Republic of the Philippines
Department of Education
Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA CITY
AYALA NATIONAL HIGH SCHOOL
AYALA, ZAMBOANGA CITY
Weekly Work Plan for Grade 11
SCIENCE, TECHNOLOGY, MATHEMATICS AND ENGINEERING
Quarter 1 Week 2: October 12-16, 2020
Day &
Learning Area
Time
Monday and Tuesday
8:00 – 9:30
Oral Communication in
Context
Learning Competency
1. Differentiates the various models of
communication (N11/12OC-Ia-3)
Learning Tasks
The Communication Models
Mode of Delivery

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.
1. SAQ
 Answer the SAQ 1&2 How
much have you learned?
2. Let’s Practice
A. Directions: Read and give
what is asked in each of the
item.
B. Directions: Write True is the
statement is correct about the
different models, and False if
not.
3. TRY
A. Directions: Identify what is
being described in each of the
items below. Write your
answer before the number.
B. B. Directions: Answer the
questions comprehensively. (5
points each)
2. Uses various strategies in order to avoid
communication Breakdown Code:
(EN11/12OCIa-6)
Strategies to Avoid Communication
Breakdown

1. SAQ
SAQ-1: How far have you learned about the different barriers in
Communication Breakdown.

SAQ-2: Can you do this?
2. Let’s Practice
A. Write YES if the statement best
defined to the underlined word in
the sentence and NO if the
statement does not define the
underlined word.
B. Select the word on the box that
corresponds to the definition on
each item.
3. TRY
Directions: Read each definition in
Column A carefully and choose your
answer in Column B you think is the
correct term being defined.
10:00 –
11:30
General Mathematics
1. The learner represents real- life situations
using rational function. (M11GM-1b-1)
Rational Functions
1. SAQ
 SAQ1: Why do we study rational
functions?
 SAQ2: How are rational functions
used in everyday life?

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
2. Let’s Practice!
 Directions: Represent a function f
for the given problem.
2. The learner distinguishes Rational
Function, Rational Equation, and Rational
Inequality. (M11GM-1b-2)
3. The learner solves Rational Equations and
Inequalities. (M11GM-1b-3)
3. TRY
 Assessment 1
Directions: Answer the following
problems.
 Assessment 2
 Directions: Read and understand
the following problem then solve.
Rational Functions, Rational
Equations, and Rational Inequalities
1. SAQ
 SAQ 1: Differentiate Rational
Function from Rational Equation.
 SAQ 2: What is the difference
between Rational Equation and
Rational Inequality?
2. Let’s Practice
 Activity 1
Directions: Determine which of the
following are rational expressions.
 Activity 2
Directions: Determine whether the
given is a rational function, a rational
equation, a rational inequality, or
none of these.
 Activity 3
Directions: Find the solution set of
reach Rational Equation below.
Make sure to check for extraneous
solutions.
 Activity 4
Directions: Find the solution set for
each Rational inequality below.
Graph the solution set on a number
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.
line.
4. The Learner finds the domain and range of
a rational function.
(M11GM-1b-5)
3. TRY
 Assessment 1
Directions: Determine whether the
given is a rational function, a rational
equation, a rational inequality or
none of these.
 Assessment 2
Directions: Simplify each rational
expression.
Rational Functions
1. SAQ
 SAQ 1: How do you write the
domain of a rational function?
 SAQ 2: Describe the domain and
range of a rational function.
2. Let’s Practice
 Directions: Find the domain and
range of the following rational
functions:
5. The Learner finds the domain and range of
a rational function.
(M11GM-1b-5)
3. TRY
 Assessment 1
Directions: Encircle the letter of the
correct answer on the following
problems
 Assessment 2
Directions. Solve the following
items.
Rational Functions
1. SAQ
 SAQ 1: How do you write the
domain of a rational function?
 SAQ 2: Describe the domain and
range of a rational function.
2. Let’s Practice
 Directions: Find the domain and range
of the following rational functions:
3. TRY
 Assessment 1
Directions: Encircle the letter of the
correct answer on the following
problems

1:00 – 2:30
Komunikasyon at Pananaliksik sa
Wika at Kulturang Filipino
1. Naiuugnay ang mga konseptong pangwika
sa mga napakinggan/napanood na
sitwasyong pangkomunikasyon sa radio,
talumpati, mga panayam at telebisyon.
Naiuugnay ang mga konseptong pangwika
sa sariling kaalaman, pananaw at mga
karanasan.
(F11PN- Ia-86 at F11PD- Ib-86)
Assessment 2
Directions. Solve the following items.
Paksa: Konsepto ng Wika:
A. Pambansa, Opisyal, Panturo,
B. Una at at Pangalawa
C. Bilinggwalismo at Multilinggwalismo

Ang paraan ng pagkatuto na
gagamitin ay sa pamamagitan
ng Self-learning modules na
tinatawag na CapSLET o
Capsulaized Self-Learning
Empowerment Toolkit

Pinadala sa digital or soft
copy sa pamamagitan ng
Facebook group page,
Messenger, e-mail account,
Google classroom or iba pang
plataporma na rekomendado
ng paaralan,

Isusumite ang sagutang papel
sa pamamagitan ng
Messenger, e-mail account,
Google classroom o sa nilaan
na kahon sa bawat nakalaan
na pook na paglalagyan.
Sasagutin ng mga mag-aaral ang mga
sumusunod na Gawain:
1. Pagtatasa ng Pagkatuto
 Pagtatasa ng Pagkatuto1: Ano ang
naitutulong ng wika sa sitwasyong
pangkomunikasyon ng
 mga tao isang lugar, sa bansa , o
sa mundo man?
 Pagtatasa ng Pagkatuto2: Bakit
kailangang magkaroon ng opisyal
na wika ang isang bansa?
2. Sanayin natin!
Gawain 1
A. Isulat ang iyong mga kasagutan sa
nakalaang espasyo ng graphic
organizer.
B. Gamit ang Venn Diagram,
paghambingin at tukuyin ang
pagkakaiba ng Unang wika at
Pangalawang
C. Ibigay ang Katangian ng
Bilinggwalismo at
Multilinggwalismo
3. SUBUKIN NATIN
Panuto: Basahin at unawain ang mga
tanong sa bawat bilang at isulat sa
sagutang papel
2:30 – 4:00
General Biology 1
1. Distinguish prokaryotic and eukaryotic
cells according to their distinguishing
features (STEM_BIO11/12-Ia-c-3)
Distinguishing Prokaryotic and
Eukaryotic Cells

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.
1. LET’S DO IT
 TASK 1. Indicate the type of cell
according to the given cell
characteristics.






SAQ-1 : What organelles are
present in both prokaryotic and
eukaryotic cells?
SAQ-2: What organelles are
present in eukaryotic but absent in
prokaryotic cells?
SAQ-3: How do eukaryotic cells
differ from prokaryotic cell in
terms of reproduction?
SAQ-4: How do sexual
reproduction possible to some
prokaryotic cells like protozoans?
TASK 2: Using the information
about prokaryotic and eukaryotic
cells,
Create a Venn diagram to show
the similarities and differences
among the two types of cells.
2. TRY
Read each question carefully and
choose the letter corresponding to
your answer. (Answer on the
Learner’s Activity and Assessment
sheets.) (Items 1-10).
2. Classify different cell types (plant/animal
tissues) and specify the function(s) of
each. (STEM_BIO11/12-Ia-c-4)
Structure and Functions of Animal
Tissues and Cell Modification
1. What are the levels of biological
organization?
Choose a word from the box and write
the correct answer that correspond
each picture.
2. LET’S PRACTICE
 SAQ-1: What is the importance of
having a tissue level in the hierarchy
of biological
 organization?
 SAQ-2: What do the varying shapes
and arrangement of epithelial tissue
suggests?
 SAQ-3: What is the general
function of connective tissues?
What function is common to all
types of connective tissues?
 SAQ-4: Why are there voluntary
and involuntary muscle tissue
functions?
 SAQ-5: What is the importance of
glial cells in nervous tissues?
3. TRY
Encircle the letter of the correct
answer. (Items -10).
Wednesday and Thursday
8:00 – 9:30
21st Century Literature from the
Philippines and the World
1. Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary
history from pre-colonial to the
contemporary. (EN12Lit-Ia-21)
The Birth of Philippine Literature in
English
Accomplish the following:
1. SAQ:
 What can you say about the themes
of Philippine literary forms during
the Spanish Period?
 What do you think is the value of
literature in promoting love of
country?
2. LET’S PRACTICE
 Identifying the theme of the given
literary work of Andres Bonifacio
entitled “Pag-ibig sa Tinubuang
Lupa”
10:00 –
11:30
Earth Science
1. Identify common rock forming minerals
using their physical and chemical
properties. (S11ES-Ib-5)
3. TRY
Directions: Read each item carefully
and answer the following questions.
 Identify whether the literary piece is
a literary canon or not. Write LC for
literary canon or N for not on the
lines provided.
 On the lines provided, write T if the
statement is true or F if the statement
is false.
Properties of Rock-Forming Minerals
Accomplished the following
1. SAQ:
 Explain each physical property
that identifies a rock-forming
mineral.
 Differentiate the 2 chemical
properties (solubility and melting
point).
 Identify at least 4 common

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
examples of rock-forming
minerals and describe each.
2. LET’S PRACTICE
 Identify each property of rockforming mineral completing the
table below with the correct
information.
 Study and analyze the following
pictures below. Then, identify the
name of the minerals and describe
its properties.
3. TRY
Directions: Choose the letter of the
correct answer (Items 1-10)
2. Classify rocks into igneous, sedimentary,
and metamorphic. (S11ES-Ic-6)
3. Explain the rock cycle.
Classification of Rocks
Accomplished the following
1. SAQ
 SAQ 1:Identify and differentiate
the three types of rocks.
 SAQ 2: Describe the
characteristics of an igneous
rock, metamorphic rock and
sedimentary rock.
 SAQ 3: Explain the rock cycle.
2. LET’S PRACTICE
 Classify each type of rock by
completing the table below
with the correct information.
 Draw a concept map to
illustrate the “Rock Cycle”.
3. TRY
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.

1:00 – 2:30
Personal Development
1. Evaluate his/her own thoughts, and
behaviour. EsP-PD11/12DWP-lb-2.2
2. Show the connections between thoughts,
feelings, and behaviours in actual life
situations.
Directions: Choose the letter of
the correct answer and write it
on the space provided before
each number. (Items 1-10)
Thoughts, Feelings, and Behavior

1. Let’s Practice
 PART I. Read the following situations
and identify one possible feeling and
one possible behaviour that
commonly result from each situation
and thought. Fill in the box with one
thought, four possible feelings and
four possible behaviour.
 Let’s Practice Pa More: Directions:
Fill in the box with two thoughts, four
feelings, and four behaviour.
Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.


Learning outputs to be sent
back through the same
flatform mentioned above.
TRY
Directions:
Choose the best letter of your answer
from the four given options. Write
only the of the answer in the separate
paper. (Items 1-5)
The connection of thoughts, feelings, and
behaviour in actual life situation.
1. Let’s Practice
Directions:
Answer the following questions
briefly and comprehensively.
2. TRY
 Activity 1
Directions:
Choose the best letter of your answer
from the four given options. Write
only the of the answer in the separate
paper. (Items 1-5)

2:30 – 4:00
Pre-Calculus
The learner:
1. Defines a parabola
2. Determine the standard form of equation
of a parabola
(STEM_PC11AGIa-5),
(STEM_PC11AGIb-1)
Activity 2
Directions:
Make a poster that shows the
connection of thoughts, feelings
and behaviors in an actual
situation.
Conic Sections: Parabola

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.
1. Try This
Given the graph above, do the
following: (Item 1-6)
2. SAQ
 SAQ-1: What is a parabola?
 SAQ-2: What are the important
elements/ parts of a parabola?
 SAQ-3: Give at least three (3)
objects that you can see around you
that may be designed and inspired
from parabola.
 SAQ-1: How can you verify if the
given equation is an equation of a
parabola?
 SAQ-2: How can you determine if
the parabola of the given equation
opens upward or downward?
 SAQ-2: How will you know when
the line of symmetry is parallel to the
y-axis?
3. Let’s Practice
Directions: Verify whether the given
equation is an equation of a parabola.
If the equation is that of a parabola,
write the equation in standard form.
Determine the vertex V, focus F,
equation of the directrix and the line
of symmetry.
4. SAQ
 SAQ-1: How can you determine
whether the line of symmetry is
parallel to the 𝑦-axis or the 𝑥-axis?
 SAQ-2: How can you determine
whether the parabola of the given
equation opens to the right or to the
left?
5. Let’s Practice
Directions: Verify whether the given
equation is an equation of a parabola.
If the equation is that of a parabola,
write the equation in standard form.
Determine the vertex 𝑉, focus 𝐹,
equation of the directrix and the line
of symmetry.
6. TRY
 Assessment 1
Directions: Determine the
coordinates of the focus and vertex
of the following parabola. Write the
equation of the directrix and the line
of symmetry. (Items 1-5)
 Assessment 2
Directions: Choose the best answer
among the choices on the given
items. Write the answer on the
answer sheet provided. (Items 1-5)
 Assessment 3
Directions: Determine the standard
form of the equation of the parabola
(line of symmetry is parallel to the
y-axis) with the following
conditions. Show your solution.
(Items 1-3)
 Assessment 4
Directions: Determine the standard
form of the equation of the parabola
(line of symmetry is parallel to the
x-axis) with the following
conditions. Show your solution.
(Items 1-3)
Friday
8:00 – 9:30
Physical Education and Health 1
Self-assess health-related fitness (HRF) status,
barriers to physical activity assessment
participation and one’s diet. PEH11FH-lg-i-6
Basic Functions of Energy System

Learning Modality to be
utilized is Modular Learning
through the Self-learning
modules called CapSLET or
Capsulaized Self-Learning
Empowerment Toolkit

Digital modules to be sent to
learners through Facebook
Group page, personal
message, Google classroom
any other platform
recommended by the school.

Learning outputs to be sent
back through the same
flatform mentioned above.


SAQ
SAQ -1: How long do you think
your energy will last if you
engage in a certain activity?
SAQ-2: What kinds of food should an
individual who regularly plays basketball
and runs short-distance sprint eats?
Explain your answer.
 SAQ-3: How are energy
categorized?
 SAQ-4: What are considered in
each category?
 SAQ-5: Can we do physical
activity without using this 3energy system?
 SAQ-6: What do you think are
some specific food that you need
to eat be able to use the 3 basic
energy system?
 SAQ-7: Do you think doing
physical activity could develop
these 3 basic energy systems?
1. Let’s Practice
 Multiple Choice Questions
Directions: Read and understand
each question carefully. Write
only the letter of your choice on
the space provided before each
number. (Items 1-10)
2. TRY
 Directions: List down physical
activities that use any or all of the
three energy system.
Activity 1: Get Energized!
10:00 –
11:30
1:00 – 2:30
2:30 – 4:00
ICL
ICL
ICL
Prepared by:
Angeline R. Cuizon
SHS Academic Coordinator
Approved by:
James Ryan M. Amamangpang
Anna Bella O. Espinosa
Assistant Secondary School Principal II
Secondary School Principal IV