Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
Felizardo C. Lipana National High School
Sta. Rita, Guiguinto Bulacan

WEEKLY HOME LEARNING PLAN – GRADE 11

Learning Area: English for Academic and Professional Purposes Week: 8 Date: 11/01-05/2021

MELCs:
 Elucidates a concept by definition, explication, and clarification.

Objectives:
At the end of the module, the learner is expected to:
1. define and explain the different techniques used to elucidate concepts in writing a concept
paper;
2. show appreciation in characterizing the different techniques; and
3. employ the different techniques in analyzing a text and in writing a concept paper.
DAY AND
LEARNING TASKS
TIME
 Wake up on time, eat a healthy breakfast, and prepare for a productive day
 Exercise with family members to ensure that the body is in good condition

Note: Kindly use the answer sheet or a separate sheet of paper for all of the given exercises.
Writing anything on the module is strictly prohibited. Thank you.
Preliminaries/Introduction (What I Need to Know)
 Before the start of the lesson, think of different concepts, questions, or even words
that you think are relatable to the learner (Ex. How do you define success?). Ask the
learner how he/she understands or defines them. Make sure that the learner
explains each topic with his/her full knowledge.
Note: Be attentive to the meanings the learner will give about the topics and ensure
that he/she will feel free to say anything he/she thinks.
Pre assessment (What I Know)
 Let the learner answer the 15-item Identification Pre-test (What I Know) on pages 3 to
4.
Note: Give the learner enough time to read and understand the pre-test.
PROCEDURES
1. Review/Motivations (What’s In)
 Ask the learner to identify whether the following statements are either correct (YES)
or incorrect (NO) description of a Reaction Paper (What’s In) on page 4.
 Afterwards, ask the learner to explain what he/she remembers about the terms
found.
2. Initial Activity/Discovery (What’s New)
 On page 5, let the learner read the definitions of Window Dressing (What’s New) and
realize how understanding things does not merely entail being able to define them.
Thus, there is a need to learn this lesson – the techniques to elucidate a concept.
Note: Guide the learner through the reading, as he/she may be unfamiliar with some
terms in the definitions.
3. Discussion of the Topic (What Is It)
 In this part, ask the learner to read Techniques in Elucidating a Concept on pages 6
to 1. Key terms and concepts are defined in this section for better understanding of
the whole lesson. Various examples of the techniques are also provided.
 Note: Explain the topics further by citing other examples to ensure that the learner
understands them fully. Be ready for any possible questions and clarifications from
the learner. If necessary, do not hesitate to contact the subject teacher.
4. Enrichment Activities (What’s More)
This part contains 3 Independent Activities and 3 Independent Assessments
which aim to help the learner understand the topic further.
 Independent Activity 1: Ask the learner to match the descriptions in Column A with
the terms on Column B. Write only the letter of the answer.
 Independent Assessment 1: Let the learner analyze given statements and identify
whether they are examples of Formal (F), Informal (I), or Extended (E) definition.
Write only the designated letter per option.
 Independent Activity 2: Ask the learner extract five familiar words from the word
puzzle. Then, let him/her define these words formally.
 Independent Assessment 2: Ask the learner to compare and contrast Formal and
Informal Definition using a Venn diagram. Refer to the scoring rubrics on page 15.
 Independent Activity 3: Let the learner read the poem. Then, ask him/her to write a 2
or 3-paragraph explication of the poem. Refer to the rubrics on page 16 for guidance.
 Independent Assessment 3: Let the learner read the poem. Then, ask him/her to
write a 2 or 3-paragraph explication of the poem. Refer to the rubrics on page 17 for
guidance.
5. Generalization (What I Have Learned)
 Ask the learner to write a five-sentence reflection about what he/she has learned
from the lesson. Refer to the scoring rubrics on page 17 for guidance.
6. Application (What I Can Do)
 Let the learner think of any concept he/she wishes to pursue. If he/she cannot come
up with a concept, he/she may select from the topics provided in the box. Ask the
learner to write a one-page concept paper elucidating the topic selected. Refer to the
scoring rubrics on page 18 for guidance.
7. Post-test (Assessment)
 Let the learner answer the 15-item Identification Post-test (Assessment) on page 20.
Note: Give the learner enough time to read and understand the post-test.
8. Additional Activity
 Let the learner read the selection on pages 20 to 21. Ask the him/her to write a one-
page concept paper elucidating the topic of the text. Refer to the scoring rubrics on
page 18 for guidance.
MODE OF DELIVERY:
 Modular Distance Learning: The parent/guardian/authorized representative shall personally submit the
printed module and activity sheets in the respective LGUs. A proof of identity shall be presented upon the
submission/claim of the materials.
 Online Distance Learning: The learner can send outputs to the Google Classroom account provided by the
teacher or to any other platform recommended by the school.

Prepared by: Checked by:

MELODY M. LANUZA DELILAH U. ORILLOSA

Noted by:

MARIA LOURDES L. RAMOS