School Gen.

Tiburcio de Leon National High School (Senior High)

Teacher YVONNE A. DE BELEN

Teaching Dates and Time MARCH 12, 2019 ; 2:20-3:40

Grade Level GRADE 11

Learning Area READING and WRITING
SEMESTER SECOND
I. OBJECTIVES
A. Content Standards The learner understands the requirements of composing academic writing and professional correspondence
The learner produces each type of academic writing and professional correspondence following the
B. Performance Standards
properties of well-written texts and process approach to writing
EN11/12RWS-IVhj-13 Identifies the unique features of and requirements in composing professional
correspondence
C. Learning Competencies / EN11/12RWS-IVhj-13.3
Objectives C. Application for Employment
Write the LC code for each K- Identify the features and parts of a job application letter
S-Complete the job application letter by filling-out the appropriate missing parts
A- Demonstrate teamwork and cooperation in doing group activity.
II. CONTENT Purposeful Writing in the Disciplines and for Professions (Job Application Letter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila: Rex Bookstore, Inc., pp.176-178
- PowerPoint slide presentations,
4. Additional Materials from
- Manila paper/chalk/marker
Learning Resource (LR)
- projector
portal
- Newspaper for classified adds
B. Other Learning Resources
IV. PROCEDURES
Preliminary Activities:
A. Reviewing yesterday’s
-prayer
lesson or Presenting the
-reading of reflection of the day
new lesson
-checking of attendance
B. Establishing a purpose for  The teacher divides the class into groups  The students will:
the lesson. with 5-6 members each through the game -arrange the jumbled parts of the sample job
called “The Boat is Sinking” application letter into their proper order,
 The teacher gives instructions for the group - identify and label each part of the letter,
activity. - be provided with guide questions as basis for their
group discussion
 During the activity, the group identifies the
leader, presenter, time keeper, and a
documenter.
 During the reporting, the presenter will spot
the commonalities and the differences of
each group’s work.
C. Presenting examples/ One thing one should always bear in mind that in
instances of the new finding for a job he/she needs to secure for an
lesson application letter to the company of hi/her choice.
D. Discussing new concepts
and practicing new skills #1
(Leads to Formative
Assessment 1)
E. Discussingnew The teacher gives more inputs about the parts and
conceptsandpracticingne features of an effective job application letter:
w skills#2 1. What is a job application letter?
(LeadstoFormative
Assessment2)
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
Guide Questions:
1. What should be the correct order of the jumbled
parts of the job application letter?
2. What should be the correct label of each part of
the job application letter?
3. Does the sample job application letter contain all
the features and parts of an effective job
application letter?
4. What are the different parts and features of an
effective job application letter?
5. Why is it important to include or observe all the
parts and features in writing a job application
letter?
2. What are the parts and features of an application
letter discussed in the previous lesson?
Answer the following questions:
1. How should one prepare a job application letter?
2. How important is a job application letter?
3. What makes a job application letter catchy?
Group Activity: Pen and paper test:
Do the following accordingly.
I. Complete the job application letter by supplying
the missing parts.
II. Identify and label each part.
1. What is a job application letter?
2. What are the parts and features of an application
letter?
The teacher will provide an authentic job
announcement as basis for the students to write a
job application letter.
A rubric will be provided.
Assignment:
Make a research on the various forms of office
Answers:
1. It should be in correct sequence, from the least to
the most important information.
2. It should be according to its term called for.
3. YES.
4. Heading, inside address, salutation, etc..
5. In order to make things as clear as crystal.
Answers:
1. A job application letter is a type of personal
business correspondence which states your intention
to work in a particular organization. It is sent with a
resumé to provide additional information on one’s
skills and experiences.
2. These are the heading, inside address,
salutation, body, and closing
Answers:
1. It should be prepared accordingly.
2. It sends important message to the employer, how
eager one wants to be hired.
3. It should be well organized, well formatted, and
free from GRAMMAR MISTAKES.
The students start working on the given task by
group.
Answers:
1. A job application letter is a type of personal
business correspondence which states your intention
to work in a particular organization. It is sent with a
resumé to provide additional information on one’s
skills and experiences.
2. These are the heading, inside address,
salutation, body, and closing
 application or correspondence. Write them in your notebook.
remediation

IV. REMARKS
V. REFLECTION
A. No. of learners who earned Grade 11-HE A: 19 out of 23 learners
80% in the evaluation
Grade 11-HE B: 21 out of 25 learners

Grade 11-ICT B:22 out of 26 learners

Grade 11-GAS 36 out of 41 learners

B. No. of learners who require Grade 11-HE A: 4 learners

additional activities for
remediation Grade 11-HE B: 4 learners

Grade 11-ICT B:4 learners

Grade 11-GAS 5 learners

C. Did the remedial lessons work? Yes, it worked. All of the 17 learners who were given additional activities have
No. of learners who have caught
up with the lesson caught up with the lesson.

D. No. of learners who continue to Grade 11-HE A: 0 learners

require remediation
Grade 11-HE B: 0 learners

Grade 11-ICT B:0 learners

Grade 11-GAS 0 learners

E. Which of my 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?

Checked: Noted:

Dr. Ramona A. Villanueva Edmundo DC. De Jesus

Subject Group Head Assistant Principal II
School
Teacher
Teaching Dates and Time
Grade Level
Learning Area
SEMESTER
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A.Reviewing yesterday’s lesson or
Presenting the new lesson
B.Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
Gen. Tiburcio de Leon National High School (Senior High)
YVONNE A. DE BELEN
March 6, 2019; 1:00-2:20
GRADE 11
READING and WRITING
SECOND
The learner understands the requirements of composing academic writing and professional
correspondence
The learner 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 texts that are useful across
disciplines
c. Position Paper (EN11/12RWS-IVdg-12.4)
K - Identify the features and requirements of a position paper
S - Write a position paper
A - Display biased-free claims
Purposeful Writing in the Disciplines and for Professions
ENGLISH for Academic and Professional Purposes pp. 65 - 80
Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills. Manila: Rex Bookstore, Inc.,
pp.176-178
- PowerPoint slide presentations,
- Manila paper/chalk/marker
- Projector
- cue card
Answer:
Before we proceed to our lesson for today, A Project Proposal
let me ask you first a question. - is a highly persuasive and informative document
that aims to address a particular problem or issue.
Again, what is a project proposal? - is a bid offer to initiate a project for an individual or
a group.
- usually ranges from 1,000 to 2,500 words
depending on the complexity of the project being
Very well said! proposed.
Class, formulate questions about our new Answers:
topic, ‘position paper’. 1. What is a position paper?
2. What are the features and the requirements of a
position paper?
3. What is the importance of a position paper?
If one wants to express his/her stand onto
something, he/she writes a position paper.
Here: He/she considers the issue
- He/she shows whether he/she

D. Discussing new concepts and
practicing new skills #1
(Leads to Formative Assessment 1) 2. How did you state your claims on the
E. Discussingnew
conceptsandpracticingnew skills#2
(LeadstoFormative Assessment2)
F.Developing mastery
(Leads to Formative Assessment 3)
G.Finding practical applications of
concepts and skills in daily living.
H.Making generalizations and
abstractions about the lesson
I.Evaluating learning
agrees or disagrees/in favor or not
in favor of the existing iss
1. What supports your stand on the issues
given to you?
issues?
3. Based from what you do, what is a
position paper?
1. What is a position paper?
2. What are its features? Explain them.
Using the same group, have them evaluate
a position paper using the reflective
checklist (See attached checklist)
What are the benefits one can get of being
free from biases?
1. What is a position a paper?
2. What is the main objective of writing a
position paper?
3. How are we going to write a position
paper?
Directions:
Write a position paper on any of the
topics below. (cue card)
A. Bullying
B. Teenage Pregnancy
C. Online Addiction
1. The knowledge that we have about a particular
issue.
2. by means of stating whether we are in favour or
not of the given issue
3. We learned that a position paper is something that
helps us express our stand on something we agreed
or disagreed upon.
The students define a position paper and explain its
features through a diagram.
Answers:
1. One can avoid conflict.
2. Nothing/Nobody can be aggravated.
3. One can have a freedom to express his/her
viewpoints without the fear of being personally
attacked.
Answers:
1. It is a type of academic writing that presents one’s
stand or viewpoint on a particular issue.
2. The main objective of writing a position paper is to
take part in a larger debate by stating your
arguments and proposed course of action.
3. We write it by means of stating our stand on the
given issue.
The students will be writing their position paper
through a provided rubric below.
 D. Early Parenting

E. Absenteeism

K. Additional activities for What is a resume?

application or remediation
REMARKS

V. REFLECTION

A. No. of learners who earned 80% Grade 11-HE A: 18 out of 23 learners

in the evaluation
Grade 11-HE B: 20 out of 25 learners

Grade 11-ICT B: 22 out of 26 learners

Grade 11-GAS 36 out of 41 learners

B. No. of learners who require Grade 11-HE A: 5 learners

additional activities for Grade 11-HE B: 5 learners
remediation
Grade 11-ICT B: 4 learners

Grade 11-GAS 5 learners

C. Did the remedial lessons work?

No. of learners who have caught up
with the lesson
D. No. of learners who continue to Grade 11-HE A: learners
require remediation Grade 11-HE B: __ learners

Grade 11-ICT B:__ learners

Grade 11-GAS ___ learners

E. Which of my 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?

Checked: Noted:

Dr. Ramona A. Villanueva Edmundo DC. De Jesus

Subject Group Head Assistant Principal II
Name of School Gen. Tiburcio de Leon National High Grade level XI
School (Senior High)
Teacher Mrs. Yvonne A. De Belen Learning area Reading and Writing
Date/time Quarter Fourth

I.OBJECTIVES
A.CONTENT STANDARD Understands the requirements of composing academic writing and
professional correspondence
B.PERFORMANCE STANDARD
C. Learning Competencies/Objectives
Produces each type of academic writing and professional
correspondence following the properties of well-written texts and
process approach to writing
EN11/12RWS-IVhj-13 Identifies the unique features of and
requirements in composing professional correspondence
EN11/12RWS-IVhj-13.1 A. Resume
K- Interpret the unique features and requirements in composing an effective
resume
S- Construct a resume
A- Display honesty in writing a resume

II. CONTENT Purposeful Writing in the Disciplines and for Professions

III. LEARNING RESOURCES
A .References
1.Teacher’s Guide
2. Learners Materials Pages
3.Textbook pages Tiongson, M and Rodriguez, M. (2016). Reading and Writing Skills.
Manila: Rex Bookstore, Inc., pp.169-174
4.Additional Materials from Learning
Resources (LR )portal
B. Other learning Resources Mp3 music, speaker, laptop
IV. Procedures
A .Review previous lesson or presenting A. Preliminary Activities:
the new lesson -prayer
-reading of reflection of the day
-checking of attendance
-Review
-Have the students dance the song Dayang2x.

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills
Groupings. Have each group think of something and sell it to the public.
Presentation – advertising a product
How did they sell the products?
Applying a job is like selling/advertising ourselves. How?
Discussion: Why Resume? How to write a Resume?

E. Discussing new concepts and new skills

F. Developing mastery
G. Finding practical application of concepts
and skills in daily living.
H. Making generalization and abstraction
about the lesson.
I. Evaluate Learning
Show sample resume of high school student applying for an exchange
program and ask some questions for the students’ understanding.
Show another sample resume but this time applying for a job and ask
some questions for the students’ understanding.
Have the students come up ways on polishing a resume.
Have the students make their own resume.

J. Additional activities for application or Have the students research about how to apply for a college admission.
remediation
V. REMARKS
VI.REFLECTION
A . No. of learners who earned 80% in Grade 11-HE A: __ out of 23 learners
Grade 11-HE B: __ out of 25 learners
the evaluation Grade 11-ICT B:__ out of 26 learners
Grade 11-GAS ___ out of 41 learners
B. No of learners who require additional Grade 11-HE A: __ learners
Grade 11-HE B: __ learners
activities for remediation Grade 11-ICT B:__ learners
Grade 11-GAS ___ learners
C. Did the remedial lessons work? No.
of learners who have caught up the
lesson.
D. No. of learners who continue to require Grade 11-HE A: __ learners
Grade 11-HE B: __ learners
remediation Grade 11-ICT B:__ learners
Grade 11-GAS ___ learners
E. Which of my teaching strategies
worked 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 teacher?