Senior High School

21st Century Literature from the

Philippines and the World
Quarter 1
Writing Close Analysis, Critical Interpretation, and
Adaptation of 21st Century Philippine Literature
EN12Lit-Ia-2
Core Subject – 21st Century Literature from the Philippines and the World
Supplementary Learning Material
Quarter 1 –Title: Writing Close Analysis and Critical Interpretation of 21st Century
Philippine Literature
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

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

names, trademarks, etc.) included in this Learner Material are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module:

Author : Veronica O. Anzano

Language Reviewer : Teriza R. Tavares
Content Editor : Maica Jill N. De Guzman
Illustrator : Veronica O. Anzano
Layout Artist : Teriza R. Tavares

Management Team:
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor—LRMDS

Agnes R. Bernardo, PhD

EPS—Division ADM Coordinator

Jay Arr V. Sangoyo, PhD

EPS—English

Glenda S. Constantino
Project Development Officer II

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.goc.ph
 Senior High School

21st Century Literature from the

Philippines and the World
Quarter 1
Writing Close Analysis, Critical Interpretation, and
Adaptation of 21st Century Philippine Literature
EN12Lit-Ia-2
 Introductory Message
For the facilitator:

Welcome to 21st Century Literature from the Philippines and the World, Supplementary Learning
Material (SLM) on Core Subjects in Senior High School!

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into 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 taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

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.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to 21st Century Literature from the Philippines and the World, Supplementary Learning
Material (SLM) on Core Subjects in Senior High School!

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.

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to check
what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task, which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
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 What I Know before moving on to other activities included
in the module.
3. Read the instruction 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 through with it.
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!

2
 What I Need to Know

This module encourages you to write close analyses, critical interpretations, and
adaptations of 21st century Philippine literature (EN12Lit-Ia-21). Various activities are
provided to strengthen your knowledge and skills regarding the topic.

At the end of this module, you are expected to:

1. differentiate close analysis, critical interpretation, and adaptation from one
another;
2. analyze varied genres of the 21st century Philippine literature;
3. write a close analysis and critical interpretation of these texts; and
4. write an adaptation of these texts.

What I Know

Tick That Button!

Directions: Tick or put a check inside the “True” button if the statement is correct and inside
the “False” button if otherwise.

1. Close analysis means reading of a written work.

True False

2. Mood refers to the literary element that evokes feelings through words
True False and descriptions.
3. Part of close analysis is to determine the author’s purpose for writing the
True False material.

4. Prior to writing a close analysis and a critical interpretation, a reader must

True False
have done close reading.
5. One can interpret a text without doing an intensive examination of its
True False language and literary devices.
6. One way to determine the author’s point of view is to identify the issues
True False
involved in the text.
7. One way to closely analyze a text is to determine the author’s point of
True False
view.
8. The author’s purpose for writing a literary text is not important in making
True False
a close analysis.

True False
9. Interpreting requires recognition of the cultural context of the text.

10. One can create critical interpretation without close analysis.

True False

3
 What’s In

To analyze and interpret a literary text, one of the reading skills that you must have is the
ability to understand the denotative and connotative meaning of a word. Denotation refers to the
literal or dictionary meaning of a word, while connotation refers to its figurative or symbolic
meaning. Writers often deviate from the literal meaning of words for more striking expressions.
Suppose you encountered the word rain in a poem. It may pertain to falling drops of
condensed water from the atmosphere, or it may imply that the author is sad.

Directions: Before we proceed with the lesson, let us recall what you know about connotation
and denotation. Give the connotative and denotative meanings of the following words by filling
out the given table.

Connotative meaning Denotative meaning

1. river

2. dawn

3. snake

What’s New

Picture Analysis!
Directions: Analyze the pictures below to discover your next lesson. Clues are also provided to
help you answer the mystery words. Write the letters of your answers on the given boxes.

c s

a y s

It is the process of paying careful examination and

evaluation to small details in the text.

4
 c i a

i e r a i
It refers to the reader’s own view, understanding, or explanation of
what he/she has read.

a i n

It is the process of converting a literary text into a new genre, such

as converting a novel into a film.

What is It

You have probably read a lot of literary texts from your previous Filipino and English
classes in the previous years. Your teachers asked you to closely read and analyze them
which made you discover the wonder, the drama, the joy, and the learning among others
that the authors would like to share to their readers.
However, reading alone is not enough to decode and discover the wonder, the
drama, the joy, and the learning among others that the authors would like to share to their
readers. Close analysis must be done in order to identify and examine the small details of
the text to fully grasp the whole context. It is like studying every single organ to understand
how the entire human body works.
In that sense, how can someone make a close analysis of a text? First of all, you
need to understand that close analysis is done through close reading which refers to the
intensive examination of a text’s language and literary devices, creating a detailed map of
the text’s possible connotations and implications. Here are the steps for you follow.
1. Determine the author’s purpose by knowing the person’s background and his/her
purpose for writing the material.
2. Understand the mood used by the author to achieve that purpose. Mood refers to
the literary element that evokes feelings through words and descriptions.
 3. Determine the author’s point of view by identifying:
a. the issues involved in the text
b. the different sides of the issues

Critical Interpretation, on the other hand, refers to the reader’s own view,
understanding, or explanation to what he or she has read. It also pertains to a clear
argument about the text’s deeper meanings. It requires careful attention to the text’s
contradictions, tensions, and ambiguities. One way to interpret a literary text is to recognize
the cultural context of the text and the reader, and how it might influence the reader’s
interpretive conclusions.

Was there a time when your language teacher asked you or the entire class to
perform a short play based on a literary text such as “Ibong Adarna, Noli Me Tangere, and
El Filibusterismo”? Literary adaptation is the process of converting a literary text into a
new genre, such as converting a novel into a film.

What’s More

Independent Activity 1. Flash Fiction

Directions: Read and analyze the flash fiction below.

One day, I went home crying. I looked at myself in the

mirror and saw a miserable young man. I told an old folk
that I was robbed, but instead of getting his empathy, he
suddenly mocked and laughed at me. I was confused
until I learned that his name was “society”.
 Independent Assessment 1.
A. Close Analysis and Critical Interpretation of a Flash Fiction
Directions: Answer the following guide questions and write your answers on the
spaces provided below.

1. What do you think is the mood used to achieve the purpose of the author?

2. What do you think is the purpose of the writer in writing his flash fiction?

3. Why did the old folk laugh and mock the young man who was robbed?

4. What do you think is the social issue that the author wanted to raise?

Independent Activity 1.
B. Create your own Flash Fiction
Flash fiction is defined as a very short story. It can convey deep truths and universal
human emotions, and can resonate with readers from all walks of life in just a few short
paragraphs unlike the traditional short story.

Directions: For adaptation, create your own flash fiction based upon your close analysis
and critical interpretation of the given sample. Write your adaptation on the space
provided.
 Criteria for Grading:
Relevance of the topic : 30%
Creativity in delivering the content : 40%
Quality of writing and proofreading: : 30%
Total : 100%

Title

Independent Activity 2. Blog

Directions: Read and analyze the blog below.

Ms. Allysa Marie C. Paisan finished her Bachelor of Science in Physics for
Teachers, Cum Laude, at the Philippine Normal University, the National Training Center
for Teacher Education. Currently, she is a senior high school teacher at the University of
the East, Caloocan campus handling Physics and Research subjects. She is also taking
 her Master of Science in Teaching Physics at the De La Salle University. Ms. Paisan
loves to share her experiences and thoughts about different subjects through her blog.

Confession of a Girl Characterized by a Weird Venn Diagram

by Alyssa Marie C. Paisan

Compare. Contrast. Compare. Contrast. Compaaaaaare. Contrast. – words that ring

in my mind to the tune of “small circle, small circle, big circle.”
Small? Big? The world is in a trance of unhealthy comparisons. Sometimes,
comparisons are useful. Sometimes, they are not. One of the tools used to summarize
differences is the Venn diagram.
But I know a girl who has been constantly compared and contrasted and she thinks
that her Venn diagram looks like this:
People who do not know her think that she’s on the upper
circle, but deep inside she feels otherwise.
She once got a high score in her high school Math exam.
. That was rare. It could have been great if not for that one
classmate who took hold of her test paper and another person’s
test paper. She will never forget the words of that person, “Mas
magaling sayo si ANO ah. Bakit mas mataas ang score mo
kesa sa kanya?”
She once became the top student of her class for one
quarter. It could have been great if it were not for the people
around her who showed baffled faces as if saying, “Why her?”
She knew it’s because she never excelled in class participation.
She never liked talking and she was judged unworthy because
of that.
She worked hard to get that Latin honor. Yet, it did not make her proud. She was
drowned by the fact that someone was still better than her. She was expected and dictated
to be on top. She achieved something, yet it felt like she accumulated more emptiness.
She passed the board exam, but it did not cause joy in her life. She was a
disappointment. People asked her, “Why did you not top the board? Your boyfriend did.”
She thought that she will forever be overshadowed by him. She kept doubting herself. Until
now, she still feels undeserving even when he keeps assuring her that she is.
She took her masters for a reason. What reason? She does not remember anymore.
All words that put her down make her forget the purpose of her endeavors.
She became a leader at the ministry and work. It did not increase her confidence. It
increased the piling up burden that pressed her lower and lower down that weird Venn
diagram. She only obtained positions because she stayed, not because she is good
enough, not because she is competent. The ministry seems better without her. The unit
seems better without her. She kept on failing and she’s sometimes at the point where
disappointment is her solace. She felt like failure is safer than outshining others. She just
wanted a quiet life where she can wash clothes, clean and organize, try to learn to cook,
 and stuff like that.

She never wanted to be perfect. She did not even

intrinsically desire to excel. She just whole-heartedly
longed for the voices to stop. Voices that pushed her
down the weird Venn diagram. Frequencies, decibels,
and disturbances which rang into her mind all
variations of the words “you are not good enough.”
Let us save girls like her. Let us keep our mouths
shut if we do not have something purely constructive to
utter. Let us refrain from forcing others to live up to
standards we could not obtain. They may have kept
silent in times of pain, but that does not mean that they
are strong enough to take all of it.
Let us save me. Because I am that girl. And
failure is getting too familiar with me to the point that I
already find it difficult to let go.

Independent Assessment 2
A. Close Reading and Critical Interpretation of the Blog
Directions: Answer the following questions based on the blog of Ms. Paisan. Write your
answers on the spaces provided.

1. What do you think is the author’s purpose in writing this entry on her blog?

2. Why do you think the girl in the story often feels not good enough even though she
has excelled in many ways?

3. What do you think is the meaning of this phrase, “she’s sometimes at the point where
disappointment is her solace”?

4. In your opinion, is the main character weak or strong? Why or why not?
Independent Assessment 2.
B. Creating your own Blog
According to the Merriam Webster Dictionary, a blog is an online platform where the
writer/s can feature different topics relating to human or personal experiences. It may also
consist of articles or pictures and is written informally.
Directions: Write a blog based upon your close analysis and critical interpretation of the
given sample on the next page. Once internet is accessible, you may publish it online if you
wish to do so.

Criteria for Grading:

Relevance of the topic : 30%
Creativity in delivering the content : 40%
Quality of writing and proofreading: : 30%
Total : 100%

Title
 Independent Activity 3. Short Story
Directions: Read and analyze the short story below.

Ms. Evelyn Q. Alera took her Bachelor of Science in Biology at Bulacan State
University, Main campus. This young lady from San Miguel, Bulacan is finishing her
Master of Science in Biology major in Environmental Science from the University of
Santo Thomas and is a faculty member of Bulacan Agricultural State College. Prior to
her post as a college instructor, Ms. Alera worked as an online writer and editor at
Sopt.ph and digital summit media. She is also one of the Precious Hearts Romances
writers.

Samantha’s Vision
by Evelyn Q.Alera

Every summer Samantha and her family go to her mother’s hometown for one to
two weeks’ vacation. It was somehow a family custom since she was only seven years old.
Now that she will be turning seventeen in two days’ time, Samantha has reservations about
going with her parents to her mother’s “baluarte” as her father likes to call it.
“Why do I have to go this year, ‘Ma?” asked Samantha while watching her mother
retouching her lipstick without even facing the mirror. Emily, Samantha’s mother who is a
project manager in a big firm in the city, is a pro in doing her own makeup even in the most
inconvenient and crowded place possible. It is a skill Samantha never inherited from her
mom.
Emily stared at her daughter with a raised eyebrow. “Your Lola Flora is expecting
us. It’s town fiesta tomorrow. Your cousins will come home too.”
For someone like Samantha who was born and raised in the city, even until now,
she finds it hard to appreciate the idea of town fiesta where relatives gather in tables and
talk about how they envy their friends, other family members, and other people who they
judge relentlessly just because they are doing well in their lives. Samantha also didn’t like
the family gatherings where chitchats involved talking back on other relatives who are doing
great in life and those who are not.
The town fiesta of Emily’s hometown is considered extravagant and that was the
opinion of Ben, Samantha’s father. This particular fiesta is celebrated with lots of
merrymaking including a parade full of local celebrities in the country and creative parade
floats from each barangay in the town. This parade is held a day before the fiesta called the
bisperas. On the day of fiesta, there is a marching band that roams around barangay
Poblacion, the town capital, and its nearby barangays. Each house in Poblacion prepares
sumptuous meals for the visitors and every other house rents videoke machine that is why
the noise, though at times unbearable, is acceptable because of the occasion.
Samantha imagined the lechong baboy to be the highlight on the dining table filled
with food. This was the second time she will celebrate the town fiesta in the province since
she went to high school. And when this happens, she won’t be able to celebrate her
birthday with her friends in the city. Last year, as Samantha recalled, they went to the
province a week after her birthday. But this year as Emily told her, Lola Flora requested a
family reunion on the very day of the fiesta. Her Lola Flora even talked to her on Skype and
told Samantha that the she has been missing her prettiest granddaughter and wanted to
spend some quality time with her on her birthday.
“This traffic is getting worse every year! How come every year there’s always a road
construction in each town?”
Ben gave out a sigh and then slowed down as the car in front of them made a
gradual stop. “Today is market day in this place, I think.” Emily told no one in particular.
Samantha peered outside. They stopped on a highway where establishments are packed
on both sides. The public market looks busy with people coming and going, buying items,
and boarding tricycles and jeepneys. If she was not mistaken, this is the third town they
passed by where the public market is located along the highway. Samantha, who earlier is
feeling a bit annoyed because of this out of town trip days before her birthday, suddenly felt
heady with the sight outside. Her mother also looked vexed at the sight outside. Tricycles
are all over, loading and dropping passengers anywhere.
This is the last town before her mother’s hometown. Emily warned her daughter that
the road congestion in her hometown could be a lot worse since today is the bisperas of the
fiesta. The expectation becomes a reality and more when at the town arch the whole family
took another half-hour stop because of the parade, which according to one of the
spectators asked by Samantha’s mother was the longest and celebrity-studded parade in
years.
“The barangay officials are not throwing candies this year,” the spectator said
excitedly. “They are actually giving out chicharon, pastillas, and macapuno.”
“Really? Those are not cheap to think it’s not even an election year.” Emily said.
The spectator nodded at them. Samantha noticed the middle-aged woman holding a
box of pastillas and a small pack of chicharon. “Ine, take this. It’s yours. You look like a
dayo here. Have a taste of our best sweets.” The woman handed Samantha the box of
pastillas all of a sudden.
Samantha automatically smiled and thanked the lady. It looks as though the woman
had read her mind how she considers pastillas the best pastry in the world and her timeless
favorite dessert.
When Samantha closed the car window, she quickly took out her phone and took a
picture of the pastillas and posted it on her social media account.
“Do you think that is a good sign?” Emily asked her.
“Good sign of what?” Samantha looked a bit confused but already feeling a little
positive about her situation.
“Sign that your stay here is going to be fun and enjoyable.”
“I still have thirteen days here. Too early to tell.” She began eating the pastillas.
The day of the fiesta is loud, cheery, and busy. Samantha was awakened by the
music of the marching band and church bells. Her parents didn’t bring her to the morning
mass. By eleven o’clock in the morning, visitors started arriving. The old Spanish style
house of Lola Flora, which the old lady inherited from her parents who were both doctors,
was considered one of the oldest houses in Poblacion, and was once an office of the hero
Gen. Gregorio Del Pilar, during the revolution.
To Samantha, the house is synonymous to a museum their class frequently visited in
Intramuros during field trips. By lunch, the number of guests doubled and Samantha who is
joined by her older cousin, Mattea, on the table near the rusty and broken water pump or
poso was called to help in the kitchen. Because of the overwhelming swarm of guests, the
two helpers her family hired were not enough to serve the people. Samantha was asked by
her Lola Flora to replenish the food in the buffet table whenever there is little left.
“Ate Mattea, you go ahead. I’m just going to eat this banana.” Samantha pulled a
conjoined banana from the stalk, but she was quickly prevented by Mattea. Samantha
looked at her cousin wondering.
“If you eat twin bananas like this,” pointing out at the fruits glued together, “you’ll
havea twin children someday.”
“Huh? Is that even true? What’s wrong with having twins by the way?” Samantha
looked at her cousin incredulously. “That is just a superstition without even a scientific
basis.”
Mattea begged to differ and told her a story of some women in other barangays who
ate twin bananas in their early years, and when they got pregnant and gave birth, the
babies came out as twins with connected heads. “That’s not a made-up story. Superstition
or not, twin bananas increases your chance of having twins.”
Samantha just ignored her cousin. Inside the kitchen, she was ordered by her
mother to be alert when it comes to refilling the food on the food warmer and trays on the
table. Her other teenage cousins are also summoned to help. Samantha noticed that those
who are called to help in the kitchen are mostly the girls. The boys, on the other hand, are
busy chattering or tapping on their phones.
“’Ma, why are Jerome and Joshua doing nothing while the girls are assigned in the
kitchen?”
Lola Flora heard Samantha and cut in the conversation. Samantha’s grandmother
told her it was a tradition in their family to let the girls be trained in domesticated chores
while the boys in manual labor.
“Women are homemakers that is why learning household chores should be
required.”
“Lola, there are also women who can do manual labor. I guess this is just not fair
and discriminating.”
“A tradition is a tradition, apo. It’s not proper for a woman to know nothing about
chores.”
“But it’s also unfair to girls like us to be taught that we can only be good at household
chores. Some girls are not born to be a cook or house cleaner, and some boys do not like
tedious work.”
Lola Flora patted Samantha’s back. “You are still young Samantha. You still have a
narrow perspective about life. You still have to experience more in life, apo.”
 “I agree with you Lola, and if only I will not be enclosed and be controlled by traditions
in our family, I’m sure I might experience more in life than what I have experienced right
now.”
“Samantha! That is enough!” It was Emily. “You are disrespecting your Lola with your
cynical answers.”
Samantha excused herself from the elders. She quickly went outside and wandered
on the streets decorated with banderitas. She went to the plaza and there she answered
the call of her friends from the city. They greeted her in advance for her birthday tomorrow
and asked how her vacation in the province is. Samantha just told her friends it was okay
and offered no elaboration. Her friends promised her that once she gets back to the city
they would meet
at the mall and watch the latest movie of her favorite Hollywood actor.
“Also, we’re going to sign up for a baking class in our school.”
Hearing the word baking, Samantha suddenly remembered the argument she had a while
ago at the house and the desserts that were not yet filled because she walked out pissed
and misunderstood. She felt frustrated. When the phone call ended, she continued walking
in the plaza. She found an empty park bench and sat there. Not a moment later, a woman
sat there too who seemed tired but smiling. Samantha immediately recognized the woman.
It was the same woman who gave her pastillas yesterday. The woman seemed to
recognize her too.
“With your fiery hair, you sure are memorable,” the woman pointed Samantha’s dyed
hair. It was indeed really red.
“I had to argue with my mom for three days to have this hair color,” Samantha said. “I
once dyed my hair pink. My mother cut it to a point it almost got me bald.” The woman
introduced herself as Venessa. In return, Samantha also introduced herself. Samantha
asked her what she was doing, and Venessa said she was waiting for her two children to
finish window shopping on the sidewalk shops and stalls.
“Do you know what’s great about fiesta,
Samantha?”
“What? The food and the parade?”
“No,” Venessa replied. “The tradition.”
“Why are so many people in this town
so much into traditions? We won’t be moving
forward if we will always follow traditions.”
“I believe otherwise. This fiesta is a
reminder that hundreds of years ago, when
this town was established and named after a
patron saint, the people of the past who
founded this festivities and customs that had been passed on from generation to generation
had invested their time, effort, and creativity to gather people and celebrate the fact that the
town they belong to knew how to allow their people to enjoy themselves and engaged
socially.
And their customs live through even after centuries. What they had been doing then is
more likely what we have been doing now. It’s not just a tradition, Samantha. It’s honoring
the work and contributions of the people before us. It’s reminding ourselves that without
tradition we will not be able to improve our ways, and add and remove norms here and
there. These traditions enable us to realize how far we’ve come and how far we can still
go.”
“But sticking to the past and traditions can hamper progress, don’t you think?”
“I think the past and the present are the map and guide of the future. And though
there are things in the past that might not be applicable today, we should not forget that
they once possessed value and importance; like women being taught to learn to cook and
other household tasks or men forced to do hard and physical work.”
Samantha looked surprised at Venessa’s remarks. It was as if the woman had read
her mind; and slowly, she started seeing her point.
“Why can’t just some people learn the things they want to learn and not be forced
to?”
“Simply because some things are needed for life that even if you hate it, you must
learn it.”
“Like cooking?” Samantha still startled at Venessa.
“Yes. It’s a life skill. Although you have a choice not to learn it, but if you do, it will
make lives a little better for both girls and boys.”
Samantha nodded looking pensive. “What about still believing in superstitions at this
day?”
Venessa widened her smile at Samantha. “If it doesn’t hurt you, why not give it a try?
I once believed Santa Claus really exists. But when I found out he doesn’t, it gave me a
little heartache, but I didn’t die. Listen Samantha, you cannot please other people nor you
cannot force them to believe the things you believe in. What you can do is meet halfway.
You and the other person just have to agree to disagree at times and respect each other’s
beliefs especially if those things are what make them who they are and what make you who
you are.”
After that conversation, Samantha went home with a sincere apology to her
family members.

Independent Assessment 3.
Close Analysis and Critical Interpretation of a Short Story
Directions: Carefully read the guide questions and write your answer on the space
provided.

1. How does Samantha feel about spending a vacation at her mother’s hometown? Why do
 you think she feels that way? Which paragraph in the story tells you this?

2. While reading the story, what can you imagine about her mother’s hometown? Is the
place somewhat similar to your place or the same as your own hometown? How can you
say so?

3. How does Samantha feel about men being tasked to do physical and manual labor and
women being tasked to do household chores? Do you agree with her opinion about it?
Why or why not?

4. Do you agree with Samantha when she said that people cannot move forward if they will
always follow traditions? Why or why not?

Independent Assessment 3
B. Poem Writing
Directions: Create a poem to summarize the story of “Samantha’s Vision”.

Criteria for Grading:

Accuracy of the summary : 70%

Grammar : 30%
Total : 100%
 What I Have Learned

Directions: Explain the differences between close

reading, critical interpretation, and adaptation.

Criteria for Grading:

Accuracy of the explanation : 70%
Quality of writing and proofreading: : 30%
Total : 100%
 What I Can Do

Lengua Para Diablo (The Devil Ate My Word)

{Excerpt from Banana Heart Summer}
by Merlinda Bobis

I suspected that my father sold his tongue to the devil. He had little to say in our
house. Whenever he felt like disagreeing with my mother, he murmured. ‘The devil ate my
words’. This meant he forgot what he was about to say and mother was often appeased.
There was more need for appeasement after he lost his job.

Essay Writing
Directions: Do you agree that here in the Philippines, when a father becomes unemployed,
he also losses his voice and authority in their family? Why or why not? Write your answer
on the space provided.
Criteria for Grading:
 Content : 60%
 Organization of ideas : 25%
 Style of delivery : 15%
 Total : 100%


 Assessment

Fact or Bluff!
Directions: Write “Fact” if the statement is correct and “Bluff” if otherwise. Write your
answers on the space provided before each number.

1. Excess reagent is first used up reactant in a chemical reaction.

2.
1. Close analysis helps the reader to identify the author’s purpose for
writing a literary text.
2. Understanding the cultural context of the text and the reader can affect
interpretation.

3. A person can do interpretation after doing a close analysis.

4. The emotions that the author used in the literary text refers to the mood.
5. Determining the author’s point of view is part of close analysis.
6. One can critically interpret a text without close analysis
7. Identifying the issues involved is important in interpreting a literary text.
8. Close analysis also pertains to close reading.
9. Literary adaptation means that a literary work is converted into a form or
genre of literature.
10. Adaptation can be done even without close analysis and interpretation
of the literary text.

Additional Activities

Poster Making
Directions: Think of a traditional belief in the past that you think should no longer be
practiced or expected from both men and women. Create a poster to show your answer.

Criteria for Grading:

Accuracy of the content : 70%
Creativity : 30%
Total : 100%
Answer Key
 References

Baraceros, Esther L. English for Academic Writing. Manila City: Rex Book Store, Inc. 2009

Baraceros, Esther L. Reading and Thinking Skills. Manila City: Rex Book Store, Inc. 2008

Roldan, Aurora H. College Reading and Writing. Pasig City: Anvil Publishing, Inc. 2010

Uychuco, Marikit Tara A. 21st Century Literature from the Philippines and the World. Manila
City: Rex Book Store, Inc. 2016
 For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address:lrmdsbulacan@deped.gov.ph