SCHOOL CALEGU INTEGRATED SCHOOL DATE October 4-8, 2021

GRADE 1 to 12
TEACHER DANILO CAMPOS SIQUIG, JR. WEEK 3
Weekly Home
Learning Plan QUARTER FIRST CHECKED BY IMELDA E. PALAD, Principal III

Subject Area/Grade
Day/Time Learning Competencies Learning Task Mode of Delivery
Level
7:00-7:30 Good morning!, Wake up, make up your bed, eat breakfast, and get ready for an awesome day!
7:31-7:40 Have a short exercise/meditation/bonding with family.
Activity 1
I. Directions/Instructions.
Read and analyze this week’s lesson before  Conduct online tutorial sessions using
proceeding with the activities. messenger room to follow-up on learners
to assist their needs and monitor their
Activity 2: Concept Explanation progress in answering their activity sheets.
Procedure:
Keeping in mind the meaning of variables in
research, encircle the words in the list that can  Provide video lessons containing
operate as variables in any research study. discussions and tutorials of the topics that
are included in the Activity Sheets
Monday
Procedure:
October 4, 2021 RESEARCH IN Differentiates kinds of variables
1. Identify the independent and dependent variables
9:00AM-10:00AM DAILY LIFE 2 (12) and their uses (CS_RS12-Ia-c-3)
in each research problem. Write your answer on the  Physical submission of learning outputs by
columns. their parents/guardians/housemates aged
21-59 to their respective teacher in school.

Activity 3: Concept-Learning Assessment

Procedure:
Think of three (3) research problems then write
them down together with an explanation on its
importance as a research query. Underline the
independent variables once and the dependent
variables twice.
 Activity 1---ANSWER ME!  Conduct online tutorial sessions using
Directions: The expected words below are various messenger room to follow-up on learners
summarizing techniques. Fill in the provided vowels to assist their needs and monitor their
Monday to complete each word. progress in answering their activity sheets.
October 4, 2021
1:00PM-2:00PM Use various techniques in Activity 2---ANSWER ME!
ENGLISH FOR Directions: Decide whether each of the following  Provide video lessons containing
summarizing a variety of academic
ACADEMICS AND situations suggests plagiarism or not. Write Yes or discussions and tutorials of the topics that
texts.
PROFESSIONAL No on the blank. are included in the Activity Sheets
K to 12 BEC CG: CS_EN11/12A-
PURPOSES 12
EAPP-la-c-5
Activity 3---ANSWER ME!
Directions: Identify each of the following steps by  Physical submission of learning outputs by
Wyson (2016) in summarizing academic texts using their parents/guardians/housemates aged
various techniques whether it is true or false. Write 21-59 to their respective teacher in school.
T if it is true, and F if it is false on the blank.
Gawain 1  Conduct online tutorial sessions using
Panuto: Basahin at pagnilayan nang Mabuti ang messenger room to follow-up on learners
tinuran ng ating pangulo sa ibaba. Isagawa ang to assist their needs and monitor their
Nagagamit ang kaalaman sa mga panuto pagkatapos. progress in answering their activity sheets.
modernong teknolohiya (facebook,
google, at iba pa) sap ag-unawa sa Gawain 2
KOMUNIKASYON mga konseptong pangwika.
Tuesday Panuto: Panoorin ang alinman sa mga palabas  Provide video lessons containing
AT PANANALIKSIK
October 5, 2021 (F11EP – 1c – 30) pantelebisyon sa ibaba. Lagyan ng tsek (√ ) ang discussions and tutorials of the topics that
SA WIKA AT
9:00AM-10:00AM Nabibigyang kahulugan ang mga palabas na napili at ppinanood saka saguin ang are included in the Activity Sheets
KULTURANG
komunikatibong gamit ng wika sa mga tanong.
PILIPINO 11
lipunan
(F11PT – Ic – 86) Gawain 3  Physical submission of learning outputs by
Panuto: Gamit ang tsart na nasa ibaba ay their parents/guardians/housemates aged
ipaliwanag ang pagkakapareho at pagkakaiba ng 21-59 to their respective teacher in school.
mga konseptong pangwikang natutunan sa
gawaing ito.
  Conduct online tutorial sessions using
Gawain 1: Itala Mo! messenger room to follow-up on learners
Panuto: Magtala ng tig-limang kilalang telenobela at to assist their needs and monitor their
mga kasalukuyang pangyayari sa lipunang Pilipino. progress in answering their activity sheets.

Naihahambing ang ilang piling GAWAIN 2: Alamin natin!  Provide video lessons containing
Tuesday pangyayari sa napanood na Panuto: Sagutin ang mga sumusunod na tanong. discussions and tutorials of the topics that
October 5, 2021 Filipino 9 telenobela sa ilang piling are included in the Activity Sheets
1:00PM-2:00PM kaganapan sa lipunang Asyano sa GAWAIN 3: Paghambingin Mo!
kasalukuyan. Panuto: Tukuyin at paghambingin ang mga  Physical submission of learning outputs by
pangyayari sa telenobela at kasalukuyang their parents/guardians/housemates aged
kaganapan sa lipunan. Gamitin ang dayagram na 21-59 to their respective teacher in school.
makikita sa ibaba. (10 Puntos)

Thursday 21ST CENTURY Compare and contrast the various Activity 1: Understanding Authors  Conduct online tutorial sessions using
October 7, 2021 LITERATURES 21st century literary genres and I. Directions/Instructions. Read and analyze both messenger room to follow-up on learners
9:00AM-10:00AM FROM THE the ones from the earlier poems to assist their needs and monitor their
PHILIPPINES AND genres/periods citing their progress in answering their activity sheets.
THE WORLD elements, structures and traditions Activity 2: Understanding Authors
(EN12Lit-Id-25). Procedure:
1.Research about the lives of Leona Florentino and  Provide video lessons containing
Eileen R. Tabios. Once done researching, write discussions and tutorials of the topics that
things about their lives are similar and are are included in the Activity Sheets
different. Write your comparisons and contrasts in
not less than 5 paragraphs, with at least 2
 Physical submission of learning outputs by
sentences per paragraph using the English
their parents/guardians/housemates aged
language.
21-59 to their respective teacher in school.
2.Based on your writing along the comparison and
contrast of the two authors’ lives, create a
semantic map showing assessment between the
authors.
3.Create a semantic map using elements you have
written in your comparison and contrast as basis
for this activity.

Activity 3: Female Power

Procedure:
Compare the two authors along the elements and
 structures of their literary pieces. Write the
comparison and contrast in not less than ten (10)
sentences using the English language. Alongside
the written comparison, create a representation of it
using semantic map?
Activity 1: Spelling and Vocabulary Enrichment  Conduct online tutorial sessions using
Objectives: To increase one’s vocabulary bank and messenger room to follow-up on learners
improve spelling skills. to assist their needs and monitor their
Procedure: Connect the term with its definition by progress in answering their activity sheets.
drawing lines from Column A to Column B
 Provide video lessons containing
Activity 2: What is Communication Breakdown? discussions and tutorials of the topics that
Objectives: To analyze a given situation and decide are included in the Activity Sheets
whether this can lead to communication breakdown.
 Physical submission of learning outputs by
Thursday Procedures: Analyze the following statements and their parents/guardians/housemates aged
ORAL Uses various strategies in order to
October 7,2021 decide whether the situation can lead to 21-59 to their respective teacher in school.
COMMUNICATIONS prevent communication breakdown
1:00PM-2:00PM communication breakdown. Encircle the number of
IN CONTEXT 12 (EN11/12OC-la-6)
the statement that can cause breakdowns in
communication.

Activity 3: Match Made in Heaven

Objectives: To analyze a given situation and decide
what barrier would be encountered in the
communicative process.

Procedures: Decide what barrier would be

encountered in each situation. Write the letter
corresponding to the barrier before each number.
FRIDAY October 1, 2021
 Work from Home
 Online Consultation and checking of submitted answer sheets/modules

Note: Under the Learning Task column, write the title of the module, the tasks (consider all parts) in the module and the teacher may prepare a checklist of the module’s parts
for additional monitoring guide for both teacher and the learner.