LITERATURE COMPETENCIES IN ENGLISH K TO 12 CURRICULUM

Recently, in the basic curriculum, literature is taught mainly as part of language courses,
except for explicitly literature-oriented sessions on novels such as the Noli and Fili . Literature
is taught as a particular form of language use, what makes a literary text literary is often
ignored. Today, literature should be taught as literature and not only as an example of
excellent language.
GRADE FIRST SECOND THIRD FOURTH
LEVEL QUARTER QUARTER QUARTER QUARTER
GRADE 7  Discover  Discover the  Discover  Discover
PHILIPPINE literature as a conflicts literature as a through
LITERATURE means of presented in tool to assert Philippine
literary one’s unique literature the
connecting to
selections and identity and need to work
a significant
the need to to better cooperatively
past. resolve those understand and
 Describe the conflicts in other people. responsibly in
different non-violent  Identify the today’s global
literary genres ways. distinguishing village.
during the pre-  Identify the features of  Identify the
colonial distinguishing literature distinguishing
period. features of during the feature of
 Identify the literature period of selected
distinguishing during the emergence. literary
features of period of  Identify the genres during
proverbs, apprenticeshi distinguishing the
myths, and p. feature of contemporary
legends. revolutionary period.
 Explain how songs, poems,  Explain the
the elements short stories, contributions
specific to a drama, and of national
genre novels. artists for
contribute to literature in
the theme of a elevating
particular Philippine
literary literature in
selection. English in the
 Express global village.
appreciation
for sensory
images used.
 Explain the
literary devices
used.
 Determine the
tone, mood,
 technique, and
purpose of the
author.
 Draw
similarities and
differences of
the feature
selections in
relation to the
theme.
 Explain how a
selection may
be influenced
by culture,
history,
environment,
or other
factors.

GRADE 8  Describe the  Describe the  Identify the  Identify

AFRO-ASIAN notable notable notable notable
LITERATURE literary genres literary genres literary literary genres
contributed by contributed by genres contributed
African East Asian contributed by South and
writers. writers. by Southeast West Asian
 Identify the  Identify the Asian writers. writers.
distinguishing distinguishing  Identify the  Identify the
features of features of distinguishing distinguishing
notable notable East features of features
African chants, poems, notable found in
poems, folktales, and poems, short religious texts,
folktales, and short stories. stories, epics, myths,
short stories.  Appreciate dramas, and drama, and
 Appreciates literature as an novels short stories
literature as a art form contributed contributed
 means of inspired and by South by south and
understanding influenced by Asian writers. west Asian
the human nature  Explain writers.
being and the figurative  Appreciate
forces he/she language literature as
needs to used. an expression
contend with  Appreciate of
literature as a philosophical
mirror to a and religious
shared ideals.
heritage of
the people
with diverse
background.
 Determine
key ideas,
tone, and
purpose of
the author.
GRADE 9  Analyze  Analyze  Analyze  Analyze
ANGLO- literature as a literature as a literature as literature as a
AMERICAN means of means of means of means of
LITERATURE discovering/ valuing other connecting to understanding
Enhancing the people and the world. unchanging
self. their various  Identify the values in a
 Identify the circumstances distinguishing changing
distinguishing in life. features of world.
features of  Identify the Anglo-  Explain how
notable Anglo- distinguishing American one the elements
American lyric features of act plays specific to a
poetry , songs, notable Anglo- full-length
poems, American play builds its
sermons, and sonnets theme.
allegories. dramatic
poetry,
vignettes, and
short stories.
GRADE 10  Evaluate  Evaluate  Evaluate
WORLD literature as a literature as a
LITERATURE way of vehicle of
expressing and expressing and
resolving one’s resolving
personal conflicts
conflicts. between and
among
individuals or
groups.
FIRST QUARTER
ST
SHS – 21 CENTURY LITERATURE Writing a close analysis and
FROM THE PHILIPPINES AND THE critical interpretation of literary
WORLD texts and doing an adaptation of
these require from the learner the
ability to:
 Identify the geographic,
linguistic, and ethic
dimensions of the
Philippine literary history
from pre-colonial to the
contemporary .
 Identify representative
texts and authors from
each region.
 Value the contribution of
local writers to the
development of regional
literary traditions.
 Appreciate the
contributions of the
canonical Filipino writers
to the development of
national literature.
 Differentiate/Compare and
contrast the various 21st
century literature genres
and the ones from the
earlier genres/periods
citing their elements,
structures and traditions.
 Infer literary meaning from
literal language based on
 Evaluate
literatures as literature as
a source of an instrument
wisdom in to express
expressing and resolve
and resolving conflicts
conflicts within,
between between, and
individuals or among
groups and societies.
nature.
SECOND QUARTER
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,
Europe, Latin America, and
Africa.
 Explain the texts in terms
of literary elements,
genres, and traditions.
 Situate the text in the
context of the region, the
nation, and the world.
 Appreciate the cultural
and aesthetic diversity of
literature of the world.
 Compare and contrast the
various 21st literary genres
and their elements,
structures, and traditions
from across the globe.
 Distinguish the literary
uses of language from the
non-literary and
understand their use as
well as the formal features
and conventions of
literature.
 usage.
 Analyze the figures of
speech and other literary
techniques and devices in
the text.
 Explain the literary ,
bibliographical, linguistic,
and sociocultural contexts
and discuss how they
enhance the text’s
meaning and enrich the
reader ‘s understanding.
 Situate the text in the
context of the region and
the nation.
 Explain the relationship of
context with text’s
meaning.
 Produce a creative
representation of a literary
text by applying
multimedia skills.
SHS HUMSS  Identify dominant literary
- CREATIVE NONFICTION conventions of a particular
genre.
 Compare and contrast how
the elements are used in
the different genres.
 Analyze and interpret the
theme and techniques
used in a particular text.
 Create samples of the
different literary elements
based on one’s experience.
 Write draft of a short piece
using any of the literary
conventions of genre
following pointers.
 Peer- edit each other’s
draft based on the
following criteria.
 Revise the draft of a short
piece using any of the
literary conventions of a
genre.
 Do a close reading of
creative nonfictional
 Identify the figures of
speech and other literary
techniques and devices in
the text.
 Explain the relationship of
elements and ideas found
in the various forms and
types of creative
nonfictional texts through
a close reading.
 Compare and contrast the
different forms and types
of creative nonfictional
texts.
 Deliver an artistic
presentation summarizing,
analyzing , and
commenting on a chosen
creative nonfictional text
representing a particular
type or form.
 Write a mini critique of a
peer’s work based on
coherence and
organization of
paragraphs, development
of literary elements, use of
factual information , and
other qualities concerning
 aspects in the texts. form and content.
 Identify the fictional  Analyze and interpret a
elements in the texts. well – written creative
 Analyze and interpret nonfictional text based on
factual/ nonfictional the peer critique.
aspects in the texts.  Write a draft of creative
 Evaluate the relationship nonfictional piece based
of creative and on the learner’s
nonfictional elements of memorable real-life
the texts. experience experience.
 Peer –edit and revise each
other’s draft based on
desirable qualities of well-
written creative nonfiction.
 Write the final version of
one’s own creative
nonfiction in a composition
of five paragraphs or
more.