Guidelines in Writing The: Self Learning KIT

GUIDELINES IN
WRITING THE
SELF LEARNING
KIT
GUIDELINES IN WRITING THE SLK
1.Create a title page.
2.Write a foreword. This is a letter
addressed to your student. This also
contains instructions on how to use
the SLK, the time frame in learning the
competency and accomplishing the
activities.
2. Write a foreword. Be guided with the schedule and
number of days in each quarter. Coordinate with
other writers in the group for each specified quarter
and create a budget of work (outline of MELCs,
topics and specific learning objectives under each
MELC and the timeline). The SLK may be
accomplished by a learner for a day, two or more,
depending on the difficulty of the lessons. As such,
you may make necessary time adjustments on the
template given.
3. Write the MELC.
Example:
Grade 9 MELC: Express permission,
obligation, and prohibition using modals
4. Unpack the MELC.
Research for possible topics and lessons
covered/ or related to the MELC. You
should create an outline of the lessons
under the MELC identified.
Each topic or lesson is equivalent to
one Self Learning Kit (SLK)
Example:
Grade 7 MELC: Employ a variety of strategies for effective interpersonal
communication (interview, dialog, conversation)
This MELC can be divided into subtopics. Here are the possible topics,
hence 4 possible Self Learning Kits under the MELC:
1. Interpersonal Communication and its essential elements (People,
Message, Channel, Noise, Feedback, Context, Effect)
2. Forms of Interpersonal Communication (verbal, listening, written, non
verbal)
3. Examples of Interpersonal Communication (Interview, Dialog,
Conversation)
4. Strategies for Effective Interpersonal Communication
Example:
Grade 8 MELC: Determine various social, moral and
economic issues discussed in the text listened to.
1. Definition of social issues, examples of social issues, guide
questions/tips in determining social issues in the text
2. Definition of moral issues, examples of moral issues, guide
questions/tips in determining moral issues in the text.
3. Definition of economic issues, examples of economic issues,
guide questions/tips in determining economic issues in the text
Example:
Grade 9 MELC: Use conditionals in expressing
arguments
1. Zero conditionals in expressing arguments
2. First conditionals in expressing arguments
3. Second conditionals in expressing arguments
4. Third conditionals in expressing arguments
Example:
Grade 10 MELC: Identify parts and features of
argumentative essays
1. Argumentative Essay and its parts
2. Feature of Argumentative Essay (Claims)
3. Feature of Argumentative Essay (Reasons and Types of
Argumentative Techniques: : Analogy, Comparison, Contrast,
Definition, and Analysis)
Example:
This MELC can be divided into subtopics. Here are the possible topics:
Example:
This MELC can be divided into subtopics. Here are the possible topics:
8. Feature of Argumentative Essay (Types of Evidences)
9. Feature of Argumentative Essay (How To Cite Evidences:
Bibliography)
10. Feature of Argumentative Essay (How To Cite Evidences: In Text
Citations)
5. Identify specific learning competency/ objectives
from the CG (Curriculum Guide) that is related/
matched to the lessons or subtopics.
Example:
Example:
Grade 10 MELC: Identify parts and features of argumentative essays
SUBTOPICS LEARNING COMPETENCIES FROM

THE CURRICULUM GUIDE
Argumentative Essay and its parts EN10WC-IIa13.1: Identify parts and
features of argumentative essays
Feature of Argumentative Essay (Claims) EN10WC-IIb13.2: Formulate claims of
fact, policy, and value
Feature of Argumentative Essay EN10WC-IIc13.3: Use patterns and
(Reasons and Types of Argumentative techniques of developing an
Techniques: : Analogy, Comparison, argumentative claim
Contrast, Definition, and Analysis)
Example:
Grade 10 MELC: Identify parts and features of argumentative essays
SUBTOPICS LEARNING COMPETENCIES FROM

THE CURRICULUM GUIDE
Feature of Argumentative Essay (Types of EN10WC-IIc13.3: Use patterns and techniques of
Evidences) developing an argumentative claim
Feature of Argumentative Essay (How To Cite EN10SS-IId1.6.3: Acknowledge citations by
Evidences: Bibliography) preparing a bibliography
EN10SS-IIe1.6.4: Use writing conventions to
indicate acknowledgement of resources
Feature of Argumentative Essay (How To Cite EN10SS-IIf1.6.6: Use quotation marks or hanging
Evidences: In Text Citations) indentations for direct quotes
EN10SS-IIg1.6.5: Use in-text citation
6. The given subtopics in the MELCs are for example
purposes only. You may add other essential lessons
not included in the examples.
7. Coordinate with all the writers in your designated
grade level. Review all lessons and topics to avoid
repetitions of lessons within and across the 4 quarters.
PARTS OF SELF LEARNING KIT
Title Page
Write the name of the Teacher Writer
School
Title of the Lesson
Write a foreword.
---
Provide the learning competency covered in the self-

learning kit. Unpack the learning competency, and
identify specific learning objectives from the
Curriculum Guide. You may also identify specific
learning objectives congruent with the tasks to be
accomplished.
At the end of the lesson, you are expected to:

1. Cognitive These are specific learning
2. Affective objectives congruent to the topic
3. Psychomotor and activities in the SLK.
Provide here instructions for preliminary
activity, review or motivation. Please
provide a 5 –item activity as True or False,
Identification, Multiple Choices,
Interpretation of Graphs/ infographics,
Comics, Pictures, Puzzles, etc. This may
be integrative. You may also use reading
texts (across the curriculum, as Science,
History, Math content-based texts) related
to the lesson. This can be answered in a
maximum of 5 minutes.
Connect the previous activity to the lesson.
Write also an introduction of the lesson in this box.
You may also write here the importance or benefits
the students can get from learning the topic
(application to real life situations)
The short discussion part contains all that transpires in an actual

classroom instruction, as such the following should be made:
1. The form of writing is conversational. Imagine yourself talking
to your student.
2. Use the second person pronoun (YOU) to address your
student.
3. Make statements simple and easy to understand.
4. Begin by introducing your topic. Give definition or
descriptions of the topic/s being discussed.
5. Do not forget to explain or simplify the definition.
Give an introductory statement about this part.
1. Write an original example of the topic. If there is a need to cite from
another source, correct and accurate citations should be made.
2. For greater understanding of the topic being discussed, you need
to provide 1- 2 examples.
3. Examples should be thematic and integrative. Contents may be
based on other learning areas (Science, Math, English, History,
Values, and others).
4. Examples may also be localized. History and culture of the locality
should be reflected.
5. Explain the example/s for easier understanding. You may use
arrows, labels, tables, pictures and graphs for a more
comprehensive explanation of the lesson.
6. For listening and viewing skill, provide links where learners could
view/ watch the given example.
7. For Senior HS, examples should be aligned with the strands of the
learners.
Provide here an introductory statement
to the exercises and activity.
1. All activities must be originally by the teacher- writer.
2. All activities must be consistent and congruent with the
learning competency and specific learning objectives.
3. Provide three different activities - EASY, AVERAGE,
DIFFICULT LEVELS. Refer to BLOOMS Taxonomy.
4. A minimum of 5 items or 10 items in each level of difficulty.
Provide key answer but in a separate sheet.
5. Activity must be answerable in 5-10 minutes.
6. Make instructions clear and concise.
7. Use varied types of tests/ differentiated activities (Multiple
Choice, Identification, True or False, Fill in the blanks,
crossword puzzles, comics, pictures/ graphs, or written
response)
For the generalization: Highlight here important
terms and lessons students need to remember. It
should be original take away coming from the
teacher. Do not be verbose.
Give students a short writing activity which can be
accomplished within 5 minutes. This is an activity
where students write the application and importance
of learning the skill in real life scenarios.
For SHS, give the learners additional activity/ies as
an application of the lesson when deemed
necessary, like doing a research work, conducting
surveys, and interviews, writing position papers and
other related activities.
1. Your assessments must be in 3
differentiated activities – Easy, Average, and
Difficult.
2. Every assessment must be 5 -10 items.
3. All assessment can be answerable within 15
minutes. The test is a combination of
multiple choice test type questions and
written responses following Blooms
Taxonomy.
4. Provide key answer but in a separate sheet.
Includes all third party materials or sources of
information used in developing the SLK following the
Chicago Manual of Style (CMOS).
Written upside down
***ALWAYS REMEMBER!
ALL THE CONTENTS OF THE SELF LEARNING KIT (TEXT
AND GRAPHICS) MUST BE THE ORIGINAL WORK OF THE
TEACHER –WRITER IN COMPLIANCE WITH THE
INTELLECTUAL PROPERTY RIGHTS LAW
IF THE TEXTS/ VISUALS FROM OUTSIDE SOURCES ARE

USED, PROVIDE CORRECT AND ACCURATE CITATIONS
FOR COPYRIGHTED TEXTS AND GRAPHICS (VISUALS)
Thank You! God
Bless!
Enjoy writing! ☺

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GUIDELINES IN

SUBTOPICS LEARNING COMPETENCIES FROM

SUBTOPICS LEARNING COMPETENCIES FROM

Provide the learning competency covered in the self-

At the end of the lesson, you are expected to:

The short discussion part contains all that transpires in an actual

IF THE TEXTS/ VISUALS FROM OUTSIDE SOURCES ARE

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