This document provides a quarterly plan for a Reading and Writing Skills subject for senior high school students. It outlines six major learning competencies to be covered in the fourth quarter, with the number of days spent on each competency and expected performance tasks. The competencies include identifying the context of texts, explaining critical reading, formulating evaluative statements about texts, determining evidence to support claims and counterclaims, and identifying requirements for different text types. Performance tasks include group projects, resumes, letters, and a portfolio.
This document provides a quarterly plan for a Reading and Writing Skills subject for senior high school students. It outlines six major learning competencies to be covered in the fourth quarter, with the number of days spent on each competency and expected performance tasks. The competencies include identifying the context of texts, explaining critical reading, formulating evaluative statements about texts, determining evidence to support claims and counterclaims, and identifying requirements for different text types. Performance tasks include group projects, resumes, letters, and a portfolio.
This document provides a quarterly plan for a Reading and Writing Skills subject for senior high school students. It outlines six major learning competencies to be covered in the fourth quarter, with the number of days spent on each competency and expected performance tasks. The competencies include identifying the context of texts, explaining critical reading, formulating evaluative statements about texts, determining evidence to support claims and counterclaims, and identifying requirements for different text types. Performance tasks include group projects, resumes, letters, and a portfolio.
Most Essential Learning No. of Days PERFORMANCE DATE OF REMARKS
Q4 Competencies TASK DELIVERY Identify the context in Done (Used as which a text was 8 supplementary developed topic during the a. Hypertext 3rd Quarter b. Intertext Explain critical reading as April 24-28 4 days (online) reasoning May 1-5 4 days (f2f) 8 DLL: Sir Karl Formulate evaluative sd May 8-12 statements about a text 4
read: May 15-19
a. assertions about the content and 8 properties of a text read; and b. counterclaims in response to claims made in a text read Determine textual May 22-26 evidence to validate 5 4 assertions and counterclaims made about a text read Identify the unique Culminating May 29-June 2 features of and Activity – June 5-9 requirements in composing texts that are useful across 12 Project June 12-16 disciplines: Proposal a. Book Review or (Group Article Critique b. Literature Review Competition) c. Research Report d. Project Proposal e. Position Paper Identify the unique June 19-23 features of and June 26-30 requirements in composing Resume professional 12 Letters July 1-5 correspondence: (College a. Resume Admission, b. Application for College Admission Employment c. Application for and office Employment corresponden d. Various forms of Office ce) Correspondence Portfolio with reflection and parents’ signature