Reading and Writing

Reading and Writing

Quarter 1 – Module 17: Context of Text Development: Hypertext
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Melanie D. Hernandez
Editor: Editha S. Enriquez
Layout Artist: Marisol Aspuria Baguisi
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Reading and Writing

Quarter 1 Self-Learning
Module 17
Context of Text Development:
Hypertext
Introductory Message
For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Context of Text Development: Hypertext.

This Self-Learning Module was collaboratively designed, developed, and reviewed by educators from the
Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma.
Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using
the Most Essential Learning Competencies (MELC) in developing this instructional resource.

This learning material hopes to engage the learners in guided and independent learning activities at their
own pace and time. Further, this also aims to help learners acquire the needed 21st-century skills especially
the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking
into consideration their needs and circumstances.

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

Notes to the Teacher

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

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

For the learner:

Welcome to the Reading and Writing Self-Learning Module on Context of Text Development: Hypertext.

The hand is one of the most symbolized parts of the human body. It is often used to depict skill, action, and
purpose. Through our hands, we may learn, create, and accomplish. Hence, the hand in this learning
resource signifies that you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform. Wrap-Up - This section
summarizes the concepts and
application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

EXPECTATIONS
This is your self-instructional learner module in Reading and Writing. All the activities provided in
this lesson will help you learn and understand: Context of Text Development: Hypertext.
CONTENT STANDARD: The learner understands the relationship of a written text and the context
in which it was developed.
PERFORMANCE STANDARD: The learner writes a 1000-word critique of a selected text on the
basis of its claim/s, context, and properties as a written material.
LEARNING COMPETENCY: Identify the context in which a text was developed.
LEARNING OBJECTIVES:
1. Identify the statements as true or false.
2. Construct a sample hypertext by providing related reading materials about the given topic.
3. Realize the importance of disaster preparedness by interpreting an adage.
 PRETEST
Direction: Determine whether the following statements are TRUE or FALSE.

1. One way to interpret a text’s meaning is to understand the underlying circumstances that led to
the construction of the material. 2. Context does not consider the time and place in which the text
was written.
3. Hypertext is a text which contains links to other text.
4. Hyperlinks restrict people from navigating materials related to the
text being searched.

RECAP
We have learned from the previous lesson that a claim of value is an arguable statement that
presents one’s stand or point about a particular subject or issue. In doing so, one needs to present
convincing details that would persuade people to believe in his/her point.

Today, we will be discussing another interesting lesson. To start, kindly do the activity below.

Think of words or ideas that you could associate with “Global Warming.” Then, answer the
questions that follow.

∙ What is global warming?

∙ Explain the relationship of the associated words/ideas with it?
∙ How do these words/ideas help you understand better the meaning of global warming?
∙ Can you identify a device/tool that help you discover other related ideas about a topic you search
on the internet?
 LESSON
Being a critical reader also involves understanding that texts are always developed within a certain
context. A text is neither written nor read in a vacuum; its meaning and interpretation are affected
by a given set of circumstances. Thus, context is defined as the social, cultural, political,
historical, and other related circumstances that surround the text and form the terms from which it
can be better understood and evaluated.
To better understand the message of the text, there are some readers who would search for its
related reading materials through the aid of technology and this practice is known as
hypertextuality which was coined by Ted Nelson around 1965.

Hypertextuality
according to K. Amaral, 2010 is simply a non-linear way of presenting information. It also refers to
the use of hyperlinks (or simply “links”) to present text and static graphics. See sample below.

A hyperlink is an automated cross-reference to another location on the same document or to

another document which, when selected by a user, causes the computer to display the linked
location or document within a very short period of time. They take the form of buttons, underlined
words and phrases, and other “hot” areas on the screen.

Web designers and others who are interested in hypertext often use the term “node” to refer to
chunks of content. The term “node” or Web page is the fundamental unit of hypertext content while
links (or hyperlinks) are the pathways between nodes.

Hypertext is a type of database that is well suited for handling large chunks of text. A database is a
set of data that has a regular structure and that is organized in such a way that a computer can
easily find the desired information.

Hypertext documents can be static, dynamic or active.

A static document is one that is prepared in advance and appears in the web browser as is. The
author of a static document determines the content at the time the document is written.
A dynamically generated document is one that does not exist in a final form but, rather, is
produced according to user input, such as according to information that a user enters on a form.

An active document consists of a computer program that the server sends to the browser and that
the browser must run locally. When it runs, the active document program can interact with the
user and change the display continuously.

ACTIV
ITIESActivity 1
Direction: Draw if the statement is correct and if otherwise.

1. Critical reading is just about extracting information from a text.

2. Hypertext allows readers to acquire varied pieces of information which are updated.

3. Hyperlinks give us choices when we look for information.

4. Learners who would like to explore hypertext should have the ability to access information on the
computer.
5. Hypertext allows readers to analyze information from multiple perspective.

Activity 2
Illustrate your own sample of hypertext by identifying the possible related reading materials on the
topic Disaster Preparedness.

WRAP-UP
Sum up what you’ve learned from this lesson through the graphic organizer.

VALUING
Interpret the adage below.

“We cannot stop natural disasters but we can arm ourselves with knowledge: so many lives wouldn’t
have to be lost if there was enough disaster preparedness.’ -Petra Nemcova

POSTTEST
Directions: Fill in the blanks with the correct word to complete the meaning of the following
statements. Choose the letter of the correct answer from the word pool below.

A. Bookmark E. Static hypertext

B. Dynamic hypertext F. Web page
C. Hyperlink G. Web site
D. Hypertext H. World Wide Web

1. A text with embedded links in it is called a _____.

2. _____ takes you from one Web location to another.
3. _____ displays the same information every time its page is viewed. 4. A _____ is an individual
HTML document.
5. _____ is a type of hyperlink that directs the readers to specific place within a document.
 3.
4. F
4. Disaster preparedness tips
3. E

3. First Aid
2.
2. D

KEY TO CORRECTION
to the topic. as long as they are

5.
accepted order. Other answers are also
Answers could come in any Note: 2. RED CROSS
1.
1. C
1. Risk reduction activities

4.
5. A

F 4. T 3. F 2. T 1.
Posttest Pretest
References Activity 1
Activity 2
Landich, Katrina Claire. “Context of text Development.” LinkedIn SlideShare. Accessed June 11, 2020.
https:// www.slideshare. net/Katrina Claire
Landich/context-of-text-development-88147623.
Luchio, Patrick Alfred. “Hypertext.” LinkedIn SlideShare. Accessed June 11, 2020.
https://www.slideshare.net/patrickalfredwaluchio/hypertext-14090928.
“Critical Reading – Quiz.” Accessed June 11, 2020. https://quizizz.
com/admin/quiz/ 5c7150 c3d1 ef6a001b259804/critical-reading.
“Hypertext and Hypermedia-University of Washington.” Accessed June 11, 2020. https://faculty.
washington. edu/farkas/HCDE510-Fall2012/Farkas
HypertextHypermedia-WGraphics.pdf. Accessed
“Hypertext: A Brief Introduction.” Hypertext definition by The Linux Information Project (LINFO). Accessed
June 11, 2020. http://www.linfo.org/hypertext.html.
“Identifying the Context of Text Development.” Accessed June 11, 2020.
https://elcomblus.com/identifying-the-context-of-text-development/.
“Web documents types-unibo.it." http://lia.deis.unibo. it/Courses/ PMA4DS1112/ materiale/15.web
%20document%20types.pdf. Accessed 11 June 2020.