Rian May M.

Bengco
Ryza Conservado
II- SEDE2

Task: Let's Explore

Directions: Recall a childhood story that you love and answer the
following:
1. Describe the people in the story. Who do you like most? why?
One of my favorite childhood stories is The Tortoise and the Hare. The
Hare is fast but arrogant, underestimating the slow and steady Tortoise.
Despite the Hare's overconfidence, the Tortoise wins the race by staying
focused and determined. I have a lot of respect for the Tortoise because
of his determination and modest attitude. The story shows that true
success doesn’t depend on being the fastest or strongest it’s about
staying focused and putting in consistent effort. It’s proof that even those
who seem at a disadvantage can accomplish great things through
perseverance.
2. How did the story begin? Which part of the story excited you? Why?
The story of The Tortoise and the Hare begins with the Hare boasting
about his incredible speed and mocking the Tortoise for being slow. To
teach the Hare a lesson, the Tortoise challenges him to a race, and
despite everyone expecting the Hare to win, the race begins.
The most exciting part of the story for me is when the Hare decides to
take a nap, thinking he’s so far ahead that there’s no way he could lose.
This moment is thrilling because it’s where the tables turn. The Tortoise
steadily keeps going, and the suspense builds as he approaches the
finish line, overtaking the sleeping Hare. It’s such a satisfying twist,
proving that arrogance often leads to downfall and persistence triumphs
in the end.
3. Describe the time and location of the story.
The story of The Tortoise and the Hare takes place outdoors, likely in a
natural setting like a forest or countryside where animals live together.
The race happens along a simple path surrounded by nature. Although
the time isn't specified, the setting feels timeless, making the story
relatable across generations. It's all about the characters and their
actions, which keeps the focus on the valuable lessons rather than on
when or where it happens.

4. How did the story make you feel?

The story left me feeling inspired and hopeful. It’s a reminder that
patience and perseverance can lead to success, even when the odds
seem stacked against you. Watching the humble Tortoise quietly
overcome the arrogant Hare showed me that hard work and
determination often triumph over arrogance and complacency. It’s a
feel-good story that encourages resilience and staying true to your goals.
5. What was the story about? What lesson were you able to get out of the
story?
The story is about a race between two very different characters. The
Hare, confident in his speed, mocks the slow-moving Tortoise and is
certain he will win. However, the Tortoise, with determination and steady
effort, manages to finish the race first while the Hare naps, overconfident
in his abilities.
The lesson from this story is clear, consistency and perseverance are
more important than raw talent or overconfidence. It teaches us that
humility and hard work can lead to success, even when the odds seem
against us. It’s a timeless reminder to stay focused on our goals and
never underestimate others.

Task: Let's Explore

Directions: You will be given three different types of books with different
formats. Examine these books and write your observation below:
Book 1: Historical Fantasy
Historical fantasy merges real historical settings with magical or
supernatural elements, reimagining past events with mythical
influences. It allows for creative storytelling while maintaining historical
themes, often blending folklore with reality to explore alternative
interpretations of history.

Book 2: Alternate History

Alternate history reshapes the past by altering key historical events,
leading to different outcomes and timelines. It examines "what if"
scenarios, encouraging exploration of how small changes in history
could have significant consequences. This genre is grounded in realism
but thrives on speculation.
Book 3: Realistic History
Realistic history adheres to documented events, portraying the past with
accuracy and authenticity. It focuses on factual representation, ensuring
cultural and historical integrity without speculative alterations. It
provides insight into historical contexts through rigorous research and
precise narrative techniques.

Task 1: Explain
Directions: Differentiate the content and format of the following books
based on how you understand them.

1. Picture Books versus Illustrated Books

Picture books and illustrated books may seem similar but have distinct
differences. Picture books rely on colorful images to tell the story, with
minimal text, making them perfect for younger kids. On the other hand,
illustrated books are more text-heavy, with occasional images to support
the narrative, catering to older readers. Both formats enrich storytelling
but in their own unique ways.

2. Transitional Books versus Chapter Books

Transitional books and chapter books serve readers at different stages.
Transitional books are great for kids starting to read on their own, with
simple words, larger fonts, and illustrations to help them understand the
story. Chapter books, however, are for more experienced readers. They
have longer chapters, complex plots, and fewer pictures, encouraging
deeper reading skills. Both types play an important role in helping kids
grow as readers.

3. Graphic Novels versus Verse Novels Graphic novels and verse novels
are very different in style. Graphic novels use illustrations and dialogue in
comic-style panels to tell a story visually, making them highly engaging.
Verse novels, on the other hand, use poetry or rhythmic text to narrate
the story, relying on words to create emotion and imagery

Task 2: Evaluate
Directions: Look for books that are available in the local bookstore,
evaluate the format and content and report to class.
1. National Book Store:
Book Example: Head by the Ceiling by Anthony Shieh (Trade
Paperback)
Format: Physical paperback, lightweight and portable.
Content: A thrilling narrative with elements of suspense and drama.

Task 3: Execute
Directions: Recall your favorite book as a child, think of the content and
design a book cover based on the content. You may use pencil sketching
or digital drawing. Draw or paste your design in the box below.
Task 1: Explain
Read the story, Little Women, by Louisa May Alcott and write a character
analysis.

Characterization Protagonist Antagonist Deuteragonist Confidante Oth

Suppo
Charac
Round/ Dynamic Jo March Amy March Meg Ma rch Marmee Marme
(Mrs. (Mrs.
March) March)
Laurie
(Theod
Lauren
 Aunt M
Mr.
Lauren
Static Beth March Aunt Beth March Beth March Hanna
March Mullet

Flat Beth March Aunt Beth March Laurie John

March (Theodore Brooke
Laurence

Stock Meg March Aunt Meg March Laurie Mr. Ma

March (Theodore
Laurence

Foil Jo March Amy March Meg March Laurie Mr.

(Theodore Lauren
Laurence vs. Jo

Task 2 : Analyze
Choose any of the Children and Adolescent Literature/ Books and
discuss your analysis.
 Element Analysis

Setting The story takes place in the countryside, where the three pigs
build their homes. The different houses (straw, sticks, and
bricks) show how much effort each pig puts into their work.
The setting helps show the lesson about hard work and being
prepared.
Point View The story is told in third-person. This means the narrator tells
us what happens to the pigs and the wolf. We can see both
the pigs’ and the wolf’s actions, which helps us understand
their choices.
Tone The tone changes throughout the story. At first, it is happy and
playful because the pigs are excited to build their houses.
Then, it becomes scary and tense when the wolf arrives. At
the end, the tone is victorious when the third pig wins against
the wolf.
Mood The mood also changes. It starts as light and fun, then turns
fearful when the wolf blows down the first two houses. At the
end, the mood is satisfying because the third pig stays safe.
Style Steven Kellogg uses simple and fun language that is easy to
understand. His detailed pictures help tell the story and show
the emotions of the characters.
Theme Hard work pays off – The pig who works the hardest stays
safe.
Being smart is important – The third pig’s smart choices save
him.
Taking shortcuts can be risky – The pigs who build weak
houses are not safe.

Moral The story teaches us that working hard and thinking ahead
help us succeed. If we are lazy or take shortcuts, we might
face problems later.
Task 3 : Evaluate
Directions: Choose any of the Children and Adolescent Literature/
Books and present a plot analysis and evaluation. Use the format below.
Title: The Three Little Pigs
1. Exposition
The story begins with three little pigs who leave home to build their own
houses. Each pig chooses a different material for their home: one builds
with straw, another with sticks, and the last with bricks.
2. Rising Action
A hungry wolf arrives and wants to eat the pigs. He goes to the first pig’s
straw house and says, “I’ll huff and I’ll puff and I’ll blow your house
down!” The house is weak, so it falls, and the pig runs to his brother’s
house. The wolf then goes to the second pig’s stick house and does the
same thing. The stick house also falls, and the two pigs run to their
brother’s brick house for safety.
3. Climax
The wolf reaches the brick house and tries to blow it down, but it does
not fall. The wolf becomes angry and tries to trick the pigs, but they
outsmart him every time.
4. Falling Action
The wolf climbs down the chimney, hoping to catch the pigs. However,
the clever third pig boils a pot of water and places it under the chimney.
5. Resolution
When the wolf falls into the boiling water, he runs away in pain and never
returns. The three pigs celebrate, knowing they are now safe. The first
two pigs learn an important lesson about hard work and planning ahead.
Task: Let’s Execute
Direction: Write a short poem and identify the sound elements present.
POEM TITLE:
Eternal Echoes
In your eyes, a world unknown,
A tender touch, my heart has grown.
Whispers weave through silent skies,
A symphony sung where true love lies.

SOUND ELEMENT:
The sound devices that utilized in a poem to enhance its lyrical quality. It
mentions alliteration, which is the repetition of initial consonant sounds
like in "tender touch" and "silent skies," creating a harmonious rhythm.
Additionally, it discusses assonance, the repetition of vowel sounds such
as the "o" in "unknown" and "grown," adding a musical tone. Consonance
is also highlighted, involving the repetition of consonant sounds within
words for cohesion. These sound elements, along with imagery, evoke
emotions and contribute to a melodic structure that beautifully captures
the theme of love.
Task 1: Analyze
Directions: Choose a modern poem for children or adolescents and
explain visual, auditory, tactile, olfactory, kinesthetic, and organic
imagery.

The Adventure of the Cotton-Tailed Hare

Through the meadow, green and vast,

The hare leaps high, so quick, so fast.
A rainbow arches, colors bright,
A world glow in soft sunlight.
The brook hums softly, a soothing tune,
As dragonflies dance beneath the moon.
The flowers bloom with scents so sweet,
While grass feels cool beneath small feet.
A breeze invites a daring race,
The hare bounds, wild, in nature’s embrace.
Heart beats strong, a rhythmic song,
Alive and free, where dreams belong.
Visual images: "Through the meadow, green and vast" and "A rainbow
arches, colors bright" create vivid pictures of an expansive, lush
landscape.
Auditory images: "The brook hums softly" and "A soothing tune" bring
the sound of gently flowing water to life
Olfactory images: "The flowers bloom with scents so sweet" paints a
fragrant, immersive scene of the meadow.
Tactile images: "Grass feels cool beneath small feet" evokes the
sensation of soft, cool grass against the skin.
Kinesthetic images: "Grass feels cool beneath small feet" evokes the
sensation of soft, cool grass against the skin.
Organic images: "Grass feels cool beneath small feet" evokes the
sensation of soft, cool grass against the skin.

Task 2: Execute
Directions: Write a short poem that contains a combination of three to
four imagery. Write on the space below.

Shadows of Silence
A broken toy lies on the floor,
Its colors faded, joy no more.
The echo of cries in the empty hall,
A chilling whisper, a heavy call.
The air is thick, a bitter sting,
Like wilted flowers in early spring.
A trembling hand, a fleeting glance,
A heart that aches, denied its chance.
Task 1: Let's Explore
Directions: This lesson covers children and adolescent poetry. To check
your prior learning, match the types of poetry according to their
description.
Column A Column B
E 1. Free verse A. The use of shapes and lines in
writing a poem
F 2. Sonnet B. An ancient Asian poem
B 3. Haiku. C. Features the elements of a story in
poetry
J 4. Nursery Rhyme D. A creative way of writing, free from
grammatical rules
G 5. Limerick E. Free from rhymes and meters
A 6. Calligram F. A traditional form of poetry with 14-
lines
C 7. Narrative Poem G. A humorous type of poetry
D 8. Poetry H. A common element that is present
in traditional poems
I 9. Picture Book I. Uses illustrations in telling a story.
H 10. Rhyme J. Short poems were sung by children
Task 2: Let's Try
Directions: Look for the meaning of the following words. Compare
answers with your classmates.
1. Rhyme scheme – This refers to the pattern of rhymes at the end of
each line in a poem. It’s usually represented with letters, where lines that
rhyme get the same letter. For example, in an ABAB rhyme scheme, the
first- and third-lines rhyme, and the second- and fourth-lines rhyme. It’s
like mapping out the melody of the poem with sounds.
2. Iambic pentameter- This is a type of poetic meter often used in
traditional English poetry. It has a rhythm that sounds like da-DUM, da-
DUM, da-DUM, da-DUM, da-DUM—five pairs of syllables where the
second one is stressed. Think of it as the heartbeat of a poem, famously
used by Shakespeare in his sonnets.
3. Octave- An octave is an 8-line stanza or poem. It’s often the opening
part of a sonnet (especially in Italian sonnets), where the poet introduces
a theme or problem that’s resolved in the following sestet. It sets the
stage for what’s to come.
4. Sestet- An octave is an 8-line stanza or poem. It’s often the opening
part of a sonnet (especially in Italian sonnets), where the poet introduces
a theme or problem that’s resolved in the following sestet. It sets the
stage for what’s to come.
5. Figurative language- Figurative language goes beyond the literal
meaning of words to create vivid imagery or express emotions. It
includes things like metaphors (comparing two things), similes (using
“like” or “as”), personification (giving human traits to non-human things),
and more. It’s the spice that makes writing rich and imaginative.
Task 1: Execute
Design a Learning Plan on teaching children and adolescents’ poetry
using the following format:

I. Learning Outcomes

Students will be able to identify the different elements of a poem,

including rhyme, rhythm, and imagery.

Students will be able to analyze the meaning and message of a poem.

Students will be able to write their own poems using different poetic
forms.

II. Learning Content

Types of Poetry:

Traditional poems: Haiku, limericks, sonnets, ballads, free verse, etc.

Modern poems: Concrete poems, spoken word poetry

Poetic Devices:

Rhyme, rhythm, meter, alliteration, assonance, consonance, imagery,

metaphor, simile, personification, hyperbole, etc.

Poetry Analysis:

Identifying the speaker, theme, tone, and mood of a poem.

Understanding how poetic devices contribute to the overall meaning.

Poetry Writing:

Brainstorming and generating ideas.

Developing a structure and form for their poem.

Revising and editing their work.

III. Learning Experience

A. Explore

Read Aloud: Start by reading aloud a variety of poems, focusing on

different styles, themes, and authors.

Poetry Scavenger Hunt: Create a scavenger hunt in the classroom or

library where students search for poems that fit certain criteria (e.g.,
poems about nature, poems with a specific rhyme scheme).

Poetry Walk: Take a walk in nature and have students write down
observations that they can later use as inspiration for poems.

B. Engage

Poetry Slam: Have students create and perform their own poems in a
fun, informal setting.

Poetry Games: Play games that focus on poetic devices, like rhyming
games or word association games.

Poetry Discussion: Facilitate discussions about the meaning and impact

of poems, encouraging students to share their interpretations.

C. Experience

Poetry Writing Workshop: Guide students through the process of writing

their own poems, offering prompts and feedback.

Create a Poetry Anthology: Have students compile their poems into a

class anthology to share with others.
Poetry Performance: Organize a poetry performance night for students to
share their work with family and friends.

IV. Assessment of Learning

Poetry Analysis: Have students write essays or present oral reports
analyzing specific poems.
Poetry Writing: Collect and assess students' own poems, providing
feedback on their understanding of poetic devices and their ability to
craft a meaningful poem.
Poetry Performance: Evaluate students' ability to recite poems with
expression and confidence.
Participation: Observe students' engagement in class discussions and
activities.

Task: Let’s Explore

Directions: Look for literature written during the 16th to 19th century and
describe it according to its characteristics. Write your description below:
Classification Characteristic Characterization Theme Setting
[Link] Focus on Characters were Love, fate, Varied
and Baroque humanism, often larger than ambition, settings,
Literature artistic life, depicting power, and including
expression, kings, heroes, the medieval
and and tragic complexity of castles,
exploration of figures with human mythical
emotions deep emotions nature. lands, and
through and internal European
poetic and conflicts. cities,
reflecting
 dramatic both real and
works. imagined
worlds.
[Link] Emphasis on Characters were Rationality, Realistic
Literature reason, logic, used as progress, settings such
and social symbols to human as European
criticism, critique society, rights, cities, courts,
often using often criticism of and fictional
satire. representing monarchy lands used
different social and religious for satire.
classes or hypocrisy. 3. 19th
philosophical Century
ideas. (Romanticism
and Realism)

[Link] Romanticism Romanticism Romanticism Romanticism

(early 19th focused on featured explored used wild
century) and emotion, passionate, love, nature, landscapes
Realism (mid- nature, and idealistic the and exotic
to-late 19th individualism, heroes, while supernatural, locations,
century) while Realism Realism and while Realism
depicted portrayed rebellion, depicted
everyday life ordinary people while urban and
and societal with realistic Realism rural settings
struggles. struggles. tackled in an
social authentic
injustice, manner.
poverty, and
morality.
Task: Execute
Direction: Choose any of the traditional literature and write a story.
Outline your story by following the format below:
1. Characters/Characterization
Luna – A kind and gentle diwata (fairy) who watches over the moon. She
is compassionate and devoted to keeping the night bright for the people.
Datu Makisig – The strong but proud ruler of the kingdom who desires to
control the moon for his own glory.
Lakambini Rosa – A wise and just babaylan (priestess) who warns the
datu about his selfishness.
Mga Taong-Bayan – The villagers who depend on the moon’s light for
guidance and protection at night.

2. Setting
The Kingdom of Hiranwa – A prosperous land blessed with clear skies,
lush fields, and a peaceful community.
Bundok Banwa – A mystical mountain where Luna resides, guarding the
moon with her magic.
Palasyo ng Datu – A grand palace where Datu Makisig rules with
ambition and pride.
3. Plot summary
Once upon a time, in the kingdom of Hiranwa, the moon shone brightly
every night, guiding farmers and fishermen as they worked. Luna, a
diwata, cared for the moon, making sure it never faded. However, Datu
Makisig, in his pride, wanted to capture the moon to make his kingdom
the most powerful in all the land.
Ignoring the warnings of Lakambini Rosa, he ordered his warriors to steal
the moon from the sky. When they succeeded, the kingdom fell into
eternal darkness. Without the moon, chaos and fear spread among the
people. Realizing his mistake, Datu Makisig sought Luna’s forgiveness.
Luna, though saddened, could not restore the moon completely but
allowed it to return in phases, reminding people of the importance of
humility and balance.

4. Theme
• The consequences of greed and pride
• The importance of humility and respect for nature
• The value of forgiveness and second chances

5. Point of View
Third-person omniscient – The story is narrated from an all-knowing
perspective, revealing the thoughts and emotions of all the characters.

Task: Let’s Try

Directions: Based on what you previously know, write the
characteristics of historical fiction and realistic fiction and the examples
in the Tables below:
 Historical Fiction Realistic Fiction

Characteristics Characteristics
• Happens in the past. • Happens in the present or
• Includes real events, places, recent past.
or people from history. • The events could really
• Characters may be real or happen in real life.
made-up. • Characters feel like real
• Shows how people lived in the people.
past. • Focuses on everyday life, like
school, family, and
friendships.
Examples Examples
• Number the Stars by Lois • Wonder by R.J. Palacio
Lowry • Because of Winn-Dixie by
• The Book Thief by Markus Kate DiCamillo
Zusak • The One and Only Ivan by
• Chains by Laurie Halse Katherine Applegate
Anderson

Task 1: Execute
Direction: Choose a story from various literature for children and
adolescents and perform a creative dramatization, storytelling, or
presentation of your selected text.

The Stars That Speak

Across the skies, so vast and bright,
A boy once soared in golden light.
He left his planet, rose above,
 To seek a truth, to learn of love.
The king declared, "Rule all you see!"
The vain man cried, "Admire me!"
The drunkard sighed, the banker schemed,
Each trapped within their hollow dream.
The prince then met a fox so wise—
"True love," he learned, "is in one’s eyes.
For what’s important stays unseen,
It grows where heart and soul convene."
A rose awaited, back at home,
On his lone planet, all alone.
The stars now hum the prince’s lore—
A tale that sings forevermore.

From The Little Prince.

Task 2: Reflect
Direction: Write a reflection paper based on the topics discussed in this
lesson and your learning from the creative presentation. Follow the given
format:

I. Prior Knowledge (What did I previously know?)

Before engaging with The Little Prince, I knew it was a widely cherished
story that carried deep philosophical themes despite being labeled as
children's literature. I was familiar with the idea that the book explored
human relationships, personal growth, and the contrast between
childlike wonder and adult logic. I also recognized its famous message
about seeing with the heart rather than just with the eyes.

II.. New Knowledge (What did I just learn?)

Through this creative presentation, I gained a deeper understanding of

the subtle wisdom embedded in the story. The interactions between the
Little Prince and the various characters—from the King, the Vain Man,
and the Businessman to the Fox—taught me how people often live within
illusions of importance. The Fox’s lesson about taming revealed the true
essence of meaningful connections and responsibility. Additionally, I
learned how the book critiques adulthood’s rigid focus on material
success at the expense of genuine human relationships and imagination.

III. Application of Learning (What will I do with what I know?)

The lessons from The Little Prince will influence how I approach
relationships and personal growth. I will be more mindful in appreciating
the invisible yet profound aspects of life—love, friendship, and curiosity.
The idea that "what is essential is invisible to the eye" encourages me to
seek deeper meanings beyond surface-level judgments. In daily life, I will
nurture meaningful connections by being present and understanding
others rather than being consumed by worldly distractions.

IV. Research (What else do I want to know?)

I am curious to explore how The Little Prince has been interpreted across
different cultures and how its themes resonate universally. Additionally, I
would like to analyze its symbolism in greater depth, particularly how the
characters represent societal constructs. Another intriguing aspect
would be examining how its lessons could be applied to modern
education—how storytelling can be used to instill emotional intelligence
and moral reasoning in young readers.
Activity 1: Let’s Explore
Directions: Watch the Youtube video “She Never Gave Up on her
Students” of Goalcast from this link
[Link] After watching the
video, complete the tasks below.
1. Determine the book's positive impact on the characters and lives of
the students.

ANNE
FRANK’S
DIARY
Answer:
Students' Transformation
The book served as a powerful tool for self-discovery and personal
growth.
It helped students identify their strengths and potential, inspiring them
to pursue their dreams.
By providing a framework for goal-setting and overcoming challenges,
the book empowered students to take control of their lives.
The book fostered a sense of hope and resilience, enabling students to
persevere through adversity.
Positive Influence on Lives
The book's message of perseverance and determination resonated with
students, motivating them to work hard and achieve their goals.
It fostered a sense of community and support among the students,
encouraging them to help and uplift each other.
The book's impact extended beyond the classroom, influencing
students' personal and professional lives.
It inspired students to become role models for their peers and to make a
positive impact on the world.

2. State the differences and similarities in the case between the students
of Miss Erin Gruwell and Anne Frank

Miss Gruwell’s
Students
Anne
Frank
Answer:
Similarities:
• Facing Oppression: Both groups faced forms of oppression. Anne Frank, a Jewish
girl, faced the brutal reality of Nazi persecution, forced into hiding to survive.
Miss Gruwell's students, primarily from underprivileged backgrounds and
minority groups, faced systemic racism, poverty, and societal prejudice in their
daily lives.
• Finding Solace in Expression: Both groups found refuge in creative expression.
Anne Frank's diary became a powerful outlet for her thoughts, fears, and hopes.
Miss Gruwell's students found a voice through writing, using their stories to
challenge stereotypes and advocate for change.
• Seeking Understanding and Empathy: Both Anne and the students sought
understanding and empathy from the world. Anne yearned for peace and a world
free from prejudice, while Miss Gruwell's students sought to be seen and heard,
their experiences acknowledged and appreciated.

Differences
• Scale and Scope of Oppression: Anne Frank faced a direct and violent threat to
her life and freedom, which ultimately led to her tragic death. Miss Gruwell's
students, while facing significant challenges, had the opportunity to learn, grow,
and advocate for themselves within a structured educational setting.
• Access to Resources: Anne Frank was forced into hiding, isolated from the world
except for limited communication with trusted individuals. Miss Gruwell's
 students had access to a dedicated teacher who provided them with resources,
support, and a platform to express themselves.
• Impact and Legacy: Anne Frank's story, documented through her diary, reached
a global audience, becoming a powerful symbol of the horrors of the Holocaust.
Miss Gruwell's students, while impacting their community, had a more localized
impact, demonstrating the power of education and self-expression to bring
about change.

3. Does Miss Gruwell’s book selection have something to do with the

illustration indicated in number 2? Was the selection appropriate?
Explain.

Yes, Miss Gruwell’s book selection directly connects to the themes

outlined in number 2. The choice to introduce The Diary of Anne Frank
and similar literature was deeply intentional. Like Anne Frank, her
students were grappling with societal oppression, personal struggles,
and the need for self-expression. By reading Anne’s diary, they saw
parallels between her experiences and their own hardships, even though
the scale of oppression differed.

Anne Frank's words resonated with her students, highlighting the

universal longing for respect and acknowledgment. Her diary symbolized
the potency of storytelling, reflecting the profound influence of writing on
Miss Gruwell's students. By delving into historical atrocities, the
students gained insight into their own struggles and grasped the wider
consequences of bias and inequity.

Activity 2: Let’s Investigate

Direction: Read the article “Harry Potter and 20 Years of Controversy” of
Pat Peters in the Intellectual Freedom Blog from this link:
[Link] oif/?p=10636. After reading, complete the table
below
The Book
What the
Challenge
Challenger
s of the The Nature or Background of The Decision of the
Wants to
Harry the Complaint Censors and Authorities
Happen to the
Potter
Book
Series
While some institutions
Some challengers
Critics argue that the books removed the books, many
1. wanted the books
glorify magic and witchcraft, libraries and educators
Religious banned from
potentially leading children to defended them,
concerns schools and
emulate spells and curses. emphasizing their literary
libraries.
value.
Some parents and educators Some requested
Most institutions upheld
2. Dark expressed concerns about the restrictions or
the books, arguing that
themes increasingly dark tone in later age-appropriate
they encourage critical
and books, fearing they might warnings rather
thinking and moral
violence negatively influence young than outright
lessons.
readers. bans.

Task 1: Evaluate
Direction: Search for any library policy available on the internet and
choose one for the task. Also, browse for one Children or Adolescent
Literature which has existing complaints in the past. Fill in the table
below.
Library Policy on the Selection of Title of the Children or
Materials Adolescent Literature and the
Nature of the Complaint
Montgomery County Library – "The True Confessions of
Collection Policies Charlotte Doyle" by Avi
The Montgomery County Library Some critics argue that the
system has faced scrutiny over its novel's portrayal of a young girl's
collection, particularly concerning journey challenges traditional
materials with LGBTQ+ themes gender roles, sparking discussions
and conservative viewpoints. This about historical accuracy versus
has led to debates about book modern sensibilities.
selection criteria and the balance
between diverse representation
and community standards.

4. Library Policies are essential in determining the result of Liter Book

Challenge. Considering your chosn deterary Policy and Book of
Literature Challenge, what would be yechopen Libre decision
about the restriction on the access of the literature? Justify your
answer. Be brief and concise.
Decision: The book should stay available, but with age limits.
Justification: The library policy focuses on offering a variety of books
and allowing access to different ideas. Since the complaints about the
books are about their themes, not harmful content, it is best to keep the
books available for those who are old enough to understand them.
However, the books can be recommended with warnings or suggestions
for the right age group to ensure they are suitable for younger readers.

Activity 1: Let’s Explore

Directions: Read an article about the banned book “And Tango Makes
Three” from these links: [Link]
spotlight-and-tango-makes-three/ and
[Link] Fill the
table and answer the question that follows.
 Social Issues of Concern How Schools and Libraries
About the Book Addressed the Complaint

1. Same-sex relationships Some libraries moved the book to

the nonfiction section or adult
areas to avoid controversy.
2. Non-traditional families Many schools defended the book
as a positive portrayal of diverse
families and kept it in circulation.
3. Age-appropriateness Libraries and schools debated the
appropriate age range but often
kept it available for those
interested.
4. Anti-family accusations Libraries defended the book as
promoting love and care, which are
universal values for any family.
5. Concern about "unsuitable" Some moved the book to less
content visible areas or restricted it, while
others kept it and engaged in
educational discussions.
6. Lack of understanding of LGBTQ+ Schools used the book to educate
issues about LGBTQ+ topics, helping kids
learn about diversity and inclusion.
7. Censorship efforts Many schools and libraries fought
against censorship, arguing for the
importance of offering diverse
stories.

4. As a future educator in high school, is there any possibility that you

would include this book as part of the curriculum? In what context?
Yes, as a future high school educator, I would consider including And
Tango Makes Three in the curriculum, especially in a lesson about
diversity, family structures, or acceptance. It could be part of a
discussion on how families can be different, showing that love and care
are what matter most, regardless of the family’s structure. It would also
be a good opportunity to discuss LGBTQ+ issues in a respectful way and
encourage open-mindedness and understanding. This book could help
students see the value of acceptance and challenge stereotypes,
especially in a way that’s approachable for their age group.

Activity 2. Let’s Try

Directions: Read the different versions of Cinderella from two book
collections of Folk and Fairy Tales: (1) The Complete First Edition of The
Original Folk & Fairy Tales of the Brothers Grimm, which was translated
and edited by Jack Zipes, and (2) the Politically Correct Bedtime Stories
of James Finn Garner. Make a com- parison and contrast about its
content. Present this creatively in a graphical outline highlighting the
following aspects:
Activity 1: Survey
Direction: Survey all your classmates background information: parents’
occupation, family’s economic status, number of members in the family,
type of family, religion, and advocacy. Present these in meaningful charts
and graphs.
Survey Ans

Activity 2: Execute
Direction: Choose one folk or fairy tale from the Brothers Grimm
collection. Considering the background information of your classmates,
create a lesson plan teaching this particular folk or fairy tale.

Lesson Plan: Understanding Themes in Hansel and Gretel

Subject: Literature

Grade Level: High school

Duration: 1 hour and 30 minutes

Theme: Survival, deception, resilience, and gender roles

Learning Objectives:

By the end of this lesson, students will:

1. Analyze the themes of Hansel and Gretel and their relevance to

society.
2. Evaluate gender roles and character portrayals within the story.
 3. Compare traditional fairy tales to modern interpretations.
4. Express creative ideas through storytelling adaptations.

Lesson Structure

I. Materials Needed

• Copies of Hansel and Gretel (Grimm Brothers’ version)

• Visual aids showing different adaptations (classic, modern)
• Storyboard or creative writing worksheets
• Discussion guide on gender roles in fairy tales

II. Motivation (10 minutes)

• Quick Discussion: Ask students: "What do you remember about

Hansel and Gretel?"
• Display visuals comparing the Grimm version to modern retellings
(e.g., movies, rewritten tales).
• Question for reflection: "Why do fairy tales often feature themes
of survival and deception?"

III. Lesson Proper (30 minutes)

A. Story Reading and Analysis (15 minutes)

• Read key excerpts of Hansel and Gretel aloud.

• Discuss the major themes:
o Survival vs. abandonment (How do Hansel and Gretel
navigate hardship?)
o Deception (The stepmother’s plan, Hansel’s tricks, the
witch’s false kindness)
o Gender roles (Is Gretel portrayed as passive or resourceful?)
• Compare the stepmother and witch—do they reinforce negative
stereotypes of women in fairy tales?
B. Group Discussion (15 minutes)

• Divide students into groups:

o Group 1: Analyze how fairy tales reflect societal fears
(poverty, struggle, survival).
o Group 2: Identify gender portrayals—how are female
characters presented?
o Group 3: Suggest modern adaptations—how would Hansel
and Gretel change in a contemporary setting?

IV. Creative Adaptation Activity (25 minutes)

• Task: Students rewrite a scene from Hansel and Gretel, but with
modern themes:
o A gender-swapped version
o A new setting (city life, dystopian future, refugee crisis)
o A version where Hansel and Gretel take full control of their
fate
• Sharing: Groups present their adaptations and justify their
changes.

V. Reflection & Assessment (15 minutes)

• Guided Reflection Questions:

o How does Hansel and Gretel relate to real-world survival
struggles today?
o Did this tale change how you view gender roles in fairy tales?
o Do you think traditional fairy tales should be modified to fit
modern values?
• Assessment Criteria:
o Depth of analysis in story discussion
o Creativity and clarity in adaptation
o Thoughtfulness in reflection responses
Conclusion & Homework

• Homework: Write a short essay answering:

o Are fairy tales still relevant today? Why or why not?
• Optional: Students can draft a modern fairy tale inspired by
Hansel and Gretel.

Lesson Takeaways: Did This Change Knowledge About Gender?

✔ Gretel is not passive—she ultimately defeats the witch, challenging

assumptions about female agency.

✔ The stepmother’s characterization raises discussions on gender

bias in storytelling.

✔ The idea of self-reliance can be reframed through modern

adaptations.

Activity 1: Let’s Explore

Directions: Read an article about "Beauty and the Beast Launch Begins
as Disney Pulls Film From Malaysia" from this link
[Link] out/beauty-beast-launch-
begins-disney-pulls-film-malaysia-n734306. Fill the table below.
What are the new issues presented Disney’s live-action adaptation of
in the live-action film which are not Beauty and the Beast introduced
found in the animated film version? fresh themes and social discussions
not present in the original animated
film. One of the most prominent
changes was the inclusion of an
openly gay character, LeFou, who
subtly expresses romantic
admiration for Gaston. This
moment, though brief, sparked
controversy and led to the film’s
temporary removal from Malaysian
cinemas when Disney refused to
edit it out.
Beyond representation, the
adaptation expanded character
backstories, offering deeper insight
into the Beast’s past and Gaston’s
motivations. Additionally, the film
incorporated historical elements,
such as references to the bubonic
plague, making the story feel more
grounded in reality. These additions
contributed to a richer and more
modern retelling of the beloved fairy
tale while prompting discussions
about inclusivity and artistic
expression
What could be the purpose of The inclusion of new themes in the
including these issues? live-action Beauty and the Beast
serves multiple purposes, reflecting
Disney’s evolving approach to
storytelling and audience
engagement.
 First, the addition of LGBTQ+
representation, particularly through
LeFou’s character, aligns with
modern discussions on inclusivity
and diversity in mainstream media.
By subtly acknowledging LeFou’s
identity, the film aims to make
space for different perspectives and
expand representation in fairy tales
that have traditionally upheld
heteronormative narratives.
Second, the expanded character
backstories deepen emotional
connections between the audience
and the characters. Providing more
insight into the Beast’s childhood
and Gaston’s motivations makes the
story feel more complex, moving
beyond a simple good-versus-evil
dynamic. This helps viewers engage
more deeply with the themes of
redemption, arrogance, and
personal transformation.
Lastly, integrating historical context,
such as references to the bubonic
plague, enhances the realism of the
story. While the animated version
leaned into fantasy, the live-action
adaptation adds historical elements
to make the world more immersive
and relatable.
Who decided about the banning of The decision to ban Beauty and the
the film? Beast in Malaysia was made by the
Film Censorship Board of Malaysia
(LPF). The board initially required
 cuts to a brief "gay moment" in the
film before approving its release.
However, Disney refused to edit the
scene, leading to the film being
temporarily pulled from Malaysian
cinemas.
Later, after an appeal, the film was
allowed to be screened without
cuts, but with a PG-13 rating. The
controversy highlighted ongoing
debates about LGBTQ+
representation in mainstream media
and censorship policies in different
countries
On which grounds was it banned? The live-action Beauty and the Beast
was initially banned in Malaysia due
to concerns over a brief "gay
moment" in the film. The Film
Censorship Board of Malaysia (LPF)
objected to scenes suggesting
LeFou’s romantic admiration for
Gaston, citing that such content
was inappropriate for Malaysian
audiences.
The board specifically highlighted
moments where LeFou hugs Gaston
from behind and certain suggestive
lyrics in a song. These elements
were seen as conflicting with
Malaysia’s censorship policies and
cultural values, which often restrict
LGBTQ+ representation in
mainstream media.
Did it change any existing
knowledge about gender?? If yes, Here’s the information in bullet
what is it? format:

• Reason for Controversy

o The film features
Disney’s first openly gay
character, leading to
concerns from
Malaysia’s censorship
board.
• Censorship Decision
o Malaysia requested the
removal of a brief scene
depicting a "gay
moment."
o Disney refused to edit
the film, resulting in its
removal from Malaysian
cinemas.
• Global Response
o The decision sparked
debates on LGBTQ+
representation in
mainstream media.
o Some conservative
groups called for
boycotts, while others
praised Disney for
standing by its creative
choices.
• Impact on Gender
Perception
o Highlighted ongoing
resistance to LGBTQ+
 visibility in certain
cultures.
o Emphasized the evolving
conversation around
gender identity in
storytelling.