Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Feb. 10, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing professional correspondence.
(EN11/12RWS-IVhj-13)
C. Learning Competencies/
a. Resume (EN11/12RWS-IVhj-13.1)
Objectives
Identify the unique features and requirements in composing a professional resume.
Discuss the importance and give qualities of a good resume.
II. CONTENT Purposeful Writing in the Disciplines and for Professions (Resume)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Enhanced Teachers Manual Academic Reading and Writing Skills by CNE Publishing p. 142

2. Learner’s Manual pages Academic Reading and Writing Skills by CNE Publishing p. 248

3. Textbook pages
Spencer, Linda. How to Write a Great Resume and Cover Letter. Sep 21, 2012.
https://www.youtube.com/watch?v=PAthQKLhBTs . Accessed February 08, 2020.
Action Verbs, Harvard Law School, Bernard Koteen Office of Public Interest Advising (OPIA) website.
http://hls.harvard.edu/dept/opia/job-search-toolkit/action-verbs/ . Accessed February 08, 2020.
4. Additional Materials from Learning Resource(LR) What Is the Best Resume Font, Size and Format? http://theundercoverrecruiter.com/what-is-the-bestfont-
portal for-your-resume-infographic/. Accessed February 08, 2020.
Writing a Good Resume: Student Critique and Practice Exercise.
http://www.educationworld.com/a_lesson/writing-good-resume-career-readiness.shtml
Accessed February 08, 2020.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new
lesson (REVIEW)
1.The teacher informs the students that resumes are, and why they are important:
2. The teacher reminds them that the exit points of Senior High School are to prepare them either
B. Establishing a purpose of the lesson
foremployment, entrepreneurship, skills development, or higher education. In selecting which of these exit
(MOTIVATION)
points they are most likely to consider after Grade 12, they need to make a powerful resume since each of
these exit point would definitely need a resume.
C. Presenting examples/instances of the new lesson The students are tasked to take list down all the data, statistics and evidences presented in the documentary.
(PRE-ACTIVITY)
1. The teacher tells the students as to how good resumes are written:
2. Show a sample of a good resume.
3. Inform the learners that they will be watching video, and that they will only view it once.
D. Discussing new concepts and practicing new skills 4. Play a short videoclip entitled “How to Write a Great Resume and Cover Letter” by Linda. Spencer
1 (ACTIVITY PROPER) 5. After playing the video, the students will be asked to write down important points they got. They will be
allowed to jot down these points in their notebooks and will be given a minute to do this.
6. The teacher calls atleast three to five students to share their insights to the class.
E. Discussing new concepts and practicing new skills
2 (DEEPENING)

1. The teacher provides two sample resumes for students to review. One comes from a high school graduate
with little motivation, job experience or sense of professionalism. The other is from a sharp student who
graduated from a state university and has been active acquiring several skill sets.
2. Go over both resumes as a class. First, have students spend a few minutes writing down errors and
F. Developing mastery (POST-ACTIVITY) needed improvements in the first resume.
3. Next, go over the second resume. Compare and contrast the two resumes, explaining why the second
student’s is better and writing these aspects and reasons on the board or chart paper. Students also can
suggest improvements the second student could have made.

G. Finding practical applications of concepts and What do you think makes a good resume?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the Why do we need to write a resume?
lesson (GENERALIZATION)
I. Evaluating learning (ASSESSMENT)

The teacher provides the students with a sample of a resume for critique. They are needed to highlight the
 areas for improvement and the strong points of the resume. They will then rewrite the sample resume in a
separate sheet of paper.

Sample Resume for Evaluation:

J. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III
 Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Feb. 11, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties of well
written texts and process approach to writing.
Identifies the unique features of and requirements in composing professional correspondence.
C. Learning Competencies/ (EN11/12RWS-IVhj-13)
Objectives a. Resume (EN11/12RWS-IVhj-13.1)
Determine the format in creating a good resume
II. CONTENT Purposeful Writing in the Disciplines and for Professions (Resume)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Enhanced Teachers Manual Academic Reading and Writing Skills by CNE Publishing p. 142

2. Learner’s Manual pages Academic Reading and Writing Skills by CNE Publishing p. 248

3. Textbook pages
Spencer, Linda. How to Write a Great Resume and Cover Letter. Sep 21, 2012.
https://www.youtube.com/watch?v=PAthQKLhBTs . Accessed February 08, 2020.
Action Verbs, Harvard Law School, Bernard Koteen Office of Public Interest Advising (OPIA) website.
http://hls.harvard.edu/dept/opia/job-search-toolkit/action-verbs/ Accessed February 08, 2020.
4. Additional Materials from Learning Resource(LR) What Is the Best Resume Font, Size and Format? http://theundercoverrecruiter.com/what-is-the-bestfont-
portal for-your-resume-infographic/. Accessed February 08, 2020.
Writing a Good Resume: Student Critique and Practice Exercise.
http://www.educationworld.com/a_lesson/writing-good-resume-career-readiness.shtml
Accessed February 08, 2020.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new
lesson (REVIEW)
1.The teacher informs the students that resumes are, and why they are important:
2. The teacher reminds them that the exit points of Senior High School are to prepare them either
B. Establishing a purpose of the lesson
foremployment, entrepreneurship, skills development, or higher education. In selecting which of these
(MOTIVATION)
exit points they are most likely to consider after Grade 12, they need to make a powerful resume since
each of these exit point would definitely need a resume.
C. Presenting examples/instances of the new lesson The students are tasked to take list down all the data, statistics and evidences presented in the
(PRE-ACTIVITY) documentary.
 The teacher leads the discussion about the of the following format in creating a good resume:
Resume fonts & sizes:
a. The most common font to use is Times New Roman, in black and size 12 points.
b. Other serif fonts (with tails) to consider that are easy to read include: Georgie, Bell MT,
Goudy Old Style, Garamond.
c. Popular sans serif (no tails) fonts include: Arial, Tahoma, Century Gothic and Lucida Sans.
d. Any of the above fonts would be reasonable for a resume as long as you consistently use one font
only.
e. Make your headings and name stand out, think of your resume like a blog post or
newspaper article.
f. Make headlines bold, Italicize, capitalize or underline. And feel free to increase the font
size to 14-16 points.
D. Discussing new concepts and practicing new skills g. Try and keep your resume to one page, leave the reader wanting to know more.
1 (ACTIVITY PROPER)
Resume formats:
a. Contact information. List your full name, address and contact information at the top of the page. You
should center the information and be sure to bold and capitalize your name.
b. Value statement. State the role you are applying for and what values you bring to the job. Objectives
state what you are trying to accomplish, value statements explain why you
should be hired.
c. Core strength. List industry keywords and specific skill-sets that pertain to your job and
industry. This is a high level overview of your qualifications and industry knowledge.
d. Experience. However, if education is not the strongest component of your resume, go
ahead and list your experience first, starting with your most current job and all your
responsibilities.
e. Education. Clearly state your schooling from the most recent institution you’ve attended,
with all dates, locations and certification received.
f. Honors & awards. After education and experience, you can list your professional skills
and any relevant awards or certifications.
E. Discussing new concepts and practicing new skills
2 (DEEPENING)

F. Developing mastery (POST-ACTIVITY)

G. Finding practical applications of concepts and What are the fonts and sizes needed for a good resume?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the Why do we need to follow the standard format in writing a resume?
lesson (GENERALIZATION)

Identify the following:

________ 1. The most common font to use is _____________ , in black and size 12 points. (Times New
roman)
_______ 2-5. Other serif fonts (with tails) to consider that are easy to read include: ______________
I. Evaluating learning (ASSESSMENT) (Georgie, Bell MT, Goudy Old Style, Garamond)
_______ 6 – 9. Popular sans serif (no tails) fonts include: __________________
(Arial, Tahoma, Century Gothic and Lucida Sans)
_______ 10. Make headlines bold, Italicize, capitalize or underline. And feel free to increase the font
size to ____________ (14-16 points)

J. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS Prepare a 2x2 ID picture (soft copy) wear business attire (with collar) 0000000PP with white
background.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III
 Republic of the Philippines
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Feb. 12, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties
of well written texts and process approach to writing.
Identifies the unique features of and requirements in composing professional correspondence.
C. Learning Competencies/ (EN11/12RWS-IVhj-13)
Objectives a. Resume (EN11/12RWS-IVhj-13.1)
write an effective resume.
II. CONTENT Purposeful Writing in the Disciplines and for Professions (Resume)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Enhanced Teachers Manual Academic Reading and Writing Skills by CNE Publishing p. 178

2. Learner’s Manual pages Academic Reading and Writing Skills by CNE Publishing p. 304

3. Textbook pages
High School Student Resume Worksheet by www.pinterest.com. Retrieved from
https://www.pinterest.com/pin/177258935316865227/ Retrieved on February 09, 2020.
4. Additional Materials from Learning Resource(LR) Amherst Career Center Resume Rubric retrieved from
portal https://www.amherst.edu/media/view/299600/original/ASIP+Rubric+for+Cover+Letters+and+Res
umes.pdf Retrieved on February 09, 2020.

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the students to enumerate the different parts of a resume discussed during the
lesson (REVIEW) previous lesson.
B. Establishing a purpose of the lesson On a 1 whole sheet of paper, the students will be tasked to make a list of the top 3 jobs or positions
(MOTIVATION) that they think they'd like to apply for.
The students will be tasked to choose ONE job from the list as a their current job objective and
write it at the back of their 1 whole sheet following the prompt below:

C. Presenting examples/instances of the new lesson

(PRE-ACTIVITY)

The students should find out what education, skills and experience are needed to the job they chose
as a their Job Objective and write it on the space below:

D. Discussing new concepts and practicing new skills

1 (ACTIVITY PROPER)

E. Discussing new concepts and practicing new skills The students are tasked to think of all of their skills and abilities and elect the ones that are most
related to their job objective, and write them in the space below:
2 (DEEPENING)

The students should also make a list of any work they have done or jobs work they have held—
including any jobs work they have created for themselves by completing the table below:
 The students should List the name of your High School, the city, and which class-year you’re in.
They can also add a list of any courses you are taking that relate to your current job objective and
any special training you completed, and certificates earned (Life Saving, CPR, etc.) if they seem
related to your job objective. (They can use their imagination on this part of the resume) and fill in
the necessary information below:

F. Developing mastery (POST-ACTIVITY) Fill in the information required in the Worksheets To Assemble Your Resume (See Attachment)

G. Finding practical applications of concepts and What are the fonts and sizes needed for a good resume?
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the Why do we need to follow the standard format in writing a resume?
lesson (GENERALIZATION)

Produce a Final One-Page Resume. Your resumes will be evaluated based on the Amherst Career
I. Evaluating learning (ASSESSMENT) Center Resume Rubric (See Attachment)

J. Additional activities for application or remediation Before printing the hard copy of your resume, attach the 2x2 picture you have previously prepared
(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

 JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.
Teacher II Head Teacher VI Secondary School Principal III

Republic of the Philippines

Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
ANAO HIGH SCHOOL (SENIOR HIGH)
San Francisco East, Anao, Tarlac

LESSON GUIDE IN READING AND WRITING SKILLS

Feb. 13, 2020
I. OBJECTIVES
The learner...
A. Content Standards
understands the requirements of composing academic writing and professional correspondence
The learner...
B. Performance Standards produces each type of academic writing and professional correspondence following the properties
of well written texts and process approach to writing.
Identifies the unique features of and requirements in composing professional correspondence.
(EN11/12RWS-IVhj-13)
C. Learning Competencies/ a. Resume (EN11/12RWS-IVhj-13.1)
Objectives evaluate an effective resume
determine to factors that employers often look for in resumes

II. CONTENT Purposeful Writing in the Disciplines and for Professions (Resume)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Enhanced Teachers Manual Academic Reading and Writing Skills by CNE Publishing p. 178

2. Learner’s Manual pages Academic Reading and Writing Skills by CNE Publishing p. 304

3. Textbook pages
Seeing through Employer’s Eyes: Group Resume Game by Bonner Curriculum
4. Additional Materials from Learning Resource(LR) (with credits to Idealist.org) Retrieved from
portal http://bonnernetwork.pbworks.com/f/BonCurSeeingEmployesEyesRes.pdf Retrieved on February
10, 2020.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting new The teacher asks the students to give a recap on the previous lesson about the format in writing a
lesson (REVIEW) resume.
B. Establishing a purpose of the lesson
(MOTIVATION)
C. Presenting examples/instances of the new lesson
(PRE-ACTIVITY)
D. Discussing new concepts and practicing new skills Resume Activity
1 (ACTIVITY PROPER)
The teacher facilitates and beginS this activity by dividing participants into groups of 3 to 5
students.

The teacher Then introduceS a role play: she will explain that the students are hiring one group to
work with their company. The teacher should point out that you are hiring the entire group to do
the job.

Next, the teacher choose one group to act as the hiring committee. She explains to them that they
will receive their instructions while the other groups are working.

Then explain that within each group are a wide array of talents, skills, knowledge and experiences.
Each group’s job will be to compile the most relevant skills from each member to create a group
resume to be reviewed by the hiring committee.

Next, the teacher will show the flipchart paper with relevant resume headers. Point out that these
are the types of things each group should include in their resume:
ß Educational Experience
ß Professional Skills
ß Volunteer and Leadership Experiences
ß Internships
ß Major Accomplishments
ß Awards
ß Publications
ß Hobbies, talents, travel
The teacher will have each group choose a recorder to write the group resume. Don’t worry about
the actual format of the resume. She will also have each group select a presenter to share the
resume with the entire group.

Pass out a piece of flipchart paper, markers, and the handout

She will explain that they will have only 15 minutes to complete the resume and the presenters will
 only have 45 seconds to share the group’s resume with the hiring committee. That presentation
actually serves as your group’s cover letter. It is their chance to explain why their r group should
get the job. (Note to the group: An employer will spend about 30 seconds on a resume and 30
seconds on a cover letter).

Hiring Committee Instructions

While the other groups are creating their resume, the teacher works with the hiring committee to
explain that their responsibility during this period is to think about the criteria in which they will
evaluate the group resumes. The the teacher distributes the Hiring Criteria handout to the group and
briefly explain each criterion.

After this explanation, point out that each group will be presenting their resumes to both the
teacher and the committee as well and that after each 45 second presentation, they will be allowed
to ask one question, time permitting (sample questions are listed on the Hiring Criteria handout.)

Finally, the teacher explains that once each group has presented, they will have 5 minutes to
deliberate privately on which group will get the job.
The teacher briefly discusses the following points, emphasizing what employers value in a resume.
ß Demonstrated commitment to an organization or an issue - quality of work matters more than
doing anything else.
E. Discussing new concepts and practicing new skills ß Sometimes more about skill set than commitment to an issue (for example, event planners)
2 (DEEPENING) ß Leadership experience - not about starting an organization, but can you make things happen
ß Speaking more than one language is often helpful, though more so in a direct service or
international perspective
ß Experience working with diverse people/communities/constituencies

F. Developing mastery (POST-ACTIVITY)

G. Finding practical applications of concepts and
skills in daily living (APPLICATION)
H. Making generalizations and abstractions about the
lesson (GENERALIZATION)
What are the salient points to consider when writing a resume?
How can we determine whether a resume is effective or not?
Hiring Criteria Hand Out

Each group will be presenting their “resume” and your job is to recommend which group should
get the job.

You are free to ask one question of each group if you choose.

Here are some guidelines to help you make your decision:

1. Does the group have experience with other similar company or organizations?

2. Does the group demonstrate a commitment to a particular cause or organization?

I. Evaluating learning (ASSESSMENT) 3. Did they tailor their presentation and resume to fit the job being offered?

Is there a balance between skills and experience ? Do they have the right skills for the job? Do they
have the right experience for the job? Does the group have any of these specific skills?

Sample Interview Question: Why do you want this particular job?

4. Leadership Experience

Leadership does not have to mean starting a new organization. Does the group demonstrate an
ability to get the job done and make things happen?

Sample Interview Question: Can you discuss challenges you have faced as a leader?

J. Additional activities for application or remediation

(REMEDIAL)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation who scored below 80%
C. Did the remedial lesson work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation?
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?

Prepared by: Checked by: Noted:

JULIE ANN L. BAGAMASPAD ELAZIL A. ESQUEJO GEMMA L. MELEGRITO,Ed.D.

Teacher II Head Teacher VI Secondary School Principal III