FLEXIBLE CLASSROOM ASSESSMENT ACTIVITIES MECHANISM (FCAAM)

Grade: 11/12 Semester: Quarter 1/2

Core Subject Title: 21st Century Literature from the Philippines and the World No of Hours/ Semester: 80
hours

Core Subject Description: 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,
contexts, traditions, and literary innovations.
Culminating Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century Philippine and 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.
WHY
HOW TO ASSESS? HOW TO TEACH? WHAT TO TEACH?
TEACH?

LEARNING MATERIAL
ASSESSMENT AND FEEDBACK MET
PREPARATION

Reviewing the FIDP of

21st Century Literature from the

Based on the
Philippines and the World
Standards and
With the skills Criteria for Success
Improved PT By using the
Based on the that shall be in completing the Feedback What student- What Formative
of the 21st GRASPS Feedback
Culminating championed by PT, what Enabling Mechanis centered flexible Questions shall lead to
Century characteristics of Mechanism What Topic (s) ensure
Standard of 21st Century Formative m teaching modality the completion of
Literature a PT, identify the the development of the
the 21st Literature from Assessment (Assessme will lead towards EFAA?
from the Standards & (Assessment desired skills?
Century the Philippines Activities will nt FOR AS Learning) the completion of
Philippines Criteria for
Literature and the World enable the student Learning) the EFAA?
and the World Success
from the together with the to successfully
Philippines other skills complete the
and the implied by the Performance Task?
World Minimum
Standards

1.Communi 1.Communi “What in the The United Content, The The teacher Online/
cation Skills cation and long run after Nations teacher: guides the
Offline Task 1. How will my
technology completing the Children’s learner to:
2.Thinking Completion knowledge in
(creative subject can Fund Quality of 1. Major genres
Skills Common Themes,
and learners do on (UNICEF) Adaptation 1. (poetry, fiction, drama,
(Critical and
their own with has approved (Script), communi 1. recognize Literary Elements, creative nonfiction, as
Problem innovation) what they your literary cates to the learning Devices and well as hyperpoetry,
Solving) learned?” multimedia the competencies Techniques, Literary blogs, mobile phone
Creativity/ EFAA/EAA 1.
adaptation to student achieved Approaches and Texttula, chick lit,
Technology
2.Thinking feature your Originality, Completion of a the major genres will speculative fiction,
Skills
Skills After senior advocacy Graphic learning deepen my flash fiction, etc.)
3.Communi (Critical and high school, that Organizer that competen understanding of the
cation and problem learners are highlights Clarity and will compare and cies to be text?
Technology solving) able: to either of the Organization of contrast, and achieved -Common Themes
Skills identified the Artistic discuss the 21st per
(creative goals Performance, Century Literary lesson: .
and 1.locate namely: Themes, -Literary Elements,
Innovation) themselves in SDG 3- Elements, Devices and
the community Good health -Compare
4.Problem and Fidelity to Devices and Techniques
and the world and Well and
Solving the Technical Techniques,
and engage in it Being, SDG contrast
Skills Aspects of the Approaches
meaningfully 4-Quality the
Medium used. -Literary Approaches
5.Collaborat Education and Genres various
ion Skills and SDG 8- 21st 21st Century
Decent Work century
2. view the -Literary Genres
and literary
contemporary
Economic genres
world from
Growth, to and the
both Philippine
create ones from
and global
workable the earlier
perspectives
solutions on genres/per
today’s iods
pandemic. citing
3. reflect
their
critically on
elements,
shared concerns
As a social structures
and think of
media and
innovative,
influencer, traditions
creative
you and your
solutions How will I produce a
team are
guided by 2. explain the creative
tasked to
ethical learning representation of a
produce a 2. Producing of
standards Communi competencies certain literary text
creative creative
adaptation cates to achieved by integrating my
representation of
through the multimedia and ICT
a literary text by
4. contribute microfilm/po applying student skills?
personally and dcast/ multimedia and the
meaningfully to graphic ICT skills learning
the country’s pages of your competen Does my
development approved cies to be understanding with
chosen achieved the certain literary
literary text. per texts is right?
“What real life lesson:
situation can
-Produce
learners put The output
a creative
themselves in will be
representa
where they can evaluated by
tion of a
perform the UNICEF
literary
transfer goal?” representativ
text by
es based on
The students applying
the following
are able to multimedi
criteria:
deepen their a and ICT
content,
compassion and skills (
quality of
empathy with
adaptation - Do self-
their fellow
(script), and/or
men. Their
creativity/ori peer-
ability to
ginality, assessmen
envision the
clarity and t of the
complexity of
organization creative
human life is
of the artistic adaptation
developed as
performance, of a
they experience
and fidelity literary
life vicariously,
to the text,
which will
technical based on
promote social
aspects of the rationaliz
responsibility,
medium ed
initiative,
used. criteria,
leadership,
prior to
productivity
presentati Does my knowledge
and innovation
3. on regarding the various
among the 3. expound
Differentiate/com 21st century literary
students. the learning
pare and contrast genres and their
competencies
various 21st Communi elements, structures,
century literary cates to achieved and traditions from
genres and the the across the globe is
ones from the student enough to contribute
earlier the in doing compare
genres/periods learning and contrast activity?
citing their competen
elements, cies to be
structures and achieved
traditions per
lesson:
-
Compare
and
contrast
the
various
21st
century
literary
genres
and their
elements,
structures,
and
traditions
from
across the
globe