The document outlines the curriculum map for the 12th-grade subject, 21st Century Literature from the Philippines and the World, at Golden Achievers Academy of Paranaque. It includes content and performance standards, various lesson plans, learning competencies, and related activities that emphasize understanding and appreciation of contemporary Philippine literature across different genres and regions. Students will engage in analyses, adaptations, creative presentations, and collaborative projects to deepen their literary comprehension and skills.

1. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
Subject Matter:
Grade Level: GRADE 12
Subject: 21st
Century Literature from the Philippines
and the World
GRADE LEVEL STANDARD: GRADE
FIRST SEMESTER
First Quarter
Content Standard:
The Learners demonstrate an understanding of:
1. understand and appreciate the elements and contexts of 21st century Philippine literature from
the regions.
2. understand and appreciate literary texts in various genres across national literature and
cultures.
Performance Standard:
The learners should be able to:
demonstrate understanding and appreciation of 21st 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 other creative forms using multimedia.
Lesson Title
and Lesson
Number
Sub-topics
Learning
Competencies
Objectives
(Unpacked LCs)
Social and
Emotional
Learning
Skills
21st
Century
Skills
Strategies and Activities Core Values
Resources
and
References
FIRST
SEMESTER,
FIRST
QUARTER
Lesson 1:
21stCentury
literature from
the region
where the
1. various dimensions
of Philippine literary
history from pre-
colonial to
contemporary;
2. canonical authors
and works of
Philippine National
Artists in Literature;
3. names of authors
and
their works, and
The learner should be able to:
Writing a close analysis and
critical interpretation of literary
texts and doing an adaptation
of these require from the
learner the ability to:
1. identify the geographic,
linguistic, and ethnic
dimensions of Philippine
literary history from pre-
colonial to the contemporary
2. identify representative texts
AK1: Identify conventions of
oral literature.
AK2: Discuss famous National
Artist for literature in the
Philippines.
MM1: Analyze pre-colonial
texts such as those from
mythological, and heroic ages,
as well as folktales and
baybayin.
Relationship
skills
Self-
awareness
Collaboration
Information
literacy
Social skills
 Group Activity: Creative
Timeline Presentation
1. The class will be grouped
having 5 groups and will task to
make a timeline presentation on
the development of Philippine
Literature.
2. Each group must show their
creativity and show off their
confidence in presenting their
work.
 Individual Activity: Graphic
Family values
Global
Competence

2. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
school is
based in
relation to the
literature of
other regions
in various
genres and
forms in
consideration
of:
backgrounds of the
literature from the
region where the high
school is located
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
MM2: Differentiate the
different genres, common in
the regions, like etiological
texts, folktales, and myths.
TK1: Evaluate the different
contributions of Filipino writers
to the development of national
literature.
TK2: Explain the value of the
contributions of local writers to
the development of regional
literary traditions.
Organizer
1. The students will make a
creative graphic organizer
about the poem “Padre
Faura Witnesses the
Execution of Rizal by Danton
Remoto” and explain what
each line talks about?
2. The students will be given 3
minutes to present.
 Pair Activity: Semantic
Mapping
1. The students will choose a
partner and create a semantic
map about everything they
know about Rizal, and all of his
achievements and contributions
to Philippine society.
2. The students will be given 3
minutes to present their output.
Individual Activity:
Autobiography
1. The students will create an
autobiography of the author
famous in their region and
summarize his/her noble
literary piece.
2. After doing the activity, they
will present it for 3 minutes in
front of the class
 Individual Activity:
Author Portrayal-
Reporting
1. The students will portray the
author assigned by their
teacher.
2. Aside from portraying the
author, the students will present
the background and discuss the
contribution of the Filipino

3. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
writers to the Philippine
literature and society.
NCR: Lualhati Bautista
 Individual Activity: 1-minute
essay
1. Describe the present
situation of the Philippine
Literature in the society
2. The students will present
their work for 3 minutes.
 Pair Activity: Family Tree
1. The students will choose a
partner and will read the Tales
of Halawod River (A Visayan
Epic) which is the HINILAWOD.
2. After reading the material, the
students will make a Family
Tree of the characters of the
Epic “Hinilawod” and explain the
role of each Hinilawod
character.
 Individual Activity: Venn
Diagram
1. The students will identify the
dimensions of literary texts the
geographic, linguistic, and
ethnic dimensions of Philippine
literary history from pre-colonial
to the contemporary by making
a comparison and contrast.
2. The students will be given 20
minutes to do the activity.
 Performance Task: Filipino
Film Adaptation –
Role Play
1. At the end of the lesson, the
class will be divided into 2 or
3 groups with 10 members.
2. They will perform a Filipino

4. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
Film Adaptation of a work of a
literary author.
3. Each group will only choose
6 scenes from the Filipino Film
that they will perform in the
class.
4. The class will be given 5-8
minutes to present.
 Short Quiz
Lesson Title
and Lesson
Number
Sub-topics
Learning
Competencies
Objectives
(Unpacked LCs)
Social and
Emotional
Learning
Skills
21st
Century
Skills
Strategies and Activities
Core
Values
Resources
and
References
FIRST
SEMESTER,
FIRST
QUARTER
Lesson 2:
Study and
appreciation of
literary texts
from the
different regions
written in
different genres
covering:
1. regions in Luzon,
Visayas, Mindanao
2. major genres
(poetry,
fiction, drama, creative
nonfiction, as well as
hyperpoetry, blogs,
mobile phone Texttula,
chick lit, speculative
fiction, flash fiction,
etc.)
1. differentiate/compare
and contrast the
various 21st century
literary genres and
the ones from the
earlier genres/periods
citing their elements,
structures and
traditions
2. infer literary meaning
from literal language
based on usage
3. analyze the figures
of speech and other
literary techniques and
devices in the text
4. explain the literary,
AK1:
AK2:
MM1:
MM2:
TK1:
TK2:
Self-
awareness
Relationship
skills
Collaboration
Media Literacy
Social skills
 Group Activity- Reporting
 The students will be grouped into 3
and each is assigned to 3 regions:
Luzon, Visayas, and Mindanao.
 The students will report the literary
genres presented by the authors to
each region.
 Each group must understand and
discuss the genre encompassing the
Luzon, Visayas and Mindanao
Region.
 Each group will be given 5 minutes to
report.
 LUZON: Genres of Urban Writing-
Flowers in the Crypt by Catherine
Garcia Dario
 VISAYAS: Hybrid Modes in Local
Color - Annabella by Magdalena
Family Spirit
Nurturance

5. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
biographical, linguistic,
and sociocultural
contexts and discuss
how they enhance
the text’s meaning and
enrich the reader’s
understanding
5. situate the text in the
context of the region
and the nation
6. explain the
relationship of
context with the text’s
meaning
7. produce a creative
representation of a
literary
text by applying multi
media skills
7.1 choose an
appropriate multimedia
format in interpreting a
literary text
7.2 apply ICT skills in
crafting an adaptation
of a literary text
7.3 do self- and/or
peer-assessment of the
creative adaptation
of a literary text,
based on rationalized
criteria, prior to
presentation
G.Jalandoni
 MINDANAO: Literatures of Confict -
The Kiram Building by Christian
Cabagnot
 Individual Activity: Research and
Tell
1. The students will examine and infer
the meaning of literary text by classifying
the figurative language used.
 Annabella by Magdalena G.Jalandoni
 Individual Activity: Poem Writing
 The students will construct a
contemporary literary text.
 The poem must consist of 3 stanzas,
free verse, and figurative words.
 Group Activity: Comic Book
 The students will be grouped into 5
with 7 members.
 Each group is assigned to make a
comic book of short story “Annabella
by Magdalena G. Jalandoni”.
 The students must show their
creativity and will be given 3 minutes
to present their output.
 Individual Activity: Essay Writing
1. The students will analyze literary text
focusing on its biographical, linguistic,
and sociocultural context of the text.
 The Kiram Building by
Christian Cabagnot
 Short Quiz

6. GOLDEN ACHIEVERS ACADEMY OF PARANAQUE
Andrew St. Annex 35 Better Living Subd., Paranaque City
SENIOR HIGH SCHOOL DEPARTMENT
CURRICULUM MAP
Prepared by:
Gerra G. Divinagracia
Subject Teacher
Submitted to:
Mrs. Gina E. Navarro
SHS Principal