21st Century Literature

from the Philippines

and the World
Quarter 1 – Module 4:
Creative Representation of a
Literary Text
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1 – Module 4: Creative Representation of Literacy Text
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 them. 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

Writers: Alma Teresa Atrero-Corpuz, Florabel B. Jacinto, Roanne Julie D. Davila
Tab
Editors: Lawrence B. Icasiano, Paula J. Martinez afte
Reviewers: Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus
Illustrators: Patrick L. Pernia, Norvin B. Taniza
Layout Artists: Marites K. Chavez, Elleden Grace L. Denosta
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan
Fe M. Ong-ongowan
Editha B. Gregorio
Laarni R. Granado
Michael M. Acuna
Julieta R. De Jesus

Printed in the Philippines by ________________________

Department of Education – Region IV- A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]
21st Century Literature
from the Philippines
and the World
Quarter 1 – Module 4:
Creative Representation of
Literary Text

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Introductory Message
For the Facilitator:

Welcome to the 21st Century Literature from the Philippines and the World, Grades
11/12 Alternative Delivery Mode (ADM) Module on Creative Representation of
Literary Text!

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:

Notes to the Teacher

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

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the Learner:

Welcome to the 21st Century Literature from the Philippines and the World Grade
11/12 Alternative Delivery Mode (ADM) Module Creative Representation of Literacy
Text!
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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 Know This will give you an idea of the skills or
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.
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 What’s In This is a brief drill or review to help you link the current lesson
with the previous one.

What’s New In this portion, the new lesson will be introduced to you in
various ways such as 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.

What’s More 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 Learned This includes questions or

blank 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.

Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of
the lesson learned. This also tends retention of
learned concepts.

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

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
2
 What I Need to Know

This module was designed and written with you in mind. It is here to facilitate you
and to create artistic representation of literary text by applying multimedia skills.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Multimedia Formats in Interpreting Literary Text

• Lesson 2 – Applying ICT Skills in Interpreting Literary Text

After going through this module, you are expected to:

1. demonstrate an understanding of the anecdote;

2. interpret the anecdote using appropriate multimedia format;
3. apply ICT skills in crafting an adaptation of a literary text; and
4. show an appreciation on the use of multimedia to creatively interpret a literary
text.

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 Lesson
Multimedia Formats in
1 Interpreting Literary Text
How do you interpret literary texts? What methods and tools do you use in trying to
understand the author, content, characters and message of a text? Have you used
your mobile phone, laptop or computer in understanding and appreciating literary
works of varied authors?

What’s In

In the previous module, you have learned about how literary, biographical, linguistic
and socio-cultural contexts enhance the text’s meaning and enrich the reader’s
understanding. Specifically, how biographical context is used to understand the
poem “Padre Faura Witnesses the Execution of Rizal”. In this module, you will be
learning that close analysis and critical interpretations of literary texts could be done
through the use of varied multimedia formats aside from understanding the contexts
of a literary piece. But before you learn something new, try to do the activity below.
Answer the following questions on a piece of paper.

1. Who authored the poem, “Padre Faura Witnesses the Execution of Rizal”?
2. What is a biography?
3. Which type of context is formed by the beliefs, experiences, education and culture of the
author?

Notes to the Teacher

What’s New The learners may use the

transcript of the video on page 27 if
they do not have access to it. You may
also provide a downloaded copy of the
video that students can store in their
smartphones at or memory sticks.

Watch the video of a group of students interpreting the song of Levi Celerio, “Ang
Pipit.” Video link https://www.youtube.com/watch?v=hPa0rjDtVMQ

After watching the video, answer the following questions:

1. What message does the lyricist, Levi Celerio, convey in his song?
2. How did the students interpret the song?
3. What media platform did the students use in interpreting the song?

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 What is It

Have you found studying literature more exciting with multimedia supports
where you can actively and collaboratively build knowledge structures using
technology? Evidently, most of the learners like you have realized the huge impact of
the use of multimedia in studying literature. It provides opportunities for learners
like you to construct and reconstruct your ideas in audio and visual formats.
Through multimedia platforms, you can apply a wide range of strategies to
understand, interpret and evaluate texts.
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. These are usually changed
regularly (DepEd 2013, 9).

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. (DepEd 2013, 8).
5
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).

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).

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 What’s More

Activity 1. Mind Mapping: Do the following instructions

below.
1. Create a cluster map as shown below using Microsoft Word.
2. Write related concepts on multimedia formats used to interpret literary texts
in the cluster map.
3. Write a brief explanation of the cluster map 4. Send your output to your
teacher via messenger.

Notes t o t he Teacher

You have the discretion to choose alternative multimedia platforms or ICT

tools available in the localit y to be used by the learne rs in performing the
activities in this module.

Activity 2. Mobile Text tula: Do the following.

1. Read the transcriptions on page 27 or watch again the video clip, “Ang Pipit”,
by Levi Celerio.
2. Create a mobile phone text tula reflecting your interpretation on the message
of the song.
3. Send your output to your teacher via text messaging.

What I Have Learned

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Directions: Reflect on what you have learned on the use of multimedia formats in
interpreting literary texts. On your Facebook wall, post your thoughts on how
multimedia makes studying literature more exciting and meaningful.

What I Can Do

Directions:
1. Read the poem, “Apo On the Wall” by Bj Patino.
2. Interview people about their experiences during the Martial Law.
3. Create a collage of photos using PowerPoint depicting the experiences of people
during Martial Law. Write a brief description to your work.

Apo On the Wall

by Bj Patino

There’s this man’s photo on the wall

Of my father’s office at home, you
Know, where father brings his work,
Where he doesn’t look strange
Still wearing his green uniform
And colored breast plates, where,
To prove that he works hard, he
Also brought a photo of his boss
Whom he calls Apo, so Apo could
You know, hang around on the wall
Behind him and look over his shoulders
To make sure he’s snappy and all.
Father snapped at me once, caught me
Sneaking around his office at home
Looking at the stuff on his wall- handguns,
Plaques, a sword, medals a rifle-
Told me that was no place for a boy
Only men, when he didn’t really
Have to tell me because, you know,
That photo of Apo on the wall was already
Looking at me around,
His eyes following me like he was
That scary Jesus in the hallway, saying I
know what you’re doing.

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 Assessment

Directions: Choose the letter of the correct answer. Write the

chosen letter on a separate sheet of paper.

1. Which is of the following is NOT a multimedia format that a learner can use
to interpret literary texts?
a. blog
b. slogan
c. text tula
d. tag cloud
2. Which Filipino poem consists of four lines with seven syllables each with the
same rhyme at the end of each line?
a. ode
b. haiku
c. tanaga
d. corrido
3. It is an electronic medium for recording, copying, replaying, broadcasting and
displaying of moving visual media.
a. video
b. tag cloud
c. mind mapping
d. PPT presentation
4. Which Microsoft Office application can a learner use to create a slideshow
presentation?
a. Word
b. Excel
c. Paint
d. PowerPoint
5. Which of the statements is TRUE?
a. All multimedia formats are hard to use.
b. Multimedia uses animation and audio only.
c. Learners can only make use of one multimedia format.
d. Studying literature becomes more exciting due to multimedia supports.
6. It is a graphical way to represent ideas and concepts.
a. tags
b. video
c. mind mapping
d. mobile phone text tula
7. If a learner wishes to interpret the essay, “Where is the Patis?” of
C. Guerrero-Nakpil by expressing his insights in order to elicit opinions of
other people, he may create a __________.
a. blog
b. video
c. text tula
d. mind mapping

8. This refers to a visual, stylized method that represents the occurrence of words
within a textual content of a website.
9
 a. video
b. tag cloud
c. music video
d. slideshow presentation
9. Multimedia is a computer-controlled integration of many forms of media
EXCEPT____________.
a. text
b. video
c. audio
d. equipment
10. It is a website that contains short articles called posts that are updated
regularly.
a. blog
b. tags
c. slides
d. message
11. It is a wireless handheld device that allows the users to make and receive calls
and send text messages, among other features.
a. laptop
b. computer
c. cellphone
d. digital camera
12. Which is used to create a movie from still images?
a. editing
b. messaging
c. animation
d. multimedia
13. Slideshow presentation is a series of __________________ often displayed on a
large screen using projector.
a. tags
b. words
c. texts
d. slides
14. This refers to a short traditional verse
a. text tula
b. haiku
c. sonnet
d. blogging
15. Which does NOT belong to the group?
a. blog
b. mind mapping
c. PPT presentation
d. Storyboard

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 Additional Activities

Directions: Create a character sketch of the persona’s father in the

poem, “Apo On the Wall”. The character sketch must highlight the
physical and behavioral attributes as described in the poem. Choose
an appropriate multimedia format in creating a character sketch.

What I Know

Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

1. What amusing story tells about a real incident that intends to impart a lesson?
a. table . c. legend
b. noble d. anecdote

2. When sharing an anecdote, what topic is best to talk about?

a. career c. school activity
b. dreams d. anything under the sun

3. Which of the following is NOT a purpose of an anecdote?

a. to argue c. to reminisce
b. to inspire d. to bring cheer

4. The following statements about anecdote are true EXCEPT_______________.

a. An anecdote covers a variety of stories and tales.
b. It a short story about a real person or event.
c. Sharing an anecdote makes people laugh and ponder about the topic.
d. People share an anecdote to deal with serious issues in the community.

5. If someone shares an anecdote that brightens the mood of people, he/she intends
to_________________.
a. caution c. reminisce
b. persuade d. bring cheer

6. A father tells a story about his life in the province when he was still a young boy.
What do you think is the purpose of the father in telling about his story?
a. to inspire c. to reminisce
b. to caution d. to bring cheer

7. Before presenting the lecture on teenage pregnancy, the speaker tells a story of
a young girl who got pregnant. She explained about the implications of
unplanned pregnancy to a teenage mom and her child. What is the purpose of
the speaker in the given situation?
a. persuade c. bring cheer
b. reminisce d. give caution
8. Which of the following does NOT describe an anecdote?

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 a. brief c. amusing
b. serious d. interesting

9. Which of the following anecdotes intends to persuade readers?

a. My little brother shares his experience on the first day of school.
b. A learner shares her future plans after graduating from college.
c. A mother tells about her epic experience at the Department Store while
buying a dress to wear for the party.
d. Before presenting his lecture on responsible parenting, the speaker
shares about the experience of a mother learning about her son’s wish,
a smart phone for his parents to play with him always.

10. “An anecdote is a story with a point.” What does the statement suggest?
a. An anecdote is simple and brief.
b. An anecdote discusses an issue.
c. An anecdote reveals truth about life.
d. An anecdote intends to provoke laughter.

11. If someone talks about his past and shares the joy of his experience, what does
he/she intend to do?
a. to cheer c. to persuade
b. to caution d. to reminisce

12. In which story did John Jack Wigley share his insights and experience when Mt.
Pinatubo erupted in 1991?
a. Mt. Pinatubo
b. On the Ashfall
c. Home of the Ashfall
d. My Hometown in the Ashfall

13. What emotion does the speaker evoke in his statement “Hell, I thought if there is
a mountain near us which I imagined to erupt anytime, it would be the
Arayat.”
a. sadness c. surprised
b. gladness d. confusion

14. What was the second largest terrestrial eruption of the 20th Century that affected
densely populated areas?
a. Mt. Apo c. Mt. Arayat
b. Mt. Taal d. Mt. Pinatubo

15. When a speaker shares a personal story sympathizing with a struggle of a

person to ease his feeling, the speaker intends to ____________.
a. inspires
b. caution
c. brings laughter
d. share important personal story

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 Lesson Applying ICT Skills in
2 Interpreting Literary Texts

Have you applied computer programs and applications in doing schoolrelated

tasks like studying literature? What computer programs and applications have you
used? Does using these ICT tools make your learning more meaningful and exciting?

What’s In

In the previous lesson, you have learned about the multimedia formats that
you can use to creatively understand and interpret a literary text. Lesson 2 will
introduce you to an analysis of an anecdote with the use of multimedia in furtherance
of your ICT skills. Before you learn something new, try to do the activity below.

Directions: Identify the type of multimedia format described in each of the

statements below. Write your answer on a piece of paper.

1. This refers to a stylized method that represents the occurrence of words within
a textual content such as websites, articles, speeches and databases.
2. It is an electronic medium for the recording, copying, replaying, broadcasting
and displaying of moving visual media.
3. This is a website containing short articles called posts that are changed
regularly.
4. These are series of slides, often displayed on a large screen using a projector.
5. It is a graphical way to represent ideas and concepts.

13
 What’s New

Directions: Study the picture below. Post on your Facebook wall a personal
experience related to the picture below. Then, invite your FB friends to give their
comments and to share their own experiences as well.

Wh a t is It

Have you read an anecdote? Have you ever retold a personal experience to
someone? How do you find recalling past experiences?

We are fond of sharing humorous experiences in life to our family members

and friends. We might not be aware that we are already sharing stories like anecdotes
all day, every day.
An anecdote is a short entertaining or interesting story about a real incident or
person (Nagpal 2016).
Anecdotes tell about a variety of stories and tales, since they can be about any topic
under the sun. It is a short story about a real person or event which usually intends
to make the listeners laugh or ponder over a topic (Your Dictionary 2020).

For example, if a group of learners tell about their favorite pets, and one learner
shares a story about how his dog cuddles every time he comes home from school,
then that learner has just imparted an anecdote. Let's look at how John Jack Wigley
made use of anecdotes in his memoir “Home of the Ashfall”.

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 HOME OF THE ASHFALL (an excerpt) by

John Jack G. Wigley

The eruption of Mount Pinatubo was recorded as the second largest terrestrial
eruption of the 20th century, and the largest eruption populated area. Ash fall affected
almost the entire island of Luzon, and even reached the neighboring countries of
Malaysia and Vietnam. To the Kapampangans and to the people affected by this
tragedy, it would serve as a testament to their irrepressible attribute of rising about
their plight and predicament.

I was no longer living in Angeles City when Mt. Pinatubo erupted on June 15, 1991. I
was promoted from being a crew member at Pizza Hut Dau to management trainee at
Pizza Hut Harrison Plaza in December 1990. It was my first time to work in Manila. Ed
Calupitan, a fellow Pizza Hut crew member now based in Manila, offered me a place
to stay in his two-bedroom apartment.

Weeks before the eruption, I read several news and warnings about
Mt. Pinatubo. Frankly, I never knew there was a volcano in the Zambales mountain
range. Nobody among my Kapampangan friends did. I guess we were all clueless
about the impending danger this world cause in our lives. Later on, I realized that the
summit of the volcano was just fourteen kilometers away from the extent of Clark Air
Base. I thought that volcanoes were conspicuous mountains and had fierce-looking
summits like Mayen’s and Haicon’s. But this one was deeply hidden among several
mountains called the “Cabusilan mountains” of Zambales.

Hell, I thought that if there was a mountain near us which I imagined would erupt
anytime, it would be the Arayat, which was located at the heart of Pampanga, with its
open mouth and forbidding countenance. Not this obscure mountain whose native
inhabitants, the Aetas, never knew about. I paid no more attention to warnings.

I had only been to Manila for barely six months and was enjoying a newfound
independence. I would sometimes go to Angeles City to see my mother during days off.

That fateful day, after my opening shift, I went to see a film. It was “Hihintayin Kita
sa Langit”, a film adaptation of Bronte’s “Wuthering Heights” directed by Carlitos
Siguion Reyna. The film starred erstwhile lovers played by Richard Gomez and Dawn
Zulueta. I was feeling all mushy and melodramatic after watching the film when, once
outside, I saw parked cars covered with what seemed like a whitish-gray blanket. And
so were the streets.”Is it finally showing in Manila?” I thought, as I felt some of the
particles in my hand and smudge my shirt. When I looked closely and touched them,
they were grainy. It was like ash from an ashtray.

(Ermino 2017)

Let’s explore some of the purposes of anecdotes:

1. To Bring Cheer

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 Stories pop up anywhere and these are just sometimes making people laugh
to brighten their mood. Here is an example of an anecdote meant to look back
on happy memories:
• At the dinner, a Grade 11 learner shared his story on his first day at
school when he got lost and attended a wrong class.

2. To Reminisce
In most anecdotes, people are talking about their experiences in the past.
They try to look back on moments in their lives and share the joy of that time
with others. Here is an example of an anecdote with a hint of reminiscence:
• A mother tells her children a story about her life in the province when
she was teenager.

3. To Caution
Sometimes, just giving rules for individuals is not effective. Sharing to them
frightening stories of dangers can be helpful for them to realize the possible
consequences of their actions. Here is an example of cautionary anecdote:
• Before beginning a lecture on not following traffic rules, a father tells
his son an incident of collision that caused many lives due to ignoring
traffic signs.

4. To Persuade or Inspire
Sometimes, people share stories on how they surpassed their struggles in life.
These, most of the time, give encouragement to others who have been in
similar situations. The message usually conveys successes in life as a fruit of
hard work. Here is an example of an inspirational anecdote:
• Before beginning a remedial class, the teacher tells the students how
a boy who used to struggle in reading managed to be a proficient
reader.

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 Notes to the Teacher

What’s More You may ask the learners to use the

transcribed conversations in the video
if the learner does not have any means be
to view it online. Please see attachment in
Activity 1 on page 28.

1. Watch the short video on YouTube entitled “Salbabida Story”.

Video Link: (http://www.youtube.com/watch?v=xYNv32ZqwmQ)

2. Pick out some lines (at least three) wherein the speakers look back at
some of their experiences like the example below:

“Kasi dati, nabubully ako sa school. Ang pumasok lang sa isip ko nun,
gumanti. Siya (KB) yung tutulong sa ‘kin na makipagresbakan, and
akala ko nun ano e, ‘makikipagbugbugan’ kami e, sapakan. Tinuruan
ako ni KB kung paano maging Salbabida rin sa iba.”

3. After writing down some of the lines about their memories, compose your own
interpretation of what you think the video is about. Write a text tula as a
tribute to the people in the video and acknowledge their share in the society
by helping other people.

Activity 2. Answer the following questions based on the video clip you have
watched. Write your answers on a separate sheet of paper.

1. In the first part of the video, we are introduced to Efren Peñaflorida, 2009 CNN
Hero of the Year. To whom does he compare his friend and mentor, KB
Manalaysay?
2. What does he mean by this comparison?
3. What was Efren’s problem when KB met him?
How was the latter able to help him?
4. How has KB’s simple act of kindness affected Efren? How was it able to affect
not only Efren but many other kids like Kesz, for example?
5. What do you think is the message of the video? What lesson does it want to
share to the viewers?

17
 What I Have Learned
Directions: Reflect on what you have learned in using multimedia in
interpreting literary texts. Post on your Facebook wall on how applying ICT skills
makes you better appreciate studying anecdotes.

What I Can Do

Directions: Read again the selection “Home of the Ashfall” written by John Jack
Wigley. On your Facebook wall, share your own experiences during a calamity or
disaster, including how you handled the situation. End your story with a slogan
about the importance of disaster preparedness. Invite your FB friends to give
comments on your post.

18
References

Benitez, Zildjian, “Ang Pipit.” Last uploaded April 13, 2016. Video, 4:09.
https://www.youtube.com/watch?v=hPa0rjDtVMQ

Computer Hope. “Slide show.” Last modified April 1, 2018.

https://www.computerhope.com/jargon/s/slidesho.htm

DepEd. “SHS-Core 21st Century Literature of the Philippines and the World CG.”
Last uploaded 2019.
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_21st
CenturyLiterature-from-the- Philippines-and-the-World-CG.pdf

Ermino, Liezel, “Home of the Ashfall”. Last uploaded June 28, 2017.
https://www.scribd.com/document/352427772/Home-of-the-Ashfall

Lexico. “Meaning of video in English.” Accessed June 2, 2020.

https://www.lexico.com/definition/video

Litemind. “What is Mind Mapping.” Accessed May 20, 2020. https://litemind.com/what-is-

mind-mapping/

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literature-throughmultimedia-1223510

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19
Attachments
Ang Pipit Lyrics - Philippine Folk Songs by:
Levi Celerio
May pumukol sa Pipit sa sanga ng ng isang kahoy
At nahagip ng bato ang pakpak ng munting ibon
Dahil sa sakit, di
nakaya pang lumipad
At ang nangyari ay nahulog ngunit parang taong bumigkas
Mamang kay lupit, ang puso mo'y di na nahabag
Pag pumanaw ang buhay ko, may
isang pipit na iiyak (2x)

Texts on Video:
“Ang Pipit” is a popular Filipino song about a bird that is known in Tagalog as
a pipit. Many Filipinos don’t realize that it’s an English word too, so they force-
translate the song’s title as “My Sparrow”. The pipit is a bird in the family
Motacillidae.

The key signature of the song is in A minor.

Our group has decided to use instruments that are not commonly used.

Levi Celerio (April 20,1910 – April2, 2002) is a Filipino composer and lyricist.
He received a scholarship to the Academy of Music in Manila and becomes the
youngest member of the Manila Symphony Orchestra.

He wrote several numbers of songs for local movies, which earned him the
Lifetime Achievement Award of the film Academy of the Philippines. Celerio has
written for more than 4,000 Filipino folk, Christmas, and love songs including
many that became movie titles.

Celerio is probably best recognized for being leaf-player, an achievement

where he was place into the Guinness Book of World Records as the only man
who could play music with a leaf. On October 9, 1997, he was proclaimed
National Artist for Music and Literature. His citation read that his music “was a
perfect embodiment of the heartfelt sentiments and valued traditions of the
Filipino.”

He died at Delgado Clinic in Quezon City on April 2, 2002 at the age of 91.

He was awarded the title of the national artist for music and literature in
1997 by Philippine President Fidel Ramos who cited the prolific lyricist and
composer for writing music that was a perfect embodiment of the heartfelt
sentiments and valued traditions of the Filipino.
In this song, a bird has her wing injured by a rock thrown by a man, likely
from a slingshot. The bird was so hurt, she couldn’t fly. Like a person she spoke
20
up, “Oh cruel man. How pitiless your heart is? If I die, there is pipit bird who
will cry.”

Considering how plaintively sad the theme and word are of this folk song,
it’s slightly incongruous with contemporary sensibilities that most canonical
interpretations of the melody, such as by Pilita Corales and the Mabuhay
Singers, are very upbeat. It’s almost like gleefully making fun of a helpless
creature in deep throes of pain.

The Pipit is a metaphorical representation of how our country gets abused

and abandoned.

Performers: Students of De La Salle College of St.Benilde

Zildjian Benitez (vocals); Tim Marquez (guitarist);

Diana Mapa (percussions)

Date performed: April 3, 2016

Location: Grand Tower

Instruments: Vitamin C case; shoes; wall; acoustic guitar, clap, cabinet

Source: https://tagalong.com/ang-pipit-bird/

Salbabida Story

Efren: Ako ay si Efren Peñaflorida at sila Keszat KB ako ay naniniwalang

lahat ng tao ay pwedeng maging salbabida kase ang taong
sumalba sakin, yung taong tumulong sakin ay si KB.
KB: Dahil sa Cavite City maraming mga bata na sasadlak sila sa mga
gang.Marami silang nabibiktima at kinakatandaan na nila yun so
naging posisyon ko natulungan yung mga bata, nagkakaroon ng mga
problema sa pag-aaral. Doon ko nakilala si Efren at Nakita ko na
malaki ang binubunong problema dahil ayaw na nya mag- aral.
Efren: Kasi dati binubully ako sa school, ang pumasok sa isip ko ay gumanti.
Siya yung tutulong sa kin na makipagresbakan. Ang akala ko nun
ano eh makikipagbugbugan kami eh, sapakan pero sabi nya ibang
paraan yung gagawin nya. Tinuran ako ni KB na kung paano
maging salbabida rin sa iba, maramina sa kin tumatawag na kuya
Efren, isa na nga dun si Kesz.

Kesz: Nakatira po ako sa isang dumpsite sa Cavite City po. Bale po Ang
ginagawa ko ay nangangalahig po ako ng basura po at namalimos
din po ako pera sa palengke po.

21
Efren: Actually ,dilang ako nakatagpo,kasama ko nun si KB, kaming dalawa.
Nakita naming si Kesz na natutulog sa harapan ng convenient store.
Nagkaroon ako ng compassion, si KB na tulungan si Kesz. Kasi ano
eh, sinisipa-sipa siya nung mga dumadaan, tapos puro sugat pa
yung ulo nya tapos wala syang damit. Ilan taon ka nun Kesz?

Kesz: Four... Four years old po mga gnun po.

EP: Si KB yung nagbigay ng ano, nagbigay ng unang tulong sa kanya.

Efren: Ang process nung Kariton Klasrum ano,dinadala naming yung
Kariton dun sa community tapos sa tulong din ng mga grupo nila
Kesz, kasi si Keszmeron na siyang sariling grupo eh. Actually, nag
volunteer siya samin, when he was six years old, bata pa siya nun.

KB: Sabi nyanganun,"Magaling naman po ako magwash ng hands

Tsaka magbrush ng teeth”. Sabi ko Efren bakit di natin kunin tong
Hygiene Demonstrator highly effective brushing of the teeth kasi
nakakarelate yung mga children kasi kilala nila si Kesz kasi he was
one of them.
EP: Ahh nung una kaming nagtulak ng kariton,talagang ano,
Maraming negative reactions yung mga narereceive namin. Talagang
minumura kami sa kalye, tapos pinagtatawanan kami. Binabato kami, so hindi
maganda yung pagtanggap sa amin.
KB: Hindi dapat kinakahiya ang isang bagay na tama.

Efren: Sabi nga ni KB ah,pagnagtutulak kayo ng kariton wag kayong

Yuyuko ahhh kasi kung kinakahiya nyo yan baka mabangga kayo
pag nakayuko kayo. Tapos nung pumasok itong CNN Hero. Turn
around talaga yung reaction, maraming nasiyahan, maraming
nag-approve.
Sabi naman sa min ni KB nun "Oh yan na ah kilala na yung mga
ginagawa nyo sikat na kayo, maraming kumikilala sa inyo nawag
naman kayong magtutulak ng kariton na nakataas ang noo. Just
continue kung ano yung ginagawa mong mabuti".

KB: Pagtulong hindi naman costly eh,lalo na pag simpleng pag-angat

Lang kailangan ng mga tao. May mga bagay na pwede kang itulong
sa kanila na di ka naman kailangang umastong malaki. If there is a

22
 need, you have to do something. So, whenever you see them, kumilos
na.

Efren: So, eight years old nagsolo na si Kesz. Meron na siyang sariling
organization.

Kesz: Ang ginagawa po namin ay nagtuturo kami sa mga bata po

na nas a mahihirap na communities po.

Efren: Kahit bata sila, meron silang magagawa, kasi ganun din Yung
pinaramdam sa min ni KB nun na do not let anyone look
down on because you are young.

23
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]