LOVELYN M.

TESALONA
 Department of Education
National Capital Region
Division of Taguig City and Pateros
PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
LEARNING DELIVERY MODALITY 2

UNPACKING OF MELCS

K to 12 Learning MELCs
Competencies
Merged/Clustered listens perceptively to music of Southeast listens perceptively to music of
Asia; Southeast Asia;

sings songs of Southeast Asia; analyzes musical elements of selected

analyzes musical elements of selected
songs and instrumental pieces heard and
performed;
explores ways of producing sounds on a
variety of sources that would simulate
instruments being studied;
songs and instrumental pieces heard
and performed;
explores ways of producing sounds on
a variety of sources that would
simulate instruments being studied;

Retained improvises simple accompaniment to improvises simple accompaniment to

selected Southeast Asian music; selected Southeast Asian music;

performs on available instruments from performs music from Southeast Asia

Southeast Asia; with own accompaniment;

evaluates music and music performances evaluates music and music

applying knowledge of musical elements performances using guided rubrics
and style. applying knowledge of musical
elements and style.
Dropped explains how the music of a Southeast
Asian country relates to its geography and
culture;
 Targeted Learner Interventions
Learner Group
Learners without parents or
household member who can
guide and support their
learning at home
Beginning readers (K to 3)
Struggling readers (Grades 4- Provide them materials that will
12)
No access to devices and
Internet
Inaccessible (living in remote Provide them modules and making
and/or unsafe areas)
TARGETED INTERVENTIONS
Make a weekly supervisory plan for
them and 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.
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 TELE-
Aral of Taguig.
suited to their learning ability
Communicate to the previous teacher
and parents. Include them to the
reading remediation under BR-B4.
Provide the entire learning package
like module, worksheets.
Communicate with LGU to have free
access Wifi in the community.
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.
Guardian/parents are the one who
will surrender the module to the
school.

Learning Tasks for Distance Learning

Before the Lesson During/Lesson After the Lesson

Proper

 Review previous lesson  Provide learners with  Wrap up activities

feedback
 Clarify concepts from previous  Assess whether lesson has
lesson  Check learners’ been mastered
understanding
 Present warm-up activities to  Transfer ideas and concepts
establish interest in new lesson  Explain, model to new situation.
demonstrate and
 Check learner’s prior knowledge  Ask learners to recall key
illustrate Check
about the new lesson activities and concepts
learner’s prior
discussed
 Present connection between old knowledge about the
and new lesson and establish new lesson.  Reinforce what teacher has
purpose for new lesson. taught
 The concepts ideas,
 State lesson objectives as guide skills, or processes of
for learners the students.

 Help learners
understand and
master new
information
 ASSESSMENT METHODS IN DISTANCE LEARNING

How to Adopt the Assessment

Assessment Method
Method in Distance Learning?

Learners will be given with

weekly self-learning modules, to
answer in a weeklong span.
Learners will need to accomplish
Formative Assessments of the Self-
the learning tasks in a period of
Learning Modules, Activity Sheets,
time. After accomplishing all the
& Learning Exemplars
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.
Project Making/Performance Learners will be instructed on
Assessment project or performance to be done
in a particular lesson especially
when the lesson requires
performance output or a project
output. Learners’ outputs will be

Journal Reflection Assessment
assessed and evaluated using
rubrics
Learners will be required to
submit a journal reflection in
every lesson given to them.
Learners’ reflection will be
submitted to their teachers.
Rubrics will be used to evaluate
learners’ journal reflections.

PRES. DIOSDADO MACPAGAL HIGH SCHOOL

JHS DEPARTMENT
BLENDED LEARNING PLAN
SUBJECT TEACHER: LOVELYN M.TESALONA
FIRST SEMESTER, QUARTER 1

DAY, DATE LEARNING LEARNING LEARNING TASK MODE OF

AND TIME AREA COMPETENCY DELIVERY

MONDAY WEEK 3 Online Students:

Week 3 Lesson 1 Send outputs to
facebook group
COURAGE 12:00- MAPEH 8 1. Explain the Activity 3 How Others
account provided
1:00 PM (Health ) dimensions of Human see myself Post Test by the teacher and
CHARITY : 1:00 – Sexuality. Lesson 2 Gender and for synchronous
2:00 2. Analyzes the factors Human Sexuality learning we will
GENEROSITY : that affect one’s Pre test use zoom app.
2:00-3:00 attitudes and practices Looking back Modular students:
HOPE : 3:00-4:00 related to sexuality Checking your Ask for your parent
and sexual behaviors Understanding to drop your
Post Test completed module
3. Assess personal
to designated box
health attitudes that in PDMHS or send
may influence sexual your screen shot to
behavior face book
messenger.
 INDIVIDUAL LEARNING MONITORING PLAN FOR A STUDENT WHO LAGS
BEHIND IN COMPLETING THE LEARNING TASKS
Learner’s Name: Jaymar Tupaz
Grade Level: 8
Learner’s Status
Intervention
Learner’s Significan
Learning Area Strategies Monitoring Date Insignificant
Needs t Mastery
Provided Progress
Progress
Struggles to
read with
MTB fluency and a. seek help October 12-30, /
comprehension from a 2020
capable
immediate
family
member to
help the
learner in
answering
the
learning
modules

b. give
sufficient
time for the
learner to
accomplish
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 reflections.
 RAPID ASSESSMENT OF LEARNING RESOURCES

Is the LR Material YES NO Cannot be determined

1. Connected and ̸
relevant to the
MELCs?

2. Appropriate to the
grade level and
/
learner
characteristics in
terms of language,
activities?

3. easy to reproduce ̸
and/or
disseminate?

4. from a credible ̸
source/author?

5. culture- and ̸
gender-fair?

6. free from red flags ̸

on possible
copyright and
plagiarism issues?

7. 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
2. Where 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?
 I choose this because it’s the most appropriate regarding the lesson. The assessment tool is a
great help for us teachers in choosing the best LRs for our subject matter. And also I can rely the
activities in the learning resources. The Data is and the checklist is the most appropriate to the
needs of the learner.
 Action Plan
(Recommended
Developmental Intervention)
Strengths Developmenta Timeline Resources
l Needs Needed
Learning Intervention
Objectives of
the PD Program

Applying knowledge and Align the lessons To model the Equip myself and Whole school Webinars
content within and across with the targeted effective familiarize the year
curriculum teaching concepts stated applications of learning
areas. in the MELC. content competencies
knowledge stated in the
within and MELC.
across
curriculum
teaching areas.

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

Enhance skills in Attending/Particip

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