SIMPLIFIED WEEKLY LEARNING PLAN (SHS) -NEW

Note to the Teacher: This tool can also be prepared by Learning Area in a separate sheet. Activities in the Textbook, SLMs and CapSLET may also be used. Just
write the word “refer” and cite the specific page and activity title for Classroom-Based Activities. However, for the Home-Based Activities, teacher needs to write
instruction or give short description of the activities.

School: Name of Teacher

Grade & Sec: Grade 11 Date:
Quarter 2nd Semester, Quarter 4 Week: Week 8

I – Subject Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills
(Day 1) (Day 2) (Day 3) (Day 4)
II – MELC Identifies the unique features of and requirements in composing texts that are useful across disciplines EN11/12RWS-IVdg-12
a. Book Review or Article Critique
b. Literature Review EN11/12RWS-IVdg-12.1
c. Research Report EN11/12RWS-IVdg-12.2
d. Project Proposal EN11/12RWS-IVdg-12.3
e. Position Paper EN11/12RWS-IVdg-12.4
III – References Llagas M.F. et.al., ADM – Reading and Writing Skills, Quarter 4 – Module 8. Region 4A. CALABARZON.
IV – Procedure Classroom-Based Home-based Classroom-Based Home-based Classroom-Based Home-based Classroom-Based Home-based
Activities Activities Activities Activities Activities Activities Activities Activities
Objectives: 1. Define the different academic 1. Identify the parts of the academic 1. Discuss the steps on how to write 1. Determine the steps in composing an
writings: writings: academic writings: academic text based on the sample
a. Book Review a. Book Review a. Book Review provided.
b. Literature Review b. Literature Review b. Literature Review
c. Research Report c. Research Report 2. Compose one academic text.
c. Research Report
d. Project Proposal d. Project Proposal
d. Project Proposal e. Position Paper e. Position Paper 3. Show correctness in composing an
e. Position Paper academic writing output.
2. Arrange the parts of the given 2. Judge an academic work based on the
2. Show examples of academic academic writing. steps discussed.
writings for comparison.
3. Associate with your classmates/group 3. Cooperate willingly with the
3. Share ideas about academic mates in arranging the parts of an pair/classmate when answering a given
 writings with classmates/group academic writing correctly. activity.
mates/class.
Topics: The Different Academic Writings Parts of an Academic Writing Composing an Academic Writing
Preliminaries Management of Management of Management of Management of Management of Management of Management of Management of
Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL)
- Short prayer - Preparation of - Short prayer - Preparation of - Short prayer - Preparation of - Short prayer - Preparation of
- Checking of learning - Checking of learning - Checking of learning - Checking of learning
attendance materials needed attendance materials needed attendance materials needed attendance materials needed
- Remind the for the day. - Remind the for the day. - Remind the for the day. - Remind the for the day.
minimum - Let every minimum - Let every minimum health - Let every minimum - Let every
health protocols student read the health protocols student read the protocols to student read the health protocols student read the
to always minimum health to always minimum health always follow minimum health to always minimum health
follow protocol as follow protocol as promptly. protocol as follow protocol as
promptly. stipulated in the promptly. stipulated in the stipulated in the promptly. stipulated in the
provided LM. provided LM. provided LM. provided LM.

A. Activity Guess: Guess: Review: Review: Review: Review: Write: Write:

Flash scrambled Flash scrambled The students will The students will The students will be Each student will Students will be Students will be
words and let the words and let the answer the write their answers grouped into four be given 1 writing a bullet writing a bullet
students guess what students guess what following questions on the space and tasked to do the academic writing journal about the journal about the
the words are. the words are. orally. provided. following: for them to arrange things they had things they had
1. OOKB 1. OOKB the parts in order by learned from the learned from the
VIWEER VIWEER 1. What BR describes and evaluates a Arrange the parts of writing it on a clean previous lessons. previous lessons.
book review book review work of fiction and nonfiction and an academic text in sheet of paper.
2. SEERCHAR 2. SEERCHAR offers the overall purpose of the book, order:
research research structure, and style of narrative to the Note to the teacher:
3. PRJCTEO 3. PRJCTEO unknown readers? book review Group A. Literature You will decide as
OOAPPSLR OOAPPSLR Review to what academic
project project 2. What type of academic essay Group B. Research text you will give to
proposal proposal examines what had already been Report the students. Make
4. OPISNIOT 4. OPISNIOT written about a topic? literature Group C. Project sure that all of those
REPAP REPAP review Proposal will be given to
position paper position paper Group D. Position different students to
5. CIMEDACA 5. CIMEDACA 3. How do you describe a research Paper work on.
TXET TXET report? Note to the teacher:
 academic text academic text The teacher will be
4. What PP is written for problem providing these four
Show: Read and Analyze: solving, service provision, event academic writings
The teacher will The student will planning, or equipment selling? for each of the group
show sample read and analyze to project proposal to work on. It is on
academic writings the given set of the teacher’s choice
and let the students academic writing 5. What PP composes an opinion of an as to how he/she
tell something samples and let author or specified entity about an wanted the texts to
about them. them answer the issue? position paper be arranged (etc.
questions that numbering, cut and
follows. arrange)
C. Analysis Ask: Ask: Ask: Ask: Ask: Ask: Ask: Ask:

The teacher will ask The teacher will The teacher will ask The teacher will The teacher will ask The teacher will The teacher will ask The teacher will
the following task the student to the following task the student to the following task the student to the following task the student to
questions to the answer the questions to the answer the questions to the answer the questions to the answer the
class: following class: following class: following class: following
questions: questions: questions: questions:

(Guess)
1. Do you have any idea about what
these terminologies are?
2. In your own words, define one
terminology?
1. Do these academic texts have parts? 1. Do we need to follow a certain 1. What are important concepts have you
procedure to be able to come up with learned for the past 3 days?
2. What do you think are the parts of an effective and comprehensible
these academic texts? output?

(Show) 2. How do you think these academic

3. What can you say about the texts texts are written?
shown earlier?
4. Is it related with the terminologies in
the first activity?
5. How are they related? Give a brief
explanation.
D. Abstraction Refer to ADM – Reading and Writing Refer to ADM – Reading and Writing Refer to ADM – Reading and Writing
Skills, Quarter 4 – Module 8, pp. 3, 9, 14, Skills, Quarter 4 – Module 8, pp. 9, 14, 21 Skills, Quarter 4 – Module 3, 8, pp. 9, 14,
20 & 26 & 26 21 & 26
Discuss/Review: Discuss/Review: Discuss/Review: Discuss/Review: Discuss/Review: Discuss/Review: Review: Review:

The teacher will The student will be The teacher will The student will be The students will be Either the students The teacher will The students are
show the tasked to define show the different tasked to give working with their will be working review all the tasked to discuss in
terminologies from each of the academic texts used highlight or groupmates. They individually or with concepts discussed an outline form, the
the first activity. terminologies given previously. Let underline in will be reciting the peers (work from day 1 to day 3. things learned from
Let the students in the first activity students give the different colors the steps/procedures to remotely). They Allowing the day 1 to day 3.
define each of this and correctly parts of these parts of the follow in writing will identify the students to discuss Important insights
terminology and at identify the sample academic texts. academic writings these academic steps/procedures to the points orally. will be written
the same time let academic writing and at the same texts. be followed when down on a piece of
them identify the presented in the Note to the teacher: time they will writing an academic paper in bulleted
correct example second activity. The Allow the students identify the parts of Note to the teacher: text. form.
from the sample answers will be to recall the lessons these academic Students may recite
academic writings written in a blank they had last year texts. the step of the
presented in the sheet of paper. and let them give academic text
second activity. their insights in Note to the teacher: assigned to their
their own Students will be group during the
Note to the teacher: understanding. using the same activity earlier.
Allow the students academic texts used
to compare the previously.
similarities and
differences of these
different academic
writing.

E. Application Crack the Code Word Wheel Dyad Work Individual Work Dyad Work Individual Work

The students will be Students will be Students will be Students will be Students will be Students will be
answering provided with an paired and be given provided with two working by pair and working on the
questions given by activity called two academic academic writings each of the pairs will texts that were
the teacher. Each Word Wheel. They writings to analyze. where its parts are be given two provided yesterday.
question has a will be forming They will identify not in order (they academic writings to But this time they
corresponding letter words out of the the parts of these will be given analyze. They will will be analyzing if
 that will lead to the letters found inside academic writings. different writings as be answering the the author followed
identification of the the wheel. They During the much as possible following questions the correct
word for the day. need to make sure presentation, they for them to really after the text procedure/steps in
that each time they will give a short analyze the text and analysis is done: writing the
Word for the day: form a word, the justification to do away with academic text.
ACADEMIC letter which is in answering the cheating/same 1. What are the Justifications will
WRITING the center of the following answers). They will academic be given by writing
wheel is used. questions: be identifying the writings given to a short explanation
Note to the teacher: After, they will be parts of these texts. you? about what they
You may make guessing the 15- 1. What are the Then, they will be have observed
your own 15-item letter of the day. academic arranging these 2. Did the writer about the academic
questions to writings did correctly by writing follow the texts.
supplement letters See the attached you them on the space correct
of the word to be sheet for this analyze/were provided in the procedures/steps Criteria for
identified. activity. provided? activity sheet/on an in composing checking:
extra sheet of paper. these academic Grammar and
2. What are the texts? Justify Structure – 5 pts.
parts seen in the Note to the teacher: you answers. Spelling and
academic No criteria will be Punctuation – 5 pts.
writings? provided in this Note to the teacher: Contents – 5 pts.
section because Use the same pair
3. Are the parts students will only that they had
complete? rearrange the given yesterday and the
Justify. text not to compose same text that they
anything new. The used for analysis.
teacher will be This is for them to
grading them make connections
according to the with the lessons
accuracy of their discussed previously
arrangements. and at the same
time, they are
already familiar
with the content of
the text.

V – Evaluation TRUE or FALSE Enumeration Short-Item Answer: Individual work

Directions: Write T if the statement if true
and change the underlined word and write
it on the space provided if the statement is
false.
1. Book review is a type of academic
essay that examines what has already
been written about a topic.
literature review
2. A position paper is a long, formal
essay, usually five to fifteen pages in
length, which presents the writer’s
views and findings on a chosen
subject.
research report
3. Research proposal used to convince
the readers to do what the proposal
suggests, such as buying goods or
services, funding a project, or
implementing a program.
project proposal
4. Project proposal describes and
evaluates a work of fiction or
nonfiction and offers the book’s
overall purpose, structure, and styles
of narration of the unknown readers.
book review
5. A literature review is a composition
that highlights an opinion of an author
or specified entity about an issue.
position paper
Directions: Enumerate the different parts Directions: Supply the answer to the Students are tasked to compose one
of these academic writings: following phrase to complete the statement. academic writing. They can choose only
Remember to write in your own words. one from what was given during the
1. Literature review discussion (book review, literature review,
2. Research report I have learned that the procedures/steps in research report, project proposal, and
3. Project proposal writing a book review are as follows: position paper). They will decide which
4. Position paper ___________________________________ topic they will use in composing their
___________________________________ outputs. These topics should be about
________________________________ (choose only 1):
I have learned that the procedures/steps in A. Sports
writing a literature review are as follows: B. Business
___________________________________ C. Environment
___________________________________ D. Communication
________________________________ E. Environmental issues
F. Time management
I have learned that the procedures/steps in G. Culture
writing a research report are as follows: H. Artificial intelligence
___________________________________ I. Animal rights
___________________________________ J. New normal education
________________________________
Teacher will be using the attached rubrics
I have learned that the procedures/steps in in checking the student’s output.
writing a project proposal are as follows:
___________________________________
___________________________________
________________________________
I have learned that the procedures/steps in
writing a position paper are as follows:
___________________________________
___________________________________
________________________________
 SIMPLIFIED WEEKLY LEARNING PLAN (SHS) -NEW

Note to the Teacher: This tool can also be prepared by Learning Area in a separate sheet. Activities in the Textbook, SLMs and CapSLET may also be used. Just
write the word “refer” and cite the specific page and activity title for Classroom-Based Activities. However, for the Home-Based Activities, teacher needs to write
instruction or give short description of the activities.

School: Name of Teacher

Grade & Sec: Grade 11 Date:
Quarter 2nd Semester, Quarter 4 Week: Week 9

I – Subject Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills Reading and Writing Skills
(Day 1) (Day 2) (Day 3) (Day 4)
II – MELC Identifies the unique features of and requirements in composing professional correspondence EN11/12RWS-IVhj-13
a. Resume
b. Application for College Admission EN11/12RWS-IVhj-13.1
c. Application for Employment EN11/12RWS-IVhj-13.2
d. Various Forms of Office Correspondence
f. EN11/12RWS-IVhj-13.3
III – References Llagas M.F. et.al., ADM – Reading and Writing Skills, Quarter 4 – Module 9. Region 4A. CALABARZON.
IV – Procedure Classroom-Based Home-based Classroom-Based Home-based Classroom-Based Home-based Classroom-Based Home-based
Activities Activities Activities Activities Activities Activities Activities Activities
Objectives: 1. Identify unique features and 1. Identify unique features and 1. Identify various forms of office 1. Apply concepts learned in the
requirements of writing a resumé requirements in writing application correspondence. previous lessons.
letters for college admission and
2. Arrange the parts of a resumé employment. 2. Arrange parts of an office 2. Compose an office correspondence.
correspondence correctly.
correctly.
2. Write an application letter for college Share insightful learnings to
admission and employment. 3. Explain the importance of office classmates/group mates.
3. Give the importance of writing a correspondence as a formal
resumé correctly as a requirement 3. Show the importance in writing communication for future profession.
in applying for a job in the future. application letters for college
admission and employment as
foundation for academic and
professional development.
 Topics: Composing a Resumé Writing Application Letters Various Forms of Office Correspondence Composing Professional Correspondence
Preliminaries Management of Management of Management of Management of Management of Management of Management of Management of
Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL) Learning (MOL)
- Short prayer - Preparation of - Short prayer - Preparation of - Short prayer - Preparation of - Short prayer - Preparation of
- Checking of learning - Checking of learning - Checking of learning - Checking of learning
attendance materials needed attendance materials needed attendance materials needed attendance materials needed
- Remind the for the day. - Remind the for the day. - Remind the for the day. - Remind the for the day.
minimum - Let every minimum - Let every minimum - Let every minimum - Let every
health protocols student read the health protocols student read the health protocols student read the health protocols student read the
to always minimum health to always minimum health to always minimum health to always minimum health
follow protocols as follow protocols as follow protocols as follow protocols as
promptly. stipulated in the promptly. stipulated in the promptly. stipulated in the promptly. stipulated in the
provided LM. provided LM. provided LM. provided LM.

A. Activity View: View: Review: Review: Write: Write:

Let the class watch a short video clip Let the class watch a video clip about
about someone who is looking for a job. someone who is looking for a job. Students will be Students will write Students will be Students will be
answering these their answers on a writing a bullet writing a bullet
Video link: Video link: questions orally: clean sheet of journal about the journal about the
https://youtu.be/38QrmHcGtEg https://youtu.be/hrZSfMly_Ck paper. things they had things they had
learned from the learned from the
1. What is the difference between a previous lessons. previous lessons.
resume and a biodata?

2. How do we write an effective

resume?

3. Briefly discuss concepts about an

application letter.

4. What are the things that we need to

consider when writing an application
letter whether for employment or
college admission?
 C. Analysis Ask: Ask: Ask: Ask: Ask: Ask: Ask: Ask:

The teacher will ask The teacher will The teacher will ask The teacher will The teacher will ask The teacher will The teacher will ask The teacher will
the following task the student to the following task the student to the following task the student to the following task the student to
questions to the answer the questions to the answer the questions to the answer the questions to the answer the
class: following class: following class: following class: following
questions: questions: questions: questions:

1. What is the video all about?
2. Cite at least three main ideas about the
topic discussed in the video.
3. What is the final reminder shown in
the video?
D. Abstraction Refer to ADM – Reading and Writing
Skills, Quarter 4 – Module 9, p. 4
Discuss/Review: Discuss/Review:
1. What is the video all about?
2. Cite at least three main ideas about
the topic discussed in the video.
Refer to ADM – Reading and Writing
Skills, Quarter 4 – Module 8, pp. 12-13
Discuss/Review: Discuss/Review:
1. Apart from resume and application
1. What are the important concepts
letters, do you think there are other
have you learned for the past 3
documents that are useful in terms of
days?
communication?
2. Can you cite some examples?
Refer to ADM – Reading and Writing
Skills, Quarter 4 – Module 8, pp. 21-23
Discuss/Review: Discuss/Review: Review: Review:

The teacher let The student will be The teacher let The student will be The teacher gives Students are task to The teacher will The students are
students define tasked to define students tasked to the different forms read review all the tasked to discuss in
what is a resumé each of the differentiate an differentiate an of office comprehensively concepts discussed an outline form, the
then show a sample terminologies given application letter application letter correspondence and about the important from day 1 to day 3. things learned from
of it. The student in the first activity for college for college let the students concepts about the Allowing the day 1 to day 3.
will also identify and correctly admission and an admission and an identify/define each different office students to discuss Important insights
the parts of it as identify the sample application letter application letter of them. At the correspondence in the points orally. will be written
well. academic writing for employment. for employment. same time, they are their module. They down on a piece of
presented in the After, the teacher The answers will be asked to give can reach their paper in bulleted
second activity. The will provide written in a blank important concepts teachers via call, form.
answers will be important insights sheet of paper. about this text or chat
written in a blank about these After, students are correspondence. whenever they have
sheet of paper. application letters directed to read Moreover, there questions about
including the its insightfully the will also give inputs their readings.
parts and how it is important concepts about the lesson for
written. of the lesson as further explanation
provided in the and recall for the

E. Application A. Refer to Reading and Writing Skills
Quarter 4 – Module 9, Composing
Professional Correspondence Page 5,
What’s More
Directions: Below is an example of an
‘Incorrect Resume.’ On a separate sheet of
paper, write down the miscues found and
rewrite it applying the necessary
corrections.
B. Refer to Reading and Writing Skills
Quarter 4 – Module 9, Composing
Professional Correspondence Page 8,
Additional Activities
Directions: The following are information
about Kate, a student who wants to apply
for a part-time job at a café. Read the
details and arrange these to help her form a
resume. Write your answer on a clean
sheet of paper.
module. students to fully
understand the
concept.
A. Refer to Reading and Writing Skills Refer to Reading and Writing Skills
Quarter 4 – Module 9, Composing Quarter 4 – Module 9, Composing
Professional Correspondence Page Professional Correspondence Page 25,
14, What’s More What I Can Do
Directions: Given the information below, Directions: Arrange the following parts of
write a letter in block format. Your a letter by numbering them (1-7). After
application letter is only one page length which, put it in the final form using semi-
and free from error. Remember that any block format. Use a separate sheet for
mistake will create negative impression writing.
on you.
B. Refer to Reading and Writing Skills
Quarter 4 – Module 9, Composing
Professional Correspondence Page
14, What I Have Learned question
Nos. 2 & 3
1. How do the various letter formats
differ from one another?
2. When can we say that an
application letter is properly
written? Justify your answer
Note to the teacher:
For classroom-based, students may
answer these questions orally. While
for home-based, they can either write it
down on a required answer sheet,
answer orally by multi-party call made
by you (teacher), by sending/posting
their answers in your group
pages/chats, or if the gadgets are
 available, they can come up with a
short video/audio clip to be sent via
messenger.
V – Evaluation Explain: Explain: Explain: Explain: Explain: Explain: Students are tasked to compose one
professional correspondence from each of
Based on the Based on the Based on the Based on the Based on the Based on the the scenarios below:
discussion/review, discussion/review, discussion/review, discussion/review, discussion/review, discussion/review,
students will answer students will answer students will students will answer students will students will answer A. As a SHS student, you exhibit
this question. this question. answer this this question. answer this this question. excellent baking skills during your
Answer will be Answer will be question. Answer Answer will be question. Answer Answer will be assessment. Therefore, you were given
given orally or written in a half will be given orally written in a half will be given orally written in a half a National Certificate II in Bread and
written in a half sheet of paper, or written in a half sheet of paper, or written in a half sheet of paper, Pastry Productions. After your
sheet of paper, crosswise. sheet pf paper, crosswise. sheet of paper, crosswise. graduation, you were referred to Café
crosswise. crosswise. crosswise. Maxx. They needed a baker with
1. Why do you think a resume should 1. What is the difference between an 1. Why do we need to know these brilliant baking skills, a team player
be written correctly? application letter for college various forms of office and with NCII in BPP and you are
admission and an application letter correspondence? perfect for the vacancy. You need to
for employment? prepare a resume and an application
letter following the standards in
2. Are they written differently? writing this professional
correspondence.

B. After your SHS graduation, you are

interested to continue your tertiary
education in Canada, hence you
decided to apply for college education
in the University of British Columbia.
You are to write an application letter
for college admission wherein you will
be stating the course that you wish to
take, the country/location where you
came from and other details that are
vital to the university to know.

C. Your application as immigrant were

accepted in Canada 5 years ago. You
 needed to request your academic
records in the Philippines because you
were applying for a job. You will be
sending an email to the school where
you were enrolled following the
appropriate format.

Teacher will be using the attached rubrics

in checking the student’s output.