This document outlines a curriculum guide for teaching 21st century literature from the Philippines and the world. It includes three main objectives: to gain understanding of the course contents and processes; discuss difficulties and identify solutions; and provide a walkthrough of the curriculum guide. The curriculum guide then presents the course description and topics to be covered, including various dimensions of Philippine literary history. It provides examples of competencies, processes, teaching strategies, activities and assessments that integrate 21st century skills such as collaboration, critical thinking and communication. References are also included to support teaching the course.

1. 21st Century
Litera
ture
From the PHILIPPINES
And the World

2. “SHARING KNOWLEDGE is not about
giving people something, or getting
something from them. That is only valid
for information sharing.
Sharing knowledge occurs when
people are genuinely interested in
HELPING ONE ANOTHER develop
new capacities for action; it is about
creating learning processes.”
Peter Senge

3. • gain clearer understanding on the
contents
and processes in teaching 21st Century
Literature from the P & the W (First
Quarter);
• discuss difficulties/concerns related to the
teaching of the course;
• identify ways of addressing the
difficulties/ concerns in teaching
21st Century Literature from the P & the W.
Objectives

4. WALKTHROUGH
of the
CURRICULUM
GUIDE

5. Description
This course aims to engage students
in appreciation and critical study of
21st century literature from the
Philippines and the World
encompassing their various
dimensions, genres, elements,
structures, contexts, and traditions.

6. Description
It also focuses on the study and
appreciation of the literature of
the region where the school is
located in relation to the
literature of the other regions of
the country.

7. A. Group the participants.
B. Recall 2 authors from the Philippines and the
World.
C. Answer the following questions:
1. What is the author known for?
2. Give examples of his works (literary pieces,
plays etc.)
3. How did his work contributed to the
development of national or international
literature?
Activity #1: Share What You Know!

8. • Take note of your assigned content.
• Fill out the given table.
• Present your output to the group.
Activity #2
Content/
Topics Competencies
Process
Strategies/
Approaches
Activities to
be
undertaken
Assess-
ment
21st
Century
Skills

9. Content/
Topics
Competencies Process
Strategies/
Approaches
Activities to be
undertaken
Assessm
A. 21st Century
literature from the
region where the
school is based in
relation to the
literature of other
regions in various
genres and forms in
consideration of :
A.1 various
dimensions of Phil.
Literary history
from colonial to
contemporary
Writing a close analysis
and critical interpretation
of literary texts and doing
an adaptation of these
require from the learner
the ability to:
 Identify the
geographic, linguistic,
and ethnic dimensions of
Phil. Literary history
from pre-colonial to the
contemporary
 Differentited
Instruction
 Show Me What
You’ve Got!
- Students are put
into groups to
perform/ produce
the ff:
1. Dance it like
before!
2. Sing it to me
baby!
3. Act it like Romeo
and Juliet!
4. Tell it to other
folks!
5. Report it to the
gods!
6. Sing a new a
song!
Performance
Product-bas
Example

10. Content/
Topics
Competencies Process
Strategies/
Approaches
Activities to be
undertaken
Assessment 21st
Century
Skills
A. 21st Century
literature from
the region
where the
school is based
in relation to
the literature
of other
regions in
various genres
and forms in
consideration
of :
A.1 various
dimensions of
Phil. Literary
history from
colonial to
contemporary
Writing a close
analysis and critical
interpretation of
literary texts and
doing an adaptation
of these require
from the learner
the ability to:
 Identify the
geographic,
linguistic, and
ethnic dimensions
of Phil. Literary
history from pre-
colonial to the
contemporary
 Class
Discussion
Reflective
Journal
 Teacher –
Facilitated
Interaction
- Students are
asked to explain
the connection
between the
activity and
literature.
- Students
presented a PPT
on the
Introduction to
Philippine
Literature.
o Performance
and Product-
based
o Reflection
Writing
- Students
write about
their role in
preserving
their literary
heritage.
Inter-
personal
Commun-
ication Skills
Global
Awareness
Collaborat-
ion
Critical
Thinking

11. Content/
Topics
Competencies Process
Strategies/
Approaches
Activities to be
undertaken
Assessment 21st
Century
Skills
A. 21st Century
literature from
the region
where the
school is based
in relation to
the literature
of other
regions in
various genres
and forms in
consideration
of :
A.1 various
dimensions of
Phil. Literary
history from
colonial to
contemporary
Writing a close
analysis and critical
interpretation of
literary texts and
doing an adaptation
of these require
from the learner
the ability to:
 Identify the
geographic,
linguistic, and
ethnic dimensions
of Phil. Literary
history from pre-
colonial to the
contemporary
 Assignment  WWWW
(Work with the
World Wide
Web)
BBB (Break the
Brain with
Books)
- The students
are put into
groups to
work on the
assigned
Philippine
Literary
Period.
-Students are
required to
present
outputs
based on the
set criteria.
(content,
accuracy,
engagement/
o
Performance
and Product-
based
o Ppt
Presentation/
Video
Documentary
/ other
Creative
Forms
Inter-
personal
Commun-
ication Skills
Global
Awareness
Collaborat-
ion
Creativity
Media
Utilization
and
Production
Critical
Thinking

12. Content/
Topics
Competencies Process
Strategies/
Approaches
Activities to be
undertaken
Assessment 21st
Century
Skills
A. 21st Century
literature from
the region
where the
school is based
in relation to
the literature
of other
regions in
various genres
and forms in
consideration
of :
A.1 various
dimensions of
Phil. Literary
history from
colonial to
contemporary
Writing a close
analysis and critical
interpretation of
literary texts and
doing an adaptation
of these require
from the learner
the ability to:
 Identify the
geographic,
linguistic, and
ethnic dimensions
of Phil. Literary
history from pre-
colonial to the
contemporary
Dyadic
Interaction
Student –
Facilitated
Discussion
Bugtungan
Tayo
- Students are
put in pairs to
exchange riddles
– may it be in
local language,
Filipino or
English.
 It’s Show
Time!
- Students
present their
creative outputs
on their assigned
Philippine
Literary Period.
o Oral
Participation
o Ppt
Presentation/
Video
Documentary/
other Creative
Forms
o Paper and
Pen Quiz on
the Literary
Periods of PL.
Inter-
personal
Commun-
ication Skills
Global
Awareness
Collaborat-
ion
Creativity
Media
Utilization
and
Production
Critical
Thinking

13. Presentation
of Outputs
Critiquing
and
Sharing of Insights

14. References
• Baldonado, R. et al (2013). Readings from World Literatures. Quezon
City, Manila: Great Books.
• Gutierrez-Ang, J. (2012). Philippine Literatures. Manila:
Mindshapers.
• Lacia, F.; Fabella, M.; Libungo, L. (2009). The Literatures of the
Philippines. Manila: Rex Bookstore.
• Lumbera, B. (2001). Filipinos Writings: Philippine Literature from
the Region. Pasig City, Manila: Anvil Publishing.
• Lumbera, B.; Lumbera, B. (2005). Philippine Literature (Revised ed.).
Pasig City, Manila: Anvil Publishing.
• Martin, M. et al. (2016). Beyond Borders: Reading Literature in the 21st
Century. Quezon City, Manila: Phoenix.
• Reyes, D. (2011). World Literary Gems of the East and West. Quezon
City, Manila: Rex Bookstore.
• Valdez, S.; Dianco, D. (2009). Understanding Literary Arts and
Appreciating Literatures of the World. Manila: Mindshapers.

15. References
• World Literature. from http://books.wwnorton.com/books/The-Norton-
Anthology-of-World-Literature/
• Literary Terms. from http://sparkcharts.sparknotes.com/lit/literaryterms
/section3.php
• Philippine Background. from http://johnrayestrallado.weebly.com/
upload (pdf)
• Types of Poetry . from
freiburg.de/intranet/englishbasics/PoetryTypes01.htm