10

English
Quarter 1 – Module 2:
TEXTUAL AIDS
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 2: Textual Aids
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

Writers: Jenny Rose S. Sumagaysay, EdD
Editor: Esther M. Villarin
Reviewers: Renilda D. Espinas and Esther M. Villarin
Illustrator: None
Layout Artist: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 10
English
Quarter 1 – Module 2:
TEXTUAL AIDS
Introductory Message

For the Facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 2 on Textual

Aids!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills 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:

“Our ability to handle life’s challenges is a measure of our

strength of character.”-Les Brown

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 own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the Learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 2 Textual
Aids!

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 resource while being an active learner.

ii
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

iii
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 3
Task 1 ------------------------------------------------ 3
Task 2 ------------------------------------------------ 3

WHAT’S NEW ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 5

WHAT’S MORE ------------------------------------------------ 10

Task 1 ------------------------------------------------ 10
Task 2 ------------------------------------------------ 11
Task 3 ------------------------------------------------ 12

WHAT I HAVE LEARNED --------------------------------- 13

WHAT I CAN DO --------------------------------------- 13

ASSESSMENT ------------------------------------------------ 14

ADDITIONAL ACTIVITIES --------------------------------- 15

GLOSSARY ------------------------------------------------ 16

ANSWER KEYS ------------------------------------------------ 17

REFERENCE LIST -------------------------------------------- 18

v
 WHAT I NEED TO KNOW

Hi, there! Do you struggle in understanding what you are reading? Do you have
difficulty in organizing information? Well, don’t worry! Today, you will be learning how
to appreciate content of materials read through the use of different textual aids.

By learning various textual aids, you will be able to understand texts at a much
deeper level, and so have real control over them. This control comes about because a
student who can visualize a text type understands how writers construct meaning
through the textual aids they choose to use and the way they arrange those features. It
is this understanding that is fundamental to enhancing your reading comprehension
skills.

Hence, this module contains various tasks on the topic that you must accomplish
for several days.

Start by reading and understanding the Most Essential Learning Competencies

and Learning Objectives. These will tell you what you should know and be able to do at
the end of every lesson.

Bear in mind that your learning should not only be limited to acquiring content or
information. You must be able to exhibit what you learned by applying the content you
gained to the tasks prepared for you. To put it simply, you must be able to put effort in
giving answers to all activities in your activity notebook.

So, are you ready?

Learning Competency EN10RC-Ia-2.15.2

Determine the effect of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text.

Learning Objectives

At the end of the module, you should be able to:

1. explain the uses of graphic organizers as textual aids;

2. identify various textual aids from the given materials;

3. organize ideas from a given materials using textual aids; and

4. appreciate the importance of discovering personal challenges through reflection

activity.

Please remember that all answers shall be written in your activity

notebooks, and that there should never be any markings placed in this module.

1
 WHAT I KNOW

Pre-assessment:

Directions: Write the topic textual aids in the center circle and write
phrases/words that you know about the topic inside the boxes. You can draw
this prior knowledge map graphic organizer in your notebook.

Chart or
table

Textual
Aids

Have you finished? Let’s try to exemplify your answers through the following
questions. Think, and express your answers freely in your notebook.
1. What did you write in the boxes around the circle?

2. How did you come up with those phrases or answers?

3. What can you say about textual aids based from your answers?

2
 WHAT’S IN

Now, let us try to recall what you have learned in your Science class about wax
material.

Task 1: A SCHEME FOR SCHEMA.

Directions: Answer the question in each box below in your notebook.

Very good! You are now ready to relate all your answers to the selection you are
about to read. Enjoy reading!

Task 2: MYSTERY WORD

Study the definitions and word forms. Then, rearrange the letters in bold to form
the correct word for each item below. Write the word in the box.

1. very fierce or violent 3. A monster born from Queen

(adjective) Pasiphae and a white bull
oserofcui - sent by Poseidon (noun)
2. It is a place that has many uaiotmrn-
confusing paths or passages 4. It is a large, common, usually
(noun) ntaylribh- gray and white bird that lives
near the ocean (noun)
alegusl-
3
 5. Destiny (noun) 7. move rapidly downwards
eaft- through the air (verb)
6. A place of refuge or safety psowo-
(noun) rnacsuaty-

Got it? These words are found in the story you are about to read. Remember
their meaning when you encounter them in the story.

WHAT’S NEW

Before you proceed to the selection, analyze the picture shown below. Then, try to
answer the questions that follow in your notebook.

1. What do you see in the picture? Please describe.

2. Can you tell what material/s is/are used in the young boy’s wings?
3. What do you think happened to the young boy?

4
 WHAT IS IT

Directions: Read the myth entitled, “Daedalus and Icarus”. Examine closely the
text for various textual aids that can help you understand the text better.

Daedalus and Icarus

On the island of Crete there lived punishment for his enemies! Deciding he
a Minotaur, a ferocious creature that had no further use for Daedalus, the
was half man and half bull. The people King threw him into the labyrinth along
of the island of Crete were terrified of with his son Icarus. The King expected
the Minotaur; it loved nothing more than that the inventor and his son would be
to feast on human flesh. They begged found by the Minotaur and eaten.
their ruler, King Minos, to order that the Instead, unknown to the king, they
creature be killed, but the King decided escaped. After all, Daedalus had built
against this. Instead, he constructed a the labyrinth and knew his way around!
plan to imprison the Minotaur. To die at
the hands of the Minotaur would be one Once out of the labyrinth
of the most terrible deaths imaginable, Deadulus and Icarus carefully made
and King Minos believed that his their way to the shore of the island and
enemies deserved to meet such a pondered on what to do next. The trees
fate. He enlisted the help of
Daedalus, a talented architect,
inventor and craftsman, and asked
him to build a labyrinth – a maze of
passages that would be so complex
that it would be virtually impossible
for anyone (or anything) to ever find
a way out.

Daedalus did as King Minos

requested and then, following the
King’s instructions, he enticed the
Minotaur into the labyrinth by
leaving a huge pile of fresh meat in
its centre. Once the Minotaur was
in the labyrinth the creature was
unable to escape. King Minos was
delighted. Anyone who was sent to
the labyrinth would be trapped and
eventually they would be found by
the Minotaur who would eat them
alive. Now he had the perfect and bushes surrounding the beach
5
would provide an ideal sanctuary for the
time being. They could possibly survive
for months or years without being seen.
But who would want to live like that –
hiding away hoping they would not be
captured? They needed to find a way to
leave the island, but how? They could
not swim, the nearest land was too far
away, and they would never make it.
They could not leave by ship; all vessels
were controlled by King Minos. Daedalus
stared up at the sky and the seagulls
that circled overhead. If only he was as
free as a bird. If only he and his son
could just fl y away … and then he had
an idea which was both brilliant and
ambitious. He would build a pair of
wings! It would take some time, days,
weeks even, but he would build a pair of
wings for his son and himself – exactly
the same as the wings of a seagull but
on a much larger scale.
at last they had the chance to escape.
He shuffled impatiently as his father
attached the wings to his arms, then
helped his father to position his own
wings.
‘We are ready,’ his father told
him, ‘follow me!’
Deadulus ran forwards towards
the ocean, sweeping his arms up and
down as he did so. With a whoosh he
zoomed forward, rising into the air.
Icarus copied his father; suddenly he
found his feet were no longer on the
ground…he was in the air… he was
flying! He couldn’t believe it! As he
looked down at the sea Daedulus and
Icarus below, his heart fluttered with

Scattered around the

beach were seagull feathers. Daedalus
instructed his son to collect as many as
he could find. He worked carefully to
build the wings, studying the exact
angle and shape of the seagulls and
examining how the birds flew. At last,
six weeks after they had escaped from
the labyrinth, the wings were ready.

‘With these wings you will fly like

a bird,’ Daedalus told his son, ‘but be
careful. Make sure you do not fly too
excitement. It was as though his body
close to the Sun. If you do, the wax that
was weightless. The wind whistled
holds the feathers together will melt.’
against his ears. He felt like a bird!
Icarus nodded quickly. In truth he Higher and higher, faster and faster he
was barely listening. Hiding on the flew!
shore of the island of Crete had been
Suddenly, Icarus realized he
boring. He had spent weeks doing
could hardly see his father. He had
nothing more exciting with his days than
flown so high his father resembled a
collecting feathers and catching fish for
small dot below him. At the same time,
his father and himself to eat. And now
he noticed a feather drift past and float
6
downwards towards the sea. And then
another … and then another. Too late
Icarus realized his wings were melting.
He had flown too close to the Sun. With
every desperate swoop of his arms,
more feathers fell and soon his arms
were almost bare. Down and down and
down went Icarus...
‘Father!’ he shouted before falling
with a heavy splash into the sea. His
few remaining feathers floated on the
surface of the water as he sank.
Daedalus could only watch helplessly,
and his heart felt as heavy as a stone as
he flew onwards, leaving his son
behind.

That was the end of the end of the story. Did you understand it? Did you notice
some textual aids used in the selection? What are they? How did these aids help you in
understanding the text better?

The title, images, and even graphic organizers used in the previous tasks that
you found or utilized to analyze the text enabled you to grasp deeply the content of the
material. These visual elements are called textual aids.

Textual aids are tools/elements or materials that provide support and facilitate
understanding of texts (whether fiction or nonfiction). These aids are, most of the time,
graphical outlines or images that gives a general idea of a certain topic. Aids in the form
of pictures or graphs give the reader additional information to support that found in the
text. Text aids are also useful for previewing text.

Textual aids help students like you understand and comprehend any story,
subject, or topic. They give emphasis on what should be focused on.

Moreover, don’t forget that basic examples of textual aids are those words being
highlighted, bolded, italicized, and added with charts, graphs, diagrams, maps, tables,
pictures, etc. for better understanding of the text.

Our focus in this lesson is the use of graphic organizers as an example of textual
aids.

Graphic organizers are visual displays of key content information designed to

benefit learners who have difficulty organizing information (Fisher & Schumaker, 1995).
Graphic organizers are meant to help students clearly visualize how ideas are organized
within a text or surrounding a concept. Graphic organizers provide students with a
structure for abstract ideas.

Graphic organizers can be categorized in many ways according to the way they
arrange information: hierarchical, conceptual, sequential, or cyclical (Bromley, Irwin-
DeVitis, & Modlo, 1995). Some graphic organizers focus on one particular content area.
For example, a vast number of graphic organizers have been created solely around
reading and pre-reading strategies (Merkley & Jeffries, 2000).

Different types of graphic organizers and their uses with corresponding examples
are illustrated in the next page.

7
 Concept Map
A concept map is a general
organizer that shows a central idea
with its corresponding characteristics.
Concept maps can take many
different shapes and can be used to
show any type of relationship that can
be labeled. Maps are excellent for
brainstorming, activating prior
knowledge, or generating synonyms.
Maps can be used to show
hierarchical relationships with the
most important concepts placed at the
top.
Flow Diagram or Sequence Chart
A flow diagram or sequence chart
shows a series of steps or events in
the order in which they take place.
Any concept that has a distinct order
can be displayed in this type of
organizer. It is an excellent tool for
teaching students the steps necessary
to reach a final point.
The following examples illustrate
the many uses of flow diagrams or
sequence charts.
In reading, sequence charts can
be used to outline the key events in a
story or chapter.
In science, they can serve as the
procedures section in the scientific
process.
In history, they can be created as
a timeline.

8
 Compare/Contrast or Venn
Diagram
A compare/contrast or Venn
diagram is used to identify the
similarities and differences between
two or more concepts. The most
commonly used organizer, this
instructional tool is found in textbooks,
on standardized tests, and in teacher
resource materials.

Cause-and-Effect Diagram
A cause-and-effect diagram
highlights the direct relationship
between different events or concepts.
This tool is one of the most
beneficial organizers because of its
many applications in all subject areas.
For example, this diagram
might be used to analyze characters
and events in reading, to discuss
major events in social studies, or to
study the impact of a science
experiment.

Main Idea and Details Chart

A main idea and details chart
show the hierarchical relationship
between major concepts and their
subordinate elements.
This organizer is extremely
beneficial in helping students
distinguish central ideas and their
corresponding
details from less important
information.
When using the type of graphic
organizer, clearly label the main idea
and the details as such. Use a
different shape or area for the main
idea and the details.

9
 WHAT'S MORE

If you can give answers to the different kinds of questions below using
different graphic organizers, you can now be able to use textual aids in
understanding the text. Some questions below ask for details from the material.
Other questions are more difficult because they require you to think more deeply. The
answer cannot just be found by looking for the answer in the text. You need to
compare and contrast information from the text/material or think about how
something affects something else or think about what could happen next.

Can you do this? Of course! Have fun!

Task 1: FACTS AND DETAILS

Directions: Give the answers to the following questions by completing
the concept map below.

Daedalus and Icarus

1. Who hires 2. What 3. What 4. What 5. What

Daedalus? does does does he happens
Daedalus Daedalus warn Icarus to Icarus?
design to invent to not to do?
hold the help him
Minotaur? and Icarus
escape from
the Labyrinth?

Answer the question below:

How did the title inside the box help you in answering the
questions?

10
Task 2: WHAT’S GOING ON?
Directions: Determine the cause and effect of the details provided
below. Draw the organizer in your notebook.
6.
Cause Effect

King Minos
imprisoned
Daedalus
and Icarus
inside the
labyrinth.

Cause Effect
7.
King Minos
thought that
Daedalus
and Icarus
can’t find
their way
out.

8. Cause Effect

Icarus died.

Answer the question below:

How did the diagram help you in organizing your cause and effect answers?

11
Task 3: IDENTIFYING TEXTUAL AIDS
Directions: Identify specific graphic organizers and other textual aids
shown in the images below. Write your answers in your notebook.

1. 3.

4.
2.

“Teaching Made Practical Engaging Activities. Text…” National Behavior

Support Service. Navan Education Centre. Accessed June 30, 2020.
https://scholarshipform.org/tag/text-features-activities-middlw-school/

12
 WHAT I HAVE LEARNED

Directions: Review the lesson on TEXTUAL AIDS and the value of discovering
personal challenges from the story of Daedalus and Icarus. Then, write your
reflection in your notebook by completing the statements below.

I have learned that ________________________________________________________

___________________________________________________________________________

I have realized that _______________________________________________________

__________________________________________________________________________

I will apply _______________________________________________________________

___________________________________________________________________________

WHAT I CAN DO

Task 4: WHAT’S GOING ON?

Directions: Illustrate your answers to the questions below using

the prescribed graphic organizer.

1. In a short paragraph, describe how Daedalus planned to escape from

the island prison of Crete. (Use Flow Diagram/Sequence Chart)

2. Which events in the myth could have happened in real life?

(Use Concept Map)

3. Compare and contrast the personal challenges experienced by

Daedalus and Icarus in the story and your personal
experiences/challenges. (Use Venn Diagram)

4. If you had access to building resources and materials, how would

you design a flying machine to help you escape from the island prison
of Crete? (Use Main Idea and Details Chart)

13
 ASSESSMENT

You are almost done! It is time for you to be assessed whether you achieved
our objectives for this module. Are you ready? You may begin…
ORGANIZING IDEAS USING TEXTUAL AIDS (GRAPHIC ORGANIZER)
Directions: Organize the ideas presented in the text below using the
concept map provided.

The Filipino Traits

Most of the Filipinos are seen and observed by their own way of dealing
towards others.

Filipinos possess both strengths and weaknesses. Some of these strengths

are pakikipagkapwa-tao, family orientation, joy and humor, flexibility and creativity,
hardworking, industry and faith and religiousity.

Having extreme personalism, extreme family centeredness, lack of discipline,

passivity and lack of initiative, colonial mentality, kanya-kanya syndrome and lack
of self-analysis and reflection are considered to be as weaknesses.

Villamil,R.L.“TextualAids.”LinkedinSlideShare.June9,2015,https://www.slide
share.net/RanieLiveroVillamil/textual-aids/

1.

2. 10
.
3. 11
4. 12
5. .
13
6. .
14
7. 7. 15
8. ..16
9. ..
17
.
You nailed it! You have done a very good job. Always be reminded that your
skill in using varied graphic organizers can really help you in understanding the text
better and in organizing your ideas not just in English subject but to almost
everything. Are you happy about it? Me, too! I’m so proud of you.

Now, you can take a short break, relax your mind, do personal
necessities, then, return to your study table and do this final activity…

14
 ADDITIONAL ACTIVITIES

Directions: Compose a three-paragraph essay describing how discovering your

personal challenge has helped you in understanding yourself better. This Is the rubric
on how you will be rated in your essay is presented below.

Needs
Unsatisfactory Satisfactory Outstanding
Criteria Improvement
0 pts 15 pts 25 pts
5 pts

Content & - Content is - Content is not - Content is - Content is

Development incomplete. comprehensive accurate and comprehensive,
- Major points are and /or persuasive. accurate, and
not clear. persuasive. - Major points are persuasive.
-Specific examples - Major points are stated. - Major points are
are not used. addressed, but - Responses are stated clearly
not well adequate and and are well
supported. address topic. supported.
- Responses are - Content is clear. - Responses are
inadequate or do -Specific excellent, timely
not address topic. examples are and address
-Specific examples used. topic.
do not support - Content is clear.
topic. -Specific
examples are
used.

Organization & - Organization and - Structure of the - Structure is -Structure of the

Structure structure detract paper is not easy mostly clear and paper is clear
from the message. to follow. easy to follow. and easy to
- Writing is - Transitions need - Transitions are follow.
disjointed and lacks improvement. present. - Transitions are
transition of - Conclusion is - Conclusion is logical and
thoughts. missing, or if logical. maintain the flow
provided, does of thought
not flow from the throughout the
body of the paper. paper.
- Conclusion is
logical and flows
from the body of
the paper.

Grammar, - Paper contains - Paper contains - Rules of - Rules of

Punctuation & numerous few grammatical, grammar, usage, grammar, usage,
Spelling grammatical, punctuation and and punctuation and punctuation
punctuation, and spelling errors. are followed with are followed;
spelling errors. minor errors. spelling is
Spelling is correct.
correct.

“Rubric Gallery.” RCampus. Accessed June30,

200202https://www.rcampus.com/rubricshowc.cfm?sp=yes.

15
 GLOSSARY

The following terms used in this module are defined as follows:

▪ Fate- (n.) The development of events beyond a person's control, regarded as

determined by a supernatural power; destiny.
▪ Ferocious- (adj.) This means very fierce or violent.
▪ Graphic organizer- (n.) It is a visual and graphic display that depicts the
relationships between facts, terms, and or ideas within a learning task.
Graphic organizers are also sometimes referred to as knowledge maps,
concept maps, story maps, cognitive organizers, advance organizers, or
concept diagrams.
▪ Graphics- (n.) These refer to drawings, pictures, maps, graphs, used to
illustrate or represent ideas
▪ Labyrinth- (n.) It is a place that has many confusing paths or passages; a
maze
▪ Minotaur- (n.) A monster born from Queen Pasiphae and a white bull sent by
Poseidon
▪ Myth- (n.) It is an ancient story created to explain a practice, belief, or natural
occurrence
▪ Sanctuary – (n.) It is a place of refuge or safety.
▪ Seagull- (n.) It is a large, common, usually gray and white bird that lives near
the ocean.
▪ Swoop (v.)- It means to move rapidly downwards through the air.
▪ Textual aids- (n.) These pertain to visual elements such as written texts,
prints and some other way of writing for an important word, graphs, or even
pictures to stand out from the main text.

16
 17
Pre-Assessment Wh at’s More continuation ..
A n s we r s m a y v a r y
and his son.
What’s In
Task 1 Effect - T he King ex pected th at th e in ven tor an d
What are made of wax? h is so n wo u ld be eat en by t he Mino t au r .
– can dle , crayon s,
p ack agi n g, cosme ti cs, 7 . Cau se - Kin g Min os t hou gh t th at sin ce th e
etc. Min ot aur is a fer ociou s cr eatu re, it w ou ld k ill
W h a t a r e t h e b e n e fi t s an yon e it en cou nt er s.
of wax? – Hol ds thin gs
toge the r; adds moi stu re Effect - Daed alu s and Icar u s escap ed th e labyr in th .
To what is wax
8 . Cau se - Icaru s flew t o o clo se to th e sun th at ’s
susce ptible ? – he at,
water wh y h is w in gs got burn ed.
In what way can wax be Effect - Daed alu s go t n oth in g t o d o bu t t o leave h is
h ar mfu l ?- Wax can
son an d continue flyin g.
cause burns.
Task 2 Q u est io n : An sw er m ay v ary
1. f e r o ci o u s T ask 3 : Ident ifyin g T ext u al Aids.
2. l ab yr in th 9. Flowchart/sequence chart
3. mi notaur 10. Concept Map
4. seagull 11. Venn Diagram
5. fate 12. Main Idea and Details Chart
6. sanctu ary 13. Title
7. swoop 14. Illustration/Picture
Wh at I h ave Learn ed
What’s More.. An sw er s may var y.
T ask 1: F acts an d What I can do.
Details An sw er s may var y.
1.King Minos
Assessment
2 .Labyr in th
1. The Filipino Traits
3.Artificial 2. Strengths
w in gs/win gs made of 3. pakikipagkapwa-tao
feathers 4. family orientation
5. joy and humor
4.Don’t fly too close 6. flexibility and creativity
t o th e su n . 7. hardworking
8.. industry
5.Icarus flew too close
9. Faith and religiosity
t o th e su n an d d ied .
10. Weaknesses
Q u est io n : An sw er m ay 11. Extreme personalism
vary 12. Extreme family centeredness
13. Lack of discipline
T ask 2 : Wh at ’s Goin g 14. Passivity and lack of initiative
On? 15. Colonial mentality
6 . Cau se - Kin g Min os 16. Kanya-kanya syndrome
though t th at h e h ad 17. lack of self-analysis and reflection
n o use of Daedalus
and his Additional Activity
Answers may vary
ANSWER KEYS
 REFERENCE LIST

“27 Before, During, and After Reading Activities with ...” Graphic Organizers. 2010
readingwarmupsandmore.com. Accessed June 30, 2020.
https://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/93
/ReadytoUseNonFictionGraphicOrganizerswit.pdf.

“Daedalus and Icarus - Primary Texts.” Understanding Myths and Legends.

Accessed June 30, 2020.
https://www.primarytexts.co.uk/free_resources/Myths17-21.pdf.

“Daedalus and Icarus 1.” Nadine Takvorian Art & Illustration. Accessed July 28,
2020. http://www.nadinetakvorian.com/daedalus-and-icarus-1.

“Rubric Gallery.” RCampus. Accessed June 30, 2020.

https://www.rcampus.com/rubricshowc.cfm?sp=yes.

“Teaching Made Practical Engaging Activities - Text ...” National Behaviour Support
Service . Navan Education Centre. Accessed June 30, 2020.
https://scholarshipform.org/tag/text-features-activities-middle-school.

“What Is a Text Aid?” Reference. IAC Publishing. Accessed June 30, 2020.
https://www.reference.com/world-view/text-aid-a47d40fefa2ee50.

Baxendell, Brad. “Different Types and Uses of Graphic Organizers.”

www.wm.edu/ttac. Accessed July 28, 2020.
https://education.wm.edu/centers/ttac/documents/articles/graphic_organizer
s.pdf.

Jess. “Fiction VS. Nonfiction Teaching Ideas.” Mrs. Winter's Bliss, March 18, 2020.
https://mrswintersbliss.com/fiction-vs-nonfiction-teaching-ideas/.

Luwen Borigas Follow. “Grade 10 English Module (1st Quarter).” LinkedIn

SlideShare, July 22, 2015. https://www.slideshare.net/luwendborigas/grade-
10-english-module-1st-quarter.

Villamin, Ranie Livero. “Textual Aids.” LinkedIn SlideShare, June 9, 2015.

https://www.slideshare.net/RanieLiveroVillamin/textual-aids.

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