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Summary:
The course 21st Century Literature from the Philippines and the World, covers two subjects:
Philippine Literatures—written either in Filipino or translated to English—which covers the
development of literature in various regions of the Philippines; and World Literature, which
includes the literary genres and selected masterpieces produced in different parts of the globe.
Since it is a must that one needs to learn first about his or her own kind: the people, their
communal experience, culture; and their surroundings in order to know his or her own identity,
the first part of the course, thus begins with a discussion of the 21st Century Literature in
various regions which will follow the different historical periods in Philippine history.
The topic in this performance task will include and begin first with a short introduction of
Literature to make sure that students are well informed about the genres that they need to focus
on. After this brief introduction, the early genres of Precolonial Literature will then follow until
the Contemporary Period.
Content Standard:
1. The learner will be able to identify and understand the different Filipino literary forms.
2. The learner will be able to explain orally and in writing their comprehension of literary
selections.
3. The learner will have a better appreciation of Philippine literature as well as the mores and
cultures of the times.
Performance Standard: The learner will be able to demonstrate understanding and appreciation
of 21st Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme,
with a description of its context derived from research; and
2. an adaptation of a text into other creative forms using multimedia.
Essential Questions:
1. Why read and study literature?
2. What is 21st Century Philippine Literature?
At the end of the session, 85% the learners should be able to:
Learning Plan:
Include:
A list of all the required resources such as apps, links, copies of literary selections, and
other learning resources to be sent to the students
A list of activities with samples descriptions, template, and instructions (per week)
List of links, codes, copies of PowerPoint and Word files for assessment
BEFORE:
Teacher prepares the google classroom, the house rules during class meetings, assigns prayer
leaders and energizers, uploads learning materials, literary selections, and activities, prepares a
quiz/rubric as an assessment tool, and gives assignment or could give immediate remedial for
students.
DURING:
Implementation/Facilitation Steps-
Preliminaries
1.The teacher creates a class in google classroom.
2. The teacher inform the students their class codes thru messenger.
3. The students access the google classroom.
Actual
1. The teacher will send thru messenger/google classroom the link for google meet.
2. Once accessed, the class starts with an attention, checking of students present
followed by a prayer, and the house rules in online class meeting
3. Teacher discusses the lesson for 30mins.
4. The students will access posted materials, quizzes, and assignment.
5. The students will be provided with the links or file for the activities and
assessment.
6. The teacher will assess the students if the lesson will continue to the next.
7. The teacher will give remedial lesson immediately to those who are not ready
for the next lesson.
Accommodations: Meeting Students where They Are: (Collaborate with other teachers when
needed)
Actual Performance Task: Student Outcome, Output or Performance (Add the Performance
Task as an attachment)
Student can take quiz, answer their assignment, teachers can require their student to
submit video as their activity to be mark as output
Quipper.com links, teacher’s rubric, and google classroom built-in rubric to help teachers assess
the students’ output especially if it is a written output.
AFTER:
The teacher evaluates the students thru their finished outputs which are displayed on the google
classroom.
(Add Set 1 and Set 2 of as attachments. There are a total of four (4) attachments)
REFLECTIONS:
3. Looking at the evidence of the students’ work, what strengths and weaknesses did you
identify?
4. What are your next steps for addressing these areas? What ideas do you have for
performance tasks?
Focus of Task:
(Describe the problem and the project or performance as it relates to the identified content
standards)
The Task:
06-08-2020
Signature of Teacher
Date Submitted
Adopted from WVDE.US/2018