SHS 21st Century Philippine Literature Module 5: Creating representation of a literary text by applying multimedia and ICT skills 21st Century Philippine Literature Grade 11/12– Module 5: Creating representation of a literary text by applying multimedia and ICT skills First Edition, 2020 Copyright © 2020 La Union Schools Division Region I All rights reserved. No part of this module may be reproduced in any form without written permission from the copyright owners. Development Team of the Module Author: RAYMOND C. LOPEZ Editor: SDO La Union, Learning Resource Quality Assurance Team Illustrator: Ernesto F. Ramos Jr., P II Management Team: Atty. Donato D. Balderas, Jr. Schools Division Superintendent Vivian Luz S. Pagatpatan, PhD Assistant Schools Division Superintendent German E. Flora, PhD, CID Chief Virgilio C. Boado, PhD, EPS in Charge of LRMS Belen C. Aquino, PhD, EPS in Charge of English Michael Jason D. Morales, PDO II Claire P. Toluyen, Librarian II 21st Century Philippine Literature Module 5: Creating representation of a literary text by applying multimedia and ICT skills Target This module teaches you how to produce a creative representation of a literary text applying multimedia skills and do a self- and/or peerassessment of a literary text's creative adaptation based on rationalized criteria prior to presentation. In your previous lesson, you were able to compare and contrast the various 21st century literary genres and their elements, structures, and traditions from across the globe. This module will provide you with the skills to produce a creative representation of a literary text by applying multimedia skills. It will also require a self- and/or peer-assessment of a literary text's creative adaptation based on rationalized criteria prior to presentation. After going through this module, you are expected to: • write a literary analysis of the chosen 21st century literary genre; • identify some 21st century literary works which you have read/watched that have a creative representation through the use of multimedia skills; • write a summary of the chosen 21st century literary genre; • create a multimedia presentation depicting and elaborating on the setting of a short story/novel read in a literature circle; • reflect on what you have learned about creating a multimedia presentation depicting and elaborating on the setting of a short story/novel read in a literature circle by completing the chart; and • do self- and/or peer-assessment of a literary text's creative adaptation, based on rationalized criteria, prior to presentation. Jumpstart Activity 1: Let Me Analyze It! Directions: Think of your most favorite 21st century literary text. Write a literary analysis following the given format/steps below. You may use an extra sheet for your answer. ✓ Focus on the topic. Read the work you have to analyze thoroughly. Make sure that you completely understand the author's idea, the plot, and the characters. ✓ Collect evidence. ✓ Write an outline. ✓ Develop your main thesis statements. ✓ Write a title and introduction followed by the body part then the conclusion. Afterwhich, do some revisions if necessary. Rubric for Scoring the Output Outstanding (5) Intro/ Conclusion The introduction grabs attention and provides a meaningful context to a persuasive argument The conclusion effectively restates the argument, but the fresh language and meaningful insight leaves the reader wanting more Exceeds Expectations (4) Meets Expectations (3) Approaching Expectations (2) The introduction sparks some interest and effectively introduces a reasonable argument The introduction provides context for the argument but is obvious and/or basic The introduction or conclusion does not flow with the argument of the paper The conclusion restates arguments but uses new language and shows an understandi ng of the big picture The conclusion restates arguments but recycles previous statements verbatim The introduction or conclusion contains blanket or vague statements; needs development to be effective Unacceptable (1) No introduction and/or conclusion Thesis The argument is clearly articulated and persuasive, contains an original opinion The thesis presents a reasonable opinion; the argument is clear and focused The thesis is a plausible argument; contains a legitimate opinion, but somewhat broad and basic Topic Sentences and Transitions Topic sentences contribute to the highly persuasive nature of the argument Topic sentences articulate precise argument; logically linked to the thesis Topic sentences are present and make an argument connected to the thesis; however, ideas are obvious and basic Evidence You have chosen, for the most part, the best evidence to support your point Commentary The thesis demonstrat es a misunderst anding of the prompt or text The thesis is not evident; the thesis is a fact or plot summary; thesis not in the correct position Topic Topic sentences sentences are not not evident linked to o Topic the thesis sentences are facts or Topic summaries sentences show misunderst anding or prompt or text Evidence Little or no chosen evidence; does not support thesis/topic sentences Your Evidence is evidence is present but believable superficial and convincing and supports your Textual argument evidence is Evidence is irrelevant highly persuasive and effective in supporting your argument Creative/ The The analysis Ideas lack original analysis is supports developmen ideas and believable your t; insights; and argument, misunderst extensive convincing, but ideas are anding of commentar a few obvious and prompt or y, assertions basic text; refreshing; may lack illogical goes specific argument; beyond examples, obvious but and basic assertions commentar are still The analysis is not present, just a plot summary. The analysis does not address the prompt y Style, Vocabulary, Sentence Structure Mechanics and Coherence Comments clearly connected to the argument Sophisticat Effectively ed blends vocabulary direct ; sentence quotation variety; with quotations explanatory are words and smoothly phrases to blended introduce the quotation and facilitate narrative flow; still attempting advanced vocabulary 1 or minor errors) 2 Effective punctuatio n; close to perfect Blend quoted material smoothly; but sentence structure lack varietybasic and obvious; attempts to incorporate more advanced vocabulary Problems with sentence clarity, redundancy ; some quotes stand alone; some vague sentences; little use of class vocabulary or sentence variety Minor problems with coherence, grammar, spelling, punctuation, but does not interfere with the understandin g of paper Several distracting problems with spelling, grammar, punctuatio n, coherence; citations incorrect Serious problems with coherence and sentence clarity; most sentences need revision; most quotes stand alone and lack introductio n/ connection to the paper Major spelling, grammar, punctuatio n errors; distracts and interferes with understand ing of paper; citations nonexistent Discover Directions: Read the text given below. Understand what you are reading. In the first attempts of multimedia presentations of stories, we come across very different media and media solutions. The basic difference between these stories and "common" stories is that they are interactive and dynamic. However, the first attempts to translate literature into a multimedia presentation consisted of a recorded story/voice accompanying static drawings. Some parts of the drawings could be moved by using the mouse, and they would then say something or produce a sound. Animation was frequently bad or inadequate (e.g., only the mouth or the eyes could move). Examples of such adaptations are the fairy-tales Little Red Riding Hood and The Three Piglets - Bedtime Stories, Rainbow Technology). They contained beginner's drawbacks: e.g., the music or the background sounds were frequently louder than the voice of the narrator; the noises were at times very realistic or even scary for the child, especially before bedtime (e.g., in Little Red Riding Hood - cutting the wolf's belly); pages could not be skipped, and the only way to go back to the beginning was by listening to the story to the end; it was only possible to "jump" into another fairy-tale; the characters, moved by the user, uttered their sentences which were not connected, there was no dialogue; deviations from the original text were considerable, and events were retold, which considerably crippled the stories, etc. Nice try, but not precisely to be recommended. Such a solution, except for being attractive because of a computer, offers nothing more (it indeed offers less) than a standard picture book. Nevertheless, students are attracted to such software because they can experiment with their computers and concentrate on certain aspects of a program - sound, animation, or colors. Some other authors of interactive stories have used well-known titles (e.g., Pippi, A. Lindgren, Ahead media, 1997). Pippi Longstocking is in itself an attractive title, and children recognize it. In this interactive story, they can move around Pippi's castle and click the mouse in particular parts of the picture. Something is going on, we could say. But nothing particularly important, we dare notice. Three stories are at our disposal, and they can be read together with the speaker. The story also contains various games - puzzles, clothes-changing, and sorting games, which soon become boring. This CD-ROM sound is heard only when the mouse clicks on a particular object or person on the screen. Everything seems cold and static, although one can move around relatively swiftly. As if it had been foreseen that everything would soon become boring - with, of course, the explanation about the instability of children's attention. The original text has been abandoned; no consideration has been given to the narrator's perspective, to the timing and all the other elements mentioned above. Having this in mind, a quality analysis of these points is impossible; the author simply does not have second thoughts about them. Everything is submitted to the game. What is left from the literary work is its title, the characters (not all of them), and (partly) the scene. Exactly such pieces show a runaway production and the destruction of the original text with no visible reason whatsoever. On the other hand, some software authors have created new texts with original and attractive titles, especially for interactive stories, such as the classic among electronic books - the Living Books editions. They are ideal for the first contacts of children with computers. Picture, sound, and animation are linked into one story with a specific plot. In such a way, students understand more easily both single words and whole sentences. In distinction from the film, such stories can be explored while playing. This can be done in different ways, such as the following. • • • The story runs like a film. The narrator reads or tells the story, while the child only turns the pages (this means the pages in the computer). Some pictures can be clicked on with the mouse when they produce various sounds, dance, etc. As already stated, interaction and dynamism are the basic components of multimedia presentations of texts from 21st century literature. Students find such adaptations attractive because of the story they offer and because they give a chance to try out the computer and the game elements. A multimedia adaptation of the original text must take into consideration the original. Specific differences are inevitable, but they should not become sheer entertainment. Besides, a literary work requires identification with the characters' lives, which can be another way of achieving excitement. Finally, it can be concluded that creative representations of stories, if made properly, attract students, help them when learning to read, when learning the logical sequence of story, characters, and space, help them understand the relationship between text and picture length of the story. Students like it when they are being read to the same story over and over again. In this way, they learn that a story, once written, does not change. They also learn to read from left to right and from top to bottom. Furthermore, it is interesting and thrilling. However, the emotional and social interaction that develops in retelling or group reading of literary works can never be replaced by a computer. That is why these other elements should be worked on to improve interactive stories as much as possible. Explore Activity 1: Name Game Directions: Using the text given above, identify some 21st century literary works that you have read/watched that have a creative representation through multimedia skills. 21st Century Writer/s Literary Work/s Region/Place of Origin 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. Deepen Activity 1: Let Me Summarize It! Directions: Choose one of the 21st century literary works that you have encountered from your previous lessons. Write a summary of it. You may use extra sheets if needed. Gauge Activity 1: Let Me Do It! A. Using the summary of the 21st century literary work you have written above, create a multimedia presentation depicting and elaborating on the setting of a short story/novel read in a literature circle. (Students may choose the tool used.) B. Do a self- and/or peer-assessment of the creative adaptation of a literary text you made using the rubric below. Submit the self- and/or peerassessment to your teacher. Rubric for Scoring Poor (0-3 pts) Presentation Content Adequate The project Coverage lacks the required information and the necessary details. Criteria Accuracy Setting Depiction The project has many factual errors and is missing most/almost all quotations or text explanations. Only 1, or 0, aspect of the setting is explained or shown, with few details. Fair (4-6 pts) Good (7-9 pts) Excellent (10-12 pts) The project lacks the required information and has a few essential details. The project includes all the required information and has several essential details. The project has several factual errors and is missing several quotations or text explanations. The project contains 1-2 factual errors but contains quotations and text explanations. The project includes all the required information and has ample details throughout the presentation. All information in the project are factually correct and are supported by quotations and text explanations Only a few aspects of the setting are explained or shown, with few details. Most of the setting details are explained or shown, including information on how the setting may impact the book's plot and theme(s). The setting is explained or shown in detail, with specific examples and details throughout, including how the setting relates to the book's plot and theme(s). Your score Organization of Information and Media Poor project organization makes it impossible to tell what the images and information are about. NO apparent organization. The project is arranged illogically and/or is difficult for a viewer or audience to follow. Multimedia The project used no images or other media to accompany the information. The project had a few images or media, but they did not logically relate to the information. Research/Reference Skills Organization No of Text information Information is given on the location of the text passages used in the project Media Credits No credit is given for media used The project shows the text and media in an arrangement which an audience or viewer can follow to learn and understand The project had multiple images that connected directly to and supported the information. The project presents the information in a logical and interesting arrangement that can be explored in several ways to learn and understand The project used extensive images and other media that supported the information and enhanced the understanding of the setting. Information is given to locate some text passages used in the project (chapter and page number) Information is given to locate most text passages used in the project (chapter and page number) Few media include credit information Most media include credit information Information is given to locate all text passages used in the project (chapter and page number) and the speaker, if from a dialog. All media used includes a credit alongside the image, video, sound, or text. The project includes 6-7 descriptive explanations, images, or ideas about the setting. The project includes 8-9 descriptive explanations, images, or ideas about the setting. The project shows the setting from two perspectives or "angles." The project gives three different views or "angles" on the setting Creativity Skills (FFOE) Fluency Flexibility (Hint: different senses, visual and verbal explanations, different character's The project includes 5 or fewer descriptive explanations, images, or ideas about the setting. The project shows one perspective or "angle" on the setting The project includes more than 10 descriptive explanations, images, or ideas about the setting. The project offers multiple angles on the setting so it helps the viewer "experience" what it would be like to be words, etc.) there Originality The project is predictable or parallels examples very closely. There is a glimpse of an unusual idea or approach in the project, but it is not carried through. Some aspects of the project are unexpected or highly unusual while still accurate. The project presents the setting through a unique and unexpected lens while still accurate. Elaboration The project lacks creative detail of any sort Some ideas expressed include creative details about the setting Most ideas expressed include creative details about the setting All ideas expressed include creative details in rich support of the information about the setting Total score Teacher's Comments Activity 2: Reflect! Share! Directions: Reflect on what you have learned about creating a multimedia presentation depicting and elaborating on the setting of a short story/novel read in a literature circle by completing the chart below. Multimedia Presentation I thought… What were your thoughts or ideas about the features producing a creative representation of a literary text by applying multimedia skills? What new additional ideas did you learn after taking up that lesson? I learned that… Key Answer: Answers may VARY References https://www.edutopia.org/sites/default/files/pdfs/stw/edutopia-stwyesprep-rubric-literary- analysis.pdf Terry Eagleton, Literary Theory, An Introduction, Basil Blackwell, Oxford, 1983. Thomas Feibel, Kinder Software-Ratgeber 1997, Haar bei München: Markt und Tehnik, Buch- und Software Verl., 1997. Roman Ingarden, The Literary Work of Art, Evanston, Ill., 1973. Velički, Vlatka, and Matijević, Milan (1977), Multimedia Approach to Children's Literature: Possibilities and Limits. In: Open Classroom II Conference - Papers and Presentations, 119-126.
