1

TXTBK/SLMs + QALAS
Textbook/Supplementary
LEARNING ACTIVITY SHEET No. __
Materials/Self-Learning
in English 6
Modules based
instruction paired with
Quarter 1 Week 1
MELC -Based Quality
Assured Learning Activity
Sheets (LAS)

Name: _____________________________Grade and Section: _________________________

Teacher: ___________________________ Date Submitted: ___________________________

MELC: Identify real or make-believe, fact or non-fact images (EN6VC-IIIa-6.2)

Lesson/Topic: Real or Make-believe, Fact or Non-fact Texts and Images
Reference/Source: Connections, English Skills Integrated with Christian Values Page No.: 241-242
ADM, English 6 Quarter 1, Module 1 19-20,23-24
SLM, English 6 Quarter 1, Module 12 11
SLM, English 6 Quarter 1, Module 14 15-16
SLM, English 6 Quarter 1, Module 15 7

Objective/s/ Subtask: 1. Identify real texts and images

Activity No.: 1 Title: Real Texts and Images Day: 1

Key Concept:

Images are pictures. It can be moving or still (unmoving). There are images of real people,
places, animals and things. There can also be images of make-believe people, animal, places or
things. These images are all around us. They can be found in printed materials, television, films,
advertisements, and sculptures.

Real Images

 It exists
 it could happen in real life
 we can see, hear, feel, touch or taste them
 things around us, living things and non-living things are examples of what is real

When identifying statements that express reality, one should look into things, ideas, and
events based on real-life experience using the five senses.

Examples:
Babies cry when they are hungry.
There are seven days in a week.
My grandmother is still alive at the age of 93.

________________________________________________________________________________

A. Directions: Using your knowledge and experience, identify the following images if they are real or
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not. On your answer sheet, put a √ mark if real and an X if not.

Example: √ -

_______1. ______2.

______3. _____4. 5. _____

B. Directions: Study the picture. Name the real images and write it on your answer sheet.

Real
Example:

1. carabao

2.

3.

4.

5.

C. Directions: Read each sentence carefully. On your answer sheet, draw if it is real and
if it is not.
Example: - Krisha and Kairah are sisters.

____________1. The milk is cold.

____________2. He bought some clothes at the mall.
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____________3. The sun winked at me as the day ended.
____________4. The dog laughed as he chased the cat.
____________5. I drove the car down the road.
____________6. The toys played with each other when the kids left the room.
____________7. The cat meowed loudly.
____________8. When the car got tired, it stopped to take a rest.
____________9. The water froze and turned to diamonds.
____________10. The invisible kitten played with a ball of yarn.

Objective/Subtask: 2. Identify make-believe texts and images

Topic: Make-believe Text and Images

Activity No.: 2 Title: Make-believe Day: 2

Key Concept:

Make-believe Images - product of imagination

 it is not real
 it could not happen
 does not really exist in the world around us
 cartons, magic, talking animals and unicorns are examples of
make-believe

Make-believe images are created in our minds. They are exaggerated most of the time
that is why they are unbelievable to happen.

Examples:
The tree talked to the boy.
The fisherman caught a mountain of fish last night but still was penniless.
It was raining cats and dogs, so the city was flooded and the water almost reached the
clouds.

A. Directions: The following images are named. Identify whether they are real or make-
believe. Write your answer on your answer sheet. The first one is done for you.

1. make-believe 2. ________________

man sitting on the moon dogs hugging each other

3. ________________ 4. _________________
woman with lots of money tree talking to a girl
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 5. _______________
nipa hut

B. Directions: Read the sentences carefully. On your answer sheet, write the word real before the
number if they can happen and make-believe if they cannot.

Example: make-believe - The old woman suddenly turned into a beautiful fairy.

__________ 1.The Carreon family lived in a remote sitio in the municipality of Gandara.
____________ 2. Kapres lived in the mountains of Igbaras.
____________ 3. The kapres appeared at night to frighten the village people.
____________ 4. My father built a nipa hut.
_____________5. A wealthy man gave toys to the street children.
____________ 6. Rose and Sam were classmates since preschool.
_____________7. Cel's mom is a well-known self-proclaimed witch in their place.
_____________8. Nel and Cel loved to play at Cel's house every afternoon.
_____________9. Ana’s mom heals sick people with her magic potion.
_____________10. She can turn herself to a bird at night and visit one house to the other.

Objective/Subtask: 3. Identify factual text and images

Topic: Factual Texts and Images

Activity No.: 3 Title: Factual Texts and Images Day: 3

Key Concept:

What is a fact?
Fact - generally refers to something that is true
 can be verified
 something that can be proven to be true
 Almanac, atlas or maps, biographical dictionary, encyclopedia, and
reliable websites are some of the resources which can be used to
confirm whether the statement is a fact.

Example: Earth revolves around the sun.

Manila is the capital city of the Philippines.
There are twelve months in a year.

A. Directions: Decide whether the given statement is fact or non-fact. Write √ for fact
and X for non-fact on your answer sheet. The first one is done for you.

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 1. √

2. ______

3. ______

4. ______

5. ______

B. Directions: Read and understand the news article below by Julie M. Aurelio- @inquirerdotnet.
List at least 3 to 5 facts from it.

Gov’t eyes new protocols for opening of classes

MANILA, Philippines — The government may issue new protocols for the resumption of classes if
some areas are still under enhanced community quarantine (ECQ) by Aug. 24.

Presidential spokesperson Harry Roque said the Inter-Agency Task Force (IATF) on Emerging
Infectious Diseases agreed to resume classes on Aug. 24 based on the premise that all areas would
be under general community quarantine (GCQ) by then.

In an interview on DZBB, Roque said the Department of Education’s (DepEd) Basic Education
Learning Continuity Plan, as adopted by the IATF, did not distinguish class resumption guidelines for
ECQ and GCQ areas.

“There’s no distinction for now. We’re assuming that we will be on GCQ by Aug. 24. But if the ECQ
will remain, the DepEd will have new guidelines for those areas,” he said.

He said the government was still monitoring the latest developments “but our assumption is, we will
have GCQ by Aug. 24 since that date is still far off.”
Roque made the remarks after announcing that classes in public schools would resume by Aug. 24,
as approved by the IATF. This means that face-to-face classes in public schools will begin only in
August.
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He noted that private classes could resume in June but there would be no face-to- face interactions
until Aug. 24.

Roque said private schools would use flexible learning methods such as online learning,
homeschooling or the use of modules. Private schools can only resume face- to-face learning by
Aug. 24. He added that schools could tap alternative learning methods, while suspending
extracurricular activities and events that would involve mass gatherings.

“There will also be the cancellation of extracurricular activities where there are large crowds like
school sports, campus journalism, job fairs and others,” Roque said.
The IATF has yet to decide on the fate of the ECQ and GCQ in the country which is set to expire on
May 15.

Factual Information:
Example: Presidential spokesperson Harry Roque said the Inter-Agency Task Force (IATF) on
Emerging Infectious Diseases agreed to resume classes on Aug. 24 based on the
premise that all areas would be under general community quarantine (GCQ).
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
5. _____________________________________________________________________________

Objective/s/ Subtask/: 4. Identify non-factual text and images

Topic: Non-factual Text and Images
Activity No.: 4 Title: Non- Facts Day: 4

Key Concept:

Non-fact - something which can be proven false

 It can be an image, statement or story that is not true or
unprovable
 It can be a fiction or a fantasy

Example: Sun revolves around the earth.

Social media platforms can be of help in acquiring accurate information.
Sunday is the best day of the week.

A. Directions: Read each statement and decide whether it is fact of non-fact. Put a check mark on
the column where the statement belongs. The first one is done for you.

. Statement Fact Non-

Fact
1. COVID19 is a virus. √
2. The COVID19 originated in Wuhan, China.
3. COVID19 cannot kill humans.
4. Social distancing is one of the best precautionary
measures we do to prevent COVID19 from spreading.
5. The whole world is suffering from the pandemic.
6. The government urged people to use face masks.
7. The frontliners are nurses and doctors only.

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 8. Regular handwashing prevents viruses.
9. Eating healthy foods boost our immune system.
10. Drinking soda makes us healthy.

B. Directions: Identify the following statements if it is fact or non-fact. On your answer sheet, write
fact if it is and non-fact if it is not.

Example: ___fact____The members of a family are father, mother, and son or daughter.

__________1. Your heart pumps blood through your body.

__________2. Samar is the largest island in the Philippines.
__________3. A father is the head of the family.
__________4. One liter of water weighs 500 grams.
__________5. The leaves of growing plants are usually green.
__________6. Family is the basic unit of society.
__________7. She thinks that she is the least favorite among all the candidates.
__________8. He cleans the backyard.
__________9. She looks happy when she wears make-up going to her high school.
__________10. Your birthday comes only one day a year.

C. Directions: Identify from among the pictures below which one is a fact or non-fact. Explain why
you say it is a fact or non-fact.

Example: Fact – The data are taken from the survey.

1. _____________________________________________________

2. _______________________________________________________

3. _________________________________________________________

TXTBK/SLMs + QALAS LEARNING ACTIVITY SHEET No. __

8
Textbook/Supplementary
Materials/Self-Learning in English 6
Modules based instruction
paired with MELC -Based Quarter 1 Week 2
Quality Assured Learning
Activity Sheets (LAS)

Name: _____________________________Grade and Section: _________________________

Teacher: ___________________________ Date Submitted: ___________________________

MELC: Identify real or make-believe, fact or non-fact images (EN6VC-IIIa-6.2)

Lesson/Topic: Real or Make-believe, Fact or Non-fact Texts and Images
Reference/Source: Connections, English Skills Integrated with Christian Values 6 Page No.: 259
SLM, English 6 Quarter 1, Module 12 8- 14
SLM, English 6 Quarter 1, Module 14 15-16
SLM, English 6 Quarter 1, Module 15 9-
10,11,13
https://www.mvorganizing.org.

Objective/s/ Subtask: 1. Differentiate fact, non-fact and opinion

Activity No.: 1 Title: Fact, Non-fact and Opinion Day: 1

Key Concept:

Fact exists and we can see, hear, feel, taste, or touch them
 It can be proven true or false through objective evidence.
 relies on denotative language.
 frequently uses measurable or verifiable numbers, statistics, dates and
measurements.

Non-fact is information that cannot be verified or proven.

Example:
Fact Non-fact
A father is the head of the family. My family teaches me good moral values.

(Fact- can be proven because a father is (Non-fact- because it is just your personal judgment
responsible in providing the needs of his family.) with which you can agree and disagree.)

The members of a family are father, mother, Family makes a person stronger -
and son or daughter. individually, mentally, and emotionally.

(Fact- can be proven because a family composes (Non-fact- because it is just your personal judgment
father mother and a son or daughter.) with which you can agree and disagree.)

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 Opinion - refers to a personal belief
 relates to how someone feels about something
 It is a statement that is neither true nor false. Or it may feel true for some, but
false for others.
 Others may agree or disagree with an opinion, but they cannot prove
or disprove it
 May vary from source to source and person to person

Signal words and phrases being used in the sentence fragments that often
precede a statement of fact or opinion:
Fact
● The annual report confirms…
● Scientists have recently discovered…
● According to the results of the tests…
● The investigation demonstrated…

Opinion
● He claimed that…
● It is the officer’s view that…
● The report argues that…
● Many scientists suspect that…

FACT OPINION
verifiable unverifiable
objective subjective
Example: It is 30ºC outside. Example: It is very hot outside.

A. Directions: Fill out the chart below with appropriate statements. Statements are given
inside the word pool. The first one is done for you.

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 FACT AND NON-FACT CHART
FAC NON-FACT
T
In my own view, honesty is gained.

B. Directions: Read and understand the following statements. Write fact if the sentence is a fact
and non-fact if it is not.

Example: non-fact – New York City is the most exciting city on earth!

________ 1. My family loves to go out swimming during summer.

________ 2. My brother does not want to wake up early.
________ 3. In my opinion, my youngest brother is the most handsome in the family.
________ 4. My sister looks funny in her make-up.
________ 5. She looks happy when she wears make-up going to her high school.
________ 6. He cleans the backyard.
________ 7. He reads newspaper but could no longer see clearly the words.
________ 8. Family is the basic unit of society.
________ 9. She thinks that staying at home is the best way to be safe fromCOVID-19.
________ 10. My mother cooks the most delicious food in the world.

C. Directions: Using the Venn diagram, compare and contrast the difference of fact and non-fact
texts.

Objective/Subtask: 2. Prepare facts through the given data

3. Construct factual and non-factual statements
Topic: Fact and Non-fact Texts and Images

Activity No.: 2 Title: Fact and Non-fact Texts and Images Day: 2 and 3

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Key Concept:

A fact is a statement that can be proven based on objective evidences.

 It is also proven to be true using the human senses.
Non-fact is a statement that expresses a feeling, an attitude, a value judgment, or
a belief.

A. Directions: Using the data presented below, what facts can you get? Write down as many facts
as you can get.

Facts
Example: On Monday, there were twenty-five burgers sold.

B. Directions: Transform the factual statement to a non-factual statement.

FACT NON-FACT
Example : Example:
President Duterte is the 16th president of President Duterte is the first president of the
1. the Philippines. Philippines.

2. English is the language of the world.

3. Lea Salonga is a famous artist.
4. The world revolves around the sun.
5. The world’s biggest continent is Asia.

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C. Directions: Construct factual and non-factual statements using the pictures below.

Fact Non-fact
Example: The babies are both girls. The babies are both cute.

Objective/Subtask: 4. Value the importance of factual and non-factual texts

Topic: Importance of distinguishing between fact and non-fact (opinion)
Activity No.: 3

Title: Importance of distinguishing between fact and non-fact (opinion) Day: 4

Key Concept:

A fact is a statement that can be proven true or false.

An opinion is an expression of a person’s feelings that cannot be proven.

 Can be based on facts or emotions and sometimes they are meant to
deliberately mislead others.

The ability to distinguish between fact and opinion helps students develop their
critical and analytical skills in both reading and listening.

When you read, it is important to judge facts and opinions carefully in order to come
to the right conclusion. Ask yourself, “are the facts reliable?” or “are the opinions based on
the facts?”

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A. Directions: Using the table, look for the significant words through answering the guide questions.
Write your answer on the space provided after the question.

B2 1 V53 G53 F34 R53 T34 N53

X14 F53 T34 T53 F53 N53 T16
Z53 Z53 Q53 F53 X34 C10 T53
X34 D53 R34 X53 A11 Q53 Z53
V53 N53 W53 F14 U53 R53 X53
Y53 T34 N7 T53 X53 R34 K53
T53 O20 X53 Z53 F53 T53 H53
N12 C53 T34 F30 A2 C8 T53
Guide questions:

1. The first letter is the sum of 6 and 6. __________N_______________

2. The second letter is the difference of 30 and 10. __________________________
3. The third letter is the product of 1 and 7. ________________________________
4. The fourth letter is the sum of 10 and 4. _________________________________
5. The sixth letter is the difference of 30 and 19. ____________________________
6. The seventh letter is the product of 2 and 5. ______________________________
7. The last letter is the product of 8 and 2. __________________________________

Combine all the letters and put it the box.

8. The first letter of the second word is the product of 10 and 3. _____________
9. The second letter is the sum of 1 and 1. __________________________________
10. The third letter is the product 2 and 4. ____________________________________
11. The last letter is the sum of 50 and 3. ____________________________________

B. Directions: Answer the question, “Why do you think that you need to differentiate fact from a non-fact?

_______________________________________________________________________________________
.

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 TXTBK/SLMs + QUALAS
LEARNING ACTIVITY SHEET No.____
Textbook/Supplementary
Materials/Self-Learning Modules in English 6
based instruction paired with
MELC- Based Quality Assured
Learning Activity Sheets (LAS)
Quarter _1 Week _3_

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC 2: Interpret the meaning suggested in visual media through a focus on visual elements, for
example, line, symbols, colour, gaze, framing and social distance
Lesson/Topic: Interpreting meaning in visual media through visual element
Reference/Source: _____________________________________________ & Page No.:

https://www.google.com/search?q=visual&ei
https://www.google.com/search?q=media&oq=media&aqs=chrome
https://ewikstar.wixsite.com/mil-eportfolio/visual-media-and-information
https://www.google.com/search?q=line+as+a+visual+element
https://www.google.com/search?q=symbol+as+a+visual+element
https://www.artyfactory.com/art_appreciation/visual-elements/color
https://www.google.com/search?q=gaze+as+a+visual+element
https://www.canva.com/learn/principle-framing-graphic-design/
https://www.google.com/search?q=SOCIAL+DISTANCE+in+visual+elements
https://tympanus.net/codrops/2011/11/17/lines-in-web-design/

Objective/Subtask: 1: Identify visual media and visual elements.

Activity No: 1 Title: Visual Media and Visual Elements Day:1

Key Concept:

What is visual?
a picture, piece of film, or display used to illustrate or accompany something

What is Media
are the communication outlets or tools used to store and deliver information or data.
refers to components of the mass media communications industry, such as print media,
publishing, the news media, photography, cinema, broadcasting, digital media, and
advertising

What are visual media?

are sources of information in the form of visual representations
can be abstractions, analogues, rough illustrations, or digital reproductions of the objects
help readers clarify and comprehend information because they are able to develop their
own perception of the content and avoid misinterpretation

What are visual elements?

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 are any characteristic that we can see including line, shape, direction, size, texture, color
and value in any visual representation or visual media.

ELEMENTS OF VISUAL MEDIA

1. Line
 is the most basic visual element
 can be used to define shapes and figures, but also to indicate motion, emotion,
and other elements.
2. Symbol
 can show actual objects or they can represent a concept
 move from the concrete object to the abstract idea
3. Color
 has the strongest effect on our emotions.
 it is the element we use to create the mood or atmosphere of an artwork.
4. Gaze
 refers to where the figure in the image is looking
5. Framing
 is the presentation of visual elements in an image or layout in relation to the main
subject
 can make an image more aesthetically pleasing and keep the viewer's focus on
the framed object
6. Social distance
 create a certain psychological effect between a person in an image and the
image's audience.

Directions: Match the concept to its definition. Write the corresponding letter on your answer
sheet.

__D___1. Visual A. The communication outlets or tools used to store and deliver
information or data
______2. Visual media B. Characteristic that we can see including line, shape,
direction, size, texture, color and value in any visual
______3. Visual Elements representation or visual media
______4. Line C. Most basic visual element
D. A picture, piece of film, or display used to illustrate or
______5. Symbol
accompany something
______6. Color E. Refers to where the figure in the image is looking

______7. Gaze F. Sources of information in the form of visual representations

G. Create a certain psychological effect between a person in
______8. Framing an image and the image's audience

______9. Social Distance H. Show actual objects or they can represent a concept
I. Presentation of visual elements in an image or layout in
______10. Media relation to the main subject
J. Use to create the mood or atmosphere of an artwork.

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Objective/Subtask: 2. Interpret the meaning suggested in visual media through a focus on visual elements :
Line

Topic: Line as visual element in interpreting visual media

Activity No: 2 Title: Lines and their Meaning in Visual Media Day: 2

Key Concept:

Lines are everywhere in a design. They are

used to divide space, direct the user's eye,
create flow, create emphasis and organize all
design elements into form. Generally, we don't
think about lines that much, but we make use
of them quite often to visually communicate our
objective to the user.

Line is simply a fluid connection between two

or more points. It seems like there is an
endless supply of differing types of lines, from
thin lines to thick lines, short lines to long lines,
wavy lines to straight lines. But just like
everything in design — or in life — there are
some basic lines that we need to understand.

LINES and their Corresponding Meaning in Visual Media

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 Kind of line Meaning Examples

Horizontal -suggests width, distance, calmness

line and stability
https://www.google.com/search?q=horizontal+lines
-suggest a feeling of loftiness and
spirituality
Vertical lines
-suggest height and strength because
they extend towards the sky https://www.google.com/search?q=vertical+lines&tbm

-suggest a feeling of movement or

Diagonal lines direction and lack of stability

https://www.google.com/search?q=diagonal+lines

-suggest familiarity and comfort

- suggest relaxation
Curve lines
-are associated with nature
https://www.google.com/search?q=curved%20lines

-represent power and respect

Thick lines

https://www.google.com/search?q=thick+lines

-suggest feeling of comfort and

tranquility
Thin lines
https://www.google.com/search?q=thin+lines

-convey confusion and nervousness

Zigzag lines

https://www.google.com/search?q=zigzag+lines

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Directions: Identify the meaning of the following lines. Choose your answer from the box. Write the letter
on your answer sheet.

a. suggests feeling of comfort and tranquility

b. suggest relaxation
c. suggests width, distance, calmness and stability
d. suggests a feeling of movement or direction and lack of stability
e. represents power and respect

1. 3. 5.

2. 4.

Objective/Subtask: 3. Interpret the meaning suggested in visual media through a focus on visual
elements: Line
Topic: Line as visual element in interpreting visual media

Activity No: 3 Title: Meaning of Visual Media Through a Focus Day:3

on Line as Visual Element
Key Concept:

Line is the most basic visual element. Lines can be used to define shapes and figures, but also to
indicate motion, emotion, and other elements.

Example:

CONFUSION 19
HAPPINESS GROWTH
https://www.google.com/search?q=CONFUSION https://www.123rf.com/photo_9030872 https://www.google.com/search?q=tower

https://www.google.com/search?q=SUCCESS https://www.google.com/search?q=STABILITY

Directions: Lines were used in the following images. Choose the suggested meaning in each
visual media and write it on your answer sheet.
1. 2.
a. stability a. calmness

b. purity b. anger

c. never- c. success
ending

https://www.google.com/search?q=never+endin https://www.google.com/search?q=window

3. 4.
a. calmness a. continuity

b. growth b. confusion

c. never- c. struggle
ending

https://www.google.com/search?q=trees https://www.google.com/search?q=road

5. a. calmness 6. a. continuity

b. growth b. confusion

c. struggle c. struggle

https://www.google.com/search?q=struggle https://www.google.com/search?q=confusion

Objective/Subtask: 3. Interpret the meaning suggested in visual media through a focus on visual
elements: Symbol

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Topic: Line as visual element in interpreting visual media

Activity No: 3 Title: Symbol and their Meaning in Visual Media Day:4

Key Concept:

Symbol

 is a mark, sign, or word that indicates, signifies, or

is understood as representing an idea, object, or
relationship

 allow people to go beyond what is known or seen

by creating linkages between otherwise very
different concepts and experiences.

 take the form of words, sounds, gestures, ideas, or visual images and are used to
convey other ideas and beliefs

Examples:

https://www.google.com/search?q=RAVEN https://www.google.com/search?q=dove https://www.google.com/search?q=BUTTERFLY

RAVEN- symbolizes DOVE- symbolizes BUTTERFLY- symbolizes

death and disaster or serenity, harmony, unity change or
create an atmosphere of and the absence of transformation, both
doom and gloom. violence. internal and external.

CROSS- symbolizes WATER- symbolizes OWL - symbolizes

Christianity, spirituality, birth, fertility,
21 and wisdom, intelligence or
forgiveness, refreshment a lesson that needs to
resurrection and healing be learned
https://www.google.com/search?q=CROSS https://www.google.com/search?q=dove https://www.google.com/search?q=BUTTERFLY

A. Directions: Study the following visual images. What does each symbolize? Unscramble the
letters inside the box. Write your word on your answer sheet

1. 2.

T P U I R Y T H T S R E N

PURITY

3. 4.

C U S S E C R T C N O O P E I T

5.

E O P W R

B. Directions: The meaning of the following symbols used in visual media are inside the box.
Choose one and write it on your answer sheet.

1. ANGER LOVE POISONOUS JOURNEY LONELINESS

2.

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 LOVE

3. 4.

5.

TXTBK/SLMs + QA LAS
Supplementary Materials/Self- LEARNING ACTIVITY SHEET No. 4
Learning Modules based in English 6
instruction paired with MELC-
Based Quality Assured Learning
Activity Sheet (LAS) Quarter 1 Week 4

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC 1: Interpret the meaning suggested in visual media through a focus on visual elements, for
example, line, symbols, colour, gaze, framing and social distance
Topic: Interpreting meaning in visual media through visual element: Color
Reference/Source: & Page No.: ______
https://youtu.be/11GV6OI-swM
https://www.youtube.com/watch?v=JA1lVN1UTq0

Objectives/Subtasks: 1. Interpret the meaning suggested in visual media through a focus on

visual elements: Color

Activity No.: 1-2 Title: Meaning in Visual Media Through Visual Element: Color Day: 1-2

Key Concept:

What are visual elements?

Visual elements are any characteristic that we can see including line, shape, direction, size, texture,

23
color and value in any visual representation or visual media.

Visual Element: Color

Colors are very powerful. Looking at the colors can make us feel happy, calm or excited.
Every color has a psychological effect that one can use to his or her advantage. Color can create
varied emotions. That’s why it is important to choose colors that best represent the character or
identity of a company, organization or service.

Colors and Their Meanings

Color Meaning
red warm, angry, adventure, violence, fire, blood,
passion, love, excitement
blue cool, calm, peaceful, trust loyalty, wisdom,
confidence, intelligence, faith, truth and heaven
green life, renewal, nature, growth, harmony,
freshness, safety, fertility, money, finances,
banking, ambition, greed, jealousy.
rainbow friendly, fun, youthful
black, white, gray simplicity, balance
yellow happiness, optimism, creativity,
cowardice, madness
orange joy, enthusiasm, fascination, happiness,
creativity, determination, attraction, success,
encouragement, fall, harvest
A. Directions: Look at the following images. Identify the dominant color used and find out the
suggested meaning for each image. Write your answer on the answer sheet. You’ll get 2 points
for each correct answer.
Example:

Dominant color: green

Meaning: The image suggests life, nature, freshness and
harmony.

https://w0.peakpx.com/wallpaper/482/697/HD-wallpaper-
shirakawa-g%C5%8D-rice-japan-house-nature-scenery-field.jpg

1. Dominant color: ______________

Meaning: _____________________________________
_____________________________________

https://www.icpcn.org/save-date-3rd-icpcn-conference-2018/now-for-front-page/

2.
Dominant
24
color: ______________
Meaning: _____________________________________
_____________________________________
3.

4.

5.

B. Directions: Which image suggests the following meanings? Write the letter of your answer on
your answer sheet.

Example: As to the dominant color used, it suggests youthful and friendly vibe to viewers.
Answer: B

A. B.

25
1. This suggests encouragement and attraction.

A. B.

2. This suggests faith, truth and heaven.

A. B.

3. This suggests loneliness, sadness and isolation.

A. B.

4. This suggests growth, harmony, freshness and fertility.

A. B.

5. This suggests tenderness, acceptance and calmness.

26
 A. B.

Objectives/Subtasks: 1. Interpret the meaning suggested in visual media through a focus on visual
elements: gaze

Topic: Interpreting meaning in visual media through visual element: Gaze

Activity No.: 3-4 Title: Meaning in Visual Media Through Visual Element: Gaze Day: 3-4

Key Concept:

Visual Element: Gaze

Gaze means to stare. It suggests looking fixedly at something. To gaze is to look steadily
and intently at something, especially at that which excites admiration, curiosity, or interest. To stare
is to gaze with eyes wide open, as from surprise, wonder, alarm, stupidity, or impertinence: to stare
unbelievingly or rudely.

Look at the picture. What can you say about it?

The cat is staring at something, maybe a rat that he

wants to catch. This picture is an example of gaze.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fsuwalls.com
%2Fanimals%2Fcat-gazing&psig

Types of Gaze

1. Demand or Direct – a term used when a figure in the

image gazes directly out of the page at the responder.
This establishes connection between subject and viewer.

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fvisual-literacy-skills.weebly.com%2Fvisual-
techniques.html&psig

2. Extra-diegetic or Non-gaze – the

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.flickr.com%2Fphotos%2Ffotograzio
%2F24836037602%2Fin%
character is looking at something
outside of the text. 27
 3. Offer – a term used when a figure gazes at
another object in the image encouraging us to look
at that object, the viewer is a detached onlooker.

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.johnsonsbaby.com.ph%2Fskin-care%2Fmilestones-
development

A. Directions: Which type of gaze is shown in the image? Draw a if the image has a demand or direct
gaze, if the image has an extra-diegetic or non-gaze, then a if it shows an offer type of gaze.
Example:

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.offset.com%2Fsearch%2Fbatak%2Bpeople&psig

1. 2.

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.smartparenting.com.ph%2Fparenting%2Freal-parenting%2Fmom-
science-shows-your-warm-hugs-have-a-lifelong-impact-on-your-child-a00026-
20180219&psig

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fwww.pinterest.com%2Fartandthought%2Fqueer-filipino-
selfies%2F&psig

3. 4. 5.

https://www.google.com/url?sa=i&url=https%3A%2F
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.alamy.com %2Fwww.churchofjesuschrist.org%2Fchurch%2Fnews
%2Ffilipino-street-children-within-the-downtown-area-of-cebu-cityphilippines- %2Fspeakers-share-study-pattern-and-tools-parents-can-use-to-
https://www.google.com/url?sa=i&url=https%3A%2F
image207 unfold-the-scriptures-for-children%3Flang%3Deng&psig
%2Fwww.alamy.com%2Fstock-photo-painet-hl0421-
filipino-girl-looks

28
6. 7. 8.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.nationalgeographic.com https://www.google.com/url?sa=i&url=https%3A%2F%2Fthediplomat.com
%2Fphotography%2Farticle%2Fchristmas-philippines-diaspora-overseas-workers&psig %2F2017%2F11%2Fthe-mothers-who-fled-marawi%2F&psig

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fpia.gov.ph%2Fnews%2Farticles%2F1003135&psig

9. 10.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fsoutheastasiaglobe.com
%2Fwhatever-happend-to-the-philippines-reproductive-health-law%2F&psig https://www.google.com/url?sa=i&url=http%3A%2F
%2Fcnnphilippines.com%2Flife%2Fculture
%2F2019%2F4%2F16%

B. Directions: What do you think is the suggested meaning for each gaze in the image
shown. Write the letter of your choice in your answer sheet.
Example:

A. SURPRISED
B. SAD

Answer: A.

1.
A. WORRIED
B. HAPPY

29
2.
A. CURIOUS
B. SKEPTICAL

3.

A. UNPLEASED
B. APPRECIATIVE

4.

A. CONTENTED
B. DEPRESSED

5.

A. SUFFOCATED
B. CAREFREE

30
 TXTBK/SLMs + QA LAS
Supplementary Materials/Self- LEARNING ACTIVITY SHEET No. 5
Learning Modules based in English 6
instruction paired with MELC-
Based Quality Assured Learning
Activity Sheet (LAS) Quarter 1 Week 5

Name: _________________________________ Grade & Section: _________________________

Teacher: _______________________________ Date Submitted: __________________________

MELC 1: Interpret the meaning suggested in visual media through a focus on visual elements, for
example, line, symbols, colour, gaze, framing and social distance
Topic: Interpreting meaning in visual media through visual element: Framing
Reference/Source: & Page No.: ______
https://youtu.be/11GV6OI-swM
https://www.youtube.com/watch?v=JA1lVN1UTq0

Objectives/Subtasks: 1. Interpret the meaning suggested in visual media through a focus on

visual elements: Framing

Activity No.: 1-2 Title: Meaning in Visual Media Through Visual Element: Framing Day: 1-2

Key Concept:

Visual Element: Framing

In visual arts and particularly cinematography, framing deals with the proper placement of
the subject together with other images. This is a feature of visual elements to highlight the subject
inside a particular frame.

The subject of the artwork is the framed object in an image. Framing can make image
more aesthetically pleasing and keep the viewer’s focus on the framed object.

Look at the example of framing below:

https://www.google.com/url?sa=i&url=https%3A%2F
%2Fstreetbounty.com%2Fframing-in-photography-with-dan-ginn
%2F&psig

31
The frame in this picture is focused on the two men. It is the subject of the artwork, not the chain
nor the buildings.
A. Directions: Which image shows framing? Put a check (  ) mark on your answer sheet if framing is
applied and ( X ) if there’s none. The first one is done for you 

1. 2.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmipblog.com
%2F2018%2F04%2Fframing-the-story-when-there-is-no-frame-storytelling-in-vr-ar https://www.google.com/url?sa=i&url=https%3A%2F%2Fexpertphotography.com
%2F&psig %2Fframing-photography%2F&psig=AOvVaw2FX-NwmfENE9Kcv-pGTGuy&ust

3. 4.

5. 6.

7. 8.

32
9. 10.

B. Directions: Look at the following images. Identify the subject of the artwork by looking at its
frame. Choose the letter of your answer inside the box and write it on your answer sheet.

Example:

1.

33
 2.

3.

4.

5.

34
Objective/Subtask: 2. Interpret the meaning suggested in visual media through a focus on visual
elements: Social Distance

Topic: Social Distance as visual element in interpreting visual media

Activity No: 2 Title: Meaning in Visual Media Through Visual Element: Social Distance Day:3&4

Key Concept:

Social distance is the distance between the viewer and the subject. It creates a certain
psychological effect between a person in an image and the image’s audience.

Types of Social Distance and their Meaning

35
 Type Meaning Example
1. Close Social Suggest close, intimate
Distance and familiar relationship
- The subject is shown to with the subject.
be very close to you, it
takes up most of the
frame, and you can only
see part of the subject.
https://www.google.com/search?q=close+up+shot

2. Mid Social Distance Suggest friendly distance

-It shows at least half of as in real life we would be
the subject’s body in the close enough to touch
frame, and a little bit of each other and talk
the setting
https://www.google.com/search?q=mid+shot+example

3. Group Social You are positioned to be

Distance a part of a larger group
-When you can see the
character’s whole body,
and perhaps other
characters, and more of
the setting, this indicates
that the subject is further https://www.google.com/search?q=social+group

away from you.

4. Public Social The less connection you
Distance feel, and subjects
-The subject become therefore appear like
farther away and strangers and therefore
therefore smaller, the you are too far away to
setting becomes easily talk to the subject
https://www.google.com/search?
dominant.
q=public+social+distance

5. Remote Social Means there is no

Distance opportunity for social
-When the subject is interaction.
positioned a very long
way away from you, the
subjects are tiny and hard
to recognize in the vast
setting.
https://www.google.com/search?q=walking+away

Another perspective……….

36
 Social Distance can also refer to how attached or far are we to the topic.

For Example:

https://www.google.com/search?q=bayanihan
A. Directions: Identify to what type of Social Distance is shown in each visual media. Write CSD
for Close Social Distance, MSD for Mid Social Distance, GSD for Group Social Distance, PSD
for Public Social Distance and RSD for Remote Social Distance. Write your answer inside the
heart.

RSD
1.

https://www.google.com/search?q=alone+in+nowhere https://www.google.com/search?q=close+up+photography

2. 3.

https://www.google.com/search?q=public+in+the+philippines https://www.google.com/search?q=gruop+in+the+philippines

4. 5.

https://www.google.com/search?q=FILIPINO+CHILD https://www.google.com/search?
q=remote+places+in+the+philippines

37
B. Directions: Put a check on the box before the number if you have experienced the activity
shown in each picture and write a sentence about it.

Example:

https://www.google.com/search?q=helping+grandparents

1.

https://www.google.com/search?q=helping+grandparents

2.

https://www.google.com/search?q=snow

3.

38
 https://www.google.com/search?q=tyhoon

4.

https://www.google.com/search?q=playing+with+pet

5.

https://www.google.com/search?q=children+wearing+facemask+and+faceshield+in+public

TXTBK/SLMs + QALAS
Textbook/Supplementary LEARNING ACTIVITY SHEET No. __
Materials/Self-Learning in English 6
Modules based instruction
paired with MELC -Based Quarter 1 Week 6
Quality Assured Learning
Activity Sheets (LAS)

Name: _____________________________Grade and Section: _________________________

Teacher: ___________________________ Date Submitted: ___________________________

MELC: Relate different experiences appropriate to the occasion (EN6OL-Id-1.17)

Lesson/Topic: Relating Experiences

Reference/Source:
https://www.cdc.gov/coronavirus/2019.ncov/download/2019-ncov-factsheet.pdf
youtube.com/results?search_query=relating+different+experiences+appropriate+to+the+occasion
Olive Stays In [ENGLISH] - Children's Story For Talking With Kids About Coronavirus | Storyberries - YouTube
39
Objective/s/ Subtask: 1. Relate experiences appropriate to the occasion
Lesson/Topic: Relating Experiences appropriate to the occasion

Activity No.: 1 Title: RELATING EXPERIENCES Day: 1

Key Concept:

Experience refers to something that happens to someone. It could be an unforgettable

vacation in a place, first day of school or any happening that someone encounters or undergo

Occasion is a particular time or instance of an event. It could be a reunion, party,

pandemic or any events.

In relating different experiences appropriate to the occasion, we recall our previous

experiences that could give us ideas or concepts on how to handle or adjust to the situation or
occasion we are in. When we know how to apply previous experiences to the present occasion it
means we are capable to handle any situation.

Let us study the situation below

Situation 1. As early as Kindergarten, your teacher has taught you how to wash hands
properly.

Question: Can you relate your previous experience to this COVID19 pandemic?

Answer: To protect ourselves from the virus, we should wash our hands thoroughly using
water and soap for at least 20 seconds

Situation 2. In your childhood days, your parents do not allow you to go outside
the house when you are sick or not feeling well.

Question: Can you relate this experience to this COVID19 situation?

Answer: Yes, we should stay at home to stop the spread of the virus.

Situation 3. Since little, you are taught to cover your mouth when you sneeze or cough

Question: How will you apply this learning to the situation today?

Answer: Since respiratory droplets can infect a person, we should always cover our
mouth when sneezing or coughing

Activity 1
The COVID 19 pandemic has greatly affect our daily life. It has changed how we work,
learn and interact. However, as time goes by and through the experiences we had, we learned to
deal with this change as each stage of the pandemic has changed the way we live, work and
40
socialize.

A. Directions: Write ways to handle the situation based on your experience.

Write your answer on your answer sheet. The first one is done for you.

SITUATION I CAN HANDLE IT THROUGH……….

1. You want to sneeze or cough
Covering my mouth when coughing

2. Go outdoor

3. Frequently touched surface such as doors

4. Feeling ill/ sick

5. Talk to someone

B. Directions:
During the start of the pandemic, teachers and students learned using the different learning
platforms. One modality used in the new normal is modular print, as a student cite ways how were
you able to handle this situation.

________________________________

________________________________

________________________________

Objective/s/ Subtask 2: Relate to your own experience

Lesson/Topic:
Relating to your own experience
Activity 2 Title : RELATING TO OWN EXPERIENCE Day 2 & 3

KEY CONCEPT

Relating means making connection. If you can relate to someone’s story it means
something similar has happened to you. Relating your own experience makes other realize you
have been through what others are going through. It helps others to believe they are not alone in
their personal experiences.

Let us analyze the following situation

Georgia is now attending an Education Forum and heard speeches of the

guest speaker talked about his childhood years. She remembered her childhood days
where she used to join the oratorical /poem competition.

41
 Was Georgia able to relate the speaker’s experience? YES
Why? She remembered her childhood days where she used to join speech
competition.

Because of the COVID-19 pandemic, changes on people lifestyle occurred-

Travel Restrictions, Remote learning, employment and outdoor activities.

Which of the following changes can a student like you can relate?
Remote Learning, Travel Restrictions and outdoor activities

A. Identify the person who can directly relate to the given situation. Choose from the option
below.

Lawyer Doctor Engineer Fireman Teacher

___________1. Designs buildings and bridges

___________2. Extinguishes a fire
___________3. Perform surgery
___________4. Renders notarial services
___________5. Writes a lesson plan

B. Directions: Read the passage below and relate Olive’s experience and yours to the current
situation in relation to the existing health crisis. Illustrate your answer in a VENN DIAGRAM.

OLIVE STAYS IN

One day, Olive’s school was closed. Olive was surprised because it didn’t seem
like there was anything wrong. Most of the kids were as the same as they had always been –
happy, healthy and having fun. They were studying asteroids at school, and Olive liked
asteroids.

She couldn’t understand it when Mom and Dad told her that school was closed.
What did this mean? But now the school was closed, some other things were closed too.
Olive’s soccer games were cancelled. Her sports carnival was put off until another day. It
looked like things were going to be pretty boring here at home. Olive sat by the window of her
bedroom and looked outside.

The street seemed very empty, even though the sun was out. Olive’s parents
didn’t want her to play on the computer the whole day long, so they gave her some math
books, some pencils and paper. Olive didn’t feel like doing Math so she drew a picture of how
she was feeling instead. It was a little dark and cloudy. Maybe a little sad, perhaps a little
lonely. When dad saw the picture, he frowned. Then he sat down beside Olive.

“What’s up?” he asked her.

Olive explained how she had heard that people all over the world were getting sick.
Was this why they were staying at home? Were they going to get sick too? Dad gave her a
hug.

42
 “Some people are getting sick around the world, yes,” he said.

“But you are not staying at home because you’re going to get sick. You’re staying at
home so everyone can work together and try not to spread the disease.”

“Spread the disease?” asked Olive. “How does going to school spread the
disease?”

“Going to school doesn’t spread the disease,” dad told her. “It’s just a place where
lots of people come together in a very small space. When we see lots of people all at once, it’s
easier for tiny little germs, viruses and bacteria to jump from one person to another.”

Olive imagined what those tiny little creatures, bacteria and viruses look like.

“Are there any in my body right now?” she asked.

“Millions,” said daddy. “Some are good bacteria like bacteria in our stomach which
helps us digest food. Some don’t make us sick at all. But others can, and those are the ones
that we want to stop from spreading.”

Daddy continued, “when we are sick our bodies sometimes help those little viruses
and bacteria to go between people. When you sneeze, for example, it shoots out the viruses
or bacteria into the air, and if someone else comes along, they can breathe it in. If your nose is
running, the viruses and bacteria comes out of your nose. If you blow your nose into a tissue,
and someone else has to put the tissue in the bin for you, the germs in the tissue can go from
your nose to someone else’s hands and can enter their body too.”

“But if they go from my body to someone else’s, does that mean I’m not sick
anymore?” Olive asked.

Dad shook his head. “The thing about germs is that while they are very tiny,
they like to multiply, which is when they can do and manage. They’re like guests at a party
who eat all the food and make a mess! And the best place for them to multiply is in a nice
warm body like yours or mine.”

“But if they are so small, how can we make sure they don’t travel between
people?” Olive asked.

“If we can’t see them, how can we keep them away? Are there any things they
don’t like?”

Dad answered, “The easiest thing is to wash your hands.” “Wash them every
time you come in from outside and wash them well. Washing your hands removes those little
germs and washes them down the sink”.

“Do you want to come now and I can show you how to wash your hands?” asked
dad. Olive said yes.

So, they went to the bathroom and washed their hands. They washed every part
of their hands with lots of soap and Dad made Olive sing Happy Birthday twice while she did it.

“That’s how long you should wash your hands,” said Dad.

43
 Olive giggled. It was fun singing while you washed your hands. “What else can
we do?” she asked Dad.

“Keep things clean whenever you can,” said Dad. “Tell someone if you feel sick or
a little bit hot. Cover your mouth when you cough. Make sure you do it into your elbow instead
of your hands and try not to touch your mouth, eyes or nose too much. There are places
where the germs can get into your body and multiply.” Dad added.

Dad further explained, “The good thing is that most people don’t get sick all the
time because our bodies have something called an immune system that is very good at
fighting all kinds of viruses and bacteria. It’s like a superhero inside our bodies and you can
make it stronger by eating good food, sleeping well and practicing good hygiene. Even if you
get sick, many people around the world are helping others to get better. Doctors, nurses and
hospitals all around the world are working hard together to make sure that sick people have
the best possible treatment.”

Olive was happy she talked to Dad. She had felt anxious when school had
closed, but now she knew why. She didn’t feel so scared or worried now. She was happy to
know that everyone was working together to try stop the germs from spreading and that there
were things she could do to help.”

“Come on,” said that. “Let’s do multiplication. That’s the only multiplication we
want in this house.” And so, they did.

Questions:
1. What was the passage all about?
___________________________________________________________________
2. What information did you get from the video/passage?
___________________________________________________________________
3. What did Olive do upon knowing that she could no longer go to school?
___________________________________________________________________
4. What advice did her father give?
___________________________________________________________________
5. If you were Olive, would you feel the same? Why?
___________________________________________________________________

6. How can you relate Olive’s experience to your current situation in relation to the existing
health crisis (COVID – 19). Illustrate your answer with the use of a VENN DIAGRAM.

VENN DIAGRAM

44
Objective/Subtask: 3 Compare experiences and situations

Lesson/Topic: Comparing experiences

Activity 2 Title: Comparing Experiences Day 4 & 5

KEY CONCEPTS

Experience is used to refer to the past events, knowledge and feelings that makes up
someone’s life or character. It may be good or bad, happy or sad but it provides a room for
development. In other words, we learn from our experience. It teaches us a lesson on how to handle
future situation. It is also one big factor in decision making.

When we compare experiences, we simply cite similarities of actions, undertakings

observed at the present compared to what happened or occurred before. Comparing experiences
determine which has greater impact to individual person.

Read and Learn!

Going back to school is an important event to every student, but now many has hesitations
and questions. The COVID19 pandemic that is destroying the world is likely to cause the most
serious disruption to education. As a student, you have experienced many changes during this
pandemic and plenty of adjustments to make. Let us read facts about COVID 19 to enlighten us
once again about this pandemic.

KNOW ABOUT COVID-19

 Corona virus (Covid 19) is an illness caused by a virus that can spread from person to
person.
 The virus that causes COVID 19 is a new coronavirus that has spread throughout the world.
 Covid 19 symptoms can range from mild (or no symptoms) to sever illness.

KNOW HOW COVID IS SPREAD

 You can become infected by coming into close contact (about 6 feet or two arm lengths) with
a person who has COVID 19. It is spread from person to person.
 You can become infected from respiratory droplets when an infected person coughs,
sneezes, or talks.
 You may also be able to get it by touching a surface or object that has the virus on it, and
then by touching your mouth, nose or eyes.

45
PROTECT YOURSELF AND OTHERS FROM COVID-19

 Stay at home as much as possible and avoid close contact with others.
 Wear face mask and face shield.
 Maintain physical and social distancing.
 Avoid gatherings.
 Wash hands often with soap for at least 20 seconds or use an alcohol-based hand sanitizer.
 Clean and disinfect frequently touched surface.

A. Directions: From the given reminders about this pandemic. Compare the activities you do before
and during the pandemic.

Life before Pandemic Changes during Pandemic

1 1
Attend face to face classes No face to face interaction in school

2 2

3 3

4 4

5 5

B. Based on your answer in the first activity, answer the following questions.

1. What activities did you enjoy most when were still in pre-COVID times? Why is that so?

____________________________________________

2. What changes during the pandemic is the most challenging to you? State your reason why.

____________________________________________

TXTBK/SLMs + QALAS
Textbook/Supplementary
LEARNING ACTIVITY SHEET No. __
Materials/Self-Learning
in English 6
Modules based
instruction paired with
Quarter 1 Week 7
MELC -Based Quality
Assured Learning Activity
Sheets (LAS)

Name: _____________________________Grade and Section: _________________________

Teacher: ___________________________ Date Submitted: ___________________________

MELC:
46
 Make connections between information viewed and personal experience ( EN6VC-IVd-1.4)

Lesson/Topic: Making Connections between Information viewed and Personal Experience

Reference/Source:
https://study.com/academy/practice/quiz-worksheet-text-to-text-connections.html
Google.com/search?q=posters+of+coronavirus&source=hp&ei=MFnoYP_WHs-
Ir7wPg_WY8AI&iflsig=AINFCbYAAAAAYOhnQNQzBkq81h1p0oRv0_xsmzJVtzwO&oq=
https://www.youtube.com/results?search_query=making+connections+between+information+viewed+
and+personal+experiences

Objective/s/ Subtask: 1. Make connection between information read or viewed and personal
experience

Lesson/Topic: Making Connection

Activity No.: 1 Title: MAKING CONNECTION Day: 1 & 2

Key Concept:

 Making connection helps you find meaning from a text or something you see on
TV by connecting it to your background knowledge.
 It is about how the information you are reading connects to other familiar text
and how the world works that goes far beyond your personal experience.
 You can connect your background knowledge to the text you are viewing.
 You can comprehend better when you actively think about and apply your
knowledge of the book’s topic your experiences, and the world around you.

Keys to be engaged in reading

 Past experience
 Emotion
 Knowledge

WAYS TO CONNECT INFORMATION VIEWED OR READ

47
 Examples:
TEXT TO TEXT

This story is similar with one I read about Harry Potter

I enjoy reading this, It reminds me of the story that I read about the Legend of Mt. Mayon

Questions to connect:
 What does this remind me of in another book I’ve read?
 How is this text similar/different to other things or books I’ve read?
 Have I read about something like this before?

TEXT TO SELF

While reading this story, “Two Were Left”, I remember my pet dog Ice before he died.
OMG! Something similar happened to me, when I forgot to bring my wallet

Questions to connect:
 Does it remind you of something in your life?
 Does it affect your feeling?
 How is this different/similar from your experience?
 Can you relate it to your life?

TEXT TO WORLD

This is what I saw in FB, Tacloban is also in General Community Quarantine

Is it true that the opening of classes will be on September?

Questions to connect:
 How did that part relate to the world around you?
 Does it remind you of something in the real world?
 Does it have similarity or difference to things that happened in the real world?

Activity 1

A. Directions: Read the following sentences very carefully. Put a check (/) if the statement is correct.
If it is incorrect, change the underlined word/s that best fits the answer. Write your answer on your
answer sheet

_______________1. Text to text connection is between what you just read and something that is
happening in the world.

_______________2. Text to self connection is to discover what two writing have in common.

_______________3. Text to self connection is between what you just read and something that has
happened in your own life.

48
_______________4. Text to world is making connection by bringing the reader to a reading situation
through television, magazine, newspaper and the like.

_______________5. Personal experience and prior knowledge can help you connect with the text.

B. Directions: Complete the statement below to establish connection with the text. Use the given
guide. Write the complete statement on your answer sheet.
TEXT TO SELF 1. I watched in You tube students performing readers theatre.
It reminded me _________.

TEXT TO WORLD 2. I read a news article about how COVID 19 is spread from person to person.
Then I realized ________________________.

TEXT TO SELF 3. When I was watching a movie about an attempted robbery, I was reminded of
_________________.

TEXT TO TEXT 4. When I read a story about a boy in land of witches and wizards, I remember
____________.

TEXT TO SELF 5. I read a book about how eggs are produced. It reminded me of my visit ____
_____________________.

Objective/s/ Subtask: 2. Relate infographic content to particular issues, concern or experiences in

real life
Lesson/Topic: Making Connections through Infographics

Activity 2 Title: RELATING INFOGRAPHICS Day 3 & 4

KEY CONCEPTS

 Infographic is a collection of imagery, charts and minimal text that gives an easy-
to-understand overview of a topic. It is the use of striking, engaging visuals to
communicate information pack big ideas into small pieces.

 Infographics are amazing tool ---they can take otherwise being or hard to digest
information and transform into something interesting and even fun for audiences.

 It attracts attention from a wide audience because they’re easy to read and
usually fun.

 Infographics have a better chance of capturing and keeping the audience’s

attention, conveying more information in less time, and spreading your message
faster.

 Visual materials like infographics increase the reader engagement to information

carrying message.

 Similar to text, infographics that we viewed can make connection to the text we
49
 read, to our self and to the world.

IMPORTANCE OF MAKING CONNECTION TO INFOGRAPHICS VIEWED

1. It helps reader understand how the characters feel.

2. It helps the reader to have a clearer picture in their mind and to engage in reading.

3. It sets a purpose for reading and keeps the reader focused.

Let us analyze this infographic about wearing a medical mask.


 Have you read/viewed about something like this before?

“ According to the social media page of a very

known doctor. It is not advisable to reuse the
surgical facemask.”

The reader has encountered in his reading/viewing something related to

the infographic from a facebook page

 Does it remind you of something in your life?

“Good thing that I also do

the same practice

50
 The reader has already prior knowledge related to the infographic

Does it remind you of something in the real world?

According to the news, since there is a big

demand for surgical mask because of
pandemic, some people hoard this product
and sell it for a bigger price. This is against
RA 7581 or Price Act or RA 7394 or the
Consumer Act

The reader connected it through the current issue

A. Directions: Write Connect if the statement shows connection to the given infographic and
Disconnect if not.

1. Whenever I go outside the house, I maintain 6 feet

distance from the other person.

2. I hug my parents whenever they got home from work.

3. When we meet new friends, we always give them a

high five.

4. Communicating with the use of cellphone is safer than

51
 talking in person.

5. Gatherings and celebrations seldom happen today

because people avoid large crowds.

B. Directions: Complete the statement below to connect with the given infographics.

1. When my friend was bullied I _____________. 3. I always bring alcohol to______________.

2. If I have friend who is a bully I will__________. 4. Wearing face shield prevents us from_______.

5. To prevent COVID infection__________.

Answer Key

ACTIVITY 2
A. 1 . CONNECT
2. DISCONNECT
3. DISCONNECT ACTIVITY 1
A. 1. Text-to-world
4. CONNECT
2. text-to-text
5. CONNECT 3. /
B. Possible answer/answers may vary 4. /
1. tell the bully to stop 3. Disinfect object and surfaces 5. /
2. stay away from him 4. Touching our face B. 1-5
5. It is better to stay at home Answers may vary

ACTIVITY 3 WEEK 7
Answers may vary/ Possible answers
BEFORE DURING
Attend face to face No face to face interaction in school
classes 52
Attend different Wearing of facemask and face shield
gatherings and frequent disinfection
Can go outside without a Travel restriction
facemask
 ACTIVITY 1
Answers may vary
A. Possible answers.
1 Cover mouth when coughing
Sneeze into your elbow
2. Wear mask and face shield
Maintain social Distancing
3. Disinfect with an alcohol
ACTIVITY 2 Use gloves
4. Stay at home
Activity 1 A B. Consult a doctor
A 1. engineer 1. Olive being Drink plenty of water
Fact confused of the situation 5. Wear a mask
2. fireman 2. Reasons why Physical distancing at least 2 meters
*Wikipedia defines honesty as the absence of lying
people must stay at home
*According to life experts, honesty is the best policy B. Answers may vary.
3. doctor 3. Olive became
*60% of peoplelonely
lie at least once life
and thinks in ten-minute conversations, according to a studyPossible
is getting boring published in the Journal of Basic and Applied
answers
Social Psychology
4. lawyer 4. Olive’s father 1. Focus and avoid distraction
explained to her the benefit of being healthy and 2. Read and understand instruction carefully
Non-fact 5. teacher clean in 3. Work on the activities honestly
situations
*Honesty is being truthfullike
to this
yourself.
5. varied answer
*Life coach argues that honest person chooses not to lie. 6. varied answer B. Answers may vary
* An honest person doesn't do things that are morally wrong. ACTIVITYC 2
* Honesty is appreciated. WEEK 6

B Fact DAY 1 Non-fact

1. non-fact A.
2. fact 1. The image suggests coolness,
3. non-fact calmness, peace, trust, loyalty, wisdom,
DAY 1
4. non-fact DAY 2 confidence, intelligence, faith, truth and
A. B.
5. non-fact ACTIVITY 3-4 heaven = BLUE
1. X 6.  1. A
6. fact 2. Suggests warm, passion, love,
7. fact 2.  7.  2. C
A. B. excitement = RED
8. fact 3.  8. X 3. D
3. Joy, enthusiasm, fascination, happiness,
9. non-fact 4.  9. X 4. B
1. 6. 1. A creativity, determination, attraction,
10. non-fact 5. X 10.  5. E
success, encouragement = ORANGE
4. simplicity, balance = GRAY
DAY 2 2. 7. 2. A 5. happiness, optimism, creativity =
A. B.
Day 3 & 4 YELLOW
1. CSD (Answers
A. B. 3. 8. 3. B
2. PSD may vary
1. CSD Answers 3. GSD B.
2. PSD may 4. 9. 4. A 1. B
4. MSD
vary 2. B
5. RSD
3. GSD 3. B
5. 10. 5. B 4. A
4. MSD

WEEK 5 WEEK 4

Day 4
A. B. Day 3
1. LOVE 1. PURITY 1. C Day 2
2. ANGER 2. STRENTH 2. A 1. B Day 1
3. P OISONOUS 3. SUCCESS 2. C 1. D 6. J
3. B
4. JOURNEY 4. PROTECTION 2. F 7. E
4. A 3. E 3. B 8. I
5. LONELINESS 5. POWER
6. B 5. C 4. A 4. C 9. G
6. B 5. D 5. H 1O. A

WEEK 3

53
 Non-fact is information that Fact exists and we can see, hear, feel,
cannot be verified or proven Can be taste, or touch them
an It can be proven true or false through
a statement that expresses a
image objective evidence.
feeling, an attitude, a value or relies on denotative language.
judgment, or a belief text frequently uses measurable or
verifiable numbers, statistics, dates and
measurements.

Activity 4 Activity 3
A A Activity 1
1. fact 2. fact A
2. fact 3. fact 1. √
3. non-fact 4. fact 2. x WEEK 2
4. fact 5. fact 3. x
5. fact 4. √
6. fact B. 5. x
7. non-fact Sample Answers/ Students can
Activity 2
8. fact summarize answers based on B.
A
9. fact the article. Horse
2.make-belive
10. non-fact Car
Roque said private schools 3. real
Fruits
would use flexible learning 4. make-believe
B. Pizza
methods such as online 5. real
1. fact learning, homeschooling or the
2. non-fact use of modules C.
B.
3. fact 1. heart
“There will also be the 1. real
4. non-fact 2. heart
cancellation of extracurricular 2. make-believe
5. fact 3. cloud
activities where there are large 3. make-believe
6. fact crowds like school sports,
4. cloud
4. real
7. non-fact campus journalism, job fairs and 5. heart
5. real
8. fact others,” Roque said. 6. cloud
6. real
9. non-fact 7. heart
In an interview on DZBB, Roque 7. make-believe
10. fact said the Department of 8. cloud
8. real
Education’s (DepEd) Basic 9. cloud
9. make-believe
C. Education Learning Continuity 10. cloud
Plan, as adopted by the IATF, 10. make-believe
Answers may vary
did not distinguish class
resumption guidelines for ECQ
and GCQ areas
Development Team of the Learning Activity Sheets (LAS)
WEEK 1
Management Team:
SDS Thelma Cabadsan- Quitalig PhD, CESO V
ASDS Sherlita A. Palma, EdD CESO VI
Renato S. Cagomoc EdD, DM
Noel E. Sagayap
Geraldine P. Sumbise EdD

Writers:
Karen Ivy D. Tan
Rosalyn B. Dereche
Ma. Rina F. Antivo
Christine N. Balibat

54
Editors: Porferia G. Abellar, John Michael C. Jalayajay, Maria Rose B. Ibajo,
Chona C.Valenzuela