Republic of the Philippines

Ministry of Basic, Higher and Technical Education

Bangsamoro Autonomous region in Muslim Mindanao
Basilan Schools Division

ATONG-ATONG NATIONAL HIGH SCHOOL

Lantawan, Basilan

Weekly Home Learning Plan

Learning Competency
Day & Time Learning Area Learning Tasks Mode of Delivery Remarks/status

MONDAY- ARALING PANLIPUNAN Nasuuri ang dahilan, GAWAIN 1: Isulat sa For printed modules
WEDNESDAY 8 pangyayari at epekto ng nakalaang kahon
(GRADE 8-A) Week 3 unang yugto ng angisang kasabihan na A. Personal
7:30-8:30 kolonyalismo may kaugnayan sa submission by the
‘’kolonyalismo’’ parents or
learners in school
TUESDAY-THURSDAY GAWAIN 2: Pagsagot sa
(GRADE 8-B) pamprosesong tanong B. To be retrieved by
10:30-11:30 the Adviser at
GAWAIN 3: Pagtalakay sa School
Paksa

GAWAIN 4: Pag-aralan
ang mga sitwasyon na
nakalagay sa unang
tslahanayan

GAWAIN 5: luLumikha
ng isang poster na
naglalaman ng mga
epekto ng unang yugto
ng kolonyalismo.

MONDAY- ARALING PANLIPUNAN Nasusuri ang dahilan, GAWAIN 1: Ipasusuri sa For printed modules
WEDNESDAY 8 kaganapan at epekto ng mga mag-aaral ang mga
 (GRADE 8-A) Week 4 Rebolusyong Siyentipiko, larawan at ipasusulat A. Personal
7:30-8:30 Enlightenment at ang naisip nilang submission by the
Industriyal. maaaring maitulong nito parents or
learners in school
sa lipunan.
TUESDAY-THURSDAY B. To be retrieved by
(GRADE 8-B) the Adviser at
10:30-11:30 GAWAIN 2: Pagpapasagot School
sa mga mag-aaral ng
mga pangkaisipang
tanong na makakatulong
sa kanila sa pag-unawa
sa mga larawang
ipapakita.
1. Tingnan ng mabuti
ang mga larawan,
mayroon ba tayo
nito noong
sinaunang
panahon?
2. Sa iyong palagay,
paano nagkaroon
ng mga bagay na
ito sa
kasalukuyan?
3. Alin sa mga nasa
larawan ang sa
tingin mo
Ay kailangan sa
inyong komunidad at sa
papaanong
paraan ito nakatutulong
saiyo?

GAWAIN 3: Pagpapabasa
Pagpapasulat sa mga
mag-aaral ng konsepto
ng mga nakasaad na
paksa.
  Ang Rebolusyong
Siyentipiko
 Ang Panahon ng
Enlightenment
Ang Rebolusyong
Industriyal

GAWAIN 4.1: Ipatatala sa

mga mag-aaral sa data
chart ang mga dahilan at
epekto ng mga
mahahalagang
pangyayari o Kaganapan
batay sa nabasang
konsepto.

GAWAIN 4.2: Palalagyan

sa mga mag-aaral ng
mahahalagang
impormasyon ang
talahanayan na
maglalaman ng mga
naging kontribusyon sa
iba’t ibang larangan ng
mga personalidad.

GAWAIN 5: Ang mga

mag-aaral ay bibigyan ng
pagtatasa.
MONDAY- ARALING PANLIPUNAN Naipaliliwanag ang GAWAIN1: Pagpapakita For printed modules
WEDNESDAY 8 kaugnayan ng sa mga mag-aaral ng
(GRADE 8-A) Week 5 Rebolusyong larawan at ipauunawa sa A. Personal
7:30-8:30 Pangkaisipan sa kanila ang kahulugan ng submission by the
Rebolusyong Amerikano mga pangyayaring parents or
at Pranses makikita rito. learners in school
TUESDAY-THURSDAY
(GRADE 8-B) GAWAIN 2: Pagpapasagot B. To be retrieved by
10:30-11:30 sa mga mag-aaral ng the Adviser at
mga tanong na magiging School
gabay nila sa paguunawa
sa larawan.
 GAWAIN 3: Pagpapabasa
sa mga mag-aaral sa
konsepto ng paksa.
“Rebolusyong
Amerikano: Sanhi,
Karanasan at
Implikasyon”.

GAWAIN 4: Pagpapasagot
sa mga mag-aaral ng
tanong base sa
pagkakaunawa nila sa
konseptong nabasa.

Prepared by: Checked by:

HONEYFAH A. ASMAD RUCAIYA A. JAMALUDDIN

Name of Teacher Name of School Head
 Weekly Home Learning Plan

Learning Competency
Day & Time Learning Area Learning Tasks Mode of Delivery Remarks/status

TUESDAY-THURSDAY FILIPINO 8 Naiisa-isa ang mga GAWAIN 1: Pagbasa ng For printed modules
(GRADE 8-A) Week 3 positibo at negatibong iskrip ng komentaryong
7:30-8:30 pahayag panradyo kaugnay ng A. Personal
bakuna kontra COVID- submission by the
TUESDAY-THURSDAY Nabibigyang-kahulugan 19 ni Hanah F. Garcia parents or
(GRADE 8-B) ang mga salitang ginamit learners in school
9:30-10:30 sa radio broadcasting GAWAIN 2: Pagsagot sa
pamprosesong tanong B. To be retrieved by
Napag-iiba ang the Adviser at
katotohanan(facts) sa GAWAIN 3: Pagtalakay School
hinuha (inferences),
opinion at personal na GAWAIN 4: Pagsagot sa
interpretasyon ng kausap mga tanong

GAWAIN 5: Kilalanin ang

mga tinutukoy na
salitang ginagamit sa
radio broadcasting sa
pamamagitan ng
kahulugangnakapaloob
sa bawat bilang

TUESDAY-THURSDAY FILIPINO 8 Nahihinuha ang paksa, GAWAIN 1: Basahin at For printed modules
(GRADE 8-A) Week 4 layon at tono ng unawain ang linya ni
7:30-8:30 akdang nabasa (F8PB- A. Personal
Amor Power mula sa submission by the
TUESDAY-THURSDAY IIIe-f-31); teleseryeng ‘Pangako parents or
(GRADE 8-B) Natutukoy ang mga Sa ‘Yo’ ni Jodi Sta. learners in school
9:30-10:30 tamang salita sa Maria
pagbuo ng isang puzzle B. To be retrieved by
GAWAIN 2: Pagsagot sa the Adviser at
na may
pamprosesong tanong School
kaugnayan sa paksa
(F8PT-IIIe-f-31);
GAWAIN 3: Pagtalakay
Nasusuri ang isang
programang napanood GAWAIN 4: Basahin at
sa telebisyon ayon sa unawain ang isang
itinakdang pamantayan halimbawa ng iskrip sa
(F8PD-IIIe-f-31). programang
pantelebisyon, ang
“Hello… Paalam” ni
Fanny A. Garcia.

GAWAIN 4.1: Bigyang-

hinuha ang paksa,
layon, at tono sa
akdang binasang
“Hello…Paalam” ni
Fanny A. Garcia.
Kopyahin ang pormat.

4.2: Tukuyin ang

tamang salitang bubuo
sa crossword puzzle na
may kaugnayan sa
araling tinalakay.
Gawing gabay ang mga
paglalarawang
ibinigay sa pahalang at
pababa.

GAWAIN 5: Suriin ang

binasang iskrip ng
isang programang
 pantelebisyong
pinamagatang, “ Hello..
Paalam”. Kopyahin ang
pormat at gawing
gabay ang
inihandang
pamantayan.

TUESDAY-THURSDAY FILIPINO 8 1. Naipahahayag sa Gawain1: Ipakumpleto

(GRADE 8-A) Week 5 lohikal na paraan ang sa mga mag-aaral ang
7:30-8:30 mga pangungusap. At
mga pananaw at
ipasulat ang letra nang
TUESDAY-THURSDAY katuwiran (F8PS-IIIe-f-
tamang sagot sa
(GRADE 8-B) 32); at hiwalay na papel.
9:30-10:30 2. Nagagamit nang
wasto ang mga Gawain 2: Ang mga
ekspresyong hudyat ng mag-aaral ay
kaugnayang lohikal
magbasahin ng mga
(dahilan-bunga,
paraan-resulta) (F8WG- pangungusap at
IIIe-f-32).) maghanap ng mga
ginamit na
ekspresyong hudyat ng
kaugnayang lohikal.

Gawain 3: Presentasyon
ng bagong paksang
aralin.

Gawain 4: Ang mga

mag-aaral ay
magbubuo ng mga
pahayag na tumutukoy
sa natutuhang aralin.
 Gawain 5: Ang mga
mag-aaral ay gagamit
ng mga ekspresyong
hudyat ng
kauganayang lohikal,
sa pagbubuo ng
pangungusap sa
pangyayaring
nabanggit.

TUESDAY-THURSDAY FILIPINO 8 1. Nailalahad ang GAWAIN 1: Ipatukoy sa

(GRADE 8-A) Week 6 sariling bayas o mag-aaral ang tama sa
7:30-8:30 pagkiling tungkol sa maling pahayag batay
interes at pananaw ng sa nakaraang aralin.
TUESDAY-THURSDAY
nagsasalita (F8PN-IIIg-
(GRADE 8-B)
h-31), GAWAIN 2: Ang mga
9:30-10:30
2. Nasusuri ang mag-aaral ay
napanood na pelikula magbahagi ng kanilang
batay sa paksa/tema, reaksiyon tungkol sa
layon, gamit ng salita, tatlong larawan ng
at mga tauhan (F8PB- pelikula.
IIIg-h-32), at
3. nabibigyang- GAWAIN 3: Ang mag-
kahulugan ang mga aaral ay magbasa ng
salitang ginagamit sa bagong ang konsepto
mundo ng pelikula at aralin.
(F8PT-IIIg-h-32).
GAWAIN 4.1: Ipasagot
sa mga mag-aaral ang
mga katanungan ukol
sa binasang aralin

Gawain 4.2: Ang mga

mahg-aaral ay
maglahad ng kanilang
 sariling bayas o
pagkiling sa susuriing
pelikula

GAWAIN 5: Ipasagot sa
mga mag-aaral ang 10
aytem ng pagtatasa.

Prepared by: Checked by:

HONEYFAH A. ASMAD RUCAIYA A. JAMALUDDIN

Name of Teacher Name of School Head
 Republic of the Philippines
Ministry of Basic, Higher and Technical Education
Bangsamoro Autonomous region in Muslim Mindanao
Basilan Schools Division

ATONG-ATONG NATIONAL HIGH SCHOOL

Lantawan, Basilan

Weekly Home Learning Plan

Quarter 3 week 3-6
Mode of
Day & Time Learning Area Learning Competency Learning Tasks Remarks/status
Delivery

Explain physical changes in terms Modular Learning

Science 8 of the arrangement and motion of Based from ALMs, the students will answer the
TUESDAY /THURSDAY Quarter 3 atoms and molecules. following tasks; 1.Parent/guardian
9:30 – 10:30 Week 3-4 will get the
(S8MT-IIIc-d-9) Physical Changes of Matter “learning packs” of
the learners from
school or from
Activity 1: Review/Motivation “pick up points” at
1. to identify physical  Guide the learner, form words from a jumbled the agreed time
changes of matter around letter in column A then match with column B. .
us; 2.The learners will
Activity 2: Explore study using the
2. to explain how certain • Read the scenario carefully. All you just need is learning modules
changes of matter a a little curiosity, keen observation, and the with the guidance
physical change be; and courage to ask questions. And answer briefly the of the parents or
any relatives at
given questions.
home that can help
the learning in the
3. to relate the importance  Guide the learner and perform the given task process of learning.
of physical change in our titled “The Vanishing Ice” 3.The
daily living. parent/guardian
will bring the
learner’s output to
school or at the
 designated “drop -
of f point” at the
Activity 3: given time
 Let the learner copy the lesson. Guide the
learner to focus on understanding the content of
the lesson.
 Physical changes of Matter
 What is Physical change?
 What are the processes involved in the
Phase Change?

Activity 4: Application
 Guide the learner, draw and describe the
water cycle base on the given rubrics.
To explain the process of melting and
freezing.

Activity 5: Assessment
Guide the learner in answering the given questions

Determine the number of Modular Learning

protons, neutrons, and electrons Based from ALMs, the students will answer the
in a particular atom. following tasks; 1.Parent/guardian
Science 8 will get the
TUESDAY /THURSDAY Quarter 3 (S8MT-IIIE-F-10) “learning packs” of
9:30 – 10:30 Week 5 the learners from
ATOMIC STRUCTURE: The Subatomic Particles
school or from
“pick up points” at
Objectives: Activity 1: the agreed time
 Guide the learner label the Parts of the Atom. .
1. identify the subatomic 2.The learners will
particles of an atom, Activity 2: study using the
 Guide the learner to do the task in identifying learning modules
2. describe the subatomic what part of the atom is described. with the guidance
particles of an atom. of the parents or
any relatives at
Activity 3:
home that can help
 Let the learner copy the lesson. Guide the the learning in the
learner to focus on understanding the content of process of learning.
 the lesson. 3.The
1. The concept of Atomic Structure and its parent/guardian
Sub-atomic structure particles. will bring the
2. Summarized some properties of the learner’s output to
school or at the
three main sub-atomic particles.
designated “drop -
of f point” at the
Activity 4; given time
 Guide the learner to do the tasks to select the
correct term from the word bank as your
answer and complete the concept map.

Activity 5:
 Let the learner complete the tasks by answering
activity 5.1 and activity 5.1. Guide the learner
while doing so.

Determine the number of ATOMIC STRUCTURE: Subatomic Modular Learning

protons, neutrons, and electrons
Science 8 in a particular atom. Particles and Atomic Notation 1.Parent/guardian
TUESDAY /THURSDAY Quarter 3 will get the
9:30 – 10:30 Week 6 (S8MT-IIIE-F-10) Based from ALMs, the students will answer the “learning packs”
following tasks; of the learners
Objectives: from school or
from “pick up
1. determine the number of Activity 1 points” at the
protons, neutrons and  Guide the learner, draw the atomic model of agreed time
electrons of an element Hydrogen. Locate and name the sub-atomic .
using the periodic table, particles in the box. 2.The learners
will study using
2. perform simple Activity 2 the learning
calculations involving  Guide the learner to do the task in analyzing the modules with the
mass number, atomic data on the table given and answer the given guidance of the
number, number of questions. parents or any
protons, neutrons and relatives at home
electrons. Activity 3: that can help the
learning in the
 Let the learner copy the lesson. Guide the process of
learner to focus on understanding the learning.
content of the lesson.
  Read and understand the concept of sub- 3.The
atomic particles and atomic notation. parent/guardian
1. What is Atomic Notation? will bring the
2. How to write shorthand notation for learner’s output
an atom. to school or at the
Activity 4: designated “drop
 Guide the learner to do the tasks: -of f point” at the
1. determine the number of protons, given time
electrons and neutrons for the atoms of
Nitrogen, Rubidium, Gold, Argon,
Carbon using the diagram given.

2. Write the name of the element (or its

symbol) inside the star, given the
number of subatomic particles. Refer to
the periodic table of elements. (10
points)

Activity 5:
 Let the learner complete the tasks, analyze the
data on the table and answer the questions given
(activity 5.1) then complete the table (activity
5.2) the first element is already given as an
example.

Prepared by: Checked by: Noted by:

JOCELYN P. HUSSAM, LPT HJA. RUCAIYA A. JAMALUDDIN ISABELO L. BRILLANTES, Ed.D

Name of Teacher Name of School Head Name of District Supervisor
 Weekly Home Learning Plan
Grade - 8 A
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery Remarks/Status

Monday/Wednesday MAPEH (MUSIC) Activity 1: FACE TO FACE COMPLETED

9:30 - 10:30 (Quarter III – Week 1-4) 1. The learners listens A. Let’s Do It!
perceptively to music of South Instructions: Carefully read and
Asia and the Middle East choose the correct answer from the
given choices.
2. The learners analyzes B. True or False
musical elements of selected Instructions: Write True if the
songs and instrumental pieces statement is correct and False if it is
heard and performed not.

3. The learners explores ways Activity 2:

of producing sounds on a Instructions: Provide the needed
variety of sources that would information to every number.
simulate instruments being
studied Activity 3:
Read and understand the content of
4. The learners improvises the lesson.
simple accompaniment to
selected South Asia and the Activity 4:
Middle East music Instructions: Identify each picture
and classify the instrument
according to the country it belongs.

Monday/Wednesday MAPEH (MUSIC) 1. The learner performs music
9:30 – 10:30 (Quarter III – Week 5-8) from South Asia and Middle
East with own accompaniment
2. The learners evaluates music
and music performances using
Activity 5:
Instructions: Complete the concept
map by writing what you have
understood about vocal music and
gong music in the boxes.
Activity 1: FACE TO FACE COMPLETED
A. What’s In?
Instructions: Carefully read each
item and write the missing letters on
the spaces to complete the answer.
 guided rubrics applying Activity 2:
knowledge of musical elements Instructions: Provide the needed
and style information to every item.

Activity 3:
Read and understand the content of
the lesson.

Activity 4:
B. Hiada is an example of a
Hebrew folksong. Analyze
the song. Find out the
different musical elements
used. Interpret the music by
putting dynamics on it.

C. Read each item and answer

as ask.

Activity 5:
A. Spontaneous Response
Instructions: Read each sentence.
Write the correct responses on the
answer sheet provided.

B. Sing and Move

Instructions: Listen and follow the
music of the song Zum Gali Gali.
Improvise any materials that are
similar to some instruments of Israel
that you can use as an
accompaniment while singing and
incorporate the elements as required.
Submit the video via messenger or by
a Bluetooth.

visit https://youtube/xrCJs3Ci81A to
learn the song
Monday/Wednesday MAPEH (ARTS) 1. Analyzes elements and Activity 1: FACE TO FACE COMPLETED
9:30 – 10:30 (Quarter III – Week 1-4) principles of art in the A. Let’s Do It!
production of arts and crafts Instructions: Carefully read and
inspired by the cultures of choose the correct answer from the
 South Asia, West Asia, and
Central Asia
2. Identifies characteristics of
arts and crafts in specific
countries in South, West, and
Central Asia: India (rangoli,
katak, mendhi, diwali)
3. Reflects on and derive the
mood, idea or message from
selected artifacts and art
objects
4. Appreciates the artifacts and
art objects in terms of their
utilization and their distinct use
of art elements and principles
5. Incorporates the design,
form, and spirit of South, West,
and Central Asian artifacts and
objects to one’s creation
6. Traces the external (foreign)
and internal indigenous)
influences that are reflected in
the design of an artwork and in
the making of a craft
7. Creates arts and crafts that
can be locally assembled with
local materials, guided by local
traditional techniques (e.g.,
Ghonghdis, Marbling
Technique, etc.)
8. Derives elements from
traditions/history of a
community for one’s artwork
Monday/Wednesday MAPEH (ARTS) 1. The learner creates arts and
9:30 – 10:30 (Quarter III – Week 5-8) crafts that can be locally
given choices.
Activity 2:
Instructions: Identify the
characteristics, elements, principles,
mood and message of arts and crafts
in South, West and Central Asia.
Activity 3:
Instructions: Read and understand
the content of the lesson.
Activity 4:
Instructions: Label and supply the
table with correct information on the
arts from Mindanao.
Activity 5:
Instructions: Adopt and create own
fabric designs. Carefully sketch and
draw on a piece of bond paper your
own creative design based on the
motifs, elements and characteristics
of South, West and Central Asia arts.
Paint or color your arts to secure its
originality or use locally available
materials.
Activity 1:
Match me!
 assembled with local materials,
guided by local traditional
techniques (e.g., Ghonghdis,
Marbling Technique, etc.)
2. The learner derives elements
from traditions/history of a
community for one’s artwork
3. The learner shows the
relationship of the development
of crafts in specific countries in
South Asia, West Asia, and
Central Asia, according to
functionality, traditional
specialized expertise, and
availability of resources
4. The learner shows the
commonalities and differences
of the cultures of the South
Asian, West Asian, and Central
Asian countries in relation to
Philippine Culture
5. The learner participates in
an exhibit using completed
South-West-Central Asian-
inspired crafts in an organized
manner
Monday/Wednesday MAPEH (P.E) 1. Review goals based on
9:30 – 10:30 (Quarter III – Week 1-4) assessment results
2. Execute the skills involved in
the sport
3. Display tolerance and
Instructions: Match column A with
column B.
Activity 2:
Tell me more!
Instructions: Provide the needed
information to every item.
Activity 3:
Instructions: Read and understand
the content of the lesson.
Activity 4:
Instructions: Carefully read and
choose the correct answer from the
given choices.
Activity 5:
Instructions: Create and design own
art. An artist is critical observing the
things around him/her and uses
observation to create new things,
equipped with the basic art skills,
create your own assemblage with the
following parameters (originality,
craftsmanship and inspiration.)
Submit the work using similar or any
original design of the choice as the
picture given. Show a picture of
creating the art and other important
portion when creating, specifically
the finish product. Or submit the
performance pictures through group
messenger.
Activity 1: FACE TO FACE COMPLETED
Instructions: Make a word using the
given tiles that could give you the
highest possible score based on the
value of each tile.
Activity 2:
 acceptance of individuals with Instructions: Agree-Disagree. Put a
varying skills and abilities positive sign (+) if you agree with the
statement and negative sign (-) if you
disagree.

Activity 3:
Instructions: Read and understand
the content of the lesson.

Activity 4:
Instructions: Multiple Choices.
Choose the correct answer from the
given choices.

Activity 5:
Instructions:
 Be with a group of four
members
 Play the scrabble with your
groupmates
 Take pictures while playing
 Write a journal (by group)
about your experience in
playing
 Include the pictures and
other evidences in your
journal
Monday/Wednesday MAPEH (HEALTH) 1. Learn to discuss the stages of Activity 1: FACE TO FACE COMPLETED
9:30 – 10:30 (Quarter III – Week 1-4) infection Instructions: Study the pictures
given. Write at least one sentence
2. Analyze the leading causes of describing each picture.
morbidity and mortality in the
Philippines Activity 2:
Instructions: Answer the following
questions based on activity 1.

Activity 3:
Instructions: Read and understand
the content of the lesson.

Activity 4:
Instructions: Write the letter of the
 correct answer.

Activity 5:
Instructions: Summarize the
learnings in this module through a
different style. Choose one (1) among
the listed below that best fits your
ability.
 Drawing
 Song
 Poem
 Mini-book

Prepared by: Checked by: Noted by:

_____________________ _____________________ _____________________

Name of Teacher Name of School Head Name of District Supervisor