21st Century Literature From The Philippines and The World Quarter 2 Version 1 1 1

21st Century Literature from
the Philippines and the World

Quarter 2 – Module 6:
Writing a Close Analysis and
Critical Interpretation of Literary
Texts Applying a Reading Approach
21st Century Literature from the Philippines and
World Alternative Delivery Mode
Quarter 2 – Module 6: Writing a Close Analysis and Critical Interpretation of Literary
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: Allan A. Balud and Lydia S. Villanueva
Editors: Alson Rae F. Luna and Paula J. Martinez
Reviewers: Catherine A. Costoy, Abigail P. Asunto and Marissa O. Aguirre
Illustrator: Mary Grace S. Santos and Veronica O. Peroja
Layout Artist: Jennifer U. Cruz
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Lourdes T. Bermudes, Schools Division Superintendent
Bernadette T. Luna, Assistant Schools Division Superintendent
Violeta L. Francisco, CID Chief
Ednel A. Almoradie, EPS
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21st Century Literature from
the Philippines and the World
Writing a Close Analysis and
Critical Interpretation of Literary
Introductory Message
For the facilitator:
Welcome to the 21st Century Literature from the Philippines and the World
Alternative Delivery Mode (ADM) Module on Writing a Close Analysis and Critical
Interpretation of Literary Texts Applying a Reading Approach.
This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.
Also, you will see this box in the body of the main text in this module:
Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.
For the learner:
Alternative Delivery Mode (ADM) Module on Writing a Close Analysis and Critical
Interpretation of Literary Texts Applying a Reading Approach.
The hands are one of the most symbolized parts of the human body. They often
used to depict skill, action, and purpose. Through your hands, you may learn,
create, and accomplish. Hence, the hands in this learning resource signify that you,
as a learner, is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning. You will be enabled to process the contents of
the learning resource while being an active learner.
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This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the

module.
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At the end of this module you will also find:
References This is a list of all sources used in

developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
understand 21st Century Literature from the Philippines to the World. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
 Lesson 1 – Writing a Close Analysis and Critical Interpretation of

Literary Texts applying a Reading Approach and doing
an adaptation of texts to identify representative texts and
authors from Asia and Africa
After going through this module, you are expected to:
a. Write a close analysis and critical interpretation of literary

texts using a reading approach and identify representative text
from Africa and Asia
b. Create/produce a creative representation of a literary text by
applying multi-media skills
c. Show appreciation of different representative literary texts
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What do you call an approach wherein students are demanded to read more
to improve knowledge?
a. skimming
b. scanning
c. extensive reading
d. reading approach
2. It is an activity to read shorter texts to extract accurate detailed information.

a. reading approach
b. skimming
d. scanning
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3. It is quickly reading a text to get the summary of it.
a. skimming
b. reading approach
d. scanning
4. It is sometimes called Free Voluntary Reading.

a. extensive reading
b. scanning
c. skimming
d. reading approach
5. Alyssa wants to answer questions quickly, so she looked for key words in the
selection. She used ________.
a. scanning
b. extensive reading
c. reading approach
d. skimming
6. Abigail listed down words that she didn’t know the meaning and searched
for it in the dictionary. She is using ________.
a. scanning
c. reading approach
d. skimming
7. Daniel identified the main idea of the text she is reading. She used ______.
a. scanning
c. skimming
d. reading approach
8. Sir Allan emphasized that this approach is important for students to read
effectively. He is talking about _________.
b. scanning
c. reading approach
d. skimming
9. Daniela wanted to see Sakura Festival. Which country is she going to visit?
a. Singapore
b. Thailand
c. Japan
d. Brunei
10. The Philippines is on the Asian continent. If the Philippines is part of it,
which specific region on Asia does the Philippines belong?
a. Southeast Asia
b. West Asia
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c. Central Asia
d. South Asia
11. The use of ropes for hunting, pulling, fastening, attaching, carrying, lifting
and climbing dates back to prehistoric times. In Asia, the very first ropes
ever made were twisted from hemp fibers. Hemp rope was used during the
age of sailing ships. Hemp was considered ________.
a. Endangered and should not be used
b. one of the most durable natural ropes in the world.
c. Sacred and respected
d. Tested and trusted
12. The rope tied a shrine space, or across its entrances, to mark its sacred
nature is called the shimenawa. Traditionally woven from hemp, but
nowadays more frequently rice or wheat straw, this rope and its shide paper
streamers is a common part of New Year decors. Which statement is false?
a. Shimenawa serves as garland.

b. Shimenawa marks a sacred place.
c. Shimenawa is a rope.
d. Shimenawa is only made out of hemp.
13. Onigiri are Japanese rice balls. They're fun to make and are a staple of
Japanese lunchboxes (bento). You can put almost anything in an onigiri.
Try substituting grilled salmon, pickled plums, beef, pork, turkey, or tuna
with mayonnaise. Which statement is true?
a. Onigiri’s origin is not known.
b. Onigiri are Filipino staple food.
c. Onigiri is a Japanese rice balls.
d. Onigiri is a Korean kimbap.
14. Africa is the second largest continent after Asia. Most of Africa lies within
the tropical region. It contains an enormous wealth of mineral resources
like fossil fuels, metallic ores, and gems. Which statement does not talk
about Africa?
a. Africa’s weather is humid and hot.
b. Africa is reach in natural resources.
c. Africa is an archipelago.
d. Africa is second to Asia in size.
15. Equality is not always about treating everyone the same. It is about
treating people in such a way that the outcome for each person can be
the same. This statement could mean_______.
a. Putting things in place to support people achieve similar outcomes
b. Lending things to people who are deprived of material things
c. Giving similar materials to all people who need it
d. Allowing someone to get what he wants.
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LESSON Writing a Close Analysis and Critical
1 Interpretation of Literary Texts

applying a Reading Approach
21st Century Literature from the Philippines and the World Module aims to engage
students in appreciation and critical study of 21st Century Literature from the
Philippines and the World, encompassing their various dimensions, genres,
elements, structures, contexts, and traditions.
This module allows the students to embark on a journey from Philippine regions to
the different parts of the world through various literary encounters.
What’s In
1. What are ICT skills?

2. What are the essential elements of the literary piece “Footnote to Youth”?
3. What is the use of multimedia to relatively interpret a literary text?

Use the module with care especially in turning each page. Please
be reminded to ask the student to answer the Pre-Test before
moving on to the Lesson Proper. Read and make sure to remind
the students to understand the directions in every exercise.
Encourage the student to observe honesty in answering the tests
and activities and in checking the answers. Do not put
unnecessary mark/s on any part of this module and answer on
a separate sheet of paper.
4
What’s New
Configuration
Direction: Guess the hidden words that are associated with reading through
configuration.
1. done at a speed three to four times faster than normal reading
2. quickly reading a text to get the summary of it
3. an approach that takes a large amount of reading
4. an action or skill or reading written or printed matter silently or aloud
5. a way of dealing with something
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What is It
Reading Approach
Teachers use reading approach as one of the methods in teaching English. This
approach is one way of solving student’s reading problems. Students are demanded
to read more to improve their knowledge and get new ideas. Inferencing, guessing
and predicting are important skills developed in reading. By reading, students will
know about the different of culture by reading across cultural understanding, and
they will learn how to pronounce the words correctly. In reading approach,
students are expected to improve their English skills.
Skimming
In skimming, the main idea of a text is quickly identified. The goal is to read
shorter texts to extract accurate detailed information. Skimming is done at speed
three to four times faster than regular reading. People often skim when they have
lots of material to read in a limited amount of time. Some students will read the
first and last paragraphs using headings, summarizes and other organizers as they
move down the page or screen. Some might also read the title, subtitles,
subheadings, and illustrations. Other people consider reading the first sentence of
each paragraph. Skimming works well to find dates, names, and places. It might be
used to review graphs, tables, and charts. This technique is useful when you are
seeking specific information rather than reading for comprehension.
Scanning
Scanning is quickly reading a text to get the summary of it. It is a technique
wherein students search for keywords or ideas. Scanning involves moving eyes
quickly down the page seeking specific words and phrases. Scanning is also used
for the reader to find answers to questions. Once a student scanned the document,
they will go back and skim it.
Extensive reading
Extensive reading is an approach to language learning, including foreign language
learning, by means of a large amount of reading. The readers view and review of
unfamiliar words in a specific context will allow the reader to infer the word’s
meaning, to learn unknown words. Extensive Reading is the free reading of books
and other written material that is not too difficult for readers. Extensive Reading is
sometimes called Free Voluntary Reading.
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What’s More
Activity 1. Read Me!

Direction: Read the selection Chechnya by Anthony Marra and answer
the questions that follows.
Chechnya
Anthony Marra
AFTER HER SISTER, Natasha, died, Sonja began sleeping in the hospital.
She returned home to wash her clothes a few days a month, but those days became
fewer and fewer. No reason to return, no need to wash her clothes. She only wears
hospital scrubs anyway.
She wakes on a cot in the trauma unit. She sleeps there intentionally, in
anticipation of the next critical patient. Some days, roused by the shuffle of
footsteps, the cries of family members, she stands and a body takes her place on the
cot and she works on resuscitation, knowing she is awake because she could dream
nothing like this.
“A man is waiting here to see you,” a nurse says. Sonja, still on the cot, rubs
the weariness from her eyes.
“About what?”
The nurse hesitates. “He’s right out here.”
A minute later in the hallway the man introduces himself. “My name is
Akhmed.” He speaks Russian without an accent, but by now Sonja feels more
comfortable conversing in Chechen. A short beard descends from Akhmed’s face.
For a moment she thinks he’s a religious man, then remembers that most men have
grown their beards out. Few have shaving cream, fewer have mirrors. The war has
made the country’s cheeks and chins devout.
He gestures to a small girl, no older than eight, standing beside him. “My
wife and I cannot care for her,” Akhmed says. “You must take her.”
“This isn’t an orphanage.”
“There are no orphanages.”
The request is not uncommon. The hospital receives humanitarian aid, has
food and clean water. Most important, it tends to the injured regardless of ethnicity
or military affiliation, making the hospital one of the few larger buildings left
untargeted by either side in the war. Newly injured arrive each day, too many to
care for. Sonja shakes her head. Too many dying; she cannot be expected to care
for the living as well.
“Her father was taken by the rebels on Saturday. On Sunday the army came
and took her mother.”
Sonja looks at the wall calendar, as if a date could make sense of the times.
“Today is Monday,” she says.
“I was a medical student before the war,” Akhmed says, switching to
Chechen. “In my final year. I will work here until a home is found for the girl.”
Akhmed glowers. Sonja often sees defiance from rebels and occasionally
from soldiers, but rarely from civilians.
“I can’t,” she says, but her voice falters, her justification failing.
Sonja surveys the corridor: a handful of patients, no doctors. Those with
money, with advanced degrees and the foresight to flee the country, have done so.
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“Parents decide which of their children they can afford to feed on which days.
No one will take this girl,” Sonja says.
“Then I will keep working.”
“Does she speak?” Sonja looks to the girl. “What’s your name?”
“Havaa,” Akhmed answers.
Six months earlier Sonja’s sister, Natasha, was repatriated from Italy. When
Sonja heard the knock and opened the door, she couldn’t believe how healthy her
sister looked. She hugged her sister, joked about the padding on her hips. Whatever
horrors Natasha had experienced in the West, she’d put fat around her waist.
“I am home,” Natasha said, holding the hug longer than Sonja thought
necessary. They ate dinner before the sun went down, potatoes boiled over the
furnace. The army had cut the electric lines four years earlier. They had never
been repaired. Sonja showed her sister to the spare room by candlelight, gestured
to the bed. “This is the place you sleep, Natasha.”
They spent the week in a state of heightened civility. No prying questions. All
talk was small. What Sonja noticed, she did not comment on. A bottle of Ribavirin
antiviral pills on the bathroom sink. Cigarette burns on Natasha’s shoulders. Sonja
worked on surgeries, and Natasha worked on sleeping. Sonja brought food home
from the hospital, and Natasha ate it. Sonja started the fire in the morning, and
Natasha slept. There were mornings, and there were nights. This is life, Sonja
thought.
Akhmed is true to his word. Five minutes after Sonja accepts the girl, he is
washed and suited in scrubs. Sonja takes him on a tour of the hospital. All but two
wings are closed for lack of staff. She shows him the cardiology, internal medicine,
and endocrinology wards. A layer of dust covers the floors, their footprints leaving a
trail. Sonja thinks of the moon landing, how she saw the footage for the first time
when she arrived in London.
“Where is everything?” Akhmed asks. Beds, sheets, hypodermics, disposable
gowns, surgical tape, film dressing, thermometers, IV bags, forceps—any item of
practical medical use is gone. Empty cabinets, open drawers, locked rooms, closed
blinds, taped-over windowpanes, the stale air remain.
“The trauma and maternity wards. And we’re struggling to keep them both
open.”
Akhmed runs his fingers through his beard. “Trauma, that’s obvious. You
have to keep trauma open. But maternity?”
Sonja’s laugh rings down the empty hall. “I know. It’s funny, isn’t it?
Everyone is either giving birth or dying.”
“No.” Akhmed shakes his head, and Sonja wonders if he’s offended by her.
“They are coming into the world, and they are leaving the world and it’s happening
here.” Sonja nods, wonders if Akhmed is religious after all.
Direction: Fill out the table with setting and character. Use skimming as a
reading technique.
Literary Question Answer

Element
Setting 1. Where and when did the 1.
story happen?
Character 2. Who are the characters 2.

in the story?
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Assessment 1. Comprehension Check
Direction: The story was quite interesting. Now answer the questions
that follow to test you understanding.
1. What descriptions were given about the setting of the story?

2. What seems to be the conflict surrounding the story?
3. What was the deal made by Sonja and Akhmed?
4. What change in attitude was evident in the main character of the story at
the beginning and at the end?
5. Why was it important for the writer to narrate the events that happened
during the wars to reveal traditions in Chechnya?
Activity 2. Scan Me!

Direction: Read and understand the story below and answer the questions
that follow.
Adaptation from The Journey to the River Sea

By Eva Ibbotson
Maia is an orphan. Her only guardian is a lawyer, named Mr. Murray, whose only
responsibility is to help her with the small amount of money her parents have left her when
they died. Then, Maia learned that her relatives, the Carters would be willing to take care of
her. When a note written by the Carter twins, Gwendolyn and Beatrice, arrives, Maia makes
up her mind to go live with the Carters in their house on the Amazon. She travels there with
Miss Minton, her new tutor. On the boat from England, she meets Clovis King, a struggling
child actor. The two quickly became friends. Maia is very excited to live with the Carters.
She imagines that she and the twins will become the best of friends and they will have a
wonderful time together.
However, the only reason the Carters took Maia in was her money. In reality,
Gwendolyn and Beatrice are selfish. They hate Maia before they even know her. Maia feels
like being with the Carters is like a being in prison. Soon, however, she meets Finn, who is
running away from private detectives known as “the crows.” They are trying to force Finn to
return to England and claim his inheritance.
When Clovis committed a mistake in a play where he belongs, he goes to Maia for
help because his acting company fires him. She and Finn hide him in the hidden lagoon
where Finn lives and devise a plan to get Clovis back to England. Finn, Maia, and Clovis
plan to make the crows believe that Clovis is Finn so Clovis pretended to be Finn.
Meanwhile, in England, Clovis confesses that he is not the real Finn and wishes to
go home, which causes Sir Aubrey, Finn’s father to have a heart attack. The real Finn goes
to his father's home, to help Clovis reveal the truth.
In the end, Mrs. Carter, Beatrice and Gwendolyn return to England to become
servants of their wealthy relative. However, Maia, Miss Minton and Clovis all return to
Brazil. Finn inherits all his family’s money and possessions.
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Direction: Fill out the table with point of view, conflict and theme. Use
Scanning as a reading technique.
Literary Question Answer

Element
Point of View 1. Who is narrating in the story? 1.
Conflict 2. What is the struggle of the main 2.

character?
Theme 3. What is the idea the story is 3.

focusing?
Assessment 2.1. Comprehension Check

Direction: The story was quite interesting. Now answer the questions
that follow to test your understanding.
1. What problems did Maia experience during her travel to Brazil?
2. What are the characteristics of Gwendolyn and Beatrice?
3. What life lessons did she learn from her friends Finn and Clovis?
Assessment 2.2. Critical Reading Check
Shimenawa
By Naoko Kumagai
This is a story I was told.

It was August 1973. My brother Jiro was four, sitting at dinner.
“E tadaki mas,” my uncle said. Jiro picked up onigiri, a rice ball, with his hands and
mashed it into his mouth. Fish and rice on his plate, untouched. He stuffed another onigiri
in his mouth, bits of rice falling.
“Jiro-chan…” A warning from my mother. Jiro opened his mouth wide, splayed his
tongue covered in tiny white beads of rice. Kazuya stood up and roughly pulled Jiro out of
his chair.
“What are you doing?” My mother asked, getting up.
Kazuya went out the back door, carrying Jiro firmly under his arm. With the other hand, he
picked up a circle of rope hanging on the fence by the shed. In the yard was a large oak
tree with heavy, twisted branches. He wrapped the rope around my brother once, then
pushed him to the trunk of the oak, winding the rope around and around.
“He must eat his dinner properly.” My uncle tied a thick knot at the end. “He needs to
learn to be a man.”
My mother was shouting at my uncle; Jiro was screaming, the sound flooding the sky.
Kazuya went back into the house, relaxed and entitled, as if he had just finished a long
day’s work.
No one remembers the rest. My mother never forgave my uncle. My father wasn’t there.
Jiro can’t recall any of it. He jokes that the incident is possibly the reason he always,
intuitively eats everything on his plate.
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1. Shimenawa is rice straw or hemp. It is festooned in some sacred landmark.
The short story is entitled that way because ___________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Onigiri may be wrapped with seaweed and could be similar to sandwich by

the West. Onigiri is a _____________________________.
3. The main characters in the story were ____________________________________.
4. “E tadaki mas,” my uncle said. Jiro picked up onigiri, a rice ball, with
his hands and mashed it into his mouth. The one telling the story was
_________________________________________________________________________.
5. The setting of the story was in East Asia. Specifically, the setting was in
Japan because (prove your answer by extracting the text to justify your
answer)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. Asia is known for having a closed family ties. The family tradition being
presented in the story was
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7. The story shared a specific culture in the country. The culture shared was
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
8. In the story, Jiro was not eating properly, so Kazuya stood up and
roughly pulled Jiro. Write what Kazuya did to Jiro.
___________________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
9. Kazuya did something hard to Jiro. Write the reason why Kazuya did that
kind of punishment to Jiro.
___________________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
10. Years had passed. And Jiro could not recall what happened before. Write
what positive effect the incident has brought to Jiro.
___________________________________________________________________________
_____________________________________________________________________
___________________________________________________________________________
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Activity 3. Newly Learned
Direction: Fill out the table with words you don’t know the meaning
of from the two selections Chechnya by Anthony Marra and
Adaptation from The Journey to the River Sea by Eva Ibbotson
Chechnya The Journey to the River Sea

words meaning words meaning
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.
Activity 4: Critical Analysis of the Poem

Direction: Read the poem with understanding. Write a critical essay
about the poem by completing the guide in the grid.
Equality
By Maya Angelou
You declare you see me dimly We have lived a painful history,

through a glass which will not shine, we know the shameful past,
though I stand before you boldly, but I keep on marching forward,
trim in rank and marking time. and you keep on coming last.
You do own to hear me faintly Equality, and I will be free.

as a whisper out of range, Equality, and I will be free.
while my drums beat out the message
and the rhythms never change. Take the blinders from your
vision, take the padding from
Equality, and I will be free. your ears, and confess you've
Equality, and I will be free. heard me crying,
and admit you've seen my tears.
You announce my ways are wanton,
that I fly from man to man, Hear the tempo so compelling,
but if I'm just a shadow to you, could hear the blood throb in my
you ever understand? veins. Yes, my drums are beating
nightly,
and the rhythms never change.
Equality, and I will be free.

Equality, and I will be free.
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Critical Essay:
I. Background Information
A. Information about the Work
1. Title
2. Author
3. Purpose of the poem. Provide evidence; extract
lines from the poem
4. Theme of the poem
II. Summary- Write the issues being raised in
the poem
III. Interpretation and Evaluation

A. Discuss the style of the author in presenting the
issues
B. Discuss if the was author successful in persuading
the audience regarding the issues.
IV. Reflection: How the issues presented affect you?
What I Have Learned
1. Reading Approach is an approach wherein students are demanded to read

more to improve their knowledge and get new ideas.
2. Students will know about the different of culture by reading across cultural
understanding by reading.
3. In reading approach, students are expected to improve their English skills.
4. In skimming, the main idea of a text is quickly identified.
5. Skimming is done at a speed three to four times faster than normal reading.
6. Skimming works well to find dates, names, and places. Scanning is quickly
reading a text to get the summary of it.
7. Scanning is quickly reading a text to get the summary of it.
8. Scanning involves moving eyes quickly down the page seeking specific words
and phrases.
9. Extensive Reading is an approach where the readers view and review of
unknown words in specific context will allow the reader to infer the word’s
meaning, to learn unfamiliar words.
10. Extensive Reading is sometimes called Free Voluntary Reading.
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What I Can Do
A. Direction: Complete the following sentences below.

1. In this lesson, I learned that skimming is ___________________.
2. I learned that scanning is ____________________________________.
3. I learned that extensive reading is _________________________________.
B. Direction: Analyze the verse and explore the content, theme, setting,
and message of the poem by creating a visual poem. Include a
short background of the author in the visual poem. Search for
images that support the required elements of the poem. You may
select any multi-media tools that suits your skills and availability
of gadget.
IN ANOTHER WORLD
By Rasaq Malik
In another world I want to be a father without passing through the eternal insanity of
mourning my children, without experiencing the ritual of watching my children return home as
bodies folded like a prayer mat, without spending my nights telling them the stories of a
hometown where natives become aliens searching for a shelter.
I want to watch my children grow to recite the name of their homeland like Lord’s Prayer,
to frolic in the streets without being hunted like animals in the bush, without being mobbed to
death. In another world I want my children to tame grasshoppers in the field, to play with their
dolls in the living room, to inhale the fragrance of flowers waving as wind blows, to see the
birds measure the sky with their wings.
Rubrics:
DIGITAL PICTURE STORY ASSESSMENT RUBRIC
Needs Needs Needs Needs
Total Major Minor No
Revisions Revisions Revisions Revisions Total
0 1 2 3
1. GRAPHIC/IMAGES
Do graphics/images add to the overall
project?
2. CREATIVITY
Does the output display a creative
concept? Is it dynamic and go above and
beyond to produce a quality project?
3. AUDIO/VIDEO QUALITY
Does the video add imagery to the poem?
Does the audio mix together well?
4. FINISHED PRODUCT
Are the elements of the poem clearly
presented in the project
is the output well produce?
14
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. It is reading a longer text, usually for pleasure
b. scanning
c. skimming
d. reading approach
2. It is one way that will help students to solve their problems in reading.
a. reading approach
c. skimming
d. scanning
3. It is used by the reader to find answers to questions.

a. skimming
b. reading approach
d. scanning
4. This technique is useful when the students are seeking specific

information rather than reading for comprehension
a. reading approach
b. scanning
c. skimming
d. extensive reading
5. Mina wants to answer questions quickly so she looked for specific titles in
the selection. She used
a. skimming
b. scanning
d. reading approach
6. Randie quickly understood the main idea of the poem he is reading. He used
b. reading approach
c. scanning
d. skimming
15
7. Princess loves reading novels and short stories. It improves her Vocabulary a
lot. She is using
a. reading approach
b. scanning
c. skimming
d. extensive reading
8. Ma’am Karen encouraged her students to read a lot and use techniques in
understanding the text and improving their knowledge. She is talking about
b. scanning
c. reading approach
d. skimming
9. The line of the poem by Maya Angelou, “take the binders from your
vision”, means that the __________
a. author has placed the binders to someone’s ears
b. author is persuading the people to see their real situation
c. author has a poor vision
d. author is crying
10. “take the padding from your ears, and confess you’ve heard me crying,” this
line wants the readers to______.
a. listen to their pleas
b. cry with their difficulty
c. see what they see
d. feel what they feel
11. Equality, and I will be free. If this happens, people will_____
a. put things in place to support people achieve similar outcomes
b. Lend things to people who are deprived of material things
c. Give similar materials to all people who need it
d. Allow someone to get what he wants.
12. In another world I want my children to tame grasshoppers

in the field, to play with their dolls in the living room,
to inhale the fragrance of flowers waving as wind blows, to
see the birds measure the sky with their wings.
These lines expressed the earnest wish of a father. What do you think these
wishes mean?
a. The family is living in a peaceful village.
b. The family is well- accepted by society
c. The family is suffering from war.
d. The family has the sickness.
13. In another world I want to be a father without passing
through the eternal insanity of mourning
my children, without experiencing the ritual of
watching my children return home as bodies
folded like a prayer mat, without spending my
nights telling them the stories of a hometown
where natives become aliens searching for a shelter.
16
What is the tone of the poem?
a. Hopeful
b. Mournful
c. Peaceful
d. Hopeless
14. The use of ropes for hunting, puling, fastening, attaching, carrying,
lifting and climbing dates back to prehistoric times. In Asia, the very first
ropes ever made were twisted from hemp fibers. Hemp rope was used
during the age of sailing ships. Which statement must be false?
a. Ropes have many uses.
b. Ropes were used long time ago.
c. Ropes can be made out of hemp
d. Ropes are only found in Asia.
15. Racism is the belief that a particular race is superior or inferior to

another. It may be defined as the hatred of one person to another
because of skin color, language, or customs. Therefore, _____
a. Someone who believed that there is a superior race over the
other, that person is a racist.
b. If people speak a different language, they are not racist.
c. If all the people have the same color, no one is racist.
d. All people are racist.
Additional Activities
Direction: Complete the following table below with definitions from

the module and your own definition
REAL DEFINITION YOUR DEFINITION
Reading Approach
Skimming
Scanning
Extensive Reading
17
Answer Key
18
References
Critical Analysis:
https://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm
https://www2 .southeastern.edu/Academics/Faculty/elejeune/critique.htm
Ibbotson, Eva, The Journey to the River, MacMillan, 2001,

https://en.wikipedia/wiki/Journey_to_the_River_Sea
Kumagai, Naoko, Shimenawa, Banana Writers Online Magazine by PP

Wong https://www.bananawriters.com/japanesedarkstory
Malik, Rasaq, In Another World, New Generation African Poets: A ChapbookBox Set
(Tano), Used with permission of Akashic Books, 2018
https://lithub.com/three-poems-from-new-generation-african-poets/
Marra, Anthony, Chechnya, Narrative Magazine

(2003), https://www.narrativemagazine.com/issues/fall-2009/spring-
contest-winners/chechnya-anthony-marra
Maya, Angelou, Equality, Family Friend Poems, 2006 FFP Inc.

https://www.familyfriendpoems.com/poem/equality-by-maya-angelou
Sanchez et al. (2001) 21st Century Literature from the Philippines and the World
Thety Anggraini, Lianasari, A Teaching Method: Reading Approach English
Education Study Program Sriwijaya University, June 12, 2011
https://novaekasari09.wordpress.com/2011/06/12/a-teaching-method-
reading-approach/
19
21st Century Literature from the Philippines and
World Alternative Delivery Mode
Quarter 2 – Module 7: Differentiating 21st Century Literary
Genres 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
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.


Writers: Reivy L. Cadacio and Alma Teresa A. Corpuz
Editors: Alson Rae F. Luna and Paula J. Martinez
Reviewers: Catherine A. Costoy, Abigail P. Asunto
Illustrator: Mary Grace S. Santos and Veronica O. Peroja
Layout Artist: Jennifer U. Cruz
Lourdes T. Bermudes, Schools Division Superintendent
Bernadette T. Luna, Assistant Schools Division Superintendent
Violeta L. Francisco, CID Chief
Marissa O. Aguirre, EPS In-charge of LRMS
Ednel A. Almoradie, EPS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
st
21 Century Literature
from the Philippines
and the World
Differentiating 21st Century
Literary Genres
For the facilitator:
Alternative Delivery Mode (ADM) Module on Differentiating 21st Century Literary
Genres.
This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher, or facilitator in
This learning resource hopes to engage the learners in guided and independent
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.
Also, you will see this box in the body of the main text in this module:

As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.
For the learner:
Alternative Delivery Mode (ADM) Module on Differentiating 21st Century Literary
Genres.
The hands are one of the most symbolized parts of the human body. They often
used to depict skill, action, and purpose. Through your hands, you may learn,
create, and accomplish. Hence, the hands in this learning resource signify that you,
as a learner, is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning. You will be enabled to process the contents of
the learning resource while being an active learner.
ii
the module.

module.





sentence/paragraph to be filled in to
process what you learned from the lesson.


competency.


module.
iii
References This is a list of all sources used in

developing this module.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
This module is a self-learning material to guide you in developing a target

competency in the course, 21st Century Literature from the Philippines and
the World. You are expected to compare and contrast the 21st century
literary genres and their elements, structures, and traditions from across
the globe. Specifically, the discussion focuses on differentiating graphic
fiction and flash fiction.

1. describe graphic fiction and flash fiction;
2. read and respond critically to texts read;
3. write in one of the genres;
4. present similarities and differences of basic graphic fiction and
flash fiction; and
5. show an appreciation on modern literary genres as an
appealing medium to literary conventions.
What I Know
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The following are common characteristics of flash fiction

EXCEPT____________.
a. brief
b. in panel images
c. has complete plot
d. presents twists in the ending
1
2. “The Barn Owl’s Wondrous Capers” of Sarnath Banerjee is a/an
________________.
a. epic
b. flash fiction
c. melodrama
d. graphic novel
3. Flash fiction is also known as _____________.
a. nanotales
b. short story
c. graphic fiction
d. macro stories
4. Which flash fiction story tells how anyone can buy a perfect clone
Taylor Swift at his doorstep?
a. “Taylor Swift”
b. “Unnecessary Things”
c. “Clone of Taylor Swift”
d. “Angels and Blueberries”
e. With an open ending
5. Which is a feature of a graphic novel?
a. A Graphic novel is in condensed form.

b. It presents micro-stories in each sub-plot.
c. The main character victoriously attained his purpose in the
story.
d. It encourages interactivity in the minds of the reader as he fills
in the blanks between pages.
6. “In the Shadow of No Tower: 9/11” of Art Spiegelmen is a/an

______________.
a. epic
b. flash fiction
c. graphic novel
d. tragic drama
2
7. It is imaginative literature ranges from a word to a thousand.
a. tales
b. short story
c. flash fiction
d. graphic fiction
8. A flash fiction presents a surprising ending which means that

______________.
a. it ends happily
b. it ends tragically
c. it has a loose ending
d. the story ends with a twist
9. It refers to comic narratives in which pictures are arranged in

sequenced in image panels.
a. comic story
b. storyboard
c. flash fiction
d. graphic fiction
10. Which is not TRUE about graphic novel?
a. It combines letters and words.

b. Image panels are very colorful.
c. Graphic novel presents fewest words as possible.
d. Illustrations allow the readers to imagine and experience
the сharaсters and events in the story.
11. Dialogues in graphiс fiсtion are written in ____________.
a. text boxes
b. image panels
c. speeсh bubbles
d. beside illustrations
3
12. “Louis Riel” of Chester Brown centers on a fictionalized violent
rebellion in the 19th century is an example of this literary genre.
a. Graphiс novel
b. Text-talk novel
c. Melodramatiс play
d. Flash fiсtional story
13. This story narrates the traumatiс experienсes of Ameriсans during

the 9/11 terrorists’ attaсk in New York.
a. “Louis Riel”
b. “Unneсessary Things”
c. “The Barn Owl’s Wondrous Capers”
d. “In the Shadow of No Tower: 9/11
14. Graphiс fiсtion is also known as _____________.
a. digi-fiсtion
b. flash fiсtion
c. graphiс novel
d. doodle fiсtion
15. Whiсh does NOT belong to the group?
a. Tragedy
b. Flash fiсtion
c. Text-talk novel
d. Graphiс fiсtion
4
Lesson
Literary Genres
1
Have you read flash or graphic fiction? How they differ from one another?
This module focuses on these two 21st literary genres, flash fiction and
graphic fiction, which are more appealing to most of the learners like you
than reading conventional literary texts.
What’s In
Module 2 allowed you to dive into various 21st literary genres such as digi-
fiction, illustrated novel, manga, chick lit, doodle fiction and text-talk novels.
In this module you will be learning the different structures and features of
other two modern literary genres, graphic fiction and flash fiction. But before
learning something new, try to do the following activity.
Directions: Determine what is being described in each of the

following statements. Write your answer on a piece of paper.
1. Stories are told in dialogue thru social networks.
2. In telling a story, writers usually combine three media platforms like

books, movies and an internet website.
3. Blog, email and IM are used as narrative formats.
4. It is a humorous fictional genre dealing with issues on modern

womanhood.
5. Comic books originally published in Japan.
5
What’s New
Let us discover a lighthearted tale presented below.
My Freaking Alarm!
Written by: Demecia Dean
Published: 2014
Literary structure: Graphic fiction is a creative piece written in comic form.
As I lay cozy, all snug in my bed, Until I hear racket beside my bed.
I enjoy the images inside my head It's my 5:00 alarm!
I quickly silent you, you annoying Enjoying the peace, then I'll be darned;
alarm. Then we SNOOZE together and It's my 5:15 reminder!
let dreams
carry on.
Now I hush the ringing of my reminder. Eyes just shut, but here goes that timer
Ok Alarm, let's put that behind us. It's 7:20. I'm late!!!
6
Processing Questions
1. How does the speaker feel whenever it rings?

2. How did she react when she realized she was already late?
3. Would you react the same way, if this happens to you?
Now explore a flash fiction that is more serious than the first one.
The Unlucky Winners

Written by: Nicky Johnson
Published: 2019
Literary structure: Flash fiction is a really short written creative piece

usually consisting of a few hundred words
Each morning, Jim walked to the corner mart for a coffee and
lottery ticket. He always passed Pete and gave the same reply
to the jangling of coins, “Half when I win.” Pete invariably
responded with a tip of his soiled, red hat. When it actually
happened, Jim searched everywhere for Pete. After months, his
wife finally convinced him to spend the other half, and home
renovations began. The following spring, working in the garden,
Jim unearthed a familiar red. While lost in astonishment and
horror, the faint smell of her perfume permeated among the
roses before...darkness.
Processing Questions
1. What is Pete always wearing whenever Jim sees him?
2. After Jim won, Pete went missing. Who convinced Jim to spend Pete’s
half of the money for house renovations?
3. What is the “familiar red” Jim unearthed in the garden one spring that
made him horrified?
4. What happened to Jim in the end?
7
What is It
The previous activity gives you a glimpse of flash fiction and graphic fiction.
These two 21st literary genres become very popular especially among
learners like you. Modern literary genres gain popularity due to the advent of
technologies such as internet and other virtual media which become the
major platforms of most of modern literary texts like graphic and flash
fictions. Graphic fiction and flash fiction are two different genres of modern
literature.
Graphic fiction or a graphic novel is a comic book narrative that is

equivalent in form and dimension to the prose novel (Campbell 200,
81). The pictures are arranged in sequenced in image panels and
dialogues are written in speech bubbles. The illustrations allow the
readers to imagine and experience the characters and events in the
story.
Here are some of the features of graphic fiction or graphic novel according to
Singh (2012).
1. Autographic forms are the marks of author’s handwriting which

creates an impact that the whole novel is a manuscript and thus
provides a sense of intimacy.
2. Graphic novels encourage interactivity in the minds of the reader as
he fills in the blanks between image panels.
3. Filling in the blanks between image panels makes the reader imagine
the actions portrayed in the story.
4. The language, syntax and meaning of a graphic novel spring primarily
through the relationship between images than words.
5. Graphic fiction combines book and screen.
Some of the examples of graphic novels are the following:
1. “In the Shadow of No Tower: 9/11” by Art Spiegelmen in 2004

which tells the story about the terrorist attack on September 11 in
America. This also depicts the traumatic and tragic experiences of
American people during the 9/11 terrorist attack.
2. “The Barn Owl’s Wondrous Capers” by Sarnath Banerjee in 2009

portrays 18th century Calcutta exploiting the myth of the “Wandering
Jew”.
8
3. “Louis Riel” by Chester Brown in 2003 is a fictionalized violent
rebellion in the 19th Century on the Canadian praire who led by Riel.
Flash fiction is imaginative literature of extreme brevity. It could range

from a word to a thousand (Gacusan 2018). It is known as micro
stories, postcard fiction, nanotales and short shorts.
According to Sustana (2020), most of the flash fictions have these

common characteristics.
1. Brevity. Flash fiction presents the story with fewest words as

possible.
2. Complete plot. Flash fiction emphasizes the development of
plot. It has a beginning, middle and ending of the story.
3. Surprising ending. The successful hallmark of a flash fiction is
its twist at the end of the story.
Here some of the flash fictions.
● “Angels and Blueberries” by Tara Campbell is a story of various

explanations for the color of the sky that involves angels and
blueberries.
First lines: “Why is the sky blue?” you ask. Well, it

all depends on who’s answering.
● “Taylor Swift” by Hugh Behm-Steinberg tells a weird story of how

anyone can order a perfectly clone of Taylor Swift at his
doorstep.
First line: You’re in love; it’s great, you swipe on your

phone and order: the next day a Taylor Swift clone
shows up at your house.
● “Unnecessary Things” by Tatyana Tolstaya is a story of finding an

old and torn teddy bear, “unnecessary things” (items that do not
serve any useful purpose), that she adored as a child.
First lines: This Teddy bear once had amber eyes made
from special glass — each one had a pupil and an
iris. The bear itself was gray and stiff, with wiry fur.
I adored him.
9
What’s More
Activity 1 Finding Similarities

Directions: The previous activities discussed graphic fiction and flash
fiction. Write down the characteristics of 21st Century Literature
present in both genres.
Graphic Fiction
21st Century Literature
Flash Fiction
Assessment 1
Expound your answer from the previous activity by writing a three to five
sentence paragraph about it.
Rubric in Paragraph Writing

Criteria 4 3 2 1 Points
Content At least four At least three At least two Only one
characteristics characteristics characteristics characteristic
of are listed of are listed of are listed is written
and explained and explained and
explained
Organization Details are in Details are in Some details All details are
logical order logical order are not in not in logical
and yet less logical order order
interesting interesting
Mechanics No errors in One to two Three to five Six or more

and Grammar punctuation, errors in errors in errors in
capitalization, punctuation, punctuation, punctuation,
and spelling capitalization, Capitalization, capitalization,
and spelling and spelling and spelling
errors errors errors
10
Activity 2 Finding Differences
Directions: Complete the graphic organizers by writing down elements
unique to each genre.
Graphic Flash Fiction

Fiction
Assessment 2
Write a three to five-sentence paragraph explaining the difference of the
graphic fiction and flash fiction.
Rubric in Paragraph Writing
Criteria 4 3 2 1 Points
Content At least four At least three At least two Only one
characteristics characteristics characteristics characteristic
of are of are listed and of are listed is written
listed and explained and explained
explained
Organization Details are Details are in Some details All details

in logical logical order yet are not in are not in
order and less interesting logical order logical order
interesting
Mechanics No errors in One to two Three to five Six or more

and Grammar punctuation, errors in errors in errors in
capitalization, punctuation, punctuation, punctuation,
and capitalization, capitalization, capitalization,
spelling and spelling and spelling and spelling
errors errors errors
11
Activity 3 Comparing and Contrasting between Genres
Direction: You read two stories previously, My Freaking Alarm and The
Unlucky Winners. Write their similarities and differences using a
Venn Diagram
The Unlucky
My Freaking Winners
Alarm
Assessment 3
Based on your answer in Activity 3, answer the questions below.
1. What characteristics of the stories make them similar?
2. What characteristics of the stories make them different?
What I Have Learned
The previous activities allowed you to learn more about graphic fiction
and flash fiction. Reflect on what you have learned by answering the
questions that follow.
1. What are 21st century genres discussed?

2. What distinct characteristics does graphic fiction have?
3. What different features does flash fiction have?
12
4. What literary pieces have you read that would classify as graphic
fiction?
5. What literary pieces have you read that would classify as flash
fiction?
What I Can Do
Direction: You have examined similarities and differences of Graphic

Fiction and Flash Fiction. Further explore the genres by writing
the 30-word story below as a 3-panel comic. Use the rubrics below
as your guide.
Twelve hours, fourteen hours, sixteen hours, even a whole day. Try
as I might, I can never extinguish this tiredness I feel. This
unmade bed… It's just not for me.
30-word story by Frances Pelismino
4 3 2 1
Structure
Presents all Exhibits at least Exhibits at least Does not present
elements and three elements two elements elements and correct
correct structure and correct and correct structure of the chosen
of the chosen structure of the structure of the genre
genre chosen genre chosen genre
Creativity
The story is The story is The story is in The story is not
communicated communicated interesting communicated in
in surprising in interesting ways, but not surprising and
and unusual ways related to the interesting ways
ways topic
Mechanics
No errors in One to two Three to five Six or more errors in
punctuation, errors in errors in punctuation,
capitalization, punctuation, punctuation, capitalization, and
and spelling capitalization, capitalization, spelling errors
and spelling and spelling
errors errors
13
Assessment
Choose the letter of the best answer. Write the chosen letter on a
1. It refers to imaginative literature usually consisting of a few

hundred words.
a. Short story
b. Flash fiction
c. Doodle fiction
d. Graphic fiction
2. Which is NOT a feature of a graphic novel?
a. Graphic novel is in condensed form.

b. Graphic novel is a combination of book and screen.
c. It encourages interactivity in the minds of the reader as he fills
in the blanks between pages.
d. Its language, syntax and meaning spring primarily through
the relationship between images than words.
3. Flash fiction is also known as _____________.
a. short story
b. macro stories
c. graphic fiction
d. postсard fiсtion
4. It is a flash fiсtion story that сenters on finding tattered teddy bear

that the speaker adored as a сhild.
b. "Unnecessary Things”
c. “Angels and Blueberries”
d. “I remember her fifty years later.”
14
5. Which is NOT a common characteristic of flash fiction?
a. brief
b. has complete plot
c. uses speech bubbles
d. presents twists in the ending
6. “The Barn Owl’s Wondrous Capers” of Sarnath Banerjee that portrays

18th сentury Calсutta is a ________________.
a. manga
b. flash fiction
c. digi-fiсtion
d. graphic novel
7. It is where dialogues in graphiс fiсtion are written.
a. Image panels
b. Speeсh bubbles
с. Illustration boxes
d. Beside illustrations
8. C. Brown’s “Louis Riel” that centers on a fiсtionalized violent rebellion

in the 19th сentury is a______________.
a. сhiсk lit
b. nonatale
c. graphiс novel
d. text-talk novel
9. How do flash fictions commonly end the story?
a. The story ends with a twist.

b. It presents a painful ending.
c. It usually ends happily and merrily.
d. Readers have the liberty to give their own ending.
10. Whiсh сharaсterizes a graphiс novel?
a. It presents сolorful image panels.

b. Graphiс novel сombines letters and words.
c. Graphic novel presents fewest words as possible.
d. Illustrations allow the readers to imagine and experienсe
the сharaсters and events in the story.
15
11. Art Spiegelmen’s “In the Shadow of No Tower: 9/11” is an
example of ________.
a. text tula
b. flash fiction
c. graphic novel
d. text-talk novel
12. The following are 21st literary genres EXCEPT__________________.
a. Manga
b. Flash fiсtion
c. Graphiс fiсtion
d. Korean telenovela
13. It is a сreative pieсe written in comic form.
a. comiс story
b. storyboard
с. flash fiction
d. graphic fiсtion
14. Tara Campbell explains the various сolors of the sky in flash
fiсtion story entitled_________________.
b. “Unneсessary Things”
c. “Angels and Blueberries”
d. “For sale: baby soсks, never worn”
15. Graphiс novel is also known as _____________.
a. digi-fiсtion
b. flash fiсtion
c. doodle fiсtion
d. graphiс fiсtion
16
Try your knowledge of the genres and look for the stories listed below.
Complete the table by identifying its genre and its distinct characteristics.
Title Genre Characteristics
1
Adventure Finders
(2017) 2.
by Rod Espinosa
3.
1.
Riddle (2018)
by Ogbewe Amadin 2.
3.
1.
The Comedian (2018)
by Yoko Morgenstern 2.
3.
1.
Outlawed (2020)
by Eve L. Ewing 2.
3.
17
Answer Key
18
References
Dean, Demecia. 2014. “My Freaking Alarm.” Published April 2014.https://www.

familyfriendpoems.com/poem/my-freaking-alarm
Freisen, Calle, “21st Century Literary Genres.” Last uploaded Oct. 19, 2011.
https://www.slideshare.net/darinjohn2/21st-century-literary-genres-
by-calle-friesen
Johnson, Nicky. 2019. “The Unlucky Winners.” Published August 2, 2019. https://
www.fridayflashfiction.com/100-word-stories
Gacusan, Pauleen, “21st Century Literary Genre.” Last uploaded May 25, 2018.
https://www.slideshare.net/lhengacusan/21st-century-literary-genre
Reedsy Ltd., “25 Flash Fiction Stories Worth Your Time.” Last posted April
23, 2020. https://reedsy.com/discovery/blog/best-flash-fiction
Singh, Xavier Pradheep, “Graphic Fiction.” Last uploaded Nov. 22,

2012 https://www.slideshare.net/pradheepxing/graphic-fiction
Smith, Joanna, “Everything You Need To Know About Flash Fiction.” Last updated
Mar. 21, 2018. https://medium.com/@joannasmith008/everything-you-need-
to-know-about-flash-fiction-29e2513b4f4a
Sustana, Catherine, “Flash Fiction Definition and History.” Last updated March
29, 2020. https://www.thoughts.com/what-is-flash-fiction-2990523
19
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 2– Module 8: Creative Literary Adaptations
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
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.


Writers: Marilyn D. Varona, Jeramie G. Buensuceso, Elisa Pardines
Editors: Lawrence B. Icasiano, Paula J. Martinez
Reviewers: Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus
Illustrator: Jericho DR. Santiago, Francis P. Gutierrez
Layout Artist: Marites K. Chavez, Lorenzo F. Moreno, Jr.
Editha B. Gregorio, CID Chief
Laarni R. Granado, EPS In-charge of LRMS
Michael M. Acuna, EPS
Leticia A. Rogacion, EPS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
and the World
Creative Literary Adaptations
For the Facilitator:
Welcome to the 21st Century Literature from the Philippines and the World! This is
Grade 11/12 Alternative Delivery Mode (ADM) Module on Literary Genre.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:
Welcome to the 21st Century Literature from the Philippines and the World! This is
Grade 11/12 Alternative Delivery Mode (ADM) Module on Literary Genre.
The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
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competencies you are expected to learn in the
module.

module.


What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.


sentence/paragraph to be filled in, to process
what you learned from the lesson.

help you transfer your new knowledge or skill
into real life situations or concerns.

competency.

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

module.
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References This is a list of all sources used in developing

this module.
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your answers.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
Most Essential Learning Competency:
Produce a creative representation of literary text by applying multimedia and

ICT skills.
This module has been designed and written with you in mind. It is here to help you
enhance your multimedia/ICT skills in producing creative adaptations of a certain
literary genre. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.
This module also aims to engage you in appreciation toward studying 21st Century
Literature from the Philippines and the World. Furthermore, it encompasses their
various dimensions, genres, elements, structures, contexts, and traditions. This will
give you a chance to embark on a journey from Philippine regions to the different
parts of the world through various literary encounters.
This module is divided into two lessons, such as:
 Lesson 1 – Literary Genre on Creative Multimedia Presentation

 Lesson 2 – Literary Genre with ICT Skill Empowerment

1. demonstrate ability to interpret specific literary genre;
2. create a unique literary adaptation through multimedia presentation;
3. illustrate a creative literary adaptation with one’s ICT skills; and
4. appreciate the use of multimedia to enhance ICT skills.
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What I Know
Directions: Choose the letter of the correct answer. Write the chosen letter on
1. A literary genre, is also known as literary _________.

A. composition C. essay
B. academic text D. epic
2. It is a short story designed to allegoricallly teach some religious principles,

moral lessons, or general truths.
A. fable C. anecdote
B. parable D. poem narrative
3. It is a brief story illustrating a moral or revealing general truths about human

nature.
A. parable C. fable
B. poem narrative D. anecdote
4. He is the writer of the parable entitled, “The Story of the Pencil” and he is
known as a well-acclaimed writer.
A. Paul Coelho C. Paulo Colle
B. Paula Coole D. Paulo Coelho
5. The story of “The Ants and a Grasshopper” is an example of a/an ______

A. parable C. poem narrative
B. fable D. anecdote
6. Parables and fables are very interesting to read, because you will learn
lessons from them.
A. topic C. moral
B. review D. immoral
7. It is a nondescript object that gives a powerful message in the parable.

A. pencil C. wooden stick
B. paper D. umbrella
8. It refers to any electronic application that uses both words and pictures in a
combination of text, voice, picture or video.
A. media C. printer and scanner
B. multimedia D. projector
8
9. The use of multimedia enhances the teaching of lessons and aims to
__________, most especially in the Online Distance Learning.
A. further confuse learners
B. further waste learners’ time
C. further entertain with computer gaming world
D. further educate learners
10. Videos, animation, text, images, and audio are all multimedia ________.
A. formats
B. components
C. uses
D. presentations
11. Blogs, vlogs, webinars and other interactive contents are multimedia ____.
A. components
B. uses
C. formats
D. presentations
12. The AVI (Audio Video Interleave) that is developed by Microsoft is commonly
used in video cameras and TV ___________ and it plays well on Windows
computers.
A. programs
B. software
C. hardware
D. viewing
13. “You can also download a multimedia presentation or play it live.” It

tells us about multimedia _________.
A. uses
B. formats
C. benefits
D. characteristics
14. “Digital storytelling allows students to improve their knowledge and increases
skills such as writing, researching and reading.” It tell us about multimedia
_____________.
A. benefits
B. formats
C. uses
D. characteristics
15. To make our multimedia presentation creative, we can import images, audio,
and video clips to unique output, but we have to _________________, to avoid
plagiarism.
A. leave the webpages
B. screenshot the images
C. ignore the links
D. cite sources
9
LESSON
Literary Genre on Creative
1 Multimedia Presentation
Literary genre, also known as type of literary composition, is easy to understand with
the right amount of knowledge gained from the previous modular lessons that reflect
essential literary contexts about cultural diversities of 21st Century Literature from
across the globe.
In this lesson, you will encounter a new literary piece - a parable, as related to
literary genre. Incorporated in this lesson is the use of multimedia that plays an
important role in presenting a creative version of a certain literary piece. You have to
learn how to use these multimedia to further alleviate the quality of your learning
outputs.
What’s In
In the previous module, you have learned about an anecdote that tells a short
entertaining and interesting story of a person. Anecdotes and other literary genres
have made it possible to present creative literary adaptations. However, there is still
a better way of interpreting them with the use of varied multimedia formats. They
will also help you present more compelling learning outputs.
Before you learn another interesting literary genre and other multimedia
presentation tools, take time to answer the following questions:
1. What is an anecdote?
2. What are the different purposes of telling an anecdote?
3. What other literary genres do you like to read? Why does it interest you
most?
4. Can you name varied multimedia formats being used to better interpret
literary text? Mention few of them.

This module targets a specific Learning Competency (LC). At the
end of this lesson, the learner is expected to produce a creative
literary adaptation using multimedia.
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What’s New
Read a parable entitled, “The Story of the Pencil” which is an excerpt from the novel
written by Paulo Coelho, “Like the Flowing River”. It is a thought-provoking story about
a nondescript object that gives a powerful message. Read the story aloud to yourself
and find out how the author creatively portrays the parable.
Before you read, familiarize yourself first with the author’s achievements.
Paulo Coelho
 The pride of Brazil whose novel, The Alchemist, became a worldwide

phenomenon; one of the best-selling books in history with 190 million
copies sold and translated into 80 languages
 Musician and lyricist prior to pursuing a writing career as a novelist
 Published 30 books, majority of which are novels
 Recipient of international awards, among these awards are:
- Spain’s Elle- Best International Writer (2008)
- Denmark’s Hans Christian Anderson Award (2007)
- Mexico’s Las Pergolas Prize (2006)
- American Wilbur Award (2006)
THE STORY OF THE PENCIL
by Paulo Coelho
The Grandchild was looking at his grandma writing for a letter. Suddenly
he asked: “Are you writing a story about us? Is it by chance a story about
me?”. The grandma stopped writing, smiled and said to her grandchild:
“Indeed I am writing about you, however more important than the words is
the pencil I am using.
“I hope you will be like this pencil when you grow up”.
The child, looked at the pencil curiously, but could not see anything special.
“But . . . it is exactly the same as every other pencil I saw in my life”.
“It is all in the way you look at things. There are five qualities in that pencil that, if
you will be able to maintain, will make you a man in peace with the whole world.
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First quality: you can make big things, but never forget that there is a
hand guiding your steps. This hand we call it God, and he will always have to
address you towards his will.
Second quality: sometimes I have to stop writing and use a sharpener. This
makes the pencil suffer a little, but at the end it will be sharper. So, learn to bear
a little pain because it will make you a better man.
Third Quality: the pencil always allows us to use an eraser to cancel

mistakes. Understand that correct something we did is not necessarily a bad
thing, but something fundamental to keep us on the right path.
Fourth quality: what is really important in the pencil is not the wood or the
shape, but the lead that is inside. So, be always careful of what happens inside of
yourself.
At the end, the fifth quality is: always leave a sign. In any case, be aware that
everything you do in your life will leave trails; try to be conscious of every single
action”.

Parable and fable are being compared with one another most of the
time, because of their confusing characteristics. Both have many
aspects in common, with more similarities than differences.
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FABLE PARABLE
a short story designed

a brief story
to allegoricallly teach
illustrating a moral or
some religious
revealing general
principle, moral
truths about human
lesson, or general
nature
truths
often includes talking

includes real or literal
animals or animated
occurrences to which
objects as the principal
anyone can relate
characters
Example: The Ants Example: The Plant

and the Grasshopper Sower
What is It
Multimedia is an essential avenue to transform unique adaptations of a

literary genre, thus, making learning outputs interesting and productive. To have a
creative adaptation of literary genres, the following concepts have to take into
considerations.
A. Multimedia and its Concepts

A multimedia is any electronic application used to teach lessons or to further
educate learners on a particular topic. It is a presentation of material that uses
both words and pictures in a combination of text, voice, picture or video. Using
interactive digital tools to tell a story is called digital storytelling and often uses a
combination of multimedia venues to complete the task. The use of multimedia
allows educational ideas and materials to be presented in a more artistic, inspired
and engaging way.
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B. Uses of Multimedia and its Formats
There are many uses of multimedia for a deeper understanding of a lesson.

Audiobooks are ideal for second-language learners. Song files and music videos can
be used to compare social norms in different eras. Multimedia can offer students a
better understanding of the lesson.
The multimedia formats from various media includes: text and graphics for
slideshows, presentations, diagrams and infographics. Audio has podcasts and
recordings. Screen captures, lecture captures and animation are examples of video
components of multimedia. Other multimedia components include blogs, vlogs,
webinars and other interactive content.
Multimedia applications include the interaction of different media types like

animation, video, text and sound. It has become a part of our lives as soon as we
entered the digital age. Before the modern technology, there are tools helping us
appreciate some of the types of multimedia such as videos on television. There are
various components of multimedia such as:
1. Videos
https://www.thejigsaw.in/blog/how-to-make-
youtube-videos
Digital video is a primary component in multimedia, especially those that

appear online and on television. The different formats of these types of multimedia
include wmv, avi, mped and flash. Some of these formats are better than others
because they load faster and can be viewed or loaded using different platforms and
operating systems. Many videos have changed formats ever since the mobile phone
industry became more advanced in technology. Many of the video formats require
plug-ins on browsers and specific mobile applications to load.
Here is a list of multimedia formats:
https://www.w3schools.com/html/html_media.asp
Format File Description

.mpg MPEG. Developed by the Moving Pictures Expert Group. The first
MPEG .mpeg popular video format on the web. Not supported anymore in
HTML.
AVI (Audio Video Interleave). Developed by Microsoft. Commonly
AVI .avi used in video cameras and TV hardware. Plays well on Windows
computers, but not in web browsers.
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WMA .wma WMA (Windows Media Audio). Developed by Microsoft. Plays well
on Windows computers, but not in web browsers.
flash swf Flash Video is a container file format used to deliver digital video
(small web file} content over the Internet using Adobe Flash Player version 6 and
newer.
MP3 files are actually the sound part of MPEG files. MP3 is the
MP3 .mp3 most popular format for music players. Combines good
compression (small files) with high quality. Supported by all
browsers.
MP4 .mp4 MP4 is a video format, but can also be used for audio. Supported
by all browsers.
2. Animation
https://www.hitechanimation.com/blog/top-5-animated-
character-who-changed-the-face-of-animation-industry/
Animation is a form of art for most people, especially those that are in the
business of producing animated movies. Right now, animation has become
interactive, allowing users to directly affect the outcome of animated components
and events. Flash is the most common platform for animation, and using this
component, the interactivity of animation is enhanced.
3. Text
http://todo.design/photoshop-tutorial-
how-to-make-a-portrait-made-only-of-
text/
Text has always been and will always been the most common among the types
of multimedia components in different applications. Text in combination with other
media components can make any application more user-friendly. By using text,
interactivity is increased. Text elements are particularly important for accessibility
purposes. Users of an application need to input text for the system to identify them.
Text is also used to create a digital signature, such as in passwords.
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4. Images
https://www.ephotozine.com/article/microsoft-
windows-xp--review-4338
Digital image files are needed to create videos and animation. A user would
sooner go to a website filled with colourful photographs than one that contains only
text elements. Familiar image formats include jpeg and png. These formats permit
editing. Images are created by graphic designers using various software.
5. Audio
https://www.dreamstime.com/stock-photo-
audio-waves-microphone-image14394820
Voiceovers comprise a tremendous number of the types of multimedia

components. Audio files include background music and special effects. Any audio in
an application is designed to improve a user’s experience.
C. Characteristic of a Multimedia
 Multimedia can be used in the presentations, making them more fun and
interesting.
 A multimedia presentation has various viewing options such as projector
or a media player and the like.
 You can also download the multimedia presentation or play it live.
 The technology of multimedia can also be used to make the information
be conveyed more easily to the user.
 Multimedia technology has improved the learning experience by
combining various forms of media together.
https://www.educba.com/best-free-multimedia-software/
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D. Benefits of Using Multimedia
 Digital storytelling allows students to improve their knowledge about a

specific subject and increases skills such as writing, researching and
reading.
 Using multimedia improve a learner’s overall academic performance. In

particular, multimedia in the classroom is used for self-directed learning
or SDL.
 Students manage their time and assess what needs to be included in their
learning activities. This style of learning is used mostly with older
students who already know how to manipulate many of the multimedia
venues available to them.
https://classroom.synonym.com/types-multimedia-classroom-7941275.html
What’s More
Enrichment Activities
Activity 1
Directions: Choose an emoji from the box below to describe the feeling that fits
each pencil description. Write your answer before each number.
_____________________1. A sharp-edge pencil in writing signifies smart and clever

guy.
______________________2. A broken pencil suggests problem; heart-broken
______________________3. A newly-sharpened pencil implies regaining one’s strength

thus being ready to face the world again.
______________________4. A bigger-shaped pencil implies gaining body weight

caused by stress; imbalanced diet
_____________________ 5. A writing pencil is similar to you while you are into doing your
responsibility and duty to your work and family.
proud determined contented

proud sad angry worried
and confident and happy
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Activity 2
Directions: Choose a multimedia format

to creatively present your experiences in
life and tell how you feel about it using
the pencil pictures below. Notes to the Teacher
If the learner has no computer and
internet to work on with, the teacher
will ask the learner to create his/her
output the other way. For example,
creating a story board, designing
flash cards, and the like.
What I Have Learned
Read the fable entitled “The Ants and a Grasshopper” and have an artistic and
interesting way of presenting its story and moral lesson using multimedia. You can
refer to the given multimedia formats below. Refer to the format/file table to clarify
their descriptions.
 MP4
 AVI
 WMA

Another alternative presentation is using
Microsoft PowerPoint (MS PPt) for slide
presentation.
If MS PPt is not possible/or without computer
and internet, a manual/visual presentation
will do.
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The Ants and the Grasshopper
A Grasshopper spends his summer singing and dancing, while a team of Ants
has worked hard all summer collecting food for the winter. He doesn’t understand
why the Ants work so hard. When winter comes, the Grasshopper finds himself dying
of hunger and sees the ant serving up food to survive. He, then understands why the
Ants were working so hard.
The Lesson: There’s a time for work and a time for play! Just because you don’t think
something is important right now, doesn’t mean you should ignore it or put it off. It’s
okay to have fun, but make sure your work is done before! Always be prepared for
what’s ahead!
https://www.imagineforest.com/blog/life-lessons-aesops-fables/
What I Can Do
Create an mp4-video format adaptation of “The Story of the Pencil”. Integrate

text, audio clips and image file to your video presentation.

Have the learner save his/her file in the computer.
NOTE: Always cite the sources of any imported audio clips and
images; copy and paste the URL address to your video file.
Excellent Very Satisfactory Fair

Criteria Satisfactory
(25) (20) (15) (10)
1. Creativity
 Unique video presentation
2. Visual/Audio Impact
 Layout, transition, and
sound
3. Technical Quality
 Over-all impact of video
presentation
19
Assessment
Direction: Choose the letter of the correct answer. Write the chosen letter on
1. It is short story designed to allegorically teach some religious principles, moral

lessons, or general truths.
A. fable C. anecdote
B. parable D. narrative poem
2. It is a brief story illustrating a moral or revealing general truths about human

nature.
A. parable C. fable
B. narrative poem D. anecdote
3. A literary genre is also known as literary _________.

A. composition C. essay
B. academic text D. epic
4. Parables and fables are very interesting to read, because you will learn ___
lessons from them.
A. topic C. moral
B. review D. immoral
5. He is the writer of the parable entitled, “The Story of the Pencil” and he is a
well-acclaimed writer.
A. Paul Coelho C. Paulo Colle
B. Paula Coole D. Paulo Coelho
6. It is a nondescript object that gives a powerful message in the parable.

A. pencil C. wooden stick
B. paper D. umbrella
7. The story of “The Ants and a Grasshopper” is a example of ______

A. parable C. narrative poem
B. fable D. anecdote
8. The use of multimedia enhances the teaching lessons and aims to __________,
most especially in the Online Distance Learning.
A. further confuse learners
B. further waste learner’s time
C. further entertain with computer gaming world
D. further educate learners
20
9. It refers to any electronic application that uses both words and pictures in a
combination of text, voice, picture or video.
A. media
B. multimedia
C. printer and scanner
D. projector
10. The AVI (Audio Video Interleave) is developed by Microsoft. It is commonly used
in video cameras and TV ___________ and it plays well on Windows computers.
A. programs
B. software
C. hardware
D. viewing
11. To make our multimedia presentation creative, we can import images, audio,
and video clips to unique output, but we have to ________ to avoid plagiarism.
A. leave the webpages
B. screenshot the images
C. ignore the links
D. cite sources
12. Videos, animation, text, images, and audio are all multimedia ________.
A. formats
B. components
C. uses
D. presentations
13. Blogs, vlogs, webinars and other interactive content are multimedia _______.
A. components
B. uses
C. formats
D. presentations
14. “You can also download the multimedia presentation or play it live.” It
tells us about multimedia _________.
A. uses
B. formats
C. benefits
D. characteristics
15. “Digital storytelling allows students to improve their knowledge and increases
skills such as writing, researching and reading.” It tell us about multimedia
_____________.
A. benefits C. uses
B. formats D. characteristic
21
Direction: What word from the wordArt image the description may suggest?
________________________1. relating to an audio recording method in which sound

waves are represented
________________________2. the preparation of animated cartoons
________________________3. connected to, served by, or available through a system
________________________4. programs for a computer
________________________5. to send message from one cellphone to another

The use of multimedia in Lesson 1 enhances your creativity in
presenting a unique literary adaptation.
Here begins Lesson 2 - showcasing one’s ICT skill. Another

important life skill to develop among learners of Grade 11/12 of
the 21st Century Literature from the Philippines and the World.
22
What I Know
Direction: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
1. A short story is interesting and fun to read because it teaches ______ lesson.
A. biographical C. moral
B. political D. sociological
2. The main character in the story is known as the __________.

A. protagonist C. feminist
B. antagonist D. masculinist
3. The most exciting part of a story is called _______________.

A. character C. conflict
B. climax D. plot
4. This element refers to the topic that the writer writes or comments on in his or
her writing.
A. plot C. climax
B. conflict D. theme
5. It refers to the tension, the fight or the struggle between the various characters
or forces in the story.
A. conflict C. setting
B. theme D. plot
6. To produce a literary adaptation of a story, one needs to apply his ICT skills.
ICT means _____.
A. Information and Communication Technology
B. Information to Centralize Tutorial
C. Inclusive for Classroom Technology
D. Important in Communication Technology
7. Information Technology (IT) is the use of __________ to store, retrieve, transmit,

and manipulate data, or information.
A. printer
B. projector
C. computer
D. scanner
23
8. ICT skills are about understanding and applying a range of computer programs,
_____________ and other applications.
A. hardware
B. software
C. peripheral
D. hard drive
9. It generates slides for presentation; design professional presentations

A. Microsoft (MS) Word
B. MS PowerPoint
C. MS Excel
D. MS Publisher
10. To Copy, press (Ctrl+C); to Paste, press ________ on the computer keyboard.
A. (Shift+V)
B. (Shift+P)
C. (Ctrl+P)
D. (Ctrl+V)
11. Information and Communication Technology (ICT) is generally accepted to

mean all technologies and allow people and organizations to interact in the
________world.
A. classical
B. traditional
C. digital
D. none of them
12. A video clip of a story entitled, “Rich People Problem” is in _______ file format.
A. mp4
B. html
C. jpeg
D. xls
13. Using interactive digital tools to tell a story is called digital _________.
A. storybrowsing
B. storymapping
C. storykeeping
D. storytelling
14. A person employed to drive a private car is called _______.

A. diver
B. courier
C. chauffeur
D. pauper
15. When an item is lack of interesting quality, it has a ______________ label.

A. nonsense
B. nondescript
C. no quality
D. no value
24
LESSON
Literary Adaptations with
2 ICT Skills Empowerment
Creative adaptation of a certain literary genre is easy to deal with if you have
satisfying ICT skills that can help you enhance learning outputs in studying literary
genres, its elements, and essential literary contexts about cultural diversities of 21st
Century Literature from across the globe.
In this lesson, you will read a story entitled, “Rich People Problem” and apply your
ICT skills to generate a digital picture emphasizing the story elements.
What’s In
In the previous module, you have learned about short story and its basic elements.
Creative transformation of contemporary books on short story and other literary
genres has evolve over the digital technology today. The literary digital adaptations
will make interesting and fun way of learning.
Before reading the short story and learning how to integrate your ICT skills in this
lesson, take time to recall important details from the previous lesson to help you
answer the following questions:
1. What is a short story?

2. Name the basic elements of the story.
3. Why do you read a short story?
4. Aside from books, are there any electronic resources to obtain a
particular story to read? What are they?

This module targets a specific Learning Competency (LC). At the end of
this lesson, the learner is expected to produce a creative literary
adaptation with the integration of one’s ICT skills.
25
What’s New
Read the short story entitled, “Rich People Problem” by Kevin Kwan. Find out
significant characters, places, events that may refer to the elements of a story.
Before you read, you have to unlock first word difficulty. A table is presented below.
There are jumbled letters on the first column; its definition on the second column;
and you have to write the correct / exact words on the third column (The first letter
is given to serve as a clue.)
Jumbled Letters Definition Vocabulary

1. T T E D T U - used to express
disbelief or disapproval T ________________
2. F E U R C H A U F - a person employed to
drive a private car C ________________
3. S K W H I - to agitate with a light
rapid motion W ________________
4. R E N C E R E V E - a deep respect for
someone or something R ________________
5. T O M E DA C C U S - normal or usual due
to its being familiar A ________________
6. C O O N T Y - a business person of
exceptional wealth T _________________
7. V E N H A - a place offering
favorable opportunities H ________________
8. C R I P T N O N D E S - lack of interesting
quality N ________________
RICH PEOPLE PROBLEMS

an excerpt by Kevin Kwan
1 Bettina Ortiz y Meña was not accustomed to waiting. A former Miss
Venezuela and Miss Universe runner-up, of course, the exceedingly bronzed
strawberry blond was these days the wife of Miami auto-parts tycoon,
Herman Ortiz y Meña, and at every restaurant she chose to grace with her
presence, she was always greeted with reverence and whisked to the exact
table she desired. Today she wanted the corner table on the terrace at Sip
Sip, her favorite lunch spot on Harbor Island.
She wanted to sit on one of the comfy orange canvas director’s chairs
and stare out at the gently lapping turquoise waters while eating her Kale
Caesar salad, but there was a large noisy group taking up the entire terrace
and they didn’t seem in much hurry to leave.
Bettina fumed as she glared at the tourists happily savoring their

2
lunch in the sun. Look how tacky they were…the woman overly tanned,
wrinkled and saggy, none of them properly lifted or botoxed.
26
She felt like walking up to their table and handing out her
dermatologist’s business cards. And the men were even worse. All dressed in
all rumpled shirts and shorts, wearing those cheap straw hats sold at the
trinket shot on Dunmore Street. Why did such people have to come here?
3 The three-and-a-half-mile-long paradise with its pristine pink-
Sandbeaches was one of the best-kept secrets in the Caribbean, a haven for
the very rich filled with quaint little wood houses painted in shades of sherbet,
charmin boutiques, chic oceanfront mansions turned into inns, and five-star
restaurants to rival St. Barths. Tourists should have to take a style exam
before being allowed to set foot on the Island! Feeling that she had been patient
long enough, Bettina stormed into the kitchen, the fringe on her crocheted
Pucci caftan top shaking furiously as she made a beeline for the woman with
a shock of pixie-cut blond hair manning the main stove.
4 “Julie, honey, what’s the dealio? I’ve waited more than fifteen minutes
for my table!” Bettina sighed to the owner of the restaurant.
“Sorry, Bettina, it’s been one of those days. The party of twelve on the terrace
showed up first just before you did,” Julie replied as she handed off a bowl of
spicy conch chili to waiting server.
“But the terrace is your prime spot! Why on earth did you let those
tourists take up all that space?”
5 “Well, that tourist in the red fishing cap is the Duke of Glencora. His
party just boated over from Windermere – that’s his Royal Huisman you see
moored
off the coast. Isn’t it the most handsome sailboat you’ve ever seen?”
6 “I’m not impressed by big boats,” Bettina huffed, although secretly

She was rather impressed by people with big title. From the kitchen window,
she surveyed the party assembled on the terrace with new eyes. These aristo
British types were such a strange breed. Sure, they had their Savile Row suits
and their heirloom tiaras, but when they traveled, they looked so painfully
frumpy.
7 It was only then that Bettina noticed three tan, well-built men in fitted
white T-shirts and black Kevlar pants sitting at the adjacent table. The guys
weren’t eating but sat watchfully, sipping glasses of seltzer water. “I assume
that’s the duke’s security detail?
They couldn’t be more obvious! Don’t they know that we’re all
billionaires here on Briland, and this isn’t how we roll?”
Bettina tutted.
8“Actually, those bodyguards belong to the duke’s special guest. They

did a whole sweep of the restaurant before the party arrived.
27
They even searched my walk-in freezer. See that Chinese fellow seated
at the end of the table?”
Bettina squinted through her Dior Extase sunglasses at the portly,

balding, seventy-something Asian man dressed in a nondescript white short-
sleeved golf shirt and gray trousers. “Oh, I didn’t even notice him! Am I
supposed to know who he is?”
That’s Alfred Shang, Julie said in a hushed tone.
9 Bettina giggled. “He looks like their chauffeur. Doesn’t he look like
that guy that use to drive Jane Wyman around in Falcon Crest?”
Julie, who was trying to focus on searing a cut of tuna to perfection, shook
her head a tight-lipped smile. “From what I hear, that chauffeur is the most
powerful man in Asia.”
“What’s his name again?”
To check your comprehension, answer the following questions on a

1. Who are the characters in the story?
2. Can you tell the significant places reflected in the story?
3. What is the theme of the story?
What is It
A. The Basic Elements of a Short Story

1. Character| The character element is the person or people in a story.
Sometimes the characters are not human, some may be animals or
spirits. Incidentally, even when non-human characters are used, they
tend to have human characteristics.
Characters are usually of two types:

the protagonist and the antagonist.
The protagonist is the main character. He or she is in conflict with

another character, who is known as the antagonist.
An example of a protagonist and an antagonist are Superman, the

protagonist, and Lex Luthor, the antagonist.
2. Setting| The first important element of a short story is the setting. The
setting refers to the time and place that the event(s) in the story take
place.
28
3. Plot| The plot refers to the flow of events in the story. Essentially, the
plot refers to what is happening in the story.
4. Conflict| The conflict or complication refers to the tension, the fight or

the struggle between the various characters or forces in the story. This
actually gives fuel to the story and influences its flow (i.e. its plot).
Without the conflict, then you have no story.
5. Climax| The climax is the most exciting part of a story. It is when

the conflict is about to or is getting resolved.
6. Theme| This element refers to the topic that the writer writes or
comments on in his or her writing. The theme is the motif of the story,
that is, it permeates the whole story and recurs throughout the
narrative. An example of a theme is the topic of "bravery" in Harry
Potter.
https://www.answers.com/Q/What_are_the_6_story_elements
B. Information and Communication Technology or ICT

Information and communications technology (ICT) refers to all the technology
used to handle telecommunications, broadcast media, intelligent building
management systems, audiovisual processing and transmission systems, and
network-based control and monitoring functions. ICT is often considered an
extended synonym for information technology (IT).
https://www.techopedia.com/definition/24152/
information-and-communications-technology-ict
Information Technology (IT) is the use of computers to store, retrieve,

transmit, and manipulate data, or information. IT system is generally an
information system, a communications system or, more specifically speaking, a
computer system – including all hardware, software and peripheral equipment –
operated by a limited group of users.
C. ICT Skills
ICT skills are about understanding and applying a range of computer
programs, software and other applications. These include: word processing,
spreadsheets, databases, power points and search engines.
https://www.thebalancecareers.com/co
mputer-skills-list-2063738
29
ICT skills are being manifested if you can do the following:
 type / encode your document; bring out your best writing using MS Word- word
processor
 manipulate numbers and data for computation; discover and connect to data,
analysis using MS Excel – number processor
 generate slides for presentation; design professional presentations using MS

PowerPoint – slide presentation
 create everything from labels to newswriting and marketing materials using MS

Publisher
 Copy(Ctrl+C) and Paste (Ctrl+V) any items from internet – images, video clips,
music and be able to embed them in your outputs
 CITE SOURCE(s) on any imported images, video clips, music ---to avoid
plagiarism
 Manage browsing websites
 Save any files with appropriate file formats
 Associate yourself as a Techie person (one who has smart and clever ways of
manipulating computer and other related-gadgets)
D. Components of ICT
The term Information and Communication Technology (ICT) is generally
accepted to mean all technologies that, combined, allow people and organizations to
interact in the digital world.
Cloud software
computing
Internet
hardware
access
data transactions http://europeyou.eu/es/what-is-

information-and-communication-
Communications technology/
technology
30
What’s More
Enrichment Activities
Activity 1
Direction: Fill out the elements of a story entitled, “Rich People Problem”. Generate
slides presentation using Microsoft PowerPoint or simply have the same graphic
organizer in your WORD.doc file format.

Refer to the discussion on pages 27-28 to note down details on the elements of a
story. If the learner has no way of accessing the computer, copy the same layout
manually and comply the assigned task.
31
Rich People Problem by kevin Kwa
Activity 2
•Characters
• _______________________________
•Setting
•___________________________________
•Plot
•___________________________________
•Conflict
•___________________________________
•Climax
•___________________________________
•Theme
•___________________________________
Direction: Insert a table using your WORD.doc file format and fill in the double-
entry journal based on the story. Save your file.
From the Text From my Mind
Example: Bettina Ortiz y Meña was not Patience is a virtue.

accustomed to waiting.
From the Text (Paragraph 1) From my Mind
32
What I Have Learned
Reflect on the sequence of events in the story. Have a creative digital picture
presentation; import images and music, and add voice over. Save your file.

The learner can use/or choose the story of his/her choice and comply
with the task. It is the learner’s creativity that matters most here. If
computer is not available, he/she can create the picture story manually.
What I Can Do
Create a digital picture story of “The Rich People Problem” showcasing your ICT
skills, for a creative and unique presentation. Follow the steps in creating a digital
picture story.
Steps in Creating a Digital Picture Story
1. Use the story, “The Rich People Problem” for your digital picture story.
2. Note the sequence of events for the creative adaptation of the literary text.
3. Import images and music to your slides.
4. Apply appropriate template designs.
5. Record a voice-over.
6. Add transitions.
7. Adjust the timeline.
8. Save your output.
33
B. Digital Picture Rubric

NO MINOR MAJOR TOTAL
Digital Picture Story Criteria revisions revisions revisions revisions
(25) (20) (15) (10)
1. Video Clarity and Resolution
 Creativity
 Technical Quality
2. Audio
 Audio is balanced between music
and voice over.
 Audio is clear all throughout the
video.
3. Pacing
 Clip durations are appropriate,
with elements of excitements and
surprise.
 The sequence of story is easy to
comprehend.
Assessment
Direction: Choose the letter of the correct answer. Write the chosen letter on
1. The most exciting part of a story is called _______________.

A. character C. conflict
B. climax D. plot
2. It refers to the tension, the fight or the struggle between the various characters
or forces in the story.
A. conflict C. setting
B. theme D. plot
3. A short story is interesting and fun to read because it teaches ______ lesson.
A. biographical C. moral
B. political D. sociological
4. The main character in the story is known as the __________.
34
A. protagonist C. feminist
B. antagonist D. masculinist
5. This element refers to the topic that the writer writes or comments on in his or
her writing.
A. plot C. climax
B. conflict D. theme
6. Information Technology (IT) is the use of __________ to store, retrieve, transmit,

and manipulate data, or information.
A. printer C. computer
B. projector D. scanner
7. Information and Communication Technology (ICT) is generally accepted to

mean all technologies and allow people and organizations to interact in the
________world.
A. classical C. digital
B. traditional D. none of them
8. To Copy, press (Ctrl+C); to Paste, press ________ on the computer keyboard.

A. (Shift+V) C. Ctrl+P)
B. (Shift+P) D. (Ctrl+V)
9. It generates slides for presentation; used to design professional presentations.

A. Microsoft (MS) Word C. MS Excel
B. MS PowerPoint D. MS Publisher
10. To produce a literary adaptation of a story, one needs to apply his ICT skills.
ICT means _____.
A. Information and Communication Technology
B. Information to Centralize Tutorial
C. Inclusive for Classroom Technology
D. Important in Communication Technology
11. ICT skills are about understanding and applying a range of computer
programs, _____________ and other applications.
A. hardware C. peripheral
B. software D. hard drive
12. When an item lacks of interesting quality, it has a ______________ label.

A. nonsense C. no quality
B. nondescript D. no value
13. A person employed to drive a private car is called _______.

A. diver C. chauffeur
B. courier D. pauper
14. A video clip of a story entitled, “The Rich People Problem” is in _______ file
format.
A. .mp4 C. .jpeg
35
B. .html D. .xls
15. Using interactive digital tools to tell a story is called digital _________.
A. storybrowsing C. storykeeping
B. storymapping D. storytelling
Direction: Get five (5) words from the ICT ArtWord image. Define each word
of your own and use them in your own sentences.
1. ________________________________________
2. _________________________________________
3. __________________________________________
4. __________________________________________
5. ___________________________________________
36
37
Assessment
What I Know What's More
Lesson 1
Lesson 1 Lesson 1
1. B
1. A 1. A sharp-edge pencil in
2. C
2. B writing signifies smart and
3. A
3. C clever guy. – proud emoji 4. C
4. D
5. D
5. B 2. A broken pencil suggests
6. A
6. C problem; heart-broken – sad
7. B
7. A emoji 8. D
8. B
9. B
9. D 3. A newly-sharpened pencil
10. C
10. A implies regaining one’s
11. D
11. A strength, thus being ready to 12. A
12. C face the world again. – 13. A
13. D determined and confident 14. D
14. A emoji 15. B
15. D
4. A bigger-shaped pencil
implies gaining body weight Lesson 2
Lesson 2
caused by stress; imbalanced
diet – worried emoji 1. B
1. C
2. A
2. A
5. A writing pencil is like when 3. C
3. B
you are into doing your 4. A
4. D
responsibility and duty to your 5. D
5. A
family and work. – contented 6. C
6. A
7. C
7. C and happy emoji
8. D
8. B
9. B
9. B
10. A
10. D
Lesson 2 11. B
11. C
12. B
12. A
Answers may vary. 13. C
13. D
14. A
14. C
15. D
15. B
Answer Key
References
https://www.bing.com/images/.
https://www.bing.com/images/search?q=Pen+and+Paper+Clip.
https://www.bing.com/search?.
https://www.mobal.com/blog/travel-talk/destination-guides/customs-and-
traditions-from-around-the-world/.
https://www.sprachcaffe.com/english/magazine-article/amazing-cultural-
facts.
https://www.thefreedictionary.com/essay.
https://www.typesof.com/types-of-multimedia/.
https://www1.udel.edu/edtech/multimedia/index.html.
Kwan, Kevin. Rich People Problems. New York: Anchor Books, 2017.
38
21st Century Literature from the Philippines and the World
Alternative Delivery Mode
Quarter 2– Module 9: Flash Fiction: The Plot
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.


Writers: Delia B. Tañag, Elisa Pardines
Editors: Lawrence B. Icasiano, Paula J. Mar
Reviewers: Abigail I. Mirabel-Agapay, Roderick O. Delmo, Julieta R. De Jesus
Illustrator: Patrick L. Pernia, Norvin B. Taniza
Layout Artist: Marites K. Chavez, Elleden Grace L. Denosta
Editha B. Gregorio, CID Chief
Laarni R. Granado, EPS In-charge of LRMS
Michael M. Acuna, EPS

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
and the World
Flash Fiction: The Plot
For the Facilitator:
Welcome to the 21st Century Literature from the Philippines and the World 11/12
Alternative Delivery Mode (ADM) Module on the Plot of a Flash Fiction!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
This learning resource hopes to engage the learners into guided and independent
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the Learner:
Welcome to the 21st Century Literature from the Philippines and the World 11/12
Alternative Delivery Mode (ADM) Module on the Plot of a Flash Fiction!
The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
4
the module.

module.


story, a song, a poem, a question opener, an



sentence/paragraph to be filled in to process
what you learned from the lesson.


competency.


module.
5
References This is a list of all sources used in developing

this module.
4. Observe honesty and integrity in doing the tasks and checking your answers.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
6
What I Need to Know
Most Essential Learning Competency

Do self- and/or peer assessment of the creative adaption of a literary text, based
on a rationalized criteria, prior to presentation.
This module was designed and written with you in mind. It is here to help you
master the sequence of events in a story. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
This module also aims to engage you in appreciation and critical study of 21st
Century Literature from the Philippines and the World, encompassing their various
dimensions, genres, elements, structures, contexts, and traditions. This module
allows you to embark on a journey from Philippine regions to the different parts of
the world through various literary encounters.

1. describe a flash fiction and plot of a story;
2. create a digital picture story;
3. perform a self or peer-assessment in evaluating one’s work; and
4. realize the importance of friendship.
7
What I Know
1. What is considered as the most significant element of a story for it presents the
series of events and characters’ actions in the story?
A. plot C. point of view
B. setting D. conflict
2. What is also referred to as a short-short story?

A. fable C. flash fiction
B. novel D. parable
3. Which of the following refers to the time and place the story takes place?
A. conflict C. climax
B. plot D. setting
4. What do you call a short story with less than 1000 words?
A. novel C. flash fiction
B. proverbs D. parables
5. What emotion is felt with the loss of a loved one?

A. gaiety C. elation
B. melancholy D. pique
6. What does the word melancholy mean?

A. reverence C. shyness
B. stillness D. sadness
7. What does the phrase ‘mask one’s sorrow’ mean?

A. Pretend to be sad. C. Pretend to be happy.
B. Paint his sorrow. D. Wear a mask.
8. What does etched in his heart mean?

A. to be written in his heart C. to be always remembered
B. to be seen in his heart D. to be always heard
9. What term is also used to refer to the plot structure?

A. narrative arc C. plot arc
B. narrative ark D. narrative structure
8
10. What plot structure component is also known as an inciting incident?
A. rising action C. climax
B. falling action D. exposition
11. What component of the plot structure is always written at the end of a story?
A. falling action C. resolution
B. rising action D. exposition
12. The words ‘dogs are man’s best friend’ is an example of a/an .
A. proverbs C. counsel
B. adage D. Bible verse
13. What plot structure component is considered as the most exciting part of a
story?
A. exposition C. falling action
B. climax D. resolution
14. What do you call the plot structure component when the excitement becomes
less and less as the conflict is resolved?
15. What is also known as the plot complication?

9
Lesson
1 Flash Fiction and Story Plot
This lesson focuses on flash fiction and story plot. A flash fiction, one of the
genres of fiction, is a short story with much lesser words. Typically, a flash fiction
story has no longer than 1000 words in length. Some literary writers find writing a
flash fiction extremely difficult because they have to cover the beginning, rising
action, climax, and conclusion of the story with very few words. Despite this
challenge, many flash fiction stories still possess those elements, all within the strict
word count. The word limit provides a very creative challenge.
Story plot, an important element of a story, is also present in flash fiction.

Plot tells the reader how the story goes. It is basically the sequence of the events in
the story. It is important to remember that the plot is what carries the readers
thoughout the story. Therefore, the plot should be related in sequence and every
event must be connected to the previous or the next one.
At the end of this lesson, you are expected to do a self- and/or peer
assessment of the creative adaptation of a literary text based on rationalized criteria.
10
What’s In
Studying literature can be very easy with the right amount of knowledge
gained from your studies in the past. Can you still recall module 5? What are the
elements of a story discussed in that module? What are the two types of character?
How does setting differ from plot and point of view? What short story was used in
the module? For this next lesson, you will be acquainted with another literary tool
shorter than a short story wherein the plot, being referred to as the paramount of
all the elements, is given emphasis. This will surely make your learning experience
more exciting.

This module targets a specific Learning Competency (LC). At the
end of this lesson, the student is expected to do a self- and/or peer
assessment of the creative adaptation of a literary text, based on
rationalized criteria.
11
What’s New
In this module, you will learn more about the narrative arc or the plot structure of
a story. You will be reading a flash fiction entitled “Jake” by Jim Bartlett, who has
written a number of stories from flash to novella which are all featured in Fiction
on different platforms such as The Web, CriemSpree Magazine, Short-Storyme,
Fairlight Books and other publications. As a flash fiction story goes, the author tells
a loving, gentle story of love, loss and longing with an unexpected ending. Read and
learn more about the story and try to identify the components of a plot structure.
JAKE
by Jim Bartlett
Jake’s eyes snap open, and he quickly turns to the side. But like his aching
heart, the spot where Max always sat on the couch remains empty. He takes in a
long, deep breath – really more of a sigh – and squeezes his eyes closed, hoping
that by slipping into the darkness of a nap, he will temporarily mask his sorrow.
For fifteen years they were inseparable.

Always side by side. The walks on the
beach with the gentle waves calling, the
seagulls cawing. All those hikes on the
trail where the trees canopied over like
arches, wrapping them in a soft cool
shade on a hot sunny day. Even just a
ride to the grocery store for something
Martha may have forgotten, they always
went together.
Though he knows that in some ways he

should be thankful for just having their
time together – those moments forever
etched in his heart – and that the sickness took Max quickly rather than dragging
out the pain for weeks, maybe even months, he still feels cheated. That somehow
he is missing years that could have been.
Unable to sleep, he looks around the all too empty room, letting his gaze fall upon
the leash, which still hangs from the peg by the door. It seems to wait patiently,
ever ready for that next big adventure. As his eyes well up, he realizes for the first
time how much his grief weighs, how hard it is to even rise with such a heaviness
inside.
12
It is then he hears a shuffle from behind and
turns to see Martha standing in the doorway,
her shoulder resting against the frame.
“I thought you might be in here,” she says.

She looks down at him for only a moment
before her stare drifts to the couch. “I miss
him, too, Jake. More than you’ll ever know.”
There’s a faraway melancholy tone to her

voice, but he knows that her heart, like his,
has a hole too big to fill. His head drops and
he gives off another long sigh, which seems to
prompt her to come over and kneel down onto
the carpet beside him. She slides a hand under his chin and lifts it up, then tucks
back his long, floppy ears, such that their teary eyes can meet.
“I guess you do know, don’t you, Jake.”
Directions: Reflect on and answer the questions below. Write your answer on
1. What did you feel after reading the story? Expound your answer.
2. Based on the story, who is Jake and why is he in a state of loneliness?
3. What words were used to help you figure out Jake’s identity?
4. Who was Max and what happened to him?
5. Do you believe in the adage, ‘A dog is man’s best friend’? Elaborate on your
answer.
13
What is It
FLASH FICTION
The story you read is an example of a flash fiction. A flash fiction, also known
as short-short story, typically contains less than 1000 words which is most often
used to describe short casual written works. Although a flash fiction may be written
in any genre, the most famous ones are in romance, thriller, horror and sci-fi. Even
with only a number of words, a flash fiction also bears the essential elements of a
short story. The paramount of all the elements for this type of literature is the plot.
A flash fiction is similar to a short story is some ways. Both tell a complete
story with a beginning, middle and end with the elements of storytelling in place.
However, they, too, have differences.
Flash Fiction Vs. Short Story
Short Story Flash Fiction

is significantly shorter than a novel is a much shorter version of a short
story
consists of 1000-10, 000 words in composed of 100-1000 words in length
length
has a fleshed-out plot, well-rounded has a well thought out plot and great
characters, and a developed setting characters, but they don’t necessarily
and theme. need to be fully developed
has one or a few characters and one or shouldn’t be more than one plot and
a few settings (limited in place and one theme.
time, such as a day or a couple of
weeks) and expresses a single theme,
or message.
generally is more flexible. There is is punchy and to the point, a story of
more space to develop ideas, plot, extreme brevity with the plot pared
character and theme; there is at most, down to the core of the story. Every
one plot and a small subplot or a plot detail, every character gesture, every
and a half. description counts; each word has its
place. Take one word away and the
meaning is lost.
14
Characteristics of Flash Fiction
When writing a flash fiction story, it is important to know how they are
similar and different to longer stories. Flash fiction is shorter, but it should not feel
too short. Here are some traits of strong flash fiction stories.
1. Story Structure: A flash fiction story is not the shortened version of a longer
story; it still follows the elements of plot, including a beginning, middle and end, as
well as a conflict and 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.
The PLOT
Every written story has a plot- the series of events and characters’ actions
that includes a beginning, a middle and an end. Also, every written story has a plot
structure or a narrative arc. Although it is important for a story to have all its
essential elements, the plot is the major element of all as it is what the story is all
about. The plot is the actual story. Without it, a writer has not penned anything.
Two types of plot

A writer can create a story using one of the two types of plot- a unified plot
or an episodic plot. A unified plot has a story that is realistic with a central
character and action and the story happens in one place during a short span of
time- a day, several hours or even just for an hour. An episodic plot, on the other
hand, has a story that happens in a much extended period of time. A writer who
employs the episodic plot frequently uses the technique of ‘flashback’ to lay out
background details of the story. But similar to the unified plot, an episodic plot also
has a central character, setting and action.
There are three other ways to write a plot. A plot may be written as a
movement in casualty, a movement in time and a movement in dramatic tension.
PLOT – a movement in time
The plot is a movement in time when the story transpires on a particular period of
time such as an hour, a day, a week, a month or even a year.
15
PLOT - movement in casualty
The plot is a movement in casualty when the story is established on a series of

casual events that happen one after another. Here, the writer is to create a story
based on the principle of cause and effect that is, the first event sets off the second
and the second event sets off the third and so on. Hence, every new event has a
casual relationship to the old ones.
PLOT - a movement in dramatic tension
The plot is a movement in dramatic tension when the story has dialogue, action,
details, descriptions and scenes that amplify the tension and persuade the reader
to turn the page and continue reading. The techniques of foreshadowing, flashback
and epiphany are oftentimes employed in this type of plot.
The following are the components of a plot structure or parts of the narrative.
a. Exposition – This is the beginning of the story, also known as the inciting
incident. This is where the author introduces the characters, identifies where the
story is happening, and establishes the main conflict. This includes events, actions
or even decisions that build conflict, pressure or disturbance to the main character.
b. Rising Action – This is also known as the plot complication where the
writer fully introduces the conflict or the obstacle that will prevent the main
character, the protagonist, to achieve his goal.
c. Climax – This part is considered as the most exciting part of a story. This
part has the most tension or most exciting event compared to all other events in the
story. Also, this is where important decisions are made or important things are
discovered.
d. Falling Action – This point occurs after the climax as the problems in the
story start to work themselves out. The excitement becomes less and less as the
conflict is resolved.
e. Resolution/End – This is the solution to the problem in a story. When a

writer brings resolution to end the story, he can end the story with either an open
or closed ending. When a writer uses a closed ending, the resolution is done by
answering all unanswered questions that were implied or explicitly stated. A death
is an example of a closed ending. When a writer uses an open ending, he leaves the
readers to think, wonder or speculate what happens after the story has ended.
16
What’s More
1. What plot structure component is known as the inciting incident where the
author introduces the characters, identifies where the story is happening, and
establishes the main conflict?
B. climax D. rising action
2. What plot structure component is considered as the solution to the problem in a

story?
3. What is the other term for plot structure?

A. plot arc C. narrative arc
B. narrative plot D. narrative structure
4. What writing technique is used for an episodic plot?

A. flashleft C. foreshadowing
B. flashback D. epiphany
5. What plot movement uses techniques such as flashback, foreshadowing and

epiphany?
A. time C. casualty
B. dramatic tension D. space
6. When the story transpires on a particular period of time such as an hour, a day,
a week, a month or even a year, it is a plot movement in __________
A. time C. casualty
B. dramatic tension D. Space
7. When the story has dialogue, action, details, descriptions and scenes that amplify
the tension, it is a plot movement in __________
A. time C. space
B. casualty D. dramatic tension
8. When the story is established on a series of casual events that happen one after
another, it is a plot movement in __________
A. time C. space
B. casualty D. dramatic tension
9. What type of plot has a story that is realistic with a central character and action
and the story happens in one place during a short span of time?
A. casual C. periodic
B. unified D. episodic
17
10. What type of plot has a story that happens in a much extended period of time?
A. methodic C. periodic
B. unified D. episodic
What I Have Learned
Directions: Fill out the story grammar below. Base your answer from the story
that you have just read.
Title: _____________________________________________________________________
Character/s: ______________________________________________________________
Setting: ___________________________________________________________________
Plot:
Exposition
Rising Action
Climax
Falling Action
Resolution
18
What I Can Do
Directions: Make a digital picture story of Jake. Follow the steps in creating
a digital picture story. Then, assess your work using the rubric below.
Steps in Creating a Digital Picture Story
1. Go back to the story, “Jake”.
2. Identify the sequence of the story that you will use in your digital picture story.
3. Import images and music.
4. Apply appropriate lighting.
5. Record a voice-over.
6. Add transitions.
7. Adjust the timeline.
8. Assess your digital picture story.
19
DIGITAL PICTURE STORY ASSESSMENT RUBRIC

Total Major Minor No
Revision Revision Revision Revision
1. VIDEO CLARITY AND

LIGHTING
A. Camera movements are
smooth and of appropriate
speed.
B. All shots have appropriate
lighting.
2. AUDIO
A. Audio is balanced between
music and voice-over.
B. Audio is clear all throughout
the video.
3. PACING
A. Clip durations are
appropriate; with elements of
excitements and surprise.
B. The sequence of the story is
easy to comprehend.
20
Assessment
Directions: Choose the letter of the best answer. Base your answer from the
flash fiction, “Jake”. Write your chosen letter on a separate sheet of paper.
1. What plot structure component shows when excitement decreases as the conflict
is resolved?
2. What is also known as the plot complication?

3. What type of resolution is achieved by answering unanswered questions that

were implied or explicitly stated in the story?
A. inside C. within
B. open D. closed
4. What type of resolution leaves the readers to think, wonder or speculate what
happens after the story has ended?
A. inside C. within
B. open D. closed
5. What plot structure component has the most tension and also the most exciting
event?
6. What does the word melancholy in the story mean?

A. reverence C. shyness
B. stillness D. sadness
7. What type of plot was used in the story?

A. episodic C. unified
B. dramatic D. casual
8. What plot movement was used in the story?

A. time C. dramatic tension
B. casualty D. episodic
9. What is also termed as the inciting incidents?

A. rising action C. exposition
B. resolution D. climax
21
10. What plot structure component is presented at the final part of the story?
A. resolution C. exposition
B. theme D. climax
11. What type of resolution is used in the story?

A. open C. closed
B. closing D. climax
12. What element creates the tone, presents the characters and other important
facts to introduce the story?
A. setting C. exposition
B. theme D. climax
13. From the phrase “memories forever etched in his heart”, what does etched in
his heart mean?
A. always written C. always remembered
B. always seen D. always heard
14. Based on the text, what does the phrase ‘mask his sorrow’ mean?
A. pretend to be sad C. pretend to be happy
B. paint his sorrow D. wear a mask
15. It is a genre of fiction that is basically a short story with much lesser words.
A. novel C. parable
B. flash fiction D. fable
22
Directions: Answer these questions with five to ten complete sentences.
If you had a pet dog, what type of treatment would you give it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do you believe that animals have human-like feelings and emotions? Expound
your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
23
24
What I Know What's More Assessment
1. A 1. A 1. A
2. C 2. D 2. D
3. D 3. B 3. C
4. C 4. B 4. B
5. B 5. D 5. B
6. D 6. C 6. D
7. C 7. B 7. C
8. C 8. D 8. A
9. A 9. B 9. C
10. D 10. B 10. A
11. C 11. C
12. B 12. C
13. B 13. C
14. C 14. C
15. B 15. B
Answer Key
References
Bartlett, Jim. “Jack.” Last modified February 10, 2019.

https://spillwords.com/jack/.
Hood, Dave. “What is Plot in a Short Story?” (web blog), Last modified April 11,
2011. https://davehood59.wordpress.com/2011/04/11/what-is-plot-in-a-
short-story/.
Poli, Rachel. “The Difference Between Flash Fiction & Short Stories.” (web blog),
Last modified February 11, 2019.
https://rachelpoli.com/2019/02/11/the-difference-between-flash-fiction-
short-stories/.
Smith, Joanna. “Everything You Need To Know About Flash Fiction.” Last
modified March 21, 2018.
https://medium.com/@joannasmith008/everything-you-need-to-know-
about-flash-fiction-29e2513b4f4a.
Widhalm, Shelly. “Writing Flash Fiction vs. Short Stories.” (web blog), Last
modified January 31, 2015.
https://shelleywidhalm.wordpress.com/2015/01/31/writing-flash-fiction-
vs-short-stories.
Your Dictionary. “5 Flash Fiction Examples to Inspire and Entertain.”

https://examples.yourdictionary.com/5-flash-fiction-examples-to-inspire-
and-entertain.html.
25
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
26

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21st Century Literature from

the Philippines and the World

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

This module was collaboratively designed, developed, and reviewed by educators

Notes to the Teacher

For the learner:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

References This is a list of all sources used in

The following are some reminders in using this module:

 Lesson 1 – Writing a Close Analysis and Critical Interpretation of

After going through this module, you are expected to:

a. Write a close analysis and critical interpretation of literary

2. It is an activity to read shorter texts to extract accurate detailed information.

4. It is sometimes called Free Voluntary Reading.

a. Shimenawa serves as garland.

1 Interpretation of Literary Texts

1. What are ICT skills?

Notes to the Teacher

1. done at a speed three to four times faster than normal reading

2. quickly reading a text to get the summary of it

3. an approach that takes a large amount of reading

4. an action or skill or reading written or printed matter silently or aloud

5. a way of dealing with something

Activity 1. Read Me!

Literary Question Answer

Character 2. Who are the characters 2.

1. What descriptions were given about the setting of the story?

Activity 2. Scan Me!

Adaptation from The Journey to the River Sea

Literary Question Answer

Conflict 2. What is the struggle of the main 2.

Theme 3. What is the idea the story is 3.

Assessment 2.1. Comprehension Check

Assessment 2.2. Critical Reading Check

This is a story I was told.

2. Onigiri may be wrapped with seaweed and could be similar to sandwich by

3. The main characters in the story were ____________________________________.

Chechnya The Journey to the River Sea

Activity 4: Critical Analysis of the Poem

You declare you see me dimly We have lived a painful history,

You do own to hear me faintly Equality, and I will be free.

Equality, and I will be free.

III. Interpretation and Evaluation

What I Have Learned

1. Reading Approach is an approach wherein students are demanded to read

10. Extensive Reading is sometimes called Free Voluntary Reading.

A. Direction: Complete the following sentences below.

3. It is used by the reader to find answers to questions.

4. This technique is useful when the students are seeking specific

12. In another world I want my children to tame grasshoppers