SHS

21st Century Philippine

Literature
Module 5: Creating representation of a literary text by
applying multimedia and ICT skills
21st Century Philippine Literature

Grade 11/12– Module 5: Creating representation of a literary text by

applying multimedia and ICT skills

First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: RAYMOND C. LOPEZ

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD

Assistant Schools Division Superintendent

German E. Flora, PhD, CID Chief

Virgilio C. Boado, PhD, EPS in Charge of LRMS

Belen C. Aquino, PhD, EPS in Charge of English

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

21st Century Philippine
Literature
Module 5: Creating
representation of a literary text
by applying multimedia and ICT
skills
 Target

This module teaches you how to produce a creative representation of a

literary text applying multimedia skills and do a self- and/or peer-
assessment of a literary text's creative adaptation based on rationalized
criteria prior to presentation.

In your previous lesson, you were able to compare and contrast the
various 21st century literary genres and their elements, structures, and
traditions from across the globe.

This module will provide you with the skills to produce a creative
representation of a literary text by applying multimedia skills. It will also
require a self- and/or peer-assessment of a literary text's creative adaptation
based on rationalized criteria prior to presentation.

After going through this module, you are expected to:

• write a literary analysis of the chosen 21st century literary
genre;
• identify some 21st century literary works which you have
read/watched that have a creative representation through the
use of multimedia skills;
• write a summary of the chosen 21st century literary genre;
• create a multimedia presentation depicting and elaborating on
the setting of a short story/novel read in a literature circle;
• reflect on what you have learned about creating a multimedia
presentation depicting and elaborating on the setting of a short
story/novel read in a literature circle by completing the chart;
and
• do self- and/or peer-assessment of a literary text's creative
adaptation, based on rationalized criteria, prior to presentation.
 Jumpstart

Activity 1: Let Me Analyze It!

Directions: Think of your most favorite 21st century literary text. Write a
literary analysis following the given format/steps below. You may use an
extra sheet for your answer.

✓ Focus on the topic. Read the work you have to analyze

thoroughly. Make sure that you completely understand the
author's idea, the plot, and the characters.
✓ Collect evidence.
✓ Write an outline.
✓ Develop your main thesis statements.
✓ Write a title and introduction followed by the body part then the
conclusion. Afterwhich, do some revisions if necessary.

Rubric for Scoring the Output

Exceeds Meets Approaching
Outstanding Unacceptable
Expectations Expectations Expectations
(5) (1)
(4) (3) (2)
Intro/ The The The The No
Conclusion introduction introduction introduction introduction introduction
grabs sparks some provides or and/or
attention interest and context for the conclusion conclusion
and effectively argument but does not flow
provides a introduces a is obvious with the
meaningful reasonable and/or basic argument of
context to a argument the paper
persuasive The conclusion
argument The restates The
conclusion arguments but introduction
The restates recycles or
conclusion arguments previous conclusion
effectively but uses new statements contains
restates the language verbatim blanket or
argument, and shows vague
but the an statements;
fresh understandi needs
language ng of the big development
and picture to be
meaningful effective
insight
leaves the
reader
wanting
more
Thesis The The thesis The thesis is The thesis The thesis
argument presents a a plausible demonstrat is not
is clearly reasonable argument; es a evident; the
articulated opinion; the contains a misunderst thesis is a
and argument is legitimate anding of fact or plot
persuasive, clear and opinion, but the prompt summary;
contains focused somewhat or text thesis not
an original broad and in the
opinion basic correct
position
Topic Topic Topic Topic Topic Topic
Sentences sentences sentences sentences are sentences sentences
and contribute articulate present and are not not evident
Transitions to the precise make an linked to o Topic
highly argument; argument the thesis sentences
persuasive logically connected to are facts or
nature of linked to the thesis; Topic summaries
the the thesis however, sentences
argument ideas are show
obvious and misunderst
basic anding or
prompt or
text
Evidence You have Your Evidence is Evidence Little or no
chosen, for evidence is present but chosen evidence;
the most believable superficial does not
part, the and support
best convincing thesis/topic
evidence to and sentences
support supports
your point your Textual
argument evidence is
Evidence is irrelevant
highly
persuasive
and
effective in
supporting
your
argument
Commentary Creative/ The The analysis Ideas lack The
original analysis is supports developmen analysis is
ideas and believable your t; not
insights; and argument, misunderst present,
extensive convincing, but ideas are anding of just a plot
commentar a few obvious and prompt or summary.
y, assertions basic text; The
refreshing; may lack illogical analysis
goes specific argument; does not
beyond examples, address the
obvious but prompt
and basic assertions
commentar are still
 y clearly
connected
to the
argument
Style, Sophisticat Effectively Blend quoted Problems Serious
Vocabulary, ed blends material with problems
Sentence vocabulary direct smoothly; but sentence with
Structure ; sentence quotation sentence clarity, coherence
variety; with structure redundancy and
quotations explanatory lack variety- ; some sentence
are words and basic and quotes clarity;
smoothly phrases to obvious; stand most
blended introduce attempts to alone; some sentences
the incorporate vague need
quotation more sentences; revision;
and advanced little use of most
facilitate vocabulary class quotes
narrative vocabulary stand alone
flow; still or sentence and lack
attempting variety introductio
advanced n/
vocabulary connection
to the
paper
Mechanics 1 or 2 Effective Minor Several Major
and minor punctuatio problems distracting spelling,
Coherence errors) n; close to with problems grammar,
perfect coherence, with punctuatio
grammar, spelling, n errors;
spelling, grammar, distracts
punctuation, punctuatio and
but does not n, interferes
interfere with coherence; with
the citations understand
understandin incorrect ing of
g of paper paper;
citations
nonexistent

Comments
 Discover

Directions: Read the text given below. Understand what you are reading.

In the first attempts of multimedia presentations of stories, we come

across very different media and media solutions. The basic difference
between these stories and "common" stories is that they are interactive and
dynamic. However, the first attempts to translate literature into a
multimedia presentation consisted of a recorded story/voice accompanying
static drawings. Some parts of the drawings could be moved by using the
mouse, and they would then say something or produce a sound. Animation
was frequently bad or inadequate (e.g., only the mouth or the eyes could
move). Examples of such adaptations are the fairy-tales Little Red Riding
Hood and The Three Piglets - Bedtime Stories, Rainbow Technology). They
contained beginner's drawbacks: e.g., the music or the background sounds
were frequently louder than the voice of the narrator; the noises were at
times very realistic or even scary for the child, especially before bedtime
(e.g., in Little Red Riding Hood - cutting the wolf's belly); pages could not be
skipped, and the only way to go back to the beginning was by listening to
the story to the end; it was only possible to "jump" into another fairy-tale;
the characters, moved by the user, uttered their sentences which were not
connected, there was no dialogue; deviations from the original text were
considerable, and events were retold, which considerably crippled the
stories, etc. Nice try, but not precisely to be recommended. Such a solution,
except for being attractive because of a computer, offers nothing more (it
indeed offers less) than a standard picture book. Nevertheless, students are
attracted to such software because they can experiment with their
computers and concentrate on certain aspects of a program - sound,
animation, or colors.

Some other authors of interactive stories have used well-known titles

(e.g., Pippi, A. Lindgren, Ahead media, 1997). Pippi Longstocking is in itself
an attractive title, and children recognize it. In this interactive story, they
can move around Pippi's castle and click the mouse in particular parts of
the picture. Something is going on, we could say. But nothing particularly
important, we dare notice. Three stories are at our disposal, and they can be
read together with the speaker.

The story also contains various games - puzzles, clothes-changing,

and sorting games, which soon become boring. This CD-ROM sound is
heard only when the mouse clicks on a particular object or person on the
screen. Everything seems cold and static, although one can move around
relatively swiftly. As if it had been foreseen that everything would soon
become boring - with, of course, the explanation about the instability of
children's attention. The original text has been abandoned; no consideration
has been given to the narrator's perspective, to the timing and all the other
elements mentioned above. Having this in mind, a quality analysis of these
points is impossible; the author simply does not have second thoughts
about them. Everything is submitted to the game. What is left from the
literary work is its title, the characters (not all of them), and (partly) the
scene. Exactly such pieces show a runaway production and the destruction
of the original text with no visible reason whatsoever.

On the other hand, some software authors have created new texts
with original and attractive titles, especially for interactive stories, such as
the classic among electronic books - the Living Books editions. They are
ideal for the first contacts of children with computers. Picture, sound, and
animation are linked into one story with a specific plot. In such a way,
students understand more easily both single words and whole sentences. In
distinction from the film, such stories can be explored while playing. This
can be done in different ways, such as the following.

• The story runs like a film.

• The narrator reads or tells the story, while the child only turns the
pages (this means the pages in the computer).
• Some pictures can be clicked on with the mouse when they produce
various sounds, dance, etc.

As already stated, interaction and dynamism are the basic

components of multimedia presentations of texts from 21st century
literature. Students find such adaptations attractive because of the story
they offer and because they give a chance to try out the computer and the
game elements. A multimedia adaptation of the original text must take into
consideration the original. Specific differences are inevitable, but they
should not become sheer entertainment. Besides, a literary work requires
identification with the characters' lives, which can be another way of
achieving excitement.

Finally, it can be concluded that creative representations of stories, if

made properly, attract students, help them when learning to read, when
learning the logical sequence of story, characters, and space, help them
understand the relationship between text and picture length of the story.
Students like it when they are being read to the same story over and over
again. In this way, they learn that a story, once written, does not change.
They also learn to read from left to right and from top to bottom.
Furthermore, it is interesting and thrilling. However, the emotional and
social interaction that develops in retelling or group reading of literary works
can never be replaced by a computer. That is why these other elements
should be worked on to improve interactive stories as much as possible.
 Explore

Activity 1: Name Game

Directions: Using the text given above, identify some 21st century literary
works that you have read/watched that have a creative representation
through multimedia skills.

21st Century Writer/s Literary Work/s Region/Place of Origin

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
 Deepen

Activity 1: Let Me Summarize It!

Directions: Choose one of the 21st century literary works that you have
encountered from your previous lessons. Write a summary of it. You may
use extra sheets if needed.
 Gauge

Activity 1: Let Me Do It!

A. Using the summary of the 21st century literary work you have written
above, create a multimedia presentation depicting and elaborating on the
setting of a short story/novel read in a literature circle. (Students may
choose the tool used.)

B. Do a self- and/or peer-assessment of the creative adaptation of a literary

text you made using the rubric below. Submit the self- and/or peer-
assessment to your teacher.

Rubric for Scoring

Poor Fair Good Excellent Your
Criteria
(0-3 pts) (4-6 pts) (7-9 pts) (10-12 pts) score
Presentation Content
Adequate The project The project The project The project
Coverage lacks the lacks the includes all includes all
required required the required the required
information information information information
and the and has a and has and has ample
necessary few essential several details
details. details. essential throughout
details. the
presentation.
Accuracy The project The project The project All information
has many has several contains 1-2 in the project
factual errors factual errors factual errors are factually
and is and is but contains correct and
missing missing quotations are supported
most/almost several and text by quotations
all quotations or explanations. and text
quotations or text explanations
text explanations.
explanations.
Setting Only 1, or 0, Only a few Most of the The setting is
Depiction aspect of the aspects of setting explained or
setting is the setting details are shown in
explained or are explained explained or detail, with
shown, with or shown, shown, specific
few details. with few including examples and
details. information details
on how the throughout,
setting may including how
impact the the setting
book's plot relates to the
and theme(s). book's plot
and theme(s).
Organization Poor project The project is The project The project
of organization arranged shows the presents the
Information makes it illogically text and information in
and Media impossible to and/or is media in an a logical and
tell what the difficult for a arrangement interesting
images and viewer or which an arrangement
information audience to audience or that can be
are about. follow. viewer can explored in
NO apparent follow to several ways
organization. learn and to learn and
understand understand
Multimedia The project The project The project The project
used no had a few had multiple used extensive
images or images or images that images and
other media media, but connected other media
to they did not directly to that supported
accompany logically and the
the relate to the supported information
information. information. the and enhanced
information. the
understanding
of the setting.
Research/Reference Skills
Organization No Information Information Information is
of Text information is given to is given to given to locate
Information is given on locate some locate most all text
the location text passages text passages passages used
of the text used in the used in the in the project
passages project project (chapter and
used in the (chapter and (chapter and page number)
project page page and the
number) number) speaker, if
from a dialog.
Media No credit is Few media Most media All media used
Credits given for include include includes a
media used credit credit credit
information information alongside the
image, video,
sound, or text.
Creativity Skills (FFOE)
Fluency The project The project The project The project
includes 5 or includes 6-7 includes 8-9 includes more
fewer descriptive descriptive than 10
descriptive explanations, explanations, descriptive
explanations, images, or images, or explanations,
images, or ideas about ideas about images, or
ideas about the setting. the setting. ideas about
the setting. the setting.
Flexibility The project The project The project The project
(Hint: shows one shows the gives three offers multiple
different perspective setting from different angles on the
senses, or "angle" on two views or setting so it
visual and the setting perspectives "angles" on helps the
verbal or "angles." the setting viewer
explanations, "experience"
different what it would
character's be like to be
words, etc.) there

Originality The project is There is a Some aspects The project

predictable glimpse of an of the project presents the
or parallels unusual idea are setting
examples or approach unexpected through a
very closely. in the or highly unique and
project, but it unusual unexpected
is not carried while still lens while still
through. accurate. accurate.
Elaboration The project Some ideas Most ideas All ideas
lacks creative expressed expressed expressed
detail of any include include include
sort creative creative creative details
details about details about in rich support
the setting the setting of the
information
about the
setting
Total score

Teacher's
Comments

Activity 2: Reflect! Share!

Directions: Reflect on what you have learned about creating a multimedia

presentation depicting and elaborating on the setting of a short story/novel
read in a literature circle by completing the chart below.

Multimedia Presentation
What were your thoughts or ideas I thought…
about the features producing a
creative representation of a literary
text by applying multimedia skills?

What new additional ideas did you I learned that…

learn after taking up that lesson?
Key Answer:
Answers may VARY

References

https://www.edutopia.org/sites/default/files/pdfs/stw/edutopia-stw-

yesprep-rubric-literary- analysis.pdf

Terry Eagleton, Literary Theory, An Introduction, Basil Blackwell, Oxford,

1983.

Thomas Feibel, Kinder Software-Ratgeber 1997, Haar bei München: Markt

und Tehnik, Buch- und Software Verl., 1997.

Roman Ingarden, The Literary Work of Art, Evanston, Ill., 1973.

Velički, Vlatka, and Matijević, Milan (1977), Multimedia Approach to

Children's Literature: Possibilities and Limits. In: Open Classroom

II Conference - Papers and Presentations, 119-126.