Performance Task Template

Name of Teacher: REGINA LOUISE G. PIJUAN

Topic: 21st Century Literature in Various Regions

Course/Subject: 21st Century Literature from the Philippines and the World
Grade Level: 11 & 12

Summary:

Literature is a collection of works (written or oral) composed by an individual or group of

people in a particular place and period with the use of a beautiful medium called language.
Although its meaning is vast and diverse, literature as a subject in school focuses on literary
texts which aim to move or stir the emotions of the readers. These works focus mainly on the
various human conditions—struggles, loss, triumph, failure, etc. With the writer’s notable style
and timeless themes, these literatures give not only knowledge, but most importantly a sense of
community, solidarity or oneness with humanity—a very important tool for one to survive the
harsh realities of what we call life; hence, this speaks of the subject’s vital role for the
development or growth of each student.

The course 21st Century Literature from the Philippines and the World, covers two subjects:
Philippine Literatures—written either in Filipino or translated to English—which covers the
development of literature in various regions of the Philippines; and World Literature, which
includes the literary genres and selected masterpieces produced in different parts of the globe.
Since it is a must that one needs to learn first about his or her own kind: the people, their
communal experience, culture; and their surroundings in order to know his or her own identity,
the first part of the course, thus begins with a discussion of the 21st Century Literature in
various regions which will follow the different historical periods in Philippine history.

The topic in this performance task will include and begin first with a short introduction of
Literature to make sure that students are well informed about the genres that they need to focus
on. After this brief introduction, the early genres of Precolonial Literature will then follow until
the Contemporary Period.

Content Standard:
1. The learner will be able to identify and understand the different Filipino literary forms.
2. The learner will be able to explain orally and in writing their comprehension of literary
selections.
3. The learner will have a better appreciation of Philippine literature as well as the mores and
cultures of the times.

Performance Standard: The learner will be able to demonstrate understanding and appreciation
of 21st Century Philippine literature from the regions through:

1. 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; and
2. an adaptation of a text into other creative forms using multimedia.

Essential Questions:
1. Why read and study literature?
2. What is 21st Century Philippine Literature?

Students will know and understand (content):

1. The definition or meaning of literature
2. The different genres and notable literary works produced in each period of Philippine
History
3. Prolific and famous Filipino writers in each genre

Students will be able to (skills):

Learning Competencies

At the end of the session, 85% the learners should be able to:

a. Identify the geographic, linguistic, and characteristics of literature in each

Philippine literary period from precolonial to the contemporary;
b. Identify representative texts and authors from each region (e.g. engage in oral
history research with focus on key personalities from the students’
region/province/town);
c. Value the contributions of local writers to the development of regional literary
traditions;
d. Infer literary meaning from literal language bases on usage.

Learning Plan:
Include:
 A list of all the required resources such as apps, links, copies of literary selections, and
other learning resources to be sent to the students
 A list of activities with samples descriptions, template, and instructions (per week)
 List of links, codes, copies of PowerPoint and Word files for assessment

BEFORE:
Teacher prepares the google classroom, the house rules during class meetings, assigns prayer
leaders and energizers, uploads learning materials, literary selections, and activities, prepares a
quiz/rubric as an assessment tool, and gives assignment or could give immediate remedial for
students.

DURING:
Implementation/Facilitation Steps-
Preliminaries
1.The teacher creates a class in google classroom.
2. The teacher inform the students their class codes thru messenger.
3. The students access the google classroom.

Actual
1. The teacher will send thru messenger/google classroom the link for google meet.
 2. Once accessed, the class starts with an attention, checking of students present
followed by a prayer, and the house rules in online class meeting
3. Teacher discusses the lesson for 30mins.
4. The students will access posted materials, quizzes, and assignment.
5. The students will be provided with the links or file for the activities and
assessment.
6. The teacher will assess the students if the lesson will continue to the next.
7. The teacher will give remedial lesson immediately to those who are not ready
for the next lesson.

Accommodations: Meeting Students where They Are: (Collaborate with other teachers when
needed)

Actual Performance Task: Student Outcome, Output or Performance (Add the Performance
Task as an attachment)
Student can take quiz, answer their assignment, teachers can require their student to
submit video as their activity to be mark as output

Performance Task Rubric: (Add this as an attachment)

Quipper.com links, teacher’s rubric, and google classroom built-in rubric to help teachers assess
the students’ output especially if it is a written output.

AFTER:

The teacher evaluates the students thru their finished outputs which are displayed on the google
classroom.

Student Performance Task Work Samples:

Set 1: Student Performance Task Work Samples (Limit to 2)
Set 2: Student Work Sample Scored Rubrics (Two scored rubrics that corresponds to the 2
student performance task work samples being submitted):

(Add Set 1 and Set 2 of as attachments. There are a total of four (4) attachments)

REFLECTIONS:

1. What parts of the performance task process worked well?

2. What needs to be improved or enhanced?

3. Looking at the evidence of the students’ work, what strengths and weaknesses did you
identify?
 4. What are your next steps for addressing these areas? What ideas do you have for
performance tasks?

(To be included with the Performance Task Handout)

Performance Task: Student Outcome, Output or Performance

Focus of Task:
(Describe the problem and the project or performance as it relates to the identified content
standards)

The Task:

Related Text and Resources:

Performance Task Rubric: Student Outcome, Output and Performance

06-08-2020

Signature of Teacher
Date Submitted
Adopted from WVDE.US/2018