21 Century Literature

st

from the Philippines and

the World
COURSE OVERVIEW
CYCLE 1 (18/19 weeks/3 meetings)

WEEK TOPICS Performance Tasks

Assignments

Subject Orientation

1  Subject requirements
 Presentation of Course Outline
 House Policy

● Group Activity: Creative Timeline Presentation

A. 21stCentury literature 1. The class will be grouped having 5 groups and will task
from the region where the
2-5
to make a timeline presentation on the development of
school is based in relation to Philippine Literature.
the literature of other 2. Each group must show their creativity and show off
regions in various genres their confidence in presenting their work.
and forms in consideration
of: ● Individual Activity: Analysis of Literary Texts
1. The students will write a 250-words analysis and critical
1. various dimensions of interpretation of literary texts given by the teacher.
Philippine literary history from 2. The analysis must have an introduction, body and
pre-colonial to contemporary; conclusion.
▪ The Revolution According to Raymundo Mata by Gina
2. canonical authors and works Apostol
of Philippine National Artists in
Literature; ● Individual Activity: Graphic Organizer
1. The students will make a creative graphic organizer
3. names of authors and their about the poem “Padre Faura Witnesses the Execution
works, and backgrounds of the of Rizal by Danton Remoto” and explain what each line
literature from the region talks about?
where the high school is 2. The students will be given 3 minutes to present.
located
● Pair Activity: Semantic Mapping
1. The students will choose a partner and create a
semantic map about everything they know about Rizal,
and all of his achievements and contributions to
Philippine society.
2. The students will be given 3 minutes to present their
output.

● Individual Activity: Autobiography

1. The students will create an autobiography of the author
famous in their region and summarize his/her noble
literary piece.
2. After doing the activity, they will present it for 3 minutes
in front of the class.
 ● Individual Activity: Author Portrayal-Reporting
1. The students will portray the author assigned by their
teacher.
2. Aside from portraying the author, the students will
present the background and discuss the contribution of
the Filipino writers to the Philippine literature and
society.
▪ NCR: Lualhati Bautista

● Individual Activity: 1-minute essay

1. Describe the present situation of the Philippine
Literature in the society
2. The students will present their work for 3 minutes.

● Pair Activity: Family Tree

1. The students will choose a partner and will read the
Tales of Halawod River (A Visayan Epic) which is the
HINILAWOD.
2. After reading the material, the students will make a
Family Tree of the characters of the Epic “Hinilawod”
and explain the role of each Hinilawod character.

● Individual Activity: Venn Diagram

1. The students will identify the dimensions of literary texts
the geographic, linguistic, and ethnic dimensions of
Philippine literary history from pre-colonial to the
contemporary by making a comparison and contrast.
2. The students will be given 20 minutes to do the activity.

● Performance Task: Filipino Film Adaptation –Role

Play
1. At the end of the lesson, the class will be divided into 2
or 3 groups with 10 members.
2. They will perform a Filipino Film Adaptation of a work of
a literary author.
3. Each group will only choose 6 scenes from the Filipino
Film that they will perform in the class.
4. The class will be given 5-8 minutes to present.

● Short Quiz
● Group Activity- Reporting
1. The students will be grouped into 3 and each is
B. Study and appreciation of assigned to 3 regions: Luzon, Visayas, and Mindanao.
literary texts from the
6-8
2. The students will report the literary genres presented by
different regions written in the authors to each region.
different genres covering: 3. Each group must understand and discuss the genre
encompassing the Luzon, Visayas and Mindanao
1. regions in Luzon, Visayas, Region.
Mindanao 4. Each group will be given 5 minutes to report.

2. major genres (poetry, fiction, ⮚ LUZON: Genres of Urban Writing- Flowers in the Crypt
drama, creative nonfiction, as by Catherine Garcia Dario
well as hyperpoetry, blogs, ⮚ VISAYAS: Hybrid Modes in Local Color - Annabella by
mobile phone Texttula, chick Magdalena G.Jalandoni
lit, speculative fiction, flash ⮚ MINDANAO: Literatures of Confict -The Kiram Building
fiction, etc.) by Christian Cabagnot

● Individual Activity: Concept Map

1. The students will make a concept map to differentiate
the texts’ genres from earlier to contemporary period.
2. The students will be given 20 minutes to do the activity.
⮚ LUZON: Genres of Urban Writing

● Individual Activity: Poem Writing

1. The students will construct a contemporary literary text.
2. The poem must consist of 3 stanzas, free verse, and
 figurative words.

● Individual Activity: Research and Tell

1. The students will examine and infer the meaning of
literary text by classifying the figurative language used.
⮚ Annabella by Magdalena G.Jalandoni

● Group Activity: Comic Book

1. The students will be grouped into 5 with 7 members.
2. Each group is assigned to make a comic book of short
story “Annabella by Magdalena G.Jalandoni”.
3. The students must show their creativity and will be
given 3 minutes to present their output.

● Individual Activity: Essay Writing

1. The students will analyze literary text focusing on its
biographical, linguistic, and sociocultural context of the
text.
⮚ The Kiram Building by Christian Cabagnot

 Short Quiz

9
MIDTERM EXAM
● Individual Activity: Venn Diagram
A. Literary genres, traditions 1. The students will compare and contrast the various
and forms from different 21st century literary genres and the ones from the
national literature and
10-
earlier genres/periods citing their elements, structures
cultures, namely, and traditions.
a. Asian, 2. The students will be given 20 minutes to do the activity.
15 b. Anglo-American,
c. European, ● Group Activity: Drama Presentation
d. Latin American, and 1. The students will be grouped into 3 and will present a
e. African drama entitled “The World is an Apple”
2. Each group must show their potentials of being an
actor/actresses and creativeness to present it.
B. Basic textual and 3. Each group will be given 5 minutes to present it.
contextual reading approach
in the
a. study, and
b. appreciation of literature.

● Individual Activity: Analyzing a Video

Creative Representation of a 1. The students will watch the video interpreting the song
Literary Text of Levi Celerio, “Ang Pipit”.
1. Multimedia formats in
16-
2. After watching, the students will analyze the video and
interpreting literary text will answer the questions given by the teacher.
2. Applying ICT Skills in
17 interpreting literary text ● Group Activity: Animated Video
1. The class will be divided into 6 and each must show
their innovation skills.
2. They will appreciate the Filipino writers for their
influences in the Philippine Literature and society by
making an animated video.
3. The video is a maximum of 3 minutes for each group.
4. The video must consist the Filipino writers' contributions
in the Philippines.

18/
FINAL EXAM/CULMINATING ACTIVITY
19
Prepared by:
Diana M. De Quintos
Subject Teacher