Department of Education

Badlan National High School

Badlan Grande Calinog, Iloilo
Senior High School Department

Outcome-Based Education (OBE) Design Syllabus in Reading and Writing Skills in Context

I. Department of Education

Vision: We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.

Mission:
To protect and promote the right of every Filipino to quality, equitable, cultured-based, and complete basic education where:
Students learn in a child-friendly, gender sensitive, safe and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning
to happen.
 Family, community, and other stakeholders are actively engaged and shares responsibility for developing life-long learners.

Core Values: Makatao Maka-Diyos Makakalikasan Makabansa

II. Badlan NHS

Vision: Badlan National High School is an educational institution responsible for molding the youth and producing quality
graduates equipped with basic skills and knowledge, God-centered, loyal, honest and just individuals who are capable of facing the
challenges and the future towards quality of life.

Mission: To deliver quality education and to produce quality graduates equipped with basic skills and knowledge, God-centered, loyal,
honest and just individuals who are capable of facing the challenges of the future towards quality life through the support
and dedicated and competent teachers and administration.

Core Values: God-centered Honest Loyal Justice

 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

III. Course Title: Reading and Writing Skills

Pre-requisite: None

IV. School Year/Semester Offered: 2020-2021 1st Semester

V. Course Description: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction, and
drama.

VI. Course Credit/Unit: 80 hours/Semester

VII. Subject Outcome:

At the end of the course, the students must have:

1. Realize that information in a written text may be selected and organized to achieve a particular;
2. Critique a chosen sample of each pattern of development focusing on information selection, organization, and development;
3. Demonstrate the relationship of a written text and the context in which it was developed;
4. Understand the requirements of composing academic writing and professional correspondence; and,
5. Produce each type of academic writing and professional correspondence following the properties of well- written texts and process
approach to writing.
 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

VIII. Course Design Matrix:

OUTCOMES- ASSESSMENT OF
DESIRED LEARNING COURSE CONTENT/ TEXTBOOK/ BASED TEACHING LEARNING RESOURCE TIME
OUTCOMES (DLO) SUBJECT MATTER REFERENCES AND LEARNING OUTCOMES MATERIAL/S FRAME
(OBTL) (ALO)
At the end of the unit, the UNIT 1. Reading and Thinking Ball, M.J. et. al. (2008).  Lecture/  Quizzes  Power point
learners must have: Strategies Across Text Types The Handbook of Clinical discussion  Oral presentation
1. Describes a written 1.1 Text as Connected Linguistics. Connected  Individual Recitation s (ppt’s)
text as connected Discourse Speech. report  Written and  Laptop
discourse. 1.2 Techniques in Selecting  Seatwork Oral  Reference
2. Distinguishes between and Organizing http://  Individual Examination book
and among techniques Information www.academia.edu/ Activity  Unit Test  Projector
in selecting and 1.3 Patterns of 35344214/  Group work  Individual/  Markers
organizing Development Text_as_a_Connected_Di  Research Group
information. 1.4 Properties of a well scourse. Retrieved  Synthesis Output
3. Distinguishes between written Text October 18, 2020.  Group
and among patterns Presentation 12 hours
of development in http://elc.polyu.edu.hk/  Essay Writing
writing across Suggested Readings: elsc/material/Writing/
disciplines. coherence.htm.
4. Identifies properties of https://www.academia.edu/ Retrieved October 18,
a well- written texts. 35741969/ 2020.
Reading_and_Thinking_Strategies_acr
oss_Text_Types_Reading_and_Writing http://
_Skills. Retrieved October 19, 2020. dictionary.reference.com/
browse/coherence.
Retrieved October 18,
2020.
 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

http://highered.mcgraw-
hill.com/sites/
0070400555/student
view0/writing-999/paragr
aph patterns.html.
Retrieved October 18,
2020.

At the end of the unit, the UNIT 2. Text and Context  Lecture/  Oral and  Reference
learners must have: Connections http://mason.gmu.edu/ Discussion Written test book
1. Explains critical 2.1 Critical Reading as ~montecin/  Individual  Quizzes  Power point
reading as looking for Looking for ways of hypertext.htm. Retrieved report  Unit test presentation
ways of thinking. Thinking October 18, 2020.  Seatwork  Reflection s (PPTs)
2. Identifies claims 2.2 Explicit and Implicit  Research Paper  Laptop
explicitly or implicitly Claims in a Text http:// Paper
made in a written 2.3 Context of Text www2.iath.virginia.edu/  Group activity
text. Development elab/hfl0278.html.  Reporting
3. Identifies the context 2.4 Critical Reading as Retrieved October 19,
in which a text was Reasoning 2020.
developed. 2.4.1 Formulating 30 hours
4. Explains critical Evaluative http://
reading as reasoning. Statements en.wikepedia.org/wiki/
5. Formulates evaluative 2.4.2 Determining Intertextuality. Retrieved
statements about a Textual Evidence October 19, 2020.
text read.
6. Determines textual Suggested Readings:
evidence to validate
assertions and Wheeler, L.K. (2007). Critical Reading
counterclaims made of an Essay’s Argument. Retrieved
about a text read. October 19, 2020 from
http://web.cn.edu/kwheeler/reading_b
 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

asic.html.

Midterm Examination 1 hour

Final Period

At the end of the unit, the UNIT 3. Purposeful Writing in the Anson, C.M. &  Lecture/  Oral and  Reference
learners must have: Disciplines and for Professions Schwegler, R.A. (2010). Discussion Written Tests books
1. Explains how one’s 3.1 Purposeful Writing in the The Longman Handbook  Individual  Quizzes  Power point
purpose is a crucial Disciplines for Writers and Readers. report  Unit test presentation
consideration in 3.2 Purposeful Writing for Professions 6th edition. New York.  Seatwork  Oral s (PPTs)
academic and  Individual work recitation  Laptop
professional writing. Suggested Readings: Bizzraro, P., Jones, R. &  Group work  Individual/  Projector
2. Identifies the unique Selfe, C. (1997). The  Article reading Group 
features of and Melzer, Dan. (2003). Assignments Harcourt Brace Guide to Output
requirements in Across the Curriculum: A Survey of Writing in the Disciplines.  Reflection 36 hours
composing texts that College Writing. Language and New York. Paper
are useful across Learning Across the Disciplines, Vol.  Resume
disciplines. 6(1), 86- 110. Lamb, S.E. (1998). How  Application
3. Identifies the unique to Write It: A Complete Letter
features of and https://courses.lumenlearning.com/ Guide to Everything  Mock Job
requirements in englishcomp21xmaster/chapter/ You’ll Ever Write. Interview
 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

composing research-writing-in-the-academic- Berkeley, Calif: Ten  Resignation

professional disciplines/. Retrieved October 21, Speed Press. Letter
correspondence. 2020.
Rosen, L.K. & Behrens, L.
(2000). The Allyn and
Bacon Handbook. 4th
edition. Boston.

Troyka, L.Q. (2002).

Simon and Schuster
Handbook for Writers.
Upper Saddle River, N.J.:
Prentice Hall.

http://
guides.library.harvard.ed
u/literaturereview.
Retrieved October 19,
2020.

Final Examination 1 hour

IX. Criteria for Grading

Quarterly Assessment (Midterm/Final Examination) 30%

 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

Performance Task 45%

Written Works (quizzes, long tests, unit tests, etc.) 25%
100%

Rubrics for Essay Writing

Expert Accomplished Capable Beginner Score

(8-10) (5-7) (2-4) (1)
Focus Sharp, distinct Apparent point made No apparent point, but Minimal evidence of a
controlling point made about a single topic evidence of a specific topic.
about a single topic with sufficient topic.
with evident awareness of task.
awareness of task.
Content Substantial, specific, Sufficiently developed Limited content with Superficial and/ or
and/ or illustrative content with adequate inadequate elaboration minimal content
content demonstrating elaboration or or explanation.
strong development explanation.
and sophisticated
ideas.
Organization Sophisticated Functional Confused or Minimal control of
arrangement of arrangement of inconsistent content arrangement.
content that sustains a content that sustains a arrangement of
logical order with logical order with content with or
some evidence of some evidence of without attempts at
transitions. transitions. transition.
Style Precise, illustrative use Generic use of a Limited word choice Minimal variety in
of a variety of words variety of words and and control of word choice and
and sentence sentences structures sentence structures minimal control of
 Department of Education
Badlan National High School
Badlan Grande Calinog, Iloilo
Senior High School Department

structures to create that may or may not that inhibit voice and sentence structures.
consistent writer’s create writer’s voice tone.
voice and tone and tone appropriate
appropriate to to audience.
audience.
Conventions Evident control of Sufficient control of Limited control of Minimal control of
mechanics, spelling, grammar, mechanics, grammar, mechanics, grammar, mechanics,
usage and sentence spelling, usage, and spelling, usage and spelling, usage and
formation. sentence formation. sentence formation. sentence formation.
Total Points:

Prepared by:

JEMAR J. CASTOR