![In as much as connected
discourse is characterized
by connectives in order to
make it cohesive, a sincere
Christian should be
characterized as prayerful
for prayer keeps a person
connected with Christ.
“We should be much in
secret prayer. Christ is the
vine, ye are the branches.
And if we would grow and
flourish, we must
continually draw sap and
nourishment from the
Living Vine; for separated
from the Vine we have no
strength.” – Pr 180.5.
d. exemplification/
classification
e. comparison and contrast
f. cause and effect
g. problem-solution
h. persuasion
(EN11RWS-IIIbf-3.1-3.8)
4. Identifies properties of a
well-written text
a. organization
b. coherence and cohesion
c. language use
d. mechanics
(EN11RWS-IIIgh-4.1-4.4)
Publishing
House, Inc. pp. 1-
35.
Tiongson, M. T.
and Rodriguez,
M. R. (2016).
“Reading and
Writing Skills.”
Sampaloc,
Manila: Rex
Printing
Company, Inc.
pp. 3 – 13.
First Grading (Midterm) Examination (Week 10)
Text and Context
Connections (Critical
Reading)
A. Critical Reading as
Looking for Ways of
Thinking
1. Explicit and Implicit
Claims in a Text
2. Context of Text
Development
B. Critical Reading as
Reasoning
1. Formulating
Evaluative
Statements
2. Determining
Textual Evidence
(Week 1 – 5)
The learner
understands the
relationship of a
written text and
the context in
which it was
developed.
The learner writes
a 100-word
critique of a
selected text on the
basis of its claim/s,
context, and
properties as a
written material.
“Many youth are eager for
books…Supply…books that
will help the youth to put
into their character-
building the very best
material – the love and fear
of God, the knowledge of
Christ…Restrict the desire
for reading matter that does
not furnish good food for
the mind.” – AH 410.3.
“Never should books [texts]
containing a perversion of
truth be placed in the hands
of children or youth. Let not
[the children or youth], in
the very process of
obtaining education, receive
The learner…
1. Explains critical reading as
looking for ways of thinking
(EN11RWS-IIIij-5)
2. Identifies claims explicitly
or implicitly made in a
written text
a. claim of fact
b. claim of policy
c. claim of value
(EN11RWS-IIIij-6.1-6.3)
3. Identifies the context in
which a text was developed
a. hypertext
b. intertext
(EN11RWS-IVac-7.1-7.2)
Estacio, M. J.
(2016).
“Developing
Reading and
Writing Skills.”
Quezon City: The
Phoenix
Publishing Hose,
Inc. pp. 32-52.
Cidro, M. G. et al.
(2016) “E for EC
Integrated
English for
Effective
Communication:
Reading and
Writing Skills
Senior High
School.” Quezon](https://image.slidesharecdn.com/curriculummapreadingandwritingskill-240317071924-2591c927/85/CURRICULUM_MAP_READING_AND_WRITING_SKILL-docx-2-320.jpg)
![ideas that will prove to be
seeds of sin.” – AH 413.4.
“Some of the books [texts]
you read contain excellent
principles, but you read
only to get the story. If you
would gather from the
books you read that which
would help you in the
formation of your character,
your reading would do you
some good. But as you take
up your books and peruse
page after page of them, do
you ask yourself, What is
my object in reading? Am I
seeking to gain substantial
knowledge? You cannot
build a right character by
bringing to the foundation
wood, hay, and stubble.” –
AH 416.4.
4. Explains critical reading as
reasoning
(EN11RWS-IVac-8)
5. Formulates evaluative
statements about a text read
a. Formulates assertions
about the content and
properties of a text read
b. Formulates meaningful
counterclaims in response
to claims made in a text
read
(EN11RWS-IVac-9.1-9.2)
6. Determines textual
evidence to validate
assertions and
counterclaims made about
a text read
(EN11RWS-IVac-10)
City: The
Phoenix
Publishing
House, Inc. pp.
69-96.
Tiongson, M. T.
and Rodriguez,
M. R. (2016).
“Reading and
Writing Skills.”
Sampaloc,
Manila: Rex
Printing
Company, Inc.
pp. 14-32, &
136-144.
Purposeful Writing in
the Disciplines and for
Professions
(Week 6 – 9)
The learner
understands the
requirements of
composing
academic writing
and professional
correspondence.
The learner
produces each type
of academic writing
and professional
correspondence
following the
properties of well-
written texts and
process approach
to writing.
“Before writing letters of
inquiry, always lift up your
heart to God in prayer that
you may be successful in
gathering some wild
branches which may be
grafted into the true vine,
and bear fruit to the glory of
God…” ChS 131.1.
“An unseen Watcher is
writing [their] words in the
books of heaven. All these
unkind criticisms, these
exaggerated reports, these
envious feelings, expressed
[under the excitement of
the cup of tea], Jesus
The learner…
1. Identifies the unique
features of and requirements
in composing texts that are
useful across disciplines
a. Book Review or Article
Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper
(EN11RWS-IVdg-12.1-12.4)
2. Identifies the unique
features of and requirements
in composing professional
correspondence
Estacio, M. J.
(2016).
“Developing
Reading and
Writing Skills.”
Quezon City: The
Phoenix
Publishing Hose,
Inc. pp. 65-70.
Cidro, M. G. et al.
(2016) “E for EC
Integrated
English for
Effective
Communication:
Reading and
Writing Skills](https://image.slidesharecdn.com/curriculummapreadingandwritingskill-240317071924-2591c927/85/CURRICULUM_MAP_READING_AND_WRITING_SKILL-docx-3-320.jpg)
CURRICULUM_MAP_READING_AND_WRITING_SKILL.docx
- 1. CURRICULUM MAP READING AND WRITING SKILLS - 11 *Planned for a distinctly Adventist Education This subject focuses on the development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama. Integrated in this study are the values and spiritual insights associated in reading and writing skills. First Semester Content Content Standard Performance Standard IFVL Learning Competencies (LC) References Reading and Thinking Strategies across Text types A. Text as Connected Discourse B. Techniques in Selecting and Organizing Information C. Patterns of Development D. Properties of a Well- written Text (Weeks 3 - 9) The learner realizes that information in a written text may be selected and organized to achieve a particular purpose. The learner critiques a chosen sample of each pattern of development focusing on information selection, organization, and development. “A reader lives a thousand lives before he dies…The man who never reads lives only one.” – George R. R. Martin “Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things.” Philippians 4:8 “Shallow men believe in luck or in circumstance. Strong men believe in cause and effect.” – Ralph Waldo Emerson The learner… 1. Describes a written text as connected discourse (EN11RWS-IIIa-1) 2. Distinguishes between and among techniques in selecting and organizing information a. brainstorming b. graphic organizer c. topic outline d. sentence outline (EN11RWS-IIIa-2.1-2.4) 3. Distinguishes between and among patterns of development in writing across disciplines a. narration b. description c. definition Estacio, M. J. (2016). “Developing Reading and Writing Skills.” Quezon City: The Phoenix Publishing Hose, Inc. pp. 2-29. Cidro, M. G. et al. (2016) “E for EC Integrated English for Effective Communication: Reading and Writing Skills Senior High School.” Quezon City: The Phoenix CORE SUBJECT DESCRIPTION:
- 2. In as much as connected discourse is characterized by connectives in order to make it cohesive, a sincere Christian should be characterized as prayerful for prayer keeps a person connected with Christ. “We should be much in secret prayer. Christ is the vine, ye are the branches. And if we would grow and flourish, we must continually draw sap and nourishment from the Living Vine; for separated from the Vine we have no strength.” – Pr 180.5. d. exemplification/ classification e. comparison and contrast f. cause and effect g. problem-solution h. persuasion (EN11RWS-IIIbf-3.1-3.8) 4. Identifies properties of a well-written text a. organization b. coherence and cohesion c. language use d. mechanics (EN11RWS-IIIgh-4.1-4.4) Publishing House, Inc. pp. 1- 35. Tiongson, M. T. and Rodriguez, M. R. (2016). “Reading and Writing Skills.” Sampaloc, Manila: Rex Printing Company, Inc. pp. 3 – 13. First Grading (Midterm) Examination (Week 10) Text and Context Connections (Critical Reading) A. Critical Reading as Looking for Ways of Thinking 1. Explicit and Implicit Claims in a Text 2. Context of Text Development B. Critical Reading as Reasoning 1. Formulating Evaluative Statements 2. Determining Textual Evidence (Week 1 – 5) The learner understands the relationship of a written text and the context in which it was developed. The learner writes a 100-word critique of a selected text on the basis of its claim/s, context, and properties as a written material. “Many youth are eager for books…Supply…books that will help the youth to put into their character- building the very best material – the love and fear of God, the knowledge of Christ…Restrict the desire for reading matter that does not furnish good food for the mind.” – AH 410.3. “Never should books [texts] containing a perversion of truth be placed in the hands of children or youth. Let not [the children or youth], in the very process of obtaining education, receive The learner… 1. Explains critical reading as looking for ways of thinking (EN11RWS-IIIij-5) 2. Identifies claims explicitly or implicitly made in a written text a. claim of fact b. claim of policy c. claim of value (EN11RWS-IIIij-6.1-6.3) 3. Identifies the context in which a text was developed a. hypertext b. intertext (EN11RWS-IVac-7.1-7.2) Estacio, M. J. (2016). “Developing Reading and Writing Skills.” Quezon City: The Phoenix Publishing Hose, Inc. pp. 32-52. Cidro, M. G. et al. (2016) “E for EC Integrated English for Effective Communication: Reading and Writing Skills Senior High School.” Quezon
- 3. ideas that will prove to be seeds of sin.” – AH 413.4. “Some of the books [texts] you read contain excellent principles, but you read only to get the story. If you would gather from the books you read that which would help you in the formation of your character, your reading would do you some good. But as you take up your books and peruse page after page of them, do you ask yourself, What is my object in reading? Am I seeking to gain substantial knowledge? You cannot build a right character by bringing to the foundation wood, hay, and stubble.” – AH 416.4. 4. Explains critical reading as reasoning (EN11RWS-IVac-8) 5. Formulates evaluative statements about a text read a. Formulates assertions about the content and properties of a text read b. Formulates meaningful counterclaims in response to claims made in a text read (EN11RWS-IVac-9.1-9.2) 6. Determines textual evidence to validate assertions and counterclaims made about a text read (EN11RWS-IVac-10) City: The Phoenix Publishing House, Inc. pp. 69-96. Tiongson, M. T. and Rodriguez, M. R. (2016). “Reading and Writing Skills.” Sampaloc, Manila: Rex Printing Company, Inc. pp. 14-32, & 136-144. Purposeful Writing in the Disciplines and for Professions (Week 6 – 9) The learner understands the requirements of composing academic writing and professional correspondence. The learner produces each type of academic writing and professional correspondence following the properties of well- written texts and process approach to writing. “Before writing letters of inquiry, always lift up your heart to God in prayer that you may be successful in gathering some wild branches which may be grafted into the true vine, and bear fruit to the glory of God…” ChS 131.1. “An unseen Watcher is writing [their] words in the books of heaven. All these unkind criticisms, these exaggerated reports, these envious feelings, expressed [under the excitement of the cup of tea], Jesus The learner… 1. Identifies the unique features of and requirements in composing texts that are useful across disciplines a. Book Review or Article Critique b. Literature Review c. Research Report d. Project Proposal e. Position Paper (EN11RWS-IVdg-12.1-12.4) 2. Identifies the unique features of and requirements in composing professional correspondence Estacio, M. J. (2016). “Developing Reading and Writing Skills.” Quezon City: The Phoenix Publishing Hose, Inc. pp. 65-70. Cidro, M. G. et al. (2016) “E for EC Integrated English for Effective Communication: Reading and Writing Skills
- 4. registers as against Himself…” – CTBH 36.1. “…Many who feel that they have finished their education are faulty in spelling and in writing, and can neither read nor speak correctly…They have never obtained a good knowledge of the English language. They need to go back and begin to climb from the first round of the ladder.” – CT 215.1. “…In all our schools special care should be taken to teach the students to use the English language correctly in speaking, reading, and writing…” CT 216.3. a. Resume b. Application for College Admission c. Application for Employment d. Various forms of Office Correspondence (EN11RWS-IVhj-13.1-13.4) Senior High School.” Quezon City: The Phoenix Publishing House, Inc. pp. 164-183. Tiongson, M. T. and Rodriguez, M. R. (2016). “Reading and Writing Skills.” Sampaloc, Manila: Rex Printing Company, Inc. pp. 157-191. Second Grading (Final/End of the Semester) Examination (Week 10) Prepared by: SINCERELYN B. GANOB