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Curriculum Reference
Curriculum Reference
The learning objectives formulated in the lesson plans are primarily based on the "21st Century Literature from the Philippines and the World" curriculum for senior high school students.
The course aims to develop the students' literary skills and to deepen their literary appreciation through critical study of various contemporary literary texts from the Philippines and around the world understanding and embracing different aspects, genres, elements, structures, settings, and traditions.
Target Learners
Target Learners
The TLLP lessons are mainly intended for senior high school students with the following profile:
They are in the middle class or average economic status.
They live in urban area or setting.
They belong to Generation Z with the the age range of 17-20.
They have limited exposure to individuals and communities affected by social injustices.
They mostly fall within a Grade 10 reading ability
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General Theme:
Beauty in diversity and inclusion
Unifying Theme:
Unifying Theme:
To appreciate the beauty of diversity and to promote the inclusion of marginalized sectors in our communities, we must understand the causes and impacts of exclusion in their lives and learn the ways these barriers can be reduced or eliminated in our communities
Rationale:
This theme is chosen because of the group’s interest to fully understand the concepts of diversity and inclusion, and the reasons why individuals and their communities are discriminated and oppressed because of their race, gender, sexual orientation, disability, as well as other unique qualities and conditions which are deemed unacceptable to the majority.
SHS students need to have a critical study of these concepts and deepen their understanding of the lives affected by discrimination and oppression by diving deep into the stereotypes that bring about prejudices. That in turn fuels irrational beliefs about people with diverse characteristics, and then influences people to discriminate against individuals and communities because of their diverse differences, and which can create the systemic oppression that is embedded in structures, policies, environment etc (Stubbs, 2008).
As future leaders, employers, or entrepreneurs of the country, these students are potential perpetuators of these injustices or allies of those who are marginalized and excluded through discrimination brought about by individual and group actions by such policies and structures. They have an influential role in maintaining the continuation of discrimination and oppression that excludes diverse individuals and communities. They have a pivotal role in the reduction or elimination of exclusion as well as being inclusive in their own field of influence to be an advocate of inclusion others.
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At the end of the learning packet,
At the end of the learning packet,
the students should be able to:
Instill a more inclusive perspective by embracing uniqueness and realizing societal injustices.
Develop critical thinking skills in studying various contemporary literary texts and their contexts.
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