NORTHWEST HILL SIDE SCHOOL INC.

Apo Sandawa, Kidapawan City

Tel No: (064) 521-0839 / email:northwesthillschool@yahoo.com
DepEd Government Recognition No. KID470512-007 (Graders)
DepEd Government Recognition No. KID470512-009 (Preschool)
SEC Reg. No. CN201233102
Vision: A diverse training environment for the achievers and leaders of tomorrow

FLEXIBLE INSTRUCTIONAL 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

CORE SUBJECT DESCRIPTION: Study and appreciation of the literature of the region where the school is located in relation to the literature of the other regions of
the country

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

Highest Thinking Skill to Highest Enabling Strategy to
Learning Competencies Assess Use in developing the Highest
Thinking Skill to Assess
Flexible
Most Assessme
Performance
Content Content Standards Essentia KUD KUD nt Flexible
Standard Enabling
l Topics Classifi Most Essential Classifica RBT Level Activities Learning
Complete cation tion (FAA) General
Strategies
Strategy
(FLS)
Performan
ce Checks
QUARTER 1
A. 21st Century literature The learner will be The learner will be Writing a close D Writing a close D Creating Interpret Problem  Sharing
from the region where able to understand able to analysis and critical analysis and ation of Solving experiences
the school is based in and appreciate the demonstrate interpretation of critical Philipp  Researchin
relation to the literature elements and understanding and literary texts and interpretation ine g
of other regions in contexts of 21st appreciation of doing an adaptation of literary texts Literar  Socialize
various genres and forms century Philippine 21st Century of these require and doing an y  Discussion
in consideration of: literature from the Philippine from the learner the adaptation of repress (lecture)
regions. literature from the ability to: these require native  Learning
regions through: from the texts through
 various dimensions of 1. identify the learner the throug questions
Philippine literary 1. a written close geographic, ability to ha  Quipper
K Literar platform
history from analysis and linguistic, and identify:
y  Video
 precolonial to critical ethnic dimensions a. the Journal Presentatio
contemporary interpretation of a of Philippine geographic, with n
 canonical authors and literary text in literary history linguistic, and K Remembe accom Representa  PowerPoint
works of Philippine terms of form and from precolonial to ethnic ring plishm tion Presentatio
National Artists in theme, with a the contemporary dimensions of ent of n
Literature; description of its Philippine the  Bubble
 names of authors and context derived 2. identify literary history Dialog Map
their works, and from research; and representative texts from pre- ue/  Lecture/
backgrounds of the and authors from colonial to the Script Concept
literature from the 2. an adaptation of each region (e.g. contemporary writing Mapping
of the  Close
region where the high a text into other engage in oral
K chosen Analysis
school is located creative forms history research
Literary and Venn
using multimedia. with focus on key b.
text to Diagram
personalities from representative
adapt  Collaborati
the students’ texts and ve Work
region/province/ authors from
town) each region
(e.g. engage in Connection
oral history Understa
3. value the research with nding
contributions of focus on key U
local writers to the personalities
development of from the
regional literary students’
traditions region/province
U /town)
4. appreciate the
contributions of the
canonical Filipino Compare and
writers to the contrast the
development of various 21st
national literature century literary
genres and the
5. U ones from the Connection
differentiate/compa earlier
re and contrast the genres/periods
various 21st citing their U
century literary elements, Analyzing
genres and the ones structures and
from the earlier traditions
genres/periods
citing their
elements, structures U
and traditions Discuss how
different
6. infer literary contexts
meaning from enhance the
literal language text’s meaning
based on usage and enrich the
reader’s
7. analyze the understanding
figures of speech
U K Understa
and other literary
nding Representa
techniques and
Produce a tion
devices in the text
creative
8. explain the representation
literary, of a literary
biographical, U text by
linguistic, and applying
sociocultural multimedia and
contexts and ICT skill Problem
discuss how they D Creating Solving
enhance the text’s
meaning and enrich
the reader’s K
understanding Do self- and/or
peer-
9. situate the text in assessment of
the context of the the creative
region and the adaptation of a
nation literary text,
based on
10. explain the rationalized
relationship of criteria, prior to
D Creating Problem
context with the presentation
D Solving
text’s meaning

11. produce a
creative
representation of a
literary text by
 applying K
multimedia skills
11.1 choose an
appropriate
multimedia format
in interpreting a D
literary text

11.2 apply ICT

QUARTER 2 
skills in crafting an
B. Study and adaptation of a Writing a close D Creating 1. Problem  Sharing
appreciation of literary analysis and Literary Solving experiences
literary text
texts from the different critical Adaptati  Researchin
regions written in interpretation on (e.g. g
11.3 do self- and/or
different genres of literary comic  Socialize
peer assessment of  Discussion
covering: 1. regions in the creative texts, applying strip,
Luzon, Visayas, a reading animatio (lecture)
adaptation of a  Learning
Mindanao 2. major literary text, based approach, and n,
genres (poetry, fiction, doing an cinemati through
on rationalized questions
drama, creative criteria, prior to D adaptation of c trailer,
 Quipper
nonfiction, as well as presentation these, require film
platform
hyperpoetry, blogs, from the posters
 Video
mobile phone Texttula, learner the etc.).
Presentatio
chick lit, speculative ability to
n
fiction, flash fiction, etc.) identify:  PowerPoint
representative 2. Presentatio
D
texts and Compara n
authors from tive  Bubble
Asia, North Analysis Map
America,  Lecture/
Europe, Latin Concept
America, and Mapping
Africa  Close
Analysis
and Venn
Compare and Diagram
contrast the  Collaborati
various 21st ve Work
century literary
genres and
Connection
their elements,
 structures, and
traditions from Applying
across the
globe

Produce a U
creative
representation
of a literary
Problem
text by
Creating Solving
applying
multimedia and
ICT skills

Do self- and/or D
peer-
assessment of
the creative
adaptation of a
literary text,
based on Problem
rationalized Creating Solving
criteria, prior to
presentation

Performance Task: The United Nations Children’s Fund (UNICEF) has approved your literary multimedia adaptation to feature your advocacy that highlights either of the identified goals namely:
SDG 3- Good health and Well Being, SDG 4-Quality Education and SDG 8-Decent Work and Economic Growth, to create workable solutions on today’s pandemic. As a social media influencer,
you and your team are tasked to produce a creative adaptation through microfilm/podcast/ graphic pages of your approved chosen literary text. The output will be evaluated by UNICEF
representatives based on the following criteria: content, quality of adaptation (script), creativity/originality, clarity and organization of the artistic performance, and fidelity to the technical aspects
of the medium used (i.e. film, podcast, radio, etc.)
Prepared by: Checked/Approved by:

MS. ARNIE ROSE M. EMBRADO MRS. MERIAM D. FORDAN, M.A.

Subject Teacher School Manager/Supervisor