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ENGLISH
Quarter 1- Module 4:
Interpreting Lines and Symbols

Department of Education - MIMAROPA Region

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English – Grade 6
Quarter 1- Module 4 – Interpreting Lines and Symbols
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
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the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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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.

Published by the Department of Education

Regional Director: BENJAMIN PARAGAS, CESO V
Assistant Regional Director: ATTY. SUZETTE G. MEDINA
Chief, CLMD: MARIFLOR B. MUSA

Development Team of the Module

Author: MICHAEL S. SERDENA
Editors: GINA M. MAPACPAC, Ed. D. and NORMAN P. ROMASANTA
Reviewers: SDO MARINDUQUE LR TEAM
Illustrators: LOUIE J. CORTEZ, ALEXANDER ABELEDA,
MARY GRACE R. PALMERO and ELSA T. NAGUTOM
Layout Artist: RUNDELLE D. PEŇAREDONDA
Management Team: EDNA C. OABEL, LANY M. SEMILLA, JELLY L. SORE,
MARIAM B. RIVAMONTE, MEDELINE S. MONDOŇEDO

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region

Office Address: Meralco Ave. corner St. Paul Road Pasig City
Telefax: (02) 631-4070; 637-3093, 637-3139; 637-2897*; 637-3446
E-mail Address: mimaropa.region@deped.gov.ph

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Introductory Message
For the facilitator
This module is prepared to facilitate teaching and assess learning of the
competency – Interpreting Lines and Symbols. This learning package consists
of a series of activity sheets to be done by the learner. You are requested to
provide assistance as the learner goes through the activities by clarifying
directions and discussing important concepts to be learned.
This module makes use of images which serve as springboard for skill
development. A number of exercises are provided before the learner is asked to
identify fact or non-fact images.
Please remind the learner to use separate sheets in answering the pretest,
self-check exercises and posttest.

For the learner:

This module is a learning material carefully prepared for you. It contains a
number of exercises to help you interpret lines and symbols.

As you go about this module, there are reminders for you to follow to ensure
that learning is successful:

• Find time to answer the activities in this module.

• Work in a quiet place.

• Read the instructions/ directions carefully. Clarify and discuss the key
concepts to be learned with your teacher, learning buddy.

• Finish this module in the allotted time and follow what this module tells
you.
This learning module package consists of a series of activities. It features
the following important parts:

• What I Need To Know. This part tells what are expected of the learner
and clearly explains what competencies, knowledge, skills and attitude
he/she must have learned at the end of the learning sessions.

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 • What I Know. This part assesses the learner’s understanding of the past
lesson.

• What’s In. This part introduces the new lesson, serves as the springboard
or opener for discussion and series of activities. It also engages the
learner’s interest and leads the learners towards the performance of the
tasks.

• What’s New. This part discusses the key concepts of the lesson at hand.

• What Is It. This part presents an initial activity about the new skill.

• What’s More. This contains series of activities – drills, experiences and

activities which provide enough practice for the learners so that they can
perform the skills automatically.

• What I Have Learned. This states the important concept learned from
the series of activities.

• What I Can Do. This part encourages the learner to work independently
for further application of knowledge and skills.

• What I Can Do On My Own. This serves as the highlight of the series of

activities where the learners measure his level of mastery of the skill upon
completion of the tasks.

• What I Can Do More. This provides additional exercises for mastery of the
competency.

• Answer Key. This section provides answer keys for the series of activities.

• References. These include list of resources used in the making of this

module and that the learners may refer to for further reading.

Please do not write anything on this module as this will be used by other
learners like you. Use either your paper or test notebook to answer the different
activities.

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 What I Need to Know

This module was designed and written based on your level of

understanding. It is here to help you interpret the meanings suggested in visual
media through a focus on visual elements like lines and symbols. The language
and vocabulary used is intended for you as intermediate pupil.

The module focuses on the this learning competency;

Interpret the meanings suggested in visual media through a focus on

visual elements, for example line, symbols, colour, gaze, framing
and social distance.

After going through this module, the learner is expected to;

- Interpret the meanings suggested in visual media through a focus on
visual elements like lines and symbols.

What I Know

This part intends to gauge learner’s understanding of the

previous lesson. Thus, this part comes in the form of a review. For
this lesson, the review focuses on identifying real or make - believe.

Directions: Read each sentence. Write MB by the ones that are make-
believe and R on the ones that are real. Use your answer sheet.

1._______ The milk is cold.

2._______ He bought some clothes at the mall.

3._______ The sun winked at me as the day ended.

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 4._______ The dog laughed as he chased the cat.

5._______ I drove the car down the road.

6._______ The toys played with each other when the kids left the room.

7._______ The cat meowed loudly.

8._______ When the car got tired, it stopped to take a rest.

9._______ The water froze and turned to diamonds.

10.______ The invisible kitten played with a ball of yarn.

Lesson INTERPRETING LINES AND SYMBOLS

Interpretation of the visual media on visual element must be learned by

everybody.
As an intermediate pupil, you should analyze and interpret the meanings
suggested in visual media and know the meanings critically behind the lines and
symbols of visual elements. It is important for you to understand its importance
for you to interpret and analyze different visual media.

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 What’s In

Look at the traffic signs below.

TRAFFIC SIGNS

Fig. 1.Warning sign/February 06, 2020 Fig 2/Traffic Light. Clker-Free. 2014 Fig 3/Roshaunda D. Cade/ Clker-Free. 2012
https://pixabay.com/ https://pixabay.com/ https://pixabay.com

Fig 4. Railroad Crossing/13 APR 2012 Fig 5. Interstate Route/ Clker-Free. 2012 Fig.6/Keep Left Sign. Clker-Free. 2013
https://pixabay.com https://pixabay.com https://pixabay.com/

These traffic signs are examples of visual media where you can see lines
and symbols. Try to answer these questions:
- Which traffic signs use straight lines? curved lines?
- Which traffic signs indicate movement or directions?
- Do these traffic signs use natural or artificial lines?
From your answers, we can say that lines bring a lot of ideas and
meanings.

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 Go back to each of the traffic signs.
- What does each sign means?
- What do you have to do when you see each of these signs?
From your answers, we can say that lines are used to represent
something.

What’s New

Read and try to understand how to interpret the meanings

suggested in visual media through a focus on visual elements like lines
and symbols.

Expressing and developing ideas in images

Who, what, where, when, why?

Effective creators of visual texts use a range of visual semiotic (meaning

making) choices including symbols, line, vectors, colour, and size to express
actions and ideas, to represent the participants (the characters, or
things/objects seen), the nature of the events (what is happening), and the
circumstances (setting, context).

Lines and Symbols are visual semiotic resources for expressing and developing
ideas in images.

Lines

Choices about use of line in an image include: straight or curved, length, angle,
intersection of vertical and horizontal lines, and direction. Lines are used in
images to indicate movement and direction. Lines can be natural, formed by
objects in the image, or artificial lines created by the author, using subject
gaze, or pointing for example.

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Symbols

Symbols or signs can be used as short cuts to represent ideas or concepts.

Symbolic aspects can include choice of casting, design of hair and make-up,
choices of costume, props, and objects. It also includes icons. For example, the
Eiffel Tower is a symbol often used to represent the city of Paris, heart symbols
are used to represent love, and the colour red to symbolize danger, or perhaps
romance, depending on the context.

Symbols can also be used to present concepts and information in diagrams,

graphs, timelines and other forms of visual information texts.

What Is It

Directions: Analyze and interpret the pictures by answering the

questions below them.
A.

Figure 7. Nature Design. Digital Image. 2019. https://pixabay.com/

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1. What things do you see in this image which you recognize from
somewhere else?
2. Why do you think has the author chosen to use these symbols?
3. What symbolizes the plant?
4. What symbolizes the sun?
5. What might this mean for what is happening in this story?

B.

Figure 8. Transportation/Traffic 44833. Digital Image .24 July 2013 https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image or created by the
image maker?
3. Where do the lines take your eyes?
4. What information does this use of straight lines give the audience about
the circumstances of this situation?
5. Why has the author chosen to use these lines like this?

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 What’s More

Activity 1- In Crossing a Bridge

Directions: Analyze and interpret the picture by answering
the questions below.

Figure 9 . Bridge and Opera House. Goodfoodjunkie.2014.Digital Image. 19 May

2014. https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image
or created by the image maker?
3. Where do the lines take your eyes?
4. What information does this use of curved lines give the
audience about the circumstances of this situation?
5. Why do you think has the author chosen to use these
lines like this?

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 Activity 2 – While It’s Sunset
Directions: Analyze and interpret the picture by answering
the questions below.

Figure 10. Lake Reed Sunset. TomMark 2010. Digital Image. 30 March 2015 https://pixabay/.com

• 1. What does the picture show?

• 2. What might this mean here?
• 3. What symbolizes this situations?
• 4. What do you feel with this situation?

What I Have Learned

We can Interpret the meanings suggested in visual media through a

focus on visual elements like lines and symbols.

Lines are used in images to indicate movement and direction.

Symbols or signs can be used to as short cuts to represent ideas or
concepts.

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 What I Can Do

Activity 3 – In Moments Like This

Directions: Analyze and interpret the picture by answering the questions
below.

Figure 11. hands-love-hand-eternity-peace . 28703 .2013.Digital Image. 19 April 2013.

https://pixabay/.com

Questions:
1. Why do you think has the author chosen this illustration?
2. What might this mean here?
3. What does it symbolize?
4. What does toddler’s hands symbolize?
5. How will you show your love to your younger brother or sister?

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 Activity 4 – About Fishing Vessels
Directions: Analyze and interpret the picture by answering the questions
below.

Figure 12. Fishing Vessel .Fruehlingwiese. 2015 Digital Image. 26 Sept 2018. https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image or created by the
image maker?
3. Where do the lines take your eyes?
4. What information does this use of straight/intersecting lines give the
audience about the circumstances of this situation?
5. Why do you think has the author chosen to use these lines?

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What I Can Do On My Own

A. Lines

Directions: Analyze and interpret the picture by answering

the questions below.

Fig. 13. Mountains Landscape. Free Photos Digital Image.19, Sept 2015. https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image
or created by the image maker?
3. Where do the lines take your eyes?
4. What information does this use of curved lines give the
audience about the circumstances of this situation?
5. Why do you think has the author chosen to use these
lines?

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B. Symbol
Directions: Use the words: burn, corrosive, explosive,
flammable, care, death, caution, bone, toxic, blistered, ill,
attack.
6.This symbol
means____________.
Chemicals with this symbols
can cause red or
___________skin rashes.
7.This symbol
means____________
Chemical with this symbols
can destroy living tissues
such as skin and _______.
8.This is the symbol
for__________.
This symbol is used for
chemicals which are
poisonous and can
cause____________if they enter
the body.
9.This is the symbol
for__________
Chemicals with this symbol
are _______or ignite easily.
They must be stored safely
and used with care.
10.This symbol
means___________.
Chemicals with this symbol
are unstable and can
detonate under the right
conditions. Therefore they
must be stored safely and
handled with _______.

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 What I Can Do More

Directions: Analyze and interpret the picture by answering

the questions below.

Figure 13 . Hill tree Drumlin Landscape. Susnpics 2020, Digital Image. 21 June 2020 https://pixabay.com

1. What sort of lines do you see in this image?

2. Are these lines formed by natural objects in the image or created by the
image maker?
3. Where do the lines take your eyes?
4. What information does this use of straight/curved/intersecting lines give
the audience about the circumstances of this situation?
5. Why do you think has the author chosen to use these lines?

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 Answer Key

What I Know
1. R 6. F
2. R 7. R
3. F 8. F
4. F 9. F
5. R 10.F

What Is It
A.
1. I see plant, soil and sunlight.
2. The symbols represent the life of a plant.
3. Plant symbolizes life.
4. The sun symbolizes hope.
5. A plant will grow with the help of sunlight and soil.

B. Lines

1. I see parallel lines.

2. The lines are created by the image maker.
3. The lines take me to the end of the road.
4. The straight line informs the audience that in a traffic situation, vehicles
should go straight ahead.
5. Answers may vary.

What’s More

Activity 1 – In Crossing a Bridge

1. I see curve and straight lines.
2. The lines are created by image maker.
3. The lines take my eyes to the other side of the bridge.
4. Curved lines support the foundation of the bridge.
5. I think the author wants to show the structure of the bridge.

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Activity 2 – While It’s Sunset
1. The picture shows a sunset.
2. It means that the lake is calm.
3. It symbolizes peace.
4. I feel relax and calm.

What I can Do
Activity 3 – In Moments Like This
1. The author wants to present an information.
2. This might mean love.
3. It symbolizes a mother’s love to her child.
4. A toddler’s hand symbolizes youth.
A toddler’s hand symbolizes dependence.
5. Answer may vary.

Activity 4 – About Fishing Vessels

1. I see different lines.
2. Some lines are formed by natural objects; others are created by the image
maker.
3. The lines take my eyes to all sides / parts of the image.
4. Lines help us see the beauty of things and nature around.
5. I think the author wants to show the beauty of lines made by nature and
the image maker.

What I Can Do on My Own

A. 1. I see curved lines.
2. These lines are formed by natural objects.
3. The lines take me to the mountains and skies.
4. It gives the audience information on the beauty of nature.
5. These lines are the structure of nature.

B. 1. corrosive, burn
2. care, bone
3. poison, death
4. explosive, flammable
5. currosive,care

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What Can I Do More
1. I see curved lines.
2. These lines are formed by natural objects.
3. The lines take me to the trees and mountains.
4. The lines represent mountains and trees.
5. Those are lines for trees and mountain structures.

References
Photographs and Images

Clker-Free .Traffic Light. 2014

https://pixabay.com/

Clker-Free ./Roshaunda D. Cade/. 2012

https://pixabay.com

Clker-Free .Interstate Route/. 2012

https://pixabay.com

Clker-Free .Keep Left Sign. 2013

https://pixabay.com/

Fruehlingwiese .Fishing Vessel . 2015 Digital Image. 26 Sept 2018

https://pixabay.com

Goodfoodjunkie . Bridge and Opera House. 2014.Digital Image. 19 May

2014
https://pixabay.com

Mountains Landscape. Free Photos Digital Image.19, Sept 2015

https://pixabay.com

Nature Design. Digital Image. 2019.

https://pixabay.com/

Railroad Crossing/13 APR 2012

https://pixabay.com

Susnpics . Hill tree Drumlin Landscape. 2020, Digital Image. 21 June 2020
https://pixabay.com/

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TomMark .Lake Reed Sunset. 2010. Digital Image. 30 March 2015
https://pixabay/.com

Transportation/Traffic 44833 .Digital Image .24 July 2013

https://pixabay.com

TomMark .Lake Reed Sunset. 2010. Digital Image. 30 March 2015

https://pixabay/.com

Warning sign/February 06, 2020

https://pixabay.com/

28703. hands-love-hand-eternity-peace . .2013.Digital Image. 19 April 2013

https://pixabay/.com

Websites

Teaching Visual Literacy in the classroom, Dan.Com Domain Expert, accessed July 6,
2020, http://literaryideas.com/teaching-visual-texts-in-the-classroom

Visual Metalanguage for comprehending and composing visual meaning, Victoria State
Government, accessed July 5, 2020,
https://www.education.vic.gov.au/school/teachers/teachingresources
/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx

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For inquiries or feedback, please write or call:

Department of Education – MIMAROPA CLMD

Meralco Avenue, corner St. Paul Road, Pasig City, Philippines 1600

Telefax: (02) 631-40-70 or (02) 637-30-92

Email Address: mimaropa.region@deped.gov.ph

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