St.

Anthony’s College
San Jose, Antique
HIGH SCHOOL DEPARTMENT

CURRICULUM PACING GUIDE

in

21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD

Grade Level: 12 Semester: 1ST Semester

No. of Hours: _4 hours per week/ per semester Prerequisite:

Course Description:
This subject is of two parts: The first part focuses on the study and appreciation of the contemporary literatures of the region where the school is located in relation to the literatures of other
regions of the country. The second part focuses on the study and appreciation of the literatures of the world originally written in the 21 st century.

Subject Learning Outcomes:

At the end of the semester, the students will be able to:
1. reflect from their daily experiences for a better self - improvement;
2. acquire critical and analytical thinking skills from the literary text read;
3. apply critical and analytical thinking skills in the affairs of daily life;
4. manifest understanding of the elements involved in the analysis and appreciation of literature;
5. relate insights to given situations.

Prepared by: ________________________________

DEBRA LORRAINE M. PANAGUITON
Teacher

Checked by:_________________________ Approved by: ______________________________

MARITES I. MEJARES ANA LINDA O. SANTOS, Ph.D.
Principal VP for Academic Affairs

Date: June 1, 2017 Revision version: ____________

 Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
Week 1 Students manifest understanding 1. Subject Orientation Discussion Student Handbook
1 hour of the coverage of the subject, School rules
the competencies to be acquired School’s VMO Question and answer Oral or written recall of School’s VMO and
and its relation to the school’s Department’s Objectives information acquired department objectives
VMO and the department’s Scope of the Subject from the orientation
objectives. Requirements Subject’s Curriculum
Grading system Pacing Guide

First Grading Period

Content Standard: The students will be able to understand and appreciate the elements and contexts of 21 st century Philippine literature from the
regions.

Performance Standard: The students will be able to demonstrate understanding and appreciation of the 21 st century Philippine Literature from the
regions
through:
1. a written close analysis and critical interpretation of a literary text in terms of form and theme, with a description of its
context derived from research; and
2. an adaptation of a text into creative forms using multimedia.

Week 1 Learning Competencies:
The students identify the
3 hours geographic, linguistic and ethnic
dimensions of Philippine
literary history from pre-
Week 2 colonial to the contemporary.
4 hours Students differentiate the
contrast between the various 21st
century literary genres and the
ones form the earlier periods.
A. Various Dimensions of Advanced research on the Cabrera, Esiel (February
Philippine Literary Philippine literary history 26, 2016) Philippine
Literature during Pre-
history from pre-colonial form pre-colonial to Colonial Period
to contemporary Spanish colonial periods. https://esielcabrera.wordpress
.com/2016/02/26/ hilippine-
Pre-Colonial and Spanish Discussion of forms and Paper and pen test literature-during-pre-
Colonization Periods themes of the different colonial-period/
Retrieved: June 11, 2018
 Forms (genres) genres of pre-colonial and
 Themes Spanish colonial literatures Concept map output Godinez-Ortega, Christine F.
 Linguistic (April 14, 2015) Literary
approach Forms in Philippine
Time Standards of Learning
Frame
Students infer literary meaning
from literal language based on
usage.
Students analyze the figures of
speech and other literary
techniques and devices in the
text.
Students explain the literary,
biographical, linguistic, and
soci--cultural context of the
literary work.
Students discuss how the
literary, biographical, linguistic,
and socio-cultural context
enhance the text’s meaning and
enrich the reader’s
understanding.
Value Standard:
Week 3 Academic Excellence:
Students manifest learning
4 hours about people, literature, creative
and expressive arts and
technology from differing
cultures.
Content Learning Experiences
 Ethnic context Group activity:
Students make a concept
Representative Readings map identifying the
from Luzon, Visayas, geographic, linguistic and
Mindanao. ethnic dimensions of the
Poetry pre-colonial to Spanish
Drama literary history.
Creative non-fiction
Individual reflection:
What pre-colonial or
Spanish literature are still
in practice and known till
this time? What made them
stand the test of time?
Literary analysis activity:
Based on the literary work
read, analyze the
identifying the geographic,
linguistic and ethnic/socio-
cultural dimensions.
Nationalistic/Propaganda/ Group activity:
Revolutionary Period Students make a concept
map identifying the
Representative Reading geographic, linguistic and
Poetry ethnic dimensions of the
Drama nationalistic/propaganda/re
Creative non-fiction volutionary to Japanese
colonization periods.
Assessment/ Resources
Evaluation
Group activity output History.http://ncca.gov.ph
/subcommissions/subcom
mission-on-the-arts-
sca/literary-arts/the-
literary-forms-in-
philippine-literature/
Retrieved: June 11, 2018
Reflection Output Pre-Colonial
Philippine Literary
History.
file:///C:/Users/vpaa/Des
ktop/21st%20Century
%20Literatuire/Pre-
Colonial%20Philippine
%20Literary
Literary analysis output %20History.pdf ret.
June 11, 2018
Group activity output
Time Standards of Learning
Frame
Week 4 Learning Competencies:
The students identify the
4 hours geographic, linguistic and ethnic Representative literary
dimensions of Philippine
literary history from pre-
colonial to the contemporary.
Week 5 Students differentiate the
contrast between the various 21st
4 hours century literary genres and the
ones form the earlier periods.
Students infer literary meaning
from literal language based on
usage.
Students analyze the figures of
speech and other literary
techniques and devices in the
text.
Students explain the literary,
biographical, linguistic, and
Content Learning Experiences Assessment/ Resources
Evaluation
Individual reflection: Reflection output
What current pre-colonial
or Spanish literature are
still in practice and known
till this time? What made
them stand the test of time?
Japanese Colonization Literary analysis activity: Literary analysis output ?????
Based on the literary work
read, analyze the
works identifying the geographic,
linguistic and ethnic/socio-
cultural dimensions.
Contemporary Period Group activity: Group activity output ?????
(Martial Law to the present Students make a concept
map identifying the
Representative literary geographic, linguistic and
works ethnic dimensions of the
Hyperpoetry contemporary periods
blogs categorized as 1980’s,
Texttula 1990’s and the millennium
Mobile phone years.
Chic literature Literary analysis output
Speculative fiction, Literary analysis activity:
flash fiction Based on the literary work
read, analyze the
identifying the geographic,
linguistic and ethnic/socio-
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
soci--cultural context of the cultural dimensions
literary work.

Students discuss how the

literary, biographical, linguistic,
and socio-cultural context
enhance the text’s meaning and
enrich the reader’s
understanding.

Value Standard:
Academic Excellence:
Students manifest learning
about people, literature, creative
and expressive arts and
technology from differing
cultures.

Week 6 Learning Competencies:
Students identify representative
4 hours texts and authors from each
region.
Students infer literary meaning
from literal language based on
usage.
Students situate the text in the
region and the nation.
Students value the contribution
Canonical authors and
works of Philippine national
artists
 National/Regional
 Local – Antique
Representative canonical
readings
National
Local
Provincial -Antique
Literary analysis activity: Literary analysis output Mensa Domini
Based on the literary work Catechetical Institute for
read, analyze the locally published
identifying the geographic, canonical
linguistic and ethnic/socio- books/texts/songs of the
cultural dimensions. Diocese
Reflection: Reflection output
What Antiqueño socio-
cultural, religious,
economic, political features
and aspirations are shown
in the canonical works?
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
of local writers to the
development of the regional
literary traditions
Values Standards:
Academic Excellence:
Students seek for relevant and
related learning.

Week 7 Learning Competencies: Names of authors and their Literary analysis activity: Literary analysis output ?????
Students identify representative works, and backgrounds of Based on the literary work
4 hours texts and authors from each the literature from the read, analyze the
region. region – Region VI identifying the geographic,
Negros Occidental linguistic and ethnic/socio-
Students analyze the figures of Iloilo cultural dimensions.
speech and other literary Aklan
techniques and devices in the Capiz
Week 8 text. Antique Reflection: Reflection output
What distinct
4 hours Students explain the literary, Representative Readings: characteristics are
biographical, linguistic, and Negros identified of an Antiqueñp
soci--cultural context of the Iloilo literary work?
literary work. Aklan
Capiz
Students discuss how the Antique
literary, biographical, linguistic,
and socio-cultural context
enhance the text’s meaning and
enrich the reader’s
understanding.

Students infer literary meaning

Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
from literal language based on
usage.

Students situate the text in the

region and the nation.

Students value the contribution

of local writers to the
development of the regional
literary traditions.

Week 9 Students produce a creative
representation of a literary text
4 hours by applying multi-media skills.
Students choose an appropriate
multi-media format in
interpreting a literary text.
Culminating Activity Group work Group work output
Students choose one (1) (with rubrics for rating)
literary work from any
period and present its text
into another creative forms
using multimedia.

Students apply ICT skills in Criteria:

Week 10 crafting an adaptation of a
literary text. Group production work
3 hours
Students do self-assessment of
the creative adaptation of a Group rehearsal
literary text based on
rationalized criteria prior to
presentation Final Presentation

Values Standards:
Academic Excellence:
Time Standards of Learning
Frame
Students demonstrate ability to
work for productive, creative
and educational outcomes and
results.
Week 10
1 hour
Week 11 Writing a close analysis and
3 hours critical interpretation of literary
texts, applying a reading
approach, and doing an
adaptation of these, require from
the learner the ability to:
Students identify representative
texts and authors from Asia,
North America, Europe, Latin
America, and Africa
Students explain the texts in
terms of literary elements,
genres, and traditions
Students situate the texts in the
context of the region, nation,
and the world
Students appreciate the cultural
and aesthetic diversity of
literature of the world.
Week 12
4 hours Students compare and contrast
Content Learning Experiences Assessment/ Resources
Evaluation
FIRST QUARTER EXAMINATION
I. World Literature Group activity Group Activity Output Chua, Rina Garcia. Et.
Students makes a concept Concept map output al.(2016). 21st Century
A. Introduction on the literary genres, Literature from the
B. Literary genres, forms and traditions that Philippines and the
traditions and forms from are present in Asian World. DIWA Learning
Asia Literature Systems, Inc. Makati
C. Representative Texts City, Philippines., pp.
Individual reflection: Reflection Output 151-167
How was Philippine
Literature contributed to
the world literature?
Literary analysis activity Literary analysis output
Based on the literary work
being read, analyze by
identifying the literary
genres and forms employed
in the text
Student will create a Character Sketch
character sketch on one of output
the characters from the
selection.
A. Introduction Group Activity Discussion Chua, Rina Garcia. Et.
B. Literary genres, Students makes a concept al.(2016). 21st Century
Time Standards of Learning
Frame
the various 21st century literary
genres and their elements,
structures, and traditions from
across the globe.
Students identify the figures of
speech and other literary
techniques and devices in the
text.
Students explain the
biographical, linguistic, and
sociocultural contexts and
discuss how they enhance the
text’s meaning and the readers’
understanding.
Students examine the
Week 13 relationship between text and
context.
Values Standard:
Spirituality:
Students see the message and
workings of God in search for
knowledge
Students share their personal
faith
Academic Excellence:
Students communicate ideas and
Content Learning Experiences Assessment/ Resources
Evaluation
traditions and forms map identifying the literary Group literary output Literature from the
from Anglo- America genres, form used in Philippines and the
C. Representative Texts Anglo-American Literature World. DIWA Learning
Systems, Inc. Makati
Individual Reflection City, Philippines., pp.
How did Anglo- American 212-222
Literature begin? What Reflection Output
were the topics that were
tackled by literature, and
how have these evolved
now?
Literary analysis activity Literary Analysis
Based on the literary work Output
being read, analyze by
identifying the literary
genres and forms employed
in the text
A. Introduction Discussion Paper and pen test Agustin, Roy Tristan,
B. Literary genres, et.al. (2016) 211st
traditions and forms Individual Reflection Individual Output Century Literature from
What are some of the Philippines and the
from Europe
European literature’s World. Vibal Group,
C. Representative Texts contribution to world Inc. Quezon City,
literature? Philippines. pp. 1420-
149
Pair Activity Think Pair Share
Students draws the
dramatic situation from the
given literary text
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
opinions effectively.
Students discern and think
Week 14 critically. A. Introduction Caballero, Marjorie A.
4hrs Students demonstrate skills and B. Literary genres, (2016). Crossing
competencies required in their traditions and forms Horizons Through 21st
work century Literature. St.
from Latin- America
Augustine Publications,
Community Service: C. Representative Texts Inc. Sampaloc, Manila.,
Students effect positive change pp. 148 – 163.

Spirituality:
Students manifest sound
Week 15 judgement and uphold morality A. Literary genres, Paper and pen test
4hrs traditions and forms from
Africa Oral recitation
Academic Excellence: B. Representative Texts
students produce outputs Individual output
reflective of their skills and
competencies in their field Paper and pen test

Individual output
Community Service: Paper and pen test
Students effect positive change Individual output
Think pair share

Week 16 LEARNING COMPETENCIES Basic textual and contextual

4hrs 10. understand literary meanings in reading approach in the study
context and the use of critical and appreciation of literature
reading strategies
7. identify the figures of speech
and other literary techniques and
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
devices in the text “Sonnet 29”
William Shakespeare

Week 17 PERFORMANCE STANDARD American Literature Discussion Paper and pen test Caballero, Marjorie A.
4hrs The learner will be able to Reading: (2016). Crossing
demonstrate understanding and “The Gift of Magi” Expanding Vocabulary Individual output Horizons Through 21st
appreciation of 21st century O. Henry Look up for the meaning of century Literature. St.
literature of the world through: the following words. Augustine Publications,
2. critical paper that analyzes
1. anxious Inc. Sampaloc, Manila.,
literary texts in relation to the
context of the reader and the writer 2. ardent pp. 199 – 216.
or a critical paper that interprets 3. cascade
literary texts using any of the 4. ransacking
critical approaches; 5. sly

9. examine the relationship Exploring the Text Think Pair Share

between text and context 1. Do a character sketch of
Della and Jim. What were
common in their
personalities? What were
different?
2. Describe the setting of
the story.
3. How was the title
significant in the story?
4. What symbolisms were
used by the author to
develop the plot of the
story?
5. What conflicts were
raised in the story?
6. O. Henry was known for
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
his surprise ending in his
stories. What was the twist
in this one?

Discussion Paper and pen test

Expanding Vocabulary Individual output

“A Rose for Emily” Look for the following
William Faulkner words in the story, and then
give their meaning in
context.
1. biding
2. coquettish
3. doddering
4. impervious
5. sibilant
6. valence
7. virulent
8. cabal
9. perverse
10. macabre

Exploring the Text Oral recitation

1. Describe the main
character of the story.
2. What caused the “smell”
that developed from Miss
Emily’s house?
3. How did the
townspeople regard Emily?
Why?
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
4. What can you say about
the author’s style of ending
the story?
5. Is Emily insane? Why or
Why not?
6. What literary devices
were used by the author in
the story?
7. Who was Tobe?
Describe his role in the
story.
8. Was Emily happy before
she died? Why or Why
not?
9. What is the significance
of the title?
10. Do you think that
Emily was the last member
of their clan? Why or Why
not?
11. What conflicts were
raised in the story?

Reflective Writing Individual output

If you were Emily’s friend,
what will you advise her to
address her problem?
Week 18 8. explain the biographical, African Literature Discussion Paper and pen test
4hrs linguistic, and sociocultural Reading:
contexts and discuss how they “Africa’s Plea” Exploring the Text Individual output
enhance the text’s meaning and the Roland Tombekai 1. What is the general tone
reader’s understanding
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
Dempster or mood of the poem? Cite
specific lines to support
your answer.
2. Read the poem again and
identify the speaker’s
specific feelings by making
inferences from each stanza
and synthesizing the
collective images, mood
and feelings in order to
arrive at the total
experience.
3. To whom do you think
the poet is speaking to?

Reflective Writing Individual output

How did the poem reflect
Africa’s culture? Do you
think that the images
suggested in the poem were
parallel in the life of the
poet? Why or Why not?
Week 19 9. examine the relationship Reading Approaches in Discussion Paper and pen test
4hrs between text and context Appreciation of Literature

10. understand literary meanings I. Introduction

in context and the use of critical II. Two Types of Reading .
reading strategies Approaches
1. Textual Reading
Approach
a. Philology
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
Spirituality: b. Rhetoric
Students speak and act c. Stylistics
according to their faith d. Semiotics
e. Deconstruction
2. Contextual Reading
Academic Excellence: Approach
Students discern and think a. Biographical Criticism
critically b. Historical Criticism
c. Feminist Criticism
d. Formalist Criticism
e. Psychoanalytical
Community Service: Criticism
Students effect positive change f. Marxist Literary
Criticism

Think Pair Share

Individual output
Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation

Individual output
(graded)

Week 20 11.3 do self – and / or peer Different short stories Group Presentation
3hrs assessment of the where assigned for a role Performance
creative play presentation by group.
adaptation of a literary
text,
based on rationalized
criteria, prior to
presentation

Week 20 Second Grading Examination

Time Standards of Learning Content Learning Experiences Assessment/ Resources
Frame Evaluation
1 hour