Unit Plan – 21st Century Literature

S.Y. 2017-2018
Quarter: Unit Plan Topic: Time Frame:
First Quarter 21st Century Literature from the 20 Sessions (40 Hours)
Philippines
Stage I : Desired Results
Content Standard: Performance Standard:
 The learner understands and appreciates  The learner demonstrates understanding and
the elements and contexts of 21st century appreciation of 21st Century Philippine literature from
Philippine literature from the regions 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 other creative
forms using multimedia.
Transfer Goal:
 Learners will be able to self-sufficiently apply the concepts and skills learned in Philippine Contemporary Literature to
create a literary analysis and a literary adaptation of the text analyzed.
Enduring Understanding: Essential Question:
Learners will understand that: Learners will keep considering the following questions:
1. The Philippine literature evolved from pre-colonial 1. How did Philippine literature evolve from pre-
period to the 21st century as affected by the events colonial period to the 21st century?
in history of the country.
2. Literature is always part of our culture and literary 2. How do we have to give appreciation to our
pieces were written by individuals who brought a canonical writers?
lot of contribution in the field.
3. Literary pieces from different regions of the 3. How did writers from different regions of the
country were written according to the culture, country write literary pieces?
background and tradition of the region.
Competencies/Specific Processing Questions:
Objectives:
1. Identify the
geographic, linguistic,
and ethnic dimensions
of Philippine literary
history from pre-
colonial to the
contemporary.
2. Identify representative
texts and authors from
each region (e.g.
engage in oral history
research with focus on
key personalities from
the students’
region/province/town).
3. Value the
contributions of local
writers to the
development of
regional literary
traditions.
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 socio-cultural
contexts and discuss
how they enhance the
text’s meaning and
enrich the reader’s
understanding.
Concepts/Answers:
1. What are the geographic,
linguistic and ethnic
dimensions of Philippine
literary history from pre-
colonial to the
contemporary?
2. What are the
representative texts from
the chosen regions in the
Philippines? Who wrote
these texts?
3. What is the importance of
having local writers to the
development of regional
literary traditions?
4. How can we show
appreciation to the
contributions of the
canonical writers we have
in our country?
5. What is the difference
between the literary genres
of the 21st century and the
past literary genres?
6. How can we infer literary
meaning from literal
language based on usage?
7. What are the techniques
and devices in the text
selected?
8. How do literary,
biographical, linguistic, and
socio-cultural contexts
enhance the text’s
meaning and enrich the
reader’s understanding?
1. The Philippine literature changed from pre-
colonial period to the present. In the past, we
have proverbs, songs, myths, legends and
fables written in native languages passed down
orally. Colonial periods impacted literary
development in our country which being handed
down to the latest generations.
2. Some of the texts we have in the Philippines
are: Komposo ni Dandansoy by Genevieve
Asenjo (Hiligaynon), Leyte by Victor Sugbo
(Leyte), The Door of an Abandoned Old House
by Danny Castillones Sillada (Mandaya).
3. The importance of having a local writer is that
they are the ones who help the country in
preserving the culture, beliefs and traditions of
the different regions through writing.
4. We can show appreciation to the contributions
of our canonical writers by reading and sharing
their pieces of literature.
5. The genres in 21st century are seen as sensitive
to gender, allude technology and show culture.
The past literary genres were prose, poetry and
drama expressed into essays, legends,
anecdotes, news stories, biographies, parables,
narratives, and the like.
6. We can infer literary meaning by analyzing and
fully understanding the text we are reading.
7. The techniques and devices used in each
chosen text vary from story to story.
8. Literary, biographical, linguistic, and socio-
cultural contexts enhance the text’s meaning
and enrich the reader’s understanding by
challenging people to think and find solutions to
the problem.
 9. Situate the text in the 9. How can you situate the 9. We can situate the text in the context of region
context of the region text in the context of region and nation by looking at its geography,
and the nation. and nation? literature, history, culture, beliefs, and as a
whole.

10. Explain the 10. In explaining the relationship of context with its
10. What are the guidelines
meaning we have to look at the connotative and
relationship of context in explaining the denotative meaning of the text, the background
with the text’s relationship of context with of the story and of the writer
meaning. the meaning of the text?

11. How can we create a

11. Produce a creative good representation of the 11. We can create a good representation of the
representation of a literary text? literary text by applying multimedia skills.
literary text by
applying multi-media
skills:
a. Chose an
appropriate
multimedia format
in interpreting a
literary text.
b. Apply ICT skills in
crafting an
adaptation of a
literary text.
c. Do self-and/or peer
assessment of the
creative
adaptation of a
literary text, based
on rationalized
criteria, prior to
presentation.

Prepared by: Checked, Rated and Approved by: Ratee Rater

T QL Sig. T QL Sig.
Ms. Christine Joy L. Cardino Ms. Princess Nel-Ann Olo
SHS Faculty SHS Focal Person

Rubrics

Quantity Quality Timeliness

Quantity: 1 (Fixed) Criteria: 5 - submitted 2 or more days

Rating: 1. Complete and correct inclusion if before the deadline
3 - if submitted Content Standard, Performance 4 - submitted 1 day before the
0 - if not submitted Standard, and the MLC required by deadline
the DepEd. 3 - submitted on the day of the
2. Transfer goal is correctly crafted. deadline
3. EU reflects the big concepts of the 2 - submitted 1 day after the
unit. deadline
4. MLCs are with equivalent correct 1 - submitted 2 days after the
process. Deadline
5. With value added (no typographical 0 - submitted 3 or more days
error) after the deadline

Rating:
5 - all criteria are present
4 - 4 criteria are present
3 - 3 criteria are present
2 - 2 criteria are present
1 - 1 criterion is present