FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11/12 Semester: 1st

Core Subject Title: 21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD No of Hours/ Semester: 80 HRS

Prerequisites if needed: None

Core Subject Description: This course aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and
the World encompassing their various dimensions, genres, elements, structures, contexts and traditions.

Course Description (21st Century Philippine Literature from the Regions): Study and appreciation of literature of the region where the school is
located in relation to the literature of the other regions of the country.
Course Description (21st Century Literature from the World): Study and appreciation of literature of the world originally written in the 21st century.
 What to Teach? Why Teach? How To Assess? How to Teach?
Highest Enabling Strategy to
Highest Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skill to Assess
Flexible
Performance
Content Most Assessment
Content Standards Flexible
Standards Essential KUD KUD Activities Enabling
Most Essential Learning
Topics Complete Classificat Classificat RBT Level (FAA) General
(MELCs) Strategies
ion ion Performanc Strategy
(FLS)
e
Check(s)
MIDTERM
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Century will be able dimensions be able to close analysis and
literature to of demonstrate analysis critical
from the understand Philippine understanding and interpretation
region and literary and critical of literary texts
where the appreciate history appreciation of interpretat and doing an
the 21st Century ion of adaptation of
school is from pre-
elements Philippine literary these require
based in colonial to
and literature from texts and from the Modular
relation to contexts of contempora the regions doing an learner the Approach –
the 21st century ry through: adaptation ability to: to be posted
literature of Philippine of these in BB Ultra
B. names of
other literature 1. a written require 1. identify the
authors and
regions in from the their works,close analysis from the geographic, Synchronous
various regions. and and critical learner the linguistic, and discussions
genres and background interpretation of ability to: ethnic Knowing Remember Interactive Representation using Google
form. s of the a literary text in dimensions of ing quiz – Meet
literature terms of form 1. Philippine Kahoot.com
B. Study identify Timeline
from the and theme, with literary history
and
region the discussion –
appreciatio a description of from pre-
geograp piktochart.co
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regional creative Doing Creating graphic Problem-
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text by online info
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4.apprec multimedia and
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writers the creative
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develop literary text, Peer- s – Peer
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national rationalized Forum
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5.differe
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their
elements
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structure
s and
tradition
s
6. infer
literary
meaning
Understan
from
ding
literal
language
based on
usage
7.
analyze
the
figures Understan
ding
of
speech
and
other
literary
techniqu
es and
devices
in the
text
8.
explain
the
literary,
biograph Understan
ical, ding
linguisti
c, and
sociocult
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contexts
and
discuss
how
they
enhance
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text’s
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the Understan
reader’s ding
understa
nding
9. situate
the text
in the
context
of the
region
and the Understan
nation ding
10.
explain
the
relations
hip of
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with the
text’s
meaning
Doing
11.
produce
a
creative
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text by
applying
multime
dia skills
11.1
choose
approp
riate
multim
edia
form of
interpr
eting a
literary
text

11.2
apply
ICT
skills
in
craftin
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adaptat
ion of a
literary
text
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self-
and/or
peer-
assess
ment of
the
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e
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ion of a
literary
text,
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ized
criteria,
prior to
present
ation

FINAL TERM
A. Literary The learner • Selected The learner will Writing a • Writing a
genres, will be able Literary be able to close close analysis
traditions to Piece demonstrate analysis and critical
and forms understand Throughout understanding and interpretation
from and the World. and critical of literary
different appreciate appreciation of interpretat texts, applying
national literary • 21st century ion of
a reading
literature texts in Introductio literature of the literary
and various n to world through: texts, approach, and
cultures, genres Literary applying a doing an
namely, across Criticism 1. a written reading adaptation of
Asian, national o Definition close analysis approach, these, require
Anglo- literature of Literary and critical and doing from the
American, Criticism interpretation of an learner the
European, and o a literary text in adaptation ability to:
Latin cultures. Significanc terms of form of these, Drafted Quescussion
American, e of and theme, with require  identify Literary through
and Literary a description of from the representative Understan Analyzing Criticism Communicatio Synchronous
African. Criticism its context learner the texts and ding n activities
o Writing derived from ability to: authors from Finalized
Process of research; Asia, North Literary Research
1. identify
B. Basic Literary America, Criticism
representa
textual and Criticism 2. critical paper Europe, Latin
tive texts
contextual that analyses America, and
and
reading • literary texts in Africa.
authors
approach in Approaches relation to the from Asia,
the study for Literary context of the Knowing
North
and Criticism reader and the America, • Compare and
appreciatio • Feminism writer or a Europe, Asynchronou
n of • Marxism critical paper contrast the s – Using
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and
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Understan
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ding
literary
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their
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understan
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literature
7. identify
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devices in
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9.
examine
Understan
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ding
relationshi
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10.
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strategies
11.
produce a
creative
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tion of a
literary
text by
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multimedi
a skills
11.1
choose
appropriat
e
multimedi
a form of
interpretin
 g a literary
text
11.2 apply
ICT skills
in crafting
an
adaptation
of a
literary
text
11.3 do
self-
and/or
peer
assessmen
t of the
creative
adaptation
of a
literary
text, based
on
rationalize
d criteria,
prior to
presentati
on

Performance Task: It is film festival season, and you are a budding writer. You are to write/make an adaptation of a literary text maximizing the utilization of multimedia, and you
are going to post your adaptation through your blog. You need to make various filming companies that you are worth the try. Your final product will be graded based on the; creativity,
alignment to the original text, usage of words and technicalities such as grammar, punctuations, etc.
 PERFORMANCE GAUGE
CATEGORIES CRITERIA NEEDS
APPROACHES
EXCEEDS EXPECTATION (4) MEETS EXPECTATION (3) IMPROVEMEN
EXPECTATION (2)
T (1)
I was able to I was not able
correctly utilize to utilize any
only 1 appropriate
appropriate approach/es
approach/es base on the
base on the work's theme,
I was able to utilize all of the most appropriate I was able to correctly utilize only 2 appropriate work's theme, narrative,
approaches based on the work's theme, narrative, approach/es base on the work's theme, narrative, narrative, characters, and
Approach
characters, and symbolisms. characters, and symbolisms. characters, and symbolisms.
Appropriatenes
symbolisms.
s
My analysis thoroughly supports my selected My analysis adequately supports my selected My analysis
approach/es by referring to the elements of the piece. approach/es by referring to the elements of the piece. My analysis does not
slightly supports supports my
my selected selected
approach/es by approach/es by
LITERARY
referring to the referring to the
APPROACH
elements of the elements of
piece. the piece.
I was able to I was not able
Approach incorporate one to incorporate
I was able to incorporate two or more literary approach. I was able to incorporate one to two literary approaches.
Utilization literary approach any literary
correctly. approach.
My analysis
My analysis
attempts to
fails to
explain the key
elaborate the
questions, terms
My analysis exceedingly elaborates the key questions, My analysis adequately elaborates the key questions, key questions,
Critical Analysis and concepts of
terms and concepts of the literary approach. terms and concepts of the literary approach. terms and
the literary
concepts of the
approach but
literary
lacks concrete
approach.
evidence.
 My paper
My paper fails
modestly cites
to cite any of
few t of my
my “textual
“textual
evidence" and
evidence" and
"secondary
"secondary
My paper completely and correctly cites all "textual My paper adequately cites most of my “textual commentary".
commentary".
evidence" and "secondary commentary. evidence" and "secondary commentary".
Citations My analysis
My analysis
My analysis is outstandingly elaborates through my My analysis shows potential through most of my shows a poor
shows an
supporting details, textual evidence, and commentary. supporting details, textual evidence, and commentary. attempt due to
attempt through
the absence of
few of my
supporting
supporting
details, textual
details, textual
evidence, and
evidence, and
commentary.
commentary.
Most of my
commentaries None of my
CLARITY AND Most of my commentaries show originality and are second commentaries
All of my commentaries display originality and
CONTENT Commentary relevance to my analysis. Only a few are second commentaries. A are original or
relevance to my analysis
commentaries. few relevant to my
commentaries analysis.
are my own.
My analysis
includes all
relevant and
My analysis
irrelevant
attempts to
points,
discuss all
arguments,
relevant points,
My analysis adequately discusses all relevant points, and original
My analysis clearly and accurately discusses all relevant arguments, and
Conciseness arguments, and original commentary. I mostly commentary in
points, arguments, and original commentary. original
paraphrase and cite a few lengthy sources. a lengthy
commentary in a
manner. I
lengthy manner.
include all
I mostly include
lengthy
lengthy sources.
sources.
 Few components
of a literary
Most to none
analysis are
All components of a literary analysis are present (i.e. Most components of a literary analysis are present (i.e. components of
Content present (i.e.
thesis statement, topic sentence supporting details, thesis statement, topic sentence supporting details, a literary
Completeness thesis statement,
conclusions. conclusions) analysis are
topic sentence
present.
supporting
details)
ORGANIZATIO
A few All components
N AND
components are not
STRUCTURE
All components are clearly demonstrate evident;
articulated and Most components present a misunderstandin thesis is a fact
Grammar and persuasive, contains reasonable opinion, g of or
Fluency an original opinion. All components transitions argument is clear and the prompt or plot summary;
smoothly. focused. Most components transitions smoothly. text. A few All components
components are
slightly shows not in correct
transition. position

My published
literary analysis
presents a few My published
My published literary analysis presents all engaging and My published literary analysis presents most engaging
Blog Design engaging and literary analysis
convenient components (i.e. links, images, resources, and convenient components (i.e. links, images,
Elements convenient is only a plain
text placement, names of contributors) resources)
components (i.e. text.
links, images,
CREATIVITY resource)
My blog's My blog's
platform platform
demonstrates a demonstrates
My blog's platform demonstrates a striking blend of My blog's platform demonstrates a creative blend of
Color Scheme conventional clashing colors
colors which is organized and appealing to the reader. colors which is organized and appealing to the reader.
blend of colors which makes
which is my blog
organized. unreadible.

TOTAL SCORE /40

Prepared by: Noted by: Approved by:

(Sgd.) MR. ALVIC P. BARREDO (Sgd.) MS. NEA A. SUALOG (Sgd.) DR. LORNA A. ESPESO
English Area Coordinator SHS Academic Head SHS Principal

(Sgd.) MR. KYLE GRIFFIN D. MIRANDA

Faculty Member, SHS