Republic of the Philippines

Department of Education
Region IV-A CALABARZON
City Schools Division of Antipolo

DALIG NATIONAL HIGH SCHOOL

Sitio Parugan National Road, Brgy. Dalig

ADM 4A LESSON EXEMPLAR IN READING AND WRITING G11

School DALIG NATIONAL HS Grade Level Grade 11

LESSON Teacher RINA MAE R. SANTIAGO Learning Area English (SHS)
EXEMPLAR Teaching Date April 4, 2022 Quarter 4
Teaching Time 8:00 am No. of Days

I. OBJECTIVES
Most Essential Learning 1. identify the unique features and requirements in writing a résumé;
Competencies (MELC) and
2. demonstrate understanding of the features and requirements in
preparing and composing a résumé
Enabling Competencies

II. CONTENT COMPOSING A RESUME

III. LEARNING
RESOURCES
A. References
a. Teacher`s Guide
Pages
b. Learner`s Material Grade 11 Reading and Writing Skills Quarter 4- Module 9
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of learning www.canva.com
Resources for www.googleimages.com
Development and https://www.inforati.com.ph/blog/resume-types-by-format/
engagement Activities
IV. PROCEDURES
A. Introduction Prayer
Greetings
Checking of Attendance
Recapitulation

• The teacher will provide the content of the lesson.

• The teacher will provide a 5-item quiz to test what the students
have learned from the previous discussion. The students will
read the question carefully and then write or type their answers
in the message section below.

• The teacher will introduce the learners’ pre-activity that is

relevant to the topic to be discussed. The activity aims to check
what the students already know about the lesson to take.

WORD PUZZLE

• The teacher will discuss the procedure of the game. She will
explain that the activity is divided into four (4) rounds. Each
round consists of jumbled words that the students need to
arrange to come up with the correct word.
• The students are expected to write their answers on the chatbox
or message section in order to complete this word puzzle game.
• After the activity, the teacher will ask several questions such
as:
1. Are you familiar with the words?
2. What do you know about the formed words?
3. Where do you usually see those words?
4. Have you experienced writing a resume?

• The teacher expects her students to answer and reflect

based on the activity that has been given.
 • The teacher will then explain that in selecting exit points in
Senior High School, the students are expected to either
prepare for employment, entrepreneurship, skills
development, or higher education. Whichever exit point they
are most likely to consider after Grade 12, they would
definitely need a persuasive résumé that will create the best
impression of themselves.

B. Development • The teacher will now present the topic. The Presentation of
the content will be followed through Microsoft PowerPoint.

Composing a Resume

• The teacher will start the discussion of the lesson.

• The teacher will show a clip that contains a scenario of a man

who’s unfortunate to get a job.
• The teacher will explain that a resume is your biggest asset in
getting an employer to offer you an interview and even offer you
that dream job. If Bobby already submitted his resume to every
hiring management he could find yet he still hasn’t had a job,
maybe there is a need to modify his resume. He has to
reshape/reevaluate his resume in order to catch his employer’s
attention which will take him one step closer to success.
• The teacher will then proceed on how to write a good resume.
 • The teacher will present another set of example questions in the
form of a game.

JAR OF NOTES

• The teacher will call some students to choose a number. Each

rolled strip of paper contains a question that will enable them to
assess their self.
• The teacher will resume with the discussion of the lesson.
 • The teacher will present a sample resume to give the students
more information and make the lesson clearer.

• The teacher will ask the class for a wrap-up before proceeding
with the activity to refresh the ideas and necessary information
imparted to the students.

C. Engagement • The teacher will present another activity that will deepen the
student’s understanding of the lesson.

TEST YOURSELF!

• The teacher will tell the class that the activity is an example of
an ‘Incorrect Résumé’.
• Given an allotted time to read and analyze the resume, the
students will write/ type the miscues found on the chatbox or
message section below.
• Once the students are done, the teacher will then call several
students to share and elaborate their answers before revealing
the possible answers to the class.
D. Assimilation Arrange Me

• The teacher will explain that the activity contains information

about Kate, a student who wants to apply for a part-time job at
a café. The students are assigned to read the details and guide
their teacher in forming the resume by arranging the following
information according to their outline colors.
For example: blue-red-pink-brown-yellow-green-purple-
orange-black
 • The teacher will explain the procedure of the activity. The
teacher will ask the students to guide her in arranging Kate’s
resume in the correct sequence. The teacher will ask the
students to tell her which of the following information comes
first to last. The students will type their answers on the chatbox
below.
• After the allotted time, the teacher will reveal the resume they
formed and also, the correct answer or sequence of Kate’s
resume.

Assessment

• The teacher will ask the students to read the statements

carefully and write the answer that will best fit the question on
the chatbox below.
 • Answers will be revealed after the given time allotment.

V. REFLECTION • The learner, in their notebook, will write their personal insights
about the lesson. They will make a reflection on the following
 question. This will serve as their asynchronous task or
assignment.

1. Why do we need to make a résumé? Is it important?

2. When can you say that a résumé is impressive and a well-written
one?

Prepared and submitted by:

RINA MAE R. SANTIAGO

Student Teacher