Quarter 2 – Module 9-10:

ICT-Based Adaptation of 21st

Century Literary Piece and Self and
Peer-Assessment
 Introductory Message

Welcome to the 21st Century Literature Alternative Delivery Mode (ADM) Module on ICT-
Based Literary Adaptation of 21st Century Literary Piece and Self and Peer-Assessment

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

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

Welcome to the 21st Century Literature Alternative Delivery Mode (ADM) Module on ICT-
Based Literary Adaptation of 21st Century Literary Piece and Self and Peer-Assessment
. Literature is said to be a mirror of how rich a society is, and how proud of that society or
community in its roots. It also signals where the community is going. The Philippines has had
a colorful history and these periods in history has proven to be a receptacle of prized gems
that distinguished authors has penned for us to devour. And with the 21st Century and all its
trimmings allow; we can usher in new era of 21st century literature.

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.
 We all have been asked to read poems, short stories, dramas and technology presented
us movies, telenovelas even from other countries. They seem to be mirroring most of our
aspirations in life.
We identify ourselves with every hugot lines as well as the lines of classical poetry,
used the favorites lines and expressions in Balagtasan and we even delight ourselves listening
and watching FlipTop or rap battles in social media.
And often times, literature/art does imitate life.

At the end of this module, you are expected to:

1. Enumerate Do’s and Don’ts in using multimedia forms.
2. Apply ICT skills in creating an adaptation of literary piece by group.
3. Assess one’s adaptation using self-assessment tool.

Read each statement about Do’s and Don’t’s of Social Media carefully and write TRUE
if you think the statement is correct and write FALSE if you think the statement is incorrect.
Write your answer on a separate sheet.

1. We can use humor in acceptable instances.

2. We have to be very professional in dealing with social media issues.
3. We can share all and any information about us so people will know us.
4. We have to leave biased topics when expressing our sentiments on line.
5. We should share only correct information to gain popularity and fame.
 Producing a creative representation of a literary text while applying multimedia and
ICT skills needs important and set skills needing focus and concentration on your part. You
need to combine all skills learned in the previous lessons for you to come up with your own
work. You also need to be able to create a rubric or tool to evaluate your own work.

Write words which you can associate with “social media”. You can write your answers
on a separate sheet of paper and you can use minimal design, you may add more than 5 words.
All your tasks for this lesson/s will form your portfolio.

SOCIAL
MEDIA

Answer the following questions about social media. Use a separate sheet of paper to
write your answers.

1. What is social media?

 2. Why should we “think before we click?”

3. How can social media help us learn about literature even more?

“Dos”, “Don’ts” and “Definitely Don’ts” of Social Media

The Do’s
There are some simple, somewhat common sense best practices when it comes to
creating and sharing content online. When you’re ready to post, it’s important to:
Be yourself - The charming, moderately censored, professional version. If you keep
this in mind, you’ll be able to build an authentic persona that people would want to engage
with on line.
Use humor - When acceptable and necessary. Sometimes it comes down to personal
judgment. When in doubt, keep it poised, but don’t be afraid to exercise your wit when it proves
fun, appropriate and relatable.
Think before you post - Online is forever in many cases—don’t engage in topics
or conversations that could leave you regretting your words years, months, or even seconds
later.

The Don’ts
As netizens we generally want to influence others by sharing something valuable,
relevant, and non-offensive. Therefore, it’s important not to:
Forget your grammar check - Proper grammar and sentence structure will show
that your content comes across as professional, polished and considered. Make a mistake? Edit,
delete and/or re-post if appropriate. Re check before you post.
Neglect current events - Social media moves a million miles an hour, and
commenting on something that (a) you are not well informed on or (b) you haven’t researched
can come across as ignorant or insensitive to news and important issues.
Bottom line: Comment only on a current event if you feel it is necessary for your well-being
and will be valued by your online community. When in doubt, leave politics entirely out of the
equation.
Be tone-deaf - Relative to neglecting current event research, coming across as “tone-
deaf” (not being empathetic to a situation and speaking on it inappropriately) can be as simple
as not checking a trending hashtag before using it for your posts on line.
The Definitely Don’ts
There is don’ts, and then there are several things you really should not do on-line. While
that may be a bit over-acting, it’s important to be aware of the risks you take with certain
actions when using social media to:
Share too much information (otherwise known as TMI) - Some things are better left
unsaid. As a rule of thumb, people do not need to know your physiological functions, your
embarrassing moments or your lengthy daily recap. In a way, posting your itinerary can also
endanger you in so many ways.
Flat-out lie - Don’t risk whatever reputation you may have already made by sharing
false, misleading or refutable information online. A good guideline is to share factual
information for which you have supporting data, or professional viewpoints, being honest about
your achievements and knowledge base will help you build a trustworthy, on-line persona
within the online community.
Share your *strong* opinions (political or controversial subject matter) - If you’re looking to
build a worthy online persona, it’s best to leave certain subjects out of your conversations. With
so much valuable content and ideas to exchange, there are much more productive ways to grow
an audience. Leave biased topics to discuss with trusted family and friends offline.
Adapted from: www.laserfiche.com

Take a look at the poster on the side. On a separate

sheet of paper, answer the following questions.

 What can you say about its message?

 What feelings does it give you? As a female

how can you relate this to yourself?

 As a male, how can you support what the poster

means?
 Create a simple original “hugot line” regarding the poster and its meaning. Write your
output on a separate sheet of paper. You may include drawings or images. Then evaluate your
work based on the following rubrics:
Creative use of Language = 5 pts.
Appropriateness to the Theme = 5 pts.
Timeliness = 5 pts.

An Introduction
Kamala Das

1. I don't know politics but I know the names

Of those in power, and can repeat them like
Days of week, or names of months, beginning with Nehru.
I am Indian, very brown, born in Malabar,
I speak three languages, write in
6. Two, dream in one.
Don't write in English, they said, English is
Not your mother-tongue. Why not leave
Me alone, critics, friends, visiting cousins,
Every one of you? Why not let me speak in?
11. Any language I like? The language I speak,
Becomes mine, its distortions, its queerness’s
All mine, mine alone.
It is half English, half Indian, funny perhaps, but it is honest,
It is as human as I am human, don't
16. You see? It voices my joys, my longings, my
Hopes, and it is useful to me as cawing
Is to crows or roaring to the lions, it
Is human speech, the speech of the mind that is
Here and not there, a mind that sees and hears and
21. Is aware. Not the deaf, blind speech
Of trees in storm or of monsoon clouds or of rain or the
Incoherent mutterings of the blazing
Funeral pyre. I was child, and later they
Told me I grew, for I became tall, my limbs
26. Swelled and one or two places sprouted hair.
When I asked for love, not knowing what else to ask
For, he drew a youth of sixteen into the
Bedroom and closed the door, He did not beat me
But my sad woman-body felt so beaten.
31. The weight of my breasts and womb crushed me.
I shrank Pitifully.
Then … I wore a shirt and my
 Brother's trousers, cut my hair short and ignored
My womanliness. Dress in sarees, be girl
36. Be wife, they said. Be embroiderer, be cook,
Be a quarreller with servants. Fit in. Oh,
Belong, cried the categorizers. Don't sit
On walls or peep in through our lace-draped windows.
Be Amy, or be Kamala. Or, better
41. Still, be Madhavikutty. It is time to
Choose a name, a role. Don't play pretending games.
Don't play at schizophrenia or be a
Nympho. Don't cry embarrassingly loud when
Jilted in love … I met a man, loved him. Call
46. Him not by any name, he is every man
Who wants. a woman, just as I am every
Woman who seeks love. In him . . . the hungry haste
Of rivers, in me . . . the oceans' tireless
Waiting. Who are you, I ask each and every one,
51. The answer is, it is I. Anywhere and,
Everywhere, I see the one who calls himself I
In this world, he is tightly packed like the
Sword in its sheath. It is I who drink lonely
Drinks at twelve, midnight, in hotels of strange towns,
56. It is I who laugh, it is I who make love
And then, feel shame, it is I who lie dying
With a rattle in my throat. I am sinner,
I am saint. I am the beloved and the
Betrayed. I have no joys that are not yours, no
61. Aches which are not yours. I too call myself I.

Discussion Questions:
1. What are the sentiments of the poet as the following lines suggest?
a. Lines 1-13

b. Lines 13-25

c. Lines 26-38

d. Lines 39-50

e. Line 51-60
 Answer the question related to your gender. Use a separate sheet of paper, you may
encode your answer, with images to support your point/s.
Female:

1. What are some of the inequalities women have experienced in the Indian society? In
the world?
Male:

2. How can you help lessen the inequalities being experienced by the women in our
society?

Create a rubric for a freestyle poem. Use a separate sheet of paper.

RUBRIC

Create your own “freestyle” adaptation of “An Introduction” by Kamala Das using
social media (Facebook, Twitter, etc.). Take a screenshot of your post and have it printed on a
short bond paper. Then evaluate your own poem based on your rubric.
 What have you learned regarding the use of multimedia in creating an adaptation of a
literary piece? Can ICT/multimedia help millennials like you appreciate literature even more?
Why or why not. Use a separate sheet of paper.

Create a short film adaptation of the poem “An Introduction” by Kamala Das. You may
use any ICT-related device (laptop, mobile phone, digital camera, etc.) The length of the short
film is 7-15 minutes and must use Kapampangan as medium of language, there should also be
a subtitle (English).
The following is the rubric wherein points for each criterion will be agreed upon by
the whole class.
If you do not have access to any ICT-related device, create a short comic story
adaptation of the same literary piece and ask someone to take a picture of it and send it to your
teacher.

The following is a sample of a Short Film Rubric, create your own and have evaluate
your work. You are given two weeks to finish your task. You may send your work
electronically or otherwise. If you are doing a comic adaptation, the next rubric is your sample.

Title of the Adaptation

CRITERIA Points Points Points Points

Pre-Production
The content Content exhibits The content The content
includes a clear connections leaves the reader lacks a
Theme concept and around the with a vague Central concept
story. concept and impression of the and
 Theme is very story, but small concept and storyline. Theme
well evident and diversions are storyline. Theme is not very well
follows the present. is somewhat well written and
prescribed Treatment is well written, vaguely follows
format. written and following the the
follows the prescribed prescribed
prescribed format. format.
format.
Script is well- Script is well- Script is lacking Script is lacking
written, has all written, has most in detail, has less in detail, has less
Script needed needed of the needed of the needed
information for information for information for information for
each scene was each scene was each scene was each scene was
submitted ahead submitted on submitted after submitted way
of deadline. time. deadline. after deadline.
Production
All shots are Most shots are Many are clearly Few shots are
clearly focused. clearly focused. focused. clearly
Camera move- Camera Motion shots are focused. The
Video Clarity ments are movements are fairly camera is
and Lightning smooth smooth and/or of steady. Some not held steady.
and of appropriate shots have Many
appropriate speed. Most inadequate light. shots have
speed. All shot shots have inadequate
have appropriate appropriate light.
Lighting. lighting.
Video shows Most shots are Few shots are Many shots are
evidence of good well well poorly framed.
composition. framed. A framed. Only one or two
Video Framing A variety of shot variety of shot Two – three shot shot types are
types are used in types are used. types are used. used
an appropriate
manner.
No lapses in Small lapses in Many lapses in Video is
continuity are continuity continuity disjointed in
Continuity present, or are are present are present significant
insignificant. aspects.
Post-Production
Transitions Video moves Transitions move Transitions from Tape is unedited.
smoothly from relatively shot to shot are No transitions
one shot to smoothly form choppy and the between clips.
another using an shot to shot and a types of cuts and Raw clips run
appropriate variety are used. fades are not back to back in
selection of always appro- final video.
transitions. priate.
Audio Audio is Audio is usually Audio is Audio is
balanced balanced somewhat unbalanced
between between balanced between
dialogue, music dialogue, music between dialogue, music
and voice over. and voice over. dialogue, music and voice over.
Audio is clear Audio is clear and voice over. Audio is
throughout the throughout the Audio is clear inaudible in
video. video. throughout the significant
video.
 portions of the
video.
Pace All clips are just Most clips move Some clips move Video clips are
long enough to at a steady pace. at a steady pace. too long and do
make the point Most clips are Some clips are not advance the
clear with no edited to remove edited to remove storyline or too
slack time. The slack time slack time. short and leave
pace captures the out essential
audience action.
attention.
Appropriateness Content meets all Content meets Content meets Content is not
& Originality Appropriate- most some appropriate for
ness appropriateness appropriateness classroom
requirements. requirements. requirements. viewing. Video
Video is very Video Video is lacks originality
original and shows many somewhat and creativity.
creative. original and original and
creative creative.
elements.
Required Film includes all Film includes Film includes Film includes
Components: of the required most of the some of the few of the
-Length (7-15 components. required required required
mins.) components components components
-Titles & credits
Soundtrack
-Language
-Subtitles
Assessed by:

Name and Signature

Sample Rubric for Comic Adaptation

 Have a classmate evaluate your work, using your self-made rubric. Your can do this
electronically or by giving your classmate a copy of your work and the rubric. If you can, send
the filled-in rubric to your teacher, either by messenger or otherwise.

References
Chua, Rina Garcia. 21st Century Literature from the Philippines and the World. Makati: Diwa Learning System,
2016

Mendoza, Paul Anthony, and Silva, Maristel. 21st Century Literature from the Philippines and the World. Bulacan:
St. Andrew Publishing House, 2016.

Websites:
“Do’s and Don’ts and Definitely Don’ts of Social Media Networking.” Accessed December 2, 2019.
https://www.laserfiche.com/ecmblog/dos-donts-definitely-donts-social-media-networking/

“Rubric for Comic Strip.” Accessed May 30, 2020

https://www.nrcs.net/Downloads/Rubric_for_Comic_Strip.pdf

Illustrations:
https://www.freepik.com/
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Pampanga, Learning
Resource Management System
High School Boulevard, Brgy. Lourdes, City of San Fernando
Pampanga, Philippines 1200
Telephone No: (045) 435-2728
Email Address: [email protected]