HOLY CHILD ACADEMY

Poblacion, Bustos, Bulacan

Senior High School Department
CURRICULUM MAP

SUBJECT: 21st Century Literature from the Philippines and the World
GRADE LEVEL: 11
TEACHERS: EVITA MAE C. BAU

TERM
UNIT TOPIC CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL CORE
(NO.): STANDARD STANDARD SKILLS VALUES
CONTENT
MONTH

1st Semester A. 21st Century The Learner will be The Learner will be Writing a close analysis Community life- working
literature from able to … able to … and critical interpretation 1. Demonstrate 1. Group activity- Crossing Horizons together harmoniously with an
the region where of literary texts and doing some original and sharing thoughts Through 21st Century open mind and acceptance of
June- the school is understand and demonstrate an adaptation of these creative elements. and ideas about Literature. uniqueness of the individual
October based on in appreciate the understanding and require from the learner the novels of member.
realation to the elements and appreciation of 21st the ability to : Rizal.
literature of contexts of 21st Century Phillipine 2. Deciphering
other regions in Century Phillipine literature from the Metaphor and 2. Collaborative
various genres literature from the regions through : Symbol in a poem activities.
and forms in regions. about Rizal.
consideration of: 3. Role playing.
3. Diary log about
1. various today’s discussion. 4. Group
dimensions of presentations.
Philippine 1.a written close 1.Identify the geographic 4. Diagnostic Test.
literary history analysis and critical linguistic, and ethnic 5. Reporting.
from pre- interpretation of a dimensions of Philippine 5. Short and long
colonial to literary text in terms literary history from pre- quizzes.
contemporary: of forms and theme, colonial to the
with a description of contemporary.
2. canonial its context derived
authors and from research ; and 2.Identify representative
works of texts and authors from
Phillipine 2.an adaptation of a each region (e.g. engage
National Artists text into other in oral history research
in Literature: with focus on key
 creative forms using personalities from the
3. names of multimedia. student’s
authors and their region/province/town)
works, and
backgrounds of 3.Value the contributions
the literature of local writers to the
from the region development of regional
where the high literary traditions.
school is
located. 4.appreciate the
contributions of the
canonical Filipino writers
to the development of
national literature
5.differentiate/compare
and contrast the various
21st century literary
genres and the ones from
the earlier genres/periods
citing their elements,
structures and traditions

6.Infer literary meaning

from literal language
based on usage

7.Analyze the figures of

speech and other literary
techniques and devices in
the text
8.Explain the literary,
biographical, linguistic
and sociocultural contexts
and discuss how they
enhance the text’s
meaning and enrich the
reader’s understanding

9.Situate the text in the

context of the region and
the nation
10.Explain the
relationship of context
with the text’s meaning.
 11.Produce a creative
representation of a literary
text by applying
multimedia skills
11.1 choose an
appropriate multimedia
format in interpreting a
literary text
11.2 Apply ICT skills
in crafting an adaptation
of a literary text
11.3 Do self- and/or
peer assessment of the
creative adaptation of a
literary text, based on
rationalized criteria, prior
to representation

Writing a close analysis

and critical interpretation
of literary texts,applying a
reading approach and
doing an adaptation of
these require from the
learner the ability to:
A. Literary
genres,
traditions and understand and 1. Demonstrate 1. Group activity- Crossing Horizons Community life- working
forms from appreciate the 1.a written close 1.identify representative some original and sharing thoughts Through 21st Century together harmoniously with an
different elements literary analysis and critical texts and authors from creative elements. and ideas about Literature. open mind and acceptance of
national texts in various interpretation of a Asia, North America, the novels of uniqueness of the individual
literature and genres across literary text in terms Europe, Latin America Rizal. member.
cultures, national literature of forms and theme, and Africa 2. Deciphering
namely, Asian, and cultures. with a description of Metaphor and 2. Collaborative
Anglo- its context derived 2. explain the texts in Symbol in a poem activities.
American, from research ; terms of literary about Rizal.
European, Latin 2.critical paper that elements,genres, and 3. Role playing.
American, and analyzes literary texts traditions 3. Diary log about
African. in relation to the today’s discussion. 4. Group
context of the reader 3.situate the texts in the presentations.
B. Basic textual and the writer or a context of the 4. Diagnostic Test.
and contextual critical paper that region,nation, and the 5. Reporting.
reading interprets literary world 5. Short and long
approach in the texts using any of the quizzes.
study and critical approaches;
and
appreciation of 4.appreciate the cultural
literature 3.an adaptation of a and aesthetic diversity of
text into other literature of the world
creative forms using
multimedia 5.compare and contrast
the various 21st century
literary genres and their
elements, structures, and
traditions from across the
globe

6. Distinguish the
literary uses of language
from the non-literary and
understand their use as
well as the formal features
and conventions of
literature.

7.identify the figures of

speech and other literary
techniques and devices in
the text

8.explain the
biographical,linguistic,and
discuss how they enhance
the text’s meaning and the
reader’s understanding

9. Examine the
relationship between text
and context

10.Understand literary
meanings in context and
the use of critical reading
strategies.