Mindanao Mission Academy

Manticao, Misamis Oriental

Classroom Instruction Delivery Alignment Map

21st Century Literature of the Philippines and the World

Grade: 12 Teacher: Ms. Mary Jean D. Rubio, LPT

No. of Hours/ Semester: 2nd Semester: 2nd Quarter : 40 hours Degree: BSE (English)

Essential Topic: ANALYSIS OF THE LITERATURE OF THE WORLD ORIGINALLY WRITTEN IN THE 21ST CENTURY.
Culminating Performance Standard: The learner creatively adapt, a critically constructed close analysis of a literary text in terms of form and theme, with a description of its context derived from
research, into multimedia.
Power Standard: Appreciate the literary texts in various genres across national literature and cultures.

1st Quarter
Highest Thinking Skill to Assess Highest Enabling Strategy to Use in
Developing the Highest Thinking Skill to
Learning Competencies Assess
Performance Standards
Content
Content Assessment Technique Enabling General Teaching Strategy
Standards
KUD RBT WW QA PC Strategy
KUD Level
Beyond Class
Minimum Minimum Classific Beyond Minimum
Minimum ificat
ation
ion

Write a close identify

Literary genres,
analysis and representative
traditions and forms
critical texts explain the
from different national
interpretation of texts in terms of Identify the figures
literature and cultures,
a literary text in literary of speech and K
namely, Asian, Anglo-
terms of form elements, K other literary
American, European,
The learner and theme, with genres, and techniques and
Latin American, and
will be able to a description of traditions devices
African
understand its context
and appreciate derived from
Literary texts research.
in various
genres across Write a critical situate the texts D
Relate the context
national paper that in the context of
of the world
literature and analyzes literary the region, U
literature discussed
Basic textual and cultures. texts in relation nation, and the
to one’s situation.
contextual reading to the context of world
approach in the study the reader and Explain literary
and appreciation of the writer contexts. Express the process
literatures examine the D of how they u U
Write a critical relationship understood the
paper that between text literature discussed
interprets literary and context
 texts using any of Understand
the critical literary
approaches and meanings in Prove one’s
adaptation of a context and the understanding of
U
text into other use of critical literature based on D
creative forms reading evidences.
using multimedia strategies

compare and
contrast the Identify the
various 21st differences of the
century literary elements, U
genres and their D structures, and
elements, traditions of two
structures, and three literary
traditions from genres.
across the globe

Produce a
creative Film an adaptation
representation of a literature
D D
of a literary text based on a literary
by applying analysis.
multimedia skills

GRASPS

Goal: To produce a creative representation of a chosen literary text from the region where the school belongs by applying multimedia skills in making a 5 to 8-minute video presentation.

Role: Being a professional artist in the TV industry, you are invited by the Berlin International Film Festival, one of the world’s top three film festivals, to represent Philippines in the BIFF 2019 with the theme “Free Human, Free World’.

Audience: International and Professional Film Over-all Directors, Film Music Directors, Film Stage Directors, Producers, Scriptwriters, Screenwriters Actors and Actresses BIFF Admin and staff.

Situation: The International Institute of Cinema and Television is inviting your film crew to create an educational adaption of the any literary analysis of the 21st century literature which manifests a free world.
The films will be included in this year’s BIFF 2019 with the theme “Free Human, Free World’.
an annual international film festival held in Berlin. The proceeds of these films will be given to the foundations selected by the FDCP.

Product: You are going to produce a creative representation of an international literature as required by the International Institute of Cinema and Television (IICT).

Standard: The over-al film production together with the movie poster should meet the following standards.

Power Standard:

Literal Transfer Task:

 ACTIVITY Exemplary
4 points
Has a clear picture of what they are
trying to achieve. Adequate
Concept description of what they are trying to
do and generally how his/her work
will contribute to the final project.
The storyboard illustrates the video
presentation structure with thumbnail
Script/ sketches of each scene. Notes of
Storyboard proposed transition, special effects,
sound and title tracks incl: text, color,
placement, graphics, etc. Notes
about proposed dialogue/ narration
text are included.
The content includes a clear
statement of purpose or theme and is
Content/ creative, compelling and clearly
Organization written. A rich variety of supporting
information in the video contributes
to the understanding of the project’s
main idea. Events and messages are
presented in a logical order. Includes
properly cited sources.
Movie was completed and had all
required elements. The video was
Quality well edited and moves smoothly from
scene to scene with proper use of
transitions. Audio and other
enhancements were well used.
Students on the team all contributed
to the discussion and were part of the
Teamwork final project. Team members showed
respect with each other.
Final Score
Proficient
3 points
Has a fairly clear picture of what they
are trying to achieve. Can describe
what they are trying to do overall but
has trouble describing how his/her
work will contribute to the final
project.
The storyboard includes thumbnail
sketches of each video scene and
includes text for each segment of the
presentation, descriptions of
background audio for each scene,
and notes about proposed shots and
dialogue.
Information is presented as a
connected theme with accurate,
current supporting information that
contributes to understanding the
project’s main idea. Details are
logical and persuasive information is
effectively used. The content
includes a clear point of view with a
progression of ideas and supporting
information. Includes properly cited
sources.
Movie was completed and
contained all required items. Editing
was not done as well as it should
have been. Some poor shots remain.
Movie is still somewhat choppy.
Audio and other enhancements
were utilized, but not for maximum
effect.
Most of the students on the team
contributed to the discussion and
were part of the final project. Team
members mostly showed respect with
each other.
Partially Proficient Incomplete POINTS
2 points 1 point
Has brainstormed their Little effort has been spent on
concept, but no clear brainstorming and refining a
focus has emerged. concept. Unclear on the goals and
Goals/final product not how the project objectives will be
clearly defined. met.
The thumbnail sketches There is no evidence of a storyboard
on the storyboard are or script.
not in logical sequence
and do not provide
complete descriptions of
the video scenes, audio
background, or notes
about the dialogue.
The content does not Content lacks a central theme, clear
present a clearly stated point of view and logical sequence
theme, is vague, and of information. Much of the
some of the supporting supporting information is irrelevant to
information does not the overall message. The viewer is
seem to fit the main idea unsure what the message is because
or appears as a there is little persuasive information
disconnected series of and only one or two facts about the
scenes with no unifying topic are articulated. Information is
main idea. Includes few incorrect, out of date, or incomplete.
citations and few facts. No citations included.
Movie was made, but There was no movie, or tape was
had very little if any totally unedited with no transitions or
editing. Many poor shots audio support of any kind.
remain. Video was very
fragmented and choppy
with little to no audio
reinforcement.
Most of the students on Some of the team members did not
the team contributed at contribute at all to the project. Low
some level but one or levels of respect were evident within
two group members did the team.
the majority of the work.
 CATEGORY 3 2 1 T1 T2 T3 TOTAL

The poster includes all Most of the required elements Some of the required elements
required elements are included on the poster. are included on the poster.
Required
Rating/Character Descriptions/
Elements
Events/Title

All graphics (drawing/pictures) Mostly all the graphics are There are no/ or too few
are related to topic and related to the topic. graphics, or the graphics do not
enhance the movie poster. relate to the topic

Graphics - Relevance

All required elements are Most of the required elements Some elements are included in
included in the descriptions, are included in the the descriptions, using proper
using proper grammar, descriptions, using proper grammar, mechanics and relate
mechanics and relate to the grammar, mechanics and to the content material.
Content
content material. Informative relate to the content material. Informative and creatively
and creatively written. Informative and creatively written.
written.

(Worth Double ) (Worth (Worth

Double ) Double )

The poster layout is The poster layout is balanced The poster layout is not well
exceptionally well balanced and uncluttered with minimal balanced. It is excessively
and uncluttered with no white white space. cluttered and/or contains too
space. much white space.
Organization