Second Grading week 4-5

Weekly Home Learning Plan

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 8:30-11:30 am Monday
ARAW AT ORAS LEARNING AREAS
LEARNING TARGET TASKS MODE OF
COMPETENCIE DELIVERY
S
Komunikasyon Nasusuri at (Modyul 3 ) *Maaaring dalahin
naisasaalang-alang ang ng magulang ang
at Pananaliksik mga lingguwistiko at
Ang mga mag-aaral ay gagawin ang mga sumusunod: ginawang output
sa Wika at A. Panuto: Suriin ang mga pamagat at dayalogo sa pelikula at sagutin ang mga tanong na
kultural na pagkakaiba- ng mga mag-aaral
kaugnay nito tungkol sa lingguwistiko at kultura. Isulat sa patlang ang titik ng tamang sagot.
Kulturang iba sa lipunang Filipino
(Subukin)
sa paaralan.
Pilipino sa mga pelikula at B. Panuto: Basahin at unawain ang mga pangungusap. Isulat sa patlang ang titik ng tamang
*Maari ring
dulang napanood sagot.
(F11PD-IIb-88) isumite ng mga
C. Panuto: Pumili ng isang linya sa mga pelikulang napanood na nag-iwan ng tatak sa iyong
isip o kumintal sa iyong puso. Ipaliwanag ang kaugnayan nito sa iyong buhay. Gumuhit ng puso mag-aaral ang
at isulat ditto ang sagot. (Isagawa) ginawa nilang
D. Panuto: Magdikit ng selfie na nanunuod ng pelikula. output sa google
drive account o sa
messenger.

ARAW AT ORAS LEARNING AREAS

LEARNING TARGET TASKS MODE OF
COMPETENCIE DELIVERY
S
Produce a creative Lesson 1: Literary Genre on Creative Multimedia Presentation BLENDED
21sts representation of a The Learners will do the following: LEARNING
literary text by 1. What I know- Choose the letter of the correct answer (page 8-9) MODALITY
Century applying Multimedia
and ICT skills.
2. Read and understand the content about Multimedia in “What Is It” (page 13-17) Have the parent
3. Enrichment Activities Activity 1: Choose an emoji from the box to describe the feeling hand-in the
Literature (EN12Lit-lld-25)
that fits each pencil description. (page 17) outputs to the
4. Activity 2: Choose a multimedia format to creatively present your experiences in life and assigned Brgy.
from the tell how you feel about it using the pencil pictures on page 18.
Reminder: (ONLINE) You will post your output through messenger. Don’t forget your
Officials/BHW/SK
officers will
Philippines complete name (LAST NAME, FIRST NAME, M.I.). If not online, you will submit your output
during retrieval day. Please include it in your KIT. Don’t forget to write your complete name in
coordinate to
delivery
your output.

and the
World
Food and Beverage Services (NC II) 1:00-4:00 pm Tuesday & Thursday
LEARNING
COMPETENCIES
Food and Beverage KNOW THE PRODUCT
Services NC II 1. Master the names of the past and
current trends of dishes in the
menu.
2. Know the different types of
sauces and accompaniments.
3. Know common food allergens to
prevent serious health
consequences.
4. Study the special dietary
requirements and cultural needs
of food and beverage products.
UNDERTAKE SUGGESTIVE
SELLING
1. Provide information with clear
explanations and descriptions
about the food items.
2. Offer items on specials of
promos to assist guests with
food and beverage selections.
3. Suggest name of specific menu
items to guests to help them
make the choice and know what
they want.
4. Recommend standard food and
beverage pairings.
5. Provide several choices or
options to guest.
5. What I have Learned : Read the fable entitled “The Ants and a Grasshopper” and have an man/courier man
artistic and interesting way of presenting its story and moral lesson using PowerPoint of the school.
Presentation. Collected outputs
Reminder: You can send your output through messenger. Don’t forget to write your
complete name (LAST NAME, FIRST NAME, MI.)
by the courier
man/delivery
man will turn
over to the
subject teacher.
TARGET TASKS MODE OF
DELIVERY
Module 10: Food and
LESSON 1: TYPES AND CHARACTERICS OF A MENU
Beverage
Do the following activities:
1. WHAT I KNOW. Read and understand each item carefully. Choose the letter of the
Services NC II
correct answer. Write your answer on your answer sheet.
2. WHAT’S IN. Draw at least three table napkin folding that you remembered in your
previous lessons. Draw it inside the box and write its name on the line.
3. WHATS MORE. After reading the lesson, answer Exercise 1. Write the
accompaniment suited to the following menu. Write your answer on your answer
sheet.
4. HAVE LEARNED. Match the Column A to Colum B. Do it on your answer sheet.
5. WHAT I CAN DO. Give at least 3 examples of starters, main course and dessert.
Write your answer on your answer sheet.
6. ADDITIONAL ACTIVITY. Read and understand each item carefully. Write TRUE if
the statement is correct and FALSE if it is incorrect.
LESSON 2: UNDERTAKE SUGGESTIVE SELLING
1. WHAT I KNOW. Read each question carefully. Write the letter of the best answer
on your answer sheet.
2. WHATS IN. Complete the sentences by choosing your answer/s from the box.
3. WHATS NEW. Search up, down, forward, backward, and on the diagonal to find the
ten (10) hidden words. Copy the words on your answer sheet. Note that these
words are related to suggestive selling.
4. WHAT I CAN DO. Role playing. Role play the correct ways of undertaking
suggestive selling. Ask your family members to be your customer and you as the
waiter/server and the other one to take the videos of you. Send your videos to me
via facebook messenger. You will be graded according to the given rubrics.
SITUATION:
 6. Use descriptive words while You are very efficient receptionist of AVJ Hotel. Your friend Rose who is assigned as the
explaining the dishes to make it waitress in the restaurant asked you to replace her in doing her tasked to next morning
more tempting and appetizing. because she must attend to her mother who is sick. You know that one of the tasks of the
7. Carry out suggestive selling waitress is to make suggestive selling of food to the customers. How are you going to do if
discreetly so as not to be too effectively?
pushy or too aggressive.
KNOW THE PRODUCT
ADDITIONAL ACTIVITY. Role Playing. Role play the following samples on how to upsell.
Master the names of the past and Ask your famil members to be your customer and you as the wiater/server and the other
current trends of dishes in the menu. one to take videos of you. Send your videos to me via facebook messenger. You will be
Know the different types of sauces graded according to the given rubrics.
and accompaniments.
Know common food allergens to SAMPLE 1:
prevent serious health
consequences. WAITER: “Would you care to start with an appetizer tonight? Our chef is running our house
Study the special dietary favorite, a baked lobster dip with crostini.”
requirements and cultural needs of CUSTOMER: “That’s sounds good, what else in it?”
food and beverage products. WAITER: “It has a creamy Alfredo sauce with roasted red peppers, artichoke herts
and fresh lobster. I have one whenever I come in for dinner.”
UNDERTAKE SUGGESTIVE CUSTOMER: “That’s sounds great! We’ll have one”
SELLING
SAMPLE 2:
Provide information with clear
explanations and descriptions about CUSTOMER: “No thanks, I am allergic to seafood.”
the food items. SERVER: “Sir/Ma’am, the kitchen is also running a delicious tomato-basil bruschetta served
Offer items on specials of promos to with seasoned olive oil and crusty French bread.”
assist guests with food and CUSTOMER: “Hmmmm, that’s sounds good, I’ll take one.”
beverage selections. *WRITE YOUR ANSWER ON YOUR LAS. If you prefer yellow paper, write your
Suggest name of specific menu COMPLETE NAME, SECTION, MODULE NUMBER AND TITLE OF THE MODULE.
items to guests to help them make ATTACH ALSO THE LAS
the choice and know what they
want.
Recommend standard food and
beverage pairings.
Provide several choices or options
to guest.
Use descriptive words while
explaining the dishes to make it
more tempting and appetizing.
Carry out suggestive selling
discreetly so as not to be too pushy
or too aggressive.

LEARNING MELC TARGET TASKS MODE OF DELIVERY

AREAS
 Infer how themes are Unifying Themes in the Study of Life Send the output to Google
interrelated in the study of 1. Read and understand the Levels of Biological Organization : Characteristics Classroom account provided
life. S11/12LT-IIa-3 /Definition by the teacher or any other
2. Designing an Experiment for Life : This activity is aimed at better understanding and online platform
recommended by the school.
appreciation of the
Earth and Life themes in the study of life. After this activity, you are expected to be able to determine
Parents will hand in student’s
Science the themes of biology as they relate to the properties of life.
output to the school as
3.Complete the concept map below by adding the following terms: adaptation, atom, instructed by the teacher.
cell, community, ecosystem, energy, development, growth, individual, molecule,
organ, organization, organ system, population, reproduction, response, tissue
.
.

Empowerment Technologies(E-Tech):ICT for Professional Tracks

LEARNING
MELC
AREAS
1.Identify a local or regional cause or issue for
Social Change related to specific
professional tracks that can be addressed or
tackled using an ICT Project for
Social Change CS_ICT11/12-ICTPT-IIm-p16
2. Analyze how target or intended users and
audiences are expected to respond to the
Empowerment proposed ICT Project for Social Change on the
basis of content, value, and user experience
Technologies CS_ICT11/12-ICTPT-IIm-p17
3. Integrate rich multimedia content in design
and development to best enhance the user
experience and deliver content of an ICT
Project for Social Change
CS_ICT11/12-ICTPT-IIm-p18
4. Develop a working prototype of an ICT
Project for Social Change
CS_ICT11/12-ICTPT-IIm-p19
LEARNING
MELC TARGET TASKS
AREAS
MODE OF
TARGET TASKS
DELIVERY
Week 3,4 &5 (January 25-February 12, 2021) Parents will hand in
1. Read carefully the objectives written in your LAS: What I need to Know? student’s output to the
school as instructed by the
2. Kindly answer the 1-5 item test in What I Know portion to check first the background knowledge about the
lesson. teacher.
3. Read and study the indicated supplemental information in What’s New section about planning a social
campaign.
4. In the What is It part Activity 1, create a concept paper. Select your desire topic on the given options. You
will be graded base on the given rubric.
5. Kindly create a poster for your topic/advocacy indicated in Activity 2. Refer to the given advocacy poster
rubric
6. After creating the individual concept paper, create a Facebook Page for your Social Campaign out of that
concept paper. Please be guided using the given FB page rubric.
7. Wrap up on What I have Learned part.
8. As your post-test for the lesson, kindly answer the given assessment.
Note: Answer it in your yellow paper. Don’t forget to indicate your Full Name, Section Name and the
Quarter and Week number (e.g DELA CRUZ, JUAN H.,STEM 11 J. CAISIP, Quarter2: Week 3, 4 &5)
Physical Education and Health 1&2
8:30-11:30 am Thursday
MODE OF DELIVERY
 Team Week4 ONLINE LEARNING MODALITY
Send the output to Google Classroom
account provided by the teacher or any
Sports What I Know
other online platform recommended by
the school.

– Choose the letter of the best answer. Use your worksheet to write your answer
What’s In
MODULAR LEARNING
MODALITY
Footbal Directions: Below is a survey form that will help you test your participation in sports events.
What’s New
Have the parent hand-in the outputs to
the assigned Brgy. Officials/BHW/SK

l Directions: Copy the graphic organizer in your worksheet. Fill in the circles with any
information that you know about football.
officers. Then the Brgy.
Officials/BHW/SK officers will
coordinate to delivery man/courier man
Football Graphic Organizer of the school. Collected outputs by the
PHYSICAL courier man/delivery man will turn over
EDUCATION to the subject teacher.
& HEALTH 1 Week 5

Directions/ Instructions
WHO’S GOT MUSCLE?
Begin this activity by asking: “Who’s got muscle?” (Students will name super heroes, TV or movie stars or
athletes.)Draw/ Cut /Paste or Search and Point out muscles in the arms, legs, etc of these superheroes
TASK 1: Write a summer fitness goal. Make sure it can be done and safe at home.
Task 2: Students answer the following questions:
■ Were the goals too easy or two difficult? Why?
Fitness ■ Did setting a particular goal help to achieve the target? Explain how it helped.
■ What factors influenced your performance?
Goal ■ What is most important: reaching the goal or making an improvement?

General Mathematics
1:00-4:00 pm Friday

DAY AND LEARNING MODE OF

MELC TARGET TASKS
TIME AREAS DELIVERY
 Module 1 Send the module and let
Representing The learners will do the following: the student answers all
1. Understand the lesson objectives on What I Need To Know on page SEE GC the activities provided.
Real-Life 2. Let’s assess what you have already known about the lesson. Do What I Know on pages SEE GC
Situations about 3. Read and understand the introduction of the lesson and What’s In on page SEE GC Parents will hand in
student’s output to the
GENERAL Simple 4. Read and answer the questions on What’s New on page SEE GC
school as instructed by
And Compound 5. Read and understand What Is It on pages SEE GC
MATHEMATI 6. Answer exercises on What’s More, What I Have Learned, What I Can Do on pages SEE GC the teacher.
CS Interest
7. Answer the Assessment on pages SEE GC
8. Answering the Additional Activities on pages SEE GC is optional.

Module 2
The learners will do the following:
1. DISCUSSIONS OF W5
SEE GC