Diocese of Imus Catholic Educational System, Inc.

Office of the Superintendent of the Diocesan Schools

CURRICULUM MAP IN READING AND WRITING SKILLS
SEMESTER: Second TIME ALLOCATION: 80 hours/semester

CHAPTER 1 DATES:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL LEARNING COMPETENCIES

STANDARD STANDARD

RWS11.1. Reading The learners The learners will be The learners will The learners will be able to The learners…
and Thinking demonstrate able to become independently use their
1. Describe a written text as connected
Strategies across understanding of learning to
write a 1000-word morally upright discourse
Text Types
information in a critique of a selected individuals who can critique a chosen sample of
(EN11/12RWS-IIIa-1)
A. Text as Connected written text is text on the basis of make decisions each pattern of development
Discourse selected and its claim/s and wisely. focusing on information 2. Reflect critically on a reading text and
organized to achieve properties as a selection, organization and relate to their past experiences
B. Techniques in (21st Century skills- Initiative and Self-
a particular purpose written material. development and thus
Selecting and direction)
and understand the become reflective and critical
Organizing
relationship of a thinkers who use knowledge
Information 3. Employ various reading strategies in
written text and the in developing patterns in
comprehending the text
C. Patterns of context in which it different text styles. (21st Century skills- Initiative and Self-
Development of the was developed. direction)
Reading Materials
4. Distinguish between and among
D. Properties of a techniques in selecting and organizing
Well-written Text information

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CURRICULUM MAP IN READING AND WRITING SKILLS ver 2018-2019
RWS11.2. Text and (EN11/12RWS-IIIbf-2)
context connection
The learners a.Brainstorm list (EN11/12RWS-IIIbf-2.1)
(critical reading)
demonstrate
b. Graphic organizer
A. Critical reading as understanding that
looking for ways of (EN11/12RWS-IIIbf-2.2)
1. a written text
thinking.
follows a pattern of c. topic outline
1. explicit and and development such as
implicit claims in a narration, (EN11/12RWS-IIIbf-2.3)
text. description,
d. sentence outline (EN11/12RWS-IIIbf-2.4)
definition,
2. Context of text
exemplification/classi 5. Use the appropriate graphic organizers in
development understanding the text.
fication, comparison
and contrast, cause (21st Century Skills: Creativity and
B. Critical reading as
innovation)
reasoning and effect, problem-
solution and 6. Distinguish between and among patterns
1. formulating persuasion to have a of development in writing across disciplines.
evaluative better
statements comprehension of (EN11/12RWS-IIIbf-3)
the text.
2. Determining a. Narration (EN11/12RWS-IIIbf-3.1)
textual evidence 2. A well-written text
b. Description (EN11/12RWS-IIIbf-3.2)
can be critique
through its properties c. Definition (EN11/12RWS-IIIbf-3.3)
such as organization,
coherence and d. Exemplification/Classification
cohesion, language (EN11/12RWS-IIIbf-3.4)
use and mechanics in e. Comparison and contrast (EN11/12RWS-
order to follow the IIIbf-3.5)
standards of writing.
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 3. responsible and f. Cause and effect (EN11/12RWS-IIIa-3.6)
competent reader
g. Problem-Solution (EN11/12RWS-IIIbf-3.7)
connects thinking and
reasoning in h. Persuasion (EN11/12RWS-IIIbf-3.8)
interacting and
responding with the 7. Identify properties of well-written text.
material read. (EN11/12RWS-IIIgh-4)

a. Organization (EN11/12RWS-IIIgh-4.1)

b. Coherence and cohesion

(EN11/12RWS-IIIgh-4.2)

c. Language use

(EN11/12RWS-IIIgh-4.3)

d. Mechanics

(EN11/12RWS-IIIgh-4.4)

8. critique a chosen sample of each pattern of

development focusing on information
selection, organization and development

9. Explain critical reading as looking for ways

of thinking(EN11/12RWS-IIIij-5)

10. Identify claims explicitly or implicitly

made in a written text.

(EN11/12RWS-IIIij-6)

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 a. Claim of fact (EN11/12RWS-IIIij-6.1)

b. Claim of policy(EN11/12RWS-IIIij-6.2)

c. Claim of value (EN11/12RWS-IIIij-6.3)

11. Identify the context in which a text was

developed.(EN11/12RWS-IVac-7)

a.Hypertext (EN11/12RWS-IVac-7.1)

b. Intertext (EN11/12RWS-IVac-7.2)

12. Explain critical reading as reasoning.

(EN11/12RWS-IVac-8)

13. Develop skills in the art of questioning

and problem solving
(21st Century: Critical Thinking)

14. Formulate evaluative statements about a

text read

(EN11/12RWS-IVac-9)

a. Formulate assertions about the content

and properties of a text read.

(EN11/12RWS-IVac-9.1)

b. Formulate meaningful counter claims in

response to claims made in a text read.

(EN11/12RWS-IVac-9.2)

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 15. Determine textual evidence to validate
assertions and counter claims made about a
text read.

(EN11/12RWS-IVac-10)

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SEMESTER: Second TIME ALLOCATION: 80 hours/semester

CHAPTER 2 DATES:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL LEARNING COMPETENCIES

STANDARD STANDARD

The learners The learners shall be The learners become The learners independently 7. Explain how one’s purpose is a crucial
demonstrate able to consideration in academic and professional
RWS11.3. Purposeful reflective and critical use their learning to produce
understanding of writing.
Writing in the produce each type of thinkers in analyzing each type of academic writing
Disciplines and for the requirements of academic writing and and evaluating and professional (EN11/12RWS-IVdg-11)
Profession composing academic professional problems needed to correspondence following the
8. Identify the unique features of and
writing and correspondence have abrupt properties of a well-written
requirements in composing texts that are
professional following the solution/s. texts and process approach to
useful across disciplines
correspondence. properties of a well- writing thus become
written texts and reflective and critical thinkers (EN11/12RWS-IVdg-12)
process approach to in analyzing and evaluating
writing problems needed to have a. Literature Review (EN11/12RWS-IVdg-12.1)
abrupt solution/s.
b. Research Report

(EN11/12RWS-IVdg-12.2)

c. Project proposal

(EN11/12RWS-IVdg-12.3)

9. Develop an understanding that writing a

literature review/research report / project
proposal has different requirements,
purposes and audience when compared to
other academic papers
(21st Century skills: Critical Thinking and
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CURRICULUM MAP IN READING AND WRITING SKILLS ver 2018-2019
 The learners Creativity)
demonstrate
understanding that 10. Read critically and analyze samples of
literature/research report/project proposal
1. research works are to be able to effectively write his/her own
effective tools in literature review/ research report/project
proposal outline
giving solutions to
( 21st Century Skills: Make Judgments and
problems.
Decisions)
2. everyone may use
11. Revise his/her outline after receiving
different values
feedback from peer following the properties
based on the
of well-written texts and process approach
literature through
to writing. ( 21st Century Skills: Critical
reflecting on it.
Thinking and Problem Solving)

12. Write a creative literature review using

innovative techniques in writing.
( 21st Century Skills: Creativity and
Innovation)

13. Solve different kinds of non-familiar and

familiar problems through research report
which will contribute to the betterment of
the school/community.
( 21st Century Skills: Critical Thinking and
Problem Solving)

14. Evaluate and assess the importance of

literature related to the research topic.
( 21st Century Skills: Information Literacy)

15. Identify possible research problems in

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 your school/community. ( 21st Century Skills:
Critical Thinking)

16. Analyze and evaluate problems needed

to have abrupt solution/s. ( 21st Century
Skills: Make Judgments and Decisions)

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CURRICULUM MAP IN READING AND WRITING SKILLS ver 2018-2019
SEMESTER: Second TIME ALLOCATION: 80 hours/semester

CHAPTER 3 DATES:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL LEARNING COMPETENCIES

STANDARD STANDARD

The learners The learners shall be The learners become The learners independently 17. Identify the unique features of and
demonstrate able to produce each reflective and critical requirements in composing texts that are
RWS11.3. Purposeful use their learning to produce
understanding of type of academic thinkers in analyzing useful across disciplines (EN11/12RWS-IVdg-
Writing in the each type of academic writing
writing and and evaluating 12)
Disciplines and for the requirements of and professional
professional problems needed to
Profession composing academic correspondence following the a. Book review or article critique
correspondence have abrupt
writing and properties of a well-written
following the solution/s. b. Position paper (EN11/12RWS-IVdg-12.4)
professional texts and process approach to
properties of a well-
correspondence. writing thus become 18. Work effectively in diverse team (21st
written texts and
reflective and critical thinkers Century Skills- Social and cross-cultural skills)
process approach to
in analyzing and evaluating
writing
problems needed to have 19. Produce results (21st Century Skills-
The learner
abrupt solution/s. Productivity and Accountability)
demonstrates
understanding that 20. Express their ideas/ opinions/ stand
regarding the topic or a particular issue/s
1. A position
(21st Century Skills: Critical Thinking)
paper/book review is
a product of his/her 21. Interact effectively with others (21st
stand/thought/opinio Century Skills- Social and Cross-cultural
n regarding an Skills)
issues/literary works.
22. Evaluate a position paper written by a
2. everyone is peer-based on given guidelines and
entitled to his /her standards.
own opinion and
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 therefore we must (21st Century Skills: Flexibility and
respect him/her. Adaptability)

23. Create a stand about global issues by

analyzing and evaluating evidences,
argument, claims,and beliefs presented on
the text.
(21st Century Skills: Global Awareness)

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CURRICULUM MAP IN READING AND WRITING SKILLS ver 2018-2019
SEMESTER: Second TIME ALLOCATION: 80 hours/Semester

CHAPTER 4 DATES:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL LEARNING COMPETENCIES

STANDARD STANDARD

The learners The learners shall The learner becomes The learners independently 24. Identify the unique features of and
demonstrate able to responsible in use their learning to produce requirements in composing professional
RWS11.3.
understanding of managing goals and each type of academic writing correspondence.
Purposeful produce each type of
time and develops and professional
Writing in the the requirements of academic writing and (EN11/12RWS-IVhj-13)
professional correspondence following the
Disciplines and for composing academic professional
communication skills. properties of a well-written a. Resume(EN11/12RWS-IVhj-13.1)
Profession writing and professional correspondence
texts and process approach to
correspondence. following the b. Application for College
writing thus become
properties of a well- Admission(EN11/12RWS-IVhj-13.2)
responsible in managing goals
written texts and
and time and develop
process approach to c. Application for Employment(EN11/12RWS-
The learners professional communication
writing IVhj-13.3)
demonstrate skills.
understanding that d. Various forms of Office correspondence.
1. the requirements in (EN11/12RWS-IVhj-13.4)
composing academic
writing and professional 25. Communicate clearly
correspondence are (21st Century Skills- Communication and
Collaboration)
written purposefully and
systematically follow 26. Manage goals and time
specific standard/ (21st Century Skills- Initiative and Self-
procedure to become an direction)
effective citizens and
workers of the 21st 27. Work independently
(21st Century Skills- Initiative and Self-
Century.
direction)
2. an effective resume
should be able to sell 28. Write a resume, application letter, and
one’s skills and therefore office correspondence for specific purposes
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should be written ( 21st Century Skills: Life and Career skills)
correctly and effectively.