Eng5 Q2 Mod 3 Philippines PDF

5 ENGLISH Quarter 2 – Module 3: Images/Ideas Explicitly Used to Influence Viewers: Stereotypes, Point of View, and Propagandas English – 5 Self-Learning Module (SLM) Quarter 2 – Module 3: Images/Ideas that are Explicitly Used to Influence Viewers: Stereoty...

5 ENGLISH Quarter 2 – Module 3: Images/Ideas Explicitly Used to Influence Viewers: Stereotypes, Point of View, and Propagandas English – 5 Self-Learning Module (SLM) Quarter 2 – Module 3: Images/Ideas that are Explicitly Used to Influence Viewers: Stereotypes, Point of View, and Propagandas First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writers: Jobelle P. Emblawa, T-II Editor: Mary Gayle B. Leysa Reviewer: Roldan Bondoc Illustrator: Marvin P. Suarez Layout Artist: Jobelle P. Emblawa/ Marvin P. Suarez Cover Art Designer: Arvel Garry L. Campollo Streamliner: Rosenda T. Hordista Management Team: Dr. Carlito D. Rocafort, CESO V – OIC-Regional Director Dr. Rebonfamil R. Baguio, CESO V – OIC-Assistant Regional Director Leonardo M. Balala, CESE-Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo O. Magno – Subject Area Supervisor Ismael M. Ambalgan – CID Chief Sheryl L. Osano – EPS In-Charge of LRMS Mary Grace B. Leysa – EPS English Printed in the Philippines by the Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by- step as you discover and understand the lesson prepared for you. Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module, or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teachers are also provided to the facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. Read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. iii  What I Need to Know Hello, Kids! Have you packed your things for our next adventure? Amazing! This module was designed and written with you in mind. It is here to help you master the topic on images or ideas that are explicitly used to influence viewers: stereotypes, point of view, and propagandas. This module was designed and written with you in mind. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is focused on the lesson on Images/Ideas that are explicitly used to influence Viewers: Stereotypes, Point of View, and Propagandas. (EN5VC-IIa-7.2). After going through this module, you are expected to gain understanding on the topic and be able to determine the Images/Ideas that are explicitly used to influence Viewers: Stereotypes, Point of View, and Propagandas. What I Know Be settled now, Kids! This day must have a lot of fun! Do you know that you made a splash of achievement? That is true! Completing your past modular lessons means you are very eager to study more. I am so happy to know that! I know you are all excited to learn more about this subject. But before proceeding to the next lesson, let us have some activities in the form of a pre-test. This test will help you assess your knowledge on the lesson that you will be taking soon. Are you ready, Kids? You may start with the pre-test now! Direction: Identify whether each statement is expressed as stereotyping, point of view or propaganda. Write your answers in your activity notebook. 1. My mother told me not to eat ice cream because it will make me fat. 2. Many people are craving for the food that Kris Aquino is endorsing. 3. All cakes are sweet. 4. Mang Inasal is the best fast food chain in town. 5. I’ve heard someone say that all Ilocanos are good in cooking”. 6. Looking at the Jabee commercials make me think how kids love it. 7. I saw the billboard of my favorite fast food chain and my stomach suddenly growls. 1 8. Never eat white rice because it can cause diabetes. 9. Dark chocolates are healthy. 10. Sometimes, it is nice to eat while playing video games. Lesson Images/Ideas that are explicitly used to influence 1 viewers: Stereotypes, Point of view, and Propagandas We are here now in our first spot to visit, Kids! Are you ready for our lesson about images or ideas that are explicitly used to influence viewers: stereotypes, point of view, and propagandas? Don’t worry, I know you can do it! By the way, this lesson is focused on determining the idea or ideas conveyed by the images that allow the viewers to stereotype, to establish point of view, and to make propagandas. We will learn more about these in our succeeding activities. What’s In In your previous lesson, you were able to identify the point of views in a certain context. I know you are ready for the first activity of your new lesson but before we proceed to learning a new one, let us have some review on your previous topic. In this activity, you can apply your knowledge on identifying point of view. Direction: Read each sentence very carefully. Put a check mark in the corresponding columns given for the first, second, or third person point of view based on how you understand them. Write your answer in your activity sheets. Statement 1st 2nd 3rd Person Person Person 1. I filled a huge basket with calamansi juice. 2. Farmers are busy packing their calamansi. 3. The three boxes full of calamansi are mine. 4. Anna brought some calamansi juice for you. 5. Lexi went home to prepare lunch for her parents in the farm. 6. Calamansi is a natural source of Vitamin C that is good for your body. 7. Growing up, my parents taught me how to plant and grow calamansi. 8. Jayson loves calamansi. He makes calamansi juice and sell it to the market. 9. My parents would make me calamansi juice whenever I had a sore throat as a kid. 10.Vin, Pao and Riz are excited to deliver the fruits. They put the boxes on the truck. 2  Great job for completing the task, Kids! Notes to the Teacher Teaching English language must be engaging, fun, and productive. For this module, teachers’ creative ways of facilitating learning in the midst of New Normal are encouraged to produce learners who are capable and competent in the use of English Language as medium of communication. What’s New Kids, this time, let us talk about what we observe in some of the television commercials. Most of the time when we are watching television, scrolling our social media accounts like Facebook, Instagram, Twitter, or any Google site, we are captured by the good features of different brands of products and services. Even while traveling to the cities or markets, different billboards and tarpaulins of the products along the way invite us. Let us read what John and Jenny are asking and let us see how we react to this. Hello, Kids! Are you familiar with the commercials? We have the same thoughts too! They are those advertisements which endorse their products. Are you drinking milk? True! We must drink milk to become healthier. By the way, what is the brand of your milk? Why do you think your parents chose that brand of milk? I am wondering too, John! If the commercial of that milk has taken your parents’ attention? Then, what do you think is the good features of that commercial? Now, Kids, in a separate sheet of paper, can you draw your favorite product and tell something about it based on what you have seen in its commercial? Are you ready? Get it on, Kids! 3  What Is It Wow! Great job, Kids! I know, your teacher will really love what you drew in your previous activities. It looks like you are having fun in this module. Let’s learn more in this next discovery. Often times, our interests are carried over by the products or services we see in the television and internet through their commercials. These commercials can influence the viewers through the best features or benefits of the products or services they are selling. Now, you interested in buying the product after watching their commercial? We have different factors that allow us to react or be attracted with the products or services we see in the multi-media platforms. Here are the factors that influence viewers. 1. Stereotypes –the belief that all people within the same cultural, ethnic, or racial group must act and share the same beliefs and attitudes. In terms of products and services, stereotype is the person’s view that all things with the same kind and uses must display common qualities and benefits. Stereotypes ignore individual identity. This type of discrimination can be positive or negative but it doesn’t allow differences. Examples: a. All brands of milk are delicious, cheap, and nutritious. b. All teenagers are addicted to Mobile Legends. 2. Propaganda –an information which is biased or having misleading features. It is used to promote or publicize a particular political or commercial cause or point of view. It is commonly heard in the commercials of the products or services, and even tackling certain political issues or concern. a. Brand X Milk is now even more delicious and more nutritious. So, what are you waiting for? Avail now! b. We need to strengthen our security. So, anti-terror bills must be passed into law. 3. Point of View – the angle of considering different circumstances like brand, budget, timeliness or urgency, and benefits. It shows us the opinion, or feelings of the individuals involved in a situation like you when buying groceries or things in the store. a. Do I need to buy new shoes? Is there really a need for me to buy one? Do I have the budget? What brand will I choose that fits my budget? 4  What’s More Let us learn more to increase the level of your understanding in this module! Television and internet influence its viewers through the different factors that were discussed previously. This time, let us see how you react with these images shown in the televisions. Direction: Look at the images very carefully. After determining the images and the ideas, choose a statement inside the word box that best describes them. Write your answer in your activity notebook Are you ready, Kids? Let us get it on, Kids! What can you say about teenagers? What can you say about food products? _ _ _ What can you say about politicians? What can you say about the news that can be read on Facebook? _ _ _ _ 5  computer addiction delicious entertaining law rich in carbohydrates fake trending corrupt abiding citizens news god fearing rich in moral values role model junk foods What I Have Learned Just for a challenging review about our topic today, Kids. We have the crossword ladder given below. This ladder mean that the concept we learneda while ago have something in common. Let us try it, Kids! Directions: Identify what is meant by each statement below. Choose your answer from the scattered words and write it on the crossword ladder. Write your answer in your activity sheet. Statements: 1. It is basically a false information or idea used to influence the viewers. 2. An opinion of an individual based on what they see, hear or feel. 3. Device used to transmit information through media and entertainment. 4. A positive or negative belief that sometimes generalize without factual basis. 5. A worldwide system of connected networks. 6  What I Can Do Well done, Kids! I see that you have learned a lot from our activities this day. And now, let us take another activity in which we can apply our knowledge on determining images or ideas that explicitly influence the viewers. Directions: Look at the illustration very carefully. Make your own point of view, propaganda, and stereotype based on the given illustration. Write your answer on your activity notebook. Point of View Stereotyping Propaganda 7  Assessment Congratulations, Kids! You are about to accomplish the tasks provided in this module. I know that you learned something in our topic today. This time, let us take this last activity in order to assess how much you have learned in this module. Are you ready, Kids! Nail it! Direction: Identify the following idea as Stereotyping, Point of View or Propaganda. Write your answers in your notebook. 1. Wow! That was the most amazing movie I have ever watched. 2. Girls with curly hairs are pretty. 3. This food is my favorite because it seems like it is super delicious when I see its commercials. 4. Ilonggo people are known for being so tender and soft spoken. 5. All sisters are sweet to their siblings. 6. I think I can cook better than her. 7. People involved in politics are corrupt. 8. My mother saw that detergent on the internet and she uses it now every time she does the laundry. 9. Milk makes me fall asleep easily. 10. For me, walking is healthier than running. Congratulations, Kids! What a learning adventure! I am amazed of what you have performed, Kids! Do you want to develop more o your skills and knowledge? Do the additional activity made for you. Additional Activities Direction: Get a packaging of your favorite snack. Cut out the front part and paste it in a separate sheet of paper. Below your cut out, write a sharing about why you have chosen it as your favorite snack using stereotyping, propaganda and point of view. Do this in a separate sheet of paper. 8 References https://www.ereadingworksheets.com/point-of-view/ https://literarydevices.net/point-of-view/ https://www.webmd.com/lung/coronavirus https://www.scribendi.com/advice/narrative_voice.en.html https://www.k12reader.com/worksheet/narrators-point-of-view-flow- chart/view/ https://literaryterms.net/point-of-view/ 9  EDITOR’S NOTE This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region in all public schools beginning SY 2020 2021. The process of LR - development was observed in the production of this module. This is Version 1.0. We highly encourage feedback, comment, and recommendations. For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected]