WEST BAY LEARNING CENTER, INC.

Sangi, Toledo City, Cebu

westbaylearningcenter@gmail.com

CURRICULUM MAP
SUBJECT : 21st Century Literature from the Philippines and the World GRADE LEVEL : GRADE 11 HUMSS/ABM GRADE 12 STEM
TEACHER : BONGO , ACILLA MAE QUARTER : 2 nd

TERM UNIT TOPIC CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTITUIONAL
STANDARD STANDARD COMPETENCIES CORE VALUES

2nd QUARTER Literary, Biographical, The learner will The learner will •Explain the A1-5. A1-5. MELC (Most Commitment
Linguistic, and Socio- be able to be able to literary, 1.1-2 Operation 1.1-2 2-Column Essential learning
cultural Contexts understand and demonstrate biographical, Comparison table Competency)
appreciate the understanding linguistic, and 1.3-5 Hands-on 1.3-5 Vocabulary Reading Literature
elements and and appreciation socio-cultural exercise in the 21st Century
contexts of 21st of 21st Century contexts and Literature
century Philippine discuss how they First Edition
Philippine literature from enhance the Copyright 2016 The
literature from the regions text’s meaning Phoenix Publishing
the regions. through: 1. a and enrich the Inc.,
written close reader’s
analysis and understanding
critical (EN12Lit-Ie-28)
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
WHAT IS “WORLD •Writing a close A1-5. A1-5. MELC (Most Compassion
LITERATURE”? analysis and 1.1-2 1.1-2 Writing Essential learning
critical Critique Writing conclusion Competency)
interpretation of 1.3 Reading Literature
literary texts, 1.3 Predict-Observe- in the 21st Century
applying a Short paragraph Explain Literature
reading First Edition
approach, and 1.4-5 1.4-5 Copyright 2016 The
doing an Generalizations Guided Phoenix Publishing
adaptation of Generalizations Inc.
these, require
from the learner
the ability to
identify:
representative
texts and authors
from Asia, North
America, and
Europe (EN12Lit-
llla-22)

ANCIENT LITERATURE •Writing a close A1-5. A1-5. MELC (Most Compassion

analysis and 1.1-2 Short 1.1-2 Writing Essential learning
critical paragraph conclusion Competency)
interpretation of Reading Literature
literary texts, 1.3-5 Journal 1.3-5 Journal in the 21st Century
applying a Writing Writing Literature
reading First Edition
approach, and Copyright 2016 The
doing an Phoenix Publishing
adaptation of Inc.
these, require
from the learner
the ability to
 identify:
representative
texts and authors
from Asia, North
America, and
Europe (EN12Lit-
llla-22)

Regional Literature •Writing a close A1-5. A1-5. MELC (Most Responsibility

analysis and 1.1-5 1 Product 1.1-5 Scaffold for Essential learning
critical Transfer Competency)
interpretation of Reading Literature
literary texts and in the 21st Century
doing an Literature
First Edition
adaptation of
Copyright 2016 The
these require
Phoenix Publishing
from the learner Inc.
the ability to:
value the
contributions of
local writers to
the development
of regional
literary traditions
EN12Lit-Ic-23

TEACHER : BONGO , ACILLA MAE

WEST BAY LEARNING CENTER, INC.

 Sangi, Toledo City, Cebu
westbaylearningcenter@gmail.com

LEARNING PLAN
SUBJECT : 21st Century Literature from the Philippines and the World GRADE LEVEL : GRADE 11 HUMSS/ABM GRADE 12 STEM
TEACHER : BONGO , ACILLA MAE QUARTER : 2 nd

UNIT TOPIC 21st Century Philippine Literature from the Regions

CONTENT STANDARD The learner will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the
regions.

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.
COMPETENCIES ASSESSMENT
ACQUISITION LC 1
LC 1 A1-5.
•Explain the literary, biographical, linguistic,1.1-2 Operation
and socio-cultural contexts and discuss how Directions: Compare and contrast the context as: literary, sociocultural, biographical, and linguistic through Venn diagram.
they enhance the text’s meaning and enrich
the reader’s understanding (EN12Lit-Ie-28) 1.3-5 Hands-on
Directions: Search and read the poem “To the Virgins, to Make Much of time” by Robert Herrick.
I.Make an analysis/ summary of the poem “To the Virgins, to Make Much of time”
II.Give a short bibliography of the author.
III.Make a realization of the poem , write it in a bond paper and make use your old magazines as your design.

RESOURCES
MELCS
READING LITERATURE IN THE 21ST CENTURY
THE PHOENIX PUBLISHING HOUSE INC.
MAKE MEANING ASSESSMENT
LC 1 LC 1
•Writing a close analysis and critical A1-5.
interpretation of literary texts, applying a 1.1-2
reading approach, and doing an adaptation
of these, require from the learner the ability
to identify: representative texts and authors
from Asia, North America, and Europe
(EN12Lit-llla-22)
LC 2
•Writing a close analysis and critical
interpretation of literary texts, applying a
reading approach, and doing an adaptation
of these, require from the learner the ability
to identify: representative texts and authors
from Asia, North America, and Europe
(EN12Lit-llla-22)
Critique Writing
Directions: Based on the discussion above, come up with critical definitions of these terms: “world literature” and “global literature.” Write
your idea on a bond paper. (10 points)
1.3
Short paragraph
Directions: Read Israeli fictionist EtgarKeret’s “Suddenly, a Knock on the Door” and Hong Kong poet Tammy Ho Lai-Ming’s “His T-shirts.” Pay
attention to how both authors sensitively yet comically portray cross-cultural encounters and in Keret’s words, “the human situation.” What
particular “human situations” created by intersecting cultural traces were drawn by each of these two works? (10 points)
1.4-5
Generalizations
Directions: Having read the poem “His T-shirts” carefully, your task is to make a collage that best translates the theme of the poem
into another artistic work. Provide a title of your artwork. Your collage should clearly show the influence of the theme of His T-
shirts. Use long bond paper for your artwork. DO NOT USE ILLUSTRATION BOARD. (50 points)
RESOURCES
MELCS
READING LITERATURE IN THE 21ST CENTURY
THE PHOENIX PUBLISHING HOUSE INC.
LC 2
A1-5.
1.1-2 Short paragraph
Direction : The epic Beowulf is the only full-length heroic epic that has survived in English literature. It is a very good example of warrior
literature. Its author is unknown, but judging from the story, name some qualities which you think he might have possessed. Why do you think
so?
1.3-5 Journal Writing
Directions: Search and read “The Story of Beowulf” by British Epic and answer the guide questions below in 3-5 sentences. Each answer must
be written in a creative way .
I.After reading the story, what would you say were the qualities deeply esteemed by the people of those times?
II.What qualities do you think describe Beowulf?
III.Cite instances or read passages to prove your answer?
IV.Which adventure of his, do you think, was the most difficult? Why?

TRANSFER
LC 1
•Writing a close analysis and critical
interpretation of literary texts and doing an
adaptation of these require from the
learner the ability to: value the
contributions of local writers to the
development of regional literary traditions
EN12Lit-Ic-23
RESOURCES
MELCS
READING LITERATURE IN THE 21ST CENTURY
THE PHOENIX PUBLISHING HOUSE INC.
ASSESSMENT
LC 1
A1-5.
1.1-5 1 Product
Direction : Search for Jose Rizal’s Literary work’s namely El Filibusterismo and Noli Me Tangere . Answer the guide question below . Provide at
least 3-5 sentences in a creative way .
I . After reading both works , make a plot on each novels . ( 15 points )
II. Make a bibliography about Jose Rizal .
III. Write an essay on how Jose Rizal’s work influence us all , especially you as a student ? Make your easy in a creative way . ( 20 points )