During the global pandemic, a transitory shift in educational institutions' instructional modalities prompted teachers and students to adopt a new learning style. As a result, continuing the academic year through distance education via flexible learning modalities is the ideal alternative. This study sought to validate and accept teacher-made instructional materials on Grammar and Literature for Grade 8 students. The researcher utilized the descriptive survey method using questionnaires to gather data information. Two parts of questionnaires were used in the study. The first part assessed the validity of the developed self-learning module in English in terms of goals/objectives, concepts, directions, practical exercises, Reflection, and topics. The second part assessed the acceptability of the developed self-learning module in English in terms of clarity, usefulness, language and style, illustrations, presentation, and suitability. The data collected were encoded and entered into the matrix using the computer software of Microsoft Excel with the following statistical procedures: frequency distribution, percentage score, mean, total mean, and standard deviation. The overall mean and the standard deviation of all the variables from the two respondents confirmed that the teacher-made instructional materials were valid and accepted. Based on the findings, it is recommended that teachers assist students in developing basic comprehension abilities and techniques through a series of exercises designed to reinforce and appreciate previously acquired skills while also developing new required skills. Administrators should also conduct or sponsor programs and in-service training to guarantee that instructional materials are prepared and developed with the most up-to-date innovations, notably in grammar and literature. Finally, future researchers should also develop a research-driven plan to help students enhance their skills.