precise data
b. compare and contrast qualities
c. show more detailed information
d. get a better idea on trends and patterns

10. Which is not an example of a graph?

a. bar c. line
b. cycle d. pie

11. Which textual aid is a visual representation of selected

characteristics of a place, usually drawn on a flat surface?
a. map c. compass
b. globe d. direction

12. What type of map shows water and land formations in a specific
area?
a. demographical map c. political map
b. geographical map d. physical map

13. Which type of map shows the cities, towns, provinces and
bodies of water?
a. political map c. geographical map
b. physical map d. demographical map

14. How can maps function as textual aids?

a. Maps can give a clearer picture of where the boundaries of each
town, city, province and country lies.
b. Maps can provide an image of the place being discussed.
c. Maps can show landmarks that may be in a place.
d. Maps show specific directions to a destination.
15. Which of the following is NOT a function of textual aids?
a. They are also useful tools in summarizing information.
b. They can provide clarity to the textual element.
c. They textual aids have aesthetic purposes.
d. They help catch the readers’ attention.
 Answer Key

Assessment What I
know
1. C
2. B 1. A
3. B 2. C
4. A 3. C
5. C Lesson 1
4. D
6. A What’s In
5. B
7. A 1. C
6. D
8. C 2. A
7. D
9. D 3. E
8. B
10. B 4. B
9. A
11. A 5. D
10. D
12. D 11. D
13. A What’sNew
12. B
14. B 1. Lazy afternoon
13. A
15. C 2. 6 Feet underground
14. C
3. Misunderstanding
15. B
between friends
4. Just between you
and me
Lesson 3 Lesson 2
5. Big deal
What’s In What’s In
6. Excuse me
Answers may vary as long 6 – 4 – 1 – 5 – 2 – 3 – 8 – 10
as they follow the rules (4 – 9 – 7 – 11
What’s More
words, 3 words, 2 words
1. How to use the
and 1 word) What’s New
Zoom application in
Bars: answers depend on
the computer and in
What’s New the illustration
the phone
Answers may vary Attend to the Table: answers
2. Meetings tab
may vary
3. Home, Chat,
What’s More
Meetings and
1. D What’s More
Contacts tabs
2. B Activities 4 and 5
4. Meetings tab
3. B Answers may vary
5. It can be used using
4. A
a computer or a
5. B What I Have Learned
phone (other
6. B Answers may vary
answers may be
accepted)
What I Have Learned What I Can Do
6. Meetings and
Answers may vary Answers may vary
Settings tabs (other
answers may be
What I Can Do
accepted)
Answers may vary
7-10. Answers may vary

What I Have Learned

Answers may vary

What I Can Do
Answers may vary
References

Online references
ABS-CBN News. (2010, April). ABS-CBN News. Retrieved from Filipino
internet users most engaged in social media: survey:
https://news.abs-cbn.com/lifestyle/04/08/10/filipino-internet-
users-most-engaged-social-media-survey
Armstrong, M. (2019, November). Smartphones. Retrieved from Statista:
https://www.statista.com/chart/12797/the-phones-emitting-the-
most-radiation/
Ask Media Group. (2019). What is a Text Aid? Retrieved from Reference:
https://www.reference.com/technology/text-aid-a47d40fefa2ee50
n.d. Assessing Your Work - Poster Rubric. Accessed June 2020.
https://ed.fnal.gov/trc_new/rubrics/poster.html.
Brown, Paola. n.d. Rubric for Assessment of the Personal Essay. Accessed
June 2020.
https://www.mesacc.edu/~paoih30491/RubricNameEssay.html.
Department of Interior and Local Government. n.d. Baguio City. Accessed
2019. https://www.dilgcar.com/index.php/baguio-city.
Department of Interior and Local Government. n.d. Cordillera Adminstrative
Region.
https://www.dilgcar.com/index.php/2015-07-10-07-24-09/province-
of-benguet.
Department of Interior and Local Government. n.d. Province of Benguet.
Accessed 2019. https://www.dilgcar.com/index.php/2015-07-10-07-
24-09/province-of-benguet.
Elite Editing. (2015, December). Elite Editing. Retrieved from Headings:
https://www.eliteediting.com.au/what-are-headings-and-why-are-
they-important/
European Centre for Disease Prevention and Control. (2020). European
Centre for Disease Prevention and Control. Retrieved from Disease
background of COVID-19: https://www.ecdc.europa.eu/en/2019-
ncov-background-disease
Google Sites. (n.d.). Tables/Graphs/Charts. Retrieved from Mathematics:
https://sites.google.com/site/mathclc/graphs
IELTS Buddy. n.d. IELTS Table - Number of Mobile Phones Sold. Accessed
2019. https://www.ieltsbuddy.com/ielts-table-number-of-mobile-
phones-sold.html.
IELTSUNLOCKED. 2016. Band 9 Reports: Tables – Mobile Phone Usage.
November 16. Accessed November 2019.
https://ieltsunlocked.wordpress.com/2016/11/16/band-9-reports-
tables-mobile-phone-usage/.
Krystian, M. (2014, June). Do You Know When to Use Tables vs. Charts?
Retrieved from infogram: https://infogram.com/blog/do-you-know-
when-to-use-tables-vs-charts/
Maphill. 2013. Physical Panoramic Map of Benguet, lighten. Accessed
December 3, 2019.
http://www.maphill.com/philippines/car/benguet/panoramic-
maps/physical-map/lighten/.
Maphill. 2013. Satellite Panoramic Map of Baguio. Accessed 2019.
http://www.maphill.com/philippines/car/benguet/baguio/panorami
c-maps/satellite-map/.
McMurrey, David. 2017. Tables, Charts, Graphs.
https://www.prismnet.com/~hcexres/textbook/tables.html.
Mind Tools Content Team. (2020). Charts and Graphs: Choosing the Right
Visual For Your Data. Retrieved from MindTools:
https://www.mindtools.com/pages/article/Charts_and_Diagrams.ht
m
National Geographic. 2019. Map.
https://www.nationalgeographic.org/encyclopedia/map/.
National Institute of Environmental Health Sciences. (2017). Kids
Environment Kids Health. Retrieved from Rebus Puzzles Brainteasers:
https://kids.niehs.nih.gov/games/brainteasers/rebus-puzzles/index.
htm#:~:text=A%20REBUS%20is%20a%20picture,a%20common
%20word%20or%20phrase.
Nussbaumer, C. (2011, November). visual battle: table vs graph . Retrieved
from storytelling data:
http://www.storytellingwithdata.com/blog/2011/11/visual-battle-
table-vs-graph
One Geology. (2017). One Geology. Retrieved from Weathering and erosion:
http://www.onegeology.org/extra/kids/earthprocesses/weathering.ht
ml
OutrageMag.com Staff. (2015, March). Why more Filipinos are shopping
online and what they’re buying. Outrage. Retrieved from
https://outragemag.com/filipinos-shopping-online-theyre-buying/
ReadWriteThink. 2006. Poster Session Rubric . Accessed June 2020.
http://www.readwritethink.org/files/resources/lesson_images/lesson
1076/rubric.pdf.
Reazon Systems, Inc. 2020. iRubric: Giving Directions Rubric. Accessed
June 2020. https://www.rcampus.com/rubricshowc.cfm?
sp=yes&code=Q6553C&.
Reazon Systems, Inc. 2020. iRubric: Map Skill Rubric. Accessed 2020.
https://www.rcampus.com/rubricshowc.cfm?
code=F8A52X&sp=yes&.
Sacred Heart University Library. n.d. Organizing Academic Research Papers:
Using Non-Textual Elements. Accessed November 2019.
https://library.sacredheart.edu/c.php?g=29803&p=185932.
SkillsYouNeed.com. 2020. Graphs and Charts.
https://www.skillsyouneed.com/num/graphs-charts.html.
Savage, Mark. 2019. "Spotify reveals the decade's most-streamed songs,
from Ariana Grande to Drake." BBC News, December.
https://www.bbc.com/news/entertainment-arts-50642141.
weatherspark.com. n.d. Average Weather in Manila.
https://weatherspark.com/y/134588/Average-Weather-in-Manila-
Philippines-Year-Round.
For inquiries or feedback, please write or call:

Department of Education – (Bureau/Office)

(Office Address)

Telefax:

Email Address: