21st Century Literature from the Philippines and the World

CIDAM

Classroom Instruction Delivery Alignment Map (CIDAM)

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):N/A
Core Subject Description: 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.
Culminating Performance Standard: An adaptation of a text into other creative forms using multimedia
Power Standard:Understand the use of critical approaches to literature in understanding and interpreting a 21st century literary text.

Learning Competencies Highest Enabling

Strategy to Use in
Performance Standards Highest Thinking Skill to Assess
Developing the Highest
Content Thinking Skill to Assess
Content BEYOND
Standards MINIMUM KUD KUD
MINIMUM Assessment Technique Enabling
BEYOND RBT Teaching
MINIMUM General
MINIMUM Level Strategy
WW QA PC Strategy
Essential Being able to
Topic 1: The learner A written create a Compare and
will be able to close graphic contrast the various
Reading 21st understand analysis and organizer 21st century literary Compose a Picture
Century critical that will help song that Perfect;
and genres and their
Literature interpretation demonstrate U identifies
from the appreciate of literary mastery with elements, various Graphic Pre-
Philippines literary texts in texts in terms the 21st structures, and themes,tech Song Organizer Communi assigned
and the World various of form and Century traditions from niques and U Analyzin Lyrics cation Concepts
a. Common genres across theme, with a Texts’ across the globe critical g Compo Comparis
Themes, description of Themes and analysis sition on and for
national
Techniques, its context Techniques. applied in Contrast Facilitated
literature and Identify the figures
and Critical derived from And compare the 21st Group
cultures. of speech and other
Analysis research similarities U century Discussion
and literary techniques literature.
differences of and devices in the
perspectives text
with a
group/comm
unity.

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 21st Century Literature from the Philippines and the World
CIDAM

Learning Competencies Highest Enabling

Strategy to Use in
Performance Standards Highest Thinking Skill to Assess
Developing the Highest
Content Thinking Skill to Assess
Content BEYOND
Standards MINIMUM KUD KUD
MINIMUM Assessment Technique Enabling
BEYOND RBT Teaching
MINIMUM General
MINIMUM Level Strategy
WW QA PC Strategy
ESSENTIAL The learner The learner Writing a close Responding to
TOPIC #2 will be able will be able to analysis and critical the text’s
to demonstrate interpretation of theme through
Mapping the understand understandin literary texts and its critical
features of and g and doing an interpretation
Philippine Literature appreciate appreciation adaptation of these and analysis
a. Geographic, the of 21st require from the require from
Linguistic elements Century learner the ability the learner the
and ethnic and Philippine to: ability to
dimensions of contexts of literature
Philippine 21st from the 1. Identify the K explore U Evaluati Draw a Stage Reasonin Round
literary history century regions geographic thoughts on ng timeline of a talk g and Table
from pre- Philippine through: , linguistic how the the show proof Discussion
colonial to literature 1. written Produce and ethnic different Philippine like Or
the from the close askitthat maps dimensions literary literary “The Buzz
contemporar regions. analysis the features of of periods periods Buzz” session
y and critical literary text in Philippine affect the featurin
interpretati different literary manner of Using g the Jigsaw
on of a periods. history writing of Venn Philippi
literary from pre- the literary diagram, ne Talk Show
text in colonial to authors Compare literary
terms of the and history
form and contempor Contrast from
theme, ary pre- pre-
with a colonial colonial
descriptio texts to to the
n of its Contempo contem
context rary text, porary
derived looking period
from into

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21st Century Literature from the Philippines and the World
CIDAM

research context its

geographi
c,
linguistic
and ethnic
features.

b. Canonic The learner Written a Compile 1. Identify K Categorize U Analyzin Make a Communi Think
al will be able close and create a representat authors g graphic cation -Pair-Share
authors to analysis and photo ive texts according to organiz
and understand critical gallery and the er that Triad
works of and interpretation featuring authors genre/manner shows
Philippin appreciate of a literary canonical from each of their writing the Talking
e the text in terms authors, region in classifi Chips
National elements of form and their 2. Value the consideration cation
Artists and theme, with a background contributio to the region of
contexts of description of and their n of local they were in authors
21st its context work- writers to accordi
century derived from emphasizin the ng to
Philippine research g how their developme their
literature work nt of works
from the contributed regional
regions. to the literary
literature we traditions
have today. 3. Appreciate U U Evaluati Make Reasonin Reflection
the ng an g and through
contributio Demonstrate apostro proof guide
ns of the appreciation phe questions
canonical of the collage
Filipino contribution of featurin Differentiat
authors to Filipino g the ed
the canonical differen activities
developme authors and t (Emphatic
nt of national artists canoni awareness)
national through a cal
literature visual authors
representation from
(exhibit) various
regions

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 21st Century Literature from the Philippines and the World
CIDAM

Learning Competencies Highest Enabling

Strategy to Use in
Performance Standards Highest Thinking Skill to Assess
Developing the Highest
Content Thinking Skill to Assess
Content BEYOND
Standards MINIMUM KUD KUD
MINIMUM Assessment Technique Enabling
BEYOND RBT Teaching
MINIMUM General
MINIMUM Level Strategy
WW QA PC Strategy
ESSENTIAL The learner The learner Writing a close Demonstrating
TOPIC # 3 will be able will be able to analysis and critical critical
to demonstrate interpretation of thinking
21st Century understand understandin literary texts and through a
Literary Genres and g and doing an close analysis
(e.g. hyperpoetry, appreciate appreciation adaptation of these on the
blogs, mobile the elements of 21st require from the differences
phone, texttula, and contexts Century learner the ability and
chick lit, of 21st Philippine to: similarities of
speculative century literature literary genres
fiction, flash Philippine from the require the
fiction, etc.) literature regions learner the
from the through: ability to:
regions.
1. a written Demonstrat 6. Differentiate/ U Make a U Analyzin Workshee Debate Communi Think-Pair-
close e critical compare and Comparison g ts, Venn cation Share;
analysis thinking contrast the and Diagram Effective
and critical through a various 21st Contrast Questionin
interpretati close century literary diagram g
on of a analysis on genres and the showing the
literary the ones from similarities
text in differences earlier and
terms of and differences
genres/periods
form and similarities of literary
citing their
theme, of literary genres in
elements,
with a genres. different
descriptio structures and literary
n of its traditions periods.
context
derived Close
from 7. Infer literary U Interpret the U Analyzin Writing a Skit, Communi Reading;
research meaning from meaning/cont g skit Critical cation Literature
literal language ext of the Paper Circle;
based on usage literary texts Process
Writing

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 21st Century Literature from the Philippines and the World
CIDAM

Learning Competencies Highest Enabling

Strategy to Use in
Performance Standards Highest Thinking Skill to Assess
Developing the Highest
Content Thinking Skill to Assess
Content BEYOND
Standards MINIMUM KUD KUD
MINIMUM Assessment Technique Enabling
BEYOND RBT Teaching
MINIMUM General
MINIMUM Level Strategy
WW QA PC Strategy
ESSENTIAL The learner The learner Writing a close Responding to
TOPIC # 4 will be able will be able to analysis and critical the text’s
to demonstrate interpretation of theme through
21st Century understand understandin literary texts and its critical
Literary Texts and g and doing an interpretation
from the appreciate appreciation adaptation of these and analysis
Philippines the elements of 21st require from the require from
c. Literary and contexts Century learner the ability the learner the
Elements, of 21st Philippine to: ability to
Techniques, century literature
and Devices Philippine from the 8. infer literary U Extrapolate U Analyzin Open Close Communi Problemati
literature regions meaning from the meaning g Ended Analysi cation c
from the through: literal language based on Question; s and Solutions,
regions. 1. a written Perform based on the Workshe Interpr Talking
close critical usage language et; etation Chips
analysis interpretatio used in the Double- of the
and critical n and text that can Entry Text
interpretati analysis be related to Journal (Open
on of a based on real life Letter, Communi Frame
literary text’s theme 9. analyze the U experiences U Evaluatin Spoken cation Routine;Us
text in through figures of . g Concept Poetry, e of
terms of differentiate speech and Map; Role Worksheet
form and d activities. other literary Assess the Open Play) s
theme, techniques and significance Ended
with a devices in the of the Question;
descriptio text literary Workshe
n of its techniques ets
context and devices
derived in
from expressing
research; insights
10. explain the U based on U
literary, one’s Evaluatin Open Reasonin Differentiat
biographical, understandi g Ended g and ed

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21st Century Literature from the Philippines and the World
CIDAM

linguistic, and ng of the Question; Proof Activities

sociocultural text. Workshe
contexts and ets
discuss how
they enhance Evaluate the
the text’s role of
meaning and context in
enrich the understandin
reader’s g the literary,
understanding biographical,
linguistic,
and
sociocultural
milieu
presented in
text.

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 21st Century Literature from the Philippines and the World
CIDAM

Learning Competencies Highest Enabling

Strategy to Use in
Performance Standards Highest Thinking Skill to Assess
Developing the Highest
Content Thinking Skill to Assess
Content BEYOND
Standards MINIMUM KUD KUD
MINIMUM Assessment Technique Enabling
BEYOND RBT Teaching
MINIMUM General
MINIMUM Level Strategy
WW QA PC Strategy
ESSENTIAL The learner The learner Writing a close Illustrating the
TOPIC # 5 will be able will be able analysis and critical theme of the
to to interpretation of text based on
21st Century understand demonstrate literary texts and the 4Pics 1
Literary Texts and understandin doing an interpretation Word
from the World appreciate g and adaptation of these using the
d. Literary literary texts appreciation require from the critical
Elements, in various of 21st learner the ability approaches
Techniques, to: require from Graphic
genres century
and Devices the learner the Organizer
across literature of
e. Critical 2. explain the texts U ability to U Applyin Hand Poetry Connectio
national the world
Approaches in terms of g Web Poster n
literature and through: literary Analyze the Group
cultures. Illustrate the elements, literary Discussion
1. a written theme of the genres, and elements, ;
close analysis text based traditions genres, and Worksheet
and critical on the traditions
interpretation interpretatio
of a literary n using the Video
text in terms critical Viewing
of form and approaches 7. identify the Analyzin Picture Communi
theme, with figures of U U g Analysis; cation
a description speech and Draw the Word
of its context other literary concept of Web; Think-Pair
derived from techniques and the text Open Share
research devices in the through Ended
text analyzing Questions
the literary Paint Me A
8. explain the devices Picture
literary, used
biographical, Reasonin
linguistic, and Evaluat- Workshee g and
sociocultural ing ts; Open Proof Poster
contexts and U Apply the U Ended Making
discuss how critical Questions with Brief

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21st Century Literature from the Philippines and the World
CIDAM

they enhance approaches Explanatio

the text’s in analysing n
meaning and the different
enrich the literary text
reader’s
understanding

9. examine the
relationship
between text
and context

10. understand
literary
meanings in
context and the
use of critical
reading
strategies

Performance Task : The United Nations Children’s Fund (UNICEF) has approved your multimedia proposal to feature an adaptation of a contemporary world literary text that highlights
themes and values essential for the understanding of the human person and society in general. As a production manager, you and your team are tasked to produce a creative adaptation of
your approved chosen literary text. The output will be evaluated by UNICEF representatives based on the following criteria: quality of adaptation, creativity/originality, and fidelity to the
technical aspects of the medium used (i.e. film, podcast, radio, etc.)

Literal Transfer : The learner is able to respond to national and global issues through a comprehensive critical analysis and interpretation of texts.

Prepared by: Checked by:

BERNADETTE E. PIMENTEL, LPT JOAN B. DIMACULANGAN, LPT

Teacher English Coordinator

Noted by:

NILO S. GRET;CPA,PhD
School President/ Principal

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21st Century Literature from the Philippines and the World
CIDAM