DAILY School ANISLAGAN NATIONAL Grade 11 – Shakespeare

LESSON HIGH SCHOOL Level & 4th Quarter

PLAN/LOG Quarter
Teacher ZENMAR L. GENDIVE SHS GAS
SENIOR Track
HIGH SCHOOL Inclusive June 28, 2021 Learning Reading & Writing Skills
Dates Area
Schedule 9:00AM – 10:00AM Topic Professional
d Time (target) Correspondence:
Resume

I. OBJECTIVES At the end of an hour discussion, the learners are expected to:
a. define resume;
b. describe each part of the resume;
c. discuss the different types of the resume and order of the parts
in each type; and
d. highlight the importance of resume and learning its types.
A. Content Standard The learner understands the requirements of composing academic writing
and professional correspondence.
B. Performance The learner produces each type of academic writing and professional
Standards correspondence following the properties of well-written texts and process
approach to writing.
C. Learning Competencies Identify the unique features of and requirements in composing professional
/ Objectives (Write the correspondence:
LC Code) a. Resume (EN11/12RWS-IVhj-13, EN11/12RWS-IVhj-13.1)
II.CONTENT PROFESSIONAL CORRESPONDENCE: RESUME
III.LEARNING RESOURCES List of materials to be used in different days. Varied sources of materials sustain children’s
interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References
1. Curriculum Guide Page 523 of 773 (MELCS with Codes PDF File)
pages
2. Learners’ Materials Reading & Writing Skills, p. 24-31
pages
3. Textbook pages
IV.PROCEDURES
A. Preliminaries Prayer
Students volunteer to lead the prayer.

Checking of Attendance
The teacher will ask the class monitor for the list of absent students.

Review of the previous lesson

The teacher will ask the students on their previously discussed lesson on the
Position Paper.

Checking of Assignments
Assignments will be collected if there are any.
 B. Motivation Complete Me, I am Lost! (Group Activity) [3 mins]

The learners will be divided into three groups. A definition will be projected on
screen and a letter will be given as a clue to the word that corresponds to the
definition. Each group, then, will be given set of letters, with the letter clue,
which they need to rearrange so that each group can guess the word we are
looking for. The group which will be able to guess the correct word first will be
declared as the winner.

V. LESSON PROPER
C. ACTIVITY Think of Me! (Brainstorming Activity) [5 mins]

The same group of learners will be given with envelopes which contain parts or
information that must be included in the resume. The learners will have to
select these parts and organize them using any graphic organizer. Each group
will also have to present their output in the class and prepare for the questions
to follow.

D. ANALYSIS Modified Socratic Seminar [10 mins]

1st Part
In this activity, everyone will form their seats into a U-shape. Each group will
discuss their output in this part. At the end of their discussion, they must
answer the question,

“Which part should follow after the owner’s profile and why?”
Other groups are encouraged to raise questions on the answers of the other
groups.

2nd Part
The teacher will give sample set of resumes in each group with the types of
resume. The learners, based on their answers, will determine the type of
resume which corresponds to their earlier response.

3rd Part
Question is raised, “Why is it not enough to only know about resume? Why
do we still have to learn each type of resume?”

E. ABSTRACTION (5 minutes)
To sum up the lesson, the teacher will show a video presentation to the
students.

RESUMÉ is a document used by a person to present his/her backgrounds and

skills. It can be used for a variety of reasons, but most often it is used to secure
new employment. Everything that is written in the resume must be true.

Below are the parts of a resumé:

1. Heading
2. Job/Career Objective
3. Work Experience
4. Education
5. Skills
 Types of Resume
1. Chronological- is used to emphasize your work history arranged according
to dates. It starts with the complete work experiences, followed by the
educational background. It is best used if you are applying for a job related to
your previous experiences (10 to 15 years work experiences).

2. Functional- focuses on your skills and experience and not your work
history. It is best used if you changed career or if re-entering the industry after
a long absence. It is also used by the high school or college students entering
the industry.

3. Combination- works best if you are aiming for a career change or you want
to highlight both your skills and traits and provide a chronological listing of
your work experiences.

4. Targeted- is customized and specific to the position you want to get. Your
work history, abilities, and education are reflections of the job requirements.

F. APPLICATION We’re Hiring! (20 minutes)

You have seen a job advertisement while watching TV which you want to apply
to. This time, the class will be divided into four groups. Each group will draw a
paper which will contain the type of resume that each must accomplish as well
as the manner of their output presentation.

Chronological – Write a resume of this type in the paper provided. Then,

perform a dance tutorial which everyone can use to remember easily the
content of this type of resume.

Functional – Write a resume of this type in the paper provided. Then, relate a
mathematical formula to the concept of your resume. Explain during the
presentation on why you chose that formula.

Combination – Write a resume of this type in the paper provided.

Then, select and render a HYMN with lyrics about the content of your resume.

Targeted – Write a resume of this type in the paper provided.

Then, make a TV broadcast of the resume you came up with in response to the
 ad.

VI. EVALUATION (4 minutes)

Direction/s: Read the questions carefully, then, encircle the letter of the correct
answer.
1. It is a document used by a person to present his/her backgrounds and skills
in accomplishing something.
A. Email B. Letter C. Memo D. Resumé
2. It is a type of resumé that focuses on person’s work history arranged
according to dates.
A. Chronological B. Combination C. Functional D. Targeted
3. It is a type of resumé that focuses on a person’s skills and experiences and
not his/her work history.
A. Chronological B. Combination C. Functional D. Targeted
4. It is a type of resumé that highlights a person’s skills and traits and provides
a chronological listing of his/her work experiences.
A. Chronological B. Combination C. Functional D. Targeted
5. It refers to a person’s resumé that is customized and specific to the position
he/she wants to obtain. His/her work history, abilities, and education are
reflections of the job requirements.
A. Chronological B. Combination C. Functional D. Targeted
6. It includes your complete name written in bigger and in bold text, current
complete address and contact details.
A. Job/Career Objective B. Heading C. Work Experience D. Education
7. The degree you obtained together with your major, school, year attended,
and awards and/or certificates received in school.
A. Job/Career Objective B. Heading C. Work Experience D. Education
8. Reflects your career goals and intention for applying for the job
A. Job/Career Objective B. Heading C. Work Experience D. Education
9. Also called “work history” stipulates all previous employment that you have
had
A. Job/Career Objective B. Skills C. Work Experience D. Education
10. Abilities you can do based on your training, experience or practice
A. Job/Career Objective B. Skills C. Work Experience D. Education

Answer Key
1. D 2. A 3. C 4. B 5. D 6. B 7. D 8. A 9. C 10. B

VII. My Basic Information

ASSIGNMENT/AGREEMENT
Fill out the template (Activity 3, page 17), with information about you. Write as
legibly as possible.
REMARKS Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress this week. What works? What else needs to be
done to help the students learn? Identify what help your Instructional
Supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
 C. Other Activities

Criteria Excellent Good Poor

(3 pts) (2 pts) (1 pt)
Resume Output
Overall Excellent Good Poor
Appearance
Resume covers 1 page and is not Resume fills the page but too much Resume almost fills page but has
overcrowded white space exists in document uneven spacing and/or slightly too
much white space
Information is organized in a way Information is mostly organized in Information is somewhat organized in a
that serves the purpose of the a way that serves the purpose of way that serves the purpose of the
document the document document
Content Excellent Good Poor

Heading, objective, skills, Heading, objective, experience, Heading, objective, experience and
experience, and education skills and education covered in education covered with little detail
covered in detail some detail
Minimum extra information given to
Extra information given to Extra information is given to enhance resume
enhance resume enhance resume
Spelling & Excellent Good Poor
Grammar
No spelling errors. 1-2 spelling errors 3-4 spelling errors
No grammar errors 1-2 grammar errors 3-4 grammar errors

Activity Phase
Preparation Excellent Good Poor
Students were on task for all of Students were on task for most of Students were off task during planning
the planning time of the planning the planning time and developed a and didn't develop a well thought
and developed a well thought out well thought performance. performance.
performance.
Presentation Excellent Good Poor
Dynamics
The presentation was clearly The presentation was The presentation relied heavily on a
communicated and conducted. communicated with regular prepared text. The audience were not
The audience were engaged and reference to text or notes. The engaged and are unsatisfied.
interested on the presentation. audience were moderately
engaged and fairly satisfied.
Teamwork/ Excellent Good Poor
Collaboratio
n All the group members Some of the group members did No teamwork/collaboration is
participated for the success of the not participate for the success of manifested.
performance. the performance.
Prepared by: Noted:

ZENMAR L. GENDIVE SHIONA B. CABONILAS, MACE

JHS Teacher I School Head
Name: __________________________ Name: __________________________
Yr. Level & Sec.: _____________ Yr. Level & Sec.: _____________
Score: _________ Score: _________

Direction/s: Read the questions carefully, then, encircle the letter Direction/s: Read the questions carefully, then, encircle the letter
of the correct answer. of the correct answer.
(4 minutes) (4 minutes)
1. It is a document used by a person to present his/her backgrounds 1. It is a document used by a person to present his/her backgrounds
and skills in accomplishing something. and skills in accomplishing something.
A. Email B. Letter C. Memo D. A. Email B. Letter C. Memo D.
Resumé Resumé
2. It is a type of resumé that focuses on person’s work history 2. It is a type of resumé that focuses on person’s work history
arranged according to dates. arranged according to dates.
A. Chronological B. Combination A. Chronological B. Combination
C. Functional D. Targeted C. Functional D. Targeted
3. It is a type of resumé that focuses on a person’s skills and 3. It is a type of resumé that focuses on a person’s skills and
experiences and not his/her work history. experiences and not his/her work history.
A. Chronological B. Combination A. Chronological B. Combination
C. Functional D. Targeted C. Functional D. Targeted
4. It is a type of resumé that highlights a person’s skills and traits 4. It is a type of resumé that highlights a person’s skills and traits
and provides a chronological listing of his/her work experiences. and provides a chronological listing of his/her work experiences.
A. Chronological B. Combination A. Chronological B. Combination
C. Functional D. Targeted C. Functional D. Targeted
5. It refers to a person’s resumé that is customized and specific to 5. It refers to a person’s resumé that is customized and specific to
the position he/she wants to obtain. His/her work history, abilities, the position he/she wants to obtain. His/her work history, abilities,
and education are reflections of the job requirements. and education are reflections of the job requirements.
A. Chronological B. Combination A. Chronological B. Combination
C. Functional D. Targeted C. Functional D. Targeted
6. It includes your complete name written in bigger and in bold 6. It includes your complete name written in bigger and in bold
text, current complete address and contact details. text, current complete address and contact details.
A. Job/Career Objective B. Heading A. Job/Career Objective B. Heading
C. Work Experience D. Education C. Work Experience D. Education
7. The degree you obtained together with your major, school, year 7. The degree you obtained together with your major, school, year
attended, and awards and/or certificates received in school. attended, and awards and/or certificates received in school.
A. Job/Career Objective B. Heading A. Job/Career Objective B. Heading
C. Work Experience D. Education C. Work Experience D. Education
8. Reflects your career goals and intention for applying for the job 8. Reflects your career goals and intention for applying for the job
A. Job/Career Objective B. Heading A. Job/Career Objective B. Heading
C. Work Experience D. Education C. Work Experience D. Education
9. Also called “work history” stipulates all previous employment 9. Also called “work history” stipulates all previous employment
that you have had that you have had
A. Job/Career Objective B. Skills A. Job/Career Objective B. Skills
C. Work Experience D. Education C. Work Experience D. Education
10. Abilities you can do based on your training, experience or 10. Abilities you can do based on your training, experience or
practice practice
A. Job/Career Objective B. Skills A. Job/Career Objective B. Skills
C. Work Experience D. Education C. Work Experience D. Education