Module
4
The module is divided into two
lessons, namely:
• Lesson 1 – Multimedia Formats
in Interpreting Literary Text
• Lesson 2 – Applying ICT Skills in
Interpreting Literary Text
After going through this module, you are expected
to:
1. demonstrate an understanding of the anecdote;
2. interpret the anecdote using appropriate
multimedia format;
3. apply ICT skills in crafting an adaptation of a
literary text; and
4. show an appreciation on the use of multimedia
to creatively interpret a literary text.
Lesson 1
Multimedia Formats
in Interpreting
Literary Text
Questions!
• How do you interpret literary texts?
• What methods and tools do you use in trying to
understand the author, content, characters and
message of a text?
• Have you used your mobile phone, laptop or
computer in understanding and appreciating
literary works of varied authors?
In this module, you will be learning
that close analysis and critical
interpretations of literary texts that
could be done 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.
1. Who authored the poem, “Padre Faura
Witnesses the Execution of Rizal”?
2. What is a biography?
3. Which type of context is formed by the
beliefs, experiences, education and culture of
the author?
What is It
• Have you found studying literature more exciting with
multimedia supports where you can actively and
collaboratively build knowledge structures using
technology?
• Evidently, most of the learners like you have realized the
huge impact of the use of multimedia in studying literature.
• It provides opportunities for learners like you to construct
and reconstruct your ideas in audio and visual formats.
• Through multimedia platforms, you can apply a wide range
of strategies to understand, interpret and evaluate texts.
Marshall (2001) defined multimedia
as computer-controlled integration of
text, graphics, drawings, still and
moving images (video), animation,
audio, and any other media where
every type of information can be
represented, stored, transmitted and
processed digitally.
Here are some of the multimedia
formats that you can use to
creatively interpret various
genres of literary texts.
1. Blog or a “weblog” is a
website containing
informational articles about a
person’s own opinions,
interests and experiences.
These are usually changed
regularly (DepEd 2013, 9).
2. 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).
3. Mobile phone text tula is a
traditional Filipino poem. A
particular example of this
poem is a tanaga that consists
of 4 lines with 7 syllables each
with the same rhyme at the
end of each line. (DepEd 2013,
8).
4. Slideshow presentation is
created with the use of Microsoft
PowerPoint. It contains 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).
5. Tag cloud is a visual,
stylized arrangement of
words or tags within a
textual content such as
websites, articles,
speeches and databases
(Techopedia 2020).
6. Video is an electronic
device used to record,
copy, playback,
broadcast, and display
moving visual media
(Lexico 2020).
Lesson 2
Applying ICT Skills
in Interpreting
Literary Texts
Questions!
Have you applied computer programs and
applications in doing school-related tasks like
studying literature?
What computer programs and applications have
you used?
Does using these ICT tools make your learning
more meaningful and exciting?
What’s In
In the previous lesson, you have learned
about the multimedia formats that you
can use to creatively understand and
interpret a literary text. Lesson 2 will
introduce you to an analysis of an
anecdote with the use of multimedia in
furtherance of your ICT skills.
What is It
Have you read an anecdote?
Have you ever retold a personal
experience to someone?
How do you find recalling past
experiences?
• We are fond of sharing humorous experiences in
life to our family members and friends. We might
not be aware that we are already sharing stories
like anecdotes all day, every day.
• An anecdote is a short entertaining or interesting
story about a real incident or person (Nagpal
2016).
• Anecdotes tell about a variety of stories and tales,
since they can be about any topic under the sun.
It is a short story about a real person or event
which usually intends to make the listeners laugh
or ponder over a topic (Your Dictionary 2020).
For example, if a group of
learners tell about their favorite
pets, and one learner shares a
story about how his dog cuddles
every time he comes home from
school, then that learner has
just imparted an anecdote.
Example of an anecdote:
When I was a child, my family went on a summer
vacation to the Great Smoky Mountains every year. One
year, my aunt saw a black bear while she was hiking.
She was so terrified, she ended up sitting on a boulder
for an hour just to make sure it had gotten far enough
away from her. She still won't go hiking alone anywhere.
What do you think is its purpose?
Example of an anecdote:
I remember learning how to swim. I took lessons at the
community pool in the town where I grew up. One of the
lifeguards, Ms. Jen, really helped me get comfortable
with holding my breath. She'd play this bobbing game
with us that had a fun song to go along with it. Whenever
I get in a pool, I still sing that song in my head.
What do you think is its purpose?
Example of an anecdote:
Some of my favorite childhood memories revolve
around the time I spent helping my mother plant and
tend a vegetable garden in our backyard. She let me
help till the rows and plant the seeds. Going near okra
plants made her itch, so she let me pick all of that
myself. To this day, okra makes me think of her.
What do you think is its purpose?
Example of an anecdote:
Before I had my tonsils removed in sixth grade, I was sick
a lot. I got strep throat often and I missed a lot of school.
I dreaded going to the doctor, as I would always get a
shot and foul-tasting medicine. After the tonsillectomy, I
hardly ever got sick again. As a result, middle school was
a lot better for me than elementary school.
What do you think is its purpose?
Let’s explore some of the
purposes of anecdotes:
1. To Bring Cheer
Stories pop up anywhere and these are
just sometimes making people laugh to
brighten their mood. Here is an example
of an anecdote meant to look back on
happy memories:
• At the dinner, a Grade 11 learner
shared his story on his first day at school
when he got lost and attended a wrong
class.
2. To Reminisce
In most anecdotes, people are talking about
their experiences in the past.
They try to look back on moments in their lives
and share the joy of that time with others. Here
is an example of an anecdote with a hint of
reminiscence:
• A mother tells her children a story about her
life in the province when she was teenager.
3. To Caution
Sometimes, just giving rules for individuals
is not effective. Sharing to them frightening
stories of dangers can be helpful for them to
realize the possible consequences of their
actions. Here is an example of cautionary
anecdote:
• Before beginning a lecture on not following
traffic rules, a father tells his son an
incident of collision that caused many lives
due to ignoring traffic signs.
4. To Persuade or Inspire
Sometimes, people share stories on how they
surpassed their struggles in life. These, most of
the time, give encouragement to others who have
been in similar situations. The message usually
conveys successes in life as a fruit of hard work.
Here is an example of an inspirational anecdote:
• Before beginning a remedial class, the teacher
tells the students how a boy who used to
struggle in reading managed to be a proficient
reader.
What do you think is its purpose?
“'I'll tell you a family secret,' she whispered enthusiastically. 'It’s
about the butler’s nose. Do you want to hear about the butler’s
nose?... Well, he wasn’t always a butler; he used to be the silver
polisher for some people in New York that had a silver service for
two hundred people. He had to polish it from morning till night,
until finally it began to affect his nose --'
'Things went from bad to worse,' suggested Miss Baker.
'Yes. Things went from bad to worse until finally he had to give up
his position.’” –Daisy Buchanan
