SHS

CORE SUBJECT

21st Century Literature

from the Philippines
and the World
Quarter 2
(Weeks 6&7)

Module 3&4: Literary Interpretation and

Adaptation of World Literature
 Day 1

Pretest
Directions: Read the given statements and write your choice of letter on a separate
sheet of paper.
1. This refers to the circumstances that form the setting for an event, statement, or idea, and in
terms of which it can be fully understood and assessed.
a. Text b. Context c. Contextual d. Rhetorical

2. It is a book or other written or printed work, regarded in terms of its content rather than its
physical form.
a. Text b. Context c. Contextual d. Rhetorical

3. It is defined as books and other written works, especially those considered to have creative or
artistic merit or lasting value.
a. Linguistics b. Language c. Literature d. Caricature

4. It is an explicit argument about a text’s deeper meanings—its implied themes, values, and
assumptions.
a. Analytics b. Interpretation c. Literature d. Critical Reading

5. It is a detailed examination of the elements or structure of a text.

a. Analysis b. Interpretation c. Literature d. Critical Reading

6. It is another form of a literary genre or medium, such as music, a stage play, a ballet, an opera,
a film, or even an animation.
a. Webtoon Making c. Literary Adaptation
b. Writing Literature d. Literary Interpretation

7. This is an example of a multimedia form used in literary adaptation.

a. Film Making c. Drawing Canvas
b. E-Books d. Writing letters

8. All are the multimedia forms that can be used for literary adaptation, EXCEPT;
a. Animation b. Creation c. Image d. Video

9. It is an important and interesting component of multimedia.

a. Image b. Characteristics c. Uploading d. Colors

10. It is a technology that can capture, record, process, transmit, and reconstruct moving pictures.
a. Text b. Sound c. Image d. Video

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For items 11-15, read the following excerpts from literary texts and identify the implied meanings.
11. “But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of
those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension
of intelligent thought.”
a. The “shudder” she felt was one of dread.

b. This quotation appears close to the end of the story.

c. The joyous feeling of independence that Brently’s death has given her.

d. Brently returns, she dies, unable to face the return of the life that she’d dreaded so much.

12.” She breathed a quick prayer that life might be long. It was only yesterday she had thought
with a shudder that life might be long.”
a. Louise’s reaction to Brently’s death will be surprising.

b. Most women would gaze reflectively at the sky and clouds.

c. She is free and independent, and her life is suddenly worth living.

d. The first breaths of these feelings are stirring, and her “intelligent thought”

13. “Bettina, I’m sure you know that there are people on this planet who are far more too rich and
powerful to ever appear on those lists.” What does this line mean?
a. There are people who are humble.
b. Many people overvalue what they possess.
c. Many people are rich and powerful.
d. There are people who need appreciation.
14. “Julie, honey, what’s the delio? I’ve waited more than fifteen minutes for my table?” What
attitude did Bettina Ortiz y Meña show in this line?
a. arrogance b. impatience c. persistence d. kindness

15. At that time Macondo was a village of twenty adobe houses, built on the bank of a river of clear
water that ran along a bed of polished stones, which were white and enormous, like prehistoric
eggs. The world was so recent that many things lacked names, and in order to indicate them
it was necessary to point.
a. The idea of a predetermined fate is accepted as natural.
b. Reading and interpreting has a magically powerful status
c. Seeing into the future can be as easy as remembering the past.
d. Macondo slowly loses its innocence by seeking too much knowledge.

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 Lesson
Literary Interpretation
1
Week 6 of World Literature

What I Need to Know

By the end of this lesson, you are expected to:

1. explain the concept of literary interpretation;

2. familiarize on the guidelines in interpreting a literary text; and
3. demonstrate proficiency in interpreting a literary text.

What’s In
Jumble, Rumble This!
Directions: Read the definitions and arrange the jumbled letters to find the meaningful words.

Write your answers on a separate sheet of paper.

1. SYSINAAL It is a detailed examination of the

elements or structure of a text.
2. INIRETERPATNOT It is an explicit argument about a text’s
deeper meanings—its implied themes,
values, and assumptions.
3. ILERTUTAER It is defined as books and other written
works, especially those considered to
have creative or artistic merit or lasting
value.

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 4. EXTT It is a book or other written or printed
work, regarded in terms of its content
rather than its physical form.
5. COTENXT It is the circumstances that form the
setting for an event, statement, or idea,
and in terms of which it can be fully
understood and assessed.

Day 2

What’s New
In the previous lessons, you have learned about the various 21st century literary pieces from around
the world and you were also able to analyze them using the different approaches in reading. The
true beauty in reading, however, is not only about analyzing meanings behind the texts but also in
knowing how to interpret them.

In this module, you will be learning about how to effectively convey a meaning of a certain text.
You need to examine what a text does to convey meaning: how the content and language are used
just to give justice on the portrayal of the main topic and how the connections are being made
between those things in order to convey underlying meaning.

Literary Interpretation is an explicit argument about a text’s deeper meanings—its implied

themes, values, and assumptions. It pays special attention to the text’s contradictions, tensions,
and ambiguities. Interpretation also recognizes how the cultural context of the text and the reader
might influence our interpretive conclusions. (Seattle Pacific, 2020)

Guidelines in Interpreting Literature

1. Find out what the text is arguing (supporting, refuting, upholding, prescribing, etc.); don’t
merely summarize it.
2. Look for the text’s main idea.
➢ Is it for or against the status quo (or both)?
➢ Consider the historical and social context.
➢ What does the text do with cultural and societal assumptions?
3. Remember that the text is a construct, not about a real person, event, etc.,
It is designed to present a perspective; it is not the “truth.” even with autobiography or other
literary texts based on the author’s life experience, the text is still constructed to focus on
details and description at the exclusion of others.
4. Remember that the characters are constructs as well, not real people, that a choice is involved
in their construction.
5. Remember that what happens in the text may not be what the text is arguing for.
➢ What attitude is presented about the situations and events?
➢ How do we feel about the characters and what they say and do?
6. Examine the positive or negative consequences of the plot.

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 ✓ Remember that negative consequences for a sympathetic character usually argue
against what happens to that character, whereas with an unsympathetic character
negative consequence usually mean the text is arguing for those events, attitudes, etc.
7. Examine the narrative point of view (first-person “I” or third-person omniscient). Through what
perspective, what “voice,” are we presented with the descriptions, events, etc.?
8. Closely examine imagery in the text: descriptions, symbolism, metaphors, and similes. How
do these relate to the text’s themes?
9. While you may want to focus on one aspect or section of a text, do not forget to place it within
the context of the text.
10. Be careful not to read into the text on what is not found. You must always be able to find
textual evidence, in order to support what you believe is occurring in the text.

Reading Literary Texts for Issues of Identity

1. How does the text define any or all the various aspects of identity?
For example, what does it mean to be working-class? male? gay?
➢ Does the text oppose different identities to each other, e.g., black versus white, middle-
class versus working-class, male versus female, adult versus child? If so, what
characteristics go along with each identity?
➢ How does the text’s definition of any or all the aspects of identity relate to cultural
definitions of those aspects?
2. Does the text present a conflicting definition of aspects of identity, e.g., definitions held by
different characters, a definition the text upholds versus one that it argues against?
3. Are the characters or other aspects of the text—including language—racist, classist, sexist,
homophobic, heterosexist, or otherwise biased against a group.
For example, based on religion, nationality, appearance, physical ability, profession.
➢ Is the text limited to a focus on privileged groups only? On oppressed groups only?
➢ How might the text be different if it considered the perspectives of other groups?
4. Is the language of the text gendered, or does it refer to aspects of race, ethnicity, class, religion,
sexual orientation, and so forth? What is the significance of such language to the argument of
the text?

Utilizing Proper Style for Writing about Literature

1. Use the present tense when writing about literary texts, except when comparing a character’s
previous situation or actions to a present one in the text.
For example, “Shakespeare writes, ‘Love is not love / Which alters when it alteration finds.’”
Or, “When Victor Frankenstein creates his ‘monster,’ he does not consider the consequences
of his actions,” NOT “When Victor Frankenstein created his ‘monster,’ he did not consider the
consequences of his actions.”
The latter could be utilized if you are discussing how this past situation connects to a current
one, such as Victor dealing with the “creature’s” murder of his loved ones: “When Victor
Frankenstein created his ‘monster,’ he did not consider the consequences of his actions, but
he soon faces such consequences when his creation murders his loved ones.”
2. Sandwich quoted and paraphrased material. While readers of literary analyses constitute an
audience that can be presumed to have read the literary text, you still need to provide the
context for quoted and paraphrased material, that is, the particular scene, object or person
described, placement in the text, and so forth. You also need to explain your interpretation of

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 the material clearly. Don’t quote at length, then explain. Instead, break quotations down and
provide explanations and interpretation of each section. Use block quotations sparingly.

3. Use appropriate MLA/APA documentation style, considering the requirements for the specific
genre of literature about which you are writing.

(Source: www.elcamino.edu › faculty › mleiby › worddocs)

What I Can Do
Miss Interpret!
Directions: Read the story and find out how the author creatively portrays the parable.
Interpret the text by answering the questions that follow. Copy the questions then
write your answers on a separate sheet of paper.

The Story of the Pencil

by Paulo Coelho
The Grandchild was looking at his grandma writing for a letter. Suddenly he asked:
“Are you writing a story about us? Is it by chance a story about me?”. The grandma
stopped writing, smiled and said to her grandchild: “Indeed I am writing about you,
however more important than the words is the pencil I am using.
“I hope you will be like this pencil when you grow up”.
The child looked at the pencil curiously but could not see anything special. “But . . . it
is exactly the same as every other pencil I saw in my life”. “It is all in the way you look
at things. There are five qualities in that pencil that, if you will be able to maintain, will
make you a man in peace with the whole world.
First Quality: you can make big things, but never forget that there is a hand guiding
your steps. This hand we call it God, and he will always have to address you towards
his will.
Second Quality: sometimes I must stop writing and use a sharpener. This makes the
pencil suffer a little, but at the end it will be sharper. So, learn to bear a little pain
because it will make you a better man.

Third Quality: the pencil always allows us to use an eraser to cancel mistakes.
Understand that correct something we did is not necessarily a bad thing, but something
fundamental to keep us on the right path.
Fourth Quality: what is important in the pencil is not the wood or the shape, but the
lead that is inside. So, be always careful of what happens inside of yourself.

At the end, the fifth quality is: always leave a sign. In any case, be aware that everything
you do in your life will leave trails; try to be conscious of every single action”.
(Source: 21st Century Literature from the Philippines and the World - Module 26 by
Jeramie G. Buensuceso, MEM)

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 About the Author Fable vs. Parable
Paulo Coelho
The pride of Brazil whose novel, The Alchemist, Fable
became a worldwide phenomenon and is one of the A brief story illustrating a
best-selling books in history with 190 million copies moral or revealing general
sold and translated into 80 languages truths about human nature
Musician and lyricist prior to pursuing a writing Often include talking animals
career as a novelist or animated objects as the
Published 30 books, majority of which are novels principal characters
Recipient of international awards such as the Example: The Ants and the Grasshop-per
Spain’s Elle- Best International Writer (2008),
Denmark’s Hans Christian Anderson Award (2007), Parable
Mexico’s Las Pergolas Prize (2006), the American A short story designed to
Wilbur Award (2006), Croatia’s Kiklop Literary Award allegorically teach some
(2006), Germany’s Direct Group International Author religious principle, moral lesson,
Award and Goldene Feder Award (2005), Ukrain’s or general truth
Order of Honor and Order of St. Sophia (2005), the Includes real or literal
United Kingdom’s Neilsen’s Gold Book Award occurrences to which anyone
(2004), Serbias Golden Bestseller Prize and Ex can relate
Libris Award (2004), Germany’s Best Fiction Corine Example: The Parable of the Sower
International Award, Club of Budapest Planetary
Arts Award (2002), and the Crystal Award from the
World Economic Forum (1999)

1. What does the text imply on the role of a pencil in relation to the life of the child?

2. Consider the historical and social context: what does the text do with cultural and societal
assumptions?

3. In your own perspective, what do you think are the other qualities of a pencil?

4. How do the descriptions, characterizations, and plot structure lead us to the qualities of a
pencil?

5. How would the literary text differ if another character’s point of view were used?

What I Have Learned

Words to Ponder!
Directions: Complete the paragraph based on what you have learned about interpreting
literary text in your answer sheets.

Textual evidence
To support
To find out what the text is arguing.

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 The most important thing in interpreting a literary text is____________________.
You must always be able to find ___________, that is, offer a close reading,
to __________what you believe is occurring in the text.

Day 3 & 4

What’s More
Task 1

The Interpreter!

Recall the short story, “The Taximan’s Story” by Catherine Lim which was introduced to you in
Module 1. (For the full story, you can visit http://emiljohnmila.blogspot.com/2014/02/the-taxi-
mans-story-by-catherine-lim.html). In a short bond paper, interpret the said story through script
writing. The script must be 3-5 pages following the format stated in the rubric. Be guided by the
given scoring rubric.

Rubric in Script Writing

1 2 3 4

Ideas and The plot is a little The plot is well The story is very
Communication

scenes seem to hard to follow. The organized. One well organized. One
Clarity be randomly transitions are idea or scene may idea or scene
arranged. sometimes not seem out of place. follows another in a
clear. Clear transitions logical sequence
are used. with clear
transitions.

There are no The script has used The script used The script has
Understanding

stage directions stage directions, stage directions really demonstrated

Knowledge/

Format or consideration but more could and proper script thorough thought
of script format. have been used. format, and understanding
demonstrating a regards to stage
general directions and script
understanding. format.

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 There is little The story contains The story contains The story contains
evidence of a few creative creative details many creative
Thinking/

Creativity creativity. The details and/or and/or descriptions details and/or

Inquiry

script does not descriptions, but that contribute to descriptions that

seem to have they distract from the reader's contribute to the
used much the story. enjoyment reader's enjoyment.
imagination.

It is hard to tell The main The main The main

who the main characters are characters (3-4) are characters (3-4) are
Characters characters are. named. Dialogue named and named and clearly
There is only 1 and stage described. Dialogue describe. Dialogue
main character. directions have and stage and stage
limited expansion of directions directions expand
character somewhat expand character
Application

development. character development.

development.

Hard to follow It is usually clear It is usually clear It is always clear

characters' which character is which character is which character is
Dialogue dialogue and speaking. Dialogue speaking. Dialogue speaking. Dialogue
minimal effort is is choppy and not is well developed is well developed
put into well developed. but could be more and varied.
conversations. varied in structure.

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 Day 1

Lesson
Literary Adaptation of
2
Week 7 World Literature

What I Need to Know

By the end of this lesson, you are expected to:

1. identify varied multimedia formats used in literary adaptation;

2. produce a creative adaptation using multimedia and ICT skills; and
3. critique the adaptation using a self-assessment guide.

What’s In

It’s the Thought that Counts!

Directions: The passage below was stated by Wole Soyinka, a renowned African writer.
Respond to his thoughts by writing what you think of this statement. Explain your stand in 2-3
sentences. Write your response in a separate sheet of paper.

But theater, because of its nature, both text, images, multimedia effects,
has a wider base of communication with an audience. That's why I call it
the most social of the various art forms.

-Wole Soyinka-

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 Day 2

What’s New

Multimedia in Literary Adaptation

What is a literary adaptation? Literary adaptation is the conversion of a literary source

(e.g., a novel, short story, play, poem) to another genre or medium, such as music, a stage
play, a ballet, an opera, a film, or even an animation. To adapt means to transpose from
one medium to another. It is the ability to make fit or suitable by changing or adjusting.
Modifying something means to create a change in structure, function, and form, which
produces a better adjustment (Krishnapatria,n.d.). This modification can be made possible
using some multimedia.

What is Multimedia? Multimedia is a combination of text, sound, graphics, video, and

animation that can be delivered via a computer or any other electronic media and an
application of Information and Communication Technology (ICT) skills.

Elements of Multimedia
Multimedia elements are tools used to create any type of multimedia project. For a better project,
these elements should be arranged properly.

❖ Text
All multimedia contains some amount of text. The text can have different font size and style to
suit the presentation. The text use in multimedia can be perform in different format: general
text, hypertext, pdf etc.
❖ Image
Image is an important and interesting component of multimedia. One of the basic facts in
multimedia is that some people do not like reading large amount of text information. So,
graphics or images are used to make a better and clear presentation. Images are also assumed
that when explaining or presenting a subject/topic, graphics are easier to understand. There
are several technology and sources available to produce image graphics for multimedia project,
image can be created by using paint program by scanning photograph.

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❖ Sound
Sound is perhaps the most sensuous element of multimedia. It is a meaningful speech in any
language it can make the difference between an ordinary multimedia presentation and
professional multimedia presentation. Sound is a form of energy that propagates as a web. It
is categorized by frequency, web length, amplitude, speech etc.
Mono vs. Stereo
Stereo (or Stereophonic sound) is the reproduction of sound using two or more independent
audio channels in a way that creates the impression of sound heard from various directions,
as in natural hearing. Mono (Monaural or monophonic sound reproduction) has audio in a
single channel, often centered in the “sound field”. i.e. and stereo (Stereophonic) are
classification of sound. Stereo sound has almost completely replaced mono because of the
improved audio quality that stereo provides.
Applications of mono vs. stereo
Mono sound is preferred in radiotelephone communications, telephone networks, and radio
stations dedicated to talk shows and conversations, public address system, hearing aids.
Stereo sound is preferred for listening to music, in theaters, radio stations dedicated to music,
FM broadcasting and Digital Audio Broadcasting (DAB).

❖ Animation
Animation makes static presentations come alive. It is a visual change over time and can add
great power to your multimedia projects and web pages. Many multimedia applications for both
Macintosh and Windows provide animation tools. This makes it possible for a series of images
that are changed very slightly and very rapidly, one after the other, to seemingly blend into a
visual illusion of movement.
❖ Video
It is a technology that can capture, record, process, transmit, and reconstruct moving pictures.
Video is more towards photo realistic image sequence / live recording as in comparison to
animation. Video also takes a lot of storage space. So, plan carefully before using this element.
Interactive Multimedia
When the user is given the option of controlling the elements.
Hyper Media
A combination of hypertext, graphics, audio, video, (linked elements) and interactivity
culminating in a complete, non-linear computer-based experience.
(Source: PowerPoint Presentation of Kamalesh Kumar)

If these elements be successfully combined with an appropriate literary text it can reproduce
another kind of form and that is the multimedia in a literary adaptation.

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 Multimedia Applications

• Multimedia Software
• 2D & 3D
• Graphics & Animation (Audio-Video)
• Autodesk - Maya, 3DMax
• Adobe - Flash, Photoshop • Media player, Winamp
• Gamma 3D
• CorelDRAW • QuickTime, VLC, GOM, ATI
• Free Design Software
• XFig, GIMP TV
• Plastic Animation 2D
• PowerPoint, SMIL • Video editing - software, list
• Free 3D Software
• Pencil for MAC OS • Pinnacle Studio
•
• Ulead MediaStudio

(Source:http://sahet.net/htm/swdev8.html)

What I Can Do
Meaningful Words!
Directions: Copy the table below on a separate sheet of paper. Arrange the following jumbled
letters to form the elements of multimedia. Give a description on each element in
relation to multimedia in literary adaptation. Choose the most important element from
the box and complete the statement below on a separate sheet of paper.

ELEMENTS OF MULTIMEDIA DESCRIPTION

1. NIOTANMIA
Answer:

2. OEDIV
Answer:

3. EXTT
Answer:

4. OUNSD
Answer:

5. AGEIM
Answer:

❖ One of the most important elements of multimedia in literary adaptation is________________

because_________________________________________________________________.

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 What I Have Learned
Learn to Ponder!

Directions: Copy and complete the statements below.

The combination of the elements of multimedia in a creative way.

The used of tools to create multimedia projects.

The elements of multimedia represent______________________________.

It can help in the literary adaptation through_________________________.

Day 3

What’s More
Task 1
Digital Picture Story

Recall the script you have written in lesson 1 of this module. Make a digital picture story on the
adaptation on the said story. Follow the steps in creating a digital picture story.

Steps in Creating a Digital Picture Story

1. Identify the sequence of the story that you will use in your digital picture story.

2. Import images and music or sounds.

3. Apply appropriate lighting.

4. Record a voice-over.

5. Add transitions or animations.

6. Use any video editing apps in finalizing your digital picture story.

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7. Upload your output in the google classroom or send it to your subject teacher.

8. Assess your output on digital picture story.

Grading Rubric for Digital Picture Story Adaptation

Based on your own assessment, copy and rate yourself using the rubric provided:

Criteria Needs Needs Needs Needs No Your

Total Major Minor Revisions Score
Revisions Revisions Revisions (15)
(0) (5) (10)
1. VIDEO CLARITY AND
LIGHTING
A. Camera movements are
smooth and of appropriate
speed.
B. All shots have
appropriate lighting.
2. AUDIO/SOUNDS
A. Audio is balanced
between music and voice
over.
B. Audio is clear all
throughout the video.
3. PACING
A. Clip durations are
appropriate, with elements
of excitements and surprise.
B. The sequence of story is
easy to comprehend.
Adapted from the 21st Century Literature from the Philippines and the TOTAL:
World Module 27 by Elisa Pardines.

How satisfied are you with your output?

Draw 1 to 5-star rating on a separate sheet of paper then explain your rating.

POOR OKAY GOOD VERY GOOD BEST

0-20% 21-50% 51-70% 71-85% 86-100%

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 Task 2
Music from The Heart

Recall the poem “The Road Not Taken” By Robert Frost which you have discussed from Module
1. (For the full text of the poem visit https://www.poetryfoundation.org/poems/44272/the-road-not-taken).
Select any local or international song that expresses a meaning or can be adapted in the light of
the poem. Print or write the full lyrics of the song then answer the following questions on a sheet
of paper.

1. How does the song represent the meaning of the poem?

2. How do you feel about the song that you have chosen for the poem?
3. From the lyrics of the poem, which part do you like? Why?

Day 4

Post Test

Directions: Read the given statements and write your choice of letter on a separate
sheet of paper. Label it with Post Test Module 3&4 in 21st Century Literature.

1. Video is a technology that can capture, record, process, transmit and ____________.
a. used one of the components of multimedia c. reconstructs moving pictures.
b. combine the text, sound and graphics d. remake of a literary source

2. The following are the multimedia format in literary adaptation, EXCEPT;

a. Image b. Graphics c. E-book d. Animation

3. It is a meaningful speech in any language that can make the difference between an ordinary
multimedia presentation and professional multimedia presentation.
a. Text b. Sound c. Image d. Video

4. It is a type of multimedia in which the user is given the option in controlling the elements.
a. Hyper Media b. Hypertext c. Multimedia d. Interactive Multimedia

5. It is the reproduction of sound using two or more independent audio channels.

a. Audio b. Mono Sound c. Stereo d. Music

6. The following are the elements of multimedia; EXCEPT

a. Radio b. Sound c. Image d. Video

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7. Which of the following statements is TRUE about interpreting a literary text?
a. Find out what the text is arguing. c. Find out what the text is all about.
c. Closely examine errors in the text. d. Closely examine spelling in the text.

8. The following are the guidelines in interpreting literary text; EXCEPT

a. Look for the text’s ideology.
b. Remember that the text is real.
c. Be careful not to read into the text what is not there.
d. Examine the positive or negative consequences of the plot.

9. While focusing one aspect or section of a text, you need to place it within________?
a. the context of the text. c. the settings of the text.
b. the symbols of the text. d. the text itself only.

10. Which of the following statements is TRUE?

a. Examine the consequences of the plot.
b. Examine the positive consequences of the plot.
c. Examine the negative consequences of the plot.
d. Examine the positive or negative consequences of the plot.

For items 11-15, read the following excerpts. What are the implied meanings?

11. “Aureliano José had been destined to find with [Carmelita Montiel] the happiness that
Amaranta had denied him, to have seven children, and to die in her arms of old age, but the
bullet that entered his back and shattered his chest had been directed by a wrong
interpretation of the cards.”
a. This passage represents a turning point for Macondo
b. Always read with an awareness of both points of view.
c. The idea of a predetermined fate is accepted as natural.
d. It will ask us to accept several different myths at the same time

12. “At that time Macondo was a village of twenty adobe houses, built on the bank of a river of
clear water that ran along a bed of polished stones, which were white and enormous, like
prehistoric eggs.”
a. Seeing into the future can be as easy as remembering the past.
b. Abandon those modern eyes in favor of the perspective of those in Macondo.
c. Macondo is a kind of Eden, recalling the biblical tale of Adam naming the animals.
d. Citizens of Macondo once believed in the magical and mythical world as their only reality.

13. “It was as if God had decided to put to the test every capacity for surprise and was keeping
the inhabitants of Macondo in a permanent alternation between excitement and
disappointment, doubt and revelation, to such an extreme that no one knew for certain where
the limits of reality lay.”
a. Time in Macondo has always unfolded strangely.
b. This passage therefore represents a turning point for Macondo.

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 c. A prediction not only foretells the future, but also actually affects it.
d. A “city of mirrors,” then, is a city in which everything is reflected in writing.

14. “And both that morning equally lay.” In leaves no step had trodden black.”
a. Both roads appeared untouched. c. Unable to travel by both roads.
b. Grassy and looks less worn than the other path d. The choice of which road to take.

15. “And sorry I could not travel both.” “And be one traveler, long I stood.”
a. Stands at the fork in the road for a long time.
b. Tries to see where one of the paths leads.
c. Judging it to be just as good a choice as the first.
d. Regretting that he or she is unable to travel by both roads.

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Lesson 1
What’s in
1. SYSINAAL ANALYSIS
2. INIRETERPATNOT INTERPRETATION
3. ILERTUTAER LITERATURE
4. EXTT TEXT
5. COTENXT CONTEXT
What I can do
Varied answers
What I have learned
1. To find out what the text is arguing
2. Textual evidence
3. To support
Lesson 2
What’s In
Varied answers
What I can do
ELEMENTS OF MULTIMEDIA DESCRIPTION
1. NIOTANMIA ANIMATION
Answer:
2. OEDIV VIDEO
Answer:
3. EXTT TEXT
Answer:
4. OUNSD SOUND
5. AGEIM IMAGE
What I have learned
1. The used of tools to create multimedia projects.
2. The combination of the elements of multimedia in a creative way.
Answer Key
References
Baronda, Andrew John C. (2016). 21st Century Literature from the Philippines and the World
Buensuceso, Jeramie G. (n.d.). 21st Century Literature from the Philippines and the World -
Module 26.
Kamalesh Kumar. (n.d.), PowerPoint Presentation (Topic- Multimedia) Retrieved from
https://www.slideshare.net/kamalesh2015/multimedia-presentation-45123014
www.elcamino.edu › faculty › mleiby › worddocs
_____________(2020). Literary Interpretation. Retrieved from https://spu.edu/academics/college-
of-arts-sciences/english-cultural-studies-department/english-major/course-descriptions/autumn-
2015/literary-interpretation

Acknowledgements:
21st Century Literature from the Philippines and the World – SHS Core Subject
Quarter 2 – Module 3&4: Literary Interpretation and Adaptation of World Literature

Development Team of the Module

Contextualizer: Maria Fatima P. Visbal, TII, Inayawan Night High School

Editors: Rowena Diputado, TIII, Pardo National High School

Angelique Villafuerte, TIII, Mabolo National High School

Evaluator: Evelyn R. Pielago, Principal IV, Abellana National School

For inquiries or feedback, please write or call:

Department of Education – Division of Cebu City

Office Address: Imus Avenue, Cebu City
Telephone Nos.: (032) 255-1516 / (032) 253-9095
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