21st Century Literature

from the Philippines and

the World
Quarter 2 – Module
GRADE -12
SHS
English – Grade 12
Alternative Delivery Mode
Quarter 2 – Module
First Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Mae Christine S. Diana, Norelyn H. Data, Anna Ruth G. Tamundong, Amalia V.
Manlapao, Jesucito Jupia, Razielle Cecilia Felicitas T. Fajardo, Pemi A. Lloce

Editors: Mae Christine S. Diana

Reviewers: Joemar L. Furigay, Annabelle H. Nava
Illustrator: Mycah Bongabong

Layout Artist: Mae Christine S. Diana

Management Team: Joel T. Torrecampo VI
Juan C. Obierna
Annabelle H. Nava

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 SHS
21st Century Literature from
the Philippines and the
World
Quarter 2 – Module
GRADE -12

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at [email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

1
Introductory Message

For the facilitator:

Welcome to the English 12 Alternative Delivery Mode (ADM): 21st Century Literature
from the Philippines and the World!
This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st-century skills while considering their needs and circumstances.

To the parents:
As parents, you play a vital role in educating your child's life; hence, you may also help
provide the support and stimuli that your child needs to make sense of the world. Since we are
currently facing the coronavirus pandemic, now is the perfect time for you to make your home
a school and act as a teacher to your child.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

The module is based on the following Most Essential Learning Competency Skills:
• Write a close analysis and critical interpretation of literary texts, from Asia, North
America, Europe, Latin America, and Africa (EN12Lit-IIa-22)
• Compare and contrast the Various 21st Century Literary Genres (EN12Lit-ld-25)
• Produce a creative representation of a literary text by applying multimedia
• Do a self–assessment of the creative adaptation of literary text based on rationalized
criteria before the presentation (ENLit-12Ii-31.3)
The module is divided into eight lessons:
• Lesson 1 – Critical interpretation of Asian and African Literature
• Lesson 2 – Critical interpretation of Europe, North and Latin American Literature
• Lesson 3 – Literary Forms and Genres of World Literature
• Lesson 4 – Various 21st-Century Literary Genres of World Literature

2
 • Lesson 5 – Interpret Literary Pieces of World Literature through Multimedia
and ICT Skills
• Lesson 6 – Using Multimedia and ICT Skills to Adapt Literary Pieces of
World Literature
• Lesson 7 – World Literature Adapted Literary Outputs: Self-Assessment
• Lesson 8 – World Literature Adapted Literary Outputs: Peer Assessment

In this module, you are expected to:

• identify the representative text and author from Asia, North America, Europe, and
Latin America.
• apply reading techniques to the meaning, details, messages, and values learned from
their works to provide a close analysis and critical interpretation of literary material.
• familiarize the twenty-first-century literary genres and forms.
• juxtapose the numerous literary genres of the twenty-first century with those of the
past.
• analyze the literary works from a variety of cultures to determine their contribution to
the understanding of self, others, and the world.
• read for literal evaluative and interpretative comprehension.
• understand original work of fiction with an intentional underlying theme.
• determine and employ an appropriate multimedia format in interpreting the literary
text.
• apply ICT skills in crafting an adaptation of a literary text.
• distinguish self-assessment and peer-assessment.
• use proper assessment in literary texts translated into a multimedia format using ICT
skills.

3
Lesson Critical Interpretation of Asian
1 and African Literature

WHAT I NEED TO KNOW

When you interpret a literary piece, you're essentially filling in the

blanks in the tale. You dig deeper into the setting, characters, and storyline, as
well as the author's style and language. In this session, we'll go through the procedures
required in doing a basic literature review.
After this lesson, you are expected to:
• Identify the representative text and author from Asia, North America,
Europe, and Latin America.
• Write a close analysis and critical interpretation of literary text by applying
reading approaches to its meaning, details, messages, and values learned
from their works.

WHAT IS IT

Asia, the world's largest continent, is home to a diverse range of literary

masterpieces that have stood the test of time, including China, Japan, Korea,
India, Thailand, Indonesia, Singapore, Vietnam, Philippines, and Asian neighboring
countries
Asian Literature may be traced all the way back to the Prehistoric Era. Given the
broad scope of this subject, a specific date is difficult to come by. Earlier written records,
like much Literature, were based on stories passed down through the generations. Race,
culture, and discovering one's own identity are all common topics in Asian American
Literature. While some of the highlighted themes are subjective, they include gender,
sexuality, age, building conventional and adaptable culture, and Western prejudice toward
Asians.
On the other hand, Africa is a continent that is often portrayed as exotic, replete
with tribes, savannahs, jungles, and safaris, all of which have influenced global Literature
in terms of cultural legacy, history, and literary tradition, spanning from antiquity to the
present. The literary works of the African continent are referred to as African Literature.
From oral Literature to Literature published in colonial languages, African Literature
comprises a wide collection of work in a variety of languages and genres (French,
Portuguese, and English). Slave tales, anti-colonial rallies, demands for independence,
African pride, optimism for the future, and dissent.
4
 WHAT'S MORE

Write a 5-8 sentence close analysis and critical interpretation of Asian literary text
using Contextualizing. Use another sheet of paper if the space provided is
insufficient to complete this task.
Maxim- is a literary element; it is a short saying that contains a general truth or gives practical advice
about behaving and living morally.
Confucius (551-479 B.C.)- Chinese Literature
Tzu-yu asked, saying, Is there any single saying that one can act upon all day and
every day? The Master said, Perhaps the saying about consideration: "Never do to others
what you would not like them to do to you."
-Source: http://www.ux1.eiu.edu/~cfdks/confucius.htm
1. How does Confucius say people should behave every day?
__________________________________________________________________
__________________________________________________________________

2. Do you think Confucius’s ideas about people and societies are still relevant today? Why or
why not?
_________________________________________________________________
_________________________________________________________________

Close Analysis and Critical Interpretation:

5
 WHAT I CAN DO

Task 1: Write a 5-8 sentence close analysis and critical interpretation of Malaysian
literary text using Biographical Context. Use another sheet of paper to complete
this task.
IN THE MIDST OF HARDSHIP
Latiff Othman
At dawn they returned home
their soaky clothes torn
and approached the stove
their limbs marked by scratches
their legs full of wounds
but on their brows
there was not a sign of despair

The whole day and night just passed

they had to brave the horrendous flood
in the water all the time
between bloated carcasses
and tiny chips of tree barks
desperately looking for their son's
albino buffalo that was never found

They were born amidst hardship

and grew up without a sigh or a complaint
now they are in the kitchen, making
jokes while rolling their cigarette leaves
Source: https://www.scribd.com/document/199153835/Poem-in-the-Midst-of-Hardshi

1. How does the villagers feel about the situation in their lives? Why do they feel that way?
__________________________________________________________________
__________________________________________________________________
2. Compare and contrast the persona and the author of the poem, “In the Midst of Hardship?”
_________________________________________________________________
__________________________________________________________________

Close Analysis and Critical Interpretation:

6
Task 2: Write a 5-8 sentence close analysis and critical interpretation of African literary texts
using Linguistic Context. Use another sheet of paper to answer this task.
The Immortality of Writers
Poem from Ancient Egypt (New Kingdom)
"A man decays, his corpse is dust,
All his kin have perished;
But a book makes him remembered
Through the mouth of its reciter.
Better is a book than a well-built house,
Than tomb-chapels in the west;
Better than a solid mansion,
Than a stela in the temple!"
Is there one here like Hardedef?
Is there another like Ptahhotep?
Death made their names forgotten
But books make them remembered!
Source: http://mrsborja.weebly.com/uploads/1/0/5/4/10543525/egyptian_poetry.pdf

1. What might be the significance of the people mentioned in “The Immortality of Writers”?
___________________________________________________________________________
__________________________________________________________________________

2. Aside from books, what are some ways people today can be remembered after death?
___________________________________________________________________________
___________________________________________________________________________

Close Analysis and Critical Interpretation:

7
Lesson Critical interpretation of Europe,
North America, and Latin
2 American Literature

WHAT I NEED TO KNOW

When you use specific passages from the text as proof in your close study and
critical interpretation of literary texts or any other text, you will enhance your
argument. To put it another way, we may all read the same tale or poetry (or watch the
same movie or listen to the same song) and come up with various, even contradictory,
interpretations of what it means. Indeed, the great works of literature call for various
interpretations.
After this lesson, you are expected to:
• Identify the representative text and author from Asia, North America, Europe,
and Latin America.
• Write a close analysis and critical interpretation of the literary text by applying
reading approaches to its meaning, details, messages, and values learned
from their works.

WHAT IS IT
English Literature is a comprehensive word that refers to all works written in
the English language throughout history. English Literature does not include
works that are generally read in translation into English. English Literature has a long
history and is essential to study for a variety of reasons. Many of the most well-known
works in the history of English literature deal with global topics, making them useful for
people who want to learn about historical periods and the evolution of Literature and
poetry across time.
However, Greece, Rome, France, Germany, Italy, Russia, Scandinavia, Norway, and
Spain have all contributed to the shared legacy of European Literature. It is split into literary
periods, much like any other form of Literature, that is inspired by the events and individuals
of a given time.
While many people refer to the United States of America as "El Dorado" or "Land of
Opportunity." This nation, known as a melting pot of cultures, has a lot to offer, especially in
terms of Literature. Many well-known literary masterpieces have come from America, as
have many of the prominent writers we are familiar with. Moreover, Latin American
Literature encompasses both written and oral works produced by authors from North and
South America, as well as the Caribbean, such as Gabriel Garcia-Marquez, Isabel Allende,
Pablo Neruda, Jorge Luis Borges, and Octavio Paz. They are all authors you should be
8
familiar with because their literary works have made significant contributions to Latin
America.

WHAT'S MORE
Write a detailed study and interpretation of European literary works using TWIST. Use
another sheet of paper to complete this task.

How Do I Love Thee? (Sonnet 43)

Elizabeth Barrett Browning (1806-1861)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.
Source: https://www.poetryfoundation.org/poets/elizabeth-barrett-browning

TONE WORD IMAGERY and STYLE THEME

CHOICE DETAIL

Compare and contrast the persona and the author of the poem "How do I Love Thee?"

9
 WHAT I CAN DO

Task 1: 12 Years a Slave is a 2013 biographical period-drama film and an

adaptation of the 1853 slave memoir Twelve Years a Slave by Solomon Northup, a
New York State-born free African-American man who was kidnapped in Washington, D.C. by
two conmen in 1841 and sold into slavery (https://youtu.be/lgKHP2XDGcs). Write down the
sociocultural issues found in the "12 Years A Slave" quotes.

Task 2: Based on the speech of King Edward VIII, explain your answer, and support it by giving
an example if you agree or disagree with his decision.

10
 Agree Disagree

1. ____________________________ 1. _______________________________
2. ____________________________ 2. _______________________________
3. ____________________________ 3. _______________________________

Task 2: Reading literary text came from the different continent around the globe make
us realize that indeed everyone has similarities and differences in terms of beliefs, cultures,
traditions, and practices. The table provided below supplies the needed answers according to
your understanding aligns your answers on the three-reading text you had read before.

Title of Similarities Differences

representative texts (beliefs, cultures, traditions, and (beliefs, cultures, traditions,
and authors from practices) and practices)
Asia, North America,
Europe, Latin
America, and Africa

11
Lesson Literary Forms and Genres of
3 Literature

WHAT I NEED TO KNOW

The term "21st Century Literature" refers to new literary work published in
the last decade. It is written by contemporary authors and is set in a
technologically advanced civilization. It might be about current events or topics. It
contradicts accepted literary conventions on several occasions. This portion of
the curriculum will teach you about twenty-first-century literary genres used by
authors.
After this lesson, you are expected to:
• determine the twenty-first-century literary genres and forms.
• juxtapose the numerous literary genres of the twenty-first century
with those of the past.
WHAT IS IT

A genre is an artistic, musical, or literary production category

distinguished by a specific style, form, or substance. A literary genre is a
subset of literary creations. You know that a literary genre has three primary sub-genres:
poetry, drama, and prose. But in this session, you will learn about 21st-century literary
genres!
The following are some of the 21st Century literary genres
1. Chick lit is genre literature that explores current female concerns in a lighthearted
manner. Chick lit became prominent in the late 1990s, with best-selling works and
imprints dedicated to the genre. Because the heroine's ties with her family or friends are
often as essential as her loved ones, chick lit is not considered a subgenre of romance
novels.
2. Creative nonfiction is literary styles and methods are used to produce factually
correct tales. Other nonfiction, like technical writing or journalism, is based on factual
facts but is not produced for the art. Creative nonfiction is a newer form and is just now
being studied in the same way as fiction and poetry.
3. Flash fiction is a form of the short story. The category's length is not universally
agreed upon. Some marketplaces for flash fiction have word limits as low as 300, while
others accept pieces up to a thousand words. Features of flash fiction are that they are
usually 1000 words or fewer and utilizes twist endings.
12
 4. Speculative fiction includes science fiction, fantasy, horror, strange fiction,
supernatural fiction, superhero fiction, utopian and dystopian fiction, apocalyptic and
post-apocalyptic fiction, and alternate history in Literature, film, and video.

WHAT'S MORE

Identify characteristics of the 21st-century Literature from the following fiction.

Choose your answer from the given choices.
A. technologically alluding C. gender sensitive
B. extreme fiction D. extreme reality

1. 2. 3. 4.

WHAT I CAN DO
Task 1: Read the paragraph below and place a check (✓) on the box
that contains your answer.
The Duel by: Aaron Kidd
Two enemies faced one another on a deserted battlefield. Sweat beaded both brow
One infamous, clothed in black. The other, a golden star over his heart.
They drew revolvers.
Gunshots sounded.
A woman yelled from a nearby porch.
The fighter fell and lay still.
Then, rising, they began to sprint towards the porch.
Snack Time …. Source: https://slideplayer.com/slide/2563458/

YES NO
1. Does the paragraph have characters?
2. Does the paragraph have a setting?
3. Does the paragraph have conflict?
4. Does the paragraph have a climax?
5. Does the paragraph have an ending?
6. Does the paragraph have an element of surprise?

13
Task 2: Study the photo below and answer the following questions.

Source: http://www.fullhalfglass.com/for-sale-baby-shoes-never-worn/

1. What is the photo ad all about? _______________________________________

2. Who could be the speaker in the photo ad? ______________________________
3. Why does / he or she is selling the shoes? ____________________________
4. What happened to the baby who owns the shoes? ________________________

Task 3: Based on your conclusions from the questions in Task 2. Complete the table below:
CHARACTERS EXPOSITION RISING CLIMAX FALLING END CONFLICT
ACTION ACTION

Task 4: Study the photo of a Twitter Fiction and complete the table below:

Source: https://www.vivatramp.co.uk/2014/03/how-to-write-twitter-fiction-basics-top.html

CHARACTERS EXPOSITION RISING CLIMAX FALLING END CONFLICT

ACTION ACTION

14
Lesson Various 21st-Century Literary
4 Genres of World Literature

WHAT I NEED TO KNOW

Everything written in the 2000s is 21st-century Literature. You have
rediscovered traditional literary genres. Early assessments of 21st-Century
Literature in the Philippines and elsewhere are premature. It may be said
that modern writing is in dialogue with current forms of expressive culture. As we get
more immersed in technology, we create and discover new forms of culture.
After this lesson, you are expected to:
• Analyze the literary works from a variety of cultures to determine their
contribution to the understanding of self, others, and the world.
• Read for literal evaluative and interpretative comprehension.
• Understand original work of fiction with an intentional underlying
theme.

WHAT IS IT
Chick lit is genre literature that deals with current feminine concerns in a
lighthearted manner. Chick lit became prominent in the late 1990s, with best-selling
works and imprints dedicated to the genre. Because the heroine's ties with her family or friends
are often as essential as her loved ones, chick lit is not considered a subgenre of romance
novels.
An example of a chick-lit genre: Rebecca Bloom is a journalist who writes about
saving money, yet she loves shopping. Read the passage and then perform the following:

CONFESSIONS OF A SHOPAHOLIC: AN EXCERPT

Except that even as I'm heading toward the T-shirts, I'm not quite as happy as I should be. I look
through the racks, trying to summon the excitement I usually feel at buying myself a little treat —but
somehow, today I feel a bit empty. Still, I choose a cropped top with a silver star in the middle and put it
over my arm, telling myself I feel better already. Then I spot a rack of dressing gowns I could do with a
new dressing gown, as a matter of fact. As I finger a lovely white waffle robe, I can hear a little voice at
the back of my head, like a radio turned down low. Don't do it. You're in debt. Don't do it. You're in debt.
But quite frankly, what does it matter now? It's too late to make any difference. I'm already in debt; I might
as well be more in debt. Almost savagely, I pull the dressing gown down from the rack and put it over my
arm. Then I reach for the matching waffle slippers. No point buying one without the other. The checkout
point is directly to my left, but I ignore it. I'm not done yet. I head for the escalators and go up to the

15
home-furnishing floor. Time for a new duvet set. White, to match my new dressing gown. And a pair of
bolster cushions. Every time I add something to my pile, I feel a little whoosh of pleasure, like a firework
going off. And for a moment, everything's all right. But then, gradually, the light and sparkles disappear,
and I'm left with cold dark blackness again. So, I look feverishly around for something else.
A huge, scented candle. A bottle of Jo Malone shower gel. A bag of handmade potpourri. As I
add each one, I feel a whoosh—and then blackness. But the whooshes are getting shorter and shorter
each time. Why won't the pleasure stay? Why don't I feel happier? "That'll be £370.56," she says
eventually, and smiles at me. "How would you like to pay?" "Erm . . . debit card," I say, and reach for my
purse. As she's swiping it, I eye up my carrier bags and wonder how I'm going to get all this stuff home.
But immediately my thoughts bounce away. I don't want to think about home. "I'm sorry," says the girl
apologetically, "but there's something wrong with your card. It won't authorize the purchase." She hands it
back to me. "Do you have anything about the shop. There's quite a big line of people now, and I can hear
coughing and clearing of throats. Everyone's waiting for me. As I meet the eye of the woman behind me, I
smile awkwardly "No," says the girl. "This one's no good either." What?" I whip round in shock. How can
my VISA card be no good? It's my VISA card, for God's sake. I was accepted all over the world. What's
going on? It doesn't make any sense. It doesn't make any . . .My words stop midstream, and a nasty chill
feeling begins to creep over me. All those letters. Those letters I've been putting in my dressing table
drawer. Surely they can't have... No. They can't have done. My heart starts to thump in panic. I know I
haven't been that great at paying my bills—but I need my VISA card. I need it. They can't just cancel it,
just like that. There are other people waiting," says the girl, gesturing to the queue. "So, if you aren't able
to pay
Source: https://www.penguinrandomhouse.ca/books/93076/confessions-of-a-shopaholic-by-sophie-kinsella/9780385335485/excerpt

WHAT'S MORE

Read each statement carefully and then answer the questions that follow:

1. Why do you think Rebecca can’t control her shopping fever?

___________________________________________________________________
2. Where will the shopping fever lead her to?
___________________________________________________________________
3. What would you advise to Rebecca?
___________________________________________________________________
4. What’s the difference between a habit and addiction?
___________________________________________________________________
5. Are some types of addiction more socially acceptable than the others? If so, which
type and why do you think so?
__________________________________________________________________

WHAT I CAN DO
Task 1: Read the text and find the evidence from the following sentences:

1. Rebecca does not feel the usual thrill when shopping

________________________________________________________________

16
 1. To Rebecca buying things is a sort of therapy to make her happy
__________________________________________________________________
2. Today, Rebecca knows deep down that she's not doing the right thing
__________________________________________________________________
3. However, she is unable to resist and buys another item
__________________________________________________________________
4. Her buying fever makes her to go to a different department to pick more things
__________________________________________________________________
5. Oddly enough, her spirits don't improve that much.
__________________________________________________________________

Task 2: Complete Rebecca´s words: feeling/ belongs/sheen /rush/ bought / mannequin/

leather
At the shopaholics' meeting.
I mean, stores are put there to enjoy. The experience is enjoyable. It’s beautiful.
The 1) _____________of silk, draped across a 2) ______________, Oh, the smell of new
Italian 3) ________________shoes. The 4) _____________you feel when you swipe your
card. And it’s approved. And it all 5) _______________ to you! The joy you feel when
you’ve 6) __________________ something. All you have to do is hand over a card. Pull it
together. Is there any other best 7) Best_________________in the world? And you feel
so confident, alive, happy and … warm.
Task 3: Complete this text about compulsive shopping. Write the numbers and missing
words only. (20pts.)
void ● insecurity ● possessions ● painful ● escape ● addictive ● independent ● status ●
addicted ● unloading
Circumstances had forced me to leave most of my -1- behind, and something magical
happened. With less stuff, I felt freer, more mobile, more -2-. I had long suspected there was
an -3- component to all the stuff I had accumulated over the course of my life. This
experience of suddenly -4- stuff seemed to confirm my hypothesis that we can become -5- to
materialism. Millions of people are coming to the same conclusion: we are consuming
material goods too much and for the wrong reasons, not because we really need those items
but because we're struggling to fill a -6-. We amass stuff to distract ourselves from -7-,
unpleasant feelings. We are also consuming for the wrong reasons when we buy something
to give us -8-, to erase our feelings of -9-. We over-consume to -10-, comfort ourselves, and
numb ourselves.

Task 4: Write a reflection on the given issue. (5pts)

Does the story show only an ordinary life of a woman in the 21st century? Or does it
reflect an important problem of society now?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
17
Lesson Using Multimedia and ICT
5 Skills to Adapt Literary Pieces

WHAT I NEED TO KNOW

The internet and social media are always present. You check your
social media alerts first thing. Upload videos, alter your status, and capture
moments in this area. With a few clicks, you may contact distant relatives. Postal
letters are a thing of the past.
This lesson teaches you how to produce literary works with ICT. You will
also learn more about ICT and Literature.
After this lesson, you are expected to:
• Use an appropriate multimedia format in interpreting the literary text to
determine and employ an appropriate multimedia format in interpreting the
literary text.
• apply ICT skills in crafting an adaptation of a literary text.

WHAT IS IT

Multimedia is the information accessed by a computer that can be

represented through text, graphics, audio, and video. There is an integration of text,
graphics – drawings and animation, audio or music, and videos. In writing a literary
work, texts are characters used to create words, phrases, sentences, and paragraphs.
An author should use a good choice of words based on the theme. A story must have
drawings, illustrations, animation, charts, and photographs that are made digital. It is
what we call graphics. With the use of audio or sound and video, it can enhance your
work by adding sounds, music, and moving pictures.
There are different ways to use these ICT skills in Literature.
a) Hyperpoetry is a form of digital poetry that uses links so you can understand the
relaying message, interpretation of lines, and symbols of a poem.
b) The blog is an online diary or journal that may include text, pictures, videos, and
audio published on a website.
c) Text tula, combined with English and Filipino words text + tula, is short poetry and is
18
 typed using a gadget.
d) Interactive fiction is an adventure story in a computer-simulated environment,
generally a role-playing game (RPG). It has various plots and endings. 80 Days,
based on Jules Verne's Around the World in Eighty Days, is one example.
e) Hypertext fiction is nonlinear and reader centered. The readers are given several
connections throughout the tale, allowing them to choose the sequence in which
they read the chapters and how the story ends. It's possible to add your own version
of the tale to certain hypertext works, allowing for new storylines. In Douglas
Cooper's Delirium, the reader may switch between four simultaneous tales.

WHAT'S MORE

Summarize your learning about multimedia skills from this lesson by filling in
the blanks with the appropriate words.

1. __________ is an integration of text, graphics – drawings and animation, audio or

music and videos
2. Texts are characters used to create _____, phrases, sentences, and paragraphs.
3. Graphics is a representation of non-text information such as drawing, illustration,
animation, charts, and photographs that are made _________.
4. Audio is the _________ or music that can be added in pictures to enhance
multimedia.
5. Videos are moving ___________ to enhance an author’s work.

WHAT I CAN DO

Task 1. Write TRUE if the underlined word is correct. If FALSE, change it to

make the word correct.
________1. Joshua is reading the poem entitled "I wandered lonely as a cloud" by
William Wordsworth. While reading, he clicked a link about its line and symbolism. This
is an example of text tula
________2. Ezekiel is writing his draft about his business blog. However, he noticed
that the content was dull. He adds a video to attract his audience to buy his product.

19
________3. It is important to plan a blog by choosing first a topic.
________4. Videos are photographic images that are played back at speeds of 15 to 30
frames a second and provide the appearance of full motion.
________5. Hypertext fiction refers to works that are linear and reader center drawing
contemporary and modern-day life's struggles with a twist of creativity.

Task 2. Determine what kind of multimedia is used in the following situations.

_________1. Mrs. Reyes is fond of reading J. R. R. Tolkien's The Lord of the Rings. It is
about mythical creatures that do not exist in this world.
_________2. Mary is an aspiring writer. She writes at least three poems a day. She
wanted to type and publish it using her mobile phone.
_________3. Luis has a hard time understanding William Shakespeare's plays because
of the words used, such as equivocal, deafening, dwindle, and obsequiously. There is a
link http://www.shakespeare-online.com/biography/wordsinvented.html he saw that
might help him unlock its meaning.
_________4. Mr. Medina explored his reading by Charlotte Bronte's Jane Eyre. It
consists of heroine-centered narratives that focus on the women's trials and tribulations
of their individual protagonists.
_________5. The Odehlicious is a food blog that cook and shares international/foreign
food recipes, and review restaurants and street foods in Cebu and in the Philippines .

Task 3: Write HYPP if the following excerpt is hyper poetry, BLG, if blog; TXT, if
textual, INTERFIC, of Interactive Fiction; and HYPT if hyperfiction.

_______1. Cody posted his recent blogpost on wordpress.com and weebly.com.

_______2. Margaret loves to read Douglas Cooper's Delirium, with four ending tales
_______3. Mary loves to surf the internet and read choose Your Own Adventure book
series.
_______4. His poem was typed like this: Love is a sound of wind blowing / It may come
and go in a day / But in your heart, it'll always stay / Because it's a lasting feeling.
_______5. All Fall Down by Y.H. Chang on http://www.yhchang.com/ALL_FALL_DOWN.html

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Lesson Using Multimedia and ICT
Skills to Adapt Literary Pieces
6 of World Literature

WHAT I NEED TO KNOW

A constant presence on the internet. You check social media first.

Change your status and capture memories here. You may easily contact
distant relatives. Postal letters are obsolete.
Learn to create literary masterpieces using ICT in this course. Learn about ICT
and Literature.
After this lesson, you are expected to:
• Use an appropriate multimedia format in interpreting the literary text to
determine and employ an appropriate multimedia format in interpreting the
literary text.
• apply ICT skills in crafting an adaptation of a literary text.

WHAT IS IT

In the previous lesson, you were familiarized with multimedia, and ICT skills
are. In applying these to Literature, you can use hyper poetry, blog, text tula,
hypertext fiction, and interactive fiction. In this module, you will learn about blogging.
What is a Blog?
Most people are confused when they hear the word "blogging." The reason for
this is because we are fond of watching videos uploaded on YouTube, which is what we
call "vlogs." According to Merriam-Webster dictionary, a blog is "a regularly updated
website or webpage, typically run by an individual or small groups, that is written in an
informal or conversational style." It is an online platform for a person to express his
thoughts and ideas like a diary or journal. The content of a blog includes texts, pictures,
videos, animated pictures, and audio. One can engage himself by writing posts, his own
writing style, and a theme.
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 To exemplify, a blogger can write his travel experience about Disneyland. He
could write his tour in chronological order, add his own pictures about the place, rides,
amenities, food, and even souvenirs. To add creativity to his blog, he can post videos
and music he captured about the parade of the Disney characters. Some people use
blogs as a platform to bring awareness to politics, charitable organizations, safety
issues, medical issues, health conditions, business, education, and so much more.
Steps in Writing Blogs
Step 1: Plan your blog post by choosing a topic, creating an outline, conducting
research, and checking facts.
Step 2: Craft a headline that is both informative and will capture readers' attention.
Step 3: Write your post, either writing a draft in a single session or gradually word on
parts of it.
Step 4: Use images to enhance your post, improve its flow, add humor, and explain
complex topics.
Step 5: Edit your blog post before you publish it. Make sure to avoid repetition, read
your post aloud to check its flow, have someone else read it and provide feedback,
keep sentences and paragraphs short, don't be a perfectionist, don't be afraid to cut out
text or adapt your writing last minute.

WHAT'S MORE
Watch a blog of your choice. It can be about travel, food, inspiration, or a
fashion blog. Read it intensively and complete the chart below

Word Chart: Context and Connection

What is it about?

Examples given:

BLOG BY:
____________

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 The most important lesson I learned in the blog is:

WHAT I CAN DO

Task 1: Go to https://wordpress.com/. Create your own profile. In your first post, write a
blog about your life as a senior high school student. Make sure you add the five elements
of multimedia. Disclaimer: if an internet connection is not available, use this worksheet to
plan your profile.

Task 2: Write your own entry using hyper poetry, text tula, and a short story about hypertext fiction and
interactive fiction read.

Hyperpoetry Text tula

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Lesson World Literature Adapted
Literary Outputs: Self-
7 Assessment

WHAT I NEED TO KNOW

Throughout this topic, you will have the opportunity to modify a literary
piece using multimedia and ICT skills. You'll also learn to analyze and evaluate
literary works.
You will be able to evaluate a creative adaptation of a literary work using logical
criteria before the presentation. In this lesson, you will enhance your ICT skills and
utilize them in creating literary texts. Also, you will extend your knowledge about the
relationship between ICT to Literature.
After this lesson, you are expected to:
• distinguish self-assessment and peer-assessment.
• use proper assessment in literary texts translated into a multimedia format
using ICT skills.

WHAT IS IT

Peer and self-assessment are methods designed to assist students to

comprehend the topic content and their own efforts.
Self-assessments are frequently used formative rather than summative
evaluations. Peer evaluation allows students to evaluate one other's work.

Study and appreciate the literary texts from the different regions written in different
genres covering:

▪ The World Literature (Asia and Africa) as well as 21st-century literature

▪ The major genres (poetry, fiction, drama, creative nonfiction, as well as hyper
poetry, blogs, mobile phone, textual, chick literature, speculative fiction, etc.

WHAT'S MORE
Watch any video clip that demonstrates the understanding of the 21 st Century
Literature from the World Literature and do a self-assessment or rate this video
clip. Use the rubric below.

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Title of the video clip and short Self-assessment or rate the video clip based on the
description rubric.

Source: https://www.csu.edu/CTRE/pdf/rubricexamples-all.pdf

Make a close analysis and critical interpretation of literary texts in terms of forms and
themes, with a description of each context derived from research used the video clip.

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 WHAT I CAN DO

Task 1: Make an adaptation of a text into other creative forms using any
multimedia resources available at home. Use the rubrics below to be guided.

Task 2: Ask your family or peers to critically analyze your output in Task 3 and follow
the rubric below. Write the comment inside the box with their name and signature.

Task 3: Make a self-assessment of your output. Please be guided on the rubric below.

Rubric

Source:https://www.christinaweiler.com/uploads/4/8/1/9/48195209/grading_rubric_literary_adaptation_project_engl_266_fall_2014_christina_
weiler.pdf

26
Lesson World Literature Adapted
Literary Outputs: Peer
8 Assessment

WHAT I NEED TO KNOW

This topic will allow you to change a literary composition utilizing

multimedia and ICT abilities. You'll also learn literary analysis.
Before the presentation, you will be allowed to judge a creative
adaptation of a literary work. In this course, you will learn how to use ICT to create
literary works. You will also learn more about ICT and Literature.
After this lesson, you are expected to:
• distinguish self-assessment and peer-assessment.
• use proper assessment in literary texts translated into a multimedia format
using ICT skills.

WHAT IS IT

Self-assessments are frequently utilized in formative rather than

summative evaluation processes. Peer evaluation allows students to evaluate one
other's work.
Study and appreciate the literary texts from the different regions written in
different genres covering:

▪ The World Literature (North America, Europe, Latin America) as well as 21st-
century literature
▪ The major genres (poetry, fiction, drama, creative nonfiction, as well as hyper
poetry, blogs, mobile phone, textual, chick literature, speculative fiction, etc.

WHAT'S MORE

Watch any video clip or watch television that demonstrates the

understanding of the 21st Century World Literature and do a self-assessment or rate this
video clip. Use the rubric below.
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 Title of the video clip or television and Self-assessment or rate the video clip based on the
short description rubric.

Source: https://www.csu.edu/CTRE/pdf/rubricexamples-all.pdf

Make a close analysis and critical interpretation of literary texts in terms of forms and
themes, with a description of each context derived from research, used the video clip or
showed from the television or any source.

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 WHAT I CAN DO
Task 1: Make an adaptation of a literary text from world literature into other
creative forms using any available multimedia resources at home. Use the rubrics
below to be guided.

Task 2: Ask your family or peers to critically analyze your output in Task 3 and follow
the rubric below. Write the comment inside the box with their name and signature.

Task 3: Make a self-assessment of your output. Please be guided on the rubric below.
Task 5. Make a self-assessment of your output. Please be guided on the rubric below.

Rubric

Source:https://www.christinaweiler.com/uploads/4/8/1/9/48195209/grading_rubric_literary_adaptation_project_engl_266_fall_2014_christina_
weiler.pdf

29