Weekly Home Learning English 7-12 Week 2&3

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M.
SAN ANTONIO Undersecretary
Republic of the Philippines

Department of Education
REGION XIII
AGUSAN DEL SUR
NEW VISAYAS NATIONAL HIGH SCHOOL
BRGY. NEW VISAYAS, SAN FRANCISCO, AGUSAN DEL SUR
DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

TIME AREAS COMPETENCIES DELIVERY
Wednesday ENGLISH 7 Identify the genre, purpose, I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1- intended audience and features KNOW” on page 1 directly hand-in your output
Module 2 of various viewed texts such as and modules to the teacher
11:30 AM Week 2 movie clip, trailer, newsflash, II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
GENRE internet-based programs, Directions: Directions: Visualize the illustrations set schedule of distribution
documentary, videofr below. Label the technologygenerated pictures as and retrieval of the learning
to what is specified in its given information. Feel resources.
free to think about what you know in each picture.
Write your answers in your activity notebook.
III. Answer “WHAT’S IN” on page 3
Directions: Try reading aloud the different literary
cuts below. Identify as to what literary lesson you
can associate them with. Write your answers
directly in your activity notebook.
IV. Read and understand “WHAT IS NEW” on page

4
Directions: Read the different descriptions and
explanations for each of the categories of genre.
V. Try “WHAT IS IT” on page 5. At this point, take
focus on the explanation. Be able to get the
appropriate answers to the questions running in
your mind. Get started!
VI. Answer “WHAT IS MORE” on page 5 and 6.
VII. Reflect your overall learning on “WHAT I HAVE
LEARNED” on page 7
VIII. What else can you do? Try and see it yourself on
“WHAT I CAN DO” on page 7
ASSESSMENT page 10
ADDITIONAL ACTIVITIES
WHEN IN DOUBT, CONTACT YOUR SUBJECT

TEACHER. BE SURE TO ADDRESS YOUR
CONCERNS IN A GENTLE AND POLITE MANNER.
HAVE A FUN-FILLED LEARNING EXPERIENCE!
Prepared by:
RIO JANE D. AMPLAYO, SST-I

Adviser, Grade 8
Noted:
NESTOR J. CAPIÑA, MT-I

School Head
Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

REGION XIII
AGUSAN DEL SUR

Wednesday English 7 Use the passive and active voice I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – meaningfully in varied texts KNOW” on page 1 directly hand-in your output
Module 3 II. Answer “WHAT I KNOW” on page 2 and modules to the teacher
11:30 AM Week 3 - Directions: Read each sentence below. Write in school. Please follow the
an A if it is ACTIVE and a P if it is PASSIVE. set schedule of distribution
ACTIVE AND Write your answers in your Quiz Notebook. and retrieval of the learning
PASSIVE - Convert the following passive sentences into resources.
VOICE active.
OF VERBS III. Answer “WHAT’S IN” on page 3
A. Directions: Identify the voice of the verb in
each sentence by answering some questions.
B. Try to rewrite sentence number 2 by changing
the verb from active to passive. The first one is
done for you.
4
V. Read “WHAT IS IT” on page 5. At this point,
you will be explained about the lesson. Get
started!
VI. Answer “WHAT IS MORE” on page 9.
A. Directions: Identify by writing A if the
sentence is active or P if it is passive. Write
your answers in your notebook.
B. Directions: Transform the following sentences
from active to passive or vice versa.
LEARNED” on page 12.
Directions: Review the lesson on ACTIVE and
PASSIVE VOICE. Then write your reflections in
your notebook by finishing up the unfinished
statements below.
A. Directions: Construct four sentences using
the active voice.
B. Directions: Construct three sentences using
passive voice.
ASSESSMENT page 12
ADDITIONAL ACTIVITIES page 13

Prepared by:

Adviser, Grade 8
Noted:

School Head
REGION XIII
AGUSAN DEL SUR

Wednesday English 8 Use conventions in citing sources I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – KNOW” on page 1 directly hand-in your output
Module 2 II. Answer “WHAT I KNOW” on page 2 and modules to the teacher
11:30 AM Week 2 III. Directions: Read the questions carefully and in school. Please follow the
choose the letter of the correct answer. Write set schedule of distribution
Writing your answers on a separate sheet of paper. and retrieval of the learning
Bibliography IV. Answer “WHAT’S IN” on page 5 resources.
Directions: In your past lesson, you learned
about context clues and its types which help you
sharpen your word-attack skills. Let us recall your
knowledge by answering the short drill below.
Activity 1 - Read the sentences carefully and
determine the meaning of the underlined word
through context clues. Write the letter of your
answer on a separate sheet of paper.
V. Read and understand “WHAT IS NEW” on page

6
VI. Try “WHAT IS IT” on page 5. At this point, take
focus on the explanation.
What is a Bibliography? A bibliography is taken
from the Greek word ‘biblion’ which means ‘book’
and ‘graphia’ which means ‘to write.’ A
bibliography contains an alphabetical list of
sources like books, periodicals, and websites
used by the writer or researcher.
VII. Answer “WHAT IS MORE” on page 14
-ACTIVITY 1 Directions: Uncover the mystery
bibliography entry by solving the riddle, then
answer the questions that follow in Assessment 1
– look closely.
-ACTIVITY 2 Directions: Use the clues below to
fill in the crossword puzzle. Write your answers
on a separate sheet of paper
- ACTIVITY 3 Directions: Fill in the missing
information to complete the format of each
source.
VIII. Reflect your overall learning on “WHAT I HAVE
IX. What else can you do? Try and see it yourself on
Activity 1 Entry It Right: Directions: Prepare a
bibliography for the following references below
observing the correct use of punctuation marks
and proper indentation. Arrange the list in
alphabetical order. Write your answers on a
separate sheet of paper.
ASSESSMENT page 20

Prepared by: Noted:
RIO JANE D. AMPLAYO, SST-I NESTOR J. CAPIÑA, MT-I

Adviser, Grade 8 School Head
REGION XIII
AGUSAN DEL SUR

Wednesday English 8 Use modal verbs, nouns and I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – adverbs appropriately KNOW” on page 1 directly hand-in your output
Module 3 and modules to the teacher
11:30 AM Week 3 II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
Directions: Choose the correct modal to complete set schedule of distribution
Use of Modal each sentence. Write the letter of your answer on and retrieval of the learning
Verbs, Nouns, a separate sheet of paper. resources.
and Adverbs III. Answer “WHAT’S IN” on page 3
Directions: Activity: Let’s Review! Read each of
the following situations. Write A if it is acceptable
and NA if it is not acceptable in writing a
bibliography. Write your answers on a separate

4
Directions: You have just done reviewing your
previous lesson on writing a bibliography. This
time, as you go through the next activities, you
will be learning about the correct use of modal
verbs. Activity: What’s More Powerful Study and
analyze statements A and B.
V. Read and understand “WHAT IS IT” on page 5.
This part of the module will deepen your learning
about modal verbs and their functions.
For you to better understand what modals or
modal expressions are, enjoy doing the series of
activities that follow. Activity 1: Printed Shirt If
you were Andie, which of the shirts would you
want to wear? Notice the modal verbs printed on
each shirt.
- Assessment 1: Pick It Right Determine the
function of the underlined modal verb as used
in the sentence. Write the letter of your answer
on a separate sheet of paper.
- Activity 2: Let Us Talk! Read the conversation
below and list the modal verbs used. Write
your answers on a separate sheet of paper.
- Assessment 2: Mean It Right! Choose the
correct word that would best complete the
sentence. Write the letter of your answer on a
separate sheet of paper.
- Activity 3: Reading Selection You have a
glimpse of the Chinese way of living through
the literary pieces and activities you worked in
the previous module. You will now have a
taste of the Japanese culture in this part of the
lesson. As you read the excerpt below, please
find the answers to the following questions:
Directions: Complete the paragraph by writing
down the things that you have learned about
modal verbs. Write your answers on a separate
sheet of paper.
Directions: Look at the table below. Basing from
the meaning of the modal in column A, write the
appropriate modal verb for column B and its
sample sentence in column C. Write your
answers on a separate sheet.
Important Note: Answer the rest of the activities
found in this module. It’s quite long, but you can do it
anyway. 

Prepared by:

Adviser, Grade 8
Noted:

School Head

REGION XIII
AGUSAN DEL SUR

Wednesday English 9 Use conditionals in expressing I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – arguments KNOW” on page 1 directly hand-in your output
Module 2 and modules to the teacher
11:30 AM Week 2 II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
CONDITIONAL Directions: Pre-assessment: Directions: Form set schedule of distribution
S (Expressing meaningful sentences. Match the phrases in and retrieval of the learning
Arguments) Column A with those in Column B to form resources.
conditional sentences. Write the letter that
corresponds to the correct answer in your
notebook
Task 1: Directions: Good job! Let’s practice more.
Below are controversial issues that our society is
facing today. What is your stand in each of the
issues below? Write your answer in your
notebook.

4
CONDITIONALS describe the result of
something that might happen (in the present or
future) or might have happened but didn’t (in the
past). They are made using a variety of English
verb tenses. Source: https://www.perfect-english-
grammar.com/conditionals.html
Exercise A: Complete the Conditional Sentences
(Type I) by putting the verbs into the correct form.
Write your answers on the blanks provided for.
Exercise B: Complete the Conditional Sentences
(Type II) by putting the verbs into the correct
form. Write your answers on the blanks provided
for.
Exercise C: Complete the Conditional Sentences
(Type III) by putting the verbs into the correct
form. Write your answers on the blanks provided
for.
LEARNED” on page 7 Directions: Review the
lesson on CONDITIONALS. Then write your
reflection in your notebook by finishing up the
unfinished statements below.
“WHAT I CAN DO” on page 8 Directions: Finish
the sentences using the correct verb tense.
ASSESSMENT page 9
ADDITIONAL ACTIVITIES 10

Prepared by:

Adviser, Grade 8
Noted:

School Head

REGION XIII
AGUSAN DEL SUR

Wednesday English 9 Employ the appropriate I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – communicative styles for various KNOW” on page 1 directly hand-in your output
Module 3 situations (intimate, casual, and modules to the teacher
11:30 AM Week 3 conversational, consultative, II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
frozen) Pre-assessment: Direction: Read each item set schedule of distribution
TYPES OF carefully and use your notebook to write your and retrieval of the learning
COMMUNICATIV answers. Choose the letter that corresponds to resources.
E STYLE your answer. Answer “WHAT’S IN” on page 3
III. Directions: There are different types of speech
or communicative style. The following are
frozen, intimate, formal, casual, and
consultative.
- TASK 1. Directions: Examine each picture.
Tell what type of communicative style is
shown.
- Task 2 Directions: Read and identify what
communicative style is used with the
statements below. Choose the letter of the
correct answer.
IV. Read and understand “WHAT IS NEW” on

page 6
Directions: Read the different descriptions and
explanations for each of the categories of genre.
Exercise A. Here are some phrases that belong
to different communicative situations, such as
“greeting”, complaint”, and “encouragement”.
Copy and paste them into the right category.
Exercise B: Read the situations presented

below. Choose one (1) and create bubble strips
or comic strips to explain what you would say if
given the chance to confront or give advice to
the person who committed the wrong deed.
lesson on the Types of Communicative or
Speech Style. Then write your reflection in your
notebook by finishing up the unfinished
statements below.
VIII. What else can you do? Try and see it yourself
on “WHAT I CAN DO” on page 10
ASSESSMENT page 11

Prepared by:

Adviser, Grade 8
Noted:

School Head

REGION XIII
AGUSAN DEL SUR

Wednesday English 10 Determine the effects of textual I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – aids like advance organizers, KNOW” on page 1 directly hand-in your output
Module 2: titles, non-linear illustrations, etc. and modules to the teacher
11:30 AM Week 2 on the understanding of a text II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
Directions: Write the topic textual aids in the set schedule of distribution
TEXTUAL AIDS center circle and write phrases/words that you and retrieval of the learning
know about the topic inside the boxes. You can resources.
draw this prior knowledge map graphic organizer
in your notebook..
Task 1: A SCHEME FOR SCHEMA.
Task 2: MYSTERY WORD Study the definitions
and word forms. Then, rearrange the letters in
bold to form the correct word for each item
below. Write the word in the box.
IV. Read and answer the questions in “WHAT IS
NEW” on page 5 before you proceed to another
activity
focus on the explanation. Directions: Read the
myth entitled, “Daedalus and Icarus”. Examine
closely the text for various textual aids that can
help you understand the text better.
Task 1: FACTS AND DETAILS Directions: Give
the answers to the following questions by
completing the concept map below.
Task 2: WHAT’S GOING ON? Directions:
Determine the cause and effect of the details
provided below. Draw the organizer in your
notebook.
Task 3: IDENTIFYING TEXTUAL AIDS
Directions: Identify specific graphic organizers
and other textual aids shown in the images
below. Write your answers in your notebook.
lesson on TEXTUAL AIDS and the value of
discovering personal challenges from the story of
Daedalus and Icarus. Then, write your reflection
in your notebook by completing the statements
below.
“WHAT I CAN DO” on page 15 Task 4:
WHAT’S GOING ON? Directions: Illustrate your
answers to the questions below using the
prescribed graphic organizer.
ASSESSMENT page 16

Prepared by:
Adviser, Grade 8
Noted:

School Head

REGION XIII
AGUSAN DEL SUR

Wednesday English 10 Appraise the unity of plot, I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Quarter 1 – Module 3 setting and characterization in a KNOW” on page 1 directly hand-in your output
Week 1 material viewed to achieve the and modules to the teacher
11:30 AM writer’s purpose II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
APPRAISING THE Directions: Identify what is asked in the set schedule of distribution
UNITY OF THE PLOT, following sentences. Write the letter of your and retrieval of the learning
SETTING AND choice in your notebook. resources.
CHARACTERIZATION III. Answer “WHAT’S IN” on page 3
Directions: Let us now review our past lesson
on the elements of a short story. You will find
a crossword puzzle on the next page. Some
items are already done for you. Complete the
puzzle by reading the clues then putting in the
correct responses in the appropriate boxes.
IV. Read and understand “WHAT IS NEW” on
page 4
Task 1: PHOTO ANALYSIS Instructions:
Answer the following questions and write
down your ideas
Task 2: Unlocking of Difficulties Instructions:
The following sentences contain unfamiliar
words found in the selection that you are
about to read. Read the sentences and
determine the meaning of the underlined
words through context clues. Let us learn the
words for this session.
Task 3 Reading the text.
V. Try “WHAT IS IT” on page 5. At this point,
take focus on the explanation. Be able to get
the appropriate answers to the questions
running in your mind. Get started!
VI. Answer “WHAT IS MORE” on page 5 and 6.
Task 1A: SCANNING THE SELECTION
Instructions: Scan the selection and identify
the lines or sentences containing the following
elements. Use the format below and write the
number of your chosen sentences in your
notebook. The given questions will serve as
your guide.
Task 1B: USING GRAPHIC ORGANIZERS
Instructions: Using the graphic organizers
below, answer or provide what is asked by
giving a word or phrase only.
Instructions: Scan the selection “Chapter VII.
Cosette Side by Side with the Stranger in the
Dark”. Identify the lines or sentences showing
the author’s purpose in writing the story. Write
the numbers of your chosen sentences in your
notebook.
Task 2B: WHAT’S THE PURPOSE
Instructions: Tell the purpose of the author in
writing the story by answering the activity
below in your notebook.
Instructions: In your previous lessons you’ve
learned about the elements of plot. Now, scan
the selection and identify the lines or
sentences containing the following elements
of the plot. Use the format below and write the
number of your chosen sentences in your
notebook. The given questions will serve as
your guide.
Task 3B: DIAGRAM COMPLETION
Instructions: Fill-out the diagram of the plot
below by providing sentences from the given
story. Copy the diagram in your notebook.
VII. Reflect your overall learning on “WHAT I

HAVE LEARNED” on page 7
VIII. What else can you do? Try and see it yourself
on “WHAT I CAN DO” on page 7
ASSESSMENT page 10

Prepared by:

Adviser, Grade 8
Noted:

School Head

REGION XIII
AGUSAN DEL SUR

Wednesday Oral Differentiates the various models I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Communication of communication KNOW” on page 1 directly hand-in your output
in Context and modules to the teacher
11:30 AM Quarter 1 – II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
Module 2: Directions: Read each item carefully then choose set schedule of distribution
Week 2 the letter that corresponds to your answer. Write and retrieval of the learning
your answers on a separate sheet of paper. resources.
Communication III. Answer “WHAT’S IN” on page 3
Models Directions: Complete the paragraph below by
choosing the correct word from the WORD
POOL. Write your answer on a separate sheet of
paper.

6
Directions: Read the anecdote and extract the
different communication situations that you will
find in the story entitled “The Glitch” by Divina P.
Maming
V. Try “WHAT IS IT” on pages 8 through 13. At
this point, take focus on the explanation. Be able
to get the appropriate answers to the questions
running in your mind. Get started!
VI. Answer “WHAT IS MORE” on page 13
A. Directions: In the Venn diagram below, show
the similarities and differences of the three
communication models.
B. Directions: Identify the elements that
constitute the communication process by
answering the crossword puzzle below. Write
your answer on a separate sheet of paper.
C. Directions: Read the given situations and fill
in the grid below by identifying the elements
of communication.
D. Directions: Write a response to each of the
following dialogue prompts to complete the
communication processes.
LEARNED” on page Answer the following
questions:
ASSESSMENT page 16

Prepared by: Noted:
RIO JANE D. AMPLAYO, SST-I NESTOR J. CAPIÑA, MT-I

Adviser, Grade 8 School Head

REGION XIII
AGUSAN DEL SUR

Wednesday Oral Uses various strategies to in I. Read and understand “WHAT I NEED TO Have your parent/guardian
8:30- Communication order to avoid communication KNOW” on page 1 directly hand-in your output
in Context breakdown and modules to the teacher
11:30 AM Quarter 1 – II. Answer “WHAT I KNOW” on page 2 in school. Please follow the
Module 3 A. Directions: Choose the letter of the best set schedule of distribution
Week 3 answer. Write your answers on a separate and retrieval of the learning
sheet of paper.. resources.
Strategies to III. Answer “WHAT’S IN” on page 4
Avoid Directions: Put the phrases or statements in the
Communication correct column. Write the letter of your answer on
Breakdown a separate sheet of paper.

5 Directions: Identify the reasons for the
communication breakdown in each picture. Write
your answer in a separate sheet of paper similar
to the box below.
- Activity 1 Directions: Identify the kind of
communication barrier exemplified by each
description. Tell whether it is Physiological,
Psychological, Cultural, or Linguistic Barrier.
Write your answer on a separate sheet of
paper.
- Activity 2 Directions: Explain why there is
communication breakdown on the given
situations.
ASSESSMENT page 10
Important note: Please answer the remaining

activities for Lesson 2. This module is quite long but I
know you can do it. Fighting! 

Prepared by:

Adviser, Grade 8
Noted:

School Head

Weekly Home Learning English 7-12 Week 2&3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Weekly Home Learning English 7-12 Week 2&3

Uploaded by

Copyright:

Available Formats

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M.

SAN ANTONIO Undersecretary

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on page

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

V. Read and understand “WHAT IS NEW” on page

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I NESTOR J. CAPIÑA, MT-I

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on page

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on page

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on

Exercise B: Read the situations presented

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

WHEN IN DOUBT, CONTACT YOUR SUBJECT

NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

VII. Reflect your overall learning on “WHAT I

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on page

WHEN IN DOUBT, CONTACT YOUR SUBJECT

Prepared by: Noted:

RIO JANE D. AMPLAYO, SST-I NESTOR J. CAPIÑA, MT-I

Source: Appendix D. MEMORANDUM DM-CI-2020-00162, from DIOSDADO M. SAN ANTONIO Undersecretary

Republic of the Philippines

DAY AND LEARNING LEARNING LEARNING TASKS MODE OF

IV. Read and understand “WHAT IS NEW” on page

Important note: Please answer the remaining

WHEN IN DOUBT, CONTACT YOUR SUBJECT

RIO JANE D. AMPLAYO, SST-I

NESTOR J. CAPIÑA, MT-I