21st-Century-Literature Q1 Module9 Adaptation Final

Senior High School
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Performance Task:
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Literary Text Adaptation
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into Creative Forms Using Multimedia
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 1—Module 9: Performance Task: Literary Text Adaptation
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 condition the payment of royalties.
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) includ-
ed in this book are owned by their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners. The publisher and authors do
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not represent nor claim ownership over them.
Published by the Department of Education
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Secretary: Leonor Magtolis Briones
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Undersecretary: Diosdado M. San Antonio
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Development Team of the Module
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Writers: Danna Lee I. Teleron and Vershyl A. Mendoza
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Editor: Dr. Elmalou L. Orandoy

Reviewers: Dr. Clavel D. Salinas
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Mrs. Marivic M. Yballe (Moderator)

Illustrators: Danna Lee I. Teleron and Vershyl A. Mendoza
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Layout Artists: Danna Lee I. Teleron and Vershyl A. Mendoza

Management Team:
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Dr. Marilyn S. Andales Schools Division Superintendent

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Dr. Leah B. Apao Assistant Schools Division Superintendent

Dr. Ester A. Futalan Assistant Schools Division Superintendent
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Dr. Cartesa M. Perico Assistant Schools Division Superintendent

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Dr. Mary Ann P. Flores CID Chief

Mr. Isaiash T. Wagas Education Program Supervisor - LRMDS
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Dr. Clavel D. Salinas PSDS/SHS Division Coordinator

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Printed in the Philippines by:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: cebu.province@deped.gov.ph
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Senior High School
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Performance Task:
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Literary Text Adaptation

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Key Message
For the Facilitators:
Learning is a constant process. Amidst inevitable circumstances, Department of Edu-

cation extends their resources and looks for varied ways to cater your needs and to adapt to
the new system of Education as a fortress of Learning Continuity Plan. One of the probable
solutions is the use of Teacher-made Educational Modules in teaching.
You are reading the 21st Century Literature from the Philippines and the World:
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First Quarter Alternative Delivery Mode (ADM) Module on “producing a creative repre-
sentation of a literary text by applying multimedia skills (EN12Lit-Ie-31); and doing a self
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-assessment of the creative adaptation, based on rationalized criteria, prior to presentation
(EN12Lit-Ie-31.3)” as the learner’s Performance Standards written and found in the K-12
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Most Essential Learning Competencies.
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The creation of this module is a combined effort of competent educators from differ-
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ent levels and various schools of Department of Education-Cebu Province. This module is
meticulously planned, organized, checked and verified by knowledgeable educators to assist
you in imparting the lessons to the learners while considering the physical, social and eco- S
nomical restraints in teaching process.
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The use of Teacher-Made Educational Module aims to overcome the challenges of

teaching in a new normal education set-up. Through this, the students are given independent
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learning activities based on the Most Essential Learning Competencies which are anchored
in the K-12 Curriculum Competencies, to work on them in accordance with their capability,
efficiency and time. Thus, this is helping the learners acquire the prerequisite 21 st Century
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skills needed by considering the holistic well-being of the learners.

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

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This part of the module gives you helpful tips,

suggestions or strategies that will make the
learning process easy and efficient to the
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learners.
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It is your top priority to explain clearly to the learners on how to use this module as
the main source of learning. You are to assess learners' progress and development which
should be recorded verbatim to evaluate their strengths and weaknesses while they are inde-
pendently doing the activities presented in the safety of their homes. In addition, you are
anticipated to encourage learners to comply and to finish the modules on or before the
scheduled time.
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For the Learners:
Because you are a significant stakeholder of learning, the Department of Education

researched and explored on innovative ways to address your needs with high consideration
on social, economic, physical and emotional aspects of your well-being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching using
Teacher-Made Educational Modules.
You are reading the 21st Century Literature from the Philippines and the World:
First Quarter Alternative Delivery Mode (ADM) Module on “producing a creative repre-
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sentation of a literary text by applying multimedia skills (EN12Lit-Ie-31); and doing a self
-assessment of the creative adaptation, based on rationalized criteria, prior to presentation
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(EN12Lit-Ie-31.3)” as the learner’s Performance Standards written and found in the K-12
Most Essential Learning Competencies.
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This module is especially crafted for you to grasp the opportunity to continue learning
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even at home. Using guided and independent learning activities, rest assured, you will be
able to take pleasure as well as to deeply understand the contents of the lesson presented;
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you will recognize your own capacity and capability in acquiring knowledge.
This module has the following parts and corresponding icons:

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The first part of the module presents the Com-
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WHAT I NEED TO KNOW petencies, Objectives and Skills expected to be

developed and mastered.
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WHAT I KNOW This part aims to check the prior knowledge on

the lesson to be taken.
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WHAT’S IN This part helps in linking the previous lesson to

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the current one through a short exercise/drill.

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The lesson to be partaken is introduced in this

WHAT’S NEW part of the module creatively. It may be through
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a story, a song, a poem, a problem opener, an

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activity, a situation or the like.
A brief discussion of the lesson can be read in

WHAT IS this part. It guides and helps you unlock the les-
son presented.
A comprehensive activity/ies for independent

practice is in this part to solidify your
WHAT’S MORE knowledge and skills of the given topic.
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This part of the module is used to process the
WHAT I HAVE LEARNED
learning and understanding on the given topic.
A transfer of newly acquired knowledge and

WHAT I CAN DO skills to a real life situation is present in this
part of the module.
ASSESSMENT This activity assesses the level of mastery to-
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wards the topic.
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ADDITIONAL ACTIVITIES In this section, enhancement activities will be
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given to further grasp the lessons.
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ANSWER KEYS This contains answers to all activities in the
module.
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At the end of this module you will also find:
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References Printed in this part is a list of all reliable and valid resources
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used in crafting and designing this module.

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In using this module, keep note of the fundamental reminders below.

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1. The module is government owned. Handle it with care. Unnecessary marks

are prohibited. Use a separate sheet of paper in answering all the given ex-
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ercises.
2. This module is organized according to the level of understanding. Skipping
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one part of this module may lead you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the given lessons.
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Read each items cautiously.

4. This is a Home-Based class, your reliability and honor in doing the tasks
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and checking your answers are a must.

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5. This module helps you attain and learn lessons at home. Make sure to clear-
ly comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/facilitator
once you completed it.
7. Answers should be written on a separate sheet of paper or notebook espe-
cially prepared for this subject.
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If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/
her for further discussion. Know that even if this is a home-based class, your teacher is only
a call away. Good communication between the teacher and the student is our priority to
flourish your understanding on the given lessons.
We do hope that in using this material, you will gain ample knowledge and skills for
you to be fully equipped and ready to answer the demands of the globally competitive
world. We are confident in you! Keep soaring high!
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WHAT I NEED TO KNOW
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Good day dear learner!
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This course aims to engage students in appreciation and critical study of 21st Century
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Literature from the Philippines and the World encompassing their various dimensions,
genres, elements, structures, contexts, and traditions. It is a study and appreciation of the
literature of the region where the school is located in relation to the literature of the other S
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regions of the country.
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This module is solely prepared for you to access and to acquire lessons befitted in
your grade level. The exercises, drills and assessments are carefully made to suit your level
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of understanding. Indeed, this learning resource is for you to fully comprehend “how to pro-
duce a creative representation or adaptation of a literary text by applying multimedia
skills; and do self-assessment of the creative adaptation, based on rationalized criteria,
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prior to presentation” as your performance task. Independently, you are going to go

through this module following its proper sequence. Although you are going to do it alone,
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this is a guided lesson and instructions/directions on how to do every activity is plotted for
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your convenience.
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Using this learning resource, you are ought to produce a creative representation or
adaptation of a literary text by applying multimedia skills; and do self-assessment of the
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creative adaptation, based on rationalized criteria, prior to presentation as inculcated in

the K-12 Most Essential Learning Competencies.
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At the end of this module, you are expected to achieve the following objectives:
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 Identify literary adaptations and different types of multimedia

 Produce an adaptation of a literary text by applying multimedia skills
 Do self-assessment of the creative adaptation of a literary text based on ration-
alized criteria, prior to presentation.
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WHAT I KNOW Are you a fan of movies or television shows? Do
you read a lot or listen to radio programs? Check
the following titles and try to recall where you may
READ, WATCH, & LISTEN! have known them—book, television or radio. In-
stead of writing the words, you have to draw them
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on spaces provided.
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1. Diary ng Panget
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2. Handumanan sa Usa ka Awit S
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3. 100 Tula para kay Stella

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4. Darna
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5. Ibong Adarna
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6. She’s Dating a Gangster

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7. Kini ang Akong Suliran

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8. Les Miserables
9. Vince and Kath and James
10. Bakit Hindi ka Crush ng Crush Mo
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WHAT’S IN
Can you unscramble the given letters? Decode the word of
MIXED MEDIA each item to make you familiar with the terms for this module.
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8.
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To give you a sneak peek of what's in store for you in this
WHAT’S NEW
module, read each statement carefully and evaluate yourself.
Check the column that corresponds to your answer. For
SELF-RATING those who are using answer sheets, write your response for
each number.
1 2 3 4
STATEMENTS
Never Sometimes Often Always
1. I love reading.
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2. I like hearing my (speaking or singing) voice being
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recorded.
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3. I can play with my voice to imitate a character.
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4. When reading a story, I reimagine its setting, or give
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it a different ending.
5. I memorize famous lines from movies/tv shows.

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6. I like animated films (like Frozen, Lion King, Find-
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ing Nemo, etc.).

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7. I prefer making comic strips from a story.

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8. I like to see the characters from a book come alive.

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9. I pretend to be a character in a play/movie/book.

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10. I see myself in the characters of the books/movies

that I read/watch.
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11. I like impersonating characters from a movie/play/

book.
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12. I enjoy doing role plays.
13. I enjoy watching movies that are based on books/

comics/play.
14. If given a chance, I want to change a decision of a

character that bothers me.
15. I can appreciate a story more if I watch it on screen

than read it in books.
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To equip you for the final task of this quarter, learn the
WHAT IS IT different types of literary adaptation and multimedia. After
reading, decide what kind of adaptation and multimedia
ADAPT A TEXT you are going to use for your final performance. .
Adaptation refers to the process of translating a creative work from one medium to another: a
novel adapted into a film, for example. (Roberts 2016)
Examples:
1. Vince and Kath and James is a Filipino Teen Romantic film directed by Theodore Boborol,
starring Julia Barretto, Joshua Garcia and Ronnie Alonte. It is based on the online series Vince and
Kath written by Jenny Ruth Almocera, that told the story of two lovestruck teens, Vince and Kath,
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through text messages. (Vince and Kath and James 2017)
2. Diary ng Panget was a runaway hit when it was first published online via Wattpad where it
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garnered over 12 million reads on 2011 and was later the 4th novel in Wattpad to be published in the
Philippines after She’s Dating the Gangster, A Hundred and One Reasons, Fourteen Sundays last
2013. Viva Films announced their acquisition of the title and it’s long-awaited film adaptation that was
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shown in March 2014. This is the first movie adaptation of a story first published in Wattpad and was
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directed by Andoy Ranay. (Diary Ng Panget by HaveYouSeenThisGirL 2020)
3. Darna was first conceptualized in 1947 by Mars Ravelo and Nestor Redondo. Initially, they
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created a female superhero for Bulaklak comics—Varga. Ravelo’s daughter says that her father based
her on images of Superman. Over the years she appeared in Kenkoy, Liwayway, Kampeon, and Atlas
comics. But the version that would be the definitive “modern age version of Darna” began with the S
release of Mango comics’ three-part mini series “Darna.” This version was what GMA network ulti-
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mately used for the highly rated Darna TV series starring Angel Locsin. (Mars Ravelo's Darna n.d.)
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A literary adaptation is simply taking an existing story and reworking it into a different genre,
medium, or perhaps temporal context. (Richards 2019) A literary adaptation is a composition rewritten
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into a new form. While a literary piece can stand alone as an important creative work, it is retelling,
refashioning, and reworking something familiar to accomplish something new. It uses a creative medi-
um of your choice (novel, play, musical or film) to make something original more interesting and new.
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(Weigand, and Eigen n.d.)
TYPES OF ADAPTATION
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According to Watts 2020, there are four types or “levels” of adaptation:

a. “Museum” Adaptation is concerned with preserving every possible detail of the book exactly
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how it exists in the book, just transferred to the film medium.

b. Artful Adaptation is where personal tastes tend to lean. This adaptation is most concerned
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with finding balance between being true to its source material, and creating a film that can stand on its
own as a work of art. Rather than preserving every detail like a museum, this adaptation finds the es-
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sential elements of the book and interprets them in ways that are meaningful for the audience.
c. Loose Adaptation keeps a few elements or some semblance of the premise of the book it’s
based on, but then more or less does its own thing with them. It lacks of exact similarity to its source
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material.
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d. Transformative Adaptation is often seen in well-known classic works from the English liter-
ary canon like “Cinderella.” This kind of adaptation sets their source works in a time period other than
that in which they were written, often in the contemporary era. They may also take place in a different
culture from the source work. Through changing the setting, transformative adaptations seek to accen-
tuate the timelessness and universality of their source works’ messages and themes.
Sources: Ivy Roberts, “Literary Adaptations: Comparing Versions of a Text,” Study.com, August 6, 2016, https://
study.com/acade my /lesson/literary-adaptations-comparing-versions-of-a-text.html
Rhonda Watts, “What Do We Want in a Literary Adaptation?” BOOK RIOT, June 24, 2020, https://bookriot. com/what-do
-we-want-in-a-literary-adaptation/
Weigand , and Eigen. “Literary Adaptation Project.” https://www.bisd303.org/cms/lib3/WA01001636/Centri city/Domain/
616/literary%20adaptation.pdf, n.d.
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Multimedia means that computer information can be represented through audio, video, and
animation in addition to traditional media (i.e., text, graphics drawings, images). It is the field con-
cerned with the 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. (Marshall 2001)
It represents a collection of multiple forms of media working in a coherent and integrated way,
hence the name — multimedia. This combination of data from various sources working on the same
objective has become a tremendous driving force in our culture and has shaped the way we conceive
reality. Any information we can get our hands on can be categorized as multimedia. Anything from
magazines, television, computers, and the Internet is a form of multimedia as it employs various inputs
from multiple sources to bring a unified content to users. (Judy 2020)
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TYPES OF MULTIMEDIA
Judy 2020 writes about the basic types of multimedia:
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1. Text is seen as probably one of the most frequently combined mediums in the colorful world
of multimedia. It started as a written message you wanted to send across to readers and has been one
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of the key forms of communication in the world for ages. In multimedia, it is usually combined with
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photographs and video presentations to augment these other forms of communication and give a de-
tailed description of them. https://www.youtube.com/watch?v=rkVZq72QHaQ
2. Audio files are a collection of sounds that can be added and combined with all other types of
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media in a multitude of ways. First, audio files can function as musical backgrounds to images and
photographs, and even texts. https://www.youtube.com/watch?v=aZAnV0xx9P0 and S
https://www.youtube.com/watch?v=ZbLcnTkqhbw&list=RDYCtAzf6dHcI&index=3
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3. Images and Photographs (Visual Representations) are probably one of the oldest forms of
media that date back to prehistory and the time of cave drawings. With the advent of civilization and
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technology, images have first been combined with texts and printed in books and newspapers, and are
now seen in all forms of media. Icons or small photographs and pictures enhance written documents
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and give them a unique edge and a powerful visual element.

4. Video is a collection of moving pictures combined with audio files that provides one of the
most intensive multimedia experiences out there. Videos also include written texts, which means that
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video material often combines more than two different types of media.
https://www.youtube.com/watch?v=sHeffRYnnys
5. Animation begins where images and photographs meet video material. One of the most fre-
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quent types of animation seen on the web today are GIFs, otherwise known as graphic image files that
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are in fact a simple collection of images that rapidly change, giving the illusion of motion. These files
are small, compact, and easily transferable, which is one of the reasons why they dominate the world
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of the Internet today. https://www.youtube.com/watch?v=FY4L7D-FoLA

6. PowerPoint is a presentation program developed by Microsoft. The software allows users to
create anything from basic slide shows to complex presentations. Commonly, it is used to create busi-
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ness presentations, but can also be used for educational or informal purposes. The presentations are
comprised of slides, which may contain text, images, and other media, such as audio clips and movies.
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Sound effects and animated transitions can also be included to add extra appeal to the presentation.
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(Christensson 2008) https://www.youtube.com/watch?v=qXinjIL7SKI
Note: Students are encouraged to please access the provided links to watch a tutorial of the different
multimedia presentations.
Sources: Judy, “5 Basic Types Of Multimedia,” FIREFOGG, March 26, 2020, http://www.firefogg.org/5-basic-types-of-
multimedia/
Dave Marshall, What is Multimedia?, April 14, 2001, https://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/node10.html
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WHAT’S MORE Below is the list of all literary texts you have read for
this quarter. Carefully, choose one and determine what
SAMPLE FOR YOU sort of multimedia is suitable for its adaptation. To give
you more insight about this task, read the synopsis of the
movie adaptation of the song “Anak” .
Poems: SAMPLE ADAPTATION OF A LITERARY TEXT

• Huling Paalam The song -“Anak,” with its haunting melody and poignant
• Letter Pedro, US Citizen also story is about a parent's love for a wayward child.
Called Pete A successful movie of the same name was released in
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• Isang Dapit Langit 2000, with a plot inspired by the lyrics of the song. “Sa kantang
• Third World Geography ito, sinasabi na ang nilalaman ng pelikula.”
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• Youth Speaks
• Karaniwang Tao
• Mythology Class
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• Balaki Ko ‘Day Samtang
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Nagsakay ‘Tag Habalhabal
• Sulat Alang Kang Berting
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• Binangkal, Penelope
• Disgrasyada
• May mga Tugtuging Hindi
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Ko Malimot
• Anak
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• Upuan
• Innocence of Things Past
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Short Stories:
• Maria Cacao
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Source: Filmography: Anak (2000). Star for All Seasons. Accessed Septem-
• Pagsusulutan nang Dalauang ber 18, 2020. https://starforallseasons.com/ 2009/11/13/filmography-
Binibini na si Urbana at ni anak-2000/
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Feliza
For many years, Josie (Vilma Santos) worked in
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• Dawn Breaking Hongkong as a domestic helper to provide for her family. She
• My Father’s Tragedy left back home her three children Carla (Claudine Barretto), Mi-
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• Sinigang chael (Baron Geisler), and Daday (Sheila May Alvero) and her
• Love in the Cornhusks husband, who died shortly after she left. After quite some time,
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• Bingo Josie returns home with hefty amount of savings to start a busi-
• Pamato ness for her children. However, they failed to reciprocate her
• The Witch warmth and yearning, especially her eldest Carla. In no time,
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• Death into Manhood Josie won the hearts of the two younger children. Carla, howev-
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• Tagu-taguan er, remained rebellious. That time, Josie’s business partnership

• The Story of a Letter with her fellow former OFW went wrong. Her savings were
• Walang Panginoon emptied and Carla was totally out of control. Josie then confront-
ed her daughter telling her how much she has suffered abroad for
Dramas: she missed to play her role as an attentive mother to her own
children. Will Carla finally realize her mother’s point and
• New Yorker in Tondo change, or will she keep on destroying her own life?
• Haram
Source: https://starcinema.abs-cbn.com/movies/anak?
fbclid=IwAR0ykVMgInKY7mfjMKQ3tqgCoALYwEvOtpgRc6
2g84arfJy1jXGFKTBRHfs
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RUBRICS FOR ASSESSMENT: POWERPOINT PRESENTATION
EXCELLENT ACCOMPLISHED DEVELOPING BEGINNING

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All content The content is
Most of the content is
throughout the generally accurate, Content is typical-
accurate but there few
Content and presentation is but many ly confusing or
pieces of information
Accuracy accurate. There information is contains a lot of
that might be inaccu-
are no factual clearly flawed or factual error.
rate.
errors. inaccurate
Presentation
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flows well and Presentation flows
Presentation is
logically. Presen- well. Tools are used Presentation has no
Slide unorganized. Tools
tation correctly. flow. No tools
Creation are not used in a
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reflects extensive Overall presentation is used.
relevant manner.
use of tools in a interesting.
creative way.
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Very few transi-
Transitions are
tions are used and/
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Slide smooth. Transi- Smooth transitions are No transitions are
Transitions or they distract
tions enhance the used on most slides. used.
from the presenta-
presentation.
tion.
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No spelling Some spelling
Few spelling errors.
errors. No gram- Many spelling anderrors. Some gram-
Few grammar errors.
Mechanics mar errors. Text mar errors. Most of
or grammar errors.
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Text is in student’s
is in student’s Text is copied.text is in student’s
own words.
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own words. own words.
Background does
Background does not Background does
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not detract from Background makes

detract from text or not detract from
text or other it difficult to see
other graphics. Choice text or other
Background graphics. Choice text or competes
of background could graphics. Choice of
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of background is with other graphics

have been better suit- background foes
appropriate for on the page.
ed for the task. not fit task.
this task.
Font formats
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Font formatting has

(e.g., color, bold,
been carefully Font formatting
Text: italic) have been Font formats have
planned to comple- makes it very
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Font Choice & carefully planned been carefully planned

ment the content. It difficult to read
Formatting to enhance to enhance readability.
may be a little hard the material.
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readability and
to read.
content.
All graphics are
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attractive (size All graphics are

A few graphics are not
Use of and colors) and attractive but a few Several graphics
attractive but all sup-
Graphics: support the do not seem to are unattractive
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port the theme/content

theme/content of support the theme/ and detract from
of the presentation.
Pictures, the presentation. content of the the content of the
Images are
Clip Art, Images are presentation. presentation.
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Background appropriate. Layout is

appropriate. Images are inap- No images
cluttered.
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Layout is pleas- propriate.

ing to the eye.
Adaptation
Adaptation includes
includes all
most material Adaptation is
material needed Adaptation is
needed to gain a lacking several key
Effectiveness to gain a missing more than
comfortable under- elements and has
comfortable two key elements.
standing of the text inaccuracies
understanding of
chosen.
the text chosen.
Sources: SCHOLASTIC, “Rubric for PowerPoint Presentation- Time Travels,” https://www.scholastic.com/
content/dam/teachers/lesson-plans/migrated-files-in-body/rubic.pdf , n.d.
Teacher Planet, “Grading Rubric for Power Point Project,” Accessed September 18, 2020. https://
www.hcsk12.org/site/handlers/filedownload.ashx?moduleinstanceid=2203
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RUBRICS FOR ASSESSMENT: VIDEO PRESENTATION

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The project has a
The adaptation has a
The adaptation has a There is focus that is focus but many times
clear focus related to
focus related to the cho- tried to maintain stray from it. There is
the chosen text;
sen text; reflects good throughout the task. The an organizational
reflects thorough re-
research and application adaptation presents structure, but in an
search and applica-
of critical thinking information in a manner inconsistent manner.
2.0
tion of critical think-
Content skills; mostly shows that can be understood There are factual er-
ing skills; shows no-
notable insight or under- by the intended rors, but are relatively
table insight or under-
standing of the text. audience. Adequate minor. Less than
ON
standing of the text.
Good evidence of evidenced of student adequate
Excellent evidence of
student learning and learning and efforts are evidence of student
student learning and
efforts are reflected. reflected. learning and efforts are
SI
efforts are reflected.
reflected.
ER
Student research in-
Planning, dependently and write Student research and Student needs help to Student needs help to
-V
Research, a compelling and write a compelling and
research and write a research and write a
Story- creative script. The creative script.
script. There is a story- script. The storyboard
boarding, storyboard is drawn The storyboard is drawn S
board that is adhered to does not match the
and carefully with set carefully with shot
during production. final production.
LE
Rehearsal design and shot com- compositions included
positions included.
DU
Excellent sense of
Use of elements
design, effective
MO
Good use of graphics There is a minimal use detracts from video.

camera techniques are
and/or other design ele- of design elements and There are too many or
used for the video and
ments are evident. has no transitions. too gaudy graphics and
Creativity, pictures. Video and
ON
Some transitions are Sound is lacking or transitions, too many

Layout/ pictures are in focus
inappropriately placed. inappropriate or clips, backgrounds
Design and of good quality.
Sound quality is OK. scratchy. Some pictures and/or sounds detract
Smooth transitions
TI
Video clips or pictures or video clips may be from content. Pictures

are appropriate and
are clear and in focus. out of focus or “shaky”. or video clips are out
RA
aid in delivery of the

of focus or “shaky”.
presentation.
NE
Digital enhancements Little or no enhance-

Digital enhancements Any digital enhance-
accompany video, but ments add interest to
are planned and ments that are used
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Technical purposeful, adding combine smoothly and

there is little sign of the video, or excessive
Elements impact to the story effectively with the
reinforcement. Some use of random en-
tendency toward ran- hancements detracts
line or focus. video.
T
domness with effects. from the video.

1S
Citations give
Citations are given, but There are no citations
proper credit. Every Citations are given,
some multimedia or are no references to
photo, graphic or sources of multimedia
sources are not identi- copyright information
Copyright sound file is either are identified, but
fied with references, for photos, graphics,
original or permission permission to reproduce
and permission to and music created by
for its use by the is missing.
reproduce is missing. others.
owner is documented.
Source: “Evaluation Rubric for Video Production,” https://www.dit.ie/media/teachertraining/case0023-

digitalmultime dia/Evaluation%20Rubric%20for%20Video%20Production.docx , n.d.
9
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RUBRICS FOR ASSESSMENT: TEXT PRESENTATION

4 3 2 1
All content The content is
Most of the content is
throughout the generally accurate, Content is typical-
accurate but there few
Content and presentation is but many ly confusing or
pieces of information
Accuracy accurate. There information is contains a lot of
that might be inaccu-
are no factual clearly flawed or factual error.
rate.
errors. inaccurate
No spelling Some spelling
2.0
Few spelling errors.
errors. No gram- errors. Some gram- Many spelling and
Few grammar errors.
Mechanics mar errors. Text mar errors. Most of or grammar errors.
Text is in student’s
is in student’s text is in student’s Text is copied.
own words.
ON
own words. own words.
Background does
Background does not Background does
not detract from Background makes
detract from text or not detract from
SI
text or other it difficult to see
other graphics. Choice text or other
Background graphics. Choice text or competes
ER
of background could graphics. Choice of
of background is with other graphics
have been better suit- background foes
appropriate for on the page.
ed for the task. not fit task.
this task.
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Font formats
Font formatting has
(e.g., color, bold,
S been carefully Font formatting
Text: italic) have been Font formats have
planned to comple- makes it very
Font Choice & carefully planned been carefully planned
LE
ment the content. It difficult to read
Formatting to enhance to enhance readability.
may be a little hard the material.
readability and
to read.
DU
content.
All graphics are
attractive (size All graphics are
MO
A few graphics are not

Use of and colors) and attractive but a few Several graphics
attractive but all sup-
Graphics: support the do not seem to are unattractive
port the theme/content
theme/content of support the theme/ and detract from
of the presentation.
Pictures, the presentation. content of the the content of the
ON
Images are
Clip Art, Images are presentation. presentation.
Background appropriate. Layout is
appropriate. Images are inap- No images
cluttered.
Layout is pleas- propriate.
TI
ing to the eye.

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Adaptation
Adaptation includes
includes all
most material Adaptation is
material needed Adaptation is
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needed to gain a lacking several key

Effectiveness to gain a missing more than
comfortable under- elements and has
comfortable two key elements.
standing of the text inaccuracies
understanding of
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chosen.
the text chosen.
Sources: SCHOLASTIC, “Rubric for PowerPoint Presentation- Time Travels,” https://www.scholastic.com/

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content/dam/teachers/lesson-plans/migrated-files-in-body/rubic.pdf , n.d.
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Teacher Planet, “Grading Rubric for Power Point Project,” Accessed September 18, 2020. https://
www.hcsk12.org/site/handlers/filedownload.ashx?moduleinstanceid=2203
10
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RUBRICS FOR ASSESSMENT: ANIMATION

4 3 2 1
All information is Storyline is evident in
An attempt at creating
clear, appropriate much of the product. Storyline is not
a storyline is evident.
Story/Script and correct. Story Information is clear, evident. Is confusing
Some information is
has a beginning, appropriate, and and has no direction.
confusing.
middle, and an end. correct.
Personally created
2.0
background that con-
Background has all
tains all required
elements required to Rudimentary back- Non-existent back-
aspects for the story
ON
Background to make sense.
make the scene, most ground that includes ground or unrelated to
found on-line or made some detail. the animation.
Animated objects
from stock photos.
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interact with the
background.
ER
Fully developed
The characters aligned
characters – correct
with the storyline,
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size for the back- Lead characters are
matched the scale of
ground, intricate Characters are random- not defined. Confus-
the background and are
Character detailing and
detailed and appropri-
ly placed – not scaled ing. Background did S
Development appropriate to the to the size of the not fit into storyline
ate to the story.
LE
story. Characters are background. and did not meet the
Background detailed to
modelled well and needs of the storyline.
meet the needs of the
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convey the story

storyline.
through their motion.
MO
Animation is very
Characters move
smooth and character
Animation smoothly though some- Animation is choppy,
movement is natural.
times unnaturally. characters separate Animation is
ON
(frame by Character objects do

There is some slight somewhat and there is extremely choppy.
frame) not separate from
separation of objects in unnatural movement.
each other; maintain
the movement cycles.
TI
their original propor-

RA
Student shows devel-

Student shows little
opment over time, is Student shows devel-
development over time, It is evident that little
NE
able to accurately opment over time, ob-

Objects are somewhat care has been taken in
convey object sizes jects are fairly accurate
Sketching in relation to other in proportion and char-
accurate in proportion drawing the exam-
GE
and characters are rea- ples, little change

objects and to acters are drawn as the
sonably close to the over time.
proportion their examples are.
examples.
drawings correctly.
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Citations give
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proper credit. Every Citations are given, but There are no citations
Citations are given,
photo, graphic or some multimedia or are no references
sources of multimedia
sound file is either sources are not identi- to copyright infor-
Copyright original or permis-
are identified, but
fied with references, mation for photos,
permission to repro-
sion for its use by the and permission to graphics, and music
duce is missing.
owner is document- reproduce is missing. created by others.
ed.
Source: “Animation Rubric .” http://accessola2.com/superconference2008/fri/1313/AnimationRubric.pdf, n.d.
11
_______________________________________________________________________________________________________________________________________________________________
RUBRICS FOR ASSESSMENT: AUDIO PRESENTATION

4 3 2 1
Student was Student was some-
Student seemed pretty Student did not seem
completely prepared what prepared, but it
Preparedness prepared but could at all prepared
and had obviously is clear that rehearsal
have rehearsed more. to present.
rehearsed. was lacking.
Student's presenta- Student's presentation Student's presenta-
Student's presentation
2.0
tion showed strong sometimes showed tion showed very
Enthusiasm generally showed en-
enthusiasm for the enthusiasm for the little enthusiasm for
thusiasm for the topic.
topic. topic. the topic.
ON
Stress was always Stress was mostly Stress was sometimes Stress was usually
used appropriately used appropriately to used appropriately to not used appropriate-
SI
Stress and to emphasize im- emphasize important emphasize important ly to emphasize
Intonation portant points, and points, and sentence points, and sentence important points, and
ER
sentence intonation intonation was mostly intonation was sentence intonation
was correct. correct. . sometimes correct. was not correct.
-V
Student spoke clear- Student spoke clearly Student spoke clearly Student often
ly and distinctly all and distinctly most of and distinctly some S mumbled or could
Speaking
(100-95%) the time, (90-75%) the time, ( 30-50%) of the time, not be understood
LE
clearly and mispronounced but mispronounced 1- but mispronounced OR mispronounced
no words. 2 words. more than 2 words. . many words.
DU
Student projected Student's speech Student's speech

MO
Student's speech did

Voice Projec- his/her voice well showed appropriate showed appropriate
not show appropriate
tion, Fluency, and spoke fluently, voice projection, flu- voice projection, flu-
voice projection,
& Pauses with appropriate ency, and pauses most ency, and pauses only
ON
fluency, and pauses.

pauses. of the time. some of the time.
TI
RA
Source: “Oral Speech Recording Rubric: An Important Event in Your Life.” Rubistar. Accessed September
18, 2020. http://rubistar.4teachers.org/index.php?screen=PrintRubric.
NE
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_______________________________________________________________________________________________________________________________________________________________
RUBRICS FOR ASSESSMENT: VISUAL REPRESENTATION

4 3 2 1
The student
provides a message The work shows an
at the literal and emerging understand-
symbolic level, and The work provides a ing of the purpose of
makes insightful clear message. Makes the assignment and The work is
2.0
connections with connections with him/ understanding of the incomplete or does
Content
him/herself, larger herself, larger society literary elements. not address the
society, and a clear and a connection to Little connection text.
ON
connection to the the theme. made to message of
bigger idea – or relevance to the audi-
SI
theme - and the ence.
viewer’s thinking.
ER
-V
The work activates
the thinking of the
intended audience.
The work creates a S The work lacks focus The work is
Chosen sounds,
Organization memorable visual or and does not present a incomplete or does
LE
images, and words
mental image. clear, overt message. not address the text.
are put together for
DU
maximum effect
and understanding
MO
The student
succeeds in arous- The student arouses
ing powerful emo- emotions through
ON
The work makes no

tions with the use of word choice, visual The work makes little
attempt to appeal to
Impact word choice, visual selection, and sound. attempt to appeal to
the emotions or to
TI
selection, and Definite awareness of emotions

address the text
sound. Tone and creating a particular
RA
mood are deliber- tone and mood

ately and success-
NE
GE
Source: “VISUAL REPRESENTATION ASSIGNMENT,” http://mrsaustin9.weebly.com/

uploads/1/0/9/0/10908540/visual_representation_assignment.pdf, n.d.
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_______________________________________________________________________________________________________________________________________________________________
SELF-ASSESSMENT
(Do self-assessment of the creative adaptation of a literary text, based on rationalized criteria, prior
to presentation)
Read and use the rubric provided to write a detailed self-assessment of your overall projects.
Write at least two sentences to describe your performance on each of the descriptive items found in
the rubric. List the new skills you have learned. What do you like most, or least about your projects?
2.0
ON
SI
ER
-V
S
LE
DU
MO
ON
TI
RA
NE
GE
T
1S
14
_______________________________________________________________________________________________________________________________________________________________
ANSWER KEYS
Answers vary. PERFORMANCE TASK WHAT IS IT
Answers vary. SELF-RATING WHAT’S NEW
2.0
Answers vary. MIXED MEDIA WHAT’S IN
ON
READ, WATCH, & LISTEN!
SI
Answers vary. WHAT I KNOW
ER
-V
S
LE
DU
MO
ON
TI
RA
NE
GE
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1S
15
_______________________________________________________________________________________________________________________________________________________________
BIBLIOGRAPHY
Electronic Sources
“Anak (Song).” The Culture Wiki. Accessed September 18, 2020. https://culture.fandom.com/wiki/Anak_
(song)?fbclid=IwAR1pOpRXteX2QC0wfjhGG1wDmPacwev3huiCvhrLHTWnIm19I7ZHOC5pvBk.
“ANAK: The Untold Story- Freddie Aguilar.” smu.edu.sg. Accessed September 18, 2020. https://
www.smu.edu.sg/events/2015/04/18/anak-untold-story-freddie-aguilar-0.
“Animation Rubric .” http://accessola2.com/superconference2008/fri/1313/AnimationRubric.pdf, n.d.
Christensson, Per. “PowerPoint Definition.” TechTerms, May 5, 2008. https://techterms.com/definition/
powerpoint.
“Diary Ng Panget by HaveYouSeenThisGirL.” Books in My Baggage, June 10, 2020. https://booksinmybag
2.0
gage.com/diary-ng-panget-by-haveyouseenthisgirl/?
fbclid=IwAR15XkFwdt9nhRazpj3GZvc7wzygoiclFbSGeHmdG-EbI18zmQm9did45bw.
Encarnacion, Fidea. “10 Pinoy Movies Based on Books.” ABS-CBN News, February 11, 2014. https://news.
ON
abs-cbn.com/lifestyle/02/10/14/10-pinoys-movies-based-books.
“Evaluation Rubric for Video Production.” https://www.dit.ie/media/teachertraining/case0023-digitalmultime
SI
dia/Evaluation%20Rubric%20for%20Video%20Production.docx , n.d.
Judy. “5 Basic Types Of Multimedia.” FIREFOGG, March 26, 2020. http://www.firefogg.org/5-basic-types-of
ER
-multimedia/.
“Mars Ravelo's Darna.” Darna. Accessed September 17, 2020. http://www.internationalhero.co.uk/d/darna.
-V
htm?fbclid=IwAR0mYUghJBPAyp_83BBF3OYpc3pBJ5FRTGglzNJfLWx4F9x5LTSp80haDD0.
Marshall, Dave. What is Multimedia?, April 14, 2001. https://users.cs.cf.ac.uk/Dave.Marshall/Multimedia/
node10.html. S
“Oral Speech Recording Rubric: An Important Event in Your Life.” Rubistar. Accessed September 18, 2020.
LE
http://rubistar.4teachers.org/index.php?screen=PrintRubric.
Richards, William D. “What Is the Adaptation in Literature and the Principle That Guides an Author in At-
DU
tempt at Adapting and Editing of a Literary Text?” Quora, July 19, 2019. https://www.quora.com/
What-is-the-adaptation-in-literature-and-the-principle-that-guides-an-author-in-attempt-at-adapting-
MO
and-editing-of-a-literary-text.
Roberts, Ivy. “Literary Adaptations: Comparing Versions of a Text.” Study.com, August 6, 2016. https://
study.com/academy/lesson/literary-adaptations-comparing-versions-of-a-text.html.
SCHOLASTIC. “Rubric for PowerPoint Presentation- Time Travels.” https://www.scholastic.com/content/
ON
dam/teachers/lesson-plans/migrated-files-in-body/rubic.pdf , n.d.
Teacher Planet. “Grading Rubric for Power Point Project.” Accessed September 18, 2020. https://
TI
www.hcsk12.org/site/handlers/filedownload.ashx?moduleinstanceid=2203.
Valdeavilla, Ronica. “The 10 Best Books in Modern Philippine Literature.” Culture Trip, December 15, 2017.
RA
https://theculturetrip.com/asia/philippines/articles/the-10-best-books-in-modern-philippine-literature/.
“Vince and Kath and James.” Wattpad, October 5, 2017. https://www.wattpad.com/story/102319829-vince-
NE
and-kath-and-james?fbclid=IwAR1FV0lWE2y1BZcEuIhheSJvzNwnr7b7Y88bB2rfcekFeVo8iHk8X
4zEFvo.
“VISUAL REPRESENTATION ASSIGNMENT.” http://mrsaustin9.weebly.com/uploads/1/0/9/0/10908540/
GE
visual_representation_assignment.pdf, n.d.
Watts, Rhonda. “What Do We Want in a Literary Adaptation?” BOOK RIOT, June 24, 2020. https://bookriot.
com/what-do-we-want-in-a-literary-adaptation/.
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Weigand , and Eigen. “Literary Adaptation Project.” https://www.bisd303.org/cms/lib3/WA01001636/Centri

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city/Domain/616/literary%20adaptation.pdf, n.d.
Images
Download Television Tv Screen Free Photo. Needpix.com. Accessed September 17, 2020. https://www.
needpix.com/photo/download/34196/television-tv-screen-antenna-vintage-old-classic-display-video.
Firkin. Book 9. August 5, 2017. OPENCLIPART. https://openclipart.org/detail/284430/book-9.
Filmography: Anak (2000). Star for All Seasons. Accessed September 18, 2020. https://starforallseasons.com/
2009/11/13/filmography-anak-2000/.
Radio Playing Antenna Audio Sound Music Equipment. Pixabay. Accessed September 17, 2020. https://pixa
bay.com/vectors/radio-playing-antenna-audio-sound-311676/.
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_______________________________________________________________________________________________________________________________________________________________
2.0
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For inquiries or feedback, please write of call:

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Department of Education, Region VII, Division of Cebu Province

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Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

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Telefax: (032) 255-6405
E-mail Address: cebu.province@deped.gov.ph
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21st-Century-Literature Q1 Module9 Adaptation Final

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21st-Century-Literature Q1 Module9 Adaptation Final

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Senior High School

Published by the Department of Education

Editor: Dr. Elmalou L. Orandoy

Mrs. Marivic M. Yballe (Moderator)

Layout Artists: Danna Lee I. Teleron and Vershyl A. Mendoza

Dr. Marilyn S. Andales Schools Division Superintendent

Dr. Leah B. Apao Assistant Schools Division Superintendent

Dr. Cartesa M. Perico Assistant Schools Division Superintendent

Dr. Mary Ann P. Flores CID Chief

Dr. Clavel D. Salinas PSDS/SHS Division Coordinator

Printed in the Philippines by:

Literary Text Adaptation

For the Facilitators:

Learning is a constant process. Amidst inevitable circumstances, Department of Edu-

The use of Teacher-Made Educational Module aims to overcome the challenges of

skills needed by considering the holistic well-being of the learners.

Notes to the Teacher!

This part of the module gives you helpful tips,

Because you are a significant stakeholder of learning, the Department of Education

This module has the following parts and corresponding icons:

WHAT I NEED TO KNOW petencies, Objectives and Skills expected to be

WHAT I KNOW This part aims to check the prior knowledge on

WHAT’S IN This part helps in linking the previous lesson to

the current one through a short exercise/drill.

The lesson to be partaken is introduced in this

a story, a song, a poem, a problem opener, an

activity, a situation or the like.

A brief discussion of the lesson can be read in

A comprehensive activity/ies for independent

A transfer of newly acquired knowledge and

ASSESSMENT This activity assesses the level of mastery to-

used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care. Unnecessary marks

Read each items cautiously.

and checking your answers are a must.

prior to presentation” as your performance task. Independently, you are going to go

creative adaptation, based on rationalized criteria, prior to presentation as inculcated in

 Identify literary adaptations and different types of multimedia

3. 100 Tula para kay Stella

6. She’s Dating a Gangster

7. Kini ang Akong Suliran

9. Vince and Kath and James

10. Bakit Hindi ka Crush ng Crush Mo

5. I memorize famous lines from movies/tv shows.

ing Nemo, etc.).

7. I prefer making comic strips from a story.

8. I like to see the characters from a book come alive.

9. I pretend to be a character in a play/movie/book.

10. I see myself in the characters of the books/movies

11. I like impersonating characters from a movie/play/

12. I enjoy doing role plays.

13. I enjoy watching movies that are based on books/

14. If given a chance, I want to change a decision of a

15. I can appreciate a story more if I watch it on screen

(Weigand, and Eigen n.d.)

According to Watts 2020, there are four types or “levels” of adaptation:

how it exists in the book, just transferred to the film medium.

and give them a unique edge and a powerful visual element.

of the Internet today. https://www.youtube.com/watch?v=FY4L7D-FoLA

(Christensson 2008) https://www.youtube.com/watch?v=qXinjIL7SKI

Poems: SAMPLE ADAPTATION OF A LITERARY TEXT

• Tagu-taguan er, remained rebellious. That time, Josie’s business partnership