But for now let us have first a deeper understanding on the English Program under K to 12

curriculum, during our college days this subject was not offer/ we don’t have subject like this, as the
curriculum evolving/ change in to K to 12, you have now Teaching English in the Elementary grades,
and then the first topic there, learning those English Program that we need to recognize as our guide in
teaching our young children.
 Describe the country’s English proficiency prior to the implementation of the K to 12
 Explain the features of the K to 12 English program
 Evaluate oneself as a literature teacher and come up innovative ways in teaching
literature to our young learners.

What is k to 12?
Republic ACT 10533 Covers Kindergarten, six years of primary education, four years of JUNIOR
HIGH school and two years of Senior High School

Why curriculum change into K to 12?

The National achievement TEST administered by the department of education in S.Y 2011-2012, the
last year of basic education in the Philippines revealed a passing rate in ENGLISH of only 66.27 %
for grade 6, and even lower passing rate of 51.80% for high school. Same as the major subjects.
This findings of country’s educational system have been perceived as one of the factors contributing
poor academic preparation of students in college prompting that the department of education adopt the
k to 2 curriculum 12

- It goals to create a functional basic system that will produce productive and responsible
citizens equipped with the essential learning and employment
- Creating more skilled students with basic skills for lifelong learning

Literature Program in K to 12
Where does literature come in the new curriculum?
Isagani R. Cruz offers a glimpse at the learning competencies standards in the new curriculum to see
if literature will finally be given its proper place in the education of our youth. The program
prescribes that “after 12 years of pre-university education, a student wishing to enter college should
be able to:

 Analyze themes, structures, and elements of myths, traditional narratives, and classical and
contemporary literature.

After the 12 basic education the students can analyze themes- the main idea or the meaning of some
literary piece, they will know the central message that the writer trying to convey,

For example the theme is about love, forgiveness, revenge…

Structure- how the story organized

Elements of myths- they will able to identify the characters, setting, plot, point of view

And they can analyze traditional, classical and contemporary literature

 Read a poem with proper pronunciation and appropriate emotion.

Before entering college they will able to read a poem with correct pronunciation, because
pronunciation is essential for effective communication

Appropriate emotion- they can fully understand / and feel what is the meaning of the text
  Recite at least ten poems from memory.
 Identify the characters, setting, theme, conflict, and type of a work of fiction.

Character- In a story, character is a human, animal, creature or an object. In order to execute the acts
and deliver the dialogues, authors use characters.

Setting- refers to place, time, weather condition, and even mood or atmosphere.

- The setting of a story is the environment your characters are in.

Theme- the central dominating idea.

Type of work of fiction-

A written stories about people and events that are not real: literature that tell stories which are
imagined by the writer.
- Literature created from the imagination
- Fiction is typically read for pleasure, entertainment
 Discuss literary devices, such as point of view and symbolism, used in a work of fiction.”

What are the literary devices? Imagery- Applying the five senses, figure of speech,

It will enhance our imagination and widens our critical thinking.

Those are the aims/ objectives that after the 12 years of basic education students have those
skills before entering college that according to ______________________.

There are competencies set in the Program in English under the K to 12 curriculum as the
target upon completing their academic level

COMPETENCIES
Competency- is an array of knowledge, skills and abilities (KSAs) required to successfully perform a
specific task (Competencies and Learning Objectives, 2020).

Competency is the required series of knowledge, abilities, and skills to perform various tasks at a
target proficiency level.

The following are the competencies that are expected to be developed in the K to 12 learners:

Grade 1 to 6

Students from Grade 1 to 6 are expected to:

 Deal with simple literary elements of text such as character, plot, and setting.
 Literary elements are the basic building blocks of the story. They are the essential ingredients
that make up a story, poem or play. (Characters, plot, setting) it is important that at their level
they can able to recognize the importance and function of this elements.

 Identify the characters, their individual traits and qualities from their thoughts, words and
behavior.

The character play a significant role in determining how enjoyable the story is to read.

Readers can experience the world that you’ve created through your characters, that is why at their
level they can already identify the good and bad behavior, they can influence it. You have to explain
them why they acted accordingly.

 Infer thoughts, feelings, and actions of characters and the reasons that justify why the
character acted accordingly.

As what I have said that at their level they can already understand the characters role, able to judge
and drawn conclusion, and justify why the character acted accordingly to that role.

 Make out the striking message and provide an explanation or rationale behind occurrences
in the story.

They can recognize the lesson of the story, the moral of the story. They can able to explain the
happenings of the story, why it jumps to this, they can follow the sequence of the story. Like for
example in the PLOT, exposition, rising action, climax, falling action, resolution.

Grade 7 to 10 (Junior High School)

In junior high school, students are expected to:

 Recognize literary devices and figures of speech that make writing interesting and appealing.

You are already familiar with figure of speech,

 In regard to basic literary and expository discourse (fiction and nonfiction prose and poetry),
acquire and develop the effective use of rhetorical devices.

Fiction- is based on the writer’s imagination not real

Nonfiction- tell a stories that is based on facts like autobiography, memoirs reports, history

1. PROSE
o Written in paragraph form
o Expressed in ordinary form
o To the intellect
o To convince, instruct, imitate and reflect

EXAMPLE: NOVEL, SHORT STORY, ESSAY, DIARY, FABLES

 2. POETRY
o Written in stanza or verse form
o Expressed in metrical, rhythmical and figurative language
EXAMPLE: SONNET, HAIKU, BALLADS, ELLEGY, ODE
Junior high school students are expected to have knowledge in any LITERARY PIECE like fiction and
nonfiction and develop effective use of those literary devices, such as figure of speech.

 Scrutinize portions of the literary text that are faithful to, or takes lightly, the practice in the
creation of literary works.

Scrutinize (examine) literary text, they can able to make their own literary piece/ works. They
can create their own masterpiece.

 Critique or analyze a text or reading selection in a way that is structured, organized and
objective and that can stand on its merits.

They can Critique- judge, assess, evaluate, summarize, interpret literary piece how to organize it.

Grade 11 and 12 (Senior High School)

The following are the expected competencies:

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

They can identify the origin of that particular works, we’ve been colonized by different settlers, and
each of them marks our history especially in Literature, there are several masterpiece realized during
precolonial until contemporary. When we say contemporary the present day, todays works of an
artist that still alive at this time.

Senior high school are expected to value and appreciate its origin.

 Identify representative texts and authors from each region.

They can recognize who is the authors of that text.

 Value the contributions of local writers to the development of regional literary traditions.

Give importance the works of our Local writes, not just international but the Local works how it
contributes to the development and preserve our culture.

 Appreciate the contributions of the canonical Filipino writers to the development of national
literature.

Appreciate the contributions/ influences of Filipino writers who had significant impact to the
development of Philippine literature.

 Differentiate/compare and contrast the various 21 st century literary genres and the ones
from the earlier genres/periods.
  Infer literary meaning from literal language based on usage.

They can already interpret what is the literal meaning of that certain text. Most of literary works is
hard to understand its meaning example in a poem, writers used language, words (lawom) they used
figure speech, their level they can already interpret it to its literal meaning.

 Analyze the figure of speech and other literary techniques and devices in the text.
 Explain the relationship of context with the text’s meaning.

Describe the connection of that particular situation to the text.

 Produce a creative representation of a literary text by applying multimedia skills choose an

appropriate multimedia format in interpreting literary text.

They can create a productive and innovative literary text by the use of technology.

 Apply Information and Communication Technology (ICT) skills in crafting an adaption of

literary text.

The use of ICT as the tools in making, constructing literary text.

It is very encouraging that, in the present K to 12 curriculum, literature has given importance
alongside the learning in English.

Unlike the past curriculum, K to 12 curriculum seeks to equip Filipino learner the attributes to
become successfully hurdle college life or gain immediate employment after high school.

Literature at this point viewed as the catalyst toward achieving primary goal of basic education
developing a holistic Filipino equipped with the 21 st century skills that would make him locally,
regionally and globally competitive.