Group 9:

Monica Piape, Maria Flordeliz Duran, Eduard Sualog Estilloso, Raquel Ponte, Liezel Auza, Regina Cabacungan, Chiara Grace Oncenes, Fritzie
Singson, Cecilita Centeno, Katherine Encabo

Flexible Instruction Delivery Plan (FIDP)

Grade: 11 Semester: ________________________________________________
Core Subject Title: 21st Century Literature from the Philippines and the World No. of Hours/Semester: _____________________________________
Prerequisites (If Needed) ____________________________________
Core Subject Description: This course aims to engage students in appreciation and critical study of 21 Century Literature from the Philippines and the
st

World encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

Culminating Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21 st Century Philippine Literature from
the regions through an adaptation of a text into other creative forms using multimedia.

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to

Highest Thinking Skill to
Learning competencies Use in developing the Highest
Assess
Thinking Skill to Assess
Most
Content Performan KUD Flexible
Essenti
Content Standar ce Classificat Assessment Flexible
al KUD Enabling
ds Standards ion RBT Activities Learning
Topics Complete Classific Most Essential General
Level (FAA) Strategies
ation Strategy
Performance (FLS)
Checks

Quarter 1

A. 21st The 21st The learner Writing a close Writing a close Movie List Picture
Centur learners Century will be able analysis and analysis and Analysis
y will be Literary to critical critical (Learners will
literatu able to Themes demonstrat interpretation interpretation of list down the
re from understa e of literary and literary texts movies that
they had Critical
the nd and understandi doing an and doing an Reading
region appreciat ng and adaptation of adaptation of watched and
where e the appreciatio these require these require the themes and
K techniques
the elements n of the 21
st
from the learner from the learner
school and century the ability to: the ability to: used in them.) Short Story/
is contexts Philippine Film Analysis
based of 21
st
and world
in century literature 1. identify the Constructed
relatio Philippin through a geographic, Response
n to the e written linguistic, and 1. identify the K U Representati Graphical
literatu Literatur close ethnic geographic, on Timeline
re of e from analysis dimensions of linguistic, and
ethnic Critical Venn Diagram
other the and critical Philippine
dimensions of interpretation
regions Regions interpretat literary history
Philippine on selected
ion of a from
literary history short story
literary precolonial to
from precolonial “One Day on
text in the
to the the Road” or
terms of contemporary.
contemporary. the movie “Mr.
form and
Peabody and
theme, with
Sherman”
description
of its
context
derived
from
research

Study The Genre The learner differentiate/co U Compare and U Analyzing Communicati
and learner will be able mpare and contrast the on
appreci will be to contrast the various 21st
ation of able to demonstrat various 21st century literary
literary understa e century literary genres and the
texts nd and understandi genres and the ones from the
from appreciat ng and ones from the earlier genres
the e the appreciatio earlier /periods citing
differe elements n of 21st genres/periods their elements, Compare and Dual Coding
nt and Century citing their structures Contrast Matrix
regions contexts Philippine elements,
written of 21st literature structures and
Compare and
in century from the traditions
Write a critical Contrast Matrix
differe Philippin regions
Analysis
nt e through:
genres literature
coverin from the
g: regions. Infographics
1. a written
close
analysis and
critical
interpretati
1.4
on of a
literary
literary text
genres
/major in terms of
genre form and
theme, with
a
description
of its
context
derived
from
research;

Study The Approa The explain the Discuss how Understan Evaluating Writing a Reasoning The Reading
and learner ches learner literary, different ding critical and Proof and Writing
apprec will be will be able biographical, contexts interpretation  Connection
iation able to to linguistic, and enhance the of the book
text’s meaning
of underst demonstra sociocultural “One Day on
and enrich the Reading of the
literar and and te contexts and the Road”
reader’s Text and
y texts apprecia understan discuss how understanding using a
Discussion
from te the ding and they enhance Sociological
through
the element appreciatio the text’s approach Comprehensio
differe s and n of 21st meaning and n Questions
nt contexts Century enrich the
region of 21st Philippine read
s century literature Understa
writte Philippi from the nding
n in ne regions
differe literatur through: 1.
nt e from a written
genres the close
coveri regions. analysis
ng: 1. and critical
region interpretat
s in ion of a
Luzon, literary
Visaya text in
s, terms of
Minda form and
nao 2. theme,
major with a
genres description
(poetr of its
y, context
fiction, derived
drama, from
creativ research;
e and 2. an
nonfict adaptation
ion, as of a text
well as into other
hyper creative
poetry forms
, blogs, using
mobile multimedi
phone a
Texttu
la,
chick
lit,
specul
ative
fiction,
flash
fiction,
etc.)
Study The 1.2 The learner Analyze the Understa Understan Analyzing 1. Literary text Communicati 1. Story review
and learners will be able figures of nding Discuss how ding or on on
appreci will be Devices to speech and different
ation of able to and demonstrat other literary contexts Story analysis “One Day on
literary understa Techniq e techniques and enhance the the Road” by
texts nd and ues understandi devices in the text’s meaning Temistokles
from appreciat ng and text and enrich the Adlawan
2. Literary text
the e the appreciatio reader’s
understanding interpretation
regions elements n of 21st through
written and century appropriate 2. Street life
in contexts Philippine multimedia photography
differe of 21st
Literature and reflective
nt century from the text 
genres Philippin regions
coverin e through:
g: literature
from

1.regio 1. a
ns in written 
Luzon,
Visayas close
, analysis and
Mindan critical
ao interpretati
on of a
literary text
in terms of
2.major form and
genres theme, with
(poetry a
fiction, description
drama, of its
creativ context
e derived
nonficti from
on, as research;
well as and
hyperp
poetry,
blogs,
mobile 2. An
phone adaptation
texttula of a text into
, chick other
lit, creative
specula forms using
tive multimedia
fiction,
flash
fiction.

Quarter 2

World The World The learner Explain the

Literat learner Literatu will be able texts in terms of
ure: will be re: to literary
Anglo able to Anglo demonstrat elements,
Americ understa America e genres, and
an nd and n understandi traditions
Literat appreciat Literatu ng and
ure e the re appreciatio
elements n of 21st
and century
Voices contexts World
by of 21st literature
Alice century through a
Munro World written
literature close
specifical analysis and
ly Anglo- critical
American interpretati
Literatur on of
e literary text
in terms of
form and
theme, with
a
description
of its
context
derived
from
research.

Literar The World The learner Writing a close U Analyzing Close Analysis Communicati 1. Post it
y learner Literatu will be able analysis and on Parade
genres, will be re: Latin to critical
traditio able to America demonstrat interpretation of 2. Reading of a
ns and understa n e literary texts, Text
forms nd and understandi applying a
from appreciat ng and reading
differe e literary appreciatio approach, and
nt texts in n of 21st
doing an
nationa various century adaptation of
l genres literature of these, require
literatu across the world from the learner
re and national through:  the ability to
culture literature identify:
s, and representative
namely cultures. 1. a written texts and
, Asian, close authors from
Anglo- analysis and Asia, North
Americ critical America,
an, interpretati Europe, Latin
Europe on of a America, and
an, literary text Africa
Latin in terms of
Americ form and
an, and theme, with
African a
description
of its
context
derived
from
research

 Literary The learner Africa The learner Analyze a literary Understan Writing a close Understandi Applying 1.Pre-assessment:
genres, will be able will be able to work from Africa. ding analysis and critical ng
tradition to demonstrate interpretation of Multiple 
s and understand understanding literary texts,
2.  Reflection: What
forms and and applying a reading
comes to your
from appreciate appreciation of Interpret a literary approach, and doing
mind when you
different literary 21st century text from Africa an adaptation of
hear Africa? After
national texts in literature of these, require from
knowing its history
literature various the world the learner the
, what changed in
and genres through: ability to identify:
the way you see
cultures, across Identify representative texts
the continent?
namely, national representative text and authors from
Asian, literature from Africa Africa.
Anglo- and 1. A written
American cultures close analysis
3. Seatwork Essay
, and critical
Analyzing form:
European interpretation Identify authors
, Latin of a literary from Africa. a. How did the
America, text in terms of history of Africa
and form and affect its
Africa theme, with a literature? 
description of
its context b.  What similar
derived from struggles in Africa
research. and the Philippines
can you think of? 
How did these two
places handle these
struggle?

4.  Literary
 Analysis:

Civilian and the

Soldier

http://www.shigek
u.org/xlib/lingshid
ao/waiwen/soyink
a.htm

A. Do the
poem reflects a
civil war in a clear
manner?  Why or
why not?

B. What literary
techniques does
Soyinka use in the
poem and how do
they enhance the
central message of
the poem?

C. How can war

change your
personhood?  Is it
possible to survive
a war
“unscathed”?  Why
or why not?

Compare and Knowing Compare and Understandi Analyzing

contrast the various contrast the various ng
21st century literary 21st century literary
genres and their genres and their
elements, elements, structures,
structures, and and traditions from
traditions from across the globe
across the globe

Produce a creative Doing Produce a creative Creating Choose one literary

representation of representation of piece in the book
literary text by literary text by and create a
applying multimedia applying multimedia multimedia
and ICT skill and ICT skills. presentation of
your choice as an
interpretation of
the piece.
 (Just think of the
creative mixture of
text, image, vide, or
sound, among
others, using your
chosen literary
piece as the center.

Performance Task: The United Nations Children’s Fund (UNICEF) has approved your multimedia proposal to feature an adaptation of a
contemporary world literary text. The chosen text should highlight any of the goals in the 17 Sustainable Development Goals to create workable
solutions on today’s global issues. As a production manager, you and your team are tasked to produce a creative poster adaptation of your approved
chosen literary text. The output will be evaluated by UNICEF representatives based on the rubric attached.
 Flexible Instructional Delivery Plan (FIDP)-Africa

Grade:11/12 Semester: 
Core Subject Title: 21 Century Literature from the Philippines and the World No. of Hours/Semester: Prerequisites (If needed): None
st

Core Subject Description: This course aims to engage students in appreciation and critical study of 21 Century Literature from the Philippines and the World
st

encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

Culminating Performance Standards:  

FORMATIVE ASSESSMENTS
Performance Task Essential Topic Formative Assessment
Online Distance Blended
1 Quarter
st
1. Asynchronous Synchronous Hybrid Offline Remote In-person
2.
3.
4.
5.
2 Quarters
nd
6.
7.
8.
9.
10.