11

st
21 Century
Literature from
the Philippines
and the World
Quarter 2 – Module 4:
Assessment of a Creative
Adaptation of a Literary
Text
21st Century Literature – 11
Self-Learning Module (SLM)
Quarter 2 – Module 4: Assessment of a Creative Adaptation of a Literary Text
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.

Development Team of the Module

Writer: Regine S. Perales
Editors: Louie Mark G. Garvida , Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Mary Joyce S. Perales
Layout Artist: Cesar Ian S. Ranan
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 11

21st Century
Literature from
the Philippines
and the World
Quarter 2 – Module 4:
Assessment of a Creative
Adaptation of a Literary Text
Introductory Message
For the facilitator:

Welcome to the 21st Century Literature-11 Self-Learning Module (SLM) on

Assessment of a Creative Adaptation of a Literary Text!

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
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.

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.

2
For the learner:

Welcome to the 21st Century Literature-11 Self-Learning Module (SLM) on

Assessment of Creative Adaptation of a Literary Text!

The hand is one of the most symbolized part 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.

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.

3
 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.

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!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
make self and/or peer assessment of the creative adaptation of a literary text, based
on rationalized criteria, prior to presentation. 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.

The module focuses on the following points:

(a) Criticism in Literature and Its Adaptation
(b) Self and Peer Assessment
(c) Guidelines in Making an Assessment of a Creative Adaptation

In this module, you will be able to

Do self- and/or peer-assessment of the creative adaptation of a literary text, based

on rationalized criteria, prior to presentation

Specifically, you are expected to:

1. identify types of criticisms used in literature and its adaptations;
2. explain the importance of assessment in real-life situations;
3. illustrate ideal adaptation of a literary text;
4. identify guidelines in making an assessment;
5. construct rubrics or make a review for assessing self or peer presentation; and
6. apply compare and contrast between things for better evaluation.

5
 What I Know

Direction: Read carefully and answer the questions that follow. Choose the letter of
your answer. Write only the letter of your choice on a separate sheet.

1. This is done when students individually assess one another based on their level
of contribution or participation in the group.
a. peer assessment
b. self-assessment
c. destructive criticism
d. constructive criticism

2. It is sometimes misinterpreted or wrongly defined as a criticism that discloses

true information and said to be helpful if taken the right way.
a. self-assessment
b. destructive criticism
c. mythological criticism
d. biographical criticism

3. It is type of criticism that is used to analyze the work itself, and does not claim
any underlying political, sociological or psychological concerns exist in the context.
a. formalist criticism
b. sociological criticism
c. mythological criticism
d. psychoanalytic criticism

4. This is used to analyze the cultural, economic and political context of a literary
work.
a. artistry
b. universality
c. sociological criticism
d. psychoanalytic criticism

5. It means the use of critical thinking or logical skills, reaching to a realization of

fundamental truths.
a. permanence
b. spiritual value
c. suggestiveness
d. intellectual value

6
6. It draws out the time factor: Timeliness, occurring at a particular time and
timelessness, endures throughout time.
a. style
b. artistry
c. universality
d. permanence

7. This is a literary standard that emphasizes the beauty of a literary work.

a. artistry
b. permanence
c. spiritual value
d. suggestiveness

8. It depicts how man sees life through manner of construction and conveyance of
ideas in the context.
a. style
b. pluralist theory
c. suggestiveness
d. translation theory

9. It focuses on the relationship between the adaptation and its audience, using
the subject, purpose and context as basis for evaluation.
a. pluralist theory
b. translation theory
c. Aristotelian theory
d. transformation theory

10. It evaluates the faithfulness of adaptation to the original piece.

a. translation theory
b. stating judgments
c. transformation theory
d. compare and contrast

11. It uses other excellent adaptation or presentation of the same genre to offer
suggestions.
a. state your judgments
b. compare and contrast
c. neo-Aristotelian theory
d. explain criteria as support to judgment

12. It refers to the study, analysis, evaluation and interpretation of literature.

a. literary criticism
b. literary standard
c. literary adaptation
d. art and literature studies

7
13. This is a set of seven characteristics that determine whether a written work
is considered literary.
a. literary criticism
b. literary standard
c. creative literary adaptation
d. multimedia as applied to literature

14. It is a scoring guide that has scale and descriptions and is used to evaluate a
certain output or performance.
a. rubrics
b. criterion
c. analysis tool
d. evaluation rating checklist

15. It is a part in the scoring guide where you see the exact descriptions of
evaluated quality.
a. under each scale.
b. indicators
c. rating scale
d. performance criteria

8
 Assessment of
Lesson
4 Creative Adaptation
of a Literary Text
It can be said that people in today’s generation have earned almost limitless
access in global communication, thanks to technology advancement and freedom of
expression. We are able to express our rights and opinions whether in politics,
entertainment or business industry. We use literary works, film adaptations, online
posts or other effective means to represent what we believe in and to send our
message across. Over time, we learned that communication definition is not only
limited to verbal and written but to all forms that best signify expression. Innovation
indeed has gotten us this far.

With our growing community and the need of genuine communication, it is

our responsibility to educate ourselves with how to convey our thoughts, determine
what should and should not be said, considering the scope, provision of adequate
information and the choice of words that make it.

Whether it is a self or peer evaluation, it is important to note that we can fully

help improve one another if we know how to communicate our thoughts with good
intention in mind.

What’s New

Activity 1.1 Expectation vs Reality

Directions: Assume that you have experienced the situations provided below. Give
inference by providing possible experiences that actually happens in reality or vice
versa. Write on the space provided in each item. Then, reflect on the questions that
follow.

EXPECTATION REALITY
1. You were able to perform well in a
subject you found quite difficult because
you practiced enough. With that, you
received high grade and got your
confidence back.

9
 2. On Valentine’s Day, your friend or a
stranger came to you and gave you
flowers and chocolates in surprise. You
felt special all day long.

3. You went on the way home, feeling

sad to think that your parents or
housemates were still on an argument.
You told yourself to get used to it and
expect nothing.

4. It was summer vacation. You vowed

to spend your time well by doing house
chores, finding interesting hobbies,
hanging out with friends and anything
productive. But the new semester
started and you were surprised how fast
time flew by without being able to do
anything.

1. In what basis do you categorize a situation as something that belongs to

expectation or reality?
___________________________________________________________________________
__________________________________________________________________________.
2. Why does it seem hard to expect a good reality in some situations?
___________________________________________________________________________
__________________________________________________________________________.
3. What is the importance of assessment in real-life situations?
___________________________________________________________________________
__________________________________________________________________________.

What is It

“We become the best version of ourselves when we learn to listen to what we
have to hear.” This is what people conclude when nothing seem to work after
countless trials and unable to reach wise decisions. We begin to ponder deeply, open
our mind to things we never once considered hearing and realize that some of them
actually make sense. We finally give in to learning even from negative feedbacks or
nasty situations. We make certain adjustments and do tasks more accurately. We
embrace both positive and negative and mold ourselves along the way. This is the
lesson we wish you have reflected on the first activity. Expectation vs reality concept
tells us that we have mentally built-in criteria to immediately make judgment or
assessment. This standard helps us identify what is good and bad, desirable or

10
undesirable. People use this ability to make good judgments and produce what
humanity has so far created.

In literature, we assess written works through literary criticism. Literary

criticism means the study and analysis of literature. This study helps identify on
what perspective a critique focuses on. Some may have looked at a piece from its
moral perspective or values. Or one wants to bring its economic and political issues
in limelight. Literary criticism categorizes literary works according to their genres,
making it easier for readers to comprehend and interpret a work in different
viewpoints.

Some types of literary criticisms used are:

1. Mythological criticism. A type of criticism that uses archetypes or symbols

through mythological creatures and occurrences drawn from culture, history and
life.

2. Sociological criticism. This is used to analyze the cultural, economic and

political context of a literary work.

3. Biographical criticism. From the term itself, this method of analysis aims to
determine the original theme of a certain piece from the author’s life. This requires
the reader to be familiar with the author’s biographical information. By doing so, the
reader can keep track of his analysis to be in context.

4. Psychoanalytic criticism. This emphasizes to get information about the

subconscious desire or state of mind of the author based on the theme of the work.

5. Formalist criticism. A type of criticism that analyzes the work itself, and does
not claim any underlying political, sociological or psychological concerns exist in the
context.

Literary criticisms guide readers to divide the comprehensive themes of a

literary piece into sections, and be able to focus on their point of interest. The value
of a written work has also long been assessed through seven literary standards
developed by the writer William J. Long:

1. Universality. Literature appeals to everyone regardless of culture, time and race.

2. Artistry. It possesses beauty or aesthetic appeal.

3. Intellectual Value. It activates the use of critical thinking or logical skills,

reaching to a realization of fundamental truths.
4. Suggestiveness. It reveals the underlying messages of archetypes to real events
or life itself.
5. Spiritual Value. It aims to motivate and inspire from the values presented.
6. Permanence. It draws out the time factor: Timeliness, occurring at a particular
time and timelessness, endures throughout time.
7. Style. It depicts how man sees life through manner of construction and
conveyance of ideas in the context.

11
 This serves as criteria that separate a particular literary text from the rest.
However, as what was mentioned in the previous module, literature is now viewed in
a larger scope, including both scholarly and ordinary written works. Through the use
of the above-mentioned standard and other tools for assessment, we are able to
improve and modify literature in the same genre or another medium. This is called
literary adaptation. It is the process of translating a creative work from one medium
to another or getting the juices from it and crafting a new version or story

Examples of adaptation are films, stage play, and podcast which require the
use of multimedia, technology and other creative innovations. In education, teachers
use these creative adaptations to stimulate students’ interest and promote effective
learning.

You may tend to assess an adaptation through its storyline and the
characters’ portrayal. Or that you based the production on its magnificent props and
characters’ portrayal. Others also tend to judge the quality of adaptation on whether
it has highlighted the general idea from the original work or made some changes or
unexpected turn of events. From this, we learn that every one of us has followed a
certain criterion of our own.

One helpful way to assess creative adaptation of a literary text and limits
discourse over the subject is by choosing one out of the following theoretical
approaches:
• Translation theory. Evaluates the faithfulness of adaptation to the original
piece. The criticism revolves around the adaptation’s adherence to the
character, setting, themes and any other highlights that make up the literary
text. Users of this paradigm would admire such producers who stick to the
context.
• Pluralist theory. Focuses on the effectivity of the adaptation to convey the
‘spirit’ of the original text. The advocates of this theory put much significance
to the retention of what the text makes them feel and therefore should be
preserved without the need of modification in the mood and tone.
• Transformation theory. A theory that sees a written work and its adaptation
different. The producer of the adaptation has made significant alteration
whether for artistic, uniqueness or experimental purposes. The differences
made will serve as the basis for evaluation.
Alternatively, Aristotelian theory, also known as neo-classical or neo-Aristotelian,
does not put emphasis on the fidelity or sameness of adaptation to the original text.
It rather focuses on the relationship between the adaptation and its audience, using
the subject, purpose and context as basis for evaluation. This theory is the one used
when giving assessment prior to presentation or production.

Considering these approaches, you will be able to make your assessment right
into the core. You will state your opinion or judgment and rationalize it using the
presentation itself.

Here are some guidelines to help you write a coherent and logical assessment.

1. Read, watch or listen to the work with full attention into details. Repeat if
necessary or possible. The initial step is where you all get the impression and
confirm its strengths and weaknesses. Take note of important details.

12
2. State your judgments. Present your general judgments that you made from
observation and interpretation.
3. Explain your criteria to support your judgment. Remember to use the scenes
in the presentation as evidences. Use the criteria or standards that you set to support
your judgment.
4. Compare and contrast. Use other excellent adaptation or presentation of the
same genre to offer suggestions.

Aside from writing assessment, you can also create your rubric perfect for
evaluating presentations. Rubric is a scoring guide used to evaluate a performance.
It has three parts namely: performance criteria, rating scale and indicators.

Rating scale for performance levels

Description of criteria

Indicators for performance level and criterion

You can use either of the assessment especially in class presentations. Say,
you have made random reflection after your performance--that is an assessment. Or
your teacher provided you criteria or asked you to make a quick verbal evaluation in
your peer’s work is also an example of assessment. Any output could be improved if
you will be constantly involved in the assessment process. Giving short feedback,
writing a review, being the judge for a class competition are good opportunities to
develop your judgment skills.

Self and peer assessment aim to increase your sense of autonomy and
responsibility. It hones your creative and higher order thinking skills. It will help you
become more active as an assessor rather than passively wait on your teacher for
evaluation. Most importantly, it will develop your reflection on your own execution
and judgment.
Take a close look at the advantages and disadvantages of self and peer assessment.

Peer assessment. Students individually assess one another based on their level of
contribution or participation in the group. The average of the marks given by each
member is usually the overall group score.

Advantages

• Develops involvement and sense of responsibility

• Develops judgment skills
• Provides more relevant feedback to improve performance

13
Disadvantages

• Marks given might not be reliable as affected by pressure from peers

• Have tendency to mark everyone high scores to save the group
• Hesitant to judge their peers
Self-assessment. Judging own contribution using an established criteria.
Advantages

• Develops involvement and sense of responsibility

• Develops judgment skills
• Allows to compare and reflect own and peer’s contributions
Disadvantages

• Self-assessment might be perceived as unreliable

• Might overlook one’s good point or bad point

What’s More

In the provided activity below, you are not going to make a new version of a
story but will just make a reflection as another form of adaptation. Let us find out if
you can picture out yourself from literary pieces as a form of assessment.

Activity 1.3 I Saw Me in the Story

Directions: Recall a literary piece that you have read, be it from a pocketbook,
textbook or from e_book sites, then fill out the needed information.

Title of the story: _____________________________________________________________

Three situations from the story where I saw myself:

1. _____________________________________________________________________
____________________________________________________________________.
2. _____________________________________________________________________
____________________________________________________________________.
3. _____________________________________________________________________
____________________________________________________________________.

That was a good self-assessment!

In the next activity, you will use the same story but this time seeing a friend’s
character in one of the characters in the story. Let us find out how good you are in
doing peer-assessment. Please be reminded to always stay in tact when doing a
review and remember the type of criticism used as discussed earlier.

14
Activity 1.4 I Saw My Friend in the Story
Directions: Compare your friend’s character to one of the characters in the story.
Identify what type of criticism did you apply in justifying so.
Title of the story:______________________________________________________________

Friend’s name: _________________________________________________________________

Character from the story compared from: ______________________________________

Description:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

Type of criticism used: _________________________________________________________

Activity 1.4 It’s Ok To Differ

Directions: Compare yourself from your friend’s character as a form of peer
assessment. List down attitudes that you have in common and write in the
intertwined part of the circle and differences on both ends.

Me: ______________ My Friend: ______________

Contrast Comparison Contrast

15
 What I Have Learned

It is now time to show your understanding about the topic discussed in this
module. Get ready!

Activity 1.5. Literary Yours

A. Directions: Complete the sentences below.

1. Literary adaptation is ___________________________________________
2. Examples of literary adaptation are ______________________________
3. There are three theoretical approaches in assessing an adaptation. These
are :
1. ____________________________________
2. ____________________________________
3. ____________________________________

B. Directions: Write at least three (3) sentences that expresses your significant
learning about self and peer assessment. Write your answer in the
space provided.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________

What I Can Do

Every one of us has our favorite film that we never thought is originally based
on a literary text, such as novel or diary. Let us take Harry Potter series for an
instance. It was written by Joanne Rowling in 1990 while sitting on a delayed train
from Manchester London King’s Cross, not expecting that it would become a big hit
after being rejected by a dozen of publishers. Its instant success even became intense
for over a decade, thanks largely to film adaptations made by screenplay writers
under Warner Bros. Pictures.

All of us are capable of creating stories, be it original or a representation of

something already made. Whatever it is, we cannot take off on that journey without
assessing other’s work and learn from it. We need to understand that reaching
success takes a lot of observation, retries, patience and dedication to work.

16
Activity 2: Review
Directions: Write a review of the literary adaptation given below following the
guidelines discussed on the previous part of the module. Choose one out of the three
theoretical approaches presented as guide to help you evaluate and justify your views
regarding the novel and its film adaptation. Use a separate sheet for your review.

(Note: You may search for the summary of the novel instead of reading the whole
original text.)

Howl’s Moving Castle is a 2004 Japanese animation written and directed by Hayao
Miyazaki. This film is a creative adaptation of the 1986 novel of the same name written
by the British author Diana Wynne Jones.

Your work will be evaluated through the following criteria.

Excellent Good Fair Needs Improvement
(5 points) (4 points) (3 points) (2 points)
Criteria Standards/features Some features Features do not Features do not
used are all relevant correctly completely coincide to the type of
and most suited to coincide with coincide with adaptation presented.
be assessed in such the type of the type of
type of adaptation adaptation adaptation
presented. presented. presented.
Details Provides adequate, Provides Gives details It does not provide
on-point information but is not necessary details.
information, and but lacks organized and
effectively support support to the content is
judgments. judgments. superficially
expressed.
Constructio Articulates ideas Follows Expresses ideas Briefly expresses ideas
n, well and religiously language but makes a and does not follow
Grammar, follows language mechanics but number of language mechanics.
Mechanics mechanics. does not misspelled
express ideas words or
articulately. grammatically
incorrect
sentences.
Assessmen Gives fair and clear Gives clear Provides Poor judgment and
t Skills and judgment, has judgment but judgment but writing skills.
Quality of strong basis and lacks strengths the writing is
Writing makes good at some not organized
impression as a qualities. and does not
whole. emphasize main
ideas.

17
 Assessment

Direction: Read carefully and answer the questions that follow. Choose the letter of
your answer. Write only the letter of your choice on a separate sheet.

1. This is done when students individually assess one another based on their level
of contribution or participation in the group.
a. peer assessment
b. self-assessment
c. destructive criticism
d. constructive criticism

2. It is sometimes misinterpreted or wrongly defined as a criticism that discloses

true information and said to be helpful if taken the right way.
a. self-assessment
b. destructive criticism
c. mythological criticism
d. biographical criticism

3. It is a type of criticism that is used to analyze the work itself, and does not claim
any underlying political, sociological or psychological concerns exist in the context.
a. formalist criticism
b. sociological criticism
c. mythological criticism
d. psychoanalytic criticism

4. This is used to analyze the cultural, economic and political context of a literary
work.
a. artistry
b. universality
c. sociological criticism
d. psychoanalytic criticism

5. It refers to the use of critical thinking or logical skills, reaching to a realization

of fundamental truths.
a. permanence
b. spiritual value
c. suggestiveness
d. intellectual value

18
6. It draws out the time factor: Timeliness, occurring at a particular time and
timelessness, endures throughout time.
a. style
b. artistry
c. universality
d. permanence

7. This is a literary standard that emphasizes the beauty of a literary work.

a. artistry
b. permanence
c. spiritual value
d. suggestiveness

8. It depicts how man sees life through manner of construction and conveyance of
ideas in the context.
a. style
b. pluralist theory
c. suggestiveness
d. translation theory

9. It focuses on the relationship between the adaptation and its audience, using
the subject, purpose and context as basis for evaluation.
a. pluralist theory
b. translation theory
c. Aristotelian theory
d. transformation theory

10. It evaluates the faithfulness of adaptation to the original piece.

a. translation theory
b. stating judgments
c. transformation theory
d. compare and contrast

11. Uses other excellent adaptation or presentation of the same genre to offer
suggestions.
a. state your judgments
b. compare and contrast
c. neo-Aristotelian theory
d. explain criteria as support to judgment

12. It is the study, analysis, evaluation and interpretation of literature.

a. literary criticism
b. literary standard
c. literary adaptation
d. art and literature studies

19
 13. This is a set of seven characteristics that determine whether a written work
is considered literary.
a. literary criticism
b. literary standard
c. creative literary adaptation
d. multimedia as applied to literature

14. It is a scoring guide that has scale and descriptions and is used to evaluate a
certain output or performance.
a. rubrics
b. criterion
c. analysis tool
d. evaluation rating checklist

15. It is a part in the scoring guide where you see the exact descriptions of
evaluated quality.
a. under each scale.
b. indicators
c. rating scale
d. performance criteria

Additional Activities

To further enhance your assessment skills, here are some activities for you.

Step 1. Choose only of the two options.

Option 1. Recall an unforgettable presentation you or your peers made as

creative adaptation to a literary text.

Option 2. Search for a creative adaptation of some famous literary text.

Step 2. After choosing a creative adaptation, enhance your assessment skills by:
a. using self-created rubrics;
b. writing a review; OR
c. making other outlines and assessment methods.

(Note: Choose only 1 of the given approaches above)

If you choose to create rubrics, make sure to give the scores as well. If you
choose letter b, you have to write your assessment with emphasis on your criteria
and support your judgments. You may use another method where you think you can
rationalize the best. Use an extra paper for this activity and attach it to the module.

20
Your work will be evaluated through the following criteria.

Excellent Good Fair Needs

(5 points) (4 points) (3 points) Improvement
(2 points)
Criteria Standards/features Some features Features do not Features do not
used are all correctly completely coincide to the
relevant and most coincide with coincide with type of
suited to be the type of the type of adaptation
assessed in such adaptation adaptation presented.
type of adaptation presented. presented.
presented.
Details Provides adequate, Provides Gives details It does not
on-point information but is not provide
information, and but lacks organized and necessary
effectively support support to the content is details.
judgments. judgments. superficially
expressed.
Construction, Articulates ideas Follows Expresses Briefly
Grammar, well and religiously language ideas but expresses ideas
Mechanics follows language mechanics makes a and does not
mechanics. but does not number of follow language
express ideas misspelled mechanics.
articulately. words or
grammatically
incorrect
sentences.
Assessment Gives fair and clear Gives clear Provides Poor judgment
Skills and judgment, has judgment but judgment but and writing
Quality of strong basis and lacks the writing is skills.
Writing makes good strengths at not organized
impression as a some and does not
whole. qualities. emphasize
main ideas.

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Assessment What I Have What I Know
1. A Learned 1. A
2. B 2. B
1. A
3. A 3. A
2. A
4. C 4. C
3. C
5. D 5. D
4. C
6. D 6. D
5. C
7. A 7. A
6. A
8. A 8. A
7. A
9. C 9. C
8. B
10. C 10. C
9. B
11. B 11. B
10.B
12. A 12. A
13. B 13. B
14. A 14. A
15. B 15. B
Answer Key
References

Book
Devi Benedicte C. Ignacio Paez. In Linking the World Through English IV. Philippines:
Diwa Scholastic Press Inc., 2006
Online
https://www.sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAsse
ssment.pdf
http://hhh.gavilan.edu/kwarren/LitCrit.html
https://nuworldlit.wordpress.com/2013/11/13/literary-standards/

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 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners in Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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