7 E’s Lesson Design for Literary Adaptation (4 Sessions)

Grade 11 – 21st Century Learning

Quarter 2 – Week 3: Creative Adaptation of a Literary Text
(With Self- and Peer-Assessment)

Objective:

By the end of these four sessions, students will:

 Creatively adapt a literary text (short story, poem, etc.) into another medium (e.g., drama,
visual art, film script).
 Critically assess their own and their peers' creative adaptations based on rationalized
criteria.
 Develop skills in presentation and constructive feedback.

Key Competencies:

 Creativity: Creative thinking in adapting literature to a new medium.

 Critical Thinking: Evaluating adaptations based on certain criteria.
 Communication: Articulating ideas clearly in both written and oral forms.
 Collaboration: Engaging in peer feedback and reflection.
 Self-assessment and Peer-assessment: Evaluating adaptations and providing
constructive feedback.

Materials Needed:

 Copies of the literary text(s) for adaptation.

 Materials for adaptation (e.g., paper, video editing software, props for dramatization,
etc.).
 Rubrics for self- and peer-assessment of the adaptation.
 Projector and whiteboard for presentation and discussions.

Session Breakdown:

Session 1: Engage and Explore

1. Engage (10 minutes)

  Activity: Begin with a short video or presentation that showcases different creative
adaptations of literature (e.g., book-to-movie adaptations, theater performances, or
modern reinterpretations of classic works).
 Discussion Prompt: "What makes a good adaptation of a literary text? What aspects of
the original text are most important to preserve?"
o Encourage students to share their thoughts on what makes an adaptation
successful or not.

2. Explore (15 minutes)

 Introduce the literary text for adaptation. It could be a short story, a poem, or a scene
from a longer work.
o Task: Students read or listen to the text carefully.
o Discussion: What are the key themes, characters, and settings of the text? What
emotions or ideas does the author want to convey? Discuss the different ways the
students could creatively adapt the text.

3. Set the Task (5 minutes)

 Task Explanation: "You will be tasked with adapting this text into a different medium—
be it a short play, a screenplay, a visual art piece, or a modernized retelling. The goal is to
stay true to the themes and message of the original text while making it creative and
engaging."
 Criteria Introduction: Introduce the self-assessment and peer-assessment criteria that
will be used to evaluate adaptations (see "Assessment Rubric" below).

Session 2: Elaborate and Elaborate – Group Work and Creative Adaptation

4. Elaborate (20 minutes)

 Creative Planning: In groups, students brainstorm ideas for their adaptation. They
should:
o Decide which medium they want to use (drama, video, artwork, etc.).
o Select which elements of the text (e.g., setting, characters, plot) they will focus on
in their adaptation.
o Sketch a basic outline of their creative vision.

5. Present Criteria for Self- and Peer-Assessment (5 minutes)

 Discussion: Explain the importance of self- and peer-assessment. Provide students with
a rubric that details the criteria they will use to evaluate their own and others' adaptations.
o Criteria Examples:
 Faithfulness to Original Text: Does the adaptation maintain the key
themes, characters, and messages of the original text?
  Creativity: How creatively has the group adapted the text? Is the
adaptation unique and engaging?
 Execution: Is the adaptation well-presented? Is the medium used
effectively?
 Clarity: Is the adaptation easy to understand? Are the key elements of the
original text clearly conveyed?

6. Group Work (25 minutes)

 Students begin working on their adaptations. They can create scripts, design sets, or make
visual representations of their adaptations (depending on the medium chosen).
 Guidance: Teachers circulate and provide feedback on students' progress.

Session 3: Evaluate and Present

7. Evaluate (15 minutes)

 Each group finalizes their adaptation. Students engage in self-assessment using the rubric
provided earlier. They assess their own work based on the given criteria.
 Peer-Assessment Preparation: Students will also prepare to evaluate their peers' work
using the same rubric.

8. Present (20 minutes)

 Group Presentations: Each group presents their adaptation to the class. This could
involve a live presentation (e.g., performing a short scene) or showing a digital adaptation
(e.g., a short film or slideshow).
 During the presentations, students are encouraged to take notes for their peer-
assessments.

9. Peer Assessment (5 minutes)

 After each presentation, students use the provided rubric to assess the group’s work. They
give feedback on what was successful and areas for improvement.

Session 4: Reflect and Revise

10. Reflection (10 minutes)

 Discussion: After all presentations, ask students to reflect on their own creative process
and the feedback they received.
o What did they learn about adapting literature to different mediums?
 o How did they feel about the self- and peer-assessment process?

11. Revision Time (20 minutes)

 Based on the feedback from peers and self-assessment, students revise their adaptations.
They should focus on improving areas that were pointed out during peer assessment.

12. Final Presentation (15 minutes)

 Students present their revised adaptations to the class. This time, the emphasis is on
how they incorporated the feedback and made improvements.

Assessment Rubric for Self- and Peer-Assessment:

Needs Improvement
Criteria Excellent (4) Good (3) Unsatisfactory (1)
(2)
Fully captures the
Mostly captures Somewhat captures
Faithfulness to themes,
the themes and the essence but Lacks connection
the Original characters, and
characters, with deviates significantly to the original text
Text message of the
minor deviations from the original
original text
Shows creativity
Highly creative Limited creativity, Little to no
but with some
Creativity and original in its follows basic ideas of creativity, mostly a
conventional
approach the original direct copy
elements
Well-executed;
medium used Well-executed Inconsistent Poor execution,
Execution effectively to with minor flaws execution, medium unclear or
convey the in presentation not fully utilized ineffective medium
message
Clear and easy to
Mostly clear, but Lacks clarity, parts of Unclear and
understand,
Clarity some elements the adaptation are difficult to
effectively
may be confusing hard to understand understand
conveys message

Wrap-Up:

 Final Reflection: Ask students to reflect on their learning from the unit, how their skills
have evolved in adapting literary texts, and the importance of assessment in the creative
process.
This 4-session plan integrates creativity, critical thinking, self-assessment, and peer-assessment
in a structured yet flexible way, allowing students to engage deeply with the adaptation process.
The 7 E’s methodology ensures active learning through the gradual exploration, evaluation, and
reflection stages.