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ENGLISH
Quarter 4 - Module 1:
Analyzing How Visual and Multimedia Elements
Contribute to the Meaning of a Text

Department of Education - MIMAROPA Region

English – Grade 5
Quarter 4- Module 1: Analyzing How Visual and Multimedia Elements
Contribute to the Meaning of a Text
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

Regional Director: Benjamin D. Paragas, CESO V
Assistant Regional Director: Atty. Suzette Gannaban-Medina
Chief, CLMD: Mariflor B. Musa

Development Team of the Module

Author: Elena C. Tugade

Editor: Adelardo I. Malaluan, PhD/Ileen R. Sta. Rinala
Reviewers: Rommel M. Pascua/Kathleen R. Osano
Illustrators: Alexander P. Abeleda/Elena C. Tugade/ Louie J. Cortez
Layout Artist: Mark Roger Dacayanan

Printed in the Philippines by DepEd MIMAROPA

Department of Education – MIMAROPA Region

Office Address: Department of Education, MIMAROPA Region (CLMD)

Meralco Avenue corner St. Paul Road, Pasig City

Telefax: (02) 631-40-70; (02) 637-3093

E-mail Add: [email protected]

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Introductory Message
For the facilitator:

This Self-Learning Module (SLM) focuses on Analyzing How

Visual and Multimedia Elements Contribute to the Meaning of a Text as
one of the Most Essential Learning Competencies (MELCs) in Grade 5
English. This learning material is patterned on Bloom’s Taxonomy
Instructional Design wherein learning activities are aligned with the identified
objectives and sequenced according to their level of difficulty considering the
learner’s needs, interest and abilities.

You need to ensure that the learner clearly understands the lesson
or concepts discussed in the module. You are also expected to guide him/her
in answering the activities or accomplishing the different learning tasks thereby
enabling him/her to master the competency.

For the learner:

This Self-Learning Module (SLM) is especially made to enhance

your attitude, knowledge and skills vis-à-vis the identified learning
competency. Through this module, you will engage in fun and interesting
learning activities and answer varied exercises and tasks to help you gain
mastery of the target competency which will enable you to effectively use the
English language in listening, speaking, reading and writing. Those learning
activities are appropriately selected and carefully crafted according to your
needs, interests, and abilities.

To successfully achieve the objectives of this module, kindly do the

following:

• Read and follow the instructions in all the learning activities and
exercises very carefully,
• Be honest in answering all the learning activities and exercises,
• Write your answers neatly and legibly in your subject notebook or
on a separate sheet of paper, and
• Seek guidance from your parents, guardians or subject teacher if
you encounter difficulty in accomplishing the learning activities.

Working on each learning activity in this module will surely enable

you to learn certain aspects of the target language in an enjoyable and
meaningful way. So, take good care of this module and have fun while learning!

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 What I Need to Know

This module was made and written based on your level of

understanding. It is designed to help you analyze how visual and multimedia

elements contribute to the meaning of a text.

This module focuses on the learning competency:

● Analyze how visual and multimedia elements contribute to the

meaning of a text (EN5VC-IVd-1.7.1)

In this module, you will learn about visual and multimedia

elements. After going through this lesson, you are expected to:

● identify the different visual and multimedia elements and

● analyze how visual and multimedia elements contribute to the

meaning of the text.

Now that you know the goals that we need to achieve, I hope you are

ready to discover amazing concept and ideas. After reading the materials and

completing the series of activities included in this module, I am sure that you

deserve that you deserve a round of applause. So, what are waiting for? Begin

your exploring by simply turning the next pages.

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 What I Know

In your previous lesson, you have learned how to provide evidence to

support an opinion. Let’s find out how good you are in recalling your gained

knowledge.

I know you are eager to test your understanding about the past lesson.

Now, work with the initial task by writing the evidence that will support your

opinion on the given question.

Are you in favor with the possible implementation of face-to-face

learning during COVID-19 pandemic? Why or why not?

Support your answer by giving three evidences.

Answer: __________________

Evidences:

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

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 ANALYZING HOW VISUAL AND MULTIMEDIA ELEMENTS
Lesson CONTRIBUTE TO THE MEANING OF A TEXT

Do you know why story books are accompanied by illustrations,

photographs or diagrams?

In this lesson you will learn how an illustration or other visual and

multimedia elements contribute to the meaning of text. As a learner, you

should learn how to analyze visual and multimedia elements so that you can

easily understand the words and the whole meaning of a text.

Stay focused and be patient as you go along with this lesson.

What’s In

Do you have scouting movement in your school? Did you join such

school organization?

Scouting offers a lot of thrilling indoor and outdoor activities that

you can enjoy. Here, you can learn different skills like pioneering, first aid,

and survival techniques. Hiking is another exciting outdoor activity usually

done in the woods. Have you experienced attending an outdoor camp?

Now, read the story about a scout who joined a camp. Find out

what happened to him. Study the given illustration and analyze how it

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becomes helpful to understand the meaning to the text. Answer the

questions that follow.

Scout’s Answered Prayer

A boy scout once lost his way in the woods. He was left behind

by his patrol during a hike as part of their outdoor activity. He had tried

his best to look for the other scouts but he failed.

The sun was so bright and it was extremely hot. He was very

thirsty, tired and hungry. He looked for something to eat or drink but his

backpack was already empty.

He uttered a short prayer while walking carefully. “Lord, I’m

hungry and thirsty please give me some food to eat and water to drink.

Help me find my brother scouts.”

As the scout came close to a big tree, he saw something like a

sack-filled with something. “God heard my prayers that’s why he sent me

food”, the scout whispered. He hurriedly approached the sack and opened

it with his jungle knife.

“Oh my!” the boy gasped. There were assorted fruits inside the

sack. He ate some fruits and put the rest in his backpack.

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 He continued walking until he found his patrol resting and

cheering near a brook.

He happily joined his patrol and silently said, “Praise God

because you answered my prayers”.

Process Questions:

1. Who is the main character in the story? What is the setting?

2. What happens to the scout in the woods?

3. Why does he say that God is really good?

4. What are the things found in the illustration?

5. Does the illustration show relationship with the text?

6. Does the illustration speak of the meaning of the text? Why?

7. What is the message of the story?

8. What is the tone of the character in the illustration? Does the tone

affect the illustration?

9. What is the mood of the story?

10. How does the illustration help you to understand the words of

the text?

Congratulations for a job well done! This is just the start of a

meaningful learning experience so keep on browsing the next pages.

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 What’s New

Did you see that an illustration is used with the text? Did you realize

that it has the connection to the text you have read? The different objects in

the illustration like the scout, trees, sack of fruits, and jungle knife

contribute to the meaning of the text. By just looking at the visual elements,

you can get an idea what the entire text is all about. The illustration can also

help you understand the different words in the text.

As a learner, you should learn how to analyze visual and multimedia

elements and how they contribute to the meaning of the text that you read.

By analyzing images, diagrams and other visual elements you can read and

understand the terms you encounter in a text. With the help of visual and

multimedia elements you can analyze and generalize the story or poem based

on the visual and multimedia elements presented.

In order to acquire the skill of analyzing visual and multimedia

elements, you need to read and study the bolded words below.

Visual elements are images such as photographs and drawings. These

can be in the form of images like pictures, illustrations, comics, cartoons and

diagrams.

Multimedia elements are video, audio recordings, sound effects,

animations and interactive images.

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 Meaning suggests the message of the visual and multimedia

elements that the text would like to convey.

Tone is the feeling of the story that the author wants to convey to

the reader/viewer. It indicates a particular feeling. It can be cheerful, serious,

funny, sad, frightening/fearful, angry, hopeful, gloomy, etc.

Mood is the general impression of the story. It is somewhat similar

to the tone.

Importance of Visual and Multimedia Elements

I know you are familiar with illustrated big books. The illustrations

add or contribute to the meaning of the story. With visual elements, you can

easily understand the meaning stated in the text. When you encounter

unfamiliar words while reading, you can go over the illustration to give you

idea what the terms is about.

Photographs and diagrams are helpful in comprehending the

information in factual or nonfiction writing. Adding illustrations can also

makes us feel the way the author wants us to feel. Multimedia elements also

work the same as visuals in printed materials. They are essential to make

the materials you are reading or viewing more meaningful and appealing.

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 What Is It

Study the comic strip and read the dialogue of the characters. Then

answer the questions that follow.

Questions:

1. Who are the characters in the comic strip?

2. What topic are they talking about?

3. Does the comic strip relate to the text?

4. What is the tone used by Mark in the text? Does it affect the message

conveyed in the text?

5. Does the mood of the characters affect the message conveyed in the

text?

6. How did the illustration help you understand the words in the text?

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 What’s More

Activity 1

Study the given illustration and read the poem. Then answer the

questions.

Beauty of the Eyes

By: Elena C. Tugade

A pair of marble-like gems, shiny and round

Like open doors that can explore you around

Our eyes are marvelous, magical and lovely

Let’s see nature’s amazing beauty and serenity.

We see the environment with our naked eyes

The trees, birds, fields and the blue skies

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 Tall mountains, blue oceans, rivers and falls

Our heart beats fast when we see them all.

Be grateful and fortunate we’ve got good sight

Let’s take good care of our incredible eyesight

God gave them to us for happiness and satisfaction

For seeing the things around because of our vision.

Questions:

1. What things are presented in the illustration?

2. What is the message of the poem?

3. Does the illustration show relationship to the text?

4. Does the illustration speak of the meaning of the text? Why?

5. What is the tone of the poem? Does the tone affect the illustration?

6. How did the illustration help you to understand the words of the text?

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Activity 2

Analyze the given editorial cartoon and its label. Then answer the

questions.

Questions:

1. What are the visual elements found in the editorial cartoon?

2. Does the illustration have relation to the text?

3. What do you think is the message of the cartoon?

4. Does the illustration speak of the meaning of the cartoon? Why?

5. What is the tone of the cartoon? Does the tone affect the illustration?

6. How did the illustration help you to understand the message of the

cartoon?

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 What I Have Learned

Visual and multimedia elements affect or

contribute to the meaning of a text. They can help

us to better understand words in a text and to

connect with given information.

What I Can Do

Study the given drawing then read the text. Then answer the

questions.

Football Lover
Albert is a Grade 5 pupil. He loves to play football. He is an athlete

of the school. He is one of the players of RG Football Team in Occidental

Mindoro. He plays during district, provincial and even regional levels. The

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team had already won in several local football competitions.

One day, Albert came late to school because of playing football. He

did not know that they had a test. As a result, he got a low score in the

examination.

“Next time, don’t play too much so you will not be late in going to

school”, Miss Cruz reprimands Albert.

Questions:

1. What does the illustration tell the reader about Albert?

2. Which words in the text show connection to the given illustration?

3. Does the illustration has the relationship to the text?

4. Does the illustration speak of the meaning of the text? Why?

5. How did the illustration help you to understand the words of the text?

What I Can Do On My Own

Study the given picture, cartoon and diagram. Then, read the text and

answer the questions that follow.

Orange is my pet. I call him Orange

because of his color. He is fond of

running in the house and in the

garden. He loves to play with me.

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1. What does the image tell the reader about Orange?

A. Orange is my pet.

B. Orange is colorful.

C. Orange loves to play.

D. Orange loves to pose in front of camera.

2. Which word in the text shows connection to the given illustration?

A. Orange is happy go lucky.

B. Orange is playful.

C. Orange likes to eat fish.

D. Orange makes me happy.

3. Does the image tell something about the text?

A. Not at all.

B. Partially yes.

C. Maybe.

D. Yes.

4. Which of the following sentences is not mentioned in the text?

A. Orange loves to play with me.

B. Orange likes to run around.

D. Orange loves to pose in front of the camera.

D. Orange is my pet.

5. If you will add a text related to the image which of these is correct?

A. Orange sits on the plastic chair.

B. Orange is playing with the other cat.

C. Orange makes funny poses.

D. Orange makes others happy.

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 Analyze the diagram of food chain. Read the text found in the box.

Then answer the given questions.

6. What is the idea or concept shown by the diagram and the text?

A. How animals eat

B. How animals live

C. What animals eat

D. Why animals eat

7. What should you do in order to understand the meaning of the

diagram?

A. Study the diagram alone.

B. Study the labels or texts alone.

C. Study the diagram and labels or texts.

D. None of these.

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 Study the illustration and text of the editorial cartoon below. Answer

the questions that follow.

8. What is the message of the cartoon?

A. SJPES kill rats.

B. SJPES love rats.

C. SJPES have trashes.

D. SJPES conducts cleanliness drive to remove trashes

9. What is the general mood of the cartoon?

A. fearful

B. funny

C. serious

D. gloomy

10. What do you think is the cartoonist’s purpose in the given cartoon?

A. to tell us kill rats

B. to tell us clean school’s surroundings

C. to tell us beat rats with gavel

D. to tell us that rats are harmful

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 What I Can Do More

Analyze the picture and read the given text. Then answer the

questions that follow.

The only living thing that can make its

Sunlight own food is a green plant. The food-making

process is called photosynthesis. It happens in

CO2 H 2O the leaves of plants.

Photosynthesis takes place with the help of

sunlight, water and carbon dioxide.

Questions:

1. What concept or idea does the illustration show?

2. What is the message of the text?

3. Does the illustration has the relationship to the text?

4. Does the illustration speak of the meaning of the text? Why?

5. How did the illustration help you to understand the words of the text?

Congratulations for successfully completing the module! I hope you did

your best shot in doing all the tasks. Keep on learning!

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 Answer Key

What I Know

Answer of the pupils may vary. Possible answers:

Favor of face to face Not in favor of face to face

● can attend school activities ● cannot go to school anymore

● have daily allowance from ● no more allowance from parents
parents
● can see classmates and friends ● cannot see classmates and
friends
● better learning in school ● cannot understand the lesson in
● teacher explains lesson modules
● no gadget for learning
● no/poor internet access
● will be exposed to COVID virus ● will not be exposed to COVID
virus

Rubrics:

Got 3 possible answers = 3 points

Got 2 possible answers = 2 points

Got 1 possible answer = 1 point

What’s In

1. boy scout; in the woods/forest

2. He lost his way. ; He was lost.
3. He found a sack filled with fruits. ; He found his patrol/other boy scouts.
4. woods/forest, Boy Scout, sack filled with fruits, jungle knife
5. Yes.
6. Don’t lose hope because God will answer our prayer.
7. Yes.; The illustration shows how God answered the boy’s prayer.

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8. hopeful; Yes.
9. hopeful; happy
10. By looking at the different objects/things in the illustration you can connect
the things to the different words in the text/story and you will understand
the meaning of the text.

What is It

1. Mark and Mira

2. They talk about the comic book.
3. Yes.
4. happy, cheerful; Yes
5. Yes
6. By studying the objects/things and the facial expressions of the characters
of the illustration you can relate and understand what the comic strip is all
about.

What’s More

Activity 1

1. illustrations of eyes, mountains, trees, birds, fields

2. importance of eyes; what eyes can see; be grateful with our eyes (answers
may vary)
3. Yes.
4. Yes. The illustration used shows or expresses the idea used in the text.
5. grateful, serious; Yes
6. By analyzing the illustration of eyes, field, trees, and birds which connect to
the text you will know the words used in the text and the meaning of the text
is easily understood.

Activity 2
1. drawing of hand, gavel, corona virus
2. Yes
3. DOH is implementing health protocol to fight/control/eliminate corona
virus.
4. Yes because the things connect or relate to the meaning of the text.

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5. funny; Yes
6. By analyzing the given objects you can understand the meaning of the
editorial cartoon.

What I Can Do
1. Albert is playful.
2. Albert loves football.
3. Yes.
4. Yes. The illustration shows connection to the story/text.
5. By analyzing the illustration you will know the words used in the text and
you will also understand the meaning of the text.

What I Can Do on My Own

1. D.
2. B.
3. D.
4. B.
5. C.
6. C.
7. C.
8. D.
9. B.
10. B.

What I Can Do More

1. food making process in plants; photosynthesis
2. The text tells what plants need in order to make their own food
3. Yes
4. Yes, because the illustration shows objects that connect to the text.
5. By analyzing the illustration you will know the words used in the text and
you will also understand the meaning of the text.

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References
Castillo, Kristine Erika C., Evelyn B. Angeles, 1253 G. Araneta Avenue,
Quezon City, Philippines, Vibal Group, Inc. 2016.

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For inquiries or feedback, please write or call:

Department of Education, MIMAROPA Region – (CLMD)

Meralco Avenue, corner St. Paul Road, Pasig City

Telephone Nos.: (02) 631-40-70; (02) 637-3093

Email Address: [email protected]