Determining the relevance and truthfulness of

the ideas presented in the material viewed

MELC: Determine the relevance and truthfulness of the
ideas presented in the material viewed

Enabling Competencies:
-Interpreting the message conveyed in the material viewed
-analyzing the information contained in the material viewed
We are living in visual word. The advent of the internet and the digital
revolution, the widespread availability of mobile devices that enables
us to easily capture still and moving images, the appearances of
video-sharing sites such as YouTube and the proliferation of social
media networks such as Instagram and Facebook with users
primarily uploading visual content, have all led to an unprecedented
increase in the number of people using the internet.
The majority of texts young people
are encountering and creating are
multimodal. A multimodal document
is one in which the meaning is
conveyed by multiple modes, such
as written text, audio, use of space,
and so on. Photos, slideshows, and
websites are examples of digital
multimodal texts, while theater,
story telling and dancing are
examples of live multimodal, texts.
 Viewing
Viewing is defined as an active
process of attending and
comprehending visual media, such
as television, advertising, images,
films, diagrams, symbols,
photographs, videos, drama,
drawings, sculpture, and painting
It is necessary to remember that the viewing process is just as crucial
as the listening and reading process. You should be aware that
effective, engaged viewers go through the following steps:

Pre- viewing
You prepare to view by activating your schema (the prior
knowledge you bring to the study of a topic of them),
anticipating a message, predicting, speculating, asking
questions, and setting a purpose for viewing.
 During Viewing
You view the visual text to understand the message by seeking and
checking understanding, making connection, making and confirming
predictions and inferences, interpreting and summarizing, pausing
and reviewing, analyzing and evaluating. Your understanding should
be monitored by connecting to your schema and questioning, and
reflecting.
After Viewing
You are given opportunities to respond to visual texts in an
intimate, critical, and creative way. You respond by
reflecting, analyzing, evaluating, and creating.
Learning task 1:

Look at the picture.

What could be the cause
of these phenomena?
Learning Task 2
Visualize yourself in an
emergency situation. How do
you respond to such?
Why do you call for help? For
each critical situation below,
indicate your life-saving
solution. Cite your opinion for
giving such a situation.
Your neighbor’s house is on fire
A woman’s purse is snatched in front
of you inside a jeepney.
Somebody in fear and in panic calls on
your cell phone asking for your help.
Your mother complains of dizziness
and falls to the ground unconscious.
A hazardous chemical in the Chemistry
Lab spills producing smoke and a
suffocating scent.
Learning Task 3 Case 1:
Study and analyze carefully the given
situations. Analyze the nutritional facts of
the food on the left. It is to be
served by a mother to her six-
month old baby. Would you
recommend this food to her?
Why or why not? Justify your
answer.
Learning Task 3 Case 2:

Study and analyze carefully the given
situations.
You and your friends have been
waiting for the sequel of your most
favorite movie-series. However,
you found out that the movie is now
restricted to an audience 18 years
and above. Your friends who are all
under 18 presented fake IDs just to
see the movie. Would you go with
them?
Read the poem “The Telephone” by
Edward Field. Interpret the message
of the poem. Answer the guide
questions on the table that follows.
 The Telephone
by Edward Field
My happiness depends on an
electric appliance
And I do not mind giving it so much
credit
With life in this city being what it is
Each person separated from friends
By a tangle of subways and buses
Yes my telephone is my joy
It tells me that I am in the world and
wanted
It rings and I am alerted to love or gossip
I go comb my hair which begins to sparkle
Without it I was like a bear in a cave
Drowsing through a shadowy winter
It rings and spring has come
I stretch and amble out into the sunshine
Hungry again as I pick up the receiver
For the human voice and the good news of
friends
 Lives from the poem Guide Questions:
My happiness depends on an electric What is the predominant feeling of the
appliance and I do not mind giving it so speaker in the lines? Why does he feel
much credit that way?

With life in this city being what it is

Each person separated from friends Why are friends disconnected?
By tangle of subways and busses
 Yes my telephone is my joy
It tells me that I am in the world and How does the speaker justify his joy of
wanted having a telephone?
It rings and I am alerted to love or
gossip
I go comb my hair which begins to
sparkle
Without it I was like a bear in a cave
Drowsing through a shadowy winter
It rings and spring has come
I stretch and amble out into the
sunshine
Hungry again as I pick up the receiver
For the human voice and the good
news of friends
What value do people give to the
telephone when he has the access to
it?
What does the speaker hunger for? Is
he capable of connecting to the world?
Explain?
Learning Task 5
Consider this situation as depicted
in the picture: a student received
academic recognition from the
school. How do you think a
supportive parent would speak to
the child? Create a dialogue
between a student breaking the
good news about her academic
achievement to her mother.
 VIEWING

Develop the knowledge

Acquire information
and skills to analyze and Slow down, reflect, and think
and appreciate ideas
multimodal texts that use about the images you are
and experiences
visuals seeing, and develop the
visually
knowledge and skills to
communicated by
analyze and evaluate visual
others.
texts that use visual.