read more - K to 12 and more

Highlighting Local Literature
in the Classroom
Isagani R. Cruz
Globe: 0906-540-1042
Smart: 0949-741-1446
Sun: 0923-857-1981
[email protected]
K to 12
College
Readiness
Standards
New General
Education
Curriculum




Pag-unawa sa Sarili
 Etika  Pagpapahalaga sa Sining
Mga Babasahin hinggil sa Kasaysayan ng Filipinas
Ang Kasalukuyang Daigdig  Malayuning Komunikasyon
Matematika sa Makabagong Daigdig Agham, Teknolohiya, at
Lipunan
Core
(24 u.)
Mandated
Elective
(9 u.)
GE
Rizal, PE, NSTP, Taxation,
Agrarian Reform, Philippine
Constitution, Family Planning,
Population Education
•Understanding the Self
Readings in Phil History
The Contemporary World
Mathematics in the Modern World
Purposive Communication
Ethics
Art Appreciation
Core
(24 u.)
ST & Society
Mandated
Elective
(9 u.)
GE
Rizal, PE, NSTP, Taxation,
Agrarian Reform, Philippine
Constitution, Family Planning,
Population Education
Produce all forms of texts (e.g., written, oral, visual, digital) based
on: a solid grounding on Philippine experience and culture; an
understanding of the self, community, and nation; the application
of critical and creative thinking and doing processes; competency
in formulating ideas/arguments logically, scientifically, and
creatively; and a clear appreciation of one’s responsibility as a
citizen of a multicultural Philippines and a diverse world.
The geographic, linguistic, and ethnic dimensions of Philippine
literary history from pre-colonial to the contemporary.
Enumerate the themes, structures, and elements of myths,
traditional narratives, and classical and contemporary literature.
The names and works of all the Philippine National Artists in
literature.
Identify the contributions of the canonical Filipino writers to the
development of national literature.
The names and works of at least ten writers from the region
where the high school is located.
Identify the contributions of local writers to the development of
regional literary traditions.
The names and works from different national literatures and
cultures, namely, Asia, Anglo-American, European, Latin America,
North Africa.
Compare and contrast cultural and literary traditions across the
globe.
Literary and non-literary uses of language.
Distinguish the literary uses of language from the non-literary.
Formal features and conventions of literature.
Recite poems and perform plays.
Formal features and conventions of literature.
Identify the characters, setting, theme, conflict, and type of a
work of fiction.
Formal features and conventions of literature.
Distinguish chronology from plot.
Literary meanings in contexts.
Write a critical paper that analyses literary texts in relation to the
context of the reader and the writer.
Critical strategies.
Write a critical paper that interprets literary texts using any of the
critical approaches.
First, to effect a smooth transition from basic education to tertiary
English
education, the CHED Technical Panel on General
Education
Filipino
prepared the College Readiness Standards covering
the following
Literature
subjects: English, Filipino, Literature, Humanities,
Mathematics,
Social Studies, and Science. Science covers chemistry,
physics,
Humanities
biology, and earth science. These standards were
subjected to a
Mathematics
consultative conference with various stakeholders.
SocialComments
Studies and
recommendations were taken into consideration,
and
on
October
Science
28, 2011, the College Readiness Standards were approved by the
commission en banc.
Language and Literacy
Creative Writing
Creative Writing
Competence
An effective
language arts and
multiliteracies
curriculum draws on
literature in order to
develop students’
understanding of
their literary
heritage.
Naipapamalas ng mag-aaral ang
pag-unawa at pagpapahalagang
pampanitikan gamit ang
teknolohiya at iba’t ibang uri ng
teksto at mga akdang
pampanitikang rehiyunal,
pambansa, saling-akdang Asyano
at pandaigdig tungo sa
pagtatamo ng kultural na literasi.
LEVEL
CONTENT
Rhyme
K
Character,
Setting, Plot
Closure
COMPETENCY
 Recite rhymes, poems, and sing simple
jingles/songs in the mother tongue, Filipino
and/or English
 Identify whether a pair or set of words rhyme
 Recall details of the story told by the teacher:
the characters, when and where the story
happens, the events in the story
 Predict what might happen next in the story
heard
LEVEL
CONTENT
Rhyme
1
Interpretation
Character
Persona
Closure
Criticism
COMPETENCY
 Identify rhyming words in nursery rhymes,
songs, jingles, poems, and chants
 Recite and sing individually, with ease and
confidence, songs, poems, chants, and riddles
 Infer the character feelings and traits in a
story listened to
 Identify the speaker in the story or poem
listened to
 Predict possible ending of a story listened to
 Participate actively during story reading by
making comments and asking questions
LEVEL
CONTENT
Character,
Setting, Plot
1
Plot
Creative
Writing
Plausibility
Structure
Criticism
Adaptation
COMPETENCY
 Note important details in grade level narrative
texts listened to: (a) character, (b) setting, (c)
events
 Give the correct sequence of three events in a
story listened to
 Supply rhyming words to complete a rhyme,
poem, and song
 Identify cause and/or effect of events in a
story listened to
 Identify the problem and solution in the story
read
 Discuss, illustrate, dramatize specific events in
a story read
LEVEL
1
CONTENT
Paraphrase
Close Reading
Interpretative
Reading
Author
COMPETENCY
 Retell a story read
 Tell/retell legends, fables, and jokes
 Note important details in grade level literary
texts listened to
 Nababasa ang usapan, tula, talata, kuwento
nang may tamang bilis, diin, tono, antala, at
ekspresyon
 Naipamamalas ang paggalang sa ideya,
damdamin, at Kultura ng may akda ng
tekstong napakinggan o nabasa
LEVEL
1
CONTENT
Value
Creative
Writing
COMPETENCY
 Napahahalagahan ang mga tekstong
pampanitikan sa pamamagitan ng aktibong
pakikilahok sa usapan at gawaing
pampanitikan
 Pagsulat ng tula at kuwento
LEVEL
2
CONTENT
Character,
Setting, Plot
Appreciation
Background
Structure
Character
Genre
Theme
Synopsis
Metaphor
COMPETENCY
 Note important details in grade level narrative
texts: (a) character, (b) setting, (c) plot
 Express individual choices and taste for texts
 Browse/read books for various purposes such
as for learning or for pleasure
 Identify the important story elements
 Infer character feelings and traits in a story
 Identify the difference between a story and a
poem
 Give the main idea of a story/poem
 Give the summary of a story
 Identify and use simile and metaphor in
sentences
LEVEL
CONTENT
Titles
Intention
2
Appreciation
COMPETENCY
 Give another title for literary text
 Identify the author’s purpose for writing a
selection
 Show love for reading by listening attentively
during story reading and by making
comments/reactions
 Naipamamalas ang pagpapahalaga at
kasanayan sa pagbasa ng iba’t ibang uri ng
Panitikan
 Napapahalagahan ang mga tekstong
pampanitikan
LEVEL
CONTENT
Affect
2
Criticism
COMPETENCY
 Nakadarama ng pagbabago sa sariling
damdamin at pananaw batay sa binasang
teksto
 Naipakikita ang aktibong pakikilahok sa
usapan at gawaing pampanitikan
 Nauunawaan ang kahalagahan ng mga
nilalaman ng panitikan
LEVEL
CONTENT
Character,
Setting, Plot
3
Appreciation
Genre
Paraphrase
Figures of
speech
Theme
COMPETENCY
 Note important details in grade level narrative
texts: (a) character, (b) setting, (c) plot
(problem & solution)
 Expresses love for stories and other texts by
browsing the books read to them and asking
to be read more stories and texts
 Identify the difference between a story and a
poem
 Give the meaning of a poem
 Identifies and uses personification, hyperbole
 Gives the main idea of a story/poem
LEVEL
3
CONTENT
COMPETENCY
Character
Structure
Closure
Adaptation




Appreciation

Title
Stylistics


Appreciation

Infers character feelings and traits in a story
Identifies the important story elements
Predicts possible ending of a story
Responds to a story through dramatization,
songs, or art activities
Shows love for reading by listening attentively
during story reading and making comments or
reactions
Give another title for literary text
Describes and reacts to the author’s writing
style
Napapahalagahan ang mga tekstong
pampanitikan
LEVEL
CONTENT
 Demonstrates communicative competence
through his/her understanding of Philippine
Literature
Pre-colonial
 Demonstrates understanding of pre-colonial
literature
Philippine literature as a means of connecting
to the past
 Transfers learning by showing appreciation for
the literature of the past
 Describes the different literary genres during
the pre-colonial period
Proverbs,
 Identify the distinguishing features of
Myths, Legends
proverbs, myths, and legends
As language
7
COMPETENCY
LEVEL
CONTENT
 Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
Imagery
 Express appreciation for sensory images used
Devices
 Explain the literary devices used
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Draw similarities and differences of the
featured selections in relation to the theme
Context
 Explain how a selection may be influenced by
culture, history, environment, or other factors
Genre
7
COMPETENCY
LEVEL
7
CONTENT
COMPETENCY
Conflict, Theme  Discover the conflicts presented in literary
selections and the need to resolve those
conflicts in non-violent ways
Period
 Identify the distinguishing features of
literature during the Period of Apprenticeship
Genre
 Identify the distinguishing features of poems
and short stories
Psychology
 Discover literature as a tool to assert one’s
unique identity and to better understand
other people
Period
 Identify the distinguishing features of
literature during the Period of Emergence
LEVEL
CONTENT
Genre
7
Theme
Period
Author
COMPETENCY
 Identify the distinguishing features of
revolutionary songs, poems, short stories,
drama, and novels
 Discover through Philippine literature the
need to work cooperatively and responsibly in
today’s global village
 Identify the distinguishing features of selected
literary genres during the Contemporary
Period
 Explain the contributions of national artists
for literature in elevating Philippine Literature
in English in the global village
LEVEL
CONTENT
Kuwentong
Bayan
7
Pabula
Synopsis
Street Drama
Folksong
COMPETENCY
 Naisusulat ang mga patunay na ang
kuwentong-bayan ay salamin ng tradisyon o
kaugalian ng lugar na pinagmulan nito
 Naibabahagi ang sariling pananaw at saloobin
sa pagiging karapatdapat / di karapatdapat ng
paggamit ng mga hayop bilang mga tauhan sa
pabula
 Naisusulat ang buod ng binasang kuwento
nang maayos
 Nabubuo ang patalastas tungkol sa napanood
na dulang panlansangan
 Naisasagawa ang dugtungang pagbuo ng
bulong at/o awiting-bayan
LEVEL
CONTENT
Alamat
Epiko
7
Ibong Adarna
Korido
COMPETENCY
 Naisusulat ang isang alamat sa anyong komiks
 Naisasagawa ang isahan / pangkatang
pagsasalaysay ng isang pangyayari sa
kasalukuyang na may pagkakatulad sa mga
pangyayari sa epiko
 Naibabahagi ang sariling ideya tungkol sa
kahalagahan ng pag-aaral ng Ibong Adarna
 Nakikilahok sa malikhaing pagtatanghal ng
ilang saknong ng korido na naglalarawan ng
pagpapahalagang Pilipino
LEVEL
CONTENT
Afro-Asian Lit
8
African Lit
Figures of
speech
COMPETENCY
 Demonstrates communicative competence
through his/her understanding of Afro-Asian
Literature
 Demonstrates understanding of African
literature as a means of exploring forces that
human beings contend with
 Describe the notable literary genres
contributed by African writers
 Identify the distinguishing features of notable
African chants, poems, folktales, and short
stories
 Explain figurative language used
LEVEL
CONTENT
 Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
Imagery
 Express appreciation for sensory images used
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Describe similarities and differences of the
featured selections in relation to the theme
Criticism
 Explain how a selection may be influenced by
culture, history, environment, or other factors
Devices
 Explain the literary devices used
Genre
8
COMPETENCY
LEVEL
CONTENT
 Describe the notable literary genres
contributed by East Asian writers
 Identify the distinguishing features of notable
East Asian poems, folktales, and short stories
Nature
 Appreciate literature as an art form inspired
and influenced by nature
Southeast Asian  Describe the notable literary genres
Lit
contributed by Southeast Asian writers
 Identify the distinguishing features of notable
poems, short stories, dramas, and novels
contributed by Southeast Asian writers
Tone, Theme,
 Determine key ideas, tone, and purposes of
Intention
the author
East Asian Lit
8
COMPETENCY
LEVEL
8
CONTENT
COMPETENCY
South and West  Describe the notable literary genres
Asian Lit
contributed by South and West Asian writers
 Identify the distinguishing features of religious
texts, epics, myths, drama, and short stories
contributed by South and West Asian writers
Philosophy,
 Appreciate literature as an expression of
Religion
philosophical and religious ideals
Riddles,
 Naisusulat ang sariling bugtong, salawikain,
Proverbs
sawikain, o kasabihan na angkop sa
kasalukuyang kalagayan
Interpretative  Nabibigkas nang wasto at may damdamin ang
Reading
tula
LEVEL
CONTENT
Sarsuwela
8
Creative
Writing
Florante at
Laura
COMPETENCY
 Nasusuri nang pasulat ang papel na
ginagampanan ng sarsuwela sa pagpapataas
ng kamalayan ng mga Pilipino sa Kultura ng
iba’t ibang rehiyon sa bansa
 Naisusulat ang isang orihinal na tulang may
apat o higit pang saknong sa alinmang anyong
tinalakay, gamit ang paksang pag-ibig sa
kapwa, bayan, o kalikasan
 Nabibigkas nang madamdamin ang mga
sauladong berso ng Florante at Laura
LEVEL
CONTENT
British and
American Lit
9
Theme
Mood
COMPETENCY
 Demonstrates communicative competence
through his/her understanding of BritishAmerican Literature
 Demonstrates understanding of how AngloAmerican literature serves as a means of
discovering and enhancing the self
 Identify the distinguishing features of notable
Anglo-American lyric poetry, sonnets,
dramatic poetry, vignettes, songs, poems,
sermons, allegories, short stories, and one-act
plays
 Explain how the elements specific to a
selection build its theme
LEVEL
9
CONTENT
COMPETENCY
Tone, Intention  Determine the tone, mood, technique, and
purpose of the author
Theme
 Draw similarities and differences of the
featured selections in relation to the theme
Context
 Explain how a selection may be influenced by
culture, history, environment, or other factors
 Analyze literature as a means of valuing other
people and their circumstances in life
 Explain how the elements specific to a genre
contribute to the theme of a particular literary
selection
LEVEL
CONTENT
Genre
9
Dialogue
Reviewing
Theme
Short Story
COMPETENCY
 Analyze a radio play as a means of connecting
to the world
 Analyze dialogue as one of the elements in
building the theme of a play
 Compose a play review
 Explain how the elements specific to fulllength plays build its theme as a means of
understanding unchanging values in a
changing world
 Nasusuri ang maikling kuwento batay sa
paksa, mga tauhan, pagkakasunod-sunod ng
mga pangyayari, estilo sa pagsulat ng awtor
LEVEL
CONTENT
 Nasusuri ang pagiging makatotohanan ng
ilang pangyayari sa isang dula
Tanka & Haiku  Naisusulat ang payak na tanka at haiku sa
tamang anyo at sukat
Creative
 Naisusulat ang isang maikling dula tungkol sa
Writing
karaniwang buhay ng isang grupo ng Asyano
Criticism
 Nasasaliksik ang kulturang nakapaloob sa
alinmang dula sa Silangang Asya
Parable
 Naisasadula ang nabuong orihinal na parabola
Elegy
 Nakasusulat ng sariling elehiya para sa isang
mahal sa buhay
Noli me tangere  Naitatanghal ang scenario building tungkol
kay Sisa sa makabagong panahon
Verisimilitude
9
COMPETENCY
LEVEL
CONTENT
 Demonstrates communicative competence
through his/her understanding of literature
for a deeper appreciation of World Literature,
including Philippine Literature
 Demonstrates understanding of how world
literature serves as a way of expressing and
resolving one’s personal conflicts
Theme
 Explain how the elements specific to a
selection build the theme of a particular
literary selection
Imagery
 Express appreciation for sensory images used
Tone, Intention  Determine tone, mood, technique, and
purpose of the author
British and
American Lit
10
COMPETENCY
LEVEL
CONTENT
Context
10
Theme
Devices
Theme
COMPETENCY
 Explain how a selection may be influenced by
culture, history, environment, or other factors
 Draw similarities and differences of the
featured selections in relation to the theme
 Explain the literary devices used
 Evaluate literature as a vehicle of expressing
and resolving conflicts between and among
individuals or groups
 Evaluate literature as a source of wisdom in
expressing and resolving conflicts between
individuals or groups, societies, and nature
LEVEL
CONTENT
 Naisusulat ang sariling mitolohiya batay sa
paksa ng akdang binasa
Epic
 Naisusulat ang paglalahad ng pananaw
tungkol sa pagkakaiba-iba, pagkakatulad ng
mga epikong pandaigdig
Novel
 Naisasadula ang isang pangyayari sa tunay na
buhay na may pagkakatulad sa mga piling
pangyayari sa kabanata ng nobela
Mediterranean  Nailalahad nang malinaw sa isang simposyum
Lit
ang nabuong critique ng alinmang akdang
pampanitikang Mediterranean
Creative
 Naisasalaysay ang nabuong anekdota sa isang
Writing
diyalogo aside, soliloquy, o monolog
Myth
10
COMPETENCY
LEVEL
CONTENT
African Lit
Persian Lit
10
El
Filibusterismo
Character
COMPETENCY
 Naisusulat ang iskrip ng isang puppet show na
naglalarawan sa tradisyong kinamulatan sa
Africa at/o Persia
 Naisasalaysay ang magkakaugnay na mga
pangyayari sa pagkakasulat ng El
Filibusterismo
 Naisasagawa ang angkop na pagsasatao ng
mga tauhan ng nobela
Senior High School
CORE CURRICULUM SUBJECTS
1. Oral Communication
2. Reading and Writing
3. Komunikasyon at Pananaliksik sa Wika at Kulturang
Pilipino
4. Pagbasa at Pagsuri ng Iba’t Ibang Teksto Tungo sa
Pananaliksik
5. 21st Century Literature from the Philippines / 21st Century
Literature from the World
Senior High School
CORE CURRICULUM SUBJECTS
6. Contemporary Arts from the Regions
7. Media and Information Literacy
8. General Mathematics
9. Statistics and Probability
10. Earth and Life Science (STEM: Earth)
11. Physical Science (STEM: Disaster Readiness and Risk
Reduction)
Senior High School
CORE CURRICULUM SUBJECTS
12. Introduction to Philosophy of the Human Person
13. Physical Education and Health
14. Personal Development
15. Understanding Culture, Politics, and Society
Senior High School
CONTEXTUALIZED TRACK SUBJECTS
1. English for Academic and Professional Purposes
2. Research in Daily Life 1: Qualitative Research in Daily Life
3. Research in Daily Life 2: Quantitative Research in Daily Life
4. Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports,
Sining, at Tech-Voc)
5. Empowerment Technologies (E-Tech): ICT for Professional
Tracks
6. Entrepreneurship
7. Research Project / Culminating Activity
LEVEL
CONTENT
COMPETENCY
11
21st century
literature from
the region
where the
school is based
in relation to
the literature of
other regions
 Identify the geographic, linguistic, and ethnic
dimensions of Philippine literary history from
pre-colonial to the contemporary
 Identify representative texts and authors from
each region
 Value the contributions of local writers to the
development of regional literary traditions
 Appreciate the contributions of the canonical
Filipino writers to the development of
national literature
LEVEL
11
CONTENT
COMPETENCY
21st century
 Differentiate / Compare and contrast the
literature from
various 21st century literary genres and the
the region
ones from the earlier genres / periods, citing
where the
their elements, structures, and traditions
school is based  Infer literary meaning from literal language
in relation to
based on usage
the literature of  Analyze the figures of speech and other
other regions
literary techniques and devices in the text
 Explain the literary, biographical, linguistic,
and sociocultural contexts and discuss how
they enhance the text’s meaning and enrich
the reader’s understanding
LEVEL
CONTENT
COMPETENCY
11
21st century
literature from
the region
where the
school is based
in relation to
the literature of
other regions
 Situate the text in the context of the region
and the nation
 Explain the relationship of context with the
text’s meaning
 Produce a creative representation of a literary
text by applying multimedia skills
 Choose an appropriate multimedia format in
interpreting a literary text
 Apply ICT skills in crafting an adaptation of a
literary text
 Do self- and/or peer-assessment of the
creative adaptation of a literary text, based on
rationalized criteria, prior to presentation
LEVEL
11
CONTENT
COMPETENCY
21st century
 Identify representative texts (originally
literature of the
written in the 21st century) and authors from
world
Asia, North America, Europe, Latin America,
and Africa
 Explain the texts in terms of literary elements,
genres, and traditions
 Situate the texts in the context of the region,
nation, and the world
 Appreciate the cultural and aesthetic diversity
of literature of the world
 Compare and contrast the various 21st century
literary genres and their elements, structures,
and traditions from across the globe
LEVEL
11
CONTENT
COMPETENCY
21st century
 Distinguish the literary uses of language from
literature of the
the non-literary and understand their use as
world
well as the formal features and conventons of
literature
 Identify the figures of speech and other
literary techniques and devices in the text
 Explain the biographical, linguistic, and
sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the
reader’s understanding
 Examine the relationship between text and
context
LEVEL
11
CONTENT
COMPETENCY
21st century
 Understand literary meanings in context and
literature of the
the use of critical reading strategies
world
 Produce a creative representation of a literary
text by applying multimedia skills
 Choose an appropriate multimedia format in
interpreting a literary text
 Apply ICT skills in crafting an adaptation of a
literary text
 Do self- and/or peer-assessment of the
creative adaptation of a literary text, based on
rationalized criteria, prior to presentation
Filipinos y filipinistas (1909)
Algo de Prosa (1909)
Literatura Tagala (1911)
El Teatro Tagala (1911)
Nuestra Literatura (1913)
El Proceso del Dr. José Rizal (1914)
Folklore Musical de Filipinas (1920)
Filipinas para los Filipinos
Cuentos y paisajes Filipinos
Criminality in the Philippines
http://en.wikipedia.org/wiki/Epifanio_de_los_Santos
The Peninsulares (1964)
The Three-Cornered Sun (1974)
Dread Empire (1980)
Hazards of Distance (1981)
Fortress in the Plaza (1985)
Awaiting Trespass (1985)
Wings of Stone (1986)
A Small Party in a Garden (1988)
Dream Eden (1996)
http://en.wikipedia.org/wiki/Linda_Ty_Casper
Sa Balantok ng Bahaghari at Iba
pang Tula (1975)
Handog ng Kalayaan (1979)
Munting Patak-ulan (2009)
http://rizal.lib.admu.edu.ph/aliww/filipino_gvguzman.htm
Og Uhog
Filemon Mamon
Batang Rizal
Mga Kwento ni Lola Basyang
http://rizal.lib.admu.edu.ph/aliww/filipino_gvguzman.htm
Philippines, My Gift from God (Grades 3 & 4)
Pilipinas, Kaloob ng Diyos (Grades 3 & 4)
English, My Gift from God (Grade 2)
Reading, My Gift from God (Grades 2 & 3)
Mga Bugtong at Salawikain Para sa Bagong Henerasyon
https://www.facebook.com/vivian.tica
Nobelang Tagalog, 1905-1975: Tradisyon at
Modernismo (1982)
The Romance Mode in Philippine Popular Literature and
Other Essays (1991)
Pagbasa ng Panitikan at Kulturang Popular: Piling
Sanaysay, 1976-1999 (1999)
From Darna to Zsazsa Zaturnnah: Desire and Fantasy:
Essays on Literature and Popular Culture (2009)
A Dark Tinge to the World: Selected Essays (1987-2005)
(2005)
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