Educational Systems

Technological Institute
Murallon Boac, Marinduque

ENGLISH 10
Quarter 1 - Module 2
Week 3 & 4
 Lesson 3&4
Effects of Textual Aids on Understanding of a Text

-Advance Organizers- Venn diagram and Cause and Effect Diagram

-Advance Organizers- Timeline and Concept Map
-Advance Organizers- Linear and Non-linear Illustrations

GENERAL OBJECTIVES
What You Will Learn
In this chapter you will:
 Define textual aids like advance organizers, titles, non-linear illustrations, etc.
Skills You Will Use
In this chapter you will:
• Determine the effects of textual aids like advance organizers, titles, non-linear illustrations, etc. on the
understanding of a text (EN10RC-Ia-2.15.2)
Why is it important?
This will make it easy for you to memorize, remember, and learn important words more quickly and
easily.
INTRODUCTION
Kindly check this video links and watch until the end.
https://www.youtube.com/watch?v=mNFk9AQhKAA&t=80s
https://www.youtube.com/watch?v=7pKUEIy5MrQ
It supports the readers to understand the text. Textual aids are educational instruments, which could be
written texts, or printed texts and other ways of emphasizing the essential phrases, thoughts, graphs, and /or
images. Textual aids are tools or materials that provide support and facilitate understanding of texts.
Textual aids, also called text features, are visual elements on a page that stand out from the main
text.
The reader uses text features to help understand the content. Some examples of text aids are titles,
bold or italic print, diagrams, maps, tables, charts, and maps.

What do you think are the effects

of textual aids like advance
organizers, titles, non-linear
illustrations, etc. on the
understanding of a text? List as
many possible effects you can in
your notebook.

Guide Questions:
1. What have you observed in the picture?
2. Which are you in the picture?
3. Is organization skills important?
4. Why is it important to organize things?
5. How do you stay organized?

There are, in this world, two types of people: organized and disorganized.

The difference between them is one of degree, rather than kind, as they all fall into one of the
categories. Let me give you an example. I have two friends, both striving to get into university. One is
organized, keeps a clear schedule and is calm because she usually gets everything done when she wants and
how she wants. My other friend is more chaotic, she doesn't organize her activities and ends up trying more,
being more exhausted and taking twice as long to complete something.

The point is organized people tend to

do something once and well,
disorganized people do the same
ACTIVITY
Directions: Create a brainstorming web showing what you know about teachers- you can write characteristics,
their skills, what they do, and anything else about them.

DISCUSSION
What exactly are advance organizers?
The brainstorming web that you accomplished is an example of advance organizers.
An advance organizer is information that is presented prior to learning and that can be used by the learner to
organize and interpret new incoming information (Mayer, 2003)”
An advance organizer is relevant introductory material presented in advance in many format of text, graphics,
or hypermedia (Ausubel, 1968)
Advance Organizers were a “practical implication of his (Ausubel) theory of meaningful verbal learning”
(Kirkman & Shaw, 1997, p.3).
It is a tool used to introduce the lesson topic and illustrate the relationship between what the students
are about to learn and the information they have already learned. By using an advance organizer to link the
new information to old information, the new information can be remembered more easily. There are three basic
purposes of advance organizers. First, they direct students' attention to what is important in the upcoming
lesson. Second, they highlight relationships among ideas that will be presented. Third, they remind students of
relevant information that they already have.
They are used during expository instruction, which is the use of an expert to present information in a
way that makes it easy for students to make connections from one concept to the next.
An advance organizer is a cognitive instructional strategy used to promote the learning and retention of
new information.
An advance organizer is not a summary or review of a previous lesson. It also doesn't provide a
structure for the current lesson. Instead, it provides a structure for student thinking. It acts as a conceptual
bridge from the old information to the new information. A person's existing knowledge about a concept is the
most important factor in whether new material will be meaningful and how well it can be learned and retained.
An advance organizer is a tool that serves as scaffolding to help learners connect what they already
know and what they are about to learn about a specific topic before a text is presented.
Take note of the underlined words:
• It is a tool- something that you can use
• It connects- what you already know and what you are going to learn
• It is presented or accomplished before the actual lesson or before reading a text.
COMMONLY USED ADVANCE ORGANIZERS

What Is a Venn Diagram?

 A Venn diagram is

things. Circles that overlap have a commonality while circles that do not overlap do not share those traits.
Venn diagrams help to visually represent the similarities and differences between two concepts. They
have long been recognized for their usefulness as educational tools. Since the mid-20th century, Venn
diagrams have been used as part of the introductory logic curriculum and in elementary-level educational plans
around the world.
A Venn diagram is a diagram that shows the logical relation between sets. They were popularized
by John Venn in the 1880s, and are now widely used. They are used to teach elementary set theory, and to
illustrate simple set relationships in probability, logic, statistics, linguistics and computer science. A Venn
diagram uses closed curves drawn on a plane to represent sets. Very often, these curves are circles or
ellipses.
A Venn diagram uses circles that overlap or don't overlap to show the commonalities and differences
among things or groups of things.Things that have commonalities are shown as overlapping circles while
things that are distinct stand alone. Venn diagrams are now used as illustrations in business and in many
academic fields.
Understanding the Venn Diagram
The English logician John Venn popularized the diagram in the 1880s. He called them Eulerian circles
after the Swiss mathematician Leonard Euler, who created similar diagrams in the 1700s. The term Venn
diagram did not appear until 1918 when Clarence Lewis, an American academic philosopher and the eventual
founder of conceptual pragmatism, referred to the circular depiction as the Venn diagram in his book A Survey
of Symbolic Logic.
Venn diagrams have been used since the mid-20th century in classrooms from the elementary
school level to introductory logic.
Applications for Venn Diagrams
Venn diagrams are used to depict how items relate to each other against an overall backdrop, universe,
data set, or environment. A Venn diagram could be used, for example, to compare two companies within the
same industry by illustrating the products both companies offer (where circles overlap) and the products that
are exclusive to each company (outer circles).
Venn diagrams are, at a basic level, simple pictorial representations of the relationship that exists
between two sets of things. However, they can be much more complex. Still, the streamlined purpose of the
Venn diagram to illustrate concepts and groups has led to their popularized use in many fields, including
statistics, linguistics, logic, education, computer science, and business.

Examples of Venn Diagrams

A Venn diagram could be drawn to illustrate fruits that come in red or orange colors. Beside, we can
see that there are orange fruits (circle B) such as persimmons and tangerines while apples and cherries (circle
A) come in red colors. Peppers and tomatoes come in both red and orange colors, as represented by the
overlapping area of the two circles.
Cause and Effect diagrams, also called sequence of events diagrams, are a type of graphic
organizer that describe how events affect one another in a process. The student must be able to identify and
analyze the cause(s) and the effect(s) of an event or process.

The reason something has happened is the cause. What occurs as a result of this action is the effect.
REASON= CAUSE RESULT=EFFECT

You can use graphic organizers to map the cause and effect patterns in text.This way you will be able
to visualize the various cause-effect relationship clearly. Sometimes one cause may lead to several effects and
those effects in turn become the cause of another effect or implication.
Several causes can create a problem or event, which will in turn lead to a number of effects. Two or more
kinds of causes can lead to different types of effects. Fishbone diagrams are ideal for visualizing multiple
information in different categories and aspects of complex topics.

COMMONLY USED ADVANCE ORGANIZERS

 A timeline is a display of a list of events in chronological order. It is typically a graphic design showing a
long bar labelled with dates paralleling it, and usually contemporaneous events; a Gantt chart is a form of
timeline used in project management.

Timelines can use any suitable scale representing time, suiting the subject and data; many use
a linear scale, in which a unit of distance is equal to a set amount of time. This timescale is dependent on the
events in the timeline. A timeline of evolution can be over millions of years, whereas a timeline for the day of
the September 11 attacks can take place over minutes, and that of an explosion over milliseconds.

What is a Timeline?
Timeline is the alignment of time, a chronological statement, to define a certain chain of events or
activities that happened at a particular phase. In a visual context, it is a representation of the data, defined
through lists, tables or graphics, where its all jotted down, sequenced in the same chronological order.
Like a flowchart, it helps users identify specific patterns in a scheme or course of procedure with a
streamlined format, concisely depicting different temporal relations. It is simple to look at, handy to work with
and easier to manage and remember.

Purposes of Using a Timeline

Time is a pivotal record. But it is also hard to keep track of when multiple things are happening
simultaneously and in the long run. So the purpose of a Timeline is to put it all in order with a figurative
visualization of the process, highlighting key elements without much elaboration. Scholars and teachers widely
use this sort of content, for knowledge sharing, since these are much more interactive and attractive than
textbook content. As for enterprises, they mainly use such data to track the progress of a project or plan based
on it. Let us explore the variations of timelines.

Different Types of Timelines

There is no definite modem as such to denote the different “types” of timelines. Yet still, they are often
categorized by their usability, layouts, and styles they project for specific causes. Here are some examples of
the different kinds of charts and diagrams that are commonly used.
The chronology timeline is considered as the most common-seen timeline. It visualizes events in
chronological order. Normally, the timeline starts with the earliest date and ends up with the latest date
arranged on the X-axis from left to right. You can easily find chronology timelines in history books and it is very
effective to use this type of diagram to tell a historical event.
Gantt Charts are used for managing projects, putting all aligning factors like project schedule, progress
report, workflow, and client into a singular spreadsheet-like template. This document is meant to be shared
with all team members, making the plans and goals clear for everyone. These charts can be complex-looking,
given the factors it covers and how big the project is. They are usually created on horizontal bar charts with
some kind of progress indicator, together with the latest update at the bottom of the page.
The two types of times that are introduced belong to a static timeline. On the contrary, the interactive
timeline is a dynamic timeline, which you can feel free to scroll, zoom in, zoom out, or change the data in real-
time. If you have large amounts of data or this event lasts for a long period, a scrollable, interactive timeline will
be your best choice.
 Historical timelines, like the one before, revolve around events and their dates. They can be about war
records, ancient civilizations, royal families, biographies, and so on.
Sometimes, you can add citations, notes, and other associated information according to your needs.
Usually, these charts look simplistic, like an orderly list.
While students find it difficult to remember the dates of historical events on history books, they can turn
to a timeline like this for help, because it creates a greater impact on dates and events. These are widely used
by teachers as study material or be a project of actual historians.
In many ways, this type of template is highly speculated at various stages of academia, whether junior
school level or higher studies.
The software goes through the constant integration process, and the different versions are tracked in a
versions timeline. This content generally uses a vertical, cascading layout, with colored bars used to indicate
the status and other details about particular versions concisely. However, it can also be done on an interactive
template.
This is a custom template, which has been made into a timeline about Chinese Festivals, public
holidays, and occasions, including Women’s Day. This can be ideal for putting up on Office Bulletin Board or
shared in an open platform. Take a pointer, if you have a cluster of dates to showcase, either festival or
showtimes, or time tables, a minimalistic and pastel color-coded visualization like this is a grand idea.
A concept map or conceptual diagram is a diagram that depicts suggested relationships
between concepts. Concept maps may be used by instructional designers, engineers, technical writers, and
others to organize and structure knowledge.
A concept map typically represents ideas and information as boxes or circles, which it connects with
labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be
articulated in linking phrases such as "causes", "requires", or "contributes to".
The technique for visualizing these relationships among different concepts is called concept mapping.
Concept maps have been used to define the ontology of computer systems, for example with the object-role
modeling or Unified Modeling Language formalism.
Concept maps were developed to enhance meaningful learning in different areas such as English.
A concept map is a way of representing relationships between ideas, images, or words in the same way
that a sentence diagram represents the grammar of a sentence, a road map represents the locations of
highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept
map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept
maps are a way to develop logical thinking and study skills by revealing connections and helping students see
how individual ideas form a larger whole. An example of the use of concept maps is provided in the context of
learning about types of fuel.
Concept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to
represent formal argument — similar to argument maps.
Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. Concept
mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic,
concept maps can be used to communicate complex ideas.
Formalized concept maps are used in software design, where a common usage is Unified Modeling
Language diagramming amongst similar conventions and development methodologies.
Concept maps are widely used in education and business. Uses include:
• Note taking and summarizing gleaning key concepts, their relationships, and hierarchy from documents
and source materials
• New knowledge creation: e.g., transforming tacit knowledge into an organizational resource, mapping
team knowledge
• Institutional knowledge preservation (retention), e.g., eliciting and mapping expert knowledge of
employees prior to retirement
• Collaborative knowledge modeling and the transfer of expert knowledge
• Facilitating the creation of shared vision and shared understanding within a team or organization
• Instructional design: concept maps used as Ausubelian "advance organizers" that
• provide an initial conceptual frame for subsequent information and learning.
• Training: concept maps used as Ausubelian "advanced organizers" to represent the training context
and its relationship to their jobs, to the organization's strategic objectives, to training goals.
• Communicating complex ideas and arguments
• Examining the symmetry of complex ideas and arguments and associated terminology
• Detailing the entire structure of an idea, train of thought, or line of argument (with the specific goal of
exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others.
• Enhancing metacognition (learning to learn, and thinking about knowledge)
• Improving language ability
• Assessing learner understanding of learning objectives, concepts, and the relationship among those
concepts Lexicon development.

The style and color of the text sends the readers signals about how to read the content. Keywords to
notice are in bold or color. Text in italics is used in picture captions, book titles, and any other element that
needs to stand out. Text in bold, color, or italics draws the readers’ attention to important information.
 HARRY POTTER AND THE PHILOSOPHER’S STONE
-Harry Potter -Draco Malfoy -Petunia Dursley
-Hermione Granger -Professor McGonagall -Dudley Dursley
-Ron Weasley -Professor Snape -James Potter
-Professor Dumbledore -Professor Quirrell -Lily Potter
-Voldemort -Neville Longbottom -Fred and George Weasley
-Hagrid -Vernon Dursley

TITLE
A title is one or more words used before or after a person's name, in certain contexts. It may signify
either veneration, an official position, or a professional or academic qualification. In some languages, titles may
be inserted between the first and last name. Some titles are hereditary
1a: the distinguishing name of a written, printed, or filmed production
b: a similar distinguishing name of a musical composition or a work of art
2: a usually published work as distinguished from a particular copy
3: a descriptive name
4a: an appellation of dignity, honor, distinction, or preeminence attached to a person or family by virtue of rank,
office, precedent, privilege, attainment, or lands
b: a person holding a title especially of nobility
BOLD/ITALIC FONT/COLORS
A font is a collection of characters with a similar design. These characters include lowercase and
uppercase letters, numbers, punctuation marks, and symbols.
Changing the font can alter the look and feel of a block of text. Some fonts are designed to be simple
and easy to read, while others are designed to add a unique style to the text. For example, BOLD and ITALIC
fonts.
Color is sometimes used to convey meaning beyond the basic text.
The color of the font may vary depending on the writer’s purpose. Commonly changing the font color
makes it easier for the writer to allow the readers to easily recognized it.

A text box is a rectangular widget that includes text, or words forming meaning, inside the figure. The
actual shape of the enclosing figure can vary in different forms.
Text boxes can be added to a non-fiction book to add aesthetics, they can be used to help with the
layout of your information on the page. You can also use the text wrapping option to have your body text flow
around your text box.
Text boxes are useful for adding sidebar information in a non-fiction book. One word of caution though
– don’t overdo it – too many text boxes can make it confusing for your reader.
LINEAR AND NON-LINEAR ILLUSTRATIONS
linear (lin-e-ar)
Diagram is a simplified drawing showing the appearance, structure, or workings of something; a
schematic representation.
Uses
• Using visual representations of information can take a fairly complex or abstract idea and make it
concrete and tangible
• This can also be used if you have an idea that you want to express but can't put it into words.
Non-linear (non-lin-e-ar)
A graphic organizer, also known a knowledge map, concept map, story map, cognitive organizer,
advance organizer, or concept diagram, is a communication tool that uses visual symbols to express
knowledge, concepts, thoughts or ideas, and the relationships between them.
Uses
• Assist students in organizing information
• Assist teachers in planning lessons/units/themes
• Cycles(weather)
• Showing relationships
• help study for a test
• Lab procedure explanation
 LINEAR ILLUSTRATIONS
A. Concept Map- A type of graphic organizer used to help students organize and represent knowledge of a
subject.
B. Line Graph- A graph that uses line segments to connect data points and shows changes in data over time.
C. Data flow- in communications, the path taken by a message, from origination to destination that includes all
nodes through which the data travels.
D. Relations Diagram- borders on being a tool for root cause identification but is mainly used to identify logical
relationships in a complex and confusing problem situation. In such cases the strength of a relations diagram is
its ability to visualize such relationships.
NON-LINEAR ILLUSTRATIONS
A. Bar Graph- A diagram in which the numerical values of variables are represented by the height or length of
lines or rectangles of equal width.
B. Histogram- A graphical representation of the distribution of numerical data.
C. Graphical Diagram- Use visual symbols to express knowledge, concepts, thoughts, or ideas, and the
relationships between them.
D. A Venn diagram is a visual tool used to compare and contrast two or more objects, events, people, or
concepts. It is often used in language arts and math classes to organize differences and similarities.
E. A mind map is a diagram used to visually organize information. A mind map is hierarchical and shows
relationships among pieces of the whole.
ACTIVITY
Activity: Each block represents a saying or a well-known phrase. Identify what is asked in each block. Write
your answers in your notebook.
MAN R T Processing Questions
BOARD O O 1. How did you get the answer to each block?
ROADS W 2. What helps you in understanding and getting
D N the meaning of given texts?
S 3. What is your overall impression of the
DEATH/LIFE CYCLE DEAD phrases above?
CYCLE BODY 4. How do they reflect realities in life? Share to
CYCLE OVER the class your experiences?

SHORT QUIZ
Directions: Answer the following questions. Write your answer in your notebook.
1. What do you call the educational instruments that could be written texts, or printed texts and other ways of
emphasizing the essential phrases, thoughts, graphs, and /or images?
2. According to Ausubel _________________ is relevant introductory material presented in advance in many
format of text, graphics, or hypermedia. What is it?
3. What is an illustration that uses circles to show the relationships among things or finite groups of things?
4. What organizer describes how events affect one another in a process?
5. What organizer is the alignment of time, a chronological statement, to define a certain chain of events or
activities that happened at a particular phase?
6. What is the diagram that depicts suggested relationships between concepts?
7. What is of, relating to, resembling, or having a graph that is a line and especially a straight line?
8. What is not of, in, along, or relating to a line?
9. What is the graphic organizer used to help students organize and represent knowledge of a subject?
10. What is the graph that uses line segments to connect data points and shows changes in data over time?
11. What diagram is the numerical values of variables are represented by the height or length of lines or
rectangles of equal width?
12. What do you call the graphical representation of the distribution of numerical data?
13. What is the diagram that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the
relationships between them?
Directions: Please write the correct letter of your answer on your paper.
The Komodo dragon is the largest lizard on Earth. It can kill with its sharp teeth. But if the lizard king's
fierce bite doesn't kill you, its spit will. Germs in its saliva, or spit, are deadly. So even animals that escape the
dragon bite get sick and die later on. Then Komodo sniffs them out and eats them.
1. Why did the author choose to put "saliva" in the bold text?
A. To make the text attractive and easy to read.
B. Draw the reader's attention to an important word or phrase.
C. Point out the main idea of the paragraph or section.
D. helps the reader visualize the information.
2. This text feature provides what information to the reader?
A. Informs the reader about the Earth's size compared to other planets.
B. Helps the reader understand the layers that make up the earth.
C. Helps the reader locate the Earth in the solar system.
 D. Convince the reader about the history of the Earth.
3. The purpose of using special text such as italics or bold is to
A. To make the text attractive and easy to read.
B. Draw the reader's attention to an important word or phrase.
C. Point out the main idea of the paragraph or section.
D. Help the reader visualize the information.
4. What do you call the textual aid above?
A. map B. diagram C. timeline D. textbox
5. What do you call the textual aid above?
A. map B. diagram C. timeline D. textbox
Is the snake staring at you? Snakes do not have eyelids like humans. Instead, they have clear scales that
protect their eyes and allow them to see.
6. What do you call the textual aid above?
A. map B. diagram C. timeline D. textbox
7. The purpose of the textual aid below the photo is...
A. To reveal the main idea of the article to the reader.
B. To convince the reader that snakes are dangerous
C. To explain information alongside the photo about snake eyesight.
D. To inform the reader about the complicated history of snakes.
8. The line graph shows…
A. Sulphur Dioxide emissions worldwide
B . Sulphur Dioxide emissions worldwide within an inclusive year
C. Effects of Sulphur Dioxide emissions worldwide
D. Benefits of Sulphur Dioxide emissions worldwide
9. What do you call the textual aid?
A. map B. diagram C. timeline D. textbox
10. What is the textual aid all about?
A. It tells about time management
B. It deals with the definition of time management
C. Pros and cons of time management
D. People who need time management
PERFORMANCE TASK
Directions: Earlier you were asked to list all the effects of textual aids like advance organizers, titles, non-linear
illustrations, etc. on the understanding of a text. Get your list and write your own personal essay about it. Make
sure to include an introduction, body of at least five effects, and conclusion. Please be guided by the following
criteria.
CRITERIA
Content 20
Relevance 15
Grammar 10
Submission 5
Total: 50 points