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Writing K to 12, Or Not
Isagani R. CruzThe Manila Times College
Globe: 0917-904-0968
Smart: 0921-494-0472
Sun: 0933-489-4544
Six (6) Years
Four (4) Years
Undergraduate
Graduate
Doctoral
Post-Doctoral
SOURCE: DepEd
TVET
Six (6) Years
Four (4) Years
Tech-Voc NC 1-2
Undergraduate
Graduate
Doctoral
Post-Doctoral
One (1)
Year
SOURCE: DepEd
TVET
Six (6) Years
Four (4) Years
Tech-Voc NC 1/2
Undergraduate
Graduate
Doctoral
Post-Doctoral
One (1)
Year
Two (2) Years
TVL NC 2/3/4
Academic
Sports
Arts
SOURCE: DepEd
Holistically developed Filipino with 21st
century skills
The PHL Qualifications Framework
LEVEL
GRADE 12
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT HIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASIC EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
SOURCE: DepEd
SOURCE: TESDA
SOURCE: DepEd
15
7
9
NC 1, 2
NC 1, 2, 4
Language and Literacy
Creative Writing
Creative Writing Competence
An effective language arts and multiliteraciescurriculum draws on literature in order to develop students’ understanding of their literary heritage.
Naipapamalas ng mag-aaral ang pag-unawa at pagpapahalagangpampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at mga akdangpampanitikang rehiyunal, pambansa, saling-akdang Asyanoat pandaigdig tungo sa pagtatamo ng kultural na literasi.
In order to teach creativity, one must teach creatively.
The tortoise and the monkey found once a banana tree floating amidst the waves of a river. It was a very fine tree, with large green leaves, and with roots just as if it had been pulled off by a storm. They took it ashore.
“Let us divide it,” said the tortoise, “and plant each its portion.”
They cut it in the middle, and the monkey, as the stronger, took for himself the upper part of the tree, thinking that it would grow quicker for it had leaves. The tortoise, as the weaker, had the lower part, that looked ugly, although it had roots.
After some days, they met. “Hello, Mr. Monkey,” said the tortoise, “how are you getting on with your banana tree?”
“Alas,” said the monkey, “it has been dead a long time! And yours, Miss Tortoise?”
“Very nice indeed, with leaves and fruits. I cannot climb up to gather them.”
“Never mind,” said the malicious monkey, “I will climb up and pick them for you.”
“Do, Mr. Monkey,” replied the tortoise gratefully.
And so they walked toward the tortoise’s house. As soon as the monkey saw the bright yellow fruits hanging between the large green leaves, he climbed up and began plundering, munching and gobbling, as quick as he could.
“But give me some, too,” said the tortoise, seeing that the monkey did not take the slightest notice of her.
“Not even a bit of the skin, if it is eatable,” rejoined the monkey, both his cheeks crammed with bananas.
The tortoise meditated revenge. She went to the river, picked up some pointed shells, planted them around the banana tree, and hid herself under a coconut shell. When the monkey came down, he hurt himself and began to bleed.
After a long search he found the tortoise. “You must pay now for your wickedness; you must die. But as I am very generous, I will leave to you the choice of your death. Shall I pound you in a mortar, or shall I throw you into the water? Which do you prefer?”
“The mortar, the mortar,” answered the tortoise; “I am so afraid of getting drowned.”
“O ho!” laughed the monkey; “indeed! You are afraid of getting drowned! Now I will drown you!”
And going to the shore, he slung the tortoise and threw it in the water. But soon the tortoise reappeared swimming and laughing at the deceived, artful monkey.
– José Rizal, “Two Eastern Fables,” Trubner’s Record (London, 1889)
LEVEL CONTENT COMPETENCY
K
Rhyme
Character, Setting, Plot
Closure
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
Ask students: What did the monkey do next?
LEVEL CONTENT COMPETENCY
1
Rhyme
Interpretation
Character
Persona
ClosureCriticism
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
Stop after every paragraph and ask students how the monkey or the tortoise feels.
LEVEL CONTENT COMPETENCY
1
Character, Setting, Plot
Plot
Creative WritingPlausibility
Structure
CriticismAdaptation
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
Ask students to role-play with makeshift costumes, making up their own dialogue in the mother tongue.
LEVEL CONTENT COMPETENCY
1Paraphrase
Close Reading
Interpretative Reading
Author
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
Ipaulit sa mga estudyante ang kuwento sa sarili nilang wika.
LEVEL CONTENT COMPETENCY
1Value
Creative Writing
Napahahalagahan ang mga tekstongpampanitikan sa pamamagitan ng aktibongpakikilahok sa usapan at gawaingpampanitikan
Pagsulat ng tula at kuwento
Pasulatin ang mga estudyante ng ambahan / tanaga / dalit / diona
tungkol sa matsing.
The ambahan is a rhythmic poetic expression with a meter of seven (7) syllable lines and having rhythmic end-syllables.
http://mangyan.org/book/export/html/34
TANAGA: Ang tanaga ay isang katutubong anyo ng tula na binubuo ng pitong (7) pantig kada taludtod, apat (4) na taludtod kada saknong na may isahangtugmaan.
DALIT: Ang dalit ay isang katutubong anyo ng tulana binubuo ng walong (8) pantig kada taludtod, apat (4) na taludtod kada saknong at may isahangtugmaan.
DIONA: Ang diona ay isang katutubong anyo ng tulana binubuo ng pitong (7) pantig kada taludtod, tatlong (3) taludtod kada saknong at may isahangtugmaan. https://burubudoy.wordpress.com/2008/07/15/pinoy-haiku-tanaga-dalit-at-diona/
LEVEL CONTENT COMPETENCY
2
Character, Setting, PlotAppreciationBackground
StructureCharacterGenre
ThemeSynopsisMetaphor
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
Ask students: What is the story saying?
LEVEL CONTENT COMPETENCY
2
TitlesIntention
Appreciation
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 tekstongpampanitikan
Sabihin sa mga estudyante: Bigyan ng ibang pamagat ang kuwento.
LEVEL CONTENT COMPETENCY
2
Affect
Criticism
Nakadarama ng pagbabago sa sarilingdamdamin at pananaw batay sa binasangteksto
Naipakikita ang aktibong pakikilahok sa usapan at gawaing pampanitikan
Nauunawaan ang kahalagahan ng mganilalaman ng panitikan
Ask students how they feel after reading the story.
LEVEL CONTENT COMPETENCY
3
Character, Setting, Plot
Appreciation
Genre
ParaphraseFigures of speechTheme
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
Ask student to use personification to tell a story about a dog and a cat.
LEVEL CONTENT COMPETENCY
3
CharacterStructureClosureAdaptation
Appreciation
TitleStylistics
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
Ask student to draw a cartoon depicting the monkey and the tortoise in a 21st century setting.
LEVEL CONTENT COMPETENCY
4
Setting / Character / Theme / Plot
Poetic devices
Analyze a narrative in terms of its setting Analyze a narrative in terms of its characters Analyze a narrative in terms of its theme Analyze a narrative in terms of its plot
(conflict / problem / reaction / resolution / ending)
Analyze a 3 or 4-line poem in terms of its elements (rhymes, sound devices)
Identify figures of speech (simile, metaphor, personification)
Ask student to relate a future encounter of the monkey and the tortoise, showing that they do not like each other.
LEVEL CONTENT COMPETENCY
5
Theme / Setting / Characters / Plot
Poetic devices
Infer the theme of a literary text Summarize narrative texts based on elements
(theme, setting, characters [heroes and villains], plot [beginning, middle, and end]
Analyze a 2-stanza poem in terms of its elements (rhymes, sound devices, imagery, figurative language)
Analyze figures of speech (simile, metaphor, personification, hyperbole)
Ask student to write a story with hyperbole.
LEVEL CONTENT COMPETENCY
6
Poetic devices
Plot
Analyze sound devices (onomatopoeia, alliteration, assonance, consonance)
Analyze poem with 4 or more stanzas in terms of its elements (rhymes, sound devices, imagery, figurative language)
Determine tone, mood, and purpose of the author
Analyze figures of speech (simile, metaphor, hyperbole, irony, culture-based euphemism)
Evaluate narratives based on how the author developed the elements (plot [chronological-sequential, en medias res, flashback]
Ask student to write four four-line stanzas of rhyming verse (abab) with alliteration in every line.
LEVEL CONTENT COMPETENCY
7
As language
Pre-colonial literature
Proverbs,Myths, Legends
Demonstrates communicative competence through his/her understanding of Philippine Literature
Demonstrates understanding of pre-colonial 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
Identify the distinguishing features of proverbs, myths, and legends
Make the student write a story about a vampire and a wizard with the same plot line as that of the folktale.
LEVEL CONTENT COMPETENCY
7
Genre
ImageryDevicesTone, Intention
Theme
Context
Explain how the elements specific to a genre contribute to the theme of a particular literary selection
Express appreciation for sensory images used Explain the literary devices used Determine the tone, mood, technique, and
purpose of the author Draw similarities and differences of the
featured selections in relation to the theme Explain how a selection may be influenced by
culture, history, environment, or other factors
Make students list words that describe how the monkey smells. (You can use Boggle.)
LEVEL CONTENT COMPETENCY
7
Conflict, Theme
Period
Genre
Psychology
Period
Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways
Identify the distinguishing features of literature during the Period of Apprenticeship
Identify the distinguishing features of poems and short stories
Discover literature as a tool to assert one’s unique identity and to better understand other people
Identify the distinguishing features of literature during the Period of Emergence
Ask student to orally tell a story where the tortoise gets his revenge without resorting to violence.
LEVEL CONTENT COMPETENCY
7
KuwentongBayan
Pabula
Synopsis
Street Drama
Folksong
Naisusulat ang mga patunay na ang kuwentong-bayan ay salamin ng tradisyon o kaugalian ng lugar na pinagmulan nito
Naibabahagi ang sariling pananaw at saloobinsa pagiging karapatdapat / di karapatdapat ng paggamit ng mga hayop bilang mga tauhan sa pabula
Naisusulat ang buod ng binasang kuwentonang maayos
Nabubuo ang patalastas tungkol sa napanoodna dulang panlansangan
Naisasagawa ang dugtungang pagbuo ng bulong at/o awiting-bayan
Ask student to rewrite the story using human beings rather than animals as characters.
LEVEL CONTENT COMPETENCY
7
Genre
Theme
Period
Author
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
Ask student to write a sonnet dedicated to the Muslims or Christians in Mindanao.
LEVEL CONTENT COMPETENCY
7
AlamatEpiko
Ibong Adarna
Korido
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
Ask students to perform the story using rhymed dialogue with original music.
LEVEL CONTENT COMPETENCY
8
Afro-Asian Lit
African Lit
Figures of speech
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
Ask student to rewrite the story with the tortoise as a 21st century Filipino and the monkey as a multinational corporation.
LEVEL CONTENT COMPETENCY
8
Genre
ImageryTone, Intention
Theme
Criticism
Devices
Explain how the elements specific to a genre contribute to the theme of a particular literary selection
Express appreciation for sensory images used Determine the tone, mood, technique, and
purpose of the author Describe similarities and differences of the
featured selections in relation to the theme Explain how a selection may be influenced by
culture, history, environment, or other factors Explain the literary devices used
Ask student to rewrite the story to make it scary.
LEVEL CONTENT COMPETENCY
8
East Asian Lit
Nature
Southeast Asian Lit
Tone, Theme, Intention
Describe the notable literary genres contributed by East Asian writers
Identify the distinguishing features of notable East Asian poems, folktales, and short stories
Appreciate literature as an art form inspired and influenced by nature
Describe the notable literary genres contributed by Southeast Asian writers
Identify the distinguishing features of notable poems, short stories, dramas, and novels contributed by Southeast Asian writers
Determine key ideas, tone, and purposes of the author
Ask student to write a story with the same characters but using another plant.
LEVEL CONTENT COMPETENCY
8
South and West Asian Lit
Philosophy, ReligionRiddles, Proverbs
Interpretative Reading
Describe the notable literary genres 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
Appreciate literature as an expression of philosophical and religious ideals
Naisusulat ang sariling bugtong, salawikain, sawikain, o kasabihan na angkop sa kasalukuyang kalagayan
Nabibigkas nang wasto at may damdamin ang tula
Pasulatin ang estudyante ng limang bugtong na ang sagot ay: pagong.
LEVEL CONTENT COMPETENCY
8
Sarsuwela
Creative Writing
Florante at Laura
Nasusuri nang pasulat ang papel na ginagampanan ng sarsuwela sa pagpapataasng 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 anyongtinalakay, gamit ang paksang pag-ibig sa kapwa, bayan, o kalikasan
Nabibigkas nang madamdamin ang mga sauladong berso ng Florante at LauraPasulatin ang estudyante ng apat na saknong na
tungkol sa pag-ibig sa kaaway.
LEVEL CONTENT COMPETENCY
9
British and American Lit
Theme
Mood
Demonstrates communicative competence through his/her understanding of British-American Literature
Demonstrates understanding of how Anglo-American 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
Ask students to write descriptions of themselves as either monkeys or tortoises.
LEVEL CONTENT COMPETENCY
9
Tone, Intention
Theme
Context
Determine the tone, mood, technique, and purpose of the author
Draw similarities and differences of the featured selections in relation to the theme
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
Ask student to rewrite the story with the monkey as the hero or good guy.
LEVEL CONTENT COMPETENCY
9
Genre
Dialogue
ReviewingTheme
Short Story
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 full-
length 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
Ask student to rewrite the story as a radio play with witty dialogue.
LEVEL CONTENT COMPETENCY
9
Verisimilitude
Tanka & Haiku
Creative WritingCriticism
ParableElegy
Noli me tangere
Nasusuri ang pagiging makatotohanan ng ilang pangyayari sa isang dula
Naisusulat ang payak na tanka at haiku sa tamang anyo at sukat
Naisusulat ang isang maikling dula tungkol sa karaniwang buhay ng isang grupo ng Asyano
Nasasaliksik ang kulturang nakapaloob sa alinmang dula sa Silangang Asya
Naisasadula ang nabuong orihinal na parabola Nakasusulat ng sariling elehiya para sa isang
mahal sa buhay Naitatanghal ang scenario building tungkol
kay Sisa sa makabagong panahon
Pasulatin at ipatanghal sa mga estudyante ang isang dula tungkol sa isang pamilya na nakatirasa Zamboanga (na tinaguriang “monkeys with no tails” ng mga kano).
LEVEL CONTENT COMPETENCY
10
British and American Lit
Theme
ImageryTone, Intention
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
Explain how the elements specific to a selection build the theme of a particular literary selection
Express appreciation for sensory images used Determine tone, mood, technique, and
purpose of the author
Ask student to rewrite the story using magical realism.
LEVEL CONTENT COMPETENCY
10
Context
Theme
DevicesTheme
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
Ask student to write a creative nonfiction essay with monkeys and tortoises symbolizing the Maranaos and the Tausugs, but with the conflicts resolved at the end.
LEVEL CONTENT COMPETENCY
10
Myth
Epic
Novel
Mediterranean Lit
Creative Writing
Naisusulat ang sariling mitolohiya batay sa paksa ng akdang binasa
Naisusulat ang paglalahad ng pananawtungkol sa pagkakaiba-iba, pagkakatulad ng mga epikong pandaigdig
Naisasadula ang isang pangyayari sa tunay na buhay na may pagkakatulad sa mga piling pangyayari sa kabanata ng nobela
Nailalahad nang malinaw sa isang simposyumang nabuong critique ng alinmang akdangpampanitikang Mediterranean
Naisasalaysay ang nabuong anekdota sa isangdiyalogo aside, soliloquy, o monolog
Ask student to write a 20-minute monologue with either the monkey or the tortoise speaking.
LEVEL CONTENT COMPETENCY
10
African LitPersian Lit
El Filibusterismo
Character
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
Pasulatin ang estudyante ng isang maikling dula (30 minuto ang haba) na naglalarawan ng pagdalaw ng matsing at ng pagong kay Jose Rizal, habang sinusulatniya ang El Filibusterismo.
LEVEL CONTENT COMPETENCY
11
21st century literature from the region where the school is based in relation to the literature of other regions
Differentiate / Compare and contrast the various 21st century literary genres and the ones from the earlier genres / periods, citing their elements, structures, and traditions
Infer literary meaning from literal language based on usage
Analyze the figures of speech and other 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
Ask student to rewrite and upload the story for Wattpad, WritersCafe, Scribophile, Figment, or other writing community.
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
Ask student to rewrite the story with Aldevincoas the setting.
LEVEL CONTENT COMPETENCY
11
21st century literature of the world
Identify representative texts (originally written in the 21st century) and authors from 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
Ask student to rewrite the story with New York City or London as the setting.
LEVEL CONTENT COMPETENCY
11
21st century literature of the world
Distinguish the literary uses of language from the non-literary and understand their use as well as the formal features and conventions 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
Ask student to rewrite the story with Rizal as the tortoise.
LEVEL CONTENT COMPETENCY
11
21st century literature of the world
Understand literary meanings in context and the use of critical reading strategies
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
Ask student to rewrite the story using only images on PowerPoint without words.
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 literatureAsk student to rewrite the story in the
style of Jhoanna Cruz.
LEVEL CONTENT COMPETENCY
12
Immersion Join a company, organization, or workplace of professionals
Ask students to read poems about conflict during an event sponsored by the Davao Writers Guild.
Globe:
0917-904-0968
Smart:
0921-494-0472
Sun: 0933-489-4544
isaganicruz@
gmail.com
This presentation can be downloaded from:
http://kto12plusphilippines.com/