ASIAN COLLEGE OF TECHNOLOGY–INTERNATIONAL EDUCATIONAL

FOUNDATION
Corner
ACT VISION Leon Kilat & P.del Rosario, Streets, Cebu
ISDCity,
VISIONPhilippines

Asian College of Technology International Educational Foundation is a

dynamic educational institution with esteemed professionalism
committed to develop highly competent, globally competitive, and
socially responsible Asianistas.
SUBJECT SYLLABUS
ACT MISSION ISD MISSION
To offer relevant and value-laden educational programs, imbued with GRADE 11/12 21st CENTURY LITERATURE
learning opportunities and experiences, responsive to the demands of FROM THE PHILIPPINES AND THE WORLD
the local and global communities, geared towards the holistic School Year 2021–2022
formation of Asianistas.
Subject Description
ACT GOALS AND OBJECTIVES ISD GOALS AND OBJECTIVES
This course aims to engage students in
A. RELEVANT AND EXCELLENT EDUCATION appreciation and critical study of 21st Century Literature
1. To offer innovative curricular programs responsive to the needs of from the Philippines and the World encompassing their
the industry; various dimensions, genres, elements, structures,
2. To provide regular faculty development programs; and contexts, and traditions.
3. To optimize learning through technology- enhanced instruction.
4. To integrate values in all phases of instruction in order to develop
students become responsible and authentic members of the
society. Prepared by: MS. MARISTELA GALIA, MR. RAM JAY
B. FUNCTIONAL RESEARCH PROGRAMS ENSALADA
1. To cultivate and nurture a culture of research through maximum
utilization of outputs geared toward uplifting the quality of
instruction and the living conditions of the community we serve; ACT-IEF CORE VALUES
2. To disseminate research outputs in local and international form Recommending Approval: MR. KEVIN ELESEO
and journals; and Adaptability Senior High—Program Coordinator
3. To establish linkage with local and global research institutions and Service
organizations. Industry
Achievement-Oriented Approved by: MR. JERVIN ALEGADO
C. PARTICIPATORY AND SUSTAINABLE COMMUNITY SERVICES Principal
Nurturance
1. To forge collaborative programs that improve the economic and
social conditions of the community; and Innovativeness
2. To cultivate the physical, intellectual, emotional, spiritual and Self-Reliance
social consciousness of Asianistas as partners in building self- Teamwork
sufficient and sustainable communities. Accountability
LEARNING AREA STANDARD: The learner demonstrates understanding and appreciation of the 21 st century Philippine literature of the region where the school is located in relation to the literature of other
regions in the country , as applied—using appropriate multimedia—in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

FIRST QUARTER
First Quarter Content Standard: The learner demonstrates understanding and appreciation of the elements and contexts of 21 st century Philippine literature from the regions.
First Quarter Performance Standards: 1. CRITICAL THINKING; 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.
VALUES & MULTIPLE
TIME LEARNING TEACHING-LEARNING RESOURCES/
CONTENT INTELLIGENCES ASSESSMENT
FRAME COMPETENCIES INTEGRATION
ACTIVITIES MATERIALS

2 weeks Students will be able to:
Q1LC1
Compare and contrast the
various 21st century literary
genres and the ones from the
earlier genres/periods citing their
elements, structures and
traditions
UNIT I— An Overview of
Philippine Literary
History
Lesson I
Timeline of Philippine
Literature
1. The two-way relationship
between literature and history
2. How the formation and
survival of literary genres are
contingent to history
3. Literature as a fertile ground
for developing nationalist
consciousness
Students will show the Students will attain Students understanding and
value of: understanding and competencies will be made
competencies through: evident through:
 Appreciation of local o “About the Philippines”
literary heritage Reading online articles (secondary http://www.ph.undp.org/co Formative Assessment
 Appreciation of sources) that further develop the ntent/philippines/en/home/
linguistic, thematic, points raised in this lesson countryinfo.html 
and stylistic diversity Pair/Group Activity—students are o Timeline of Philippine  Summarizing the timeline of
of Philippine regional asked to answer comprehension Literature in History (e.g., Philippine Literature by supplying
literatures questions during discussion, or in oral and written form, the information needed on a table
 Appreciation for the form of a quiz, homework, myths, legends, folktales, given
emergent, non- seatwork, group work, etc., films, plays)  Exit Slips
canonical, lesser- (whichever the teacher requires) o 21st Century Literature by
known works from Home Reading Isagani Cruz Summative Assessment
the regions Lecture
 Paper – pencil test about the
Philippine Literary History

Lesson 2

Introduction to the 21st Century

Literature

2 weeks Q1LC2a
Writing a close analysis and
critical interpretation of literary
texts and doing an adaptation of
these require from the learner
the ability to identify:
UNIT 2—The Region in  Innovation, or of Answering comprehension and o Hand-outs Formative Assessment
Focus: Selected recreating old forms close reading guide questions (via o Literary History of Luzon
Contemporary Issues into new ones class discussion, group work, https://prezi.com/p/cmnlzotl  Research about Ilo cos (Prominent
quiz, seatwork, homework, etc., athd/luzon-literature/ families, history and literature) and
Lesson 1 whichever the teacher requires) o “Apo on the wall” by BJ Martial Law
Home Reading Patino  Pencil-paper exercises and seat
Luzon: Genres of Urban Sharing experiences works

a. the geographic, linguistic, and
ethnic dimensions of Philippine
literary history from pre-colonial
to the contemporary
Q1LC3
Discuss how different contexts
enhance the text’s meaning and
enrich the reader’s
understanding
Q1LC5
Do self- and/or peer-assessment
of the creative adaptation of a
literary text, based on
rationalized criteria, prior to
presentation
2 weeks Q1LC2-ab
Writing a close analysis and
critical interpretation of literary
texts and doing an adaptation of
these require from the learner
the ability to identify:
a. the geographic, linguistic, and
ethnic dimensions of Philippine
literary history from pre-colonial
to the contemporary
b. representative texts and
authors from each region (e.g.,
engage in oral history research
with focus on key personalities
from the students’
region/province/town)
Q1LC3
Discuss how different contexts
enhance the text’s meaning and
enrich the reader’s
understanding
Q1LC4
Writing
1. The Role of literacy and the
internet in creating an
atmosphere conducive to 21st
century genres
2. Genre case study: creative
nonfiction; modern tanaga or
text tula, mars ravelo comics
Lesson 2
Visayas: Hybrid Modes in Local
Color
1. The Role of history and local
culture in the development and
merging genres
2. Genre case study: romantic
novel as popular literature
3. Genre Case Study:
metafiction as a genre that self-
consciously combines various
genres
Creative adaptation of prose into
posters
Lecture
 Innovation, or of Answering comprehension and
recreating old forms close reading guide questions (via
into new ones class discussion, group work,
 Appreciation of local quiz, seatwork, homework, etc.,
and popular tradition whichever the teacher requires)
Think-Pair Share
Home Reading
Journal Entry
Lecture
Jigsaw Technique
 Poster reflecting the theme “The
Existence of Martial Law in the
Present Times”.
 Exit Slips
Summative Assessment
 Close Analysis of the text “Apo on
the wall” by BJ Patino
o Hand-outs Formative assessment
o “Bingo!” by E.S. Godin
 Research on the evolution of
entertainment practices of the
people in Visayas
 Portfolio—Local Authors and their
piece
 Pencil-paper exercises and
seatworks
 Exit Slips
Summative Assessment
 Deconstruction of the piece “Bingo!”
by E.S. Godin in a form of a Radio
Drama (Recording)
 Produce a creative
representation of a literary text
by applying multimedia and ICT
skills
2 weeks Q1LC2-a
Writing a close analysis and
critical interpretation of literary
texts and doing an adaptation of
these require from the learner
the ability to identify:
a. the geographic, linguistic, and
ethnic dimensions of Philippine
literary history from pre-colonial
to the contemporary
Q1LC3
Discuss how different contexts
enhance the text’s meaning and
enrich the reader’s
understanding
Lesson 3
Mindanao: Literatures of
Conflict
1. The Role of Mindanao
history (marginalization of
certain groups of people,
displacement from ancestral
lands, colonization) in shaping
region’s literary output
2. Case study: literary
anthologies
 Sensitivity to issues Answering comprehension and
involving historical close reading guide questions (via
grievances and class discussion, group work,
conflicts quiz, seatwork, homework, etc.,
whichever the teacher requires)
Think-Pair Share
Home Reading
Lecture
Formative Assessment
o I Higaonon by
Telesforo Sungkit Jr  Research about Lumads in
Mindanao
 Review of a Mindanao-based
literary journal
 Pencil-paper exercises and
seatworks
 Exit Slips
Summative Assessment
 Poem composition in response to
selected text
POV: Colonizer
References
A. Textbooks
Maria Gabriela P. Martin, Alona U. Guevarra, and Emar Ivery del Campo,Beyond Borders Reading Literature in the 21 st century, 1st Edition, PHOENIX PUBLISHING HOUSE INC., 2016.
Mark Anthony Cayanan, Fine Lines: Writing Poetry, Fiction, and Drama, SIBS Publishing House, Inc., 2016

B. Websites
http://www.ph.undp.org/content/philippines/en/home/countryinfo.html
http://www.gmanetwork.com/news/story/184020/opinion/building-the-national
https://creativenonfiction.org/online-reading/what-creative-nonfiction#sthash.OU30TCWj.oZLKSct4.dpuf