PEAC TOT Template 3 Adaptive Teaching Guide

21st Century Literature from the Philippines and the World

ADAPTIVE TEACHING GUIDE

MET #2 : Lesson # 1: Iti Mapukpukaw

The teacher-trainees should have a good foundation of understanding on the following topics:
Prerequisite Content-knowledge: Understanding Literary Themes

Pre-requisite Skill: Creative and Critical Thinking

The teacher-trainees will be assessed through the given prerequisite assessment.

Prerequisite Assessment: Review on the general concepts of 21st Century Philippine and World Literature through a multiple-choice test

Instructions: Read each item carefully. Choose the right letter that corresponds to your answer for each item.

1) This refers to the main idea or underlying meaning a writer explores in a literary work.
A. Theme
B. Characterization
C. Cultural Implication
D. Plot

2) A theme can also be called:

A. Central idea
B. Plot
C. Main Conflict
D. Moral
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3) Which among the following will you NOT consider in finding the theme of a story?
A. What conflict is faced by the main character?
B. What recurring symbolism have you observed while reading the story?
C. What lesson can you take away from the story?
D. Where did the author write the story?

Read and analyze the following text. The following lines are excerpts from Homer's Iliad, particularly the farewell between Hector and his wife Andromache.

His wife Andromache then makes a tearful speech to Hector, begging him to be more careful and stay behind the battlements more often. For with Hector gone she and her
son will be alone in this world:

“But Hector you are father and honored mother and brother to me, as well as my strong husband. Please feel pity for us, stay here on the battlements, so you do not make an
orphan of your child and your wife a widow.”

“Wife, I too have thought upon all this, but with what face should I look upon the Trojans, men or women, if I smirked. battle like a coward? I cannot do so: I know nothing
save to fight bravely in the forefront of the Trojan host and win renown alike for my father and myself. Well do I know that the day will surely come when mighty Ilius shall
be destroyed with Priam and Priam’s people, but I grieve for none of these- not even for Hecuba, nor King Priam, nor for my brothers many and brave who may fall in the
dust before their foes- for none of these do I grieve as for yourself when the day shall come on which some one of the Achaeans shall rob you forever of your freedom, and bear
you weeping away.”

4) Question: What line from the excerpt implies pride?

A. “Wife, I too have thought upon all this, but with what face should I look upon the Trojans, men or women, if I shirked battle like a coward? I cannot do so: I
know nothing save to fight bravely in the forefront of the Trojan host and win renown alike for my father and myself.”
B. “But Hector you are father and honored mother and brother to me, as well as my strong husband. Please feel pity for us, stay here on the battlements, so you do not
make an orphan of your child and your wife a widow.”
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21st Century Literature from the Philippines and the World
C. “Well do I know that the day will surely come when mighty Ilius shall be destroyed with Priam and Priam’s people, but I grieve for none of these- not even for Hecuba,
nor King Priam, nor for my brothers many and brave who may fall in the dust before their foes-“
D. “…for none of these do I grieve as for yourself when the day shall come on which some one of the Achaeans shall rob you for ever of your freedom, and bear you weeping
away.”

5) The following is an excerpt from the Odyssey. What important Greek custom is implied the lines?

Telemachus saw Athene and went straight to the forecourt, the heart within him scandalized that a guest should still be standing at the doors. He stood beside her and took
her by the right hand, and relieved her of the bronze spear, and spoke to her and addressed her in winged words: ‘Welcome, stranger. You shall be entertained as a guest
among us. Afterward, when you have tasted dinner, you shall tell us what your need is.’ And he led her and seated her in a chair splendid and elaborate. For her feet there was a
footstool. For himself, he drew painted bench next her, apart from the others, the suitors for fear the guest, made uneasy by the uproar. Might lose his appetite there among
overbearing people.
A. Greeks are highly intelligent people with great sense of humor.
B. Greeks value women by not letting them stand for too long.
C. Greeks are hospitable even among strangers.
D. Greeks like to share their food even to their neighbors.

6) What virtue is implied in the following lines from Miguel de Cervantes Saavedra’s Don Quixote?

“Whoever says that Don Quixote de la Mancha has forgot, or can forget, Dulcinea del Toboso, I will make him know with equal arms that he departs wholly from the truth;
for the peerless Dulcinea del Toboso cannot be forgotten.”

A. Loyalty
B. Compassion
C. Self-control
D. Courage
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21st Century Literature from the Philippines and the World
Read the poem below.

To the Virgins to Make Much of Time

By Robert Herrick (1591-1674)

Gather ye rosebuds while ye may,

Old Time is still a-flying;
And this same flower that smiles today
Tomorrow I will be dying.

The glorious lamp of heaven, the sun,

The higher he’s a-getting,
The sooner will his race be run,
And nearer he’s to setting.

That age is best which is the first,

When youth and blood are warmer;
But being spent, the worse, and worst
Times still succeed the former.

Then be not coy, but use your time,

And while ye may, go marry;
For having lost but once your prime,
You may forever tarry.

7) What does the world “prime” in the last stanza refer to?
A. Wealth
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21st Century Literature from the Philippines and the World
B. Youth
C. Privilege
D. Confidence

8) What is the central message of the poem?

A. Do not get married.
B. Always wear a smile.
C. Seize the day.
D. Be confident.

Read the following poem:

The Road Not Taken
Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
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And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

9) What does the diverging roads depict?

A. Life choices
B. Destiny
C. Fate
D. Important events

10) In which situation would the poem be closely related to?

A. Choosing a course in college
B. Taking care of your parents
C. Passing an exam
D. Building your dream house
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21st Century Literature from the Philippines and the World

The teacher-trainees' pre-assessment results will be determined. The score range below is used to identify the level of their acquired prerequisite knowledge. Those whose score range belongs to
‘fairly sufficient’ and ‘insufficient’ levels will be given the mentioned remediation activity below.

Score Range Prerequisite Content Knowledge Level

7-10 Sufficient

5-6 Fairly Sufficient

0-4 Insufficient

Pre-lesson Remediation Activity:

1. For teacher-trainees with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

The teacher-trainees with insufficient level of content-knowledge will be given ample time to review the topic. The following supplementary reading materials and video links can be used
for the review.

● The trainer will let teacher-trainees familiarize Philippine and World literary texts and authors and Review on common literary themes on literature through a short
discussion or provide supplementary reading materials and video links for teacher-trainees’ review.
Reading Materials
http://ironmao.weebly.com/uploads/5/4/1/6/54162303/urbana_at_feliza.pdf
https://americanliterature.com/author/homer/book/the-iliad/book-6-hector-andromache
Major Themes in The Odyssey (cliffsnotes.com)
Themes in The Iliad (cliffsnotes.com)

Video Links
PEAC TOT Template 3 Adaptive Teaching Guide
21st Century Literature from the Philippines and the World
Understanding theme | Reading | Khan Academy
2. For teacher- trainees with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
The teacher-trainer will be given ample time to review the following supplementary reading material:
● Review on common literary themes on literature through a discussion or provide supplementary reading materials and video links for review.
Understanding theme | Reading | Khan Academy

INTRODUCTION
● TIME ALLOTMENT: (Two (2) Sessions)
● TRAINER’S CONTACT INFO: The trainer will provide his/her contact details
● RUA (OBJECTIVE/The teacher-trainees are expected to gain from learning the topic/lesson)

At the end of the lesson, the trainer-participants will:

1. distinguish key characteristics of classic literature and 21st century literary themes
2. draw similarities and differences of the 21st century themes and the ones from the earlier periods
3. develop a critical perspective of the evolving themes of literature through comparing two texts from different periods.

● Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?) Drawing Attention to Meaning
The learners will use their knowledge on identifying and explaining the theme of the literary piece in completing a graphic organizer to compare and contrast 21st
century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions for cultural understanding.

4. OVERVIEW Prompting Connections to Prior Knowledge

● In this lesson, the trainer will invite the teacher-trainees to experience a quick review of what common and classic literary themes are, and an introduction of its
advancement to 21st Century Literature.
● The teacher-trainees will examine common themes from recalled classic literary pieces from Philippine and world literatures.
● The teacher-trainees will present the definition, characteristics, examples and non-examples of 21st century literary themes.
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21st Century Literature from the Philippines and the World
● Using provided reading texts, the teacher-trainees will compare and contrast themes from a classic literature and 21st century literary text.

TEACHER- TRAINEES EXPERIENTIAL LEARNING Using Examples and Non- Examples + Prompting Effortful Thinking

Introduction to 21st Century Literary Themes

Activate teacher-trainees’ prior knowledge on 21st century literary themes through an anticipation-reaction guide.

Instructions: Read each statement carefully. Decide if you AGREE or DISAGREE with the statements. Write your choice before each item.

BEFORE STATEMENT AFTER

1. The 21st century literature covers literary pieces from 1990’s up to the present.

2. The 21st century literature only explores themes of family, romance and friendship.

3. Only literary pieces published within 2000 up to the present are considered 21st
century literatures.

4. Pieces considered as 21st century literature explores 21st century issues such as
identity and purpose, effects of terrorism, man-made catastrophes, etc.

5. William Shakespeare is one of the greatest 21st century writers.

6. Only 21st century literary pieces can be made into films.

7. 21st century literary themes are the same as classic literary themes.
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21st Century Literature from the Philippines and the World

8. Science and technology play a major role in most 21st century literature.

9. The main character always figures out the theme of the story.

10. Themes are always clear and easy to identify in a story.

Chunk 1: BACKTRACK

The trainer will ask the teacher-trainees to recall literary pieces they have read in junior high school based on the given categories. They will then write down a one-sentence summary of the
story they have written. Lastly, they will identify the theme of each story.

Instructions: Recall any literary pieces from Philippine, Afro-Asian, Anglo-American and World literature that you have read or encountered before. Write one of each
category, and provide a one-sentence summary on what the story was about. In the last column, write the theme of each of the story you have listed.

Category Title of the story One-sentence summary Theme

Philippine Literature

Afro- Asian Literature

Anglo- American Literature

World Literature

Formative Questions:
1) What themes are common among the stories you have listed?
2) Are the themes still relevant to the present?
3) What do you think shaped the themes of most classic literary pieces?
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21st Century Literature from the Philippines and the World
Literature in general is the art of written work, and is not confined to published sources although, under some circumstances, unpublished sources can also be
exempted.
Classic works of literature usually share memorable elements and exploration of the human experience with the themes of social and class struggles that tend to express a
universal truth about how humans perceive the world around them. Classical literature is meant to be read multiple times, revealing new depth, and meaning upon each
subsequent reading. A true classic of literary fiction can be read and reread, demonstrating new layers each time. Subsequently, a true classic stands the test of time, finding
modern audiences regardless of the period in which it was originally written and maintains its influence and relevance through centuries because its themes, characters, and
storytelling are timeless (MasterClass, 2021). Some have become worldwide bestsellers and inspired countless retellings and adaptations in the world of theater, opera, radio,
television, and film.

The rise of millennial and postmodern concepts and the popular or pop culture has paved the way to new ideology and technology-oriented media and has opened social
issues of the new century. Post modernism for example, is marked both by style and principle, “by a reliance on such literary conventions as fragmentation, paradox, unreliable
narrators, often unrealistic and downright impossible plots, games, parody, paranoia, dark humor, and authorial self-reference. It also often rejects the boundaries between
‘high’ and ‘low’ forms of art and literature as well as the distinction between genre and forms of writing and story- telling” (Sheeba, S.,2017).

Twenty first century was referred to as the beginning of the third millennium. Los Angeles Times (1988) refers to January 1st, of 2001 as the beginning of the 21st
century. However, history would also refer to the late nineties as the beginning of the 21st century. In this subject however, twenty first century literary pieces pertain to
literary pieces published within the new millennium or from 2000 up to the present. This subject or course encompasses the various dimensions, genres, elements, structures,
contexts, and traditions.

The United Nations (UN), as a leading international organization, tagged climate change, democracy, poverty, gender equality, human rights, peace, and security as some of its
long list of global issues of the 21st century. These issues have been reflected on many literary masterpieces that emerged anew to the current century.

As you delve deeper into 21st century literature, you will see and realize all the details shared in this short introduction. In the first part of this module, you may explore the
most common themes used by writers in 21st Century Literature. Read the identifiable characteristics of these themes and answer the simple discussion question afterward.
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21st Century Literature from the Philippines and the World
Chunk 2: TRAILER VIEWING

The trainer will show a clip of a trailer of a movie titled “Love, Simon.” In the middle of the trailer, the trainer will pause the video and ask the following questions:

Formative Assessment Questions:

1) What do you think is Simon’s secret?
2) What do you think was the biggest challenge that Simon would face?

The trainer will continue the video and allow the teacher-trainees to figure out the answers to the previous questions.

1) After watching the full trailer, was Simon’s secret?

2) How do you think Simon would face the challenge of coming out?
3) What social issue do you think is reflected in the trailer?
4) How does the theme connect to any present 21st century issue?
5) Based on the trailer, what do you think is the theme of the story?

The trainer will collate the responses from the previous questions and relate it to the 21st century themes. He/She will interactively present the common 21st century literary themes and its
examples.

Chunk 3. 21ST CENTURY LITERARY THEMES

“A literary theme is the main idea or underlying meaning a writer explores in a novel, short story, or other literary work. The theme of a story can be conveyed using
characters, setting, dialogue, plot, or a combination of all of these elements.” (MasterClass, 2021).

The 21st Century Literary Themes is also presented through the characters’ feelings, thoughts and conversations. These are the events and actions of the text. It binds the
various elements of a narrative and is often about the general truths of life across cultures. By analyzing the theme of a certain text, you will be able to gain a deeper sense of
understanding and appreciation of a text.
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21st Century Literature from the Philippines and the World
STRUGGLE FOR IDENTITY OR PURPOSE

Many contemporary novels address identity as a literary theme. Here, protagonists learn that they can decide who they want to be – which sounds fantastic, until they realize
how difficult that decision is. A character may want to exhibit a quality he/she admires, like compassion, physical strength, or honesty, but he/she may find it challenging to
do so. Identity as a theme may be presented as choice, self-acceptance, identity crisis, hiding one’s identity or even a twist in identity ( Letourneau, 2017).

The Perks of Being a Wallflower

Stephen Chbosky
Image source: https://www.simonandschuster.com/

Simon and the Homo Sapiens Agenda

By Becky Albertalli
Image source: newnownext.com
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EFFECTS OF WAR, TERRORISM AND OTHER SOCIAL EVILS

War has been a central theme of literature. This preoccupation with war is fundamental to human experience and as universal as themes of love or death or time or human
frailty. The recent surge in research on war underlines its continued relevance and the enduring popularity of war literature. The literature of war takes a wide variety of
approaches in its efforts to comprehend the war experience and encompasses scholarship on several genres, including poetry, drama, short stories, novels, journals, diaries, oral
histories, memoirs, and letters (Calloway, 2017).

The Kite Runner

Khaled Hosseini
Image source: Image source: https://www.simonandschuster.com/

One Hundred and One Nights

Benjamin Buchholz
Image source: goodreads.com

NATURAL OR MAN-MADE CATASTROPHE

One of the most popular themes in fiction is cataclysm. This theme is divided into two categories - natural and man-made catastrophes. It could mean a violent and large-scale
event occurring in the natural world. Natural disasters encompass violent, large-scale occurrences in the natural world, often leading to significant changes and impacting
human existence. Tales of universal floods and other motifs, such as plagues, fires, and famines, have an obvious source in the Bible, also known as the apocalypse, where the
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21st Century Literature from the Philippines and the World
adjective "apocalyptic", is derived from. Disaster stories appeal because they represent everything readers most fear and at the same time, perhaps, secretly desire: a
depopulated world, escape from the constraints of a highly organized industrial society, the opportunity to prove one's ability as a survivor. Perhaps because they represent a
punishment meted out for the hubris of technological man. (SFE The encyclopedia of science fiction, 2021).

Pompeii (2003)
Robert Harris
Image Source: https://www.penguin.com.au/

Bird Box (2014)

Josh Malerman
Image source: goodreads.com
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21st Century Literature from the Philippines and the World
PERSONALIZED NARRATIVE

Nonfiction writings that express the experiences of the main characters are called Personalized Narratives. Tailored to these are stories are individual's interests, experiences
and preferences. Most of the time, these experiences bring out these interesting experiences of readers: empathy, curiosity, and responsibility. Empathy includes experiences of
identification, theory of mind, and social simulation with the characters. Curiosity includes the experiences of speculating about plot developments, character motivations, and
the significance of themes. Responsibility is an experience that narratives have struggled to create, with both radically experimental and traditional storytellers working to
produce experiences that result in audiences reflecting on their own patterns of thoughts, actions, and complicity with the actions of others (Walton, n.d).

I am Malala
Malala Yousafzai
Image source: littlebrown.com

EFFECTS OF TECHNOLOGY

An array of standard science fiction with themes such as negative impacts of technology had developed around certain themes, among them space travel, robots, alien beings,
and time travel by the beginning of the 20th century. The customary “theatrics” of science fiction include prophetic warnings, utopian aspirations, elaborate scenarios for
entirely imaginary worlds, titanic disasters, strange voyages, and political agitation of many extremist flavors, presented in the form of sermons, meditations, satires, allegories,
and parodies—exhibiting every conceivable attitude toward the process of techno-social change, from cynical despair to cosmic bliss. Science fiction writers often seek out new
scientific and technical developments in order to prognosticate freely the techno-social changes that will shock the readers’ sense of cultural propriety and expand their
consciousness (Sterling, 2022).
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Robocalypse
Daniel H. Wilson
Image source: https://www.penguinrandomhouseaudio.com/

EFFECTS OF CAPITALISM

Capitalism and literature have a very close relationship. It is an economic system in which human beings must undergo a series of events. It deals with social, political,
educational, cultural, and economic changes. None of the literary work will complete without the projection of capitalism. Capitalism is one of the most important aspects of
literature. In literature, capitalism establishes a social and economic contract that makes it possible for individuals to exercise their business. It gives people the ability to be
secure in themselves and their possessions and, having provided security. It also enables people to assume risks that they were previously unwilling to assume. It creates
necessary conditions for people to escape from poverty and generate wealth for themselves and for others poverty, unemployment, oppression, sufferings, and exploitation
(Bhushan Vitthal Tagad, 2013).

The Hunger Games

Suzanne Collins
Image source: goodreads.com
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The Wolf of Wall Street

Jordan Belfort
Image source: Image source: amazon.com

MEMORY AND HISTORY

As contemporary readers can look back on history and see how history has been depicted differently for different audiences, history and memory have become themes in 21st
century literature. Often contemporary literature explores the notion of multiplicities of truth and acknowledges that history is filtered through human perspective and
experience. Contemporary writers often consciously draw inspiration and ideas from the writers who have come before them. As a result, many works of 21st literature
grapple with the events, movements, and literature of the past in order to make sense of the present. Additionally, the technological advancements of the 21st century have led
other writers to hypothetically write about the future, usually to comment on the present and evoke introspection.

The Hidden Figures (2016)

Margot Lee Shetterly
Image source: goodreads.com
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THE MOVEMENT OF PEOPLE FROM ONE PLACE TO THE OTHER

This literary theme refers to the movement of people from one place to another with the intention of settling with a new location. Not only does it imply that every writer
with a migration background automatically addresses migration in his or her work, but it also suggests that non-migrant, and even second-generation migrant writers are
unable to do so. It embraces all literature written in the age of migration, addresses migration thematically and, in some cases, stylistically. It can express migration
experiences; through its form, the migration novel specifically sets out to express the content of our experiences of interculturalism and globalization and to resolve the
problems posed by the same experiences (Frank, S. 2008).

The Amazing Adventures of Kavalier & Clay

Michael Chabon
Image source: goodreads.com

Formative Assessment Question:

st
Now that you have a clear picture of the 21 Century common themes, how do you think the usage of literary themes affect your reading experience?
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Chunk 4.: MAPPING OUT

Using the FRAYER MODEL, the trainer will instruct the teacher-trainees to map out the definition, characteristics, examples, and non-examples of 21st century literary
themes.

Formative Question:
How are 21st century literary themes shaped, compared to the classic literary themes?
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SYNTHESIS

The following are the key points of the lesson:

● A literary theme is the main idea or underlying meaning a writer explores in a novel, short story, or other literary work.
● 21st Century Literary Themes: Struggle for identity or purpose; effects of war, terrorism and other social evils; a natural or manmade catastrophe; personalized
narrative; effects of technology; effects of capitalism; memory and history; the movement of people from one place to the other

The trainer will ask the teacher-trainees to answer the last column of the anticipation-reaction guide.

Instructions: Read each statement carefully. Decide if you AGREE or DISAGREE with the statements. Write your choice before each item.

BEFORE STATEMENT AFTER

1) The 21st century literature covers literary pieces from 1990’s up to the present.

2) The 21st century literature only explores themes of family, romance and friendship.

3) Only literary pieces published within 2000 up to the present are considered 21st century literatures.

4) Pieces considered as 21st century literature explores 21st century issues such as identity and purpose,
effects of terrorism, man-made catastrophes, etc.

5) William Shakespeare is one of the greatest 21st century writers.

6) Only 21st century literary pieces can be made into films.

7) 21st century literary themes are the same as classic literary themes.

8) Science and technology play a major role in most 21st century literature.
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21st Century Literature from the Philippines and the World

9) The main character always figures out the theme of the story.

10) Themes are always clear and easy to identify in a story.

The trainer will also ask the teacher-trainees of the following question:

Formative Assessment Question:

How does the exploration of themes encourage learners to think critically and engage them into a deeper level of understanding the story?

RUA of a TEACHER- TRAINEES Learning Drawing Attention to Meaning + Prompting Connections to Prior Knowledge

The trainer will give the following instructions to the teacher-trainees.

Instructions:
In this lesson, you have encountered the different themes present in the 21st century literary text. With this, you will read the sample literary pieces below. You must identify
the similarities and differences in the societal expectations, character’s experiences, and overall message of the 21st century literature, and the given classic literary piece.
Discuss these points through a creative presentation. The output can be presented through a creative slide (Power point, Canva slides or Google Slides), a mini vlog or short
video presentation (similar to that of Tiktok or a Reel) or a written creative leaflet.

TEXT 1: The Masque of the Red Death (1842)

By Edgar Allan Poe

The red death had long devastated the country. No pestilence had ever been so fatal, or so hideous. Blood was its Avatar and its seal – the madness and the horror of
blood. There were sharp pains, and sudden dizziness, and then profuse bleeding at the pores, with dissolution. The scarlet stains upon the body and especially upon the face of
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the victim, were the pest ban which shut him out from the aid and from the sympathy of his fellow-men. And the whole seizure, progress, and termination of the disease, were
incidents of half an hour.
But Prince Prospero was happy and dauntless and sagacious. When his dominions were half depopulated, he summoned to his presence a thousand hale and
light-hearted friends from among the knights and dames of his court, and with these retired to the deep seclusion of one of his crenellated abbeys. This was an extensive and
magnificent structure, the creation of the prince’s own eccentric yet august taste. A strong and lofty wall girdled it in. This wall had gates of iron. The courtiers, having
entered, brought furnaces and massy hammers and welded the bolts.
They resolved to leave means neither of ingress nor egress to the sudden impulses of despair or of frenzy from within. The abbey was amply provisioned. With such
precautions the courtiers might bid defiance to contagion. The external world could take care of itself. In the meantime it was folly to grieve or to think. The prince had
provided all the appliances of pleasure. There were buffoons, there were improvisatori, there were ballet-dancers, there were musicians, there was Beauty, there was wine. All
these and security were within. Without was the “Red Death.”
It was toward the close of the fifth or sixth month of his seclusion that the Prince Prospero entertained his thousand friends at a masked ball of the most unusual
magnificence.
It was a voluptuous scene, that masquerade. But first let me tell of the rooms in which it was held. There were seven – an imperial suite, In many palaces, however, such
suites form a long and straight vista, while the folding doors slide back nearly to the walls on either hand, so that the view of the whole extant is scarcely impeded. Here the
case was very different; as might have been expected from the duke’s love of the “bizarre.” The apartments were so irregularly disposed that the vision embraced but little
more than one at a time. There was a sharp turn at the right and left, in the middle of each wall, a tall and narrow Gothic window looked out upon a closed corridor of which
pursued the windings of the suite. These windows were of stained glass whose color varied in accordance with the prevailing hue of the decorations of the chamber into which
it opened. That at the eastern extremity was hung, for example, in blue – and vividly blue were its windows. The second chamber was purple in its ornaments and tapestries,
and here the panes were purple. The third was green throughout, and so were the casements. The fourth was furnished and lighted with orange – the fifth with white – the
sixth with violet. The seventh apartment was closely shrouded in black velvet tapestries that hung all over the ceiling and down the walls, falling in heavy folds upon a carpet
of the same material and hue. But in this chamber only, the color of the windows failed to correspond with the decorations. The panes were scarlet – a deep blood color. Now in
no one of any of the seven apartments was there any lamp or candelabrum, amid the profusion of golden ornaments that lay scattered to and fro and depended from the roof.
There was no light of any kind emanating from lamp or candle within the suite of chambers. But in the corridors that followed the suite, there stood, opposite each window, a
heavy tripod, bearing a brazier of fire, that projected its rays through the tinted glass and so glaringly lit the room. And thus were produced a multitude of gaudy and fantastic
appearances. But in the western or back chamber the effect of the fire-light that streamed upon the dark hangings through the blood-tinted panes was ghastly in the extreme,
and produced so wild a look upon the countenances of those who entered, that there were few of the company bold enough to set foot within its precincts at all.
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It was within this apartment, also, that there stood against the western wall, a gigantic clock of ebony. It pendulum swung to and fro with a dull, heavy, monotonous
clang; and when the minute-hand made the circuit of the face, and the hour was to be stricken, there came from the brazen lungs of the clock a sound which was clear and loud
and deep and exceedingly musical, but of so peculiar a note and emphasis that, at each lapse of an hour, the musicians of the orchestra were constrained to pause, momentarily,
in their performance, to hearken to the sound; and thus the waltzers perforce ceased their evolutions; and there was a brief disconcert of the whole gay company; and while the
chimes of the clock yet rang. It was observed that the giddiest grew pale, and the more aged and sedate passed their hands over their brows as if in confused revery or
meditation. But when the echoes had fully ceased, a light laughter at once pervaded the assembly; the musicians looked at each other and smiled as if at their own nervousness
and folly, and made whispering Vows, each to the other, that the next chiming of the clock should produce in them no similar emotion; and then, after the lapse of sixty
minutes (which embrace three thousand and six hundred seconds of Time that flies), there came yet another chiming of the clock, and then were the same disconcert and
tremulousness and meditation as before.
But, in spite of these things, it was a gay and magnificent revel. The tastes of the duke were peculiar. He had a fine eye for color and effects. He disregarded the “decora”
of mere fashion. His plans were bold and fiery, and his conceptions glowed with barbaric lustre. There are some who would have thought him mad. His followers felt that he
was not. It was necessary to hear and see and touch him to be sure he was not.
He had directed, in great part, the movable embellishments of the seven chambers, upon occasion of this great fete; and it was his own guiding taste which had given
character to the masqueraders. Be sure they were grotesque. There were much glare and glitter and piquancy and phantasm – much of what has been seen in “Hernani.”
There were arabesque figures with unsuited limbs and appointments.
There were delirious fancies such as the madman fashions. There were much of the beautiful, much of the wanton, much of the bizarre, something of the terrible, and
not a little of that which might have excited disgust. To and fro in the seven chambers stalked, in fact, a multitude of dreams. And these the dreams – writhed in and about,
taking hue from the rooms, and causing the wild music of the orchestra to seem as the echo of their steps. And, anon, there strikes the ebony clock which stands in the hall of
the velvet. And then, for a moment, all is still, and all is silent save the voice of the clock. The dreams are stiff-frozen as they stand. But the echoes of the chime die away – they
have endured but an instant – and a light half-subdued laughter floats after them as they depart. And now the music swells, and the dreams live, and writhe to and fro more
merrily than ever, taking hue from the many-tinted windows through which stream the rays of the tripods. But to the chamber which lies most westwardly of the seven there
are now none of the maskers who venture, for the night is waning away; and there flows a ruddier light through the blood-colored panes; and the blackness of the sable
drapery appalls; and to–im whose foot falls on the sable carpet, there comes from the near clock of ebony a muffled peal more solemnly emphatic than any which reaches their
ears who indulge in the more remote gaieties of the other apartments.
But these other apartments were densely crowded, and in them beat feverishly the heart of life. And the revel went whirlingly on, until at length there commenced the
sounding of midnight upon the clock. And then the music ceased, as I have told; and the evolutions of the waltzers were quieted; and there was an uneasy cessation of all
things as before. But now there were twelve strokes to be sounded by the bell of the clock; and thus it happened, perhaps that more of thought crept, with more of time into
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the meditations of the thoughtful among those who revelled. And thus too, it happened, that before the last echoes of the last chime had utterly sunk into silence, there were
many individuals in the crowd who had found leisure to become aware of the presence of a masked figure which had arrested the attention of no single individual before. And
the rumor of this new presence having spread itself whisperingly around, there arose at length from the whole company a buzz, or murmur, of horror, and of disgust.
In an assembly of phantasms such as I have painted, it may well be supposed that no ordinary appearance could have excited such sensation. In truth the masquerade
license of the night was nearly unlimited; but the figure in question had out-Heroded Herod, and gone beyond the bounds of even the prince’s indefinite decorum. There are
chords in the hearts of the most reckless which cannot be touched without emotion. Even with the utterly lost, to whom life and death are equally jests, there are matters of
which no jest can be made. The whole company, indeed, seemed now deeply to feel that in the costume and bearing of the stranger neither wit nor propriety existed. The
figure was tall and gaunt, and shrouded from head to foot in the habiliments of the grave. The mask which concealed the visage was made so nearly to resemble the
countenance of a stiffened corpse that the closest scrutiny must have difficulty in detecting the cheat. And yet all this might have been endured, if not approved, by the mad
revellers around. But the mummer had gone so far as to assume the type of the Red Death. His vesture was dabbled in blood – and his broad brow, with all the features of his
face, was besprinkled with the scarlet horror.
When the eyes of Prince Prospero fell on this spectral image (which, with a slow and solemn movement, as if more fully to sustain its role, stalked to and fro among the
waltzers) he was seen to be convulsed, in the first moment with a strong shudder either of terror or distaste; but in the next, his brow reddened with rage.
“Who dares” – he demanded hoarsely of the courtiers who stood near him – “who dares insult us with this blasphemous mockery? Seize him and unmask him – that we
may know whom we have to hang, at sunrise, from the battlements!”
It was in the eastern or blue chamber in which stood Prince Prospero as he uttered these words. They rang throughout the seven rooms loudly and clearly, for the
prince was a bold and robust man, and the music had become hushed at the waving of his hand.
It was in the blue room where stood the prince, with a group of pale courtiers by his side. At first, as he spoke, there was a slight rushing movement of this group in
the direction of the intruder, who, at the moment was also near at hand, and now, with deliberate and stately step, made closer approach to the speaker. But from a certain
nameless awe with which the mad assumptions of the mummer had inspired the whole party, there were found none who put forth a hand to seize him; so that, unimpeded, he
passed within a yard of the prince’s person; and while the vast assembly, as with one impulse, shrank from the centers of the rooms to the walls, he made his way
uninterruptedly, but with the same solemn and measured step which had distinguished him from the first, through the blue chamber to the purple – to the purple to the green
– through the green to the orange – through this again to the white – and even thence to the violet, ere a decided movement had been made to arrest him. It was then,
however, that the Prince Prospero, maddened with rage and the shame of his own momentary cowardice, rushed hurriedly through the six chambers, while none followed him
on account of a deadly terror that had seized upon all. He bore aloft a drawn dagger, and had approached, in rapid impetuosity, to within three or four feet of the retreating
figure, when the latter, having attained the extremity of the velvet apartment, turned suddenly and confronted his pursuer. There was a sharp cry – and the dagger dropped
gleaming upon the sable carpet, upon which most instantly afterward, fell prostrate in death the Prince Prospero. Then summoning the wild courage of despair, a throng of
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the revellers at once threw themselves into the black apartment, and seizing the mummer whose tall figure stood erect and motionless within the shadow of the ebony clock,
gasped in unutterable horror at finding the grave cerements and corpse- like mask, which they handled with so violent a rudeness, untenanted by any tangible form.
And now was acknowledged the presence of the Red Death. He had come like a thief in the night. And one by one dropped the revellers in the blood-bedewed halls of
their revel, and died each in the despairing posture of his fall. And the life of the ebony clock went out with that of the last of the gay. And the flames of the tripods expired.
And Darkness and Decay and the Red Death held illimitable dominion over all.
Source: https://www.eapoe.org/works/tales/masquec.htm

TEST 2: The Vaccine (2020)

By Jim Bartlett

Still not quite used to the swing shift, after a long stent of graveyards, he steals a quick glance at the clock to check on the time, then buttons up his still untucked shirt
and settles at the PC to have a peek at the news. With the afternoon sun’s rays streaming through a slit in the curtains, or, really, more so carried along by the joyful noise
coming from the backyard, he lets his hopes rise that maybe, just maybe, today there will be a turn in the foul tide that continues to plague the headlines.

But when the page fills, he feels his breath taken, his shoulders slump. Domestic violence on the rise. Another shooting, this time at a crowded church. A child missing has
been found dead, the parent the likely culprit. Warships drift menacingly in the South China Sea. Around the country, new cases of the virus are hitting record highs, forcing
states to return to their previous restrictions. Fights over the need to be wearing masks, with cashiers and clerks feeling the brunt of the frustrations, have become
commonplace. And in many areas, despite the warnings, people gather, setting the stage for a price that will be paid down the road.

With a heavy sigh, he looks to the side, letting the sun warm his face, the sounds from the backyard warm his heart, before turning back.

In another city, in another state, a police officer has taken the life of a young unarmed black male, sparking more demonstrations and adding fuel to the fire of those demanding
defunding of policing agencies. Rubbing tired eyes, he leans back. While most answer the call to protect and serve, there are those who have let hate or bias blind them, leaving
heartbreakingly spilt blood to stain each and every officer’s uniform. Including those who have died living up to that sacred oath. With another sigh, he stands and shuts down
the computer.

His wife, hair still wet from her shower, steps in, setting a hand on his shoulder. “Not exactly Emerald City out there, eh?”
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Shaking his head, he turns and gives her a kiss on the cheek.

“Have you looked out back?” she asks.

“Not yet. But I’ve been hearing it.” He slides around the counter and pulls the curtains aside. He can’t help but smile as he watches Brandy, their golden retriever, chase Mandy
and Rebecca, their two girls, round and round and round the oak tree, the dog’s bark and the girls’ giggles providing the googled definition of happy.

Of the way things should be.

If only there was a way to bottle up those giggles, that happy bark. That’s the vaccine the world really needs.

With another glance at the clock he tucks in his shirt, slips on his Kevlar vest, and pins on his badge. Giving his wife a kiss, much longer this time, he slips out the door for a
hug from the girls – and dog – before heading off to work.

Source: https://www.fridayflashfiction.com/longer-stories/the-vaccine-by-jim-bartlett

Rubric
Criteria Exceptional (4) Proficient (3) Basic (2) Limited (1)
Content Accuracy Evidently demonstrates Satisfactorily demonstrates Somehow demonstrate The learner is not able to
understanding of the various 21st understanding of the various understanding of the various demonstrate understanding
century literary themes of the 21st century literary themes of 21st century literary themes of of the various 21st century
given 21st century text and from the given 21st century text and the given 21st century text and literary themes of the given
the earlier genres/periods by from the earlier genres/periods from the earlier genres/periods 21st century text and from
citing their similarities and by citing their similarities and by citing their similarities and the earlier genres/periods
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differences. differences. differences. by citing their similarities
and differences.
Organization The output is exceptionally The output is well-organized, with Organization is somewhat clear, Organization is unclear,
well-organized, with a logical a logical flow of events and clear but may lack consistency in making it difficult to follow
sequence of events and clear divisions if necessary. sequence or categorization. the timeline.
categorization if needed.
Depth of Analysis Provides insightful analysis of the Offers adequate analysis of the Analysis is present but lacks depth Analysis is superficial or
significance and impact of the significance and impact of the or insight into the significance and irrelevant to the topic.
issues presented in the text in issues presented in the text in impact of the issues presented in
relation to the theme. relation to the theme. the text in relation to the theme.

The teacher-trainees' results will be determined. The score range below is used to identify the level of their RUA. Those whose score range belongs to ‘insufficient’ levels will be given the
post-remediation activity.

Score Range Prerequisite Content Knowledge Level

8-12 Sufficient

6-7 Fairly Sufficient

0-5 Insufficient
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POST LESSON REMEDIATION

● The trainer will provide a supplementary reading material and remediation activity to help teacher-trainees learn about the topic.

With digital Tools:

Using the links below, the trainer will allow the teacher-trainees to watch the following movie trailers and identify and explain the 21st century theme embedded on the movie
based on the trailer.

a) CONFESSIONS OF A SHOPAHOLIC MOVIE TRAILER (2008)

https://www.youtube.com/watch?v=ZYYCSEV-i1Y
Source: ShopaholicMovie (2008). Confessions of a Shopaholic. Youtube

b) Heneral Luna Official Trailer (2015)

https://www.youtube.com/watch?v=I_T1ykhy3Fg
Source: Jerrold Tarog. (2015). Heneral Luna. Youtube
Without digital tools:
The trainer will ask the teacher-trainees to answer the following activity.
Instructions: Read the excerpts below. Identify and explain the 21st century literary theme of each excerpt.
1) By the time Vince arrives at the Philippine Airlines departures terminal, it is already bustling with restless souls who, with their balikbayan boxes, have transformed
the terminal into a warehouse, as if they’re returning to the motherland on a cargo ship rather than Asia’s first airline carrier. Comedians use these durable cardboard boxes as
materials for their Filipino-flavored jokes. “How is the balikbayan box like American Express to Filipinos? Because they never leave home without it.” (R Zamora Linmark,
Turban Legend)
Source: https://enhanceyourvocabulary.wordpress.com/novelexcerpts-2/

2) Cronulla Beach by Jose Wendell Capili

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In Sydney's Cronulla Beach, more than 5,000 white Australians descended on the sands, attacking anybody who 'looked Middle Eastern or Asian. Revenge followed: Men of
color rampaged through Cronulla with baseball bats, smashing storefronts, windshields.
-early morning news, 12 December 2005

1 Blood surges rapidly

2 along Cronulla Beach.
3 Armed with bats,
4 white bodies are mad
5 replications of tents,
6 parasols and sunblinds
7 spreading all over
8 what used to be kurranulla,
9 aboriginal landscapes,
10 the place of pink seashells.
11 There is no chieftain
12 on the shore, no starfish
13 where dominion shatters.
14 Not too far behind,
15 thugs and their hand
16 maids constrict exquisite
17 shades of perplexity
18 to keep generations
19 pure and sterile.
20 Space beneath vestiges
21 of hamlets from long ago
22 have become driftwood,
23 shells, cleavers of melting
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24 pots and succession.
25 They are swaying eerily
26 translucent as postcards
27 bereft of scintillating light
28 in the heated - up weather.
29 So racializing this soap.
Source: https://stem11malvar21stcenlit.blogspot.com/2020/10/cronulla-beach.html
Learning output rubric

4 3 2 1

The learner can The learner can The learner can The learner is not
evidently satisfactorily somehow demonstrate able to demonstrate
demonstrate demonstrate understanding of the understanding of
understanding of understanding of the various 21st century the various 21st
the various 21st various 21st century literary themes of the century literary
century literary literary themes of the given 21st century text themes of the given
themes of the given 21st century text and from the earlier 21st century text
given 21st and from the earlier genres/periods by and from the earlier
century text and genres/periods by citing their similarities genres/periods by
from the earlier citing their similarities and differences. citing their
genres/periods and differences. similarities and
by citing their differences.
similarities and
differences.

Overall Comment/s:
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21st Century Literature from the Philippines and the World

Note: After accomplishing the post-remediation activity, the teacher- trainees to redo the RUA to insure that they understood the lesson.

Sources/References:

Bhushan Vitthal Tagad (2013). The projection of capitalism in the novels of Thomas Hardy.
http://hdl.handle.net/10603/42994

Calloway, C. (2013). War in Literature and Drama. https://doi.org/10.1093/obo%2f9780199791279-0004?sid=semanticscholar

Frank, S. (2008). Migration and Literature: Günter Grass, Milan Kundera, Salman Rushdie, and Jan Kjærstad. https://doi.org/10.1057/9780230615472

Jerrold Tarog. (2015). Heneral Luna [video]. Youtube. https://www.youtube.com/watch?v=ZYYCSEV-i1Y

Letourneau, S. (2017). Who am I?: Identity as a theme in YA literature. diyMFA. https://diymfa.com/writing/identity-theme-ya-literature

MasterClass (9 August 2021). How to recognize (and write) a classic novel.

https://www.masterclass.com/articles/how-to-recognize-and-write-a-classic-novel#what-is-a-classic-novel-4-key-elements-of-a-classic-novel

MasterClass (20 August 2021). Complete guide to literary themes: Definitions, examples, and how to create literary themes in your writing.
https://www.masterclass.com/articles/the-complete-guide-to-narrative-theme-in-literature-definition-examples-and-writing-how-to#quiz-0

SFE The Encyclopedia of science fiction (18 May 2021). Disaster. https://sf-encyclopedia.com/entry/disaster
PEAC TOT Template 3 Adaptive Teaching Guide
21st Century Literature from the Philippines and the World

Sheeba, S. (March 2017). Postmodern literature: Practices and theory. https://www.researchgate.net/publication/328449584_Postmodern_literature_Practices_and_Theory

ShopaholicMovie (2008). Confessions of a Shopaholic [video]. Youtube. https://www.youtube.com/watch?v=ZYYCSEV-i1Y

Sterling, B. (7 April 2022). Science fiction. Encyclopedia Britannica. Https://www.britannica.com/art/science-fiction

United Nations (n.d) Global issues overview. Retrieved from https://www.un.org/en/sections/issues-depth/global-issues-overview/

Walton, A. (n.d). Themes in literature in the 21st century. Classroom. https://classroom.synonym.com/themes-literature-21st-century-8320321.html