Teaching Guide 21st Century.docx

Colegio de las Hijas de Jesus, Inc. Ledesma Street, Iloilo City Philippines PAASCU ACCREDITED LEVEL II

Teaching Guide Reading Literature in the 21st Century School Year 2017-2018 Quarter: First

Week:1

Content: Philippine Literature: Dimensions of a National Imaginary a. The Regional Approach to Reading Philippine Literature Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia.

Assessment

Learning Competencies

Students will be able to:

Learning Outcomes

At the end of the lesson, the learner must be able to:

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessm ent

Teaching Strategies

Reference Materials

Values Integration

Students will show the value of:

EN12lit-Ic-23 1. Value the contributions of local writers to the development of regional literary traditions

1.understand that local literatures are diverse and unique in themselves, and not in the way to be less valued compared with, say, literature from the “center”

2. read

extensively beyond the limited scope of their region

3. value the contribution of the local writers to the development of regional literary traditions.

Matching Game (Matching Names of the authors to his literary contributio n)

Think – Pair Share

Writing feature article Optional peer evaluati ve of feature article

Critical Paper (by Group)

Periodical Test and Unit Test

Reading Online Articles (Secondary Sources)

PowerPoint presentation

Group sharing

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

1. appreciation of local literary heritage 2. appreciation of linguistic, thematic, and styliustic diversity of Philippine regional literatures 3. Appreciation for emergent, noncanonical, lesser known works from the regions

Quarter: First

Week:2

Content: Philippine Literature: Dimensions of a National Imaginary a. An Overview of Philippine Literature Content Standards: The students will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

Summative

Learning Outcomes Diagnostic

The learner: 1. Identify the geographic, linguistic, and ethnic dimensions of Philippine literary history from precolonial to contemporary. 2. differentiate/compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their

Formative

Written Work

Performance Quarterly Task Assessment

At the end of the lesson, the learner must be able to:

1.understand the body of work we call “Philippine Literature” and its genres evolved in relation to our historical experience.

Teaching Strategies

Round table discussion Gallery Walk (Precolonial period to contemporar y period)

3-2-1 Countdow n

Essay

Critical Paper (by Group)

Periodical Test and Unit Test

Video presentation

Powerpoint presentation

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016) Youtube.com

Values Integration

Students will show the value of: 1. appreciatio n of graditional and modern literary forms

elements, structures, and traditions 3. infer literary meaning from literary language based on usage 4. analyze the figures of speech and other literary techniques and devices in the text 5. explain the literary, biographical, linguistic, and sociocultural context and discuss how they enhance the text’s meaning and enrich the reader’s understanding 6. explain the relationship of context with the text’s meaning.

7. appreciate the contributions of the canonical Filipino writers to the development of national literature. 8. infer literary meaning from literary language based on usage. 9. analyze the figures of speech and other literary techniques and devices in the text.

2. comprehend the geographic, linguistic and ethnic dimensions of Philippine literary history from precolonial to contemporary, and

3. compare various 21st century literary genres with ones from the earlier genres/periods, citing their elements, structures, and traditions.

Studentfacilitated presentation

2. critical thinking about the way contexts (history, conventions ) shape meanings

10. explain the literary, biographical, linguistic, and sociocultural context and discuss how they enhance the text’s meaning and enrich the reader’s understanding 11. situate the text in the context of the region and of the nation

Quarter: First

Week:3

Content: Content: Philippine Literature: Dimensions of a National Imaginary a. On National Literature and Its Social Dimensions Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. appreciate the contributions of the canonical Filipino writers to the development of national literature.

2. infer literary meaning from literary language based on usage. 3. analyze the figures of speech and other literary

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

At the end of the lesson, the learner must be able to:

1.independently use their learning to spot the difference between form and content, context and text – or to critically understand how

Teaching Strategies

Cooperative learning by triad

Question and Answer

Group Skit

Literary Critic

Critical Paper (by Group)

Periodical Test and Unit Test

Individual Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. appreciatio n of one’s national literary heritage 2. critical thinking about

techniques and devices in the text. 4. explain the literary, biographical, linguistic, and sociocultural context and discuss how they enhance the text’s meaning and enrich the reader’s understanding 5. situate the text in the context of the region and of the nation 6. explain the relationship of context with the text’s meaning.

forms (e.g. ideologies, genres) frame content, data or knowledge.

2. grasp the contributions of the canonical Filipino writers to the development of national literature

3. situate the text in the context of the region and the nation.

canons and categories

Quarter: First

Week: 4

Content: Philippine Literature: Dimensions of a National Imaginary a. How to Contribute to the Development of Local Literature Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. identify representative texts and authors from each region (e.g. engage in oral history research with focus on key personalities from the student’s region/province/ town.)

Learning Outcomes

Teaching Strategies

Summative Diagnostic

Formative

Written Work

Performance Task

1. independently use their learning to go beyond the givens of limitations of one’s knowledge by conducting research.

Reflection/ Guide Questions

Resear chedbased paper

Critical Paper (by Group)

Values Integration

Quarterly Assessment

At the end of the lesson, the learner must be able to: Picture Game: Local Artist

Reference Materials

Periodical Test and Unit Test

Student – Teacher consultation s

Peer Review

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Students will show the value of: 1. research as a 21st century skill

2. value the contributions of local writers to the development of regional literary traditions. 3. analyze the figures of speech and other literary techniques and devices in the text 4. explain the literary; biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding 5. situate the text in the context of the region and of the nation 6. explain the relationship of context with the text’s meaning.

2. understand that through research or sustained interest in our town’s/province’s/r egion’s literature and literary history, we help strengthen our locality’s selfknowledge and self-definition.

Quarter: First

Week: 5

Content: The Regions in Focus: Selected Contemporary Issues a. Luzon: Genres of Urban Writing Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. value the contributions of local writers to the development of regional literary traditions

2. differentiate/compare and contrast the various 21st century literary genres and the ones from the earlier genres/ periods

Learning Outcomes

Summative Diagnostic

Formative

At the end of the lesson, the learner must be able to:

1. independently use their learning to recreate old forms into newer ones 2. understand the new

Openended Statement

Classroo m polls

Written Work

Text tula inspired by another literary text of another genre

Performance Task

Quarterly Assessment

Teaching Strategies

PowerPoint Presentatio n

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Video Clips

Video Clips

Sharing of experiences Critical Paper (by Group)

Periodical Test and Unit Test

Reference Materials

Values Integration

Students will show the value of: 1. innovation or recreating old forms into new ones

citing their elements, structures, and traditions. 3. analyze the figures of speech and other literary techniques and devices in the text 4. explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding 5. situate the text in the context of the region and of the nation 6. explain the relationship of context with the text’s meaning.

7. produce a creative representation of a literary text by applying multimedia skills/ choose an appropriate multimedia form of interpreting a literary text 8. apply ICT skills in crafting an adaptation of the literary text.

dispensations spawn new kinds of literary expressions; for instance, the ubiquity of mobile phones and the limited number of characters per text message encouraged the creation of text tula, which merges an old literary form with new technology

9. do self-and/or peerassessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation

Quarter: First

Week: 6

Content: The Regions in Focus: Selected Contemporary Issues a. Visayas: Hybrid Modes in Local Color Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. value the contributions of local writers to the development of regional literary traditions 2. analyze the figures of speech and other literary techniques and devices in the text

Learning Outcomes

Summative Diagnostic

Formative

At the end of the lesson, the learner must be able to: 1. independently use their learning to harness folk and popular energies in contemporary efforts. 2. understand that some

Trivia Questions

Exit Tickets

Written Work

Report on Visayan Literatur e other than Hiligayn on and Cebuan o, or Visayan

Performance Task

Critical Paper (by Group)

Quarterly Assessment

Periodical Test and Unit Test

Teaching Strategies

PowerPoint Presentation

Individual Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. innovation or recreating old forms into new ones 2. appreciation of local and popular tradition

3. explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding 4. situate the text in the context of the region and the nation 5. explain the relationship of context with the text’s meaning.

literary forms labeled “low culture” (like the romantic novel and teleserye) have folk roots and were ingeniously created by vernacular writers responding to new realities while staying in touch with local traditions.

literatur e in English

Quarter: First

Week: 7

Content: The Regions in Focus: Selected Contemporary Issues a. Mindanao: Literatures of Conflict Content Standards: The students will be able to understand and appreciate the elements and contexts of 21st century Philippine literature from the regions. Performance Standards: 1. (Critical Research) 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. 2. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. value the contributions of local writers to the development of regional literary traditions 2. analyze the figures of speech and other literary techniques and devices in the text

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

At the end of the lesson, the learner must be able to: 1. independently use their learning to harness folk and popular energies in contemporary efforts, 2. understand that literature can be a site of important

Question and Answer

Review of a 3-2-1 Mindana Countdow o-based n literary journal

Critical Paper (by Group)

Periodical Test and Unit Test

Teaching Strategies

PowerPoint Presentatio n

Group Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. sensitivity to issues involving historical grievances and conflicts

3. explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding 4. situate the text in the context of the region and the nation 5. explain the relationship of context with the text’s meaning.

cultural dialogue, especially those involving how historical forces (like colonization) and institutions (like the government) have come in conflict with indigenous points of view.

Quarter: First

Week: 8

Content: What is “Literature” Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. explain the text in terms of literary elements, genres, and tradition 2. compare and contrast the various 21st century literary genres and their elements, structures, and

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

Teaching Strategies

At the end of the lesson, the learner is able to: 1. understand text exist in context – authors, readers, other texts and the world. 2. infer cultural and social contexts shaped the emergence

Question and Answer

1 sentence summary

Quiz: Literary Element s

Critical Paper (by Group)

Periodical Test and Unit Test

Pair Mentoring

Pair Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. appreciatio n of literature as art 2. being analytical of the various

traditions from across the globe 3. analyze the figures of speech and other literary techniques and devices in the text

and development of linguistic art forms, both oral and written.

3. adapt a certain historicalmaterial changes 4. distinguish literary uses (”modernity”) of language from the shaped linguistic nonliterary and understand art forms into their use as well as the what we now formal features and the know as modern conventions of literature literature 5. explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they enhance the text’s meaning and enrich the reader’s understanding 6. examine the relationship between text and context 7. produce a creative representation of a literary text by applying multimedia skills/ choose an appropriate multimedia form of interpreting a literary text

uses of language 3. critical thinking about established values and norms

Colegio de las Hijas de Jesus, Inc. Ledesma Street, Iloilo City Philippines PAASCU ACCREDITED LEVEL II

Teaching Guide Reading Literature in the 21st Century School Year 2017-2018 Quarter: Second

Week: 1

Content: What is “World Literature”? Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

Teaching Strategies

Reference Materials

Values Integration

The learner: 1. identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa; 2. explain the text in terms of literary elements, genres and traditions; 3. situate the text in the contexts of the region, nation, and the world; 4. appreciate the cultural and aesthetic diversity of literature of the world

At the end of the lesson, the learner is able to: At the end of the lesson, the learner is able to: 1. understand that world literature today is best understood in the context of globalization as “a mode of circulation and a mode of reading” rather than as a canon of great works

2. independently use their 5. identify the figures of learning to be a speech and other literary critical of how techniques and devices in forces of the text globalization influence our 6. explain the biographical, values, linguistic, and sociological behaviors, contexts and discuss how tastes, standards they enhance the text’s and perspectives meaning and the reader’s understanding 3. group themselves and

Students will show the value of:

Question and Answer

Think-pair Share

Adaptati on of a literary art form (a poem) into a visual art form (a collage)

Creative Part: Poetry in motion

Periodical Test and Unit Test

Sharing of views in small group discussion

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

1. appreciatio n of linguistic, thematic, and stylistic diversity of world literature 2. critical thinking about socalled literary values

7. Examine the relationship between text and context 8. Produce a creative representation of a literary text by applying multimedia skills/choose appropriate multimedia form of interpreting a literary text 9. Do self-and/or peerassessment of the creative adaptation of a literary text, based on rationalized criteria, prior to presentation

work with a certain literary literature.

Quarter: Second

Week: 2

Content: Literatures of the Global North Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner:

1. identify representative texts and authors from Asia, North America, Europe, Latin America, and Africa; 2. explain the text in terms of literary elements, genres and traditions;

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

Teaching Strategies

At the end of the lesson, the learner is able to: 1. understand literatures from the Global North(also called Western literature) designate works written from the metropolitan centers of the world, today’s

Gallery Walk: History of Literatures in the North

Round Robin Chart

Multime dia Report

Creative Part: Poetry in motion

Periodical Test and Unit Test

PowerPoint Presentatio n

Student led Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. appreciatio n of linguistic, thematic, and stylistic diversity of world literature

global superpowers. 3. situate the text in the contexts of the region, nation, and the world; 4. appreciate the cultural and aesthetic diversity of literature of the world 5. identify the figures of speech and other literary techniques and devices in the text. 6. examine the relationship between text and context 7. explain the biographical, linguistic, and sociological contexts and discuss how they enhance the text’s meaning and the reader’s understanding.

2. increase awareness on contemporary western literature 3. examine the cultural and aesthetic diversity of literature of the world

Peer Mentoring

2. reflective thinking or selfreflexivity (awareness of how “fictions” shape our real lives)

Quarter: Second

Week: 3

Content: Critical Issues of the 21st Century a. Globalization, Migration, and Hybridity Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. understand the literary meaning in context and the use of critical reading strategies 2. examine the relationship between text and context

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

At the end of the lesson, the learner is able to: 1. understand the cultural process of globalization

2. examine the literary meanings 3. explain the biographical, in context and linguistic, and sociological the use of critical

Question and Answer

Strategic Questioni ng

Selfreflexive personal essay

Creative Part: Poetry in motion

Periodical Test and Unit Test

Teaching Strategies

PowerPoint Presentatio n

Group Sharing

Reference Materials

Values Integration

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Students will show the value of: 1. understanding how to identify formation is contingent upon sociocultural realities (e.g. hybrid identities

contexts and discuss how they enhance the text’s meaning and the reader’s understanding.

reading strategies

brought about by migration and other forces of globalization)

Quarter: Second

Week: 4

Content: Class, Ideology, and Cultural Forms Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. understand the literary meaning in context and the use of critical reading strategies 2. examine the relationship between text and context

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

Teaching Strategies

At the end of the lesson, the learner is able to: 1. understand the historicalmaterial realities shape individual consciousness

2. grasp the idea 3. explain the biographical, of ideologies of linguistic, and sociological individuality in contexts and discuss how identity formation

Question and Answer

Pair Evaluatio n

Chick lit Group Report

Creative Part: Poetry in motion

Periodical Test and Unit Test

Pair Discussion

PowerPoint Presentatio n

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. understandi ng how identity formation is contingent upon sociocultura l realities

they enhance the text’s meaning and the reader’s understanding.

Individual Sharing

(e.g. class differences, neoliberal ideologies)

Quarter: Second

Week: 5

Content: Gender and Sexuality Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. understand the literary meaning in context and the use of critical reading strategies

Learning Outcomes

At the end of the lesson, the learner is able to:

1. understand gender identities 2. examine the as social relationship between text constructs rather and context than timeless or 3. explain the biographical, universal linguistic, and sociological categories contexts and discuss how

Summative Diagnostic

Picture Game and ArgyBargy

Formative

3-2-1 Countdow n

Written Work

Creative Writing

Performance Task

Creative Part: Poetry in motion

Quarterly Assessment

Periodical Test and Unit Test

Teaching Strategies

Individual Sharing of Insights

PowerPoint

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del Campo, 2016)

Values Integration

Students will show the value of: 1. understanding how identity formation is contingent upon sociocultural

they enhance the text’s meaning and the reader’s understanding.

2. use literary meaning in context and the use of critical reading strategies

realities (e.g. gender construction)

Quarter: Second

Week: 6

Content: Media, Technology, and Popular Culture Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. understand the literary meanings in context and the use of critical reading strategies 2. examine the relationship between text and context

Learning Outcomes

Summative Diagnostic

Formative

Written Work

Performance Task

Quarterly Assessment

Teaching Strategies

At the end of the lesson, the learner is able to: 1. understand the developments in media and technology

2. grasp that popular culture 3. explain the biographical, may be viewed linguistic, and sociological as a nuanced contexts and discuss how response to

Trivia

3-2-1 Countdow n

Selfreflexive Writing Exercise

Creative Part: Poetry in motion

Periodical Test and Unit Test

PowerPoint

Group Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona U. Guevarra and Emar Ivery Del

Values Integration

Students will show the value of: 1. understanding how identity formation is contingent upon sociocultural realities (e.g. dominance of media, technology, and popular culture)

they enhance the text’s meaning and the reader’s understanding.

overbearing, even oppressive, cultural norms

Campo, 2016)

Quarter: Second

Week: 7

Content: Languages and Translation Content Standards: The students will be able to understand and appreciate literary texts in various genres across national literatures and cultures. Performance Standards: 1. (Critical Research) 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; 2. (Self-reflexivity; use of critical framework) a critical paper that analyzes literary texts in relation to the context of the reader and the writer, or a critical paper that interprets literary texts using any of the critical approaches. 3. (Creativity) an adaptation of a text into other creative forms using multimedia. Assessment Learning Competencies

The learner: 1. understand the literary meanings in context and the use of critical reading strategies

Learning Outcomes

Summative Diagnostic

Formative

Written Work

At the end of the lesson, the learner is able to:

1. understand that translation of literary works 2. examine the is vital in relationship between text fostering and context communication 3. explain the biographical, and linguistic, and sociological understanding contexts and discuss how

Translatio n activity

10 -15 concept summary

Song Translati on

Performance Task

Creative Part: Poetry in motion

Quarterly Assessment

Periodical Test and Unit Test

Teaching Strategies

PowerPoint

Group Discussion

Reference Materials

Beyond Boarders Reading Literature in the 21st Century (Maria Gabriela P. Martin, Alona

Values Integration

Students will show the value of: 1. appreciation of cultural dimensions of language

they enhance the text’s meaning and the reader’s understanding.

2. examine that languages carry a culture’s view of the world.

U. Guevarra and Emar Ivery Del Campo, 2016)

Teaching Guide: Reading Literature in the 21st Century School Year 2017-2018

Roy M. Buenviaje