This document provides a weekly home learning plan for English 9 students at San Andres National High School. It outlines the daily learning areas, competencies, learning tasks, and modes of delivery for several weeks. The plan focuses on making connections between texts and real life issues. Learning tasks include analyzing issues related to COVID-19, character dispositions in short stories, and connecting ideas between poems. Students are asked to summarize texts, fill out concept maps, and answer questions about lines from poems. The document is submitted by an English teacher and approved by the school head.
This weekly home learning plan outlines the schedule, learning areas, competencies, and tasks for a Grade 12 student for one week. On Mondays from 9:30-11:30 the student will work on practical research, focusing on characteristics of quantitative and qualitative research through various identification and matching activities. From 1:00-3:00 on Mondays the student will learn about contemporary Philippine arts from the regions through individual and identification activities exploring different art forms and artists. The rest of the weekly plan continues in a similar format of outlining daily schedules, learning areas, and associated activities for subjects like 21st century literature, media and information literacy, and creative writing.
Discussion Week 4 Possible Effects of Poverty on Young Children’s DustiBuckner14
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
The document provides information about identifying points of reference in a text through pronouns and possessive adjectives. It lists different pronouns and possessive adjectives for singular and plural persons. It also discusses demonstrative pronouns/adjectives, demonstrative adverbs, and other reference words like "one", "all", and "such". Exercises are included to identify antecedents of reference words in sentences and paragraphs. The exercises assess understanding of how reference words can replace single words, groups of words, or whole sentences.
This document contains an English module on understanding the VUCA (volatile, uncertain, complex, ambiguous) world. It includes activities for students to identify characteristics of a VUCA situation, understand the importance of embracing change, and explain challenges of succeeding in a VUCA world. The module provides background on the history and meaning of VUCA, and uses images, word puzzles, scenarios and a song lyrics to help students analyze issues and develop strategies for adapting to constant change.
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
Macbeth Act 1 Scene 7 - GCSE English - Marked by Teachers.com. Macbeth Act 1 Scene 7 Performance and Analysis. Macbeth's character devlopment in Act 1 Scene 7 - GCSE English - Marked .... With particular focus on Act 1, Scene 7, explain Lady Macbeths role in .... An Interpretation of Macbeth Act 1 Scene 7 - GCSE English - Marked by .... In Act 1, Scene 7, How Does Shakespeare Effectively Show Lady Macbeth .... Macbeth - Act 1 Scene 7 - GCSE English - Marked by Teachers.com.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
This weekly home learning plan outlines the schedule, learning areas, competencies, and tasks for a Grade 12 student for one week. On Mondays from 9:30-11:30 the student will work on practical research, focusing on characteristics of quantitative and qualitative research through various identification and matching activities. From 1:00-3:00 on Mondays the student will learn about contemporary Philippine arts from the regions through individual and identification activities exploring different art forms and artists. The rest of the weekly plan continues in a similar format of outlining daily schedules, learning areas, and associated activities for subjects like 21st century literature, media and information literacy, and creative writing.
Discussion Week 4 Possible Effects of Poverty on Young Children’s DustiBuckner14
Discussion: Week 4: Possible Effects of Poverty on Young Children’s Language and Literacy Development
Imagine that there are two 4-year-old girls standing in front of you. One girl, whom you might assume to be from a more economically affluent home, has hair that cascades down in neat curls, a dress ablaze with bright colors, and a new princess lunchbox in her hand. The other girl appears a bit unkempt, with mismatched socks and a sweet, yet sleepy, smile. Without hearing either girl speak, which might you select as the one with a greater vocabulary? Why?
Like most people, you might gravitate toward the child who appears to be from the more economically affluent home. Although this choice might seem stereotypical, this selection does mirror findings from research studies that have linked vocabulary development and skill statistically with economic background. For example, one study found that by 3 years of age, there was a 30 million word gap between children from the wealthiest and the poorest families (Fernald, Marchman, & Weisleder, 2013). What is the reason for this gap? How can the daily contrasts between each environment affect the ability to acquire and develop language?
Simply put, language is derived largely from parental support and diverse experiences. Because of a variety of factors, children in low income environments generally do not have the variety of experiences that those in higher income families have, nor are they exposed to as rich a speaking and reading vocabulary. Consider again the two children. How might their mornings have been different? For example, if the first girl’s mother spent time doing her daughter’s hair, how might she have been talking to and supporting her daughter’s literacy at the same time? And if the second girl put on her own socks, what language opportunities might her mother have missed while she was nervously gathering enough change for bus fare and her daughter’s lunch? As the second mother worked to provide, she might have felt she had less opportunity to engage her daughter in child-directed speech, which is the case for many children in low income environments.
In this Discussion, you explore the possible effects of poverty on young children’s language and literacy development.
To prepare
Review the Roseberry-McKibbin (2012) article in the Learning Resources and reflect on the statistics that highlight the effects of poverty on early language experiences. Then, select one of the following scenarios as the focus of your Discussion posting.
Select one of the following scenarios as the focus of your Discussion posting.
Post the following: Describe the strategies you observed in your selected scenario and explain whether they were effective and appropriate for the child and family presented. Then, explain what, if anything, you would do differently and why you think your strategies might be more effective. Last, share any assumptions you had about the effects of poverty on language and li ...
The document provides information about identifying points of reference in a text through pronouns and possessive adjectives. It lists different pronouns and possessive adjectives for singular and plural persons. It also discusses demonstrative pronouns/adjectives, demonstrative adverbs, and other reference words like "one", "all", and "such". Exercises are included to identify antecedents of reference words in sentences and paragraphs. The exercises assess understanding of how reference words can replace single words, groups of words, or whole sentences.
This document contains an English module on understanding the VUCA (volatile, uncertain, complex, ambiguous) world. It includes activities for students to identify characteristics of a VUCA situation, understand the importance of embracing change, and explain challenges of succeeding in a VUCA world. The module provides background on the history and meaning of VUCA, and uses images, word puzzles, scenarios and a song lyrics to help students analyze issues and develop strategies for adapting to constant change.
This document is a daily lesson log from Ananias C. Hernandez Memorial National High School in Batangas, Philippines. It summarizes an English lesson on September 1st for Grade 8 students on identifying context clues. The lesson objectives are to determine the types of context clues, differentiate between them, and identify word meanings using context clues. Various types of context clues are defined and examples are provided, including synonym, definition, antonym, explanation, cause-and-effect, comparison, and inference clues. Activities are included where students identify context clues in passages and sentences. The teacher reflects that examples helped students understand the topic well, though some students were shy to participate.
Ch 1 The Best Christmas Present in the World & The Ant and the CricketPOOJASANGANERIA2
This document provides guidance for teachers on teaching language skills through meaningful contexts and activities. It emphasizes using language that is relevant to students' lives, focusing on meaning over form, and promoting spontaneous use of language through pair and group work. It also recommends creating a print-rich environment through class libraries and encouraging various creative language activities like storytelling, poems, and writing.
Macbeth Act 1 Scene 7 - GCSE English - Marked by Teachers.com. Macbeth Act 1 Scene 7 Performance and Analysis. Macbeth's character devlopment in Act 1 Scene 7 - GCSE English - Marked .... With particular focus on Act 1, Scene 7, explain Lady Macbeths role in .... An Interpretation of Macbeth Act 1 Scene 7 - GCSE English - Marked by .... In Act 1, Scene 7, How Does Shakespeare Effectively Show Lady Macbeth .... Macbeth - Act 1 Scene 7 - GCSE English - Marked by Teachers.com.
The document provides a daily lesson log for an English teacher covering grades 7-10 over a one week period from January 16-20, 2023.
It outlines the objectives, content standards, and performance standards for lessons on Anglo-American literature, Philippine literature, listening strategies, grammar, and writing.
Specific lesson plans and activities are detailed for each day, including tasks, readings, and assessments. Formative and summative assessments are used to evaluate student learning and mastery of concepts like literary devices, grammar, and writing skills. Reflection on teaching effectiveness and opportunities for improvement are also included.
This document provides a guide for students to learn about second and third conditionals in English. It includes:
1. Examples and charts about second and third conditionals for students to review.
2. Exercises for students to practice using second conditionals, including questions to answer in the second conditional based on the examples.
3. Exercises for students to practice using third conditionals, including matching sentences to pictures in the third conditional.
4. The objective is for students to recognize and understand the difference between zero/first conditionals and second/third conditionals and their uses.
ENGLISH 9 WEEK 1 QUARTER 4 DIFFERENTIATIG BIAS AND PREJUDICESNerissaPasatiempo
This document provides learning materials on differentiating between biases and prejudices. It includes definitions of factual and subjective content and examples to illustrate the difference. Students are given tasks to identify whether statements are factual or subjective. They are asked to write an editorial identifying facts and opinions and reflect on what they have learned about distinguishing biases from prejudices. An assessment with multiple choice questions is also provided to evaluate understanding.
This document provides a guide for students to work on independently at home during the COVID-19 emergency. It focuses on the topic of second and third conditionals in English. The guide instructs students to review examples of zero, first, second, and third conditionals and answer practice exercises to demonstrate understanding. Students are then asked to create a mind map in their notebook summarizing what they have learned about second conditionals. Several indicators of achievement are also listed relating to developing English linguistic skills around topics of citizenship, community work, and expressing hypothetical situations.
The document discusses strategies to avoid communication breakdown. It identifies several types of barriers that can disrupt communication, including physical barriers from the environment, psychological barriers within speakers, language barriers between parties speaking different dialects, and socio-cultural barriers from differences in background and culture. It also discusses physiological barriers caused by a receiver's physical state. Effective communication can be achieved by following the 7 C's: completeness, conciseness, consideration, concreteness, courtesy, clearness, and correctness. Activities are provided to help identify examples of communication barriers and generate strategies to minimize misunderstandings.
News Corp will introduce its own tablet called the Amplify Tablet for K-12 schools. The tablet was developed by Amplify, News Corp's education division led by Joel Klein. The Amplify Tablet will provide curriculum content as well as infrastructure for student data storage. It is designed to blend technology with traditional teaching methods and allow students to take the tablets home each night to play educational games. The goal is to use technology to improve and excite students about learning.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document discusses different types of speech contexts including intrapersonal communication which occurs within oneself, interpersonal communication between two or more individuals, public communication to a larger audience, and mass communication through media. It provides examples of each type and guidance on effective communication for different contexts like listening skills for interpersonal exchanges and preparation for public speaking. The purpose is for students to understand different speech situations and communicate appropriately for the context.
English for Academic and Professional PurposesClareSiplon1
This document provides objectives and learning outcomes for a lesson on academic language and text. The key points are:
1. Students will be able to differentiate language used in academic texts from various disciplines, determine the structure of academic texts, and explain ideas contained within.
2. Students will use knowledge of text structure to extract needed information and use techniques for summarizing a variety of academic texts.
3. The document provides examples of academic texts and non-academic texts for students to identify. It also gives quizzes to test understanding of academic language and text structure.
1. The document provides a guide for students to work on at home during the COVID-19 emergency. It focuses on the topic of zero and first conditionals.
2. The methodology section outlines the steps students will take - analyzing charts comparing zero and first conditionals, completing exercises, and creating a mind map about the topics.
3. Examples and exercises are provided to help students distinguish between zero and first conditionals and understand their uses. Charts, matching activities, and a short test assess comprehension.
This document is a 10th grade English remedial module that provides exercises to assist students with improving their English skills. It begins with an introduction explaining that the module contains multiple choice exercises and that student participation will be validated by the Puerto Rico Department of Education. The module then defines and provides examples of different literary genres like fiction, non-fiction, poetry, drama, and their distinguishing characteristics. It also explains elements of poetry like imagery, metaphor, and forms like sonnets. The document concludes with a literary genre review quiz.
Violence In Society Essay. Essay on violence in schools - Get Help From Custo...Monica Clark
Violence Essay | Essay on Violence for Students and Children in English .... Violence in Society Essay 2 - Animal Violence - Choose one of the .... Essay | Violence | Crimes. Violence in our society essay. Reasons Of Violence In Schools - Free Essay Example | PapersOwl.com. Essay on violence in schools - Get Help From Custom College Essay .... Sample Essay on Violence. Violence in The Media Promote Violent in Society – IELTS Writing Task 2 .... ⭐ Short speech about violence. Domestic Violence: Delicate Issues In A .... Causes of Violence. Examine the patterns of, and reasons for, domestic violence in society .... Is media is responsible for violence in society essay or paragraph?. Essays violence - augustak12.x.fc2.com. Free Sample Essay on Violence against Women. Essays on domestic violence. Youth Violence Essay | Essay on Youth Violence for Students and .... Informative Essay on Domestic Violence | Help with Essay Writing for .... 004 Essay Example On Crime And Violence ~ Thatsnotus. Violence in Video Games Essay | Essay on Violence in Video Games for ....
This lesson plan is for a Grade 12 class on Media and Information Literacy. The objectives are for students to understand MIL concepts and organize a community symposium on being media literate. The content discusses how media and information influence communication. The lesson includes activities where students identify true/false statements about MIL, draw the media gadgets they use, read an article on maintaining connections during the pandemic, and apply and generalize their learning. Assessment and the teacher's reflections are also included.
Essay on Population Population Essay for Students and Children in .... Write an essay on World Population Day Essay Writing English - YouTube. Remarkable Overpopulation Essay Thatsnotus. Persuasive Essay: Essay on population growth. Human population levels throughout history essay. Human Population: The Overpopulation Problem and Sustainable Solutions .... Calaméo - Population Control Essay: Reasons for Rising Population Growth. Essay websites: Over population essay. World Population Growth - Free Essay Example PapersOwl.com. Essay on Population problem: For class 12th English Special - YouTube. An essay on population growth. Essay on world population day - OCEANSNELL OCEANSNELL. Population - GCSE Geography - Marked by Teachers.com. How and why is population changing? - A-Level Geography - Marked by .... College essay: Population essay. Essay on world population day - Expert Custom Essay Writing Service You .... Population Research Paper Example Topics and Well Writ
This unit plan provides resources and tasks for a 2nd grade ELA unit focused on understanding families and personal space. It includes readings such as Fudge-a-mania and Magic School Bus: Lost in the Solar System. Students will complete narrative writing assessments describing personal experiences and comic strips about trips to space. They will also participate in collaborative projects illustrating events from the readings and presenting to classmates. The unit aims to help students understand characters' roles and responsibilities, compare stories to their own lives, and develop narrative writing skills.
WEEK 2 DLL.Oral Communication in ContextSheenaVelayo
1. The document outlines a daily lesson log for an 11th grade Oral Communication class that covers various models of communication over 4 days.
2. The lessons introduce students to linear models like Aristotle's, Shannon-Weaver's, and Berlo's models on day 1 and transactional and Schramm models on day 2.
3. On day 3, students learn about the Eugene White and Helical models and have a debate practice. Day 4 involves a formative assessment and additional advisory activities.
This document provides a weekly home learning plan for Grade 8 students for Quarter 3, Week 1 from March 22 to April 3, 2021. It outlines the daily schedule, learning areas, competencies, and learning tasks. The schedule includes subjects like Edukasyon sa Pagpapakatao, English, Mathematics, TLE, Araling Panlipunan, Filipino, Science, Music, Arts, Physical Education, and Health. The learning tasks involve activities from the Self-Learning Kits (SLKs), exercises, assessments, and submitting outputs through various online platforms or to barangay officials for collection and delivery to teachers. Saturdays are allotted for self-assessment, portfolio preparation, and finalizing outputs
This document contains a teacher's weekly plan for modular distance learning for Grade 5 and 6 students. It includes the following:
- Objectives and subject matter for the week's lessons in Edukasyon sa Pagpapakatao, English, Araling Panlipunan, Science, Filipino, and Mathematics.
- Instructional materials to be used which are the ADM Learning Modules.
- Activities for the week which include the flag raising ceremony, module distribution/retrieval, and preparation for the following week.
- Methods of evaluation such as formative tests, answering questions from modules, and identifying correct/incorrect statements based on the modules.
- Guidelines for students which
This daily lesson log from Kakawate Elementary School outlines the lessons for one teacher across multiple subjects for the week. In Araling Panlipunan on Monday, the lesson objectives are to demonstrate understanding of the geographical characteristics and populations of provinces in the region through maps, graphs, and comparisons. In English on Tuesday, the goals are to understand a story through declarative sentences, read words with short /u/ sounds, and use different types of sentences. On Wednesday in Esp, the focus is on identifying feelings that demonstrate inner strength.
You're right, upon further reflection the activities in this task could be improved to better meet the goals of an output-based interactive task. Here are some suggestions:
- For activity A, have students work in pairs to quiz each other on the comprehension questions instead of answering individually. This adds an interactive element.
- For activity B, have students discuss their opinions in pairs or small groups instead of as a whole class. Give them a time limit to come to a consensus on 1-2 of the discussion questions to present to the class.
- For activity C, have each student pair create a new ending to the story. Then have them take turns presenting their version to another student pair, who provides feedback.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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This document provides a guide for students to learn about second and third conditionals in English. It includes:
1. Examples and charts about second and third conditionals for students to review.
2. Exercises for students to practice using second conditionals, including questions to answer in the second conditional based on the examples.
3. Exercises for students to practice using third conditionals, including matching sentences to pictures in the third conditional.
4. The objective is for students to recognize and understand the difference between zero/first conditionals and second/third conditionals and their uses.
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This document provides learning materials on differentiating between biases and prejudices. It includes definitions of factual and subjective content and examples to illustrate the difference. Students are given tasks to identify whether statements are factual or subjective. They are asked to write an editorial identifying facts and opinions and reflect on what they have learned about distinguishing biases from prejudices. An assessment with multiple choice questions is also provided to evaluate understanding.
This document provides a guide for students to work on independently at home during the COVID-19 emergency. It focuses on the topic of second and third conditionals in English. The guide instructs students to review examples of zero, first, second, and third conditionals and answer practice exercises to demonstrate understanding. Students are then asked to create a mind map in their notebook summarizing what they have learned about second conditionals. Several indicators of achievement are also listed relating to developing English linguistic skills around topics of citizenship, community work, and expressing hypothetical situations.
The document discusses strategies to avoid communication breakdown. It identifies several types of barriers that can disrupt communication, including physical barriers from the environment, psychological barriers within speakers, language barriers between parties speaking different dialects, and socio-cultural barriers from differences in background and culture. It also discusses physiological barriers caused by a receiver's physical state. Effective communication can be achieved by following the 7 C's: completeness, conciseness, consideration, concreteness, courtesy, clearness, and correctness. Activities are provided to help identify examples of communication barriers and generate strategies to minimize misunderstandings.
News Corp will introduce its own tablet called the Amplify Tablet for K-12 schools. The tablet was developed by Amplify, News Corp's education division led by Joel Klein. The Amplify Tablet will provide curriculum content as well as infrastructure for student data storage. It is designed to blend technology with traditional teaching methods and allow students to take the tablets home each night to play educational games. The goal is to use technology to improve and excite students about learning.
This document provides a checklist and instructions for student teachers to document their use of various instructional strategies during their field placement. The checklist is designed to ensure student teachers employ a variety of strategies to meet the needs of diverse learners, engage students in multiple ways of learning, and meet teaching standards. Student teachers are instructed to record the date, context, strategy used, and standards addressed for at least 10 lessons. The completed checklist must be included in the student teacher's digital teaching portfolio.
The document discusses different types of speech contexts including intrapersonal communication which occurs within oneself, interpersonal communication between two or more individuals, public communication to a larger audience, and mass communication through media. It provides examples of each type and guidance on effective communication for different contexts like listening skills for interpersonal exchanges and preparation for public speaking. The purpose is for students to understand different speech situations and communicate appropriately for the context.
English for Academic and Professional PurposesClareSiplon1
This document provides objectives and learning outcomes for a lesson on academic language and text. The key points are:
1. Students will be able to differentiate language used in academic texts from various disciplines, determine the structure of academic texts, and explain ideas contained within.
2. Students will use knowledge of text structure to extract needed information and use techniques for summarizing a variety of academic texts.
3. The document provides examples of academic texts and non-academic texts for students to identify. It also gives quizzes to test understanding of academic language and text structure.
1. The document provides a guide for students to work on at home during the COVID-19 emergency. It focuses on the topic of zero and first conditionals.
2. The methodology section outlines the steps students will take - analyzing charts comparing zero and first conditionals, completing exercises, and creating a mind map about the topics.
3. Examples and exercises are provided to help students distinguish between zero and first conditionals and understand their uses. Charts, matching activities, and a short test assess comprehension.
This document is a 10th grade English remedial module that provides exercises to assist students with improving their English skills. It begins with an introduction explaining that the module contains multiple choice exercises and that student participation will be validated by the Puerto Rico Department of Education. The module then defines and provides examples of different literary genres like fiction, non-fiction, poetry, drama, and their distinguishing characteristics. It also explains elements of poetry like imagery, metaphor, and forms like sonnets. The document concludes with a literary genre review quiz.
Violence In Society Essay. Essay on violence in schools - Get Help From Custo...Monica Clark
Violence Essay | Essay on Violence for Students and Children in English .... Violence in Society Essay 2 - Animal Violence - Choose one of the .... Essay | Violence | Crimes. Violence in our society essay. Reasons Of Violence In Schools - Free Essay Example | PapersOwl.com. Essay on violence in schools - Get Help From Custom College Essay .... Sample Essay on Violence. Violence in The Media Promote Violent in Society – IELTS Writing Task 2 .... ⭐ Short speech about violence. Domestic Violence: Delicate Issues In A .... Causes of Violence. Examine the patterns of, and reasons for, domestic violence in society .... Is media is responsible for violence in society essay or paragraph?. Essays violence - augustak12.x.fc2.com. Free Sample Essay on Violence against Women. Essays on domestic violence. Youth Violence Essay | Essay on Youth Violence for Students and .... Informative Essay on Domestic Violence | Help with Essay Writing for .... 004 Essay Example On Crime And Violence ~ Thatsnotus. Violence in Video Games Essay | Essay on Violence in Video Games for ....
This lesson plan is for a Grade 12 class on Media and Information Literacy. The objectives are for students to understand MIL concepts and organize a community symposium on being media literate. The content discusses how media and information influence communication. The lesson includes activities where students identify true/false statements about MIL, draw the media gadgets they use, read an article on maintaining connections during the pandemic, and apply and generalize their learning. Assessment and the teacher's reflections are also included.
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This unit plan provides resources and tasks for a 2nd grade ELA unit focused on understanding families and personal space. It includes readings such as Fudge-a-mania and Magic School Bus: Lost in the Solar System. Students will complete narrative writing assessments describing personal experiences and comic strips about trips to space. They will also participate in collaborative projects illustrating events from the readings and presenting to classmates. The unit aims to help students understand characters' roles and responsibilities, compare stories to their own lives, and develop narrative writing skills.
WEEK 2 DLL.Oral Communication in ContextSheenaVelayo
1. The document outlines a daily lesson log for an 11th grade Oral Communication class that covers various models of communication over 4 days.
2. The lessons introduce students to linear models like Aristotle's, Shannon-Weaver's, and Berlo's models on day 1 and transactional and Schramm models on day 2.
3. On day 3, students learn about the Eugene White and Helical models and have a debate practice. Day 4 involves a formative assessment and additional advisory activities.
This document provides a weekly home learning plan for Grade 8 students for Quarter 3, Week 1 from March 22 to April 3, 2021. It outlines the daily schedule, learning areas, competencies, and learning tasks. The schedule includes subjects like Edukasyon sa Pagpapakatao, English, Mathematics, TLE, Araling Panlipunan, Filipino, Science, Music, Arts, Physical Education, and Health. The learning tasks involve activities from the Self-Learning Kits (SLKs), exercises, assessments, and submitting outputs through various online platforms or to barangay officials for collection and delivery to teachers. Saturdays are allotted for self-assessment, portfolio preparation, and finalizing outputs
This document contains a teacher's weekly plan for modular distance learning for Grade 5 and 6 students. It includes the following:
- Objectives and subject matter for the week's lessons in Edukasyon sa Pagpapakatao, English, Araling Panlipunan, Science, Filipino, and Mathematics.
- Instructional materials to be used which are the ADM Learning Modules.
- Activities for the week which include the flag raising ceremony, module distribution/retrieval, and preparation for the following week.
- Methods of evaluation such as formative tests, answering questions from modules, and identifying correct/incorrect statements based on the modules.
- Guidelines for students which
This daily lesson log from Kakawate Elementary School outlines the lessons for one teacher across multiple subjects for the week. In Araling Panlipunan on Monday, the lesson objectives are to demonstrate understanding of the geographical characteristics and populations of provinces in the region through maps, graphs, and comparisons. In English on Tuesday, the goals are to understand a story through declarative sentences, read words with short /u/ sounds, and use different types of sentences. On Wednesday in Esp, the focus is on identifying feelings that demonstrate inner strength.
You're right, upon further reflection the activities in this task could be improved to better meet the goals of an output-based interactive task. Here are some suggestions:
- For activity A, have students work in pairs to quiz each other on the comprehension questions instead of answering individually. This adds an interactive element.
- For activity B, have students discuss their opinions in pairs or small groups instead of as a whole class. Give them a time limit to come to a consensus on 1-2 of the discussion questions to present to the class.
- For activity C, have each student pair create a new ending to the story. Then have them take turns presenting their version to another student pair, who provides feedback.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Weekly Home learning Plan( 2nd QuarterEnglish).docx
1. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN ( ENGLISH 9)
(2nd Quarter)
Date/Time Learning Area Competency Learning Task Mode of Delivery
Jan 3,2022
Monday
9:30-11:30
ENGLISH 9
Making
Connections
Make connections between texts
to particular social issues and
concerns in real life. EN9RC-Ih-17
What kind of issue is covid-19
pandemic?
Modular/ Print
Jan. 4,2022
Tuesday
9;30-11;30
Making
Connections
Make connections between texts
to particular dispositions in real
life. EN9RC-
Ih-17
Read the short story ( Last Leaf
by O’ Henry) Tell how a
person’s belief and disposition
influence her behavior in
dealing with life.
Modular/ Print
Jan. 5,2022 Making
Connections:
Text-to-Text
and Text-to-
Self
Make connections between texts
to particular social issues,
concerns, or dispositions in real
life.
1.point out connections
between text and self;
2. give particular issue, concern
or disposition connecting two
texts; and
3. illustrate connections
between two texts through a
diagram.
Modular/ Print
2. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
Jan. 6, 2022 Making
Connections:
Text-to-Text
and Text-to-
Self
Make connections between texts
to particular social issues,
concerns, or dispositions in real
life.
Read the lines from the poems
and fill up the concept map
with the values presented in
the lines
Modular/ Print
Jan. 7, 2022 Types of
Communicative
Styles
Employ appropriate
communicative style for various
situations (intimate,
casual, consultative, formal, and
frozen).
Appreciate the importance of a
suitable approach in
communication for every
situation, person or place
Modular/ Print
3. WEEKLY HOME LEARNING PLAN
(Second Quarter)
Module 2: Week 3
Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
Date/Time Learning Area Competency Learning Task Mode of Delivery
Jan .10,2022
Monday
9:30-11:30
ENGLISH 9
Make connections between texts
to particular dispositions in real
life. EN9RC-
Ih-17
Direction. Read and understand
the lines from the poems and
answer the questions that
follow.
1. When I consider how my
light is spent
Ere half my days in this dark
world and wide,
-“On His Blindness”
2. Beyond this place of
wrath and tears Looms
but the Horror of the
shade,
-“Invictus”
1.What is the connection
between texts 1 and 2?
a. They present sacrifices.
b.The texts tell about happiness.
c. The lines give information
Modular/ Print
Jan.11, 2022
Tuesday
9;30-11;30
ENGLISH 9
Make connections between texts
to particular dispositions in real
life. EN9RC-
Ih-17
Modular/ Print
Jan.12,2022
ENGLISH 9
Modular/ Print
Jan. 13,2022
ENGLISH 9
Make connections between texts
to particular social issues,
concerns, or dispositions in real
life.
Modular/ Print
Jan. 14, 2020
ENGLISH 9
Analyze literature as a means of
understanding unchanging values
in an uncertain world. EN9LT-IVa-
17:
Modular/ Print
4. SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Second Quarter)
Module 2: Week 3
Date/Time Learning Area Competency Learning Task Mode of Delivery
Jan .24,2022
Monday
9:30-11:30
ENGLISH 9
Make connections between texts
to particular dispositions in real
life. EN9RC-
Ih-17
Direction. Read and understand
the lines from the poems and
answer the questions that
follow.
Modular/ Print
5. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Jan.25, 2022
Tuesday
9;30-11;30
ENGLISH 9
Make connections between texts
to particular dispositions in real
life. EN9RC-
Ih-17
1. When I consider how my
light is spent
Ere half my days in this dark
world and wide,
-“On His Blindness”
2. Beyond this place of
wrath and tears Looms
but the Horror of the
shade,
-“Invictus”
1.What is the connection
between texts 1 and 2?
a. They present sacrifices.
b.The texts tell about happiness.
c. The lines give information
Modular/ Print
Jan.26,2022
ENGLISH 9
Modular/ Print
Jan. 27,2022
ENGLISH 9
Make connections between texts
to particular social issues,
concerns, or dispositions in real
life.
Modular/ Print
Jan. 28, 2020
ENGLISH 9
Analyze literature as a means of
understanding unchanging values
in an uncertain world. EN9LT-IVa-
17:
Modular/ Print
6. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3: Module1: Lesson 1
Date/Time Learning Area Competency Learning Task Mode of Delivery
Feb7,2022
Monday
9:30-11:30
BIAS AND
PREJUDICE
Differentiate biases from
prejudices
A. Complete the diagrams
below with the ideas that
are associated with the
words Bias and Prejudice.
Choose your answers from
the world pool.
Modular/ Print
Feb8. ,2022
Tuesday
9;30-11;30
Determine the relevance and the
truthfulness of the ideas presented
in the material viewed
Study the given situations.
Draw the corresponding
shapes on the space
provided to determine the
dimension they belong.
Modular/ Print
7. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Feb.9,2022 Judge the validity of the evidence
listened to
Listen to an excerpt from the
speech of Trevor Noah on “The
Power of Information”. Then,
analyze the evidence/s in the
speech using the given table.
You may refer to the transcript
given below. Point/Claim
Evidence/s Type of Evidence
"..it's one of the most powerful
tools (talking about latest
information through different
social media platforms) that, if
harnessed correctly, can lead to
a completely new way that we
communicate and that we
change the world." "You see
people speaking out about
what they see happening in
Modular/ Print
Feb.10,2022 Judge the validity of the evidence
listened to
Familiar with the technical
terms related to technology
Employ appropriate listening
strategies suited to a one-act
play, and Take a stand on
critical issues brought up in the
material listen to.
Modular/ Print
Feb..11, 2022 Unchanging
Values in an
uncertain world
Judging the Validity of the
Evidence Listened to
Listen to the radio play as you
read the text excerpt. b. Notice
the delivery of the lines, the
tone of voice of the characters,
and the sound effects use
Modular/ Print
8. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3: Module2: Lesson 2
Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
Feb 14,2022
Monday
9:30-11:30 ENGLISH 9
Recognizing faulty logic
Unsupported facts ,and
emotional appeal
Directions: Tell whether the statement is
true or false. Write T if the statement is
true and F if the statement is false.
_____1. Faulty logic means perfect
reasoning.
_____2. Emotional appeal deals with
human’s intellect.
_____3. To consider a statement a fact,
there should be enough evidence to
support the claim.
_____4. There are only 2 kinds of faulty
logic.
_____5. Producing an emotional appeal
requires an understanding of your
audience.
Modular/ Print
Feb15. ,2022
Tuesday
9;30-11;30
ENGLISH 9
Recognizing faulty logic
Unsupported facts, and
emotional appeal
Let us try to recognize if the
following
statement is
a faulty
logic,
unsupported fact, or emotional
Modular/ Print
9. appeal. Write the number of the
statement
and put it in
its
corresponding box.
1. According to my classmate, durian is
the best fruit.
This is an example of unsupported fact.
You are just giving your opinion
without a concrete evidence to support
your claim.
Feb.16,2022
ENGLISH 9
Recognizing faulty logic
Unsupported facts, and
emotional appeal
Faulty means having faults or
imperfect and logic means reason
or sound judgment. Therefore,
faulty logic is an imperfect reason.
We can see faulty logic
almost everywhere. It can be seen
on commercials, newspaper, shows,
and many more. We should be
careful to recognize faulty logic so
that we know what is true from not.
Modular/ Print
Feb.17,2022 Recognizing faulty logic
Unsupported facts,and
emotional appeal
6 TYPES OF FAULTY LOGIC Modular/ Print
10. 1. Circular reasoning - The writer (or
speaker or ad) supports a claim with
restatements of that same claim. The
argument goes around and around
with
the
reason making the same claim as the
original argument.
The strategy to detect this, is by
checking if there are statements that the
ending will be almost the same or, at
least, very similar to the beginning.
Example:
Nica is a great communicator because she
delivers her speech
Feb..18,
2022
Unchanging
Values in an
uncertain
world
Recognizing faulty logic
Unsupported facts,and
emotional appeal
Unsupported facts are
those claim that don’t have an
adequate evidence to prove it.
There should be enough
evidence to prove your claim. It
can come from different
resources and not just from the
opinion of others. Therefore, if
your claim doesn't have a
concrete evidence, it is
considered as unsupported fact.
Examples:
• I am beautiful.
• Oslob is the most
amazing place in
Cebu.
Modular/ Print
11. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Module 3: Lesson 3
Date/Ti
me
Learning
Area
Competency Learning Task Mode
of
Deliver
y
Feb.28,20
22
Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
DIRECTIONS: Watch this inspirational video. Then, answer the
questions that follow.
Modula
r/ Print
12. Monday
9:30-
11:30
ENGLISH
9
March 1.
,2022
Tuesday
9;30-
11;30
ENGLISH
9
Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
Questions: 1. What is the video all about?
________________________________________________________
_____________ _____________________________________
_____________________________________________________
_____________________________________________________
Modula
r/ Print
Mar
2,2022
ENGLISH
9 Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
STOP, WATCH, ANALYZE…
B. DIRECTIONS: Examine the image below. Then, accomplish
the table below. presented in the material viewed
Modula
r/ Print
Mar.3,20
22
Determine the relevance and
Truthfulness of the ideas presented
in the material viewed.
____ 1. What does it mean when you agree with someone?
A. Your ideas are the same.
B. Your ideas are both correct.
C. Your ideas have importance.
D. Your ideas are different from each other.
____ 2. What does the expression "that’s for sure” show?
A. strong agreement
B. weak agreement
C. strong disagreement
D. weak disagreement
____ 3. What does the expression “I guess so” mean? A. strong
agreement
C. weak agreement
B. strong disagreement
D. weak disagreement
____ 4. What is a good material for demonstrating agreement
and disagreement?
A. history lecture
Modula
r/ Print
13. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
B. news report
C. political debate
D. drama play
____ 5. Which of the following expressions can be used to
show disagreement?
A. It is fact that…
B. It is proven…
C. I don’t think so…
D. The evidences show that…
Mar 4,
2022
Unchangi
ng Values
in an
uncertain
world
Determine the relevance and
Truthfulness of the ideas presented
in the material viewed.
YOUR OPINION MATTERS!
Directions: Watch intently this video. Then, answer the questions
that follow .
Modula
r/ Print
14. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 4: Lesson 4
Date/Tim
e
Learning
Area
Competency Learning Task Mode
of
Deliver
y
March
7,2022
Monday
9:30-
11:30
ENGLISH
9
Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
Directions: Match the word in set A with its meaning in set B.
Write the letter of the correct answer on the space before each
number.
Set A Set B
____ 1. Validity A. an ability to make decision
Modula
r/ Print
15. ____ 2. Evidence B. the state of being true or correct ____ 3.
argument C. a decision that is achieved by reasoning ____ 4.
conclusion D. a sort of factual information that supports an
argument ____ 5. judgment E. a statement used to convince others
of a certain claim
March 8.
,2022
Tuesday
9;30-
11;30
ENGLISH
9
Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
Questions: 1. What is the video all about?
________________________________________________________
_____________ _____________________________________
_____________________________________________________
_____________________________________________________
Modula
r/ Print
Mar
9,2022
ENGLISH
9 Determine the relevance and
truthfulness of the ideas presented
in the material viewed.
STOP, WATCH, ANALYZE…
B. DIRECTIONS: Examine the image below. Then, accomplish
the table below. presented in the material viewed
Modula
r/ Print
Mar.10,20
22
Determine the relevance and
Truthfulness of the ideas presented
in the material viewed.
____ 1. What does it mean when you agree with someone?
A. Your ideas are the same.
B. Your ideas are both correct.
C. Your ideas have importance.
D. Your ideas are different from each other.
____ 2. What does the expression "that’s for sure” show?
A. strong agreement
B. weak agreement
C. strong disagreement
D. weak disagreement
____ 3. What does the expression “I guess so” mean? A. strong
agreement
C. weak agreement
B. strong disagreement
D. weak disagreement
____ 4. What is a good material for demonstrating agreement
and disagreement?
A. history lecture
Modula
r/ Print
16. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
B. news report
C. political debate
D. drama play
____ 5. Which of the following expressions can be used to
show disagreement?
A. It is fact that…
B. It is proven…
C. I don’t think so…
D. The evidences show that…
Mar 11,
2022
Unchangi
ng Values
in an
uncertain
world
Determine the relevance and
Truthfulness of the ideas presented
in the material viewed.
YOUR OPINION MATTERS!
Directions: Watch intently this video. Then, answer the questions
that follow .
Modula
r/ Print
17. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 5: Lesson 1
Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
March
7,2022
Monday
9:30-11:30
ENGLISH 9
Judging the
validity of the
Evidence
Listened to
DIRECTIONS: Watch this inspirational video. Then, answer the questions
that follow.
Modular/
Print
18. March 8.
,2022
Tuesday
9;30-11;30
ENGLISH 9
Judging the
validity of the
Evidence
Listened to
Questions: 1. What is the video all about?
_____________________________________________________________________
_____________________________________
_____________________________________________________
_____________________________________________________
Modular/
Print
Mar 9,2022
ENGLISH 9
Judging the
validity of the
Evidence
Listened to
STOP, WATCH, ANALYZE…
B. DIRECTIONS: Examine the image below. Then, accomplish the table
below. presented in the material viewed
Modular/
Print
Mar.10,2022 Judging the
validity of the
Evidence
Listened to
____ 1. What does it mean when you agree with someone?
A. Your ideas are the same.
B. Your ideas are both correct.
C. Your ideas have importance.
D. Your ideas are different from each other.
____ 2. What does the expression "that’s for sure” show?
A. strong agreement
B. weak agreement
C. strong disagreement
D. weak disagreement
____ 3. What does the expression “I guess so” mean? A. strong agreement
C. weak agreement
B. strong disagreement
D. weak disagreement
____ 4. What is a good material for demonstrating agreement and
disagreement?
A. history lecture
B. news report
C. political debate
D. drama play
____ 5. Which of the following expressions can be used to show
disagreement?
A. It is fact that…
B. It is proven…
C. I don’t think so…
D. The evidences show that…
Modular/
Print
19. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 6: Lesson 1
Mar 11,
2022
Unchanging
Values in an
uncertain
world
Judging the
validity of the
Evidence
Listened to
YOUR OPINION MATTERS!
Directions: Watch intently this video. Then, answer the questions that follow .
Modular/
Print
Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
March
14,2022
Monday
9:30-11:30
ENGLISH 9
Judging the validity of the
Evidence Listened to
Task 1
Directions: Study the given situations. Draw the
corresponding shapes on the space provided to determine
the dimension they belong.
____1. The company manager hires only women because
he feels that they are more responsible employees.
____ 2. Since the last reporting period, a company has
disclosed an increase from $5 to $6 in Earnings Per Share
(EPS).
Modular/
Print
20. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
____ 3. The player shoots with precision, and his aim will
always take the ball to the same location, which may or
may not be close to the basket.
____ 4. The supervisor compared and contrasted the report
on the production and expenses of the company for three
years.
____ 5.A company is being sued for damages by a rival
firm, a settlement of which could threaten the company's
financial stability. Non-disclosure of this information
would render the financial statements unreliable for its
users.
March 15.
,2022
Tuesday
9;30-11;30
ENGLISH 9
Judging the validity of the
Evidence Listened to
WATCH, REFLECT, WRITE…
Directions: Watch the video and answer the questions that
follow. Reference:
https://www.youtube.com/watch?v=zbX7ig0hzGQ
Modular/
Print
Mar.
16,2022
ENGLISH 9
Judging the validity of the
Evidence Listened to
1. What is the issue presented in the video?
________________________________________________
________________________________________________
Modular/
Print
Mar.17,2022 Judging the validity of the
Evidence Listened to
2. What are the facts presented to support the issue?
_________________________________________________
_________________________________________________
Modular/
Print
Mar 18,
2022
Unchanging
Values in an
uncertain
world
Judging the validity of the
Evidence Listened to
3. What words create positive and negative impressions?
__________________________________________________
__________________________________________________
Modular/
Print
21. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 7: Lesson 3
Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
March
21,2022
Monday
9:30-11:30
ENGLISH 9
Judging the validity of the
Evidence Listened to
FILL IN THE BLANKS: Read each statement or question
below carefully and fill in the blank with the correct
answer. Pick the correct answer from the given pool.
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22. March 22.
,2022
Tuesday
9;30-11;30
ENGLISH 9
Judging the validity of the
Evidence Listened to
1. If someone leaves you a message on voicemail, you
have to ______________ it.
2. I'm sorry, but I really have to take this _________. 3. We
don't speak on the phone much because _____________
each other is cheaper.
4. I was fined for using my _____________ while I was
driving.
5. If I really like a song, I make it my phone's ____. 6. I'm
busy right now. Can you ____________ later? 7. To use the
phone in your hotel room, you have to ____________ "0"
for the operator first.
8. Maria's not here just now. Would you like her to
___________ your call?
9. You'll need coins or a phone card if you want to use a
_____________.
10.A telephone call in which three or more people can
hear and speak with one another is a______________
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Mar.
23,2022
ENGLISH 9
Judging the validity of the
Evidence Listened to
Activity 2: Fill Me! This activity reveals some of the
important words/vocabularies you will encounter as you
go on reading on a Radio play. Here is your task; you
need to fill in the missing letter/s to complete the word.
1. A word that means “full of complaints; complaining in
a whining manner. q u r u l o s
2. It assumes power or authority without justification;
arrogant and domineering. i m e r o u 3. Showing no
strong emotion; dull and unremarkable. b a d
4. To cause to become nervous: upset; lose courage of
confidence. u n e r e d
5. Using power or authority without considering the
feelings of others. h i g h
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23. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 7: Lesson 4
Mar.24,2022 Judging the validity of the
Evidence Listened to
Activity 3: Tuning In a. Listen to the radio play as you
read the text excerpt. b. Notice the delivery of the lines,
the tone of voice of the characters, and the sound effects
used. Sorry, Wrong Number (A Radio Play) By Lucille
Fletcher
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Mar 25,
2022
Unchanging
Values in an
uncertain
world
Judging the validity of the
Evidence Listened to
ACTIVITY 4: Evidence!
DIRECTION: Select the best answer.
1. In Lucille Fletcher's Sorry, Wrong Number, how does
Mrs. Stevenson first learn that a murder has been
planned?
A. She opens her neighbor's mail by mistake.
B. She overhears it being planned on the phone. C. She
witnesses it through the rear window of her apartment.
D. The operator slips and tells her about the plan
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Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
24. March
28,2022
Monday
9:30-11:30
ENGLISH 9
Judging the validity of the
Evidence Listened to
ACTIVITY 1: Validity!
How prepared are you to face the failure in life?
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March 29.
,2022
Tuesday
9;30-11;30
ENGLISH 9
Judging the validity of the
Evidence Listened to
Read the selection
REQUIEM ( Death of a Salesman)
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Mar.
30,2022
ENGLISH 9
Judging the validity of the
Evidence Listened to
1. What is a requiem?
A. Jewish religious service for the dead
B. Musical setting of the mass for the dead
C. Protestant religious service for the dead
D. Roman Catholic religious service for the
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Mar.31,2022 Judging the validity of the
Evidence Listened to
What is the main point of Death of a Salesman? A.
Addresses loss of identity and a man's inability to accept
change within himself and society.
B. He discovers who he is and not who his father wants
him to be.
C. This is one of the plausible causes behind Willy's
fateful act of committing suicide?
D. Willy Loman's suicide can also be interpreted as a
demonstration of his power
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April 1,
2022
Unchanging
Values in an
uncertain
world
Judging the validity of the
Evidence Listened to
What is the turning point in Willy’s life?
A. Biff loved his mother very much, respected her
greatly, and could not fathom why his father would
betray her in such a way.
B. It came at an inopportune time for Willy too, because
he'd rested many of his hopes and dreams on his son.
C. Willy appears to be the main character of the play, the
heart of the play, its main issues
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25. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
(Third Quarter)
Quarter 3:Module 7: Lesson 4
D. When he sees Biff cry, and he realizes that his son
loves him
26. Date/Time Learning
Area
Competency Learning Task Mode of
Delivery
April 4 ,2022
Monday
ENGLISH
9
Judging the validity of the
Evidence Listened to
Multiple Choice. Read each item carefully.
Choose the correct letter of the answer that corresponds
to the given statement/situation.
1. Who does NOT show up at Willy's funeral?
A. Bernard
B. Charley
C. Howard
D. Linda
2. What does Happy resolve to do?
A. Avenge his father's death C. Leave for the West
B. Become a salesman D. Write a book
3. What are Linda's final words as Biff helps carry her
away from the funeral?
A. "I'm sorry"
B. "You left me"
C. "You're on another trip"
D."We're free
4. Who wrote the story "Sorry, Wrong Number"?
A. O' Henry
B. Lucille Fletcher
C. Ray Bradbury
D. Rod Serling
5. What does Mrs. Stevenson overhear on the phone
when trying to contact her husband?
A. Bank robbery
B. killer
C. Murder Plot
D. Static
6. What sound will muffle the scream of the intended
victim, according to George's superior?
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April 5. 2022
Tuesday ENGLISH
9
Judging the validity of the
Evidence Listened to
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April 6,,2022
Wednesday
ENGLISH
9
Judging the validity of the
Evidence Listened to
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April 7,2022
Thursday
ENGLISH
9
Judging the validity of the
Evidence Listened to
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April 8, 2022 Judging the validity of the
Evidence Listened to
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27. Submitted by: Approved by:
MARISSA G. SILAGAN MARY GRACE O. HILVANO
SST-III School Head
A. Airplane
B. Beep beep
C. The train
D. Traffic
7. What time is the murder scheduled to occur?
A. 11:00 B. 11:15
C. Midnight D. Morning
8. What was the name of the police sergeant that
answered Mrs. Stevenson's call about the planned
murder?
A. Sgt. Dasterson B. Sgt. Duffy
C. Sgt. Martin D. Sgt. Mathis
9. What is the significance of the telephone in the play
Sorry Wrong Number?
A. Calls the police C. Introduce the plot
B.Communication D. Transport the story
10. What makes the story suspenseful in Sorry Wrong
Number?
A. Flow of the story
B. Her telephone is the only thing she can use
C. Realizes that she will be the victim
D. She is in a hopeless situation
28.
29. Republic of the Philippines
Department of Education
Region VIII
Division of Samar
SAN ANDRES NATIONAL HIGH SCHOOL
San Andres, Villareal, Samar
WEEKLY HOME LEARNING PLAN
( Fourth Quarter)
Date/Time Learning Area Competency Learning Task Mode of Delivery
May.3,2021
Monday
9:30-11:30
Judge the Relevance and Worth of
Ideas, Soundness of Author’s
Reasoning, and the Effectiveness
of the Presentation
Identify the following current
issues that are being described
in each number. Choose your
answer from the word pool
below.
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May 4.
19,2021
Tuesday
9;30-11;30
Determine the relevance and the
truthfulness of the ideas presented
in the material viewed
Read the news article about
“The High Price of Materialism”
and take note of the important
details for you to be able to fill-
out the table of the facts
mentioned in the text
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May 5,2021 Judge the validity of the evidence
listened to
Statements below are taken
from President Obama’s “There
Were No Winners…” address.
Identify which among the
statements contain factual
information (statements that
can be verified or proven to be
true or false) or subjective
content (involves judgment,
feeling, opinion, intuition, or
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30. Submitted by: Approved by:
MARISSA G. SILAGAN MARJORIE H. GABREE, MAED
SST-III School Head
emotion rather than factual
information). Write F for factual
and S for subjective.
May 6,2021 Judge the Relevance and Worth of
Ideas, Soundness of Author’s
Reasoning, and the Effectiveness
of the Presentation
Study and say something about
the ads below.
1. No to Materialsm
2. No to Pork Barrel
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May 7, 2021 Judge the Relevance and Worth of
Ideas, Soundness of Author’s
Reasoning, and the Effectiveness
of the Presentation
Read the video transcript of
Americas President Barack
Obama. Find out the issue he
has presented in his message
to the American People.
Obama: “There Were No
Winners in This Government
Shutdown”
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