Manual of Style

for GIYA
I. General Instructions
a) Typeface
b) Font size
c) Margin
d) Page Layout
e) Page numbers

II. Specific Instructions

a) Headings
b) Tables, Figures, and Photos
c) Mini-Lesson
d) Multiple Choices Test
e) References
III. Format of GIYA for Learners
A. Cover Page
a) Resource Title
b) Learning Area
c) Grade Level
d) Quarter
B. First Page
a) Resource Title
b) Learning Area
c) Grade Level
d) Quarter
e) MELC and code
f) Topic
g) Lesson Objective/s
h) Writer's Profile: name of school and district
i) Division

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C. Third Page
a) Table of Contents
D. Body
a) Mini-Lesson
b) Guided/Practice Activity
c) Independent Practice Activity
d) Evaluation Activity Sheet
e) Enrichment Activity Sheet
E. Last Page
a) Rubrics
b) Answer Key
c) References

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Foreword
This 2020 Manual of Style is specially crafted to guide our teacher-
writers in writing the lesson exemplars and learning activity sheets which are
based on the newly released Most Essential Learning Competencies of the
Department of Education. This manual adopts The Chicago Manual of
Style (CMOS) since it is the most widely used and respected style guides in
the United States.  

As a general rule, this guide specifically focuses on American English.

Dubbed as “editor’s bible,” CMOS covers a variety of topics from

manuscript preparation and publication to grammar, usage, and
documentation. While the manual prescribes usage is based on this, there are
some exceptions, specifically those that pertain only to the Division. These
unique styles are called common usage within the Division, or unique
decisions made for practical purposes.

It is hoped that this blueprint in writing lesson exemplars and learning

activity sheets would help all teachers produce clear and easy-to-understand
learning tasks. Since language is naturally dynamic, this 2020 edition will
likewise be updated as appropriate.

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Acknowledgment
The entire endeavor of the lesson exemplar preparation and learning
activity sheets writing encapsulates the vision of the Zamboanga Sibugay
Division to see learners who can demonstrate the life-long skills and
knowledge necessary to achieve quality education.
This is made possible by the concerted efforts of all the learning area
supervisors, session trainers, session facilitators, writers, training managers,
and division officials.
Specifically, this Project GIYA (Guided, Integrated, Yearning, Activities)
for learners and teachers in the division is made possible by the following
individuals who unselfishly shared their expertise that resulted in its
realization.
To the OIC-Schools Division Superintendent, Jeanelyn A. Aleman, PhD.,
JD, CESE, for her unwavering support since the conceptualization of this
noble undertaking;
To the OIC-Assistant Schools Division Superintendent, Raymond M.
Salvador, for his valuable insights shared which boosted the confidence
among trainers and facilitators;
To the Curriculum and Instruction Division chief, Evelyn F. Importante,
for her unparalleled commitment in ensuring that Sibugay learners still get
quality education through ready-made model lesson plans and learning tasks;
To the Training Team: Mardie A. Acotanza. Ed.D. for his
comprehensive discussion on graphic organizers; Rodolf John T. Rodriguez for
his timely session on open education resources; and Rosemarie E. Diocares,
Ed.D. for her essential inputs on classrooms in the new normal;
To the Training Management Team: Allma Fraulein N. Garcia and Daria
Gay M. Mariquit for spearheading and managing the webinar series from
dawn to dusk, and the Evaluation and Monitoring Focal, Angelito A. Aballe for
independently ensuring that the training quality is never compromised;
To the Education Program Supervisors namely: Jenny T. Dosil, Rosario
V. Tagotilla, Judito B. Gumandao, Lillian C. Damso, Gina I. Lihao, Grace Beta
D. Ledda, Monalisa M. Babiera, and Estrelita A. Peṅa, Ed.D. for their strong
leadership in channeling the contents of the webinar series through the
session facilitators to the writers;
To the Almighty God who made all these things possible, we bring
back all the glory to You!

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Official Name
The lesson exemplar and learning activity sheets for the Most Essential
Learning Competencies (MELC) will be officially called GIYA for Learners and
GIYA for Teachers.

Guided
Integrated
Yearning
Activities

Inspired by the mission of this Division, GIYA is a contextualized term

of the common mother tongue in Zamboanga Sibugay. It is anchored from
the concept scaffolding theory of Jerome Bruner. It is a material that is
guided because learning the concept is structurally and gradually designed.
Moreover, it is integrated because the activities are thematically
planned. They are tailored-fit for learners with different learning styles,
conditions, and levels. With these, it is hoped that the model lesson plans and
activity sheets will be yearning favorable outcomes to teachers' instructional
performance which will ultimately result in an increased learner's academic
performance.

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About the Cover
The GIYA for Teachers and GIYA for Learners will use a cover page
illustrated below. It depicts the façade of the Division Office of Zamboanga
Sibugay with a foreground showing the statue of a lighted torch. Universally,
a torch is a symbol of a guiding light for learners and for the ability
of education to serve as a beacon of light, eradicating ignorance.

DepEd Logo
Sibugay Division Office Building

Torch

GIYA Resource Title

Learning area &

for Learners Grade level

Math 6 Quarter

First Quarter Division Logo

ISO Logo

Edge design using Note: Change the name of the

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the division color material into GIYA for Teachers
for lesson exemplars.
I. General Instructions
a) Typeface
 Generally, the font type for all instructions and concepts
discussed in GIYA for Teachers and GIYA for Learners should be
Arial.
Example
This is Arial font.

 Activities for Key stage 1 or Kinder and Grades 1 to 3 should be

Century Gothic font.
Example
While this is Century Gothic font…
b) Font size
 Generally, the font size should be 12.
 Activities for Key stage 1 or Kinder and Grades 1 to 3 should be
14.
Examples
I am using 12 font size for Key Stages 2 to 4 or Grades 4
to SHS.
While I am using 14 font size for Key Stage 1 or
Kinder and Grades 1 to 4…

 Texts inside a graphic organizer, tables, or infographic should

use a font size no smaller than 10.
 The topic or lesson title should be bigger than 12 but not bigger
than 12.

c) Margin
 The margin should be 1.5 left and 1 inch for the right side, top,
and bottom parts.

d) Page Layout
 The page size should be A4.
 The page orientation should be Portrait.

e) Page Number
 The page number should be found at the bottom page – right
side.

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  The page numbers of the main parts should use Hindu Arabic
e.g. 1, 2, 3, 4…
 The page number of the preliminary that is, Acknowledgment
should be Roman Numeral lower case e.g. i,ii,iii….

f) Paragraph Layout
 Concepts explained in paragraphs, test questions, and stories
should use Justify layout. Highlight the text, then click Ctrl + J.

g) Line and Paragraph Spacing

 Observe single space within a part of the GIYA but add space in-
between its parts e.g. mini-lesson, guided/practice activity,
evaluation activity sheet, enrichment activity sheet.

II. Specific Instructions

a.) Headings
 Topics and titles use as headings should use capitalized “headline-
style,” meaning first words of titles and subtitles and any important
words thereafter should be capitalized.

Examples: Figures of Speech

Ang Kahalagahan ng Pakikipagtalastasan sa Makabagong
Panahon
Linear Equation: Easy Steps in Getting it Done

 Headings, titles, or topics should be flush left, boldface, and with

headline-style capitalization.

b.) Tables, Figures, and Photos

 Position tables and figures as soon as possible after they are first
referenced/mentioned. If necessary, present them after the
paragraph in which they are described.
 For figures, include a caption, or short explanation of the figure or
illustration, directly after the figure number.
 Photos and other figures used as options/choices in a test should
not be smaller than 1 inch.

This is one inch.

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 Photos, illustration, and other figures use for the mini-lesson should
not be smaller than 2.5 inches in height and 4.0 inches in width.

2.5 x 4.0 inches

c.) Mini-Lesson
 Mini-lesson should be placed inside a box to distinguish it from
other parts of GIYA. Use a black shape outline with no color fill.
 Photos or graphic organizers used in this part will be placed
inside the box.

d.) Multiple Choices Test

 When using a multiple-choice test, the stimulus material, stem,

and options should be found within the same page.

e.) References

 Leave one space between entries/sources.

 List entries in letter-by-letter alphabetical order according to the
first word in each entry, be that the author's name or the title of
the piece.
 Use “and,” not an ampersand, “&,” for multi-author entries.
o For two to three authors, write out all names.
o For four to ten authors, write out all names in the
bibliography but only the first author’s name plus “et al.”
in notes and parenthetical citations.
o When a source has no identifiable author, cite it by its

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 title, both on the references page and in shortened form
(up to four keywords from that title) in parenthetical
citations throughout the text.
o Do not use access dates unless publication dates are
unavailable. This means you will only use 'Retrieved
from" followed by a date when there is a publication
date.
o If you cannot ascertain the publication date of
a printed  work, use the abbreviation “n.d.”
Provide DOIs (Digital Object Identifiers) instead of URLs
(Uniform Resource Locators) whenever possible.
If no DOI is available, provide a URL.

III. Format of GIYA for Learners

A. Cover Page
a) Resource Title
b) Learning Area
c) Grade Level
d) Quarter
 The sample cover page is shown in the ‘About the
Cover’ part in this manual. [see page 6.]
B. First Page
a) Resource Title
b) Learning Area
c) Grade Level
d) Quarter
e) MELC and code
f) Topic
g) Lesson Objective/s
h) Writer's Profile: name of school and district
i) Division
 In doing this part, do not mention nor label the
contents.
 See sample page below.

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C. Third Page
a) Table of Contents
 Table of contents should be based on the body of the
GIYA for Teachers namely: mini-lesson,
guided/practice activity, independent practice activity,
evaluation activity sheet, and enrichment activity
sheet.
 Use series of dots in referring to the page number of
each of the parts.
D. Body
a) Mini-Lesson
b) Guided/Practice Activity
c) Independent Practice Activity
d) Evaluation Activity Sheet
e) Enrichment Activity Sheet
 Headings, titles, or topics should be flush left,
boldface, and with headline-style capitalization.

E. Last Page
a) Rubrics
b) Answer Key
c) References
 If the rubrics were taken from an open educational
resource or taken from another material, make sure
to cite the source.

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