Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE
LABASON DISTRICT
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ENGLISH 10
LEARNING ACTIVITY SHEETS
Composing Texts with Multimodal Elements
QUARTER 2,WEEK 8
Name of Learner: ____________________ Section _________________ Score:_______________
Brgy: ________________________________ Date:___________________

I. LEARNING COMPETENCY
Compose texts which include multimodal elements.
Objectives:
 Identify the types of multimodal texts;
 Determine the components of rhetorical situation in creating multimodal texts;
 Create texts which include multimodal elements.
II. BACKGROUND INFORMATION FOR LEARNERS
In your previous lesson, you learned that simple multimodal texts include comics/graphic novels, picture books, newspapers,
brochures, print advertisements, posters, storyboards, digital slide presentations (e.g., PowerPoint), e-posters, e-books, and social
media while complex digital multimodal texts include live action films, animations, digital stories, web pages, book trailers,
documentaries, music videos. Meaning is conveyed through dynamic combinations of various modes across written and spoken
language, visual (still and moving image), audio, gesture (acting), and spatial semiotic resources. Producing these texts also
requires skills with more sophisticated digital communication technologies.
WEBSITE - The first image is a screenshot from a Year 5 student’s project on ‘Food, fitness and photos’ presented as a web site
using Wipasnapa, a very easy to use web site creation tool. The task had a dual learning focus on food and fitness, along with
photography and the strategic use of images to convey meaning. The completed project included user generated (original) video
and audio content, photographs and print.
POSTER- The second image is a film poster used to promote and advertise a film primarily to persuade paying customers into a
theatre to see it.
There are different types of posters which students can be asked to produce. It is important to attend to the differences in purpose
for each poster type and to identify the specific text structures, visual design and language features for each.
Common poster types used in classrooms include:
▪ Promotional posters for films, books, exhibitions, events
▪ Campaign or awareness raising posters
▪ Information report posters
DIGITAL STORYTELLING- The third material is an example of digital storytelling. It brings the ancient tradition of oral
storytelling and new technologies together in a powerful, interdisciplinary learning process. Through digital storytelling, we can
weave together video, photos, art, music, narration, print, and sound effects using simple multimedia publishing tools to tell our
stories. A digital story is short – usually, one to three minutes in length, narrated in first person using your own voice. Still
images are commonly used with camera tools used to frame the shot, and to pan across the photograph, or zoom in or out,
creating a sense of movement within an image and across a sequence of images. Music and sound effects are added for dramatic
effect and to add emotional tone. Moving image can also be used.
How Do I Create a Multimodal Text?
Now that you know what a multimodal text is and why it is important to learn how to create them, it makes sense to discuss
strategies for composing a multimodal text. As with writing, multimodal composing is a process and should not only emphasize
the final result. Therefore, the first three strategies listed below are pre-drafting activities.
1. Determine your rhetorical situation.
2. Review and analyze other multimodal texts.
3. Gather content, media, and tools.
4. Cite and attribute information appropriately.
5. Begin drafting your text.

COMPONENTS OF RHETORICAL SITUATION

When brainstorming your rhetorical situation, you should consider the purpose of your text (the message), who you want to read
and interact with your text (the audience), your relationship to the message and audience (the author), the type of text you want
to create (the genre), and where you want to distribute it (the medium). Descriptions of each of the five components of the
rhetorical situation are offered below.

▪ The Message. This relates to your purpose, and you might ask
yourself, what am I trying to accomplish? You should try to
make the message as clear and specific as possible. Let’s say
you want to create a website focused on donating to charity.
An unclear message might be “getting more people to donate
▪The Genre. In the context of multimodal composing,
genre refers to a type of text that has genre conventions, or
audience expectations. For example, if you are creating a
website (the genre), an audience would expect the following
conventions: an easy-to-navigate toolbar, functional tabs,
III. LEARNING ACTIVITIES
Activity 1: Which is Which
Directions: Below are descriptions of the components of the rhetorical situation. Identify each
component and write your answers on the blank.
1. When determining your message, you want to consider the beliefs, values, and demographics
of your intended audience as well as the likelihood that unintentional audiences will interact
with your text.______________________
2. This relates to your purpose. ________________
3. This refers to where you will distribute your text. _________________
4. This is where you consider your conventions to cater audience expectations. __________________
5. This concerns targeting an audience you are familiar with or not. ____________________
Activity 2: Assess Me
Directions: Conduct a brief analysis of the following multimodal text by responding to the questions.Use a separate sheet for your
answers.

1. What type of a multimodal text is this?

2. What is the author’s message?
3. Who are they addressing? How can you tell?
4. What type of text did they create? What genre conventions do
you see?
5. How was the text distributed? In what ways does it relate to
the target audience?
6. What modes of communication are they using? Which are they
emphasizing? Do these decisions support the message and/or
appropriately target their audience?

IV. REFLECTION
Reflect on the following questions.
1. Why is it important to learn how to create multimodal texts?
2. How can you use multimodal texts to promote health and
wellness in the social media?
V. REFERENCE
Simyunn,J.J.(2020).Self-Learning Module, English 10,Quarter 2-Module
8.Region IX,Zamboanga Peninsula: DepEd.
VI. ANSWER KEY
Act. 1. 1.Audience 2.Message 3.Medium 4.Genre 5. Author. Act.2 Answers vary.
Prepared by:
LURY FEL M. TORREGOSA
English Teacher, UBAY NHS
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