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21st Century Literature from the Philippines and the world

First Quarter: Week 4
Name: _________________________ Grade Level: ________________
Section: ________________________ Date: ______________________

LEARNING ACTIVITY SHEET

Produce a creative representation of a literary text by applying multimedia and
ICT skills

Background Information

We have learned from the previous lessons that literature is a written work that
has traditionally been applied to those imaginative works of poetry and prose
distinguished by the intentions of their authors and the perceived aesthetic excellence of
their execution. It may be classified according to a variety of systems,
including language, national origin, historical period, genre, and subject matter (Rexroth
2019), and to bring out its aesthetic value, we made use of different approaches in
interpreting a literary text. In this week four lessons, we will apply multimedia and ICT
skills to present the aesthetic excellence of a literary text.
We have learned how literary, biographical, linguistic, and sociocultural contexts
enhance the meaning of a text and enrich the understanding of a reader in a literary
text. An example of this is the poem Mi Ultimo Adios (Watch the video of the poem on
YouTube https://www.youtube.com/watch?v=yUjqJzq8YhE)
In this lesson, you will learn that close analysis and critical interpretations of literary
texts could be made through the use of varied multimedia formats aside from
understanding the contexts of a literary piece. But before you learn something new, try
to do the activity below. Answer the following questions on a piece of paper.

Activity 1: (Use separate paper for this activity)

1. Who authored the poem, “Mi Ultimo Adios” (https://www.youtube.com/watch?
v=yUjqJzq8YhE)
2. What is the Sociocultural context?
3. Which type of context is formed by the languages present in the novel as the author
produce the aesthetic excellence of a literary?
By presenting the literature using multimedia, it becomes more exciting and
exciting wherein you can actively and collaboratively build knowledge structures using
technology? Especially the generation Z like you who understand the significant impact
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of the use of multimedia in studying literature. It provides opportunities for students like
you to put your ideas in audio and visual formats. Through multimedia platforms, you
can apply different strategies to understand, interpret, and evaluate texts.

Here are some of the multimedia formats that you can use to creatively
interpret various genres of literary texts.

1. PowToon is a visual communication platform that can be used to create

customized videos.

2. Pixton EDU' is an interactive platform for creating comic books and storyboards.

3. Video is an electronic device used to record, copy, playback, broadcast,

and display moving visual media (Lexico 2020).

4. Blog or a “weblog” is a website containing informative articles about a

person’s opinions, interests, and experiences. These are usually
changed regularly (DepEd 2013, 9).

5. Mind mapping is a graphical technique to visualize connections of ideas and

pieces of information. This tool structures information to better analyze,
comprehend, synthesize, recall, and generate new ideas. You can use
Microsoft Word or online mind mapping tools in creating a mind map
(Pasuello 2017).

6. Mobile phone text tula is a traditional Filipino poem. A particular example

of this poem is a tanaga that consists of 4 lines with seven syllables, each with
the same rhyme at the end of each line. (DepEd 2013, 8).

7. Slideshow presentation is created with the use of Microsoft PowerPoint. It

contains a series of pictures or pages of information (slides) arranged in
sequence and often displayed on a large screen using a video projector
(Computer Hope 2018).

8. A tag cloud is a visual, stylized arrangement of words or tags within a textual

content such as websites, articles, speeches and databases (Techopedia
2020).

Activity 2: Watch the Poowtoon presentation of “Mayon”

(https://www.youtube.com/watch?v=70mf5-c25J0)

After watching the video, answer the following questions:

MAYON
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by: Kristian Sendon Cordero

Camarines Sur

Ayon sa alamat, lason ng pana ni Pagtuga,

Ang lumikha sa bulkan – libingan ito
Ng dalagang namatay sa isang digmaan.

Ngayon, ano ang tutubo sa paanan ng Mayon

Gayong nagiging malawak na itong sementeryo
Ng abo, ng tao. Manganganak na kaya ito?
Tinitigan ko ang nakangangang bulkan – binalot
Ng ulap at ng sariling usok ang tuktok, gatas sa labi.
Baka sakali, magpakita, nang may silbi ang kamera.

Sa ilang retrato na ibinebenta ng mga bata sa Cagsawa

Lusaw na tae ang nagliliyab na lava, dumadaloy pababa.
Matandang nag-nganganga ayon naman sa isang makata.

Sa isang lumang postcard na nakita ko sa Antigo Merkado—

Kapag sa malayo, isa siyang magandang sikyung nakatanod,
Handa sa pagkapkap, naghihintay sa iyong pagpasok.

1. How is numerous of languages determined?

a. Biographical context
b. Sociocultural context
c. Linguistic context
d. Geographical context
2. How does the author describe the area around Mayon’s foot?
a. a forest
b. a graveyard
c. a park
d. a farm
3. What does the persona in the waiting for in the third stanza?
a. For the lady to give birth
b. For the volcano to show its beauty
c. For the volcano to show its perfect shape
d. For the volcano to erupt
4. Write 4 images that can be found in the poem. Cite the lines where they
appear?
a. _______________________________
b. _______________________________
c. _______________________________
d. _______________________________
5. From your answer in question, no.4 identify the positive and negative
impression conveyed by the images.
Positive Negative
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_________________________ __________________________
__________________________ __________________________
__________________________ __________________________
6. In the first stanza, it shows that the story of the death of Magayon is the
cause of the birth of a volcano. What does the persona try to imply with the
use of the graved yard image?
___________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

7. Create a poem about anything that interests you. Use figurative language to identify
objects just like Cordero used in his poem “Mayon”. Choose an appropriate
multimedia format in presenting your poem.

In an essay “HOME OF THE ASHFALL” by John Jack Wigley shows the

aftermath of Mt. Pinatubo. The author used Kapampangan language in some of the
dialogues in the essay. His origin has easily been seen through his work. It also shows
how memory can become an essay.
This essay shows that Filipinos are resilient, for we were able to survive the Mt.
Pinatubo eruption. And again, we are facing another adversary, the COVID 19
pandemic that brings emotional and physical stress and increases poverty. But no
matter what kind of adversaries we face, we will survive for that is the true nature of the
Filipinos.

Activity 3: Do any of the following: Send your presentation to your teacher via
messenger or google classroom.
a. Create a tag cloud about the resiliency of the Filipinos.
Show how Amidst the pandemic Filipinos are showing positivity.
b. Do Mobile text Tula about Filipinos resiliency ?

The region defines the nation because it characterizes the diversity of the

Philippines. It also defines the region’s linguistic, historical, and indigenous background.
For this reason, the Philippine literature is shaped by different regional cultures.
Literature participates in making sense of this different Filipino experience by
dramatizing how the nation-region dynamic is imagined and internalized. And for the
next activity, we will show wonderful Filipino experiences by creating a storyboard.
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Comics enrich the understanding of complex literary topics like conflict and irony and
reinforce understanding through the retelling of a historical event.
Activity 4: Choose any story that was discussed in the previous lesson and retell the
story through comics or storyboard. The website below will give you an idea.
Promdi@Manila(https://www.storyboardthat.com/storyboards/kleny_mae53844/promdi-
manila
Literature gives us necessary insights into its relationship with the world.
Literature through it examines the reality, brokenness, and imperfections of the world. It
understands a complex idea and turns it into a simpler one. Literature connects us to
our world. It is not just a mere work of art, a thing that gives us pleasure. It has another
use, and that is to see our world from a different perspective. Adlawan, in his short story
“ONE DAY ON THE ROAD,” includes his street life, his being a driver, is being bisdak,
and is being Filipino in his story. The experiences of the insignificant member of the
society may also be recognized and be a part of our contemporary awareness. (21st
Century Literature from the Philippines and the World by Sanchez et., al )

Activity 5: Do any of the following: Send your presentation to your teacher via
messenger or google classroom.

a. Create a PowToon of the story “ONE DAY ON THE ROAD”.

b. Create a collage of photos using PowerPoint depicting the experiences
of people in the street. Write a brief description to your work.

Reflection: Answer the following question using a separate clean sheet of paper.

How can the application of multimedia and ICT skills enhance the meaning of a text and
enrich the understanding of a reader in a literary text?

Comic Strip Reveal

CATEGORY 4 3 2 1

Clarity and Comic is easy to read Comic is easy to read Comic is hard to read Comic is hard
Neatness and all elements are so and most elements are with few illustrations and to read and
clearly written, labeled clearly written, labeled labels understand.
and illustrated. and illustrated.

Use of Time Used time well during Used time well during Used time well (as Used time
each class period (as most class periods (as shown by observation by poorly (as
shown by observation by shown by observation by teacher and shown by
teacher, and teacher, and documentation of observation by
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documentation of documentation of progress in journal), but teacher and/or

progress in journal) with progress in journal) with required adult reminders documentation
no adult reminders. no adult reminders. on one or more of progress in
occasions to do so. journal) in spite
of several adult
reminders to
do so.

Spelling & Grammar No spelling or No spelling or One to 4 spelling or More than 4

grammatical mistakes on grammatical mistakes on grammatical errors on spelling and/or
comic strip with lots of a comic strip with little the comic strip. grammatical
text. text. errors on the
comic.

Content There are references to There are references to There are very few There are no
the topic assigned in the topic assigned in references to the references to
each frame. most frames. assigned topic in the a the assigned
few frames. topic in the
comic strip.

Graphics The graphics are The graphics are The graphics are scarce Little or no
meaningful, colorful, and somewhat meaningful, throughout the piece and graphics were
appropriate. It is clear colorful, and appropriate. not much time or effort evident. It is
that time and effort went It is clear that some time was put forth. clear that the
into their creation. and effort went into their effort was
creation. lacking and
they did not
complete the
assignment.

Format They have included at They have included 5 They have included 4 They have 3 or
least 6 frames to their frames to their comic frames to comic strip. less frames to
comic strip. strip. the comic strip.

Adopted from:

www.cravenk12.org › site › handlers › filedownload

RUBRIC FOR POETRY

Name: Date: Period:

CATEGORY Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement -

1

THE Student devoted a lot Student devoted Student devoted Student devoted little
WRITING of time and effort to adequate time and some time and time and effort to the
PROCESS / the writing process effort to the writing effort to the writing writing process. It
and worked hard to process and worked to process but was appears that the
make the poem a get the job done. The not very thorough. student does not care
good read. The poem may have one or Does enough to get about the assignment.
EFFORT
poem has no errors. two errors. by. There are The poem has many
several errors. errors.

TITLE The poem has a title The poem has a title The poem has a The poem has no title
that clearly relates to that relates to the
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the poem and adds poem title

interest to the theme
or message of the
poem

NEATNESS The final draft of the The final draft of the The final draft of The final draft is not
poem is readable, poem is readable, neat the poem is neat or attractive. It
clean, neat and and attractive. It may readable and some looks like the student
attractive. It is free of have one or two of the pages are just wanted to get it
erasures and erasures, but they are attractive. It looks done and didn’t care
crossed-out words. It not distracting. It looks like parts of it might what it looked like.
looks like the author like the author took have been done in
took great pride in it. some pride in it. a hurry.

STYLE The poem is written The poem is written The poem is written The poem lacks style
with a great sense of with a defined with somewhat with and the thoughts did
style. The poem has style. Thoughts are style. Thoughts not come out clearly on
been well thought out clear to read and are clear to a paper.
and makes sense to understandable. degree.
the reader.

VOCABULAR The poem is filled The poem includes The poem includes The poem lacks
Y with descriptive many descriptive some descriptive description and does
vocabulary that elements and is words and phrases. not allow the reader to
appeals to the appealing. visualize the poem.
reader.

TOTAL SCORE: __________________________________

Adopted from : hbcsd.org › download

Evaluation Rubric for Video Production

Levels of Performance

Dimensions
Below Standard Satisfactory Score: Accomplished
of ExcellentScore: 5
Score: 1-2 3 Score: 4
Performance

Planning Students need help Students need help Students research Students research
Research, to research and to research and write and write a independently and write
Storyboarding, write a script. The a script. There is a compelling and a compelling and
and Rehearsal storyboard does not storyboard that is creative script. The creative script. The
match the final adhered to during storyboard is drawn storyboard is drawn
production. Some production. Most carefully with shot carefully with set design
group members group members have compositions and shot compositions
have roles and roles and use some included. All group included. All group
some perform very video vocabulary and members have their members define their
few tasks. Some floor language during and use video roles and use video
video vocabulary rehearsals. Students vocabulary and floor vocabulary and floor
and floor language need to be reminded language during language during
is used during to stay on task. rehearsals. rehearsals.
rehearsals. Students
need to be reminded
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to stay on task

The final production The final production

The final production is
The final production has some technical is free of technical
free of technical errors.
has technical errors. errors. Few students errors. Some
Production All students know and
One student knows know floor language, students use floor
The technical use floor language and
floor language, only only one operates language and some
use of video how to operate camera
one operates the the camera. operate camera and
equipment, and mic. Equipment is
camera. Equipment Equipment is not mic. Equipment is
floor language, carefully cared for,
is not cared for always cared for used effectively and
set design, and respected, and always
properly. It looks like properly. The set usually stored
shot stored properly. The set
no thought is put design and shot properly. The set
composition design and shot
into set design or composition design and shot
composition enhance
shot composition. somewhat enhance composition enhance
the topic.
the topic the topic.

Video uses factual, Video uses factual

Video is confusing
but confusing Video uses factual information that is
and difficult to
information. It gives information that is compelling to watch
Content understand. Art
an understanding of compelling to watch. and presented in a
Topic of the and/or artist is
the art and artist but Dialogue gives a creative manner.
presentation discussed but not at
is not necessarily clear understanding Dialogue gives a clear
all compelling to
targeted for the of the art and artist. understanding of the art
watch.
classroom audience. and artist.

Adopted from: http: www.dit.ie (//www.jordan.pausd.org/department/public/art~mmedia/vrubric.html )

Prepared by: Maryville O. Sanchez

ACNHS-SHS

Answer key
Activity 1
1. Jose P. Rizal
2. The sociocultural contexts suggest the intimate relationship between the work
and what surrounds it -- social conditions, culture, worldview, history. (21st
Century Literature from the Philippines and the World by Sanchez et., al )
3. Linguistic context
Activity 2
1. c
2. b
3. d
4. a. libingan ito Ng dalagang namatay sa isang digmaan
b.malawak na itong sementeryo
c. binalot-Ng ulap at ng sariling usok ang tuktok, gatas sa labi
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d. isa siyang magandang sikyung nakatanod

5. Positive
a. binalot-Ng ulap at ng sariling usok ang tuktok, gatas sa labi
b. isa siyang magandang sikyung nakatanod
Negative
a. libingan ito Ng dalagang namatay sa isang digmaan
b. malawak na itong sementeryo
6.  people who died and buried alive in the surrounding of the Mayon Volcano
when it erupted.
7. Answers may vary

Activity 3 Answers may vary

Activity 4 Answers may vary
Activity 5 Answers may vary

References
EducationalAppStore. n.d. “Pixton EDU Review.” Educational App Store. Educational
App Store. Accessed August 23, 2020.
https://www.educationalappstore.com/app/pixton-edu#:~:text=The software
application 'Pixton EDU,for extra themes and content.
Huntington Beach City School District. Accessed August 23, 2020.
http://www.hbcsd.k12.ca.us/.
Lever Prototypes, LLC. n.d. “Promdi@Manila Storyboard by kleny_mae53844.”
Storyboard That. Accessed August 23, 2020.
https://www.storyboardthat.com/storyboards/kleny_mae53844/promdi-manila.
Rexroth, Kenneth. 2019. “Literature.” Encyclopedia Britannica. Encyclopedia Britannica,
Inc. 2019. https://www.britannica.com/art/literature.
Sanchez, LouieJon A. Lizada, Miguel .Antonio N., Agustin, Roy Tristan B. and Cuartero,
Jose Mari B. (2016) 21st Century Literature from the Philippines and the World.
QuezonCity:Vibal Group, Inc.