English 10

Quarter 1 – Module 2:

Determine the Effects of Textual Aids

on Understanding the Text
 Writer:
Jennivive R. Maca

Illustrator:
Abegael A. Quintos

Evaluator:

Self - Learning Material

(SLeM)
English – Grade 10

Quarter 1 – Module 2: Determine the

Effects of Textual Aids on
Understanding the Text

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jennivive R. Maca

Content Evaluator: Christine B. Yase
Reviewers: Josephine Q. Miranda
Illustrator: Abegael Quintos

Management Team:
Dr. Proceso T. Lera - Principal IV
Mrs. Josephine Q. Miranda - Head Teacher VI
Mrs. Jeweldine T. Baraquil - LR Coordinator

Printed in the Philippines by ________________________

Department of Education – NCR
Office Address: ____________________________________________
____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________

How to Use the SLeM

Before you start answering the SLeM, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below to
successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of this
SLeM.
2. Write on your notebook or any writing pad the concepts about the lessons.
Writing enhances learning, which is important to develop and keep in mind.
3. Perform all the provided activities in the SLeM.
 4. Let your facilitator/guardian assess your answers. Analyze conceptually the
posttest and apply what you have learned.
5. Enjoy studying!

Parts of the SLeM

Expectations – These are what you will be able to know after
completing the lessons in the SLeM.

Pre-test – This will measure your prior knowledge and the

concepts to be mastered throughout the lesson.

Looking Back to Your Lesson– This section will measure what

learnings and skills you understand from the previous lesson.

Brief Introduction – This section will give you an overview of the

lesson.

Activities – These are activities designed to develop critical

thinking and other competencies. This can be done with or
without a partner depending on the nature of the activity.

Remember – This section summarizes the concepts and

applications of the lesson.

Checking Your Understanding – It will verify how you learned

from the lesson

Post-test – This will measure how much you have learned from
the entire SLeM.

LESSON 1: The Gorgon’s Head

EXPECTATIONS
Pre-test – This will measure your prior knowledge and
This module will enable you to theutilize varied
concepts textual
to be aidsthroughout
mastered to understand and
the lesson.
organize ideas or information from the texts you read.
In this lesson, you will be using textual
Looking aids –toThis
Back understand
section the
willstory “The what
measure
Gorgon’s Head”. After going through this module,
Lookingand
learnings you
Back are expected
skills– you
This to:
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understand from measure what
the previous
learnings and skills you understand from the previous
lesson.
lesson.

Activities – These are activities designed to develop

Expectations
Activities – –These
Theseareareactivities
what you will be toable
designed to
develop
critical thinking and other competencies. This can be
know afterthinking
critical completing
andthe lessons
other in the SLeM.
competencies. This
done with or without a partner depending oncan
thebe
Remember
done with– or This sectiona summarizes
without the concepts
partner depending on the
MELC: Determine the effect of textual aids like advance organizers, titles, non-
linear illustrations, etc. on the understanding of text.
(EN10RC-Ib-2.15.2)
In this module, you will also:
1. Explain how the elements specific to a genre contribute to the theme of a
particular literary selection. (EN10LT-Ib-2.2)

2. Use textual aids effectively in organizing ideas from the text read.

PRE-TEST
This 10-item test will assess what you already know about our new lesson.
Read the questions carefully and choose the correct answer from the choices given.
Write your answers on a separate sheet of paper or on your notebook.
1. Which of the following is NOT a characteristic of a heroic myth?
a. The theme of this type of myth is birth.
b. The main character fights a monster.
c. The main character becomes a king.
d. The main character is a demigod.
2. What dreadful oracle was received by the king of Argos?
a. He would have a son that would kill him.
b. He would have a daughter that would kill him.
c. He would have a grandson that would kill him.
d. He would have a granddaughter that would kill him.
3. Which of the following best describes Perseus?
a. He is brave and clever.
b. He is foolish and impatient.
c. He is indecisive and weak-hearted.
d. He is soft-spoken and kind-hearted.
4. What literary device is used in the part where the King received the oracle?
a. irony c. metaphor
b. imagery d. foreshadowing
5. Which of the following is NOT the theme of The Gorgon’s Head?
a. Whatever fate is set, it is bound to happen.
b. Women are strong and can survive difficulties on their own.
c. You can overcome seemingly impossible tasks as long as you try.
d. Overcoming challenges may sometimes be done through clever thinking rather
than fighting skills.

LOOKING BACK TO YOUR LESSON

Have you heard of the word myth? 1A myth is a classic or legendary story  that
usually focuses on a particular hero or event, and explains mysteries of nature,
existence, or the universe with no true basis in fact.
Before we proceed to our new lesson, let us first review what you know about a
myth. Fill in the concept map by writing down 3 words/phrases that you associate or
relate with the word “myth”.

1
____
Myth. Literaryterms.net
____ ____
MYTH
 BRIEF INTRODUCTION
The text that you are going to read today entitled “The Gorgon’s Head” is
an example of a heroic myth.
2
The following are the characteristics of a heroic myth:
1. Theme: Hero 4. He fights a monster, dragon or wild
2. Hero’s mother is a royal virgin. Beast.
3. Hero is the son of a god. 5. Hero becomes a king.
He is a demigod (half-human, half-god) 6. Hero dies a mysterious death.

ACTIVITIES
You are going to read a summary of a heroic myth in this part of the lesson.
Activity 1: READ AND ANSWER
Please read the text carefully and answer the comprehension questions in
between. Write your answers on a separate sheet of paper or on your notebooks.
THE GORGON’S HEAD
A Short Summary (Based on the translation by Anne Terry White)

Based on the title, what do you think is our story about?

When king Acrisius of Argos came home from Delphi, he was very unhappy for he had
received a dreadful oracle that states he will die in the hands of his grandson. Feeling
distressed, he locked Danae in a house made of bronze all sunk underground.

King Acrisius did shut his daughter away from the sight of men but he forgot to take
the gods into account. Part of the roof of the house was open to the sky. One day, when Danae
was sadly looking up at the clouds, Zeus was observing her. Captured by her loveliness and
beauty, he changed himself to a shower of gold storming into her chamber. Afterwards, a son
was born to Danae, named Perseus.

After discovering Perseus, king Acrisius set Dane and her son adrift on the sea inside a
chest. Days and nights came by, the chest finally reached shore, the island of Seraphos.
Dictys, a kind-hearted fisherman, saw the box and opened it. There, he found Danae and
Perseus, and decided to take them home.

What was the dreadful oracle received by the King of Argos?

What did he do to evade his fate?
2
Mr. P. What are Myths? (Youtube). April 2, 2020
 Danae and Perseus were taken in by Polydectes, the brother of Dictys and the king of
Seraphos. King Polydectes later fell in love with Danae but was jealous of the love and
protection she gave her son. To get rid of Perseus, Polydectes sent him on an impossible quest
to bring back the head of the gorgon, Medusa, a snake-haired maiden who turned all who saw
her into stone.

3. What was Perseus’ perilous adventure? Why did Polydectes

ask him to take on this journey?

The brave Perseus accepted the challenge. He was guided by the god Hermes and
goddess Athena as he took this journey. Hermes gave him a curved sword to cut-off the
gorgon’s head and Athena gave him a bright shield.

To accomplish his mission, he needed three magical objects that are in the possession
of the nymphs of the north. Getting there was not easy. He first needed to go to the Gray
Women to forcefully ask for the direction to the nymphs. The Gray Women share one eye that
they pass to each other. Perseus snatched the eye as it was being passed and used it as
leverage to get the information that he needed to continue his journey. He then got the winged
sandals, helmet of invisibility, and magic wallet from the nymphs of the north.

Fully equipped, Perseus flew to the gorgons’ lair. Out of the three gorgons, only Medusa
was mortal. He used Athena’s bright shield as mirror to find the gorgons as he could turn into
stone if he looked at them. Perseus found the gorgons but he could not identify which one was
Medusa. Athena whispered to him and told him that Medusa was the gorgon nearest to the
shore. Perseus successfully beheaded the gorgon and put her head in the magic wallet. The
other gorgons tried to catch him but his winged sandals helped him get away.

5. What was the supernatural power of Medusa? How did

he succeed in his task of beheading the gorgon?

Flying above the Lybian desert, Perseus saw a beautiful maiden chained to a rock,
threatened by a sea monster. She was Andromeda, daughter of king Cepheus and queen
Cassiopeia. The queen has boasted about her beauty that angered the sea god Nereus. As
punishment, the sea god sent a sea monster to prey upon their people and Andromeda’s death
alone can appease his anger.

Perseus made a deal with the king and queen that he would save Andromeda in
exchange for her hand in marriage. The king and queen, desperate to save their daughter,
agreed and even told him that he could take their kingdom as well.

6. Why was Andromeda being offered to the sea monster?

 Perseus successfully defeated the sea monster and saved Andromeda. Their wedding
was celebrated but a man named Phineas came claiming that Andromeda was betrothed to
him. He fought with Phineas and turned him and his followers into stone using Medusa’s head.

When Perseus took Andromeda to his homeland, Polydectes was furious of his return
and refused to believe that he had slain the gorgon Medusa. Perseus was so angry and showed
the gorgon’s head to the cruel king who then was turned into a stone. That was the last time he
used the gorgon’s head. Later, he gave it to Athena.

7. Why was Phineas furious at the banquet? How did

Perseus win over his enemies?

Danae wanted to return to her homeland and be reconciled with her father, so she,
together with Perseus and Andromeda, went to Greece. When they reached Argos, king Acrisius
was not there. They heard about the games that were being held in Larissa and Perseus
decided to go there to take part. In that game, the oracle was fulfilled. When Perseus threw the
discus, it landed among the spectators and killed an old man. That man was king Acrisius,
who had gone to such cruel lengths to evade the fate the gods had ordained.

8. How was the oracle received by King Acrisius fulfilled?

Activity 2: Let’s Organize!

Fill in the graphic organizer with appropriate information from the story that
you read. Write your answer on a separate sheet of paper or on your notebook.
Setting

Main Character Supporting Characters

Title of the Story

Problem/s Solution/s

REMEMBER
The Gorgon’s Head is a story of courage, perseverance and inevitable
fate.

CHECK YOUR UNDERSTANDING

What is the theme of the story?
Review the graphic organizer you accomplished. How do the elements of the
story, particularly, the setting, characters, and conflict, contribute to the theme of
the story?
 POST-TEST
This part will assess what you have learned from our new lesson. Read the
questions carefully and choose the correct answer from the choices given. Write your
answers on a separate sheet of paper or on your notebook.

1. Which of the following is a characteristic of a heroic myth?

a. The theme is birth. c. It teaches us how we came to be.
b. The setting is primordial. d. The main character is the son of a god.
2. Which of the following does NOT describe Perseus?
a. brave c. indecisive
b. clever d. strong-willed
3. What literary device is used in the part where the King received the oracle?
a. irony c. metaphor
b. imagery d. foreshadowing
4. How did Perseus use the gorgon’s head?
a. He kept it and never used it.
b. He used it to scare people away.
c. He used it as a weapon against his enemies.
d. He used it as a memento of his glorious fight against the gorgons.
5. Which of the following is the theme of The Gorgon’s Head?
a. Difficult tasks are impossible to overcome.
b. Whatever fate is set, it is bound to happen.
c. Fighting is the best way to overcome challenges.
d. Women are strong and can survive difficulties on their own.

LESSON 2: Textual Aids

EXPECTATIONS
This is the second lesson of our module. In this lesson, you will utilize graphic
organizers to organize information from the story you previously read and other texts
that you will be reading.

After going through this module, you are expected to:

MELC: Determine the effect of textual aids like advance organizers, titles, non-
linear illustrations, etc. on the understanding of text.
(EN10RC-Ib-2.15.2)
In this module, you will also:
1. Express insights based on the ideas presented in the material viewed (or read).
(EN10VCld25)

2. Use textual aids effectively in organizing ideas from the text read.

PRE-TEST
 Before you proceed to the next lesson, please answer this test to check what you
already know about our new lesson. Choose the letter of the correct answer. Write
your answer on a separate sheet of paper or on your notebook.
1. What is a textual aid?
a. These are tools that help us understand texts better.
b. These are texts that we read to learn about life.
c. These are clues that uncover unfamiliar words.
d. These are instruments that we use in reading.
2. Which of the following is an example of a textual aid?
a. Titles c. Non-linear Illustrations
b. Graphic Organizers d. All of the above
3. How are information organized in graphic organizers?
a. Cyclical c. Hierarchical
b. Conceptual d. Any of the choices given
4. What do you call the visual and graphic tools that show the relationships between
concepts, terms, ideas or other information?
a. Font styles c. Graphic organizers
b. Illustrations d. Tables and charts
5. The following are the uses of a sequence chart EXCEPT:
a. Outline of a story
b. Timeline of a historical event
c. Procedures in a scientific process
d. Discussion of the impact of a science experiment

LOOK BACK TO YOUR LESSON

In the previous lesson, you have read the story “The Gorgon’s Head”. Below is a
diagram that shows the characters in the myth. Give a short description for each
character to show the relationship between these characters. Write your answer on a
separate sheet of paper or your notebook.

King Acrisius Danae Dictys

Queen King Cepheus

Cassiopeia
Perseus Polydectes

Andromeda Hermes
The Gorgons
Athena
Phineas
The gray women Medusa

Nymphs of the north

 BRIEF INTRODUCTION
Did you know that there are tools that you can use to help you understand a
text better? These tools such as graphic organizers, titles, non-linear illustrations,
and even using bold, italic or underline font styles are called textual aids. In this
lesson we will focus on some of these textual aids that are very helpful in organizing
ideas: graphic organizers.

Graphic organizers are visual and graphic tools that show the relationships
between concepts, terms, ideas or other information. These organizers can be
categorized in many ways according to the way they arrange information: hierarchical,
conceptual, sequential, or cyclical (Boomley, Irwin-DeVitis, & Modlo, 1995).
3
Read and study the table below:
Graphic Definition and Use Example
Organizer
Concept A concept map is a general organizer
Map that shows a central idea with its Fiction

corresponding characteristics. Concept

maps can take many different shapes Non- Literary
and can be used to show any type of fiction Genres
Poetry

relationship that can be labeled. These

maps are excellent for brainstorming,
Drama
activating prior knowledge, or
generating synonyms.
Flow A flow diagram or sequence chart
Diagram or shows a series of steps or events in the The Writing Process
Sequence order in which they take place. Any
Chart concept that has a distinct order can be Prewriting Drafting Revising Publishing
displayed in this type of organizer.
Compare/ It is a tool used to identify the
Contrast or similarities and differences between Sentences
Venn two or more concepts. Lines
and
Diagram and verses
paragraphs

Prose Uses Poetry

literary
tools

Cause-and- This organizer highlights the direct Reading books Improved

Effect
Cause

Effect relationship between different events regularly comprehension

Diagram or concepts. and rich
vocabulary

3
Baxendell, B. Considerations Packet Graphic Organizers: Guiding Principles and Effective Practice. July
2003
 Main Idea This chart shows the hierarchical
and Details relationship between major concepts Main Idea Details
Chart and their subordinate elements. This
is an excellent tool in distinguishing The novel tackles
injustices in race,
central ideas and their corresponding gender, and class.
details from less important To Kill a Mockingbird by
information. When using this Harper Lee is an
organizer, clearly label the main idea enlightening and value-
laden novel. It sends off moral
and details as such. Use a different lessons that are relevant
shape or area for the main idea and until the present time.
the details.

ACTIVITIES
Let us now practice your skill in using textual aids! In this part of the lesson,
you are going to use different graphic organizers to understand the story “The
Gorgon’s Head” better. The following tasks may be done on your own or with a group.
Directions:
If you are working on your own:
1. Choose only one task to accomplish.
2. You may seek the help of your family to accomplish the task.
3. Create your graphic organizer using any application on your cellphone or computer.
4. You may also simply draw the graphic organizer on a sheet of paper.
5. Submit output to your teacher and be ready to explain your work.

If you are working with a group assigned by your teacher:

1. Work on your group’s assigned task.
2. Collaborate with your group mates through group chat or text message to create your
graphic organizer.
3. Use any mobile phone or computer application to create your graphic organizer.
4. Submit output to your teacher and be ready to explain your work.

Task/Group 1: Use a CONCEPT MAP to show the weapons and defenses used by
Perseus to succeed in his mission.
Task/Group 2: Use a SEQUENCE CHART to show the sequence of events that
occurred in the story.
Task/Group 3: Use a VENN DIAGRAM to compare and contrast any two characters
from the story.
Task/Group 4: Use a CAUSE and EFFECT DIAGRAM to show the relationship
between events in the story.
Task/Group 5: Use a MAIN IDEA and DETAILS CHART to show the details in the
story that prove the main ideas given:
Main Idea 1: Whatever fate is set, it is bound to happen.
Main Idea 2: Perseus is courageous and clever.
Main Idea 3: You can overcome seemingly impossible tasks as long as you try.

Note: Please be guided by this rubric for evaluation when doing the tasks:

4
Graphic Organizer Rubric
4
Holy Child Rosemont. Graphic Organizer Rubric
 REMEMBER
A graphic organizer is a helpful learning tool to organize, clarify, or simplify
complex information. It allows us to explore the relationships between concepts,
information and ideas.

CHECKING YOUR UNDERSTANDING

Now that you have understood the use and importance of textual aids, it is time to put
your skill into practice! It is necessary, especially in this information age, that we are critical
about the information that we read, be it a story, news article, blog post, etc. Graphic
organizers (a textual aid) will allow you to identify critical points or information from the text
that you read. In this part of the lesson, you are going to utilize your skill in identifying critical
pieces of information from a reading material of your choice using a graphic organizer.

Follow the procedure for this task:

1. Read a text of your choice (article, story, news story, etc.). The text is subject for the
teacher's approval.

2. Create your own or use a graphic organizer to explain concepts, details, or other information
you understood from what you have read.

3. Graphic organizers may be done using any application from your computer or cell phone.
You may also simply do the task on a sheet of paper.

4. A copy of the text and your graphic organizer must be both submitted to the teacher.

5. Be guided by the rubric for evaluation given in the previous activity when doing the task. 

POST-TEST
This part will assess what you have learned from our new lesson. Read the
questions carefully and choose the correct answer from the choices given. Write your
answers on a separate sheet of paper or on your notebook.

1. What is a textual aid?

a. These are instruments that we use in reading.
b. These are clues that uncover unfamiliar words.
c. These are texts that we read to learn about life.
d. These are tools that help us understand texts better.
2. Which of the following is an example of a textual aid?
a. Harry Potter and the Goblet of Fire c. step 1 step 2 step 3

b. Chapter 2: The Benefits of Reading d. All of the above

3. How are information organized in graphic organizers?
a. Cyclical c. Hierarchical
b. Conceptual d. Any of the above choices
4. What do you call the visual and graphic tools that show the relationships
between concepts, terms, ideas or other information?
a. Font styles c. Illustrations
b. Graphic Organizers d. Tables and Charts
5. Which of the following graphic organizers is often used for brainstorming?
a. Cause and Effect Diagram c. Concept Map
b. Flow Diagram d. Main idea and details chart

Bibliography
Baxendell, B. Considerations Packet Graphic Organizers: Guiding Principles and
Effective Practice. July 2003. Retrieved from
https://education.wm.edu/centers/ttac/documents/articles/graphic_organizers.pd
f

Holy Child Rosemont. Graphic Organizer Rubric. Retrieved from

https://www.holychildrosemont.org/uploaded/academics/graphic_org_rubric.pdf

Mr. P. ESL - What are Myths? [Video]. Youtube. April 2, 2020.

https://www.youtube.com/watch?v=oat890952IM

Myth. Literaryterms.net. Retrieved from https://literaryterms.net/myth/

The Gorgon’s Head translated by Anne Terry White. Retrieved from https://cpb-us-
w2.wpmucdn.com/blogs.socsd.org/dist/4/136/files/2013/09/
The_Gorgons_Head_myth-1-sowk1f.pdf