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Quarter 2 - Module 8:

Transcoding Linear and Nonlinear

Text

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Zest for Progress

Zeal of Partnership

Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

English

Republic of the Philippines

Department of Education Regional Office IX, Zamboanga Peninsula

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What I Need to Know

As a student, you need to be able to learn how to transcode linear to nonlinear texts and vice versa. In this module, you will encounter different activities that will help you comprehend the essay by using graphic organizers. This is designed for you to attain the following objectives:

• distinguish linear and non-linear texts;

• appreciate the importance of using graphic organizers to understand the text;

• present information through graphic organizers; and

• construct a paragraph out of the graphic organizer.

•

• What’s In

Directions: Group the following pictures according to their similarities. Draw a line to connect the picture to its group labeled as Group A, for pictures that use texts that need to be read from beginning to end and Group B, for pictures with texts that do not need to be read from beginning to end.

Character Map Poem Letter Venn Diagram

A B

A B

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What’s New

Directions: Refer to the previous activity. Write your answers in the table below.

A B

How did you find doing the tasks?

The activities that you have done are related to our lesson today.

The words in Column A are examples of Linear Text, while the words in Column B are examples of Non-linear Text. Can you cite their difference?

What is it

❑ What is a Linear text and a Non-linear text? How do they differ?

Linear Text Non-linear Text

Definition

Refers to traditional texts that

need to be read from

beginning to the end

Refers to texts that do not

need to be read from

beginning to the end

Reading Path

There is only one reading

path, which is decided by the

author.

There are multiple reading

paths. They are determined by

the reader.

Content Typically includes printed

texts. Typically includes digital texts.

Efficiency

It may take time to find the

information readers are

searching for.

Allows readers to find more

information efficiently.

Examples

• Novels

• Poems

• Letters

• Textbooks

• News Reports

• Essays

• Tables

• Pie charts

• Flow charts

• Pictures

• Diagrams

• Character Maps

• Sequence Charts

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❑ Some examples of Linear Text

1. Essay An essay is a “short formal piece of writing dealing with a single subject.

2. Letter A letter is a written, typed, or printed communication, especially one sent in an

envelope by mail or messenger.

3. Poem A poem is a piece of writing that partakes of the nature of both speech and song that

is nearly always rhythmical, usually metaphorical. It often exhibits such formal elements as meter, rhyme, and stanza structure.

❑ Some examples of Non-linear Text

1. Sequence Chart

A graphic sequence organizer is a tool that helps visualize the order of steps of a process or a timeline of events, etc. It can also be used for note-taking, lesson planning, and essay writing.

How to use it Step 1: Identify the steps in the process or event. Step 2: Using a sequence chart, arrange these steps in sequential order.

2. Venn diagram A Venn diagram is used to show comparison.

How to use it Step 1: Write down the topics being compared on the top of each circle. Step 2: Write down the differences or unique characteristics inside its own sector, avoiding the overlapping area. Step 3: List the similarities in the common area.

3. Character Map A character map is a graphic organizer that illustrates the personality elements,

flaws, relationships, and the ultimate journey of a fictional character. How to use it Step 1. Draw boxes or circles to represent the character’s state at the beginning of the story, the important plot points that cause him to change, and who he ends up being at the end.

A B

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The difference between linear and non-linear texts mainly depends on their reading paths. Since linear texts have a sequential order, they have only one reading path. However, non-linear texts have multiple reading paths since they are non-sequential.

Step 2. Connect the boxes to make a flow chart. Step 3. Using the literary text or your story draft, write specific quotations from the text that illustrate that character’s journey of change.

What’s More

Activity 1: CLEAR THE DOUBT

Directions: Choose the letter of the word that is close to the meaning of the underlined word. Encircle the letter of the correct answer.

1. Horacio Cabilin worked as curator of the Rizal Shrine.

a. a caretaker of a museum c. assistant to a priest b. guardian of parents d. principal of a school

2. The nipa houses standing in Rizal’s Talisay estate are only replicas.

a. Clear pictures c. original models b. fancy imitations d. exact copies

3. Rizal’s students built a dike to direct the rainwater away from the house.

a. A well in which water can be collected b. A platform for diving into a pool c. A barrier for preventing flood d. A bridge connecting land to water

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Activity 2: READ AND COMPREHEND

Directions: Read the excerpt of the essay, Rizal, the Teacher, and His Students. Then, do the activities that follow.

Rizal, the Teacher and His Students (An Excerpt)

Ambeth R. Ocampo My good friend Horacio Cabilin has retired as curator of the Rizal Shrine, but

he took time out as member of the Dapitan Sangguniang Bayan to show me around. Although Cabilin has gone up to the world, he still remains an interest in Rizal and finds time to answer impertinent questions on Rizal from tourists like me. Since all the nipa houses standing on Rizal’s estate in Talisay are mere replicas, I insisted on seeing whatever was original in the famous Talisay estate. Cabilin brought me to a small dam behind the Rizal house that was described in a letter to Blumentritt in January 1895:

We are now going to build a water tank on my land. I have 14 boys whom I teach languages, mathematics, and how to work. Since we have no work, I have decided to construct a dike of stone brick and mortar so that they may learn.

By March of the same year he informed Blumentritt of his progress. I am constructing a dike in order to have a water depository for the dry season. The water is now more than three meters deep; the wall has a base two meters wide. It is also made of live rocks, sand, lime, and cement, and constructed by boys 13 to 14 years of age under the direction of one 30 years. They did it as play. In the same letter that talks about the dam behind the house Rizal told Blumentritt:

I have now 16 boys studying with me, paying me with their labor. They all belong to the best families in the town and one can see their eagerness to learn even if they have to work for me in order to study. I would ask them for money, I am sure they would pay with pleasure and more would come. Ah, what a lack there is of good school with good teachers who teach so that the children may learn and not that they may waste their time as generally happens.

Apart from both Spanish and French, they were given lessons in algebra, geometry, and arithmetic. They had swimming, gymnastics, and other sports. They had time for work: cleaning the estate, harvesting fruits, or helping in Rizal’s clinic. Rizal’s “Himno al Trabajo” or “Hymn to Labor” was even sung at work to the tune of “Sampaguitas.” Rizal was basically a teacher at heart, and I would say that boys who lived in Talisay estate as internos or boarders had a holistic education.

Directions: After reading the excerpt, analyze the following questions then write the correct answer on the blank.

1. Who is Horacio Cabilin?

___________________________________________________________

2. How many students did Rizal have? How did the students pay him?

___________________________________________________________

3. By building a dike, what did Rizal teach his students?

___________________________________________________________

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Activity 3: HOW GOOD AM I?

Directions: Write the qualities of Rizal by completing the character map. On each line, write one of his qualities by choosing a word from the box.

Activity 4: STEP BY STEP

Directions: Illustrate the sequence of events in the letter of Rizal to Blumentritt from the time he and his students were building a water tank. Choose your answers from the events in the box.

kind dynamic strict hardworking lazy arrogant disciplined committed helpful dedicated innovative heartless

Rizal as a

teacher

• finished the well

• construction of dike of stone

• teaching language, mathematics and how to work

• building a water tank

• sixteen boys studying with the teacher

• other things they have learned from Rizal

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Activity 5: COMPARE AND CONTRAST

Directions: Fill in the Venn Diagram with correct details based on the essay, “Rizal, the Teacher, and his Students”.

What I Have Learned

❑ COMPLETE ME

Directions: Assess your learning by completing the statements below.

In this lesson, I learned that a Linear text _________________

___________________________________________________

__________________________________________________

while a Non-linear text _______________________________

__________________________________________________

___________________________________________________.

What I Can Do

❑ WRITE IT UP

Directions: Take a closer look at the Venn Diagram, showing a comparison between

FLU and COVID-19. Write a paragraph based on the given details.

Qualities of

Rizal

Qualities that both Rizal

and his students possess Qualities of

Rizal’s students

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

SINGLE PARAGRAPH RUBRIC

1 2 3 4 Points

Topic

Sentence

*Topic sentence

unclear

*Incorrectly

placed

*Not reworded in

the closing

sentence

Topic sentence

unclear

*Incorrectly

placed

*Reworded in the

closing sentence

Topic sentence

unclear OR

*Incorrectly

placed

*Reworded in the

closing sentence

*Clear topic

sentence

*Correctly placed

*Reworded in the

closing sentence

Supporting

Sentences

No supporting

details that relate

to the main idea

One supporting

details that relate

to the main idea

Two supporting

details that relate

to the main idea

Three or more

supporting

details that relate

to the main idea

Organization Details are

incomplete

Details are not in

a logical order

Some details are

in a logical order

Details are in a

logical order

Mechanics

and

Grammar

Six or more

punctuation,

capitalization,

and spelling

errors

Three to five

punctuation,

capitalization, and

spelling errors

One to two

punctuation,

capitalization,

and spelling

errors

No errors

punctuation,

capitalization,

and spelling

errors

Legibility Writing is not

readable

Writing is not

readable in places

Marginally

readable

Readable

handwriting

Total

Symptoms:

Begin in 1-4 days after

exposure

Cause:

Influenza virus (there are

many strains)

Complications:

Less likely to occur because

of immunity built up over

time

Prevention:

Flu Shot

Transmitted

by respiratory

droplets from

an infected

person

Cause fever,

cough, and

fatigue

Symptoms:

Begin in 1-14 days after

exposure

Cause:

Sars-CoV-2-virus

Complications:

Respiratory complications

Prevention:

Self-isolation

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Assessment

Test I. Directions: Read each item carefully. Choose the letter of the best answer and write it on the blank before the number. _______ 1. What is a linear text?

A. It is a traditional text that needs to be read from the beginning to the end.

B. It presents graphs and maps. C. It contains information that is found in a graphic organizer. D. It includes digital texts.

_______2. What is a nonlinear text? A. It includes printed texts. B. It is a traditional text that needs to be read from the beginning to the

end. C. It is lengthy. D. It refers to texts that do not need to be read from the beginning to the

end. _______3. Which is an example of a linear text?

A. charts B. maps C. essay D. tables _______4. Which is an example of a nonlinear text?

A. flow charts B. novels C. narratives D. short stories _______5. Why do the readers find the nonlinear text more efficient?

A. It does not take time for the readers to search for information. B. It is like a picture. The readers will enjoy looking at it. C. It will help the readers think wisely. D. It does not distract the reader’s attention.

Test II. Directions: Read the procedure of cooking scrambled eggs in the box. Then,

fill in the sequence chart with the correct step or sequence, as mentioned in the

procedure.

HOW TO COOK SCRAMBLED EGGS Procedure:

First, get ready of the following ingredients: 4 ounces of white fish meat, finely minced 2 ½ tablespoon flour ½ teaspoon salt 6 eggs beaten 3 tablespoon sugar Oil

Next, mix together fish, flour and salt. Then, add beaten eggs and mix well. When thoroughly blended, add sugar. Heat oil in a pan, and then pour in egg mixture. Cover and simmer for fifteen minutes. Turn and cook the other side. Finally, slice and make four servings.

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References Arsenault, Anisa. “Coronavirus (Covid-19) and the Flu: Similarities and Differences”,

https://bit.ly/2IfSvEN Athuraliya, Amanda. Types of Graphic Organizers, July 21, 2020. https://bit.ly/32oqkuC

Bacugan, Melba; Nicor, Riza. Workbook on English Grade 6, p46.

Difficult editor-flowchart by Triddle at English Wikipedia via Commons Wikimedia Hasa. “Difference Between Linear and Nonlinear Text”. Differencebetween.com, June 18,

2018. https://bit.ly/32lIxca Ignacio-Paez, D. & Coronel, R. Linking the World through English I, pp. 51-58. Mongiovi, Laura. Visual Culture Art 218. September 2018. https://bit.ly/2TZex1s Morgan, Kori. How to Create a Character Map. Penandthepad.com/develop-story-ideas.html

Pixabay (2017). Retrieved from https://bit.ly/2U2aKQX. Accessed 6 Nov. 2020.

Pixabay (2017). Retrieved from https://bit.ly/3eE32G3. Accessed 6 Nov. 2020

Reviewed by:

My Final Farewell

Pour in egg

mixture.

.

4. 5. Slice and

make four

servings.

3. 2. 1. Get the

ingredients

ready.

Development Team

Writer: Sherryl S. Sumalinog La Dicha National High School Editors/QA: Janina Michelle W. Araneta Aileen May B. Recaido Agnes Aballe

Marjorie R. Daligdig Garend E. Temporada

Reviewer : Evelyn F. Importante OIC-CID Chief EPS

Illustrator: Layout Artist: Management Team:

Jerry C. Bokingkito OIC-Assistant SDS

Raymond M. Salvador OIC-Assistant SDS Jeanelyn A. Aleman, CESE OIC-Schools Division Superintendent

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Farewell, dear Fatherland, clime of the sun caress'd Pearl of the Orient seas, our Eden lost!, Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost.

On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need.

I die just when I see the dawn break, Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake To dye with its crimson the waking ray.

My dreams, when life first opened to me, My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye.

Dream of my life, my living and burning desire, All hail ! cries the soul that is now to take flight; All hail ! And sweet it is for thee to expire ;

To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night.

If over my grave some day thou seest grow, In the grassy sod, a humble flower, Draw it to thy lips and kiss my soul so, While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power.

Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes. Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest.

Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have cried,

For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain.

And when the dark night wraps the graveyard around With only the dead in their vigil to see Break not my repose or the mystery profound

And perchance thou mayst hear a sad hymn resound 'T is I, O my country, raising a song unto thee.

And even my grave is remembered no more Unmark'd by never a cross nor a stone Let the plow sweep through it, the spade turn it o'er That my ashes may carpet earthly floor, Before into nothingness at last they are blown.

Then will oblivion bring to me no care As over thy vales and plains I sweep; Throbbing and cleansed in thy space and air With color and light, with song and lament I fare, Ever repeating the faith that I keep.

My Fatherland ador'd, that sadness to my sorrow lends Beloved Filipinas, hear now my last good-by! I give thee all: parents and kindred and friends For I go where no slave before the oppressor bends, Where faith can never kill, and God reigns e'er on high!

Farewell to you all, from my soul torn away, Friends of my childhood in the home dispossessed ! Give thanks that I rest from the wearisome day ! Farewell to thee, too, sweet friend that lightened my way; Beloved creatures all, farewell! In death there is rest!

(This is the 1911 translation by Charles Derbyshire of the Spanish original of José Rizal's poem, Mi Ultimo Adiós)