WORKSHEET 2.

Literature in the K to 12 English Curriculum

1. Directions: List the literature and reading competencies in the Grades 7-12 English
Curriculum and complete the table below. Please note repetition of competencies
that are spread across weeks and quarters by writing the codes beside the repeated
competencies.

Worksheet 2. Literature Competencies

Grade Level Literature Competencies Reading Competencies

Grade 7

Grade 8

Grade 9

Grade 10 N10LT-Ia14.2: Explain how the EN10RC-Ia-2.15.2: Determine

elements specific to a selection
the effect of textual aids like
build its theme advance organizers, titles, non-
EN10LT-IIa14 linear illustrations, etc. on the
N10LT-IIb14.2 understanding of a text
N10LT-IIId14.2 EN10RC-Ib-2.15.2
N10LT-IVf14.2 EN10RC-Ic-2.15.2
EN10RC-Id-2.15.2
EN10LT-Ib-2.2: Explain how the EN10RC-Ie-2.15.2
elements specific to a genre
contribute to the theme of a EN10RC-If-21: Compare new
particular literary selection insights with previous
EN10LT-Ic-2.2 learnings
EN10LT-Id-2.2 EN10RC-Ig-21
EN10LT-Ie-2.2 EN10RC-Ih-21

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 EN10LT-If-2.2 EN10RC-Ii-21
N10LT-IIc2.2
EN10LT-IId2.2 EN10RC-IIa-11: Transcode
N10LT-IIe2.2 information from linear to
N10LT-IIf2.2 non-linear texts and vice-versa
N10LT-IIIa2.2
N10LT-IIIb2.2 EN10RC-IIb-11.2: Explain
EN10LT-IVa2.2 illustrations from linear to
N10LT-IVb2.2 nonlinear texts and vice versa

EN10LT-Ib2.2.1: Express EN10RC-IIc-5.4: Present

appreciation for sensory images information using tables,
used graphs, and maps
N10LT-IIc2.2.1
0LT-IIIa2.2.1 EN10SS-IId-1.5.2: Scan for
EN10LT-IVa2.2.1 needed information

EN10LT-Ic2.2.2: Explain the EN10RC-IIe-7.3: Read closely

literary devices used to get the author’s purpose
N10LT-Id2.2.2
N10LT-IId2.2.2 EN10RC-IIf-13.1: Read closely
EN10LT-IIIb2.2.2 to get explicitly and implicitly
EN10LT-IV-b2.2.2 stated information
EN10RC-IIg-13.1
EN10LT-Ie2.2.3: Determine
tone, mood, technique, and EN10RC-IIh-2.22: Evaluate
purpose of the author text content, elements,
N10LT-If2.2.3 features, and properties using
N10LT-IIe2.2.3 a set of criteria
N10LT-IIf2.2.3 EN10RC-IIi-2.22
EN10LT-IIIc2.2.3
N10LT-IVc2.2.3 EN10RC-IIIa-22.1: Overall
artistic value of the structure
EN10LT-Ig-3: Explain how a and elements of the selection
selection may be influenced by (structuralist/formalist)
culture, history, environment, or
other factors EN10RC-IIIb-22.2: Treatment
EN10LT-IIh-3 of underlying or overarching
EN10LT-IIIe-3 issue concerning human
EN10LT-IIIf-3 experience (moralist)
EN10LT-IVg-3
EN10RC-IIIc-22.3: Power
EN10LT-Ih-2.3: Draw struggles of characters

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 similarities and differences of
the featured selections in
relation to the theme
N10LT-IIg2.3
N10LT-IIIh2.3
EN10-LT-IVd2.3
EN10-LT-IVh2.3
EN10LT-Ii-18: Evaluate
literature as a way of expressing
and resolving one’s personal
conflicts
EN10LT-IIi-19: Evaluate
literature as a vehicle of
expressing and resolving
conflicts between and among
individuals or groups
N10LT-IIIg20: Evaluate
literature as a source of wisdom
in expressing and resolving
conflicts between individuals or
groups and nature
N10LT-IIIi20
N10LT-IVe21: Evaluate
literature as an instrument to
express and resolve conflicts
within, between, and among
societies
EN10LT-IVi-21
EN10VC-IVc-29: Appraise the
unity of plot, setting and
characterization in a material
viewed to achieve the writer’s
purpose
Literature in the ESL Class MCPapango
(Marxist)
EN10RC-IIId-22.4: Gender
relationships of characters
(feminist)
EN10RC-IIIe-22.5: Relevance
of the selection to the historical
context during which it was
produced (historical)
EN10RC-IIIf-2.18: Personal
significance of the selection to
the reader (reader response)
EN10RC-IIIg-2.18
EN10RC-IIIh-23.1: Identifying
textual details that affirm or
refute a claim
EN10RC-IIIi-3.1.12: Examining
biases
EN10SS-IVa-1.5: Use
locational skills to gather
information from primary and
secondary sources of
information
EN10SS-IVb-1.7: Get vital
information from various
websites on the internet
EN10SS-IVc-1.8: Synthesize
essential information about a
chosen issue
EN10RC-IVd-2.13: Distinguish
facts from beliefs
EN10RC-IVe-15.1: Evaluate
the accuracy of given
information
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 EN10RC-IVf-2.12: Draw
conclusions from the set of
details
EN10RC-IVg-2.12

EN10SS-IVh-1.8.1: Point out

relationships among
statements

EN10RC-IVi-10.2: Distinguish
between general and specific
statements
Senior High EN10VC-IVa-15: Compare and
School contrast the contents of the
materials viewed with outside
sources of information in terms
of accessibility and
effectiveness

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2. Directions: Analyze the list of competencies in the previous task and answer the
following questions.

a. How is literature treated in the Junior High School (JHS) curriculum? Is it

treated as a specific content for teaching literary competence, as a resource
for language concepts, or both? Explain your answer.

In the JHS curriculum, literature is treated both as a specific content of

knowledge and skills and as a resource for language concepts. The program
standard is for the Grade 10 learners to demonstrate their communicative
competence and critical literacy, and the content and performance standards
are linked to language concepts, as they mention that the learners must
perform activities that would show and strengthen their skills in the English
language conventions through critical analysis of literature.

As per stated in the literature competencies, Grade 10 students will

demonstrate knowledge of language concepts by studying literature to be
competent in explaining and appraising literary elements, drawing
similarities and differences, and evaluating literary texts. Thus, these
competencies are aligned with the development of the learners'
understanding of literary texts. In addition to that, the learners would be able
to build strong content language and enhance their literacy skills since these
emphasize their critical thinking and analytical skills.

b. How is literature treated in the Senior High School (SHS) curriculum? Is it

similar to or different from the treatment of literature in JHS? How so?

Discussion on Literature in JHS is part of the English subject. Since there

are several English topics that need to be discussed per quarter, literature is
not given much focus. In SHS, one core subject is intended for teaching or
focuses on literature only, which is 21st Century Literature from the
Philippines and the World. JHS learning competencies center more on
analyzing the literary elements of the text, while SHS subject on literature
encompasses broader topics. As stated in the k to 12 curriculum guide from
DepEd, the course aims to engage students in critical study and appreciation
of 21st Century Literature from the Philippines and the World; which means
that the subject main objective is to make students deeply analyze or make a
critical interpretation of the text by not only focusing on its literary elements
but also studying its author's background, its biographical, linguistic, and
sociocultural contexts and explaining how these contexts are related to and
enhance the text's meaning, to name a few.

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 c. How are the literature competencies developed in the curriculum? Are the
competencies developed through spiral and cumulative progression where
repetitions of topics occur or are they graded from the simplest
competencies to the more complex ones from Grade 7 through 10? Explain
your point.

The literature competencies were developed through a spiral and

cumulative progression. From Grade 7 through 10, there are notable similarities
and repetitions on the assigned competencies for each grade. Some of these
similarities are: literary devices; similarities and differences; literary genres and
their elements; and mood, technique, and purpose of the author. Also, there is a
change of verb use in the competencies. In Grade 7, the main verb used is
Discover; whereas in Grade 8, Describe is often used. For Grade 9, Analyze is
used, and the verb Evaluate only showed up in Grade 10. This reflects the use of
Bloom’s Taxonomy in creating these competencies from simple to complex
throughout the curriculum.
The one difference the grades have is the literature stated in the content
standard:

Grade Literature

7 Philippine Literature

8 Afro-Asian Literature

9 Anglo-American Literature

10 World Literature

The differences in literature shows that the skills of the learners are being
repetitively applied in various contexts to reinforce them.

d. How are the literature competencies stated? Are they stated in specific
competency statements or are they broadly phrased that they need
unpacking? What are some examples of broad competency statements that
need unpacking?

The literature competencies were arranged based on Bloom's taxonomy,

framed with action verbs that indicate their level of complexity and specificity.
As these competencies are meant to be adopted by all teachers in the country, it
is evident that most of them are broadly phrased and still require unpacking.
Teachers are allowed to divide them into chunks of attainable and focused
learning targets depending on the needs of the students.

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 A few examples of broad competencies that need unpacking are:
1. EN10LT-Ib2.2.1: Express appreciation for sensory images used

Possible Sub-competencies:
Identify the different types of sensory images
Locate the sensory images used in a literature
Determine the purpose of the author in using sensory images in writing

2. EN10VC-IVc-29: Appraise the unity of plot, setting, and characterization in a

material viewed to achieve the writer’s purpose

Possible Sub-competencies:
Recall the major parts of a story
Identify the main and supporting ideas in specific paragraphs in a story
Summarize reading text based on elements: characters, setting, plot, and
theme

e. Judging from the list of competencies, would you say that the literature
competencies are enough for Junior High School students to master the
reading and understanding of literary texts in the language class? Explain
your answer.

The literature competencies are enough for Junior High School students to
master the reading and understanding of given texts, as it is designed in
accordance to Jerome Brunner’s concept of spiral curriculum. The concepts are
presented in repetition but with cumulative understanding and application.

Here is an example of competencies that show the logical progression of

the competencies from simple to complex and building on each other:

EN10LT-Ib2.2.1: Express appreciation for sensory images used

EN10LT-Ic2.2.2: Explain the literary devices used

EN10LT-Ie2.2.3: Determine tone, mood, technique, and purpose of the author

On targeting the use of sensory images and literary devices, the teacher can start
presenting short texts with different genres and let the students read, examine,
and determine the different uses of the sensory images and literary devices.
These two competencies can also scaffold student's skills in examining the text
itself and being able to determine the tone, mood, techniques, and purpose of the
author. These techniques target both reading and understanding.
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 This step by step approach helps students build on their prior knowledge
of the concept. As outlined in the curriculum guide’s list of competencies, they
are the breakdown of the key components needed in reading and analyzing texts.
When students are able to master the key components of literature, the teacher
can then unravel the broader parts of the text that will guide them in
understanding the background and point of view of the author. The teachers
must incorporate effective techniques to achieve long-term learning for the
student.
Above all, the teachers have the most important role, as they are the one
interpreting the competencies to create and implement the lesson plans. They
must have mastery of the content they are teaching to ensure that the lessons are
properly taught. Teachers must ensure that there will be no gaps in the content
and skills that learners will acquire.

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