FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP) 2020-2021

GRADE: 12 SEMESTER: FIRST

21stCENTURY LITERATURE FROM THE PHILIPPINES AND
CORE SUBJECT TITLE: NO. OF HOURS/SEMESTER: 80 HOURS /SEM
THE WORLD
TEACHER: BEVELYN A. PESTANIO, LPT PREREQUISITES (IF NEEDED):

Study and appreciation of the literature of the region where the school is located in relation to the literature of the
CORE SUBJECT DESCRIPTION
other regions of the country.
The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine and World
CULMINATING PERFORMANCE STANDARD
literature through adaptation of a text into other creative forms using multimedia.

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What to Teach? Why Teach? How to Asses? What to teach

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HIGHEST ENABLING STRATEGY

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HIGHEST THINKING TO USE IN DEVELOPING THE

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SKILLS TO ASSESS HIGHEST THINKING SKILL TO
ASSESS

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MOST LEARNING COMPETENCIES
CONTENT PERFORMANCE FLEXIBLE
CONTENT ESSENTIAL FLEXIBLE
STANDARD STANDARD LEARNING
TOPIC ASSESSMENT ENABLING
RBT STRATEGIES
ACTIVITIES

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GENERAL
LEVEL (FLS)
STRATEGY
PERFORMANCE
COMPLETE KUD MOST ESSENTIAL KUD

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CHECK(S)
Q1.
A.

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21ST The learner The learner is able The learner...
co rc The learner…
Century demonstrates to:
Literature understanding
from the of:
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region
where the
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school is
based in
relation to
the
the elements 1.1 Mapping demonstrate Compare and contrast U 1. Writing a close U Analys Graphic Communicatio Literary analysis
literature of
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and contexts of our understanding the early literary analysis and ing Organizer n
other dimensions with that of critical
21st century Literary and
regions in these days’ literary interpretation of
Philippine past, appreciation of
various
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literature from Present, 21st Century dimensions. literary texts and

genres and doing an
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 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP) 2020-2021
forms in the regions. and Philippine adaptation of
considerati Future literature from these require from
on of; the regions the learner the
1.Various through: ability to identify:
dimensions 1. a written close a. the
of analysis and geographic,
Philippine critical linguistic, and
ethnic dimensions
literary interpretation of
of Philippine
history from a literary text in
literary history from
pre- terms of form
pre-colonial to the
colonial to and theme, with contemporary
contempor a description of

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Recognize locally- K b. representative K Reme Research Representatio Individual
ary; its context known authors texts and authors mberi n reflection

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2. derived from from each region ng
Canonical 1.2 Poetry research; and (e.g. engage in
authors from the 2. an adaptation oral history

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and works Archipela of a text into research with
go

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of other creative focus on key
Philippine forms using personalities from

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National multimedia the students’
Artists in region/province/t

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Literature own)
3. Names 2. Compare and
of authors contrast the
1.3 Landscap

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and their various 21st
e of
works, century literary
Philippine Differentiate the early
backgroun genres and the

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Fiction literary dimensions with
ds of the U ones from the U Literary analysis Reasoning Individual
that of these days’ earlier Evalu reflection
literature and proof
literary dimensions genres/periods ating
from the

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region co rc citing their
where the elements,
high school structures and
traditions
o. ou
is located
1.4 In an
3. Discuss how
B. Study Ocean of Analyse a literary text different contexts
Emotions:
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and with reference to its enhance the

Philippine Applyi
appreciati literary, biographical, U text’s meaning U Literary analysis Connections Individual
Drama ng
on of linguistic, and and enrich the reflection
literary sociocultural contexts reader’s
understanding
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texts from
the 1.5 Remappin Make an audio-visual 4. Produce a avp avp
different g of Phil. presentation of the creative Creati Problem
D D
Lit. future of Philippine representation of ng solving
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regions
through literature featuring the a literary text by
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 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP) 2020-2021
written in Criticism different trends in applying
different Philippine literature multimedia and
genres 1.6 Looking and some notable ICT skills
covering: Beyond the stories and their scenes 5. Do self- and/or
1. regions Future of Phil. in it; peer-assessment
in Luzon, Lit. of the creative
Visayas, adaptation of a
literary text, based
Mindanao
on rationalized
2. major
criteria, prior to
genres
presentation
(poetry,
fiction,

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drama,

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creative
nonfiction,
as well as

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hyperpoetr

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y, blogs,
mobile

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phone
Texttula,

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chick lit,
speculativ
e fiction,

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flash
fiction,
etc.)

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Q2. 1. Writing a close

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A. The learner will 2.1 co rc The learner will analysis and
Literary be able to Rediscovery be able to critical
genres, understand and of the Literary demonstrate interpretation of
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traditions appreciate World understanding . literary texts,
and forms literary texts in 2.2 Charting and applying a
various genres our own in appreciation of reading
from
approach, and Reme
er res

different across national Southeast Asia 21st century Identify representative

K doing an K mberi
national literature and 2.3 The Roots literature of the texts and authors from
adaptation of ng Material/source Representatio Individual
literature cultures. of East Asia world through: East Asia. these, require reading n reflection
and 2.4 Delving 1.a written close from the learner
dy

cultures, Deep into the analysis and the ability to

namely, Anglo- critical identify:
Asian, American interpretation of representative
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Anglo- Frontier a literary text in texts and authors

American, 2.5 Traversing terms of form from Asia, North
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 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP) 2020-2021
European, Europe and its and theme, with America, Europe,
Latin Intricacies a description of Latin America,
American, 2.6 The Magic its context and Africa
and of Latin derived from
African America research;
2.7 Deep into 2. critical paper
B. Basic Africa that analyzes
textual 2.8 The Atlas literary texts in
and of World relation to the
contextual Literature context of the
reading reader and the
approach writer or a

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in the study critical paper

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and that interprets
appreciati literary texts
on of using any of the 2. Compare and

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literature critical Explain the text in contrast the

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approaches; terms of literary various 21st
and elements, genres, and century literary

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Evalu
3. an adaptation traditions. U genres and their U Composition Reasoning Individual
ating
of a text into elements, writing and proof reflection/

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other creative structures, and literary analysis
forms using traditions from
multimedia. across the globe

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3. Produce a
creative
Make a creative
representation of
adaptation of a literary Creati

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D a literary text by D Avp Problem avp
text based on a ng
applying solving
rationalized criterion
multimedia and

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co rc ICT skills
o. ou
4. Do self- and/or
peer-assessment
of the creative
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adaptation of a
literary text, based
on rationalized
criteria, prior to
presentation
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 FLEXIBLE INSTRUCTIONAL DELIVERY PLAN (FIDP) 2020-2021

Performance Task : The students are required to have a literary analysis of both local and foreign author’s work. The featured literature should be different from what have been presented in
the modules. One (1) analysis for local literature and one (1) for foreign literature. Before the analysis, an introduction of the author should first be provided, including his/her picture. STRICTLY NO
DUPLICATION OF WORKS. Alongside this, a video clip presentation should also be provided portraying the scenes in one of the chosen literary piece. The analysis is to be submitted in a short size bond
paper and colour-coded folder—blue (GAS/TVL-St. Gabriel), orange (STEM), pink (ABM), green (CSS), yellow (HUMSS) and white (GAS-St. Joseph).

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