21st Century Literature from the Philippines and the World Aligned Classroom Instruction Delivery Plan

Grade: 11/12 Quarter I 21st Century Philippine Literature from the Regions
Subject: 21st Century Literature from the Philippines and the World No. of Hours: 40 hours
General Description: This course aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World encompassing their various dimensions, genres, elements,
structures, contexts, and traditions.
Course Description: Study and appreciation of the literature of the region where the school is located in relation to the literature of the other regions of the country.

Content Content Performance Learning Re-grouped Highest Thinking Skills to Assess Highest Enabling Strategy to use
Standard Standard Competencies Competencies in Developing the Highest
Thinking skill to Assess
KUD RBT Level Assessment Technique Enabling Teaching
WW QA PC General Strategy
Strategy
A. 21st Century The learner The learner will Writing a close analysis LC 1&5 for
literature from the will be able be able to and critical interpretation PS2
region where the to demonstrate of literary texts and doing
school is based in understand understanding an adaptation of these
relation to the and and appreciation require from the learner
literature of other appreciate of 21st Century the ability to:
regions in various the Philippine 1. identify the K Understanding Identification Representation Jigsaw/Concept
genres and forms elements literature from the geographic, linguistic, Travelogue Development
in consideration and regions through and ethnic dimensions of Communication Brainstorming
of: contexts of an adaptation of Philippine literary history Poster
1. various 21st a text into other from precolonial to the
dimensions of century creative forms contemporary
Philippine literary Philippine using 5. differentiate/compare U Analyzing Essay MCQ:Analogy Connection Two-Column
history from literature multimedia. and contrast the various Table
precolonial to from the 21st century literary
contemporary; regions. genres and the ones from
the earlier genres/periods
citing their elements,
structures and traditions
2. canonical The learner will 2. identify representative K LC 2,4,6,7 Understanding Identification Representation Carousel
authors and be able to texts and authors from For PC1 Brainstorm
works of demonstrate each region (e.g. engage Story
Philippine understanding in oral history research Revision
National Artists and appreciation with focus on key or Skit
in Literature; of 21st Century personalities from the
Philippine students region/
literature from the province/ town)
regions through a 4. appreciate the U Applying Essay Making Communication Round Tale
written close contributions of the Inferences Presentation
analysis and canonical Filipino writers Modified True
or False
Prepared by: Ms. Ronalene C. Zantua
 critical to the development of
interpretation of national literature U Applying Open- Analogy Connection Two Column
a literary text in 6. infer literary meaning ended Table
terms of form from literal language Question
and theme, with based on usage U Analyzing MCQ Communication Gallery Walk/
a description of 7. analyze the figures of Four Corners
its context speech and other literary
derived from techniques and devices in
research; the text
3. names of 3. value the contributions U LC3,6&7 for Applying Open- MCQ; Making Communication Think-Write-
authors and their of local writers to the PS1 ended Inferences Critical Pair-Share
works, and development of regional Question/ Paper
backgrounds of literary traditions Essay
the literature from 6. infer literary meaning U Applying Analogy Connection Two-Column
the region where from literal language Table
the high based on usage
school is located 7. analyze the figures of U Analyzing Completion Communication Fish Bowl
speech and other literary
techniques and devices in
the text
B. Study and 6. infer literary meaning U LC6,7&8 for Applying Open- MCQ: Analogy Connection Think-Write-
appreciation of from literal language PS1 ended Critical Pair-Share
literary texts from based on usage Question Paper or
the different 7. analyze the figures of U Analyzing Timeline Identification Poster Communication Read Aloud;
regions written in speech and other literary making Think-Write-
different genres techniques and devices in Pair-Share
covering: the text
1. regions in 8. explain the literary, U Analyzing and Essay Round Table
Luzon, Visayas, biographical, linguistic, Evaluating Discussion
Mindanao and sociocultural Process
contexts and discuss how Writing
they enhance the texts
meaning and enrich the
readers understanding.
2. major genres The learner will 8. explain the literary, U LC8,9.10&11 Analyzing and Open- Connection Concept Map
(poetry, fiction, be able to biographical, linguistic, for PS2 Evaluating ended Or Venn
drama, creative demonstrate and sociocultural Question Diagram
nonfiction, as understanding contexts and discuss how
well as and appreciation they enhance the texts MCQ: Making Skit
hyperpoetry, of 21st Century meaning and enrich the Inferences
blogs, mobile Philippine readers understanding. Analogy
phone Texttula, literature from the 9. situate the text in the U Applying Essay Communication Round table
chick lit, regions through context of the region and Discussion
speculative an adaptation of the nation
a text into other
Prepared by: Ms. Ronalene C. Zantua
 fiction, flash creative forms 10. explain the U Analyzing and
fiction, etc.) using relationship of Evaluating
multimedia. context with the texts
meaning Problem G.R.A.S.P.S.
11. produce a creative D Creating Solving
representation of a
literary text by applying
multimedia skills
11.1 choose an
appropriate multimedia
format in interpreting a
literary text
11.2 apply ICT skills in
crafting an adaptation of
a literary text
11.3 do self- and/or peer
assessment of the
creative adaptation
of a literary text, based
on rationalized criteria,
prior to presentation

PERFORMANCE TASK: INFOMERCIAL

GOAL: This project requires you to promote Philippine biographical, literary, linguistic and sociocultural context through a radio commercial.
ROLE: You will produce a commercial that seeks to promote Philippine biographical, literary, linguistic and sociocultural context. The following are roles to acted upon: a.
Scriptwriter, b. Director, c. Technical Director, d. Editor, e. Actors or Voice-overs.
AUDIENCE: The daily listeners of the radio station.
SITUATION: A radio station has a competition on producing a 3min. commercial that promotes Philippine biographical, literary, linguistic and sociocultural context through a
radio commercial and your group was chosen to join the said competition.
PRODUCTS: 1. Script Times New Roman 12
STANDARDS: The assessment for this activity is two-fold; on the one-hand, it offers a qualitative assessment, where you as a student will participate in appraising your work,
and on the other a quantitative assessment, will the teacher will peruse.

Prepared by: Ms. Ronalene C. Zantua

Grade: 11/12 Semester: 1st Quarter II 21st Century Literature from the World
21st Century Literature from the Philippines and the World No. of Hours: 40 hours
General Description: This course aims to engage students in critical study and appreciation of 21st Century Literature from the Philippines and the World encompassing their various dimensions, genres, elements,
structures, contexts, and traditions
Course Description: Study and appreciation of literature of the world originally written in the 21st century.

Content Content Performance Learning Re-grouped Highest Thinking Skills to Assess Highest Enabling Strategy to use
Standard Standard Competencies Competencies in Developing the Highest
Thinking skill to Assess
KUD RBT Level Assessment Technique Enabling Teaching
WW QA PC General Strategy
Strategy
A. Literary The learner The learner will Writing a close analysis LC1-5&11 for
genres, traditions will be able be able to and critical interpretation PS2&3
and forms from to demonstrate of literary texts, applying
different understand understanding a reading approach, and
national literature and and doing an adaptation of
and cultures, appreciate appreciation of these, require from the
namely, Asian, literary 21st century learner the ability to:
Anglo-American, texts in literature of the 1. identify representative K Understanding Identification Representation Carousel
European, Latin various world through: texts and authors from Brainstorming
American, and genres 2. critical paper Asia, North America,
African across that analyzes Europe, Latin America,
national literary texts in and Africa
literature relation to the 2. explain the texts in U Analyzing and Open- Essay Reasoning and Process
and context of the terms of literary Evaluating ended Proof Writing
cultures. reader and the elements, genres, and Question
writer or a critical traditions
paper that 3. situate the texts in the U Applying MCQ: Making Communication Think-Write-
interprets literary context of the region, Inferences Pair-Share
texts using any of nation, and the world
the critical 4. appreciate the cultural U Applying Communication Round Table
approaches; and and aesthetic diversity of Discussion
3.an adaptation of literature of the world
a text into other 5. compare and contrast U Analyzing MCQ: Analogy Connection Venn Diagram
creative forms the various 21st century
using multimedia. literary genres and their
elements, structures, and
traditions from across the
globe
11. produce a creative D Creating SKIT Problem G.R.A.S.P.S
representation of a Solving
literary
text by applying
multimedia skills
Prepared by: Ms. Ronalene C. Zantua
 11.1 choose appropriate
multimedia form of
interpreting a literary
text
11.2 apply ICT skills in
crafting an adaptation of
a literary text
11.3 do self- and/or peer
assessment of the
creative adaptation
of a literary text,
based on rationalized
criteria, prior to
presentation
B. Basic textual The learner will 6. distinguish the literary K LC6-10 for Understanding Identification Representation Jigsaw
and contextual be able to uses of language from the PS1
reading approach demonstrate nonliterary and
in the understanding understand their use as
study and and appreciation well as the formal
appreciation of of 21st century features and conventions
literature literature of the of literature
world through: 7. identify the figures of K Understanding MCQ Representation Carousel
1. a written close speech and other literary Brainstorming
analysis and techniques and devices in
critical the text.
interpretation of a 8. explain the U Analyzing and Open- Making Critical Communication Round Table
literary text in biographical, linguistic, Evaluating ended Inferences Paper Discussion
terms of form and sociocultural Question Connection Concept Map
and theme, with a contexts and discuss how
description of its they enhance the texts
context derived meaning and the readers
from research; understanding
9. examine the U Analyzing MCQ: Analogy Communication Brainstorming
relationship between text Connection Venn Diagram
and context
10. understand literary K Understanding Representation Graphic
meanings in context and Connection Organizers
the use of critical reading
strategies

PERFORMANCE TASK: STAGE ACT (the G.R.A.S.P.S could be found on Vibals 21st Lit book, page 220-223)

Prepared by: Ms. Ronalene C. Zantua