21st Century Literature

from the Philippines

and the World
Quarter 4 – Module 7:
Adaptation of a Literary Text using
Multimedia (World Literature)
21st Century Literature from the Philippines and the World
Quarter 4 – Module 7: Adaptation of a Literary Text using Multimedia (World Literature)
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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Published by the Department of Education – Region XI

Development Team of the Module

Writers: Juan Carlos Franco T. Noval
Editors:
Reviewers: Divilyn M. Rodriguez
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Layout Artist: Wedzmer B. Munjilul, Melanio R. Florino, Jr.
Template Developer: Neil Edward D. Diaz
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Jinky B. Firman
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Alma C. Cifra
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21st Century Literature
from the Philippines
and the World
Quarter 4 – Module 7:
Adaptation of a Literary Text using
Multimedia (World Literature)
Introductory Message
For the facilitator:

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own

learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.

If you encounter any difficulty in answering the tasks in this module,

do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

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 Let Us Learn
Designed with deep concern for your health and security during this
time of pandemic and so this module’s content is firmly packed in such a way
that you can independently learn in the confines of your home while keeping
you from being exposed the deadly novel Corona virus.
This module is focused on helping you create an ICT-Multi Media driven
adaptation of a literary text that you read and evaluating (Self and Peer ) the
created adaptation before it is presented or submitted.
Learning Competency:
• Produce a creative representation of a literary text by applying using
multimedia
• Do self- and/or peer-assessment of the creative adaptation of a literary
text, based on rationalized criteria, prior to presentation (EN12Lit-IIij-31.3)

At the end of this module, you will be able to:

• produce a creative adaptation of a literary text using multimedia
• evaluate one’s work; and
• present the multimedia or digital output.

Let Us Try

Directions: Tell whether the following situations reflects the use of multimedia
or not. Put a check mark (ü) if it shows the use of multimedia; leave it blank
if it does not. Write your answer on a separate sheet of paper.
1. Marian reads the pocketbook Twenty Wishes by Debbie Macober
which she borrowed from the school library.
2. Riza writes a chic lit, When the Sun Rises, from her mobile phone and
published it on Wattpad.
3. Johnsen reads a poem sent by his friend through a text.
4. Dianna presents an adaptation of Romeo and Juliet using a
photostory.
5. Jolhan presented the theme of the poem, Annabel Lee, by illustrating
it on a sketching paper.
6. Alexandra adapted the myth “Cupid and Psyche” using powerpoint.
7. Kirk’s family is planning for a vacation. To know what to expect from
the place, he reads a blog about it.
8. As a daily routine, Wincil’s grandfather opened the newspaper to know
the headlines.

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 9. Rafael made an adaptation of Ang Buwaya at ang Matsing” thru a
digital story.
10. To know the meaning of words, Joshua opens Merriam on his
cellphone.

Let Us Study

Sometimes, you may have either be pleased or be displeased with the

way your literature lessons are being delivered. Imagine you were the
literature teacher and you wanted to introduce an ancient story and you
wanted to make your delivery more interactive to your students. You may
decide to utilize modern technology. What you are going to do is actually an
adaptation of a literary text using multimedia.

What is Multimedia?

Multimedia is the field concerned with the computer-controlled

integration of text, graphics, drawings, still and moving images (Video),
animation, audio, and any other media where every type of information can
be represented, stored, transmitted and processed digitally.

Computer media can be hard drives, removable drives (such as Zip

disks), CD-ROM or CD-R discs, DVDs, flash memory, USB drives, and yes,
floppy disks. For example, if you want to bring your pictures from your digital
camera into a photo processing store, they might ask you what kind of media
your pictures are stored on. Are they on the flash memory card inside your
camera or are they on a CD or USB drive? For this and many other reasons,
it is helpful to have a basic understanding.

Literary adaptation is simply taking an existing story and reworking

it into a different genre, medium, or perhaps temporal context. A good
example of this is the movie, 10 Things I Hate About You, which is an
adaptation of William Shakespeare’s The Taming of the Shrew, placing the
story and characters into modern times and making the characters high
school students of what the different types of media are.

In the previous lesson, you have learned the different contemporary

genres such as textula, hyper poetry, and blogs. All these use technology -
mobile phone and computers with the aid of the internet. These
technologies make reading interactive and more interesting.

As students taking this subject, 21st Century Literature, you will be

adapting a literary work and present it using multimedia.

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 There are a lot of software and applications that you can use to make
an interactive and interesting literary work. Some of these are digi fiction,
graphic novel, text talk novel, ebook, and more!

Here is a simple way of making an adaptation using powerpoint:

1. Choose a literary text to adapt.
2. Encode the literary text on the slides. Do not crowd the slides.
3. Add pictures related to the text on the slides.
4. Record your voice / narration.
5. Add music related to the text. (optional)
6. Properly acknowledge sources.
7. Save the powerpoint as Windows Media Video (wmv).

Below is also a link on “How to Create a Multimedia Powerpoint

presentation”. https://youtu.be/8xaMalJfOhY

Let Us Practice
Activity1: Poetry

Safiya Sinclair was born and raised in Montego Bay, Jamaica. Read her
poem entitled “The Art of Unselfing”.

Directions: Choose one verse from the poem and make your own textula of its
theme or message. Then, send your textula to your friend’s phone. Take a
screenshot of the sent text tula and submit it to your teacher. Another option
is to send it directly your textula to your subject teacher if you have his/her
cellphone number.

The Art of Unselfing

By: Safiya Sinclair

The mind’s black kettle hisses its wild

exigencies at every turn: The hour before the coffee
and the hour after.

Penscratch of the gone morning, woman

a pitched hysteria watching the mad-ant scramble,
her small wants devouring.

Her binge and skin-thrall.

Her old selves being shuffled off into labyrinths,
this birdless sky a longing.

Her moth-mouth rabble unfacing

touch-and-go months under winter, torn letters

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under floorboards,

each fickle moon pecked through with doubt.

And one spoiled onion. Pale Cyclops
on her kitchen counter

now sprouting green missives,

some act of contrition; neighbor-god’s vacuum
a loud rule thrown down.

Her mother now on the line saying too much.

This island is not a martyr. You tinker too much
with each gaunt memory, your youth

and its unweeding. Not everything blooms here

a private history — consider this immutable. Consider
our galloping sun, its life.

Your starved homesickness. The paper wasp kingdom

you set fire to, watched for days until it burnt a city in you.
Until a family your hands could not save

became the hurricane. How love is still unrooting you.

And how to grow a new body — to let each word be the wild rain
swallowed pure like an antidote.

Her mother at the airport saying don’t come back.

Love your landlocked city. Money. Buy a coat.
And even exile can be glamorous.

Some nights she calls across the deaf ocean to no one

in particular. No answer. Her heart’s double-vault
a muted hydra.

This hour a purge

of  its own unselfing.
She must make a home of it.

Criteria:
Content and structure of the text tula 5 points

promptness 5 points
total 10 points

You have just adapted a conventional text using multimedia (mobile phone).

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 Let Us Practice More

Instructions: Read the summary of the historical novel entitled “The Known
World “ written by the Edward P. Jones and was published in 2003 and
answer the questions that follow.

The Known World

By: Edward P. Jones
The story opens with Henry's death in 1855. Henry is only 31, but
he owns over 50 acres of land and 33 slaves in Manchester County,
Virginia. The surprising fact is that Henry was once a slave himself, as
were his father and mother, Augustus and Mildred Townsend. Over
many years of labor as a carpenter, Augustus was able to buy himself,
Mildred, and finally Henry out of slavery from their former
master, William Robbins.

During Henry's years in bondage to Robbins, he observes the

advantages of money, authority, and power. He works hard to make
himself indispensable to Robbins. In turn Robbins grows to depend on
Henry and to appreciate his worth and potential. When Henry gains his
freedom at age 18, Robbins mentors him on how to use his freedom to
achieve financial success. He widely publicizes Henry's gift for making
the kind of boots and shoes "God intended for feet to have." Soon Henry's
work is in demand, and he accumulates enough money to begin buying
land and slaves.

Henry purchases his first slave, Moses, when he decides to build a

house. Though his parents are appalled that he would participate in the
system that once enslaved them all, Henry cannot see he has done
anything wrong. Slavery is legal, and he has done nothing a white man
would not do. For his part, Robbins carefully instructs Henry on the laws
and conventions of being a master, making sure Henry knows which side
of the line he is now on. When he catches Henry playfully wrestling with
Moses one day, Robbins sternly reminds Henry that Moses is his
property and should be treated as such. From that day forward, Henry
never forgets who is master and who is slave. As he acquires more
"property," he appoints Moses to the position of overseer—a position of
trust that will lead Moses to Henry's widow, Caldonia.

Henry meets Caldonia a year or so after the incident with Moses.

Robbins arranges for Henry to attend a school for free blacks to better
prepare him for the world he wishes to enter. The teacher, Fern Elston,

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 invites Henry to supper with a few former students, including Caldonia.
Shortly after Henry begins courting Caldonia, and soon, the two are
married. Life is good until Henry falls ill and dies in 1855. Caldonia—
who is not yet 30—is grief stricken and overwhelmed by the
responsibilities of the estate. She turns to Moses, the overseer, for
support and comfort, which leads to a brief affair. As a result Moses
mistakenly believes Caldonia intends to free and marry him.

Moses already has a wife and child, Priscilla and Jamie. Deciding
they pose an obstacle to his imagined happy future, he arranges for them
to escape to freedom, with the promise that he will join them later. He
enlists the help of Alice Night. She is a slave who was once kicked in the
head by a mule. Since the injury she behaves as though mentally
disabled, but she knows the county roads better than anyone else.
Unfortunately for Moses, Caldonia makes it clear a few days later that
she has no intention of granting Moses his freedom, much less of
marrying him. Loretta, Caldonia's maid, must eject the infuriated Moses
from the house at knifepoint.

Caldonia reports the missing slaves Alice, Priscilla, and Jamie, to

the local sheriff, John Skiffington. He suspects that Moses is involved in
their disappearance and may even have murdered them. Moses begins
to panic. His dream of freedom is gone, he is under suspicion for a crime,
and, because of his position as overseer; he has few friends among the
other slaves. A few nights later he runs away.

Shortly after Henry's death, Augustus is abducted and sold back

into slavery, leaving Mildred alone. Sheriff Skiffington becomes
convinced she is harboring Moses. He rides out with his deputy to
demand that she "surrender the property." Mildred refuses, and the
confrontation goes badly. Both Mildred and Skiffington are shot and
killed. The deputy arrests Moses and starts back to town. Along the road
he meets up with two patrollers, one of whom offers to hobble Moses (cut
his Achilles' tendon). The crippled slave is carried back to the Townsend
plantation, screaming in pain. He will live out his days in bondage, his
body and spirit broken.

Augustus is shot and killed when he refuses to work for his new
master. Alice, Priscilla, and Jamie reach Washington, D.C., safely and
begin a new life. The slaves left on Henry's estate, like all the residents
of Manchester County touched by slavery, must wait for the Civil War to
free them. Then, like slavery, Manchester County will disappear.

Source: coursehero.com

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Process Questions:
1. What is the atmosphere of the story?
2. Who are the characters? Describe each.
3. What does the story tell about people in the society as reflected in the
story?
4. What is the theme of the story?

Let Us Remember

• Literary adaptation is simply taking an existing story and reworking it

into a different genre, medium, or perhaps temporal context.

• Ancient literature survived because of literary adaptation.

Let Us Assess

Instructions:
Task 1. Retell story “The Known World” by Edward P. Jones thru a
PowerPoint. Be guided with the checklist below.
Task 2: Do a self-assessment of your Powerpoint multimedia presentation
using the checklist below. Tick the box if you have complied with the idea next
to it.
Powerpoint Checklist
Is Your Powerpoint Any Good?
Preparation
Have you taken some time to map out the objectives, sequence and flow
of your presentation before opening Powerpoint and populating your
slides?
Design
Have you maximized the use of space on each slide in a way that blends
with the template?
Have you chosen a powerful imagery to create the atmosphere you want
to represent your content?
Have you credited the source(s) of your imagery?
Did you intend to use specific font choice(s) for the text on each slide?
Have you reviewed your deck with caution to ensure there are no
unnecessary words or sentences that would be better said verbally than
written in a long form on your slide?
Have you removed any detailed text that would serve your audience
better as handout than in your slide?

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 Engagement
Have you animated information so that you only reveal the
information on each slide as you want your audience to focus on it?
Audio & Music
Is the narration audible?
Is the music appropriate to the theme / mood of the text?

source: 2018 Endurance Learning LLC https://trainlikeachampion.blog/

Note: if you do not have a computer at home, you may refer to your teacher
for an alternative task.

Let Us Enhance

Directions: Ask a peer to assess your multimedia adaptation of the text that
you have just created using the assessment checklist below:
Criteria Yes No Suggestions
1. Are the sources properly
cited?
2. Are the words / letters
clear and readable?
3. Are the pictures clear and
related to the text?
4. Is the background music
appropriate to the
atmosphere of the text?
5. Is the voice narration loud
and clear?
6. Are there no errors in
grammar, spelling, and
punctuation?
Recommendations:

Let Us Reflect
In this module, you have learned that a literary text can become
interesting and interactive using multimedia. Multimedia provides graphics
and transitions that can ignite the interest of students to read and learn
different literary texts all around the globe. Indeed, we travel through reading.

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 9
Let us Try
1. Marian reads pocketbook Twenty Wishes by Debbie Macober which
she borrowed from the school library.
2. Riza writes When the Sun Rises from her mobile phone and
published it on Wattpad. ü
3. Johnsen reads a poem sent by his friend through a text. ü
4. Dianna presents an adaptation of Romeo and Juliet using a
photostory. ü
5. Jolhan presented the theme of the poem by illustrating it on a
sketching paper.
6. Alexandra adapted the myth “Cupid and Psyche” using powerpoint.
ü
7. Kirk’s family is planning for a vacation. To know what to expect
from the place, he reads a blog about it. ü
8. As a daily routine, Wincil’s grandfather opens the newspaper to
know the headlines.
9. Rafael made an adaptation of Ang Buwaya at ang Matsing” thru
digital story. ü
10. To know the meaning of words, Joshua opens Merriam on his
cellphone. ü
Answer Key
 References

https://youtu.be/8xaMalJfOhY

2018 Endurance Learning LLC

https://trainlikeachampion.blog/

https://www.uen.org/rubric/previewRubric.html?id=16

The Art of Unselfing by Safiya Sinclair | Poetry Magazine

(poetryfoundation.org)

https://www.coursehero.com/lit/The-Known-World/plot-
summary/?fbclid=IwAR0RDRHxmKYtCvJqzy7KgaGBVVtjkQ5Khpicb9
3ZPuWWzvfdN3VV0cnrAk4

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