Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
MUNICIPALITY OF MAGALLANES
BENDITA INTEGRATED HIGH SCHOOL
Learning Activity Sheet
Day 1:
Activity 1: (Answer Key)
1. A
2. C
3. C
4. B
5. B
6. C
7. D
8. B
9. A
10. D
11. D
12. B
13. A
14. D
15. D
Activity 2: A Puzzle is Worth a Word
These are rebus puzzles—wordplay where the layout, font, or repetition of words suggests a familiar phrase or idiom. Here
are the answers for each:
1. Lazy Afternoon
(The word “NOON” is beside “LAZY” → Suggests a lazy noon or “Lazy Afternoon”)
2. Six Feet Underground
(The word “GROUND” is above six repetitions of the word “FEET” → “Six feet under ground”)
3. Missing Friends
(The word “FRIENDS” is complete on both sides, but the middle has “STANDING MISS” → a “miss” standing in the
middle of “FRIENDS” → someone missing among friends → “Missing Friends”)
4. Just Between You and Me
(The word “JUST” is between “YOU” and “ME” → “Just Between You and Me”)
5. Big Deal
(The word “DEAL” is printed in big font → “Big Deal”)
6. Excuse Me
(The word looks like “XQQQQME” → phonetically sounds like “Excuse Me”)
Vocabulary:
1. Textual- adj. of, relating to, or based on a text.
Example: A textual analysis focuses on the written words of a text, and a textual source is a written document that
provides information.
2. Organizers- n. something (such as a device or container) that is designed to keep objects or information in a particular
arrangement or order.
Example: We discovered that one of the firms still mailed tax organizers to clients in January.
3. Graph- n. a diagram that represents the variation of a variable in comparison with that of one or more other variables.
Example: The students were tasked to plot a graph.
4. Chronological- adj. of, relating to, or arranged in or according to the order of time.
Example: His art is arranged in chronological order.
5. Abstract- n. a summary of points usually presented in skeletal form.
Example: She presented an abstract of her proposal to her professor.
Day 2:
Concept Notes:
What are Textual Aids?
Textual aids are visual and structural elements added to a text to help readers understand, organize, and retain information better.
These tools support comprehension by making complex information more accessible and engaging.
📌 Examples of Textual Aids
Textual Aid Description Purpose
Advance Organizers Brief previews or summaries before the Prepares the reader’s mind; sets purpose for
main text reading
Titles & Subtitles Headings and subheadings within a text Give clues to the topic or main idea; organize
content
Bold / Italic Text Words in different font styles Emphasize key terms and concepts
Graphs & Charts Visual representations of data or ideas Show relationships, trends, and comparisons
Diagrams & Maps Visual explanations or geographic guides Simplify processes or locations for better
understanding
Timelines Chronological order of events Helps with sequencing and historical
understanding
Bullet Points & Lists of items or steps Break down and organize information logically
Numbering
🎯 How Textual Aids Help in Understanding a Text
1. Organize Information Clearly
o Helps chunk information into manageable parts.
o Prevents confusion by showing logical flow.
2. Highlight Important Ideas
o Allows readers to focus on essential terms or data.
o Helps in identifying main ideas and supporting details.
3. Simplify Complex Concepts
o Visuals like diagrams and graphs make abstract ideas easier to grasp.
4. Activate Prior Knowledge
o Advance organizers and titles link the new text to what students already know.
5. Promote Engagement
o Visually appealing aids increase interest and attention.
🔍 Sample Analysis:
Imagine reading a science article about climate change. If it only has plain paragraphs, it might feel overwhelming. But if it
includes a timeline of events, a chart comparing temperatures, and bolded terms like “global warming,” you’re more likely to
understand and remember the content.
— That’s the power of textual aids.
📚 Conclusion
Textual aids are essential tools that guide readers in navigating, understanding, and remembering information in a text. By
recognizing and using them effectively, students become better and more strategic readers.
Day 3:
Rubrics for Group Activity:
Criteria 4 - Excellent 3 - Good 2 - Fair 1 - Needs Improvement
Correct identification of textual aids
Relevance to real-life application
Creativity and clarity of output
Team collaboration and participation
Day 4:
Evaluating Learning:
Directions: Read the situation carefully and answer the question that follows in at least 5–8 sentences. Support your answer with
explanations and examples.
Situation:
You are helping your younger sibling review for their science quiz. They are struggling to understand a paragraph about the water
cycle that includes terms like “evaporation,” “condensation,” and “precipitation.” Beside the paragraph, there is a diagram
showing the water cycle with arrows, labels, and simple icons.
Question:
If your sibling ignores the diagram and only reads the paragraph, what might they miss? Explain how the diagram as a textual aid
can help them better understand the water cycle. Why is it important to use both the text and the visual aid together?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_
Expected Thinking Process:
Analyze what information is in the diagram vs. the paragraph
Evaluate how combining visuals and text improves comprehension
Explain the real-life application of using textual aids when learning complex concepts
Rubric for Situational Essay: "Textual Aids and Understanding a Process"
Criteria 4 - Excellent 3 - Good 2 - Satisfactory 1 - Needs Improvement
Understanding of Clearly explains the role of the Explains the role of the Mentions the diagram but Shows little to no
Textual Aids diagram as a textual aid and its diagram with minor gaps with limited explanation understanding of the
impact on comprehension in understanding of its purpose diagram’s use or
importance
Critical Thinking Insightfully analyzes how text Provides a reasonable Provides a basic or partial Gives a vague, unclear,
and diagram complement each explanation with some explanation with limited or off-topic explanation
other; gives a thoughtful analysis depth
explanation
Application to the Applies the concept effectively Application is mostly Application is minimal or Fails to connect the
Situation to the sibling's learning situation relevant with general not clearly connected to concept to the given
with specific examples examples the situation situation
Organization and Essay is well-organized, easy to Mostly organized and Some disorganization, but Lacks clear structure;
Clarity follow, and clearly written understandable with few meaning is still mostly hard to understand
lapses clear
Grammar and Few to no grammar or spelling Some grammar or Noticeable grammar Frequent errors that
Mechanics errors spelling errors, but errors that sometimes seriously affect clarity
meaning remains clear affect meaning and understanding
Scoring:
20–18 points = Excellent (Mastery)
17–14 points = Good (Proficient)
13–10 points = Satisfactory (Developing)
9 and below = Needs Improvement (Beginning)