SHS

21st Century Philippine

Literature
4th QUARTER-WEEK 3

TOPIC: 21st Century Literary Genres

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 You’ve learned that the rich culture of Philippine literary tradition has grown
to welcome trends in writing prose and poetry. Likewise, world literary heritage also
encompasses the growing 21 st century literary genres.

With your prior knowledge from our past lessons, let’s journey together to
learn more about this generation’s literary forms, themes, and traditions.

Target

After going through this module, you are expected to:

1. Recall the 21st century literary genres

2. Compare and contrast the various 21 st century genres and their elements,
structures, and traditions from across the globe (EN12Lit-IId-25)
3. Write a literary analysis of a 21st century literary piece

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 Jumpstart
Activity 1: GUESS THE GENRE (EMOJI EDITION)
Instructions: Recall your lesson about 21 st century literary genres from Philippine
literature. Identify the genre using the emojis as your clue. Write your answer in
your NOTEBOOK.
Bonus answer for number 1:
Eel + loose + tree + Ted know + bell = illustrated novel

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8

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Discover

S
cience Fiction
Often referred to as “literature of ideas” and is also known as “scifi,”
“SF,” or “speculative fiction,” science fiction is a modern genre that explores
the possibilities of human societies and technologies. This genre is heavily
dependent on scientific facts, theories, principles, observation as framework for the
plot, characterization, themes and setting.

One thing to bear in mind about this form of writing is that although it is
plausible or scientifically possible, the storyline and its elements are still imaginary
because this kind of story falls under fiction.

Types of Science Fiction

Hard Sci-Fi They are based on scientific facts and inspired by “hard” natural
sciences like physics, chemistry, and astronomy.
Soft Sci-Fi They can either be “not scientifically accurate” or “they’re inspired
by ‘soft’ sciences like psychology, anthropology, and sociology”
(Gunner, n.d.)

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Sub-genres of Science Fiction

FANTASY FICTION SUPERNATURAL UTOPIAN FICTION

• Scifi stories inspired by
mythology and folklore that
often include elements of
magic
FICTION
• About secret knowledge or
hidden abilities (e.g.
witchcraft, spiritualism and
psychic abilities)
• About civilizations the
authors deem to be
perfect, ideal societies.
• Often satirical

DYSTOPIAN FICTION SPACE OPERA SPACE WESTERN

• About societies the authors • A play on the term "soap opera," scifi • Sci-fi stories that blend
deem to be problematic for stories that take place in outer space elements of science fiction
things like government rules, and center around conflict, romance, with elements of the
poverty, or oppression and adventure. western genre

CYBERPUNK
• Sci-fi stories that juxtapose
advanced technology with
less advanced, broken down
society.
STEAMPUNK
• Sci-fi stories that blend
technology with steam-
powered machinery.

Examples of science fiction story

Based on the two examples below, note down your observations about the elements
of a science fiction story in terms of the following:
Setting: Theme:
Characters:
Storytelling:

Excerpt 1
As the young girl opened her window, she could see the moons Europa and Callipso rising in
the distance. A comet flashed by, followed by a trail of stardust, illuminating the dark, endless space
that surrounded the spacecraft; the only place she had ever known as home. As she gazed at Jupiter,
she dreamt of a life where she wasn’t stuck orbiting a planet but living on one. She envisioned
stepping onto land, real land, like in the stories of Earth her father told her about. She tried to
imagine the taste of fresh air, the feel of a cool, salty ocean, and the sound of wind rustling through a
tree’s green leaves. But these were only fantasies, not memories. She had been born on the ship, and
if they didn’t find a new inhabitable planet soon, she would surely die there too.

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Excerpt 2
No one would have believed in the last years of the nineteenth century that this world was
being watched keenly and closely by intelligences greater than man’s and yet as mortal as his own;
that as men busied themselves about their various concerns they were scrutinized and studied,
perhaps almost as narrowly as a man with a microscope might scrutinize the transient creatures that
swarm and multiply in a drop of water. With infinite complacency men went to and from over this
globe about their little affairs, serene in their assurance of their empire over matter… No one gave a
thought to the older worlds of space as sources of human danger.

Sci-fi novels and even those turned into major motion pictures, encompass a
wide variety of futuristic concepts. They are “complex, nuanced (details copied from
actual events or experiments), and explore larger themes and commentary (Gunner,
n.d.). Among the common elements include time travel, teleportation, mind control,
telepathy, aliens, extraterrestrial lifeforms, mutants, space travel and exploration,
interplanetary warfare, parallel universes, fictional worlds, alternative histories,
speculative technology, super intelligent computers and robots.

Here are some popular examples. How many have you watched or read?

Selected Stories from Class Literature to Pop Culture

1. 20,000 Leagues Under the Sea by Jules Verne: features underwater exploration and
a technologically advanced submarine – two things that were primitive at the
time the novel was written.
2. The War of the Worlds by HG Wells: tells the story of Martians invading
Earth and includes themes of space, science, and astronomy.
3. Who Goes There? by John Campbell tells the story of an alien creature
that’s a shapeshifter and has the gift of telepathy.
4. 1984 by George Orwell: set in a dystopian version of the year 1984 where the
world has succumbed to extreme levels of government interference in daily
lives.
5. 2001: A Space Odyssey by Arthur Clarke: tells the story of ancient aliens
who travel the galaxy and help develop intelligent life forms in other worlds.

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 6. The Handmaid’s Tale by Margaret Atwood tells the story of the women who lose
their rights after a totalitarian state overthrows the US government.
7. Star Wars by George Lucas
8. The Matrix is a Sci-Fi action film that tells the story of a world where human
existence is completely controlled, and life on Earth is only a simulation
occurring in our minds. Here, the protagonist, Neo, is presented with the
information that his life is all an illusion, and it is almost more than his mind
can handle. Eventually, he is given the choice of whether to continue to live
in the Matrix, or to live and try to save mankind – a task that is almost
impossible, and at times terrifying.
9. Wall-E was produced by Pixar film which features the last robot on earth
named Wall-E (Waste Allocation Load Lifter – Earth Class). He was
programmed to clean up the planet but fell in love with a probe robot
named, Eve. This story appealed to both kids and adults, especially the
environmentalists.
10. Interstellar is a film about exploring alternative human habitat on another
galaxy. Critics acclaim the creators of this movie to be genius for being able
to produce a state-of-the-art Sci-Fi landscape. However, it has an injected
mythical side because of the presence of a “ghost” which was a magnetic
field that impossibly brought back some events and people to life.

Although this is not an entirely new literary genre, it is still considered

young and has gained attention just recently. Many times, science fiction turns real
scientific theories into full stories about what is possible and/or imaginable.
Therefore, science fiction proves its importance as it suggests what could really
happen in the future, explores what could happen if certain events or
circumstances came to be, and suggest consequences of technological and
scientific advancements and innovation.

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H hypertext Poetry and Fiction
Rather than using a printed page, hypertext poetry and fiction use
computer screen to navigate through sections of the text. This literary genre relies
on the uniqueness of digital world and uniquely presents information. Aside from
the content and message, it also creates effects such as movement and sounds. It
is said to be non-linear and complex than a traditional poem.

This illustration above represents how an author develops a topic using the
stream of consciousness point of view, which presents the thoughts of the author or a
character in the story or a persona in a poetry in a very unlimited,
uninterrupted manner. Therefore, the flow of thoughts is more liberal and
overflowing rather than first person or third person points of view which are very
controlled and limited. When this point of view is used in prose, one may also
consider “schizophrenia” in interpreting it altogether because of the fluidity of
ideas.

HYPERTEXT POETRY (adapted from course1.winona.edu)

Also known as cyberpoetry, it consists of words, although not necessarily
organized in lines and stanzas, as well as sounds, visual images, movements or
other special effects.

Examples
Older and Far Away by Dana Henriksen
https://msu.edu/~henrikse/cep909/poems/olderfaraway.htm

My Body by Shelley Jackson

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http://www.altx.com/thebody/

HYPERTEXT FICTION
Hypertext fiction is a collective effort between reader and writer, where the
writer provides interlaced web pages of text and the reader decides what order to
read the pages. In some hypertext works, readers can even add their own work to
the fiction and change the plot.

Example:
24 hours with someone you know by Philippa Burne
http://www.glasswings.com.au/modern/24hours/

CRITICISM ON HYPERTEXT GENRE:

Many critics in literary circles see hypertext literature as a “humorless digital
postmodern joke” that assaults readers with floating neon fonts and crude literary
strategies (Lillington, 1998). They view hypertext as a threat to the overall integrity
of literature because most anyone, without any training or editing, can post
hypertext poetry or fiction, even if their work does not include any traditional
conventions.

Proponents of hypertext literature argue that online texts are an original art
form, which combines cinematic technique with live performance qualities, and is
not designed to be viewed in the same light as printed literature.

F lash Fiction
They are also known as short-short-stories or micro fiction since these stories
are no longer than 1500 words and are designed to be read in four to five minutes
(Gunner, n.d.). It’s a challenge for the writer to get across a full story in just few
words, but when this happens, it will benefit both the reader and the writer. But,
although it is short, it should not feel too short. Hence, there are a few important
pointers in determining a good flash fiction.

Traits of a strong flash fiction story:

1. Story Structure. A flash fiction story is not the shortened version of a longer
story; it still follows the elements of plot, including the beginning, middle
and end, as well as a conflict and a satisfying resolution.
2. Setting. Most flash fiction stories take place in one setting, as moving between
locations uses up too much space. It allows the writer and reader to focus on
the plot.
3. Characters and backstory. Flash fiction pieces are plot-driven and include no
more than three or four characters. They may include some character
development, but too much backstory can use valuable space.
4. Description. One may think that flash fiction stories are short on description
to save space. However, a strong piece can balance vivid descriptions with a
quick-moving plot. Stories that lack description are not satisfying to read,
and a flash fiction piece should feel complete.

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Excerpt 1: The Pedestrian (Ray Bradbury)
. To enter out into that silence that was the city at eight o’clock of a misty evening in
November, to put your feet upon that buckling concrete walk, to step over grassy seams and make
your way, hands in pockets, through the silences, that was what Mr. Leonard Mead most dearly
loved to do. He would stand upon the corner of an intersection and peer down long moonlit avenues
of sidewalk in four directions, deciding which way to go, but it really made no difference; he was
alone in this world of AD 2053, or as good as alone, and with a final decision made, a path selected,
he would stride off, sending patterns of frosty air before him like the smoke of a cigar

Excerpt 2: Reunification
Amelia knew from the beginning that the boy wasn’t hers. His nose was too pointed, his hair
was too thin; when he turned to the side, he resembled a cliff swallow who’d lost his muddy nest.
When he cried, Amelia’s ears rang. She could bring no comfort to his pointy shoulders, which shook
against her chest during his night terrors. Until one week, his nocturnal screams had given way to
the soft sobs of a broken child. He hadn’t fought her as she held him, his tears sinking into Amelia’s
cotton nightgown as she ran a hand up and down, up and down, up and down his back. The next
night, Amelia’s embrace got him to sleep in just a few minutes. And the night after that, he’d slept all
the way through.

The boy liked pancakes with grape jelly, Amelia learned, on the blue-and- yellow plastic plate.
He liked cowboy pajamas and glow-in-the-dark stars she’d painstakingly pasted on his ceiling just
minutes before he’d stepped through her doorway, his possessions stuffed into a garbage bag at his
feet. He liked these things, and soon, he loved them.

His laughter vibrated through the house like the satisfied lilt of a starling, declaring his place
in this tree. It tickled the inside of Amelia’s ribcage and sent her into fits of tearful giggles. Bubble
baths made him laugh. She could make him laugh. Everything made him laugh. She drank in the
sound like it was sweet nectar.

On the last day, the same white car that had dropped him at her doorstep months ago rolled
into Amelia’s driveway. An officious woman clutched the wheel with the same grip that Amelia
found herself clutching the boy’s hand. It was time for reunification, which Amelia knew was the goal
of the foster system. The boy was going back.

Amelia looked down and took in his features one last time. Soon he’d be back with his flock,
his delicate features matching those around him, in the nest where he belonged. He was theirs. But in
those last seconds, as the car settled into a parked position and he squeezed her hand back, Amelia’s
heart swelled. He may not have been hers, but in that moment, she knew she’d always be his.
(376 words)

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Excerpt 3: Six Word Story
For sale: Baby shoes, never worn.

Shorter forms of flash fiction

1. Micro fiction is a story under 250 words. This kind of story tends to start in the
second act of the story to focus more on the climax and often has a surprise
ending.
2. Six-Word Stories have no exact beginning middle, or end, but tell an entire
story in only six words. In excerpt 3, the story structure manages to
establish character, conflict, and tone without direct exposition. Readers are
left to their own tragic interpretation when it comes to the words that are not
present.

llustrated Literature
I Because the new generation of reader and information consumers are
generally visual (that means, picture and video based) rather than textual,
new literary forms have also began to spring up. Illustrated literature encompasses
all literary traditions all over the world such as webtoons in Korea (and webcomics
in USA), and manga in Japan (and is now widely read all over the world).

A. WEBTOONS
In an article “The Webtoon: A New Form for Graphic Narrative,” Heekyong
Cho described webtoon as “the artistic medium that is the combination of this
specific style and system, which is to date unique to Korean comics culture but is
already expanding to other cultures.”

Web cartoons, or simply webtoons, are an animated cartoon or a series of

comic strips published on the Web (English Oxford Dictionary). It is also known as
Manhwa, a Korean term to characterize Korean comics, print cartoons, and
sometimes animated cartoons. It is thought to have originated from Japan’s manga,
or comics, since Korea has been heavily influenced by Japan.

In the early 2000, a lot of Korean printed comic magazines and books began
to shut down. With the advancement of technology and the web however, a shift to
move onto the internet was made, leading to the creation of online comics called
webtoons. They are usually fully colored art and presented in a vertical scrolling
format, which creates a pleasant and easy way of viewing comics on mobile phones
as well as on computers.

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Example 1 Example 2

B. MANGA

The word manga, popularly known as Japanese graphic novels or comics,

literally means “whimsical pictures.” Although this literary form has made a
tremendous splash into the American market in the past fifteen years or more, it is
a mainstream phenomenon in Japan ever since.

Some studies have applauded manga as literature not only because of its
appeal to a variety of audience due to its appearance, but also because it covers a
variety of subjects. It can cover romance, sports, food, social issues, psychological
problems, and the environment among others.

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Types of Manga:
1. Shonen, also known as boys’ manga. It tends to focus on action, sports, or
romance from a young male point of view. Examples of Shonen series are
DragonBall Z, Love Hina, Sgt Frog, Naruto, Bleach, and One Piece.
2. Shoujo, also known as girls’ manga. It is aimed at girls from ages 12-18 and it
focuses on romance and relationships from a young female’s point of view.
Examples of Shoujo are Sailormoon, Fruits Basket, and Peach Girl.
3. Josei, also known as ladies’ manga. It is aimed at a more adult women
group, usually college and up. It tends to contain more mature topics and
content. Examples of Josei are Loveless, Paradise Kiss, Happy Mania, and
Honey and Clover.
4. Seinen, also known as men’s manga. It is aimed at adult men, usually
college age and up. It tends to contain more mature topics and content.
Examples of Seinen are Ari Yori Aoshi and Battle Royale.
5. Shoujo-ai or Yuri, or lesbian manga. It is literally translated as “girl-love”
and so focus on stories revolving around lesbian relationships.
6. Shonen-ai or Yaoi, or gay manga. It is literally translated as “boy-love” and
so focus on stories revolving around homosexual relationships.
7. Kodomo, also known as children’s manga. It is aimed at younger readers.
Examples of Kodomo are Doraemon and Hello Kitty.
8. Ameri-manga refers to comics created by American artists in manga style.

Explore

Activity 1: T-TABLES
Instructions: Compare and contrast the given traditional and modern literary genres
by completing the t-tables that follow. Write in the middle column the similarities,
and on the left and right columns the unique characteristics or differences. Highlight
the elements, structure, and themes of each genre. Write your answers in a YELLOW
PAD PAPER.

21ST CENTURY GENRE: TRADITIONAL GENRE:

Flash Fiction Short Story

Elements

Structure

Themes

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21ST CENTURY GENRE: TRADITIONAL GENRE:
Manga/Webtoon Novel

Elements

Structure

Themes

21ST CENTURY GENRE: TRADITIONAL GENRE:

Science Fiction Myths, Legends, Folktales

Elements

Structure

Themes

21ST CENTURY GENRE: TRADITIONAL GENRE:

Hyperpoetry Lyric Poetry

Elements

Structure

Themes

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 Deepen

Activity 3: ORIGINAL COMPOSITION

Instructions: Using your knowledge about the nonconventional literary genre,
compose an ORIGINAL output of any or a combination of the following:

a. 20 to 30-word flash fiction

b. 4-panel comic (manga or webtoon style)
c. 150-word exposition to a science fiction story
d. 4-level hypertext poem/story (online or via ppt)

5 4 3 2
Structure
Presents all elements Exhibits at least 3 Exhibits at least two Does not present
and correct structure elements and correct elements and correct elements and correct
of the chosen genre structure of the structure of the structure of the
chosen genre chosen genre chosen genre
Creativity
The story is The story is The story is in The story is not
communicated in communicated in interesting ways but communicated in
amazing and interesting ways note related to the surprising and
unusual ways topic. interesting ways.
Mechanics
No errors in One to two errors in Three to five errors Six or more errors in
punctuation, punctuation, in punctuation, punctuation,
capitalization, and capitalization, and capitalization, and capitalization, and
spelling spelling spelling errors spelling errors.

Assessment
Multiple Choices
Instructions: Choose the best answer for each item. Write the letter
of your answer in your YELLOW PAD PAPER.

1. Which of the following is an imaginative form of writing that may suggest an

event in the future if a current environmental issue will not be addressed?
A. Flash fiction C. Hypertext fiction
B. Illustrated fiction D. Science fiction
2. What novel by HG Wells tells the invasion of the Earth by Martians as it also
talked about space, science and astronomy?
A. 1984 C. The War of Worlds
B. B. Star Wars D. Who Goes There?
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3. Which of the subgenres of Sci-Fi tells stories about imperfect, unideal society
toward the predicted end of the world?
A. Cyberpunk B. Dystopian C. Fantasy D. Utopian

4. Which of the following pop culture Sci-Fi stories feature Neo who learned
that life and human existence is controlled and is an illusion?
A. Intergalactic B. Star Wars C. The Matrix D. Wall-E
5. They are animated cartoon or comics published online with a vertical
scrolling layout.
A. Graphic Novel B. Hyperpoetry C. Manga D. Webtoon
6. Which of the following words mean, “whimsical pictures”?
A. Josei B. Manga C. Manhwa D. Shoujo
7. These are stories less than 1500 words long and are meant to be read in less
than 10 minutes.
A. Blog B. Doodle fiction C. Flash fiction D. Graphic novel
8. What element of short stories allows the reader to focus on the plot by using
a single location and time?
A. Characters B. Description C. Setting D. Storyline
9. What point of view is represented in the use of unpredictability of the story,
dialogue, and other elements of hypertext fiction?
A. First Person POV C. Omniscient 3rd POV
B. Limited 3rd POV D. Stream of consciousness POV
10. What modern genre combines cinematic technique, content, sound,
and movement?
A. Graphic novel C. Hypertext fiction
B. Flash fiction D. Web cartoon

For number 11:

No one would have believed in the last years of the nineteenth century that this world
was being watched keenly and closely by intelligences greater than man’s and yet as mortal as his
own; that as men busied themselves about their various concerns they were scrutinized and
studied, perhaps almost as narrowly as a man with a microscope might scrutinize the transient
creatures that swarm and multiply in a drop of water. With infinite complacency men went to
and from over this globe about their little affairs, serene in their assurance of their empire over
matter… No
one gave a thought to the older worlds of space as sources of human danger.
11. What sources of human danger are being referred to in the excerpt above?
A. A.I. B. Aliens C. E.T. D. Gods
12. Which of the following does NOT describe a good science fiction novel?
A. They are complex and follow nuances based on research.
B. They are based on facts, theories, principles, and observations.
C. They use as few words as possible to capture audience attention.
D. They include time travel, teleportation, aliens, and high technology.
13. Which of the following is a possible topic covered by soft Sci-Fi stories?
A. Extraterrestrial life C. Multiple personality disorder
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 B. Global warming threats D. Space exploration
14. Manga has become an international sensation in literature over the past
decades. Which of the following is NOT a reason for its popularity?
a. Wide readership C. Online accessibility
b. Variety of content D. Illustrations

15. Your friend would like to explore reading comics. Just like you, she is in
senior high school, but she is more interested in series about female heroes.
What kind of manga will you recommend to her?
a. Josei B. Kodomo C. Shoujo D. Seinen
16. How does brevity, or expressing a message in the fewest possible words
without compromising meaning, benefit the 21 st century reader?
a. It saves them from ambiguity.
b. It enables efficient understanding.
c. It triggers creativity and imagination.
d. It allows them to process information.
17. You have learned that hypertext literature is being criticized for compromise
in literariness or the attainment of a graceful expression of reality through
stories and poetry. How should a 21 st century reader responds to this change
in literary form?
a. Always maintain neutrality because it has nothing to teach you as
a person.
b. Reject the traditional but accept the innovation because it is
more relevant.
c. Balance criticism with improvement by initiating potential solutions
to the problem.
d. Reject the innovation but accept the traditional because the past is
the foundation of every development in the present and future.
18. Which of the following is both observable in both scientific fiction, and
mythology?
a. They are both written in prose.
b. They are founded on researches.
c. They present spirituality and religion.
d. They attempt to explain a phenomenon.

19. Which of the following is NOT true about manga/webtoon and novels?
a. Both are composed of at least 50% illustrations.
b. Both have been patronized by different nationalities.
c. Both deviate from the elements of fiction in their stories.
d. Both offer a variety of topics that appeal to varied readers.
20. What is a valid generalization about 21st century literary genres?
a. They are rebellious and controversial.
b. They are reflective of the society and era.
c. They completely deviated from literary canons.
d. Their structure and themes are more convenient.

PERFORMANCE TASK:
Activity 1: Comparative Analysis
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 Instructions: Using an appropriate approach to literary analysis (e.g.
formalist, symbolic, moral/philosophical, psychological), compare a
conventional literary piece with a 21 st century literary work. Write
your answer in a YELLOW PAD PAPER.

Step 1: Choose a story or poetry or comic book you would like to analyze
(science fiction, illustrated literature such as manga or webtoon, hyper
poetry, or flash fiction).

Step 2: Choose a counterpart conventional story or poem which has

similarities and differences with your choice in step 1.

Step 3. Read both stories or poems or comics.

Step 4. Write a 1-paged single-space comparative analysis essay. Cite your

references.

Scoring criteria for the comparative analysis:

4 3 2 1
Purpose and The paper compares The paper The paper The paper
supporting literary pieces clearly compares literary compares clearly compares or
details
and points to specific pieces clearly, but but supporting contrasts but not
examples to illustrate the supporting information is include both.
the comparison. It information is incomplete. Supporting
only includes relevant general. All Some relevant details are
information. information pieces of incomplete and
included are information are some are
relevant. missing. irrelevant.

Organization The paper breaks the The paper breaks The paper breaks Many details are
and structure information into the information the information not in logical
whole-to- whole, into whole-to- into whole-to- order and
point-by- point, whole, point-by- whole, point-by- presentation of
similarities-to- point, similarities- point, comparison and
differences structure. to- differences similarities-to- contrast is not
It is consistent in structure but is differences organized.
order in discussing inconsistent in structure but
comparisons and discussing some information
contrasts. comparisons and is in the wrong
contrasts. section. Order is
distracting to the
reader.
Approach to The paper employs The paper employs The paper Approach to
analysis appropriate approach an acceptable, but employs a barely literary analysis
in order to highlight not the most acceptable is not evident or
similarities or appropriate approach to not clear.
differences. approach to understanding
compare. and evaluating
the text.

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Grammar, Writer followed Writer followed Writer followed Writer followed
spelling, format agreed format and agreed format but most of agreed some of agreed
made no made 1-2 errors in format but made format but made
grammatical or grammar that 3-4 errors in more than 5
spelling errors that distract the reader grammar that errors in
might distract the from the content. distract the grammar that
reader from the reader from the distract the
Content content. reader from the
content.
.

GUIDE FOR CHECKING

Activity 1 – Guess the
Genre (Emoji Edition)
1. Illustrated novel 6. Graphic novel
2. Doodle fiction 7. Flash fiction
3. Text talk novel 8. Manga
4. Digi fiction 9. Science fiction
5. Chick lit 10. Hyper poetry

21st CENTURY OF THE PHILIPPINES AND THE

WORLD
4th QUARTER WEEK 4

Target

This module teaches you how to produce a creative representation of a

literary text applying multimedia skills and do a self- and/or peer-
assessment 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
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 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 21 st century literary genre;
• identify some 21 st 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 21 st 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.

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 Jumpstart

Have you used computer programs and applications in doing school related tasks like
studying literature? What computer programs and applications were available to you? Does
using those Information and Communications Technology or ICT tools make your learning
more meaningful and exciting?
In the previous lesson you have learned about multimedia formats that you can use to
creatively understand and interpret a literary text.

Activity 1:
Directions: Identify the type of multimedia format by arranging the jumbled letters to form
meaningful words based on the given definitions.

1. AGT OUDLC – this refers to stylized methods that represents the occurrence of words
within the textual content such as websites, articles, speeches, databases and others.
2. EOIDV- it is electronic medium for recording, copying, replaying, broadcasting, and
displaying of moving visual media.
3. OLGB- a website containing short articles called posts updated regularly by the same
person or by people interested in the same topic.
4. IEOWHSDLS EEAIONTTNSRP- these are series of slides on a large screen using a
projector.
5. INDM AIGNMPP- it is a graphical way to represent ideas and concepts.

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

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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 21 st century
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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. Write your answer in your NOTEBOOK.

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.

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 Written Work

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 YELLOW PAD PAPER.

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 Performance Task

Activity 1: Let Me Do It!

A. Using the summary of the 21 st century literary work you have written,
create a multimedia presentation depicting and elaborating on the
setting of a short story/novel read in a literature circle.

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
peer- assessment to your teacher. Send your output to our
Groupchat.

Rubric for Scoring

Poor Fair Good Excellent Your
Criteria
(0-3 pts) (4-5pts) (6-7 pts) (8-9 pts) score
Presentation Content
Adequate The project The project The project The project
Coverage lacks the lacks the includes all includes all
required required the required the required
information information information information
and the and has a and has and has ample
necessary few essential several details
details. details. essential throughout
details. the
presentation.
Accuracy The project The project The project All information
has many has several contains 1-2 in the project
factual errors factual errors factual errors are factually
and is and is but contains correct and
missing missing quotations are supported
most/almost several and text by quotations
all quotations or explanations. and text
quotations or text explanations
text explanations.
explanations.
Setting Only 1, or 0, Only a few Most of the The setting is
Depiction aspect of the aspects of setting explained or
setting is the setting details are shown in
explained or are explained explained or detail, with
shown, with or shown, shown, specific
few details. with few including examples and
details. information details
on how the throughout,
setting may including how
impact the the setting
book's plot relates to the
and theme(s). book's plot
and theme(s).

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Organization of Poor project The project is The project The project
Information organization arranged shows the presents the
and Media makes it illogically text and information in
impossible to and/or is media in an a logical and
tell what the difficult for a arrangement interesting
images and viewer or which an arrangement
information audience to audience or that can be
are about. follow. viewer can explored in
NO apparent follow to several ways
organization. learn and to learn and
understand understand
Multimedia The project The project The project The project
used no had a few had multiple used extensive
images or images or images that images and
other media media, but connected other media
to they did not directly to that supported
accompany logically and the
the relate to the supported information
information. information. the and enhanced
information. the
understanding
of the setting.
Research/Reference Skills
Organization of No Information Information Information is
Text information is given to is given to given to locate
Information is given on locate some locate most all text
the location text passages text passages passages used
of the text used in the used in the in the project
passages project project (chapter and
used in the (chapter and (chapter and page number)
project page page and the
number) number) speaker, if
from a dialog.
Media No credit is Few media Most media All media used
Credits given for include include includes a
media used credit credit credit
information information alongside the
image, video,
sound, or text.
Creativity Skills (FFOE)
Fluency The project The project The project The project
includes 5 or includes 6-7 includes 8-9 includes more
fewer descriptive descriptive than 10
descriptive explanations, explanations, descriptive
explanations, images, or images, or explanations,
images, or ideas about ideas about images, or
ideas about the setting. the setting. ideas about
the setting. the setting.
Flexibility The project The project The project The project
(Hint: shows one shows the gives three offers multiple
different perspective setting from different angles on the
senses, or "angle" on two views or setting so it
visual and the setting perspectives "angles" on helps the
verbal or "angles." the setting viewer
explanations, "experience"
different what it would
character's be like to be

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 words, etc.) there

Originality The project is There is a Some aspects The project

predictable glimpse of an of the project presents the
or parallels unusual idea are setting
examples or approach unexpected through a
very closely. in the or highly unique and
project, but it unusual unexpected
is not carried while still lens while still
through. accurate. accurate.
Elaboration The project Some ideas Most ideas All ideas
lacks creative expressed expressed expressed
detail of any include include include
sort creative creative creative details
details about details about in rich support
the setting the setting 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. Write your answer in your
YELLOW PAD PAPER.

Multimedia Presentation
What were your thoughts or ideas about I thought…
the features producing a creative
representation of a literary text by
applying multimedia skills?

What new additional ideas did you learn I learned that…

after taking up that lesson?

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