Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester:1ST
Core Subject Title: 21st Century Literature from the Philippines and the World No. of Hours/Semester: 80 hours
Prerequisites (If Needed)
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.
Culminating Performance Standard: 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? What to Teach?
Highest Enabling
Strategy to Use in
Learning competencies Highest Thinking Skill to Assess
developing the Highest
Thinking Skill to
Content Most Essential Performance Assess
Content
Standards Topics Standards
Flexible
Flexible
Assessment Enabling
KUD Learning
Complete Most Essential KUD RBT Level Activities (FAA) General
Classification Strategi
Classification Performance Strategy
Checks es (FLS)
Quarter 1
Study and The 1.1 Themes The learner 5. U  Compare and Analyzing 1.1 Character Map Communication 1.1 Plot
appreciate learner will will be able differentiate/compare contrast the Analysis Analysis
literary be able to to and contrast the various 21st
texts from understand demonstrate various 21st century century
the and 1.2 Literary understandin literary genres and literary genres 1.2 Concept 1.2 Story
different appreciate Devices and g and the ones from the and the ones U Diagrams ( mapping
regions the techniques appreciation earlier genres/periods from the Literary Elements)
written in elements of 21st citing their elements, earlier
different and Century structures and genres/period
genres contexts of Philippine traditions s citing their
covering: 21st 1.3 Literary literature elements, 1.3 Analytical 1.3 Text
century Approaches from the 6. infer literary U structures and Analyzing Reading Communication Analysis
1. regions in Philippine regions meaning from traditions
Luzon, literature through: literal language
Visayas, from the 1. a written based on usage  Discuss how
Mindanao regions. 1.4 major close analysis different 1.4 Oral 1.4 Text
genres and 7. analyse the U contexts Analyzing Examination Communication Analysis
2. major (poetry, critical figures of speech enhance the U
genres fiction, drama, interpretation and other literary text’s meaning
(poetry, create of a techniques and and enrich the
fiction, nonfiction, as literary text devices in the text reader’s
drama, well as hyper in terms of understanding
creative poetry, blogs, form and 8. explain the U Analyzing Communication
nonfiction, mobile phone theme, with literary, biographical,  Produce a
as well as Textual chick a description linguistic, and creative
hyper lit speculative of its context sociocultural contexts representation

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MSMS SHS FIDP2022-2023
 poetry, fiction, flash, derived from and discuss how they of a literary U
research; and

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MSMS SHS FIDP2022-2023
 blogs, fiction, etc.) 2. an enhance the text’s text by
mobile adaptation of meaning and applying
phone 2. Regions in a text into enrich the reader’s multimedia
textual, Luzon, Visayas, other creative understanding and ICT skills
chick lit, Mindanao forms using 2.1 Reflective 2.1
speculative 2.1 Regional Multimedia. 9. situate the text in U  Do self- Analyzing Essay Communication Text
fiction, flash Representative the context of the and/or peer- Analysis
fiction, etc.) Text: How my region and the assessment of
Brother Leon nation the creative 2.2 Element 2.2 Close
brought home U adaptation of U Analyzing Analysis Communication Reading
a Wife? 10. explain the a literary text,
relationship of based on
context with rationalized
2.2 National the text’s criteria, prior
Representative meaning U to Applying Communication
Text: Woman presentation
who had Two 11. produce a
Navels creative
representation of a
literary text by
applying multimedia
skills
Quarter 2
Literary The learner 3.1 Anglo- The learner Writing a close  Writing a 3.1 Critical Essay 3.1
genres, will be able American will be able analysis and critical close analysis Journal
traditions to Representative to interpretation of and critical Writing
and forms understand Texts: Beowulf demonstrate literary texts, interpretation
from and and The Tell understandin applying a reading of literary
different appreciate Tale Heart g and approach, and doing texts, applying
national literary Story appreciation an adaptation of a reading
literature texts in of 21st these, require from approach, and 3.2 Text
3.2 Character
and various 3.2 21st century the learner the ability doing an Analysis
Mapping
cultures, genres Century Latin literature of to: adaptation of
namely, across American the world U these, require U Analyzing Communication
Asian, national Literature through: 1. identify from the
Anglo- literature Representative representative texts learner the
American, and Text: 1. a written and authors from ability to
European, cultures. Apocalypse close analysis Asia, North identify:
Latin and critical America, Europe, representative 3.3 Text
3.3 Literary
American, 3.3 African interpretation Latin America, and texts and Analysis
Criticism
and African Literature of a literary Africa U authors from Analyzing Communication
(Sample: The text in terms Asia, North
Girl Who Can) of form and 2. explain the texts in America,
theme, with a terms of literary Europe, Latin
description of elements, genres, America, and 3.4
3.4 Literary its context and traditions U Africa Analyzing Communication 3.4
Essay/Reflection
Adaptation derived from Video
Writing
Using research; 3. situate the texts  Compare and Clip

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MSMS SHS FIDP2022-2023
 Appropriate 2. critical in the context of the contrast the Analysis
Multimedia paper that region, nation, and various 21st
Tools analyses the world U century U Analyzing Communication
literary texts 4. appreciate the
cultural and
aesthetic

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MSMS SHS FIDP2022-2023
 in relation to diversity of literary genres
the context of literature of the and their
the reader world elements,
and the U structures, and Analyzing Concept Mapping Communication Close
writer or a 5. compare and traditions from Reading
critical paper contrast the various across the
that 21st century literary globe
interprets genres and their
literary texts elements, structures,  Produce a
using any of and traditions from creative
the critical across the globe representation
approaches; U of a literary U Analyzing Literary Writing Communication Text
and 6. distinguish the text by Analysis
literary uses of applying
3. an language from the multimedia
adaptation of non-literary and and ICT skills
a text into understand their
other creative use as well as the  Do self-
forms using formal features and and/or peer-
multimedia. conventions of assessment of
literature the creative
U adaptation of U Analyzing
7. identify the figures a literary text,
of speech and other based on
literary techniques rationalized
and devices in the criteria, prior
text to
U presentation U Analyzing
8. explain the
biographical,
linguistic, and
sociocultural contexts
and discuss how they
enhance the text’s
meaning and the
reader’s
understanding

9. examine the U Analyzing

relationship between
text and context

10. understand U Analyzing

literary meanings
in context and the
use of critical
reading strategies

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MSMS SHS FIDP2022-2023
 11. produce a D Creating
creative
representation of a
literary text by
applying multimedia
skills

11.1 choose
appropriate D Creating
multimedia form of
interpreting a
literary text
D
11.2 apply ICT skills in
crafting an adaptation D Creating
of a literary text
D
11.3 do self- and/or
peer assessment of D Creating
the creative
adaptation of a
literary text, based
on rationalized
criteria, prior to
presentation

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MSMS SHS FIDP2022-2023
Performance Task: The National Commission of Culture and the Arts (NCCA) has launched a program entitled “Alternate Ending Contest” to feature an adaptation by creating an alternative ending of a contemporary world literary text.
The goal is to familiarize oneself for the aesthetic and epistemological contribution of the 21st century text. As a prose author, you are tasked to produce an alternative ending of your chosen literary text through your chosen platform
(multimedia and written proposal). The output will be evaluated by NCCA representatives based on the following criteria for different platforms:
For multimedia:
Content, quality of adaptation (script), creativity/originality, clarify and organization of the artistic presentation, literary techniques used, and fidelity to the technical aspects of the medium used (i.e. film, podcast, radio etc.)

For Written:
Content, quality of adaptation (script), creativity/originality, clarify and organization of the artistic representation through the use of literary devices and language (spelling, mechanics, grammar and usage).

ANALYTICAL RUBRICS:
WRITING AN ALTERNATIVE ENDING
Above Expectations (5 pts) Expected (4 pts) Less than Expected (3 pts) Must Redo (2 pts)
Content
Climax, falling action, and resolution are Climax, falling action, and resolution are Climax, falling action and resolution are No climax, falling action and/or
creative. Connections to the story are present and there is vague connection to apparent but undeveloped. The alternate resolution. The alternate ending has no
the story. The alternate ending has a clear ending has a vague theme connected to the theme.
present and clear. The alternate ending has
theme connected to the text. text.
a clear theme connected to the text.

Organization
Paragraphs are well developed and use Paragraphs use some descriptive language Paragraphs are formed but undeveloped and Paragraphs and/or sentences are poorly
descriptive language which creates a sense and are properly formed leading reader to the leave the reader wondering what happens to constructed and do not lead to a resolution.
of authenticity to the original story. character’s resolution. the character.

Conventions
Spelling and grammar is error free; writing Spelling is error free; grammar has minimal Spelling and grammar contain few errors; Spelling and grammar contain many
shows well used vocabulary that adds depth errors; vocabulary is at grade level but could word choice could be improved. errors; vocabulary is not indicative of
to the narrative. be improved. grade and/or class level.

Style
Seamless continuation of the story, the
writer skillfully used tone, word choice, and
sentence structure to mimic the style of the
original story.
Good continuation of the story, the writer Mediocre continuation of the story, the No attempt is made to mimic the style of the
used tone, word choice, and sentence writer attempted to use tone, word choice, original story.
structure to mimic the style of the original and sentence structure to mimic the style of
story. the original story unsuccessfully.

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MSMS SHS FIDP2022-2023