Lesson 1

The English
Program in
the K-12
Curriculum
P R E PA R E D B Y:

JANETTE D. GARCIA
Learning Targets:
At the end of this lesson, the students are
expected to:
1. Describe the state of the country’s English
proficiency prior to the implementation of the
K to 12 curriculum;
2. explain salient features of the K to 12 English
program;
3. evaluate oneself as a language and literature teacher;
4. come up with innovative ways in teaching literature
to Generation Z learners.
Why K to 12?
1. National Achievement Test (NAT) – DepEd SY
2011-12 – last year of BEC in PHL
Given the Passing Rate in English –
66.2% Grade 6 students passed
51.80% High school students passed
2. Standardized tests in major subjects –
66.79% Grade 6 students passed
48.90% High school students passed
SY 2005-2006 Low performance of Grade 6
students in English & major subjects.
DepEd to adopt K to 12
curriculum
“K to 12 program will be the solution to the
yearly basic education woes and the
deteriorating quality of education.”
“Through the implementation of its English
program over a span of 13 years of basic
education along 4 key stages, it seeks to make
learning meaningful through language via an
effective Language Arts and Multiliteracies
Curriculum.”
Literature Program in K to 12
“After 12 years of pre-university education, a
student wishing to enter college should be able to:
1. Analyze themes, structures and elements of
myths, traditional narratives and classical and
contemporary literatures.
2. Read a poem with proper pronunciation
and appropriate emotion.
3. Recite at least 10 poems from memory.
4. Identify the characters, setting, theme,
conflict and type of work of fiction.
5. Discuss literary devices, such as point of
view and symbolism, used in a work of
fiction.”
Competencies
A “competency” is an array of knowledge,
skills and abilities (KSAs) required to
successfully perform a specific task. The
following are competencies that are expected
to be developed in the K to 12 learners:
Grades 1 to 3
Students from Grades 1 to 3 are expected to:
1. Deal with simple literary elements of text such
as character, plot, and setting. This would entail
knowing the events that transpire in the story
and identifying the problem and the solution.
2. Identify the characters, their individual traits and
qualities from their thoughts, words and behavior.
3. Infer thoughts, feelings and actions of characters
and the reasons that justify why the character acted
accordingly.
4. Make out the striking message and provide
an explanation or rationale behind the
occurrences in the story.
Grades 4 to 6 Communication
Learners are expected to interpret and express
themselves effectively and respectfully through
a variety of media. They participate in critical
dialogue, listen, read, view and create for
information, enrichment and enjoyment.
1. listen, interact purposefully & respectfully in formal &
informal contexts;
2. express ideas, information, learnings, perspectives, &
feelings through various media, considering purpose &
audience
3. engage in constructive and critical
dialogue;
4. interpret, respond and reflect on thoughts,
ideas, and emotions through multimedia
forms;
5. consider the effectiveness of communication
and reflect on intended purpose, audience, and
choice of media;
6. begin to consider the impact of information
communication technology on social equity;
7. demonstrate the provincially-defined level
of proficiency in a second official language.
Competencies
Grades 7 to 10 Junior High School
Grades 11 to 12 Senior High School
In the present K to 12 program
Literature has been given importance and
prominence alongside the learning of English.
Literature is a catalyst toward achieving the primary
goal of basic education in developing a holistic
Filipino equipped with 21st century skills that would
make him locally, regionally and globally competitive.
Literature is effective in achieving the skills
expected of and from a 21st century learner
and professional.
Generation Z Learners
Born after 1995, Gen­er­a­tion Z learners made
up one tenth of the 2020 elec­torate.
Core Characteristics of
Generation Z learners:
1. Diversity is their norm.
Grown up in diverse fam­i­ly struc­tures — sin­gle
parent house­hold, mul­ti-racial house­hold, or a house­
hold in which gen­der roles were blurred. As a result,
they are less fazed by dif­fer­ences in race, sex­u­al ori­en­
ta­tion or religion.
2. “Digital Natives”
Gen Z learners were born into a world of
technolog­i­cal inno­va­tion — where infor­ma­
tion is immediate­ly acces­si­ble and social
media increas­ing­ly ubiquitous (present, found
everywhere).
Plus side: Abun­dance of infor­ma­tion, broad­knowl­edge
and proac­tive in their learn­ing.
Minus side: Too much screen time can com­pound feelings
of iso­la­tion and can lead to under­de­vel­oped social skills.
Tech­nol­o­gy is chang­ing the econ­o­my, leav­ing low-income
Gen Z vul­ner­a­ble as they enter the workforce.
3. They are pragmatic and
financially minded.
Gen Z saw eco­nom­ic pres­sures their families
and com­mu­ni­ties faced. They val­ue
conservative spend­ing, sta­ble jobs and smart
investments.
4. “Mental health challenges”
​ Loneli­est gen­er­a­tion”- end­less hours spent online
“
can fos­ter feel­ings of iso­la­tion and depres­sion. More
time spent on smart­phones or watch­ing Net­flix means
less time spent cul­ti­vat­ing mean­ing­ful rela­tion­ships.
​ Com­pare and despair” trap that social media
“
presents.
5. They are shrewd consumers.
Gen Z kids rely on their tech savvy and exten­sive
social net­works to make informed pur­chas­ing
decisions; Explore and eval­u­ate a range of options
before set­tling on a prod­uct; Swayed by
recommen­da­tions of real-life users than by celebri­
ty endorsements.
6. They are politically
progressive.
Gen Z take a more pro­gres­sive stance on
social issues: believe the gov­ern­ment should
play a greater role in solv­ing prob­lems and
they attribute cli­mate change to human
activ­i­ty, as opposed to nat­ur­al patterns.
Assess
1. What advancements in technology
bombarded the Gen Z learners? Give
examples.
2. How can you effectively interface literature
and literacy to Internet savvy learners?
3. What challenges do you see that literature
teachers may be confronted with about Gen Z
learners?
Challenge: SWOT Analysis

STRENGTHS WEAKNESSES
SWOT
OPPORTUNITIES THREATS
STRENGTHS: Internal
1. What positive character traits do I have?
2. What skills do I possess?
3. What help do people usually ask from me?
4. What makes me happy or fulfilled?
5. What unique experiences do I have?
WEAKNESSES: Internal
1. What are my weak areas?
2. What are my limited resources?
3. What help do people not ask from me?
4. What makes me stressed?
5. What personal limitations do I feel?
OPPORTUNITIES: External
1. What unique opportunities do I have at this stage
of my life?
2. What opportunities are open to me in the future?
3. What support systems do I have?
4. What am I uniquely qualified to do?
THREATS: External
1. What aspects of my life are holding me back?
2. What things are outside of my control?
3. What vulnerabilities in the surroundings am I
facing?
4. What constraints (financial, etc.) do I have?
In a nutshell

I am certain that I think there is a I could apply that

I learned about… need to… I learned by…
This Photo by Unknown Author is licensed under CC BY-NC