21st Century Lit Q1 Module 2024-2025.pdf

21ST CENTURY LITERATURE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: This course aim...

21ST CENTURY LITERATURE Level: SENIOR HIGH SCHOOL Semester: FIRST Subject Group: CORE SUBJECT Quarter: FIRST Course Description: This course aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World encompassing their various dimensions, genres, elements, structures, contexts, and traditions. Course Requirements: Below is the list of activities that must be completed and submitted with their corresponding percentage. WEEK Enabling Performance Check DATE TEACHER’S Assessment SUBMITTE SIGNATURE Activity D 1 Text Analysis 2 Close Analysis and Critical Interpretation of Literary Texts 3 Compare and Contrast 4 Reflection 5 My Takeaways 6 Expository Essay 7-8 Literary Adaptation Grading System Performance Check: 50% Enabling Assessment Activity: 30% Quarterly 1 Examination: 20% 1st Quarterly Grade: 100% 1  Prerequisite Assessment  Evaluate and make judgments about a range of texts using a set of criteria e.g. comparing arguments on the same topic, critiquing a short story Learning Materials: Module, pen, paper, internet (if applicable) Prerequisite Content-knowledge: States of matter and their macroscopic properties Prerequisite Skill: Differentiate the macroscopic properties of the states of matter INTRODUCTION TIME ALLOTMENT: 4 hours RUA: At the end of the lesson, you should be able to:  Writing a close analysis and critical interpretation of literary texts and doing an adaptation of these require from the learner the ability to identify: a. the geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to the contemporary b. representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the students’ region/province/town) A. INSTITUTIONAL VALUES: Critical Thinking and Excellence DEVELOPMENT Henry James, considered by many to be among the greatest novelists in the English language, once said that “it takes a great deal of history to produce a little literature.” Indeed, literature and history are inarguably intertwined, for literature is not only a piece of writing that contains an author’s thoughts and emotions about a certain idea. It may also be a writer’s reaction and opinion about a particular societal event, a citizen’s feelings about his fellowmen and leaders, or a country’s collective hopes and dreams for its citizens. As a twenty first century learner, you should be able to familiarize yourself with the history of Philippine literature and identify a literary work’s geographic, linguistic, and ethnic dimension. You must understand, too, our respected Filipino writers’ works to be able to appreciate our literary history as Filipinos. It is essential that we make this understanding deeper so that we shall be able to express our concern for these literary works and give value to our rich literary heritage. A. MOTIVATION Try to recall the literary works you had discussed in junior high school. Can you remember them and be able to tell their linguistic and geographic origins? Let us see how you will be able to recall these details. LESSON PROPER GEOGRAPHIC, LINGUISTIC, AND ETHNIC DIMENSIONS OF PHILIPPINE LITERARY HISTORY FROM PRE-COLONIAL TO THE CONTEMPORARY Geographic origin refers to the place where a piece of literature came from. For example, the classic song Matud Nila came from the Visayas region. The linguistic origin of a piece of literature is somewhat related to its geographic origin. For example, if a poem is written using the Visayan dialect, most probably, it originated from the Visayas region. Note though that a particular region may have more than one dialect. Take as an example the Bikol dialect which may be classified into Bikol Sorsogon, Bikol Albay, Bikol Camarines Sur, and other dialects in the Bicol Region. Related to the geographic and linguistic origins of a piece of literature is its ethnic origin which refers to the racial or cultural beginning. An Ilocano poem that makes use of the Ilocano dialect may most probably trace its origin to the Ilocano 2 race and discusses things related to the Ilocano culture. We may, however, have pieces of literature written in Ilocano which discuss things that are not Ilocano in ethnicity. CHUNK 1: PHILIPPINE LITERARY HISTORY FROM PRE-COLONIAL TO THE CONTEMPORARY PRE-SPANISH LITERATURE-is characterized by: Folk tales.These are made up of stories about life, adventure, love, horror, and humor where one can derivelessons. An example of this is THE MOONAND THE SUN. The Epic Age.Epics are long narrative poems in which a series of heroic achievements or events, usually of a hero, are dealt with at length. Folk Songs.These are one of the oldest forms of Philippine literature that emerged in the pre-Spanish period. These songs mirrored the early forms of culture. Many of these have 12 syllables. Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit oImno, Ang Oyayi o Hele, Diana, Soliraning and Talindaw. SPANISH PERIOD (1521 – 1898) Literature in this period may be classified as religious prose and poetry and secular prose and poetry. Spanish Influences on Philippine Literature The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet. Also, the teaching of the Christian Doctrine became the basis of religious practices. European legends and traditions brought here became assimilated in our songs, corridos, and moro- moros. Folk Songs It manifests the artistic feelings of the Filipinos and shows their innate appreciation for and love of beauty. The examples are Leron-Leron Sinta,Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing. Recreational Plays There were many recreational plays performed by Filipinos during the Spanish times. Almost all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong and Zarzuela. PERIOD OF ENLIGHTENMENT (1972-1898) In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about the hitch of colonization. The Propaganda Movement(1872-1896)-This movement was spearheaded mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.  Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia DelosFilipinos and Filipinas Dentro De Cien Aňos.  Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa(Love of Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).  Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the Friar), and Everything Is Hambug(Everything is mere show), Sa Mga Pilipino...1891), and Talumpating Pagunita Kay Kolumbus (An Oration 3  to Commemorate Columbus). THE AMERICAN REGIME (1898-1944) Linguistically, Americans influenced Filipino writers to write using English language. Jose Garcia Villa became famous for his free verse. Characteristics of Literature during this period: The languages used in writing were Spanish and Tagalog and the dialects of the different regions. But the writers in Tagalog, continued in their lamentations on the conditions of the country and their attempts to arouse love for one’s native tongue and the writers in English imitated the themes and methods of the Americans. THE JAPANESE PERIOD (1941-1945) Philippine Literature was interrupted in its development when another foreign country, Japan, conquered the Philippinesbetween1941-1945. Philippine literature in English came to a halt. This led to all newspapers not to be circulated in the community except for TRIBUNE and PHILIPPINE REVIEW.  Filipino Poetry during this period The common theme of most poems during the Japanese occupation was nationalism, country, love, and life in the barrios, faith, religion, and the arts.  Three typesof poems emerged during this period: a. Haiku, a poem of free versethat the Japanese like. It was made up of17 syllables divided into three lines and b.Tanaga –like the Haiku, is short, but it had measure and rhyme. c. Karaniwang Anyo (Usual Form) PHILIPPINE LITERATURE IN ENGLISH (1941-1945) Because of the strict prohibitions imposed by the Japanese in the writing and publishing of works in English, Philippine literature in English experienced a dark period. For the first twenty years, many books were published both in Filipino and in English. In the New Filipino Literature, Philippine literature in Tagalog was revived during this period. Most themes in the writings dealt with Japanese brutalities, the poverty of life under the Japanese government, and the brave guerilla exploits. PERIOD OF ACTIVISM (1970-1972) According to Pociano Pineda, youth activism in 1970-72 was due to domestic and worldwide causes. Because of the ills of society, the youth moved to seek reforms. The Literary Revolution The youth became vocal with their sentiments. They demanded a change in the government. It was manifested in the bloody demonstrations and the sidewalk expressions and also in literature. PERIOD OF THE NEW SOCIETY (1972-1980) The period of the New Society started on September 21, 1972. The Carlos Palanca Awards continued to give annual awards. Poems dealt with patience, regard for native culture, customs, and the beauties of nature and surroundings. Newspapers donned new forms. 4 News on economic progress, discipline, culture, tourism, and the like were favored more than the sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked in reading magazines and comics. PERIOD OF THE THIRD REPUBLIC/POST-EDSA (1981-1985) After ten years of military rule and some changes in the life of the Filipino, which started under the New Society, Martial Rule was at last lifted on January 2, 1981.The Philippines became a new nation, and this, former President Marcos called “The New Republic of the Philippines.” Poems during this period of the Third Republic were romantic and revolutionary. Many Filipino songs dealt with themes that were true-to-life like those of grief, poverty, aspirations for freedom, love of God, of country and fellowmen. POST-EDSA 1 REVOLUTION (1986-1995) History took another twist. Once more, the Filipino people regained their independence, which they lost twenty years ago. In four days from February 21-25, 1986, the so-called People Power (Lakas ng Bayan) prevailed. In the short span of the existence of the real Republic of the Philippines, several changes already became evident. It was noticed in the new Filipino songs, newspapers, speeches, and even in the television programs. The now crony newspapers that enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and the PEOPLE’S JOURNAL. 21st CENTURY PERIOD The new trends have been used and introduced to meet the needs and tastes of the new generation. 21st Century learners are demanded to be ICT inclined to compete with the style and format of writing as well. New codes or lingos are used to add flavor in the literary pieces produced nowadays CHUNK 2: REPRESENTATIVE TEXTS AND AUTHORS FROM EACH REGION The country’s rich repertoire of literary masterpieces may be rooted in the diverse cultural heritage of the Filipino people. They have produced varied texts because of differences. The mighty roar of the North and the fiery temperament of the South blended well. The Filipinos speak of the collective experiences from the people who have gone through difficulties, triumphs, struggles, successes, armed conflicts, bloodless revolutions, and others. It is the reason why these masterpieces resonated loud and clear in the Philippine archipelago. TAGALOG LITERATURE - The Literature used in most parts of Luzon. Those who use this type of literature are coming from southern Luzon, Central Luzon and Metro Manila or NCR. Among the Southern Tagalog provinces are Cavite, Batangas, Laguna, Quezon, Aurora, Oriental Mindoro, occidental Mindoro, Marinduque, Palawan and some towns of Rizal province. - Tagalog region is the birth place of a rich tradition of Philippine culture in language, politics economy and literature - Francisco Balagtas Baltazar, Jose Rizal, Andres Bonifacio, Apolinario Mabini, Emilio Jacinto, Marcelo H. Del Pilar, Jose P. Laurel, Claro M. Recto, Amado V. Hernandez, Lope K. Santos, 21st Century Literature from the Philippines and the World – Lazaro Francisco, Faustino Aguilar, Jose Corazon de Jesus, Alejandro Abadilla, Modesto de Castro - It is a blending of the elements of Spanish, American and Filipino culture, sometimes with one of them predominant but never alone. - It is the harmonious blending of the native and foreign elements 5 CEBUANO LITERATURE - Refers to the body of oral and written literature of speakers of Cebuano, the mother tongue of a quarter of the country’s population who live in Cebu, Bohol, Siquijor, Negros Oriental, and parts of Leyte and Mindanao. - Cebuanos have a rich oral tradition, including legends associated with specific locales, like the Maria Cacao legends of Southern Cebu and folktales like the fable”Haring Gangis ug Haring Leon which warm of abusive behavior by the dominant group. - Poetic forms are garay (verses), harito (shaman’s prayers), tigmo (riddles) and panultihan (proverbs), as described by the Jesuit Francisco Alzina (1668) - The generic form for poetry is balak, characterized by the presence of enigma or metaphor called balaybay or sambingay. - Most of the poems are sung, like the occupational songs and lullabies. The balitaw is an extemporaneous poetic debate between man and woman that is sung and danced simultaneously. - Spontaneous verifying is highly valued, also illustrated in a dramatic form called kulisingsing hari, a variant of the Tagalog duplo, that is usually performed at funeral wakes. - Many of the tales carry lessons, but just as many suggest the value of humor, keeping of one’s wit and resourcefulness, as in the Juan Pusong treickster tales. - Another important influence of the Spanish period is found in the plays called linambay (known also as moromoro because of its antimuslim theme), a regular fare at town fiestas that involved participation of the whole rural community and attracted audiences from the neighboring towns. - A similar shift was seen in drama, but the more popular plays were combination of social criticism and entertainment. ILOCANO LITERATURE - It is one of the most colorful regional Filipino literatures. It is one of the most active tributaries to the general Philippine literature next to Tagalog, Cebuano, Hiligaynon, Bikol and Pangasinense. - Prior to the Spanish colonial period, the Ilocano literature is purely alive in form of written and oral literature. - Ilocano poetry was heavilyinfluenced by Spanish poetry. HILIGAYNON LITRATURE - It is the lingua franca of the West Visayas in Central Philippines. - Politically labelled Region 6, West Visayas is composed of the provinces of IloIlo, Capiz, antique and Aklan on the island of Panay, Negros Occidental, the western half of the island of Negros and the new island province of Guimaras which used to be a sub-province of IloIlo - Purely oral, West Visayan literature before the coming of the Spaniards was in Kinaray-a which must have been the language in folk literature of the ten Bornean datus. - The coming of the Spaniards and the conversion of the people to /Christianity produced new forms of folk literature. - Written literature also started, first with translations of Spanish texts of prayers and lives of the saints. 6 REPRESENTATIVE TEXTS AND AUTHORS FROM EACH REGIONS IN THE PHILIPINES REGION TEXT AUTHOR R1. Ilocos Region Puppy Love P. Sionil Jose R2. Cagayan Valley The Builder Edth Tiempo R3. Central Luzon Florante at Laura Francisco Balagtas R4 – A. CALABARZON Mariang Makiling Jose Rizal R4 – B. MIMAROAPA Seven Hills away NVM Gonzales R5. Bicol Region Sarong Banggi Potenciano Gregorio Sr. R6. Western Visayas Monyeka Alice Tan – Gonzales R7. Western Visayas The Clay Pipe Marcel M. Navarra R8. Eastern Visayas An Iroy na Tuna Illuminado Lucente R9. Zamboanga Peninsula The White Horse of Alih Emigdio Alvarez Enriquez R10. Northern Mindanao The Battle of Tagoloan Regino L. Gonzales Jr. R11. Davao Region Love in the Cornhusk Aida Rivera – Ford R12. SOCCSKARGEN Indarapatra and Sulayman Bartolome del Valle CARAGA Tuwarang attends a E. Arsenio Manuel wedding Cordillera Administrative The Wedding Dance Amador T. Daguio Region National Capital Region Pag-Ibig sa Tinubuang Andres Bonifacio Lupa Now that you are aware about the representative texts and authors of each region. Let us discover what makes a representative author by reading the background, achievements and contributions of N.V.M Gonzales. Néstor Vicente Madali González N.V.M Gonzalez, an important icon among the Filipino literary community, feels like a fitting way to wrap up Filipino American History Month. Born in the Philippines in 1915 in the province of Oriental Mindoro, Gonzalez expressed passion for music at a young age. He learned to play the violin and made his own guitars by hand. For college, he attended National University at Manila, Philippines, but did not finish his degree. During his time there, he wrote for the Philippine Graphic and later edited for both Evening News Magazine and Manila Chronicle. Gonzalez published his first essay in the Philippine Graphic and his first poem was published in 1934. These early publications started Gonzalez’s literary career. He went on the found The Diliman Review and worked as a member on the Board of Advisers of Likhaan: the University of the Philippines Creative Writing Center and president of the Philippine Writers’ Association. His lack of college degree didn’t stop him from pursuing teaching, and he received teaching positions at multiple universities in the Philippines, including the University of the Philippines (U.P) and the Philippine Women’s University. In fact, Gonzalez was one 7 of only two faculty members at U.P. to teach without holding a college degree. Since then, he’s taught at numerous universities in California. During his writing career, Gonzalez wrote five novels, eight short fictions and multiple essays, with his work translated into languages like English, Chinese, German, Russian, and Indonesian. His first novel, The Winds of April, was published in 1941 and won honorable mention for the Commonwealth Literary Awards. Unfortunately, most of the copies were destroyed when the Japanese occupied the Philippines during the war. An article in LA Times explains that “soldiers…used copies of the book as fuel for cooking and making tea.” Recently, the University of the Philippines Press republished copies of this lost book. Gonzalez has received numerous awards including the City of Manila Medal of Honor in 1971, the Cultural Center of the Philippines award in 1990, and the role of Regents professor at the University of California at Los Angeles in 1988-9. Gonzalez passed away in 1999 at the age of 84, leaving behind his wife, four children, and five grandchildren. In 2016, Gonzalez’s son, Dr. Michael Gonzalez, led an N.V.M. Gonzalez Workshop in Oriental Mindoro. This workshop was in honor of the 2015 centenary of Gonzalez’s birth and was held in the province of Gonzalez’s childhood. As an article in The Philippine Star explains, this workshop brought together writers, many Filipino-Americans who visited for the workshop. During the writers’ time together, “the mixed composition of the group and the diversity of the participants’ backgrounds led to some very interesting discussions dealing with identity, race, language, and representation.” This workshop, and the redistribution of his destroyed novel, work as ways to keep his memory alive and continue to share the impact N.V.M. Gonzalez had for Filipino and Filipino American literature. Let’s read and analyze one of the famous poems of N.V.M. Gonzales: My Islands N.V.M. Gonzales Even as the bough breaks from the sheer weight of song so does my heart break with love, so will my rivers flow to kiss the sea's warm eternal breast, so will my islands poise their hills against the sun. My heart is proud of this dream and prouder yet my rivers of the fate that keeps the pace of tides and moons, and prouder still my islands of their hills. 8 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 1 Enabling Assessment Activity No.1. TEXT ANALYSIS Instructions: Select a Philippine literary text from one of the following periods: pre-colonial, colonial, or contemporary. Perform a close reading of the text, focusing on the following elements:  Geographic Dimensions: How does the setting influence the narrative? What specific geographic details are mentioned, and how do they shape the story?  Linguistic Dimensions: Analyze the language used in the text. Are there particular linguistic features, dialects, or languages that reflect the period and cultural context?  Ethnic Dimensions: Identify cultural practices, beliefs, and traditions depicted in the text. How do these elements reflect the ethnic background of the characters and the author? ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL WEEK 2 Performance Check No.1 CLOSE ANALYSIS AND CRITICAL INTERPRETATION OF LITERARY TEXTS Close read Rizal’s poem “Sa aking mga kabata” and answer the following questions. Sa aking mga Kabata Kapagka ang baya’y sadyang umiibig Sa kanyang salitang kaloob ng langit, Sanlang kalayaan nasa ring masapit Katulad ng ibong nasa himpapawid. Pagka’t ang salita’y isang kahatulan Sa bayan, sa nayo’t mga kaharian, At ang isang tao’y katulad, kabagay Ng alin mang likha noong kalayaan. Ang hindi magmahal sa kanyang salita Mahigit sa hayop at malansang isda, Kaya ang marapat pagyamaning kusa 9  Na tulad sa inang tunay na nagpala. Ang wikang Tagalog tulad din sa Latin, Sa Ingles, Kastila, at salitang anghel, Sapagka’t ang Poong maalam tumingin Ang siyang naggawad, nagbigay sa atin. Ang salita nati’y huwad din sa iba Na may alfabeto at sariling letra, Na kaya nawala’y dinatnan ng sigwa Ang lunday sa lawa noong dakong una. QUESTIONS: 1. What is the main idea in the first stanza? 2. What is the main idea in the second stanza? 3. What is the main idea in the third stanza? 4. What is the main idea in the fourth stanza? 5. What is the message of the poem that the author tries to convey? 6. What do you think is the purpose of the author for writing this piece? 10 Prerequisite Assessment Enabling Assessment Activity No.1. CLOSE ANALYSIS AND CRITICAL INTERPRETATION OF LITERARY TEXTS Give a synonym for the underlined word in each sentence by reading through the given context clues and choosing from the given words inside the parentheses. LESSON 3-4: LITERARY GENRES ELEMENTS, STRUCTURES AND TRADITIONS INTRODUCTION: LEARNING MATERIALS: Module, pen, paper, internet (if applicable) RUA: At the end of the lesson, you should be able to: a. Compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions B. INSTITUTIONAL VALUES: Integrity and Social Responsibility DEVELOPMENT 21st Century Literature refers to new literary work created within the last decade. It is written by contemporary authors which may deal with current themes/ issues and reflects a technological culture. It often breaks traditional writing rules. 21st Century Reader grew up using technology as a primary learning tool. He is capable of navigating and interpreting digital formats and media messages. He also possesses literacy skills, which include technological abilities such as keyboarding, internet navigation, interpretation of technological speak, ability to communicate and interpret coded language and decipher graphics. A. MOTIVATION: Look for the conventional literary genres in the puzzle below and, on a separate sheet of paper, answer the questions that follow. 11  B. LESSON PROPER The desire for self-expression resulted to the production of literature. It is a writer’s expression of his mind, heart, emotions, thoughts, and ideas. Literature is written works like poetry, novels, journals of famous authors and usually published. ‘Genre’ literally means ‘type”, so literary genre means types of literary works. On this part of the lesson, you will recall and differentiate the four major literary genres; poetry, fiction, nonfiction and drama; however, literature changes to adapt to the trends of the contemporary world; thus, new genres of literature are born. In this lesson, we will study and appreciate both the earlier genres and the contemporary genres. Each literature genre has distinct sub-genres, structure and elements. Study the table below: CHUNK 1: LITERARY GENRES FROM THE EARLIER PERIODS GENRES AND SUB-GENRES OF LITERATURE: ELEMENTS AND STRUCTURE A. Poetry Poetry is one of the earliest genres of literature. It was either recited or sang back to prehistoric times to call for help from a deity, narrate a hero’s life and victories, tell about the love story of their rulers, or describe someone who inspires them. In order to understand or even write a good poem, you must know the elements of poetry: 1. Rhyme – it is the identical rhyme if the last words or sounds match each other. alliteration: followed, flats, front bother, back assonance: big, slipper picked, slimy 2. Meter – it is also called the rhythm in poetry. It is the pattern of beats (foot) (stressed and unstressed syllables in a line). It is also called foot. There are four basic rhythms in poetry: 2.1 Iamb -unstressed / stressed (buh BUH) buh BUH/ buh BUH Today, / we live / 2.2 Trochee- stressed / unstressed (BUH buh) BUH buh BUH buh BUH buh Captain/ it’s gone/ hold it 2.3 Anapest- unstressed / unstressed / stressed. (buh buh BUH) buh buh BUH buh buh BUH If I cry/ If I leave/ 2.4 Dactyl- stressed / unstressed / unstressed (BUH buh buh) BUH buh buh / BUH buh buh / BUH buh buh Carnage is / horrible / heritage 3. Imagery and Symbolism The beauty of poetry is on the carefully chosen words that rhyme and the lines and stanzas with uniform rhythm. Poetry must also employ figurative language to creatively express 12 emotions, feeling and ideas. Here are the commonly used literary devices in poetry: Metaphor Simile Onomatopoeia Direct comparison of two Two unlike things compared to Words that imitate a sound unlike things. each other using “like” or “as”. Ex. The gushing of wind Ex. He is a strong lion. Ex. He is strong like a lion. and gnashing of teeth Alliteration Assonance Repetition The repetition of the The resemblance of a sound in same initial sound of the words or syllable. A word, a phrase, or a words. sentence repeated to emphasize its importance Ex. Be brave, be Ex. Who knows how hollows in the entire text. boundless snore. Beauty is a bouquet of Ex. Not yet Rizal, not blue baby’s breath yet…. Synecdoche Personification Hyperbole A part is made to Giving human attributes to an It exaggerates the meaning represent the whole or object or animal of a sentence. vice-versa Ex. The wind spoke of hope Ex. I am so thirsty that I Ex. Hundred heads of and redemption. could drink an ocean. cattle bought at a good price. Symbols It is the use of symbols to convey ideas. A symbol represents various ideas or things at one time. Like darkness or color black may symbolize death, uncertainty, failure, or an end. A white rose may mean purity, freshness, new beginning, or death. Example: The cold wind blew my heartaches away (The cold wind can mean inspiring words, new ideas, new hope) The warm sunshine filled my emptiness with joy. (The warm sunshine can mean a person whom the author loves, or an event that made him be filled with joy) To appreciate and write a good poem, it is also essential to know its structure. Poems are written in lines that comprise a stanza. Thus, each type of poem differs from each other because of its structure. To identify a poem’s structure is to count the lines of every stanza: Couplet - 2 lines Tercet - 3 lines Quatrain - 4 lines Cinquain - 5 lines Sestet - 6 lines Septet - 7 lines Octave - 8 lines 13 Below is a sample of a free-verse poem which the author used symbols and imagery to convey his thoughts and feeling. Moonset at Central Park Station of St. Paul Subterranean River National Park John Iremil E.Teodoro This morning, after the faint scent of sea grasses awakened me, I followed the setting moon in the reefs flats in front of my bamboo cottage. I nearly stepped on a parrotfish that was caught by the low tide. It was as big as my slipper. I picked its slimy body and returned it to the sea. In its excitement it forgot to thank me It didn’t even bother to look back— it swam quickly away from me It dived towards the direction of the horizon where the moon was hiding. Perhaps in my next visit that parrotfish will surprise me with a greeting. It shall brag to me about its scales painted by the setting moon. *[Teodoro, J. I.] (2016). Moonset at Central Park Station of St. Paul Subterranean River National Park. In N. C. Moratilla. Claiming Spaces: Understanding, Reading and Writing Creative Nonfiction (pp. 6-7). Quezon City: Phoenix Publishing House. The given poem is free-verse and unmetered. It has no rhythm but it uses alliteration, assonance, repetition, and symbolism. alliteration: followed, flats, front bother, back dived, direction horizon, hiding perhaps, parrotfish assonance: big, slipper picked, slimy body, forgot, to 14 symbols: moon - dreams to be fulfilled, fulfilled dreams, inspiration horizon - a place to find or to keep your dreams, a place which promises good fortune or good life parrotfish - a gay/ LGBTQ member because of its color - an ungrateful person - someone passive - someone who has a very colorful life - an experienced person - a person who picks up someone else’s trash words/ lines used repeatedly: - sea, moon, parrotfish B. Fiction: Fiction is a story of make believe. It is a story made by the author’s creative imagination. It has various sub-genres like mystery, fantasy, suspense, historical fiction science fiction, realistic fiction and folklore (myths, fables, legends). To understand fiction and to write a good fictional story, you must be able to identify and understand its elements that comprise the texts’ contents and message the story wanted to impart to its readers. Now, you will read a legend that tells how a great lake was formed. It was retold by one of the writer’s former senior high school students who lived a in village near Lake Sebu. The Legend of Lake Sebu (A T’boli Folktale) Once there was a beautiful. yet mysterious princess, who came to the land of the T’bolis. She was loved by the locals. However, she met a mythical frog whom she angered. To avenge himself, the frog opened a big lotus flower that gushed water and flooded the entire land. The princess’ brother saw this from the heavens. He threw leaves and pythons that became land mass so that his sister can pass through. From that day on, the village was covered with water. The eleven islets became the home of the locals. *Narrated by Moreno, M. E., Legend of Lake Sebu, June 20, 2020 Fiction uses the basic elements of a story, namely; the plot, setting, characters, and conflict, to convey its ideas. Fiction follows the Freytag’s Pyramid to create an interesting and detailed narrative. Below is an illustration of the story pyramid which consists also the parts of a plot. 15 The following are the elements of short story according to Freytag: 1. Exposition tells about the background of the story. The information can be about the setting, characters’ back stories, or historical contexts. 2. Rising action is the part of the story after the characters and setting are introduced and events in the story begin to reveal probable conflicts that the protagonist must resolve. It also involves events that lead to the climax of the story. 3. Climax is the highest point of tension in the story. It is usually the most interesting part. 4. Falling action is the part of a story after the climax and before the very end. 5. The denouement is the final outcome of the story and it is where other secrets are revealed, if there is any. The setting includes the time or period and place where the event happened. The characters are the persons/ animals/ or any inanimate object that functions as the protagonist, antagonist and other minor entities that perform the actions, speak dialogue and moving the story along a plot line. Conflict creates tension in the story and it involves the struggle of between two opposing forces/ characters, usually the protagonist and the antagonist. Conflict can be internal and external. Internal conflict is a psychological conflict which arises when the character experiences two opposite emotions (like love and hate, patriotism and devotion) or aspirations (like career and marriage, fame and peace of mind) which usually involves good and evil. External conflict is the struggle of a protagonist against outside forces that hamper his/ her progress and hinders him/her to achieve his/ her goal. C. Non- fiction: Memoir Nonfiction is a literary genre that tells about stories that actually happen in real life. The sub genres of literary nonfiction are biography, memoir, autobiography, journals, diaries, periodicals and references. These works of literary nonfiction have character, setting, plot, conflict, figurative language, and theme just like literary fiction, fiction and thriller or suspense. To interpret fiction, we must analyze and interpret using the elements of fiction. D. Drama A script may only come to existence once it is performed before an audience. Its basic elements include the literary element (script), technical element (scenery set, make-up, costume, lights, and sound) performance element (acting, character analysis, character motivation…) A script is a written text of a play. It is consist of the dialogues or words that will be spoken by the actors and the stage directions which give instructions about the position and movement of the actors and other aspects of the set. The technical element of a play is complicated. It includes scenery set, make-up, costume, lights, and sound. A scenery set can be chair, a house or a forest and other properties used to identify the location and period of the dramatic production. Make-up is used in drama to aid the actors in taking the appropriate appearance of the character they play. Costumes are clothes, garments or attires worn by actors on stage to aid dramatic actions and interpretations. There various types of lights used on stage. It provides not only visibility of the actors but also creates and enhance the mood and atmosphere. Sound can be produced by actors or by props, musical instruments, and recorded music and effects that can help engage the 16 audience and bring them into another time. Performance element includes acting, character analysis and character motivation. Acting is the enactment of an actor or actress who portrays a character, character analysis is evaluating the character’s traits, his/ her role in the story, and the conflicts they experience, character motivation is the element that drives the character to achieve his goal. That is how complicated a drama is! It is more complicated than other genres of literature because aside from the script, other elements must suit and work together to the theme of the show and make the audience feel the plight of the protagonist, antagonist and other characters in the story effectively. Below is an excerpt from the script CHUNK 2: THE NEW GENRES OF LITERATURE (21st CENTURY) Literature reinvents itself as it changes its form to adapt to the changing times and changing trends; especially for the young people like you. The need to express oneself gave birth to literature and humanity never got contented on their attempt to express themselves resulting to new genres like hyperpoetry, mobile textula, flash fiction, chick lit, and, blogs. The various genres of literature and its sub-genres changes through time. The invention of electricity, use of electronics and other modern technology affected how people view life and express themselves differently from their contemporaries 10 years, 20 years, or a hundred years ago. Technology made our lives easier than the last decade. It made people work fast. Beating deadlines and presenting marketing and management strategies creatively. These changes have also brought new literary genres that gave us new avenues of expressing ourselves; like cell phones and computer screens. These new genres include mobile textula, hyperpoetry, flash fiction, chick lit and blogs. To understand these new genres, their definitions are given below to give you clue on how similar or different they are from the major genres of literature. 1. Hyperpoetry- is also known as cyberpoetry. Hyperpoetry refers to the genre of poetry that is always produced and presented with the computer, available on a webpage, and uses hyperlinks. It involves lines of verse that appear with links to footnotes, poetry generators, sub-poems, or poetry with images or movement. Poetry is literature that uses aesthetic and often rhythmic qualities of language. Compared to hyperpoetry, which involves images and movements, traditional poetry has the capacity to boost the readers’ imagination and power of critical thinking 17 2. Mobile Textula - It is a short poetry in a form of tanaga, that is sent through SMS on mobile phone. It consists of 4 lines with 7 syllables using (/)to end a line and (//) to end the stanza. From: MaryelKate Mamamaya’y balisa / Gobyerno’y aligaga / Salut na karamdaman / Hinde nalulunasan // 3. Flash Fiction – It is telling a story in a few words, usually about 100-1000 words or less. A flash fiction can be as short as Earnest Hemingway’s 6-word memoir, “For sale: baby’s shoes; never worn.” The example below was written by former student to express a person’s many facets as an individual: They have known him as a weakling and a loser. He never said a word or done a thing to defend himself or speak what was on his mind. “Stupid, unworthy, a menace…. has no future.” Those were his father’s words. He just shrugs his shoulders and did what he thought was the best to prove them wrong. Ten years have passed and here I am waiting for my son’s return from Manila. There he is… accomplished, full-fledged doctor, and a hero of the COVID-19 Pandemic. 4. Chick Lit - It is a heroine-centered fiction narrative; usually focus on the trials of the protagonist. Below is an excerpt of a chick lit taken from Wattpad. One needs to download the Wattpad App and the story to experience reading chick lit. An Extraordinary Love Story (An Excerpt ) by Mariel Kate Q. Liwag It was a wonderful day because it is our 4th wedding anniversary. We took a day off to celebrate it. I woke up at 2:30 in the morning to cook and to prepare a little surprise. He usually surprises me but this time I wanted him start and enjoy the day differently. When I was done cooking, I cleaned our living room. I set a table for two with wine at the center and partially covered the floor with petals. When I set it all up I texted him. “Hon, let us go downstairs. Don't forget to wear white, I love it when you wear white. I said with a smile.. “Okay, I'll be there in a minute.” He texted back. I put down the mobile phone and waited for him. I turned on the CD player with our favorite song, “I’ll Be” by Edwin McCain. I was wearing a white jumper suit and as the song started to play, a handsome man in white shirt and pants walked down the stairs. “Happy 4th anniversary, Hon.” I said as I came close to him and hugged him tight. “Hon, you surprised me. Thank you and I love you. ” He said smiling at me. 18 5. Blog - a regularly updated web page or website that is written in conversational style. Here is a sample blog uploaded on March 15, 2020 on the author’s Facebook page. From Words to Action Raniel Cuñado In a sudden horror, the world is facing a ‘doomsday-like' scenario as an aftermath of the controversial virus, the CoVID-19. The wave of this pandemic is continually raging and it never fails to haunt lives of many people. However, amidst this, people are screaming online–filling bogus claims derived from online trolls, spreading unfavorable conspiracies, and fabricated news that led people to grave fear. The said premise is a clear evidence of how the situation is worsened. Instead of doing such, why not be part of the solution? Why not uphold responsibility in every action? Why not spread goodwill rather than fear? Why not try to meditate for a second, at least for just a span of seconds, and contemplate? Why not try to uphold God’s promises? Lastly, why not strengthen your faith and find refuge in prayer? Sometimes, it is not the stigma itself that inevitably thrusts us towards danger, it is how we set our minds to think it would happen and so it did. Let’s refrain from overthinking, God is not sleeping. He is working, so should you. In these trying times, we need cooperation and not abomination because in the end, our unified action amidst this pandemic outweighs the overall cost. Let’s see the differences of these genres! Genre Sub-genre Elements Structure Written in lines and stanzas Lyric (sonnet, ode, Rhyme, meter, 2 lines- couplet elegy), dramatic figurative devices, 3 lines –tercet Poetry (Soliloquy, symbolism 4 lines – monologue, quatrain 5 lines - dialogue), and cinquain narrative (epic) 6 lines – sestet 7 lines - septet 8 lines - octave Fiction (stories that fantasy, plot, characters, did not happen in folklore, mystery, theme setting, Written in paragraphs reality suspense point-of-view, or thriller, historical literary devices fiction, science fiction, romance Nonfiction biography, (factual stories, references plot, characters, Written in paragraphs with real (encyclopedia, theme setting, characters and dictionary, point-of-view, setting) thesaurus), literary devices autobiography, narrative (memoir, testimonio), and periodicals (newspapers, magazines, journal that are written regularly) 19  Literary element (script), The script serves as Technical the text and it is Drama tragedy, comedy element, performed before an (Scenery (set), audience makeup, costume, lights, and sound) performance element (Acting, character analysis, character motivation…) 20 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 3 Enabling Assessment Activity No. 2 COMPARE AND CONTRAST Compare and contrast these two literary genres using the Venn Diagram. Poetry Hyper poetry 21 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 4 Performance Check No.2. REFLECTION Instructions: Reflect on what you’ve learned during this lesson. Answer the following questions. 1. What is the advantage of using the 21st literary genre? 2. What is/are the difference of the earlier literary genres to the 21st century literary genres? 3.What do you prefer to use, the earlier literary genres or the 21st century literary genres? Explain why. 22 Prerequisite Assessment Mini Performance Task No.4. LITERARY GENRES ELEMENTS, STRUCTURES AND TRADITIONS Compare and contrast these modern literary genres using the Venn Diagram. LESSON 5-6: DIFFERENT CONTEXTS ENHANCE THE TEXT’S MEANING AND ENRICH THE READER’S UNDERSTANDING INTRODUCTION A. LEARNING MATERIALS: Module, pen, paper, internet (if applicable) B. PRAYER: Father God, please guide me in the lesson today and help me grow in love and kindness more like Jesus every day. AMEN C. MELC: At the end of the lesson, you should be able to: Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding D. INSTITUTIONAL VALUES: Social Responsibility DEVELOPMENT Reading, understanding, and appreciating stories, poems, essays or any other forms of literature may sometimes be challenging for you. This can be influenced by many factors. It could be your lack of knowledge about the topic or author’s background, your inability to understand the words used in the text, your lack of time to spend for reading, or simply your negative attitude towards reading itself. A. MOTIVATION: Look at the picture below. Fill out the blank and state your perspective towards the image. What can you say about the picture? Do you find it immoral and inappropriate? Does it have a hidden message? 23  B. LESSON PROPER One way to understand and appreciate a literary text is by knowing the author’s background and experiences. These experiences play a significant role in the content and meaning of the literary work. In some cases, the educational or social status of the author can be determined through his or her writing style. Even the language used in the text will tell the reader which sector of the society the author probably belongs or became a part of at one point of his or her life. CHUNK 1: BIOGRAPHICAL CONTEXTS Before you read someone’s work, you have to learn some background information about the author’s life, including his or her educational background, professional background, or socioeconomic background, which directly or indirectly influence his or her literary work. EDUCATIONAL BACKGROUND As you read about the life of the author, you will also have a glimpse of his or her educational attainment and academic achievements. Some authors may have earned the highest educational degree while others may have dropped out of school for their own reasons. For example, Amador T. Daguio, a Filipino writer and poet during the pre-war Philippines whose notable works include “Wedding Dance”, “Man of Earth” and “Hudhud Hi Aliguyon” finished Bachelor of Arts in Philosophy, Master of Arts in English, and Bachelor of Laws. Nick Joaquin who was best known for his short stories and novels in the English language, on the other hand, dropped out of school when he was in third year high school because he felt that the classroom was too confined for him and that he learned more outside of it. PROFESSIONAL BACKGROUND As you continue to read the life of the author you will discover more, like how he or she started his or her career in writing. You will learn his or her milestones as a writer. For example, Amador T. Daguio was a third-year high school student when he got his first poem “She Came to Me” published in the July 11, 1926 edition of The Sunday Tribune. After he graduated from UP, he became a teacher at his former alma mater in Lubuagan. During the Second World War, he was part of the resistance and wrote poems. He was the chief editor for the Philippine House of Representatives. He also taught at the University of the East, University of the Philippines, and Philippine Women’s University for 26 years. In 1973, he was given the Republic Cultural Heritage award. SOCIOECONOMIC BACKGROUND As you read about the author’s life, you will also find out about his or her family. You will know about his or her family background and other significant childhood and adulthood experiences. For example, Nick Joaquin lived with his parents and siblings in a two-story residential and commercial building on Herran Street, Paco, 14 Manila. He was said to have an extremely happy childhood. He and his siblings were tutored in Spanish and piano and were encouraged to have an interest in the arts. The Joaquin home communicated in Spanish and heard mass regularly. Joaquin is a notably devout Christian and continued being so his whole life. He had lived a handsome life until his father lost the family fortune in a failed investment on an oil exploration project in the late 1920s. The family moved out of their Herran home and into a rented house in Pasay. Not long after, his father died. He was only twelve years old and this signaled a big change in their family. Take note that in some cases, you cannot access a copy of the author’s biography. This should not stop you from interpreting the biographical contexts of a literary piece accurately. Even without reading the author’s biography or autobiography, you can still get a glimpse of his or her background through his or her writing style or through the events that he or she describes in the literary piece. These important parts can serve as your useful guide in 24 determining the academic, professional, or socioeconomic background of the author. To achieve a clearer and better understanding of biographical contexts, study the following text. Determine the socioeconomic background of the author by analyzing the underlined sentences and expressions in the text. Here is an example of a text with a different meaning when applied with Biographical context: The Echoing River By: Daniel In a small, picturesque town by the river, there was a tradition that had been passed down for generations. Every evening, as the sun began to set, the townspeople would gather by the riverbank to listen to the river's whispers. The river, they believed, held the voices of their ancestors, carrying messages and stories from the past. Among the townspeople was a young woman named Elena. She was known for her deep connection to the river. She would sit by the water's edge, listening intently to its whispers, often jotting down what she heard in a small notebook. Elena believed that the river had special messages just for her, and she felt a profound bond with the unseen voices that echoed in the rippling waters. One evening, as the town gathered for their nightly ritual, a stranger arrived. He was a historian, intrigued by the town's unique tradition. Curious about Elena's practice, he approached her and asked, "What do you hear when you listen to the river?" Elena smiled and replied, "I hear stories of love, loss, courage, and hope. The river carries the memories of those who lived before us. It reminds me that we are all part of something greater, connected through time by the water's flow." The historian, fascinated by her response, spent the next few weeks observing the townspeople and their ritual. He noticed how deeply it affected them, bringing a sense of peace and continuity to their lives. One day, he asked Elena if he could see her notebook. She hesitated but eventually agreed. As the historian read through Elena's notes, he was struck by the vividness and emotion of the stories she had recorded. They were tales of ordinary people facing extraordinary challenges, finding strength in their connections to each other and the natural world. The historian realized that these stories were more than just folklore; they were a vital part of the town's identity. Moved by what he had learned, the historian decided to write about the town and its unique tradition. His book, "The Echoing River," became widely read, bringing attention to the town and its heritage. People from far and wide came to experience the river's whispers for themselves, finding solace and inspiration in its timeless messages. Elena continued to listen to the river, her bond with it growing stronger. She felt a deep sense of fulfillment, knowing that the stories she had recorded were now reaching a wider audience, preserving the voices of her ancestors for future generations. The Author's Background Context The story of "The Echoing River" takes on a different and deeper meaning when we learn about the author, Daniel, who wrote it. Daniel grew up in a family that was often uprooted due to his parents' jobs, moving from one city to another. Despite the constant change, one thing remained constant in his life: his grandmother's stories. Daniel's grandmother was a storyteller who would recount tales of their family's history, often weaving in elements of folklore and local traditions. These stories provided Daniel with 25 a sense of stability and connection, grounding him amidst the frequent relocations. His grandmother had a particular fondness for rivers, which she described as carriers of memories and history. Years later, when Daniel became a writer, he drew upon these childhood experiences to create "The Echoing River." The story reflects his longing for roots and continuity, and the river symbolizes the constant flow of time and memory that connects generations. Elena's character is inspired by his grandmother, whose stories were a source of comfort and identity for him. Interpretation with the Author's Context With the knowledge of Daniel's background, "The Echoing River" is no longer just a story about a mystical tradition. It becomes a poignant narrative about the search for identity and connection in a world of constant change. The river's whispers, which carry the voices of ancestors, mirror the stories Daniel's grandmother told him, grounding him in his family's heritage despite their transient lifestyle. Elena's deep connection to the river reflects Daniel's bond with his grandmother's stories, highlighting the importance of preserving and sharing cultural and familial histories. The historian's realization that these stories are a vital part of the town's identity parallels Daniel's recognition of the significance of his grandmother's tales in shaping his own sense of self. Thus, understanding the author's background adds a layer of depth and meaning to the story, transforming it into a powerful exploration of memory, heritage, and the enduring connections that define us. CHUNK 2: LINGUISTIC CONTEXT THREE LEVELS OF COMPREHENSION Literal comprehension simply means reading the lines. As your read a text, take note of specific details that relate to who, what, when, where, why, and how questions. These details are literally found or written in the text. Inferential comprehension refers to reading between the lines. This means you have to determine the meaning of certain words and expressions within the text not by using the dictionary, but by using context clues. Context clues are surrounding words and phrases in the text that are used to give meaning to unfamiliar words and phrases such as idiomatic expressions and figures of speech. Having the ability to read through context clues makes reading more fun and interesting. Evaluative comprehension takes your imagination outside of the text. It enables you to make generalizations, form new conclusions, or make judgments about certain issues presented explicitly or implicitly in the text. This level of comprehension develops your critical thinking. CHUNK 3: SOCIOCULTURAL CONTEXT In reading using the sociocultural context, you must focus on understanding the social, economic, political and cultural forces affecting the literary work. It combines social and cultural elements that are significant in understanding and appreciating a work of literature. Mosaid, M. (2020). Tribute: a husband’s letter on Mother’s Day. Retrieved from https://www.mindanews.com/mindaviews/2020/05/tribute-a-husbandsletter-on-mothers-day/ Twomey (2016). The importance of context in literature. Retrieved from https://www.vcestudyguides.com/blog/the-importance-of-context-inliterature 26 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 5 Enabling Assessment Activity No.3 My Takeaways Write down significant takeaways or points to be remembered from this lesson on the lines provided below. A. Biographical Context 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ B. Linguistic Context 1.______________________________________________________________________ 2.______________________________________________________________________ 3.______________________________________________________________________ 4.______________________________________________________________________ 5.______________________________________________________________________ C. Sociocultural Context 1.______________________________________________________________________ 2.______________________________________________________________________ 3_______________________________________________________________________ 4.______________________________________________________________________ 5.______________________________________________________________________ 27 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 6 Performance Check No.3 EXPOSITORY ESSAY Close read “Hills like white elephants” by Ernest Hemmingway. In order to understand the poem better, the context has to be considered. Conduct research about the author’s background that may lead you to decipher the message of the piece. Use the information you will gather to write an expository essay explaining the message of the poem and the author’s purpose for writing it. Here is the link of the story: https://jerrywbrown.com/wp-content/uploads/2020/02/Hills- Like-White-Elephants-Hemingway-Ernest.pdf Here is the summary of the story: “Hills Like White Elephants” opens with a long description of the story’s setting in a train station surrounded by hills, fields, and trees in a valley in Spain. A man known simply as the American and his girlfriend sit at a table outside the station, waiting for a train to Madrid. It is hot, and the man orders two beers. The girl remarks that the nearby hills look like white elephants, to which the American responds that he’s never seen one. They order more drinks and begin to bicker about the taste of the alcohol. The American chastises her and says that they should try to enjoy themselves. The girl replies that she’s merely having fun and then retracts her earlier comment by saying the hills don’t actually look like white elephants to her anymore. They order more drinks, and the American mentions that he wants the girl, whom he calls “Jig,” to have an operation, although he never actually specifies what kind of operation. He seems agitated and tries to downplay the operation’s seriousness. He argues that the operation would be simple, for example, but then says the procedure really isn’t even an operation at all. The girl says nothing for a while, but then she asks what will happen after she’s had the operation. The man answers that things will be fine afterward, just like they were before, and that it will fix their problems. He says he has known a lot of people who have had the operation and found happiness afterward. The girl dispassionately agrees with him. The American then claims that he won’t force her to have the operation but thinks it’s the best course of action to take. She tells him that she will have the operation as long as he’ll still love her and they’ll be able to live happily together afterward. The man then emphasizes how much he cares for the girl, but she claims not to care about what happens to herself. The American weakly says that she shouldn’t have the operation if that’s really the way she feels. The girl then walks over to the end of the station, looks at the scenery, and wonders aloud whether they really could be happy if she has the operation. They argue for a while until the girl gets tired and makes the American promise to stop talking. 28 Prerequisite Assessment Analyze the following lines from famous Filipino movies and songs. Tell what Filipino values, traits, practices or culture they stand for. Choose from the options below. Write your answers on the lines provided. INTRODUCTION A. LEARNING MATERIALS: Module, pen, paper, internet (if applicable) B. PRAYER: Father God, please guide me in the lesson today and help me grow in love and kindness more like Jesus every day. AMEN C. MELC: At the end of the lesson, you should be able to: -Produce a creative representation of a literary text by applying multi- media and ICT skills - Do self- and/or peer-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation D. INSTITUTIONAL VALUES: Creativity, Curiosity, Mastery of competencies DEVELOPMENT A. MOTIVATION: Draw inside the box how technology improves the quality of your life. 29  B. LESSON PROPER Literature has gone through evolution. As learners of the 21st Century Literature, you must be oriented on what multimedia is and must possess ICT skills. If you are beginner, do not worry. The activities prepared here will help you develop the said skill. CHUNK 1: MULTIMEDIA FORMAT Marshall (2001) defined multimedia as computer-controlled integration of text, graphics, drawings, still and moving images (video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally. Here are some of the multimedia formats that you can use to creatively interpret various genres of literary texts. 1. Blog or a “weblog” is a website containing informational articles about a person’s own opinions, interests and experiences. 2. Mind mapping is a graphical technique to visualize connections of ideas and pieces of information. This tool structures information to better analyze, comprehend, synthesize, recall and generate new ideas. You can use Microsoft Word or online mind mapping tools in creating a mind map (Pasuello 2017). 3. Mobile phone text tula is a traditional Filipino poem. A particular example of this poem is a tanaga that consists of 4 lines with 7 syllables each with the same rhyme at the end of each line. 4. Slideshow presentation is created with the use of Microsoft PowerPoint. It contains series of pictures or pages of information (slides) arranged in sequence and often displayed on a large screen using a video projector (Computer Hope 2018). 30 5. Tag cloud is a visual stylized arrangement of words or tags within a textual content such as websites, articles, speeches and databases (Techopedia 2020). 6. Video is an electronic device used to record, copy, playback, broadcast, and display moving visual media (Lexico 2020). CHUNK 2: LITERARY ADAPTATION To produce an adaptation of the poem when you transformed it into a rap, a song or a poster. You also made a self-assessment and peer-assessment of it using the given criteria. Let us keep going then. Know more about the lesson as you read the following facts and information: 1. Literary adaptation is the adapting of a literary source (e.g. a novel, short story, poem) to another genre or medium, such as a film, stage play, or video game. Note: It is because they were all novels/books and were adapted to a movie using ICT and multimedia skills, from one genre to another. If you are to make a music video based on a short story or poem, then you also do an adaptation of a literary text. You can also make a representation of video games, or a recorded song and many more on your own. Probably by this time, you can already make adaptations from what you have watched and listened to. In this lesson you will be given the privilege to make your own adaptation and rate your own work. 2. Literary text is a piece of written work, such as a book or a poem, a commentary, story review or a short story. Its primary function as a text is usually aesthetic, but it may also contain political messages or beliefs. 31 3.Peer assessment is the assessment of students' work by other students of the same status. Students often undertake peer assessment with formal self-assessment. In peer assessment, the assessor may consider the efforts exerted by the author, maker or writer. On the other hand, the result of the assessment must also be respected and recognized by the author, maker or writer for self-improvement. Both may do reflections by exchanging constructive feedbacks together. Peer Assessment is valuable in helping students to learn from each other by listening, analyzing and problem solving. It gives students the opportunity to encounter diversity in different ways, critique and judge and be responsible for their own learning. 4. Self-assessment is a process where students are taught to assess their performance against pre-determined standard criteria and it involves the students in goal setting and more informal, dynamic self-regulation and self-reflection. Note: Self and peer assessment can help promote learning by establishing an environment that could engage students and help them develop a sense of internal responsibility for their own learning (Yorke & Longden, 2010) 32 ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using yellow paper or any kind of colored paper use this answer sheet for your activity, you may use the back portion.) Name: ________________________________ Section: _______________________ LAST NAME, FIRST NAME MIDDLE INITIAL ENGAGEMENT WEEK 8 Mini Performance Activity No.8. SELF- AND/OR PEER-ASSESSMENT OF THE CREATIVE ADAPTATION OF A LITERARY TEXT, BASED ON RATIONALIZED CRITERIA, PRIOR TO PRESENTATION The class will be divided into groups. Your group will choose any Filipino short story that you have read from your textbooks before. The short story will be adapted to a short film using multi-media and ICT skills. Assess your group’s work using the given criteria below. After the self-assessment, you will also ask other groups to assess your short film using the same criteri 33 34