Colegio de las Hijas de Jesus, Inc.

Ledesma Street, Iloilo City

PAASCU ACCREDITED Philippines
LEVEL II

Teaching Guide

Reading Literature in the 21st Century

School Year 2017-2018

Quarter: First Week:1

Content: Philippine Literature: Dimensions of a National Imaginary

a. The Regional Approach to Reading Philippine Literature

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Summative
Learning Teaching Reference Values
Learning Competencies
Outcomes Diagnostic Formative Quarterly Strategies Materials Integration
Written Performance
Assessm
Work Task
ent

At the end of the

Students will be able to: Students will
lesson, the
show the
learner must be
value of:
able to:
EN12lit-Ic-23 1.understand that Matching Think – Writing Critical Periodical Reading Beyond Boarders 1.
local literatures Game Pair feature Paper (by Test and Online Reading Literature appreciation
1. Value the are diverse and Share article Group) Unit Test Articles in the 21st Century of local
contributions of local unique in (Matching
writers to the (Secondary (Maria Gabriela P. literary
themselves, and Names of Optional Sources) Martin, Alona U. heritage
development of not in the way to the peer Guevarra and
regional literary be less valued
traditions authors to evaluati Emar Ivery Del 2.
compared with, his literary ve of appreciation
say, literature from PowerPoint Campo, 2016)
contributio feature of linguistic,
the “center” presentation
n) article thematic, and
styliustic
diversity of
2. read Group Philippine
extensively sharing regional
beyond the literatures
limited scope of
their region 3.
Appreciation
for emergent,
3. value the non-
contribution of canonical,
the local writers lesser known
to the works from
development of the regions
regional literary
traditions.
Quarter: First Week:2

Content: Philippine Literature: Dimensions of a National Imaginary

a. An Overview of Philippine Literature

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its
context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Summative Teaching Values

Learning Competencies Learning Outcomes Reference Materials
Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

The learner: At the end of the

lesson, the learner Round table Students
must be able to: discussion Beyond Boarders will show
1. Identify the geographic, Reading Literature the value
linguistic, and ethnic Gallery Walk in the 21st Century of:
dimensions of Philippine 3-2-1 Periodical
(Precolonial (Maria Gabriela P.
literary history from 1.understand the Critical Video
precolonial to period to Countdow Test and Martin, Alona U. 1.
body of work we call Essay Paper (by presentation
contemporary. contemporar n Unit Test appreciatio
“Philippine Literature” Guevarra and
y period) Group) n of
and its genres Emar Ivery Del
2. differentiate/compare and evolved in relation to Campo, 2016) graditional
Powerpoint
contrast the various 21st our historical presentation
and modern
century literary genres and experience. Youtube.com literary
the ones from the earlier forms
genres/periods citing their
elements, structures, and 2. comprehend the Student- 2. critical
traditions geographic, linguistic facilitated thinking
and ethnic presentation about the
3. infer literary meaning from dimensions of
literary language based on way
Philippine literary
usage contexts
history from
(history,
4. analyze the figures of precolonial to
contemporary, and
conventions
speech and other literary ) shape
techniques and devices in
meanings
the text
3. compare various
5. explain the literary, 21st century literary
biographical, linguistic, and genres with ones
sociocultural context and from the earlier
discuss how they enhance genres/periods, citing
the text’s meaning and their elements,
enrich the reader’s structures, and
understanding traditions.
6. explain the relationship of
context with the text’s
meaning.

7. appreciate the
contributions of the
canonical Filipino writers
to the development of
national literature.
8. infer literary meaning
from literary language
based on usage.

9. analyze the figures of

speech and other literary
techniques and devices in
the text.
10. explain the literary,
biographical, linguistic,
and sociocultural context
and discuss how they
enhance the text’s
meaning and enrich the
reader’s understanding

11. situate the text in the

context of the region and
of the nation
Quarter: First Week:3

Content: Content: Philippine Literature: Dimensions of a National Imaginary

a. On National Literature and Its Social Dimensions

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

The learner: At the end of the Students

lesson, the will show
learner must be Cooperative Beyond Boarders the value
1. appreciate the
able to: learning by Reading Literature of:
contributions of the
triad in the 21st Century
canonical Filipino
Question Group Skit Periodical (Maria Gabriela P. 1.
writers to the
and Critical Test and appreciatio
development of 1.independently Literary Martin, Alona U.
national literature. Answer Paper (by Unit Test n of one’s
use their learning Critic Individual Guevarra and
Group) Discussion national
to spot the Emar Ivery Del
difference Campo, 2016) literary
2. infer literary meaning
between form and heritage
from literary language
based on usage. content, context
and text – or to
2. critical
critically thinking
3. analyze the figures of
speech and other literary understand how about
techniques and devices in forms (e.g. canons and
the text. ideologies, categories
genres) frame
4. explain the literary, content, data or
biographical, linguistic, knowledge.
and sociocultural context
and discuss how they
enhance the text’s
meaning and enrich the 2. grasp the
reader’s understanding contributions of
the canonical
5. situate the text in the Filipino writers to
context of the region and the development
of the nation of national
literature
6. explain the relationship
of context with the text’s
meaning.
3. situate the text
in the context of
the region and the
nation.
Quarter: First Week: 4

Content: Philippine Literature: Dimensions of a National Imaginary

a. How to Contribute to the Development of Local Literature

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its
context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Strategies Integration
Diagnostic Formative
Written Performance Quarterly
Work Task Assessment

At the end of the

lesson, the
The learner: learner must be Beyond Boarders
able to: Student – Reading Literature Students
Teacher in the 21st Century will show
1. identify representative Picture Resear consultation (Maria Gabriela P. the value
Reflection/ Critical Periodical s Martin, Alona U.
texts and authors from Game: ched- of:
1. independently Guide Paper (by Test and
each region (e.g. engage Local based Guevarra and
use their learning Questions Group) Unit Test
in oral history research Artist paper Emar Ivery Del 1. research
with focus on key to go beyond the
givens of Peer Campo, 2016) as a 21st
personalities from the
limitations of one’s Review century skill
student’s region/province/
town.) knowledge by
conducting
research.
2. value the contributions 2. understand that
of local writers to the through research
development of regional or sustained
literary traditions. interest in our
town’s/province’s/r
3. analyze the figures of egion’s literature
speech and other literary and literary
techniques and devices in history, we help
the text strengthen our
locality’s self-
4. explain the literary;
knowledge and
biographical, linguistic,
self-definition.
and sociocultural contexts
and discuss how they
enhance the text’s
meaning and enrich the
reader’s understanding

5. situate the text in the

context of the region and
of the nation

6. explain the relationship of

context with the text’s
meaning.
Quarter: First Week: 5

Content: The Regions in Focus: Selected Contemporary Issues

a. Luzon: Genres of Urban Writing

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

At the end of the

Students
lesson, the
The learner: Beyond Boarders will show
learner must be
Sharing of Reading Literature the value
able to: Text tula
experiences in the 21st Century of:
inspired
Periodical (Maria Gabriela P.
1. value the contributions by 1.
of local writers to the Open- Critical Test and Martin, Alona U.
1. independently Classroo another innovation
development of regional use their ended Paper (by Unit Test PowerPoint Guevarra and
m polls literary or
literary traditions learning to Statement Group) Presentatio Emar Ivery Del
text of recreating
recreate old n Campo, 2016)
another old forms
forms into
2. differentiate/compare newer ones genre into new
Video Clips Video Clips
and contrast the various ones
21st century literary genres
and the ones from the 2. understand
earlier genres/ periods the new
citing their elements, dispensations
structures, and traditions. spawn new kinds
of literary
3. analyze the figures of
expressions; for
speech and other literary
techniques and devices in instance, the
the text ubiquity of
mobile phones
4. explain the literary, and the limited
biographical, linguistic, number of
and sociocultural contexts characters per
and discuss how they
text message
enhance the text’s
meaning and enrich the encouraged the
reader’s understanding creation of text
tula, which
5. situate the text in the merges an old
context of the region and literary form with
of the nation new technology
6. explain the relationship of
context with the text’s
meaning.

7. produce a creative
representation of a literary
text by applying
multimedia skills/ choose
an appropriate multimedia
form of interpreting a
literary text

8. apply ICT skills in

crafting an adaptation of
the literary text.
9. do self-and/or peer-
assessment of the creative
adaptation of a literary
text, based on rationalized
criteria, prior to
presentation
Quarter: First Week: 6

Content: The Regions in Focus: Selected Contemporary Issues

a. Visayas: Hybrid Modes in Local Color

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Reference Values

Learning Competencies
Outcomes Diagnostic Formative Strategies Materials Integration
Written Performance Quarterly
Work Task Assessment

At the end of the

Students will
lesson, the Beyond
The learner: show the
learner must be Boarders value of:
able to: Reading
Report
PowerPoint Literature in the 1. innovation
1. independently on Periodical
1. value the contributions Presentation 21st Century or recreating
use their Visayan Critical Test and
of local writers to the Trivia Exit (Maria Gabriela old forms into
learning to Literatur Paper (by Unit Test
development of regional Questions Tickets P. Martin, Alona new ones
harness folk and e other Group)
literary traditions Individual U. Guevarra
popular energies than 2.
Discussion and Emar Ivery
in contemporary Hiligayn appreciation
2. analyze the figures of Del Campo,
efforts. on and of local and
speech and other literary 2016)
Cebuan popular
techniques and devices in 2. understand o, or tradition
the text that some Visayan
3. explain the literary, literary forms literatur
biographical, linguistic, labeled “low e in
and sociocultural contexts culture” (like the English
and discuss how they
romantic novel
enhance the text’s
meaning and enrich the and teleserye)
reader’s understanding have folk roots
and were
4. situate the text in the ingeniously
context of the region and created by
the nation vernacular
writers
5. explain the relationship
of context with the text’s responding to
meaning. new realities
while staying in
touch with local
traditions.
Quarter: First Week: 7

Content: The Regions in Focus: Selected Contemporary Issues

a. Mindanao: Literatures of Conflict

Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research.

2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Students

lesson, the will show
The learner: learner must be the value
Beyond Boarders
able to: of:
PowerPoint Reading Literature
Review Presentatio in the 21st Century
1. independently 1.
1. value the contributions use their of a n (Maria Gabriela P.
Question 3-2-1 Critical Periodical sensitivity
of local writers to the learning to Mindana Martin, Alona U.
and Countdow Paper (by Test and to issues
development of regional harness folk and o-based Guevarra and
Answer n Group) Unit Test involving
popular energies literary Emar Ivery Del
literary traditions Group historical
in contemporary journal Campo, 2016) grievances
2. analyze the figures of efforts, Discussion
speech and other literary and
techniques and devices in 2. understand conflicts
the text that literature
can be a site of
important
3. explain the literary,
biographical, linguistic,
and sociocultural contexts
and discuss how they
enhance the text’s
meaning and enrich the
reader’s understanding
4. situate the text in the
context of the region and
the nation
5. explain the relationship
of context with the text’s
meaning.
cultural dialogue,
especially those
involving how
historical forces
(like
colonization) and
institutions (like
the government)
have come in
conflict with
indigenous
points of view.
Quarter: First Week: 8

Content: What is “Literature”

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Students

lesson, the
will show
The learner: learner is able
to: Beyond Boarders the value
Pair Reading Literature of:
1. understand Quiz: Mentoring in the 21st Century
1. explain the text in text exist in Question 1 Critical Periodical 1.
terms of literary Literary (Maria Gabriela P.
context – and sentence Paper (by Test and appreciatio
elements, genres, and authors, readers, Element Martin, Alona U. n of
Answer summary Group) Unit Test
tradition other texts and s Pair Guevarra and literature as
the world. Discussion Emar Ivery Del art
2. compare and contrast Campo, 2016)
the various 21st 2. infer cultural 2. being
century literary genres and social analytical of
and their elements, contexts shaped
structures, and the various
the emergence
 traditions from across and uses of
the globe development of language
linguistic art
forms, both oral 3. critical
3. analyze the figures of and written. thinking
speech and other literary
about
techniques and devices in 3. adapt a
the text established
certain historical-
material changes values and
4. distinguish literary uses (”modernity”) norms
of language from the shaped linguistic
nonliterary and understand art forms into
their use as well as the what we now
formal features and the know as modern
conventions of literature literature

5. explain the literary,

biographical, linguistic,
and sociocultural contexts
and discuss how they
enhance the text’s
meaning and enrich the
reader’s understanding

6. examine the
relationship between text
and context

7. produce a creative
representation of a literary
text by applying
multimedia skills/ choose
an appropriate multimedia
form of interpreting a
literary text
 Colegio de las Hijas de Jesus, Inc.
Ledesma Street, Iloilo City
PAASCU ACCREDITED Philippines
LEVEL II

Teaching Guide

Reading Literature in the 21st Century

School Year 2017-2018
Quarter: Second Week: 1

Content: What is “World Literature”?

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment
 At the end of the
lesson, the
The learner: learner is able
to:
1. identify representative
texts and authors from At the end of the
Asia, North America, lesson, the
Students
Europe, Latin America, learner is able
and Africa; to: will show
the value
1. understand of:
2. explain the text in terms that world
of literary elements, literature today is Adaptati 1.
genres and traditions; best understood on of a appreciatio
Sharing of Beyond Boarders
in the context of literary n of
globalization as views in Reading Literature
art form linguistic,
3. situate the text in the “a mode of small group in the 21st Century
contexts of the region, Question (a Creative Periodical thematic,
circulation and a Think-pair discussion (Maria Gabriela P.
nation, and the world; mode of reading” and poem) Part: Poetry Test and and stylistic
Share Martin, Alona U.
rather than as a Answer into a in motion Unit Test diversity of
Guevarra and
canon of great visual world
4. appreciate the cultural Emar Ivery Del
works art form literature
and aesthetic diversity of Campo, 2016)
(a
literature of the world 2. independently 2. critical
collage)
use their thinking
5. identify the figures of learning to be a about so-
speech and other literary critical of how
techniques and devices in forces of called
the text literary
globalization
influence our values
6. explain the biographical, values,
linguistic, and sociological behaviors,
contexts and discuss how tastes, standards
they enhance the text’s and perspectives
meaning and the reader’s
understanding 3. group
themselves and
7. Examine the work with a
relationship between text certain literary
and context literature.

8. Produce a creative
representation of a literary
text by applying
multimedia skills/choose
appropriate multimedia
form of interpreting a
literary text

9. Do self-and/or peer-
assessment of the creative
adaptation of a literary
text, based on rationalized
criteria, prior to
presentation
Quarter: Second Week: 2

Content: Literatures of the Global North

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Students

lesson, the will show
The learner: learner is able the value
Beyond Boarders
to: of:
Reading Literature
Gallery PowerPoint
1. understand in the 21st Century 1.
Walk: Presentatio
1. identify representative literatures from Round Multime Creative Periodical (Maria Gabriela P. appreciatio
texts and authors from History of n
the Global Robin dia Part: Poetry Test and Martin, Alona U. n of
Asia, North America, North(also called Literatures
Chart Report in motion Unit Test Guevarra and linguistic,
Europe, Latin America, Western in the
Emar Ivery Del thematic,
and Africa; literature) North
Student led Campo, 2016) and stylistic
designate works
written from the Discussion diversity of
2. explain the text in terms metropolitan world
of literary elements, centers of the
genres and traditions; literature
world, today’s
 global Peer 2. reflective
superpowers. Mentoring thinking or
3. situate the text in the self-
contexts of the region, 2. increase
nation, and the world; reflexivity
awareness on
contemporary (awareness
western of how
4. appreciate the cultural literature “fictions”
and aesthetic diversity of shape our
literature of the world 3. examine the real lives)
cultural and
5. identify the figures of aesthetic
speech and other literary diversity of
techniques and devices in literature of the
the text. world

6. examine the
relationship between text
and context

7. explain the biographical,

linguistic, and sociological
contexts and discuss how
they enhance the text’s
meaning and the reader’s
understanding.
Quarter: Second Week: 3

Content: Critical Issues of the 21st Century

a. Globalization, Migration, and Hybridity

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Reference Values

Learning Competencies
Outcomes Diagnostic Formative Strategies Materials Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Beyond Students will

lesson, the Boarders show the value
The learner:
learner is able Reading of:
PowerPoint
1. understand the literary to: Literature in
Presentatio 1.
meaning in context and Self- n the 21st
1. understand Question Strategic Creative Periodical understanding
the use of critical reading reflexive Century (Maria
strategies the cultural and Questioni Part: Poetry Test and how to identify
process of personal Gabriela P.
Answer ng in motion Unit Test formation is
globalization essay Martin, Alona
2. examine the Group contingent
relationship between text U. Guevarra
2. examine the Sharing and Emar Ivery upon
and context
literary meanings Del Campo, sociocultural
3. explain the biographical, in context and realities (e.g.
2016)
linguistic, and sociological the use of critical hybrid identities
contexts and discuss how reading brought about
they enhance the text’s strategies by migration
meaning and the reader’s and other
understanding.
forces of
globalization)
Quarter: Second Week: 4

Content: Class, Ideology, and Cultural Forms

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Values

Learning Competencies Reference Materials
Outcomes Diagnostic Formative Strategies Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Students

lesson, the will show
The learner:
learner is able the value
1. understand the literary to: Beyond Boarders of:
meaning in context and Reading Literature
1. understand Pair 1.
the use of critical reading Question Pair Chick lit Creative Periodical in the 21st Century
strategies the historical- Discussion understandi
material realities and Evaluatio Group Part: Poetry Test and (Maria Gabriela P.
Answer n Report in motion Unit Test Martin, Alona U. ng how
2. examine the shape individual
Guevarra and identity
relationship between text consciousness
PowerPoint Emar Ivery Del formation is
and context contingent
2. grasp the idea Presentatio Campo, 2016)
upon
3. explain the biographical, of ideologies of n
linguistic, and sociological individuality in sociocultura
contexts and discuss how identity formation l realities
they enhance the text’s Individual (e.g. class
meaning and the reader’s Sharing differences,
understanding. neoliberal
ideologies)
Quarter: Second Week: 5

Content: Gender and Sexuality

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Reference Values

Learning Competencies
Outcomes Diagnostic Formative Strategies Materials Integration
Written Performance Quarterly
Work Task Assessment

The learner: Beyond

At the end of the
Boarders
1. understand the literary lesson, the Students will
Individual Reading
meaning in context and learner is able show the
to: Picture Sharing of Literature in the
the use of critical reading 3-2-1 Creative Periodical value of:
Game and Creative Insights 21st Century
strategies Countdow Part: Poetry Test and
1. understand Argy- Writing (Maria Gabriela
n in motion Unit Test 1.
2. examine the gender identities Bargy P. Martin, Alona
as social understanding
relationship between text PowerPoint U. Guevarra how identity
and context constructs rather
than timeless or and Emar Ivery formation is
Del Campo,
3. explain the biographical, universal contingent
2016)
linguistic, and sociological categories upon
contexts and discuss how sociocultural
they enhance the text’s 2. use literary realities (e.g.
meaning and the reader’s meaning in gender
understanding. context and the construction)
use of critical
reading
strategies
Quarter: Second Week: 6

Content: Media, Technology, and Popular Culture

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Reference Values

Learning Competencies
Outcomes Diagnostic Formative Strategies Materials Integration
Written Performance Quarterly
Work Task Assessment

At the end of the Students will

lesson, the Beyond show the value
The learner: learner is able Boarders of:
to: Reading
1. understand the literary 1. understanding
meanings in context and Creative Periodical PowerPoint Literature in
1. understand Self- how identity
the use of critical reading the 3-2-1 Part: Poetry Test and the 21st
reflexive formation is
strategies developments in Trivia Countdow in motion Unit Test Century
Writing contingent upon
media and n Group (Maria
2. examine the technology Exercise sociocultural
Discussion Gabriela P.
relationship between text realities (e.g.
Martin, Alona
and context 2. grasp that dominance of
U. Guevarra
popular culture media,
3. explain the biographical, may be viewed and Emar
technology, and
linguistic, and sociological as a nuanced Ivery Del
popular culture)
contexts and discuss how response to
they enhance the text’s overbearing, Campo,
meaning and the reader’s even oppressive, 2016)
understanding. cultural norms
Quarter: Second Week: 7

Content: Languages and Translation

Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures.

Performance Standards: 1. (Critical Research) a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of
its context derived from research;

2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the
writer, or a critical paper that interprets literary texts using any of the critical approaches.

3. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Summative Teaching Reference Values

Learning Competencies
Outcomes Diagnostic Formative Strategies Materials Integration
Written Performance Quarterly
Work Task Assessment

At the end of the

The learner:
lesson, the
learner is able Students will
1. understand the literary
to: show the value
meanings in context and Creative Periodical
the use of critical reading 10 -15 Song PowerPoint Beyond of:
1. understand Translatio Part: Poetry Test and
strategies concept Translati in motion Unit Test Boarders
that translation n activity 1. appreciation of
of literary works summary on cultural
2. examine the Reading
is vital in Group dimensions of
relationship between text Literature in
and context fostering Discussion language
communication the 21st
Century (Maria
3. explain the biographical, and
linguistic, and sociological understanding Gabriela P.
contexts and discuss how Martin, Alona
they enhance the text’s 2. examine that U. Guevarra
meaning and the reader’s languages carry and Emar
understanding. a culture’s view Ivery Del
of the world.
Campo, 2016)
 Teaching Guide:

Reading Literature in the 21st Century

School Year 2017-2018

Roy M. Buenviaje