LEARNING ACTIVITY SHEET/ GAWAING PAGKATUTO

Suggested Template

I. Introduction /Panimula
-maaring binubuo ng di hihigit sa 5-7 pangungusap na magpapakilala
kung saan patungkol ang paksang/araling tatalakayin at kung bakit dapat
na matutuhan ito ng mga mag-aaral. Gagawin ito sa paraang
“conversational’ na parang kinakausap ng guro ang bata sa normal na
face-to-face teaching -learning process sa loob ng paaralan.

II. Learning Competency /Kasanayang Pampagkatuto –

-may code/koda batay sa ipinalabas na MELC; kung wala naman, kahit
na kasanayan na lang.
III. Objectives/ Mga Layunin
-binubuo ng tatlo instruksiyonal na layunin na batay sa kasanayang
pampagkatuto; nagtataglay ng enabling at terminal objectives upang
ganap na mahubog ang target na kasanayan sa mga mag-aaral.

Enabling Learning Objective (ELO)-are supporting objectives for

terminal objectives. Well-written enabling objectives will state the
expectations of the learner’s performance. They will define the skills,
knowledge or behavior the learners must reach in order to successfully
complete the terminal objective. These should outline a sequence of
learning activities for the instruction phases of the lesson to acquire new
knowledge and skills leading to the performance level in the terminal
objective.
Terminal Learning Objective (TLO)- or Goal is a statement of the
teacher’s expectations of learners’ performance at the end of a specific
lesson or unit. It is written in specific and measurable terms that the
learner will be able to do as a result of engaging in a learning activity.

IV. Discussion/Pagtalakay sa Paksa

Tiyakin na ang pagtalakay ay madaling maunawaan ng mga mag-
aaral, sapat ang pagkakalahad, malinaw at hindi nakalilito, may mga
halimbawang ibibigay, tama ang mga impormasyon at nagbibigay ng
bagong kaalaman sa mga mag-aaral.
Magkakaroon ng talakay na hindi pahapyaw sa halip mayaman at
tunay na makapagdaragdag ng mga kaalaman.
 Dito isasagawa ang explicit teaching/instruction sa bahaging ito ng
LAS.
May mga Pamatnubay na Tanong o Guide Questions kung
kinakailangan.

V. Activities/Gawain
- Ang mga panuto ay kinakailangang simple at madaling
maintindihan ng mga mag-aaral. Ang mga gawain ay kinakailangang
nakatuon sa target na kasanayang nililinang. Tandaan na ang tuon dito
ay mga gawaing lilinang sa kasanayan. Balikan lagi ang target bago
bumuo upang hindi maligaw sa tunguhin ng Learning Activity Sheet (LAS).
Ang mga gawain ay kinakailangang “scaffolded” ibig sabihin, nakaayos
ayon sa “increasing levels of difficulty.”
Binubuo ito ng limang (5) gawain na sasagutan ng mga mag-aaral mula
Lunes hanggang Biyernes. Mas mainam kung makapag-iisip ang writer ng
kaakit-akit na pamagat sa bawat gawain. Hinihikayat na ang mga gawain
ay contextualized (localized or indigenized) at naglalayon ang mga itong
mahubog ang 21st century skills sa mga mag-aaral.
Ang ibat ibang “levels of questioning” ayon sa Revised Blooms
Taxonomy (remembering, understanding, applying, analyzing, evaluating,
creating) ay dapat na magamit sa paghahanda ng mga gawain.
Ang scoring rubric o rubrik sa pagpupuntos ay maaring ihanda kung
kinakailangan.

Gawain A
Gawain B
Gawain C
Gawain D
Gawain E

Key Stage 1- Kindergarten to Grade 3- 5 items

Key Stage 2- Grades 4-6 5-10 items
Key Stage 3- Grades 7-10 10 items
Key Stage 4- Grades 11-12 10 items

VI. Assessment/Pagsusulit
Sa bahaging ito, magkakaroon ng gawaing tataya sa natutuhan ng
mga mag-aaral. Ito ang bahagi na magpapatunay na talagang
natutuhan ng mga mag-aaral ang inaasahang kasanayan.
Muling balikan ang target na kasanayan at bumuo ng ebalwasyon
ng/sa natutuhan ng mga mag-aaral.
 Dapat may malinaw na pamantayan para sa pagtataya sa mag-aaral
kung kinakailangan.

Key Stage 1- Kindergarten to Grade 3- 5 items

Key Stage 2- Grades 4-6 10 items
Key Stage 3- Grades 7-10 15 items
Key Stage 4- Grades11-12 15 items

VII. Reflection/Pangwakas-
Ang bahaging ito ay maaring magtaglay ng mga tanong upang
masukat kung gaano natuto ang mag-aaral sa paksang tinalakay at sa
mga gawing ipinasagot sa kanya. Ito ang magsisilbing lagom ng paksang
tinalakay. ( may be direct questions or fill in the blank items)

VIII. References/Mga Sanggunian- (Follow Chicago manual of style 16th or

17th edition as much as possible)

IX. Answer Key/Susi sa Pagwawasto

A. Body Text Specifications

Learning Resource Title (LEARNING ACTIVITY SHEET

ENGLISH 2)- Alfabeto 16 pt All Caps

Grade Recommended Font Font Size Art-to-Text ratio

Level Family
K to Grade Text 16 pt including 65% : 35%
1 subheads set in bold
face (part of LAS)
Grade 2 Text 16 pt including 60% : 40%
subheads set in bold
Alfabeto face (part of LAS)
Grade 3 (body text indented Text 14 pt 50% : 50%
and justified i subheads set in bold
face (part of LAS) 16
pt
Grades 4 Bookman Old Style Text 14 pt 40% : 60%
(body text Justified) subheads set in bold
face (part of LAS) 16
pt
 Grades 5- Text 12 pt 30% :70%
12 subheads (part of
LAS) set in bold face
14 pt

Other Specifications of the Body Text

• Leading space shall be at 1.15 points.
• Spaces between subtitles and paragraphs shall be two (1.5) points.
• Pages shall be complete and properly sequenced.
• Body text shall be indented and justified.
• Page number shall be centered at the bottom of the page. No page
number on the first page.
• There shall be no just one word or half a word on paragraph endings.
• Pages shall not end with hyphenated word or awkward page turn.
• The last page of the learning activity sheet shall occupy at least half of
the text area.
• There shall be at least two (2) lines of the text below a text head at the
foot of the page.
B. Illustrations
• Illustrations shall use line-art in single color (preferably black) and there
shall be no shading effect other than hatching, cross hatching and
stipple shading.
• Illustrations and visuals shall be attractive and appealing.
• Illustrations shall be correct, original, realistic, simple, clear and
recognizable.
• Illustrations and visuals shall be properly labelled and captioned.
• For K to 3, illustrations of people, animals, places and objects shall be
complete.
• Original illustrations and visuals are encouraged. However, you may also
download images, photos, pictures from reputable sites that offer
educational resources for free downloads or you may use government
works/DepEd -developed materials which are all for fair use/educational
purposes, but you have to acknowledge the sources in your
references/bibliography.
Downloaded colored images/illustrations shall be set to gray scale (for
modular learning using printed LRs)
For online learning- the school may retain the colored images/illustrations
• Permit to use copyrighted illustrations and visuals shall be secured before
using it.
• Local pictures and artworks shall be validated and approved by the
ethnic community.
C. Digital File Management
1. LAS shall be encoded using Microsoft Word.
2. There shall be one digital file per MELC-based LAS.
3. Each LAS file shall be named following this format:
learning area with grade level_quarter number_week number_learning
competency
Example: english_q1_wk 1_identifying reality and fantasy details in texts
listened to
4. The draft shall be evaluated in terms of content, language and layout by
assigned evaluators in the district/division to be chaired by the EPS in-charge of
the learning area, in coordination with the EPS-LRMS.
5. Ready to print LAS shall be stored as doc and pdf files.
D. Paper and Binding

Properties Reproduction
Paper Size paper size used on layout
(A4)
Paper Thickness 70 – 80 gsm
(Basis Weight)
Binding Staple (triple) with
with PVC or duct tape or any other
means