NDSC • The New Normal

NOTRE DAME OF SALAMAN COLLEGE, INC.

Founded in 1965 by the Oblates of Mary Immaculate (OMI)
Owned by the Archdiocese of Cotabato
Administered by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

ENHANCED STUDENT SELF-DIRECTED

LEARNING AND ASSESSMENT
(ESSDLA)
IN
Reading and Writing Skills

(Senior High School-Grade XII Academic Strands)

SECOND SEMESTER, S.Y 2021-2022
Prepared by:
JOEY L. RESPICIO, LPT
ROSALIE MALLORCA-BLANCA
SUBJECT TEACHERS

1|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
LESSON COVERAGE
In this Enhanced Student Self-directed Lesson and Assessment, you will examine these competences when you
take the following lessons:

Lesson Title You’ll learn to… Estimated

No. Time
 describe a written text as connected
Lesson 1 The Reading Process discourse. 2 weeks
 Introducing the Reading  apply effective reading strategies in
Process and Reading Strategies comprehending a text.
 Evaluating Written Texts by  explain critical reading as looking
Analyzing Claims for ways of thinking
 identify claim of fact, policy, and
value explicitly or implicitly made
in a written text.

Lesson 2 The Writing Process 2 weeks

 Using Pre-Writing Strategies
 Writing Thesis
 recognize the importance of
marketing mix in the development
of marketing strategy
 describe the Marketing Mix (7Ps) in
Lesson 3 Marketing relation to the business opportunity 4 weeks
vis-à-vis:
- Product
- Place
- Price
- Promotion
- People
- Packaging; and
- Positioning
 develop a brand name

 demonstrate understanding of the 4

Ms of operations
 describe the 4Ms (manpower,
Method, Machine, Materials) of
operation in relation to the business
opportunity
 develop a product description
 create a prototype of the product

2|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
Lesson 4 Operations and Human  test the product prototype
Resource Management  validate the service description of 4 weeks
the product with potential
customers to determine its market
acceptability
 select /pinpoint potential suppliers
of raw materials and other inputs
necessary for the production of the
product or service
 discuss the value/supply chain in
relation to the business enterprise
 recruit qualified people for the
one’s business enterprise
 develop the business model
 forecast the revenues of the
business
 forecast the cost to be incurred
 compute for profits

 manifest understanding of starting

and operating of starting and
operating a simple business
Lesson 5 Business Implementation  implement the business plan 4 weeks
 identify the reasons for keeping
business records
 perform key bookkeeping tasks
 identify where there is a profit or
loss for a business and
 generate an overall report on the
activity

ENHANCED STUDENT SELF-DIRECTED

LEARNING AND ASSESSMENT
(ESSDLA)
IN
READING AND WRITING SKILLS
Grade XII Academic Track

3|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
Second Semester S.Y. 2021-2022

TOPIC/LESSON: Reading Process Quarter 1 (Week 1-2)

The learner realizes that information in a
CONTENT STANDARD written text may be selected and organized to
achieve a particular porpuse.
The learner critiques a chosen sample of each
PERFORMANCE STANDARD: pattern of development focusing on
information,selection, organization, and
development
At the end of the course, the students should be
MOST ESSENTIAL COMPETENCIES able to:
 describe a written text as connected
discourse.
 apply effective reading strategies in
comprehending a text.
 explain critical reading as looking for
ways of thinking
 identify claim of fact, policy, and value
explicitly or implicitly made in a written
text.
TIME ALLOTMENT

UNIT 1: THE READING PROCESS

TOPIC: Introducing the reading process and reading Strategies [Unit 1/Q1/Week1- 4]

PERFORMANCE STANDARD:
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

CONTENT STANDARD:

4|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.

MOST ESSENTIAL LEARNING COMPETENCY:

Describes a written text as connected discourse

TIME ALLOTMENT: 4 Weeks

ENDURING UNDERSTANDING:

 Reading is an activity that challenges our beliefs, inspires our imagination and expands our
understanding of the world.
 Reading involves a complex interaction between the text and the reader. The reader’s
interpretation is shaped by his or her prior knowledge, experiences and attitudes.
 Reading is an indispensable skill that requires continuous practice, development, and
refinement.

INTRODUCTION:

The fact that you are able to decipher the written symbols on this page, get meaning from, and put
meaning into them, is no small wonder.
But reading is not just a matter of knowing what is written in the book. To read intelligently means you
are able to read actively and critically.
*You do not understand what the text says and means but are also able to evaluate its content.

ACTIVITY 1

A. Try to better appreciate what it means to read by studying a poem on your book, pages 334.
B. Answer the vocabulary check on page 4 of your textbook. Write your answer on a short bond
paper.

JABBERWOCKY
By Lewis Carroll
(from Through the looking- Glass and What Alice Found Theme, 1872)

DISCUSSION: Answer the following questions on a short bond paper.

5|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
1. What is a Jabberwock?
2. What happened in the poem? What is the person about?
3. What were your impressions of the poem before reading? How about reading? What cause the
changes of your impressions? Use a diagram to illustrate your answer.
STUDY: Read the context found on your textbook on page 5-12.
READING CUES:

1. Defining Reading
2. Applying Effective Reading Strategies
A. Previewing
Pre-reading Strategies B. Skimming and Scanning
C. Recalling Background Knowledge

A. Using Context Clues

 Synonyms
During-Reading Strategies  Antonyms
 Examples
 Explanations and Definitions
 Situation
B. Using Connotation and Denotation
ACTIVITY 2

Answer the exercise (A and B) on your textbook, pages 12,13 on a short bond paper.

END OF LESSON 1
STUDENT SELF-DIRECTED LEARNING AND ASSESSMENT
(Grade XI – Reading and Writing Skills)

6|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
TOPIC/LESSON: Evaluating written texts by analyzing
claims [Unit 1/Q3/Week5-8]
PERFORMANCE STANDARD: The learner critiques a chosen sample of
each pattern of development focusing on
information selection,organization,and
development.
CONTENT STANDARD: The learner realizesthat information in a
written text may be selected and organized
to achieve a particular purpose.
MOST ESSENCIAL LEARNING Describe a written text as connected
COMPETENCY: discourse.
TIME ALLOTMENT: 4weeks

UNIT 1: THE READING PROCESS

TOPIC: Evaluating written texts by analyzing Claims [Unit 1/Q3/Week 5-8]

PERFORMANCE STANDARD
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

CONTENT STANDARD
The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.

MOST ESSENTIAL LEARNING COMPETENCY

Describes a written text as connected discourse

TIME ALLOTMENT: 4 Weeks

ENDURING UNDERSTANDING:
 Critical reading is an active and reactive process.
 Critical Reading is the foundation of good writing.
 Analyzing a writer’s claims help us become critical thinkers.
 Analyzing claims help us appreciate diverse perspectives on a topic.
 Good claims are always backed up by reliable evidence.
INTRODUCTION:

7|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
Effective reading entails a deeper, more analytical sort of engagement. Whenever you read
something and you begin to ask questions about what the author has written, you are starting to think
critically about the text. You are digging deeper into the text by thinking about its meaning and
significance. This will be the focus of this lesson.

ACTIVITY 1:

Direction: Study the following topics using your textbook:

 Critical Reading
a. Defining Critical Reading (Page 17)
b. Techniques in Developing Critical Reading Skills (Page 21-23)
1. Keeping a Reading Journal
2. Annotating the text
3. Outlining the Text
4. Summarizing the Text
5. Questioning the Text
 Identifying and Analyzing Claims (Page 23-27)
a. Determining Explicit and Implicit Information
b. Defining Claims
c. Distinguishing Between the Types of Claims
d. Identifying the Context of Text Development
 Critical Reading as reasoning (Page 27)
a. Identifying Assertions
b. Formulating Counter Claims
c. Determining Textual Evidence

ACTIVITY 2:
Direction: Read about “Financial Planning, Pinoy Style by Randell Tiongoon”
Answer activity (A. Determining Explicit and Implicit Information in a Text.)
Copy the activity on a short bond paper then answer.
QUIZ: Copy and answer the following activities found in your textbook on a short bond paper.

8|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
Activity; c. Identifying Claims (Page 34)
d. Evaluating Claims [ Number 1 only] (Page 34)
f. Identifying Assertion (Page 35)
i. Evaluating Evidence from a given text (Page 36-37)

END OF LESSON 2
STUDENT SELF-DIRECTED LEARNING AND ASSESSMENT
(Grade XI – Reading and Writing Skills)

TOPIC/LESSON: Using Pre-Writing strategies [Unit

1/Q1/week9-12]
PERFORMANCE STANDARD: The learner critiques a chosen sample of
each pattern of development focusing on
information selection,organization, and
development.
CONTENT STANDARD: The learner realizes that information in a
written text may be selected and organized
to achieve a particular purpose.
MOST ESSENCIAL LEARNING Describe a written text as connect
COMPETENCY: discourse.
TIME ALLOTMENT: 4weeks

9|Page • READING AND WRITING SSDLA

No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

Topic: Using Pre-Writing Strategies [ Unit 1/Q1/Week 9-12]

Content Standard:
The learner realizes that information in a written text may be selected and organized to achieve
a particular purpose.

Performance Standard:
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

Most Essential Learning Competency:

Describes a written text as connect discourse.

Time Allotment: 4 weeks

ENDURING UNDERSTANDING:
 Critical reading is an active and reactive process.
 Critical reading is the foundation of good writing.
 Analyzing a writer’s claim helps us become critical thinkers.
 Analyzing claims help us appreciate diverse perspectives on a topic.
 Good claims are always backed up by reliable evidence.

INTRODUCTION:
This lesson aims to show you that writing, contrary to what you might think is a skill that can
be learned and improved when you know how it works and you find out what works for you. You will
be introduced to some techniques to help make writing none manageable and effective. One such
technique is planning your writing through pre-writing strategies.

DISCUSSION:

 Defining Pre- Writing

- The first stage of the writing process is pre-writing.
- During pre-writing, you use a variety of strategies to find out things that interests you about
a topic or new ways of thinking about it.
- In the pre-writing stage, it is important to refrain from critiquing your ideas while they have
not yet been fully formed.
- The Pre-writing stage allows you to communicate with yourself so you can discover what
you want to communicate to your readers.

 Determining the writing situation

10 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
1. Knowing the kind of Paper
- Look at the key words in the instruction. You might be tasked to do a variety of
things when writing.
- Consider how long the paper should be.
2. Determine the writing situation
- The context can be clarified by initially thinking about the purpose and evidence
of your paper.
3. Determining your purpose
- This is the reason why you are writing.
- When you think about your purpose, you begin to make decisions about form,
content, length, organization, support, and tone.
- Broadly speaking, your purpose may be to inform, to explain, to ersuade, or to
entertain.
4. You must recognize who your readers are and anticipate their expectations,
background, and knowledge of the topic.

NOTE: Open your book on page 45 for additional information about the different questions to help
you analyze your audience.
Study the context found on your textbook on page 46-50 before answering the activities below.
ACTIVITY 1:
Imagine that you will be writing essays on the given topics below. For each one, discuss how you will
notify your purpose and tone to match the audience specified in the parenthesis. (This is an individual
work.)

1. The benefits of having a pet

Possible Audience
- First Grade Children
- Parents
- Neat Freake
2. The reasons why it is more fun in the Philippines
Possible Audience
- Foreign Tourists
- Local Tourists
- Tourism Officials
3. The Advantage of Commuting
Possible Audience

11 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
- Motorists Government Officials
- Regular Commuters

ACTIVITY 2:
Select one of the following general subject below. Next, use the pre-writing strategy specified in the
parentheses to narrow it down to several topics. Choose the topic that you find the most interesting.
Afterward, assume a purpose, audience, toner, and point-of-view. Then, use another pre-writing
strategy of your choice to generate more ideas regarding the identified writing situation.
1. Prom (journal writing)
2. Summer Vacation (mapping)
3. Pop Music (brainstorming)
4. Social Media (group brainstorming)
Chosen general subject: _______________________________________________
Audience:
Purpose:
Tone:
Point-of-View:
Second pre-writing strategies:

12 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

END OF LESSON 3
STUDENT SELF-DIRECTED LEARNING AND ASSESSMENT
(Grade XI – Reading and Writing Skills)
TOPIC/LESSON: Creating Reading and Writing
outlines[Unit1/Q1/week13-14]
PERFORMANCE STANDARD: The learner critiques a chosen sample of
each pattern of development focusing on
information selection,organization, and
development.
CONTENT STANDARD: Thre learner realizes that information in a
written text may selected and organized to
achieve a particular purpose.
MOST ESSENTIAL LEARNING The identifies properties of a well-written
COMPETENCY: text.
TIME ALLOTMENT: 4weeks

Topic: Creating Reading and Writing Outlines [ Unit 1/Q1/Week 13-14]

Content Standard:
The learner realizes that information in a written text may be selected and organized to achieve
a particular purpose.

Performance Standard:
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

Most Essential Learning Competency:

The identifies properties of a well-written text.

Time Allotment: 4 weeks

ENDURING UNDERSTANDING:

13 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal
 An outline reveals the coherence and complexity of an essay.
 Outlining efficiently requires the ability to locate the main ideas of the text.
 Outlining well involves knowing how to distinguish ideas according to their level of
importance in the text.
 Simplicity is the key in outlining because it must strip the reading and writing down to the base
essentials.

INTRODUCTION:
Once you have generated ideas for your essay, the next step is organizing those ideas. But why
do you need to think about the organization of your paper? No matter how original or compelling your
ideas are, they will not be appreciated by the reader if these are not organized properly. Readers
appreciate it when that can see the relationship of one part of the text to the next. As a writer, you
should strive to achieve coherence in your writing. One of the most common ways you can achieve this
is by using an outline.

DISCUSSION:
An outline is a summary that gives the essential features of a text. It shows the parts of a text
are related to one another as parts that are of equal importance, or sections that are subordinates
to a main idea.

There are two kinds of outlines: the reading outline and writing outline. A reading outline is
used to get the main ideas of a text that is already written. It helps you understand the text’s
structure more critically because you will have to find the text’s thesis statement and support.
You will better understand how a writer connect and sequences the information in the reading.
Meanwhile, a writing outline is a skeletal version of your essay. It is used as a guide to
organize your ideas. It is usually done before you write the first draft of your essay.
NOTE: Go to pages 62-67 and study the writing process of outlining.

ACTIVITY 1: Think about something

The word “outline” can be intimidating, especially to students. But if you know that a writer
uses an outline for an essay the way an architect uses a blueprint for a building, then you will
have an easier time understanding its purpose in the writing process. To better familiarize you
with the concept of an outline, can you think of other things you can compare an outline’s
purpose to like in the case of an architect’s blueprint?
Write your answers inside the circles.

OUTLINE
14 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

ATIVITY 2. Below is a group of jumbles topics that are parts of complete three-level outlines,
including a little, main ideas, and subordinate ideas. Rewrite the entire outline by sorting out these
items, taking care that you classify all pertinent subtopics under their proper main headings and
arranging the entire in the paper.

- Eat neatly twice weight

- Windbreaks
- 3 oz. to 5 ½ oz. ratio in birds
- Birds as insect controllers
- How birds help?
- Shrub buffer
- Living fences
- Vegetation
- Farm pond
- 10- lb. to 18 1/3 lb. ratio in humans
- How the environment helps?
- Have high metabolism rate
- Water
- Grass waterways
END OF LESSON 4

15 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic or
mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in critical reviews
and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

STUDENT SELF-DIRECTED LEARNING AND ASSESSMENT

(Grade XI – Reading and Writing Skills)

UNIT 1: THE READING PROCESS

TOPIC: Introducing the reading process and reading Strategies [Unit 1/Q1/Week15- 16]

PERFORMANCE STANDARD:
The learner critiques a chosen sample of each pattern of development focusing on information
selection, organization, and development.

CONTENT STANDARD:
The learner realizes that information in a written text may be selected and organized to achieve a
particular purpose.

MOST ESSENTIAL LEARNING COMPETENCY:

Describes a written text as connected discourse

TIME ALLOTMENT: 4 Weeks

ENDURING UNDERSTANDING:

 Effective project proposals are the result of good research.

 Strong project proposals provide the best justification for a solution to a real need.
INTRODUCTION:

Do you remember how persistent you were as a child? You would fire question after question at
the adults around you, such as “Why is the sky blue?” or for things like the newest toy or to
watch your favorite cartoon. You probably would not have stopped until you got the answer that
satisfied you, and your sheer persistent would win over the adults around you!
Now that you are older, that persistence may not always get you the latest gadgets or clothes, but
you can channel that dedication toward more worthwhile pursuits, such as writing project
proposals. But what are project proposals, anyway? Before we discuss this form of document,
take time out to fill in the blanks below by writing situations that you think would need a project
proposal.
DISCUSSION:

16 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic
or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

Project proposals are documents that are written for problem solving, service provision,
event planning, or equipment selling. Generally, proposals are used to convince the reader to
do what the proposal suggests, such as buying goods or services, funding a project, or
implementing a program.

NOTE: Go to pages 220-22 and study the formatting of project proposal.

ACTIVITY 1: Let’s try!

Below is a sample project proposal for the DepEd’s “Gullayan sa Paasalan” project. First, read
through the proposal. Next, evaluate the proposal according to the given rubrics below. Finally,
choose one segment of the proposal that you think needs improvement, and then revise it.
http://www.slideshare.net/staritaes/gpp-project- proposal,(Retrieved from February 7, 2015).
I. Basic Information
NAME OF PROJECT Gulayan sa Paaralan (GPP)
MUNICIPALITY Tagbina
PROPOSED IMPLEMENTING NATIONAL Department of Education [DepEd]
GOVERNMENT AGENCY (In cooperation with ither concerned
government agencies.)
OBJECTIVES To improve and increase vegetable production
and consumption by teaching the learners the
methods of sustainable production of food
which are applicable to their homes and
important for household security. It also aims
to establish school gardens to serve as main
source of food to sustain supplementary
feeding. It also showcases small-scale
production models in schools to be replicated
in the household.
TARGET PHYSICAL OUTPUTS School Garden, Gardening Tools, and Data/
Records on Health and Nutritional Status of the
Learners.
LOCATION OF PROJECTS0 In all Barangays and Sitios within the
Municipality of Tagbina
[Identify barangays and/or Sitios]
TARGET BENEFICIARIES Tagbina I District -24 Public Elementary
Schools
[Indicate number of sector, if applicable]
Tagbina II -15 Public Elementary Schools

Cluster VII Secondary Schoold -7 Public

17 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic
or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

Secondary

Schools
BUDGET Php 391,000.00

Requested from National Government 69,000.00

LGU Counterpart

TOTAL

Php 460,000.00
(Go to pages 222-224 and evaluate the: II. Project Rationale and Objectives, III. Project
Description, and IV. Proposed Budget. Afterwards answer
Instruction: Rate the following faculties according to the appropriateness and content of the
proposal.
RUBRICS Exceptional Very good Average Needs Poor
4 Improvement
5 3 2 1
Project Description .
Adequacy and
Feasibility of
Design
Likelihood for
success
Originality
Scholarly
Significance
Goals and Products
Budget
appropriateness
and justification
Timeline

ACTIVITY 2: Applying the principles of Project Proposal

Instruction: Make your own project proposal (Basic Information and Proposed budget only).
Write it on a Long Bond paper. Rubrics will be your basis in making your Project proposal.
RUBRICS Excellent (7-10) Good (4-6) Poor (1-3)
Significance and
Appropriateness
Accuracy
Clarity and
18 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic
or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copyright law.
 NDSC • The New Normal

Justification of
Content

END OF LESSON 5

19 | P a g e • R E A D I N G A N D W R I T I N G S S D L A
No parts of this document may be reproduced, distributed in any form or by any means including photocopying or any electronic
or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copyright law.