English 10 Quarter 2 Module 7: Multimodal and Its Elements

English Quarter 2 – Module 7: Multimodal and Its Elements

[illustration: students reading and studying outdoors and at a desk, with a globe and a lamp]

CO_Q2_English 10_ Module 7

English – Grade 10 Alternative Delivery Mode Quarter 2 – Module 7: Multimodal and its Elements First Edition, 2020

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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 authors do not represent nor claim ownership over them.

Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Lillian S. Pagulongan, Sherrylynn Jennifer S. Carantes Reviewer: Armi Victoria A. Fianga-an Layout Artist: Alvin A. Sevilla Celeste Faith R. Almanon Mark R. Delatina Management Team: Lucia T. Casim Honda Freda Sabado Cryslyn Joy T. Capan

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Department of Education – CORDILLERA ADMINISTRATIVE REGION (CAR) Office Address: Wangal, La Trinidad, Benguet Telephone: 0744427819 E-mail Address: car@deped.gov.ph

10

English

Quarter 2 – Module 7: Multimodal and Its Elements

Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

In addition, to the material in the main text. Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

What I Need to Know

This module was designed and written with you in mind. It is here to help you write your use of the elements of multimodal in your presentation. 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 consists of:

Lesson 1: Multimodal Elements

After going through this module, you are expected to:

1. Identify the elements of multimodal.
2. Transcode emojis into plain text/word.
3. Create instructional video/script for presentation using animated images.

What I Know

Directions: Read and answer the questions below with your knowledge of the topic to be discussed. Use a clean sheet of paper for your answers. Write the letter of your choice.

1. What is the other term for pictures?
   a. illustration
   b. still image
   c. image

   
   

2. Facial expressions is an example of _____.
   a. spatial
   b. gestural
   c. audio

   
   

3. Line, shape, size and symbols are resources of _____.
   a. digital multimodal text
   b. live multimodal text
   c. visual multimodal text

   
   

4. This element of multimodal text observes the vocabulary and grammar.
   a. Linguistic
   b. Visual
   c. Spatial

   
   

5. This element of multimodal text uses color, images, and vector.
   a. Aural
   b. Spatial
   c. Visual

   
   

6. It is the movement of the body, the facial expression.
   a. Gestural
   b. Spatial
   c. Aural

   
   

7. Animation, Infographics, Screencast and eBook are examples of _____.
   a. Digital Multimodal
   b. Print Multimodal
   c. Physical Multimodal

   
   

8. Multimodal can be print, _____ or digital.

   
   

9. Language modes (listening, speaking, reading, writing, viewing and videographing are often integrated in composing multimodal text.
   a. True
   b. False

   
   

10. Emojis are considered as gestural and visual.
    a. True
    b. False

    
    

Lesson 1: Multimodal Text

What’s In

Communication is not only relaying messages through voice and letters. It does not limit its purpose to written and verbal text. Communication uses multimodal. When technology came into this world, different modes of communication came to existence. They are called multimodal.

Many texts are multimodal where meaning is communicated through combinations of two or more modes. Modes include written language, spoken language, and patterns of meaning that are visual, audio, gestural, tactile and spatial.

Multimodal texts include picture books, text books, graphic novels, comics, and posters, where meaning is conveyed to the reader through varying combinations of visual (still image), written language, and spatial modes.

Digital multimodal texts, such as film, animation, slide shows, e-posters, digital stories, and web pages, convey meaning through combinations of written and spoken language, visual (still and moving image), audio, gestural and spatial modes.

Live multimodal texts, for example, dance, performance, and oral storytelling, convey meaning through combinations of modes such as gestural, spatial, spoken language, and audio.

In a visual text, for example, representation of people, objects, and places can be conveyed using choices of visual semiotic resources such as line, shape, size, line and symbols, while written language would convey this meaning through sentences using noun groups and adjectives which are written or typed on paper or a screen.

Elements of Multimodal Text

A text may be defined as multimodal when it combines two or more semiotic systems.

• Linguistic: vocabulary, structure, grammar of oral/written language
• Visual: color, vectors and viewpoint in still and moving images
• Audio or Aural: volume, pitch and rhythm of music and sound effects
• Gestural: movement, facial expression and body language
• Spatial: proximity, direction, position of layout, organization of objects in space.

Multimodal text can be print, physical or digital. Examples of types of Multimodal text are …

[chart: word cloud; Examples of types of Multimodal text] Movies, Booklets, Infographics, Sketchnoting, Books, Emails, Vodcasts, Advertisements, Newscasts, Book trailers, Animation, Images with annotation, Comics, Brochures, Broadcasts, Visual Notetaking, Tutorial Guides, Mindmap, Presentations, Typedrawing, Text Messages, ebooks, Diagrams, Cards, Screencasts, Letters, Posters, Blogging, Videos

Source: https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

The NSW Syllabus for the Australian Curriculum defines modes, multimodal and language modes as “Comprising more than one mode. A multimodal text uses a combination of two or more communication modes, for example print, image and spoken text as in film or computer presentations.”

It also mentions that …

“language modes listening, speaking, reading, writing, viewing and representing are often integrated and interdependent activities used in responding to and composing texts in order to shape meaning” and that “any combination of the modes may be involved in responding to or composing print, sound, visual or multimedia text.”

What’s New

Activity 1. Picture/Movie Interpretation

Directions: Give the proper meaning or interpretation of the given emojis. Example:

[illustration: broken-heart and alarm-clock emojis] = Breaktime

1. [illustration: running person and stopwatch emojis] = _______________

   
   

2. [illustration: thumbs-up and four-leaf clover emojis] = _______________

   
   

3. [illustration: party popper and alarm-clock emojis] = _______________

   
   

4. [illustration: bee and skull emojis] = _______________

   
   

5. [illustration: pointing hand, toggle switch and face emojis] = _______________

   
   

6. [illustration: eyes, pointing hand and arrow with the word “SOON”] = _______________

   
   

7. [illustration: bee and clock emojis] = _______________

   
   

8. [illustration: a face covering its mouth, a monkey, and a briefcase] = _____________

   
   

9. [illustration: a laughing face, a hand, and a megaphone with sound waves] = _____________

   
   

10. [illustration: a telephone, a pointing hand, a victory hand, and the sun] = _ _____________

    
    

What is It

The Five Modes

Visual

The visual mode refers to the images and characters that people see.

[illustration: “No Guns” symbol, a gun inside a red circle with a diagonal bar]

It is sometimes possible to find compositions that almost, if not completely, rely on a single mode. For instance, the “No Guns” symbol has no alphabetic text and no sound. Like many signs, it relies for its meaning on visual information. However, we might be able to say that the sign uses the spatial mode as well, since the gun appears behind the red bar that signals “no” or “not allowed.” So while the visual dominates in signs, even this composition is not “purely” visual.

Aural or Audio

The aural mode is focused on sound including, but not limited to, music, sound effects, ambient noises, silence, tone of voice in spoken language, volume of sound, emphasis, and accent. [1]

An example of an aural mode — one that depends almost exclusively on sound — might be the recording of a public speech that was delivered orally to a live audience, such as President Rodrigo Roa Duterte ” State of the Nations Address 2020″ This speech exemplifies the aural mode. Delivered before radio and recorded. A speech like this one represents one of the early examples of hearing a speech without being in the same time and place as the speaker.

Gestural

The gestural mode “refers to the way movement is interpreted. Facial expressions, hand gestures, body language, and interaction between people are all gestural modes. This has always been important in face-to-face conversations and in theater, but it has become more apparent on the web lately with the wide use of YouTube and other video players. The gestural mode works with linguistic, visual, aural, and sometimes even spatial modes in order to create more detail and convey it better to the consumer”

Linguistic (or Alphabetic)

The linguistic mode refers to written or spoken words. The mode includes word choice, the delivery of written or spoken text, the organization of words into sentences and paragraphs, and the development and coherence of words and ideas. Linguistic is not always the most important mode; this depends on the other modes at play in the text, the type of text, and other factors. Linguistic is probably the most widely used mode because it can be both read and heard on both paper or audio. The linguistic mode is the best way to express details and list.

Spatial

The spatial mode, as the name implies, refers to the arrangement of elements in space. It involves the organization of items and the physical closeness between people and objects.

A good example of the spatial mode might be the different ways in which chairs and desks are arranged in a classroom.

Here is a “traditional” classroom: Individual desks are arranged in orderly rows, facing the front of the room to make the teacher who would stand before the chalkboard the center of attention. The teacher also stands at a distance from the students; the students who sit in the back could hardly even see the board!

[photo: a traditional classroom with individual desks arranged in orderly rows]

A traditional classroom setting with orderly class rows.

By contrast, in this advertisement for “collaborative classrooms,” we see the chairs and desks clustered in small groups so that students can work together on projects. The classroom is also de-centered, which suggests that the teacher and students are working together as partners rather than in a hierarchical manner. All of the people are in close proximity to one another.

[photo: students working in small groups at tables, one with a laptop]

A classroom where students interact with each other in different groups

Source:https://courses.lumenlearning.com/olemiss-writing100/chapter/the-five-modes/#:~:text=The%20linguistic%20mode%20refers%20to,coherence%20of%20words%20and%20ideas

What’s More

Activity 2: Picture or Image Perception

Directions: Determine the type of modes using the pictures given.

1. [photo: men in suits and hats marching in a line] = _______________________

Source: https://www.rappler.com/nation/in-photos-pma-alumni-homecoming-trooping-the-line-tradition-2018

2. [illustration: a no-smoking symbol, a cigarette inside a red circle with a diagonal bar] = _______________________

Source: clipart

3. [photo: Philippine Daily Inquirer newspaper with the headline “DUTERTE GETS 82% APPROVAL RATING” and “ANG IN TALKS TO BUY INQUIRER”] = _______________________

Source: https://asia.nikkei.com/Business/Blasted-by-Duterte-Philippine-Daily-Inquirer-owners-opt-to-sell

4. [illustration: a crying face emoji] = _______________________

Source: clipart

5. [photo: elephants with riders wearing numbered bibs walking in a line] = _______________________

Source: https://www.alamy.com/stock-photo/elephant-holding-tail.html

6. [illustration: a no-littering symbol, a figure dropping litter inside a circle with a diagonal bar] = _______________________

Source: clipart

7. [photo: the word “Research!” over stacked books and an open book] = _______________________

Source: https://www.grammarly.com/blog/how-to-write-a-research-paper/

8. [illustration: a face with hands crossed over its mouth] = _______________________

Source: clipart

9. [illustration: headphones, a head with sound waves, and a speaker with sound waves] = _______________________

Source: https://blog.hotmart.com/en/audio-quality/

10. [illustration: a sound wave graphic with a megaphone] = _______________________

Source: https://www.qualcomm.com/news/onq/2019/09/05/state-play-2019-whats-next-audio-tech

What I Have Learned

Activity 3: Transcribing Challenge

Directions: Transcribe the given emojis or pictures into plain text. Use a clean sheet of paper for your transcription.

COVID-19 a [illustration: skull and crossbones] Virus

In the last [illustration: moon phases] of 2019 there have been reported a spillover of the virus from [illustration: monkey, panda, cat, pig, and dog faces] to [illustration: two people] in Wuhan, [illustration: China flag]. Since then, the entire [illustration: globe] was affected by the said [illustration: virus] causing a lot of [illustration: people] to be [illustration: worried face] and [illustration: hospital], resulting to some [illustration: skull and crossbones].

By the [illustration: first place medal] [illustration: calendar, JULY] of March the [illustration: virus] spread to the different neighboring until it [illustration: row of Asian country flags] reached the [illustration: left arrow] part of the [illustration: globe]. [illustration: United States flag and Statue of Liberty] was one of the [illustration: globe] that was badly affected due to the [illustration: up arrow and hashtag] of cases of [illustration: worried face] affected by the Corona [illustration: virus] reported.

The World Health Organization declared a pandemic crisis resulting to the immobilization of the [illustration: bar chart] of the [illustration: globe], where [illustration: factory] were forced to [illustration: prohibited symbol] [illustration: prohibited symbol] due to the [illustration: prohibited symbol] [illustration: prohibited symbol] ordered by the [illustration: government building]. This issue made a lot of [illustration: people] to [illustration: sad face] and lose their [illustration: briefcase] and [illustration: money bag]. The [illustration: flag and government building] decided that all Filipino [illustration: family] are already required to strictly stay at [illustration: house] and [illustration: no symbol] any [illustration: person lifting weights] [illustration: prohibited symbol] [illustration: prohibited symbol] with other [illustration: people].

Months later, all the Filipino [illustration: people] were required to wear and practice [illustration: face mask] proper [illustration: water tap] [illustration: thumbs up] [illustration: hands clapping] in order to [illustration: downward line graph] the spread of the [illustration: virus].

What I Can Do

Activity 4. Instructional Video Making/Script

Directions: Option 1: Create a 10- minute video presentation illustrating the images provided below using GoPro application in your cellphones or Movie Maker in your laptops. Save the video in a jpeg file. Option 2: Write a script for a presentation using the images provided below to prevent the spread of COVID-19 virus.

[chart: infographic; Tips to Prevent Coronavirus Transmission, by MedicalNewsToday]

Wash your hands frequently	Cough and sneeze into the elbow	Dispose of used tissues immediately
Avoid contact with others	Avoid crowds and public gatherings	Avoid touching your face
Clean all shared surfaces frequently	Avoid all nonessential travel	Call ahead before going to a clinic or hospital
Isolate yourself if sick or at risk of complications	Work from home if possible	Only wear a mask if you are sick, have COVID-19, or are caring for someone with it

Source: https://www.medicalnewstoday.com/articles/coronavirus-prevention

Assessment

Directions: Read and answer the questions below with your knowledge of the topic discussed. Use a clean sheet of paper for your answers. Write the letter of your choice.

1. What is the other term for pictures?
   a. illustration
   b. still image
   c. image

   
   

2. Facial expressions is an example of _____.
   a. spatial
   b. gestural
   c. audio

   
   

3. Line, shape, size and symbols are resources of _____.
   a. digital multimodal text
   b. live multimodal text
   c. visual multimodal text

   
   

4. This element of multimodal text observes the vocabulary and grammar.
   a. Linguistic
   b. Visual
   c. Spatial

   
   

5. This element of multimodal text uses color, images, and vector.
   a. Aural
   b. Spatial
   c. Visual

   
   

6. It is the movement of the body, the facial expression.
   a. Gestural
   b. Spatial
   c. Aural

   
   

7. Animation, Infographics, Screencast and eBook are examples of _____.
   a. Digital Multimodal
   b. Print Multimodal
   c. Physical Multimodal

   
   

8. Multimodal can be print, _____ or digital.

   
   

9. Language modes (listening, speaking, reading, writing, viewing and videographing are often integrated in composing multimodal text.

   • A. True
   • B. False

10. Emojis are considered as gestural and visual.

    
    

• A. True
• B. False

Additional Activities

Activity 1: Tell Me A Story

Directions: Compose an exposition text using multimodal text based on the pictures/still images given below. Use the given rubrics as your guide to do the activity.

[illustration: CDC poster “Stop the Spread of Germs” with panels. Printed text: “Stop the Spread of Germs. Help prevent the spread of respiratory diseases like COVID-19.” Panel 1: “6 ft. Stay at least 6 feet (about 2 arms’ length) from other people.” Panel 2: “Cover your cough or sneeze with a tissue, then throw the tissue in the trash and wash your hands.” Panel 3: “When in public, wear a cloth face covering over your nose and mouth.” Panel 4: “Do not touch your eyes, nose, and mouth.” Panel 5: “Clean and disinfect frequently touched objects and surfaces.” Panel 6: “Stay home when you are sick, except to get medical care.” Panel 7: “Wash your hands often with soap and water for at least 20 seconds.” Footer: “cdc.gov/coronavirus”]

Source: https://www.cdc.gov/coronavirus/2019-ncov/travelers/communication-resources.html

RUBRICS

CRITERIA	IMPRESSIVE (10 PTS)	VERY GOOD (8 PTS)	GOOD (6 PTS)	FAIR (4 PTS)
Use of Multimodal	Indicated the use of all Multimodal	Indicated some of the Multimodal	Indicated only 2 Multimodal.	Used only 1 Multimodal
Grammar	Proper use of terms and correct use of SVA were observed	Proper use of some terms and correct SVA were observed	Proper use of terms was limited and SVA was not followed	Improper use of terms and SVA were not followed
Organization of Idea	The ideas were chronologically arranged and with a good flow of thought	The ideas were somewhat in order but still gives a good flow of thought	The ideas were somewhat in order and the flow of thought needs improvement.	Ideas were not organized
Presentation	It gave the direct and extended interpretation of idea	It gave extended interpretation of idea	Gave direct interpretation but no extended idea	It did not give any direct or exact interpretation of idea

Answer Key

What I Can Do/Additional Activity

Note: Answers will depend on the output of the learner

Assessment

1. B
2. B
3. C
4. A
5. C
6. A
7. A
8. physical
9. False
10. True

What’s More?

1. Spatial
2. Visual
3. Linguistics
   Gestural
   [transcriber’s note: “Gestural” is printed on its own line between items 3 and 4, with no number]
4. Spatial
5. Visual
6. Linguistics
7. Gestural
8. Audio
9. Audio
10. Audio

What’s New?

1. Good Luck
2. Party Time
3. Running Late
4. Be Quite
5. You Go Girl
6. See You Soon
7. Be On Time
8. No Monkey Business
9. Laughing Out Loud
10. Call You Today

What I Know

1. B
2. B
3. C
4. A
5. C
6. A
7. A
8. physical
9. False
10. True

What’s I Have Learned

COVID-19 a Deadly Virus

In the last quarter of 2019, there have been reported a spillover of the virus from animals to humans in Wuhan, China. Since then, the entire world was affected by the said virus causing a lot of people to be sick and hospitalized, resulting to some deaths.

By the first week of March, the virus spread to the different neighboring countries until it reached the western part of the globe. America was one of the countries that was badly affected due to the [illegible] number of cases of patients affected by the Corona Virus. [transcriber’s note: two words are overprinted on this line; the first is unreadable]

The World Health Organization declared a pandemic crisis resulting to the immobilization of the economy of the world, where establishments were forced to close due to the quarantine ordered by the government. This issue made a lot of people to suffer and lose their jobs. The Philippine Government decided that all Filipino citizens are already required to strictly stay at home and avoid any physical contact with other people. Months later, all the Filipino citizens were required to wear masks and practice proper hygiene in order to minimize the spread of the virus.

References

“What Is Multimodal Text? – Creating Multimodal Text”. 2020. Sites.Google.Com. https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text.

“Multimodal Literacy”. 2020. Education.Vic.Gov.Au. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/ englis

“The Five Modes | UM Rhetlab”. 2020. Courses.Lumenlearning.Com. https://courses.lumenlearning.com/olemiss-writing100/chapter/the-five-modes/#:~:text=The%20linguistic%20mode%20refers%20to,coherence%20of%20wo r

2020. Google.Com.
      https://www.google.com/search?q=audio&tbm=isch&ved=2ahUKEwiwhIrjy4vsAhU RA6YKHalKBpEQ2cCegQIABAA&oq=audio&gs_lcp=CgNpbWcQAzICCAAyAggAMgUI ABCxAzICCAAyAggA

“Wayback Machine”. 2020. Web.Archive.Org. https://web.archive.org/web/20141127132646/http://chs.camas.wednet.edu/tec h/fil

“Coronavirus Disease 2019 (COVID-19)”. 2020. Centers For Disease Control And Prevention. https://www.cdc.gov/coronavirus/2019 ncov/travelers/communication-resources.html.

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