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English
Quarter 2 - Module 3:
Comparing and Contrasting
the Same Topics in Different
Multimodal Texts

LU_Q2_English8_Module3
AIRs - LM
ENGLISH 8
Quarter 2 - Module 3: Compare and Contrast the Presentation of the Same Topic in
Different Multimodal Texts
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the Module

Author: Ylaine Joyce Q. Castillo

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content/Language Reviewer: Racel S. Ordinario
Adrian A. Kiat-ong
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Mariville R. Camarillo

Management Team:

Atty. Donato D. Balderas Jr.

Schools Division Superintendent
Vivian Luz S. Pagatpatan, PhD
Assistant Schools Division Superintendent
German E. Flora, PhD, CID Chief
Virgilio C. Boado, PhD, EPS in Charge of LRMS
Belen C. Aquino, PhD, EPS in Charge of English
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by: _________________________

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union
Telefax: 072 – 205 – 0046
Email Address: launion@[Link]

LU_Q2_English8_Module3
 8
ENGLISH
Quarter 2 - Module 3:
Comparing and Contrasting
the Same Topics in Different
Multimodal Texts

LU_Q2_English8_Module3
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.

LU_Q2_English8_Module3
 Target

This module was designed and written to help you know the meaning and
know some of the different multimodal text. The activities were prepared for
you to compare and contrast the presentation of the same topic in different
multimodal texts.

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

communication modes. They are print/paper-based, physical/live or digital
such as videos, posters, brochures, sketch noting, letters and more.

Have fun while learning!

The Most Essential Learning Competency (MELC) covered in this module

is to compare and contrast the presentation of the same topic in different
multimodal texts.

As learners of this module, you are expected to:

• define what is multimodal;
• classify the different types of multimodal texts;
• connect previous lesson to the different multimodal texts; and
• develop the different multimodal texts in the given activities.

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 Jumpstart

Directions: Identify what is being described in each number below. Choose

the letter of the correct answer then write it on your answer sheet.

1. This is one of the types of multimodal texts which includes textbooks.

A. digital B. live
C. paper-based D. performance
2. What is an electronic link providing direct access from one distinctively
marked place?
A. copy link B. cyber link
C. hyperlink D. paper link
3. Which is a method in which figures are manipulated to appear as moving
images?
A. animation B. audio
C. puzzle D. sketch
4. What is an ancient and intimate tradition between the storyteller and their
audience called?
A. drama B. film
C. oral story telling D. recorded story telling
5. What is a presentation of series of still images on a projection screen or
electronic display device, typically in a prearranged sequence?
A. E-posters B. drama
C. sketch D. slide show
6. What is the action or process of carrying out or accomplishing an action,
task, or function called?
A. film B. performance
C. sketch D. oral story telling
7. Which is defined as anything related to sound in terms of receiving,
transmitting or reproducing or its specific frequency?
A. audio B. music
C. noise D. oral
8. In literature, what is an exciting, emotional, or unexpected series of events
or set of circumstances?
A. drama B. presentation
C. speech D. thriller
9. What is a Digital audio file made available on the internet for downloading
to a computer or mobile device, typically available as a series, new
installments of which can be received by subscribers automatically?
A. Blog B. Instagram
C. Podcasts D. YouTube
10. What is an informative paper document often used for advertising that can
be folded into a template, pamphlet, or leaflet called?
A. book B. comics
C. brochure D. posters

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 Discover

Activity: Review It!

Directions: Read aloud the sentences below and study the underlined
words and the ideas that they express.

1. Personally, I wanted to make comics when I read a story.

2. It is claimed that, Maria had act accordingly during the program.
3. In my experience, often times, learners love film viewing.
4. I might be wrong, but Elisa’s performance is better than Marie.

 What do we call those underlined words? What do they mean?

 You are right! The underlined words are called multimodal texts.

 These underlined words are examples of multimodal texts, and meaning is

conveyed to the reader through varying combinations.
 To help you better understand the concept on multimodal texts, you need
to deepen your knowledge and understanding by discovering what the
topic is all about. Study the given concept below.
 Multimodality does not necessarily only mean the use of technology, it can
be paper-based, live, or digital.

Types of Multimodal Texts

1. Paper-based multimodal texts) include picture books, text books,

brochures, novels, comics, and posters.
2. Live multimodal texts, for example, dance, performance, and oral
storytelling, convey meaning through combinations of various modes
such as gestural, spatial, audio, and oral language.
3. Digital multimodal texts include film, animation, slide shows, e-
posters, digital stories, podcasts, and web pages that may include
hyperlinks to external pronunciation guides or translations.

Explore

Activity: Focus on Me!

Directions: Here’s another famous Malay folktale for you to read. This story
was adopted as motion picture and TV drama in Malaysia, up to the extent of
inspiring other versions of the story. Read the synopsis of the story and
answer the questions that follow.

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 Batu Belah Batu Bertangkup
(The Devouring Rock)
A famous Malay Folktale

This story is about the Mak Minah, a

widow, and her two children, her daughter
Mawar, and her young son, Bulat. Mak Minah
would work hard at several jobs in a day. She
would work in both a field and as a
fisherwoman to support her fairly young
children as best as she could.

One morning, while fishing, she catches a

tembakul fish (local river fish). She of course is
really happy, and fantasizes all day about
eating the fish with her children for dinner. At Source:[Link]
noon, Mak Minah goes home and starts to clean
the fish, and is even happier when she realizes that there is fish roe inside.
Fish roe back then was very, very expensive and was a delicacy, one that poor
people like, she would very rarely be able to enjoy. She happily fries it before
she goes to work in the fields and cuts it into three equal parts, one for her
older daughter, one for her young son, and the other for herself. As she heads
out the door, Mak Minah tells her children that they may each have their
portion, but she asked them to leave her one of the pieces to eat when she
comes home.

Mak Minah spent the entire evening at the field thinking of eating the roe.
When she came home, she finds all three portions eaten. Mawar explained to
her that she and her brother had both eaten their portions, but after finishing
his, Bulat demanded the other portion and threw a horrible tantrum when
she said no, and that he had taken the piece anyway. Mak Minah was so
devastated that she didn’t say anything and just went to bed. That night Mak
Minah was kept awake by the calling of the batu belah batu bertangkup, the
eater of suicides. She heard the rock calling her, saying “You never managed
to eat your roe because as much as you desired it, it never desired to be eaten
by you. This is the way of the world: what we desire to touch has no desire to
be touched by us. But I am your death and I have longed for you since you
were born. And now all I ask you is that you have the same longing for me.”
She then snaps and runs to the rock.

Mawar, hearing the commotion of her mother storming out of the house,
wakes up Bulat and they try to chase her down. They called out after their
mother, but it was no use, the voice of the rock drowned out everywhere else.
Mak Minah stopped only once on her way to the rock, and just long enough
for her children to catch sight of her, right in front of it, where she made a
funnel and filled it with her breast milk for her young son. As she did so, the
rock split, and beckoned her to enter. Mak Minah left the funnel on the floor
and fled deep into the rock.

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Processing Questions:
A.
1. What type of multimodal text was used?
2. How else was the story adopted to be shown to the Malaysians?
B.
3. How did the mother feel after knowing that her fish roe had been eaten?
4. Why do you think it came across to the mother to commit suicide?
5. What does Batu Belah Bertangkup represent?

Deepen

Activity: Pick Me Out!

Directions: Identify the type of Multimodal Text being used in the following
texts. Write the letter of your answers on your answer sheet.

A. Paper-based
B. Live
C. Digital

1. Brochure 6. Hyperlinks
2. Performance 7. Storyboards
3. Sketch noting 8. Posters
4. Film viewing 9. Animation
5. Newspaper 10. Oral Storytelling

Gauge

Directions: Test your mastery on the Multimodal text lesson. Choose the
letter of the correct answer. Write the letter of your answers in your answer
sheet.

1. Which type of multimodal text include textbooks?

A. digital B. live
C. paper-based D. performance
2. [Link] is an example of?
A. digital B. live
C. paper-based D. performance
3. How many are the types of Multimodal texts?
A. 1 B. 2
C. 3 D. 4

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4. Which Type Multimodal text can you share, sometimes with
improvisation some stories through writing?
A. poster B. sketch
C. storytelling D. watch
5. What do you call the central idea of a certain story?
A. character B. setting
C. theme D. video clip
6. What does multimodal mean?
A. multiple definitions of a word
B. something with multiple colors
C. one way of doing something
D. two or more modes to present information or create meaning
7. What does Batu Belah Bertangkup mean?
A. a devouring rock
B. a very large type of fish
C. a devouring monster in the field
D. the children of Mak Minah in the story
8. How do people interact with text?
A. listen B. read
C. watch D. all of the above
9. Which of these is a main purpose of a text?
A. educate readers B. stop global warming
C. create inventions D. feed the hungry
10. Who is the audience of a text?
A. the people who want it
B. the reason it has been created
C. the person/people who created it
D. the interaction between the features and the people using it

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LU_Q2_English8_Module3 7
Jumpstart Deepen Gauge
1. B 1. A 1. B
2. B 2. B 2. A
3. A 3. A 3. B
4. B 4. C 4. B
5. D 5. A 5. B
6. B 6. C 6. D
7. A 7. A 7. A
8. A 8. A 8. D
9. B 9. C 9. A
10. C 10. B 10. D
Answer Key
References
Books:
Mucia-Celce, Marianne, and Dianne Freeman-Larsen.1998. An ESL/EFL Teacher’s Course
First Edition. United States of America

2020 Merriam- Webster, Inc

Online References
[Link]

[Link]

[Link]
iteracy/multimodal/Pages/[Link]#link10

[Link]

[Link]
&hl=en&sxsrf=ALeKk00mEOxNvmk7e2UZqpMLJIi1Z2ku4g:1603455804484&tbm=isch&so
urce=iu&ictx=1&fir=9qtXLBEj1r5nGM%252CnGMq7AFUs1kFgM%252C_&vet=1&usg=AI4_-
kR2w7_4hhCmW4WvTBFGnBGYxASl2Q&ved=2ahUKEwiTlY6t2srsAhVFZt4KHXtRAR0Q9Q
F6BAgSEEU&biw=1366&bih=606#imgrc=H6hsQvct7IRpQM

Images
Source:[Link]

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 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@[Link]
[Link]@[Link]

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