FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11/12 Semester: Quarter 1

Core Subject Title: 21st Century Literature from the Philippines and the World No of Hours/ Semester: 80 hours

Core Subject Description: 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, traditions, and literary innovations.
Culminating Performance Standard: The learner will be able to demonstrate understanding and appreciation of 21st century Philippine and world literature through 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.

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

Highest Thinking Highest Enabling Strategy to Use in Developing the Highest
Most Learning Competencies
Skill to Assess Thinking Skill to Assess
Essential
Flexible
Topics
Conte Performan Assessme
nt ce nt
Content KUD KUD
Standa Standards Most Essential RBT Activities Enabling General
Complete Classificat Classificat Flexible Learning Strategies (FLS)
rds (MELCs) Level (FAA) Strategy
ion ion
Performa
nce
Check(s)
1st Quarter
Study and The 1.1 Common The learner 5. Compare and U Applyin Connection 1.Inquiry Method/Socratic method
1.
appreciation learner Themes will be able differentiate/co U contrast the g -Video PPT
Completio
of literary will be 1.2 Literary to mpare and various 21st -Printed Modules
n of a
texts from able to Elements, demonstrate contrast the century literary -Graphic Organizer
Graphic
the different underst Devices understandi various 21st genres and the -Synchronous/Asynchronous/offline
Organizer
regions and and and ng and century literary ones from the discussion with Monitoring Sheet
that will
written in appreci Technique appreciation genres and the earlier
compare
different ate the s of 21st ones from the genres/periods
and
genres element 1.3 Literary Century earlier citing their
contrast,
covering: s and Approach Philippine genres/periods elements,
and
context es literature citing their structures and
discuss
1. Major s of 1.4 major from the elements, traditions
the 21st
genres 21st genres regions structures and
Century
(poetry, century (poetry, through: 1. traditions
Literary
fiction, Philippi fiction, a written
U Themes,
drama, ne drama, close 6. infer literary
Elements,
creative literatur creative analysis and meaning from
nonfiction, e from nonfiction critical literal language Devices
as well as the , as well interpretatio based on usage and
hyperpoetry, regions. as n of a Technique
blogs, hyperpoet literary text 7. analyze the s,
mobile ry, blogs, in terms of figures of U Approach
phone mobile form and speech and other es 2. Learning (PBL) Case Method
Texttula, phone theme, with literary and -Video PPT
chick lit, Texttula, a techniques and Genres -Printed Modules
speculative chick lit, description devices in the -Literary Journal
fiction, flash speculativ of its text -Synchronous/Asynchronous/offline
fiction, etc.) e fiction, , context discussion with Monitoring Sheet
flash derived
fiction, from
etc.) research

8. explain the
2. Literary 2. Regions in literary, -Compare and Analyzin
genres, Luzon, biographical, contrast the U g 2:
U
traditions Visayas, linguistic, and various 21st Interpretat
and forms Mindanao sociocultural century literary ion of Communication
from contexts and genres and the Philippine
different Representative discuss how ones from the Literary
regional Texts: they enhance the earlier representa
literature text’s meaning genres/periods tives texts
and cultures Collateral and enrich the citing their through a
Damage- reader’s elements, Literary
Manila understanding structures and Journal
9. situate the traditions with
(Other text in the accomplis
representative context of the U -Discuss how hment of
texts may be region and the different contexts the
used as nation enhance the Dialogue/
alternative text’s meaning Script
texts or 10. situate the and enrich the writing of
additional text in the reader’s the
texts for context of the understanding chosen
advanced region and the Literary
students) nation U text to
adapt

Armor- Davao
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Diaspora

2nd Quarter
1. identify U Writing a close 3:
1 Literary representative analysis and Interpretat
Representative texts and ion of
critical
Texts: authors from World
3. Literary interpretation of
Asia, North Literary
genres, literary texts,
Apocalypse- America, representa Communication
traditions applying a
South Europe, Latin tives texts
and forms reading
America America, and through a
from approach, and
Africa Analyzin Literary
different doing an
(Other g Journal
national
representative 8. explain the adaptation of with
literature
texts may be literary, these, require U accomplis
and cultures
used as biographical, from the learner hment of
3. Learning through Reflection
alternative the ability to: the
linguistic, and -Video PPT
texts or Dialogue/
sociocultural -Printed Modules
additional 1. Produce a Evaluati Script
contexts and -Global Reflection
texts for creative ng writing of Reasoning and Proof
3.3 Basic -Synchronous/Asynchronous/offline
advanced discuss how U the
textual and representation of discussion with Monitoring Sheet
students) they enhance the chosen
contextual a literary text by
text’s meaning Literary
reading applying
Disease is not and enrich the U text to
approach in multimedia and
a Laughing adapt
the study
Matter- North reader’s ICT skills
and understanding
America Creating Problem Solving
appreciation text’s meaning 2. Do self-
of literature and/or peer-
It’s a Night U
Job- South 9. situate the assessment of the
3.2 Literary text in the creative
Africa
Adaptation context of the adaptation of a
region and the literary text,
nation based on
rationalized
 10. explain the U criteria, prior to
relationship of presentation
context with the
traditions

11. Produce a
creative D
representation of
a literary text by
applying
multimedia and
ICT skills

12. Do self-
and/or peer-
assessment of E
the creative
adaptation of a
literary text,
based on
rationalized
criteria, prior to
presentation

The United Nations Children’s Fund (UNICEF) has approved your literary multimedia adaptation to feature your advocacy that highlights either of the identified goals namely: SDG 3- Good health and Well
Being, SDG 4-Quality Education and SDG 8-Decent Work and Economic Growth, to create workable solutions on today’s pandemic. As a social media influencer, you and your team are tasked to produce a
creative adaptation through microfilm/podcast/ graphic pages of your approved chosen literary text. The output will be evaluated by UNICEF representatives based on the following criteria: content, quality of
adaptation (script), creativity/originality, clarity and organization of the artistic performance, and fidelity to the technical aspects of the medium used (i.e. film, podcast, radio, etc.)