Apo Jose Catholic Educational System Foundation, Inc.

Sacred Heart Academy of Lupao Inc.

Lupao, Nueva Ecija

SHS – CURRICULUM MAP – QUARTER 1

GRADE 12: READING LITERATURE IN THE 21ST CENTURY

CONTENT CONTENT PERFORMANC FORMATION LEARNING EU/EQ TRANSFER ASSESSMENT PERFORMAN ACTIVITIES
STANDARD E STANDARD STANDARD COMPETENCIES GOAL S CE TASK
Philippine The learners The learners The learners will 1.Identify the Enduring The learners 1.Feature Your goal is  Round table
Literature: will will be able become geographic, Understandin will be able article about to write a discussion
Dimensions demonstrate to write a appreciative of linguistic, and ethnic g: to an author short paper  Group Skit
of a understandi close analysis their local literary dimensions of independentl from another about the  Group Work
National ng of the and critical heritage and Philippine literary 1.Local y use their region story of  Seatwork
literatures are 
Imaginary 21st century interpretation stylistic diversity history from pre- learning to “Green Peer
diverse and 2.Critic paper evaluation
literature of a literary of Philippine colonial to the unique in critically on the Girl”. You
st
from the text in terms regional contemporary. themselves, interpret 21 assigned will share
region of form and literatures. (Understanding) and are not in century literary text your answers
where the theme, with a 2. Identify any way to be literary texts in Producing
school is description of representative texts less valued in terms of 3.Multimedia Texts by
based in its context and authors from compared form and presentation reading
relation to derived from STEWARDSHIP each region (e.g. with, say, theme with a of research aloud in
the literature research. (Genesis2:15) engage in oral history literature from description front of the
of other research with focus the center. of its 4.Present class. You
regions in (CRITICAL on key personalities 2. The body of context. evidences of are given
work we call research
various THINKING) from the students’ five minutes
“Philippine process
genres and region/province/ Literature” and to read your
forms. town) (Analyzing) its genres 5.Answering answer.
3. Value the evolved in comprehensi Your output
contributions of local relation to our on questions should show
writers to the historical via quizzes, a clear
development of experience. seatwork, attempt on
regional literary 3.Close homework, your part to
traditions. reading or recitations. think about
(Evaluating) literary works and

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4.Appreciate the by National adequately
contributions of the Artists reveal answers the
canonical Filipino heterogeinity questions.
writers to the in notions like
development of “nation” and
“national
national literature.
literature”.
(Understanding) 4. Through
research or
sustained
interest in our
town’s/
province’s/
region’s
literature and
literary
history, we
help
strengthen our
locality’s self-
knowledge and
self-definition.

Essential
Questions:
1.What is to be
gained from
shifting our
focus away
from centers of
power or
influence (like
big cities)and
toward
peripheries
(like regions,
provinces, and
small towns)?
2.In what way

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 is literature not
just a
reflection of
history but a
symbolic
representation
of human
experience-
that is, in what
way does it not
only passively
mirror history
but actively
shape how we
live it?
3.How do
literary works
intervene in,
rather than just
illuminate, the
process of
history
making?
4.How can I
help enrich
and preserve
my town’s/
province’s/
region’s/
literary
culture?

The Regions The learner The learner The learner will 5.Differentiate/comp Enduring The learners 1.Compose
in Focus: demonstrates shows develop sensitivity are and contrast the Understandin will be able text tula

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Selected understandin creativity in to issues involving various 21st century g: to inspired  Seat Work
Contempora g of literary adapting a text historical grievances literary genres and 1.New independentl another  Reporting/
ry Issues texts from the in to other and conflicts. the ones from the dispensations y use their literary text Discussion
different creative forms earlier genres/periods spawn new learning to of another  Writing
regions using EMPOWERME citing their elements, kinds of adapt a text genre Critical
written in multimedia. NT (Proverbs 1:5, literary into creative Paper
structures and
different 1 Proverbs 11:14) expressions; form using 2. Report on
genres. (CREATIVIT traditions . for instance, multimedia. Visayan
Y and (Analyzing) the ubiquity of literature
INNOVATIO 6.Infer literary mobile phones other than
N) meaning from literal and the limited Hiligaynon
language based on number and Cebuano,
usage. characters per or Visayan
(Understanding) text message Literature in
7.Analyze the figures encouraged the English
of speech and other creation of text
literary techniques tula, which 3. Present a
merges an old review of a
and devices in the
literary form Mindanao-
text. (Analyzing) with new based literary
8.Explain the literary, technology. journal
biographical, 2. Literature
linguistic, and can be a site of Answering
sociocultural important comprehensi
contexts and discuss cultural on questions
how they enhance the dialogue, via quizzes,
text’s meaning and especially seatwork,
enrich the reader’s those homework,
understanding. involving how or recitations.
historical
(Evaluating) forces (like
9.Situate the text in colonizations
the context of the and
region and the nation. institutions
(Evaluating) (like the
10.Explain the government)
relationship of have come in
context with the conflict with
text’s meaning. indigenous
(Evaluating) points of view.

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 11.Produce a creative Essential
representation of a Questions:
literary text by 1.How do
applying multimedia economic,
skills. (Creating) socio-political,
and
11.1Choose an
technological
appropriate developments
multimedia format in affect cultural
interpreting a literary forms?
text. (Applying) 2.What crucial
11.2Apply ICT skills lessons should
in crafting an we remember
adaptation of a from the
literary text. history of
(Applying) Mindanao land
11.3 Do self- and/or and its people?
peer assessment of
the creative
adaptation of a
literary text, based on
rationalized criteria,
prior to presentation.
(Evaluating)

PREPARED BY: CHECKED BY:

MARY ROSE E. FERNANDEZ, LPT SR. ELLEN JOY L. CAJEGAS, USS
SUBJECT TEACHER SCHOOL PRINCIPAL

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