MODULE 3: Presentation (themes, writing styles, cultural elements portrayed in the given

selection)
Instruction:
o Divide the students into a small group for a specific region.
o Provide a literary work from a local writer from that region.
o Read and analyze the assigned literary works, focusing on the themes, writing styles, and cultural elements
portrayed
o Preparation for a short presentation highlighting the significant contribution of their assigned local writers.

RUBRIC

LEARNING Assessment strategies based on Learning Total

COMPETENCY Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral
Indicators
(46 – 50)
value the contributions (specific (specific (specific (specific
of local writers to the introduction and introduction introduction and introduction and
development of conclusion, and conclusion, conclusion,
regional literary sequenced material conclusion, sequenced sequenced material
within the body, and sequenced material within within the body, and
traditions
transitions) is material within the body, and transitions) is
EN12Lit-Ic-23 intermittently the body, and transitions) is clearly and
observable within transitions) is clearly and consistently
the presentation. clearly and consistently observable and is
consistently observable. skillful and makes
observable the content of the
within the presentation
presentation. cohesive.
 MODULE 5 – 6: Presentation (Figures of speeches/devices, elements of the story {Plot, Setting, Characters,
Conflict, Themes, Symbolism, Mood/Tone} )

Instruction/s:

o Divide the students into a group of 3.

o Provide a literary work from a selected author.
o Read and analyze the assigned literary works, focusing on the figures of speeches/devices used, and the
elements of the story.
o Preparation for a short presentation regarding the given/assigned pieces for the group.

RUBRIC

Learning Competency Assessment strategies based on Learning Total

Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(4 – 9) (10 – 14) (15 – 19) Behavioral
Indicators
(20 – 25)
1. infer literary Language choices Language Language Language choices
meaning from are unclear and choices are choices are are imaginative,
minimally support mundane and thoughtful and memorable, and
literal language
the effectiveness of commonplace generally support compelling, and
based on usage the presentation. and partially the effectiveness enhance the
through literary Language in support the of the effectiveness of the
criticism presentation is not effectiveness presentation. presentation.
presentation appropriate to of the Language in Language in
EN12Lit-Id-26 audience. presentation. presentation is presentation is
Language in appropriate to appropriate to
presentation is audience. audience.
appropriate to
audience.
2. analyze and An incomplete and A good The analysis The analysis
discover the sometimes understanding demonstrates a demonstrates a
inaccurate of the clear, complete clear, complete
figures of
understanding of the assignment and understanding of understanding of the
speech and literature literature the assignment assignment and
other literary selection and/or the selection is and literature literature selection
techniques and assignment is demonstrated. selection. with both accurate
devices in the demonstrated. and sincere
text and information.
discuss its
relevance to
the whole
literary piece.
EN12Lit-Ie-27
 MODULE 8: RHDA ASSESSMENT

Instruction/s:

o Read the given literary piece.

o Highlight the unfamiliar words from the text
o Define the meaning of each highlighted words.
o Answer the intellectual standard question.
RUBRIC:

LEARNING Assessment strategies based on Learning Total

COMPETENCY Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral
Indicators
(46 – 50)
Situate the text in the The learners were 0 The learners The learners were
context of the region able to interpret the were able to able to interpret the
given literary piece. interpret the given literary piece
and the nation
given literary by providing their
EN12Lit-Ie-29 piece by own interpretation
providing their of it. They have
own delivered their
interpretation of thought with
it. awareness in the
historical venue of
the Philippines.
 MODULE 9: POSTER MAKING

Instruction/s:

o Illustrate the given literary piece by drawing a symbol that symbolizes the whole poem. Do this
in a 1/8 Illustration board. The poster must also have a passage of interpretation written behind
the illustration board. You may write down the explanation of your poster in a short bond paper
or a yellow paper and paste it at the back of the illustration board.

RUBRIC
Learning Competency Assessment strategies based on Learning Total
Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral
Indicators
(46 – 50)
explain the relationship Contains some 0 Incorporates Incorporates unique
between text and unique or unique but but pertinent ideas
imaginative pertinent ideas, that shows
context and illustrate
elements. design elements, mindfulness, design
them in poster making. visuals, or text elements, visuals, or
EN12Lit-IIg-35 that make the text that make the
poster stand out. poster stand out.
It also provides a It also provides a
good explanation good explanation
that tackles what that tackles what the
the symbol symbol means.
means.
 MODULE 10: Video Presentation

Instruction:

o Write your own literary piece that tackles/focuses on SOCIAL ISSUES.

o Produce a creative video presentation of your own literary writing.

RUBRIC
Learning Competency Assessment strategies based on Learning Total
Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral Indicators
(46 – 50)
11. produce a creative Views the 0 Recognizes Recognizes/
representation of a experience of others intellectual and interprets intellectual
literary text by applying but does so through emotional and emotional
multi-media skills own experience and dimensions of dimensions of more
11.1. choose an addresses social more than one than one worldview
appropriate issues. worldview in in addressing social
multimedia addressing social issues with openness
format in issues. and respectful
interpreting a attitude.
literary text
EN12Lit-Ie-31.1
11.2. apply ICT skills
in crafting an
adaptation of a
literary text
EN12Lit-Ie-31.2
11.3. do self- and/or
peer-assessment
of the creative
adaptation of a
literary text,
based on
rationalized
criteria, prior to
presentation
EN12Lit-Ie-31.3
 MODULE 13: PRESENTATION

Instruction:

o Create an essay, script, infographic, OR poem by choosing any of the representative

texts and authors from Asia, North America, Europe, Latin America, and Africa.
o Present how you appreciate the diversity on your selected country and their author
through the use of your works.
RUBRICS
Learning Competency Assessment strategies based on Learning Total
Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral
Indicators
(46 – 50)
appreciate the cultural Information has a 0 Information is Information is
and aesthetic diversity logical flow. presented in a presented in a
logical flow that logical flow that
of literature of the
helps the helps the readers
world by presenting listeners/readers understand the
data’s that they have understand the significance and
created. significance of credibility of the
EN12Lit-IIc-33 the data data presented.
presented.
 MODULE 20:

Instruction:

 Produce a creative video presentation (3 minutes) and write a meaningful script about
issues that you may encounter in everyday living. Use ICT based skills in presenting your
literary piece. Present it to the teacher alongside the written script for the video
presentation. (The script will be included in the Journal Article that will be pass after the
cycle.)

RUBRIC
Learning Competency Assessment strategies based on Learning Total
Partially meets Meets Exceeds Leadership Skill
competency Competency Competency anchored on
(30 – 35) (36 – 40) (41 – 45) Behavioral Indicators
(46 – 50)
11. produce a creative Views the Identifies Recognizes Recognizes/
representation of a experience of others components of intellectual and interprets intellectual
literary text by applying but does so through other social emotional and emotional
multi-media skills own experience and perspectives dimensions of dimensions of more
11.1. choose an addresses social addresses more than one than one worldview
appropriate issues. social issues. worldview in in addressing social
multimedia addressing social issues with openness
format in issues. and respectful
interpreting a attitude.
literary text
EN12Lit-Ie-31.1
11.2. apply ICT skills
in crafting an
adaptation of a
literary text
EN12Lit-Ie-31.2
11.3. do self- and/or
peer-assessment
of the creative
adaptation of a
literary text,
based on
rationalized
criteria, prior to
presentation
EN12Lit-Ie-31.3
Module 1:

Instruction:

 In a short bond paper, identify the geographic/linguistic, and /or ethnic dimensions of Philippine
history by making a Family Tree Pattern. Provide a short description of the family tree that
tackles a short summary of the information included in it.

Answer Key:

SHORT SUMMARY:
Module 2:

Instruction:

 Choose three literary works from the author that earned your interest. After choosing, provide a
description based on the required information and format below. Use a separate sheet of paper
for this activity.

PATTERN:

Title: ________________________________ Genre: _____________________

Author: ______________________________ Region: ____________________

A. The literary work (Brief description of the content):

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

B. Why do I like it?

_____________________________________________________________________________________
_______________ _____________________________________________________________________
_____________________________________________________________________________________

(ANSWERS MAY VARY)

MODULE 5:

Instruction:

 Using a graphic organizer, compare and contrast the different literary genres by citing their
different features such as elements and structures.

Module 7:

Instruction/s:

 In a yellow paper, answer the following questions.

1. What is Biographic Context?

2. What is linguistic context?
3. What is a socio-cultural context?
4. Why do you need to consider the society in understanding the literary text?
5. Why do writers need to use simple language?

ANSWER KEY:

1. Places a particular literary work within the context of the author’s life. Consider the
circumstance under which the literary work was written. While exploring biographical context,
useful sources include biographies of the author, autobiographies or memoirs by the author or
by people who knew him or her, and critical works that give close attention to the author’s life.
2. A discourse that surrounds a language unit and helps to determine its interpretation.
3. Socio-cultural context is about how a particular literary work depicts society. Sources you might
investigate include works (books and articles) of history or sociology that talk about the
strengths, weaknesses, and changes occurring in the society during the period in which the
literary work is set, and critical works that emphasize the connection between the society and
the literary work.
4. ANSWER MAY VARY.
5. ANSWER MAY VARY
Module 9:

Instruction:

 Write a two-stanza poem using any of the types of imagery. Use words that may represent the
context and the text meaning. Remember that your poem must describe your surrounding that
mostly influences your line of thought.

Answer Key:

(Answers may vary)

Module 11:

Instruction/s:

 Fill in the blanks with the correct information. Write your answer on the space provided

Answer key:

East Asia
• The Ballads of the Army Cats by Du Fu
• Alone and Drinking under the Moon by Li Po
•The Ocean of the Youth by Choe Nam-Seon
•The Dance of Agony by Kim Ok
• Tomodachi by Abe Kobo

Middle East
• The Disciples and followers of Muhammad by Abbas Mahmoud al-Aqqad
• The Days by Taha Hussein
• Leaves in the wind by Ali Ahmad Said Esber

South and Southeast Asia

• The English Gitanjuli by Rabindranath Tagore
• Godaan by Dhanpat Rai Srivastava

Central Asia
 • O’tgan Kunlar by Abdullah Qodiriy
Module 14
Instructions:

 Compare and contrast the 21st century literary genres and their elements, structures, and
traditions of Japan and the Philippines using a Venn Diagram below. Copy the diagram and write
your answers on a separate answer sheet.

ANSWERS MAY VARY

Module 15:
Instruction:

o The given statements are examples of literary text and a non-literary text. For each text
write the non-literary language for the first set of sentences and for the second set
transform the following non-literary language into literary form.

1. Write the following literary sentences into non-literary terms.

 His arms feel like home.
 I choose my fight and this one is my favorite.
 Like sand and sea, one is waiting, the other leaves and comeback.
 A life without you is a life wasted.
 Love is war and I’m your soldier.

2. Write the following non-literary terms into literary terms.

 I love you.
 My loves comes to an end
 Be well
 Let us meet again somewhere
 Candle.

Answer Key: (ANSWERS MAY VARY)

Module 16:
Instruction:

o Identify the figure of speeches and other literary techniques used in the piece “Africa,
My Africa by David Diop”.

ANSWER KEY:

1. Assonance: Assonance is the repetition of vowel sounds in the same line such as the sound of /e/
and /o/ “Impetuous child that tree, young and strong” and again the sound of /e/ in “The bitter
taste of liberty.”
2. Allusion: Allusion is a belief and an indirect reference of a person, place, thing or idea of a
historical, cultural, political or literary significance. The poem alludes to the problems faced by
Africans such as;
“The blood of your sweat
The sweat of your work
The work of your slavery.”

3. Alliteration: Alliteration is the repetition of consonant sounds in the same line such as the sound
of /f/ in “faded flowers.”
4. Consonance: Consonance is the repetition of consonant sounds in the same line such as the
sound of /r/ in “That is your Africa springing up anew” and the sound of /t/ in “Impetuous child
that tree, young and strong.”
5. Enjambment: It is defined as a thought in verse that does not come to an end at a line break;
rather, it rolls over to the next line. For example:

“That is your Africa springing up anew

springing up patiently, obstinately
Whose fruit bit by bit acquires
The bitter taste of liberty.”

6. Imagery: Imagery is used to make readers perceive things involving their five senses. David
Diop has used imagery in this poem such as “Your beautiful black blood that irrigates the fields”,
“This back trembling with red scars,” and “That is your Africa springing up anew.”
7. Metaphor: It is a figure of speech in which an implied comparison is made between
the objects that are different. The poet has used the extended metaphor of troubles and miseries
just to show how Africans strive for their rights.
8. Personification: Personification is to give human qualities to inanimate objects. The poet has
personified Africa in the poem such as “Africa, tell me Africa.”
9. Rhetorical Question: Rhetorical Question is a question that is not asked to receive an answer; it
is just posed to make the point clear. David has posed rhetorical questions in the poem to
emphasize his point such as “And saying no to the whip under the midday sun?”
10. Symbolism: Symbolism is using symbols to signify ideas and qualities, giving them symbolic
meanings that are different from literal meanings. The poem shows symbols like pain,
disappointment, and sadness to show the dark history of Africa.
11. Synecdoche: It is a literary device in which a part of something represents the whole, or it may
use a whole to represent a part. The poet has used this device in the final lines where the tree
refers to the newly emerging Africa such as; “That tree over there.”
Module 17:
Activity A.

Instruction: Find the Purpose of the Author by answering the questions below.

1. What do you think is the situation when the author wrote the poem “Africa, My Africa” and “A
Rose for Emily”?
2. How did the author presented the events in the poem “Africa, My Africa” and “ A Rose for
Emily”?
3. What nearly impossible thing or difficult tasks the author did?
4. What do you think is the main reason why the author wrote this piece?

Activity A.

Instruction: Reflect the importance of context in understanding the text’s meaning.

1. Discuss the environment that surrounds the author while writing the poem “Africa, My Africa”
and the story “A Rose for Emily”?
2. Discuss the occurring event in the society during the time that influences the author into writing
the piece.
3. Discuss the message of the author

Answers may vary.