Walkthrough of The 21st

Century Literature from the

Philippines and the World
MARILOU J. DEL ROSARIO, Ph. D.
Education Program Supervisor
Schools Division of Meycauayan City
Objectives of the Session
 1. Distinguish the content and performance
standards and learning competencies
2. Give sample learning activities for the learning
competencies in week one of 21st Century
Literature from the Philippines and the World
3. Understand the coding system in the K to 12
BEC for Senior High School
4. Write lesson plans for specific competencies in
the 21st Century Literature from the Philippines
and the World
 Who am i?

William Shakespeare
Who am i?

Mark Twain
Who am i?

Homer
 Who am i?

Elizabeth Barret Browning

Priming Activity

Fill in the blanks

Direction: Supply the
missing word to complete
each statement.
1. Teaching Literature involves
the teaching of different
literary _______: genres
fiction,
drama, poetry and essay.
2. Teaching of literature
involves teaching
literary skills which
extend beyond basic
reading skills.
________
3. Teaching literature
involves the __________
study
of literary conventions,
literary movements,
literary terms, elements,
devices, techniques.
 4. Teaching literature is
also concerned with
teaching students how to
make literary
interpretation
___________and analysis.
5. Teaching literature entails
teaching students to acquire
and develop sensitivity, self-
awareness and greater
understanding
________________ of the
world and other people.
6. The teaching of
literature should provide
students skills, attitudes
and ___________
abilities which
they can use to become
readers for life.
7. The nature of teaching literature
is teaching students to enter the
writer’s imagined world, to
understand the universality of
themes and ideas, and to realize
the significant human experiences,
to understand the human
emotions and insights conveyed in
the different ______________
literary texts.
 Nature of Teaching Literature
Teaching Literature is a means of entering the writer’s
imagined world as in stories like
 Nature of Teaching Literature
To understand the universality of themes and ideas in
plays like:
 Nature of Teaching Literature
To realize the significant human experiences we
counted or reflected in novels like:
 Nature of Teaching Literature
To understand the human emotions and insights into
life conveyed in poems like:
Analysis
 Form five groups. Then answer the questions assigned for
each group.
 Group 1: What is literary competence? How can we develop
literary competence among our students?
 Group 2: What is critical thinking? How can we develop
critical thinking among our students?
 Group 3: What is literary appreciation? How can we develop
literary appreciation among our students?
 Group 4: What are the goals of teaching literature?
 Group 5: How do we teach literature? What techniques can
be used before reading a literary text, in presenting a literary
text and after reading a literary text?
Reporting
Group 1
Group 2
Group 3
Group 4
Group 5
Abstraction
Literary Competence
Development of critical thinking among our students
To develop critical thinking among our students, we
should ask high-level questions.
Short Story:
The World is an Apple by Alberto S. Florentino
These are examples of high-level questions.
 Literary Appreciation
To make the reading and the study of literature a delightful
experience for our students. We need to develop their
literary appreciation.

How to develop literary appreciation?

Through techniques and strategies like dramatization.
For example students will be asked after reading a part of a
story on what would they like to be the ending of the story.
They will be grouped and after the given time, they will
dramatize what they want to be the ending of the story.
After the dramatization, the teacher will tell the real ending
of the story to the students.
Goals of Teaching Literature
Techniques before reading a literary
text
 Example: Screen adaptation

Make a film. Write a script by group

using the given format:
Opening screen
Climax
End
 The 21st Century Literature from the
Philippines and the World Curriculum Guide
 The 21st Century Literature from the
Philippines and the World Curriculum Guide
 The 21st Century Literature from the
Philippines and the World CG
Quarter I
21st Century Philippine Literature from the Regions
No. of Hours: 40 hours

Course Description: Study and appreciation of the

literature where the school is located in relation to the
literature of the other regions of the country
 The 21st Century Literature from the
Philippines and the World CG

Week one:
21.1 Identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history in Spanish
Period
 The 21st Century Literature from the
Philippines and the World CG
Week one:
21.2 Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary history
in the American Period
21.3 Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary history
in the Contemporary Period
21.4 Write a close analysis and critical
interpretation of a literary text (short story)
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
 The 21st Century Literature from the
Philippines and the World CG
Quarter II
21st Century Philippine Literature from the World
No. of Hours: 40 hours

Course Description: Study and appreciation of literature

of the world originally written in the 21st century.
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
The 21st Century Literature from the
Philippines and the World CG
Application
 Prepare a lesson plan following explicit teaching template.
I. Objective/s:
II. Subject Matter: include title of literary text, references,
materials
III. Procedure:
A. Introduction
B. Teaching/Modeling
C. Guided Practice
D. Independent Practice
IV. Evaluation
V. Assignment