Republic of the Philippines

Department of Education
Region VI-Western Visayas
Division of Negros Occidental
ANDRES GUMBAN MEMORIAL NATIONALHIGH SCHOOL
San Isidro, Toboso, Negros Occidental

Weekly Home Learning Plan for Grade 11 - HUMSS

Week 2, September 13-17,
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

8:00 - 9:00 Wake up, make up your bed, eat breakfast, and get ready for an awesome day!

9:00 - 9:30 Have a short exercise/meditation/bonding with family.

Monday Collection/Submission of Modules

Tuesday

9:30-11:30 General Math Represents real-life Module 5 Personal submission

situations using rational by the parent to the
functions. Lesson 1. Representing Real-Life teacher in school
M11GM-Ib-1 Situations using Rational Functions Personal submission
A.What’s New by the parent to the
Read and analyze the comics and answer teacher in school
the questions. (p.7-10)
B. What’s More
Read each situation and solve the
problem (p.10)
C. What I Have Learned
Answer the questions in 3-2-1 Action
activity on page 12.
D. What I Can Do
Make an Outreach Proposal plan on how
to equally divide the money and possible
relief goods. Refer to page 13 for the
sample plan.

Lesson 2: Rational Functions, Equations

and Inequalities
A.What’s New
Read and analyse the advertisement and
answer the questions (p.16)
B.What’s More
Do the activities on page 18-19
C. What I Have Learned
Answer the questions in 3-2-1 Action
activity on page 20.
D. What I Can Do
Analyze your electric bills at home,
express the amount per kwh as a function
of kilowatt per hour consumed for the last
2 conseutive months. Then create
austerity plan for the next month. Follow
format on page 21.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

E. Answer Assessment on page 23-24

Solves Rational equations Module 6

and Inequalities
(M11GM-Ib-3) Lesson 1: Solving Rational Equations and
Inequalities
A.What’s More
Solve the rational equations and
inequalities using the guided procedure.
(refer to page 16-19
B.What I Have Learned
Complete the statements by writing the
correct word or words and formulas.
(p.20)
C. What I Can Do
Read the situation and solve the problem.
(p.20)
D. Answer the Assessment on page 21-23.

Represents a rational Module 7

function through its: (a)
table of values, (b) graph Lesson 1: Representations of Rational
and (c)equation Functions
(M11GM-Ib-4) A.What’s New
Read the problem and make a graph to
show whether it forms a straight line or a
1:00 - 3:00 curve.(p.7-8)
B.What’s More
Do the practice activities on page 10-11
C. What I Have Learned
Answer the question on how do you
represent rational function using
equation, graph and table of values.
D. What I Can Do
Read and analyze the situation on page
12.
E. Answer the Assessment on page 13-17

Finds the domain and Module 8

renge of a rational
function (M11GM-Ib-5) Lesson 1: The Domain and Range of a
Rational Functions
A.What’s New
Construct a table of value that would
represent the given problem. Refer
instruction on page 5. Then, answer the
questions on page 6
B.What’s More
Do the enrichment activities on page 11-
13
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Determines the (a)

intercepts (b) zeroes and
(c) asymptotes of
rational functions
(M11GM-Ic-1)

Solves problems
involving rational C.What I Have Learned
functions, equations and Make a summary by filling the blanks.
inequalities. (M11GM-Ic- (p.14)
3) D.What I Can Do
Create a similar real-life situation where
rational function is applied. Follow the
instruction page 15
E. Answer Assessment on page 16-18

Module 9

Lesson 1: Intercepts, Zeroes and

Asymptotes of Rational Functions
A.What’s New
1. Activity 1.Connect Mo (p.8)
B.What’s More
Do the independent practice activities
(p.18-21)

Module 10
Wednesday

9:30 - 11:30 Oral MELC: Before using your Self- Learning Module Personal submission
Communication Differentiates the various (SLM), check the quantity and quality of by the parent to the
models of the material. Report if there are missing teacher in school
pages or there are unreadable parts. Modules are
communication.
Proceed to What I Need to Know on Page personally
1:00 - 3:00 (EN11/12OC-Ia-3) 1. The module is all about communication submitted by the
models. Read the objectives you need to
parent to the
1. differentiate the attain or master. Answer What I Know on
Pages 2 and 3. Place your answers on a teacher in school.
various models of
communication; 2. sheet of paper. Turn your SLM to Page 4.
explain the process of Read the introductory paragraphs. Then,
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

communication through answer the activity on a piece of paper.

the elements involved; Read the story “The Glitch” by Divina
and 3. recognize the Maming under What is New from Pages 6
and 7 and answer the following questions
importance of the
on a sheet of paper.
models in understanding
the communication Read the different communication models
process as applied in under What is It from Page 8 to 13. Then
everyday life. answer Activities A to D under What’s
More portion from Pages 14 to 16. Use
papers in doing the activities. Answer the
questions under the What I Have Learned
portion on Page 16. Do it on a piece of
paper. Do one (1) situation under What I
Can Do portion written from Page 16 to
17 as your performance task. If you have a
camera phone or any device to record,
use it and tell your parents for them to
pass your output successfully. If there is
no gadget, document your task by writing
a narrative on a piece of paper. Answer
Assessment part from Pages 17 to 19. Do
it on a piece of paper. For updates, kindly
like Commpany Facebook Page. Check
also our Facebook Group and Messenger
group chat.

Thursday

9:30 - 11:30 Earth & Science MELCS: Instructional Delivery Parents/guardian

Describe the physical MODULE 8: METAMORPHISM will hand-in the
and chemical changes in *WHAT I KNOW output, answer
sheets, worksheets
rocks due to changes in Answer the Pre-test Activity.
and notebook of the
pressure and Module 8 pp. 1-3 learner to the school
temperature(metamorp based on the date
hism) *WHAT’S NEW and time scheduled.
S11/12ES-Ic-15 Identify words which are related to the *As the parent enter
MODULE’S OBJECTIVES: said process by choosing and writing the the school strict
words on the opposite box. implementation of
the minimum health
1. Describe the changes Module 8 pp. 5
protocols will be
in mineral components followed as
and texture of rocks due *WHAT’S MORE prescribed by the
to changes in pressure METAMORPHISM MAP DOH and IATF.
and temperature Complete the concept map about
(metamorphism). metamorphism by supplying the missing Teacher can
communicate to
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

2. Identify rock samples his/her learners and

based on the effects of do oral questioning
changes on temperature and assessment to
the learner.
and pressure.
3. Analyze through a
diagram on how
temperature and
pressure affect the
mineral components and
texture of rocks.

MELCS:
Compare and contrast
the formation of the
different types of
igneous rocks.
S11/12ES-Ic-18

Modules objectives:
1. compare and contrast
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

the formation of words and phrases which can be chosen

different types of from the box below.
igneous rocks; Word Cryptogram:
2. distinguish intrusive Arrange the scrambled letters by putting
from extrusive igneous the correct sequence on the shaded boxes
rocks; to form a word (rock sample) based on
3. differentiate igneous the given description. Use the numbered
rocks based on silica boxes to discover the hidden word.
content; and Rock You
4. differentiate the Read and analyze the diagram below. It
different textures of will provide you better understanding
igneous rocks. about the lesson.
My Metamorphic Puzzle
Complete the crossword puzzle by filling
in a word using the across and down
clues.
Module 8 PP.7-10

*WHAT I HAVE LEARNED

Match the statements in column A with
the indicated terms in column B. Write
the letter of the correct answer on the
blank before each number.
Module 8 pp.11

*WHAT I CAN DO
Give the uses of the following
metamorphic rock samples. Write your
answer in the box provided under each
rock samples.
Module 8 pp.12
ASSESSEMENT
Module 8 pp. 13-15

MODULE 9: IGNEOUS ROCK: HOW ARE

THEY FORMED.

*WHAT I KNOW
Answer the Pre-test activity
Module 9 pp. 1-3

*WHAT’S NEW
Read the comics and answer the given
questions.
Module 9 pp. 5
*WHAT’S MORE
Types of Igneous Rocks, Described!
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Given are the different examples of

igneous rocks. Supply the missing
information to complete the table below.
Concept Map
Complete the blank concept map by
supplying the needed information using
the given terms and phrases related to
igneous rocks.
Venn Diagram
Directions. Compare and contrast the
four classifications of igneous rocks based
on composition.
Crossword
Fill-in the crossword puzzle with the
words being described. Match the
number of the sentences to the boxes of
MELCS: placed across or down the grid.
Explain how the Module 9 pp. 10-12
movement of plates
leads to the formation of *WHAT I HAVE LEARNED
folds and faults. Complete Me!
S11/12ES-Id-22 Read the following statements and fill-in
the blanks with the correct term or
Module’s Objectives: phrase.
1. Identify the three Module 9 pp. 13
types of plate
movements from a short *WHAT I CAN DO
excerpt. Apply It!
2. Expound three types A.Go outside and collect 3 pieces of rock.
of plate movement Observe their color, shape, texture and
based on plate tectonics other physical characteristics. You may
theory using an crack or scratch the rock to observe them
illustration. clearly. Then, record your data in the
3. Cite specific examples table below.
of land forms as B. Read the given statement and provide
outcomes of plate the answer.
movement. Module 9 pp. 13-14
C. ASSESSMENT
Module 9 pp 15-16
ADDITIONAL ACTIVITIES
A.Take some pictures of igneous rocks
available in your barangay and make a
collage. Write a short paragraph or
description about your output.
B. Read the quotation and write your
interpretation about it.
Module 9 pp. 17
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Module 10: Movements of Plates and

1:00 - 3:00 Formation of Faults and Folds

*WHAT I KNOW
Answer the Pre-test Activity
Module 10 pp. 1-3
*WHAT’S IN
Cross out the words in the first box which
are not associated with plate tectonics.
Then, put the remaining words and write
your understanding about these words on
the below the box.box that follows.
Module 10 pp. 4
*WHAT’S NEW
Read and analyze the excerpt. Identify the
three indicated types of plate
movements. Illustrate it on the box
provided below (10 points).
Module 10 pp. 5
*WHAT IS IT
Complete the diagram below by filling in
the blank boxes with the corresponding
terms/phrases.
Module 10 pp. 6
*WHAT’S MORE
A: Crossword Puzzle
Fill out the crossword puzzle with the
correct terms using the given clues.
B: My Understanding of Plate Movement
Complete the paragraph below. The first
part is already given.
C: Plate Boundaries
Perform the activity below by following
the instructions.
D: READ! ASK! RESPOND!
Read and Analyze the the diagram below.
Take note of some important details
MELCS: which will be used in the next activities or
Describe how layers of questions.
rocks(stratified rocks) Module 10 pp. 8-11
are formed. *WHAT I HAVE LEARNED
Day & Time Learning Area Learning Competency
S11/12ES-Ie-25
Modules Objectives:
1. describe how layers of
stratified rocks are
formed;
2. describe the different
laws of stratigraphy;
3. determine how
geologists correlate rock
layers;
4. reflect on human
environmental practices
that may contribute to
the alteration on the
Earth surface,
particularly the rock
layers; and
5. illustrate an outcrop of
rock layers applying the
law of stratigraphy.
Learning Tasks Mode of Delivery
From the word pool given below, identify
the term being described in the following
statements.
Module 10 pp. 12
*WHAT I CAN DO
Supply the needed information by writing
it on the space provided.
ASSESSMENT:
Module 10 PP. 12-16
ADDITIONAL ACTIVITIES
A.Conduct a short interview with one or
two of your family members. Ask them
about how they think the mountain,
valley, ridges and volcanoes were formed.
List all of their responses. Afterwards,
inform them on how those formations
formed based on what you have learned
from this lesson.
B. Based on the results of your interview,
make a wide dissemination on how
different landforms were created based
on according to what you have learned
into this module. You have two options to
do it.Listed below are the two options in
which you may do it.
Module 10 pp. 17
MODULE 11: FORMATION OF ROCK
LAYERS
*WHAT I KNOW
Answer the Pre-test activity
Module 11 pp. 2-4
*WHAT’S MORE
1.1 - Who’s Older, Who’s Younger?
The rock layers below labelled A to F
undergo sedimentary process that results
to changes in rock form. Use the diagram
of a rock layer below to complete and
answer the questions.
1.2 Word Pool
Read the words in the box and the
statements below. Fill the blanks with the
words/phrases that best complete the
sentences.
1.3 Match it!!!
Match the descriptions in Column A with
the terms in Column B. Choose the letter
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

of the correct answer.

1.4 Brain Pop
Study the rock strata in the right and try
to answer the questions in the left.
Module 11 pp. 10-12
*WHAT’S MORE
MELCS: 1.5 Mind Tickle
Describe the different A. Look at the columns of rock layers.
methods(relative and Analyze each figure and answer the
absolute dating) to questions that follow.
determine the age of B. Building Vocabulary Words
stratified rocks. Unscramble the letters of the term/s
S11/12ES-Ie-26 being described by the given statement.
Module 11pp. 18-19
Module’s Objectives: *WHAT I HAVE LEARNED
1. differentiate relative 1.6 Sum It Up!!!
from absolute dating Read the statement in each item and
through pictures choose the correct answer in the
presented; and parenthesis. Identify the law or principle
2. compare relative and of stratigraphy being described by the
absolute dating using given statement.
comparison chart. Module 11 pp. 19-20
*WHAT CAN I DO
From the lists of human
activities/practices, tell how these
practices may trigger the alterations of
rock layers.
Module 11 pp. 21
ASSESSMENT
Module 11 pp. 22-24

Module 12: RELATIVE AND ABSOLUTE

DATING
*WHAT I KNOW
Answer the Pre-Test activity
Module 12 pp. 1-4
*WHAT’S IN
Solving the Earth’s Puzzle!
Find and encircle relevant words from the
puzzle. Then, do the given tasks.
Module 12 pp. 6
*WHAT’S NEW
What’s in the Stack of Rock?
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Look at the diagram of a rock layer. Focus

on the sediment layer.
MELCS: Module 12 pp. 7
Explain how relative and *WHAT’S MORE
absolute dating were RELATIVE VS. ABSOLUTE
used to determine the Complete the concept map to show the
subdivisions of geologic differences between the two methods of
time. dating.
Read and Fill!
Module’s Objectives: Place the missing letters that best
complete the term being described by
1. Name the divisions of each statement.
the geologic time scale. Module 12 pp. 12-13
2. Characterize each *WHAT I HAVE LEARNED
major and subdivisions in Supply the missing words to complete
the geologic time scale. the statement below.
3. Describe how relative Module 12 pp.13
and absolute dating *WHAT I CAN DO
provide evidence of Venn Diagram
geologic Fill in the Venn diagram to show the
history. similarities and differences between
absolute dating and relative dating. Use
the words inside the word pool to
complete the diagram.
ASSSESSMENT
Module 12 pp. 14-17

MODULE 13: Geologic Time Scale:

Relative and Absolute Dating

*WHAT I KNOW
Answer THE Pre-test Activity
Module 13 pp. 2-4
*WHAT’S MORE
1.1 it’s a Date
Fill in the data table to show the number
of millions of years each era lasted based
on relative and absolute dating. Choose
your answer from the given choices
below.
1.2 You Complete it
Complete the timeline of the geologic
time scale starting from the oldest to
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

MELCS: recent time. Indicate each division and

Describe how the Earth’s year.Use the data table in Activity 1.1 as
history can be reference.
interpreted from the 1.3 Word Pool
geologic time scale. Identify the term being described by the
S11/12ES-Ie-29 given statement.Select your answer from
the word pool below.
Module’s Objectives: Module 13 pp. 11-12
1. Describe how the *WHAT I HAVE LEARNED
Earth’s history can be 1.4 Vocabulary Building
interpreted from the Make a concept definition map for each
geologic time scale. of the vocabulary terms listed below.
2. Define fossils and its Write the term in the central box. Fill in
type. the other boxes by answering the
3. Determine the guide questions. The first term is done for you.
fossils that are used to MODULE 13 pp. 13
define and identify *WHAT I CAN DO
subdivision of the Make a diary noting the important events
geologic time scale. that happened in your life for the day
4. Track the Earth’s which you can associate with the geologic
history using the geologic time scale.
time scale. Module 13 pp. 14
5. Identify the different ASSESSMENT
divisions in the geologic Module 13 pp. 15-17
time scale.

MODULE 14: GEOLOGIC TIMELINE

*WHAT I KNOW
Answer the Pre-test Activity
Module 14 pp. 1-3
*WHAT’S IN
Review the vocabulary words and
complete the activity on the other side of
this worksheet.
Let’s Trace
Look and analyze at the illustration below
and answer the question listed below.
Module 14 pp. 4-8
*WHAT’S NEW
Read the story entitled “The Story of
Fossil” by Patti Hutchison. Answer the
guide questions stated below. Module 14
pp. 9
*WHAT IS IT
Read and analyze the statements below.
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Write T if the statement is TRUE and F if

the statement is FALSE. Module 14 pp, 10
*WHAT’S MORE
Write the division and period of the listed
organism below. Refer to geological time
scale.
Crossword Puzzle
Complete the crossword by filling in the
word that describes each clue.
Module 14 pp. 10-11
*WHAT I HAVE LEARNED
Fill in the blanks. Read and analyze the
statements below. Write the word that
will complete the sentence/paragraph.
Module 14 pp. 12
*WHAT CAN I DO
There are tables of fossils presented
below. In the first box, choose an example
and draw its physical structure. Second
box and third box are references that
serve as your guide to choose what
organism you prefer to draw. Check the
example.
Module 14 pp. 13-14
ASSESSMENT
Module 14 pp. 15-17

Friday

9:30 - 11:30 Intro to World At the end of the Module 4:
Religion & Belief Learners will answer the following activities:
module, learners should
Systems
be able to:
Quarter 1- Week
2, Module 4: a. Analyzed the
Examine the fundamental beliefs, and
History, core practices of Judaism.
teachings, b. Developed learners’
fundamental
appreciation for the
beliefs, practices, Jewish culture and
and related
traditions.
issues in Judaism
c. Conduct a comparative
study on commonalities
of the Jewish practices
and other religious
practices that can be
found across religious
traditions.
Personal submission
by the parent to the
 Pre-Test- Multiple choice (1-10) teacher in school
pages 3-4
 Looking Back to your Lesson(1) page
5
 Activities- Activity 1 : Create a Pie
Graph (1-2) page 13
Critical Thinking Questions (1-2)
pages 13-14
Check your Understanding (1) , page
14
 Post Test (1-10) page 15-16
Teacher can
communicate to
his/her learners and
do oral questioning
and assessment to
the learner.
Day & Time Learning Area Learning Competency
Quarter 1- Week Module 4:
2, Module 4 At the end of the Learners will answer the following
The Dynamics of module, learners should activities:
geography,
be able to:
Culture, and
Religion
Lesson 1: a. Understand the history
Judaism Beliefs of Judaism and its
founders.
b. Analyze Sacred texts
which reflects the life Critical Thinking Questions (1-2) pages 13-
and values of Jewish 14
culture Check your Understanding (1) , page 14
c. Articulate
understanding of one’s
Lesson 2: religious beliefs,
Judaism : The practices by exploring
Covenant in their own origins.
Practice
Quarter 1- Week At the end of the
1:00 - 3:00 2, Module 5: module, learners should
Lesson 1. be able to:
Christian Religion
a. Understand the
unfolding of Christianity
from the time of public
ministry of its central
figure, Jesus;
b. Analyze the scriptural
passages which accounts
the public ministry of
Jesus and the ushering of
the Christian church.
c. Explain the significance
of the Pentecost in the
life of the church.
Lesson 2: The At the end of the
Christian module, learners should
Learning Tasks Mode of Delivery
 Pre-Test- Multiple choice (1-10)
pages 3-4
 Looking Back to your Lesson(1)
page 5
 Activities- Activity 1 : Create a Pie
Graph (1-2) page 13
 Post Test (1-10) page 15-16
 Pre-Test (1-10) pages 17-19
 Looking back to your lesson
(essay) page 19
Activities :
Activity 2, page 25
Critical thinking Question: (1-3)
page 25
 Check Your Understanding (ABC)
page 26
 Critical Thinking Questions: (1)
page 26
 Post Test (1-10) page 28
Module 5:
Learners will answer the following:
 Pre-Test- Multiple choice (1-10)
pages 4-5
 Looking Back to your Lesson (Try
Me You) page 6
 Activities- Activity 1.1, page 12
 The Events in the Inauguration of
Christianity (1-3) page 13
 Check Your understanding-
(1-5) page 14
 Post Test (1-10) pages 16-17
 Pre-Test (1-10) ,page 18-19.
Looking Back to Your Lesson (1-3) page 19
Module 5:
Day & Time Learning Area Learning Competency Learning Tasks Mode of Delivery

Distinctives be able to: Learners will answer the following

activities:
a. Understand the  Activities 2.1 (My Personal Creed)
unfolding of Christianity page 25
from the time of public  Acitivity 2.2, page 25
ministry of its central  Check Your Understanding
figure, Jesus; (reflection) page 26
b. Analyze the scriptural  Post test (1-10) page 28
passages which accounts
the public ministry of
Jesus and the ushering of
the Christian church.
c. Explain the significance
of the Pentecost in the
life of the church.

Prepared by:

YOLN E. MAGLASANG
Grade 11 HUMSS-Adviser

Noted by:

GUALBERTO C. LAYAGUE SR.

Principal I