1. No category

Writing K to 12,
Or Not
Isagani R. Cruz
The Manila Times College
Globe: 0917-904-0968
Smart: 0921-494-0472
Sun: 0933-489-4544
isaganicruz@gmail.com
SOURCE: DepEd
Undergraduate
Graduate
Doctoral
Post-Doctoral
Four (4) Years
Six (6) Years
TVET
SOURCE: DepEd
Undergraduate
Graduate
Doctoral
Post-Doctoral
Six (6) Years
One (1)
Year
Four (4) Years
Tech-Voc NC 1-2
TVET
SOURCE: DepEd
Six (6) Years
One (1)
Year
Four (4) Years
Tech-Voc NC 1/2
Two (2) Years
TVL NC 2/3/4
Academic
Sports
Arts
Undergraduate
Graduate
Doctoral
Post-Doctoral
Holistically
developed
Filipino with 21st
century skills
The PHL Qualifications
Framework
LEVEL
BASIC EDUCATION
TECHNICAL EDUCATION
AND SKILLS DEVELOPMENT
SOURCE: DepEd
SOURCE: TESDA
HIGHER EDUCATION
L8
DOCTORAL AND
POST DOCTORAL
L7
POST BACCALAUREATE
L6
BACCALAUREATE
BACCALAUREATE
DIPLOMA
L5
L4
NC IVNC IV
L3
NC III
L2
NC II
L1
NC I
GRADE 12
SOURCE: DepEd
NC 1, 2
7
15
9
NC 1, 2, 4
Language and Literacy
Creative Writing
Creative Writing
Competence
An effective
language arts and
multiliteracies
curriculum draws on
literature in order to
develop students’
understanding of
their literary
heritage.
Naipapamalas ng mag-aaral ang
pag-unawa at pagpapahalagang
pampanitikan gamit ang
teknolohiya at iba’t ibang uri ng
teksto at mga akdang
pampanitikang rehiyunal,
pambansa, saling-akdang Asyano
at pandaigdig tungo sa
pagtatamo ng kultural na literasi.
In order to teach creativity,
one must teach creatively.
The tortoise and the monkey found once a banana tree floating
amidst the waves of a river. It was a very fine tree, with large green
leaves, and with roots just as if it had been pulled off by a storm.
They took it ashore.
“Let us divide it,” said the tortoise, “and plant each its portion.”
They cut it in the middle, and the monkey, as the stronger, took for
himself the upper part of the tree, thinking that it would grow
quicker for it had leaves. The tortoise, as the weaker, had the lower
part, that looked ugly, although it had roots.
After some days, they met. “Hello, Mr. Monkey,” said the tortoise,
“how are you getting on with your banana tree?”
“Alas,” said the monkey, “it has been dead a long time! And yours,
Miss Tortoise?”
“Very nice indeed, with leaves and fruits. I cannot climb up to
gather them.”
“Never mind,” said the malicious monkey, “I will climb up and pick
them for you.”
“Do, Mr. Monkey,” replied the tortoise gratefully.
And so they walked toward the tortoise’s house. As soon as the
monkey saw the bright yellow fruits hanging between the large
green leaves, he climbed up and began plundering, munching and
gobbling, as quick as he could.
“But give me some, too,” said the tortoise, seeing that the monkey
did not take the slightest notice of her.
“Not even a bit of the skin, if it is eatable,” rejoined the monkey,
both his cheeks crammed with bananas.
The tortoise meditated revenge. She went to the river, picked up
some pointed shells, planted them around the banana tree, and
hid herself under a coconut shell. When the monkey came down,
he hurt himself and began to bleed.
After a long search he found the tortoise. “You must pay now for
your wickedness; you must die. But as I am very generous, I will
leave to you the choice of your death. Shall I pound you in a
mortar, or shall I throw you into the water? Which do you prefer?”
“The mortar, the mortar,” answered the tortoise; “I am so afraid of
getting drowned.”
“O ho!” laughed the monkey; “indeed! You are afraid of getting
drowned! Now I will drown you!”
And going to the shore, he slung the tortoise and threw it in the
water. But soon the tortoise reappeared swimming and laughing at
the deceived, artful monkey.
– José Rizal, “Two Eastern Fables,” Trubner’s Record
(London, 1889)
LEVEL
CONTENT
Rhyme
K
Character,
Setting, Plot
Closure
COMPETENCY
 Recite rhymes, poems, and sing simple
jingles/songs in the mother tongue, Filipino
and/or English
 Identify whether a pair or set of words rhyme
 Recall details of the story told by the teacher:
the characters, when and where the story
happens, the events in the story
 Predict what might happen next in the story
heard
Ask students: What did the monkey do next?
LEVEL
CONTENT
 Identify rhyming words in nursery rhymes,
songs, jingles, poems, and chants
Interpretation  Recite and sing individually, with ease and
confidence, songs, poems, chants, and riddles
Character
 Infer the character feelings and traits in a
story listened to
Persona
 Identify the speaker in the story or poem
listened to
Closure
 Predict possible ending of a story listened to
Stop after every
paragraph
and ask
students
Criticism
 Participate
actively
during
story reading by
how the monkey
or the
tortoiseand
feels.
making
comments
asking questions
Rhyme
1
COMPETENCY
LEVEL
CONTENT
COMPETENCY
 Note important details in grade level narrative
texts listened to: (a) character, (b) setting, (c)
events
Plot
 Give the correct sequence of three events in a
story listened to
Creative
 Supply rhyming words to complete a rhyme,
Ask students
to
role-play
with
makeshift
costumes,
making
Writing
poem, and song
up their
own dialogue
the mother
tongue.
Plausibility
 in
Identify
cause and/or
effect of events in a
story listened to
Structure
 Identify the problem and solution in the story
read
Criticism
 Discuss, illustrate, dramatize specific events in
Adaptation
a story read
Character,
Setting, Plot
1
LEVEL
CONTENT
COMPETENCY
 Retell a story read
 Tell/retell legends, fables, and jokes
Close Reading  Note important details in grade level literary
texts listened to
Interpretative  Nababasa ang usapan, tula, talata, kuwento
Reading
nang may tamang bilis, diin, tono, antala, at
ekspresyon
Ipaulit Author
sa mga estudyante
ang kuwentoang
sa paggalang
sarili nilang
wika.
 Naipamamalas
sa ideya,
damdamin, at kultura ng may akda ng
tekstong napakinggan o nabasa
1
Paraphrase
LEVEL
1
CONTENT
Value
Creative
Writing
COMPETENCY
 Napahahalagahan ang mga tekstong
pampanitikan sa pamamagitan ng aktibong
pakikilahok sa usapan at gawaing
pampanitikan
 Pagsulat ng tula at kuwento
Pasulatin ang mga estudyante ng
ambahan / tanaga / dalit / diona
tungkol sa matsing.
The ambahan is a rhythmic poetic expression with a
meter of seven (7) syllable lines and having rhythmic
end-syllables.
http://mangyan.org/book/export/html/34
TANAGA: Ang tanaga ay isang katutubong anyo ng
tula na binubuo ng pitong (7) pantig kada taludtod,
apat (4) na taludtod kada saknong na may isahang
tugmaan.
DALIT: Ang dalit ay isang katutubong anyo ng tula
na binubuo ng walong (8) pantig kada taludtod, apat
(4) na taludtod kada saknong at may isahang
tugmaan.
DIONA: Ang diona ay isang katutubong anyo ng tula
na binubuo ng pitong (7) pantig kada taludtod,
tatlong (3) taludtod kada saknong at may isahang
https://burubudoy.wordpress.com/2008/07/15/pinoy-haiku-tanaga-dalit-at-diona/
tugmaan.
LEVEL
2
CONTENT
COMPETENCY
 Note important details in grade level narrative
texts: (a) character, (b) setting, (c) plot
 Express individual choices and taste for texts
 Browse/read books for various purposes such
Ask students: What
the story
saying?
as forislearning
or for
pleasure
Structure
 Identify the important story elements
Character
 Infer character feelings and traits in a story
Genre
 Identify the difference between a story and a
poem
Theme
 Give the main idea of a story/poem
Synopsis
 Give the summary of a story
Metaphor
 Identify and use simile and metaphor in
sentences
Character,
Setting, Plot
Appreciation
Background
LEVEL
CONTENT
 Give another title for literary text
 Identify the author’s purpose for writing a
selection
Appreciation
 Show love for reading by listening attentively
reading and by making
Sabihin saduring
mga story
estudyante:
comments/reactions
Bigyan ng ibang pamagat ang kuwento.
 Naipamamalas ang pagpapahalaga at
kasanayan sa pagbasa ng iba’t ibang uri ng
Panitikan
 Napapahalagahan ang mga tekstong
pampanitikan
Titles
Intention
2
COMPETENCY
LEVEL
CONTENT
Affect
2
Criticism
COMPETENCY
 Nakadarama ng pagbabago sa sariling
damdamin at pananaw batay sa binasang
teksto
 Naipakikita ang aktibong pakikilahok sa
usapan at gawaing pampanitikan
 Nauunawaan ang kahalagahan ng mga
nilalaman ng panitikan
Ask students how they feel after reading the story.
LEVEL
CONTENT
 Note important details in grade level narrative
texts: (a) character, (b) setting, (c) plot
(problem & solution)
Appreciation
 use
Expresses
love for stories
andaother
Ask student to
personification
to tell
storytexts by
about a dog andbrowsing
a cat. the books read to them and asking
to be read more stories and texts
Genre
 Identify the difference between a story and a
poem
Paraphrase
 Give the meaning of a poem
Figures of
 Identifies and uses personification, hyperbole
speech
Theme
 Gives the main idea of a story/poem
Character,
Setting, Plot
3
COMPETENCY
LEVEL
3
CONTENT
Character
Structure
Closure
Adaptation
COMPETENCY




Infers character feelings and traits in a story
Identifies the important story elements
Predicts possible ending of a story
Responds to a story through dramatization,
songs, or art activities
Appreciation
 Shows love for reading by listening attentively
during story reading and making comments or
reactions
Ask student to
a cartoon
Title
 draw
Give another
titledepicting
for literarythe
text
monkey and theDescribes
tortoiseand
in areacts
21st century
setting.
Stylistics
to the author’s
writing
style
Appreciation
 Napapahalagahan ang mga tekstong
pampanitikan
LEVEL
4
CONTENT
Setting /
Character /
Theme / Plot
COMPETENCY




Analyze a narrative in terms of its setting
Analyze a narrative in terms of its characters
Analyze a narrative in terms of its theme
Analyze a narrative in terms of its plot
(conflict / problem / reaction / resolution /
ending)
Poetic devices  Analyze a 3 or 4-line poem in terms of its
elements (rhymes, sound devices)
Identify
figuresencounter
of speech (simile,
Ask student to relate
a future
of the metaphor,
personification)
monkey and the tortoise, showing that they do not
like each other.
LEVEL
5
CONTENT
COMPETENCY
Theme / Setting  Infer the theme of a literary text
/ Characters /
 Summarize narrative texts based on elements
Plot
(theme, setting, characters [heroes and
villains], plot [beginning, middle, and end]
Poetic devices  Analyze a 2-stanza poem in terms of its
elements (rhymes, sound devices, imagery,
figurative language)
 Analyze figures of speech (simile, metaphor,
personification, hyperbole)
Ask student to write a story with hyperbole.
LEVEL
CONTENT
 Analyze sound devices (onomatopoeia,
alliteration, assonance, consonance)
 Analyze poem with 4 or more stanzas in terms
of its elements (rhymes, sound devices,
imagery, figurative language)
Ask student to write
four four-line
stanzas
of
Determine
tone, mood,
and purpose
of the
rhyming verse (abab)
authorwith alliteration in every line.
 Analyze figures of speech (simile, metaphor,
hyperbole, irony, culture-based euphemism)
Plot
 Evaluate narratives based on how the author
developed the elements (plot [chronologicalsequential, en medias res, flashback]
Poetic devices
6
COMPETENCY
LEVEL
CONTENT
 Demonstrates communicative competence
through
his/her
understanding
of Philippine
Make the student
write
a story
about a vampire
Literature
and a wizard with
the same plot line as that of
Pre-colonial
 Demonstrates understanding of pre-colonial
the folktale.
literature
Philippine literature as a means of connecting
to the past
 Transfers learning by showing appreciation for
the literature of the past
 Describes the different literary genres during
the pre-colonial period
Proverbs,
 Identify the distinguishing features of
Myths, Legends
proverbs, myths, and legends
As language
7
COMPETENCY
LEVEL
CONTENT
 Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
Imagery
 Express appreciation for sensory images used
Devices
 Explain the literary devices used
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Draw similarities and differences of the
Make students list words
that
describe
how the
featured
selections
in relation
to the theme
monkey
can use
Boggle.)
Context smells. (You
 Explain
how
a selection may be influenced by
culture, history, environment, or other factors
Genre
7
COMPETENCY
LEVEL
7
CONTENT
COMPETENCY
Conflict, Theme  Discover the conflicts presented in literary
selections and the need to resolve those
conflicts in non-violent ways
Period
 Identify the distinguishing features of
literature during the Period of Apprenticeship
Genre
 Identify the distinguishing features of poems
and short stories
Psychology
 Discover literature as a tool to assert one’s
Ask student to orally
a story
theunderstand
uniquetell
identity
andwhere
to better
tortoise gets hisother
revenge
without resorting to
people
violence.
Period
 Identify the distinguishing features of
literature during the Period of Emergence
LEVEL
CONTENT
 Naisusulat ang mga patunay na ang
kuwentong-bayan ay salamin ng tradisyon o
kaugalian ng lugar na pinagmulan nito
Pabula
 Naibabahagi ang sariling pananaw at saloobin
sa pagiging karapatdapat / di karapatdapat ng
paggamit ng mga hayop bilang mga tauhan sa
pabula
Synopsis
 Naisusulat ang buod ng binasang kuwento
nang maayos
AskDrama
student to
usingtungkol
humansa napanood
Street
 rewrite
Nabubuothe
angstory
patalastas
beings rather than
animals
as characters.
na dulang
panlansangan
Folksong
 Naisasagawa ang dugtungang pagbuo ng
bulong at/o awiting-bayan
Kuwentong
Bayan
7
COMPETENCY
LEVEL
CONTENT
 Identify the distinguishing features of
revolutionary songs, poems, short stories,
drama, and novels
Theme
 Discover through Philippine literature the
need to work cooperatively and responsibly in
today’s global village
Period
 Identify the distinguishing features of selected
literary
the Contemporary
Ask student to write
a genres
sonnetduring
dedicated
to the
Period
Muslims
or
Christians
in
Mindanao.
Author
 Explain the contributions of national artists
for literature in elevating Philippine Literature
in English in the global village
Genre
7
COMPETENCY
LEVEL
CONTENT
Alamat
Epiko
7
Ibong Adarna
Korido
COMPETENCY
 Naisusulat ang isang alamat sa anyong komiks
 Naisasagawa ang isahan / pangkatang
pagsasalaysay ng isang pangyayari sa
kasalukuyang na may pagkakatulad sa mga
pangyayari sa epiko
 Naibabahagi ang sariling ideya tungkol sa
kahalagahan ng pag-aaral ng Ibong Adarna
 Nakikilahok sa malikhaing pagtatanghal ng
ilang saknong ng korido na naglalarawan ng
pagpapahalagang Pilipino
Ask students to perform the story using rhymed dialogue
with original music.
LEVEL
CONTENT
 Demonstrates communicative competence
through his/her understanding of Afro-Asian
Literature
African Lit
 Demonstrates understanding of African
literature as a means of exploring forces that
human beings contend with
 Describe the notable literary genres
contributed by African writers
 Identify the distinguishing features of notable
Ask student to rewrite
story
with folktales,
the
Africanthe
chants,
poems,
and short
tortoise as a 21st stories
century Filipino and the
monkey
corporation.
Figures
of as a multinational
 Explain figurative
language used
speech
Afro-Asian Lit
8
COMPETENCY
LEVEL
CONTENT
 Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
Imagery
 Express appreciation for sensory images used
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Describe similarities and differences of the
featured selections in relation to the theme
Criticism
 Explain how a selection may be influenced by
Ask student to rewrite
storyenvironment,
to make it scary.
culture,the
history,
or other factors
Devices
 Explain the literary devices used
Genre
8
COMPETENCY
LEVEL
CONTENT
 Describe the notable literary genres
contributed by East Asian writers
 Identify the distinguishing features of notable
East Asian poems, folktales, and short stories
Nature
 Appreciate literature as an art form inspired
and influenced by nature
Southeast Asian  Describe the notable literary genres
Lit
contributed by Southeast Asian writers
 Identify the distinguishing features of notable
Ask student to write
a story
thedramas,
same and novels
poems,
shortwith
stories,
characters but using
anotherbyplant.
contributed
Southeast Asian writers
Tone, Theme,
 Determine key ideas, tone, and purposes of
Intention
the author
East Asian Lit
8
COMPETENCY
LEVEL
8
CONTENT
COMPETENCY
South and West  Describe the notable literary genres
Asian Lit
contributed by South and West Asian writers
Pasulatin ang estudyante
ngdistinguishing
limang bugtong
na of religious
 Identify the
features
texts, epics, myths, drama, and short stories
ang sagot ay: pagong.
contributed by South and West Asian writers
Philosophy,
 Appreciate literature as an expression of
Religion
philosophical and religious ideals
Riddles,
 Naisusulat ang sariling bugtong, salawikain,
Proverbs
sawikain, o kasabihan na angkop sa
kasalukuyang kalagayan
Interpretative  Nabibigkas nang wasto at may damdamin ang
Reading
tula
LEVEL
CONTENT
COMPETENCY
 Nasusuri nang pasulat ang papel na
ginagampanan ng sarsuwela sa pagpapataas
ng kamalayan ng mga Pilipino sa Kultura ng
iba’t ibang rehiyon sa bansa
 Naisusulat ang isang orihinal na tulang may
Creative
apat o higit pang saknong sa alinmang anyong
Writing
tinalakay, gamit ang paksang pag-ibig sa
kapwa, bayan, o kalikasan
Florante at
 Nabibigkas nang madamdamin ang mga
Pasulatin ang estudyante
apat
saknong
na
Laura
sauladongng
berso
ngna
Florante
at Laura
Sarsuwela
8
tungkol sa pag-ibig sa kaaway.
LEVEL
CONTENT
 Demonstrates communicative competence
through his/her understanding of BritishAmerican Literature
 Demonstrates understanding of how AngloAmerican literature serves as a means of
discovering and enhancing the self
 Identify the distinguishing features of notable
Anglo-American lyric poetry, sonnets,
dramatic poetry, vignettes, songs, poems,
Ask students to write
descriptions
themselves
Theme
sermons,
allegories, of
short
stories, and one-act
as either monkeys
or tortoises.
plays
Mood
 Explain how the elements specific to a
selection build its theme
British and
American Lit
9
COMPETENCY
LEVEL
9
CONTENT
COMPETENCY
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Draw similarities and differences of the
featured selections in relation to the theme
Context
 Explain how a selection may be influenced by
culture, history, environment, or other factors
 Analyze literature as a means of valuing other
people and their circumstances in life
 Explain how the elements specific to a genre
Ask student to rewrite
the to
story
with the
contribute
the theme
of a particular literary
monkey as the hero
or good guy.
selection
LEVEL
CONTENT
 Analyze a radio play as a means of connecting
to the world
Dialogue
 Analyze dialogue as one of the elements in
building the theme of a play
Reviewing
 Compose a play review
Theme
 Explain how the elements specific to fulllength plays build its theme as a means of
understanding unchanging values in a
changing world
Ask student
torewrite
theang
story
as a kuwento
radio play
Short
Story
Nasusuri
maikling
batay sa
with witty dialogue.
paksa, mga tauhan, pagkakasunod-sunod ng
mga pangyayari, estilo sa pagsulat ng awtor
Genre
9
COMPETENCY
LEVEL
CONTENT
 Nasusuri ang pagiging makatotohanan ng
ilang pangyayari sa isang dula
Tanka & Haiku  Naisusulat ang payak na tanka at haiku sa
tamang anyo at sukat
Creative
 Naisusulat ang isang maikling dula tungkol sa
Writing
karaniwang buhay ng isang grupo ng Asyano
Criticism
 Nasasaliksik ang kulturang nakapaloob sa
alinmang dula sa Silangang Asya
Parable
 Naisasadula ang nabuong orihinal na parabola
Pasulatin at ipatanghal
sa mga
estudyante
ang
Elegy
 Nakasusulat
ng sariling
elehiya
para sa isang
isang dula tungkol
sa isang
pamilya na nakatira
mahal
sa buhay
sa Zamboanga
tinaguriang
“monkeys
with tungkol
Noli
me tangere (na
Naitatanghal
ang
scenario building
kay Sisa sa makabagong panahon
no tails” ng mga kano).
Verisimilitude
9
COMPETENCY
LEVEL
CONTENT
 Demonstrates communicative competence
through his/her understanding of literature
for a deeper appreciation of World Literature,
including Philippine Literature
 Demonstrates understanding of how world
literature serves as a way of expressing and
resolving one’s personal conflicts
Theme
 Explain how the elements specific to a
selection build the theme of a particular
Ask student to rewrite
story using magical
literarythe
selection
realism.
Imagery
 Express appreciation for sensory images used
Tone, Intention  Determine tone, mood, technique, and
purpose of the author
British and
American Lit
10
COMPETENCY
LEVEL
CONTENT
 Explain how a selection may be influenced by
environment,
oressay
other factors
Ask student toculture,
write history,
a creative
nonfiction
Theme
 Draw similarities and differences of the
with monkeys and tortoises symbolizing the
featured selections in relation to the theme
Maranaos
and
the
Tausugs,
but
with
the
Devices
 Explain the literary devices used
conflicts resolved
at the
end. as a vehicle of expressing
Theme
 Evaluate
literature
and resolving conflicts between and among
individuals or groups
 Evaluate literature as a source of wisdom in
expressing and resolving conflicts between
individuals or groups, societies, and nature
Context
10
COMPETENCY
LEVEL
CONTENT
 Naisusulat ang sariling mitolohiya batay sa
paksa ng akdang binasa
Epic Ask student
 to
Naisusulat
paglalahad
ng pananaw
write a ang
20-minute
monologue
tungkol sa pagkakaiba-iba, pagkakatulad ng
with either the monkey or the tortoise speaking.
mga epikong pandaigdig
Novel
 Naisasadula ang isang pangyayari sa tunay na
buhay na may pagkakatulad sa mga piling
pangyayari sa kabanata ng nobela
Mediterranean  Nailalahad nang malinaw sa isang simposyum
Lit
ang nabuong critique ng alinmang akdang
pampanitikang Mediterranean
Creative
 Naisasalaysay ang nabuong anekdota sa isang
Writing
diyalogo aside, soliloquy, o monolog
Myth
10
COMPETENCY
LEVEL
CONTENT
African Lit
Persian Lit
10
El
Filibusterismo
Character
COMPETENCY
 Naisusulat ang iskrip ng isang puppet show na
naglalarawan sa tradisyong kinamulatan sa
Africa at/o Persia
 Naisasalaysay ang magkakaugnay na mga
pangyayari sa pagkakasulat ng El
Filibusterismo
 Naisasagawa ang angkop na pagsasatao ng
mga tauhan ng nobela
Pasulatin ang estudyante ng isang maikling dula (30
minuto ang haba) na naglalarawan ng pagdalaw ng
matsing at ng pagong kay Jose Rizal, habang sinusulat
niya ang El Filibusterismo.
LEVEL
11
CONTENT
COMPETENCY
21st century
 Differentiate / Compare and contrast the
literature from
various 21st century literary genres and the
the region
ones from the earlier genres / periods, citing
where the
their elements, structures, and traditions
school is based  Infer literary meaning from literal language
in relation to
based on usage
Ask
student
to
rewrite
and
upload
the
story
for
the literature of  Analyze the figures of speech and other
Wattpad,
Scribophile,
other
regions WritersCafe,
literary techniques
and Figment,
devices in or
the text
other writing community.
Explain the literary, biographical, linguistic,
and sociocultural contexts and discuss how
they enhance the text’s meaning and enrich
the reader’s understanding
LEVEL
CONTENT
11
21st century
literature from
the region
where the
school is based
in relation to
the literature of
other regions
COMPETENCY
 Situate the text in the context of the region
and the nation
 Explain the relationship of context with the
text’s meaning
 Produce a creative representation of a literary
text by applying multimedia skills
 Choose an appropriate multimedia format in
interpreting a literary text
 Apply ICT skills in crafting an adaptation of a
Ask student to rewrite
literarythe
textstory with Aldevinco
as the setting.  Do self- and/or peer-assessment of the
creative adaptation of a literary text, based on
rationalized criteria, prior to presentation
LEVEL
11
CONTENT
COMPETENCY
21st century
 Identify representative texts (originally
literature of the
written in the 21st century) and authors from
world
Asia, North America, Europe, Latin America,
and Africa
 Explain the texts in terms of literary elements,
genres, and traditions
 Situate the texts in the context of the region,
nation, and the world
 Appreciate the cultural and aesthetic diversity
Ask student to rewrite
the story
New York
of literature
of thewith
world
City or LondonasCompare
the setting.
and contrast the various 21st century
literary genres and their elements, structures,
and traditions from across the globe
LEVEL
11
CONTENT
COMPETENCY
21st century
 Distinguish the literary uses of language from
literature of the
the non-literary and understand their use as
world
well as the formal features and conventions of
literature
 Identify the figures of speech and other
literary techniques and devices in the text
 Explain the biographical, linguistic, and
sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the
Ask student to rewrite
the
story with Rizal as the
reader’s
understanding
tortoise.
 Examine the relationship between text and
context
LEVEL
11
CONTENT
COMPETENCY
21st century
 Understand literary meanings in context and
literature of the
the use of critical reading strategies
world
 Produce a creative representation of a literary
text by applying multimedia skills
 Choose an appropriate multimedia format in
interpreting a literary text
 Apply ICT skills in crafting an adaptation of a
literary text
 Do self- and/or peer-assessment of the
Ask student to rewrite
story using
creativethe
adaptation
of a only
literary text, based on
images on PowerPoint
without
words.
rationalized
criteria,
prior to presentation
LEVEL
CONTENT
11
21st century
literature from
the region
where the
school is based
in relation to
the literature of
other regions
COMPETENCY
 Identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history from
pre-colonial to the contemporary
 Identify representative texts and authors from
each region
 Value the contributions of local writers to the
development of regional literary traditions
 Appreciate the contributions of the canonical
Filipino writers to the development of
Ask student to rewrite
the
story in the
national
literature
style of Jhoanna Cruz.
LEVEL
CONTENT
Immersion
12
COMPETENCY
 Join a company, organization, or workplace of
professionals
Ask students to read poems about conflict
during an event sponsored by the Davao Writers
Guild.
Globe:
0917-904-0968
Smart:
0921-494-0472
Sun: 0933-489-4544
isaganicruz@
gmail.com
This presentation can be downloaded from:
http://kto12plusphilippines.com/