Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Author
Copyright 2018
“No copyright shall subsist in any work of the Government of the Republic of the Philippines.
However, prior approval of the government agency of office wherein the work is created
shall be necessary for exploitation of such work for profit.”
This material has been developed within the 21st Century Literature from the Philippines and the World
Project implemented by the Curriculum Implementation Division (CID) of the Department of Education-
Region VI (DepED-RO6), Division of Antique. It can be reproduced for educational purposes and the
source must be clearly acknowledged. The material may be modified for the purpose of translation into
another language but the original work must be acknowledged. Derivatives of the work including creating
an edited version, an enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this material
for commercial purposes and profit.
Author
GLENN MARION A. ENCILA
Project Manager
SCHUBERT ANTHONY C. SIALONGO
Editor
MARIA COZETTE A. PEÑAFLORIDA
This first digital edition has been produced for print and online distribution within the Department of
Education, Philippines via the Learning Resources Management Development Systems (LRMDS) Portal by
Region VI, Division of Antique. http://lrmds.deped.gov.ph
i
DETAILED LESSON PLAN (DLP)
DLP No.: Learning Area: Grade Level: Semester: Duration:
EN12Lit-0600217001 21st Century Literature from the Philippines 11 2nd 4 Hrs.
and the World
Learning Produce a creative representation of a literary text by applying multimedia Code:
Competency/ies skills: EN12Lit-IIij-31.1
choose appropriate multimedia form of interpreting a literary text; EN12Lit-IIij-31.2
apply ICT skills in crafting an adaptation of a literary text EN12Lit-IIij-31.3
do self- and/ or peer- assessment of the creative adaptation of a
literary text, based on rationalized criteria, prior to presentation
Key Concepts/ Understanding Creative Adaptation of a Short Story, Multimedia and ICT Skills Application
to be developed
1. Objectives Contextualization Learning Materials
Knowledge Understanding: Interpret the short story through a
short film adaptation
Skills Analysing: Outline the short story ―Powder‖ by
Tobias Wolff
Evaluating: Critique the adaptation using self- and
peer- assessment based on a rationalized criteria
Creating: Plan and produce an adaptation of a
short story using multimedia and ICT skills
Attitude Initiate responsibility and cooperation in working
on a creative adaptation
Values Observe oneness and concern for others
2. Content Area Basic textual and contextual reading approach in
the study and appreciation of literature
3. Learning Internet, Activity Sheets, Video Clips or
Resource Downloaded Movie Trailers
4. Procedures
4.1. Introductory DAY 1 Objectives are
Activity Presentation of Objectives. (3 minutes) flashed on the TV
Communicate learning objectives to the learners. Screen or an OHP
Give time for learners to clarify objectives they
find hard to understand.
1
Have them guess the movies. Let them raise their
hands to answer.
If trailers are not available, have some clippings of
movies that were originally novels instead. Movie
clippings on the other hand are a bit challenging so
be sure to choose an appropriate set of students for
this.
Sample Answers:
1. They are all inspired by existing novels
2. They have a tried and tested popularity.
They have everything a good movie needs-
great setting, nice plot, interesting
characters, etc.
3. They are popular because they have a great
number of fans already even before their
film adaptations kicked off.
4. Yes. I am curious as to how directors and
technology advancement in
cinematography interpret the novels.
2
a. thinly scattered
b. sudden and violent gust of wind
c. private soldiers
d. barrier A chart mounted on
e. low, steady sound the board or through
f. not obvious the use of
g. forcing someone to do something PowerPoint or OHP
h. low vibratory sound
i. low, short and harsh sound
j. a harsh grating sound
Answer Key:
1. b 6. j
2. c 7. h
3. d 8. g
4. e 9. f
5. i 10. a
Guide Questions:
A. Before Reading
1. What do you think the story will be about Post the questions
based on the title? on the board, OHP
2. Does the topic remind you of anything? An or TV Screen using
experience? mirroring or HDMI
connected to a
B. While Reading laptop computer
1. Who are the compelling characters in the
story?
2. As you are reading, what pictures or
images come to your mind?
3. Is there anything you are wondering about
while reading the short story?
Sample Answers:
A. 1. Maybe, it’s a story that involves beauty.
3
2. I guess, when we say powder- all I can think
of is gunpowder.
B. 1. The son and the father
2. While reading, I can imagine the cold snow
and the harsh winter Copy of the short
3. The mother and the father are not in good story given to each
terms. group leader to be
divided into parts
POWDER depending on the
by Tobias Wolff number of members
per group
Just before Christmas my father took me skiing at
Mount Baker. He’d had to fight for the privilege of
my company, because my mother was still angry
with him for sneaking me into a nightclub during
his last visit, to see Thelonious Monk.
He wouldn’t give up. He promised, hand on
heart, to take good care of me and have me home
for dinner on Christmas Eve, and she relented. But
as we were checking out of the lodge that morning
it began to snow, and in this snow he observed
some rare quality that made it necessary for us to
get in one last run. We got in several last runs. He
was indifferent to my fretting. Snow whirled
around us in bitter, blinding squalls, hissing like
sand, and still we skied. As the lift bore us to the
peak yet again, my father looked at his watch and
said, ―Criminy. This’ll have to be a fast one.‖
By now I couldn’t see the trail. There was no
point in trying. I stuck close behind him and did
what he did and somehow made it to the bottom
without sailing off a cliff. We returned our skis and
my father put chains on the Austin-Healey while I
swayed from foot to foot, clapping my mittens and
wishing I was home. I could see everything. The
green tablecloth, the plates with the holly pattern,
the red candles waiting to be lit.
We passed a diner on our way out. ―You
want some soup?‖ my father asked. I shook my
head. ―Buck up,‖ he said. ―I’ll get you there. Right,
doctor?‖
I was supposed to say, ―Right, doctor,‖ but I
didn’t say anything.
A state trooper waved us down outside the
resort, where a pair of sawhorses blocked the road.
He came up to our car and bent down to my
father’s window, his face bleached by the cold,
snowflakes clinging to his eyebrows and to the fur
trim of his jacket and cap.
―Don’t tell me,‖ my father said.
The trooper told him. The road was closed. It
might get cleared, it might not. Storm took
everyone by surprise. Hard to get people moving.
Christmas Eve. What can you do?
My father said, ―Look. We’re talking about
five, six inches. I’ve taken this car through worse
than that.‖
The trooper straightened up. His face was
4
out of sight but I could hear him. ―The road is
closed.‖
My father sat with both hands on the wheel,
rubbing the wood with his thumbs. He looked at
the barricade for a long time. He seemed to be
trying to master the idea of it. Then he thanked the
trooper and with a weird, old-maidy show of
caution turned the car around. ―Your mother will
never forgive me for this,‖ he said.
―We should’ve left this morning,‖ I said.
―Doctor.‖
He didn’t speak to me again until we were in
a booth at the diner, waiting for our burgers. ―She
won’t forgive me,‖ he said. ―Do you understand?
Never.‖
―I guess,‖ I said, though no guesswork was
required. She wouldn’t forgive him.
―I can’t let that happen.‖ He bent toward me.
―I’ll tell you what I want. I want us all to be
together again. Is that what you want?‖
―Yes, sir.‖
He bumped my chin with his knuckles.
―That’s all I needed to hear.‖
When we finished eating he went to the pay
phone in the back of the diner, then joined me in
the booth again. I figured he’d called my mother,
but he didn’t give a report. He sipped at his coffee
and stared out the window at the empty road.
―Come on, come on,‖ he said, though not to me. A
little while later he said it again. When the
trooper’s car went past, lights flashing, he got up
and dropped some money on the check. ―Okay.
Vámonos.‖
The wind had died. The snow was falling
straight down, less of it now and lighter. We drove
away from the resort, right up to the barricade.
―Move it,‖ my father told me. When I looked at
him, he said, ―What are you waiting for?‖ I got out
and dragged one of the sawhorses aside, then put it
back after he drove through. He pushed the door
open for me. ―Now you’re an accomplice,‖ he said.
―We go down together.‖ He put the car into gear
and gave me a look. ―Joke, son.‖
Down the first long stretch I watched the
road behind us, to see if the trooper was on our tail.
The barricade vanished. Then there was nothing
but snow: snow on the road, snow kicking up from
the chains, snow on the trees, snow in the sky, and
our trail in the snow. Then I faced forward and had
a shock. There were no tracks ahead of us. My
father was breaking virgin snow between tall tree
lines. He was humming ―Stars Fell on Alabama.‖ I
felt snow brush along the floorboards under my
feet. To keep my hands from shaking I clamped
them between my knees.
My father grunted thoughtfully and said,
―Don’t ever try this yourself.‖
―I won’t.‖
5
―That’s what you say now, but someday
you’ll get your license and then you’ll think you
can do anything. Only you won’t be able to do this.
You need, I don’t know—a certain instinct.‖
―Maybe I have it.‖
―You don’t. You have your strong points,
sure, just not this. I only mention it because I don’t
want you to get the idea this is something anybody
can do. I’m a great driver. That’s not a virtue,
okay? It’s just a fact, and one you should be aware
of. Of course you have to give the old heap some
credit too. There aren’t many cars I’d try this with.
Listen!‖
I did listen. I heard the slap of the chains, the
stiff, jerky rasp of the wipers, the purr of the
engine. It really did purr. The old heap was almost
new. My father couldn’t afford it, and kept
promising to sell it, but here it was.
I said, ―Where do you think that policeman
went to?‖
―Are you warm enough?‖ He reached over
and cranked up the blower. Then he turned off the
wipers. We didn’t need them. The clouds had
brightened. A few sparse, feathery flakes drifted
into our slipstream and were swept away. We left
the trees and entered a broad field of snow that ran
level for a while and then tilted sharply downward.
Orange stakes had been planted at intervals in two
parallel lines and my father steered a course
between them, though they were far enough apart
to leave considerable doubt in my mind as to
exactly where the road lay. He was humming
again, doing little scat riffs around the melody.
―Okay, then. What are my strong points?‖
―Don’t get me started,‖ he said. ―It’d take all
day.‖
―Oh, right. Name one.‖
―Easy. You always think ahead.‖
True. I always thought ahead. I was a boy
who kept his clothes on numbered hangers to
ensure proper rotation. I bothered my teachers for
homework assignments far ahead of their due dates
so I could draw up schedules. I thought ahead, and
that was why I knew there would be other troopers
waiting for us at the end of our ride, if we even got
there. What I didn’t know was that my father
would wheedle and plead his way past them—he
didn’t sing ―O Tannenbaum,‖ but just about—and
get me home for dinner, buying a little more time
before my mother decided to make the split final. I
knew we’d get caught; I was resigned to it. And
maybe for this reason I stopped moping and began
to enjoy myself.
Why not? This was one for the books. Like
being in a speedboat, only better. You can’t go
downhill in a boat. And it was all ours. And it kept
coming, the laden trees, the unbroken surface of
snow, the sudden white vistas. Here and there I saw
6
hints of the road, ditches, fences, stakes, though not
so many that I could have found my own way. But
then I didn’t have to. My father was driving. My
father in his forty-eighth year, rumpled, kind,
bankrupt of honor, flushed with certainty. He was a
great driver. All persuasion, no coercion. Such
subtlety at the wheel, such tactful pedal work. I
actually trusted him. And the best was yet to
come—switchbacks and hairpins impossible to
describe. Except maybe to say this: if you haven’t
driven fresh powder, you haven’t driven.
Ask the learners if they have questions, if none,
end the class.
DAY 2
Sample Answer:
a. The story uses a lot of descriptive words.
It’s very easy to imagine the scenes.
Sample Answers:
1. The story talks about a father and his son
going to a ski trip.
2. The part that struck me most was when the
father and the son violated the trooper’s
warning and used the closed road.
3. Somewhere snowy, maybe in Northern
America.
4. The story revolves on the relationship of
the father and the son. The first person
point of view was used by the author.
5. The father asked the son to go skiing with
him but as they were going home, they
encountered a closed road.
6. The author used the severity of the weather
to add to the thrill of the scenes.
7
Outline it to Better Understand it. (20 minutes)
Utilizing the groups from the first day, have them
create a plot outline of the story. They may adapt
or be guided by this format.
Climax
Exposition Denouement
8
literary sources, with a minimum of interference.
9
continue their editing as a take-out work. Explain
to them that they are going to present their work
the next day and that Group 1 will present first,
followed by Group 2 and so on and so forth. Thus,
every video/film adaptation will have continuity.
10
After commending and giving constructive
comments and suggestions, have them rate their
group mates using the criteria provided in the Self-
assessment. (10 minutes)
6. Reflections
a. No. of learners who
earned 80% in the
evaluation
b. No. of learners who
require additional
activities for
remediation
c. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
d. No of learners who
continue to require
remediation
11
e. Which of my
learning strategy
worked well? Why
did these work?
f. What difficulties did
I encounter which
my Principal or
Supervisor can help
me solve?
g. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: GLENN MARION A. ENCILA School: Pandan National Vocational High School
Position/Designation: Master Teacher I Division: Antique
Contact No.: 09082979380 E-mail Address: gamaencila_18@yahoo.com
Bibliography
Film Adaptation, Alternative Cinema and Lynchian Moments of Transposition by Nick Van Vugt,
B.A. McMaster University, August 2011
https://www.britannica.com/biography/Tobias-Wolff
http://www.doe.mass.edu/mcas/pdf/2014/261077.pdf
Appendix
1. Activity Sheet
12