Republic of the Philippines

Department of Education
References: Region III
Schools Division Office of Bulacan
Book Carlos F. Gonzales High School
Maguinao, san Rafael, Bulacan
Devi Benedicte C. Ignacio Paez. In Linking the World Through
English IV. Philippines: Diwa Scholastic Press Inc., 2006

Online
21st Century Literature from the
https://www.sydney.edu.au/education_social_work/ Philippines and the World
groupwork/docs/SelfPeerAsse ssment.pdf

http://hhh.gavilan.edu/kwarren/LitCrit.html

https://nuworldlit.wordpress.com/2013/11/13/literary- ACTIVITY SHEET

standards/
Quarter 2 Module 4

Assessment of a Creative Adaptation

of a Literary Text

NAME:

GRADE AND SECTION:

DATE OF SUBMISSION

(page 16)
(PAGE 1)
 I. OBJECTIVES
A. Content Standards:
The learner will be able to understand and
appreciate literary texts in various genres across
national literature and cultures
B. Performance Standards
An adaptation of a text into other creative forms
using multimedia
C. MELCs:
Do self-and/or peer-assessment of the creative
adaptation of a literary text, based on rationalized
criteria, prior to presentation
D. Specific Objectives:
1. identify types of criticisms used in literature and
its adaptations
2. explain the importance of assessment in real-life
situations
3. illustrate ideal adaptation of a literary text
4. identify guidelines in making an assessment
5. construct rubrics or make a review for
assessing self or peer presentation
6. apply compare and contrast between things for
better evaluation
II. CONTENT
Assessment of a Creative
Adaptation of a Literary Text
(PAGE 2)
Additional Activities
To further enhance your assessment skills, here are some activities for
you.
Step 1. Choose only of the two options.
Option 1. Recall an unforgettable presentation you or your peers made as
creative adaptation to a literary text.
Option 2. Search for a creative adaptation of some famous literary text.
Step 2. After choosing a creative adaptation, enhance your assessment
skills by:
a. using self-created rubrics;
b. writing a review; OR
c. making other outlines and assessment methods.
(Note: Choose only 1 of the given approaches above) If you choose to create
rubrics, make sure to give the scores as well. If you choose letter b, you
have to write your assessment with emphasis on your criteria and support
your judgments. You may use another method where you think you can
rationalize the best. Use an extra paper for this activity and attach it to the
module.
7. This is a literary standard that emphasizes the beauty of a literary What I Know
work. Direction: Read carefully and answer the questions that follow. Choose the letter of
a. artistry b. permanence c. spiritual value d. suggestiveness your answer. Write only the letter of your choice on a separate sheet. are. True that
8. It depicts how man sees life through manner of construction and we might not be aware of it, but our lives have been full of literature!
conveyance of ideas in the context. 1. This is done when students individually assess one another based on their level of
a. style b. pluralist theory c. suggestiveness d. translation theory contribution or participation in the group.
9. It focuses on the relationship between the adaptation and its a. peer assessment b. self-assessment
audience, using the subject, purpose and context as basis for c. destructive criticism d. constructive criticism
evaluation. 2. It is sometimes misinterpreted or wrongly defined as a criticism that discloses true
a. pluralist theory b. translation theory information and said to be helpful if taken the right way.
c. Aristotelian theory d. transformation theory a. self-assessment b. destructive criticism
10. It evaluates the faithfulness of adaptation to the original piece. c. mythological criticism d. biographical criticism
a. translation theory b. stating judgments 3. It is type of criticism that is used to analyze the work itself, and does not claim any
c. transformation theory d. compare and contrast underlying political, sociological or psychological concerns exist in the context.
11. Uses other excellent adaptation or presentation of the same genre a. formalist criticism b. sociological criticism
to offer suggestions. c. mythological criticism d. psychoanalytic criticism
a. state your judgments b. compare and contrast 4. This is used to analyse the cultural, economic and political context of a literary
c. neo-Aristotelian theory d. explain criteria as support to judgment work.
12. It is the study, analysis, evaluation and interpretation of a. artistry b. universality c. sociological criticism d. psychoanalytic criticism
literature. 5. It means the use of critical thinking or logical skills, reaching to a realization of
a. literary criticism b. literary standard fundamental truths.
c. literary adaptation d. art and literature studies a. permanence b. spiritual value c. suggestiveness d. intellectual value
13. This is a set of seven characteristics that determine whether a 6. It draws out the time factor: Timeliness, occurring at a particular time and
timelessness, endures throughout time.
written work is considered literary.
a. style b. artistry c. universality d. permanence
a. literary criticism b. literary standard
7. This is a literary standard that emphasizes the beauty of a literary work.
c. creative literary adaptation d. multimedia as applied to lite
a. artistry b. permanence c. spiritual value d. suggestiveness
rature
8. It depicts how man sees life through manner of construction and conveyance of
14. It is a scoring guide that has scale and descriptions and is used to
ideas in the context.
evaluate a certain output or performance.
a. style b. pluralist theory c. suggestiveness d. translation theory
a. rubrics b. criterion
9. It focuses on the relationship between the adaptation and its audience,
c. analysis tool d. evaluation rating checklist using the subject, purpose and context as basis for evaluation.
15. It is a part in the scoring guide where you see the exact a. pluralist theory b. translation theory
descriptions of evaluated quality. c. Aristotelian theory d. transformation theory
a. under each scale. b. indicators
c. rating scale d. performance criteria
10. It evaluates the faithfulness of adaptation to the original piece. 2._________________________________________________________________
a. translation theory b. stating judgments c. transformation theory ___________________________________________________________________
d. compare and contrast 3._________________________________________________________________
11. It uses other excellent adaptation or presentation of the same genre to offer ___________________________________________________________________
suggestions.
a. state your judgments b. compare and contrast Assessment
c. neo-Aristotelian theory d. explain criteria as support to judgment Direction: Read carefully and answer the questions that follow.
12. It refers to the study, analysis, evaluation and interpretation of literature. Choose the letter of your answer. Write only the letter of your choice
a. literary criticism b. literary standard on a separate sheet.
c. literary adaptation d. art and literature studies 1. This is done when students individually assess one another based
13. This is a set of seven characteristics that determine whether a written work is on their level of contribution or participation in the group.
a. peer assessment b. self-assessment
considered literary.
c. destructive criticism d. constructive criticism
a. literary criticism b. literary standard
2. It is sometimes misinterpreted or wrongly defined as a criticism
c. creative literary adaptation d. multimedia as applied to literature
that discloses true information and said to be helpful if taken the
14. It is a scoring guide that has scale and descriptions and is used to evaluate a
right way.
certain output or performance. a. self-assessment b. destructive criticism
a. rubrics b. criterion c. analysis tool d. evaluation rating checklist c. mythological criticism d. biographical criticism
15. It is a part in the scoring guide where you see the exact descriptions of 3. It is a type of criticism that is used to analyze the work itself, and
evaluated quality. does not claim any underlying political, sociological or psychological
a. under each scale. b. indicators c. rating scale d. performance criteria concerns exist in the context.
a. formalist criticism b. sociological criticism
What’s New c. mythological criticism d. psychoanalytic criticism
Activity 1.1 Expectation vs Reality 4. This is used to analyze the cultural, economic and political
Directions: Assume that you have experienced the situations provided below. Give context of a literary work.
inference by providing possible experiences that actually happens in reality or vice a. artistry b. universality
versa. Write on the space provided in each item. Then, reflect on the questions c. sociological criticism d. psychoanalytic criticism
that follow. 5. It refers to the use of critical thinking or logical skills, reaching to
EXPECTATION REALITY a realization of fundamental truths.
1. You were able to perform well in a a. permanence b. spiritual value
subject you found quite difficult c. suggestiveness d. intellectual value
because you practiced enough. With 6. It draws out the time factor: Timeliness, occurring at a particular
that, you received high grade and got time and timelessness, endures throughout time.
your confidence back. a. style b. artistry c. universality d. permanence
 2. On Valentine’s Day, your friend
or a stranger came to you and gave
you flowers and chocolates in
surprise. You felt special all day
long.

3. You went on the way home,

feeling sad to think that your
parents or housemates were still on
an argument. You told yourself to
get used to it and expect nothing.

4. It was summer vacation. You

What I Have Learned
It is now time to show your understanding about the topic discussed
in this module. Get ready!
Activity 1.5. Literary Yours
A. Directions: Complete the sentences below.
1. Literary adaptation is _________________________________-
__________________________________________________________________
2. Examples of literary adaptation are
____________________________________________________________________
3. There are three theoretical approaches in assessing an adaptation.
These are : 1. _____________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
B. Directions: Write at least three (3) sentences that expresses your
significant learning about self and peer assessment. Write your
answer in the space provided.
1.__________________________________________________________________
____________________________________________________________________
vowed to spend your time well by
doing house chores, finding
interesting hobbies, hanging out
with friends and anything
productive. But the new semester
started and you were surprised how
fast time flew by without being able
to do anything.
1. In what basis do you categorize a situation as something that
belongs to expectation or reality?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
2. Why does it seem hard to expect a good reality in some situations?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
3. What is the importance of assessment in real-life situations?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
 What is It
“We become the best version of ourselves when we learn to
listen to what we have to hear.” This is what people conclude when
nothing seem to work after countless trials and unable to reach wise
decisions. We begin to ponder deeply, open our mind to things we
never once considered hearing and realize that some of them actually
make sense. We finally give in to learning even from negative
feedbacks or nasty situations. We make certain adjustments and do
tasks more accurately. We embrace both positive and negative and
mold ourselves along the way. This is the lesson we wish you have
reflected on the first activity. Expectation vs reality concept tells us
that we have mentally built-in criteria to immediately make
judgment or assessment. This standard helps us identify what is
good and bad, desirable or undesirable. People use this ability to
make good judgments and produce what humanity has so far
created.
In literature, we assess written works through literary
criticism. Literary criticism means the study and analysis of
literature. This study helps identify on what perspective a critique
focuses on. Some may have looked at a piece from its moral
perspective or values. Or one wants to bring its economic and
political issues in limelight. Literary criticism categorizes literary
works according to their genres, making it easier for readers to
comprehend and interpret a work in different viewpoints.
Some types of literary criticisms used are:
1. Mythological criticism. A type of criticism that uses archetypes
or symbols through mythological creatures and occurrences drawn
from culture, history and life.
2. Sociological criticism. This is used to analyze the cultural,
economic and political context of a literary work.
3. Biographical criticism. From the term itself, this method of
analysis aims to determine the original theme of a certain piece from
the author’s life. This requires the reader to be familiar with the
author’s biographical information. By doing so, the reader can keep
track of his analysis to be in context.
4. Psychoanalytic criticism. This emphasizes to get information
about the subconscious desire or state of mind of the author based
on the theme of the work.
2.__________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
3.__________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
That was a good self-assessment! In the next activity, you will use
the same story but this time seeing a friend’s character in one of the
characters in the story. Let us find out how good you are in doing peer-
assessment. Please be reminded to always stay in tact when doing a review
and remember the type of criticism used as discussed earlier.
Activity 1.4 I Saw My Friend in the Story
Directions: Compare your friend’s character to one of the characters
in the story. Identify what type of criticism did you apply in justifying
so.
Title of the story:
_______________________________________________________________
Friend’s name:
_________________________________________________________________
Character from the story compared from:
_________________________________________________________________
Description:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________.
Type of criticism used:
__________________________________________________________________
Activity 1.4 It’s Ok To Differ
Directions: Compare yourself from your friend’s character as a form
of peer assessment. List down attitudes that you have in common
and write in the intertwined part of the circle and differences on both
ends.
Take a close look at the advantages and disadvantages of self and peer
assessment.
Peer assessment. Students individually assess one another based on
their level of contribution or participation in the group. The average of
the marks given by each member is usually the overall group score.
Advantages
• Develops involvement and sense of responsibility • Develops
judgment skills
• Provides more relevant feedback to improve performance
Disadvantages
• Marks given might not be reliable as affected by pressure from
peers
• Have tendency to mark everyone high scores to save the group
• Hesitant to judge their peers
Self-assessment. Judging own contribution using an established
criteria.
Advantages
• Develops involvement and sense of responsibility • Develops
judgment skills
• Allows to compare and reflect own and peer’s contributions
Disadvantages
• Self-assessment might be perceived as unreliable • Might
overlook one’s good point or bad point
What’s More
In the provided activity below, you are not going to make a new
version of a story but will just make a reflection as another form of
adaptation. Let us find out if you can picture out yourself from literary
pieces as a form of assessment.
Activity 1.3 I Saw Me in the Story
Directions: Recall a literary piece that you have read, be it from
a pocketbook, textbook or from ebook sites, then fill out the needed
information.
Title of the story: ____________________________________________
Three situations from the story where I saw myself:
1. ___________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
5. Formalist criticism. A type of criticism that analyzes the work
itself, and does not claim any underlying political, sociological or
psychological concerns exist in the context.
Literary criticisms guide readers to divide the comprehensive
themes of a literary piece into sections, and be able to focus on
their point of interest. The value of a written work has also long
been assessed through seven literary standards developed by the
writer William J. Long:
1. Universality. Literature appeals to everyone regardless of
culture, time and race.
2. Artistry. It possesses beauty or aesthetic appeal.
3. Intellectual Value. It activates the use of critical thinking or
logical skills, reaching to a realization of fundamental truths.
4. Suggestiveness. It reveals the underlying messages of
archetypes to real events or life itself.
5. Spiritual Value. It aims to motivate and inspire from the values
presented.
6. Permanence. It draws out the time factor: Timeliness, occurring
at a particular time and timelessness, endures throughout time.
7. Style. It depicts how man sees life through manner of
construction and conveyance of ideas in the context.
This serves as criteria that separate a particular literary text
from the rest. However, as what was mentioned in the previous
module, literature is now viewed in a larger scope, including both
scholarly and ordinary written works. Through the use of the
above-mentioned standard and other tools for assessment, we are
able to improve and modify literature in the same genre or another
medium. This is called literary adaptation. It is the process of
translating a creative work from one medium to another or getting
the juices from it and crafting a new version or story
Examples of adaptation are films, stage play, and podcast
which require the use of multimedia, technology and other creative
innovations. In education, teachers use these creative adaptations
to stimulate students’ interest and promote effective learning.
You may tend to assess an adaptation through its storyline
and the characters’ portrayal. Or that you based the production on
its magnificent props and characters’ portrayal.
Others also tend to judge the quality of adaptation on whether it has
highlighted the general idea from the original work or made some
changes or unexpected turn of events. From this, we learn that every
one of us has followed a certain criterion of our own.
One helpful way to assess creative adaptation of a literary text
and limits discourse over the subject is by choosing one out of the
following theoretical approaches:
•Translation theory. Evaluates the faithfulness of adaptation to
the original piece. The criticism revolves around the adaptation’s
adherence to the character, setting, themes and any other highlights
that make up the literary text. Users of this paradigm would admire
such producers who stick to the context.
• Pluralist theory. Focuses on the effectivity of the adaptation to
convey the ‘spirit’ of the original text. The advocates of this theory put
much significance to the retention of what the text makes them feel
and therefore should be preserved without the need of modification in
the mood and tone.
• Transformation theory. A theory that sees a written work and
its adaptation different. The producer of the adaptation has made
significant alteration whether for artistic, uniqueness or experimental
purposes. The differences made will serve as the basis for evaluation.
Alternatively, Aristotelian theory, also known as neo-classical or
neo-Aristotelian, does not put emphasis on the fidelity or sameness of
adaptation to the original text. It rather focuses on the relationship
between the adaptation and its audience, using the subject, purpose
and context as basis for evaluation. This theory is the one used when
giving assessment prior to presentation or production.
Considering these approaches, you will be able to make your
assessment right into the core. You will state your opinion or judgment
and rationalize it using the presentation itself.
Here are some guidelines to help you write a coherent and logical
assessment.
1. Read, watch or listen to the work with full attention into
details. Repeat if necessary or possible. The initial step is where you
all get the impression and confirm its strengths and weaknesses. Take
note of important details.
2. State your judgments. Present your general judgments that you
made from observation and interpretation.
3. Explain your criteria to support your judgment. Remember to use
the scenes in the presentation as evidences. Use the criteria or
standards that you set to support your judgment.
4. Compare and contrast. Use other excellent adaptation or
presentation of the same genre to offer suggestions.
Aside from writing assessment, you can also create your rubric
perfect for evaluating presentations. Rubric is a scoring guide used to
evaluate a performance. It has three parts namely: performance
criteria, rating scale and indicators.
You can use either of the assessment especially in class
presentations. Say, you have made random reflection after your
performance--that is an assessment. Or your teacher provided you
criteria or asked you to make a quick verbal evaluation in your peer’s
work is also an example of assessment. Any output could be improved
if you will be constantly involved in the assessment process. Giving
short feedback, writing a review, being the judge for a class competition
are good opportunities to develop your judgment skills.
Self and peer assessment aim to increase your sense of
autonomy and responsibility. It hones your creative and higher order
thinking skills. It will help you become more active as an assessor
rather than passively wait on your teacher for evaluation. Most
importantly, it will develop your reflection on your own execution and
judgment.