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ENGLISH
Quarter 4 – Module 1:
Analyzing Visual and
Multi-Media Elements
ENGLISH – Grade 5
Alternative Delivery Mode
Quarter 4 – Module 1: Analyzing How Visual and Multi-Media Elements Contribute to
the Meaning of theText
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and author do not represent nor claim ownership
over them.

Published by the Department of Education-Region III

Regional Director: May B. Eclar PhD, CESO III
Assistant Regional Director: Rhoda T. Razon EdD, CESO VI

Development Team of the Module

Writer: Fe DR. Paray
Editors: Veronica I. Manipon, Allan Moore S. Cabrillas PhD
Reviewers: Liezl D. De Jesus
Gina R. Borje
Nehemia L. Ganiban
Rowena M. Dullas
Ireneo A. Bucsit,Jr

Illustrator: Orpha Rose G. Santiago

Layout Artist: Fe DR. Paray

Management Team:
Librada M. Rubio PhD
Ramil G. Ilustre PhD
Ma. Editha R. Caparas EdD
Veronica B. Paraguison PhD
Sheralyn E. Allas RCG, PhD
Marcos C. Vizon

Printed in the Philippines by Department of Education - Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,

City of San Fernando (P)
Telefax: (045) 598-8580 to 89;(045) 402-7003 to 05
E-mail Address: [email protected]
 5

English
Quarter 4 – Module 1:
Analyzing Visual and
Multi-Media Elements

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Introductory Message

For the facilitator:

Welcome to the English 5 Alternative Delivery Mode (ADM) Analyzing How

Visual and Multi-Media Elements Contribute to the Meaning of the Text

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21 st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 5 Alternative Delivery Mode (ADM) Module on

Analyzing How Visual and Multi-Media Elements Contribute to the Meaning of the
Text.

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or competencies you
Know
are expected to learn in the module.

What I Know This part includes an activity that aims to check what you
already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to you
in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
What is It This section provides a brief discussion of the lesson. This
aims to help you discover and understand new concepts
and skills.
What’s More This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
may check the answers to the exercises using the Answer
Key at the end of the module.
What I Have This includes questions or blank sentence/paragraph to
Learned be filled in to process what you learned from the lesson.
What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of mastery

Assessment
in achieving the learning competency.
Additional In this portion, another activity will be given to you to
Activities enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written in consideration of you, learners,

and your level of knowledge, as well as your capacity to learn and apply the
skills in English. It has exercises for you to do to enhance your skill in
analyzing how visual and multi-media elements contribute to the meaning of
a text.

To further your ideas, this module offers various activities that are
contextualized and localized to meet your level of language and reading skills.

After going through this module, you are expected to:

a. Define visual and multi-media elements;

b. Identify the different visual and multi-media elements; and

c. Analyze how visual and multi-media elements contribute to the

meaning of the text.

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 What I Know

Before we start, let’s try to answer the following!

A. Directions: Read the following statements. Write True if the statement is
correct, or False if it is not. Write your answers on a separate sheet
of paper.

1. Visual elements could be illustrations, photographs or diagrams.

2. When you are reading a story, illustrations have nothing to do with the
text.
3. Multi-media elements help the readers use sight, sound and other senses
to experience what they are reading.
4. There are different elements that make text come alive and contribute to
the reader’s understanding.
5. Illustrations are the only important things in reading.

B. Directions: Read the paragraph and fill in the blanks with the correct
words to make it complete. Choose your answers from the box. Write your
answers on a separate sheet of paper.

analyze listen tone meaning

beauty visual elements write success

When you read literature, you _______________ or examine carefully, the

entire work, including any _________________ such as pictures that appear
with the text. Pictures can add _______________ and ______________ to the text.
Visual elements also help contribute to the ______________ or the general
feeling of the text.

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 Lesson Analyzing How Visual and

1 Multi-Media Elements Contribute

to the Meaning of the Text
Do you enjoy looking at the drawings or pictures in books? How about
reading a book on a watt pad or tablet? Maybe, you enjoyed seeing food fall
from the sky in Cloudy with a Chance of Meatballs.

There are different elements that make text come alive and contribute
to the readers’ understanding – visual and multi-media elements.

What’s In

Directions: Read the story and answer the following questions. Write only the
letter of the correct answers on a separate sheet of paper.

Shadow of Pain
by: Fe DR. Paray

Jessa’s heart was broken when she received the sad news late in the
evening. Her best friend, Jo Anne, passed away due to COVID 19.

“How come she died so soon when she was only 10 years old?” She cried
while the wind howls in the night.

Jessa’s heartbeat pumped too fast and her mind hovered over the
clouds while thunder roared and threw lightning around. If only she could
keep her pain and sadness inside her pocket.

For her, life is not fair for taking her best friend away. How she wished
Jo Anne was given enough years to live.

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 After a couple of days, she saw stars in the clear night sky winked at
her, telling her, “Everything is alright!”

Night breeze smoothly touched her skin that made her think that she
has to move on, but the pain is still there.

Questions:

1. What is the cause of Jessa’s sadness?

A. She lost her favorite pet.

B. She was sick.

C. She received a sad news about her best friend.

D. She failed the test.

2. What is the cause of her best friend’s death?

A. COVID 19 virus

B. Dengue

C. Heart Ailment

D. fever

3. What is the effect of her friend’s death to Jessa?

A. Jessa does not want to eat.

B. Jessa’s heart bleeds and her soul floats above the clouds.

C. She stays in her room for a week.

D. No effect at all.

4. What made Jessa think that she has to move on?

A. Stars winked to her, telling her “it’s alright”.

B. Night breeze embraced her and made her to move on from what

happened.

C. Both A & B are correct.

D. Her mother told her to forget about it.

5. Write at least one effect of COVID 19 to your family.

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 What’s New

What can you learn from the picture? Did you see the same details
about each man? How about the purse?

Directions: Copy the table below on a separate sheet of paper and write your
answers on it.

The Two Travelers and the Purse

by Aesop

What does the picture What does the picture

Quote from the Text
show about each man? show about the purse?
Two men were
travelling in company
along the road, when
one of them picked up a
well-filled purse.

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 What is It

Did you find our activity a little harder? Now, let’s have some discussion
about it. In this part you will understand how do visual elements contribute
to the meaning of the text.

Visual or multi-media elements can be defined as any type of graphic or

sound added to a communication or text. Authors include these elements in
their writing – illustrations/drawings, images, charts, pictures,
comics/cartoons, diagrams, and links to additional sites/information (video,
audio, interactive images)

When you are reading a story, visual elements that go with the story can
do several things. Just like in the previous page, the readers better
understand the words in the text and increase understanding by merely
analyzing the illustrations. Some visual elements are included in the text to
help the readers ‘see’ what they are reading.

It’s important for readers to understand that writers make intentional

choices in order to share their message or to make their readers feel a certain
way. The author adds boots, cane and hats to the two men to put emphasis
on the word ‘traveler’ and lead the readers to think how visuals relate to the
meaning of a text. Moreover, the long road adds more detail on the situation
of the travelers.

Sometimes the authors make use of links to additional information/site,

such as audio, video, or interactive images. These links contribute to the
meaning of the text.

After reading a text and determining its meaning or message, one may go
back and look at any visuals and asks, How do these visuals add to the
meaning or how I feel? Why did the creator choose these images for this text
instead of something else?

By merely looking at the visual images, one may have easily understood the
content of the text.

Hello learner! I hope my brief discussion about visual elements had helped
you to better understand it!

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 What’s More

Now, let’s give it a try!

A. Directions: Read the story and answer the questions. Write your answers
on a separate sheet of paper.

Altar
by: Fe DR. Paray

How I wish and pray that COVID-19 virus will be gone. If this would
happen, I would go to a place that I’ve been dreaming of since this pandemic
has come.
This is the exact place where I could really pamper myself, and where I
could spend a week to relax. This is a venue that would uplift my spirit and
where my body and soul dance with the sweet melody of chirping birds
coupled with rustling trees. I wanted to feel the fresh foggy air kissing my tan
skin while walking on a bridge made up of wood. At the end of the bridge, I
would pass by the birds of paradise with rolling morning dews on its leaves. I
would stay under a shady area with a huge rock that would serve as my altar
to thank God for answering one of my ardent prayers.

Indeed, this kind of place would surely refresh my entire being. How I
wish…

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Questions:

1. What is the author’s wish?

A. to go abroad
B. to go to beach
C. to stop COVID-19 virus
D. to go to school

2. What is her plan when pandemic is over?

A. to go to a place where she could relax

B. to go to a dance party
C. to kiss the bridge made up of wood
D. Nothing

3. Based on the illustration, what can you say about the wind?

A. It is blowing hard against the leaves.

B. It is blowing swiftly.
C. It is furious.
D. It is warm.
4. From the text, what can you say about the author? The author is _______.

A. ambitious
B. anxious
C. nature-lover
D. adventurous

5. What about you? What is your wish if COVID 19 would be gone?

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 What I Have Learned

You can now define visual elements and identify different kinds of visual and
multimedia elements. Now, try to use the knowledge you have learned.

A. Directions: Fill in the blanks with the correct word or phrase to complete
each statement. Write your answers on separate sheet of paper.
1. _________ any type of graphic or sound added to a communication or text.
2. When you are reading a story, __________ that go with the story can do several
things.

3. Sometimes the authors make use of __________to additional information/site, such

as audio, video, or interactive images.

4. Some visual elements are included in the text to help the readers __________what
they are reading.

5. Readers better understand the words in the text and increase understanding by
merely ____________the illustrations.

6-10. Write at least five examples of visual elements

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 What I Can Do

Great Job! You are really working hard in this module. You have
reached this part already. I know you can do this one too. So, let’s start!

A. Directions: Read the text and answer the following questions. Write your

answers on separate sheet of paper.

Move On
by: Fe DR. Paray

The world’s biggest health crisis of our time is the rise of corona virus
pandemic around the globe. COVID-19 pandemic has affected the education
system. Face-to-face interaction in schools in the country was stopped.
Learning has been moved to online, modular and other modalities. Educators
have been doing interventions like adjustment in the curriculum and learning
new strategies in teaching have been introduced to reach out to all learners.
These unprecedented challenges test the resourcefulness, creativeness
and diligence of leaders, teachers, and parents every day. Learners are doing
their best effort to comply with the needed written works and performance
tasks that are given to them. Their parents’ involvement plays a vital role in
the continuity of learning during this pandemic.

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 We must move on. Education must continue. Flexibility matters most.
Let us work together and be accountable in order to survive this current
situation.

Questions:

1. What is the world’s biggest health crisis?

A. COVID-19
B. malnutrition
C. dengue
D. famine
2. What happened when schools were closed?

A. Learning stops.
B. Learning continues.
C. Learning takes place in social media alone.
D. Learning takes place using printed materials alone.
3. Based on the illustration, what can you say about the government leaders?

A. They wait for COVID 19 virus to go away

B. They work alone.
C. They make plans amidst this pandemic.
D. They ask support from the United Nation.
4. Who are working to survive during the pandemic?

A. parents and learners

B. teachers and parents
C. national and local government, DepEd family, parents and learners
D. nobody
5. Look at the illustration, how do the learners accept/embrace education in
the new normal?

A. They do their tasks diligently.

B. They make connections to their family.
C. Both A & B are correct.
D. Nothing.

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 Assessment

A. Directions: Analyze the illustration and the text. Answer the following
questions on a separate sheet of paper.

San Jose City, the Precious Gem of Nueva Ecija

by: Ayessa DR. Paray

My city is not just the place I live in, but an essential part of my identity.

San Jose City is one of the most popular cities in Region 3. It

strengthens gender equality to produce an ever – advancing civilization and
progressive development for its people. The city’s brilliance and its fast-
growing economy has made it an attractive economic and agri-tourism zone
in Central Luzon.

I admire the people here who are very warm and friendly. The city serves
as a home to all the vagabonds. It’s a city of opportunity, an inspiration and
a place to chase one’s dreams. Thus, this city never sleeps. It is where people
are trying to accomplish things in their own ways. Moreover, it is now an
epicenter to progress and efficiency. The city’s brilliance reflects in every
citizen’s face through the collaborative efforts of church, school, community
and government.

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 Finally, this is a place I call my own. A gem that has to be taken care
of, and has to be valued. A place I am always proud of - San Jose City - with
our love and loyalty.

Questions:
1. What is the selection's mood?
A. proud and humble
B. dedicated
C. satisfy
D. gloomy

2. How does the author describe San Jose City?

A. The city has lots of tourists.
B. The city as the Precious Gem.
C. The city has lots of harvests.
D. The city has full of surprises.

3. What can you infer about San Jose City based on the illustration?
A. The city is progressive but tiring.
B. The city is advance but polluted.
C. The city is urbanized and yet peaceful.
D. The city is highly urbanized.

4. What does city’s brilliance in paragraph 2 mean?

A. success
B. light
C. contest
D. debt

5. What makes your place different from the other. Write at least 3 words to
describe it.

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 Additional Activities

Directions: Write a 2-3 sentence paragraph that is related to this, “Illustrations

are mirror of a text” to what you have learned. Write your output on a separate
sheet of paper. Refer to the rubric below for your output.

Rubric

Criteria 5 3 1

Topic is clearly Topic is Topic is not

Topic
connected. mentioned. connected.
Stated but
Connection Clearly stated. Not stated.
vague.
Spelling, Spelling,
Spelling,
punctuation and punctuation and
punctuation and
grammars are grammars are
Mechanics grammars are
nearly used not used
used correctly.
correctly. correctly.

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 14
What I Have Assessment Additional
Learned 1. A Activities
*Visual Elements 2. B (answers vary)
Pictures, 3. C
drawings/illustrations,
charts, diagrams, 4. A
comics/cartoons,
5. (answers vary)
diagrams
*Multimedia Elements
Videos, audios,
interactive images
What I Know What I Can Do
What's In
A. 1. True 1. A
2. False 1. c
2. b 2. B
3. True 3. c 3. C
4. True 4. a 4. C
5. False 5. c
5. C
B. 1. Analyze
2. visual elements What’s More
What’s New
3-4. (in any order) 1. C
beauty, meaning (answers vary)
2. A
5. tone 3. B
4. C
5. (answers vary)
Answer Key
References

Books:
Castillo, Kristine Erika C. at Angeles, Evelyn B. 2016. Joy in Learning
English, 1253 G. Araneta Avenue, Quezon City, Philippines.
Vibal Group, Inc.

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For inquiries or feedback, please write or call:

Office Address: Diosdado Macapagal Government Center,

Maimpis, City of San Fernando (P)

Telefax: (045) 598-8580 to 89;(045) 402-7003 to 05

E-mail Address: [email protected]