Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

MODULE 2 OUTPUTS

UNPACKING OF MELCS
K to 12 Learning MELCs
Competencies
Distinguish how spore-bearing and
Merged/Clustered cone-bearing plant reproduce.
Discuss the interaction among
living-things and non-living things in
Discuss the interaction among living
tropical rainforest, coral reefs and
things and non-living things in
mangrove swaps.
tropical rain forest, coral reefs and
mangrove swamps.
Describe theappearance and uses Describe the appearance and uses
Retained
uniform and-uniform mixture.. uniform and non-uniform mixture.
Module 2 ( S.Y 2020-2021 )

Tell the benefits of separating

Dropped mixtures from products in N/A
community.

COMBINING MELCS
QUARTER 1 CONTENT PERFORMANC MELC’s
STANDARD E STANDARD
I Ang bata ay nagkakaroon ng Ang bata ay 1. Nakikilala ang sarili
pag-unawa sa konsepto ng mga nakapagpapamalas ng (SEKPSE-OO-1)
sumusunod na batayan upang tamang pagkilos sa
lubos na mapahalagahan ang lahat ng pagkakataon na
sarili. may paggalang at 2. Nakikilala ang
pagsasaalang-alang sa pangalan at apelyido (SEKPSE-
sarili at sa iba la-1.1)

3. Nakikilala ang kasarian.

(SEKPSE-lb-1.2)
4. Nakikilala ang
gulang/kapanganakan (SEKPSE-
lc-1.3)

5. Use the proper

expression in introducing
oneself e.g I am/My name is
___________. (SEKPSE-llc-1.4)
.
 List of Targeted Learner Interventions.
Learning tasks for Distance Learning.
Assessment methods in Distance Learning.
Weekly Home Learning Plan for 1- subject who lags behind in
completing the learning tasks.
LAC 3 Teaching Engagement Report (Optional is LAC session was
conducted)
LAC 3 Session Report (Optional if LAC session was conducted)

Targeted Learner Interventions

Learner Group TARGETED INTERVENTIONS
Learners without parents or household member Make a weekly supervisory plan for them and
Module 3A ( S.Y 2020-2021

who can guide and support their learning at home check their module and activity sheets

Communicate to respective teacher on what to do

through text, call, chat on Facebook messenger.
Also ask co-parenting around your area.

Beginning readers (K to 3) Provide them materials that will suited to their

learning ability

Communicate with parents for a reading warrior

(volunteer) to help the school in implementing the
BR-B4 (Blue Rizal: Barangayan para sa Bawat Bata
Bumabasa).

Struggling readers (Grades 4-12) Provide them materials that will suited to their
learning ability

Communicate to the previous teacher and

parents. Include them to the reading remediation
under BR-B4.

No access to devices and Internet Provide all the learning package like module,
worksheets.
 Communicate with LGU to have free access Wifi in
the community there is what we call Montalban-
Connect project.

Inaccessible (living in remote and/or unsafe areas) Provide them modules and making sure to check
their work weekly

Look for a LR mover volunteer to access the

inaccessible areas of the community.

Persons with disabilities Provide them the learning materials that are
suited to them. Communicate with parent and let
them attend on a seminar on psychosocial
approach. Also in retrieval of modules they are
included in LR Pasabay.
 Learning Tasks for Distance Learning
Before
 Review previous lesson
 Clarify concepts from previous
lesson
 State lesson objectives as guide
for learners
 Present connection between old
and new lesson and establish
purpose for new lesson.
During After
 Provide learners with  Wrap up activities
feedback
 Emphasize key information and
 Check learners’ concepts discussed
understanding
 Assess whether lesson has been
 Explain, model mastered
demonstrate and
 Transfer ideas and concepts to
illustrate Check
new situation.
learner’s prior
knowledge about the  Check learner’s prior knowledge
new lesson. about the new lesson.
 The concepts ideas,
skills, or processes of
the students.
 Present warm-up
activities to establish
interest in new lesson
 ASSESSMENT METHODS IN DISTANCE LEARNING

How to Adopt the Assessment

Assessment Method
Method in Distance Learning?

Learners will be given with weekly self-learning

Formative Assessments of the Self-Learning Modules,
Activity Sheets, & Learning Exemplars
modules, to answer in a weeklong span. Learners will
need to accomplish the learning tasks in a period of time.
After accomplishing all the learning activities, their
parents will submit it to the designated Kiosk
strategically located in their respective barangay.

Learners will be instructed to compile all their outputs

per learning area. Every learner should have to submit a
learning output portfolio wherein learner’s reflection is
attached to it for the teacher to determine an authentic
Portfolio Making
response towards what the pupils learned. In assessing
the portfolio of every learner, the teacher should use
rubrics to further assess and evaluate learner’s
understanding on the lessons given.

Learners will be instructed on project or performance to

be done in a particular lesson especially when the lesson
Project Making/Performance Assessment requires performance output or a project output.
Learners’ outputs will be assessed and evaluated using
rubrics

Learners will be required to submit a journal reflection

in every lesson given to them. Learners’ reflection will be
Journal Reflection Assessment submitted to their teachers. Rubrics will be used to
evaluate learners’ journal reflections.

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
 Rodriguez Sub-Office
SOUTHVILLE 8C ELEMENTARY SCHOOL

WEEKLY HOME LEARNING PLAN

Grade 1
Week 2 Quarter 1
October 12-16, 20202

Day Lear Learning

& ning Compet Learning Tasks Mode of Delivery
Time Area ency
8:00 Paggising, pagtulong sap ag-aayos ng higaan, pag aalmusal, paglilinis ng sarli
–
9:00
9:00 - Pagsasagawa ng mga karagdagang Gawain bago simulant ang pag-aaral.
9:30
Ipasa ang output o sagot ng mga mag-aaral ng kanilang
Lunes MT Naibibi -Sagutin ang magulang sa paaralan ayon sa itinakdang araw at oras
B gay mga ng guro.
ang Gawain.
unang  Sa pagpunta ng mga magulang sa paaralan ay
letra o Panuto: mahigpit na ipatutupad ang minimum health
tunog isulat sa protocols ng DOH at IATF.
ng inyong
mga
kuwaderno
salita.
ang isang
pangalan ng
bagay, tao,
hayop o
pangyayari
na
MT nagsisimula
Mart B sa mga letra
es na nakasulat
sa kahon.
Sundan ang
unang
halimbawa.
Naibibi
gay Z-zipper
ang E-
unang I-
letra o
 tunog S-
ng F-
mga A-
salita.
O-
T-
V-
C-
MT
B-
B
U-
D-
Miyer
kules
Panuto:
sundan ang
mga
nasusulat na
hakbang
para mabuo
ang Gawain
o awtput.
Naibibi 1.
gay
ang Kumu
MT unang ha ng
B letra o isang
tunog piraso
ng
ng
mga
salita. papel
2. Tupiin
HUW ito ng
EBES
piraso
ng
papel
3.

Kulay
an
MT ang
B
magk
abilan
 g
bahag
i ng
kulay
BIYER Naibibi
NES gay asul.
ang 4.
unang
letra o Gumu
tunog hit ng
ng araw
mga
sa
salita.
bahag
i ng
papel
na
may
kulay
.
5.

Lagya
n ng
panga
lan.

Panuto:
basahin ang
mga
sumusunod
na salita.
Uliting
bigkasin ang
tunog ng mga
unang letra.

Amo
itlog
Masa
laso
Sasa
mama
Mesa
nanay
Gamit
kahon

Panuto:
basahin ang
mga
nakatakdang
Gawain.
Sundin ito.
1. Isulat
sa
inyon
g
kwad
erno
ang
panga
lan ng
iyong
magul
ang at
mga
kapati
d.
2. Isulat
ang
mga
unang
letra
ng
bawat
panga
 lan.
3.

Basa
hin ito
ng
dalaw
ang
beses
.
4.

Mags
ulat
ng
isang
salita
na
nagsi
simul
a sa
pareh
as ng
letra.

Panuto:
tingnan ang
mga larawan
simula sa
unang
pahina ng
modyul
hanggang sa
pahina na
ito.
1. Isulat
ang
mga
panga
lan ng
mga
 laraw
an.
2. Isulat
ang
unang
letra.
3.

Bigka
sin at
basah
in ang
nakas
ulat
ng
letra.
 INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT WHO
LAGS BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: KELVIN RONDINA
Grade Level: ONE
Learner’s Status
Intervention Significa
Learning Learner’s
Strategies Monitoring Date Insignificant nt
Area Needs Mastery
Provided Progress Progres
s
Struggles to
read with
MTB a. seek help October 12-30, /
fluency and
from a 2020
comprehension
capable
immediate
family
member to
help the
learner in
answering
the
learning
modules

b. give
sufficient
time for
the learner
to
accomplis
h the
learning
modules
c. scheduled
home
visitation
of the
teacher to
help the
learner in
answering
 the
activities in
the
learning
modules.
d. make and
provide
learning
activities
suited to
his pace of
learning
e. if possible,
the
teacher
provides
direct
guidance
and
supervisio
n in the
completion
of the
learner

Learner is not making significant progress in a timely manner. Intervention strategies need to be
revised.
Intervention
Status / Learner is making significant progress. Continue with the learning plan.

Learner has reached mastery of the competencies in learning plan.

 OUTPUT FOR MODULE 3-B
Two accomplished LR Rapid Assessment Tools with

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and ̸
relevant to the
MELCs?

2. easy to reproduce ̸
and/or
disseminate?

3. from a credible ̸
source/author?
ule 3B ( S.Y 2020-2021

4. culture- and ̸
gender-fair?

5. free from red flags ̸

on possible
copyright and
plagiarism issues?

6. the layout and ̸

format easy to
read and pleasing
to the eyes?

Reflection Questions:
 1. Was the material able to meet all the requirements?
Yes, the materials was able to meet all the requirements.

2. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
None

3. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
None
4. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
This assessment tool was a great help for us teachers in
choosing the best LR for our subject matter. It taught us to consider
first all requirements needed in obtaining our desired L .R.

OUTPUT FOR MODULE 3-B

Two accomplished LR Rapid Assessment Tools with

RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material... YES NO Cannot be determined

7. Connected and relevant to the MELCs? /

8. Appropriate to the grade level and learner /

characteristics in terms of language, activities?

9. easy to reproduce and/or disseminate? /

10. from a credible source/author? /

11. culture- and gender-fair? /

12. free from red flags on possible copyright and /

plagiarism issues?

13. the layout and format easy to read and pleasing /

to the eyes?

Reflection Questions:
5. Was the material able to meet all the requirements?
Yes
6. Were there any questions in the assessment tool where you answered
“No” or “Cannot Be Determined”? What decision will you make on the LR
material? Why?
Yes, I will study it first, before giving it to my learners.

7. Are there other aspects of the material not covered by the tool but still
need to be assessed? Specify which aspect/s.
None
8. How does this exercise help you in picking the right and appropriate LRs
for your lesson and your learners?
It makes me pick the right LR by looking at data of the
checklist.
 REFLECTIONS
SELF-LEARNING MODULE IN MTB 1

The Self-Learning Module in MTB 1 that I downloaded was developed by the

Department of Education which is the primary learning resource materials to be utilized
by Grade 1 learners across the country in the new normal. This SLM in MTB 1 is K to 12
compliant, based from the MELCs and passed the ADM Learning Resources
Standards. This means that this SLM in MTB 1 was designed to cater the needs of our
learners on what they should essentially need to learn now that face-to-face learning is
not possible because of the health risks brought about by Covid 19.

As I go through the indicators and as I answered the Rapid Assessment of

Learning Resources that in this case, the SLM in MTB 1 was evaluated. I have two
indicators that I think brought some minor issues. First is “easy to reproduce and/or
disseminate.” We cannot deny the fact that no matter how complete the SLMs, still we
are challenged on the mass production of SLMs because this requires huge budget
allocation. Scarcity fund is a problem in order to reproduce these self-learning modules.
Second is “free from red flags on possible copyright and plagiarism issues.” The
development of SLMs includes the use of suited references; however SLMs writers
might not be able to properly cite the references they used. So, the issue of copyright
infringement is a great challenge for the SLMs writers.

The procedure in selecting appropriate SLMs is fundamental in securing better

learning outcomes and teachers have big significant roles in the selection of appropriate
learning resource materials to be used in their teaching. Relatively, this process had
helped me a lot.

As I go through this SLM review in MTB 1, I was enlightened that one of the
essential roles of a teacher is to look and study carefully the most appropriate learning
resource materials he will be using. It is his responsibility to scrutinize carefully the
learning resource materials he will be using because if he does, there will be significant
learning outcomes for our children despite this global health pandemic.
 OUTPUT FOR MODULE 4
INDIVIDUAL DEVELOPMENT PLAN
 Action Plan
(Recommended
Strengths Developmenta Developmental Intervention) Timeline Resources
l Needs Needed
Learning Intervention
Objectives of the
PD Program

Applying knowledge Align the lessons To model the Equip myself and Whole school Webinars
and content within with the targeted effective familiarize the year
and across concepts stated applications of learning
curriculum teaching in the MELC. content competencies
areas. knowledge stated in the
within and MELC.
across
curriculum
Module 4A ( S.Y 2020-2021

teaching areas.

Using a range of Evaluate the use Model a Study or search Year - round Internet
teaching strategies and development comprehensive new strategies to
webinars
that enhance learner of teaching selection of be used in this
achievement in strategies that effective new normal and
literacy and promote learner teaching in different
numeracy skills. achievement in strategies that modalities.
literacy and promote learner
numeracy skills. achievement in
literacy and
numeracy skills.

Enhance skills in
using various and Attending
Ability to work Needs assistance
necessary webinars, LAC
collaboratively in on technology- Whole year round School funds
technologies sessions about the
groups related work
used in different use of ICT
LDMs