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21st Century Liteature from the

Philippines and the World
Quarter 2-Module 8
Basic Textual and Contextual Reading
Approach in the Study in the Study and
Appreciation of Literature
Grade Levels: Grade 11
Core Subject: 21st Century Literature from the Philippines and the World
Quarter 2 Module 8- Basic Textual and Contextual Reading Approach
in the Study and Appreciation of 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 module 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

Writer: Catherine A. Credo, Grace A. Cimafranca, Pilita E. Ramirez
Editor: Ellen E. Edrial EdD
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/ Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, PhD. Maricel S. Rasid
Nilita L. Ragay EdD Elmar L. Cabrera
Anna Lee A. Amores EdD

Printed in the Philippines by ________________________

Department of Education Region VII Schools Division of Negros

Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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21st Century Literature from the

Philippines and the World
Quarter 2 Module 8
Basic Textual and Contextual
reading Approach in the Study
and Appreciation of Literature
Introductory Message

For the Facilitator:

Welcome to the 21st Century Literature from the Philippines and the
World Alternative Delivery Mode (ADM) Module 8 on the Basic Textual and
Contextual Reading Approach in the Study and Appreciation of
Literature!

This module was collaboratively designed, developed and reviewed by

educators both from public and private 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:

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 the 21st Century Literature from the Philippines and the
World Alternative Delivery Mode (ADM) Module 8 on the Basic Textual and
Contextual Reading Approach in the Study and Appreciation of
Literature!

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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 module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
link the current lesson with the previous
one.
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion

of the 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. You may check
the answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life situations
or concerns.

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 Assessment This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities
given to you to 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. D
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!

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE --------------------------------- ii

For the Facilitator --------------------------------- ii
For the Learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

Activity 1 ------------------------------------------------ 2

------------------------------------------------ 2
Activity 2 ------------------------------------------------ 2

------------------------------------------------ 4
Activity 3 ------------------------------------------------ 4

WHAT IS IT ------------------------------------------------ 4

------------------------------------------------ 7
Activity 4 ------------------------------------------------ 7

WHAT I HAVE LEARNED --------------------------------- 8

Activity 5 --------------------------------- 8

WHAT I CAN DO ---------------------------------------- 8

Activity 6 ---------------------------------------- 8

ASSESSMENT ------------------------------------------------ 10
Activity 7 ------------------------------------------------ 10

ANSWER KEYS ------------------------------------------------ 12

REFERENCE LIST -------------------------------------------- 13

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 WHAT I NEED TO KNOW

INTRODUCTION

Literature is an ageless piece of entertainment. With the advent of

technological innovations, the way we read has transformed and evolved.
However, the essence of storytelling and the effect it has on our lives hasn't
changed at all.

The 21st century world literature genre combines three media: book,
movie or video, and internet website. In order to get the full story, students
must engage in navigation, reading, viewing, in all three formats.

In this module, you are going to explore North America and identify
representative texts and authors in this region and produce a creative
representation applying your acquired multimedia skills.

MOST ESSENTIAL LEARNING COMPETENCY

EN 12Lit-IIij-31.1. Produce a creative representation of a literary

text by applying multimedia skills

EN 12Lit-IIij-31.3 Do self-and/or peer assessment of the creative

adaptation of a literary text, based on rationalized criteria, prior to
presentation

At the end of the module, you should be able to:

Knowledge: Identify role and archetype of the primary characters in

the story;

Skills: Perform a 30-second video clip showing notable lines from

a favorite character in action;

do self-and/or peer assessment of the creative adaptation

of a literary text; and,

Attitude: Share understanding by giving the life lesson of the

reading text.

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

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 WHAT I KNOW

Activity 1

Directions: Read each item carefully and write only the letter of your choice
in your NOTEBOOK. Remember, this is only to test your background
knowledge.

A. Ancient ruins found all over the world.

B. A type of arch found around the globe
C. A pattern repeated through the ages in literature.
D. Another word for an architect who also writes.
2. Which archetypal character has unusual origins, is strong, brave, smart
and is often a leader/prince?
A. The hero B. The scapegoat
C. The villain D. The companion
3. Which archetypal character befriends and helps the hero, and is normally
odd or quirky?
A. The hero B. The scapegoat
C. The villain D. The companion
4. Which archetypal character represents evil? He is almost as strong as the
hero, and may take on a monstrous form.
A. The hero B. The scapegoat
C. The villain D. The companion
5. Which archetypal character that takes the blame for everything bad that
happens?
A. The hero B. The scapegoat
C. The villain D. The companion
6. Which archetypal character
A. The caregiver B. The Sage
C. The Doppelganger D. The Orphan
7. Which archetypal character is a truth or knowledge seeker?
A. The caregiver B. The Sage
C. The Doppelganger D. The Orphan

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8. Which of the following statements is true?
A. Character archetypes are always antagonists, or the bad guys, in a
story.
B. Character archetypes are always protagonists, or the good guys, in
a story.
C. There is only one type of archetype.
D. All of the other statements about archetypes are NOT true.
9. Why are readers drawn to an archetype?
A. An archetype always saves the day.
B. An archetype embodies a common type of person or situation we
encounter in life.
C. An archetype learns a valuable lesson.
D. An archetype is always a component in a successful story.
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A. Carl Jung B. Erik Erikson
C. Sigmund Freud D. Jean Piaget

S IN

Activity 2 - CHARACTER ROLE

Can you still recall the character types by the role they play in a narrative?
The following are distinct varieties: the protagonist, the antagonist, the love
interest, the confidant, tertiary characters, and the foil.

Directions: Match column A (character role) with column B (characteristics).

Write only the letter of your choice in your NOTEBOOK.
A B
1. A. Protagonist
2. The best friend or sidekick of the B. Antagonist
protagonist C. Confidant
3. The villain of the story D. Love interest
4. The main character or the hero E. Tertiary Character
5. The minor characters F. Foil
6.
qualities into sharper relief

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 S NEW

Activity 3

Directions: Name a character in a story or movie which you can relate with
each word below. Write your answers in your NOTEBOOK.
Example: HERO - IRONMAN

1. HERO - ______________
2. REBEL - ______________
3. LOYAL COMPANION - ______________
4. MENTOR - ______________
5. LOVER - ______________
6. MAGICIAN - ______________
7. INNOCENT - ______________
8. BULLY - ______________
9. VILLAIN - ______________
10. EVIL GENIUS - ______________

WHAT IS IT

CHARACTER ARCHETYPES

What do a villain, a hero, and a damsel in distress have in common?

archetypes: typical examples of characters in stories. Archetypes
can occur in literary plotlines, settings, and symbols, as they represent
shared patterns of human experience.

The archetype term and idea come primarily from Swiss psychologist
Carl Jung, who also studied myth and religion. According to Jung, all

is a collection of memories and images comprising a racial past of pre-

human experiences, the memories from which have been erased. Archetypal
images, then, stimulate or trigger these memories in all of us; that is why
they are so powerful and universal.

Archetypes give a literary work a universal acceptance, as readers

identify with the characters and situations in their social and cultural
context. The writer uses this to attempt realism in their writing. By applying
archetypes to literature, it can help the reader understand the text fully.

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 Here are some character archetypes.
doppelganger Duplicate or shadow of a character the opposite
personality of that character
scapegoat A character that takes the blame for everything bad that
happens
Villain A character whose main function is to go to any extent to
oppose the hero or whom the hero must annihilate in
order to bring justice
Hero A character whose main function is to save the day
Rebel A character that revolts against acceptable society
Mentor
provide advice and training to the protagonist and work
to help them succeed
Orphan A character that was abandoned or lost their parents
Caregiver
role to other characters
Creator An artistic or creative character that builds or makes
culture, art, inventions etc.
Sage The truth seeker, acquirer or knowledge. A character
that thrives on learning
Ruler A character that is in power, they keep order at any cost.
Desire control and power.
https://www.jamiesonschool.org/ourpages/auto/2015/10/19/58571433/Hunger%20games%20project.pdf
Jamieson 7th Grade ELA

Directions: As you read the summary of The Hunger Games, track the
actions of primary characters to help you identify their role and archetype.
Characters to identify Katniss Everdeen, Peeta Mellark, Haymitch, President
Coriolanu Snow, Primrose, Rue.

About the Author:

Suzanne Collins (born August 10, 1962, Hartford, Connecticut, U.S.), American
author and screenwriter, best known for the immensely popular Hunger
Games series of young-adult novels. The novel was so popular that 1.5 million

popular books to her credit, she has made a name for herself as a writer of

THE HUNGER GAMES

(Summary)
The twelve districts of Panem are run by the Capitol, and as a
punishment for a rebellion long ago are made to select a boy and a girl who
will be tributes who will fight to the death in the Hunger Games, which are
held every year. Primrose Everdeen is chosen to be the tribute for District
Twelve, but her older sister, Katniss, decides to take her place. She is taken
to the Capitol along with the boy tribute from District Twelve, Peeta Mellark.

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They are joined by their mentor Haymitch Abernathy, the only Hunger
Games winner hailing from District Twelve. Haymitch gives Katniss and
Peeta advice, telling them to get sponsors so that they can be provided with
gifts that they will need during the Games.

District Twelve's tributes begin their training alongside the tributes

from the other districts, but Katniss realizes as she watches them that they
have been training their whole lives to participate in the Games. Peeta is
interviewed on television by Caesar Flickerman, and declares that he loves
Katniss, but she thinks this is an attempt on his part to get extra sponsors.
Later she learns that he is telling the truth and that he has genuine feelings
for her.

The Games begin; Katniss promptly ignores everything Haymitch has

told her and gets supplies from the starting point, in doing so only narrowly
escaping death. Twelve of the starting twenty four tributes are killed in the
chaos of the startline. Katniss strategizes that her best chance is to stay
away from the other competitors but the Head Gamemaker, Seneca Crane,
does not like this idea and starts a fire in the forest to make her head back
towards them. When she reaches the others she finds that Peeta has formed
an alliance with the Careers - Marvel, Glimmer, Cato and Clove - and so she
quickly shins up a tree, but they spot her, and Peeta advises them to wait
her out. She sees District Eleven's tribute, Rue, also hiding in a tree. Rue
shows her a nest of tracker jackers, a genetically modified type of venomous
wasp. Katniss takes her knife and saws through the branch that the nest
hangs from, and it falls directly onto the Careers. Glimmer is stung to death
but the others run to a lake and jump in to safety. Katniss is stung a little
herself and imagines that she sees Peeta telling her to away.

Rue and Katniss become friends and decide to work together to defeat
the others. Katniss destroys the supplies that the Careers have stockpiled
and Rue draws their attention away from her while she does. Rue gets
caught up in a net trap, and Katniss frees her, but it is to no avail as Marvel
impales her with a spear that he was intending to his Katniss with. Katniss
shoots him dead with an arrow. She stays with Rue as she dies and scatters
flowers on he body.

After Rue's death, Katniss makes a three finger salute to the television
cameras which incites a riot in District Eleven, prompting a stern warning to
Crane by President Coriolanus Snow. Haymitch manages to convince Crane
to allow two winners if they are from the same district. Katniss hears this
change announced and searches for Peeta, but finds that he is wounded.
Another announcement tells competitors that what they each need the most
will be provided the next morning at the Cornucopia. Katniss falls for this.
She is ambushed by Clove who then gloats about Rue's death. Thresh is the
male tribute from Rue's district, District Eleven, breaks Clove's skull in
anger. He does not harm Katniss because he knows that Rue would not
want him to. Katniss grabs the medicine that Peeta needs, and is heals him.

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 Katniss hears the cannon fire that signifies death as she is out looking
for food, so she races back to where she has left Peeta. He has erroneously
collected deadly nightlock berries, and District Six's female tribute ate
handfuls of them because she assumed he was collecting them to eat, and
that they were safe.

Crane lets out genetically modified creatures to chase down the

competitors. Thresh is killed, and Katniss, Peeta and Cato are chased up
onto the roof of the Cornucopia. They are the last three standing and must
fight. Cato gets Peeta in a headlock and uses him as a shield so that Katniss
cannot shoot her. However, she shoots him in the hand with an arrow, so
that Peeta can throw him from the roof. He is torn limb from limb by the
creatures baying at the competitors, so Katniss shoots him dead so that he
does not have to suffer.

Believing they are the duel winners, the two hear that the new rule
change has been suddenly revoked. Peeta tells Katniss to shoot him but she
refuses, saying that they should both eat the nightlock berries. As they are
about to do so, Crane declares that they are co-victors. As they celebrate,
Haymitch warns Katniss that she has made a lot of enemies with her
defiance and that she should be careful in the future.

WHAT'S MORE

Activity 4.

Directions: Based on the given information on the different archetypes

for characters, use the table below to specify which character in the Hunger
Games subscribes to the given archetype and cite evidence to support your
answer. Choose only five characters.

Character Claimed Archetype Evidence

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 WHAT I HAVE LEARNED

Activity 5

Directions: Write your reflection in your notebook by completing the

unfinished statements below.

I have learned that (focus on the main message of the reading text The
Hunger Games)_______________________________________________________
___________________________________________________________________________

I have realized that (focus on the life lessons of the novel The Hunger
Games teach) _______________________________________________________
__________________________________________________________________________

I will apply (how will you apply the lesson

learned?)_______________________________________________________________
___________________________________________________________________________

WHAT I CAN DO
I

Activity 6.

A. CREATIVE VIDEO PRESENTATION

Your task is to choose and perform a 30-second video clip showing

notable lines from a favorite character in action of the movie adaptation of
the The Hunger Games . You may include family members to be part
of this video project.
Take note of the rubrics given.

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 (http://veralisteportfolio.weebly.com/uploads/5/5/2/8/55283737/video_integraton_project.pdf)

B. PEER ASSESSMENT OF THE CREATIVE ADAPTATION OF A

LITERARY TEXT

Directions: Using your 30-second video clip output, asses your

performance using the rubrics given above. Send your assessment together

CATEGORY SCORE
Concept
Design
Participation
Final Product
Total Score /20(Highest Possible Score)

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 ASSESSMENT

Activity 7

Directions: Read each item carefully and write only the letter of your choice
in your NOTEBOOK. Remember to answer religiously since this is to
measure your acquired lerning in this module.

n?
A. Ancient ruins found all over the world.
B. A type of arch found around the globe
C. A pattern repeated through the ages in literature
D. Another word for an architect who also writes
2. Which archetypal character does Katniss Everdeen play?
A. The hero B. The scapegoat
C. The villain D. The companion
3. Which archetypal character

A. The hero B. The scapegoat

C. The villain D. The companion
4. Who is the main villain or ?
A. Crane B. Haymitch
C. President Snow D. Peeta
5. Which character plays the mentor in the story?
A. Crane B. Haymitch
C. President Snow D. Peeta
6. Who becomes an ally of Katniss even before Peeta does?
A. Rue B. President Snow
C. Clove D. Cato
7. Katniss wears a mockingjay pin. What does it symbolize?
A. hope B. bravery
C. love D. friendship
8. Which of the following statements is true?
A. All of the other statements about archetypes are NOT true.
B. Character archetypes are always protagonists, or the good guys, in
a story.
C. There is only one type of archetype.
D. Character archetypes are always antagonists, or the bad guys, in a
story.
9. Why are readers drawn to an archetype?
A. An archetype always saves the day.
B. An archetype embodies a common type of person or situation we
encounter in life.
C. An archetype learns a valuable lesson.
D. An archetype is always a component in a successful story.

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10. Who among the psychiatrists

A. Carl Jung B. Erik Erikson

C. Sigmund Freud D. Jean Piaget

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