Flexible Instruction Delivery Plan (FIDP)

Grade: _____Grade 12____________________________________________ Semester: ______First Semester______________________________

Core Subject Title: _21st Century Literature from the Philippines and the World No. of Hours/Semester: ___________40 hours__________________
Prerequisites (If Needed) ____________________________________
Core Subject Description: This course aims to engage students in appreciation and critical study of 21 st Century Literature from the Philippines and the World
encompassing their various dimensions, genres, elements, structures, context and traditions.
Culminating Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine and the World Literature
through 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.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling
Strategy to Use in
Highest Thinking Skill to
Learning competencies developing the
Assess
Highest Thinking
Most Skill to Assess
Content Performance
Content Essential KUD Flexible
Standards Standards
Topics Classification Assessment Enablin Flexible
KUD Activities g Learning
Complete Most Essential RBT Level
Classification (FAA) General Strategies
Performanc Strategy (FLS)
e Checks
1st Quarter
A. 21stCentury The learner I. General The learner
literature from the will be able Concepts will be able
region where the to in to
school is based in understand Literature demonstrate
relation to the and () understandi
literature of other appreciate ng and A.1 A.1 compare
regions in various the A.1 21st appreciation differentiate/compare and contrast
genres and forms in elements Century of 21st and contrast the the various
consideration of and Literary Century various 21st century U 21st century U Analyzin Modified Commu Collage
contexts of Themes Philippine literary genres and literary genres g Venn nication
21st literature the ones from the and the ones Diagram
century from the earlier genres/periods from the
Philippine regions citing their elements, earlier
literature through: structures and genres/periods
from the traditions citing their
regions. elements,
structures and
traditions

1. various 1. a written A.2 Infer literary A.2 Discuss

dimensions of close meaning from literal how different
Philippine literary analysis and language based on context
history from pre- critical usage U enhance the U Analyzin Literary Connec Guided
colonial to interpretatio text meaning g Journal tions Questions
contemporary; n of a and enrich the
literary text readers
in terms of understanding.
form and
theme, with
a description
of its context
derived from
research;
and
2. identify B. Devices 2. an B. analyze the figures U B. Discuss how U Analyzin Quick Reasoni Reflection
representative texts and adaptation of speech and other different g Quotable ng and Paper
and authors from technique of a text into literary techniques context Proof
each region (e.g. s other and devices in the enhance the
engage in oral creative text text meaning
history research forms using and enrich the
with focus on key multimedia. readers
personalities from understanding.
the students’
region/province/
town) EN12Lit-Ib-22
3. canonical authors C. C. explain the literary, U C. Produce a U Applying Collage Connec Story
and works of Approach biographical, creative tions Analysis
Philippine National es linguistic, and representation
Artists in Literature; sociocultural contexts of a literary
and discuss how they text by
enhance the text’s applying
meaning and enrich multimedia
the reader’s and ICT skills
understanding
4. names of authors D. Genre differentiate/compare U compare and U Analyzin Timeline Commu Research
and their works, and contrast the contrast the g Diagram nication
and backgrounds of various 21st century various 21st
the literature from literary genres and century
the region where the ones from the literary genres
the high earlier genres/periods and the ones
citing their elements, from the
structures and earlier
traditions genres/periods
citing their
elements,
structures and
 traditions

B. Study and II.

appreciation of Philippine
literary texts from Literature
the different
regions written in A. A. identify A. Writing
different genres Regional representative texts close a
covering: (The Blind and authors from analysis
and the each region (e.g. U representative U Analyzin Graphic Commu Story
Cripple engage in oral history texts and g Organizer nication Mapping
By: Romeo research with focus authors from
Umpan) on key personalities each region
from the students’ (e.g. engage in
region/province/ oral history
town) research with
focus on key
personalities
from the
students’
region/provinc
e/town)

1. regions in Luzon, B. B. appreciate the U B.1 The U Analyzin Open Letter Commu Writer
Visayas, Mindanao National contributions of the geographic, g to the nication Review
(ABNKKBS canonical Filipino linguistic, and Author (FB
NPLAko? writers to the ethnic Blog)
By: Bob development of dimensions of
Ong) national literature Philippine
literary history
from pre-
colonial to the
contemporary.

B.2
representative
texts and
authors from
each region
(e.g. engage in
oral history
research with
focus on key
personalities
from the
 students’
region/provinc
e/town)

2. major genres
(poetry, fiction,
drama, creative
nonfiction, as well
as hyperpoetry,
blogs, mobile phone
Texttula, chick lit,
speculative fiction,
flash fiction, etc

2nd Quarter
A. Literary genres, The learner I. World The learner
traditions and will be able Literature will be able
forms from to to
different national understand demonstrate
literature and and A. Anglo – understandi A. Identify U A. Writing a U Analyzin Graphic Represe T Chart
cultures, namely, appreciate American ng and representative texts close analysis g Organizer ntation
Asian, Anglo- literary appreciation and authors from representative
American, texts in of 21st Asia, North America, texts and
European, Latin various century Europe, Latin America authors from
American, and genres literature of and Africa Asia, North
African across B. Latin – the world America,
national American through: Europe, Latin
B. Basic textual and literature (The Brief America and
contextual reading and and 1. a written Africa Analyzin
approach in the cultures. Wondrous close Explain the text in U U g Compare Commin Story
study and Life of analysis and terms of literary Compare and and Contrast cation Analysis
appreciation of Oscar critical elements, genres and contrast the Tower
literature Wao, 2007 interpretatio traditions various 21st
by: Junot n of a Century
Diaz) literary text literary genres
in terms of and their
form and elements,
theme, with structures and
a description traditions from
C. African of its context across the
(Souls derived from globe.
Forgotten research;
by: Francis produce a creative
 B. 2. critical representation of a Produce a
Nyamnjoh paper that literary text by D creative a D
) analyzes applying multimedia representation Creating Text tula/ Proble Poetry
literary texts skills of a literary tanaga m Writing
in relation to text by Solving
the context applying
of the reader multimedia
and the and ICT skills
writer or a
critical paper Do self and/or
that peer
interprets assessment of
literary texts the creative
using any of adaptation of
the critical a literary text,
approaches; based on
and rationalized
criteria prior
3. an to
adaptation presentation
of a text into
other
creative
forms using
multimedia.

• Performance Task:

The radio station DZRH’s radio program Radio Balintataw held a text tula poetry writing competition. Your poem shall be posted on the FB Page of the radio program (DZRH). A
text tula is a tanaga or a four – line poem (quatrain). It consists of four lines with seven syllables each with the same rhyme at the end of each line: 7-7-7-7 syllabic verse with
an AABB rhyme scheme. Following the mechanics, compose a tanaga inspired by the theme of the novel “ABNKKBSNPLAko?” by Bob Ong. You may use English, Filipino or your
regional language to write the poem.