DLL CO Resume - Sample lesson plan.

reading and writing skills (Tagum City National High School)

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 DAILY LESSON LOG

School: Dauin National High School Grade Level: 11

Teacher: Cristhel T. Gabriel Learning Area: Reading and Writing Skills
Date/Time: (7:45 – 8:45 a.m.) Quarter & Sem: 4th Quarter, 2nd Semester
I OBJECTIVES
The learner understands the requirements of composing academic writing and
A. Content Standards professional correspondence.
The learner produces each type of academic writing and professional
B. Performance correspondence following the properties of well written texts and process
Standards approach to writing.
Identify the unique features of and requirements in
composing professional correspondence:
C. Learning a. Resume
Competencies At the end of the lesson the students will be able to:
K – Identify unique features of a resume and explain what makes them
effective.
S – Organize and format the parts of each document and come up with
persuasive resume, cover letter and application essay.
A – Incorporate values in writing a text and appreciate the values infused in
reading.
II CONTENT Problem Solving Involving Maturity Value and Compound Interest (Annual)
III LEARNING RESOURCES
A. References English – Grade 11 Alternative Delivery Mode Quarter 4, Module 12:
Reading and Writing Skills (Writing a Resume) Second Edition, 2022

Indicator 8: Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goals.
1. Teacher’s Guide None
Pages
2. Learner’s Material None
Pages
3. Textbook Pages
4. Additional
Materials from LR
Portal
B. Other Learning Laptop, LED TV, Formative Test Papers, PowerPoint Presentation, Bond papers,
Resources Coloring Materials

Indicator 8: Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goals.
IV PROCEDURES
A. Reviewing B. Prayer
Previous Lesson or C. Checking of attendance
Presenting New D. Friendly Reminders:
Lesson (Classroom Safety Health Protocols, Classroom Rules)

Indicator 5: Managed learner behavior constructively by applying positive and

non-violent discipline to ensure learning focused environments.

Quick Review!

1. What is a position paper?

2. Why are position papers written?
3. What are the parts of the position paper?

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 Indicator 3: Applied a range of teaching strategies to develop critical and
creative thinking, as well as higher-order thinking skills.
F. Establishing a Picture Analysis
Purpose for the
Lesson Direction: Analyze the pictures and answer the questions that follow.

A.

B.

Questions:
1. Based on Picture A, which exit are you going to take after senior high school?
2. If ever you choose the second exit, do you think picture B will be one of the
steps you need to undergo?
3. What do you need to produce before reaching the interview stage?

Indicator 1: Apply knowledge across curriculum. (Human Resource

Management)
G. Presenting Power Point Presentation: Discussion
Examples/Instance
s of the New HOW TO WRITE A
Lesson RESUME
What is a resume?

A resume is a written compilation of your education, work experience,

credentials, and accomplishments. Most professional positions require
applicants to submit a resume and cover letter as part of the application process.
In many cases, your resume is the first document a hiring manager will look at
when reviewing your application, and therefore is a true “first impression.”
Accordingly, it’s important to put time and effort into developing and
maintaining an updated, accurate resume.

Why do you need resume when you are job searching?

Purpose
For employers: To examine a job applicant’s educational and professional
backgrounds if he or she would be suitable to the job position.

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 For job applicants: To secure an interview with the company they are applying
for.

What are the things to consider when writing a resume?

Components of a Resume

Contact Information
• Include your name, address, contact number, and email address. Make sure
your email address is professional; you can opt to create a new email
address for job applications. Refrain from using juvenile e-mail addresses
such as i- love-unicorns_4ever@yahoo.com or mwaMwa-tsupTsup@
gmail.com.
• Do not include marital status, height, weight, religion, name of parents, and
color of eyes and hair. These pieces of information do not have much
relevance to your credentials.
• Increase the font size of your name and write it in bold face for emphasis.
You may use font size 15 for your name and font size 13 for your
address and contact details.

Summary of Qualifications
• Use this when you have at least five years of professional experience.
• It should consist of one to four strong sentences that will highlight your
experiences and accomplishments.
• It should be written in the third person and in active voice. Example:
Fifteen years of teaching experience in the tertiary level and with
strong rapport with professional organizations and practitioners.
Trained more than 1,000 teachers across the country.

Objective Statement
• It is an optional part of a resume that includes job title,
function, industry, and what you can offer to the company.
• Objective statement is appropriate for recent graduates.
• Example: Seeking an associate editor position on a top publishing
company such as C & E Publishing where my expertise in
textbook editing will be employed

Employment History
• Never put anything that is not a hundred percent true.
• Begin with the most recent experience.
• Each job mentioned must include the name and address of the
employer, the inclusive dates (month and year), and brief job
description.
• Do not use many adjectives and superlatives, as well as jargon.
• If your responsibilities are similar in more than one job, put the details in
the most recent one. Responsibilities need not be written in complete
sentences.
• Do not state your past and present salary. Reserve it for the
final interview.
• Do not clutter your text. Use generous spacing and bullet lists.
• Use present tense active verbs for current jobs and past tense active
verbs for past jobs.
• In other sources, the employment history is termed as experience section

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 and sometimes it also goes under other the following names:
- Work Experience
- Professional Experience

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 - Work History
- Field Work
- Volunteer Work
- Relevant Experience

Education
• Start with the most recent educational attainment.
• Include the name and address of the school, years attended or year of
graduation, degree, and specialization. You may start with the name
of the school if it is very prestigious.
• Omit high school educational background after a year of graduating
from college.
• Include your GPA, it it is at least 3.0 of 4.0 (2.0 of 1.0 in
other schools).
• List academic honors, scholarships, and extracurricular activities.
Skills
• Show your skills through past events.
• Be clear with your strengths and communicate them well.
• Include transferable skills, such as the following:
- managerial skills (motivates others to reach team goals)
- professional qualities (understands professional and technical aspects
of work)
- personal qualities (adapts to changing demands and conditions)
- entrepreneurial qualities (understands commercial and
business principles)

Training
• Include only trainings that have a bearing on the job position you are
applying for
• Include the title of the training, organizer, date, and venue.
• Start with the most recent training.

Organizations
• Include professional and civic affiliations. As much as possible, do not
include religious and political organizations unless you are applying
for a job that requires such affiliation.
• Include the name of the organization, your position, and inclusive dates.
• Start with the most recent affiliation.

Professional Licensure and Certification

• Include the name of certification, rating (optional for low ratings),
date issued, and place of issuance.

Honors and Awards

• List your recognized achievements.
• Never list achievements that have nothing to do with work.
• Include the title of the award or honor, inclusive date, sponsor,
or award giving organization.

References and Signature

• Preferably, the list of references should not be included in the
resume. Simply state “References available upon request.”
• If you decide to put them, do not exceed to three references. Include
their name, position, company, and contact details (preferably the
business contact details).

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 • You do not have to sign your resume.

Format
- Place the resume on short bond paper.
- Print the resume on one side.
- Limit the resume to one or two pages.
- Use a good printer. -Use plain type fonts (i.e., Times New Roman)
- Avoid using italics, underlining, lines, shadows, or graphics if
the resume is to be scanned.
- Make your name the largest item on the page. -Do not include
irrelevant/extraneous information. (e.g., height, weight, marital
status)
- Do not include salary or wages.

Indicator 2: Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

Indicator 7: Planned, managed and implemented developmentally sequenced

teaching and learning processes to meet curriculum requirements and
varied teaching contexts.
H. Discussing New Group Activity
Concepts and
Practicing New Group 1: Craft a poem with a minimum of three stanzas explaining how to
Skills #1 write a resume.

Group 2: Make a poster presenting how important writing a resume in

applying for a job. Bond paper and coloring materials are provided.

Group 3: Make a slogan presenting how important writing a resume in

applying for a job. Bond paper and coloring materials are provided.

Indicator 4: Managed classroom structure to engage learners individually or in

groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

Indicator 5: Managed learner behavior constructively by applying positive and

non-violent discipline to ensure learning focused environments.

Indicator 6: Used differentiated, developmentally appropriate

learning experiences to address learners’ gender, needs, strengths,
interests and experiences.

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 Indicator 7: Planned, managed and implemented developmentally sequenced
teaching and learning processes to meet curriculum requirements and
varied teaching contexts.
I. Discussing New None
Concepts and
Practicing New
Skills #2

J. Developing Stand up/Sit Down Activity

Mastery
Instructions: Determine whether the statement is True or False.
Stand up if the statement is true and Sit down if it is false.

1. The statement of objective should be professional and

workplace relevant.
2. Work history should be in reverse chronological order if
functional resume is used.
3. Unprofessional wording (e.g., "awesome," "cool," "cute," "pics"), as
well as inappropriate clipart and exclamation points have no place in
a resume.
4. Make sure that the information in your résumé is factual and accurate.
5. Information that does not pertain to job skills should be included.
K. Finding Practical Questions to be asked:
Applications of
Concepts and 1. How important is writing a resume in the real-world situation?
Skills in Daily
Living Indicator 3: Applied a range of teaching strategies to develop critical and
creative thinking, as well as higher-order thinking skills
H. Making The teacher will ask the students to state their understanding on the concept of
Generalizations and purposeful writing for the professions.
Abstraction about the
Lesson

Indicator 3: Applied a range of teaching strategies to develop critical and

creative thinking, as well as higher-order thinking skills.
I. Evaluating Learning Let’s Have a Quiz
In a ¼ sheet of paper. Write word/s that is/are described by each statement.

1. A feature from the functional résumé, this section highlights the job
applicant’s special skills, experience, and knowledge that match the
job.
2. This type of résumé combines the most useful features of the chronological
and functional résumés.
3. It includes the names of the companies, the duration of the job
applicant’s employment, and a summary of his or her duties in each
company.

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 4. This part presents the job applicant’s association with other organizations in

his or her field.

5. This section is a list of significant functions of the applicant in his or her
current and previous jobs that are relevant to the job he or she is applying for.

Indicator 9: Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with curriculum requirements.
J. Additional Activities Make a draft by completing the resume below with the needed details.
for Application or
Remediation

Prepared by: Checked by:

CRISTHEL T. GABRIEL CATHERINE A. CREDO

Teacher - II TIC-SHS
Date: Date:

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