ENGL30 - THE TEACHING AND ASSESSMENT OF LITERATURE STUDIES

LITERATURE
COMPETENCIES IN
ENGLISH K TO 12
CURRICULUM
ENGL30 - THE TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Let's take action in what we are learning on the

nature of literature by studying the relevant
competencies in the K to 12 curriculum.
ENGL30 - THE TEACHING AND ASSESSMENT OF LITERATURE STUDIES

After reading these competencies, select a grade

level and a set of competencies specific to a quarter
as the competencies you are going to work on in
your literature matrix plan.
GRADE 7 • Describe the different literary
genres during the pre-
Philippine colonial period.
Literature • Identify the distinguishing
features of proverbs, myths,
First Quarter
and legends.
• Explain how the elements'
• Discover literature as a specific genre contribute to
means of connecting to a the theme of a particular
significant past literary selections.
• Expressed appreciation for relation to the theme.
sensory images used. • Explain how a selection may
be influenced by culture,
• Explain the literary devices
history, environment, or other
used.
factors.
• Determine the tone, mood,
technique, and purpose of
the author.
• Draw similarities and
differences of the feature
selection in
GRADE 7
Philippine
Literature • Identify the distinguishing
Second Quarter features of literature during
the Period of Apprenticeship.
• Discover the conflicts presented
in literary selections and the
need to resolve those conflicts in
non-violent ways.
GRADE 7 • Identify distinguishing
features of literature during
Philippine the Period of Emergence.
Literature • Identify the distinguishing
features of revolutionary
Third Quarter
songs, poems, short stories,
drama, and novels.
• Discover literature as a tool
to assert one's unique
identity and to better
understand other people.
GRADE 7 global village.
• Identify distinguishing
Philippine features of selected literary
Literature genres during the
Contemporary Period.
Fourth Quarter
• Explain the contributions of
national artists for literature
• Discover through in elevating Philippine
Philippine literature the Literature in English in the
need to work cooperatively global village.
and reponsibly in today's
GRADE 8
of notable Asian poems,
AFRO-ASIAN folktales, and short stoies.
LITERATURE • Appreciate literature as an
First Quarter art form inspired and
• Describe the notable influenced by nature.
literary genres
contributed by African
writers.
• Identify the
distinguishing features
GRADE 8
of notable African chants,
AFRO-ASIAN poems, folktales, and short
LITERATURE stoies.
Second Quarter • Appreciate literature as a
• Describe the notable means of understanding the
literary genres human being and the forces
contributed by East Asian he/she needs to contend
writers. with.
• Identify the
distinguishing features
GRADE 8
features of notable poems,
AFRO-ASIAN folktales, short stories, dramas,
LITERATURE and novels contributed by
Third Quarter Southeast Asian writers.
• Identify the notable • Explain figurative language
literary genres used.
contributed by Southeast • Appreciate literature as a
Asian writers. mirror to a shared heritage
• Identify the of people with diverse
distinguishing backgrounds.
• Determine key ideas,
tone, and purposes of
the author.
GRADE 8
epics, myths, drams, and short
AFRO-ASIAN stories contributed by South
LITERATURE and West Asian writers.
Fourth Quarter • Appreciate literature as an
• Identify notable literary expression of philosophical
genres contributed by South and religious ideals.
and West Asian writers.
• Identify the distinguishing
features found in religious
texts,
 • Identify the distinguishing
GRADE 9 features of notable Anglo-
Anglo-American American lyric poetry, songs,
Literature poems, sermons, and
allegories.
First Quarter

• Analyze literature as a
means of
discovering/enhancing the
self.
 • Identify the distinguishing
GRADE 9 features of notable Anglo-
Anglo-American American sonnets, dramatic
Literature poetry, vignettes, and short
stories.
Second Quarter

• Analyze literature as a
means of valuing other
poeple and their various
circumstances in life
 • Identify the distinguishing
GRADE 9 features of Anglo-American
Anglo-American one-act plays.
Literature
Third Quarter

• Analyze literature as a
means of connecting to the
 • Explain how the elements
GRADE 9 specific to a full-length play
Anglo-American builds its theme
Literature
Fourth Quarter

• Analyze literature as a
means of understanding
unchanging values in a
changing world
GRADE 10
WORLD
LITERATURE
First Quarter
• Evaluate literature as a
way of expressing and
resolving one's personal
conflicts
GRADE 10
WORLD
LITERATURE
Second Quarter
• Evaluate literature as a
vehicle of expressing and
resolving conflicts
between and among
individuals or groups.
GRADE 10
WORLD
LITERATURE
Third Quarter
• Evaluate literature as a
source of wisdom in
expressing and resolving
conflicts between
individuals or groups in
nature
GRADE 10
WORLD
LITERATURE
Fourth Quarter
• Evaluate literature as an
instrument to express an
resolve conflicts within,
between, and among
societies.

SHS
Century Literature from the
Philippines and the World
First Quarter
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
• Identify the geographic,
linguistic, and ethnic
dimensions of Philippine
contemporary
• Identify representative texts
and authors from each region
• Value the contributions of
local writers to the
development of regional
literary traditions
 • Infer literary meaning from literal
• Appreciate the contribution of
language based on usage
the canonical Filipino writers to
• Analyze the figures of speech and
the development of national
other literary techniques an
literature
devices in the text
• Differentiate/Compare and
• Explain the literary,
contrast the various 21st-century
bibliographical, linguistic, and
literature genres and the ones
sociocultural contexts and discuss
from the earlier genres/periods
how they enhance the reader's
citing their elements, structures,
understanding.
and traditions
• Situate the text in the context of
the region and the nation
• Explain the relationship of the
context of the text’s meaning
• Produce a creative representation
of a literary text by applying
multimedia skills

SHS
Century Literature from the
Philippines and the World
Second Quarter
Writing a close analysis and critical
interpretation of literary texts and
doing an adaptation of these require
from the learner the ability to:
• Identify representative texts
and authors from Asia, North
America, Latin America, and
Africa
• Explain the text in terms of
literary elements, genres, and
traditions
• Situate the texts in the
context of the region, the
nation, and the world
• Appreciate the cultural and formal features and
aesthetic diversity of the world conventions of literature
• Compare and contrast the various • Identify the figures of
21st-century literary genres and
speech and other literary
their elements, structures, and
techniques and devices in the
traditions from across the globe
• Distinguish the literary uses of text
language from the non-literary
and understand their use as well
as the
SHS HUMMS
Creative Non-Fiction
First Quarter
• Identify the dominant
literary 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 a draft of a short piece
using any of the literary
conventions of the genre
following pointers
• Peer-edit each other’s drafts
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 a creative
nonfictional texts
• Identify the fictional elements
in the texts
• Analyze and interpret
factual/nonfictional aspects in
the texts
• Evaluate the relationship of
creative and nonfictional
elements of the texts
SHS HUMMS
Creative Non-Fiction
Second Quarter
• 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
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
form and content
• Analyze and interpret a well-
written creative nonfictional
text based on the peer-critique
• Write a draft of a creative
nonfiction piece based on the
learner’s memorable real-life
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
ENGL30 – THE TEACHING AND ASSESSMENT OF LITERATURE
STUDIES

CHOOSING LITERATURE COMPETENCIES

Which literature competencies would you like to teach?
Why? How will you teach them to your learners?
• Complete the Column 1 (Chosen Literature
Competencies) and Column 2 (Aligned Assessment Task
to the competencies) of the literature plan matrix.
• Then, you may start thinking of what to place in your
Column 3 (Genre of Text), Column 4 (Title of the Text to
be Used and Author), and Column 5 (Aligned Activities to
Teach the Competency).
You will create two literature matrix plans - one for
Poetry and one for Prose. Select the competencies
relevant to these major branches of literature.

Start planning on how to teach literature by selecting

appropriate texts to the competencies.

Good luck teachers!