10

ENGLISH
QUARTER 1
MODULE 4: Information
Accessibility and Effectiveness

1
 10

ENGLISH
QUARTER 1
MODULE 4 Information
Accessibility and Effectiveness

2
 DAY 1

Pre-Test
Multiple Choice: Read each item carefully and choose only the letter of your
answer. Write your answers on a separate sheet of paper.

1. Which is used when writing for professional or academic purposes like

university assignments?
A. Formal Gesture C. Informal Gesture
B. Formal Language D. Informal Language
2. Which of these is used when communicating with friends or family either in
writing or in conversation?
A. Formal Gesture C. Informal Gesture
B. Formal Language D. Informal Language
3. Which of these situations would need a formal language?
A. Talking with a friend
B. Meeting other parents at a school event
C. Paying for Something in A Shop
D. Answering questions in a job interview
4. Which is not considered a part of formal language?
A. Using Correct Grammar
B. More advanced vocabulary
C. Not always concerned in using correct grammar
D. Using polite tone
5. Which of these sentences uses an informal language?
A. I don’t care if you do it or not.
B. The loss of your identity badge should be reported immediately.
C. Just tell of you have any problems.
D. Lots of kids love that kind of music.
6. Which of these sentences uses a formal language?
A. I don’t care if you do it or not
B. The loss of your identity badge should be reported immediately.
C. Just tell of you have any problems
D. Lots of kids love that kind of music
7. Which of the following sentences uses formal language?
A. The balloon was blown up for the experiment.
B. She can’t resist temptation.
C. He shouted in front of the crowd.
D. The made connections to the tourist.
8. Which refers to whether the paragraphs are in the right order for the user to
follow, making it easier to read?

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 A. Accessibility C. Effectiveness
B. Navigability D. Text Structure
9. Which is the quality of being easily understood or appreciated?
A. Accessibility C. Effectiveness
B. Navigability D. Text Structure
10. Which of these means producing a decided, decisive, or desired effect?
A. Accessibility C. Effectiveness
B. Navigability D. Text Structure
11. Which of these is the definition of navigability means?
A. Accessibility of text structure C. Ability to Navigate
B. Ability to be used D. Ability to be Effective
12. Which of these is essential in order to make it accessible to all users?
A. Accessibility structure C. Textual information
B. Structuring textual information D. Effective Text Structure
13.What graphic organizer is used to compare and contrast formal and informal
language in this lesson?
A. Venn Diagram C. Network Tree
B. Comparative and Contrastive Map D. Fishbone Map
13. Which of the following IS NOT a quality of an effective message?
A. Simplicity C. Specificity
B. Reliability D. Structure
15. How many main characters are there in the story, Arachne?
A. 2 C. 5
B. 4 D. 3

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 DAY 1

Lesson Compare and Contrast Formal from

1 Informal Language Content

What I Need to Know

At the end of this lesson, you are expected to:

▪ Compare and Contrast formal from informal language.

What’s In

The patient got over his illness.

The patient recovered from his illness.

Read the sentences inside the box and think about these questions.
1. What is the difference between the sentences?
2. What are their similarities?
3. Do they have the same idea?

What’s New

How do you know if the

words we use in a
sentence are the right
ones?

Clipart1

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The choice of words and the way the words are put together vary between two styles:
formal and informal language. Formal language is less personal than informal
language. It is used when writing for professional or academic purposes like
university assignments. Formal language does not use colloquialisms, contractions,
or first-person pronouns such as ‘I’ or ‘We’.

Informal language is more casual and spontaneous. It is used when communicating

with friends or family either in writing or in conversations. It is used when writing
personal emails, text messages, and in some business correspondence. The tone of
informal language is more personal than formal language.

Examples of formal and informal language are shown below:

Contractions
Informal: The improvements canʼt be introduced due to funding restrictions.
Formal: Improvements cannot be introduced due to funding restrictions.
Phrasal verbs
Informal: The balloon was blown up for the experiment.
Formal: The balloon was inflated for the experiment.
Slang/Colloquialisms
Informal: The mob was very rowdy during the protest against cuts to university
funding.
Formal: The crowd was very rowdy during the protest against the cuts to
university funding.
First person pronouns
Informal: I considered various research methods for the study.
Formal: Various research methods were considered for the study.

What I Have Learned

Using the comparative and contrastive Map below, write the similarities and
differences of Formal and Informal language.

Formal Language Informal Language

Difference: Difference:

Similarities:

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 DAY 2

What’s more

Activity 1.1: NOW IT’S YOUR TURN!

Instructions:
A. Circle the informal word or words and rewrite the sentences in a formal language.

1. They bought an awesome house around the corner.

______________________________________________________________________________.
2. There were lots of people at the museum.
______________________________________________________________________________.
3. Jane ain’t going to tell anyone.
______________________________________________________________________________.
4. Oscar started freaking out about the test.
______________________________________________________________________________.
5. When the cops arrived, the crook ran outside.
______________________________________________________________________________.

B. Read each sentence carefully and label each sentence as formal or informal.

6. Can you pass the potatoes please? ________________

7. I am having a very good day today _______________
8. Your hair looks nice today ________________
9. Yo, look at the zebra in the cage. _________________________
10. That movie was awesome ________________________

DAY 3

Lesson Defining Accessibility and Effectiveness

2 in Relation to Viewed Materials

What I Need To Know

At the end of this lesson, you are expected to:
▪ define accessibility and effectiveness in relation to viewed materials and other
sources of information.

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 What’s In

Rearrange the letters to reveal the words.

CECSIBTYAISLI

STEFECNEVIFSE

What’s New

How do you
consider a text
accessible and
effective?

Hmmmnn…
Image 2

One of the most important issues in making text accessible is its structure and the
ability to navigate it (navigability). Accessibility is the quality of being easily
understood or appreciated.

‘Text structure’ usually refers to whether the paragraphs are in the right order for
the user to follow, making it easier to read. When it comes to
text accessibility, structure has a slightly different meaning: it refers to what makes
it easy to navigate around that text. Each chapter heading and any sub-headings are
set out in the table of contents, just as they are in this document. In an exam paper
it could refer to the individual questions. Each element that is important – for
example, chapter heading, table, figure, exam question – may be given certain
attributes and labelled.

Once structure is applied, a document’s accessibility is enhanced in two ways. First,

it makes it easier for any user, including those using assistive technologies, to find

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their way around it. Second, it allows a different user to transfer the text to a
different format more easily.

Structuring textual information (a text) is essential in order to make it accessible to

all users. Textual information is structured by logically labelling different elements
within it, such as sequential use of headers, captions, and tables. A properly
structured document can be easily converted to the format that is preferred by the
user; for example, a well-structured text document can be read out loud and
navigated by screen readers or other assistive technologies, maintaining the logical
order embedded in the text.

The more complex the visual layout (tables, footnotes, boxes, icons, etc.) is, the more
important it is to indicate the logical reading order within the structure.

With very complex texts, it is important to know who the target audience is and how
to structure it accordingly. In many instances a more simplified version of the text
may be more useful to a wider range of users.

It is particularly challenging to make interactive features within text-based learning

material accessible.

Effectiveness means producing a decided, decisive, or desired effect.

Have you ever been misunderstood, or surprised by a reaction to your message? We

are often poor judges of our own communications. We may be certain of a message,
its meaning and intent, and may assume that the message will be clear to the
receiver. Without guidelines in place, evaluating our own messages may prove to be
a subjective exercise. It is helpful, therefore, to have some objective standards by
which to measure them.

There are four main qualities for an effective message:

• Simplicity
• Specificity
• Structure
• Stickiness

What I Have Learned

Supply the correct words/phrases to complete the statement

• One of the most important issues in making text accessible is its

___________________and __________________________.
• ________________ refers to what makes it easy to navigate around that text.
• The four main qualities of an effective message are ________________,
______________, _____________________, _________________.
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DAY 4

What’s More
Activity 1.2: NOW IT’S YOUR TURN!
Instruction: Read the story of Arachne and evaluate its accessibility and effectiveness
through filling in the sequential episodic map with the causes and effects from
Arachne’s story.

Arachne
Arachne was a maiden who became famous throughout Greece, though she was
neither well-born nor beautiful and came from no great city. She lived in an obscure
little village, and her father was a humble dyer of wool. In this he was very skillful,
producing many varied shades, while above all he was famous for the clear bright
scarlet which is made from shellfish, and which was the most glorious of all the
colors used in ancient Greece. Even more skillful than her father was Arachne. It
was her task to spin the fleecy wool into a fine, soft thread and to weave it into cloth
on the height, standing loom within the cottage. Arachne was small and pale from
overwork. Her eyes were light, and her hair was a dusty brown, yet she was quick
and graceful, and her fingers, roughened as they were, went so fast that it was hard
to follow their flickering movements. So soft and even was her thread, so fine her
cloth, so gorgeous her embroidery, that soon her products were known all over
Greece. No one had ever seen the likes of them before.

At last Arachne’s fame became so great that peopled used to come from far and wide
to watch her working. Even the graceful nymphs would steal in from stream or forest
and peep shyly through the dark doorway, watching in wonder the white arms of
Arachne as she stood at the loom and threw the shuttle from hand to hand between
the hanging threads, or drew out the long wool, fine as a hair, from the distaff as she
sat spinning. “Surely Athene herself must have taught her,” people would murmur
to one another. “Who else could know the secret of such marvelous skill?”

Arachne was used to being wondered at, and she was immensely proud of the skill
that had brought so many to look on her. Praise was all she lived for, and it
displeased her greatly that people should think anyone, even a goddess, could teach
her anything. Therefore, when she heard them murmur, she would stop her work
and turn around indignantly to say, “With my own ten fingers I gained this skill, and
by hard practice from early morning till night. I never had time to stand looking as
you people do while another maiden worked. Nor if I had, would I give Athene credit
because the girl was more skillful than I. As for Athene’s weaving, how could there
be finer cloth or more beautiful embroidery than mine? If Athene herself were to come
down and compete with me, she could do no better than I.”

One day when Arachne turned around with such words, an old woman answered
her, a gray old woman, bent and very poor, who stood leaning on a staff and peering

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at Arachne amid the crowd of onlookers. “Reckless girl,” she said, “how dare you
claim to be equal to the immortal gods themselves? I am an old woman and have
seen much. Take my advice and ask pardon of Athene for your words. Rest content
with your fame of being the best spinner and weaver that mortal eyes have ever
beheld.”

“Stupid old woman,” said Arachne indignantly. “Who gave you a right to speak in
this way to me? It is easy to see that you were never good for anything in your day,
or you would not come here in poverty and rags to gaze at my skill. If Athene resents
my words, let her answer them herself. I have challenged her to a contest, but she,
of course, would not come. It is easy for the gods to avoid matching their skill with
that of men.”

At these words, the old woman threw down her staff and stood erect. The wondering
onlookers saw her grow tall and fair and stand clad in long robes of dazzling white.
They were terribly afraid as they realized that they stood in the presence of Athene.
Arachne herself flushed red for a moment, for she had never really believed that the
goddess would hear her. Before the group that was gathered there, she would not
give in; so pressing her pale lips together in obstinacy and pride, she led the goddess
to one of the great looms and set herself and before the other. Without a word both
began to thread the long woolen strands that hang from the rollers, and between
which the shuttle moves back and forth. Many skeins lay heaped beside them to use,
bleached white, and gold, and scarlet, and other shades, varied as the rainbow.
Arachne had never thought of giving credit for her success to her father’s skill in
dyeing though in actual truth the colors were as remarkable as the cloth itself.

Soon there was no sound in the room but the breathing of the onlookers, the whirring
of the shuttles, and the creaking of the wooden frames as each pressed the thread
up into place or tightened the pegs by which the whole was held straight. The excited
crowd in the doorway began to see that the skill of booth in truth was very nearly
equal, but that, however the cloth might turn out, the goddess was the quicker of the
two. A pattern of many pictures was growing on her loom. There was a border of
twined branches of the olive. Athene’s favorite tree, while in the middle, figures began
to appear. As they looked at the glowing colors, the spectators realized that Athene
was weaving into her pattern a last warning to Arachne. The central figure was the
goddess herself competing Poseidon for possession of the city of Athens; but in the
four corners with mortals who had tried to strive with gods and pictures of awful fate
that had overtaken them. The goddess ended a little before Arachne and stood back
from her marvelous work to see what the maiden was doing.
Never before had Arachne been matched against anyone whose skill was equal, or
even nearly equal to her own. As she stole glances from time to time at Athene and
saw the goddess was working swiftly, calmly, and always a little faster than herself
she became angry instead of frightened, and an evil thought came into her head.
Thus, as Athene stepped back a pace to watch Arachne finishing her work, she saw
that the maiden had taken for her design a pattern of scenes which showed evil or
unworthy actions of the gods, how they had deceived far maidens, resorted to
trickery, and appeared on earth from time to time in the form of poor and humble
people. When the goddess saw this insult glowing in bright colors on Arachne’s loom,
she did not wait while the cloth was judged, but stepped forward, her gray eyes

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blazing with anger, and tore Arachne’s work across. Then she struck Arachne across
the face. Arachne stood there a moment, struggling with anger, fear and pride. “I will
not live under this insult,” she cried, and seizing a rope from the wall, she made a
noose and would have hanged herself.

The goddess touched the roped and touched the maiden. “Live on, wicked girl,” she
said. “Live on a spin, both of you and your descendants. When men look at you, they
may remember that it is not wise to strive with Athene.” At that the body of Arachne
shriveled up, and her legs grew tiny, spindly, and distorted. There, before the eyes of
the spectators hung a little dusty brown spider on a slender thread.

All spiders descend from Arachne, and as the Greeks watched them spinning their
thread wonderfully fine, they remembered the contest with Athene and though that
it was not right for even the best of men to claim equal with gods.

Arachne

Causes Causes Effects Effects

influences influences influences

What I Can Do
A. PERFORMANCE TASK 1

As the youth president of your barangay you have decided to organize a virtual prayer
brigade to strengthen the faith of your community members who were tested positive
for COVID-19 and to support their families spiritually. Your task is to create an
accessible effective prayer containing formal and informal language content. Your
prayer should serve its purpose to strengthen the faith of COVID-19 warriors. A
minimum of 30 words and maximum of 100 words is required to accomplish your
task. Please write using an A4 size bond paper in completing the task. Attach your
output here.

PRAYER-WRITING CRITERIA
Meaning and Originality 20
Grammar 10
Relevance of Content 20
Total Points 50pts
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 DAY 5

Post Test

Instructions: Read each item carefully and choose only the letter of your answer.
Write your answers on a separate sheet of paper.

1. Which of the following tools DOES NOT provide support and facilitate in
understanding of texts?
A. Venn Diagram C. Network Tree
B. Cycle Map D. Context Clues
2. Which of these aids has words that are highlighted, set in boldface, and
italicized?
A. Digital text C. Contextual Text
B. Textual Text D. Graphic Organizer
3. Which of these is an activity that causes fear of physical or emotional harm
or damage to the victim?
A. Bullying C. Acting
A. Singing D. Pushing
4. Which of these is also known as The Anti-Bullying Act of 2013?
A. Republic Act No.10627 C. Republic Act No. 10711
B. Republic Act No. 11407S D. Republic Act No. 11241
5. Which of these refers to any bullying done with technology or any electronic
means?
A. Social Bullying C. Cyberbullying
B. Gender-based Bullying D. Physical Bullying
6. What graphic organizer will you use in illustrating the cause and effect of
bullying?
A. Network Tree C. Problem and Solution Map
B. Problem Solution Outline D. Sequential Episodic Map
7. What graphic organizer will you use to present the similarities and
differences of Cyberbullying and Social Bullying?
A. Fishbone Map C. Comparative and Contrastive Map
B. Continuum Scale D. Series of Event Chains
8. What graphic organizer will you use to investigate a bullying scenario in the
school?
A. Fishbone Map C. Comparative and Contrastive Map
B. Continuum Scale D. Series of Event Chains
9. Which of these is a way of reading the text according to sequence and order?
A. Reading path C. Non-linear text
B. Textual Aid D. Reading Habit

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10. Which of these is a reading path where text and visuals are combined?
A. Reading path C. Non-linear text
B. Textual Aid D. Reading Habit
11. Which of the following is not an example of a non-linear text?
A. Dictionary C. Encyclopedia
B. World Alamac D. Novel
12. To know the distribution of labor among your groupmates in doing a task,
what non-linear type are you going to use?
A. Line Graph C. Pie Charts
B. Bar Graph D. Infographic Chart
13. To know which regions from the Philippines, have high cases of Covid-19
what graphic organizer are you going to use?
A. Line Graph C. Pie Charts
B. Bar Graph D. Infographic Chart
14. Which is a non-linear type showing comparison between variables?
A. Line Graph C. Pie Charts
B. Bar Graph D. Infographic Chart
15. Which of these is a non-linear type which eases the understanding of
complicated facts and figures?
A. Line Graph B. Bar Graph C. Table D. Chart

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References
Textbook
Liza R. Almonte et.al, Celebrating Diversity through World Literature
(Philippines: Rex Bookstore Inc., 2015), 20 – 35.
Websites
"Types of Graphic Organizers,” accessed July 14, 2020
https://urlshort.host/xdj7G
“Non-linear to Linear Text,” accesses July 15, 2020
https://urlshort.host/wcv6R
Images
Image1: retrieved July 15, 2020, https://urlshort.host/2ekiU
image2: retrieved July 15, 2020 https://urlshort.host/XuUtn
image3: retrieved July 15, 2020 https://urlshort.host/g13IJ
image4: retrieved July 15, 2020 https://urlshort.host/RJxaA
image5: retrieved July 15, 2020https://urlshort.host/ktt4P.

Cliparts
Clipart 1: retrieved July 15, 2020, https://urlshort.host/FewTj
Clipart 2: retrieved July 01, 2020, https://urlshort.host/a4TFr

You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

▪ Name
▪ Grade and Section
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your teacher.
3. Keep the modules with you AND return them at the end of the school year or whenever
face-to-face interaction is permitted.

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